Republic of Zambia

Republic of Zambia
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

CREATIVE AND TECHNOLOGY STUDIES

SYLLABUS
DESIGN & TECHNOLOGY
GRADES 1 – 4
SENIOR SECONDARY SCHOOL
SYLLABUS
PREPARED AND PUBLISHED BY THE CURRICULUM DEVELOPMENT CENTRE
P.O. BOX 50092
LUSAKA – ZAMBIA
2013
© Curriculum Development Centre, 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright owner.

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Table of Contents Page
Acknowledgements Error! Bookmark not defined.
Aims of Teaching Technology Studies 6
Rationale of Technology Studies 7
Suggested Teaching Methodology 7
Time Allocation 8
Outline of the Syllabus 9
Grade 1 10
Grade 2 15
Grade 3 19
Grade 4 24

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PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational
Training and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started
way back in 1999 when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the University of
Zambia. These studies were followed by a review of the lower and middle basic and primary teacher education curriculum. In 2005 the
upper basic education National survey was conducted and information from learners, parents, teachers, school managers, educational
administrators, tertiary institutions traditional leaders civic leaders and various stakeholders in education was collected to help design a
relevant curriculum.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National
symposium on curriculum held in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic,
technological and political developments but also equip learners with vital knowledge, skills and values that are necessary to contribute to
the attainment of Vision 2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences
that give learners skills to access, criticize analyze and practically apply knowledge that help them gain life skills. Its competences and
general outcomes are the expected outcomes to be attained by the leaners through the acquisition of knowledge, skills, techniques and
values which are very important for the total development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective
designing, setting high expectations for all learners and appropriate opportunities.
It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at. Grades 1 – 4 as defined
and recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework
`2013.

Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.

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Acknowledgements
The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.

Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an
opportunity to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who
participated for their valuable contributions, which resulted in the development of this syllabus.

The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely
thank the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of
Human Resource and Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the
University of Zambia, schools and other institutions too numerous to mention, for their steadfast support.

We pay special tribute to co-operating partners especially JICA and UNICEF for rendering financial technical support in the production
of the syllabus.

C.N.M Sakala (Mrs)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE,VOCATIONAL TRAINING AND EARLY EDUCATION

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INTRODUCTION
Technology has existed throughout history. People apply knowledge, skills and use available resources to develop solutions that meet
their needs and wants. Some of these solutions have been in form of products (e.g. shaping bones into fish hooks, making clay cooking
pots) while other solutions have involved combining products into working systems (e.g. bow and arrow, moving water and a wheel,
pestle and mortar). On the other hand, the Expressive Arts component is the combination of Physical Education, Music, Art and Design. It
places emphasis on the development of practical skills and enhancement of talents, creativity, self-expression and sense of aesthetic. It is
for this reason that every child should have an opportunity to develop in this area.

Today people still have needs and wants. However, the knowledge, skills and resources used to find solutions are of a different kind
because of accelerating development in technology. Today’s society is more complicated and diverse. In this regard, economic and
environmental factors, attitudes and values need to be taken into account when developing solutions Therefore, Creative and Technology
Studies provides an opportunity for the learners to identify various needs and have hands-on experience to develop solutions that address
their needs.
At Primary School level, the Creative and Technology Studies syllabus has four (4) main components: Design and Technology,
Expressive Arts, Home Economics and Information and Communication Technology which are outlined below.

COMPONENT DESCRIPTION
1 DESIGN AND This component will focus on the application of knowledge and use of available resources to meet
TECHNOLOGY people’s needs by developing practical solutions to problems. At the heart of this, is the identification
of problems through open–ended problem solving approach.
2 INFORMATION AND One of the features of the rapidly changing world is the accumulation of information that has an impact
COMMUNICATION on all aspects of modern life. Therefore, learners need to be equipped with skills and knowledge to be
TECHNOLOGY accessing and working with various forms of information and data.
3 HOME ECONOMICS This component mainly aims at preparing the pupils for self-survival, self-reliant and life in general.
Hence learners will be helped to acquire and develop practical skills and knowledge.
4 EXPRESSIVE ARTS The Expressive Arts component is the combination of Physical Education, Music, Art and Design. It
places emphasis on the development of practical skills and enhancement of talents, creativity, self-
expression, life skills and sense of aesthetic.

Thus, the purpose of Creative and Technology Studies is to provide learners opportunities to:
 develop and apply scientific skills to solve technological problems;

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  appreciate the interaction between people’s values and attitudes, technology, society and the environment
 understand the concepts and knowledge used in technology and use them responsibly and purposely
 exploit locally available natural resources, materials to satisfy mans’ needs and desires.

RATIONALE OF CREATIVE AND TECHNOLOGY STUDIES

Creative and Technology Studies Syllabus is the combination of Physical Education, Music, Art and Design, Home Economics, Design
and Technology and Information and Communications Technology. This Learning Area is about being creative in finding appropriate
solutions to human problems and meeting our needs. Therefore, Creative and Technology Studies, more than any other learning area
prepares learners for the world of work. . It places emphasis on the development of practical skills and enhancement of talents, creativity,
self-expression and sense of aesthetic.

With this in mind, it is important that the subject is introduced to learners at a tender age. This is the best time because at this age, learners
have delight in exploring their surroundings; enjoy making, dismantling, examining and experimenting things. In fact, teachers can be
amazed by the learners ability for being creative, problem-solving and decision making. In this regard, designing and making is the main
thrust of the subject because it provides an opportunity for learners to use available materials, put their capability to work and to develop
products that meet their real needs and wants.

To this end, Creative and Technology Studies will develop learners who will have:

 the power of observation, attention to detail, creativity, imagination, self-expression and endurance.
 an ability to solve problems by investigating, designing, developing, evaluating as well as communicating effectively using
different modes
 a fundamental understanding of an ability to apply technological knowledge, skills and values, working as individuals and as a
group
 a critical understanding of the relationship between technology, society, the economy and the environment
 a motivated and deeper appreciation for self-employment career opportunities, develop entrepreneurial characteristics and qualities
for successful pursuit
 an appreciation for using Information Technology tools and information sources such as computer systems and software packages
to support learning in a variety of ways.
SUGGESTED TEACHING METHODOLOGY
The approach to teaching and learning is the learner-centred. Therefore, in order to develop learners with understanding, skills and values
that can contribute to the development of society, the starting point for teaching and learning is to recognize that learners come to school

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with a wealth of knowledge and experience gained from the family, community and through interaction with the environment. Thus,
learning in school must build on the learner’s prior knowledge and experience.

This is best achieved when learners are actively involved in the learning process through hands on activities. However, each learner has
individual needs, pace of learning, experiences in life and abilities. To accommodate this, the teacher must determine the needs of the
learners, and shape the learning experiences accordingly. Therefore, teaching methods must be varied but flexible within well-structured
sequences of lessons and should include among others:

 Working in Pairs
 Group work
 Individual Work
 Field trip Method
 Project Method
 Discussion Method
 Guest Speaker
 Demonstration Method
 Team Teaching

The teacher should have reasons for choosing a particular teaching method and must employ strategies and techniques to make the lesson
interesting.
The syllabus outlines the learning outcomes. Thus, the teacher must decide, in relation to the learning outcomes to be achieved, when it is
best to let learners discover or explore information for themselves; when they need directed learning; reinforcement or when the learners
can be allowed to find their own way through a topic.
In this way, outcomes can be attained in a spiral manner considering that in any lesson, different outcomes can be covered through
knowledge, skills and values. The objective is to ensure that learners are able to apply the knowledge gained in real life situations.

TIME ALLOCATION
The standard period allocation for Creative and Technology Studies at Lower and Upper Primary levels has been prescribed in the Zambia
Education Curriculum Framework (ZECF) of 2012. The minimum learner-teacher contact time for Lower Primary school level (Grade 1
to 4) is three (3) hours per week, translating into four (4) periods. The duration for a single period is 30 minutes.
The minimum learner-teacher contact time for Upper Primary school level (Grade 5 to 7) is 4.7 hours per week, translating into four (4)
periods for the two (2) components. The duration for a single period is 40 minutes.

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While information on the teaching of different skills, resources, teaching methods and evaluation would be found in the Teacher’s Guide,
teachers should be mindful of the Specific Outcomes which are preceded by the General Outcomes that are found in this syllabus.
Therefore, scheming should be based on the Specific Outcome. In most cases, more lessons will be required before achieving a certain
Specific Outcome.

OUTLINE OF THE SYLLABUS

This syllabus seeks to instill a sense of appreciation of technology education to ensure that learners adapt and cope with changing
situations. It will also provide learners with broader concepts and principles in Technology, which will allow them to expand their
thinking capacity to tackle real-life situations effectively.

The topics, sub-topics and outcomes are arranged in order for easy of reference. Some topics may be similar at both lower and upper
sections, but the levels of knowledge, skills and values to be attained are not the same. Hence, when preparing lessons teachers should
strive at building on what the learners already know.

The syllabus has been outlined in such a manner that all the components of the subject (Information and Communication Technology,
Home Economics, Music, Art and Design, Physical Education and Design and Technology) are taught in an integrative manner from
Grade 1 to 4 by one teacher. The teacher should be conversant in all areas and lay a firm ground in the learners. However, it envisaged
that each school will have separate special rooms for all the components where learners will have to go and learn as soon as they get to
Grade 5. This will provide learners with an opportunity for hands-on activities.

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 GRADE 1
GENERAL OUTCOMES KEY COMPETENCES AT GRADE 1 LEVEL
 Develop skills in the use and apply computer skills both at home and  Identify main parts of the computer, open and close a computer.
school.  Show understanding and knowledge of environmental and personal hygiene.
 Acquire and observe safety rules to operate effectively within the  Exhibit basic skill in simple design and drawing.
working environment.
 Develop self- esteem self-expression and proficiency in physical activities
 Develop skills to improve neuromuscular co-ordination through
 Acquire skills in decision making, problem solving, interpersonal relationships,
participation in a variety of activities in order to improve fitness,
effective communication and positive attitude change
manipulation, co-ordination, correlation, observation and self-
expression.  Demonstrate team work, fair play, discipline, respect for human rights, moral and
 Acquire knowledge, attitudes and values on safety, health, and spiritual value; and true sportsmanship
personal hygiene.  Acquire practical, marketing entrepreneurial, technological artistic and
musical skills.

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
1.1 Safety 1.1.1 Safety in the 1.1.1.1 Demonstrate safety practices.  Safety rules in  Identification  Awareness
work specialized rooms and  Observation  Safety
Environment playground, proper care  Identification consciousness
of computers. of correct  Responsibility
1.1.2 Body Posture 1.1.2.1 Perform correct postural  Safety on postural habit postural habits through best
activities (Leo / Jumbo) practices
1.2 Tools and 1.2.1 Hand tools 1.2.1.1Identify common tools used to  Hammer, knife, axe,  Identifying  Appreciate the
Equipment make items. adze, chisels. common importance of
domestic tools. domestic tools.
1.3 Fundamental 1.1.3.1 Movement 1.1.3.1 Perform warm up activities  Movement skills (walk,  Application of  Appreciation of
movement. run, catch, throw, dance, locomotion skills movement
1.1.3.2 Perform various movement poetic songs. through team
skills.  Rhythmic movements learning
and steps
1.4 ICT Devices 1.4.1 Types of ICT 1.4.1.1 Identify types of ICT devices  Desktops  Identification of  Inquisitiveness
devices  Laptops types of ICT of identifying
 Tablets devices types of devices
 Cell phone  Observation of  Curiosity in
 Television types of ICT identifying
devices devices.
1.5.Home 1.5.1 The House 1.5.1.1 Identify different types of  Types of houses: village  Identification  Appreciating
Management houses and town houses village/town and village and town
1.5.1.2 Describe rooms found in the  Rooms in the house : rooms in the houses
house bedroom, sitting room, house  Awareness of
kitchen, bathroom, toilet. rooms found in
the house
1.6 Materials 1.6.1 Materials used 1.6.1.1 Explain the materials used to  Materials: (Clay, grass,  Identifying  Appreciating
to make items make items. metal, plastics, reeds, different materials materials.
wood) for making items.
1.7 Drawing and 1.7.1 Types of 1.7.1.1 Identify different lines  Zigzag line  Identification  Appreciation
colouring lines 1.7.1.2 Apply different lines for  Curve line of different lines of different
design.  Spiral lines  Application of lines
1.7.2 lines in designs

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
1.7.3 Colouring 1.7.3.1 Colour different basic Basic shapes:(Squares,  Identification of  Appreciation
shapes Triangles, Rectangles, basic shapes of shapes and
Circles).  Application of colours
colours
1.8 Patterns 1.8.1 Simple 1.8.1.1 Print using part of the hand Patterns (scribble  Designing and  Appreciation
Patterns 1.8.1.2 Draw simple shapes to form patterns, printing of of patterns
patterns. repeat patterns, patterns
1.8.1.3 Trace simple patterns. trace patterns,
1.8.1.4 Tear simple shapes and tear patterns)
patterns
1.9 Sound 1.9.1 Exploration of 1.9.1.1 Listen to different sounds in  Birds, instruments, cars,  Application of  Awareness of
sound the environment. songs. listening and sounds in the
 Singing traditional songs performing skills environment

1.10 Educational 1.10.1 Tumbling 1.10.1.1 Perform simple gymnastics  Gymnastic skills (arm,  Creativity in  Cooperative
Gymnastics 1.10.2.1 Demonstrate simple arm, leg trunk, leg rolling, executing learning through
activities squatting, balancing) gymnastic skills team work
1.10.2.2 Perform simple rolling
1.10.1 Stunts skills
1.10.2.3 Demonstrate simple
balancing skills
1.11 Health and 1.11.1 Fitness and 1.11.1.1 Perform a combination of  Fitness and health  Creativity  Team spirit
Fitness Health various activities. (climbing, running, through a through a
Management jumping, deep breathing). combination of variety of
 Use of (horizontal bars, health and activities
Ropes, Sliders, Ladders, fitness activities
Stair cases)

1.12 Sports Skills 1.12.1 Games 1.12.1.1 Perform simple games  Modified conventional  Creativity  Team spirit
Development and traditional games through through self-
1.12.2 Field and (hopping, esteem
Track events 1.12.2.2 Perform field and track events.  Field events (relays (20 passing,

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
meters sack race, hide coordination,
and seek) matching,
locating, hiding)
1.13 Constructional 1.13.1 Paper crafts 1.13.1.1 Make various item  Making of:  Manipulation  Creativity in
Crafts using paper. (chain of paper paper crafts
Belt
1.13.1.2 Make paper collage house model,
mask)
 Paper collage

1.13.2 Modeling 1.13.2.1 Model different objects  Modeling of free form  Modeling of  Appreciation of
using clay objects objects modeling using
(animal dolls fruits, clay
birds)
1.14 Swimming 1.14.1 Water 1.14.1.1 Demonstrate basic pool  Use of knowledge on  Creativity in use  Cooperative
hygiene hygiene pool hygiene and water of simple skills learning
orientation (diving, through team
1.14.2 Water 1.14.2.1 Perform simple water jumping, sliding, work
orientation orientation skills breathing, floating)

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
1.15 Computer 1.15.1 Basic 1.15.1.1 Recognize basic computer  Keyboard mouse,  Observation of ICT  Awareness of
Hardware Components components monitor, TV remote components. ICT devices
1.15.1.2 Discus components of ICT controller.  Identification of  Appreciation of
and their use  Letter keys (restrict to ICT components. ICT devices and
lower case)  Manipulation of their components
mouse and  Curiosity in using
keyboards. ICT devices
1.16 Energy 1.16.1 Sources of 1.16.1.1. Identify the sources of light  Natural and artificial  Naming of artificial  Appreciating the
light (sun, moon, candle, and natural sources use of light at
bulb, lamp) of light. different times.
1.17 Health 1.17.1 Hygiene 1.17.1.1 Explain the uses of water in  Uses of water:  Correct use of  Appreciating water
Education the home. drinking, washing, toilets in the home
1.17.1.2 Demonstrate correct use of cooking  Practicing hygiene
different toilets.  Correct use of water on the use of
closet: sit on the pan, toilets
not squatting
 Pit latrine: avoid
messing up the hole
1.18 Software 1.18.1.Switch 18.1.1.1Switch on/off ICT Devices.  Switching on/off of  Observation of  Teamwork in
Manipulation on/off. the TV, radio/cell on/Off switches. working on shared
1.18.2.1 Load Computer Software phone, computer.  Identification of devices
1.18.2.2 Load  Opening and closing On/Off switches.  Problem solving
Computer Software gaming software  Manipulation of identifying why a
On/Off switches. device cannot
power up.
 Awareness that
devices may have
different ways of
powering up.

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 GRADE 2

KEY COMPETENCES AT GRADE 2 LEVEL GENERAL OUTCOMES

Demonstrate ability to design and make simple items  Acquire skills in the use of computers both at home and school.

 Demonstrate ability to operate the key board.  Acquire and observe safety rules to operate effectively within their working

 Show basic skills for welcoming visitors at home and environment.

school.  Develop knowledge, values and positive attitudes on safety, personal

 Demonstrate skills in drawing and colouring. hygiene and Food and nutrition.

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
2.1 Safety 2.1.1 First Aid 2.1.1.1 Explain first aid procedures  First Aid procedures  Communicating  Alertness to avoid
with regards to injuries. (Report accidents) information on accidents.
first aid issues.
2.2 Movement 2.2.1 Movement 2.2.1.1 Perform various body  Body movement (skip,  Creativity in use of  Team work
movements. bend, hoop, hop, balance, movement skills through
manipulation) cooperative
learning
2.3 Posture 2.3.1 Stance 2.3.1.1Explore various correct postural  Postural habits (sitting,  Application of  Team spirit in
habits standing, lifting, kneeling, creativity in applying correct
2.3.1.2Demonstrate correct postural walking) performing postural habits
habits postural habits
2.4 Tools 2.4.1 Measuring 2.4.1.1 Demonstrate the use of  Rulers: (measure length,  Recognizing  Using a ruler to
Tools measuring tools. width, height). measuring measure length,
instruments. width and height.
2.5 Drawing and 2.5.1 Colours 2.5.1.1 Identify primary colours  Primary colours (red, yellow  Identification of  Appreciation of
Colouring and blue). primary colours colours
2.5.2 Free 2.5.2.1 Draw different pictures  Drawing of :(Animals, human  Composition of  Craftsmanship in
drawing figures, birds, buildings). pictures drawing
2.6 Patterns 2.6.1 Types of 2.6.1.1 Make different patterns  Patterns (Cut paper patterns,  Designing of Creativity in pattern
patterns Writing patterns) patterns making
2.7 Sound 2.7.1 Exploration 2.7.1.1 Explore different means of  Sound sources from various  Application of  Appreciation
of sound producing sound sounds (Imitate sounds) various sounds to of sound sources
produce something
new
2.7.2 Singing 2.7.2.1 Sing a variety of songs.  Songs on : (HIV/AIDS, evils  Identification of  Appreciation of
of corruption, child Abuse) singing and songs and messages
Communication
skills
2.8 Recreation 2.8.1 Movement 2.8.1.1 Dance to traditional and  Movement and dance (singing  Application of  Appreciation of
and dance contemporary music. movement dancing) movement and recreation
dance skills
2.8.2.1 Perform games with health  Games and health messages  Creativity in games  Appreciation of
messages recreation

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
2.9 Constructional 2.9.1 Weaving, 2.9.1.1 Create different weaving  Weaving  Manipulation of  Creativity in
Crafts patterns (mats, hats, belts) materials weaving
2.10 Educational 2.10.1 Tumbling 2.10.1.1 Demonstrate simple physical  Gymnastic activities (trunk  Application of  Team work through
gymnastics 2.10.2 Stunts activities rolling, tummy rolling, simple and adaptive gymnastic activities
2.10.1.2 Demonstrate a variety of balancing, hanging) gymnastics
adaptive physical activities.
2.11 Health 2.11.1 Fitness 2.11.1.1 Perform simple developmental or  Management of health and  Creativity through  Appreciation of
and Fitness evolving activities. fitness (deep breath in and health and fitness health and fitness
Management out, climbing, hanging) management
2.12 Handling 2.12.1 Using word 2.12.1.1 Write words, phrases and  Word processing  Communication  Awarenessof
Software processing. short sentences using appropriate (The English alphabet) through word appropriate keys.
keys  Creative software (Word processing.  Team work in
Art) to write words,  Application of
2.12.1.2 Insert Word Art in creating work art.
phrases and short sentences word art.
Word  Using creative software  Typing in a word  Curiosity in using
2.12.1.3 Insert Words in Word Art (Word Art) processor. word art
 Presentation of
well written word
art.
2.13 Hospitality 2.13.1 Welcoming 2.13.1.1 Demonstrate ways of  Greetings, neat appearance,  Welcoming of  Awareness of
visitors. welcoming visitors. eye contact, tone of voice. visitors methods of
welcoming visitors
2.14 Food and 2.14.1 Food 2.14.1.1 Identify different sources of  Sources of food: Plant  Identification of  Appreciating food
Nutrition food. sources (fruits, and sources of food from plants and
vegetables) animals
 Animal sources: (Milk,
cheese, edible insects)
2.14.2 Cooking 2.14.2.1 Identify equipment used in  Stove, brazier, pots.  Identifying  Appreciating
cooking equipment used in cooking equipment
cooking
2.15.Sports Skills 2.15.1 Modified 2.15.1.1 Perform a variety of games  Conventional, traditional  Application of  Team spirit
Development games. 2.15.1.2 Perform track and field events  Events: Relays (30 meters), skills of games through various
Bottle, Bean bags, Lane, and track and games

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
2.15.2 Track and Number, Throw, Catch, field events
Field Dramatic poems
events
2.16 Energy 2.16.1 Light 2.16.1.1 Design and make an artifact  Candle (wax), lamp  Identifying types  Team work in
to produce light. (kerosene), torch (cells of energy that can designing artifact
and a bulb) produce light. to produce light
2.17Designing 2.16.1 Designing 2.16.1.1 Design and make items out  Wire cars, boxes, houses,  Designing  Designing toys.
of paper and wires. paper planes frames / wire
models
2.18 2.17.1 The 2.17.1.1 Recognize icons on the  Icons (My documents, start  Identification of  Team Work in
Software Desktop Desktop Menu, Recycle bin), double desktop icons. using desktop icons.
clicking an icon.  Observation of  Application of
changes in icon CDs in a computer.
2.17.2 The CD 2.17.2.1 Identify CD ROM Drive CD ROM/CD tray activation.  Awareness of
ROM (Compact and CD tray  Loading, running and  Demonstration on different types of
Disc – Read Only ejecting a CD ROM into a how to run CDs. icons and their
Memory) and the 2.17.2.2 Load, run and eject a CD computer functions.
CD tray ROM
2.18 Swimming 2.8.2 Water 2.8.1.1 Demonstrate basic hygienic  Swimming skills (stroke,  Creativity through  Team work in
hygiene activities sail, inhale, push, pull, executing performing water
2.8.2 Water 2.8.2.1 Perform adaptive water hold, float, balance). swimming skills activities
orientation activities
2.19 2.19.1 Earning 2.19.1 Identify ways in which people  Entrepreneurship activities  Communicating  Introducing
Entrepreneurship Money can earn money. (selling food, air time, fish, knowledge and business ideas in
groceries, repair works, ideas on how to minds.
black smith), formal earn money.
employment.

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 GRADE 3

KEY COMPETENCES AT GRADE 3 LEVEL GENERAL OUTCOMES

 Demonstrate ability to write words, sentences and short  Acquire skills in the use of computers both at home and school.

paragraphs using the key board  Acquire and observe safety rules to operate effectively within the working

 Demonstrate knowledge and skill to work with local materials. environment.

 Demonstrate skills in drawing and colouring.  Develop the power of imagination, observation and visual communication

 Demonstrate ability and skills to make simple items. using different media.

 Demonstrate basic skills of working out stitches.  Develop skills in crafts using materials from the local environment.

 Demonstrate the ability to apply principles of nutrition.

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
3.1 Tools 3.1.1 Cutting Tools. 3.1.1.1 Apply basic tools to cut  Cut wood with saws,  Identifying basic  Appreciating the
materials hacksaws. saws for cutting. operation of saws.
3.2 Materials 3.2.1 Uses of 3.2.1.1 Design and make items out  Make items from local  Communicating  Appreciate the
Materials from local materials materials such as clay information on the importance of clay
(shelter, pottery) grass use of clay and grass and grass in
(shelter, mats) construction.
3.3 Posture 3.3.1 Stance 3.3.1.1 Explore correct postural  Postural activities (sit  Effective  Appreciation of
habits for good posture ups on flat surfaces, communication in posture
3.2.1.2 Demonstrate correct postural stretches, bends, rolls) performing postural
habits in practical and adaptive activities
activities
3.4 Drawing and 3.4.1 Drawing 3.4.1.1. Draw pictures based on life  Pictures (Stories, Life Composition of  Appreciation of
colouring experiences and events experiences, events) pictures imaginary pictures
3.4.1.1.Colour scenes based on own  Scenes (My Village, My
experiences . town, Bus stop, Market
place)
3.5 Safety and 3.5.1 Safety 3.5.1.1 Compose songs on safety  Apply safety and  Application of  Responsibility
Health 3.5.2 Environmental cleanliness through general safety through
protection 3.5.2.1 Demonstrate class room safety tiding (shoes, attire,  Tiding cooperation
practices storage)  Singing
 Sing (songs on safety)
3.6 Patterns Types of 3.5.1.1 Identify natural objects. Patterns  Identification of  Appreciation of
Patterns 3.5.1.2. Print different types of  Leaf print natural objects patterns from
patterns  Potato print  Printing of different natural objects
 String-pull patterns
3.6 Movement 3.7 Movement 3.2.1.1. Demonstrate fundamental  Locomotion/movement  Application of  Team spirit in
movements using correct techniques (hoop, skip, speed, space, locomotion skills locomotion
3.2.1.2 Perform simple adaptive control, manipulation) activities
movements
3.8 Hardware 3.8.1 The Mouse 3.8.1.1 Drag items in Microsoft word  Microsoft word and  Identification of  Appreciation of
and icons on the desktop icons on the desktop mouse dragging dragging icons.
actions.  Application of

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
 Manipulation of icon dragging.
mouse in dragging.  Awareness of icon
 Observation of icon dragging.
changes before
dragging.
3.9 Typing 3.9.1 Keyboard keys 3.9.1.1 Demonstrate basic typing  Numbers, words,  Typing of letters and  Application of
skills sentences and short words. basic typing skills.
paragraphs.  Observation of  Curiosity in using
numbers and words the keyboard.
 Identification of
numeric key pad and
main pad.
3.10 Food 3.10.1 Meals of the 3.10.1.1 Identify different meals  Different meals in a  Identification of  Appreciating
day eaten in a day. day: breakfast, lunch, meals of the day breakfast, lunch,
supper/dinner, and dinner and snacks
snacks
3.10.2 Food 3.10.2.1 Identify foods which can be  Foods that can be  Identification of  Appreciating
preservation preserved preserved: meat, fish, foods of be preserved preserved foods
vegetables, fruits.
3.10.2.2 Dry raw vegetables  Raw vegetables: rape,
cabbage, pumpkin
leaves
3.12 Sound 3.12.1 Elements of 3.12.1.1 Identify different elements  Elements of sound  Creativity through  Application of
Sounds of sound (tone, pitch, rhythm, listening, sounds
volume) identifying,
imitating, judging)
3.12.2 Singing 3.12.2.1 Sing a variety of songs  Local instruments  Application of skills  Appreciation of
using local instruments (drums, banjos, in singing and local instruments
silimba). instrument playing
3.13 Educational 3.13.1 Tumbling 3.13.1.1 Perform simple landing  Gymnastic skills (land,  Application of  Cooperative
gymnastics activities simple pyramid, simple gymnastic learning through
3.13.2 Stunts 3.13.2.1 Demonstrate simple balance, formation) skills team work
pyramid formations

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THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
3.14 Health and 3.14.1 Fitness 3.14.1.1 Demonstrate simple  Simple isometric  Application of  Appreciation of
Fitness isometric activities (strength training developmental and developmental
Management 3.14.2 Health 3.8.1.1Perform simple exercises) simple isometric activities
developmental activities  (jogging, hanging, activities
lifting, pulling,
pushing)
3.15 Energy 3.15.1 The torch 3.15.1.1 Identify external parts of a  Positive and negative  Connecting the  Applying dry cells
dry cell. terminals positive and negative to produce light.
3.15.1.2 Use dry cells to light a bulb  Lighting a bulb terminals to produce
light.
3.16 Cell Phones 3.16.1 Use of Cell 3.16.1.1 Demonstrate the ability to  Cell phone, parts of a  Identification of cell  Appreciation of
Phones. use cell phone. cell phone phone the use of cell
dialing, sending and  Communication phone.
receiving a call using cell phone  Curiosity in using
 Demonstration usage the cell phone.
of cell phone.  Awareness of the
 Application of abuse of cell
cellphone. phone.
3.17 Needle work 3.17.1 Stitches 3.17.1.1 Explain rules of working  Rules for working  Sewing of temporal  Awareness of
out stitches. stitches: (One stitch at a stitches rules when
time, choose correct working out
thread) stitches
3.17.1.2 Workout temporal stitches  Temporal stiches: even  Cooperating in
tacking, long and short group activities
tacking, tailor’s tacking
3.18 Recreation 3.18.1 Dance 3.18.1.1 Perform local dances with  Local dances  Creativity in  Cooperation
3.18.2 Health simple rhythm (structured and recreation activities through team
3.18.2.1 Perform games with unstructured spirit
messages of child abuse movements)
 Simple rhythm
(Clapping, steps)
 Games and child
abuse messages

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THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
3.19 Sports Skills 3.19.1 Games 3.9.2.1 Perform a variety of games,  Games and track  Application of  Team spirit
Development (modified track and field events events (relays 40 various skills through
conventional meters, bucket race, cooperation
games) formations, throw,
3.19.2 Track and catch, traditional
Field events games: chiyenga,)
3.19.3 Traditional
Games
3.20 3.20.1 Knotting 3.20.1.1 Knot various items.  Knotting(. ropes, bags) Knotting of functional  Creativity in
Constructional items knotting
Crafts
3.21 Swimming 3.21.1 Pool hygiene 3.13.1.1 Demonstrate pool  Pool cleanliness  Application of  Self-esteem
3.21.1.2 Water hygiene activities  Skills (side stroke, simple swimming through team
orientation 3.13.1.2 Demonstrate a variety of unskilled strokes: skills work
basic strokes push, inhale, float)
3.22 3.22.1 Business 3.22.1.1 Identify types of businesses  Crop and animal  Surveying and  Appreciating the
Entrepreneurship ventures in the community related business, crafts, collecting data on value of assorted
baking and business famous businesses types of business
centers. within their within an area.
community.

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 GRADE 4
GENERAL OUTCOMES KEY COMPETENCES AT GRADE 4 LEVEL

 Acquire skills in the use of computers both at home and school.  Demonstrate ability to make an artifact.

 Acquire and observe safety rules to operate effectively within their working  Demonstrate ability to insert, draw and colour closed shapes

environment.  Identify entrepreneurial opportunities in the community.

 Acquire knowledge, skills of pattern making, drawing and painting.  Demonstrate basic skills of making simple snacks.

 Develop crafts skills.  Demonstrate skills in drawing and colouring.

 Acquire knowledge, skills and values in visual communication and poster  Apply skills in making simple items.

designing.

 Acquire knowledge, values and positive attitudes of keeping the home

surroundings clean.

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
4.1 Safety and Health 4.1.1 Safety 4.1.1.1 Identify appropriate dress in  Sports attire: sports  Use of  Responsibility
4.1.2 Environmental class shoes, Assertiveness through team
protection 4.1.2.1 Compose songs on safety and  Songs on drug through safety work
health abuse, safety, and and songs
4.1.2.2 Demonstrate activities to keep care
environment safe

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
4.2 The Computer 4.2.1 Artistic 4.2.1.1 Identify Artistic program  Colour box, tool box,  Demonstration  Team work in
programme programme Components picture, button, how to use using artistic
choosing a program, artistic program. program
4.2.1.2 Demonstrate ability to use opening,  Identification of  Awareness of
Artistic program  closing and exiting art tool box. paint brush.
Artistic  Manipulation of  Curiosity in
Program(MS. Paint artistic program. using MS Paint
Brush)  Application of brush.
artistic program.
4.3 Tools 4.3.1 Saws 4.3.1.1 Cut pieces of timber  Cutting, timber using  Crosscutting  Appreciating the
tenon or cross cut small pieces of value of saws to
saws timber. crosscut.
4.4 Movement 4.4.1 Movement 4.4.1.1 Perform structured  Structured  Application of  Appreciation of
movements movements with: movement skills structured
(Dumb bells, movements
climbing ropes)
4.5 Drawing and 4.5.1 Colour 4.5.1.1 mix of two primary colours to  Drawing of: (Cup,  Drawing of  Appreciation of
Colouring obtain a secondary colour fruit, bottle, flowers, objects drawings
and pot.)
4.5.2 Drawing 4.5.2.1 Draw objects using different  Drawing of: (Cup,  Drawing of  Appreciation of
media fruit, bottle, flowers, objects drawings
pot)
4.5.3 Imaginative 4.4.5.1 Compose pictures to express  Composing pictures  Self-expression  Appreciation of
composition one’s own feelings. (Farms, Bus stop, through drawing imaginary pictures
Cooking, Washing)
4.6 Educational 4.6.1 Tumbling 4.6.1.1 Demonstrate refined pyramid  Gymnastic activities  Application of  Cooperative
Gymnastics formation activities. (simple pyramid, refined activities learning through
4.6.2 Stunts 4.6.2.1 Perform refined floor Frog jumps, team work
activities Backward roll,
4.6.2.2 Perform simple balancing Forward roll, Crouch
activities balance)

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THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
4.7 Drawing 4.7.1 Drawing lines 4.7.1.1 Construct different types of  Construct: (Straight  Drawing vertical  Appreciation of
lines lines, horizontal, and horizontal drawing using
vertical, centre lines) lines bisecting) instruments.
with instruments
only.
4.8 Drawing and 4.8.1 Inserting closed 4.8.1.1 Insert and colour basic closed  Circle, triangles and  Identification of  Awareness of fill
Colouring shapes shapes rectangle, colouring fill colour icons in buttons.
paint or word.  Creativity in
 Drawing of basic drawing shpes
shapes in word or using Paint and
Paint brush. Word
 Colouring of  Quality work in
shapes and their the use of Paint
combinations and Word
 Manipulation of Shapes.
word and Paint  Curiosity in
using the mouse. using Word
4.9 Materials 4.9.1 Wood 4.9.1.1 Explain the various uses of  Uses of wood:  Investigating  Appreciating the
wood Furniture making, various ways use of timber in
house making wood can be furniture
utilized. production.
4.10 Traditional and 4.10.1 Traditional 4.10.1.1 Explain the meanings of  Meanings of songs  Use of  Appreciation of
contemporary songs different traditional and (Classes of songs) listening, traditional and
songs 4.10.2 Contemporary contemporary songs singing, contemporary
songs identification songs
skills
4.10.3 Music 4.10.3.1 Identify tunes using  Composition of  Application of  Appreciation of
composition sounds from nature tunes listening, musical tunes
4.10.3.2 Compose different musical  Musical tunes identification,
tunes composing
skills
4.11 Health and 4.11.1 Health 4.11.1.1 Perform a series of physical  Developmental  Application of  Appreciation of
Fitness 4.11.2 Fitness activities activities skills in fitness and

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THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
Management  Refined strength health
4.11.2.1 Perform a series of  Developmental training
developmental activities activities using
(Obstacles, Parallel
4.11.2.2 Demonstrate refined isometric bars,
activities (strength training Mats, Muscle)
exercise)
4.12 Sports Skills 4.12.1 Games 4.12.1.1 Demonstrate various sporting  Various sports and  Application of  Team spirit in
Development (modified activities games skills various skills in games
conventional games) 4.12.1.2 Talk about why people use (Receive and pass games Passing Self-esteem
4.12.2 Track and Field drugs in sports baton, 50 meters,
events 4.12.2.1 Perform relay activities striking games, Short
4.12.3 Traditional 4.12.3.1 Perform a variety of races, health related
Games traditional Games message)

4.13 Swimming 4.13.1 Water 4.13.1.1 Demonstrate simple strokes  Simple skills (Side  Application of  Appreciation of
orientation strokes) swimming swimming skills
4.13.2 Water games 4.13.2.1 Perform simple water games  Water games skills
4.13.2.2 Perform pair water games  Unskilled strokes
with balls
4.14 Constructional 4.14.1 Papier Machè 4.14.1.1 Model different items  Papier machè models  Modeling of  Appreciation of
Crafts using papier machè (fruits, plates) functional items items made out
of papier mache`
4.14.1 Construction 4.14.1.1 Construct simple items  Constructing simple Manipulation of creativity in
using wires and paper boards items (houses, wire different materials construction
cars)
4.15 Opening files .15.1 Opening saved 4.15.1.1 Locate and ope saved files  Locating and opening  Locating open  Appreciation of
files saved files and saved files. open and saved
 Manipulating files.
Save and Save  Critical thinking
As… window. in locating open
 Identification of and saved files.
Saved and Open  Awareness of

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
files. open and saved
files.
4.16 Home 4.16.1 Care of the 4.16.1.1 Clean the house and store  Cleaning the house:  Cleaning the  Appreciating care
Management home. different household items. dust, sweep, mop, house and storage of
polish frequently  Storage of household
 Storage of household household items equipment
items: e.g. long
handled broom upside
down bristles facing
upwards, grass broom
upside down
4.16.2 Home 4.16.2.1 Describe items used to clean  Equipment used to  Cleaning of the  Awareness of
environment surroundings clean the surrounding: surrounding items used to
Hard broom, Rake, clean the
Shovel. surrounding
4.16.2.2 Clean the surrounding  Cleaning the  Appreciating
surrounding: clean surrounding
Sweeping, racking.
4.17 Food and 4.17.1 Meals 4.17.1.1 Prepare simple snacks  Simple snacks: Fruits,  Cooking simple  Appreciating
Nutrition boiled cassava, snacks snacks
sandwiches, fruit
juice. groundnuts,
popcorns
4.17.2 Preservation 4.17.2.2 Explain reasons for  Reasons for  Preparing  Appreciating
preserving food preserving food: preserved food preserved foods
prevent decay, storing
for later use and
4.17.2.3 Prepare preserved food. variety.
 Preparing preserved
food e.g. vegetables
with groundnuts,
samp, cassava.
4.18 Energy 4.18.1 Light. 4.18.1.1 Connect cells in series to  Connect cells in  Connecting dry  Applying

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
light a bulb. parallel and series cells terminals knowledge of
and a bulb positive and
correctly negative terminals
4.19 Designing and 4.19.1 Designing 4.19.1.1 Design and make an artifact  Artifact making  Designing a to produce light.
Making. to produce light system that can
produce light.
4.20 Lettering and 4.20.1 Lettering 4.20.1.1 Design capital and small  Designing letters:  Designing of  Creativity in
poster work letters (spacing, size, capital and lettering
weight). small letters
4.20.2 Poster work 4.20.2.1 Design various posters to  Posters based on  Designing of  Creativity in
convey messages using capital cross-cutting themes different posters poster making
letters (substance abuse,
child labour)
4.21 4.21.1 Project 4.21.1.1 Make different items for  Making bags, door  Designing of  Appreciation of
Entrepreneurship business purposes mats, skipping ropes, different items for being self-reliant
basket business purposes
 Interior decorating
 Roasted groundnuts,
cassava, packaged dry
vegetables,
 Fringed mats
APPENDIX 1: SAMPLE- SCOPE AND SEQUENCE CHART
GRADE 1 2 3 4
THEME  Safety in the playground/ -  Safety practices  Dress code
Safety and Health Work environment  Use of equipment

Movement  Movement skills  Body movement  Adaptive movements  Structured movements

Posture  Simple postural habits  Correct postural habits  Adaptive postural activities  Advanced postural habits
Drawing and painting  Different lines  Secondary colours  life experiences and events  Warm and cool colours
 Basic shapes  Patterns( cut paper, writing)  Scenes based on own  Cup, fruit, bottle, pot
 Primary colours experiences  Imaginative compositions (farm,
 Simple patterns  Natural patterns (leaf, potato, cooking, washing)
string pull)  Motif (banana, stems, potato cuts)
 Patterns (repeat, all over, alternating)

30
Sound  Sound exploration  Different sounds  Elements of sound  Traditional and contemporary
Instrument playing  Classroom objects -  Types of instruments  Local and contemporary
Music composition  Musical tunes  -  -

Notation - - - -
Dance  Body movements Traditional and contemporary  Create dance  Meaning of dances
Educational gymnastics  Simple gymnastics  Adaptive activities (hang,  Simple pyramid formation  Floor agilities (Crouch balance,
( arm, trunk, leg) tummy, rolling, rest) forward and backward roll)
Health and fitness  Simple fitness activities  Developmental activities  Simple isometric activities  Refined isometric activities
management (Ropes, sliders, stair
cases, horizontal bars)
Sports Skills  Simple games  Imitative relays  Simple relays  Lane relays
Development  (Hide and seek activities)  Orienteering
Recreation, music and  Rhythmic dance  -  Simple structured movement  -
dance movements
Crafts  Paper collage  Weave (familiar objects)  Weave (basketry)  Weave (tables mats)
 Modelling (free form  Plait (familiar objects)  Plait (fish ropes)  Plait (belts)
objects)  Modelling with clay  Knot (bags)  Knot (baskets)
 Weaving simple items  Paper Mache (fruits, plates)
 Construction (houses, wire cars)
Swimming  Basic pool hygiene  Simple water activities  Simple swimming strokes  Basic swimming strokes
 Simple water orientation  Adaptive water activities  Pair water games
skills
Lettering - -  Capital and small -
 Poster making

APPENDIX 2: HOME ECONOMICS

NEEDLEWORK AND CRAFTS SYLLABUS FOR GRADES III TO IV

The following table is given as a guide only and does not have to be strictly followed. It may be amended to fit into local requirements. Stitches and
processes learnt in a lower grade should be revised and used in the higher grades.

GRADE PROCESSES ARTICLES MATERIALS NEEDLES THREAD

III Temporal stitches Small articles based on a - Binca Crewel Nos. 4 or 5 Wool
- Tacking square or a rectangle: - Canvas Chenill and tapestry Double

31
 GRADE PROCESSES ARTICLES MATERIALS NEEDLES THREAD
- Running Fringed mats, table - Felt Nos. 24, 25 or 26 Filosheen etc.
and can be used as napkins - Hessian Darners short Nos. 6-7 To contrast with
decorative stitches - Calico Material used
- Casement
IV Permanent stitches- Article still based on a - Calico Crewel Nos. 6 .7 or 8 Filosheen
-Backstitch square or a rectangle: - Casement cotton or Sharps Nos. 5,6.7 Cotton
-Oversewing Bags for different Patterned materials Silk
-Hemming purposes Tacking cotton to
Pot holder, pin cushions, contrast at first with
Skipping rope, belt material

APPENDIX 3: DESIGN AND TECHNOLOGY

PROJECT EVALUATION SHEET

How well did I work on the project?

YES NO REASON FOR MY ANSWER

32
1. I managed my time well.

2. I selected and used my equipment.

3. I kept my work area tidy.

4. I worked well with others.

5. I have enjoyed my work.

6. I did some research on the project

7. I have learnt something new from the project

8. If I were to make the project again, I would make some

modifications
9. I made some changes on my drawings

I want to tell others about my success.

10.

33