Primary syllabus: standards 1,2, 3; lower · PDF fileCurriculum Aims for Primary Education ......

MINISTRY OF EDUCATION AND TRAINING

Primary Syllabus

MOHLOLlNG OA THUTO

Primary Syllabus

Standards 1 , 2 , 3

@ Ministry of Education - National Curriculum Development Centre

Table of Contents

Curriculum Aims for Primary Education .......................................... (0 ..................................................................... Time TablelAllocations (i i)

Subject Syllabuses: .................................................... (individually numbered)

.Home Economics ................................................... 126 ............................................................ *Health/P.E. 141

Social Studies • ....................................................... 156 ................................................. *Religious Education 172

Curriculum Aims for Primary Education At the completion of seven years of Primary Education, pupils should:

l

' I 1. Have acquired communication skills of listening, speaking, reading, and writing in Sesotho and English and numeracy skills of counting, adding, subtracting, multiplying and dividing.

( 2. Communicate effectively in all learning situations and in everyday life.

1 3. Have acquired survival and self-reliance skills to improve their living.

l 4. Have developed creative skills in arts and entrepreneurial skills for personal development in their daily lives.

5 . Know their natural and technological environment.

1 6. Be able to demonstrate awareness and appreciation of interdependence existing between man and his environment.

I 7. Be able to initiate and participate consciously in activities aimed at managing and improving the environment, health and standard of living.

1 8. Understand and appreciate their culture.

1 9. Have developed positive attitude and aesthetic awareness towards cultural heritage and humanity.

1 10. Be able to demonstrate awareness and appreciate cultures of other people.

1 1. Have acquired scientific and technological concepts and principles for further learning and everyday living. l

12. Have developed and be able to apply scientific and technological methods in learning, solving problems and improving health and

l standards of living.

' 13. Have acquired knowledge and understanding of the civil and human rights. l

/ 14. Be able to utilize the acquired knowledge of their civil and human rights as well as their obligations and responsibilities for effective participation in their society.

15. Have developed awareness and appreciation of various religious beliefs.

16. Be able to react positively to scientific, technological and socioeconomic situations which contribute to expected change of behaviour.

Time Table/Allocations Yearly Time Allocation for Each Subject

Standard l

Sesotho 6 pdslwk 192 periodslyr

English 9 pdslwk 288 periodslyr

Mathematics 6 pdslwk 192 periodslyr

Science 5 pdslwk 160 periodslyr

Agriculture 3 pdslwk 96 periodslyr

Home Ec. 3 pdslwk 96 periodslyr

Hea1thP.E. 2 pdslwk 64 periodslyr

Social Studies 2 pdslwk 64 periodslyr

Religious Ed. 1 pd 1 wk 32 periodslyr

Fine Arts 2 pdslwk 64 periodslyr

Standard 2





Agriculture 3 pds/wk 96 periodslyr


Hea1thlP.b 2 pdslwk 64 periodslyr


Religious Ed. l pd l wk 32 periodslyr

Fine Arts 2 pdslwk 64 periodslyr

Standard 3 I





Agriculture 3 pdslwk 96 periodslyr


Hea1thP.E. 3 pdslwk 96 periodslyr


Religious Ed. 2 pd / wk 64 periodslyr

F i ~ e Arts 2 pdslwk 64 periods/yr

Included in the syllabus is a new subject Guidance and Counselling which has been integrated into the existing

curriculum. This does not stand on its own but is infused into these subjects: Agriculture, Religious Education, Health and

Physical Education and Home Economics. The selection of these subjects does not however, restrict teachers to apply

principles of Guidance and Counselling to other subjects whenever found necessary.

It should be noted that it is not every Learning Outcome that has been affected by this infusion. But all the Learning

Outcomes, the concepts/skills/attitudes for Guidance and Counselling are indicated by an asterik (*) whilst the activities

l are indicated by a bullet (.). Teachers must also be aware that in some cases the concepts and activities have been

j integrated to match the already existing carrier subjects Learning Outcomes.

The general aim of teaching Sesotho is to enable pupils to develop a clear understanding and appreciation of their mother tongue, which is also the official language, so that they can use it correctly and effectively in their everyday life.

Specific Objectives for Sesotho

By the end of the seven years of learning Sesotho in Primary Education, pupils should be able to:

1. listen with understanding and react accordingly to:-

- spoken Sesotho

- texts written in Sesotho

- Oral literature: litsomo, lilotho, liboko le lithothokiso.

2. speak grammatically correct Sesotho

3. read both prescribed and other written materials with degree of comprehension

4. write "litlhaku 'I, "litema ", words, sentences, different types of letters, compositions and reports with correct use of punctuation marks.

5 . fill in - telegram forms, passport forms and application forms in Sesotho correctly.

6. compose - short poems of about 10 lines in Sesotho

- short stories of about a page in Sesotho

- songs in Sesotho

7. demonstrate understanding and appreciation of their own language as part of culture.

2 At the completion of Standard l, pupils will be able to:

Learning Outcome

1. Lumelisa le ho arabela tumeliso ka nepo le ka tlhompho.

2. Bitsa ba bang ka mabitso a bona ka nepo.

3. Phetha litaelo tse bonolo tikolohong eo ba leng ho eona.

4. Mamelisisa litsomo tse khutsoanyane, meqoqo, lithothokiso esita le lipina.

Resources

Likarete

Buka ea litsomo Buka ea lipina Batho ba litsebo tse khethehileng Mahlaseli

ConceptsISkills

Tumeliso

Tsebano

Ho phetha litaelo

Ho mamelisisa

Periods

7

7

7

9

Suggested Activities

Tichere e lumelise bana 'me e ba ru$e ho arabela ka nepo le ka hlompho, j.k., Lumelang bana - Lumela 'mYe/ntate.

Tichere le bana ba buisane ka bohlokoa ba tumeliso.

Tichere e rute bana mekhoa e meng ea ho lumelisa. Mohlala: ho lumelisa ka letsoho, ho aka.

Tichere (a) e botse bana mabitso. (b) e ngole mabitso likareteng (c) e ba qhoaele 'ona (d) e ba bitse ka 'ona; Bana le bona ba bitsane ka bomong, ka mabitso (e) e rute bana lebitso la eona; Bana ba bitse tichere ka lebitso la eona.

Tichere e fe bana litaelo 'me ba li phethe. Mohlala: Hlakola letlapa! Lula fatse! Koala monyako! Emang!

Tichere e phetele bana rnoqoqo/tsomo e qabolang - Moselantja, Topa esita le pale tse monate 'me bana ba mamele.

Bana ba phete meqoqo le litsomo.

At the completion of Standard 1, pupils will be able to: 3

>

Periods

7

7

Resources

Litsoantso

Ngoana ea tsebang ho thella. Libuka tsa liboko.

Learning Outcome

4. e tsoela pele ...

5. Hlalosa see bal se bonang setsoantsong.

6. Itlhalosa ka seboko, motse, sekolo le lilemo.

Concepts/Skills

Ho hlalosa setsoantso Ho hlalohanya se bonoang setsoantsong

Boitsebo/Liboko


Bana ba fuoe litsomo tse nang le letsoao le boletsoeng.

Bana ba bine lipina tse thabisang.

Tichere e phetele bana lithothokiso tse qabolang - Ke ne ke le ngoana; 'me bana ba e phete.

Tichere e fe bana setsoantso.

Bana ba tataisoe ka lipotso ho hlalosa sea ba se bonang setsoantsong.

Bana ba hlalose seo ba se bonang setsoantsong ntle le tataiso.

Tichere e bolelle bana seboko sa eona.

Tichere e fe bana nako ea ho ipolela.

Tichere e fumane bana ba tsebang ho thella; e nt'o ba botsa ka bomong: U tsoa kae? Ua jang? Ua futsoela ka'ng? Thella he.

Ka tataiso ea tichere ngoana a hlalose lelapa labo, lilemo tsa hae, motse oa habo le morena oa habo.

At the completion of Standard 1, pupils will be able to:

I

Resources ,

Litho tsa 'mele

Lintho tse fbmanoang tikolohong litsoantso

Motho ea nang le tsebo/thahasello ea ho pheta moqoqo tsomo/pale Tikoloho Lebanta le hatisitsoeng


Tichere e sebelise mekhoa e fapaneng ea ho fetisa melaetsa e sa bue, 'me e botse bana seo e se bolelang (ho thola, ho bitsa, ho tebela). Bana ba sebelise mekhoa eo ba e tsebang ba be ba e hlalose.

Tichere e botse bana lipotso tse qholotsang boinahano.

Bana ba botsane lipotso ba be ba arabane ka tataiso ea tichere.

Bana ba botse tichere lipotso.

Tichere/momemuoa a phetelelballe bana moqoqo/pale/tsomo e khutsoanyane e ka tsoantsisoang. Tichere e ka sebelisa lebanta le hatisitsoeng moqoqo.

Bana ba phete seo ba se phetetsoeng/utloileng.

Bana ba tsoantsise seo ba se utloileng ka tataiso ea tichere.

Bana ba khothaletsoe ho pheta taba eo ba e boneng,Mohlala: mokete oa lenyalo.

Bana ba tsoantsise seo ba se boneng joaloka lechato, mokete oa lipina.

Learning Outcome

7. Fetisa molaetsa ka liketso ba sa bue.

8. Botsa le ho araba lipotso tse amanang le tikotoho, tse qholotsang boinahano.

9. Tsoantsisa seo ba se boneng kapa seo ba se utloileng.

Periods

7

14

30

Concepts/Skills

Ho fetisa molaetsa ka liketso.

Ho botsa le ho araba ka kutloisiso

Ho tsoantsisa


Periods

9

27

Resources

Likarete tse ngotsoeng lipolelo. Leseli 1 maqephe 23, 24,29 le 43.

Buka ea Leseli 1 (selelekela) Libuka tse ling tsa bana, likoranta, likarete tse ngotsoeng melumo, mantsoe le lipolelo.

Learning Outcome

10. Hlalohanya khutlo, letsoao la potso le tlhaku e kholo.

1 1. Bala ka nepo ho tloha leqeleng ho ea lehojeng melumo, mantsoe, lipolelo, lirapa tse 'maloa.

Concepts/Skills

Ho hlalohanya -matsoao -Tlhaku e kholo

Ho bala melumo, mantsoe le lipolelo.


Tichere e rute bana ho balaJhlalohanya letsoao la khutlo le la potso lipolelong tseo e li ngotseng - Na pula e nele haholo? Pula e nele haholo.

Bana ba bale lipolelo tseo ka nepo.

Ka bomong bana ba balle tichere lipolelo tse nang le matsoao ao esita le tlhaku e kholo.

Bana ba ballane buka e khethiloeng lihlotsoaneng.

Tichere e ngole e be e bitse molumo, bana ba e etsise.

Bana ba fane ka mantsoe a nang le melumo e rutiloeng.

Tichere e ngole pole10 e nang le melurno e rutiloeng.

Bana ba bale polelo eo ka nepo.

Bana ba bope mantsoe le lipolelo ka melumo eo ba ithutileng eona ba nt'o bala ka nepo.

Bana ba bale buka ea bona tataisong ea tichere.

6 At the completion of Standard 1, pupils will be able to:

- Periods

9

30

Resources

Likarete tse ngotsoeng linomoro le mantsoe. Likarete tse ngotsoeng mantsoe feela le tse ngotseng linomoro feela ho tloha ho 'ngoe ho ea ho leshome.

Buka ea mongol0 Pampiri e se nang mela Pampiri e nang le mela Leseli 1 Metsoako?


Tichere e ngole linomoro ka litlhaku le ka mantsoe e li balise bana ka Sesotho (l-ngoe, 2-peli) e li ngole letlapeng kapa likareteng.

Bana ba bapise linomoro le mabitso a tsona a likareteng, ba nt'o li bala ka nepo.

Ka bomong kapa ka lihlotsoana bana ba bale linomoro ka Sesotho ka nepor

Tichere e ngole litema e nt'o ngola le litlhaku moeeng, bana ba e etsise

Tichere e ngole litema esita le Iletsatsi la khoeli letlapeng. Bana ba li ngole.

Bana ba iqapele litema. Bana ba ngole linomoro, mantsoe litlhaku, lipolelo le litema parnpiring e nang le mela e mesesanyane.

Bana ba ngole mabitso a bona.

Bana ba ka bopa litlhaku le linomoro ka letsopa ba ba ba li ngolal

Learning Outcome

12. Bala linomoro ka Sesotho ho tloha ho 'ngoe ho ea ho leshome.

13. Ngola ka nepo le ka makhethe ba tloha leqeleng ho ea lehojeng litema, melumo, mantsoe, mabitso a bona le lipolelo.

ConceptsISkills

Ho bala linomoro ka Sesotho ka nepo.

Ho ngola ka nepo le ka makhethe

! At the completion of Standard 1, pupils will be able to: 7

Learning Outcome

14. Ngola moqoqo ka litsoantso.

15. Qapa meqoqo, lipina le thothokiso.

Resources

Litsoantso Mahlaseli

Lebanta le hatisitsoeng

Mahlaseli

Periods

10

10

Concepts/Skills

Ho ngola moqoqo ka litsoantso.

Ho qapa


Bana ba toroe litsoantso.

Bana ba ngole mabitso a lintho tseo ba li toroileng.

Bana ba ngole mabitso a lintho tse litsoantsong tseo ba li filoenghokeletseng.

Bana ba ngole lipolelo ka litsoantso.

Bana ba ngole moqoqo ka litsoantso tsa boikhethelo ba bona.

Ngoana a toroe setsoantso sa hae a nt'o ngola moqoqo ka "'Na7'.

Tichere e phetele bana meqoqo le lipale.

Bana ba balelphete meqoqo eo ba e "qapileng" ka litsoantso Ref. L.O. 14.

Bana ba iqapele meqoqo ba be ba e phete.

Tichere e ka binela bana lipina ea ba ea ba bapalla lebanta le hatisitsoeng lithothokiso esita le lipina.

Bana ba iqapele lipina le lithothokiso tataisong ea tichere.


Learning Outcome Concepts/Skills Suggested Activities -Resources Periods

1. Rethetha ka nepo pineng le thothokisong.

P P

2. Qapa lipina le lithothokiso

3. Phetha litaelo ka nepo.

4. Tsoantsisa litaba le liketsahalo tseo ba li utloileng kapa tseo ba li boneng esita le tseo ba li balileng.

H0 rethetha

Ho qapa

Ho phetha litaelo

Ho tsoantsisa

Bana ba bine lipina tsa rnokopu, manyalo, mokhibo, mohobelo le monyanyako ka morethetho o nepahetseng.

Ba phete lithothokiso ka morethetho o nepahetseng.

Ba bine ka lihlotsoana ba be le litlholisano.

Tichere e mamelise bana thothokiso e rnonate e hatisitsoeng lebanteng.

Tichere e tataise bana ho qapa thothokiso e khutsoanyane.

Bana ba phete lithothokiso tseo ba li qapileng.

Bana ba bine lipina tseo ba li qapileng.

Bana ba h o e litaelo (tse supang tsela) le melaetsa.

Bana ba phete litaelo ka nepo ba nt'o li phetha.

Bana ba phete litabdliketsahalo tseo ba li utloileng kapa tseo ba li boneng.

Ba tsoantsise litabdliketsahalo tseo ba li utloilenglli boneng.

Bathe ba litsebo tse khethehileng. Liletsa, litsoantso tsa libini, seea-le-moea, lintho tse pomangl sehang metsoako, likotoana tsa ulu le tsa masela.

Lebanta le hatisitsoeng.

Se-ea-le-moea Liaparo tsa ho tsoantsisa

11

20

9

17


Learning Outcome Concepts/Skills Suggested Activities Resources Periods

4. e hlaha leqepheng la ...

5. Hlalosa bonyane lintho tse hlano 1 fumanoang tikolohong.

6. Sebelisa lipolelong mantsoe a amanang le nako, matsatsi a beke, likhoeli le linako tsa selemo.

Ho hlalosa lintho tse hlano.

Tsebeliso ea mantsoe a arnanang le nako, matsatsi a beke, likhoeli le linako tsa selemo.

Ba bale 'me ba phete ba be ba tsoantsise seo ba se balileng.

Ba mamelisoe se-ea-le-moea 'me ba tsoantsise seo ba se utloileng.

Bana ba bokelle litsoantso.

Ba li hlalose ka botebo ka puo le ka mongolo.

Ba tataisoe ho hlalosa lintho tse ka phaposing ea ho rutela.

Bana ba ntsetsoe tikolohong 'me ba hlalose lintho tseo ba li bonang tataisong ea tichere ka puo le ka mongolo.

Bana ba rutoe temoho ea nako, j.k., hoseng, motseare, mantsiboea, shoalane j.j.

Bana ba rutoe pina ka matsatsi a beke.

Bana ba lemosoe matsatsi le likhoeli tsa bona tsa tlhaho, esita le liketsahalo tsa selemo: Mohlala: Letsatsi la Moshoeshoe.

Bana ba lemosoe ka lintho tse etsahalang Mariha, Hlabula, Selemo le Hoetla.

Litsoantso, Tikoloho

Meriti Chate Tikoloho

17

9


Resources

Setsoantso Tikoloho

Libuka, Likoranta, Likarete tsa mantsoe. Mahlaseli

Likarete


Tichere e botse bana lipotso tse nonyang maikutlo.

Tichere e,thtaise bana ho botsa lipotso ka nepo.

Bana ba arabe lipotso ka nepo.

Tichere e balle bana hantle.

Bana ba balle tichere ka bomong.

Bana ba ballane ka lihlotsoana.

Bana ba khothaletsoe ho balla batsoali le matichere a mang.

Bana ba hlokomelisoe matsoao.

Bana ba sehlopha I1 ba balle ba sehlopha se holimo, bao le bona ba balle ba sehlopha 11.

Ngolla bana litema ka makhethe letlapeng esita le likareteng.

Bana ba etse ka makhethe litema tseo ba li kopitsang le tseo ba iqapetseng tsona.

Learning Outcome

7. Botsa le ho araba lipotso tse qholotsang boinahano.

8. Bala hantle mantsoe a macha le lipolelo esita le melumo e sebelisitsoeng lipolelong.

9. Ngola litema tse ncha le tseo ba iqapetseng.

Periods

20

9

9

Concepts/Skills

Ho botsa Ho araba lipotso

Ho bala hantle.

Ho ngola litema Ho qapa litema

At the completion of Standard 2, pupils will be able to: 11 i

Periods -:

9

9

9

9

Resources

Likarete, likere

Likarete

Likarete

Leseli II, Libuka tse khethiloeng, likoranta, Mahlaseli lingoloa tsa bana.

Learning Outcome

10. Ngola litlhaku, mantsoe, lipolelo tse khutsoanyane le melaetsa ka makhethe.

1 1. Bala linomoro ka Sesotho ho tloha ho 10 ho ea; h01 00.

12. Ngola linomoro ka Sesotho ho tloha ho l 0 ho ea ho 100.

1 3. Bala ba hlokqmetse tsebeliso ea matsoao ana: tlhaku e kholo, khutlo le potso.

Concepts/Skills

Ho ngola ka makhethe

Ho bala linomoro ka~esotho.

Linomoro Ho ngola linomoro ka Sesotho ka makhethe ka nepo.

Ho bala Ho hlalohanya tsebeliso ea matsoao.


Tichere e ngolle bana litlhaku, mantsoe le lipolelo 'me bana ba kopitse.

Tichere e bitsetse bana litlhaku, mantsoe le lipolelo 'me bana ba ngole.

Tichere e ngole linomoro ka Sesotho likaretenglletlapeng.

Tichere e balise bana linomoro ka Sesotho.

Bana ba ipalle linomoro ka Sesotho ka nepo.

Bana ba ballane linomoro ka Sesotho ka nepo.

Tichere e ngole linomoro ka Sesotho.

Bana ba ngole linomoro ka Sesotho ka nepo.

Bana ba bale lipolelo tse nang le tlhaku e kholo, khutlo le potso. Ba hlokomelisoe matsoao.

Tichere e bokelle lipolelo tse nang le matsoao ao, bana ba li bale ka nepo.

Bana ba bale pokellong ea libuka ka bolokolohi. Bana ba bale libuka tsa bona.


Periods

9

20

7

5

Resources

Letsopa, lipampiri, likere

Likere, lipampiri litsoantso

Bana ba koetlisitsoeng

Litsoantso tsa tse anoang

Bana ba koetlisitsoeng


Bana ba bope litlhaku.

Ba pome litlhaku, mantsoe le lipolelo.

Ba ahe mantsoe le lipolelo.

Bana ba pome litsoantso ba be ba li hlalose.

Bana ba ngole mantsoe a amanang le litsoantso tseo.

Bana ba ngole lipolelo tse hlalosang litsoantso tseo.

Tichere e phetele bana tsomo e makatsang.

Tichere e tataise bana ho pheta tsomo e makatsang.

Tichere e phetele bana tsomo e haulang.

Tichere e tataise bana ho pheta tsomo e haulang.

Bana boikhethelong ba bona ba phete litsomo tse makatsang le tse haulang.

Tichere e thelle.

Bana ba tsebang ho thella ba thelle.

Bana ba koetlisitsoeng ba thelle.

Bana ka bomong ba thelle.

Learning Outcome

14. Bopa lipolelo, mantsoe le melumo.

15. Ngola moqoqo ka litsoantso.

16. Pheta litsomo ka nepo.

17. Thella

ConceptsISkills

Ho bopa lipolelo, mantsoe le melurno

Ho hlalosa Ho ngola

Ho pheta litsomo tse:-

i) makatsang ii) haulang

Ho thella


Periods

7

7

7

7

Resources

Buka ea lilotho Batho ba litsebo Lebanta le hatisitsoeng.

Se-ea-le-moea Mabanta a hatisitsoeng

Thepa e hlokahalang tsoantsisong.

Tikoloho le libaka tse ling.


Tichere e hlalosetse bana lilotho.

Tichere e lothe bana, khatello e be puo e hloekileng.

Bana ba lothane ka tataiso ea tichere.

Tichere e bapalle bana lebanta le hatisitsoeng la batho ba lothanang.

Tichere e khethele bana sehlooho 'me ba buisane ka sona ka bobeli le ka lihlotsoana, tataisong.

Ba mamele se-ea-le-moea le mabanta a hatisitsoeng.

Bana ba phete tseo ba li utloileng, ka tatellano ea lintlha.

Tichere e tataise bana ho buisana ka lipale.

Ba ithute ka hlooho seo ba tlang ho se tsoantsisa.

Ba tsoantsise lipale kapa liketsahalo.

Tichere e tataise bana ho latellisa lintlha tlalehong.

Bana ba ete 'me ba fane ka tlaleho, ka puo e nepahetseng e hloekileng.

Learning Outcome

1. Bontsa mamelisiso le kutloisiso ea lilotho.

2. Pheta seo ba se mametseng ba se pheteloa kapa ba se

utloa ka mehloli e meng.

3. Tsoantsisa lipalelmeqoqo.

4. Fana ka tlaleho ea lintho tse etsahalang bophelong ba bona ka puo e nepahetseng, e hloekileng.

Concepts/Skills

Ho mamela le ho lothana

Ho pheta

Ho tsoantsisa

Ho tlaleha


Resources

Litsoantso

Litsaantso, se-ea-le- moea, lebanta le hatisitsoeng

Thepa ea lebenkele Chelete ea maiketsetso

Libuka tse khethiloeng Libuka tse ling Lingoloa tsa bana Likarete


Ba qoqe ka litsoantso tseo ba li filoeng.

Ba ahe moqoqo ka ho latellisa litsoantso tse fanoeng.

Ba botse lipotso ka litsoantso, litlaleho le melaetsa.

Ba arabe lipotso tsa bana ba bang le tsa tichere ka botlalo.

Ba bokella thepa ea lebenkele la maiketsetso.

Ba etse chelete ea maiketsetso.

Ba bapale lebenkele.

Bana ba bale lipolelo tse nang le matsoao ao.

Ba hlokomelisoe tsebeliso ea matsoao.

Ba bale pokellong ea libuka ka bolokolohi. Tichere e balle bana, bana ba balle tichere ka nepo.

Ba ballane libuka tse khethiloeng lihlotsoaneng, ka nepo.

Tichere e fane ka lipolelo tse nang le matsoao 'me ngoana a bolele matsoao ao.

Learning Outcome

5. Haha moqoqo ka ho hlalosa ka tatellano setsoantso/litsoantso.

6. Botsa le ho araba lipotso tse bontsang boinahano bo tebileng.

7. Tseba chelete e sebelisoang Lesotho.

8. Bala ba hlokometse tsebeliso ea khutlo, tlhaku e kholo, potso, feeloane le makalo.

Periods

7

15

7

15

ConceptsISkills

Ho qapa

Ho botsa Ho araba

Chelete ea Lesotho

Ho bala Ho hlalohanya tsebeliso ea matsoao



9. Bala linomoro ka Sesotho ho tloha ho l00 ho ea ho 200.

10. Kopitsa mantsoe, lipolelo le melaetsa, letlapeng le libukeng.

1 1. Ngola mantsoe le liratsoana tseo ba( li I bitsetsoang tsa bolelele ba mela e mehlano, bonyane.

12. Ngola moqoqo oa mela e 6, bonyane.

Ho bala linomoro ka Sesotho

Ho kopitsa ka nepo

Ho ngola tse bitsitsoeng

Ho ngola moqoqo ka makhethei

Tichere e balle bana linomoro ka Sesotho.

Bana ba bale linomoro ka Sesotho.

Bana ba kopitse ka nepo tse ngbtsoeng letla~eng~libukeng, likareteng le pampiring ea Mahlaseli.

Tichere e balle bana seo ba tla se ngola.

Ba bitsetsoe mantsoe, lipolelo le liratsoana tse nang le melumo eohle eo ba e rutiloeng.

Ba ngole seo ba se bitsetsoang, ka nepo.

Ha ba tsoailoe ba etse litokiso ha ho hlokahala.

Bana ba buisane ka litsoantso tataisong ea tichere.

Tichere e hlalosetse bana sepheo sa ho ea tikolohong.

Bana ba etele tikolohong 'me ba tataisoe ka lipotso ho ithuta tikoloho.

Likarete

Libuka, likarete, Mahlaseli

Libuka Likarete Likoranta

Litsoantso Tikoloho

7

14

14

18

16" . At the completion of Standard 3, pupils will be able to:

, Learning Outcome

12. e tsoela pele ...

13. Ngola tlaleho ka litsoantso, lintho tse fbmanoang tikolohong le tse etsahalang bophelong.

14. Ngola lipolelo tse nang le matsoao anakhutlo, tlhaku e kholo, potso, feeloane le makalo ka nepo.

15. Ngola linomoro ka Sesotho ho tloha ho 100 ho ea ho 200.

Concepts/Skills

Ho ngola tlaleho

Tsebeliso ea matsoao

Ho ngola linomoro ka Sesotho


Bana ba qoqe ka tseo ba li boneng le tseo ba li utloileng leetong leo.

Bana ba ngole meqoqo ka makhethe, ka puo e amohelehang ba bile ba hlahlamanya lintlha ka nepo.

Ha ba se ba buisane ba ngole moqoqo/tlaleho ka litsoantso, libaka le lintho tse fumanoang tikolohong esita le tse etsahalang bophelong ba bona, ka makhethe, ka puo e amohelehang.

Bana ba sebelise matsoao le litlhaku tse ' kholo lipolelong ka nepo.

Tichere e ngole linomoro ka Sesotho letlapengllikareteng.

Bana ba kopitse seo tichere e se ngotseng.

Bana ba ngole linomoro ka mantsoe ho tloha ho 100 ho ea ho 200 ka methangoana.

Resources

Litsoantso Tikoloho

Lingoloa

Likarete, chate e kholo e ngotsoeng linomoro ka Sesotho

Periods

18

7

7

At the completion of Standard 3, pupils wili be able to: 17

l ! l

I l

l i

I

l l

Periods

7

18

6

Resources

Batho ba litsebo tse khethehileng .

Libuka tsa lithothokiso Lebanta le hatisitsoeng lithothokiso

Learning Outcome b

16. Bolela mefuta ea lipina le lipapali tsa bochaba 'moho le liletsa tsa tsona.

17. Qapa lithothokiso tse khutsoanyane.

18. Pheta tsomo e tsosang.

Concepts/Skills

Bochaba ka lipina le ka lipapali

Ho qapa lithothokiso

Ho pheta tsomo e tsosang.


Tichere e rute bana bohlokoa ba bochaba.

Batho ba nang le tsebo ba bontse bana lipina le lipapali tsa bochaba esita le liletsa tsa tsona.

Bana ba bine lipina tsa bochaba.

Tichere e phetele bana kapa e ba bapalle thothokiso e khutsoanyane e hatisitsoeng lebanteng.

Bana ba phete thothokiso eo ba e phetetsoeng.

Bana ba qape thothokokiso tsa bana.

Bana ba phete thothokiso tseo ba li qapileng.

Tichere e phetele bana tsomo e tsosang.

Bana ba tsoantsise tsomo e tsosang.

Tichere e tataise bana ka lipotso ho hlalohanya tsomo e tsosang, e haulang le e makatsang.


r

Learning Outcome

19. Hlalohanya seboko sa hae le tsa bang ka eena.

Concepts/Skills

Ho hlalohanya liboko ho isa molokong oa boraro


Tichere e tataise bana ho hlalohanya liboko tsa batsoali ba bona.

Rana ba fuputse liboko tsa habo bona ho isa molokong oa boraro.

Bana ba toroe lintho tseo ba li anang.

Resources

Litsaantso tsa lintho tse anoang.

Periods

5

The general aim of teaching English is to lay foundation for further studies and to help pupils with day to day communication. We teach English because it is used as a medium of instruction in schools and it is an official language of Lesotho. Therefore, it is essential that every Mosotho has a good command of the English language.

Specific Objectives for English

By the end of seven years of English in Primary Education, pupils should be able to:

Listen and understand (a) spoken English (orally, from radios, tape recorded) and react appropriately, (b) English read from texts. Express and communicate ideas clearly. Speak grammatically correct English. Explain, describe and report information. Use wide vocabulary to communicate. Construct sentences. Give instructions and directions. Ask questions and give answers. Pronounce words correctly. Read words, sentences and passages aloud and silently, with understanding. Read for information and pleasure. Skim through a given text. Scan a given text. Observe punctuation marks. Sequence words and letters in alphabetical order. Read fast. Write (words, sentences, passages) legibly. Write logically. Spell words correctly. Write grammatically correct English. Punctuate written sentences and passages correctly. Paragraph written discourse. Use contractions correctly. Use abbreviations correctly in a written document. Use nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions, articles, particles, and interjections correctly. Use kinship terms correctly. Differentiate titles from age markers. Use the four language skills for communication (listening, speaking, reading and writing).

At the completion of Standard l, pupils will be able to:

Periods

2

2

Learning Outcome

LISTENING AND SPEAKING

1. Exchange the greetings "good morning", "good afternoon" and use "good- bye" for parting.

2. Introduce oneself using: I am ..................... My name is ....................

Concepts/Skills/ Attitudes

Exchanging greetings

Introduce oneself


Pupils listen to the teacher saying the greetings at the appropriate times.

Pupils repeat the greetings after the teacher.

Teacher tells the pupils when to say good morning and when to say good afternoon.

Teacher demonstrates the use of "good-bye" using signs or gestures.

Teacher at the beginning of the lesson tells the pupils what her name is, particularly at the beginning of the year. saying:

................ ............ I am My name is

Pupils in turn introduce themselves to the class, using: I ................. ................. am or My name is

Pupils role play an activity where one is a teacher and another a pupil, then they introduce themselves.

Resources

Different times of the day, Radio lesson, songs.


Learning Ou teome

3. Make request using 'may 1', can 1'.

4. Use social graces - 'please', 'thank you' and ' sprry ' appropriately.

5. Name members of the family: mother, father, grandmother, grandfather and siblings.

6. Use naming words properly.


Making requests

Social graces

Members of family

Naming words


Pupils listen to the teacher making requests based on the objects in the classroom.

Pupils practise making requests.

Pupils listen to teacher using the social graces.

Pupils work in groups to practise using social graces.

Teacher brings a picture with members of the family for pupils to talk about.

Pupils name the members of the family as they see them on picture.

Teacher points at objects in class and say "here is the .......

Pupils in turns point at objects and say what they are.

Teacher points at parts of the body and say what they are.

Teacher and pupils sing a song about 'parts of the body' and as they sing they point at the parts.

Resources

Objects in the classroom pupils

Pictures, charts radio songs

Real objects, pictures, magazines, pupils

Periods

3

3

2

16


Periods

2

2

3

Resources

Pupils

Pupils

Objects in the classroom

Learning Outcome

6. cont ...

7. Respond to commands composed of verb phrases: sit down, stand up, come here and go back.

8. Give commands using: sit down, stand up, come here and go back.

9. Carry out instructions correctly using the verbs: clean, bring, open, shut, listen, say and sweep.


Responding to commands

Giving commands

Carrying out instructions


Teacher uses pictures and points at animals and their young ones.

Teacher and pupils talk about their names.

Teacher brings pictures of people, showing boy and girl, man and woman.

Teacher gives pupils commands.

Pupils respond to commands appropriately.

Teacher gives the pupils a number of commands.

Pupils give commands to one another.

Teacher gives instructions to the pupils using objects in the classroom.

Pupils respond to instructions.


Periods

2

3

3

Resources

Classroom objects

Pictures, teacher, pupils

Pictures, pupils


Teacher gives instructions to the pupils using objects in the classroom.

Pupils give one another instructions.

Teacher uses titles in introducing herself and others.

Pupils listen to the teacher using titles in greetings and in short stories.

Pupils practise using titles appropriately referring to the teacher or using pictures.

Pupils work in pairs to introduce themselves using titles with their names.

Teacher provides pictures of people in their occupations.

Teacher and pupils talk about the pictures.

Pupils in pairs discuss different people and their jobs, starting with their parents and relatives.

Pupils role play different people in their occupations.

Learning Outcome

10. Give simple instructions correctly using: clean. bring, open, shut, lis:~.:. say, and sweep

1 1. Use the titles: Sir, Madam, Mr, Mrs and Miss correctly.

12. Name people according to their jobs - Teacher, headboy, Nurse, school girl, driver, school boy.


Giving instructions

Using titles

Name people according to jobs


Learning Outcome

13. Demonstrate correct use of the pronouns: I, he, she, it, you, we and they, correctly.

14. Follow directions using 'left' and 'right', 'up' and 'down'.

15. Respond to questions beginning with what, where, who, do, is and are.


Teacher uses some of the pupils and objects in the classroom to make pupils understand how they should use pronouns correctly.

Teacher demonstrates the use of pronouns, pointing at himself/herself and others. This should be demonstrated in clear situations.

Pupils practise making sentences using the pronouns.

Teacher practises 'writing ' with children using patterns where they will be moving pens up and down.

Teacher demonstrates with objects carried up and down.

Pupils imitate the teacher carrying objects up and down.

Teacher demonstrates to pupils, which is 'right hand' and which is 'left hand'. He also demonstrate that with his feet following the rhythm of a 'marching song'.

Teacher asks questions about pictures and objects beginning with: what, where, who, do, is and are.

Teacher helps the pupils to respond to the above questions correctly.

Concepts/Skillsl Attitudes

IJsing pronouns

Following directions

Responding to questions

Resources

Pupils, pictures objects in the classroom

Objects, patterns, songs

Objects in the classroom,

pictures

Periods

4

4

4


Learning Outcome

16. Ask questions beginning with: what, where, are, who, do and is.

17. Construct simple sentences using verbs: sit, eat, drink, sing, wash, write, read, listen.

18. Demonstrate correct use of prepositions: on, in, out, under, near and to.

19. Use joining word? and and or.

20. Pronounce letters of alphabet correctly.


Asking questions

Constructing sentences

Using prepositions

Joining words

Pronunciation


Teacher asks pupils questions based on picture series of a created situation.

Pupils work in pairs or grodps to ask one another questions about the pictures, on shapes or colours.

Teacher makes simple sentences describing activities and objects in the classroom.

Pupils listen and repeat the sentences after the teacher.

Teacher uses various objects in the classroom to show how the prepositions are used.

Teacher puts objects at different positions and makes sentences using prepositions to indicate their positions.

Teacher uses objects in the classroom to explain the use of and and or.

Teacher uses pictures of fruits to teach and and or,

Pupils listen to the teacher and the radio playing music on the letters of alphabet.

Resources

Objects in the classroom, pictures

Pictures, pupils' workbooks objects in the classroom


Audio Cassette rhymes

Periods

4

4

4

2

6

2 8 At the completion of Standqrd 1, pupils will be able to:

Learning Outcome

21. cont ...

22. Demonstrate correct use of adverbs of time: Today

Tomorrow Now

23. Name animals correctly: cat, dog, cow, sheep, goat, horse, donkey, rat, pig, rabbit, lion and hen.

24. Imitate sounds made by the following: baby, bus, dog, cow, bell

25. Use action words correctly: running, standing, sitting, walking, kicking, pointing, eating, carrying.


Teacher uses pupils to demonstrate the meanings of some adjectives of size.

Teacher and pupils talk about the days of the week saying: Today is ................. Tomorrow is ....................

Teacher talks about activities taking place today and tomorrow and now.

Teacher and pupils look at the pictures and talk about the names of animals they see on the pictures, magazine or charts.

Pupils match the animal pictures with the name cards?

Follow Radio Lesson activities.

Teacher and pupils talk about what they are doing in class.

Teacher demonstrates actions and pupils imitate the teacher. Actions should be accompanied with action words of what is being done.


Adverbs of time

Naming animals

Imitating sounds

Action words

Resources

Events days of the week, Radio lesson, calendar caharts

Pictures magazines charts activity

Radio lesson

Pupils pictures objects

Periods

4

3

3

4


l Learning Outcome

25. cont ...

26. Listen to short stories and rhymes.

27. Listen to audio cassettes, radio or video cassettes.


Listening to stories

Listening to radio, audio and video cassettes.


Teacher points at pictures to ask pupils what is being done.

Teacher reads short stories to pupils and demonstrates some actions.

Pupils tell what they can remember about the story read by the teacher and this should be done with the guidance of the teacher.

Pupils dramatise the story or the rhyme.

Teacher uses the school radio to record his own story or reads from the book then for pupils to listen to.

Pupils listen and then answer a few and simple questions at the end of listening to the story.

Pupils spell specific words they heard from the story

Pupils pronounce specific sounds of words they heard from the story.

Resources

Short stories, rhymes

Audio cassettes, radio, video cassettes story book

Periods

6

5

70 At [h(: cc~)~ipl /~t i? j t l nl St.7:.i9ard 1. pl![rilL, will he ahle to:

i- - -p--p--

Learning O~ltcome ConceptsISkillsl Attitudes

p--p----

Suggested A c t i v i t i ~ ~ r---kesources

- [READING

L 28. Read vocabulary Reading

accompanying pictures, vocabulary

29. Read words, short and Reading short and simple sentences. simple sentences

30. Read illustrated rhymes and Reading rhymes stories. and stories

3 1. Read and respond to signs Reading signs and and symbols. symbols

- Periods

--

5

5

5

4

--- * ..- "...-m-- *I_ v."----,

Teacher points at pictures and pupils read words, or labels that accompany the pictures.

Pupils match words with pictures and read them.

Teacher reads words and pupils imitate himlher.

Pupils read words and sentences using appropriate pronunciation and intonation with the help of the teacher.

Teacher engages pupils in pre-reading activities to prepare them for the rhyme or story they are going to read.

Pupils read a short rhyme or story and tell it to the class.

Pupils orally answer the questions based on the story OF

rhyme they have read.

Teacher points at simple signs and symbols for pupils to read.

Pictures text books

Textbooks

Storybooks textbooks

Road signs, pictures with signs and symbols

At the completion of Standard 1, pupils will be able to: 3 1

Periods

4

6

4

6

Resources

Objects, illustrated pictures

Pictures

Learning Outcome

31. cont ...

W R I T I N G ' ' '

32. Copy vowels and consonants and words.

33. Copy short sentences legibly and neatly.


Copying vowels consonants and words.

Copying short sentences

34. Copy punctuated sentences with y.11 stop ', 'question mark ' and 'capital letter'.

35. Write names in singular and plural adding 2 and 3.

SuggAted Activities

Teacher shows pupils signs and symbols to read and to respond to accordingly.

Teacher brings objects and shows pupils the vowels and consonants that begin the names of the objects just like a in apple b in ball.

Pupils copy the vowels, consonats and words.

Teacher brings illustrated pictures and engages pupils in a pre-writing activity where they talk about the pictures then copy the words that accompany them.

Copy punctuated sentences

Writing names in singular and plural

Teacher writes short sentences with punctuation marks. -1 Textbooks

Pupils copy sentences with punctuation marks.

Teacher and pupils discuss purposes for punctuation marks in the sentences.

Teacher brings objects and pictures and writes their names in singular and in plural.

Objects, pictures

3 2 At the completion of Standard 1, pupils will be able to

Learning Oufcome

35. cont ...

36. Predict and fill in missing words.


Predicting and filling in words


Pupils read the names in singular and in plural, then write them in singular and in plural.

Pupils match the names in singular and plural with the objects or pictures.

Teacher provides pupils with sentences with a missing word but a picture instead for pupils to write a complete sentence as in

A boy kicks a

A girl eats an

Resources Periods

4


Periods

3

3

Resources

Different times of the day

Pictures pupils

Learning Outcome


1 . Exchange the greetings: good day, good evening and good night - How are you?

I 'm fine, thank you

2. Introduce others properly: This is ....................... His name is .................... Her name is ................



Introducing others properly


Teacher creates a situation where helshe can say the greetings, according to the time of the day.

Pupils repeat the greetings after the teacher.

Pupils practise saying the greetings.

Teacher uses pictures dipicting different times of the day.

Pupils role play the activity of a teacher and pupils, parents exchange greetings at day time, in the evening and at night.

Teacher creates a situation where he will introduce one or two pupils to the class saying: This is ..............., herhis name is ...................

Pupils introduce their friends to the class in the same way.

Teacher creates more practical and day to day situations where pupils will have to introduce their fiiends, class mates, sisters, brothers and parents.

34 At the completion of Standard 2, pupils will be able to: W

Learning Outcome

3. Express and find out thought using should/shouldn't could/couldn' t

4. Use social graces: 'Thank you very much' I'm very sorry' 'Excuse me', 'you are welcome'.


Expressing and finding out thought

Social graces

Suggested Activities Resources Periods

Teacher and pupils talk about things that they should do and things that they shouldn't do.

Teacher and pupils talk about things that pupils are able to do, using could and can interchangeably. They talk about things they couldn't do at home and at school.

Teacher creates a situation where he/she would be receiving something from a pupil, to be able to say, Thank you very much.

Pupils also pretend to be giving presents to one another and in receiving them they say, Thank you very much.

Teacher creates a situation where shehe would have to express regrets or apology by saying, I'm very sorry . . .. .

Pupils role play the activity of being late at school or having done something wrong to be able to say,

I 'm very sorry.

Pupils, in pairs or groups practise using social graces, in a given situation.

4

3

J


J

J

Periods

3

2

4

Resources

family pictures

Objects in classroom

Objects in classroom


Teacher provide situations where Excuse me and you are welcome could be used, such as, drawing attention of somebody by saying excuse me or you are welcome to express appreciation.

Teacher and pupils talk about their relatives other than their own parents and siblings.

Pupils read pictures or cuttings showing members of the family plus the relatives.

Teacher creates a situations such as aparty where family members and relatives will be seen.

Pupils role play members of the family and relatives and tell the class who the relatives are.

The teacher gives commands to the pupils, based on simple verbs such as get, listen stop and clean.

Pupils respond to commands.

Teacher divides the pupils into groups and guides them to give. commands using simple verbs, e.g. get, listen stop, clean.

Learning Outcome

4. cont ...

5. Name relatives: uncle, aunt, cousin.

6. Respond to commands appropriately using simple verbs: get, listen, stop and clean.

7. Give commands using simple verbs appropriately.


Relatives

Responding to commands

Giving commands


Learning Outcome

7. cont ...

8. Carry out instructions correctly using simple verbs: help, play, use, catch, spell collect.

9. Give instructions correctly using simple verbs: help, play, use, catch, spell, collect and kick.

10. Name things in their immediate environment.

l I . Use titles for people appropriately: chief, king, queen, prince, princess, Prime Minister.


Pupils practise giving one another commands.

Teacher gives instructions to the pupils, using simple verbs such as help, play, use, catch, spell, collect.

Pupils give one another instructions in their groups.

Teacher divides the pupils into groups and gives them list of instructions.

Pupils give one another instructions in their groups, using words such as help, play, use, spell, collect and kick.

Teacher brings objects or pictures of object, plants and things that are found in their environment and they talk about their names.

Pupils match pictures/objects with their names.

Pupils read the names aloud.

Teacher uses cuttings or pictures showing chief, king queen. prince, princess and prime minister.

Pupils read aloud titles accompanying pictures.



Giving instructions

Naming objects, plants and things

Titles for people

Resources



Objects pictures

Pictures/cuttings

Periods

2

4

2

2

i


Periods

3

3

Resources

Pictures/ magazines books

Map pictures


Pupils role play the positions of those people, such as chief, king, queen, prime minister.

Teacher tells pupils his job and that helshe is called a teacher.

Pupils talk about what they would like to be, when they are grown up. This should be a brainstorming exercise e.g. farmer, doctor, miner, herdboy, shopkeeper soldier, policeman, player, captain

Pupils look at pictures, magazines, books showing people in their different jobs, and looking at the pictures they should be able to say what job is being done.

Teacher uses a simple picture showing people moving to different places and buildings so that she could use questions like 'where are they going'? The map must have streets and buildings.

Pupils work in pairs asking each other questions denoting location and direction on the map using to, under, forward, outside, inside.

Learning Outcome

l l . cont ...

12. N ~ m z people according to their jobs and occupations: farmer, doctor, miner, herdboy, shopkeeper, soldier, policeman, player, captain.

13. Demonstrate the use of words indicating location and direction: to, under, forward, outside.

Concepts/S kills/ Attitudes

Naming people according to jobs

Location and direction


Learning Outcome

14. Demonstrate correct use of pronouns: My, your, his, her, our, their, its.

15. Respond to questions beginning with will, 'does, do, can, where, wlzerl and how many.

f

16. Ask questions correvtly using the question words: will, does, do, can, ~yhere, when and how man)


Teacher demonstrates the use of pronouns, using objects such as books, to be able to say "This is my book: uses personal things to be able to say: This is my jacket.

Pupils imitate the teacher showing their property to say This is my ..... . ..

Pupils demonstrate the use of other pronouns like your, his, her.

They use things they have in the class room, to be able to say This is Lineo's book. It is her book. etc.

Teacher asks the pupils questions based on pictures and objects in the classroom.

Teacher helps the pupils to respond to the questions, beginning with will, does, do, can, where, when, how many.

Teacher provides the pupils with questions based on objects in the classroom.

Teacher provides a situation on pictures which will allow pupils to ask one another questions beginning with:


Pronouns

Responding to questions

Asking questions

Resources

Classroom objectsm personal belongings


Objects in the classroom pictures

Periods

4

5

4


Periods

8

4

Resources

Classroom objects, pupils

Pictures, objects


............... how many ...................... where

when ....................... etc.

Teacher uses some objects in the classroom for making sentences, using simple words such as kick, begin, ask, answer, look, walk, more, run, draw, open, ring, bark, hide, sleep, bite, sweep, clean, give, help, like etc.

Pupils listen and imitate the teacher.

Teacher demonstrates some actions while makihg sentences.

Pupils also demonstrate some actions as they make sentences.

Teacher creates situations that would allow the use of some words, such as a shopping exercise which would allow the use of give, take and buy.

Teacher uses objects in the classroom to demonstrate what they mean by using them in short sentences.

Pupils practise the use of prepositions correctly, using at, between, behind, about, Pom.

Learning Outcome

16. cont ...

17. Construct sentences orally using verbs: kick, begin, ask answer, look, walk, move, run, draw, open, ring, bark, hide, sleep, bite, sweep, clean, give, help, like, buy, bring, drive, hunt, play, show hold.

18. Use prepositions correctly in sentences: at, between, behind, oJ; about, Pom.


Constructing sentences

Prepositions


Resources

Classroom objects classroom objects

Classroom objects


Teacher uses classroom objects to demonstrate the use of joining words.

Pupils imitate the teacher, using joining words correctly.

Teacher creates more realistic situations that would allow the use of and, or and but, such as in dialogue where Pupil A would say: I like your shirt and the jay itfits you. Pupil B would say: I like your shoes but not the colour.

Teacher uses objects, and pupils in the class to describe them in terms of number, colour, shape, size, feelings.

Pupils imitate the teacher to describe objects similarly.

Teacher provides pictures of objects and people in different colours, shapes, sizes.

Pupils describe pictures of objects and people, qualifying them according to colours, shape, size, number and feelings.

Teacher creates situations that will allow the use of present tense, past and future tenses. Teacher provides situations like "play ground" showing children playing. Then pupils guided by the teacher's questions should describe the actions in the simple present tense.

P

Learning O u t c o ~ e

f 19. Demonstrate correct use of

joining words: and, or and but.

20. Demonstrate correct use of adjectives.

2 1. Use tenses to properly to narrate events in the present, past and future tense.

Periods

4

5

6

Concepts/Skilisl Attitudes

Joining words

Adjectives of: number colour shape size feeling

Proper use oftense: present past future


Periods

3

2

Resources

Pictures/cuttings

Items whose sound is to be imitated


Teacher uses dialogues to teach present, past and future tense treating one tense at a time.

Pupils role play the activity of dialogue to practise the use of a particular tense at a time at a time.

P - - P p

Teacher uses pictures, cuttings, margazines to teach the names of common animals, such as a cock, bull, tortoise, rabbit, hare, horse, donkey, zebra, snake.

Pupils talk about animals and their names.

Pupils point at pictures and read their names, in turn.

Pupils match animal pictures with their names.

Teacher tells pupils stories about some animals like lion, donkey, tortoise to reinforce the understanding of such names.

Teacher asks pupils to work in groups and imitate the sounds. They do this in turns.

Learning Outcome

21. cont ...

22. Name common animals properly: cock, bull, tortoise, rabbit, hare, horse, donkey, zebra, snake.

23. Imitate sounds of the following: snake, cock, bell, bull, train, telephone, drum.


Naming words

Imitating sounds


Periods

6

5

5

Resources

Audio cassette

Textbooks pictures

Collection of simple rhymes


Pupils listen to the teacher and a well selected audio cassette, pronouncing words with these sounds.

a - in man cl - in class dr - draw r - in grass

Pupils practise pronounciation of words using simple words.

Teacher provides objects and pictures with labels for pupils to read.

Pupils read words and phrases without pictures.

Pupils read series of pictures showing activities.

Pupils read short and simple sentences describing activities.

Teacher reads simple rhymes to pupils. Helshe reads the rhymes aloud.

Teacher helps pupils to memories some rhymes by repeating them regularly and acting some parts out.

Learning Outcope

24. Pronounce words properly with the following sounds a - as in man dr - as in draw cl - as in class gr - as in grass

- READING

25. Read single words and short sentences with understanding

26. Read aloud simple illustrated rhymes for pleasurq.

-


Pronunciation

Reading words and sentences

Reading rhymes

43 At the completion of Standard 2, pupils will be able to

Periods

5

5

Resources

Story

Chalkboard charts

Learning Outcome

27. Read short passages and stories to be able to answer simple questions.

28. Read and respond to written messages or instructions.


Reading passages and stories

Reading messages


Teacher, before reading engages pupils in a pre-reading activity, to make them form expectations about what they are going to read.

Pupils read the story or passages.

Pupils answer the questions based on the passage or story.

Teacher and pupils discuss the answers to justifjr why certain answers are correct.

Teacher writes different messages for pupils to respond to: These could be messages like;

Please put your English Exercises on the table.

It is time for break, run to toilets.

Pupils read messages or instructions for others to react or respond to accordingly.

At the completion of Standard 2, \pupils will be able to:

Periods

6

8

5

5

Resources

Jumpled/single letters

Pictures

Textbook pictures


Teacher helps pupils to copy words and simple sentences neatly and legibly.

Pupils practise copying words and sentences.

Teacher dictates simple words that pupils have read and talked about in their oral activities.

Teacher provides jumbled letters, then pupils re-arrange them into meaningful words.

Teacher provides pictures or drawings of objects, and items they have learnt about, orally and in reading, for them to write their names.

Teacher provides pictures or series of pictures, then writes words or sentences to describe the pictures or the activities in the pictures.

Pupils write sentences about the pictures.

Pupils read to their small groups what they have written and they compare.

Learning Outcome

I -WRITING .

29. Copy words and simple sentences.

30. Spell words correctly.

3 1. Label drawings

32. Write words, phrases and sentences legibly and neatly.


copying words

Spelling words

Labelling drawings

Writing words and sentences.

45 At the completion of Standard 2, pupils will be able to: l

Periods

5

5

Resources Learning Outcome

33. Write answers to questions based on passages and stories.

34. Write words that are in singular and plural.


Write answers to comprehension passages

Writing singular and plural words


Teacher helps pupils to answer questions directly and to the point, based on the given comprehension passage.

Teacher helps pupils to answefyes and no questions in writing.

Pupils write answers to "recall" questions and answer them in short.

Teacher creates different situations where pupils could learn words in context. For example shopping list context where they list things or items they need to buy.

Pupils mention items they would like to buy. Then teacher writes all the items on the board and say when it is only one item, we say ....... and then when they are many, we say ..........

I Pupils copy the new words onto their exercises in singular and plural.

Teacher writes naming words, found in a specified situation hefshe has chosen. Then pupils write the naming words in singular and in plural


Learning Outcogne


l . Exchange the greetings: Hello, how are you? I am very well, thank you. How do you do? Ans: How do you do?

2. Expresqing !'-mghts using: ,'.lust and mustn 't Will and shall


Pupils listen to the teacher saying the greetings and pupils repeat the greetings after the teacher.

Teacher creates a situation where he/she introduces a friend or the other person. Greetings that will be used by the people, meeting for the first time will be how d o you do? and the answer will be how do you do? and not how are you?

Pupils practise greeting each other saying how do you do?

Teacher and pupils talk about things they must do and those that they mustn't do.

Pupils brainstorm things they must do at school and at home and those that they mustn't do.

Teacher talks about other situations that will naturally make pupils understand the use of must and mustn 't. Situations like playing football/netball would be suitable.

Teacher uses will and shall to express thought like 'I think I will go home tomorrow'.

Concep ts/S kills/ Attitudes


Expressing thoughts

Resources

Textbook radio lesson song

Periods

2

4


Periods

3

4

Resources

Empty container water filled container then practise


I will buy ............ I shall see the doctor

Pupils practise using will and shall to express their thoughts.

Teacher creates a situation where pupils would answer questions or ask questions. Then she pretends she didn't hear well or understand the question, then she says I beg your pardon Instead of saying: I can 't hear you.

Pupils practise using I beg your pardon in the context of listening to stories and dialogues.

Teacher creates situations that would allow the use of it's a pleasure, or My pleasure where pupil A gives pupil B something, a gift or present, after pupil B has said thank you, pupil A says its apleasure or my pleasure.

Teacher teaches the vocabulary in clear context so that pupils understand the meaning of words. She could bring a container full of water and a container that is empty.

Pupils talk about the containers usingfill and empty, using love and hate, clean and dirty, far and near, slow and fast, right and wrong.

Learning Outcome

2. cont ...

3. Use social graces: I beg your pardon, it 'S a pleasure My pleasure

4. Use words of opposite meanings correctly.


using social graces

Words of opposite meaning

4 8 At the completion of Standard 3, pupils will be able to:

Learning Outcome

5. Use naming words referring to various peoples and things.

6. Respond to commands appropriately using simple verbs.

7. Give commands conectly.

8. Carry out instructiong correctly using common verbs


Naming words

Responding to commands.

Giving commands



Teacher talks about naming words referring to various things using pictures, e.g., people, objects, animals.

Teacher creates situations where pupils can talk about names of objects, animals, parts of the body, food, fruits.

Teacher gives commands to pupils using objects in the classroom and using verbs such as clean, correct, bring, move, get.

Teacher helps the pupils to respond correctly to the commands.

Teacher divides pupils into groups and gives the groups a list of commands.

Pupils practice giving commands to one another.

Teacher gives instructions to the pupils, using common verbs such as paint, chase, climb, name, change, draw, break.

Pupils respond to the instructions correctly by carrying then out.

Resources Periods

4

2

2

2


' Learning Outcome

9. Give instructions correctly using simple verbs: paint, chase, climb, name, change.

10. Demonstrate the correct use .

of words denoting direction: before, next to, beside, against, by.

1 1. Name relatives: Uncle, aunt, cousin, grand children

12. Use titles for people correctly: Principal, Manager


Giving instructions

Directionslposition

Naming relatives

Titles for people

Periods

2

3

2

2


Teacher divides the pupils into groups and provides them with instructions.

Pupils practise giving instnictions to one another using verbs such as paint, chase.

Teacher uses the words before, next to, beside, against, by in the context of directions to make them more meaningful.

Pupils practise using words indicating direction, in giving directions to one another using town map or school map.

Teacher uses pictures with family members plus relatives.

Pupils and the teacher talk about the relatives shown on the picture and name them.

Teacher discusses the structure of the school to be able to explain to them who is the principal and the manager of the school.

Pupils use sentences using The principal and The Manager.

Pupils talk about other places, companies or institutions where there are managers, such places include furniture shops.

Resources

Map of the school map of town


r

Learning Outcolne 4

13. Name people according to jobs and occupations. Mechanic, pilot, baier, butcher, carpenter, tailor, dressmaker.

14. Demonstrate the correct use of possessive pronolms: Mine, yours, ours, h r s , his and theirs.

15. Demonstrate the co~rect use of prepositions. With, for, into, inside, next to (2nd outside correctly.

16. Demonstrate the correct use of joining word and but and also.

Concep ts1S kills1 Attitudes

Naming people according to jobs

Possessive pronoun

Prepositions

Joining words


Teacher brings pictures of people in their occupations or jobs.

Pupils talk about pictures and name people according to their jobs.

Pupils talk about different jobs, their parents, relatives, community members do, such as being a mechanic, pilot, baker, butcher, carpenter, tailor, dressmaker.

Teacher helps the pupils to get the meaning of each possessive pronoun.

Teacher writes sentences in which helshe shows the pupils how the possessive pronouns are used. Pupils practise the use possessive nouns.

Teacher uses objects in the classroom to show the pupils what the listed preposition mean.

Pupils practise using prepositions in sentences.

Teacher demonstrates the use of joining words using pictures and objects. Teacher describes activities that are seen on pictures to be able to use and but and also.

Resources

Pictures

Pictures textbook


Pictures objects

Periods

2

3

3

2


Learning Outcome

16. cont ...

17. Pronounce words with the following sounds 'th' as in thin 'ther' as in father ' ir' as in sir 'ear' as in fear 'sk' as in ask

18. Construct sentences using simple words:

19. Demonstrate correct use adjectives of wealth, taste, and appearance and compare them using -er and -est.

Periods

3

4


Pronunciation

Sentences construction.

Using adjectives


Pupils describe activities in picture series using: and, but, also.

Pupils listen to the teacher pronouncing words which have these sounds.

Pupils imitate the teacher.

Pupils also recite simple rhymes and selected songs which have these sounds.

Teacher creates realistic situations where the words can be used in sentences, e.g., water drips fkom the tap, the bell rings for assembly.

Pupils construct simple sentences, using, arrive, leave, fight, fly, hear, plough, want, rides hunt, keep, win, swim, graze, blow, gallop, sleep, burn, boil, drip, blow, fall.

Teacher creates real situations where pupils describe people, objects and things in terms of wealth, taste and appearance.

Teacher provides clear examples depicting wealth, taste and appearance.

Resources

Text books song


Learning Outcome

19. cont ...

20. Name the wild animals: Girafle, Elephant, hlonkey, Zebra, Buffalo, Camel, Hippopotamus.

2 1. Use tenses correctly to narrate events about today, yesterday and tomorrow.

Resources

Pictures textbooks

Textbook charts

Periods

3

3


Naming animals

Using tenses: about today, yesterday and tomorrow.


Pupils practise using describing words in their comparative and superlative degree, using -er and -est.

Teacher uses pictures to teach pupils the names of animals.

Pupils talk about the names of animals using pictures.

Pupils match pictures of animals with their names.

Teacher describes common activities in short sentences to show pupils how to use the tenses correctly.

Pupils practise using tenses in real situations like when 'checking attendance', teacher asks pupils questions like:

Who is absent today? Lineo is absent today. Who was absent yesterday? Mohale was absent yesterday. Who will be absent tomorrow? Lintle will be absent tomorrow.

Teacher describes common activities in short sentences to show the pupils how to use tenses correctly.

Pupils do tense drills.

At the completion of Standard 3, pupils will be able to 53

.

Periods

2

6

ri

5

Resources

Pictures

Pictures vocabulary checklist

Textbooks pictures

Learning Outcome

21. cont ...

22. Imitate the sounds made by the following: baby, dog, cat, cow, goat.

23. Describe orally, the picture series.

p- - READING

24. Read single words, sentences, short passages and stories fluently.


Imitate the sounds

Oral composition

Reading words, sentences, passages and stories.


Pupils work in groups to fill in the blank spaces with the correct tenses.

Teacher imitates sounds made by a baby, dog, cat, 'cow and goat.

Pupils imitate the sounds.

Teacher writes the sounds on the board.

Pul;ils write the sounds.

Pupils match the sounds with the pictures.

Teacher provides vocabulary related to picture series.

Pupils using vocabulary checklist, describe picture series in the form of group work.

Teacher prepares a pre-reading activity where pupils talk about the pictures they see.

Pupils read words, sentences and passages accompanied by pictures.


Resources

Pictures containers


Pupils listen to the teacher reading, observing punctuation marks and using appropriate intonation. Pupils imitate the teacher.

Teacher discusses the theme related to the passage (pre-reading activity).

Teacher gives questions based on the passage.

Pupils read the short passage silently for information.

Pupils answer the questions about the passage.

Pupils talk about their answers and compare them with those of their partners.

Teacher and pupils talk about the correct answers and justify them.

Teacher brings a few labels and asks pupils to match them with the right containers.

Teacher bring pictures with signs and symbols that are used in daily situations for pupils to read them and discuss their meanings. These could be 'Road Signs'.

Learning Outcome

24. cont ...

25. Read passages and stories for comprehension.

26. Read labels, signs and symbols.

Periods

5

3


Reading for comprehension

Reading labels signs and symbols


Periods

4

5

2

5

Resources

Textbook news papers

Pictures

Learning Outcome

27. Read dialogues and rhymes.

28. Read passages and answer simple questions based on short passages/stories.

29. Read the instructions.

W R I T I N G

30. Write words and simple sentences.

ConceptsISkillsl Attitudes

Reading dialogues and rhymes.

Reading passages and answer simple questions.

Reading Instructions

p

Writing words and sentences


Teacher provides a dialogue or rhyme.

Pupils are guided to read dialogues and rhymes correcly.

Teacher explains the meanings of some words in the dialogue or rhyme.

Teacher provides a pre-reading activity to motivate pupils and to make them form expectations before they read the passage.

Pupils read the passages, then answer the questions about the passage, questions should vary from recall to analysis - what, who, when, where, how, why.

Teacher provides instructions to pupils to read.

Pupils tell the teacher the instructions they read, then list them one by one.

Teacher provides a pre-writing activity where pupils talk about pictures or series of pictures.

Pupils read words accompanying pictures, then write the words or sentences about the pictures.

Pupils complete sentences by filling in missing words.


Learning Outcome ConceptsIS kills1 Suggested Activities Resources Periods Attitudes

3 1. Write dictated words and sentences.

32. Write a short controlled paragraphs.

33. Write guided composition based on questions or points (5 lines).

Dictation

Writing controlled paragraph

Guided composition

Teacher dictates words or sentences to pupils.

Pupils write the words or sentences dictated.

Teacher checks the spellings, then writes the words or sentences on chalkboard for pupils to make corrections.

Teacher presents a substitution table or a drill for pupils to practice certain language structures or tense.

Pupils practice the construction of a controlled paragraph.

Teacher uses the same sentences from a drill or substitution table to make a short paragraph with missing words.

Pupils complete the paragraph filling in missing words.

Teacher provides guiding questions or points that will help pupils to write a short composition.

Teacher writes the vocabulary that pupils may need.

Pupils write a composition trying to answer the questions and making it interesting and realistic.

5

5

4


Teacher provides a model letter for a parent or a fiiend.

35. Write words that are in plural and singular, adding -S and -es and those changing their form as in: man men

woman women foot feet

35. Punctuate sentences using fill stop, qquestiorr mark and a comma.

35. cont ...

Plural and singular words

Punctuation marks

Pupils read the letter aloud 4 t h the teacher.

Teacher provides the same letter with omissions for pupils to fill the missing words or phrases.

Teacher provides a similar letter with omissions for pupils to complete, but it should have a different message.

Teacher creates real situation where shethe can teach singular and plural of words adding -es, s and those changing their form, teaching them in context.

Pupils use pictures and talk about number of things they see. Then write those things in singular and plural.

Teacher provides sentences with comma, question mark and 111 stop, where appropriate.

Pupils copy punctuated sentences.

Teacher and pupil discuss when and where to use punctuation marks.

Teacher provides unp~ctuated sentences.

Pupils write sentences and punctuate them correctly.

Pictures objects

3

5

The general aim of teaching Mathematics is to enable the pupil tc develop clear and logical thought and acquire a working knowledge of Mathematics as a tool in various subject areas and for use in everyday life. In addition, Mathematics aims at the development oj the Mathematical abilities of individuals.

Specific objectives for Mathematics

At the end of seven years of Mathematics in Primary Education, pupils should be able to:

Count Read and write numbers including fractions, decimals and percentages. Understand place value. Acquire skills in adding, subtracting, multiplying and dividing. Use addition, subtraction, multiplication and division facts with ease. Make use of the interrelationship between addition and subtraction, multiplication and division. Identifl and use effectively the relevant operations in everyday life Acquire knowledge of arbitrary and standard units for measuring length, area, capacity, volume, mass and angles Identifl regular and irregular shapes from the environment. Classify objects into regular and irregular shapes. Acquire knowledge of common properties of shapes, colour and size of objects in their environment. Acquire skills that will help a child to apply the spatial concepts in: -designing tiling, litenza, roofing and walls. -planning farms, villages and planting seedlings according to the required space. -computing the area and perimeter of farms buildings, etc. -drawing maps of fields given scales. Make shapes with hands and other materials available from their environment. Measure mass, volume, time and speed. Give directions and sketch maps of farms and villages. Perform office and banking transactions. Cooperate with colleagues in culving problems. Solve magic squares, patterns and other mathematical/puzzles. Play mathematical games. Identifl and understand a problem.

22. Choqse and collet relevant data. 23. Check the accuracy of solutions in original problems. 24. Use data to solve problems.

At the completion of Standard 1, Pupils will be able to:

l l Learning Outcome I ConeeptslSkills I Suggested Activities

Pupils collect objects and sort them according to colour, size and shape.

1. Sort objects by size, colour and shape

Teacher provides drawn and cut out shapes to pupils: e.g. squares, rectangles ,circles and triangles.

Sorting size colour shape

Pupils sort already drawn and cut out objects and shapes of similar kind.

Pupils arrange themselves according to heights, fiom tallest to to shortest.

2. Order objects by size and shape

Pupils sort stones into size then arrange them fiom smallest to biggest.

Ordering size shape

Pupils order objects according to shape, fiom smallest to biggest.

Resources

tins drawn shapes books bottle tops

pupils stones shapes

Periods

- 10

42 At the completion of Stangard 1. uuvils will be able to:

Learning Outcome

3 Match sets in terms of one to-one correspondence

4 Identifl a set of up to 3 elements

5 Count numbers from l - l0

6 Read numerals fi om 1 - l0

Concepts/Skills Attitude

Mapping

Set

Counting

Reading


Teacher and pupils play a one-to-one game. The first pupil says the name of an object usually found in a set e.g (cup and saucer) The other pupil respond by saying the second item of the set (saucer)

Teacher provides pictures and objects related to the game above.

Pupils build sets of up to 3 members using different objects. Pupils draw their own sets Pupils name different sets, each made up of 3 elements

Teacher and pupils use objects in the classroorn~outside to count from 1 - 10 Teacher puts ten objects in front of the class and allow pupils to count. Pupils count numbers 1 - 10 in a sequence.

Teacher helps pupils to read numerals 1 - 10 Pupils read numerals written on the chalkboard and flash cards. Pupils read numerals from 1 - 10

Resources

cup & saucer fork & knife pictures

different objects

Counters flash cards

flash cards

Periods

10

10

12

12


I I I I Learning Outcome

7. Write numerals from 1 - 1 0

Writing


Teacher demonstrates how to write numerals from 1 - 10 One pupil picks any numeral from jumbled cards and another pupil writes it on the board. Pupils write numerals of already drawn sets of pictures. Pupils associate a number in a set with a name and a svmbol.

sets of pictures cards objects


8. Arrange numerals from 1 - 10 in a sequence

9. IdentifL and use correctly the sign:

Resources

10. Add numbers within the range l - l 0

Periods

Ordering

Addition

Pupils arrange jumbled number cards in order. Pupils write numerals 1 - 10 in order. Pupils throw 4 dice at once and arrange the numbers in order.

Signs + (plus) = (equal)

Teacher demonstrates adding, using counters. Pupils add using counters, dominoes, dice and number strips

Two pupils have 2 and 1 counters respectively. They put them together and count. Teacher emphasises that 2 + 1 = 3 (two plus one equal three)

number cards dice

counters stones bottle tops

Counters Dominoes dice

64 At the completion of Standard 1 . ~ut>ils will be able to:

Resources

Counters

couters dominoes dice number strips

rea! coins, improvised money, money chart

real coins, improvised money,


One pupil has 3 counters and gives one to hidher friend. He counts the remaining counters The teacher emphasises that three minus one equals two ( 3 - 1 =2)

Teacher demonstrates subtraction using counters. Pupils subtract using counters, dominoes, dice and number strips

Pupils sort coins according to size, colour, value and country (Lesotho and RSA)

Pupils match real coins with drawn coins on the money chart

Teacher demonstrates how to add money.

Pupils add money, the sum being S 10 lisente

Pupils carry out shopping activities involving addition

-- -

Learning Outcome

1 1 Identify and use correctly the sign - (minus)

12 Subtract numbqrs within the range 1 - 10

m MEASUREMENT 13 Identifl Lesotho and

R S A coins fri~m 1s - M1 00 and lc R5 00

14 Add money, the sum being 5 10 lisente


Sign - (minus)

Subtraction

Money Identification

Money Addition

-p-

Periods

7

12

7

10

I)


l I I I l I Learning Outcome I Concepts/Skills I Suggested Activities I Resources 1 Periods I Attitude

Teacher demonstrates how to subtract money

Pupils subtract money, the difference beings 10 lisente

15. Subtract money, the difference being 5 10 lisente

Real money improvised items

Money subtraction

Pupils carry out shopping activities of subtraction of money

16. Use natural and arbitrary units correctly to measure length and height.

length height

Teacher demonstrates how to measure objects using a hand span or sticks. Pupils use natural and arbitrary units correctly to measure lengths and heights Pupils compare heights and lengths of different objects using natural and abitrary units.

Teacher demonstrates how to measure capacity and volume using containers e.g. bottles etc.

and capacity Pupils measure volume and capacity using different

Teacher demonstrates mass by lifting different objects e.g. tins , stones, chickens, bean, bags Pupils lift objects of different mass and find which ones

18. Use natural and arbitrary units to measure mass.

1 I are heaveir and lighter

Mass

sticks objects in and outside the classroom

tins boxes bottles

stones bricks tins beans bags chickens

8

8

At the completion of Standard 1, pupils will be able to: -- -

Learning Outcome

19 Relate time to various events of the day

SHAPE

20 IdentifL plane shapes

ConceptsISkills Attitude

Time morning noon afternoon evening

plane shapes rectangles triangles squares circles


Teacher and pupils relate time according to school opening, lunch and going home Pupils observe shadows at different times of the day Teacher shows pictures relating to different events of the day e g sitting around fire, matching the television

Teacher introduces plane shapes pupils give names of plane shapes pupils sort collected shapes pupils draw plane shapes

Resources

shadow of building & trees pupils pictures

plane shapes

Periods

8

7

At the com~letion of Standard 2. D U D ~ ~ S W

Learning Outcome

NUMBER-

1 . IdentifL a set of up to 5 elements

2. Count numbers from 1-100

3. Read numerals from 1 - 100

11 be able to:


Set

Counting

Reading

67

sets.

Pupils represent sets of up to 5 elements diagramatically in their books.


Pupils sort themselves according to interests, sports, age, favourite food/subjects using sets of up to 5 elements..

Teacher introduces concept of a set.using the above

Teacher uses counters to demonstrate counting using I Counters 1 10 1 concrete materials,

Pupils count fiom 1 - 100 using counters/number

Resources

Pupils Pictures of different types of fruits

number strips number trays

Periods

12

strips and number trays.

Pupils read numerals fiom 1 - 100 using flashcardslnumber charts etc

I Pupils work in groups to count fiom 1 - 100.

Flash cards number charts Counters

10

At the comoletion o f Standard 2 n~~ni lq will be able to:

Learning Outcome

4 Write numerals from 1 - 100

5 Arrange numerals from 1 - 100 in a sequence

6 . Demonstrate understanding of place value up to 2 digit numbers

7 Add whole numbers and remember number facts up to 20. L


Writing

ordering

Place-value

Addition


Teacher demonstrate how to write numerals from l - 00

Pupils wreite numerals as the teacher says them.

Pupils count and write the number of objects in their environment e.g. beans, cabbages maize seeds

Pupils arrange number cards Pupils arrange jumbled numerals in a sequence Pupils fill in missing numbers on the number line.

Teacher helps pupils to use an abacus to represent place value of 2 digit number.

Pupils represent 2 digit numbers on the abacus.

Pupils add numbers up to 20 using concrete materials.

Pupils add numbers up to 20 using numberline and number strips.

Resources

Beans Cabbages Maize seeds

Cards Number line

Abacus

Concrete materials Numberline Number strips

Periods

12

5

5

12

At the completion of Standard 2, pupils

Learning Outcome

8. Subtract whole numbers and remember number facts up to 20.

9. IdentifL and use correctly "X' (Multiplication sign)

10. Multiply numbers the product being

6 25

1 1. Identify and use correctly the sign -(division sign)

rill be able to:

Concepts/Skills Attitude 1 Suggested Activities

Subtraction Pupils subtract numbers up to 20 using concrete materials.

Pupils subtract numbers using a number line

Multiplication I Teacher and pupils count objects in twos. threes etc

Pupils group objects in twos leading to repetitive addition.

I Teacher introduces multiplication sign.

Pupils multiply and form the tables of 2, 3 etc.

Pupils build multiplication tables up to 52

Multiplication

Division

Pupils used locally available materials to multiply, legs of pots, chairs,tables etc.

Teacher introduces division as repetitive subtraction.

I Teacher follows the same procedure to introduce the I division sign.

Resources

Objects Number-line

Counters Bottle tops Multiplication Chart.

Chairs Domestic animals Tables pots

Objects

Periods

12

8

10

9

70 At the com~letion of Standard 2. oupils will be able to: 1

Periods

12

12

m

9

Resources

Objects

Fruits Paper Loaves of bread concrete materials

Improvised Money Real money Tracing paper

-

Learning Outcome

12 Divide whole numbers 1 - 25 without a remainder by numbers 5 5

13 Identifj, and use in practical situations YJ (half) and 'h (quarter)

Rq EASITKERIENT

14 IdentifL- Lesotho and RSA coins and bank notes up to M100 00/R100 00

c


Division

Fractions

Money

- I


Pupils share objects amongst themselves

Pupils divide numbers using number-line

Teacher demonstrates how to cut '/r and 'h of objects such as, fruits, loaf of bread paper etc

Pupils cut '/I and 'Ir. of various objects as above Pupils fold papers into Yt and 'Ir

Pupils identifjr half on drawn shapes and different concrete objects.

Pupils identifjl Lesotho and R S.A coins and bank notes

Pupils find the relationship based on the valuelsize and coulour of coins and bank notes

Pupils make paper-made money by tracing and display them in the classrooms


I I I I l

15. Measure length and height using natural and arbitrary units

Learning Outcome

Length Height


I Pupils use their stride cubit to measure length of classroom, tables, chalkboard, desk etc.

I Pupils use strings to measure their heights of booklockers, poles, etc

Pupils compare lengths and heights of different objects.

I


Tables Chalkboads Desks Chairs Poles Lockers

16. Measure volume and capacity using arbitrary units

17. Measure mass using arbitrary units

Resources

Volume/Capacity

18. Read time in full and half hours.

Periods

Mass

Pupils use different sizes of containers to measure liquids e.g. bottlehuckets.

Time Full hour Half hour

Pupils measure by lifting and comparing mass of different objects: chickens, stones, bean bags etc.

Pupils play see-saw game, and observe who is heavier or lighter.

Teacher and pupils read the time in full hours using clock faces.

Bottles, Buckets Water

10

stones chickens bean bags

10

Learning Outcome

W

,RAPE 19 Identify and count sides and corners of

square, rectangle and triangle

20 Identifjr the edges, faces and corners of a cube and cuboid


Shapes Square Rectangle Triangle

Solid shapes Cube Cuboid


Pupils read time full hours.

Teacher and pupil read time in half hours

Pupils read time in full and half hours as shown by games related to time. e g. "what's time Mr. Wolf?"

Pupils and teachers count number of corners and sides of the ready-made shapes

Pupils name objects in the classroom which are similar to the shapes, ready made shapes

Teacher introduces a cube and cuboid to pupils

Pupils identifL and count number of faces, edges and corners of a cube and cuboid.

Teacher and pupils discuss about other similar objects to cube and cuboid e.g a box of chalk and a box of matches. Then Find out the number of edges, faces and corners.

Resources

Clock faces flash cards

Ready-made shapes Objects in the classroom

Match boxes Chart paper Cubes Cuboid

Periods

12

5

5

Periods

12

12

12


Learning Outcome Suggested Activities Concepts/Skills Attitude

Resources

Pupils concrete objects

numberline numberstrip

Abacus Chart paper

- NUMBERr 1. IdentiQ elements of a set and use

correctly the symbols

i t E " (an element of)

'' $"(not an element of)

" { )"(set braces)

2. Read and write numerals from 1 - 1000

3. Demonstrate understanding of place value up to 3 digit numbers

Sets.

Reading Writing

Place value Expanded notation

Pupils group themselves according to a given criterion. e.g. clans, villages etc.

IdentifL elements of different sets and introduce the symbol (an element of)

IdentifL elements of both sets and find out which ones belong to each set. hen, compare by introducing the symbol t (not an element of)

Teacher helps pupils to list elements using cc 1'' (set braces) correctly.

Pupils read and write numerals on the strips separately.

Pupils fill in the missing numbers on the numberline/ number strip. Pupils read numbers represented on the abacus. Pupils read the value of each digit, emphasise hundreds, tens and units.

At the com~letion at Standard 3. ~ u ~ i l s will be able to:

Periods

12

8

8

Resources

number line number strip abacus

number strips number trays numberline

work cards pupils


Pupils write numbers represented on the abacus in an expanded notation.

Pupils use a numberline marked from 0-100.

Pupils read the value of each digit, emphasise hundreds, tens, units, showing zero as a place holder.

Pupils use number stripshumber trayslnumber line to arrange numbers in order of magnitude

Pupils fill in the missing numerals using numberline

Teacher divides pupils into two groups of unequal number. e g. 7 boys and 5 girls respectively, let pupils use L and 7 to identifL a group with more and less pupils.

Pupils order 3 digit numbers in order of magnitude, using work cards, and correctly using the signs

L and 7 correctly.

Learning Outcome

4 Demonstrate understanding of zero as a number and as a place holder

5 Arrange 3 digit numbers in order of magnitude

6 Identifjr and use correctly the signs. L (less than) 7 (greater than)


Zero as a number and as a place holder

Ordering

(less than) (greater than)

At the completion of Standard 3, pupils will be able to: I I I I I

Learning Outcome

Pupils add whole numbers without carrying

Teacher helps pupils to add whole with carrying

7. Add n hole numbers 5 100 with and without carrying.


Addition

Pupils subtract whole numbers separately, using abacus, addition facts and number line.

8. Subtract whole numbers L 100 with and without borrowing.

Teacher helps pupils to subtract whole numbers without and with carrying.


Subtraction

abacus cards stones sticks

I numberline

Resources

1 addition charts

Periods

, numberline addition charts stones sticks

Choose and play relevant games from makhonatsohle.

9. Multiply numbers, the product being g 100

Multiplication Pupils count in twos, threes, fours and fives etc. Use items such as fingers, three legged pots, tables etc,

Pupils use multiplication chart to build multiplication table.

3 - legged pots, fingers, chairs, tables, multiplication chart.

12

At the comnletinn of Standard 3. nunils will be able to:

Learning Outcome

l 0 Divide whole numbers L 100 by whole numbers 4 10 without a remainder.

Pupils divide whole numbers without a remainder

Review the concept 'h and '/r using shaded sectors/orange/apples/shapes,, etc

12 Identif) and use Lesotho and RSA coins and notes up to M200.001R200 00

Pupils find the relationship based on valuelsize and colour of coins and bank notes

Resources

numberline

Periods

12

ConceptsISkills Attitude

Division


Teacher helps pupils to divide using concrete


14. Subtract money the difference 5 M100.00/R100.00

13. Add money, the sum being t MlOO.OO/R100.00

Money Subtraction

Periods

Teacher helps pupils to subtract money.

Pupils subtract money using shopping activities.

Resources

-

Learning Outcome

Money Addition

Pupils cany out shopping activities involving giving and recieving change.


Teacher helps pupils to add money coins and bank notes.

Pupils add money using shopping activities.

Pupils carry out shopping activities involving giving and recieving change.

coins paper-made money


4

Pupils use metres stick/tapes to measure their heights

coins bank notes paper made money. items

Teacher demonstrates how to measure lengths of different objects in the environment, e.g. distance from their classroom to the kitchen etc, using metre sticksltrundle wheel.

4

metre sticks trundle wheels strings tape measure

16. Measure volume in litres

10

Volume Pupils measure capacity1volume of watedliquids using 1 litre bottleljugs, boxes.

1 litre container jugs milk boxes

8

7 8 At the comnletion a t Standard 3 n ~ ~ n i l s will he able to:

Learning Outcome

17 Measure mass in kilograms

18 Read time in quarter and five minute intervals

C SSHAPE

19 Identify the centre of a circle

h


Mass

Time

Circle

Periods

8

12

I

6

d


Pupils compare capacity/volumes of different containers.

Pupils measure mass of sand using l kg containers

Pupils compare mass of different objects (using beans weighing l kg)

Pupils read time in quarter hours and five minute intervals using clock faces

Pupils move clock hands to show quarter hours and five minute intervals

Pupils show and read time on ready-made clock faces

Teacher introduces a circle Pupils trace and cut out circles Pupils fold circles to quarters and mark the centre

F

Resources

bean bags sand bags

Clock faces

Chart paper circular- objects scissors, pencils

At the completion of Standard 3 , pupils will be able to:

20. Do tessellations using squares, rectangles, triangles and circles

Learning Outcome

Tessellations Pupils use ready-made shapes to do tessellation


Pupils use shapes of their choice to make patterns which form tesselation

Ready made shapes


21. Identi@ edges, faces and corners of a cube, cuboid and triangular pyramid.

Solid shapes Faces Corners Edges

t Resources Periods

I r PICTORIAL REPRESENTATION I

Teacher helps pupils to identi@, edges, faces, and corners of solid shapes.

Pupils model solid shapes with clay.

22. Interpret pictograms Graphs Pictograms

Cube Cuboid Triangular - Pyramids

Teacher and pupils interpret pictograms/information , e.g. number of cows, sheep, goats, number of members in their families . etc

6

Teacher guides pupils to collect and represent data , using pictures e.g. number of cows etc.

Chart paper Picture Real objects bottle-tops

I I Teacher helps pupils to interpret simple pictograrns. 1 I I

Science Education is about helping children to develop important useful skills and attitudes, thinking in a clear and logical way, and solving practical problems. All these are acquired through the medium of "inquiry approach" whereby learners are exposed to situations that stimulate their curiosity and interest to identify problems in their own environment and attempt to solve them.

Specific Objectives for Science By the end of seven years of Science in Primary Education, pupils should be able to:

Express themselves using scientific language and terminology. Communicate scientific information in a logical order. Record and report the procedures, data, conclusions and inferences of their findings from the experiments and investigations. Represent their findings using relevant illustrations, i.e., drawings, graphs, models and . Collect scientific information from the natural and technological environment. Interpret their findings, events, information fiom the natural technological environment. Identifjr the uses of soil in relation to plants, animals and man. Identifjr uses of plants in relation to soil and man. Identifjr effects of man on the environment in relation to soil, plants and other animals. Demonstrate exchanges of gases, mineral salts and food between man and his environment. Demonstrate proper care of soil, plants and animals (ecosystem). Demonstrate the knowledge and understanding of: (a) characteristics, physical properties, external structures of living and non-living things in the natural and technological

environment. (b) interdependence between living and non-living things in the environment. (c) interaction of living things with their environment. (d) typeslkinds, sources, properties, effects and uses of energy, forces, and pressure. (e) impact of science and technology on life styles and the environment. Develop abilities and skills of (a) observation using different senses through the study of-

i. physical properties of substances. ii. external structures and behaviour of animals and plants. iii. sources and effect of energy, forces and pressure. iv behaviour of substances under varying circumstances. v. ecology (the study of how plants and animals live together and the way they afYect each other and the world around them).

(b) identification through the study of structures.

(c) sorting/classification of living and non-living things. (d) communication of observations, methods and findings. (e) measurement through estimating, measuring, relating quantities, computing and scale reading. (f) construction of simple toys, apparatus, simple machines and other objects in the environment. (g) thinking through questioning, testing, analysing, comparing and predicting. (h) manipulation through careful handling of materials and equipment.

14. Develop the scientific and technological methods/processes of (a) hypothesizing, i.e., guessing solutions to simple problems such as nedessary conditions for germination. (b) identieing a problemJneeds. (c) selecting and using design processes appropriate in different circumstances. (d) planning how to carry out experiments and design process. (e) experimentation through carrying out simple activities designed to reveal scientific concepts, test

hypothesis and solve problems. (f) inferring from available data on causes and effects of observable phenomena. (g) ir~terpreting and evaluating the design, the findings and the environment. (h) recording and presenting the design or an investigationlexperiment in a logical order.

15. Plan simple approaches to tackling tasks, solving problems, finding answers to given questions by making own questions and making suggestions.

16. Decide on appropriate strategies, sources of information, evidence and resources to carry out an investigation justifying choices and monitoring for possible unfairness or bias. have develop:

(a) social, scientific, and technological attitudes such as respect for life and others, discipline,tolerance, cooperation through working collaboratively, with other pupils in solving problems.

(b) scientific and technological attitudes such as objectivity, inquiring, integrity, resource~lness, inventiveness, curiosity perseverance, originality, enthusiasm, self-contidence through presenting reasoned explanations about the outcomes of an investigation or experiments and justifying them.

(c) awareness of the effects of science and technology on the environment.

l I3 At the com~letion of Standard 1. ~ u ~ i l s will be able to:

Periods

6

4

4

Resources

all interesting items found in the local surrounding, e.g., containers, plants and small animals

all items collected by pupils such as bottles, boxes, plants, animals, toys, ornaments, grass, utensils, pieces of cloth, etc.

stiff paper, pencils, coloured pencils


Pupils are sent to observe all things of interest to them, namely, things found on the ground - plants, animals; Things found in the sky - clouds, rainbow, aeroplane, etc. They name them.

Pupils make a collection of whatever materials they may afford to collect.

Pupils work in groups of about five. They bring their collected materials together to decide on some criteria for sorting them.

Pupils sort them according to size, colour, shape or function.

Pupils are given papers, pencils and coloured pencils to make drawings of things that they observed during the excursion.

- --p

Learning Outcome

q X P L O I U N G THE ENVIRONMENT

1. Identif) things seen in their environment and be able to give correct names of items observed

2. Sort collected materials according to at least one definite criterion.

3. Represent some items observed by drawing with at least 10% accuracy.

Cancepts/Skills/ Attitudes

Observation Collection

Sorting

Representing

At the comnletion of Standard 1. nunils will be able to:

Periods

6

-

I

6

Resources

materials collected by pupils during the excursion

lipopi, toy cars, tractors, moropa, clay toys, setolotolo, lekope, lekolulo, catapults, and other toys.


Pupils organize simulation of a market place, a shop, a court place (khotla), a home, etc.

Pupils construct items such as toy vehicles, mats, skipping ropes (khati), using colected materials.

Pupils bring their toys from their homes. They also collect play objects like khati, ' mamokhorong, etc.

Teacher organises trips to visit some old people, the museum or other places of interest to observe items that may interest them.

When they get to school, pupils name items they have observed and say what they are used for.

Learning Outcome

4 Manipulate collected materials in simulation and construction.

S I M P L E TOYS

1 Identifjr and collect simple toys at various places in their locality


Manipulation

Observation Identification Collection

At the comnletion of Standard 1. vuvils will be able to:

Periods 2

2

4

Resources toys collected

grass, tins, clay, bones, bottles, wood, pieces of cloth

different toys constructed by pupils or brought fiom home

Suggested Activities Pupils group the items collected according to their own choice, e.g., toys made of clay, tin, rubber, etc. or according to their uses such as those that are musical.

Pupil will also group them according to sizes and colours.

Pupils make simple models of cattle, dolls, pots, etc using clay soil. They construct musical instruments using tin cans, wire and reeds.

Pupils make toy vehicles with wires.

Pupils make dolls with pieces of cloth and mats with grass. Pupils play with items they have constructed and the items they have brought from homes.

Pupils also learn how to use toys they have never used befordwhich include some musical instruments, catapults, etc.

-p- --

Learning Outcome 2. Sort toys according to the following

criteria: material used for making the toys the use of toys the size and colour.

--

3 . Make models of some items observed with at least 40% accuracy.

4. Demonstrate uses of simple toys they have constructed or brought fiom home


Sorting

Construction Modelling

Uses of toys

- SOIL

A t the cnmnletion of Standard 1. uuuils will be able to.

Learning Outcome Concepts/Skills/

Attitudes

1. Identifl different soils found in the school environment

3. Identifi soil suitable for making durable 1 Durability

I

Observation Identification

2. Sort different kinds of soil in terns of colour and texture.


Sorting

Pupils are sent out to collect types of soil in the school compound and in the nearby donga.

Pupils observe the colour and texture oi different soil samples and state places where they have been collected. They may give names of the different soils.

Pupils, in small groups, sort soil by handling it (to feel texture), sieving and mixing i i with water, comparing dryness and observing colour.

Pupils make shapes such as balls, discs, triangles, etc. using different soils?

Pupils also model cattle, vehicles, krniture and people.

Pupils draw these and compare models on the basis of hardness and durability.

Resources

spades, containers, soil samples collected from different places

soils collected water sieves

soil source of heat- sun

Periods

At the comoletion of Standard 1. ouoils will be able to:

Suggested Activities - - - Pupils collect water tiom nearby sources and use water to do the following activities:

cooking at least two food items; washing of a few 'toy' garments and utensils; preparing solution, e.g., sugar, salt; diluting concentrated drinks.

Pupils pour water in different containers.

Pupils make splashes and bubbles of different sizes with straws using soapy water, and observe different colours produced in the bubbles.

Pupils find a way of producing the largest bubbles.

Resources

plastic bottles, water,toy garments, soap, tea, concentrated drinks, mealie meal, lunch boxes7 salt.

containers of various sizes, water, soap, straws

Learning Outcome

I WATER

1. Demonstrate uses of water in washing, cooking, diluting concentrated substances (using at least 2 different items in each case).

2. Identify rainbow colours on the bubbles

Periods

I

7

2

ConceptsISkillsi Attitudes

Manipulation Uses of water

Observation Rainbow colours

At the com~letion of Standard 1. nuoils will be able to: 88

Resources

grass, soil suds, cement, water, hardboard

small empty boxes h i t s , seeds, stones, tins, pieces of different metals, paper, wood, glass, rubber, water, buckets, basins, and water streams.


Pupils pour water on different surfaces such as grass,\ soil, cement floors and observe what happens.

Pupils identify surfaces on which water seeps into the ground, and surfaces on which water runs.

Pupils are provided with water in big buckets~basins.

Pupils collect any materials that can fit into the containers easily and drop them into the water to find out whether they float or sink.

After heavy rainfall, teacher identifies small streams and asks pupils to drop different objects into the water so that they can identifjl those that float and those that sink in water.

-

Learning Outcome

3. Investigate the behaviour of water when poured on different surfaces

4. IdentiQ objects that sink and objects that float in water

L.

Periods

1

3

ConceptsISkills Attitudes

Behaviour of water flowing seepage

Sinking in water Floating in water

At the comvletion of Standard 1, pupils will be able to:

Periods

6

2

2

Resources

catching net, bottles /tins with small holes, food, plastic bags, hand lenses, millipedes grasshoppers, worms, butterflies, etc.

collected specimens of animals, grass, soil ,decayed matter, transparent containers

collected animals. animal food, e.g., grass


p - -

Pupils are sent out to observe and identifi the different types of animals in their natural environment and bring those that can be collected.

Pupils handle with care, observe and identiQ parts of collected animals such as eyes, nose, mouth, head, legs wings.

Pupils observe, through transparent plastic bottle or containers that animals move and eat.

Learning Outcome

' ANIMALS

1 . IdentiQ and collect properly small animals ibund in their immediate environment

2. Identifi some body parts of small animals collected

3. Identifl common behaviours of animals

ConceptsIS kills Attitudes

Observation Identification Small animals

Observation Identification Animal structure

Observation Identification Animal behaviour:

movement feeding

At the com~letion of Standard 1. ~uuils will be able to. - -


4 Compare animals in terms of body covering, movement, number of main body parts and of their limbs

5. Sort animals according to colour, size, similarity of body parts, habitat and feeding.

( r PLANTS

1 . Identi@ plants in terms of colour, structure of leaves, odour, name and places of origin.

Comparison of animals body covering body parts movement

Sorting

Observation Identification Types of plants

Pupils observe and compare texture of skin, e g., rough, moist, scaly, hairy.

Pupils count the number of limbs, apertures, tails etc.

Pupils observe and compare how animals move. Pupils group collected animals according to different criteria, e.g., colour, size, body covering, body divisions, appendages, presence or absence of wings, places where animals live and things that animals eat.

Pupils observe as many different types of plants (or parts of) as they can.

Pupils identlfj. them by name, colour, places where they grow, how they smell and the nature of their leaves (whether they are thin or broad).

Resources animals, pins, hand lenses, different kinds of food and powders, string, salt, dry soil, wet soil and grass.

small animals, different food stuffs.

plants of diffetent types in the environment

Periods 4

3

6

9 1 At the completion of Standard 1, vuvils will be able to:

Periods

4

4

5

5

Resources

different types of plants, tools for digging, containers for carrying materials.

collected plants (parts of plants)

plants sellotape, glue, paper, pencils, card board

Plants, tin cans, water, pieces of cloth, paper, bottles, animals, tools.

- - - - ---

Learning Outcome

2. Name at least five of the collected plants.

3. Sort collected plants (or parts of plants) in terms of colour, smell and shape.

4. Record at least five of the observed plants (or parts of plants)

5. Demonstrate the domestic uses of some plants as food, medicine and dye.


Collection Types of plants

Sorting Differences and similarities in plants

Recording Plant structure

Domestic use of some plants


Pupils collect as many different types of plants (or plant parts) as possible, observing and noting places where they are collected, and their names.

Pupils sort collected plants (or parts of plants) according to colour, shape of leaves or smell

Pupils record the observed specimens by tracing around them, drawing, pasting or sticking on paper, drying and making leaf prints.

Pupils name the drawn specimen.

Pupils prepare food and medicinal herbs from some known plants.

Pupils make and use dyes extracted fiom

92 At the com~letion of Standard l. vu~i ls will be able to.

Learning Outcome 6. Keep a record of at l&st five animals

observed.

7. Investigate effective methods of keeping and giving care to animals studied.

Concepts/Skills Attitudes

Record keeping

Manipulation Animal care

Communication Reporting Recording

Suggested Activities Pupils draw the specimens as they see them for a record.

Pupils also make mobiles with their drawings or the cuttings of pictures of those specimens.

Pupils make models of animals and their habitats where possible.

Pupils mount and display their specimens whenever possible. Pupils keep and take care of some live animals after they have studied them.

Pupils create suitable habitat for various animals.

Pupils discuss their findings in small groups.

Pupils draw or make sketches that illustrate how they keep and care for live animals. Pupils display their drawings.

Resources pencils, papers, cardboard, boxes, coloured pencils, clay, pins, animal specimen, magazines.

cages, storage boxes, bottles with punched lids, sieves, small live animals like frogs, grasshoppers, flies, and food for animals, e.g., grass paper, pins pencils, specimens, cardboard boxes

Periods 2

6

93 At the comuletion of standard 2. Pu~ils will be able to'


The teacher plans excursions to places of interest in the locality. Those may include shopping places, railway station, market places, curio shops, factory, milling centres, agricultural shoiw centres, horse race fields, music competitions, wool sheds, Roof of Africa Rally, a river, a village, a pond, a forest, a farm, a court house (lekhotla), bushmen and cannibal caves, building construction sites, tree plantations, nurseries, Feedlot Project (cattle fattening project), poultry farrn,etc.,

During such visits, pupils identi@ things found in various placs and record those that interest them. Teacher organises some class discussions on things they have observed, interesting conditions, behaviours as well as activities they identified during their excursion.

Resources

places of interest

things from the environment

Learning Outcome

-EXPLORING THE ENVIRONMENT

1. IdentifL things found in places of interest in the locality.

2. Report at least 50%of the things observed, in the environment.

Periods

4

2


Observation Ideatification

Discussion Reporting

At the com~letion of Standard 2. Pu~i l s will be able to: --

Learning Outcome

3. Make recognisable drawings of at least four of the objects observed, in the environment

4. Construct models of at least two of the objects observed and collected during excursions.

5. Sort collected objects according to colour, size, structure, shape, hnction and places of origin.

6. Display some of the collected items as well as some of the models constructed.

Periods

3

2

3

2


Recording by drawing

Construction

Sorting

Displaying


Pupils are provided with crayons and paper to draw and in some cases to trace,some of the items they identified during their excursion.

Pupils use various materials to construct some of the items they have observed They make things such as mats, baskets, hat, toys, cars animals, farm implements, etc using wood, grass clay, tin cans, wire, h r .

Pupils work in groups to sort materiasls they have collected and those provided by the teacher .

Pupils colour them according to, structure, shape, fbnction and place of origin.

After the sorting activity pupils use some chart paper and display boards to mount some of the objects they have/collected.

Resources

pencils crayons paper

clay, twigs, grass, wire, cardboard, tin cans, boxes, wood, h r .

collected things

chart paper, display board, collected things, cage..

95 At the comoletion of Standard 2. Puoils will be able to:

Learning Outcome - SIMPLE TOYS

1. Identifj. different kinds of toys available in the village

2. Sort collected toys according to the intended users and materials used for making them.

3. Construct with diierent materials, at least 3 toys serving 3 diierent purposes, with at least 50% accuracy.


Types of toys

Sorting

Construction


Pupils bring their toys from their homes. They visit old people, herdboys, the museums, or places like the Basotho Hat and the market (in Maseru) to observe available toys and collect those that they can afford.

Pupils group toys according to one criterion at a time, e.g., materials - toys made of cloth, clay, tins, rubber, grass, paper, wood, wire etc.

Pupils group toys according to their intended users - sekhankrla used by boys and Lippi used by girls.

Pupils select toys they would like to construct fiom their collection.

Pupils collect necessary materials and start to make simple models that could include items used in 'Mmtloane, e.g. , mats, dolls, animals, clay utensils, balls, vehicles, candle sticks,"wood aeroplane, boats, kites, windmills, etc.

Resourc~s

different toys available in different villages.

museum, toys collected in the above activity

grass, old tin cans, clay, pieces of wire, wood, cloth, paper. (harthoft).

1

Periods

I

6

3

6

At the com~letion of Standard 2. Pu~ils will be able to:

4. Demonstrate uses of toys they have constructed and collected.

Learning Outcome

Uses of toys

1 5. Display toys they have constructed


Displaying

Boys and girls form separate groups.


Each group picks toys that interest group members and they play with those particular kinds of toys selected to demonstrate their uses.

Pupils in group display all toys they have constructed.

Resources

Different groups visit one another to observe the dis~lav of constructed tovs.

Periods

toys collected and ( 3 constructed by I

toys collected and constructed by pupils.

I 1. Identify soil in terms of places where it is found.

Identification Soil types

Pupils take careful look at each sample to see things found in it and name them, if ~ossible.

Pupils collect soil samples from a variety of places.

Pupils name each soil sample according to where it comes from.

spades, soil tin, plastic bottles, serves etc.

97 At the comoletion of Standard 2. Puoils will be able to:

Learning Outcome 2. Sort soil in terms of colour, texture and

size of particles.

3. Compare mixtures of different soil samples in water.

4. Construct models sand compare the hardness of different objects made of different soils.

I


Sorting Soil types

Comparison Soil texture Soil appearance

Comparison Soil durability

Suggested Activities Pupils observe different soils collected and sort them in*terms of colour.

Pupils group their soils according to how they feel to touch and on the basis of size of particles, e.g. pupils put soil on the back of their hands and rub gently and/or rub some soil on a glass jar.

Pupils sieve soils to differentiate between sizes of particles. Pupils put equal amounts of different soil samples in transparent containers. They add the same amount of water to each container and stir. They examine each mixture very closely. Issues of interest, e.g., how the mixture feels to the touch, how it looks, etc, should be noted. Pupils use different soils and imitate parents at home to make shapes that resemble loaves of bread and cakes.

Pupils make bricks, build walls, smear floors and make patterns (litema), model animals, pots and other utensils.

Pupils leave these items to dry in the sun and identi@ the soil that makes the most durable items.

Resources soil - sand, clay, and loam, plastic jar, lenses, sieves, glass jars

water, different soils, containers made by cutting plastic bottles across the middle

soils of different types, water, various containers, hot sunny weather.

Periods 5

4

5

At the comoletion of Standard 2. Punils will he able to: 98


t WATER

1 . Compare bubbles produced when using hot water, cold water, and water mixed with other substances.

2. Sort objects according to those that sink and those that float in water.

3. Devise means to make objects that normally sink, to float and objects that normally float, to sink

Attitudes

Comparison of bubbles

Sorting Sinking Floating

Experimentation Sinking Floating Problem solving

p - -

Pupils make bubbles with straws using cold water, hot water, oily water, soapy water, and dyed water.

Pupils observe the differences. Pupils collect objects made of different types of materials from their school compound.

Pupils place these in water to find out which of the objects will float.

Pupils sort objects into those that sink and those that float in water. Pupils make holes in floating tin cans and bottle tops, e.g., tie a number of them together, or tie stones onto some floating materials and observe whether these will sink.

Pupils then tie ballons onto pumpkin. or orange and observe what happens when they are dropped in water.

water, soap, oil, dyes, straws

pieces of paper, wood, small stones, tin cans, dry seeds, fruits, bottle tops, corks, buckets, water.

same as above, including knives, balloons, nails, etc.

.I-

3

4

5

At the com~letion of Standard 2. Pupils will be able to:

ConceptsISkill

4. Demonstrate use of water as a means of transport

, ANIMALS

1. Identifl at least five small animals found in different localities

i

Water as a means of transport

Identification Collection

Teacher leads discussions on how people living near rivers can use water as a means of transport.

Teacher shows picturesldrawings of logs of trees in a river and discuss with pupils how transportation takes place in water.

Pupils make models of rivers. They float various objects to demonstrate use of water as a means of transport

Pupils are sent out to observe and collect some small animals in their school compound, in the fields, in the forests, under rocks and in the veld.

Pupils name as many animals as they have observed as possible.

various floating objects, water, pictures or drawings.

wide-mouth containers, insect catching nets, variety of small animals, e.g , fiogs, insects, lizards

3

I

5

At the comoletion of Standard 3. ouoils will be able to 100

7-

Learning Outcome

2. Sort animals collectqd according to body covering, number of limbs and the food they eat

3. Keep a record of at {east five of the observed animals, making rough drawings, cuttings and models '

4. Investigate other effivctive ways of keeping and giving $are to animals for a few days, and identifl what they feed on


Sorting Animal structure Animal eating behaviour

Recording

Investigation Manipulation Care of animals


Pupils observe the different animals carefilly and identifjl differences and similarities in external structures.

Pupils try to feed the animals to identifjl the food they eat.

They then sort the animals in terms of one criterion at a time. Pupils use paper and pencils to either draw or trace fiom pictures of the different animals observed.

Teacher provides pupils with newspapers fiom which to cut pictures of different animals.

Pupils bring cuttings fiom home and model some of the domestic animals observed using clay.

Pupils create suitable habitats for animals such as fiogs, lizards, insects, e.g., grasshoppers

Pupil keep some of these animals to observe their feeding habits and growth.

Resources

grass, maize grains, soil, insects, decayed matter, small animals

paper, pencils crayons, newspapers or magazines, display board, chart paper, scissors, clay

cardboard boxes, wooden boxes, fiogs, lizards, grasshoppers, insect cages

Periods

5

3

4

1 101 I At the com~letion of Standard 2. ~ u ~ i l s will be able to:

Learning Outcome Concepts/S kills Attituides

4. Extract dyes from parts of plants Manipulation Extraction of dyes

5 . Identify colours separating when some Paper dyes are used on a pieces of cloth or paper.

6. - Investigate the domestic uses of defferent plants as food, dyes and medicine.


chromatography

Investigation Uses of plants

7. Keep a record of at least sin different types of plants by drawing, pasting,

drying, prints or mounting

Pupils extract dyes From parts of plants by crushing , squeezing and boiling them and storing these in the labelled bottles.

Recording Preservation

Pupils use straws to blow dyes on cloth or blotting paper for colour separation.

Pupils observe dyes separating into several different colours.

Pupils find out and list plants which are used for food, medicinal herbs (leaves and root).

Pupils find out which pIants are eaten by animals and which plants can be used for making dyes.

Pupils record their collected plants by drawing, tracing around them, pasting or sticking them on paper, drying them (by putting plants between pages of exercise books) or making leaf prints.

Resources

plants, grindiqg stones, fire sticks,

l I containers, paper, cloth.

blotting paper, straws

vegetables, leaves, roots

pencils, paper, chalk, sellotape, glue, paint and exercise books

Periods

The comoletion of Sta!ldard 2. doi ifs will be able to: - -.

l I

1 , COMMON SUBSTANGES l I

Learning Outcome

1 l . Name at least 6 common substances used I Identification


solids

2 Sort substances intr3 liquids and solids. Sorting liquids

I are mixed with othar liquids I Liquid solution I 3. Describe what happens when some liquids Experimentation

Solutions

4. Describe what happens when solids are added to liquids.


Liquid-solid mixtures

Pupils bring different substances from home. Pupils observe and test them using all senses except taste.

Pupils name as many of the common substances as they can

Pupils bring together collected substances and sort them into liquids and solids. Their criteria for liquids should be - all those substances that flow and seep into the ground. Their criteria for solids should be all those substances that do not seep into the ground. -

1 Pupils add two or more liquids together and observe what happens.

Pupils discuss and describe their observations to other groups andor to the teacher.

Pupils add solids to different liquids and observe which disappear, mix, sink or float in water.

Pupils explain their observations to each other in class.

Resources

salt, tea leaves coffee, powdered soap, drinks, mealie meal, water, spices, tins, plastic bottles, paraffin, oil, dettol, glycerine

salt, sugar, coffee, paraffin, methylated spirits, transparent containers

liquids collected previously

soluble and insoluble solids, differgnt liquids.

102

Periods

I

3

2

3

3

103 At the completion of Standard 2, Pupils will be able to:

Periods

2

4

Resources

papers, pencil

Specimens of animals, plants and other objects found in the locality, places of interest such as market, court,grazing areas, museum, etc.

Sug~ested Activities

All pupils should be assigned to make observation each day on their way to and fiom school; they note some interesting things or activities.

Pupils should keep a record of their daily observation by writing short sentences on what they have observed, e.g., "I spy" game. If possible they bring some of the materials to school. Pupils observe some animals and plants in their natural habitats and some interesting items in their school compound.

Pupils collect some of animals and plants for hrther observation in the classroom.

Teacher identifies some places of interest where pupils go on excursions to make observations of some objects as well as activities occurring in places visited. Where possible, some materials are collected and brought to school.


Observation Recording

Identification of plants, animals, and never alive objects

4

Learning Outcome

,XPLORING THE ENVIRONMENT

1. Keep a record of at least 6 objects observed on their way to and fiom school.

2. Identitjl plants, animals and other objects in their school compound and in their locality.

104 the comoletion of Standard 3. nunils will he able to

I

Periods

3

3

3

Resources

wood, clay, tin, cansgrass, wire, paper, pencils

small animals, living plants, dead plants, wood, tin cans, bottles, plastics, glass

variety of toys; home-made and ready-made

(


Pupils make things such as mats, baskets, hats, toy cars, animals, farm implements, etc, using wood, grass, clay, wire and tin, cans. They also draw some of the things observed and display them. Pupils collect different types of objects in and outside their school compound: They add these objects to those they collected in earlier activities.

Pupils then sort the objects into three groups, i.e. the living, the dead and the never alive.

Pupils touch, prick, heat cool or wet some of the things in which they suspect life.

Pupils list materials under each group.

Pupils bring their toys from their homes;

Pupils observe the toys displayed in shops, those made by other pupils and those collected by the teacher.

Pupils name the different toys normally used by boys and girls respectively.

Learning Outcome

3 Record at least six objects observed by recognisable drawings and models and display them

4 Sort objects in terms of the living, the dead, and the never alive

r SIMPLE TOYS

1. Identifi at least five toys normally used by boys and at least five toys used by girls.


Recording Displaying

Sorting: living, dead and never alive things

Identification Toy types

At the comvletion of Standard 3. ~ u ~ i l s will be able to

Periods 2

3

2

Resources variety of toys, home-made and ready-made

variety of scrap materials, e.g., clay, wood, string ,paper scissors, glue, etc. variety of toys; home-made and ready-made

B e s t e d Activities Pupils group toys according to materials used for making them, e.g., grass, wood, plastic, paper, grass, rubber, wire and string.

Pupils group toys according to their uses, e.g., those that produce musical sounds, those used in games, educational toys, decorative toys, etc. Pupils model, carve or construct different kinds of toys from observation of some local or imported toys.

Pupils create their own toys. Pupils pick and play with toys that interest them

Pupils pick toys they have never used before and try to make them fbnction.

Learning Outcome 2. Sort toys in terms of materials used in

making and their purposes.

3. Construct at least five toys of different types

4. Demonstrate uses of toys constructed or bought.


Sorting Differences in toys

Construction Toy types

uses of toys

At the com~ietion of Standard 3. nunila will he able tn

Learning Outcome

SOIL

1. Identify objects found in dry samples of different types of soil.

2. Compare the water retaining capacity of different soil samples.


Identification Soil types

I (components)

Comparison Water retaining capacity of different soil

Periods

2

3


Pupils collect samples fiorn a variety of places.

Pupils name each soil sample and explain where it comes fiorn

Pupils take a carehl look at each sample; they sieve samples to see their components and name them.

Pupils in small groups, put equal amounts (one or two caphls) of dry soil samples in tin cans of the same size each with a hole at the bottom.

Pupils add equal measures of water to each sample and place bottles of the same size under tin cans and watch the water collecting into the bottles.

Resources

spades, soils, containers like tin cans, sieves and bottles.

soil samples, water tin cans (with a hole punched in the bottom), plastic bottles (all of the same size)

107 -

~t t-fsta- Uuoils will be able to: --

Learning Outcome

3. Demonstrate the different layers formed when water is added to soil samples.

4. Investigate ways of producing strong models with at least 60% accuracy.

Resources

soil, water, pens, transparent containers (such as plastic bottles), pencils, paper

soils, cow dung, tin cans, old basins, ash, broken pieces of old clay pots (manyetana a tla elsa litlhajoa), cement

Periods

3

2


Identification Soil composition

Manipulation modelling soil quality


After some time, pupils observe how much water is in each bottle, discuss the results and place the soils in terms of their water retaining capacity.

Pupils pour water onto soil in transparent containers, stir and allow the mixtures to settle.

Pupils examine the mixtures after settling and draw the layers formed.

Pupils review class 1 and 2 work and use different soils for plastering and making patterns.

Pupils use soil to model bricks, pots, cattle, horses, people, etc. They leave the models to dry and identifl those made of poor soils and those whose soil is good for the purpose.

At the com~letion of Standard 3. D U D ~ ~ S will be able to. i

Periods

2

I

2

2

Resources

clay, loam, sand soils, water, small equal containers and larger ones, e g., basins.

white cloth, water from different sources, sieve.

Water containers oily pieces of cloth, fire, soap, garden


Pupils investigate some other ways of producing strong models using different soils.

Each group of pupils fill a container with sand. They immerse that container in a large basin of water and observe air bubbles forming.

Pupils collect water from different sources, e.g , dam, well, tap, spring, pond, river, etc and observe it to find differences and similarities. These will include colour, content such as small animals and plants

Pupils cook, make drinks, wash clothes and water the garden with water.

Pupils wash garments in cold and then in hot water to identifjr the best condition for washing oily or fatty clothes/articles.

Learning Outcvme

5. Demonstrate that soil contains air.

WATER

1. Compare water from different sources in terms of colour, appearance and their contents

2. Demonstrate domestic use5 of water


Experimentation Air in soil

Different sources of water

Uses of water

At the compl_etion of Standard 3. pupils will be able to:

Learning Outcome

3. Construct some boats that float in water.

nd sinking activities of (Standard 2).

, ANDIALS

l. Identifjl domestic animals and places where they live.

2. Sort animals according to their structure and behaviour

Identification Domestic animals

Structure of animals Body parts Body covering

Behaviour of animals movement

4 sucklenay eggs

Pupils then make boats of different shapes and try to float them in water.

Pupils go out to observe some domestic animals and identifl them by name and places where they are kept. These may include stables, kraals, fowl runs, pig sties, kennels, etc. They also identifl names of animals in pictures. Pupils sort animals according to their body covering, the number of limbs and how they move. They also check whether they suckle their young ones or lay eggs.

Animals and charts showing animals.

Animals and charts showing animals

3

5

110 At the completion of Staqdard 3, vuvils will be able t o

Learning Outcome

3 Explain how some animals react to external stimuli.

4. Record at least six a4mals observed.

5. IdentiQ and record growth changes in a fowl


Experimentation Animal reaction to stimuli

Recording

Recording Growth changes in animals

Periods

3

2

3


Pupils observe what happens when a person approaches animals like birds, dogs, cattle, horses and when food for the respective animals is taken away fiom them, when one attempts to take their young ones away, when light is reflected towards the face of the animals, and when a disturbing noise is made. Pupils draw, label and display some of the animals they have observed.

Pupils list names of animals observed, make cuttings, mobiles, models and puppets of animals observed.

Projects: Pupils are given an opportunity to observe and record the development of a fowl fiom the egg stage to an adult fowl.

The changes observed should be illustrasted by means of simple drawings.

Resources

birds, dogs, horses, millipedes, ants centipedes, locusts beetles, materials such as powder, cement floors, pins, matches, water and a torchlight.

pencils, paper, animals mentioned above

egg, chick, fowl

11 1 - At the com~letion of Standard 3. ~uoils will be able to:

1 1. Identifjr different types of plants and their external structures.

Learning Outcome

Identification Plant types Plant structures

Pupils observe and identifj different types of plants, e.g., runners, creepers, climbers, etc.

ConceptslSkills/ Attitudes

Pupils collect different types of whole plants and identi@ their external structures - leaves. stems. roots flowers.

different types of plants,tools for digging and cotainers for collecting plants

Suggested Activities Resources

2. Sort collected leaves according to their structure.

Pupils go on excursion and observe trees and compare their heights by estimation.

Periods

3. Compare trees found in their environment by shape, size, colour, height and texture of the bark.

Pupils observe sizes, barks, shapes and colours.

Sorting Leaf structure

Estimation Comparison Tree structures

I Pupils draw trees they have compared.

Pupils sort leaves according to their structure, e.g., thorny, smooth, hairy, thin and thick types. They also sort them according to their shape.

At the comnletion of Standard 3. ou~i l s will be able to:

1

Learning Outcome

COMMON SIJBSTANCES

1 . Distinguish between solutions made with cold water and the ones made with hot water

2. IdentiQ changes that fake place when substances are heated or cooled.

Ir


Pupils mix cold water and solids, observe and note colours formed.

Pupils mix hot water with some solids, observe and note different colours formed.

Pupils compare colours of cold and hot solutions.

Pupils place water on a plate on a window sill for some days and observe changes that take place.

Pupils boil some water in an open pan and observe. They also place some ice in a beaker or wide-mouthed bottle for some time and observe what happens.

On a cold winter night pupils leave water in a container and note the change in that water the next morning

Pupils heat candle wax and then cool the hot fluid and describe their observations


Hot and Cold water Solutions

Experimentation Change of state of matter

Resources

hot water, cold water, some coloured solids, powders, e g., tea leaves

plate, water, beakers, or bottles with wide mouths, ice, fire, candle wax

1

Periods

3

2

113 At the com~letion of Standard 3. ~ubils will be able to:

Periods

5

3

Resources

stiff paper basins balIoons, pins straws, bucket water, empty bottle vaseline

paper, pencils sticks, strings kites


Pupils move some stiff paper (for paper fan) back and forth in fiont of their faces to feel the air around them. They use their hands to fan themselves.

Pupils are provided with inflated balloons in which they should punch holes and listen to the sound produced.

Pupils prick inflated balloons under water and observe the bubbles formed.

Pupils use straws to blow air into water and observe bubbles.

Pupils immerse empty bottles up side down in a large container filled with water. They then tilt the bottle and observe bubbles Pupils construct kites, etc. and play with them to observe the effects of air on them.

Learning Outcome

I AIR 1. Show that air exists.

n n s t r u c t toys that operate by means of air.


Inference Experimentation Existence of air

Construction Effects of Air

The general aim of teaching Agriculture is to enable the nation to feed itself. Agriculture is one of the major sectors of development for this country. Therefore, it is important to continue to increase its productivity, not only to meet domestic food demands, but'also for export. Providing a good and strong Agriculture education programme at primary level is an important step towards attaining that goal. A child should appreciate that Agriculture is, in fact, a noble and highly rewarding occupation.

Objectives for Agriculture

By the end of seven years of Agriculture in Primary Education, pupils should be able to:

I 1. Demonstrate a positive attitude towards Agriculture and other related uses of natural resources.

2. Understand the practices and career opportunities in agriculture.

1 3. Demonstrate the intellectual, scientific, and practical skills in self reliance, resourcefulness, and problem solving.

At the completion of ytandard 1, pupils will be able to: 116

Periods

10

I

10

Resources

domestic animals, and their youngs, domestic animals' chart and their young ones.

magazines, paper cuttings .

food crop chart, sample of food, items,

Learning Outcome

LIVESTOCK MANAGEMENT

1. Identify at least eight domestic animals: cats, dogs, sheep, pig, cattle, goats, horses and chickens.

* Show appreciation of at least eight domestic animals.

C R O P PRODUCTION

2. Identify at least eight common food crops: cabbage, beans, maize, wheat, pum~kins, beetroot, potatoes and carrots.


Domestic animals

Food crops Identification


Pupils list domestic animals.

Pupils identify animals on the chart or provided by the teacher.

Pupils match animals with their young ones given pictures of each set.

Pupils make the animals' sounds

Teacher tells animal folklore. Pupils bring paper cuttings of domestic animals they like and discuss what they like about them. Pupils discuss the good things done by domestic animals for man.

Pupils list common food crops.

Pupils bring food crops fiom home.

Teacher helps pupils say names of food crops on the chart.

Pupils play a game using food items to learn their names.

Teacher tells folklore using some food crops.

They play riddles using food crops.


Periods

10

12

18

Resources

Seeds, chart3 diagram.

Fruits, chart or pictures, fruit cards ,

Soil, water, garden with plants, clay, utensil


Teacher brings different kinds of seeds together.

Pupils select bean, peas, pumpkin, and maize seeds in turn.

Pupils match seeds with their drawings pictures in a form of a play.

Pupils illustrate the four seeds with simple diagrams.

Teacher brings mentioned fruits.

Pupils mention h i t s they usually have in their gardenslvillage.

Pupils name fruits brought by the teacherlpupils.

Pupils match h i t s with the drawing on the chart/ pictures.

Pupils list uses of soil.

Pupils observe plants grown in the soils.

Pupils inspect mud houses, observing how soil was used in making them.

Pupils practise different uses of soil.

Learning Outcome

3. Identi& four types of seeds: bean, peas, pumpkin and maize seeds.

4. Identifjr five fruits; peach tomato, apricot, apple and plum.

S O I L CONSERVATION

5. Name at least three uses of soil.


Seeds Identification

Identification of fruits

uses of soil

At the completion of St~ndard 1, pupils will be able to:

I l

Learning 0utc6me

6. Identifl places havirrg signs of soil erosion.

7. Mention three common agents of soil erosion.


Signs of soil erosion

agents of soil erosion: rain water, wind

Suggested Activities I

Pupils inspect premises and immediate surroundings and discover gullies.

Teacher guides pupils to compare places affected with not affected by erosion and discuss the difference.

Pupils find places at which soil erosion easily takes place.

Pupils discuss how dongas are formed.

Pupils mention causes of soil erosion in their school premises.

Teacher demonstrates ways in which rain water carries away the soil.

Pupils'observe how water carries away soil on a rainy day and immediately after rain.

Teacher demonstrates how wind carries away the soil.

Pupils observe the teacher does or actual action of soil erosion on a windy day.

Resources

School premises or places in the immediate surroundings

Sand, soil, chartpaper, water, clean white cloth, Pegs-

Periods

14

12


Learning Outcome

-WATER CONSERVATION

8. Name four ways in which water is useful.

Resources

Charts1 pictures, bucket of clean water, bucket of dirty water, soap, piece of cloth, basin, mug.

ConceptslSkillsI Attitudes

Uses of water

Periods

10


Teacher collects samples of both clean and dirty water.

Pupils observe the two types and compare.

Pupils list uses of cleanerwater.

Pupils practise uses of water choosing the correct type.

Pupils observe chdpictures showing different ways in which water '

is useful.


Learning Outco4ne

LIVESTOCK MANAGEMENT

l . List at least two uses of any domestic animal.

2. Identify houses of domestic animals.

Concepts/Skills/ ~tt i tudes

Domestic animals

I

Domestic animals housing.

Pupils match animals with their houses using animal cards. domestic animal cards, animal houses cards.


Pupils mention domestic animals.

Pupils list uses of animals, e.g., cats catch micelare our pets; dogs protect us against our enemieshre used as thief hunters; cattle provide us with milWwork in the field etc.

Pupils group animals according to their uses, e.g., which animals provide us with milWmeat? Which ones work in the field? etc.

Pupils observe animals on the chart at worMwith their products.

Pupils mention places in which animals are kept.

Pupils describe animals' houses.

Pupils observe animals' houses on the chart.

Resources

Chart showing animals at work and their products.

Chart showing houses of domestic animals,

Periods

18

12


Resources

Animals' feed animals

seed charts

fruit chart


Pupils mention domestic animals' feed.

Pupils bring domestic animals' feed samples.

Pupils match the feeds with the animals which take them.

Pupils observe animals feeding on correct feed and clean water.

Teacher brings the different types of seeds mixed together.

Pupils sort group seeds according to type.

Pupils name the seeds they have sorted.

Pupils match seeds with their crop on the chart.

Pupils play riddles using seeds.

Teacher collect different b i t s and bring them to class.

Pupils name h i t s

Pupils mention fruits which they have in their gardens.

Pupils play a or matching game on fruits.

Pupils draw their favourite fruits.

Learning Outcome

3. Identify feed for domestic animals: cats, dogs, poultry rabbits.

CROP PRODUCTION .-

4. Identify eight types of seeds: watermelon, carrots7 spinach, raddish, cabbage, wheat, maize and sorghum.

5. Identify eight fruits: apple, tomato, plum, apricot, orange, watermelon, pears and peach.

Periods

15

I

15

10

Concepts/Sldlls/ Attitudes

Domestic animal feed identification

Seeds identification

Fruit Identification


Periods

8

3

15

Resources

Speed, rake, digging fork, chart paper.

Different soil, water, containers.

l Learning Outcome

- GARDEN TOOLS

6. Identify three garden tools and their uses.

( I S O I L CONSERVATION

7. Identify three types of soil.

8. Identify places eroded by animalslpeople. '


Identification spade, rake, digging fork

Types of soil, clay, sand and loam.

Soil erosion by animalslpeople.


Teacher brings spade, rake and digging fork.

Pupils observe and makeldraw garden tools.

Pupils match tools with drawings on the chart.

Pupils mention uses of each garden tool.

Pupils draw the three garden tools.

Pupilslteacher collect different types of soil.

Pupils groups the soils according to colour. b

Pupils mix each soil with water and make models.

Teacher labels the three types of soil according to their properties.

Pupils and teacher visit eroded places, where animals and people have been agents of erosion.

List different causes of soil erosion.


Resources

Animals, water, feeders, waterers.

Animals, farmers, charts.


Pupils define animals feeders.

Pupils mention the number of times the animals are supposed to be fed.

Pupils mention how often the feeders and waterers are to be cleaned.

Teacher demonstrates how to feed animals visit animal places and wash poultrylrabbit feeders and waterers.

In turn pupils wash feeders of cats, dogs rabbitlpoultry in school projects or at home.

Teacher explains disadvantages of feeding in dirty feeders and waterers.

Pupils mention sheep and goat products.

Pupils mention proper care for sheep and goats.

Teacher defines proper care for goats and sheep. This includes choosing suitable places for grazing, time and place for dipping, importance of dipping.

Learning Outcome

SMALL STOCK MANAGEMENT

1 . Clean the feeders of small animal; cats, dogs, rabbits, poultry.

* Demonstrate ability to take responsibility in cleaning animal feeders and waterers.

2. State proper care for sheep and goats.

b

Periods

15

15

~ o n c e ~ t s / ~ k i l l s / Attitudes

Cleaning animal feeders.

* Responsibility

Care for sheep and goats

* Caring


;

Resources

Watering can, handfork, hoe, garden line, sickle, pruning shears, ladder/drum.

Spade, rake, digging fork, hoe, hand fork, garden line and watering can.

Periods

I

13

1 3

Learning Outcoqe

2. cont ...

- GARDEN TOOI,S

3. Id?ntifl eight garden 4001s and their uses.

4. Handle tools properly.


Identification of garden tools.

Proper way of handling tools


Teacher and pupils discuss the importance of caring for domestic animals.

Pupils observe shearingldipping of sheep and goats.

Teacher and pupils bring the eight garden tools.

Pupils observe and name garden tools.

Pupils match tools with those on the chart.

Pupils mention uses of the tools.

Teacher deponstrates uses of tools.

Discuss ways in which garden tools might be dangerous.

Teacher demonstrates the best way of handling tools.

Pupils practise handling of tools properly.

Teacher demonstrates proper washing of tools.

l l


Periods

13

13

14

Resources

Water source, chart, tap, spring, river dam, house tank.

Chart.

, School premises.


Pupils mention places from where we get water.

Pupils observe places which are water sources.

Discuss water storage.

Pupils mention how rain water is collected at home/school.

Pupils collect rain water.

Pupils study the chart showing ways of collecting water.

Pupils mention advantages and disadvantages of loosing rain water.

Pupils observe the school premises to find gullies.

Discuss simple methods of controlling soil erosion.

Pupils collect stones and fill the gullies.

Pupils work cooperatively in groups as they do activities above.

Pupils observe higher classes filling gullies/dongas using grass, fence or stones.

Learning Outcome

W A T E R

5 . Identify sources of water.

6. Collect rain water

S O I L EROSION

7. Demonstrate two methods of controlling soil erosion.

* Demonstrate the importance of cooperation amongst pupils in prevention of soil erosion.


Sources of water

Collecting rain water

Controlling soil erosion.

* cooperation in prevention of soil erosion

Home Economics is aimed at strengthening healthy family life by teaching both boys and girls knowledge, skills and attitudes baspd on societal needs. It also aims at developing healthy habits. It is organised into the categories of FOOD and NUTRITJON, CLOTHING and TEXTILES and HOME MNAGEMENT

Specific Objectives for Home Economics

By the end of seven years of Home Economics in Primary Education, pupils should be able to: l

Acquire knowledge and skills for disposal of refuse. Develop skills to improve the appearance of home and environment. Practise and keep household equipment clean. Care for household items. Practise the skills of sewing, knitting and crocheting. Apply methods of preservation for storage. Demonstrate skills for table-setting. Classify foods according to their groups. Name food nutrients, their hc t ions and sources. Describe deficiency diseases and their causes as well as their preventionltreatment.

At the completion of Stavdard 1, pupils will be able to: 128

Periods

14

6

2

Resources

maize, wheat, sorghum, oats, chart paper, pupil's book, flash cards, cereal pictures

mealie meal, flour, sorghum meal, oats, samp, flash cards

cereals, mealie meal, sorghum meal, oats samp

Learning Outcome

d O O D and NUTRITION

1. Identify and name three local cereals.

2. Identify and name by- products of local cereals.

* Demonstrate appreciation of local cereal by-products used at home.

3. List two uses of cereais and by-products.


Local cereals maize sorghum wheat oats

By-products of local cereals: wheat, flour, mealie meal, sorghum meal, oats.

* Appreciation of local cereal by- products

Uses of cereals and by-products


Teacher and pupils bring samples of cereals; these are mixed and pupils to sort them out.

Teacher and pupils name each cereal and it is labelled by the teacher.

Pupils collect, cut and mount cereal pictures.

Pupils sketch and colour these cereals.

Teacher and pupils bring in by-products of maize, wheat, sorghum and oats.

Pupils match by-products with cereal of origin.

Teacher and pupils name and label the by-products.

Teacher asks pupils to inquire more about different by-products of local cereals e.g. lipolokoe, likhobe, senkhoane.

Pupils name use of both cereals and by-products.


1

Learning\Outcome

4. Name at least three I local common fruits,

grown locally.

5. List three wild edible vegetables.

9 CLOTHING TEXTILES

1. Identify and name two pieces of hand sewing equipment.

2. Use a pair of scissors for cutting.

Resources

peaches, apricots, grapes, pictures of fruits, glue, coloured pencils, chart paper, scissors, pupils' work- book, flash cards

theepe leshoabe seruoe

needle and thread chart

scissors and Paper

Periods

l l

4

3

11


Local common fruits peaches apricots grapes

Classroom items

Hand sewing equipment

Use of scissors


Teacher and pupils bring some peaches, apricots and grapes when in season.

Pupils sort fruit according to types, both teacher and pupils name and label them.

Pupils collect pictures of these fruits, cut and mount.

Pupils draw, colour and teacher labels and displays pupils' work.

Pupils go into the school gardens and identifl these vegetables.

Teacher and pupils bring some edible wild vegetables she selects the ones that she is going to teach about, and asks pupils to name them.

Pupils paste the vegetables on paper and teacher labels them.

Teacher brings sewing needle and thread. Helshe shows these to the pupils and they name them.

Pupils identify needle and thread from the chart.

Pupils draw needle and thread.

Teacher demonstrates handling and cutting with scissors.

Pupils practise proper handling of the scissor and cutting.

Pupils U?: scissors to cut paper.

At the com~letion of Standard 1, pupils will be able to: 130

Periods

11

9

6

Learning Outcome

3. Identify and name knitting and crotcheting equipment.

HOME MANAGEMENT

1. Name items found in the classroom.

2. Name everyday kitchen items.

:

Resources

knitting needles crotchet hook pencils, paper chart showing knitting needles and crochet hook

chairs, benches, table, duster, chalk, chalkboard

chart with kitchen items, magazines, broom, dustpan, scissors, paste, plates, bucket, knife, fork, pots


Knitting Crocheting

Classroom items

Kitchen items

* Awareness and appreciation of kitchen items.


Both teacher and pupils bring knitting needles and crotchet hooks.

Pupils examine the knitting and crot~hing equipment.

Pupils observe equipment on chart and draw them.

Pupils name items found in the classroom, they point at them on the chart.

Pupils tell how these items are used.

Pupils paste the vegetables on paper and teacher labels them.

Teacher asks pupils to name everyday kitchen items; they point at them on the chart.

Pupils collect and bring pictures of kitchen items. lhey cut and mount them; teacher displays the work of the pupils.

Pupils draw and colour items.

Pupils sing songs or recite some poems on kitchen items.


Periods

9

4

7

Learning Outcome

3. Name basic items found in bedrooms.

* Identify strategies used in solving problems.

4. List uses of kitchen and bedroom items.

5. Practise clean house- keeping.

* Demonstrate . he understanding andhpr tance of cleanliness and cooperation


Pupils narne items that are fovnd in the bedroom.

Pupils collect pictures of bedroom items cut and mount them. The work is displayed.

Teacher explains to pupils that some of the bedroom items may be improvised, like using cardboxes and tins to make a bed, tomato box for dressing stand.

Pupils name uses of different items in the kitchen and bedroom.

Teacher demonstrates how to sweep and dust correctly.

Teacher groups pupils and makes them sweep, dust and place items in their proper places.

Pupils follow the list of sweepers for their daily sweeping

Pupils mention the importance of cleanliness.

Teacher as& to learn to do more household work and to share responsibilities regardless of sex.

ConeeptsIS kills1 Attitudes -

Bedroom items

* Problem-solving * Appreciation of

bedroom items

Uses of Kitchen and Bedroom items

Sweeping Dusting

* Cleanliness * Co-operation

Resources

pictures of beds, wardrobe, blankets, mirror, scissors, glue, chart paper

pictures of stoves, pots, buckets, basins, plates, wardrobe, bed

broom, dust pan, dusters

At the completion of Standard 2, pupils will be able tot

lL,eaning Outcome -

1. Name at least four Teacher and pupils bring animal body-builders and on food chart animal body builders.

2. Name four plant body- builders.

3. Name five protective fruits.

builders: meat, eggs, fish, cheese, milk

Plant body- builders: beans peas peanuts lentils

Protective fruits: peaches apples apricot oranges grapes

pupils identify the food brought.

Pupils sketch and colour foods copied from the chart; they label and display their work.

Teacher and pupils bring plant body-builders. Pupils sort and name them.

Pupils identifL foods on the chart.

Teacher and pupils collect pictures; pupils cut, mount and display their work.

Pupils bring some fruit, sort and name them, using the chart.

Pupils draw, colour, and label fruit with the help of the teacher. Display the work.

Pupils collect pictures, cut, mount, label and display their work.

fish, cheese, coloured pencils, glue, scissors, Paper

beans, peas, lentils, peanuts, glue, scissors, chart paper

peachps. apples, apricot S,

ormges, grapes, coloured pencils, scissors, glue, pa?er, flash cards;

7

10


Periods

4 4

9

6

Resources

vegetables, sellotape, chart paper

cabbage, spinach, carrots, radish, beetroot, coloured pencils, scissors, glue, chart paper

bread, porridge, sarnp, oats, rice, potatoes


Pupils go into the school garden and identify the vegetables.

Teacher and pupils bring some vegetables, pupils sort and name them.

Pupils paste vegetables on chart and display them.

Pupils go into the school gardens and identify protective vegetables.

Pupils identify and name vegetables on the food chart.

Pupils collect pictures of vegetables and cut, mount, and display them.

Pupils sketch protective garden vegetables and colour them accordingly.

Teacher asks pupils to learn to plant different garden vegetables and discuss their uses to them.

Pupils tell the common components of their meals at home.

Pupils identifj starchy foods on food chart.

Pupils collect, cut and mount pictures of bread, rice, samp, oats and potatoes on chart.

Learning Outcome

4. Name at least five protective wild vegetables.

5 . Name at least four protective garden vegetables.

* Show ability to differentiate uses of garden vegetables.

6. Name at least four starch energy givers.

ConceptslSkillsI Attitudes

Protective wild vegetables: theepe, seruoe, leshoabe, tenane, qhela, sepaile

Protective garden vegetables: cabbage, spinach, carrots, radish, beetroot

* Differentiation of garden vegetables

Starch energy givers: bread, samp, rice, porridge, oats, potatoes


Periods Learning Outcome

.CLOTHING TEXTILES

1. Use needle, thread and marker properly. --

2. Make tacking stitch properly.

3. Make tacking stitch

-


Suggested Activities Resources

1

Hand sewing equipment

* practice

Tacking stitch

Tacking stitch

Pupils measure and fold their pieces of paper.

Pupils thread needles and make a knot.

Teacher demonstrates sewing on paper.

Pupils practise sewing on paper

Teacher asks pupils to practise doing things for themselves like sewing and crotcheting for their dolls at home.

Pupils measure and fold their pieces of cloth.

Pupils thread needles and make a knot.

Teacher demonstrates tacking stitch.

Pupils practise tacking stitch on cloth.

Pupils bring fabric, thread and needles.

Pupils thread their needles and make a knot.

Pupils measures and fold fabric and pin.

Pupils tack the fold guided by the teacher.

needle thread marker cloth

needle thread marker

Paper

pins fabric needles thread

8

10

1 l

135 At the completion of Standard 2, pupils will be,able to:

Learning Outcome

4. Identify and name two animal fibres.

5. Use crotchet hook and wool properly.


Wool Mohair

Crotchet Crotchet hook Wool


Teacher and pupils collect cut wool and mohair and specimens of skins with wool and mohair on them.

Pupils sort and name specimens.

Pupils mount and display specimens.

Teacher and pupils bring pictures of sheep and goat.

Pupils visit to see live sheep and goat.

Teacher and pupils bring crotchet hooks and wool.

Teacher demonstrates how to make a loop and chain.

Pupils practise making a loop and chain.

Resources

natural wool, mohair, sheep skin pieces, goat skin pieces.

crotchet hook wool

Periods

3

6


Learning ( Outcome

-HOME MANAGEMENT

1. Identify and name two common household cleaning products.

2. Wash small fabric items properly.

3. Wash eating utensils properly.

4. State hislher duties at home and schaol.


Household cleaning products

Proper washing

Proper washing of eating utensils

Common duties


Pupils collect empty soap containers and wrappers.

Pupils sort containers according to (firm, solid and powders). Pupils name and label them.

Both teacher and pupils bring different cleaning products.

Pupils bring socks, dusters and swabs to be washed.

Pupils draw water for the teacher to demonstrate how to wash properly.

Pupils prepare water, wash, rinse and hang articles to dry.

Teacher prepares washing water, soap and swab and demonstrates how to wash lunch boxes, plates, basins, mugs and spoons.

Pupils prepare water and wash eating utensils (in groups).

Pupils follow steps displayed for daily washers of utensils.

Pupils state common basic duties they do at home and at school.

Pupils collect pictures or draw illustrations showing children at work at home and at school.

Resources

empty containers of soap, wrappers of powdered and solid soap1 cleaning products.

socks, dusters, swabs, water, washing basin, pegs

lunch boxes, plates, basins, mugs, spoons, bucket, soap, swabs

pictures

Periods

6

4

3

3

137 At the com~letion of Standard 3, pupils will be able to:

Periods

5

7

8

Resources

food, food chart, scissors, glue, chart paper

bread, samp, rice, potatoes, pictures of sugars and starches

meat, eggs, milk, fish, peas, peanuts, lentils and beans

Learning1 Outcome

-FOOD and NUTRITION

1 . Classify food according to food groups.

* Show an appreciation of the importance of different food groups.

2. List two functions of starches and sugar in the body.

3. List three hnctions of animal and plant body- builders.


Food groups, starches, proteins, vitamins plus minerals, fats and oils.

* Appreciation of different food groups.

Functions of starches and sugar: bread, porridge, samp, rice, potatoes and sugar

Functions of animal and plant body- builders.


Teacher collect different kinds of food; sorts them according to groups, names and labels of foods the groups accordingly.

Pupils collect pictures of foods, cut, mount, label and display them according to their groups.

Teacher and pupils discuss the importance of different kinds of food groups in their bodies.

Pupils appreciate different kinds of food eaten at their homes.

Using food chart pupils name starchy foods, sugar and tubers.

Teacher and pupils discuss functions of sugars and starches.

Pupils name animal and plant body-builders.

Teacher and pupils discuss functions of body-builders.

At the completion of Standard 3, pupils will be able to: 1'3 8

Learning(0uicome

4. Name two functions of fruits and vegetables in the body.

5. List two hnctions of fats and oil in the body.

0 CLOTHING TEXTILES

1. Use decorative tacking on fabric.

L


Functions of h i t s and vegetables in the body.

Functions of fats and oil.

Decorative tacking


Teacher shows picture of a well fed child and an underfed child. Pupils compare the pictures and discuss them.

Pupils name fruits and vegetables that they know.

Teacher and pupils discuss functions of fruits and vegetables.

Pupils collect containers of fats and oil.

Teacher and pupils discuss and list hc t ions of fats and oil.

Teacher and pupils bring their fabrics, needle and thread and filosheen and thimble.

Teacher shows on which finger to wear thimble.

Teacher demonstrates how to make decorative tacking and shows a sample cloth.

Pupils prepare fabric to make tray cloth.

Pupils wear their thimbles and start sewing.

Resources

hi t s and vegetables, pictures of these foods, chart showing underfed and well-nourished children

oil, fats, containers of oil and fats

fabric needle sewing thread filosheen thimble

Periods

8

8

10


Periods

10

6

14

Resources

sample cloth needle fabric

needle thread fabric

knitting needles wool


Teacher demonstrates how to make running stitch and shows a sample cloth with this stitch.

Pupils prepare fabric on which to prwtise running stitch.

Teacher asks pupils to willingly practise what they do at school even in their homes.

Teacher and pupils discuss the importance of promoting the artistic will in a person for future benefits.

Teacher demonstrates how to make top sewing.

Teacher displays a sample cloth with top sewing.

Pupils practise top sewing, with the teacher's guidance.

Pupils make an apron using tacking, running and top stitch.

Teacher and pupils bring their knitting needles and wool.

Teacher demonstrates how to cast on to knit and pupils practise.

Teacher demonstrates how to cast off and pupils practise.

Learning1 Outcome

2. Use running stitch properly.

* Demonstrate self-will skills for future benefits.

3. Make top sewing properly.

4. Use knitting needles and knit properly.


Running stitch

* self-will skill

Top sewing

Cast on Knit Cast off


Learning Outcome

5. Make chain properly.

-HOME MANAGEMENT

1. Keep school e~viron- ment clean and healthy.

2. Improve the appearance of the classroom.

ConceptslSkillsl Attitudes

Chain

Clean and healthy environment

* Responsibility

Improvement of classroom

Periods

3

3

10

10


Teacher demonstrates how to make chain.

Pupils make their own chain, guide4 by the teacher.

Pupils dig a ditch.

Pupils collect papers, plastics, tins and bottles.

Pupils burn papers and bury tins and bottles. They use clean plastic to make some articles.

Pupils dig a French Drain and pour dirty water into it.

Pupils mention other responsibilities they should take in the general care of home and school environment, like cleaning domestic animals wastes.

Pupils collect tins for planting flowers.

Pupils prepare flower beds and flower pots.

Pupils collect and bring flowers, seeds and cuttings.

Teachers and pupils plant seeds and flower cuttings.

Pupils display potted flowers and plants.

Pupils maintain grown flower plants.

Pupils decorate classroom with grown and wild flowers and grasses

Resources

Crotchet hook Wool

spades matches stones rakes

spades, seeds cuttings, tins, hammer, stone, nails

Health Education enables people to live better and healthy lives. It equips pupils with knowledge, skills and attitudes necessary to save lives, prevent and control diseases and suffering and treat minor ailments which occur daily as they grow up and in their adulthood.

Physical Education - It is the optimum development, intergration and adjustment physically, metally and socio-culturally of the individual through guided instruction and participation in selected sport, rhythms and movement experiences which are conducted according to social and health standards. Physical Education is also a bio-social phenomenon as it develops all the social aspects which are necessary for meaninghl learning.

Specific Objectives for Health and Physical Education

By the end of seven years of Health and Physical Education, pupils should be able to:

Health Education 1 . Appreciate health as an asset in life. 2. Apply knowledge, skills, attitudes, beliefs and practices that are conducive to good health. 3. Demonstrate the importance of good eating habits, personal hygiene, physical activities, adequate rest and appropriate

sanitation practices. 4. Know infectious and non-infectious diseases, their causes, prevention and treatment. 5 . Promote awareness of the hazards of drug abuse, smoking, alcoholism and ways of preventing them. 6. Apply measures to take when different accidents have occurred. 7 Promote appropriate use of and cooperation with health practitioners, materials, services, facilities and information

resources. 8. Know the basic anatomy and physiology in relation to human growth and development. 9. Extend the knowledge, skills, attitudes, and practices taught in school to the home, family and larger community.

Physical Education 1. Practise skills to promote sports and athletics for improvement of their daily lives. 2. Participate nationally and internationally in games, sports, rhythms and other movement experiences. 3. Appreciate physical and recreational activities in order to encourage more positive use of leisure time. 4. Understand and appreciate the role played by traditional sports, games, music and dances in the development of cultural

heritage. 5 . Demonstrate leadership and sense of responsibility in social life. 6. Appreciate the importance of team work and friendly competition. 7. Understand, appreciate and implement rules, regulations and etiquette of all games and sports. 8. Use appropriate techniques and principles of investigation and relaxation. 9. Demonstrate good habits of posture and body alignments through daily activities, schedules and body mechanics. 10. Show good spirit in sports, games, athletics and music.


Learning Outcome

(m HEALTH EDUCATION#

1. Identifj the external parts of the body: head, nose, eyes, ears, mouth, shoulders, hands, knees, chin, feet.

* Demonstrate acceptance and appreciation of body features of self and others.

2. Demonstrate how to bathe properly.

3. Demonstrate how to groom hair properly.

Periods

6

6

6


External parts of the body

* Acceptance and appreciation of self and others

Personal hygiene Bathing

Personal hygiene Grooming


Teacher introduces songs about external parts of the body. Pupils sing the songs naming external parts of the body.

Play games of matching word cards with corresponding pictures.

Pupils should look at each other and describe their features positively. Pupils name their features which they like most.

Collect materials needed for bathing and have children identify their uses.

Teacher demonstrates how to bathe properly, using a doll.

Pupils bathe dolls.

Collect all materials needed for grooming hair and have pupils identify their uses.

Teacher demonstrates how to groom hair properly using a doll.

Pupils groom each other in pairs.

Resources

word cards pictures of body parts

bath soap, face towels, warm water, washing basin

hair combs, hair brushes, mirrors


Resources

toothbrush, toothpaste, warm water

posters, charts

tins, boxes containers of common drugs

match sticks sticks, soil, wood ash, seeds, pins,


Collect materials for brushing teeth and have pupils identifjr their uses.

Teacher demonstrates how to brush teeth.

Pupils brush teeth showing proper brush movements.

Teacher explains diseases, their causes and how they spread.

Teacher and pupils discuss signs and symptoms of communicable diseases.

teacher and pupils discuss the prevention methods of these diseases.

Collect containers of common substances used at home and throughout the village.

Teacher introduces the containers of common drugs to pupils. The pupils, in small groups, identifj collected containers.

Discuss how foreign bodies in the eye, nose, ear, mouth can harm the body.

Learning Outcame

v

4. Demonstrate how to brush teeth properly.

5. Identify signs and symptoms of communicable diseases; colds, measles, and their prevention.

6. Identify common drugs.

7. Identify foreign bodies that cause harm in the eyes, ears, mouth and nose.

Periods

6

8

6

8


Personal hygiene Brushing of teeth

Communicable diseases - signs - symptoms - prevention

Drugs

Harmful foreign bodies

At the completion of Standard l, pupils will be able to: i

Periods

8

10

Resources

rubber, pencil, books, mug

trees swings

posters pictures and charts showing accidents

Learning Outcome

7. cont ...

* Demonstrate ways of preventing foreign bodies which are harmful.

8. Identify games which cause health hazards and their preventive measures.

9. Demonstrate proper ways of crossing the road.


* Harmful foreign bodies

Hazardous activities

Road safety


Teacher displays different materials and asks pupils to identify those that can be hannfbl in the nose, eye, mouth and ear.

Discuss the correct method of removing foreign bodies and encourage pupils to consult a health worker.

Teacher and pupils discuss ways of preventing foreign bodies from entering one's eye, ear, nose and mouth.

Discuss some hazardous games and activities that pupils know e.g., tree climbing, swinging on trees and swimming.

Discuss accidents which can be caused by such activities.

Teacher explains simple preventive measures of accidents and demonstrates safe ways to apply these preventive measures.

Discuss road accidents and their causes.

Discuss proper ways of crossing the road using relevant posters and pictures.

Teacher demonstrates ways of crossing the road and pupils dramatise proper ways of crossing the road.


Resources

a piece of cloth, a tin marked areas

audio cassettes players, song books


Invite resource persons from road safety department to lecture on proper ways of crossing the road.

Listen to commands in standing position, in marked areas and imitate the teacher as follows:.

Place hands on hips, shoulders, knees, toes, behind the head.

Jump like a bouncing ball with hands on hips.

Bend body left, right, forward and backward like a tree swaging on the breeze.

Swing one arm forward and completely around five times, repeat with other arm.

Teacher teaches running games, e.g., rat and mice, hide and seek.

Teacher plays rhythm songs from song book and audio cassettes and demonstrates the action whilst pupils imitate the teacher.

Pupils sing rhythmic songs as they clap, stamp feet, march and jump.

Periods

6

4


Locomotion

Rhythmic movements

1

Learning Outcome

9. cont ...

,PHYSICAL EDUCATION

1. Control movement of body parts with balance.

2. Demonstrate clapping, stamping feet and jumping in rhythmic movements.

L


Periodg

8

Resources

skipping ropes, small stones

balls bean bags

sticks batons (lesokoana)


Pupils give their own songs acting them in rhythm.

Pupils play relay games and score points (Zesokoana).

Pupils play running games such as hunter and rabbits.

Pupils play throw and catch games using large balls or bean bags, throwing to unexpected positions.

Pupils catch a ball on first bounce from a fly or against a wall.

Pupils roll and catch a ball.

Teacher and pupils discuss the advantages of interrelating as a sign of good team-spirit.

Learning Outcome

2. cont ...

3. Demonstrate manipulative skills in games.

* Demonstrate ability to interrelate.


Manipulative skills; throwing, catching, c6-ordination

* Inter-relationship

* Team-spirit


Learning Outcome

g m HEALTH EDUCATION

1. Demonstrate good care of the sense organs.

2. Explain importance of sanitation.

* Demonstrate good health habits in relation to sanitation


Care of: eyes ears nose skin tongue

Importance of sanitation: water supplies, toilets and environmental cleanliness

* Awareness and practice of good sanitation


Teacher collects pictures showing good care of sense organs.

Discuss how to care for each of the sense organs.

Teacher demonstrates the good care of sense organs.

Demonstrates good care of sense organs using a doll.

Teacher defines sanitation.

Teacher takes pupils to the school latrines and tap wells and discusses the importance of clean latrines and water and the effects of poor sanitation.

Pupils clean toilets in turn.

Pupils role-play good health habits.

Resources /

/

dolls, 'warm water, towel, cotton buds, clean cloth, pictures

water supplies latrines

,&eriods

6

6


Periods

10

6

6

Resources

resource person, pictures

various containers of drugs, e.g., cigarette boxes, cosmetic containers etc.

pupils posters

Learning Outcome

3. Identify the infectiou diseases, their causes, prevention and how they are spread; TB, measles, colds, chicken pox, diarrhoea, whooping cough.

4. Classify drugs which are medicine, alcohol and tobacco.

5. Identify burns and scalds.


Infectious diseases and how they spread

Classification of drugs

Burns Scalds


Teacher explain what are infectious diseases.

Teacher and pupils cut out and paste pictures of animals which carry harmful germs and mount them and write down animals which spread diseases, e.g., dogs, lice, flies.

Discuss other factors which can spread infectious diseases, e.g., polluted air and water.

Teacher explains causes of the infectious diseases, e.g., TB.

Teacher organises presentations or campaign on infectious diseases and their causes.

Teacher collect various containers of drugs.

Teacher describes drugs, which are. medicine, alcohol, and tobacco.

Pupils are divided into small groups and they classify drugs according to medicine, alcohol, tobacco. ---

Teacher explains burns and scalds.

Teacher displays pictures of burns and pupils distinguish between burns and scalds.

At the completion of Standard 2, ~upi l s will be able to:

4

Resources

resource person

ropes

English in action song book & other relevant songs /rhymes

Periods

10

2

4

Learning Outco~ne

6. Identify health hazards occurring in the home, con~munity and school: poisoning, fire, accidents, road accidents and their prevention.

d H Y S I C A L EDUCATION

1. Apply movement skills in jumping over ropes.

* Demonstrate ability to work with people who are different from oneself.

2. Exercise limbs in rhythmic movements.

I


Health hazards - causes - prevention

Locomotion skills in jumping

* Tolerance * Co-operation

Locomotive skills in rhythm


Teacher defines health hazards occurring in the home, school and at the village level.

Teacher and pupils discuss how to prevent hazards.

Teacher displays pictures showing some health hazards and pupils identify them.

Teacher introduces jumping.

Pupils jump over imaginary ropes and real ropes.

Pupils play jump-rope-tage.

Teacher and pupils discuss the importance of trust-building, tolerance and co-operation in games

Teacher demonstrates marching songs and pupils sing moving both upper and lower limbs.

Pupils sing and act rhythms e.g. "Twinkle, twinkle little star".


l Periods

4

1 4

Resources

bean bags, balls

different types of bouncing balls.

bean bags, balls


Listening to commands, pupils, stand on one foot.

Stand in different positions forming shapes, e.g. triangular, circular then throw and catch bean bagshalls.

Pupils do bouncing activities e.g. overhead ball bouncing.

Pupils do ball passing relay games.

Teacher introduces manipulative activities e.g.overhead bean-bag- race.

Pupils catch the ball on first bounce from a fly or against the wall.

Learning Outcome

3. Maintain body balancing through games.

4. Demonstrate ability to bounce and pass the ball accurately.

5. Demonstrate ability to throw and catch from a fly or against the wall.


Balancing and space awareness

ball bouncing and passing

Manipulation - throwing - catching


Learning Outcome

(m HEALTH EDUCATION

l . Identify ways of monitoring personal health.

2. Describe hygienic prevention of common diseases.


Good health

Hygienic prevention of diseases: - typhus - ringworm - scabies


Draw up a weekly cleanliness check-up record for body parts and clothes. Divide the class into cleanliness check-up groups. Have each group take turns every week to check the cleanliness of pupils in class, e.g. hair, nails, etc.

Draw a health record chart. Pupils check the following: general condition and appearance, height and weight of each other.

Collect pictures showing diseases such as ringworm.

Teacher defines typhus, ringworm and scabies.

Discuss ways of keeping the body healthy, i.e. free from diseases such as typhus, ringworm and scabies, e.g. by cleanliness.

Pupils demonstrate care of the body as hygienic prevention of diseases.

Teacher inspects pupils cleanliness and discusses how dirty hair and nails contribute to the spread of common diseases.

Resources Periods

scale, metrestick, record charts

pictures, comb, nail cutter

8

8


Periods

9

8

9

3

Resources

pictures of animals and insects, pictures of bites and stings

first aid kit

pictures charts

containers of drugs and medicines


Teacher defines and shows pictures of bites and stings.

Collect pictures of animals and insects and let pupils classify them according to those which bite and those which sting. Pupils and teacher discuss the classifications.

Discuss ways of treating bites and stings.

Teacher demonstrates how to apply first aid on bits and stings.

Teacher defines signs and symptoms of bites and stings.

Collect pictures showing signs of different bites and stings, e.g. dog and snake bites and bee stings.

Teacher explains drugs.

Teacher and pupils collect containers of drugs and have pupils classify them according to alcohol, medicine and tobacco.

Pupils describe the classification.

Learning Outcome

3. Distinguish the difference between bites and stings.

4. Explain how to treat bites and stings.

5. Identify signs and symptoms of bites and stings.

6. Define drugs; medicine, alcohol and tobacco


Bites: dog and snake

Stings: insects

Treating bites and stings

Signs and symptoms of bites and stings

Drugs


4

Learning Outcome

7. Demonstrate proper ways of riding a bicycle, crossing a bridge and railway and walking along the road.

V H Y S I C A L EDUCATION

l . Demonstrate body movement skills through relevant games.

2, Demonstrate control of body movements.


Road safety

Locomotion - running - hopping - skipping

balancing and co- ordination of body parts.


Teacher and pupils discuss the dangers of running across the road, walking side by side on the road, playing a ball on the road, playing a ball on the road and on a bridge.

Discuss what to do when transport is approaching, e.g. train, fast cars and lorries.

Teacher explains and demonstrates the signs cyclists use for branching to the other side of the road and proper ways of riding a bicycle.

Teacher guides pupils to play different games e.g. skipping rope and hop scotch games.

Pupils hop on the right foot while grasping the left foot with the left hand, repeat hopping on the left foot.

Pupils play running games e.g. rabbit, hunter.

Teacher guides pupils to play hop scotch without a stone, hopping on one foot.

Pupils in pairs play tree-sawing game.

Resources

bicycle pictures

skipping ropes, materials suitable for scotch game

ropes

'..

Periods

9

4

2

At the completion pf Standard 3, pupils will be able to:

Periods

4

4

3

Resources

skipping ropes, materials suitable for "mohobelo"

balls

bean bags balls


Pupils play skipping ropes in variations and styles.

Pupils sing and act "mokhibo " and "mohobelo 'l.

Pupils trot on the same spot and stop at a whistle signal.

Teacher demonstrates instep kicking skill

Pupils practise the instep kicking by passing the ball in affordable groups.

Teacher introduces catching and throwing relay games using a ball/ bean bag.

Pupils play throwing and catching relay games guided by a teacher e.g. throwing overhead, between the legs with both hands.

Learning Outcome

3. Demonstrate skipping, clapping and trotting in rhythmic movements.

4. Demonstrate instep kicking using a ball.

5. Demonstrate ability to throw and catch ball in relay games.


rhythmic body movements

instep kicking

Manipulation - throwing - catching

The general aim of teaching Social Studies is to make the child aware of hidherself as an individual and as a member of society and the world's people as one people. It also helps the child to make a study of man, both in the past and in the present, makes the child aware of the constant interaction between the human race and the total environment - physical, social and cultural.

Specific Objectives for Social Studies

By the end of seven years of Social Studies in Primary Education, pupils should be able to:

1 . Demonstrate self-awareness. 2. Demonstrate an awareness of the basic human needs and the people of the world in general and the Basotho in particular. 3. Demonstrate a general understanding of the history and the distribution of Basotho clans and other ethnic groups. 4. Show a basic understanding of the universe the planets, the moon the stars - the earth as a planet, the two movements of the earth, rotation

and revolution, and their effects on weather and climate. 5 Demonstrate the basic mapping skills - orientation and map reading. 6. Show an unders~anding that their local community, their nation and the world at large are changing and developing and are continuing to

develop and change, in terms of families and house types. 7. Make simple weather observations and keep daily records. 8. Demonstrate an understanding of the location, basic physical features of Lesotho, its climate, products and human occupation and those of

the neighbouring countries - R.S.A, Namibia, Botswana and Swaziland. 9. Show understanding of the origins of the Basotho from the earliest times up to the time of their incorporation by the British in 1868 - 1871,

under the Cape Colony, - the second British administration in 1884 - 1966 - then Lesotho, in the post-independence era. 10. Show basic understanding of Lesotho's location, features as well as those of its immediate neighbours - R.S.A., Swaziland, Namibia and

Botswana, and their links - economical and otherwise. 1 1. Demonstrate general understanding of human rights. 12. Explain how people of Lesotho earn their.. 13. Demonstrate national pride by showing respect to the Lesotho flag and national anthem. 14. Describe their local government structure as well as the central government and government structures of the neighbouring countries. 15. Identifl current events and explain those that are significant to the lives of Basotho as well as other nations of world. 16. Show and demonstrate awareness and understanding of natural and man-made disasters.

17. List and describe the benefits that Lesotho get as a member of the international such as SADC, OAU, the commonwealth of countries, UN, the European Union, NAFTA, etc.

18. Describe the major climatic regions of the world and their products and explain the role they play for the survival of Lesotho. 19. Explain the significance of preserving, protecting, and conserving the environment in Lesotho as well as worldwide. 20. Explain of different communication and transportation systems used in Lesotho and worldwide. 21. Demonstrate an appreciation of the natural beauty, cultural heritage and resources of Lesotho. 22. Demonstrate an appreciation of their own culture as well as other people's cultures, languages and religions.

At the completion of Standard 1. Pupils will be able to:

Resources pictures national flag

national anthem


Teacher shows the pupils the national flag

Teacher and pupils demonstrate and sing the national anthen at all times, voluntarily

Teacher and pupils discuss sporting events that took place in the school, such as:

Sporting activity Wedding National Celebration Tragic death School trip

Teacher and pupils discuss any other important events that took place.

Teachers tells pupils some important events such as: King's birthday, an important holiday etc.

Pupils record events by drawing, using pictures or cuttings and talking about the events.

Pupils drawatize the events.

~earniog &tcome

1 . Identify colours of the national flag.

2. Demonstrate appreciation of national anthem.

3. Report important events that take place in their school environment

Periods 4

4

ConceptsISkills

National flag Appreciation of National flag

National anthem appreciation

Awareness importants events reporting

160 At the completion of Standard 2. Puoils will be able to:

Periods 4

4

3

Resources

pictures

pictures posters chart paper TV &/or radio (where available) newspaper

Suggested Activities Pupils state weather conditions observed for the period of a week,

Pupils state and discuss the most important activitieslevents that have taken place at school and home

Pupils discuss the results of the competitions that have recently taken place

Teacher tells pupils some of the events taken From mass media

Pupils draw simple pictures to illustrate the events or activities that have taken place at school or collect relevant pictures for classroom display

Teacher and pupils revise the colours of the national flag dealt with in Standard 1

Pupils draw the national flag with correct colours and emblem

Pupils and teacher sing the national anthem holding the national flag in their hands

Learning Outconie 1 . Describe the stqlte of

weather in term of cold, hot, rainy and fine.

2. Give account of important activities and events that took place at school and at home.

3. Describe the national flag and sing the national anthem

*

~ o n e e ~ k l ~ k l l l s

Weather

Current affairs awareness

National flag National anthem

At the com~letion of Standard 3. nunils will be able to:

Periods

I

3

3


Self

Awareness

Identity

Appreciation

Discussion

Self awareness Identity

Appreciation Discussing

.-


Pupils tell their names and surnames

Pupils identifL themselves by sex (boy or girl)

Pupils arrange their surnames in alphabetical order.

Teacher uses a class attendance register to show that surnames are listed alphabetically and that members of a family appear under one surname.

Pupils list names of pupils who share same names with different surnames.

Pupils discuss the significance of the surname from the activities done.

dl

Resources

Attendance register Telephone directory Pupils

W -

Learning Outcome

SELF

1 . Give hislher name and surname correctly

2. Explain the significance of surname

At t he comnletion of Stae~dard 3. nunils will he able to: 1 62

Concepts/Skills/ Learning Outcome

3 Describe their status within their families (mats~holo, khorula, seqoma/ntja, lefahla Ze fusz)

4 Give hislher personal particulars

5. Demonstrate knowledge of hisfher clan and totem (ho thella)

Attitudes Self - awareness Identity Appreciation Sorting

Birth place, Place of residence, Personal particulars

Clan and totem

Appreciation, Drawing, Information gathering

Suggested Activities Pupils ask their parents about the meanings of their names and report them in class

Pupils sort out common Basotho names denoting status, occassion, event associated with birth and personalty.

Pupils group themselves according to how they were named

Pupils group themselves according to their status in their own families

Pupils list names that are given to both boys and girls

Pupils find out from their parents where and when they were born (birth place)

Pupils give their places of residence (habo bona)

Pupils fill forms requiring personal particulars.

Pupils ask their parents to teach them their clan and totem (ho thella) fi~lly

Pupils find fiom their parents their totem. They draw and cut from magazines and newspapers pictures of animals of their totems.

Resources Parents

Pupils

Parents

Forms

Parents Resource persons Folklore books pictures newspapers

Periods 6

3

6


Teacher finds a resource person(s) to relate simple historical information on Basotho clans and the totems.

Teacher and pupils find the number of clans represented within their class.

- FAMILY

6. List members of their immediate families

Family - Paternal and maternal, Appreciation, awareness and respect for elders Comparing, Decision-making, Discussion

Teacher finds out the number of pupils representing each clan.

Teacher and pupils make graphs to represent the distribution of clans in their classroom.

Pupils list and name the members of the family they live with and their relationship e.g., aubuti, ausi, nkhono.

Pupils find from parents their paternal grand parents and their children (leloko la ntate).

Pupils find their maternal grand parents and their children (leloko la 'M'e).

Parents 3

At the cnmnletion nf Stsqdard 3. ouuils will be able to:

Concepts/Skills/ Learning Oytcome

7 Give proper kinship terms on both paternal and maternal sides of the family

8. Describe interdependence among family members

Attitudes

Kinship Family tree Cooperation, Appreciation and Respect for elders, Discussion, Decision - making

Division of labour;

Leisure time, Cooperation, and willingness to help others

Drawing, Modelling Pasting


With the help of parents, pupils list their fathers' brothers and sisters in order of birth, using proper kinship terms.

Teacher and pupils discuss who their paternal and maternal cousins are, i.e., (Bo-motsoala).

Each pupil draw hisher family tree with the help of the teacher.

Teacher and pupils discuss the duties performed by different members of a family.

Pupils list duties they perform within their families for the well being of those families .

Pupils list duties performed by their parents.

Teacher and pupils discuss the importance of division of labour in a family.

Pupils discuss how thev svend their leisure time Pupils, with the help of the teacher prepare a wall chart that depicts jobs and services done by different people, by drawing modeling and pasting pictures cut out from magazines.

Resources

Parents

Wall charts

Periods

6

6

At the completion of Standard 3. ~ u ~ i l s will be able to:

Periods

9

3

Resources Suggested Activities

Teacher and pupils discuss the basic needs of a family (food, shelter, clothing, love and security).

In groups, pupils, under the supervision of the teacher, do a small simple survey on how the two families (five and eight) meet their basic needs

Learning Outcome

9. Explain the benefits and problems of a small family and a big family.

Concep ts/Skills/ Attitudes

Family size,

Basic family needs, Appreciation, Discussion, Problem-solving,

[survey to cover:]. 1) The amount of food each family needs on monthly basis. 2) how often they buy l clothes for the family and 3) the type of shelter available to acommodate the family members.

The different groups compare their findings and discuss the advantages and disadvantages of the two family sizes.

Pupils then compare their own family sizes, their needs and how they are met.

Teacher and pupils discuss different types of houses Pppils found in their homes, their construction materials and Houses plans. Pupils draw and model their family houses. Pupils discuss the sources of materials used for building the houses.

F O M E S 10. Describe their own homes in

relation to the matelials used to construct them and their plans

Decision-making, Information- gathering.

Home Appreciation, respect for property Drawing Discussion and modelling

At the com~letiorr of Standard 3. ~uoils will be able to.

Periods

I

3

3

Concepts/Skills/ Resources

"CH00

l l Explain the meaning of their school name

12. Give the date, origin and history of their school

School as a place with a name

Appreciation Drawing and modelling

School's origin and history

Appreciation, Drawing, modelling, Information- gathering

Teacher and pupils discuss how their school was named and describe its lo'cation

Pupils make a simple sketch of their school and its surroundings

Pupils get information from parents and other sources about the origin and history of their school

Based on the history and information about their school, pupils draw and model their school at different stages of its development.

School environment drawing materials

Parents Resource Persons

At the completion of Standard 3. t>uoils will be able to:

Concepts/Skills/

13. Describe their school as a unit made up of teaching and non-teaching staff and pupils from various families

14. Name the organization or body that owns the school

School as a social unit

Tolerance and reflect

Information- gathering, making graphs, drawing modelling

School ownership and management

Tolerance, respect for authority and other peoples rights

Information- gathering, record- keeping and discussion

Teacher and pupils discuss the number and names of teaching and non-teaching staff

Pupils list the villages from which they come; they make simple graphs to illustrate the numbers from each village

make simple sketch maps or models to show their school and surrounding villages showing paths and roads leading to school.

Teacher and pupils discuss ownership of their school

Teacher invites school manager or a member of an advisory committee to give a talk about school ownership and the parents or community's role

Pupils keep record of the talk and display their records.

Resources

drawing materials, materials for making models

Resource person

Periods

3

3

At the completion of Star,~dard 3. ou~ils will be able to: 168

Learning Outcome 15. Explain how their school is managed

-HOME & SCHOOL SURROUNDING

16. Take care of the home and school surroundings

Attitudes School management

Respect for authority, Tolerance, respect for other peoples' rights

Home and school surroundings

Appreciation of cleanlines and beauty, decision- making Cleaning, caring, Recycling.

Suggested Activities Teacher and pupils discuss the duties of the teaching staff(Principa1, deputy and assistant teachers).

Teacher and pupils discuss who the non-teaching staff are and their duties (advisory committee, cooks, night-watch men and others)

Teacher arranges a talk by the Headteacher regarding management of the school.

Teacher and pupils discuss the importance of cleanlines and the beauty of a well-kept home and school surroundings.

Teacher and pupils list thingslactivities that need to be done in order to keep the surroundings clean and attractive.

Under teachers supervision pupils: . Collect and burn rubbish (litter) . dig rubbish pits . recycle plastic bags and tins . plant trees, grass and flowers

Resources Headteacher

Environment

Periods 3

At the comaletion of Strndrrrl 3 n~~ni l s will be able to:

Learning Outcome

D I S A S T E R S

17 Identify common natural and man- made disasters in the home and school and ways of avoiding them.

-


Disaster (natural and man-made)

willingness to help others, cooperation, sympathy, empathy, neigh- bourliness and preparedness. Decision-making, problem and dramatizing


stop soil erosion where possible around the school

Teacher encourages pupils to do the same activities in their homes.

Teacher takes trouble to visit some of the homes and see how the pupils are keeping their home surroudings.

Teacher and pupils discuss the natural disasters common in the home and school. They also discuss man-made disasters common in the home and school

Pupils suggest how some of the disasters mentioned can be avoided and different ways of preparing for some

Teacher invites a resource person who can relate a story of a disaster helshe was involved in and measures taken thereafter to avoid further disasters.

Pupils keep record of the story and illustrate it through pictures, and if possible, dramatize it.

Resources

pupils' homes

resource person, recording materials

Periods

I

6

At the comvletion of Standard 3, pupils will be able to.

Teacher and pupils discuss different ways of

- VISITS AND VISITORS

19. Explain the importacce of visits and Teacher and pupils discuss advantages and visitors in the home and school. disadvantages of visitors in the home.

Advantages and disadvantages of visiting fi-om home and taking school trips and shows them the proper

At the com~letion of Standard 3. oupils will be WO:


Teacher and pupils discuss preparations they make when they expect a visitor in the home and school

Pupils list and compare preparations made to receive visitors in the home and in school.

Pupils list and compare preparations made when they travel from home and go on school excursions.

Teacher and pupils discuss places they would like to visit as individuals and in a school trip and why.

Under the teacher's supervision, pupils carry out a project on preparing for and receiving a visitor at home.

Resources

Pupils

Learning Outcome

20. Relate preparations needed when travelling and expecting visitors.

21. Decide on which places to visit and why

Periods

3

3


Travel and excursions, Good behaviour, CwperatiOn, carin& tolerance, Decision-making

Decision-making places of interest

The general aim of teaching Religious Education is to enable the pupil to develop:

a personal relationship with God; holistically, i.e. spiritually, physically and morally so as to be a responsible citizen of the Kingdom and the world; an appreciation and discernment of moral values, e.g. hone~ty, liberty, justice, fairness, and concern (consideration) for others; a growing knowledge of God and the Christian scriptures.

Specific Objectives for Religious Education

By the end of seven years of Religious Education in Primary Education, pupils should be able to:

1. Demonstrate an awareness and appreciation of the presence of God and respond in faith as Christians/belivels. 2. Appreciate nature and reorganize the relationship between the Creator and Creation. 3. Develop awareness of uniqueness of self as an individual created by God to lead a fulfilled life. 4. Develop an appreciation of being self reliant. 5. Use the environment, science, and technology positively as provided by God to fhlfill His purpose for our country. 6. Display Christian behaviour in their daily lives. 7. Demonstrate communicative skills related to Christian faith. 8. Demonstrate an understanding of the importance of service to one another in building the Kingdom of God on earth,

At the completion of Standard l, the pupils will be able to: 174

Periods

- 8

6

Resources

The Bible pictures posters

The Bible pictures ol' people of different sizes, heights, nationalities etc.

Learning Outcove

1. Identify God as Loving Creator

2. Identify qualities that make human beings unique before God.

* Demonstrate a positive attitude about self and others.


God the creator

Man as a unique creation

* Appreciation of oneself and others


Teacher takes pupils out for a nature walk for the purpose of identifying God's creation, e.g. leaves, rocks etc.

Pupils discuss the origin of all living things found in their environment, e.g. plants and animals.

Pupils will make a list of any 10 things that God has made.

Teacher shows a picture of different animals found in their environment and relates this to Genesis 1 :24.

Teacher relates the creation story shown in John 1 : 1-3.

Pupils discuss where they originate from, e.g. God made plants and God made me.

Pupils discuss the differences between human beings and animals.

Pupils discuss the differences between the characteristics of man and other living creatures of God e.g. animals and plants.

Teacher relates the story of the creation of human kind as shown in Genesis l : 26-3 1.

l 175 At the completion of Standard 1, pupils will be able to:

Learning Outcome

2. cont ...

3. Identify Jesus as the gift for life.

4. Name outstanding Biblical people God talked to.

C


Jesus our example

Prayer


Pupils bring pictures of people of all shapes, sizes and colours to class and the teacher will arrange them under the banner "God created humankind."

Pupils will learn a memory verse related to man's creation, e.g. Genesis 1 :27.

Teacher emphasises the importance of taking care and appreciating all God's creation.

Pupils discuss what Christmas is, how they celebrate it in their families and homes and what they received for Christmas.

Teacher relates Christmas story with emphasis on "God's love for humankind." e.g. John 3: 16.

Pupils dramatise birth of Christ.

Pupils will say a prayer of thanksgiving in a sentence for the presence of; "Jesus."

Ask pupils to suggest what they would like to tell or ask God.

Relate stories from the Bible indicating the importance of listening to God, e.g. Isaiah 2: 1 1, 18.

Resources

Pictures of

Periods

animals pictures of plants

l

The Bible 6 Christmas cards

The Bible 4


Learning Outcome

4. cont ...

5. Demonstrate ways of giving thanks to God and ofhers.

* Demonstrate how decision affect self and others.


Let pupils role-play a family in discussion emphasising that prayer is a two way process, Exodus 3 and 4.

Pupils tell what they normally sayldo when they are given gifts or show appreciation for any good done to them.

Teacher relates the story of the ten lepers as in Luke 17: 15.

Teacher and pupils discuss the importance of making correct decision in showing gratitude to others, e.g. giving a hug, a smile, saying thenk you, etc.


Thankfulness

* Decision making

Resources

The Bible

Periods

6

At the completion of Standard 2, the pupils dill be able to:

Learning Outcome

1. Demonstrate the uniqueness of self.

* Identifl how people are unique.

2. Demonstrate man's responsibility over creation.

*


Allow pupils to observe themselves in a mirror and say positive words about themselves.

Relate the story of creation of man as in Genesis 1:2h substituting pupils names for a general pronoun/noun, e.g. "And God said, Let us make Thabo in our image after our likeness...".

Teacher reads Psalm 139: 13-14 and then says "and God made each person unique" reading the names of each child and children collectively respond by saying 'I am wonderful1 made'.

Teacher and pupils discuss that God loves all people inspite of different features, colours and heights.

Pupils discuss how they show responsibility at home and at school.

Let pupils mention 10 areas they have to take care of e.g. Genesis 1 :26.

Pupils are asked to discuss and appreciate themselves and their belongings i.e. features, clothes etc.


Self-concept

* Acceptance of uniqueness

Dominion and stewardship

Resources

The Bible Mirror

Periods

6


Learning Outcome

2. cont ...

3. Demonstrate an unilerstanding of Jesus as a model of prayer.

4. Communicate with God expressing gratitude for achievements and blessings bestowed upon them.

Concepts/Skills/ ~ u ~ ~ e s t e d ~ c t i v i t i e s Resources Attitudes

Pupils discuss the uses or purposes of animals and plants found in their environment and compare those to how usehl man is in the environment.

The teacher shows the importance of man and how other creatures rely on him. Using different pictures where man is in action e.g. Psalm 8:6-5.

Jesus our model of prayer

Teacher asks pupils to tell who taught His friends (disciples) the Lord's prayer, e.g. Jesus.

Teacher relates scripture verses which indicate the dependence of Jesus on prayer: when He was alone and with other people. Bring a poster with pictures showing Jesus's prayer life, e.g. Luke 6: 12 and John 17.

The Bible posters pictures

Pupils are asked to state how their families came about such achievements with emphasis to God as source of all blessings as in Psalm 24, John 10: 10.

Thanksgiving Pupils discuss several achievements and blessings experienced within their families.

The Bible


t

Periods

6

6

Resources

The Bible posters pictures

the Bible


Pupils suggest ways that they could be of help to their parents and siblings, and why.

Draw pupils attention to the fact that self development implies services as in l Peter 4: 10, let them suggest which people in their community need their services most, e.g. poor, sick.

Bring a poster of people of specific needs, e.g. the sick and poor and pictures of Jesus attending to such people in the Bible and ask children to match pictures showing solutions done by Jesus in the Bible.

Pupils identifj the sick and poor people they would like to serve within their community.

Pupils discuss some of the things they like doing which are not always right before God.

Pupils are asked to give samples of people who have power to give them instructions, e.g. parent, elder brotherslsisters, teachers, and let them show how they react.

Teacher draws the pupils' attention to God's will as indicated in the Lord's prayer and emphasises on the fact that man's will and God's will may differ, e.g. Luke 22:42. Teacher relates the story of Jonah indicating how important it is to obey God's will, e.g. Jonah l , 2, and 3.

Teacher and pupils discuss the importance of obeying instructions given to them.

Learning Outcome

5. Help/serve people with respect.

6. Identify God's will for man in life.

4.


Serving people with respect

God's will

* obedience

At the completion of St~ndard 3, the pupils will be able to: 3

l

Periods

5

5

Resources

The Bible

The Bible

Learning Outcome

1. Identify God as a loving parent who cares about them.

2. Identify Jesus as thqir example.


God's love

Jesus as life example


Pupils are asked to state three features of a happy family, e.g. father, mother and children.

Teacher introduces God as a loving parent, e.g. Psalm 103 : 1 3.

Teacher relates stories from the Bible emphasising that God as a loving parent has everlasting life and happy home for His children on earth and in heaven. John 14: 1 , 2 Jonah 4: 1 - 10.

Pupils role-play a happy home.

Pupils discuss the negative and positive ways they are influenced by their siblings.

Introduce stories from the Bible where God directs them to Jesus as a positive role-model., e.g. Matthew 17:5 and Matthew 12: 16 - 21.

Ask pupils to specify areas where they usually find difficulty in treating their siblings well and relate stories where Jesus set them examples, e.g. Matthew 18: 1-6.


Resources

Bible

The Bible


Teacher initiates an activity which demonstrates sharing in everyday life, e.g., sharing of books, food etc.

Teacher also introduces a Sesotho proverb, e.g. Matsoho a hlatsoana.

Teacher relates scripture verses about sharing e.g., Acts 4:32-37, emphasising how early Christians shared their belongings and experiences.

Teacher and pupils discuss the importance of working together and sharing responsibilities at home, in school and community, as these promote unity and togetherness.

Tell a story about a parent forgiving a child and discuss with pupils times when they did something wrong and had to ask for forgiveness.

Teacher discusses why people need to be forgiven.

Teacher introduces the concept of forgiveness saying "forgive me utilising examples from daily life, e.g. saying "I am sorry ..." Psalm 5 1.

Relate the story of the prodigal son. Luke 15: 1 1 - 32.

Learning Outcome

3. Identify good that comes from sharing.

* Describe how family and community members work together and share responsibility

4. Demonstrate the importance of forgiveness in their life.

* Describe how one can repent fiom hisher mistakes.

Periods

2

6


Sharing responsibility

Forgiveness - forgiving - being forgiven

* Awareness of one's mistakes

At the comp:etion of Standard 3, pupils will be able to: ' 182

Learning Outc~me

4. cont ...

5. Communicate with God through- supplication.

* Demonstrate effective skills for interacting with God and others

6. Identify the importance of: - relatives - friends

Concepts/Skiils/ Attitudes

Supplication

* communication

Relatives Friends

Periods

6

-- Suggested kctihties

Pupils are asked to discuss instances in the Bible where God forgives people. Jonah 3. 1-1 0.

Teacher and pupils discpss the importance of being ayare of ones mistakes and repenting e.g. fiom lying, beating others etc.

Pupils are asked to state how they express their needs.

Teacher tells stories fiom the Bible where people make requests to GodJesus Christ using a chart with pictures illustrating stories told, e.g. 1 Kings 3: 5-9, Matthew 8:25.

Pupils say the Lord's prayer and the teacher asks pupils to indicate what they are asking for in the prayer.

Teacher emphasises the importance of communication between family members and with God.

Resources

-

The Bible

Pupils tell ways in which their parents help them to grow.

Teacher relates stories fiom the Bible of how relatives have &n used by God in people's lives, e.g. Abraharn to Lot, Mordecai to Esther and Naomi to Ruth. l 6 l

183 At &e completion of Standard 3, pupils will be able to:

Resources Suggested Activities

Pupils tell ways in which their relatives were important.

Teacher brings a poster showing different children and asks pupils to tell their importance.

Teacher shares stories from the Bible indicating how friends help each other and how leaders contributed to individual character training.

Learning Outcome

6. cont ...

Periods Concepts/SkiUs/ Attitudes

Arts are captivating, attractive and enjoyable to people irrespective of age or status. When properly performed they arouse and develo peo le's ap reclation and aesthetic awareness of the va P ? ue o their cu f tural herita e and that of

P P other eople. They constitute an international anguaee, and usual y enable people of different cultural, ethnic and geographical origins to relate to each other with ease; as they normal1 provide a natural medium for expression of emotions an br communication in general.

Marginalisation of the Arts from the national development activities in a society, very often than not leads to a situation of loss of identity, and cause economic stagnation. Therefore it is imperative that Basotho develop a full awareness of Arts' pivotality and apply its principles in the development of the society.

Specific Objectives for Arts

By the end of seven years of Arts in Primary Education, the child should be able to:

Use the appropriate language for Arts (music, art, drama). Use communicative forms of art effectively to express their feelings and thoughts meaningfhlly. Apply knowledge of their creative skills for the development of their personal lives. Use locally available resources to produce different forms of art. Use the communicative skiIls to convey messages effectively. Demonstrate knowledge and acquisition of creative skills which can be used to earn a living. Understand and appreciate their culture and express it artistically. Preserve local natural and technological resources which can be used in performing different forms of art. Show aesthetic awareness towards cultural heritage and humanity. Demonstrate appreciation of other people's cultures expressed in different forms of art.


Learning Outcome

r v

1. To make doodles and draw faces.

2. To experiment with colours and painting materials.

3. Draw and paint pictures of gbjects.

4. Cut and make designs using feet and hands.

Concepts/SkiNs/ Attitudes

Drawing:

Doodles

Faces

Colouring: Experimenting with colours and painting materials

Painting: Objects

Printing: Foot and hand prints

- on sand


Teacher demonstrates how doodles are made.

Pupils make doodles.

Teacher and pupils discuss different features of a face.

Pupils draw faces showing features

Teacher names different colours and how they work.

Pupils practise using different colours.

Teacher explains and demonstrates painting pictures of objects.

Pupils draw objects of their choice and paint them.

Teacher demonstrates printing on sand with feet and hands to produce different designs.

Pupils make prints on sand with feet and hands to produce different designs.

Resources

Paper crayons pencils charcoal

colours Paper crayons

Paints water

Sandy area pupils paints Paper water

Periods

2

2

2

2


Periods

2

2 1

2

2

2

Resources

glue pencils paper newspaper leaves

Sticks hardpaper scissors pencils glue *g sock

~uggtsted Activities

Teacher demonstrates printing on paper using hands and feet to produce designs.

Pupils practise printing on paper with feet and hands to produce designs.

Teacher and pupils discuss collage.

Teacher demonstrate the making of paper collage.

Pupils draw pictures, tear pieces of paper and paste them to cover their pictures.

Teacher explains and shows examples of leaf collage.

Pupils draw pictures and glue real leaves to cover their pictures.

Teacher shows examples and demonstrate making Puppets-

Pupils practise making stick puppets.

Teacher shows examples and explains how a sock puppet is made. Pupils practise making sock puppets.

Learning Outcome

4. cont ...

5. Make collage using paper and leaves.

6. Make puppets using sticks and socks


on paper

Covage:

Paper collage

Leaf collage

Puppetry:

Stick puppets

Sock puppets


Learning Outcome

1. Draw members of their families, excesses &d favouriteobjects. *

2. Paint using fingers, combs and fork.

3. Print using fingers and fresh leaves.

3

&!$ourcm

Crayons pencils charcoal paper pictures

Paint paper comb fork

p a ~ r Paints water leaves

Perjods

2

2

2

2

2

2

2


Drawing:

Family members

Excesses

Objects

Painting:

Finger painting

Scraffito painting

Printing:

Finger printing

Leaf printing


Teacher helps pupils to draw.

Pupils draw members of their own families.

Teacher and pupils discuss pictures of excesses (e.g. very tall, very short, very fat, very thin, very big), and then pupils draw.

Teacher and pupils discuss pupils favourite objects (e.g. doll, pot).

Pupils choose the objects they like best and draw them.

Teacher and pupils discuss painting.

Pupils practise painting with their fmgers.

Teacher explains and demonstrates scraffito painting.

Pupils practise scraffito painting.

Teacher demonstrates printing

Pupils practise frnger printing.

Teacher demonstrates leaf printing Pupils make leaf printing


Learning Outcome

4. Make collage using seeds and pieces of cloth.

5. Make puppets using paper.

6. Make simple clay objects


Collage:

Seed collage

Cloth collage

Puppetry:

Paper bag puppets

Modelling: l

, Objects


Teacher shows examples and demonstrates how collage is made.

Pupils practise making seed collage on their own pictures.

Teacher shows and explains examples of cloth collage.

Pupils practise making cloth collage.

Teacher show examples and demonstrates making puppets.

Teacher shows and explains how to make paper puppets.

Pupils then make their own puppets.

Teacher and pupils discuss given objects to be modelled. l

Pupils make clay objects of their choice e.g. counters, 1 beads and cubes.

I Teacher shows examples and explains how f i t and vegetable figures are made.

Pupils practise making them.

Resources

Pencils seeds cloth glue paper

Paint brushes string wool Paper flour bags sarnp bags

Clay water sticks

Periods

2

2

2

2

2

At the completion of Stsndard 2, pupils will be able to:

Learning Outc~me

7. Make models with clay.


Modelling:

clay

pinch pots


Teacher and pupils discuss making models.

Pupils practise modelling objects of their choice.

Pupils are given clay and roll it into balls.

Pupils make a hole in the centre of the ball.

pp

Resources

Clay water

- pp

Periods

W

2


Periods

2

2

2

2

2

Resources

Paper pencils crayons pictures

Straws paint Paper water

Block string glue paint


Teacher and pupils discuss examples of pictures showing moving people.

Pupils practise drawing pictures of people in motion e.g. walking, running and jumping.

Teacher shows and explains examples of story illustration.

Pupils draw pictures illustrating short stories they know.

Teacher explains and demonstrates painting.

Teacher explains and demonstrates blow painting.

Pupils practise blow painting using straws.

Teacher discusses and demonstrates blot painting.

Pupils practise making designs using blot.

Teacher shows how to make printing.

Teacher shows how to make string block prints.

Learning Outcome

1. Draw pictures of people in motion and illustrate short stories through drawing.

2. Make designs by blowing paint and also through blot painting.

3. Make prints using string blocks and different types of material (junk).


Drawing:

Figures drawing

Story illustration

Painting:

Blow painting

Blot painting

Printing:

Sting block prints

At the completion of Saandard 3, pupils will be able to: 1 92

Periods

2

2

2

2

4

2

Resources

Paper clay papier mache fresh leaves sticks bottle tops match boxes mealie cobs

granules pencils crumbs Paper glue sand sugar

Plastic bottles cloth tissue Paper charcoal

Clay water


Pupils make their own string block and use them for printing.

Teacher demonstrates making printed pictures of different objects using junk.

Pupils practise printing pictures of objects of their choice using junk.

Teacher and pupils discuss collage.

Pupils practise sprinkle collage on their pictures.

Teacher explains and shows an example.

Pupils draw pictures, cut out small pictures from the Magazines and cover the large picture.

Teacher and pupils discuss puppetry.

Teacher and pupils collect empty bottles and pieces of cloth.

Pupils make puppets and use charcoal to design the face.

Teacher and pupils discuss kitchen utensils.

Pupils are each givenaa ball of clay to make kitchen utensils.

Learning Outcdme

3, cont ...

4. Make collage by splinkling.

5. Make Basotho pup~ets.

6. Model kitchen ute6sils with clay.


Junk prints

Collage:

Sprinkle collage

Picture collage

Puppetry:

Basotho puppets

Modelling:

Kitchen utensils


-

Periods

4

4

Resource

Objects in and outside the classroom e.g. animals birds, vehicles

Curwen's handsigns, charts, turning fork,, pitch pipe, recorder

(b :m b :d* :.C :d I( Nta- te le 'me, 'me le Nta- te


L

Learning Outcome Concepts/Skillsl Attitudes

-MUSIC

1 . Identie different sounds in the environment.

2. Recognise tonic solfa names of the No. 1 Triad.

Observation of different sounds in the environment.

Pupils listen to the instructions given by the teacher e.g. rhythmic patterns (nonyana tse peli).

Pupils explore sounds they can make with their voices or bodies e.g. hum, clap hands, rustle papers, sounds of the environment, etc.

Recognition of pitch, doh, me and soh

Teacher demonstrates hand signs and sings the solfa names; doh, me and soh.

Recognition of pitch of one doh making the tonic chord doh me soh doh'

Pupils sing doh, me and soh using the hand signs.

Teacher introduces lyrics (words) specially keeping speech-tone whole and cfean. e.g. ntate doh le ausi: me, buti: soh.

tb . d : m .m :S .S 1 1 I Nta-te m- si bu- 6


e.g. (Tselane le Limo).

Pupils sing nursery rhymes in both Sesotho and English e.g. TIou ena e na le nko e telele hahkang. Twinkle Twinkle little Star etc.

E


Learning Outcome Concepts/Skills/ Suggested Activities Resource Periods

1. Explore more sounds in the environment.

2. Sing the entire Pentatonic Scale.

Attitudes

Exploration of sounds in the environment.

Pentatonic Scale; doh, ray, me, soh, lah

Pupils listen to the sounds and .imitate them, e.g. sounds of aeroplanes, different birds, animals, radio, etc.

Pupils dance to the sounds keeping rewlar time of music. Teacher reviews the NO. 1 triad, and tonic chord demonstrates the hand signs and sings the notes, doh, me soh, doh me soh doh,

Teacher introduces the two new notes, ray and lah.

Pupils imitate the teacher

Pupils add lyrics to suit notes:

(b :m :S :l :S :m :S :r :a I I Li- kho- mo tsa he- so li tsoi -1e le- pho- la

Objects in and outside the classroom e.g. animals, birds and vehicles

Tuning fork, hand sign, chart recorder.

4

8

At the completion of Sdandard 2, pupils will be able to:

Learning Outcome

Cont.

3. Sing traditional song?, hymns and play traditional gamey.


Performance of traditional games, dances and hymns.


Teacher writes notes on the board and lets pupils sing them. The teacher should guide the pupils.

Teacher uses handsigns and matches them with notes for comparison.

(a) Pupils match sounds with tonic solfa symbols.

(b) Teacher uses exercises composed by the teacher, encompassing the full pentatonic scale, vary the exercises.

A resource person should demonstrate while pupils listen, watch, and imitate mokopu, ndIamo, khati, etc.

Pupils (boys) alternate two beats for every four beats in the rhythm.

Resource

resource person, rattles.

!

Periods

-197 At the completion of Standard 3, 'pupils will be able to:

Learning Outcome Suggested Activities

Curwen's hand signs chart

fah soh, lah, te, doh')

[b :r b. :- 1s :l - C :m - r :- I I Motha- ting li -10 -mong tsa tha ba ea he -so

Teacher introduces the new notes fah and te, te leaning on doh = td' (lijo) and fah leaning on me =fin (koro).

Teacher sings 1 tdt and s fin

Pupils imitate the teacher

Teacher gives exercises in the ascending and descending orders.


Periods

8

Resources

Tuning fork, pitch pipe, modulator

Learning Outcame

2 Produce tonehl singing by employing correct breath control


Breath control


Pupils revise the previous work by performing exercises of diatonic scale in key F or any suitable key

Teacher introduces breathing exercises

Teacher introduces keys C, C# and D by employment of tuning fork or pitch pipe.

Teacher demonstrates by singing the school song first loudly and then softly.

Pupils imitate the teacher in singing loudly and softly.

Teacher insists on soft singing between the lower thin and small voices (middle C to G)

] 199 At the completion of Standard 3, pupils will be able to:

Resources

resources persons, drums whistles, mapanaki


Pupils sing using piano until the voices are in better tune.

Pupils are taught to sing loudly without shouting and softly without slowing down.

Pupils revise the previous work i.e. mokopu, ndlamo, and lifela.

Teacher checks the pupils performance and correct the mistakes in conjuction with the resource person.

Learning Outcome

Cont

3. Sing traditional songs and dances

Periods

4

4


Sing and dance to traditional songs

At the completion of Standard 1

Learning Outconle

- DRAMA 1-

1. Communicate moral behaviour through dr~ma.

2. Recite and act out folktales and other stories.

3. Communicate freely through ' mantloane :

Moral behaviour Respect Greetings

pupils will be able to:

Respect Teacher tells pupils how to behave towards their elders and peers by showing respect.

Pupils dramatically communicate in a respectful manner with their classmates 'Pleuse, may 1', and 'thank you '.

Resources Concepts/Skillsl Attitudes

Greetings Teacher teaches pupils to greet other people properly. Pupils greet their teachers and other pupils respectfully.


'mantloane ' Free communication

Teacher recites and acts out stories and folktales to the pupils.

Pupils also recite and act out their own stories.

Teacher divides pupils into groups

Teacher guides them in the allocation of roles they will play.

I Pupils engage themselves in the actual 'rnantloane '. I

Folktale books story books

locally available resources

Periods


\

Periods

L

8

8

-

4

2

Resources

Folktale books pictures

story books

story book


Teacher guides pupils towards imitating physical features, movements and sounds of the animals depicted in the stories they are relating

Pupils act out movements of people depicted in the stories they are relating 'mantloane '

Pupils say out their stories loudly and clearly

Pupils are taught drama exercises (physical/voice exercises) and then perform them.

Learning Outcome

DRAMA

1. Communicate freely through animation.

2. Demonstrate characteristics of peopli depicted in the stories and 'mantloane '.

3. Demonstrate dramatic freedom by being loud and clear

4. Perform drama exercises


Amination

Role play

Audibility

Drama exercises

At the completion of Stai~dard 3, pupils will be able to:

Learning outcome Concepts/Skills/ Suggested Activities Resoul-ces Periods Attitudes

DRAMA

1. Demonstrate animal characters and charasteristics through puppetry

2. Demonstrate expressions of anger, fright, sadness and happiness in people. '

Puppetry

Situational expressions

Pupils are guided to use puppets to portray the animal characters depicted in the stories they relate.

Teacher demonstrates to pupils expressions and moods of people who are happy, angry, fiightened and sad.

Pupils actively and dramatically demonstrate situational expressions they have learned above.

puppets (provided in art lessons)

I

10

10

I

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Primary syllabus: standards 1,2, 3; lower · PDF fileCurriculum Aims for Primary Education ......

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