Displaying items by tag: 2023

ISLAMIC RELIGIOUS EDUCATION ACTIVITIES. GRADE FIVE SCHEMES OF WORK TERM 3 2023

Wk

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

DEVOTI ONAL ACTS

Nullifiers of saum

By the end of the sub strand, the learner should be able to:

  1. Identify the nullifiers of saum to safeguard the validity of saum.
  2. differentiate between nullifiers of saum and swalah to strengthen ibadah
  3. appreciate fasting as a means of gaining taqwa (piety)
  1. Why should Muslims observe rules and regulation when fasting?
  2. What virtues do Muslims learn from fasting?

Individually/in pairs/in small groups, learners are guided to:

  • Discuss the nullifiers of saum and make oral presentation in class
  • Sort nullifiers of saum from of nullifiers swalah
  • Brainstorm on rules and regulations of saum and make presentation in class

Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs

Oral assessment and observation schedule, written assessments, portfolio, Journals

 

 

2

 

Nullifiers of saum

By the end of the sub strand, the learner should be able to:

  1. differentiate between nullifiers of saum and swalah to strengthen ibadah
  2. Fast while observing the rules and regulations for spiritual growth.
  3. appreciate fasting as a means of gaining taqwa (piety)
  1. Why should Muslims observe rules and regulation when fasting?
  2. What virtues do Muslims learn from fasting?

Individually/in pairs/in small groups, learners are guided to:

  • Discuss the nullifiers of saum and make oral presentation in class
  • sort nullifiers of saum from of nullifiers swalah
  •  Brainstorm on rules and regulations of saum and make presentation in class

Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs

Oral assessment and observation schedule, written assessments, portfolio, Journals

 

 

3

AKHLAQ (MORAL VALUES)

Virtues: Sabr (Patience)

By the end of the sub strand, the learner should be able to:

  1. explain the importance of exhibiting patience in their daily life
  2. Practice patience as a virtue necessary for character formation.
  3. Appreciate the virtue of patience as a means earning rewards from Allah.
  1. How do you react when annoyed by your schoolmates?
  2. Why should a Muslim observe patience?
  3. When should a Muslim practise patience?

Individually/in pairs/in small groups, learners are guided to:

  • Narrate short stories portraying patience.
  • Watch/listen to a story on patience and deduce the teachings
  • Discuss the importance of observing patience
  • Participate in activities that involve practising patience
  • e.g.turn taking during games, when queueing.
  • Encourage/show patience.

Charts, course books, Digital devices,

Oral assessment, observation schedule

 

2

1

 

Virtues: Sabr (Patience)

By the end of the sub strand, the learner should be able to:

  1. explain the importance of exhibiting patience in their daily life
  2. Practice patience as a virtue necessary for character formation.
  3. Appreciate the virtue of patience as a means earning rewards from Allah.
  1. How do you react when annoyed by your schoolmates?
  2. Why should a Muslim observe patience?
  3. When should a Muslim practise patience?

Individually/in pairs/in small groups, learners are guided to:

  • Narrate short stories portraying patience.
  • Watch/ listen to a story on patience and deduce the teachings
  • discuss the importance of observing patience
  • participate in activities that involve practising patience e.g.turn taking during games, when queueing.
  • Role play activities that Encourage/show patience.

Charts, course books, Digital devices,

Oral assessment, observation schedule

 

 

2

 

Effects of social media

By the end of the sub strand, the learner should be able to:

  1. Explain the positive and negative effects of social media on the youth.
  2. Outline ways of using social media responsibly to facilitate learning.
  3. use social media responsibly to benefit self and others
  1. How can one use social media positively?
  2. How can social media enhance learning?

Individually/in pairs/in small groups, learners are guided to:

  • debate on the positive and negative effects of social media
  • discuss how to use social media responsibly and present in class
  • demonstrate how to use social media to facilitate learning

Charts, course books, Digital devices,

Oral assessment, observation schedule

 

 

3

 

Effects of social media

By the end of the sub strand, the learner should be able to:

  1. Explain the positive and negative effects of social media on the youth.
  2. Outline ways of using social media responsibly to facilitate learning.
  3. use social media responsibly to benefit self and others
  1. How can one use social media positively?
  2. How can social media enhance learning?

Individually/in pairs/in small groups, learners are guided to:

  • debate on the positive and negative effects of social media
  • discuss how to use social media responsibly and present in class
  • demonstrate how to use social media to facilitate learning

Charts, course books, Digital devices,

Oral assessment, observation schedule

 

3

1

 

Vices: Evils of gambling

By the end of the sub strand, the learner should be able to:

  1. explain the evils of gambling to promote responsible citizenship
  2. state ways of discouraging gambling in the society
  3. appreciate the prohibition of gambling by working hard for halaal (legal) earning
  1. What are the effects of participating in gambling?
  2. Why is gambling forbidden in Islam?

Individually/in pairs/in small groups, learners are guided to:

  • discuss the effects of gambling and present in class
  • (loss of property, family break- down) 
  • role play the effects of gambling 
  • discouraging gambling in the society and display a chart

Charts, course books, Digital devices,

Oral assessment, observation schedule

 

 

2

 

Vices: Evils of gambling

By the end of the sub strand, the learner should be able to:

  1. explain the evils of gambling to promote responsible citizenship
  2. state ways of discouraging gambling in the society
  3. appreciate the prohibition of gambling by working hard for halaal (legal) earning
  1. What are the effects of participating in gambling?
  2. Why is gambling forbidden in Islam?

Individually/in pairs/in small groups, learners are guided to:

  • discuss the effects of gambling and present in class (loss of property, family break-down)
  • role play the effects of gambling
  • brainstorm on ways of discouraging gambling in the society and display a chart

Charts, course books, Digital devices,

Oral assessment, observation schedule

 

 

3

 

Dua (Supplications) Dua on increase in knowledge

By the end of the sub strand, the learner should be able to:

  1. Recite/memorise the selecteddua as a form of ibadah.
  2. apply the teachings of the dua (supplication ) for spiritual nourishment
  3. appreciate the act of supplication as a form of Ibadah (act of worship)
  1. What is the importance of making dua always?

Individually/in pairs/in small groups, learners are guided to:

  • memorize and recite the following dua from a digital device/teacher,
  • “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.”
  • recite the dua every morning before start of class.
  • brainstorm on the importance of making dua and write notes

Charts, course books, Digital devices,

Oral assessment,

observation

schedule

 

4

1

 

Dua (Supplications) Dua on increase in knowledge

By the end of the sub strand, the learner should be able to:

  1. Recite/memorise the selecteddua as a form of ibadah.
  2. apply the teachings of the dua (supplication ) for spiritual nourishment
  3. appreciate the act of supplication as a form of Ibadah (act of worship)
  1. What is the importance of making dua always?

Individually/in pairs/in small groups, learners are guided to:

  • memorize and recite the following dua from a digital device/teacher,
  • “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.”
  • recite the dua every morning before start of class.
  • rainstorm on the importance of making dua and write notes

Charts, course books, Digital devices,

Oral assessment,

observation

schedule

 

 

2

 

Dua (Supplications) Dua on increase in knowledge

By the end of the sub strand, the learner should be able to:

  1. apply the teachings of the dua (supplication ) for spiritual nourishment
  2. Explain the importance of the dua to a person seeking knowledge.
  3. appreciate the act of supplication as a form of Ibadah (act of worship)
  1. What is the importance of making dua always?

Individually/in pairs/in small groups, learners are guided to:

  • listen and recite the following dua from a digital device/teacher,
  • “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.”
  • recite the dua every morning before start of class.
  • brainstorm on the importance of making dua and write notes

Charts, course books, Digital devices,

Oral assessment,

observation

schedule

 

 

3

MUAMA LAT

Etiquette of Islamic wedding celebrations

By the end of the sub strand, the learner should be able to:

  1. describe the etiquette to be observed during Islamic wedding celebrations
  2. Outline un-islamic activities that take place during wedding celebrations.
  3. Appreciate Islamic wedding celebrations as part of Islamic heritage.
  1. What are the activities that take place during wedding celebrations?

Individually/in pairs/in small groups, learners are guided to:

  • recall a wedding celebration they have attended and note down what they observed/experienced
  • watch an islamic wedding celebration from a digital device and the etiquette observed
  • sort the islamic and un- islamic activities performed during wedding celebrations using flash cards
  • role play the etiquette to be observed during the celebration e.g. (appropriate dressing, gender separation, avoiding Israaf and music)

Digital devices, realia, shop items.

Oral questions, observation

schedule, written

assessment,

project work

 

5

1

 

Etiquette of Islamic wedding celebrations

 

By the end of the sub strand, the learner should be able to:

  1. describe the etiquette to be observed during Islamic wedding celebrations
  2. Outline un-islamic activities that take place during wedding celebrations.
  3. Appreciate Islamic wedding celebrations as part of Islamic heritage.
  1. What are the activities that take place during wedding celebrations?

 

Individually/in pairs/in small groups, learners are guided to:

  • recall a wedding celebration they have attended and note down what they observed/experienced
  • watch an islamic wedding celebration from a digital device and the etiquette observed
  • sort the islamic and un- islamic activities performed during wedding celebrations using flash cards
  • role play the ettiquette to be observed during the celebration e.g. (appropriate dressing, gender separation, avoiding Israaf and music)

Digital devices, realia, shop items.

Oral questions, observation schedule,

written 

assessment,

project work

 

 

 

2

 

Rights of Neighbours

By the end of the sub strand, the learner should be able to:

  1. Outline the rights of neighbours for harmonious living.
  2. Demonstrate the awareness of the rights of neighbours as an act of ibadah.
  3. Appreciate the rights of neighbours as an obligatory act upon a Muslim.
  1. How should Muslims relate with neighbours?
  2. What are the rights of neighbours?
  3. What is the significance of upholding good neighbourhood?

Individually/in pairs/in small groups, learners are guided to: 

  • search the rights of neighbours in Islam using digital devices/print media and make notes.
  • discuss the significance of treating neighbours well and display on a chart.
  • dramatize the right way of treating neighbours. rights of neighbours and deduce lessons from it using digital devices/ books/resource persons

Digital devices, realia, shop items.

Oral questions, observation schedule, written assessment, project work

 

 

3

 

Rights of Neighbours

By the end of the sub strand, the learner should be able to:

  1. Outline the rights of neighbours for harmonious living.
  2. Demonstrate the awareness of the rights of neighbours as an act of ibadah.
  3. Appreciate the rights of neighbours as an obligatory act upon a Muslim.
  1. How should Muslims relate with neighbours?
  2. What are the rights of neighbours?
  3. What is the significance of upholding good neighbourhood?

Individually/in pairs/in small groups, learners are guided to:

  • search the rights of neighbours in Islam using digital devices/print media and make notes.
  • discuss the significance of treating neighbours well and display on a chart.
  • dramatize the right way of treating neighbours. rights of neighbours and deduce lessons from it using digital devices/ books/resource persons

Digital devices, realia, shop items.

Oral questions, observation schedule, written assessment, project work

 

6

12

 

Islamic rules of buying and selling

By the end of the sub strand, the learner should be able to:

  1. State the Islamic rules on buying and selling to promote a healthy business society.
  2. State the benefits of observing the Islamic rules on buying and selling.
  3. Observe the Islamic etiquette on buying and selling in day to day life.
  4. appreciate Islamic etiquette on the rules and regulations of buying and selling to earn rewards from Allah (Q83: 1-6)
  1. What should Muslims avoid while buying and selling?
  2. What are  Islamic teachings on buying and selling?

Individually/in pairs/in small groups, learners are guided to: 

  • discuss islamic rules on buying and selling and make oral presentation
  • discuss the benefits of observing Islamic rules and regulations
  • search Hadith on buying and selling and write notes on lessons learnt using digital devices/books/resource persons

Digital devices, realia, shop items.

Oral questions, observation schedule, written assessment, project work

 

 

2

 

Islamic rules of buying and selling

By the end of the sub strand, the learner should be able to:

  1. State the Islamic rules on buying and selling to promote a healthy business society.
  2. State the benefits of observing the Islamic rules on buying and selling.
  3. Observe the Islamic etiquette on buying and selling in day to day life.
  4. appreciate Islamic etiquette on the rules and regulations of buying and selling to earn rewards from Allah (Q83: 1-6)
  1. What should Muslims avoid while buying and selling?
  2. What are Islamic teachings on buying and selling?

Individually/in pairs/in small groups, learners are guided to: 

  • role play the islamic ruleas and regulations on buying and selling.
  • Name commodities that they have bought from the market.
  • Undertake a project of creating a shop corner by collecting items, write a price list and a list of Islamic rules to be observed

Digital devices, realia, shop items.

Oral questions, observation schedule, written assessment, project work

 

 

3

HISTOR Y OF ISLAM

Prophet (s.a.w)’s journey to Taif.

By the end of the sub strand, the learner should be able to:

  1. Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history.
  2. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif.
  3. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.
  1. What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif?
  2. How did the Prophet (s.a.w) relate with the people of Taif?

Individually/in pairs/in small groups, learners are guided to:

  • Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons.
  • identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart
  • brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

7

1

 

Prophet (s.a.w)’s journey to Taif.

By the end of the sub strand, the learner should be able to:

  1. Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history.
  2. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif.
  3. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.
  1. What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif?
  2. How did the Prophet (s.a.w) relate with the people of Taif?

Individually/in pairs/in small groups, learners are guided to:

  • Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons.
  • identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart
  • brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

 

2

 

Prophet (s.a.w)’s journey to Taif.

By the end of the sub strand, the learner should be able to:

  1. Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history.
  2. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif.
  3. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.
  1. What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif?
  2. How did the Prophet (s.a.w) relate with the people of Taif?

Individually/in pairs/in small groups, learners are guided to:

  • Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons.
  • Identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart
  • brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

 

3

 

Pledges of Aqabah

By the end of the sub strand, the learner should be able to:

  1. describe the events that led to the signing of the pledges of Aqabah as part of Islamic history
  2. identify the terms of the pledges of Aqabah for character formation
  3. explain the significance of the pledges of Aqabah in the History of Islam
  1. Why are the pledges of Aqabah important in the life of a Muslim?
  2. How did Muslims benefit from the pledges of Aqabah?

Individually/in pairs/in small groups, learners are guided to:

  • Watch a video on the pledges of Aqaba from a digital device and write the terms.
  • discuss the events that led to the signing of the pledges of Aqabah
  • Role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…)
  • Brainstorm on the significance of the pledges of Aqaba and display on a chart.

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

8

1

 

Pledges of Aqabah

By the end of the sub strand, the learner should be able to:

  1. describe the events that led to the signing of the pledges of Aqabah as part of Islamic history
  2. identify the terms of the pledges of Aqabah for character formation
  3. explain the significance of the pledges of Aqabah in the History of Islam
  1. Why are the pledges of Aqabah important in the life of a Muslim?
  2. How did Muslims benefit from the pledges of Aqabah?

Individually/in pairs/in small groups, learners are guided to:

  • watch a video on the pledges of Aqaba from a digital device and write the terms.
  • discuss the events that led to the signing of the pledges of Aqabah
  • Role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…)
  • Brainstorm on the significance of the pledges of Aqaba and display on a chart.

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

 

2

 

Pledges of Aqabah

By the end of the sub strand, the learner should be able to:

  1. describe the events that led to the signing of the pledges of Aqabah as part of Islamic history
  2. identify the terms of the pledges of Aqabah for character formation
  3. explain the significance of the pledges of Aqabah in the History of Islam
  1. Why are the pledges of Aqabah important in the life of a Muslim?
  2. How did Muslims benefit from the pledges of Aqabah?

Individually/in pairs/in small groups, learners are guided to:

  • watch a video on the pledges of Aqaba from a digital device and write the terms.
  • discuss the events that led to the signing of the pledges of Aqabah
  • role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…)
  • Brainstorm on the significance of the pledges of Aqaba and display on a chart.

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

 

3

 

Hijra to Madina

By the end of the sub strand, the learner should be able to:

  1. Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage.
  2. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam.
  3. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization
  1. Why did the Prophet (s.a.w) migrate to Madina?
  2. What events took place during the Prophet’s journey to Madinah?
  3. Why is Hijra important to Muslims?

Individually/in pairs/in small groups, learners are guided to:

  • Listen/watch a story on the Prophet (s.a.w)’s migration to Madina from a digital device/teacher
  • discuss the major events that took place during the Prophet (s.a.w)’s migration to Madina e.g.(the Prophet (s.a.w) leaving Ali in his house ,departure with Abubakar, at cave Thaur, the incident of Suraqah,reception in Madina).

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

9

1

 

Hijra to Madina

By the end of the sub strand, the learner should be able to:

  1. Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage.
  2. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam.
  3. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization
  1. Why did the Prophet (s.a.w) migrate to Madina?
  2. What events took place during the Prophet’s journey to Madinah?
  3. Why is Hijra important to Muslims?

Individually/in pairs/in small groups, learners are guided to:

  • Listen/watch a story on the Prophet (s.a.w)’s migration to Madina from a digital device/teacher
  • Discuss the major events that took place during the Prophet (s.a.w)’s migration to Madina e.g.(the Prophet (s.a.w) leaving Ali in his house ,departure with Abubakar, at cave Thaur, the incident of Suraqah,reception in Madina).

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

 

2

 

Hijra to Madina

By the end of the sub strand, the learner should be able to:

  1. Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage.
  2. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam.
  3. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization
  1. Why did the Prophet (s.a.w) migrate to Madina?
  2. What events took place during the Prophet’s journey to Madinah?
  3. Why is Hijra important to Muslims?
  • Sing a aQasida of welcoming the Prophet (S.A.W) i.e Talaal Badru ‘alaynaa)
  • Discuss the significance of Hijra and make short note e.g. end of persecution, unity of the Ummah, beginning of the Islamic calendar).

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

 

3

 

Unity between the Muhajirun and the Ansar

By the end of the sub strand, the learner should be able to:

  1. describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina
  2. Explain the role played by the Ansar in the settlement of Muhajirun in Madina.
  3. develop a desire to maintain Islamic brotherhood as per the teachings of Islam
  1. How did the Prophet (s.a.w) unite the Muhajirun and the Ansar?
  2. What role did the Ansar play in the settlement of the Muhajirun

Individually/in pairs/in small groups, learners are guided to:

  • Discuss who are the Muhajirun and the Ansar
  • Listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher
  • discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement)
  • discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

10

1

 

Unity between the Muhajirun and the Ansar

By the end of the sub strand, the learner should be able to:

  1. describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina
  2. Explain the role played by the Ansar in the settlement of Muhajirun in Madina.
  3. develop a desire to maintain Islamic brotherhood as per the teachings of Islam
  1. How did the Prophet (s.a.w) unite the Muhajirun and the Ansar?
  2. What role did the Ansar play in the settlement of the Muhajirun

Individually/in pairs/in small groups, learners are guided to:

  • who are the Muhajirun and the Ansar
  • listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher
  • discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement)
  • discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

 

 

2

 

Unity between the Muhajirun and the Ansar

By the end of the sub strand, the learner should be able to:

  1. describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina
  2. Explain the role played by the Ansar in the settlement of Muhajirun in Madina.
  3. develop a desire to maintain Islamic brotherhood as per the teachings of Islam
  1. How did the Prophet (s.a.w) unite the Muhajirun and the Ansar?
  2. What role did the Ansar play in the settlement of the Muhajirun

Individually/in pairs/in small groups, learners are guided to:

  • who are the Muhajirun and the Ansar
  • listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher
  • discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement)
  • Discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

 

 

 

 

 

 

 

 

 

 

Oral questions, observation schedule, project

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3

ASSESSMENT

Wk.

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

THE EARLY LIFE OF JESUS

Empowering the Needy – ways in which Christians apply the teachings in the story of the rich young man

By the end of the sub-strand the learner should be able to:

  • outline the relevance of the teachings of Jesus in the story of the rich young man and the society
  • explain how Christians apply the teachings in the story to empower others in the community
  • appreciate the importance respecting spiritual and material resources
  1. Why did Jesus teach in the story?
  2. Why did the rich young man find it difficult to share with others?
  3. Which projects are carried out in the community to support the needy?
  1. Learners in pairs discuss why people in their
  2. community work together in supporting the needy
  3. Learners explain activities carried out by their
  4. Leaders to empower the poor.
  5. Learners in pairs read Matthew19:16-22 and explain lessons learnt
  6. learners in groups to identify temptations that can keep them away from God

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 69-70 Longhorn CRE act. TG. Pg. 84-85

  • Oral Questions,
  • Portfolio
  • Observation schedules
  • Written Quizzes

 

 

2

 

Persistence in

prayer – the story of a friend at midnight

By the end of the Sub strand,

  • the learner should be able to:
  • Narrate the story of a friend at midnight to understand the importance of persistence
  • State the qualities of a good friend
  • Appreciate the importance of prayer for good personal relationship with God
  1. Why did the friend visit at Midnight?
  2. What are the qualities of a good friend?
  1. Learners brainstorm why it good to choose friends wisely
  2. Learners discuss what is the meaning of a mid-night friend
  3. Learners to watch a video clip the story on a friend at midnight
  4. Learners to read in turns Luke 11:5-13

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71 

Longhorn CRE act. TG. Pg. 85-86

  • Oral
  • Questions,
  • Portfolio
  • Observation schedules
  • Written Quizzes

 

 

3

 

Persistence in

prayer - the story of a friend at midnight

By the end of the Sub strand, the learner should be able to:

  • Narrate the story of a friend at midnight to understand the importance of persistence
  • State the qualities of a good friend
  • Appreciate the importance of prayer for good personal relationship with God
  1. Why did the friend visit at Midnight?
  2. What are the qualities of a good friend?
  1. Learners brainstorm why it good to choose friends wisely
  2. Learners discuss what is the meaning of a mid-night friend
  3. Learners to watch a video clip the story on a friend at midnight
  4. Learners to read in turns Luke 11:5-13

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71 

Longhorn CRE act. TG. Pg. 85-86

  • Oral
  • Questions,
  • Portfolio
  • Observation schedules
  • Written Quizzes

 

2

1

 

Persistence in prayer – the value of friendship

By the end of the Sub strand, the learner should be able to:

  • State the importance of prayer
  • explain the value of friendship using lessons from the story of a friend at midnight
  • Appreciate the importance of prayer for good personal relationship with God
  1. Why did the friend visit at midnight?
  2. What are the qualities of a good friend?
  1. Learners to outline lessons learnt from the story and dramatize the story of a friend at midnight.
  2. Learners to role play the story of a friend at midnight
  3. Learners to discuss in groups the importance of prayer
  4. Learners to sing a relevant song, on the story

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71-73  

Longhorn CRE act. TG. Pg. 87-88

  • Oral Questions,
  • Portfolio
  • Observation schedules
  • Written Quizzes

 

 

2

THE CHURC H

The early Church

– definitions of unity of believers

in the early church

By the end of the sub-strand the learner should be able to;

  • Identify different ways of definitions for unity of believers in the early church
  • Explain the importance of unity among Christians
  • appreciate the importance of unity of believers in our society today
  1. What brought unity among the early believers?
  2. What is the importance of unity among Christians?
  3. How is the church involved in charity work today?
  1. Learners in groups discuss why unity is important at school, at home and in church
  2. Learners, in pairs, describe various definitions of The term ‘Church’.
  3. Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church
  4. Learners in pairs, outline acts of charity/mercy and solidarity done by churches today

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 74-75 

Longhorn CRE act. TG. Pg. 89-90

  • Journals
  • Authentic tasks
  • Written questions

 

 

3

 

The early Church

– activities which promoted unity

in the early church

By the end of the sub-strand the learner should be able to;

  • Discuss the activities that brought unity of believers in the early church
  • outline activities which promoted unity among early believers in the early church
  • appreciate the importance of unity of believers in our society today
  1. What brought unity among the early believers?
  2. What is the importance of unity among Christians?
  3. How is the church involved in charity work today?
  1. Learners in groups discuss why unity is important at school, at home and in church
  2. Learners, in pairs, describe various definitions of The term ‘Church’.
  3. Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church
  4. Learners in pairs, outline acts of charity/mercy and solidarity done by churches today

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 75 

Longhorn CRE act. TG. Pg. 90-91

  • Journals
  • Authentic tasks
  • Written questions

 

3

1

 

The early Church

– strategies used

by Christians to promote unity

By the end of the sub-strand the learner should be able to;

  • outline activities which promoted unity among early believers in the early church
  • Explain strategies used by Christians to promote unity among Christians for responsible living
  • appreciate the importance of unity of believers in our society today
  1. What brought unity among the early believers?
  2. What is the Importance of unity among Christians?
  3. How is the church involved in charity work today?
  1. Learners in groups discuss why unity is important at school, at home and in church
  2. Learners, in pairs, describe various definitions of The term ‘Church’.
  3. Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church
  4. Learners in pairs, outline acts of charity/mercy and solidarity done by churches today

Good News Bible, Flash cards, Pictures, Songs, Digital devices  Charts, poems Longhorn CRE act. Learners Bk. Pg. 76 

Longhorn CRE act. TG. Pg. 91-91

  • Journals
  • Authentic tasks
  • Written questions

 

 

2

 

The Lords Supper

– Events that took place during the Lord’s supper

By the end of the sub-strand the learner should be able to;

  • Describe the events that took place during the Lord’s Supper to develop spiritually
  • State the reason why Jesus organized the Lord’s supper
  • appreciate the importance of remembrance of the Lords’ supper
  1. Why did Jesus organize the lords’ supper
  2. What instructions did Jesus give for celebration of the Lord’s Supper?
  3. Why do we take the Lords Table/ Eucharist today?
  1. Learners discuss how the Lords’ supper is organized in their churches
  2. Learners sing a relevant song and explain the meaning
  3. Learners, in turns, read Luke 22:14-20 and describe the events mentioned in the text
  4. Learners to watch a video on the Lord’s Supper
  5. Learners, in groups, discuss the significance of the Lord’s Supper

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 77-78  

Longhorn CRE act. TG. Pg. 93-94

  • Journals
  • Authentic tasks
  • Written questions

 

 

3

 

The Lords Supper

– significance of the Lord’s supper

to Christians today

By the end of the sub-strand the learner should be able to;

  • Identify the instructions Jesus gave for the celebration of the Lord’s supper
  • explain the significance of the Lord’s Supper to Christians today
  • appreciate the importance of remembrance of the Lords’ supper
  1. Why did Jesus organize the lords’ supper
  2. What instructions did Jesus give for celebration of the Lord’s Supper?
  3. Why do we take the Lords Table/ Eucharist today?
  1. Learners discuss how the Lords’ supper is organized in their churches
  2. Learners sing a relevant song and explain the meaning
  3. Learners, in turns, read Luke 22:14-20 and describe the events mentioned in the text
  4. Learners to watch a video on the Lord’s Supper
  5. Learners, in groups, discuss the significance of the Lord’s Supper

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 78-79  

Longhorn CRE act. TG. Pg. 94-95

  • Journals
  • Authentic tasks
  • Written questions

 

4

1

 

The Lords Supper- Values acquired during the celebration of

the Eucharist

By the end of the sub-strand the learner should be able to;

  • explain the significance of the Lord’s Supper to Christians today
  • identity the values required during the celebration of Lord’s Table/Eucharist for application by Christians
  • appreciate the importance of remembrance of the Lords’ supper
  1. Why did Jesus organize the lords’ supper
  2. What instructions did Jesus give for celebration of the Lord’s Supper?
  3. Why do we take the Lords Table/ Eucharist today?
  1. Learners say the importance of the Lord’s Table/Eucharist to a Christian
  2. Learners to list attitudes/values required when partaking the Eucharist/Lord’s Table
  3. Learners discuss with their parents/guardians or resource person importance of celebrating the Lord’s supper and report to the class

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems 

Longhorn CRE act. Learners Bk. Pg. 79-80  

Longhorn CRE act. TG. Pg. 95-96

  • Journals
  • Authentic tasks
  • Written questions

 

 

2

 

The Role of the Holy Spirit - the gift of the Holy Spirit

By the end of the sub-strand the learner should be able to;

  • Identify the gifts of the Holy Spirit to promote spiritual maturity
  • identify how the fruits of the Holy Spirit have helped in promoting God’s work
  • appreciate the role of the gifts of Holy Spirit in his/her
  1. What is the meaning of gifts of the Holy Spirit
  2. What is the meaning of fruits of the Holy Spirit?
  3. How does the holy spirit inspire
  4. People to offer service to God and others?
  1. Learners in pairs discuss the roles played by religious leaders and their parents for service to God
  2. Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
  3. Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
  4. Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians
  5. Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82 

Longhorn CRE act. TG. Pg. 96-97

  • Journals
  • Authentic tasks
  • Written questions

 

5

1

 

The Role of the Holy Spirit – How the fruits of the Holy spirit helps in promoting God’s work

By the end of the sub-strand the learner should be able to;

  • identify how the fruits of the Holy Spirit have helped in promoting God’s work
  • discuss the fruits of the Holy spirit
  • appreciate the role of the gifts of Holy Spirit in his/her
  1. What is the meaning of gifts of the Holy Spirit
  2. What is the meaning of fruits of the Holy Spirit?
  3. How does the holy spirit inspire
  4. People to offer service to God and others?
  1. Learners in pairs discuss the roles played by religious leaders and their parents for service to God
  2. Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
  3. Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
  4. Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians
  5. Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 83 

Longhorn CRE act. TG. Pg. 98

  • Journals
  • Authentic tasks
  • Written questions

 

 

2

 

The Role of the Holy Spirit – values that influence the life of Christians from gifts and fruits of the Holy spirit

By the end of the sub-strand the learner should be able to;

  • identify how the fruits of the Holy Spirit have helped in promoting God’s work
  • list values which should influence the life Christians from the gifts and fruits of the Holy Spirit
  • appreciate the role of the gifts of Holy Spirit in his/her
  1. What is the meaning of gifts of the Holy Spirit
  2. What is the meaning of fruits of the Holy Spirit?
  3. How does the holy spirit inspire
  4. People to offer service to God and others?
  1. Learners in pairs discuss the roles played by religious leaders and their parents for service to God
  2. Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
  3. Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
  4. Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians
  5. Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 84-85 

Longhorn CRE act. TG. Pg. 98-99

  • Journals
  • Authentic tasks
  • Written questions

 

 

3

 

Power of Intercessory prayer – the story of Peter’s miraculous rescue

By the end of the sub-strand the learner should be able to;

  • Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers
  • explain various ways Christians demonstrate their faith in God appreciate lessons learnt from the
  • tory of Peter’s rescue by doing what is right
  1. Who was Peter?
  2. How did Peter portray faith in Christ?
  3. How should you demonstrate faith in Christ?
  4. What is the Meaning of intercessory Prayer?
  1. Learners in pairs discuss the importance of prayers in their life
  2. Learners in turns ,read Acts 12:3-17 about the story of Peter’s rescue from prison and narrate what happened
  3. Learners watch a video on Peter’s miraculous rescue
  4. Learners, in pairs, list lessons learnt from this story
  5. Learners discuss what they have learnt from this story about Peter

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 85-86

Longhorn CRE act. TG. Pg. 99- 100

  • Journals
  • Authentic tasks
  • Written questions

 

6

1

 

Power of Intercessory prayer - the story of Peter’s miraculous rescue

By the end of the sub-strand the learner should be able to;

  • Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers
  • explain various ways Christians demonstrate their faith in God
  • appreciate lessons learnt from the story of Peter’s rescue by doing what is right
  1. Who was Peter?
  2. How did Peter portray faith in Christ?
  3. How should you demonstrate faith in Christ?
  4. What is the meaning of intercessory Prayer?
  1. Learners in pairs discuss the importance of prayers in their life
  2. Learners in turns ,read Acts 12:3-17 about the story of Peter’s rescue from prison and narrate what happened
  3. Learners watch a video on Peter’s miraculous rescue
  4. Learners, in pairs, list lessons learnt from this story
  5. Learners discuss what they have learnt from this story about Peter

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 85-86 

Longhorn CRE act. TG. Pg. 99- 100

  • Journals
  • Authentic tasks
  • Written questions

 

 

2

 

Power of Intercessory prayer – ways in which Christians demonstrate faith in God

By the end of the sub-strand the learner should be able to;

  • Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers
  • explain various ways Christians demonstrate their faith in God
  • appreciate lessons learnt from the story of Peter’s rescue by doing what is right
  1. Who was Peter?
  2. How did Peter portray faith in Christ?
  3. How should you demonstrate faith in Christ?
  4. What is the meaning of intercessory Prayer?
  1. Learners research on different types of prayer from parents/guardians/Sunday /Sabbath teachers and report
  2. Learners to discuss what inspires them about Peter’s rescue by God
  3. Learners engage in activities that strengthen their faith in Christ
  4. Sing a song related to standing firm in the faith
  5. Learners brainstorm activities carried out by Christians to demonstrate their faith in God

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 87-89 

Longhorn CRE act. TG. Pg. 101- 102

  • Journals
  • Authentic tasks
  • Written questions

 

 

3

CHRIST IAN LIVING

Friendship formation: peer influence – the qualities of a good friend

By the end of the sub-strand the learner should be able to;

  • Identify desirable qualities of a good friend for personal development
  • explain values useful in maintaining good friends to avoid negative influence
  • appreciate the importance of desirable friendship that please God
  1. How can you avoid negative peer pressure?
  1. Learners in pairs, make a list of qualities of a good friend
  2. Learners in groups read 1 Thessalonians 5:11 and Galatians 6:2;
  3. Learners to share whether their friends possess the qualities mentioned
  4. learners to list what they consider as negative influence from friends and peers

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 90-92 

Longhorn CRE act. TG. Pg. 103- 106

  • Journals
  • Authentic tasks
  • Written questions

 

7

1

 

Friendship formation: peer influence – Causes of poor choice of friends at home and school

By the end of the sub-strand the learner should be able to;

  • explain values useful in maintaining good friends to avoid negative influence
  • identify causes of poor choice of friends at home and school to make right choices
  • appreciate the importance of desirable friendship that please God
  1. How can you avoid negative peer pressure?
  1. Learners, in groups, discuss how to deal with bullying from unfriendly peers
  2. Learners discuss ways of maintaining good friends to avoid negative influence
  3. Learners, in pairs, discuss causes of poor choice of friends at home and school
  4. Learners to brainstorm on the e importance of desirable friendship that pleases God

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 93-94 

Longhorn CRE act. TG. Pg. 106- 107

  • Journals
  • Authentic tasks
  • Written questions

 

 

2

 

Human sexuality

– changes associated with adolescence in boys and girls and how to cope with them

By the end of the sub-strand the learner should be able to:

  • identify changes associated with adolescence in both boys and girls for greater self-awareness
  • outline how they cope with changes in their bodies to build self-confidence
  • appreciate positively physical and physiological changes as a Christians
  1. Which issues are faced by adolescents?
  2. How does one get information on physical and emotional Changes?
  3. Who should advice on bodily changes?
  1. Learners brainstorm on where get information for bodily changes
  2. Learners debate why some sources of information on bodily changes are considered unhealthy

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 95-98 

Longhorn CRE act. TG. Pg. 108- 110

  • Journals
  • Authentic tasks
  • Written questions

 

 

3

 

Human sexuality

– Healthy and effects of

unhealthy boy- girl relationship

By the end of the sub-strand the learner should be able to:

  • identify changes associated with adolescence in both boys and girls for greater self-awareness
  • explain the effects of unhealthy boy-girl relationships
  • appreciate positively physical and physiological changes as a Christians
  1. Which issues are faced by adolescents?
  2. How does one get information on physical and emotional Changes?
  3. Who should advice on bodily changes?
  1. Learners in pairs identify why they should get the right information about themselves as they grow up
  2. Learners, in pairs read 1Corinthians 6: 18-19 and explain lessons from the Bible text
  3. Learners discuss Christian teachings on how to cope with challenges associated with adolescence stage

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 98-99 

Longhorn CRE act. TG. Pg. 110- 112

  • Journals
  • Authentic tasks
  • Written questions

 

 

3

 

The Role of the Holy Spirit – the gift of the Holy Spirit

By the end of the sub-strand the learner should be able to;

  • Identify the gifts of the Holy Spirit to promote spiritual maturity
  • Differentiate between the gifts and fruits of the Holy spirit
  • appreciate the role of the gifts of Holy Spirit in his/her
  1. What is the meaning of gifts of the Holy Spirit
  2. What is the meaning of fruits of the Holy Spirit?
  3. How does the holy spirit inspire
  4. People to offer service to God and others?
  1. Learners in pairs discuss the roles played by religious leaders and their parents for service to God
  2. Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
  3. Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
  4. Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians 
  5. Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82 

Longhorn CRE act. TG. Pg. 96-97

  • Journals
  • Authentic tasks
  • Written questions

 

8

1

 

Human sexuality

– Overcoming unhealthy boy – girl relationship

By the end of the sub-strand the learner should be able to:

  • explain the effects of unhealthy boy-girl relationships
  • discuss how to overcome unhealthy boy-girl relationship
  • appreciate positively physical and physiological changes as a Christians
  1. Which issues are faced by adolescents?
  2. How does one get information on physical and emotional Changes?
  3. Who should advice on bodily changes?
  1. Learners in groups to discuss the meaning of healthy boy-girl relationship
  2. Learners to discuss the meaning of unhealthy boy-girl relationship and their negative effects
  3. Learners in pairs to discuss how to overcome unhealthy boy-girl relationship
  4. Learners compose a poem importance of health boy-girl relationship
  5. In pairs, learners to discuss why they should take positively developmental changes in their bodies

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 100-101 

Longhorn CRE act. TG. Pg. 112- 113

  • Journals
  • Authentic tasks
  • Written questions

 

 

2

 

God the source of life – Christian teachings on God as the only source of life

By the end of the sub-strand the learner should be able to:

  • discuss Christian teaching on God as the only source of life
  • Identify areas of abuse of the right to life
  • appreciate the importance of life as a gift from God by observing safety
  1. Why is human life sacred?
  2. What does the Bible teach about sacredness of life?
  3. How will you encourage your classmates to respect their own life as well as lives of others?
  1. Learners brainstorm on the importance of safety and security to human life
  2. Learners, in small groups, learners read Genesis 1: 27; 9:6 Psalms 49:7-8 and Exodus 20:13 and identify Christian teaching on sacredness of life
  3. Learners share examples of violation of human life in life today
  4. Learners to brainstorm on the meaning of right to life and why it should be upheld by all not be violated

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 101-102 

Longhorn CRE act. TG. Pg. 113- 114

  • Journals
  • Authentic tasks
  • Written questions

 

 

3

 

God the source of life – Causes of violation of human life

By the end of the sub-strand the learner should be able to:

  • discuss Christian teaching on God as the only source of life
  • identify causes of violation of the right to life for awareness
  • appreciate the importance of life as a gift from God by observing safety
  1. Why is human life sacred?
  2. What does the Bible teach about sacredness of life?
  3. How will you encourage your classmates to respect their own life as well as lives Of others?
  1. Learners brainstorm on the importance of safety and security to human life
  2. Learners, in small groups, learners read Genesis 1: 27; 9:6 Psalms 49:7-8 and Exodus 20:13 and identify Christian teaching on sacredness of life
  3. Learners share examples of violation of human life in life today
  4. Learners to brainstorm on the meaning of right to life and why it should be upheld by all not be violated

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 103

Longhorn CRE act. TG. Pg. 114- 115

  • Journals
  • Authentic tasks
  • Written questions

 

9

1

 

God the source of life – How to cope with emotions and stress

By the end of the sub-strand the learner should be able to:

  • identify the reason why human life is sacred
  • explain how to cope with emotions and stress to reduce abuse of the right to life
  • appreciate the importance of life as a gift from God by observing safety
  1. Why is human life sacred?
  2. What does the Bible teach about sacredness of life?
  3. How will you encourage your classmates to respect their own life as well as lives of others?
  1. Learner debate the causes of violation of the right to life
  2. Learners discuss emotions that can lead to violation of one’s life
  3. In pairs learners to discuss how to cope with negative emotions
  4. Learners to discuss consequences of violating life
  5. Learners to compose a poem on sacredness/sanctity of life using a digital device

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 104-105

 

Longhorn CRE act. TG. Pg. 115- 116

  • Journals
  • Authentic tasks
  • Written questions

 

 

2

 

Good Health Practices – Alcohol and substance use and reasons why young people engage in alcohol and substance use

By the end of the sub-strand the learner should be able to:

  • Explain the meaning of alcohol and substance use for raised awareness
  • list examples of drugs that are abused today
  • explain reasons why young people engage in alcohol and substance abuse
  • Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs
  1. Which drugs are commonly abused today?
  2. What can lead one to alcohol and substance use?
  3. What are the effects of alcohol and substance use?
  4. How can you avoid alcohol and substance use?
  5. How can you help your peers to
  6. Avoid alcohol and substance abuse?
  1. Learners discuss the meaning of alcohol and substance abuse
  2. learners in pairs to give examples of commonly abused drugs
  3. Learners read and discuss the following; Proverbs 20:1,; Proverbs 31:6 Ephesians 5:18;
  4. Learners to brainstorm lessons learnt from the Bible texts
  5. Learners to brainstorm on reasons that lead to alcohol and substance use by young people and ways of addressing them

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 105-107

 

Longhorn CRE act. TG. Pg. 117- 118

  • Journals
  • Authentic tasks
  • Written questions

 

 

3

 

Good Health Practices – effects of alcohol and substance use to the body and relationships 

By the end of the sub-strand the learner should be able to:

  • outline the effects of alcohol and substance use to the body and relationships for avoidance
  • list examples of drugs that are abused today
  • Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs
  1. Which drugs are commonly abused today?
  2. What can lead one to alcohol and substance use?
  3. What are the 
  4. Effects of alcohol and substance use?
  5. How can you avoid alcohol and substance use?
  6. How can you help your peers to
  7. Avoid alcohol and substance abuse?
  1. Learners discuss the meaning of alcohol and substance abuse 
  2. learners in pairs to give examples of commonly abused drugs
  3. Learners read and discuss the following; Proverbs 20:1,; Proverbs 31:6 Ephesians 5:18;
  4. Learners to brainstorm lessons learnt from the Bible texts
  5. Learners to brainstorm on reasons that lead to alcohol and substance use by young people and ways of addressing them

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems

Longhorn CRE act. Learners Bk. Pg. 108

 

Longhorn CRE act. TG. Pg. 118- 119

  • Journals
  • Authentic tasks
  • Written questions

 

10

1

 

Good Health Practices – ways of avoiding engaging in alcohol and substance abuse

By the end of the sub-strand the learner should be able to:

  • outline the effects of alcohol and substance use to the body and relationships for avoidance
  • Identify ways of avoiding engaging in alcohol and substance use for healthy living.
  • Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs
  1. Which drugs are commonly abused today?
  2. What can lead one to alcohol and substance use?
  3. What are the effects of alcohol and substance use?
  4. How can you avoid alcohol and substance use?
  5. How can you help your peers to
  6. Avoid alcohol and substance abuse?
  1. Learners explain dangers of alcohol and substance
  2. use to his/her health/body
  3. Learners to watch a video clip on the dangers of alcohol and substance use
  4. Learners research on prevention of alcohol and substance use and report to class
  5. Learners to use flashcards to pass different
  6. Messages saying no! to alcohol and substance use
  7. Learners give a brief talk at the assembly on effects of alcohol and substance use

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 109-110  

Longhorn CRE act. TG. Pg. 119- 120

  • Journals
  • Authentic tasks
  • Written questions

 

 

2

 

Appropriate use of Social Media – Meaning of social media awareness and social media platforms commonly used today

By the end of the sub-strand the learner should be able to;

  • Explain the meaning of social media for awareness
  • list social media platforms that are commonly used today
  • Desire to use social media for positive benefit of self and others.
  1. What are social media platforms?
  2. Why should you use them appropriately?
  3. What is cyber bullying?
  1. Learners in pairs define the term social media
  2. Learners list social media platforms commonly used today and illustrate their symbols by drawing in their books
  3. Learners, in small groups, list advantages and disadvantages of social media for children and youth.

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 111-112 

Longhorn CRE Act. TG. Pg. 120- 121

  • Journals
  • Authentic tasks
  • Written questions

 

 

3

 

Appropriate use of Social Media –

Effects of appropriate and inappropriate use of social media

By the end of the sub-strand the learner should be able to; 

  • state the effects of appropriate an inappropriate use of social media for choosing responsibly
  • list social media platforms that are commonly used today
  • Desire to use social media for positive benefit of self And others.
  1. What are social media platforms? 
  2. Why should you use them appropriately?
  3. What is cyber bullying?
  1. Learners in pairs define the term social media
  2. Learners list social media 
  3. platforms commonly used today and illustrate their symbols by drawing in their books
  4. Learners, in small groups, list advantages and disadvantages of social media for children and youth.

Good News Bible, Flash cards, Pictures, Songs, 

Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 113 

Longhorn CRE act. TG. Pg. 122- 123

  • Journals
  • Authentic tasks
  • Written questions

 

     

Appropriate use of Social Media – safety measures to observe when using social media

By the end of the sub-strand the learner should be able to;

  • debate about the advantages and disadvantages of social media
  • discuss safety measures to observe when using social media to use them
  • Desire to use social media for positive benefit of self and others.
 
  1. What are social media platforms?
  2. Why should you use them appropriately?
  3. What is cyber bullying?
 
  1. Learners, in groups, discuss cyber-bullying and how to protect themselves from its harm
  2. Leaners debate on the motion:
  3. :Social media are ruining children and youth
  4. In pairs learners to discuss safety measures when using social media
  5. Learners watch good movies or educative documentaries e.g. the Bible Stories            wow
 

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 114-116 

Longhorn CRE act. TG. Pg. 123- 124

 
  • Journals
  • Authentic tasks
  • Written questions
 

wk

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

LEISUR
E TIME
ACTIVI TIES :
Gramm ar in use

Conjunctions
and, but, or,
because, since, also, for, yet,
since

By the end of the sub strand, the learner should be able to:

  • Identify conjunctions in texts for effective communication
  • Use conjunctions correctly in communication.
  • Judge the correctness and appropriateness of conjunctions used in oral and written texts.
  1. How do you join words or sentences?
  2. Why do you join words and sentences?

Learner is guided to:

  • Listen to short dialogue and identify the conjunctions.
  • Make sentence from a substitution table using but, or, yet, because, since and also.
  • Construct sentences using the conjunctions in pairs.
  • Fill the blank spaces using conjunctions in sentences or paragraphs.
  • Create a display of charts of sentences containing conjunctions, in small groups.
  • Conduct a gallery walk and give feedback to each group.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Tasks such as
    multiple
    choice
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue-
    completion,
    information gap
  6. Role play
  7. Simulation
 
  2   Conjunctions
and, but, or,
because, since, also, for, yet,
since

By the end of the sub strand, the learner should be able to:

  • Identify conjunctions in texts for effective communication
  • Use conjunctions correctly in communication.
  • Judge the correctness and appropriateness of conjunctions used in oral and written texts.
  1. How do you join words or sentences?
  2. Why do you join words and sentences?

Learner is guided to:

  • Listen to short dialogue and identify the conjunctions.
  • Make sentence from a substitution table using but, or, yet, because, since and also.
  • Construct sentences using the conjunctions in pairs.
  • Fill blank spaces using conjunctions in sentences or paragraphs.
  • Create a display chart of
    Sentences containing conjunctions, in small groups.
  • Construct a gallery walk and give feedback to each group.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Tasks such as
    multiple
    choice
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue-
    completion,
    information gap
  6. Role play
  7. Simulation
 
  3   Conjunctions
and, but, or,
because, since, also, for, yet,
since

By the end of the sub strand, the learner should be able to:

  • Identify conjunctions in texts for effective communication
  • Use conjunctions correctly in communication.
  • Judge the correctness and appropriateness of conjunctions used in oral and written texts.
How do you join words or sentences?
Why do you join words and sentences?

Learner is guided to:

  • Listen to short dialogue and identify the conjunctions.
  • Make sentences from a substitution table using but, or, yet, because, since and also.
  • Make sentences using the conjunctions in pairs.
  • Fill blank spaces using conjunctions in sentences or paragraphs.
  • Create a display chart of
    Sentences containing conjunctions, in small groups.
  • Conduct a gallery walk and
    give feedback to each group.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Tasks such as
    multiple
    choice
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue-
    completion,
    information gap
  6. Role play
  7. Simulation

 
  4

Writing

Creative Writing: Descriptive Composition ((120
-160 words)

By the end of the sub strand, the learner should be able to:

  • Describe people or things mentioned in a text.
  • Create a descriptive composition related to the theme for effective communication.
  • Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  1. How do we describe things or events?
  2. Why is it important to describe things or events?

Learner is guided to:

  • Read sample composition from print or electronic sources.
  • Talk about people or things in text in the text.
  • Make sentences to describe how they spent their leisure time, in pairs.
  • Organize the sentences to make a paragraph, in groups.
    a descriptive composition individually.
  • Proof read their
    Compositions, in pairs or groups.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment
  5. learner
    Portfolio
  6. dictation
  7. Standardized writing tests
 
2 1   Creative Writing: Descriptive Composition ((120
-160 words)

By the end of the sub strand, the learner should be able to:

  • Describe people or things mentioned in a text.
  • Create a descriptive composition related to the theme for effective communication.
  • Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  1. How do we describe things or events?
  2. Why is it important to describe things or events?

Learner is guided to:

  • Read sample composition from print or electronic sources.
  • Talk about people or thing in a text
  • Make sentences to describe how they spent their leisure time, in pairs.
  • Organize the sentences to make a paragraph, in groups.
    Write a descriptive composition individually.
  • Proof read their compositions, in pairs or groups.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment
  5. learner
    Portfolio
  6. dictation
  7. Standardized writing tests
 
  2   Creative Writing: Descriptive Composition ((120
-160 words)

By the end of the sub strand, the learner should be able to:

  • Proof read their peers composition
  • Create a descriptive composition related to the theme for effective communication.
  • Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  1. How do we describe things or events?
  2. Why is it important to describe things or events?

Learner is guided to:

  • Read sample composition from print or electronic sources.
  • Talk about people or thing in a text
  • Make Sentences to describe how they spent their leisure time, in pairs.
  • Organize the sentences to make a paragraph, in groups.
    a descriptive composition individually.
  • Proof read their compositions, in pairs or groups.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment
  5. learner
    Portfolio
  6. dictation
  7. Standardized writing tests
 
  3 SPORTS
- APPREC IATING TALEN TS
Listening and speaking: Listening fluency (Short
speeches or dialogues of about 130 words)

By the end of the sub strand, the learner should be able to:

  • Listen to oral presentations
    Construct sentences orally using words related to the theme.
  • Interpret a speaker’s emotions and feelings correctly during oral presentations.
  1. Why is it important to listen carefully?
  2. How can we become better listeners?

Learner is guided to:

  • Listen to oral presentation of
    (dialogues or poems on topical issues) containing words with the sound /aɪ/
  • Practice saying selected tongue twisters in pairs.
  • Make three-minute speech based on the theme in groups.
  • Recite poems based on the theme.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
  4   Sound /aɪ/ as in my, mind,
ride, wide

By the end of the sub strand, the learner should be able to:

  • Select words containing the target sound in sentences.
  • Listen for words with the sound /aɪ/ from an audio text.
  • Interpret a speaker’s emotions and feelings correctly during oral presentations.
  1. Why is it important to listen carefully?
  2. How can we become better listeners?

Learner is guided to:

  • Listen to oral presentations (dialogues or poems on topical issues) containing words with the sound /aɪ/
  • Identify words with the sound /aɪ/ from texts.
  • Make a three minute speech based on the theme in groups.
  • Recite poems based on the theme.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
3 1   Non-verbal cues

By the end of the sub strand, the learner should be able to:

  • Select words containing the target sound in sentences.
  • Construct sentences orally using words related to the theme.
  • Interpret a speaker’s emotions and feelings correctly during oral presentations.
  1. Why is it important to listen carefully?
  2. How can we become better listeners?

Learner is guided to:

  • Practice saying selected tongue twisters in pairs.
  • Make three-minute speech based on the theme in groups.
  • Recite poems based on the theme.
  • Interpret non-verbal cues correctly.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
  2 Reading Intensive Reading Reading with Technology

By the end of the sub strand, the learner should be able to:

  • Relate ideas in the text to personal experiences.
  • Creates mental images from the events, characters or places in a text.
  • Judge the appropriateness of digital texts on the basis word choice, theme and interest.
  1. Why is it important to relate what you read with your experiences?
  2. What digital resources can you use in your reading?
  3. Why are digital materials more interesting to read than print ones?

Learner is guided to:

  • Infer the meaning of words from context.
  • Make Connections between their experiences and events in the reading text.
  • Create pictures, mimes, videos or crossword puzzles in small groups.
  • search and read texts from the internet in pairs and groups, online.
  • Answer questions in pairs. or role play the stories they have read online.
  • Dramatize stories they have read online.
  • Print the visuals obtained from online sources and share or display in a gallery.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Reading aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests
 
  3    Intensive Reading Reading with Technology

By the end of the sub strand, the learner should be able to:

  • Creates mental images from the events, characters or places in a text.
  • Answer factual and inferential questions correctly.
  • Judge the appropriateness of digital texts on the basis word choice, theme and interest.
  1.  Why is it important to relate what you read with your experiences?
  2. What digital resources can you use in your reading?
  3. Why are digital materials more interesting to read than print ones?

Learner is guided to:

  • Infer the meaning of words from context.
  • Make Connections between their experiences and events in the reading text.
  • Create pictures, mimes, videos or crossword puzzles in small groups.
  • search and read texts from the internet in pairs and groups, online.
  • Answer questions in pairs. or role play the stories they have read online.
  • Dramatize stories they have read online.
  • Print the visuals obtained from online sources and share or display in a gallery.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Reading aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests
 
   4  Gramm ar in use  Use of Interrogatives When, who, how, why, which, how much, what else

 By the end of the sub strand, the learner should be able to:

  • Identify interrogatives in sentences correctly.
  • Use interrogatives accurately in sentences.
  • Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.
  1. Why do we ask questions?
  2. How do we ask questions?

Learner is guided to:

  • Mention the words used to ask questions - how, what, when, why, who
  • Use the Wh- words and How to ask questions.
  • Use digital devices to practice constructing questions.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

  1. Tasks such as multiple
    choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion
  6. information gap
  7. Role play
  8. Simulation
 
 4  1    Use of Interrogatives When, who, how, why, which, how much, what else

 By the end of the sub strand, the learner should be able to:

  • Identify interrogatives in sentences correctly.
  • Use interrogatives accurately in sentences.
  • Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.
  1.  Why do we ask questions?
  2. How do we ask questions?

Learner is guided to:

  • Mention he words used to ask questions - how, what, when, why, who
  • Use e the Wh- words and How to ask questions.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

  1. Tasks such as multiple
    choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion
  6. information gap
  7. Role play
  8. Simulation
 
   2    Use of Interrogatives When, who, how, why, which, how much, what else

 By the end of the sub strand, the learner should be able to:

  • Identify interrogatives in sentences correctly.
  • Use interrogatives accurately in sentences.
  • Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.
  1.  Why do we ask questions?
  2. How do we ask questions?

Learner is guided to:

  • Construct questions using the pattern: how much more…, when/who/why/what else in small groups, for example, Who else attended the ceremony?
  • How much more sugar was bought?
  • Use else, much … to complete sentences digital devices to practice constructing questions.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Tasks such as multiple
    choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion
  6. information gap
  7. Role play
  8. Simulation
 
   3  Writing  Commonly Misspelt Words Homophones Homonyms

By the end of the sub strand the learner should be able to:

  • Spell selected words correctly for effective communication.
  • Use homophones and homonyms in sentences correctly
  • Advocate the use of correct spelling of words among peers.
  1.  Why do we write words correctly?
  2. Which words do you find difficult to write?
  3. How do we learn to spell words?

The learner should be guided to:

  • Discuss in groups words they find difficult to spell.
  • Make a presentation on correct spelling homophones and homonyms
  • Write a word from a dictation by the teacher or from an audio- visual recording.
  • Play a spelling games in pairs; for example, scramble or scrabble.
  • Use jigsaw zle to form words correctly in groups.
  • Make words from jumple
    up letters.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment
  5. learner
    Portfolio
  6. dictation
  7. Standardized writing tests
 
   4    Commonly Misspelt Words Homophones Homonyms

 By the end of the sub strand the learner should be able to:

  • Spell selected words correctly for effective communication.
  • Use homophones and homonyms in sentences correctly
  • Advocate the use of correct spelling of words among peers.
  1.  Why do we write words correctly?
  2. Which words do you find difficult to write?
  3. How do we learn to spell words?

The learner should be guided to:

  • Discuss in groups words they find difficult to spell.
  • Make a presentation on correct spelling homophones and homonyms
  • Write words from a dictation by the teacher or from an audio- visual recording.
  • Play spelling games in pairs; for example, scramble or scrabble.
  • Use jigsaw puzzle to form words correctly in groups.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment
  5. learner
    Portfolio
  6. dictation
  7. Standardized writing tests
 
 5  1 ENVIRO NMENTA POLLUT IONL  Listening and speaking: peaking Fluency (content from other learning)
Making a Speech)

 By the end of the sub strand, the learner should be able to:

  • Construct sentences orally using words related to the theme.
  • Speak accurately, without hesitation and with expression.
  • Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.
  1. Why should we speak clearly and confidently?
  2. Why do we make speeches?

 Learner is guided to:

  • Say words containing the sounds /f/ and /v/ in small groups.
  • Pronounce the words related
    to the theme correctly.
  • Construct oral sentences using vocabulary learnt.
  • Listen to recorded speech
    from a digital device.
  • Make short specches using
    vocabulary learnt, and appropriate non- verbal cues.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
   2    Sounds /f/ as purify; as in; and
/v/ as in vapour preserve,

 By the end of the sub strand, the learner should be able to:

  • Pronounce words with selected sounds accurately for effective communication.
  • Speak accurately, without hesitation and with expression.
  • Challenge others to speak accurately, at the right speed and to display appropriate expressions
    during oral presentations.
  1.  Why should we speak clearly and confidently?
  2. Why do we make speeches?

 Learner is guided to:


  • Say words containing the sounds /f/ and /v/ in small groups.
  • Pronounce the words related to the theme correctly.
  • Construct oral sentences using vocabulary learnt.
  • Listen to recorded speech from a digital device.
  • Make short speeches using
    vocabulary learnt, and appropriate non- verbal cues.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

 
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
   3    Sounds /f/ as purify; as in; and
/v/ as in vapour preserve,

 By the end of the sub strand, the learner should be able to:

  • Pronounce words with selected sounds accurately for effective communication.
  • Speak accurately, without hesitation and with expression.
  • Challenge others to speak accurately, at the right speed and to display appropriate expressions
    during oral presentations.
  1. Why should we speak clearly and confidently?
  2. Why do we make speeches?

Learner is guided to:

  • Say words containing the sounds /f/ and /v/ in small groups.
  • Pronounce the words related
    to the theme correctly.
  • Contruct oral sentences using vocabulary learnt.
  • Listen to recorded speech
    from a digital device.
  • Makes short word sentence using vocabulary learnt, and appropriate non- verbal cues.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
   4 Reading Intensive Reading: Poems, Songs
and Tongue Twisters

By the end of the sub strand the learner should be able to:

  • Creates mental images from events, characters and places in a text
  • Answer factual and inferential questions correctly for comprehension.
  • Relate events and characters in the reading text to personal experiences.
  1. What can you learn from poems and songs?
  2. Which poems and songs do you know?
  3. How do you tell the meaning of unfamiliar words while reading?

Learner is guided to:

  • Watch a video on environmental pollution and answer questions.
  • Read a poem or song and role play the events, experiences or characters in the text.
  • Answer factual and inferential questions on the poem and song they read.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Reading aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests
 
6 1  
Intensive Reading: Poems, Songs and Tongue Twisters

By the end of the sub strand the learner should be able to:

  • Infer information and meaning of words from context.
  • Answer factual and inferential questions correctly for comprehension.
  • Relate events and characters in the reading text to personal experiences.
  1.  What can you learn from poems and songs?
  2. Which poems and songs do you know?
  3. How do you tell the meaning of unfamiliar words while reading?

Learner is guided to:

  • Watch video on environmental pollution and answer questions.
  • Read a poem or song and role play the events, experiences or characters in the text.
  • Answer factual and inferential questions on the poem and song they read.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Reading aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests
 
  Gramm ar In use Nouns which only Occur in Singular or Plural

By the end of the sub strand, the learner should be able to

  • Identify nouns which only occur in singular or plural from given sentences.
  • Use nouns which only occur in singular or plural to make sentences.
  • Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.

  1. Why is it important to use words correctly?
  2. Which singular nouns end with letter -s?

Learner is guided to:

  • Identify abd underline nouns which only occur in singular or plural sentences.
  • Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,
  • Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.
  • Watch videos on nouns which only occur in singular or plural and answer questions.
  • Create display charts on nouns which only occur in singular or plural in sentences.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Tasks such as multiple
    choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation
 
   3   Nouns which only Occur in Singular or Plural

By the end of the sub strand, the learner should be able to

  • Identify nouns which only occur in singular or plural from given sentences.
  • Use nouns which only occur in singular or plural to make sentences.
  • Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.
  1. Why is it important to use words correctly?
  2. Which singular nouns end with letter -s?

Learner is guided to:

  • Identify and underline line nouns which only occur in singular or plural sentences.
  • Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,
  • Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.
  • Watch videos on nouns which only occur in singular or plural and answer questions.
  • Create display charts on nouns which only occur in singular or plural in sentences.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

  1. Tasks such as multiple
    choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation
 
  4   Nouns which only Occur in Singular or Plural

By the end of the sub strand, the learner should be able to

  • Identify nouns which only occur in singular or plural from given sentences.
  • Use nouns which only occur in singular or plural to make sentences.
  • Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.
  1. Why is it important to use words correctly?
  2. Which singular nouns end with letter -s?

 Learner is guided to:

  • Identify and underline nouns which only occur in singular or plural sentences.
  • Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,
  • Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.
  • Watch videos on nouns which only occur in singular or plural and answer questions.
  • Create display charts on nouns which only occur in
    Singular or plural in sentences.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

  1. Tasks such as multiple
    choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation
 
 7  1 Writing

Functional Writing Personal Diary

Journal (3 days)

By the end of the sub strand, the learner should be able to:

  • Identify the key components of a diary/journal.
  • Create a journal/diary to convey desired information in the right format.
  • Collaborate with peers to create personal journals and diaries on varied topics.
  1. Why should we plan our activities in advance?
  2. What is the most Memorable experience in your life?

Learner is guided to:

  • View a sample diary sample journal/and identify the components.
  • Make journal/diary entries on
    pairs or small groups.
  • Create a diary in pairs
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Teacher- made tests
  2. Learner journals
  3. Peer
    assessment
  4. Self- assessment learner
  5. Portfolio dictation
  6. Standardized writing tests
 
   2   Functional Writing Personal Diary
Journal (3 days)

By the end of the sub strand, the learner should be able to:

  • Identify the key components of a diary/journal.
  • Create a journal/diary to convey desired information in the right format.
  • Collaborate with peers to create personal journals and diaries on varied topics.
  1. Why should we plan our activities in advance?
  2. What is the most Memorable experience in your life?

Learners are guided to

  • create a three days journal.
  • And take a gallery walk.
  • Give feedback to the of
    each group.
  • Search for more examples of diaries or journals on the internet, textbooks or the library.
  • Create diary or journal
    individually.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment learner
  5. Portfolio dictation
  6. Standardized writing tests
 
  MONEY
- SAVING S AND BANKIN G
Listening and speaking:Intensive Listening (Dialogue containing similes)

 By the end of the sub strand, the learner should be able to:

  • Use similes and vocabulary related to the theme correctly in sentences
  • Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.
  • Interpret a speaker’s feelings and emotions correctly during oral presentations.
  1. Why should we listen attentively?
  2. How can you tell someone is attentive?

Learner is guided to:

  • Identify similes from an oral text
  • Use similes and words in sentences in small groups.
  • Identify similes from an oral text audio visual text. groups.
  • Discuss the dialogue in pairs.
    entences using the new words individually.
  • Dramatize the dialogue in
    small groups.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards


  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
   4    Sounds : /m/ as in
money; /n/ as in notes, /ŋ/ as in shilling

By the end of the sub strand, the learner should be able to:

  • Select words and phrases with the target sounds, digraphs and consonant clusters from a text.
  • Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.
  • Interpret a speaker’s feelings and emotions correctly during oral
    presentations.

 

  1. Why should we listen attentively?
  2. How can you tell someone is attentive?

Learner is guided to:

  • Say words containing the sound
    sounds /m/ /n/ /ŋ/ in small groups.
  • Listen to dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters in pairs.
  • Identify words featuring the target sounds.


  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

 

  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
 8  1    Digraphs: sn as in sneeze, sl as in sling

 By the end of the sub strand, the learner should be able to:

  • Select words and phrases with the target sounds, digraphs and consonant clusters from a text.
  • Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.
  • Interpret a speaker’s feelings and emotions correctly during oral presentations.
  1. Why should we listen attentively?
  2. How can you tell someone is attentive?

 Learner is guided to:

  • Identify similes from an oral text
  • Use similes and words in sentences in small groups.
  • Identify similes from an audio visual
    audio visual text.
  • List similes in small
    groups.
  • Discuss new words found in the dialogue in pairs.
  • Construct sentences using the new words individually.
  • Dramatize the dialogue in small groups.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
   2 Reading Extensive Reading Variety of Texts
such as (texts of about 1001 -
1250)

By the end of the sub strand, the learner should be able to:

  • Select suitable reading materials from a variety of texts.
  • Read a variety of materials independently for information and pleasure.
  • Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.
  1. Why do you read?
  2. How do you obtain specific information from a text?
  3. What materials do you enjoy reading?

Learner is guided to:

  • Select appropriate print and non-print reading materials; newspapers, magazines, class readers or poems.
  • Preview reading material to
    determine suitability.
  • Scan through a text for specific details.
  • Skim through a material to obtain the main idea.
  • Scan through newspapers, magazines among others to find specific information.
  • Skim through a material in small groups. Independently.
  • Promote extensive reading
    among peers and the greater community.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

  1. Reading aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests
 
   3   Newspapers, magazines, class readers and poems

By the end of the sub strand, the learner should be able to:

  • Read a variety of materials independently for information and pleasure.
  • Use fluency strategies such as previewing, skimming and scanning strategies to find necessary information.
  • Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.

  1. Why do you read?
  2. How do you obtain specific information from a text?
  3. What materials do you enjoy reading?

Learner is guided to:

  • colaborate with peers to determine the appropriateness of reading texts on the basis of interest, themes and complexity of language
  • look for specific information from a reading material in pairs. read in groups.
  • Make an entry of what they
    have read in their creative writing diary.
  • Visit library to read online
    and offline materials
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

  1. Reading aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests
 
  4  Gramm ar in use

Word Classes Prepositions

Time such as: in, on, at

Place such as :in, on, at

Direction such as : into, towards, to,
through

 By the end of the sub strand, the learner should be able to:

  • Identify prepositions of time, place and direction in sentences.
  • Use prepositions of time, place and direction appropriately for effective communication.
  • Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions
    used in varied texts.
  1. Which words show direction and time?
  2. Why is it important to show time and direction?

 Learner is guided to:

  • Underline prepositions of
    time, place and direction in sample sentences:
    • time such as in, on, at)
    • place such as :in, on, at
    • direction such as : into, towards, to, through
  • Play preposition games and songs online/offline.
  • Construct sentences using prepositions.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

  1. Tasks such as multiple
    choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation
 
 9  1  

Word Classes Prepositions

Places such as: in, on, at
:in, on, at as : into,
towards, to, through

 By the end of the sub strand, the learner should be able to:

  • Identify prepositions of time, place and direction in sentences.
  • Use prepositions of time, place and direction appropriately for effective communication.
  • Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.
  1. Which words show direction and time?
  2. Why is it important to show time and direction?
  • Use prepositions to perfom classroom task
  • Watch videos and online material on prepositions and in pairs/groups.
  • Create a display charts containing preposition of time and direction.
  • Create crossword puzzles using prepositions.
  • Solve code words and crossword puzzles involving prepositions.
  • Search for prepositions online, from newspapers
    magazines among others
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards

  1.  Tasks such as multiple
    choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation
 
  2 Writing Spelling Homophones; Words with double consonants

By the end of the sub strand the learner should be able to:

  • Identify homophones, words with double consonants and words with double vowels correctly.
  • Spell homophones, words with double consonants and words with double vowels correctly.
  • Collaborate with others to judge the appropriateness of words, phrases and
    sentences used in own or provided documents.
  1. Why should we write words correctly?
  2. Which words have the same pronunciation but different spelling?

Learner is guided to:

  • Identify homophones, words with double consonants and words with double vowels from a text.
    • words read by the teacher or from audio recording for example:
      • waist/waste
      • Collect or dropped
  • Write down from a dictation correctly
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment learner
  5. Portfolio dictation
  6. Standardized writing tests
 
  3   Words with double vowels

By the end of the sub strand the learner should be able to:

  • Uses homophones, words with double consonants and words with double vowels in sentences correctly.
  • Recommend to peers ways of enhancing their spelling skills for clarity of communication.
  • Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or
    provided documents.
  1. Why should we write words correctly?
  2. Which words have the same pronunciation but different spelling?

Learner is guided to:

  • Use jigsaw puzzle to form words correctly in groups.
  • Form sentences from the words they have spelt.
  • Search for homophones, words with double consonants and words with double vowels from the internet.
  • course book
  • story books
  • poetry books
  • pictures and
    photographs
  • newspapers
  • magazines
  • junior encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  1. Teacher- made tests
  2. Learner journals
  3. peer assessment
  4. Self- assessment learner
    e) Portfolio dictation f)Standardized writing tests
 
  4                
10 REVISION/ ASSESMENT

WK

Lsn

Strand / Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

MEASUREMENT

Mass

By the end of the sub strand, the learner should be able to;

  1. Divide grams and kilogram by whole numbers in real life situations
  2. Use IT devices for learning more on mass and for enjoyment
  3. Appreciate use of kilograms
  4. and grams in measuring mass in real life

What is the importance of measuring mass?

  • In pairs, groups or as individuals determine mass of items in grams and kilograms using different operations in real life situations
  • In pairs, groups or as individuals play digital games involving mass

Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine

Written exercise, oral questions, observation, group discussion

 

 

2

 

Time

By the end of the sub strand, the learner should be able to;

  1. Identify the second as a unit of measuring time
  2. Identify the relationship between the minute and the second in real life situations
  3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

  • In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

 

 

3

 

Time

By the end of the sub strand, the learner should be able to;

  1. Identify the second as a unit of measuring time
  2. Identify the relationship between the minute and the second in real life situations
  3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

  • In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

 

 

4

 

Time

By the end of the sub strand, the learner should be able to;

  1. Convert minutes to seconds and seconds to minutes in real life.
  2. Use IT devices in learning more on time and enjoyment
  3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

  • In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations
  • In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

 

 

5

 

Time

By the end of the sub strand, the learner should be able to;

  1. Convert minutes to seconds and seconds to minutes in real life.
  2. Use IT devices in learning more on time and enjoyment
  3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

  • In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1      second
  • In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

 

2

1

 

Time

By the end of the sub strand, the learner should be able to;

  1. Add minutes and seconds with conversion in real life
  2. Use IT devices in learning more on time and enjoyment
  3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

  • In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations 
  • In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

 

 

2

 

Time

By the end of the sub strand, the learner should be able to;

  1. Subtract minutes and seconds with conversion in real life
  2. Use IT devices in learning more on time and enjoyment
  3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

  • In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations
  • In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

 

 

3

 

Time

By the end of the sub strand, the learner should be able to;

  1. Multiply minutes and seconds by whole numbers in real life situations
  2. Use IT devices in learning more on time and enjoyment
  3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

  • In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations
  • In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

 

 

4

 

Time

By the end of the sub strand, the learner should be able to;

  1. Divide minutes and seconds by whole numbers in real life situations
  2. Use IT devices in learning more on time and enjoyment
  3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

  • In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations
  • In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

 

 

5

 

Money

By the end of the sub strand, the learner should be able to;

  1. Explain the term budget in real life situations
  2. Identify the importance of a budget in real life
  3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

  • In pairs, groups or as individuals discuss meaning of a budget
  • In pairs, groups or as individuals discuss the importance of a budget

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

 

3

1

 

Money

By the end of the sub strand, the learner should be able to;

  1. Explain the term budget in real life situations
  2. Identify the importance of a budget in real life
  3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

  • In pairs, groups or as individuals discuss meaning of a budget
  • In pairs, groups or as individuals discuss the importance of a budget

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

 

 

2

 

Money

By the end of the sub strand, the learner should be able to;

  1. Explain the meaning of tax in real life
  2. Identify the importance of to the governments
  3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

  • In pairs, groups or as individuals meaning of tax
  • In pairs, groups or as individuals discuss the importance of taxes to the governments

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

 

 

3

 

Money

By the end of the sub strand, the learner should be able to;

  1. Explain the meaning of tax in real life
  2. Identify the importance of to  the governments
  3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

  • In pairs, groups or as individuals meaning of tax
  • In pairs, groups or as individuals discuss the importance of taxes to the governments

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

 

 

4

 

Money

By the end of the sub strand, the learner should be able to;

  1. Identify the services provided by banks in real life situations
  2. Use IT devices to learn more about budgeting and banking services in real life
  3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

  • In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks.
  • In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

 

 

5

 

Money

By the end of the sub strand, the learner should be able to;

  1. Identify the services provided by banks in real life situations
  2. Use IT devices to learn more about budgeting and banking services in real life
  3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

  • In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks.
  • In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

 

4

1

 

Money

By the end of the sub strand, the learner should be able to;

  1. Identify factors to consider in order to save wisely
  2. Use IT devices to learn more about budgeting and banking services in real life
  3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

  • In pairs, groups or as individuals discuss factors to consider when saving money and share with others 
  • In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

 

 

2

 

Money

By the end of the sub strand, the learner should be able to;

  1. Identify factors to consider in order to save wisely
  2. Use IT devices to learn more about budgeting and banking services in real life
  3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

  • In pairs, groups or as individuals discuss factors to consider when saving money and share with others
  • In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

 

 

3

GEOMETRY

Lines

By the end of the sub strand, the learner should be able to;

  1. Identify horizontal and vertical lines in different situations
  2. Draw horizontal and vertical lines in different situations
  3. Appreciate use of various types of lines in real life

Where are perpendicular lines used?

  • In pairs, groups or as individuals identify lines in the classroom and within the environment. 
  • In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines

Chalkboard, 30 cm ruler, straight edges

Written exercise, oral questions, observation, group discussion

 

 

4

 

Lines

By the end of the sub strand, the learner should be able to;

  1. Identify perpendicular lines different situations
  2. Use IT devices to learn more about lines and leisure
  3. Appreciate use of various types of lines in real life

Where are perpendicular lines used?

  • In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines

Chalkboard, 30 cm ruler, straight edges

Written exercise, oral questions, observation, group discussion

 

 

5

 

Lines

By the end of the sub strand, the learner should be able to;

  1. Identify parallel lines in different situations
  2. Use IT devices to learn more about lines and leisure
  3. Appreciate use of various types of lines in real life

Where are perpendicular lines used?

  • In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines

Chalkboard, 30 cm ruler, straight edges

Written exercise, oral questions, observation, group discussion

 

5

1

 

Lines

By the end of the sub strand, the learner should be able to;

  1. Draw parallel lines in different situations
  2. Use IT devices to learn more about lines and leisure
  3. Appreciate use of various types of lines in real life

Where are perpendicular lines used?

  • In pairs, groups or as individuals draw horizontal and vertical lines, parallel and perpendicular lines to represent real life situations
  • In pairs or groups use IT devices to learn more about lines

Chalkboard, 30 cm ruler, straight edges

Written exercise, oral questions, observation, group discussion

 

 

2

 

Angles

By the end of the sub strand, the learner should be able to;

  1. Relate a turn to angles in real life.
  2. Use IT devices to create and learn more about angles.
  3. Appreciate the use of angles in our day-to-day life

Where are angles used in the environment?

  • In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment
  • Learner in pairs or groups use IT devices to create and learn more about angles

Unit angles, protractor, rulers

Written exercise, oral questions, observation, group discussion

 

 

3

 

Angles

By the end of the sub strand, the learner should be able to;

  1. Identify the use of angles in the environment
  2. Use IT devices to create and learn more about angles.
  3. Appreciate the use of angles in our day-to-day life

Where are angles used in the environment?

  • In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment
  • Learner in pairs or groups use IT devices to create and learn more about angles

Unit angles, protractor, rulers

Written exercise, oral questions, observation, group discussion

 

 

4

 

Angles

By the end of the sub strand, the learner should be able to;

  1. Identify the use of angles in the environment
  2. Use IT devices to create and learn more about angles.
  3. Appreciate the use of angles in our day-to-day life

Where are angles used in the environment?

  • In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment
  • Learner in pairs or groups use IT devices to create and learn more about angles

Unit angles, protractor, rulers

Written exercise, oral questions, observation, group discussion

 

 

5

 

Angles

By the end of the sub strand, the learner should be able to;

  1. Measure angles using a unit angle.
  2. Use IT devices to create and learn more about angles.
  3. Appreciate the use of angles in our day-to-day life

Where are angles used in the environment?

  • In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment
  • Learner in pairs or groups use IT devices to create and learn more about angles

Unit angles, protractor, rulers

Written exercise, oral questions, observation, group discussion

 

6

1

 

Angles

By the end of the sub strand, the learner should be able to;

  1. Identify the degree as a unit of measuring angle
  2. Use IT devices to create and learn more about angles.
  3. Appreciate the use of angles in our day-to-day life

Where are angles used in the environment?

  • In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment
  • Learner in pairs or groups use IT devices to create and learn more about angles

Unit angles, protractor, rulers

Written exercise, oral questions, observation, group discussion

 

 

2

 

Angles

By the end of the sub strand, the learner should be able to;

  1. Measure angles in degrees in different situations
  2. Use IT devices to create and learn more about angles.
  3. Appreciate the use of angles in our day-to-day life

Where are angles used in the environment?

  • In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment
  • Learner in pairs or groups use IT devices to create and learn more about angles

Unit angles, protractor, rulers

Written exercise, oral questions, observation, group discussion

 

 

3

 

3-D Objects

By the end of the sub strand, the learner should be able to;

  1. Describe 3-D objects in the environment
  2. Use IT devices to learn more about 3-D objects and for leisure
  3. Appreciate the use of 3-D objects in the environment

Where are 3-D objects in the environment?

  • In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups.
  • Learners to watch a video on 3-D objects.
  • In pairs or individuals, us IT devices to learn more about 3-D objects

Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes

Written exercise, oral questions, observation, group discussion

 

 

4

 

3-D Objects

By the end of the sub strand, the learner should be able to;

  1. Describe 3-D objects in the environment
  2. Use IT devices to learn more about 3-D objects and for leisure
  3. Appreciate the use of 3-D objects in the environment

Where are 3-D objects in the environment?

  • In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups.
  • In pairs or individuals, us IT devices to learn more about 3-D objects

Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes

Written exercise, oral questions, observation, group discussion

 

 

5

 

3-D Objects

By the end of the sub strand, the learner should be able to;

  1. Describe 3-D objects in the environment
  2. Use IT devices to learn more about 3-D objects and for leisure
  3. Appreciate the use of 3-D objects in the environment

Where are 3-D objects in the environment?

  • In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups.
  • In pairs or individuals, us IT devices to learn more about 3-D objects

Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes

Written exercise, oral questions, observation, group discussion

 

7

1

 

3-D Objects

By the end of the sub strand, the learner should be able to;

  1. Describe 2-D shapes in 3-D objects in the environment.
  2. Use IT devices to learn more about 3-D objects and for leisure
  3. Appreciate the use of 3-D objects in the environment

Where are 3-D objects in the environment?

  • Learners to watch a video on 3-D objects.
  • In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups.
  • In pairs or individuals, us IT devices to learn more about 3-D objects

Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes

Written exercise, oral questions, observation, group discussion

 

 

2

 

3-D Objects

By the end of the sub strand, the learner should be able to;

  1. Describe 2-D shapes in 3-D objects in the environment.
  2. Use IT devices to learn more about 3-D objects and for leisure
  3. Appreciate the use of 3-D objects in the environment

Where are 3-D objects in the environment?

  • Learners to watch a video on 3-D objects.
  • In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups.
  • In pairs or individuals, us IT devices to learn more about 3-D objects

Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes

Written exercise, oral questions, observation, group discussion

 

 

3

 

3-D Objects

By the end of the sub strand, the learner should be able to;

  1. Describe 2-D shapes in 3-D objects in the environment.
  2. Use IT devices to learn more about 3-D objects and for leisure
  3. Appreciate the use of 3-D objects in the environment

Where are 3-D objects in the environment?

  • Learners to watch a video on 3-D objects.
  • In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups.
  • In pairs or individuals, us IT devices to learn more about 3-D objects

Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes

Written exercise, oral questions, observation, group discussion

 

 

4

DATA HANDLING

Data representation

By the end of the sub strand, the learner should be able to;

  1. Collect and represent data using tables from real life situations
  2. Use IT devices to learning more on how to represent data and for leisure
  3. Appreciate use of frequency tables in real life.

Why is representing data in tables important?

  • In pairs or as individuals represent data by piling similar objects like match boxes vertically
  • In pairs or as individuals discuss information represented by objects piled vertically.
  • In pairs or as individuals use IT devices to learn more on representing data in tables.

Data from different sources

Written exercise, oral questions, observation, group discussion

 

 

5

 

Data representation

By the end of the sub strand, the learner should be able to;

  1. Collect and represent data using tables from real life situations
  2. Use IT devices to learning more on how to represent data and for leisure
  3. Appreciate use of frequency tables in real life.

Why is representing data in tables important?

  • In pairs or as individuals represent data by piling similar objects like match boxes vertically
  • In pairs or as individuals discuss information represented by objects piled vertically.
  • In pairs or as individuals use IT devices to learn more on representing data in tables.

Data from different sources

Written exercise, oral questions, observation, group discussion

 

8

1

 

Data representation

By the end of the sub strand, the learner should be able to;

  1. Collect and represent data using tables from real life situations
  2. Use IT devices to learning more on how to represent data and for leisure
  3. Appreciate use of frequency tables in real life.

Why is representing data in tables important?

  • In pairs or as individuals represent data by piling similar objects like match boxes vertically
  • In pairs or as individuals discuss information represented by objects piled vertically.
  • In pairs or as individuals use IT devices to learn more on representing data in tables.

Data from different sources

Written exercise, oral questions, observation, group discussion

 

 

2

 

Data representation

By the end of the sub strand, the learner should be able to;

  1. Represent data through piling from real life situations.
  2. Use IT devices to learning more on how to represent data and for leisure
  3. Appreciate use of frequency tables in real life.

Why is representing data in tables important?

  • In pairs or as individuals represent data by piling similar objects like match boxes vertically
  • In pairs or as individuals discuss information represented by objects piled vertically.
  • In pairs or as individuals use IT devices to learn more on representing data in tables.

Data from different sources

Written exercise, oral questions, observation, group discussion

 

 

3

 

Data representation

By the end of the sub strand, the learner should be able to;

  1. Represent data through piling from real life situations.
  2. Use IT devices to learning more on how to represent data and for leisure
  3. Appreciate use of frequency tables in real life.

Why is representing data in tables important?

  • In pairs or as individuals represent data by piling similar objects like match boxes vertically
  • In pairs or as individuals discuss information represented by objects piled vertically.
  • In pairs or as individuals use IT devices to learn more on representing data in tables.

Data from different sources

Written exercise, oral questions, observation, group discussion

 

 

4

 

Data representation

By the end of the sub strand, the learner should be able to;

  1. Interpret data represented through piling from real life situations.
  2. Use IT devices to learning more on how to represent data and for leisure
  3. Appreciate use of frequency tables in real life.

Why is representing data in tables important?

  • In pairs or as individuals represent data by piling similar objects like match boxes vertically
  • In pairs or as individuals discuss information represented by objects piled vertically.
  • In pairs or as individuals use IT devices to learn more on representing data in tables.

Data from different sources

Written exercise, oral questions, observation, group discussion

 

 

5

 

Data representation

By the end of the sub strand, the learner should be able to;

  1. Interpret data represented through piling from real life situations.
  2. Use IT devices to learning more on how to represent data and for leisure
  3. Appreciate use of frequency tables in real life.

Why is representing data in tables important?

  • In pairs or as individuals represent data by piling similar objects like match boxes vertically
  • In pairs or as individuals discuss information represented by objects piled vertically.
  • In pairs or as individuals use IT devices to learn more on representing data in tables.

Data from different sources

Written exercise, oral questions, observation, group discussion

 

9

1

ALGEBRA

Simple Equations

By the end of the sub strand, the learner should be able to;

  1. Form simple equations with one unknown involving real life situations
  2. Use IT devices to learn more about equations and foe enjoyment,
  3. Appreciate use of equations in solving problems in real life.

Where are equations used in real life?

  • In pairs, groups or as individuals form equations with one unknown.
  • In pairs, or as individuals solve equations with one unknown.
  • In pairs or as individuals use IT devices to learn more about equations

Information from different sources

Written exercise, oral questions, observation, group discussion

 

 

2

 

Simple Equations

By the end of the sub strand, the learner should be able to;

  1. Form simple equations with one unknown involving real life situations
  2. Use IT devices to learn more about equations and foe enjoyment,
  3. Appreciate use of equations in solving problems in real life.

Where are equations used in real life?

  • In pairs, groups or as individuals form equations with one unknown.
  • In pairs, or as individuals solve equations with one unknown.
  • In pairs or as individuals use IT devices to learn more about equations

Information from different sources

Written exercise, oral questions, observation, group discussion

 

 

3

 

Simple Equations

By the end of the sub strand, the learner should be able to;

  1. Form simple equations with one unknown involving real life situations
  2. Use IT devices to learn more about equations and foe enjoyment,
  3. Appreciate use of equations in solving problems in real life.

Where are equations used in real life?

  • In pairs, groups or as individuals form equations with one unknown.
  • In pairs, or as individuals solve equations with one unknown.
  • In pairs or as individuals use IT devices to learn more about equations

Information from different sources

Written exercise, oral questions, observation, group discussion

 

 

4

 

Simple Equations

By the end of the sub strand, the learner should be able to;

  1. Solve simple questions with one unknown involving real life situations.
  2. Use IT devices to learn more about equations and foe enjoyment,
  3. Appreciate use of equations in solving problems in real life.

Where are equations used in real life?

  • In pairs, groups or as individuals form equations with one unknown.
  • In pairs, or as individuals solve equations with one unknown.
  • In pairs or as individuals use IT devices to learn more about equations

Information from different sources

Written exercise, oral questions, observation, group discussion

 

 

5

 

Simple Equations

By the end of the sub strand, the learner should be able to;

  1. Solve simple questions with one unknown involving real life situations.
  2. Use IT devices to learn more about equations and foe enjoyment,
  3. Appreciate use of equations in solving problems in real life.

Where are equations used in real life?

  • In pairs, groups or as individuals form equations with one unknown.
  • In pairs, or as individuals solve equations with one unknown.
  • In pairs or as individuals use IT devices to learn more about equations

Information from different sources

Written exercise, oral questions, observation, group discussion

 

10

1

 

Simple Equations

By the end of the sub strand, the learner should be able to;

  1. Solve simple questions with one unknown involving real life situations.
  2. Use IT devices to learn more about equations and foe enjoyment,
  3. Appreciate use of equations in solving problems in real life.

Where are equations used in real life?

  • In pairs, groups or as individuals form equations with one unknown.
  • In pairs, or as individuals solve equations with one unknown.
  • In pairs or as individuals use IT devices to learn more about equations

Information from different sources

Written exercise, oral questions, observation, group discussion

 

 

2

 

Simple Equations

By the end of the sub strand, the learner should be able to;

  1. Solve simple questions with one unknown involving real life situations.
  2. Use IT devices to learn more about equations and foe enjoyment,
  3. Appreciate use of equations in solving problems in real life.

Where are equations used in real life?

  • In pairs, groups or as individuals form equations with one unknown.
  • In pairs, or as individuals solve equations with one unknown.
  • In pairs or as individuals use IT devices to learn more about equations

Information from different sources

Written exercise, oral questions, observation, group discussion

 

 

3-5

 

 

 

 

 

 

 

 

11

 

 

 

 

 

 

 

 

 

GRADE 6 SPOTLIGHT SOCIAL STUDIES
SCHEME OF WORK TERM 1 2023

SCHOOL

GRADE

LEARNING AREA

TERM

YEAR

 

GRADE 6

SOCIAL STUDIES

1

2023

 

Week

Lesson

Strand /Theme

Sub-strand

Specific-Learning outcomes

Key Inquiry Question(S)

Learning/ Teaching Experience

Learning

Resources         

Assessment Methods

Reflection

1

1

Natural and the Built Environments

Position and size of countries in Eastern Africa; Countries found in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Name the countries found in Eastern Africa.
  • Draw or trace the map of Eastern Africa.
  • Appreciate the countries in Eastern Africa.

Which countries are found in Eastern Africa?

Learners are guided to name the countries found in Eastern Africa. 

Learners are guided to draw or trace the map of Eastern Africa. 

In pairs, learners are guided to use a compass direction to describe the position of the countries in Eastern Africa.

  • Atlas
  • Balloons
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 1-5

Oral questions

Oral Report

Observation

 

 

2

Natural and the Built Environments

Position and size of countries in Eastern Africa; Sizes of the countries of Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Identify the sizes of different countries in Eastern Africa from an atlas.
  • Arrange Eastern African countries according to their sizes starting from the smallest to the largest.
  • Have fun and enjoy playing a game of describing the positons and sizes of countries in Eastern Africa.

Which is the largest country in Eastern Africa? 

Which is the smallest country in Eastern Africa?

Learners are guided to identify the sizes of different countries in Eastern Africa from an atlas. 

In groups, learners are guided to arrange Eastern Africa countries according to their sizes starting from the smallest to the largest. 

In groups, learners are guided to playing a game of describing the positons and sizes of countries in Eastern Africa.

  • Atlas
  • Balloons
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 5-6

Oral questions

Oral Report

Observation

 

 

3

Natural and the Built Environments

Position and size of countries in Eastern Africa; Locating places using latitudes and longitudes in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • State the difference between latitudes and longitudes.
  • Draw a map of Eastern Africa. On it, indicate the latitudes and longitudes.
  • Appreciate the importance of latitudes and longitudes.

What is the difference between latitudes and longitudes?

Learners are guided to state the difference between latitudes and longitudes. 

Learners are guided to draw a map of Eastern Africa. On it, indicate the latitudes and longitudes. 

In pairs, learners are guided to use an atlas to identify the main longitudes and latitudes on the globe.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 6-9

Oral questions

Oral Report

Observation

 

2

1

Natural and the Built Environments

Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Volcanic mountains

By the end of the sub-strand, the learner should be able to:

  • Define physical features and describe the formation of volcanic mountains.
  • Model a volcanic mountain using clay or plasticine.
  • Have fun and enjoy modelling  volcanic mountain.

How are volcanic mountains formed?

In pairs, learners are guided to identify the main physical feature in his/her locality. 

Learners are guided to draw the formation of volcanic mountains. 

Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of volcanic mountains.

  • Atlas
  • Clay
  • Plasticine
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 9-13

Oral questions

Oral Report

Observation

 

 

2

Natural and the Built Environments

Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Block Mountains

By the end of the sub-strand, the learner should be able to:

  • Describe the formation of block mountains.
  • Draw the illustrations showing the formation of block mountains.
  • Appreciate the formation of block mountains.

How are block mountains formed?

Learners are guided to describe the formation of block mountains. 

Learners are guided to draw the illustrations showing the formation of block mountains. 

In pairs, learners are guided to give examples of block mountains in Eastern Africa. 

Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of block mountains.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 13-14

Oral questions

Oral Report

Observation

 

 

3

Natural and the Built Environments

Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Rift Valley

By the end of the sub-strand, the learner should be able to:

  • Describe the formation of the Rift Valley.
  • Model the rift valley using clay or plasticine.
  • Appreciate the formation of Rift Valley.

How was Rift Valley formed?

Learners are guided to describe the formation of the Rift Valley. 

Learners are guided to draw the formation of rift valley. 

Learners are guided to model the rift valley using clay or plasticine. 

Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of rift valley.

  • Atlas
  • Clay
  • Plasticine
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 15-17

Oral questions

Oral Report

Observation

 

3

1

Natural and the Built Environments

Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Lakes

Plains

By the end of the sub-strand, the learner should be able to:

  • Describe the formation of lakes and plains.
  • Model a lava-dammed lake, crater lake and ox-bow lakes.
  • Appreciate the importance of lakes to the community.

How are lakes formed?

Learners are guided to describe the formation of lakes and plains. 

In pairs, learners are guided to classify Eastern Africa lakes according to the process of formation. 

In groups, learners are guided to model a lava-dammed lake, crater lake and ox-bow lakes. 

  • Atlas
  • Clay
  • Plasticine
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 17-20

Oral questions

Oral Report

Observation

 

 

2

Natural and the Built Environments

Main physical features in Eastern Africa; Location of the main physical features in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Name the main physical features in Eastern Africa.
  • Use an atlas to locate the main physical features in Eastern Africa.
  • Appreciate the physical features in Eastern Africa.

Which are the main physical features in Eastern Africa?

Learners are guided to name the main physical features in Eastern Africa. 

Learners are guided to use an atlas to locate the main physical features in Eastern Africa. 

Learners are guided to trace the map of Eastern Africa and locate the physical features.

  • Photographs
  • Atlas
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 21-23

Oral questions

Oral Report

Observation

 

 

3

Natural and the Built Environments

Climatic Regions in Eastern Africa; Characteristics of the main climatic regions in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Identify the characteristics of the main climatic regions in Eastern Africa.
  • Draw a map showing climatic regions in Eastern Africa.
  • Appreciate the different climatic regions in Eastern Africa.

What are the characteristics of climatic regions in Eastern Africa?

What weather conditions do you experience in your locality?

In groups, learners are guided to identify the main climatic regions in Eastern Africa form an atlas (mountain, tropical, sub-tropical, equatorial, modified equatorial, desert, semi-desert) 

In groups, learners are guided to identify the characteristics of the main climatic regions in Eastern Africa. 

In groups, learners are guided to model a map showing climatic regions in Eastern Africa

  • Atlas
  • Clay
  • Plasticine
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 24-27

Oral questions

Oral Report

Observation

 

4

1

Natural and the Built Environments

Climatic Regions in Eastern Africa; Influence of climate on human activities

By the end of the sub-strand, the learner should be able to:

  • Describe how different climate influences human activities.
  • Explain how the climate around the school influences human activities.
  • Appreciate how different climates influence human activities.

How does climate influence human activities?

Learners are guided to describe how different climate influences human activities. 

In groups, learners are guided to explain how the climate around the school influences human activities.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 27-28

Oral questions

Oral Report

Observation

 

 

2

Natural and the Built Environments

Vegetation in Eastern Africa; Main types of vegetation in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Define the meaning of vegetation.
  • Observe the type of vegetation around the school and draw the vegetation.
  • Have fun and enjoy the outdoor activity of observing and drawing the type of vegetation around the school.

What is vegetation? 

Which type of vegetation is found around your school?

Learners are guided to define the meaning of vegetation. 

Learners are guided to observe the type of vegetation around the school and draw the vegetation.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 28-29

Oral questions

Oral Report

Observation

 

 

3

Natural and the Built Environments

Vegetation in Eastern Africa; Locating the main types of vegetation in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Identify the main types of vegetation in Eastern Africa.
  • Create a vegetation wheel from a cartoon or manila paper and take turns to spin the wheel.
  • Appreciate the types of vegetation in Eastern Africa.

Which types of vegetation are found in Eastern Africa?

Learners are guided to identify the main types of vegetation in Eastern Africa. 

In groups, learners are guided to create a vegetation wheel from a cartoon or manila paper and take turns to spin the wheel and use an atlas to locate the vegetation zone identified after every spin.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 30-32

Oral questions

Oral Report

Observation

 

5

1

Natural and the Built Environments

Vegetation in Eastern Africa; Characteristics of the main types of vegetation in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Identify the characteristics of the main types of vegetation.
  • Design vegetation cards and play a game of describing the characteristics of the main types of vegetation displayed by card.
  • Appreciate the characteristics of types of vegetation in Eastern Africa.

What are the characteristics of the types of vegetation found in Eastern Africa?

Learners are guided to identify the characteristics of the main types of vegetation. 

In groups, learners are guided to design vegetation cards and play a game of describing the characteristics of the main types of vegetation displayed by card.

  • Atlas
  • Cards
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia

Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 32-34

Oral questions

Oral Report

Observation

 

 

2

Natural and the Built Environments

Vegetation in Eastern Africa; Making of a mountain vegetation model

By the end of the sub-strand, the learner should be able to:

  • Make a mountain vegetation model and colour the vegetation belts.
  • Identify ways of conserving vegetation.
  • Have fun and enjoy making a mountain vegetation model.

How to make a mountain vegetation model? 

How should we conserve vegetation?

In groups, learners are guided to make a mountain vegetation model and colour the vegetation belts. 

Learners are guided to label different vegetation zones on the model. 

Learners are guided to identify ways of conserving vegetation.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 34-37

Oral questions

Oral Report

Observation

 

 

3

Natural and the Built Environments

Historic Built Environments in Eastern Africa; Main historic built environments in Eastern Africa: Museums in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Identify the main historic built environments in Eastern Africa.
  • Search the internet or atlas for the location of different museums in Eastern Africa.
  • Appreciate the use of museums in Eastern Africa.

Which are the main historic built environments in Eastern Africa? 

What are the uses of museums?

Learners are guided to identify the main historic built environments in Eastern Africa. 

Learners are guided to search the internet or atlas for the location of different museums in Eastern Africa. 

Learners are guided to state the uses of museums.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 38

Oral questions

Oral Report

Observation 

 

6

1

Natural and the Built Environments

Historic Built Environments in Eastern Africa; Main historic built environments in Eastern Africa: Monuments in Eastern Africa

Historic Buildings

 

By the end of the sub-strand, the learner should be able to:

  • Define the meaning of monuments and identify monuments in Eastern Africa.
  • Use an atlas or any other available reference materials to find the location of the historical buildings in Eastern Africa.
  • Appreciate the reasons why some buildings are historic in Eastern Africa.

What is a Monument? 

Why are some buildings historical?

Learners are guided to define the meaning of monuments and identify monuments in Eastern Africa. 

Learners are guided to use an atlas or any other available reference materials to find the location of the historical buildings in Eastern Africa (Meroe Pyramids Ruins, Great Mosque of Kilwa, Bagamoyo Old Church, Fossils Ghebbi Fortress) 

Learners are guided to give reasons why each of the building is historical in Eastern Africa (Meroe Pyramids Ruins, Great Mosque of Kilwa, Bagamoyo Old Church, Fossils Ghebbi Fortress)

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 39-40

Oral questions

Oral Report

Observation

 

 

2

Natural and the Built Environments

Historic Built Environments in Eastern Africa; Importance of main historic built environments in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Discuss the importance of main historic built environments.
  • Compose a poem he/she will recite during the opening of the cultural corner.
  • Appreciate the importance of historic built environments.

What is the importance of main historic built environments?

In groups, learners are guided to discuss the importance of main historic built environments. 

In groups, learners are guided to Create a poem that they will recite during the opening of the cultural corner

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 40-42

Oral questions

Oral Report

Observation

 

 

3

People, Population and Social Organizations

Language groups in Eastern Africa; Classification of communities in their language groups in Eastern Africa

 

By the end of the sub-strand, the learner should be able to:

  • Identify major language groups in Eastern Africa.
  • Classify communities according to their language group in Eastern Africa.
  • Appreciate the importance of language groups.

What is a language group? 

What are the major language groups in Eastern Africa?

Learners are guided to define a language group. 

Learners are guided to identify major language groups in Eastern Africa. 

Learners are guided to read the conversation between Mr. Ubuntu and Grade Six learners of Mpole Primary School. 

In pairs, learners are guided to classify communities according to their language group in Eastern Africa.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 43-46

Oral questions

Oral Report

Observation

 

7

1

People, Population and Social Organizations

Language groups in Eastern Africa; Reasons for migration and settlement of language groups

By the end of the sub-strand, the learner should be able to:

  • Give reasons for migration and settlement of language groups.
  • Design posters on reasons why language groups migrated and settled in their present land.
  • Appreciate the reasons for migration and settlement of language groups.

What are the reasons for migration and settlement of language groups?

Learners are guided to give reasons for migration and settlement of language groups. 

In pairs, learners are guided to design posters on reasons why language groups migrated and settled in their present land. 

Learners are guided to use reference materials such as textbooks, the internet or any other available materials, find out the reasons why the main language groups in Eastern Africa migrated.

  • Atlas
  • Manilla papers
  • Rulers
  • Colours/crayons
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia

Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 47-50

Oral questions

Oral Report

Observation 

 

 

2

People, Population and Social Organizations

Language groups in Eastern Africa; Movement and settlement of different language groups in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Identify the movement and settlement of different language groups in Eastern Africa.
  • Draw a map of Eastern Africa showing the migration routes and settlements of different language groups in Eastern Africa.
  • Appreciate the movement and settlement of different language groups in Eastern Africa.

How did different language groups move and settled in Eastern Africa?

Learners are guided to identify the movement and settlement of different language groups in Eastern Africa. 

Learners are guided to draw a map of Eastern Africa showing the migration routes and settlements of different language groups in Eastern Africa. 

In groups, learners are guided to model the map of Eastern Africa to illustrate the migration routes.

  • Atlas
  • Water
  • Clay
  • Plasticine
  • Painting brushes
  • Manilla papers
  • Maize seeds
  • Beans seeds
  • Water-based colours
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 51-52

Oral questions

Oral Report

Observation

 

 

3

People, Population and Social Organizations

Language groups in Eastern Africa; Effects of migration and settlement of selected language groups in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Outline the effects of migration and settlement of the main language groups in Eastern Africa.
  • Make a poster using declaration messages of unity.
  • Appreciate the importance of unity among different communities.

What happens when people move and settled in a new place?

Learners are guided to outline the effects of migration and settlement of the main language groups in Eastern Africa. 

In pairs, learners are guided to make a poster using declaration messages of unity.

  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 53-55

Oral questions

Oral Report

Observation

 

8

1

People, Population and Social Organizations

Population distribution in Eastern Africa; Factors that influence population distribution in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Identify the factors that influence population distribution in Eastern Africa.
  • Draw the map of Eastern Africa. Use different colours to show areas of high, medium and low population density in Eastern Africa.
  • Appreciate the factors that influence population distribution in Eastern Africa.

Which are the factors that influence population distribution in Eastern Africa?

Learners are guided to identify the factors that influence population distribution in Eastern Africa.

Learners are guided to draw the map of Eastern Africa. Use different colours to show areas of high, medium and low population density in Eastern Africa.

Learners are guided to use an atlas to find out population distribution patterns in Eastern Africa.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 55-59

Oral questions

Oral Report

Observation

 

 

2

People, Population and Social Organizations

Language groups in Eastern Africa; Effects of High Population Density in Eastern Africa

By the end of the sub-strand, the learner should be able to:

  • Outline the effects of High Population Density in Eastern Africa.
  • Recite a poem on the effects of high population density in Eastern Africa.
  • Have fun reciting a poem on the effects of high population in Eastern Africa.

What are the effects of high population density in Eastern Africa?

Learners are guided to outline the effects of High Population Density in Eastern Africa.

In groups, learners are guided to recite a poem on the effects of high population density in Eastern Africa.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 60-61

Oral questions

Oral Report

Observation

 

 

3

People, Population and Social Organizations

Culture and Social Organization; Age groups and age sets in African Traditional Society

By the end of the sub-strand, the learner should be able to:

  • Define the meaning of age group and age sets.
  • Role play the traditional dances or festivals that takes place in his/her community when celebrating age sets.
  • Appreciate the importance of age sets in the community.

What is age group? 

What is age set? 

What are the roles and responsibilities of age sets?

Learners are guided to define the meaning of age group and age sets. 

In pairs, learners are guided to role play the traditional dances or festivals that takes place in his/her community when celebrating age sets. 

In pairs, learners are guided to outline the steps to be followed to be a member of a given age sets 

Learners are guided to mention the roles and responsibilities of age sets.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 61-6

Oral questions

Oral Report

Observation

 

9

1

People, Population and Social Organizations

Language groups in Eastern Africa; Functions of  Clan

By the end of the sub-strand, the learner should be able to:

  • Outline the functions of clans.
  • Read the conversation between Anita and Zari and discuss the functions of a clan in a community from the conversation.
  • Appreciate the functions of a clan in the community.

What is a clan? 

What are the functions of clans?

Learners are guided to outline the functions of clans. 

In pairs, learners are guided to read the conversation between Anita and Zari and discuss the functions of a clan in a community from the conversation.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 63-65

Atlas

Oral questions

Oral Report

Observation 

 

 

2

People, Population and Social Organizations

Language groups in Eastern Africa; Aspects of Traditional Culture that need to be preserved

By the end of the sub-strand, the learner should be able to:

  • Identify aspects of Africa Traditional Culture that need to be preserved.
  • Sing a song on different aspects of Africa traditional culture in his/her community.
  • Appreciate the aspects of Africa Traditional Culture that need to be preserved.

What are the aspects of African traditional culture that need to be preserved?

Learners are guided to identify aspects of Africa Traditional Culture that need to be preserved. 

Learners are guided to sing a song on different aspects of Africa traditional culture in his/her community.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 65-67

Oral questions

Oral Report

Observation

 

 

3

People, Population and Social Organizations

School and Community

By the end of the sub-strand, the learner should be able to:

  • Mention ways in which the school collaborates with the community.
  • Compose a song on benefits of collaboration between his/her school and the community.
  • Appreciate the benefits of collaboration between the school and the community.

What are the ways in which the school collaborates with the community? 

What are the benefits of collaboration between the school and the community?

Learners are guided to mention ways in which the school collaborates with the community. 

Learners are guided to identify the benefits of collaboration between the school and the community. 

In groups, learners are guided to compose a song on benefits of collaboration between his/her school and the community.

  • Atlas
  • Photographs
  • Pictures
  • Video clips
  • Maps
  • Charts
  • Realia
  • Computing devices

Spotlight; Social Studies Learner’s Book Grade 6 pg. 67-73

Oral questions

Oral Report

Observation

 

10

 

 

 

             ASSESSMENT

 

 

 

 

 

GRADE 6 SCIENCE AND TECHNOLOGY 
SCHEME OF WORK TERM 1 2023

SCHOOL

GRADE

LEARNING AREA

TERM

YEAR

 

GRADE 6

SCIENCE AND TECHNOLOGY

1

2023

 

W

eek

Lesso

n

Strand

/Theme

Sub-strand

Specific-Learning outcomes

Key Inquiry Question(S)

Learning/ Teaching Experience

Learning

Resources         

Assessment Methods

Reflection

1

1

Living things

Plants-Parts of a plant:

Identifying different plants found in the locality

By the end of the sub-strand, the learner should be able to:

  • Identify different plants found in the local area.
  • Recognize different plants found around the school through excursion.
  • Appreciate herbaceous plants.

What type of plants are found in your local area?

Learner are guided to identify different plants found in the local area. 

Learners are guided in an excursion to identify different plants found in the local area. 

In groups, learners are guided to use digital devices such as camera, smartphones and tablets to take photos of different plants found in the local area. 

Learners are guided to collect herbaceous plants by uprooting them.

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Know More: Science and Technology Learner’s Book Grade 6 pg. 1-4

Oral questions

Oral Report

Observation

 

 

2

Living things

Identifying different plants of plants in the environment

By the end of the sub-strand, the learner should be able to:

  • Identify different parts of plants in the environment.
  • Recognize different parts of plants in the environment.
  • Appreciate different types parts of plants in the environment.

Which parts of plants do you know?

Learners are guided to identify different parts of plants in the environment (flower, roots, fruits, leaf and steam) 

Learners are guided in an excursion to identify different parts of plants in the environment.

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Know More: Science and Technology Learner’s Book Grade 6 pg. 4-6

Oral questions

Oral Report

Observation

 

 

3

Living things

Drawing and labelling different parts of a plants

By the end of the sub-strand, the learner should be able to:

  • Mention different parts of plants.
  • Draw and label the different parts of a plant.
  • Have fun and enjoy drawing different parts of plants.

How to draw and label the different parts of a plant?

Learners are guided to mention different parts of plants. 

Learners are guided to draw and label the different parts of a plant.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 6

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

4

Living things

Functions of different parts of a plant

By the end of the sub-strand, the learner should be able to:

  • Define photosynthesis.
  • Investigate the functions of different parts of a plant.
  • Appreciate the functions of different parts of a plant.

What are the functions of different parts of a plant?

Learners are guided to define photosynthesis. 

Learners are guided to investigate the functions of different parts of a plant. 

In groups, learners are guided to use a digital device connected to the internet to find out about functions of different parts of a plant

Know More: Science and Technology Learner’s Book Grade 6 pg. 6-7

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

2

1

Living things

Using visual aids to identify the functions of different parts of a plant

By the end of the sub-strand, the learner should be able to:

  • Use visual aids to identify the functions of the different parts of plants.
  • Draw some plants which store food in their roots such as carrots, arrowroots, cassava and sweet potatoes.
  • Appreciate the use of visual aids to identify the functions of the different parts of plants.

What are functions of roots?

In groups, learners are guided to use visual aids to identify the functions of the different parts of plants. 

Learners are guided to draw some plants which store food in their roots such as carrots, arrowroots, cassava and sweet potatoes

Know More: Science and Technology Learner’s Book Grade 6 pg. 7-8

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

Living things

Appreciating different plants in the community

By the end of the sub-strand, the learner should be able to:

  • Mention ways of taking care of plants.
  • Compose a song on different plants found in his/her community.
  • Appreciate different plants in the community.

How do you take care of plants?

In groups, learners are guided to mention ways of taking care of plants. 

In groups, learners are guided to compose a song on different plants found in his/her community.

Know More: Science and Technology Learner’s Book Grade 6 pg. 8-9

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

Living things

Making mountings of different parts of a plant

By the end of the sub-strand, the learner should be able to:

  • List the materials needed to make mountings of different parts of a plant.
  • Make mountings of different parts of a plant.
  • Have fun and enjoy making mountings of different parts of a plant.

How to make mountings of different parts of a plant?

Learners are guided to list the materials needed to make mountings of different parts of a plant.

In groups, learners are guided to make mountings of different parts of a plant. 

In groups, learners are guided to display the mounted parts of the plants in the Science corner.

Know More: Science and Technology Learner’s Book Grade 6 pg. 9-10

  • Manilla papers
  • Glue
  • Scissors
  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

4

Living things

Plants-Types of roots

By the end of the sub-strand, the learner should be able to:

  • Identify different types of roots.
  • Observe the different types of roots while recording.
  • Appreciate different types of roots.

Which are the different types of roots?

Learners are guided to identify different types of roots. 

Learners are guided to observe the different types of roots while recording.

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 11

Oral questions

Oral Report

Observation

 

3

1

Living things

Using visual aids to find out about the different types of roots

By the end of the sub-strand, the learner should be able to:

  • Name the different types of roots of the plants in the wall charts and pictures.
  • Recognize different types of roots using visual aids and digital devices.
  • Appreciate the use of visual aids and digital devices to find out about the different types of roots.

Which plants have the same type of roots?

Learners are guided to name the different types of roots of the plants in the wall charts and pictures. 

In groups, learners are guided to recognize different types of roots using visual aids and digital devices.

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 11-12

Oral questions

Oral Report

Observation

 

 

2

Living things

Field excursion to collect different types of plants

 

By the end of the sub-strand, the learner should be able to:

  • Mentions ways to observe safety when collecting plants.
  • Recognize different types of plants in an excursion.
  • Appreciate the importance of observing safety when collecting plants.

How to observe safety when collecting different types of plants?

In groups, learners are guided to mentions ways to observe safety when collecting plants. 

In groups, learners are guided in an excursion to identify types of plants.

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 13

Oral questions

Oral Report

Observation

 

 

3

Living things

Observing the different types of roots of the collected plants

 

 

By the end of the sub-strand, the learner should be able to:

  • Give examples of plants which have taproot and fibrous roots.
  • Draw and label different types of roots.
  • Have fun and enjoy drawing and labelling different types of roots.

How to draw and label different types of roots?

In groups, learners are guided to discuss different types of roots of the collected plants. 

Learners are guided to draw and label different types of roots.

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 13

Oral questions

Oral Report

Observation

 

 

4

Living things

Grouping plants in the locality based on the types of roots

By the end of the sub-strand, the learner should be able to:

  • State the differences between taproot and fibrous roots.
  • Group plants according to the type of roots.
  • Appreciate the characteristics of taproots and fibrous roots.

What are the differences of taproot and fibrous root?

Learners are guided to state the differences between taproot and fibrous roots. 

In groups, learners are guided to group plants according to the type of roots.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 14

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

4

1

Living things

Appreciating that plants have different types of roots for different functions

By the end of the sub-strand, the learner should be able to:

  • Identify the type of roots in each plant.
  • Sing a song about plants having different types of roots for different functions.
  • Appreciate that plants have different types of roots for different functions.

What are the functions of roots mentioned in the song?

Learners are guided to identify the type of roots in each plant. 

In groups, learners are guided to sing a song about plants having different types of roots for different functions. 

Learners are guided to participate in taking care of plants.

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 15-16

Oral questions

Oral Report

Observation

 

 

2

Living things

Making mountings of different types of roots

By the end of the sub-strand, the learner should be able to:

  • List the materials needed to make mountings of different types of roots.
  • Make mountings of different types of roots.
  • Have fun and enjoy making mountings of different types of roots.

How to make mountings of different types of roots?

Learners are guided to list the materials needed to make mountings of different types of roots. 

In groups, learners are guided to make mountings of different types of roots. 

In groups, learners are guided to display the mounted types of roots in the Science corner.

  • Manila paper
  • Glue
  • Scissors
  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 16-18

Oral questions

Oral Report

Observation

 

 

3

Living things

Animals-Invertebrates; Identifying invertebrates

By the end of the sub-strand, the learner should be able to:

  • State the meaning of invertebrates.
  • Draw some invertebrates found in his/her local area.
  • Have fun and enjoy drawing invertebrates.

What are invertebrates?

Learners are guided to state the meaning of invertebrates. 

Learners are guided to draw some invertebrates found in his/her local area. 

Learners are guided to identify invertebrates.

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 19-20

Oral questions

Oral Report

Observation

 

 

4

Living things

Discussing safety precautions when handling invertebrates

By the end of the sub-strand, the learner should be able to:

  • Mention safety precautions when handling invertebrates.
  • Demonstrate precautions when handling invertebrates.
  • Appreciate the importance of observing safety when handling invertebrates.

How to observe safety when handling invertebrates?

Learners are guided to mention safety precautions when handling invertebrates.

In groups, learners are guided to discuss safety precautions when handling invertebrates. 

Learners are guided to demonstrate precautions when handling invertebrates.

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 20

Oral questions

Oral Report

Observation

 

5

1

Living things

Exploring the school and the neighbourhood to observe and identify different invertebrates

By the end of the sub-strand, the learner should be able to:

  • State the importance of invertebrates.
  • Explore the school compound to observe different types of invertebrates.
  • Appreciate the importance of invertebrate to the community.

What are the importance of invertebrates to the environment?

Learners are guided to state the importance of invertebrates. 

In groups, learners are guided to explore the school compound to observe different types of invertebrates. 

In groups, learners are guided to use a camera or smartphone to take photographs of the invertebrates. 

  • Protective clothing
  • Gloves
  • Goggles
  • Gumboots
  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 21

Oral questions

Oral Report

Observation

 

 

2

Living things

Using digital devices to access, observe and identify different invertebrates

By the end of the sub-strand, the learner should be able to:

  • State the difference between vertebrates and invertebrates.
  • Use digital devices to access, observe and identify different invertebrates.
  • Appreciate the differences between vertebrates and invertebrates.

How to identify different invertebrates?

Learners are guided to state the difference between vertebrates and invertebrates. 

In groups, learners are guided to use digital devices to access, observe and identify different invertebrates

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 21-22

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

Living things

Characteristics of each group of invertebrates

By the end of the sub-strand, the learner should be able to:

  • Identify the four groups of invertebrates.
  • Discuss and record the characteristics of insects, spiders, ticks, millipedes, centipedes, snails and slugs.
  • Appreciate the characteristics of each group of invertebrates.

What are the four groups of invertebrates?

Learners are guided to identify the four groups of invertebrates. 

In groups, learners are guided to discuss and record the characteristics of insects, spiders, ticks, millipedes, centipedes, snails and slugs 

Learners are guided to name the invertebrate in the pictures and photographs.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 22-23

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

4

Living things

Characteristics of insects

By the end of the sub-strand, the learner should be able to:

  • Name insects found in his/her local area.
  • Observe and record the similarities on the bodies of the insects.
  • Appreciate the characteristics of insects.

What are the characteristics of insects?

In pairs, learners are guided to name insects found in his/her local area. 

In groups, learners are guided to observe and record the similarities on the bodies of the insects. 

In groups, learners are guided to use digital devices to watch a video on characteristics of insects.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 23-25

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

6

1

Living things

Characteristics of spiders and ticks

By the end of the sub-strand, the learner should be able to:

  • Identify the characteristics of spiders and ticks.
  • Recognize the similarities between spiders and ticks.
  • Appreciate the characteristics of ticks and spiders

What are the characteristics of ticks and spiders?

Learners are guided to identify the characteristics of spiders and ticks. 

In groups, learners are guided to observe and record the similiraties on the bodies of spiders and insects. 

In groups, learners are guided to use digital devices to watch videos on characteristics of spiders and ticks.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 25-27

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

Living things

Characteristics of millipedes and centipedes

By the end of the sub-strand, the learner should be able to:

  • Identify the characteristics of millipedes and centipedes.
  • Draw and label parts of a millipede and centipede.
  • Appreciate the characteristics of millipedes and centipedes.

What are the characteristics of millipedes and centipedes?

Learners are guided to identify the characteristics of millipedes and centipedes. 

In groups, learners are guided to compare the difference between centipedes and millipedes 

In groups, learners are guided to observe and record the similiraties on the bodies of millipedes and centipedes. 

In groups, learners are guided to use digital devices to watch videos on characteristics of millipedes and centipedes.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 27-28

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

Living things

Characteristics of snails and slugs

By the end of the sub-strand, the learner should be able to:

  • Identify the characteristics of snails and slugs.
  • Recognize the similarities between snails and slugs.
  • Appreciate the characteristics of snails and slugs.

What are the characteristics of snails and slugs?

Learners are guided to identify the characteristics of snails and slugs. 

In groups, learners are guided to observe and record the similiraties on the bodies of snails and slugs. 

In groups, learners are guided to use digital devices to watch videos on characteristics of snails and slugs.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 29-30

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

4

Living things

Categories of invertebrates

By the end of the sub-strand, the learner should be able to:

  • Name the groups of invertebrates and list the names of the invertebrates that belong to each group.
  • Categorize invertebrates into different groups.
  • Appreciate the importance of categorizing invertebrates.

What do we consider when categorizing invertebrates?

In groups, learners are guided to name the groups of invertebrates and list the names of the invertebrates that belong to each group. 

In groups, learners are guided to categorize invertebrates into different groups.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 30-32

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

7

1

Living things

Appreciating invertebrates and their importance to human beings

By the end of the sub-strand, the learner should be able to:

  • State the importance of invertebrates to human beings.
  • Recite a poem about invertebrates.
  • Appreciate invertebrates and their importance to human beings.

What are the importance of invertebrates to human beings?

In groups, learners are guided to state the importance of invertebrates to human beings. 

In groups, learners are guided to compose and recite a poem about invertebrates.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 32-34

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

Living things

Making a photo album of invertebrates found in the local area

By the end of the sub-strand, the learner should be able to:

  • List the materials needed to make a photo album of invertebrates found in the local area.
  • Make a photo album of invertebrates found in the local area.
  • Appreciate invertebrates found in the local area.

How to make a photo album of invertebrates?

Learners are guided to list the materials needed to make a photo album of invertebrates found in the local area. 

In groups, learners are guided to make a photo album of invertebrates found in the local area.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 34-36

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

Living things

Human circulatory system; Parts of the human circulatory system

By the end of the sub-strand, the learner should be able to:

  • Identify the main parts of the human circulatory system.
  • Draw a well labelled diagram of the human circulatory system.
  • Appreciate the parts of the human circulatory system.

What are the main parts of the human circulatory system?

Learners are guided to define the meaning of circulatory system. 

Learners are guided to identify the main parts of the human circulatory system. 

Learners are guided to draw a well labelled diagram of the human circulatory system.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 37-39

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

4

Living things

Observing and discussing parts of the heart

By the end of the sub-strand, the learner should be able to:

  • Identify different parts of the heart and blood vessels.
  • Draw and label the internal parts of the heart.
  • Appreciate the parts of the heart.

How many chambers does the heart have?

Learners are guided to identify different parts of the heart and blood vessels. 

Learners are guided to draw and label the internal parts of the heart.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 39-40

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

8

1

Living things

Discussing the functions of different parts of the heart

By the end of the sub-strand, the learner should be able to:

  • Identify the functions of different parts of the heart.
  • Observe a video on parts of the heart and pumping of the heart.
  • Appreciate the functions of different parts of the heart.

What are the functions of different parts of the heart.

Learners are guided to identify the functions of different parts of the heart. 

In groups, learners are guided to observe a video on parts of the heart and pumping of the heart. 

Learners are guided to practice feeling the heartbeat.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 40-43

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

Living things

Types of blood vessels and their functions in the circulatory system

By the end of the sub-strand, the learner should be able to:

  • Identify the three types of blood vessels.
  • Discuss the functions of the blood vessels.
  • Appreciate the functions of blood vessels.

What are the functions of blood vessels in the circulatory system?

Learners are guided to identify the three types of blood vessels. 

In groups, learners are guided to discuss the functions of the blood vessels.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 43-45

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

Living things

Observing veins at the wrist and back of the hand

By the end of the sub-strand, the learner should be able to:

  • State the differences between arteries and veins.
  • Observe veins at the wrist and back of the hand.
  • Appreciate the importance of veins.

Why do arteries have thicker walls than veins?

Learners are guided to state the differences between arteries and veins. 

Learners are guided to observe veins at the wrist and back of the hand.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 45-46

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

4

Living things

Components of blood and their functions in the circulatory system

By the end of the sub-strand, the learner should be able to:

  • Brainstorm on the functions of the components of blood.
  • Download and observe a video on the component of blood and their functions.
  • Appreciate the functions of the components of blood.

What are the four components of blood? 

What are the functions of components of blood?

In groups, learners are guided to brainstorm on the functions of the components of blood. 

In groups, learners are guided to download and observe a video on the component of blood and their functions. 

Learners are guided to identify the four components of blood. 

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 46-48

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

9

1

Living things

Making a model of components of blood

By the end of the sub-strand, the learner should be able to:

  • List the items and materials needed to make a model of components of blood.
  • Make a model of components of blood.
  • Have fun and enjoy making a model of components of blood.

How to make a model of components of blood?

Learners are guided to list the items and materials needed to make a model of components of blood. 

In groups, learners are guided to make a model of components of blood.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 48-49

  • Plastic bottle
  • Water
  • Jug/cup
  • Liquid yellow dye
  • Salt/glucose
  • Red/white/purple/black seeds
  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

Living things

Blood groups in the ABO system

By the end of the sub-strand, the learner should be able to:

  • Brainstorm on the ABO human blood groups.
  • Discuss the importance of blood groups
  • Appreciate the importance of ABO human blood groups.

What is the ABO blood group system? 

How many blood groups are there in the ABO system?

In groups, learners are guided to brainstorm on the ABO human blood groups. 

In groups, learners are guided to discuss the importance of blood groups.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 49-50

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

Living things

Role of blood groups in blood transfusion

By the end of the sub-strand, the learner should be able to:

  • State the difference between universal donor and universal recipient.
  • Discuss the importance of blood transfusion.
  • Appreciate the importance of blood transfusion.

What is blood transfusion? 

What would happen if there was no blood transfusion in the world?

Learners are guided to define the meaning of blood transfusion. 

Learners are guided to state the difference between universal donor and universal recipient. 

In groups, learners are guided to discuss the importance of blood transfusion.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 50-52

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

 

4

Living things

Discussing the role of blood groups in blood transfusion

By the end of the sub-strand, the learner should be able to:

  • Explain the role of blood groups in blood transfusion.
  • Make posters to sensitise members of his/her community on blood transfusion and the role blood groups play in blood transfusion.
  • Appreciate the role of blood groups in blood transfusion.

What is the role of blood groups in blood transfusion?

In groups, learners are guided to explain the role of blood groups in blood transfusion. 

In groups, learners are guided to make posters to sensitise members of his/her community on blood transfusion and the role blood groups play in blood transfusion.

StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 52-54

  • Realia
  • Charts
  • Photographs
  • Pictures
  • Digital devices
  • Computing devices

Oral questions

Oral Report

Observation

 

10

 

 

 

             ASSESSMENT

 

 

 

 

 

GRADE 6 KLB VISIONARY PHYSICAL AND HEALTH EDUCATION
SCHEMES OF WORK  TERM 1 2023

SCHOOL

GRADE

TERM

YEAR

 

6

1

2023

 

Week

Lesson 

Strand

Sub strand

Specific learning outcomes

Key inquiry questions 

Learning experiences

Learning resources

Assessment

Remarks

1

1

Athletics: Track Events

Bunch Start

By the end of the sub strands, the learner should be able to: 

  • Use digital device to watch a video clip and observe the bunch start
  • Demonstrate  bunch start by positioning the  body arms and legs
  • Have fun practicing how to bunch start

Where should you focus your eyes when performing athletics?

The learner is guided individually or in groups to:

  • Demonstrate  bunch start by positioning the  body arms and legs

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 1-6

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

2

Athletics: Track Events

Bunch Start

By the end of the sub strands, the learner should be able to: 

  • Warm up in getting ready to perform bunch start
  • Run on the spot, do rabbit hops and slow match to perform the bunch sprint
  • Appreciate the spirit of sports through dedication and commitment

Why should you adequately warm up before performing bunch start?

The learner is guided individually or in groups to:

  • Run on the spot, do rabbit hops and slow match to perform the bunch sprint

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 1-6

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

3

Athletics: Track Events

The drop finish technique

By the end of the sub strands, the learner should be able to: 

  • Use a digital device to watch a video clip and observe the drop race finish technique
  • Demonstrate the drop finish technique by practicing with others
  • Appreciate feedback from the teacher and others

Which part of the body has been pushed forward?

The learner is guided individually or in groups to:

  • Demonstrate the drop finish technique by practicing with others

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 6-9

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

4

Athletics: Track Events

The drop finish technique

By the end of the sub strands, the learner should be able to: 

  • Perform warm up activities such as plucking partner’s tail, squat jumps and lateral rabbit jumps
  • Cool down using curling and stretching and slow dance activities then practice the drop finish technique
  • Have fun performing  the drop finish technique

What are rules for performing the drop finish technique?

The learner is guided individually or in groups to:

  • Perform warm up activities such as plucking partner’s tail, squat jumps and lateral rabbit jumps

KLB Visionary Physical and Health Education Learner’s Book 6 Pg.  6-9

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

5

Athletics: Track Events

Shoulder shrug technique

By the end of the sub strands, the learner should be able to: 

  • Use a digital device to watch a race and observe the shoulder shrug technique
  • Demonstrate the  shoulder shrug technique
  • Display an attitude of receiving feedback positively from teachers and peers

Which parts of the body are used to perform the shoulder shrug technique?

The learner is guided individually or in groups to:

  • Demonstrate the  shoulder shrug technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 10-13

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

2

1

Athletics: Track Events

Shoulder shrug technique

By the end of the sub strands, the learner should be able to: 

  • Perform the stationary bend, the right and left bends and shoulder shrug drill
  • Practice running and perform the  shoulder shrug technique
  • Desire to uphold integrity during sporting competitions

What should you do on your last stride to the finishing line?

The learner is guided individually or in groups to:

  • Practice running and perform the  shoulder shrug technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 10-13

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

2

Athletics: Track Events

Non-visual Baton Exchange down sweep method in relays

By the end of the sub strands, the learner should be able to: 

  • Use digital devices to watch a clip and observe the non-visual baton exchange method
  • Demonstrate the grip for non-visual baton exchange
  • Appreciate feedback from the teacher and others

What is the name to the item passed on when running relays?

The learner is guided individually or in groups to:

  • Demonstrate the grip for non-visual baton exchange

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 14-18

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

3

Athletics: Track Events

Non-visual Baton Exchange down sweep method in relays

By the end of the sub strands, the learner should be able to: 

  • Perform the non-visual baton exchange following outgoing stance, baton run and baton exchange drill
  • Practice  the non-visual Baton Exchange down sweep method in relays
  • Display the character of a sport person
 

The learner is guided individually or in groups to:

  • Practice  the non-visual Baton Exchange down sweep method in relays

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 14-18

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

4

Field Events

Facility and equipment in High Jump

By the end of the sub strands, the learner should be able to: 

  • Using digital devices watch video clips and observe the facility and equipment in high jump
  • Perform warm up activities such as jumping jacks, skip and skip, press-ups and cool down activities
  • Enjoy demonstrating high jump

What is high jump?

The learner is guided individually or in groups to:

  • Perform warm up activities such as jumping jacks, skip and skip, press-ups and cool down activities

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 19-22

sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

5

Field Events

Facility and equipment in High Jump

By the end of the sub strands, the learner should be able to:

  • Walk from a distance, mark a suitable point and take off
  • Practice high jumping in groups of three and receive feedback
  • Display an attitude to work in a team

What rules should you observe when performing high jump?

The learner is guided individually or in groups to:

  • Practice high jumping in groups of three

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 19-22

sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

3

1

Field Events

Scissor Technique in High Jump

By the end of the sub strands, the learner should be able to: 

  • Use a digital device to watch a video clip and observe the run, the takeoff, flight and landing
  • Follow the instructions given by the teacher to demonstrate the  scissor technique in high jump
  • Enjoy practicing the  scissor technique in high jump

Which foot clears the bar first during flight in scissor technique high jump?

The learner is guided individually or in groups to:

  • Use a digital device to watch a video clip and observe the run, the takeoff, flight and landing

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 22-27

sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

2

Field Events

Scissor Technique in High Jump

By the end of the sub strands, the learner should be able to: 

  • Perform warm up activities such as jumping jacks, side shuffles, lunges activities
  • Demonstrate the run, the takeoff, the flight and the landing using scissor technique
  • Appreciate positive ways of coping with stress in daily life

What are the ways of coping with stress during games and sports?

The learner is guided individually or in groups to:

  • Demonstrate the run, the takeoff, the flight and the landing using scissor technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 22-27

sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

3

Field Events

Equipment and sector in Standing Javelin

By the end of the sub strands, the learner should be able to: 

  • Use digital devices to watch video clips and observe the parts of a the javelin sector
  • Identify the various parts of the javelin, the head, the shaft, cord grip and the tail
  • Enjoy observing the divisions and the measurement of a javelin throw sector

What is Javelin?

The learner is guided individually or in groups to:

  • Identify the various parts of the javelin, the head, the shaft, cord grip and the tail

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 28-31

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

4

Field Events

 

By the end of the sub strands, the learner should be able to: 

  • Perform warm up activities such as walking jacks, ankle circles and activities
  • Practice throwing the javelin with a stabbing action at a good throwing angle
  • Enjoy throwing the javelin at different angles

What are the different parts of a javelin?

The learner is guided individually or in groups to:

  • Practice throwing the javelin with a stabbing action at a good throwing angle

 

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 28-31

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

5

Field Events

The throw in standing Javelin

By the end of the sub strands, the learner should be able to: 

  • Warm up through body weight squats, arm swings, hip circles and heel & toe activities.
  • Perform the stance, grip and carriage in standing javelin
  • Have fun practicing the throw in standing javelin

What are the rules for handling a javelin?

The learner is guided individually or in groups to:

  • Warm up through body weight squats, arm swings, hip circles and heel & toe activities.

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

4

1

Field Events

The throw in standing Javelin

By the end of the sub strands, the learner should be able to: 

  • Demonstrate the grip, stance and carriage in standing javelin and get feedback from the teacher
  • Practice the stance, grip, carriage, release and recovery with a javelin in pairs
  • Appreciate feedback from their partner

What is the stance in standing javelin?

The learner is guided individually or in groups to:

  • Demonstrate the grip, stance and carriage in standing javelin and get feedback from the teacher

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

2

Field Events

 

By the end of the sub strands, the learner should be able to: 

  • Practice standing throw grip, carriage, release, walk and throw, then withdraw and release drill
  • Work in teams to perfect the throwing angle
  • Enjoy playing the game of hoop and throw

Using a javelin how to you hold the carriage?

The learner is guided individually or in groups to:

  • Practice standing throw grip, carriage, release, walk and throw, then withdraw and release drill

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

3

Field Events

Standing Shot PUT

By the end of the sub strands, the learner should be able to: 

  • Use digital devices to watch a video clip and observe the features of the shot put sector
  • Warm up activities such as mountain climbers, side reach, arms circles and cool down activities
  • Have fun discussing the shape and materials used to make the shot put

What is a shot put?

The learner is guided individually or in groups to:

  • Use digital devices to watch a video clip and observe the features of the shot put sector 

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 38-41

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

4

Field Events

Standing Shot PUT

By the end of the sub strands, the learner should be able to: 

  • Identify the putting action of throwing a shot put
  • Observe and familiarize with the shot-put sector
  • Have fun playing the game of circle bag tag

What is a shot-put sector?

The learner is guided individually or in groups to:

  • Play the game of circle bag tag

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 38-41

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

5

Field Events

Putting the shot

By the end of the sub strands, the learner should be able to: 

  • Use a digital device to watch a video clip on putting a shot while observing the stance, grip, release and recovery
  • Warm up with back pedaling, plank walk out, arm swings and cool down activities
  • Enjoy demonstrating the stance and grip

From the picture, which action is the girl about to undertake?

The learner is guided individually or in groups to:

  • Warm up with back pedaling, plank walk out, arm swings and cool down activities

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

5

1

Field Events

Putting the shot

By the end of the sub strands, the learner should be able to: 

  • Demonstrate the stance, grip, release and recovery in putting the shot
  • Practice recovery after the shot put leaves the hand
  • Appreciate the teacher’s feedback

How do you recover safely after putting the shot?

The learner is guided individually or in groups to:

  • Demonstrate the stance, grip, release and recovery in putting the shot

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

2

Field Events

Putting the shot

By the end of the sub strands, the learner should be able to: 

  • Practice the shot grip drill using a tennis ball
  • Practice stationery put and putting into a hoop drill in groups of five
  • Enjoy creatively designing drills to practice the stance, grip, release and recovery

What is stationery put?

The learner is guided individually or in groups to:

  • Practice stationery put and putting into a hoop drill in groups of five

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

3

Rope Work

Wounded duck

By the end of the sub strands, the learner should be able to:

  • Use a digital device to watch a video clip on the wounded duck technique
  • Observe the positioning on the toes and knees
  • Have fun discussing the observations with their classmates

What is wounded duck technique?

The learner is guided individually or in groups to:

  • Use a digital device to watch a video clip on the wounded duck technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

4

Rope Work

Wounded duck

By the end of the sub strands, the learner should be able to:

  • Perform warm up activities such as tagging a partner, leg swing, beckoning, light walking and arm swinging
  • Demonstrate the movement of the feet and the knees in the wounded duck technique
  • Appreciate the flexibility that comes with this technique

What are the different warm up activities?

The learner is guided individually or in groups to:

  • Demonstrate the movement of the feet and the knees in the wounded duck technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

5

Rope Work

Wounded duck

By the end of the sub strands, the learner should be able to:

  • Perform wounded duck without a rope
  • Perform wounded duck technique with a rope 
  • Display positivity in accepting feedback from the teacher

How do you perform the wounded duck without a rope?

The learner is guided individually or in groups to:

  • Perform wounded duck technique with and without a rope

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

6

1

Rope Work

Wounded duck

By the end of the sub strands, the learner should be able to:

  • Perform the wounded duck routine and in different directions in pairs
  • Practice skipping and counting, numbers and letters, skipping to rhythm and creating the wounded duck
  • Play the wounded duck circle for entertainment

How do the feet move in the wounded duck technique?

The learner is guided individually or in groups to:

  • Practice skipping and counting, numbers and letters, skipping to rhythm and creating the wounded duck

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

2

Rope Work

Swing Kick

By the end of the sub strands, the learner should be able to:

  • Use a digital device to watch a video clip on the swing kick technique
  • Observe the movement of the legs and the feet during the performance
  • Display respect for others opinion when discussing the swing kick technique

What is a swing kick?

The learner is guided individually or in groups to:

  • Use a digital device to watch a video clip on the swing kick technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 54-58

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

3

Rope Work

Swing kick

By the end of the sub strands, the learner should be able to: 

  • Warm up through tagging a partner, leg swing, arm circle and cool down activities
  • Demonstrate the movement of the feet and the knees in the swing technique
  • Enjoy practicing swing kick rhythm, skipping a target and skipping round cones

What drills can you use to practice the swing kick technique?

The learner is guided individually or in groups to:

  • Demonstrate the movement of the feet and the knees in the swing technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 54-58

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

4

Rope Work

Partner work

By the end of the sub strands, the learner should be able to: 

  • Use a digital device to watch a video clip on partner work technique
  • Observe how partner are able to coordinate the skipping rope
  • Display respect for others opinion by discussing the skills the learners are performing

What directions are the boys facing during the activity?

The learner is guided individually or in groups to:

  • Use a digital device to watch a video clip on partner work technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

5

Rope Work

Partner work

By the end of the sub strands, the learner should be able to:

  • Demonstrate the partner work such as the face -to -face , back -to -back and side -by -side techniques 
  • Warm up through partner tag, start jumps, back and side stretch activities
  • Perform light jogging and walking for energy

What are some of the warm up drills can you use in preparation for rope work?

The learner is guided individually or in groups to:

  • Warm up through partner tag, start jumps, back and side stretch activities

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

7

1

Rope Work

Partner work

By the end of the sub strands, the learner should be able to:

  • Demonstrate face-to-face, back-to-back and side-to-side techniques with a partner
  • Practice face-to-face, back-to-back and side-to-side techniques with a partner
  • Appreciate the teacher’s feedback

How do you perform side-to-side technique with a partner?

The learner is guided individually or in groups to:

  • Demonstrate face-to-face, back-to-back and side-to-side techniques with a partner

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

2

Soccer

Trapping – using the thigh

By the end of the sub strands, the learner should be able to:

  • Use a digital device to watch a video clip on trapping using the thigh
  • Observe the placement of the thigh when trapping
  • Appreciate others opinion when discussing the playing skills in the game

What is soccer?

The learner is guided individually or in groups to:

  • Discuss the playing skills in the game

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 67-70

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

3

Soccer

Trapping – using the thigh

By the end of the sub strands, the learner should be able to:

  • Perform warm up and cool down activities
  • Demonstrate by tossing the ball and attempt to trap it with the thigh before it touches the ground
  • Enjoy practicing throw and trap, kick and trap

What is trapping?

The learner is guided individually or in groups to:

  • Demonstrate tossing the ball and attempting to trap it with the thigh before it touches the ground

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 67-70

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

4

soccer

Trapping – using the chest

By the end of the sub strands, the learner should be able to: 

  • Use a digital device to watch a video clip on chest trap
  • Observe the positioning of the chest as the ball makes contact
  • Enjoy looking at magazines, journals and pictures on trapping using the chest

What materials is a soccer ball made of?

The learner is guided individually or in groups to:

  • Look at magazines, journals and pictures on trapping using the chest

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 70-75

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

5

Soccer

Trapping – using the chest

By the end of the sub strands, the learner should be able to:

  • Warm up through jog on the spot, rhythmical jumps, trunk rotation, half squats and cool down activities
  • Practice the flighted chest trap, and the bouncing ball drills
  • Have fun practicing trapping with the chest and observe safety

What does chest trap involve?

The learner is guided individually or in groups to:

  • Warm up through jog on the spot, rhythmical jumps, trunk rotation, half squats and cool down activities

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 70-75

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

8

1

Soccer

Trapping – using the sole

By the end of the sub strands, the learner should be able to:

  • Watch a video clip on trapping using the sole
  • Observe the placement of the foot as the ball makes contact with the ground
  • Appreciate the techniques by looking at magazines, journals and newspapers

What part of the foot is in contact with the ball?

The learner is guided individually or in groups to:

  • Observe the placement of the foot as the ball makes contact with the ground

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

2

Soccer

Trapping – using the sole

By the end of the sub strands, the learner should be able to:

  • Warm up through jumping jacks, walking knee hugs, leg swings and cool down activities
  • Demonstrate by placing the sole on a bouncing ball applying some light pressure on top of it
  • Appreciate feedback from the teacher and others

How do you perform jumping jacks when warming up?

The learner is guided individually or in groups to:

  • Practice trapping using the sole using drills such as dead trap, roll and trap

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

3

Soccer

Trapping – using the sole

By the end of the sub strands, the learner should be able to:

  • Practice trapping using the sole using drills such as dead trap, roll and trap
  • Perform in pairs and groups kick and trap, circle sole of the foot, rectangular formation and premier trapping
  • Enjoy playing trap the mouse game

What game is trapping the mouse?

The learner is guided individually or in groups to:

  • Perform in pairs and groups kick and trap, circle sole of the foot, rectangular formation and premier trapping

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

4

Volley Ball

Single hand dig pass

By the end of the sub strands, the learner should be able to:

  • Using a digital device watch a video clip on volley ball
  • Observe when and how  the players apply the single hand dig pass
  • Have fun looking at magazines, newspapers and journals on single hand dig

What game is volley ball?

The learner is guided individually or in groups to:

  • Look at magazines, newspapers and journals on single hand dig

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

5

Volley Ball

Single hand dig pass

By the end of the sub strands, the learner should be able to: 

  • Warm up through high knee, knee raisers, half squats and cool down activities
  • Demonstrate with a partner who should receive it with a single handed dig pass
  • Appreciate feedback from the teacher

What is single hand dig pass?

The learner is guided individually or in groups to:

  • Demonstrate with a partner who should receive it with a single handed dig pass

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

9

1

Volley Ball

Single hand dig pass

By the end of the sub strands, the learner should be able to:

  • Practice single hand return  with a partner using right hand dig, left hand dig and alternate hands dig
  • Receive feedback from each other
  • Play sack volleyball game for enjoyment

How many hands should a player use to perform the single hand dig?

The learner is guided individually or in groups to:

  • Practice single hand return  with a partner using right hand dig, left hand dig and alternate hands dig

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

2

Volley Ball

Over arm serve

By the end of the sub strands, the learner should be able to: 

  • Use a digital device to watch a video
  • Observe the stance and players movement towards the ball
  • Enjoy looking at magazines, journals and newspapers on over arm serve

What is over arm serve?

The learner is guided individually or in groups to:

  • Use a digital device to watch a video

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84- 86

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

3

Volley Ball

Over arm serve

By the end of the sub strands, the learner should be able to:

  • Perform warm up and cool down activities
  • Demonstrate the steps to follow when performing an over arm serve
  • Appreciate feedback from the teacher

How many steps should you follow when performing an over arm serve?

The learner is guided individually or in groups to:

  • Demonstrate the steps to follow when performing an over arm serve

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84-86

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

4

Volley Ball

Over arm serve

By the end of the sub strands, the learner should be able to:

  • Practice the single hand dig pass using serving relay in teams
  • Recognize and appreciate the first team to finish
  • Play the rally serving challenge in two equal teams for enjoyment

What are the safety measures to apply when performing over arm serve?

The learner is guided individually or in groups to:

  • Practice the single hand dig pass using serving relay in teams

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84-86

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

 

5

Volley Ball

Minor games and basic rules

By the end of the sub strands, the learner should be able to: 

  • Use digital devices to search for volley ball rules and watch volley ball games
  • Perform game warm up by passing the ball to each other
  • Enjoy playing different games involving volleyball

What are minor games?

The learner is guided individually or in groups to:

  • Play different games involving volleyball

KLB Visionary Physical and Health Education Learner’s Book Pg. 87-89

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

 

10

END OF TERM EXAM

GRADE 6 KLB VISIONARY MUSIC
SCHEMES OF WORK TERM 1 2023

SCHOOL

GRADE

LEARNING AREA

TERM

YEAR

 

6

MUSIC

1

2023

 

Week

Lesson

Strand

Sub strand

Specific learning outcomes

Learning experiences

Key inquiry questions

Learning resources

Assessment

Remarks

1

1

SONGS

Singing different type of songs with expressions

By the end of the sub strand, the learner should be able to:

  • Observe the picture on learners’ book and explain what event it is
  • Explain the type of songs that are likely to be sung in such an event
  • Sing a song about the environment from the locality
  • Appreciate caring for environment
  • Learners to Observe the picture on learners’ book and explain what event it is
  • Learners are guided in groups to Sing a song about the environment from the locality

What is a song?

  • Flash cards
  • Musical instruments
  • Sample recorded Songs
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 1

Written Quizzes

Oral questions

Performance

 

 

2

 

Things to know singing different types of songs with expressions

By the end of the sub strand, the  learner should be able to:

  • Discuss ways of expressing mood.
  • Perform different types of songs with expressions
  • Have fun singing a popular song with expressions to show the mood of the song
  • Learners to Discuss ways of expressing mood. 
  • Learners in groups are guided to Perform different types of songs with expressions

  

How do you express your mood?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 2-5

Written Quizzes

Checklists

Oral questions

performance

 

 

3

 

Appraising self and others’ performances

By the end of the sub strand, the learner should be able to:

  • Define appraisal
  • Identify things to observe when appraising a performance
  • Role play appraising one another performing a patriotic song
  • Suggest how the performance can be improved.
  • Have fun appraising each other performance

 

  • Learners to Discuss things to observe when appraising a performance 
  • With the help of the teacher learners to role play appraising one another’s performances

What is appraisal?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices
  • Charts 

Grade 6 KLB visionary Music Learners book page 6-9

Written Quizzes

Practical’s

Oral questions

performance

 

2

1

 

Singing 2 and 3 -part songs in a duet and trio

By the end of the sub strand, the learner should be able to:

  • Define a duet and trio
  • Sing a song in pairs correctly pronouncing the words clearly
  • Have fun singing a three-part song with expressing
  • Learners to define a duet
  • Learners in groups to sing a two-part and three-part songs

What is a duet?

 

  • Flash cards
  • Musical instruments
  • Sample recorded Songs
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 10-12

Written Quizzes

Oral questions

Performance

 

 

2

 

Values and messages in songs

By the end of the sub strand, the  learner should be able to: 

  • Identify messages in a song and explain what it says
  • Sing a song on learner’s book titled integrity our goal
  • Prepare a song on peace
  •  Appreciate singing songs with values and good messages

with the help of a teacher open the link on leaners book and watch and listen to a song or sing a familiar song that has a positive message

What message do get from a song?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 12-16

Written Quizzes

Checklists

Oral questions

performance

 

 

3

 

Importance of songs

By the end of the sub strand, the learner should be able to:

  • Discuss importance of songs
  • Sing a marriage song and explain why it performed during a marriage ceremony
  • List five occasions when songs are sung 

 

  • Learners to Discuss importance of songs
  • With the help of the teacher visit a music recording studio and find out what goes on there.

What is the importance of songs

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices
  • Charts 

Grade 6 KLB visionary Music Learners book page 16-18

Written Quizzes

Practical’s

Oral questions

performance

 

3

1

Kenyan folk songs

Different type of songs

By the end of the sub strand, the learner should be able to:

  • Explain reasons why the pictures show that the performance are folk songs
  • Observe pictures in learners’ book and discuss what songs are likely to be performed
  • Appreciate Kenyan folk songs

Learners to be guided to Observe pictures in learners’ book and discuss type of songs likely to be performed in the pictures

What Kenyan folk song do you know?

  • Flash cards
  • Musical instruments
  • Sample recorded Songs
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 19

Written Quizzes

Oral questions

Performance

 

 

2

 

Things to know about performing different types of songs

By the end of the sub strand, the  learner should be able to:

  • Identify occasions when Kenyan folk songs are performed
  • Explain how the occasion determines the type of folk song to be performed
  • Discuss importance of folk songs
  • Sing a folk song about work
  • Have fun singing a marriage folk song
  • Learners to Identify occasions when Kenyan folk songs are performed
  • Learners to sing a folk song about work

When do we perform Kenyan folk songs?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 20

Written Quizzes

Checklists

Oral questions

performance

 

 

3

 

Role of different types of songs

By the end of the sub strand, the learner should be able to:

  • Discuss the role of folk songs when performed in different occasions
  • Perform a marriage song
  • Have fun singing sacred songs

 

  • Learners to be guided by the teacher to perform different types folk songs
  • Leaners to discuss to the role of songs when performed in different occasions

Why do people sing in funerals?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices
  • Charts 

Grade 6 KLB visionary Music Learners book page 20-21

Written Quizzes

Practical’s

Oral questions

performance

 

 

4

1

 

Performance of folk songs

By the end of the sub strand, the learner should be able to:

  • Identify things to observe when performing folk songs
  • Perform a Tiriki initiation song on learners’ book while using the correct diction, gestures and facial expression.
  • Appreciate folk songs from different communities
  • In groups perform different types of Kenyan folk songs from different communities using proper diction ,facial expressions and gestures
  • Learner to lead the performance of one folk song as a soloist

What factors do you consider when performing songs?

  • Flash cards
  • Musical instruments
  • Sample recorded Songs
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 21-24

Written Quizzes

Oral questions

Performance

 

 

2

 

Performing a solo folk song

By the end of the sub strand, the  learner should be able to:

  • Study the picture on leaners and discuss what is going on.
  • Explain an occasion when a solo folk song will be suitable
  • Role play solo performance of folk songs
  • Have fun performing a folk song solo
  • Learners to be guided in groups to Study the picture on leaners and discuss what is going on.
  • Learners to Role play solo performance of folk songs

Have you ever seen a solo performance?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices

Grade 6 KLB visionary Music Learners book page 25

Written Quizzes

Checklists

Oral questions

performance

 

 

 

3

 

Things to know about performing a solo folk song

By the end of the sub strand, the learner should be able to:

  • Discuss factors to consider when performing a solo folk song
  • Identify occasions when solo performance are most suitable
  • Perform solo folk song with the correct costume, instrumentation ,diction and facial expression
  • Enjoy performing a solo folk song with the correct diction for clarity of words and appropriate facial expression to bring out the feeling of the song
  • Learners to Identify occasions when solo performance are most suitable
  • Learners in groups to be guided to Perform solo folk song with the correct costume, instrumentation ,diction and facial expression

What do you consider in solo folk song performance?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices
  • Charts 

Grade 6 KLB visionary Music Learners book page 25-29

Written Quizzes

Practical’s

Oral questions

performance

 

5

1

 

Features of a folk song

By the end of the sub strand, the learner should be able to: 

  • Discuss features of a folk song
  • Explain how folk songs affect our feelings when we sing them
  • Watch performance of folk songs and discuss features of folk songs from performance watched .
  • Enjoy performing a folk song

Learners to be guided by a teacher in groups to open a link on leaners book using a n internet enabled device  and watch a folk song performance from Mijikenda community

What features of folk songs do you know?

  • Flash cards
  • Musical instruments
  • Sample recorded Songs
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 29-31

Written Quizzes

Oral questions

Performance

 

 

2

 

Appreciating the importance of performing folk songs from diverse communities

By the end of the sub strand, the  learner should be able to:

  • Discuss why we should appreciate folk songs from all communities
  • Recite words of a folk song
  • Appreciate importance of folk songs

Learners to sing a work folk song from own community and a marriage folk song from a different community

Why should we appreciate folk song?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices

Grade 6 KLB visionary Music Learners book page 32-33

Written Quizzes

Checklists

Oral questions

performance

 

 

3

 

Information from a cultural centre or a music festival

By the end of the sub strand, the learner should be able to:

  • Identify places where one can get information on different types of folk songs
  • Make a write up on three types of folk songs from different communities in kenya
  • Enjoy collecting information about different types of songs
  • Learners to Identify places where one can get information on different types of folk songs
  • Learners in groups to be guided to use an internet enabled device to find information about types of folk songs

Where can you get information about folk songs?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices
  • Charts 

Grade 6 KLB visionary Music Learners book page 34-36

Written Quizzes

Practical’s

Oral questions

performance

 

6

1

Musical instruments

String instrument of Kenya

By the end of the sub strand, the learner should be able to:

  • Draw and colour string instrument form Kisii community (obokano)
  • Observe pictures of string instruments in learners’ book and discuss the difference
  • Have fun observing string instruments from different communities
  • Learners to Draw and colour string instrument form Kisii community (obokano)
  • Learners are guided in groups to Observe pictures of string instruments in learners’ book and discuss the difference

What is obokano?

  • Flash cards
  • Musical instruments
  • Sample recorded Songs
  • Digital devices 

Grade 6 KLB visionary Music Learners book page  37

Written Quizzes

Oral questions

Performance

 

 

2

 

Things to know about string instruments of Kenya

By the end of the sub strand, the  learner should be able to:

  • Identify common string instruments from different communities in Kenya
  • Use internet enabled device to observe these instruments and watch how they are used.
  • Have fun drawing string instruments from different communities
  • Learners to brainstorm in small groups, common string instruments from different communities in Kenya
  • Learners to Use internet enabled device to observe these instruments and watch how they are used.

Do you have a string instrument from your community?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 37-41

Written Quizzes

Checklists

Oral questions

performance

 

 

3

 

Parts of a fiddle and their function

By the end of the sub strand, the learner should be able to:

  • Define a fiddle
  • Draw and name a Kenyan string instrument with one string
  • Watch a video using link on learners’ book and explain the function of each part of the instrument
  • Name parts of a fiddle and explain its function
  • Learners in groups to be guided to watch a video using link on learners’ book and explain the function of each part of the instrument
  • Learners to draw fiddle instrument from any Kenyan community

What is a fiddle?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices
  • Charts 

Grade 6 KLB visionary Music Learners book page 41-45

Written Quizzes

Practical’s

Oral questions

performance

 

7

1

 

Care and maintenance of a string instrument

By the end of the sub strand, the learner should be able to:

  • Observe and name instrument on leaners book
  • Discuss what could have happened to it
  • Explain things that should be done to avoid repetition of the problem
  • Explain the importance of caring instrument
  • Appreciate proper care of instruments
  • Learners to observe and name instrument on leaners book
  • Learners to explain things that can be done to avoid the mistake.

What is wrong with instrument in learners’ book?

  • Flash cards
  • Musical instruments
  • Sample recorded Songs
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 45

Written Quizzes

 

Oral questions

Performance

 

 

2

 

Things to know about care and maintenance of a string instrument

By the end of the sub strand, the  learner should be able to:

  • Take turns to practice cleaning a string  instrument
  • Discuss importance of taking care of string instrument
  • Describe five ways of taking care of a string instrument.
  • Appreciate taking care of string instruments
  • Learners to be guided in groups to take turns to practice cleaning a string  instrument
  • Learners to describe five ways of taking care of a string instrument.

How do we take care of string instruments?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 46-48

Written Quizzes

Checklists

Oral questions

performance

 

 

3

 

Tuning a fiddle

By the end of the sub strand, the learner should be able to:

  • Explain what happens when the string is loosened.
  • Discuss what happens to sound when the string is tightened
  • Demonstrate how to tune a string instrument before playing
  • Appreciate tuning a string instrument.
  • Learners to explain what happens when the string is loosened.
  • Learners in groups to be guided to Discuss what happens to sound when the string is tightened

What happens when a string is loosened?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices
  • Charts 

Grade 6 KLB visionary Music Learners book page 48

Written Quizzes

Practical’s

Oral questions

performance

 

8

1

 

Skills and techniques of playing a fiddle

By the end of the sub strand, the learner should be able to:

  • Discuss techniques and skills needed in playing a fiddle
  • Take turns to practice the techniques of posture ,holding and bowing of fiddle
  • Improvise a fiddle form any community in Kenya
  • Have fun practicing posture, holding and bowing a fiddle
  • Learners to watch the teacher  play a fiddle ,imitate the techniques of posture ,holding and bowing with an imaginary fiddle

What skill do you need to play a fiddle?

  • Flash cards
  • Musical instruments
  • Sample recorded Songs
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 48-51

Written Quizzes

Oral questions

Performance

 

 

2

 

Role of string instrument in a performance

By the end of the sub strand, the  learner should be able to:

  • Identify and explain the role of string instruments.
  • Listen to audio recordings of folk songs accompanied by string instruments
  • Have fun performing a folk song accompanied with string instruments
  • Learners to be guided in groups to perform  a folk song playing a string instrument
  • Leaners to watch video clips from the link on leaners book and listen to folk songs accompanied by string instruments

Can you accompany folk song with a string instrument?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 51-53

Written Quizzes

Checklists

Oral questions

performance

 

 

3

 

Making a fiddle

By the end of the sub strand, the learner should be able to:

  • Identify materials used in making a fiddle
  • Assemble instruments used to make a fiddle
  • Have fun collecting materials used in making a fiddle
  • Learners to identify materials used in making a fiddle
  • Learners in groups to be guide to assemble instruments used to make a fiddle

What do we need to make a fiddle?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices
  • Charts

Grade 6 KLB visionary Music Learners book page 53-54

Written Quizzes

Practical’s

Oral questions

performance

 

9

1

 

Safety measures

By the end of the sub strand, the learner should be able to: 

  • Identify safety measures observed when making a fiddle
  • Identify steps and processes followed when preparing a fiddle
  • Make a fiddle by following the steps and procedure highlighted
  • Enjoy making a fiddle
  • Learners to identify safety measures observed when making a fiddle
  • Learners are guided in groups to Make a fiddle by following the steps and procedure highlighted in learners’ book

What are the steps followed when making a fiddle?

  • Flash cards
  • Musical instruments
  • Sample recorded Songs
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 54-55

Written Quizzes

Oral questions

Performance

 

 

2

 

Playing in an instrumental group

By the end of the sub strand, the  learner should be able to:

  • Choose an instrument of choice and play accompanying a folk song in a group
  • Discuss reasons for the choice of instrument.
  • Have fun practicing playing the chosen instrument
  • Learners to decide as a group the tunes to play on the wind and string instruments and the rhythms to play on the percussion instruments.

Which string instrument can you play?

  • Flash cards
  • Sample recorded Songs
  • Musical instruments
  • Digital devices 

Grade 6 KLB visionary Music Learners book page 55

Written Quizzes

Checklists

Oral questions

performance

 

 

3

REVISION

10

END TERM ASSESSMENT

GRADE 6   KLB VISIONARY HOME SCIENCE
SCHEME OF WORK TERM 1 2023

SCHOOL

GRADE

LEARNING AREA

TERM

YEAR

 

GRADE 6

HOME SCIENCE

1

2023

 

Week

Lesson

Strand /Theme

Sub-strand

Specific-Learning outcomes

Key Inquiry Question(S)

Learning/ Teaching Experience

Learning Resources         

Assessment Methods

Reflection

1

1

Healthy living

Meaning of adolescents

By the end of the sub-strand, the learner should be able to:

  • Define adolescents
  • Explain at what age does adolescents begin and end
  • Watch a video clip of adolescents interacting with their family members
  • Appreciate the changes that kids under go when they get to adolescent age.

Who is an adolescent?

In pairs, learners are guided to identify adolescents in the environment.

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 1-2

Oral questions

Oral Report

Observation

 

 

2

 

 

By the end of the sub-strand, the learner should be able to:

  • Identify changes that take place during adolescence
  • Represent changes that occur in boys and girls during adolescence in a table
  • Appreciate the role of nature to own self and bodies.

What changes to adolescents?

Learners are guided to identify changes that occur to adolescents at this stage.

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 2-4

Oral questions

Oral Report

Observation

 

 

3

 

Good grooming

By the end of the sub-strand, the learner should be able to:

  • Define grooming
  • Identify some of the daily routine grooming practices for an adolescent
  • Discuss importance of grooming for an adolescent
  • Appreciate practicing good grooming for healthy habit

What are some of the grooming routines you do on a daily basis?

In groups, learners are guided to identify some of the routine grooming practices 

In groups, learners are guided to demonstrate how perform good grooming

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 4-5

Oral questions

Oral Report

Observation

 

2

1

 

Healthy eating habits for adolescents

By the end of the sub-strand, the learner should be able to:

  • Discuss importance of adopting a healthy eating habit for adolescents
  • Portion a healthy diet for an adolescent
  • Appreciate healthy eating habit

What is a balanced diet?

In pairs, learners are guided to discuss importance of healthy eating 

In groups, learners are guided to prepare a balanced diet meal

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 5-7

Oral questions

Oral Report

Observation

 

 

2

 

Daily physical exercise as a healthy habit

By the end of the sub-strand, the learner should be able to:

  • Identify physical exercise that are suitable for adolescents .
  • Discuss importance of physical exercise to our bodies
  • Perform simple exercises
  • Have fun exercising as a healthy habit.

What is physical exercise?

Learners are guided to identify different games played in his/her locality 

In groups, learners are guided to role play a game of his/her choosing.

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 7-8

Oral questions

Oral Report

Observation

 

 

3

 

Safety in the environment

By the end of the sub-strand, the learner should be able to:

  • Identify dangers that might happen to adolescents in the environment
  • Discuss precautions that can be taken to avoid the dangers
  • Educate peers on dangers that adolescents face in the locality
  • Practice safety precautions to avoid danger.

What are some of the safety measures in the environment?

In groups, learners are guided to dangers that might happen to adolescents in the environment

In groups, learners are guided to demonstrate how Practice safety precautions to avoid danger.

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 8-10

Oral questions

Oral Report

Observation

 

3

1

 

Accessories and cosmetics

By the end of the sub-strand, the learner should be able to:

  • Define accessory and cosmetic
  • Name some common accessories used by adolescents
  • Draw and color accessories
  • Have fun accessorizing own self

What is an accessory?

In pairs, learners are guided to define cosmetics 

In groups, learners are guided to use accessories correctly

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 11-12

Oral questions

Oral Report

Observation

 

 

2

 

Misuse of accessories by adolescents

By the end of the sub-strand, the learner should be able to:

  • Discuss ways in which adolescents misuse accessories
  • Watch video showing proper ways of using accessories
  • Appreciate proper accessorizing of accessories

Why is it important to accessorize correctly?

Learners are guided to identify ways in which accessories can be misused

In groups, learners are guided to properly accessorize themselves

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 13-14

Oral questions

Oral Report

Observation

 

 

3

 

Misuse and dangers of cosmetics

By the end of the sub-strand, the learner should be able to:

  • Identify factors to consider when using cosmetics
  • discuss ways in which adolescents can misuse cosmetics
  • create a photo album of decently dressed ,accessorized and properly used cosmetics.
  • appreciate decent dressing for adolescents

How should one use cosmetics?

In groups, learners are guided to identify factors to consider when using cosmetics 

In groups, learners are guided to demonstrate how to properly use cosmetics

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 14-15

Oral questions

Oral Report

Observation

 

4

1

 

Non -communicable diseases and disorders

By the end of the sub-strand, the learner should be able to:

  • Explain the meaning of non-communicable disease and disorder
  • Identify non-communicable diseases and disorders
  • Use the internet to get information about non-communicable diseases
  • Share experience on non-communicable diseases and disorders

What are non-communicable diseases/disorder?

In pairs, learners are guided Identify non-communicable diseases and disorders 

In groups, learners are guided to Share experience on non-communicable diseases and disorders

KLB Visionary Home Science Learner’s Book Grade 6 pg. 16-17

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

 

Causes, prevention and management of common non-communicable diseases-diabetes, obesity and hypertension

 

By the end of the sub-strand, the learner should be able to:

  • Identify causes of diabetes, obesity and hypertension
  • Share stories on diabetic patients if they have interacted with
  • Discuss how diabetes , obesity and hypertension can be prevented and managed
  • Appreciate prevention of obesity, diabetes and hypertension

How can we prevent getting obese?

Learners are guided to identify causes of diabetes, obesity and hypertension 

In groups, learners are guided to Discuss how diabetes , obesity and hypertension can be prevented and managed

KLB Visionary Home Science Learner’s Book Grade 6 pg. 17-20

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

 

Epilepsy and asthma

By the end of the sub-strand, the learner should be able to:

  • Identify causes, signs and symptoms of epilepsy and asthma
  • Discuss first aid procedure of epileptic and asthmatic patient
  • Role play performing first aid for epileptic and asthmatic patient
  • Appreciate prevention and management of epilepsy and asthma

What is epilepsy

In groups, learners are guided to identify causes, signs and symptoms of epilepsy 

In groups, learners are guided to Role play performing first aid for an epileptic patient

KLB Visionary Home Science Learner’s Book Grade 6 pg. 20-23

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

5

1

 

Heart diseases

By the end of the sub-strand, the learner should be able to:

  • Name heart diseases
  • Discuss causes, signs and symptoms of heart diseases
  • Watch a video of patients with heart diseases
  • Appreciate proper management and prevention of heart diseases

How do we prevent heart diseases?

In pairs, learners are guided to Discuss causes, signs and symptoms of heart diseases 

In groups, learners are guided to Watch a video of patients with heart diseases

KLB Visionary Home Science Learner’s Book Grade 6 pg. 24

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

 

Cancer

By the end of the sub-strand, the learner should be able to:

  • Explain the meaning of cancer
  • Watch a video showing care of cancer patients
  • Create awareness of common preventable cancer
  • Discuss causes and prevention of cancer
  • Appreciate healthy living as a daily habit

What is cancer?

Learners are guided to Discuss causes and prevention of cancer  

In groups, learners are guided to Create awareness of common preventable cancer

KLB Visionary Home Science Learner’s Book Grade 6 pg. 25-27

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

Consumer education 

Budgeting

By the end of the sub-strand, the learner should be able to:

  • Define budget
  • Prepare a shopping list
  • Discuss importance of preparing a budget
  • Appreciate proper panning to avoid running out of funds

What is budget?

In groups, learners are guided to Prepare a shopping list

KLB Visionary Home Science Learner’s Book Grade 6 pg. 28-30

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

6

1

 

Importance of budgeting

By the end of the sub-strand, the learner should be able to:

  • List factors to consider when making a budget
  • Make a simple budget for personal effects
  • Appreciate the need for budgeting

Why do we prepare a budget?

In pairs, learners are guided to List factors to consider when making a budget 

In groups, learners are guided to Make a simple budget for personal effects

KLB Visionary Home Science Learner’s Book Grade 6 pg. 30-32

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

 

Revision

By the end of the sub-strand, the learner should be able to:

  • Answer topical questions correctly
 

Learners are guided to Answer topical questions correctly

KLB Visionary Home Science Learner’s Book Grade 6 pg. 32

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

Food and nutrition

Food nutrients-minerals (iodine and iron)

By the end of the sub-strand, the learner should be able to:

  • Define nutrients
  • Identify nutrients found in different food groups
  • Identify foods rich in iodine and iron
  • Discuss importance of iron and iodine in our bodies
  • Appreciate importance of iron and iodine in our bodies

What is a mineral?

In groups, learners are guided to Identify foods rich in iodine and iron

In groups, learners are guided to Discuss importance of iron and iodine in our bodies

KLB Visionary Home Science Learner’s Book Grade 6 pg. 33-34

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

7

1

 

Importance of different minerals in the body

By the end of the sub-strand, the learner should be able to:

  • Explain importance of different minerals in our bodies
  • Prepare foods rich in iron
  • Have fun classifying food according to their mineral content
  • Prepare a meal plan contain foods with different minerals

What mineral can one get from meat?

In pairs, learners are guided to explain importance of different minerals in our bodies 

In groups, learners are guided to Prepare foods rich in iron

KLB Visionary Home Science Learner’s Book Grade 6 pg. 34-35

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

 

Keeping a daily log of foods rich in minerals

By the end of the sub-strand, the learner should be able to:

  • Discuss importance eating foods rich in essential minerals
  • Prepare a daily log of foods rich in minerals
  • Appreciate eating foods rich in essential minerals
  • Answer question on the sub topic

What are the essential minerals required by our bodies?

Learners are guided to Discuss importance eating foods rich in essential minerals 

In groups, learners are guided to Prepare a daily log of foods rich in minerals

KLB Visionary Home Science Learner’s Book Grade 6 pg. 36-37

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

 

Preservation and storage of meat

By the end of the sub-strand, the learner should be able to:

  • identify sources of meat that we eat.
  • Search in the internet to find different sources of meat
  • Draw simple sources of meat
  • Appreciate sources of meat by taking care of these animals to ensure safe meat and health of the animals

Where do we get meat from?

In groups, learners are guided to identify sources of meat that we eat. 

In groups, learners are guided to demonstrate how to take care of common sources of meat at home

KLB Visionary Home Science Learner’s Book Grade 6 pg. 38-39

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

8

1

 

Importance of preserving and storing meat

By the end of the sub-strand, the learner should be able to:

  • Explain reasons for preserving meat
  • List reasons for preserving meat
  • Name facilities used to preserve and store meat
  • Demonstrate how to preserve meat by smoking

How do you preserve meat at home?

In pairs, learners are guided to Explain reasons for preserving meat 

In groups, learners are guided to Demonstrate how to preserve meat by smoking

KLB Visionary Home Science Learner’s Book Grade 6 pg. 39-41

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

 

Safety storage of meat

By the end of the sub-strand, the learner should be able to:

  • Discuss safety measures to observe when storing meat
  • List factors to consider when choosing a method of preserving meat
  • Appreciate proper preservation of meat
  • Watch a video showing different ways of preserving meat

What factors do you consider when choosing a method of preserving meat?

Learners are guided to list factors to consider when choosing a method of preserving meat 

In groups, learners are guided to watch a video showing different ways of preserving meat.

KLB Visionary Home Science Learner’s Book Grade 6 pg. 41

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

 

Ways of preserving meat at home-sun drying

By the end of the sub-strand, the learner should be able to:

  • Demonstrate how to preserve meat at home by drying
  • Discus  advantages and disadvantages of preserving meat by sun drying
  • Appreciate preserving meat by sun drying

What are disadvantages of preserving meat by sun drying?

In groups, learners are guided to Discus  advantages and disadvantages of preserving meat by sun drying 

In groups, learners are guided to Demonstrate how to preserve meat at home by drying

KLB Visionary Home Science Learner’s Book Grade 6 pg. 42

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

9

1

 

Ways of preserving meat at home-refrigeration

By the end of the sub-strand, the learner should be able to:

  • Demonstrate how to preserve meat at home by refrigeration
  • Discus  advantages and disadvantages of preserving and storing meat by refrigeration
  • Appreciate preserving meat by refrigeration

What are advantages of preserving meat by refrigeration?

In pairs, learners are guided to Discus  advantages and disadvantages of preserving and storing meat by refrigeration 

In groups, learners are guided to Demonstrate how to preserve meat at home by refrigeration

 

KLB Visionary Home Science Learner’s Book Grade 6 pg. 43

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

 

Ways of preserving meat at home-smoking

By the end of the sub-strand, the learner should be able to:

  • Demonstrate how to preserve meat at home by smoking
  • Discus  advantages and disadvantages of preserving meat by smoking
  • Have fun by  preserving meat by smoking

What are advantages of preserving meat by smoking?

Learners are guided to Discus  advantages and disadvantages of preserving meat by smoking

In groups, learners are guided to Demonstrate how to preserve meat at home by smoking

KLB Visionary Home Science Learner’s Book Grade 6 pg. 44

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

 

Ways of preserving meat at home-salting

By the end of the sub-strand, the learner should be able to:

  • Demonstrate how to preserve meat at home by salting
  • Discus  advantages and disadvantages of preserving meat by salting
  • Appreciate preserving meat by salting

Have you ever preserved meat by salting?

In groups, learners are guided to Discus  advantages and disadvantages of preserving meat by salting 

In groups, learners are guided to Demonstrate how to preserve meat at home by salting

 

KLB Visionary Home Science Learner’s Book Grade 6 pg.44-45

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

10

1

 

Hygiene measure while preserving meat

By the end of the sub-strand, the learner should be able to:

  • Identify hygiene measures to observe when storing meat
  • Demonstrate/Showcase safety hygiene measures when storing meat
  • Appreciate safety measures when storing meat

What are the safety measure to consider when storing meat?

In pairs, learners are guided to Identify hygiene measures to observe when storing meat  

In groups, learners are guided to Showcase safety hygiene measures when storing meat

KLB Visionary Home Science Learner’s Book Grade 6 pg. 45-46

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

2

 

How to store preserved meat at home

By the end of the sub-strand, the learner should be able to:

  • Name storage equipment’s used to store food at home
  • Watch a video showing how to store food
  • Demonstrate how to store food in a freezer
  • Have fun storing preserved meat
  • Discuss importance of preserving meat

What is the use of a freezer?

Learners are guided to Name storage equipment’s used to store food at home

In groups, learners are guided to Demonstrate how to store food in a freezer

KLB Visionary Home Science Learner’s Book Grade 6 pg. 46-47

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

 

3

 

Revision

By the end of the sub-strand, the learner should be able to:

  • Answer questions at the end of the sub-strand
 

In groups, learners are guided to answer all questions correctly

KLB Visionary Home Science Learner’s Book Grade 6 pg.48

  • Digital resources
  • Charts
  • Realia
  • Play items
  • Computing devices

Oral questions

Oral Report

Observation

 

GRADE 6 KLB VISIONARY ART AND CRAFT
SCHEME OF WORK TERM 1 2023

SCHOOL

GRADE

LEARNING AREA

TERM

YEAR

 

GRADE 6

ART AND CRAFT

1

2023

 

Week

Lesson

Strand /Theme

Sub-strand

Specific-Learning outcomes

Key Inquiry Question(S)

Learning/ Teaching Experience

Learning Resources         

Assessment Methods

Reflection

1

1

Picture Making

Drawing; Stippling Technique

By the end of the sub-strand, the learner should be able to:

  1. Explain the meaning of stippling technique.
  2. Watch a video on how to shade using stippling technique.
  3. Appreciate stippling technique in drawing.

 

What pictures have you identified from the digital device? 

How is shading achieved in the pictures?

Learners are guided to define the meaning of stippling technique. 

In groups, learners are guided to watch a video on how to shade using stippling technique.

  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 1-2

Oral questions

Oral Report

Observation

 

 

2

Picture Making

Creating dark and light effect using stippling technique

By the end of the sub-strand, the learner should be able to:

  1. Outline the steps to follow when creating dark and light effect using stippling technique.
  2. Practice creating dark and light effects in drawings using stippling technique.
  3. Have fun and enjoy creating dark and light effects in drawing using stippling technique.

Why do some parts in the drawing appear light and others dark? 

How are the dark and light parts created in the picture?

Learners are guided to list the materials and tools needed to create dark and light effect using stippling technique. 

Learners are guided to outline the steps to follow when creating dark and light effect using stippling technique. 

Learners are guided to practice gradual change from dark to light using stippling technique.

  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Ruler
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 3-4

Oral questions

Oral Report

Observation

 

 

3

Picture Making

Drawing an imaginative composition;

Balance forms

Proportion of forms

 

By the end of the sub-strand, the learner should be able to:

  1. Define the meaning of balance of forms and proportion of forms.
  2. Drawing a calabash and a guard, ensuring correct balance forms and proportion of the forms.
  3. Appreciate the importance of balance of forms and proportion of forms in drawing.

How has balance of forms been achieved in the composition? 

Why is proportion of forms important when drawing a composition?

Learners are guided to define the meaning of balance of forms and proportion of forms. 

Learners are guided to drawing a calabash and a guard, ensuring correct balance forms and proportion of the forms.

  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 4-6

Oral questions

Oral Report

Observation

 

2

1

Picture Making

Textural effects

By the end of the sub-strand, the learner should be able to:

  1. Define the meaning of textural effect.
  2. Practice creating varying textural effects on the drawings using stippling technique.
  3. Appreciate the importance of textural effect in drawing.

What type of texture can you identify in the composition? 

How were the textural effects created?

Learners are guided to define the meaning of textural effect. 

Learners are guided to practice creating varying textural effects on the drawings using stippling technique.

  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 6-7

Oral questions

Oral Report

Observation

 

 

2

Picture Making

How to draw overlapped forms and shade using stippling technique.

 

By the end of the sub-strand, the learner should be able to:

  1. Outline the steps to follow when drawing overlapped forms and shade using stippling technique.
  2. Draw overlapped forms and shade using stippling technique.
  3. Have fun and enjoy drawing overlapped forms and shading using stippling technique.

What is the meaning of overlapping of forms?

Learners are guided to outline the steps to follow when drawing overlapped forms and shade using stippling technique. 

Learners are guided to draw overlapped forms and shade using stippling technique.

  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 7-10

Oral questions

Oral Report

Observation

 

 

3

Picture Making

Imaginative Composition

By the end of the sub-strand, the learner should be able to:

  1. Explain the meaning of imaginative composition.
  2. Observe virtual samples of imaginative composition of fruits.
  3. Appreciate imaginative composition drawing.

How is shading achieved in the drawing?

Learners are guided to define the meaning of imaginative composition. 

In groups, learners are guided to observe virtual samples of imaginative composition of fruits.

  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 11

Oral questions

Oral Report

Observation

 

3

1

Picture Making

Drawing an imaginative composition; Textural effect

By the end of the sub-strand, the learner should be able to:

  1. Identify textural composition in a drawing composition.
  2. Create textural effects and achieve balance of forms on a drawing of a twig, leaves and fruits using stippling technique.
  3. Appreciate the importance of textural effects on a drawing.

How to achieve balance of forms in an imaginative composition?

Learners are guided to identify textural composition in a drawing composition. 

Learners are guided to create textural effects and achieve balance of forms on a drawing of a twig, leaves and fruits using stippling technique,

  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 12-13

Oral questions

Oral Report

Observation

 

 

2

Picture Making

Proportion of forms

By the end of the sub-strand, the learner should be able to:

  1. Identify proportion of forms in a drawing composition.
  2. Draw a composition of a twig with two leaves and a fruit from imagination and shade the composition using the stippling technique.
  3. Appreciate the importance of proportion of forms in a drawing composition.

How is the proportion of forms been achieved in the composition?

Learners are guided to identify proportion of forms in a drawing composition. 

Learners are guided to draw a composition of a twig with two leaves and a fruit from imagination and shade the composition using the stippling technique.

  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 13-15

Oral questions

Oral Report

Observation

 

 

3

Picture Making

Painting; Imaginative Composition

By the end of the sub-strand, the learner should be able to:

  1. Define the meaning of painting.
  2. Analyse examples of imaginative composition paintings from a digital device.
  3. Appreciate imaginative composition painting.

What is the story in the painting? 

What do you think the artist who painted the composition wanted to express?

Learners are guided to define the meaning of painting. 

In pairs, learners are guided to analyse examples of imaginative composition paintings from a digital device.

  • Painting materials
  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 16-18

Oral questions

Oral Report

Observation

 

4

1

Picture Making

Materials and tools used in painting

By the end of the sub-strand, the learner should be able to:

  1. Identify the materials and tools used in paintings.
  2. Use locally available materials to make his/her own painting brushes.
  3. Appreciate the materials and tools used in paintings.

How do you make painting brushes?

Learners are guided to identify the materials and tools used in paintings. 

Learners are guided to use locally available materials to make his/her own painting brushes. 

Learners are guided to outline the process to make an improvised painting brush.

  • Painting materials
  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 18-19

Oral questions

Oral Report

Observation

 

 

2

Picture Making

Palettes for mixing paint

By the end of the sub-strand, the learner should be able to:

  1. Identify palettes for mixing paint.
  2. Prepare the materials by trimming, shaping, cutting or applying white paint in readiness for painting.
  3. Appreciate the materials used for making palettes.

How do you make palettes for mixing paints?

Learners are guided to identify palettes for mixing paint. 

Learners are guided to prepare the materials by trimming, shaping, cutting or applying white paint in readiness for painting.

  • Painting materials
  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 19-20

Oral questions

Oral Report

Observation

 

 

3

Picture Making

Painting on imaginative composition; Centre of interest in a painting

By the end of the sub-strand, the learner should be able to:

  1. Explain the meaning of centre of interest in a painting.
  2. Create a centre of interest in a painting using various methods.
  3. Appreciate the importance of centre of interest in paintings.

What is the meaning of centre of interest in a painting?

Learners are guided to define the meaning of centre of interest in a painting. 

In groups or in pairs, learners are guided to observe actual or virtual samples of paintings that have centre of interest. 

Learners are guided to create a centre of interest in a painting using various methods.

  • Painting materials
  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 20

Oral questions

Oral Report

Observation

 

5

1

Picture Making

How to create Tonal Value in Painting

By the end of the sub-strand, the learner should be able to:

  1. Identify the areas with light and dark tone in the composition.
  2. Create tonal value on forms in a painting.
  3. Appreciate the importance of tonal value in paintings.

Why are some parts of the forms dark and others light? 

How can you create tonal value on forms in a painting?

Learners are guided to identify the areas with light and dark tone in the composition. 

Learners are guided to create tonal value on forms in a painting.

  • Painting materials
  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 21

Oral questions

Oral Report

Observation

 

 

2

Picture Making

Proportion in Painting

By the end of the sub-strand, the learner should be able to:

  1. Explain the meaning of proportion in painting.
  2. Paint an imaginative composition based on a sports activity.
  3. Have fun and enjoy painting an imaginative composition.

How can you ensure proportionality of forms when painting a composition?

Learners are guided to define the meaning of proportion in painting. 

Learners are guided to paint an imaginative composition based on a sports activity.

  • Painting materials
  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 21-24

Oral questions

Oral Report

Observation

 

 

3

Picture Making

Montage; Pictorial composition

By the end of the sub-strand, the learner should be able to:

  1. Explain the meaning of montage.
  2. Discuss the characteristics of montage composition.
  3. Appreciate the importance of montage composition.

What is the meaning of montage composition? 

What are the characteristics of montage composition?

Learners are guided to define the meaning of montage. 

In groups, learners are guided to discuss the characteristics of montage composition.

  • Painting materials
  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 25-26

Oral questions

Oral Report

Observation

 

6

1

Picture Making

Interpretation of subject matter

By the end of the sub-strand, the learner should be able to:

  1. Identify the materials used to make montage composition.
  2. Interpret subject matter of montage composition.
  3. Appreciate interpretation of subject matter in montage composition.

How to interpret subject matter of a montage composition?

Learners are guided to identify the materials used to make montage composition. 

In groups, learners are guided to interpret subject matter of montage composition. 

In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making.

  • Painting materials
  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 26-27

Oral questions

Oral Report

Observation

 

 

2

Picture Making

Mounting surfaces

By the end of the sub-strand, the learner should be able to:

  1. Identify mounting surfaces.
  2. Collet and prepare mounting surfaces for making montage compositions.
  3. Appreciate the use of mounting surfaces.

What are mounting surfaces? 

How to prepare mounting surfaces for making montage compositions?

Learners are guided to identify mounting surfaces. 

In groups, learners are guided to collect and prepare mounting surfaces for making montage compositions.

  • Painting materials
  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 27-29

Oral questions

Oral Report

Observation

 

 

3

Picture Making

How to create a montage pictorial composition on wild animals

By the end of the sub-strand, the learner should be able to:

  1. Outline the procedure to follow when creating a montage composition based on wild animals.
  2. Create a montage composition based on wild animals.
  3. Have fun and enjoy making an interesting and appealing montage composition.

How do you create a montage pictorial composition on wild animals?

Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals. 

Learners are guided to create a montage composition based on wild animals.

  • Painting materials
  • Papers
  • Pencils
  • Sharpeners
  • Erasers
  • Rulers
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 29-33

Oral questions

Oral Report

Observation

 

7

1

Indigenous Kenyan Crafts

Basketry; Coil and stitch technique

By the end of the sub-strand, the learner should be able to:

  1. Identify coil and stitch technique.
  2. Classify the materials used in coil and stitch technique into natural and man-made.
  3. Appreciate coil and stitch technique used in basketry.

What other man-made and natural materials can be used in basketry? 

What man-made and natural materials in your locality can be used for coil and stitch technique?

Learners are guided to identify coil and stitch technique. 

Learners are guided to classify the materials used in coil and stitch technique into natural and man-made. 

In groups, learners are guided to use digital devices to watch a video on samples of basketry items.

  • Baskets
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 34-36

Oral questions

Oral Report

Observation

 

 

2

Indigenous Kenyan Crafts

Types of coils

By the end of the sub-strand, the learner should be able to:

  1. Identify types of coil used in coil and stitch technique.
  2. Arrange the items collected in terms of uniformity of coils in a decreasing order.
  3. Appreciate the importance of maintaining the uniformity of coils.

What types of coils are used in coil and stitch technique? 

How to maintain uniformity of coils?

Learners are guided to identify types of coil used in coil and stitch technique. 

Learners are guided to state the importance of maintaining uniformity of coils. 

In pairs, learners are guided to arrange the items collected in terms of uniformity of coils in a decreasing order.

  • Baskets
  • Plaited coils
  • Rolled coils
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 36-38

Oral questions

Oral Report

Observation

 

 

3

Indigenous Kenyan Crafts

Selecting and collecting materials for coil and stitch technique

By the end of the sub-strand, the learner should be able to:

  1. Explain the meaning of good craftsmanship.
  2. Select and collect materials for coil and stitch technique.
  3. Appreciate the importance of selecting materials that have characteristics that suit its purpose.

What do you consider when selecting materials for coil and stitch technique?

Learners are guided to define the meaning of good craftsmanship. 

Learners are guided to identify the characteristics for selecting materials for making a floor mat. 

In groups, learners are guided to select and collect materials for coil and stitch technique.

  • Baskets
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 38-39

Oral questions

Oral Report

Observation

 

8

1

Indigenous Kenyan Crafts

Preparation of materials used in coil and stitch technique basketry; Natural materials

By the end of the sub-strand, the learner should be able to:

  1. Identify natural materials used in coil and stitch technique.
  2. Prepare natural materials used in coil and stitch technique.
  3. Appreciate the method of preparing natural materials used in coil and stitch technique.

How to prepare natural materials used in coil and stitch technique?

Learners are guided to identify natural materials used in coil and stitch technique. 

Learners are guided to identify the method of preparation of natural materials used in coil and stitch technique. 

In groups, learners are guided to prepare natural materials used in coil and stitch technique.

  • Baskets
  • Natural materials
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 39-40

Oral questions

Oral Report

Observation

 

 

2

Indigenous Kenyan Crafts

Preparation of materials used in coil and stitch technique basketry; Man-made materials

By the end of the sub-strand, the learner should be able to:

  1. Identify man-made materials used in coil and stitch technique.
  2. Prepare man-made materials used in coil and stitch technique.
  3. Appreciate the method of preparing man-made materials used in coil and stitch technique.

How to prepare man-made materials used in coil and stitch technique?

Learners are guided to identify man-made materials used in coil and stitch technique.

Learners are guided to identify the method of preparation of man-made materials used in coil and stitch technique.

In groups, learners are guided to prepare the materials selected depending on their type and the design of the floor may he/she is making by dyeing, tearing then plating or rolling.

  • Baskets
  • Man-made materials
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 40-44

Oral questions

Oral Report

Observation

 

 

3

Indigenous Kenyan Crafts

Leatherwork; Beaded leather wristband

By the end of the sub-strand, the learner should be able to:

  1. Differentiate between modern and traditional beaded items.
  2. Observe actual or virtual samples of beaded leather wristbands.
  3. Appreciate beaded leather wristband.

What is the difference between modern and traditional beaded leather wrist band? 

What are the materials and tools used in creating wristbands?

Learners are guided to define a wristband. 

In pairs, learners are guided to differentiate between modern and traditional beaded items. 

In pairs, learners are guided to observe actual or virtual samples of beaded leather wristbands.

  • Beaded wristbands
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 45-47

Oral questions

Oral Report

Observation

 

9

1

Indigenous Kenyan Crafts

Sourcing of leather;

Preparing leather for use in making a wristband;

Making a beaded leather wristband

By the end of the sub-strand, the learner should be able to:

  1. Outline the steps to follow when preparing leather for use in making a wristband.
  2. Make a beaded leather wristband.
  3. Have fun and enjoy making a beaded leather wristband.

How do you prepare leather for use in making a wristband?

How to make a beaded leather wristband?

Learners are guided to outline the steps to follow when preparing leather for use in making a wristband. 

Learners are guided to list the materials and tools used to make a beaded leather wristband. 

Learners are guided to outline the procedure to follow when making a leather wristband. 

In groups, learners are guided to make a beaded leather wristband.

  • Leather
  • Beaded wristbands
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 47-50

Oral questions

Oral Report

Observation

 

 

2

Indigenous Kenyan Crafts

Creating the patterns on a wristband

By the end of the sub-strand, the learner should be able to:

  1. Identify different patterns on wristbands.
  2. Create the patterns on wristbands.
  3. Have fun and enjoy creating patterns on leather wristbands

How do you design patterns on a wristband?

Learners are guided to identify different patterns on wristbands. 

In groups, learners are guided to observe actual or virtual samples of different patterns on wristbands. 

In groups, learners are guided to create the patterns on wristbands.

  • Leather
  • Beaded wristbands
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 50-53

Oral questions

Oral Report

Observation

 

 

3

Indigenous Kenyan Crafts

Procedure of using lazy stitched strung beads to decorate a wristband

 

By the end of the sub-strand, the learner should be able to:

  1. Outline the procedure of using lazy stitched strung beads to decorate a wristband.
  2. Decorate leather wristbands using lazy stitched strung beads.
  3. Have fun and enjoy decorating leather wristbands.

How do you decorate a leather wristband?

Learners are guided to outline the procedure of using lazy stitched strung beads to decorate a wristband. 

In groups, learners are guided to decorate leather wristbands using lazy stitched strung beads.

  • Leather
  • Beaded wristbands
  • Pictures
  • Photographs
  • Digital devices
  • Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 53-55

Oral questions

Oral Report

Observation

 

10

ASSESSEMENT