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CONTENTS PAGE
ENGLISH ........................................................................................2
MATHEMATICS ..........................................................................42
JUNIOR SCIENCE AND TECHNOLOGY ..................................75
SHONA ..........................................................................................98
PHYSICAL EDUCATION AND ARTS ...………………….....122
SOCIAL SCIENCE ................... Error! Bookmark not defined.57

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ENGLISH
SKILLS TO BE COVERED
• Listening/Observing,
• Speaking/Signing,
• Reading/Signing,
• Writing/Brailing
AIMS----To help learners to
• Develop the four basic skill namely listening, speaking, reading, and writing in the English language with Emphasis on visual, manual and
tactile skills
• Express themselves freely in a variety of situations that involve the use of functional English
• Write accurately in English.
• Listen to/observe and understand texts or any form of communication in English
CROSS-CUTTING THEMES
Gender
Children’s Rights and responsibilities
Child Protection
Disaster Risk Management
Financial Literacy
Sexuality, HIV and AIDS Education
Heritage Studies
Collaboration
Environmental Issues
SOURCE- ENGLISH LANGUAGE JUNIOR SYLLABUS GRADE 3-7 (2024-2030)
VENTURES GRADE 5 LEARNERS BOOK ENGLISH

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1 LISTENING Learners Identifyin English Junior Phonic Assumed knowledge: Learners are able to read letters
OBSERVING should be able g Reading syllabus grade alphabet of the alphabet.
17/01/ Phonics to:-distinguish Writing 3-7 (2024- A variety of Intro: Learners read the the lettersof the alphabet.
25 -The 44 the 44 English Listening 2030) texts 1.The facilitator explains and demonstrates on the 44
English sounds sounds Speaking Page 30-31 Word cards English sounds.
such as -Pronounce Ventures Dictionaries 2. Learners differentiate the 44 English sounds while
Lesso /b/,m/f/, /g/, words with primary the facilitator assists them.
n1 /n/ correct stress English grade 3. Learners pronounce given words with the correct
-Stress patterns and intonation. 5 learners' stress and intonation while the facilitator assists them.
for two or book page 11 4. Learners listening to different text read.
more syllabic and 12 Con: Singing rhymes.
words.
READING Learners Reading English Junior A variety of Assumed knowledge: Learners are able to read letters
Lesso Words with should be able Writing syllabus grade texts of the alphabet.
n2 the same to:-- Listening 3-7 (2024- Reading Intro: Recap of the previous lesson.
ending sound -Read words Speaking 2030) cards 1. The facilitator explains on sounds of words with
-Same sounds with the same Page 36-38 Word cards the same ending. 2. Learners read given words with
words such: ending sound Ventures Dictionaries same ending while the facilitator assists them.3.
doctor/letter/b -read given texts primary Learners in groups group different words with the
eggar/eager -Identify words English grade same ending sounds while the facilitator assists
with words with 5 learners' them.4. Learners pronounce given words while the
same ending book page5 facilitator assists them.
sound in given 5. Learners give feedback from their groups while the
passages. facilitator assists them.
Con:Oral review of the lesson.
SPEAKING/ Learners Reading English Junior National Assumed knowledge: Learners are able to read letters
Lesso SIGNING should be able Writing syllabus grade Anthem of the alphabet.
n3 Articulation to:-- Listening 3-7 (2024- Script Intro: Learners read the letters of the alphabet.
Patterns for -Pronounce Speaking 2030) Sign 1. The facilitator explains and demonstrates on
single words words Page 32-33 language pronunciation of words.
such as correctly/signs Ventures chart 2. Learners pronounce given words while the
factory, words primary Word cards facilitator assists them.
doctor, doctor accurately English grade Dictionaries 3. Learners practise reading different texts and singles
-Intonation 5 learners' words while the facilitator assists them.
patterns book page 3 4. Learners pronounce given words while the
facilitator assists them.
Con:Oral review of the lesson.

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Lesso WRITING/ Learners Reading English Junior English Assumed knowledge: Learners some of the
n4 BRAILING should be able Writing syllabus grade Junior punctuation marks.
Punctuation to:- Listening 3-7 syllabus Intro: Learners name the punctuation marks they
-Punctuation -Use Speaking Page 30 grade 3-7 know.
marks punctuation Ventures (2024-2030) 1.The facilitator explains and demonstrates on the
- Capital letters marks such as primary Page 36-38 use of capital letters and full stops.
and full stops capital letters English grade Chart with 2. Learners read given texts observing the use of
and full stops 5 learners' punctuation capital letters and full stops while the facilitator assists
correctly. book page 51 marks them.
-a variety of 3.Learners identify punctuation marks in the given
texts texts
-sentence 4. Learners punctuate given paragraphs individually.
strips Con: Revision and recap of concepts taught.
Lesso LISTENING Learners Identifyin English Junior Phonic Assumed knowledge: Learners are able to identify 44
n5 OBSERVING should be able g Reading syllabus grade alphabet English sounds.
Phonics to:- Writing 3-7 (2024- A variety of Intro: Learners identify the 44 English sounds.
-Sounds of -Differentiate Listening 2030) texts 1.The facilitator explains and demonstrates on
different letters sounds of Speaking Page 30-31 Word cards sounds of different words.
different words Ventures Dictionaries 2. Learners listen to different texts read.
Primary 3. Learners read given passages in groups while the
English grade facilitator assists them.
5 learners' 4. Learners give feedback from their groups.
book page 23 Con: Oral review of the lesson.
READING/ Learners Reading English Junior Story books Assumed knowledge: Learners are able to read texts.
Lesso SIGNING should be able Writing syllabus grade A variety of Intro: Learners read unfamiliar words and use them
n6 Comprehensio to:--read a Listening 3-7 (2024- texts in their own sentences.
n variety of texts Speaking 2030) Sentence 1.Learners read the comprehension passage while the
-Skimming with Page 34-35 trips facilitator assists them.2. Learners identify main
and scanning understanding Ventures Work cards points in the passage they have read while the
Silent reading. -answer at least primary facilitator assists them.
- half of the English grade 3.Learners answer comprehension questions in
Comprehensio comprehension 5 learners' groups while the facilitator assists them. 4. Learners
n answering questions book page 5 give feedback from their groups while the facilitator
correctly assists them.
5. Learners answer comprehension questions
correctly.
Con:Revision of written work and recap of concepts.

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WRITING/ Learners Reading English Junior Word cards Assumed knowledge: Learners are to describe their
BRAILING should be able Writing syllabus grade Story books friends
Lesso Composition to:-- write Listening 3-7 (2024- Sentence Intro: Learners talks about their friends.
n7 writing controlled/ Speaking 2030) strips 1.The facilitator outlines the composition framework.
-My friend:- guided Page 36-38 Charts 2. Learners in pairs write a controlled composition
-correct composition Ventures Pictures about their friends while the facilitator assists them.
punctuation about their primary 3. Learners give feedback from their groups while the
-use of topic friends. English grade facilitator assists them.
sentences. - 5 learners' 4. Learners write their composition individually in
paragraphing book page 92 their exercise books.
skills Con: Few learners read their composition.

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M THEMATICS
TOPICS A
TO BE COVERED
• NUMBER
• OPERATIOS
BROAD AIMS--Learners should be able to:
• Recall, recognise and d use mathematical symbols, terms and definitions
• EstimateN
• , approximate and use appropriate degree of accuracy
• Interpret and use mathematics in life situations
• Utilise the PLAP method to enhance facilitating and learning

CROSS CUTTING THEMES

Financial literacy
Collaboration HIV and Aids
Heritage studies
Children’sConstructional Rights and responsibilities
Disaster Risk Management
Enterprise Skills

SOURCE- MATHEMATICS JUNIOR SYLLABUS GRADE 3-7 (2024-2030) PART 8.3

VENTURES GRADE 5 LEARNERS BOOK MATHEMATICS

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Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday transactions through use of
technology.
1 NUMBE During the Identifyin Mathematics Abacuses Assumed knowledge:Learners know whole numbers
R lesson learners g Junior syllabus Number Intro:learners count together in tens up to 100 000.
17/01 Whole should be able Reading grade 3-7(2024- lines 1. Learners identify numbers in numerals and match
/25 numbers to:--identify, read Matching 2030) part 8.3.1 cards them with numbers in words while the facilitator assists
(0-100 and write Page 37 them.
Lesso 000) numbers in Ventures Maths 2.In groups learners write the number in words while
n1 Numerals numerals and grade 5 learners' the facilitator assists them.
words in the book page 1- 3.Learners give feedback from their groups while the
range. 6;79 facilitator assists them.
4. Learners write an exercise in their exercise books
individually.
Con: Learners under the guidance of the facilitator
revise work written
Lesso NUMBE During the Identifyin Mathematics Chart with Assumed knowledge: learners can write numbers in the
n2 R lesson learners g Junior syllabus numbers in range (1-10 000) in words.
Whole should be able Reading grade 3-7(2024- words Intro: learners read the number line on the walls.
numbers to:---identify, Matching 2030) part 8.3.1 1. The facilitator explains on reading and writing
(0-100 read and write Discussin Page 37 numbers in words. 2.Few learners demonstrate writing
000) numbers in g Ventures Maths numbers in words while the facilitator assists them.
-Words numerals and grade 5 learners' 3. In groups learners write given numbers in words
words in the book page 1- while the facilitator assists them.
range. 6;79 4. Learners report back from group work activities
while the facilitator assists them..
5. Learners write their individual work.
Con: Revision of the written work.
Lesso NUMBE During the Identifyin Mathematics Chart Assumed knowledge: learners can count numbers in
n3 R lesson learners g Junior syllabus Work cards the range (0-10 000).
Whole should be able Writing grade 3-7(2024- Number Intro: Learners read the number line on the walls.
numbers to:--- Count in Reading 2030) part 8.3.1 line 1. The facilitator explains and demonstrates on
(0-100 ascending and Counting Page 37 Abacus counting in ascending and descending.
000) descending Ventures Maths Flash cards, 2. Few learners demonstrate counting numbers in
-Numeral order grade 5 learners' Charts ascending and descending order while the facilitator
and book page 1- assists them.
words:- 6;79 3. Learners count numbers in given ranges in ascending
and descending order in their groups while the

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Counting facilitator assists them. 4. Learners give feedback from

in their groups while facilitator assists them. 5. Individual
ascending written work
and Con:Revision of the written work.
descendin
g order
Lesso NUMBE During the Identifyin Mathematics Chart Assumed knowledge: learners are able to read and
n4 R lesson learners g Junior syllabus Work cards count numbers.
Whole should be able Writing grade 3-7(2024- Number Intro: Recap of the previous lesson.
numbers to:---Give values Reading 2030) part 8.3.1 line 1. Facilitator explains and demonstrates place value of
(0-100 of digits in a Counting Page 37 Abacus digits on different numbers.
000) number Ventures Maths Flash cards, 2. Few learners explain and demonstrate on values of
-Place grade 5 learners' Charts digits of given numbers while the facilitator assists them.
value book page 1- 3. Learners in pairs give place values of digits in given
Value of 6;79 numbers while the facilitator assists them.
digits in a 4. Learners give feedback from their pair work while
number the facilitator assists them. 5. Individual written work.
Con: Revision of the written work.
Lesso NUMBE During the Identifyin Mathematics Chart Assumed knowledge: learners are able to read and
n5 R lesson learners g Junior syllabus Work cards count numbers.
Whole should be able Writing grade 3-7(2024- Number Intro: Recap of the previous lesson.
numbers to:---Give values Reading 2030) part 8.3.1 line 1. Learners explain and demonstrate on values of digits
(0-100 of digits in a Counting Page 37 Abacus of given numbers while the facilitator assists them.
000) number Ventures Maths Flash cards, 2. Learners in groups give place values of digits in given
-Place grade 5 learners' Charts numbers while the facilitator assists them.
value book page 1- 3. Learners give feedback from their group work while
Value of 6;79 the facilitator assists them. 5. Individual written work.
digits in a Con: Revision of the written work.
number
Lesso Revision During the Explainin Mathematics -work cards Assumed knowledge: learners are able to answer
n6 Ex lesson learners g Junior syllabus Flash cards revision test questions.
Topics: should be able Describin grade 3-7(2024- Charts Intro: Recap of concepts taught during the week.
-Numbers to:- g 2030) part 8.3.1 1. Class discussion of concepts taught during the week.
Concept: - Answer at least Identifyin Page 37 2. Learners answer oral questions from the facilitator on
All half of the g Ventures Maths learned concepts.
concepts revision test grade 5 learners' 2. Learners write revision test in their books
taught on individually.

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the above questions given book page 1- 3. Revision and recap of written work.
topic. correctly. 6;79 Con. Revision of written and recap of concepts
-Revision
test
questions
Weekly aim(s): 3.3To help learners to think and express themselves clearly and logically.
2 NUMBE During the Identifyin Mathematics Chart Assumed knowledge: Learners know hundred,
R lesson learners g Junior syllabus Work cards tens and units.
24/01 Whole should be able Writing grade 3-7(2024- Number line Intro: Learners identify tens and units on an
/25 numbers to:---arrange Reading 2030) part 8.3.1 Abacus abacus.
(0-100 numbers in Counting Page 37 Flash cards, Dev: 1. Facilitator explains and demonstrates
Lesso 000) order of size. Ventures Maths Charts arranging numbers in order of size.
n1 -Place grade 5 learners' 2. Learners arrangement numbers in order of size
value book page 4 on the chalkboard while the facilitator assists them.
-Arranging 3. Learners in groups arrange given numbers in
numbers order of size while the facilitator assists them.
in order of 4. Learners give feedback from their groups while
size. the facilitator assists them. 5.Individual written
work
Con: Revision of the written work.
NUMBE During the Identifyin Mathematics Chart Assumed knowledge: Learners know hundred,
R lesson learners g Junior syllabus Work cards tens and units.
Lesso Whole should be able Writing grade 3-7(2024- Number line Intro: Learners identify tens and units on an
n2 numbers to:---arrange Reading 2030) part 8.3.1 Abacus abacus.
-Place numbers in Counting Page 37 Flash cards, Dev: 1. Learners arrangement numbers in order of
value order of size. Ventures Maths Charts size on the chalkboard while the facilitator assists
-Arranging grade 5 learners' them.
numbers book page 5 2. Learners in groups arrange given numbers in
in order of order of size while the facilitator assists them.
size. 3. Learners give feedback from their groups while
the facilitator assists them. 4.Individual written
work.
Con: Revision of the written work.
NUMBE During the Identifyin Mathematics Chart Assumed knowledge: learners are able to read and
Lesso R lesson learners g Junior syllabus Work cards write numbers.
n3 Whole should be able grade 3-7(2024- Number line Intro: Recap of the previous lesson.
numbers to:---Compare 2030) part 8.3.1 Abacus

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- given numbers Writing Page 37 Flash cards, Dev: 1. Facilitator explains and demonstrates on
Comparis using <, > or = Reading Ventures Maths Charts comparing numbers on the chalkboard.
on signs. Counting grade 5 learners' 2. Learners in groups compare give numbers in
- book page 1-6 groups using <, > or = signs while the facilitator
Comparin assists them.
g numbers 3. Learners give feedback from their groups while
using <, > the facilitator guides them.
and = 4. Learners write their individual work on number
signs sequences
Con: Revision of the written work.

For affordable, quality and neatly binded HBS scheme-cum

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JUNIOR SCIENCE AND TECHNOLOGY

BROAD AIMS
By the end of the learning area Learners should be able to:
• Identify tools and materials used in science and technology
• Investigate how people, environment and economic issues influence and are influenced by S & T
• develop develop critical evaluative skills in technical environment
• relate moral and ethical approaches to the use of science principles and technology Unhu/Ubuntu/Vumunhu
• CROSS CUTTING THEMES
• Safety in using scientific equipment and
apparatus as well as the design process
Health issues

• Food security
Technology
Environmental issues
Disaster risk management
Enterprise
Sexuality, HIV and AIDS
Heritage
TOPICS
 Health and Hygiene practices
 Food and Nutrition
 Crops, Plants and Animalds
SOURCES
SOURCE- SCIENCE AND TECHNOLOGY JUNIOR SYLLABUS GRADE 3-7 (2024-2030)
VENTURES GRADE 5 LEARNERS BOOK SCIENCE AND TECHNOLOGY

1 TOPIC:HE During the Identifying Junior Science Print media Assumed knowledge: learners know their body parts.
ALTH lesson learners Describing and Technology intro: learners say their body parts
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17/0 AND should be able Explaining Junior syllabus Model of 1. The facilitator explains and demonstrates on
1/25 HYGIENE to:- (2024-2030) digestive digestive system in the mouth.
K.C- -identify parts grade 3-7 system 2. Learners explain what happens to food they eat
Less Human of the digestive Page 48 Electronic while the facilitator assists the learners.
on body system Ventures media 3. Learners in groups discuss on digestive system
1 S.C Science and while the facilitator assists them.
Digestive Technology 4. Learners give feedback from their group findings
system grade 5 while the facilitator assists them.
-In the learners' book CON:Learners answer oral questions from the
mouth page 1 facilitator.
TOPIC: During the Identifying Junior Science Print media Assumed knowledge: learners know their body parts.
Less HEALTH lesson learners Describing and Technology Model of intro: learners say their body parts
on AND should be able Explaining Junior syllabus digestive 1. Learners explain on what happens to the food they
2 HYGIENE to:- grade 3-7 (2024- system eat while the facilitator assists them.
and K.C- -identify parts 2030) part 10.1 Electronic 2. Learners name parts of the human digestive system
3 Human of the digestive Page 48 media while the facilitator assists them.
body system Ventures 3. Learners in groups discuss on functions of each
S.C -state the Science and part of the digestive system they have identified while
Digestive function of Technology the facilitator assists them.
system parts of grade 5 4. Learners give feedback from their group findings
-In the digestive system learners' book while the facilitator assists them.
stomach page 3 5. Individual written.
Con: Revision of written and recap of concepts.

TOPIC: During the Identifying Junior Science Print media Assumed knowledge: learners know their body parts.
Less HEALTH lesson learners Describing and Technology Model of intro: learners say their body parts
on AND should be able Explaining Junior syllabus digestive 1. Learners explain on what happens to the food they
4 /5 HYGIENE to:- grade 3-7 (2024- system eat while the facilitator assists them.
K.C- -describe the 2030) part 10.1 Electronic 2. Learners name parts of the human digestive system
Human digestive Page 48 Media while the facilitator assists them.
body process Ventures Resource 3. Learners draw and label the digestive system while
S.C Science and person the facilitator assists them.
Digestive Technology 4. Learners describe the digestive system while the
system grade 5 facilitator assists them.
-In the learners' book 5. Individual written.
mouth page 1-4 Con:Revision of written work and recap of concepts

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-In the
stomach
TOPIC: During the Identifying Junior Science Print media Assumed knowledge: learners eat every day
HEALTH lesson learners Discussing and Technology Pictures Intro: Recap of the previous lesson.
Less AND should be able Naming Junior syllabus Electronic 1.The facilitator explains on eating disorders and the
on HYGIENE to:- grade 3-7 (2024- devices consequences.
K.C: Eating -List eating 2030) part 10.1 2. Learners suggest proper eating habits and their
6/7 disorders disorders Page 48 benefits while the facilitator assists them.
-Obesity( -Explain the Ventures 3. Learners in groups discuss on consequences of
over eating) - importance of Science and eating disorders while the facilitator assists them.
Anorexia proper eating Technology 4.Learners give feedback from their group finding
(starving habits grade 5 while the facilitator assists them.
oneself ) learners' book 5. Class discussion on group findings
- page 5 Con:Learnersanswer oral questions
Bulimia(ove
r eating then
forcing
vomiting)
TOPIC: During the Identifying Junior Science Print media Assumed knowledge: learners eat every day
WK HEALTH lesson learners Discussing and Technology Pictures Intro: Recap of the previous lesson.
2 AND should be able Naming Junior syllabus Electronic 1. Learners suggest proper eating habits and their
HYGIENE to:- grade 3-7 (2024- devices benefits while the facilitator assists them.
24/0 K.C: – -List eating 2030) part 10.1 2. Learners in groups discuss on consequences of
1/25 Eating disorders Page 48 eating disorders while the facilitator assists them.
disorders -Explain the Ventures 3. Learners give feedback from their group finding
Less -Obesity( importance of Science and while the facilitator assists them.
on over eating) - proper eating Technology 4. Class discussion on group findings
1/2 Anorexia habits grade 5 Con:Learnersanswer oral questions
(starving learners' book
oneself ) page 5
-
Bulimia(ove
r eating then
forcing
vomiting)
TOPIC: During the Naming Junior Science Water Assumed knowledge: learners know forms of
HEALTH lesson learners Explaining and Technology Print media pollution

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Less AND should be able Describing Junior syllabus Intro: re-cape of the previous lessons
on HYGIENE to:- grade 3-7 (2024- 1. Learners name forms of pollution they know.
K.C: -List causes of 2030) part 10.1 2.Learners read about causes of pollution.
3/4 environment water pollution Page 49 3.Learners in groupsdiscuss on causes of pollution
al hygiene Ventures while the facilitator assists them
S.C: Water Science and 4. Learners give feedback from their findings while
pollution Technology the facilitator assists them.
-Causes of grade 5 5. Individual written work
water learners' book Con:revise work done
pollution page 111
TOPIC: During the Naming Junior Science Print media Assumed knowledge: learners know causes of
Less HEALTH lesson learners Explaining and Technology Health pollution
on AND should be able Describing Junior syllabus officer Intro: re-cape of the previous lessons
5/6 HYGIENE to:- -explain the grade 3-7 (2024- Resource 1. Learners name cause of pollution.
K.C: effects water 2030) part 10.1 person 2.Learners observe effects of pollution in the local
environment pollution Page 49 Print media environment.
al hygiene Ventures 3. Learners name the effects of water pollution while
S.C: Water Science and the facilitator assists them.
pollution Technology 4. Individual written work
-Effects of grade 5 Con:Revision and recap of concepts
water learners' book
pollution page 115
TOPIC: During the Naming Junior Science Print media Assumed knowledge: learners know causes of
Less HEALTH lesson learners Explaining and Technology with pollution
on AND should be able Describing Junior syllabus Statutory Intro: re-cape of the previous lessons
7/8 HYGIENE to:- -Suggest grade 3-7 (2024- instruments Step 1 Learners name the causes of pollution.
K.C: ways of 2030) part 10.1 and laws on Step 2 Learners read about ways of preventing water
environment preventing Page 49 pollution pollution.
al hygiene water pollution Ventures Step 3 Learners in groups determine ways of
S.C: Water Science and preventing water pollution while the facilitator assists
pollution Technology them.
-Prevention grade 5 Step 4: Learners give feedback from groups while the
of water learners' book facilitator assists them
pollution 121 Step 5: Individual written work
Conclusion revision of work written

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Less TOPIC: During the Naming Junior Science Chalk board Assumed knowledge: Learners able to answer
on HEALTH lesson learners Explaining and Technology Revision test revision questions
9/10 AND should be able Describing Junior syllabus questions Intro: re-cape of the previous lessons
HYGIENE to:- - answer at grade 3-7 (2024- Step 1 The facilitator recaps the concepts taught
K.C: least half of the 2030) part 10.1 during the week
environment revision test Page 49 Step 2 Learners answer revision test questions in their
al hygiene questions Ventures books individually.
correctly given Science and Step 3 Revision of written work and recap of concepts
Revision test Technology Conclusion revision of work written
-Revision grade 5
test learners' book
questions page 122
WK TOPIC: During the Identifying Junior Science Charts with Assumed knowledge: learners know people suffering
3 HEALTH lesson learners Discussing and Technology pictures of from emotional health
AND should be able Explaining Junior syllabus people Intro: facilitor tells a story on emotional health
31/0 HYGIENE to:- - grade 3-7 (2024- suffering Step 1 Learners with teacher’s assistance define
1/25 KC : -define 2030) part 10.1 from emotional health
Emotional emotional Page 49 emotional Step 2 Learners read about signs of emotional health
LES health healthy health Step 3 Learners in groups determine factors that may
1/2 Signs of -discuss the influence emotional healthy
emotional signs of Step 4: Learners give feedback from groups while the
healthy emoptional facilitator assists them
healthy Step 5: Individual written work
Conclusion revision of work written

For affordable, quality and neatly binded HBS scheme-cum

plans contact Gwanaz @ 0773545045 / 0714425578 or visit us
at Winston building 3rd floor room 302, Takawira st opposite
construction house

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SHONA
Zvinangwa
“+Kuti vadzidzi vakwanise kuverenga, kutaura, kunyora uyewo kuva nezvinooneka,
kubatika pamwe nekukwanisa kuita mabasa emaoko
• Kukurudzira vadzidzi kuti vanzwane nevamwe munguva dzakasiyana.
• Kuti vadzidzi Vakwanise kushandisa mishina {ICT technology}
• Kuti vana vaone kukosha kwemitauro yedu yemuno vagofarira kugara vachiiverenga
pachavo kuitira tsika neunhu hwavo kutaurawo ngano dzepasi chigare
• Vadzidzi Vakwanise kuita hurukuro, nhetembo pamwe ne nziyo kana zvimwewo
[puzzles, riddles, quiz, questions]
Kugona 1.Kuteerera 2.Kutaura 3.Kuverenga 4. Kunyora
MISORO
 Nzwisiso nepfupiso
 Kushandisa mutauro
 Zvemutauro
 Rondedzero
 Tsika nemagariro

 DURA- INDIGENOUS LANGUAGE JUNIOR SYLLABUS GRADE 3-7 (2024-2030)
VENTURES GRADE 5 LEARNERS BOOK CHISHONA

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1 NZWISISO Vana Kutaura Indigenous Makadhi Nhanganyaya –Mudzidzisi anotaura kanyaya pamusoro
NEPFUPIS vanotarisirwa Kuteerera. languages Syll mifananidzo pezvaanoda nezvaanofarira
17/01 O kukwanisa ku:--- Kunyora. Grde 3-7 (2024- 1.Vadzidzi vano taurirana pamusoro pezvavanofarira
/25 Zvandinoda kutaura 2030), Page 45- nezvavanoda.
nezvandinof pamusoro 46 2. Vadzidzi mumapoka avo vano taurirana pamusoro
arira pezvavanoda Ventures pezvanoda vachichirechedza musiyano pazviri.
nezvavanofarira Primary Gore 3. Vadzidzi vanopakura zvavawana.
-kuumba ReShanu peji 5 4. Vadzidzi vanoumba mazwi nemitinhimira
mazwinemitinhi yakapihwa.
mira yakapihwa. Mhedziso – mibvunzo yekupeta basa
Chidz NZWISISO Vana kuverenga Indigenous Makadhi Nhanganyaya –Mudzidzisi nevana vanoimba rwiyo.
idzo 3 NEPFUPIS vanotarisirwa languages Syll mifananidzo 1Vadzidzi vano verenga mazwi matsva kubva mundima
& O- kukwanisa ku:--- kunyora Grde 3-7 (2024- icha verengwa voma tsanangura.
4 kupindura kuverenga 2030), Page 45- 2Vadzidzi vano verenga ndima
mibvunzo ndima 46 3Vadzidzi vano pindura mibvunzo iri pamakadhi.
yenzwisiso vachinzwisisa. Ventures 4 Vana vanopakura zvavawana.
-kupindura Primary Gore 5 Vana vanonyora basa sedungamunhu.
mibvunzo ReShanu peji 7 Mhedziso – dzokororo yebasa ranyorwa nevana.
mitanhatu kubva
mundima
yaverengwa.
Chidz ZVEMUTA Vana Kunyora Indigenous Makadhi Nhanganyaya – vadzidzi vanoita zvavanenge vanzi vaite
idzo 5 URO vanotarisirwa Kutaura languages Syll nemudzidzisi.
Zviito kukwanisa ku:--- Grde 3-7 (2024- 1 Vadzidzi vano verenga zviito zviri pamakadhi.
kudoma zviito 2030), Page 50- 2Vadzidzi vano doma zviito zvavanoziva.
zvingangoita 52 3 Vadzidzi vano pindura mibvunzo sedungamunhu.
zvishanu. Ventures Mhedziso – dzokororo yebasa ranyorwa nevana.
-kuzadzisa Primary Gore
zvirevo neziito ReShanu peji 10
zvakapihwa.

Chidz NZWISISO Vana Kutaura Indigenous Zvitaitai Nhanganyaya – vadzidzi vanodoma zvanoda
idzo6 NEPFUPIS vanotarisirwa Kuteerera. languages Syll Makadhi nezvavnofarira
O kukwanisa ku:-- Grde 3-7 (2024- 1. Vadzidzi vano verenga mazwi ari pamakadhi
Hurukuro kuita hurukuro 2030), Page 45- pamusoro pezvinhu zvinodiwa nemunhu kuti ararame.
pamusoro 46 2.Vadzidzi vanoita hurukuri pamusoro pezvavanoda
kuti vararame vachibatsirwa nemudzidzisi.

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pezvavanoda Ventures 3.Vadzidzi vano pindura mibvunzo sedungamunhu.

nezvavanofarira Primary Gore Mhedziso – dzokororo yebasa rakurukurwa.
ReShanu peji 6

Chidz RONDEDZ Vana Kunyora Indigenous Chati Nhanganyaya – vadzidzi vanoogorora mifananidzo
idzo 7 ERO vanotarisirwa languages Syll pamusoro pemabasa
-Rondedzero kukwanisa ku:--- Grde 3-7 (2024- 1. Vana vanodoma mabasa avanoda kana vakura.
Basa kunyora 2030), Page 53- 2. Vana vanodoma mayorerwo erondedzero
randinoda rondedzero 57 vachibatsirwa nemudzidzisi.
kuazoita nemutauro Ventures 3.Vadzidzi vanopa chidumbu cherondedzero
ndakura wakanaka Primary Gore mumaboka.
pamusoro ReShanu peji 3.Vadzidzi vanoverenga zvavanyora.
pebasa ravanoda 24-25;47;49 4.Vadzidzi vano nyora rondedzero sedungamunhu.
kuzoita Mhedziso – vana vatatu vanoverenga zvavanyora.
2 TSIKA Vana Kutaura Indigenous Makadhi Nhanganyaya –Mudzidzisi anoratidza vana mifananidzo
NEMAGAR vanotarisirwa Kuteerera languages Syll Mifananidzo yezviitiko zvakasiyana siyana.
24/01 IRO. kukwanisa ku:--- Kunyora. Grde 3-7 (2024- 1.Vadzidzi vanodoma zviitiko zvinoitika munharaunda
/25 Zviitiko kudoma zviitiko 2030), Page 57- dzavanobva 2.Vadzidzi mumapoka avo vano taurirana
zvemunhara zvemunharaund 60 zviitiko zvinoitika munharaunda dzavanobva
Chidz unda a nemunyika Ventures nezvinoitika munyika yese vachibatsirwa nemudzidzisi.
idzo 1 nemunyika -Kutsangura Primary Gore 3. Vana vanopakurirana zvavawana mumapoka
zviitiko ReShanu peji 8 4.Vadzidzi vanoumba mazwi nemitinhimira yakapihwa.
zvemunharaund Mhedziso – Mibvunzo yekupeta basa
a nemunyika
Chidz NZWISISO Vana kuverenga Indigenous Makadhi Nhanganyaya –Mudzidzisi anotaurira vadzidzi kanyaya
idzo 2 NEPFUPIS vanotarisirwa languages Syll Mifananidzo. pamusoro pemabasa emaoko.
&3 O kukwanisa ku:--- kunyora Grde 3-7 (2024- 1.Vadzidzi vano verenga mazwi matsva kubva
Nzwisiso kuverenga 2030), Page 45- mundima icha verengwa voma tsanangura.
ndima 46 2.Vadzidzi vano verenga ndima vachibatsirwa
-Kupindura vachinzwisisa. Ventures nemudzidzisi
mibvunzo -kupindura Primary Gore 3.Vadzidzi vano pindura mibvunzo iri pamakadhi.
yenzwisiso mibvunzo ReShanu peji 9 4. Vana vanonyora basa sedungamunhu.
mitanhatu kubva Mhedziso – dzokororo yebasa ranyorwa nevana.
mundima
yaverengwa.

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Chidz TSIKA Vana Kunyora Indigenous Makadhi Nhanganyaya – vadzidzi vanodoma zviitiko zvinoitika
idzo 4 NEMAGAR vanotarisirwa Kutaura languages Syll Mifanidzo munharaunda dzavanobva zvakakosha.
IRO- kukwanisa ku:--- Grde 3-7 (2024- 1. Vana vanodoma zviitiko zvinoitika munharaunda
Zvakakosher kutsanangura 2030), Page 57- dzavanobva nezvinoitika munyika mese.
a zviitiko zvakoshera 60 2. Mudzidzisi anotsangura pamusoro pekukosha
zvimunharau zviitiko Ventures kwezviitiko zvemunharaunda nenyika yose zvadomwa
nda zvemunharaund Primary Gore nevana. 3. Vana vano taurirana mumapoka avo
nezviitiko a nezviitiko ReShanu peji 5 zvakakoshera zviitiko zvemunharaunda nezvenyika
zvenyika zvenyika yose yese vachibatsirwa nemudzidzisi. 4. Vana
yose vanopakurirana zvavawana mumapoka avo
vachibatsirwa nemudzidzisi.
Mhedziso – dzokororo yebasa raitwa mumapoka.

For affordable, quality and neatly binded HBS scheme-cum

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PE AND ARTS
Broad aims
To help learners
(1) Develop an understanding of the implications and benefits of participation in physical activities through theory and practice
(2) Develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Display.

Topics
1. Safety and health
2. Human body
3. History of Arts
4. Gymnastics

SOURCES
PHYSICAL EDUCATION AND ARTS SYLLABUS GRADE 3-7 (2024-2030)

Aim: develop an understanding of the implications and benefits of participation in physical activitiesand practicethrough theoryand practice.

Wk SAFETY During the Describing Zimbabwe ministry of Bats Discussion, play way, group work
1 AND lesson learners Explaining primary and Rackets Assumed knowledge Learners know different
HEALTH should be able Identifying secondary education Balls games.
17/0 Safety to:- Demonstrat Physical Education Discus IntroRecap of the previous lesson.
1/25 -Safety and Explain safe ing And Arts Whistles 1. Learners identify different sporting activities they
when ways of Junior Mates know.
Less participating participating in ( grade 3-7) 2. The facilitator explains and demonstrates on
1/2 in physical physical Syllabus part 7.3 safe ways of participating in physical activities.
activities activities (2024-1030) 3. Learners practise safe ways of handling various
p. 54-55 apparatus while the facilitator assists them.
CPS Primary 4. Learners demonstrate the use of given
Physical Education apparatus while the facilitator assists them.
Sports and Mass ConLearners answer oral questions from the
Displays grade 5 facilitator
page 15
Less HEALTH During the Describing Zimbabwe ministry of Bats Discussion, play way, group work
3/4 AND lesson learners Explaining primary and Rackets Assumed knowledge Learners know different
SAFETY should be able Identifying secondary education Balls games.
Safety to:- Discus IntroRecap of the previous lesson.
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-Safety Demonstrate Demonstrat Physical Education Whistles 1. Learners identify different sporting activities they
precautions safe ways of ing And Arts Mates know.
and rules in handling Junior 2. Learners demonstrate safe handling of given
handling apparatus ( grade 3-7) apparatus while the facilitator assists them.
apparatus Syllabus part 7.3 3. Learners practise safe ways of handling various
(2024-1030) apparatus while the facilitator assists them.
p. 54-55 4. Learners demonstrate the use of given
CPS Primary apparatus while the facilitator assists them.
Physical Education ConCool down activities
Sports and Mass
Displays grade 5
page 13
Less HEALTH During the Describing Zimbabwe ministry of Bats Discussion, play way, group work
5/6 AND lesson learners Explaining primary and Rackets Assumed knowledge Learners know different
SAFETY should be able Identifying secondary education Balls games.
Safety to:- Demonstrat Physical Education Discus IntroRecap of the previous lesson.
- Rules in Demonstrate ing And Arts Whistles 1. Learners identify different sporting activities they
use physical safe ways of Junior Mates know.
education handling ( grade 3-7) 2. Learners demonstrate safe handling of given
apparatus apparatus Syllabus part 7.3 apparatus while the facilitator assists them.
(2024-1030) 3. Learners play mini games practise safe ways of
p. 54-55 handling various apparatus
CPS Primary ConCool down activities
Physical Education
Sports and Mass
Displays grade 5
page 13
Less HEALTH During the Describing Zimbabwe ministry of Bats Discussion, play way, group work
7/8 AND lesson learners Explaining primary and Rackets Assumed knowledge Learners know different
SAFETY should be able Identifying secondary education Balls games.
Safety to:- Demonstrat Physical Education Discus IntroRecap of the previous lesson.
-Warm up -Execute ing And Arts Whistles 1. Learners identify different sporting activities they
and cool appropriate Junior Mates know.
down activities during ( grade 3-7) 2. Learners design and conduct warm up and cool
warm up and Syllabus part 7.3 down activities while the facilitator assists them.
cool down (2024-1030) 3. Learners practise different warm up and cool
p. 54-55 down activities while facilitator assists them.

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CPS Primary 4. Learners demonstrate different warm up and

Physical Education cool down activities
Sports and Mass ConCool down activities
Displays grade 5
page 15
Less Revision test During the Describing Zimbabwe ministry of Chalk board Assumed knowledge: Learners able to answer
9/10 TOPIC: lesson learners Explaining primary and Revision test revision questions
Health and should be able Identifying secondary education questions Intro: re-cape of the previous lessons
safety to:- - answer at Demonstrat Physical Education Step 1 The facilitator recaps the concepts taught
-All concepts least half of the ing And Arts during the week
taught on revision test Junior Step 2 Learners answer revision test questions in
the topic questions ( grade 3-7) their books individually.
-Revision correctly given Syllabus part 7.3 Step 3 Revision of written work and recap of
test (2024-1030) concepts
questions p. 54-55 Conclusion revision of work written
CPS Primary
Physical Education
Sports and Mass
Displays grade 5
page 16
Aim: develop an understanding of the implications and benefits of participation in physical activities through theory and practice
Wee SAFETY During the Describing Zimbabwe ministry Discussion, play way, group work
k2 AND lesson learners Explaining of primary and Work Cards Assumed knowledge Learners have done different
HEALTH should be able Identifying secondary education Pictures household chores
24/01 Health to:- Demonstrat Physical Education Charts IntroLearners read the words on health living
/25 living -Describe ing Sport and Mass Safe exercise habits at home.
habits. healthy living Displays facilities 1. Learners state healthy and unhealthy foods while
Less -Health habits at home. Junior the facilitator assists them.
1/2 living habits ( grade 3-7) 2. Learners in groups identify physical activities that
at home Syllabus part 7.3 promote good health lifestyle at home while the
(2024-2030) facilitator assists them.
p. 54 3. Learners give feedback from their groups while
CPS Primary the facilitator assists them.
Physical Education 4. Class discussion on group findings
Sports and Mass ConThe best group acts out household chores
Displays grade 5
page 10

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Less SAFETY During the Describing Zimbabwe ministry Discussion, play way, group work
3/4 AND lesson learners Explaining of primary and Work Cards Assumed knowledge Learners know health food.
HEALTH should be able Identifying secondary education Pictures IntroRecap of the previous lesson.
Health to:- Demonstrat Physical Education Charts 1. Learners identify physical activities at school and
living -Describe ing Sport and Mass Safe exercise community that promote a health living while the
habits. healthy living Displays facilities facilitator assists them.
-Health habits at school Junior 2. Learners in groups discuss on how to promote
living habits and community ( grade 3-7) good health living at school at school and
at school Syllabus part 7.3 community while the facilitator assists them.
and (2024-2030) 3. Learners form a community fitness club that
community p. 54 raise health living awareness campaigns
CPS Primary 3. Learners give feedback from their groups while
Physical Education the facilitator assists them.
Sports and Mass 4. Individual written work
Displays grade 5 ConRevision of written and recap of concepts.
page 12
Less SAFETY During the Describing Zimbabwe ministry Discussion, play way, group work
5/6 AND lesson learners Explaining of primary and Work Cards Assumed knowledge Learners know activities that
HEALTH should be able Identifying secondary education Pictures promote healthy living.
Health to:- Demonstrat Zimbabwe ministry Charts IntroRecap of the previous lesson.
living -Identify rules ing of primary and Safe exercise 1. Learners identify physical activities that can
habits. and safety secondary education facilities promote a healthy living at school, home and
-Safety precautions of Physical Education community.
precautions handling Sport and Mass 2. Learners in groups discuss on rules and safety
and rules in apparatus Displays precautions of handling apparatus while the
handling Junior facilitator assists them.
apparatus ( grade 3-7) 3. Learners give feedback from their groups while
Syllabus part 7.3 the facilitator assists them.
(2024-2030) 4. Individual written work
p. 54 ConRevision of written and recap of concepts.
CPS Primary
Physical Education
Sports and Mass
Displays grade 5
page 11

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Less HEALTH During the Describing Zimbabwe ministry Discussion, play way, group work
7/8 AND lesson learners Explaining of primary and Work Cards Assumed knowledge Learners know different
SAFETY should be able Identifying secondary education Pictures games.
Health to:- Demonstrat Physical Education Charts IntroRecap of the previous lesson.
living Identify ing Sport and Mass Safe exercise 1. Learners identify benefits of exercising and
habits. exercises that Displays facilities playing games while the facilitator assists them.
-Benefits of can be used to Junior 2. The facilitator explains on diseases that can be
physical improve health ( grade 3-7) caused by lack of fitness such Obesity, Heart
exercises related fitness Syllabus diseases and Diabetes
(2015-1022) 3. Learners in groups participate in fun runs while
p. 30 the facilitator assists them.
CPS Primary 4. Learners demonstrate cool down activities
Physical Education ConLearners answer oral questions from the
Sports and Mass facilitator
Displays grade 5
page 11
Less HEALTH During the Describing Zimbabwe ministry Discussion, play way, group work
9/10 AND lesson learners Explaining of primary and Pictures Assumed knowledge Learners know different
SAFETY should be able Identifying secondary education Charts games.
Health to:- Demonstrat Physical Education Safe exercise IntroRecap of the previous lesson.
living Explain ing Sport and Mass facilities 1. Learners identify benefits of exercising and
habits. diseases that Displays playing games while the facilitator assists them.
-Diseases can be caused Junior 2. Learners identify exercises that can be used to
caused by by lack of ( grade 3-7) improve health related fitness while the facilitator
lack of fitness such as Syllabus assists them
exercise Obesity, Heart (2015-1022) 3. Learners in participate in fun runs while the
and fitness. diseases and p. 30 facilitator assists them.
Diabetes CPS Primary 4. Learners demonstrate cool down activities
Physical Education ConLearners answer oral questions from the
Sports and Mass facilitator
Displays grade 5
page 13
Less Revision During the Describing Zimbabwe ministry Chalk board Assumed knowledge: Learners able to answer
11/12 test lesson learners Explaining of primary and Revision test revision questions
TOPIC: should be able Identifying secondary education questions Intro: re-cape of the previous lessons
Health and to:- - answer at Demonstrat Physical Education Step 1 The facilitator recaps the concepts taught
safety least half of the ing And Arts during the week

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-All revision test Junior Step 2 Learners answer revision test questions in
concepts questions ( grade 3-7) their books individually.
taught on correctly given Syllabus part 7.3 Step 3 Revision of written work and recap of
the topic (2024-1030) concepts
-Revision p. 54-55 Conclusion revision of work written
test CPS Primary
questions Physical Education
Sports and Mass
Displays grade 5
page 16
Wk 3 Human During the Describing Zimbabwe ministry work cards Group work, Discussion
body lesson learners Explaining of primary and pictures Assumed knowledge Learners know body parts
31/01 Organs of should be able Identifying secondary charts Introduction Singing a song about body parts
/25 the body to:-Identify Demonstrat education smartphone 1. Learners identify body parts.
-Functions body parts. ing Physical Education Magazine 2. Learners name the functions of body parts they
Lesso of human -identify Sport and Mass have identified while the facilitator assists them.
n1/2 body parts functions of Displays 3. The facilitator showss body parts on pictures to
body parts Junior (grade 3-7) learners.
Syllabus part 7.3 4. Learners in groupslist external and external body
(2024-2030) parts while the facilitator assists them.
p. 55-56 5. Learners give feedback from groups while the
CPS Primary facilitator assists them.
Physical 6. Individual written work on human body parts.
Education Sports Con: learners sing the rhyme head and shoulders
and Mass Displays
grade 5 page 1

For affordable, quality and neatly binded HBS scheme-cum

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SOCIAL SCIENCE
BROAD AIMS
The learner should be able to:
• Appreciate and love Zimbabwe and its Chimurenga liberation war heroes and heroines
• Develop an appreciation of national heritage , sovereignty, governance, national symbols and events
• Identify with national symbols such as the National flag, National school Pledge, Anthem, Monuments and Heritage sites
• Explain significance of public holidays
• Describe the production and marketing of goods and servicesGender equity
• CROSS CUTTING THEMES
Family unity
Child Protection from abuse and diseases
such as AIDS
Heritage StudiesEnvironmental Issues
Financial literacy
Disaster Risk Management
Children’s Rights and Responsibilities
Topics
Identity: Family
National History, Sovereignty and Governance
Heritage
Work and Leisure
Transport and Communication

SOURCE
Social Science Junior Studies Syllabus grade 3-7 (2024-2030)
Ventures Heritage Social Studies learners book grade 5

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1 IDENTITY: During the Identifying Heritage Social Maps Assumed knowledge: Learners know their roles in the
ROLES OF lesson learners Displaying Studies Resource family.
17/01/ THE should be able Explaining Junior syllabus person Introduction –Recap of the previous lesson.
25 FAMILY IN to:- (2024-2030) Pictures 1. The facilitator gives focus of the lesson.
THE - explain how grade 3-7 Related 2. Learners in groups discuss on how families in the
Lesso COMMUNI families in the Page 100 literature community relate to each other while the facilitator
n TY -Relations community Ventures Work assists them.
1/2 among relate with each grade 5 cads 3. Learners give feedback from their groups while the
families in other. Heritage facilitator assists them.
rural areas, Social studies 4 Learners write an exercise in their books individually.
urban, farms page 3 Conclusion.Revision of written work and recap of
and mines. concepts.
IDENTITY: During the Identifying Heritage Social Maps Assumed knowledge: Learners know their roles in the
Lesso Family lesson learners Displaying Studies Resource family.
n -Roles of the should be able Explaining Junior syllabus person Introduction –Recap of the previous lesson.
3/4 family to:- (2024-2030) Pictures 1. The facilitator gives focus of the lesson.
members in -identify roles of grade 3-7 Related 2. Learners identify types of families they know.
the the family in the Page 100 literature 3. Learners identify roles of the family members in the
community. community. Ventures Work community while the facilitator guides them.
grade 5 cads 4. Learners give feedback from their groups while the
Heritage facilitator assists them.
Social studies 4 Learners answer oral questions from the facilitator.
page 3 Conclusion. Oral review of the lesson.
IDENTITY: During the Identifying Heritage Social Maps Assumed knowledge: Learners know their roles in the
Lesso Family lesson learners Displaying Studies Resource family.
n -Roles of the should be able Explaining Junior syllabus person Introduction –Recap of the previous lesson.
5/6 family to:- (2024-2030) Pictures 1. The facilitator gives focus of the lesson.
members in -Explain roles of grade 3-7 Related 2. Learners identify types roles of the family.
the the family in the Page 100 literature 3. facilitator gives learners roles to dramatise roles of the
community. community. Ventures Work family members
grade 5 cads 4. Learners dramatise roles of the family members in the
Heritage community whilst the facilitator assists them.
Social studies 4 Learners answer oral questions from the facilitator.
page 3 Conclusion. Oral review of the lesson.
IDENTITY: During the Identifying Heritage Social Maps Assumed knowledge: Learners know institutions in
Lesso -Roles of lesson learners Displaying Studies Resource their areas.
n institutions in Explaining Junior syllabus person Introduction –Recap of the previous lesson.

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7/8 the should be able (2024-2030) Pictures 1. The facilitator gives focus of the lesson.
community. to:- grade 3-7 Related 2. Learners identify institutions in their communities
-State the Page 101-102 literature while the facilitator guides them..
institution in Ventures Work 4. Learners give feedback from their groups while the
their community grade 5 cads facilitator assists them.
Heritage 4 Learners write an exercise in their books individually.
Social studies Conclusion. Oral review of the lesson.
page 3
IDENTITY: During the Identifying Heritage Social Maps Assumed knowledge: Learners know institutions in
Lesso -Roles of lesson learners Displaying Studies Resource their areas.
n institutions in should be able Explaining Junior syllabus person Introduction –Recap of the previous lesson.
9/10 the to:- (2024-2030) Pictures 1. The facilitator gives focus of the lesson.
community. -discuss roles of grade 3-7 Related 2. Learners discuss the roles of the institutions in their
the institution in Page 101-102 literature communities in groups while the facilitator guides them.
their community Ventures Work 4. Learners give feedback from their groups while the
grade 5 cads facilitator assists them.
Heritage 4 Learners write an exercise in their books individually.
Social studies Conclusion. Oral review of the lesson.
page 3
Lesso Revision test During the Naming Heritage Social Chalk Assumed knowledge: Learners able to answer revision
n TOPIC: lesson learners Explaining Studies board test questions
11/12 - Family and should be able Describing Junior syllabus Revision Intro: Re-cape of the previous lessons
surrounding to:-- answer at (2024-2030) test 1 The facilitator recaps the concepts taught during the
community least half of the grade 3-7 questions week.
-All concepts revision test Page 101-102 Work 2. Learners and the facilitator discuss on concepts
taught on the questions given Ventures cards taught during the week.
these topics correctly. Grade 5 3 Learners answer revision test questions in their books
-Revision Heritage individually.
exercise Social studies 4Revision of written work and recap of concepts
page 2-3 Conclusion. Revision of work written
WK 2 IDENTITY: During the Naming Heritage Social field day Assumed knowledge: learners attends to community
COMMUNI lesson learners Explaining Studies -cultural gatherings
24/01/ TY should be able Describing Junior syllabus festivals Intro: Recap of the previous lesson.
25 GATHERIN to:-- (2024-2030) -sport 1. Learners identify community gatherings they have
G AND -name grade 3-7 galas attended while the facilitator assists them.
Less EVENTS community Page 101-102 2 facilitator explains on community gatherings
1/2

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CONTENT REFERENCE

-village gatherings and 2. Learners in groups discuss on gatherings that take

meetings events part in their community while the facilitator assists
-clean ups them.
-work part 3. Learners give feedback from their groups while the
(nhimbe) facilitator assists them.
-zunde 4. Class discussion on group findings.
ramambo Con Learners answer oral questions from the facilitator.
Less IDENTITY: During the Naming Heritage Social -field day Assumed knowledge: learners attends to community
3/4 COMMUNI lesson learners Explaining Studies -cultural gatherings
TY should be able Describing Junior syllabus festivals ntro: Recap of the previous lesson.
GATHERIN to:-- (2024-2030) -sport 1. Learners say the reasons they attend community
G AND -explain the grade 3-7 galas gatherings
EVENTS purpose of Page 101-102 2 facilitator explains on purpose of community
-field day community gathering and events
-cultural gatherings and 2. Learners in groups discuss on purpose of community
festivals events gatherings while the facilitator assists them.
-sport galas 3. Learners give feedback from their groups while the
facilitator assists them.
4. Class discussion on group findings.
Con Learners answer oral questions from the facilitator
Less IDENTITY: During the Naming Heritage Social -field day Assumed knowledge: learners attends to community
5/6 COMMUNI lesson learners Explaining Studies -cultural gatherings
TY should be able Describing Junior syllabus festivals ntro: Recap of the previous lesson.
GATHERIN to:-- (2024-2030) -sport 1. Learners identify different attire worn for different
G AND Describe attire grade 3-7 galas gatherings in their community
EVENTS for specific Page 101-102 2 facilitator explains on the reasons for wearing attire at
community gatherings
gathering and 2. Learners in groups discuss on attire worn for specific
events gathering and events while the facilitator assists them.
3. Learners give feedback from their groups while the
facilitator assists them.
4. Class discussion on group findings.
Con Learners answer oral questions from the facilitator
IDENTITY During the -Stating Heritage Social Resource Assumed knowledge: learners know their family name
Lesso - Totem lesson learners -discussing Studies person Intro: Recap of the previous lesson.
less should be able -explaining Junior syllabus Magazines 1. Learners identify their family totems while the
6/7 to:- facilitator assists them.

GRADE 5 SCHEME-CUM PLAN T1 2025

 WK TOPIC/ OBJECTIVES COMPETENCIES RESOURCES, MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION
CONTENT REFERENCE

PURPOSE -identify own (2024-2030) Work 2. Learners in groups discuss on their family totems
OF THE totems grade 3-7 cards while the facilitator assists them.
TOTEM Page 102 charts 3. Learners give feedback from their groups while the
Ventures grade facilitator assists them.
5 Fareme 4. Class discussion on group findings.
learners' book Con Learners answer oral questions from the
page 5 facilitator.
IDENTITY- During the -Stating Heritage Social Resource Assumed knowledge: learners know their family name
Lesso Totem lesson learners -discussing Studies person Intro: Recap of the previous lesson.
n PURPOSE should be able -explaining Junior syllabus Magazines 1. Learners identify their family totems while the
7/8 OF THE to:- (2024-2030) Work facilitator assists them.
TOTEM -explain the grade 3-7 cards 2. Learners in groups tabulate totems and their sacred
The importance of Page 102 charts animals/objectsof their family totems while the
importance of totem system Ventures grade facilitator guides them.
toem system 5 Fareme 3. Learners give feedback whilst the facilitator assists
learners' book Con Learners answer oral questions from the
page 5 facilitator.
IDENTITY- During the -Stating Heritage Social Resource Assumed knowledge: learners know their family name
Lesso Totem lesson learners -discussing Studies person Intro: Recap of the previous lesson.
n PURPOSE should be able -explaining Junior syllabus Magazines 1. Learners identify their family totems while the
9/10 OF THE to:- (2024-2030) Work facilitator assists them.
TOTEM -drawing and grade 3-7 cards 2. Learners draw and label thei totem symbols whilst
The labelling their Page 102 charts the facilitator guides them.
importance of totem symbols Ventures grade 3. Learners show ther work to the class and beautiful
toem system 5 Fareme work will be displayed.
learners' book Con Learners answer oral questions from the
page 5 facilitator.
Lesso Revision test During the Naming Ventures Chalk Assumed knowledge: Learners able to answer revision
n IDENTITY- lesson learners Explaining grade 5 board test questions
11/12 All concepts should be able Describing Heritage Revision Intro: Re-cape of the previous lessons
taught on the to:-- answer at Social studies test 1 The facilitator recaps the concepts taught during the
these topics least half of the page 8 questions week.
-Revision revision test Work 2. Learners and the facilitator discuss on concepts
exercise questions given cards taught during the week.
correctly. 3 Learners answer revision test questions in their
books individually.
4Revision of written work and recap of concepts

GRADE 5 SCHEME-CUM PLAN T1 2025

 WK TOPIC/ OBJECTIVES COMPETENCIES RESOURCES, MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION
CONTENT REFERENCE

Conclusion. Revision of work written

3 IDENTITY: During the Identifying Heritage Social Maps Assumed knowledge: Learners learners know conflicts
communicati lesson learners Displaying Studies Pictures are.
31/01/ on and should be able Explaining Junior syllabus Work Introduction. Recap of the previous lesson.
25 conflict to:- (2024-2030) Cards 1. The facilitator gives focus of the lesson.
management -Define conflict. grade 3-7 Resource 2. Learners explain what conflict is while the facilitator
Lesso in the Page 103 person assists them.
n 1/2 Community Ventures Newspape 3. Learners in groups identify causes of conflicts at
-Conflict grade 5 rs and Family, school and community while the facilitator
Heritage Magazines assists them.
Social studies 4. Learners answer oral questions from the facilitator.
page 8 Conclusion. Oral review of the lesson.

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GRADE 5 SCHEME-CUM PLAN T1 2025