BOTSWANA NATIONAL CURRICULUM

PRE-PRIMARY CURRICULUM
FRAMEWORK
REPUBLIC OF BOTSWANA
Pre-Primary
Curriculum
Framework

Foreword
The Ministry of Education and Skills Development is pleased to present
the Pre-Primary Curriculum Framework and Teachers Handbook as
part of the implementation of the Revised National Policy on Education
1994 (Rec 9;11 and 99) and Vision 2016. It includes the following six
learning areas:
• Personal, Emotional and Social Development
• Language Development and Early Literacy
• Health, Nutrition and Safety
• Mathematical and Scientific Thinking
• Physical, Creative and Aesthetic Development and
• Moral and Spiritual Development

The framework outlines the expected outcomes of the Pre-Primary Programme that target the
child’s physical, aesthetic, social, emotional and cognitive development. The Pre-Primary Curriculum
Framework is intended to provide early childhood practitioners in various settings including parents,
community members and other caregivers with a common standard for the design and delivery of
early childhood programs that support children’s holistic development and prepare them for primary
schooling. The framework covers two age categories: ages 36-48 months (Day Care) and 49-60
months (Pre-Primary). The Pre-Primary level (49-60) is a two-year preparation for standard one.

The framework document is the outcome of extensive professional consultations and collaboration.
On behalf of the Ministry, I wish to record my appreciation and sincerely acknowledge those who
contributed to and were instrumental in the production of this framework. I trust that the framework
is a hallmark in the provision of quality early childhood education and is in consonance with the
aspirations and principles of Education for All (EFA) and as well as conforming to international best
practices.

Grace Muzila
Permanent Secretary
Ministry of Education and Skills Development
 Pre-Primary
Curriculum
Framework

Acknowledgements
The Department of Curriculum Development and Evaluation is deeply indebted to a number
of people for their invaluable contributions towards the design and development of this
Framework. The Pre-Primary Curriculum Framework would not have been possible without
the financial and technical support from UNICEF Botswana and the dedicated commitment
of a number people.
Members of the Pre-Primary Task Force: Pre- School and Special Education Teachers
Ms. Selwe K. Department of Curriculum Development and Evaluation Ms. Brown N. Masunga Day Care Centre
Mrs. Brown N. Department of Curriculum Development and Evaluation Ms. Cooper W. Gakhibana Day Care Centre
Ms. Molefe B.P Department of Curriculum Development and Evaluation Ms. Dintwe M. Linchwe Primary School
Dr. Mthunzi C.G Department of Curriculum Development and Evaluation Mrs. Gaotlhoboge B. University of Botswana- Special Education
Mr. Menyatso M. Department of Curriculum Development and Evaluation Mrs. Kabila M. Gracious Day Care Centre
Ms. Ongadile A. Department of Curriculum Development and Evaluation Ms. Kebotse M. Kgakololo Day Care Centre
Ms. Ntshinogang T. Department of Primary Education- Pre-primary Division Ms. Kolo S. Grootelagte Day Care Center
Ms. Seetso G. Department of Primary Education- Pre-primary Division Ms. Mahule A. Buttler Dintwa Day Care Centre
Mrs. Motlaleng P. Department of Training and Development Ms. Mandase P. Francistown Centre for Deaf
Mrs. Gouwe L. Department of Training and Development Ms. Mangole B. Phatlhogo Primary School
Mrs. Mahommed Y. Division of Special Education Ms. Masite T. Sehitwa Day Care
Mrs. Kabomo P. Lobatse College of Education Mrs. Mbulawa M. Makolojwane Primary School
Ms. Monametsi S. Batlokwa National Pre-School Mrs. Modidi N. Masunga Day Care Centre
Ms. Sehunwe D. Ministry of Local Government Ms. Motswagole Palapye Redcross Day Care Centre
Ms Matsheng L. Ministry of Local Government Mpaku M. Leshibitse Primary School
Ms. Mokobi K. Ministry of Labour and Home Affairs Mrs. Mpeetsile M. Serowe Crèche
Ms. Rammona E. Ministry of Health Ms. Mudongo D. Sowa Township Authority
Mr. Chikanda S. Ministry of Defence Justice and Security Ms. Njoze C. Kacgae Day Care Centre
Ms Tsae E. Tlokweng College of Education Ms. Nkepe Linchwe Primary School
Mrs. Monau R. University of Botswana- Department of Primary Education Mrs. Sehunelo B. White City Day Care Centre
Ms Trivedi S. University of Botswana Ms. Setshogo S. Ramotswa Centre for Deaf
Mrs. Tsamaase M. University of Botswana- Department of Home Economics Ms. Utete G. Ramotswa Centre for Deaf
Mrs. Kamanakao M. UNICEF Botswana

Special Education Teachers and Officers Consulted:

Ms. Boitshwarelo A. Motswedi Rehabilitation Center
Mrs. Fink W. Rankoromane School
Ms. Makutu C.B. Cheshire Foundation
Ms. Mogapaesi M. Linchwe Primary School
Mrs. Molepo C. Botswana Society for Deaf
Mrs. Seeletso J. Special Education Division
Ms. Titus M. Rankoromane School
Ms. Tshukudu P. Ramotswa Centre for Deaf
Ms. Tsoebebe C. Special Education Division
Pre-Primary
Curriculum
Framework

SECTION I........................................................................................................................................................... i
Contents

PREAMBLE......................................................................................................................................................... i
1.1 Background ...................................................................................................................................................... i
1.2 Rationale............................................................................................................................................................ ii
1.3 Purpose.............................................................................................................................................................. ii
1.4 Target Population.............................................................................................................................................. ii
1.5 Aims of the Pre- Primary Programme......................................................................................................... ii
1.6 Key Expected Outcomes of the Pre-Primary Programme..................................................................... iii
1.7 Key Learning Areas.......................................................................................................................................... iv
1.8 Teaching and Learning...................................................................................................................................... v
1.9 Assessment......................................................................................................................................................... vi
1.10 Parental Involvement..................................................................................................................................... vi
1.11 Structure of the Framework....................................................................................................................... vii

SECTION II
LEARNING AREAS
1.0 PERSONAL, EMOTIONAL AND SOCIAL DEVELOPMENT................................................................ 1
2.0 LANGUAGE DEVELOPMENT AND EARLY LITERACY........................................................................ 7
3.0 HEALTH NUTRITION AND SAFETY........................................................................................................ 12
4.0 MATHEMATICAL AND SCIENTIFIC THINKING................................................................................... 19
5.0 PHYSICAL CREATIVE AND AESTHETIC DEVELOPMENT ................................................................ 27
6.0 MORAL AND SPIRITUAL GUIDANCE..................................................................................................... 31
APPENDIX I: CHILD RECORD FOR PERSONAL, EMOTIONAL AND SOCIAL
DEVELOPMENT................................................................................................................ 34
APPENDIX II: LANGUAGE SAMPLES........................................................................ 35
APPENDIX IIIA: OBSERVATION CHECKLIST: BOOK AWARENESS *................ 36
APPENDIX IIIB: OBSERVATION CHECKLIST: DEVELOPMENT
OF MOTOR SKILLS.......................................................................................................... 36
APPENDIX IIIC: OBSERVATION CHECKLIST: MATHEMATICAL
AND SCIENTIFIC SKILLS.............................................................................................. 37
APPENDIX IIID: OBSERVATION CHECKLIST: MATHEMATICAL
AND SCIENTIFIC SKILLS.............................................................................................. 37
APPENDIX IV: CHILD’S PROFILE............................................................................... 38
APPENDIX V: NARRATIVE SUMMARY OF CHILD’S DEVELOPMENT................ 39
APPENDIX VI:ROUTINE OF DAILY ACTIVITIES.................................................... 40
 Pre-Primary
Curriculum

ⅰ
Framework

Section I
PREAMBLE
1.1 Background

The Pre-Primary Curriculum Framework is a national guide to planning

appropriate Integrated Early Childhood Development (IECD) activities for the
purpose of improving professional practice and programs for young children to
enable them achieve their full potential.

The Curriculum Framework was developed by the Department of Curriculum Development and Evaluation and is
a culmination of a multi-pronged process of individual and group consultations with various stakeholders involved
in IECD services in Botswana, a desk review of curricular from other countries and related documentation, field
visits to early childhood settings and interviews with key informants as well as with early childhood practitioners.

Based on the integrated model of early childhood development, the framework has emerged in response to
a succession of national and international policy developments. These developments include the Jomtien World
Declaration on Education for All (EFA, 1990), which in article 5 specifically calls for Early Childhood Care and
Education (ECCE) and the Dakar Framework of Action (2000), which emphasis the expansion and improvement of
comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.
The EFA specifically emphasizes the significance of a comprehensive ECCE and hence, a shift from fragmented service
provision to an integrated approach. It further provides strategic directions to be followed in relation to access and
coverage, improving quality and equity by securing priority of access to the vulnerable and those with special needs.

The Government of Botswana has expressed commitment to address the EFA (1990) and Dakar Framework of
Action (2000) recommendations for an integrated approach to early childhood development and education.This is
reflected by policy initiatives such as the Revised National Policy on Education (RNPE 1994), the Early Childhood
Care and Education Policy (2001) and National Development Plan (NDP 9). REC: 9, 11 and 99 of the RNPE 1994
show Government initiatives towards provision of pre-primary education:

The framework specifically came about as a result of REC. 11, which states that:
“a) the Ministry of Education should develop a curriculum together with teachers guides and other support materials
which should guide the operation of all pre-primary education. This should be done in consultation with the Ministry of
Health, Ministry of Labour and Home Affairs and Ministry of Local Government Lands and Housing, as well as interested
and relevant international agencies like UNICEF, UNESCO and non-governmental organizations.

b) the Curriculum Development Unit should be strengthened to enable it to co-ordinate the development of the
curriculum.”
Pre-Primary
Curriculum
Framework
ⅰi

1.2 Rationale
Over the years, while access to IECD services has remained low with disparities in the quality of service provision,
there has been increasing commitment on the part of Government as well as other stakeholders to address these
issues in an effort to ensure provision of children’s rights to quality education as well as to give children secure
foundations on which future learning can build. With regard to this, and in view of the fact that early childhood
centers are currently implementing curricula that differ widely in terms of comprehensiveness, quality and relevance,
the Pre-Primary Curriculum Framework has been developed. The vision is to provide a core reference document
that will guide the designing of the most suitable teaching and learning environment to enable the child to develop
to their fullest potential regardless of where they are from, or what approach their school takes to help them
achieve their competencies.

1.3 Purpose
The Pre-Primary Curriculum Framework is intended to provide early childhood practitioners in various settings
including home schooling, as well as parents and other caregivers with guidance as they design early childhood
programs to support children’s holistic development and readiness for primary school. As such, the framework
outlines learning outcomes in the cognitive, affective and psychomotor domains in the child’s social, emotional,
physical, spiritual and cognitive aspects as a result of the planned activities undertaken at pre-primary.

In addition to this, the framework is intended to serve as a guide for best practice towards the achievement of
early learning goals. It is intended to support the early childhood practitioners with guidance to develop their
own learning and teaching programmes according to their children’s circumstances, ethos and needs and should
not be used as rigid curriculum standards. While the framework recommends elements of an environment that
ensures that children will enter school having established solid foundations on which they can build throughout their
school years and beyond; it recognizes that children differ in the rate at which they progress in the developmental
continuum. As such, care must be taken to apply the guidelines prudently to ensure that all children derive the best
from the early childhood environment.

1.4 Target Population

It is generally understood that early childhood education covers the period between zero to eight years of age.
Since children aged six to eight years are catered for in the primary school curriculum, this framework is developed
for pre-primary children aged three to six years of age. A separate guideline will be developed for the zero to three
year olds. The framework targets the children in two main categories: three to four years and four years until entry
to primary school.

1.5 Aims of the Pre-Primary Programme

The programme has its foundation on the principles of IECD outlined in the blueprint and therefore aims to:
• Integrate early childhood service provision at the center in an effort to provide for the child’s
rights in a holistic manner.
• Promote a sense of self-identity, self-control, self-appreciation and social competency in order to develop
confidence, independence and interdependence that will enable the children to make a positive contribution
to the world in which they live.
 Pre-Primary
Curriculum
Framework
ⅰii

• Promote national unity and respect for one’s and other people’s cultures and beliefs.
• Develop basic mathematical and scientific competencies in numbers, measurements, patterns, and shapes
in a broad range of contexts.
• Develop an understanding, awareness and appreciation of the environment and their role in sustaining it.
• Foster the child’s development of tactile skills, exploration skills, creativity, self-expression and discovery.
• Develop language as well as reading, writing and communication skills.
• Develop positive attitudes and disposition towards learning, a love for books and positive learning practices
including concentration and task persistence.
• Enhance school readiness and preparation for smooth transition to primary school.
• Develop orientation and mobility for children to be able to move around freely, independently and safely.
• Develop self-help skills through Activities of Daily Living (ADL).
• Acquire basic knowledge and prevention skills on health issues and develop safety habits.
• Create awareness that every child has the same rights and responsibilities.

1.6 Key Expected Outcomes of the Pre-Primary Programme

The framework targets the child’s individual development. The effects of a quality early childhood experience are
however not limited to the development of the child in the different domains but are also evident in enhanced
national development as well as social equity. As such, the expected outcomes include:

• Individual development and self-fulfillment. The program is geared towards developing children in every
aspect. This refers to the integration of their rights to survival, health and development, participation
as well as protection in the teaching and learning activities in order to develop holistic individuals who
are socially well adjusted. Through participation and involvement in activities at the centre as well as at
home, it is expected that children will develop a strong sense of belonging and identity as they develop an
awareness of the significance of their contribution and participation in the school and at home.

• National development.The programme focuses on the development of skills and knowledge, attitudes and
practices that will enable the children to be ready for primary school and to survive their school life; hence
reducing repetition, dropping out, incidences of ill health and enhancing school completion rates. This will
result in the production of citizens who are well equipped to make a contribution to the building of the
nation and hence economic progress. It is also expected that children will be socialised to become agents
of change as they share relevant knowledge, skills and opinions with others in their environment.

• Social equality. The programme seeks to provide equal opportunities to all children and specifically recognizes
the need to increase access to early childhood services by children living in difficult circumstances, including
those living in poverty, those affected and infected by HIV and AIDS and the special needs children. It is
expected that early childhood services will provide all children with a fair start to education particularly at
a time when critical brain development and foundation building is taking place, hence providing the building
blocks for future learning to all children.

• Appreciation, respect and development of cultural heritage. The programme seeks to instill in the children
an understanding of their rich heritage, with a view to promoting positive values including integrity,
receptiveness, respect, and compassion, in line with the spirit of BOTHO.
Pre-Primary
Curriculum
Framework
ⅰv

• Social equality. The programme seeks to provide equal opportunities to all children and specifically recognizes
the need to increase access to early childhood services by children living in difficult circumstances, including
those living in poverty, those affected and infected by HIV and AIDS and the special needs children. It is
expected that early childhood services will provide all children with a fair start to education particularly at
a time when critical brain development and foundation building is taking place, hence providing the building
blocks for future learning to all children.

• Appreciation, respect and development of cultural heritage. The programme seeks to instill in the children
an understanding of their rich heritage, with a view to promoting positive values including integrity,
receptiveness, respect, and compassion, in line with the spirit of BOTHO.

1.7 Key Learning Areas

The Pre-primary Curriculum Framework comprises six (6) learning areas as follows:
Personal, Emotional and Social Development
This learning area seeks to develop in children the knowledge, understanding and appreciation of self as
individuals and seeks to equip them with skills to foster self-control and social competence to enhance
interaction with others within the environment.

Successful personal, emotional and social development fostered in a supportive environment that creates
opportunities for free expression of interests, opinions and feelings, provides the building blocks for present
and future learning. When a child has a strong sense of love and belonging, they are better able to strive to
achieve other goals set for their development. As children develop in these areas, they will become more
responsible, respectful, co-operative confident and able to adapt and deal with different situations.

Language Development and Early Literacy

This learning area is concerned with the development and nurturing of communication skills of children at the
early ages. Particular emphasis is placed on speaking, listening, pre-reading and basic reading skills, pre-writing
and writing skills as well as an appreciation of books and other print material. Language is a critical component
of socialization and its development is important as it is a medium of instruction. In addition, the development
of literacy skills is necessary for the preparation of children for primary school. The learning environment
should therefore provide the learner with opportunities to communicate and interact freely, ask questions,
use print materials regularly and observe early childhood teachers correctly use language and print material in
their interactions with them and others. Development in this area, will develop in the children, confidence in
communication and interest in reading and writing.

Health, Nutrition and Safety

This area is concerned with the health and safety of young children. Emphasis is on the development of good
eating habits, importance and uses of food in the body, personal hygiene and awareness and prevention of
diseases. It also highlights the importance of rest, sleep and exercise. Knowledge and understanding of the
concepts in this key area, through exposure to situations that promote healthy living, is important for the
overall development of child’s health and nutrition as well as in providing the child with knowledge on how to
prevent and avoid accidents. Development in this area will enable children to engage in habits that promote
personal hygiene, select nutritious and healthy food and adopt safety measures both at home and school.
 Pre-Primary
Curriculum
Framework
v

Mathematical and Scientific thinking

Concepts covered in this learning area include: number concepts, numerical skills as well as scientific knowledge
and processes, which are important for providing the child with important learning tools necessary for
exploring and understanding their environment, problem solving and logical reasoning. Mathematical and
scientific thinking will best be developed in an environment where children are given an opportunity to
experiment, explore, ask questions, seek answers and solve problems. As they develop in this area, they will be
able engage in early science inquiries and will be stimulated to construct knowledge of their world.

Physical, Creative and Aesthetic Development

The development of gross and fine motor skills, eye-hand co-ordination, creativity and an appreciation of
aesthetics is the focus of this learning area. Physical, creative and aesthetic development, which is a source of
great enjoyment among children, offers an opportunity for free expression and movement and lays a foundation
for the development of valuable analytical tools, self esteem, co-operation and discipline that will assist them
throughout their lives. Development in this area calls for an environment that provides opportunities to
manipulate objects of various sizes, develop creative pieces of work and engage in the creation and enjoyment
of music, movement and role plays.

Moral and Spiritual Guidance

Development in this area refers to the knowledge and acquisition of values, norms and beliefs, which will
enable children to be responsible, relate well with others and understand the meaning of life. To foster
development, the early childhood environment should provide opportunities for play, story-telling, news-time
and circle-time to enable discussions and interaction with others.

1.8 Teaching and Learning

Young children are active and curious; they need to explore, discover, ask questions, practice and rehearse
in order to build concepts and ideas from their experiences. These activities, which form the building blocks
to learning, are brought together during play. Play should therefore form the core of all early childhood
activities as it provides opportunity for the children to use all their senses to build concepts and ideas as they
interact with the environment. To maximize the benefits derived from play, the teacher should provide as
many opportunities as possible for exploration, experimentation and discovery. This is best done through well
planned and resourced indoor as well as outdoor play, ensuring that children operate in a secure environment.
Further to this, the teacher should support children’s learning by extending play experiences to develop
various developmental aspects.

As children play, they think creatively, take risks, make mistakes from which they learn, express their feelings,
understand the need for rules, make sense of the world, appreciate the need for working with others and
build ideas, concepts and skills and also learn how to communicate with others. In recognition of the fact that
effective learning is one that actively engages children, teaching should be child centered focusing on what the
child will learn rather than what needs to be taught. In this regard, the teacher is called upon to be flexible
in the implementation of daily plans to ensure that every child benefits from the day’s experiences. Detailed
information relating to the achievement of each learning outcome is provided in the teacher’s guide.
Pre-Primary
Curriculum
Framework
vi

1.9 Assessment
Assessment for this programme is a continuous process of collecting information from children and their parents to
enable monitoring of each child’s progress as regards the curricular goals and performance standards in the various
developmental domains. This information is useful to the teacher for planning and designing learning experiences
and is also communicated to parents to provide a guide for parental involvement. Teachers who will be receiving
the children in subsequent years will also need assessment information to assist with smooth transition.

It must be emphasised that the purpose of the assessment information is to provide information to the teachers
and parents for the benefit of the child. The results should therefore not be used for:
• Comparing children with one another
• Making placement or retention decisions
• Evaluating teachers.

Proper assessment requires the teachers to use developmentally appropriate methods that avoid extensive use
of seat work and writing but rather focus on observing children as they participate in typical classroom activities,
with a focus on describing what they are able to do. The methods of assessment will include: observations by the
teacher, developmental milestones, portfolios, anecdotal records, scribbling, writing and drawing samples. Examples
of these are provided in Annex I to V.

The Framework provides a general idea regarding the assessment of each learning area; however, details for the
assessment of each performance indicator are available in the teacher’s guide.

1.10 Parental Involvement

Parents are critical partners in the education of young children as they are the first educators. They should therefore:
• Liaise with schools and educators to understand more about their children’s learning needs and also to
give information about the child
• Ensure children are well and healthy by providing all the basic necessities of life
• Provide children with developmentally stimulating toys, home or ready-made, that promote gender equality
• Identify any unusual behavior in children and seek appropriate intervention
• Prepare children for home to school transition
• Participate in school programmes, lend support and show appropriate interest in the child’s schoolwork
including activities
• Be involved in decision making regarding their children’s education & welfare
• Allocate children responsibilities and duties according to their abilities and age
• Understand and accept parental roles in the education of children
• Encourage children to participate in confidence building and assertiveness activities
• Support good teacher / child relationships
• Ensure the safety of children between the home and the school, and within the home
• Teach their children appropriate manners and respect for others
• Be role models, effective parents, and instill high moral standards through guidance and spending quality
time with their children
 Pre-Primary
Curriculum
Framework
vii

1.11 Structure of the Framework

The framework is divided into six learning areas. First, a summary which includes the main objective, the key
concepts that will be learnt, the competencies to be developed and opportunities that need to be availed in the
learning environment to develop the competencies presented. Assessment methods for each learning area are
presented at the end of every table to give the teacher an idea of how to obtain information on the child’s progress
for the benefit of the child.

Within each of the learning areas, there are outcomes that are divided into various competencies with performance
indicators to enable a tracking of the child’s progress. The indicators show what a child who has gone through the
programme should be able to say, do and behave in different situations. In addition to these, activities and possible
support materials are indicated to give an idea of the methods through which the children will learn the given
concepts. The teacher’s manual will elaborate these further to equip them with a variety of methods which can be
used to enhance the achievement of competency in a given area.
Pre-Primary
Curriculum
Framework

SECTION I1
LEARNING AREAS

Personal, Emotional and

Social Development
•
Language Development
and Early Literacy
•
Health, Nutrition and Safety
•
Mathematical and
Scientific thinking
•
Physical, Creative and
Aesthetic Development
•
Moral and Spiritual
Guidance
 Pre-Primary
Curriculum
Framework
1

Section II
LEARNING AREAS
1.0 Personal, Emotional and Social Development

MAIN OBJECTIVE
To develop in children an understanding and appreciation of who they are in terms of self-awareness, emotional
development and interaction with others.

KEY CONCEPTS
Self-Concept, Self-esteem, Self-control, Social competency & Social environment

COMPETENCIES
By the end of pre-primary, children will:
• Develop an appreciation of self as an individual
• Demonstrate a sense of self as a learner
• Exhibit a positive self- image
• Exhibit self-control as individuals and in group settings
• Demonstrate skills in interacting with others
• Demonstrate an understanding of their social environment

CONTENT AREA
Pre-primary programmes will provide children with opportunities to:
• Develop and communicate a growing awareness of self as having certain characteristics, interests, preferences,
rights and abilities and as being part of families
• Explore, initiate, problem solve, extend curiosity, task persistence and reflection in learning
• Participate in and exhibit self-control as an individual and in group situations
• Interact appropriately with peers and familiar adults, exhibit respect, co-operation, age appropriate conflict
resolution strategies and appreciate differences between people
• Develop an appreciation of their immediate environment including members of the home, buildings, utensils,
foods, clothing as well as animals and birds found in the neighbourhood.

ASSESSMENT METHODS
Assessment of this learning area will mainly comprise of observation of children as they go about their activities
as well as questioning as in the case of establishing whether children are able to describe their own characteristics.
Based on selected weekly performance indicators, which will have been decided before hand, the teacher makes
quick observations over the course of the day on an observation form (See Appendix I). By the end of the school
term, the teacher will have recorded at least three observations for each competency area per child that will be
used as input into the child’s profile (See Appendix IV). This will provide him/her with information to share with the
parents on the parent-teacher consultations (See Appendix V). Teachers will also ask the child some questions to
gauge their understanding of their social environment.
 Pre-Primary
Curriculum
Framework
2

CONCEPT 1: SELF IDENTITY

CONCEPT 1: SELF IDENTITY
Performance Indicators by the end of age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
1.1.1 Develop knowledge and - Respond to their names - Introduce themselves by their - Self introductions - Family pictures
an appreciation of self as an first and last names - Sorting - Height & weight charts
- Introduce themselves by their first
individual - Identify self in relation to family - Matching - Alphabet cut out
names and age
- Differentiate between own - Story telling - Letter blocks
- Identify own gender
gender and that of others - Drawing and illustrations - Photographs of self from infancy to current
- Identify parts of their bodies.
- Refer to body parts by their - Dramatising age
- Recognize themselves in photographs
functions - Singing - Magazines
- Recognize themselves in group - Cutting - Name cards
photos - Pasting - Dolls
- Use self-help skills - Modelling - Paint brush
- Creating a picture book of - Paint
themselves at different ages - Play dough
- Labelling - Glue
- Clay
- Scissors
- Body parts chart
- Puzzles
- Costumes
1.1.2 Develop a sense of self - Express an eagerness to participate - Applies prior experiences to - Individual tasks - Puzzles
as a learners and learn new situations - Group work - Magazines
- Participate in a variety of activities - Demonstrates the ability to - Participation in timed tasks - Activity sheets for coding
and tasks use at least two strategies to - Puzzles - Activity sheets for mazes
- Sustain attention to tasks for a solve problems - Mazes - Pattern designs
meaningful period of time - Seeks help from others when - Cutting and pasting - Blocks of various sizes
- Demonstrates capacity to complete encountering a problem - Pattern making - Picture books
simple tasks. - Sustain attention to a - Block building - Simple reading books
task persisting even after - Reading of simple picture and
encountering difficulty story books
- Decoding messages
CONCEPT 2: SELF ESTEEM
CONCEPT 2: SELF ESTEEM

Performance Indicators by the end of age span

Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months

1.2.1 Exhibit a positive self - Use words to express emotions or - Communicate an awareness of self in terms - Circle time for discussion on likes & dislikes - Pictures
esteem feelings of specific abilities and characteristics - Demonstration - Scissors
- Express own preferences - Identify own strengths and weaknesses - Role plays - Pencils
- Demonstrate growing confidence in - Point out differences and similarities - Sharing toys - Crayons
a range of abilities between themselves and others - Helping others - Toys
- Express pride in accomplishments - Demonstrate growing confidence in a range - Engage in routine tasks - Story books
of more complex abilities - Drama - Picture books
- Appreciate own accomplishments - Music
- Group games
- Illustration & drawing
- Award of merits and demerits

CONCEPT 3: SELF CONTROL

CONCEPT 3: SELF CONTROL

Performance Indicators by the end of age span

Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
1.3.1 Exhibit self- - Put away materials after activity with prompting - Move from one activity to the next with few verbal - Turn taking - Audio visuals
control as individuals - Follow simple rules prompts - Circle time - Pictures
and in group settings - Express own feelings appropriately - Participate in the development of rules - Counting - Stopwatch
- Accept to delay having their desires met - Follow class and playground rules - Demonstration - Trampoline
- Identify behaviors that hurt self and others - Be aware of classroom schedules and routines - Creative movement - Toy phones
- Identify undesirable behavior - Follow class routines and schedules - Imitation - Pictorial chart showing
- Express themselves appropriately in difficult situations - Miming rules
and conflicts without harming self or others - Singing
- Running
- Talking
- Choosing
- Assigning roles
- Thematic play
 Pre-Primary
Curriculum
Framework
4

CONCEPT 4: SOCIAL COMPETENCY

CONCEPT 4: SOCIAL COMPETENCY

Performance Indicators by the end of age span

Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months

- 1.4.1. Demonstrate - Play with other children - Play co-operatively with a variety of other children - Dramatising - Pictures
skills in interacting - Engage in give and take in play with others - Sustain interactions with peers and initiate friendship - Story telling - Bottles
with others - Share play and learning materials - Nurture friendships - Role playing - Costumes
- Join a play situation or initiate one with others - Negotiate for the use of play and learning materials - Greeting - Audio visuals
- Demonstrate caring for others - Predict the effect of own actions on others - Fortnight friendship days - Skipping ropes
- Express themselves when involved in a conflict - Understands consequences of own actions - Play first aid - Balls
- Seek help from others when in need of assis- - Respond with empathy to peers who are in need - Circle time - Books
tance - Care for others - Demonstration - Toys
- Respond positively to the ideas of others - Taking turns - Puzzles
- Use words to identify a conflict - Sharing - Building blocks
- Work to resolve conflicts - Play time - Clay
- Seek adult help when involved in conflict - Sport activity - Puppets
- Dancing
- Moulding
- Puppet show time
CONCEPT 5: SOCIAL ENVIRONMENT

CONCEPT 5: SOCIAL ENVIRONMENT

Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
- 1:5:1 Demonstrate an - Identify and name family members - Describe the composition of the family - Naming family members - Musical instruments
understanding of their - Recognize language used at home - Identify members of their family by their - Naming teachers and other adults - Crafts
social environment - Greet in mother tongue roles in the family and in the community in the school environment - Artifacts
- Identify buildings in their environment - Identify adults in the environment - Dance - Costumes
- Differentiate clothes worn by different - Demonstrate an understanding of the - Story telling - Clothes
family members role of various professionals - News telling - Plants
- Identify utensils used in homes - Differentiate materials used for - Drama - Pictures
- Identify animals and birds found in the construction of buildings - Role playing - Wind vane
immediate environment - Demonstrate the use of utensils and - Singing - Rain gauge
- Sing cultural songs furniture found at home - Miming - Sand
- Name different places - Recognize the various birds and animals - Creating picture news reports - Insects
- Recognize common features in the and their contribution to the environment - Exchange greeting in different - Garden
immediate environment - Identify artifacts and crafts used in their languages - Boxes
- Describe activities that take place culture - Cultural dressing - Nets
during special occasions - Locate places in relation to others - Cultural day - Bottles
- Name different forms of transport - Identify changes in their immediate - Sorting - Clock face
environment - Nature walks - Audio visuals
- Identify the national flag - Sand play - Puppets
- Compare different forms of transport - Water play - Crayons
- Measuring rainfall - Paints
- Determine wind direction - Glue
- Collecting flora & fauna - Picture of the National flag
- Use body as directional tool
- I spy game
- Interacting with different
professionals
- Puppet show
- Visits to the market and gardens
- Colouring the National flag
- Singing patriotic songs
- Naming the national days and other
special occasions
Pre-Primary
Curriculum
Framework
6

2.0 LANGUAGE
DEVELOPMENT AND
EARLY LITERACY

To develop language skills to

enable children to communicate
effectively and to facilitate
learning in other areas.
 Pre-Primary
Curriculum
Framework
7

2.0 LANGUAGE DEVELOPMENT AND EARLY LITERACY

MAIN OBJECTIVE
To develop language skills to enable children to communicate effectively and to facilitate learning in other areas

KEY CONCEPTS
Communication, Book knowledge and Appreciation, Reading, Writing

COMPETENCIES
By the end of pre-primary, children will:
· Listen attentively and observe with interest and understanding
· Use speech and or signs to communicate with peers and adults
· Demonstrate an understanding and appreciation of books and other forms of print as having a purpose
· Demonstrate use of pre-reading and basic reading skills by reading simple sentence story books and interpreting pictures
in detail
· Write simple, short and clear sentences to communicate ideas and concepts

CONTENT AREA
Pre-primary programmes will provide children with opportunities to:
· Listen attentively, with interest and understanding to directions, conversations, poems and stories
· Communicate their ideas, feelings, experiences and interests through speech
· Know how books and other forms of print material work, how to read as well as how to handle them
· Build an interest in reading and demonstrate ability to read simple story and picture books as well as print material
· Demonstrate comprehension of the ideas and thoughts presented in storybooks and other print material
· Practice their writing using different strategies and to develop basic spelling and grammar skills

ASSESSMENT METHODS
Assessment in this area will focus mainly on language samples (Appendix II) recorded by the teachers as the children interact
with one another, when they describe work done or when they ask and answer questions during class or play time. The teacher
should record at least four samples from the children during a given term, which they will include in the child’s profile (Appendix
IV). In addition to this, observations will be made for the other indicators including handling of books, turning of pages, reading,
time on task, and attention. These should be recorded in a checklist (Appendix IIIA). Portfolios for each child will provide useful
information on the progress of the child’s writing skills. Samples of written work should be filed and information summarised. All
information from each of the indicators should be summarized in the child’s profile (Appendix IV).That will provide the narrative
summary (Appendix V) for parent teacher consultations.
 Pre-Primary
Curriculum
Framework
8

CONCEPT 1: COMMUNICATION

CONCEPT 1: COMMUNICATION
Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months

2.1.1 Listen attentively - Identify different sounds - Correctly answer comprehension questions - Naming sounds - Flash cards
and observe - Respond correctly to gestures - Respond and react appropriately to questions in - Name games - Bottles
with interest and - Answer simple questions conversations - Matching pictures to - Shakes
understanding - Follow simple instructions - Retell information from a story sounds - Sand
- Follow directions - Ask questions - Matching pictures to - Bottle tops
- Anticipate responses to statements made pictures - Seeds
- Take turns in conversations and interrupt less - Sound search - Beads
frequently - Story telling - Sound puzzles
- Imitating - Sound paper letters
- Miming
- Signing
- Posting
- Drawing
2:1:2 Use speech - Name different objects - Speak clearly using appropriate tone - Playing games - Alphabets
and or signs to - Talk in sentences of at least three words - Use complete simple sentences in communicating - Story telling - Magazine
communicate - Use new vocabulary in speech - Speak for a variety of purposes including repeating - Dramatic play - Scissors
- Ask simple questions rhymes, initiating conversations, passing messages, - Rhyming - Adhesives
- Tell a simple story describing situations or events, etc. - Cutting - Toilet paper rolls
- Retell familiar stories - Use nonverbal ways of communicating - Poetry - Bottle tops
- Recite rhymes and chants - Observe and communicate what is happening - Finger spelling - Braille
- Express feelings using simple reasons around them - Carry out healthy, - Stones
- imaginary conversations - Beads
CONCEPT 2: BOOK KNOWLEDGE AND APPRECIATION

CONCEPT 2: BOOK KNOWLEDGE AND APPRECIATION

Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
2:2:1 Demonstrate - Holds book the right way up - Differentiates books by content - Demonstrations - Picture books
an understanding and - Turns pages from the front to the back - Recognizes that books have authors - Talk about the whole - Story books
appreciation of books - Turns pages one at a time - Differentiates books by authors book - Costumes
and other forms - Looks at the left hand page before the right - Use the content page to find their way around the - Story time - Charts
of print as having a hand page book - Reading corner
purpose - Displays an interest in looking at books - Selects a book based on interests - Dramatic play
- Tells a short story from the pictures - Handles books with care
- Keeps book in its right place after reading

CONCEPT 3: PRE-READING AND BASIC READING SKILLS

CONCEPT 3: PRE-READING AND BASIC READING SKILLS

Performance Indicators by the end of Age Span

Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months

2:3:1 Demonstrate - Use pictures to make meanings of stories - Recognize their name when written - Name sounds - Flash cards
use of pre-reading - Recognize common objects and experi- - Identify different letters of the alphabet - Flash card games - Picture sound cards
and basic reading ences from pictures photograph and drawing - Sound letters of the alphabet - Match picture to sound - Paint paper
skills - Recognize common three letter words - Discriminate between phonetic sounds and letters of - Match picture to picture - Sand paper letters
- Recognize simple rhyming words the alphabet - Work out word puzzles - Reading books
- Understand that words, rather than pictures - Link sound to letters - Word search games - Picture books
enable reading - Differentiate between capital and small letters - Charts - Activity sheets for puz-
- Predict what happens next in a story - Finger spell alphabets - Read picture story books zles and word search
- Recall simple texts - Pronounce words correctly using blends - I spy games - Word wheel
- Spell some words using knowledge of sounds - Read alphabet book or - Parcel
- Listen, remember and re-tell stories read to them chart - Plain paper
- Predict the endings of stories - Spelling bees - Crayons
- Read simple books - Word wheel games - Paint
- Learn and recite simple poems and rhymes - Pass the parcel game
 Pre-Primary
Curriculum
Framework
10

CONCEPT 4: PRE-WRITING AND BASIC WRITING SKILLS

CONCEPT 4: PRE-WRITING AND BASIC WRITING SKILLS

Performance Indicators by the end of Age Span Support
Competencies Activities
Materials
Ages 36 – 48 Months Ages 49-60 Months
2:4:1 Write simple - Make letter like shapes - Write all the letters of the alphabet - Paint letters - Letter cards
and short sentences - Tell the difference between writing and - Use symbols and drawings to express thoughts, - Trace letters - Pieces of wood
to communicate ideas drawing feelings and ideas - Make letters out of - Pieces of cloth
and concepts - Copy letter shapes - Write their full names modelling clay - Play dough
- Write three letter words - Copy short sentences - Taking the pencil for a - Plain paper
- Have good control of the pencil - Understand and use question words walk - Scissors
- Identify commas, full stops and capital letters - Write labels - Dictation - Grains
- Write simple stories - Creative writing - Glue
- Use commas, full stops, question marks and capital - Make words from letter - Activity sheets
letters with few errors cut outs - Leaves
- Matching games
- Labelling
- Sort letters according to
similarities
- Pattern writing
- Descriptive writing
- Jumbled sentences
 Pre-Primary
Curriculum
Framework
11

3.0 HEALTH NUTRITION

AND SAFETY

To develop
children’s knowledge
and understanding of
safety and healthy
living practices.
 Pre-Primary
Curriculum
Framework
12

3.0 HEALTH NUTRITION AND SAFETY

MAIN OBJECTIVE
To develop children’s knowledge and understanding of safety and healthy living practices

KEY CONCEPTS
Nutrition, Toilet routine, Hygiene, Health, Safety, Abuse

COMPETENCIES
By the end of pre-primary, children will:
· Recognize and choose to eat a variety of nutritious foods
· Demonstrate the skill of using the toilet correctly and practice personal hygiene
· Demonstrate an understanding of the importance of health facilities
· Demonstrate an understanding of the importance of resting, sleeping and exercising
· Demonstrate an awareness of common diseases and their prevention
· Show an understanding of knowledge on safety procedures and poisonous substances
· Exhibit an awareness of likely accidents during play and how to avoid them
· Demonstrate an understanding of the knowledge of child abuse

CONTENT AREA
Pre-primary programmes will provide children with opportunities to:
· Ask questions, explore, express themselves and make choices regarding their nutrition as well as opportunities to engage in
hand washing, good table manners, hygienic sharing of food, proper use of the toilets and toilet papers and self-help skills etc.
· Participate in visitation to health facilities to understand their importance, rest, engage in exercises, and exhibit their knowledge
of common diseases and their prevention.
· Navigate their environment safely; observe rules for their safety and report any incidences or injuries to themselves or others.
· Participate in circle time, role plays and story time to enable the acquisition of age appropriate knowledge of HIV and AIDS, child
abuse and explore ways of responding to various life issues.

ASSESSMENT METHODS
Assessment in this area will mainly involve the use of observation checklists. This will be particularly useful for reinforcing lessons
on good hygiene, toilet use, table manners, following of rules and development of self-help skills. Observation of the children during
role-plays and drama will provide a good source of information on their understanding of their rights and how to handle situations.
Information should be recorded in an observation checklist, see appendix III for examples. Oral questions will also be asked during circle
time to get a sense of the understanding of common diseases as well as HIV and AIDS and observations recorded for each child in a
form designed by the teacher.
CONCEPT 1: NUTRITION

CONCEPT 1: NUTRITION
Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
3:1:1 Recognize and - Appreciate the importance of - Identify different types of food - Story telling - Pictures
choose to eat a variety of eating food - Categorize food into simple - Collage and mosaic designs - Adhesives
nutritious food. - Identify foods eaten at home and groups (fruits, vegetables, meat and - Singing - Magazines
at school meat products etc.) - Rhyming - Different food types
- Express food and drink - Explain their food preferences - Role play - Food charts
preferences - Identify healthy food - Name the foods they should eat in - Kitchen toys
- Recognize healthy foods - Demonstrate an understanding of limited quantities - Simple Recipe books
- Demonstrate their understanding different ways of cooking food - Give reasons for eating certain
of healthy foods by choosing - Describe healthy ways of cooking foods in limited quantities
healthy foods food - Circle time
- Recognise a balanced meal
- Choose foods for a healthy lunch
box
- Communicate the importance of
drinking water
3:1:2 Practice good eating - Wash their hands before and - Wash their hands before and after - Dramatise - Water
habits after eating with prompting eating without prompting - Hand washing - Soap
- Keep their food covered - Demonstrate the ability to wash - Eat fruits & vegetables - Different fruits & vegetables
- Feed themselves fruits and vegetables before eating - Demonstration - Food charts
- Describe what they had for - Feed themselves with utensils - Wash fruits & vegetables before - Utensils
breakfast without spilling eating - Food
- Express themselves appropriately - Demonstrate socially acceptable - Wash hands - Cutlery & utensils
when hungry, thirsty or satisfied eating manners - Discussion - Magazine, serviettes
- Share food in a hygienic way - Cover food to keep it free from - Pretend play on good eating - Food pictures
dirt and germs habits - Kitchen toys
- Demonstrate hygienic ways of - Adhesives
sharing food
- Demonstrate skills in washing
plates and spoons
 Pre-Primary
Curriculum
Framework
14

CONCEPT 2: TOILET ROUTINE

CONCEPT 2: TOILET ROUTINE

Performance Indicators by the end of Age Span Activities Support Materials
Competencies
Ages 36 – 48 Months Ages 49-60 Months

3:2:1 Demonstrate the skill of - Express themselves promptly and - Express themselves promptly and appropriately - Circle time - Dolls
using the toilet correctly appropriately when they would like when they need to use the toilet - Demonstration - Toilet paper
to use the toilet - Engage in proper use of toilet, including flashing - Toilet schedules - Visual aids (on toilet
- Undress and dress themselves after use. - Visit to the toilets training)
before and after using a toilet - Wash hands after using a toilet - Pictures
- Engage in proper use of the toilet - Engage in proper use of the toilet paper including - Soap
- Request assistance when necessary wiping themselves properly - Paper towels
- Wash hands after using a toilet - Demonstrate how to use different types of toilets

CONCEPT 3: HYGIENE

CONCEPT 3: HYGIENE
Performance Indicators by the end of Age Span Activities Support Materials
Competencies
Ages 36 – 48 Months Ages 49-60 Months
3.3.1 Practice - Wash hands properly with some prompting - Participate in proper hand washing regularly without - Demonstration - Magazine cut out
personal hygiene - Brush teeth prompting - Singing - Hair brushes / combs
- Keep nails short & clean with prompting - Practice good oral hygiene - Brushing teeth - Tissue
- Cover mouth when coughing - Choose to dress in ironed, clean and tidy clothes - Combing hair - Tooth brushes
- Cover nose when sneezing - Choose clothes according to weather condition - Dramatising - Nail cutter
- Choose to use clean utensils - Keep nails short & clean without prompting - Pretend play - Tooth paste
- Washing - Face towel
- Pretend play - Kitchen toys
- Ironing - Different fabrics
- Morning inspection
CONCEPT 4: HEALTH

CONCEPT 4: HEALTH
Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
3:4:1 Demonstrate an - Recognise different health facilities - Demonstrate an understanding of the - Sorting - Health cards
understanding of the - Recognise a health card importance of health facilities and health cards - Selecting - Different cards
importance of health - Recognise a health worker by the - Explain the role of a health worker - Visit to the health centres - Charts
facilities work they do/uniform - Co-operate with the health workers during - Discussion - Pictures
- Demonstrate a knowledge of the examination - Dramatising - Posters
basic services available at the health - Communicate when not feeling well - Interaction - Costumes
centres - Demonstrate an understanding of the causes of - Health examination - Audio visuals
- Cooperate with health workers on ill health - Participate in recording of self and others’ - First Aid kit
visiting health centres height and weight - First Aid toys
- Scales
- Measuring tapes
- Thermometer
- Wall height chart
- Blood pressure
machine
- Stethoscope

3:4:2 Demonstrate an - Rest when tired - Notice changes that happen to their bodies after - Engaging in active outdoor/indoor games - Mattress
understanding of the - Sleep when they need to an activity - Rest after activities - Outdoor
importance of resting - Express themselves appropriately when tired - Sleep equipment
and sleeping - Rest after tiring activities - Listen to music - Bedding
- Demonstrate good sleeping habits - Reading stories - Books
- Music
3:4:3 Engage in good - Perform simple stretching exercises - Perform different exercises - Watching & playing ball sports - Play grounds
exercising habits - Take short walks - Take longer walks - Jumping - Balls
- Run short distances - State the need to exercise regularly - Skipping - Trampoline
- Run longer distances - Exercising - Special equipment
- Perform track activities - Walking - Skipping ropes
- Running - Play equipment
- Swimming - Swimming pool
 Pre-Primary
Curriculum
Framework
16

3:4:4 Awareness of - Communicate an understanding of - Be aware of common diseases that can be - Singing - Pictures
common diseases and the effects of not bathing spread from one person to another easily - Story telling - Audio visual aids
their prevention - Recognize diseases resulting from - Communicate an understanding of how diseases - Rhyming - Resource persons
poor hygiene are spread - Jingles - Charts
- Be aware of common diseases that - Recognize the danger of contact with other - Presentations - Posters
can be spread from one person to people’s body fluids - Circle time to discuss HIV and AIDS issues - Books
another easily - Exhibit basic age appropriate knowledge of HIV - Magazines
and AIDS
- Recognise signs communicating messages on HIV
and AIDS

CONCEPT 5: SAFETY

CONCEPT 5: SAFETY
Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
3:5:4 Show an - Observe rules in the safe use of items at - Observe rules in the safe use of items at home and - Role play - Resource persons
understanding of home and school school - Playing games - Various materials
knowledge on safety - Exercise caution when moving around the - Exercise caution in handling and use of various items at - Rhyming found at home &
procedures environment home and school - Demonstrating school
- Follow directions given when crossing the - Express need for help as is necessary - Circle time - Posters
road - Report accidents and injuries to teacher or adult - Dramatizing - Books
- Respond appropriately to an unfamiliar adult - Follow directions given when crossing the road - Excursions - Road safety charts
- Abide by simple safety rules in the classroom - Use language to show an understanding of the dangers - Story telling - Signs
and at home of interacting with strangers - Listening to radio - Children traffic
- Identify safety symbols at home and in - Recognize the different road signs - News telling of accidents school
school - Choose to play in safe places that have happened at - Road safety symbols
- Recognize a fire alarm and respond prompt- - Demonstrate an understanding of safety precautions home or in school - Audio visuals
ly to instructions during a fire drill for pedestrian/cyclists - Fire Drill - Newspapers
- Respond appropriately to a fire alarm - Puppets
- Costumes
- Magazines
- Pictures
- Dolls
- Fire alarm
- Fire extinguisher
-
-
-
 -
-
-
-

3:5:2 Demonstrate - Identify common poisonous chemicals found - Recognize potentially harmful chemicals and objects - Nature walk - Examples of harmful
an understanding of at home and school kept in the home and at school - Role play objects, poisonous
the knowledge of - Identify common poisonous plants and - Recognize poisonous plants and animals - Fire drill chemicals & plants
poisonous substances animals - Match box
3:5:3 Exhibit an - Run forward cautiously - Avoid fighting over equipment - Role play - Magazines
awareness of likely - Engage in safe use of outdoor play material - Take turns in using outdoor equipment - Matching - Picture cards
accidents during play - Take turns in using play equipment - Engage in safe activities during play - Cutting - Charts
and how to avoid - Use only equipment in working condition - Seek assistance if the equipment is not working - Pictures about safety - Flash cards
them properly - Sharing - Audio visuals
- Help younger children during free play where possible. - Circle time - Puppets
- Drama - Costumes
- Books

CONCEPT 6: ABUSE

CONCEPT 6: ABUSE
Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months

3:6:1 Demonstrate a Communicate when people do wrong things to Differentiate between of a good touch and a bad touch Demonstration Dolls
basic understanding of them Report unacceptable forms of body contact Role play Pictures
their rights Scream when they are afraid Engage in acceptable behaviour Singing Audio visuals
Demonstrate an understanding of a good touch Show ability to stand up for their rights Reporting Resource person
and a bad touch Identify forms of abuse News time Books
Express themselves when in need of something State places to report abuse Circle time Newspapers
Magazines
Human rights charts
Puppets and costumes
Pre-Primary
Curriculum
Framework
18

4.0 MATHEMATICAL AND

SCIENTIFIC THINKING

To develop process skills,

knowledge, understanding
and attitudes for science
and mathematics.
 Pre-Primary
Curriculum
Framework
19

4.0 MATHEMATICAL AND SCIENTIFIC THINKING

MAIN OBJECTIVE
To develop process skills, knowledge, understanding and attitudes for science and mathematics

KEY CONCEPTS
Concept of Numbers, Mathematical Skill, Time, Money, Science Process Skills, Natural Resources, Living and non-living Things

COMPETENCIES
By the end of pre-primary, children will:
· Demonstrate the skill of classifying objects
· Demonstrate ability to recognize, write and count numbers up to 20
· Perform number value activities and demonstrate competency in basic measurement, shape and space
· Perform additions and subtractions that have answers less than 10
· Recognise time intervals and recognize money and its value
· Demonstrate understanding of science process skills
· Distinguish between natural and man-made resources as well as between living and non-living things
· Keep their environment clean

CONTENT STANDARDS
Pre-primary programmes will provide children with the opportunity to:
· Classify objects, seriate and regroup objects according to one or two attributes such as color, shape or size
· Increase the ability to read, write, order and count numbers both ways up to 20.
· Perform simple tasks of addition and subtraction of numbers up to 10
· Communicate direction, order and position of objects including passage of time and value and use of money
· Recognize and compare objects based on differences in length, weight, width and capacity
· Explore, observe, investigate and communicate their understanding of scientific principles
· Express their understanding of the attributes of natural resources, living things as well as non-living things

ASSESSMENT METHODS
· Assessment in this learning area will mainly comprise of observing children perform various tasks. The results could be
recorded using the format in Appendix IIIC which identifies the child’s developmental level using a four point scale or
Appendix IIID that records whether or not the child has achieved proficiency in a given skill. The teacher could also prepare
simple activity sheets that require the children to perform addition and subtraction tasks. Performance in these tasks is
recorded and included in the child’s profile (appendix IV) for summary in the narrative that will be discussed with the parent
during the parent teacher session. Portfolios of the child’s work along with anecdotal records are also kept.
 Pre-Primary
Curriculum
Framework
20

CONCEPT 1: CONCEPT OF NUMBERS

CONCEPT 1: CONCEPT OF NUMBERS

Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
4.1.1 Demonstrate - Differentiate between big and small in - Group various objects according at least two attributes - Tiding jumbles - Variety of objects
the skill of classifying similar objects - Perform double seriation of objects - Sorting - Grains
objects - Group various objects according to one - Demonstrate ability to perform analogical thinking tasks - Comparing - Stones
attribute - I spy game - Books
- Order objects on the basis of one attribute - Matching - Shapes
- Pairing - Blocks
- Puzzles - Cutlery
- Seriating - Coloured beads
4:1:2 Demonstrate - Identify numbers up to 5 - Recognise numbers up to 20 - Number games - Flash cards
ability to recognize, - Count numbers up to 5 - Write numbers up to 20 in sequence - Singing - Wax crayons
write and count - Write numbers up to 5 - Count numbers up to 20 - Rhyming - Counters of various
numbers up to 20 - Cutting types
- Tracing - Paint brush
- Ordering - Posters
- Counting activities
- Modelling
- Collage
- Mosaic
4:1:3 Perform number - Match number of objects with - Match number of objects with corresponding number up - Counting - Abacus
value activities corresponding number up to 5 to 20 - Matching - Counters
- Count objects in groups from two’s to tens - Colouring - Activity sheets
- Group objects from ones to tens - Drawing - Seeds
- Recognise groups with the same number of items up to 10 - Grouping - Number value charts
- Outdoor activities
CONCEPT 2: MATHEMATICAL SKILLS

CONCEPT 2: MATHEMATICAL SKILLS

Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months

4:2:1 Demonstrate - Differentiate objects by size (e.g. large, - Compare measurement with reference to size, - Measuring activities - Patterns
competency in basic larger, largest) length, weight and capacity. - Estimation - Different objects
measurement, shape - Differentiate objects by length (e.g. - Distinguish between shapes using words (e.g. circle, - Water - Containers
and space long, longer, longest) triangle etc) - Containers - Shapes
- Differentiate objects by weight (e.g. - Describe position using words like inside, outside, - Matching - Building blocks
heavy, heavier, heaviest) on, in, over, under, etc - Rhyming - Crayons
- Differentiate objects by capacity. (e.g. - Demonstrate understanding of words that describe - Tracing - Paper
full, holds a little, empty) direction and movement (e.g. turn, rotate, up, - Drawing - Number cards
- Locate objects in their immediate forward etc) - Sorting - Water sand
surroundings using words to describe - Use descriptive words for property (e.g. side, corner, - Classifying - Peg board
position. curve, flat etc.) - Pattern making - Flash cards
- Identify different shapes - Modeling - Beads
- Cutting and pasting
- Join the dots
activities
- Build simple
structures
4:2:2 Perform - Count the total number of similar - Know words that describe addition and subtraction - Add/subtract using - Measuring tools
additions and objects - Add numbers up to 10 using counters counters - Charts
subtractions that have - Use objects to do simple additions to - Subtract numbers that have answers less than 10 - Sorting - Number charts
answers less than 10 give a total of 5 or less - Share objects among children up to 10 - Calculations - Number patterns
- Perform simple subtraction of numbers - Double numbers up to 10 - Estimating - Number rods
up to 5 - Counting - Beads
- Share objects among 5 people - Classifying - Stones
- Count on from - String
different numbers - Abacus
- Count back from - Number strips
different numbers
 Pre-Primary
Curriculum
Framework
22

CONCEPT 3: TIME

CONCEPT 3: TIME
Performance Indicators by the end of Age Span Activities Support Materials
Competencies
Ages 36 – 48 Months Ages 49-60 Months
4:3:1 Recognise time intervals - Correctly use words to describe - Demonstrate an understanding - Play ‘Simon says’ using words like slowly, - Pictures
the passage of time (e.g. quickly, that day and night represent a quickly, etc - Radio
slowly) passage of time. - Count down to important days marked on - Wall charts
- Demonstrate understanding of - Demonstrate their knowledge of the calendar - Flash cards
day and night the days of the week and months - Make weekly charts - Calendar
- Sequence major home routines of the year - Role playing - Timer
from waking up to sleep time - Demonstrate their knowledge of - Singing
special days - Reporting
- Correctly use the terms before - Rhyming
and after to represent a passage - Recording
of time.

CONCEPT 4: MONEY

CONCEPT 4: MONEY
Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months

4:4:1 Recognize - Recognize money - Recognise different pula and thebe denominations by - Shopping visits - Coins
money and its value - Distinguish money from non-money items value and appearance - Making coin imprints - Notes
- Count in Pula up to 5 Pula - Demonstrate an understanding of words used to - Adding using coins - Model items to stock
describe money transactions e.g. buying, selling and - Subtracting using coins shopping corner
costs - Shopping corner
- Recognize price labels as indicating the cost of an item
- Demonstrate buying and selling activities
- Count in Pula up to 20 Pula
- Add and subtract Pula up to 10 Pula
CONCEPT 5: SCIENCE PROCESS SKILLS

CONCEPT 5: SCIENCE PROCESS SKILLS

Performance Indicators by the end of Age Span
Competencies
Activities Support Materials
Ages 36 – 48 Months
Ages 49-60 Months
4:5:1 Demonstrate - Use their senses to explore their environment - Participate in simple investigations using their senses - Nature walks - Pictures
understanding of - Comment on what they observe - Make and record observations - Comparing - Objects within the
science process skills - Give examples of similar observations in their - Use different common characteristics to classify things - Playing environment
environment - Use a variety of equipment for investigation - Rhyming - Charts
- Observe differences in objects that appear - Make predictions of scientific principles such as sinking, - Feeling different - Plants
alike floating, melt materials - Insects
- Use language to show understanding of - Tasting - Food
scientific principles such as sinking, floating, - Producing sound - Crayons
melting - Drawing books
- Sieves
- Magnifying glasses
- Magnets
- Water
- Objects of various
weights
 Pre-Primary
Curriculum
Framework
24

CONCEPT 6: NATURAL RESOURCES

CONCEPT 6: NATURAL RESOURCES

Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
4:6:1 Demonstrate a - Demonstrate an understanding of the - Demonstrate understanding of the different uses of - Visit to water sources - Water
basic understanding of importance of water in the home water - Pouring - Containers of different
natural resources - Perform filling and emptying activities - Identify various sources of water - Observing shapes & size
- Make bubbles and ripples in water - Identify sources of safe drinking water - Mixing - Plants
- Identify soil types by their color and texture - Demonstrate an understanding of the flow and - Role play - Soil pictures
- Identify physical features such as hills, valleys speed of water - Demonstration - Charts
and rivers - Name soil types and describe their characteristics - Comparing - Drawing paper
and uses - Rhyming - Crayons
- Describe some of the physical features in their - Reporting - Audio visuals
environment - Making channels using - Different types of soil
water - Sieve
- Nature walk - Gauze
- Molding
- Draining
- Sorting
- Out door visits to see
physical features
- Draw, paint, color,
construct physical
features
CONCEPT 7: LIVING AND NON-LIVING THINGS

CONCEPT 7: LIVING AND NON-LIVING THINGS

Performance Indicators by the end of Age Span Activities Support Materials

Competencies
Ages 36 – 48 Months Ages 49-60 Months
4:7:1 Distinguish - Recognize pictures of birds and - Demonstrate an understanding of the - Role play - Animal products
between living and non- animals differences between living and non-living things. - Drawing - Plant products
living things - Recognize animals by the sound - Enumerate what living things need to grow - Nature walk - Charts
they make giving examples of which foods are eaten by - Discussions - Pictures
- Enumerate what living things need various animals. - Classifying - Audio visuals
to grow - Identify animal and plant products - Sorting - Animals
- Demonstrate how to care for - Name non-living things - Data collection - Plants
animals - Identify materials that are used to make non- - Observing - Watering Cans
- Demonstrate care for plants living things - Dramatizing - Drawing Paper
- Identify characteristics of non- - Reporting - Crayons
living things - Watering plants - Wood
- Pots
- Chairs, Tables
- Paper
- Leaves
- Plastics
- Sawdust
4:7:2 Demonstrate - Participate in tidying up work area - Properly dispose of litter - Rubbish disposal - Waste bins
initiative in keeping the - Dispose of rubbish properly - Tidy up working areas - Singing, Rhyming - Different items in the class
environment clean - Keep their working areas tidy - Discussions - Refuse bags
- Water plants in and out of their classroom - Scavenger hunting - Gloves
- Excursions - Waste materials
- Putting all their belongings in - Costumes
a bag - Drawing paper
- Place bags in the right - Clay
places - Insect nets
- Pretend play
Pre-Primary
Curriculum
Framework
26

5.0 PHYSICAL, CREATIVE AND

AESTHETIC DEVELOPMENT

Children will develop gross

and fine motor skills,
creativity and appreciate
beauty through art.
 Pre-Primary
Curriculum
Framework
27

5.0 PHYSICAL, CREATIVE AND AESTHETIC DEVELOPMENT

MAIN OBJECTIVE
Children will develop gross and fine motor skills, creativity and appreciate beauty through art.

KEY CONCEPTS
Gross motor skills, Eye-hand co-ordination, Fine motor skills, Creativity & Aesthetic skills

PROGRAMME GOALS
By the end of pre-primary, children will:
· Demonstrate use of gross motor muscles
· Demonstrate ability to perform tasks that require eye-hand co-ordination
· Demonstrate use of fine motor muscles
· Express themselves in music using different songs and instruments
· Demonstrate dancing skills
· Express themselves using different kinds of art

CONTENT STANDARDS
Pre-primary programmes will provide children with opportunities to:
· Use their large muscles to demonstrate proficiency in control, balance, strength and co-ordination of gross motor skills in
various tasks
· Grow in eye-hand co-ordination using a variety of materials
· Use their small muscles to demonstrate strength, dexterity, control and co-ordination in various fine motor tasks
· Express themselves, enjoy and appreciate music in its different forms as well as move in time to different beats and rhythm in
music
· Create drawings, paintings and other forms of art using a variety of colours, texture, materials, paint etc and to describe their
work to others.

ASSESSMENT METHODS
Assessment of progress in this area will mainly comprise the use of an observation checklist (an example is provided in Appendix
IIIC). The creation of portfolios of created work will prove beneficial in demonstrating the progress the child makes in creative and
expressive arts.
 Pre-Primary
Curriculum
Framework
28

CONCEPT 1: DEVELOPMENT OF MOTOR SKILLS

CONCEPT 1: DEVELOPMENT OF MOTOR SKILLS

Performance Indicators by the end of Age Span Activities Support Materials
Competencies
Ages 36 – 48 Months Ages 49-60 Months
5:1:1 Demonstrate use - Walk in a straight line with balance - Walk blindfolded in space - Racing - Balls
of gross motor muscles - Climb with ease - Jump down with ease - Ball games - Play grounds
- Move major parts of the body with ease - Jump on one leg - Dancing - Dolls
- Make different movements with their legs, - Stand on one leg for more than 10 seconds - Exercising - Out door equipment
arms, and whole body - Walk backwards and forwards in a straight line - Playing - Blind folds
- Perform movements by direction using different - Hopping - Measuring tape
parts of the body - Jumping - Balancing boards
- Run with control and balance - Marching - Trampoline
5:1:2 Demonstrate - Use hands to throw a ball at least one meter - Make sudden stop and change of direction - Games - Balls
ability to perform tasks away - Throw objects with accuracy to hit a target - Playing with different - Toys
that require eye-hand - Catch a ball within one meter - Move in the direction of the ball in order to catch it toys - Play equipment
co-ordination - Kick a ball while maintaining balance - Bounce a ball and catch it - Throwing - Sand
- Stand on one foot for 5 to 10 seconds - Use outdoor equipment with ease - Kicking - Containers
- Jump on two feet - Balance on different parts of the body - Catching - Beads
- Run short distance - Move items to new positions according to - Running - Balls
- Slow down in order to change direction instructions - Threading - Outdoor mattress
- Carry items over a short distance - Fill up different containers with different objects - Jumping - Bean bags
- Fill up containers with sand and water - Use play equipment proficiently - Rolling - Jumping castle
- Use outdoor equipment with supervision - Stake rings
- Pouring
5:1:3. Demonstrate use - Manipulate different objects - Thread hollow materials using strings - Threading beads - Paper
of fine motor skills - Engage in construction using building blocks - Manipulate small objects - Cutting with scissors - Crayon
- Pick small objects from the table and floor - Dress and undress themselves - Pasting - Beads
- Pick and place small objects into a container - Unbutton and button clothes on their own - Colouring - Strings
- String large beads on a shoelace - Zip and unzip clothes on their own - Drawing - Scissors
- Tie shoe laces - Hold crayon / pencil correctly - Folding - Puzzles
- Button and unbutton their clothes with little - Safely and correctly use scissors - Zipping - Drawing paper
assistance - Fold paper in different ways - Buttoning - Shoe laces
- Open and close their zippers with assistance - Put together floor puzzles - Threading - Clothes with different
- Folds paper according to instructions - Cut shapes and lines - Washing closing mechanism
- Draw lines, marks and shapes using different tools - Dolls
- Button Frame
- Lacing frame
- Wash basin
CONCEPT 2: MUSIC MOVEMENT AND DANCE

CONCEPT 2: MUSIC MOVEMENT AND DANCE

Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
5:2:1 Express - Recognise different types of music - Participate in singing - Dancing - Radio
themselves in music - Explore use of various musical - Identify different musical instruments - Singing - Musical
using different instruments - Produce music using different musical instruments - Listening to music instruments
methods of producing - Sing songs they know or have learnt - Make simple musical instruments - Drawing - Strings
sound - Identify traditional and modern musical instruments - Watching audio visuals - Drums
- Recognise and sing songs for different occasions - Playing musical instruments - Rattles (matlhowa)
- Collecting materials - Traditional
instruments
(phathisi)
- Compact discs
- Cassettes
- Costumes
- Video cassette
recorder
- Cassette players
5:2:2 Demonstrate - Move to different rhythms - Participate in creative movement and dance - Dancing - Radio
dancing skills - Create own movement to music - Demonstrate different styles of dance - Singing - Video player
- Imitate simple dance steps - Perform dance according to instructions - Imitating - Cassettes
- Perform basic traditional dance steps - Listening - Pictures
- Perform modern dance - Jumping - Charts
- Hopping - Musical
- Roll instruments
- Watching audio visuals - Compact disc
- Playing musical instruments cassettes

5:2:3 Express - Use objects to make prints on different - Create drawings of their families and home - Modeling
themselves in different surfaces - Use a variety of materials to represent experiences, - Free drawing and painting
forms of art - Engage in pretend play thoughts and ideas. - Making mosaics out of
- Describe their work - Use a variety of visual art for self expression available materials
- Decorate window hangings using easily - Engage in co-operative pretend play with another child - Drawing from observation
available material - Communicate with others to describe or explain their - Form patterns by rubbing
work in detail on different textures
- Creating works of art using
collage
Pre-Primary
Curriculum
Framework
30

6.0 MORAL AND SPIRITUAL

GUIDANCE
Children will develop gross and
fine motor skills, creativity and
appreciate beauty through art.
 Pre-Primary
Curriculum
Framework
31

6.0 MORAL AND SPIRITUAL GUIDANCE

MAIN OBJECTIVE
Children should develop good morals and demonstrate spiritual growth.

KEY CONCEPTS
Behavior and Spiritual guidance

PROGRAMME GOALS
By the end of pre-primary, children will:
· Demonstrate respect and courtesy in their interactions
· Develop good relationships with other children
· Engage in acts of kindness, honesty, sharing and helping others in need
· Display an understanding of stories on spiritual truths

CONTENT STANDARDS
Pre-primary programmes will provide children with opportunities to:
· Experience, learn, hear about and practice moral standards through song, stories and real life experiences
· Practise acts of kindness, honesty, sharing, helping others in need
· Hear about spiritual truths and express joy and praise through music

ASSESSMENT METHODS
Assessment in this area is comprised of observations of how children interact with each other and with teachers.
Anecdotal reports as well as behavior samples recorded in a format like the example presented in Appendix I, will also
provide useful information.
 Pre-Primary
Curriculum
Framework
32

CONCEPT 1: BEHAVIOURAL GUIDANCE

CONCEPT 1: BEHAVIOURAL GUIDANCE

Performance Indicators by the end of Age Span
Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months
6:1:1 Demonstrate - Respond when someone talks to them - Show love to other children - Dramatising - Audio visuals
respect and courtesy - Greet other people - Develop and nurture trust amongst other children - Role play - Puppets
in their interactions - Thank people after they have done - Identify good and bad behaviour - Culture exchanges - Dolls
something good to them - Recognize and care for their belongings - Singing - Indigenous toys
- Demonstrate courteous behaviour - Discussions - Posters
- Talk nicely to other people - Magazines
- Show appreciation after someone does something
good to them or for them
- Give assistance to those in need whenever possible
6:1:2 Develop good - Play with other children - Respect other children‘s opinion - Sharing - Puppets
relationships with - Share with other children - Give other children a chance to use resources - Playing - Puzzles
other children - Give others when they have excess - Treat other children equally - Activities demonstrating - Dolls
- Identify good and bad relationships affection - Building blocks
- Relate well with other children irrespective of their - Listening - Audio visuals
condition - Group discussion - Posters
- Be tolerant of other children - Conversations - Charts
- Accept the differences that children may have - Drama - Magazines
- Respect the belongings of others - Role playing
CONCEPT 2: SPIRITUAL GUIDANCE

CONCEPT 2: SPIRITUAL GUIDANCE

Performance Indicators by the end of Age Span

Competencies Activities Support Materials
Ages 36 – 48 Months Ages 49-60 Months

6:1:2 Appreciate - Recognise different places of worship - Identify forms of worship practiced at home and by - Visits to different places - Religious books
and understand the - Recognise costumes associated with certain others of worship - Religious charts
existence of beliefs cultures or religions - Demonstrate tolerance towards others’ beliefs - Faith based presentations - Religious costumes
- Dramatised religious
celebrations
- Role play

6:1:3 Display an - Listen as stories are read from the Bible or - Practice lessons learnt from the stories with some - Daily worship - Religious costumes
understanding of other spiritual books prompting from the teacher - Role play - Religious books
stories on spiritual - Answer questions on the stories heard - Participate in activities to reinforce learning of - Singing praise songs - Bible/Koran
truths spiritual truths - Merit system
 Pre-Primary
Curriculum
Framework
34

APPENDIX I

CHILD RECORD FOR PERSONAL, EMOTIONAL AND SOCIAL DEVELOPMENT

Child’s Name: ________________________________ Date of Birth:___________________________________

Class:_________________________________________ Teacher’s name: ________________________________

Date of Admission:_________________________ Institution previously attended:_________________

As the school term progresses, the teacher should make notes to describe observations for each area of competency. Notes are based on
several observations and any patterns or peculiar incidences are recorded.

Self-Control

Self-identity

Self Esteem

Child’s awareness of the social environment

Child’s interaction with peers and adults at school

 Pre-Primary
Curriculum
Framework
35

APPENDIX II
LANGUAGE SAMPLES

Child’s Name Date of Birth

Class Teacher’s name
Date of Admission Institution previously attended

As the school term progresses, the teacher should write words actually said by a child over a few minutes in any context, the purpose being
to gauge a child’s growth in oral language. The context should briefly be described to provide an idea of the setting

Language sample 1
Date of recording

Language sample 2
Date of recording

Language sample 3
Date of recording

Language sample 4
Date of recording
 Pre-Primary
Curriculum
Framework
36

APPENDIX IIIA

OBSERVATION CHECKLIST: BOOK AWARENESS *

Child’s Name: ________________________________ Date Of Birth: _______________________________________
Class: ________________________________________ Teacher’s Name: _____________________________________

Observations
Competency Performance indicator Mark if child shows ability
I II III
Book Knowledge Holds book the right way up
Turns pages from the front to the back
Turns pages one at a time
Looks at the left hand page before the right hand page

Displays an interest in looking at books

Tells a short story from the pictures

* For ages 36-48 months

APPENDIX IIIB
OBSERVATION CHECKLIST: DEVELOPMENT OF MOTOR SKILLS
Child’s Name :__________________________________ Date of Birth:________________________________________
Class:___________________________________________ Teacher’s name:______________________________________
Date of Admission:_____________________________ Institution previously attended:______________________

Benchmarks
Competency Performance indicator Emerging Manages
Co-ordinates movement
motor with some
without any difficulty
skill co-ordination
Demonstrate use Walk in a straight line with balance
of gross motor
muscles
Climb with ease

Move major parts of the body with

ease

Make different movements with their

legs, arms, and whole body
 Pre-Primary
Curriculum
Framework
37

APPENDIX IIIC

OBSERVATION CHECKLIST: MATHEMATICAL AND SCIENTIFIC SKILLS

Child’s Name: _________________________________ Date of Birth:________________________________________
Class:__________________________________________ Teacher’s name:_____________________________________
Date of Admission:____________________________ Institution previously attended:_____________________

Benchmarks
Performance
Competency Unable to Demonstrate Manages with Manages
indicator
perform skill using trial some assistance without any
task and error from teacher assistance
Demonstrate the Differentiate between
skill to classify big and small in similar
objects objects
Group various objects
according to one
attribute
Order objects on the
basis of one attribute
Perform number Match number of objects
value activities with corresponding
number up to 5

APPENDIX IIID
OBSERVATION CHECKLIST: MATHEMATICAL AND SCIENTIFIC SKILLS
Child’s Name Date of Birth
Class Teacher’s name
Date of Admission Institution previously attended

Competency Performance indicator Not yet Proficient

Demonstrate ability to Identify numbers up to 5
recognize, write and count
numbers up to 20 Count numbers up to 5

Write numbers up to 5
 Pre-Primary
Curriculum
Framework
38

APPENDIX IV
CHILD’S PROFILE

Child’s Name: _________________________________ Date of Birth:________________________________________

Class:__________________________________________ Teacher’s name:_____________________________________
Date of Admission:____________________________ Institution previously attended:_____________________

Based on information from records of each competency area, the teacher should make a summary as below, commenting on whether the child
demonstrates that the skill is emerging, is evident but displays difficulty or whether he/she is competent giving examples from the specific records

Learning Area Key concepts Teacher’s comments

Personal, Emotional and Social Development Self identity
Self esteem
Self as learner
Social competency
Social environment
Language Development and Early Literacy Communication
Book knowledge
Reading
Writing
Health, Nutrition and Safety Nutrition
Toilet routine
Hygiene
Health
Safety
Abuse
Mathematical and Scientific Thinking Concept of Numbers
Mathematical Skill
Time
Money
Science Process Skills
Natural Resources
Living and non-living Things
Physical, Creative and Aesthetic Development Gross motor skills

Eye-hand co-ordination
Fine motor skills
Creativity & Aesthetic skills
Moral and Spiritual Guidance Behaviour guidance
Spiritual guidance
 Pre-Primary
Curriculum
Framework
39

APPENDIX V
NARRATIVE SUMMARY OF CHILD’S DEVELOPMENT

Child’s Name: _________________________________ Date of Birth:________________________________________

Class:__________________________________________ Teacher’s name:_____________________________________
Date of Admission:____________________________ Institution previously attended:_____________________

The information on this summary is to be filled in duplicate, during a one on one parent- teacher session.The teacher provides basic information
derived from the profile with additions from the parent based on home observations.The parent goes with one copy and the teacher retains one
for follow up. This forms the basis of the next parent- teacher session

Child’s Interests and preferences

Child’s strengths including areas of growth

Areas where child needs support

Teacher’s Strategies to offer support

Teacher’s name_____________________ Teacher’s signature ___________________

Parent’s involvement in offering support

Parent/guardian’s name____________________ Parent/guardian’s signature______________

 Pre-Primary
Curriculum
Framework
40

APPENDIX VI
ROUTINE OF DAILY ACTIVITIES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
7.30-7.50 FREE PLAY
7.50-8.10 Interaction with teacher in informal discussions and news-telling
8.10-8.20 Spiritual and Moral Development

8.20-8.30 TOILET ROUTINE

8.30-9.00 Maths Activities Language Science Maths Language
Activities Activities Activities Activities

9.00-9.30 Language Science Activities Maths Language Activities Circle time

Activities Activities

9.30-10.00 Learning Centers Learning Centers Learning Centers Learning Centers Learning Centers

10.00-10.10 TOILET ROUTINE

10.10-10.30 BREAK FREE PLAY

10.30-11.00 Science Activities Maths Activities Language Activities Science Activities Maths Activities

11.00-11.10 TOILET ROUTINE

11.10-11.30 Quiet Reading Reading and role Quiet Reading Reading and role play Quiet Reading
play

11.30-11.50 Circle time Story time Creative Activities Creative Outdoor Activities
Activities

11.50-12.10 Outdoor Activities Creative Activities Outdoor Activities Story time Creative Activities

12.10-12.30 Story time Music, Circle time Music, Story time

Movement & Movement & Dance
Dance
LUNCH TIME
RESTING

* During circle time and role-play, issues focusing on health, HIV and AIDS, conflict resolution and child abuse etc are addressed.
* Learning centers are designed to enable children to engage in active learning in a center of their choice carefully set up to teach and/or
reinforce specific concepts.
 Pre-Primary
Curriculum
Framework
41

NOTES
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Ministry of Education and Skills Development
Pre-Primary Curriculum Framework
2013
Department of Curriculum Development and Evaluation
Private Bag 501
Gaborone, Botswana
Tel: +267 3647500
Fax: +267 3973842