Methodology

In teaching of ChiShona Language at infant level, we use the Communicative Approach. As much as possible, all activities and methods are participatory, and learner centered. Learners will be exposed to a variety of methods including:

• Story telling | Imitation or simulation | Exploration | Research | Project | Games and quizzes | Problem solving
• Educational tours/use of immediate environment | Drama, song, poetry | Demonstration | Group discussion | Debate | Question and answer | Resource persons | Gallery walk

ECD A & ECD B   2 – 5 years should be allocated 5 periods of 20 minutes each per week
Grade 1 & 2        6 – 7 years should be allocated at least 8 periods of 30 minutes each per week

Learners should be able to:

• demonstrate understanding of instructions
• retell folktales
• identify moral lessons from the folktales
• tell stories and news on emerging and prevailing cross-cutting themes
• demonstrate understanding of material they read through answering questions
• dramatize, recite poems/rhymes, play games, solve puzzles, and answer
  quiz questions
• write creative work
• write in an appropriate register to the subject matter
• write with grammatical accuracy, correct spelling, and appropriate punctuation
• demonstrate the ability to use ICT tools

Fundo Connect aims to enable learners to:

• acquire skills of Listening/ Observing, Speaking/ Signing, Reading/ Signing and Writing/ Brailling as well as Visual, Tactile and Manual skills for different purposes
• communicate effectively in different situations
• develop a life-long reading culture in the ChiShona Language for personal, cultural, and national identity
• acquire skills of critical thinking on prevailing and emerging cross-cutting issues
• develop aspects of orature to enhance national heritage and culture
• use ICT in learning ChiShona Language

Through the teaching and learning of ChiShona language in ECD, Grade 1 and 2, the following cross-cutting themes are taken into consideration to foster competency development for further studies and life:

• Gender  | Children’s rights and responsibilities | Disaster risk management | Sexuality, HIV and AIDS Education
• Child protection |Heritage studies | Human rights | Environmental issues
• Guidance and counselling | Enterprise

We Assume Children:

• are able to speak in ChiShona language
• are motivated to learn the ChiShona language
• learn better in their ChiShona language
• have knowledge of ICT