MINISTRY OF PRIMARY AND SECONDARY

EDUCATION

INFANT MATHEMATICS AND SCIENCE

SYLLABUS
2015-2022

Curriculum Development Unit

P.O.Box MP133 ©All Rights Reserved
Mount Pleasant 2015
Harare

ACKNOWLEDGEMENT
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valid contribution in the production of this
syllabus:

 Panelists for Mathematics and Science

 Representatives of the Ministry of Higher and Tertiary Education Science and Technology Development

 Zimbabwe School Examinations Council (ZIMSEC)

 University of Zimbabwe – Department of Science and Mathematics Education

 Publishers

 UNICEF and UNESCO.

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 1

CONTENT PAGE

PREAMBLE............................................................................................................................................................................................................................................................ 5
2.1 INTRODUCTION...................................................................................................................................................................................................................................... 5
2.2 RATIONALE............................................................................................................................................................................................................................................... 5
2.3 SUMMARY OF CONTENT..................................................................................................................................................................................................................... 5
2.4 METHODOLOGY...................................................................................................................................................................................................................................... 5
2.5 ASSUMPTIONS.............................................................................................................................................................................................................................................. 7
2.6 CROSS CUTTING THEMES............................................................................................................................................................................................................ 7
3.0 PRESENTATION OF THE SYLLABUS.................................................................................................................................................................................................... 8
4.0 AIMS.................................................................................................................................................................................................................................................................. 8
5.0 OBJECTIVES................................................................................................................................................................................................................................................... 9
6.0 TOPICS............................................................................................................................................................................................................................................................. 9
7.0 SCOPE AND SEQUENCE CHART.......................................................................................................................................................................................................... 10
7.0 CONTENT MATRIX............................................................................................................................................................................................................................... 18
7.1 ECD A: TOPIC: MATHEMATICAL PLAY............................................................................................................................................................................... 18
ECD A TOPIC: MANIPULATIVE AND BLOCK PLAY........................................................................................................................................................................ 19
ECD A TOPIC : SCIENCE, MATHEMATICS AND DISCOVERY PLAY.......................................................................................................................................... 21
ECD A TOPIC: NUMBER AND SCIENCE CONCEPTS............................................................................................................................................................. 25
ECD A TOPIC: NUMBER OPERATIONS......................................................................................................................................................................................... 25
ECD A TOPIC: MEASURES............................................................................................................................................................................................................... 26
ECD B TOPIC: MATHEMATICAL PLAY................................................................................................................................................................................... 27
ECD B TOPIC: MANIPULATIVE BLOCK PLAY......................................................................................................................................................................... 28

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 2

 ECD B TOPIC: SCIENCE, MATHEMATICS AND DISCOVERY PLAY........................................................................................................................ 30
ECD B : TOPIC : NUMBER AND SCIENCE CONCEPTS............................................................................................................................................................... 34
ECD B TOPIC: NUMBER OPERATIONS......................................................................................................................................................................................... 35
ECD B TOPIC: MEASURES................................................................................................................................................................................................................. 36
GRADE 1 TOPIC: MATHEMATICAL PLAY............................................................................................................................................................................. 37
GRADE 1 TOPIC: MANIPULATIVE BLOCK PLAY................................................................................................................................................................... 38
GRADE 1 TOPIC: SCIENCE , MATHEMATICS AND DISCOVERY PLAY...................................................................................................................... 39
GRADE 1 TOPIC : NUMBER AND SCIENCE CONCEPTS............................................................................................................................................. 43
GRADE 1 TOPIC: NUMBER OPERATIONS.................................................................................................................................................................................. 45
GRADE 1 TOPIC: MEASURES........................................................................................................................................................................................................... 46
GRADE 1 TOPIC: RELATIONSHIPS IN SCIENCE AND MATHEMATICS........................................................................................................... 47
GRADE 2 TOPIC: MATHEMATICAL PLAY........................................................................................................................................................................... 48
GRADE 2 TOPIC: MATHEMATICAL PLAY................................................................................................................................................................................. 49
GRADE 2 TOPIC: MANIPULATIVE BLOCK PLAY............................................................................................................................................................ 50
GRADE 2 TOPIC : MANIPULATIVE BLOCK PLAY................................................................................................................................................................. 51
GRADE 2 TOPIC: SCIENCE, MATHEMATICS AND DISCOVERY PLAY...................................................................................................................... 52
GRADE 2 TOPIC: NUMBER AND SCIENCE CONCEPTS................................................................................................................................................ 56
GRADE 2 TOPIC: NUMBER OPERATIONS.................................................................................................................................................................................. 58
GRADE 2 TOPIC: MEASURES........................................................................................................................................................................................................ 60
GRADE 2 TOPIC: RELATIONSHIPS IN SCIENCE AND MATHEMATICS................................................................................................................................ 63
9.0 ASSESSMENT........................................................................................................................................................................................................................................... 64
10.0 APPENCICES........................................................................................................................................................................................................................................... 64
APPENDIX I: GLOSSARY OF TERMS USED IN QUESTION PAPERS.................................................................................................................................. 64

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INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 4
PREAMBLE
2.1 INTRODUCTION

The Infant syllabus involves mathematical and scientific learning through practical activities such as matching, ordering, measuring,
classifying and identifying amongst others. This learning phase seeks to give learners an initial appreciation of mathematics and science as
learning areas in their education and to equip them with life skills in solving problems. The learners will be assessed through continuous and
summative assessment.
2.2RATIONALE

The aim is to enable the learner to understandthe basic mathematical and scientific concepts as they are central to most facets of their
everyday life and their enterprise skills.The subject advancesinto many fields of endeavor which will help the learner to understand concepts
and apply the very valuable attributes in the job market. The syllabus promotesproblem solving, innovativeness, confidence and self-
actualization whilst they are young.

2.3 SUMMARY OF CONTENT

The syllabus is designed to cover the first four years of Infant Education in Mathematics and Science which will form the basis for Junior
Education for all learners. The content to be covered will include identifying, classifying, comparing, numbering, ordering and measuring of
objects. The learners will be exposed tomathematical and scientific language.The syllabus will enable learners to manipulate objects and
interact with their environment.
2.4METHODOLOGY

The syllabus is based on a learner-centred approach in the teaching and learning of infants. The pace of learning will be determined by the
individual learner’s readiness to absorb a concept on mastering a skill concentrating on hands on approach. The teaching and learning
process must be inclusive, gender sensitive and encourage collaboration. This will promote self-confidence,science ethics, unhu/ubuntu,and
children’s rightsamong others.The methodology recommended is designed to promote and lay a firm foundation for problem solving and
critical thinking in mathematics and science and in life in general. In this regard recommended approach emphasizes concept development
through immersion in problem solving situations where the new concepts are applicable.
For this approach to work the learners should be allowed to develop their own solutions, with the teacher providing guidance where
necessary. The use of ICT is recommended as a problem solving tool.

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 5

 The methods suggested below, though not exhaustive, are mutually supportive of problem solving.

a) Discovery
b) Experimentation
c) Group work
d) Projects
e) Song and dance
f) Poems and rhymes
g) Questioning
h) Educational Tours
N.B. The above should be enhanced by the application of orthodidactic principles and multi-sensory approaches to teaching. These include,
tactility, concreteness, self-activity, totality and wholeness. Teachers are encouraged to address compensatory senses.

TIME ALLOCATION

It is recommended that mathematics and science be allocated the following times.

LEVEL TIME ALLOCATION PER WEEK

ECD 1 hour 40 minutes
GRADES 1 AND 2 2 ½ hours.

N.B. The subject should be allocated 20 minutes for each ECD lesson and 30 minutes for Grades 1 and 2.

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2.5 ASSUMPTIONS

It is assumed that the learners:

 can group objects according to colour, size and shape.
 can use their senses
 can identify objects in their environment.
 can share.
 can make simple patterns.
 know that buying and selling takes place.
 know time e.g. morning, afternoon and evening.

2.6CROSS CUTTING THEMES

Mathematics and science learning will encompass and have a universal thrust on the following cross cutting themes:

 Financial literacy
 Collaboration
 HIV and AIDS
 Heritage studies
 Children’s Rights
 Gender
 ICT
 Environmental issues
 Disaster Risk management

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3.0 PRESENTATION OF THE SYLLABUS

The Mathematics and Science syllabus is a single document covering Infant Education i.e. ECD A, ECD B, Grade 1 and 2. It constitutes
Preamble, Aims, Objectives, Topics, Scope and Sequence, Contentmatrix and Assessment. The scope and sequence chart shows the
progression of topics from ECD `A’ to Grade 2. The content matrix shows the breadth and depth of content to be covered. Inclusive in this
syllabus, is a list of resources to be used during teaching and learning.

4.0 AIMS

The syllabus aims to enable learners to:

4.1 develop and show a positive attitude towards Mathematics and Science;

4.2 progress smoothly from Infant to Junior Primary school learning;

4.3 understand, use and communicate mathematical and scientific information;

4.4 acquire mathematical and scientific concepts and skills for use as tools in study, work, leisure and everyday transactions;

4.5 develop critical thinking and problem solving skills

4.6 develop sound mathematical and scientific skills that will enable them to interact more meaningfully with their environment;

4.7 think and express themselves clearly and logically;

4.8 develop attributes of co-operation, confidence, honesty, neatness, self-reliance and perseverance through appropriately challenging
mathematically and scientifically - related tasks;

4.9 develop an inquiring mind through learner-centred approaches;

4.10lay the foundation for vocational and further studies;

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 8

 4.11 develop an awareness of the importance of culture in the learning of Mathematics and Sciences;

4.12 develop psycho-social skills, such asself-control and free expression of emotions, and

4.13 contribute to the holistic development of the learner.

5.0 OBJECTIVES
By the end of the course, learners should be able to:

5.1 recall, recognise and use mathematical and scientific terms and definitions;
5.2 carry out calculations accurately, checking the correctness of the solution;
5.3 estimate, approximate and use appropriate degrees of accuracy;
5.4 read and interpret tables, charts and graphs and use them in conducting simple investigations;
5.5 interpret and apply Mathematics and Science in life situations;
5.6 explore scientific and mathematical ideas and come up with innovations and conclusions;
5.7 apply scientific and mathematical concepts and skills for environmental sustainability;
5.8 demonstrative problem solving abilities in mathematical and scientific skills;
5.9 use local materials to design and modify simple technological devices;
5.10 investigate how people influence and are influenced by the environment, science, mathematics and technology.

6.0 TOPICS
6.1 Mathematical play
6.2 Manipulative and block play
6.3 Science, mathematics and discovery play
6.4 Number and science concepts
6.5 Number operations
6.6. Measures
6.7 Relationships in science and mathematics.

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 7.0 SCOPE AND SEQUENCE CHART

INFANT
TOPIC ECD A ECD B GRADE 1 GRADE 2
MATHEMATICAL PLAY Matchobjects and pictures to Matchobjects and pictures to Matchobjects and
colour  size pictures to
 shape

Order objects and pictures to Order objects and pictures to Order objects and Order objects and pictures to
colour  size pictures to  events
 type  sequence of size and
type

Shapesof different objects  Shapes and names of different  Shapes and uses of  Properties of different shapes
objects different objects

MANIPULATIVE AND  Objects in the environment  Objects can be joined, Construction of  Structures can be
BLOCK PLAY fitted and bonded. different objects using dismantled and
 Object matching  Objects can be matched to similar materials reconstructed
complete patterns.  Construction of
different objects using
different materials
Construction Construction
 Complete jigsaw
 bonds

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TOPIC ECD A ECD B GRADE 1 GRADE 2
 bundles  objects puzzles
 patterns.
Construction
 puzzles

Moving Objects  Tools can assist motion of objects  Electricity, batteries  Objects make different sounds
 Objects move when and solar energy can when moved.
pushed, pulled, lifted or assist motion of objects.
thrown
 Different body parts can
move objects

Balancing
 Some objects balance  Some objects can balance on  Objects can be  Objects can balance on a scale.
body parts. balanced using tools
(using spring).

Fastening
 Textiles can be fastened  Some objects have different
fastenings

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TOPIC ECD A ECD B GRADE 1 GRADE 2
Human body  Different body parts have  The body parts need  People use their senses of sight,
 The body parts different functions. care hearing, touch, taste and smell to
SCIENCE,
MATHEMATICS AND  Human beings are of  The human body is interact with the environment.
DISCOVERY PLAY different sexes made up of different  Other animals use their senses to
parts. survive in the environment.
 Some domestic
animals have body parts
similar to human body
parts.

Water  Some plants and animals live in  Some objects float in  Water takes the shape of a
 Sources of water water water container
 Water makes things wet  Some objects sink in water  Water is used in many  Water takes different forms,
 Water has different uses  Water flows. ways by people, other  Water is found in other
animals and plants. environments
 Water can be  Water can be conserved.
dangerous

 Water is colourless,
odourless and tasteless

Plants  Plants have different colours  Plants have different  Different types of plants have
 Different types of plants  Plants have different heights. parts similar parts
 Plants have different uses  Some plants have  Some plants are cultivated while
flowers and bear fruits. others grow naturally,
 Some plants have  Some plants are dangerous and
thorns and prickles. poisonous
 Different plants grow in
different climatic conditions.

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TOPIC ECD A ECD B GRADE 1 GRADE 2
Animals  Domestic and wild  Different domestic  Animals have different uses.
 Names of animals animals animals found in the  Animals have different features.
 Animals make different  Animals move local environment.  Animals have similar features.
sounds differently.  Animals have
different habitats.

Soil  Soil has different uses  Soil is a habitat for  Soil has different texture.
 Soil has different colours  Soil is the main medium in which some animals.  Soil has different densities
plants grow.  Soil needs to be cared  Loose soil can take the shape of
for. the container
 Most plants need soil and water
to grow.

 Diseases can be identified  The environment  Accidents can be prevented.

Health, Nutrition and Safety  Diseases can be needs care.  Safety rules should be observed.
 Personal hygiene prevented and cured.  Personal and good  Child abuse
 Good eating habits are hygiene promote good  Child abuse can be prevented.
important for health health.  Good relationships contribute to
 A balanced diet good health.
promotes good health.
 Accidents

 Weather changes from  Weatherinfluences dressing  Weather  Weather causes changes in

time to time influences human vegetation
activities
 Weather changes form a pattern
over a period of time

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TOPIC ECD A ECD B GRADE 1 GRADE 2

 Air is everywhere  Air makes objects move.  Air takes up space.  Air makes things live.

Simple Machines  Machines  Machines make work  Some machines produce heat
 Tools  Machines are made by people. easy. and sound
 Tools make work easier  Machines can be  Magnets can pull and repel some
repaired. materials
 A magnet can be used to make
another magnet by induction.

Light
 Different sources of light  The sun appears to be in different  The sun gives out heat  Some objects in the environment
positions at different times of the and light. give out heat and light.
day.  Light travels in a  Light and heat have some effects
straight line. on the environment.
 Light can be reflected.

Fire
 Properties offire  Uses of fire  Ways of putting out  Fire can destroy the
 Safety measures fire. environment.

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TOPIC ECD A ECD B GRADE 1 GRADE 2
Electricity
 Appliances that use electricity  Uses of electricity.  Forms of electricity.  There are different electrical
 Safety measures  Ways of saving appliances.
electricity  There are different sources of
electricity.
 Electricity can destroy the
environment.

NUMBER AND SCIENCE  Count objects from 1 to 5.  Count objects from 1 to 10.  Count objects from 1  Count objects from 1 to 100.
CONCEPTS
 Objects and animals can be to 50.  Count objects in pairs.
counted.  Objects can be  Numbers can be used to
 Ordinal numbers from 1st to 5th. grouped into sets. Identify home addresses, ages, telephone
 Ordinal numbers from numbers and birth dates.
1st to 10th.  Sets can be sequenced,
compared and matched.
 Number line 0 to 50
 Ordinal numbers from 1st
 Numerical order to20th.
 Approximations and  Fractions – proper
estimations. fractions (denominators 2 and 4).

NUMBER OPERATIONS  Addition (Games)  Addition (Games)  Addition of whole  Addition of whole
 Subtraction (Games)  Subtraction (Games) numberswith the sum up numbers with sum up
to 50. to 100.
 Subtraction of whole
numbers within the
range 0 to 50.
 Subtraction of whole
numbers within the range 0 to
100.

 Multiplication (with
products less than or
equal to 100)

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TOPIC ECD A ECD B GRADE 1 GRADE 2
 Division where the
dividend is 50 or less.
MEASURES Money Money
 Identification of coins 1c  Buying and selling using 1c  Money (up to  Money (up to $1,00)
to 9c to 9c 50c)
Time
 Sequence of events  Different times of the day  days of the week  Months of the year
 today, yesterday  Time on hour and on ½ hour
tomorrow

Mass
 Using terms like ‘heavy’, ‘light’  Order by mass/weight through  Compare masses  Weigh using non-standard
lifting objects. using, ‘heavier’, units
‘lighter’
Length  Length , width  Use of standard measures
and heights can of length
be compared  Perimeter
using non-
standard units
Rate  Rates of  Rate of moving objects and
movements can performing tasks
be compared
Shapes  Recognise differences and
similarities among
difference shapes
  Area
Compare and measure area using non-
standard units and by counting squares.
Volume  Compare containers using  Compare  Measure capacity using
 Compareof objects using terms like holds more than or capacity using non-standard units and
terms like bigger than, less than non-standard litres.
smaller than. units.
RELATIONSHIPS IN  Work with data  Work with data
SCIENCE AND

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TOPIC ECD A ECD B GRADE 1 GRADE 2
MATHEMATICS.  Depict data using  Depict data using pictures and
objects. diagrams.

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7.0 CONTENT MATRIX

7.1 ECD A:TOPIC:MATHEMATICAL PLAY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
MATCHING  Match familiar objects to  Objects  Matching similar objects  Mathematical play area
colour matching to colour  Manipulative and block play
 Match pictures to colour  Picture  Pairing objects to colour area
matching  Matching blocks to  Science and discovery play
colour area
 Blocks, coloured pictures,
coloured shapes, seeds, cups,
hats, satchels, lunch boxes
ORDERING  Arrange objects according to  Objects of  Arranging similar  Leaves, buttons, fabrics,
colour different objects to colour such as bottle tops, and other
 Arrange pictures according to shapes buttons. environmental materials,
colour and size  pictures  Arranging pictures to coloured pictures
colour starting from
smallest to the biggest or
vice versa
SHAPES  Identify different plane  plane shapes  Handling objects of  Play areas such as
andsolid shapes and solid different shapes Mathematical, Manipulative
shapes  Observing objects of and block and Outdoor
different shapes  Balls, blocks, crayons, boxes,
plane shapes and objects in
the environment
  

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 ECD ATOPIC: MANIPULATIVE AND BLOCK PLAY
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
OBJECTS IN THE  name the objects in a set  objects  Naming the objects  Seeds, bottle tops, wood ,
ENVIRONMENT  group objects according to size , shape  shapes in a set tins empty containers,
and colour  Grouping the objects paste, pictures sticks,
according to size, string, straws , reeds rubber
shape and colour bands matching cards ,
coloured shapes.
Construction  construct bundles  bundles  Threading different  Environmental materials,
hollow materials to pods, string, mealie cobs,
form belts, earings, hollow seeds and nuts
necklaces and 
bangles
OBJECTS  paste on a corresponding object  objects  Pasting pictures on  Seeds, bottle tops, wood ,
MATCHING  match pieces to form patterns  shapes an object tins empty containers,
 Matching pieces to paste, pictures sticks,
form patterns string, straws , reeds rubber
bands matching cards ,
coloured shapes.
MOVING OBJECTS  identify objects that roll and those that  Some objects roll  identifying objects Bricks, blocks, balls, light tyres,
tissue rolls, tins, toys
do not roll  Objects move when that roll and those
 roll objects of different weights pushed, pulled, lifted or that do not roll.
 pull, push, lift and throw different thrown depending on  identifying objects
objects using hands and legs force applied. that move when
 Different body parts can pushed or pulled
move objects.  rolling objects and
different surfaces
 pulling, pushing,
lifting and throwing
objects.

BALANCING  identify objects that balance on top of  Some objects balance  identifying shapes of  bricks, tins, blocks, boxes,
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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
each other objects that balance bottles, balls
and those that do not
 balancing objects on
top of each other

FASTENING  name different fastenings  Textiles can be  naming different Zips, buttons, hooks and eyes,
clothes, bags
 demonstrate fastening fastened fastenings
 practising doing and
undoing fastenings
such as zips, buttons,
hooks and eyes.

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 ECD A TOPIC : SCIENCE, MATHEMATICS AND DISCOVERY PLAY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES

Learners should be able to: SUGGESTED
ACTIVITIES
Human Body  Identify and name parts of  The body parts  Singing rhymes and  Music and dance
the human body. playing games while  Language and book play area.
naming the body parts,  Outdoor play area
for example, (head and  Dolls, cut out pictures, puzzles,
shoulders, knees and pairs of scissors for cutting,
toes) rhymes,
 Music and dance play area
 Identifying and
naming parts of the
human body.

 Counting body parts.

 Identify boys and girls in the  Human beings are of

classroom. different sexes.  Identifying boys and
girls in the classroom.

 Differentiate between male  Sorting pictures

and female according to sex.

 Fitting jigsaw puzzles

of male and female.

Water  Identify sources of water.  Sources of water  Identifying sources  Various containers, water,
of water. dam, water tap, pond, pictures
 State properties of water  Water makes things wet  Playing with water of water sources, clothes,
using different papers, dolls.
 State different uses of water  Water has different uses containers and
objects.

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
 Describe and demonstrate the  Using water for
different uses of water. washing and
laundry.
 Using water for
preparing food and
drink.
 Identifying other
uses of water.
 Discussing sources
and uses of water

Plants  Name and identify different  Different types of plants.  Observing and Ropes, hoes, pencils, blocks, knives,
plants and wood.
kinds of plants.  Plants have different uses. naming plants
 Name the different uses of  Identifying and
plants looking at plants.
 Classifying plants
according to those
we can eat and those
that are helpful to us,
used as medicine
and used for ropes.
Animals  name and identify animals  Name animals  Naming and Charts, toy animals, pictures of animals,
live animals, clay, plasticine, videos and
 identify sounds made by  Animals make different sounds identifying animals
DVDs of animals.
different animals  Moulding animals
 imitate sounds made by  Nature walks
different animals.  Identifying sounds
made by different
animals
 Imitating sounds
made by different
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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
animals

Soil  name different types of soil  Soil has different colours  Collecting different Soils and containers
according to colours. colours of soil
 Naming different
types of soil in
different containers.

HEALTH, NUTRITION  identify ways of caring for  Personal hygiene  Naming ways of Toothbrushes, tooth paste, water, books
AND SAFETY with songs and stories, poems, rhymes,
the body  Good eating habits are caring for the body.
charts on health issues, pictures, audio
 namegood eating habits important for health  Discussing good tapes, dolls and food samples.
eating habits.
WEATHER  Describe weather changes.  Weather changes from time to  Discussing changes  Local environment and
time in weather weather charts.
conditions
 Singing and reciting
rhymes about the
weather
AIR  Demonstrate the presence of  Air is everywhere  Flying light objects Feathers, plastic bags, paper kites,
newspapers, balloons and cotton wool.
air. like kites, feathers,
balloons and papers.
SIMPLE MACHINES  Name simple tools used for  Tools make work easier  Identifying simple Egg beaters
cutting, digging and hoeing. tools used for Broomsticks
 Demonstrate lifting objects cutting, digging and Small objects for lifting up
with and without tools. hoeing. Wheel burrows
 Operate simple machines like  Lifting objects with Tricycles.
using a pair of scissors, and without levers.
sweeping broom and remote  Pushing toys and
control. wheel burrows.
LIGHT  identify different sources of  Different sources of light  Identifying sources  Torches, solar lights, electric

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
light of light. lights, gas lamps candles and
 Discussing the fire wood.
importance of light
FIRE  identify properties of fire  Properties of fire  Identifying the  Outdoor environment, fire
 discuss safety measures when  Safety measures properties of fire extinguishers, sand buckets,
using fire.  Demonstrating safe tree branches, fire escapes,
behaviours when fire-place and sand-bags.
using fire.
 Practising fire drills.
ELECTRICITY  identify various appliances  Safety measures  Discussing safety  Torches, radios, tape recorders,
that use electricity.  Appliances that use electricity measures when power driven toys, electrical
 state the safety measures using electricity. appliances
when using electricity.  Identifying the  Science and discovery play,
various appliances outdoor play area, dramatic
that use electricity play area.

ECD ATOPIC: NUMBER AND SCIENCE CONCEPTS

TOPIC LEARNING OBJECTIVES CONTENT NOTES & SUGGESTED SUGGESTED RESOURCES

Learners will be able to: ACTIVITIES
Number Say and count objects up to 5. Count objects from 1 to 5 Counting and saying numbers Counters, stones, blocks, seeds, bottle tops
from 1 to 5. NOTE: Teachers must make learners
aware of the danger of putting things in the
ears, nose and mouth.

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 ECD ATOPIC: NUMBER OPERATIONS

TOPIC LEARNING OBJECTIVES CONTENT NOTES & SUGGESTED SUGGESTED RESOURCES

Learners will be able to: ACTIVITIES
Addition  demonstrate addition of  Addition games and  playing traditional  outdoor play area
numbers from 1 up to 5 ryhmes addition games in groups  counters
through traditional and  playing modern addition  charts
modern games games in groups  recommended textbooks
 sing addition rhymes for  singing addition rhymes  DVDs
numbers 1 up to 5  role play  computers
 smart phones

Subtraction  demonstrate subtraction of  Subtraction games  playing traditional  outdoor play area
numbers from 1 up to 5 and rhymes subtraction games in  counters
through traditional and groups  charts
modern games  playing modern  recommended textbooks
 sing subtraction rhymes for subtraction games in  DVDs
numbers 1 up to 5 groups  computers
 singing subtraction  smart phones
rhymes
 role play
ECD A TOPIC: MEASURES

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES

Learners should be able to: SUGGESTED
ACTIVITIES
MONEY  Identify coins (1c  Recognition of coins  Making paper money  Real coins
and 5c) in use (1c and 5c)  Identifying 1c and 5c  Paper coins
 Count coins from 1c  Counting coins up to coins
to 9c 9c  Combining coins to
 Give value of  Value of a given value of up
combination of coins combination of coins to 9c
up to a total of 9c up to 9c

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 25

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
TIME  identify sequences of  Sequencing events  Arranging pictures  Cards of sequential events (e.g.
events of events in growing maize, chicken to egg, baby to
sequence old age)
MASS  distinguish between  Heaviness and  Identifying given  Real objects such as stones, seeds,
‘heavy’, ‘light’ lightness objects leaves, tins, bottles.
 Guessing which
objects are
heavy/light
 Confirming guesses
by lifting objects and
determining whether
heavy or light
VOLUME  Compare solid  Amount of space  Comparing sizes of  Solid objects of various sizes such as
objects using such occupied by a solid objects by stones
terms as ‘bigger object direct observation  Water
than’ and ‘smaller  Investigating how  Containers for use in water
than’ size affects the displacement
amount of liquid a
solid object displaces

ECD B TOPIC: MATHEMATICAL PLAY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
MATCHING  match objects to colour and  Match objects  Matching blocks to Play areas such as
size and pictures to color and size  Mathematical, Manipulative
 match pictures to colour and color, size  Matching different and block and Outdoor
size objects to colour and  Picture cards, blocks, bottle
size tops, objects in the
 Pairing pictures to color environment.
and size

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 26

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
 Matching picture cards.
ORDERING  arrange objects in order of  Order objects  Arranging objects in Play areas such as
size type in sequence, and pictures order of size and type  Mathematical, Manipulative
pictures to size and type starting from the and block and Outdoor
smallest to the biggest or  Pictures, fabrics, containers
sequencing pictures to of buttons, fabric
size and order. environmental materials

SHAPES  identify different shapes  Shapes and  Handling objects of Play areas such as
 name different shapes, circle, names of different shapes  Mathematical, Manipulative
square, triangle, rectangle different objects  Identifying different and block and Outdoor,
 identify shapes from the shapes shape books, boxes, planes
description given  Naming shapes shapes, tables, objects in the
environment
CONSTRUCTION  bond a variety of objects  Construction to  Tying objects to form Play areas such as
 construct different objects make bonds, bonds  Mathematical, Manipulative
using different materials objects and  Pasting bonded objects and block, Outdoor, objects
 match pieces to form patterns patterns on to surfaces in the environment, blocks,
 Constructing different reeds, paste, rubber bands,
objects using different pictures, seed pods and
materials bottle tops
 Identifying pieces that
can be matched to form
patterns

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ECD B TOPIC: MANIPULATIVE BLOCK PLAY
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
CONSTRUCTION  bond and fit objects  objects can be  connecting interlocking toys Match boxes shoes polish tins
wire, straws , bottle-tops
together joined, fitted and to form different objects
blocks, beads string, seed,
 thread hollow bonded  constructing houses, toy cars bottle tops wire coloured
materials using string and animals shapes straws
 construct patterns  threading hollow materials
 identify pieces that can to form bangles, necklaces
be matched to form and belts
patterns  counting number of material
to form a pattern
 sequencing objects to form a
pattern
MOVING OBJECTS  Push and pull objects  tools can assist  identifying objects that Shoe polish tins, wire, wood,
tissue rolls, plastic bottles
on wheels and rollers motion of objects move on wheel and rollers;
 constructing a toy car that
moves on wheels or rollers
BALANCING  balance objects on  some objects  balancing objects on  balls, plastics ,
their heads, hands can balance on their heads, hands and bottles , tins ,
and legs body parts legs water jugs
 playing balancing games
eg bottle race potato race
FASTENING  identify different  some objects  identifying different  clothes bags,
fastenings have different fastenings shoes, belts,
 demonstrate fastenings  tying shoe-laces and watches
fastening skills other shoe fastenings

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 28

ECD B TOPIC: SCIENCE, MATHEMATICS AND DISCOVERY PLAY
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
Human Body  Discuss functions of  Different body  Describing body parts  Music and dance
the different parts of parts have different and some of their  Dolls, cut out pictures,
the human body. functions. functions. puzzles, pair of scissors
for cutting and rhymes,
songs.

Water  Identify plans and  Some plans and  Observing plans and  Various containers, water,
animals that live in animals leave in animals that live in dam, water tap, pond,
water. water water. pictures of water sources,
 Stating plans and clothes, papers, stones and

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 29

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
 State objects that sink  Some objects sink in animals that live in soap.
in water water water.
 Identifying objects
 Demonstrate that  Water flows that sink in water.
water flows.  Experimenting with
objects that sink in
water.
 Demonstrating that
water flows.

PLANTS  Observe and name  Plants have different  Observing and Plants.
colours of plants colours naming colours of
 Observe plants  Plants have different plants
growing close to the heights.  Observing plants
ground, those with growing close to the
same height with ground, those with the
learners and those that same height with
grow very big. learners and those that
grow very big.
ANIMALS  Classify domestic and  Domestic and wild  Classifying domestic Charts, toy animals, pictures of
animals, live animals, videos and
wild animals. animals and wild animals.
DVDs of animals.
 Name and identify  Animals move
domestic and wild differently.  Naming and identify
animals domesticated animals.
 Imitate and  Naming and
movements of wild identifying wild
animals and domestic animals.
animals.
 Imitating the
movements of wild

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
and domesticated
animals.

SOIL  Name and identify  Soil has different  Discussing the

The local environment.
different uses of soil. uses different uses of soil
 Observe plans  Soil is the main  Observing different
growing in the soil. medium in which plants growing in the
plans grow. soil.

HEALTH, NUTRITION AND  Name common  Diseases can be  Stating common Charts, ash, water and soap
SAFETY diseases identified diseases in the local
 Identify common  Diseases can be environment.
diseases. prevented and cured.  Identifying common
 State ways of diseases.
preventing and curing  Stating ways of
diseases. preventing and curing
diseases.
WEATHER  Describe how weather  Weather influences  Discussing how Weather charts, pictures and
different clothes.
changes influence dressing weather changes
dressing. influence dressing.
 Name suitable clothes
for different weather  Identifying clothes for
conditions. different weather
conditions.

 Discussing clothes for

different weather
conditions.
AIR  Demonstrate the  Air makes objects  Flying light objects. Feathers, plastic bags, paper kites,
newspapers, balloons and cotton
presence of air. move.  Breathing in and out. wool.

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 31
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
 Experiment to see the  Filling the plastic
movement of objects bags and releasing
caused by air. them.
SIMPLE MACHINES  Name simple  Machines  Identifying simple Wire, bottle tops, wood, clay charts
and pictures.
machines used in their machines used in the
local environment. local environment.
 Making simple
 Make simple machines.
machines.  Machines are made
by men

LIGHT  Describe the position  The sun appears to  Noting the position of The sun, aluminum foil, tinted
glasses and smoked paper.
of the sun at different be in different the sun during the
NOTE: Teachers should advise
times of the day. positions at different day. learners should not look directly
times of the day.  Discussing and at the sun and should use tinted,
 describing its position smoked glass or aluminum foil.
at different times.

FIRE  Name the uses of fire  Uses of fire.  Stating the uses of fire Wood, paper, matches, grass, fire-
place, gas stove, paraffin stove and
 Illustrate different  Making illustrations charcoal,
uses of fire. on the uses of fire. NOTE: Teachers should make
 learners aware of the dangers
associated with fire
ELECTRICITY  Talk about uses of  Uses of electricity  Discussing the uses of Torches, torch cells, radios, tape
recorders, power driven toys,
electricity.  electricity
electrical appliances, solar panels,
 Illustrate the uses of  Demonstrating inventors and batteries.
electricity. different uses of
electricity.
 Carrying out simple
experiments using
batteries.

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 32

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
 Switching electrical
appliances on and off
under supervision
 Using battery
operated appliances
under supervision

ECD B : TOPIC : NUMBER AND SCIENCE CONCEPTS

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
Number  Say numbers from 1 to  Count objects from 1 to  Saying numbers Stones, counters, empty plastic containers,
outdoor playing area, bottle tops, small
10. 10 from 1 to 10
blocks, music and dance.
 Count objects from 1  Objects and animals can  Counting objects
to 10 be counted from 1 to 10.
 Count objects and  Ordinal numbers from 1st  Counting objects
animals from 1 to 10 to 5th. and animals from 1
 Say ordinal numbers to 10
from 1st to 5th.  Saying ordinal
numbers from 1st to
5th.

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 33

ECD B TOPIC: NUMBER OPERATIONS

TOPIC LEARNING OBJECTIVES CONTENT NOTES & SUGGESTED SUGGESTED RESOURCES

Learners will be able to: ACTIVITIES
Addition  play traditional addition  Addition games and  playing traditional  outdoor play area
games for numbers 1 up ryhmes addition games in groups  counters
to 10  playing modern addition  charts
 play modern addition games in groups  recommended textbooks
games for numbers 1 up  singing addition rhymes  DVDs
to 10  role play  computers
 sing addition rhymes for  smart phones
numbers 1 up to 10
Subtraction  play traditional  Subtraction games and  playing traditional  outdoor play area
subtraction games for rhymes subtraction games in  counters
numbers 1 up to 10 groups  charts
 play modern subtraction  playing modern  recommended textbooks
games for numbers 1 up subtraction games in  DVDs
to 10 groups  computers
 sing subtraction rhymes  singing subtraction  smart phones
for numbers 1 up to 10 rhymes
 role play

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 34

ECD B TOPIC: MEASURES

LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES

TOPIC Learners should be able to: SUGGESTED
ACTIVITIES
Money  Use money to purchase in unit  Money can be used  Role playing on  Coins
numbers from 1c to 9c for buying and buying and selling  Items for shop (e.g. sweets,
selling  Playing ‘shop’ in the fruits
dramatic play area  Paper money
Time  Tell the activities they carry out  Different activities  Arranging pictures  Manipulative and block play
during the day in sequence in are done at different that tell different area
the morning, afternoon and times of the day times of the day  Language and book play area
evening  Narrating activities  Cardboard clock and hands
 Arrange pictures of what people they do in the  Pictures depicting various times
do in terms of time of the day morning, afternoon of the day
 Arrange pictures that show and evening
different times of the day
Mass  Compare and order objects  Objects can weigh  Weighing and  Manipulative and block play
according to mass differently comparing different area
objects by lifting  Science and discovery play area
 Comparing their  Various solid objects such as
own weights using stones
see-saws  See-saws
Volume  Compare and contrast the  Containers can  Pouring  Manipulative and block play
capacities of containers of have different contents/substance area
different shapes using terms capacities from one container  Science and discovery play area
such as holds more than, same  Capacity of a to another  Water
as, or less than container does not  Sand
 Experiment with containers of the depend on its shape  Seeds
same or different capacities  Containers of the same or
different shapes

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 35

GRADE 1TOPIC: MATHEMATICAL PLAY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
MATCHING  match familiar object and  objects and  identifying objects and Play areas such as
pictures to shapes pictures pictures  Mathematical, Manipulative
 matching objects, blocks and block, Outdoor, objects
and pictures to shapes in the environment,
pictures, containers of
different sizes, fabrics
ORDERING  arrange objects and pictures  objects and  Classifying objects and Play areas such as
according to length, width pictures pictures according to  Mathematical, Manipulative
and type length, width and type and block, Outdoor, objects
 Sequencing objects and in the environment,
pictures to type pictures, containers of
different sizes, fabrics
SHAPES  make pictures using shapes  shapes and  cutting shapes Play areas such as
 construct models using objects  making pictures using  Mathematical, Manipulative
shapes shapes and block, Outdoor, objects
 constructing models using in the environment, balls,
shapes bottles, blocks, crayons,
scissors
CONSTRUCTION  complete puzzles  puzzles  Counting materials and Play areas such as
items  Mathematical, Manipulative
 Constructing and and block, Outdoor, jigsaw
completing puzzles puzzles,coloured shapes,
matching card

GRADE 1TOPIC: MANIPULATIVE BLOCK PLAY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
 construct different  construction of  arranging different  building blocks, card
CONSTRUCTION objects using similar different objects using materials to form board boxes, rubber

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 36

 and different material similar and different pillars bands, paste, string,
 complete jig-saw materials  making block pillars plastic, match boxes,
puzzle  designing a classroom kaylite, wire
block or dam  pictures
 constructing and
completing puzzles

 operate electrical toys  batteries and solar  operating electrical toys  electrical toys batteries
ELECTRICITY energy can assist
motion of objects
 identify tools that  objects can be  balancing objects  levers see-saw
BALANCING can be used to balanced using on lever containers with
balance objects tools  playing see-saw sand , sugar
games pockets

GRADE 1 TOPIC: SCIENCE , MATHEMATICS AND DISCOVERY PLAY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
HUMAN BODY  care for their body  the body parts need  discussing and  manipulative and
parts care demonstrating care of block, language and
 differentiate between  the human body is the body parts book play

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 37

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
male and female made up of different  identifying boys and areas ,outdoor science
parts girls in the classroom and discovery play
 sorting pictures to sex areas, puzzles, pictures
 fittinf jigsaw puzzle of pair of scissors, chart
male and female
WATER  experiment how some  some objects float in  experimenting with the  manipulative and block
objects float in water . water water floating of , science and
 describe and  water is used in many objects discovery, outdoor
demonstrate the ways by people , other  using water for play areas.
different uses of water animals and plants washing and laundry  various containers,
 name and identify  water can be dangerous  using water for pictures of water
dangers of water  water is colourless, preparing food and sources and water
 state the properties of odourless and tasteless drink 
water  identifying other uses
of water
 touching, smelling and
tasting clean water
 discussing the dangers
of hot, dirty,
contaminated deep
water and flooded
rivers
PLANTS  identify different  plants have  naming different  art and craft,
pats of a plant different parts parts of a plant science and
 describe plants that  some plants have  classifying of discovery,
have flowers and flowers and bear plants that have manipulative and
bear fruits fruits flowers and bear block play areas.
 describe plants that  some plants have fruits  plants, fruit seeds,
have thorns and thorns and prickles  observing plants pictures
prickles with thorns and
prickles

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 38

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
 drawing plants
ANIMALS  Name and identify  different domestic  naming and  art and craft,
domesticated and animals found in identifying dramatic play,
wild animals in the local domesticated science and
local environment environment animals and wild discovery, outdoor
 name and identify  animals have animals play areas
habitats of animals different habitats  identifying and  pictures of animals,
 draw animals naming the habitats charts, live animals
of different animals
 drawing animals
SOIL  observe and  soil is a habitat for  observing animals  science and
discuss animals some animals in the soil discovery,
that live in the soil  soil needs to be  demonstrating manipulative and
 name methods of cared for ways of caring for block , Art and
caring for the soil the soil such as craft, outdoor play
mulching, growing areas
plants  soils, pictures
HEALTH AND NUTRITION  demonstrate ways  the environment  discussing the  dramatic, outdoor,
AND SAFETY of caring for the needs care importance of science and
environment  personal and good clean environment discovery play
 discus ways of hygiene promote  collecting rubbish areas, chalks on
caring for the body good health around the healthy issues
 name healthy and  a balanced diet environment books on stories ,
unhealthy foods promotes good  dramatizing poems and drama
 discuss hw health consequences of
different objects  accidents good and bad
cause accidents health habits
 discussing health
related pictures
 naming objects that
may cause

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 39

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
accidents in and
around and school

WEATHER  describe how  weather influences  singing and  outdoor, science

changes in the human activities reciting rhymes and discovery play
weather influence about the weather areas, weather
human activities  observing changes charts ,local
 and activities to environment
weather conditions
AIR  demonstrate that  air takes up space  blowing and filling  science and
air takes up spaces the plastic bags, discovery,
balloons with air manipulative and
 feeling the bags block play areas
and releasing the  balloons, plastic
air paper bags ,
bicycle pump
SIMPLE MACHINES  demonstrate how  machines will  identifying  science and
machines make make work easy machines that will discovery,
work easy  machines can be make work easy manipulative and
 repair toy machines repaired  demonstrate how block play areas
machines work  technology play
 repairing toy areas
machines  wheelbarrows,
carts, tricycles,
bottle opener , toys
LIGHT  identify how the  the sun gives out  discussing how the  science and
sun gives out heat heat and light sun gives out heat discovery , outdoor
and light  light travels in a and light and technology
 demonstrate how straight line  demonstrating that play areas
light travels in a nothing can be  torches, sun, boxes,
straight line seen without light magazines, candles

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 40

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
FIRE  demonstrate ways  ways of putting out  identifying objects  outdoor play area
of putting out fire fire used to put out fire  fire extinguisher
 demonstrating  sand buckets and
ways of putting out sand bags
fire
ELECTRICITY  identify forms of  forms of electricity  identifying and  science and
electricity  ways of saving naming forms of discovery, outdoor
 discus ways of electricity electricity play areas,
saving electricity  discussing ways of technology play
saving electricity areas, torch, solar,
electric appliances

GRADE 1 TOPIC : NUMBER AND SCIENCE CONCEPTS

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED

Learners should be able to ACTIVITIES RESOURCES
NUMBER  Say, read and write within  Count objects from 1 to  Counting, saying, Counters, number stripes,
number cards, various objects
the range 50 reading and writing in
in a sequence, number line
numerals the numbers 0 with numbers 0 to 50, and
to 50 inclusive number line with some
 Counting forwards and missing numbers.
backwards

 Count forward on the  Number line 0 to 50  Playing a game of

number line missing numbers
 Count backwards from 50 to  Supplying missing in a
0 sequence
 Identify missing numbers
using their neighbours
 Objects can be grouped  Filling in blank
 Count and tell the number into sets neighbours of numbers
INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 41
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED
Learners should be able to ACTIVITIES RESOURCES
of objects in a given set  Matching numbers and
 Build a set with the same sets
number of objects as a given
 Ordinal numbers from
number  Arranging and telling
1st to 10th
 Tell which is 1st, 2nd and 3rd positions of objects
person in a queue. according to some
 Say ordinal numbers in the given order
given range.  Learners stand in a
queue and the class
 Numerical order identify their position
 Arranging numbers in a
 Arrange number from correct order
smaller to bigger and vice  Comparing numbers
versa using the terms greater
 Compare numbers than or less than > , <
 Approximations and
 Identifying and telling
estimations
numbers nearer to 10 or
20, or 30 and 40 and
 Identify which ten is near to
50.
a given number
 Estimating given
 Estimate given quantities of
quantities, then
objects
checking by counting.

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 42

GRADE 1 TOPIC: NUMBER OPERATIONS

TOPIC LEARNING OBJECTIVES CONTENT NOTES & SUGGESTED SUGGESTED

Learners will be able to: ACTIVITIES RESOURCES
Addition  add whole numbers to a  Addition of whole  Combining/putting together  Counters e.g. stones,
sum not exceeding 50 numbers to a sum not of two given sets of objects bottle tops, seeds
using concrete objects exceeding 50 using  Finding the sum using the etc.
 demonstrate addition concrete objects number line  Charts
using + and = signs  Using and writing + and =  Number line
signs  Recommended
textbooks
 ICT
Subtraction  subtract whole numbers  Subtraction of whole  Using objects to demonstrate  Counters e.g. stones,
within the range 0 to 50 numbers within the subtraction by taking away bottle tops, seeds
using concrete objects range 0 to 50  Finding the difference etc.
 demonstrate subtraction between two numbers by  Charts
using – and = signs matching the objects and  Number line
using the number line  Recommended
 Using the minus – and = textbooks
signs  ICT

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GRADE 1 TOPIC: MEASURES

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES

Learners should be able to: SUGGESTED
ACTIVITIES
Money  Identify coins in use up to 50c  Recognition of coins  Identifying coins up  Real coins up to 50c
 Give compositions of coins up in use up to 50c to 50c  Paper money
to 50c  Value of  Breaking down of
combination of coins bigger
up to 50c denominations into
 smaller
denominations
diagrammatically up
to 50c
 Singing money
rhymes
Time  Name days of the week  Recognizing days of  Reciting the names  Flash cards
 Tell the present day, tomorrow the week of days of the week  Class time table
and yesterday  Telling time in terms in their correct  Calendar
of the present day, sequence
tomorrow and  Using today,
yesterday tomorrow and
yesterday

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 44

  Singing time rhymes
Mass  Compare masses of two  Objects can have  Making balance  Balance scales
objects using ‘heavier’, different masses scales  See-saws
‘lighter’  Comparing two  Stones, sand, seeds, grass and
masses of different feathers
objects and say
which one is heavier
or lighter
Length  Use non-standards units to  Lengths, widths,  Comparing lengths,  Pencils, pens, feet, ropes,
compare lengths, widths, heights can be widths, heights using strings and sticks.
heights of objects compared using non- non-standard units
standard units
Rate  Use the words ‘quicker’ or  Speeds of  Comparing rates of  Stop watches
‘slower’ to describe movements can be learners running,  Sand glass
movements and performing compared walking, reading and
of tasks performing tasks
Volume  Compare capacities of  Comparing  Using non-standard  Containers
containers using non- capacities using non- measures to compare  Spoons, cups, bottles (to be
standard units standard units capacities and used as non-standard
volumes of liquids measures)

GRADE 1 TOPIC: RELATIONSHIPS IN SCIENCE AND MATHEMATICS

TOPIC LEARNING CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES

OBJECTIVES ACTIVITIES
Learners should be
able to:
Data Handling  Depict data  Data can be  Sorting objects into  Concrete objects such as different seeds,
using represented different categories shapes, leaves, bottle tops etc
concrete using  Creating vertical columns  Colour blocks
objects concrete of colour blocks (whose  Charts with vertical and horizontal lines
objects heights depend on 
available number of

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TOPIC LEARNING CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
OBJECTIVES ACTIVITIES
Learners should be
able to:
blocks of each type)
 Creating vertical and
horizontal columns of
objects in different
categories
 Discussing which
category is the most
common/least common
GRADE 2TOPIC: MATHEMATICAL PLAY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
MATCHING  match familiar object and  objects and  identifying objects and Play areas such as
pictures to shapes pictures pictures  Mathematical, Manipulative
 matching objects, blocks and block, Outdoor, objects
and pictures to shapes in the environment,
pictures, containers of
different sizes, fabrics
ORDERING  arrange objects and pictures  objects and  Classifying objects and Play areas such as
according to length, width pictures pictures according to  Mathematical, Manipulative
and type length, width and type and block, Outdoor, objects
 Sequencing objects and in the environment,
pictures to type pictures, containers of
different sizes, fabrics
SHAPES  make pictures using shapes  shapes and  cutting shapes Play areas such as
 construct models using objects  making pictures using  Mathematical, Manipulative
shapes shapes and block, Outdoor, objects
 constructing models using in the environment, balls,
shapes bottles, blocks, crayons,
scissors
CONSTRUCTION  complete puzzles  puzzles  Counting materials and Play areas such as

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
items  Mathematical, Manipulative
 Constructing and and block, Outdoor, jigsaw
completing puzzles puzzles, coloured shapes,
matching cards

GRADE 2 TOPIC: MATHEMATICAL PLAY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
ORDERING  Arrange pictures  Order pictures to  arrange pictures to Play areas such as
according to events events sequence of events  Mathematical,
Manipulative and
block, pictures.
SHAPES  Name shapes from the  properties of different  forming shapes using Play areas such as
descriptions shapes their bodies  Mathematical,
 draw different shapes  identifying shapes Manipulative and
from descriptions block, Outdoor, plane
 Drawing different shapes, object in the
shapes environment

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GRADE 2TOPIC: MANIPULATIVE BLOCK PLAY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
CONSTRUCTION  dismantle and  structures can be  Dismantling model  card board boxes,
reconstruct objects. dismantled and structures, match boxes,
 extend and divide reconstructed detachable toys, wooden blocks ,
constructed jigsaw puzzles. plastic toys
structures.  counting pieces
 visit construction joined
site  reconstructing
model structures,
toys, puzzles
 extending and
dividing
constructed
structures
 stating safety
measures at a
construction site
 tourism
construction site in
their locality

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GRADE 2TOPIC : MANIPULATIVE BLOCK PLAY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
MOVING OBJECTS  identify sounds made  objects make different  pulling and pushing  blocks tins, tissue rolls,
by different objects sounds when moved objects on rough and plastic bottles, polish
smooth surfaces . tins, balls, rough and
 describing sounds smooth surface
made when pulling and
pushing objects.
BALANCING  balance objects on  objects can balance  using different  scale , tins, water
a scale on a scale weights to balance sand, stones, chalk
different objects on boxes
a scale

GRADE 2TOPIC: SCIENCE, MATHEMATICS AND DISCOVERY PLAY

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TOPIC LEARNING OBJECTIVES CONTENT NOTES & SUGGESTED SUGGESTED
Learners will be able to: ACTIVITIES RESOURCES
HUMAN BODY  investigate how people use  Human senses  Investigating use of human  Familiar objects for
their senses senses seeing, hearing,
 demonstrate and describe  Demonstrating use of feeling, tasting and
use of human senses in human senses smelling
interacting with the  ICT
environment  Blind folds
WATER  illustrate that water takes  Water takes the shape of  Pouring water into  Water
the shape of a container a container containers of different  Various containers
 identify the different forms  Water takes different shapes such as lids, cups,
of water forms  Observing different forms bottles
 name places where water  Water is found in other of water  Ice
is found in other environments  Naming different forms of  Boiling water
environments  Water can be conserved water  Print media
 state ways of conserving  Naming places where water  Charts
water is found in other
environments
 Suggesting ways of
conserving water
PLANTS  identify different types of  Different types of plants  Identifying different types  Local environment
plants have similar parts of plants  Different plants
 identify similar parts on  Some plants are  Classify plants into  Print media
different plants cultivated while others cultivated plants and those  ICT
 name plants that are grow naturally that grow naturally
cultivated and those that  Some plants are  Discussing dangerous and
grow naturally dangerous and poisonous plants
 identify dangerous and poisonous  Observing plants growing
poisonous plants  Different plants grow in in different places
 describe different places different climatic  Naming places where
where different plants conditions different plants grow
grow

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TOPIC LEARNING OBJECTIVES CONTENT NOTES & SUGGESTED SUGGESTED
Learners will be able to: ACTIVITIES RESOURCES
ANIMALS  state the different uses of  Animals have different  Listing different uses of  Animals
animals uses animals  Game parks
 identify the different  Animals have different  Observing and naming  Print media
features of animals features different features on  ICT
 identify the similar  Animals have similar animals
features on animals features  Observing and naming
similar features on animals
 Educational touring to
observe different animals

SOIL  manipulate different types  Soil has different texture  Collecting soil samples  Soil samples
of soil  Soil has different  Feeling different soils  Containers
 describe soil texture densities  Describing different soil  Water
 compare different soil  Loose soil can take the textures  Plant seeds
densities shape of the container  Comparing different soil  Print media
 manipulate soil to  Most plants need soil densities
establish that it takes the and water to grow  Pouring and observing
shape of a container loose soil into different
 demonstrate that plants containers
need soil and water to  Sowing plant seeds in moist
grow soil
HEALTH,  discuss ways of preventing  Accidents can be  Discussing ways of  Illustrations of road
NUTRITION accidents prevented preventing accidents signs
AND SAFETY
 discuss safety rules and  Safety rules should be  Discussing safety rules  Sharp household
why they should be observed  Discussing forms of child tools e.g. knives
observed  Child abuse abuse  Print media
 discuss various forms of  Child abuse can be  Identifying pictures (pictures, charts
child abuse prevented portraying child abuse showing child abuse)
 suggest ways of  Good relationships  Suggesting ways of  Resource persons
preventing child abuse contribute to good preventing child abuse
 explain how good health  Explaining how good

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TOPIC LEARNING OBJECTIVES CONTENT NOTES & SUGGESTED SUGGESTED
Learners will be able to: ACTIVITIES RESOURCES
relationships contribute to relationships contribute to
good health good health
Weather  state the changes in  Weather causes changes  Observing and discussing  Weather chart
vegetation caused by in vegetation the changes in vegetation  Local environment
weather  Weather changes form a caused by weather changes  Weather station
 record weather changes pattern over a period of  Recording weather changes
over a period of time time  Comparing weather
 compare weather changes changes over a period of
over a period of time time
Air  identify and discuss the  Air makes things live  Discussing uses of air  Animals
uses of air  Breathing in and out  Recommended
textbooks
Simple machines  rub objects to produce heat  Objects produce heat  Rubbing hands and objects  Small magnets
and sound and sound when rubbed to produce heat and sound  Small pieces of
 manipulate small magnets  Magnets can pull and  Repelling and attracting metal e.g. paper
to show how repel and repel some materials objects using magnets clips, iron filings,
attract objects  A magnet can be used to  Making magnets by nails
 use magnets to make other make another magnet by induction
magnets induction
Light  list objects in the  Some objects in the  Naming objects that give  Sun
environment that give out environment give out out heat and light  Fire
heat and light heat and light  Investigating the effects of  Paraffin burner
 investigate the effects of  Light and heat have light and heat in the  Touch
light and heat in the effects n the environment  Mirror
environment environment  Illustrating reflection of  Magnifying glass
 illustrate how light can be  Light can be reflected light
reflected
Fire  discuss ways through  Fire can destroy the  Discussing ways through  Print media
which fire destroys the environment which fire destroys the  Local environment
environment environment  Recommended
 Observing a burnt area in textbooks

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TOPIC LEARNING OBJECTIVES CONTENT NOTES & SUGGESTED SUGGESTED
Learners will be able to: ACTIVITIES RESOURCES
the local environment
Electricity  identify different electrical  There are different  Identifying electrical  Print media
appliances electrical appliances appliances  Electrical appliances
 name different sources of  There are different  Naming sources of  Batteries
electricity sources of electricity electricity  Solar panels
 explain how electricity can  Electricity can destroy  Suggesting safe ways of  ICT
destroy the environment the environment using electricity to prevent  Bare electric wires
destruction of the
environment

GRADE 2 TOPIC: NUMBER AND SCIENCE CONCEPTS

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED

Learners should be able to ACTIVITIES RESOURCES
Number  Say, read and write within  Count objects from 1 to  Counting, saying, Counters, number stripes,
number cards, various objects
the range 0 to 100. 100 reading and writing in
in a sequence, number line
numerals the numbers 0 with numbers 0 to 100, and

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 53

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED
Learners should be able to ACTIVITIES RESOURCES
to 100 inclusive number line with some
missing numbers.

Different objects like oranges,

shapes, circles, quarters, sets
 Count in twos  Count objects in pairs  Counting in twos of objects, charts
 Playing pair games

 State their home addresses,  Numbers can be used  Stating their home
ages, telephone numbers to identify home addresses, ages,
and birth dates using addresses, ages, telephone numbers and
numbers telephone numbers and birth dates using
birth dates numbers.

 Arranging sets of
 Arrange sets of numbers in  Sets can be sequenced, numbers in order of
order of magnitude compared and matched magnitude

 Tell which is 1st, 2nd, 3rd in a  Ordinal numbers from  Forming a queue and
sequence 1st to 20th identify learners
 Say ordinal numbers in the positions
given range.  Arranging and filing
 Tell which is 1st, 2nd and 3rd the position of an
person in a queue object in relation to
other objects.

 Dividing objects into

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 54
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED
Learners should be able to ACTIVITIES RESOURCES
 Divide objects into halves  Fractions – proper two equal parts
and quarters fractions (denominators
 Draw shapes and shade to 2 and 4)  Dividing objects into
represent fractions four equal parts
 Compare fractions using <,
> and = signs  Representing halves
and quarters
diagrammatically by
colouring or shading

 Expressing the shaded

part as a fraction

 Compare fractions
using <, > and = signs.

GRADE 2 TOPIC: NUMBER OPERATIONS

TOPIC LEARNING OBJECTIVES CONTENT NOTES & SUGGESTED SUGGESTED

Learners will be able to: ACTIVITIES RESOURCES
Addition  add numbers mentally to  Addition of whole  Reinforcing basic addition  Charts
a sum not exceeding 10. numbers to a sum not facts through mental work  Number line
 add whole numbers to a exceeding 100  Adding two numbers to a  Recommended
sum up to 100 sum not exceeding 100 textbooks
 demonstrate addition  Adding numbers by  ICT
process using + and = counting on  Rulers
signs  Counters e.g. seeds,
INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 55
 TOPIC LEARNING OBJECTIVES CONTENT NOTES & SUGGESTED SUGGESTED
Learners will be able to: ACTIVITIES RESOURCES
 stones
Subtraction  subtract numbers  Subtraction of whole  Reinforcing basic  Charts
mentally within the range numbers within the range subtraction facts through  Number line
0 to 10 0 to 100 mental work  Recommended
 subtract whole numbers  Subtracting two numbers textbooks
within the range 0 to 100 to a sum not exceeding  ICT
 demonstrate subtraction 100  Rulers
process using – and =  Adding numbers by  Counters e.g. seeds,
signs counting on stones
Multiplication  multiply using repeated  Multiplication (with  Using sets to get product  Counters
addition products less than or  Writing exercises using  Number line
 find the product of two equal to 100) through the bracket notation to  Recommended
numbers by counting sets repeated addition show multiplication textbooks
process such as  ICT
2(2) = 4  Rulers
 Finding the product of two  Charts
numbers  Work cards

 Division  find the quotient by  Division (where the  Demonstrating division by  Counters
sharing equally dividend is 50 or less) sharing equally  Number line
 recall basic division facts  Using sets to demonstrate  ICT
for multiples of 2, 5 and division  Recommended
10 up to 100  Writing exercises on textbooks
division  Charts
 Work cards

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GRADE 2 TOPIC: MEASURES

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES

Learners should be able to: SUGGESTED
ACTIVITIES
Money  Identify coins up to $1  Recognition of coins  Identifying coins up  Real coins
 Give compositions of coins up up to $1 to $1  Paper money
$1  Idea of change in  Giving possible  Items for buying and selling
 Calculate change of amounts buying and selling compositions of
not exceeding $1 coins up to $1
 Breaking down of
bigger
denominations into
smaller

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
denominations
diagrammatically
 Role playing buying
and selling
Time  Say, read and write months of  Recognizing months  Stating months of  Clock faces
the year in their correct of the year the year in the  Watches
order  Telling time on clock correct order  Calendars
 Read and say time on the hour faces showing hourly  Identifying the hour
and half hourly from clock and half hourly hand, minute hand,
faces and the clockwise
direction on the
clock face
 Reading time to the
hour and half hourly
Mass  Weigh objects using non-  Non-standard units  Make balance scales  Balance scales
standard units can be used in  Weigh various  Bricks, stones, soil, pieces of
weighing suitable objects chalk
using non-standard  Seeds, cubes of same size
units, balance scales made from wood or clay etc,
bottle tops
Length  Measure lengths of objects  Use of standard  Measuring lengths in  30 cm rulers
using cm up to 1m measures of length cm up to 1m  Metre rules
 Find perimeter of various  Idea of perimeter  Finding perimeter as  Tape measures
objects after measuring distance round  String
shapes  Various objects such as
books, tables , bottles and
shapes e.g. rectangles,
circles, triangles
Rate  Compare rate of performed  Speed of performing  Selecting learners to  Stop watch
tasks tasks perform tasks and  Sand bottles

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
letting them describe
them as ‘fast’, or
‘slow’, ‘faster’ or
‘slower’, ‘fastest’ or
‘slowest’.
 Performing tasks and
measuring rate of
performance using
time devices
Area  Measure and compare areas  Comparing and  Various objects such as flat
using non-standard units and  Areas can be measuring surface rectangular, triangular
by counting squares compared and areas of various shapes
measured using non- suitable objects  Rectangular pieces of cloth
standard units
Volume  Measure capacity using non- Capacity can be measured  Determining the  Containers of various sizes
using standard and non-
standard units and litres number of non- and shapes
standard units
standard units in a  Bottles, jugs, buckets
litre and vice versa  1 litre containers
 Showing that the
quantity of a liquid
or sand id dependant
on the size of the
container (and not on
the shape)
 Measuring capacities
of various containers
Shapes  Identify and describe various  Recognizing  Identifying and  Rectangular, circular,
plane and solid shapes differences and labeling objects with triangular and square shapes
similarities among triangular, (e.g. bricks, wheels, jugs,
different shapes rectangular, circular coins)
and square faces  Clay (for modeling shapes

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
 Modeling shapes e.g. prisms, spheres)
 Tracing out plane
shapes from
identified solid
shapes

GRADE 2 TOPIC: RELATIONSHIPS IN SCIENCE AND MATHEMATICS

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
Data Handling  Depict data using pictures and  Data can be  Collecting and  Suitable things on the school
diagrams represented using recording data from premises
pictures and the school premises  Charts with vertical and
diagrams (idea of (such as data on types horizontal lines
pictogram) of trees, animals)
 Representing
collected data in
horizontal and
vertical columns
pictures or diagrams
 Discussing which
category is the most

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND SUGGESTED SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES
common/least
common

9.0 ASSESSMENT

INFANT
- Learners will be assessed using continuous and summative assessment.
Continuous assessment
a) Assessment of content
b) Soft skills e.g. cooperation, creativity, innovativeness, confidence, leadership qualities,
Soft skills will be assessed using checklists, rating scales, observation guides etc
c) Projects

Summative Assessment

INFANT MATHEMATICS AND SCIENCE SYLLABUS 2015 Page 61

 a) Termly tests
b) Mid-year exams
c) End of year exam

Level Form Of Assessment Weighting

ECD Continuous Assessment 100%
Grade 1 And 2 Continuous Assessment 30%
Summative Assessment 70%

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