Zimbabwe Mass Displays Curriculum (Infant Learners)

This curriculum encompasses Early Childhood Development (ECD) levels A and B, and Grades 1 and 2. It focuses on developing psychomotor skills, teamwork, confidence, and self-esteem, while promoting a collective spirit based on Zimbabwean norms and values. The curriculum aims to promote good health and safety, appreciation of beauty and achievement, and provide entertainment at ceremonies. It also lays the foundation for creativity through talent and skill transfer, and communicates information, knowledge, and national ideals.

Curriculum Structure

The curriculum is divided into four main topics:

1. Gymnastics: Covering locomotion, balances, coordination, and formations. 2. Arena Choreography: Focusing on movement and rhythm, and choreography. 3. Music: Including background and performing music. 4. Art: Encompassing patterns, colors, and shapes.

Learning Objectives

By the end of the Infant level, learners should be able to:

• Apply knowledge and skills in movement-related situations.
• Demonstrate basic gross and fine motor skills.
• Acquire and appreciate social skills related to Zimbabwean cultural values.
• Exhibit musical and dance repertoire from indigenous and other cultural sources.
• Observe conventions of fair play, fun, and enjoyment in Mass Displays.
• Apply safety and responsibility principles related to themselves, others, equipment, and facilities.
• Identify physical activities related to care and optimal health.
• Correlate talent and skill in Mass Displays with other study areas.
• Demonstrate basic Mass Displays skills.
• Participate in public performances at different levels.

Methodology and Time Allocation

The curriculum utilizes various methodologies, including discovery learning, problem-solving, experimentation, discussion, word games, quizzes, storytelling, song and dance, role-play, simulation, group projects, demonstrations, and educational tours.

• ECD A and B: Five 20-minute periods per week.
• Grades 1 and 2: Five 30-minute periods per week.

Assessment

Assessment is continuous and formative, based on achieving learning outcomes for each topic and grade level. Learner profiling is used to track progress and identify areas for future development. Profiling and practical assignments are administered throughout, while tests begin in Grade 1. Assessment instruments are subject to national standardization. The Learner Profile Record documents entry abilities, potential, and acquired concepts, skills, and knowledge. Practical assignments and tests do not contribute to a final mark, and profiling continues through Grade 7. Further assessment details are available in the Physical Education, Sport, and Mass Displays Assessment Procedure booklet.