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GRADE 5 TERM 2 2025

HERITAGE BASED CURRICULUM SCHEME
CONTENTS PAGE
SUBJECT: PAGE NUMBER:

MATHEMATICS………………………………………………………..2
ENGLISH………………………………………………………………...26
CHISHONA………………………………………………………………57
SOCIAL SCIENCE………………………………………………………91
SCIENCE AND TECHNOLOGY………………………………………118
PHYSICAL EDUCATION AND ARTS………………………………..139

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MATHEMATICS TERM 2 2025

TOPICS TO BE COVERED:

1. Operations
2. Measures

AIMS:
Pupils should be able to:
➢ recall mathematical terms
➢ recognise mathematical terms
➢ use mathematical terms, symbols and language
➢ estimate quantities and measures to a degree of accuracy
➢ calculate to the given degree of accuracy

CROSS CUTTING ISSUES:

➢ Health and well-being
➢ Climate Change
➢ ICT
➢ Business Enterprise Skills
➢ Children’s Rights and Responsibilities
➢ Gender stereotyping
➢ Environmental Management
➢ Disaster Risk Management

TIME ALLOCATION:
➢ For adequate coverage of the syllabus, six (6) periods of 30 minutes should be allocated per week (3 hours/ week)

REFERENCES:

➢ Junior Mathematics Syllabus MoPSE 2024 (Grades 3-7)

➢ Ventures Primary Mathematics Grade 5

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Weekly Objectives-By the end of the week, learners should be able to: use mathematical terms, symbols and language, solve mathematical problems

OPERATIO By the end of the -Adding Junior -Abacuses Assumed knowledge: Some pupils are able to
WEEK 1 NS lesson, learners -Identifying Mathematics -Number perform addition of two numbers.
should be able -Reading Syllabus lines Intro: Question and answer session in relation to the
Sub topic: to: -Writing MoPSE -Counters assumed knowledge.
16 Addition of 2024 -Work Step1: Explanation of new concepts by the tr.
MAY whole Page 44 cards Step 2: Class discussion led by the teacher on
2025 numbers -demonstrate -ICT tools commutative law in addition.
commutative law Ventures -fraction Step 3: Group activities on commutative law in
in addition Primary chart addition.
-Commutative Mathematics Step 4: Feedback and comments.
law Step 5: Individual written work.
Grade 5
Conc: Asking oral questions by the teacher.
(10+7=17↔7 page 19
+10=17)

Lsn 1
By the end of the -Adding Junior -Abacuses Assumed knowledge: Some pupils are able to
lesson, learners -Identifying Mathematics -Number perform addition of two numbers.
-Addition of should be able -Reading Syllabus lines Intro: Question and answer session in relation to the
Lsn 2 tens to: -Writing MoPSE -Counters assumed knowledge.
2024 -Work Step1: Explanation of new concepts by the tr.
-add numbers Page 44 cards Step 2: Class discussion led by the teacher on adding
which require -ICT tools tens.
carrying twice Ventures -fraction Step 3: Group activities on adding tens.
whose sum is less Primary chart Step 4: Feedback and comments.
than or equal to Mathematics Step 5: Individual written work.
100 000 Conc: Asking oral questions by the teacher.
Grade 5
page 21

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By the end of the -Adding Junior -Abacuses Assumed knowledge: Some pupils are able to add
lesson, learners -Identifying Mathematics -Number single digit numbers.
- Addition of should be able -Reading Syllabus lines Intro: Question and answer session in relation to the
Lsn 3 hundreds to: -Writing MoPSE -Counters assumed knowledge.
2024 -Work Step1: Explanation of new concepts by the tr.
-add whole Page 44 cards Step 2: Class discussion led by the teacher on adding
numbers which -ICT tools hundreds which require carrying twice.
require carrying -fraction Step 3: Group activities on adding hundreds which
twice whose sum Ventures chart require carrying twice.
is less than or Primary Step 4: Feedback and comments.
equal to 100 000 Mathematics Step 5: Individual written work.
Conc: Asking oral questions by the teacher.
Grade 5
page 21

By the end of the -Adding Junior -Abacuses Assumed knowledge: Some pupils are able to
lesson, learners -Identifying Mathematics -Number perform addition of two numbers.
Lsn 4 -Addition of should be able -Reading Syllabus lines Intro: Question and answer session in relation to the
thousands to: -Writing MoPSE -Counters assumed knowledge.
2024 -Work Step1: Explanation of new concepts by the tr.
- add at least 3 Page 44 cards Step 2: Class discussion led by the teacher on adding
pairs of thousands -ICT tools thousands that require carrying twice.
which require Ventures -fraction Step 3: Group activities on adding thousands that
carrying twice Primary chart require carrying twice.
whose sum is less Mathematics Step 4: Feedback and comments.
than or equal to Step 5: Individual written work.
Grade 5
100 000 Conc: Asking oral questions by the teacher.
page 22

ENGLISH TERM 2 2025

TOPICS TO BE COVERED:
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1. LISTENING
2. SPEAKING
3. READING
4. WRITING

AIMS:
Pupils should be able to:
➢ demonstrate an appreciation of the use of English Language for political, religious, social, environmental, technological and economic development
➢ demonstrate effective listening skills to understand spoken information and facilitate meaningful responses
➢ speak/sign proficiently to engage meaningfully and confidently in various contexts
➢ read written texts to enhance comprehension and critical thinking skills in problem solving, team building and tolerance culturally relevant materials
➢ write/ braille accurately in English for effective communication
➢ demonstrate the use of ICT in aspects of listening, speaking, reading and writing

CROSS CUTTING ISSUES:

➢ Children’s rights and responsibilities
➢ health and wellbeing
➢ disaster risk management
➢ environmental issues
➢ climate change
➢ entrepreneurship
➢ technology and digital literacy

TIME ALLOCATION:
➢ For effective learning of English Language at Grade 3 to 7, 9 periods of 30 minutes per week are recommended

REFERENCES:
➢ Junior English Syllabus MoPSE 2024 (Grades 3-7)

Weekly Aim(s): Develop the four basic skills namely: listening, speaking, reading and writing in the English Language with emphasis on visual, manual and tactile skills.

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LISTENIN By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils can read words
G the lesson Reading English -Flash cards written on flash cards.
WEEK 1 learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
Concept: should be Speaking MoPSE -Word cards assumed knowledge.
PHONICS able to: 2024 page Step1: Explanation of new concepts by the tr
16 36 Step 2: Class discussion led by the teacher on
MAY -Vowel -listen to making words using vowel sounds.
2025 sound various vowel Step 3: Group activities on making words using
sounds vowel sounds.
Step 4: Feedback and assistance on the topic learnt
-make at least Step 5: Individual written work on making words.
4 words using Conclsn: Question and answer on work done.
Lsn 1 vowel sound

SPEAKING By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils can read words
the lesson, Reading English -Flash cards written on flash cards.
Lsn 2 Concept: learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
ARTICUL should be Speaking MoPSE -Word cards assumed knowledge.
ATION able to: 2024 page Step1: Explanation of new concepts by the tr
36 Step 2: Class discussion led by the teacher on
- - pronounce pronouncing words with correct stress and intonation
Pronouncing words Step 3: Group activities on pronouncing words
words correctly correctly.
Step 4: Feedback and assistance on the topic learnt
-write at least Step 5: Individual written work on writing spellings.
4 correct Conclsn: Question and answer on work done.
spellings on
words
pronounced

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READING By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils are able to read
the lesson, Reading English -Flash cards rhyming words written on flash cards.
Lsn 3 Concept: learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
WORDS should be Speaking MoPSE -Word cards assumed knowledge.
WITH THE able to: 2024 page Step1: Explanation of new concepts by the tr
SAME 38 Step 2: Class discussion led by the teacher on
ENDING - read matching rhyming words.
SOUND rhyming Step 3: Group activities on matching rhyming words.
AND words Step 4: Feedback and assistance on the topic learnt
DIFFEREN Step 5: Individual written work on matching rhyming
T -match words.
SPELLING rhyming Conclsn: Question and answer on work done.
words
-Matching correctly
rhyming
words

Night -
light

Concept: By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils are able to read
READING the lesson, Reading English -Flash cards words written on flash cards.
Lsn 4 FOR learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
FLUENCY should be Speaking MoPSE -Word cards assumed knowledge.
able to: 2024 page Step1: Explanation of new concepts by the tr
-Word 38 Step 2: Class discussion led by the teacher on word
recognition -read words recognition.
fluently Step 3: Group activities on making sentences using
the words read.
-make at least Step 4: Feedback and assistance on the topic learnt
4 sentences Step 5: Individual written work.
using the Conclsn: Question and answer on work done.
words read

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WRITING By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils can read can read
the lesson, Reading English -Flash cards sentences.
Lsn 5&6 Concept: learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
COMPREH should be Speaking MoPSE -Word cards assumed knowledge.
ENSION able to: 2024 page Step1: Explanation of new concepts by the tr
42 Step 2: Class discussion led by the teacher on how to
- -read a variety read and answer questions correctly.
Comprehens of texts for Step 3: Group activities on answering
ion comprehensio comprehension questions.
questions: n Step 4: Feedback and assistance on the topic learnt
Step 5: Individual written work.
-answer at Conclsn: Question and answer on work done.
least 3
questions in
complete and
correct
sentences
Concept: By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils know letters of
PENMANS the lesson, Reading English -Flash cards the alphabet
Lsn 7 HIP learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
(HANDWR should be Speaking MoPSE -Word cards assumed knowledge.
ITING) able to: 2024 page Step1: Explanation of new concepts by the tr
- Shaping 40 Step 2: Class discussion and demonstration led by
letters of the - write legibly the teacher on shaping letters of the alphabet.
alphabet following the Step 3: Group activities on shaping letters of the
Grade 3-7 alphabet.
Nelson Script Step 4: Feedback and assistance on the topic learnt
Step 5: Individual written work.
Conclsn: Question and answer on work done.

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Concept: By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils can write neatly.
Lsn 8&9 COMPOSI the lesson, Reading English -Flash cards Intro: Question and answer session in relation to the
TION learners Writing Syllabus ICT tools assumed knowledge.
should be Speaking MoPSE -Word cards Step1: Explanation of new concepts by the tr
-Controlled able to: 2024 page Step 2: Class discussion led by the teacher on the
composition 42 structure of a composition.
-write a Step 3: Feedback and assistance on the topic learnt
composition Step 4: Individual written work.
using correct Conclsn: Question and answer on work done.
language
structures

Weekly Aim(s): Develop the four basic skills namely: listening, speaking, reading and writing in the English Language with emphasis on visual, manual and tactile skills.

LISTENIN By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils are able to read
G the lesson Reading English -Flash cards words written on flash cards.
WEEK 2 learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
Concept: should be Speaking MoPSE -Word cards assumed knowledge.
PHONICS able to: 2024 page Step1: Explanation of new concepts by the tr
23 34 Step 2: Class discussion led by the teacher on
MAY -Diphthong -articulate articulating words with diphthong sounds.
2025 sounds words with Step 3: Group activities on matching words with the
diphthong same diphthong sounds Step 4: Feedback and
house – loud sounds assistance on the topic learnt
buy - fly Step 5: Individual written work on matching words
-match words with diphthong sounds.
Lsn 1 with the same Conclsn: Question and answer on work done.
diphthong
sounds

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SPEAKING By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils are able to recite
the lesson, Reading English -Flash cards a poem.
Lsn 2 Concept: learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
PUBLIC should be Speaking MoPSE -Word cards assumed knowledge.
SPEAKING able to: 2024 page Step1: Explanation of new concepts by the tr
34 Step 2: Class discussion led by the teacher on how to
- Prepared - express make notes for prepared speech.
speech themselves Step 3: Group activities on prepared speech
confidently Step 4: Feedback and assistance on the topic learnt
before an Step 5: Individual written work.
audience Conclsn: Question and answer on work done.

-write a
prepared
speech
READING By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils are able to read
the lesson, Reading English -Flash cards sentrnces.
Lsn 3 Concept: learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
SKIMMIN should be Speaking MoPSE -Word cards assumed knowledge.
G AND able to: 2024 page Step1: Explanation of new concepts by the tr
SCANNIN 39 Step 2: Class discussion led by the teacher on how to
G - skim and surf information.
scan through a Step 3: Group activities on skimming and scanning
text through a text.
- Surf Step 4: Feedback and assistance on the topic learnt
information -surf Step 5: Individual written work.
information Conclsn: Question and answer on work done.
correctly

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Concept: By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils are able to read
READING the lesson, Reading English -Flash cards words written on flash cards.
Lsn 3 FOR learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
FLUENCY should be Speaking MoPSE -Word cards assumed knowledge.
able to: 2024 page Step1: Explanation of new concepts by the tr
- 50 Step 2: Class discussion led by the teacher on word
Pronouncing -read words recognition.
words from fluently Step 3: Group activities on making sentences using
a given text the words read.
accurately -make at least Step 4: Feedback and assistance on the topic learnt
4 sentences Step 5: Individual written work.
using the Conclsn: Question and answer on work done.
words read

Concept: By the end of Listening Junior -Vowel chart Assumed knowledge: Some pupils can read
SKIMMIN the lesson, Reading English -Flash cards sentences.
Lsn 4 G AND learners Writing Syllabus ICT tools Intro: Question and answer session in relation to the
SCANNIN should be Speaking MoPSE -Word cards assumed knowledge.
G able to: 2024 page Step1: Explanation of new concepts by the tr
39 Step 2: Class discussion led by the teacher on how to
- Identifying -skim and scan identify main points in read texts.
main points through a text Step 3: Group activities on skimming and scanning
in read texts through a text.
-identify main Step 4: Feedback and assistance on the topic learnt
points in read Step 5: Individual written work.
texts Conclsn: Question and answer on work done.

Enhance your lesson planning with our comprehensive schemes of work.

Aligned with Heritage Based Curriculum HBC standards CALL/WHATSAPP
0774 856 157 0r 0783 005 002 ALL GRADES AVAILABLE!!!!
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CHISHONA KOTORO YECHIPIRI 2025

MISORO ICHAITWA
1. Nzwisiso nepfupiso
2. Kushandisa mutauro
3. Zvemutauro
4. Rondedzero
5. Zvetsika nemagariro

VAVARIRO:
➢ Kuvandudza umhizha hwemutauro hwevadzidzi mukuteerera, kutaura, kuverenga nekunyora
➢ Vadzidzi vataurirane nemazvo munhaurirano dzakasiyana-siyana
➢ Kuti vadzidzi vagone kubuditsa pachena kunzwisisa kubva pane zvavanenge vaverenga
➢ Kuti vadzidzi vataridze tsika dzakanaka munharaunda uye zvichiburitsa hunhu.

CROSS CUTTING THEMES:

➢ Hutano nekuzvichengetedza
➢ Kungwarira njodzi
➢ Kusanduka kwemamiriro ekunze
➢ Kufambiswa kwemashoko netekinoroji
➢ Kuzvishandira
➢ Kuchengetedza nharaunda

MHANDO DZERONDEDZERO:
➢ dzetsananguro (descriptive),
➢ dzenyaya (narrative),
➢ tsamba dzehushamwari nedzebasa (informal and formal letters),
➢ mhan’arwa (report),
➢ nhaurirano (dialogue)

NGUVA YEZVIDZIDZO:
➢ Zvidzidzo zvisere zvine maminitsi makumi matatupachidzidzo chimwe nechimwe pavhiki.

DURA:
➢ Bumbiro Idzva ReChiShona Kubvira Gwaro Rechitatu Kusvika Gwaro Rechinomwe 2024-2030

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VHIKI 1 ZVEMUTA Chinangwa Indigenous Chidziro Mutowo

URO chepasvondo Language Zvitaitai - Tsanangudzo
16 - Panopera vhiki Gwaro Mavara - Ratidziro
Chivabvu Kuchereched ReChitatu-
vadzidzi pamachati - Kuverenga
2025 za ruzha ReChinomw
- vanotarisirwa e Bumbiro Machati Batapata
Zvavanofarir kunge vogona: reHBC ane - Hurukuro
a ➢ Kuumba shizha 47-64 zvirevo - Kuteerera
nezvavasing mazwi kubva Mifananid - Kutaura
afarire pamitinhimir zo - Basa mumapoko
NZWISISO a
Midziyo - Mitambo
-Nzwisiso ➢ kunyora
rondedzero yetekinoroj - Kutsanangudza
- Pfupiso
-Madimikira ine hurefu i - Kuumba zvirevo
-Zviperengo hwakatarwa - Kutaura ngano
RONDEDZ ➢ kupindura - Kunyora zviperengo
ERO mibvunzo - Kunyora umwe umwe
Ini pachangu yenzwisiso - Kudoma zvinofarirwa nezvisingafarirwi
➢ kunyora
vachishandisa
runyoro rwe
Nelson script

Chidzidzo ZVEMUTA Zvinangwa Kuteerera Indigenous Chidziro Zvinozivikanwa navadzidzi:Vamwe vadzidzi

1 URO zvechidzidzo Kutaura Language Zvitaitai vanogona kuumba mazwi zvakanaka
Panopera Kuverenga Gwaro Mavara Nhanganyaya:Vadzidzi vanopa mitinhimira
*Kuumba Kunyora ReChitatu- yavanoziva mudzidzisi achivabatsira.
chidzidzo pamachati
mazwi ReChinomw 1. Mudzidzisi anotaridza vadzidzi mavara ari
vadzidzi e Bumbiro Machati
kubva pamakadhi vadzidzi vopa mitinhimira.
pamitinhimi vanotarisirwa reHBC ane
2.Muzvikwata vadzidzi vanoita mitambo yekuumba
ra kunge vogona: shizha 54 zvirevo mazwi mudzidzisi achibatsira vanonetseka.
*Mitambo - kuumba mazwi Mifananid 3.Dzokororo yebasa raitwa negadziridzo.
yekuumba gumi kubva zo 4.Basa sedungamunhu.
mazwi pamitinhimira Midziyo Mhedziso:Hurukuro sekirasi pane zvaitwa
yapihwa mudzidzisi achitungamirira.
yetekinoroj
- kuita mutambo
wekuumba mazwi i
gumi zvakanaka

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Chidzidzo NZWISISO Kuteerera Indigenous Chidziro Zvinozivikanwa navadzidzi:Vamwe vadzidzi

2& 3 - kuverenga Kutaura Language Zvitaitai vanogona kuverenga nekupindura mibvunzo
*Kuverenga ndima nemazwi Kuverenga Gwaro Mavara Nhanganyaya:Hurukuro sekirasi pamusoro
ndima matsva akapihwa Kunyora ReChitatu-
pamachati pakuverenga kwakanaka zvinoita kuti vadzidzi
*Kupindura - kupindura Kufunga ReChinomw
Machati vanzwisise.
mibvunzo mibvunzo zvine e Bumbiro
ane 1.Muenzaniso wekuverenga uchipihwa nemudzidzisi
yapihwa udzamu reHBC
zvirevo vana vakateerera.
zvakanaka. Kugadzirisa shizha 47-48
2.Vana vanoita majana ekuverenga mudzidzisi
dambudziko Mifananid
achibatsira vanenge vachinetseka.
Kuchereched zo 3.Basa mumapoka vachipindura mibvunzo
za Midziyo 4.Dzokororo negadziridzo.
yetekinoroj 5.Basa sedungamunhu.
i Mhedziso:Mudzidzisi anobvunza mibvunzo vadzidzi
vachipindura.
Chidzidzo 4 NZWISISO Kuteerera Indigenous Chidziro Zvinozivikanwa navadzidzi:Vamwe vadzidzi
- kunyora Kutaura Language Zvitaitai vanogona kurondedzera zvavanzwa kana
*Pfupiso nepapfupi ndima Kuverenga Gwaro Mavara zvavaverenga
yaverengwa Kunyora ReChitatu- Nhanganyaya:Dzokororo yebasa rakaitwa.
pamachati
mumazwi Kufunga ReChinomw 1.Tsanangudzo nemienzaniso kubva kumudzidzisi
zvine e Bumbiro Machati
asingapfuuri vana vakateerera.
makumi matatu. udzamu reHBC ane 2.Basa mumapoka vadzidzi vachipfupisa ndima.
shizha 49 zvirevo 3.Dzokororo negadziridzo.
Mifananid 4.Basa sedungamunhu mumabhuku.
zo Mhedziso:Hurukuro sekirasi mudzidzisi
Midziyo achitungamirira.
yetekinoroj
i

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Chidzidzo 5 KUSHAND Kuteerera Indigenous Chidziro Zvinozivikanwa navadzidzi:Vamwe vadzidzi

ISA - kuzadzisa Kutaura Language Zvitaitai vanoziva nyaudzosingwi
MUTAURO zvirevo zvishanu Kuverenga Gwaro Mavara Nhanganyaya:Vadzidzi nomudzidzisi vanotaura
nemadimikira Kunyora ReChitatu- madimikira avanoziva
pamachati
akakodzera Kufunga ReChinomw 1.Basa mumapoka pakushandisa madimikira
*Madimikir zvine e Bumbiro Machati
mudzidzisi achivapa gadziriso
a udzamu reHBC ane 2.Vadzidzi vanoratidzira basa ravaita kumudzidzisi
Kugadzirisa shizha 50-51 zvirevo 3.Kunyora mumabhuku avo mudzidzisi achikwenya
dambudziko Mifananid basa
zo Mhedziso:Mudzidzisi anobvunza vadzidzi vaviri
Midziyo nyaudzosingwi nezvadzinoreva.
yetekinoroj
i

Chidzidzo 6 NZWISISO - kunyora Kuteerera Indigenous Chidziro Zvinozivikanwa navadzidzi:Vamwe vadzidzi

zviperengo Kutaura Language Zvitaitai vanogona kunyora zviperengo kubva kudaidziro
*Zvipereng zvishanu kubva Kuverenga Gwaro Mavara Nhanganyaya: Vadzidzi vanovererenga mazwi
o munyaya Kunyora ReChitatu- matsva ari pazvitai-tai
pamachati
nedhikiteshi nemazvo kwakanaka ReChinomw 1.Tsanangudzo yomudzidzisi pakunyora zviperengo
Kufunga e Bumbiro Machati
2.Mudzidzisi nevadzidzivanokurukura
zvine reHBC ane 3.Vadzidzi mumapoka vanokurukura nekunyora
udzamu shizha 49-50 zvirevo zviperengo
Kuteerera Mifananid 4.Kunyora mumabhuku avo mudzidzisi achiongorora
zvine zo Mhedziso:Mudzidzi mumwe anotsanangura
hudzamu Midziyo zvinoreva mazwi avanyora
Kuchereched
yetekinoroj
za mazwi
i

Chidzidzo RONDEDZ - kunyora Kuteerera Indigenous Chidziro Zvinozivikanwa navadzidzi:Vamwe vadzidzi

7&8 ERO rondedzero Kutaura Language Zvitaitai vanogona kunyora zvinoverengeka

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pamusoro Kuverenga Gwaro Machati Nhanganyaya: Ratidziro yemanyorerwo e-

Musoro:___ vapihwa Kunyora ReChitatu- ane rondedzero
__________ vachishandisa Kufunga ReChinomw zvirevo 1.Hurukuro pamanyorerwo ebasa vadzidzi
__________ runyoro rwe zvine e Bumbiro vachiteerera
__________ Nelson script udzamu reHBC 2.Ratidziro pamanyorerwo anotarisirwa prondedzero
__________ - kunyora Kutsanangur shizha 58-59 vadzidzi vachiteerera
__________ rondedzero ine a 3.Basa mumapoka kupana pfungwa dzavo
__________ zvikamu Kupa 4.Kunyora mumabhuku vachishandisa runyoro rwe
__________ zvakarongeka nhoroondo Nelson script mudzidzisi achikwenenzvera
_____ nemazwi 80-120. Mhedziso:Vadzidzi vaviri vanoverenga rondedzero
dzavo

VHIKI 2 ZVEMUTA Chinangwa Indigenous Chidziro Mutowo

URO chepasvondo Language Zvitaitai - Tsanangudzo
- Panopera vhiki Gwaro Mavara - Ratidziro
Kuchereched ReChitatu-
vadzidzi pamachati - Kuverenga
23 za ruzha ReChinomw
Chivabvu KUSHAND vanotarisirwa e Bumbiro Machati Batapata
2025 ISA kunge vogona: reHBC ane - Hurukuro
MUTAURO ➢ kuziva ruzha shizha zvirevo - Kuteerera ruzha
Tsumo nekwarunobv 17,19-31 Mifananid - Kutaura
Kuzadzisa a zo - Basa mumapoko
zvirevo ➢ kutaura
Midziyo - Mitambo
NZWISISO zvavanofarira
nezvavasinga yetekinoroj - Kuzadzisa tsumo
Dadirai
Zviperengo farire i - Kuumba zvirevo
RONDEDZ ➢ kuziva ruzha - Kutaura ngano
ERO rwemitinhimi - Kunyora zviperengo
Shamwari ra - Kunyora umwe umwe
yangu kunyora
vachishandisa
runyoro rwe
Nelson script
Chidzidzo 1 ZVEMUTA Kuteerera Indigenous Chidziro Zvinozivikanwa navadzidzi:Vamwe vadzidzi
URO Kutaura Language vanogona kuisa vara hombe pamazita avo

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Zvinangwa Kuverenga Gwaro Zvitaitai Nhanganyaya:Mudzidzisi anotaridza vana zvitai tai

NYORA zvechidzidzo Kunyora ReChitatu- Mavara zvine mazwi vadzidzi vachimaverenga.
Panopera ReChinomw pamachati 1.Vadzidzi vanopa nyora dzavanoziva mudzidzisi
*Kushandis e Bumbiro achinyora pachidziro.
chidzidzo Machati
a chifemo reHBC 2.Vana vanotsanangura pose panoshandiswa chifemo
(comma) vadzidzi shizha 56 ane mudzidzisi achinyora pachidziro.
vanotarisirwa zvirevo 3.Vana vanoita basa sedungamunhu vachishandisa
kunge vogona: Mifananid chidaidziro nechindaguma zvakakodzera.
- kushandisa zo Mhedziso:Hurukuro sekirasi pabasa raitwa.
chifemo Midziyo
pazvirevo yetekinoroj
zvishanu
i
zvakakodzera
- kuisa
chindaguma
pazvirevo
zvishanu
zvakakodzera.

Chidzidzo NZWISISO Kuteerera Indigenous Chidziro Zvinozivikanwa navadzidzi:Vamwe vadzidzi

2&3 - kuverenga Kutaura Language Zvitaitai vanogona kuverenga nekupindura mibvunzo
*Kuverenga ndima nemazwi Kuverenga Gwaro Mavara Nhanganyaya:Hurukuro sekirasi pamusoro
ndima matsva akapihwa Kunyora ReChitatu- pakuverenga kwakanaka zvinoita kuti vadzidzi
pamachati
*Kupindura - kupindura Kufunga ReChinomw vanzwisise.
mibvunzo zvine e Bumbiro Machati
mibvunzo 1.Muenzaniso wekuverenga uchipihwa nemudzidzisi
yapihwa udzamu reHBC ane vana vakateerera.
zvakanaka. Kugadzirisa shizha 47-48 zvirevo 2.Vana vanoita majana ekuverenga mudzidzisi
dambudziko Mifananid achibatsira vanenge vachinetseka.
Kuchereched zo 3.Basa mumapoka vachipindura mibvunzo
za Midziyo 4.Dzokororo negadziridzo.
5.Basa sedungamunhu.
yetekinoroj
Mhedziso:Mudzidzisi anobvunza mibvunzo vadzidzi
i vachipindura.

Chidzidzo 4 - kupa dudziro Kuteerera Indigenous Chidziro Zvinozivikanwa navadzidzi:Vamwe vadzidzi

yemadimikira Kutaura Language vanoziva madimikira

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KUSHAND matatu pane Kuverenga Gwaro Zvitaitai Nhanganyaya:Vadzidzi nomudzidzisi vanotaura

ISA akapihwa Kunyora ReChitatu- Mavara madimikira avanoziva
MUTAURO - kuzadzisa Kufunga ReChinomw pamachati 1.Basa mumapoka pakuzadzisa madimikira
madimikira zvine e Bumbiro mudzidzisi achivapa gadziriso
Machati
*Madimikir mashanu nemazwi udzamu reHBC 2.Vadzidzi vanoratidzira basa ravaita kumudzidzisi
a akakodzera Kugadzirisa shizha 50-51 ane 3.Kunyora mumabhuku avo mudzidzisi achikwenya
dambudziko zvirevo basa
Mifananid Mhedziso:Mudzidzisi anobvunza vadzidzi vaviri
zo madimikira ivo vachizadzisa
Midziyo
yetekinoroj
i

SOCIAL SCIENCE TERM 2 2025

TOPICS TO BE COVERED:
1. Work and Leisure
2. Transport and Communication
3. Shelter
4. Religion
5. Entitlements

AIMS:
➢ have an understanding of their heritage, its importance and preservation
➢ know different types of shelter and its importance
➢ develop an awareness of the global challenges and possible ways to address them
➢ develop pride in their identity and self-awareness

CROSS CUTTING ISSUES:

➢ Health and wellbeing
➢ Disaster Risk Management
➢ Climate change
➢ Information and Communication Technology (ICT)
➢ Business enterprise skills
➢ Child rights and responsibilities
➢ Environmental Management
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TIME ALLOCATION:
➢ For adequate coverage of the syllabus, twelve (12) periods of 30 minutes should be allocated per week (6 hours/ week)

REFERENCES:
➢ Junior Social Science Syllabus MoPSE 2024 (Grades 3-7)

Weekly Aim(s): By the end of the week learners should be able to:

-have pride in their identity and self-awareness, know different types of shelter and its importance, promote the spiritual, religious and moral development of the learner

WORK AND During the - Junior Social -ICT tools Assumed knowledge: Some pupils are able to read
LEISURE lesson, pupils Assertivenes Science (digital flash cards written enterprise activities.
WEEK 1 should be able s Syllabus cameras) Intro: Question and answer session in relation to the
Key Concept: to: -Problem MoPSE -pictures assumed knowledge.
Enterprise solving 2024 page -charts Step1: Explanation of new concepts by the tr
16 activities -identify at least 2 -Decision 97 -pencils Step 2: Class discussion led by the teacher on
MAY enterprise making -textbooks enterprise activities.
2025 -Enterprise activities -Critical -flash Step 3: Group activities on stating enterprise
activities: thinking cards activities
-Leadership Step 4: Feedback and assistance on the topic learnt
- poultry Step 5: Individual written work on stating enterprise
Lsn 1&2 - piggery activities.
- mining Conclsn: Question and answer on work done.
- Farming

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During the - Junior Social -ICT tools Assumed knowledge: Some pupils are able to read
Lsn 3&4 lesson, pupils Assertivenes Science (digital flash cards written enterprise activities.
-Importance of should be able s Syllabus cameras) Intro: Question and answer session in relation to the
enterprise to: -Problem MoPSE -pictures assumed knowledge.
activities solving 2024 page -charts Step1: Explanation of new concepts by the tr
-identify at least 2 -Decision 97 -pencils Step 2: Class discussion led by the teacher on the
enterprise making -textbooks importance of enterprise activities.
activities -Critical -flash Step 3: Group activities on stating the importance of
thinking cards enterprise activities.
- explain the -Leadership Step 4: Feedback and assistance on the topic learnt
importance of Step 5: Individual notes writing.
enterprise Conclsn: Question and answer on work done.
activities
During the - Junior Social -ICT tools Assumed knowledge: Some pupils are able to read
Lsn 5&6 lesson, pupils Assertivenes Science (digital flash cards written enterprise activities.
should be able s Syllabus cameras) Intro: Question and answer session in relation to the
-Participating to: -Problem MoPSE -pictures assumed knowledge.
in enterprise solving 2024 page -charts Step1: Explanation of new concepts by the tr
activities -identify at least 2 -Decision 97 -pencils Step 2: Class discussion led by the teacher on
enterprise making -textbooks participating in enterprise activities.
activities -Critical -flash Step 3: Group activities on stating the importance of
thinking cards enterprise activities.
- create enterprise -Leadership Step 4: Feedback and assistance on the topic learnt
activities Step 5: Individual notes writing.
Conclsn: Question and answer on work done.
Key Concept: During the - Junior Social -ICT tools Assumed knowledge: Some pupils are able to name
Lsn 7&8 Work and lesson, pupils Assertivenes Science (digital different types of work.
leisure in the should be able s Syllabus cameras) Intro: Question and answer session in relation to the
to: MoPSE -pictures assumed knowledge.
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past and -Problem 2024 page -charts Step1: Explanation of new words by the teacher and.
present - list at least 3 solving 97 -pencils Step 2: Class discussion led by the teacher on
work and leisure -Decision -textbooks describing work and leisure activities done in the
- Work and activities in the making -flash past.
leisure past -Critical cards Step 3: Group activities on listing work and leisure
activities in thinking activities in the past.
the past - describe work -Leadership Step 4: Feedback and comments.
and leisure Step 5: Individual work on note taking.
activities done in Conc: Asking oral questions by the teacher.
the past

During the - Junior Social -ICT tools Assumed knowledge: Some pupils are able to name
Lsn 9&10 lesson, pupils Assertivenes Science (digital different types of work.
- Work and should be able s Syllabus cameras) Intro: Question and answer session in relation to the
leisure to: -Problem MoPSE -pictures assumed knowledge.
activities in solving 2024 page -charts Step1: Explanation of new words by the teacher and.
the present - list at least 3 -Decision 97 -pencils Step 2: Class discussion led by the teacher on
work and leisure making -textbooks describing work and leisure activities done in the
activities in the -Critical -flash present
present thinking cards Step 3: Group activities on listing work and leisure
-Leadership activities in the present.
- describe work Step 4: Feedback and comments.
and leisure Step 5: Individual work on note taking.
activities done in Conc: Asking oral questions by the teacher.
the present

During the - Junior Social -ICT tools Assumed knowledge: Some pupils are able to name
lesson, pupils Assertivenes Science (digital different types of work.
should be able s Syllabus cameras) Intro: Question and answer session in relation to the
-Comparing to: -Problem MoPSE -pictures assumed knowledge.
Lsn 11 work and solving 2024 page -charts Step1: Explanation of new words by the teacher and.
&12 leisure -Decision 97 -pencils Step 2: Class discussion led by the teacher on
activities in -compare work making -textbooks comparing work and leisure activities in the past and
the past and and leisure -Critical -flash present
present activities in the thinking cards Step 3: Group activities on comparing work and
past and present -Leadership leisure activities in the past and present.
Step 4: Feedback and comments.
Step 5: Individual work on note taking.

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Conc: Asking oral questions by the teacher.

Weekly Aim(s): By the end of the week learners should be able to:
-have pride in their identity and self-awareness, know different types of shelter and its importance, promote the spiritual, religious and moral development of the learner

WORK AND During the - Junior Social -ICT tools Assumed knowledge: Pupils can read flash cards
LEISURE lesson, pupils Assertivenes Science (digital written productive leisure activities.
WEEK 2 should be able s Syllabus cameras) Intro: Question and answer session in relation to the
Key Concept: to: -Problem MoPSE -pictures assumed knowledge.
23 Productive solving 2024 page -charts Step1: Explanation of new words by the teacher and
MAY use of leisure - identify at least -Decision 98 -pencils pupils.
2025 time 2 productive making -textbooks Step 2: Class discussion led by the teacher on
leisure activities -Critical productive use of leisure time.
- Productive thinking Step 3: Group activities on listing productive use of
use of leisure - describe -Leadership leisure time.
time: productive use of Step 4: Feedback and comments.
leisure time Step 5: Individual notes writing.
- Fishing Conc: Asking oral questions by the teacher.
Lsn 1&2 - Hunting
- Exercising
During the - Junior Social -ICT tools Assumed knowledge: Pupils can read flash cards
lesson, pupils Assertivenes Science (digital written productive leisure activities.
Lsn 3&4 - Engaging in should be able s Syllabus cameras) Intro: Question and answer session in relation to the
productive to: -Problem MoPSE -pictures assumed knowledge.
leisure solving 2024 page -charts Step1: Explanation of new words by the teacher and
activities - identify at least -Decision 98 -pencils pupils.
2 productive making -textbooks Step 2: Class discussion led by the teacher on
Exercising leisure activities -Critical engaging in productive leisure activities.
thinking Step 3: Group activities on engaging in productive
-engage in -Leadership leisure activities
productive leisure Step 4: Feedback and comments.
activities Step 5: Individual notes writing.
Conc: Asking oral questions by the teacher.
Key Concept: During the - Junior Social -ICT tools Assumed knowledge: Some pupils are able to name
Lsn 5 &6 Sport, Arts lesson, pupils Assertivenes Science (digital sporting activities.
and Cultural should be able s Syllabus cameras) Intro: Question and answer session in relation to the
activities to: -Problem MoPSE -pictures assumed knowledge.
solving 2024 page -charts Step1: Explanation of new words by the teacher and
99 -pencils pupils.

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-Sporting - name at least 3 -Decision -textbooks Step 2: Demonstration by the teacher on different
activities sporting activities making sporting activities.
-Critical Step 3: Group activities on practicing different
- soccer - demonstrate thinking sporting activities.
-netball different sporting -Leadership Step 4: Feedback and comments.
-cricket activities Step 5: Individual written work on listing sporting
activities.
Conc: Asking oral questions by the teacher.
During the - Junior Social -ICT tools Assumed knowledge: Pupils can read flash cards
lesson, pupils Assertivenes Science (digital written arts activities
Lsn 7 &8 -Arts should be able s Syllabus cameras) Intro: Question and answer session in relation to the
to: -Problem MoPSE -pictures assumed knowledge.
- painting solving 2024 page -charts Step1: Explanation of new words by the teacher and
- dance - name at least 3 -Decision 99 -pencils pupils.
- music arts activities making -textbooks Step 2: Demonstration by the teacher on different
-Critical -flash arts activities.
- demonstrate thinking cards Step 3: Group activities on practicing different arts
different arts -Leadership activities.
activities Step 4: Feedback and comments.
Step 5: Individual written work on listing arts
activities.
Conc: Asking oral questions by the teacher.
During the - Junior Social -ICT tools Assumed knowledge: Pupils can read flash cards
lesson, pupils Assertivenes Science (digital written cultural activities.
Lsn 9&10 -Cultural should be able s Syllabus cameras) Intro: Question and answer session in relation to the
activities to: -Problem MoPSE -pictures assumed knowledge.
-traditional solving 2024 page -charts Step1: Explanation of new words by the teacher and
music and - name at least 3 -Decision 99 -pencils pupils.
dance arts activities making -textbooks Step 2: Demonstration by the teacher on different
- story telling -Critical cultural activities.
- demonstrate thinking Step 3: Group activities on practicing different
different arts -Leadership cultural activities.
activities Step 4: Feedback and comments.
Step 5: Individual written work on listing cultural
activities.
Conc: Asking oral questions by the teacher.

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FORT- During the - Junior Social -ICT tools Assumed knowledge: Pupils have written revision
NIGHTLY lesson, pupils Assertivenes Science (digital exercises before.
TEST should be able s Syllabus cameras) Intro: Question and answer session in relation to the
to: -Problem MoPSE -pictures assumed knowledge.
All concepts -answer correctly solving 2024 -charts Step1: Reading of words on cards and explanations
Lsn 11&12 learnt during at least half of the -Decision -pencils of the words by tr and pupils.
the past two set questions. making -textbooks Step 2: Individual written work in books while the tr
week -Critical -material moves around.
thinking Step 3: Revising the written work and marking of
-Leadership books.
Conc: Recap of the concepts learnt as a class while
the tr controls the class.
Weekly Aim(s): By the end of the week learners should be able to:
-have pride in their identity and self-awareness, know different types of shelter and its importance, promote the spiritual, religious and moral development of the learner

Enhance your lesson planning with our comprehensive schemes of work.

Aligned with Heritage Based Curriculum HBC standards CALL/WHATSAPP
0774 856 157 0r 0783 005 002 ALL GRADES AVAILABLE!!!!
SCIENCE AND TECHNOLOGY TERM 2 2025
TOPICS COVERED:
1. Health and Hygiene Practices
2. Food and Nutrition
3. Crops, Plants and Animals

TOPICS TO BE COVERED:
1. Tools, equipment and implements
2. Energy and Fuels
3. Educational Technology and Innovation
AIMS:
➢ To help learners demonstrate environmental awareness and protection stewardship
➢ To assist pupils in explaining basic scientific concepts and principles
➢ To help pupils apply Indigenous Knowledge systems (IKS) to real world problems
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➢ To assist pupils in constructing artefacts using traditional and contemporary technologies.

➢ To assist pupils in designing innovative solutions using traditional and contemporary technologies.

CROSS CUTTING THEMES:

➢ Inclusivity
➢ Cultural diversity
➢ Ethical innovation
➢ Community engagement
➢ Climate change
➢ Digital competencies
➢ Health and Safety
➢ Disaster risk management
➢ Entrepreneurship

TIME ALLOCATION:
➢ Ten by 30-minute periods per week (5 hours), should be allocated for adequate coverage of concepts.

KEY:

➢ K.C – Key Concept

WEEKLY AIM: To assist pupils to apply problem solving skills using traditional and contemporary technologies.

TOOLS, During the Identifying Science and Locally Assumed knowledge: Pupils have seen some basic
WEEK 1 EQUIPMEN lesson, pupils Naming technology available tools at home.
T and should be able Stating HBC junior tools Intro: Pupils name various tools they use at home.
16 IMPLEMEN to: syllabus Digital Step1: Explanation on new words by the tr while
MAY TS - identify at least P 56 tools pupils listen.
2025 four uses of Print Step 2: In groups pupils state uses of given cooking
K.C: Uses of cooking and food media and food preparation tools while the teacher moves
Lsn 1&2 tools and preparation tools Tool around.
safety - explain safe manuals Step 3: Feedback and corrections.
handling of Step 4: Pupils write notes in their books while the
* Uses of cooking tools. facilitator encourages neat work.
cooking and Conc: Asking oral questions by the teacher.
food

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preparation
tools
Lsn 3&4 TOOLS, During the Identifying Science and Locally Assumed knowledge: Pupils have seen some basic
EQUIPMEN lesson, pupils Naming technology available tools at home.
T and should be able Stating HBC junior tools Intro: Pupils name various tools they use at home.
IMPLEMEN to: syllabus Digital Step1: Explanation on new words by the tr while
TS - identify at least P 56 tools pupils listen.
four uses of Print Step 2: In groups pupils state uses of given garden
K.C: Uses of garden and land media and land scaping tools while the teacher moves
tools and scaping tools. Tool around.
safety manuals Step 3: Feedback and corrections.
Step 4: Pupils write notes in their books while the
* Uses of facilitator encourages neat work.
garden and Conc: Asking oral questions by the teacher.
landscaping
tools
Lsn 5&6 TOOLS, During the Identifying Science and Locally Assumed knowledge: Pupils have seen some basic
EQUIPMEN lesson, pupils Naming technology available tools at home.
T and should be able Stating HBC junior tools Intro: Pupils name various tools they use at home.
IMPLEMEN to: syllabus Digital Step1: Explanation on new words by the tr while
TS - explain safe P 56 tools pupils listen.
handling of Print Step 2: In groups pupils explain safe handling of
K.C: Uses of garden and land media given garden and land scaping tools while the teacher
tools and scaping tools. Tool moves around.
safety manuals Step 3: Demonstrations by pupils on safe handling of
garden tools while the teacher assists.
* Safe Step 4: Pupils write notes in their books while the
handling of facilitator encourages neat work.
garden and Conc: Asking oral questions by the teacher.
landscaping
tools

PHYSICAL EDUCATION AND ARTS TERM 2 2025

TOPICS COVERED:
1. Safety and health
2. Human body
3. History of arts
4. Sport and game skills – Kids athletics

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5. Gymnastics - Locomotion
TOPICS TO BE COVERED:
1. Gymnastics – Balances
2. Sport and game skills – Invasion games, Target and combat games, Net games and Adventure games
3. Aesthetic value and appreciation
AIMS:
The scheme aims at enabling learners to:
➢ demonstrate competences in executing game and artistic skills in a wide range of activities
➢ use relevant skills that progress towards basic visual literacy and creativity in arts
➢ demonstrate teamwork, Sportsmanship, fair play and partnership
➢ construct artefacts using traditional and contemporary technologies
➢ demonstrate competences in executing game and artistic skills in a wide range of activities.

CROSS CUTTING THEMES:

➢ Environmental management
➢ Business enterprise
➢ ICT
➢ Children’s rights and responsibilities
➢ Climate change
➢ Health and well being
➢ Disaster risk management

TIME ALLOCATION:
➢ Ten by 30-minute periods per week (5 hours), should be allocated for adequate coverage of concepts.
REFERENCES:
➢ Junior PE and Arts Syllabus MoPSE 2024
KEY:
➢ S.T = Sub Topic W.U = Warm Up
➢ C.D = Cool Down C.P = Coaching Point
WEEKLY AIM: To assist pupils in demonstrating competences in executing game and artistic skills in a wide range of activities.
GYMNASTI During the Identifying P.E and Arts Safe Assumed knowledge: Pupils have the knowledge of
WEEK 1 CS lesson, pupils Naming HBC junior landing athletic skills.
should be able Stating syllabus surfaces C.P: raise the leg, show a dynamic/static balance,
16 S.T: Balances to: Demonstrati P 46 Stopwatch follow the whistle
MAY and - list at least three ng Tape W.U: Light stretches and jogging by the pupils.
2025 Locomotion static balances Executing measure

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WEEK TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION
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- list at least two Mats Step1: Explanation and demonstrations on the

*Static and dynamic balances Skittles lesson’s concepts while pupils pay attention.
Lsn 1&2 dynamic - execute weight Cones Step 2: In the play grounds, pupils list static and
balances transference using Empty dynamic balances while the teacher assists.
*Transferenc three body parts plastic Step 3: Playing chasing games and performing
e of weight containers cartwheels in a straight line by the pupils while the
from a ICT tools teacher controls.
balance Resource C.D: Hand and leg stretches by the pupils while the
position into person teacher leads.
a dynamic
movement

Lsn 3&4 GYMNASTI During the Identifying P.E and Arts Safe Assumed knowledge: Pupils have the knowledge of
CS lesson, pupils Naming HBC junior landing athletic skills.
should be able Stating syllabus surfaces C.P: raise the leg, show a dynamic/static balance,
S.T: Balances to: Demonstrati P 46 Stopwatch follow the whistle
and - practice at least ng Tape W.U: Light stretches and jogging by the pupils.
Locomotion three simple Executing measure Step1: Explanation and demonstrations on the
dynamic balances Mats lesson’s concepts while pupils pay attention.
*Body from a static Skittles Step 2: In the play grounds, pupils practice free
coordination movement. Cones forward and back lunges while the teacher assists.
*Balance Empty Step 3: Performing forward lunges whilst hands
plastic reaching out by the pupils while the teacher controls.
containers C.D: Hand and leg stretches by the pupils while the
ICT tools teacher leads.
Resource
person
Lsn 5&6 GYMNASTI During the Identifying P.E and Arts Safe Assumed knowledge: Pupils have the knowledge of
CS lesson, pupils Naming HBC junior landing athletic skills.
should be able Stating syllabus surfaces C.P: raise the leg, dodge, crawl, slide, follow the
S.T: Balances to: Demonstrati P 46 Stopwatch whistle
and - execute various ng Musical W.U: Light stretches and jogging by the pupils.
Locomotion movements Executing instrument Step1: Explanation and demonstrations on the
around disgnated s like lesson’s concepts while pupils pay attention.
*Quick space with drums, Step 2: In the play grounds, perform stop and start
locomotor obstacles using rattles games to develop footwork while the teacher assists.
movements different body
with all body parts

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parts Audio Step 3: Performing combined skills by doing simple

(dodging, device like routines using music and popular dances by the
sliding, a radio pupils while the teacher controls.
diving, ICT tools C.D: Hand and leg stretches by the pupils while the
galloping, Resource teacher leads.
crawling) person

Lsn 7&8 GYMNASTI During the Identifying P.E and Arts Safe Assumed knowledge: Pupils have the knowledge of
CS lesson, pupils Naming HBC junior landing some balancing skills.
should be able Stating syllabus surfaces Intro: Question and answer session in relation to the
S.T: S.T: to: Demonstrati P 46 Stopwatch assumed knowledge as a class.
Balances and - perform ng Musical Step1: Explanation and demonstrations of new
Locomotion balances with clay instrument concepts by the tr
pots s like Step 2: Reading of new words by the pupils and
- write notes on drums, explanations by the teacher and pupils.
- Class work balances rattles Step 3: Group activities by the pupils while the
- read at least five Audio teacher moves around and controls.
new words device like Step 4: Feedback and assistance by the teacher
correctly a radio Step 5: Writing notes by the pupils on the skills and
ICT tools concepts done while the teacher encourages neat
Resource work.
person Conclsn: Question and answer session.
Lsn 9&10 REVISION During the Identifying P.E and Arts Charts Assumed knowledge: Pupils have the knowledge of
EXERCISE lesson, pupils Naming HBC junior Chalkboar revision exercises.
should be able Answering syllabus d Intro: Oral question and answering as a class.
All concepts to: P 46 Cards with Step1: Reading of words on cards and explanations
learnt during -answer correctly questions of the words by tr and pupils.
the week at least half of the ICT tools Step 2: Individual written work in books while the tr
given questions. Relevant moves around.
text books Step 3: Revising the written work and marking of
books.
Conc: Recap of the concepts learnt as a class while
the tr controls.
WEEKLY AIM: To assist pupils in demonstrating competences in executing game and artistic skills in a wide range of activities.
SPORT AND During the Identifying P.E and Arts Balls Assumed knowledge: Pupils have the knowledge of
GAME lesson, pupils Naming HBC junior Cones soccer games.
WEEK 2 SKILLS should be able Stating syllabus Whistles C.P: close space, move into space, follow the whistle
to: P 46 W.U: Light stretches and short runs by the pupils.
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WEEK TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION
ENDING CONTENT

23 Invasion - demonstrate Demonstrati Chess Step1: Explanation and demonstrations on the

MAY games defending skills in ng equipment lesson’s concepts by the teacher while pupils pay
2025 relation to time Pitch attention.
S.T: Space and speed Step 2: In the pitch, pupils perform activities to close
awareness open space in relation to time and speed while the
teacher commands.
Lsn 1&2 *Defending/A Step 3: Playing a soccer mini-game by the learners to
ttacking in show case defending skills while the teacher
relation to manages.
time and C.D: Hand and leg stretches by the pupils while the
speed teacher leads.

Lsn 3&4 SPORT AND During the Identifying P.E and Arts Balls Assumed knowledge: Pupils have the knowledge of
GAME lesson, pupils Naming HBC junior Cones soccer games.
SKILLS should be able Stating syllabus Whistles C.P: close space, move into space, follow the whistle
Invasion to: Demonstrati P 46 Chess W.U: Light stretches and short runs by the pupils.
games - execute the ng equipment Step1: Explanation and demonstrations on the
correct attacking Pitch lesson’s concepts by the teacher while pupils pay
S.T: Space technique in attention.
awareness relation to time Step 2: In the pitch, pupils perform activities to move
and speed into open space in relation to time and speed while
*Defending/A the teacher commands.
ttacking in Step 3: Playing a soccer mini-game by the learners to
relation to show case attacking skills while the teacher manages.
time and C.D: Hand and leg stretches by the pupils while the
speed teacher leads.

Lsn 5&6 SPORT AND During the Identifying P.E and Arts Ropes Assumed knowledge: Pupils have the knowledge of
GAME lesson, pupils Naming HBC junior Cones soccer games.
SKILLS should be able Stating syllabus Whistles C.P: close space, move into space, follow the whistle
Invasion to: Demonstrati P 46 ICT tools W.U: Light stretches and short runs by the pupils.
games - demonstrate ng Bibs Step1: Explanation and demonstrations on the
positioning within lesson’s concepts by the teacher while pupils pay
S.T: boundaries, attention.
Positioning teammates and Step 2: In the pitch, pupils perform activities to
opponents create space and positioning within marked areas and
*Positioning perform positioning drills with teammates while the
within teacher commands.

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WEEK TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION
ENDING CONTENT

boundaries, Step 3: Playing a soccer mini-game by the learners to

teammates show case attacking skills while the teacher manages.
and C.D: Hand and leg stretches by the pupils while the
opponents teacher leads.

Lsn 7&8 SPORT AND During the Identifying P.E and Arts Safe Assumed knowledge: Pupils have the knowledge of
GAME lesson, pupils Naming HBC junior landing some balancing skills.
SKILLS should be able Stating syllabus surfaces Intro: Question and answer session in relation to the
Invasion to: Demonstrati P 46 Stopwatch assumed knowledge as a class.
games - perform ng Musical Step1: Explanation and demonstrations of new
balances with clay instrument concepts by the tr
- Class work pots s like Step 2: Reading of new words by the pupils and
- write notes on drums, explanations by the teacher and pupils.
balances rattles Step 3: Group activities by the pupils while the
- read at least five Audio teacher moves around and controls.
new words device like Step 4: Feedback and assistance by the teacher
correctly a radio Step 5: Writing notes by the pupils on the skills and
ICT tools concepts done while the teacher encourages neat
Resource work.
person Conclsn: Question and answer session.
Lsn 9&10 REVISION During the Identifying P.E and Arts Balls Assumed knowledge: Pupils have the knowledge of
EXERCISE lesson, pupils Naming HBC junior Cones revision exercises.
should be able Answering syllabus Whistles Intro: Oral question and answering as a class.
All concepts to: P 46 Chess Step1: Reading of words on cards and explanations
learnt during -answer correctly equipment of the words by tr and pupils.
the week at least half of the Pitch Step 2: Individual written work in books while the tr
given questions. Chalk moves around.
board Step 3: Revising the written work and marking of
Relevant books.
text books Conc: Recap of the concepts learnt as a class while
the tr controls.
WEEKLY AIM: To assist pupils in demonstrating competences in executing game and artistic skills in a wide range of activities.
SPORT AND During the Identifying P.E and Arts Balls Assumed knowledge: Pupils have the knowledge of
GAME lesson, pupils Naming HBC junior Cones soccer games.
WEEK 3 SKILLS should be able Stating syllabus Whistles C.P: be quick, react, pass the ball, follow the whistle
Invasion to: Demonstrati P 46-47 Videos W.U: Light stretches and short runs by the pupils.
30 games ng ICT tools
MAY Pitch
31
WEEK TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION
ENDING CONTENT

2025 S.T: Reaction - demonstrate at Step1: Explanation and demonstrations on the

least two lesson’s concepts by the teacher while pupils pay
*Defensive defensive roles attention.
Lsn 1&2 roles Step 2: In the pitch, pupils perform activities to close
space in relation to time while the teacher commands.
Step 3: Playing a soccer mini-game to show the
reaction skills by the learners while the teacher
manages.
C.D: Hand and leg stretches by the pupils while the
teacher leads.
Lsn 3&4 SPORT AND During the Identifying P.E and Arts Balls Assumed knowledge: Pupils have the knowledge of
GAME lesson, pupils Naming HBC junior Cones soccer games.
SKILLS should be able Stating syllabus Whistles C.P: be quick, react, pass the ball, follow the whistle
Invasion to: Demonstrati P 46-47 Videos W.U: Light stretches and short runs by the pupils.
games - demonstrate at ng ICT tools Step1: Explanation and demonstrations on the
least two Pitch lesson’s concepts by the teacher while pupils pay
S.T: Reaction defensive roles attention.
- watch a video Step 2: Pupils watch videos on defensive techniques
*Defensive showing in relation to time while the teacher elaborates.
roles defensive skills Step 3: Writing some notes by the pupils while the
*Watching and roles teacher encourages neat work.
videos C.D: Hand and leg stretches by the pupils while the
teacher leads.

Enhance your lesson planning with our comprehensive schemes of work.

Aligned with Heritage Based Curriculum HBC standards CALL/WHATSAPP
0774 856 157 0r 0783 005 002 ALL GRADES AVAILABLE!!!!
Enhance your lesson planning with our comprehensive schemes of work.
Aligned with Heritage Based Curriculum HBC standards CALL/WHATSAPP
0774 856 157 0r 0783 005 002 ALL GRADES AVAILABLE!!!!
32