ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

MASS DISPLAYS
INFANT SCHOOL LEVEL
(EARLY CHILDHOOD DEVELOPMENT
TO GRADE 2)
2015 - 2022

TEACHER’S GUIDE

Curriculum Development and © All Rights Reserved

Technical Services Copyright 2015
P.O. Box MP 133
Mount Pleasant
Harare
Mass Displays - (Early Childhood Development To Grade 2)

ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education would like to thank the following for their
immense contribution to the writing of this teacher`s guide:

l Curriculum Development and Technical Services (CDTS) Staff

l Infant Mass Displays Syllabus panellists

l Representatives of Universities

l Representatives of Teachers Colleges

l United Nations Children’s Fund (UNICEF) for Funding

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 Mass Displays - (Early Childhood Development To Grade 2)

TAbLE Of CONTENTS

Acknowledgements ....................................................................................................1

1 Part A................................................................................................................3

2 Unit 1 ................................................................................................................5

3 Unit 2 ................................................................................................................6

4 Unit 3 ................................................................................................................9

5 Unit 4 ..............................................................................................................11

6 Unit 5 ..............................................................................................................15

7 Annexture 1 ...................................................................................................25

8 Scope and Sequence....................................................................................25

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Mass Displays - (Early Childhood Development To Grade 2)

1.0 ORGANISATION Of implementer on the ground, ought to

THE TEACHER’S GUIDE familiarise with documents that the Ministry
has availed in order to develop an
understanding of the new dimension the
The Infant School (ECD to Grade 2) Mass
curriculum has taken. In this chapter we
Displays teachers’ guide is a document
shall discuss the critical documents that a
that has been prepared to assist the
teacher should have in order to develop an
teacher in understanding how to deliver the
in-depth understanding of the curriculum
2015-2022 curriculum with ease. This
content and underpinning philosophy.
guide is divided into two parts. Part A of the
guide focuses on the critical documents
that you as the teacher must have in the RATIONALE
course of curriculum delivery. Part B of the
guide focuses on the curriculum content,
objectives, methodology, instructional Mass Displays are spectacular artistic
materials, class management and performances, which display the
assessment. aesthetic values of sound, artefacts,
movement and posture. They promote
a sense of beauty, harmony, discipline,
A thorough study of this guide will assist
leadership, collaboration, teamwork,
you, the teacher, to have ideas on how to
social integration and tolerance. They
properly teach curriculum content on the
are an important vehicle for mass
2015-2022 Infant School (ECD to Grade 2)
education and communication. . This
Mass Displays learning area. This guides
guide equips you, the teacher, with the
makes it easy for you to interpret the
knowledge and skills to impart the basic
syllabus and prepare learning experiences
principles of mass displays. It is
for the learners’ in your custody at the
important for you as the teacher to
school where you are teaching.
appreciate that it is your responsibility to
ensure that you produce confident and
To enhance your understanding of the informed learners, who are capable of
Mass Displays learning area, it is very developing and carrying out mass
important that as a teacher, you read displays activities and engage in
through the given guidelines, and make enterprises that conform to national and
necessary learning experiences international best practices and
preparation contextualised to suit the local specifications.
environment.

ObJECTIVES
PART A
By the end of Part A of this guide, you as the
2.0 CRITICAL DOCUMENTS
teacher, should be able to:
INTRODUCTION l identify critical documents in curriculum
2015-2022 Primary and Secondary implementation
Education Curriculum has been defined by
l describe the contents of each critical
a policy framework which outlines the
document
stance taken by the Ministry of Primary and
Secondary Education. The teacher, as the l mobilise the teaching and learning

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 Mass Displays - (Early Childhood Development To Grade 2)

resources
l interpret Infant School 2015-2022 Mass
Displays syllabus

CRITICAL DOCUMENTS
As a teacher, it is important for you to know the
critical documents that you must have in order
to deliver the curriculum effectively in respect
of Infant School 2015-2022 Mass Displays
learning area. You must have the following:

l Curriculum Framework for Primary and

Secondary Education 2015-2022
l National Infant Level Mass Displays
Syllabus
l School Infant Level Mass Displays
Syllabus
l Schemes of Work/Scheme Cum Plan
l Assessment Framework
l Lesson Plans
l Learner Profile Guide
l Progress Records (continuous
assessment)
l Attendance Register

Aims
l Develop organic health and fitness for
all learners in the school.
l Provide children with a sense of
achievement and enjoyment.
l Develop individual skills and
competences.
l Develop a variety of character traits
such as will power, determination, self
discipline and a spirit of co-operation.
l Foster a body of knowledge specifically
relating to sports.

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Mass Displays - (Early Childhood Development To Grade 2)

UNIT 1

CURRICULUM fOR PRIMARY AND SECONDARY EDUCATION (2015 -2022)

INTRODUCTION

The curriculum Framework for Primary and Secondary Education (2015-2022) was crafted to
provide a medium to long term policy direction to make improvements in the delivery of a home
grown curriculum. It establishes a clear sequence of priorities that a teacher must study clearly to
ensure that a return on investment made in education is optimised in terms of the results that
matters the most, which are learner outcomes. This unit will give a brief outline of the Curriculum
Framework and it is important that you read the full edition to appreciate the dictates of the new
curriculum.

ObJECTIVES

By the end of Unit 1 which is on curriculum framework of this guide, you as the teacher, should be
able to:

l Motivate learners to cherish their Zimbabwean identity and value their heritage,
history and cultural traditions and preparing them for participatory citizenship

l Prepare learners for life and work in an indigenized economy and increasingly
globalized and competitive environment

l Ensure learners demonstrate desirable literacy and numeracy skills including

practical competences necessary for life

l Prepare and orient learners for participation in voluntary service and leadership

KEY ELEMENTS Of CURRICULUM fRAMEWORK

The Curriculum Framework for Primary and Secondary Education (2015-2022) contains the
following key elements which you need to constantly refer to:

l Preamble
l Background
l Goals of the curriculum
l Learning areas
l Teaching and Learning methods
l Assessment and Learning
l Strategies for effective curriculum implementation
l Principles and values guiding the curriculum
l The Future

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 Mass Displays - (Early Childhood Development To Grade 2)

UNIT 2

SYLLAbUS INTERPRETATION

INTRODUCTION

Syllabus interpretation facilitates breaking down of content into teachable units. Correct syllabus
interpretation is pivotal to the delivery of effective lessons, through careful planning by the teacher.
Syllabus interpretation focuses on the following:

l The national philosophy/vision as spelt out in the preamble (as derived from the
Framework)

l The syllabus aims and objectives – What does the syllabus intend to achieve within
the learners?

l The content – Knowledge, skills and attitudes i.e. competencies. The content
constitutes the heart of the syllabus.

Careful National syllabus interpretation is critical for the development of a good school, syllabus,
scheme of work and lesson plan and you should also note that you are mandated to teach from
the syllabus, where the national examinations are set from.

ObJECTIVES

By the end of Part A of this guide, you the teacher, should be able to:
l identify the types of syllabus
l interpret the National Infant Mass Displays Syllabus and develop the school syllabus
from it.
l demonstrate an understanding of the National Infant Mass Displays Syllabus,
through correct interpretation and usage.

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Mass Displays - (Early Childhood Development To Grade 2)

Types of Syllabi

2.1 NATIONAL SYLLAbUS

Definition

It is a policy document that outlines and specifies the learning area philosophy, aims and
objectives, Learning/teaching concepts and content, suggested methodology and assessment
criteria at every Infant School Level. As a teacher, you should always have and use it to guide you
in your day to day teaching and learning activities.

Components of the Syllabus

Cover page
1. ACKNOWLEDGEMENT
2. PREAMBLE
- Introduction
- Rationale
- Summary of content
- Assumptions
- Cross Cutting Issues

3. PRESENTATION OF THE SYLLABUS

4. AIMS
5. OBJECTIVES

6. TOPICS

7. SCOPE AND SEQUENCE

8. CONTENT MATRIX

9. ASSESSMENT

SCHOOL SYLLAbUS

This must be drawn from the National Syllabus by reorganising content taking into account local
factors that may affect your teaching.

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 Mass Displays - (Early Childhood Development To Grade 2)

fACTORS INfLUENCING DRAfTING

l Level of learner performance (knowledge they already have)

l Facilities and resources available.

l Time allocation in the official syllabus

l Local conditions that affect choice and sequencing of topics

l Education technology

l Community influences

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Mass Displays - (Early Childhood Development To Grade 2)

UNIT 3

SCHEMES Of WORK/ SCHEME- CUM PLANS

DEfINITION

This is a document that you as a teacher should draw from the national and school syllabus. You
should outline the objectives, activities, content and methodologies (see scheme of work/scheme-
cum plan template below). You should draw your scheme of work/scheme cum plans two weeks
ahead of lesson delivery date. (use of ICT in drawing the documents is encouraged)

COMPONENTS Of A SCHEME Of WORK

l Weekending (the end date when a learning week ends)

l Topic/Content (This constitutes the main concept to be covered e.g. 19 May 2017)
l Objectives (to exhibit learner behaviour after going through the teaching/ learning
process) They must be SMART.
l Competencies (They are life-long QUALITIES AND SKILLS THAT TH teacher would
want to see in learners. They include critical thinking, problem solving, creativity,
modelling, and communication etc. skills, knowledge and attitudes/values).
l Source of matter/Media - this is an indication of where the facilitator is getting the
content and the media they are likely to use
l Facilities/Equipment
l Methods/Activities- learning and teaching methods should be learner centred.
l Evaluation- it is a reflection on how you as the teacher has delivered, successes
and challenges as well as learners’ performance

GRADE 1
MASS DISPLAYS SCHEME
Aims
l Develop team building and confidence through participation.
l Provide children with a sense of achievement and enjoyment.
l Develop individual skills and competences.
l Develop a variety of character traits such as will power, determination, self-discipline
and a spirit of co-operation.
l Choreograph a mass displays performance
l Foster a body of knowledge specifically relating to mass displays.

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10
WEEK CONTENT/ ObJECTIVES COMPETENC SOM/MEDIA fACILITY METHODS/A EVALUATION
ENDING TOPIC IES/ SKILLS /EQUIPMENT CTIVITIES

22/04/16 choreography By the end of the Coordination Infant School • Gymnasium METHODS
week pupils Drawing (ECD-Gr2) Mass Hall • Demonstration,
Combine at least should be able Dancing Displays Syllabus Simulation,
3 activities se- to: Collaboration page 12 • Various balls Practice, Guided
lected from Decision making Discovery, Group
dance and play • perform Arena • Whistle Work, Pair work,
to form choreog- selected linked Performances Tasking
raphy patterns in Handbook page • Skittles
display art 12 ACTIVITIES
• Cones • Working in pairs
• perform Physical and groups to
Mass Displays - (Early Childhood Development To Grade 2)

movements Education and • Hula Hoops produce art

obtained from Sport works
dance and Assessment • Tyres
gymnastics in a Manual page 45 • Practicing on
choreographed and 70 • Drums Indigenous
act dances in Groups
www.danceperfor • Cymbals
mancesforchildre • Making
n.org • Shakers background Art
Charts in pairs
• Triangles using paints

• Paints • Practicing on,

Pair balances,
• Charts forward rolls and
cartwheel skills
• Video on Mass for an arena act
Display Acts
• Working in
groups to
choreograph an
act
Mass Displays - (Early Childhood Development To Grade 2)

UNIT 4

LESSON PLANS

DEfINITION
It is a teacher’s detailed description of the course of instruction, a learning trajectory for a lesson.
It is developed by the teacher to guide class learning.

It is the teacher’s road map of what learners need to learn and how it will be done effectively during
class time. This is to be used in the event of you having drawn a scheme of work rather than a
scheme cum plan. (for the components of the lesson plan see the detailed lesson plan template
below)

COMPONENTS

Date and time-Indicate when the lesson will be taken

Topic – Specify the topic to be covered by the class

Source of material – This includes names of sources, the authors, publishers, year and page
numbers. Instructional media should also be mentioned here.

Assumed knowledge: This is a short abstract of what learners should already know, related to
concepts or skills in the lesson. Also an indication of pupils’ previous experiences that can be
exploited during the lesson

Lesson objectives: Statements indicating what pupils should achieve within a single lesson in
terms of knowledge, skills, attitudes or values. Lessons objectives may be one or more. They must
be realistic, precise, simple and clearly stated.

SMART- Specific, Measurable, Achievable, Result oriented and Time specific. They must be
behavioural, promoting the cognitive, affective and psychomotor domains in pupils.
STRUCTURE Of A LESSON PLAN

Lesson introduction: This is the start of the lesson. It may be a recap of previous work, checking
assumed knowledge or teacher exposition. Should motivate learners to arouse and gain attention.
Must be short, interesting and relevant to the content of the lesson

Lesson development:

This is the heart of the lesson. It gives a step by step description of how the teaching and learning
will be conducted. The lesson concept is dealt with at length. It must contain relevance of the
subject matter to pupils or society at large.

Application:

You ask yourself the following questions as teacher:

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 Mass Displays - (Early Childhood Development To Grade 2)

l Is there opportunity for learners to apply what they learnt?

l Will learners do something which is measurable?
l Is opportunity given for transfer of what has been learnt to other situations?
l Is the work linked to the objectives?

Lesson evaluation:

This should give specific aspects of both strengths and weaknesses noted during the lesson, and
what needs to be done in future lessons to consolidate strengths and remedy weaknesses. Pupils
facing problems should be indicated with appropriate remediation suggestions.

DETAILED LESSON PLAN

Date: 22 January 2017
Grade Grade 1
Time: 11.30 -12.30
Learning Area: Mass Displays
Topic/Content: Choreography
Sub Topic: Arena Performance
S.O.M: - Infant School (ECD-Gr2) Mass Displays Syllabus pge 12
- Arena Performances Handbook page 12
- Physical Education and Sport Assessment Manual page 45
and 70
- www.danceperformancesforchildren.org

Equipment: Balls, Whistle, Skittles, Cones, Hula Hoops, Mats, Charts with
Art, Tyres, Bean, Tins, Ropes, bags, harvesting props
Number of students: 20
Assumed knowledge: Learners have made background art charts and practiced
gymnastic activities in Physical Education.
Lesson Objectives
By the end of the lesson, learners should be able to:
l Display background art charts on mounts showing harvesting theme.
l Perform individual and pair balances in a dance routine.
l Make shapes and lines while executing indigenous dances on harvest.

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Mass Displays - (Early Childhood Development To Grade 2)

STAGE CONTENT ORGANISATION COACHING POINTS

Introduction -Teacher introduces the - Horse shoe -pick any dangerous ob-
5min lesson and explains on jects in marked area.
theme for performance -harvest activities and
-Learners identify charts equipment
with art on harvest

Warm up General -Safety check of the field Running action

10 mins Slight jogging -practice in single file -knees up high
Dynamic stretches -roll backwards and for- -land with balls of feet
-ball rolling ward on mats -correct grip of charts
-forward rolling - take turns to show charts -lifting high charts
-butt kicks and say out what is dis-
-carioka played while jogging.

Skill Development -practise individual bal- -demonstration of each -correct grip on charts and
20 mins ances with apparatus technique props
-Pair balances with appa- -pair work -one point and two point
ratus -use if stimulus to perform balances execution.
-Practising mhande dance dances and rhythmic dis- - marching and dancing to
moves to depict harvest plays. songs and drum beats
-Mounting background art -lines showing harvesting -proper tucking in of head
on stands cone/maize when performing rolls.
-shape of hoe, winnowing -mounting background art
basket and Dara (maize articles on stands without
drying place) climbing on stands
-correct grip on charts and
Application - harvest performance -singing and dancing props
20 mins mhande incorporating -one point and two point
backward and forward balances execution.
rolls - marching and dancing to
-performing individual bal- songs and drum beats
ances with harvest props -proper tucking in of head
-performing pair balances when performing rolls.
displaying art on harvest- -mounting background art
ing articles on stands without
-sequenced dances re- climbing on stands
sponding to music and
drum beats
-mounting background art
while singing and re-
sponding to drum beats
-stretch parts of body not
Cool Down - Jogging up and down in -stretch all the body parts more than 20s
10 mins a designated area systematically -stretch parts of body not
-static stretches more than 20s
-stretch parts of body not
more than 20s
-stretch parts of body not
more than 20s
- Lessons learnt -feedback by learners
Conclusion
5 mins

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LESSON EVALUATION:

Strength:
................................................................................................................................................................................................
................................................................................................................................................................................................
....................................................................................................................................................................................

Weaknesses:
................................................................................................................................................................................................
................................................................................................................................................................................................
....................................................................................................................................................................................

Way forward
................................................................................................................................................................................................
................................................................................................................................................................................................
.................................................................................................................................................................. ..................
Mass Displays - (Early Childhood Development To Grade 2)

UNIT 5

RECORD KEEPING

This is a systematic procedure by which the records of an organisation are created, captured,
maintained and disposed of. The preserved information should be made available for future use.

Learner Profiles
Profile assessment is a quality assessment tool designed for a variety of learners to determine
their strengths and identify areas of improvement. As a teacher, you should carry out profiling to
track learner behaviour, knowledge, attitudes, aptitudes, skills, values and performances on an
on-going basis. This assessment informs teaching and learning process and contributes to learner
profile.

Progress Record
You should have a progress record to capture learner performances.

Attendance Register
This is a critical document you should have as a teacher to track and record your learner’s class
or lesson attendance.

Conclusion
The teacher’s guide is meant to equip the teacher with knowledge on critical documents, syllabus
interpretation and curriculum delivery, particularly in Mass Displays. It will fuel the implementation
of the curriculum for 2015-2022.

The inclusion of the different cross cutting themes seeks to foster competency development
through the teaching and learning of Mass Displays, as some of these themes may be examined
in the National examinations.

Finally, you are reminded that you are the medium of correct implementation and impartation of
what the curriculum framework seeks to achieve for the Zimbabwean nationality.

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 Mass Displays - (Early Childhood Development To Grade 2)

2.0 PART b: CURRICULUM DELIVERY

INTRODUCTION
Infant school Level Mass Displays Guide is designed for Infant Level (Early Childhood
Development to Grade 2) teachers to help promote learners’ development of psychomotor skills
and techniques and ensures that learners develop socially, physically, emotionally and cognitively.
It serves as a firm foundation for syllabus interpretation and preparation for learning experiences
that makes entry into Junior School Mass Displays studies easier for learners.

2.2 CONTENT
2.2.1 SUMMARY Of CONTENT
l The Infant School Level Mass Displays Syllabus will cover theory and practical
activities in areas such as Gymnastics, Dance, Music and Art. This four year learning
phase seeks to develop psychomotor skills and techniques which ensures that a
learner’s Cognitive, Affective and Psychomotor domains are developed.

2.2.2 METHODOLOGY
ObJECTIVES
By the end of this unit, you should be able to:
l select appropriate teaching methods for your lessons
l use a variety of learner-centred approaches
l plan and organise study tours
l help pupils carry-out projects or experiments
As a teacher it is important for you to use problem-solving and learner-centred approaches. You
are the facilitator. The learner is the doer
Suggested Methods
l Question and Answer
l Lecture
l Demonstration
l Observation
l Simulation
l Role play
l Experimentation
l Project
l Field trips
l Choice of method is influenced by:
l your personality

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Mass Displays - (Early Childhood Development To Grade 2)

l learner`s level of development (cognitive, affective and psychomotor)

l Content to be covered
l Competencies to be developed

INSTRUCTIONAL (TEACHING-LEARNING) AIDS

ObJECTIVES
By the end of this unit, you should be able to:
l select appropriate instructional aids
l make good quality aids from available resources
l use instructional aids effectively
l Design meaningful and effective instructional aids

Why prepare Learning-Teaching Materials. They

l help learners to learn better and faster
l capture learners` interest
l create virtual reality

TYPES: charts, chalkboard, whiteboard, computers, slides, films, videos, flannel graph, textbooks

CLASS MANAGEMENT
ObJECTIVES

By the end of this unit, you should be able to:

l create an effective learning environment
l motivate the learners
l maintain discipline
l supervise class activities
What is Class Management
It is a process of planning, organizing, leading and controlling class activities to facilitate learning.

ORGANISATIONAL SKILLS fOR EffECTIVE LEARNING

Classroom organization which covers:
l physical environment
l emotional environment

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 Mass Displays - (Early Childhood Development To Grade 2)

l grouping the learners

l class control and discipline
l supervision

PHYSICAL ENVIRONMENT
l Classroom to be clean, tidy and airy
l Safety considerations when arranging furniture
l Teaching aids to be visible to learners

EMOTIONAL ENVIRONMENT
l Be firm, warm and pleasant
l Set the right tone
l Tell learners what behaviour you expect

GROUPING
l Learners may be grouped according to needs, abilities, problems but not sex
l Promote sharing of ideas among learners

CLASS CONTROL AND DISCIPLINE

l Know the school’s policy on discipline
l Be firm and fair
l Punishment should be corrective
l Acknowledge good behaviour
l Make use of prefects and class monitors
l Create an atmosphere of trust and honesty
l Aim for intrinsic discipline

MOTIVATION
l Make learners feel important
l Recognize and reward excellence
l Be a role model in terms of your demeanour

SUPERVISION
l Check learners` work in order to guide and correct them

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Mass Displays - (Early Childhood Development To Grade 2)

l Areas that require supervision include practical work, written work, discussions,
group work and field trips

CONTENT DELIVERY
SYLLAbUS TOPICS
1 Gymnastics
Locomotion
Balances
Coordination
Formations
10.1.2 Dance
Movement and Rhythm
Choreography
10.1.3 Music
Background and Performing Music
10.1.4 Art
Patterns
Colours
Shapes

Content break Down to teachable units

Gymnastics (Locomotion)
Objectives (learner – behaviour)
- move from point A to point B under given instruction
- move from point A to point B with and on apparatus to a given direction
- move from point A to point B in response to stimuli

l Content
- guided free movement for space, speed, direction with apparatus
- movement for space, speed, direction with apparatus
- movement with prescribed basic shapes and formations in response to given
tasks and stimuli
- linked movement with prescribed shapes and formations in response to
given tasks (e.g. martial arts) and stimuli

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 Mass Displays - (Early Childhood Development To Grade 2)

l Methodology (learner - centeredness)

- Demonstration,
- Command
- Practice
- Guided Discovery
- Group Work
- Pair work
- Tasking
- Resource person(s)
l Teaching-learning aids
- hula hoops
- skipping ropes
- tyres
- drums
- jingles
- sticks
- recorded music
- mats
- equipment within the ECD play centre
- age appropriate and safe equipment
- ICT tools
l Activities (learner - centeredness)
- Walking at from point A to B at varying speeds.
- Jogging from point A to B lifting up knees
- Performing forward, backward and side roll
- Running and stopping around marked area responding to stimulus
- Practicing cartwheel and travelling on hands from point A to B
- Moving from point A to B with apparatus responding to stimulus
- Travelling on apparatus from Point A to B
- Listing practiced skills locomotion.
- Identifying some learnt skills and naming them.

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Mass Displays - (Early Childhood Development To Grade 2)

COMPETENCIES

Knowledge Skills Attitudes

• Identifying learnt skills and • Executing rolls, cartwheel, • Resolving differences of

naming them travelling on hands and opinion
travelling with and on
apparatus properly

• Assessing the ability to • Organisation • Collaborating and

choreograph an act • Use of props and Displays contributing to team
results
• collaboration

• Assessment

- continuous assessment

Topic: ART

Objectives (learner – behaviour)

- draw basic patterns and shapes using different types of paper

- cut basic patterns and shapes using different types of paper
- paste basic patterns and shapes using different types of paper
- design different charts and book pages
- display different charts and book pages
- collect locally available monumental designs, historical drawings, patterns and
artefacts

Content
- basic patterns, free drawing, cutting and pasting
- guided drawing, creative drawing, cutting and pasting
- designs and drawings for background art
- single page charts
- 3-page background art books

Methodology (learner - centeredness)

- Demonstration,
- Command
- Practice
- Guided Discovery
- Group Work
- Pair work

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 Mass Displays - (Early Childhood Development To Grade 2)

- Tasking
- Resource person(s)

Teaching-learning aids
• pencils
• paints
• brushes
• paper
• crayons
• ribbons
• water
• paper glue
• resource persons
• local environs
• age appropriate and safe equipment
• canvas/cloth
• background art books
• ICT tools

Activities (learner - centeredness)

• building collections of designs and objects from cultural centres in their locality
• collecting artefacts depicting patterns found on various species of animals, plants
and rocks
• telling stories using artworks drawn from man-made and natural findings or
collections
• visiting ancient habitats of our forefathers, archives, monuments places of interest
and holiday resorts
• building themes for background art
COMPETENCIES

Knowledge Skills Attitudes

• Identifying learnt patterns, • Drawing • team work and

shapes and building themes • Cutting environmental
• Pasting conservation
• Painting

• Assessing the ability to • Organisation • Collaborating and

create background art from a • Environmental contributing to team
given theme. awareness results
• Collaboration
• Handling of art
equipment

• Assessment

- continuous assessment

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Mass Displays - (Early Childhood Development To Grade 2)

Topic MUSIC (background and Performing Music)

Objectives (learner – behaviour)

l perform theme related background music
l respond to various musical genres related to performed dances and movements
l provide music for Mass
l Displays at functions and exhibitions

Content
l folk songs
l contemporary songs
l folk songs that add an appreciation to Unhu/Ubuntu/Vumunhu
l rhythms matching arena choreography

Methodology (learner - centeredness)

l Quizzes, poems and rhymes
l Telling and listening to stories
l Song and dance
l Role play, drama and animation
l Simulation and questioning
l Group projects
l Demonstration

Teaching-learning aids
l age appropriate and safe equipment
l drums
l percussion instruments
l marimba and mbira
l innovative props
l ICT tools
l Activities (learner - centeredness)
l singing Zimbabwean liberation war songs
l playing basic percussion instruments
l identifying activities reflected in audio sounds played
l reciting the national school pledge
l Singing arena choreography songs for indigenous cultural chores and festivals

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 Mass Displays - (Early Childhood Development To Grade 2)

COMPETENCIES

Knowledge Skills Attitudes

• Identifying learnt skills • Singing • Promotion of team work

and naming them • Playing instruments in building musical
• Poetry recital ensembles

• Assessing the ability to • Organisation • Collaborating and

choreograph an act.. • Use of props and contributing to team
Displays results
• Collaboration

• Assessment
- continuous assessment

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Mass Displays - (Early Childhood Development To Grade 2)

ANNEXTURE 1

1.0 SCOPE AND SEQUENCE

1.1 TOPIC 1: GYMNASTICS

TOPIC ECD ECD ‘A’ ECD ‘b’ GRADE 1 GRADE 2

Locomotion • Free • Instructed free • Movement for • Movement with • Linked move-
movement movement for space, speed, prescribed basic ments with pre-
• Instructed free space, speed, direction and shapes and for- scribed shapes
movement direction and with apparatus mations in re- and formations in
with apparatus sponse to given response to
tasks and stimuli given tasks (e.g.
martial arts) and
stimuli

Balances • Supported • Balances and • Balances, • Balance on or • Balance on pre-

balances weight bearing weight bearing with prescribed scribed appara-
• Individual • Balancing and and weight apparatus tus
balances creating shapes transfer • Balancing and • Balancing and
and formations • Balancing a creating pre- creating different
creating shapes scribed shapes body shapes and
and formations and formations formations

Coordination • Coordination • Show basic • Coordination • Coordination • Coordination in

of hand and concepts of in relation to with equipment relation to stimuli
eye coordination balance and and apparatus in and change of
• Coordination • Coordination weight transfer relation to stimuli formations
of limbs in relation to • Coordination • Motor skills
stimuli in relation to
stimuli

• Linear, circular,
Formations • Basic linear • Linear and • Linear and • Linear, circular, square, oblique
formations in simple shape simple shape square and and chevron
pairs and formations formations oblique formations formations
groups • Formations • Formations • Formations dis-
• Formations displays displays plays • Formations
displays displays

• Linear, circular,
square, oblique
and
chevron
formations

• Formations
displays

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 Mass Displays - (Early Childhood Development To Grade 2)

1.2 TOPIC 2: ARENA CHOREOGRAPHY

TOPIC ECD ECD ‘A’ ECD ‘b’ GRADE 1 GRADE 2

Movement and • Movement in • Movement to • Movement to • Movement to • Movement to

rhythm different cover space, cover space, cover space, cover space,
directions rhythm and rhythm and di- rhythm and direc- rhythm and direc-
direction rection tion tion

• • • Movement and • Movement and • Movement and

Intermittent Movement and stoppages in- stoppages involv- stoppages involv-
time and stoppages volving gestures ing gestures and ing gestures and
continuous involving and rhythm with rhythm with weight rhythm with
motion gestures and weight qualities and time qualities weight, time and
rhythm flexibility qualities

Choreography • Movement • Movement • Movement and • Movement and • Movement and

and rhythm and rhythm rhythm display rhythm display rhythm display
display display

• Linear, circular,
• Perform a • Combine at • Combine at • Combine at least square, oblique
variety of least 2 learnt least 3 learnt 4 learnt activities and chevron
dances and activities to activities se- selected from formations
physical form lected from dance, rhythm and
activitie choreography dance and gymnastic activi- • Formations
rhythm to form ties to form chore- displays
choreography ography
• Linear, circular,
square, oblique
and chevron
formations

• Formations
displays

• Combine beat
notation,
movement
patterns and
verbal cues from
learnt dance,
rhythm and
gymnastics
activities to form
choreography
• Display the
• Display the • Display the • Display the ac- • Display the com- combined
choreography combined tivities bined activities activities
activities

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Mass Displays - (Early Childhood Development To Grade 2)

1.3 TOPIC 3: MUSIC

TOPIC ECD ECD ‘A’ ECD ‘b’ GRADE 1 GRADE 2

Background and • Listening, • Folk songs Folk songs • Folk songs that • Contemporary
Performing recalling and add an apprecia- music and folk
Music singing various tion of songs
types of Unhu/Ubuntu/Vu-
performance munhu
music

• Imitation • Imitation • Contemporary • Folk and con- • The meaning of

music temporary songs folk songs in in-
for display digenous lan-
guages

• Folk songs • Folk and con-

and contempo- temporary songs
rary songs for for display
display

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1.4 TOPIC 4: ART

TOPIC ECD ECD ‘A’ ECD ‘b’ GRADE 1 GRADE 2

Patterns • Free drawing • Basic • Basic patterns, • Basic patterns, • Basic patterns,
and cutting patterns, free guided drawing, guided drawing, guided or cre-
drawing, cutting cutting and cutting and past- ative drawing,
and pasting pasting ing cutting and past-
ing

• Single page • Triple page • Five page Back-

background Art Background Art ground Art books
charts books

Colours • Colour- • Primary • Primary and • National colours • National colours

matching from colours in secondary in painting in relation to
paper and painting colours in paint- given patterns in
objects ing painting and used
as background
art

• Corporeal • National colours

(bodily) and as background art
object prints
using various
colours

Shapes • Shapes • Shapes • Shapes draw- • Plain shapes col- • Shapes

inventory inventory ing and colour- lection by colour, drawing, cutting
ing texture and size and pasting

• Shape- match- • Shape-match- • Shape- match- • Collection used • Collection used

ing by size, ing by size, ing by colour, as background art as background
colour and colour, texture texture and size art
shape and shape

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