PP2 Complete CBC Mastery pathway cover for school learners.

CBC / CBE learning

PP2 Complete CBC Mastery

Stronger pre-primary preparation, routines, language, numbers, creativity and parent-teacher feedback.

Access status: Available

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Purpose

Develop age-appropriate curriculum mastery through guided practice, application, feedback and visible improvement.

Expected outcomes

Stronger pre-primary preparation, routines, language, numbers, creativity and parent-teacher feedback.

Assessment

Formative activities, lesson and module quizzes, subpathway examinations, practical work and revision with trusted-adult oversight.

Curriculum focus

3.0 Our School

Official PP2 curriculum grouping: 3.0 Our School.

Explore what comes next

Each card reveals only the next useful layer, keeping the curriculum readable on phones, tablets and larger screens.

Submodule3.1.1 Active Listening1 section

Official-aligned PP2 sub-strand with suggested allocation of 2 lessons. Certifiedge instructional decomposition remains reviewable and does not alter the official curriculum construct.

Topic3.1.1 Active Listening — 2 guided lessonsPP2 topic mapped to 3.1.1 Active Listening with 2 curriculum-guided learning periods. Lessons are learner-led, play-rich and evidence-aware, with greater independent response than PP1 and a deliberate bridge toward Grade One without premature formalisation.Open →
Submodule3.1.2 Self-expression1 section

Official-aligned PP2 sub-strand with suggested allocation of 2 lessons. Certifiedge instructional decomposition remains reviewable and does not alter the official curriculum construct.

Topic3.1.2 Self-expression — 2 guided lessonsPP2 topic mapped to 3.1.2 Self-expression with 2 curriculum-guided learning periods. Lessons are learner-led, play-rich and evidence-aware, with greater independent response than PP1 and a deliberate bridge toward Grade One without premature formalisation.Open →
Submodule3.2.1 Print Awareness1 section

Official-aligned PP2 sub-strand with suggested allocation of 3 lessons. Certifiedge instructional decomposition remains reviewable and does not alter the official curriculum construct.

Topic3.2.1 Print Awareness — 3 guided lessonsPP2 topic mapped to 3.2.1 Print Awareness with 3 curriculum-guided learning periods. Lessons are learner-led, play-rich and evidence-aware, with greater independent response than PP1 and a deliberate bridge toward Grade One without premature formalisation.Open →
Submodule3.2.2 Reading Syllables (ba–bu, da–du)1 section

Official-aligned PP2 sub-strand with suggested allocation of 2 lessons. Certifiedge instructional decomposition remains reviewable and does not alter the official curriculum construct.

Topic3.2.2 Reading Syllables (ba–bu, da–du) — 2 guided lessonsPP2 topic mapped to 3.2.2 Reading Syllables (ba–bu, da–du) with 2 curriculum-guided learning periods. Lessons are learner-led, play-rich and evidence-aware, with greater independent response than PP1 and a deliberate bridge toward Grade One without premature formalisation.Open →
Submodule3.3.1 Drawing and Colouring Pictures1 section

Official-aligned PP2 sub-strand with suggested allocation of 1 lessons. Certifiedge instructional decomposition remains reviewable and does not alter the official curriculum construct.

Topic3.3.1 Drawing and Colouring Pictures — 1 guided lessonsPP2 topic mapped to 3.3.1 Drawing and Colouring Pictures with 1 curriculum-guided learning periods. Lessons are learner-led, play-rich and evidence-aware, with greater independent response than PP1 and a deliberate bridge toward Grade One without premature formalisation.Open →
Submodule3.3.2 Writing Syllables (ba–bu, da–du)1 section

Official-aligned PP2 sub-strand with suggested allocation of 2 lessons. Certifiedge instructional decomposition remains reviewable and does not alter the official curriculum construct.

Topic3.3.2 Writing Syllables (ba–bu, da–du) — 2 guided lessonsPP2 topic mapped to 3.3.2 Writing Syllables (ba–bu, da–du) with 2 curriculum-guided learning periods. Lessons are learner-led, play-rich and evidence-aware, with greater independent response than PP1 and a deliberate bridge toward Grade One without premature formalisation.Open →