MINISTRY OF EDUCATION AND TRAINING. Primary Syllabus. MOHLOLlNG OA THUTO

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1 MINISTRY OF EDUCATION AND TRAINING Primary Syllabus MOHLOLlNG OA THUTO

2 Primary Syllabus Standards Ministry of Education - National Curriculum Development Centre

3 Table of Contents Curriculum Aims for Primary Education... (0 Time TablelAllocations... (i i) Subject Syllabuses:...(individually numbered).home Economics *Health/P.E Social Studies *Religious Education

4 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. 4. Have developed creative skills in arts and entrepreneurial skills for personal development in their daily lives. l 5. Know their natural and technological environment 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 Understand and appreciate their culture Have developed positive attitude and aesthetic awareness towards cultural heritage and humanity Be able to demonstrate awareness and appreciate cultures of other people. l 1 1. Have acquired scientific and technological concepts and principles for further learning and everyday living. 12. Have developed and be able to apply scientific and technological methods in learning, solving problems and improving health and standards of living. l ' 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.

5 Time Table/Allocations Yearly Time Allocation for Each Subject Standard l Standard 2 Standard 3 I Sesotho 6 pdslwk 192 periodslyr Sesotho 6 pdslwk 192 periodslyr Sesotho 6 pdslwk 192 periodslyr English 9 pdslwk 288 periodslyr English 9 pdslwk 288 periodslyr English 8 pdslwk 256 periodslyr Mathematics 6 pdslwk 192 periodslyr Mathematics 6 pdslwk 192 periodslyr Mathematics 6 pdslwk 192 periodslyr Science 5 pdslwk 160 periodslyr Science 5 pdslwk 160 periodslyr Science 4 pdslwk 128 periodslyr Agriculture 3 pdslwk 96 periodslyr Agriculture 3 pds/wk 96 periodslyr Agriculture 3 pdslwk 96 periodslyr Home Ec. 3 pdslwk 96 periodslyr Home Ec. 3 pdslwk 96 periodslyr Home Ec. 3 pdslwk 96 periodslyr Hea1thP.E. 2 pdslwk 64 periodslyr Hea1thlP.b 2 pdslwk 64 periodslyr Hea1thP.E. 3 pdslwk 96 periodslyr Social Studies 2 pdslwk 64 periodslyr Social Studies 2 pdslwk 64 periodslyr Social Studies 3 pdslwk 96 periodslyr Religious Ed. 1 pd 1 wk 32 periodslyr Religious Ed. l pd l wk 32 periodslyr Religious Ed. 2 pd / wk 64 periodslyr Fine Arts 2 pdslwk 64 periodslyr Fine Arts 2 pdslwk 64 periodslyr F i ~e Arts 2 pdslwk 64 periods/yr

6 j 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. l It should be noted that it is not every 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 are indicated by a bullet (.). Teachers must also be aware that in some cases the concepts and activities have been integrated to match the already existing carrier subjects s.

7 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.

8 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.

9 2 At the completion of Standard l, pupils will be able to: ConceptsISkills 1. Lumelisa le ho arabela tumeliso ka nepo le ka tlhompho. Tumeliso 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. 7 Tichere e rute bana mekhoa e meng ea ho lumelisa. Mohlala: ho lumelisa ka letsoho, ho aka. 2. Bitsa ba bang ka mabitso a bona ka nepo. Tsebano 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. Likarete 7 3. Phetha litaelo tse bonolo tikolohong eo ba leng ho eona. Ho phetha litaelo Tichere e fe bana litaelo 'me ba li phethe. Mohlala: Hlakola letlapa! Lula fatse! Koala monyako! Emang! 7 4. Mamelisisa litsomo tse khutsoanyane, meqoqo, lithothokiso esita le lipina. Ho mamelisisa 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. Buka ea litsomo Buka ea lipina Batho ba litsebo tse khethehileng Mahlaseli 9

10 At the completion of Standard 1, pupils will be able to: 3 Concepts/Skills > 4. e tsoela pele... 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. 5. Hlalosa see bal se bonang setsoantsong. Ho hlalosa setsoantso Ho hlalohanya se bonoang setsoantsong 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. Litsoantso 7 6. Itlhalosa ka seboko, motse, sekolo le lilemo. Boitsebo/Liboko Tichere e bolelle bana seboko sa eona. Tichere e fe bana nako ea ho ipolela. Ngoana ea tsebang ho thella. Libuka tsa liboko. 7 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.

11 At the completion of Standard 1, pupils will be able to: Concepts/Skills, I 7. Fetisa molaetsa ka liketso ba sa bue. Ho fetisa molaetsa ka liketso. 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. Litho tsa 'mele 7 8. Botsa le ho araba lipotso tse amanang le tikotoho, tse qholotsang boinahano. Ho botsa le ho araba ka kutloisiso Tichere e botse bana lipotso tse qholotsang boinahano. Bana ba botsane lipotso ba be ba arabane ka tataiso ea tichere. Lintho tse fbmanoang tikolohong litsoantso 14 Bana ba botse tichere lipotso. 9. Tsoantsisa seo ba se boneng kapa seo ba se utloileng. Ho tsoantsisa 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. Motho ea nang le tsebo/thahasello ea ho pheta moqoqo tsomo/pale Tikoloho Lebanta le hatisitsoeng 30 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.

12 At the completion of Standard 1, pupils will be able to: 5 Concepts/Skills 10. Hlalohanya khutlo, letsoao la potso le tlhaku e kholo. Ho hlalohanya -matsoao -Tlhaku e kholo 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. Likarete tse ngotsoeng lipolelo. Leseli 1 maqephe 23, 24,29 le Ka bomong bana ba balle tichere lipolelo tse nang le matsoao ao esita le tlhaku e kholo. Bana ba ballane buka e khethiloeng lihlotsoaneng Bala ka nepo ho tloha leqeleng ho ea lehojeng melumo, mantsoe, lipolelo, lirapa tse 'maloa. Ho bala melumo, mantsoe le lipolelo. 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. Buka ea Leseli 1 (selelekela) Libuka tse ling tsa bana, likoranta, likarete tse ngotsoeng melumo, mantsoe le lipolelo. 27 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.

13 6 At the completion of Standard 1, pupils will be able to: ConceptsISkills Bala linomoro ka Sesotho ho tloha ho 'ngoe ho ea ho leshome. Ho bala linomoro ka Sesotho ka nepo. 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 Likarete tse ngotsoeng linomoro le mantsoe. Likarete tse ngotsoeng mantsoe feela le tse ngotseng linomoro feela ho tloha ho 'ngoe ho ea ho leshome Ngola ka nepo le ka makhethe ba tloha leqeleng ho ea lehojeng litema, melumo, mantsoe, mabitso a bona le lipolelo. Ho ngola ka nepo le ka makhethe 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. Buka ea mongol0 Pampiri e se nang mela Pampiri e nang le mela Leseli 1 Metsoako? 30 Bana ba ngole mabitso a bona. Bana ba ka bopa litlhaku le linomoro ka letsopa ba ba ba li ngolal

14 ! At the completion of Standard 1, pupils will be able to: 7 Concepts/Skills 14. Ngola moqoqo ka litsoantso. Ho ngola moqoqo ka litsoantso. Bana ba toroe litsoantso. Bana ba ngole mabitso a lintho tseo ba li toroileng. Litsoantso Mahlaseli 10 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 "'Na 7 '. 15. Qapa meqoqo, lipina le thothokiso. Ho qapa Tichere e phetele bana meqoqo le lipale. Bana ba balelphete meqoqo eo ba e "qapileng" ka litsoantso Ref. L.O. 14. Lebanta le hatisitsoeng Mahlaseli 10 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.

15 P P 8 At the completion of Standard 2, pupils will be able to: Concepts/Skills - 1. Rethetha ka nepo pineng le thothokisong. H0 rethetha 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. Bathe ba litsebo tse khethehileng. Liletsa, litsoantso tsa libini, seea-le-moea, lintho tse pomangl sehang metsoako, likotoana tsa ulu le tsa masela Qapa lipina le lithothokiso Ho qapa Tichere e mamelise bana thothokiso e rnonate e hatisitsoeng lebanteng. Lebanta le hatisitsoeng. 20 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. 3. Phetha litaelo ka nepo. Ho phetha litaelo Bana ba hoe litaelo (tse supang tsela) le melaetsa. 9 Bana ba phete litaelo ka nepo ba nt'o li phetha. 4. Tsoantsisa litaba le liketsahalo tseo ba li utloileng kapa tseo ba li boneng esita le tseo ba li balileng. Ho tsoantsisa Bana ba phete litabdliketsahalo tseo ba li utloileng kapa tseo ba li boneng. Ba tsoantsise litabdliketsahalo tseo ba li utloilenglli boneng. Se-ea-le-moea Liaparo tsa ho tsoantsisa 17

16 At the completion of Standard 2, pupils will be able to: 9 Concepts/Skills 4. e hlaha leqepheng la... 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. 5. Hlalosa bonyane lintho tse hlano 1 fumanoang tikolohong. Ho hlalosa lintho tse hlano. 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. Litsoantso, Tikoloho 17 Bana ba ntsetsoe tikolohong 'me ba hlalose lintho tseo ba li bonang tataisong ea tichere ka puo le ka mongolo. 6. Sebelisa lipolelong mantsoe a amanang le nako, matsatsi a beke, likhoeli le linako tsa selemo. Tsebeliso ea mantsoe a arnanang le nako, matsatsi a beke, likhoeli le linako tsa selemo. 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. Meriti Chate Tikoloho 9 Bana ba lemosoe ka lintho tse etsahalang Mariha, Hlabula, Selemo le Hoetla.

17 10 At the completion of Standard 2, pupils will be able to: Concepts/Skills 7. Botsa le ho araba lipotso tse qholotsang boinahano. Ho botsa Ho araba lipotso Tichere e botse bana lipotso tse nonyang maikutlo. Tichere e,thtaise bana ho botsa lipotso ka nepo. Setsoantso Tikoloho 20 Bana ba arabe lipotso ka nepo. 8. Bala hantle mantsoe a macha le lipolelo esita le melumo e sebelisitsoeng lipolelong. Ho bala hantle. Tichere e balle bana hantle. Bana ba balle tichere ka bomong. Bana ba ballane ka lihlotsoana. Libuka, Likoranta, Likarete tsa mantsoe. Mahlaseli 9 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 Ngola litema tse ncha le tseo ba iqapetseng. Ho ngola litema Ho qapa litema Ngolla bana litema ka makhethe letlapeng esita le likareteng. Bana ba etse ka makhethe litema tseo ba li kopitsang le tseo ba iqapetseng tsona. Likarete 9

18 i At the completion of Standard 2, pupils will be able to: 11 Concepts/Skills -: 10. Ngola litlhaku, mantsoe, lipolelo tse khutsoanyane le melaetsa ka makhethe. Ho ngola ka makhethe Tichere e ngolle bana litlhaku, mantsoe le lipolelo 'me bana ba kopitse. Tichere e bitsetse bana litlhaku, mantsoe le lipolelo 'me bana ba ngole. Likarete, likere Bala linomoro ka Sesotho ho tloha ho 10 ho ea; h Ho bala linomoro ka~esotho. Tichere e ngole linomoro ka Sesotho likaretenglletlapeng. Tichere e balise bana linomoro ka Sesotho. Bana ba ipalle linomoro ka Sesotho ka nepo. Likarete 9 Bana ba ballane linomoro ka Sesotho ka nepo. 12. Ngola linomoro ka Sesotho ho tloha ho l0 ho ea ho Bala ba hlokqmetse tsebeliso ea matsoao ana: tlhaku e kholo, khutlo le potso. Linomoro Ho ngola linomoro ka Sesotho ka makhethe ka nepo. Ho bala Ho hlalohanya tsebeliso ea matsoao. 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. Likarete Leseli II, Libuka tse khethiloeng, likoranta, Mahlaseli lingoloa tsa bana. 9 9 Bana ba bale pokellong ea libuka ka bolokolohi. Bana ba bale libuka tsa bona.

19 12 At the completion of Standard 2, pupils will be able to: ConceptsISkills 14. Bopa lipolelo, mantsoe le melumo. Ho bopa lipolelo, mantsoe le melurno Bana ba bope litlhaku. Ba pome litlhaku, mantsoe le lipolelo. Letsopa, lipampiri, likere 9 Ba ahe mantsoe le lipolelo. 15. Ngola moqoqo ka litsoantso. Ho hlalosa Ho ngola Bana ba pome litsoantso ba be ba li hlalose. Bana ba ngole mantsoe a amanang le litsoantso tseo. Likere, lipampiri litsoantso 20 Bana ba ngole lipolelo tse hlalosang litsoantso tseo. 16. Pheta litsomo ka nepo. Ho pheta litsomo tse:- i) makatsang ii) haulang Tichere e phetele bana tsomo e makatsang. Tichere e tataise bana ho pheta tsomo e makatsang. Tichere e phetele bana tsomo e haulang. Bana ba koetlisitsoeng 7 Tichere e tataise bana ho pheta tsomo e haulang. Bana boikhethelong ba bona ba phete litsomo tse makatsang le tse haulang. 17. Thella Ho thella Tichere e thelle. Bana ba tsebang ho thella ba thelle. Bana ba koetlisitsoeng ba thelle. Litsoantso tsa tse anoang Bana ba koetlisitsoeng 5 Bana ka bomong ba thelle.

20 At the completion of Standard 3, pupils will be able to: Concepts/Skills 1. Bontsa mamelisiso le kutloisiso ea lilotho. Ho mamela le ho lothana Tichere e hlalosetse bana lilotho. Tichere e lothe bana, khatello e be puo e hloekileng. Bana ba lothane ka tataiso ea tichere. Buka ea lilotho Batho ba litsebo Lebanta le hatisitsoeng. 7 Tichere e bapalle bana lebanta le hatisitsoeng la batho ba lothanang. 2. Pheta seo ba se mametseng ba se pheteloa kapa ba se utloa ka mehloli e meng. Ho pheta 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. Se-ea-le-moea Mabanta a hatisitsoeng 7 Bana ba phete tseo ba li utloileng, ka tatellano ea lintlha. 3. Tsoantsisa lipalelmeqoqo. Ho tsoantsisa Tichere e tataise bana ho buisana ka lipale. Ba ithute ka hlooho seo ba tlang ho se tsoantsisa. Thepa e hlokahalang tsoantsisong. 7 Ba tsoantsise lipale kapa liketsahalo. 4. Fana ka tlaleho ea lintho tse etsahalang bophelong ba bona ka puo e nepahetseng, e hloekileng. Ho tlaleha Tichere e tataise bana ho latellisa lintlha tlalehong. Bana ba ete 'me ba fane ka tlaleho, ka puo e nepahetseng e hloekileng. Tikoloho le libaka tse ling. 7

21 14 At the completion of Standard 3, pupils will be able to: ConceptsISkills 5. Haha moqoqo ka ho hlalosa ka tatellano setsoantso/litsoantso. Ho qapa Ba qoqe ka litsoantso tseo ba li filoeng. Ba ahe moqoqo ka ho latellisa litsoantso tse fanoeng. Litsoantso 7 6. Botsa le ho araba lipotso tse bontsang boinahano bo tebileng. Ho botsa Ho araba Ba botse lipotso ka litsoantso, litlaleho le melaetsa. Ba arabe lipotso tsa bana ba bang le tsa tichere ka botlalo. Litsaantso, se-ea-lemoea, lebanta le hatisitsoeng Tseba chelete e sebelisoang Lesotho. Chelete ea Lesotho Ba bokella thepa ea lebenkele la maiketsetso. Ba etse chelete ea maiketsetso. Ba bapale lebenkele. Thepa ea lebenkele Chelete ea maiketsetso 7 8. Bala ba hlokometse tsebeliso ea khutlo, tlhaku e kholo, potso, feeloane le makalo. Ho bala Ho hlalohanya tsebeliso ea matsoao 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. Libuka tse khethiloeng Libuka tse ling Lingoloa tsa bana Likarete 15 Ba ballane libuka tse khethiloeng lihlotsoaneng, ka nepo. Tichere e fane ka lipolelo tse nang le matsoao 'me ngoana a bolele matsoao ao.

22 1 At the completion of Standard 3, pupils will be able to: Concepts/Skills 9. Bala linomoro ka Sesotho ho tloha ho l00 ho ea ho 200. Ho bala linomoro ka Sesotho Tichere e balle bana linomoro ka Sesotho. Bana ba bale linomoro ka Sesotho. Likarete Kopitsa mantsoe, lipolelo le melaetsa, letlapeng le libukeng. Ho kopitsa ka nepo Bana ba kopitse ka nepo tse ngbtsoeng letla~eng~libukeng, Libuka, likarete, likareteng le pampiring ea Mahlaseli. Mahlaseli Ngola mantsoe le liratsoana tseo ba( li I bitsetsoang tsa bolelele ba mela e mehlano, bonyane. Ho ngola tse bitsitsoeng 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. Libuka Likarete Likoranta 14 Ha ba tsoailoe ba etse litokiso ha ho hlokahala. 12. Ngola moqoqo oa mela e 6, bonyane. Ho ngola moqoqo ka makhethei Bana ba buisane ka litsoantso tataisong ea tichere. Tichere e hlalosetse bana sepheo sa ho ea tikolohong. Litsoantso Tikoloho 18 Bana ba etele tikolohong 'me ba tataisoe ka lipotso ho ithuta tikoloho.

23 16". At the completion of Standard 3, pupils will be able to:, Concepts/Skills 12. e tsoela pele... 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. 13. Ngola tlaleho ka litsoantso, lintho tse fbmanoang tikolohong le tse etsahalang bophelong. Ho ngola tlaleho 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. Litsoantso Tikoloho Ngola lipolelo tse nang le matsoao anakhutlo, tlhaku e kholo, potso, feeloane le makalo ka nepo. Tsebeliso ea matsoao Bana ba sebelise matsoao le litlhaku tse ' kholo lipolelong ka nepo. Lingoloa Ngola linomoro ka Sesotho ho tloha ho 100 ho ea ho 200. Ho ngola linomoro ka Sesotho Tichere e ngole linomoro ka Sesotho letlapengllikareteng. Bana ba kopitse seo tichere e se ngotseng. Likarete, chate e kholo e ngotsoeng linomoro ka Sesotho 7 Bana ba ngole linomoro ka mantsoe ho tloha ho 100 ho ea ho 200 ka methangoana.

24 At the completion of Standard 3, pupils wili be able to: 17 Concepts/Skills b l! l 16. Bolela mefuta ea lipina le lipapali tsa bochaba 'moho le liletsa tsa tsona. Bochaba ka lipina le ka lipapali 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. Batho ba litsebo tse khethehileng. 7 Bana ba bine lipina tsa bochaba. I l l 17. Qapa lithothokiso tse khutsoanyane. Ho qapa lithothokiso 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. Libuka tsa lithothokiso Lebanta le hatisitsoeng lithothokiso 18 i I l l 18. Pheta tsomo e tsosang. Ho pheta tsomo e tsosang. 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. 6

25 At the completion of Standard 3, pupils will be able to: r Concepts/Skills 19. Hlalohanya seboko sa hae le tsa bang ka eena. 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. Litsaantso tsa lintho tse anoang. 5 Bana ba toroe lintho tseo ba li anang.

26 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.

27 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).

28 At the completion of Standard l, pupils will be able to: Concepts/Skills/ LISTENING AND SPEAKING 1. Exchange the greetings "good morning", "good afternoon" and use "goodbye" for parting. Exchanging greetings Pupils listen to the teacher saying the greetings at the appropriate times. Pupils repeat the greetings after the teacher. Different times of the day, Radio lesson, songs. 2 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. 2. Introduce oneself using: I am... My name is... Introduce oneself 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: am or My name is I Pupils role play an activity where one is a teacher and another a pupil, then they introduce themselves.

29 22 At the completion of Standard 1, pupils will be able to: Learning Ou teome Concepts/Skills/ 3. Make request using 'may 1', can 1'. Making requests Pupils listen to the teacher making requests based on the objects in the classroom. Pupils practise making requests. Objects in the classroom pupils 3 4. Use social graces - 'please', 'thank you' and ' sprry ' appropriately. Social graces Pupils listen to teacher using the social graces. Pupils work in groups to practise using social graces Name members of the family: mother, father, grandmother, grandfather and siblings. Members of family 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. Pictures, charts radio songs 2 6. Use naming words properly. Naming words 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. Real objects, pictures, magazines, pupils 16 Teacher and pupils sing a song about 'parts of the body' and as they sing they point at the parts.

30 At the completion of Standard 1, pupils will be able to: Concepts/Skills/ 6. cont... 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. 7. Respond to commands composed of verb phrases: sit down, stand up, come here and go back. Responding to commands Teacher gives pupils commands. Pupils respond to commands appropriately. Pupils 2 8. Give commands using: sit down, stand up, come here and go back. Giving commands Teacher gives the pupils a number of commands. Pupils give commands to one another. Pupils 2 9. Carry out instructions correctly using the verbs: clean, bring, open, shut, listen, say and sweep. Carrying out instructions Teacher gives instructions to the pupils using objects in the classroom. Pupils respond to instructions. Objects in the classroom 3

31 24 At the completion of Standard 1, pupils will be able to: Concepts/Skills/ 10. Give simple instructions correctly using: clean. bring, open, shut, lis:~.:. say, and sweep Giving instructions Teacher gives instructions to the pupils using objects in the classroom. Pupils give one another instructions. Classroom objects Use the titles: Sir, Madam, Mr, Mrs and Miss correctly. Using titles Teacher uses titles in introducing herself and others. Pupils listen to the teacher using titles in greetings and in short stories. Pictures, teacher, pupils 3 Pupils practise using titles appropriately referring to the teacher or using pictures. Pupils work in pairs to introduce themselves using titles with their names. 12. Name people according to their jobs - Teacher, headboy, Nurse, school girl, driver, school boy. Name people according to jobs 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. Pictures, pupils 3 Pupils role play different people in their occupations.

32 At the completion of Standard 1, pupils will be able to: 25 Concepts/Skillsl 13. Demonstrate correct use of the pronouns: I, he, she, it, you, we and they, correctly. IJsing pronouns Teacher uses some of the pupils and objects in the classroom to make pupils understand how they should use pronouns correctly. Pupils, pictures objects in the classroom 4 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. 14. Follow directions using 'left' and 'right', 'up' and 'down'. Following directions Teacher practises 'writing ' with children using patterns where they will be moving pens up and down. Objects, patterns, songs 4 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'. 15. Respond to questions beginning with what, where, who, do, is and are. Responding to questions 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. Objects in the classroom, pictures 4

33 26 At the completion of Standard 1, pupils will be able to: Concepts/Skills/ 16. Ask questions beginning with: what, where, are, who, do and is. Asking questions 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. Objects in the classroom, pictures Construct simple sentences using verbs: sit, eat, drink, sing, wash, write, read, listen. Constructing sentences Teacher makes simple sentences describing activities and objects in the classroom. Pupils listen and repeat the sentences after the teacher. Pictures, pupils' workbooks objects in the classroom Demonstrate correct use of prepositions: on, in, out, under, near and to. Using prepositions 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 Use joining word? and and or. Joining words Teacher uses objects in the classroom to explain the use of and and or. Objects in the classroom 2 Teacher uses pictures of fruits to teach and and or, 20. Pronounce letters of alphabet correctly. Pronunciation Pupils listen to the teacher and the radio playing music on the letters of alphabet. Audio Cassette rhymes 6

34

35 2 8 At the completion of Standqrd 1, pupils will be able to: Concepts/Skills/ 21. cont... Teacher uses pupils to demonstrate the meanings of some adjectives of size. 22. Demonstrate correct use of adverbs of time: Today Tomorrow Now Adverbs of time 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. Events days of the week, Radio lesson, calendar caharts Name animals correctly: cat, dog, cow, sheep, goat, horse, donkey, rat, pig, rabbit, lion and hen. Naming animals 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? Pictures magazines charts activity Imitate sounds made by the following: baby, bus, dog, cow, bell Imitating sounds Follow Radio Lesson activities. Radio lesson Use action words correctly: running, standing, sitting, walking, kicking, pointing, eating, carrying. Action words 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. Pupils pictures objects 4

36 At the completion of Standard 1, pupils will be able to: l Concepts/Skillsl 25. cont... Teacher points at pictures to ask pupils what is being done. 26. Listen to short stories and rhymes. Listening to stories Teacher reads short stories to pupils and demonstrates some actions. Short stories, rhymes 6 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. 27. Listen to audio cassettes, radio or video cassettes. Listening to radio, audio and video cassettes. 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. Audio cassettes, radio, video cassettes story book 5 Pupils spell specific words they heard from the story Pupils pronounce specific sounds of words they heard from the story.

37 -p--p-- 70 At [h(: cc~)~ipl/~ti?jtl nl St.7:.i9ard 1. pl![rill, will he ahle to: L p--p i- - Learning O~ltcome ConceptsISkillsl Suggested Activiti~~ r---kesources *.- *I_ "...-m-- [READING 28. Read vocabulary Reading accompanying pictures, vocabulary Teacher points at pictures and pupils read words, or labels that accompany the pictures. Pupils match words with pictures and read them. v."----, Pictures text books Read words, short and Reading short and simple sentences. simple sentences Teacher reads words and pupils imitate himlher. Pupils read words and sentences using appropriate pronunciation and intonation with the help of the teacher. Textbooks Read illustrated rhymes and Reading rhymes stories. and stories Teacher engages pupils in pre-reading activities to prepare them for the rhyme or story they are going to read. Storybooks textbooks 5 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. 31. Read and respond to signs Reading signs and and symbols. symbols Teacher points at simple signs and symbols for pupils to read. Road signs, pictures with signs and symbols 4

38 At the completion of Standard 1, pupils will be able to: 3 1 Concepts/Skills/ SuggAted Activities 31. cont... Teacher shows pupils signs and symbols to read and to respond to accordingly. W R I T I N G ' '' 32. Copy vowels and consonants and words. Copying vowels consonants and words. 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. Objects, illustrated pictures 4 Pupils copy the vowels, consonats and words. 33. Copy short sentences legibly and neatly. Copying short sentences 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. Pictures Copy punctuated sentences with y.11 stop ', 'question mark ' and 'capital letter'. Copy punctuated sentences Teacher writes short sentences with punctuation marks. Pupils copy sentences with punctuation marks. Teacher and pupils discuss purposes for punctuation marks in the sentences. -1 Textbooks Write names in singular and plural adding 2 and 3. Writing names in singular and plural Teacher brings objects and pictures and writes their names in singular and in plural. Objects, pictures 6

39 3 2 At the completion of Standard 1, pupils will be able to Learning Oufcome Concepts/Skills/ 35. cont... 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. 36. Predict and fill in missing words. Predicting and filling in words Teacher provides pupils with sentences with a missing word but a picture instead for pupils to write a complete sentence as in 4 A boy kicks a A girl eats an

40 At the completion of Standard 2, pupils will be able to: Concepts/Skills/ LISTENING AND SPEAKING 1. Exchange the greetings: good day, good evening and good night - How are you? I 'm fine, thank you Exchanging greetings 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. Different times of the day 3 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. 2. Introduce others properly: This is... His name is... Her name is... Introducing others properly 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. Pictures pupils 3 Teacher creates more practical and day to day situations where pupils will have to introduce their fiiends, class mates, sisters, brothers and parents.

41 34 At the completion of Standard 2, pupils will be able to: W Concepts/Skills/ 3. Express and find out thought using should/shouldn't could/couldn' t Expressing and finding out thought 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 Use social graces: 'Thank you very much' I'm very sorry' 'Excuse me', 'you are welcome'. Social graces 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. 3 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. J

42 At the completion of Standard 2, pupils will be able to: 35 Concepts/Skills/ J 4. cont... 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. 5. Name relatives: uncle, aunt, cousin. Relatives Teacher and pupils talk about their relatives other than their own parents and siblings. family pictures 3 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. 6. Respond to commands appropriately using simple verbs: get, listen, stop and clean. Responding to commands The teacher gives commands to the pupils, based on simple verbs such as get, listen stop and clean. Pupils respond to commands. Objects in classroom 2 7. Give commands using simple verbs appropriately. Giving commands Teacher divides the pupils into groups and guides them to give. commands using simple verbs, e.g. get, listen stop, clean. Objects in classroom 4 J

43 36 At the completion of Standard 2, pupils will be able to: Concepts/Skills/ 7. cont... Pupils practise giving one another commands. 8. Carry out instructions correctly using simple verbs: help, play, use, catch, spell collect. Carrying out instructions 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. Objects in the classroom 2 9. Give instructions correctly using simple verbs: help, play, use, catch, spell, collect and kick. Giving instructions 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. Objects in the classroom Name things in their immediate environment. Naming objects, plants and things Teacher brings objects or pictures of object, plants and things that are found in their environment and they talk about their names. Objects pictures 2 Pupils match pictures/objects with their names. Pupils read the names aloud. l I. Use titles for people appropriately: chief, king, queen, prince, princess, Prime Minister. Titles for people Teacher uses cuttings or pictures showing chief, king queen. prince, princess and prime minister. Pupils read aloud titles accompanying pictures. Pictures/cuttings 2 i

44 At the completion of Standard 2, pupils will be able to: 3 7 Concepts/S kills/ l l. cont... Pupils role play the positions of those people, such as chief, king, queen, prime minister. 12. N~mz people according to their jobs and occupations: farmer, doctor, miner, herdboy, shopkeeper, soldier, policeman, player, captain. Naming people according to jobs 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 Pictures/ magazines books 3 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. 13. Demonstrate the use of words indicating location and direction: to, under, forward, outside. Location and direction 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. Map pictures 3 Pupils work in pairs asking each other questions denoting location and direction on the map using to, under, forward, outside, inside.

45 38 At the completion of Standard 2, pupils will be able to: Concepts/Skills/ 14. Demonstrate correct use of pronouns: My, your, his, her, our, their, its. Pronouns 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 Classroom objectsm personal belongings 4 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. 15. Respond to questions beginning with will, 'does, do, can, where, wlzerl and how many. Responding to questions 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. Objects in the classroom 5 f 16. Ask questions correvtly using the question words: will, does, do, can, ~yhere, when and how man) Asking questions 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: Objects in the classroom pictures 4

46 At the completion of Standard 2, pupils will be able to: 39 Concepts/Skills/ 16. cont... how many... where... when... etc. 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. Constructing sentences 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. Classroom objects, pupils 8 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. 18. Use prepositions correctly in sentences: at, between, behind, oj; about, Pom. Prepositions 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. Pictures, objects 4

47 40 At the completion of Standard 2, pupils will be able to: P f Learning Outco~e 19. Demonstrate correct use of joining words: and, or and but. Concepts/Skilisl Joining words Teacher uses classroom objects to demonstrate the use of joining words. Pupils imitate the teacher, using joining words correctly. Classroom objects classroom objects 4 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. 20. Demonstrate correct use of adjectives. Adjectives of: number colour shape size feeling 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. Classroom objects 5 Pupils describe pictures of objects and people, qualifying them according to colours, shape, size, number and feelings Use tenses to properly to narrate events in the present, past and future tense. Proper use oftense: present past future 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. 6

48 P - P p At the completion of Standard 2, pupils will be able to: 41 Concepts/Skills/ 21. cont... 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 Name common animals properly: cock, bull, tortoise, rabbit, hare, horse, donkey, zebra, snake. Naming words 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. Pictures/cuttings 3 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. 23. Imitate sounds of the following: snake, cock, bell, bull, train, telephone, drum. Imitating sounds Teacher asks pupils to work in groups and imitate the sounds. They do this in turns. Items whose sound is to be imitated 2

49 42 At the completion of Standard 2, pupils will be able to: Learning Outcope Concepts/Skills/ 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 Pronunciation 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. Audio cassette Read single words and short sentences with understanding Reading words and sentences Teacher provides objects and pictures with labels for pupils to read. Textbooks pictures 5 Pupils read words and phrases without pictures. Pupils read series of pictures showing activities. Pupils read short and simple sentences describing activities. 26. Read aloud simple illustrated rhymes for pleasurq. Reading rhymes Teacher reads simple rhymes to pupils. rhymes aloud. Helshe reads the Collection of simple rhymes 5 - Teacher helps pupils to memories some rhymes by repeating them regularly and acting some parts out.

50 At the completion of Standard 2, pupils will be able to 43 Concepts/Skills/ 27. Read short passages and stories to be able to answer simple questions. Reading passages and stories Teacher, before reading engages pupils in a pre-reading activity, to make them form expectations about what they are going to read. Story 5 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. 28. Read and respond to written messages or instructions. Reading messages Teacher writes different messages for pupils to respond to: These could be messages like; Chalkboard charts 5 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.

51 At the completion of Standard 2, \pupils will be able to: I -WRITING. Concepts/Skills/ 29. Copy words and simple sentences. copying words Teacher helps pupils to copy words and simple sentences neatly and legibly. 6 Pupils practise copying words and sentences. 30. Spell words correctly. Spelling words Teacher dictates simple words that pupils have read and talked about in their oral activities. Jumpled/single letters 8 Teacher provides jumbled letters, then pupils re-arrange them into meaningful words Label drawings Labelling drawings Teacher provides pictures or drawings of objects, and items they have learnt about, orally and in reading, for them to write their names. Pictures Write words, phrases and sentences legibly and neatly. Writing words and sentences. Teacher provides pictures or series of pictures, then writes words or sentences to describe the pictures or the activities in the pictures. Textbook pictures 5 Pupils write sentences about the pictures. Pupils read to their small groups what they have written and they compare.

52 At the completion of Standard 2, pupils will be able to: 45 l Concepts/Skillsl 33. Write answers to questions based on passages and stories. Write answers to comprehension passages 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. 5 Pupils write answers to "recall" questions and answer them in short. 34. Write words that are in singular and plural. Writing singular and plural words 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. 5 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

53 46 At the completion of Standard 3, pupils will be able to: Learning Outcogne Concep ts/s kills/ LISTENING AND SPEAKING l. Exchange the greetings: Hello, how are you? I am very well, thank you. How do you do? Ans: How do you do? Exchanging greetings 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 do you do? and the answer will be how do you do? and not how are you? Textbook radio lesson song 2 Pupils practise greeting each other saying how do you do? 2. Expresqing!'-mghts using:,'.lust and mustn 't Will and shall Expressing thoughts 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. 4 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'.

54 At the completion of Standard 3, pupils will be able to: 47 Concepts/Skills/ 2. cont... I will buy... I shall see the doctor Pupils practise using will and shall to express their thoughts. 3. Use social graces: I beg your pardon, it 'S a pleasure My pleasure using social graces 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. 3 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. 4. Use words of opposite meanings correctly. Words of opposite meaning 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. Empty container water filled container then practise 4

55 4 8 At the completion of Standard 3, pupils will be able to: Concepts/Skills/ 5. Use naming words referring to various peoples and things. Naming words Teacher talks about naming words referring to various things using pictures, e.g., people, objects, animals. 4 Teacher creates situations where pupils can talk about names of objects, animals, parts of the body, food, fruits. 6. Respond to commands appropriately using simple verbs. Responding to commands. Teacher gives commands to pupils using objects in the classroom and using verbs such as clean, correct, bring, move, get. 2 Teacher helps the pupils to respond correctly to the commands. 7. Give commands conectly. Giving commands Teacher divides pupils into groups and gives the groups a list of commands. 2 Pupils practice giving commands to one another. 8. Carry out instructiong correctly using common verbs Carrying out instructions Teacher gives instructions to the pupils, using common verbs such as paint, chase, climb, name, change, draw, break. 2 Pupils respond to the instructions correctly by carrying then out.

56 At the completion of Standard 3, pupils will be able to: 49 Concepts/Skills/ ' 9. Give instructions correctly using simple verbs: paint, chase, climb, name, change. Giving instructions Teacher divides the pupils into groups and provides them with instructions. Pupils practise giving instnictions to one another using verbs such as paint, chase Demonstrate the correct use. of words denoting direction: before, next to, beside, against, by. Directionslposition 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. Map of the school map of town Name relatives: Uncle, aunt, cousin, grand children Naming relatives Teacher uses pictures with family members plus relatives. Pupils and the teacher talk about the relatives shown on the picture and name them Use titles for people correctly: Principal, Manager Titles for people Teacher discusses the structure of the school to be able to explain to them who is the principal and the manager of the school. 2 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.

57 5 0 At the completion of Standard 3, pupils will be able to: r Learning Outcolne 4 Concep ts1s kills1 13. Name people according to jobs and occupations. Mechanic, pilot, baier, butcher, carpenter, tailor, dressmaker. Naming people according to jobs 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. Pictures Demonstrate the correct use of possessive pronolms: Mine, yours, ours, hrs, his and theirs. Possessive pronoun 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. Pictures textbook Demonstrate the co~rect use of prepositions. With, for, into, inside, next to (2nd outside correctly. Prepositions Teacher uses objects in the classroom to show the pupils what the listed preposition mean. Pupils practise using prepositions in sentences. Objects in the classroom Demonstrate the correct use of joining word and but and also. Joining words 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. Pictures objects 2

58 At the completion of Standard 3, pupils will be able to: 5 1 Concepts/Skills/ 16. cont... Pupils describe activities in picture series using: and, but, also. 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 Pronunciation 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. Text books song Construct sentences using simple words: Sentences construction. Teacher creates realistic situations where the words can be used in sentences, e.g., water drips fkom the tap, the bell rings for assembly. 4 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. 19. Demonstrate correct use adjectives of wealth, taste, and appearance and compare them using -er and -est. Using adjectives 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.

59 52 At the completion of Standard 3, pupils will be able to: Concepts/Skillsl 19. cont... Pupils practise using describing words in their comparative and superlative degree, using -er and -est. 20. Name the wild animals: Girafle, Elephant, hlonkey, Zebra, Buffalo, Camel, Hippopotamus. Naming animals 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. Pictures textbooks Use tenses correctly to narrate events about today, yesterday and tomorrow. Using tenses: about today, yesterday and tomorrow. 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. Textbook charts 3 Teacher describes common activities in short sentences to show the pupils how to use tenses correctly. Pupils do tense drills.

60 At the completion of Standard 3, pupils will be able to 53 Concepts/Skills/ 21. cont... Pupils work in groups to fill in the blank spaces with the correct tenses. 22. Imitate the sounds made by the following: baby, dog, cat, cow, goat. Imitate the sounds Teacher imitates sounds made by a baby, dog, cat, 'cow and goat. Pupils imitate the sounds. Pictures 2 Teacher writes the sounds on the board. Pul;ils write the sounds. Pupils match the sounds with the pictures. 23. Describe orally, the picture series. - p- READING 24. Read single words, sentences, short passages and stories fluently. Oral composition Reading words, sentences, passages and stories. 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. Pictures vocabulary checklist Textbooks pictures 6 5 ri.

61 54 At the completion of Standard 3, pupils will be able to: Concepts/Skills/ 24. cont... Pupils listen to the teacher reading, observing punctuation marks and using appropriate intonation. Pupils imitate the teacher. 25. Read passages and stories for comprehension. Reading for comprehension Teacher discusses the theme related to the passage (pre-reading activity). 5 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. 26. Read labels, signs and symbols. Reading labels signs and symbols Teacher brings a few labels and asks pupils to match them with the right containers. Pictures containers 3 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'.

62 p At the completion of Standard 3, pupils will be able to: ConceptsISkillsl 27. Read dialogues and rhymes. Reading dialogues and rhymes. Teacher provides a dialogue or rhyme. Pupils are guided to read dialogues and rhymes correcly. 4 Teacher explains the meanings of some words in the dialogue or rhyme. 28. Read passages and answer simple questions based on short passages/stories. Reading passages and answer simple questions. 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. Textbook news papers Read the instructions. W R I T I N G Reading Instructions Teacher provides instructions to pupils to read. Pupils tell the teacher the instructions they read, then list them one by one Write words and simple sentences. Writing words and sentences Teacher provides a pre-writing activity where pupils talk about pictures or series of pictures. Pictures 5 Pupils read words accompanying pictures, then write the words or sentences about the pictures. Pupils complete sentences by filling in missing words.

63 5 6 At the completion of Standard 3, pupils will be able to: ConceptsIS kills Write dictated words and sentences. Dictation Teacher dictates words or sentences to pupils. Pupils write the words or sentences dictated. 5 Teacher checks the spellings, then writes the words or sentences on chalkboard for pupils to make corrections. 32. Write a short controlled paragraphs. Writing controlled paragraph Teacher presents a substitution table or a drill for pupils to practice certain language structures or tense. 5 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. 33. Write guided composition based on questions or points (5 lines). Guided composition Teacher provides guiding questions or points that will help pupils to write a short composition. Teacher writes the vocabulary that pupils may need. 4 Pupils write a composition trying to answer the questions and making it interesting and realistic.

64 At the completion of Standard 3, pupils will be able to: 57 Teacher provides a model letter for a parent or a fiiend. Pupils read the letter aloud 4th 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. 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 Plural and singular words 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. Pictures objects Punctuate sentences using fill stop, qquestiorr mark and a comma. Punctuation marks Teacher provides sentences with comma, question mark and 111 stop, where appropriate. Pupils copy punctuated sentences cont... Teacher and pupil discuss when and where to use punctuation marks. Teacher provides unp~ctuated sentences. Pupils write sentences and punctuate them correctly.

65 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.

66 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.

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

68 At the completion of Standard 1, Pupils will be able to: l l I ConeeptslSkills I - 1. Sort objects by size, colour and shape Sorting size colour shape Pupils collect objects and sort them according to colour, size and shape. Teacher provides drawn and cut out shapes to pupils: e.g. squares, rectangles,circles and triangles. tins drawn shapes books bottle tops 10 Pupils sort already drawn and cut out objects and shapes of similar kind. 2. Order objects by size and shape Ordering size shape Pupils arrange themselves according to heights, fiom tallest to to shortest. Pupils sort stones into size then arrange them fiom smallest to biggest. pupils stones shapes Pupils order objects according to shape, fiom smallest to biggest.

69 42 At the completion of Stangard 1. uuvils will be able to: Concepts/Skills Attitude 3 Match sets in terms of one to-one correspondence Mapping 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) cup & saucer fork & knife pictures 10 Teacher provides pictures and objects related to the game above. 4 Identifl a set of up to 3 elements Set 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 different objects 10 5 Count numbers from l - l0 Counting 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. Counters flash cards 12 6 Read numerals fi om 1 - l0 Reading Teacher helps pupils to read numerals 1-10 Pupils read numerals written on the chalkboard and flash cards. Pupils read numerals from 1-10 flash cards 12

70 At the completion of Standard 1, pupils will be able to: I I I I Concepts/Skills Attitude 7. Write numerals from 1-10 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 Ordering 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. number cards dice 9. IdentifL and use correctly the sign: Signs + (plus) = (equal) Two pupils have 2 and 1 counters respectively. They put them together and count. Teacher emphasises that = 3 (two plus one equal three) counters stones bottle tops 10. Add numbers within the range l - l0 Addition Teacher demonstrates adding, using counters. Pupils add using counters, dominoes, dice and number strips Counters Dominoes dice

71 At the completion of Standard 1. ~ut>ils will be able to: -p- Concepts/Skills Attitude 1 1 Identify and use correctly the sign - (minus) Sign - (minus) 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) Counters 7 12 Subtract numbqrs within the range 1-10 Subtraction Teacher demonstrates subtraction using counters. Pupils subtract using counters, dominoes, dice and number strips couters dominoes dice number strips 12 m MEASUREMENT 13 Identifl Lesotho and R S A coins fri~m 1s - M1 00 and lc R5 00 Money Identification Pupils sort coins according to size, colour, value and country (Lesotho and RSA) Pupils match real coins with drawn coins on the money chart rea! coins, improvised money, money chart 7 I) 14 Add money, the sum being 5 10 lisente Money Addition Teacher demonstrates how to add money. Pupils add money, the sum being S 10 lisente real coins, improvised money, 10 Pupils carry out shopping activities involving addition

72 At the completion of Standard 1, pupils will be able to: l I I I l I I Concepts/Skills I I 1 I Attitude 15. Subtract money, the difference being 5 10 lisente Money subtraction Teacher demonstrates how to subtract money Pupils subtract money, the difference beings 10 lisente Real money improvised items 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. sticks objects in and outside the classroom and capacity Teacher demonstrates how to measure capacity and volume using containers e.g. bottles etc. Pupils measure volume and capacity using different tins boxes bottles Use natural and arbitrary units to measure mass. Mass Teacher demonstrates mass by lifting different objects e.g. tins, stones, chickens, bean, bags Pupils lift objects of different mass and find which ones 1 I are heaveir and lighter stones bricks tins beans bags chickens 8

73 -- - At the completion of Standard 1, pupils will be able to: ConceptsISkills Attitude 19 Relate time to various events of the day Time morning noon afternoon evening 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 shadow of building & trees pupils pictures 8 SHAPE 20 IdentifL plane shapes plane shapes rectangles triangles squares circles Teacher introduces plane shapes pupils give names of plane shapes pupils sort collected shapes pupils draw plane shapes plane shapes 7

74 At the com~letion of Standard 2. DUD~~S W 11 be able to: 67 Concepts/Skills Attitude NUMBER- 1. IdentifL a set of up to 5 elements Set 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 sets. Pupils Pictures of different types of fruits Count numbers from Counting Pupils represent sets of up to 5 elements diagramatically in their books. Teacher uses counters to demonstrate counting using I Counters concrete materials, Pupils count fiom using counters/number strips and number trays. number strips number trays 3. Read numerals from Reading Pupils read numerals fiom using flashcardslnumber charts etc I Pupils work in groups to count fiom Flash cards number charts Counters 10

75 At the comoletion of Standard 2 n~~nilq will be able to: Concepts/Skills Attitude 4 Write numerals from Writing Teacher demonstrate how to write numerals from l - 00 Pupils wreite numerals as the teacher says them. Beans Cabbages Maize seeds 12 Pupils count and write the number of objects in their environment e.g. beans, cabbages maize seeds 5 Arrange numerals from in a sequence ordering Pupils arrange number cards Pupils arrange jumbled numerals in a sequence Pupils fill in missing numbers on the number line. Cards Number line 5 6. Demonstrate understanding of place value up to 2 digit numbers Place-value Teacher helps pupils to use an abacus to represent place value of 2 digit number. Abacus 5 Pupils represent 2 digit numbers on the abacus. L 7 Add whole numbers and remember number facts up to 20. Addition Pupils add numbers up to 20 using concrete materials. Pupils add numbers up to 20 using numberline and number strips. Concrete materials Numberline Number strips 12

76 At the completion of Standard 2, pupils rill be able to: Concepts/Skills Attitude 1 8. Subtract whole numbers and remember number facts up to 20. Subtraction Pupils subtract numbers up to 20 using concrete materials. Objects Number-line IdentifL and use correctly "X' (Multiplication sign) 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. Counters Bottle tops Multiplication Chart. 8 Pupils subtract numbers using a number line 10. Multiply numbers the product being 6 25 Multiplication Pupils multiply and form the tables of 2, 3 etc. Pupils used locally available materials to multiply, legs of pots, chairs,tables etc. Pupils build multiplication tables up to 52 Chairs Domestic animals Tables pots Identify and use correctly the sign -(division sign) Division Teacher introduces division as repetitive subtraction. I Teacher follows the same procedure to introduce the I division sign. Objects 9

77 At the com~letion of Standard 2. I oupils will be able to: 1 Concepts/Skills Attitude 12 Divide whole numbers 1-25 without a remainder by numbers 5 5 Division Pupils share objects amongst themselves Pupils divide numbers using number-line Objects Identifj, and use in practical situations YJ (half) and 'h (quarter) Fractions 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. Fruits Paper Loaves of bread concrete materials 12 Rq EASITKERIENT m 14 IdentifL- Lesotho and RSA coins and bank notes up to M100 00/R Money 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 Improvised Money Real money Tracing paper 9 c Pupils make paper-made money by tracing and display them in the classrooms

78 At the completion of Standard 2, pupils will be able to: I I I I l 15. Measure length and height using natural and arbitrary units I Concepts/Skills Attitude Length Height I Pupils use their stride cubit to measure length of classroom, tables, chalkboard, desk etc. 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 Volume/Capacity Pupils use different sizes of containers to measure liquids e.g. bottlehuckets. Bottles, Buckets Water Measure mass using arbitrary units Mass 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. stones chickens bean bags Read time in full and half hours. Time Full hour Half hour Teacher and pupils read the time in full hours using clock faces.

79 W Concepts/Skills Attitude Pupils read time full hours. Teacher and pupil read time in half hours Clock faces flash cards 12 Pupils read time in full and half hours as shown by games related to time. e g. "what's time Mr. Wolf?",RAPE 19 Identify and count sides and corners of square, rectangle and triangle Shapes Square Rectangle Triangle 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 Ready-made shapes Objects in the classroom 5 20 Identifjr the edges, faces and corners of a cube and cuboid Solid shapes Cube Cuboid Teacher introduces a cube and cuboid to pupils Pupils identifl and count number of faces, edges and corners of a cube and cuboid. Match boxes Chart paper Cubes Cuboid 5 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.

80 At the completion of Standard 3, pupils will be able to: - NUMBER r Concepts/Skills Attitude 1. IdentiQ elements of a set and use correctly the symbols it E "(an element of) '' $"(not an element of) Sets. 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) Pupils concrete objects 12 " { )"(set braces) 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. 2. Read and write numerals from Reading Writing Pupils read and write numerals on the strips separately. numberline numberstrip Demonstrate understanding of place value up to 3 digit numbers Place value Expanded notation 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. Abacus Chart paper 12

81 At the com~letion at Standard 3. ~u~ils will be able to: Concepts/Skills Attitude Pupils write numbers represented on the abacus in an expanded notation. 4 Demonstrate understanding of zero as a number and as a place holder Zero as a number and as a place holder Pupils use a numberline marked from Pupils read the value of each digit, emphasise hundreds, tens, units, showing zero as a place holder. number line number strip abacus 12 5 Arrange 3 digit numbers in order of magnitude Ordering Pupils use number stripshumber trayslnumber line to arrange numbers in order of magnitude Pupils fill in the missing numerals using numberline number strips number trays numberline 8 6 Identifjr and use correctly the signs. L (less than) 7 (greater than) (less than) (greater than) 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. work cards pupils 8 Pupils order 3 digit numbers in order of magnitude, using work cards, and correctly using the signs L and 7 correctly.

82 At the completion of Standard 3, pupils will be able to: I I I I I Concepts/Skills Attitude 7. Add n hole numbers with and without carrying. Addition Pupils add whole numbers without carrying Teacher helps pupils to add whole with carrying abacus cards stones sticks I 1 numberline addition charts 8. Subtract whole numbers L 100 with and without borrowing. Subtraction Pupils subtract whole numbers separately, using abacus, addition facts and number line. Teacher helps pupils to subtract whole numbers without and with carrying., 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

83 At the comnletinn of Standard 3. nunils will be able to: ConceptsISkills Attitude l0 Divide whole numbers L 100 by whole numbers 4 10 without a remainder. Division Teacher helps pupils to divide using concrete numberline 12 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 M R Pupils find the relationship based on valuelsize and colour of coins and bank notes

84 - At the completion of Standard 3, pupils will be able to: Concepts/Skills Attitude 13. Add money, the sum being t MlOO.OO/R Money Addition 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 bank notes paper made money. items Subtract money the difference 5 M100.00/R Money Subtraction Teacher helps pupils to subtract money. Pupils subtract money using shopping activities. coins paper-made money 4 Pupils cany out shopping activities involving giving and recieving change. 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. metre sticks trundle wheels strings tape measure 10 Pupils use metres stick/tapes to measure their heights 16. Measure volume in litres Volume Pupils measure capacity1volume of watedliquids using 1 litre bottleljugs, boxes. 1 litre container jugs milk boxes 8

85 78 At the comnletion at Standard 3 n~~nils will he able to: Concepts/Skills Attitude F 17 Measure mass in kilograms Mass 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) bean bags sand bags 8 18 Read time in quarter and five minute intervals Time Pupils read time in quarter hours and five minute intervals using clock faces Clock faces 12 Pupils move clock hands to show quarter hours and five minute intervals Pupils show and read time on ready-made clock faces C SSHAPE I h 19 Identify the centre of a circle Circle Teacher introduces a circle Pupils trace and cut out circles Pupils fold circles to quarters and mark the centre Chart paper circularobjects scissors, pencils 6 d

86 At the completion of Standard 3, pupils will be able to: Concepts/Skills Attitude 20. Do tessellations using squares, rectangles, triangles and circles Tessellations Pupils use ready-made shapes to do tessellation Pupils use shapes of their choice to make patterns which form tesselation t Ready made shapes 21. Identi@ edges, faces and corners of a cube, cuboid and triangular pyramid. I r PICTORIAL REPRESENTATION Solid shapes Faces Corners Edges 22. Interpret pictograms Graphs Pictograms Teacher helps pupils to identi@, edges, faces, and corners of solid shapes. Pupils model solid shapes with clay. Teacher and pupils interpret pictograms/information, e.g. number of cows, sheep, goats, number of members in their families. etc Teacher guides pupils to collect and represent data, using pictures e.g. number of cows etc. Cube Cuboid Triangular - Pyramids Chart paper Picture Real objects bottle-tops I I Teacher helps pupils to interpret simple pictograrns. 1 I I 6 I

87 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.

88 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 ofi. 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.

89 (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.

90 l I3 - --p Cancepts/Skills/ At the com~letion of Standard 1. ~u~ils will be able to: qxploiung THE ENVIRONMENT 1. Identif) things seen in their environment and be able to give correct names of items observed Observation Collection 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. all interesting items found in the local surrounding, e.g., containers, plants and small animals 6 2. Sort collected materials according to at least one definite criterion. Sorting 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. all items collected by pupils such as bottles, boxes, plants, animals, toys, ornaments, grass, utensils, pieces of cloth, etc Represent some items observed by drawing with at least 10% accuracy. Representing Pupils are given papers, pencils and coloured pencils to make drawings of things that they observed during the excursion. stiff paper, pencils, coloured pencils 4

91 At the comnletion of Standard 1. nunils will be able to: Concepts/Skills/ 4 Manipulate collected materials in simulation and construction. Manipulation 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. materials collected by pupils during the excursion 6 - S I M P L E TOYS I 1 Identifjr and collect simple toys at various places in their locality Observation Identification Collection 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. lipopi, toy cars, tractors, moropa, clay toys, setolotolo, lekope, lekolulo, catapults, and other toys. 6 When they get to school, pupils name items they have observed and say what they are used for.

92 -p- -- At the comnletion of Standard 1. vuvils will be able to: 2. Sort toys according to the following criteria: material used for making the toys the use of toys the size and colour. Concepts/Skills/ Sorting 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. toys collected 2 -- Pupil will also group them according to sizes and colours. 3. Make models of some items observed with at least 40% accuracy. Construction Modelling Pupils make simple models of cattle, dolls, pots, etc using clay soil. They construct musical instruments using tin cans, wire and reeds. grass, tins, clay, bones, bottles, wood, pieces of cloth 2 Pupils make toy vehicles with wires. 4. Demonstrate uses of simple toys they have constructed or brought fiom home Uses of toys 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. different toys constructed by pupils or brought fiom home 4

93 At the cnmnletion of Standard 1. uuuils will be able to. - SOIL I Concepts/Skills/ 1. Identifl different soils found in the school environment Observation Identification 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. spades, containers, soil samples collected from different places 2. Sort different kinds of soil in terns of colour and texture. Sorting Pupils, in small groups, sort soil by handling it (to feel texture), sieving and mixing ii with water, comparing dryness and observing colour. soils collected water sieves 3. Identifi soil suitable for making durable 1 Durability 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. soil source of heatsun

94 At the comoletion of Standard 1. ouoils will be able to: I WATER ConceptsISkillsi I 1. Demonstrate uses of water in washing, cooking, diluting concentrated substances (using at least 2 different items in each case). Manipulation Uses of water 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. plastic bottles, water,toy garments, soap, tea, concentrated drinks, mealie meal, lunch boxes7 salt Identify rainbow colours on the bubbles Observation Rainbow colours 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. containers of various sizes, water, soap, straws 2 Pupils find a way of producing the largest bubbles.

95 At the com~letion of Standard 1. nuoils will be able to: 88 - ConceptsISkills 3. Investigate the behaviour of water when poured on different surfaces Behaviour of water flowing seepage Pupils pour water on different surfaces such as grass,\ soil, cement floors and observe what happens. grass, soil suds, cement, water, hardboard 1 Pupils identify surfaces on which water seeps into the ground, and surfaces on which water runs. 4. IdentiQ objects that sink and objects that float in water L. Sinking in water Floating in water 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. small empty boxes hits, seeds, stones, tins, pieces of different metals, paper, wood, glass, rubber, water, buckets, basins, and water streams. 3

96 ConceptsIS kills At the comvletion of Standard 1, pupils will be able to: ' ANIMALS p-- 1. IdentiQ and collect properly small animals ibund in their immediate environment Observation Identification Small animals Pupils are sent out to observe and identifi the different types of animals in their natural environment and bring those that can be collected. catching net, bottles /tins with small holes, food, plastic bags, hand lenses, millipedes grasshoppers, worms, butterflies, etc Identifi some body parts of small animals collected Observation Identification Animal structure Pupils handle with care, observe and identiq parts of collected animals such as eyes, nose, mouth, head, legs wings. collected specimens of animals, grass, soil,decayed matter, transparent containers 2 3. Identifl common behaviours of animals Observation Identification Animal behaviour: movement feeding Pupils observe, through transparent plastic bottle or containers that animals move and eat. collected animals. animal food, e.g., grass 2

97 At the com~letion of Standard 1. ~uuils will be able to 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. Comparison of animals body covering body parts movement Sorting 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. animals, pins, hand lenses, different kinds of food and powders, string, salt, dry soil, wet soil and grass. small animals, different food stuffs. 4 3 (r PLANTS 1. Identi@ plants in terms of colour, structure of leaves, odour, name and places of origin. Observation Identification Types of plants 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). plants of diffetent types in the environment 6

98 9 1 At the completion of Standard 1, vuvils will be able to: Name at least five of the collected plants. Concepts/Skills Attitude Collection Types of 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. different types of plants, tools for digging, containers for carrying materials Sort collected plants (or parts of plants) in terms of colour, smell and shape. Sorting Differences and similarities in plants Pupils sort collected plants (or parts of plants) according to colour, shape of leaves or smell collected plants (parts of plants) 4 4. Record at least five of the observed plants (or parts of plants) Recording Plant structure Pupils record the observed specimens by tracing around them, drawing, pasting or sticking on paper, drying and making leaf prints. plants sellotape, glue, paper, pencils, card board 5 5. Demonstrate the domestic uses of some plants as food, medicine and dye. Domestic use of some plants Pupils name the drawn specimen. Pupils prepare food and medicinal herbs from some known plants. Pupils make and use dyes extracted fiom Plants, tin cans, water, pieces of cloth, paper, bottles, animals, tools. 5

99 At the com~letion of Standard l. vu~ils will be able to Keep a record of at l&st five animals observed. Concepts/Skills Record keeping 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. pencils, papers, cardboard, boxes, coloured pencils, clay, pins, animal specimen, magazines Investigate effective methods of keeping and giving care to animals studied. Manipulation Animal care Communication Reporting Recording 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. 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 6

100 93 At the comuletion of standard 2. Pu~ils will be able to' Concepts/Skills/ -EXPLORING THE ENVIRONMENT 1. IdentifL things found in places of interest in the locality. Observation Ideatification 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., places of interest 4 2. Report at least 50%of the things observed, in the environment. Discussion Reporting 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. things from the environment 2

101 At the com~letion of Standard 2. Pu~ils will be able to: -- Concepts/Skills/ 3. Make recognisable drawings of at least four of the objects observed, in the environment Recording by drawing Pupils are provided with crayons and paper to draw and in some cases to trace,some of the items they identified during their excursion. pencils crayons paper 3 4. Construct models of at least two of the objects observed and collected during excursions. Construction 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, hr. clay, twigs, grass, wire, cardboard, tin cans, boxes, wood, hr Sort collected objects according to colour, size, structure, shape, hnction and places of origin. Sorting Pupils work in groups to sort materiasls they have collected and those provided by the teacher. collected things 3 Pupils colour them according to, structure, shape, fbnction and place of origin. 6. Display some of the collected items as well as some of the models constructed. Displaying After the sorting activity pupils use some chart paper and display boards to mount some of the objects they have/collected. chart paper, display board, collected things, cage.. 2

102 95 At the comoletion of Standard 2. Puoils will be able to: - SIMPLE TOYS Concepts/Skills Resourc~s I 1 1. Identifj. different kinds of toys available in the village Types of toys 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. different toys available in different villages Sort collected toys according to the intended users and materials used for making them. Sorting 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. museum, toys collected in the above activity 3 3. Construct with diierent materials, at least 3 toys serving 3 diierent purposes, with at least 50% accuracy. Construction 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. grass, old tin cans, clay, pieces of wire, wood, cloth, paper. (harthoft). 6

103 At the com~letion of Standard 2. Pu~ils will be able to: ConceptsISkills 4. Demonstrate uses of toys they have constructed and collected. Uses of toys 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. toys collected and ( 3 constructed by I 1 5. Display toys they have constructed Displaying Pupils in group display all toys they have constructed. Different groups visit one another to observe the dis~lav of constructed tovs. toys collected and constructed by pupils. I 1. Identify soil in terms of places where it is found. Identification Soil types 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. Pupils take careful look at each sample to see things found in it and name them, if ~ossible.

104 97 At the comoletion of Standard 2. Puoils will be able to: 2. Sort soil in terms of colour, texture and size of particles. I Concepts/Skills Sorting Soil types 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. soil - sand, clay, and loam, plastic jar, lenses, sieves, glass jars 5 3. Compare mixtures of different soil samples in water. 4. Construct models sand compare the hardness of different objects made of different soils. Comparison Soil texture Soil appearance Comparison Soil durability 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. water, different soils, containers made by cutting plastic bottles across the middle soils of different types, water, various containers, hot sunny weather. 4 5 Pupils leave these items to dry in the sun and identi@ the soil that makes the most durable items.

105 At the comoletion of Standard 2. Punils will he able to: 98 Concepts/Skills t WATER p--.i- 1. Compare bubbles produced when using hot water, cold water, and water mixed with other substances. Comparison of bubbles Pupils make bubbles with straws using cold water, hot water, oily water, soapy water, and dyed water. water, soap, oil, dyes, straws 3 2. Sort objects according to those that sink and those that float in water. Sorting Sinking Floating 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. pieces of paper, wood, small stones, tin cans, dry seeds, fruits, bottle tops, corks, buckets, water Devise means to make objects that normally sink, to float and objects that normally float, to sink Experimentation Sinking Floating Problem solving 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. same as above, including knives, balloons, nails, etc. 5 Pupils then tie ballons onto pumpkin. or orange and observe what happens when they are dropped in water.

106 At the com~letion of Standard 2. Pupils will be able to: ConceptsISkill 4. Demonstrate use of water as a means of transport Water as a means of transport 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. various floating objects, water, pictures or drawings. 3 Pupils make models of rivers. They float various objects to demonstrate use of water as a means of transport, ANIMALS I i 1. Identifl at least five small animals found in different localities Identification Collection 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. wide-mouth containers, insect catching nets, variety of small animals, e.g, fiogs, insects, lizards 5

107 At the comoletion of Standard 3. ouoils will be able to Sort animals collectqd according to body covering, number of limbs and the food they eat Concepts/Skills Sorting Animal structure Animal eating behaviour 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. grass, maize grains, soil, insects, decayed matter, small animals 5 3. Keep a record of at {east five of the observed animals, making rough drawings, cuttings and models ' Recording 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. paper, pencils crayons, newspapers or magazines, display board, chart paper, scissors, clay 3 Pupils bring cuttings fiom home and model some of the domestic animals observed using clay. 4. Investigate other effivctive ways of keeping and giving $are to animals for a few days, and identifl what they feed on Investigation Manipulation Care of animals Pupils create suitable habitats for animals such as fiogs, lizards, insects, e.g., grasshoppers cardboard boxes, wooden boxes, fiogs, lizards, grasshoppers, insect cages 4 Pupil keep some of these animals to observe their feeding habits and growth.

108 1 101 I At the com~letion of Standard 2. ~u~ils will be able to: 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 chromatography paper. Pupils extract dyes From parts of plants by crushing, squeezing and boiling them and storing these in the labelled bottles. Pupils use straws to blow dyes on cloth or blotting paper for colour separation. Pupils observe dyes separating into several different colours. plants, grindiqg stones, fire sticks, I l containers, paper, cloth. blotting paper, straws 6. - Investigate the domestic uses of defferent plants as food, dyes and medicine. Investigation Uses of plants Pupils find out and list plants which are used for food, medicinal herbs (leaves and root). vegetables, leaves, roots Pupils find out which piants are eaten by animals and which plants can be used for making dyes. 7. Keep a record of at least sin different types of plants by drawing, pasting, drying, prints or mounting Recording Preservation 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. pencils, paper, chalk, sellotape, glue, paint and exercise books

109 The comoletion of Sta!ldard 2. doi ifs will be able to: --. l I 1, COMMON SUBSTANGES Concepts/Skills l 1 l. Name at least 6 common substances used I Identification 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 salt, tea leaves coffee, powdered soap, drinks, mealie meal, water, spices, tins, plastic bottles, paraffin, oil, dettol, glycerine I 2 Sort substances intr3 liquids and solids. Sorting liquids solids I 3. Describe what happens when some liquids Experimentation are mixed with othar liquids I Liquid solution 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. salt, sugar, coffee, paraffin, methylated spirits, transparent containers liquids collected previously 2 3 Pupils discuss and describe their observations to other groups andor to the teacher. 4. Describe what happens when solids are added to liquids. Liquid-solid mixtures Solutions Pupils add solids to different liquids and observe which disappear, mix, sink or float in water. soluble and insoluble solids, differgnt liquids. 3 Pupils explain their observations to each other in class.

110 103 At the completion of Standard 2, Pupils will be able to: Concepts/Skills Attitude Sug~ested Activities 4,XPLORING THE ENVIRONMENT 1. Keep a record of at least 6 objects observed on their way to and fiom school. Observation Recording All pupils should be assigned to make observation each day on their way to and fiom school; they note some interesting things or activities. papers, pencil 2 2. Identitjl plants, animals and other objects in their school compound and in their locality. Identification of plants, animals, and never alive objects 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. Specimens of animals, plants and other objects found in the locality, places of interest such as market, court,grazing areas, museum, etc. 4

111 the comoletion of Standard 3. nunils will he able to 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 ConceptsISkills Recording Displaying Sorting: living, dead and never alive things 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. wood, clay, tin, cansgrass, wire, paper, pencils small animals, living plants, dead plants, wood, tin cans, bottles, plastics, glass 3 3 Pupils touch, prick, heat cool or wet some of the things in which they suspect life. Pupils list materials under each group. ( r SIMPLE TOYS I 1. Identifi at least five toys normally used by boys and at least five toys used by girls. Identification Toy types 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. variety of toys; home-made and ready-made 3 Pupils name the different toys normally used by boys and girls respectively.

112 At the comvletion of Standard 3. ~ u~ils will be able to 2. Sort toys in terms of materials used in making and their purposes. Concepts/Skills Sorting Differences in toys Bested Activities Pupils group toys according to materials used for making them, e.g., grass, wood, plastic, paper, grass, rubber, wire and string. variety of toys, home-made and ready-made 2 3. Construct at least five toys of different types 4. Demonstrate uses of toys constructed or bought. Construction Toy types uses of toys 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. variety of scrap materials, e.g., clay, wood, string,paper scissors, glue, etc. variety of toys; home-made and ready-made 3 2

113 At the com~ietion of Standard 3. nunila will he able tn ConceptsISkills SOIL 1. Identify objects found in dry samples of different types of soil. Identification Soil types I (components) Pupils collect samples fiorn a variety of places. Pupils name each soil sample and explain where it comes fiorn spades, soils, containers like tin cans, sieves and bottles. 2 Pupils take a carehl look at each sample; they sieve samples to see their components and name them. 2. Compare the water retaining capacity of different soil samples. Comparison Water retaining capacity of different soil 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. soil samples, water tin cans (with a hole punched in the bottom), plastic bottles (all of the same size) 3

114 ~t t-fsta- Uuoils will be able to: Concepts/Skills/ 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. 3. Demonstrate the different layers formed when water is added to soil samples. Identification Soil composition 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. soil, water, pens, transparent containers (such as plastic bottles), pencils, paper 3 4. Investigate ways of producing strong models with at least 60% accuracy. Manipulation modelling soil quality 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. soils, cow dung, tin cans, old basins, ash, broken pieces of old clay pots (manyetana a tla elsa litlhajoa), cement 2

115 At the com~letion of Standard 3. DUD~~S will be able to. i Learning Outcvme Concepts/Skills/ Pupils investigate some other ways of producing strong models using different soils. 5. Demonstrate that soil contains air. Experimentation Air in soil Each group of pupils fill a container with sand. They immerse that container in a large basin of water and observe air bubbles forming. clay, loam, sand soils, water, small equal containers and larger ones, e g., basins. 2 WATER I 1. Compare water from different sources in terms of colour, appearance and their contents Different sources of water 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 white cloth, water from different sources, sieve Demonstrate domestic use5 of water Uses of water 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. Water containers oily pieces of cloth, fire, soap, garden 2

116 At the compl_etion of Standard 3. pupils will be able to: 3. Construct some boats that float in water. nd sinking activities of (Standard 2). Pupils then make boats of different shapes and try to float them in water., 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 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

117 At the completion of Staqdard 3, vuvils will be able t o 110 Concepts/Skills/ 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 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. 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 The changes observed should be illustrasted by means of simple drawings.

118 At the com~letion of Standard 3. ~uoils will be able to: ConceptslSkills/ 1 1. Identifjr different types of plants and their external structures. Identification Plant types Plant structures Pupils observe and identifj different types of plants, e.g., runners, creepers, climbers, etc. 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 2. Sort collected leaves according to their structure. Sorting Leaf structure Pupils sort leaves according to their structure, e.g., thorny, smooth, hairy, thin and thick types. They also sort them according to their shape. 3. Compare trees found in their environment by shape, size, colour, height and texture of the bark. I Estimation Comparison Tree structures Pupils go on excursion and observe trees and compare their heights by estimation. Pupils observe sizes, barks, shapes and colours. Pupils draw trees they have compared.

119 At the comnletion of Standard 3. ou~ils will be able to: Concepts/Skills/ COMMON SIJBSTANCES 1. Distinguish between solutions made with cold water and the ones made with hot water Hot and Cold water Solutions Pupils mix cold water and solids, observe and note colours formed. Pupils mix hot water with some solids, observe and note different colours formed. hot water, cold water, some coloured solids, powders, e g., tea leaves 3 Pupils compare colours of cold and hot solutions. 2. IdentiQ changes that fake place when substances are heated or cooled. Experimentation Change of state of matter 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. plate, water, beakers, or bottles with wide mouths, ice, fire, candle wax 2 On a cold winter night pupils leave water in a container and note the change in that water the next morning Ir Pupils heat candle wax and then cool the hot fluid and describe their observations 1 1

120 113 At the com~letion of Standard 3. ~ubils will be able to: Concepts/Skills Attitude I AIR 1. Show that air exists. Inference Experimentation Existence of air 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. stiff paper basins balioons, pins straws, bucket water, empty bottle vaseline 5 Pupils prick inflated balloons under water and observe the bubbles formed. Pupils use straws to blow air into water and observe bubbles. nnstruct toys that operate by means of air. Construction Effects of Air 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. paper, pencils sticks, strings kites 3

121 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.

122 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 Demonstrate the intellectual, scientific, and practical skills in self reliance, resourcefulness, and problem solving.

123 At the completion of ytandard 1, pupils will be able to: 116 Concepts/Skills/ 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 Domestic animals 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. domestic animals, and their youngs, domestic animals' chart and their young ones. magazines, paper cuttings. 10 I 2. Identify at least eight common food crops: cabbage, beans, maize, wheat, pum~kins, beetroot, potatoes and carrots. Food crops Identification Pupils list common food crops. Pupils bring food crops fiom home. Teacher helps pupils say names of food crops on the chart. food crop chart, sample of food, items, 10 Pupils play a game using food items to learn their names. Teacher tells folklore using some food crops. They play riddles using food crops.

124 117 At the completion of Standard 1, pupils will be able to: Concepts/Skills/ 3. Identi& four types of seeds: bean, peas, pumpkin and maize seeds. Seeds Identification Teacher brings different kinds of seeds together. Pupils select bean, peas, pumpkin, and maize seeds in turn. Seeds, chart3 diagram. 10 Pupils match seeds with their drawings pictures in a form of a play. Pupils illustrate the four seeds with simple diagrams. 4. Identifjr five fruits; peach tomato, apricot, apple and plum. Identification of fruits Teacher brings mentioned fruits. Pupils mention hits they usually have in their gardenslvillage. Pupils name fruits brought by the teacherlpupils. Fruits, chart or pictures, fruit cards, 12 Pupils match hits with the drawing on the chart/ pictures. S O I L CONSERVATION 5. Name at least three uses of soil. uses of soil Pupils list uses of soil. Pupils observe plants grown in the soils. Pupils inspect mud houses, observing how soil was used in making them. Soil, water, garden with plants, clay, utensil 18 Pupils practise different uses of soil.

125 At the completion of St~ndard 1, pupils will be able to: Learning 0utc6me Concepts/Skills/ I I l 6. Identifl places havirrg signs of soil erosion. Signs of soil erosion 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. School premises or places in the immediate surroundings 14 Pupils find places at which soil erosion easily takes place. Pupils discuss how dongas are formed. 7. Mention three common agents of soil erosion. agents of soil erosion: rain water, wind 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. Sand, soil, chartpaper, water, clean white cloth, Pegs- 12 Teacher demonstrates how wind carries away the soil. Pupils observe the teacher does or actual action of soil erosion on a windy day.

126 119 At the completion of Standard 1, pupils will be able to: ConceptslSkillsI -WATER CONSERVATION 8. Name four ways in which water is useful. Uses of water 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. ' Charts1 pictures, bucket of clean water, bucket of dirty water, soap, piece of cloth, basin, mug. 10

127 At the completion of Standard 2, pupils will be able to: Learning Outco4ne Concepts/Skills/ ~ttitudes LIVESTOCK MANAGEMENT l. List at least two uses of any domestic animal. I Domestic animals 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. Chart showing animals at work and their products. 18 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. 2. Identify houses of domestic animals. Domestic animals housing. Pupils mention places in which animals are kept. Pupils describe animals' houses. Pupils observe animals' houses on the chart. Pupils match animals with their houses using animal cards. Chart showing houses of domestic animals, domestic animal cards, animal houses cards. 12

128 At the completion of Standard 2, pupils will be able to: Concepts/Sldlls/ 3. Identify feed for domestic animals: cats, dogs, poultry rabbits. Domestic animal feed identification Pupils mention domestic animals' feed. Pupils bring domestic animals' feed samples. Pupils match the feeds with the animals which take them. Animals' feed animals 15 Pupils observe animals feeding on correct feed and clean water. CROP PRODUCTION.- 4. Identify eight types of seeds: watermelon, carrots7 spinach, raddish, cabbage, wheat, maize and sorghum. Seeds identification Teacher brings the different types of seeds mixed together. Pupils sort group seeds according to type. Pupils name the seeds they have sorted. seed charts 15 I Pupils match seeds with their crop on the chart. Pupils play riddles using seeds. 5. Identify eight fruits: apple, tomato, plum, apricot, orange, watermelon, pears and peach. Fruit Identification Teacher collect different bits and bring them to class. Pupils name hits Pupils mention fruits which they have in their gardens. fruit chart 10 Pupils play a or matching game on fruits. Pupils draw their favourite fruits.

129 At the completion of Standard 2, pupils will be able to: 122 l - GARDEN TOOLS 6. Identify three garden tools and their uses. Concepts/Skills/ Identification spade, rake, digging fork Teacher brings spade, rake and digging fork. Pupils observe and makeldraw garden tools. Pupils match tools with drawings on the chart. Speed, rake, digging fork, chart paper. 8 Pupils mention uses of each garden tool. Pupils draw the three garden tools. (ISOIL CONSERVATION 7. Identify three types of soil. Types of soil, clay, sand and loam. Pupilslteacher collect different types of soil. Pupils groups the soils according to colour. b Pupils mix each soil with water and make models. Different soil, water, containers. 3 Teacher labels the three types of soil according to their properties. 8. Identify places eroded by animalslpeople. ' Soil erosion by animalslpeople. Pupils and teacher visit eroded places, where animals and people have been agents of erosion. 15 List different causes of soil erosion.

130 At the completion of Standard 3, pupils will be able to: ~once~ts/~kills/ 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. Cleaning animal feeders. * Responsibility 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. Animals, water, feeders, waterers. 15 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. b 2. State proper care for sheep and goats. Care for sheep and goats * Caring 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. Animals, farmers, charts. 15

131 At the completion of Standard 3, pupils will be able to: Learning Outcoqe Concepts/Skillsl 2. cont... Teacher and pupils discuss the importance of caring for domestic animals. ; - GARDEN TOOI,S 3. Id?ntifl eight garden 4001s and their uses. Identification of garden tools. 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. Watering can, handfork, hoe, garden line, sickle, pruning shears, ladder/drum. 13 I Teacher deponstrates uses of tools. 4. Handle tools properly. Proper way of handling 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. Spade, rake, digging fork, hoe, hand fork, garden line and watering can. 13

132 l 125 At the completion of Standard 3, pupils will be able to: Concepts/Skills/ W A T E R 5. Identify sources of water. Sources of water Pupils mention places from where we get water. Pupils observe places which are water sources. Discuss water storage. Water source, chart, tap, spring, river dam, house tank Collect rain water Collecting rain water Pupils mention how rain water is collected at home/school. Pupils collect rain water. Chart. 13 Pupils study the chart showing ways of collecting water. Pupils mention advantages and disadvantages of loosing rain water. S O I L EROSION 7. Demonstrate two methods of controlling soil erosion. Controlling soil erosion. Pupils observe the school premises to find gullies. Discuss simple methods of controlling soil erosion., School premises. 14 * Demonstrate the importance of cooperation amongst pupils in prevention of soil erosion. * cooperation in prevention of 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.

133 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

134 Specific Objectives for Home Economics l By the end of seven years of Home Economics in Primary Education, pupils should be able to: 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 hctions and sources. Describe deficiency diseases and their causes as well as their preventionltreatment.

135 At the completion of Stavdard 1, pupils will be able to: 128 Concepts/Skills/ dood and NUTRITION 1. Identify and name three local cereals. Local cereals maize sorghum wheat oats 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. maize, wheat, sorghum, oats, chart paper, pupil's book, flash cards, cereal pictures Identify and name byproducts of local cereals. * Demonstrate appreciation of local cereal by-products used at home. By-products of local cereals: wheat, flour, mealie meal, sorghum meal, oats. * Appreciation of local cereal byproducts 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. mealie meal, flour, sorghum meal, oats, samp, flash cards 6 3. List two uses of cereais and by-products. Uses of cereals and by-products Pupils name use of both cereals and by-products. cereals, mealie meal, sorghum meal, oats samp 2

136 129 At the completion of Standard 1, pupils will be able to: Learning\Outcome Concepts/Skills/ 4. Name at least three I local common fruits, grown locally. Local common fruits peaches apricots grapes 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. peaches, apricots, grapes, pictures of fruits, glue, coloured pencils, chart paper, scissors, pupils' workbook, flash cards l l 5. List three wild edible vegetables. Classroom items 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. theepe leshoabe seruoe 4 9 CLOTHING TEXTILES Pupils paste the vegetables on paper and teacher labels them Identify and name two pieces of hand sewing equipment. Hand sewing equipment Teacher brings sewing needle and thread. Helshe shows these to the pupils and they name them. Pupils identify needle and thread from the chart. needle and thread chart 3 Pupils draw needle and thread. 2. Use a pair of scissors for cutting. Use of scissors Teacher demonstrates handling and cutting with scissors. Pupils practise proper handling of the scissor and cutting. scissors and Paper 11 Pupils U?: scissors to cut paper.

137 At the com~letion of Standard 1, pupils will be able to: 130 Concepts/Skills/ 3. Identify and name knitting and crotcheting equipment. Knitting Crocheting 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. knitting needles crotchet hook pencils, paper chart showing knitting needles and crochet hook 11 HOME MANAGEMENT 1. Name items found in the classroom. Classroom items Pupils name items found in the classroom, they point at them on the chart. Pupils tell how these items are used. chairs, benches, table, duster, chalk, chalkboard 9 Pupils paste the vegetables on paper and teacher labels them. 2. Name everyday kitchen items. Kitchen items * Awareness and appreciation of kitchen items. Teacher asks pupils to name everyday kitchen items; they point at them on the chart. Pupils collect and bring pictures of kitchen items. mount them; teacher displays the work of the pupils. Pupils draw and colour items. lhey cut and chart with kitchen items, magazines, broom, dustpan, scissors, paste, plates, bucket, knife, fork, pots 6 : Pupils sing songs or recite some poems on kitchen items.

138 13 1 At the completion of Standard 1, pupils will be able to: 3. Name basic items found in bedrooms. * Identify strategies used in solving problems. ConeeptsIS kills1 - Bedroom items * Problem-solving * Appreciation of bedroom items 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. pictures of beds, wardrobe, blankets, mirror, scissors, glue, chart paper 9 4. List uses of kitchen and bedroom items. Uses of Kitchen and Bedroom items Pupils name uses of different items in the kitchen and bedroom. pictures of stoves, pots, buckets, basins, plates, wardrobe, bed 4 5. Practise clean housekeeping. * Demonstrate.he understanding andhprtance of cleanliness and cooperation Sweeping Dusting * Cleanliness * Co-operation 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. broom, dust pan, dusters 7 Teacher as& to learn to do more household work and to share responsibilities regardless of sex.

139 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. builders: pupils identify the food brought. meat, eggs, fish, cheese, milk Pupils sketch and colour foods copied from the chart; they label and display their work. fish, cheese, coloured pencils, glue, scissors, Paper 2. Name four plant bodybuilders. Plant bodybuilders: beans peas peanuts lentils 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. beans, peas, lentils, peanuts, glue, scissors, chart paper 7 3. Name five protective fruits. Protective fruits: peaches apples apricot oranges grapes 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. peachps. apples, apricot S, ormges, grapes, coloured pencils, scissors, glue, pa?er, flash cards; 10

140 133 At the completion of Standard 2, pupils will be able to: ConceptslSkillsI 4. Name at least five protective wild vegetables. Protective wild vegetables: theepe, seruoe, leshoabe, tenane, qhela, sepaile 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. vegetables, sellotape, chart paper Name at least four protective garden vegetables. * Show ability to differentiate uses of garden vegetables. Protective garden vegetables: cabbage, spinach, carrots, radish, beetroot * Differentiation of garden vegetables 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. cabbage, spinach, carrots, radish, beetroot, coloured pencils, scissors, glue, chart paper 9 Teacher asks pupils to learn to plant different garden vegetables and discuss their uses to them. 6. Name at least four starch energy givers. Starch energy givers: bread, samp, rice, porridge, oats, potatoes 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. bread, porridge, sarnp, oats, rice, potatoes 6

141 At the completion of Standard 2, pupils will be able to:.clothing TEXTILES Concepts/Skills/ 1 1. Use needle, thread and marker properly. -- Hand sewing equipment * practice Pupils measure and fold their pieces of paper. Pupils thread needles and make a knot. Teacher demonstrates sewing on paper. needle thread marker cloth 8 Pupils practise sewing on paper Teacher asks pupils to practise doing things for themselves like sewing and crotcheting for their dolls at home. 2. Make tacking stitch properly. Tacking stitch Pupils measure and fold their pieces of cloth. Pupils thread needles and make a knot. Teacher demonstrates tacking stitch. needle thread marker Paper 10 Pupils practise tacking stitch on cloth. 3. Make tacking stitch Tacking stitch Pupils bring fabric, thread and needles. Pupils thread their needles and make a knot. Pupils measures and fold fabric and pin. pins fabric needles thread 1 l - Pupils tack the fold guided by the teacher.

142 135 At the completion of Standard 2, pupils will be,able to: Concepts/Skills/ 4. Identify and name two animal fibres. Wool Mohair Teacher and pupils collect cut wool and mohair and specimens of skins with wool and mohair on them. Pupils sort and name specimens. natural wool, mohair, sheep skin pieces, goat skin pieces. 3 Pupils mount and display specimens. Teacher and pupils bring pictures of sheep and goat. Pupils visit to see live sheep and goat. 5. Use crotchet hook and wool properly. Crotchet Crotchet hook Wool Teacher and pupils bring crotchet hooks and wool. Teacher demonstrates how to make a loop and chain. crotchet hook wool 6 Pupils practise making a loop and chain.

143 At the completion of Standard 2, pupils will be able to: 136 Learning ( Outcome Concepts/Skills/ -HOME MANAGEMENT 1. Identify and name two common household cleaning products. Household cleaning products 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. empty containers of soap, wrappers of powdered and solid soap1 cleaning products Wash small fabric items properly. Proper washing 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. socks, dusters, swabs, water, washing basin, pegs 4 3. Wash eating utensils properly. Proper washing of eating utensils 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. lunch boxes, plates, basins, mugs, spoons, bucket, soap, swabs 3 4. State hislher duties at home and schaol. Common duties 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. pictures 3

144 137 At the com~letion of Standard 3, pupils will be able to: Learning1 Outcome Concepts/Skills/ -FOOD and NUTRITION 1. Classify food according to food groups. * Show an appreciation of the importance of different food groups. Food groups, starches, proteins, vitamins plus minerals, fats and oils. * Appreciation of different food groups. 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. food, food chart, scissors, glue, chart paper 5 2. List two functions of starches and sugar in the body. Functions of starches and sugar: bread, porridge, samp, rice, potatoes and sugar Using food chart pupils name starchy foods, sugar and tubers. Teacher and pupils discuss functions of sugars and starches. bread, samp, rice, potatoes, pictures of sugars and starches 7 3. List three hnctions of animal and plant bodybuilders. Functions of animal and plant bodybuilders. Pupils name animal and plant body-builders. Teacher and pupils discuss functions of body-builders. meat, eggs, milk, fish, peas, peanuts, lentils and beans 8

145 At the completion of Standard 3, pupils will be able to: 1'3 8 Learning(0uicome Concepts/Skills/ 4. Name two functions of fruits and vegetables in the body. Functions of hits and vegetables in the body. 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. hits and vegetables, pictures of these foods, chart showing underfed and well-nourished children 8 5. List two hnctions of fats and oil in the body. Functions of fats and oil. Pupils collect containers of fats and oil. Teacher and pupils discuss and list hctions of fats and oil. oil, fats, containers of oil and fats 8 0 CLOTHING TEXTILES 1. Use decorative tacking on fabric. Decorative tacking 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. fabric needle sewing thread filosheen thimble 10 Pupils prepare fabric to make tray cloth. L Pupils wear their thimbles and start sewing.

146 139 At the completion of Standard 3, pupils will be able to: Learning1 Outcome Concepts/Skills/ 2. Use running stitch properly. * Demonstrate self-will skills for future benefits. Running stitch * self-will skill 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. sample cloth needle fabric 10 Teacher and pupils discuss the importance of promoting the artistic will in a person for future benefits. 3. Make top sewing properly. Top sewing Teacher demonstrates how to make top sewing. Teacher displays a sample cloth with top sewing. needle thread fabric 6 Pupils practise top sewing, with the teacher's guidance. Pupils make an apron using tacking, running and top stitch. 4. Use knitting needles and knit properly. Cast on Knit Cast off Teacher and pupils bring their knitting needles and wool. Teacher demonstrates how to cast on to knit and pupils practise. knitting needles wool 14 Teacher demonstrates how to cast off and pupils practise.

147 At the completion of Standard 3, pupils will be able to: 140 ConceptslSkillsl 5. Make chain properly. Chain Teacher demonstrates how to make chain. Pupils make their own chain, guide4 by the teacher. Crotchet hook Wool 3 -HOME MANAGEMENT 3 1. Keep school e~vironment clean and healthy. Clean and healthy environment * Responsibility 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. spades matches stones rakes 10 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. 2. Improve the appearance of the classroom. Improvement of classroom Pupils collect tins for planting flowers. Pupils prepare flower beds and flower pots. Pupils collect and bring flowers, seeds and cuttings. spades, seeds cuttings, tins, hammer, stone, nails 10 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

148 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.

149 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.

150 At the completion of Standard 1, pupils will be able to: 143 Concepts/Skills/ (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. External parts of the body * Acceptance and appreciation of self and others 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. word cards pictures of body parts 6 2. Demonstrate how to bathe properly. Personal hygiene Bathing Collect materials needed for bathing and have children identify their uses. Teacher demonstrates how to bathe properly, using a doll. bath soap, face towels, warm water, washing basin 6 Pupils bathe dolls. 3. Demonstrate how to groom hair properly. Personal hygiene Grooming Collect all materials needed for grooming hair and have pupils identify their uses. Teacher demonstrates how to groom hair properly using a doll. hair combs, hair brushes, mirrors 6 Pupils groom each other in pairs.

151 144 At the completion of Standard 1, pupils will be able to: Learning Outcame Concepts/Skills/ v 4. Demonstrate how to brush teeth properly. Personal hygiene Brushing of teeth Collect materials for brushing teeth and have pupils identifjr their uses. Teacher demonstrates how to brush teeth. toothbrush, toothpaste, warm water 6 Pupils brush teeth showing proper brush movements. 5. Identify signs and symptoms of communicable diseases; colds, measles, and their prevention. Communicable diseases - signs - symptoms - prevention 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. posters, charts 8 6. Identify common drugs. Drugs 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. tins, boxes containers of common drugs 6 7. Identify foreign bodies that cause harm in the eyes, ears, mouth and nose. Harmful foreign bodies Discuss how foreign bodies in the eye, nose, ear, mouth can harm the body. match sticks sticks, soil, wood ash, seeds, pins, 8

152 i At the completion of Standard l, pupils will be able to: Concepts/Skills/ 7. cont... * Demonstrate ways of preventing foreign bodies which are harmful. * Harmful foreign bodies 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. rubber, pencil, books, mug Teacher and pupils discuss ways of preventing foreign bodies from entering one's eye, ear, nose and mouth. 8. Identify games which cause health hazards and their preventive measures. Hazardous activities 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. trees swings 8 Teacher explains simple preventive measures of accidents and demonstrates safe ways to apply these preventive measures. 9. Demonstrate proper ways of crossing the road. Road safety 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. posters pictures and charts showing accidents 10

153 146 At the completion of Standard 1, pupils will be able to: Concepts/Skills/ 9. cont... Invite resource persons from road safety department to lecture on proper ways of crossing the road. 1,PHYSICAL EDUCATION 1. Control movement of body parts with balance. Locomotion 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. a piece of cloth, a tin marked areas 6 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. L 2. Demonstrate clapping, stamping feet and jumping in rhythmic movements. Rhythmic movements 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. audio cassettes players, song books 4

154 At the completion of Standard 1, pupils will be able to: 147 Concepts/Skills/ Periodg 2. cont... Pupils give their own songs acting them in rhythm. 3. Demonstrate manipulative skills in games. * Demonstrate ability to interrelate. Manipulative skills; throwing, catching, c6-ordination * Inter-relationship * Team-spirit 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. skipping ropes, small stones balls bean bags sticks batons (lesokoana) 8 Teacher and pupils discuss the advantages of interrelating as a sign of good team-spirit.

155 148 At the completion of Standard 2, pupils will be able to: Concepts/Skills/ /,&eriods g m HEALTH EDUCATION / 1. Demonstrate good care of the sense organs. Care of: eyes ears nose skin tongue 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. dolls, 'warm water, towel, cotton buds, clean cloth, pictures 6 2. Explain importance of sanitation. * Demonstrate good health habits in relation to sanitation Importance of sanitation: water supplies, toilets and environmental cleanliness * Awareness and practice of good sanitation 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. water supplies latrines 6

156 At the completion of Standard 2, pupils will be able to: 149 Concepts/Skills/ 3. Identify the infectiou diseases, their causes, prevention and how they are spread; TB, measles, colds, chicken pox, diarrhoea, whooping cough. Infectious diseases and how they spread 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. resource person, pictures 10 Teacher explains causes of the infectious diseases, e.g., TB. Teacher organises presentations or campaign on infectious diseases and their causes. 4. Classify drugs which are medicine, alcohol and tobacco. Classification of drugs 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. --- various containers of drugs, e.g., cigarette boxes, cosmetic containers etc Identify burns and scalds. Burns Scalds Teacher explains burns and scalds. Teacher displays pictures of burns and pupils distinguish between burns and scalds. pupils posters 6

157 At the completion of Standard 2, ~upils will be able to: Learning Outco~ne Concepts/Skills/ 6. Identify health hazards occurring in the home, con~munity and school: poisoning, fire, accidents, road accidents and their prevention. Health hazards - causes - prevention 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. resource person 10 4 dhysical EDUCATION 1. Apply movement skills in jumping over ropes. * Demonstrate ability to work with people who are different from oneself. Locomotion skills in jumping * Tolerance * Co-operation 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 ropes 2 I 2. Exercise limbs in rhythmic movements. Locomotive skills in rhythm Teacher demonstrates marching songs and pupils sing moving both upper and lower limbs. Pupils sing and act rhythms e.g. "Twinkle, twinkle little star". English in action song book & other relevant songs /rhymes 4

158 l At the completion of Standard 2, pupils will be able to: 15 1 Concepts/Skills/ 3. Maintain body balancing through games. 4. Demonstrate ability to bounce and pass the ball accurately. Balancing and space awareness ball bouncing and passing 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. bean bags, balls different types of bouncing balls Demonstrate ability to throw and catch from a fly or against the wall. Manipulation - throwing - catching Teacher introduces manipulative activities e.g.overhead bean-bagrace. Pupils catch the ball on first bounce from a fly or against the wall. bean bags, balls 4

159 152 At the completion of Standard 3, pupils will be able to: Concepts/Skills/ (m HEALTH EDUCATION l. Identify ways of monitoring personal health. Good health 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. scale, metrestick, record charts 8 Draw a health record chart. Pupils check the following: general condition and appearance, height and weight of each other. 2. Describe hygienic prevention of common diseases. Hygienic prevention of diseases: - typhus - ringworm - scabies 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. pictures, comb, nail cutter 8 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.

160 At the completion of Standard 3, pupils will be able to: 153 Concepts/Skills/ 3. Distinguish the difference between bites and stings. Bites: dog and snake Stings: insects 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. pictures of animals and insects, pictures of bites and stings 9 4. Explain how to treat bites and stings. Treating bites and stings Discuss ways of treating bites and stings. Teacher demonstrates how to apply first aid on bits and stings. first aid kit 8 5. Identify signs and symptoms of bites and stings. Signs and symptoms of bites 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. pictures charts 9 6. Define drugs; medicine, alcohol and tobacco Drugs Teacher explains drugs. Teacher and pupils collect containers of drugs and have pupils classify them according to alcohol, medicine and tobacco. containers of drugs and medicines 3 Pupils describe the classification.

161 154 At the completion of Standard 3, pupils will be able to: Concepts/Skills/ '. 7. Demonstrate proper ways of riding a bicycle, crossing a bridge and railway and walking along the road. Road safety 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. bicycle pictures 9 Teacher explains and demonstrates the signs cyclists use for branching to the other side of the road and proper ways of riding a bicycle. 4 VHYSICAL EDUCATION l. Demonstrate body movement skills through relevant games. Locomotion - running - hopping - skipping 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. skipping ropes, materials suitable for scotch game 4 2, Demonstrate control of body movements. balancing and coordination of body parts. Pupils play running games e.g. rabbit, hunter. Teacher guides pupils to play hop scotch without a stone, hopping on one foot. ropes 2 Pupils in pairs play tree-sawing game.

162 At the completion pf Standard 3, pupils will be able to: Concepts/Skills/ 3. Demonstrate skipping, clapping and trotting in rhythmic movements. rhythmic body movements 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. skipping ropes, materials suitable for "mohobelo" 4 4. Demonstrate instep kicking using a ball. instep kicking Teacher demonstrates instep kicking skill Pupils practise the instep kicking by passing the ball in affordable groups. balls 4 5. Demonstrate ability to throw and catch ball in relay games. Manipulation - throwing - catching 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. bean bags balls 3

163 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.

164 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 , under the Cape Colony, - the second British administration in 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. 11. Demonstrate general understanding of human rights. 12. Explain how people of Lesotho earn their 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.

165 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.

166 At the completion of Standard 1. Pupils will be able to: ~earniog &tcome ConceptsISkills 1. Identify colours of the national flag. National flag Appreciation of National flag Teacher shows the pupils the national flag pictures national flag 4 2. Demonstrate appreciation of national anthem. National anthem appreciation Teacher and pupils demonstrate and sing the national anthen at all times, voluntarily national anthem 4 3. Report important events that take place in their school environment Awareness importants events reporting 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.

167 At the completion of Standard 2. Puoils will be able to: 160 Learning Outconie 1. Describe the stqlte of weather in term of cold, hot, rainy and fine. ~onee~kl~kllls Weather Pupils state weather conditions observed for the period of a week, pictures 4 2. Give account of important activities and events that took place at school and at home. Current affairs awareness 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 pictures posters chart paper TV &/or radio (where available) newspaper 4 Pupils draw simple pictures to illustrate the events or activities that have taken place at school or collect relevant pictures for classroom display 3. Describe the national flag and sing the national anthem National flag National anthem 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 3 * Pupils and teacher sing the national anthem holding the national flag in their hands

168 W - At the com~letion of Standard 3. nunils will be able to:. Concepts/Skills/ dl SELF I 1. Give hislher name and surname correctly Self Awareness Pupils tell their names and surnames Pupils identifl themselves by sex (boy or girl) 3 Identity Pupils arrange their surnames in alphabetical order. Appreciation Discussion 2. Explain the significance of surname Self awareness Identity Appreciation Discussing 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. Attendance register Telephone directory Pupils 3 Pupils discuss the significance of the surname from the activities done.

169 At the comnletion of Stae~dard 3. nunils will he able to: Describe their status within their families (mats~holo, khorula, seqoma/ntja, lefahla Ze fusz) Concepts/Skills/ Self - awareness Identity Appreciation Sorting 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. Parents Pupils 6 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 4 Give hislher personal particulars Birth place, Place of residence, Personal particulars Pupils find out from their parents where and when they were born (birth place) Pupils give their places of residence (habo bona) Parents Forms 3 Pupils fill forms requiring personal particulars. 5. Demonstrate knowledge of hisfher clan and totem (ho thella) Clan and totem Appreciation, Drawing, Information gathering 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. Parents Resource persons Folklore books pictures newspapers 6

170 1 63 At the completion of Standard 3, pupils will be able to: 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. Teacher finds out the number of pupils representing each clan. - FAMILY 6. List members of their immediate families Family - Paternal and maternal, Appreciation, awareness and respect for elders Comparing, Decision-making, Discussion 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

171 At the cnmnletion nf Stsqdard 3. ouuils will be able to: Learning Oytcome Concepts/Skills/ 7 Give proper kinship terms on both paternal and maternal sides of the family Kinship Family tree Cooperation, Appreciation and Respect for elders, Discussion, Decision - making 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. Parents 6 8. Describe interdependence among family members Division of labour; Teacher and pupils discuss the duties performed by different members of a family. Wall charts 6 Leisure time, Cooperation, and willingness to help others Pupils list duties they perform within their families for the well being of those families. Pupils list duties performed by their parents. Drawing, Modelling Pasting 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.

172 At the completion of Standard 3. ~ u~ils will be able to: Concep ts/skills/ 9. Explain the benefits and problems of a small family and a big family. Family size, Basic family needs, Appreciation, Discussion, Problem-solving, Decision-making, Informationgathering. 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 [survey to cover:]. 1) The amount of food each family needs on monthly basis. 2) how often they buy clothes for the family and 3) the type of shelter available to acommodate the family members. l 9 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. F O M E S 10. Describe their own homes in relation to the matelials used to construct them and their plans Home Appreciation, respect for property Drawing Discussion and modelling Teacher and pupils discuss different types of houses found in their homes, their construction materials and plans. Pupils draw and model their family houses. Pupils discuss the sources of materials used for building the houses. Pppils Houses 3

173 At the com~letiorr of Standard 3. ~uoils will be able to. Concepts/Skills/ "CH00 I l l Explain the meaning of their school name School as a place with a name Appreciation Drawing and modelling 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 School environment drawing materials Give the date, origin and history of their school School's origin and history Appreciation, Drawing, modelling, Informationgathering 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. Parents Resource Persons 3

174 Concepts/Skills/ At the completion of Standard 3. t>uoils will be able to: 13. Describe their school as a unit made up of teaching and non-teaching staff and pupils from various families School as a social unit Tolerance and reflect 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 drawing materials, materials for making models 3 Informationgathering, making graphs, drawing modelling make simple sketch maps or models to show their school and surrounding villages showing paths and roads leading to school. 14. Name the organization or body that owns the school School ownership and management Teacher and pupils discuss ownership of their school Resource person 3 Tolerance, respect for authority and other peoples rights 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 Informationgathering, recordkeeping and discussion Pupils keep record of the talk and display their records.

175 At the completion of Star,~dard 3. ou~ils will be able to: Explain how their school is managed School management Teacher and pupils discuss the duties of the teaching staff(principa1, deputy and assistant teachers). Headteacher 3 Respect for authority, Tolerance, respect for other peoples' rights 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. -HOME & SCHOOL SURROUNDING 16. Take care of the home and school surroundings Home and school surroundings Appreciation of cleanlines and beauty, decisionmaking Cleaning, caring, Recycling. 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 Environment

176 At the comaletion of Strndrrrl 3 n~~nils will be able to: Concepts/Skills/ stop soil erosion where possible around the school Teacher encourages pupils to do the same activities in their homes. pupils' homes Teacher takes trouble to visit some of the homes and see how the pupils are keeping their home surroudings. D I S A S T E R S I - 17 Identify common natural and manmade disasters in the home and school and ways of avoiding them. Disaster (natural and man-made) willingness to help others, cooperation, sympathy, empathy, neighbourliness and preparedness. Decision-making, problem and dramatizing 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. resource person, recording materials 6

177 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

178 At the com~letion of Standard 3. oupils will be WO: Concepts/Skills/ 20. Relate preparations needed when travelling and expecting visitors. Travel and excursions, Good behaviour, CwperatiOn, carin& tolerance, Decision-making 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. 3 Pupils list and compare preparations made when they travel from home and go on school excursions. 21. Decide on which places to visit and why Decision-making places of interest Teacher and pupils discuss places they would like to visit as individuals and in a school trip and why. Pupils 3 Under the teacher's supervision, pupils carry out a project on preparing for and receiving a visitor at home.

179 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.

180 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,

181 At the completion of Standard l, the pupils will be able to: 174 Learning Outcove Concepts/Skills/ - 1. Identify God as Loving Creator God the creator 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. The Bible pictures posters 8 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. 2. Identify qualities that make human beings unique before God. * Demonstrate a positive attitude about self and others. Man as a unique creation * Appreciation of oneself and others 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 : The Bible pictures ol' people of different sizes, heights, nationalities etc. 6

182 l 175 At the completion of Standard 1, pupils will be able to: Concepts/Skills/ 2. cont... 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. Pictures of animals pictures of plants l Teacher emphasises the importance of taking care and appreciating all God's creation. 3. Identify Jesus as the gift for life. Jesus our example Pupils discuss what Christmas is, how they celebrate it in their families and homes and what they received for Christmas. The Bible 6 Christmas cards 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." C 4. Name outstanding Biblical people God talked to. Prayer 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. The Bible 4

183 At the completion of Standard 1, pupils will be able to: 1 76 Concepts/Skills/ 4. cont... Let pupils role-play a family in discussion emphasising that prayer is a two way process, Exodus 3 and Demonstrate ways of giving thanks to God and ofhers. * Demonstrate how decision affect self and others. Thankfulness * Decision making 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. The Bible 6

184 At the completion of Standard 2, the pupils dill be able to: Concepts/Skills/ 1. Demonstrate the uniqueness of self. * Identifl how people are unique. Self-concept * Acceptance of uniqueness 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...". The Bible Mirror 6 Teacher reads Psalm 139: 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. 2. Demonstrate man's responsibility over creation. Dominion and stewardship 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.

185 At the completion of Standard 2, pupils will be able to: cont... Concepts/Skills/ ~u~~ested~ctivities 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: Demonstrate an unilerstanding of Jesus as a model of prayer. 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 4. Communicate with God expressing gratitude for achievements and blessings bestowed upon them. Thanksgiving Pupils discuss several achievements and blessings experienced within their families. 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. The Bible

186 179 At the completion of Standard 2, pupils will be able to: Concepts/Skills/ 5. Help/serve people with respect. Serving people with respect 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. The Bible posters pictures 6 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. 6. Identify God's will for man in life. God's will * obedience 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. the Bible 6 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. 4. t

187 At the completion of St~ndard 3, the pupils will be able to: 3 Concepts/Skills/ l 1. Identify God as a loving parent who cares about them. God's love Pupils are asked to state three features of a happy family, e.g. father, mother and children. The Bible 5 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: Pupils role-play a happy home. 2. Identify Jesus as thqir example. Jesus as life example Pupils discuss the negative and positive ways they are influenced by their siblings. The Bible 5 Introduce stories from the Bible where God directs them to Jesus as a positive role-model., e.g. Matthew 17:5 and Matthew 12: 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.

188 181 At the completion of Standard 3, pupils will be able to: Concepts/Skills/ 3. Identify good that comes from sharing. Sharing responsibility Teacher initiates an activity which demonstrates sharing in everyday life, e.g., sharing of books, food etc. Bible 2 * Describe how family and community members work together and share responsibility 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. 4. Demonstrate the importance of forgiveness in their life. * Describe how one can repent fiom hisher mistakes. Forgiveness - forgiving - being forgiven * Awareness of one's mistakes 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. The Bible 6 Relate the story of the prodigal son. Luke 15:

189 182 At the comp:etion of Standard 3, pupils will be able to: ' -- Learning Outc~me Concepts/Skiils/ Suggested kctihties 4. cont... Pupils are asked to discuss instances in the Bible where God forgives people. Jonah Teacher and pupils discpss the importance of being ayare of ones mistakes and repenting e.g. fiom lying, beating others etc Communicate with God throughsupplication. * Demonstrate effective skills for interacting with God and others Supplication * communication 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. The Bible 6 Pupils say the Lord's prayer and the teacher asks pupils to indicate what they are asking for in the prayer. 6. Identify the importance of: - relatives - friends Relatives Friends Teacher emphasises the importance of communication between family members and with God. 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

190 183 At &e completion of Standard 3, pupils will be able to: Concepts/SkiUs/ 6. cont... 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.

191 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 P e and that of other P 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.

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