Grade 3 Lesotho Syllabus PDF

 Grade 3 Syllabus Contents Introduction to th...

 Grade 3 Syllabus Contents Introduction to the Integrated Syllabus for Grades 1 -3.......................................................................................................................................................... 3 Principles of assessment........................................................................................................................................................................................................... 5 Definitions of terminology used............................................................................................................................................................................................... 6 Grade 3 Unit 1 “About myself”....................................................................................................................................................................................... 7 Literacy window: Sesotho..................................................................................................................................................................... 24 Literacy window: English...................................................................................................................................................................... 32 Numeracy window................................................................................................................................................................................. 38 Grade 3 Unit 2 “How I relate to others”......................................................................................................................................................................... 42 Literacy window: Sesotho....................................................................................................................................................................... 59 Literacy window: English...................................................................................................................................................................... 66 Numeracy window................................................................................................................................................................................. 70 Grade 3 Unit 3 “The world around me”......................................................................................................................................................................... 75 Literacy window: Sesotho...................................................................................................................................................................... 90 Literacy window: English........................................................................................................................................................................ 97 Numeracy window............................................................................................................................................................................... 102 Grade 3 Unit 4 “Looking after myself”............................................................................................................................................................................. 105 Literacy window: Sesotho...................................................................................................................................................................... 124 Literacy window: English....................................................................................................................................................................... 128 Numeracy window............................................................................................................................................................................... 132 2  Introduction to the Integrated Syllabus for Grades 1 -3 This syllabus is part of a new integrated primary school curriculum, which is designed to respond to the changing needs of education in Lesotho and to deliver Education for Individual and Social Development, as laid out in the 2009 Curriculum and Assessment Policy, equipping both Basotho citizens and the Nation as a whole to meet the challenges of the increasingly globalised world in which we live, whilst maintaining the core values and identity of Basotho culture and society. Syllabi and Teacher’s Guides for primary Grades 1, 2 and 3 of the new curriculum have been developed by curriculum designers from the National Curriculum Development Centre (NCDC), in partnership with other stakeholders. These materials were pilot tested in 70 primary schools throughout Lesotho in 2012. Integrated curriculum An integrated curriculum draws together knowledge, skills, attitudes and values from different subject areas to develop a more powerful understanding of key ideas which can be connected and related in meaningful ways by both the learners and teachers. This involves the development of thinking skills, as opposed to basic, subject-based skills and rote learning. Thinking skills enable learners to realise their potential and become better learners, creative workers and active citizens. The integrated curriculum has many advantages over the traditional subject-based approach. The integrated curriculum:  mirrors the way children think, understand and learn, taking in many things and processing or organising them holistically, rather than in fragmented pieces;  builds and reinforces key concepts and skills;  provides contexts in which to understand, use and apply subject-specific skills and concepts;  builds on prior knowledge and experience, making connections across subject areas and supporting a holistic worldview to make learning more meaningful;  makes learning more relevant, reflecting the “real world” and the ways children learn at home and in the community;  offers coherence in learning between different subjects, unifying learning beyond individual subject areas. Organisation, structure and rationale of the curriculum Instead of traditional subjects, the curriculum is based on: Curriculum Aspects, which highlight the life challenges and contexts in which the learner is expected to function as an individual and a member of society. There are five of these: Effective Communication; Awareness of Self and Others; Environmental Adaptation and Sustainable Development; Health and Healthy Living; and Production and Work-related Competencies. Learning Areas (into which the traditional subjects have been grouped), which indicate a body of knowledge necessary to equip learners with the competencies necessary to address these challenges. The five Learning Areas are: Linguistic and Literary; Numerical and Mathematical; Personal, Spiritual and Social; Scientific and Technological; and Creativity and Entrepreneurial. The curriculum aims to develop Core Competencies, which will enable learners to apply the knowledge and acquired skills, values and attitudes necessary to address both current and new situations: Effective and functional communication, Problem solving, Scientific, technological and creative skills, Critical thinking, Collaboration and cooperation, Functional numeracy and Learning to learn. The ambitious and innovative interaction between Curriculum Aspects and Learning Areas in order to produce Core Competencies outlined above concern the whole of Basic Education in Lesotho. In Grades 1, 2 and 3 the foundations are laid for the rest of Basic Education. The syllabi for Grades 1, 2 and 3 seek to enable young learners to take their first steps on a pathway of active, independent learning. Naturally, at these levels, Learning Outcomes and the activities designed to achieve them are age appropriate, designed to nurture young children’s early development as learners and to foster positive, enthusiastic attitudes towards school and education, thus preparing them to become progressively more autonomous learners in the future. The emphasis is on practical activities, which develop the young learners holistically, stimulating their curiosity and fostering an active approach to learning. Teachers are encouraged to use a wide variety of teaching techniques, including group work, practical exercises and activities involving the wider community. The role of the teacher is seen as facilitating active learning by students, rather than a teacher-centred didactic approach. 3 Each grade of the syllabus is made up of four units, structured around thematic principles. Each unit includes material from the five Learning Areas, which has been thoroughly integrated, to reflect the way young children learn. The rationale and content for each unit is informed by the five Curriculum Aspects. The units Each grade contains the following four units:  Unit 1: “About myself”. The learner becomes aware of his/her personal identity, within the context of the national culture (“who I am”) and of him/herself as an active learner with emerging competencies (“what I can do”).  Unit 2: “How I relate to others”. The learner learns about his/her place and role within the communities of the family, the school and the wider society, and develops culturally appropriate social and linguistic behaviour.  Unit 3: “The world around me”. The learner discovers the natural world and how to interact with it resourcefully, responsibly and sustainably.  Unit 4: “Looking after myself”. The learner is introduced to principles of basic health, personal care, fitness, nutrition and safety, including the notions of disaster and risk reduction, as appropriate to a young child growing up within the specific context of Lesotho. These themes recur throughout the three grades, with a progressive spiralling and cumulative development of the concepts and skills encountered over the course of three years. The windows In addition to the integrated syllabus, in order to ensure that learners achieve a high level of functional literacy and numeracy by the end of grade 3, each unit also contains windows dedicated to basic numeracy and literacy. Each week a significant period of classroom time will be spent on these windows, which are designed to complement and build on the integrated part of the syllabus, reinforcing and developing the skills and concepts of basic literacy and numeracy. The literacy window comprises:  a Sesotho window, designed to ensure that by the end of grade 3 learners achieve a high level of functional literacy in what is the initial language of instruction for most learners;  an English window, which introduces English as a second language and future language of instruction. The numeracy window gives learners the tools to apply numerical and mathematical skills and knowledge to real life situations, reinforcing concepts introduced in the integrated syllabus. Layout and presentation of the syllabus Each unit is presented as follows: An initial table provides an overview of the unit, listing the targeted learning outcomes and giving a summary of the content of each of the windows (see, for the example, the overview of Unit 1 on pages 5 - 6). A second much longer table provides an activity plan for the entire unit. For each targeted learning outcome, details are given of:  the key concepts, skills, values and attitudes which underpin its successful attainment.  a list of suggested learning experiences or activities which can be used by the teacher. This is not exhaustive and the teacher is free to use other complementary activities.  assessment criteria, guiding the teacher in what to assess.  a list of suggested resources. This is designed to help all teachers, however many or few resources may be available in their schools and communities. 4 A Teacher’s Guide is available for each Grade. This gives pedagogic advice and background subject information to teachers. It contains an introduction which gives more details on the scope of the different Learning Areas. Principles of assessment Assessment and curriculum are closely integrated and mutually supportive. The 2009 Curriculum and Assessment Policy introduces continuous assessment (CASS) as a key strategy to reform education. Continuous assessment is an on-going system of monitoring and assessing learners’ progress which is closely integrated with the teaching and learning process and actually supports learning. It is formative assessment, done in the school environment through daily teaching. It can also be achieved through projects, quizzes, tests, interviews and observations. In the context of Lesotho, it has been decided to merge formative assessment and assessment for learning, moving away from the traditional ways of testing, which have been found to be severely limiting. Testing through examinations and tests provides learners with marks or grades, for example 7/10 or 12/20. However, it does not give any indication of what the learner is actually able to do. Instead of marks or grades, the new methods of assessment will generate statements about each learner’s progress and ability. These will help learners, their teachers and future teachers, their parents and guardians, as well as education policy makers, to know exactly what a learner has learned and is capable of doing, also indicating areas where remedial work is needed. A further disadvantage of conventional testing is that teachers feel under pressure to “teach to the exam” and ignore aspects of the curriculum which will not be examined. This results in teaching focusing on an excessively narrow body of knowledge, which does not deliver a well-rounded education or prepare learners for the demands of the real world. The continual assessment which will be used to assess learners’ progress in the new integrated curriculum will allow the teacher to teach and assess the whole curriculum. The units of the syllabus are presented in such a way that, along with each learning outcome, assessment criteria guide the teacher in what to assess to determine whether the learning outcome has been successfully achieved, partially achieved or not yet achieved. The question of how to assess these learning outcomes is not explicitly addressed in the units. Rather it is presented in two other documents which are available to teachers: a Guide to Continuous Assessment: implementing the curriculum and assessment policy and improving learning and achievement in Lesotho (ECoL January 2012) and Assessment Packages in Numeracy and Literacy for Grades 1 to 3. Further advice on how to assess learning is contained in the Teacher’s Guides. Teachers will be trained to understand and use these techniques and supported through the initial stages of their introduction. Teachers will share learning outcomes and success criteria with learners, so that learners know what they are learning and the standards they are aiming for. They will provide feedback (which may be oral or written) that helps learners to identify improvement; both the teacher and the learner will reflect on learners’ performance and learners will learn self-assessment techniques to discover areas for improvement. This promotes a more active approach to learning and recognizes both that motivation and self-esteem are crucial for effective learning and progress, and that these can be increased through effective assessment techniques. In addition to self-assessment, peer assessment is a useful tool which will be used as appropriate. Just as there are many partners in promoting successful teaching and learning (the learner, their class teacher, other teachers in the school, the school principal, parents and guardians and the wider community), successful assessment includes people other than the learner and their teacher. In particular, parents and guardians are encouraged to take the time to understand the new process, to discuss it with their children and their teachers, follow their children’s progress and support both learners and teachers in the new modes of assessment. 5  Definitions of terminology used Learning outcome: statement in measureable terms of what a learner should know, understand or be able do by the end of a particular unit. This is expressed as an “outcome” rather than an “objective”, since teachers are familiar with this usage from the previous syllabus (to differentiate “learning outcomes” from the “specific objectives” addressed by each subject). Learning experiences: teaching and learning activities designed to enable learners to achieve a given learning outcome. Concept: a general idea which emerges from a specific situation; once understood it can be applied to different contexts to promote understanding. For example, the concept of the family emerges from awareness of the familiar unit in which people live; it can be applied to groups of animals, plants or words which naturally belong together. Skills: abilities which every learner is expected to acquire to help them learn and live well in society; they can be mental, physical or social. Values: qualities which are considered to be important, worth preserving and transmitting to the younger generation. For example, Basotho consider honesty and respect to be essential values. Attitudes: positions or opinions: what is appreciated or disliked by an individual or a group. For example, teachers tend to have a positive attitude towards learners who work hard at school. Suggested resources: a list of possible items, materials, persons etc. which may be used to help achieve a given learning outcome. 6  Grade 3 Unit 1 “About myself” Overview of unit Learning outcomes: at the end of this unit learners should be able to: Literacy window Numeracy window Sesotho English 1. outline their family genealogy. Listening to stories to Formal and informal Consolidation of set predict the contents with greetings and the use of formation, using the 2. identify sets of up to 10 elements and use correctly the symbols ∈ (element of) the help of the title, asking titles in more formal symbols ∈ , ∉ and { } and ∉ (not element of). TG and answering questions, modes of address. and using Venn giving opinions, giving diagrams to form sets. 3. use set braces and Venn diagrams. TG events sequentially and Development of saying why events grammatical structures, Knowledge of the value occurred as they did. with: differentiation of numerals 1- 1000 4. identify different clans and totems in Lesotho. TG between countable and and association with Reinforcement of the uncountable nouns; their names and 5. play indigenous games. culture of requesting, practice of the simple symbols. apologising, showing past tense and contrast 6. identify leaders in different social institutions. gratitude, practising ‘lost with the past Place value of 3 digit and found’ and respect of continuous; use of numbers. 7. state their roles and responsibilities in different social institutions. TG one’s and other people’s adverbs of time. property. Addition of 3 digit 8. identify goods, services and forms of trade which satisfy basic needs. Ongoing development numbers without Sentence construction of writing, focusing on carrying, the sum being 9. identify different types of careers. TG with emphasis on the spelling of common within the range 1 – meaning, spelling, word words containing silent 1000. formation, use of letters, good 10. recite thematic poems about respect and honesty. TG adjectives, punctuation, handwriting and correct Subtraction of 3 digit conjunctions and self- punctuation in two- numbers without 11. compose games, expressive and literary works. correction. paragraph texts. borrowing. 12. use different types of drawing to express themselves and communicate. TG Introduction of four letter Introduction of more in- blends mpsh, ntlh depth reading, with 13. identify music genres from three different cultures. TG Introduction to paragraph more critical responses writing through guided from learners to what 14. crochet simple items composition. Extension of they have read. 7  punctuation, using capital 15. knit simple items. letters for all proper On-going development nouns. of oral skills, with a 16. perform basic sewing stitches. focus on confidence in Reinforcement of speaking speaking and on more about topics of interest, critical listening. 17. interpret the features of the coat of arms. reports, reciting poems, including those which are 18. create signs and symbols. TG clan-related. 19. compare numbers using symbols: =, >, and and < to Maths kit using symbols =, > Comparing uses concrete objects to compare numbers. and <. demonstrate comparisons Charts Skills using the symbols > and and < as they Manipulation compare numbers. Number strips Logical thinking Learners: Problem-solving compare numbers using Number lines symbols =, > and <. Values and Attitudes compare groups of objects Number trays Cooperation with more and less items Appreciation and apply symbols correctly. Teacher’s Guide Patience use the symbols to compare numbers, for example 5 < 12 and 12 > 5. 19 Learning outcomes: at the end Concepts, skills, values and Suggested learning experiences What to assess: teachers should Suggested resources of this unit learners should be attitudes assess learners’ ability to: able to: 20. count numbers within Concept Teacher shows learners count numbers within the range Maths kit the range 1-1000. Counting 1-1000 charts to count numbers 1- 1-1000. 1000. Charts Skills Learners: arrange jumbled numbers and Counting numbers count numbers from the count in a sequence. Cards Manipulation charts in groups. Logical thinking individually use number Number strips lines to count. Values and Attitudes arrange jumbled numbers Appreciation and count in a sequence. Patience Learning outcomes: at the end Concepts, skills, values and Suggested learning experiences What to assess: teachers should Suggested resources of this unit learners should be attitudes assess learners’ ability to: able to: 21. read numerals within the Concept Teacher helps learners to: read numbers within the range Maths kit range 1 – 1000. Reading numerals read numerals using charts 1-1000. from the Maths kit. Charts Skills read numerals using flash Reading numbers cards, number trays and Cards Manipulation concrete objects. Logical thinking sort numbers on the charts Number strips into a sequence and count. Values and Attitudes Number lines Cooperation Appreciation Number trays Patience Learning outcomes: at the end Concepts, skills, values and Suggested learning experiences What to assess: teachers should Suggested resources of this unit learners should be attitudes assess learners’ ability to: able to: 22. write numerals within Concept Teacher helps learners to: write numbers within the range Maths kit the range 1-1000. Writing numerals write numerals using charts 1-1000. from the Maths kit. Charts write numerals using flash 20  Skills cards. Cards Writing numbers write numbers in a Manipulation sequence in their exercise Number strips Logical thinking books. write numbers from the Number lines Values and Attitudes number strips. Cooperation Number trays Appreciation Patience Learning outcomes: at the end Concepts, skills, values and Suggested learning experiences What to assess: teachers should Suggested resources of this unit learners should be attitudes assess learners’ ability to: able to: 23. order 3-digit numbers Concept Teacher helps learners to: order 3-digit numbers in order Maths kit in order of magnitude. Ordering use number lines to arrange of magnitude. numbers in a sequence. Charts Skills find missing numbers on Ordering number strips. Cards Reading numbers arrange number cards in a Manipulation sequence. Number strips Logical thinking form their own sequences. Number lines Values and Attitudes Cooperation Number trays Appreciation Patience earning outcomes: at the end Concepts, skills, values and Suggested learning experiences What to assess: teachers should Suggested resources of this unit learners should be attitudes assess learners’ ability to: able to: 24. identify place value Concept Teacher helps learners to: identify place value of up to Abacus of up to 3-digit Place value use abacus to find the value 3-digit numbers. numbers. of 3-digit numbers. Maths kit Skills identify value of numbers in Reading numbers 3-digit numbers on the Charts Writing numbers chart. Ordering fill in the table showing Cards Logical thinking place values of 3-digit Accuracy numbers. Number strips find values of numbers 21  Values and Attitudes written on the number Number lines Honesty strips, trays and lines. Appreciation Number trays Learning outcomes: at the end Concepts, skills, values and Suggested learning experiences What to assess: teachers should Suggested resources of this unit learners should be attitudes assess learners’ ability to: able to: 25. write numbers in Concept Teacher provides learners write numbers in expanded Maths kit expanded notation. Place value with numbers to identify notation. Expanded notation place values. Charts Skills Learners: Number strips Reading arrange numbers from the Expanded notation smallest to the biggest. Number cards Writing write numbers in expanded Ordering notation. Number trays Logical thinking work in groups to write Accuracy expanded notation of numbers given on the work Values and Attitudes cards. Honesty Appreciation Learning outcomes: at the end Concepts, skills, values and Suggested learning experiences What to assess: teachers should Suggested resources of this unit learners should be attitudes assess learners’ ability to: able to: 26. add 3-digit numbers Concepts Teacher checks learners’ add 3-digit numbers without Addition charts with and without Addition understanding of place carrying. carrying, the sum value for 3-digit numbers. Maths kit being within the range Skills Teacher helps learners to add 3-digit numbers with 1-1000. Addition use abacus to show place of carrying. Number line Accuracy 3-digit numbers. Manipulation Teacher helps learners to Abacus Problem-solving add 3-digit numbers without carrying. Money Values and Attitudes Teacher demonstrates Cooperation addition of 3-digit numbers Dienes blocks Appreciation with carrying. Learners carry out addition 22  of 3-digit numbers with carrying, using concrete objects. Learners solve real-life problems involving addition of 3-digit numbers. Learning outcomes: at the end Concepts, skills, values and Suggested learning experiences What to assess: teachers should Suggested resources of this unit learners should be attitudes assess learners’ ability to: able to: 27. Subtract 3-digit Concept Teacher helps learners to: subtract 3-digit numbers Subtraction charts numbers with and Subtraction use concrete objects to without borrowing. without borrowing. subtract without borrowing. Maths kit Skills subtract numbers without subtract 3-digit numbers with Subtraction borrowing. borrowing. Number line Accuracy Teacher demonstrates Manipulation subtraction with borrowing. Abacus Problem solving Learners: Logical thinking subtract with borrowing Linking blocks solve real-life problems Values and Attitudes involving subtraction of 3- Dienes blocks Cooperation digit numbers. Appreciation create and solve their own problems involving subtraction. 23  Literacy window: Sesotho Sepheo: qetellong ea karoloana Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto ena, bana ba be ba ka: makhabane hlahlobe tsebo ea ngoana ea ho: 1. lumelisa le ho arabela Moko-taba Lumelisa bana ’me u ba rute lumelisa le ho arabela tumeliso Teacher’s Guide tumeliso ka nepo le ka Tumeliso: ho arabela ka nepo le ka hantle ka tataiso ea tichere. tlhompho.* -Lumela ’mè/ ntate/ lebitso la tlhompho. motho Buisana le bana ka bohlokoa lumelisa ka nepo ho latela -Lumelang ntate le ’mè/ ba tumeliso. bonngoe kapa bongata ba metsoalle Buisana le bana ka phapang batho. -Le/u phela joang? pakeng tsa ha ho lumelisoa -Sala/ salang hantle! motho a le mong leha ho sebelisa mantsoe a nepahetseng -Fonane/ fonaneng ! lumelisoa batho ba ha a arohana le batho. Karabo ea tumeliso : bangata. -E ’mè/ ntate. Buisana le bana ka mantsoe lumelisa ka nepo a sa tataisoe. -Ke phela hantle uena u phela a sebelisoang ha ho joang ’mè/ ntate? arohanoa. -Tsamaea/tsamaeang hantle! Bana ba tšoantšise maemo -Fonane/fonaneng! ao ba lumelisang ho ‘ona. Ka lihlotšoana le ka bobeli, Litsebo-ketso bana ba lumelisane. Ho: bua, mamela, lumelisa ka letsoho Makhabane tšebelisano-’moho, phelisano tlhompho Sepheo: qetellong ea Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto karoloana ena, bana ba be ba makhabane hlahlobe tsebo ea ngoana ea ka: ho: 2. mamela le ho phetha Moko-taba Tichere e fe bana litaelo tse botsa ha a sa utloisise. “Teacher’s Guide” litaelo tse tharo tse Litaelo ba tlamang ho etsa ho hong kolokileng ka nako e le ‘me ba li phethe. phetha taelo e le ’ngoe ka nako. Tikoloho ’ngoe tikolohong eo ba Litsebo-ketso Tichere e fe bana litaelo tse leng ho eona. Ho: ba tlamang ho ngola, ba pheta litaelo tse peli tseo a li mamela ngole (ngola lebitso la hao, fuoang ka nako e le ’ngoe. bua ngola letsatsi la beke/ bala khoeli) phetha litaelo tse tharo ha a 24  Ngola Bana ba bale litaelo tseo ba hopotsoa. li ngotseng. Tichere e fe bana litaelo tse phetha litaelo tse tharo a sa kolokileng ‘me bana ba li hopotsoe. phethe (ema, u tsoele kantle; phetla buka, u tšoantšisa litaelo tseo a li toroee ngoana). fuoang. Bana ba fanane litaelo ‘me ba li phethe fana ka taelo e le ’ngoe ka nako. Bana ba tšoantšise litaelo tseo ba li fuoang. fana ka taelo tse peli ka nako e le ’ngoe. fana ka litaelo tse tharo ka nako e le ’ngoe. Learning outcomes: at the end Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto of this unit learners should be makhabane hlahlobe tsebo ea ngoana ea able to: ho: 3. bontša tlhompho Moko-taba Tichere e buisane le bana ka kopa ha a hloka ntho. Chate boitšoarong le lipuong. Tlhompho lipuong: maemo a ka ba tlamang ho ho kopa kopa le ho leboha. leboha ha a thusitsoe kapa a “Marker” ho leboha Ka lihlotšoana, bana ba filoe ntho. ho kopa tšoarelo tšoantšise ho kopa, ho Teacher’s Guide ho ipolela ha motho a entse leboha le ho kopa tšoarelo. kopa tšoarelo ka tlhompho ha a phoso. Tichere e buisane le bana ka le phoso. Tlhompho liketsong: melao ea sekolo. ho latela melao ea sekolo Bana ba tšoantšise ipolela ka hlompho ha a entse litholoana tse bosula tsa ho phoso. Litsebo-ketso tlola melao ea sekolo le ea Ho : ka sehlopheng (bosholu, ho latela melao ea sekolo. mamela senya thepa, ho fihla bua morao). Bana ba bolele lintho tseo Makhabane ba lumelang hore ha li Tlhompho bontše boitšoaro bo botle Boikarabello liketsong le tlhompho lipuong. Tichere e ngole melao ea sekolo chateng, e e manamise leboteng. 25 Sepheo: qetellong ea Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto karoloana ena, bana ba be ba makhabane hlahlobe tsebo ea ngoana ea ka: ho: 4. pheta lithothokiso tsa bana Moko-taba Tichere e phetele bana pheta lithothokiso ka bolokolohi tse buang ka likoluoa ka Lithothokiso thothokiso ’me ba mo a bile ba ela hloko morethetho. “Teacher’s Guide” nepo ba qapolla mantsoe. Morethetho etsise. Likoluoa Tichere e buisane le bana ka bitsa mantsoe ka nepo. mantsoe ao ba sa a tsebeng. Litsebo-ketso Bana ba phete lithothokiso peleta mantsoe ka nepo ha a a Ho: ka nepo ba bile ba etsa se bitsetsoa. mamela boleloang ke tsona. bua Bana ba rethethe ho latela ngola lipolelo ka nepo a ela pheta moelelo oa thothokiso. hloko tlhaku e kholo le matšoao. boikemelo Bana ba phete lithothokiso ka lihlotšoana, ba etse tlholisano. Tichere e bitsetse bana mantsoe a tsoang thothokisong. Bana ba iketsetse lipolelo ka mantsoe a thothokiso a khethiloeng ke tichere. Learning outcomes: at the end Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto of this unit learners should be makhabane hlahlobe tsebo ea ngoana ea able to: ho: 5. bolela lintho tseo ba anang Moko-taba Bana ba: bolela ntho eo a anang ka eona. Litšoantšo ka tsona. Liboko ipolele ka liboko tsa bona. Lintho tse anoang thelle bonyane ka mela e toroea ntho eo a anang ka eona. mehlano. Litsebo-ketso fuputse lintho tseo ba anang tlaleha liphuputso tsa hae Ho mamela ka tsona. sehlopheng. Ho bua fuputse melemo/ Ho thella makhabane a lintho tseo ba bapisa liboko le litšoantšo tsa anang ka tsona. lintho tse anoang. tlalehe liphuputso tsa bona sehlopheng. ngola thothokiso ea seboko sa toroee lintho tseo ba anang hae ka mela e meraro. ka tsona. 26  thothokise liboko tsa bona ka mongolo, bonyane ka mela e meraro. Sepheo: qetellong ea Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto karoloana ena, bana ba be ba makhabane hlahlobe tsebo ea ngoana ea ka: ho: 6. thella ka ho thothokisa Moko-taba Tichere e buisane le bana ka sebelisa tlotlo-ntsoe e seboko sa hae bonyane ka Liboko tlotlo-ntsoe e sebelisoang nepahetseng ha a batla hore Motho oa litsebo lipolelo tse tharo. Ho thella hore motho a tle a motho a thelle. Tlotlo-ntsoe: thothokise seboko sa hae. U tsoa kae? Tichere e buisane le bana ka sebelisa tlotlo-ntsoe e Ha ’Mantilatilane. bohlokoa ba ho se tšehe ba nepahetseng ha motho e mong a Ua ja’ng? bang ha ba roka liboko tsa batla hore eena a thelle. Bohobe. bona. Ua futsoela ka’ng? Bana ba fuputse lithoko tsa ipolela hore na ke oa ha mang Ka metsi a pula. liboko tsa bona, bonyane ka sebokong sa habo. Thella he! lipolelo tse tharo. Ba tlalehe Ke thellele’ng ke le … liphuputso tsa bona. roka seboko sa hae ka lipolelo Tichere e hlophise bana ho tse tharo. Litsebo-ketso latela liboko tsa bona. Ho: Bana ba thelle ka bomong. se tšehe ba bang ha ba roka mamela Bana ba fuputse bohlokoa liboko tsa bona. bua ba liboko ba be ba tlalehe thothokisa liphuputso tsa bona. Makhabane Boikamohelo Sepheo: qetellong ea Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto karoloana ena, bana ba be ba makhabane hlahlobe tsebo ea ngoana ea ka: ho: 7. latela le ho fana ka Moko-taba Bana ba mamele litšupiso latela litšupiso tsa libaka tse Tikoloho litšupiso. Litšupiso: ’me ba li latele. fanoeng ka tataiso ea tichere. - kathoko Ka bobeli kapa lihlotšoana, -qalong bana ba fanane litšupiso botsa ha a sa utloisise. -bohareng ‘me ba li latele. -qetellong Bana ba bapale lipapali le latela litšupiso tsa libaka tse -kantle ho lipina tse nang le litšupiso fanoeng a sa tataisoe. -kahar’a (Tlaase popoiki). Bana ba toroee ho bontša hlalosa moo ntho e leng teng ka 27  Litsebo-ketso kutloisiso ea litšupiso. tšebeliso ea litšupiso. Ho: mamela, bua, latela Bana ba bolele moo lintho li tšupiso, fana ka tšupiso, taka leng teng ba sebelisa fana ka litšupiso ka tataiso ea litšupiso. tichere. fana ka litšupiso a sa tataisoe. Sepheo: qetellong ea Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto karoloana ena, bana ba be ba makhabane hlahlobe tsebo ea ngoana ea ka: ho: 8. sebelisa matšoao ka nepo Moko-taba Tichere e buisane le bana ka Buka ea bana lipolelong. Lipolelo tse khutšoanyane matšoao ao ba a tsebang le sebelisa khutlo ka nepo. Matšoao: tšebeliso ea ‘ona. Mahlaseli khutlo (.) Tichere e buisane le bana ka sebelisa tlhaku e kholo ka nepo. potso (?) tšebeliso ea tlhaku e kholo Teacher’s Guide feeloane (,) (qalong ea polelo, qalo ea sebelisa letšoao la potso ka tlhaku e kholo lebitso le fane, lebitso la nepo. sebaka ). Litsebo-ketso Tichere e ngolle bana sebelisa feeloane ka nepo ha a Ho: mamela, bua, bala, kopitsa, lipolelo tse khutšoanyane, etsa lethathamo. peleta, ngola, hlalohanya, bopa ba li kopitse. lipolelo Bana ba etse lipolelo ba shebile litšoantšo. Makhabane Bana ba bale lipolelo tseo Makhethe ba li ngotseng. Boikarabello Bana ba ngole lipolelo ba ela Thahasello hloko tšebeliso ea matšoao. Tichere e ngolle bana lipolelo tse se nang matšoao, bona ba kenye matšoao a nepahetseng. Sepheo: qetellong ea Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto karoloana ena, bana ba be ba makhabane hlahlobe tsebo ea ngoana ea ka: ho: 9. sebelisa mantsoe a Moko-taba Tichere e buisane le bana ka kopanyang mantsoe a Le mosebetsi oa ‘le, kapa, qolla lentsoe le kopanyang a Mahlaseli mang kapa lipolelo. Kapa empa, hobane, joaloka’ mang polelong. Empa polelong. 28  Hobane Tichere e ngolle bana qolla lentsoe le kopanyang Joaloka lipolelo tse peli, e ’ngoe e na lipolelo tse peli polelong. le lentsoe le kopanyang e Litsebo-ketso ’ngoe e se na lona empa le sebelisa mantsoe a kopanyang a Ho: ne le tšoanela ho ba teng. mang polelong. mamela Bana ba bolele e bua nepahetseng. mantsoe a kopanyang lipolelo bala Tichere e ngolle bana tse peli polelong. ngola lipolelo tse nang le likheo ba tlatse mantsoe a kopanyang. Tichere e ngolle bana lipolelo tse nang le mantsoe a kopanyang ba a sehelle. Bana ba iketsetse lipolelo tse nang le mantsoe a kopanyang. Sepheo: qetellong ea Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto karoloana ena, bana ba be ba makhabane hlahlobe tsebo ea ngoana ea ka: ho: 10. bopa mantsoe ba sebelisa Moko-taba Tichere e ngole bopa mantsoe a sebelisa Mahlaseli melumo/litlhaku tsa Melumo e bopiloeng ka tlhaku melumo/litlhaku letlapeng, melumo/litlhaku tse peli ka Sesotho ka nepo. tse peli le mm e le molumo o e e balle bana. nepo. mocha Bana ba mamele ’me ba Melumo e bopiloeng ka tlhaku phete melumo/litlhaku ka ngola mantsoe a nang le tse ’ne: mpsh, ntlh nepo. melumo/litlhaku tse peli. Melumo e ferekanyang: q/qh; Bana ba ngole melumo p/ph; hl/tl/tlh; t/th; ts/tš libukeng tsa bona, ba e balle sebelisa mantsoe a nang le tichere. melumo/ litlhaku tse peli Litsebo-ketso Tichere e bitsetse bana lipolelong ka nepo. Ho: mamela, bua, bala, kopitsa, melumo, ba e ngole. peleta, ngola, hlalohanya, Bana ba bope mantsoe a hlalohanya melumo e bopa mantsoe nang le melumo eo ba ferekanyang. ithutileng eona. Makhabane Tichere e bitsetse bana Makhethe lipolelo tse nang le melumo Boikarabello e ferekanyang ba li ngole. Thahasello Bana ba bale lipolelo tseo ba li ngotseng. 29 Sepheo: qetellong ea Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto karoloana ena, bana ba be ba hlahlobe tsebo ea ngoana ea ka: ho: 11. ngola moqoqo o Moko-taba Tichere e hlalosetse bana kopitsa liratsoana ka nepo. tataisitsoeng ka likheo ba Moqoqo oa boitlhaloso ka ‘’Na’: hore na seratsoana se “Teacher’s Guide” sebelisa matšoao ka nepo. lebitso, fane,lilemo, bopuoa joang. arola mantsoe ka nepo. seboko, Tichere hammoho le bana botona/botšehali, ba bope seratsoana, a se sebelisa mantsoe a nepahetseng batsoali, motse, ngole letlapeng, bana ba se ho tlatsa likheo. mora/morali, kopitse. bana beso,sehlopha, Tichere e fe bana lipolelo ela hloko tšebeliso ea matšoao. sekolo, tichere tse ikemetseng, ba bope seratsoana ka tsona. qala tse latelang ka tlhaku e Liratsoana Tichere e ngolle bana kholo: lipolelo tse nang le likheo, lebitso Matšoao: ba ngole moqoqo ka ‘ ’na’ fane khutlo (.) ka ho tlatsa likheo ka nepo. seboko potso (?) Bana ba ballane meqoqo ea motse feeloane (,) bona lihlotsoaneng kapa sekolo tlhaku e kholo sehlopheng se seholo. batsoali Bana ba botsane lipotso Litsebo-ketso holim’a moqoqo o bala lipolelo tseo a li kopilitseng Ho: baliloeng. Mohlala oa a supa lentsoe ka leng leo a le mamela, bua, bala, ngola, tlatsa lipotso: ’na ke mang? Ke balang. likheo, araba morali oa mang? ke lilemo li kae? tichere ea ka ea ke mang? Ke mong ka seboko? Sepheo: qetellong ea Moko-taba, litsebo-ketso le Tse ka etsoang Se hlahlojoang: tichere e Lithusa-thuto karoloana ena, bana ba be ba makhabane hlahlobe tsebo ea ngoana ea ka: ho: 12. bua ka boitšepo ha ba Moko-taba Ka lihlotšoana, bana ba hlalohanya mebala esita le ho e Tikoloho hlalosa lintho ba sebelisa Ho bua hlalose litšoantšo, sehlopha sebelisa ka nepo. mebala, lipalo, linako tsa ka seng se tsepame holim’a Litšoantšo selemo, litšupiso. Litsebo-ketso e ’ngoe ea tse latelang: sebelisa mantsoe a bontšang Ho mebala, lipalo, linako tsa tšupiso ka nepo. mamela selemo le litšupiso. Ho bua Bana ba tlalehe mosebetsi bitsa lipalo hantle ka mantsoe. 30 oa bona sehlopheng se seholo. bapisa palo le lintho tseo a li Bana ba tsoele kantle ba balileng ka nepo. hlahlobe tikoloho ka sepheo sa ho e hlalosa. bua a shebile letšoele. Bana ba ballane litlhaloso tsa bona. phahamisa lentsoe ha a bua. se tšehe ba bang ha ba bua. 31  Literacy window: English Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 1. use both formal and Concepts Teacher explains the greet both formally and Textbooks informal greetings. Formal greetings and differences between formal informally in a role-play responses: and informal greetings and situation. Word cards Good morning, how are you? gives several examples of I’m very well, thank you. each. greet both formally and Teacher’s Guide Learners practise greeting informally in real life situations. Informal greetings and people of different ages responses: appropriately at different greeting different people Hi, how are you? times of the day. appropriately at different times I’m fine, thanks. Learners practise greeting of the day. one another both formally Skills and informally. Listening role-play greeting different Speaking people appropriately at Reading different times of the day: mother, father, teacher and Values and Attitudes agemates. Respect Honesty Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 2. use titles to address Concepts Teacher presents different insert appropriate titles in gap Text books people. Titles: titles in context. filling exercise. Mr, Miss, Mrs Learners role-play being Charts Miss, Mr, Mrs and address address people according to Skills each other accordingly. their titles, unprompted. Pictures Listening Learners draw pictures Speaking depicting different titles to Teacher’s Guide Reading show understanding. Writing Learners fill in appropriate titles in short sentences. Values and Attitudes Respect Humility 32 Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 3. use words that refer to Concepts Teacher provides examples construct oral sentences using Textbooks actions that took place in Simple past tense of utterances containing simple past tense correctly. the past. Regular verb (-d/-ed) regular verbs in the simple Readers past tense. construct written sentences Skills Learners construct their own using simple past tense Listening sentences in the simple past correctly. Speaking observing subject-verb Reading agreement. Writing Learners relate events which occurred yesterday/last week/last month. Teacher introduces the most common irregular verbs. Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 4. spell words containing Concepts Teacher presents the most list words containing silent Textbook silent letters correctly. Silent letters: familiar words with silent letters. laugh letters by writing and saying Dictionary people them out correctly. spell words containing silent write Learners first learn to blend letters correctly. Teacher’s Guide because letter sounds and then learn black their correct pronunciation. write words containing silent Teacher gives a list of a few letters correctly in sentences. Skills words with silent letters and Listening learners provide others. Speaking Learners use the words to Reading write short sentences. Writing 33 Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 5. differentiate between Concepts Learners give a list of identify nouns as countable and Objects countable and Countable nouns (nouns common nouns. uncountable. uncountable nouns. which can be counted) Learners are guided through Pictures Uncountable nouns (nouns questions to find the rule use countable and uncountable which cannot be counted) that some of the common nouns correctly in oral nouns are not countable (can sentences. not be counted). Learners identify countable use countable and uncountable and uncountable nouns from nouns correctly in written their existing vocabulary. sentences. Teacher explains the use of a, an, the, some with countable and uncountable nouns. Learners practise making oral and written sentences using countable and uncountable nouns. Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 6. use was and were with Concepts Teacher explains the use of use verbs in the past Textbooks words ending in -ing. Past continuous tense past continuous tense and continuous tense correctly. Auxiliaries (helping verbs): provides examples. Readers was Learners provide examples construct sentences using the were using past continuous tense. past continuous tense correctly. Word cards Learners construct sentences Present participle: (–ing) using simple past and past Radio continuous tenses. Teacher’s Guide 34 Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 7. use adverbs of time Concepts Learners fill in correct use adverbs of time correctly in Calendars correctly in sentences. Adverbs of time (words adverbs of time in sentences. sentences. which answer the question Learners construct their own Word cards When?): sentences using adverbs of yesterday time. Charts today Teacher uses real-life tomorrow interaction to encourage the Textbooks now use of adverbs of time. next week/month/year Skills Listening Speaking Reading Writing Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 8. listen for information and Concepts Teacher tells or reads stories demonstrate understanding by Story books respond. Stories and then asks learners answering questions about Radio news questions. what they have heard. Radio Teacher reads or tells the Skills story several times for summarise what they have Listening learners to understand. heard. Speaking Learners individually give Critical thinking critical views about the stories. Values and Attitudes Learners listen to a suitable Confidence item from the news on the radio and report what they heard. 35 Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 9. speak clearly and Concepts Learners tell their own tell their own stories Story books confidently. Story telling stories using the past tenses. confidently using the past Learners individually tell the tenses. Readers Skills whole class what they did Speaking the previous day after school say what they did the previous Teacher’s Guide Listening or over the weekend. day after school or over the Fluency weekend. Values and Attitudes Confidence Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 10. read for information and Concepts Learners read short stories read stories for understanding Story books enjoyment. Stories written in the past tenses and enjoyment. Past tenses and summarise them. Picture books Individual learners are given summarise what they have Skills short paragraphs to read read. Reading aloud to the whole class. Viewing One learner summarises Critical thinking what they have heard. Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 11. write different kinds of Concepts Teacher and learners discuss write guided texts using Charts guided texts. Writing a topic which they have appropriate punctuation and Guided composition studied or a story they have spelling. Textbooks read. Skills Learners write short (two Creativity paragraphs) compositions Listening about the topic in the past Speaking tenses, using appropriate Reading punctuation and spelling. Writing In turns, learners read their compositions to the class. 36 Values and Attitudes Tidiness Neatness 37  Numeracy window Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 1. master set formation. Concepts Learners: Maths kit Sets form sets of up to 10 elements. form sets of up to 10 Description of sets make sets with number of Chart paper elements. Elements of a set elements from 1 to 10: a set list elements of sets using set Set symbols ∈ , ∉ and { } of items found in the braces- { }. Concrete objects list elements of sets using set bedroom, a set of boys, a set braces- { }. Skills of girls, a set of garden tools, use correctly the symbols ∈ , ∉ Shapes Listing of elements of a set a set of shapes. and { }. use correctly the symbols ∈ , Manipulation list elements of the sets Coloured pencils ∉ and { }. Decision-making above using set braces- { }. use Venn diagrams to form sets. Problem-solving identify elements of sets and Charts use Venn diagrams to form Logical thinking use the symbol element of sets. (∈). Values and Attitudes given sets with elements, Appreciation identify elements which Cooperation belong to the set (∈) and those which do not belong to the set (∉). form sets using Venn diagrams. Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 2. 2. know the value of Concepts Learners: Maths kit numerals and associate them Number with names and symbols. Manipulation count numbers using the 100 count numbers from 1 - 1 000. 100 square chart Comparison of numbers square chart. count numbers from 1 - 1 000. Symbols: =, >, < count using number strips. write numbers from 1 - 1 000. Chart paper count in 5s, 10s, 20s and 50s write numbers from 1 - 1 000. Skills up to 1 000. compare numbers using Number strips Decision-making count backwards in 100s. symbols:=, > and <. compare numbers using Counting of numbers write numbers from 1 – 500 Counters symbols =, > and <. Writing of numbers and fill the table (Maths kit). Comparing numbers write numbers from 500 to Concrete objects 38  1000. Values and Attitudes compare numbers using Number line Appreciation equal sign (=). compare numbers on the number strips using > and <. Learning outcomes: at the Concepts, skills, values and Suggested learning experiences What to assess: teachers Suggested resources end of this unit learners attitudes should assess learners’ ability should be able to: to: 3. demonstrate Concepts Learners: Maths kit understanding of place value Place value identify place value of 3-digit of 3-digit numbers. Expanded notation identify place value of numbers. Number strips Representation of 3-digit numbers using bundles and identify place value of 3-digit numbers single sticks, such that write 3-digit numbers in Loop abacus numbers. bundles represent tens and expanded notation. Skills singles units/ones. Place value table write 3-digit numbers in Manipulation