family and heritage studies primary school
TRANSCRIPT
FAMILY AND HERITAGE STUDIES PRIMARY SCHOOLINFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS
2015-2022
MINISTRY OF PRIMARY AND SECONDARY EDUCATIONZIMBABWE
Curriculum Development and Technical Services © Revised 2015P.O.BOX MP133Mount PleasantHarare
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MINISTRY OF PRIMARY AND SECONDARY EDUCATIONZIMBABWE
FAMILY AND HERITAGE STUDIES PRIMARY SCHOOL
INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2)
SYLLABUS
2015-2022
Curriculum Development and Technical Services © Revised 2015 P.O.BOX MP133Mount PleasantHarare
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INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
TABLE OF CONTENTS
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
1.0 Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
1.2 Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
1.3 Summary of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
1.4 Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
1.5 Cross Cutting Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
2.0 Presentation of the Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
3.0 Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
4.0 Syllabus Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
5.0 Methodology and Time Allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
5.1 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
5.2 Time Allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
6.0 Syllabus Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
7.0 Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
8.0 Competency Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
9.0 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
9.1 Assessment Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
9.2 Scheme of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
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1INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for theirvalued contribution in the production of this syllabus:
l The National Primary Family and Heritage Studies Syllabus Panel
l Representatives from universities, technical colleges, teachers’ colleges, churchorganisations, book publishers and former educationists,
l Representatives from National Museum and Monuments of Zimbabwe
l The Zimbabwe School Examinations Council for their contribution on the scheme ofassessment
l United Nations Children’s Fund (UNICEF)
l United Nations Educational Scientific and Cultural Organization (UNESCO)
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1.0 PREAMBLE
1.1 IntroductionThe Family and Heritage Studies syllabus is in two parts which cover the Infant and Juniorschool levels in primary education. The syllabus covers the social history of the people ofZimbabwe local cultures, cultural interdependence, heritage values and religious practices.
The focus of the syllabus is on facilitating the learner to become a responsible member of hisor her local family and of Zimbabwe. It has a thrust on Zimbabwean identity, norms, valuesthrough the inclusion of aspects of heritage Studies; thus upholding the spirit ofUnhu/Ubuntu/Vumunhu (societal norms and values). It is envisaged that the syllabus willproduce learners who are patriotic, diligent and prepared for diverse vocation and creativebusinesses.
1.2 Rationale
The Family and Heritage Studies embraces the Zimbabwean constitution, patriotism, nationalidentity, national symbols and factors of production such as land, capital, labour and enterprise.It also encompasses the history, traditions and social qualities which are considered animportant part of Zimbabwe’s image. The Family and Heritage Studies instils in the learner apreservation ethic and enhances responsiveness to threats on the heritage. The family andHeritage Studies moulds the human character and is the foundation of Unhu/Ubuntu/Vumunhu.It develops a spirit of national consciousness and patriotism through interest and involvementin national affairs. It also develops in learner skills of critical thinking, problem solving,leadership and self-management skills, Information and Communication Technology (ICT) andresources management leading to social and economic development.
1.3 Summary of ContentThe Family and Heritage Studies syllabus’ main thrust is upholding and sustaining:
➢ Unhu/Ubuntu/Vumunhu (societal norms and values)➢ Family, relationships and preservation of our national heritage➢ Collaboration with others to improve the learners’ society➢ Patriotism
It also instils problem solving, critical thinking, leadership, communication, enterprise andtechnological skills
1.4 AssumptionsIt is assumed that the learners:
➢ belong to a social family➢ interact with their peers➢ identify some national symbols and some heritage sites➢ understand and accept their cultural diversity➢ can communicate and think logically ➢ appreciate the relevance of their learning➢ engage in project work, cooperative work and self-assessment activities
Family and Heritage Studies Primary School
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3INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
Family and Heritage Studies Primary School
1.5 Cross - Cutting ThemesThe following cross - cutting or emerging issues help the learner to acquire competencies forlifelong learning.
➢ Gender equality➢ Family unity➢ Child Protection from abuse and diseases such as AIDS➢ Heritage Studies➢ Environmental Issues➢ Financial literacy ➢ Disaster Risk Management➢ Children’s Rights and Responsibilities
2.0 PRESENTATION OF THE SYLLABUS2.1 The Family and Heritage Studies Syllabus is presented in two documents as
follows:➢ Infant (ECD to Grade 2) ➢ Junior (Grade 3 –7)
2.2 The two documents carry the same information from the Preamble up to theScope and Sequence Chart
2.3 All Grades have the same topics that are developmental in nature.
3.0 AIMS
The aims of the syllabus are to enable the learner to:
3.1 appreciate and love Zimbabwe and its Chimurenga/Umvukela Liberation warheroes and heroines
3.2 develop an appreciation of national heritage and identity
3.3 appreciate the significance of national events, symbols and heritage
3.4 understand and appreciate Zimbabwe’s pre-colonial, colonial and post-colonialhistory
3.5 develop an understanding of Zimbabwean spiritual values and beliefs, culturalpractices and usage of artefacts
3.6 develop a spirit of national consciousness and patriotism through involvement innational functions
3.7 inculcate and sustain Unhu/Ubuntu/Vumunhu in learners as they interact withfamily, community and society at large
3.8 appreciate the value and dignity of work, recreation and the need to participate innational development
3.9 inculcate in learners an appreciation of sovereignty, governance and moral valuesystems
3.10 appreciate the need for equal opportunities for all and sensitivity to the needs ofthe disadvantaged and vulnerable groups
3.11 develop an understanding of Zimbabwean marriage, inheritance systems and thelaws and regulations governing them
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4.0 SYLLABUS OBJECTIVES
By the end of The Family and Heritage Studies Infant (Early Childhood Development - Grade2)Syllabus, learners should be able to:
4.1. identify with national symbols such as National Flag, National School Pledge,Anthem, Monuments and Heritage sites
4.2 explain the significance of public holidays and other national events
4.3 demonstrate ways of showing respect for self and others
4.4 exhibit norms, values and appropriate responsible behaviour
4.5 differentiate between new and old means of transport, Information andCommunication Technology (ICT)
4.6 explain how modes of transport and ICT facilitate communication among peopleand countries
4.7 justify the importance of work and leisure
4.8 explain key events and importance of the First and Second Chimurenga/Umvukelaliberation struggle
4.9 compare the practices of their own community culture and that of others
4.10 identify appropriate shelter for humans and animals
4.11 explain the need of equal opportunities for all citizens of Zimbabwe
4.12 identify the global environmental issues that affect livelihoods
4.13 describe the production and marketing of goods and services
5.0 METHODOLOGY AND TIME ALLOCATION
A spiral approach is adopted, beginning with the learner’s immediate environment, broadeningto an exploration of his/her wider community and finally extending to the wider world. Learnersneed to develop appropriate value systems through participating in planned activities. Effectiveteaching and learning in The Family and Heritage Studies depends upon the use of participatorymethods. These include the following:
5.1 Methodology(a) discussion
(b) drama, role-play and simulation
(c) song and dance
(d) educational tours
(e) case studies
(f) puppetry
(g) gallery walk
(h) research
4INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
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5INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
(i) futures wheel
(j) miming
(k) interactive e-learning methods
(l) group work
(m) question and answer
5.2 Time AllocationFor adequate coverage of the syllabus, the following allocation is advised.ECD : 2 periods of 20 minutes per weekGrade 1 and 2 : 2 periods of 20 minutes per weekGrade 3 to 7 : 4 periods of 30 minutes per week
For the successful implementation of the Heritage-Social Studies Syllabus the followingactivities are recommended:
l Educational tours – at least one per term
l School Annual Science and Arts Festival (SASSAF) – 1 day for Infant and 3 days forJunior
NOTE: These events shall be organised at school, district, provincial and national levels.
6.0 SYLLABUS TOPICS6.1. Identity: Family History and Local Heritage
6.2 Cultural Heritage
6.3 National History, Sovereignty and Governance
6.4 Entitlements/Rights and Responsibilities
6.5 Shelter
6.6 Social Services and Volunteerism
6.7 Production, Distribution and Consumption of Goods and Services
6.8 Transport and Communication
6.9 Work and Leisure
6.10 Global Issues
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6INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
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ECD
A
ECD
B
GR
AD
E 1
G
RA
DE
2 M
ysel
f and
my
fam
ily
Mys
elf a
nd m
y fri
ends
M
ysel
f and
my
scho
ol
Fam
ily n
orm
s an
d va
lues
Mys
elf a
nd m
y fa
mily
M
ysel
f and
my
frien
ds
Mys
elf a
nd m
y sc
hool
F
amily
nor
ms
and
valu
es
Mys
elf a
nd m
y fa
mily
M
ysel
f and
my
frien
ds
Mys
elf a
nd m
y sc
hool
R
elat
ions
hips
in th
e fa
mily
R
oles
of f
amily
mem
bers
F
amily
nor
ms
and
valu
es
Indi
geno
us fo
ods
and
kitc
hen
uten
sils
Adv
anta
ges
of li
ving
in a
fam
ily
Rel
ativ
es
Fam
ily h
eroe
s an
d he
roin
es
Rel
atio
nshi
ps b
etw
een
the
fam
ily a
nd th
e co
mm
unity
F
amily
nor
ms
and
valu
es
Indi
geno
us f
arm
ing
tool
s
T
OPI
C 2
: CU
LT
UR
AL
HE
RIT
AG
E
ECD
A
ECD
B
GR
AD
E 1
GR
AD
E 2
Cul
ture
in re
latio
n to
: -la
ngua
ge
-dre
ss
-food
-e
tique
tte
Nor
ms
and
valu
es
such
as:
-re
spec
t -h
ospi
talit
y -
disc
iplin
e
Cul
ture
in re
latio
n to
: -lang
uage
-d
ress
-fo
od
-spi
ritua
l val
ues
-etiq
uette
N
orm
s an
d va
lues
su
ch a
s:
-resp
ect
-hos
pita
lity
-dis
cipl
ine
-val
ue o
f life
Unh
u/U
bunt
u/V
umun
hu
Cus
tom
s an
d co
mm
on c
ourte
sies
F
amily
soc
ialis
atio
n S
ecur
ity a
t hom
e, c
omm
unity
and
sc
hool
F
amily
rule
s ga
mes
Unh
u/U
bunt
u/Vu
mun
hu
Impo
rtant
asp
ects
of v
illage
and
com
mun
ity c
ultu
re
Sch
ool r
ules
TOPI
C 2
: CU
LTU
RA
L H
ERIT
AG
E
7.0
SCO
PE A
ND
SEQ
UEN
CE
CH
AR
TTO
PIC
1:
IDEN
TITY
: FA
MIL
Y H
ISTO
RY A
ND
LO
CA
L H
ERIT
AG
E
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7INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
Family and Heritage Studies Primary School
ECD
A
ECD
B
GR
AD
E 1
GR
AD
E 2
My
coun
try
Nat
iona
l Ant
hem
N
atio
nal F
lag
Nat
iona
l Sch
ool
P
ledg
e
My
coun
try
Nat
iona
l Ant
hem
N
atio
nal c
olou
rs
Nat
iona
l Fla
g N
atio
nal S
choo
l P
ledg
e
My
coun
try a
nd d
iffer
ent e
thni
c gr
oups
N
atio
nal A
nthe
m
Nat
iona
l col
ours
N
atio
nal F
lag
Nat
iona
l Sch
ool P
ledg
e
Nat
iona
l Ant
hem
N
atio
nal s
ymbo
ls
Nat
iona
l eve
nts
and
cele
brat
ions
N
atio
nal S
choo
l ple
dge
Eth
nic
grou
ps a
nd la
ngua
ges
TO
PIC
4: E
NT
ITL
EM
EN
TS/
RIG
HT
S A
ND
RE
SPO
NSI
BIL
ITIE
S
EC
D A
EC
D B
G
RA
DE
1 G
RA
DE
2 C
hild
pro
tect
ion
at
hom
e, c
omm
unity
and
at
sch
ool
Chi
ld p
rote
ctio
n at
ho
me,
com
mun
ity
and
at s
choo
l
Chi
ld p
rote
ctio
n at
hom
e,
com
mun
ity a
nd a
t sch
ool
Bas
ic h
uman
nee
ds
Res
pons
ibilit
ies
of p
aren
ts a
nd
child
ren
Ent
itlem
ents
/ Rig
hts
and
resp
onsi
bilit
ies
of
child
ren
R
oles
at h
ome
and
scho
ol
TOPI
C 5
: SH
ELTE
R
EC
D A
EC
D B
G
RA
DE
1 G
RA
DE
2 T
ypes
of s
helte
r N
eed
for s
helte
r T
ypes
of s
helte
r N
eed
for s
helte
r D
iffer
ent t
ypes
of s
helte
r B
asic
reas
ons
for s
helte
r
N
eed
for s
helte
r
Effe
cts
of fa
mily
siz
e on
she
lter
S
helte
r at s
choo
l and
in th
e ne
ighb
ourh
ood
S
helte
r and
her
itage
site
s
TOPI
C 3
: NAT
ION
AL
HIS
TORY
, SO
VER
EIG
NTY
AN
D G
OVE
RN
AN
CE
TOPI
C 4
: EN
TITL
EMEN
TS/R
IGH
TS A
ND
RES
PON
SIB
ILIT
IES
TOPI
C 5
: SH
ELTE
R
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8INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
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EC
D A
EC
D B
G
RA
DE
1 G
RA
DE
2 R
espo
nsib
ility
task
s w
ithin
the
fam
ily
Sha
ring
and
help
ing
in
the
fam
ily
Res
pons
ibilit
y ta
sks
with
in th
e fa
mily
S
harin
g an
d he
lpin
g in
the
fam
ily
The
vul
nera
ble
in
the
fam
ily
The
role
of t
he fa
mily
in h
elpi
ng
the
vuln
erab
le
The
role
of t
he c
omm
unity
in h
elpi
ng th
e vu
lner
able
TOPI
C 7
: PR
OD
UC
TIO
N, D
ISTR
IBU
TIO
N A
ND
CO
NSU
MPT
ION
OF
GO
OD
S AN
D S
ERVI
CES
ECD
A
ECD
B
GR
AD
E 1
GR
AD
E 2
Foo
d at
hom
e T
ypes
of f
ood
Foo
d at
hom
e T
ypes
of f
ood
F
amily
wea
lth
Sou
rces
of f
ood
Pro
duct
ion
of fo
od a
t hom
e an
d in
th
e co
mm
unity
F
orm
s of
fam
ily w
ealth
U
sing
and
sav
ing
mon
ey
Indi
geno
us a
nd m
oder
n m
etho
ds o
f gro
win
g,
harv
estin
g an
d st
orin
g fo
od
Indi
geno
us m
etho
ds o
f pre
serv
ing
food
U
ses
of m
oney
TOPI
C 8
: TR
AN
SPO
RT
AN
D C
OM
MU
NIC
ATI
ON
ECD
A
ECD
B
GR
AD
E 1
GR
AD
E 2
Mov
ing
obje
cts
Mea
ns o
f tra
nspo
rt
Roa
d sa
fety
Mov
ing
obje
cts
Mea
ns o
f tra
nspo
rt R
oad
safe
ty ru
les
Nee
d fo
r tra
nspo
rt T
ypes
of t
rans
port
Roa
d sa
fety
rule
s M
eans
of c
omm
unic
atio
n
Mod
es o
f tra
nspo
rt W
orke
rs a
nd o
ccup
atio
ns in
the
trans
port
indu
stry
T
raffi
c ru
les
Mea
ns o
f com
mun
icat
ion:
-in
dige
nous
-m
oder
n
TOPI
C 6
: SO
CIA
L SE
RVIC
ES A
ND
VO
LUN
TEER
ISM
TOPI
C 7
: PR
OD
UC
TIO
N, D
ISTR
IBU
TIO
N A
ND
CO
NSU
MPT
ION
OF
GO
OD
S A
ND
SER
VIC
ES
TOPI
C 8
: TR
AN
SPO
RT
AN
D C
OM
MU
NIC
ATIO
N
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9INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
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ECD
A
ECD
B
GR
AD
E 1
GR
AD
E 2
Wor
k at
hom
e an
d sc
hool
I
ndig
enou
s an
d m
oder
n ga
mes
Wor
k at
hom
e an
d sc
hool
I
ndig
enou
s a
nd
mod
ern
gam
es
Wor
k at
hom
e an
d sc
hool
U
se o
f lei
sure
tim
e at
hom
e an
d sc
hool
I
ndig
enou
s an
d m
oder
n ga
mes
Kin
ds o
f wor
k in
the
com
mun
ity
Lei
sure
act
iviti
es a
t hom
e, s
choo
l and
the
com
mun
ity
Ind
igen
ous
and
mod
ern
gam
es
TOPI
C 1
0: G
LOB
AL
ISSU
ES
EC
D A
EC
D B
G
RA
DE
1 G
RA
DE
2 W
ater
and
fire
rela
ted
disa
ster
s S
afet
y at
hom
e a
nd s
choo
l
Wat
er a
nd fi
re
rela
ted
disa
ster
s S
afet
y at
hom
e an
d sc
hool
Vel
d fir
es:
-cau
ses,
effe
cts
and
prev
entio
n W
ater
rela
ted
disa
ster
s
Flo
ods:
-e
ffect
s of
floo
ds in
the
com
mun
ity a
nd
surro
undi
ng e
nviro
nmen
t D
efor
esta
tion:
-e
ffect
s on
the
envi
ronm
ent
TOPI
C 9
: WO
RK
AN
D L
EISU
RE
(Tak
e no
te o
f saf
ety
at w
ork
and
durin
g le
isur
e tim
e)
TOPI
C 1
0: G
LOB
AL
ISSU
ES
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10INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
Family and Heritage Studies Primary School
8.0
CO
MPE
TEN
CY
MAT
RIX
EAR
LY C
HIL
DH
OO
D D
EVEL
OPM
ENT
ATO
PIC
1:
IDEN
TITY
: FA
MIL
Y H
ISTO
RY A
ND
LO
CA
L H
ERIT
AG
E
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
M
YSEL
F A
ND
MY
FAM
ILY
na
me
them
selv
es
id
entif
y fa
mily
mem
bers
iden
tify
neig
hbou
rs
Fa
mily
mem
bers
: - s
elf
- mot
her
- fat
her
- sib
lings
- r
elat
ives
Sa
ying
out
thei
r nam
es
N
amin
g fa
mily
mem
bers
Col
ourin
g pi
ctur
es o
f fam
ily
mem
bers
Sing
ing
nam
ing
song
s
IC
T to
ols
Pi
ctur
es o
f diff
eren
t fa
mily
mem
bers
Cra
yons
MYS
ELF
AN
D M
Y FR
IEN
DS
na
me
thei
r frie
nds
st
ate
gam
es th
ey p
lay
with
th
eir f
riend
s
talk
to th
eir f
riend
s
M
y fri
ends
: -n
ames
G
ames
suc
h as
-
hide
and
see
k -
skip
ski
p
Id
entif
ying
the
ir fri
ends
List
enin
g an
d an
swer
ing
ques
tions
Play
ing
iden
tity
gam
es
C
olou
ring
pict
ures
of t
hem
selv
es
and
thei
r frie
nds
IC
T to
ols
Pi
ctur
es o
f diff
eren
t pe
ople
Balls
Diff
eren
t typ
es d
olls
of
Sk
ippi
ng ro
pes
To
ys
MYS
ELF
AN
D M
Y SC
HO
OL
na
me
thei
r tea
cher
and
sc
hool
desc
ribe
thei
r sch
ool
M
y sc
hool
: - n
ame
of te
ache
r - n
ame
of s
choo
l
St
atin
g th
e na
me
of th
eir s
choo
l an
d te
ache
r
Con
stru
ctin
g m
odel
bui
ldin
gs
IC
T to
ols
Bl
ocks
Scho
ol b
uild
ings
FAM
ILY
NO
RM
S A
ND
VA
LUES
stat
e fa
mily
nor
ms
and
valu
es
id
entif
y co
mm
on
cour
tesi
es a
nd e
tique
tte
Fa
mily
nor
ms
and
valu
es s
uch
as:
-com
mon
co
urte
sies
and
et
ique
tte
-resp
ect
-gre
etin
gs
D
iscu
ssin
g fa
mily
nor
ms
and
valu
es
D
emon
stra
ting
com
mon
co
urte
sies
and
etiq
uette
Rol
e pl
ayin
g co
mm
on c
ourte
sies
an
d et
ique
tte
IC
T to
ols
R
esou
rce
pers
on
Pi
ctur
es
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:23 PM Page 10
11INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
Family and Heritage Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
C
ULT
UR
E IN
R
ELA
TIO
N T
O
LAN
GU
AG
E
st
ate
diffe
rent
lang
uage
s in
th
e co
mm
unity
iden
tify
the
diffe
rent
in
dige
nous
lang
uage
s in
the
com
mun
ity
D
iffer
ent
indi
geno
us
lang
uage
s sp
oken
in th
e lo
cal c
omm
unity
Sp
eaki
ng in
diff
eren
t lan
guag
es
Si
ngin
g in
diff
eren
t lan
guag
es
and
danc
ing
IC
T to
ols
R
esou
rce
pers
on
CU
LTU
RE
IN
REL
ATI
ON
TO
D
RES
S
id
entif
y th
e at
tire
wor
n in
di
ffere
nt c
ultu
res
C
ultu
ral a
ttire
Com
parin
g at
tire
for d
iffer
ent
occa
sion
s
Col
ourin
g pi
ctur
es o
f diff
eren
t at
tire
M
odel
ling
in d
iffer
ent a
ttire
IC
T to
ols
Pi
ctur
es
Sa
mpl
es o
f diff
eren
t at
tire
C
rayo
ns
Pa
int
CU
LTU
RE
IN
REL
ATI
ON
TO
FO
OD
id
entif
y fo
od fr
om d
iffer
ent
cultu
res
sh
ow d
iffer
ent e
atin
g ha
bits
an
d et
ique
tte
Fo
od fr
om
diffe
rent
cul
ture
s
Diff
eren
t eat
ing
habi
ts a
nd
etiq
uette
Sa
mpl
ing
food
from
diff
eren
t cu
lture
s
Com
parin
g fo
od fr
om d
iffer
ent
cultu
res
R
ole
play
ing
diffe
rent
eat
ing
habi
ts a
nd e
tique
tte
IC
T to
ols
R
esou
rce
pers
on
Fo
od s
ampl
es
C
harts
Cul
ture
cen
tre
TOPI
C 2
: CU
LTU
RA
L H
ERIT
AG
E
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:23 PM Page 11
12INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
Family and Heritage Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
M
Y C
OU
NTR
Y:
NA
TIO
NA
L A
NTH
EM
st
ate
the
nam
e of
thei
r co
untry
sing
the
Nat
iona
l Ant
hem
C
ount
ry n
ame
N
atio
nal A
nthe
m
N
amin
g th
eir c
ount
ry
Si
ngin
g th
e N
atio
nal A
nthe
m
D
emon
stra
ting
prop
er p
ostu
res
IC
T to
ols
R
esou
rce
pers
on
NA
TIO
NA
L FL
AG
reco
gnis
e th
e N
atio
nal F
lag
N
atio
nal F
lag
Obs
ervi
ng th
e ho
istin
g of
the
natio
nal f
lag
Si
ngin
g th
e na
tiona
l ant
hem
Dem
onst
ratin
g pr
oper
pos
ture
s
IC
T to
ols
N
atio
nal F
lag
NA
TIO
NA
L SC
HO
OL
PLED
GE
re
cite
the
Nat
iona
l Sch
ool
Pled
ge
N
atio
nal S
choo
l Pl
edge
Rec
iting
the
Nat
iona
l Sch
ool
Pled
ge
D
emon
stra
ting
prop
er p
ostu
res
IC
T to
ols
TOPI
C 4
: EN
TITL
EMEN
TS/R
IGH
TS A
ND
RES
PON
SIBI
LITI
ES
K
EY C
ON
CEP
TS
LEA
RN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D L
EAR
NIN
G
RES
OU
RC
ES
CH
ILD
PR
OTE
CTI
ON
AT
HO
ME,
C
OM
MU
NIT
Y A
ND
SC
HO
OL
id
entif
y di
ffere
nt fo
rms
of
abus
e at
hom
e,
com
mun
ity a
nd s
choo
l
outli
ne re
porti
ng
proc
edur
es
Fo
rms
of a
buse
: -p
hysi
cal
-em
otio
nal
R
epor
ting
proc
edur
es
Ex
plai
ning
the
mea
ning
of
abus
e
Dis
cuss
ing
abus
e
Nar
ratin
g si
tuat
ions
of a
buse
Rol
e-pl
ayin
g re
porti
ng
proc
edur
es
IC
T to
ols
R
esou
rce
pers
on
Pi
ctur
es
C
harts
TOPI
C 3
: NAT
ION
AL
HIS
TORY
, SO
VER
EIG
NTY
AN
D G
OVE
RN
AN
CE
TOPI
C 4
: EN
TITL
EMEN
TS/R
IGH
TS A
ND
RES
PON
SIB
ILIT
IES
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 12
13INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
Family and Heritage Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
TY
PES
OF
SHEL
TER
nam
e hu
man
and
ani
mal
sh
elte
r
Hum
an s
helte
r
Anim
al s
helte
r
Con
stru
ctin
g m
odel
s of
hum
an
and
anim
al s
helte
r
Col
lect
ing
pict
ures
of h
uman
an
d an
imal
she
lter
IC
T to
ols
Pi
ctur
es
Bu
ildin
g/st
ruct
ures
NEE
D F
OR
SH
ELTE
R
st
ate
why
peo
ple
and
anim
als
need
she
lter
R
easo
ns fo
r hum
an
and
anim
al s
helte
r
Dis
cuss
ing
the
need
for s
helte
r
Dra
mat
isin
g si
tuat
ions
whe
n sh
elte
r is
need
ed
IC
T to
ols
Pi
ctur
es
TOPI
C 6
: SO
CIA
L SE
RV
ICES
AN
D V
OLU
NTE
ERIS
M
K
EY C
ON
CEP
TS
LEA
RN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D L
EAR
NIN
G
RES
OU
RC
ES
RES
PON
SIB
ILIT
Y TA
SKS
WIT
HIN
TH
E FA
MIL
Y
st
ate
resp
onsi
bilit
y ta
sks
for d
iffer
ent f
amily
m
embe
rs
R
espo
nsib
ility
task
s fo
r: -c
hild
ren
-par
ents
-o
ther
s
R
ole
play
ing
diffe
rent
re
spon
sibi
lity
task
s (m
ahum
bwe/
aman
dlw
ane)
Sing
ing
wor
k so
ngs
IC
T to
ols
Pi
ctur
es
C
ultu
re c
entre
s
Cha
rts
SHA
RIN
G A
ND
H
ELPI
NG
IN T
HE
FAM
ILY
ex
plai
n ho
w re
sour
ces
and
dutie
s ar
e sh
ared
in th
e fa
mily
stat
e w
ays
of h
elpi
ng e
ach
othe
r in
the
fam
ily
Sh
arin
g:
-reso
urce
s -d
utie
s
H
elpi
ng in
the
fam
ily
R
ole
play
ing
diffe
rent
ho
useh
old
chor
es
D
iscu
ssin
g w
ays
of h
elpi
ng
fam
ily m
embe
rs
IC
T to
ols
Pi
ctur
es
C
ultu
re c
entre
s
TOPI
C 5
: SSH
ELTE
R
TOPI
C 6
: SO
CIA
L SE
RVIC
ES A
ND
VO
LUN
TEER
ISM
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 13
14INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
Family and Heritage Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
FO
OD
AT
HO
ME
id
entif
y fo
od th
ey c
omm
only
ea
t at h
ome
Fo
od e
aten
at
hom
e
Stat
ing
food
com
mon
ly e
aten
at
hom
e
Sam
plin
g fo
od th
ey c
omm
only
ea
t at h
ome
D
iscu
ssin
g hy
gien
ic p
ract
ices
of
han
dlin
g fo
od
IC
T to
ols
Fo
od s
ampl
es
Pi
ctur
es
C
harts
TYPE
S O
F FO
OD
iden
tify
grow
n an
d pr
oces
sed
food
iden
tify
heal
thy
food
Fo
od g
row
n
Proc
esse
d fo
od:
- fla
vour
ed
sna
cks
-tinn
ed fo
od
H
ealth
y fo
od
G
roup
ing
food
into
gro
wn
and
proc
esse
d
Dis
cuss
ing
heal
thy
and
unhe
alth
y fo
od
IC
T to
ols
Fo
od s
ampl
es
Pi
ctur
es c
harts
TOPI
C 7
: PR
OD
UC
TIO
N, D
ISTR
IBU
TIO
N A
ND
CO
NSU
MPT
ION
OF
GO
OD
S A
ND
SER
VIC
ES
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 14
15INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022
Family and Heritage Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
M
OVI
NG
O
BJE
CTS
list m
ovin
g ob
ject
s
App
lianc
es fo
r pla
y:
- to
ys
D
escr
ibin
g m
ovin
g ob
ject
s
Man
ipul
atin
g to
ys a
nd
appl
ianc
es fo
r pla
y
Con
stru
ctin
g m
ovin
g to
ys
IC
T to
ols
B
lock
s
Toys
Pic
ture
s
MEA
NS
OF
TRA
NSP
OR
T
stat
e th
e m
eans
of t
rans
port
D
iffer
ent m
eans
of
trans
port
N
amin
g ty
pes
of tr
ansp
ort
C
olou
ring
diffe
rent
type
s of
tra
nspo
rt
Con
duct
ing
educ
atio
nal t
ours
to
obse
rve
diffe
rent
type
s of
tra
nspo
rt
IC
T to
ols
C
rayo
ns
P
ictu
res
RO
AD
SA
FETY
R
ULE
S
iden
tify
road
saf
ety
rule
s
Roa
d sa
fety
rule
s:-
- w
alki
ng a
long
the
road
-
cros
sing
the
road
-
road
sig
ns
O
bser
ving
rele
vant
road
sig
ns
P
ract
isin
g cr
ossi
ng ro
ads
S
ingi
ng ro
ad s
afet
y so
ngs
R
eciti
ng ro
ad s
afet
y po
ems
IC
T to
ols
R
oad
sign
s
Pic
ture
s
Res
ourc
e pe
rson
TOPI
C 8
: TR
AN
SPO
RT
AN
D C
OM
MU
NIC
ATIO
N
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 15
TOPI
C 9
WO
RK
AN
D L
EISU
RE
16INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
K
EY C
ON
CEP
TS
LEAR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D L
EAR
NIN
G
RES
OU
RCE
S W
OR
K A
T H
OM
E AN
D S
CH
OO
L
stat
e w
ork
done
at h
ome
and
scho
ol
W
ork:
-
at h
ome
- at
sch
ool
Take
not
e of
sa
fety
at w
ork
and
durin
g le
isur
e tim
e
Pe
rform
ing
sim
ple
task
s
Mim
ing
diffe
rent
type
s of
wor
k
Sing
ing
wor
k so
ngs
IC
T to
ols
Pi
ctur
es
Sc
hool
env
ironm
ent
IND
IGEN
OU
S AN
D M
OD
ERN
GAM
ES
pl
ay in
dige
nous
and
mod
ern
gam
es
In
dige
nous
gam
es
such
as
nhod
o/
igw
ini,
pada
Mod
ern
gam
es
such
as
jig-s
aw
puzz
les
Pl
ayin
g di
ffere
nt ty
pes
of
gam
es
IC
T to
ols
Sc
hool
env
ironm
ent
G
ames
equ
ipm
ent
TOPI
C 10
: GLO
BAL
ISSU
ES
KEY
CO
NC
EPTS
LE
ARNI
NG
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:-
UNI
T C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
WAT
ER A
ND
FIR
E R
ELAT
ED
DIS
ASTE
RS
na
me
wat
er a
nd fi
re re
late
d di
sast
ers
W
ater
rela
ted
disa
ster
s
Fire
rela
ted
disa
ster
s
D
iscu
ssin
g w
ater
and
fire
re
late
d di
sast
ers
IC
T to
ols
Pi
ctur
es
SAFE
TY A
T H
OM
E AN
D SC
HOO
L
di
scus
s sa
fety
pro
cedu
res
at h
ome
and
scho
ol
Sa
fety
pro
cedu
res
at h
ome
and
scho
ol
C
ondu
ctin
g fir
e dr
ills
D
emon
stra
ting
wat
er re
scue
dr
ills
C
ondu
ctin
g ed
ucat
iona
l tou
rs
to o
bser
ve s
afe
prec
autio
ns
rela
ted
to w
ater
and
fire
di
sast
ers
IC
T to
ols
R
esou
rce
pers
on
TOPI
C 1
0: G
LOB
AL
ISSU
ES
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 16
17INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
M
YSEL
F AN
D M
Y FA
MIL
Y
nam
e th
emse
lves
iden
tify
fam
ily m
embe
rs
id
entif
y ne
ighb
ours
Fa
mily
mem
bers
: - s
elf
- mot
her
- fat
her
- sib
lings
- r
elat
ives
Sa
ying
out
thei
r nam
es
N
amin
g fa
mily
mem
bers
Col
ourin
g pi
ctur
es o
f fam
ily
mem
bers
Sing
ing
nam
ing
song
s
IC
T to
ols
Pi
ctur
es o
f diff
eren
t fa
mily
mem
bers
Cra
yons
MYS
ELF
AND
MY
FRIE
ND
S
nam
e th
eir f
riend
s
stat
e ga
mes
they
pla
y w
ith
thei
r frie
nds
ta
lk to
thei
r frie
nds
M
y fri
ends
: -n
ames
G
ames
suc
h as
-
hide
and
see
k -
skip
ski
p
Id
entif
ying
the
ir fri
ends
List
enin
g an
d an
swer
ing
ques
tions
Play
ing
iden
tity
gam
es
C
olou
ring
pict
ures
of t
hem
selv
es
and
thei
r frie
nds
IC
T to
ols
Pi
ctur
es o
f diff
eren
t pe
ople
Balls
Diff
eren
t typ
es d
olls
of
Sk
ippi
ng ro
pes
To
ys
MYS
ELF
AND
MY
SCH
OO
L
na
me
thei
r tea
cher
and
sc
hool
desc
ribe
thei
r sch
ool
M
y sc
hool
: - n
ame
of te
ache
r - n
ame
of s
choo
l
St
atin
g th
e na
me
of th
eir s
choo
l an
d te
ache
r
Con
stru
ctin
g m
odel
bui
ldin
gs
IC
T to
ols
Bl
ocks
Scho
ol b
uild
ings
FAM
ILY
NO
RM
S AN
D V
ALU
ES
st
ate
fam
ily n
orm
s an
d va
lues
iden
tify
com
mon
co
urte
sies
and
etiq
uette
Fa
mily
nor
ms
and
valu
es s
uch
as:
-com
mon
co
urte
sies
and
et
ique
tte
-resp
ect
-gre
etin
gs
D
iscu
ssin
g fa
mily
nor
ms
and
valu
es
D
emon
stra
ting
com
mon
co
urte
sies
and
etiq
uette
Rol
e pl
ayin
g co
mm
on c
ourte
sies
an
d et
ique
tte
IC
T to
ols
R
esou
rce
pers
on
Pi
ctur
es
EAR
LY C
HIL
DH
OO
D D
EVEL
OPM
ENT
B
TOPI
C 1
: ID
ENTI
TY:
FAM
ILY
HIS
TORY
AN
D L
OC
AL
HER
ITA
GE
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 17
INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 2
: CU
LTU
RA
L H
ERIT
AG
E
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
C
ULT
UR
E IN
R
ELA
TIO
N T
O
LAN
GU
AG
E
st
ate
diffe
rent
lang
uage
s in
th
e co
mm
unity
iden
tify
the
diffe
rent
in
dige
nous
lang
uage
s in
the
com
mun
ity
D
iffer
ent
indi
geno
us
lang
uage
s sp
oken
in
the
loca
l co
mm
unity
Sp
eaki
ng in
diff
eren
t la
ngua
ges
Si
ngin
g in
diff
eren
t la
ngua
ges
and
danc
ing
IC
T to
ols
R
esou
rce
pers
on
CU
LTU
RE
IN
REL
ATI
ON
TO
D
RES
S
id
entif
y th
e at
tire
wor
n in
di
ffere
nt c
ultu
res
C
ultu
ral a
ttire
Com
parin
g at
tire
for d
iffer
ent
occa
sion
s
Col
ourin
g pi
ctur
es o
f di
ffere
nt a
ttire
Mod
ellin
g in
diff
eren
t atti
re
IC
T to
ols
Pi
ctur
es
Sa
mpl
es o
f diff
eren
t at
tire
C
rayo
ns
Pa
int
CU
LTU
RE
IN
REL
ATI
ON
TO
FO
OD
id
entif
y fo
od fr
om d
iffer
ent
cultu
res
de
mon
stra
te d
iffer
ent e
atin
g ha
bits
and
etiq
uette
Fo
od fr
om d
iffer
ent
cultu
res
D
iffer
ent e
atin
g ha
bits
and
etiq
uette
Sa
mpl
ing
food
from
diff
eren
t cu
lture
s
Com
parin
g fo
od fr
om
diffe
rent
cul
ture
s
Dra
mat
isin
g di
ffere
nt e
atin
g ha
bits
and
etiq
uette
IC
T to
ols
R
esou
rce
pers
on
Fo
od s
ampl
es
C
harts
Cul
ture
cen
tre
CU
LTU
RE
IN
REL
ATI
ON
TO
SP
IRIT
UA
L VA
LUES
st
ate
thei
r spi
ritua
l val
ues
Sp
iritu
al v
alue
s su
ch a
s:
-hon
esty
-v
alue
for l
ife
-hos
pita
lity
-dis
cipl
ine
D
iscu
ssin
g th
e im
porta
nce
of
thei
r spi
ritua
l val
ues
R
ole
play
ing
thei
r spi
ritua
l va
lues
Sing
ing
song
s ab
out t
heir
spiri
tual
val
ues
IC
T to
ols
R
esou
rce
pers
on
Pi
ctur
es
18
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 18
19INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
M
Y C
OU
NTR
Y:
NA
TIO
NA
L A
NTH
EM
st
ate
the
nam
e of
thei
r co
untry
sing
the
Nat
iona
l Ant
hem
C
ount
ry n
ame
N
atio
nal A
nthe
m
N
amin
g th
eir c
ount
ry
Si
ngin
g th
e N
atio
nal A
nthe
m
D
emon
stra
ting
prop
er
post
ures
IC
T to
ols
R
esou
rce
pers
on
NA
TIO
NA
L C
OLO
UR
S
id
entif
y th
e fiv
e na
tiona
l co
lour
s
expl
ain
the
impo
rtanc
e of
th
e na
tiona
l col
ours
N
atio
nal c
olou
rs:
re
d
whi
te
gr
een
bl
ack
ye
llow
Impo
rtanc
e of
the
natio
nal c
olou
rs
N
amin
g na
tiona
l col
ours
and
th
eir s
igni
fican
ce
Pa
intin
g/co
lour
ing
usin
g th
e fiv
e na
tiona
l col
ours
Sing
ing
abou
t col
ours
IC
T to
ols
C
rayo
ns
Pa
int
C
olou
r cha
rt
NA
TIO
NA
L FL
AG
reco
gnis
e th
e N
atio
nal
Flag
mat
ch n
atio
nal c
olou
rs to
th
e N
atio
nal F
lag
N
atio
nal F
lag
N
atio
nal c
olou
rs
O
bser
ving
the
hois
ting
of th
e na
tiona
l fla
g
Sing
ing
the
natio
nal a
nthe
m
D
emon
stra
ting
prop
er
post
ures
Cut
ting
and
past
ing
the
natio
nal c
olou
rs
IC
T to
ols
N
atio
nal f
lag
C
olou
r cha
rt
NA
TIO
NA
L SC
HO
OL
PLED
GE
re
cite
the
Nat
iona
l Sch
ool
Pled
ge
N
atio
nal S
choo
l Pl
edge
Rec
iting
the
Nat
iona
l Sch
ool
Pled
ge
D
emon
stra
ting
prop
er
post
ures
IC
T to
ols
C
onst
itutio
n of
Zim
babw
e
TOPI
C 3
: NAT
ION
AL
HIS
TORY
, SO
VER
EIG
NTY
AN
D G
OVE
RN
AN
CE
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 19
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
C
HIL
D
PRO
TEC
TIO
N A
T H
OM
E,
CO
MM
UN
ITY
AN
D S
CH
OO
L
id
entif
y di
ffere
nt fo
rms
of
abus
e at
hom
e,
com
mun
ity a
nd s
choo
l
outli
ne re
porti
ng
proc
edur
es
Fo
rms
of a
buse
: -p
hysi
cal
-em
otio
nal
R
epor
ting
proc
edur
es
Ex
plai
ning
the
mea
ning
of
abus
e
Dis
cuss
ing
abus
e
Nar
ratin
g si
tuat
ions
of a
buse
Rol
e-pl
ayin
g re
porti
ng
proc
edur
es
IC
T to
ols
R
esou
rce
pers
on
Pi
ctur
es
C
harts
TOPI
C 5
: SH
ELTE
R
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
TY
PES
OF
SHEL
TER
nam
e hu
man
and
ani
mal
sh
elte
r
Hum
an s
helte
r
Anim
al s
helte
r
Con
stru
ctin
g m
odel
s of
hu
man
and
ani
mal
she
lter
C
olle
ctin
g pi
ctur
es o
f hum
an
and
anim
al s
helte
r
IC
T to
ols
Pi
ctur
es
Bu
ildin
g/st
ruct
ures
NEE
D F
OR
SH
ELTE
R
gi
ve re
ason
s w
hy p
eopl
e an
d an
imal
s ne
ed s
helte
r
Rea
sons
for h
uman
an
d an
imal
she
lter
D
iscu
ssin
g th
e ne
ed fo
r sh
elte
r
Dra
mat
isin
g si
tuat
ions
whe
n sh
elte
r is
need
ed
IC
T to
ols
Pi
ctur
es
20INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 4
: EN
TITL
EMEN
TS/R
IGH
TS A
ND
RES
PON
SIB
ILIT
IES
TOPI
C 5
: SH
ELTE
R
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 20
21INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
R
ESPO
NSI
BIL
ITY
TASK
S W
ITH
IN
THE
FAM
ILY
st
ate
resp
onsi
bilit
y ta
sks
for d
iffer
ent f
amily
m
embe
rs
R
espo
nsib
ility
task
s fo
r: -c
hild
ren
-par
ents
-o
ther
s
R
ole
play
ing
diffe
rent
re
spon
sibi
lity
task
s (m
ahum
bwe/
aman
dlw
ane)
Sing
ing
wor
k so
ngs
IC
T to
ols
Pi
ctur
es
C
ultu
re c
entre
s
Cha
rts
SHA
RIN
G A
ND
H
ELPI
NG
IN T
HE
FAM
ILY
ex
plai
n ho
w re
sour
ces
and
dutie
s ar
e sh
ared
in
the
fam
ily
st
ate
way
s of
hel
ping
eac
h ot
her i
n th
e fa
mily
Sh
arin
g:
-reso
urce
s -d
utie
s
H
elpi
ng in
the
fam
ily
R
ole
play
ing
diffe
rent
ho
useh
old
chor
es
D
iscu
ssin
g w
ays
of h
elpi
ng
fam
ily m
embe
rs
IC
T to
ols
Pi
ctur
es
C
ultu
re c
entre
s
THE
VULN
ERA
BLE
IN
THE
FAM
ILY
de
scrib
e ho
w to
ass
ist t
he
vuln
erab
le fa
mily
m
embe
rs
Th
e vu
lner
able
:- -
peop
le w
ith s
peci
al
need
s -
elde
rly
- si
ck
- or
phan
s
- th
e ne
edy
D
iscu
ssin
g w
ays
of a
ssis
ting
the
vuln
erab
le fa
mily
m
embe
rs
R
ole
play
ing
diffe
rent
way
s of
as
sist
ing
fam
ily m
embe
rs w
ith
spec
ial n
eeds
IC
T to
ols
Pi
ctur
es
TOPI
C 6
: SO
CIA
L SE
RVIC
ES A
ND
VO
LUN
TEER
ISM
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 21
22INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 7
: PR
OD
UC
TIO
N, D
ISTR
IBU
TIO
N A
ND
CO
NSU
MPT
ION
OF
GO
OD
S A
ND
SER
VIC
ES
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
FO
OD
AT
HO
ME
id
entif
y fo
od th
ey c
omm
only
ea
t at h
ome
Fo
od e
aten
at
hom
e
Stat
ing
food
com
mon
ly e
aten
at
hom
e
Sam
plin
g fo
od th
ey
com
mon
ly e
at a
t hom
e
Dis
cuss
ing
hygi
enic
pr
actic
es o
f han
dlin
g fo
od
IC
T to
ols
Fo
od s
ampl
es
Pi
ctur
es
C
harts
TYPE
S O
F FO
OD
iden
tify
grow
n an
d pr
oces
sed
food
diffe
rent
iate
bet
wee
n gr
own
and
proc
esse
d fo
od
id
entif
y he
alth
y fo
od
Fo
od g
row
n
Proc
esse
d fo
od:
- fla
vour
ed s
nack
s
-ti
nned
food
Hea
lthy
food
G
roup
ing
food
into
gro
wn
and
proc
esse
d
Dis
cuss
ing
heal
thy
and
unhe
alth
y fo
od
IC
T to
ols
Fo
od s
ampl
es
Pi
ctur
es c
harts
FAM
ILY
WEA
LTH
stat
e di
ffere
nt fo
rms
of
fam
ily w
ealth
iden
tify
note
s an
d co
ins
in
use
Fo
rms
of w
ealth
: -
land
-
cattl
e -
mon
ey -
note
s an
d co
ins
Id
entif
ying
diff
eren
t for
ms
of
fam
ily w
ealth
Obs
ervi
ng n
otes
and
coi
ns
IC
T to
ols
Pi
ctur
es
N
otes
and
coi
ns
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 22
23INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
M
OVI
NG
O
BJE
CTS
list m
ovin
g ob
ject
s
Appl
ianc
es fo
r pla
y:
- to
ys
D
escr
ibin
g m
ovin
g ob
ject
s
Man
ipul
atin
g to
ys a
nd
appl
ianc
es fo
r pla
y
Con
stru
ctin
g m
ovin
g to
ys
IC
T to
ols
Bl
ocks
Toys
Pict
ures
MEA
NS
OF
TRA
NSP
OR
T
stat
e th
e m
eans
of t
rans
port
D
iffer
ent m
eans
of
trans
port
N
amin
g ty
pes
of tr
ansp
ort
C
olou
ring
diffe
rent
type
s of
tra
nspo
rt
Con
duct
ing
educ
atio
nal t
ours
to
obs
erve
diff
eren
t typ
es o
f tra
nspo
rt
IC
T to
ols
C
rayo
ns
Pi
ctur
es
RO
AD
SA
FETY
R
ULE
S
iden
tify
road
saf
ety
rule
s
Roa
d sa
fety
rule
s:-
- w
alki
ng a
long
the
road
-
cros
sing
the
road
-
road
sig
ns
O
bser
ving
rele
vant
road
si
gns
Pr
actis
ing
cros
sing
road
s
Sing
ing
road
saf
ety
song
s
Rec
iting
road
saf
ety
poem
s
IC
T to
ols
R
oad
sign
s
Pict
ures
Res
ourc
e pe
rson
TOPI
C 8
: TR
AN
SPO
RT
AN
D C
OM
MU
NIC
ATIO
N
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 23
TOPI
C 9
WO
RK
AN
D L
EISU
RE
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
W
OR
K A
T H
OM
E A
ND
SC
HO
OL
st
ate
wor
k do
ne a
t hom
e an
d sc
hool
Wor
k:
- at
hom
e -
at s
choo
l Ta
ke n
ote
of
safe
ty a
t wor
k an
d du
ring
leis
ure
time
Pe
rform
ing
sim
ple
task
s
Mim
ing
diffe
rent
type
s of
wor
k
Sing
ing
wor
k so
ngs
IC
T to
ols
Pi
ctur
es
Sc
hool
env
ironm
ent
IND
IGEN
OU
S A
ND
MO
DER
N
GA
MES
pl
ay in
dige
nous
and
mod
ern
gam
es
In
dige
nous
gam
es
such
as
nhod
o/
ig
win
i, pa
da
M
oder
n ga
mes
su
ch a
s jig
-saw
pu
zzle
s
Pl
ayin
g di
ffere
nt ty
pes
of
gam
es
IC
T to
ols
Sc
hool
env
ironm
ent
G
ames
equ
ipm
ent
24INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 1
0: G
LOB
AL
ISSU
ES
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
W
ATE
R A
ND
FI
RE
REL
ATE
D
DIS
AST
ERS
id
entif
y w
ater
and
fire
re
late
d di
sast
ers
W
ater
rela
ted
disa
ster
s
Fire
rela
ted
disa
ster
s
D
iscu
ssin
g w
ater
and
fire
re
late
d di
sast
ers
IC
T to
ols
P
ictu
res
SAFE
TY A
T H
OM
E A
ND
SC
HO
OL
di
scus
s sa
fety
pro
cedu
res
at h
ome
and
scho
ol
S
afet
y pr
oced
ures
at
hom
e an
d sc
hool
C
ondu
ctin
g fir
e dr
ills
D
emon
stra
ting
wat
er re
scue
dr
ills
C
ondu
ctin
g ed
ucat
iona
l tou
rs
to o
bser
ve s
afe
prec
autio
ns
rela
ted
to w
ater
and
fire
di
sast
ers
IC
T to
ols
R
esou
rce
pers
on
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 24
25INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
M
YSEL
F AN
D M
Y FA
MIL
Y
stat
e w
ho th
ey a
re
ex
plai
n th
e m
eani
ng o
f fa
mily
disc
uss
the
fam
ily
stru
ctur
e
Pe
rson
al id
entit
y:
- na
me
- su
rnam
e -
ethn
ic o
rigin
-
gend
er
- ag
e
Plac
e of
resi
denc
e
Stru
ctur
e of
fam
ily
Sa
ying
out
who
they
are
in
term
s of
thei
r eth
nic
iden
tity,
ra
ce
Ta
lkin
g ab
out t
heir
fam
ilies
D
efin
ing
mea
ning
of f
amily
Dra
win
g an
d la
bellin
g m
embe
rs
of th
eir f
amilie
s
Sing
ing
song
s ab
out m
embe
rs
of a
fam
ily
IC
T to
ols
Pi
ctur
es
C
harts
Cra
yons
MYS
ELF
AND
MY
FRIE
ND
S
nam
e th
eir f
riend
s
desc
ribe
gam
es th
ey p
lay
with
thei
r frie
nds
M
y fri
ends
: -
Nam
es
G
ames
Id
entif
ying
thei
r frie
nds
D
escr
ibin
g th
eir f
riend
s
Dra
win
g th
eir f
riend
s
Play
ing
gam
es w
ith th
eir f
riend
s
Sing
ing
song
s ab
out t
heir
frien
ds
IC
T to
ols
N
atur
al A
frica
n lo
okin
g m
odel
s
Dol
ls d
epic
ting
diffe
rent
ra
ces
Pi
ctur
es
MYS
ELF
AND
MY
SCH
OO
L
desc
ribe
thei
r tea
cher
, he
ad a
nd s
choo
l
My
scho
ol:
- te
ache
r -
head
-
scho
ol
N
amin
g th
eir t
each
er, h
ead
and
scho
ol
To
urin
g th
e sc
hool
Dra
win
g th
eir t
each
er
IC
T to
ols
Bu
ildin
gs
Pi
ctur
es
REL
ATIO
NSH
IPS
IN T
HE
FAM
ILY
de
scrib
e re
latio
nshi
ps in
th
e fa
mily
expl
ain
the
impo
rtanc
e of
th
e eq
ual d
istri
butio
n of
ro
les
betw
een
boys
and
gi
rls
R
elat
ions
hips
suc
h as
par
ents
, si
blin
gs a
nd
gran
dpar
ents
Equa
l dis
tribu
tion
of ro
les
Ex
plai
ning
rela
tions
hips
in th
e fa
mily
Dis
cuss
ing
thei
r fam
ily tr
ees
D
raw
ing
thei
r gra
ndpa
rent
s
Rol
e pl
ayin
g th
e im
porta
nce
of
the
equa
l dis
tribu
tion
of ro
les
betw
een
boys
and
girl
s
IC
T to
ols
Pi
ctur
es
Ph
otog
raph
s
Cha
rts
GR
AD
E 1
TOPI
C 1
: ID
ENTI
TY:
FAM
ILY
HIS
TORY
AN
D L
OC
AL
HER
ITA
GE
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 25
26INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
R
OLE
S O
F FA
MIL
Y M
EMB
ERS
lis
t the
role
s of
eac
h fa
mily
m
embe
r in
the
hom
e
Dut
ies
of d
iffer
ent
mem
bers
of a
fa
mily
St
atin
g th
e di
ffere
nt ro
les
of
each
fam
ily m
embe
r
Rol
e pl
ayin
g th
e du
ties
of e
ach
mem
ber o
f the
ir fa
mily
IC
T to
ols
Pi
ctur
es
C
harts
FAM
ILY
NO
RM
S A
ND
VA
LUES
expl
ain
fam
ily n
orm
s an
d va
lues
Fam
ily n
orm
s an
d va
lues
suc
h as
: -c
omm
on
cour
tesi
es a
nd
etiq
uette
-re
spec
t -d
isci
plin
e -h
ardw
ork
D
iscu
ssin
g fa
mily
nor
ms
and
valu
es s
uch
as d
isci
plin
e an
d ha
rdw
ork
D
iscu
ssin
g co
mm
on c
ourte
sies
an
d et
ique
tte
D
emon
stra
ting
resp
ect f
or
elde
rs
R
ole
play
ing
com
mon
co
urte
sies
and
etiq
uette
IC
T to
ols
Pi
ctur
e
Cha
rts
R
esou
rce
pers
on
IND
IGEN
OU
S FO
OD
AN
D
KIT
CH
EN
UTE
NSI
LS
id
entif
y in
dige
nous
food
nam
e ki
tche
n ut
ensi
ls
In
dige
nous
food
Kitc
hen
uten
sils
Stat
ing
indi
geno
us fo
od
Sa
mpl
ing
indi
geno
us fo
od
Id
entif
y so
me
kitc
hen
uten
sils
Dra
win
g so
me
kitc
hen
uten
sils
IC
T to
ols
Fo
od s
ampl
es
Ki
tche
n ut
ensi
ls
C
ultu
re c
entre
s
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 26
27INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
K
EY C
ON
CEP
TS
LEA
RN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D L
EAR
NIN
G
RES
OU
RC
ES
UN
HU
/UB
UN
TU/
VUM
UN
HU
stat
e fa
mily
nor
ms
and
valu
es
N
orm
s an
d va
lues
su
ch a
s re
spec
t, ho
nest
y, g
ood
neig
hbou
rline
ss
D
iscu
ssin
g th
e at
tribu
tes
of
Unh
u/U
bunt
u/ V
umun
hu
D
emon
stra
ting
appr
opria
te
norm
s an
d va
lues
Rol
e pl
ayin
g so
me
elem
ents
of
Unh
u/U
bunt
u/vu
mun
hu
Te
lling
folk
tale
s an
d ot
her w
ise
sayi
ngs/
zvira
hwe/
amal
ibho
IC
T to
ols
Pi
ctur
es
C
harts
Res
ourc
e pe
rson
CU
STO
MS
AN
D
CO
MM
ON
C
OU
RTE
SIES
id
entif
y in
dige
nous
cu
stom
s an
d co
mm
on
cour
tesi
es a
t hom
e,
com
mun
ity a
nd a
t sch
ool
C
usto
ms
such
as
gree
tings
, res
pect
fo
r eld
ers
C
omm
on
cour
tesi
es s
uch
as
clap
ping
han
ds,
crou
chin
g,
knee
ling
D
iscu
ssin
g cu
stom
s fo
r di
ffere
nt o
ccas
ions
Dem
onst
ratin
g co
mm
on
cour
tesi
es
D
ram
atis
ing
com
mon
co
urte
sies
IC
T to
ols
C
harts
Res
ourc
e pe
rson
FAM
ILY
SOC
IALI
SATI
ON
expl
ain
the
role
of s
ome
agen
ts/m
odes
/cha
nnel
s of
so
cial
isat
ion
Fa
mily
so
cial
isat
ion
R
ole
of:
- L
angu
age,
pa
rent
s, re
lativ
es,
peer
s, g
ames
, so
ngs
and
danc
es
folk
sto
ries
D
iscu
ssin
g th
e ro
le o
f the
fam
ily
in s
ocia
lisin
g its
mem
bers
Tellin
g fo
lk s
torie
s an
d di
scus
sing
less
ons
draw
n fro
m
them
Sing
ing
and
danc
ing
Play
ing
gam
es
IC
T to
ols
R
esou
rce
pers
on
G
ames
equ
ipm
ent
SEC
UR
ITY
AT
HO
ME,
stat
e w
ays
in w
hich
fam
ily,
com
mun
ity a
nd s
choo
l
Fam
ily s
ecur
ity:
- ph
ysic
al
- em
otio
nal
D
iscu
ssin
g ho
w fa
mily
, co
mm
unity
and
sch
ool m
ake
mem
bers
feel
saf
e
IC
T to
ols
C
harts
Pict
ures
TOPI
C 2
: CU
LTU
RA
L H
ERIT
AG
E
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 27
28INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
C
OM
MU
NIT
Y A
ND
SC
HO
OL
prov
ide
secu
rity
to
child
ren
Pl
ayin
g se
curit
y ga
mes
List
ing
thin
gs th
at fr
ight
en
child
ren
at h
ome
FAM
ILY
RU
LES
lis
t fam
ily ru
les
ex
plai
n th
e im
porta
nce
of
fam
ily ru
les
Fa
mily
rule
s
Impo
rtanc
e of
fa
mily
rule
s
D
iscu
ssin
g fa
mily
rule
s
Rol
e pl
ayin
g fa
mily
rule
s (m
ahum
bwe/
aman
dlw
ane)
Dis
cuss
ing
the
cons
eque
nces
of
bre
akin
g fa
mily
rule
s
IC
T to
ols
C
ultu
re c
entre
s
IND
IGEN
OU
S A
ND
MO
DER
N
CH
ILD
REN
G
AM
ES
en
umer
ate
indi
geno
us a
nd
in
dige
nous
gam
es
such
as
nhod
o/
igw
ini,
pada
, ts
oro/
ints
wor
o,
dunh
u/
umat
shay
ana,
ch
itsve
ru/in
gqob
e ch
ihw
ande
hw
ande
/ um
acat
shel
ana
Mod
ern
gam
es
such
as
fish-
fish,
co
untry
gam
es,
com
pute
r gam
es
N
amin
g in
dige
nous
and
m
oder
n ga
mes
Play
ing
indi
geno
us a
nd m
oder
n ga
mes
Expl
aini
ng th
e pu
rpos
e of
pl
ayin
g ga
mes
IC
T to
ols
To
ys
G
ames
equ
ipm
ent
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 28
29INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
M
Y C
OU
NTR
Y A
ND
DIF
FER
ENT
ETH
NIC
GR
OU
PS
id
entif
y th
eir c
ount
ry
id
entif
y et
hnic
gro
ups
in
thei
r com
mun
ity
Et
hnic
gro
ups
such
as
Zezu
ru,
Nda
u, K
aran
ga,
Nde
bele
N
amin
g th
eir c
ount
ry a
nd th
eir
pres
iden
t
List
ing
ethn
ic g
roup
s in
thei
r co
mm
unity
Sing
ing
song
s ab
out t
heir
coun
try
IC
T to
ols
N
atur
al A
frica
n lo
okin
g m
odel
s
Dol
ls d
epic
ting
them
Pict
ures
NA
TIO
NA
L A
NTH
EM
si
ng th
e na
tiona
l ant
hem
expl
ain
the
impo
rtanc
e of
th
e na
tiona
l ant
hem
Im
porta
nce
of th
e na
tiona
l ant
hem
Res
pect
for t
he
natio
nal a
nthe
m
D
iscu
ssin
g th
e im
porta
nce
of
the
natio
nal a
nthe
m
D
iscu
ssin
g oc
casi
ons
whe
n th
e na
tiona
l ant
hem
is s
ung
D
emon
stra
ting
the
corre
ct
post
ure
whe
n th
e na
tiona
l an
them
is s
ung
Si
ngin
g th
e na
tiona
l ant
hem
IC
T to
ols
N
atio
nal f
lag
NA
TIO
NA
L C
OLO
UR
S A
ND
N
ATI
ON
AL
FLA
G
id
entif
y th
e fiv
e na
tiona
l co
lour
s on
the
natio
nal
flag
Th
e fiv
e na
tiona
l co
lour
s
Nam
ing
the
five
colo
urs
of th
e na
tiona
l fla
g
Obs
ervi
ng th
e ho
istin
g of
the
natio
nal f
lag
Pa
intin
g/ c
olou
ring
usin
g th
e fiv
e na
tiona
l col
ours
IC
T to
ols
C
rayo
ns
Pa
int
N
atio
nal f
lag
C
olou
r cha
rt
NA
TIO
NA
L SC
HO
OL
PLED
GE
re
cite
the
Nat
iona
l Sch
ool
Pled
ge
N
atio
nal S
choo
l Pl
edge
Obs
ervi
ng th
e co
rrect
pos
ture
of
the
Nat
iona
l Sch
ool P
ledg
e
Rec
iting
the
Nat
iona
l Sch
ool
Pled
ge
Ex
plai
ning
the
sign
ifica
nce
of
the
Nat
iona
l Sch
ool P
ledg
e
IC
T to
ols
C
onst
itutio
n of
Zi
mba
bwe
TOPI
C 3
: NAT
ION
AL
HIS
TORY
, SO
VER
EIG
NTY
AN
D G
OVE
RN
AN
CE
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 29
30INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 4
: EN
TITL
EMEN
TS, R
IGH
TS A
ND
RES
PON
SIB
ILIT
IES
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
C
HIL
D
PRO
TEC
TIO
N A
T H
OM
E,
CO
MM
UN
ITY
AN
D
SCH
OO
L
ex
plai
n di
ffere
nt ty
pes
of
abus
e
Form
s of
abu
se:
- ph
ysic
al
- ps
ycho
logi
cal
- se
xual
D
escr
ibin
g di
ffere
nt fo
rms
of
abus
e
Dis
cuss
ing
diffe
rent
type
s of
ab
use
D
ram
atis
ing
diffe
rent
type
s of
ab
use
Ex
plai
ning
cha
nnel
s of
re
porti
ng p
roce
dure
s
IC
T to
ols
R
esou
rce
pers
on
C
harts
BA
SIC
HU
MA
N
NEE
DS
lis
t bas
ic h
uman
nee
ds
Ba
sic
need
s su
ch
as s
helte
r, fo
od,
clot
hing
ne
eds
R
eciti
ng rh
ymes
/poe
ms
on
basi
c ne
eds
IC
T to
ols
C
harts
Pict
ures
RES
PON
SIB
ILIT
IES
OF
PAR
ENTS
A
ND
CH
ILD
REN
re
spon
sibi
litie
s
resp
onsi
bilit
ies
R
espo
nsib
ilitie
s of
ch
ildre
n su
ch a
s he
lpin
g w
ith
hous
ehol
d ch
ores
Res
pons
ibilit
ies
of
pare
nts
such
as
prov
isio
n of
bas
ic
need
s
D
iscu
ssin
g th
e re
spon
sibi
litie
s of
chi
ldre
n an
d pa
rent
s
R
ole
play
ing
resp
onsi
bilit
ies
(mah
umbw
e/am
andl
wan
e)
Si
ngin
g so
ngs
IC
T to
ols
R
esou
rce
pers
on
Pi
ctur
es
C
ultu
re c
entre
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31INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
D
IFFE
REN
T TY
PES
OF
SHEL
TER
id
entif
y di
ffere
nt ty
pes
of
hum
an a
nd a
nim
al s
helte
r
Diff
eren
t typ
es o
f sh
elte
r: -h
uman
(in
dige
nous
and
m
oder
n)
-a
nim
al
N
amin
g ty
pes
of h
uman
and
an
imal
she
lter i
n th
eir
com
mun
ity
D
raw
ing
and
labe
lling
diffe
rent
ty
pes
of s
helte
r
Mak
ing
mod
els
of d
iffer
ent
type
s of
she
lter
Vi
sitin
g lo
cal h
erita
ge s
ites
IC
T to
ols
Bu
ildin
gs/ s
truct
ures
Cha
rts
Pi
ctur
es
M
odel
s
Play
dou
gh
BA
SIC
REA
SON
S FO
R S
HEL
TER
give
reas
ons
why
peo
ple
and
anim
als
need
she
lter
R
easo
ns fo
r sh
elte
r: -
hum
an
- an
imal
D
iscu
ssin
g w
hy p
eopl
e an
d an
imal
s ne
ed s
helte
r
Dra
mat
isin
g th
e us
e of
she
lter
Ta
king
nat
ure
wal
ks to
obs
erve
di
ffere
nt ty
pes
of h
uman
and
an
imal
she
lter
IC
T to
ols
En
viro
nmen
t
Pict
ures
TOPI
C 6
: SO
CIA
L SE
RVI
CES
AN
D V
OLU
NTE
ERIS
M
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
TH
E R
OLE
OF
THE
FAM
ILY
IN
HEL
PIN
G T
HE
VULN
ERA
BLE
id
entif
y th
e vu
lner
able
am
ong
rela
tives
and
the
fam
ily
ex
plai
n ho
w th
e fa
mily
can
he
lp it
s vu
lner
able
m
embe
rs
Vu
lner
able
fa
mily
mem
bers
su
ch a
s or
phan
s,
elde
rly, s
ick,
th
ose
livin
g w
ith
disa
bilit
ies
and
thos
e fin
anci
ally
de
priv
ed
Li
stin
g th
e vu
lner
able
in th
eir
fam
ily a
nd re
lativ
es
D
iscu
ssin
g ho
w th
e fa
mily
can
he
lp it
s vu
lner
able
mem
bers
IC
T to
ols
Pi
ctur
es c
harts
TOPI
C 5
: SH
ELTE
R
TOPI
C 6
: SO
CIA
L SE
RVIC
ES A
ND
VO
LUN
TEER
ISM
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 31
32INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 7
: PR
OD
UC
TIO
N, D
ISTR
IBU
TIO
N A
ND
CO
NSU
MPT
ION
OF
GO
OD
S A
ND
SER
VIC
ES
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
SO
UR
CES
OF
FOO
D A
T H
OM
E
iden
tify
plan
t and
ani
mal
so
urce
s of
food
at h
ome
Fo
od fr
om:
- pl
ants
-
anim
als
Sa
mpl
ing
food
from
pla
nts
and
anim
als
G
roup
ing
sam
ples
into
pla
nt
and
anim
al
D
raw
ing
pict
ures
sho
win
g so
urce
s of
food
Cut
ting
and
past
ing
pict
ures
of
sour
ces
of fo
od
IC
T to
ols
Fo
od s
ampl
es
Pi
ctur
es
C
harts
PRO
DU
CTI
ON
OF
FOO
D A
T H
OM
E A
ND
IN T
HE
CO
MM
UN
ITY
ex
plai
n th
e im
porta
nce
of
land
and
labo
ur in
the
prod
uctio
n of
food
La
nd a
nd la
bour
as
fact
ors
of
food
pro
duct
ion
D
iscu
ssin
g th
e im
porta
nce
of
land
and
labo
ur in
the
prod
uctio
n of
food
Sing
ing
wor
k so
ngs
D
ram
atis
ing
peop
le ti
lling
and
harv
estin
g
IC
T to
ols
C
harts
Pict
ures
Envi
ronm
ent
FOR
MS
OF
FAM
ILY
WEA
LTH
list f
orm
s of
fam
ily w
ealth
desc
ribe
how
fam
ily w
ealth
is
gen
erat
ed
Fo
rms
of w
ealth
su
ch a
s la
nd,
cattl
e, m
oney
Sour
ces
of
wea
lth
Id
entif
ying
diff
eren
t for
ms
of
fam
ily w
ealth
Dis
cuss
ing
how
fam
ily
gene
rate
s w
ealth
IC
T to
ols
Pi
ctur
es
N
otes
and
coi
ns
USI
NG
AN
D
SAVI
NG
MO
NEY
stat
e th
e us
es o
f mon
ey
de
scrib
e th
e im
porta
nce
of
savi
ng m
oney
Iden
tify
way
s of
sav
ing
mon
ey
U
ses
of m
oney
Way
s of
sav
ing
mon
ey
Li
stin
g us
es o
f mon
ey
D
iscu
ssin
g w
ise
use
of m
oney
Play
ing
stor
e
ba
nks
IC
T to
ols
Pi
ctur
es
N
otes
and
coi
ns
Pi
ggy
bank
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 32
33INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
N
EED
FO
R A
ND
TY
PES
OF
TRA
NSP
OR
T
ex
plai
n w
hy p
eopl
e ne
ed
trans
port
id
entif
y di
ffere
nt fo
rms
of
trans
port
N
eed
for
trans
port
Fo
rms
of
trans
port
D
iscu
ssin
g w
hy p
eopl
e ne
ed
trans
port
Id
entif
ying
diff
eren
t typ
es o
f tra
nspo
rt
Dra
win
g di
ffere
nt ty
pes
of
trans
port
M
odel
ling
diffe
rent
type
s of
tra
nspo
rt
Con
duct
ing
educ
atio
nal t
ours
to
obse
rve
diffe
rent
type
s of
tra
nspo
rt
IC
T to
ols
Pi
ctur
es
En
viro
nmen
t
RO
AD
SA
FETY
R
ULE
S
expl
ain
why
peo
ple
need
ro
ad s
afet
y ru
les
di
scus
s ba
sic
rule
s of
road
sa
fety
iden
tify
basi
c ro
ad s
igns
N
eed
for r
oad
safe
ty ru
les
Ba
sic
road
rule
s
Roa
d si
gns
Ex
plai
ning
the
impo
rtanc
e of
ro
ad s
afet
y ru
les
Li
stin
g ro
ad s
afet
y ru
les
D
emon
stra
ting
basi
c ru
les
of
the
road
Inte
rpre
ting
basi
c ro
ad s
igns
IC
T to
ols
R
oad
sign
s
Envi
ronm
ent
R
esou
rce
pers
on
MEA
NS
OF
CO
MM
UN
ICA
TIO
N
id
entif
y di
ffere
nt w
ays
of
com
mun
icat
ion
W
ays
of
com
mun
icat
ion:
-
past
and
pre
sent
Li
stin
g di
ffere
nt w
ays
of
com
mun
icat
ion
D
ram
atis
ing
way
s of
co
mm
unic
atin
g
Dra
win
g pi
ctur
es o
f var
ious
m
eans
of c
omm
unic
atio
n
IC
T to
ols
Pi
ctur
es
H
orns
Dru
ms
TOPI
C 8
: TR
AN
SPO
RT
AN
D C
OM
MU
NIC
ATIO
N
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 33
34INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 9
WO
RK
AN
D L
EISU
RE
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
W
OR
K A
T H
OM
E A
ND
SC
HO
OL
di
scus
s th
e im
porta
nce
of
wor
k
Impo
rtanc
e of
w
ork
at h
ome
and
scho
ol
Take
not
e of
sa
fety
at w
ork
and
durin
g le
isur
e tim
e
D
iscu
ssin
g th
e im
porta
nce
of
wor
k in
the
life
of a
n in
divi
dual
Iden
tifyi
ng d
iffer
ent t
ypes
of
wor
k
Dra
mat
isin
g pe
ople
doi
ng
diffe
rent
type
s of
wor
k
IC
T to
ols
Pi
ctur
es
USE
OF
LEIS
UR
E
TIM
E A
T H
OM
E A
ND
SC
HO
OL
ex
plai
n th
e im
porta
nce
of
leis
ure
time
at h
ome
lis
t act
iviti
es d
one
durin
g fre
e tim
e at
sch
ool
Im
porta
nce
of
leis
ure
time
Fr
ee ti
me
activ
ities
at
scho
ol s
uch
as:
-pla
ying
gam
es
-spo
rting
ac
tiviti
es
D
iscu
ssin
g th
e im
porta
nce
of
free
time
Pl
ayin
g di
ffere
nt ty
pes
of
gam
es
Si
ngin
g so
ngs
IC
T to
ols
En
viro
nmen
t
Spor
t equ
ipm
ent
Pi
ctur
es
R
esou
rce
pers
on
IND
IGEN
OU
S A
ND
M
OD
ERN
GA
MES
play
indi
geno
us a
nd
mod
ern
gam
es
In
dige
nous
ga
mes
suc
h as
nh
odo/
igw
ini,
pada
Mod
ern
gam
es
such
as
com
pute
r ga
mes
, jig
-saw
pu
zzle
s
D
escr
ibin
g ho
w d
iffer
ent
indi
geno
us a
nd m
oder
n ga
mes
Play
ing
indi
geno
us a
nd m
oder
n ga
mes
Dis
cuss
ing
the
impo
rtanc
e of
th
e ga
mes
IC
T to
ols
R
esou
rce
pers
on
En
viro
nmen
t
Spor
t equ
ipm
ent
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 34
35INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
:- U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
VE
LD F
IRES
iden
tify
caus
es a
nd e
ffect
s of
vel
d fir
es o
n th
e en
viro
nmen
t
desc
ribe
how
vel
d fir
es a
re
prev
ente
d
Ve
ld fi
res:
-
caus
es
- ef
fect
s -
prev
entio
n
Li
stin
g ca
uses
of v
eld
fires
Dis
cuss
ing
effe
cts
of v
eld
fires
Rol
e pl
ayin
g w
ays
of
prev
entin
g ve
ld fi
res
Pr
epar
ing
fire
guar
ds
C
ondu
ctin
g fir
e dr
ills
IC
T to
ols
Pi
ctur
es
D
rill e
quip
men
t
WA
TER
REL
ATE
D
DIS
AST
ERS
ex
plai
n w
ater
rela
ted
disa
ster
s
iden
tify
safe
ty p
reca
utio
ns
agai
nst l
ight
ing
and
drow
ning
W
ater
dis
aste
rs:
- dr
owni
ng
- lig
htni
ng
Saf
ety
prec
autio
ns
Li
stin
g w
ater
rela
ted
disa
ster
s
Sugg
estin
g sa
fety
pre
caut
ions
Iden
tifyi
ng p
oten
tial d
row
ning
pl
aces
IC
T to
ols
Pi
ctur
es
Sw
imm
ing
pool
TOPI
C 1
0: G
LOB
AL
ISSU
ES
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 35
36INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
GR
AD
E 2
TOPI
C 1
: ID
ENTI
TY:
FAM
ILY
HIS
TORY
AN
D L
OC
AL
HER
ITA
GE
KEY
CO
NC
EPTS
LE
AR
NIN
G O
BJE
CTI
VES:
Le
arne
rs s
houl
d be
abl
e to
: U
NIT
CO
NTE
NT
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
A
DVA
NTA
GES
OF
LIVI
NG
IN A
FA
MIL
Y
ex
plai
n w
hy p
eopl
e liv
e in
a
fam
ily
Im
porta
nce
of
fam
ily a
s a
soci
al
unit
D
iscu
ssin
g ho
w fa
mily
m
embe
rs h
elp
each
oth
er
C
olle
ctin
g an
d pa
stin
g pi
ctur
es o
f peo
ple
wor
king
as
fam
ilies
IC
T to
ols
Pi
ctur
es
REL
ATI
VES
nam
e fa
mily
rela
tives
expl
ain
the
rela
tions
hips
am
ong
fam
ily m
embe
rs
R
elat
ives
suc
h as
: -g
rand
pare
nts
-aun
t -u
ncle
Impo
rtanc
e of
re
lativ
es
Li
stin
g re
lativ
es
Ill
ustra
ting
fam
ily tr
ees
Dis
cuss
ing
the
impo
rtanc
e of
re
lativ
es
IC
T to
ols
Pi
ctur
es
C
hart
R
esou
rce
pers
on
REL
ATI
ON
SHIP
S B
ETW
EEN
TH
E FA
MIL
Y A
ND
TH
E C
OM
MU
NIT
Y
ex
plai
n ho
w th
eir f
amilie
s re
late
to th
eir c
omm
uniti
es
Fa
mily
and
co
mm
unity
re
latio
nshi
ps s
uch
as u
nity
, co
oper
atio
n
G
ivin
g ch
arac
teris
tics
of a
co
mm
unity
Dis
cuss
ing
way
s m
embe
rs o
f th
e co
mm
unity
ass
ist e
ach
othe
r
IC
T to
ols
Pi
ctur
es
C
harts
FAM
ILY
NO
RM
S A
ND
VA
LUES
expl
ain
fam
ily n
orm
s an
d va
lues
iden
tify
com
mon
cou
rtesi
es
and
etiq
uette
at h
ome
and
scho
ol
ex
plai
n co
mm
on c
ourte
sies
an
d et
ique
tte a
t hom
e an
d sc
hool
Fa
mily
nor
ms
and
valu
es s
uch
as:
-com
mon
co
urte
sies
and
et
ique
tte
-resp
ect
-gre
etin
gs
-dis
cipl
ine
-har
dwor
k
D
iscu
ssin
g fa
mily
nor
ms
and
valu
es s
uch
as h
ardw
ork,
di
scip
line
and
hone
st
R
ole
play
ing
com
mon
co
urte
sies
and
etiq
uette
Dem
onst
ratin
g co
mm
on
cour
tesi
es a
nd e
tique
tte
Si
ngin
g so
ngs
IC
T to
ols
Pi
ctur
es
C
harts
Res
ourc
e pe
rson
IND
IGEN
OU
S FA
RM
ING
TO
OLS
iden
tify
indi
geno
us fa
rmin
g to
ols
ex
plai
n th
e im
porta
nce
of
farm
ing
tool
s
In
dige
nous
farm
ing
tool
s
Use
s of
indi
geno
us
farm
ing
tool
s
N
amin
g in
dige
nous
farm
ing
D
emon
stra
ting
the
uses
of
farm
ing
tool
s
Dra
win
g fa
rmin
g to
ols
IC
T to
ols
Fa
rmin
g to
ols
En
viro
nmen
t
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 36
37INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CONC
EPTS
LE
ARNI
NG O
BJEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:
UNIT
CO
NTEN
T SU
GG
ESTE
D LE
ARN
ING
AC
TIVI
TIES
AN
D NO
TES
SUG
GES
TED
LEAR
NIN
G
RESO
URCE
S U
NHU/
UB
UN
TU/
VUM
UNH
U
ex
plai
n th
e at
tribu
tes
of
Unh
u/U
bunt
u/Vu
mun
hu
U
nhu/
Ubu
ntu/
Vu
mun
hu
N
orm
s an
d va
lues
su
ch a
s hu
milit
y,
hone
sty,
resp
ect,
hard
wor
k
D
iscu
ssin
g th
e at
tribu
tes
of
Unh
u/U
bunt
u/Vu
mun
hu
D
emon
stra
ting
appr
opria
te
norm
s an
d va
lues
Rol
e pl
ayin
g so
me
elem
ents
of
Unh
u/U
bunt
u/Vu
mun
hu
IC
T to
ols
Pi
ctur
es
C
harts
Res
ourc
e pe
rson
IMPO
RTAN
T AS
PECT
S O
F VI
LLAG
E AN
D CO
MM
UNIT
Y CU
LTUR
E
st
ate
som
e cu
ltura
l pr
actic
es in
thei
r co
mm
uniti
es
ex
plai
n th
e im
porta
nce
of
som
e cu
ltura
l pra
ctic
es in
th
eir c
omm
uniti
es
C
ultu
ral p
ract
ices
su
ch a
s at
tend
ing
fune
rals
, co
mm
emor
atin
g co
mm
unal
eve
nts,
ch
arac
ter m
ould
ing
(kur
aira
/uku
laya
)
Impo
rtanc
e of
som
e cu
ltura
l pra
ctic
es
D
iscu
ssin
g so
me
cultu
ral
prac
tices
in th
eir
com
mun
ities
Tellin
g fo
lk ta
les
D
ram
atis
ing
cultu
ral
prac
tices
IC
T to
ols
R
esou
rce
pers
on
Pi
ctur
es
SCHO
OL
RULE
S
list s
choo
l rul
es
ex
plai
n th
e im
porta
nce
of
scho
ol ru
les
Sc
hool
rule
s
Impo
rtanc
e of
sch
ool
rule
s
Fo
rmul
atin
g cl
ass
and
scho
ol ru
les
D
iscu
ssin
g th
e im
porta
nce
of s
choo
l rul
es
O
bser
ving
sch
ool r
ules
Dis
cuss
ing
the
cons
eque
nces
of b
reak
ing
scho
ol ru
les
IC
T to
ols
C
ultu
re c
entre
Cha
rt
INDI
GEN
OUS
AND
M
ODE
RN G
AMES
outli
ne in
dige
nous
and
m
oder
n ch
ildre
n g
ames
Indi
geno
us g
ames
Mod
ern
gam
es
N
amin
g in
dige
nous
and
m
oder
n ga
mes
Play
ing
indi
geno
us a
nd
mod
ern
gam
es
Ex
plai
ning
the
purp
ose
of
play
ing
gam
es
IC
T to
ols
En
viro
nmen
t
TOPI
C 2
: CU
LTU
RA
L H
ERIT
AG
E
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 37
38INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 3
: NAT
ION
AL
HIS
TORY
, SO
VER
EIG
NTY
AN
D G
OVE
RN
AN
CE
41
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
N
ATIO
NAL
AN
THEM
sing
the
natio
nal a
nthe
m
Im
porta
nce
of th
e na
tiona
l ant
hem
Res
pect
for t
he
natio
nal a
nthe
m
D
iscu
ssin
g oc
casi
ons
whe
n th
e na
tiona
l ant
hem
is s
ung
D
emon
stra
ting
the
corre
ct
post
ure
whe
n th
e na
tiona
l an
them
is s
ung
Si
ngin
g th
e na
tiona
l an
them
IC
T to
ols
N
atio
nal f
lag
NAT
ION
AL
SYM
BO
LS
id
entif
y th
e na
tiona
l sy
mbo
ls
N
atio
nal s
ymbo
ls:
- N
atio
nal a
nthe
m
- Zi
mba
bwe
bird
N
amin
g th
e na
tiona
l sy
mbo
ls
C
olle
ctin
g pi
ctur
es o
f the
na
tiona
l sym
bols
Dis
cuss
ing
the
sign
ifica
nce
of th
e na
tiona
l sym
bols
Dra
win
g an
d co
lour
ing
som
e of
the
natio
nal
sym
bols
IC
T to
ols
N
atio
nal f
lag
NAT
ION
AL
EVEN
TS A
ND
C
ELEB
RAT
ION
S
ex
plai
n th
e im
porta
nce
of
natio
nal e
vent
s an
d ce
lebr
atio
ns
na
me
som
e na
tiona
l he
roes
and
her
oine
s
N
atio
nal e
vent
s an
d ce
lebr
atio
ns s
uch
as
Inde
pend
ence
day
,
Nat
iona
l her
oes
and
hero
ines
at t
he
Nat
iona
l Her
oes
Acre
Li
stin
g na
tiona
l eve
nts
and
cele
brat
ions
Giv
ing
date
s of
nat
iona
l ev
ents
and
cel
ebra
tions
Dis
cuss
ing
thei
r im
porta
nce
Pa
rtici
patin
g in
nat
iona
l ev
ents
and
cel
ebra
tions
Con
duct
ing
educ
atio
nal
tour
s to
pla
ces
such
as
Her
oes
Acre
, Nat
iona
l Ar
chiv
es, N
atio
nal
Mus
eum
s
IC
T to
ols
C
alen
dars
Pict
ures
Res
ourc
e pe
rson
Nat
iona
l Her
oes
Acre
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 38
39INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
N
ATIO
NAL
SC
HO
OL
PLED
GE
re
cite
the
Nat
iona
l Sch
ool
Pled
ge
N
atio
nal S
choo
l Pl
edge
Obs
ervi
ng th
e co
rrect
po
stur
e of
the
Nat
iona
l Sc
hool
Ple
dge
R
eciti
ng th
e N
atio
nal
Scho
ol P
ledg
e
Expl
aini
ng th
e si
gnifi
canc
e of
the
Nat
iona
l Sch
ool
Pled
ge
IC
T to
ols
Cha
rt
ETH
NIC
GR
OU
PS
AND
LAN
GU
AGES
iden
tify
ethn
ic g
roup
s an
d la
ngua
ge in
thei
r co
mm
unity
Et
hnic
gro
ups
and
lang
uage
s su
ch a
s Ze
zuru
, Nde
bele
, N
dau,
Ton
ga
N
amin
g et
hnic
gro
ups
in
thei
r com
mun
ity
G
reet
ing
each
oth
er u
sing
di
ffere
nt in
dige
nous
la
ngua
ges
IC
T to
ols
R
esou
rce
pers
on
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 39
40INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 4
: EN
TITL
EMEN
TS, R
IGH
TS A
ND
RES
PON
SIB
ILIT
IES
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:-
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
EN
TITL
EMEN
TS,
RIG
HTS
AN
D
RES
PON
SIB
ILIT
IES
an
d re
spon
sibi
litie
s
resp
onsi
bilit
ies
entit
lem
ents
and
re
spon
sibi
litie
s su
ch
as n
ame,
she
lter,
food
an
d ed
ucat
ion
resp
onsi
bilit
ies
such
as
obe
dien
ce,
hone
sty
en
title
men
ts a
nd
resp
onsi
bilit
ies
D
ram
atis
resp
onsi
bilit
ies
Si
ngin
g so
ngs
IC
T to
ols
C
onst
itutio
n of
Zi
mba
bwe
R
esou
rce
pers
on
RO
LES
AT H
OM
E AN
D A
T SC
HO
OL
an
d at
sch
ool
D
istri
butio
n of
role
s be
twee
n bo
ys a
nd
girls
C
ompa
ring
and
cont
rast
ing
past
and
pr
esen
t gen
der r
oles
Dis
cuss
ing
equi
tabl
e pa
st
and
pres
ent g
ende
r rol
es
D
iscu
ssin
g eq
uita
ble
dist
ribut
ion
of d
utie
s
IC
T to
ols
Pi
ctur
es
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 40
41INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:-
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
N
EED
FO
R
SHEL
TER
iden
tify
diffe
rent
type
s of
sh
elte
r for
peo
ple
id
entif
y di
ffere
nt ty
pes
of
shel
ter f
or a
nim
als
She
lter f
or p
eopl
e
She
lter f
or a
nim
als
N
amin
g di
ffere
nt ty
pes
of
shel
ter f
or p
eopl
e an
d an
imal
s
Dra
win
g an
d pa
stin
g di
ffere
nt ty
pes
of s
helte
r for
pe
ople
and
ani
mal
s
Mod
ellin
g di
ffere
nt ty
pes
of
shel
ter f
or p
eopl
e an
d an
imal
s
IC
T to
ols
Bu
ildin
gs/ s
truct
ures
Cha
rts
M
odel
s
Play
dou
gh
EFFE
CTS
OF
FAM
ILY
SIZE
ON
SH
ELTE
R
co
mpa
re n
umbe
r of f
amily
m
embe
rs in
rela
tion
to s
izes
of
she
lter
Fa
mily
siz
e an
d ho
w it
affe
cts
shel
ter
D
iscu
ssin
g th
e im
pact
of
fam
ily s
ize
on s
helte
r
ICT
tool
s
Pict
ures
Cha
rts
SHEL
TER
AT
HO
ME
AND
IN T
HE
NEI
GH
BO
UR
HO
OD
id
entif
y sh
elte
r at h
ome
and
in th
e ne
ighb
ourin
g
Shel
ter a
t sch
ool
and
in th
e ne
ighb
ourh
ood
N
amin
g ty
pes
of s
helte
r see
n ar
ound
the
scho
ol
C
ompa
ring
size
s an
d st
ruct
ures
of d
iffer
ent
shel
ters
Col
ourin
g di
ffere
nt ty
pes
of
shel
ter
IC
T to
ols
Pi
ctur
es
C
harts
Cra
yons
Tem
plat
es
SHEL
TER
AN
D
HER
ITAG
E SI
TES
na
min
g so
me
herit
age
site
s
desc
ribe
som
e he
ritag
e si
tes
H
erita
ge s
ites
such
as
Her
oes
Acre
, Gre
at
Zim
babw
e
N
amin
g he
ritag
e si
tes
D
raw
ing
the
herit
age
site
s
Visi
ting
the
herit
age
site
s
C
olle
ctin
g pi
ctur
es
IC
T to
ols
Pi
ctur
es
C
harts
TOPI
C 5
: SH
ELTE
R
Heritage and Social Studies Infant 05-10-16.qxp_Layout 1 13/10/2016 12:24 PM Page 41
42INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 6
: SO
CIA
L SE
RVIC
ES A
ND
VO
LUN
TEER
ISM
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
TH
E R
OLE
OF
THE
CO
MM
UN
ITY
IN
HEL
PIN
G T
HE
VULN
ERAB
LE
ex
plai
n th
e ro
le o
f the
co
mm
unity
in h
elpi
ng th
e vu
lner
able
H
elpi
ng th
e vu
lner
able
D
iscu
ssin
g ho
w th
e co
mm
unity
hel
ps th
e ne
edy
and
the
vuln
erab
le
Su
gges
ting
the
way
s of
he
lpin
g th
e ne
edy
Pa
rtici
patin
g in
hel
ping
the
need
y
IC
T to
ols
Pi
ctur
es
C
harts
Prin
t med
ia
R
elat
ed li
tera
ture
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43INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:-
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
IN
DIG
ENO
US
AND
M
OD
ERN
M
ETH
OD
S O
F G
RO
WIN
G,
HAR
VEST
ING
AN
D
STO
RIN
G F
OO
D
id
entif
y in
dige
nous
and
m
oder
n m
etho
ds o
f gr
owin
g fo
od m
etho
ds
lis
t ind
igen
ous
and
mod
ern
met
hods
of h
arve
stin
g an
d fo
od
st
ate
met
hods
of s
torin
g fo
od
Met
hods
of
grow
ing,
ha
rves
ting,
and
st
orin
g fo
od
D
iscu
ssin
g in
dige
nous
and
m
oder
n m
etho
ds o
f gro
win
g fo
od
Ex
plai
ning
indi
geno
us a
nd
mod
ern
met
hods
of
harv
estin
g an
d fo
od
N
amin
g in
dige
nous
and
m
oder
n m
etho
ds o
f sto
ring
food
IC
T to
ols
Pi
ctur
es
R
elat
ed li
tera
ture
IND
IGEN
OU
S M
ETH
OD
S O
F PR
ESER
VIN
G
FOO
D
ex
plai
n so
me
indi
geno
us
met
hods
of p
rese
rvin
g fo
od
Ind
igen
ous
met
hods
of
pres
ervi
ng fo
od
such
as:
-d
ryin
g -s
mok
ing
Li
stin
g in
dige
nous
met
hods
of
pre
serv
ing
food
Sam
plin
g pr
eser
ved
indi
geno
us fo
od
D
iscu
ssin
g th
e im
porta
nce
of
pres
ervi
ng fo
od
IC
T to
ols
R
esou
rce
pers
on
R
elat
ed li
tera
ture
USE
S O
F M
ON
EY
lis
t the
use
s of
mon
ey
id
entif
y co
ins
and
note
s us
ed in
Zim
babw
e
U
ses
of m
oney
: -b
uyin
g an
d pa
ying
fo
r ser
vice
s C
oins
and
not
es
Id
entif
ying
the
use
of m
oney
Dis
cuss
ing
the
uses
of
mon
ey
D
ram
atis
ing
buyi
ng a
nd
sellin
g
IC
T to
ols
R
elat
ed li
tera
ture
Not
es a
nd c
oins
Pict
ures
of m
oney
TOPI
C 7
: PR
OD
UC
TIO
N, D
ISTR
IBU
TIO
N A
ND
CO
NSU
MPT
ION
OF
GO
OD
S A
ND
SER
VIC
ES
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44INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 8
: TR
AN
SPO
RT
AN
D C
OM
MU
NIC
ATIO
N
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:-
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
M
OD
ES O
F TR
ANSP
OR
T
nam
e th
e m
odes
of
trans
port
de
scrib
e th
e m
eans
of
trans
port
M
odes
of
trans
port:
-la
nd
-wat
er
-air
-rail
M
eans
of
trans
port:
-v
ehic
les
-car
ts
Id
entif
ying
the
mod
es o
f tra
nspo
rt
Dis
cuss
ing
the
mod
es o
f tra
nspo
rt
Cla
ssify
ing
type
s of
tran
spor
t in
to v
ario
us m
odes
of
trans
port
M
akin
g m
odel
s of
the
mea
ns
of tr
ansp
ort
IC
T to
ols
Pi
ctur
es
To
ys
D
iagr
ams
WO
RK
ERS
AND
O
CC
UPA
TIO
N IN
TH
E TR
ANSP
OR
T IN
DU
STR
Y
id
entif
y w
orke
rs in
the
trans
port
indu
stry
desc
ribe
occu
patio
n in
the
trans
port
indu
stry
W
orke
rs a
nd
occu
patio
n in
the
trans
port
indu
stry
D
iscu
ssin
g di
ffere
nt w
orke
rs
in th
e tra
nspo
rt in
dust
ry
Ex
plai
ning
occ
upat
ion
in th
e tra
nspo
rt in
dust
ry
R
ole
play
ing
IC
T to
ols
R
esou
rce
pers
on
Pi
ctur
es
To
ys
TR
AFFI
C R
ULE
S
iden
tify
basi
c tra
ffic
rule
s
Tr
affic
rule
s
List
ing
traffi
c ru
les
D
iscu
ssin
g tra
ffic
rule
s
ICT
tool
s
Hig
hway
cod
e
Pict
ures
Envi
ronm
ent
M
EAN
S O
F C
OM
MU
NIC
ATIO
N
IN
DIG
ENO
US
MO
DER
N
id
entif
y in
dige
nous
mea
ns
of c
omm
unic
atio
n
iden
tify
mod
ern
mea
ns o
f co
mm
unic
atio
n
In
dige
nous
mea
ns
of c
omm
unic
atio
n su
ch a
s fir
e,
smok
e,
M
oder
n m
eans
of
com
mun
icat
ion
such
as
cellp
hone
s,
tele
visi
on
D
iscu
ssin
g in
dige
nous
and
m
oder
n m
eans
of
com
mun
icat
ion
D
raw
ing
som
e in
dige
nous
an
d m
oder
n m
eans
of
com
mun
icat
ion
IC
T to
ols
Pi
ctur
es
C
rayo
ns a
nd p
aint
Toys
Com
mun
icat
ion
obje
cts
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45INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
K
IND
S O
F W
OR
K IN
TH
E C
OM
MU
NIT
Y
nam
e ty
pes
of w
ork
done
by
com
mun
ity m
embe
rs
st
ate
the
impo
rtanc
e of
w
ork
in th
e co
mm
unity
Ki
nds
of w
ork
in th
e co
mm
unity
: -
build
ing
- te
achi
ng
- w
eldi
ng
- po
ttery
-
wea
ving
Ta
ke n
ote
of
safe
ty a
t wor
k an
d du
ring
leis
ure
time
Li
stin
g ty
pes
of w
ork
done
by
com
mun
ity m
embe
rs
D
ram
atis
ing
type
s of
wor
k do
ne b
y co
mm
unity
m
embe
rs
D
iscu
ssin
g th
e im
porta
nce
of w
ork
in th
e co
mm
unity
IC
T to
ols
Pi
ctur
es
R
esou
rce
pers
on
TYPE
S O
F LE
ISU
RE
IN T
HE
HO
ME,
AT
SCH
OO
L AN
D IN
TH
E C
OM
MU
NIT
Y
de
scrib
e so
me
leis
ure
activ
ities
at h
ome,
sch
ool
and
in th
e co
mm
unity
list s
ome
leis
ure
activ
ities
at
hom
e, s
choo
l and
in th
e co
mm
unity
Le
isur
e at
hom
e,
scho
ol a
nd in
the
com
mun
ity
D
iscu
ssin
g le
isur
e ac
tiviti
es
in th
e ho
me,
sch
ool a
nd in
th
e co
mm
unity
Visi
ting
loca
l rec
reat
iona
l ce
ntre
s to
obs
erve
diff
eren
t ac
tiviti
es
IC
T to
ols
Lo
cal e
nviro
nmen
t
Pict
ures
Res
ourc
e pe
rson
IND
IGEN
OU
S AN
D
MO
DER
N G
AMES
iden
tify
indi
geno
us a
nd
mod
ern
gam
es
pl
ay in
dige
nous
and
m
oder
n ga
mes
In
dige
nous
gam
es:
- pa
da
- nh
odo/
ingu
ni
M
oder
n ga
mes
: -
vide
o ga
mes
-
snoo
ker
- sl
ug
D
escr
ibin
g ho
w s
ome
diffe
rent
indi
geno
us a
nd
mod
ern
gam
es a
re p
laye
d
Dis
cuss
ing
mod
ern
and
indi
geno
us g
ames
Play
ing
indi
geno
us a
nd
mod
ern
gam
es
IC
T to
ols
Sp
orts
equ
ipm
ent
Sc
hool
env
ironm
ent
R
esou
rce
pers
on
TOPI
C 9
WO
RK
AN
D L
EISU
RE
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46INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
TOPI
C 1
0: G
LOB
AL
ISSU
ES
KEY
CO
NC
EPTS
LE
ARN
ING
OB
JEC
TIVE
S:
Lear
ners
sho
uld
be a
ble
to:-
UN
IT C
ON
TEN
T SU
GG
ESTE
D L
EAR
NIN
G
ACTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
LEA
RN
ING
R
ESO
UR
CES
FL
OO
DS
di
scus
s th
e ef
fect
s of
flo
ods
in th
e co
mm
unity
an
d su
rroun
ding
en
viro
nmen
t
sugg
est s
afet
y pr
ecau
tion
mea
sure
s ag
ains
t flo
ods
Fl
oods
Safe
ty p
reca
utio
n m
easu
res
Li
stin
g th
e ef
fect
s of
floo
ds in
th
e co
mm
unity
and
su
rroun
ding
env
ironm
ent
Id
entif
ying
saf
ety
prec
autio
ns
mea
sure
s ag
ains
t flo
ods
IC
T to
ols
Pi
ctur
es
Lo
cal e
nviro
nmen
t
DEF
OR
ESTA
TIO
N
de
scrib
e ho
w d
efor
esta
tion
impa
cts
nega
tivel
y on
the
envi
ronm
ent
Def
ores
tatio
n:
- er
osio
n
D
iscu
ss h
ow d
efor
esta
tion
impa
cts
nega
tivel
y on
the
envi
ronm
ent
IC
T to
ols
Pi
ctur
es
En
viro
nmen
t
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47INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
9.0 ASSESSMENT
The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements,accommodations and modifications must be visible in both continuous and summativeassessment to enable candidates with special needs to also access assessments.
9.1 Assessment ObjectivesBy the end of the Family and Heritage Studies Primary School Level, learners should be ableto:
l identify with national symbols such as National Flag, National School Pledge,National Anthem, Monuments and Heritage sites
l explain the significance of public holidays and other national events
l demonstrate ways of showing respect for self and others
l discuss norms, values and appropriate responsible behaviour
l differentiate between new and old means of transport, Information andCommunication Technology (ICT)
l indicate how modes of transport and ICT facilitate communication among peopleand countries
l justify the importance of work and leisure
l explain key historical events in the family and local community
l compare the practices of their own community culture and that of others
l identify appropriate shelter for humans and animals
l explain the need of equal opportunities for all citizens of Zimbabwe
l identify the global environmental issues that affect livelihoods
l describe the production and marketing of goods and services
9.2 Scheme of Assessment Family and Heritage Studies will be assessed through continuous assessment at Infant Level (ECD - Grade 2)
9.2.1 Continuous AssessmentContinuous assessment shall involve projects, written tests, assignments and practicals asindicated in the assessment model below.
NOTE: A profile system has to be developed for every child to capture those attributes thatcannot be measured such as the soft skills. A folio comprises projects, written tests,assignments and practicals collated termly at ECD to Grade 2. Observation schedules,checklists, tests and projects tasks are to be set at school, cluster, district and national levels.
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48INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
LEVE
L FO
RM
OF
ASS
ESSM
ENT
ASS
ESSM
ENT
TASK
S N
ATU
RE
FREQ
UEN
CY
ECD
(0-3
yrs)
EC
D (A
) EC
D (B
)
Con
tinuo
us
S
ingi
ng
D
raw
ing
D
anci
ng
C
olou
ring
S
tory
tellin
g
Spe
akin
g
Li
sten
ing
C
ount
ing
R
eciti
ng p
oem
s
Con
stru
ctin
g m
odel
s
Dra
mat
isin
g
R
ole
play
ing
P
ictu
re re
adin
g
Res
earc
hing
P
ract
ical
Can
be
done
in
divi
dual
ly o
r in
Gro
ups
D
aily
bas
is
GR
AD
E 1
Con
tinuo
us
S
ingi
ng
D
raw
ing
D
anci
ng
C
olou
ring
S
tory
tellin
g
Spe
akin
g
Li
sten
ing
C
ount
ing
Rec
iting
poe
ms
Pra
ctic
al
Can
be
done
in
divi
dual
ly o
r in
Gro
ups
D
aily
bas
is
Heritage - Social Studies Primary School
9.2.
2 A
sses
smen
t Mod
el
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49INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
C
onst
ruct
ing
mod
els
D
ram
atis
ing
Rol
e pl
ayin
g
Rea
ding
Res
earc
hing
Writ
ten
Exer
cise
s
Theo
ry te
sts
Ever
y Fo
rtnig
ht
O
nce
per M
onth
GR
ADE
2 C
ontin
uous
Sing
ing
D
raw
ing
D
anci
ng
C
olou
ring
St
ory
tellin
g
Spea
king
List
enin
g
Cou
ntin
g
Rec
iting
poe
ms
C
onst
ruct
ing
mod
els
D
ram
atis
ing
Rol
e pl
ayin
g
Rea
ding
Res
earc
hing
Deb
atin
g
W
ritte
n Ex
erci
ses
Th
eory
test
s
Pra
ctic
al
Can
be
done
in
divi
dual
ly o
r in
Gro
ups
D
aily
bas
is
Wee
kly
O
nce
per M
onth
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50INFANT (EARLY CHILDHOOD DEVELOPMENT A - GRADE 2) SYLLABUS 2015-2022
Heritage - Social Studies Primary School
9.2.3 Assessment CriteriaAssessment Instruments:
l Checklists
l Rating Scale
l Observation Guide
l Exercises
l Theory Tests
9.2.4 Abbreviations and Acronyms
Abbreviations andAcronyms Meaning
AIDS Acquired Immune Deficiency Syndrome
ECD Early Childhood Development
GMB Grain Marketing Board
HIV Human Immuno-deficiency Virus
NAC National Arts Council
NGOs Non – Governmental Organisations
NPWMA National Parks and Wildlife Management Authority
NSSA National Social Security Authority
RBZ Reserve Bank of Zimbabwe
SADC Southern African Development Community
SEDCO Small Enterprise Development Company
UN United Nations
UNESCO United Nations Education Scientific and CulturalOrganisation
UNICEF United Nations International Children’s Educational Fund
WHO World Health Organisation
ZETDC Zimbabwe Electricity Transmission Distribution Company
ZIFA Zimbabwe Football Association
ZINA Zimbabwe Netball Association
ZINWA Zimbabwe National Water Association
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52
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