CONTENTS

AGRICULTURE......................................................................................................................................................................................... 3

ENGLISH LANGUAGE........................................................................................................................................................................... 18

FAMILY, RELIGION AND MORAL EDUCATION [FAREME]..........................................................................................................42

GUIDANCE AND COUNSELLING (JUNIOR)......................................................................................................................................56

HERITAGE – SOCIAL STUDIES [HSS]................................................................................................................................................ 61

INDIGENOUS LANGUAGES [CHISHONA].........................................................................................................................................76

INFORMATION AND COMMUNICATION TECHNOLOGY [ICT]................................................................................................. 103

MATHEMATICS.................................................................................................................................................................................... 112

PHYSICAL EDUCATION, SPORT AND MASS DISPLAYS [PESMD]............................................................................................ 126

SCIENCE AND TECHNOLOGY...........................................................................................................................................................140

VISUAL AND PERFORMING ARTS [VPA]....................................................................................................................................... 154

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AGRICULTURE
AIM
To help learners to:
1. appreciate the importance of Agriculture to the individual, family, community and country
2. develop a positive attitude towards agriculture and its study a science
3. acquire and use scientific knowledge in managing agricultural activities sustainably
4. develop environmental awareness and actively participate in conservation projects within the school and in their community
TOPICS COVERED
1. Introduction to Agriculture
2. Climate and Land Use
3. Soil
TOPICS TO BE COVERED
1. Water
2. Plants
ASSUMED KNOWLEDGE
The teacher assumes that learners:
1. know the primary sources of water for agricultural purposes
2. know that resources such as land, tools and equipment are available for use in agriculture
3. have an innate desire to explore and experiment
4. are aware that plants need nutrients to grow well
5. are aware of what a field crop is and the crops usually grown in a field
METHODOLOGY
Discussions Dramatizations Problem Solving Experimentation Demonstrations
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 Song and Dance Educational Tours Discovery Method Project Based Learning Collections
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Agric. Syll. ●local ●Listening to a story.
WATER lesson, learners thinking Junior environment ●Stating uses the of water at home.
●Water should be able to: [Gr 3 – Gr 7], ●pictures
conservation ♦state the ●Problem 2015 – 2022, showing ●Naming crops in their locality.
-The value of water importance of solving page 20 uses of ●Groups discuss the importance of
to farm crops water to farm crops ●Agric. Gr 4 water water to crops and plants in
●Manipul Learners Bk, ●work cards agriculture.
ating pg. 40 – 41 with group
●Feedback followed by class
tasks
discussion
●Completing work in books.
●Singing an agricultural song.
Lesson 2 ♦discuss the uses of ●Problem ●Agric. Syll. ●pictures ●Lesson recap.
WATER water in animal solving Junior showing ●Stating the uses of water home.
●Water production , e.g. [Gr 3 – Gr 7], uses of ●Naming livestock in their area.
conservation dipping animals, ●Creative 2015 – 2022, water
●Groups discuss the importance/uses
-Uses of water in drinking, fish thinking page 20 ●work cards
animal production habitat, bathing, ●Agric. Gr 4 with group of water for all farm animals.
dilute agricultural Learners Bk, tasks ●Feedback followed by class
chemicals pg. 40 – 41 ●key words, discussion
e.g. ●Completing work in books.
livestock ●Singing an agricultural song.

Lesson 3 ♦describe the uses ●Problem ●Agric. Syll. ●local ●Listening to a story.
WATER of water in farm solving Junior environment ●Stating uses the of water in the
●Water structures and [Gr 3 – Gr 7], ●work cards community.
conservation machinery, e.g. in ●Discussi 2015 – 2022, with group
●Identifying agricultural machinery in
-Uses of water in radiators of ng page 20 tasks
farm structures and tractors, harvesters ●Agric. Gr 4 ●key words, their area.
machinery lorries, engines Learners Bk, e.g. farm ●Groups discuss the importance/uses
pg. 40 – 41 structure of farm structures and machinery.
●Feedback followed by class

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 discussion
●Writing work in their books.
●Singing an agricultural song.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Agric. Syll. ●local ●Stating the uses of water.
WATER lesson, learners thinking Junior environment ●Explaining the concept to learners.
●Water should be able to: [Gr 3 – Gr 7], ●pictures ●Learners identify natural sources of
conservation ♦appreciate natural ●Problem 2015 – 2022, showing water.
-Natural rains are rains as natural solving page 20 uses of ●Groups discuss the uses of natural
natural sources of sources of water ●Agric. Gr 4 water rain in agriculture.
water ♦discuss the uses of ●Manipul Learners Bk, ●key words, ●Feedback and class discussion.
natural rains in ating pg. 42 – 43 e.g. source, ●Completing work in books.
agriculture natural ●Singing an agricultural song.
Lesson 2 ♦identify rivers ●Problem ●Agric. Syll. ●work cards ●Lesson recap.
WATER found in their solving Junior with group ●Naming rivers in their locality.
●Water locality [Gr 3 – Gr 7], tasks ●Explaining why it is a natural source.
conservation ♦explain the ●Creative 2015 – 2022, ●models ●Groups give uses of a river in
-A river is a natural importance of thinking page 20 ●pictures agriculture.
source of water rivers to agriculture ●Agric. Gr 4 showing ●Feedback and corrections.
♦draw a river and Learners Bk, uses of ●Drawing a river and write five
write sentences pg. 42 – 43 water sentences about it.
about a river ●Answering oral questions.
Lesson 3 ♦explain why a ●Problem ●Agric. Syll. ●local ●Lesson recap.
WATER stream is important solving Junior environment ●Naming steams in their community.
●Water in the crop and [Gr 3 – Gr 7], ●pictures ●Explaining why it is a natural source.
conservation animal production ●Discussi 2015 – 2022, showing ●Groups give uses of a stream in
-A stream is also a ♦state the uses of ng page 20 uses of agriculture.
natural source of streams in rural ●Agric. Gr 4 water ●Feedback and corrections.
water for people areas, e.g. watering Learners Bk, ●key words, ●Drawing a stream and write five
and animals, gardens pg. 42 – 43 e.g. source, sentences about it.
especially in rural natural ●Answering oral questions.
areas
Lesson 4 ♦discuss how water ●Creative ●Agric. Syll. ●work cards ●Lesson recap.
WATER moves from thinking Junior with group ●Naming springs they know.
●Water underground until I [Gr 3 – Gr 7], tasks ●Explaining why it is a natural source.
conservation comes out for ●Problem 2015 – 2022, ●models ●Groups give uses of springs.

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 -Springs are natural agricultural solving page 20 ●pictures ●Feedback and corrections.
source of water purposes ●Agric. Gr 4 showing ●Drawing a river and write five
Learners Bk, uses of sentences about it.
pg. 42 – 43 water ●Answering oral questions.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Agric. Syll. ●pictures ●Identify boreholes in their area.
WATER lesson, learners thinking Junior showing ●Describing how a borehole extract
●Water should be able to: [Gr 3 – Gr 7], water water from underground.
conservation ♦appreciate a ●Problem 2015 – 2022, sources ●Discussing why a borehole is a safe
-A borehole is a borehole as a solving page 20 ●local source of water.
protected source of protected source ●Agric. Gr 4 environment ●Stating its importance in agriculture.
water that pumps with water safe to Learners Bk, ●work cards ●Draw a borehole and write sentences.
water from drink pg. 43 – 45 with tasks ●Answering given questions.
underground ●Lesson recap.
Lesson 2 ♦identify deep ●Problem ●Agric. Syll. ●local ●Lesson recap.
WATER wells found in their solving Junior environment ●Comparing protected and unprotected
●Water locality [Gr 3 – Gr 7], ●work cards wells.
conservation ●draw a well and ●Creative 2015 – 2022, with tasks ●Discussing why a well is a safe water
-A protected well is write three thinking page 20 ●pictures source.
a manmade source sentences about it ●Agric. Gr 4 showing ●Learners demonstrate how to take
of water Learners Bk, water water from a well.
pg. 43 – 45 sources ●State their importance in agriculture.
●Class discussions.
Lesson 3 ♦explain the ●Problem ●Agric. Syll. ●local ●Naming dams in their area.
WATER importance of a solving Junior environment ●Explaining why it is manmade
●Water dam as a source of [Gr 3 – Gr 7], ●key words, source.
conservation water in agriculture ●Discussi 2015 – 2022, e.g. ●Groups give uses of a dam in the
-A dam is a ng page 20 manmade, production of agricultural products.
manmade source ●Agric. Gr 4 pump, ●Feedback and corrections.
that holds water to Learners Bk, source ●Drawing a dam and writing five
save it for future pg. 43 – 45 ●models of sentences about it.
use water pump ●Answering oral questions.
Lesson 4 ♦explain the ●Creative ●Agric. Syll. ●local ●Lesson recap.
WATER importance of a thinking Junior environment ●Identifying water tanks in their
●Water water tank as a [Gr 3 – Gr 7], ●work cards community.
conservation temporary source ●Problem 2015 – 2022, with tasks ●Explaining why it is a manmade
-A water tank is a of water solving page 20 ●pictures source.
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 temporary ●Agric. Gr 4 showing ●Groups give uses of a water tank.
manmade water Learners Bk, water source ●Feedback and corrections.
source pg. 43 – 45 ●key words, ●Writing work in their books.
manmade
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Agric. Syll. ●pictures ●Naming manmade sources of water.
WATER lesson, learners thinking Junior showing ●Describing a reservoir.
●Water should be able to: [Gr 3 – Gr 7], water ●Discussing why a reservoir is a safe
conservation ♦appreciate a ●Problem 2015 – 2022, sources source of water.
-Manmade water reservoir as a solving page 20 ●local ●State its importance in agriculture.
sources: Reservoirs protected natural ●Agric. Gr 4 environment ●Draw a reservoir and write sentences.
source with water Learners Bk, ●work cards ●Answering questions asked.
safe to drink pg. 43 – 45 with tasks ●Displaying of neat diagrams.
Lesson 2 ♦explain the ●Problem ●Agric. Syll. ●local ●Lesson recap.
WATER importance of weirs solving Junior environment ●Describing a weir.
●Water in the production of [Gr 3 – Gr 7], ●work cards ●Discussing why a weir is a safe
conservation agricultural ●Creative 2015 – 2022, with tasks source of water.
-A weir is also a products thinking page 20 ●pictures ●Groups state the importance of a weir
manmade source of ●Agric. Gr 4 showing in agricultural industry.
water Learners Bk, water ●Class discussion.
pg. 43 – 45 sources
Lesson 3 ♦group given water ●Problem ●Agric. Syll. ●models of ●Lesson recap.
WATER sources into natural solving Junior water ●Listing all water sources.
●Water and manmade [Gr 3 – Gr 7], sources ●Defining “natural” and “manmade”.
conservation sources of water ●Discussi 2015 – 2022, ●local
●Groups classify a given list of water
-Water sources can ng page 20 environment
be classified into ●Agric. Gr 4 ●work cards sources into two groups.
natural and Learners Bk, with tasks ●Feedback and corrections.
manmade sources pg. 43 – 45 ●key words ●Completing a given table.
●Revising their written work with the
teacher.
Lesson 4 ♦answering ●Creative ●Agric. Syll. ●local ●Lesson recap.
revision questions thinking Junior environment ●Class discussion on all work done.
REVISION based on all work [Gr 3 – Gr 7], ●work cards ●Answering revision questions
covered so far ●Problem 2015 – 2022, with tasks
individually in their books.
solving page 20 ●manmade
●Supervising learners’ activities.
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 ●Agric. Gr 4 & natural ●Revising their written work with the
Learners Bk, sources on teacher.
pg. 43 – 45 chart ●Singing an agricultural song.

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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Agric. Syll. ●plants in ●Singing an agricultural song.
PLANTS lesson, learners thinking Junior the local ●Naming plants in their local
●Introduction to should be able to: [Gr 3 – Gr 7], environment environment.
the study of plants ♦list the uses of ●Problem 2015 – 2022, ●pictures ●Groups state uses of plants to people.
-Plants have many plants solving page 21 showing ●Others list uses of plants to animals.
uses to people, ●Agric. Gr 4 different ●Feedback and class discussion.
animals and the Learners Bk, plants ●Completing sentences in their books.
environment pg. 48 – 52 ●Lesson recap.
Lesson 2 ♦identify cultivated ●Problem ●Agric. Syll. ●plants in ●Lesson recap.
PLANTS plants and give solving Junior the local ●Explaining “cultivated plants”.
●Introduction to their uses [Gr 3 – Gr 7], environment ●Learners identify cultivated plants.
the study of plants ♦collect cultivated ●Creative 2015 – 2022, ●work cards ●Pairs state the importance of
-Some plants are plants for display thinking page 21 with group cultivated plants to people and
cultivated in the ●Agric. Gr 4 tasks animals.
garden, field or Learners Bk, ●chart with ●Class discussion.
orchard pg. 48 – 52 plant uses ●Answering questions.
Lesson 3 ♦identify plants that ●Problem ●Agric. Syll. ●plants in ●Lesson recap.
PLANTS grow on their own solving Junior the local ●Explaining “cultivated plants”.
●Introduction to [wild plants] and [Gr 3 – Gr 7], environment ●Learners identify wild plants.
the study of plants give uses ●Discussi 2015 – 2022, ●key words, ●Groups state the importance of wild
-Some plants are ♦draw wild plants ng page 21 e.g. plants to people and animals.
wild plants and write sentences ●Agric. Gr 4 cultivated, ●Writing given work in their books.
about them Learners Bk, wild, ●Revising their written work with the
pg. 48 – 52 browse teacher.
●Recap of the lesson.
Lesson 4 ♦classify plants into ●Creative ●Agric. Syll. ●plants in ●Lesson recap.
PLANTS wild and cultivated thinking Junior the local ●Identifying plants on their
●Introduction to plants [Gr 3 – Gr 7], environment environment.
the study of plants ●Problem 2015 – 2022, ●work cards ●Explaining “wild” and “cultivated”
-Plants can be solving page 21 with group plants.
grouped into wild ●Agric. Gr 4 tasks ●Groups classify a list of plants into
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 and cultivated Learners Bk, ●uses of wild and cultivated plants.
plants pg. 48 – 52 plants on ●Feedback and corrections.
chart ●Writing work in their groups.
●Revising their written work with the
teacher.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Agric. Syll. ●plants in ●Flash back.
PLANTS lesson, learners thinking Junior the local ●Explaining the concept.
●Introduction to should be able to: [Gr 3 – Gr 7], environment ●Naming the three major plant
the study of plants ♦identify major ●Problem 2015 – 2022, ●pictures nutrients.
-All plants need sources of plant solving page 21 showing ●Learners discuss the importance of
nutrients in order to nutrients ●Agric. Gr 4 different nutrients to plants.
grow well ♦state the Learners Bk, plants ●Completing sentences in groups.
importance of pg. 48 – 52 ●Completing sentences in their books.
nutrients ●Lesson recap.
Lesson 2 ♦define organic ●Problem ●Agric. Syll. ●plants in ●Lesson recap.
PLANTS sources solving Junior the local ●Explaining organic sources.
●Introduction to ♦identify & discuss [Gr 3 – Gr 7], environment ●Identifying organic matter.
the study of plants organic sources of ●Creative 2015 – 2022, ●work cards ●Describing organic matter as a class.
-Organic sources of plant nutrients, e.g. thinking page 21 with group ●Listing the advantages of using
plant nutrition humus, animal ●Agric. Gr 4 tasks organic sources of plant nutrients.
manure, legume Learners Bk, ●chart with ●Answering given questions.
crops pg. 48 – 52 plant uses
Lesson 3 ♦define inorganic ●Problem ●Agric. Syll. ●plants in ●Lesson recap.
PLANTS sources solving Junior the local ●Explaining inorganic sources.
●Introduction to ♦identify and [Gr 3 – Gr 7], environment ●Identifying inorganic sources of plant
the study of plants discuss inorganic ●Discussi 2015 – 2022, ●key words, nutrition.
-Inorganic sources sources of plant ng page 21 e.g. ●Describing inorganic matter as a
of plant nutrition nutrients, e.g. ●Agric. Gr 4 cultivated, class.
Compound A, B, C, Learners Bk, wild, ●Listing the advantages of using
and D, Ammonium pg. 48 – 52 browse inorganic sources of plant nutrients.
Nitrate ●Applying fertilisers in the school
garden.
Lesson 4 ♦classify sources of ●Creative ●Agric. Syll. ●plants in ●Lesson recap.
PLANTS plant nutrients as thinking Junior the local ●Listing sources of plant nutrition.
●Introduction to organic and [Gr 3 – Gr 7], environment ●Explaining “organic” and “inorganic”
the study of plants inorganic sources ●Problem 2015 – 2022, ●work cards ●Groups classify a list of sources as
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 -Sources of plant solving page 21 with group organic and inorganic sources.
nutrition can be ●Agric. Gr 4 tasks ●Feedback and corrections.
classified into Learners Bk, ●uses of ●Completing given work in their
organic and pg. 48 – 52 plants on books.
inorganic chart ●Revising their work with the teacher.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Agric. Syll. ●the school ●Naming vegetables.
PLANTS lesson, learners thinking Junior garden ●Teacher explains the categories of
●Vegetable crops should be able to: [Gr 3 – Gr 7], ●pictures vegetable crops.
-Type of vegetable ♦name classes of ●Problem 2015 – 2022, showing diff ●Groups classify the vegetable plants.
crops vegetable crops, i.e. solving page 22 types of ●Assisting group activities.
leaf, fruit, root, ●Agric. Gr 4 vegetables ●Feedback and class discussion.
legume, flower Learners Bk, ●work cards ●Completing work in their books.
pg. 56 – 62 with tasks ●Lesson recap.
Lesson 2 ♦grow a leaf ●Problem ●Agric. Syll. ●chart with ●Lesson recap.
PLANTS vegetable solving Junior diff types of ●Learners select a leaf vegetable of
●Vegetable crops ♦state the soil and [Gr 3 – Gr 7], vegetables own choice.
-Growing leaf climatic conditions ●Creative 2015 – 2022, ●names of ●Stating the soil and climatic
vegetable needed thinking page 22 vegetables conditions needed.
♦explain seed ●Agric. Gr 4 on chart ●Learners describe seed preparation.
preparation Learners Bk, ●work cards ●Learners prepare a nursery site with
pg. 56 – 62 with tasks the teacher’s help.
●Class discussion.
●Answering given questions.
Lesson 3 ♦demonstrate the ●Problem ●Agric. Syll. ●the school ●Lesson recap.
PLANTS proper caring of solving Junior garden ●Explaining the caring of the seeds
●Vegetable crops seedlings after [Gr 3 – Gr 7], ●pictures after germination, e.g. mulching,
-Seeds need to be germination ●Discussi 2015 – 2022, showing diff transplanting.
cared for after ng page 22 types of ●Listing steps to be followed when
germination ●Agric. Gr 4 vegetables transplanting the seedlings.
Learners Bk, ●work cards ●Discussing care of diseases and pests.
pg. 56 – 62 with group ●Learners practice to transplant.
tasks ●Class discussion.
Lesson 4 ♦state the ●Creative ●Agric. Syll. ●chart with ●Lesson recap.
PLANTS management of thinking Junior diff types of ●Explaining the concept.
●Vegetable crops transplants [Gr 3 – Gr 7], vegetables ●Describing the stages of managing
-transplants need to ●Problem 2015 – 2022, ●names of transplants.
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 be looked after solving page 22 vegetables ●Teacher demonstrates.
●Agric. Gr 4 on chart ●Learners practice management of the
Learners Bk, ●work cards transplants.
pg. 56 – 62 with tasks ●Writing work in their books.
●Class discussion and revision of work
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Agric. Syll. ●the school ●Naming vegetables.
PLANTS lesson, learners thinking Junior garden ●Discussing the storage, grading and
●Vegetable crops should be able to: [Gr 3 – Gr 7], ●pictures yielding of vegetables.
-Harvesting ♦describe the ●Problem 2015 – 2022, showing diff ●Learners choose three vegetables and
vegetables process of solving page 22 types of state the storage, grading and yielding.
harvesting ●Agric. Gr 4 vegetables ●Assisting group activities.
vegetables Learners Bk, ●work cards ●Feedback and class discussion.
♦name tools used in pg. 62 – 63 with tasks ●Completing work in their books.
vegetable ●Lesson recap.
harvesting
Lesson 2 ♦study a table and ●Problem ●Agric. Syll. ●chart with ●Flash back.
PLANTS discuss the solving Junior diff types of ●Studying a given table in text.
●Vegetable crops marketing of [Gr 3 – Gr 7], vegetables ●Stating how different vegetables are
-Marketing vegetables ●Creative 2015 – 2022, ●names of packed for retail and wholesale market.
thinking page 22 vegetables ●Learners practice to price vegetables.
●Agric. Gr 4 on chart ●Class discussion.
Learners Bk, ●work cards ●Answering questions.
pg. 62 – 63 with tasks
Lesson 3 ♦explain the ●Problem ●Agric. Syll. ●the school ●Lesson recap.
PLANTS importance of solving Junior garden ●Explaining the importance of record
●Vegetable crops keeping financial [Gr 3 – Gr 7], ●pictures keeping.
-Production and records in ●Discussi 2015 – 2022, showing diff ●Studying a financial record book.
financial records vegetable ng page 22 types of ●Groups complete their own financial
production ●Agric. Gr 4 vegetables records based on dates, fertilisers used
Learners Bk, ●financial and expenditure.
pg. 62 – 63 records ●Completing wok in their books.
●Class discussion.
Lesson 4 ♦answer revision ●Creative ●Agric. Syll. ●chart with ●Lesson recap.
questions based on thinking Junior diff types of ●Class discussion on all work done.
REVISION all work covered so [Gr 3 – Gr 7], vegetables ●Answering revision questions
far ●Problem 2015 – 2022, ●names of individually in their books.
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 solving page 22 vegetables ●Supervising learners’ activities.
●Agric. Gr 4 on chart ●Revising their written work with the
Learners Bk, ●work cards teacher.
pg. 62 – 63 with tasks ●Singing an agricultural song.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Agric. Syll. ●the school ●Saying out rhymes of trees.
PLANTS lesson, learners thinking Junior orchard ●Naming trees in the local area.
●Fruit trees should be able to: [Gr 3 – Gr 7], ●pictures ●Class discussion on the importance of
-The importance of ♦state the ●Problem 2015 – 2022, showing diff trees.
fruit trees importance of trees solving page 23 types of ●Drawing a tree of choice and write
♦draw a fruit tree ●Agric. Gr 4 fruit trees sentences about it.
and write four Learners Bk, ●work cards ●Answering questions.
sentences about it pg. 69 – 71 with tasks ●Displaying of neat sketches.

Lesson 2 ♦identify ●Problem ●Agric. Syll. ●chart with ●Naming trees.

PLANTS indigenous fruit solving Junior diff types of ●Defining “indigenous” trees.
●Fruit trees trees in their local [Gr 3 – Gr 7], fruit trees ●Groups state indigenous fruit trees.
-Indigenous fruits environment ●Creative 2015 – 2022, ●names of
●Report back and corrections.
thinking page 23 fruit trees on
●Agric. Gr 4 chart ●Completing given work in books.
Learners Bk, ●work cards ●Answering given questions.
pg. 69 – 71 with tasks
Lesson 3 ♦identify exotic ●Problem ●Agric. Syll. ●the school ●Naming trees.
PLANTS fruit trees in their solving Junior orchard ●Defining “exotic” trees.
●Fruit trees local environment [Gr 3 – Gr 7], ●pictures ●Groups state exotic fruit trees they
-Exotic fruits ●Discussi 2015 – 2022, showing diff
know.
ng page 23 types of
●Agric. Gr 4 fruit trees ●Report back and corrections.
Learners Bk, ●financial ●Going out to observe exotic trees.
pg. 69 – 71 records ●Answering questions.
Lesson 4 ♦classify fruit trees ●Creative ●Agric. Syll. ●chart with ●Lesson recap.
PLANTS by means of thinking Junior diff types of ●Listing fruit trees that they know.
●Fruit trees completing a table [Gr 3 – Gr 7], fruit trees ●Explaining “indigenous” and
-Fruit trees can be ●Problem 2015 – 2022, ●fruits such “exotic”.
grouped into solving page 23 as oranges, ●Groups classify a list of fruit trees as
indigenous and ●Agric. Gr 4 banana indigenous and exotic.

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 exotic trees Learners Bk, ●work cards ●Feedback and corrections.
pg. 69 – 71 with tasks ●Completing given work in their
books.
●revising their written work with the
teacher.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

10
Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
PLANTS By the end of the ●Creative ●Agriculture ●the school Assumed knowledge: Learners are aware
Fruit Trees lesson, learners thinking Junior Syll [Gr orchard of what a field crop is and the crops
should be able to: ●Naming 3 – 7] 2015 – ●pictures usually grown in a field.
Lesson 1 ●Problem 2022, page 23 showing Intro: Saying out rhymes of trees.
state the
solving ●Ventures different Step 1: Naming trees in their area.
●The importance of importance of Step 2: Class discussion on the importance
●Drawing Agriculture types of fruit
fruit trees trees Learner’s Book, trees of trees.
draw a fruit tree pg. 69 – 71 ●work cards Step 3: Drawing a tree of own choice and
and write three with group write sentences about it.
sentences about it tasks Step 4: Answering given questions.
Conclusion: Display of neat sketches.
PLANTS identify ●Problem ●Agriculture ●the local usually grown in a field.
indigenous trees in solving Junior Syll [Gr environment Intro: Naming trees.
Lesson 2 their local ●Identifyin 3 – 7] 2015 – ●pictures Step 1: Defining indigenous trees.
g 2022, page 23 showing Step 2: Learners in groups list indigenous
●Indigenous fruit environment
●Naming ●Ventures different trees.
trees Step 3: Report back and corrections.
Agriculture types of fruit
Learner’s Book, trees Step 4: Completing given work in groups.
pg. 69 – 71 ●fruits, e.g. Step 5: Answering questions.
oranges Conclusion: Revision of written work.
PLANTS identify exotic ●Problem ●Agriculture ●the local usually grown in a field.
trees in their local solving Junior Syll [Gr environment Intro: Naming trees.
Lesson 3 environment ●Identifyin 3 – 7] 2015 – ●pictures Step 1: Defining ‘exotic trees’.
g 2022, page 23 showing Step 2: Learners in groups state exotic
●Exotic fruit trees
●Naming ●Ventures different trees they know.
●Discussin Agriculture types of fruit Step 3: Report back and discussions.
g Learner’s Book, trees Step 4: Going out to observe exotic trees.
pg. 69 – 71 ●fruits, e.g. Conclusion: Answering given questions
bananas individually.
PLANTS classify trees by ●Creative ●Agriculture ●the local usually grown in a field.
means of thinking Junior Syll [Gr environment Intro: Lesson recap.
Lesson 4 completing a table ●Classifyin 3 – 7] 2015 – ●pictures Step 1: Listing trees which they know.
g 2022, page 23 showing Step 2: Explaining ‘indigenous’ and
●Fruit trees can be
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 13
 grouped into ●Listing ●Ventures different ‘exotic’ trees.
indigenous and Agriculture types of trees Step 3: Learners in groups, classify a list
exotic trees Learner’s Book, of trees as indigenous and exotic.
pg. 69 – 71 Step 4: Feedback and corrections.
Step 5: Completing given work in their
books.
Conclusion: Revising written work with tr
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

11
Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
PLANTS By the end of the ●Creative ●Agriculture ●the school Intro: Flash back.
Ornamental lesson, learners thinking Junior Syll [Gr environment Step 1: The teacher explaining ornamental
Horticulture should be able to: ●Drawing 3 – 7] 2015 – ●pictures of plants.
state the ●Problem 2022, page 23 different Step 2: Learners list ornamental plants in
importance of solving ●Ventures decorative their locality.
Lesson 1
ornamental plants ●Discussin Agriculture plants Step 3: In groups, learners state the
●Importance of draw and write Learner’s Book, importance of ornamental plants.
g ●work cards
ornamental plants four sentences about pg. 73 – 79 with group Step 4: Feedback and discussion.
it tasks Conclusion: Answering question given.
PLANTS classify ●Problem ●Agriculture ●flowers Intro: Lesson recap.
ornamental plants solving Junior Syll [Gr around the Step 1: Listing known ornamental plants.
Lesson 2 into trees, shrubs, ●Discussin 3 – 7] 2015 – school Step 2: Explaining ‘ornamental’ plants.
flowers and lawn g 2022, page 23 ●key words Step 3: Groups classify a list of
●Ornamental plants
●Classifyin ●Ventures ●work cards ornamental plants as trees, shrubs, flowers
can be classified and lawn.
g Agriculture with group
into trees, shrubs, Learner’s Book, Step 4: Feedback and corrections.
tasks
flowers and lawn pg. 73 – 79 Step 5: Completing given work in their
books.
Conclusion: Revision of written work.
PLANTS tabulate the ●Problem ●Agriculture ●the school Intro: Lesson recap.
classes of solving Junior Syll [Gr environment Step 1: Listing known ornamental plants.
Lesson 3 ornamental plants ●Discussin 3 – 7] 2015 – ●pictures of Step 2: Teacher demonstrates.
g 2022, page 23 different Step 3: Learners in pairs complete the
●Completing a
●Ventures decorative given table.
table on classes of Step 4: Best pair shows others their
Agriculture plants
ornamental plants Learner’s Book, presentation.
●work cards
pg. 73 – 79 with group Step 4: Learners complete given work in
tasks their books.
Conclusion: Revising their work with the
teacher.
PLANTS plant an ●Creative ●Agriculture Assumed knowledge: Learners have one
ornamental plant of thinking Junior Syll [Gr decorative plant, either at school or home

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 Lesson 4 choice 3 – 7] 2015 – in for of flowers, lawn
●Planting an 2022, page 23 Intro: Collecting plants for growing.
ornamental plant ●Ventures Step 1: Teacher demonstrates planting.
Agriculture Step 2: Learners plant their decorative
Learner’s Book, plants.
pg. 73 – 79 Step 3: Touring the planted plants.
Step 4: Answering given questions.
Conclusion: Revising the written work.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

12
Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
PLANTS By the end of the ●Creative ●Agriculture ●the school Intro: Saying out rhymes of trees.
●Forestry lesson, learners thinking Junior Syll [Gr surroundings Step 1: Naming trees in the local area.
should be able to: ●Problem 3 – 7] 2015 – ●pictures Step 2: Class discussion on the importance
state the solving 2022, page 23 showing of trees.
Lesson 1
importance of trees ●Discussin ●Ventures different Step 3: Drawing a tree of own choice and
The importance of write three sentences about it.
draw a tree and g Agriculture types of trees
trees write 3 sentences Learner’s Book, Step 4: Answering given questions.
●work cards
about it pg. 69 – 71 with group Conclusion: Display of neat sketches.
tasks
PLANTS identify ●Problem ●Agriculture ●the school Intro: Naming trees.
indigenous trees in solving Junior Syll [Gr surroundings Step 1: Defining ‘indigenous’ trees.
Lesson 2 their local ●Discussin 3 – 7] 2015 – ●pictures on Step 2: Learners in groups, state
environment g 2022, page 23 different indigenous trees and describe their
●Indigenous plants
●Ventures types of trees characteristics.
Agriculture ●trees such as Step 3: Report back and corrections.
Learner’s Book, mutondo, Step 4: Completing work individually in
pg. 69 – 71 musasa their books.
Conclusion: Revising written work as a
class.
PLANTS identify ●Problem ●Agriculture ●the school Intro: Naming trees.
indigenous trees in solving Junior Syll [Gr surroundings Step 1: Defining ‘exotic’ trees.
Lesson 3 their local ●Discussin 3 – 7] 2015 – ●pictures on Step 2: Learners in groups, state exotic
environment g 2022, page 23 different trees they know.
●Exotic trees
●Ventures types of trees Step 3: Naming characteristics of the trees.
Agriculture ●work cards Step 4: Going out to observe exotic trees.
Learner’s Book, with group Conclusion: Answering questions.
pg. 69 – 71 tasks
PLANTS classify trees into ●Creative ●Agriculture ●pictures on Assumed knowledge: Learners are aware
indigenous and thinking Junior Syll [Gr different of what a forest is and that trees are usually
Lesson 4 exotic trees ●Classifyin 3 – 7] 2015 – types of trees found in it.
g 2022, page 23 ●work cards Intro: Lesson recap.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 15
 ●Trees can be ●Listing ●Ventures with group Step 1: Listing trees that they know.
grouped into Agriculture tasks Step 2: Explaining ‘indigenous’ and
indigenous and Learner’s Book, ‘exotic’ trees.
pg. 69 – 71 Step 3: Learners in groups, classify a list
exotic trees
of trees as indigenous and exotic trees.
Step 4: Feedback and corrections.
Step 5: Completing given work in their
books.
Conclusion: Revising their written work.
WK TOPIC / OBJECTIVES SKILLS S.O.M MEDIA METHODS AND EVALUATION
CONTENT ACTIVITIES

13
END OF TERM By the end of the ●Discussing ●Agriculture ●word cards ●Answer questions on work
TESTS AND lesson, learners ●Explaining Junior Syll [Gr ●sentence
done during the Term.
REVISION should be able to: ●Answering 3 – 7] 2015 – strips
♦revise all work 2022, page 23 ●ICT tools ●Write an End of Term Test.
covered during the
●Revise the written Test.
Term ●Ventures
Agriculture
Learner’s
Book, pg. 1 –
71

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14
END OF TERM By the end of the ●Discussing ●Agriculture ●word cards ●Answer questions on work
TESTS AND lesson, learners ●Explaining Junior Syll [Gr ●sentence
done during the Term.
REVISION should be able to: ●Answering 3 – 7] 2015 – strips
♦revise all work 2022, page 23 ●ICT tools ●Write an End of Term Test.
covered during the
●Revise the written Test.
Term ●Ventures
Agriculture
Learner’s
Book, pg. 69 –
71

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ENGLISH LANGUAGE
AIMS
To help learners to:
1. develop the four basic skills, namely Listening, Speaking Reading and Writing, in the English Language with emphasis on
visual, manual and tactile skills
2. express themselves freely in a variety of situations that involve the use of functional English
SKILLS AN SUB-SKILLS
Listening / Observing
 Long and short vowel sounds, words with silent consonants and vowels, simple instructions, news and storytelling,
short stories, and responses to statements
Speaking / Signing
 Words with silent consonants and vowel sounds, parts of Speech, news and stories, mood, attitude and emotions / non-
verbal features, questions and answers, dialogues, language functions, and descriptions.
Writing / Brailing
 Penmanship [Handwriting], hand-eye coordination, composition writing, parts of speech, punctuation marks, paragraph
writing, letter writing, comprehension, dictation and spelling.
Reading / Signing
 Words with silent consonants and vowel sounds, comprehension, fluent reading / proficient signing, enrichment
reading, and punctuation marks.
METHODOLOGY
Demonstration Role play Imitation and Simulation/Miming E-learning
Educational tours Situational Language Teaching Communicative Language Teaching

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 18

WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT

1
Cross Cutting Themes: Gender: Girls and boys can work together and help each other.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 By the end of the ●Critical ●English Lang ●new ●Listening to a story.
SPEAKING lesson, learners thinking Syll. Junior words on
●Teacher explains the concept.
●Silly mistakes should be able to: [Gr 3 – Gr 7], flash cards
♦talk about silly ●Problem 2015 – 2022, ●cards with ●Stating mistakes.
mistakes that they solving page 16 – 23 group tasks ●Discussing mistakes they have done.
made one day
●Writing few sentences.
●Asking and answering of questions.
Lesson 2 ♦identify short and ●Problem ●Ventures ●chart with ●Studying alphabetical sounds.
LISTENING long English solving English Lang phonic ●Explaining the lesson.
●Phonic sounds vowel sounds Grade 4 sounds
●Discussi Learners Bk, ●cards with ●Demonstrating sounds.
ng pg. 68 – 71 group tasks ●Learners practice long and short
vowels.
●Reading words.
●Making few words.
Lesson 3 ♦punctuate a ●Problem ●English Lang ●chart with ●Naming punctuation marks.
WRITING series of written solving Syll. Junior punctuation
●Explaining how to use the comma.
●Comma names using a [Gr 3 – Gr 7], marks
comma ●Matchin 2015 – 2022, ●cards with ●Practising in groups.
g page 16 – 23 group tasks ●Feedback and corrections.
●Writing work in books.
●Revising their written work.
Lesson 4 ♦read fluently ●Critical ●Ventures ●new ●Reading new words on cards.
READING with emphasis on thinking English Lang words on
●Explaining new words.
●Fluency speed and volume Grade 4 flash cards
-A day of silly ●Problem Learners Bk, ●cards with ●Teacher demonstrates how to read.
mistakes solving pg. 68 – 71 group tasks ●Pairs practice.
●ICT tools
●Best pairs read in front of the class.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 19

 ●Class discussion.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT
Cross Cutting Themes: Gender: Girls and boys can work together and help each other.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 5 By the end of the ●Critical ●English Lang ●new ●Reading the passage of the week.
LISTENING lesson, learners thinking Syll. Junior words on
●Dictation should be able to: [Gr 3 – Gr 7], flash cards ●Identifying new words.
♦spell dictated ●Problem 2015 – 2022, ●cards with
words correctly solving page 16 – 23 group tasks ●Discussing the words.
●ICT tools
●Writing dictation in groups.
●Feedback and written work.
●Revising work done.

Lesson 6 ♦read silently and ●Problem ●Ventures ●new ●Reading new words.
WRITING answer questions solving English Lang words on
●Comprehension Grade 4 flash cards ●Learners read the passage silently.
-A day of silly ●Discussi Learners Bk, ●cards with
mistakes ng pg. 68 – 71 group tasks ●Groups attempt comprehension
●ICT tools
questions.
●Feedback and corrections.
●Answering comprehension questions
●Revising the questions.
Lesson 7 ♦describe the silly ●Problem ●Ventures ●new ●Recap of previous lessons.
WRITING mistakes that they solving English Lang words on
●Composition made Grade 4 flash cards ●Stating mistakes they have made.
-Guided ●Discussi Learners Bk, ●cards with
composition ng pg. 68 – 71 group tasks ●Guiding learners with main points.
●ICT tools
●Writing composition in groups.
●Writing work in their books
individually.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 20

 ●Reading learners’ compositions.

WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION

EK CONTENT

2
Cross Cutting Themes: Gender: Girls and boys can work together and help each other.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 By the end of the ●Critical ●English Lang ●new ●Listening to a story.
LISTENING lesson, learners thinking Syll. Junior words on
●Teacher explains the concept.
●Instructions should be able to: [Gr 3 – Gr 7], flash cards
♦follow a series of ●Problem 2015 – 2022, ●chart with ●Listening to instructions.
commands or solving page 16 – 23 instructions ●Following a series of instructions.
instructions
●Pairs give each other instructions.
●Asking and answering of questions.
Lesson 2 ♦look, listen and ●Problem ●Ventures ●chart with ●Studying alphabetical sounds.
SPEAKING say given solving English Lang phonic ●Explaining the lesson.
●Rhyming words sentences Grade 4 sounds
correctly ●Discussi Learners Bk, ●cards with ●Demonstrating rhymes.
ng pg. 68 – 71 group tasks ●Learners listen and say given
sentences.
●Groups practice.
●Making few words.
Lesson 3 ♦use the ●Problem ●English Lang ●sentence ●Story telling.
WRITING grammatical solving Syll. Junior strips
●Explaining how to use ‘either…. or’.
●either ……. or structure to [Gr 3 – Gr 7], ●cards with
complete given ●Matchin 2015 – 2022, group tasks ●Practising in groups.
sentences g page 16 – 23 ●Feedback and corrections.
●Writing given work individually.
●Revising their work with the teacher
Lesson 4 ♦read fluently ●Critical ●Ventures ●new ●Reading new words on cards.
READING with emphasis on thinking English Lang words on
●Explaining new words.
●Fluency clarity and Grade 4 flash cards
-The Mabhena expression ●Problem Learners Bk, ●cards with ●Teacher demonstrates how to read.
family solving pg. 68 – 71 group tasks ●Pairs practice.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 21

 ●Best pair reads in front of the class.
●Class discussion.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT
Lesson 5 By the end of the ●Critical ●English Lang ●sentence ●Stating what they do everyday.
LISTENING lesson, learners thinking Syll. Junior strips
●Teacher explains the structure.
●Use of ‘I’ should be able to: [Gr 3 – Gr 7], ●cards with
♦make sentences ●Problem 2015 – 2022, group tasks ●Few learners imitate.
using ‘I’, e.g. Job solving page 16 – 23 ●Groups practice to use ‘I’.
and I are in the
same class ●Writing few sentences.
●Revising work done.
Lesson 6 ♦complete ●Problem ●Ventures ●sentence ●Recapping the lesson.
WRITING sentences using solving English Lang strips
●Reading sentences.
●If ……… will if ……… will Grade 4 ●cards with
●Discussi Learners Bk, group tasks ●Practicing to use the learned
ng pg. 68 – 71 structure.
●Group work and feedback.
●Writing given work in books.
●Revising their work with the teacher
Lesson 7 ♦read silently and ●Problem ●English Lang ●pictures ●Reading new words.
WRITING answer questions solving Syll. Junior in text
●Learners read the text silently.
●Comprehension [Gr 3 – Gr 7], ●new
-The Mabhena ●Discussi 2015 – 2022, words on ●Groups attempt comprehension
family ng page 16 – 23 flash cards questions.
-Guided ●cards with
●Feedback and corrections.
composition group tasks
●Revising work done.
Lesson 8 ♦write a letter to a ●Critical ●Ventures ●new ●Recap of the previous lessons.
WRITING friend telling him/ thinking English Lang words on
●Explaining how to write a friendly
●Composition her about how you Grade 4 flash cards
-Letter to a friend spend money ●Problem Learners Bk, ●cards with letter.
wisely solving pg. 68 – 71 group tasks ●Guiding learners with main points.
●Writing compositions in groups.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 22

 ●Writing work in their books
individually.
●Reading learners’ work.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT

3
Cross Cutting Themes: Gender: Girls and boys can work together and help each other.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 By the end of the ●Critical ●English Lang ●new ●Studying pictures.
LISTENING lesson, learners thinking Syll. Junior words on
●Listening to a story.
●Story should be able to: [Gr 3 – Gr 7], flash cards
♦listen to a story ●Problem 2015 – 2022, ●chart with ●Retelling the story.
and retell it solving page 16 – 23 instructions
●Retelling stories in pairs.
●Best pair tells others.
●Asking and answering of questions.
Lesson 2 ♦research about ●Problem ●Ventures ●chart with ●Naming tourist sites.
SPEAKING the tourist solving English Lang phonic ●Explaining the lesson.
●Tourists attractions attractions on Grade 4 sounds ●Talk about the tourist attraction
in Zimbabwe Zimbabwe ●Discussi Learners Bk, ●cards with
chosen.
ng pg. 78 – 82 group tasks
●Class discussion.
●Writing few sentences.
●Making few words.
Lesson 3 ♦rewrite sentences ●Problem ●English Lang ●sentence ●Reading sentences.
WRITING using the correct solving Syll. Junior strips ●Explaining how to rewrite
●Paste tense past tense [Gr 3 – Gr 7], ●cards with sentences.
●Matchin 2015 – 2022, group tasks
●Practicing in groups.
g page 16 – 23
●Feedback and corrections.
●Writing work.
●Revising their written work with the
teacher.
Lesson 4 ♦read fluently ●Critical ●Ventures ●new ●Reading new words on cards.
READING with emphasis on thinking English Lang words on
●Explaining new words.
●Fluency clarity and Grade 4 flash cards
-Tourists attractions expression ●Problem Learners Bk, ●cards with ●Teacher demonstrates how to read.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 23

 in Zimbabwe solving pg. 78 – 82 group tasks ●Pairs practice.
●Best pairs read in front of the class.
●Class discussion.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT
Cross Cutting Themes: Gender: Girls and boys can work together and help each other.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 5 By the end of the ●Critical ●English Lang ●sentence ●Stating prepositions.
LISTENING lesson, learners thinking Syll. Junior strips ●Describing positions of objects in
●Prepositions should be able to: [Gr 3 – Gr 7], ●cards with
the classroom.
♦state positions of ●Problem 2015 – 2022, group tasks
objects using the solving page 16 – 23 ●Using prepositions in sentences.
correct ●Groups complete sentences.
prepositions
●Writing work given.
●Revising work done.
Lesson 6 ♦give meanings of ●Problem ●Ventures ●sentence ●Recapping the lesson.
WRITING given words in solving English Lang strips ●Reading the text.
●Word meanings form of one word Grade 4 ●cards with
●Discussi Learners Bk, group tasks ●Finding new words.
ng pg. 78 – 82 ●Discussing meanings of words.
●Feedback and corrections.
●Writing work.
●Revising the written work.
Lesson 7 ♦read silently and ●Problem ●English Lang ●pictures ●Reading new words.
WRITING answer questions solving Syll. Junior in text ●Learners read the text silently.
●Comprehension [Gr 3 – Gr 7], ●new
-Madam Creg visits ●Discussi 2015 – 2022, words on ●Groups attempt comprehension
Zimbabwe [part 1] ng page 16 – 23 flash cards questions.
●cards with ●Feedback and corrections.
group tasks ●Revising work done.
Lesson 8 ♦write a letter to a ●Critical ●Ventures ●new ●Recap of the previous lessons.
WRITING pen friend thinking English Lang words on ●Explaining how to write a pen pal
●Composition Grade 4 flash cards
letter.
-Pen pal letter ●Problem Learners Bk, ●cards with
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 24
 solving pg. 78 – 82 group tasks ●Guiding learners with main points.
●Writing composition in groups.
●Writing work in their books.
●Reading learners’ work.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT

4
Cross Cutting Themes: Gender: Girls and boys can work together and help each other.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 By the end of the ●Critical ●English Lang ●new ●Reading a paragraph.
LISTENING lesson, learners thinking Syll. Junior words on
●Reading new words.
●Dictation should be able to: [Gr 3 – Gr 7], flash cards
♦listen to words ●Problem 2015 – 2022, ●work ●Listening to words dictated.
dictated and write solving page 16 – 23 cards with ●Writing in groups.
them correctly group tasks ●Feedback and corrections.
●Writing in books.
●Asking and answering of questions.
Lesson 2 ♦read a story and ●Problem ●Ventures ●sentence ●Naming tourist sites.
SPEAKING retell what they solving English Lang strips
●Reading a story.
●Story have read about Grade 4 ●pictures
●Discussi Learners Bk, in text ●Class discussion.
ng pg. 83 – 87 ●work ●Writing few sentences.
cards with
group tasks ●Singing a song.
Lesson 3 ♦read fluently ●Problem ●English Lang ●chart with ●Reading new words on cards.
READING with emphasis on solving Syll. Junior punctuation
●Explaining new words.
●Fluency clarity and [Gr 3 – Gr 7], marks
-Madam Creg visits expression ●Matchin 2015 – 2022, ●work ●Teacher demonstrates how to read.
Zimbabwe [part 2 g page 16 – 23 cards with ●Pairs practice.
group tasks
●Best pair reads in front of the class.
●Class discussion.
Lesson 4 ♦arrange given ●Critical ●Ventures ●words on ●Studying the alphabet.
READING words in thinking English Lang chart
●Explaining the concept.
●Alphabetical order alphabetical order Grade 4 ●work
●Problem Learners Bk, cards with ●Teacher demonstrates.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 25
 solving pg. 83 – 87 group tasks ●Groups arrange words.
●Feedback and corrections.
●Writing work in books.
●Class discussion.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT
Cross Cutting Themes: Gender: Girls and boys can work together and help each other.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 5 By the end of the ●Critical ●English Lang ●work ●Studying a picture.
LISTENING lesson, learners thinking Syll. Junior cards with ●Explaining ‘as well as’ structure.
●As well as should be able to: [Gr 3 – Gr 7], group tasks
♦write ‘as well as’ ●Problem 2015 – 2022, ●sentences ●Learners write their own sentences
in sentences solving page 16 – 23 strips using the structure.
●Groups read to the class.
●Writing work given.
●Revising work done.
Lesson 6 ♦read to the class ●Problem ●Ventures ●work ●Revising past tenses.
WRITING what they did day solving English Lang cards with ●Narrating what they do.
●Reported speech by day, using Grade 4 group tasks
correct past tense ●Discussi Learners Bk, ●words on ●Reporting what they did.
ng pg. 83 – 87 cards ●Summarising the passage read.
●Writing work.
●Revising their written work with the
teacher.
Lesson 7 ♦read silently and ●Problem ●English Lang ●work ●Reading new words.
WRITING answer questions solving Syll. Junior cards with ●Learners read the text silently.
●Comprehension [Gr 3 – Gr 7], group tasks
-Madam Creg visits ●Discussi 2015 – 2022, ●new ●Groups attempt comprehension
Zimbabwe [part 2] ng page 16 – 23 words on questions.
flash cards ●Feedback and corrections.
●Revising work done.
Lesson 8 ♦write a letter to a ●Critical ●Ventures ●new ●Recap of the previous lessons.
WRITING friend telling him/ thinking English Lang words on
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 26
 ●Composition her about their Grade 4 flash cards ●Explaining how to write a letter.
-Letter visit to Zimbabwe ●Problem Learners Bk, ●letter on ●Guiding learners with main points.
solving pg. 83 – 87 chart
●Writing composition in groups.
●Writing work in their books.
●Reading learners’ work.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT

5
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 By the end of the ●Critical ●English Lang ●new ●Naming successful people they
LISTENING lesson, learners thinking Syll. Junior words know.
●Story should be able to: [Gr 3 – Gr 7], ●pictures ●Listening to the teacher.
♦listen to a history ●Problem 2015 – 2022, in text
of some successful solving page 16 – 23 ●cards with ●Written teacher’s story.
people in life group tasks ●Answering questions.
●Writing few sentences.
●Asking and answering of questions.
Lesson 2 ♦say a long ‘i’ ●Problem ●Ventures ●word ●Saying out alphabet sounds.
SPEAKING sound as in time, solving English Lang cards ●Learners listen to the long ‘i’ sound.
●Long and short line, bit, size Grade 4 ●sentence
vowel ‘i’ ●Discussi Learners Bk, strips ●Saying out words with ‘i’ sound.
ng pg. 88 – 93 ●cards with ●Reading words in groups.
group tasks ●Best learners read to the class.
●Singing a song.
Lesson 3 ♦read fluently ●Problem ●English Lang ●new ●Reading new words on cards.
READING with emphasis on solving Syll. Junior words
●Explaining new words.
●Teenagers stress and [Gr 3 – Gr 7], ●cards with
intonation ●Matchin 2015 – 2022, group tasks ●Teacher demonstrates how to read.
g page 16 – 23 ●Pairs practice.
●Best pair reads in front of the class.
●Class discussion.
Lesson 4 ♦complete ●Critical ●Ventures ●sentence ●Asking and answering questions.
READING sentences using thinking English Lang strips
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 27
 ●Much and many ‘many’ or ‘much’ Grade 4 ●cards with ●Explaining the concept.
●Problem Learners Bk, group tasks
●Teacher demonstrates.
solving pg. 88 – 93
●Learners use ‘many’ or ‘much’.
●Feedback and corrections.
●Written work.
●Class discussion.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 5 By the end of the ●Critical ●English Lang ●chart with ●Reading sentences.
LISTENING lesson, learners thinking Syll. Junior tenses ●Explaining words.
●Completing should be able to: [Gr 3 – Gr 7], ●sentence
sentences ♦complete ●Problem 2015 – 2022, strips ●Teacher demonstrates.
sentences using solving page 16 – 23 ●cards with ●Groups practice.
given words group tasks ●Feedback and discussions.
●Writing work given.
●Revising work done.
Lesson 6 ♦add ‘-ed’ to make ●Problem ●Ventures ●chart with ●Revising past tense.
WRITING past tense of verbs solving English Lang tenses ●Narrating what they do.
●Past tense ‘-ed’ Grade 4 ●sentence
●Discussi Learners Bk, strips ●Demonstrating how to use ‘-ed’.
ng pg. 88 – 93 ●cards with ●Changing words to past tense.
group tasks ●Writing work given.
●Revising their work with the
teacher.
Lesson 7 ♦read silently and ●Problem ●English Lang ●new ●Reading new words.
WRITING answer questions solving Syll. Junior words
●Learners read the text silently.
●Comprehension correctly [Gr 3 – Gr 7], ●cards with
-Teenagers ●Discussi 2015 – 2022, group tasks ●Groups attempt comprehension
ng page 16 – 23 questions.
●Feedback and corrections.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 28

 ●Revising work done.
Lesson 8 ♦write a ●Critical ●Ventures ●sentence ●Recap of the previous lessons.
WRITING composition thinking English Lang strips
●Explaining the composition.
●Composition describing their Grade 4 ●cards with
-My hobby hobby ●Problem Learners Bk, group tasks ●Guiding learners with main points.
solving pg. 88 – 93 ●Writing composition in groups.
●Writing work in their books.
●Reading learners’ work.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT

6
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 By the end of the ●Critical ●English Lang ●new ●Listing good manners.
LISTENING lesson, learners thinking Syll. Junior words
●Listening to the teacher.
●Good manners should be able to: [Gr 3 – Gr 7], ●cell phone
♦complete ●Problem 2015 – 2022, ●cards with ●Discussing as a class.
solving page 16 – 23 group tasks ●Groups role play good manners for
people using cell phones.
●Displaying role plays.
●Asking and answering of questions.
Lesson 2 ♦say a long ‘o’ ●Problem ●Ventures ●long ●Saying out alphabet sounds.
SPEAKING sound as in soap, solving English Lang vowel ●Learners listen to the long ‘o’ sound.
●Long and short road, loaf, tore, Grade 4 sounds
vowel ‘o’ wore, clothes ●Discussi Learners Bk, ●sentence ●Saying out words with ‘o’ sound.
ng pg. 104 – 110 strips ●Reading words in groups.
●word ●Best learners read to the class.
cards
●Singing a song.
Lesson 3 ♦read fluently ●Problem ●English Lang ●cards with ●Reading new words on cards.
READING with emphasis on solving Syll. Junior group tasks ●Explaining new words.
●Fluency stress and [Gr 3 – Gr 7], ●sentence
-Home alone intonation ●Matchin 2015 – 2022, strips ●Teacher demonstrates how to read.
g page 16 – 23 ●new ●Pairs practice.
words ●Best pair reads in front of the class.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 29

 ●Class discussion.
Lesson 4 ♦ad ‘-d’ to make ●Critical ●Ventures ●new ●Revising past tense.
READING the past tense of thinking English Lang words
●Narrating what they do.
●Verbs verbs, e.g. decide - Grade 4 ●cell phone
-‘d’ decided, live – ●Problem Learners Bk, ●cards with ●Demonstrating how to use ‘-d’.
lived solving pg. 104 – 110 group tasks ●Changing words to past tense.
●chart with
verbs ●Writing work.
●Revising their written work with the
teacher.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 5 By the end of the ●Critical ●English Lang ●new ●Reading sentences.
LISTENING lesson, learners thinking Syll. Junior words
●Explaining words.
●Fill in should be able to: [Gr 3 – Gr 7], ●cell phone
♦fill in the given ●Problem 2015 – 2022, ●cards with ●Teachers demonstrates.
sentences using solving page 16 – 23 group tasks
●Groups practice and report back.
given words
●Writing work given.
●Revising work done.
Lesson 6 ♦give meanings of ●Problem ●Ventures ●long ●Recapping the lesson.
WRITING given words in solving English Lang vowel ●Reading the text.
●Word meanings form of one word Grade 4 sounds ●Finding new words.
●Discussi Learners Bk, ●sentence
●Discussing meanings of words and
ng pg. 104 – 110 strips
●word give feedback.
cards ●Writing work.
●Revising their written work with the
teacher.
Lesson 7 ♦read silently and ●Problem ●English Lang ●cards with ●Reading new words.
WRITING answer questions solving Syll. Junior group tasks
●Learners read the text silently.
●Comprehension correctly [Gr 3 – Gr 7], ●sentence
-Jacob ●Discussi 2015 – 2022, strips ●Groups attempt comprehension
ng page 16 – 23 ●new questions.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 30
 words ●Feedback and corrections.
●Revising work done.
Lesson 8 ♦write a ●Critical ●Ventures ●new ●Recap of the previous lessons.
WRITING composition given thinking English Lang words
●Explaining the composition.
●Composition by the teacher Grade 4 ●cell phone
- ●Problem Learners Bk, ●cards with ●Guiding learners with main points.
solving pg. 104 – 110 group tasks ●Writing composition in groups.
●Writing work in their books.
●Reading learners’ work.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT

7
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 By the end of the ●Critical ●English Lang ●new ●Naming poems they know.
LISTENING lesson, learners thinking Syll. Junior words ●Listening to a poem.
●Poem should be able to: [Gr 3 – Gr 7], ●cell phone
♦listen and recite ●Problem 2015 – 2022, ●cards with ●Reciting the poem in groups.
a poem solving page 16 – 23 group tasks ●Best pair recite the poem in front of
others.
●Taking turns.
●Asking and answering of questions.
Lesson 2 ♦talk about the ●Problem ●Ventures ●long ●Listening to the radio.
SPEAKING news from the solving English Lang vowel ●Telling learners news.
●News radio and Grade 4 sounds
television ●Discussi Learners Bk, ●sentence ●Taking turns to retell the news.
ng pg. 111 – 119 strips ●Class discussion.
●word ●Narrating their own stories.
cards
●Answering questions.
Lesson 3 ♦read fluently ●Problem ●English Lang ●cards with ●Reading new words on cards.
READING with emphasis on solving Syll. Junior group tasks ●Explaining new words.
●Fluency stress and [Gr 3 – Gr 7], ●sentence
-Chief Gono and his intonation ●Matchin 2015 – 2022, strips ●Teacher demonstrates how to read.
messenger Tembo g page 16 – 23 ●new ●Pairs practice.
words
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 31
 ●Best pair reads in front of the class.
●Class discussion.
Lesson 4 ♦rewrite sentences ●Critical ●Ventures ●new ●Reading a paragraph.
WRITING correctly in the thinking English Lang words
●Explaining the lesson.
●Present tense simple present Grade 4 ●chart with
tense ●Problem Learners Bk, tenses ●Teacher demonstrates how to
solving pg. 111 – 119 ●cell phone rewrite sentences.
●cards with ●Learners practice.
group tasks
●Feeding back and writing work.
●Revising their work with the teacher
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 5 By the end of the ●Critical ●English Lang ●new ●Studying pictures showing
LISTENING lesson, learners thinking Syll. Junior words occupations.
●Occupations should be able to: [Gr 3 – Gr 7], ●cell phone ●Naming occupations.
-driver, doctor, ♦complete ●Problem 2015 – 2022, ●cards with
●Discussing occupations.
potter, chef, vendor, sentences using solving page 16 – 23 group tasks
sculpture the correct ●Groups complete sentences and give
occupation feedback.
●Writing work given.
●Revising work done.
Lesson 6 ♦rewrite sentences ●Problem ●Ventures ●long ●Recapping the lesson.
WRITING correctly adding ‘- solving English Lang vowel ●Reading text.
●Adding ‘–es’ es’ to the verbs Grade 4 sounds ●Finding new words.
●Discussi Learners Bk, ●sentence
●Discussing meanings of new words
ng pg. 111 – 119 strips
●word and give feedback.
cards ●Wring work.
●Revising work written with the
teacher.
Lesson 7 ♦read silently and ●Problem ●English Lang ●cards with ●Reading new words.
WRITING answer questions solving Syll. Junior group tasks
●Learners read the text silently.
●Comprehension correctly [Gr 3 – Gr 7], ●sentence
-Chief Gono and his ●Discussi 2015 – 2022, strips ●Groups attempt comprehension
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 32
 messenger Tembo ng page 16 – 23 ●new questions.
words
●Feedback and corrections.
●Revising work done.
Lesson 8 ♦write a short ●Critical ●Ventures ●new ●Recap of the previous lessons.
WRITING story on a given thinking English Lang words
●Explaining the composition.
●Composition topic Grade 4 ●cell phone
-Short story ●Problem Learners Bk, ●cards with ●Guiding learners with main points.
solving pg. 111 – 119 group tasks ●Writing composition in groups.
●Writing work in their books.
●Reading learners’ work.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT

8
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 By the end of the ●Critical ●English Lang ●new ●Saying out alphabet sounds.
SPEAKNING lesson, learners thinking Syll. Junior words
●Learners listen to the long ‘u’ sound.
●Long and short should be able to: [Gr 3 – Gr 7], ●long and
vowel ♦say a long ‘u’ ●Problem 2015 – 2022, short vowel ●Saying out words with ‘u’ sound.
- ‘u’ sound as in music, solving page 16 – 23 sounds ●Reading words in groups.
huge, cure ●cards with
group tasks ●Best learners read to the class.
●Singing a song.
Lesson 2 ♦talk to each other ●Problem ●Ventures ●long ●Saying out their friends.
SPEAKING about their friend solving English Lang vowel
●Teacher explains the lesson.
●Dialogue who was absent Grade 4 sounds
from school ●Discussi Learners Bk, ●sentence ●Practicing dialogues in pairs.
ng pg. 111 – 119 strips ●Assisting learners’ activities.
●word
cards ●Best learners practice a dialogue in
front of others.
●Singing a song.
Lesson 3 ♦read silently with ●Problem ●English Lang ●cards with ●Reading new words on cards.
READING emphasis on stress solving Syll. Junior group tasks
●Explaining new words.
●Fluency and intonation [Gr 3 – Gr 7], ●sentence
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 33
 -The dairy farmer ●Matchin 2015 – 2022, strips ●Teacher demonstrates how to read.
g page 16 – 23 ●new
●Pairs practise.
words
●Best pair reads in front of the class.
●Class discussion.
Lesson 4 ♦read silently ●Critical ●Ventures ●new ●Reading new words.
WRITING answer questions thinking English Lang words
●Learners read the text silently.
●Comprehension correctly Grade 4 ●chart with
-The dairy farmer ●Problem Learners Bk, tenses ●Groups attempt comprehension
solving pg. 111 – 119 ●cell phone questions.
●cards with
●Feedback and corrections.
group tasks
●Revising work done.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 5 By the end of the ●Critical ●English Lang ●new ●Reading the passage of the week.
LISTENING lesson, learners thinking Syll. Junior words ●Identifying new words.
●Dictation should be able to: [Gr 3 – Gr 7], ●cell phone
- ♦spell dictated ●Problem 2015 – 2022, ●cards with ●Discussing the words.
words correctly solving page 16 – 23 group tasks ●Writing dictation in groups.

●Feedback and class discussions.

●Written work.
●Revising work done.
Lesson 6 ♦rewrite sentences ●Problem ●Ventures ●long
●Recapping the lesson.
WRITING correctly adding solving English Lang vowel
●Reading the text.
●Adding ‘–s’ ‘s’ to the verbs Grade 4 sounds
●Finding new words.
●Discussi Learners Bk, ●sentence
●Discussing meanings of the words.
ng pg. 111 – 119 strips
●Feedback and corrections.
●word
●Writing work.
cards
●Revising written work with teacher.
Lesson 7 ♦give plurals of ●Problem ●English Lang ●cards with ●Observing given objects.
WRITING the given words solving Syll. Junior group tasks
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 34
 ●Plurals [Gr 3 – Gr 7], ●sentence ●Explaining plurals.
- ●Discussi 2015 – 2022, strips ●Teacher gives examples.
ng page 16 – 23 ●new ●Groups give plurals of words.
words
●Feedback and corrections.
●Individual written work.
●Revising work done.
Lesson 8 ♦write a guided ●Critical ●Ventures ●new ●Recap of the previous lessons.
WRITING composition on a thinking English Lang words
●Explaining the composition.
●Composition given topic Grade 4 ●cell phone
-Guided ●Problem Learners Bk, ●cards with ●Guiding learners with main points.
solving pg. 111 – 119 group tasks ●Writing composition in groups.

●Writing work in their books.

●Reading learners’ work.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT

9
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 By the end of the ●Critical ●English Lang ●pictures ●Question and answer.
SPEAKNING lesson, learners thinking Syll. Junior showing ●Listening to a story of a sport legend
●Story should be able to: [Gr 3 – Gr 7], sporting
♦listen to a ●Problem 2015 – 2022, activities ●Retelling the story.
football solving page 16 – 23 ●cards with ●Answering oral questions.
commentary group tasks ●Writing a few sentences about the
♦answer questions legend.
●Singing a song.
Lesson 2 ♦research about a ●Problem ●Ventures ●pictures ●Talking about legends.
SPEAKING sporting legend solving English Lang showing ●Researching about a sporting
●Public speaking and participate in Grade 4 sporting
legend.
public speaking ●Discussi Learners Bk, activities
ng pg. 120 – 124 ●cards with ●Taking turns to tell the class about
group tasks the legend.
●Coaching learners public speaking.
●Best learners tell others.
Lesson 3 ♦rewrite sentences ●Problem ●English Lang ●chart with ●Reading sentences.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 35

 WRITING using the correct solving Syll. Junior phonic ●Explaining on how to rewrite
●Past tense past tense [Gr 3 – Gr 7], sounds sentences.
- ●Matchin 2015 – 2022, ●structures ●Practising in groups.
g page 16 – 23 on chart ●Feedback and corrections.
●task cards
●Writing work.
●Revising the work written with the
teacher.
Lesson 4 ♦read fluently ●Critical ●Ventures ●pictures ●Reading new words on cards.
READING with emphasis on thinking English Lang showing
●Explaining new words.
●Fluency clarity and Grade 4 sporting
-Sports legends expression ●Problem Learners Bk, activities ●Teacher demonstrates how to read.
solving pg. 120 – 124 ●cards with ●Pairs practise.
group tasks
●Best pair read in front of the class.
●Class discussion.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 5 By the end of the ●Critical ●English Lang ●wall ●Studying the alphabet.
READING lesson, learners thinking Syll. Junior alphabet ●Explaining the concept.
●Alphabetic order should be able to: [Gr 3 – Gr 7], ●pictures ●Teacher demonstrates.
- ♦arrange given ●Problem 2015 – 2022, in text
●Groups arrange words.
words in solving page 16 – 23 ●structures
alphabetical order on chart ●Feedback and corrections.
●Writing given work.
●Class discussion.
Lesson 6 ♦give meanings of ●Problem ●Ventures ●chart with ●Recapping the lesson.
WRITING given words in solving English Lang phonic ●Reading the text.
●Word meanings form of one word Grade 4 sounds ●Finding new words.
●Discussi Learners Bk, ●structures
●Discussing meanings of words.
ng pg. 120 – 124 on chart
●task cards ●Feedback and corrections.
●Writing work given.
●Revising the written work with the
teacher.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 36

 Lesson 7 ♦read silently and ●Problem ●English Lang ●pictures ●Reading new words.
WRITING answer questions solving Syll. Junior in text
●Learners read the text silently.
●Comprehension [Gr 3 – Gr 7], ●structures
-Sports legends ●Discussi 2015 – 2022, on chart ●Groups attempt comprehension
ng page 16 – 23 ●cards with questions.
group tasks
●Feedback and corrections.
●Revising work done.
Lesson 8 ♦write a guided ●Critical ●Ventures ●pictures ●Recap of the previous lessons.
WRITING composition with thinking English Lang in text
●Explaining how to write a pen pal
●Composition emphasis on Grade 4 ●structures
-A day in the rain tenses ●Problem Learners Bk, on chart letter.
solving pg. 120 – 124 ●cards with ●Guiding learners with main points.
group tasks
●Writing composition in groups.
●Writing work in their books.
●Reading learners’ work.
WEEK TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
CONTENT

10
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1&2 By the end of the Problem ●English Lang Vowel ●Reading words with long and short
LISTENING/ lesson, learners solving Syll. Junior chart vowel sounds
OBSERVING should be able to: Critical [Gr 3 – Gr 7], ●Matching the words with pictures
Long and short ♦identify silent thinking 2015 – 2022, ●Reading sentences
vowel sounds consonants and Decision page 9 ●Explanation and examples
vowels. making ●Group work
ICT ●Write, matching the endings with
sentences
Lesson 3 & 4 ♦tell stories in Problem ●English Lang Flash cards ●Learners read some words with
SPEAKING/ sequence. solving Syll. Junior silent consonant vowel sounds
SIGNING Critical [Gr 3 – Gr 7], ●Explanations and examples
News and stories thinking 2015 – 2022, ●Learners match words with silent
Decision page 11 consonant sounds
making ●Sentence making in groups.
ICT ●Feedback. ●Individual written work
●Teacher asks oral questions.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 37

 Lesson 5 & 6 ♦read a range of Problem ●English Lang Flash cards Introduction learners sing a song
READING texts for solving Syll. Junior ●Teacher explains key words.
Comprehension understanding. Critical [Gr 3 – Gr 7], ●Reading vocabulary and discuss
-answer given thinking 2015 – 2022, ●Reading in turns and discuss
questions ICT page 13 ●Answering revision questions
Lesson 7 ♦practise hand eye Self – ●English Lang Flash cards ●Read vocabulary words
WRITING/ coordination/ leadership Syll. Junior ●Teachers demonstrate letter writing
BRAILLING tactile right to left Critical [Gr 3 – Gr 7], using Nelson Script.
Penmanship Braille script thinking 2015 – 2022, ●Learners practise letter writing
Composition writing Decision page 14 ●Individual written work writing a
Myself movement. making composition Myself.
ICT ●Teacher asks oral questions.
Lesson 8 ♦write verbs in Self – ●English Lang Flash cards ●Recap of previous lesson
Language past tense and use leadership Syll. Junior ●Teacher explains the meaning of the
structures them in sentences Critical [Gr 3 – Gr 7], word past tenses
thinking 2015 – 2022, ●Learners list and match past tenses
Decision page 8 they know
making ●Groups discuss. ●Individual written
ICT work
WEEK TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
CONTENT

11
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 & 2 By the end of the Leadershi ●English Lang Vowel ●Reading words with long and short
LISTENING/ lesson, learners p Syll. Junior chart vowel sounds
OBSERVING should be able to: Critical [Gr 3 – Gr 7], ●Matching the words with pictures
Long and short ♦rticulate / sign thinking 2015 – 2022, ●Reading sentences
vowel sounds words with silent Decision page 9 ●Explanation and examples
consonants making ●Group work
vowels. ICT ●Write matching the endings with
sentences
Lesson 3 & 4 ♦tell stories in Leadershi ●English Lang Flash cards ●Learners read some words with
SPEAKING sequence. p Syll. Junior silent consonant vowel sounds
News and stories Critical [Gr 3 – Gr 7], ●Explanations and examples
thinking 2015 – 2022, ●Learners match words with silent
Decision page 11 consonant sounds
making ●Sentence making in groups.
ICT ●Feedback
●Individual written work
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 Lesson 5 & 6 ♦read a range of Critical ●English Lang Flash cards ●Learners sing a song
READING texts for thinking Syll. Junior ●Teacher explains key words.
Comprehension understanding. Decision [Gr 3 – Gr 7], ●Reading vocabulary and discuss
-answer questions making 2015 – 2022, ●Reading in turns and discuss
correctly. ICT page 13 ●Answering revision questions
Lesson 7 ♦write guided Leadershi ●English Lang flash cards ●Read vocabulary words
WRITING/ compositions. p Syll. Junior ●Teachers demonstrate letter writing
BRAILLING -write at least 5 Critical [Gr 3 – Gr 7], using Nelson Script. Grade 3-7
Composition sentences thinking 2015 – 2022, ●Learners practise letter writing
writing correctly using Decision page 14 ●Individual written work writing a
given words. making guided composition
ICT ●Teacher asks oral questions.
Lesson 8 ♦write adverbs Critical ●English Lang Flash cards ●Recap of previous lesson
Adverbs and use them in thinking Syll. Junior ●Teacher explains the meaning of the
sentences Decision [Gr 3 – Gr 7], word adverbs
making 2015 – 2022, ●Learners list adverbs they know
ICT page 8 roups discuss
●Individual written work

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12
Cross Cutting Themes: Collaboration: Learners can work together to achieve a common goal.
Assumed Knowledge: Learners have been exposed to English Language.
Lesson 1 & 2 By the end of the Leadershi ●English Lang vowel chart ●Reading words with long and short
LISTENING/ lesson, learners p Syll. Junior vowel sounds
OBSERVING should be able to: Critical [Gr 3 – Gr 7], ●Matching the words with pictures
Long and short ♦articulate / sign thinking 2015 – 2022, ●Reading sentences
vowel sounds words with silent Decision page 9 ●Explanation and examples
consonants making ●Group work
vowels. ICT ●Write matching the endings with
sentences
Lesson 3 & 4 ♦report news in Leadershi ●English Lang Flash cards ●Learners narrate news from their
SPEAKING/ their community p Syll. Junior community.
SIGNING Critical [Gr 3 – Gr 7], ●Explanations and examples
News and stories thinking 2015 – 2022, ●Learners tell interesting news from
Decision page 11 their community.
making ●Sentence making in groups.
ICT ●Feedback. ●Individual written work
●Teacher asks oral questions.
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 Lesson 5 & 6 ♦read a range of Critical ●English Lang ●Learners sing a song
READING/ texts for thinking Syll. Junior ●Teacher explains key words.
BRAILING understanding Decision [Gr 3 – Gr 7], ●Reading vocabulary and discuss
Comprehension ♦answer questions making 2015 – 2022, ●Reading in turns and discuss
correctly. page 13 ●Answering revision questions.
Lesson 7 ♦write picture Leadershi ●English Lang Flash cards ●Read vocabulary words
WRITING/ compositions. p Syll. Junior ●Teachers demonstrate letter writing
BRAILLING ♦write sentences Critical [Gr 3 – Gr 7], using Nelson Script. Grade 3-7
Composition describing thinking 2015 – 2022, ●Learners practise letter writing
writing themselves Decision page 14 ●Individual written work writing a
My friend making picture composition
ICT ●Teacher asks oral questions.
Lesson 8 ♦write 5 sentences Critical ●English Lang Flash cards ●Recap of previous lesson
WRITING using prepositions thinking Syll. Junior ●Teacher explains the meaning of the
Language correctly. Decision [Gr 3 – Gr 7], word noun
structures making 2015 – 2022, ●Learners list nouns they know
-Prepositions ICT page 5, 8.0 ●Groups discuss
●Individual written work

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13
REVISION Learners should ●Critical ●English Lang ●charts ●Oral revision of all concepts covered during
be able to: thinking Syll. Junior
♦write end of [Gr 3 – Gr 7], ●pictures the Term.
Term examination ●Discussi 2015 – 2022,
on the topics ng page 16 – 23 ●objects ●Answering questions in writing with the
covered so far
●Ventures representation of every concept covered
English Lang
Grade 4 during the Term.
Learners Bk,
pg. 68 – 124

14
REVISION ♦write Mid-Year ●Problem ●English Lang ●question ●Write end of Term tests.
Examination solving Syll. Junior papers
[Gr 3 – Gr 7], ●Revision of written work for consolidation
●Matchin 2015 – 2022,
g page 16 – 23 and correction purposes.

●Ventures
English Lang
Grade 4
Learners Bk,
pg. 68 – 124

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FAMILY, RELIGION AND MORAL EDUCATION [FAREME]
AIMS
To help learners to:
1. develop an understanding of Zimbabwean values and beliefs, cultural practices and usage of artefacts
2. understand the importance of belonging to a family, religion and community in shaping acceptable character behaviour and
attitudes
3. make informed decisions about health, safety and well-being
4. promote the spiritual, religious and moral development

TOPICS COVERED
1. Family
2. Religion

TOPICS TO BE COVERED
1. Religion
1. Concept of religion
2. Indigenous Religion
3. Christianity
4. Judaism
5. Islam

ASSUMED KNOWLEDGE
The teacher assumes that the learners:
1. belong to a religion
2. enjoy solving challenging problems
3. understand and appreciate their cultural diversity

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1
Cross Cutting Themes: Guidance and Counselling: Self-esteem, learning to handle change and emotions.
Lesson 1 By the end of the ●Creative ●FAREME ●pictures ●Singing a religious song.
RELIGION lesson, learners thinking Syll. Junior showing ●Listing different religions in their
●Concept of should be able to: [Gr 3 – Gr 7], different locality.
religion ♦identify religion ●Problem 2015 – 2022, families of
●Stating similarities and
-Religion in the in their solving page 30 different
community community ●Ventures Pry religions differences in these religions.
♦state their FAREME Gr ●work cards ●Groups write sentences about
religions 4 Learners Bk, with group their way of worship.
pg. 40 – 41 tasks ●Feedback and written work.
●chart ●Answering oral questions.
showing
different
religions
Lesson 2 ♦identify ●Problem ●FAREME ●pictures ●Recapping the previous lesson.
RELIGION community solving Syll. Junior showing ●Discussing religions.
●Concept of religions [Gr 3 – Gr 7], different ●Stating their family religions.
religion ♦state common ●Discussing 2015 – 2022, families of
●Identifying characters in each
-Different characters in page 30 different
religions community ●Ventures Pry religions religion.
religion FAREME Gr ●work cards ●Completing given work.
4 Learners Bk, with group ●Lesson recap.
pg. 40 – 41 tasks
●chart
Lesson 3 ♦identify different ●Creative ●FAREME ●pictures ●Recapping the previous lesson.
RELIGION religious symbols thinking Syll. Junior showing ●Identifying symbols of different
●Concept of ♦drawing symbols [Gr 3 – Gr 7], different religions.
religion 2015 – 2022, families of
●Groups match symbols and
-Different page 30 different
religious symbols ●Ventures Pry religions religions.
in their FAREME Gr ●work cards ●Groups give feedback.
community 4 Learners Bk, with group ●Writing work in books.
pg. 40 – 41 tasks ●Revising their written work with
●chart the teacher.
showing
different
religions
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2
Cross Cutting Themes: Heritage Studies: Learn about our culture and our own history.
Lesson 1 By the end of the ●Creative ●FAREME ●pictures ●Singing a religious song.
RELIGION lesson, learners thinking Syll. Junior showing ●Explaining the origin.
●Indigenous should be able to: [Gr 3 – Gr 7], traditional ●Discussing the historical
religion ♦state the origin of ●Problem 2015 – 2022, foods background of Indigenous religion.
-Historical the religion solving page 30 ●work cards ●Giving names of the Supreme
background ♦explain its ●Ventures Pry with group Being.
historical FAREME Gr tasks ●Discussing beliefs in ATR.
background 4 Learners Bk, ●musical ●Answering oral questions.
pg. 42 – 48 instruments
Lesson 2 ♦explain the roles ●Problem ●FAREME ●pictures ●Discussing the family tree and
RELIGION of the ancestors solving Syll. Junior showing trace their origin.
●Indigenous [Gr 3 – Gr 7], traditional ●Listing roles of ancestors.
religion ●Discussing 2015 – 2022, foods ●Learners explain the roles of
-Roles of the page 30 ●work cards ancestors.
ancestors ●Ventures Pry with group ●Groups attempt given questions.
FAREME Gr tasks ●Completing given work in their
4 Learners Bk, ●musical books.
pg. 42 – 48 instruments ●Lesson recap.
Lesson 3 ♦name and sing ●Problem ●FAREME ●pictures ●Recapping the previous lesson.
RELIGION spiritual songs solving Syll. Junior showing ●Naming spiritual songs.
●Indigenous ♦identify musical [Gr 3 – Gr 7], traditional ●Singing spiritual songs.
religion instruments in ●Discussing 2015 – 2022, foods ●Identifying musical instruments
-Songs and indigenous page 30 ●work cards in Indigenous religion.
dances religion ●Ventures Pry with group ●Playing dances using ngoma.
♦demonstrate FAREME Gr tasks ●Answering oral questions.
dances performed 4 Learners Bk, ●musical
pg. 42 – 48 instruments
Lesson 4 ♦identify the ●Creative ●FAREME ●pictures ●listening to a story.
RELIGION practitioners in thinking Syll. Junior showing ●Naming practitioners in the
●Indigenous traditional religion [Gr 3 – Gr 7], traditional religion.
religion ♦name the duties 2015 – 2022, foods ●Listing the duties of the
-Religious and attire of the page 30 ●work cards practitioners.
practitioners practitioners ●Ventures Pry with group ●Groups describe attires used.
FAREME Gr tasks ●Writing work in books.
4 Learners Bk, ●musical ●Revising their written work with
pg. 42 – 48 instruments the teacher.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and our own history.
Lesson 1 By the end of the ●Creative ●FAREME ●key ●Singing a religious song.
RELIGION lesson, learners thinking Syll. Junior teachings on ●Explaining the key teachings in
●Indigenous should be able to: [Gr 3 – Gr 7], chart indigenous religion.
religion ♦describe the key ●Problem 2015 – 2022, ●work cards ●Learners describe key teachings
-Key teachings teachings in solving page 32 with group regarding the supreme diet.
indigenous ●Ventures Pry tasks ●Discussing the role of ancestral
religion FAREME Gr spirits
♦explain the role 4 Learners Bk, ●Answering questions.
of ancestral spirits pg. 49 – 53 ●Singing a spiritual song.
Lesson 2 ♦identify various ●Problem ●FAREME ●various ●Naming foods that they know.
RELIGION foods in solving Syll. Junior foods in ●Learners identify foods in
●Indigenous indigenous diets [Gr 3 – Gr 7], indigenous indigenous diets.
religion ♦explain how ●Discussing 2015 – 2022, diets ●Discussing food preparation.
-Food laws indigenous foods page 32 ●work cards ●Groups attempt given questions.
are prepared ●Ventures Pry with group ●Completing given work in their
FAREME Gr tasks books.
4 Learners Bk, ●pictures of ●Lesson recap.
pg. 49 – 53 foods
Lesson 3 ♦state foods eaten ●Problem ●FAREME ●various ●Recapping the previous lesson.
RELIGION during ceremonies solving Syll. Junior foods in ●Learners state foods eaten during
●Indigenous ♦describe how [Gr 3 – Gr 7], indigenous festivals.
religion ceremonial foods ●Discussing 2015 – 2022, diets ●Groups describe how ceremonial
-Food laws are prepared page 32 ●work cards foods are prepared.
●Ventures Pry with group ●Feedback and class discussion.
FAREME Gr tasks ●Writing work.
4 Learners Bk, ●pictures of ●Answering oral questions.
pg. 49 – 53 foods
Lesson 4 ♦define the term ●Creative ●FAREME ●key ●Listening to a story.
RELIGION “taboo” thinking Syll. Junior teachings on ●Defining the term “taboo”.
●Indigenous ♦state common [Gr 3 – Gr 7], chart ●Learners state common taboos.
religion taboos 2015 – 2022, ●work cards ●Discussing common taboos.
-Taboos page 32 with group ●Groups state the importance of
●Ventures Pry tasks taboos.
FAREME Gr ●Class discussions and corrections
4 Learners Bk, ●Written work.
pg. 49 – 53 ●Revising work done.
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Cross Cutting Themes: Constitution: Freedom of religion.
Lesson 1 By the end of the ●Creative ●FAREME ●pictures ●Singing a religious song.
RELIGION lesson, learners thinking Syll. Junior showing ●Explaining the birth of Jesus.
●Christianity should be able to: [Gr 3 – Gr 7], Jesus ●Listening to the story about
-Jesus’ birth and ♦outline Jesus’ ●Problem 2015 – 2022, ●work cards Jesus’ early life.
early life birth and early life solving page 33 with group ●Groups dramatise about Jesus’
●Ventures Pry tasks early life.
FAREME Gr ●pictures of ●Displaying of role plays.
4 Learners Bk, a church ●Answering oral questions.
pg. 53 – 58 ●Bible
Lesson 2 ♦explain Jesus’ ●Problem ●FAREME ●pictures of ●Recapping the previous lesson.
RELIGION baptism and solving Syll. Junior Jesus ●Listening to story being read.
●Christianity temptation [Gr 3 – Gr 7], baptism ●Discussing Jesus’ baptism and
-Jesus’ baptism ●Discussing 2015 – 2022, ●work cards temptation.
and temptation page 33 with group ●Dramatising Jesus’ baptism.
●Ventures Pry tasks ●Displaying of short plays.
FAREME Gr ●pictures of ●Lesson recap.
4 Learners Bk, a church
pg. 53 – 58 ●Bible
Lesson 3 ♦identify ●Problem ●FAREME ●pictures of ●Recapping the previous lesson.
RELIGION teachings in solving Syll. Junior Jesus ●Identifying teachings in
●Christianity Christianity based [Gr 3 – Gr 7], baptism Christianity.
-Salvation on salvation ●Discussing 2015 – 2022, ●work cards ●Explaining salvation.
page 33 with group ●Narrating the story of Adam and
●Ventures Pry tasks Eve.
FAREME Gr ●pictures of ●reciting a memory verse “John
4 Learners Bk, a church 3:16”.
pg. 53 – 58 ●Bible ●Answering oral questions.
Lesson 4 ♦state the roles of ●Creative ●FAREME ●pictures of ●Listening to a story.
RELIGION the Holy Spirit, thinking Syll. Junior Jesus ●Stating the roles of the Holy
●Christianity e.g. [Gr 3 – Gr 7], baptism Spirit.
-Holy Spirit -to lead 2015 – 2022, ●work cards ●Discussing the stated roles.
-to guide page 33 with group ●Groups attempt given questions.
-to teach ●Ventures Pry tasks ●Feedback and written work.
-to comfort FAREME Gr ●pictures of ●Revising their written work with
4 Learners Bk, a church the teacher.
pg. 53 – 58 ●Bible
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Cross Cutting Themes: Constitution: Freedom of religion.
Lesson 1 By the end of the ●Creative ●FAREME ●Christianit ●Sing a religious song.
RELIGION lesson, learners thinking Syll. Junior y symbols ●Stating artists who sing Christian
●Christianity should be able to: [Gr 3 – Gr 7], ●pictures of songs.
-Artists who sing ♦name artists who ●Problem 2015 – 2022, artists in ●Singing Cristian songs in groups.
Christian songs sing Christian solving page 33 Christianity ●Discussing lyrics.
songs ●Ventures Pry religion ●Learners compose and sing own
♦mime artists who FAREME Gr ●pictures of Christian songs.
sing Christian 4 Learners Bk, a church ●Cutting and pasting pictures.
songs pg. 58 ●Bible
Lesson 2 ♦identify songs in ●Problem ●FAREME ●Christianit ●Recapping the previous lesson.
RELIGION Christianity solving Syll. Junior y symbols ●Singing Christian songs.
●Christianity religion [Gr 3 – Gr 7], ●pictures of ●Identifying dances in Christianity
-Songs and ●Discussing 2015 – 2022, artists in ●Learners perform dances in
dances in page 33 Christianity groups.
Christianity ●Ventures Pry religion ●Best groups show others.
FAREME Gr ●pictures of ●Lesson recap.
4 Learners Bk, a church
pg. 58 ●Bible
Lesson 3 ♦identify and draw ●Problem ●FAREME ●Christianit ●Visiting places of worship within
RELIGION Christian symbols solving Syll. Junior y symbols the locality.
●Christianity [Gr 3 – Gr 7], ●pictures of ●Identifying the symbols used in
-Symbols ●Discussing 2015 – 2022, artists in Christianity.
page 33 Christianity ●Groups explain different places
●Ventures Pry religion of worship and their symbols.
FAREME Gr ●pictures of ●Drawing the symbols and write.
4 Learners Bk, a church ●Discuss their significance.
pg. 58 ●Bible ●Answering oral questions.
Lesson 4 ♦answer revision ●Creative ●FAREME ●Christianit ●Revising work done.
RELIGION questions based on thinking Syll. Junior y symbols ●Answering revision questions in
●Christianity work covered so [Gr 3 – Gr 7], ●pictures of writing.
-Revision far 2015 – 2022, artists in ●Supervising learners.
page 33 Christianity ●Revising the written work with
●Ventures Pry religion the teacher.
FAREME Gr ●pictures of ●Lesson recap.
4 Learners Bk, a church
pg. 58 ●Bible
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6
Cross Cutting Themes: Guidance and Counselling: Self-esteem, learning to handle change and emotions.
Lesson 1 By the end of the ●Creative ●FAREME ●religious ●Recapping the concept.
RELIGION lesson, learners thinking Syll. Junior attire ●Learners identify attire worn in
●Christianity should be able to: [Gr 3 – Gr 7], ●work cards Christianity.
-Attire worn in ♦identify attire ●Problem 2015 – 2022, with group
●Collecting pictures for pasting.
Christianity worn in solving page 33 tasks
Christianity ●Ventures Pry ●Groups describe Christian attire.
♦describe FAREME Gr ●Learners draw Christian attire
Christian attire 4 Learners Bk, and write four sentences.
♦draw the attire pg. 58 – 61 ●Answering oral questions.
Lesson 2 ♦identify religious ●Problem ●FAREME ●religious ●Recapping the previous lesson.
RELIGION artefacts, e.g. plain solving Syll. Junior artefacts ●Listing the artefacts in
●Christianity cross, crucifix, [Gr 3 – Gr 7], ●work cards Christianity.
-Religious ♦draw the ●Discussing 2015 – 2022, with group
●Discussing the listed artefacts.
artefacts artefacts page 33 tasks
●Ventures Pry ●pictures ●Drawing the artefacts.
FAREME Gr showing ●Displaying of neat sketches.
4 Learners Bk, artefacts ●Class discussion.
pg. 58 – 61
Lesson 3 ♦state the ●Problem ●FAREME ●religious ●Listening to a story.
RELIGION significance of the solving Syll. Junior artefacts ●Listing religious artefacts.
●Christianity religious artefacts [Gr 3 – Gr 7], ●work cards ●Learners explain the significance
-Significance of ●Discussing 2015 – 2022, with group
of religious artefacts.
religious artefacts page 33 tasks
●Ventures Pry ●pictures ●Groups dramatise.
FAREME Gr showing ●Displaying role plays.
4 Learners Bk, artefacts ●Answering oral questions.
pg. 58 – 61
Lesson 4 ♦identify sacred ●Creative ●FAREME ●work cards ●Lesson recap.
RELIGION food in thinking Syll. Junior with group ●Identifying sacred foods.
●Christianity Christianity [Gr 3 – Gr 7], tasks ●Reading some few verses from
-Sacred foods 2015 – 2022, ●samples of
the Bible.
page 33 foods
●Ventures Pry ●Groups attempt given questions.
FAREME Gr ●Feedback and written work.
4 Learners Bk, ●Revising the written work with
pg. 58 – 61
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 the teacher.
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Cross Cutting Themes: Constitution: Freedom of religion.
Lesson 1 By the end of the ●Creative ●FAREME ●pictures ●Singing a religious song.
RELIGION lesson, learners thinking Syll. Junior showing the ●Explaining the call of Abraham.
●Judaism should be able to: [Gr 3 – Gr 7], Jewish ●Identifying founder of Judaism
-The origin of ♦outline the ●Problem 2015 – 2022, people ●Explaining key terms, e.g. Torah,
Judaism genealogy from solving page 34 ●work cards descendants, scribes.
Abraham, Isaac to ●Ventures Pry with group ●Learners read a story on the
Jacob FAREME Gr tasks calling of Abraham.
♦listen to story on 4 Learners Bk, ●Groups answer given questions.
origin of Judaism pg. 62 – 67 ●Lesson recap.
Lesson 2 ♦identify ●Problem ●FAREME ●pictures ●Listening to a story being read.
RELIGION teachings in solving Syll. Junior showing the ●Naming things Jewish people
●Judaism Judaism [Gr 3 – Gr 7], Jewish believe in.
-Key teachings in ♦name things ●Discussing 2015 – 2022, people ●Listing prophets and scribes.
Judaism which Jews page 34 ●work cards ●Groups state the roles of prophets
believe in, e.g. ●Ventures Pry with group and scribes.
prophets, FAREME Gr tasks ●Answering questions given.
monotheism 4 Learners Bk, ●prophets ●Class discussion.
pg. 62 – 67 and scribes
Lesson 3 ♦state and ●Problem ●FAREME ●the Ten ●Recapping the previous lesson.
RELIGION describe the Ten solving Syll. Junior commandm ●Naming key teachings in
●Judaism Commandments [Gr 3 – Gr 7], ents on chart Judaism.
-The Ten ●Discussing 2015 – 2022, ●pictures ●Reading the Ten Commandments
Commandments page 34 showing the ●Class discussion on the Ten
●Ventures Pry Jewish Commandments.
FAREME Gr people ●Writing the ten Commandments
4 Learners Bk, ●work cards in their books.
pg. 62 – 67 with tasks ●Answering oral questions.
Lesson 4 ♦list artists who ●Creative ●FAREME ●pictures ●Lesson recap.
RELIGION sing Jewish songs thinking Syll. Junior showing the ●Naming the Jewish songs.
●Judaism ♦identify songs in [Gr 3 – Gr 7], Jewish ●Groups sing songs of Judaism.
-Songs and artists the Jewish religion 2015 – 2022, people ●Feedback and class discussion.
in Jewish religion e.g. Hava Nagila, page 34 ●work cards ●Written work.
meaning “Lets ●Ventures Pry with group ●Revising work done with the
rejoice” FAREME Gr tasks teacher.
4 Learners Bk,
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8
Cross Cutting Themes: Constitution: Freedom of religion.
Lesson 1 By the end of the ●Creative ●FAREME ●pictures ●Recapping previous lessons.
RELIGION lesson, learners thinking Syll. Junior showing the ●Naming songs and dances.
●Judaism should be able to: [Gr 3 – Gr 7], Jewish ●Tr demonstrates Jewish dances.
-Dances in ♦identify songs ●Problem 2015 – 2022, people ●Groups sing and dance to Jewish
Judaism and dances in solving page 34 ●work cards songs.
Judaism ●Ventures Pry with group ●Best groups dance in front of
FAREME Gr tasks others.
4 Learners Bk, ●Groups answer given questions.
pg. 62 – 67 ●Lesson recap.
Lesson 2 ♦describe the ●Problem ●FAREME ●pictures ●Listening to a story being read.
RELIGION Jewish religious solving Syll. Junior showing the ●Identifying religious artefacts in
●Judaism artefacts [Gr 3 – Gr 7], Jewish Judaism.
-Religious ●Discussing 2015 – 2022, people ●Discussing uses of the artefacts.
artefacts: page 34 ●work cards ●Studying pictures of religious
Menorah and ●Ventures Pry with group artefacts.
Shabbat FAREME Gr tasks ●Groups explain the significance
4 Learners Bk, ●artefacts in of the artefacts.
pg. 62 – 67 Judaism ●Drawing and labelling.
Lesson 3 ♦describe the ●Problem ●FAREME ●pictures ●Identifying religious artefacts in
RELIGION Jewish religious solving Syll. Junior showing the Judaism.
●Judaism artefacts [Gr 3 – Gr 7], Jewish ●Discussing uses of the artefacts.
-Religious ♦draw religious ●Discussing 2015 – 2022, people ●Studying pictures of the artefacts.
artefacts: Yad, artefacts and write page 34 ●work cards ●Answering questions in their
Mezuzah sentences ●Ventures Pry with group books.
FAREME Gr tasks ●Drawing and labelling.
4 Learners Bk, ●artefacts in
pg. 62 – 67 Judaism
Lesson 4 ♦identify religious ●Creative ●FAREME ●pictures ●Describing religious attire such
RELIGION attire worn in thinking Syll. Junior showing the as modesty, orthodox, the Tallit, a
●Judaism Judaism, e.g. [Gr 3 – Gr 7], Jewish Kittel.
-Jewish attire modesty, 2015 – 2022, people ●Reading a passage.
orthodox, the page 34 ●work cards ●Discussing the importance of
Tallit, a Kittel ●Ventures Pry with tasks attire in Judaism.
♦collect pictures FAREME Gr ●chart with ●Drawing and pasting.
of Jewish attire 4 Learners Bk, religious ●Answering questions.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 50
 pg. 62 – 67 songs
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

9
Cross Cutting Themes: Constitution: Freedom of religion.
Lesson 1 By the end of the ●Creative ●FAREME ●pictures ●Naming the founder of Islam.
RELIGION lesson, learners thinking Syll. Junior showing ●Explaining the development of
●Islam should be able to: [Gr 3 – Gr 7], Muslim Islam.
-The origin of ♦outline the origin ●Problem 2015 – 2022, people ●Learners read the story.
Islam of Islamic religion solving page 34 ●cards with ●Groups attempt given questions.
♦give the other ●Ventures Pry group tasks ●Report back and written work.
name for God in FAREME Gr ●Lesson recap.
Islamic religion 4 Learners Bk,
♦state its founder pg. 68 – 74
Lesson 2 ♦identify ●Problem ●FAREME ●pictures ●Listening to a story being read.
RELIGION teachings in Islam solving Syll. Junior showing ●Naming things Islam people
●Islam ♦name things [Gr 3 – Gr 7], Muslim believe in.
-Key teachings in which Muslims ●Discussing 2015 – 2022, people ●Discussing teachings in Islam.
Islam: Allah believe in, e.g. page 34 ●cards with ●Groups narrate teachings in
prophets, angels, ●Ventures Pry group tasks Islam.
messengers FAREME Gr ●key wards ●Class discussion.
4 Learners Bk, on cards ●Answering of questions.
pg. 68 – 74
Lesson 3 ♦identify prophets ●Problem ●FAREME ●pictures ●Listening to a story being read.
RELIGION in the Islamic solving Syll. Junior showing ●Naming things Islam people
●Islam religion [Gr 3 – Gr 7], Muslim believe in.
-The prophets ♦explain the roles ●Discussing 2015 – 2022, people ●Listing prophets and scribes.
of prophets in the page 34 ●cards with ●Groups state roles prophets and
Islamic religion ●Ventures Pry group tasks scribe play.
FAREME Gr ●prophets ●Answering questions asked.
4 Learners Bk, and scribes ●Class discussion.
pg. 68 – 74 on chart
Lesson 4 ♦list artists who ●Creative ●FAREME ●pictures ●Lesson recap.
RELIGION sing Islam songs thinking Syll. Junior showing ●Identifying artists who sing
●Islam in the Islamic [Gr 3 – Gr 7], Muslim Islamic songs.
-Songs and artists religion 2015 – 2022, people ●Naming the Islamic songs.
in Islamic page 34 ●cards with ●Reading the lyrics of a song.
religion ●Ventures Pry group tasks ●Groups sing songs of Muslims.
FAREME Gr ●song lyrics ●Feedback and class discussion.
4 Learners Bk, on chart ●Written work in their books.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 51
 pg. 68 – 74 ●Revising their written work.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
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10
Lesson 1 By the end of the ●Creative ●FAREME ●pictures ●Naming songs and dances.
RELIGION lesson, learners thinking Syll. Junior showing the ●Teacher demonstrates Islamic
●Islam should be able to: [Gr 3 – Gr 7], Islamic dances.
-Islamic dances ♦identify songs ●Problem 2015 – 2022, people ●Groups sing and dance to Muslim
and dances in solving page 34 ●work cards songs.
Islam ●Ventures Pry with tasks ●Best groups dance in front of the
FAREME Gr ●chart with class.
4 Learners Bk, Muslim ●Groups answer given questions.
pg. 68 – 74 songs ●Revising work done.
Lesson 2 ♦describe the ●Problem ●FAREME ●artefacts in ●Lesson recap.
RELIGION Islamic religious solving Syll. Junior Islam ●Listening to a story being read.
●Islam artefacts [Gr 3 – Gr 7], ●work cards ●Identifying religious artefacts in
-Religious ♦draw, label and ●Discussing 2015 – 2022, with group Islam.
artefacts: Prayer write few page 34 tasks ●Discussing uses of the artefacts.
mat, greeting sentences ●Ventures Pry ●Studying pictures of religious
cards FAREME Gr artefacts.
4 Learners Bk, ●Groups explain the significance
pg. 68 – 74 of the artefacts.
●Drawing and labelling.
Lesson 3 ♦describe the ●Problem
●FAREME ●pictures ●Recapping the previous lesson.
RELIGION Muslim religious solving
Syll. Junior showing the ●Identifying religious artefacts in
●Islam artefacts [Gr 3 – Gr 7], Islam people Islam.
-Religious ♦draw religious
●Discussing 2015 – 2022, ●work cards ●Discussing uses of the artefacts.
artefacts: Ka’ba artefacts and write page 34 with group ●Studying pictures of religious
sentences ●Ventures Pry tasks artefacts.
FAREME Gr ●chart with ●Answering questions on their
4 Learners Bk, Muslim books.
pg. 68 – 74 songs ●Drawing and labelling.
Lesson 4 ♦answer revision ●Creative ●FAREME ●artefacts in ●Lesson recap.
RELIGION questions thinking Syll. Junior Islam ●Answering questions in groups.
●Islam [Gr 3 – Gr 7], ●work cards ●Writing a revision test.
-Religion 2015 – 2022, with group ●Supervising learners as they
page 34 tasks write.
●Ventures Pry ●Revising their written work with
FAREME Gr the teacher.
4 Learners Bk,
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 52
 pg. 68 – 74
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
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11
Lesson 1 By the end of the ●Creative●FAREME ●picture ●Recapping the previous lessons.
RELIGION lesson, learners thinking Syll. Junior with attire in ●Naming attire worn.
●Islam should be able to: [Gr 3 – Gr 7], Islam ●Observing given pictures.
-Islamic attire ♦identify religious●Problem 2015 – 2022, ●work cards ●Reading a passage on attire.
attire worn in solving page 34 with group ●Learners describe Islamic attire.
Islamic religion, ●Ventures Pry tasks ●Collecting, drawing and labelling
e.g. hijab, throb FAREME Gr religious attire.
●collect pictures 4 Learners Bk, ●Lesson recap.
of Islamic attire pg. 68 – 74
Lesson 2 ♦name sacred ●Problem ●FAREME ●picture ●Naming sacred places.
RELIGION places in Islam solving Syll. Junior showing ●Listing sacred places in Islam.
●Islam [Gr 3 – Gr 7], sacred ●Studying pictures in textbook.
-Sacred places ●Discussing 2015 – 2022, places
●Describing the Islamic sacred
page 34 ●chart with
●Ventures Pry sacred places.
FAREME Gr places ●Learners answer given questions.
4 Learners Bk, ●Revising work done.
pg. 68 – 74
Lesson 3 ♦draw sacred ●Problem ●FAREME ●picture ●Recap of the previous lesson.
RELIGION places for Muslim solving Syll. Junior with attire in ●Identifying religious buildings in
●Islam people [Gr 3 – Gr 7], Islam Islamic religion.
-Pasting and ●Discussing 2015 – 2022, ●work cards ●Demonstrating drawing.
drawing page 34 with group ●Drawing sacred places in their
●Ventures Pry tasks books.
FAREME Gr ●Practicing cutting, pasting and
4 Learners Bk, labelling.
pg. 68 – 74 ●Display of neat sketches.
Lesson 4 ♦identify Holy ●Creative ●FAREME ●picture ●Recapping of the previous lesson.
RELIGION Day and Holy thinking Syll. Junior showing ●Naming Holy Day and Holy
●Islam Book [Gr 3 – Gr 7], holy books Book in Islamic religion.
-Holy Day and 2015 – 2022, ●chart with
●Group discussions.
Holy Book page 34 sacred
●Ventures Pry places ●Assisting group activities.
FAREME Gr ●Attempting questions in groups.
4 Learners Bk, ●Report back and corrections.
pg. 68 – 74 ●Writing work in books.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 53
 ●Revising work done.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

12
Cross Cutting Themes: Constitution: Freedom of religion.
Lesson 1 By the end of the ●Creative ●FAREME ●pictures ●Naming the founder of Islam.
RELIGION lesson, learners thinking Syll. Junior showing ●Explaining the development of
●Islam should be able to: [Gr 3 – Gr 7], Muslim Islam.
-The origin of ♦outline the origin ●Problem 2015 – 2022, people ●Learners read the story.
Islam of Islamic religion solving page 34 ●cards with ●Groups attempt given questions.
♦give the other ●Ventures Pry group tasks ●Report back and written work.
name for God in FAREME Gr ●Lesson recap.
Islamic religion 4 Learners Bk,
♦state its founder pg. 68 – 74
Lesson 2 ♦identify ●Problem ●FAREME ●pictures ●Listening to a story being read.
RELIGION teachings in Islam solving Syll. Junior showing ●Naming things Islam people
●Islam ♦name things [Gr 3 – Gr 7], Muslim believe in.
-Key teachings in which Muslims ●Discussing 2015 – 2022, people ●Discussing teachings in Islam.
Islam: Allah believe in, e.g. page 34 ●cards with ●Groups narrate teachings in
prophets, angels, ●Ventures Pry group tasks Islam.
messengers FAREME Gr ●key wards ●Class discussion.
4 Learners Bk, on cards ●Answering of questions.
pg. 68 – 74
Lesson 3 ♦identify prophets ●Problem ●FAREME ●pictures ●Listening to a story being read.
RELIGION in the Islamic solving Syll. Junior showing ●Naming things Islam people
●Islam religion [Gr 3 – Gr 7], Muslim believe in.
-The prophets ♦explain the roles ●Discussing 2015 – 2022, people ●Listing prophets and scribes.
of prophets in the page 34 ●cards with ●Groups state roles prophets and
Islamic religion ●Ventures Pry group tasks scribe play.
FAREME Gr ●prophets ●Answering questions asked.
4 Learners Bk, and scribes ●Class discussion.
pg. 68 – 74 on chart
Lesson 4 ♦list artists who ●Creative ●FAREME ●pictures ●Lesson recap.
RELIGION sing Islam songs thinking Syll. Junior showing ●Identifying artists who sing
●Islam in the Islamic [Gr 3 – Gr 7], Muslim Islamic songs.
-Songs and artists religion 2015 – 2022, people ●Naming the Islamic songs.
in Islamic page 34 ●cards with ●Reading the lyrics of a song.
religion ●Ventures Pry group tasks ●Groups sing songs of Muslims.
FAREME Gr ●song lyrics ●Feedback and class discussion.
4 Learners Bk, on chart ●Written work in their books.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 54
 pg. 68 – 74 ●Revising their written work.
WK TOPIC / OBJECTIVES SKILLS S.O.M MEDIA METHODS AND EVALUATION
CONTENT ACTIVITIES

13
END OF TERM By the end of the ●Discussing ●FAREME ●word cards ●Answer questions on work
TESTS AND lesson, learners ●Explaining [Grade 3 – 7], ●sentence
done during the Term.
REVISION should be able to: ●Answering 2015 – 2022 strips
♦revise all work Syll. page 27 – ●ICT tools ●Write an End of Term Test.
covered during the 34
●Revise the written Test.
Term

●Ventures Pry
FAREME Gr 4
Learners Book,
pg. 1 – 74

14
END OF TERM By the end of the ●Discussing ●FAREME ●word cards ●Answer questions on work
TESTS AND lesson, learners ●Explaining [Grade 3 – 7], ●sentence
done during the Term.
REVISION should be able to: ●Answering 2015 – 2022 strips
♦revise all work Syll. page 27 – ●ICT tools ●Write an End of Term Test.
covered during the 34
●Revise the written Test.
Term

●Ventures Pry
FAREME Gr 4
Learners Book,
pg. 1 – 74

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 55

GUIDANCE AND COUNSELLING (JUNIOR)
BROAD AIMS
1. Identify and realize who they are in relation to families and communities
2. Understand the importance of family hood and its implication in their future lives
3. Visualize and understand the roles and responsibilities of citizen from a learner perspective
4. Understand the origins of Ubuntu /UNHU form the good behaviours they can be portraying

TOPICS TO BE COVERED
1. Identity
2. Rights and responsibilities

UNHU/UBUNTU/VALUES

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 56

WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT

1
FAMILY -show how Analysing Guidance and -pictures INTRODUCTION
Different types of family members -talking Counselling -cards class discussion different types of families
families should relate to -listening Strengthening Step 2. Teacher explains the different types
-The nuclear and each other Life skills, of families
extended families sexually, HIV Step 3. Learners in groups tell different story
and Aids about types of families.
Teacher’s Step 4 Learners sing a rhyme
manual Conclusion .Answering questions orally
Bullet 1

2
FAMILY -explain the Analysing Guidance and -pictures INTRODUCTION
Different types of importance of -talking Counselling -cards class discussion different types of families
families the family and -listening Strengthening Step 2. Teacher explains the different types of
community. Life skills, families
sexually, HIV Step 3. Learners in groups discuss the
and Aids importance of the family and community.
Teacher’s Step 4 Learners sing a rhyme
manual Bullet Conclusion .Learners name different types of
2 families listing them

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 57

3
FAMILY -identify forms Analysing Guidance and -pictures INTRODUCTION
Marriage and of abuse in the -talking Counselling -cards Recap of previous lesson
parenting family and -listening Strengthening Step 2. Teacher explains the different types of
-Modern marriage community. Life skills, families
and traditional sexually, HIV Step 3. Learners in groups discuss the forms
marriage and Aids of abuse in each marriage.
Teacher’s Step 4 feedback
manual Bullet Conclusion .Learners name different abuses
3 of families listing them

4
FAMILY -identify Analysing Guidance and -pictures INTRODUCTION
Parenting different types -talking Counselling -cards Recap of previous lesson
-A wedding of relationships -listening Strengthening Step 2. Teacher explains the different types of
Life skills, families
sexually, HIV Step 3. Learners in groups role play a
and Aids wedding
Teacher’s Step 4 Learners feedback
manual Bullet Conclusion. teacher asks oral questions.
4
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
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5
CONFLICT Identify causes AnalysingGuidance and -pictures INTRODUCTION
Conflict of conflicts -talking Counselling -cards Recap of previous lesson
management and within family -listening
Strengthening Step 2. Teacher explains the causes of
resolution and community, Life skills, conflict within the families.
-Causes of conflict suggest ways of sexually, HIV Step 3. Learners in groups causes and ways of
at home resolving them and Aids solving conflict at home.
Teacher’s Step 4 Learners feedback
manual Bullet Conclusion. teacher asks oral questions.
5

6
CONFLICT Differentiate Analysing Guidance and -pictures INTRODUCTION Teacher explains
Conflict between -talking Counselling -cards Step 2. Teacher explains the causes of
management and exploitation and -listening Strengthening conflict within the families.
resolution victimization Life skills, Step 3. Learners in groups differentiate
sexually, HIV between exploitation and victimization
and Aids Tr’s Step 4 Learners feedback
manual Bullet Step 5 learners watch videos showing abuse.
6 Conclusion teacher asks oral questions.

7
CONFLICT Identify ways in Analysing Guidance and -pictures INTRODUCTION
Conflict which -talking Counselling -cards Recap of previous lesson
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 58
 management and communities -listening Strengthening Step 2. Teacher explains the causes of
resolution deal with sexual Life skills, conflict within the families.
abuse and sexual sexually, HIV Step 3. Learners as a class identify ways in
relationship. and Aids which communities deal with sexual abuse
Teacher’s and sexual relationship
manual Bullet Step 4 Learners feedback
7 Step 5 learners play a drama
Conclusion learners sing a song

8
CONFLICT State the effects Analysing Guidance and -pictures INTRODUCTION
Stigma and of stigma and -talking Counselling -cards Teacher explains key words
discrimination discrimination -listening Strengthening Step 2. Teacher explains the effects of stigma
on relationships. Life skills, and discrimination.
sexually, HIV Step 3. Learners as a class identify ways in
and Aids which communities deal with sexual abuse
Teacher’s and sexual relationship
manual Bullet Step 4 Learners feedback
8 Step 5 learners play a drama
Concl Revising the main points of the lesson
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
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9
FAMILY -identify the Analysing Guidance and -pictures INTRO Teacher explains key words
Male and female emotional, -talking Counselling -cards Step 2. Teacher explains the meaning of
reproductive physical and -listening Strengthening adolescent
anatomy psychological Life skills, Step 3. Learners as a class identify the
changes in sexually, HIV emotional, physical and psychological
adolescents and Aids changes in adolescents.
Teacher’s Step 4 Learners feedback
manual Bullet Step 5 learners play a drama
9 Conclusion Revising the main points of the
lesson

10
FAMILY Show how the Analysing Guidance and -pictures INTRODUCTION
Male and female change -talking Counselling -cards Recap of previous lesson
reproductive influences their -listening Strengthening Step 2. Teacher explains name and label
anatomy behavior and Life skills, reproductive organs
their risk to HIV sexually, HIV Step 3. Learners as a class identify the
infection and Aids emotional, physical and psychological
Teacher’s changes in adolescents.
manual Bullet Step 4 Learners feedback
10 Step 5 learners play a drama
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 59
 Conclusion oral questions

11
FAMILY -identify Analysing Guidance and -pictures INTRODUCTION
Parenting different types -talking Counselling -cards Recap of previous lesson
-A wedding of relationships -listening Strengthening Step 2. Teacher explains the different types of
Life skills, families
sexually, HIV Step 3. Learners in groups role play a
and Aids Tr’s wedding
manual Bullet Step 4 Learners feedback
4 Conclusion. teacher asks oral questions.

12
CONFLICT Identify causes Analysing Guidance and -pictures INTRODUCTION
Conflict of conflicts -talking Counselling -cards Recap of previous lesson
management and within family -listening Strengthening Step 2. Teacher explains the causes of
resolution and community, Life skills, conflict within the families.
-Causes of conflict suggest ways of sexually, HIV Step 3. Learners in groups causes and ways of
at home resolving them and Aids solving conflict at home.
Teacher’s Step 4 Learners feedback
manual Bullet Conclusion. Teacher asks oral questions.
5
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
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13
END OF TERM Learners ●Critical Guidance and ●charts ●Oral revision of all concepts covered during
TESTS AND should be able thinking Counselling
REVISION to: Strengthening ●pictures the Term.
♦write end of ●Discussi Life skills,
Term ng sexually, HIV ●objects ●Answering questions in writing with the
examination on and Aids
the topics Teacher’s representation of every concept covered
covered so far manual
Bullet 1 – 6 during the Term.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 60

14
END OF TERM ♦write Mid-Year ●Problem Guidance and ●questio ●Write end of Term tests.
TESTS AND Examination solving Counselling n papers
REVISION Strengthening ●Revision of written work for consolidation
●Matchin Life skills,
g sexually, HIV and correction purposes.
and Aids
Teacher’s
manual
Bullet 1 – 6

HERITAGE – SOCIAL STUDIES [HSS]

GENERAL AIMS
To help learners to:
1. develop and appreciation of the value and dignity of work, recreation and the need for participation in national development
2. develop an understanding of Zimbabwean marriage, inheritance system and the laws and regulations governing them
3. develop an understanding of Zimbabwean values and beliefs, cultural practices and usage of artefacts

TOPICS COVERED
1. Identity: Family History and Local Heritage
2. Cultural Heritage
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 61
 3. National History, Sovereignty and Governance

TOPICS TO BE COVERED
1. Entitlements, Rights and responsibilities
2. Shelter
3. Social Services and Volunteerism
4. Production, Distribution and Consumption of Goods and Services

METHODOLOGY
Discussion Gallery Walk Group Work Case Studies
Drama / Role Play Song and Dance Question and Answer
ASSUMED KNOWLEDGE
The teacher assumes that learners:
1. understand and appreciate their cultural diversity

WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION

EK CONTENT
Cross Cutting Themes: Children’s Rights: All children have a right to food, education and good shelter.

1
Lesson 1 By the end of the ●Problem ●H.S.S. Syll. ●pictures ●Listening to a story.
ENTITLEMENTS, lesson, learners solving Junior showing ●Teacher explains entitlements/
RIGHTS AND should be able to: [Gr 3 – Gr 7], children’s rights.
RESPONSIBILITIES ♦identify ●Creative 2015 – 2022, duties
●Children’s ●Stating children’s rights.
children’s rights, thinking page 24 ●birth
entitlements, rights e.g. the rights to ●Ventures Pry certificate ●Discussing the listed rights.
and responsibilities food, shelter, H.S.S. Gr 4 ●work cards ●Groups answer questions.
-Children’s rights/ education and life Learners Bk, with group ●Asking and answering of oral
entitlements pg. 48 – 50 tasks questions.
●key words
on cards
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 62
 Lesson 2 ♦identify ●Problem ●H.S.S. Syll. ●pictures ●Listening to a story.
ENTITLEMENTS, children’s solving Junior showing ●Learners list responsibilities of
RIGHTS AND responsibilities at [Gr 3 – Gr 7], children’s boys and girls at home.
RESPONSIBILITIES home, e.g. to ●Manipulati 2015 – 2022, duties
●Children’s ●Class discussion on children’s
behave well, be ng page 24 ●birth
entitlements, rights obedient, be ●Ventures Pry certificate responsibilities.
and responsibilities peaceful H.S.S. Gr 4 ●work cards ●Groups dramatise children’s
-Children’s ♦describe Learners Bk, with group responsibilities at home.
responsibilities at children’s pg. 48 – 50 tasks ●Feedback and written work.
home responsibilities ●key words ●Lesson recap.
on cards
Lesson 3 ♦identify ●Creative ●H.S.S. Syll. ●pictures ●Recapping the previous lesson.
ENTITLEMENTS, children’s thinking Junior showing ●Learners list responsibilities of
RIGHTS AND responsibilities at [Gr 3 – Gr 7], children’s boys and girls at school.
RESPONSIBILITIES school ●Manipulati 2015 – 2022, duties
●Children’s ●Class discussion on children’s
ng page 24 ●birth
entitlements, rights ●Ventures Pry certificate responsibilities.
and responsibilities H.S.S. Gr 4 ●work cards ●Groups dramatise children’s
-Children’s Learners Bk, with group responsibilities at school.
responsibilities at pg. 48 – 50 tasks
school ●Written work in books.
●key words
on cards ●Naming their morning and
afternoon duties at school.
●Feedback and written work.
WE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK CONTENT

2
Cross Cutting Themes: Children’s Rights: All children have a right to food, education and good shelter.
Lesson 1 By the end of the ●Problem ●H.S.S. Syll. ●Constitutio ●Stating forms of abuse.
ENTITLEMENTS, lesson, learners solving Junior n of
RIGHTS AND ●Explaining the need for child
should be able to: [Gr 3 – Gr 7], Zimbabwe
RESPONSIBILITIES ♦recognise the ●Creative 2015 – 2022, ●pictures protection from forms of abuse.
●Child protection need for child thinking page 24 ●rights ●Groups suggest rules that help
-Child protection protection against ●Ventures Pry charter protect them from forms of abuse,
various forms of H.S.S. Gr 4 ●key words, e.g. don’t talk to strangers.
abuse Learners Bk, e.g. abuse,
pg. 51 – 52 neglect ●Groups answer questions.
●Feedback and written work.

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 63

 ●Asking and answering questions.
Lesson 2 ♦identify areas ●Problem ●H.S.S. Syll. ●Constitutio ●Naming forms of abuse.
ENTITLEMENTS, which children solving Junior n of
RIGHTS AND ●Listing areas they should be
should be [Gr 3 – Gr 7], Zimbabwe
RESPONSIBILITIES protected from, ●Manipulati 2015 – 2022, ●pictures protected from.
●Child protection e.g. vending, ng page 24 ●rights ●Discussing how and where to
-Areas children dangerous ●Ventures Pry charter report these forms of abuse.
should be protected chemicals, H.S.S. Gr 4 ●key words,
from corporal Learners Bk, e.g. abuse, ●Groups dramatise ways of
punishment, night pg. 51 – 52 neglect reporting abuse.
shift work ●Displaying of role plays.
●Lesson recap.
Lesson 3 ♦explain child ●Creative ●H.S.S. Syll. ●Constitutio ●Recapping the previous lesson.
ENTITLEMENTS, trafficking and thinking Junior n of
RIGHTS AND suggest ways of [Gr 3 – Gr 7], Zimbabwe ●Explaining child trafficking.
RESPONSIBILITIES avoiding it ●Manipulati 2015 – 2022, ●pictures
●Child protection ng page 24 ●rights ●Listing jobs that are not good for
-Child trafficking ●Ventures Pry charter children.
H.S.S. Gr 4 ●key words,
●Groups attempt given questions.
Learners Bk, e.g. abuse,
pg. 51 – 52 neglect ●Feedback and written work.

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Cross Cutting Themes: Guidance and Counselling: Helping others who are suffering from abuse.
Lesson 1 By the end of the ●Problem ●H.S.S. Syll. ●pictures ●Studying pictures.
ENTITLEMENTS, lesson, learners solving Junior showing diff
RIGHTS AND ●Identifying forms of substance
should be able to: [Gr 3 – Gr 7], forms of
RESPONSIBILITIES ♦recognise forms ●Creative 2015 – 2022, abuse abuse in their area.
●Substance abuse of substance abuse thinking page 24 ●work cards ●Explaining reasons why many
-Forms of substance e.g. drug abuse, ●Ventures Pry with group children resort to taking drugs, e.g.
abuse glue sniffing, H.S.S. Gr 4 tasks peer pressure, experimenting,
alcohol Learners Bk, ●alcohol
environment.
pg. 52 – 53 containers
●key words ●Groups answer questions.
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 on cards ●Feedback and written work.
●Lesson recap.
Lesson 2 ♦analyze effects of ●Problem ●H.S.S. Syll. ●pictures ●Recapping the previous lesson.
ENTITLEMENTS, substance abuse, solving Junior showing diff
RIGHTS AND ●Listing forms of substance abuse.
e.g. bad decisions, [Gr 3 – Gr 7], forms of
RESPONSIBILITIES mental disorders, ●Discussing 2015 – 2022, abuse ●Explaining the effects of
●Substance abuse liver damages, page 24 ●work cards substance abuse.
-Effects of substance dizziness, brain ●Ventures Pry with group
abuse ●Groups dramatise the effects of
damage H.S.S. Gr 4 tasks
Learners Bk, ●alcohol substance abuse.
pg. 52 – 53 containers ●Displaying of role plays.
●key words
on cards ●Lesson recap.
Lesson 3 ♦suggest ways of ●Creative ●H.S.S. Syll. ●pictures ●Recapping the previous lesson.
ENTITLEMENTS, controlling thinking Junior showing diff
RIGHTS AND ●Stating the effects of substance
substance abuse [Gr 3 – Gr 7], forms of
RESPONSIBILITIES ●Manipulati 2015 – 2022, abuse abuse.
●Substance abuse ng page 24 ●work cards ●Suggesting ways of controlling
-Ways of controlling ●Ventures Pry with group substance abuse.
substance abuse H.S.S. Gr 4 tasks
Learners Bk, ●alcohol ●Groups attempt given questions.
pg. 52 – 53 containers ●Feedback and written work.
●key words
on cards ●Revising their written work with
the teacher.
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Cross Cutting Themes: Guidance and Counselling: Helping others who are suffering from abuse.
Lesson 1 By the end of the ●Problem ●H.S.S. Syll. ●pictures ●Studying pictures.
ENTITLEMENTS, lesson, learners solving Junior showing
RIGHTS AND ●Teacher explains the concept.
should be able to: [Gr 3 – Gr 7], physical
RESPONSIBILITIES ♦identify rules and ●Creative 2015 – 2022, abuse ●Explaining child abuse in the
●Rules and laws that practices that thinking page 24 ●work cards
protect children from govern human past.
●Ventures Pry with group
abuse conduct from the H.S.S. Gr 4 tasks ●Groups role play abuses.
-Practices that govern past, e.g. beating Learners Bk, ●chart with
human conduct from children, marriage, ●Displaying of role plays.
pg. 54 – 55 Government
the past
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 chimutsamapfihwa Acts ●Lesson recap.
Lesson 2 ♦identify social ●Problem ●H.S.S. Syll. ●pictures ●Recapping the previous lesson.
ENTITLEMENTS, rules and laws that solving Junior showing
RIGHTS AND ●Identifying social rules and laws
protect children [Gr 3 – Gr 7], physical
RESPONSIBILITIES from abuse ●Discussing 2015 – 2022, abuse that protect children from abuse.
●Rules and laws that page 24 ●work cards
protect children from ●Interpreting laws that protect
●Ventures Pry with group
abuse H.S.S. Gr 4 tasks children.
-Rules and laws that Learners Bk, ●chart with
protect children from ●Groups attempt given questions.
pg. 54 – 55 Government
abuse Acts ●Feedback and class discussion.
●Asking and answering oral
questions.
Lesson 3 ♦state government ●Creative ●H.S.S. Syll. ●pictures ●Recapping the previous lesson.
ENTITLEMENTS, Acts and areas thinking Junior showing
RIGHTS AND ●Stating different Acts.
they protect, e.g. [Gr 3 – Gr 7], physical
RESPONSIBILITIES -Criminal Law – ●Manipulati 2015 – 2022, abuse ●Listing areas protected by laws.
●Rules and laws that Rape, ng page 24 ●work cards
protect children from ●Matching Acts against areas they
-Domestic ●Ventures Pry with group
abuse Violence – Injury H.S.S. Gr 4 tasks protect, e.g. Criminal Law – Rape.
-Acts and areas they -Children’s Act – Learners Bk, ●chart with
protect ●Answering questions.
Child Labour pg. 54 – 55 Government
Acts ●Lesson recap.

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Cross Cutting Themes: Children’s Rights: All children have a right to food, education and good shelter.
Lesson 1 By the end of the ●Creative ●H.S.S. Syll. ●pictures ●Stating shelter found in their
SHELTER lesson, learners thinking Junior showing diff locality.
●Indigenous forms of should be able to: [Gr 3 – Gr 7], forms of ●Studying a given picture.
shelter ♦discuss the ●Problem 2015 – 2022, past and
●Identifying indigenous forms of
-Indigenous forms of indigenous forms solving page 25 modern
shelter of shelter in the ●Ventures Pry shelter shelter.
past H.S.S. Gr 4 ●work cards ●Talking about an ancient hut.
Learners Bk, with group ●Drawing an ancient hut and write
pg. 59 – 60 tasks four sentences.
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 ●shelter in ●Lesson recap.
and around
the school
●key words
Lesson 2 ♦identify modern ●Problem ●H.S.S. Syll. ●pictures ●Lesson recap.
SHELTER forms of shelter, solving Junior showing diff ●Stating shelter found in their
●Indigenous forms of e.g. the modern [Gr 3 – Gr 7], forms of area.
shelter hut ●Discussing 2015 – 2022, modern
●Identifying modern forms of
-Modern shelter page 25 shelter
●Ventures Pry ●work cards shelter.
H.S.S. Gr 4 with group ●Talking about a modern hut.
Learners Bk, tasks ●Drawing a modern hut and write
pg. 59 – 60 ●shelter in five sentences.
and around ●Answering oral questions.
the school
●key words
Lesson 3 ♦describe a Tonga ●Creative ●H.S.S. Syll. ●pictures ●Recapping the previous lesson.
SHELTER hut thinking Junior showing diff ●Studying a picture of a Tonga
●Indigenous forms of [Gr 3 – Gr 7], forms of hut.
shelter 2015 – 2022, shelter
●Explaining why they build their
-The Tonga hut page 25 ●work cards
●Ventures Pry with group huts on stilts.
H.S.S. Gr 4 tasks ●Stating materials used.
Learners Bk, ●shelter in ●Groups attempts given questions.
pg. 59 – 60 and around ●Feedback and written work.
the school ●Revising their written work with
●key words the teacher.
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Cross Cutting Themes: Heritage Studies: Learn about other people’s culture and own history.
Lesson 1 By the end of the ●Creative ●H.S.S. Syll. ●pictures ●Stating the importance of shelter.
SHELTER lesson, learners thinking Junior showing ●Studying a given picture showing
●Shelter in other should be able to: [Gr 3 – Gr 7], shelter in an Eskimos igloo.
countries ♦describe an igloo ●Problem 2015 – 2022, other
●Discussing the importance of the
-Igloo and explain its solving page 25 countries
importance to the ●Ventures Pry ●work cards igloo.
Eskimos H.S.S. Gr 4 with group ●Describing how it is built.
Learners Bk, tasks ●Drawing an Eskimos igloo and
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 pg. 59 – 60 ●shelter in write sentences.
and around ●Displaying of neat work.
the school
●key words
Lesson 2 ♦state the use of ●Problem ●H.S.S. Syll. ●pictures ●Lesson recap.
SHELTER pyramids and solving Junior showing ●Observing the pyramid pictures.
●Shelter in other explain its [Gr 3 – Gr 7], shelter in ●Learners describe how pyramids
countries significance to the ●Discussing 2015 – 2022, other
were built.
-Pyramids Pharaohs page 25 countries
●Ventures Pry ●work cards ●Class discussion on the
H.S.S. Gr 4 with group importance of pyramids to the
Learners Bk, tasks Pharaohs.
pg. 59 – 60 ●shelter in ●Drawing and labelling.
and around ●Answering oral questions.
the school
●key words
Lesson 3 ♦describe an Arab ●Creative ●H.S.S. Syll. ●pictures ●Recapping of the previous lesson.
SHELTER tent and explain its thinking Junior showing ●Studying a picture of an Arab
●Shelter in other use [Gr 3 – Gr 7], shelter in tent.
countries ♦explain the term 2015 – 2022, other
●Explaining why they live inside a
-A desert tent “nomads” page 25 ●work cards
●Ventures Pry with group tent.
H.S.S. Gr 4 tasks ●Explaining the term “nomads”.
Learners Bk, ●shelter in ●Groups attempt given questions.
pg. 59 – 60 and around ●Feedback and written work.
the school ●Discussing desert life.
●key words,
e.g. nomads
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Creative ●H.S.S. Syll. ●grass ●Naming shelter around their area.
SHELTER lesson, learners thinking Junior ●clay
●Explaining classic shelter.
●Materials used to should be able to: [Gr 3 – Gr 7], ●stones
make shelter ♦identify materials ●Problem 2015 – 2022, ●makavi ●Learners identify materials used
-Materials used to used to make solving page 25 ●work cards
in building classic shelter.
make classic shelter classic shelter, e.g. ●Ventures Pry with group
poles, grass, clay, H.S.S. Gr 4 tasks ●Discussing listed materials.
stones, makavi, Learners Bk, ●shelter in
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 cow dung pg. 60 – 61 and around ●Groups answer given questions.
the school
●Modelling classic shelter.
Lesson 2 ♦discuss materials ●Problem ●H.S.S. Syll. ●asbestos ●Naming shelter found in their
SHELTER used to make solving Junior ●bricks
area.
●Materials used to contemporary [Gr 3 – Gr 7], ●iron sheets
make shelter shelter, e.g. ●Discussing 2015 – 2022, ●cement ●Explaining contemporary /
-Materials used to cement, sand, page 25 ●work cards
modern shelter.
make contemporary bricks, iron sheets, ●Ventures Pry with group
shelter/ modern asbestos H.S.S. Gr 4 tasks ●Learners identify materials used
shelter Learners Bk, ●shelter in
in building modern shelter.
pg. 60 – 61 and around
the school ●Discussing listed materials.
●Groups answer questions.
●Modelling modern shelter.
Lesson 3 ♦classify list of ●Creative ●H.S.S. Syll. ●grass ●Recapping the previous lesson.
SHELTER materials into thinking Junior ●clay
●Listing materials used to make
●Materials used to classic and [Gr 3 – Gr 7], ●asbestos
make shelter contemporary 2015 – 2022, ●bricks shelter.
-Matching materials ♦complete a given page 25 ●work cards
●Groups group materials into
and shelter table ●Ventures Pry with group
H.S.S. Gr 4 tasks classic and contemporary.
Learners Bk, ●key words
●Feedback and corrections.
pg. 60 – 61 on cards,
e.g. modern, ●Completing given work in books.
classic,
●Class discussion.
urban, rural
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Cross Cutting Themes: Children’s Rights: All children have a right to good shelter.
Lesson 1 By the end of the ●Creative ●H.S.S. Syll. ●grass ●Naming shelter found in their
SHELTER lesson, learners thinking Junior ●clay area.
●Type of shelter should be able to: [Gr 3 – Gr 7], ●stones ●Observing types of shelter in
according to ♦describe how ●Problem 2015 – 2022, ●work cards
their area.
geographical areas weather influence solving page 25 with group
-Some types of the location of ●Ventures Pry tasks ●Explaining how weather
shelter are influenced shelter H.S.S. Gr 4 ●shelter in influence the type and location of

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 by the weather ♦discuss life of the Learners Bk, and around different shelter.
Tonga in the pg. 61 – 62 the school ●Naming hazards that the Tonga
Zambezi Valley hut protects its people from.
●Groups answer questions.
●Lesson recap.
Lesson 2 ♦discuss how soil ●Problem ●H.S.S. Syll. ●asbestos ●Naming shelter in their area.
SHELTER type influence the solving Junior ●bricks ●Examining soil types.
●Type of shelter location of shelter [Gr 3 – Gr 7], ●iron sheets ●Explaining how soil type
according to ●Discussing 2015 – 2022, ●cement
influenced the way they were built.
geographical areas page 25 ●work cards
-Some types of ●Ventures Pry with group ●Groups write similar things about
shelter are influenced H.S.S. Gr 4 tasks types of shelter in their areas.
by the type of soil in Learners Bk, ●shelter in ●Groups answer given questions.
the area pg. 61 – 62 and around ●Feedback and written work.
the school ●Answering oral questions.
Lesson 3 ♦explain how the ●Creative ●H.S.S. Syll. ●grass ●Recapping the previous lesson.
SHELTER availability of thinking Junior ●clay ●Naming materials used to build
●Type of shelter materials in the [Gr 3 – Gr 7], ●bricks shelter in their area.
according to area determine 2015 – 2022, ●work cards
●Discussing how materials
geographical areas the type of shelter page 25 with group
-Some types of ●Ventures Pry tasks influence the location of shelter.
shelter are influenced H.S.S. Gr 4 ●key words ●Completing work in books.
by the building Learners Bk, on cards, ●Revising work written.
material available in pg. 61 – 62 e.g. clay, ●Recap of the lesson.
the area sand,
material,
influence,
foundations
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Cross Cutting Themes: Guidance and Counselling: Helping people who are disadvantaged.
Lesson 1 By the end of the ●Creative ●H.S.S. Syll. ●pictures in ●Naming churches found in their
SOCIAL lesson, learners thinking Junior textbook community.
SERVICES & should be able to: [Gr 3 – Gr 7], ●work cards ●Stating the needy people.
VOLUNTEERISM ♦state the local ●Problem 2015 – 2022, with group
●Discussing the role played by
●Local social service social services solving page 26 tasks
providers provided by ●Ventures Pry ●churches churches in helping social
problems and needs.
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 -Churches provide churches H.S.S. Gr 4 in their ●Describing the picture in text.
social services to Learners Bk, community ●Groups answer questions.
people with needs pg. 64 – 66 ●key words, ●Lesson recap.
e.g. needy,
vulnerable
Lesson 2 ♦identify local ●Problem ●H.S.S. Syll. ●pictures in ●Stating orphans in their area.
SOCIAL social services solving Junior textbook ●Listing problems faced by
SERVICES & that help orphans [Gr 3 – Gr 7], ●work cards orphans and old people.
VOLUNTEERISM and the old people, ●Discussing 2015 – 2022, with group
●Identifying organizations that
●Local social service e.g. Matthew page 26 tasks
providers Rusike Children’s ●Ventures Pry ●churches offer help to orphans and old
-Some organisations Home, Masvingo H.S.S. Gr 4 in their people.
care for orphans and Old People’s Learners Bk, community ●Groups write a list of things that
old people Home, Ethembeni pg. 64 – 66 ●key words, are donated.
in Bulawayo e.g. needy, ●Groups answer questions.
social, ●Feedback and written work.
vulnerable
●Answering oral questions.
Lesson 3 ♦describe services ●Creative ●H.S.S. Syll. ●pictures in ●Recapping the previous lesson.
SOCIAL provided by local thinking Junior textbook ●Discussing types of services
SERVICES & Council and the [Gr 3 – Gr 7], ●work cards provided by Councils and Zunde
VOLUNTEERISM Zunde RaMambo 2015 – 2022, with group
RaMambo.
●Local social service page 26 tasks
providers ●Ventures Pry ●churches ●Researching on the services
-Councils and Zunde H.S.S. Gr 4 in their provided in their community.
RaMambo also Learners Bk, community ●Groups dramatise.
provide social pg. 64 – 66 ●key words, ●Class discussion.
services to e.g. needy,
community members vulnerable
in need
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Cross Cutting Themes: Guidance and Counselling: Helping people who are disadvantaged.
Lesson 1 By the end of the ●Creative ●H.S.S. Syll. ●work cards ●Recapping the previous lesson.
SOCIAL lesson, learners thinking Junior with group ●Explaining the concept to
SERVICES & should be able to: ●Problem [Gr 3 – Gr 7], tasks
learners.
VOLUNTEERISM ♦state the solving 2015 – 2022, ●chart with
●Functions of social functions of the page 26 table of ●Stating functions of the Red
local service Red Cross ●Ventures Pry services and Cross.
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 providers ♦describe services H.S.S. Gr 4 service ●Describing services offered by
-Functions of the Red offered by the Red Learners Bk, providers the Red Cross.
Cross Cross pg. 67 – 68
●Groups answer given questions.
●Feedback and recap of lesson.
Lesson 2 ♦state the ●Problem ●H.S.S. Syll. ●key words ●Lesson recap.
SOCIAL functions of the solving Junior of cards, e.g.
●Discussing functions of the Legal
SERVICES & Legal Resources ●Discussing [Gr 3 – Gr 7], needy,
VOLUNTEERISM Foundation 2015 – 2022, vulnerable Resources Foundation.
●Functions of social ♦describe services page 26 ●chart with ●Describing the help they offer to
local service offered by the ●Ventures Pry table of the local people.
providers Legal Resources H.S.S. Gr 4 services and
-Functions of the Foundation Learners Bk, service ●Reading Legal Resources
Legal Resources pg. 67 – 68 providers Foundation books.
Foundation ●Groups answer questions.
●Answering oral questions.
Lesson 3 ♦discuss services ●Creative ●H.S.S. Syll. ●key words ●Recapping the previous lesson.
SOCIAL offered by the thinking Junior of cards, e.g.
●Discussing services offered by
SERVICES & Justice for [Gr 3 – Gr 7], needy,
VOLUNTEERISM Children and 2015 – 2022, vulnerable Justice for Children and
●Functions of social ZIMCARE Trust page 26 ●chart with ZIMCARE Trust.
local service ●Ventures Pry table of ●Groups match services and their
providers H.S.S. Gr 4 services and service providers.
-Justice for Children Learners Bk, service
and ZIMCARE Trust pg. 67 – 68 providers ●Feedback of findings by groups.
●Writing work on books.
●Revising work done.
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Cross Cutting Themes: Environmental issues: Protecting the sacred places.
Lesson 1 By the end of the ●Creative ●H.S.S. Syll. ●grass ●Naming vegetation found in their
Production, lesson, learners thinking Junior ●sticks area.
Distribution and should be able to: ●Problem [Gr 3 – Gr 7], ●stones ●Discussing how people destroy
Consumption of ♦explain ways of solving 2015 – 2022, ●●damaged
natural vegetation.
Goods and Services conserving page 25 land in the
●Conservation of vegetation ●Ventures Pry environment ●Groups discuss the listed

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 natural resources H.S.S. Gr 4 methods.
-Methods of Learners Bk, ●Feedback and class discussion.
conserving vegetation pg. 71 – 74 ●Answering questions.
●Revising work done.

Lesson 2 ♦explain ●Problem ●H.S.S. Syll. ●work cards ●Recap of the previous lesson.
Production, sustainable ways solving Junior with group ●Saying out uses of water.
Distribution and of conserving ●Discussing [Gr 3 – Gr 7], tasks
Consumption of water 2015 – 2022, ●key words ●Explaining water harvest.
Goods and Services page 25 on cards ●Groups list things they can do to
●Conservation of ●Ventures Pry ●damaged conserve water.
natural resources H.S.S. Gr 4 land in the ●Feedback followed by a class
-Water harvesting Learners Bk, environment
discussion.
pg. 71 – 74
●Individual attempts questions.
●Revising water harvest methods.
Lesson 3 ♦discuss why it is ●Creative ●H.S.S. Syll. ●damaged ●Lesson recap.
Production, important to thinking Junior land in the ●Defining land reclamation.
Distribution and change damaged [Gr 3 – Gr 7], environment ●Observing damaged soil in and
Consumption of land and make it 2015 – 2022, , e.g.
around the school.
Goods and Services useful page 25 erosion,
●Conservation of ●Ventures Pry gully, ●Explaining ways of reclaiming
natural resources H.S.S. Gr 4 harvest, land so as to improve the land.
-Land reclamation is Learners Bk, reclamation, ●Learners identify materials used
a method of pg. 71 – 74 natural to reclaim the land.
conserving natural resources ●Completing work given in their
resources books.
●Revising written work.
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Cross Cutting Themes: Environmental issues: Protecting the sacred places.
Lesson 1 By the end of the ●Creative ●H.S.S. Syll. work cards ●Listening to a story.
Production, lesson, learners thinking Junior with group ●Listing indigenous methods of
Distribution and should be able to: ●Problem [Gr 3 – Gr 7], tasks manufacturing goods.
Consumption of ♦list indigenous solving 2015 – 2022, ●key words
●Learners describe the methods of
Goods and Services methods of page 25 on cards
●Indigenous methods manufacturing ●Ventures Pry ●local manufacturing goods.

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 of manufacturing goods H.S.S. Gr 4 environment ●Stating goods that are
goods ♦describe methods Learners Bk, manufactured by welding,
-Welding, pounding of manufacturing pg. 74 – 76 pounding and grinding.
and grinding goods
●Group discussion.
●Feedback and class discussion.
●Answering questions.
Lesson 2 ♦discuss curving, ●Problem ●H.S.S. Syll. ●key words ●Lesson recap.
Production, sculpting and solving Junior on cards, ●Saying out manufactured goods.
Distribution and weaving ●Discussing [Gr 3 – Gr 7], e.g. welder, ●Explaining curving, sculpting
Consumption of 2015 – 2022, goggles,
and weaving.
Goods and Services page 25 carving,
●Indigenous methods ●Ventures Pry adzes, pestle ●Listing goods manufactured
of manufacturing H.S.S. Gr 4 through curving, sculpting and
goods Learners Bk, weaving.
-Curving, weavin and pg. 74 – 76 ●Groups describe the methods.
sculpting ●Reading a passage.
●Asking and answering questions.
Lesson 3 ♦describe how to ●Creative ●H.S.S. Syll. ●local ●Recap of the previous lesson.
Production, mould goods thinking Junior environment ●Explaining moulding.
Distribution and using clay [Gr 3 – Gr 7], ●key words ●Demonstrating moulding.
Consumption of ♦practice to mould 2015 – 2022, on cards,
●Learners mould objects of their
Goods and Services goods page 25 e.g. welder,
●Indigenous methods ●Ventures Pry goggles, own choice.
of manufacturing H.S.S. Gr 4 carving, ●Displaying of neatly done
goods Learners Bk, adzes, pestle artefacts.
-Moulding pg. 74 – 76 ●Written work individually.
●Revising work done.

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13
END OF Learners should ●Critical ●H.S.S. Syll. ●charts ●Oral revision of all concepts covered
TERM TESTS be able to: thinking Junior
AND ♦write end of [Gr 3 – Gr 7], ●pictures during the Term.
REVISION Term examination ●Discussing 2015 – 2022,
on the topics page 25 ●objects ●Answering questions in writing with
covered so far ●Ventures Pry
H.S.S. Gr 4 the representation of every concept
Learners Bk,
pg. 48 – 76 covered during the Term.

14
END OF ♦write Mid-Year ●Problem ●H.S.S. Syll. ●question ●Write end of Term tests.
TERM TESTS Examination solving Junior papers
AND [Gr 3 – Gr 7], ●Revision of written work for
REVISION ●Matching 2015 – 2022,
page 25 consolidation and correction
●Ventures Pry
H.S.S. Gr 4 purposes.
Learners Bk,
pg. 48 – 76

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INDIGENOUS LANGUAGES [CHISHONA]
VAVARIRO
Kubatsira vana kuti vakwanise:
1. kuva nyanzvi dzekutaura, kuteerera, kuverenga nekunyora
2. kugona kuzviitira kubva muzviito zvakasiyana-siyana
3. kuita mabasa akasiyana
ZVAKADZIDZWA
1. Kuteerera [Listening / Observing]
2. Kutaura [Speaking / Signing]
3. Kuverenga [Reading / Signing]
4. Kunyora [Writing / Brailing]
ZVICHADZIDZWA
1. Kuteerera [Listening / Observing] 2. Kutaura [Speaking / Signing]
 Kuziva ruzha / zviratidzo ▪ Zvavanoda nezvavasingadi
 Mitinhimira ▪ Basa randinoita nerinoitwa nemhuri
 Nhau, Nyaya neNgano ▪ Zviito
 Zvirevo, mibvunzo nekuita zvawaudzwa ▪ Kuverenga nhamba kusvika makumi mashanu
 Nhaurirano ▪Nhau, Nyaya neNgano
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 3. Kuverenga [Reading / Signing] 4. Kunyora [Writing / Brailing]
 Mitinhimira ▪ Kudzudza kunyora mavara eArufabheti
 Kududumisa ▪ Nzwisiso
 Nzwisiso ▪Kunyora nyaya dzinofadza [Creative writing]
 Nhau neNyaya ▪Zvimiso, Zviperengo, Mutauro, Rondedzero
MADZIDZISORO
Storytelling Educational tours Dramas, Songs, Poetry
Question and Answer Group Discussion Problem Solving Demonstration
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
VI

1
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Chidzidzo 1 Panopera ●Kuronga ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUTAURA chidzidzo, vana zvinhu Syll. Junior emazwi kutaura mutauro wemudunhu mavo.
●Mubairo vanotarisirwa zvavo [Gr 3 – Gr 7], matsva ●Intro: Kuimba kambo.
wokushanda nesimba kunge vokwanisa: namazvo 2015 – 2022, ●makadhi
●Kudoma mabasa.
♦kutaura kukosha page 19 – 26 ebasa
kwakaita kushanda mumapoka ●Kuita hurukuro.
nesimba ●Kupindura mibvunzo.
●Kunyora mitsara mishoma.
●Con: Hurukuro yezvadzidzwa.
Chidzidzo 2 ♦kuita mutambo ●Kufunga ●Ventures ●zvinyores ●Ass. Knowledge: Vana vanogona
KUTEERERA wokupana mibairo zvakadzam Shona Gr. 4 o kutaura mutauro wemudunhu mavo.
●Kuita mutambo yakasiyana-siyana a Learners Bk, ●mabhuku ●Intro: Dzokororo yechidzidzo.
yezvemabasa pg. 63 – 66 emubairo ●Kukurukura pfungwa huru.
avakaita ●kuita mutambo mumapoka.
●Kubatsira vana.
●Mapoka anopakura zvaawana.
●Con: Hurukuro sekirasi.
Chidzidzo 3 ♦kududumusa ●Kufunga ●Ind. Lang. ●mitinhimi ●Ass. Knowledge: Vana vanogona
KUVERENGA ndima zvakadzam Syll. Junior ra pachati kutaura mutauro wemudunhu mavo.
●Kududumisa vachicherechedza a [Gr 3 – Gr 7], ●zvirevo ●Intro: Kuteerera kanyaya.
-Mubairo zvimiso uye 2015 – 2022,
●Kuverenga mazwi matsva uye
wokushanda nesimba vachishevedzera page 19 – 26
kutsanangura zvimiso.

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 ●Kupa muenzaniso wokuverenga.
●Kuverenga mumapoka.
●Kuverenga umwe umwe.
●Con: Hurukuro sekirasi.
Chidzidzo 4 ♦kunyora izwi ●Kufunga ●Ventures ●makadhi ●Ass. Knowledge: Vana vanogona
KUVERENGA rakafanana zvakadzam Shona Gr. 4 emazwi kutaura mutauro wemudunhu mavo.
●Mazwi akafanana nerakatarwa a Learners Bk, matsva ●Intro: Kutaura mazwi akafanana
pg. 63 – 66 ●makadhi avanoziva.
ebasa ●Kuverenga zvirevo namazwi.
mumapoka ●Kutsanangurira vana chidzidzo.
●Basa mumapoka.
●Basa mumabhuku.
●Con: Hurukuro yebasa radzidzwa.
Chidzidzo 5 Panopera ●Kugadziri ●Ind. Lang. ●mitinhimi ●Ass. Knowledge: Vana vanogona
KUNYORA chidzidzo, vana sa Syll. Junior ra pachati kutaura mutauro wemudunhu mavo.
●Kuzadzisa zvirevo vanotarisirwa matambudz [Gr 3 – Gr 7], ●zvirevo ●Intro: Kuverenga zvirevo.
kunge vokwanisa: iko voga 2015 – 2022, ●Kupa vana muenzaniso.
♦kuzadzisa zvirevo page 19 – 26 ●Kuzadzisa zvirevo mumapoka.
nezwi rakakodzera
●Kupakura zvavawana.
●Kunyora basa mumabhuku.
●Con: Kuita dzokororo yebasa
radzidzwa.
Chidzidzo 6 ♦kuverenga ●Kuronga ●Ventures ●zvinyores ●Ass. Knowledge: Vana vanogona
KUNYORA chinyararire zvinhu Shona Gr. 4 o kutaura mutauro wemudunhu mavo.
●Nzwisiso vopindura zvavo Learners Bk, ●mabhuku ●Intro: Mudzidzisi anoverengera
-Mibairo yekushanda mibvunzo namazvo pg. 63 – 66 emubairo vana ndima.
nesimba ●Vana vanoverenga mazwi matsva.
●Kuverenga ndima chinyararire.
●Kupindura mibvunzo mumapoka.
●Kunyora basa mumabhuku.
●Con: Vana vanoita hurukuro
sekirasi.
Chidzidzo 7 ♦kunyora ●Kuronga ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUNYORA zviperengo kubva zvinhu Syll. Junior emazwi kutaura mutauro wemudunhu mavo.
●Zviperengo mundima zvavo [Gr 3 – Gr 7], matsva ●Intro: Kuverenga mazwi
namazvo 2015 – 2022, ●makadhi pamakadhi.
page 19 – 26 ebasa ●Kuverenga ndima.

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 mumapoka ●Kutsvaka mazwi matsva mundima.
●Zviperengo mumapoka.
●Kunyora zviperengo mumabhuku.
●Con: Hurukuro yezvaitwa.
Chidzidzo 8 ♦kunyora ●Kugadziri ●Ventures ●zvinyores ●Ass. Knowledge: Vana vanogona
KUNYORA rondedzero sa Shona Gr. 4 o kutaura mutauro wemudunhu mavo.
●Rondedzero pamusoro matambudz Learners Bk, ●mabhuku ●Intro: Kukurukura pamusoro
-Mubairo pemubairo iko voga pg. 63 – 66 emubairo pokushanda nesimba.
wandakawana wavakawana ●Kutaura nezvemibairo
yavakamboita.
●Kupa pfungwa huru dzerondedzero
●Kunyora rondedzero mumabhuku.
●Vana vanoverenga zvavanyora.
●Con: Hurukuro yezvaitwa.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
VI

2
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Chidzidzo 1 Panopera ●Kuronga ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUTEERERA chidzidzo, vana zvinhu Syll. Junior emazwi kutaura mutauro wemudunhu mavo.
●Tsumo vanotarisirwa zvavo [Gr 3 – Gr 7], matsva ●Intro: Kudoma tsumo.
kunge vokwanisa: namazvo 2015 – 2022, ●makadhi ●Kupa muenzaniso wenyaya
♦kupa kanyaya page 19 – 26 ebasa inoenderana netsumo.
kanoburitsa tsumo mumapoka ●Kuita hurukuro mumapoka.
yakapiwa ●Kupa nyaya dzinoenderana
netsumo.
●Kunyora mitsara mishoma
mumabhuku.
●Con: Hurukuro yezvadzidzwa.
Chidzidzo 2 ♦kuteerera votaura ●Kufunga ●Ventures ●chati rine ●Intro: Kuongorora mitinhimira
KUTAURA mitinhimira zvakadzam Shona Gr. 4 zvirevo yeArufabheti.
●Mitinhimira muzvirevo a Learners Bk, ●mitinhimi ●Kuteerera mitinhimira.
-dzw_, shw_, ndw_ pg. 67 – 72 ra pachati ●Kudzidzira mitinhimira yapiwa.
●arifabheti ●Kuedzesera mitinhimira mumapoka
●Kuverenga mazwi.
●Con: Kuumba marhymes.
Chidzidzo 3 ♦kuverenga ndima ●Kufunga ●Ind. Lang. ●makadhi ●Intro: Kuverenga mazwi matsva
KUVERENGA vachidudza mazwi zvakadzam Syll. Junior emazwi pamakadhi.
●Kududumisa uye a [Gr 3 – Gr 7], matsva ●Kutsanangura zvimiso.
-Kumhanya hakusi vachishevedzera 2015 – 2022, ●makadhi ●Kupa muenzaniso wokuverenga.
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 kusvika page 19 – 26 ebasa ●Kuverenga mumapoka.
mumapoka ●Kuverenga mumwe nomumwe.
●C●Ass. Knowledge: Vana
vanogona kutaura mutauro
wemudunhu mavo.
on: Hurukuro sekirasi.
Chidzidzo 4 ♦kunyora mazwi ●Kufunga ●Ventures ●chati rine ●Ass. Knowledge: Vana vanogona
KUTAURA ezviito muzvirevo, zvakadzam Shona Gr. 4 zvirevo kutaura mutauro wemudunhu mavo.
●Kudzokorodza e.g. cheka-cheka, a Learners Bk, ●mitinhimi ●Intro: Kuteerera kanyaya.
mazwi ezviito kudenga-denga pg. 67 – 72 ra pachati ●Kutsanagurira vana zviito.
●arifabheti ●Kupa vana muenzaniso.
●Basa mumapoka.
●Kunyora mumabhuku.
●Con: Hurukuro yebasa radzidzwa.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
VI
Chidzidzo 5 Panopera ●Kugadziri ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUNYORA chidzidzo, vana sa Syll. Junior emazwi kutaura mutauro wemudunhu mavo.
●Pfupiso vanotarisirwa matambudz [Gr 3 – Gr 7], matsva ●Intro: Dzokororo yebasa reshure.
kunge vokwanisa: iko voga 2015 – 2022, ●makadhi ●Kuteerera ndima.
♦kuzadzisa zvirevo page 19 – 26 ebasa ●Kunyora pfungwa huru.
nezwi rakakodzera mumapoka
●Pfupiso mumapoka.
●Kunyora basa mumabhuku.
●Con: Vana vanoita hurukuro
sekirasi.
Chidzidzo 6 ♦kuverenga ●Kuronga ●Ventures ●chati rine ●Intro: Mudzidzisi anoverengera
KUNYORA chinyararire zvinhu Shona Gr. 4 zvirevo vana ndima.
●Nzwisiso vopindura zvavo Learners Bk, ●mitinhimi ●Vana vanoverenga mazwi matsva.
-Kumhanya hakusi mibvunzo namazvo pg. 67 – 72 ra pachati
●Kuverenga ndima chinyararire.
kusvika ●arifabheti
●Kupindura mibvunzo mumapoka.
●Kunyora basa mumabhuku.
●Con: Vana vanoita hurukuro
sekirasi.
Chidzidzo 7 ♦kutangisa zvirevo ●Kuronga ●Ind. Lang. ●makadhi ●Intro: Kuverenga zvirevo
KUNYORA nanyakuitirwa zvinhu Syll. Junior emazwi zvakapiwa.
●Kuvaka zvirevo zvavo [Gr 3 – Gr 7], matsva ●Kuita zviito vana votsanangura.
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 namazvo 2015 – 2022, ●makadhi ●Kuvaka zvirevo somuenzaniso
page 19 – 26 ebasa wakapiwa.
mumapoka ●Kuita basa mumapoka.
●Kunyora basa mumabhuku.
●Con: Hurukuro yezvaitwa.
Chidzidzo 8 ♦kunyora pamusoro ●Kugadziri ●Ventures ●chati rine ●Intro: Kukurukura pamusoro
KUNYORA pemusoro sa Shona Gr. 4 zvirevo petsumo yapiwa.
●Rondedzero wakapiwa matambudz Learners Bk, ●mitinhimi ●Hurukuro yemanyorerwo
-Kumhanya hakusi iko voga pg. 67 – 72 ra pachati
erondedzero.
kusvika ●arifabheti
●Kupa pfungwa huru dzerondedzero
●Kunyora rondedzero mumabhuku.
●Vana vanoverenga zvavanyora.
●Con: Hurukuro yezvaitwa.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
VI

3
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Chidzidzo 1 Panopera ●Kuronga ●Ind. Lang. ●makadhi ●Intro: Kudoma ngano.
KUTEERERA chidzidzo, vana zvinhu Syll. Junior emazwi ●Kuteerera ngano yomudzidzisi.
●Ngano vanotarisirwa zvavo [Gr 3 – Gr 7], matsva
kunge vokwanisa: namazvo 2015 – 2022, ●makadhi ●Kudzokorora ngano yomudzidzisi
♦kuteerera ngano page 19 – 26 ebasa vari vaviri-vaviri.
yomudzidzisi mumapoka Vana vanoita ngano mberi kwekirasi.
voidzokorora ●Kupindura mibvunzo.
●Con: Hurukuro yezvadzidzwa.
Chidzidzo 2 ♦kuvaka mazwi ●Kufunga ●Ventures ●chati ●Intro: Kuongorora mitinhimira
KUTAURA nemitinhimira zvakadzam Shona Gr. 4 rezvirevo yeArufabheti.
●Kuvaka mazwi yakapiwa a Learners Bk, ●mitinhimi ●Kuteerera mitinhimira.
-Nn_, Pp_, Rr_ pg. 73 – 77 ra pachati ●Kupa vana muenzaniso.
●arifabheti
●Kuvaka mazwi mumapoka.
●Kunyora basa mumabhuku.
●Con: Dzokororo yemitinhimira.
Chidzidzo 3 ♦kuverenga ndima ●Kufunga ●Ind. Lang. ●makadhi ●Intro: Kuverenga mazwi matsva
KUVERENGA vachidudza mazwi zvakadzam Syll. Junior emazwi pamakadhi.
●Kududumisa uye a [Gr 3 – Gr 7], matsva
●Kutsanangura zvimiso.
-Kutumira vachishevedzera 2015 – 2022, ●makadhi
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 81
 kwakashaisa mbira page 19 – 26 ebasa ●Kupa muenzaniso wokuverenga.
muswe [part 1] mumapoka ●Kuverenga mumapoka.
●Kuverenga umwe noumwe.
●Con: Hurukuro sekirasi.
Chidzidzo 4 ♦Kuverenga ●Kufunga ●Ventures ●chati rine ●Intro: Mudzidzisi anoverengera
KUNYORA chinyararire zvakadzam Shona Gr. 4 zvirevo vana ndima.
●Nzwisiso vopindura a Learners Bk, ●mitinhimi
●Vana vanoverenga mazwi matsva.
-Kutumira mibvunzo pg. 73 – 77 ra pachati
kwakashaisa mbira ●arifabheti ●Kuverenga chinyayarire.
muswe [part 1] ●Kupindura mibvunzo mumapoka.
●Kunyora basa mumabhuku.
●Con: Vana vanoita hurukuro
sekirasi.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
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Chidzidzo 5 Panopera ●Kugadziri ●Ind. Lang. ●makadhi ●Intro: Kudoma zvimiso.
KUNYORA chidzidzo, vana sa Syll. Junior emazwi ●Kutsanangura zvifema.
●Zvimiso vanotarisirwa matambudz [Gr 3 – Gr 7], matsva ●Kupa vana muenzaniso.
-Chifemo kunge vokwanisa: iko voga 2015 – 2022, ●makadhi
●Vana vanoshandisa zvifemo
♦kushandisa page 19 – 26 ebasa
zvifemo muzvirevo mumapoka muzvirevo.
zvakapiwa ●Kunyora basa mumabhuku.
●Con: Kuita dzokororo yebasa
raitwa.
Chidzidzo 6 ♦kupa ●Kuronga ●Ventures ●chati rine ●Intro: Kudoma madimikira
KUNYORA yemadimikira zvinhu Shona Gr. 4 zvirevo avanoziva.
●Madimikira akapiwa zvavo Learners Bk, ●mitinhimi ●Kukurukura pamusoro
namazvo pg. 73 – 77 ra pachati
pemadimikira.
●arifabheti
●Kupa vana muenzaniso.
●Kupa dudziro mumapoka.
●Kubakura zvemumapoka.
●Kunyora basa mumabhuku.
●Con: Kuita dzokororo.
Chidzidzo 7 ♦kuvaka zvirevo ●Kuronga ●Ind. Lang. ●makadhi ●Intro: Kuverenga mazwi.
KUNYORA namazwi akapiwa zvinhu Syll. Junior emazwi
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 ●Kuvaka zvirevo zvavo [Gr 3 – Gr 7], ●chati ●Kutsanangura mazwi zvaanoreva.
namazvo 2015 – 2022, remadimiki ●Kupa vana muenzaniso wokuvaka
page 19 – 26 ra zvirevo.
●makadhi
●Kuita basa mumapoka.
ebasa
mumapoka ●Kunyora basa mumabhuku.
●Con: Hurukuro yezvaitwa.
Chidzidzo 8 ♦kunyora ●Kugadziri ●Ventures ●chati rine ●Intro: Kuteerera rungano.
KUNYORA rondedzero sa Shona Gr. 4 zvirevo
●Hurukuro yemanyorerwo
●Rondedzero yerungano matambudz Learners Bk, ●mitinhimi
erondedzero.
-Rungano zvakanaka iko voga pg. 73 – 77 ra pachati
●arifabheti ●Kupa vana pfungwa huru.
●Kunyora rondedzero mumapoka.
●Kunyora basa mumabhuku.
●Con: hurukuro yezvaitwa.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
VI

4
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Chidzidzo 1 Panopera ●Kuronga ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUTEERERA chidzidzo, vana zvinhu Syll. Junior ebasa kutaura mutauro wemudunhu mavo.
●Mitinhimira vanotarisirwa zvavo [Gr 3 – Gr 7], mumapoka ●Intro: Kuongorora mitinhimira
-sw_, mh_, mv_, kw_ kunge vokwanisa: namazvo 2015 – 2022, ●mitinhimi
yeArufabheti.
♦kuteerera votaura page 19 – 26 ra pachati
mitinhimira ●Kuteerera mitinhimira.
muzvirevo ●Kudzidzira mitinhimira yapiwa.
●Kuedzesera mitinhimira mumapoka
●Kuverenga mazwi.
●Con: Kuimba ma rhymes.
Chidzidzo 2 ♦kupedzisa zvirevo ●Kufunga ●Ventures ●makadhi ●Intro: Kupindura mibvunzo.
KUTAURA zvakapiwa zvakadzam Shona Gr. 4 ebasa
●Kutsanangura chidzidzo.
●Kushandisa vachishandisa a Learners Bk, mumapoka
“hameno” “hameno” pg. 78 – 84 ●makadhi ●Kupa vana muenzaniso.
emazwi ●Kuzadzisa zvirevo mumapoka.
matsva
●Kunyora basa mumabhuku.
●Con: Dzokororo yebasa raitwa.

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 Chidzidzo 3 ♦kuverenga ndima ●Kufunga ●Ind. Lang. ●makadhi ●Intro: Kuverenga mazwi matsva
KUVERENGA vachidudza mazwi zvakadzam Syll. Junior ebasa pamakadhi.
●Kududumisa uye a [Gr 3 – Gr 7], mumapoka ●Kutsanangura zvimiso.
-Kutumira vachicherechedza 2015 – 2022, ●makadhi
●Kupa muenzaniso wokuverenga.
kwakashaisa mbira zvimiso page 19 – 26 emazwi
muswe [part 2] matsva ●Kuverenga mumapoka.
●Kuverenga umwe noumwe.
●Con: Hurukuro sekirasi.
Chidzidzo 4 ♦kuverenga ●Kufunga ●Ventures ●makadhi ●Intro: Mudzidzisi anoverengera
KUNYORA chinyararire zvakadzam Shona Gr. 4 emazwi vana ndima.
●Nzwisiso vopindura a Learners Bk, matsva ●Vana vanoverenga mazwi matsva.
-Kutumira mibvunzo namazvo pg. 78 – 84 ●makadhi
●Kuverenga ndima chinyararire.
kwakashaisa mbira ebasa
muswe [part 2] mumapoka ●Kupindura mibvunzo mumapoka.
●Kunyora basa mumabhuku.
●Con: Vana vanoita hurukuro
sekirasi.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
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Chidzidzo 5 Panopera ●Kugadziri ●Ind. Lang. ●chati ●Ass. Knowledge: Vana vanogona
KUNYORA chidzidzo, vana sa Syll. Junior reushoma/ kutaura mutauro wemudunhu mavo.
●Ushoma / Uzhinji vanotarisirwa matambudz [Gr 3 – Gr 7], uzhinji ●Intro: Kudoma mhuka.
kunge vokwanisa: iko voga 2015 – 2022, ●makadhi
●Kutsanangura chidzidzo kuvana.
♦kunyora mazwi ari page 19 – 26 ebasa
muushoma vachiisa mumapoka ●Kupa vana muenzaniso.
muuzhinji ●Vana vanoisa ushoma kuuzhinji.
●Kunyora basa mumabhuku.
●Con: Kuita dzokororo yebasa
raitwa.
Chidzidzo 6 ♦kunyora tsumo ●Kuronga ●Ventures ●chati ●Intro: Kudoma tsumo dzavanoziva
KUNYORA dzine mazita zvinhu Shona Gr. 4 retsumo ●Kuverenga tsumo dzemhuka.
●Tsumo emhuka zvavo Learners Bk, dzemhuka
namazvo pg. 78 – 84 ●makadhi ●Kutsanangura tsumo.
ebasa ●Kunyora tsumo mumapoka.
mumapoka ●Kupakura zvavawana mumapoka.
●Kunyora basa mumabhuku.
●Con: Kuita dzokororo.

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 Chidzidzo 7 ♦kunyora ●Kuronga ●Ind. Lang. ●makadhi ●Intro: Kudoma mhuka.
KUNYORA rondedzero zvinhu Syll. Junior emazwi ●Hurukuro yemanyorerwo
●Rondedzero vachitsanagura zvavo [Gr 3 – Gr 7], matsva
erondedzero.
-Mhuka yandinoziva mhuka yavanoziva namazvo 2015 – 2022, ●makadhi
page 19 – 26 ebasa ●Kupa vana pfungwa huru.
mumapoka ●Kunyora rondedzero mumapoka.
●Kunyora basa mumabhuku.
●Con: Hurukuro yebasa raitwa.
Chidzidzo 8 ♦kunyora ●Kugadziri ●Ventures ●chati ●Intro: Dzokororo yebasa revhiki.
KUNYORA dhikitesheni yebasa sa Shona Gr. 4 retsumo ●Kuverenga ndima yevhiki.
●Dhikitesheni revhiki matambudz Learners Bk, dzemhuka
iko voga pg. 78 – 84 ●makadhi ●Kutsvaka mazwi matsva mundima.
ebasa ●Kunyora zviperengo mumapoka.
mumapoka ●Kunyora basa mumabhuku.
●Con: Hurukuro yebasa raitwa
sekirasi.
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5
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Chidzidzo 1 Panopera ●Kuronga ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUTEERERA chidzidzo, vana zvinhu Syll. Junior ebasa kutaura mutauro wemudunhu mavo.
●Detembo vanotarisirwa zvavo [Gr 3 – Gr 7], mumapoka ●Intro: Kubvunza mibvunzo.
kunge vokwanisa: namazvo 2015 – 2022, ●mitinhimi
●Kuteerera detembo.
♦kuteerera detembo page 19 – 26 ra pachati
voridzokorora ●Kudzokorora detembo.
●Kuita basa mumapoka.
●Con: Mapoka agona anoitira
vamwe.
Chidzidzo 2 ♦kutaura mabasa ●Kufunga ●Ventures ●makadhi ●Intro: Kudoma mabasa.
KUTAURA anodzidzwa zvakadzam Shona Gr. 4 ebasa ●Kuverenga mabasa pachati.
●Mabasa anodzidzwa navanhu panguva a Learners Bk, mumapoka
navanhu dzakasiyana-siyana pg. 85 – 89 ●makadhi ●Vana vanotaura mamwe mabasa
emazwi anodzidzwa.
matsva ●Kukurukurirana nezvemabasa.
●Kudhirowa mabasa.
●Con: Kuimba kambo.
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 Chidzidzo 3 ♦kuverenga ndima ●Kufunga ●Ind. Lang. ●makadhi ●Intro: Kuverenga mazwi matsva
KUVERENGA vachidudza mazwi zvakadzam Syll. Junior ebasa pamakadhi.
●Kududumisa uye a [Gr 3 – Gr 7], mumapoka
●Kutsanangura zvimiso.
-Kudzidza hakuperi vachishevedzera 2015 – 2022, ●makadhi
page 19 – 26 emazwi ●Kupa muenzaniso wokuverenga.
matsva ●Kuverenga mumapoka.
●Kuverenga umwe noumwe.
●Con: Hurukuro sekirasi.
Chidzidzo 4 ♦kukopa mitsetse ●Kufunga ●Ventures ●Nelson ●Intro: Kuongorora Arufabheti.
KUTAURA zvakanaka zvakadzam Shona Gr. 4 script ●Kupa muenzaniso wokunyora
●Runyoro zvinonwisa mvura a Learners Bk, ●makadhi
kwakanaka.
-Grade 3 – 7 Nelson pg. 85 – 89 emazwi
Script matsva ●Kuedzesera kunyora.
●makadhi ●Kubatsira vana.
ebasa ●Kukopa basa muabhuku avo.
mumapoka
●Con: Hurukuro yebasa radzidzwa.
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Chidzidzo 5 Panopera ●Kugadziri ●Ind. Lang. ●chati ●Ass. Knowledge: Vana vanogona
KUTAURA chidzidzo, vana sa Syll. Junior reushoma/ kutaura mutauro wemudunhu mavo.
●Uzhinji vanotarisirwa matambudz [Gr 3 – Gr 7], uzhinji ●Intro: Kudoma zvinobatika
kunge vokwanisa: iko voga 2015 – 2022, ●makadhi
[objects].
♦kuisa mazwi ari page 19 – 26 ebasa
muushoma mumapoka ●Kutsanangura uzhinji kuvana.
muuzhinji ●Kupa vana muenzaniso.
●Vana vanoisa ushoma kuuzhinji.
●Kunyora basa mumabhuku.
●Con: Kuita dzokororo.
Chidzidzo 6 ♦kuverenga ndima ●Kuronga ●Ventures ●chati ●Intro: Mudzidzisi anoverengera
KUNYORA chinyararire zvinhu Shona Gr. 4 retsumo vana ndima.
●Nzwisiso vopindura zvavo Learners Bk, dzemhuka ●Vana vanoverenga mazwi matsva.
-Kudzidza hakuperi mibvunzo namazvo namazvo pg. 85 – 89 ●makadhi
●Kuverenga ndima chinyararire.
ebasa
mumapoka ●Kupindura mibvunzo mumapoka.
●Kunyora basa mumabhuku.
●Con: Vana vanoita hurukuro

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 sekirasi.
Chidzidzo 7 ♦kuzadzisa zvirevo ●Kuronga ●Ind. Lang. ●makadhi ●Intro: Kukurukura zvavakadzidza.
KUNYORA namazwi akapiwa zvinhu Syll. Junior emazwi ●Kuverenga zvirevo zvakapiwa.
●Kuzadzisa zvirevo zvakanaka zvavo [Gr 3 – Gr 7], matsva ●Kuvaka zvirevo nomuenzaniso
namazvo 2015 – 2022, ●makadhi
wokuzadzisa.
page 19 – 26 ebasa
mumapoka ●Kuita basa mumapoka.
●Vana vanonyora mumabhuku avo.
●Con: Hurukuro yevzaitwa.
Chidzidzo 8 ♦kunyora detembo ●Kugadziri ●Ventures ●chati ●Intro: Kukurukura pamusoro
KUNYORA rine mitsara gumi sa Shona Gr. 4 retsumo pedetembo.
●Rondedzero vachishandisa matambudz Learners Bk, dzemhuka ●Kutaura manyorerwo erondedzero.
-Detembo: Handiite pfungwa dzapiwa iko voga pg. 85 – 89 ●makadhi
●Kupa vana gwara.
ebasa
●Kunyora rondedzero mumapoka.
mumapoka
●Kupakura zvavawana mumapoka.
●Kunyora mumabhuku avo.
●Vana vanoverenga zvavanyora.
●Con: Hurukuro sekirasi.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
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6
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Chidzidzo 1 Panopera ●Kuronga ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUTAURA chidzidzo, vana zvinhu Syll. Junior emazwi kutaura mutauro wemudunhu mavo.
●Tsumo vanotarisirwa zvavo [Gr 3 – Gr 7], matsva ●Intro: Kudoma tsumo.
kunge vokwanisa: namazvo 2015 – 2022, ●makadhi
●Kupa muenzaniso wenyaya
♦kutaura page 19 – 26 ebasa
tsananguro mumapoka inoenderan netsumo.
yetsumo yapiwa ●Kuita hurukuro.
●Kupa nyaya dzinoenderan netsumo.
●Kunyora mitsara mishoma.
●Con: Hurukuro yezvadzidzwa.
Chidzidzo 2 ♦kuteerera ●Kufunga ●Ventures ●chati ●Intro: Kudoma zvikafu.
KUTEERERA mudzidzisi zvakadzam Shona Gr. 4 rezvirevo ●Kutsanangura chidzidzo.
●Kubika achitsanangura a Learners Bk, ●mitinhimi ●Kuteerera mudzidzisi
makangirwo pg. 90 – 97 ra pachati
achitsanangura.
emaputi enzungu ●arifabheti
●Vana vanodzokorora zvataurwa.
●Kupindura mibvunzo mumabhuku.
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 ●Con: Dzokororo yebasa raitwa.
Chidzidzo 3 ♦kududumisa ●Kufunga ●Ind. Lang. ●makadhi ●Intro: Kuverenga mazwi matsva
KUVERENGA ndima zvakadzam Syll. Junior emazwi pamakadhi.
●Kududumisa vachicherechedza a [Gr 3 – Gr 7], matsva ●Kutsanangura zvimiso.
-Kupedza zvimiso 2015 – 2022, ●makadhi
●Kupa muenzaniso wokuverenga.
dzambudziko reusavi page 19 – 26 ebasa
mumapoka ●Kuverenga mumapoka.
●Kuverenga umwe noumwe.
●Con: Hurukuro sekirasi.
Chidzidzo 4 ♦kuverenga ●Kufunga ●Ventures ●chati rine ●Intro: Mudzidzisi anoverengera
KUNYORA chinyararire zvakadzam Shona Gr. 4 zvirevo vana ndima.
●Nzwisiso vopindura a Learners Bk, ●mitinhimi ●Vana vanoverenga mazwi matsva.
-Kurarama mibvunzo namazvo pg. 90 – 97 ra pachati
●Kuverenga ndima chinyararire.
kwemadzitateguru ●arifabheti
●Kupindura mibvunzo mumapoka.
●Kunyora basa mumabhuku.
●Con: Vana vanoita hurukuro
sekirasi.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
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Chidzidzo 5 Panopera ●Kugadziri ●Ind. Lang. ●chati ●Ass. Knowledge: Vana vanogona
KUNYORA chidzidzo, vana sa Syll. Junior reushoma/ kutaura mutauro wemudunhu mavo.
●Tsumo vanotarisirwa matambudz [Gr 3 – Gr 7], uzhinji ●Intro: Kudoma tsumo.
kunge vokwanisa: iko voga 2015 – 2022, ●makadhi ●Kutsanangura chidzidzo kuvana.
♦kunyora page 19 – 26 ebasa
●Kupa dudziro yetsumo.
vachizadzisa tsumo mumapoka
dzakapiwa ●Kuita basa mumapoka.
●Kupakura zvavawana mumapoka.
●Kunyora basa mumabhuku.
●Kuita dzokororo yebasa raitwa.
Chidzidzo 6 ♦kuvaka mazwi ●Kuronga ●Ventures ●chati ●Intro: Kuongorora mitinhimira
KUTAURA nemitinhimira zvinhu Shona Gr. 4 retsumo yeArufabheti.
●Kuvaka mazwi yakapiwa zvavo Learners Bk, dzemhuka
●Kuteerera mitinhimira.
-Gg, Kk, Mm, Pp, Rr, namazvo pg. 90 – 97 ●makadhi
Tt ebasa ●Kupa vana muenzaniso.
mumapoka ●Kuvaka mazwi mumapoka.
●Kunyora mumabhuku.

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 ●Con: Dzokororo yemitinhimira.
Chidzidzo 7 ♦kunyora ●Kuronga ●Ind. Lang. ●makadhi ●Intro: Dzokororo yebasa revhiki.
KUNYORA vachitsanangura zvinhu Syll. Junior emazwi ●Hurukuro yemabikiro.
●Rondedzero mabikiro avakaita zvavo [Gr 3 – Gr 7], matsva
sadza nemuriwo namazvo 2015 – 2022, ●makadhi ●Kubatsira vana nepfungwa huru.
pakauya vaenzi page 19 – 26 ebasa ●Kunyora rondedzero mumapoka.
mumapoka ●Kunyora mumabhuku mumwe
nomumwe.
●Con: Hurukuro yebasa ranyorwa.
Chidzidzo 8 ♦kunyora ●Kugadziri ●Ventures ●chati ●Intro: Dzokororo yebasa revhiki.
KUNYORA dhikitesheni yebasa sa Shona Gr. 4 retsumo ●Kuverenga ndima yevhiki.
●Dhikitesheni revhiki matambudz Learners Bk, dzemhuka
iko voga pg. 90 – 97 ●makadhi ●Kutsvaka mazwi matsva mundima.
ebasa ●Zvirevo mumapoka.
mumapoka ●Kupakura zvavawana mumapoka.
●Kunyora basa mumabhuku.
●Hurukuro yezvaitwa.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Chidzidzo 1 Panopera ●Kuronga ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUTAURA chidzidzo, vana zvinhu Syll. Junior emazwi kutaura mutauro wemudunhu mavo.
●Nhaurirano vanotarisirwa zvavo [Gr 3 – Gr 7], matsva ●Intro: Kubvunza mibvunzo.
kunge vokwanisa: namazvo 2015 – 2022, ●makadhi
●Kudoma magamba enyika.
♦kutaura page 19 – 26 ebasa
nhoroondo yenyika mumapoka ●Kuita hurukuro sekirasi.
yeZimbabwe ●Kutaura zvakaitwa nemagamba.
●Kunyora mitsara mishoma.
●Con: Dzokororo yebasa raitwa.
Chidzidzo 2 ♦kuteerera votaura ●Kufunga ●Ventures ●chati ●Intro: Kuongorora mitinhimira
KUTEERERA mitinhimira zvakadzam Shona Gr. 4 rezvirevo yeArufabheti.
●Mitinhimira muzvirevo a Learners Bk, ●mitinhimi ●Kuteerera mitinhimira.
pg. 98 – 103 ra pachati
●Kuzadzisa mitinhimira yakapiwa.
●arifabheti
●Kuedzesera mitinhimira
mumapoka.

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 ●Kuverenga mazwi.
●Con: Kuimba ma rhymes.
Chidzidzo 3 ♦kuverenga ndima ●Kufunga ●Ind. Lang. ●makadhi ●Intro: Kuverenga mazwi matsva
KUVERENGA vachidudza mazwi zvakadzam Syll. Junior emazwi pamakadhi.
●Kududumisa uye a [Gr 3 – Gr 7], matsva ●Kutsanangura zvimiso.
-Magamba enyika vachishevedzera 2015 – 2022, ●mifananid
●Kupa muenzaniso wokuverenga.
yeZimbabwe page 19 – 26 zo
yemagamb ●Kuverenga mumapoka.
a ●Kuverenga umwe noumwe.
●Con: Hurukuro sekirasi.
Chidzidzo 4 ♦kuzadzisa mutsara ●Kufunga ●Ventures ●chati rine ●Intro: Kudoma zvipauro.
KUTAURA nechipauro zvakadzam Shona Gr. 4 zvipauro ●Kupa muenzaniso wokuzadzisa
●Zvipauro chakafanira a Learners Bk, ●mitinhimi kwakanaka.
pg. 98 – 103 ra pachati
●Kuedzesera mumapoka.
●arifabheti
●Kubatsira vana.
●Basa mumabhuku.
●Con: Kuita hurukuro yebasa
radzidzwa.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
VI
Chidzidzo 5 Panopera ●Kugadziri ●Ind. Lang. ●chati ●Ass. Knowledge: Vana vanogona
KUTAURA chidzidzo, vana sa Syll. Junior reushoma/ kutaura mutauro wemudunhu mavo.
●Mazita muuzhinji vanotarisirwa matambudz [Gr 3 – Gr 7], uzhinji ●Intro: Kudoma zvinobatika
kunge vokwanisa: iko voga 2015 – 2022, ●makadhi
[objects].
♦kuisa ushoma page 19 – 26 ebasa
muuzhinji mumapoka ●Kutsanangura uzhinji kuvana.
●Kupa vana muenzaniso.
●Vana vanoisa ushoma kuuzhinji.
●Kunyora basa mumabhuku.
●Con: Kuita dzokororo.
Chidzidzo 6 ♦kuverenga ndima ●Kuronga ●Ventures ●chati ●Intro: Mudzidzisi anoverengera
KUNYORA chinyararire zvinhu Shona Gr. 4 rezvipauro vana ndima.
●Nzwisiso vopindura zvavo Learners Bk, ●makadhi ●Vana vanoverenga mazwi matsva.
-Magamba enyika mibvunzo namazvo namazvo pg. 98 – 103 ebasa
●Kuverenga ndima chinyararire.
yeZimbabwe mumapoka
●Kupindura mibvunzo mumapoka.
●Kunyora basa mumabhuku.
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 ●Con: Vana vanoita hurukuro
sekirasi.
Chidzidzo 7 ♦kunyora mazita ●Kuronga ●Ind. Lang. ●makadhi ●Intro: Kuongorora mavara makuru
KUNYORA vachitanga nevara zvinhu Syll. Junior emazwi eArufabheti.
●Vara guru guru pakakodzera zvavo [Gr 3 – Gr 7], matsva ●Kutsanangura chidzidzo kuvana.
namazvo 2015 – 2022, ●makadhi
●Vana vanoedzesera.
page 19 – 26 ebasa
mumapoka ●Basa mumapoka.
●Kunyora mumabhuku avo.
●Con: Hurukuro yezvaitwa.
Chidzidzo 8 ♦kunyora ●Kugadziri ●Ventures ●chati ●Intro: Kudoma magamba.
KUNYORA zvavakadzidza sa Shona Gr. 4 rezvipauro ●Kutaura zvakaitwa nemakamba.
●Rondedzero nezvemagamba matambudz Learners Bk, ●makadhi ●Kupa vana gwara rekunyora.
-Magamba enyika enyika iko voga pg. 98 – 103 ebasa
●Kunyora rondedzero mumapoka.
yeZimbabwe yeZimbabwe mumapoka
●Kupakura zvabva mumapoka.
●Kunyora rondedzero mumabhuku.
●Vana vanoverenga zvavnyora.
●Con: Kuverenga basa ravo.
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8
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Chidzidzo 1 Panopera ●Kuronga ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUTEERERA chidzidzo, vana zvinhu Syll. Junior ebasa kutaura mutauro wemudunhu mavo.
●Makundano vanotarisirwa zvavo [Gr 3 – Gr 7], mumapoka ●Intro: Kubvunza mibvunzo.
kunge vokwanisa: namazvo 2015 – 2022, ●chati
●Kuteerera nyaya.
♦kuteerera nyaya page 19 – 26 remazwi
yemakwikwi anopesana ●Hurukuro sekirasi.
vopindura ●Kupindura mibvunzo yezvavanzwa
mibvunzo ●Kunyora mitsra mishoma.
yezvavanzwa ●Con: Dzokororo yebasa raitwa.
Chidzidzo 2 ♦kutaura nyaya ●Kufunga ●Ventures ●mitinhimi ●Intro: Kuverenga kanyaya
KUTAURA dzevanhu zvakadzam Shona Gr. 4 ra pachati kakakitika.
●Nhau nenyaya vemunharaunda a Learners Bk, ●makadhi
●Kutaura nezveyaya iyi.
mavo pg. 104 – 109 ebasa
mumapoka ●Kutaura nyaya dzemunharaunda.
●Kupana mikana yokutaura.

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 ●Con: Dzokororo yebasa raitwa.
Chidzidzo 3 ♦kuverenga ndima ●Kufunga ●Ind. Lang. ●makadhi ●Intro: Kuverenga mazwi matsva
KUVERENGA vachidudza mazwi zvakadzam Syll. Junior amaznwi pamakadhi.
●Kududumisa uye a [Gr 3 – Gr 7], matsva
●Kutsanangura zvimiso.
-Takangoenzana vachicherechedza 2015 – 2022, ●makadhi
zvimiso page 19 – 26 ebasa ●Kupa muenzaniso wokuverenga.
mumapoka ●Kuverenga mumapoka.
●Kuverenga umwe noumwe.
●Con: Hurukuro sekirasi.
Chidzidzo 4 ♦kuverenga ●Kufunga ●Ventures ●makadhi ●Intro: Mudzidzisi anoverengera
KUNYORA chinyararire zvakadzam Shona Gr. 4 amaznwi vana ndima.
●Nzwisiso vopindunra a Learners Bk, matsva ●Vana vanoverenga mazwi matsva.
-Takangoenzana mibvunzo namazvo pg. 104 – 109 ●makadhi
●Kuverenga ndima chinyararire.
ebasa
mumapoka ●Kupindura mibvunzo mumapoka.
●Kunyora basa mumabhuku.
●Con: Vana vanoita hurukuro
sekirasi.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
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Chidzidzo 5 Panopera ●Kugadziri ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUNYORA chidzidzo, vana sa Syll. Junior ebasa kutaura mutauro wemudunhu mavo.
●Mazwi anopesana vanotarisirwa matambudz [Gr 3 – Gr 7], mumapoka ●Intro: Kuverenga mazwi.
kunge vokwanisa: iko voga 2015 – 2022, ●chati
●Kutsanangura chidzidzo kuvana.
♦kunyora mazwi page 19 – 26 remazwi
anopesana anopesana ●Kupa vana muenzaniso.
neakapiwa ●Mapoka anopa mazwi anopesana.
●Kunyora basa mumabhuku.
●Con: Kuita dzokororo yebasa
raitwa.
Chidzidzo 6 ♦kuzadzisa zvirevo ●Kuronga ●Ventures ●makadhi ●Intro: Kudoma tsumo dzavanoziva
KUNYORA nemazwi emabasa, zvinhu Shona Gr. 4 amaznwi ●Kuverenga tsumo dzemhuka.
●Kuzadzisa zvirevo e.g. hurudza, zvavo Learners Bk, matsva
mhizha namazvo pg. 104 – 109 ●makadhi ●Kutsanangura tsumo.
ebasa ●Kunyora tsumo mumapoka.
mumapoka ●Kupakura zvavawana mumapoka.
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 ●Kunyora basa mumabhuku.
●Con: Kuita dzokororo
Chidzidzo 7 ♦kunyora ●Kuronga ●Ind. Lang. ●makadhi ●Intro: Kukurukura zvavakadzidza.
KUNYORA vachitsanangura zvinhu Syll. Junior amaznwi ●Kuverenga zvirevo zvakapiwa.
●Rondedzero makwikwi zvavo [Gr 3 – Gr 7], matsva ●Kuvaka zvirevo nomuenzaniso
avakambopinda namazvo 2015 – 2022, ●makadhi
wokuzadzisa.
page 19 – 26 ebasa
mumapoka ●Basa mumapoka.
●Kunyora basa mumabhuku.
●Con: Hurukuro yezvaitwa.
Chidzidzo 8 ♦kunyora ●Kugadziri ●Ventures ●makadhi ●Intro: Dzokororo yebasa revhiki.
KUNYORA dhikitesheni yebasa sa Shona Gr. 4 amaznwi
●Dhikitesheni revhiki matambudz Learners Bk, matsva ●Kuverenga ndima yevhiki.
iko voga pg. 104 – 109 ●makadhi ●Kutsvaka mazwi matsva mundima.
ebasa
mumapoka ●Zviperengo mumapoka.
●Kunyora basa mumabhuku.
●Con: Hurukuro yezvaitwa.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
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9
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Chidzidzo 1 Panopera ●Kuronga ●Ind. Lang. ●chati ●Ass. Knowledge: Vana vanogona
KUTAURA chidzidzo, vana zvinhu Syll. Junior reushoma/ kutaura mutauro wemudunhu mavo.
●Nhaurirano vanotarisirwa zvavo [Gr 3 – Gr 7], uzhinji ●Intro: Kubvunza mibvunzo.
kunge vokwanisa: namazvo 2015 – 2022, ●makadhi
●Kutsanangura chidzidzo.
♦kukurukura nyaya page 19 – 26 ebasa
zvine udzamu mumapoka ●Hurukuro sekirasi.
●Kubatsira vana.
●Kunyora mitsara mishoma.
●Con: Hurukuro yezvaitwa.
Chidzidzo 2 ♦kunyora ●Kufunga ●Ventures ●chati ●Intro: Kudoma tsumo.
KUNYORA vachizadzisa tsumo zvakadzam Shona Gr. 4 retsumo ●Kutsanangura chidzidzo kuvana.
●Tsumo dzapiwa a Learners Bk, dzemhuka
pg. 110 – 114 ●makadhi ●Kupa dudziro yetsumo yakapiwa.
ebasa ●Basa mumapoka.
mumapoka ●Kupakura zvemumapoka.
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 ●Kunyora basa mumabhuku.
●Con: Dzokororo yebasa raitwa.
Chidzidzo 3 ♦kuverenga ndima ●Kufunga ●Ind. Lang. ●makadhi ●Intro: Kuverenga mazwi matsva
KUVERENGA vachidudza mazwi zvakadzam Syll. Junior emazwi pamakadhi.
●Kududumisa uye a [Gr 3 – Gr 7], matsva
●Kutsanangura zvimiso.
-Kudya nyaya vachishevedzera 2015 – 2022, ●makadhi
page 19 – 26 ebasa ●Kupa muenzaniso wokuverenga.
mumapoka ●Kuverenga mumapoka.
●Kuverenga umwe noumwe.
●Con: Hurukuro sekirasi.
Chidzidzo 4 ♦kutangisa zvirevo ●Kufunga ●Ventures ●chati ●Intro: Kuverenga zvirevo
KUNYORA nanyakuitirwa zvakadzam Shona Gr. 4 retsumo zvakapiwa.
●Zviito a Learners Bk, dzemhuka ●Kuita zviito vana votsanangura.
pg. 110 – 114 ●makadhi
●Kuvka zvirevo nemuenzaniso
ebasa
mumapoka wakapiwa.
●Kuita basa mumapoka.
●Kunyora mumabhuku.
●Con: Hurukuro yezvaitwa.
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Chidzidzo 5 Panopera ●Kugadziri ●Ind. Lang. ●makadhi ●Ass. Knowledge: Vana vanogona
KUTAURA chidzidzo, vana sa Syll. Junior emazwi kutaura mutauro wemudunhu mavo.
●Uzhinji / Ushoma vanotarisirwa matambudz [Gr 3 – Gr 7], matsva ●Intro: Kudoma zvinobatika
kunge vokwanisa: iko voga 2015 – 2022, ●makadhi
[objects].
♦kuisa ushoma page 19 – 26 ebasa
muuzhinji mumapoka ●Kutsanangura uzhinji kuvana.
●Vana vanoisa ushoma kuuzhinji.
●Kunyora basa mumabhuku.
●Con: Hurukuro yezvaitwa.
Chidzidzo 6 ♦kuverenga ndima ●Kuronga ●Ventures ●chati ●Intro: Mudzidzisi anoverengera
KUNYORA chinyararire zvinhu Shona Gr. 4 rezvirevo vana ndima.
●Nzwisiso vopindura zvavo Learners Bk, ●mitinhimi ●Vana vanoverenga mazwi matsva.
-Kudya nyaya mibvunzo namazvo namazvo pg. 110 – 114 ra pachati
●Kuverenga ndima chinyararire.
●arifabheti
●Kupindura mibvunzo mumapoka.
●Kunyora basa mumabhuku.
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 ●Con: Vana vanoita hurukuro
sekirasi.
Chidzidzo 7 ♦kushandisa vara ●Kuronga ●Ind. Lang. ●makadhi ●Intro: Kuongorora mavara makuru
KUNYORA guru pakakodzera zvinhu Syll. Junior emazwi eArufabheti.
●Vara guru zvavo [Gr 3 – Gr 7], matsva ●Kutsanangura chidzidzo kuvana.
namazvo 2015 – 2022, ●mifananid
●Vana vanoedzesera.
page 19 – 26 zo
yemagamb ●Basa mumapoka.
a ●Kupakura zvavawana mumapoka.
●Kunyora mumabhuku.
●Con: Hurukuro yezvaitwa.
Chidzidzo 8 ♦kunyora tsamba ●Kugadziri ●Ventures ●chati rine ●Intro: Kutaura nezvetsamba.
KUNYORA kuhama vachiiudza sa Shona Gr. 4 zvipauro ●Kutaura zvavakaita.
●Rondedzero nezvemubairo matambudz Learners Bk, ●mitinhimi ●Kupa vana gwara rekunyora naro.
-Tsamba wavakatora iko voga pg. 110 – 114 ra pachati
●Kunyora rondedzero mumapoka.
●arifabheti
●Kukurukura sekirasi.
●Kunyora rondedzero mumabhuku.
●Vana vanoverenga zvavanyora.
●Con: Kuverenga basa ravo.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
KUTAURA Pakupera ●Kuronga ●Ventures ●chati Intro: Kudoma tsumo.
kwechidzidzo, zvinhu Gore retsumo ●Kupa muenzaniso wenyaya
Chidzidzo 1 vadzidzi vanenge zvavo ReChina ●makadhi inoenderana netsumo.
●Tsumo vokwanisa: namazvo ChiShona ebasa ●Kuita hurukuro.
kuisakutaura ●Hurukuro Learners’ mumapoka ●Kupa nyaya dzinoenderana
tsananguro Book, page netsumo mumapoka.
yetsumo yapiwa 115 – 120 ●Kunyora mitsara mishoma.
Con: Hurukuro yezvadzidzwa.
KUVERENGA kududumisa ●Kufunga ●Ventures ●makadhi Intro: Kuverenga manzwi matsva
ndima zvakadzam Gore ebasa pamakadhi.
Chidzidzo 2 vachicherechedza a ReChina mumapoka Danho 1: Kutsanangura zvimiso.
●Kududumisa zvimiso uye ●Hurukuro ChiShona ●makadhi Danho 2: Kupa muenzaniso
Musandibvunze vachisheedzera Learners’ emanzwi wokuverenga.
Book, page matsva Danho 3: Kuverenga mumapoka.
115 – 120 Danho 4: Kuverenga umwe
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 95
 noumwe.
Mhedzisiro: Kuita hurukuro
sekirasi.
KUTAURA kutaura ●Kufunga ●Ventures ●makadhi Intro: Kudoma mhuka nezvipuka
fananidzo, zvakadzam Gore ebasa zvavanoziva.
Chidzidzo 3 somuenzaniso: a ReChina mumapoka ●Kutsanangurira vana chidzidzo.
●Fananidzo -kutsvuka ChiShona ●chati ●Kupa muenzaniso.
semhiripiri Learners’ remanzwi ●Kutaura fananidzo mumapoka
Book, page efananidzo vonyora.
115 – 120 ●Kunyora basa mumabhuku.
Con: Dzokororo yebasa raitwa.
KUNYORA kuverenga ●Kufunga ●Ventures ●makadhi Intro: Mudzidzisi anoverengera
chinyararie zvakadzam Gore ebasa vana ndima.
Chidzidzo 4 vopindura a ReChina mumapoka ●Vana vanoverenga manzwi matsva.
●Nzwisiso: mibvunzo namazvo ChiShona ●makadhi ●Kuverenga chinyayarire.
Musandibvunze Learners’ emanzwi ●Kupindura mibvunzo mumapoka.
Book, page matsva ●Kupakura zvavawana.
115 – 120 ●Kunyora basa mumabhuku mumwe
nomumwe.
Con: Kuita hurukuro sekirasi.
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KUNYORA Pakupera ●Kuronga ●Indigenous ●makadhi Intro: Kudoma zvinobatika
kwechidzidzo, zvinhu Lang Jnr ebasa [objects].
Chidzidzo 5 vadzidzi vanenge zvavo [Grade 3 – 7] mumapoka ●Kutsanagura uzhinji kuvana.
●Uzhinji vokwanisa: namazvo Syllabus, ●chati ●Kupa vanamuenzaniso.
kunyora manzwi page 19 – 26 reushoma / ●Vana vanoisa ushoma kuuzhinji
akapiwa muuzhinji, uzhinji mumapoka nokupakura zvavawana.
sokuti: ●Kuyora basa mumabhuku avo.
-rupasa ----- mhasa Con: Kuita dzokororo yezvanyorwa.
KUTAURA kunyora ●Kuronga ●Ventures ●chati Intro: Kudoma zvimiso.
mibvunzo zvinhu Gore rezvimiso ●Kuongorora zvirevo.
Chidzidzo 6 yakapiwa zvavo ReChina ●makadhi ●Kuteerera tsanangudzo
●Zvimiso zvakanaka namazvo ChiShona ebasa dzomudzidzisi.
-Chibvunza ‘?’ Learners’ mumapoka ●Kushandisa chibvunza mumapoka
Book, page uye kupakura zvavawana.
115 – 120 ●Kunyora basa mumabhuku.
Con: Dzokororo yebasa
nomudzidzisi.
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 KUNYORA kunyora ●Kuronga ●Ventures ●chati Intro: Dzokororo yebasa revhiki.
rondedzero zvinhu Gore retsumo ●Hurukuro yemusoro wenyaya.
Chidzidzo 7 pamusoro petsumo zvavo ReChina ●makadhi ●Kubatsira vana nepfungwa huru.
●Rondedzero yavapiwa namazvo ChiShona ebasa ●Vana vanonyora rondedzero
●Hurukuro Learners’ mumapoka mumapoka.
Book, page ●Kupakura zvavawana mumapoka.
115 – 120 ●Kunyora rondedzero mumabhuku
mume nomumwe.
Mhedzisiro: Hurukuro yebasa
ranyorwa mudzidzisi achibatsira
vana.
KUNYORA kunyora ●Kugadziri ●Ventures ●makadhi Intro: Dzokororo yebasa revhiki.
dhikitesheni yebasa sa Gore ebasa ●Kuverenga ndima yevhiki.
Chidzidzo 8 revhiki matambudz ReChina mumapoka ●Kutsaka manzwi matsva mundima
●Dhikitesheni iko voga ChiShona ●makadhi ●Kunyora manzwi mumapoka.
●Hurukuro Learners’ emanzwi ●Kupakura zvavawana mumapoka.
Book, page matsva ●Kunyora manzwi mumabhuku avo
115 – 120 mumwe nomumwe.
Con: Hurukuro yebasa raitwa
mudzidzisi achibatsira vana.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
KUTEERERA Pakupera ●Kuronga ●Indigenous ●mitinhimir Intro: Kunongorora mitinhimira
kwechidzidzo, zvinhu Lang Jnr a pachati yeArufabheti.
Chidzidzo 1 vadzidzi vanenge zvavo [Grade 3 – 7] ●makadhi Danho 1: Kuteerera mitinhimira.
●Mitinhimira vokwanisa: namazvo Syllabus, page ebasa Danho 2: Kuzadzisa mitinhimira
-mh_____ kuteerera votaura ●Hurukuro 19 – 26 mumapoka yapiwa.
-dz______ mitinhimira ●makadhi Danho 3: Kudzidzira mitinhimira
muzvirevo emanzwi yapiwa.
matsva Danho 4: Kuvenrenga maznwi
●Arufabheti muzvirevo.
Mhedzisiro: Kuumba marhymes.
KUTAURA kuisa ushoma ●Kufunga ●Ventures ●chati Intro: Kudoma zvinobatika [objects].
muuzhiniji zvakadzama Gore ReChina reushoma / Danho 1: Kutsanangura uzhinji kuvana.
Chidzidzo 2 ●Hurukuro ChiShona uzhinji Danho 2: Kupa vana muenzaniso.
●Mazita muuzhinji Learners’ ●makadhi Danho 3: Vana vanoisa ushoma
Book, page ebasa kuuzhinji vari mumapoka.
121 – 124 mumapoka Danho 4: Vana vanonyora basa mumwe
nomumwe mumabhuku

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 Mhedzisiro: Kuita dzokororo yabasa
raitwa.
KUVERENGA kuverenga ndima ●Kufunga ●Ventures ●makadhi Assumed knowledge: Vana vanogona
vachidudza manzwi zvakadzama Gore ReChina ebasa kutaura mutauro wemudunhu ravo.
Chidzidzo 3 uye vachicherechedza ChiShona mumapoka Intro: Kuverenga manzwi matsva
●Kududumisa zvimiso Learners’ ●makadhi pamakadhi.
-Musandibunze Book, page emanzwi Danho 1: Kutsanangura zvimiso.
nemapurisa 121 – 124 matsva Danho 2: Kupa muenzaniso
wokuverenga.
Danho 3: Kuverenga mumapoka.
Danho 4: Kuverenga umwe noumwe.
Mhedzisiro: Kuita hurukuro sekirasi.
KUNYORA  kuverenga ●Kufunga ●Indigenous ●makadhi Intro: Mudzidzisi anoverengera vana
chinyararie vopindura zvakadzama Lang Jnr ebasa ndima.
Chidzidzo 4 mibvunzo namazvo [Grade 3 – 7] mumapoka Danho 1: Vana vanoverenga manzwi
●Nzwisiso: Syllabus, page ●makadhi matsva.
-Musandibunze 19 – 26 emanzwi Danho 2: Kuverenga chinyayarire.
nemapurisa ●Ventures matsva Danho 3: Kupindura mibvunzo
Gore ReChina mumapoka.
ChiShona Danho 4: Kupakura zvavawana.
Learners’ Danho 5: Kunyora basa mumabhuku
Book, page mumwe nomumwe.
121 – 124 Mhedzisiro: Kuita hurukuro sekirasi.
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KUTAURA Pakupera ●Kuronga ●Indigenous ●mifananidz Intro: Kudoma mhuka nezvipuka
kwechidzidzo, zvinhu Lang Jnr o pachati zvavanoziva.
Chidzidzo 5 vadzidzi vanenge zvavo [Grade 3 – 7] ●makadhi Danho 1: Kutsanagurira vana chidzidzo.
●Fananidzo vokwanisa: namazvo Syllabus, page ebasa Danho 2: Kupa muenzaniso.
kutaura fananidzo, 19 – 26 mumapoka Danho 3: Kuita basa mumapoka.
sokuti: Danho 4: Kutaura fananidzo mumapoka
-kuoma sedombo nokunyora mumabhuku.
-kumhanya setsuro Mhedzisiro: Dzokororo yebasa raitwa
mudzidzisi achibatsira vana.
KUNYORA kutaura ●Kuronga ●Ventures ●chati Intro: Kudoma madimikira avanoziva.
tsanangudzo zvinhu Gore ReChina remadimikir Danho 1: Kuverenga madimikira.
Chidzidzo 6 yemadimikira zvavo ChiShona a Danho 2: Kutsanangura madimikira.
●Madimikira namazvo Learners’ ●makadhi Danho 3: Kuita basa mumapoka.
Book, page ebasa Danho 4: Kupakura zvavawana
121 – 124 mumapoka mumapoka.
Danho 5: Kunyora basa mumabhuku.
Mhedzisiro: Kuita dzokororo

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 mudzidzisi achibatsira vana.
KUNYORA kunyora rondedzero ●Kuronga ●Indigenous ●mifananidz Intro: Kudoma zvinhu zvakanaka
vachitsanangura zvinhu Lang Jnr o zvavanoziva.
Chidzidzo 7 chinhu zvavo [Grade 3 – 7] Danho 1: Hurukuro yemanyyorerwo
●Rondedzero: chavanoshuwira namazvo Syllabus, page ●makadhi erondedzero akanaka.
Chinhu kuzova nacho ●Hurukuro 19 – 26 ebasa Danho 2: Kupa vana pfungwa huru
chandinoshuwira muupenyu ●Ventures mumapoka dzingashandiswa murondedzero.
kuzova nacho Gore ReChina ●makadhi Danho 3: Kunyora rondedzero vari
ChiShona emanzwi mumapoka nokupakura zvavawana.
Learners’ matsva Danho 4: Kunyora rondedzero
Book, page mumabhuku.
121 – 124 Mhedzisiro: Hurukuro yebasa
ranyorwa.
KUNYORA kunyora ●Kugadziris ●Ventures ●makadhi Intro: Dzokororo yebasa revhiki.
dhikitesheni yebasa a Gore ReChina ebasa Danho 1: Kuverenga ndima yevhiki.
Chidzidzo 8 revhiki matambudzi ChiShona mumapoka Danho 2: Kutsaka manzwi matsva.
●Dhikitesheni ko voga Learners’ ●makadhi Danho 3: Kunyora zviperengo
●Hurukuro Book, page emanzwi mumapoka.
121 – 124 matsva Danho 4: Kupakura zvavawana
mumapoka.
Danho 5: Kunyora manzwi mumabhuku
avo mumwe nomumwe.
Mhedzisiro: Hurukuro yebasa raitwa
mudzidzisi achibatsira vana.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
KUTAURA Pakupera ●Kuronga ●Ventures ●number Intro: Kutaura nhamba muChiringu.
kwechidzidzo, zvinhu Gore ReChina line Danho 1: Kukurikura nhama.
Chidzidzo 1 vadzidzi vanenge zvavo ChiShona ●makadhi Danho 2: Kuverenga nhamba kusvika
●Nhamba vokwanisa: namazvo Learners’ ebasa kuchuru.
kutaura nhamba ●Hurukuro Book, page mumapoka Danho 3: Kuita vari vaviri-vaviri.
kusvika kuchuru 125 – 129 ●makadhi Danho 4: Kunyora nhamba
emanzwi Mhedzisiro: Kuita dzokororo
matsva yezvaitwa.
KUTEERERA kuteerera votaura ●Kufunga ●Indigenous ●mitinhimir Intro: Kunongorora mitinhimira
mitinhimira zvakadzama Lang Jnr a pachati yeArufabheti.
Chidzidzo 2 muzvirevo ●Hurukuro [Grade 3 – 7] ●makadhi Danho 1: Kuteerera mitinhimira.
●Mitinhimira Syllabus, page ebasa Danho 2: Kuzadzisa mitinhimira
19 – 26 mumapoka yapiwa.
●Ventures ●makadhi Danho 3: Kudzidzira mitinhimira
Gore ReChina emanzwi yapiwa.

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 ChiShona matsva Danho 4: Kuvenrenga maznwi
Learners’ ●Arufabheti muzvirevo.
Book, page Mhedzisiro: Kuumba marhymes.
125 – 129
KUVERENGA kuverenga ndima ●Kufunga ●Ventures ●makadhi Intro: Kuverenga manzwi matsva
vachidudza manzwi zvakadzama Gore ReChina ebasa pamakadhi.
Chidzidzo 3 uye vachisheedzera ChiShona mumapoka Danho 1: Kutsanangura zvimiso.
●Kududumisa Learners’ ●makadhi Danho 2: Kupa muenzaniso
Book, page emanzwi wokuverenga.
125 – 129 matsva Danho 3: Kuverenga mumapoka.
Danho 4: Kuverenga umwe noumwe.
Mhedzisiro: Kuita hurukuro sekirasi.
KUTAURA kuzadzisa mitsara ●Kufunga ●Indigenous ●chati Assumed knowledge: Vana vanogona
nemanzwi akafanana zvakadzama Lang Jnr remanzwi kutaura mutauro wemudunhu ravo.
Chidzidzo 4 [Grade 3 – 7] akafanana Intro: Kudoma manzwi.
●Manzwi akafanana Syllabus, page ●makadhi Danho 1: Kupa muenzaniso.
19 – 26 ebasa Danho 2: Kuedzesera mumapoka.
●Ventures mumapoka Danho 3: Mudzidzisi anobatsira vana
Gore ReChina mumapoka.
ChiShona Danho 4: Vana vanopakura zvavawana
Learners’ mumapoka.
Book, page Danho 5: Kunyora basa mumabhuku.
125 – 129 Mhedzisiro: Kuita hurukuro yebasa
raitwa.
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KUTAURA Pakupera ●Kuronga ●Indigenous ●chati Assumed knowledge: Vana vanogona
kwechidzidzo, zvinhu Lang Jnr reushoma / kutaura mutauro wemudunhu ravo.
Chidzidzo 5 vadzidzi vanenge zvavo [Grade 3 – 7] uzhinji Intro: Kudoma zvinobatika [objects].
●Mazita muuzhinji vokwanisa: namazvo Syllabus, page ●makadhi Danho 1: Kutsanangura uzhinji kuvana.
kuisa ushoma 19 – 26 ebasa Danho 2: Kupa vana muenzaniso.
muuzhinji ●Ventures mumapoka Danho 3: Vana vanoisa ushoma
Gore ReChina kuuzhinji vari mumapoka.
ChiShona Danho 4: Vana vanonyora basa mumwe
Learners’ nomumwe mumabhuku
Book, page Mhedzisiro: Kuita dzokororo yabasa
125 – 129 raitwa.
KUNYORA  kuverenga ●Kuronga ●Indigenous ●makadhi Intro: Mudzidzisi anoverengera vana
chinyararie vopindura zvinhu Lang Jnr ebasa ndima.
Chidzidzo 6 mibvunzo namazvo zvavo [Grade 3 – 7] mumapoka Danho 1: Vana vanoverenga manzwi
●Nzwisiso namazvo Syllabus, page ●makadhi matsva.
19 – 26 emanzwi Danho 2: Kuverenga chinyayarire.
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 ●Ventures matsva Danho 3: Kupindura mibvunzo
Gore ReChina mumapoka.
ChiShona Danho 4: Kupakura zvavawana.
Learners’ Danho 5: Kunyora basa mumabhuku
Book, page mumwe nomumwe.
125 – 129 Mhedzisiro: Kuita hurukuro sekirasi.
KUNYORA kunyora mazita ●Kuronga ●Ventures ●Arufabheti Intro: Kuongorora mavara makuru
vachitanga nevara zvinhu Gore ReChina ●makadhi eArufabheti.
Chidzidzo 7 guru pakakodzera zvavo ChiShona ebasa Danho 1: Kutsanagura chidzidzo.
●Vara guru namazvo Learners’ mumapoka Danho 2: Vana vanoedzesera
●Hurukuro Book, page kushandisa vara guru mumapoka.
125 – 129 Danho 3: Kupakura zvavawana
mumapoka.
Danho 4: Kunyora basa mumabhuku.
Mhedzisiro: Hurukuro yezvaitwa.
KUNYORA kunyora ●Kugadziris ●Ventures ●mifananidz Intro: Kudoma magamba.
zvavakadzidza a Gore ReChina o Danho 1: Kutaura zvavakaita.
Chidzidzo 8 nezvemagamba matambudzi ChiShona yemagamba Danho 2: Kupa vana gwara rekunyora
●Rondedzero ko voga Learners’ ●makadhi rondedzero rakanaka.
Magamba enyika ●Hurukuro Book, page ebasa Danho 3: Kunyora rondezdero
yeZimbabwe 125 – 129 mumapoka mumapoka mudzidzisi achibatsira vana.
●makadhi Danho 4: Kupakura zvavawana
emanzwi mumapoka.
matsva Danho 5: Kunyora basa mumabhuku.
Mhedzisiro: Kuverenga basa raro.
VHIKI MUSORO ZVINANGWA UNYANZ DURA ZVOMBO MADZIDZISIRO ONGORORO
VI

13
BVUNZO Vadzidzi ●Kufunga ●Ind. Lang. ●machati ●Kuita dzokororo yebasa
NEDZOKORORO vanotarisirwa zvakadzam Syll. Junior
YEKUPERA kukwanisa: a [Gr 3 – Gr 7], ●mifananid rakadzidzwa.
KWEKOTORO ♦kunyora Bvunzo 2015 – 2022, zo
yekupera ●Kuronga page 19 – 26 ●Kupindura mibvunzo
kwekotoro zvinhu ●zvirevo
pazvidzidzo zvaose zvavo pamachati zvichienderana nebasa rakadzidzwa
zvakadzidzwa namazvo
muTemu.

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14
BVUNZO ♦kunyora bvunzo ●Kugadziri ●Ventures ●mapepa ●Kunyora Bvunzo yokupakati
NEDZOKORORO yepakati pegore sa Shona Gr. 4 ebvunzo
YEKUPERA matambudz Learners Bk, dzekupera pegore.
KWEKOTORO iko pg. 63 – 114 kweTemu
●Kuita dzokororo yebasa rebvunzo
●Kufunga
zvakadzam rakanyorwa.
a

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 102

INFORMATION AND COMMUNICATION TECHNOLOGY [ICT]
AIMS
To enable learners to:
1. appreciate the role and impact of ICTs, safety and security as they apply to self, work and everyday life
2. develop an understanding of the operating skills required
3. be creative and innovative in problem solving through Information and Communication Technologies [ICTs]
4. infuse Information and Communication Technology in other subjects across the Curriculum
ASSUMPTIONS
The teacher assumes that learners have innate ability to:
1. are exposed to some electronic tools at their homes such as smart phones
2. are able to manipulate some electronic tools at their homes
3. have innate desire to explore the basic elements and principles of design
4. have an appreciation of ICT devices
5. learners can retrieve information from the storage devices
6. store their data in storage devices in form of CDs, DVDs, flash diskettes, etc.

TOPICS COVERED
1. ICT tools
2. Creating and Publishing
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 103
 TOPICS TO BE COVERED
1. Computer Software
 Desktop Publishing ▪ File Management ▪ Multimedia
 Storage Devices ▪ Creating and Drawing
2. Computer Safety and Security
 Computer Viruses ▪ Downloading and Updating ▪ Computer Protection

WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT
Cross Cutting themes: ICT: We can communicate with other people using ICT.

1
Lesson 1 By the end of the ●Manual ●ICT Syll. ●laptop ●Showing learners invitation cards.
COMPUTER lesson, learners keying Junior ●smart ●Naming cards that they know.
SOFTWARE should be able to: ●Typing [Gr 3 – Gr 7], phone ●Learners explain the importance of
●Desktop ♦state the types of ●Clicking 2015 – 2022, ●tablets
invitation cards.
Publishing cards ●Creative page 10 ●pictures
-Types of cards ♦explain why thinking ●CPS Pry ICT ●Comparing invitation cards and
invitation cards Gr 4 Learners letter.
are important Book, pg. 37 – ●Groups state main features that
♦state three 44 should appear on invitation cards.
important features ●Answering questions in writing.
on an invitation ●Lesson recap.
card
Lesson 2 ♦design a card ●Typing ●ICT Syll. ●laptop ●Recapping the previous lesson.
COMPUTER using Free ●Manual Junior ●smart ●Explaining the steps to be taken.
SOFTWARE Invitation Maker keying [Gr 3 – Gr 7], phone ●Teacher demonstrates how to design
●Desktop ●Clicking 2015 – 2022, ●tablets
an invitation card using Free
Publishing ●Manipulati page 10 ●software
-Designing a ng ●CPS Pry ICT ●steps on Invitation Maker software.
card using Free Gr 4 Learners chart ●Learners practice.
Invitation Maker Bk, pg. 37– 44 ●Class discussion on finished work.

2
Lesson 1 ♦use computer ●Manual ●ICT Syll. ●laptop ●Recapping the previous lesson.
COMPUTER software to create keying Junior ●smart ●Explaining the steps to be taken.
SOFTWARE a Birthday ●Typing [Gr 3 – Gr 7], phone ●Teacher demonstrates how to create
●Desktop Invitation card ●Clicking 2015 – 2022, ●tablets
an invitation card using the software.
Publishing ●Creative page 10 ●software
-Creating a thinking ●CPS Pry ICT ●steps on ●Learners practice as demonstrated.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 104
 Birthday Gr 4 Learners chart ●Learners display finished work.
Invitation card Bk, pg. 37– 44 ●Complete few sentences.
Lesson 2 ♦create a Mother’s ●Typing ●ICT Syll. ●laptop ●Recapping the previous lesson.
COMPUTER Day card ●Manual Junior ●smart ●Explaining the steps to be taken.
SOFTWARE keying [Gr 3 – Gr 7], phone ●Teacher demonstrates how to create
●Desktop ●Clicking 2015 – 2022, ●tablets
a Mother’s day card.
Publishing ●Manipulati page 10 ●software
-Creating a ng ●CPS Pry ICT ●steps on ●Learners practice as demonstrated.
Mother’s Day Gr 4 Learners chart ●Learners display finished work.
card Bk, pg. 37– 44 ●Complete few sentences.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT
Cross Cutting Themes: ICT: We can communicate with other people using ICT.

3
Lesson 1 By the end of the ●Manual ●ICT Syll. ●laptop ●Listening to a story.
COMPUTER lesson, learners keying Junior ●smart ●Learners identify storage devices.
SOFTWARE should be able to: ●Typing [Gr 3 – Gr 7], phone ●Stating the type of data that can be
●File ♦identify ●Clicking 2015 – 2022, ●tablets
stored in hard discs, USB and CDs.
Management computer storage ●Creative page 10 ●pictures
-Storage devices devices thinking ●CPS Pry ICT ●Explaining the importance of these
Gr 4 Learners in ICT.
Bk, pg. 45– 52 ●Answering questions in writing.
●Lesson recap.
Lesson 2 ♦name computer ●Typing ●ICT Syll. ●laptop ●Recapping the previous lesson.
COMPUTER external devices ●Manual Junior ●smart ●Naming external storage devices.
SOFTWARE ♦explain the keying [Gr 3 – Gr 7], phone ●Discussing the type of data stored in
●File functions of ●Clicking 2015 – 2022, ●tablets
external storage devices.
Management external devices ●Manipulati page 10 ●software
-External ng ●CPS Pry ICT ●steps on ●Groups state the advantages of using
storage devices Gr 4 Learners chart external devices.
Bk, pg. 45– 52 ●Writing work in books.
●Revising their work with the teacher

4
Lesson 1 ♦demonstrate how ●Manual ●ICT Syll. ●laptop ●Recapping the previous lesson.
COMPUTER to save data on the keying Junior ●smart ●Demonstrating the steps to be taken
SOFTWARE desktop ●Typing [Gr 3 – Gr 7], phone
when saving data on the desktop.
●File ●Clicking 2015 – 2022, ●tablets
Management ●Creative page 10 ●software ●Learners practice.
-Saving data on thinking ●CPS Pry ICT ●steps on ●Assisting learners’ activities.
a desktop Gr 4 Learners chart
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 105
 Bk, pg. 45– 52 ●Answering of given questions.
●Accessing their data on new folder.
Lesson 2 ♦practice to save ●Typing ●ICT Syll. ●laptop ●Recapping the previous lesson.
COMPUTER data on external ●Manual Junior ●smart ●Explaining the steps to be taken.
SOFTWARE storage devices keying [Gr 3 – Gr 7], phone ●Teacher demonstrates how to save
●File and renaming the ●Clicking 2015 – 2022, ●tablets
and rename data on an external device
Management devices ●Manipulati page 10 ●software
-Saving data on ng ●CPS Pry ICT ●steps on ●Learners practice as demonstrated.
external storage Gr 4 Learners chart ●Commenting finished work.
and renaming Bk, pg. 45– 52 ●Answering given questions.
the devices
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT
Cross Cutting Themes: ICT: We can communicate with other people using ICT.

5
Lesson 1 By the end of the ●Manual ●ICT Syll. ●laptop ●Recapping the previous lessons.
COMPUTER lesson, learners keying Junior ●smart ●Demonstrating the steps to be taken
SOFTWARE should be able to: ●Typing [Gr 3 – Gr 7], phone when saving data on CDs and DVDs.
●File ♦practice to insert ●Clicking 2015 – 2022, ●tablets
●Learners practice.
Management and save data on ●Creative page 10 ●pictures
-Saving data CDs and DVDs thinking ●CPS Pry ICT ●Assisting learners’ activities.
CDs and DVDs Gr 4 Learners ●Answering of questions.
Bk, pg. 45– 52 ●Accessing their saved data on CDs
and DVDs.
Lesson 2 ♦explain how to ●Typing ●ICT Syll. ●laptop ●Explaining ‘copying’.
COMPUTER copy files to and ●Manual Junior ●smart ●Demonstrating the steps to be taken
SOFTWARE from storage keying [Gr 3 – Gr 7], phone when copying files to and from
●File devices ●Clicking 2015 – 2022, ●tablets
storage devices.
Management ●Manipulati page 10 ●software
-Copying files to ng ●CPS Pry ICT ●chart ●Learners practice.
and from storage Gr 4 Learners with steps ●Assisting learners’ activities.
devices Bk, pg. 45– 52 to be ●Learners retrieve their copied data
followed from storage devices.

6
Lesson 1 ♦create an image ●Manual ●ICT Syll. ●laptop ●Showing learners print media.
COMPUTER to support a piece keying Junior ●smart ●Teacher explains the steps to be
SOFTWARE of work using ●Typing [Gr 3 – Gr 7], phone taken when creating drawing with
●Multimedia Paint Package ●Clicking 2015 – 2022, ●tablets
paint package.
-Creating ●Creative page 10 ●software
drawing using thinking ●CPS Pry ICT ●steps on ●Learners practice to draw pictures.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 106
 Paint Publisher Gr 4 Learners chart ●Assisting learners’ activities.
Bk, pg. 45– 52 ●Answering of questions.
●Displaying of neat graphics.
Lesson 2 ♦create an image ●Typing ●ICT Syll. ●laptop ●Recapping the previous lesson.
COMPUTER to support a piece ●Manual Junior ●smart ●Demonstrating the steps to be taken.
SOFTWARE of work using keying [Gr 3 – Gr 7], phone ●Teacher demonstrates how to add an
●Multimedia drawing software ●Clicking 2015 – 2022, ●tablets
image from a picture gallery.
-Creating ●Manipulati page 10 ●software
drawing using ng ●CPS Pry ICT ●steps on ●Learners practice as demonstrated.
drawing Gr 4 Learners chart ●Assisting learners’ activities.
package Bk, pg. 45– 52 ●Completing work in writing.
●Class discussion.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT
Cross Cutting Themes: ICT: We can communicate with other people using ICT.

7
Lesson 1 By the end of the ●Manual ●ICT Syll. ●laptop ●Show learners finished article.
COMPUTER lesson, learners keying Junior ●smart ●Teacher explains the steps to be
SOFTWARE should be able to: ●Typing [Gr 3 – Gr 7], phone taken when adding text and colour to
●Multimedia ♦add text and ●Clicking 2015 – 2022, ●tablets
the drawings they previously created.
-Creating colour to their ●Creative page 10 ●drawing
drawing and add drawings they thinking ●CPS Pry ICT packages ●Learners practice.
text and colour previously created Gr 4 Learners ●Assisting learners’ activities.
Bk, pg. 53– 57 ●Comments and corrections.
●Displaying on neat graphics.
Lesson 2 ♦add colour and ●Typing ●ICT Syll. ●laptop ●Recapping the previous lesson.
COMPUTER text on their ●Manual Junior ●smart ●Demonstrating the steps to be taken.
SOFTWARE created drawings keying [Gr 3 – Gr 7], phone ●Teacher demonstrates how to add
●Multimedia ●Clicking 2015 – 2022, ●tablets
colour and text.
-Creating ●Manipulati page 10 ●software
drawing using ng ●CPS Pry ICT ●Learners practice as demonstrated.
drawing Gr 4 Learners ●Assisting learners’ activities.
package and add Bk, pg. 53– 57 ●Completing work in writing.
text and colour ●Saving their job on diskettes.

8
Lesson 1 ♦practice to take ●Manual ●ICT Syll. ●laptop ●Questioning and answering.
COMPUTER photo keying Junior ●smart ●Teacher explains how to take photos
SOFTWARE ♦save the photo ●Typing [Gr 3 – Gr 7], phone
●Multimedia taken to gallery ●Clicking 2015 – 2022, ●tablets ●Learners take turns to practice the
-Taking a photo ●Creative page 10 ●software teacher’s demonstration.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 107
 using cameras thinking ●CPS Pry ICT ●steps on ●Assisting learners’ activities.
and save to Gr 4 Learners chart ●Answering few questions in books.
gallery Bk, pg. 59– 61
●Class discussion.
Lesson 2 ♦insert image ●Typing ●ICT Syll. ●laptop ●Recapping the previous lesson.
COMPUTER using Microsoft ●Manual Junior ●smart ●Explaining the concept.
SOFTWARE Word keying [Gr 3 – Gr 7], phone
●Multimedia ●Clicking 2015 – 2022, ●tablets ●Teacher demonstrates how to insert
-Inserting ●Manipulati page 10 ●software image on a Microsoft Word document
images using ng ●CPS Pry ICT ●Microsof ●Assisting group activities.
Microsoft Word Gr 4 Learners t ●Completing work in writing.
Bk, pg. 59– 61
●Class discussion.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT
Cross Cutting Themes: ICT: We can communicate with other people using ICT.

9
Lesson 1 By the end of the ●Manual ●ICT Syll. ●different ●Discussing the characteristics of
SAFETY AND lesson, learners keying Junior websites viruses in a human body.
SECURITY should be able to: ●Typing [Gr 3 – Gr 7], ●flash ●Tr explains about computer viruses.
●Computer ♦explain what ●Clicking 2015 – 2022, discs
●Lrnrs describe what viruses can do.
Viruses compute viruses ●Creative page 10 ●memory
-Computer are thinking ●CPS Pry ICT cards ●Stating gadgets that can be affected
viruses ♦describe what the Gr 4 Learners ●stiff by a computer virus.
viruses can do Bk, pg. 67– 69 discs ●Answering questions in books.
●Oral questioning and answering.
Lesson 2 ♦describe how the ●Typing ●ICT Syll. ●different ●Recapping the previous lesson.
SAFETY AND viruses spread on ●Manual Junior websites ●Listening to teacher’s explanation.
SECURITY laptops and desk keying [Gr 3 – Gr 7], ●flash ●Learners say out different ways by
●Computer tops, e.g. using the ●Clicking 2015 – 2022, discs
which viruses spread on laptops and
Viruses internet, inserting ●Manipulati page 10 ●memory
-How viruses infected diskettes ng ●CPS Pry ICT cards desktops.
spread on and memory cards Gr 4 Learners ●stiff ●Groups answer given questions.
laptops and Bk, pg. 67– 69 discs ●Feedback and corrections.
desktops ●Completing work in writing.

10
Lesson 1 ♦explain how ●Manual ●ICT Syll. ●different ●Recapping the previous lesson.
SAFETY AND viruses spread on keying Junior websites ●Listening to teacher’s explanation.
SECURITY palm tops, tablets ●Typing [Gr 3 – Gr 7], ●flash ●Learners say out different ways by
●Computer and smart phones ●Clicking 2015 – 2022, discs
which viruses spread on tablets and
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 108
 Viruses ●Creative page 10 ●memory smart phones.
-How viruses thinking ●CPS Pry ICT cards ●Groups answer given questions.
spread on Gr 4 Learners ●stiff ●Completing work in writing.
palmtops, tablets Bk, pg. 67– 69 discs
●Class discussion.
and smartphones
Lesson 2 ♦suggest ways of ●Typing ●ICT Syll. ●different ●Recapping the previous lesson.
SAFETY AND controlling the ●Manual Junior websites ●Explaining the concept.
SECURITY spread of keying [Gr 3 – Gr 7], ●flash ●Stating ways by which viruses can
●Computer computer viruses, ●Clicking 2015 – 2022, discs
be controlled.
Viruses e.g. download ●Manipulati page 10 ●memory
-Spread of only from sites ng ●CPS Pry ICT cards ●Groups suggest ways of controlling
viruses can be which are virus Gr 4 Learners ●stiff viruses from spreading.
controlled educational Bk, pg. 67– 69 discs ●Assisting group activities.
●Feedback and written work.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT
Cross Cutting Themes: ICT: We can communicate with other people using ICT.

11
Lesson 1 By the end of the ●Manual ●ICT Syll. ●Avast ●Discussing effects of viruses.
SAFETY AND lesson, learners keying Junior 2021 ●Discussing the need for protecting
SECURITY should be able to: ●Typing [Gr 3 – Gr 7], ●Smadav, data in computers.
●Computer ♦explain how to ●Clicking 2015 – 2022, Avira
●Naming free antivirus programs
Viruses protect the ●Creative page 10 Antivirus
-Computers can computer from thinking ●CPS Pry ICT programs such as SMADAV, Avast, Avira, etc.
be protected virus infections Gr 4 Learners ●internet ●Discussing steps to be taken when
from computer Bk, pg. 67– 69 cleaning the computer.
viruses ●Completing given work in books.
Lesson 2 ♦use anti-virus ●Typing ●ICT Syll. ●Avast ●Recapping the previous lesson.
SAFETY AND software to scan ●Manual Junior 2021 ●Teacher explains the concept.
SECURITY and remove keying [Gr 3 – Gr 7], ●Smadav, ●Teacher demonstrates scanning and
●Computer computer viruses ●Clicking 2015 – 2022, Avira
quarantining scanned documents.
Viruses ●Manipulati page 10 Antivirus
-Computer anti- ng ●CPS Pry ICT programs ●Learners practice as demonstrated
virus programs, Gr 4 Learners ●internet ●Discussing the importance of
can be used to Bk, pg. 67– 69 cleaning computers.
remove a virus ●Revising cleaning steps.

12
Lesson 1 By the end of the ●Manual ●ICT Syll. ●different ●Discussing the characteristics of
SAFETY AND lesson, learners keying Junior websites viruses in a human body.
SECURITY should be able to: ●Typing [Gr 3 – Gr 7], ●flash ●Tr explains about computer viruses.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 109
 ●Computer ♦explain what ●Clicking 2015 – 2022, discs ●Lrnrs describe what viruses can do.
Viruses compute viruses ●Creative page 10 ●memory ●Stating gadgets that can be affected
-Computer are thinking ●CPS Pry ICT cards by a computer virus.
viruses ♦describe what the Gr 4 Learners ●stiff
●Answering questions in books.
viruses can do Bk, pg. 67– 69 discs
●Oral questioning and answering.
Lesson 2 ♦describe how the ●Typing ●ICT Syll. ●different ●Recapping the previous lesson.
SAFETY AND viruses spread on ●Manual Junior websites ●Listening to teacher’s explanation.
SECURITY laptops and desk keying [Gr 3 – Gr 7], ●flash ●Learners say out different ways by
●Computer tops, e.g. using the ●Clicking 2015 – 2022, discs
which viruses spread on laptops and
Viruses internet, inserting ●Manipulati page 10 ●memory
-How viruses infected diskettes ng ●CPS Pry ICT cards desktops.
spread on and memory cards Gr 4 Learners ●stiff ●Groups answer given questions.
laptops and Bk, pg. 67– 69 discs ●Feedback and corrections.
desktops ●Completing work in writing.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

13
END OF Learners should ●Critical ●ICT Syll. ●charts ●Oral revision of all concepts covered
TERM TESTS be able to: thinking Junior
AND ♦write end of [Gr 3 – Gr 7], ●pictures during the Term.
REVISION Term examination ●Discussing 2015 – 2022,
on the topics page 10 ●objects ●Answering questions in writing with
covered so far ●CPS Pry ICT
Gr 4 Learners the representation of every concept
Bk, pg. 1 – 69
covered during the Term.

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14
END OF ♦write Mid-Year ●Problem ●ICT Syll. ●question ●Write end of Term tests.
TERM TESTS Examination solving Junior papers
AND [Gr 3 – Gr 7], ●Revision of written work for
REVISION ●Matching 2015 – 2022,
page 10 consolidation and correction
●CPS Pry ICT
Gr 4 Learners purposes.
Bk, pg. 1 – 69

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 111

MATHEMATICS
AIM
To help learners to:
1. acquire and apply Mathematical concepts and skills and use them as tools in study, work, leisure and everyday transactions
through the use of technology
2. develop a hostility and show a positive mind towards Mathematics
3. develop an enquiring mind through child centred approaches
TOPICS COVERED
1. Whole Numbers [1 – 10 000] 2. Operations
TOPICS TO BE COVERED
1. Whole Numbers [1 – 10 000]
 Proper Fractions ▪ Mixed Numbers and Improper Fractions
 Decimals ▪ Rounding off Decimals
2. Operations
 Addition of Proper Fractions ▪ Subtraction of Fractions
 Multiplication of Fractions
3. Measures
 Mass ▪ Solid Shapes
ASSUMED KNOWLEDGE
The teacher assumes that learners:
1. have numerous and literacy skills
APPROACHES
Drama Role Play Research Discovery
Project Work Demonstrations Experimentation

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 112

WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

1
Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Mathematics ●fraction ●Naming fractions.
NUMBER lesson, learners thinking Syll. Junior chart ●Identifying, reading & writing fractions.
●Proper Fractions should be able to: [Gr 3 – Gr 7], ●objects Teacher explains how to write in numerals.
[Denominator 2-10 ♦read and write ●Problem 2015 – 2022, that ●Practicing in groups, giving feedback.
-Fractions in fractions in solving page 17 – 18 represent ●Writing work in their books.
numerals numerals fractions ●Lesson recap.
Lesson 2 ♦interpret ●Problem ●Ventures ●fraction ●Lesson recap.
NUMBER diagrams solving Mathematics chart ●Reading fractions.
●Proper Fractions representing Grade 4 ●work ●Explaining how interpret diagrams.
-Interpreting fractions ●Discussi Learners Bk, cards with ●Group work and feedback of findings.
diagrams ng pg. 69 – 75 group ●Completing given work in writing.
tasks ●Class discussion.
Lesson 3 ♦reduce fractions ●Problem ●Mathematics ●fraction ●Teacher demonstrates how to reduce
NUMBER to lowest terms solving Syll. Junior chart fractions.
●Proper Fractions [Gr 3 – Gr 7], ●work ●Few individuals imitate teacher’s demo.
-Lowest terms ●Matchin 2015 – 2022, cards with ●Attempting given work in groups
g page 17 – 18 group ●Report back followed by written work.
tasks ●Recapping the lesson taught.
Lesson 4 ♦compare given ●Problem ●Ventures ●regular ●Explaining the use of the signs <, > or =.
NUMBER fractions using <, solving Mathematics shapes ●Few individuals imitate teacher’s demo.
●Proper Fractions > or = Grade 4 that can be ●Practicing to compare the fractions in groups
-Comparing ●Discussi Learners Bk, divided ●Report back followed by written work.
fractions ng pg. 69 – 75 ●Revising their work with the teacher.
Lesson 5 ♦use fraction chart ●Problem ●Mathematics ●fraction ●Studying a fraction chart.
NUMBER and number strips solving Syll. Junior chart ●Explaining the lesson to the learners.
●Proper Fractions to find equivalent [Gr 3 – Gr 7], ●number ●Few individuals imitate teacher’s demo.
-Equivalent fractions ●Discussi 2015 – 2022, strips ●Attempting given work in groups
fractions ng page 17 – 18 ●Report back followed by written work.
●Recapping the lesson taught.
Lesson 6 ♦arrange fractions ●Critical ●Ventures ●fraction ●Ordering given objects.
NUMBER in ascending and thinking Mathematics chart ●Explaining ascending & descending order.
●Proper Fractions descending order Grade 4 ●regular ●Two individuals imitate teacher’s example
-Ordering fractions Learners Bk, shapes ●Pairs practice ordering of numbers in
pg. 69 – 75 that can be ascending order and vice-versa.
divided ●Feedback and findings
●Completing given work and lesson recap.
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 113
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

2
Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Mathematics ●fraction ●Naming fractions.
NUMBER lesson, learners thinking Syll. Junior chart ●Identifying, reading & writing fractions with
●Proper Fractions should be able to: [Gr 3 – Gr 7], ●objects the denominator 20.
[Denominator 20, ♦read and write ●Problem 2015 – 2022, that Teacher explains how to write in numerals.
50, 100] fractions in solving page 17 – 18 represent ●Practicing in groups, giving feedback.
-Twentieth numerals fractions ●Writing work in their books.
●Lesson recap.
Lesson 2 ♦find equivalent ●Problem ●Ventures ●fraction ●Studying a fraction chart.
NUMBER fractions solving Mathematics chart ●Explaining the lesson to learners.
●Proper Fractions Grade 4 ●work ●Few individuals imitate teacher’s demo.
-Twentieth: ●Discussi Learners Bk, cards with ●Attempting given work in groups
Equivalent ng pg. 76 – 83 group ●Report back followed by written work.
fractions tasks ●Recapping the lesson taught.
Lesson 3 ♦find the shaded ●Problem ●Mathematics ●fraction ●Lesson recap.
NUMBER and unshaded solving Syll. Junior chart ●Tr explains how to find shaded/unshaded.
●Proper Fractions parts of the [Gr 3 – Gr 7], ●work ●Few individuals imitate teacher’s demo.
-Fiftieth: fractions ●Matchin 2015 – 2022, cards ●Attempting given work in groups
Equivalent g page 17 – 18 ●regular ●Report back followed by written work.
fractions shapes ●Recapping the lesson taught.
Lesson 4 ♦read and write ●Problem ●Ventures ●regular ●Naming fractions.
NUMBER fractions in solving Mathematics shapes ●Identifying, reading & writing fractions with
●Proper Fractions numerals Grade 4 that can be the denominator 100.
-Hundredths ●Discussi Learners Bk, divided Teacher explains how to write in numerals.
ng pg. 76 – 83 ●practicing in groups, giving feedback.
●Writing work in their books & lesson recap.
Lesson 5 ♦use the fraction ●Problem ●Mathematics ●fraction ●Studying a fraction chart.
NUMBER chart to find the solving Syll. Junior chart ●Explaining the lesson to the learners.
●Proper Fractions missing number [Gr 3 – Gr 7], ●diagrams ●Few individuals imitate teacher’s demo.
-Hundredths: ●Discussi 2015 – 2022, on chart ●Groups find the missing number.
Missing fraction ng page 17 – 18 ●Report back followed by written work.
Lesson 6 ♦reduce fractions ●Critical ●Ventures ●fraction ●Ordering given objects.
NUMBER to lowest terms thinking Mathematics chart ●Explaining how reduce given fractions.
●Proper Fractions Grade 4 ●regular ●Few individuals imitate the teacher’s demo.
-Lowest term: Learners Bk, shapes ●Pairs practice. Feeding back findings.
twentieth, fiftieth, pg. 76 – 83 that can be ●Completing given work.
hundredth divided ●Assisting learners activities.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Mathematics ●fraction ●Naming proper fractions.
OPERATIONS lesson, learners thinking Syll. Junior chart ●Teacher explains with examples.
●Addition of should be able to: [Gr 3 – Gr 7], ●objects ●Few learners imitate in front of others.
proper fractions ♦add proper ●Problem 2015 – 2022, that ●Groups practice, giving feedback.
-Adding fractions: fractions with solving page 21 represent ●Writing work in their books.
Denominators 2,3,6 denominator 2,3,6 fractions ●Lesson recap.
Lesson 2 ♦add proper ●Problem ●Ventures ●fraction ●Lesson recap.
OPERATIONS fractions with solving Mathematics chart ●Identifying denominators and numerators.
●Addition of denominators 7 Grade 4 ●work ●Teacher demonstrates addition.
proper fractions and 10 ●Discussi Learners Bk, cards with ●Group work and feedback of findings.
-Adding fractions: ng pg. 84 – 89 group ●Complete given work in writing.
Denominator 7&10 tasks ●Class discussion.
Lesson 3 ♦add proper ●Problem ●Mathematics ●fraction ●Lesson recap.
OPERATIONS fractions with solving Syll. Junior chart ●Teacher demonstrates addition of fractions
●Addition of denominator 20, [Gr 3 – Gr 7], ●work with the same denominator.
proper fractions 50 and 100 ●Matchin 2015 – 2022, cards with ●Few individuals imitate teacher’s demo.
-Adding fractions: g page 21 group ●Attempting given work in groups
Denom 20, 50, 100 tasks ●Report back followed by written work.
●Recapping the lesson taught.
Lesson 4 ♦demonstrate ●Problem ●Ventures ●regular ●Studying a fraction chart.
OPERATIONS addition of three solving Mathematics shapes ●Explaining the lesson to the learners.
●Addition of proper fractions, Grade 4 that can be ●Few individuals imitate teacher’s demo.
proper fractions e.g. ●Discussi Learners Bk, divided ●Practicing to add three proper fractions.
-Adding 3 proper -¼+¼+¼=¾ ng pg. 84 – 89 ●Report back followed by written work.
fractions ●Revising their written work with the teacher.
Lesson 5 ♦solve story sums ●Problem ●Mathematics ●fraction ●Listening to a real life story.
OPERATIONS involving proper solving Syll. Junior chart ●Reading and interpreting stories.
●Addition of fractions [Gr 3 – Gr 7], ●number ●Demonstrating addition, giving examples.
proper fractions ●Discussi 2015 – 2022, strips ●Attempting given work in groups.
-Fraction stories ng page 21 ●Report back followed by written work.
Lesson 6 ♦find the missing ●Critical ●Ventures ●fraction ●Ordering given objects.
OPERATIONS fraction to thinking Mathematics chart ●Explaining the lesson.
●Addition of complete the Grade 4 ●regular ●Two learners imitate the teacher’s examples.
proper fractions sequence, Learners Bk, shapes ●Pairs practice to find the missing fractions.
-Equations e.g. ¼ + □ = ¾ pg. 84 – 89 that can be ●Completing given work, assisting learners.
divided ●Recapping the lesson.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 Learners should ●Creative ●Mathematics ●fraction ●Naming proper fractions.
OPERATIONS be able to: thinking Syll. Junior chart ●Teacher explains with examples.
●Subtraction of ♦subtract proper [Gr 3 – Gr 7], ●objects ●Few learners imitate in front of others.
proper fractions fractions with ●Problem 2015 – 2022, that ●Groups practice, giving feedback.
-Subtracting denominators solving page 22 represent ●Writing work in their books.
fractions: [2,3,5&6] 2,3,5 and 6 fractions ●Lesson recap.
Lesson 2 ♦subtract proper ●Problem ●Ventures ●fraction ●Lesson recap.
OPERATIONS fractions with solving Mathematics chart ●Identifying denominators and numerators.
●Subtraction of denominators 7, 9 Grade 4 ●work ●Teacher demonstrates subtraction.
proper fractions and 10 ●Discussi Learners Bk, cards with ●Group work and feedback of findings.
-Subtracting ng pg. 90 – 95 group ●Complete given work in writing.
fractions: [7, 9&10] tasks ●Class discussion.
Lesson 3 ♦subtract proper ●Problem ●Mathematics ●fraction ●Lesson recap.
OPERATIONS fractions with solving Syll. Junior chart ●Teacher demonstrates subtraction of
●Subtraction of denominators 20, [Gr 3 – Gr 7], ●work fractions with the same denominator.
proper fractions 50 and 100 ●Matchin 2015 – 2022, cards with ●Few individuals imitate teacher’s demo.
-Subtracting g page 22 group ●Attempting given work in groups.
fraction: [20,50,100 tasks ●Report back followed by written work.
●Recapping the lesson taught.
Lesson 4 ♦demonstrate ●Problem ●Ventures ●regular ●Studying a fraction chart.
OPERATIONS subtraction of solving Mathematics shapes ●Explaining the lesson to the learners.
●Subtraction of three proper Grade 4 that can be ●Few individuals imitate teacher’s demo.
proper fractions fractions, e.g. ●Discussi Learners Bk, divided ●Practicing to subtract three proper fractions.
-Subtracting three ¾-¼-¼=¼ ng pg. 90 – 95 ●Report back followed by written work.
proper fractions ●Revising their written work with the teacher.
Lesson 5 ♦solve story sums ●Problem ●Mathematics ●fraction ●Listening to a real life story.
OPERATIONS involving proper solving Syll. Junior chart ●Reading and interpreting stories.
●Subtraction of fractions [Gr 3 – Gr 7], ●number ●Demonstrating subtraction, giving examples.
proper fractions ●Discussi 2015 – 2022, strips ●Attempting given work in groups.
-Subtraction stories ng page 22 ●Report back followed by written work.
Lesson 6 ♦find the missing ●Critical ●Ventures ●fraction ●Listing proper fractions.
OPERATIONS fraction to thinking Mathematics chart ●Explaining the lesson.
●Subtraction of complete the Grade 4 ●regular ●Two learners imitate the teacher’s examples.
proper fractions sequence Learners Bk, shapes ●Pairs practice to find the missing fractions.
-Missing fraction pg. 90 – 95 that can be ●Completing given work, assisting learners.
divided ●Recapping the lesson.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 Learners should ●Creative ●Mathematics ●multiplic ●Flash back.
OPERATIONS be able to: thinking Syll. Junior ation table ●Teacher demonstrates multiplication.
●Multiplication of ♦multiply a proper [Gr 3 – Gr 7], ●work ●Few learners imitate in front of the class.
proper fractions fraction by a ●Problem 2015 – 2022, cards with ●Groups practice. Feedback and corrections.
-Multiplication by a whole number [2 solving page 22 group ●Writing work in their books.
whole 2 and 5 and 5] tasks ●Lesson recap.
Lesson 2 ♦multiply a proper ●Problem ●Ventures ●fraction ●Lesson recap.
OPERATIONS fraction by 10 solving Mathematics chart ●Identifying fraction and wholes.
●Multiplication of Grade 4 ●number ●Teacher demonstrates multiplication.
proper fractions ●Discussi Learners Bk, strips ●Group work and feedback of findings.
-Multiplication by ng pg. 96 – 101 ●key ●Completing given work in writing.
10 words ●Class discussion.
Lesson 3 ♦multiply a proper ●Problem ●Mathematics ●multiplic ●Teacher demonstrates multiplication of
OPERATIONS fraction by a solving Syll. Junior ation table fractions with the denominators 50 and 100.
●Multiplication of whole number 50 [Gr 3 – Gr 7], ●work ●Few individuals imitate teacher’s demo.
proper fractions and 100 ●Matchin 2015 – 2022, cards with ●Attempting given work in groups.
-Multiplication by g page 22 group ●Report back followed by written work.
50 and 100 tasks ●Recapping the lesson taught.
Lesson 4 ♦find fractions of ●Problem ●Ventures ●chart ●Saying out units of measurement.
OPERATIONS measures, e.g. solving Mathematics showing ●Explaining the lesson. Changing ‘of’ to ‘x’.
●Multiplication of ½ of 20kg = 10kg Grade 4 measures ●Few individuals imitate the teacher’s demo.
proper fractions ¼ of 100m = 25m ●Discussi Learners Bk, ●multiplic ●Practicing to find fractions of measures.
-Measures ng pg. 96 – 101 ation table ●Report back followed by written work.
●Revising their written work with the teacher.
Lesson 5 ♦solve story sums ●Problem ●Mathematics ●multiplic ●Listening to a real life story.
OPERATIONS involving solving Syll. Junior ation table ●Reading and interpreting stories.
●Multiplication of multiplication of [Gr 3 – Gr 7], ●work ●Demonstrating to solve multiplication
proper fractions proper fractions ●Discussi 2015 – 2022, cards with problems.
-Stories ng page 22 group ●Attempting given work in groups.
tasks ●Report back followed by written work.
Lesson 6 ♦multiply proper ●Critical ●Ventures ●fraction ●Listing proper fractions.
OPERATIONS fraction by another thinking Mathematics chart ●Explaining the lesson.
●Multiplication of proper fraction Grade 4 ●number ●Two learners imitate the teacher’s examples.
proper fractions Learners Bk, strips ●Pairs practice to multiply fractions.
-Proper fraction by pg. 96 – 101 ●key ●Completing given work, assisting learners.
a proper fraction words ●Recapping the lesson.
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Cross Cutting Themes: Gender: Boys and girls can work together to achieve a common goal.
Lesson 1 Learners should ●Creative ●Mathematics ●diagrams ●Listing fractions.
OPERATIONS be able to: thinking Syll. Junior on chart ●Saying, reading and writing improper
●Improper fraction ♦identify parts of a [Gr 3 – Gr 7], ●fraction fractions and mixed numbers.
and Mixed numbers mixed number ●Problem 2015 – 2022, chart ●Describing parts of a mixed number.
-Parts of mixed solving page 18 ●work ●Groups practice to say out mixed numbers.
numbers cards ●Writing work in their books and lesson recap
Lesson 2 ♦write mixed ●Problem ●Ventures ●number ●Lesson recap.
OPERATIONS numbers from solving Mathematics line ●Identifying, read and write mixed numbers.
●Improper fraction diagrams Grade 4 ●diagrams ●Representing mixed numbers on diagrams.
and Mixed numbers ●Discussi Learners Bk, of various ●Group work and feedback of findings.
-Mixed numbers ng pg. 102 – 108 figures ●Completing given work in writing.
from diagrams ●Class discussion.
Lesson 3 ♦compare mixed ●Problem ●Mathematics ●diagrams ●Lesson recap.
OPERATIONS numbers using >, solving Syll. Junior on chart ●Teacher demonstrates how to compare
●Improper fraction < or = [Gr 3 – Gr 7], ●fraction mixed numbers using diagrams.
and Mixed numbers ●Matchin 2015 – 2022, chart ●Few individuals imitate the teacher’s demo.
-Comparing mixed g page 18 ●work ●Attempting given work in groups.
numbers cards ●Report back followed by written work.
Lesson 4 ♦arrange mixed ●Problem ●Ventures ●number ●Arranging objects from smallest to biggest.
OPERATIONS numbers in solving Mathematics line ●Explaining the lesson.
●Improper fraction ascending and Grade 4 ●diagrams ●Learners place mixed numbers in ascending
and Mixed numbers descending order ●Discussi Learners Bk, of various order and vice-versa.
-Ascending and ng pg. 102 – 108 figures ●Practicing ordering in groups.
descending order ●Report back followed by written work.
●Revising their written work with the teacher.
Lesson 5 ♦express improper ●Problem ●Mathematics ●diagrams ●Listening to a real life story.
OPERATIONS fractions as mixed solving Syll. Junior on chart ●Explaining conversion of mixed fractions.
●Improper fraction numbers [Gr 3 – Gr 7], ●fraction ●Few individuals try in front of the class.
and Mixed numbers ●Discussi 2015 – 2022, chart ●Attempting given work in groups.
-Improper fractions ng page 18 ●work ●Report back followed by written work.
as mixed numbers cards ●Revising their written work with the teacher.
Lesson 6 ♦answer revision ●Critical ●Ventures ●number ●Answering of oral questions.
questions based on thinking Mathematics line ●Revising concepts learnt.
REVISION work covered so Grade 4 ●diagrams ●Writing individual work in books.
far Learners Bk, of various ●Revising their written work with the teacher.
pg. 102 – 108 figures ●Singing rhymes and songs.
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Cross Cutting Themes: Gender: Boys and girls can work together to achieve a common goal.
Lesson 1 By the end of the ●Creative ●Mathematics ●pictures ●Naming the shapes they know.
MEASURES lesson, learners thinking Syll. Junior showing ●Listing the plain shapes.
●Solid Shapes should be able to: [Gr 3 – Gr 7], diff shape ●Stating the properties of plain shapes.
-Plain shapes ♦identify plain ●Problem 2015 – 2022, ●work ●Learners draw and colour the plain shapes.
shapes solving page 25 cards with ●Writing work in their books.
tasks ●Lesson recap.
Lesson 2 ♦list the properties ●Problem ●Ventures ●tins ●Lesson recap.
MEASURES of a rectangular solving Mathematics ●pictures ●Explaining the concept.
●Solid Shapes prism Grade 4 showing ●Listing the properties of a rectangular prism.
-Rectangular prism ♦draw the shape ●Discussi Learners Bk, diff shape ●Groups draw and colour the shape.
ng pg. 109 – 113 ●work ●Completing given work in writing.
cards ●Class discussion.
Lesson 3 ♦list the properties ●Problem ●Mathematics ●pictures ●Naming the solid shapes they know.
MEASURES of a cube solving Syll. Junior showing ●Teacher demonstrates drawing a cube.
●Solid Shapes ♦model the cube [Gr 3 – Gr 7], diff shape ●Discussing on the properties of a cube.
-Cube ●Matchin 2015 – 2022, ●work ●Modelling the cube.
g page 25 cards with ●Learners display their work.
tasks ●Recapping the lesson taught.
Lesson 4 ♦list the properties ●Problem ●Ventures ●pictures ●Naming solid shapes.
MEASURES of a cylinder solving Mathematics showing ●Listing gadgets that are cylindrical in shape.
●Solid Shapes ♦draw at list two Grade 4 diff shape ●Learners identify the properties of a cylinder
-Cylinder gadgets that are ●Discussi Learners Bk, ●work ●Learners draw cylindrical shapes they know.
cylindrical in ng pg. 109 – 113 cards with ●Writing work in their books.
shape tasks ●Revising their written work with the teacher.
Lesson 5 ♦identify a sphere ●Problem ●Mathematics ●pot ●Teacher explains about the sphere.
MEASURES ♦construct a ball solving Syll. Junior ●tins ●Identify objects that are spherical in shape.
●Solid Shapes [Gr 3 – Gr 7], ●work ●In pairs, learners draw the shape.
-Sphere ●Discussi 2015 – 2022, cards with ●Learners construct a ball.
ng page 25 group ●Learners display their balls.
tasks ●Recapping the lesson taught.
Lesson 6 ♦answer revision ●Critical ●Ventures ●question ●Answering of oral questions.
questions based on thinking Mathematics strips ●Revising concepts learnt.
REVISION work covered Grade 4 ●work ●Writing individual work in books.
Learners Bk, cards with ●Supervising learners work.
pg. 109 – 113 tasks ●Revising their written work with the teacher.
●Singing rhymes and songs.
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Cross Cutting Themes: Gender: Boys and girls can work together to achieve a common goal.
Lesson 1 Learners should ●Creative ●Mathematics ●compass ●Learners give directions of different objects
MEASURES be able to: thinking Syll. Junior ●cards in the classroom.
●Direction, Angles ♦show North, East [Gr 3 – Gr 7], ●strips ●Teacher shows the cardinal points.
and Lines South and West ●Problem 2015 – 2022, ●work ●Drawing of the cardinal points.
-Cardinal points ♦draw the solving page 25 cards with ●Practice to give directions of objects.
compass points tasks ●Writing work in their books.
Lesson 2 ♦identify ●Problem ●Ventures ●diagrams ●Lesson recap.
MEASURES horizontal lines solving Mathematics ●rulers ●Explaining the concept.
●Direction, Angles and vertical lines Grade 4 ●rectangul ●Learners draw horizontal and vertical lines.
and Lines ●Discussi Learners Bk, ar cards ●Learners practice in pairs.
-Lines ng pg. 114 – 119 ●Reporting back and written work.
Lesson 3 ♦identify right ●Problem ●Mathematics ●diagrams ●Explaining the concept to learners.
MEASURES angles solving Syll. Junior ●rulers ●Demonstrating a right angle.
●Direction, Angles ♦draw diagrams [Gr 3 – Gr 7], ●rectangul ●Drawing diagrams with right angles.
and Lines with right angles ●Matchin 2015 – 2022, ar cards ●Writing work in their books.
-Right angles g page 25 ●Recapping the lesson taught.
Lesson 4 ♦use right angles ●Problem ●Ventures ●diagrams ●Teacher explains the concept.
MEASURES in life situations solving Mathematics ●rulers ●Teacher makes illustrations of right angles.
●Direction, Angles Grade 4 ●rectangul ●Learners recognise 1, 2, 3 and 4 right angles.
and Lines ●Discussi Learners Bk, ar cards ●Learners draw diagrams with right angles.
-Turning ng pg. 114 – 119 ●Writing work in their books and revising it.
●Revising their written work with the teacher.
Lesson 5 ♦complete the ●Problem ●Mathematics ●compass ●Naming the cardinal points.
MEASURES table of directions solving Syll. Junior ●cards ●Teacher explains about right angles and
●Direction, Angles [Gr 3 – Gr 7], ●strips cardinal points.
and Lines ●Discussi 2015 – 2022, ●work ●Teacher explains about right angles and
-Completing the ng page 25 cards with cardinal points.
table group ●Showing learners how to complete a table.
tasks ●Learners practice completing a table.
Lesson 6 ♦answer revision ●Critical ●Ventures ●compass ●Answering of oral questions.
questions based on thinking Mathematics ●cards ●Revising concepts on cardinal points and
REVISION work covered Grade 4 ●strips angles.
WORK Learners Bk, ●work ●Writing individual work in their books.
pg. 114 – 119 cards with ●Supervising learners’ work.
group ●Revising the written work with the teacher.
tasks ●Asking and answering questions.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Mathematics ●scales ●Explaining the terms.
MEASURES lesson, learners thinking Syll. Junior ●balances ●Demonstrating how to compare using heavy
●Mass should be able to: [Gr 3 – Gr 7], ●container and light.
-Heavy and light ♦find the mass of ●Problem 2015 – 2022, ●work ●Few learners imitate in from of the class.
different objects solving page 25 cards with ●Groups practice. ●Feedback and corrections.
by weighing tasks ●Writing work in their books and revising it.
Lesson 2 ♦find the mass of ●Problem ●Ventures ●bread ●Lesson recap.
MEASURES different objects solving Mathematics ●stones ●Explaining how to use beam balance.
●Mass by weighing them Grade 4 ●books ●Teacher finds the mass of objects selected.
-Weighing objects ●Discussi Learners Bk, ●Group work and pairs to find masses.
ng pg. 120 – 127 ●Completing given work in writing.
●Class discussion.
Lesson 3 ♦convert grams to ●Problem ●Mathematics ●scales ●Lesson recap.
MEASURES [g] to kilograms solving Syll. Junior ●balances ●Teacher demonstrates conversion of g to kg.
●Mass [kg] [Gr 3 – Gr 7], ●container ●Few individuals imitate the teacher’s demo.
-Converting grams ●Matchin 2015 – 2022, ●work ●Attempting given work in groups.
to kilograms g page 25 cards with ●Report back followed by written work.
tasks ●Recapping the lesson taught.
Lesson 4 ♦convert ●Problem ●Ventures ●bread ●Lesson recap.
MEASURES kilograms [g] to solving Mathematics ●stones ●Teacher demonstrates conversion of kg to g.
●Mass grams [g] Grade 4 ●books ●Few individuals imitate the teacher’s demo.
-Converting ●Discussi Learners Bk, ●Attempting given work in groups.
kilograms to grams ng pg. 120 – 127 ●Report back followed by written work.
●Recapping the lesson taught.
Lesson 5 ♦compare the ●Problem ●Mathematics ●scales ●Recap of the previous lesson.
MEASURES mass of people on solving Syll. Junior ●balances ●Discussing the graph as a class.
●Mass a graph [Gr 3 – Gr 7], ●container ●Learners find the mass of people using graph
-Comparing mass ●Discussi 2015 – 2022, ●work ●Answering questions in groups.
ng page 25 cards with ●Report back and written work.
tasks ●Discussing about their own masses.
Lesson 6 ♦solve story sums ●Critical ●Ventures ●bread ●Listening to a real life story.
MEASURES on mass thinking Mathematics ●stones ●Reading and interpreting stories.
●Mass Grade 4 ●books ●Demonstrating how to solve story problems.
-Mass stories Learners Bk, ●Attempting given work in groups.
pg. 120 – 127 ●Report back followed by written work.
●Recapping the lesson taught.
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Lesson 1 By the end of the ●Creative ●Mathematics ●claendar ●Asking and answering of oral questions.
MEASURES lesson, learners thinking Syll. Junior ●clock ●Showing learners clock faces.
●Time should be able to: [Gr 3 – Gr 7], faces ●Explaining how to tell time in clock faces.
-Telling time ♦tell time from ●Problem 2015 – 2022, ●watches ●Learners tell time on given diagrams.
clock faces solving page 23 ●wall ●Draw clock faces and write the time.
clock ●Revising their written work with the teacher.
Lesson 2 ♦apply a.m. p.m ●Problem ●Ventures ●claendar ●Identifying a.m, p.pm, noon and midnight.
MEASURES noon, midnight to solving Mathematics ●clock ●Explaining how to write time in two ways.
●Time tell time, e.g. ½ Grade 4 faces ●Few individuals attempt in front of the class.
-Writing time in past 10 – 10.30 ●Discussi Learners Bk, ●watches ●Practising in small groups.
two ways ng pg. 170 – 175 ●wall ●Completing given work in writing.
clock ●Class discussion.
Lesson 3 ♦answer questions ●Problem ●Mathematics ●chart ●Listening to a story about a train journey.
MEASURES from the given solving Syll. Junior with time ●Studying the time-table and discuss.
●Time time-table [Gr 3 – Gr 7], table ●Class interpret the time-table.
-Train time-table ●Matchin 2015 – 2022, ●Answering in groups. ●Giving feedback.
g page 23 ●Answering questions in their groups
●Revising their written work with the teacher.
Lesson 4 ♦convert time ●Problem ●Ventures ●conversi ●Naming time units.
MEASURES from one unit to solving Mathematics on chart ●Teacher demonstrates conversion of time.
●Time another, such as Grade 4 ●work ●Few individuals imitate the teacher’s demo.
-Converting units 60 minutes = ●Discussi Learners Bk, cards with ●Attempting given work in groups.
of time to hours 1hour ng pg. 170 – 175 group ●Report back.
and minutes and tasks ●Individual written work.
vise versa ●Recapping the lesson.
Lesson 5 ♦use the calendar ●Problem ●Mathematics ●calendar ●Discusing about the calendar in classroom.
MEASURES to answer given solving Syll. Junior ●work ●Finding number of days in the week, no. of
●Time questions [Gr 3 – Gr 7], cards with weeks, first/second days of the week.
-Calendar ●Discussi 2015 – 2022, group ●Answering questions in groups.
ng page 23 tasks ●Report back, correction and individual work.
●Revising work written.
Lesson 6 ●Critical ●Ventures ●pictures ●Listening to a real time life story.
MEASURES thinking Mathematics of clock ●Reading and interpreting stories.
●Time Grade 4 faces for ●Demonstrating how to solve time problems.
-Time stories Learners Bk, telling ●Attempting given work in groups.
pg. 170 – 175 time ●Report back followed by written work.
●Revising work done as a class.
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Lesson 1 By the end of the Problem ●Mathematics Work ●Teacher explains and demonstrates.
MEASURES lesson, learners solving Syll. Junior cards ●Teacher and learners discuss.
●Money should be able to: Understan [Gr 3 – Gr 7], ●Group work.
-Currency up to ♦identify currency ding 2015 – 2022, ●Report back
$100,00 up to $100 Knowledg page 23 ●Individual written work
e ●Revise work done.
Lesson 2 ♦describe features Problem ●Mathematics Work ●teacher explains and demonstrates.
MEASURES on coins and notes solving Syll. Junior cards ●Teacher and learners discuss.
●Money Understan [Gr 3 – Gr 7], ●Group work.
-Currency up to ding 2015 – 2022, -report back and class discussions
$100,00 Knowledg page 23 ●Individual written work.
e ●Revisimg work done.
Lesson 3 ♦convert centsto Understan ●Mathematics Work ●Teacher explains and demonstrates.
MEASURES dollars and vice ding Syll. Junior cards ●Teacher and learners discuss.
●Money versa Knowledg [Gr 3 – Gr 7], ●Group work.
-Conversions e 2015 – 2022, ●Report back
page 23 ●Individual written work
●Revise work done.
Lesson 4 ♦calculate Problem ●Mathematics Work ●teacher explains and demonstrates.
MEASURES compositions of solving Syll. Junior cards ●Teacher and learners discuss.
●Money amounts in terms Understan [Gr 3 – Gr 7], ●Group work.
-Denominations of smaller notes ding 2015 – 2022, -report back and class discussions
and coins Knowledg page 23 ●Individual written work.
e ●Revisimg work done.
Lesson 5 ♦appply the Understan ●Mathematics Work ●Teacher explains and demonstrates.
MEASURES concept of buying ding Syll. Junior cards ●Teacher and learners discuss.
●Money and selling Knowledg [Gr 3 – Gr 7], ●Group work.
-buying and selling e 2015 – 2022, ●Report back
page 23 ●Individual written work
●Revise work done.
Lesson 6 ♦identify units of
Problem ●Mathematics ●teacher explains and demonstrates.
time solving Syll. Junior Work ●Teacher and learners discuss.
MEASURES Understan [Gr 3 – Gr 7], cards ●Group work.
●Time ding 2015 – 2022, -report back and class discussions
-time telling Knowledg page 23 ●Individual written work.
e ●Revisimg work done.
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12 Lesson 1 ♦apply Problem ●Mathematics Cards ●Recap of the previous lesson.

a.m ,noon ,p.m solving Syll. Junior with task ●Demonstration by the teacher on the c/board.
MEASURES midnight and Understan [Gr 3 – Gr 7], to do ●Group work to pupils.
●Time fortynight to tell ding 2015 – 2022, ●Report back from the groups.
-time telling time Knowledg page 23 ●Written work individually.
e ●Revise work done.
Lesson 2 ♦apply Problem ●Mathematics Cards ●Recap of the previous lesson.
a.m ,noon ,p.m solving Syll. Junior with task ●Demonstration by the teacher on the c/board.
MEASURES midnight and Understan [Gr 3 – Gr 7], to do ●Group work to pupils.
●Time fortynight to tell ding 2015 – 2022, ●Report back from the groups.
-Time telling time Knowledg page 23 ●Written work individually in their books.
e ●Revising work done.
Lesson 3 ♦convert units of Understan ●Mathematics Chart with ●Lesson recap.
MEASURES time ding Syll. Junior shapes ●Teacher will explain and demonstrate.
●Conversions Knowledg [Gr 3 – Gr 7], Cards ●Group work to pupils.
e 2015 – 2022, with task ●Report back from the groups.
page 23 to do ●Written work individually.
●Revision of work done.
Lesson 4 ♦convert unts of Problem ●Mathematics Chart with ●Recap of the previous lesson.
MEASURES time solving Syll. Junior shapes ●Demonstration by the teacher on the c/board.
●Conversions Understan [Gr 3 – Gr 7], Cards ●Group work to pupils.
ding 2015 – 2022, with task ●Report back from the groups.
Knowledg page 23 to do ●Written work individually in their books.
e ●Revising work done.
Lesson 5 ♦find the mass of Problem ●Mathematics Chart with ●Recap of the previous lesson.
MEASURES objects by solving Syll. Junior task to do ●Demonstration by the teacher on the c/board.
●Mass weighing Understan [Gr 3 – Gr 7], ●Group work to pupils.
-Starndard ding 2015 – 2022, ●Report back from the groups.
measures Knowledg page 23 ●Written work individually in their books.
e ●Revising work done.
Lesson 6 ♦find the mass of Problem ●Mathematics Chart with ●Lesson recap.
MEASURES objects by solving Syll. Junior tsk to do ●Teacher will explain and demonstrate.
●Mass weighing Understan [Gr 3 – Gr 7], ●Group work to pupils.
-Starndard ding 2015 – 2022, ●Report back from the groups.
measures Knowledg page 23 ●Written work individually.
e ●Revision of work done.
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13
REVISION Learners should ●Critical ●Mathematics ●charts ●Oral revision of all concepts covered during
be able to: thinking Syll. Junior
♦write end of [Gr 3 – Gr 7], ●pictures the Term.
Term examination ●Discussi 2015 – 2022,
on the topics ng page 21 – 25 ●objects ●Answering questions in writing with the
covered so far
representation of every concept covered

during the Term.

14
REVISION ♦write Mid-Year ●Problem ●Ventures ●question ●Write end of Term tests.
Examination solving Mathematics papers
Grade 4 ●Revision of written work for consolidation
●Matchin Learners Bk,
g pg. 1 – 127 and correction purposes.

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 PHYSICAL EDUCATION, SPORT AND MASS DISPLAYS [PESMD]
AIMS
To help learners to:
1. develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Displays
2. make informed decisions about health, safety and well-being
TOPICS COVERED
1. Study Area 1: Physical Education
 Human Body
2. Study Area 2: Sport
 Invasion Games
 Net games
3. Study Area 3: Mass Displays
 Music
TOPICS TO BE COVERED
1. Study Area 1: Physical Education
 Safety
 Health
2. Study Area 2: Sport
 Striking Games
 Target and Combat Games
3. Study Area 3: Mass Displays
 Background Art
ASSUMED KNOWLEDGE
The teacher assumes that learners:
1. enjoy solving challenging problems
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
STUDY AREA 1: By the end of the ●Critical ●PESMD ●chart with ●Listening to a story.
PHYSICAL lesson, learners thinking Syll. Junior health
●Defining health habits.
EDUCATION should be able to: [Gr 3 – Gr 7], habits
Lesson 1 ♦state health ●Problem 2015 – 2022, ●stop ●Listing health habits in groups.
SAFETY AND habits solving page 21 watch ●Groups give feedback of findings.
HEALTH ●work
●Healthy living cards with ●Completing given work in books.
habits group tasks ●Lesson recap.
-Health habits
Lesson 2 ♦identify health ●Problem ●Ventures ●apparatus ●Recapping the previous lesson.
SAFETY AND habits at home solving PESMD for
●Teacher explaining the lesson.
HEALTH Grade 4 manipulati
●Healthy living ●Discussin Learners Bk, on ●Listing health habits at home.
habits g pg. ●work ●Groups give feedback of findings.
-Health habits at cards with
home group tasks ●Answering questions.
●Lesson recap.
Lesson 3 ♦identify health ●Problem ●PESMD ●apparatus ●Singing a rhyme.
SAFETY AND habits at school solving Syll. Junior for ●Teacher explains the lesson.
HEALTH [Gr 3 – Gr 7], manipulati
●Healthy living ●Balancing 2015 – 2022, on ●Listing health habits at school.
habits page 21 ●work ●Groups give feedback of findings.
-Health at school cards with
●Dramatising health habits at school.
group tasks
●Asking and answering of oral
questions.
Lesson 4 ♦name and ●Problem ●Ventures ●button ●Lesson recap.
SAFETY AND describe games solving PESMD sticks ●Citing games they know.
HEALTH that improve Grade 4 ●stop ●Naming games that improve
●Healthy living fitness ●Creative Learners Bk, watch
fitness.
habits thinking pg. ●work
-Games cards with ●Describing the games.
-Playing games group tasks ●Completing given work in books.
●Discussing work written.
●Lesson recap.

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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Critical ●PESMD ●chart with ●Warming up activities.
SAFETY AND lesson, learners thinking Syll. Junior health ●Naming games.
HEALTH should be able to: [Gr 3 – Gr 7], habits ●Discussing the importance of
●Healthy living ♦play games in ●Problem 2015 – 2022, ●work taking part in games.
habits groups that solving page 21 cards with ●Groups play a game of choice.
-Playing a game improve fitness group tasks ●Best group shows others.
Lesson 2 ♦state the sports ●Problem ●Ventures ●apparatus ●Teacher explains the lesson.
SAFETY AND related elements solving PESMD for ●Discussing activities used to
HEALTH ♦describe how the Grade 4 manipulati develop endurance.
●Healthy living involvement in ●Discussin Learners Bk, on ●Groups perform activities such as
habits sports develops g pg. ●work jogging, sit-ups, tag-of-war, dance.
-Sports related endurance cards with ●Teacher assists learners’ activities.
elements: Endurance group tasks ●Warming down activities.
Lesson 3 ♦describe how ●Problem ●PESMD ●apparatus ●Teacher explains the lesson.
SAFETY AND strength is solving Syll. Junior for ●Discussing activities used to
HEALTH developed [Gr 3 – Gr 7], manipulati develop flexibility.
●Healthy living ♦play a game that ●Balancing 2015 – 2022, on ●Groups perform activities such as
habits improves their page 21 ●work climbing, sit and reach, sit up test.
-Sports related strength cards with ●Teacher assists learners’ activities.
elements: Flexibility group tasks ●Warming down activities.
Lesson 4 ♦describe how ●Problem ●Ventures ●button ●Recapping the previous lessons.
SAFETY AND flexibility is solving PESMD sticks ●Teacher explains the lesson.
HEALTH developed Grade 4 ●work ●Discussing activities used to
●Healthy living ♦play a game that ●Creative Learners Bk, cards with develop body composition.
habits improves their thinking pg. group tasks ●Groups perform activities such as
-Sports related strength ●instrumen bend arm hang test, push up test.
elements: Body ts ●Teacher assists learners’ activities.
composition ●Warming down activities.
Lesson 5 ♦demonstrate ●Problem ●PESMD ●apparatus ●Recapping the previous lessons.
SAFETY AND activities that solving Syll. Junior for ●Teacher explains the lesson.
HEALTH improves body [Gr 3 – Gr 7], manipulati ●Discussing activities used to
●Healthy living composition ●Discussin 2015 – 2022, on develop strength.
habits g page 21 ●work ●Groups perform activities such as
-Sports related cards with jogging, sit-ups, tag-of-war, dance.
elements: Strength group tasks ●Teacher assists learners’ activities.
●Warming down activities.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Critical ●PESMD ●chart with ●Warming up activities.
SAFETY AND lesson, learners thinking Syll. Junior health ●Naming games.
HEALTH should be able to: [Gr 3 – Gr 7], habits ●Discussing the importance of tree
●Activities used to ♦perform tree ●Problem 2015 – 2022, ●work climbing.
develop sports related climbing to solving page 21 cards with ●Learners perform tree climbing.
elements develop elements group tasks ●Monitoring learners’ activities.
-Tree climbing of fitness ●Cooling down activities.
Lesson 2 ♦state elements of ●Problem ●Ventures ●apparatus ●Recapping the previous lesson.
SAFETY AND fitness solving PESMD for ●Teacher explains the lesson.
HEALTH ♦perform rope Grade 4 manipulati ●Demonstrating rope skiing.
●Activities used to skiing to develop ●Discussin Learners Bk, on ●Groups perform the activity.
develop sports related elements of fitness g pg. ●work ●Teacher assists learners’ activities.
elements cards with ●Waring down activities.
-Rope skiing group tasks
Lesson 3 ♦perform tug-of- ●Problem ●PESMD ●apparatus ●Recapping the previous lesson.
SAFETY AND war to develop solving Syll. Junior for ●Teacher explains the lesson.
HEALTH elements of fitness [Gr 3 – Gr 7], manipulati ●Demonstrating rope tug-of-war.
●Activities used to ●Balancing 2015 – 2022, on ●Groups take turns to perform the
develop sports related page 21 ●work activity.
elements cards with ●Teacher assists learners’ activities.
-Tug-of-war group tasks ●Waring down activities.
Lesson 4 ♦perform stretches ●Problem ●Ventures ●button ●Recapping the previous lesson.
SAFETY AND to develop solving PESMD sticks ●Teacher explains the lesson.
HEALTH elements of fitness Grade 4 ●work ●Demonstrating dynamic stretches.
●Activities used to ●Creative Learners Bk, cards with
●Learners perform the activity.
develop sports related thinking pg. group tasks
elements ●instrumen ●Teacher supervises learners’
-Dynamic stretches ts activities.
●Waring down activities.
Lesson 5 ♦perform dances ●Problem ●PESMD ●apparatus ●Recapping the previous lesson.
SAFETY AND to develop solving Syll. Junior for ●Teacher explains the lesson.
HEALTH elements of fitness [Gr 3 – Gr 7], manipulati ●Demonstrating dancing.
●Activities used to ●Discussin 2015 – 2022, on ●Groups take turns to perform the
develop sports related g page 21 ●work activity.
elements cards with ●Teacher assists learners’ activities.
-Dances group tasks ●Waring down activities.
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 ●Answering given questions.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Critical ●PESMD ●chart with ●Questioning and answering.
SAFETY AND lesson, learners thinking Syll. Junior safety rules ●Defining ‘rules’.
HEALTH should be able to: [Gr 3 – Gr 7], ●pictures ●Learners identify safety rules for
●Safety ♦identify safety ●Problem 2015 – 2022, showing various activities.
-The need for safety rules for various solving page 21 precautions ●Class discussion on the need for
activities rules.
♦state the need for ●Writing given work.
safety rules ●Lesson recap.
Lesson 2 ♦identify safety ●Problem ●Ventures ●whistles ●Recapping the previous lessons.
SAFETY AND rules at home for solving PESMD ●job cards ●Teacher explains the lesson.
HEALTH various activities Grade 4 with group ●Identifying safety rules at home.
●Safety ●Discussin Learners Bk, work ●Discussing the need for rule for
-Safety rules at home g pg. ●posters various activities.
●magazine ●Answering oral questions.
s ●Recapping the lesson.
Lesson 3 ♦describe safety ●Problem ●PESMD ●whistles ●Recapping the previous lessons.
SAFETY AND rules at school for solving Syll. Junior ●job cards ●Teacher explains the lesson.
HEALTH various activities [Gr 3 – Gr 7], with group ●Learners identify safety rules at
●Safety ●Balancing 2015 – 2022, work school.
-Safety rules at page 21 ●apparatus ●Discussing the need for rule for
school for various activities at school.
manipulati ●Answering oral questions.
on ●Recapping the lesson.
Lesson 4 ♦identify ●Problem ●Ventures ●chart with ●Recapping the previous lessons.
SAFETY AND appropriate attire solving PESMD safety rules ●Teacher explains the lesson.
HEALTH for various Grade 4 ●pictures ●Identifying safety precautions.
●Safety activities ●Creative Learners Bk, showing ●Answering questions in groups.
-Safety precautions thinking pg. precautions ●Feedback and written work.
●Revising work done.
Lesson 5 ♦groups role-play ●Problem ●PESMD ●whistles ●Recapping the previous lessons.
SAFETY AND safety precautions solving Syll. Junior ●job cards ●Discussing safety precautions.
HEALTH for various [Gr 3 – Gr 7], with group ●Dramatising safety precautions in
●Safety activities ●Discussin 2015 – 2022, work groups.
-Role playing safety g page 21 ●posters ●Groups take turns o present.
precautions ●magazine ●Teacher assists learners’ activities.
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 s ●Class discussion.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Critical ●PESMD ●chart with ●Questioning and answering.
SAFETY AND lesson, learners thinking Syll. Junior safety rules ●Naming physical activities.
HEALTH should be able to: [Gr 3 – Gr 7], ●pictures ●Learners identify safety rules when
●Safety ♦identify physical ●Problem 2015 – 2022, showing participating in physical activities.
-Safety rules when activities solving page 21 precautions ●Dramatise situations that require
participating in ♦identify safety the application of safety rules.
physical activities rules when ●Class discussion.
participating in ●Lesson recap.
physical activities
Lesson 2 ♦play a mini game ●Problem ●Ventures ●whistles ●Recapping the previous lessons.
SAFETY AND to demonstrate solving PESMD ●job cards ●Teacher explains the lesson.
HEALTH safety rules Grade 4 with group ●Learners play a mini game to
●Safety ●Discussin Learners Bk, work demonstrate safety rules.
-Demonstrating g pg. ●posters ●Playing in groups.
safety rules ●magazine ●Discussing the need for rules when
s playing physical games.
●Written work.
●Revising work done.
Lesson 3 ♦identify warm up ●Problem ●PESMD ●whistles ●Recapping the previous lessons.
SAFETY AND and cool down solving Syll. Junior ●job cards ●Teacher explains the lesson.
HEALTH activities [Gr 3 – Gr 7], with group ●Learners identify warm up and cool
●Safety ●Balancing 2015 – 2022, work down activities.
-Warm up and cool page 21 ●apparatus ●Discussing the importance of warm
down activities for up and cool down activities.
manipulati ●Studying given diagrams.
on ●Recapping the lesson.
Lesson 4 ♦demonstrate ●Problem ●Ventures ●chart with ●Recapping the previous lessons.
SAFETY AND warm up and cool solving PESMD safety rules ●Naming warm up and cool down
HEALTH down activities Grade 4 ●pictures activities.
●Safety ●Creative Learners Bk, showing ●Teacher demonstrates warm up and
-Engaging in warm thinking pg. precautions cool down activities.
up and cool down ●Learners perform warm up
activities activities.
-Playing a mini game ●Assisting learners.
●Cool down activities.
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 ●Revising work done.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Critical ●PESMD ●chart with ●Listening to a story.
SAFETY AND lesson, learners thinking Syll. Junior safety rules ●Teacher explains the lesson.
HEALTH should be able to: [Gr 3 – Gr 7], ●pictures ●Learners identify playing
●Safety ♦identify playing ●Problem 2015 – 2022, showing equipment at school and at home.
-Playing equipment apparatus found at solving page 21 precautions ●Class discussion of play equipment.
school and at ●Drawing and labelling.
home ●Lesson recap.
Lesson 2 ♦describe safe ●Problem ●Ventures ●whistles ●Recapping the previous lessons.
SAFETY AND ways of using solving PESMD ●job cards ●Teacher explains the lesson.
HEALTH apparatus Grade 4 with group ●Learners identify safe ways of
●Safety ●Discussin Learners Bk, work using apparatus.
-Safe way of using g pg. ●posters ●Groups role play use of apparatus.
apparatus ●magazine ●Presentation of role plays by group
s ●Asking and answering of questions
Lesson 3 ♦demonstrate safe ●Problem ●PESMD ●whistles ●Recapping the previous lessons.
SAFETY AND ways of using play solving Syll. Junior ●job cards ●Teacher explains the lesson.
HEALTH equipment [Gr 3 – Gr 7], with group ●Learners identify a game.
●Safety ●Balancing 2015 – 2022, work ●Groups play the game using the
-Manipulate given page 21 ●apparatus equipment.
apparatus for ●Taking turns to manipulate
manipulati apparatus.
on ●Class discussion.
Lesson 4 ♦describe safe ●Problem ●Ventures ●chart with ●Recapping the previous lesson.
SAFETY AND ways of storing solving PESMD safety rules ●Naming apparatus.
HEALTH apparatus Grade 4 ●pictures ●Learners identify safe ways of
●Safety ●Creative Learners Bk, showing storing apparatus.
-Safe ways of storing thinking pg. precautions ●Demonstrating the proper storage.
apparatus ●Practising to store apparatus.
●Asking and answering of questions.
Lesson 5 ♦describe safe ●Problem ●PESMD ●whistles ●Recapping the previous lesson.
SAFETY AND ways of caring for solving Syll. Junior ●job cards ●Naming apparatus.
HEALTH the apparatus [Gr 3 – Gr 7], with group ●Learners identify safe ways of
●Safety ●Discussin 2015 – 2022, work storing apparatus.
-Caring for playing g page 21 ●posters ●Demonstrating the proper storage.
equipment ●magazine ●Practising to store apparatus.
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 s ●Asking and answering of questions.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
STUDY AREA 2: By the end of the ●Critical ●PESMD ●bat sticks ●Studying given pictures.
SPORTS lesson, learners thinking Syll. Junior ●job cards ●Explaining the lesson.
Lesson 1 should be able to: [Gr 3 – Gr 7], with group ●Teacher demonstrates how to grip a
NET GAMES ♦demonstrate the ●Problem 2015 – 2022, work bat stick.
●Grip correct grip of a solving page 26 ●diagrams ●Pairs practice the correct
-Grip bat stick on chart equipment grip.
●Teacher assists learners’ activities.
●Lesson recap.
Lesson 2 ♦demonstrate ●Problem ●Ventures ●tennis ball ●Studying given pictures.
NET GAMES proper hand and solving PESMD ●diagrams ●Explaining the lesson.
●Grip finger position Grade 4 on chart ●Teacher demonstrates hand and
-Proper hand and when gripping ●Discussin Learners Bk, ●magazine finger position when gripping.
finger position when g pg. ●job cards ●Pairs practice the correct skill.
gripping with group ●Teacher assists learners.
work ●Lesson recap.
Lesson 3 ♦demonstrate ●Problem ●PESMD ●tennis ball ●Studying given pictures.
NET GAMES proper hand and solving Syll. Junior ●diagrams ●Explaining the lesson.
●Grip finger position [Gr 3 – Gr 7], on chart ●Teacher demonstrates how to strike
-Proper hand and when striking a ●Balancing 2015 – 2022, ●job cards the ball with a bat.
finger position when ball page 26 with group ●Groups practice the correct skill.
striking a ball work ●Teacher assists learners’ activities.
●Lesson recap.
Lesson 4 ♦demonstrate ●Problem ●Ventures ●tennis ●Recapping the previous lessons.
NET GAMES gripping and solving PESMD rackets ●Demonstrating standing with feet
●Grip striking skills in a Grade 4 ●tennis ball apart [T stand].
-Proper stance when tennis game ●Creative Learners Bk, ●diagrams ●A learner imitates in front of others
striking a ball thinking pg. on chart ●Learners practice proper stance
●job cards when striking a ball.
with group ●Assisting learners.
work ●Revising work done.
Lesson 5 ♦demonstrate ●Problem
●PESMD ●tennis ball ●Recapping the previous lesson.
NET GAMES gripping and solving
Syll. Junior ●diagrams ●Demonstrating gripping & striking.
●Grip striking skills in a [Gr 3 – Gr 7], on chart
-Playing a game tennis game ●Discussin 2015 – 2022, ●job cards ●Groups play the tennis game.
g page 26 with group
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 work ●Assisting learners’ activities.
●Comments and corrections.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Critical ●PESMD ●bat sticks ●Studying given pictures.
NET GAMES lesson, learners thinking Syll. Junior ●job cards ●Executing proper gripping skills.
●Striking should be able to: [Gr 3 – Gr 7], with group ●Teacher demonstrates how to hit a
-Forward strokes ♦hit a ball from a ●Problem 2015 – 2022, work tennis ball from a stationary position.
from a stationary stationary position solving page 26 ●diagrams ●Pairs practise the forward stroke.
position on chart ●Teacher assists learners.
●Best learners show others.
Lesson 2 ♦demonstrate ●Problem ●Ventures ●tennis ball ●Studying given pictures.
NET GAMES forward strokes solving PESMD ●diagrams ●Executing proper gripping skills.
●Striking from mobile Grade 4 on chart ●Teacher demonstrates how to hit a
-Forward stroke from position ●Discussin Learners Bk, ●magazine tennis ball from a running position.
mobile position g pg. ●job cards ●Pairs practise the forward stroke.
with group ●Teacher assists learners’ activities.
work ●Best learners perform in front of
the class.
Lesson 3 ♦demonstrate ●Problem ●PESMD ●tennis ball ●Studying given pictures.
NET GAMES backwards strokes solving Syll. Junior ●diagrams ●Explaining the lesson to learners.
●Striking from stationary [Gr 3 – Gr 7], on chart ●Teacher demonstrates how to hit a
-Backward stroke position ●Balancing 2015 – 2022, ●job cards tennis ball using the backward stroke
from a stationary page 26 with group ●Pairs practise the forward stroke.
position work ●Teacher assists learners’ activities.
●Best learners perform for the class.
Lesson 4 ♦demonstrate ●Problem ●Ventures ●tennis ●Studying given pictures.
NET GAMES forward stroke solving PESMD rackets ●Executing proper gripping skills.
●Striking from running Grade 4 ●tennis ball ●Teacher demonstrates how to hit a
-Forward stroke from position ●Creative Learners Bk, ●diagrams tennis ball from a running position.
running position thinking pg. on chart ●Pairs practise the forward stroke.
●job cards ●Teacher assists learners’ activities.
with group ●Best learners perform in front of
work others.
Lesson 5 ♦execute the ●Problem ●PESMD ●tennis ball ●Recapping the previous lessons.
NET GAMES learned techniques solving Syll. Junior ●diagrams ●Demonstrating the learned skills.
●Striking in a tennis game [Gr 3 – Gr 7], on chart ●Groups play the tennis game, with
GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 134
 -Perform the learned ●Discussin 2015 – 2022, ●job cards emphasis on striking skills.
skills in a tennis g page 26 with group ●Assisting learners’ activities.
game work ●Comments and corrections.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Critical ●PESMD ●tennis ●Studying given pictures.
TARGET AND lesson, learners thinking Syll. Junior rackets ●Explaining the skill to be learnt.
COMBAT GAMES should be able to: [Gr 3 – Gr 7], ●mats ●Teacher demonstrates how to aim
●Aiming / Target ♦aim at stationary ●Problem 2015 – 2022, ●diagrams at a stationary target.
-Aiming at stationary targets using solving page 25 on chart ●Pairs practice the technique.
targets different objects ●job cards ●Assisting learners’ activities.
with tasks ●Best learners show others.
Lesson 2 ♦aim at target ●Problem ●Ventures ●tyres ●Recapping the previous lesson.
TARGET AND using objects of solving PESMD ●hula ●Teacher demonstrates the skill.
COMBAT GAMES different sizes Grade 4 hoops ●Explaining on how to aim at a
●Aiming / Target ♦target from ●Discussin Learners Bk, ●skittles target.
-Aiming of target within 25 metre g pg. ●Learners practice the learned
using objects of distance technique.
different sizes ●Best learners show others.
●Comments and corrections.
Lesson 3 ♦aim at target ●Problem ●PESMD ●tyres ●Studying given pictures.
TARGET AND using objects of solving Syll. Junior ●hula ●Explaining the lesson to learners.
COMBAT GAMES different shapes [Gr 3 – Gr 7], hoops ●Teacher demonstrates how to aim
●Aiming / Target ●Balancing 2015 – 2022, ●rings for at a target using different shapes.
-Aiming of target page 25 targeting ●Learners practice the skill.
using objects of ●Teacher assists learners’ activities.
different shapes ●Best learners show others.
Lesson 4 ♦aim at a target of ●Problem ●Ventures ●tennis ●Recapping the previous lesson.
TARGET AND 25 metres after a solving PESMD rackets ●Teacher demonstrates the skill.
COMBAT GAMES short run Grade 4 ●diagrams ●Explaining on how to aim at a
●Aiming / Target ●Creative Learners Bk, on chart target.
-Aiming of target of thinking pg. ●job cards ●Learners practice the technique.
25 metres after a with group ●Best learners sow others.
short run tasks ●Comments and corrections.
Lesson 5 ♦bounce balls of ●Problem ●PESMD ●tyres ●Recapping the previous lessons.
TARGET AND different sizes solving Syll. Junior ●hula ●Demonstrating the learned skills.
COMBAT GAMES from within 25 [Gr 3 – Gr 7], hoops ●Learners bounce balls to hit a target

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 ●Aiming / Target metre distance to ●Discussin 2015 – 2022, ●skittles ●Assisting learners’ activities.
-Bouncing balls to hit hit a target g page 25 ●mats ●Best learners perform in front of
a target ●diagrams others.
on chart ●Comments and corrections.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
KIDS ATHLETICS -demonstrate Coordinati ●PESMD Relay ●Teacher explains key words
Running progressive on Syll. Junior batons ●Learners discuss the importance of
Endurance race endurance levels Bouncing [Gr 3 – Gr 7], Mats endurance
in 5 minutes Collaborati 2015 – 2022, Mini ●Warm up
on page 18 hurdles ●Learners running within a marked
Decision Ladder area
making ICT tools ●Learners do different exercises in
groups.
●Cool down
KIDS ATHLETICS -demonstrate Coordinati ●Ventures Relay ●Teacher explains key words
Running progressive on PESMD batons ●Learners run through set obstacles
-Endurance race endurance levels Bouncing Grade 4 Flags and for endurance race.
in 5 minutes Decision Learners Bk, Ladder ●Learners running in teams
making pg. ICT tools ●earners do different exercises.
●Cool down
KIDS ATHLETICS -demonstrate
Coordinati ●PESMD Relay ●Teacher explains key words
Running progressive
on Syll. Junior batons ●Tearners discuss how execute
Slalom shuttle endurance levels
Bouncing [Gr 3 – Gr 7], Obstacles baton exchange
relays in 5 minutes
Collaborati 2015 – 2022, hurdles ●Learners practise baton exchange
-Baton exchange -demonstrate
on page 18 Ladder ●Learners do different exercises.
baton exchange
Decision ICT tools ●Cool down
for endurance race
making
KIDS ATHLETICS -demonstrate swift
Coordinati ●Ventures Relay ●Teacher explains key words
Jumping running action
on PESMD batons ●Tearners discuss how to sub merge
Bouncing Grade 4 Mats in water
Collaborati Learners Bk, Mini ●earners running water races
on pg. hurdles ●Warm up
Decision Ladder ●Learners do different exercises.
making ICT tools ●Cool down
KIDS ATHLETICS -demonstrate swift Coordinati ●PESMD Relay ●Teacher explains key words
Jumping running action on Syll. Junior batons ●Tearners discuss how to sub merge
Bouncing [Gr 3 – Gr 7], Obstacles in water
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 Collaborati 2015 – 2022, ICT tools ●Learners running water races
on page 18 ●Warm up
Decision ●earners do different exercises.
making Cool down
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
KIDS ATHLETICS -execute the ladder Coordinati ●PESMD tape ●Teacher explains key words
Running running event on Syll. Junior measure ●Learners discuss how to sprint and
-Shuttle relay Bouncing [Gr 3 – Gr 7], Cones exchange the baton
Decision 2015 – 2022, Marked ●Learners running 60metres
making page 21 mats ●Warm up
Rope ●Learners do different exercises.
Improvised ●Cool down
equipment
ICT tools
KIDS ATHLETICS -execute the ladder Coordinati ●Ventures tape ●Teacher explains key words
Running running event on PESMD measure ●Learners discuss watching videos
Bouncing Grade 4 Marked of different events
Collaborati Learners Bk, Improvised ●Learners running practising what
on pg. equipment they saw.
Decision ICT tools ●earners do different exercises.
making ●Cool down
KIDS ATHLETICS perform slalom, Coordinati ●PESMD tape ●Recap of previous lesson
Running shuttle relays on Syll. Junior measure ●Learners watch and practise in
carrying baton Bouncing [Gr 3 – Gr 7], Cones groups
Collaborati 2015 – 2022, ICT tools ●earners do different exercises.
on page 21 ●Cool down
Decision
making
KIDS ATHLETICS perform slalom, Coordinati ●Ventures tape ●Teacher explains key words
Running shuttle relays on PESMD measure ●Learners discuss how to sub merge
carrying baton Bouncing Grade 4 Cones in water
Collaborati Learners Bk, Improvised ●Learners running water races
on pg. equipment ●Warm up
Decision ICT tools ●Learners do different exercises.
making ●Cool down
KIDS ATHLETICS -show smooth Coordinati ●PESMD tape ●ecap of previous lesson
Running exchange of baton on Syll. Junior measure ●Learners do mini games
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 Bouncing [Gr 3 – Gr 7], Rope demonstrating the learnt concepts
Decision 2015 – 2022, Improvised ●Teacher will assess the
making page 21 equipment performance and award marks.
ICT tools ●Cool down
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
KIDS ATHLETICS -demonstrate Coordinati ●PESMD Marked ●Teacher explains key words
Jumping horizontal and on Syll. Junior mats ●Learners discuss how to do forward
-Jumping with vertical jumping Bouncing [Gr 3 – Gr 7], Rope squat jumps.
equipments execute jumping Collaborati 2015 – 2022, Improvised ●Learners practise cross hop 15
skills using on page 24 equipment seconds each.
equipment Decision ICT tools ●Learners do different exercises.
making ●Cool down

KIDS ATHLETICS -demonstrate Coordinati ●Ventures tape ●Recap of previous lesson

Jumping horizontal and on PESMD measure ●Learners discuss how to do double
-Double foot jump vertical jumping Bouncing Grade 4 Cones foot jump on the ground
execute jumping Collaborati Learners Bk, Stop watch ●Warm up
skills using on pg. ICT tools ●earners do the activity in groups
equipment Decision ●Feedback
making ●Cool down
KIDS ATHLETICS -jump from a Coordinati ●PESMD tape ●Teacher explains key words
Jumping stationary position on Syll. Junior measure ●Learners discuss how to jump to a
-Jumping for a Bouncing [Gr 3 – Gr 7], Cones distance
distance Collaborati 2015 – 2022, Rope ●Warm up
on page 24 Improvised ●Learners practise in pairs
Decision equipment ●Learners do different exercises.
making ICT tools ●Cool down
KIDS ATHLETICS -execute well- Coordinati ●Ventures tape ●Recap of previous lesson
Jumping coordinated jumps on PESMD measure ●Learners jump while counting for
Jumping for scores Throwing Grade 4 Cones scores
Collaborati Learners Bk, Stop watch ●Learners jump in groups recording
on pg. Improvised their jumps
Decision equipment ●Learners do different exercises.
making ICT tools ●Cool down
KIDS ATHLETICS -execute well- Coordinati ●PESMD tape ●Teacher explains key words
Jumping coordinated jumps on Syll. Junior measure ●Learners discuss about standing
Jumping for scores Bouncing [Gr 3 – Gr 7], Improvised jumps
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 Collaborati 2015 – 2022, equipment ●Learners in pairs do pole jumping
on page 24 ICT tools ●Mini games
Decision ●Learners do different exercises.
making ●Cool down
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13
END OF TERM Learners should ●Critical ●PESMD ●charts ●Oral revision of all concepts
TESTS AND be able to: thinking Syll. Junior
REVISION ♦write end of [Gr 3 – Gr 7], ●pictures covered during the Term.
Term examination ●Discussin 2015 – 2022,
on the topics g page 21 – 25 ●objects ●Answering questions in writing
covered so far
with the representation of every

concept covered during the Term.

14
END OF TERM ♦write Mid-Year ●Problem ●Ventures ●question ●Write end of Term tests.
TESTS AND Examination solving PESMD papers
REVISION Grade 4 ●Revision of written work for
●Matching Learners Bk,
pg. consolidation and correction

purposes.

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SCIENCE AND TECHNOLOGY
AIMS
To enable learners to:
1. develop the creative, technical and practical expertise to participate in a scientific and technological world
2. appreciate the role of Science and Technology as they apply to self, work and society
3. be able to select and use a wide range of materials and components in the environment
TOPICS COVERED
1. Health and Safety
2. Materials and Structures
3. Energy and Fuels

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 TOPICS TO BE COVERED
1. Electricity and Electronics
2. Design and Technology
3. Water
4. Weather and Climate
ASSUMED KNOWLEDGE
The teacher assumes that learners:
1. have an innate desire to explore and experiment
2. can explore objects
APPROACHES
Debates Simulations Demonstrations Experimentation
Project Work / Research Games [Drama, Storytelling] Science and Technical Exhibitions

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Cross Cutting Themes: Environment: Need to protect the environment so we continue live in it.
Lesson 1 By the end of the ●Creative ●Scie & Tech ●batteries ●Recapping previous lessons.
ELECTRICTY & lesson, learners thinking Syll. Junior ●torches ●Identifying sources of electricity.
ELECTONICS should be able to: [Gr 3 – Gr 7], ●bulbs ●Studying a Zimbabwe map.
●Electricity ♦recognise sources ●Problem 2015 – 2022, ●wires ●Naming power stations in Zimbabwe.
-Sources of of electricity solving page 34 ●solar panel ●Locating sources of electricity in
electricity ♦locate sources of ●Ventures Pry ●insulators Zimbabwe from the map.
electricity in Scie & Tech ●work cards ●Answering questions.
Zimbabwe Gr 4 Learners with group ●Lesson recap.
Bk, pg. 69–72 tasks
Lesson 2 ♦explain how ●Problem ●Scie & Tech ●batteries ●Lesson recap.
ELECTRICTY & electricity is solving Syll. Junior ●torches ●Listing power stations.
ELECTONICS generated and [Gr 3 – Gr 7], ●bulbs ●Learners explain the generation and
●Electricity transmitted ●Creative 2015 – 2022, ●wires transmission of electricity.
-Generating and thinking page 34 ●solar panel ●Drawing power lines.
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 transmitting ●Ventures Pry ●insulators ●Learners answer given questions.
electricity Scie & Tech ●work cards ●Stating uses of electricity.
Gr 4 Learners with group
Bk, pg. 69–72 tasks
Lesson 3 ♦practice to use ●Problem ●Scie & Tech ●batteries ●Collecting batteries.
ELECTRICTY & batteries solving Syll. Junior ●crocodile ●Explaining the uses of batteries.
ELECTONICS ♦explain how [Gr 3 – Gr 7], clips ●Groups use batteries to switch on
●Electricity batteries can ●Manipul 2015 – 2022, ●bulbs gadgets.
-Electricity from a convert chemical ating page 34 ●wires ●Teacher shows learners how batteries
battery energy into ●Ventures Pry ●solar panel are charged.
electricity Scie & Tech ●insulators ●Learners answer given questions.
Gr 4 Learners ●work cards ●Lesson recap.
Bk, pg. 69–72 with tasks
Lesson 4 ♦explain how to ●Problem ●Scie & Tech ●batteries ●Recapping the previous lesson.
ELECTRICTY & use solar as a solving Syll. Junior ●bulbs ●Showing learners a solar panel.
ELECTONICS source of power [Gr 3 – Gr 7], ●wires ●Demonstrating how to use a solar
●Electricity 2015 – 2022, ●solar panel panel.
-Solar panels ●Creative page 34 ●insulators ●Learners practice to use solar panels.
thinking ●Ventures Pry ●work cards ●Learners draw panel, inverter and a
Scie & Tech with tasks battery.
Gr 4 Learners ●crocodile ●Display of neat sketches.
Bk, pg. 69–72 clips
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Cross Cutting Themes: Environment: Need to protect the environment so we continue live in it.
Lesson 1 By the end of the ●Creative ●Scie & Tech ●electric ●Story-telling.
ELECTRICTY & lesson, learners thinking Syll. Junior wires ●Explaining the concept to learners.
ELECTONICS should be able to: [Gr 3 – Gr 7], ●electric ●Stating dangers of naked wires.
●Electricity ♦recognise the ●Problem page 34 gadgets ●Groups suggest ways of dealing with
-Naked wires dangers of naked solving ●Ventures Pry ●wires naked wires.
wires Scie & Tech ●work cards ●Feedback and class discussion.
Gr 4 Learners with tasks ●Lesson recap.
Bk, pg. 73–75 ●key words
Lesson 2 ♦explain the risk ●Problem ●Ventures Pry ●electric ●Lesson recap.
ELECTRICTY & of using electricity solving Scie & Tech wires ●Teacher explains the concept.
ELECTONICS with wet hands Gr 4 Learners ●electric ●Naming gadgets that they use.
●Electricity ●Creative Bk, pg. 73–75 gadgets ●Describing dangers of using electric
-Wet hands thinking ●wires gadgets with wet hands.
●Role-playing in groups.
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 Lesson 3 ♦demonstrate the ●Problem ●Scie & Tech ●electric ●Recapping the previous lesson.
ELECTRICTY & correct way of solving Syll. Junior wires ●Observing a given picture.
ELECTONICS fixing electric [Gr 3 – Gr 7], ●electric ●Explaining the dangers of fixing a
●Electricity appliances ●Manipul 2015 – 2022, gadgets gadget while it is on.
-Fixing appliances ating page 34 ●wires ●Draw and write three sentences.
●Learners answer given questions.
●Lesson recap.
Lesson 4 ♦explain dangers ●Problem ●Ventures Pry ●cables ●Recapping the lesson.
ELECTRICTY & caused by solving Scie & Tech ●sockets ●Explaining the lesson.
ELECTONICS improper plugging Gr 4 Learners ●electric ●Teacher demonstrates correct plugging
●Electricity of wall sockets Bk, pg. 73–75 wires ●Learners practice the correct plugging.
-Plugging and ●Creative ●wires ●Stating dangers of improper plugging.
sockets thinking ●work cards ●Class discussion.
with tasks
Lesson 5 ♦explain dangers ●Creative ●Scie & Tech ●electric ●Naming power lines they know.
ELECTRICTY & of playing near thinking Syll. Junior wires ●Giving dangers of playing near lines.
ELECTONICS power lines and [Gr 3 – Gr 7], ●electric ●Learners identify correct playing
●Electricity electric sub- page 34 gadgets centres.
-Dangers of playing stations ●Ventures Pry ●wires ●Attempting questions in groups.
near power lines Scie & Tech ●balls ●Report back and written work.
Gr 4 Learners ●Revising work written as a class.
Bk, pg. 73–75
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Cross Cutting Themes: Environment: Need to protect the environment so we continue live in it.
Lesson 1 By the end of the ●Creative ●Scie & Tech ●electric ●Discussing dangers of electricity.
ELECTRICTY & lesson, learners thinking Syll. Junior wires ●Identifying danger warning signs.
ELECTONICS should be able to: [Gr 3 – Gr 7], ●electric ●Group write safety precautions.
●Electricity ♦suggest safety ●Problem page 34 gadgets
●Feedback followed by class
-Safety precautions precautions when solving ●Ventures Pry ●wires
in switching on using electricity Scie & Tech ●work cards discussions.
electricity Gr 4 Learners with tasks ●Demonstrating proper plugging.
Bk, pg. 73–75 ●key words ●Lesson recap.
Lesson 2 ♦recite a poem on ●Problem ●Ventures Pry ●electric ●Lesson recap.
ELECTRICTY & electricity solving Scie & Tech wires ●Discussing about electricity.
ELECTONICS Gr 4 Learners ●electric ●Reading a poem on the chart.
●Electricity ●Creative Bk, pg. 73–75 gadgets ●Groups recite a poem about electricity.
-Electricity poems thinking ●wires ●Best group recite in front of the class.
and rhymes ●Feedback and class discussions.
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 Lesson 3 ♦experiment to ●Problem ●Scie & Tech ●electric ●Collecting different materials for
ELECTRICTY & establish that solving Syll. Junior wires manipulation.
ELECTONICS some materials are [Gr 3 – Gr 7], ●electric ●Experimenting to identify conductors.
●Electricity conductors of ●Manipul 2015 – 2022, gadgets ●Observing and recording results.
-Some materials are electricity ating page 34 ●wires ●Tabulating results in their books.
electric conductors ●Learners answer given questions.
●Saying out conductors of electricity.
Lesson 4 ♦identify ●Problem ●Ventures Pry ●cables ●Collecting different materials.
ELECTRICTY & insulators of solving Scie & Tech ●sockets ●Experimenting to identify insulators.
ELECTONICS electricity Gr 4 Learners ●electric ●Identifying and listing insulators.
●Electricity ♦carry out an Bk, pg. 73–75 wires ●Tabulating results in their books.
-Some materials are experiment to ●Creative ●wires ●Learners answer given questions.
electric insulators identify insulators thinking ●work cards ●Saying out insulators of electricity.
with tasks
Lesson 5 ♦answer revision ●Creative ●Scie & Tech ●electric ●Lesson recap.
questions with thinking Syll. Junior wires ●Answering questions in groups.
REVISON representation of [Gr 3 – Gr 7], ●electric ●Writing a revision test.
all concepts taught page 34 gadgets
●Supervising learners as they write.
so far ●Ventures Pry ●wires
Scie & Tech ●balls ●Revising their work with the teacher.
Gr 4 Learners ●Singing songs.
Bk, pg. 73–75
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Cross Cutting Themes: ICT: Children can explore through ICT tools.
Lesson 1 By the end of the ●Creative ●Scie & Tech ●mealie- ●Singing a rhyme on food.
DESIGN AND lesson, learners thinking Syll. Junior meal ●Stating local foods.
TECHNOLOGY should be able to: [Gr 3 – Gr 7], ●potatoes ●Describing the given picture.
●Elements of ♦identify foods ●Problem page 35 ●vegetables ●Naming nutrients found in foods.
design found in their solving ●Scie & Tech ●work cards ●Drawing a plate of food.
-Foods local environment Gr 4 Learners with tasks ●Lesson recap.
Bk, pg. 83–85 ●pictures
Lesson 2 ♦appreciate colour ●Problem ●Ventures Pry ●pictures of ●Lesson recap.
DESIGN AND in the food solving Scie & Tech foods with ●Stating different colours they know.
TECHNOLOGY preparation Gr 4 Learners diff ●Explaining the importance of colour in
●Elements of ●Creative Bk, pg. 83–85 elements of food preparation.
design thinking design ●Answering questions in groups
-Colours tell a story ●work cards ●Drawing food of choice and colour.
about food with tasks
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 Lesson 3 ♦demonstration ●Problem ●Scie & Tech ●mealie- ●Recapping the previous lesson.
DESIGN AND preparation of an solving Syll. Junior meal ●Naming food ingredients.
TECHNOLOGY attractive meal [Gr 3 – Gr 7], ●potatoes ●Explaining the importance of colour in
●Elements of with all colours ●Manipul 2015 – 2022, ●sugar food preparation.
design ating page 35 ●work cards ●Groups write their food preparation
-How to food with with tasks lists composing all colours.
all colours ●pictures ●Presentations and class discussion.
Lesson 4 ♦appreciate ●Problem ●Ventures Pry ●mealie- ●Recapping the lesson.
DESIGN AND measurement in solving Scie & Tech meal ●Explaining the lesson.
TECHNOLOGY the food Gr 4 Learners ●potatoes ●Discussing the importance of
●Elements of preparation Bk, pg. 83–85 ●sugar measurement in food preparation.
design ●Creative ●work cards ●Groups write measurements of
-Measurement thinking with tasks different food preparations.
●pictures ●Answering of given questions.
Lesson 5 ♦give the ●Creative ●Scie & Tech ●mealie- ●Lesson recap.
DESIGN AND ingredients needed thinking Syll. Junior meal ●Naming ingredients when making a
TECHNOLOGY in the preparation [Gr 3 – Gr 7], ●potatoes cake.
●Elements of of a cake page 35 ●sugar ●Learners state the measurements
design ●Ventures Pry ●work cards needed.
-Making a cake Scie & Tech with tasks ●Each group write ingredients and
using measurement Gr 4 Learners ●pictures measurements they would prepare in
Bk, pg. 83–85 making their cake.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Creative ●Scie & Tech ●mealie- ●Explaining the term “texture”.
DESIGN AND lesson, learners thinking Syll. Junior meal ●Describing texture in food preparation.
TECHNOLOGY should be able to: [Gr 3 – Gr 7], ●potatoes ●Describing the given picture.
●Elements of ♦appreciate ●Problem page 35 ●vegetables ●Groups discuss the importance of
design -Texture: an texture in food solving ●Scie & Tech ●work cards texture.
element of design preparation Gr 4 Learners with tasks ●Drawing and writing sentences.
in food preparation Bk, pg. 85–86 ●pictures ●Lesson recap.
Lesson 2 ♦demonstrate how ●Problem ●Ventures Pry ●pictures of ●Lesson recap.
DESIGN AND to prepare potatoes solving Scie & Tech foods with ●Feeling texture of uncooked potatoes.
TECHNOLOGY with texture Gr 4 Learners diff ●explaining preparation of potatoes
●Elements of ●Creative Bk, pg. 85–86 elements of emphasizing on texture.
design thinking design ●Groups write steps involved in the
-How to prepare ●work cards preparation.
potatoes wit texture with tasks ●Completing given work in their books.
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 Lesson 3 ♦use balance as an ●Problem ●Scie & Tech ●mealie- ●Recapping the lesson.
DESIGN AND element of design solving Syll. Junior meal ●Explaining the lesson.
TECHNOLOGY in food [Gr 3 – Gr 7], ●potatoes ●Listing the importance of balance.
●Elements of preparation ●Manipul 2015 – 2022, ●sugar ●Discussing the importance of correct
design ating page 35 ●work cards composition of ingredients.
-Balance as in food with tasks ●Groups write measurements of
preparation ●pictures ingredients in diff food preparations
Lesson 4 ♦describe how to ●Problem ●Ventures Pry ●mealie- ●Lesson recap.
DESIGN AND prepare food with solving Scie & Tech meal ●Naming ingredients when making
TECHNOLOGY correct balance of Gr 4 Learners ●potatoes bread.
●Elements of ingredients Bk, pg. 85–86 ●sugar ●Learners state the measurements of
design -Balance: ●Creative ●work cards sugar, salt, yeast, flour, milk and eggs.
prepare food with thinking with tasks ●Each group write ingredients and
correct composition ●pictures measurements they would use to
of ingredients prepare in making their bread.
Lesson 5 ♦answer revision ●Creative ●Scie & Tech ●Lesson recap.
questions with thinking Syll. Junior ●Answering questions in groups.
REVISION TEST representation of [Gr 3 – Gr 7], ●Writing a revision test.
all concepts taught page 35 ●Supervising learners as they write.
so far ●Scie & Tech ●Revising their written work with the
Gr 4 Learners teacher.
Bk, pg. 85–86 ●Singing songs.
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Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Creative ●Scie & Tech ●mealie- ●Discussing proportion in real life.
DESIGN AND lesson, learners thinking Syll. Junior meal ●Discussing proportion as important
TECHNOLOGY should be able to: [Gr 3 – Gr 7], ●potatoes part in preparing food.
●Elements of ♦appreciate the ●Problem page 35 ●vegetables ●Learners give proportion of
design importance of solving ●Scie & Tech ●work cards ingredients in various food staffs.
-Proportion: an proportion in Gr 4 Learners with tasks ●Answering questions in groups.
element of design preparation Bk, pg. 86–89 ●pictures ●Feedback and class discussion.
in food preparation ●Lesson recap.
Lesson 2 ♦appreciate ●Problem ●Ventures Pry ●pictures ●Lesson recap.
DESIGN AND texture in food solving Scie & Tech showing ●Naming ingredients required in baking
TECHNOLOGY preparation Gr 4 Learners indigenous ●Groups write the correct proportions
●Elements of ●Creative Bk, pg. 86–89 ingredients of ingredient identified.
design -Baking: thinking ●work cards ●Stating the baking procedures.
home bread with tasks ●A series of actions.
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 Lesson 3 ♦prepare pumpkin ●Problem ●Scie & Tech ●mealie- ●Recapping the lesson.
DESIGN AND leaves using the solving Syll. Junior meal ●Explaining the lesson.
TECHNOLOGY given ingredients [Gr 3 – Gr 7], ●potatoes ●Naming ingredients needed.
●Elements of ●Manipul 2015 – 2022, ●sugar ●Discussing the preparation procedure.
design -Preparing ating page 35 ●work cards ●Doing actions of food preparations.
pumpkin leaves with tasks ●Answering of questions.
with peanut butter ●pictures
Lesson 4 ♦demonstrate how ●Problem ●Ventures Pry ●mealie- ●Lesson recap.
DESIGN AND to make sadza solving Scie & Tech meal ●Naming ingredients when making
TECHNOLOGY rezviyo Gr 4 Learners ●potatoes bread.
●Elements of Bk, pg. 86–89 ●sugar ●Learners state the ingredients [4 cups
design ●Creative ●work cards water, 2½ cups zviyo meal] needed.
-How to prepare thinking with tasks ●Discussing the preparation procedure.
sadza rezviyo ●pictures ●Doing actions of food preparations.
●Answering of questions.
Lesson 5 ♦describe the ●Creative ●Scie & Tech ●pictures ●Recapping the lesson.
DESIGN AND procedure when thinking Syll. Junior showing ●Naming food they want to prepare.
TECHNOLOGY preparing [Gr 3 – Gr 7], indigenous ●Naming ingredients needed.
-Elements of design indigenous dish of page 35 ingredients ●Discussing the preparing procedure.
-Procedures when choice ●Scie & Tech ●work cards ●Doing actions of food preparations.
preparing Gr 4 Learners with group ●Answering of questions.
indigenous dish Bk, pg. 86–89 tasks
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Scie & Tech ●water ●Singing rhymes/ songs of water.
WATER lesson, learners thinking Syll. Junior ●beaker/tins ●Discussing key words, e.g. properties.
●Properties of should be able to: [Gr 3 – Gr 7], ●burner ●Stating the properties of water.
water ♦state the ●Problem page 36 ●steam ●Groups describe each property listed.
-Water properties properties of water solving ●Scie & Tech ●work cards ●An outdoor activity to demonstrate
Gr 4 Learners with group water properties.
Bk, pg. 91–93 tasks ●Answering given questions.
Lesson 2 ♦name the three ●Problem ●Ventures Pry ●source of ●Lesson recap.
WATER states of water solving Scie & Tech heat ●Naming the three states of water.
●Properties of ♦draw and label Gr 4 Learners ●picture ●Observing the three states of water.
water the three states of ●Creative Bk, pg. 91–93 showing ●Learners make drawing s that show
-Water exists in water thinking water states the three states of water.
three states ●work cards ●Class discussion.
Lesson 3 ♦carry out an ●Problem ●Scie & Tech ●water ●Lesson recap.
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 WATER experiment to solving Syll. Junior ●beaker/tins ●Describing the three states of water.
●Properties of show the changes [Gr 3 – Gr 7], ●burner ●Collecting apparatus for manipulating.
water water undergoes ●Manipul 2015 – 2022, ●steam ●Learners experiment in order to
-Water changes when heated ating page 36 ●work cards establish water changes when cooled.
when heated with group ●Learners record observations.
tasks ●Completing given work.
●Answering of oral questions.
Lesson 4 ♦carry out an ●Problem ●Ventures Pry ●source of ●Lesson recap.
WATER experiment to solving Scie & Tech heat ●Describing the three states of water.
●Properties of show the changes Gr 4 Learners ●picture ●Collecting apparatus for manipulating.
water water undergoes Bk, pg. 91–93 showing ●Learners experiment in order to
-Water changes when heated ●Creative water states establish water changes when cooled.
when cooled thinking ●work cards ●Learners record observations.
●Stating conclusion of the experiment.
Lesson 5 ♦carry out an ●Creative ●Scie & Tech ●water ●Recapping of the previous lesson.
WATER experiment to thinking Syll. Junior ●beaker/tins ●Describing the three states of water.
●Properties of show the changes [Gr 3 – Gr 7], ●burner ●Collecting apparatus for manipulating.
water water undergoes page 36 ●steam ●Learners experiment in order to
-Water changes when heated ●Scie & Tech ●work cards establish water changes when cooled.
state when melted Gr 4 Learners with group ●Learners record observations.
Bk, pg. 91–93 tasks ●Stating conclusion of the experiment.
●Answering of oral questions.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 By the end of the ●Creative ●Scie & Tech ●pictures ●Identifying boreholes in their area.
WATER lesson, learners thinking Syll. Junior showing ●describing how a borehole extract
●Sources of water should be able to: [Gr 3 – Gr 7], protected water from underground.
-A borehole is a ♦appreciate a ●Problem page 36 sources of ●Discussing why a borehole is a safe
protected source of borehole as a solving ●Scie & Tech water water source.
water protected source Gr 4 Learners ●work cards ●Drawing borehole and write sentences.
of water Bk, pg. 94–96 with tasks ●Answering questions asked.
Lesson 2 ♦identify deep ●Problem ●Ventures Pry ●water in a ●Lesson recap.
WATER wells found in solving Scie & Tech bucket with ●Comparing protected and unprotected
●Sources of water their locality Gr 4 Learners a lid wells.
-Deep well is a ♦draw a well and ●Creative Bk, pg. 94–96 ●models of ●Discussing why a well is a safe source
protected source of write thee thinking water ●Learners demonstrate how to take
water sentences about a sources water from a well.
well ●Class discussion.
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 Lesson 3 ♦explain why a tap ●Problem ●Scie & Tech ●pictures ●Lesson recap.
WATER is an example of a solving Syll. Junior showing ●Identifying places where taps are
●Sources of water protected source [Gr 3 – Gr 7], protected found.
-Tap water of water ●Manipul 2015 – 2022, sources of ●Explaining why a tap is a safe source.
♦make a model of ating page 36 water ●Draw a tap and write a few sentences
a tap of water and ●work cards about it.
display with tasks ●Completing given work.
●Display of neat work
Lesson 4 ♦explain why ●Problem ●Ventures Pry ●pictures ●Recapping the previous lesson.
WATER spring water is solving Scie & Tech showing ●Discussing a spring.
●Sources of water regarded as safest Gr 4 Learners protected ●Pairs discuss how water moves from
-Springs of water water to drink Bk, pg. 94–96 sources of underground until it comes out for
●Creative water people to drink.
thinking ●work cards ●Explaining why it is a safe source.
with tasks ●Answering question in groups / books.
Lesson 5 ♦recite poems and ●Creative ●Scie & Tech ●pictures ●Recapping the previous lessons.
WATER sing songs on thinking Syll. Junior showing ●Discussing sources of water.
●Sources of water water [Gr 3 – Gr 7], protected ●Singing songs on water.
-Poems and rhymes page 36 sources of ●Reciting a poem on water.
●Scie & Tech water ●Groups presentations.
Gr 4 Learners ●Best group show in front of the class.
Bk, pg. 94–96 ●Class discussions.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 Learners should ●Creative ●Scie & Tech ●pictures ●Studying the pictures.
WATER be able to: thinking Syll. Junior showing ●Naming rivers they know.
●Sources of water ♦explore various [Gr 3 – Gr 7], unprotected ●Naming unprotected sources of water.
-A river is an ways in which a ●Problem page 36 water source ●Naming activities that pollute the river
unprotected source river can get solving ●Scie & Tech ●work cards ●Discussing effects of drinking
of water polluted Gr 4 Learners with group contaminated water.
♦name activities Bk, pg. 99 tasks ●Answering questions in groups.
that pollutes rivers ●Class discussion.
Lesson 2 ♦identify shallow ●Problem ●Ventures Pry ●source of ●Identifying shallow wells found in
WATER wells found in solving Scie & Tech heat their area.
●Sources of water their locality Gr 4 Learners ●water in a ●Naming things that pollute the well.
-Shallow wells are ♦draw a well and ●Creative Bk, pg. 97 bucket ●Using a bucket to demonstrate how
not protected water write sentences thinking without lid well water can be contaminated.
sources about a well ●work cards ●Learners draw an unprotected well.
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 ●Recapping the lesson.
Lesson 3 ♦explore various ●Problem ●Scie & Tech ●water in a ●Studying the pictures.
WATER ways in which a solving Syll. Junior bucket ●Naming dams.
●Sources of water dam can get [Gr 3 – Gr 7], without lid ●Naming unprotected sources.
-Dams and ponds polluted ●Manipul 2015 – 2022, ●steam ●Naming activities that pollute the dam.
carry contaminated ♦name things that ating page 36 ●work cards ●Discussing effects of drinking
water pollute a dam with group contaminated water from a dam.
tasks ●Answering questions in groups.
Lesson 4 ♦group water ●Problem ●Ventures Pry ●source of ●Recapping the previous lesson.
WATER sources into solving Scie & Tech heat ●Listing water sources.
●Sources of water protected and Gr 4 Learners ●picture ●Demonstrating how to group water
-Classifying water unprotected Bk, pg. 97 showing sources.
sources into sources ●Creative water states ●Groups classify water sources into
protected and thinking ●work cards protected and unprotected sources.
unprotected sources ●Feedback and written work.
Lesson 5 ♦suggest ways of ●Creative ●Scie & Tech ●water ●Defining pollution.
WATER reducing water thinking Syll. Junior ●beaker/tins ●Naming things that pollute water.
●Sources of water pollution [Gr 3 – Gr 7], ●burner ●Suggesting ways of reducing water
-Ways of reducing page 36 ●steam pollution.
water pollution ●Scie & Tech ●work cards ●Answering questions.
Gr 4 Learners with group ●Recapping the lesson.
Bk, pg. 97 tasks
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 Learners should ●Problem ●Scie & Tech ●pictures ●Saying out weather rhymes.
WEATHER AND be able to: solving Syll. Junior showing ●Observing the weather outside.
CLIMATE ♦define weather [Gr 3 – Gr 7], weather ●Explaining the concept of weather.
●Weather and ♦describe how ●Creative page 38 conditions ●Explaining how weather varies from
Climate weather varies thinking ●Scie & Tech ●local place to place.
-What is weather? from place to Gr 4 Learners environment ●Answering questions in groups.
place Bk, pg. 112 – ●work cards ●Feedback.
114 ●Class discussion.
Lesson 2 ♦define climate ●Problem ●Scie & Tech ●chart with ●Saying out weather rhymes.
WEATHER AND ♦explain the solving Gr 4 Learners diagrams ●Defining climate.
CLIMATE difference Bk, pg. 112 – ●models of ●Explaining the concept of climate.
●Weather and between weather ●Manipul 114 thermometer ●Groups explain the difference between
Climate and climate ating rain gauge weather and climate.
-What is climate? ●Feedback and class discussion.
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 Lesson 3 ♦define weather ●Problem ●Scie & Tech ●water ●Lesson recap.
WEATHER AND focust solving Gr 4 Learners storages ●Defining weather focust.
CLIMATE ♦tell what weather Bk, pg. 112 – ●models of ●Observing the weather outside.
●Weather and will be lie 114 thermometer ●Groups predict what the weather will
Climate tomorrow, next ●Creative rain gauge be like tomorrow and next week.
-Weather focust week thinking ●Groups write few sentences.
Lesson 4 ♦discuss ●Creative ●Scie & Tech ●pictures ●Recapping the previous lesson.
WEATHER AND indigenous ways thinking Gr 4 Learners showing ●Discussing how they predict the
CLIMATE of foreseeing/ Bk, pg. 112 – weather weather in their area.
●Weather and forecasting 114 conditions ●Saying ways by which people
Climate weather ●local predicted weather long ago.
-Weather can be environment ●Drama foretelling weather using
predicted using ●work cards indigenous ways.
indigenous ways ●Presentations of dramas by groups.
Lesson 5 ♦discuss modern ●Critical ●Scie & Tech ●chart with ●Recapping the previous lessons.
WEATHER AND ways of thinking Syll. Junior diagrams ●Discussing how they predict the
CLIMATE foreseeing/ [Gr 3 – Gr 7], ●models of weather in their area.
●Weather and forecasting page 38 thermometer ●Saying ways by which people
Climate weather rain gauge predicted weather long ago.
-Weather can be ●Drama foretelling weather using
predicted using modern ways.
modern technology ●Answering of questions given.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 Learners should ●Problem ●Scie & Tech ●local ●Stating differnet weather conditions.
WEATHER AND be able to: solving Syll. Junior environment ●Explaining the lesson.
CLIMATE ♦name the four [Gr 3 – Gr 7], ●bond paper ●Learners identify the four seasons in
●Seasons seasons in ●Creative page 39 ●pencils Zimbabwe.
-Seasons in Zimbabwe thinking ●Scie & Tech ●Discussing the causes of the seasons.
Zimbabwe Gr 4 Learners ●Feedback and corrections.
Bk, pg. 120 – ●Answering questions.
121 ●Class discussion.
Lesson 2 ♦describe the ●Problem ●Scie & Tech ●local ●Saying out the four seasons.
WEATHER AND characteristcs of solving Gr 4 Learners environment ●Explaining the lesson to learners.
CLIMATE the Summer and Bk, pg. 120 – ●bond paper ●Identifying the characteristics of the
●Seasons Autumn seasons ●Manipul 121 ●pencils summer and autumn seasons.
-Characteristics of ating ●Class describe the characteristics.
seasons: Summer, ●Comparing the two seasons.
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 Autumn ●Summarising the lesson.
Lesson 3 ♦describe the ●Problem ●Scie & Tech ●local ●Saying out the four seasons.
WEATHER AND characteriscs of solving Gr 4 Learners environment ●Explaining the lesson to learners.
CLIMATE the Winter season Bk, pg. 120 – ●bond paper ●Identifying the characteristics of the
●Seasons 121 ●pencils Winter season in Zimbabwe.
-Characteristics of ●Creative ●Class describe the characteristics.
seasons: Winter thinking ●Completing sentences
●Summarising the lesson.
Lesson 4 ♦describe the ●Creative ●Scie & Tech ●local ●Saying out the four seasons.
WEATHER AND characteriscs of thinking Gr 4 Learners environment ●Explaining the lesson to learners.
CLIMATE the Spring season Bk, pg. 120 – ●bond paper ●Identifying the characteristics of the
●Seasons 121 ●pencils Spring season in Zimbabwe.
-Characteristics of ●Class describe the characteristics.
seasons: Spring ●Completing sentences
●Summarising the lesson.
Lesson 5 ♦draw a flow ●Critical ●Scie & Tech ●flow ●Descussing how to record weather.
WEATHER AND diagram showing thinking Gr 4 Learners diagram ●Listing the four seasons in Zimbabwe.
CLIMATE the four seasons in Bk, pg. 120 – ●bond paper ●Drawing a flow diagram.
●Seasons Zimbabwe 121 ●pencils ●Recording the characteristics of the
-Flow diagrams four seasons on the flow diagram.
●Assisting learners’ activities.
●Displaying of learners’ work.
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Cross Cutting Themes: Environment: Need to protect the environment so we continue to live in it.
Lesson 1 Learners should ●Problem ●Scie & Tech ●the school ●Collecting soil samples.
SOIL, PLANTS be able to: solving Syll. Junior garden ●Teacher explains the lesson.
AN ANIMALS ♦identify soil [Gr 3 – Gr 7], ●local ●Learners identify soil components.
●Soil composition, i.e. ●Creative page 40 environment ●Experimenting to find out that there
-Soil composition mineral matter, thinking ●Scie & Tech ●humus are different components in the soil.
water, animal Gr 4 Learners ●compost ●Group discussions.
matter and plant Bk, pg. 128 – ●diagrams ●Answeing questions.
matter 130 ●garden tool ●Class discussion.
Lesson 2 ♦identify ●Problem ●Scie & Tech ●the school ●Naming organisms they know.
SOIL, PLANTS organisms living solving Gr 4 Learners garden ●Explaining the lesson to learners.
AN ANIMALS on and in the soil Bk, pg. 128 – ●local ●Identifying organisms living on and in
●Soil ●Manipul 130 environment the soil.
-Organisms living ating ●humus ●Showing learners a cross section
on and in the soil ●compost showing organisms on and in the soil.
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 ●Finding out organisms in the soil.
Lesson 3 ♦discuss how ●Problem ●Scie & Tech ●the school ●Going out of the class to observe plant
SOIL, PLANTS plants benefit fro solving Gr 4 Learners garden ●Explaining the lesson to learners.
AN ANIMALS the soil Bk, pg. 128 – ●local ●Naming plants on the soil.
●Soil 130 environment ●Discussing nutrients in the soil that
-How plants benefit ●Creative ●humus helps plants to stay healthy.
from the soil thinking ●compost ●Completing a word tree.
●Summarising the lesson.
Lesson 4 ♦discuss how ●Creative ●Scie & Tech ●the school ●Naming small animals.
SOIL, PLANTS animals benefit fro thinking Gr 4 Learners garden ●Explaining the lesson to learners.
AN ANIMALS the soil Bk, pg. 128 – ●local ●Listing things needed by animals to
●Soil 130 environment stay health, e.g. nutrients, water, food.
-How animals ●humus ●Naming animals that uses soil as
benefit from the ●compost habitat.
soil ●Completing sentences & summaring.
Lesson 5 ♦explain how the ●Critical ●Scie & Tech ●the school ●Visiting nearest woodlot.
SOIL, PLANTS soil benefit from thinking Gr 4 Learners garden ●Learners collect soil samples.
AN ANIMALS the organisms Bk, pg. 128 – ●local ●Selecting decaying remains of plants
●Soil 130 environment and animal matter.
-Organisms provide ●humus ●Recording their findings.
organic matter to ●compost ●Assisting learners.
the soil ●diagrams ●Displaying their collected samples.
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END OF TERM By the end of the ●Discussing ●Scie & Tech ●word cards ●Answer questions on work
TESTS AND lesson, learners ●Explaining Syll. Junior ●sentence
done during the Term.
REVISION should be able to: ●Answering [Gr 3 – Gr 7], strips
♦revise all work page 40 ●ICT tools ●Write an End of Term Test.
covered during the
●Revise the written Test.
Term ●Scie & Tech
Gr 4 Learners
Bk, pg. 1 – 130

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14
END OF TERM By the end of the ●Discussing ●Scie & Tech ●word cards ●Answer questions on work
TESTS AND lesson, learners ●Explaining Syll. Junior ●sentence
done during the Term.
REVISION should be able to: ●Answering [Gr 3 – Gr 7], strips
♦revise all work page 40 ●ICT tools ●Write an End of Term Test.
covered during the
●Revise the written Test.
Term ●Scie & Tech
Gr 4 Learners
Bk, pg. 1 – 130

VISUAL AND PERFORMING ARTS [VPA]

AIMS
To help learners to:
1. develop value, confidence, self-esteem and self-expression and practical skills necessary for creative expression
2. become literate in Visual and Performing Arts
TOPICS COVERED
1. History of Arts and Culture
 Music
 Dance
 Visual Arts
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  Theatre
TOPICS TO BE COVERED
1. The Creative Processes and Performances
 Music
 Dance
 Visual Arts
 Theatre
2. Aesthetic Values and Appreciation
 Music
 Dance
 Visual Arts
 Theatre
ASSUMED KNOWLEDGE
The teacher assumes that learners:
1. have innate abilities to appreciate Visual and Performing Arts

WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
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1
Cross Cutting Themes: Children’s Rights: All the children have the right to express their feelings through singing.
Lesson 1 By the end of the ●Critical ●VPA Syll. ●musical ●Questiining and answering.
THE CREATIVE lesson, learners thinking Junior instruments ●Explaining the lesson to learners.
PROCESSES AND should be able to: [Gr 3 – Gr 7], ●hosho ●Learners describe indigenous culture
PERFORMANCE ♦sing a repertoire ●Problem 2015 – 2022, ●triangles ●Singing folk songs from indigenous
●Music of folk songs from solving page 27 ●chart with culture.
-Vocal classroom: indigenous culture musical ●Singing in groups.
Folk songs of Zimbabwe lyrics ●Best group sing in front of the class.
Lesson 2 ♦sing a repertoire ●Problem ●Ventures ●chipendan ●Recapping the previous lesson.
THE CREATIVE of lullabies from solving VPA Grade 4 i ●Explaining the lesson to learners.
PROCESSES AND indigenous Learners Bk, ●triangles ●Learners describe indigenous culture
PERFORMANCE cultures of ●Discussing pg. ●chart with ●Singing lullabies from indigenous
●Music Zimbabwe musical culture.
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 -Vocal classroom lyrics ●Learners sing songs in groups.
music: Lullabies ●Best group sing in front of the class.
Lesson 3 ♦sing a repertoire ●Problem ●VPA Syll. ●musical ●Recapping the previous lesson
THE CREATIVE of folk tale songs solving Junior instruments ●Telling folktales that have songs.
PROCESSES AND from indigenous [Gr 3 – Gr 7], ●hosho ●Discussing the songs.
PERFORMANCE cultures of ●Balancing 2015 – 2022, ●triangles ●Singing folktale songs from
●Music Zimbabwe page 27 ●chart with indigenous culture.
-Folk tale songs musical ●Singing in groups.
lyrics ●Discussing importance of folk songs
Lesson 4 ♦sing one part and ●Problem ●Ventures ●chipendan ●Recapping the previous lesson.
THE CREATIVE two part songs solving VPA Grade 4 i ●Telling folktales that have songs.
PROCESSES AND Learners Bk, ●triangles ●Discussing the songs.
PERFORMANCE ●Creative pg. ●chart with ●Singing folktale songs from
●Music thinking musical indigenous culture.
-One part, two part lyrics ●Singing in groups.
songs ●Discussing importance of folk songs
Lesson 5 ♦compose a ●Problem ●VPA Syll. ●musical ●Lesson recap.
THE CREATIVE repertoire of songs solving Junior instruments ●Explaining how to compose songs.
PROCESSES AND from indigenous [Gr 3 – Gr 7], ●hosho ●Teacher demonstrates and sings.
PERFORMANCE cultures of ●Discussing 2015 – 2022, ●triangles
●Learners compose and sing to the
●Music Zimbabwe page 27 ●chart with
-Own composition musical class.
lyrics ●Singing in groups.
Lesson recap.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

2
Cross Cutting Themes: Children’s Rights: All the children have the right to express their feelings through singing.
Lesson 1 By the end of the ●Critical ●VPA Syll. ●musical ●Questioning and answering.
THE CREATIVE lesson, learners thinking Junior instruments ●Explaining the lesson to learners.
PROCESSES AND should be able to: [Gr 3 – Gr 7], ●hosho ●Learners name tuned and unturned
PERFORMANCE ♦name tuned and ●Problem 2015 – 2022, ●triangles instruments.
●Music unturned solving page 27 ●chart with ●Teacher demonstrates how to play
-Tuned and unturned instruments musical instruments.
instruments ♦play the musical lyrics ●Individuals play the instruments.
instruments ●Best learners perform in front of the
class.
Lesson 2 ♦identify doted ●Problem ●Ventures ●chipendan ●Recapping the previous lesson.
THE CREATIVE notes solving VPA Grade 4 i ●Explaining the lesson to learners.
PROCESSES AND Learners Bk, ●triangles ●Learners identify doted notes.
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 PERFORMANCE ●Discussing pg. ●chart with ●Learners use doted notes as
●Music musical demonstrated by the teacher.
-Doted notes lyrics ●Group work and presentations.
●Class discussion.
Lesson 3 ♦identify rests and ●Problem ●VPA Syll. ●musical ●Recapping the previous lesson.
THE CREATIVE simple time solving Junior instruments ●Explaining the lesson to learners.
PROCESSES AND signatures [Gr 3 – Gr 7], ●hosho ●Learners identify rests.
PERFORMANCE ●Balancing 2015 – 2022, ●triangles ●Learners use rests and time
●Music page 27 ●chart with signatures as demonstrated by the tr.
-Rests musical ●Group work and presentations.
lyrics ●Class discussion.
Lesson 4 ♦identify ●Problem ●Ventures ●chipendan ●Listening to music.
THE CREATIVE indigenous solving VPA Grade 4 i ●Identifying musical instruments.
PROCESSES AND musical Learners Bk, ●triangles ●Discussing the listed instruments.
PERFORMANCE instruments ●Creative pg. ●chart with ●Drawing musical instruments.
●Music ♦draw a musical thinking musical ●Assisting learners’ activities.
Musical instruments instrument lyrics ●Displaying of neat sketches.
Lesson 5 ♦play musical ●Problem ●VPA Syll. ●musical ●Lesson recap.
THE CREATIVE instruments to solving Junior instruments ●Explaining how to play instruments.
PROCESSES AND accompany songs [Gr 3 – Gr 7], ●hosho ●Teacher demonstrates how to play
PERFORMANCE ●Discussing 2015 – 2022, ●triangles instruments.
●Music page 27 ●chart with ●Individuals play the instruments.
-Playing musical musical ●Best learners perform in front of the
instruments lyrics class.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

3
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 Learners should ●Critical ●VPA Syll. ●secondary ●Collecting materials for manipulating
THE CREATIVE be able to: thinking Junior colours in ●Stating different artefacts.
PROCESSES AND ♦design different [Gr 3 – Gr 7], the ●Teacher demonstration.
PERFORMANCE artefacts using ●Problem 2015 – 2022, environme ●Groups design patterns using
●Visual Arts available solving page 28 nt materials in the environment.
-Producing two resources to ●paints ●Teacher assist learners’ activities.
dimensional objects produce objects in ●patterns ●Con: Displaying of neat work.
two dimensional
Lesson 2 ♦design different ●Problem ●Ventures ●different ●Collecting materials for manipulating
THE CREATIVE artefacts using solving VPA Grade 4 patterns ●Stating different artefacts.
PROCESSES AND available Learners Bk, ●plastics ●Teacher demonstrates to produce.
PERFORMANCE resources to ●Discussing pg. ●clay ●Groups design patterns using
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 ●Visual Arts produce objects in ●play area materials in the environment.
-Producing three three dimensional ●Teacher assist learners’ activities.
dimensional objects ●Con: Displaying of neat work.
Lesson 3 ♦apply elements ●Problem ●VPA Syll. ●chisels ●Questioning and answering.
THE CREATIVE of design to solving Junior ●stones ●Explaining elements of design:
PROCESSES AND artworks [Gr 3 – Gr 7], ●play area texture, colour.
PERFORMANCE ●Balancing 2015 – 2022, ●local ●Applying elements of design to
●Visual Arts page 28 environme artworks.
-Elements of design nt ●Assisting learners’ activities.
●Answering questions and display.
Lesson 4 ♦identify ●Problem ●Ventures ●secondary ●Recapping the previous lesson.
THE CREATIVE secondary colours solving VPA Grade 4 colours ●Naming colours.
PROCESSES AND Learners Bk, environme ●Teacher explains secondary colours.
PERFORMANCE ●Creative pg. nt ●Observing primary colours in the env
●Visual Arts thinking ●paints ●Completing sentences in their books.
-Secondary colours ●patterns ●Revising the written work with tr.
Lesson 5 ♦mixing ●Problem ●VPA Syll. ●different ●Lesson recap.
THE CREATIVE secondary colours solving Junior patterns ●Learners mix secondary colours.
PROCESSES AND and produce [Gr 3 – Gr 7], ●plastics ●Learners produce artefacts.
PERFORMANCE artworks ●Discussing 2015 – 2022, ●clay ●Assisting learners’ activities.
●Visual Arts page 28 ●play area ●Displaying of learners’ neat work.
-Mixing secondary
colours to produce
artworks
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

4
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Critical ●VPA Syll. ●primary ●Observing artworks.
THE CREATIVE lesson, learners thinking Junior colours in ●Naming letters they know.
PROCESSES AND should be able to: [Gr 3 – Gr 7], the ●Demonstrating how to produce
PERFORMANCE ♦execute lettering ●Problem 2015 – 2022, environme lettering using principles of design.
●Visual Arts using the solving page 28 nt ●Learners practice to paint patterns.
-Creative lettering principles of ●paints ●Assisting learners’ activities.
design ●patterns ●Displaying of finished artworks.
Lesson 2 ♦make patterns ●Problem ●Ventures ●different ●Collecting materials for manipulating
THE CREATIVE using principles of solving VPA Grade 4 patterns ●Observing finished materials.
PROCESSES AND design such as Learners Bk, ●plastics ●Teacher explains the lesson.
PERFORMANCE line, colour, etc. ●Discussing pg. ●clay ●Groups practice to make patterns
●Visual Arts ●play area using principles of design such as line
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 -Pattern making ●Assisting learners’ activities.
●Displaying of finished work.
Lesson 3 ♦produce patterns ●Problem ●VPA Syll. ●chisels ●Collecting materials for manipulating
THE CREATIVE making using solving Junior ●stones ●Observing finished materials.
PROCESSES AND elements of design [Gr 3 – Gr 7], ●play area ●Teacher explains the lesson.
PERFORMANCE such as form, ●Balancing 2015 – 2022, ●local ●Groups practice to make patterns
●Visual Arts harmony and page 28 environme using principles of design such as form
-Pattern making using balance nt and harmony.
elements of design ●Assisting learners’ activities.
●Displaying of finished work.
Lesson 4 ♦collect different ●Problem ●Ventures ●primary ●Recapping the previous lesson.
THE CREATIVE waste material solving VPA Grade 4 colours in ●Collecting waste material.
PROCESSES AND ♦use creative art to Learners Bk, environme ●Teacher explains “recycling” process.
PERFORMANCE recycle waste ●Creative pg. nt ●Using creative art to recycle wastes.
●Visual Arts material thinking ● waste ●Teacher assisting learners’ activities.
-Recycling material ●Discussing importance of recycling.
Lesson 5 ♦re-use waste ●Problem ●VPA Syll. ●different ●Lesson recap.
THE CREATIVE material to solving Junior patterns ●Describing how to reuse wastes.
PROCESSES AND produce artworks [Gr 3 – Gr 7], ●plastics ●Groups engage in a project of
PERFORMANCE ●Discussing 2015 – 2022, ●clay producing artworks.
●Visual Arts page 28 ●collected ●Assisting learners’ activities.
-Reuse waste material waste ●Displaying of neat work.
to produce artworks material
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

5
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Critical ●VPA Syll. ●theatre ●Reading a story.
THE CREATIVE lesson, learners thinking Junior play area ●Retelling story using facial
PROCESSES AND should be able to: [Gr 3 – Gr 7], ●audio expressions.
PERFORMANCE ♦create facial ●Problem 2015 – 2022, visual ●Practicing in groups.
●Theatre expression theatre solving page 28 devices ●Discussing the importance of facial
-Facial expressions ♦demonstrate ●story expressions.
facial expression books ●Discussing importance of games in
when storytelling theatre.
Lesson 2 ♦perform gestures ●Problem ●Ventures ●costumes ●Recapping the previous lesson.
THE CREATIVE to show emotional solving VPA Grade 4 ●job cards ●Reading a story.
PROCESSES AND traits when telling Learners Bk, for group ●Retell the story performing gestures.
PERFORMANCE a story ●Discussing pg. tasks ●Practicing in groups.
●Theatre ●story ●Discussing the importance of
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 -Gestures books gestures when telling a story.
●Discussing importance of games.
Lesson 3 ♦perform actions ●Problem ●VPA Syll. ●theatre ●Recapping the previous lesson.
THE CREATIVE to show emotional solving Junior play area ●Listening to the story.
PROCESSES AND traits when telling [Gr 3 – Gr 7], ●audio ●Retell the story performing actions.
PERFORMANCE a story ●Balancing 2015 – 2022, visual ●Practicing in groups.
●Theatre page 28 devices ●Discussing the importance of actions
-Action ●story when telling a story.
books ●Discussing importance of games.
Lesson 4 ♦execute ●Problem ●Ventures ●costumes ●Recapping the previous lesson.
THE CREATIVE movements to solving VPA Grade 4 ●job cards ●Reading a story from classroom pros
PROCESSES AND show emotional Learners Bk, for group literature.
PERFORMANCE traits when telling ●Creative pg. tasks ●Retell the story performing mvmnts.
●Theatre a story thinking ●story ●Learners practice.
-Movement books ●Discussing the importance of
movement when telling a story.
Lesson 5 ♦perform body ●Problem ●VPA Syll. ●theatre ●Lesson recap.
THE CREATIVE language to show solving Junior play area ●Teacher explains the lesson.
PROCESSES AND emotional traits [Gr 3 – Gr 7], ●audio ●Retelling the story performing body
PERFORMANCE when telling a ●Discussing 2015 – 2022, visual language.
●Theatre story page 28 devices ●Discussing the importance of body
-Body language ●story language when telling a story.
books
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

6
Cross Cutting Themes: Heritage Studies: Learn about our culture and own history.
Lesson 1 By the end of the ●Critical ●VPA Syll. ●theatre ●Naming games.
THE CREATIVE lesson, learners thinking Junior play area ●Explaining the concept to learners.
PROCESSES AND should be able to: [Gr 3 – Gr 7], ●theatre ●Groups act out their created stories.
PERFORMANCE ♦dramatise their ●Problem 2015 – 2022, books
●Displaying of drams by groups.
●Theatre own created solving page 29 ●job cards
-Stories stories ●Helping learners.
●Con: Class discussion.
Lesson 2 ♦acting using ●Problem ●Ventures ●materials ●Lesson recap.
THE CREATIVE gestures only solving VPA Grade 4 for ●Explaining gesturing.
PROCESSES AND Learners Bk, constructio ●Groups create their own stories.
PERFORMANCE ●Discussing pg. n ●Acting the story using gestures.
●Theatre ●job cards ●Groups take turns to display their
-Acting using gestures ●costumes plays.
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 only ●props ●Discussing activities done.
Lesson 3 ♦improvise their ●Problem ●VPA Syll. ●materials ●Lesson recap.
THE CREATIVE own stories solving Junior for ●Explaining the concept to learners.
PROCESSES AND [Gr 3 – Gr 7], constructio ●Relating improvisation to script
PERFORMANCE ●Balancing 2015 – 2022, n writing.
●Theatre page 29 ●job cards ●Acting the story out in groups.
-Script writing ●Assisting learners’ activities.
●Class discussion.
Lesson 4 ♦act using ●Problem ●Ventures ●materials ●Questioning and answering.
THE CREATIVE costumes and solving VPA Grade 4 for ●Identifying costumes and props.
PROCESSES AND props Learners Bk, constructio ●Leading learners in acting using
PERFORMANCE ●Creative pg. n props and costumes.
●Theatre thinking ●job cards ●Acting stories in groups.
-Acting using ●costumes ●Best groups present their theatre
costumes and props ●props work.
●Answering of oral questions.
Lesson 5 ♦create costumes ●Problem ●VPA Syll. ●materials ●Lesson recap.
THE CREATIVE and props relevant solving Junior for ●Teacher explains the lesson.
PROCESSES AND to their [Gr 3 – Gr 7], constructio ●Collecting materials for construction.
PERFORMANCE improvised stories ●Discussing 2015 – 2022, n ●Learners make props and costumes.
●Theatre page 29 ●job cards ●Assisting learners’ activities.
-Crating costumes and ●costumes
●Displaying artworks on the gallery.
props ●props
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

7
Cross Cutting Themes: Children’s Rights: All the children have the right to express their feelings through singing.
Lesson 1 By the end of the ●Critical ●VPA Syll. ●dance ●Describing pictures.
THE CREATIVE lesson, learners thinking Junior play area ●Explaining the concept to learners.
PROCESSES AND should be able to: [Gr 3 – Gr 7], ●audio ●Identifying personal experiences.
PERFORMANCE ♦create a set of ●Problem 2015 – 2022, devices ●Arranging experiences into dance
●Dance dance movement solving page 29 ●DVD patterns.
-Dance movement patterns player ●Performing dances.
patterns ●Class discussion.
Lesson 2 ♦create a set of ●Problem ●Ventures ●dance ●Describing pictures.
THE CREATIVE dance movement solving VPA Grade 4 play area ●Explaining the concept to learners.
PROCESSES AND sequence Learners Bk, ●audio ●Identifying personal experiences.
PERFORMANCE ●Discussing pg. devices ●Arranging experiences into dance
●Dance ●theatre sequence.
-Dance sequences books ●Performing dances.
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 ●Class discussion.
Lesson 3 ♦convey feeling ●Problem ●VPA Syll. ●audio ●Lesson recap.
THE CREATIVE through shape and solving Junior devices ●Demonstrating movements.
PROCESSES AND posture [Gr 3 – Gr 7], ●smart ●Learners express feelings through
PERFORMANCE ●Balancing 2015 – 2022, phones posture, shape and movement.
●Dance page 29 ●print ●Assisting learners’ activities.
-Feelings media ●Groups take turns to perform mvmnts
●Discussing activities done.
Lesson 4 ♦design dance ●Problem ●Ventures ●dance ●Lesson recap.
THE CREATIVE phrases that tell a solving VPA Grade 4 play area ●Teacher explains the lesson.
PROCESSES AND story Learners Bk, ●audio ●Groups design dance phases that tell
PERFORMANCE ●Creative pg. devices a story.
●Dance thinking ●DVD ●Discussing process of dance creation.
-Dance phrases player ●Best group present their theatre work.
●Answering of oral questions.
Lesson 5 ♦demonstrate ●Problem ●VPA Syll. ●dance ●Lesson recap.
THE CREATIVE additional partner solving Junior play area ●Teacher explains group skills.
PROCESSES AND and group skills [Gr 3 – Gr 7], ●audio ●Learners dance demonstrating
PERFORMANCE ●Discussing 2015 – 2022, devices leading, following and imitating.
●Dance page 29 ●theatre ●Class discussion.
-Group skills, such as books
leading, imitating,
following
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

8
Cross Cutting Themes: Children’s Rights: All the children have the right to express their feelings through singing.
Lesson 1 By the end of the ●Critical ●VPA Syll. ●music ●Listening to music.
AESTHETIC lesson, learners thinking Junior play area ●Explaining the concept to learners.
VALUES AND should be able to: [Gr 3 – Gr 7], ●audio ●Learners arrange different notes to
APPRECIATION ♦arrange different ●Problem 2015 – 2022, visual
form rhythms.
●Music notes to form solving page 28 devices
-Rhythm rhythms ●musical ●Performing rhythms.
instruments ●Helping learners.
●Class discussion.
Lesson 2 ♦analyse given ●Problem ●Ventures ●musical ●Lesson recap.
AESTHETIC pitch solving VPA Grade 4 play area ●Explaining the lesson.
VALUES AND Learners Bk, ●DVD ●Analysing given pitch.
APPRECIATION ●Discussing pg. player
●Performing in small groups.
●Music ●musical
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 -Pitch pieces ●Groups take turns to perform.
●Discussing activities done.
Lesson 3 ♦create melodic ●Problem ●VPA Syll. ●musical ●Lesson recap.
AESTHETIC lines using the solving Junior play area ●Listening to teacher’s explanations.
VALUES AND first three notes of [Gr 3 – Gr 7], ●smart ●Class discussions.
APPRECIATION the scale ●Balancing 2015 – 2022, phones ●Creating melodic lines using the first
●Music page 28 ●musical three notes of the scale.
-Melody pieces ●Singing melodies.
●Discussing work done.
Lesson 4 ♦sing using the ●Problem ●Ventures ●staff ●Lesson recap.
AESTHETIC staff notation solving VPA Grade 4 notation ●Teacher explains the lesson.
VALUES AND Learners Bk, ●audio ●Identifying the staff notation.
APPRECIATION ●Creative pg. visual
●Reading the staff notation.
●Music thinking devices
-The staff ●musical ●Groups sing using the staff notation.
instruments ●Best groups show others.
Lesson 5 ♦interpret musical ●Problem ●VPA Syll. ●musical ●Lesson recap.
AESTHETIC pieces solving Junior play area ●Listening to recorded music.
VALUES AND [Gr 3 – Gr 7], ●DVD ●Explaining how to interpret musical
APPRECIATION ●Discussing 2015 – 2022, player
pieces.
●Music page 28 ●musical
-Musical pieces pieces ●Singing a musical piece.
●Class discussion.
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

9
Cross Cutting Themes: Children’s Rights: All the children have the right to express themselves through music
Lesson 1 By the end of the ●Critical ●VPA Syll. ●theatre ●Touring in the local environment.
AESTHETIC lesson, learners thinking Junior area ●Naming artists in their environment.
VALUES AND should be able to: [Gr 3 – Gr 7], ●internet ●Listening to their story on artworks.
APPRECIATION ♦name artists in ●Problem 2015 – 2022, ●ICT tools
●Completing given sentences.
●Visual their area solving page 28 ●resource
-Aesthetic values in person ●Class discussions.
different objects
Lesson 2 ♦identify artist in ●Problem ●Ventures ●relevant ●Identifying artists in their local
AESTHETIC their environment solving VPA Grade 4 texts environment.
VALUES AND Learners Bk, ●material ●Observing artworks.
APPRECIATION ●Discussing pg. to make
●Discussing artworks.
●Visual theatre
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 -Roles of artists in costumes
their environment and props
Lesson 3 ♦state principles ●Problem ●VPA Syll. ●relevant ●Discussing principles of design.
AESTHETIC of design solving Junior texts ●Using principles of design in art
VALUES AND [Gr 3 – Gr 7], ●material works.
APPRECIATION ●Balancing 2015 – 2022, to make
●Writing work.
●Visual page 28 theatre
-Principles of design costumes
in artefacts and props
Lesson 4 ♦use elements of ●Problem ●Ventures ●theatre ●Discussing art work within their
AESTHETIC design in art work solving VPA Grade 4 area community.
VALUES AND Learners Bk, ●internet ●Using the elements of design.
APPRECIATION ●Creative pg. ●ICT tools
●Class discussion.
●Visual thinking ●resource
-Using elements of person
design in artworks ●costumes
and props
Lesson 5 ♦collect artefacts ●Problem ●VPA Syll. ●relevant ●Discussing about art gallery.
AESTHETIC and art work to solving Junior texts ●Collecting artefacts and art works to
VALUES AND make a gallery [Gr 3 – Gr 7], ●material make a gallery.
APPRECIATION ●Discussing 2015 – 2022, to make
●Answering questions orally.
●Visual page 28 theatre
-Art gallery costumes ●Class discussion.
and props
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K CONTENT

10
Cross Cutting Themes: Children’s Rights: All the children have the right to express themselves through music
THE CREATIVE -Play musical Leadership ●VPA Syll. Chart ●Teacher explains the importance of
PROCESS AND instruments. Self –esteem Junior pictures instruments.
PERFORMANCE -Compose songs Critical [Gr 3 – Gr 7], ●Learners play musical instruments
Music or pieces for thinking 2015 – 2022,
●Learners discuss the basic note
Vocal and different Resource page 28
instrumental musical occasions. management values.
skills ●Learners practice play musical
Playing instruments instruments.
●Learners compose songs in groups
●Teacher asks oral questions.
THE CREATIVE -Play musical Leadership ●VPA Syll. Chart ●Teacher explains the importance of

GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 164

 PROCESS AND instruments. Self –esteem Junior pictures instruments.
PERFORMANCE -Compose songs Critical [Gr 3 – Gr 7], ●Learners musical instruments.
Music or pieces for thinking 2015 – 2022, ●Learners compose short melodies
Vocal and different page 28
●Learners practice play musical
instrumental musical occasions.
skills instruments.
Games ●Learners singing game songs
●Learners sing a song as a class.
THE CREATIVE -Express Leadership ●VPA Syll. chart ●Recap of previous lesson.
PROCESS AND themselves Self –esteem Junior ●Learners musical instruments.
PERFORMANCE creatively through Critical [Gr 3 – Gr 7], ●Learners compose short melodies
Music singing short thinking 2015 – 2022,
●Learners practice play musical
Vocal instrumental melodies. page 28
musical skills instruments.
-Short melodies ●Learners singing game songs
●Learners sing a song as a class.
THE CREATIVE -Express Leadership ●VPA Syll. chart ●Recap of previous lesson.
PROCESS AND themselves Self –esteem Junior ●Learners musical instruments.
PERFORMANCE creatively through Critical [Gr 3 – Gr 7], ●Learners compose short melodies
Music singing short thinking 2015 – 2022,
●Learners practice play musical
Vocal and melodies. Resource page 28
instrumental musical management instruments.
skills ●Learners singing game songs
-Short melodies ●Learners sing a song as a class.

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Cross Cutting Themes: Children’s Rights: All the children have the right to express themselves through music
VISUAL ARTS -Apply the Leadership ●VPA Syll. chart ●Teacher explains the principles of
Application of artistic elements and Self –esteem Junior design.
processes and skills principles of Critical [Gr 3 – Gr 7], ●Learners discuss different harmony
Principles of design design thinking 2015 – 2022, and balance
Colour , shape, line ICT page 28 ●Learners compose short melodies
and balance ●Learners draw and colour different
designs
●Learners display their drawings
●Learners sing a song as a class.
VISUAL ARTS -Apply the Leadership ●VPA Syll. chart ●Recap of previous lesson

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 Application of artistic elements and Self –esteem Junior ●Learners discuss different harmony
processes and skills principles of Critical [Gr 3 – Gr 7], and balance of pictures
Principles of design design thinking 2015 – 2022, ●Learners compose short melodies
Colour , shape, line Resource page 28
●Learners draw and colour different
and balance management
designs
●Learners display their drawings
●Learners sing a song as a class.
VISUAL ARTS -Produce artifacts Leadership ●VPA Syll. chart ●Recap of previous lesson
Art media and tools like basket. Self –esteem Junior ●Learners discuss different artefacts
Basket making Critical [Gr 3 – Gr 7], like baskets, mats, printings.
thinking 2015 – 2022,
●Discussing how to make baskets
page 28
●Constructing baskets in pairs.
●Teacher help those failing to make
baskets.
●Teacher asks oral questions
VISUAL ARTS -Produce artifacts Leadership ●VPA Syll. Pictures ●Recap of previous lesson
Art media and tools like basket. Self –esteem Junior chart ●Learners discuss different artefacts
Basket making Critical [Gr 3 – Gr 7], like baskets, mats, printings.
thinking 2015 – 2022,
●Learners discuss how to make
page 28
baskets
●Learners construct baskets in pairs.
●Learners display their artefacts.
●Teacher asks oral questions
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
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Cross Cutting Themes: Children’s Rights: All the children have the right to express themselves through music
THEATRE -Create poetic Leadership ●VPA Syll. Pictures ●Teacher explains the theatre skills
Development of works linked to Self –esteem Junior chart ●Learners discuss different poems
theatre skills different occasions Critical [Gr 3 – Gr 7], ●Learners discuss important of poems
Improvisation thinking 2015 – 2022, ●Learners in groups practice poems
incorporating 5Ws page 28 incorporate the 5Ws
(Who, What, Where, ●Learners feedback from groups
When and Why) ●Teacher asks oral questions
Praise poetry
THEATRE -Create poetic Leadership ●VPA Syll. Chart ●Teacher explains the theatre skills

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 Development of works linked to Self –esteem Junior pictures ●Learners discuss different poems
theatre skills different occasions Critical [Gr 3 – Gr 7], ●Learners discuss important of poems
Improvisation thinking 2015 – 2022, ●Learners in groups practice poems
incorporating 5Ws ICT page 28 incorporate the 5Ws
( Who, What, Where, ●Learners feedback from groups
When and Why) ●Teacher asks oral questions
Praise poetry
THEATRE -Synthesise skills, Leadership ●VPA Syll. Pictures ●Recap of previous lesson
Development of media , methods Self –esteem Junior chart ●Learners discuss use of technologies
theatre skills and technologies Critical [Gr 3 – Gr 7], like songs and games
Games and songs in that are thinking 2015 – 2022,
●Learners discuss important
theatre appropriate to page 28
theatre. technologies
●Learners in groups practice the use of
games and songs in theatre
●Learners feedback from groups
●Teacher asks oral questions
THEATRE -Synthesise skills, Leadership ●VPA Syll. chart ●Recap of previous lesson
Development of media , methods Self –esteem Junior ●Learners discuss use of technologies
theatre skills and technologies Critical [Gr 3 – Gr 7], like slides and stage lights
Use of slides and stage that are thinking 2015 – 2022,
●Learners discuss important
lights in theatre appropriate to page 28
theatre. technologies in theatre
●Learners in groups discuss the use of
slides and stage lights
●Learners feedback from groups
●Teacher asks oral questions
WEE TOPIC/ OBJECTIVES SKILLS S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
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13
END OF TERM Learners should ●Critical ●VPA Syll. ●charts ●Oral revision of all concepts covered
TESTS AND be able to: thinking Junior
REVISION ♦write end of [Gr 3 – Gr 7], ●pictures during the Term.
Term examination ●Discussing 2015 – 2022,
on the topics page 27 – 29 ●objects ●Answering questions in writing with
covered so far
●Ventures the representation of every concept
VPA Grade 4
Learners Bk, covered during the Term.
pg.

14
END OF TERM ♦write Mid-Year ●Problem ●VPA Syll. ●question ●Write end of Term tests.
TESTS AND Examination solving Junior papers
REVISION [Gr 3 – Gr 7], ●Revision of written work for
●Matching 2015 – 2022,
page 27 – 29 consolidation and correction purposes.

●Ventures
VPA Grade 4
Learners Bk,
pg.

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GRADE 4 SCHEME CUM PLAN TERM 2 2024 Page | 169