[4/4, 15:03] +263 77 433 3593: Project Title: Understanding and Supporting People with Disabilities at

Mt. Dangare

Grade 6

Subject: Social Science

Topic: Human Rights

Subtopic: Disability

*Introduction:*

People with disabilities living in Mt. Dangare face unique challenges in their daily lives. This project aims
to create a helpful guide to raise awareness about disability and encourage students to support and
include people with disabilities in their community.

*Stage 1: Problem Identification*

_i) Problem Description_

People with disabilities in Mt. Dangare face many challenges, including inaccessible infrastructure and
limited access to resources.

_ii) Statement of Intent_

I want to create a helpful guide to raise awareness about disability and encourage students to support
and include people with disabilities in Mt. Dangare.

*Stage 2: Investigation of Related Ideas*

_i) Existing Solutions_

- Local organizations supporting people with disabilities

- Accessibility features in public spaces

- Community programs for inclusive education

_ii) Possible New Ideas to Support People with Disabilities_

- Create a student-led campaign to promote inclusion in Mt. Dangare

- Organize a community event to raise awareness about disability

- Develop a program to support students with disabilities in local schools

*Stage 3: Generation of Ideas*

_i) Real-Time Initiatives_

- Create a poster to raise awareness about disability in Mt. Dangare

- Develop a skit to show the importance of inclusion

- Make a short video to explain why inclusion is important

*Stage 4: Development of Ideas*

_i) The Guide_

- Title: "Supporting People with Disabilities in Mt. Dangare!"

- Facts about disability

- Importance of inclusion

- Ways to support people with disabilities in Mt. Dangare

- Conclusion: We should all work together to support and include people with disabilities.

*Stage 5: Presentation of Results*

- Present the poster and skit to the class

- Share the video with the school and local community

- Distribute flyers with facts about disability

*Stage 6: Evaluation*

_i) Success of the Project_

- Many students and community members were educated about disability

- The project raised awareness about the importance of inclusion

- The project encouraged students to support people with disabilities

_ii) Problems Faced_

- Some students and community members did not take the project seriously

- Some students and community members did not know how to support people with disabilities

_iii) How the Problems Were Solved_

- We explained the importance of the project to everyone

- We provided information on ways to support people with disabilities

_iv) Recommendations_

- Create more projects to raise awareness about social issues

- Organize community events to discuss important topics

- Encourage students to support and include people with disabilities.

[4/4, 16:52] +263 77 433 3593: _Chirevo chePurojekiti: Mutupo muTsika neMagariro eShona_

Rwgwaro rwechinomwe

_Chidzidzo:_ Tsika neMagariro

Chidzidwa Mutupo

---
_Danho 1: Kuona Dambudziko_

_i) Tsananguro yeDambudziko_

Kuziva nezvemutupo uye kukosha kwawo muupenyu hwevanhu veShona kwakakosha pakunzwisisa tsika
nemagariro. Zvisinei, vadzidzi vazhinji vanogona kusaziva kuti mutupo unotora nzvimbo yakakosha sei
mukusimbisa hukama uye nhaka yavo.

_ii) Chirevo cheChinangwa_

Chinangwa chepurojekiti iyi ndechekusimudzira kunzwisisa kwevadzidzi nezvemutupo, kukosha kwayo,

uye maitiro ayo mukusimudzira chiziviso chemhuri nemagariro evanhu veShona.

_iii) Pfungwa Huru/Chirevo_

Pfungwa huru yepurojekiti iyi ndeye _hukama hwe mutupo uye tsika dzeShona_, pamwe nemaitiro ayo
anoratidza nhaka nemagariro evanhu.

_iv) Tsanangudzo yeDhizaini_

Purojekiti iyi ichasanganisira zvinhu zvinotevera:

- _Kutsvaga_ pamusoro pemitupo, kusanganisira nhoroondo, tsika, uye mabasa ayo.

- _Maitiro_ ekudzidza nezvekukosha kwemutupo mukusimbisa mhuri.

- _Kushandiswa kwechokwadi_ kwemutupo muupenyu hwevanhu veShona.

- _Kuratidza_ zvawanikwa kuburikidza nemaitiro ekugadzira, senge hunyanzvi kana nyaya.

---

_Danho 2: Kuongorora Mazano Aripo_

_i) Mhinduro Dzazvino_

Maitiro aripo ekudzidzisa nezvemutupo anosanganisira:

- _Mishandirapamwe yetsika_ inobatanidza vadzidzi kuti vadzidze nezvemutupo nemaitiro ayo.

- _Kufamba-famba_ kuenda kumisha kana mabhuku anoratidza nhaka yevanhu veShona.

---

_Danho 3: Kugadzira Mazano_

Kuti uvandudze purojekiti, funga nezve zviitiko zvinotevera:

- _Kugadzira chiratidziro_ chemutupo, kusanganisira tsananguro dzezvinoshandiswa uye kukosha

kwazvo.

- _Kuita hurukuro_ nevagari vemunharaunda kuti uwane nyaya nezvekushandiswa kwemutupo

muupenyu hwezuva nezuva.

- _Kuongorora nhoroondo_ yemitupo yakasiyana uye maitiro ayo akachinja nekufamba kwenguva.

---

_Danho 4: Kuvandudza Mazano_

Chimwe chezviitiko zvikuru chichava _kugadzira chirevo chekuona_ chinoratidza mutupo, mashandisiro
ayo, uye kukosha kwayo. Izvi zvinogona kusanganisira kugadzira mamodheru kana kudhirowa
kwemutupo uye kutsanangura kukosha kwawo mutsika dzeShona.

---

_Danho 5: Kuratidza Zvakabuda_

Chikamu chekupedzisira chichasanganisira _kuratidza mapurojekiti_ akagadzirwa panguva yechidzidzo.
Vadzidzi vanogona kuratidza zviratidziro zvavo, kugovera nyaya kubva kumahurukuro, uye kutsanangura
kukosha kwemutupo wavakatsvaga.

---

_Danho 6: Kuongorora_

Pakupedzisira, purojekiti iyi ichasanganisira _kuongorora kushanda kwayo_. Izvi zvichasanganisira

kuongorora kuti vadzidzi vakanzwisisa sei kukosha kwemutupo uye kana vachikwanisa kutaura
nezvekukosha kwawo mukati me tsika dzeShona.

--Grade 5

Title:Safety Precautions&Rules in Physival Activities

Topic:Safety&Health

Objectives:Reducing injuries during physical activities at Mbungu Pry School

1)PROBLEM IDENTIFIED

There are many imjuries at Mbungu Pry School during physical acties

2)INVESTIGATION OF RELATED IDEAS

3 Learrners were injured

2 Had fractures during a soccer match

1 Had a knee dislocation during high jump

4Soccer players had head& Knee imjuries during a community soccer tournament

3)GENERATION OF IDEAS

Causes

Lack of equipment such as mats,standard play groumds

Lack of protective attire

Shortage of funds

Myths and taboos

Lack of knowledge on safety precautions and rules

Indiscipline

Solutions

Educating both learners and the community on safety rules and precautions

Improving sports facilities at school and in the community

Provision of first aid kit

Acquiring adequate protective attire

4)DEVELOPMENT OF IDEAS

We need to encourage parents ,school adminstration and other stakeholders to acquire sports
equipment and attire

We need to encourage all stakeholders to support improvement of facilities

Resource Mobilisation &Community awareness

5)REFINEMENT

Showcasing our talents in physical activities

Telling our parents our achievements in physical actiivities

6)PRESENTATION

There was a decrease of injuries during physical activities after encouraging all stakeholders to acquire
school equipment ,and attire and to support improvement of sporting facilities

7)EVALUATION

Achievements

Decrease in number of injuries

Acquisition of firstaid kit

Provisition of sporting equipment & attire

Improvement of sporting facilities

Community awareness campaigns on safety rules & precautions during physical activities

Challenges

Lack of financial resources

Resistance & ignorance of the parents

It's time consuming during improvement of sporting facilities

Lack of co-orperation

Recommendations

Use of indiginous languages to design posters

Use of dramma ,stories and poetry to mobilise resources

[5/4, 07:27] null: Name of School :

Name of learner:

Level:Grade 6

Learning Area: English

Syllabus topic : Speaking /Signing

Sub topic: Articulation

Project title: Pronouncing and Signing words at X Primary:

Stage 1: Problem Identification

*a. Problem Description:*

Grade 6 learners at X Primary are experiencing difficulties in pronouncing and signing sounding words,
which is affecting their reading and spelling abilities. This problem is evident in their poor performance
in reading comprehension and language tests.

*b. Statement of Intent:*

My intention is to investigate the causes of this problem, identify potential solutions, and develop a plan
to improve the learners' ability to sound words.
*c. Theme:*

"Sound Foundations: Enhancing Phonemic Awareness in Grade 6 Learners"

Stage 2: Investigation of Related Ideas

*Methods of Collecting Data:*

1. Observations of grade 6 learners during reading and language lessons showed that Iearners'
difficulties in sounding words are due to inadequate phonemic awareness instruction and limited
practice opportunities.

2. Interviews with teachers indicated that teachers rely heavily on traditional teaching methods, which
may not be effective for all learners..

Stage 3: Generation of Ideas

*Ways of Solving the Problem:*

1. Develop and implement phonemic awareness instruction programs

2. Provide additional practice opportunities for learners to develop their phonemic awareness skills

3. Incorporate technology into reading instruction to provide interactive and engaging learning
experiences

4. Offer professional development opportunities for teachers to enhance their knowledge and skills in
teaching phonemic awareness and reading

5. Encourage parental involvement in supporting learners' phonemic awareness and reading

development

Stage 4: Development of Ideas

*Idea: Phonemic Awareness Games and Activities*

One effective way to improve learners' ability to sound words is through phonemic awareness games
and activities. These games and activities can be incorporated into daily reading instruction and can be
adapted to meet the needs of diverse learners.

*Implementation:*
1. Develop and implement phonemic awareness games and activities that target specific phonemic
awareness skills

2. Provide opportunities for learners to practice phonemic awareness skills through games and activities

3. Incorporate technology into phonemic awareness instruction to provide interactive and engaging
learning experiences

4. Monitor and assess learners' progress in phonemic awareness and adjust instruction accordingly

Stage 5: Presentation of Data

The data collected will be presented in the form of:

1. Charts and graphs showing the improvement in learners' phonemic awareness skills

2. Tables and statistics highlighting the effectiveness of phonemic awareness games and activities

3. Quotes and testimonials from learners and teachers

4. Photographs and images illustrating phonemic awareness games and activities

Stage 6: Evaluation and Recommendations

*Evaluation:*

*Strengths:*

1. The project improves learners' phonemic awareness skills and reading abilities

2. Phonemic awareness games and activities are engaging and interactive

3. The project provides opportunities for teachers to develop their knowledge and skills in teaching
phonemic awareness and reading

*Weaknesses:*

1. The project may require significant resources and funding

2. Some learners may require additional support and accommodations to access phonemic awareness
instruction
3. The project may not be sustainable in the long term without ongoing support and funding

*Recommendations:*

1. Implement phonemic awareness games and activities in grade four reading instruction

2. Provide opportunities for teachers to develop their knowledge and skills in teaching phonemic
awareness and reading

3. Incorporate technology into phonemic awareness instruction to provide interactive and engaging
learning experiences

4. Monitor and assess learners' progress in phonemic awareness and adjust instruction accordingly

5. Consider providing additional support and accommodations for learners who require them.

https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

[5/4, 07:49] null: Group 8 Junior project

Title:Understanding Age of Consent and Its Impact on Young Lives in our Community

Stage 1: Problem Identification

In our community, young girls are engaging in sexual activities and marrying bellow the age of 18 years,
which poses significant risks to their health, education, and future opportunities.

Prevention of early marriages in our community

Stage 2: Investigation of Related Ideas

10 girls got married bellow the age of 18 years in 2024

Cultural and religious practices: Exploring traditional beliefs and practices that influence early marriage
and sex.

In 2024 in Chako, Tagara and Gomo villages twelve were impregnated at the age of 12 years

At our business centre during Christmas day ten school going age girls were caught red handed by the
police involved in sexual activities

Ten girls below the age of consent in our area belonging to the Apostolic sect got married in 2023 alone.

Stage 3: Generation of Ideas

Orgarnizing guidance and counseling sessions at school level to educate learners on dangers of early
marriages and sexual activities.
Organizing workshops to educate the community on the legal age of consent and the consequences of
early marriage.

Developing programs where older girls mentor younger ones about their rights and health.

Involving community leaders in discussions about changing perceptions and practices.

Creating support groups for young girls to discuss their experiences and challenges.

Establishing recreational facilities.

All responsible organs to carry awareness campaigns.

Stage 4: Choice of Best Idea

Due to the need for learners to know the consequences of early marriages and early sexual activities, I
chose peer education because:

-this initiative directly address the young girls below the age of consent to understand the dangers of
early sexual activities and early marriages.

-the learners in question will be actively involved.

-working solutions can be developed.

Stage 5: Refinement of Chosen Solution

-Never engage in love affairs before reaching the age of consent.

-Girls to always travel in groups.

-Girls below the age of consent to be always educated on the age of consent.

- Create a curriculum for the peer education program that is culturally sensitive and informative.

Stage 6: Presentation of Results

After dishing out knowledge on the age of consent and consequences of early sex and early marriages,
cases of early sex and early marriages reduced.

Stage 7: Evaluation and Recommendations

Achievements

Behaviour change was noted among all concerned groups.

Successful awareness campaigns.

Cases of early sex and early marriages were very few in 2024.
Challenges

Landing of funding and resources

Very tome consuming

Lack of knowledge

Resistance and ignorance

Recommendations

-Establish a method for participants to provide feedback on the peer teaching.

-Recommend follow-up sessions to assess the impact of the initiatives.

- Guidance and counselling sessioons to be taken seriously at school level.

-Use of local languages for clear understanding.

https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

Name of School :

Name of learner:

Level:Grade 6

Learning Area: English

Syllabus topic : Speaking /Signing

Sub topic: Articulation

Project title: Pronouncing and Signing words at X Primary:

Stage 1: Problem Identification

*a. Problem Description:*

Grade 6 learners at X Primary are experiencing difficulties in pronouncing and signing sounding words,
which is affecting their reading and spelling abilities. This problem is evident in their poor performance
in reading comprehension and language tests.

*b. Statement of Intent:*

My intention is to investigate the causes of this problem, identify potential solutions, and develop a plan
to improve the learners' ability to sound words.

*c. Theme:*

"Sound Foundations: Enhancing Phonemic Awareness in Grade 6 Learners"

Stage 2: Investigation of Related Ideas

*Methods of Collecting Data:*

1. Observations of grade 6 learners during reading and language lessons showed that Iearners'
difficulties in sounding words are due to inadequate phonemic awareness instruction and limited
practice opportunities.

2. Interviews with teachers indicated that teachers rely heavily on traditional teaching methods, which
may not be effective for all learners..

Stage 3: Generation of Ideas

*Ways of Solving the Problem:*

1. Develop and implement phonemic awareness instruction programs

2. Provide additional practice opportunities for learners to develop their phonemic awareness skills

3. Incorporate technology into reading instruction to provide interactive and engaging learning
experiences

4. Offer professional development opportunities for teachers to enhance their knowledge and skills in
teaching phonemic awareness and reading

5. Encourage parental involvement in supporting learners' phonemic awareness and reading

development

Stage 4: Development of Ideas

*Idea: Phonemic Awareness Games and Activities*

One effective way to improve learners' ability to sound words is through phonemic awareness games
and activities. These games and activities can be incorporated into daily reading instruction and can be
adapted to meet the needs of diverse learners.

*Implementation:*

1. Develop and implement phonemic awareness games and activities that target specific phonemic
awareness skills

2. Provide opportunities for learners to practice phonemic awareness skills through games and activities

3. Incorporate technology into phonemic awareness instruction to provide interactive and engaging
learning experiences

4. Monitor and assess learners' progress in phonemic awareness and adjust instruction accordingly

Stage 5: Presentation of Data

The data collected will be presented in the form of:

1. Charts and graphs showing the improvement in learners' phonemic awareness skills

2. Tables and statistics highlighting the effectiveness of phonemic awareness games and activities

3. Quotes and testimonials from learners and teachers

4. Photographs and images illustrating phonemic awareness games and activities

Stage 6: Evaluation and Recommendations

*Evaluation:*

*Strengths:*

1. The project improves learners' phonemic awareness skills and reading abilities

2. Phonemic awareness games and activities are engaging and interactive

3. The project provides opportunities for teachers to develop their knowledge and skills in teaching
phonemic awareness and reading
*Weaknesses:*

1. The project may require significant resources and funding

2. Some learners may require additional support and accommodations to access phonemic awareness
instruction

3. The project may not be sustainable in the long term without ongoing support and funding

*Recommendations:*

1. Implement phonemic awareness games and activities in grade four reading instruction

2. Provide opportunities for teachers to develop their knowledge and skills in teaching phonemic
awareness and reading

3. Incorporate technology into phonemic awareness instruction to provide interactive and engaging
learning experiences

4. Monitor and assess learners' progress in phonemic awareness and adjust instruction accordingly

5. Consider providing additional support and accommodations for learners who require them.

https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

[6/4, 08:55] null: Here is a finished project on "Minimizing the Risk of Drowning in Our Community":

# Stage 1: Problem Identification

1. _Problem Description_: Drowning is a recurring problem in our community every summer season due
to overflooding of rivers, resulting in loss of life and property damage.

2. _Brief Statement of Intent_: To suggest ways of minimizing the risk of drowning in our community.

3. _Main Idea as Theme_: "Stay Safe, Stay Alive: Minimizing the Risk of Drowning"

4. _Design Specifications_: Create a public awareness campaign and propose safety measures to reduce
the risk of drowning.
# Stage 2: Investigation of Related Ideas

1. _Searching for Information_: Researched existing campaigns and initiatives that aim to prevent
drowning and promote water safety.

2. _Collecting and Recording Data_: Gathered data on the causes of drowning in our community,
including river flooding, swimming accidents, and lack of safety measures.

3. _Analyzing Each Item_: Evaluated the effectiveness of different safety measures and awareness
campaigns.

# Stage 3: Generation of Ideas

1. _Mobilizing Existing Solutions_: Combined elements of existing campaigns and initiatives to create a
comprehensive public awareness campaign.

2. _Creating New Ideas_: Proposed the installation of warning signs and buoys along flooded rivers, as
well as the establishment of swimming lessons and water safety training programs.

3. _Analyzing Possible Ideas_: Evaluated the feasibility and effectiveness of each proposed safety
measure.

4. _Presenting Possible Solutions_: Presented the proposed safety measures and public awareness
campaign to community leaders and stakeholders.

5. _Establishing Connections and Relationships_: Linked the project to local emergency services and
organizations that promote water safety.

# Stage 4: Development of Ideas

1. _Refine Chosen Idea_: Refined the proposed safety measures and public awareness campaign based
on feedback from community leaders and stakeholders.

2. _Analyze and Synthesize Information_: Analyzed data on the effectiveness of similar safety measures
and awareness campaigns in other communities.
3. _Experiment and Test Refined Idea_: Conducted a pilot test of the proposed safety measures and
public awareness campaign.

# Stage 5: Presentation of Results

#Stage 6.Evaluation and Recommendation

1. _Commenting on Achievements and Challenges_: Presented the results of the project, highlighting
achievements and challenges faced during the implementation of the proposed safety measures and
public awareness campaign.

2. _Recommendations for Further Improvement_: Recommended that the proposed safety measures
and public awareness campaign be implemented on a larger scale and that regular evaluations be
conducted to assess their effectiveness.

[6/4, 08:55] null: STAGE 1

Problem Identification Problem and its setting

*TOPIC: Problem of litter in the school environment

A .Problem Description:

Litter is being thrown everywhere making the school’s environment an eye sore and becoming health
threat.

B. Research Questions:

1 .Define the term littering

2. The causes of littering

3. Examine the effect of littering

4. What are the possible solutions to littering?

C. Statement of Intent

I intend to apply the 5Rs of waste management system and promote a clean environment.

D. Main Idea/Theme MAIN THEME

Promoting a clean and healthy environment through Proper Waste Management.

E. Design Specification:

- Campaigns

- Materials example bins, gloves, dust coats.

- Methods of separating waste example* recycling waste

*Decomposing waste.

Stage 2 Investigation of related ideas

Definition Of Littering

Littering is improper disposal of waste material.

Causes of Littering

Shortage of resources example bins.

Lack of knowledge.

Carelessness and laziness.

Lack of encouragement from teachers.

Effects of littering

Disease outbreaks example cholera and typhoid

Pollution example land, air and water

Injuries example deep cuts from broken glasses

CASE STUDY ( PASTE A PICTURE FROM A NEWSPAPER)

Warren Park Primary School experienced a cholera outbreak resulting in learners being admitted and
temporary closure of the school.

What are the possible solutions to littering

Awareness campaigns

5Rs must be applied

* Education and training.

B. Data Collection
Tables and graphs.

Diseases

Number Of Pupil Attached

Cholera

Typhoid

60

20

Data Collection Tools

Observation

Interviews to teachers and learners

C. Data Analysis

1. Awareness Campaigns

Advantages: Provides Information

Strengths

Weakness: Ignorance

* Resistance to change

* 5Rs: Re green, Reuse, Recycle, Reduce, Refuse.

Advantages: Reduces dumping of litter everywhere.

Promotes Innovation

Disadvantages: Shortage of resources.

STAGE 3

Generation Of Ideas.
Using litter to create toys

Designing flower basins using tins

Composts in tins

Decorating in front of classrooms using tins and lids

STAGE 4

Development Of Ideas

Choosen idea: Designing flower basins using tins

Demonstration on designing of flower basins in front of classrooms.

STAGE 5

Presentation of results

A pupil has to represent a guide on the whole process of designing flower beds using litter example tins.

STAGE 6

Evaluation and recommendations

The main challenge I faced was of lack of co-operation from my fellow learners. Some pupils refused to
pick up litter during demonstrations.

However, linking the findings and results and the statement of intent which was saying “The researcher
intent to apply the 5Rs of waste management system and promote a clean environment” I am
guaranteed that the probability of reducing littering in schools is very high.

B. Recommendation

The researcher recommends the following study:

Using litter to create toys for example a revive tin and lids can be used to create toy cars.

Name of school

Name of learner

Level Grade 7

Year: 2025

Learning Area: Science and technology

Syllabus topic :Crop , plants and animals

Sub topic: Nutrition deficiency

Project title Implementing Crop Rotation to Reduce Pests and Diseases in Our School Garden

*Stage 1: Problem Identification*

a. *Problem Description*: Our school garden is affected by pests and diseases due to lack of proper
knowledge about crop rotation.

b. *Statement of Intent*: To implement crop rotation to reduce pests and diseases in our school garden.

c. *Main Theme*: Enhancing crop health through crop rotation.

d. *Design Specification*: Develop a crop rotation plan that reduces pests and diseases in our school
garden.

*Stage 2: Investigation of Related Ideas*

*Methods of Collecting Data*:

- Surveys of gardeners and farmers

- Review of existing crop rotation methods

- Observation of current gardening practices

*Research Questions*:

- What are the benefits of crop rotation?

- What types of crops can be rotated?

- What are the challenges faced in implementing crop rotation?

*Findings*:

- Crop rotation can reduce pests and diseases

- Crop rotation can improve soil fertility and structure

- Crop rotation can increase crop yields

*Analyze Data Collected*: The data collected highlights the benefits of crop rotation and the potential to
reduce pests and diseases in our school garden.

*Stage 3: Generation of Ideas*

*Ways of Solving the Problem*:

- Creating a crop rotation plan

- Implementing a four-year crop rotation cycle

- Using companion planting

- Incorporating cover crops

*Analyze Points Raised*: Each idea has its strengths and weaknesses. Creating a crop rotation plan may
be a low-cost option, while implementing a four-year crop rotation cycle may provide more benefits.
*Stage 4: Development of Ideas*

*Idea for Urban Areas*: Implementing a four-year crop rotation cycle

*Development*:

- Create a crop rotation plan that includes four years of rotation

- Identify crops that can be rotated

- Plant crops according to the rotation plan

- Monitor and evaluate the effectiveness of the crop rotation plan

*Stage 5: Data Presentation*

*Data Presentation Method*: Bar Chart

A bar chart can be used to present the reduction in pests and diseases in our school garden after
implementing crop rotation. The chart can show the number of pests and diseases before and after
implementing crop rotation.

*Stage 6: Evaluation and Recommendations*

*Evaluation*
a. *Strengths*:

- The crop rotation plan can reduce pests and diseases

- The crop rotation plan can improve soil fertility and structure

- The crop rotation plan can increase crop yields

b. *Weaknesses*:

- The crop rotation plan may require significant planning and implementation

- The crop rotation plan may require ongoing monitoring and evaluation

*Recommendations*

- Provide training on crop rotation and its benefits

- Monitor and evaluate the effectiveness of the crop rotation plan

- Consider expanding the crop rotation plan to include other types of crops.

Project: Designing a Composting Heap to Improve Soil Fertility

*Stage 1: Problem Identification*

a. *Problem Description*: Our school garden lacks fertile soil due to the inability to afford inorganic
fertilizers.

b. *Statement of Intent*: To design a composting heap to improve soil fertility in our school garden.

c. *Main Theme*: Enhancing soil fertility through composting.

d. *Design Specification*: Develop a cost-effective and sustainable composting heap design to improve
soil fertility in our school garden.

*Stage 2: Investigation of Related Ideas*

*Methods of Collecting Data*:

- Surveys of gardeners and farmers

- Review of existing composting methods

- Observation of current gardening practices

*Research Questions*:

- What are the benefits of composting?

- What types of materials can be composted?

- What are the challenges faced in composting?

*Findings*:

- Composting can improve soil fertility and structure

- Organic materials such as food waste and leaves can be composted

- Composting can reduce waste sent to landfills

*Analyze Data Collected*: The data collected highlights the benefits of composting and the potential to
improve soil fertility in our school garden.

*Stage 3: Generation of Ideas*

*Ways of Solving the Problem*:

- Building a traditional composting heap

- Implementing a worm composting system

- Using a composting bin

- Creating a composting tea system

*Analyze Points Raised*: Each idea has its strengths and weaknesses. Building a traditional composting
heap may be a low-cost option, while implementing a worm composting system may provide faster
results.

*Stage 4: Development of Ideas*

*Idea for Urban Areas*: Building a worm composting system

*Development*:

- Purchase worm composting bins

- Collect organic materials such as food waste and leaves

- Add worms to the composting bin

- Monitor and maintain the composting system

*Stage 5: Data Presentation*

*Data Presentation Method*: Pie Chart

A pie chart can be used to present the composition of the composting heap, including the percentage of
food waste, leaves, and other organic materials.

*Stage 6: Evaluation and Recommendations*

*Evaluation*

a. *Strengths*:

- The composting system can improve soil fertility

- The system can reduce waste sent to landfills

- The system can be cost-effective

b. *Weaknesses*:

- The system may require regular maintenance

- The system may attract pests

*Recommendations*

- Provide training on composting and worm composting

- Monitor and evaluate the effectiveness of the composting system

- Consider expanding the composting system to include other types of organic materials.

Name of School

Name of learner

Level: Grade 7

Year: 2025

Learning Area: Science and technology

Syllabus topic : Educational technology and innovation

Sub topic : Emerging technology,AI

Project title: The use of AI to improve on research and improved Student Engagement and motivation.

*Stage 1: Problem Identification*

a. *Problem Description*: Our school is not fully embracing technology especially when researching on
given tasks.

b. *Statement of Intent*: l intend to help learners on the use of Artificial Intelligence (AI) .

d. *Design Specification*: develop a n environment that allows students to interact with each other and
teachers outside of class by using AI to do different tasks.

*Stage 2: Investigation of Related Ideas*

- Surveys of students and teachers on current methods of research used in technology.

- Review of existing classroom research methods

- Observation of current student engagement

*Research Questions*:

- What are the benefits of using WhatsApp for classroom communication?

- What are the challenges faced in using AI in the classroom

*Findings*:AI can be an effective search tool .

- Students and teachers can benefit from using AI.

- Al can enhance student engagement and motivation

*Stage 3: Generation of Ideas*

*Ways of Solving the Problem*:

- Creating a classroom WhatsApp group for students and teachers

- Using AI to research on educational resources and materials

- Encouraging students to ask questions and discuss topics outside of class

- Using WhatsApp to provide feedback and support to students

*Analyze Points Raised*: Each idea has its strengths and weaknesses. Creating a classroom WhatsApp
group may be a low-cost option, while using AI to research on educational resources and materials may
provide more benefits.

*Stage 4: Development of Ideas*

l chose to use AI for students and teachers to research on educational materials and resources.

*Development*:

- Create a classroom WhatsApp group for students and teachers

- Establish clear guidelines on how to use AI and expectations

- Encourage students to ask questions and discuss topics outside of class

- Use WhatsApp to provide feedback and support to students on areas researched.

*Stage 5: Data Presentation*

*Data Presentation Method*: Pie Chart

A pie chart can be used to present the types of interactions that occur in the classroom WhatsApp
group, such as questions asked, discussions, and feedback provided.

Learners to show results obtained from the use of AI.

*Stage 6: Evaluation and Recommendations*

*Evaluation*

a. *Strengths*:

AI can enhance student engagement and interaction

-Allow for students to ask questions and discuss topics outside of class

b. *Weaknesses*:
- The use of AI may require smart phones and data, not all learners can afford

*Recommendations*

- Monitor and evaluate the effectiveness of the classroom WhatsApp group and the use of AI

- Consider expanding the use ofAI to other search engines such as Poe and Chatbot

*Project: Enhancing Understanding of Roman Numerals at Our School*

https://whatsapp.com/channel/0029Vatgtj4LNSZzQahBc90V

*Stage 1: Problem Identification*

*i) Problem Description*

Understanding Roman numerals has become a challenge for students at our school, hindering their
ability to grasp historical, mathematical, and cultural concepts that utilize this ancient numbering
system. The difficulty lies in recognizing and converting Roman numerals to Arabic numbers and vice
versa.

*ii) Brief Statement of How I Intend to Solve the Problem*

To address this issue, I plan to develop an engaging and interactive educational program that focuses on
teaching Roman numerals through various methods, including games, quizzes, and practical exercises.
The program aims to make learning Roman numerals fun and accessible.
*iii) Main Theme*

The main theme of this project is to enhance students' understanding and proficiency in using Roman
numerals through innovative and interactive learning strategies.

*iv) Design Specification*

- Development of interactive learning materials such as games, quizzes, and worksheets.

- Implementation of practical exercises that require the use of Roman numerals in real-life contexts.

- Utilization of technology, such as educational apps or online platforms, to supplement traditional

learning methods.

- Assessment tools to measure students' progress and understanding.

https://whatsapp.com/channel/0029Vatgtj4LNSZzQahBc90V

*Stage 2: Investigation of Related Ideas*

*i) Searching for Information*

Research was conducted on existing methods and resources for teaching Roman numerals, including
educational apps, online tutorials, and classroom activities. This research aimed to identify effective
strategies and materials that could be adapted for our school.
*ii) Collecting and Recording Data*

Data was collected through:

- Surveys and interviews with students and teachers to understand their experiences and challenges
with Roman numerals.

- Observations of current teaching methods and materials used in the classroom.

*iii) Analysis*

The strengths and weaknesses of existing solutions were analyzed, focusing on their engagement factor,
effectiveness, and adaptability to our school's curriculum. Key findings included the importance of
interactive learning and the potential of technology to enhance understanding.

*Stage 3: Generation of Ideas*

*i) Modifying Existing Solutions*

Ideas included adapting existing educational apps and online resources to fit the specific needs of our
students, such as customizing quizzes to match our curriculum.

*ii) Creating New Ideas*

New ideas involved developing a Roman numeral scavenger hunt around the school or local area, where
students would find and record Roman numerals in their environment.

*iii) Analysis of Ideas*

Each idea was evaluated for its potential impact, feasibility, and alignment with the design
specifications. The interactive learning materials and practical exercises were prioritized for their direct
impact on students' understanding.

*Stage 4: Development of Ideas*

*i) Choosing the Best Solution*

The development of interactive learning materials combined with practical exercises was chosen for its
comprehensive approach to teaching Roman numerals.
*ii) Refining the Idea*

The materials were refined to include a variety of interactive elements, such as flashcards, board games,
and online quizzes. Practical exercises were designed to require students to use Roman numerals in
creative projects, such as designing clocks or historical documents.

*iii) Experimentation and Testing*

Pilot sessions of the interactive materials and practical exercises were conducted, and feedback was
collected to improve their effectiveness and engagement.

https://whatsapp.com/channel/0029Vatgtj4LNSZzQahBc90V

*Stage 5: Presentation of Data*

The final solution was presented through:

- A report detailing the development, implementation, and impact of the Roman numeral education
program.

- Displays of student projects and work that utilized Roman numerals.

- Interactive demonstrations and quizzes for peers and teachers.

*Stage 6: Evaluation and Recommendations*

*i) Evaluation*
- *Strengths:* Increased student engagement and understanding of Roman numerals, as evidenced by
improved test scores and student projects.

- *Challenges Encountered:* Initial difficulty in finding the right balance between interactive and
traditional learning methods.

*ii) Recommendations*

- Continue to develop and refine the interactive learning materials based on student feedback and
performance data.

- Expand the program to include more complex applications of Roman numerals in mathematics and
history.

- Share the program's successes and materials with other schools to enhance Roman numeral education
more broadly.

This project aims to significantly enhance students' understanding and proficiency in using Roman
numerals, making learning more engaging and effective. By developing innovative and interactive
learning strategies, we can help students appreciate the relevance and importance of Roman numerals
in various contexts.

https://whatsapp.com/channel/0029Vatgtj4LNSZzQahBc90V

[12/4, 11:16] null: https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

Name of school

Name oflearner

Learning Area:

Syllabus topic

Sub topic

Level

Project title: Inefficiency of data management at our school.

Stage 1: Problem Identification

*a. Problem Description*

Our school is operating without a database, leading to inefficiencies in data management, student
tracking, and communication.

*b. Statement of Intent*

To design and implement a comprehensive database system for our school, improving data
management and streamlining administrative processes.

*c. Main Theme*

Efficient data management and school administration through technology.

*d. Design Specification*

Develop a user-friendly database system that integrates student information, academic records, and
communication tools.

Stage 2: Investigation of Related Ideas

*Methods of Collecting Data*

- Surveys of school administrators and staff

- Interviews with IT experts and database specialists

- Review of existing database systems and software

- Observations of current data management processes

*Research Questions*

- What are the current challenges in data management at our school?

- What features and functionalities are required in a school database system?

- How can we ensure data security and integrity?

*Findings*

- Current data management processes are time-consuming and prone to errors

- A centralized database system is needed to streamline administrative tasks

- Data security and integrity are major concerns

*Analyze Data Collected*

The data highlights the need for a comprehensive database system that addresses current challenges
and ensures data security and integrity.

Stage 3: Generation of Ideas

*Ways of Solving the Problem*

- Develop a custom-built database system

- Implement a cloud-based database solution

- Utilize open-source database software

- Integrate existing database systems

*Analyze Points Raised*

These ideas focus on developing or implementing a database system that meets the school's specific
needs and ensures data security and integrity.

Stage 4: Development of Ideas

*One Idea to Develop*

Implement a cloud-based database solution using a reputable platform (e.g., Google Cloud, Microsoft
Azure) that offers scalability, security, and data integrity.
*How to Use It to Solve the Problem*

This cloud-based database solution can be used to centralize student information, academic records,
and communication tools, streamlining administrative processes and improving data management.

Stage 5: Data Presentation

*Data Presentation Method*

Dashboard: A customized dashboard can be created to provide real-time insights and visualizations of
key data, making it easy to track student progress, attendance, and other important metrics.

Stage 6: Evaluation and Recommendations

*1. Evaluation*

*a. Strengths*

- Scalable and secure cloud-based solution

- Easy to use and intuitive interface

- Real-time insights and data visualization

*b. Weaknesses*

- Dependence on internet connectivity

- Potential costs associated with cloud storage and services

*2. Recommendations*

- Conduct thorough needs assessment and requirements gathering

- Develop a comprehensive implementation plan and timeline

- Provide ongoing training and support for school staff

- Regularly review and update the database system to ensure data security and integrity

[14/4, 15:12] null: Identify: Family history and local heritage.

-Conflict is when people do not agree over something .

-conflict can happen at home , school and community

-causes include competing for goals, different goals , perceptions upbringing or backgrounds, limited
resources,

-there are 15 indigenous languages spoken in Zimbabwe (can you name them)

-English is an official language to make them 16

-Sign language is also a language

-cultural practices different ie ,forbidding marriage of the same totem,polygamy, rainmaking

ceremony,food,day of rest (chisi/isizolo), chieftainship

-custodians of our culture include chiefs,headmen and village heads

-these have different roles (can you name them)

-a chief is appointed by the president

https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

[15/4, 06:57] null: Grade 7

Science and technology

Stage 1

a)Problem identification

Water pollution due to food waste and disposal of agrochemicals

b) Problem description

We are unable to control water pollution at Ganyungu primary due to food waste and disposal of
agrochemicals,this is contributing to pollution and death of water inhabitants such as fish.

Statement of intent.
I intend to find ways of minimizing water pollution by researching on strategies that can be used to
mitigate this problem.

Design specifications

Making a composite heap

Designing posters on awareness,"Do not litter".

Disposal pits and proper disposal of agrochemical waste.

Stage 2

Investigation of related ideas

At Ganyungu community,and other schools in the cluster,there are no proper waste disposal facilities
around the school and the community leading to an increase in land pollution.Water bodies seem to be
polluted and water is no longer safe for animals to drink since it is contaminated.

Stage 3

Generation of ideas and solutions

a)Causes

-Increase in enrollment in schools

-increased homesteads in communities

-lack of proper waste disposal facilities

-lack of waste recycling knowledge

b) solutions

- awareness campaigns

-creating a composite heap using waste material to make organic fertiliser.

-creating posters ,ie do not litter

-disposal pits and bins that separate decomposing and non decomposing materials

-clubs i

Stage 4 Choice of best Idea

Due to unavailability of fertilisers in gardens and in fields ,l have chosen the idea of making a composite
heap using recycled waste material to make organic fertiliser using food waste collected around schools,
vegetation waste from gardens,peals of food from eg maize cobs ,sugar cane and fruits

Stage 5 Presentation of results

-Making a composite heap from waste material

-digging a pit 1m³

-filling of the pit with waste material

-fitting airation pipes

-watering the composite

Stage 6 Evaluation

Achievements

-Successful awareness campaigns though there was lack of cooperation from some learners and some
community members

Challenges

-Very time consuming

Recommendations

-to use social media for widespread of suggested solution

[15/4, 09:52] null: Name of learner

Name of school

Level:Grade 7

Learning Area: Indigenous language (Shona)

Project title:Kusagona kupfeka zvakanaka kwevana pachikoro pedu.

*Danho Rekutanga: Dambudziko*

Vana vepachikoro pedu havasi kukwanisa kupfeka zvakadzama izvi zvinoratidza kuti vave kurasa hunhu
netsika dzepasichigare .

Ini ndinoda kudzidzisa vana kuti vakwanisewo kupfeka zvakanaka vagochengetedza tsika nemagariro
edu

Mukunyora kwangu ndichatsvaga

Kuti dambudziko iri ringapere sei nekutsvaka zano rakanaka ringaita kuti tikurudzire vechidiki kuti
vakwanise kupfeka zvakanaka uye zvakadzama

*Danho Rechipiri: Tsvagurudzo yeGadziriso*

Mukubvunzawo vamwe vana zvinoratidza kuti vakomana vave kupfeka midhebhe vakarembedza uyewo
vasikana vave kupfeka marokwe mapfupi uye vari kuti vave kufambidzana nenguva yechizvinozvino .

Vamwewo ndizvo vave kutevedzera mifananidzo yavanoona pamanharembozha uye muzvivhitivhiti

kusanganisira mavhidhiyo avanoona .

Zviri kuratidzazve kuti kubva mukubvunza vana varikuti havasi kuwana dzidziso yemapfekero akanaka
kubva kuvakuru sezvo vabereki vari ivo vanovatengera nhumbi idzi.

*Danho Rechitatu: Kufunga Mamwe Mazano eGadziriso*

Mazano angaita kuti vana vakwanise kupfeka zvakadzama anosanganisira,

-kuita mapoka anodzidzisa vana nezvetsika nemagariro edu

-kuverenga mabhuku anoratidza kupfeka kwakadzama

-kuisa mitemo pachikoro inodzidzisa vana mapfekero uye tsika dzakanaka.

*Danho Rechina: Zano Richatevedzwa*

Mushure mekufunga matanho akawanda ekugadzirisa dambudziko iri,ndafunga kushandisa mitemo

yakasimba pachikoro inodzidzisa vana mapfekero akanaka uye dzimwe tsika nemagariro edu.

*Danho Reshanu: Mhakuro*

Vana vechikoro vese vanosheedzwa pamusangano vobatsirana kugadzira mitemo yakasimba pachikoro
inodzidzisa vana mapfekero akanaka.Izvi zvinoitwa mitemo yacho yonyorwa pasi .Vana vese
vanowirirana mitemo uye murugwaro rwega rwega panonyorwa chati rinoratidza mitemo kuitira
kuyeuchidza vaya vanoutyora.

*Danho Rechitanhatu: Ongororo neZvingaitwa*

-zvaonekwa kuti vana vazhinji vave kupfeka zvakanaka uye zvakadzama zvichitevera mitemo yakadzikwa

-kune vamwewo vashoma vasati voda kutevedza mutemo mutsva uyu

-tinokurudzira kuti papote pachitariswa kuti mutemo uyu uri kutevedzwa here ,vabereki voziviswawo
kuti vasatengere vana nhumbi dzisina kudzama.

https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

Name of learner :

Name of School: Primary

Level Grade 6

Learning Area: Indigenous Language (Chishona).

Project Title:Kutadza kunyora manhamba zvakanaka.

1. Stage 1: Problem identification.

1.1.Problem Statement

Vana vazhinji vepachikoro chedu vari kutadza kunyora uye kutaura manhamba muchishona,vanoratidza
kuti havasi kukoshesa mutauro wavo.

1.2. Statement of intent.

Ndinoda kubatsira vana kutsvaga nzira dzinoita kuti vagone kutaura uye kunyora manhamba
muchishona zvakanaka kusvika kuchuru(1000).

1.3. Design Specifications.

Ndichaita tsvakurudzo nekubvunza vana zvavanogona uye zvinovanetsa ndichinyora pasi ndozoita
ongororo.

2.Stage 2 . Investigation of related ideas.

2.1. a) Zvinoratidza kuti vana vari kuverenga nyaya dzinosanganisira manhamba muzvidzidzo zvavo
mazuva ese.

b)Vana vari kuita zviperengo zvinoratidza manhamba uye kuvaka mitsara .

c)Vana vari kupota vachishandisawo mutauro wavo pakuita manhamba kwete kushandisa chirungu.

2.2. Merits . Zviri kubatsira vana pakuita manhamba ndezvekushandisa mutauro wedu vachibatsirana
vega .Nzwisiso dziri kubatsirawo kuti vana vakwanise kuverenga manhamba .
2.3. Demerits. Manhamba akakura ari kunetsa vana sokuti churu ,zana , makumi matatu nena .

2.4. Izvi zvikaramba zvichishandiswa vana vanogona kuverenga uye kudoma manhamba muchishona.

3. Stage 3. Generation of ideas.

Ndasarudza nzira nhatu dzingabatsira kuti vana vagone kuverenga uye kudoma manhamba.

3.1.a)Kugadzira chati rinenge riine manhamba akawanda ndonamira pamadziro , manhamba aya anenge
akaiswa muchirungu uye nechishona.

b)Kuimba nziyo dzechinyakare dzinotaura zvemanhamba.

c) Kuverenga nyaya dzine manhamba vopindura mibvunzo yenzwisiso .

3.2. Strengths-Chati rinoita kuti vana vapote vachiverenga vega manhamba chero nguvai.Zvinoita kuti
vakurumidze kubata manhamba zvakanaka.

3.3. Weaknesses -Nziyo hadzizokwanisi kudoma manhamba kusvika kuzana ,dzinongozogumira pana
gumi chete .Vamwe vana vanozotadza kuverenga vachifunga kuti nziyo hadzisi dzekuti vadzidze.

3.4.Ongororo.-Machati anoratidza kuti inzira ingabatsira vana pakuti vagone manhamba.

4.Stage 4. Development of ideas/Refinement

4.1. Ndasarudza kushandisa pfungwa yekugadzira machati kuti vana vagozokwanisa kuverenga vega
vachidzidza.

4.2. Machati akanakira kuti nguva dzose anenge aripo vana pavanoda kuverenga.Zvinoita kuti vana
vafarire kuverenga uye vachienzanisa nezvavanoita kumba.

Machati anogona kunetsa chete kune vaya vasingagoni kuverenga uye vamwe vasina shungu
nekuverenga havakwanisi kuzodzidza kuverenga manhamba aya.

4.3. Refinement.

Kunyora manhamba pamakadhi uye machidziro.

Kunyora manhamba pamachati kubva pana 1 kusvika pana 100 nechishona uye nechirungu.Vana
vanodzidza kuverenga vari muzvikwata zvidiki kuita kuti vese vakwanise kuwana mukana.Mudzidzisi
anenge achiongorora zvirikuitwa nevana .Ndinonyora pasi mumabhuku zvese zvandawana zvabatsira
uye zvanetsa vana pakuita izvi.

4.4.Ongororo.- Kushandisa pfungwa iyi kunoita kuti vana vagone chaizvo kudoma manhamba uye
kuashandisa mumitsara.

5.Stage5 : Presentation of Results.

Kuratidza zvandaita -

a)ndichaburitsa machati angu ndoratidza vana uye vadzidzisi zvandaita muchidzidzo changu.

b)Tichaita nhaurirano pamusoro pekushandisa manhamba aya nemazvo mumitsara sokuti "Ane mombe
(1). Inonzi ane mombe imwe kwete kuti poshi.

c)Ndicharatidza mabhuku evana ane basa ravakaita rine manhamba uye todzidzisa vamwe vari kuratidza
kukundikana.
6. Stage 6 : Evaluation.

6.1.Vana vazhinji vakwanisa kushandisa nzira iyi pakuverenga uye kunyora manhamba.

6.2.Vamwe vana vanetseka nemamwe manhamba anoratidza kuvhiringa akaita sa mombe

mbiri ,makudo maviri ,zviginwe zviviri .Izvi zvaratidza kuvhiringidza vamwe vana.

6.3.Tinokurudzira kuti vana varambe vachishandisa mutauro wedu pakuita zvemanhamba kwete
kushandisa nekugona chirungu chete.

https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

[24/4, 16:06] null: *Project Title: Exploring the Role of Commas in English*

*Grade:* 7

*Subject:* English

*Topic:* Punctuation

*Subtopic:* Commas

---

*Step 1: Identifying the Problem*

*i) Description of the Problem*

Understanding _punctuation_, particularly the use of _commas_, is crucial for writing coherent and
effective sentences. Many students find it challenging to determine when and how to use commas
correctly, leading to confusion in their writing.
*ii) Purpose Statement*

The purpose of this project is to improve _students' understanding_ of _commas_ in English,

emphasizing their usage, rules, and significance in sentence construction.

*iii) Main Idea/Thesis*

The main idea of this project is the _importance of commas_ in English grammar and how they enhance
clarity and meaning in writing.

*iv) Design Description*

This project will encompass the following elements:

- _Research_ on the rules for using commas in various sentence structures.

- _Activities_ to practice identifying where commas are necessary in sentences.

- _Real-life examples_ demonstrating how commas can change the meaning of sentences.

- _Demonstration_ of findings through creative writing exercises or presentations.

---

*Step 2: Reviewing Existing Ideas*

*i) Current Methods*

Current methods for teaching _commas_ include:

- _Workshops_ that engage students in discussions about punctuation rules.

- _Interactive games_ that help students practice using commas in sentences.

- _Group activities_ where students rewrite sentences without commas and then add them back in.
---

*Step 3: Generating Ideas*

To enhance the project, consider the following activities:

- _Creating a presentation_ on the rules of commas, including examples of correct usage.

- _Conducting interviews_ with teachers to gather insights on common mistakes students make with
commas.

- _Exploring literary works_ to analyze how authors use commas for effect and clarity.

---

*Step 4: Developing Ideas*

One significant activity will be _creating a visual guide_ that illustrates how to use commas, featuring
examples of sentences with and without commas and how the meaning shifts. This can involve _drawing
diagrams_ or designing infographics.

---

*Step 5: Showcasing Results*

The final section will include _showcasing projects_ created during the study. Students can present their
_visual guides or creative writing samples_, share insights from interviews, and explain the importance
of commas based on their research.

---
*Step 6: Evaluation*

Finally, this project will include _evaluating its effectiveness_. This will involve assessing whether
students have understood the importance of _commas_ in English writing and if they can apply this
knowledge in their writing tasks.

---

*Importance of Commas*

1. *Separating Items in a List:*

- *Function:* Commas are used to separate items in a series.

- *Effect:* They clarify the individual elements, making lists easier to read.

2. *Setting Off Introductory Elements:*

- *Function:* Commas are used after introductory phrases or clauses.

- *Effect:* They signal a pause, helping readers understand the structure of the sentence.

3. *Clarifying Meaning:*

- *Function:* Commas can change the meaning of a sentence.

- *Effect:* They prevent ambiguity, ensuring that the intended message is conveyed clearly.

---

This project aims to deepen students' understanding of commas, enhancing their writing skills and
overall communication.
[24/4, 16:07] null: # Insufficient Balls for Physical Education in Primary Schools

*Stage 1: Problem Identification*

1. *Problem Description*: Primary schools face a shortage of balls, hindering physical education and
sports development.

2. *Statement of Intent*: Address the issue of insufficient balls and promote physical education.

3. *Main Idea/Theme*: "Balls for Better Education"

4. *Design Specifications*: Identify sustainable solutions to provide balls for primary schools.

*Stage 2: Investigation of Related Ideas*

- *Research*: Explored existing initiatives and programs providing sports equipment to schools.

- *Data Collection*: Gathered data on the number of balls needed and potential funding sources.

- *Analysis*: Evaluated the feasibility of different solutions.

*Stage 3: Generation of Ideas*

- *Brainstorming*: Generated ideas, including:

- Donations from local organizations

- Fundraising events

- Partnerships with sports organizations

- Recycling or repurposing existing materials

- *Evaluation*: Assessed the potential impact and feasibility of each idea.

*Stage 4: Development of Ideas*

- *Refined Solution*: Developed a plan to solicit donations and host fundraising events.

- *Implementation*: Coordinated with local organizations and schools.

*Stage 5: Presentation of Results*

- *Presentation*: Presented results, including the number of balls collected and distributed.

- *Impact*: Highlighted the positive impact on physical education and sports development.

*Stage 6: Evaluation and Recommendations*

- *Evaluation*: Evaluated the project's success and identified areas for improvement.

- *Recommendations*: Recommended ongoing efforts to maintain and expand the project.

By addressing the issue of insufficient balls, we can promote physical education and sports development
in primary schools.

[26/4, 15:35] null: Stage 1: Problem Identification

*Problem Statement*

Our school lacks simple Zimbabwean wind musical instruments, hindering students' ability to learn and
appreciate traditional music.

*Statement of Intent*

I intend to design and make a set of mouth wind instruments using locally available resources, such as
bamboo and reeds.

Design Specifications

1. Research and identify locally available material suitable for making mout wind instruments.

2. Design and create a set of mouth wind instruments that produce a rich, resonant sound.

3. Ensure the instruments are durable and easy to play.

*Project Title*

Designing and Making a Set of Mouth Wind Instruments using Locally Available Resources
*Objectives*

1. To design and make a set of mouth wind instruments using locally available resources.

2. To utilize Wood Design Technology skills in the design and making process.

3. To create a musical instrument that promotes cultural heritage and appreciation.

Stage 2: Investigation of Related Ideas

*Existing Solutions*

1. *Commercially Available Flutes*: Store-bought flutes made from various materials, such as wood,
metal, and plastic. Picture: [Insert picture of commercially available flute]

2. *Traditional Zimbabwean Flutes*: Handmade flutes created by local artisans in Zimbabwe, using
traditional materials and techniques. Picture: [Insert picture of traditional Zimbabwean flute]

3. *Bamboo Flutes*: Flutes made from bamboo, a sustainable and locally available material. [Insert
picture of bamboo flute]

4. *Recycled Material Flutes*: Flutes made from recycled materials, such as plastic bottles and
cardboard tubes. [Insert picture of recycled material flute]

Stage 3: Generation of Ideas

*Proposed Solutions*

1. *Locally Sourced Wood Flute*: Design and make a flute using locally sourced wood, such as mopane
or msasa. - Strengths: Durable, resonant sound. - Weaknesses: May require additional processing, such
as seasoning.

2. *Bamboo Flute*: Create a flute using bamboo, a sustainable and locally available material. -
Strengths: Eco-friendly, durable. - Weaknesses: May produce a less resonant sound.

3. *Combination Flute*: Design a flute that combines locally sourced wood and bamboo. - Strengths:
Unique sound, durable. - Weaknesses: May be more complex to construct.

4. *Traditional Design Flute*: Create a flute based on traditional Zimbabwean designs and techniques. -
Strengths: Culturally relevant, resonant sound. - Weaknesses: May require additional research and
expertise.
Stage 4: Development of Solution

*Selected Solution*

I select the *Locally Sourced Wood Flute* solution as the best solution to design and make a set of
indigenous musical instruments.

*Rationale*

I choose this solution because it utilizes locally available materials, produces a rich and resonant sound,
and is durable.

*Materials Needed*

- Locally sourced wood (e.g., mopane or msasa)

- Bamboo or reeds (for mouthpiece and tuning)

- Wire (for tuning and adjustments)

- Natural materials (e.g., beeswax or plant resin) for finishing and protection

*Process Involved*

1. Research and identify suitable locally sourced wood for the flute.

2. Design and create the flute body, mouthpiece, and tuning mechanism.

3. Assemble the flute and test its sound quality.

4. Make adjustments and refinements as needed.

Stage 5: Presentation of Results

*Final Solution*

The final solution is a set of indigenous musical instruments made from locally sourced wood, designed
and constructed using Wood Design Technology skills.

Show the instrument and play it as learners and other audiences listen.
I can also market the musical instrument.

Stage 6: Evaluation and Recommendations

*Evaluation*

The effectiveness of the locally sourced wood flute will be evaluated based on its sound quality,
durability, and cultural relevance.

*Recommendations*

1. Implement the use of locally sourced wood flutes in music education at Chavanyati School.

2. Provide training and workshops on flute playing and maintenance.

3. Explore opportunities for collaboration with local musicians and artisans to promote cultural heritage
and appreciation.

[27/4, 11:28] null: Learning Area:Social Science

Level:Grade7

Topic: Human Rights

Sub topic: Bullying

Project Title: Bullying!A Challenge at Chavanyati Primary School.

1.Stage 1: Problem identification

1.1.Description of the problem.

Learners at Chavanyati Primary are being bullied by their peers which is causing a lot of conflict at our
school.

1.2.l intend to create posters to raise awareness on bullying.l want to educate them that bullying is
unacceptable and that we should treat each other with respect.
1.3.Project Specifications.

I will be recording notes after interviewing learners on the causes and effects of bullying.

Designing posters to educate audiences and raise awareness on bullying.

2.Stage 2.Investigation of related ideas.

2.1.Existing Solutions

a)School rules are already in place

b) Counselling sessions in Guidance and Counseling.

c) School feeding programme to alleviate hunger.

2.2.Analysis of ideas /merits

a) Rules are being followed by learners as observed.

b)The guidance and counseling lessons on bullying are helping learners as reported by learners through
interviews.

c)The school feeding programme is helpful, upper grade learners are no longer taking lower grade
learners' food.

Demerits -

a)Some learners are continuing to bully young learners,a grade 2 learner was bullied by a grade 6
learner.Meaning they are not following school rules

b) Guidance and Counseling lessons are only done once a week.

c)The food is given to learners in the afternoon ,so at break time , grade 7 learners continue to take ECD
learners ' food.

2.3.Most learners however are maintaining good behavior although a few still needs attention.
3.Generation of Ideas /Possible solutions.

3.1.I came up with three possible ideas to solve the problem.

a)I will create posters to educate learners on the effects of bullying and raise awareness.

b)Make rules against bullying at school.

c)Anti-bullying campaigns

3.2.Merits.

a)Posters will educate learners and other community members on the effects of bullying through
reading.

b)Rules will enable learners to maintain order and good behavior.

c) Anti-bullying campaigns will help learners pass on information on bullying and will be aware of the
consequences of bullying.

3.3.Demerits.

a) However, posters can be removed by some people who have negative attitudes.

b)Some learners do not follow rules.

c)Anti campaigns will not be effective to those who need counseling.

3.4.Generally ,these ideas will enable and educate learners on the effects of bullying and will reduce
conflict at school.

4.Stage 4 Development /Refinement of chosen idea.

4.1.From the ideas in stage 3 above ,l chose to create posters so that peers will be aware on the effects
of bullying to others.

4.2Justification of choice

a) Posters will be helpful and will be a key figure on awareness.

4.3.Refinement

a)These posters will be created in a colourful way , eye-catching and engaging and in bold print so that it
is visible from a distance.

b)"STOP BULLYING" the poster will be erected at the main entrance gate so that everyone who enters
the school will be able to read .

4.4.The posters will educate and encourage the audience to seek help whenever they are bullied.

5.Stage 5.Presentation of ideas.

5.1.Dispay of posters on walls , classrooms , playgrounds.The posters will be clear and

communicative ,"STOP BULLYING!"

5.2.Create a social media group and capture photos of the posters and share them for awareness and
marketing purposes.
5.3.Show the created poster to the audience at school ,let them read and discuss the message
conveyed.

6.Stage 6.Evaluation.

6.1.Relevance of Statement of intent.

Posters were created and educated the audience in accordance to the statement of intent.

6.2Challenges.

Some learners failed to comply and it was time consuming.

6.3.Recommendations.

Involve parents and other stakeholders on awareness.

[27/4, 14:19] null: Level Grade7

Learning Area: English

Syllabus Topic: Reading

Sub topic: Intensive Reading

Project Title: Challenges in Giving Contextual Meaning of Words and Texts from a Passage at Chavanyati
Primary School .

1.Stage 1: Problem identification.

1.1.Description of the problem.

Learners at Chavanyati Primary school have challenges in reading passages and then give contextual
meanings of words and texts.This is resulting in poor pass rates in English language.

1.2.Statement of intent.

I intend to design a reading library that will help them read improve reading skills and also give
meanings of words and texts from the passage.

1.3.Project parameters.

-Will include research on reading skills and abilities.

-analysis of existing solutions

-generating new ideas on improved ways on reading for example a reading library.

--presenting findings and recommendations.

2.Stage 2: Investigation of related ideas.

2.1.Evidence of related ideas.

a)Reading programmes currently underway at our school which include Early Reading Initiatives (ERI).

b)Numeracy and Literacy programs to help on reading

c)class schedule which includes reading three times per week.

2.2.Analysis of ideas .

a) Merits -Reading programmes are helping some learners.

Demerits -Some still are struggling and need a lot of attention since ERI reading is only for infants.
b) Merits:Numeracy and Literacy programs are helping some learners since it is involving all upper
grades.

Demerits:It consumes more time ,so on our timetable it have only few hours allocated.

c) Merits -the class schedule for reading is helpful to learners as some seem to be improving.

Demerits -our timetable has limited reading time so we are not gaining much since we have only three
reading periods per week.

2.3.Generally if these ideas are taken into consideration,an improvement will be observed in reading.

3.Stage 3: Generation of ideas.

3.1Evidence of possible solutions.

a)Designing a reading library that will enable them to have more time in reading and have a better
reading culture.

b)create reading groups

c)giving more homework on reading

3.2.Merits

a)A reading library will obviously strengthen their reading abilities and improve them on findings
contextual meanings of words and texts .

b) Readings in groups will enable learners to collaborate and integrate with each other thereby
improving in their reading.

c) Homeworks will enable learners to work on their own and find solutions to problems on their own
outside the classroom.

3.3.Demerits.
a)Not all learners will use the reading library effectively.

b)In their reading groups,some learners will not be participating.

c)Some learners do not so homeworks at all .

3.4.Overally ,if these ideas are implement well ,, learners will improve on reading skills.

4.Stage 4: Development of ideas.

4.1.Choice of best Idea

-from the ideas in stage 3 ,l chose to design a reading library.

4.2.Justification of choice.

a)This is helpful to learners because there will be a variety of books to read ,this will help them to
improve on their reading.

b)By improving their reading culture, learners can give contextual meanings of words and texts.

c)Will help learners to read a variety of books and magazines,this will make them improve in finding
contextual meanings of words and texts.

4.3.Refinement a)Designing a *reading library for primary learners* involves creating a fun, welcoming,
and age-appropriate space that fosters a love for reading. Here's a step-by-step guide to help you design
an effective and engaging reading library for young learners:

-Choose the Right Location

- Find a *quiet, well-lit area* within the school or classroom.

- Preferably away from noisy or high-traffic zones to encourage focus and calm.

- Organize Age-Appropriate Books

- *Level your books* based on reading ability (e.g., beginner, intermediate, fluent).

- Include a variety of genres: stories, picture books, folktales, poems, non-fiction, and cultural stories.
- Use *color-coded labels or stickers* to help learners choose suitable books easily.

-Create a Comfortable Reading Environment

- Add *child-sized furniture*: soft cushions, bean bags, small chairs, and tables.

- Use *bright colors*, educational posters, and playful decor to make it inviting.

- Design a special corner like a *“story cave”* or *“reading nest”* for cozy solo reading.

*-Include Interactive Reading Materials*

- Add *big books*, *board books*, or *touch-and-feel books* for young readers.

- Include *audiobooks* with headphones for guided listening.

5.Stage 5: Presentation of Results.

5.1.All grade 7 learners were introduced to the library and were taught about the rules.

5.2.Demonstrations done on how the library works this is done to all teachers and learners .

5.3.We can show our product,the reading library,in form of a video and send it to different stakeholders
so that they know its value learners .

6.Stage 6: Evaluation

6.1.Achievements -The library was effective because it helped learners to improve in their reading and
some learners were able to find contextual meanings of words and texts from given passages.

6.2.Challenges - Some learners still have challenges in reading ,this needs more time for learners to
improve in their reading.Reading seems to be consuming time for other learning areas.
6.3.Recommendations - schools should allowed to use reading as a cross cutting issue, should be
involved in all subjects.

[27/4, 15:34] null: Learning Area:Maths Level Grade7

Syllabus Topic: Operations.

Sub topic: Division

*Project Title*

Solving Problems in Division

1.*Stage 1: Problem Identification*

1.1Problem Statement

Grade 6 Learners at Chavanyati Primary School are facing challenges in division of whole numbers
whose dividend is less or equal to 10 000

1.2.*Statement of Intent*

I intend to identify methods that will help Grade 3 learners at Takwirira Primary School carry out
division of whole numbers whose dividend is less or equal to 10 000 , especially the long division
method.

*1.3.Design Specifications*

a)Demonstrating the steps involved in long division.

b)Discussing methods used in long division .

c) Interpretation of the long division method.

*2.Stage 2: Investigation of Related Ideas*

*2.1.Existing Solutions*

a)From my research I found out that the following methods are already in use:

_1.Tally Marks:_

For smaller numbers, I can represent the dividend with tally marks and then group them into groups of
the divisor to find the quotient.

_Advantages_

The act of drawing tally marks is a tangible way to represent the division process making it more
engaging and easier to understand.

_Disadvantages_

Creating tally marks for a large dividend _(the number being divided)_ can be very time-consuming,
especially if the quotient _(the result of the division)_ is a large number. For example, dividing 1000 by
25 using tallies would involve creating a large number of groups which can be tiresome, slow, boring and
error-prone.

_2.Repeated Subtraction:_

We can repeatedly subtract the divisor from the dividend until we reach zero. The number of times we
subtract is the quotient.

_Advantages_

For young learners, this method can be less intimidating than the traditional long division process.

_Disadvantages_

Repeatedly subtracting the divisor from the dividend becomes lengthy and time-consuming when
dealing with larger numbers.

_3.Multiplication Fact:_

Solving division problems can involve using the corresponding multiplication fact.

For example, if we know 3 x 4 = 12, we also know 12 ÷ 3 = 4.

_Advantages_
Knowing multiplication facts allows for faster and more efficient division calculations. For example, if we
know that 12 x 3 = 36, we also know that 36 / 3 = 12. This eliminates the need for tiresome long division
or repeated subtraction.

_Disadvantages_

If learners do not understand the relationship between multiplication and division they might make
mistakes when finding the missing factor in the multiplication equation.

*3.Stage 3: Generation of Ideas*

3.1.*Proposed Solutions*

I am proposing the following solutions:

_1.Long Division:_

_How it works:_

Long division involves systematically dividing the dividend by the divisor, finding the quotient _(the
result of the division)_ and any remainder. It is a step-by-step process of dividing, multiplying,
subtracting, comparing and bringing down digits.

_Advantages_

Long division is particularly useful when dealing with large numbers that would be difficult to divide
mentally or with other methods.

_Disadvantages_

Long division involves a sequence of divide, multiply, subtract, and bring down steps, increasing the
likelihood of mistakes, especially for learners who are not yet good in other maths operations

_2.Short Division (Bus Stop Method):_

_How it works:_

Short division is a more compact version of long division, especially useful for dividing by single-digit
divisors. We write the problem vertically with the dividend inside a _"bus stop"_ and the divisor outside

_Advantages_

_Reduced Written Work:_

Short division minimizes writing down steps like partial products and remainders in long division making
it faster and more compact.

_Disadvantages_

Short division is primarily used when dividing by one-digit numbers (1-9). Long division is needed for
dividing by two-digit or larger numbers.

_3.Area Models:_

_How it works:_

Area models visually represent division as finding the dimensions of a rectangle given its area
_(dividend)_ and one dimension _(divisor)_ . The other dimension is the quotient

_Advantages_

The area model is closely linked to multiplication, as it relies on finding the missing side length of a
rectangle given the area and one side length. This reinforces understanding of multiplication facts and
place value.

_Disadvantages_

While effective for breaking down large numbers, area models can become cumbersome and difficult to
manage as the numbers increase in size. The need to divide the area into smaller and smaller sections to
represent the quotient can make the process more confusing especially for learners who are still
learning the underlying concepts of division

4.*Stage 4: Development of Solution*

4.1Selected Solution

a)Long Division

is a method for dividing large numbers which breaks the division problem into multiple steps following a
sequence. Just like the regular division problems, the *dividend* is divided by the *divisor* which gives
a result known as the *quotient* and sometimes it gives a remainder too. We learnt how to divide
using the long division method along with long division examples with answers which included the long
division steps.
_What is Long Division Method?_

Long division is a method for dividing large numbers into steps or parts, breaking the division problem
into a sequence of easier steps. It is the most common method used to solve problems based on
division.

_We followed the Long Division Steps by:_

_1.Setting up the problem:_

We wrote the dividend _(the number being divided)_ under the division bar and the divisor _(the
number we were dividing by)_ outside the bar.

_2.Dividing:_ Starting by dividing the leftmost digit _(or group of digits)_ of the dividend by the divisor.
We wrote the result above the division bar.

_3.Multiplying:_ We multiplied the quotient _(the result from dividing)_ by the divisor and wrote the
product under the corresponding digits in the dividend.

_4.Subtracting:_ We subtracted the product from the corresponding digits in the dividend.

_5.Bringing down:_

We brought down the next digit _(or group of digits)_ from the dividend to the right of the remainder.

_Repeat:_

We repeated steps 2-5 until all digits of the dividend had been processed.

_Remainder:_ If there is a remainder left after the last subtraction, we express it as a fraction
(remainder/divisor) or a decimal.

*5.Stage 5: Presentation of FinalSolution*

5.1.Demonstration of the division method to show how to divide step by step and checking the divisor,
the dividend, quotient and the remainder.

Create a chart which shows all the stages involved in long division and show it to learners.

Tables and images illustrating division. _(attached)_

*6.Stage 6: Evaluation and Recommendations*

*Evaluation*

6.1.Strengths

Long division has proved to be an effective way to solve division problems especially for large numbers.

as it provided a structured step-by-step process that has been helpful for learners.

Understanding long division is also a foundation for understanding more complex maths concepts such
as multiplication and subtraction.

2.1.Weaknesses:

The method can be seen as a memorization process, without any exercise of the understanding.

Long division can be challenging for some learners particularly those with difficulties in multiplication
and subtraction.

The multi-step nature of the process can increase the likelihood of making errors.

*Challenges faced*

Learners found it difficult to remember the steps especially when they were dealing with larger
numbers.

6.3.Recommendations.

Long division method can be used to perform division problems involving large numbers by breaking
them down into smaller steps.

The method can help learners develop a deeper understanding of place value and number relationships.

[29/4, 21:34] null: https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

Name :

School: Primary

Level :Grade 7

Project Title: Exploring Shelter Shortages In Our Community.

1.Stage 1: Problem identification

Many families in our community live in houses that are too small ,poorly built and overcrowded.

1.1.Statement of intent.

I intend to explore the causes , effects and research on ways to improve them.

1.3.Design Specifications .

I will effective participation through interviews and role plays .

I will record all my findings and use age appropriate language and methods.

2.Stage 2: Investigation of related ideas.

2.1: Evidence of related ideas.

a)Poverty-families cannot afford materials or land to build proper homes .Evidence-people living in
makeshift structures ,mud huts or sharing rooms.

b) Overcrowding -too many people on a small space . Evidence -poor hygiene and sleeping
arrangements.

c) Healthy issues -poor shelter leads to exposure to rain , cold or unsafe Evidence -Some having colds
and feeling sick.

2.2Analysis of ideas

Merits: Overcrowding promotes family and community bonds . Poverty encourages creativity in building
with local materials.Health issues raise awareness on the need for clean environments.

Demerits: poverty limits access to proper housing.Overcrowding spreads diseases ,cause stress and lack
of privacy.Health issues increases illness due to poor ventilation.

3.Stage 3:Generation of Ideas .

I have generated these three possible solutions

3.1.a) Community Based Housing Projects -people work together to build simple and affordable homes
using locally available materials.

b)Shelter Awareness and Education Programs -educating communities on low cost building methods.

c) Government and NGOs Housing Support -engage local authorities or NGOs to provide support with
low cost housing materials for those in need .

3.2: Strengths-Reduces house shortages; encourages teamwork; vulnerable groups may be assisted and
provide unsafe shelter practices.
3.3.Weaknesses -Resource limitations,time consuming and unequal distribution of
resources,misallocation and corruption.Some cultures are deeply rooted to their tradition ,they may
refuse new buildings.

4.Stage 4.Development of ideas and Refinement

4.1.Indication of choice.

I chose to implement Education and Shelter Awareness Programs to educate communities on low cost
materials to use so that the problem of shelter can be minimised .

4.2.Jusification of chosen idea .

Education empowers the community with knowledge about affordable, sustainable building methods,it
has a long term impact ,these programs are low cost .

4.3.Refinement

I will further divide the program for different groups -so that is becomes age appropriate,young and
adults .

I will use demonstrations ,role plays and models of proper shelter using local materials.

I will also involve the community in educating them on the proper knowledge.

5.Stage 5: Presentation of Results.

5.1.Presentation of artifact -I will present using a visual poster of drawings of good and bad shelter .

5.2.Presentation of a service-.Demonstrations and role plays showing communities working together

and skills learnt

5.3. Presentation of a product -A written report showing key problems found .

.A video or slideshow -may also include voice recordings explaining causes and ways to improve this
problem.

6.Stage 6: Evaluation.

6.1.Achievements -Learners managed to educate the community on low cost methods .

6.2.Challenges -Lack of cooperation from some learners and community members.

6.3.Recommendations-l recommend to involve stakeholders and donors to assist the vulnerable groups.

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[30/4, 20:01] null: https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

Name of learner :

Name of School: Primary

Level Grade 6

Learning Area: Indigenous Language (Chishona).

Project Title:Kutadza kunyora manhamba zvakanaka.

1. Stage 1: Problem identification.

1.1.Problem Statement

Vana vazhinji vepachikoro chedu vari kutadza kunyora uye kutaura manhamba muchishona,vanoratidza
kuti havasi kukoshesa mutauro wavo.

1.2. Statement of intent.

Ndinoda kubatsira vana kutsvaga nzira dzinoita kuti vagone kutaura uye kunyora manhamba
muchishona zvakanaka kusvika kuchuru(1000).

1.3. Design Specifications.

Ndichaita tsvakurudzo nekubvunza vana zvavanogona uye zvinovanetsa ndichinyora pasi ndozoita
ongororo.

2.Stage 2 . Investigation of related ideas.

2.1. a) Zvinoratidza kuti vana vari kuverenga nyaya dzinosanganisira manhamba muzvidzidzo zvavo
mazuva ese.
b)Vana vari kuita zviperengo zvinoratidza manhamba uye kuvaka mitsara .

c)Vana vari kupota vachishandisawo mutauro wavo pakuita manhamba kwete kushandisa chirungu.

2.2. Merits . Zviri kubatsira vana pakuita manhamba ndezvekushandisa mutauro wedu vachibatsirana
vega .Nzwisiso dziri kubatsirawo kuti vana vakwanise kuverenga manhamba .

2.3. Demerits. Manhamba akakura ari kunetsa vana sokuti churu ,zana , makumi matatu nena .

2.4. Izvi zvikaramba zvichishandiswa vana vanogona kuverenga uye kudoma manhamba muchishona.

3. Stage 3. Generation of ideas.

Ndasarudza nzira nhatu dzingabatsira kuti vana vagone kuverenga uye kudoma manhamba.

3.1.a)Kugadzira chati rinenge riine manhamba akawanda ndonamira pamadziro , manhamba aya anenge
akaiswa muchirungu uye nechishona.

b)Kuimba nziyo dzechinyakare dzinotaura zvemanhamba.

c) Kuverenga nyaya dzine manhamba vopindura mibvunzo yenzwisiso .

3.2. Strengths-Chati rinoita kuti vana vapote vachiverenga vega manhamba chero nguvai.Zvinoita kuti
vakurumidze kubata manhamba zvakanaka.
3.3. Weaknesses -Nziyo hadzizokwanisi kudoma manhamba kusvika kuzana ,dzinongozogumira pana
gumi chete .Vamwe vana vanozotadza kuverenga vachifunga kuti nziyo hadzisi dzekuti vadzidze.

3.4.Ongororo.-Machati anoratidza kuti inzira ingabatsira vana pakuti vagone manhamba.

4.Stage 4. Development of ideas/Refinement

4.1. Ndasarudza kushandisa pfungwa yekugadzira machati kuti vana vagozokwanisa kuverenga vega
vachidzidza.

4.2. Machati akanakira kuti nguva dzose anenge aripo vana pavanoda kuverenga.Zvinoita kuti vana
vafarire kuverenga uye vachienzanisa nezvavanoita kumba.

Machati anogona kunetsa chete kune vaya vasingagoni kuverenga uye vamwe vasina shungu
nekuverenga havakwanisi kuzodzidza kuverenga manhamba aya.

4.3. Refinement.

Kunyora manhamba pamakadhi uye machidziro.

Kunyora manhamba pamachati kubva pana 1 kusvika pana 100 nechishona uye nechirungu.Vana
vanodzidza kuverenga vari muzvikwata zvidiki kuita kuti vese vakwanise kuwana mukana.Mudzidzisi
anenge achiongorora zvirikuitwa nevana .Ndinonyora pasi mumabhuku zvese zvandawana zvabatsira
uye zvanetsa vana pakuita izvi.

4.4.Ongororo.- Kushandisa pfungwa iyi kunoita kuti vana vagone chaizvo kudoma manhamba uye
kuashandisa mumitsara.

5.Stage5 : Presentation of Results.

Kuratidza zvandaita -

a)ndichaburitsa machati angu ndoratidza vana uye vadzidzisi zvandaita muchidzidzo changu.
b)Tichaita nhaurirano pamusoro pekushandisa manhamba aya nemazvo mumitsara sokuti "Ane mombe
(1). Inonzi ane mombe imwe kwete kuti poshi.

c)Ndicharatidza mabhuku evana ane basa ravakaita rine manhamba uye todzidzisa vamwe vari kuratidza
kukundikana.

6. Stage 6 : Evaluation.

6.1.Vana vazhinji vakwanisa kushandisa nzira iyi pakuverenga uye kunyora manhamba.

6.2.Vamwe vana vanetseka nemamwe manhamba anoratidza kuvhiringa akaita sa mombe

mbiri ,makudo maviri ,zviginwe zviviri .Izvi zvaratidza kuvhiringidza vamwe vana.

6.3.Tinokurudzira kuti vana varambe vachishandisa mutauro wedu pakuita zvemanhamba kwete
kushandisa nekugona chirungu chete.

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[6/5, 09:42] null: https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

Name:

School: Primary School

Learning Area: English

Level :Grade 6

Project Title:Every Child Deserves to Learn: Finding Solutions for Children not Going to School.

1.Stage 1: Problem identification

1.1.Problem Statement.
Learners at X Primary are dropping out of school this is resulting in poor attendance and reduced
enrollment.These learners are at risk too abuse and may also take drugs .

1.2.Statement of intent

I intend to explore why some learners in our community are not going to school and help them
understand the impact on their lives and come up with simple and realistic ways to encourage them to
come to school.

1.3.Design Parameters/Specifications

I will gather information through interviews with teachers, learners and community members.

I will also carry a notebook to record reasons why children are not coming to school.

I am going to write a report stating the reasons why learners are failing to come to school .

I will also draft a speech to educate the audience on the importance of bringing children to school.

2.Stage 2: Investigation of related ideas

2.1.Existing Solutions.

a) Our school is working with local leadership and authorities to monitor in supporting child attendance.

b)Our school is promoting inclusion for learners with disabilities or those who feel left behind.

c)There is a school feeding programme already in place to motivate learners to come to school.

2.2.Analysis of Ideas .

Merits:Local leaders are powerful in terms of mobilisation of learners to come to school.

-inclusion does not leave one behind ,it includes every learner despite social or economic background.

-feeding allows all learners to feel motivated

Demerits:not all leadership will cooperate in encouraging learners to come to school.

-Some learners feel stigmatized because of disability or being behind.

-Some will not be motivated by food to come to school .

2.3.Overally, despite using these existing solutions, learners seems to be dropping out and reducing the
school enrollment.

3.Stage 3: Generation of ideas

I propose these three possible solutions to my problem.

3.1: Evidence of possible solutions.

a) Community Education and Outreach programs-l propose to hold meetings or plays to educate parents
the importance of bringing learners to school.

b) School Support Initiatives -l also propose to start a school buddy system where students help those
who return to school catch up and also organise school and uniform donation.

c) Support from NGOs or churches -I also decided to identify organizations that can help with school fees
for those in need .

3.2.Strengths -This will help increase enrollment, awareness and a sense of shared responsibility;the
support initiatives are practical and affordable,they also promote inclusivity.

Weaknesses -School may lack resources to support initiatives.Some leaders may be too busy or unwilling
to support.Students who return to school may suffer stigma and bullying.

3.3.Overally ,when implemented well ,these three solutions will definitely improve the enrollment and
reduce dropout cases.

4.Stage 4 Development of ideas and Refinement.

4.1. Indication of choice

I chose to start a school buddy system where students help those who return to school catch up.

4.2Justification of my choice .

Peer support brings confidence because returnees may feel shy , behind and unwelcome and it also
offers emotional support and creates a welcoming school environment .

4.3.Refinement of chosen idea.

I will set my goals that are clear that is to educate learners what a school buddy system is

I will help returnees catch up on school work and support them by giving donated books or uniforms.

Select buddies carefully and train them ,pair them and match them according to class level and subject
strength.

4.4.Overally ,by implementing this solution ,learners will improve in their turnout.

5.Chapter 5: Presentation of Results.

I will present my findings through

-a written report which include methods ,findings and challenges.

-a poster or chart with drawings to show before and after statistics

-an oral presentation in form of a speech which encourage learners to come to school.

-drama or role play which teaches and help the audience to understand the emotional impact of not
sending learners to school.

6.Stage 6.Evaluation

6.1.Achievements -Most learners responded well and learners were returning to school through this
initiative.The speech helped the parents to understand the emotional impact of not sending learners to
school.

6.2.Challenges -Some community members did not cooperate,they are using children for child labour .

6.3.Recommendations-l recommend schools and communities to work together in educating parents on

the impacts of not sending children to school .

Those who need assistance with projects

Contact @0772227682

[7/5, 22:57] null: https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

Name of learner:

Name of school:X primary school

Level:Grade 6

Learning Area: Physical Education

School Project Title :“Running the Distance: Challenges Faced by Urban Learners in Long-Distance
Races”

1 . Stage 1: Problem Identification.

1.1.Problem Statement:

Our school is in urban areas, learners at our school often struggle with long-distance running events
during sports activities or competitions. Unlike their rural counterparts, they tend to get tired quickly or
avoid participating.

1.2 . Statement of intent :

This project seeks to investigate the reasons why urban learners at our school face challenges in
participating in long-distance running events, especially when compared to their rural counterparts. The
aim is to identify the underlying factors—such as lifestyle habits, nutrition, physical activity levels, and
environmental influences—and propose practical solutions to improve endurance and participation in
sports activities.

1.3.Design Specifications :

a).Target Group: Urban primary or secondary school learners participating in physical education and
sports.

b).Focus Area: Long-distance running (800m and above) performance and participation challenges.

c)Investigation Tools:Surveys or interviews with learners and PE teachers . Observation during PE

lessons and sports events .Nutrition and activity log samples

d).Resources Required:Questionnaires for learners and teachers .Visual aids for presenting data (charts,
graphs, posters)

e).Recommend strategies (e.g., improved diet, endurance training programs, reduced screen time)
Raise awareness about the importance of physical fitness in urban settings.

2. Stage 2: Investigation of Related Ideas.

-l interviewed physical education teachers about observed differences between urban and rural
students and said that despite teaching PE ,urban spaces lack open running areas or sports fields.

-I conducted a class survey: “Do you enjoy long-distance running? Most learners do not enjoy physical
activities.l also asked the kinds of physical activities they do at home and fewer school programs that
train for endurance because of more screen time and less physical play.

-l researched on the food they eat before school or sports day and results showed poor nutrition and
fast food habits that reduce stamina.

2.2.Strengths.-Through interviews, teachers can highlight disparities in resources (like equipment and
space) and curriculum emphasis between urban and rural schools.

- PE teachers interact with students regularly.

-helps identify real reasons behind low enjoyment or participation in long-distance running,

2.3. Weaknesses- Learners may not accurately recall or report what they eat, leading to unreliable or
incomplete data. Young children especially might not understand the nutritional value of their meals.-
Focusing only on food habits before school or sports day overlooks other factors affecting stamina, such
as hydration, sleep, physical fitness, or stress—providing an incomplete picture of the problem.

3. Stage 3: Generation of New Ideas.

3.1.Possible Solutions and Ideas:

a).Create School Running Clubs

 Encourage weekly group runs or jogging around safe school zones.

b).Organize Fun Distance Events

Introduce exciting games that involve long-distance running, like “Run and Collect” or “Endurance
Relays.”

c).Use of Indoor Tracks or Stairs

Practice endurance by walking/running indoors where outdoor space is limited.

3.2.Merits- it is fun and for fitness and also exciting since it is a game.

3.3. Demerits- space for long distance may be limited ,it needs monitoring , indoor tracking might cause
injuries.

3.4.Comments.-These solutions need to be improved for urban learners to develop an interest in long
distance running.

4. Stage 4: Choosing and Refining the Best Idea.

4.1 Choice of best Idea.

From the ideas generated, l chose to "Create a School Running Club"

4.2. Justification of chosen idea

The clubs will help learners collaborate and give their views and equal participation.It is also fun and for
fitness.

4.3. Refinement

- The club could meet once a week before or after school.

- Start with short distances and build up slowly.

- Assign roles: timer, route planner, motivator, and record keeper.

- Combine running with fun games like “tag relays” or “run to collect a token.”

4.4. Comment -if the school running club is implemented well ,urban learners will enjoy running long
distances.

5.. Stage 5: Presenting the Findings

Ways to Present the Project:

a). Poster Presentation – Show the problem, findings, and the new idea (e.g., the running club).
b). Drama/Role-play – Act out a scene of tired urban learners trying to run and later joining the club to
improve.

c) Oral Report – One or two learners present a short speech to the class or parents.

d)Model or Chart – Create a physical plan of where and how the running club will operate at school.

- Title:Why Urban Learners Struggle with Long-Distance Races

- Problem: Many learners tire quickly or avoid running.

- Investigation:We asked questions and learned the causes (no space, bad eating habits, little practice).

- Solution: We created a running club for fun and fitness.

- How it helps: More exercise, more fun, better health.

6.Stage 6 Evaluation.

6.1. Achievements -Most urban learners seem to have liked the running clubs and the improved on their
fitness.Some learners were able to identify junk foods that are not healthy.

6.2 . Challenges -Some learners did not enjoy the running clubs and did not participate.

6.3. Recommendations -urban learners should continue with the long distance running although there
are no spaces in urban areas.

For assistance on projects contact @0772227682/+263777981604

[6/5, 09:42] null: https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

Name:

School: Primary School

Learning Area: English

Level :Grade 6

Project Title:Every Child Deserves to Learn: Finding Solutions for Children not Going to School.

1.Stage 1: Problem identification

1.1.Problem Statement.
Learners at X Primary are dropping out of school this is resulting in poor attendance and reduced
enrollment.These learners are at risk too abuse and may also take drugs .

1.2.Statement of intent

I intend to explore why some learners in our community are not going to school and help them
understand the impact on their lives and come up with simple and realistic ways to encourage them to
come to school.

1.3.Design Parameters/Specifications

I will gather information through interviews with teachers, learners and community members.

I will also carry a notebook to record reasons why children are not coming to school.

I am going to write a report stating the reasons why learners are failing to come to school .

I will also draft a speech to educate the audience on the importance of bringing children to school.

2.Stage 2: Investigation of related ideas

2.1.Existing Solutions.

a) Our school is working with local leadership and authorities to monitor in supporting child attendance.

b)Our school is promoting inclusion for learners with disabilities or those who feel left behind.

c)There is a school feeding programme already in place to motivate learners to come to school.

2.2.Analysis of Ideas .

Merits:Local leaders are powerful in terms of mobilisation of learners to come to school.

-inclusion does not leave one behind ,it includes every learner despite social or economic background.

-feeding allows all learners to feel motivated

Demerits:not all leadership will cooperate in encouraging learners to come to school.

-Some learners feel stigmatized because of disability or being behind.

-Some will not be motivated by food to come to school .

2.3.Overally, despite using these existing solutions, learners seems to be dropping out and reducing the
school enrollment.

3.Stage 3: Generation of ideas

I propose these three possible solutions to my problem.

3.1: Evidence of possible solutions.

a) Community Education and Outreach programs-l propose to hold meetings or plays to educate parents
the importance of bringing learners to school.

b) School Support Initiatives -l also propose to start a school buddy system where students help those
who return to school catch up and also organise school and uniform donation.

c) Support from NGOs or churches -I also decided to identify organizations that can help with school fees
for those in need .

3.2.Strengths -This will help increase enrollment, awareness and a sense of shared responsibility;the
support initiatives are practical and affordable,they also promote inclusivity.

Weaknesses -School may lack resources to support initiatives.Some leaders may be too busy or unwilling
to support.Students who return to school may suffer stigma and bullying.

3.3.Overally ,when implemented well ,these three solutions will definitely improve the enrollment and
reduce dropout cases.

4.Stage 4 Development of ideas and Refinement.

4.1. Indication of choice

I chose to start a school buddy system where students help those who return to school catch up.

4.2Justification of my choice .

Peer support brings confidence because returnees may feel shy , behind and unwelcome and it also
offers emotional support and creates a welcoming school environment .

4.3.Refinement of chosen idea.

I will set my goals that are clear that is to educate learners what a school buddy system is

I will help returnees catch up on school work and support them by giving donated books or uniforms.

Select buddies carefully and train them ,pair them and match them according to class level and subject
strength.

4.4.Overally ,by implementing this solution ,learners will improve in their turnout.

5.Chapter 5: Presentation of Results.

I will present my findings through

-a written report which include methods ,findings and challenges.

-a poster or chart with drawings to show before and after statistics

-an oral presentation in form of a speech which encourage learners to come to school.

-drama or role play which teaches and help the audience to understand the emotional impact of not
sending learners to school.

6.Stage 6.Evaluation

6.1.Achievements -Most learners responded well and learners were returning to school through this
initiative.The speech helped the parents to understand the emotional impact of not sending learners to
school.

6.2.Challenges -Some community members did not cooperate,they are using children for child labour .

6.3.Recommendations-l recommend schools and communities to work together in educating parents on

the impacts of not sending children to school .

Those who need assistance with projects

Contact @0772227682

[7/5, 22:57] null: https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

Name of learner:

Name of school:X primary school

Level:Grade 6

Learning Area: Physical Education

School Project Title :“Running the Distance: Challenges Faced by Urban Learners in Long-Distance
Races”

1 . Stage 1: Problem Identification.

1.1.Problem Statement:

Our school is in urban areas, learners at our school often struggle with long-distance running events
during sports activities or competitions. Unlike their rural counterparts, they tend to get tired quickly or
avoid participating.

1.2 . Statement of intent :

This project seeks to investigate the reasons why urban learners at our school face challenges in
participating in long-distance running events, especially when compared to their rural counterparts. The
aim is to identify the underlying factors—such as lifestyle habits, nutrition, physical activity levels, and
environmental influences—and propose practical solutions to improve endurance and participation in
sports activities.

1.3.Design Specifications :

a).Target Group: Urban primary or secondary school learners participating in physical education and
sports.

b).Focus Area: Long-distance running (800m and above) performance and participation challenges.

c)Investigation Tools:Surveys or interviews with learners and PE teachers . Observation during PE

lessons and sports events .Nutrition and activity log samples

d).Resources Required:Questionnaires for learners and teachers .Visual aids for presenting data (charts,
graphs, posters)

e).Recommend strategies (e.g., improved diet, endurance training programs, reduced screen time)
Raise awareness about the importance of physical fitness in urban settings.

2. Stage 2: Investigation of Related Ideas.

-l interviewed physical education teachers about observed differences between urban and rural
students and said that despite teaching PE ,urban spaces lack open running areas or sports fields.

-I conducted a class survey: “Do you enjoy long-distance running? Most learners do not enjoy physical
activities.l also asked the kinds of physical activities they do at home and fewer school programs that
train for endurance because of more screen time and less physical play.

-l researched on the food they eat before school or sports day and results showed poor nutrition and
fast food habits that reduce stamina.

2.2.Strengths.-Through interviews, teachers can highlight disparities in resources (like equipment and
space) and curriculum emphasis between urban and rural schools.

- PE teachers interact with students regularly.

-helps identify real reasons behind low enjoyment or participation in long-distance running,

2.3. Weaknesses- Learners may not accurately recall or report what they eat, leading to unreliable or
incomplete data. Young children especially might not understand the nutritional value of their meals.-
Focusing only on food habits before school or sports day overlooks other factors affecting stamina, such
as hydration, sleep, physical fitness, or stress—providing an incomplete picture of the problem.

3. Stage 3: Generation of New Ideas.

3.1.Possible Solutions and Ideas:

a).Create School Running Clubs

 Encourage weekly group runs or jogging around safe school zones.

b).Organize Fun Distance Events

Introduce exciting games that involve long-distance running, like “Run and Collect” or “Endurance
Relays.”

c).Use of Indoor Tracks or Stairs

Practice endurance by walking/running indoors where outdoor space is limited.

3.2.Merits- it is fun and for fitness and also exciting since it is a game.

3.3. Demerits- space for long distance may be limited ,it needs monitoring , indoor tracking might cause
injuries.

3.4.Comments.-These solutions need to be improved for urban learners to develop an interest in long
distance running.

4. Stage 4: Choosing and Refining the Best Idea.

4.1 Choice of best Idea.

From the ideas generated, l chose to "Create a School Running Club"

4.2. Justification of chosen idea

The clubs will help learners collaborate and give their views and equal participation.It is also fun and for
fitness.

4.3. Refinement

- The club could meet once a week before or after school.

- Start with short distances and build up slowly.

- Assign roles: timer, route planner, motivator, and record keeper.

- Combine running with fun games like “tag relays” or “run to collect a token.”

4.4. Comment -if the school running club is implemented well ,urban learners will enjoy running long
distances.

5.. Stage 5: Presenting the Findings

Ways to Present the Project:

a). Poster Presentation – Show the problem, findings, and the new idea (e.g., the running club).
b). Drama/Role-play – Act out a scene of tired urban learners trying to run and later joining the club to
improve.

c) Oral Report – One or two learners present a short speech to the class or parents.

d)Model or Chart – Create a physical plan of where and how the running club will operate at school.

- Title:Why Urban Learners Struggle with Long-Distance Races

- Problem: Many learners tire quickly or avoid running.

- Investigation:We asked questions and learned the causes (no space, bad eating habits, little practice).

- Solution: We created a running club for fun and fitness.

- How it helps: More exercise, more fun, better health.

6.Stage 6 Evaluation.

6.1. Achievements -Most urban learners seem to have liked the running clubs and the improved on their
fitness.Some learners were able to identify junk foods that are not healthy.

6.2 . Challenges -Some learners did not enjoy the running clubs and did not participate.

6.3. Recommendations -urban learners should continue with the long distance running although there
are no spaces in urban areas.

For assistance on projects contact @0772227682/+263777981604

[16/5, 15:53] null: Name of learner:

Name of school: Primary

Learning Area: Mathematics

Level: Grade 7

Mathematics Project: Solving Combined Operations – A Challenge at Our School

Stage 1: Problem Identification

1.1 Problem Description

Many learners at our school struggle with solving mathematical problems that involve combined
operations (addition, subtraction, multiplication, and division). This difficulty leads to lower performance
in assessments and a lack of confidence in tackling maths problems.

1.2 Statement of Intent:

This project aims to identify the reasons behind learners' challenges with combined operations and to
develop strategies and tools to enhance their understanding and problem-solving skills in this area.

1.3 Design Specifications:

- Target Group: Primary school learners (Grades 6-7).

- Focus: Combined operations in mathematics.

- Approach: Interactive and engaging activities.

- Resources: Visual aids and practice exercises.

- Outcome: Improved learner performance and confidence in solving combined operations.

Stage 2: Investigation of Related Ideas

2.1 Three Evidences of Related Ideas:

1. Classroom Observations: Teachers have noted that learners often forget the correct order of
operations, leading to incorrect answers.

2. Homework Analysis: Reviewing homework assignments reveals consistent errors in problems

requiring multiple operations.

3. Learner Feedback:Some learners express confusion when faced with problems that mix different
operations.

2.2 Analysis of Ideas:

Strengths:

- Direct insights from classroom experiences.

- Identifies specific areas where learners struggle.

- Provides a basis for targeted interventions.

Weaknesses:

- Observations may be subjective.

- Homework errors might result from factors other than misunderstanding (e.g., lack of practice).
- Learner feedback may not always accurately reflect their understanding.

2.3 Overall Quality of Presentation:

The investigation will be documented through charts showing common errors, summaries of teacher
observations, and excerpts from learner feedback.

Stage 3: Generation of Ideas

3.1 Three Possible Solutions:

1. Interactive Workshops:Conduct sessions focusing on the order of operations using games and group
activities.

2. Visual Aids:Develop posters and charts illustrating the correct sequence of operations.

3. Practice Booklets: Create booklets with step-by-step examples and exercises on combined operations.

3.2 Three Strengths:

- Engages learners actively.

- Caters to different learning styles.

- Provides repeated practice to reinforce concepts.

3.3 Three Weaknesses:

- Workshops require additional time and resources.

- Visual aids might not be effective for all learners.

- Booklets may not engage learners who prefer interactive learning.

3.4 Overall Quality of Presentation:

Each solution will be presented with sample materials, expected outcomes, and implementation plans.

Stage 4: Development of Ideas

4.1 Choice of Best Idea:

Interactive Workshops focusing on the order of operations.(BOMDAS)

4.2 Justification of Chosen Idea and Demerits:

Interactive workshops actively involve learners, making the learning process engaging and memorable.
They allow for immediate feedback and clarification of misconceptions.
Demerits:

- Requires careful planning and additional time.

- May need resources such as facilitators and materials.

4.3 Refinement of Chosen Idea:

- Integrate technology by using educational math games.

- Include assessments to measure improvement.

- Provide take-home materials for continued practice.

4.4 Overall Presentation:

A detailed workshop plan will be developed, including objectives, activities, required materials, and
assessment methods.

https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s

Stage 5: Presentation of Results

5.1 Artefact:

A set of visual aids (posters, charts) illustrating the order of operations.

5.2 Service:

Conducting interactive workshops for learners to practice combined operations.

5.3 Product:

A practice booklet containing exercises and explanations on combined operations.

Stage 6: Evaluation

6.1 Achievements:

- Improved learner performance in solving combined operations.

- Increased learner confidence and participation in math lessons.

- Positive feedback from learners and teachers on the effectiveness of workshops.

6.2 Challenges:

- Scheduling workshops without disrupting regular classes.

- Ensuring all learners are equally engaged.

- Availability of resources and facilitators.

6.3 Recommendations:

- Integrate interactive activities into regular math lessons.

- Provide continuous support and resources for learners.

- Encourage parental involvement to reinforce learning at home.

This project aims to address the challenge of solving combined operations by engaging learners through
interactive and practical approaches, thereby enhancing their understanding and performance in
mathematics.

For projects call or contact @0772227682

[19/5, 19:56] null: Name of learner.

Name of school :

Learning Area. : Maths

Level. :Grade

Syllabus topic. : Operations

Sub topic. : Division of fractions

Title: Division of Fractions – A Grade 6 Problem at Our School

For projects get in touch @0772227682.

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STAGE 1: PROBLEM IDENTIFICATION

1.1 Problem Description, Innovation and Identified Gaps

Many learners in Grade 6 do not know how to divide fractions. They mix up the steps and forget how to
change the fractions. At our school, we do not have enough learning charts or practical tools to help
learners. We want to use simple methods like diagrams, real items, and songs to teach fraction division.

1.2 Statement of Intent

To help Grade 6 learners understand and solve problems on dividing fractions using fun and simple
methods.

1.3 Project Specifications or Parameters

- Use local items like fruits, paper, and sticks.

- Teach through drawing, songs, and group work.

- Create simple steps for dividing fractions.

- Include everyone in the learning.

STAGE 2: INVESTIGATION OF RELATED IDEAS

2.1 Three Evidences of Related Ideas

- Diagrams help learners see how fractions work.

- Using songs or rhymes helps children remember steps.

- Group work allows learners to help each other.

2.2 Analysis of Ideas

Strengths:

- Diagrams are easy to draw and understand.

- Songs make learning fun and easy to remember.

- Group work builds teamwork and confidence.

Weaknesses:

- Diagrams may take more time to draw.

- Songs may distract some learners.

- Group work needs good control by the teacher.

2.3 Overall Quality of Presentation of Ideas

The ideas are practical, simple, and good for rural learners. They encourage active learning and use what
is available.
STAGE 3: GENERATION OF IDEAS

3.1 Three Possible Solutions

-Use drawing and paper folding to show how to divide fractions.

-Use a simple song or rhyme to teach the steps.

-Create group activities where learners teach each other.

3.2 Three Strengths

- Makes abstract ideas easy to see.

- Helps memory through fun songs.

- Builds teamwork and leadership.

3.3 Three Weaknesses

- Songs might not suit all learners.

- Drawing may take too long.

- Some learners may copy without learning.

3.4 Overall Quality of Presentation of Ideas

Ideas are presented clearly, using simple tools that suit the rural environment.

STAGE 4: DEVELOPMENT OF IDEAS

4.1 Indication of Choice

I choose to use drawing and paper folding to teach division of fractions.

4.2 Justification of Chosen Idea

- Learners understand better by seeing the problem.

- We can use local paper and simple drawings without spending money.

4.3 Refinements/Developments of Chosen Idea

-. Fold paper into parts to show fractions.

-Use real-life examples (like sharing fruits).

-Show how to flip the second fraction (reciprocal).

- Practice with simple diagrams.

- Make colourful charts for steps.

-Let learners draw and solve in pairs.

4.4 Overall Presentation/Impression of the Final Solution

The final idea is clear, simple, and useful. It is good for rural schools and improves understanding.

STAGE 5: PRESENTATION OF RESULTS

5.1 Presentation of Artefact

Paper diagrams showing how to divide fractions.

5.2 Presentation of Service

Helping other learners understand using the method.

5.3 Presentation of Product

A step-by-step guide or chart on how to divide fractions using diagrams.

STAGE 6: EVALUATION

6.1 Achievements

- Learners now understand how to divide fractions.

- Learning became fun and easy.

- Learners helped each other in groups.

6.2 Challenges

- Some learners needed more time to draw diagrams.

- Not all learners had enough paper.

- Some steps were still hard to remember.

6.3 Recommendations
- Provide more drawing paper.

- Repeat the steps often.

- Combine drawing with songs for better memory.

Or follow the channel with the link below👇🏾

https://whatsapp.com/channel/0029Vb4Y6uhGufIvhWKAgh1s