SlideShare a Scribd company logo
ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
GUIDANCE AND COUNSELLING AND LIFE SKILLS EDUCATION
SYLLABUS
INFANT SCHOOL LEVEL
(Early Childhood Development A to Grade 2)
(2015 – 2022)
Curriculum Development and Technical Services
P.O. Box MP 133
MOUNT PLEASANT
HARARE
© All rights reserved
2016
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this
syllabus:
- Guidance and Counselling and Life Skills Education Syllabus panels
- Ministry of Public Service, Labour and Social Welfare (MoPSLSW)
- Ministry of Health and Child Care (MoHCC)
- Ministry of Women Affairs, Gender and Community Development (MoWAGCD)
- Ministry of Higher and Tertiary Education, Science and Technology Development (MoHTESTD)
- Zimbabwe Parks and Wildlife Management Authority (ZPWLMA)
- Zimbabwe Republic Police (ZRP)
- National AIDS Council (NAC)
- Young People’s Network on Sexual and Reproductive Health, HIV and AIDS (YPNSRHHA)
- Zimbabwe Teachers’ Association (ZIMTA)
- Scripture Union Zimbabwe (SU)
- Zimbabwe Schools Examination Council (ZIMSEC)
- United Nations Population Fund (UNFPA)
- United Nations Educational, Scientific and Cultural Organisations (UNESCO)
- United Nations International Children’s Fund (UNICEF)
- Zimbabwe Youth Council (ZYC)
- Laying Solid Foundations (LASOF)
- Family Health International (FHI360)
2
Table of Contents
PAGE
ACKNOWLEDGEMENTS ………………………………………………………………………………………………………………………………..
1.0 PREAMBLE………………………………………………………………………………………………………………………………………
2.0 PRESENTATION OF THE SYLLABUS………………………………………………………………………………………………………
3.0 AIMS……………………………………………………………………………………………………………………. ………………………
4.0 SYLLABUS OBJECTIVES……………………………………………………………………………………………………………………..
5.0 METHODOLOGY AND TIME ALLOCATION……………………………………………………………………………………………….
6.0 TOPICS ………………………………………………………………………………………………………………………………………..
7.0 SCOPE AND SEQUENCE CHART…………………………………………………………………………………………………………
8.0 COMPETENCY MATRIX………………………………………………………………………………………………………...................
ECD A ………………………………………………………………………………………………………………………………………..
ECD B ……………………………………………………………………………………………………………………………………….
GRADE 1 ……………………………………………………………………………………………………………………..…………….
GRADE 2 ……………………………………………………………………………………………………………………………………
9.0 ASSESSMENT……………………………………………………………………………………………………….
3
1.0 PREAMBLE
1.1 Introduction
This Guidance and Counselling and Life Skills Education Syllabus covers ECD A to Grade 2 (Infant level). Guidance and Counselling and Life Skills
Education is a learning area that seeks to empower learners with essential life skills covering activities that enhance the learner to become a patriotic
and responsible citizen. It nurtures important values like punctuality, honesty, empathy, resilience and perseverance. Guidance and Counselling and
Life Skills Education seeks to bridge the gap between classroom knowledge and practical life through outward bound activities such as guided tours,
field work and schools on the shop floor. Guidance and Counselling and Life Skills Education as a learning area promotes the development of
Unhu/Ubuntu/Vumunhu through nurturing of important virtues of life such as respect, tolerance, sharing, love, communication and team work.
1.2 Rationale
Guidance and Counselling and Life Skills Education is a learning area that develops essential life skills, knowledge and etiquette in learners to enable
them to adjust and suit well in the changing social and physical environments such as home, school and community. The learning area creates
synergies between schools, communities and enterprise (industry). Learners are given opportunities to relate theory, to practice and practice to
theory thus bridging the gap between classroom knowledge and practical life. The learning area is very significant in inculcating
Unhu/Ubuntu/Vumunhu attributes, patriotism and volunteerism. It gives a sense of positive self-image and cherishes diversity among learners.
The Guidance and Counselling and Life Skills Education syllabus enables learners to develop basic skills and knowledge in:
 Assertiveness
 Problem solving
 Decision making
 Critical thinking
4
 Leadership
 Communication
 Self-management
 Managing diversity
 Learning and Innovation
 Capability to access and analyse information
 Conflict resolution
 Agility and adaptability
 Collaboration
 Enterprise
 Technology
1.3 Summary of Content
This syllabus covers the following essential topics:
 Myself, Family and Community
 Understanding Child Rights and Responsibilities
 Managing and Coping with Changes
 Social Etiquette
 Health Education
 Financial and Career Guidance
 Management of Resources
 Safety and Protection
5
The thrust of this syllabus is to produce competent, innovative, versatile and empowered learners who are able to manage dynamic life trends.
1.4 Assumptions
It is assumed that the learners:
 belong to a family
 are aware of some cultural values and cultural diversity
 have an identity
 have an understanding of child rights and responsibilities
 can cope with different situations and changes
 have basic communication skills
 are conscious of personal hygiene and diseases
 face and manage different risks and challenges
 have different interests
 are creative and innovative
 experience peer influence
 have daily living skills
 can make a simple budget
 aware of roles of family members at home
1.5 Cross cutting themes
 Gender
6
 Disability
 Child rights and responsibilities
 Conflict management
 Financial Literacy
 Sexuality, HIV and AIDS
 Child Protection
 Human Rights
 Collaboration
 Information Communication Technology
2.0 PRESENTATION OF THE SYLLABUS
The Guidance and Counselling and Life Skills Education Syllabus is presented as a single document which covers ECD A – Grade 2. All grades
have the same topics with content, which is developmental and spiral in nature.
3.0 AIMS
The syllabus aims to enable learners to:
7
3.1 develop and apply the concept of Unhu/Ubuntu/Vumunhu in different social settings
3.2 cherish diversity
3.3 develop into individuals who are aware of their rights and responsibilities
3.4 develop life skills and knowledge in changing social and physical environments such as home,
school and community
3.5 cultivate talents, abilities and interests
3.6 understand concepts of disease prevention and healthy living
3.7 develop a spirit of national consciousness, identity and patriotism
3.8 guide learners to make informed decisions
3.9 develop first aid life- saving skills
3.10 develop skills in safe traffic and road usage
4.0 SYLLABUS OBJECTIVES
By the end of Infant level, learners should be able to:
4.1 demonstrate an understanding of the concept Unhu/Ubuntu/Vumunhu and relate appropriately with family, peers and community
through respect, tolerance, sharing, love, teamwork and confidence
4.2 demonstrate appreciation of diversity
4.3 show an awareness of child rights and responsibilities
4.4 apply, positive behaviour, etiquette and knowledge in changing
environments
4.5 demonstrate their talents, abilities and interests through various educational activities
4.6 identify communicable and non-communicable diseases
4.7 practise good personal and environmental hygiene
8
4.8 experience the world of work through work related learning
4.9 demonstrate teamwork and volunteerism
4.10 show responsible behaviour and positive attitudes towards personal belongings, school and community property
4.11 exhibit the ability to make informed decisions
4.12 respond appropriately to abuse
4.13 demonstrate life-saving skills in first aid
4.14 apply safe traffic and road usage skills
5.0 METHODOLOGY AND TIME ALLOCATION
This syllabus methodology is learner-centred, hands on, multi-cultural and interactive. A spiral approach should be adopted, beginning with the
learner’s immediate environment, broadening to an exploration of his/her wider community.
5.1 METHODOLOGY
 Discussion
 Question and answer
 Group work
 Story telling
 Drawing
 Song and dance
 Play
 Modelling
 Use of Information Communication Technology
 Games
9
 Quiz
 Imitation or Simulation
 Educational tours
 Drama and role play
 Poetry and rhymes
 Discovery
 Research
 Puppetry
 School on the shop floor
 Volunteerism
The above methods are not exhaustive and the teacher is expected to be innovative.
5.2 TIME ALLOCATION
For adequate coverage of the syllabus, the following allocation is advised.
ECD: 2 periods of 15 minutes per week.
Grade 1 and 2: 2 periods of 30 minutes per week
6.0 TOPICS
 Myself, family and community
 Understanding Child Rights and Responsibilities
 Managing and coping with changes
10
 Social etiquette
 Health education
 Financial and career guidance
 Management of resources and Assets
 Safety and Protection
11
7.0 SCOPE AND SEQUENCE
TOPIC 1: MYSELF, FAMILY AND COMMUNITY
ECD A ECD B GRADE 1 GRADE 2
 Self- awareness  Self-awareness
 Me and my family
 Self-management
 Me and my family
 Me, my community and
voluntary participation
 Self-management
 Me, my community and
voluntary participation
12
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
ECD A ECD B GRADE 1 GRADE 2
 Child rights and responsibilities
 Coping with violation of child rights
 Teamwork and voluntary participation
at home
 Child rights and responsibilities
 Coping with violation of child
rights
 Teamwork and voluntary
participation at home
 Child rights and responsibilities
 Coping with violation of child
rights
 Teamwork and voluntary
participation at home and school
 Child rights and responsibilities
 Coping with violation of child
rights
 Teamwork and voluntary
participation at home, school and
community
TOPIC 3: MANAGING AND COPING WITH CHANGES
ECD A ECD B GRADE 1 GRADE 2
 Changes from home to school  Coping with changes in the family  Managing and coping with
changes from ECD to Grade 1
 Coping with changes in the family
 Managing and coping with
changes in the family
 Managing conflict at school
TOPIC 4: SOCIAL ETIQUETTE
13
ECD A ECD B GRADE 1 GRADE 2
 Good behaviour  Good behaviour  Respect and tolerance  Communication ,respect and
tolerance
TOPIC 5: HEALTH EDUCATION
ECD A ECD B GRADE 1 GRADE 2
 Personal hygiene and cleanliness
 Healthy lifestyles
 Common diseases
 Environmental health
 Personal hygiene and
cleanliness
 Healthy lifestyles
 Common diseases
 Environmental health
 Sexuality and reproductive
health education
 Healthy life styles
 Common diseases
 Environmental health
 Sexuality and reproductive
health education
 Healthy life styles
 Common diseases
 Environmental health
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
14
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
ECD A ECD B GRADE 1 GRADE 2
 Maintenance of personal belongings  Maintenance of personal
belongings and school property
 Maintenance of personal
belongings
 Maintenance of school property
 Maintenance of personal
belongings, school and
community property.
TOPIC 8: SAFETY AND PROTECTION
ECD A ECD B GRADE 1 GRADE 2
ECD A ECD B GRADE 1 GRADE 2
 Career guidance
 Financial literacy
 Career ambitions
 Financial literacy
 Career ambitions
 Financial literacy
 Career ambitions
 Financial literacy
15
 Pedestrian safety
 Crossing the road
 Passenger safety
 Road signs, signals and
markings
 First Aid
 Pedestrian safety
 Crossing the road
 Passenger safety
 Road signs, signals and
markings
 First Aid
 Pedestrian safety
 Crossing the road
 Passenger safety
 Road signs, signals and
markings
 Emergency response
 Pedestrian safety
 Crossing the road
 Passenger safety
 Road signs, signals and markings
 Emergency response
16
8.0 COMPETENCY MATRIX
ECD A
TOPIC 1: MYSELF, FAMILY AND COMMUNITY
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Self-awareness  state own names
 name external body parts
 state the uses of body parts
 state own sex
 state own totems
 identify own photo from
others
 develop a sense of self-
worthiness
 Names
 External body parts
 Uses of body parts
 Sex
 Totems
 Photos
 Self -esteem
 Saying own names
 Singing naming songs
 Selecting own photograph
 Colouring pictures
 Naming external body parts
 Singing rhymes on body
parts
 Identifying differences
between boys and girls
 Reciting totems
 Pictures
 Crayons
 Photographs
 ICT tools
 Rhymes
 Magazine cuttings
 Colouring books
 Puppets
 Sign language materials
 Braille materials
17
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Child rights and
responsibilities
 state child responsibilities at
home and school
 say child rights
 explain importance of child rights
and responsibilities
 Responsibilities at home
and school
- obedience
- honesty
- hard work
- chores
 Child rights:
- Food
- education
- clothing
- shelter
- love
- protection
 Listing child rights and
responsibilities at home and
school
 Naming work done at home
 Role playing different types of
work
 Reciting poems on rights
 Demonstrating responsibilities
 Singing songs on rights and
responsibilities
 ICT tools
 Pictures
 Posters
 Charts
 Puzzles
 Colouring books
 Crayons
 Sign language
materials
 Braille materials
Coping with
violation of child
rights
 identify forms of child abuse
 describe types of child abuse
 report abuse
 name people that protect
children from abuse
 Forms of child abuse
 Types of child abuse
 Reporting abuse
 People who protect
children from abuse
 School support systems
 Story telling on different
abuses
 Discussing child abuse
 Reciting poems on effects of
abuse
 Pictures
 Resource person(s)
 Charts
 Posters
 Anatomically correct
dolls
18
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 state the school support
structures
 demonstrate assertiveness on
issues pertaining to abuse
- Police Victim Friendly
Unit
- School Guidance and
Counselling Committee
- One Stop Centre
 Assertiveness on issues
pertaining to abuse
 Singing songs on reporting
abuse
 Role playing and miming on
prevention of abuse
 Dramatising the reporting
system
 Singing and dancing on child
protection songs
 Questioning and answering
 Practicing reporting incidents
 ICT tools
 Sign language
materials
 Braille materials
Team work and
voluntary
participation at
home
 identify team work tasks
 state benefits of team work
 discuss roles of team leaders
and team members
 list the acts of volunteerism at
home and in the classroom
 demonstrate the acts of
volunteerism at home and in
the classroom
 participate in team building and
voluntary activities
 Team work tasks
 Benefits of team work
 Roles of team leader and
team members
 Volunteerism at home and
in the classroom
 Team building and
voluntary activities
 Listing team work tasks
 Playing roles of team leaders
and team members
 Singing songs on team work
 Playing games on team work
 Describing acts of
volunteerism at home and
school
 Performing voluntary work at
home and in the classroom
 Pictures
 Posters
 Charts
 Concrete objects
 ICT tools
 Sign language
materials
 Braille materials
19
TOPIC 3: MANAGEMENT AND COPING WITH CHANGES
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Changes from home
to school
 list enjoyable activities at home
and school
 discuss management of
changes experienced from
home to school
 manage transitional changes
from home to school
 Activities at home and
school
 Management of transitional
changes
 Transitional changes
 Describing home and school
activities
 Questioning and answering on
changes experienced from
home to school
 Playing games and activities
of own choice
 Visiting places of interest
 ICT tools
 Pictures
 Indoor and outdoor
learning materials
 Charts
 Sign language
materials
 Braille materials
20
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Good behaviour  identify good behaviour
 initiate proper greetings
 interact positively with other
learners
 use appropriate language
when making requests
 Good behaviour
 Proper greetings
 Positive interaction with
others
 Appropriate language
when making requests
 Questioning and answering on
good behaviour
 Demonstrating good behaviour
 Folk telling on good behaviour
 Practicing use of polite language
 ICT tools
 Crayons
 Pictures books
 Charts
 Sign language
materials
 Braille materials
21
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Personal
hygiene and
cleanliness
 name body parts
 state good habits of personal hygiene
 demonstrate ways of maintaining good
personal hygiene and cleanliness
 promote personal hygiene and
cleanliness
 Body parts
 Good habits of personal
hygiene
 Ways of maintaining good
personal hygiene and
cleanliness
 Reciting rhymes on body parts
 Discussing good habits of
personal hygiene
 Demonstrating the habits
through song, rhymes and role
play
 Drawing of toiletries
 Guiding on habits of personal
hygiene
 Toothpaste
 Toothbrushes
 ICT tools
 Soap
 Combs
 Sign language
materials
 Braille materials
Healthy Life
Styles
 list good food
 identify good food
 demonstrate good eating habits
 promote healthy life styles
 Good food
 Good eating habits
 Healthy life styles
 Collecting and sorting pictures
of different types of food
 Cutting and pasting food
pictures
 Differentiating good food from
junk food
 Discussing good eating habits
 Questioning and answering on
healthy life styles
 Samples of food
 Pictures of food
 Posters
 Charts
 ICT tools
 Crayons
 Stencil pictures
 Sign language
materials
22
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Playing games that promote
physical and mental health
 Braille materials
Common
Diseases
 list common diseases
 name causes of common diseases
 identify simple signs and symptoms of
common diseases
 promote good health habits
 Common diseases
(communicable diseases
such as; malaria, bilharzia,
influenza, mumps, typhoid,
cholera, diarrhoea and non
–communicable diseases
such as; cancer, epilepsy,
diabetes )
 Causes of common
diseases
 Signs and symptoms of
common diseases
 Good health habits
 Naming common diseases
 Discussing causes of common
diseases
 Stating simple signs and
symptoms of common
diseases
 Health Resource
person/s
 Posters
 Charts
 Drawings
 Pictures
 ICT tools
 Sign language
materials
 Braille materials
Environmental
Health
 identify ways of disposing litter in the
home and in the classroom
 demonstrate the three R’s (reduce litter,
reuse litter and recycle litter)
 practise proper toilet use
 Ways of disposing litter
 Reduce, reuse and recycle
litter
 Proper toilet use
 Maintaining clean
environment
 Discussing ways of disposing
litter
 Demonstrating best
environmental practices: tiding
up the classroom, picking up
papers
 Litter bins
 Environment
 ICT tools
 Toilets
 Toiletries
23
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 maintain and keep the environment
clean
 Assisting on and practising
proper toilet use
 Collecting items or objects
from the environment for 3R’s
 Touring dumping sites at
school
 Visiting recycling sites or plant
 Discussing healthy ways of
dumping waste
 Sign language
materials
 Braille materials
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Career guidance  promote career aspirations  Career aspirations  Exhibiting Careers
 Discussing career aspirations
 Role playing career
aspirations
 Pictures
 Resource persons
 ICT Tools
 Charts
24
 Posters
 Puppetry
 Sign language
materials
 Braille materials
Financial Literacy  discuss the value of money
 list items for the shop area
 identify items for sale at the shop
area
 develop enterprise skills
 Value of money
 Items for the shop area
 Enterprise skills
 Budget
 Role playing buying and
selling
 Collecting items for the shop
area
 Evaluating the value of items
in the shop area
 Budgeting
 Charts of people at
work
 Shop area
 Money
 Sign language
materials
 Braille materials
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Maintenance of
personal belongings
 demonstrate care for personal
belongings
 Care for personal
belongings
 Discussing care for personal
belongings
 ICT tools
 Charts
25
 practise proper book handling skills
 manage resources and assets
 Book handling skills
 Managing resources and
assets
 Dramatising on care for
personal belongings
 Demonstrating proper book
handling skills
 Books
 Personal belongings
 Sign language
materials
 Braille materials
TOPIC 8: LEARNER SAFETY AND PROTECTION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Pedestrian safety  identify left and right
hand
 demonstrate walking on
the right side of the road
 Left and right –hand
orientation
 Walking on the road
 Accompaniment
 Playing left and right
orientation games
 Role playing walking on
the right side of the road
 Pictures
 Charts
 ICT tools
 Road
 Audio-visual materials
 Sign language materials
 Braille materials
Crossing the road  identify safe places
when crossing the road
 state safe places to play
 demonstrate correct
ways of crossing the
road
 Safe places to cross the
road
 Safe places to play
 Correct ways of crossing
the road
 Accompaniment
 Practising crossing the
road
 Dramatizing the stop,
look and listen drill
 Playing games on
crossing the road
 Resource persons
 Charts
 Pictures
 ICT tools
 Road
 Audio-visual materials
26
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Singing songs on
crossing the road
 Reciting rhymes on
crossing the road
 Sign language materials
 Braille materials
Passenger safety  demonstrate passenger
safety when using
various modes of
transport
 Passenger safety when
using – bicycles, cars,
buses and animal drawn
carts
 Dramatizing passenger
safety when using
various modes of
transport
 Singing songs on
passenger safety
 Role playing passenger
safety
 Reciting rhymes on
passenger safety
 Resource persons
 Pictures
 ICT tools
 Charts
 Road
 Audio-visual materials
 Sign language materials
 Braille materials
Road signs, signals and
markings
 identify road signs,
signals and markings
 Road signs, signals and
markings
 Visiting the road to
observe road signs and
signals
 Listing road signs
 Colouring road signs and
markings
 Model traffic signs
 Pictures
 ICT tools
 Charts
 Road
 Audio-visual materials
 Sign language materials
27
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Singing songs on road
signs
 Modelling road signs and
signals
 Braille materials
First Aid  state situations where
First Aid can be applied
 identify where to get first
help in case of
emergency.
 discuss ways of
responding in case of
emergency
 appreciate the
importance of getting
first help in case of
emergency
 Situations where First Aid
can be applied
 First help in case of
emergency
 Ways of responding in
case of emergency
 The importance of getting
first help in case of
emergency
 Listing situations where
First Aid can be applied
 Simulating situations
requiring First Aid
 Demonstrating ways of
responding in case of
emergency
 First Aid kit
 ICT tools
 Disaster alarms
 Equipment for disaster
preparedness drills
 Posters
 Charts
 Sign language materials
 Braille materials
28
ECD B
TOPIC 1: FAMILY, WORK AND COMMUNITY
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Self-awareness  state own names
 identify external body parts
 describe oneself
 discuss functions of body
parts
 demonstrate confidence in
oneself
 appreciate individual
differences
 Identification of self
- Names
- Family name
- Totem
- sex
 Functions of body parts
 Confidence in oneself
 Individual differences
 Selecting own photograph
 Singing songs on name
identification
 Saying own names and sex
 Reciting totems
 Reciting action rhymes on
body parts
 Naming external body parts
 Colouring picture of self
 Pictures
 Crayons
 Photographs
 ICT tools
 Rhymes
 Magazine cuttings
 Colouring books
 Puppets
 Sign language materials
 Braille materials
Me and my family  name members of family
 list roles of family members
 differentiate between
paternal and maternal
relationships
 Family members
 Roles of self and family
members
 Paternal and maternal
relationships
 Saying family name
 Identifying family members
 Reciting rhymes on family
members
 Stating roles of family
members
 Pictures
 Crayons
 ICT tools
 Rhymes
 Magazine cuttings
 Colouring books
29
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 appreciate own role and
roles of other family
members
 Discussing paternal and
maternal relationships
 Colouring pictures of family
members
 Puppets
 Sign language materials
 Braille materials
30
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
KEY CONCEPT OBJECTIVES:
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Child rights and
responsibilities
 state children’s responsibilities at
home and school
 list child rights
 Children’s responsibilities
at home and school
 Child rights:
- Education
- Food
- Clothing
- Shelter
- Love
- Protection
 Discussing children’s
responsibilities at home and
school
 Participating in different
chores
 Naming child rights
 Reciting rhymes on children’s
rights and responsibilities
 ICT tools
 Pictures
 Posters
 Charts
 Sign language
materials
 Braille materials
Coping with
violation of child
rights
 identify types of child abuse
 describe signs and symptoms
of child abuse
 discuss ways of reporting
abuse
 list people that protect
children at home and school
 Types of abuse such as
bullying, cyber bullying
 Signs and symptoms of
child abuse
 Ways of reporting abuse
 School support and referral
system
 Listing types of abuse
 Reading pictures on child
abuse
 Dramatising signs of child
abuse
 Demonstrating how to report
child abuse
 Pictures
 Resource person(s)
 Charts
 Anatomically correct
dolls
 ICT tools
 Sign language
materials
31
KEY CONCEPT OBJECTIVES:
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 state the school support
structures
 be assertive and pro-active on
issues pertaining violation of
child rights
 People that protect children
at home and school
 School support structures
 Being assertive and pro
active on issues pertaining
violation of child rights
 Questioning and answering on
child abuse
 Reciting poems on child abuse
 Naming people who protect
children at home and at school
 Discussing school support
structures
 Picture reading on child
protection
 Visiting the support structures
within the school
 Braille materials
Team work and
voluntary
participation
 show the importance of team
work at school
 identify roles of team leaders
and team members
 demonstrate the benefits of
team work at school
 describe ways of resolving
conflicts
 list the acts of volunteerism at
home and school
 The importance of team
work at school
 Roles and responsibilities
of team leaders and team
members
 The importance of leaders
in the class and school
 Benefits of team work at
school
 Ways of resolving conflicts
 Explaining the importance of
team work in the class and
school
 Demonstrating good team
work qualities
 Discussing ways of resolving
conflicts
 Involving children in team
building activities
 Pictures
 Charts
 Posters
 ICT tools
 Sign language
materials
 Braille materials
32
KEY CONCEPT OBJECTIVES:
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 demonstrate the act of
volunteerism at home and
school
 state duties and
responsibilities of learners who
are leaders in the school
 promote the spirit of
togetherness and voluntary
participation
 Acts of volunteerism  Playing games that promote
team building and
volunteerism
 Questioning and answering on
roles and responsibilities of
team leaders and members
 Stating acts of volunteerism at
home and school
 Performing voluntary work at
home and school
TOPIC 3: MANAGING AND COPING WITH CHANGES
KEY CONCEPT OBJECTIVES:
Learners should be able
to
UNIT CONTENT
(knowledge skills and
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Coping with
changes in the
family
 state changes that can take
place in a family
 identify effects of family
changes
 Changes that can take
place in the family:
- Arrival of a new baby
- Death in the family
- Relocation
 Listing changes that takes
place in a family
 Discussing effects of family
changes
 ICT tools
 Pictures
 Charts
 Posters
33
KEY CONCEPT OBJECTIVES:
Learners should be able
to
UNIT CONTENT
(knowledge skills and
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 discuss ways of coping with
changes in the family
 promote coping mechanisms
on family changes
- Job loss
- Promotion
- Transfer
- Chronic illness in the
family
- Separation of parents
 Effects of family changes
 Ways of coping with family
changes
 Role playing on coping with
family changes
 Story-telling to promote coping
mechanisms
 Questioning and answering
on family changes
 Sign language
materials
 Braille materials
34
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT OBJECTIVES:
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Good behaviour  identify good behaviour
 discuss scenarios that
promote good behaviour
 interact positively with other
learners
 use appropriate language
when communicating
 Good behaviour
 Positive interaction with
other learners
 Use of appropriate
language when
communicating
 Story telling on scenarios that
promote good behaviour
 Dramatising good behaviour
 Playing games that promote
positive interaction
 Questioning and answering on use
of appropriate language
 Reciting rhymes and poems that
promote good behaviour
 ICT tools
 Crayons
 Pictures books
 Charts
 Folktales
 Sign language
materials
 Braille materials
35
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Personal
Hygiene and
cleanliness
 identify materials that we use for
personal hygiene
 describe good habits of personal
hygiene
 state ways of maintaining good
personal hygiene and cleanliness
 practise personal hygiene and
cleanliness
 Materials for personal
hygiene
 Good habits of personal
hygiene
 Ways of maintaining good
personal hygiene and
cleanliness
 Listing materials used for
personal hygiene
 Discussing good habits for
personal hygiene
 Singing songs and reciting
rhymes to promote personal
hygiene and cleanliness
 Demonstrating ways of keeping
one- self clean
 Toiletries
 Pictures
 Charts
 Posters
 ICT Tools
 Sign language materials
 Braille materials
Healthy Life
Styles
 identify good and junk food
 state good eating habits
 discuss benefits of exercises
 promote healthy life styles
 Good and junk food
 Eating habits
 Benefits of exercising
 Healthy life styles
 Naming good food
 Differentiating good food from
junk food
 Collecting and sorting pictures
of different types of food
 Cutting and pasting food
pictures
 Discussing good eating habits
 Samples of food
 Pictures of food
 ICT tools
 Charts
 Posters
 Material for playing games
 Sign language materials
 Braille materials
36
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Practising good eating habits
during feeding time
 Questioning and answering on
healthy life styles
 Playing games on physical and
mental exercises
Common
Diseases
 list common diseases
 state preventive measures on
identified common diseases
 identify signs of common diseases
 state preventive strategies on
common diseases
 Common diseases
 Preventive measures on
identified common
diseases
 Signs of common
diseases
 Prevention strategies on
common diseases
 Discussing common diseases
 Stating signs of common
diseases
 Singing songs on prevention
strategies
 Dramatising prevention
strategies
 Charts
 Posters
 Pictures
 ICT tools
 Sign language materials
 Braille materials
Environmental
Health
 state forms of litter found in the
home and school environment
 identify ways of disposing litter in
the home, classroom and school
 apply the three R’s (reduce litter,
reuse litter and recycle litter)
 Forms of litter in the
home and school
environment
 Ways of disposing litter
 Management of litter-
 List different forms of litter
found in the home and school
environment
 Discussing ways of disposing
litter
 Picking up litter
 Maintaining clean environment
 Litter bins
 Charts
 Posters
 Environment
 ICT tools
 Sign language materials
 Braille materials
37
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 promote management of litter by
children
 demonstrate proper use of the toilet
Reduce, re-use and
recycle at home and at
school
 Maintaining clean
environment
 Proper toilet use
 Tiding up the classroom,
picking up papers
 Assisting on and practising
proper toilet use
 Collecting items or object from
environment for re-use
 Touring school dumping sites
 Visiting recycling sites or plant
 Identifying healthy and
unhealthy ways of dumping
waste
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
38
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Career ambitions  state different occupations
 discuss ambitions
 name career aspirations
 Different occupations
 Ambitions
 Career aspirations
 Naming different occupations
 Describing ambitions
 Playing roles and skills of
different occupations
 Questioning and answering
activities on roles and skills
 Participating in career
sessions
 Charts
 Pictures
 ICT tools
 Resource persons
 Posters
 Sign language
materials
 Braille materials
Financial literacy  identify local currency
 discuss honest ways of making
money
 identify items for the shop area
 name income generating projects in
the community
 Local currency
 Ways of making money
 Value of money
 Items for the shop area
 Income generating
projects
 Coin rubbing
 Buying and selling games
 Questioning and answering
on ways of making money
 Collecting items for the shop
area
 Crafting items for the shop
area
 Identifying income generating
projects
 ICT tools
 Resource persons
 Charts of people at
work
 Shop area
 Money
 Work songs
 Sign language
materials
 Braille materials
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
39
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Maintenance of
personal belongings
and school property
 list personal belongings and school
property that need care
 discuss care for personal belongings
and school property
 promote responsible behaviour over
personal belongings and school
property
Personal and school
property that need care
 Responsible behaviour
over personal belongings
and school property
 Discussing ways of caring
for personal belongings and
school property
 Demonstrating proper sitting
posture
 Practising care on personal
belongings and school
property
 ICT Tools
 Charts
 Pictures
 Toys
 Books
 Sign language
materials
 Braille materials
TOPIC 8: SAFETY AND PROTECTION
40
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Pedestrian safety  Identify their left and right
hand
 demonstrate walking on
the right side of the road
 Left and right –hand
orientation
 Walking on the right side
of the road
 Accompaniment
 Playing left and right
orientation games
 Practising walking on the
right side of the road
 Pictures
 ICT tools
 Charts
 Road
 Audio-visual materials
 Toy cars
 Sign language materials
 Braille materials
Crossing the road  identify safe places when
crossing the road
 demonstrate correct ways
of crossing the road
 state safe places to play
 Safe places to cross the
road
 Correct ways of crossing
the road
 Safe places to play
 Accompaniment
 Practising crossing the
road
 Dramatizing the stop, look
and listen drill
 Playing games on
crossing the road
 Singing songs on
crossing the road
 Reciting rhymes on
crossing the road
 Resource persons
 Charts
 Pictures
 Road
 Audio-visual materials
 Sign language materials
 Braille materials
41
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Discussing dangers
associated with playing
near or along the road
Passenger safety  demonstrate passenger
safety when using various
modes of transport
 Passenger safety when
using – bicycles, cars,
buses and animal drawn
carts
 Dramatizing passenger
safety when using various
modes of transport
 Singing songs on
passenger safety
 Role playing passenger
safety
 Reciting rhymes on
passenger safety
 Resource persons
 Pictures
 ICT
 Charts
 Road
 Audio-visual materials
 Sign language materials
 Braille materials
Road signs, signals and
markings
 identify road signs,
signals and markings
 name road signs, signals
and markings
 Road signs, signals and
markings
 Visiting the road to
observe road signs and
signals
 Singing songs on road
signs
 Listing road signs
 Colouring road signs and
markings
 Resource person
 Highway code and charts
 Model traffic signs
 ICT tools
 Pictures
 Charts
 Road
 Audio-visual materials
42
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Sign language materials
 Braille materials
First Aid  list situations that need
emergency attention
 identify where to get first
help in case of
emergency.
 state ways of responding
in case of emergency

 Situations that need
emergency attention
 First help in case of
emergency
 Ways of responding in
case of emergency
 Support structures and
services

 Stating emergency
situations
 Simulating emergency
situations
 Story telling on
emergency cases
 Discussing support
structures in the school
and at home
 Charts
 Posters
 ICT tools
 Material for raising alarm
 Videos
 Sign language materials
 Braille materials
43
GRADE 1
TOPIC 1: FAMILY, WORK AND COMMUNITY
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Self-management  distinguish self from
others
 appreciate one’s identity
 self- identity
 self esteem
 appreciation of self
 Stating likes and dislikes
 Describing self among
others
 Discussing ways of
valuing one self
 Dramatizing respectful
behaviour
 Celebrating diversity
through activities such as
games, poems and
drama
 Researching praise
totems
 Reciting praise poetry on
totems
 ICT tools
 Rhymes
 Magazine cuttings
 Puppets
 Sign language materials
 Braille materials
44
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Me and my family  name members of the
wider family
 identify self in relation to
grandparents
 adjust to changes that
take place in the family
 recognise paternal and
maternal relationships
 appreciate roles and
importance of family
members
 Members of the wider
family
 Self in relation to
grandparents
 Changes that take place
in the family such as
death or birth of a new
baby, relocation, illness
 Paternal and maternal
relationships
 Family tree
 Roles of family members
 Importance of family
members
 Identifying family
members
 Stating maternal and
paternal parents
 Discussing changes that
take place in the family
 Dramatising roles of the
family members
 Drawing family members
 ICT tools
 Rhymes
 Magazine cuttings
 Photographs
 Charts with family
members
 Sign language materials
 Braille materials
Me, my community and
Voluntary participation
 identify self in relation to
other members of the
community
 relate to the community
of origin
 Self in relation to other
members of the
community
 Community of origin
 Community activities
 Singing praise songs
about their community
 Discussing the needs of
the community
 Picking litter in the
community
 ICT tools
 Rhymes
 Posters
 Magazine cuttings
 Photographs
 Sign language materials
45
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 participate in community
activities
 appreciate diversity in the
community
 Diversity in the
community
 Celebrating diversity in
the community
 simulating/ dramatising
community activities or
programs
 Braille materials
TOPIC 2: UNDERSTANDING CHILDS RIGHTS AND RESPONSIBILITIES
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Child rights and
responsibilities
 state children’s
responsibilities at home,
school and community
 list child rights
 develop an attitude of being
responsible
 fulfil responsibilities to
safeguard rights
 Children’s responsibilities
 Child rights
 Discussing ways child
rights and responsibilities
that are shared and
enjoyed in the home,
school and community
 Reciting rhymes and
poems on child rights
and responsibilities
 ICT tools
 Pictures
 Charts
 Puzzles
 Colouring books
 Crayons
 Constitution
 Sign language materials
 Braille materials
46
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Practising children’s roles
and responsibilities
 Singing songs on
children’s rights and
responsibilities
Coping with violation of
child rights
 identify child abuse
 describe child abuse
 discuss effects of child
abuse
 state the school support
structures
 identify people that
protect children at home,
school and community
 state ways of coping with
abuse
 Child abuse
 Types of child abuse
 Effects of child abuse
 School support structures
 People that protect
learners from abuse such
as; bullying, cyber
bullying
 Ways to cope with abuse
 Discussing abuse
 Dramatising effects of
child abuse
 Story telling on child
abuse
 Watching videos on child
abuse
 Drawing representational
pictures on abuse
 Reciting rhymes and
poems on abuse
 Singing songs on abuse
 Naming people who
protect children at home,
school and community
 Pictures
 Resource person(s)
 Charts
 Posters
 Anatomically correct
dolls
 ICT tools
 Sign language materials
 Braille materials
47
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Questioning and
answering on coping with
abuse and protection
TOPIC 3: MANAGING AND COPING WITH CHANGES
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Managing and
coping with
changes from ECD
to Grade 1
 state transitional changes from
ECD to Grade 1
 adjust to the transitional
changes from ECD to Grade
one (1)
 manage transitional changes
from ECD to Grade 1
 Transitional changes in the
school
- Level/grade
- Classroom
- Teacher
- Routine/programme
 Managing transitional
changes in the school
 Discussing changes from ECD
to grade one
 Naming the changes that
occur due to transition
 Discussing on making polite
requests
 Role playing making polite
requests
 Formulating class rules
 Pictures
 Charts
 ICT Tools
 Sign language materials
 Braille materials
Coping with
changes in the
family
 list changes that affect children
in the family
 Changes that affect children
in the family
 Discussing changes in the
family that affect children
 Pictures
 Charts
 ICT tools
48
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 state coping strategies on
changes in the family
 cope with changes in the family
 Coping strategies on family
changes
 Naming changes that occur in
the family
 Drawing siblings
 Singing songs on coping
strategies
 Questioning and answering on
coping strategies
 Simulating situations on
changes in the family that
affect learners
 Toys
 Sign language materials
 Braille materials
 Dilemma stories
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT OBJECTIVES:
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Respect and tolerance  list good behaviour
 show respect for others
 interact positively using
appropriate language
registers
 Good behaviour
 Respecting others
 Appropriate language
registers
 Discussing and demonstrating
good behaviour
 Watching and listening to audio
visual material on self- respect
 Story telling on respect
 Pictures
 Charts
 Videos
 ICT tools
49
 promote co -existence in
different social settings
 Values such as; honest,
obedience, trustworthiness
 Practising positive interaction such
as turn taking, sharing, greetings
and using polite language
 Role modelling
 Sign language
materials
 Braille materials
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Sexuality and
reproductive
health
education
 demonstrate ways of maintaining good
personal hygiene of reproductive
organs
 identify roles of children at home and
school
 appreciate best hygienic practices
 promote gender equity in performing
chores
 Ways of maintaining good
personal hygiene
 Roles of children at home
and school
 Gender equity in
performing chores
 Discussing good personal
hygiene
 Singing songs and rhymes on
personal hygiene
 Practising children’s roles at
home and school
 Demonstrating habits on
personal hygiene
 Personal hygiene
materials
 Posters
 ICT tools
 Charts
 Resource persons
 Sign language materials
 Braille materials
Healthy Life
Styles
 identify good food
 state ways of keeping healthy
 practise healthy habits
 appreciate the benefits of exercise
 Good food
 Ways of keeping oneself
health
-exercising
-healthy habits
 Benefits of exercising
 Discussing healthy food and
junk food
 Sorting pictures of different
types of food
 Practising physical body
exercises
 Samples of food
 Pictures of food
 ICT tools
 Charts
 Posters
 Sign language materials
50
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Dramatising healthy habits  Braille materials
Common
Diseases
 name common diseases
 identify signs and symptoms of
common diseases
 discuss treatment, care and support
 state instances of stigma and
discrimination
 coping with challenges associated with
stigmatisation
 promote good healthy habits
 Common diseases
 Signs and symptoms of
common diseases
 Treatment care and
support
 Challenges associated with
stigma and discrimination
 Healthy habits
 Stating common diseases
 Listing signs and symptoms of
common diseases.
 Discussing prevention, care,
treatment and support
 Demonstrating the acts of
stigma and discrimination
 Role playing stigma and
discrimination
 Dramatising modes of
transmission of common
diseases
 Pictures
 Posters
 Charts
 ICT tools
 Sign language materials
 Braille materials
Environmental
Health
 identify ways of disposing litter in the
home and school
 state types of litter that can be recycled
or re used
 practise proper toilet use
 Ways of disposing litter in
the home and school
 Types of litter that can be
recycled or reused
 Proper toilet use
 Maintaining a clean
environment
 Discussing ways of disposing
litter
 Touring dumping sites at
school
 Identifying ways of disposing
litter
 Describing proper toilet use
 Litter bins
 Toilets
 Charts
 Posters
 Brailed material
 Sign language materials
 Braille materials
51
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 apply the three R’s (reduce litter, reuse
litter and recycle litter) to keep the
environment clean
 maintain a clean environment
 Collecting items or objects
from environment for re-use
 Visiting recycling sites or plant
 Identifying proper and
improper ways of disposing
waste
 Cleaning up the environment
 ICT tools
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Career ambitions  list different occupations
 state job ambitions
 associate ambitions with the world of
work
 Different occupations
 Job ambitions
 Discussing different
occupations
 Drawing and pasting pictures
 Role playing job ambitions
 Exhibiting different careers
 Charts
 Resource persons
 Posters
 Pictures
 ICT tools
 Pencils
52
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Sign language materials
 Braille materials
Financial Literacy  list income generating projects in the
community
 identify honest ways of making
money
 craft items for sale at the shop area
 practise buying and selling at the
shop area
 appreciate the value of money
 promote self- reliance
 Income generating
projects
 Honest ways of making
money
 Items for sale
 Buying and selling
 The value of money
 Self-reliance
 Budgeting
 Discussing income
generating projects in the
community
 Role playing honest ways of
making money
 Dramatising buying and
selling
 Designing and making items
for sale using locally available
resources
 ICT Tools
 Locally available materials
 Shop items
 Money
 Resource persons
 Sign language materials
 Braille materials
 Sign language materials
 Braille materials
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
53
KEY CONCEPT OBJECTIVES
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Maintenance of
personal belongings
 describe ways of caring for
personal belongings
 practise book skills
 promote responsible behaviour over
personal belongings
 Personal belongings
 Book maintenance skills
 Responsible behaviour
over personal belongings
 Discussing caring of personal
belongings
 Demonstrate proper book
handling skills
 Reciting rhymes on personal
belongings
 Dramatising responsible
behaviour
 ICT tools
 Braille material
 Charts
 Toys
 Books
 Personal belongings
 Sign language
materials
 Braille materials
Maintenance of
school property
 identify ways of caring for school
property
 demonstrate necessary
maintenance skills
 maintain the school property
 Ways of caring for school
property
 Maintenance skills
 Discussing ways of caring
for school property
 Cleaning of school property
 Stating ways of maintaining
school property
 Demonstrating proper sitting
posture
 Practising caring for books,
toys
 Practising proper use of
toilets and water taps
 ICT tools
 Braille material
 Chairs
 Books
 Pictures
 Cleaning equipment
 Sign language
materials
 Braille materials
54
KEY CONCEPT OBJECTIVES
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Cleaning the school
environment
TOPIC 8: SAFETY AND PROTECTION
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Pedestrian safety  demonstrate correct ways
of walking along the road
 Verge/pavement/ off the
road walking
 Single file
 Accompaniment
Refuse, Run away, Report
(RRR) principle
 Practising correct ways of walking
along the road
Singing songs on pedestrian safety
Drawing pictures of pedestrian
safety
Playing games on accompaniment
 Resource persons
 Pictures
 Charts
 ICT tools
 Audio-Visual media
 Road
 Pamphlets
 Sign language materials
 Braille materials
Crossing the road  illustrate safe road-
crossing
 Road crossing
Safe places to cross
Visiting the road
Observing correct ways of crossing
the road
 Resource persons
 Pictures
 Charts
55
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Practising correct ways of crossing
the road (road drills)
Reciting poems on crossing the
road
 Audio-Visual media
 Road
 Pamphlets
 Sign language materials
 Braille materials
Passenger safety  demonstrate passenger
safety when using
various modes of
transport
 Passenger safety when
using – bicycles, cars,
buses, lorries and animal-
drawn carts
 Illustrating passenger safety when
using various modes of transport
 Watching videos on passenger
safety
 Singing songs on passenger
safety
 Resource persons
 Pictures
 Charts
 Audio-Visual media
 Road
 Pamphlets
 Sign language materials
 Braille materials
Road signs, signals and
markings
 identify road signs,
signals and markings
 draw road signs, signals
and markings
 Road signs, signals and
markings
 Observing road signs, signals and
markings
 Drawing road signs and markings
 Colouring road signs and
markings
 Model of road signs and
markings
 ICT tools
 Resource persons
 Road
 Audio-Visual media
56
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Pictures
 Charts
 Sign language materials
 Braille materials
Emergency response  identify where to get first
help in case of
emergency.
 state ways of responding
in case of emergency
 acquire First Aid skills
 appreciate the
importance of getting
first help on time in case
of emergency
 First help in case of
emergency
 Ways of responding in
case of emergency
 First Aid skills
 The importance of getting
first help on time in case of
emergency
 Stating support structures at
home and school
 Demonstrating First Aid
techniques in different situations
 Role playing raising alarm
 Simulating emergency situations

 First Aid kit
 Resource persons
 Charts
 Pictures
 ICT tools
 Sign language materials
 Braille materials
57
GRADE 2
TOPIC 1: MYSELF, FAMILY AND COMMUNITY
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Self-Management  identify individual strengths
 distinguish self from others
 appreciate self –worthiness
 Individual strengths
 Self -awareness
 Self- management
 Self- worthiness
 Stating individual strengths
 Discussing the importance of
self-management
 Discussing ways of valuing
one self
 Playing games to promote
self-worthiness
 Reciting rhymes
 Describing self among others
 Celebrating diversity through
games, poems and drama
 ICT tools
 Rhymes
 Magazine cuttings
 Puppets
 Sign language materials
 Braille materials
Me, my community
and voluntary
participation
 identify significant figures in
the community
 state services provided by
the community
 participate in community
activities
 Community significant
figures
 Community activities
 Community relations
 Services provided by the
community
 Naming significant figures in
the community
 Discussing services
provided by the community
 Singing praise songs about
the community
 ICT tools
 Rhymes
 Posters and charts
 Magazine cuttings
 Photographs
58
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 relate to the community
 Value support rendered by
the community
 Volunteering in community
activities
 Reciting poems on
community
 Simulating/ dramatising
community activities or
programs
 Touring of community
projects
 Sign language materials
 Braille materials
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Child rights and
responsibilities
 state children’s responsibilities at
home, school and community
 list child rights
 appreciate responsibilities in the
family and community level
 Children’s responsibilities
at home, school and
community.
 Child rights and
responsibilities
 Listing children’s
responsibilities
 Naming child rights
 Discussing child rights and
responsibilities in the family
and community
 ICT tools
 Pictures
 Posters
 Charts
 Sign language materials
 Braille materials
59
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 develop an attitude of being
responsible
 fulfil responsibilities to safeguard
rights
 Reciting rhymes on child rights
and responsibilities
 Practising children’s roles and
activities
Coping with
violation of child
rights
 explain child abuse
 identify forms of child abuse
 list potential abusers
 suggest ways to prevent child
abuse
 identify people who protect
children at home, school and
community
 state the school support
structures and services they
provide
 be assertive and proactive on
issues pertaining violation of
child rights
 Child abuse
 Forms of abuse
 Potential abusers
 Ways of preventing child
abuse
 People who protect
children at home and
school and community
 School support structures
and services provided
 Reporting mechanisms on
child abuse
 Empowering children on
assertiveness
 Stating forms of abuse
 Discussing forms of abuse
and potential abusers
 Role playing ways of child
abuse prevention
 Discussing people who protect
children at home, school and
community
 Describing school support
structures and services
provided
 Dramatising on issues
pertaining to violation of child
rights
 Questioning and answering
on child abuse and child
protection
 Pictures
 Resource person(s)
 Charts
 Anatomically correct
dolls
 ICT tools
 Sign language materials
 Braille materials
60
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Team work at home,
school and
community
 identify the importance of team
work
 list qualities of a good team
leader
 state ways of resolving
conflicts
 demonstrate positive attitude
towards team work.
 enhance participation in team
building activities
 Importance of team work
 Qualities of a good team
leader
 Leadership qualities
 Ways of resolving conflicts
 Positive attitudes towards
team work
 Team building activities
 Discussing the importance of
team work
 Listing qualities of a good
leader
 Dramatising positive attitude
towards team work
 Discussing ways of managing
conflicts
 Making team rules in a group
 Singing and playing games on
team building
 ICT tools
 Ropes, balls, toys
 Charts
 Pictures
 Sign language materials
 Braille materials
61
TOPIC 3: MANAGEMENT AND COPING WITH CHANGES
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Managing and
Coping with
changes in the
family
 list changes that affect children
in the family
 state coping strategies on
changes in the family
 cope with changes in the family
 Changes that affect children
in the family
Coping strategies on family
changes
 Discussing changes in the
family that affect children
 Naming changes that occur in
the family
 Questioning and answering on
coping strategies
 Simulating situations on
changes in the family that
affect learners and related
support
 Role playing supporting
affected learners
 Formulating class rules
 Pictures
 Charts
 ICT tools
 Sign language materials
 Braille materials
Managing conflict
at school
 state common conflicts around
the school
 discuss ways of resolving stated
conflicts
 promote conflict management at
school
 Conflicts around the school
 Ways of resolving conflict
 Discussing common conflicts
around the school
 Role playing conflict
management
 Demonstrating ways of
managing conflicts
 Pictures
 Charts
 Posters
 ICT tools
 Sign language materials
 Braille materials
62
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Picture reading on different
conflict scenarios
 Questioning and answering on
conflict management
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Communication,
respect and tolerance
 state good behaviour
 demonstrate respect for
oneself and others
 discuss individual
differences in the class.
 interact positively with
others using appropriate
language registers
 promote co -existence in
different social settings
 Good behaviour
 Respect for oneself and
others
 Individual differences in
class
 Positive interaction with
others appropriate
language registers
 Co-existence in different
social settings
 Describing good behaviour
 Discussing respect for oneself and
others
 Role modelling
 Role playing etiquette
 Story telling on respect
 Singing, dancing and playing
games that promote cultural
diversity
 Reciting rhymes and poems on
appropriate language register
 ICT tools
 Folktales
 Resource person
 Role models
 Picture books
 Pictures
 Charts
 Sign language
materials
 Braille materials
63
 Positive Attitudes towards
vulnerable people
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Sexuality and
reproductive
health
Education
 discuss keeping under garments clean
 demonstrate cleaning oneself
 Keeping under garments
clean
 Cleaning oneself
 Explaining how to keep
undergarments clean
 Role playing cleaning a
dummy
 Demonstrating healthy habits
through song, rhymes, role
play
 Personal hygiene
material
 Pictures
 Charts
 Posters
 ICT tools
 Sign language materials
 Braille materials
Healthy Life
Styles
 name different types of food
 discuss a balanced diet
 identify good eating habits
 promote healthy life styles through
exercises
 Types of food
 Balanced diet
 Good eating habits
 Healthy life styles
 Exercises
 Listing different types of food
 Sorting pictures of different
types of food
 Exhibiting different types of
food
 Samples of food
 Pictures of food
 ICT tools
 Posters
 Charts
64
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 practise healthy habits  Describing a balanced diet
meal
 Discussing good eating habits
 Demonstrating good eating
habits
 Playing games that promote
mental and physical health
 Making a frieze or /food chart
 Sign language materials
 Braille materials
Common
Diseases
 list communicable and non-
communicable diseases
 identify signs and symptoms of
common diseases
 suggest support services rendered to
people with different conditions
 discuss nutrition in relation to common
diseases
 promote management of common
diseases
 Communicable diseases
such as typhoid, cholera,
bilharzia, malaria,
influenza, COVID-19
 Non-communicable
diseases such as cancer,
diabetes, epilepsy
 Support services rendered
to people with different
conditions
 Signs and symptoms of
common diseases
 Stating communicable and
non- communicable diseases
 Describing signs and
symptoms of common
diseases.
 Discussing support services
rendered to people with
different conditions
 Question and answering on
nutrition in relation to common
diseases
 Quiz sessioning on common
diseases
 Posters
 Charts
 Nutritional and herbal
gardens
 Pictures
 ICT tools
 Sign language materials
 Braille materials
65
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Nutrition in relation to
common diseases
 Management of common
diseases
 Prevention and treatment of
diseases
 Making nutritional and herbal
gardens
Environmental
Health
 explore dumping sites
 list pollutants in the locality
 identify materials that can be recycled
and or re-used.
 maintain a clean environment
 apply the three R’s (reduce litter, reuse
litter and recycle litter)
 Dumping sites
 Pollutants in the locality
 Maintaining clean
environment
 Reduce, reuse and recycle
 Touring dumping sites at
school
 Identifying pollutants on
dumping sites
 Discussing on materials that
can be recycled and or re-
used.
 Collecting items or objects
from the environment for re-
use
 Visiting recycling sites or plant
 Identifying proper and
improper ways of dumping
waste
 Litter bins
 ICT tools
 Dumping sites
 Pictures
 Sign language materials
 Braille materials
66
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Career ambitions  identify different occupations
 demonstrate career ambitions
 discuss roles and skills required on
different careers
 appreciate various careers in today’s
world of work
 Different
occupations/careers
 Career ambitions
 Roles and skills on
different careers
 Stating different occupations
 Discussing different careers
 Exhibiting different careers
 Role playing different careers
 Conducting in -plant
exposure
 Resource persons
 institutions, industries
 Posters
 Charts
 ICT tools
 Sign language
materials
 Braille materials
Financial literacy  discuss honest ways of making
money
 identify income generating projects
in the community
 practise buying and selling items in
the classroom, appreciating the
value of money
 Honest ways of making
money
 Income generating
projects
 Buying and selling items in
the classroom store
 Value of money
 Naming honest ways of
making money
 Discussing income
generating projects in the
community
 Role playing buying and
selling
 Crafting items using available
resources
 ICT tools
 Resource persons
 Charts of people at
work
 Shop area
 Money
 Sign language
materials
 Braille materials
67
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Maintenance of
personal belongings,
school and
community property
 list school and community facilities
that needs care
 discuss the care of personal
belongings, school and community
property
 identify necessary maintenance
skills
 promote responsible behaviour in
handling school and community
property
 School and community
facilities
 Care of personal
belongings, school and
community property
 Maintenance skills
 Responsible behaviour in
handling school and
community property
 Observing school and
community facilities
 Naming school and
community amenities that
needs care
 Discussing the importance of
maintaining school and
community property
 Demonstrating necessary
maintenance skills
 ICT tools
 Resource persons
 Charts
 Toys
 Books
 Maintenance tools
 Sign language
materials
 Braille materials
68
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Touring school and
community facilities to identify
where there is need and
intervention
 Demonstrating necessary
maintenance skills
TOPIC 8: SAFETY AND PROTECTION
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Pedestrian safety  demonstrate correct ways
of walking along the road
 apply the RRR principle
 Ways of walking along the
road
-Verge/pavement/ off the
road walking
-Single file
-Accompaniment
 Dramatising correct ways
of walking along the road
 Singing songs on
pedestrian safety
 Drawing pictures of
pedestrian safety
 Resource persons
 Pictures
 Charts
 Audio-Visual media
 Road
 Pamphlets
 ICT tools
69
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Refuse, Run away,
Report (RRR) principle
 Playing games on
accompaniment
 Demonstrating the RRR
principle
 Sign language materials
 Braille materials
Crossing the road  observe safe places to
cross the road
 Safe places to cross the
road
 Demonstrating road
crossing
 Practising road crossing
 Reciting poems on
crossing the road
 Visiting the road to
demonstrate safe
crossing
 Resource persons
 Pictures
 Charts
 Audio-Visual media
 Road
 Pamphlets
 ICT tools
 Sign language materials
 Braille materials
Passenger safety  demonstrate passenger
safety when using various
modes of transport
 Passenger safety when
using – bicycles, cars,
buses, lorries and animal-
drawn carts
 Illustrating passenger
safety when using various
modes of transport
 Watching videos on
passenger safety
 Singing songs on
passenger safety
 Resource persons
 Pictures
 Charts
 Audio-Visual media
 Road
 Pamphlets
 ICT tools
70
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Sign language materials
 Braille materials
Road signs, signals and
markings
 identify road signs,
signals and markings
 draw road signs, signals
and markings
 Road signs, signals and
markings
 Observing road signs,
signal and markings
 Drawing road signs and
markings
 Colouring road signs and
markings
 Model of road signs and
markings
 Resource persons
 Road
 Audio-Visual media
 Pictures
 Charts
 Highway code charts
 Highway code
 ICT tools
 Sign language materials
 Braille equipment
Emergency response  list cases that require
immediate help
 identify where to get first
help in case of
emergency.
 Cases that require
immediate help
 First help in case of
emergency
 Ways of responding in
case of emergency
 Stating cases that require
immediate help
 Discussing where to get
help in case of
emergency
 Resource persons
 Charts
 Posters
 Pictures
 ICT tools
 Sign language materials
71
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 state ways of responding
in case of emergency
 promote early reporting
and intervention
 Early reporting and
intervention
 Demonstrating ways of
responding in case of
emergency
 Simulating emergency
situations
 Braille materials
72
9.0 ASSESSMENT
Guidance and Counselling and Life skills Education at Infant Level shall be assessed through continuous assessment. The syllabus scheme of
assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modifications must be visible to enable candidates with
special needs to access assessments.
9.1 ASSESSMENT OBJECTIVES
By the end of the Guidance and Counselling and Life skills Education Infant Level, learners should be able to:
 relate appropriately with family, friends, classmates, wider community and strangers.
 explain their roles in the home, school and their community.
 demonstrate patriotism, volunteerism and acceptance of human diversity
 exhibit knowledge of community structures and support systems.
 identify changes that can take place within a family.
 demonstrate healthy habits, good care of their belongings and the environment.
 describe communicable and non-communicable diseases and ways of prevention
 state child rights and responsibilities
 list types of child abuse.
 discuss norms, values and appropriate behaviour (Unhu/Ubuntu/Vumunhu).
 demonstrate safe traffic and road usage skills.
73
9.2 SCHEME OF ASSESSMENT
Guidance and Counselling and Life skills Education will be assessed through continuous assessment at infant level (ECD to Grade 2). Continuous
assessment shall involve projects, written tests and exercises, practical tasks and assignments as indicated in the table below:
LEVEL FORMS OF
ASSESSMENT
ASSESSMENT TASK NATURE FREQUENCY
ECD A and B Continuous  relate appropriately with
others
 proper toilet use
 sharing
 caring for one’s belongings
 helping others
 problem solving
 decision making
 conflict resolution
 self confidence
 creativity
 demonstrating correct road
usage
 Practical
 Oral
 Observation
These can be done
individually or in
groups
Monthly
74
LEVEL FORMS OF
ASSESSMENT
ASSESSMENT TASK NATURE FREQUENCY
Grade1 Continuous  relate appropriately with
others
 volunteering
 reciting National pledge
 sharing
 caring for one’s belongings
 maintaining their immediate
environment
 greeting elders
 helping others
 dressing properly
 concept of time
 concept of right and wrong
(discipline)
 using proper language
 demonstrating correct road
usage
 team work
 confidence
 Observation
 Practical
 Oral
 Written exercises
 Tests
These can be done
individually or in
groups
Monthly
75
LEVEL FORMS OF
ASSESSMENT
ASSESSMENT TASK NATURE FREQUENCY
 problem solving
 decision making
 communicating
 conflict resolution
 creativity
 written exercises and tests
 practical tasks
 assignments
Grade 2 Continuous  relate appropriately with
others
 adjust to different situations
 volunteering
 reciting National pledge
 sharing
 caring for one’s belongings
 maintaining the environment
 greeting elders
 helping others
 Observation
 Practical
 Oral
 Written exercises
 Tests
 These can be
done individually
or in groups
Monthly
76
LEVEL FORMS OF
ASSESSMENT
ASSESSMENT TASK NATURE FREQUENCY
 dressing properly
 demonstrating correct road
usage
 concept of time
 concept of right and wrong
(discipline)
 using proper language
 team work
 problem solving
 decision making
 critical thinking
 communicating
 conflict resolution
 confidence
 self-management
 creativity
 written exercises and tests
 practical tasks
 assignments
77
LEVEL FORMS OF
ASSESSMENT
ASSESSMENT TASK NATURE FREQUENCY
 projects
ASSESSMENT CRITERIA
Assessment Instruments:
 Checklists
 Rating Scale
 Observation Guide
 Exercises
 Theory Tests

More Related Content

Similar to Infant Guidance and Counselling and Life Skills Education syllabus.docx

Teacher's handout 1st meeting & workshop 2 g and teaching values ocotber ...
Teacher's handout 1st meeting & workshop 2 g and teaching values ocotber ...Teacher's handout 1st meeting & workshop 2 g and teaching values ocotber ...
Teacher's handout 1st meeting & workshop 2 g and teaching values ocotber ...
Mr Bounab Samir
 
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...
CarloAlmanzor1
 
1. BackgroundYou work as the DOS (Dean of Students) at a faith-
1. BackgroundYou work as the DOS (Dean of Students) at a faith-1. BackgroundYou work as the DOS (Dean of Students) at a faith-
1. BackgroundYou work as the DOS (Dean of Students) at a faith-
AbbyWhyte974
 
1. BackgroundYou work as the DOS (Dean of Students) at a faith-
1. BackgroundYou work as the DOS (Dean of Students) at a faith-1. BackgroundYou work as the DOS (Dean of Students) at a faith-
1. BackgroundYou work as the DOS (Dean of Students) at a faith-
MartineMccracken314
 
2. what are you trying to achieve co dev toolkit - resource or.a
2. what are you trying to achieve co dev toolkit - resource or.a2. what are you trying to achieve co dev toolkit - resource or.a
2. what are you trying to achieve co dev toolkit - resource or.a
juko101
 
Save and positive school environments
Save and positive school environmentsSave and positive school environments
Save and positive school environments
KARINA_CHANCUSIG
 
Life skills introductions
Life skills introductionsLife skills introductions
Life skills introductions
Dokka Srinivasu
 
ICT Presentation
ICT PresentationICT Presentation
ICT Presentation
Dawn Sawyers
 
Schools In The Community 1(2008)
Schools In The Community 1(2008)Schools In The Community 1(2008)
Schools In The Community 1(2008)
Peter Mayne
 
Chapter 2_3_4 inclusiveness presentation.ppt
Chapter 2_3_4 inclusiveness presentation.pptChapter 2_3_4 inclusiveness presentation.ppt
Chapter 2_3_4 inclusiveness presentation.ppt
Alazar36
 
Halal lifeskills training for teenagers.pdf
Halal lifeskills training for teenagers.pdfHalal lifeskills training for teenagers.pdf
Halal lifeskills training for teenagers.pdf
IbrahimMiftah1
 
Ngo visit
Ngo visitNgo visit
Ngo visit
Neha Goel
 
CHILD .pptx
CHILD .pptxCHILD .pptx
CHILD .pptx
PamelaRoseBaraquiel
 
Y1 re session 4finalnile 2014 pshe(4)
Y1 re session 4finalnile 2014 pshe(4)Y1 re session 4finalnile 2014 pshe(4)
Y1 re session 4finalnile 2014 pshe(4)
Sarah Lister
 
The four key facets of ESD inclusive curriculum by Dr. Geetika Saluja
The four key facets of ESD inclusive curriculum by Dr. Geetika SalujaThe four key facets of ESD inclusive curriculum by Dr. Geetika Saluja
The four key facets of ESD inclusive curriculum by Dr. Geetika Saluja
Dr. Geetika Saluja
 
Pdhpe rational 2
Pdhpe rational 2Pdhpe rational 2
Pdhpe rational 2
lrn89m
 
EV682 Developing an Inclusive Learning Environment
EV682 Developing an Inclusive Learning EnvironmentEV682 Developing an Inclusive Learning Environment
EV682 Developing an Inclusive Learning Environment
kturvey
 
Domain 5 -building connections PPSSH (DOMAIN 5)
Domain 5 -building connections PPSSH (DOMAIN 5)Domain 5 -building connections PPSSH (DOMAIN 5)
Domain 5 -building connections PPSSH (DOMAIN 5)
MARINESFRONDOZO
 
Guidance and counseling
Guidance and counselingGuidance and counseling
Guidance and counseling
Susan Hepzi
 
Inclusive educationppt file
Inclusive educationppt fileInclusive educationppt file
Inclusive educationppt file
BilalMunir25
 

Similar to Infant Guidance and Counselling and Life Skills Education syllabus.docx (20)

Teacher's handout 1st meeting & workshop 2 g and teaching values ocotber ...
Teacher's handout 1st meeting & workshop 2 g and teaching values ocotber ...Teacher's handout 1st meeting & workshop 2 g and teaching values ocotber ...
Teacher's handout 1st meeting & workshop 2 g and teaching values ocotber ...
 
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...
 
1. BackgroundYou work as the DOS (Dean of Students) at a faith-
1. BackgroundYou work as the DOS (Dean of Students) at a faith-1. BackgroundYou work as the DOS (Dean of Students) at a faith-
1. BackgroundYou work as the DOS (Dean of Students) at a faith-
 
1. BackgroundYou work as the DOS (Dean of Students) at a faith-
1. BackgroundYou work as the DOS (Dean of Students) at a faith-1. BackgroundYou work as the DOS (Dean of Students) at a faith-
1. BackgroundYou work as the DOS (Dean of Students) at a faith-
 
2. what are you trying to achieve co dev toolkit - resource or.a
2. what are you trying to achieve co dev toolkit - resource or.a2. what are you trying to achieve co dev toolkit - resource or.a
2. what are you trying to achieve co dev toolkit - resource or.a
 
Save and positive school environments
Save and positive school environmentsSave and positive school environments
Save and positive school environments
 
Life skills introductions
Life skills introductionsLife skills introductions
Life skills introductions
 
ICT Presentation
ICT PresentationICT Presentation
ICT Presentation
 
Schools In The Community 1(2008)
Schools In The Community 1(2008)Schools In The Community 1(2008)
Schools In The Community 1(2008)
 
Chapter 2_3_4 inclusiveness presentation.ppt
Chapter 2_3_4 inclusiveness presentation.pptChapter 2_3_4 inclusiveness presentation.ppt
Chapter 2_3_4 inclusiveness presentation.ppt
 
Halal lifeskills training for teenagers.pdf
Halal lifeskills training for teenagers.pdfHalal lifeskills training for teenagers.pdf
Halal lifeskills training for teenagers.pdf
 
Ngo visit
Ngo visitNgo visit
Ngo visit
 
CHILD .pptx
CHILD .pptxCHILD .pptx
CHILD .pptx
 
Y1 re session 4finalnile 2014 pshe(4)
Y1 re session 4finalnile 2014 pshe(4)Y1 re session 4finalnile 2014 pshe(4)
Y1 re session 4finalnile 2014 pshe(4)
 
The four key facets of ESD inclusive curriculum by Dr. Geetika Saluja
The four key facets of ESD inclusive curriculum by Dr. Geetika SalujaThe four key facets of ESD inclusive curriculum by Dr. Geetika Saluja
The four key facets of ESD inclusive curriculum by Dr. Geetika Saluja
 
Pdhpe rational 2
Pdhpe rational 2Pdhpe rational 2
Pdhpe rational 2
 
EV682 Developing an Inclusive Learning Environment
EV682 Developing an Inclusive Learning EnvironmentEV682 Developing an Inclusive Learning Environment
EV682 Developing an Inclusive Learning Environment
 
Domain 5 -building connections PPSSH (DOMAIN 5)
Domain 5 -building connections PPSSH (DOMAIN 5)Domain 5 -building connections PPSSH (DOMAIN 5)
Domain 5 -building connections PPSSH (DOMAIN 5)
 
Guidance and counseling
Guidance and counselingGuidance and counseling
Guidance and counseling
 
Inclusive educationppt file
Inclusive educationppt fileInclusive educationppt file
Inclusive educationppt file
 

Recently uploaded

0624.speakingengagementsandteaching-01.pdf
0624.speakingengagementsandteaching-01.pdf0624.speakingengagementsandteaching-01.pdf
0624.speakingengagementsandteaching-01.pdf
Thomas GIRARD BDes
 
办理阿卡迪亚大学毕业证(uvic毕业证)本科文凭证书原版一模一样
办理阿卡迪亚大学毕业证(uvic毕业证)本科文凭证书原版一模一样办理阿卡迪亚大学毕业证(uvic毕业证)本科文凭证书原版一模一样
办理阿卡迪亚大学毕业证(uvic毕业证)本科文凭证书原版一模一样
kkkkr4pg
 
BUKU PENJAGAAN BUKU PENJAGAAN BUKU PENJAGAAN
BUKU PENJAGAAN BUKU PENJAGAAN BUKU PENJAGAANBUKU PENJAGAAN BUKU PENJAGAAN BUKU PENJAGAAN
BUKU PENJAGAAN BUKU PENJAGAAN BUKU PENJAGAAN
cahgading001
 
Connect to Grow: The power of building networks
Connect to Grow: The power of building networksConnect to Grow: The power of building networks
Connect to Grow: The power of building networks
Eirini SYKA-LERIOTI
 
A Guide to a Winning Interview June 2024
A Guide to a Winning Interview June 2024A Guide to a Winning Interview June 2024
A Guide to a Winning Interview June 2024
Bruce Bennett
 
一比一原版布拉德福德大学毕业证(bradford毕业证)如何办理
一比一原版布拉德福德大学毕业证(bradford毕业证)如何办理一比一原版布拉德福德大学毕业证(bradford毕业证)如何办理
一比一原版布拉德福德大学毕业证(bradford毕业证)如何办理
taqyea
 
Learnings from Successful Jobs Searchers
Learnings from Successful Jobs SearchersLearnings from Successful Jobs Searchers
Learnings from Successful Jobs Searchers
Bruce Bennett
 
Switching Careers Slides - JoyceMSullivan SocMediaFin - 2024Jun11.pdf
Switching Careers Slides - JoyceMSullivan SocMediaFin -  2024Jun11.pdfSwitching Careers Slides - JoyceMSullivan SocMediaFin -  2024Jun11.pdf
Switching Careers Slides - JoyceMSullivan SocMediaFin - 2024Jun11.pdf
SocMediaFin - Joyce Sullivan
 
官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
2zjra9bn
 
Gabrielle M. A. Sinaga Portfolio, Film Student (2024)
Gabrielle M. A. Sinaga Portfolio, Film Student (2024)Gabrielle M. A. Sinaga Portfolio, Film Student (2024)
Gabrielle M. A. Sinaga Portfolio, Film Student (2024)
GabrielleSinaga
 
体育博彩论坛-十大体育博彩论坛-体育博彩论坛|【​网址​🎉ac55.net🎉​】
体育博彩论坛-十大体育博彩论坛-体育博彩论坛|【​网址​🎉ac55.net🎉​】体育博彩论坛-十大体育博彩论坛-体育博彩论坛|【​网址​🎉ac55.net🎉​】
体育博彩论坛-十大体育博彩论坛-体育博彩论坛|【​网址​🎉ac55.net🎉​】
waldorfnorma258
 
All Of My Java Codes With A Sample Output.docx
All Of My Java Codes With A Sample Output.docxAll Of My Java Codes With A Sample Output.docx
All Of My Java Codes With A Sample Output.docx
adhitya5119
 
一比一原版(surrey毕业证书)英国萨里大学毕业证成绩单修改如何办理
一比一原版(surrey毕业证书)英国萨里大学毕业证成绩单修改如何办理一比一原版(surrey毕业证书)英国萨里大学毕业证成绩单修改如何办理
一比一原版(surrey毕业证书)英国萨里大学毕业证成绩单修改如何办理
gnokue
 
按照学校原版(ArtEZ文凭证书)ArtEZ艺术学院毕业证快速办理
按照学校原版(ArtEZ文凭证书)ArtEZ艺术学院毕业证快速办理按照学校原版(ArtEZ文凭证书)ArtEZ艺术学院毕业证快速办理
按照学校原版(ArtEZ文凭证书)ArtEZ艺术学院毕业证快速办理
evnum
 
在线制作加拿大萨省大学毕业证文凭证书实拍图原版一模一样
在线制作加拿大萨省大学毕业证文凭证书实拍图原版一模一样在线制作加拿大萨省大学毕业证文凭证书实拍图原版一模一样
在线制作加拿大萨省大学毕业证文凭证书实拍图原版一模一样
2zjra9bn
 
一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
1wful2fm
 
按照学校原版(UofT文凭证书)多伦多大学毕业证快速办理
按照学校原版(UofT文凭证书)多伦多大学毕业证快速办理按照学校原版(UofT文凭证书)多伦多大学毕业证快速办理
按照学校原版(UofT文凭证书)多伦多大学毕业证快速办理
evnum
 
How to overcome obstacles in the way of success.pdf
How to overcome obstacles in the way of success.pdfHow to overcome obstacles in the way of success.pdf
How to overcome obstacles in the way of success.pdf
Million-$-Knowledge {Million Dollar Knowledge}
 
一比一原版(EUR毕业证)鹿特丹伊拉斯姆斯大学毕业证如何办理
一比一原版(EUR毕业证)鹿特丹伊拉斯姆斯大学毕业证如何办理一比一原版(EUR毕业证)鹿特丹伊拉斯姆斯大学毕业证如何办理
一比一原版(EUR毕业证)鹿特丹伊拉斯姆斯大学毕业证如何办理
nguqayx
 
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
Community Skills Building Workshop | PMI Silver Spring Chapter  | June 12, 2024Community Skills Building Workshop | PMI Silver Spring Chapter  | June 12, 2024
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
Hector Del Castillo, CPM, CPMM
 

Recently uploaded (20)

0624.speakingengagementsandteaching-01.pdf
0624.speakingengagementsandteaching-01.pdf0624.speakingengagementsandteaching-01.pdf
0624.speakingengagementsandteaching-01.pdf
 
办理阿卡迪亚大学毕业证(uvic毕业证)本科文凭证书原版一模一样
办理阿卡迪亚大学毕业证(uvic毕业证)本科文凭证书原版一模一样办理阿卡迪亚大学毕业证(uvic毕业证)本科文凭证书原版一模一样
办理阿卡迪亚大学毕业证(uvic毕业证)本科文凭证书原版一模一样
 
BUKU PENJAGAAN BUKU PENJAGAAN BUKU PENJAGAAN
BUKU PENJAGAAN BUKU PENJAGAAN BUKU PENJAGAANBUKU PENJAGAAN BUKU PENJAGAAN BUKU PENJAGAAN
BUKU PENJAGAAN BUKU PENJAGAAN BUKU PENJAGAAN
 
Connect to Grow: The power of building networks
Connect to Grow: The power of building networksConnect to Grow: The power of building networks
Connect to Grow: The power of building networks
 
A Guide to a Winning Interview June 2024
A Guide to a Winning Interview June 2024A Guide to a Winning Interview June 2024
A Guide to a Winning Interview June 2024
 
一比一原版布拉德福德大学毕业证(bradford毕业证)如何办理
一比一原版布拉德福德大学毕业证(bradford毕业证)如何办理一比一原版布拉德福德大学毕业证(bradford毕业证)如何办理
一比一原版布拉德福德大学毕业证(bradford毕业证)如何办理
 
Learnings from Successful Jobs Searchers
Learnings from Successful Jobs SearchersLearnings from Successful Jobs Searchers
Learnings from Successful Jobs Searchers
 
Switching Careers Slides - JoyceMSullivan SocMediaFin - 2024Jun11.pdf
Switching Careers Slides - JoyceMSullivan SocMediaFin -  2024Jun11.pdfSwitching Careers Slides - JoyceMSullivan SocMediaFin -  2024Jun11.pdf
Switching Careers Slides - JoyceMSullivan SocMediaFin - 2024Jun11.pdf
 
官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
 
Gabrielle M. A. Sinaga Portfolio, Film Student (2024)
Gabrielle M. A. Sinaga Portfolio, Film Student (2024)Gabrielle M. A. Sinaga Portfolio, Film Student (2024)
Gabrielle M. A. Sinaga Portfolio, Film Student (2024)
 
体育博彩论坛-十大体育博彩论坛-体育博彩论坛|【​网址​🎉ac55.net🎉​】
体育博彩论坛-十大体育博彩论坛-体育博彩论坛|【​网址​🎉ac55.net🎉​】体育博彩论坛-十大体育博彩论坛-体育博彩论坛|【​网址​🎉ac55.net🎉​】
体育博彩论坛-十大体育博彩论坛-体育博彩论坛|【​网址​🎉ac55.net🎉​】
 
All Of My Java Codes With A Sample Output.docx
All Of My Java Codes With A Sample Output.docxAll Of My Java Codes With A Sample Output.docx
All Of My Java Codes With A Sample Output.docx
 
一比一原版(surrey毕业证书)英国萨里大学毕业证成绩单修改如何办理
一比一原版(surrey毕业证书)英国萨里大学毕业证成绩单修改如何办理一比一原版(surrey毕业证书)英国萨里大学毕业证成绩单修改如何办理
一比一原版(surrey毕业证书)英国萨里大学毕业证成绩单修改如何办理
 
按照学校原版(ArtEZ文凭证书)ArtEZ艺术学院毕业证快速办理
按照学校原版(ArtEZ文凭证书)ArtEZ艺术学院毕业证快速办理按照学校原版(ArtEZ文凭证书)ArtEZ艺术学院毕业证快速办理
按照学校原版(ArtEZ文凭证书)ArtEZ艺术学院毕业证快速办理
 
在线制作加拿大萨省大学毕业证文凭证书实拍图原版一模一样
在线制作加拿大萨省大学毕业证文凭证书实拍图原版一模一样在线制作加拿大萨省大学毕业证文凭证书实拍图原版一模一样
在线制作加拿大萨省大学毕业证文凭证书实拍图原版一模一样
 
一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
 
按照学校原版(UofT文凭证书)多伦多大学毕业证快速办理
按照学校原版(UofT文凭证书)多伦多大学毕业证快速办理按照学校原版(UofT文凭证书)多伦多大学毕业证快速办理
按照学校原版(UofT文凭证书)多伦多大学毕业证快速办理
 
How to overcome obstacles in the way of success.pdf
How to overcome obstacles in the way of success.pdfHow to overcome obstacles in the way of success.pdf
How to overcome obstacles in the way of success.pdf
 
一比一原版(EUR毕业证)鹿特丹伊拉斯姆斯大学毕业证如何办理
一比一原版(EUR毕业证)鹿特丹伊拉斯姆斯大学毕业证如何办理一比一原版(EUR毕业证)鹿特丹伊拉斯姆斯大学毕业证如何办理
一比一原版(EUR毕业证)鹿特丹伊拉斯姆斯大学毕业证如何办理
 
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
Community Skills Building Workshop | PMI Silver Spring Chapter  | June 12, 2024Community Skills Building Workshop | PMI Silver Spring Chapter  | June 12, 2024
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
 

Infant Guidance and Counselling and Life Skills Education syllabus.docx

  • 1. ZIMBABWE MINISTRY OF PRIMARY AND SECONDARY EDUCATION GUIDANCE AND COUNSELLING AND LIFE SKILLS EDUCATION SYLLABUS INFANT SCHOOL LEVEL (Early Childhood Development A to Grade 2) (2015 – 2022) Curriculum Development and Technical Services P.O. Box MP 133 MOUNT PLEASANT HARARE © All rights reserved 2016
  • 2. ACKNOWLEDGEMENTS The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this syllabus: - Guidance and Counselling and Life Skills Education Syllabus panels - Ministry of Public Service, Labour and Social Welfare (MoPSLSW) - Ministry of Health and Child Care (MoHCC) - Ministry of Women Affairs, Gender and Community Development (MoWAGCD) - Ministry of Higher and Tertiary Education, Science and Technology Development (MoHTESTD) - Zimbabwe Parks and Wildlife Management Authority (ZPWLMA) - Zimbabwe Republic Police (ZRP) - National AIDS Council (NAC) - Young People’s Network on Sexual and Reproductive Health, HIV and AIDS (YPNSRHHA) - Zimbabwe Teachers’ Association (ZIMTA) - Scripture Union Zimbabwe (SU) - Zimbabwe Schools Examination Council (ZIMSEC) - United Nations Population Fund (UNFPA) - United Nations Educational, Scientific and Cultural Organisations (UNESCO) - United Nations International Children’s Fund (UNICEF) - Zimbabwe Youth Council (ZYC) - Laying Solid Foundations (LASOF) - Family Health International (FHI360)
  • 3. 2 Table of Contents PAGE ACKNOWLEDGEMENTS ……………………………………………………………………………………………………………………………….. 1.0 PREAMBLE……………………………………………………………………………………………………………………………………… 2.0 PRESENTATION OF THE SYLLABUS……………………………………………………………………………………………………… 3.0 AIMS……………………………………………………………………………………………………………………. ……………………… 4.0 SYLLABUS OBJECTIVES…………………………………………………………………………………………………………………….. 5.0 METHODOLOGY AND TIME ALLOCATION………………………………………………………………………………………………. 6.0 TOPICS ……………………………………………………………………………………………………………………………………….. 7.0 SCOPE AND SEQUENCE CHART………………………………………………………………………………………………………… 8.0 COMPETENCY MATRIX………………………………………………………………………………………………………................... ECD A ……………………………………………………………………………………………………………………………………….. ECD B ………………………………………………………………………………………………………………………………………. GRADE 1 ……………………………………………………………………………………………………………………..……………. GRADE 2 …………………………………………………………………………………………………………………………………… 9.0 ASSESSMENT……………………………………………………………………………………………………….
  • 4. 3 1.0 PREAMBLE 1.1 Introduction This Guidance and Counselling and Life Skills Education Syllabus covers ECD A to Grade 2 (Infant level). Guidance and Counselling and Life Skills Education is a learning area that seeks to empower learners with essential life skills covering activities that enhance the learner to become a patriotic and responsible citizen. It nurtures important values like punctuality, honesty, empathy, resilience and perseverance. Guidance and Counselling and Life Skills Education seeks to bridge the gap between classroom knowledge and practical life through outward bound activities such as guided tours, field work and schools on the shop floor. Guidance and Counselling and Life Skills Education as a learning area promotes the development of Unhu/Ubuntu/Vumunhu through nurturing of important virtues of life such as respect, tolerance, sharing, love, communication and team work. 1.2 Rationale Guidance and Counselling and Life Skills Education is a learning area that develops essential life skills, knowledge and etiquette in learners to enable them to adjust and suit well in the changing social and physical environments such as home, school and community. The learning area creates synergies between schools, communities and enterprise (industry). Learners are given opportunities to relate theory, to practice and practice to theory thus bridging the gap between classroom knowledge and practical life. The learning area is very significant in inculcating Unhu/Ubuntu/Vumunhu attributes, patriotism and volunteerism. It gives a sense of positive self-image and cherishes diversity among learners. The Guidance and Counselling and Life Skills Education syllabus enables learners to develop basic skills and knowledge in:  Assertiveness  Problem solving  Decision making  Critical thinking
  • 5. 4  Leadership  Communication  Self-management  Managing diversity  Learning and Innovation  Capability to access and analyse information  Conflict resolution  Agility and adaptability  Collaboration  Enterprise  Technology 1.3 Summary of Content This syllabus covers the following essential topics:  Myself, Family and Community  Understanding Child Rights and Responsibilities  Managing and Coping with Changes  Social Etiquette  Health Education  Financial and Career Guidance  Management of Resources  Safety and Protection
  • 6. 5 The thrust of this syllabus is to produce competent, innovative, versatile and empowered learners who are able to manage dynamic life trends. 1.4 Assumptions It is assumed that the learners:  belong to a family  are aware of some cultural values and cultural diversity  have an identity  have an understanding of child rights and responsibilities  can cope with different situations and changes  have basic communication skills  are conscious of personal hygiene and diseases  face and manage different risks and challenges  have different interests  are creative and innovative  experience peer influence  have daily living skills  can make a simple budget  aware of roles of family members at home 1.5 Cross cutting themes  Gender
  • 7. 6  Disability  Child rights and responsibilities  Conflict management  Financial Literacy  Sexuality, HIV and AIDS  Child Protection  Human Rights  Collaboration  Information Communication Technology 2.0 PRESENTATION OF THE SYLLABUS The Guidance and Counselling and Life Skills Education Syllabus is presented as a single document which covers ECD A – Grade 2. All grades have the same topics with content, which is developmental and spiral in nature. 3.0 AIMS The syllabus aims to enable learners to:
  • 8. 7 3.1 develop and apply the concept of Unhu/Ubuntu/Vumunhu in different social settings 3.2 cherish diversity 3.3 develop into individuals who are aware of their rights and responsibilities 3.4 develop life skills and knowledge in changing social and physical environments such as home, school and community 3.5 cultivate talents, abilities and interests 3.6 understand concepts of disease prevention and healthy living 3.7 develop a spirit of national consciousness, identity and patriotism 3.8 guide learners to make informed decisions 3.9 develop first aid life- saving skills 3.10 develop skills in safe traffic and road usage 4.0 SYLLABUS OBJECTIVES By the end of Infant level, learners should be able to: 4.1 demonstrate an understanding of the concept Unhu/Ubuntu/Vumunhu and relate appropriately with family, peers and community through respect, tolerance, sharing, love, teamwork and confidence 4.2 demonstrate appreciation of diversity 4.3 show an awareness of child rights and responsibilities 4.4 apply, positive behaviour, etiquette and knowledge in changing environments 4.5 demonstrate their talents, abilities and interests through various educational activities 4.6 identify communicable and non-communicable diseases 4.7 practise good personal and environmental hygiene
  • 9. 8 4.8 experience the world of work through work related learning 4.9 demonstrate teamwork and volunteerism 4.10 show responsible behaviour and positive attitudes towards personal belongings, school and community property 4.11 exhibit the ability to make informed decisions 4.12 respond appropriately to abuse 4.13 demonstrate life-saving skills in first aid 4.14 apply safe traffic and road usage skills 5.0 METHODOLOGY AND TIME ALLOCATION This syllabus methodology is learner-centred, hands on, multi-cultural and interactive. A spiral approach should be adopted, beginning with the learner’s immediate environment, broadening to an exploration of his/her wider community. 5.1 METHODOLOGY  Discussion  Question and answer  Group work  Story telling  Drawing  Song and dance  Play  Modelling  Use of Information Communication Technology  Games
  • 10. 9  Quiz  Imitation or Simulation  Educational tours  Drama and role play  Poetry and rhymes  Discovery  Research  Puppetry  School on the shop floor  Volunteerism The above methods are not exhaustive and the teacher is expected to be innovative. 5.2 TIME ALLOCATION For adequate coverage of the syllabus, the following allocation is advised. ECD: 2 periods of 15 minutes per week. Grade 1 and 2: 2 periods of 30 minutes per week 6.0 TOPICS  Myself, family and community  Understanding Child Rights and Responsibilities  Managing and coping with changes
  • 11. 10  Social etiquette  Health education  Financial and career guidance  Management of resources and Assets  Safety and Protection
  • 12. 11 7.0 SCOPE AND SEQUENCE TOPIC 1: MYSELF, FAMILY AND COMMUNITY ECD A ECD B GRADE 1 GRADE 2  Self- awareness  Self-awareness  Me and my family  Self-management  Me and my family  Me, my community and voluntary participation  Self-management  Me, my community and voluntary participation
  • 13. 12 TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES ECD A ECD B GRADE 1 GRADE 2  Child rights and responsibilities  Coping with violation of child rights  Teamwork and voluntary participation at home  Child rights and responsibilities  Coping with violation of child rights  Teamwork and voluntary participation at home  Child rights and responsibilities  Coping with violation of child rights  Teamwork and voluntary participation at home and school  Child rights and responsibilities  Coping with violation of child rights  Teamwork and voluntary participation at home, school and community TOPIC 3: MANAGING AND COPING WITH CHANGES ECD A ECD B GRADE 1 GRADE 2  Changes from home to school  Coping with changes in the family  Managing and coping with changes from ECD to Grade 1  Coping with changes in the family  Managing and coping with changes in the family  Managing conflict at school TOPIC 4: SOCIAL ETIQUETTE
  • 14. 13 ECD A ECD B GRADE 1 GRADE 2  Good behaviour  Good behaviour  Respect and tolerance  Communication ,respect and tolerance TOPIC 5: HEALTH EDUCATION ECD A ECD B GRADE 1 GRADE 2  Personal hygiene and cleanliness  Healthy lifestyles  Common diseases  Environmental health  Personal hygiene and cleanliness  Healthy lifestyles  Common diseases  Environmental health  Sexuality and reproductive health education  Healthy life styles  Common diseases  Environmental health  Sexuality and reproductive health education  Healthy life styles  Common diseases  Environmental health TOPIC 6: FINANCIAL AND CAREER GUIDANCE
  • 15. 14 TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS ECD A ECD B GRADE 1 GRADE 2  Maintenance of personal belongings  Maintenance of personal belongings and school property  Maintenance of personal belongings  Maintenance of school property  Maintenance of personal belongings, school and community property. TOPIC 8: SAFETY AND PROTECTION ECD A ECD B GRADE 1 GRADE 2 ECD A ECD B GRADE 1 GRADE 2  Career guidance  Financial literacy  Career ambitions  Financial literacy  Career ambitions  Financial literacy  Career ambitions  Financial literacy
  • 16. 15  Pedestrian safety  Crossing the road  Passenger safety  Road signs, signals and markings  First Aid  Pedestrian safety  Crossing the road  Passenger safety  Road signs, signals and markings  First Aid  Pedestrian safety  Crossing the road  Passenger safety  Road signs, signals and markings  Emergency response  Pedestrian safety  Crossing the road  Passenger safety  Road signs, signals and markings  Emergency response
  • 17. 16 8.0 COMPETENCY MATRIX ECD A TOPIC 1: MYSELF, FAMILY AND COMMUNITY KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Self-awareness  state own names  name external body parts  state the uses of body parts  state own sex  state own totems  identify own photo from others  develop a sense of self- worthiness  Names  External body parts  Uses of body parts  Sex  Totems  Photos  Self -esteem  Saying own names  Singing naming songs  Selecting own photograph  Colouring pictures  Naming external body parts  Singing rhymes on body parts  Identifying differences between boys and girls  Reciting totems  Pictures  Crayons  Photographs  ICT tools  Rhymes  Magazine cuttings  Colouring books  Puppets  Sign language materials  Braille materials
  • 18. 17 TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Child rights and responsibilities  state child responsibilities at home and school  say child rights  explain importance of child rights and responsibilities  Responsibilities at home and school - obedience - honesty - hard work - chores  Child rights: - Food - education - clothing - shelter - love - protection  Listing child rights and responsibilities at home and school  Naming work done at home  Role playing different types of work  Reciting poems on rights  Demonstrating responsibilities  Singing songs on rights and responsibilities  ICT tools  Pictures  Posters  Charts  Puzzles  Colouring books  Crayons  Sign language materials  Braille materials Coping with violation of child rights  identify forms of child abuse  describe types of child abuse  report abuse  name people that protect children from abuse  Forms of child abuse  Types of child abuse  Reporting abuse  People who protect children from abuse  School support systems  Story telling on different abuses  Discussing child abuse  Reciting poems on effects of abuse  Pictures  Resource person(s)  Charts  Posters  Anatomically correct dolls
  • 19. 18 KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  state the school support structures  demonstrate assertiveness on issues pertaining to abuse - Police Victim Friendly Unit - School Guidance and Counselling Committee - One Stop Centre  Assertiveness on issues pertaining to abuse  Singing songs on reporting abuse  Role playing and miming on prevention of abuse  Dramatising the reporting system  Singing and dancing on child protection songs  Questioning and answering  Practicing reporting incidents  ICT tools  Sign language materials  Braille materials Team work and voluntary participation at home  identify team work tasks  state benefits of team work  discuss roles of team leaders and team members  list the acts of volunteerism at home and in the classroom  demonstrate the acts of volunteerism at home and in the classroom  participate in team building and voluntary activities  Team work tasks  Benefits of team work  Roles of team leader and team members  Volunteerism at home and in the classroom  Team building and voluntary activities  Listing team work tasks  Playing roles of team leaders and team members  Singing songs on team work  Playing games on team work  Describing acts of volunteerism at home and school  Performing voluntary work at home and in the classroom  Pictures  Posters  Charts  Concrete objects  ICT tools  Sign language materials  Braille materials
  • 20. 19 TOPIC 3: MANAGEMENT AND COPING WITH CHANGES KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Changes from home to school  list enjoyable activities at home and school  discuss management of changes experienced from home to school  manage transitional changes from home to school  Activities at home and school  Management of transitional changes  Transitional changes  Describing home and school activities  Questioning and answering on changes experienced from home to school  Playing games and activities of own choice  Visiting places of interest  ICT tools  Pictures  Indoor and outdoor learning materials  Charts  Sign language materials  Braille materials
  • 21. 20 TOPIC 4: SOCIAL ETIQUETTE KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Good behaviour  identify good behaviour  initiate proper greetings  interact positively with other learners  use appropriate language when making requests  Good behaviour  Proper greetings  Positive interaction with others  Appropriate language when making requests  Questioning and answering on good behaviour  Demonstrating good behaviour  Folk telling on good behaviour  Practicing use of polite language  ICT tools  Crayons  Pictures books  Charts  Sign language materials  Braille materials
  • 22. 21 TOPIC 5: HEALTH EDUCATION KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Personal hygiene and cleanliness  name body parts  state good habits of personal hygiene  demonstrate ways of maintaining good personal hygiene and cleanliness  promote personal hygiene and cleanliness  Body parts  Good habits of personal hygiene  Ways of maintaining good personal hygiene and cleanliness  Reciting rhymes on body parts  Discussing good habits of personal hygiene  Demonstrating the habits through song, rhymes and role play  Drawing of toiletries  Guiding on habits of personal hygiene  Toothpaste  Toothbrushes  ICT tools  Soap  Combs  Sign language materials  Braille materials Healthy Life Styles  list good food  identify good food  demonstrate good eating habits  promote healthy life styles  Good food  Good eating habits  Healthy life styles  Collecting and sorting pictures of different types of food  Cutting and pasting food pictures  Differentiating good food from junk food  Discussing good eating habits  Questioning and answering on healthy life styles  Samples of food  Pictures of food  Posters  Charts  ICT tools  Crayons  Stencil pictures  Sign language materials
  • 23. 22 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Playing games that promote physical and mental health  Braille materials Common Diseases  list common diseases  name causes of common diseases  identify simple signs and symptoms of common diseases  promote good health habits  Common diseases (communicable diseases such as; malaria, bilharzia, influenza, mumps, typhoid, cholera, diarrhoea and non –communicable diseases such as; cancer, epilepsy, diabetes )  Causes of common diseases  Signs and symptoms of common diseases  Good health habits  Naming common diseases  Discussing causes of common diseases  Stating simple signs and symptoms of common diseases  Health Resource person/s  Posters  Charts  Drawings  Pictures  ICT tools  Sign language materials  Braille materials Environmental Health  identify ways of disposing litter in the home and in the classroom  demonstrate the three R’s (reduce litter, reuse litter and recycle litter)  practise proper toilet use  Ways of disposing litter  Reduce, reuse and recycle litter  Proper toilet use  Maintaining clean environment  Discussing ways of disposing litter  Demonstrating best environmental practices: tiding up the classroom, picking up papers  Litter bins  Environment  ICT tools  Toilets  Toiletries
  • 24. 23 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  maintain and keep the environment clean  Assisting on and practising proper toilet use  Collecting items or objects from the environment for 3R’s  Touring dumping sites at school  Visiting recycling sites or plant  Discussing healthy ways of dumping waste  Sign language materials  Braille materials TOPIC 6: FINANCIAL AND CAREER GUIDANCE KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Career guidance  promote career aspirations  Career aspirations  Exhibiting Careers  Discussing career aspirations  Role playing career aspirations  Pictures  Resource persons  ICT Tools  Charts
  • 25. 24  Posters  Puppetry  Sign language materials  Braille materials Financial Literacy  discuss the value of money  list items for the shop area  identify items for sale at the shop area  develop enterprise skills  Value of money  Items for the shop area  Enterprise skills  Budget  Role playing buying and selling  Collecting items for the shop area  Evaluating the value of items in the shop area  Budgeting  Charts of people at work  Shop area  Money  Sign language materials  Braille materials TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT (knowledge, skills & attitudes) SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Maintenance of personal belongings  demonstrate care for personal belongings  Care for personal belongings  Discussing care for personal belongings  ICT tools  Charts
  • 26. 25  practise proper book handling skills  manage resources and assets  Book handling skills  Managing resources and assets  Dramatising on care for personal belongings  Demonstrating proper book handling skills  Books  Personal belongings  Sign language materials  Braille materials TOPIC 8: LEARNER SAFETY AND PROTECTION KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Pedestrian safety  identify left and right hand  demonstrate walking on the right side of the road  Left and right –hand orientation  Walking on the road  Accompaniment  Playing left and right orientation games  Role playing walking on the right side of the road  Pictures  Charts  ICT tools  Road  Audio-visual materials  Sign language materials  Braille materials Crossing the road  identify safe places when crossing the road  state safe places to play  demonstrate correct ways of crossing the road  Safe places to cross the road  Safe places to play  Correct ways of crossing the road  Accompaniment  Practising crossing the road  Dramatizing the stop, look and listen drill  Playing games on crossing the road  Resource persons  Charts  Pictures  ICT tools  Road  Audio-visual materials
  • 27. 26 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Singing songs on crossing the road  Reciting rhymes on crossing the road  Sign language materials  Braille materials Passenger safety  demonstrate passenger safety when using various modes of transport  Passenger safety when using – bicycles, cars, buses and animal drawn carts  Dramatizing passenger safety when using various modes of transport  Singing songs on passenger safety  Role playing passenger safety  Reciting rhymes on passenger safety  Resource persons  Pictures  ICT tools  Charts  Road  Audio-visual materials  Sign language materials  Braille materials Road signs, signals and markings  identify road signs, signals and markings  Road signs, signals and markings  Visiting the road to observe road signs and signals  Listing road signs  Colouring road signs and markings  Model traffic signs  Pictures  ICT tools  Charts  Road  Audio-visual materials  Sign language materials
  • 28. 27 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Singing songs on road signs  Modelling road signs and signals  Braille materials First Aid  state situations where First Aid can be applied  identify where to get first help in case of emergency.  discuss ways of responding in case of emergency  appreciate the importance of getting first help in case of emergency  Situations where First Aid can be applied  First help in case of emergency  Ways of responding in case of emergency  The importance of getting first help in case of emergency  Listing situations where First Aid can be applied  Simulating situations requiring First Aid  Demonstrating ways of responding in case of emergency  First Aid kit  ICT tools  Disaster alarms  Equipment for disaster preparedness drills  Posters  Charts  Sign language materials  Braille materials
  • 29. 28 ECD B TOPIC 1: FAMILY, WORK AND COMMUNITY KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Self-awareness  state own names  identify external body parts  describe oneself  discuss functions of body parts  demonstrate confidence in oneself  appreciate individual differences  Identification of self - Names - Family name - Totem - sex  Functions of body parts  Confidence in oneself  Individual differences  Selecting own photograph  Singing songs on name identification  Saying own names and sex  Reciting totems  Reciting action rhymes on body parts  Naming external body parts  Colouring picture of self  Pictures  Crayons  Photographs  ICT tools  Rhymes  Magazine cuttings  Colouring books  Puppets  Sign language materials  Braille materials Me and my family  name members of family  list roles of family members  differentiate between paternal and maternal relationships  Family members  Roles of self and family members  Paternal and maternal relationships  Saying family name  Identifying family members  Reciting rhymes on family members  Stating roles of family members  Pictures  Crayons  ICT tools  Rhymes  Magazine cuttings  Colouring books
  • 30. 29 KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  appreciate own role and roles of other family members  Discussing paternal and maternal relationships  Colouring pictures of family members  Puppets  Sign language materials  Braille materials
  • 31. 30 TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES KEY CONCEPT OBJECTIVES: Learners should be able to UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Child rights and responsibilities  state children’s responsibilities at home and school  list child rights  Children’s responsibilities at home and school  Child rights: - Education - Food - Clothing - Shelter - Love - Protection  Discussing children’s responsibilities at home and school  Participating in different chores  Naming child rights  Reciting rhymes on children’s rights and responsibilities  ICT tools  Pictures  Posters  Charts  Sign language materials  Braille materials Coping with violation of child rights  identify types of child abuse  describe signs and symptoms of child abuse  discuss ways of reporting abuse  list people that protect children at home and school  Types of abuse such as bullying, cyber bullying  Signs and symptoms of child abuse  Ways of reporting abuse  School support and referral system  Listing types of abuse  Reading pictures on child abuse  Dramatising signs of child abuse  Demonstrating how to report child abuse  Pictures  Resource person(s)  Charts  Anatomically correct dolls  ICT tools  Sign language materials
  • 32. 31 KEY CONCEPT OBJECTIVES: Learners should be able to UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  state the school support structures  be assertive and pro-active on issues pertaining violation of child rights  People that protect children at home and school  School support structures  Being assertive and pro active on issues pertaining violation of child rights  Questioning and answering on child abuse  Reciting poems on child abuse  Naming people who protect children at home and at school  Discussing school support structures  Picture reading on child protection  Visiting the support structures within the school  Braille materials Team work and voluntary participation  show the importance of team work at school  identify roles of team leaders and team members  demonstrate the benefits of team work at school  describe ways of resolving conflicts  list the acts of volunteerism at home and school  The importance of team work at school  Roles and responsibilities of team leaders and team members  The importance of leaders in the class and school  Benefits of team work at school  Ways of resolving conflicts  Explaining the importance of team work in the class and school  Demonstrating good team work qualities  Discussing ways of resolving conflicts  Involving children in team building activities  Pictures  Charts  Posters  ICT tools  Sign language materials  Braille materials
  • 33. 32 KEY CONCEPT OBJECTIVES: Learners should be able to UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  demonstrate the act of volunteerism at home and school  state duties and responsibilities of learners who are leaders in the school  promote the spirit of togetherness and voluntary participation  Acts of volunteerism  Playing games that promote team building and volunteerism  Questioning and answering on roles and responsibilities of team leaders and members  Stating acts of volunteerism at home and school  Performing voluntary work at home and school TOPIC 3: MANAGING AND COPING WITH CHANGES KEY CONCEPT OBJECTIVES: Learners should be able to UNIT CONTENT (knowledge skills and attitudes) SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Coping with changes in the family  state changes that can take place in a family  identify effects of family changes  Changes that can take place in the family: - Arrival of a new baby - Death in the family - Relocation  Listing changes that takes place in a family  Discussing effects of family changes  ICT tools  Pictures  Charts  Posters
  • 34. 33 KEY CONCEPT OBJECTIVES: Learners should be able to UNIT CONTENT (knowledge skills and attitudes) SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  discuss ways of coping with changes in the family  promote coping mechanisms on family changes - Job loss - Promotion - Transfer - Chronic illness in the family - Separation of parents  Effects of family changes  Ways of coping with family changes  Role playing on coping with family changes  Story-telling to promote coping mechanisms  Questioning and answering on family changes  Sign language materials  Braille materials
  • 35. 34 TOPIC 4: SOCIAL ETIQUETTE KEY CONCEPT OBJECTIVES: Learners should be able to UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Good behaviour  identify good behaviour  discuss scenarios that promote good behaviour  interact positively with other learners  use appropriate language when communicating  Good behaviour  Positive interaction with other learners  Use of appropriate language when communicating  Story telling on scenarios that promote good behaviour  Dramatising good behaviour  Playing games that promote positive interaction  Questioning and answering on use of appropriate language  Reciting rhymes and poems that promote good behaviour  ICT tools  Crayons  Pictures books  Charts  Folktales  Sign language materials  Braille materials
  • 36. 35 TOPIC 5: HEALTH EDUCATION KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Personal Hygiene and cleanliness  identify materials that we use for personal hygiene  describe good habits of personal hygiene  state ways of maintaining good personal hygiene and cleanliness  practise personal hygiene and cleanliness  Materials for personal hygiene  Good habits of personal hygiene  Ways of maintaining good personal hygiene and cleanliness  Listing materials used for personal hygiene  Discussing good habits for personal hygiene  Singing songs and reciting rhymes to promote personal hygiene and cleanliness  Demonstrating ways of keeping one- self clean  Toiletries  Pictures  Charts  Posters  ICT Tools  Sign language materials  Braille materials Healthy Life Styles  identify good and junk food  state good eating habits  discuss benefits of exercises  promote healthy life styles  Good and junk food  Eating habits  Benefits of exercising  Healthy life styles  Naming good food  Differentiating good food from junk food  Collecting and sorting pictures of different types of food  Cutting and pasting food pictures  Discussing good eating habits  Samples of food  Pictures of food  ICT tools  Charts  Posters  Material for playing games  Sign language materials  Braille materials
  • 37. 36 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Practising good eating habits during feeding time  Questioning and answering on healthy life styles  Playing games on physical and mental exercises Common Diseases  list common diseases  state preventive measures on identified common diseases  identify signs of common diseases  state preventive strategies on common diseases  Common diseases  Preventive measures on identified common diseases  Signs of common diseases  Prevention strategies on common diseases  Discussing common diseases  Stating signs of common diseases  Singing songs on prevention strategies  Dramatising prevention strategies  Charts  Posters  Pictures  ICT tools  Sign language materials  Braille materials Environmental Health  state forms of litter found in the home and school environment  identify ways of disposing litter in the home, classroom and school  apply the three R’s (reduce litter, reuse litter and recycle litter)  Forms of litter in the home and school environment  Ways of disposing litter  Management of litter-  List different forms of litter found in the home and school environment  Discussing ways of disposing litter  Picking up litter  Maintaining clean environment  Litter bins  Charts  Posters  Environment  ICT tools  Sign language materials  Braille materials
  • 38. 37 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  promote management of litter by children  demonstrate proper use of the toilet Reduce, re-use and recycle at home and at school  Maintaining clean environment  Proper toilet use  Tiding up the classroom, picking up papers  Assisting on and practising proper toilet use  Collecting items or object from environment for re-use  Touring school dumping sites  Visiting recycling sites or plant  Identifying healthy and unhealthy ways of dumping waste TOPIC 6: FINANCIAL AND CAREER GUIDANCE
  • 39. 38 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Career ambitions  state different occupations  discuss ambitions  name career aspirations  Different occupations  Ambitions  Career aspirations  Naming different occupations  Describing ambitions  Playing roles and skills of different occupations  Questioning and answering activities on roles and skills  Participating in career sessions  Charts  Pictures  ICT tools  Resource persons  Posters  Sign language materials  Braille materials Financial literacy  identify local currency  discuss honest ways of making money  identify items for the shop area  name income generating projects in the community  Local currency  Ways of making money  Value of money  Items for the shop area  Income generating projects  Coin rubbing  Buying and selling games  Questioning and answering on ways of making money  Collecting items for the shop area  Crafting items for the shop area  Identifying income generating projects  ICT tools  Resource persons  Charts of people at work  Shop area  Money  Work songs  Sign language materials  Braille materials TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
  • 40. 39 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Maintenance of personal belongings and school property  list personal belongings and school property that need care  discuss care for personal belongings and school property  promote responsible behaviour over personal belongings and school property Personal and school property that need care  Responsible behaviour over personal belongings and school property  Discussing ways of caring for personal belongings and school property  Demonstrating proper sitting posture  Practising care on personal belongings and school property  ICT Tools  Charts  Pictures  Toys  Books  Sign language materials  Braille materials TOPIC 8: SAFETY AND PROTECTION
  • 41. 40 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Pedestrian safety  Identify their left and right hand  demonstrate walking on the right side of the road  Left and right –hand orientation  Walking on the right side of the road  Accompaniment  Playing left and right orientation games  Practising walking on the right side of the road  Pictures  ICT tools  Charts  Road  Audio-visual materials  Toy cars  Sign language materials  Braille materials Crossing the road  identify safe places when crossing the road  demonstrate correct ways of crossing the road  state safe places to play  Safe places to cross the road  Correct ways of crossing the road  Safe places to play  Accompaniment  Practising crossing the road  Dramatizing the stop, look and listen drill  Playing games on crossing the road  Singing songs on crossing the road  Reciting rhymes on crossing the road  Resource persons  Charts  Pictures  Road  Audio-visual materials  Sign language materials  Braille materials
  • 42. 41 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Discussing dangers associated with playing near or along the road Passenger safety  demonstrate passenger safety when using various modes of transport  Passenger safety when using – bicycles, cars, buses and animal drawn carts  Dramatizing passenger safety when using various modes of transport  Singing songs on passenger safety  Role playing passenger safety  Reciting rhymes on passenger safety  Resource persons  Pictures  ICT  Charts  Road  Audio-visual materials  Sign language materials  Braille materials Road signs, signals and markings  identify road signs, signals and markings  name road signs, signals and markings  Road signs, signals and markings  Visiting the road to observe road signs and signals  Singing songs on road signs  Listing road signs  Colouring road signs and markings  Resource person  Highway code and charts  Model traffic signs  ICT tools  Pictures  Charts  Road  Audio-visual materials
  • 43. 42 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Sign language materials  Braille materials First Aid  list situations that need emergency attention  identify where to get first help in case of emergency.  state ways of responding in case of emergency   Situations that need emergency attention  First help in case of emergency  Ways of responding in case of emergency  Support structures and services   Stating emergency situations  Simulating emergency situations  Story telling on emergency cases  Discussing support structures in the school and at home  Charts  Posters  ICT tools  Material for raising alarm  Videos  Sign language materials  Braille materials
  • 44. 43 GRADE 1 TOPIC 1: FAMILY, WORK AND COMMUNITY KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Self-management  distinguish self from others  appreciate one’s identity  self- identity  self esteem  appreciation of self  Stating likes and dislikes  Describing self among others  Discussing ways of valuing one self  Dramatizing respectful behaviour  Celebrating diversity through activities such as games, poems and drama  Researching praise totems  Reciting praise poetry on totems  ICT tools  Rhymes  Magazine cuttings  Puppets  Sign language materials  Braille materials
  • 45. 44 KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Me and my family  name members of the wider family  identify self in relation to grandparents  adjust to changes that take place in the family  recognise paternal and maternal relationships  appreciate roles and importance of family members  Members of the wider family  Self in relation to grandparents  Changes that take place in the family such as death or birth of a new baby, relocation, illness  Paternal and maternal relationships  Family tree  Roles of family members  Importance of family members  Identifying family members  Stating maternal and paternal parents  Discussing changes that take place in the family  Dramatising roles of the family members  Drawing family members  ICT tools  Rhymes  Magazine cuttings  Photographs  Charts with family members  Sign language materials  Braille materials Me, my community and Voluntary participation  identify self in relation to other members of the community  relate to the community of origin  Self in relation to other members of the community  Community of origin  Community activities  Singing praise songs about their community  Discussing the needs of the community  Picking litter in the community  ICT tools  Rhymes  Posters  Magazine cuttings  Photographs  Sign language materials
  • 46. 45 KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  participate in community activities  appreciate diversity in the community  Diversity in the community  Celebrating diversity in the community  simulating/ dramatising community activities or programs  Braille materials TOPIC 2: UNDERSTANDING CHILDS RIGHTS AND RESPONSIBILITIES KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Child rights and responsibilities  state children’s responsibilities at home, school and community  list child rights  develop an attitude of being responsible  fulfil responsibilities to safeguard rights  Children’s responsibilities  Child rights  Discussing ways child rights and responsibilities that are shared and enjoyed in the home, school and community  Reciting rhymes and poems on child rights and responsibilities  ICT tools  Pictures  Charts  Puzzles  Colouring books  Crayons  Constitution  Sign language materials  Braille materials
  • 47. 46 KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Practising children’s roles and responsibilities  Singing songs on children’s rights and responsibilities Coping with violation of child rights  identify child abuse  describe child abuse  discuss effects of child abuse  state the school support structures  identify people that protect children at home, school and community  state ways of coping with abuse  Child abuse  Types of child abuse  Effects of child abuse  School support structures  People that protect learners from abuse such as; bullying, cyber bullying  Ways to cope with abuse  Discussing abuse  Dramatising effects of child abuse  Story telling on child abuse  Watching videos on child abuse  Drawing representational pictures on abuse  Reciting rhymes and poems on abuse  Singing songs on abuse  Naming people who protect children at home, school and community  Pictures  Resource person(s)  Charts  Posters  Anatomically correct dolls  ICT tools  Sign language materials  Braille materials
  • 48. 47 KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Questioning and answering on coping with abuse and protection TOPIC 3: MANAGING AND COPING WITH CHANGES KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Managing and coping with changes from ECD to Grade 1  state transitional changes from ECD to Grade 1  adjust to the transitional changes from ECD to Grade one (1)  manage transitional changes from ECD to Grade 1  Transitional changes in the school - Level/grade - Classroom - Teacher - Routine/programme  Managing transitional changes in the school  Discussing changes from ECD to grade one  Naming the changes that occur due to transition  Discussing on making polite requests  Role playing making polite requests  Formulating class rules  Pictures  Charts  ICT Tools  Sign language materials  Braille materials Coping with changes in the family  list changes that affect children in the family  Changes that affect children in the family  Discussing changes in the family that affect children  Pictures  Charts  ICT tools
  • 49. 48 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  state coping strategies on changes in the family  cope with changes in the family  Coping strategies on family changes  Naming changes that occur in the family  Drawing siblings  Singing songs on coping strategies  Questioning and answering on coping strategies  Simulating situations on changes in the family that affect learners  Toys  Sign language materials  Braille materials  Dilemma stories TOPIC 4: SOCIAL ETIQUETTE KEY CONCEPT OBJECTIVES: Learners should be able to UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Respect and tolerance  list good behaviour  show respect for others  interact positively using appropriate language registers  Good behaviour  Respecting others  Appropriate language registers  Discussing and demonstrating good behaviour  Watching and listening to audio visual material on self- respect  Story telling on respect  Pictures  Charts  Videos  ICT tools
  • 50. 49  promote co -existence in different social settings  Values such as; honest, obedience, trustworthiness  Practising positive interaction such as turn taking, sharing, greetings and using polite language  Role modelling  Sign language materials  Braille materials TOPIC 5: HEALTH EDUCATION KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Sexuality and reproductive health education  demonstrate ways of maintaining good personal hygiene of reproductive organs  identify roles of children at home and school  appreciate best hygienic practices  promote gender equity in performing chores  Ways of maintaining good personal hygiene  Roles of children at home and school  Gender equity in performing chores  Discussing good personal hygiene  Singing songs and rhymes on personal hygiene  Practising children’s roles at home and school  Demonstrating habits on personal hygiene  Personal hygiene materials  Posters  ICT tools  Charts  Resource persons  Sign language materials  Braille materials Healthy Life Styles  identify good food  state ways of keeping healthy  practise healthy habits  appreciate the benefits of exercise  Good food  Ways of keeping oneself health -exercising -healthy habits  Benefits of exercising  Discussing healthy food and junk food  Sorting pictures of different types of food  Practising physical body exercises  Samples of food  Pictures of food  ICT tools  Charts  Posters  Sign language materials
  • 51. 50 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Dramatising healthy habits  Braille materials Common Diseases  name common diseases  identify signs and symptoms of common diseases  discuss treatment, care and support  state instances of stigma and discrimination  coping with challenges associated with stigmatisation  promote good healthy habits  Common diseases  Signs and symptoms of common diseases  Treatment care and support  Challenges associated with stigma and discrimination  Healthy habits  Stating common diseases  Listing signs and symptoms of common diseases.  Discussing prevention, care, treatment and support  Demonstrating the acts of stigma and discrimination  Role playing stigma and discrimination  Dramatising modes of transmission of common diseases  Pictures  Posters  Charts  ICT tools  Sign language materials  Braille materials Environmental Health  identify ways of disposing litter in the home and school  state types of litter that can be recycled or re used  practise proper toilet use  Ways of disposing litter in the home and school  Types of litter that can be recycled or reused  Proper toilet use  Maintaining a clean environment  Discussing ways of disposing litter  Touring dumping sites at school  Identifying ways of disposing litter  Describing proper toilet use  Litter bins  Toilets  Charts  Posters  Brailed material  Sign language materials  Braille materials
  • 52. 51 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  apply the three R’s (reduce litter, reuse litter and recycle litter) to keep the environment clean  maintain a clean environment  Collecting items or objects from environment for re-use  Visiting recycling sites or plant  Identifying proper and improper ways of disposing waste  Cleaning up the environment  ICT tools TOPIC 6: FINANCIAL AND CAREER GUIDANCE KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Career ambitions  list different occupations  state job ambitions  associate ambitions with the world of work  Different occupations  Job ambitions  Discussing different occupations  Drawing and pasting pictures  Role playing job ambitions  Exhibiting different careers  Charts  Resource persons  Posters  Pictures  ICT tools  Pencils
  • 53. 52 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Sign language materials  Braille materials Financial Literacy  list income generating projects in the community  identify honest ways of making money  craft items for sale at the shop area  practise buying and selling at the shop area  appreciate the value of money  promote self- reliance  Income generating projects  Honest ways of making money  Items for sale  Buying and selling  The value of money  Self-reliance  Budgeting  Discussing income generating projects in the community  Role playing honest ways of making money  Dramatising buying and selling  Designing and making items for sale using locally available resources  ICT Tools  Locally available materials  Shop items  Money  Resource persons  Sign language materials  Braille materials  Sign language materials  Braille materials TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
  • 54. 53 KEY CONCEPT OBJECTIVES Learners should be able to UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Maintenance of personal belongings  describe ways of caring for personal belongings  practise book skills  promote responsible behaviour over personal belongings  Personal belongings  Book maintenance skills  Responsible behaviour over personal belongings  Discussing caring of personal belongings  Demonstrate proper book handling skills  Reciting rhymes on personal belongings  Dramatising responsible behaviour  ICT tools  Braille material  Charts  Toys  Books  Personal belongings  Sign language materials  Braille materials Maintenance of school property  identify ways of caring for school property  demonstrate necessary maintenance skills  maintain the school property  Ways of caring for school property  Maintenance skills  Discussing ways of caring for school property  Cleaning of school property  Stating ways of maintaining school property  Demonstrating proper sitting posture  Practising caring for books, toys  Practising proper use of toilets and water taps  ICT tools  Braille material  Chairs  Books  Pictures  Cleaning equipment  Sign language materials  Braille materials
  • 55. 54 KEY CONCEPT OBJECTIVES Learners should be able to UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Cleaning the school environment TOPIC 8: SAFETY AND PROTECTION KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Pedestrian safety  demonstrate correct ways of walking along the road  Verge/pavement/ off the road walking  Single file  Accompaniment Refuse, Run away, Report (RRR) principle  Practising correct ways of walking along the road Singing songs on pedestrian safety Drawing pictures of pedestrian safety Playing games on accompaniment  Resource persons  Pictures  Charts  ICT tools  Audio-Visual media  Road  Pamphlets  Sign language materials  Braille materials Crossing the road  illustrate safe road- crossing  Road crossing Safe places to cross Visiting the road Observing correct ways of crossing the road  Resource persons  Pictures  Charts
  • 56. 55 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Practising correct ways of crossing the road (road drills) Reciting poems on crossing the road  Audio-Visual media  Road  Pamphlets  Sign language materials  Braille materials Passenger safety  demonstrate passenger safety when using various modes of transport  Passenger safety when using – bicycles, cars, buses, lorries and animal- drawn carts  Illustrating passenger safety when using various modes of transport  Watching videos on passenger safety  Singing songs on passenger safety  Resource persons  Pictures  Charts  Audio-Visual media  Road  Pamphlets  Sign language materials  Braille materials Road signs, signals and markings  identify road signs, signals and markings  draw road signs, signals and markings  Road signs, signals and markings  Observing road signs, signals and markings  Drawing road signs and markings  Colouring road signs and markings  Model of road signs and markings  ICT tools  Resource persons  Road  Audio-Visual media
  • 57. 56 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Pictures  Charts  Sign language materials  Braille materials Emergency response  identify where to get first help in case of emergency.  state ways of responding in case of emergency  acquire First Aid skills  appreciate the importance of getting first help on time in case of emergency  First help in case of emergency  Ways of responding in case of emergency  First Aid skills  The importance of getting first help on time in case of emergency  Stating support structures at home and school  Demonstrating First Aid techniques in different situations  Role playing raising alarm  Simulating emergency situations   First Aid kit  Resource persons  Charts  Pictures  ICT tools  Sign language materials  Braille materials
  • 58. 57 GRADE 2 TOPIC 1: MYSELF, FAMILY AND COMMUNITY KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Self-Management  identify individual strengths  distinguish self from others  appreciate self –worthiness  Individual strengths  Self -awareness  Self- management  Self- worthiness  Stating individual strengths  Discussing the importance of self-management  Discussing ways of valuing one self  Playing games to promote self-worthiness  Reciting rhymes  Describing self among others  Celebrating diversity through games, poems and drama  ICT tools  Rhymes  Magazine cuttings  Puppets  Sign language materials  Braille materials Me, my community and voluntary participation  identify significant figures in the community  state services provided by the community  participate in community activities  Community significant figures  Community activities  Community relations  Services provided by the community  Naming significant figures in the community  Discussing services provided by the community  Singing praise songs about the community  ICT tools  Rhymes  Posters and charts  Magazine cuttings  Photographs
  • 59. 58 KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  relate to the community  Value support rendered by the community  Volunteering in community activities  Reciting poems on community  Simulating/ dramatising community activities or programs  Touring of community projects  Sign language materials  Braille materials TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Child rights and responsibilities  state children’s responsibilities at home, school and community  list child rights  appreciate responsibilities in the family and community level  Children’s responsibilities at home, school and community.  Child rights and responsibilities  Listing children’s responsibilities  Naming child rights  Discussing child rights and responsibilities in the family and community  ICT tools  Pictures  Posters  Charts  Sign language materials  Braille materials
  • 60. 59 KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  develop an attitude of being responsible  fulfil responsibilities to safeguard rights  Reciting rhymes on child rights and responsibilities  Practising children’s roles and activities Coping with violation of child rights  explain child abuse  identify forms of child abuse  list potential abusers  suggest ways to prevent child abuse  identify people who protect children at home, school and community  state the school support structures and services they provide  be assertive and proactive on issues pertaining violation of child rights  Child abuse  Forms of abuse  Potential abusers  Ways of preventing child abuse  People who protect children at home and school and community  School support structures and services provided  Reporting mechanisms on child abuse  Empowering children on assertiveness  Stating forms of abuse  Discussing forms of abuse and potential abusers  Role playing ways of child abuse prevention  Discussing people who protect children at home, school and community  Describing school support structures and services provided  Dramatising on issues pertaining to violation of child rights  Questioning and answering on child abuse and child protection  Pictures  Resource person(s)  Charts  Anatomically correct dolls  ICT tools  Sign language materials  Braille materials
  • 61. 60 KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Team work at home, school and community  identify the importance of team work  list qualities of a good team leader  state ways of resolving conflicts  demonstrate positive attitude towards team work.  enhance participation in team building activities  Importance of team work  Qualities of a good team leader  Leadership qualities  Ways of resolving conflicts  Positive attitudes towards team work  Team building activities  Discussing the importance of team work  Listing qualities of a good leader  Dramatising positive attitude towards team work  Discussing ways of managing conflicts  Making team rules in a group  Singing and playing games on team building  ICT tools  Ropes, balls, toys  Charts  Pictures  Sign language materials  Braille materials
  • 62. 61 TOPIC 3: MANAGEMENT AND COPING WITH CHANGES KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Managing and Coping with changes in the family  list changes that affect children in the family  state coping strategies on changes in the family  cope with changes in the family  Changes that affect children in the family Coping strategies on family changes  Discussing changes in the family that affect children  Naming changes that occur in the family  Questioning and answering on coping strategies  Simulating situations on changes in the family that affect learners and related support  Role playing supporting affected learners  Formulating class rules  Pictures  Charts  ICT tools  Sign language materials  Braille materials Managing conflict at school  state common conflicts around the school  discuss ways of resolving stated conflicts  promote conflict management at school  Conflicts around the school  Ways of resolving conflict  Discussing common conflicts around the school  Role playing conflict management  Demonstrating ways of managing conflicts  Pictures  Charts  Posters  ICT tools  Sign language materials  Braille materials
  • 63. 62 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Picture reading on different conflict scenarios  Questioning and answering on conflict management TOPIC 4: SOCIAL ETIQUETTE KEY CONCEPT OBJECTIVES: Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Communication, respect and tolerance  state good behaviour  demonstrate respect for oneself and others  discuss individual differences in the class.  interact positively with others using appropriate language registers  promote co -existence in different social settings  Good behaviour  Respect for oneself and others  Individual differences in class  Positive interaction with others appropriate language registers  Co-existence in different social settings  Describing good behaviour  Discussing respect for oneself and others  Role modelling  Role playing etiquette  Story telling on respect  Singing, dancing and playing games that promote cultural diversity  Reciting rhymes and poems on appropriate language register  ICT tools  Folktales  Resource person  Role models  Picture books  Pictures  Charts  Sign language materials  Braille materials
  • 64. 63  Positive Attitudes towards vulnerable people TOPIC 5: HEALTH EDUCATION KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Sexuality and reproductive health Education  discuss keeping under garments clean  demonstrate cleaning oneself  Keeping under garments clean  Cleaning oneself  Explaining how to keep undergarments clean  Role playing cleaning a dummy  Demonstrating healthy habits through song, rhymes, role play  Personal hygiene material  Pictures  Charts  Posters  ICT tools  Sign language materials  Braille materials Healthy Life Styles  name different types of food  discuss a balanced diet  identify good eating habits  promote healthy life styles through exercises  Types of food  Balanced diet  Good eating habits  Healthy life styles  Exercises  Listing different types of food  Sorting pictures of different types of food  Exhibiting different types of food  Samples of food  Pictures of food  ICT tools  Posters  Charts
  • 65. 64 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  practise healthy habits  Describing a balanced diet meal  Discussing good eating habits  Demonstrating good eating habits  Playing games that promote mental and physical health  Making a frieze or /food chart  Sign language materials  Braille materials Common Diseases  list communicable and non- communicable diseases  identify signs and symptoms of common diseases  suggest support services rendered to people with different conditions  discuss nutrition in relation to common diseases  promote management of common diseases  Communicable diseases such as typhoid, cholera, bilharzia, malaria, influenza, COVID-19  Non-communicable diseases such as cancer, diabetes, epilepsy  Support services rendered to people with different conditions  Signs and symptoms of common diseases  Stating communicable and non- communicable diseases  Describing signs and symptoms of common diseases.  Discussing support services rendered to people with different conditions  Question and answering on nutrition in relation to common diseases  Quiz sessioning on common diseases  Posters  Charts  Nutritional and herbal gardens  Pictures  ICT tools  Sign language materials  Braille materials
  • 66. 65 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Nutrition in relation to common diseases  Management of common diseases  Prevention and treatment of diseases  Making nutritional and herbal gardens Environmental Health  explore dumping sites  list pollutants in the locality  identify materials that can be recycled and or re-used.  maintain a clean environment  apply the three R’s (reduce litter, reuse litter and recycle litter)  Dumping sites  Pollutants in the locality  Maintaining clean environment  Reduce, reuse and recycle  Touring dumping sites at school  Identifying pollutants on dumping sites  Discussing on materials that can be recycled and or re- used.  Collecting items or objects from the environment for re- use  Visiting recycling sites or plant  Identifying proper and improper ways of dumping waste  Litter bins  ICT tools  Dumping sites  Pictures  Sign language materials  Braille materials
  • 67. 66 TOPIC 6: FINANCIAL AND CAREER GUIDANCE KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Career ambitions  identify different occupations  demonstrate career ambitions  discuss roles and skills required on different careers  appreciate various careers in today’s world of work  Different occupations/careers  Career ambitions  Roles and skills on different careers  Stating different occupations  Discussing different careers  Exhibiting different careers  Role playing different careers  Conducting in -plant exposure  Resource persons  institutions, industries  Posters  Charts  ICT tools  Sign language materials  Braille materials Financial literacy  discuss honest ways of making money  identify income generating projects in the community  practise buying and selling items in the classroom, appreciating the value of money  Honest ways of making money  Income generating projects  Buying and selling items in the classroom store  Value of money  Naming honest ways of making money  Discussing income generating projects in the community  Role playing buying and selling  Crafting items using available resources  ICT tools  Resource persons  Charts of people at work  Shop area  Money  Sign language materials  Braille materials
  • 68. 67 TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Maintenance of personal belongings, school and community property  list school and community facilities that needs care  discuss the care of personal belongings, school and community property  identify necessary maintenance skills  promote responsible behaviour in handling school and community property  School and community facilities  Care of personal belongings, school and community property  Maintenance skills  Responsible behaviour in handling school and community property  Observing school and community facilities  Naming school and community amenities that needs care  Discussing the importance of maintaining school and community property  Demonstrating necessary maintenance skills  ICT tools  Resource persons  Charts  Toys  Books  Maintenance tools  Sign language materials  Braille materials
  • 69. 68 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Touring school and community facilities to identify where there is need and intervention  Demonstrating necessary maintenance skills TOPIC 8: SAFETY AND PROTECTION KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT (knowledge, skills & attitudes) SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES Pedestrian safety  demonstrate correct ways of walking along the road  apply the RRR principle  Ways of walking along the road -Verge/pavement/ off the road walking -Single file -Accompaniment  Dramatising correct ways of walking along the road  Singing songs on pedestrian safety  Drawing pictures of pedestrian safety  Resource persons  Pictures  Charts  Audio-Visual media  Road  Pamphlets  ICT tools
  • 70. 69 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT (knowledge, skills & attitudes) SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Refuse, Run away, Report (RRR) principle  Playing games on accompaniment  Demonstrating the RRR principle  Sign language materials  Braille materials Crossing the road  observe safe places to cross the road  Safe places to cross the road  Demonstrating road crossing  Practising road crossing  Reciting poems on crossing the road  Visiting the road to demonstrate safe crossing  Resource persons  Pictures  Charts  Audio-Visual media  Road  Pamphlets  ICT tools  Sign language materials  Braille materials Passenger safety  demonstrate passenger safety when using various modes of transport  Passenger safety when using – bicycles, cars, buses, lorries and animal- drawn carts  Illustrating passenger safety when using various modes of transport  Watching videos on passenger safety  Singing songs on passenger safety  Resource persons  Pictures  Charts  Audio-Visual media  Road  Pamphlets  ICT tools
  • 71. 70 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT (knowledge, skills & attitudes) SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  Sign language materials  Braille materials Road signs, signals and markings  identify road signs, signals and markings  draw road signs, signals and markings  Road signs, signals and markings  Observing road signs, signal and markings  Drawing road signs and markings  Colouring road signs and markings  Model of road signs and markings  Resource persons  Road  Audio-Visual media  Pictures  Charts  Highway code charts  Highway code  ICT tools  Sign language materials  Braille equipment Emergency response  list cases that require immediate help  identify where to get first help in case of emergency.  Cases that require immediate help  First help in case of emergency  Ways of responding in case of emergency  Stating cases that require immediate help  Discussing where to get help in case of emergency  Resource persons  Charts  Posters  Pictures  ICT tools  Sign language materials
  • 72. 71 KEY CONCEPT OBJECTIVES Learners should be able to: UNIT CONTENT (knowledge, skills & attitudes) SUGGESTED LEARNING ACTIVITIES LEARNING RESOURCES  state ways of responding in case of emergency  promote early reporting and intervention  Early reporting and intervention  Demonstrating ways of responding in case of emergency  Simulating emergency situations  Braille materials
  • 73. 72 9.0 ASSESSMENT Guidance and Counselling and Life skills Education at Infant Level shall be assessed through continuous assessment. The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modifications must be visible to enable candidates with special needs to access assessments. 9.1 ASSESSMENT OBJECTIVES By the end of the Guidance and Counselling and Life skills Education Infant Level, learners should be able to:  relate appropriately with family, friends, classmates, wider community and strangers.  explain their roles in the home, school and their community.  demonstrate patriotism, volunteerism and acceptance of human diversity  exhibit knowledge of community structures and support systems.  identify changes that can take place within a family.  demonstrate healthy habits, good care of their belongings and the environment.  describe communicable and non-communicable diseases and ways of prevention  state child rights and responsibilities  list types of child abuse.  discuss norms, values and appropriate behaviour (Unhu/Ubuntu/Vumunhu).  demonstrate safe traffic and road usage skills.
  • 74. 73 9.2 SCHEME OF ASSESSMENT Guidance and Counselling and Life skills Education will be assessed through continuous assessment at infant level (ECD to Grade 2). Continuous assessment shall involve projects, written tests and exercises, practical tasks and assignments as indicated in the table below: LEVEL FORMS OF ASSESSMENT ASSESSMENT TASK NATURE FREQUENCY ECD A and B Continuous  relate appropriately with others  proper toilet use  sharing  caring for one’s belongings  helping others  problem solving  decision making  conflict resolution  self confidence  creativity  demonstrating correct road usage  Practical  Oral  Observation These can be done individually or in groups Monthly
  • 75. 74 LEVEL FORMS OF ASSESSMENT ASSESSMENT TASK NATURE FREQUENCY Grade1 Continuous  relate appropriately with others  volunteering  reciting National pledge  sharing  caring for one’s belongings  maintaining their immediate environment  greeting elders  helping others  dressing properly  concept of time  concept of right and wrong (discipline)  using proper language  demonstrating correct road usage  team work  confidence  Observation  Practical  Oral  Written exercises  Tests These can be done individually or in groups Monthly
  • 76. 75 LEVEL FORMS OF ASSESSMENT ASSESSMENT TASK NATURE FREQUENCY  problem solving  decision making  communicating  conflict resolution  creativity  written exercises and tests  practical tasks  assignments Grade 2 Continuous  relate appropriately with others  adjust to different situations  volunteering  reciting National pledge  sharing  caring for one’s belongings  maintaining the environment  greeting elders  helping others  Observation  Practical  Oral  Written exercises  Tests  These can be done individually or in groups Monthly
  • 77. 76 LEVEL FORMS OF ASSESSMENT ASSESSMENT TASK NATURE FREQUENCY  dressing properly  demonstrating correct road usage  concept of time  concept of right and wrong (discipline)  using proper language  team work  problem solving  decision making  critical thinking  communicating  conflict resolution  confidence  self-management  creativity  written exercises and tests  practical tasks  assignments
  • 78. 77 LEVEL FORMS OF ASSESSMENT ASSESSMENT TASK NATURE FREQUENCY  projects ASSESSMENT CRITERIA Assessment Instruments:  Checklists  Rating Scale  Observation Guide  Exercises  Theory Tests