ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
GUIDANCE AND COUNSELLING AND LIFE SKILLS EDUCATION
SYLLABUS
INFANT SCHOOL LEVEL
(Early Childhood Development A to Grade 2)
(2015 – 2022)
Curriculum Development and Technical Services
P.O. Box MP 133
MOUNT PLEASANT
HARARE
©
All rights reserved
2016
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this
syllabus:
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Guidance and Counselling and Life Skills Education Syllabus panels
Ministry of Public Service, Labour and Social Welfare (MoPSLSW)
Ministry of Health and Child Care (MoHCC)
Ministry of Women Affairs, Gender and Community Development (MoWAGCD)
Ministry of Higher and Tertiary Education, Science and Technology Development (MoHTESTD)
Zimbabwe Parks and Wildlife Management Authority (ZPWLMA)
Zimbabwe Republic Police (ZRP)
National AIDS Council (NAC)
Young People’s Network on Sexual and Reproductive Health, HIV and AIDS (YPNSRHHA)
Zimbabwe Teachers’ Association (ZIMTA)
Scripture Union Zimbabwe (SU)
Zimbabwe Schools Examination Council (ZIMSEC)
United Nations Population Fund (UNFPA)
United Nations Educational, Scientific and Cultural Organisations (UNESCO)
United Nations International Children’s Fund (UNICEF)
Zimbabwe Youth Council (ZYC)
Laying Solid Foundations (LASOF)
Family Health International (FHI360)
Table of Contents
ACKNOWLEDGEMENTS ………………………………………………………………………………………………………………………………..
1.0
PREAMBLE………………………………………………………………………………………………………………………………………
2.0
PRESENTATION OF THE SYLLABUS………………………………………………………………………………………………………
3.0
AIMS……………………………………………………………………………………………………………………. ………………………
4.0
SYLLABUS OBJECTIVES……………………………………………………………………………………………………………………..
5.0
METHODOLOGY AND TIME ALLOCATION……………………………………………………………………………………………….
6.0
TOPICS ………………………………………………………………………………………………………………………………………..
7.0
SCOPE AND SEQUENCE CHART…………………………………………………………………………………………………………
8.0
COMPETENCY MATRIX………………………………………………………………………………………………………...................
ECD A ………………………………………………………………………………………………………………………………………..
ECD B ……………………………………………………………………………………………………………………………………….
GRADE 1 ……………………………………………………………………………………………………………………..…………….
GRADE 2 ……………………………………………………………………………………………………………………………………
9.0
ASSESSMENT……………………………………………………………………………………………………….
2
PAGE
1.0 PREAMBLE
1.1 Introduction
This Guidance and Counselling and Life Skills Education Syllabus covers ECD A to Grade 2 (Infant level). Guidance and Counselling and Life Skills
Education is a learning area that seeks to empower learners with essential life skills covering activities that enhance the learner to become a patriotic
and responsible citizen. It nurtures important values like punctuality, honesty, empathy, resilience and perseverance. Guidance and Counselling and
Life Skills Education seeks to bridge the gap between classroom knowledge and practical life through outward bound activities such as guided tours,
field work and schools on the shop floor. Guidance and Counselling and Life Skills Education as a learning area promotes the development of
Unhu/Ubuntu/Vumunhu through nurturing of important virtues of life such as respect, tolerance, sharing, love, communication and team work.
1.2 Rationale
Guidance and Counselling and Life Skills Education is a learning area that develops essential life skills, knowledge and etiquette in learners to enable
them to adjust and suit well in the changing social and physical environments such as home, school and community. The learning area creates
synergies between schools, communities and enterprise (industry). Learners are given opportunities to relate theory, to practice and practice to
theory thus bridging the gap between classroom knowledge and practical life. The learning area is very significant in inculcating
Unhu/Ubuntu/Vumunhu attributes, patriotism and volunteerism. It gives a sense of positive self-image and cherishes diversity among learners.
The Guidance and Counselling and Life Skills Education syllabus enables learners to develop basic skills and knowledge in:
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Assertiveness
Problem solving
Decision making
Critical thinking
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Leadership
Communication
Self-management
Managing diversity
Learning and Innovation
Capability to access and analyse information
Conflict resolution
Agility and adaptability
Collaboration
Enterprise
Technology
1.3 Summary of Content
This syllabus covers the following essential topics:
 Myself, Family and Community
 Understanding Child Rights and Responsibilities
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Managing and Coping with Changes
Social Etiquette
Health Education
Financial and Career Guidance
Management of Resources
Safety and Protection
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The thrust of this syllabus is to produce competent, innovative, versatile and empowered learners who are able to manage dynamic life trends.
1.4 Assumptions
It is assumed that the learners:
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belong to a family
are aware of some cultural values and cultural diversity
have an identity
have an understanding of child rights and responsibilities
can cope with different situations and changes
have basic communication skills
are conscious of personal hygiene and diseases
face and manage different risks and challenges
have different interests
are creative and innovative
experience peer influence
have daily living skills
can make a simple budget
aware of roles of family members at home
1.5 Cross cutting themes
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Gender
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Disability
Child rights and responsibilities
Conflict management
Financial Literacy
Sexuality, HIV and AIDS
Child Protection
Human Rights
Collaboration
Information Communication Technology
2.0 PRESENTATION OF THE SYLLABUS
The Guidance and Counselling and Life Skills Education Syllabus is presented as a single document which covers ECD A – Grade 2. All grades
have the same topics with content, which is developmental and spiral in nature.
3.0
AIMS
The syllabus aims to enable learners to:
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3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
develop and apply the concept of Unhu/Ubuntu/Vumunhu in different social settings
cherish diversity
develop into individuals who are aware of their rights and responsibilities
develop life skills and knowledge in changing social and physical environments such as home,
school and community
cultivate talents, abilities and interests
understand concepts of disease prevention and healthy living
develop a spirit of national consciousness, identity and patriotism
guide learners to make informed decisions
develop first aid life- saving skills
develop skills in safe traffic and road usage
4.0 SYLLABUS OBJECTIVES
By the end of Infant level, learners should be able to:
4.1
4.2
4.3
4.4
4.5
4.6
4.7
demonstrate an understanding of the concept Unhu/Ubuntu/Vumunhu and relate appropriately with family, peers and community
through respect, tolerance, sharing, love, teamwork and confidence
demonstrate appreciation of diversity
show an awareness of child rights and responsibilities
apply, positive behaviour, etiquette and knowledge in changing
environments
demonstrate their talents, abilities and interests through various educational activities
identify communicable and non-communicable diseases
practise good personal and environmental hygiene
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4.8
4.9
4.10
4.11
4.12
4.13
4.14
experience the world of work through work related learning
demonstrate teamwork and volunteerism
show responsible behaviour and positive attitudes towards personal belongings, school and community property
exhibit the ability to make informed decisions
respond appropriately to abuse
demonstrate life-saving skills in first aid
apply safe traffic and road usage skills
5.0 METHODOLOGY AND TIME ALLOCATION
This syllabus methodology is learner-centred, hands on, multi-cultural and interactive. A spiral approach should be adopted, beginning with the
learner’s immediate environment, broadening to an exploration of his/her wider community.
5.1
METHODOLOGY
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Discussion
Question and answer
Group work
Story telling
Drawing
Song and dance
Play
Modelling
Use of Information Communication Technology
Games
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Quiz
Imitation or Simulation
Educational tours
Drama and role play
Poetry and rhymes
Discovery
Research
Puppetry
School on the shop floor
Volunteerism
The above methods are not exhaustive and the teacher is expected to be innovative.
5.2
TIME ALLOCATION
For adequate coverage of the syllabus, the following allocation is advised.
ECD: 2 periods of 15 minutes per week.
Grade 1 and 2: 2 periods of 30 minutes per week
6.0 TOPICS
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Myself, family and community
Understanding Child Rights and Responsibilities
Managing and coping with changes
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Social etiquette
Health education
Financial and career guidance
Management of resources and Assets
Safety and Protection
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7.0 SCOPE AND SEQUENCE
TOPIC 1: MYSELF, FAMILY AND COMMUNITY
ECD A
 Self- awareness
ECD B
 Self-awareness
 Me and my family
GRADE 1
 Self-management
 Me and my family
 Me, my community and
voluntary participation
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GRADE 2
Self-management
Me, my community and
voluntary participation
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
ECD A
 Child rights and responsibilities
 Coping with violation of child rights
 Teamwork and voluntary participation
at home
ECD B
 Child rights and responsibilities
 Coping with violation of child
rights
 Teamwork and voluntary
participation at home
GRADE 1
 Child rights and responsibilities
 Coping with violation of child
rights
 Teamwork and voluntary
participation at home and school
GRADE 2
 Child rights and responsibilities
 Coping with violation of child
rights
 Teamwork and voluntary
participation at home, school and
community
TOPIC 3: MANAGING AND COPING WITH CHANGES
ECD A
 Changes from home to school
ECD B
GRADE 1
GRADE 2
 Coping with changes in the family  Managing and coping with
 Managing and coping with
changes from ECD to Grade 1
changes in the family
 Coping with changes in the family  Managing conflict at school
TOPIC 4: SOCIAL ETIQUETTE
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ECD A
 Good behaviour
ECD B
 Good behaviour
GRADE 1
 Respect and tolerance
GRADE 2
 Communication ,respect and
tolerance
TOPIC 5: HEALTH EDUCATION
ECD A
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Personal hygiene and cleanliness
Healthy lifestyles
Common diseases
Environmental health
ECD B
GRADE 1
 Personal hygiene and
cleanliness
 Healthy lifestyles
 Common diseases
 Environmental health
 Sexuality and reproductive
health education
 Healthy life styles
 Common diseases
 Environmental health
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
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GRADE 2
 Sexuality and reproductive
health education
 Healthy life styles
 Common diseases
 Environmental health
ECD A
 Career guidance
 Financial literacy
ECD B
 Career ambitions
 Financial literacy
GRADE 1
 Career ambitions
 Financial literacy
GRADE 2
 Career ambitions
 Financial literacy
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
ECD A
 Maintenance of personal belongings
ECD B
 Maintenance of personal
belongings and school property
GRADE 1
 Maintenance of personal
belongings
 Maintenance of school property
GRADE 2
 Maintenance of personal
belongings, school and
community property.
TOPIC 8: SAFETY AND PROTECTION
ECD A
ECD B
GRADE 1
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GRADE 2
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Pedestrian safety
Crossing the road
Passenger safety
Road signs, signals and
markings
 First Aid
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Pedestrian safety
Crossing the road
Passenger safety
Road signs, signals and
markings
 First Aid
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Pedestrian safety
Crossing the road
Passenger safety
Road signs, signals and
markings
 Emergency response
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Pedestrian safety
Crossing the road
Passenger safety
Road signs, signals and markings
Emergency response
8.0
COMPETENCY MATRIX
ECD A
TOPIC 1: MYSELF, FAMILY AND COMMUNITY
KEY CONCEPT
Self-awareness
OBJECTIVES:
Learners should be able to:
 state own names
 name external body parts
 state the uses of body parts
 state own sex
 state own totems
 identify own photo from
others
 develop a sense of selfworthiness
UNIT CONTENT
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Names
External body parts
Uses of body parts
Sex
Totems
Photos
Self -esteem
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SUGGESTED LEARNING
ACTIVITIES
 Saying own names
 Singing naming songs
 Selecting own photograph
 Colouring pictures
 Naming external body parts
 Singing rhymes on body
parts
 Identifying differences
between boys and girls
 Reciting totems
LEARNING RESOURCES
 Pictures
 Crayons
 Photographs
 ICT tools
 Rhymes
 Magazine cuttings
 Colouring books
 Puppets
 Sign language materials
 Braille materials
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
KEY CONCEPT
Child rights and
responsibilities
Coping with
violation of child
rights
OBJECTIVES:
Learners should be able to:
 state child responsibilities at
home and school
 say child rights
 explain importance of child rights
and responsibilities
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identify forms of child abuse
describe types of child abuse
report abuse
name people that protect
children from abuse
UNIT CONTENT
 Responsibilities at home
and school
- obedience
- honesty
- hard work
- chores
 Child rights:
- Food
- education
- clothing
- shelter
- love
- protection
 Forms of child abuse
 Types of child abuse
 Reporting abuse
 People who protect
children from abuse
 School support systems
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SUGGESTED LEARNING
ACTIVITIES
 Listing child rights and
responsibilities at home and
school
 Naming work done at home
 Role playing different types of
work
 Reciting poems on rights
 Demonstrating responsibilities
 Singing songs on rights and
responsibilities
LEARNING RESOURCES
 Story telling on different
abuses
 Discussing child abuse
 Reciting poems on effects of
abuse
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ICT tools
Pictures
Posters
Charts
Puzzles
Colouring books
Crayons
Sign language
materials
 Braille materials
Pictures
Resource person(s)
Charts
Posters
Anatomically correct
dolls
KEY CONCEPT
Team work and
voluntary
participation at
home
OBJECTIVES:
Learners should be able to:
 state the school support
structures
 demonstrate assertiveness on
issues pertaining to abuse
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UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
- Police Victim Friendly
 Singing songs on reporting
Unit
abuse
- School Guidance and
 Role playing and miming on
Counselling Committee
prevention of abuse
- One Stop Centre
 Dramatising the reporting
 Assertiveness on issues
system
pertaining to abuse
 Singing and dancing on child
protection songs
 Questioning and answering
 Practicing reporting incidents
identify team work tasks
 Team work tasks
 Listing team work tasks
state benefits of team work
 Benefits of team work
 Playing roles of team leaders
and team members
discuss roles of team leaders
 Roles of team leader and
and team members
team members
 Singing songs on team work
list the acts of volunteerism at  Volunteerism at home and  Playing games on team work
home and in the classroom
in the classroom
 Describing acts of
demonstrate the acts of
 Team building and
volunteerism at home and
volunteerism at home and in
voluntary activities
school
the classroom
 Performing voluntary work at
home and in the classroom
participate in team building and
voluntary activities
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LEARNING RESOURCES
 ICT tools
 Sign language
materials
 Braille materials
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Pictures
Posters
Charts
Concrete objects
ICT tools
Sign language
materials
 Braille materials
TOPIC 3: MANAGEMENT AND COPING WITH CHANGES
KEY CONCEPT
OBJECTIVES
Learners should be able to:
Changes from home  list enjoyable activities at home
to school
and school
 discuss management of
changes experienced from
home to school
 manage transitional changes
from home to school
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
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 Describing home and school
activities
 Questioning and answering on
changes experienced from
home to school
 Playing games and activities
of own choice
 Visiting places of interest
 ICT tools
 Pictures
 Indoor and outdoor
learning materials
 Charts
 Sign language
materials
 Braille materials
Activities at home and
school
 Management of transitional
changes
 Transitional changes
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TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT
OBJECTIVES:
Learners should be able
to:
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Good behaviour
 identify good behaviour
 initiate proper greetings
 interact positively with other
learners
 use appropriate language
when making requests
 Good behaviour
 Proper greetings
 Positive interaction with
others
 Appropriate language
when making requests
 Questioning and answering on
good behaviour
 Demonstrating good behaviour
 Folk telling on good behaviour
 Practicing use of polite language
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ICT tools
Crayons
Pictures books
Charts
Sign language
materials
 Braille materials
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Personal
hygiene and
cleanliness
 name body parts
 state good habits of personal hygiene
 demonstrate ways of maintaining good
personal hygiene and cleanliness
 promote personal hygiene and
cleanliness
 Body parts
 Good habits of personal
hygiene
 Ways of maintaining good
personal hygiene and
cleanliness
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Healthy Life
Styles
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 Good food
 Good eating habits
 Healthy life styles
 Reciting rhymes on body parts
 Discussing good habits of
personal hygiene
 Demonstrating the habits
through song, rhymes and role
play
 Drawing of toiletries
 Guiding on habits of personal
hygiene
 Collecting and sorting pictures
of different types of food
 Cutting and pasting food
pictures
 Differentiating good food from
junk food
 Discussing good eating habits
 Questioning and answering on
healthy life styles
list good food
identify good food
demonstrate good eating habits
promote healthy life styles
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Toothpaste
Toothbrushes
ICT tools
Soap
Combs
Sign language
materials
 Braille materials
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Samples of food
Pictures of food
Posters
Charts
ICT tools
Crayons
Stencil pictures
Sign language
materials
KEY CONCEPT OBJECTIVES
Learners should be able to:
Common
Diseases
 list common diseases
 name causes of common diseases
 identify simple signs and symptoms of
common diseases
 promote good health habits
UNIT CONTENT
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Environmental
Health
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 identify ways of disposing litter in the
home and in the classroom
 demonstrate the three R’s (reduce litter,
reuse litter and recycle litter)
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 practise proper toilet use
SUGGESTED LEARNING
ACTIVITIES
 Playing games that promote
physical and mental health
Common diseases
 Naming common diseases
(communicable diseases
 Discussing causes of common
such as; malaria, bilharzia,
diseases
influenza, mumps, typhoid,  Stating simple signs and
cholera, diarrhoea and non
symptoms of common
–communicable diseases
diseases
such as; cancer, epilepsy,
diabetes )
Causes of common
diseases
Signs and symptoms of
common diseases
Good health habits
Ways of disposing litter
 Discussing ways of disposing
litter
Reduce, reuse and recycle
litter
 Demonstrating best
environmental practices: tiding
Proper toilet use
Maintaining clean
up the classroom, picking up
environment
papers
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LEARNING
RESOURCES
 Braille materials
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Health Resource
person/s
Posters
Charts
Drawings
Pictures
ICT tools
Sign language
materials
Braille materials
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Litter bins
Environment
ICT tools
Toilets
Toiletries
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KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT
 maintain and keep the environment
clean
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Assisting on and practising
proper toilet use
 Collecting items or objects
from the environment for 3R’s
 Touring dumping sites at
school
 Visiting recycling sites or plant
 Discussing healthy ways of
dumping waste
 Sign language
materials
 Braille materials
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
KEY CONCEPT
OBJECTIVES
Learners should be able to:
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Career guidance
 promote career aspirations
 Career aspirations
 Exhibiting Careers
 Discussing career aspirations
 Role playing career
aspirations
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Pictures
Resource persons
ICT Tools
Charts
Financial Literacy
 discuss the value of money
 list items for the shop area
 identify items for sale at the shop
area
 develop enterprise skills
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Value of money
Items for the shop area
Enterprise skills
Budget
 Role playing buying and
selling
 Collecting items for the shop
area
 Evaluating the value of items
in the shop area
 Budgeting
 Posters
 Puppetry
 Sign language
materials
 Braille materials
 Charts of people at
work
 Shop area
 Money
 Sign language
materials
 Braille materials
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
KEY CONCEPT
OBJECTIVES
Learners should be able to:
Maintenance of
personal belongings
 demonstrate care for personal
belongings
UNIT CONTENT
(knowledge, skills &
attitudes)
 Care for personal
belongings
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SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Discussing care for personal
belongings
 ICT tools
 Charts
 practise proper book handling skills
 manage resources and assets
 Book handling skills
 Managing resources and
assets
 Dramatising on care for
personal belongings
 Demonstrating proper book
handling skills
 Books
 Personal belongings
 Sign language
materials
 Braille materials
TOPIC 8: LEARNER SAFETY AND PROTECTION
KEY CONCEPT
Pedestrian safety
Crossing the road
OBJECTIVES
Learners should be able to:
 identify left and right
hand
 demonstrate walking on
the right side of the road
UNIT CONTENT
 Left and right –hand
orientation
 Walking on the road
 Accompaniment
SUGGESTED LEARNING
ACTIVITIES
 Playing left and right
orientation games
 Role playing walking on
the right side of the road
 identify safe places
when crossing the road
 state safe places to play
 demonstrate correct
ways of crossing the
road
 Safe places to cross the
road
 Safe places to play
 Correct ways of crossing
the road
 Accompaniment
 Practising crossing the
road
 Dramatizing the stop,
look and listen drill
 Playing games on
crossing the road
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LEARNING RESOURCES
 Pictures
 Charts
 ICT tools
 Road
 Audio-visual materials
 Sign language materials
 Braille materials
 Resource persons
 Charts
 Pictures
 ICT tools
 Road
 Audio-visual materials
KEY CONCEPT
OBJECTIVES
UNIT CONTENT
Learners should be able to:
Passenger safety
 demonstrate passenger
safety when using
various modes of
transport
 Passenger safety when
using – bicycles, cars,
buses and animal drawn
carts
Road signs, signals and
markings
 identify road signs,
signals and markings
 Road signs, signals and
markings
26
SUGGESTED LEARNING
ACTIVITIES
 Singing songs on
crossing the road
 Reciting rhymes on
crossing the road
 Dramatizing passenger
safety when using
various modes of
transport
 Singing songs on
passenger safety
 Role playing passenger
safety
 Reciting rhymes on
passenger safety
LEARNING RESOURCES
 Visiting the road to
observe road signs and
signals
 Listing road signs
 Colouring road signs and
markings
 Model traffic signs
 Pictures
 ICT tools
 Charts
 Road
 Audio-visual materials
 Sign language materials
 Sign language materials
 Braille materials
 Resource persons
 Pictures
 ICT tools
 Charts
 Road
 Audio-visual materials
 Sign language materials
 Braille materials
KEY CONCEPT
First Aid
OBJECTIVES
UNIT CONTENT
Learners should be able to:
 state situations where
First Aid can be applied
 identify where to get first
help in case of
emergency.
 discuss ways of
responding in case of
emergency
 appreciate the
importance of getting
first help in case of
emergency




SUGGESTED LEARNING
ACTIVITIES
 Singing songs on road
signs
 Modelling road signs and
signals
Situations where First Aid  Listing situations where
can be applied
First Aid can be applied
First help in case of
 Simulating situations
emergency
requiring First Aid
Ways of responding in
 Demonstrating ways of
case of emergency
responding in case of
emergency
The importance of getting
first help in case of
emergency
27
LEARNING RESOURCES
 Braille materials








First Aid kit
ICT tools
Disaster alarms
Equipment for disaster
preparedness drills
Posters
Charts
Sign language materials
Braille materials
ECD B
TOPIC 1: FAMILY, WORK AND COMMUNITY
KEY CONCEPT
Self-awareness
Me and my family
OBJECTIVES:
Learners should be able to:
 state own names
 identify external body parts
 describe oneself
 discuss functions of body
parts
 demonstrate confidence in
oneself
 appreciate individual
differences
UNIT CONTENT
 name members of family
 list roles of family members
 differentiate between
paternal and maternal
relationships
 Family members
 Roles of self and family
members
 Paternal and maternal
relationships
 Identification of self
- Names
- Family name
- Totem
- sex
 Functions of body parts
 Confidence in oneself
 Individual differences
28
SUGGESTED LEARNING
ACTIVITIES
 Selecting own photograph
 Singing songs on name
identification
 Saying own names and sex
 Reciting totems
 Reciting action rhymes on
body parts
 Naming external body parts
 Colouring picture of self
 Saying family name
 Identifying family members
 Reciting rhymes on family
members
 Stating roles of family
members
LEARNING RESOURCES
















Pictures
Crayons
Photographs
ICT tools
Rhymes
Magazine cuttings
Colouring books
Puppets
Sign language materials
Braille materials
Pictures
Crayons
ICT tools
Rhymes
Magazine cuttings
Colouring books
KEY CONCEPT
OBJECTIVES:
Learners should be able to:
 appreciate own role and
roles of other family
members
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
 Discussing paternal and
maternal relationships
 Colouring pictures of family
members
29
LEARNING RESOURCES
 Puppets
 Sign language materials
 Braille materials
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
KEY CONCEPT
Child rights and
responsibilities
Coping with
violation of child
rights
OBJECTIVES:
UNIT CONTENT
Learners should be able to
 state children’s responsibilities at  Children’s responsibilities
home and school
at home and school
 list child rights
 Child rights:
- Education
- Food
- Clothing
- Shelter
- Love
- Protection
 identify types of child abuse
 Types of abuse such as
bullying, cyber bullying
 describe signs and symptoms
of child abuse
 Signs and symptoms of
child abuse
 discuss ways of reporting
abuse
 Ways of reporting abuse
 list people that protect
 School support and referral
children at home and school
system
30
SUGGESTED LEARNING
ACTIVITIES
 Discussing children’s
responsibilities at home and
school
 Participating in different
chores
 Naming child rights
 Reciting rhymes on children’s
rights and responsibilities
LEARNING RESOURCES
 Listing types of abuse
 Reading pictures on child
abuse
 Dramatising signs of child
abuse
 Demonstrating how to report
child abuse









ICT tools
Pictures
Posters
Charts
Sign language
materials
 Braille materials
Pictures
Resource person(s)
Charts
Anatomically correct
dolls
 ICT tools
 Sign language
materials
KEY CONCEPT
Team work and
voluntary
participation
OBJECTIVES:
Learners should be able to
 state the school support
structures
 be assertive and pro-active on
issues pertaining violation of
child rights
 show the importance of team
work at school
 identify roles of team leaders
and team members
 demonstrate the benefits of
team work at school
 describe ways of resolving
conflicts
 list the acts of volunteerism at
home and school
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
 People that protect children  Questioning and answering on
at home and school
child abuse
 School support structures
 Reciting poems on child abuse
 Being assertive and pro
 Naming people who protect
active on issues pertaining
children at home and at school
violation of child rights
 Discussing school support
structures
 Picture reading on child
protection
 Visiting the support structures
within the school
 The importance of team
 Explaining the importance of
work at school
team work in the class and
school
 Roles and responsibilities
of team leaders and team
 Demonstrating good team
members
work qualities
 The importance of leaders  Discussing ways of resolving
in the class and school
conflicts
 Benefits of team work at
 Involving children in team
school
building activities
 Ways of resolving conflicts
31
LEARNING RESOURCES
 Braille materials





Pictures
Charts
Posters
ICT tools
Sign language
materials
 Braille materials
KEY CONCEPT
OBJECTIVES:
UNIT CONTENT
Learners should be able to
 demonstrate the act of
 Acts of volunteerism
volunteerism at home and
school
 state duties and
responsibilities of learners who
are leaders in the school
 promote the spirit of
togetherness and voluntary
participation
SUGGESTED LEARNING
LEARNING RESOURCES
ACTIVITIES
 Playing games that promote
team building and
volunteerism
 Questioning and answering on
roles and responsibilities of
team leaders and members
 Stating acts of volunteerism at
home and school
 Performing voluntary work at
home and school
TOPIC 3: MANAGING AND COPING WITH CHANGES
KEY CONCEPT
OBJECTIVES:
Learners should be able
to
UNIT CONTENT
(knowledge skills and
attitudes)
Coping with
changes in the
family
 state changes that can take
place in a family
 identify effects of family
changes
 Changes that can take
place in the family:
- Arrival of a new baby
- Death in the family
- Relocation
32
SUGGESTED LEARNING
ACTIVITIES
 Listing changes that takes
place in a family
 Discussing effects of family
changes
LEARNING
RESOURCES




ICT tools
Pictures
Charts
Posters
KEY CONCEPT
OBJECTIVES:
Learners should be able
to
UNIT CONTENT
(knowledge skills and
attitudes)
 discuss ways of coping with
changes in the family
 promote coping mechanisms
on family changes
Job loss
Promotion
Transfer
Chronic illness in the
family
- Separation of parents
 Effects of family changes
 Ways of coping with family
changes
-
33
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Role playing on coping with
 Sign language
family changes
materials
 Story-telling to promote coping  Braille materials
mechanisms
 Questioning and answering
on family changes
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT
OBJECTIVES:
UNIT CONTENT
Learners should be able to
Good behaviour
 identify good behaviour
 discuss scenarios that
promote good behaviour
 interact positively with other
learners
 use appropriate language
when communicating
 Good behaviour
 Positive interaction with
other learners
 Use of appropriate
language when
communicating
34
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Story telling on scenarios that
promote good behaviour
 Dramatising good behaviour
 Playing games that promote
positive interaction
 Questioning and answering on use
of appropriate language
 Reciting rhymes and poems that
promote good behaviour






ICT tools
Crayons
Pictures books
Charts
Folktales
Sign language
materials
 Braille materials
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT
Personal
Hygiene and
cleanliness
Healthy Life
Styles
OBJECTIVES
Learners should be able to:
 identify materials that we use for
personal hygiene
 describe good habits of personal
hygiene
 state ways of maintaining good
personal hygiene and cleanliness
 practise personal hygiene and
cleanliness
UNIT CONTENT
LEARNING RESOURCES








Toiletries
Pictures
Charts
Posters
ICT Tools
Sign language materials
Braille materials
















Samples of food
Pictures of food
ICT tools
Charts
Posters
Material for playing games
Sign language materials
Braille materials
identify good and junk food
state good eating habits
discuss benefits of exercises
promote healthy life styles


SUGGESTED LEARNING
ACTIVITIES
Materials for personal
 Listing materials used for
hygiene
personal hygiene
Good habits of personal
 Discussing good habits for
hygiene
personal hygiene
Ways of maintaining good  Singing songs and reciting
personal hygiene and
rhymes to promote personal
cleanliness
hygiene and cleanliness
 Demonstrating ways of keeping
one- self clean
Good and junk food
 Naming good food
Eating habits
 Differentiating good food from
junk food
Benefits of exercising
 Collecting and sorting pictures
Healthy life styles
of different types of food
 Cutting and pasting food
pictures
 Discussing good eating habits
35
KEY CONCEPT
OBJECTIVES
Learners should be able to:
UNIT CONTENT
Common
Diseases
 list common diseases
 state preventive measures on
identified common diseases
 identify signs of common diseases
 state preventive strategies on
common diseases
Environmental
Health
 state forms of litter found in the
home and school environment
 identify ways of disposing litter in
the home, classroom and school
 apply the three R’s (reduce litter,
reuse litter and recycle litter)
 Common diseases
 Preventive measures on
identified common
diseases
 Signs of common
diseases
 Prevention strategies on
common diseases
 Forms of litter in the
home and school
environment
 Ways of disposing litter
 Management of litter-
36
SUGGESTED LEARNING
ACTIVITIES
 Practising good eating habits
during feeding time
 Questioning and answering on
healthy life styles
 Playing games on physical and
mental exercises
 Discussing common diseases
 Stating signs of common
diseases
 Singing songs on prevention
strategies
 Dramatising prevention
strategies
LEARNING RESOURCES






Charts
Posters
Pictures
ICT tools
Sign language materials
Braille materials
 List different forms of litter
found in the home and school
environment
 Discussing ways of disposing
litter
 Picking up litter
 Maintaining clean environment







Litter bins
Charts
Posters
Environment
ICT tools
Sign language materials
Braille materials
KEY CONCEPT
OBJECTIVES
UNIT CONTENT
Learners should be able to:
Reduce, re-use and
 promote management of litter by
recycle at home and at
children
school
 demonstrate proper use of the toilet
 Maintaining clean
environment
 Proper toilet use
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
37
SUGGESTED LEARNING
ACTIVITIES
 Tiding up the classroom,
picking up papers
 Assisting on and practising
proper toilet use
 Collecting items or object from
environment for re-use
 Touring school dumping sites
 Visiting recycling sites or plant
 Identifying healthy and
unhealthy ways of dumping
waste
LEARNING RESOURCES
KEY CONCEPT
OBJECTIVES
Learners should be able to:
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Career ambitions
 state different occupations
 discuss ambitions
 name career aspirations
 Different occupations
 Ambitions
 Career aspirations
 Naming different occupations
 Describing ambitions
 Playing roles and skills of
different occupations
 Questioning and answering
activities on roles and skills
 Participating in career
sessions






Financial literacy
 identify local currency
 discuss honest ways of making
money
 identify items for the shop area
 name income generating projects in
the community





Local currency
Ways of making money
Value of money
Items for the shop area
Income generating
projects
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
38
 Coin rubbing
 Buying and selling games
 Questioning and answering
on ways of making money
 Collecting items for the shop
area
 Crafting items for the shop
area
 Identifying income generating
projects









Charts
Pictures
ICT tools
Resource persons
Posters
Sign language
materials
Braille materials
ICT tools
Resource persons
Charts of people at
work
Shop area
Money
Work songs
Sign language
materials
Braille materials
KEY CONCEPT
OBJECTIVES
Learners should be able to:
UNIT CONTENT
Maintenance of
personal belongings
and school property
Personal and school
 list personal belongings and school
property that need care
property that need care
 discuss care for personal belongings  Responsible behaviour
over personal belongings
and school property
and school property
 promote responsible behaviour over
personal belongings and school
property
TOPIC 8: SAFETY AND PROTECTION
39
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Discussing ways of caring
for personal belongings and
school property
 Demonstrating proper sitting
posture
 Practising care on personal
belongings and school
property






ICT Tools
Charts
Pictures
Toys
Books
Sign language
materials
 Braille materials
KEY CONCEPT
OBJECTIVES
Learners should be able
to:
UNIT CONTENT
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
Pedestrian safety
 Identify their left and right
hand
 demonstrate walking on
the right side of the road
 Left and right –hand
orientation
 Walking on the right side
of the road
 Accompaniment
 Playing left and right
orientation games
 Practising walking on the
right side of the road
Crossing the road
 identify safe places when
crossing the road
 demonstrate correct ways
of crossing the road
 state safe places to play
 Safe places to cross the
road
 Correct ways of crossing
the road
 Safe places to play
 Accompaniment
40
 Pictures
 ICT tools
 Charts
 Road
 Audio-visual materials
 Toy cars
 Sign language materials
 Braille materials
 Practising crossing the
 Resource persons
road
 Charts
 Dramatizing the stop, look  Pictures
and listen drill
 Road
 Playing games on
 Audio-visual materials
crossing the road
 Sign language materials
 Singing songs on
 Braille materials
crossing the road
 Reciting rhymes on
crossing the road
KEY CONCEPT
OBJECTIVES
Learners should be able
to:
UNIT CONTENT
Passenger safety
 demonstrate passenger
safety when using various
modes of transport
 Passenger safety when
using – bicycles, cars,
buses and animal drawn
carts
Road signs, signals and
markings
 identify road signs,
signals and markings
 name road signs, signals
and markings
 Road signs, signals and
markings
41
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Discussing dangers
associated with playing
near or along the road
 Dramatizing passenger
safety when using various
modes of transport
 Singing songs on
passenger safety
 Role playing passenger
safety
 Reciting rhymes on
passenger safety
 Visiting the road to
observe road signs and
signals
 Singing songs on road
signs
 Listing road signs
 Colouring road signs and
markings
 Resource persons
 Pictures
 ICT
 Charts
 Road
 Audio-visual materials
 Sign language materials
 Braille materials
 Resource person
 Highway code and charts
 Model traffic signs
 ICT tools
 Pictures
 Charts
 Road
 Audio-visual materials
KEY CONCEPT
First Aid
OBJECTIVES
Learners should be able
to:
 list situations that need
emergency attention
 identify where to get first
help in case of
emergency.
 state ways of responding
in case of emergency

UNIT CONTENT
 Situations that need
emergency attention
 First help in case of
emergency
 Ways of responding in
case of emergency
 Support structures and
services

42
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Stating emergency
situations
 Simulating emergency
situations
 Story telling on
emergency cases
 Discussing support
structures in the school
and at home
 Sign language materials
 Braille materials
 Charts
 Posters
 ICT tools
 Material for raising alarm
 Videos
 Sign language materials
 Braille materials
GRADE 1
TOPIC 1:
FAMILY, WORK AND COMMUNITY
KEY CONCEPT
OBJECTIVES:
Learners should be able
to:
UNIT CONTENT
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
Self-management
 distinguish self from
others
 appreciate one’s identity
 self- identity
 self esteem
 appreciation of self
 Stating likes and dislikes
 Describing self among
others
 Discussing ways of
valuing one self
 Dramatizing respectful
behaviour
 Celebrating diversity
through activities such as
games, poems and
drama
 Researching praise
totems
 Reciting praise poetry on
totems
43






ICT tools
Rhymes
Magazine cuttings
Puppets
Sign language materials
Braille materials
KEY CONCEPT
OBJECTIVES:
Learners should be able
to:
UNIT CONTENT
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
Me and my family
 name members of the
wider family
 identify self in relation to
grandparents
 adjust to changes that
take place in the family
 recognise paternal and
maternal relationships
 appreciate roles and
importance of family
members
 Identifying family
members
 Stating maternal and
paternal parents
 Discussing changes that
take place in the family
 Dramatising roles of the
family members
 Drawing family members





Me, my community and
Voluntary participation
 identify self in relation to
other members of the
community
 relate to the community
of origin
 Members of the wider
family
 Self in relation to
grandparents
 Changes that take place
in the family such as
death or birth of a new
baby, relocation, illness
 Paternal and maternal
relationships
 Family tree
 Roles of family members
 Importance of family
members
 Self in relation to other
members of the
community
 Community of origin
 Community activities
 Singing praise songs
about their community
 Discussing the needs of
the community
 Picking litter in the
community






44
ICT tools
Rhymes
Magazine cuttings
Photographs
Charts with family
members
 Sign language materials
 Braille materials
ICT tools
Rhymes
Posters
Magazine cuttings
Photographs
Sign language materials
KEY CONCEPT
OBJECTIVES:
Learners should be able
to:
UNIT CONTENT
 participate in community  Diversity in the
activities
community
 appreciate diversity in the
community
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Celebrating diversity in
the community
 simulating/ dramatising
community activities or
programs
 Braille materials
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
TOPIC 2: UNDERSTANDING CHILDS RIGHTS AND RESPONSIBILITIES
KEY CONCEPT
OBJECTIVES:
UNIT CONTENT
Learners should be able
to:
Child rights and
responsibilities
 state children’s
 Children’s responsibilities  Discussing ways child
responsibilities at home,
rights and responsibilities
 Child rights
school and community
that are shared and
enjoyed in the home,
 list child rights
school and community
 develop an attitude of being
 Reciting rhymes and
responsible
poems on child rights
 fulfil responsibilities to
and responsibilities
safeguard rights
45









ICT tools
Pictures
Charts
Puzzles
Colouring books
Crayons
Constitution
Sign language materials
Braille materials
KEY CONCEPT
Coping with violation of
child rights
OBJECTIVES:
UNIT CONTENT
Learners should be able
to:






SUGGESTED LEARNING
ACTIVITIES
 Practising children’s roles
and responsibilities
 Singing songs on
children’s rights and
responsibilities
identify child abuse
 Child abuse
 Discussing abuse
describe child abuse
 Types of child abuse
 Dramatising effects of
child abuse
discuss effects of child
 Effects of child abuse
abuse
 School support structures  Story telling on child
abuse
state the school support  People that protect
structures
learners from abuse such  Watching videos on child
abuse
as; bullying, cyber
identify people that
protect children at home,
bullying
 Drawing representational
school and community
pictures on abuse
 Ways to cope with abuse
state ways of coping with
 Reciting rhymes and
abuse
poems on abuse
 Singing songs on abuse
 Naming people who
protect children at home,
school and community
46
LEARNING RESOURCES





Pictures
Resource person(s)
Charts
Posters
Anatomically correct
dolls
 ICT tools
 Sign language materials
 Braille materials
KEY CONCEPT
OBJECTIVES:
UNIT CONTENT
Learners should be able
to:
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Questioning and
answering on coping with
abuse and protection
TOPIC 3: MANAGING AND COPING WITH CHANGES
KEY CONCEPT
Managing and
coping with
changes from ECD
to Grade 1
Coping with
changes in the
family
OBJECTIVES
Learners should be able to:
 state transitional changes from
ECD to Grade 1
 adjust to the transitional
changes from ECD to Grade
one (1)
 manage transitional changes
from ECD to Grade 1
 list changes that affect children
in the family
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
 Transitional changes in the  Discussing changes from ECD
school
to grade one
- Level/grade
 Naming the changes that
- Classroom
occur due to transition
- Teacher
 Discussing on making polite
- Routine/programme
requests
 Managing transitional
 Role playing making polite
changes in the school
requests
 Formulating class rules
 Changes that affect children  Discussing changes in the
in the family
family that affect children
47
LEARNING RESOURCES





Pictures
Charts
ICT Tools
Sign language materials
Braille materials
 Pictures
 Charts
 ICT tools
KEY CONCEPT
OBJECTIVES
Learners should be able to:
 state coping strategies on
changes in the family
 cope with changes in the family
UNIT CONTENT
 Coping strategies on family
changes
SUGGESTED LEARNING
ACTIVITIES
 Naming changes that occur in
the family
 Drawing siblings
 Singing songs on coping
strategies
 Questioning and answering on
coping strategies
 Simulating situations on
changes in the family that
affect learners
LEARNING RESOURCES




Toys
Sign language materials
Braille materials
Dilemma stories
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT
OBJECTIVES:
UNIT CONTENT
Learners should be able to
Respect and tolerance  list good behaviour
 show respect for others
 interact positively using
appropriate language
registers
 Good behaviour
 Respecting others
 Appropriate language
registers
48
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Discussing and demonstrating
good behaviour
 Watching and listening to audio
visual material on self- respect
 Story telling on respect




Pictures
Charts
Videos
ICT tools
 promote co -existence in
different social settings
 Values such as; honest,
obedience, trustworthiness
 Practising positive interaction such
as turn taking, sharing, greetings
and using polite language
 Role modelling

Sign language
materials
 Braille materials
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT
Sexuality and
reproductive
health
education
Healthy Life
Styles
OBJECTIVES
Learners should be able to:
 demonstrate ways of maintaining good
personal hygiene of reproductive
organs
 identify roles of children at home and
school
 appreciate best hygienic practices
 promote gender equity in performing
chores
UNIT CONTENT
 Ways of maintaining good
personal hygiene
 Roles of children at home
and school
 Gender equity in
performing chores
SUGGESTED LEARNING
ACTIVITIES
 Discussing good personal
hygiene
 Singing songs and rhymes on
personal hygiene
 Practising children’s roles at
home and school
 Demonstrating habits on
personal hygiene




 Good food
 Ways of keeping oneself
health
-exercising
-healthy habits
 Benefits of exercising
 Discussing healthy food and
junk food
 Sorting pictures of different
types of food
 Practising physical body
exercises
identify good food
state ways of keeping healthy
practise healthy habits
appreciate the benefits of exercise
49
LEARNING RESOURCES
 Personal hygiene
materials
 Posters
 ICT tools
 Charts
 Resource persons
 Sign language materials
 Braille materials
 Samples of food
 Pictures of food
 ICT tools
 Charts
 Posters
 Sign language materials
KEY CONCEPT
OBJECTIVES
Learners should be able to:
UNIT CONTENT
Common
Diseases
 name common diseases
 identify signs and symptoms of
common diseases
 discuss treatment, care and support
 state instances of stigma and
discrimination
 coping with challenges associated with
stigmatisation
 promote good healthy habits
 Common diseases
 Signs and symptoms of
common diseases
 Treatment care and
support
 Challenges associated with
stigma and discrimination
 Healthy habits
Environmental
Health
 identify ways of disposing litter in the
home and school
 state types of litter that can be recycled
or re used
 practise proper toilet use
 Ways of disposing litter in
the home and school
 Types of litter that can be
recycled or reused
 Proper toilet use
 Maintaining a clean
environment
50
SUGGESTED LEARNING
ACTIVITIES
 Dramatising healthy habits
LEARNING RESOURCES
 Stating common diseases
 Listing signs and symptoms of
common diseases.
 Discussing prevention, care,
treatment and support
 Demonstrating the acts of
stigma and discrimination
 Role playing stigma and
discrimination
 Dramatising modes of
transmission of common
diseases
 Discussing ways of disposing
litter
 Touring dumping sites at
school
 Identifying ways of disposing
litter
 Describing proper toilet use






Pictures
Posters
Charts
ICT tools
Sign language materials
Braille materials







Litter bins
Toilets
Charts
Posters
Brailed material
Sign language materials
Braille materials
 Braille materials
KEY CONCEPT
OBJECTIVES
Learners should be able to:
 apply the three R’s (reduce litter, reuse
litter and recycle litter) to keep the
environment clean
 maintain a clean environment
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
KEY CONCEPT
OBJECTIVES
Learners should be able to:
Career ambitions
UNIT CONTENT
UNIT CONTENT
 list different occupations
 Different occupations
 state job ambitions
 Job ambitions
 associate ambitions with the world of
work
51
SUGGESTED LEARNING
ACTIVITIES
 Collecting items or objects
from environment for re-use
 Visiting recycling sites or plant
 Identifying proper and
improper ways of disposing
waste
 Cleaning up the environment
LEARNING RESOURCES
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Discussing different
occupations
 Drawing and pasting pictures
 Role playing job ambitions
 Exhibiting different careers






 ICT tools
Charts
Resource persons
Posters
Pictures
ICT tools
Pencils
KEY CONCEPT
OBJECTIVES
Learners should be able to:
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 Sign language materials
 Braille materials
Financial Literacy
 list income generating projects in the
community
 identify honest ways of making
money
 craft items for sale at the shop area
 practise buying and selling at the
shop area
 appreciate the value of money
 promote self- reliance
 Income generating
projects
 Honest ways of making
money
 Items for sale
 Buying and selling
 The value of money
 Self-reliance
 Budgeting
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
52
 Discussing income
generating projects in the
community
 Role playing honest ways of
making money
 Dramatising buying and
selling
 Designing and making items
for sale using locally available
resources









ICT Tools
Locally available materials
Shop items
Money
Resource persons
Sign language materials
Braille materials
Sign language materials
Braille materials
KEY CONCEPT
Maintenance of
personal belongings
Maintenance of
school property
OBJECTIVES
Learners should be able to
 describe ways of caring for
personal belongings
 practise book skills
 promote responsible behaviour over
personal belongings
 identify ways of caring for school
property
 demonstrate necessary
maintenance skills
 maintain the school property
UNIT CONTENT
 Personal belongings
 Book maintenance skills
 Responsible behaviour
over personal belongings
 Ways of caring for school
property
 Maintenance skills
53
SUGGESTED LEARNING
ACTIVITIES
 Discussing caring of personal
belongings
 Demonstrate proper book
handling skills
 Reciting rhymes on personal
belongings
 Dramatising responsible
behaviour
 Discussing ways of caring
for school property
 Cleaning of school property
 Stating ways of maintaining
school property
 Demonstrating proper sitting
posture
 Practising caring for books,
toys
 Practising proper use of
toilets and water taps
LEARNING RESOURCES
















ICT tools
Braille material
Charts
Toys
Books
Personal belongings
Sign language
materials
Braille materials
ICT tools
Braille material
Chairs
Books
Pictures
Cleaning equipment
Sign language
materials
Braille materials
KEY CONCEPT
OBJECTIVES
Learners should be able to
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
 Cleaning the school
environment
LEARNING RESOURCES
TOPIC 8: SAFETY AND PROTECTION
KEY CONCEPT
OBJECTIVES
Learners should be able
to:
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Pedestrian safety
 demonstrate correct ways
of walking along the road
 Verge/pavement/ off the
road walking
 Single file
 Accompaniment
 Refuse, Run away, Report
(RRR) principle
 Practising correct ways of walking
along the road
 Singing songs on pedestrian safety
 Drawing pictures of pedestrian
safety
 Playing games on accompaniment









Crossing the road
 illustrate safe roadcrossing
 Road crossing
 Safe places to cross
 Visiting the road
 Observing correct ways of crossing
the road
 Resource persons
 Pictures
 Charts
54
Resource persons
Pictures
Charts
ICT tools
Audio-Visual media
Road
Pamphlets
Sign language materials
Braille materials
KEY CONCEPT
OBJECTIVES
Learners should be able
to:
Passenger safety
Road signs, signals and
markings


UNIT CONTENT
 demonstrate passenger
safety when using
various modes of
transport
 Passenger safety when
using – bicycles, cars,
buses, lorries and animaldrawn carts
identify road signs,
signals and markings
draw road signs, signals
and markings
 Road signs, signals and
markings
55
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Practising correct ways of crossing
the road (road drills)
 Reciting poems on crossing the
road





 Illustrating passenger safety when 
using various modes of transport 
 Watching videos on passenger

safety

 Singing songs on passenger

safety



Audio-Visual media
Road
Pamphlets
Sign language materials
Braille materials
Resource persons
Pictures
Charts
Audio-Visual media
Road
Pamphlets
Sign language materials
Braille materials
 Observing road signs, signals and
markings
 Drawing road signs and markings
 Colouring road signs and
markings
 Model of road signs and
markings
 ICT tools
 Resource persons
 Road
 Audio-Visual media
KEY CONCEPT
Emergency response
OBJECTIVES
Learners should be able
to:
 identify where to get first
help in case of
emergency.
 state ways of responding
in case of emergency
 acquire First Aid skills
 appreciate the
importance of getting
first help on time in case
of emergency
UNIT CONTENT
 First help in case of
emergency
 Ways of responding in
case of emergency
 First Aid skills
 The importance of getting
first help on time in case of
emergency
56
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Stating support structures at
home and school
 Demonstrating First Aid
techniques in different situations
 Role playing raising alarm
 Simulating emergency situations

 Pictures
 Charts
 Sign language materials
 Braille materials
 First Aid kit
 Resource persons
 Charts
 Pictures
 ICT tools
 Sign language materials
 Braille materials
GRADE 2
TOPIC 1: MYSELF, FAMILY AND COMMUNITY
KEY CONCEPT
OBJECTIVES:
UNIT CONTENT
Learners should be able to:
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Self-Management
 identify individual strengths
 distinguish self from others
 appreciate self –worthiness
 Stating individual strengths
 Discussing the importance of
self-management
 Discussing ways of valuing
one self
 Playing games to promote
self-worthiness
 Reciting rhymes
 Describing self among others
 Celebrating diversity through
games, poems and drama
 Naming significant figures in
the community
 Discussing services
provided by the community
 Singing praise songs about
the community






ICT tools
Rhymes
Magazine cuttings
Puppets
Sign language materials
Braille materials





ICT tools
Rhymes
Posters and charts
Magazine cuttings
Photographs
Me, my community  identify significant figures in
and voluntary
the community
participation
 state services provided by
the community
 participate in community
activities




Individual strengths
Self -awareness
Self- management
Self- worthiness
 Community significant
figures
 Community activities
 Community relations
 Services provided by the
community
57
KEY CONCEPT
OBJECTIVES:
UNIT CONTENT
Learners should be able to:
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
 relate to the community
 Value support rendered by
the community
 Volunteering in community
activities
 Reciting poems on
community
 Simulating/ dramatising
community activities or
programs
 Touring of community
projects
 Sign language materials
 Braille materials
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
KEY CONCEPT
OBJECTIVES:
Learners should be able to:
UNIT CONTENT
Child rights and
responsibilities
 state children’s responsibilities at  Children’s responsibilities
home, school and community
at home, school and
community.
 list child rights
 appreciate responsibilities in the  Child rights and
responsibilities
family and community level
58
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Listing children’s
responsibilities
 Naming child rights
 Discussing child rights and
responsibilities in the family
and community






ICT tools
Pictures
Posters
Charts
Sign language materials
Braille materials
KEY CONCEPT
Coping with
violation of child
rights
OBJECTIVES:
Learners should be able to:
 develop an attitude of being
responsible
 fulfil responsibilities to safeguard
rights
 explain child abuse
 identify forms of child abuse
 list potential abusers
 suggest ways to prevent child
abuse
 identify people who protect
children at home, school and
community
 state the school support
structures and services they
provide
 be assertive and proactive on
issues pertaining violation of
child rights
UNIT CONTENT








Child abuse
Forms of abuse
Potential abusers
Ways of preventing child
abuse
People who protect
children at home and
school and community
School support structures
and services provided
Reporting mechanisms on
child abuse
Empowering children on
assertiveness
59
SUGGESTED LEARNING
ACTIVITIES
 Reciting rhymes on child rights
and responsibilities
 Practising children’s roles and
activities
 Stating forms of abuse
 Discussing forms of abuse
and potential abusers
 Role playing ways of child
abuse prevention
 Discussing people who protect
children at home, school and
community
 Describing school support
structures and services
provided
 Dramatising on issues
pertaining to violation of child
rights
 Questioning and answering
on child abuse and child
protection
LEARNING
RESOURCES




Pictures
Resource person(s)
Charts
Anatomically correct
dolls
 ICT tools
 Sign language materials
 Braille materials
KEY CONCEPT
OBJECTIVES:
Learners should be able to:
Team work at home,  identify the importance of team
school and
work
community
 list qualities of a good team
leader
 state ways of resolving
conflicts
 demonstrate positive attitude
towards team work.
 enhance participation in team
building activities
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Importance of team work
 Qualities of a good team
leader
 Leadership qualities
 Ways of resolving conflicts
 Positive attitudes towards
team work
 Team building activities
 Discussing the importance of
team work
 Listing qualities of a good
leader
 Dramatising positive attitude
towards team work
 Discussing ways of managing
conflicts
 Making team rules in a group
 Singing and playing games on
team building






60
ICT tools
Ropes, balls, toys
Charts
Pictures
Sign language materials
Braille materials
TOPIC 3: MANAGEMENT AND COPING WITH CHANGES
KEY CONCEPT
OBJECTIVES
Learners should be able to:
UNIT CONTENT
Managing and
Coping with
changes in the
family
 list changes that affect children
in the family
 state coping strategies on
changes in the family
 cope with changes in the family
 Changes that affect children
in the family
 Coping strategies on family
changes
Managing conflict
at school
 state common conflicts around
the school
 discuss ways of resolving stated
conflicts
 promote conflict management at
school
SUGGESTED LEARNING
ACTIVITIES
 Discussing changes in the
family that affect children
 Naming changes that occur in
the family
 Questioning and answering on
coping strategies
 Simulating situations on
changes in the family that
affect learners and related
support
 Role playing supporting
affected learners
 Formulating class rules
 Conflicts around the school  Discussing common conflicts
around the school
 Ways of resolving conflict
 Role playing conflict
management
 Demonstrating ways of
managing conflicts
61
LEARNING
RESOURCES





Pictures
Charts
ICT tools
Sign language materials
Braille materials






Pictures
Charts
Posters
ICT tools
Sign language materials
Braille materials
KEY CONCEPT
OBJECTIVES
Learners should be able to:
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Picture reading on different
conflict scenarios
 Questioning and answering on
conflict management
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT
OBJECTIVES:
Learners should be able
to:
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Communication,
respect and tolerance
 state good behaviour
 demonstrate respect for
oneself and others
 discuss individual
differences in the class.
 interact positively with
others using appropriate
language registers
 promote co -existence in
different social settings
 Good behaviour
 Respect for oneself and
others
 Individual differences in
class
 Positive interaction with
others appropriate
language registers
 Co-existence in different
social settings
 Describing good behaviour
 Discussing respect for oneself and
others
 Role modelling
 Role playing etiquette
 Story telling on respect
 Singing, dancing and playing
games that promote cultural
diversity
 Reciting rhymes and poems on
appropriate language register








62
ICT tools
Folktales
Resource person
Role models
Picture books
Pictures
Charts
Sign language
materials
 Braille materials
 Positive Attitudes towards
vulnerable people
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT
Sexuality and
reproductive
health
Education
Healthy Life
Styles
OBJECTIVES
Learners should be able to:
 discuss keeping under garments clean
 demonstrate cleaning oneself
UNIT CONTENT









name different types of food
discuss a balanced diet
identify good eating habits
promote healthy life styles through
exercises
 Keeping under garments
clean
 Cleaning oneself
Types of food
Balanced diet
Good eating habits
Healthy life styles
Exercises
63
SUGGESTED LEARNING
ACTIVITIES
 Explaining how to keep
undergarments clean
 Role playing cleaning a
dummy
 Demonstrating healthy habits
through song, rhymes, role
play
LEARNING RESOURCES
 Listing different types of food
 Sorting pictures of different
types of food
 Exhibiting different types of
food





 Personal hygiene
material
 Pictures
 Charts
 Posters
 ICT tools
 Sign language materials
 Braille materials
Samples of food
Pictures of food
ICT tools
Posters
Charts
KEY CONCEPT
Common
Diseases
OBJECTIVES
Learners should be able to:
 practise healthy habits
UNIT CONTENT
 list communicable and noncommunicable diseases
 identify signs and symptoms of
common diseases
 suggest support services rendered to
people with different conditions
 discuss nutrition in relation to common
diseases
 promote management of common
diseases
 Communicable diseases
such as typhoid, cholera,
bilharzia, malaria,
influenza, COVID-19
 Non-communicable
diseases such as cancer,
diabetes, epilepsy
 Support services rendered
to people with different
conditions
 Signs and symptoms of
common diseases
64
SUGGESTED LEARNING
ACTIVITIES
 Describing a balanced diet
meal
 Discussing good eating habits
 Demonstrating good eating
habits
 Playing games that promote
mental and physical health
 Making a frieze or /food chart
 Stating communicable and
non- communicable diseases
 Describing signs and
symptoms of common
diseases.
 Discussing support services
rendered to people with
different conditions
 Question and answering on
nutrition in relation to common
diseases
 Quiz sessioning on common
diseases
LEARNING RESOURCES
 Sign language materials
 Braille materials
 Posters
 Charts
 Nutritional and herbal
gardens
 Pictures
 ICT tools
 Sign language materials
 Braille materials
KEY CONCEPT
OBJECTIVES
Learners should be able to:
UNIT CONTENT


Environmental
Health
 explore dumping sites
 list pollutants in the locality
 identify materials that can be recycled
and or re-used.
 maintain a clean environment
 apply the three R’s (reduce litter, reuse
litter and recycle litter)




SUGGESTED LEARNING
ACTIVITIES
Nutrition in relation to
 Prevention and treatment of
common diseases
diseases
Management of common
 Making nutritional and herbal
diseases
gardens
Dumping sites
 Touring dumping sites at
school
Pollutants in the locality
 Identifying pollutants on
Maintaining clean
dumping sites
environment
Reduce, reuse and recycle  Discussing on materials that
can be recycled and or reused.
 Collecting items or objects
from the environment for reuse
 Visiting recycling sites or plant
 Identifying proper and
improper ways of dumping
waste
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LEARNING RESOURCES
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Litter bins
ICT tools
Dumping sites
Pictures
Sign language materials
Braille materials
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
KEY CONCEPT
Career ambitions
Financial literacy
OBJECTIVES
Learners should be able to:
 identify different occupations
 demonstrate career ambitions
 discuss roles and skills required on
different careers
 appreciate various careers in today’s
world of work
 discuss honest ways of making
money
 identify income generating projects
in the community
 practise buying and selling items in
the classroom, appreciating the
value of money
UNIT CONTENT
 Different
occupations/careers
 Career ambitions
 Roles and skills on
different careers
SUGGESTED LEARNING
ACTIVITIES
 Stating different occupations
 Discussing different careers
 Exhibiting different careers
 Role playing different careers
 Conducting in -plant
exposure
 Honest ways of making
 Naming honest ways of
money
making money
 Income generating
 Discussing income
projects
generating projects in the
community
 Buying and selling items in
the classroom store
 Role playing buying and
selling
 Value of money
 Crafting items using available
resources
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LEARNING RESOURCES
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Resource persons
institutions, industries
Posters
Charts
ICT tools
Sign language
materials
Braille materials
ICT tools
Resource persons
Charts of people at
work
Shop area
Money
Sign language
materials
Braille materials
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
KEY CONCEPT
OBJECTIVES
Learners should be able to:
Maintenance of
 list school and community facilities
personal belongings,
that needs care
school and
 discuss the care of personal
community property
belongings, school and community
property
 identify necessary maintenance
skills
 promote responsible behaviour in
handling school and community
property
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 School and community
facilities
 Care of personal
belongings, school and
community property
 Maintenance skills
 Responsible behaviour in
handling school and
community property
 Observing school and
community facilities
 Naming school and
community amenities that
needs care
 Discussing the importance of
maintaining school and
community property
 Demonstrating necessary
maintenance skills
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ICT tools
Resource persons
Charts
Toys
Books
Maintenance tools
Sign language
materials
 Braille materials
KEY CONCEPT
OBJECTIVES
Learners should be able to:
UNIT CONTENT
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
 Touring school and
community facilities to identify
where there is need and
intervention
 Demonstrating necessary
maintenance skills
TOPIC 8: SAFETY AND PROTECTION
KEY CONCEPT
OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
Pedestrian safety
 demonstrate correct ways  Ways of walking along the  Dramatising correct ways
of walking along the road
road
of walking along the road
-Verge/pavement/ off the  Singing songs on
 apply the RRR principle
road walking
pedestrian safety
-Single file
 Drawing pictures of
-Accompaniment
pedestrian safety
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SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
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Resource persons
Pictures
Charts
Audio-Visual media
Road
Pamphlets
ICT tools
KEY CONCEPT
OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Refuse, Run away,
Report (RRR) principle
 Playing games on
accompaniment
 Demonstrating the RRR
principle
 Demonstrating road
crossing
 Practising road crossing
 Reciting poems on
crossing the road
 Visiting the road to
demonstrate safe
crossing
Crossing the road
 observe safe places to
cross the road
Passenger safety
 demonstrate passenger
 Passenger safety when
safety when using various
using – bicycles, cars,
modes of transport
buses, lorries and animaldrawn carts
 Safe places to cross the
road
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 Sign language materials
 Braille materials
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 Illustrating passenger
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safety when using various 
modes of transport

 Watching videos on

passenger safety

 Singing songs on

passenger safety

Resource persons
Pictures
Charts
Audio-Visual media
Road
Pamphlets
ICT tools
Sign language materials
Braille materials
Resource persons
Pictures
Charts
Audio-Visual media
Road
Pamphlets
ICT tools
KEY CONCEPT
OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
Road signs, signals and
markings
 identify road signs,
signals and markings
 draw road signs, signals
and markings
 Road signs, signals and
markings
Emergency response
 list cases that require
immediate help
 identify where to get first
help in case of
emergency.
 Cases that require
immediate help
 First help in case of
emergency
 Ways of responding in
case of emergency
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SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Sign language materials
 Braille materials
 Observing road signs,
 Model of road signs and
signal and markings
markings
 Drawing road signs and
 Resource persons
markings
 Road
 Colouring road signs and  Audio-Visual media
markings
 Pictures
 Charts
 Highway code charts
 Highway code
 ICT tools
 Sign language materials
 Braille equipment
 Stating cases that require  Resource persons
immediate help
 Charts
 Discussing where to get  Posters
help in case of
 Pictures
emergency
 ICT tools
 Sign language materials
KEY CONCEPT
OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 state ways of responding
in case of emergency
 promote early reporting
and intervention
 Early reporting and
intervention
 Demonstrating ways of
responding in case of
emergency
 Simulating emergency
situations
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 Braille materials
9.0 ASSESSMENT
Guidance and Counselling and Life skills Education at Infant Level shall be assessed through continuous assessment. The syllabus scheme of
assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modifications must be visible to enable candidates with
special needs to access assessments.
9.1 ASSESSMENT OBJECTIVES
By the end of the Guidance and Counselling and Life skills Education Infant Level, learners should be able to:
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relate appropriately with family, friends, classmates, wider community and strangers.
explain their roles in the home, school and their community.
demonstrate patriotism, volunteerism and acceptance of human diversity
exhibit knowledge of community structures and support systems.
identify changes that can take place within a family.
demonstrate healthy habits, good care of their belongings and the environment.
describe communicable and non-communicable diseases and ways of prevention
state child rights and responsibilities
list types of child abuse.
discuss norms, values and appropriate behaviour (Unhu/Ubuntu/Vumunhu).
demonstrate safe traffic and road usage skills.
72
9.2 SCHEME OF ASSESSMENT
Guidance and Counselling and Life skills Education will be assessed through continuous assessment at infant level (ECD to Grade 2). Continuous
assessment shall involve projects, written tests and exercises, practical tasks and assignments as indicated in the table below:
LEVEL
ECD A and B
FORMS OF
ASSESSMENT
Continuous
ASSESSMENT TASK
NATURE
FREQUENCY
 relate appropriately with
others
 proper toilet use
 sharing
 caring for one’s belongings
 helping others
 problem solving
 decision making
 conflict resolution
 self confidence
 creativity
 demonstrating correct road
usage
 Practical
 Oral
 Observation
These can be done
individually or in
groups
Monthly
73
LEVEL
Grade1
FORMS OF
ASSESSMENT
Continuous
ASSESSMENT TASK
NATURE
 relate appropriately with
others
 volunteering
 reciting National pledge
 sharing
 caring for one’s belongings
 maintaining their immediate
environment
 greeting elders
 helping others
 dressing properly
 concept of time
 concept of right and wrong
(discipline)
 using proper language
 demonstrating correct road
usage
 team work
 confidence
Monthly
 Observation
 Practical
 Oral
 Written exercises
 Tests
These can be done
individually or in
groups
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FREQUENCY
LEVEL
FORMS OF
ASSESSMENT
ASSESSMENT TASK
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Grade 2
Continuous
NATURE
FREQUENCY
problem solving
decision making
communicating
conflict resolution
creativity
written exercises and tests
practical tasks
assignments
 relate appropriately with
others
 adjust to different situations
 volunteering
 reciting National pledge
 sharing
 caring for one’s belongings
 maintaining the environment
 greeting elders
 helping others
75
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Monthly
Observation
Practical
Oral
Written exercises
Tests
These can be
done individually
or in groups
LEVEL
FORMS OF
ASSESSMENT
ASSESSMENT TASK
 dressing properly
 demonstrating correct road
usage
 concept of time
 concept of right and wrong
(discipline)
 using proper language
 team work
 problem solving
 decision making
 critical thinking
 communicating
 conflict resolution
 confidence
 self-management
 creativity
 written exercises and tests
 practical tasks
 assignments
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NATURE
FREQUENCY
LEVEL
FORMS OF
ASSESSMENT
ASSESSMENT TASK
 projects
ASSESSMENT CRITERIA
Assessment Instruments:
 Checklists
 Rating Scale
 Observation Guide
 Exercises
 Theory Tests
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NATURE
FREQUENCY