For Grade 1 learners, mastering their home language is the key to unlocking all other subjects. The Tshivenda Home Language curriculum focuses on building strong foundational skills in listening, speaking, reading, and writing.
This guide outlines the 2026 Tshivenda Grade 1 Annual Teaching Plan (ATP), providing a structured roadmap for teachers to guide learners from basic sound recognition to reading simple stories and writing their own names.
Tshivenda Grade 1 ATP 2026
The curriculum is structured around four main skills: Listening and Speaking (U thetshelesa na u amba), Phonics (Mibvumo), Reading (U vhala), and Handwriting (U ńwala).
Term 1: Baseline Assessment & Readiness
Focus: The first term is dedicated to “Baseline Assessment” (U linga ha u rangela) to gauge learners’ readiness and introduce basic language concepts.
- Listening & Speaking (U thetshelesa na u amba):
- Listening: Listening without interrupting (U thetshelesa hu si na u khakhisa) and showing respect to the speaker.
- Memory: Recalling a sequence of simple words (e.g., fana, fura, fara, futa).
- Observation: discussing pictures in posters or books and identifying objects.
- Logic: Identifying the “odd one out” in a picture series (Tingeledzani tshithu kha tshifanyiso tshine tshi sa elane).
- Phonics (Mibvumo):
- Rhyme: Identifying rhyming words in songs and riddles.
- Segmentation: Breaking down words into syllables (e.g., tshi-mbi-la) and sounds (e.g., s-e-a for sea).
- Sentence Analysis: Counting words in a spoken sentence.
- Reading (U vhala):
- Concepts of Print: Holding a book correctly (U fara bugu nga ndila yone) and understanding cover pages.
- Prediction: Using pictures to predict the story’s outcome (U humbulela mvelelo dza tshitori).
- Visual Literacy: Reading picture books and identifying characters.
- Handwriting (U ńwala):
- Fine Motor Skills: Cutting along thick lines (U shumisa zwigero) and pasting shapes correctly.
- Grip: Holding crayons/pencils correctly to develop a dominant hand (tshamonde/tshaula).
- Formation: Copying patterns, letters, and eventually their own name (U nwala dzina lawe).
Term 1 Assessments
- Baseline Assessment: Continuous observation of skills using a 3-point scale:
- ✓ Achieved (U tevhedza)
- • Partially Achieved (U tevhedza nyana)
- X Not Achieved (Ha koni).
Term 2: Developing Literacy
Focus: The second term moves into more formal reading and writing, focusing on decoding sounds and forming letters.
- Phonics:
- Recognizing initial sounds in words.
- Blending sounds to form words (U saukanya maipfi).
- Reading:
- Shared reading (U vhala na vhagudi): Reading big books together.
- Answering simple questions based on a text.
- Writing:
- Writing patterns (left to right, top to bottom).
- Drawing pictures to convey a message (U ola tshifanyiso u pfukisa mulaedza).
Term 3: Reading for Meaning
Focus: Learners start reading for comprehension and writing simple sentences.
- Reading:
- Sequencing pictures to tell a story (U vhekanya zwifanyiso nga mutevhe).
- Discussing characters and main ideas in a story.
- Writing:
- Copying words and short sentences from the board.
- Creative writing: Developing ideas for a class storybook.
Term 4: Consolidation
Focus: The final term consolidates all skills, ensuring learners are ready for Grade 2.
- Listening & Speaking: Retelling stories and giving opinions.
- Phonics: Consolidating all single sounds and introducing digraphs.
- Reading: Reading short texts independently with understanding.
- Writing: Writing short sentences independently with correct spacing and letter formation.
Assessment Guidelines (U linga)
- Format: Assessment is informal and continuous (U linga ha u rangela). Teachers observe learners daily during lessons.
- Recording: Progress is recorded using the checklists provided in the ATP (e.g., checking if a learner can hold a pencil, cut on a line, or identify a rhyme).
FAQ: Tshivenda Grade 1
Q: What is “U linga ha u rangela”? A: It translates to “Baseline Assessment.” It is the initial assessment done at the beginning of the year to check if learners have the necessary foundational skills (like listening, holding a pencil, etc.) to start the Grade 1 curriculum.
Q: Why is “Fine Motor Skills” (Musudzuluwo wa misipha mituku) important? A: Before learners can write letters, they need to strengthen their hand muscles. Activities like cutting (u shumisa zwigero), colouring, and drawing help develop the control needed for handwriting.
Q: How is reading taught in Grade 1? A: It starts with “Shared Reading” (U vhala na vhagudi), where the teacher reads with the class using a big book. This is followed by “Group Guided Reading” where learners read in small groups with the teacher.