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Thursday, 26 January 2023 09:12

Environmental Schemes - Grade 1 Schemes of Work Term 3 2023

WEEK	LESSON	Strand/Theme	Sub-strand/Subtheme	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: identify types of waste in the classroom;	What types of waste are found in the classroom?	Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics).	Our lives today grade 1 page 116-118	Oral question on type of waste in the classroom
	2	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: in groups of two, take a walk in the school compound and identify types of waste in the classroom;	What types of waste are found in the classroom?	Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics).	Our lives today grade 1 page 119	observing on type of waste in the school compound
	3	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: safely sort out waste in the in the classroom for appropriate disposal;	How could we dispose of classroom waste responsibly	Learners could be guided to record types of waste (by writing or drawing	Our lives today grade 1 page 120	observing on type of waste in the school compound
	4	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment;	How could we dispose of classroom waste responsibly	Learners cold safely sort out waste from the classroom.	Our lives today grade 1 page 121	observing on type of waste in the school compound
	5	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment;	How could we dispose of classroom waste responsibly	Learners cold safely sort out waste from the classroom.	Our lives today grade 1 page 121	observing on type of waste in the school compound
2	1	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: appreciate a clean classroom environment for good health	How could we dispose of classroom waste responsibly	Learners could be guided to develop a schedule for cleaning the classroom	Our lives today grade 1 page 122	observing on type of waste in the school compound
	2	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: Safety in handling waste in the home.	What types of waste are found in the classroom?	Learners could identify types of waste found in the home.	Our lives today grade 1 page 122	Oral question on how safe the school is
	3	Care for the environment	Safety in Handling waste in the home.	By the end of the sub-strand, the learner should be able to: Identifying waste that are found at home	What types of waste are found in the classroom?	Learners could identify types of waste found in the home..	Our lives today grade 1 page 124	Oral question on Identifying waste that are found at home
	4	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: In group I categories and Identifying waste that are found at home	What types of waste are found in the classroom?	Learners could identify types of waste found in the home.	Our lives today grade 1 page 124	Oral question on Identifying waste that are found at home Observing waste found at home
	5	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: Discussing how to handle waste safely	How do we handle waste safely	Learners could watch video clips on safe managing of wastes.	Our lives today grade 1 page 126	Observing waste found at home
3	1	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: sort out waste in the for safe and effective disposal	How could we safely dispose of waste at home?	Learners could be guided to identify safe ways of managing wastes in the home.	Our lives today grade 1 page 127	Oral question on safety in handling waste in the home
	2	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: In group of two sort out waste in the for safe and effective disposal	How could we safely dispose of waste at home?	Learners could be guided to identify safe ways of managing wastes in the home.	Our lives today grade 1 page 127	Oral question on safety in handling waste in the home
	3	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at home	How is water wasted at home and school?	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways in which water is wasted at home and at school
	4	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at school;	How is water wasted at home and school?	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways in which water is wasted at home and at school
	5	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home.	How can we save water	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways of saving water
4	1	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: explaining ways of saving water at school.	How can we save water	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways of saving water
	2	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home	How can we save water	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways of saving water
	3	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identify ways of using water sparingly to reduce wastage	How could we reduce water wastage at home and school?	Learners could explore various ways in which water is used sparingly.	Our lives today grade 1 page 132-133	Oral question on ways of saving water
	4	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: use water sparingly at home	How could we reduce water wastage at home and school?	In groups, learners could be guided to demonstrate the different practices of careful use of water.	Our lives today grade 1 page 132-133	Observing how to use water sparingly at home and school
	5	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: use water sparingly at school.	How could we reduce water wastage at home and school?	In groups, learners could be guided to demonstrate the different practices of careful use of water.	Our lives today grade 1 page 132-133	Observing how to use water sparingly at home and school
5	1	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identifying way of utilizing water well in the community	How could we reduce water wastage at home and school?	Learners could be guided to identify common practices that lead to wastage of water at home and school.	Our lives today grade 1 page 132-133	Observing how to use water sparingly at home and school
	2	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: demonstrate willingness to use water sparingly	How could we reduce water wastage at home and school?	Learners could be organized to participate in school water day to share experiences on careful use of water.	Our lives today grade 1 page 132-133 water containers, video clips on using water, photographs, local environment.	Observing how to use water sparingly at home and school
	3	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: State sources of light at home i.e. sun, lamb, candle, torch and moon	How could we save light energy at home and school?	Learners could be guided to discuss ways of saving light energy in the home and school.	Our lives today grade 1 page 136	Oral question on types of sources of light
	4	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: State sources of light at school i.e. sun, lamb, candle, torch and moon	How could we save light energy at home and school?	Learners could be guided to discuss ways of saving light energy in the home and school.	Our lives today grade 1 page 136	Oral question on types of sources of light
	5	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at home	How could we save light energy at home	Learners could be guided to discuss ways of saving light energy	Our lives today grade 1 page 136-	Oral question on types of sources of light
6	1	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at school	How could we save light energy at school?	Learners could be guided to discuss ways of saving light energy	Our lives today grade 1 page 136-	Oral question on types of sources of light
	2	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at home	How could we save light energy at school?	Learners could be guided to formulate rules on conserving light energy at home and school	Our lives today grade 1 page 137	Oral question on types of sources of light
	3	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at school	How could we save light energy at school?	Learners could be guided to formulate rules on conserving light energy at home and school	Our lives today grade 1 page 137	Oral question on types of sources of light
	4	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: use light energy sparingly and responsibly at home and school to conserve Energy.	How could we save light energy at school?	Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school	Our lives today grade 1 page 138-139	Oral question on types of sources of light
	5	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to Making poster on saving energy	How could we save light energy at school?	Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school	Our lives today grade 1 page 138-139	Observing the poster and message made by the pupils on saving energy.
7&8	Revision
9	ASSESSMENT TEST

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:11

English Schemes - Grade 1 Schemes of Work Term 3 2023

Week	Lesson	Strand/Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment	Remarks
1	1	Listening and Speaking Living Together	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /i/ /ea/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning.	How do you pronounce the following words tin, pin.	Learners pronounce the sounds /i/ /ea/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary.	Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 94-95	Oral questions, portfolio, observation
	2	Listening and Speaking Living Together	Language Structures and Functions Use of possessives; Her, their, his, its.	By the end of the sub-strand, the learner should be able to: Use possessives to talk about social cohesion in various contexts. Recognise possessives in oral communication. Appreciate the use of possessiveness to show ownership in speech.	Whose shoe is it?	Learners role play ownership of items/objects. In groups, learners use phrases to illustrate ownership. Learners identify objects in the classroom and attach appropriate possessives to them.	Regalia, charts, pictures/ photographs showing ownership, audio-visual recordings of dialogues with sentence structures on Possessives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 95	Oral questions, portfolio, observation
	3	Reading Living Together	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /s/ /z/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency.	What do the pictures tell us about the story? What does the title tell us about the story?	In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions.	Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 96	Oral questions, portfolio, observation
2	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the letter patterns s, z, e, a, h, y, k correctly and neatly in their exercise books.	How do you write the letters: s, z, e, a, h, y, k	Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 93&97	Oral questions, portfolio, observation
	2	Listening and Speaking Technology (Mobile Phone)	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /oo/ /ea/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning.	How do you say these words book, spoon.	Learners pronounce the sounds /i/ /ea/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary.	Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 98-99	Oral questions, portfolio, observation
	3	Listening and Speaking Technology (Mobile Phone	Language Structures and Functions WH questions What, Who.	By the end of the sub strand, the learner should be able to: Ask questions about technology phone using ‘what’ and ‘who’ Appreciate the use of what, who and where to seek information.	What is the name of your friend? Where is their home?	Learners role play activities that will elicit use of where, who and what. Learners ask questions using the terms who, what and where in pairs/small groups Learners use songs/short poems to practice the use of the questions with who, what and where.	Pictures, photographs and models of people using mobile phones, audiovisual recordings of dialogues with telephone conversations that have “Wh” questions. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 99	Oral questions, portfolio, observation
3	1	Reading Technology (Mobile Phone	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /oo/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency.	What do the pictures tell us about the story? What does the title tell us about the story?	In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions.	Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 100	Oral questions, portfolio, observation
	2	Listening and Speaking Technology (Mobile Phone)	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /m/ /n//ng/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning.	How do you say these words: Monkey, Nut	Learners pronounce the sounds /m/ /n/ /ng/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary.	Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 102-103	Oral questions, portfolio, observation
	3	Listening and Speaking Technology (Mobile Phone	Language Structures and Functions WH questions Where?	By the end of the sub-strand, the learner should be able to: Ask questions about technology phone using ‘where’ use what, who and where to denote person, object, and place. Appreciate the use of what, who and where to seek information.	What is the name of your friend? Where is their home?	Learners role play activities that will elicit use of where, who and what. Learners ask questions using the terms who, what and where in pairs/small groups Learners use simple questions and dialogues Repeat sentence structures containing WH Questions from a story, poem or conversation they have listened to.	Pictures, photographs and models of people using mobile phones, audiovisual recordings of dialogues with telephone conversations that have “Wh” questions. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 103	Oral questions, portfolio, observation
4	1	Reading Technology (Mobile Phone)	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /m/ /n/ /ng/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. c) Read about thirty (30) words accurately per minute for fluency.	What do the pictures tell us about the story? What does the title tell us about the story?	In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions.	Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 104	Oral questions, portfolio, observation
	2	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly. Write questions with their answers correctly.	How do you write a question?	Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 101&105	Oral questions, portfolio, observation
	3	Listening and Speaking Numbers and Our Classroom	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /th/ /q/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning.	How do you say these sounds? /th/ /q/	Learners pronounce the sounds /q/ /th/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary.	Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg.106-107	Oral questions, portfolio, observation
5	1	Listening and Speaking Numbers and Our Classroom	Language Structures and functions Describing words (color, number values in tens, cardinal numbers from 19)	By the end of the sub strand, the learner should be able to: Use describing words to talk about cardinal numbers, shapes and colors. Appreciate the use of color, size and number to describe nouns.	What things do you see outside the classroom? What color are they?	Learners group objects according to their size big/ small, color- red, orange, yellow and numbers. Learners describe objects in the classroom using size, color and numbers. Learners color pictures of various objects. Learners identify things in the environment that have different colors.	Regalia, charts, pictures/ photographs and models of objects with different colors and sizes, audio-visual recordings of dialogues with sentence structures on colors, sizes and shapes. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 107	Oral questions, portfolio, observation
	2	Reading Numbers and Our Classroom	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /q/ /th/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	What do the pictures tell us about the story? What does the title tell us about the story?	In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions.	Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 108	Oral questions, portfolio, observation
	3	Listening and Speaking Numbers and Our Classroom	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /bl/ /fl/fr/ /gr/ /dr/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning.	Which words can we get from the following sounds? /bl/ /gr/ /dr/	Learners pronounce the sounds /bl/ /gr/ /dr/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary.	Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 110-111	Oral questions, portfolio, observation
6	1	Listening and Speaking Numbers and Our Classroom	Language Structures and functions Describing words size & shape	By the end of the sub strand, the learner should be able to: Use describing words to talk about cardinal numbers, shapes and colors. Describe the shapes, sizes of objects in the classroom using adjectives. Appreciate the use of color, size and number to describe nouns.	What things do you see outside the classroom? What color are they?	Learners construct sentences in pairs about the size of different objects. Learners describe objects in the classroom using size, color and numbers. Learners color pictures of various objects. Repeat sentence structures containing describing words from a story, poem or conversation they have listened to.	Regalia, charts, pictures/ photographs and models of objects with different colors and sizes, audio-visual recordings of dialogues with sentence structures on colors, sizes and shapes. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 111	Oral questions, portfolio, observation
	2	Reading Numbers and Our Classroom	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /bl/ fr/ /fl/ /gr/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. c) Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	What do the pictures tell us about the story? What does the title tell us about the story?	In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions.	Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 112	Oral questions, portfolio, observation
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly. Copy the letter patterns Q, q, th, bl, fl, fr, gr, correctly neatly and legibly.	Which words contain the letter patterns bl, fr, gr?	Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 109&113	Oral questions, portfolio, observation
7	1	Listening and Speaking Do Not Waste	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Talk about the pictures and discuss what they see. Pronounce the words with the sounds /gl/ /fl/ /pl/ /cl/ /gr/ /dr/ /tr/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning.	Which words can we get from the following sounds? /gl/ /fl/ /pl/ /cl/ gr/ /dr/ /tr/	Learners pronounce the sounds /gl/ /fl/ /pl/ /cl/ /gr/ /dr/ /tr/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practice the pronunciation of the vocabulary.	Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 114-115	Oral questions, portfolio, observation
	2	Listening and Speaking Do Not Waste	Language structures and functions	By the end of the sub strand, the learner should be able to: Use imperatives for receiving and giving instructions/commands against wastage. Respond to specific instructions for effective oral communication. Appreciate the use of imperatives.	What does the Police officer say when arresting a criminal?	Learners listen to a short dialogue containing imperatives Learners respond to simple imperatives 3. Learners practice the use of familiar imperatives in role play (parent-child)	Regalia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 115	Oral questions, portfolio, observation
	3	Reading Do Not Waste	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /cl/pl/ /fl/ /gr/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	What do the pictures tell us about the story? What does the title tell us about the story?	In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions.	Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 116	Oral questions, portfolio, observation
8	1	Listening and Speaking Do Not Waste	Language structures and functions	By the end of the sub strand, the learner should be able to: Use imperatives for receiving and giving instructions/commands against wastage. Respond to specific instructions for effective oral communication. Recognise imperatives in day today communication.	What does the Police officer say when arresting a criminal?	Learners listen to a short dialogue containing imperatives Learners respond to simple imperatives Learners practice the use of familiar imperatives in role play (parent-child)	Regalia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 118-119	Oral questions, portfolio, observation
	2	Reading Do Not Waste	Comprehension	By the end of the sub strand, the learner should be able to: Read short words with letter -sound /Pp/ /Bb/ /Tt/ /Kk/ /Qq/ Gg/ /Ff/ Vv/ /Ss/ /Jj/ /Mm/ /Nn/ Ll/ /Rr/ Ww/ /Yy/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	What do the pictures tell us about the story? What does the title tell us about the story?	In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions.	Regalia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 120	Oral questions, portfolio, observation
	3	WRITING	Guided Writing Do Not Waste	By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly.	Which words contain the letter patterns bl, fr, gr?	Learners observe and respond to picture prompts appropriately. Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 117&121	Oral questions, portfolio, observation
9	ASSESMENT

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:11

CRE Schemes - Grade 1 Schemes of Work Term 3 2023

week	lesson	strand	Sub strand	Specific learning objectives	Key inquiry question	Learning experience	Learning resources	Assessment	Remarks
1	1	Christian values	honesty	By the end of the sub strand the learners should be able to: State the reason for telling the truth and apply it their daily lives Explain the reason being always honest Identify the lessons learned from a story Given by the teacher about honesty	Why should we tell the truth? Why is it good to tell the truth?	Learners to read in groups proverbs 12:17-19 Learners to tell the reason why they should tell the truth Learners to observe the pictures of a person telling the truth and should state the reason for being honest Learners to discuss and identify the lessons learned from telling the truth	Pictures Bible Oxford Growing in Christ C.R.E Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Asking learners questions
1	2	Christian values	honesty	By the end of the sub strand the learners should be able to: Recognize the Importance of being honest and apply it in their daily life Understand the reason why God want them to tell the truth always	Why should you be honest?	Learners to read proverbs Learners to recite the verse I n the Bible Learners to observe the pictures and tell the de reason for saying the truth Learners to sing a song about honesty	Bible Pictures Oxford Growing in Christ C.R.E Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Observe learners as they recite the verse Asking learners questions
1	3	Christian values	Honesty	By the end of the sub strand the learners should be able to: Demonstrate responsibilities by completing their homework Describe honesty by not copying their pupils work	Why is it wrong to copying other learning work?	Learners in pairs to list negative results of copying other pupils work Learners to observe picture and the tell the pupils who are copying other learners work Learners to roleplay oh how pupils each other’s work and tell how it is wrong	Pictures Oxford Growing in Christ C.R.E Activities Learners book Grade 1 by Hezron Onyango Lucy L. Wachira Jesse Watiki Dennis Rutere Goretti Atogoh page 64-68	Observe learners as they role play Asking questions
2	1	Christian values	Honesty	By the end of the sub strand learners should be able to: Demonstrate honesty by taking lost and found items to their teacher Avoid taking other people’s items without permission to do for peaceful co-existence with others	Why is it wrong to take other peoples’ items?	Learners to read the verse in the Bible proverbs 12:17-19 Learners to observe the picture of taking back lost and found items to the teacher and role play it Learners to sing a song about honesty and not taking other people’s items	Picture Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Asking questions
2	2	Christian values	Honesty	By the end of the sub strand learners to: Demonstrate responsibility by completing homework in time Demonstrate punctuality at school and at home to be responsible	Why do we have to complete homework in time?	Learners to state the reason why they should complete their homework in time Learners to observe the picture of a pupil who complete work given on time and be punctual in school	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Asking question
2	3	Christian values	Honesty	By the end of the sub strand the learners should be able to: Identify what happen when one lies and should apply it in their daily life Understand the importance of being honest and how they should embrace in their daily experience	What happens when one lies?	Learners to identify what happens when one does tell the truth and state the consequences they should face Learners to observe the picture of individual being punished for not telling the truth Learners to state the importance of being honest Learners to recite the verse	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh	Observe learners as the recite the verse
3	1	Christian values	Thankfulness	By the end of the sub strand the learner should be able to: Understand and identify the reason why they should thank their parents as a way of expressing gratitude Mention ways of expressing gratitude to their parents	Why should we thank our parents	Learners to read Thessalonian 5:18 Learners to state the reason why they should be thankful to their parents Learners to observe pictures of a child giving thanks to their parents and to demonstrate in class the how they should thank their parents Sing a song of thanksgiving in class	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Asking learners questions
3	2	Christian values	Thankfulness	By the end of the sub strand the learner should be able to: Identify the importance of being thankful as God want them to say thank you Describe ways of being thankful to God for always being with them	Why should we thank God?	Learners to read Thessalonian 5:18 Learners to state the importance of saying thank you as God wants them to say thank you Learners to observe pictures of people praying to God to say thank you Learners to read in the charts a prayer of thanks to God for everything they have	Pictures Charts Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 68-73	Asking learners question
3	3	Christian values	Thankfulness	By the end of the sub strand the learners should be able to: Identify when to say thank you to their parents State the reason why they should thank their parents	When should we thank our parents?	Learners to state when to thank their parents Learners to observe the pictures of children thanking their parents and state the reason why they should thank their parents To read the poem in the chart and compose their own poem to say thank you to their parents	Pictures charts Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Observe the learners as they recite and compose their own parents
4	1	Christian values	Thankfulness	By the end of the sub strand the learners should be able to: Identify the reason they should thank their parents to promote good parental child relationship Recognize that parents appreciate when their children thank you to them	How do we thank our parents	Learners to read the verse 1 Thessalonian 5:18 Learners observe the picture and state ways they should be thanking their parents Learners to role play on how to thank their parents Learners to sing a song of thanksgiving to their parents	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Asking learners questions
4	2	Christian values	Thankfulness	By the end of the sub strand the learner should be able to: Appreciate other people’s kindness by saying thank you Thank God for their family, friend’s teachers and appreciate them all	Why do we have to say thank you?	Learners in pairs to list reason they should say thank you Learners to role play the situation that say thank you gestures Learners to exchange gift in pairs and practice being thankful to each other Leaners to recite Thessalonian 5:18	Bible Charts Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Observe learners as the recite and memorize the verse
4	3	Christian values	Thankfulness	By the end of the sub strand learners should be able to: State the importance of being thankful and how they should appreciate in their day to day life State the ways they should show gratitude to their friends when they do something good to them	Why do we have to say thank you	Learners to state the importance of being thankful and how they should embrace it in their day to day life Learners to state how they should appreciate others by showing gratitude when they receive a good deed from their friend Sind a song about showing gratitude	Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Asking learners questions
5	1	The church	The church as the house of God	By the end of the sub strand the learner should be able to: Identify that the church is the house of God understand the reason we go to church tell when we go to church	Why do we go to church?	Learners to read psalms100: 4 Learners in pairs to state the reason why we go to the church Learners to draw and color the church	Bible Pictures Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions
5	2	The church	The church as the house of God	By the end of the sub strand learners should be able to: Describe what happens in church State why should we respect the church	What happens in church?	Learners to read psalms 100:4 Learners to describe what happens in church Learners to role pray what happens in church Learners to state the reason they should respect the church	Bible Pictures Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions
5	3	The church	The church as the house of God	By the end of the sun strand the learner should be able to: Describe how they should behave in church State the reason why people sing and pray in church	How should we behave in church?	Learners to observe pictures on how people should behave in church Learners to demonstrate on how they should behave in church Learners to draw a church and how people behave in church	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Observe learners as they draw a church
6	1	The church	The church as the house of God	By the end of the sub strand the learner should be able to: State why people in church serve God Tell how actively and regularly participate in church	Why do we serve God?	Learners to state the reason why people in church serve God Learners to demonstrate how they serve God in church Learners to tell how actively they participate in church activities Learners to sing a song they sing in church	Pictures audio visual material Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions
6	2	The church	The church as the house of God	By the end of the sub strand the learners should be able to: Recognize the church as a place of worship Learners to state how they respect the church as place of worship and a house of God	Why do we respect the church?	Learners to understand that church is a place we worship God Learners to watch the video of a church and what people do at church to show respect and be able to respect the church a place of worshipping God Learners to sing a song on how we should respect the church	Audio visual material Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions t
6	3	The church	The church as the house of God	By the end of the sub strand the learner should be able to: Acquire a sense of responsibility by serving God in church Desire to growth in faith by attending Sunday school	Why do we respect God?	Learners to acquire as sense of responsibility by stating how they serve God Learner’s to observe a picture of learners in a Sunday school and desire to attend Sunday school Learning to sing a song about the church as the house of God	Pictures Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions and observing them as they sing
7	1	The church	The church as the house of prayer	By the end of the sub strand learners should be able to: Understand the reason why people pray Identify place where people often offers prayers	Why do we pray?	Learners to state why people pray and how they should embrace it in their day to day life Learners to observe the picture of people and state the reason why they pray Learners to identify the place where they always offer their prayers	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Asking learners questions
7	2	The church	The church as the house of prayer	By the end of the sub strand the learner should be able to: Write a prayer to thank God for everything God has done to them Say simple prayer thank God for his provision	Why do we thank God for his provision?	Learners to write a payer to thank God for everything given to them Learners to read a verse in Mathew 21:13 Learners to arrange letters using numbers by using flash cards Learners to say a simple prater to thank God for his provision	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Observe learners they arrange the letter using numbers on the flashcards
7	3	The church	The church as the house of prayer	By the end of the sub strand learners should be able to: Identify that when we pray we talk to God Appreciate prayer as it a way we communicate to God	How do we communicate to God?	Learners to state ways of talking to God Learners to compose simple prayers Learners to read prayers in charts Learners to sing a prayer song	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Observe learners as they sing a prayer song
8	1	The church	The church as the house of prayer	By the end of the sub strand the learner should be able to : Recite four lines of the lord’s prayer as a way of communicating with God Desire to pray regularly to develop a relationship with God	How frequently do you pray to God?	Learners to read Mathew 6:9-10 Learners to read the lord’s prayer in the chart Learners sing a song on the lord’s prayer	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Observe learners sing a song on the lord’s prayer
8	2	The church	The church as the house of prayer	By the end of the sub strand the learner should be able to: Show respect to God during prayer by adopting different postures of prayer State the importance of prayer and apply it in our daily life	How can you show respect to God during prayer	Learners to read the lord’s prayer from the chart displayed in class Learners to role play ways of showing respect to God during prayers Learners to sing a song on the lord’s prayer	Charts Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy L. wachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Asking learners questions
8	3	The church	The church as the house of prayer	By the end of the sub strand the learners should be able to: Appreciate and respect the church as the house of prayer Appreciate God for all the provision by offering prayers	What is prayer	Learners to state how they appreciate and respect the church as the house of prayer Learners to observe the picture of how the church should be respected Learners to demonstrate how they should appreciate God for all the provision by offering a prayer of thanks	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Asking questions and observing learners as they demonstrate
9	ASSESSMENT

Published in Grade 1 Schemes of Work Term 3 2023

Tagged under

Thursday, 26 January 2023 09:11

Art and Craft Schemes - Grade 1 Schemes of Work Term 3 2023

WEEK	LESSON	STRAND	SUB STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1	1	Sculpture	Toys	By the end of the of the lesson the learner should be able identify toys, locally available materials and tools for making toys at Inquiry Corner for motivation	What toys have you seen in class’ Inquiry Corner	Guide the learners, as a group, to Inquiry Corner to identify toys, locally available materials and tools for making toys at Inquiry Corner for motivation	Regalia charts	Observation Oral questions
	2		Toys	By the end of the of the lesson the learner should be able to observe toys in the physical and/or ICT environment to help in making toys	What toys have you seen in class’ Inquiry Corner	Guide the learners, to observe toys, locally available materials and tools for making toys in the physical and/or ICT environment	Regalia charts	Observation Oral questions
2	1		Toys	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make toys	What materials and tools do we have for making simple toys?	Individually, learners make simple toys using available materials and tools	Regalia charts	Observation Oral questions
	2		Toys	By the end of the lesson the learner should be able to Make simple toys using locally available materials and tools, for playing.	What materials and tools do we have for making simple toys?	In a group, learners display, talk about and appreciate their own and others’ work	Regalia charts	Observation Oral questions
3	1		Kites	By the end of the of the lesson the learner should be able to identify kites, locally available materials and tools for making kites at Inquiry Corner for motivation	What is a kite?	\Guide the learners, as a group, to Inquiry Corner to identify kites, locally available materials and tools for making kites at Inquiry Corner for motivation	Regalia charts	Observation Oral questions
	2		Kites	By the end of the of the lesson the learner should be able to observe kites in the physical and/or ICT environment to help in making kites	What is a kite?	Guide the learners, to observe kites, locally available materials and tools for making kites in the physical and/or ICT environment	Regalia charts	Observation Oral questions
4	1		Kites	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make kites	Have you ever seen a kite	Individually, learners make simple kites using available materials and tools	Regalia charts	Observation Oral questions
	2		Kites	By the end of the of the lesson the learner should be able to Make simple kites using locally available materials and tools, for playing	Have you ever seen a kite	In a group, learners display, talk about and appreciate their own and others’ work.	Regalia charts	Observation Oral questions
5	1	Weaving	Plain Paper Weave	By the end of the lesson the learner should be able to identify samples of plain weaves of varied materials and colors at Inquiry Corner for motivation.	What is weaving?	Guide the learners, as a group, to Inquiry Corner to identify samples of plain weaves of varied materials and colors for motivation	Regalia charts	Observation Oral questions
	2	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to identify locally available material and tools for making plain weaves at Inquiry Corner for motivation.	What is weaving?	Guide the learners, to observe samples of plain weaves from varied materials and colors in the physical and/or ICT environment for motivation	Regalia charts	Observation Oral questions
6	1	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make plain paper weaves in two colors	How do we identify woven items?	Individually, learners collect different types of materials and tools from the environment and make simple paper table mats using plain weave in two colors	Regalia charts	Observation Oral questions
	2	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to make simple paper table mats using plain weave in two colors from locally available materials and tools	How do we identify woven items?	Individually, learners collect different types of materials and tools from the environment and make simple paper table mats using plain weave in two colors	Regalia charts	Observation Oral questions
7	1	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to identify items modelled using pinch method, materials and tools at Inquiry Corner for motivation	What items in Inquiry Corner are modelled using pinch method	Learners are guided, as a group, to Inquiry Corner to identify items modelled using pinch method, materials and tools for motivation.	Regalia charts	Observation Oral questions
	2	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to observe items modelled using pinch method, materials and tools in the physical and/or ICT environment for motivation.	What items in Inquiry Corner are modelled using pinch method	Learners are guided, to observe items modelled using pinch method, materials and tools in the physical and/or ICT environment for motivation	Regalia charts	Observation Oral questions
8	1	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to model simple objects using pinch method for self-expression	What materials and tools are used for modelling	Individually, learners model simple objects using pinch method for self-expression	Regalia charts	Observation Oral questions
	2	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to display, talk about and 8appreciate own and others’ work	What materials and tools are used for modelling	In a group, learners display, talk about and appreciate their own and others’ work.	Regalia charts	Observation Oral questions
9&10	ASSESSEMENT

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:10

Mathematics Schemes - Grade 1 Schemes of Work Term 2 2023

Week	Lesson	Strand		Sub-strand	Specific learning outcomes	Key inquiry questions	Learning experiences	Learning resources	Assessment	Remarks
1	1	Numbers		Addition	By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10	In how many ways can we add single digits that add to 10?	Learners in pairs/groups of not more than 10 to gather themselves and find their total number according to their gender etc. Learners to count and add objects within the class that are not more than ten.	Boys and girls for counting Objects within the class JKF Primary Mathematics Learner’s Activity Book 1 page 53-55	Observe how learners gather themselves and find their total numbers Oral presentation of objects counted
	2	Numbers		Addition	By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10	How many do we get?	Learners to add 2single digits by counting on	Chalkboard Charts JKF Primary Mathematics Learner’s Activity Book 1 page 53-55	Oral exercise [individual]
	3	Numbers		Addition	By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10	How many single digits can be added up to get10?	Leaners in pairs /groups to come up with single digits that can be added up to get 10 only	Chalk board JKF Primary Mathematics Learner’s Activity Book 1 page 53-55
	4	Numbers		Addition	By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts	Which 3 digits do you think we can add to get 10or less than 10?	Learners to add 3- single digit numbers by counting on	Chalk board JKF Primary Mathematics Learner’s Activity Book 1 page 56-60	Writing exercises
	5	Numbers		Addition	By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts	Which three digits can be added to sum up ten?	Learners in pairs /groups to identify 3 digits in each group that can be added to get 10 or a number less than 10	Exercise books Charts JKF Primary Mathematics Learner’s Activity Book 1 page 56-60	Writing in class exercises
2	1	Numbers		Addition	By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 100in different contexts	How can we add by using a number line?	Learners to add 3single digit numbers using a number line	JKF Primary Mathematics Learner’s Activity Book 1 page 56-60 Chalkboard	In class writing exercises
	2	Numbers		addition	By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 100in different contexts	In how many ways can we add 3, 4, or 5 to any other digit to get 10?	Learners in pairs/groups to find out how many ways 3,4 and 5 can be added to any other number to get ten	Exercise books JKF Primary Mathematics Learner’s Activity Book 1 page 56-60	In class writing exercise
	3	Numbers		Addition	By the end of the lesson the learner should be able to add a 2- digit number to a 1-digit number without regrouping, horizontally and vertically with sum not exceeding 100	Can we add up to 100?	Learners to add numbers less than 100	JKF Primary Mathematics Learner’s Activity Book 1 page 61-62	Oral presentation of numbers from 1-100
	4	Numbers		Addition	By the end of the lesson the learner should be able to add a 2- digit number to a 1-digit number without regrouping, horizontally and vertically with sum not exceeding 100	How can we add a 2- digit number to a 1- digit number?	Learner to add a 2- digit number to 1- digit number without regrouping horizontally and vertically with sum not exceeding 100	JKF Primary Mathematics Learner’s Activity Book 1 page 61-62	In class exercises
	5	Numbers		Addition	By the end of the lesson the learner should be able to add a 2- digit number to a 1-digit number without regrouping, horizontally and vertically with sum not exceeding 100	How many do we get?	Learners grouping the number of objects having 2digit to those having 1-digit to find out their sum	Class room objects JKF Primary Mathematics Learner’s Activity Book 1 page 61-62	In class writing exercise
3	1	Numbers		Addition	By the end of the lesson the learner should be able to :add a 2- digit number to a 1-digit number without regrouping , horizontally and vertically with sum not exceeding 100	How many are they?	Learners in pairs/groups of 5 to walk in school compound and collect concrete objects and ad them up to the number of the group members i.e. the collected objects should range from 10-95	School compound Exercise books JKF Primary Mathematics Learner’s Activity Book 1 page 61-62	Observe leaners collecting and adding up objects from the school compound
	2	Numbers		Addition	By the end of the lesson the learner should be able to add a 2- digit number to a 1-digit number vertically with sum not exceeding 100	Can we work out word problems?	Learners to read out word sentences that involves adding Learners to practice working out problems	JKF Primary Mathematics Learner’s Activity Book 1 page 63	Writing exercises in class
	3	Numbers		Addition	By the end of the lesson the learner should be able to add multiples of 10 up to 100 vertically	How do we ad multiples of 10?	Learners to add multiples of 10 up to 100 vertically	JKF Primary Mathematics Learner’s Activity Book 1 page 64 Chalk board	Writing exercise
	4	Numbers		Addition	By the end of the lesson the learner should be able to add multiples of 10 up to 100 vertically	In how many ways can we add multiples of ten to get 100?	Learners in pairs/groups to find different ways in which the multiples of 10 can be added to get 100 and present them	Exercise books Charts JKF Primary Mathematics Learner’s Activity Book 1 page 64	In class oral presentation Writing exercises
	5	Numbers		Addition	By the end of the lesson the learner should be able to add multiples of 10 up to 100 vertically	How many do we get?	Learners to group objects in groups of 10’s and add them up including their number in class	Objects in classroom JKF Primary Mathematics Learner’s Activity Book 1 page 64	Observe learners grouping and counting objects
4	1	Numbers		Addition	By the end of the lesson the learner should be able to: work out missing numbers in patterns involving addition of whole numbers up to 100	Which number is missing?	Learners to make patterns involving addition with numbers up to 100	JKF Primary Mathematics Learner’s Activity Book 1 page 65	In class writing exercise
	2	Numbers		Addition	By the end of the lesson the learner should be able to: work out missing numbers in patterns involving addition of whole numbers up to 100	How can we find the missing number?	Learners in groups/pairs to play games involving addition	Playing games JKF Primary Mathematics Learner’s Activity Book 1 page 65	Observe learners do the additions as they play
	3	Numbers		Subtraction	By the end of the lesson the learner should be able to model subtraction as ‘taking away’ using concrete objects	How do you subtract a number from the other?	Learners in pairs/groups to model subtraction using concrete objects	Objects within the class JKF Primary Mathematics Learner’s Activity Book 1 page 66-67	Observe learners collecting and model subtracting objects from others
	4	Numbers		Subtraction	By the end of the lesson the learner should be able to model subtraction as ‘taking away’ using concrete objects	How Many do we remain with?	Learners to collect objects of different colors and sort them out according to their colors	Colored objects within the class. JKF Primary Mathematics Learner’s Activity Book 1 page 66-67	Observe learners collecting and sorting objects
	5	Numbers		Subtraction	By the end of the lesson the learner should be able to model subtraction as ‘taking away’ using concrete objects	How many were taken away?	Learners tin pairs/groups to collect objects and take away the collected objects at random and find the number taken away	Concrete objects. JKF Primary Mathematics Learner’s Activity Book 1 page 66-67	Observe learners collect and take away objects
5	1	Numbers		Subtraction	By the end of the lesson the learner should be able to: use the ‘- ‘and ‘=’ signs in writing subtraction sentences	How do we use the ‘-‘and = sigs I subtraction?	Learners to practice using – and = sign sin subtraction sentences	Chalk board JKF Primary Mathematics Learner’s Activity Book 1 page 68-69	In class writing exercise
	2	Numbers		Subtraction	By the end of the lesson the learner should be able to: use the ‘-‘ and ‘=’ signs in writing subtraction sentences	How do we use the subtracting signs?	Learners to practice using the subtracting signs ‘-‘ and ‘=’ in subtraction sentences while subtracting concrete objects within the class room	Objects within the class JKF Primary Mathematics Learner’s Activity Book 1 page 68-69	Oral exercises on subtraction
	3	Numbers		Subtraction	By the end of the lesson the learner should be able to: subtract single digit numbers	How do we subtract single digits?	Learners in pairs/groups to subtract by counting backwards	Chalk board JKF Primary Mathematics Learner’s Activity Book 1 page	Oral exercises on counting backwards
	4	Numbers		Subtraction	By the end of the lesson the learner should be able to: subtract single digit numbers	How do we subtract single digits number from the other?	Learners to practice subtracting single number from the other Learners to find out objects and take away some	Chalk board JKF Primary Mathematics Learner’s Activity Book 1 page 66-68	In class writing exercise
	5	Numbers		Subtraction	By the end of the lesson the learner should be able to: subtract single digit numbers	How many are left?	Learners in pairs /groups to play game that involves subtracting and counting backwards e.g. songs	Counting games and songs. JKF Primary Mathematics Learner’s Activity Book 1 page 69-75	Observe learners play games by counting backwards
6	1	Numbers		Subtraction	By the end of the lesson the learner should be able to: subtract single digit numbers	How can we subtract using a number line?	Learners in pair /groups to practice subtracting using a number line	JKF Primary Mathematics Learner’s Activity Book 1 page 69-75
	2	Numbers		Subtraction	By the end of the lesson the learner should be able to: subtract single digit numbers	Can we add and subtract?	Learners to add digits and then subtract the least digit from the total	JKF Primary Mathematics Learner’s Activity Book 1 page 69-75
	3	Numbers		Subtraction	By the end of the lesson the learner should be able to: subtract single digit numbers	Can we work out word problems involving subtraction?	Learners to read out loudly the subtraction sentences Learners to work out word problems involving subtraction of single digits	JKF Primary Mathematics Learner’s Activity Book 1 page 69-75	Writing exercises in class
	4	Numbers		Subtraction	By the end of the lesson the learner should be able to: subtract a 1-digit number from a 2digit number based on basic addition facts	How do you subtract a single digit number from a 2- digit number?	Learners to practice subtracting a 1-digit from a 2-digit number	Chalk board Charts. JKF Primary Mathematics Learner’s Activity Book 1 page 76-80	In class writing exercise
	5	Numbers		Subtraction	By the end of the lesson the learner should be able to: subtract a 1-digit number from a 2digit number based on basic addition facts	How many?	Learners to solve routine and non-routine problems involving subtraction of 1digit number from a 2-digit number based on basic addition facts	Environmental activities. JKF Primary Mathematics Learner’s Activity Book 1 page 76-80	Writing exercises
7	1	Numbers	Subtraction		By the end of the lesson the learner should be able to: subtract a 1-digit number from a 2digit number based on basic addition facts	How many do we get?	Learners in pairs /groups to identify numbers with 1digit and subtracting them from a 2-digit number	Exercise books charts JKF Primary Mathematics Learner’s Activity Book 1 page 76-80	Writing in class exercise
	2	Numbers	Subtraction		By the end of the lesson the learner should be able to: subtract a 1-digit number from a 2digit number based on basic addition facts	How many?	Learners to practice subtracting a 1-digit number from a 2digit number in class	Chalk board JKF Primary Mathematics Learner’s Activity Book 1 page 76-80
	3	Numbers	Subtraction		By the end of the lesson the learner should be able to: subtract multiple of 10 up to 90	How do we subtract multiples of 10?	Learners to do several exercises involving subtracting items that are multiples of ten	JKF Primary Mathematics Learner’s Activity Book 1 page 81	Writing exercises
	4	Numbers	Subtraction		By the end of the lesson the learner should be able to: work out missing numbers in patterns involving subtraction of whole numbers up to 100	How do we get missing numbers using a number line?	Learners in groups/pairs to create patterns involving subtraction	JKF Primary Mathematics Learner’s Activity Book 1 page 82	Writing exercise
	5	Numbers	Subtraction		By the end of the lesson the learner should be able to: work out missing numbers in patterns involving subtraction of whole numbers up to 100	How do we work patterns in subtraction?	Learners to work out exercise involving patterns in subtraction	Chalkboard JKF Primary Mathematics Learner’s Activity Book 1 page 82	Writing exercises Observe learners work out patterns involving subtraction
8	1	Numbers	Subtraction		By the end of the lesson the learner should be able to: work out missing numbers in patterns involving subtraction of whole numbers up to 100	How many remains?	Learners to carry out subtractions involving both single numbers and 2-digit numbers up to 90	JKF Primary Mathematics Learner’s Activity Book 1 page 82	Writing in class exercise
	2	measurement	Length		By the end of the lesson the learner should be able to: compare lengths of objects directly	How do you compare the length of objects?	Learners in pairs /groups to collect objects having different lengths just from the appearance without measuring	Objects within the class JKF Primary Mathematics Learner’s Activity Book 1 page 83-85	Observe learners collect objects of different lengths
	3	Measurement	Length		By the end of the lesson the learner should be able to: compare lengths of objects directly	Which one is longer?	Learners to identify the longer and shorter objects from the ones they collected and group them together	Pencils/ books Bottles /pairs of shoes etc. JKF Primary Mathematics Learner’s Activity Book 1 page 83-85	Observe learners group objects of the same length together
	4	Measurement	Length		By the end of the lesson the learner should be able to: compare lengths of objects directly	Can we draw objects of different lengths?	Learners to draw objects of different lengths of different objects and color the objects of the same length with their unique colors	JKF Primary Mathematics Learner’s Activity Book 1 page 83-85 Charts Exercise books	Observe learners drawing objects in class drawing exercises
	5	Measurement	Length		By the end of the lesson the learner should be able to: compare lengths of objects directly	Which one is shorter, longer, and/or same as?	Learners to check on their text books and color objects that are shorter, longer and of the same length	JKF Primary Mathematics Learner’s Activity Book 1 page 86-87	In class exercise on coloring of objects of the same lengths
9	1	Measurement	Length		By the end of the lesson the learner should be able to: compare lengths of objects directly	How many of this?	Learner sin pairs/groups to measure: The teachers desk The length of the class room window Their desk	Desks Classroom window. JKF Primary Mathematics Learner’s Activity Book 1 page 88-89	Observe learners carrying out measurement
	2	Measurement	Length		By the end of the lesson the learner should be able to: compare lengths of objects directly	How many of this?	Learners in groups/pairs to measure: One side of the classroom Width of the classroom door Learners to get out of the class and measure the distance from classroom to: The gate The playground Head teachers office	JKF Primary Mathematics Learner’s Activity Book 1 page 88-89 Exercise book	Observe learners determine the distances Writing exercises
	3	Measurement	Length		By the end of the lesson the learner should be able to conserve length through manipulation,	How long?	Learners to place objects of equal length in different orientations and describe them using words such as longer than, shorter than and same as	Concrete objects JKF Primary Mathematics Learner’s Activity Book 1 page 88-89	Observe learners carrying out the measurements
	4	Measurement	Length		By the end of the lesson the learner should be able to: measure lengths using arbitrary units	Which object can be used to measure the teachers table?	Learners in pairs/groups to measure lengths using different objects as arbitrary units and discuss the measurements from the various groups	Sticks JKF Primary Mathematics Learner’s Activity Book 1 page 88-89	Observing learners taking measuring
	5	Measurement	Mass		By the end of the lesson the learner should be able to: compare mass of objects directly	How can you compare the mas of two or more objects?	Learners in pairs/groups use safe objects to identify those heavier than, lighter than or same	Real objects within the class JKF Primary Mathematics Learner’s Activity Book 1 page 90-92	Observe leaners identifying the heaviness of objects within the class
10-11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 1 Schemes of Work Term 2 2023

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Thursday, 26 January 2023 09:10

Music Schemes - Grade 1 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment	Remarks
1	1	Musical Instruments		By the end of the sub strand, the learner should be able to: a) Sign name different types of percussion instruments that can be used to accompany singing and dancing	Which musical instruments are used while singing or dancing?	Learners look at real Instruments, videos, pictures and are guided in identifying them. Learners feel vibrations of different percussion instruments and sign name them.	Signed questions, portfolio, observation, check lists	Audiovisual excerpts of musical instruments Musical instruments Charts of musical instruments Locally available recyclable materials
2	1	Musical Instruments		By the end of the sub strand, the learner should be able to: Sign name different types of percussion instruments that can be used to accompany singing and dancing	Which instruments are played by striking?	In groups and individually learners are guided in improvising body percussions by tapping, clapping, stamping etc. to accompany signed song	Signed questions, portfolio, observation, check lists	Audiovisual excerpts of musical instruments Musical instruments Charts of musical instruments Locally available recyclable materials
3	1	Musical Instruments		By the end of the sub strand, the learner should be able to improvise body percussions to accompany signed songs	Which instruments are played by shaking?	Individually and in groups, learners are guided to improvise different percussions using locally available materials such as rhythm sticks, shakers, rattles and drums and encouraged to share them with others	Signed questions, portfolio, observation, check lists	Audiovisual excerpts of musical instruments Musical instruments Charts of musical instruments Locally available recyclable materials
4	1	Musical Instruments		By the end of the sub strand, the learner should be able to improvise percussion instruments using locally available materials	What is the role of instruments in a song?	Learners take turns playing the beat or a rhythmic pattern on improvised percussion instruments as the rest sign familiar songs, or during story signing time.	Signed questions, portfolio, observation, check lists	Audiovisual excerpts of musical instruments Musical instruments Charts of musical instruments Locally available recyclable materials
5	1	Musical Instruments		By the end of the sub strand, the learner should be able to improvise percussion accompaniment to signed songs and dances.	What is the role of instruments in a song?	Learners take turns playing the beat or a rhythmic pattern on improvised percussion instruments as the rest sign familiar songs, or during story signing time.	Signed questions, portfolio, observation, check lists	Audiovisual excerpts of musical instruments Musical instruments Charts of musical instruments Locally available recyclable materials
6	1		Dance	By the end of the sub strand the learner should be able to: identify various occasions during which dance is performed in the society	During which occasions/event s do you dance?	Learners to identify occasions during which dance is performed in the society. Learners watch relevant recordings of different dances for experience purposes and dance freely	Audio-visual excerpts of dance Audio-visual equipment Dance costumes and props. Multi-cultural musical instruments	Signed questions, portfolio, observation, check lists
7	1		Dance	By the end of the sub strand the learner should be able to develop an awareness of body parts leading to their appropriate use in dance	During which occasions/event s do you dance?	Learners to identify occasions during which dance is performed in the society. Learners watch relevant recordings of different dances for experience purposes and dance freely	Audio-visual excerpts of dance Audio-visual equipment Dance costumes and props. Multi-cultural musical instruments	Signed questions, portfolio, observation, check lists
8	1		Dance	By the end of the sub strand the learner should be able to apply body movements that are part of daily experience in a variety of ways in dance	Why do people dance? Which are some of the body movements we make every day?	Learners to identify and use different body parts/zones and to freely execute dance movement. Learners identify and use body movements that are part of daily experience (waving, matching, shoulder-shrugging, nodding, sweeping motion) in dance	Audio-visual excerpts of dance Audio-visual equipment Dance costumes and props. Multi-cultural musical instruments	Signed questions, portfolio, observation, check lists
9	1		Dance	By the end of the sub strand the learner should be able to respond to movement and vibrations/music in a variety of ways for enjoyment	Why do people dance? Which are some of the body movements we make every day?	Learners to identify and use different body parts/zones and to freely execute dance movement. Learners identify and use body movements that are part of daily experience (waving, matching, shoulder-shrugging, nodding, sweeping motion) in dance	Audio-visual excerpts of dance Audio-visual equipment Dance costumes and props. Multi-cultural musical instruments	Signed questions, portfolio, observation, check lists
10	1		Dance	By the end of the sub strand the learner should be able to apply locomotors and non-locomotors movements in creating own dance;	Which parts of the body are commonly used when dancing?	Individually and in groups learners are guided in appropriate use of time, space, energy and relationships (elements of dance) in dance performance	Audio-visual excerpts of dance Audio-visual equipment Dance costumes and props. Multi-cultural musical instruments	Signed questions, portfolio, observation, check lists
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 1 Schemes of Work Term 2 2023

Tagged under

Thursday, 26 January 2023 09:10

Movement Schemes - Grade 1 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub Strand	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment	Remarks
1	1	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: name the parts of the body that are in use during the over arm throw for body awareness	Name games that involve the over arm throw.	Learners to name objects around the school compound that they are able to throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	2	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: name the parts of the body that are in use during the over arm throw for body awareness	Name games that involve the over arm throw.	Learners to name objects around the school compound that they are able to throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	3	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: watch a video clip on over arm throw for digital literacy and problem solving	Name games that involve the over arm throw.	Learners to observe the over arm throw skill in the you tube using digital devices such as mobile phones	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	4	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: watch a video clip on over arm throw for digital literacy and problem solving	Name games that involve the over arm throw.	Learners to observe the over arm throw skill in the you tube using digital devices such as mobile phones	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	5	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: perform the over arm throw in different ways for strength, coordination, endurance and balance	Name games that involve the over arm throw.	Learners to improvise balls using the locally available materials for use during the over arm throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
2	1	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: perform the over arm throw in different ways for strength, coordination, endurance and balance	Name situations where you can use the over arm throw	Learners to improvise balls using the locally available materials for use during the over arm throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	2	Basic motor skills	Manipulative skill Over arm throw	perform the over arm throw in different ways for strength, coordination, endurance and balance	Name situations where you can use the over arm throw	Learners to improvise balls using the locally available materials for use during the over arm throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	3	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: practice the over arm throw in different ways for strength coordination, endurance, balance and for excellence	Name situations where you can use the over arm throw	Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	4	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: practice the over arm throw in different ways for strength coordination, endurance, balance and for excellence	Name situations where you can use the over arm throw	Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	5	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: practice the over arm throw in different ways for strength coordination, endurance, balance and for excellence	Name situations where you can use the over arm throw	Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
3	1	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: establish relationships through using the over arm throw for critical thinking and problem solving	Name games that involve the over arm throw. Name situations where you can use the over arm throw.	Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back. § Throw objects of different sizes using the over arm throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	2	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: make appropriate play items for creativity and imagination	Name games that involve the over arm throw. Name situations where you can use the over arm throw.	Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back. § Throw objects of different sizes using the over arm throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	3	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: make appropriate play items for creativity and imagination	Name games that involve the over arm throw. Name situations where you can use the over arm throw.	Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back. § Throw objects of different sizes using the over arm throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	4	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: appreciate throwing using the over arm throw for strength, coordination, balance and self-esteem	Name games that involve the over arm throw. Name situations where you can use the over arm throw.	Throw objects of different sizes using the over arm throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	5	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: play games for enjoyment;	Name games that involve the over arm throw. Name situations where you can use the over arm throw.	Throw objects of different sizes using the over arm throw Learners to play games that involve the over arm throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
4	1	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: play games for enjoyment.	Name games that involve the over arm throw. Name situations where you can use the over arm throw.	Throw objects of different sizes using the over arm throw Learners to play games that involve the over arm throw	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	2	Basic motor skills	Manipulative skill Over arm throw	By the end of the sub strand the learner should be able to: observe rules when playing games for own and others safety.	Name games that involve the over arm throw. Name situations where you can use the over arm throw.	Observe the rules when playing games using the over arm throw.	Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket	Signed questions and practical make appropriate play items and use them in their own games
	3		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: name the parts of the body that are in use during catching for body awareness	What are the body parts that are used for catching?	Learners to answer questions on the parts of the body in use when catching.	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	4		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: name the parts of the body that are in use during catching for body awareness	What are the body parts that are used for catching?	Learners to answer questions on the parts of the body in use when catching.	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	5		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: watch a video clip on catching for digital literacy and problem solving;	Name games where catching is used	learners in groups to watch video clips of people playing netball and other games where the catching skill is used	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
5	1		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: watch a video clip on catching for digital literacy and problem solving;	Name games where catching is used	learners in groups to watch video clips of people playing netball and other games where the catching skill is used	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	2		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: perform catching in different ways for strength, coordination, endurance and balance	Name games where catching is used	Learners to practice catching items of different sizes such as bean bags, tenniquoits and balls	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	3		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: perform catching in different ways for strength coordination, endurance and balance	Name games where catching is used	Learners to practice catching items of different sizes such as bean bags, tenniquoits and balls	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	4		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: practice catching in different ways for strength, coordination, endurance, balance and for excellence	Name games where catching is used	Learners to practice catching in groups, in twos	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	5		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: practice catching in different ways for strength, coordination, endurance, balance and for excellence	Name games where catching is used	Learners to practice catching in groups, in twos Learners to play games using the catching skill	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
6	1		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: establish relationships through catching for critical thinking and problem solving;	Name games where catching is used	Learners to practice catching in groups, in twos Learners to play games using the catching skill	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	2		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: make appropriate balls for use, and for creativity and imagination;	Name games where catching is used	Learners to play games using the catching skill	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	3		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: make appropriate balls for use, and for creativity and imagination.	Name games where catching is used	Learners to play games using the catching skill	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	4		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: appreciate catching for Strength, coordination and balance and self-esteem.	Name games where catching is used	Learners to play games using the catching skill	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	5		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: play games for enjoyment.	Name games where catching is used	Learners to play games using the catching skill	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
7	1		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: play games for enjoyment.	Name games where catching is used	Learners to play games using the catching skill	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	2		Manipulative skills: Catching	By the end of the sub strand, the learner should be able to: Observe rules when playing games for own and others safety.	Name games where catching is used	Learners to observe rules when playing games using the catching skill	Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used	Signed questions and practical
	3	Water safety:	Pool Rules	By the end of the sub strand, the learners should be able to: Name water bodies found in the locality.	Name some water bodies around where you come from. Mention some of your classroom rules	Learners in groups could be shown video clips of different water bodies such as dams, lakes, rivers, oceans and swimming pools	Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones	Signed questions, observations Practicals make posters
	4	Water safety	Pool Rules	By the end of the sub strand, the learners should be able to: Name water bodies found in the locality.	Name some water bodies around where you come from. Mention some of your classroom rules	Learners in groups could be shown video clips of different water bodies such as dams, lakes, rivers, oceans and swimming pools	Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones	Signed questions, observations Practicals make posters
	5	Water safety:	Pool Rules	By the end of the sub strand, the learners should be able to: create a poster of pool rules for display in the changing room.	Name some water bodies around where you come from. Mention some of your classroom rules	Learners to create a poster showing the swimming pool rules for display in the changing room	Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones	Signed questions, observations Practicals make posters
8	1	Water safety	Pool Rules	By the end of the sub strand, the learners should be able to: create a poster of pool rules for display in the changing room.	Name some water bodies around where you come from. Mention some of your classroom rules	Learners to create a poster showing the swimming pool rules for display in the changing room	Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones	Signed questions, observations Practicals make posters
	2	Water safety	Pool Rules	By the end of the sub strand, the learners should be able to: identify sections of the pool and its environs.	Name some water bodies around where you come from. Mention some of your classroom rules	Learners to observe pool sanitation and hygiene showering before entering the pool	Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones	Signed questions, observations Practicals make posters
	3	Water safety	Pool Rules	By the end of the sub strand, the learners should be able to: familiarize with the pool rules for safety.	Name some water bodies around where you come from. Mention some of your classroom rules	Learners to observe pool sanitation and hygiene showering before entering the pool	Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones	Signed questions, observations Practicals make posters
	4	Water safety	Pool Rules	By the end of the sub strand, the learners should be able to: familiarize with the pool rules for safety.	Name some water bodies around where you come from. Mention some of your classroom rules	Learners to observe pool sanitation and hygiene showering before entering the pool appropriate dress code	Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones	Signed questions, observations Practicals make posters
	5	Water safety	Pool Rules	By the end of the sub strand, the learners should be able to: observe sanitation around the pool environs for personal hygiene.	Name some water bodies around where you come from. Mention some of your classroom rules	Learners to be taken round the swimming pool for familiarization appropriate dress code	Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones	Signed questions, observations Practicals make posters
9	1	Water safety	Pool Rules	By the end of the sub strand, the learners should be able to: enjoy playing simple water games.	Name some water bodies around where you come from. Mention some of your classroom rules	Learners to be taken round the swimming pool for familiarization appropriate dress code Learners to play water games	Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones	Signed questions, observations Practicals make posters
	2	Water safety	Pool Rules	By the end of the sub strand, the learners should be able to: obey pool rules for own and others safety.	Name some water bodies around where you come from. Mention some of your classroom rules	Learners to observe safety rules around the swimming pool	Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones	Signed questions, observations Practicals make posters
	3	Swimming	Water Safety: Personal floatation device	By the end of the sub strand, the learner should be able to: State swimming pool rules.	Which objects can float in water? Name any two pool rules that you know.	Learners in groups to watch video clips of different types of floatation devices.	Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices	Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies
	4	Swimming	Water Safety: Personal floatation device	By the end of the sub strand, the learner should be able to watch a video clip of people wearing flotation devices for digital literacy and problem solving;	Which objects can float in water? Name any two pool rules that you know.	Learners in groups to watch video clips of different types of floatation devices.	Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices	Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies
	5	Swimming	Water Safety: Personal floatation device	By the end of the sub strand, the learner should be able to watch a video clip of people wearing flotation devices for digital literacy and problem solving;	Which objects can float in water? Name any two pool rules that you know.	Learners in groups to watch video clips of different types of floatation devices.	Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices	Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies
10	1	Swimming	Water Safety: Personal floatation device	By the end of the sub strand, the learner should be able to identify different personal flotation device for wearing during swimming.	Which objects can float in water? Name any two pool rules that you know.	Learners to name different items that float on water	Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices	Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies
	2	Swimming	Water Safety: Personal floatation device	By the end of the sub strand, the learner should be able to demonstrate the wearing of a personal floatation device for safety.	Which objects can float in water? Name any two pool rules that you know.	Learners to name different items that float on water	Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices	Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies
	3	Swimming	Water Safety: Personal floatation device	By the end of the sub strand, the learner should be able to demonstrate the wearing of a personal floatation device for safety.	Which objects can float in water? Name any two pool rules that you know.	Learners to name different items that float on water	Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices	Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies
	4	Swimming	Water Safety: Personal floatation device	By the end of the sub strand, the learner should be able to appreciate the flotation devices for safety.	Which objects can float in water? Name any two pool rules that you know.	Learners to name different items that float on water. Learners to watch video clips of people wearing flotation devices. Learners practice wearing floatation devices	Field markers, bean bags, ropes Digital devices such as computer, mobile phones Video clips of different types of floatation devices	Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies
	5	Swimming	Water Safety: Personal floatation device	By the end of the sub strand, the learner should be able to play simple water games for enjoyment	Which objects can float in water? Name any two pool rules that you know.	Learners to name different items that float on water. Learners to watch video clips of people wearing flotation devices. Learners practice wearing floatation devices	Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices	Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies
11	END TERM ASSESSMENT AND CLOSING

Published in Grade 1 Schemes of Work Term 2 2023

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Thursday, 26 January 2023 09:10

Kiswahili Schemes - Grade 1 Schemes of Work Term 2 2023

WIKI	KIPINDI	MADA	MADA NDOGO	MATOKEO MAALUM YANAYOTOKEA	MASWALI DADISI	MAPENDEKEZO YA SHUGLI ZA UFUNZAJI	KAZI YA ZIADA	NYEZO	MAONI
1	1	FAMILIA	Kusikiliza na kuzungumza	Kuchangamkia kutumia maneno yanayojumuisha sauti zilizofunzwa katika mawasiliano ya kila siku.	Unaweza kusoma maneno yote katika hadithi?	Mwanafunzi afinyange na aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni. Mwanafunzi aandike maneno yaliyo na herufi za sauti alizofunzwa kwa kunakili aliyoandika mwalimu.	Mwalimu asikize mwanafunzi akisoma maneno yote katika sentensi.	Kiswahili dadisi mazoezi ya lugha gredi 1 Uk 53
	2	KUSIKILIZ A NA KUZUNGUMZA	Maneno ya heshima	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua maneno ya heshima katika familia kutumia maneno ya heshima katika mawasiliano	Unapopewa zawadi unatakiwa kusema nini? Mwenzako anapojikwaa utamwambiaje?	Wanafunzi waweza kuonyeshwa mchoro wa mtoto akipokea zawadi halafu wajadili neno linalofaa kutumiwa na anayepokea zawadi. Mwanafunzi aweza kuonyeshwa video inayoashiria matumizi ya maneno ya heshima k.m. Mtu akipokea zawadi au wageni wakimtembelea mgonjwa hospitalini.	Mwalimu asikize mwanafunzi akitambua baadhi ya maneno ya heshima unayoyajua.	Mwanafunzi Uk53-54 Kiswahili dadisi mazoezi ya lugha gredi 1
	3	KUSIKILIZA NA KUZUNGUMZA	Maneno ya heshma	kuambatanisha maneno ya heshima na hisia zifaazo katika mawasiliano kuthamini matumizi ya maneno ya heshima katika mawasiliano ya kila siku	Unapoomba ruhusu kutoka kwa mwalimu unatumia neno gani?	Mwanafunzi aweza kupewa ufafanuzi kuhusu maneno ya heshima kama vile asante. Wanafunzi waweza kushirikishwa katika kuigiza vitendo vya heshima. Mwanafunzi ahusishwe katika mjadala kuhusu umuhimu wa kutumia maneno ya heshima.	Mwalimu asikize maneno ya heshima kutoka kwa mwanafunzi.	Mwalimu Wanafunzi Uk 55 Kiswahili dadisi mazoezi ya lugha gredi 1
2	1	KUSOMA	Hadithi	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati uliotumika katika hadithi kusikiliza hadithi zikisomwa na mwalimu zinazohusu familia	Unatakiwa kufanya nini unaposomewa hadithi? Unakumbuka nini katika hadithi uliyosomewa	Mwanafunzi aweza kujadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi aweza kutabiri kitakachotokea kwenye hadithi. Mwanafunzi aweza kufuatilia hadithi ikisomwa na mwalimu, kisha asome pamoja na mwalimu na baadaye asome akiwa peke yake au wiwili wawili.	Mwalimu asikilioze wanafunzi wakisoma hadithi.	Wanafunzi Chati Uk 56 Kiswahili dadisi mazoezi ya lugha gredi 1
	2	KUSOMA	Hadithi	Kufikia mwisho wa mada mwanafunzi aweze kusoma hadithi kuhusu familia darasani	Unaweza kutabiri kitakachotokea katika hadithi?	Mwanafunzi aweza kueleza maana na matumizi ya msamiati uliotumika kwenye hadithi ukiwemo msamiati wa familia kama vile baba, mama, kaka na dada	Mwalimu asikize maoni ya wanafunzi kuhusu hadithi.	Chati Uk56 Kiswahili dadisi mazoezi ya lugha gredi 1
	3	KUSOMA	hadithi	Kufikia mwisho wa mada mwanafunzi aweze kuchangamkia kusikiliza hadithi kila siku.	Kwa nini unapenda hadithi?	Mwanafunzi asikilize hadithi ya mwalimu au iliyorekodiwa inayojumuisha matumizi ya maneno ya heshima.	Mwalimu asikize maoni ya mwanafunzi akieleza kwa nini anapenda hadithi.	Wanafunzi Uk 58 Kiswahili dadisi mazoezi ya lugha gredi 1
3	1	SARUFI	Nafsi ya kwanza wakati uliopo	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua maneno na viambishi vinavyotumika kuonyesha nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika sentensi.	Je, unatumia maneno gani kujirejelea na mkiwa wengi?	Mwanafunzi aweza kutumia nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika mawasiliano. Mwanafunzi aweza kutumia nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika sentensi	Mwalimu asikize mwanafunzi akitambua maneno ya viambishi anayojua.	Mwanafunzi ChATI Uk59-60 Kiswahili dadisi mazoezi ya lugha gredi 1
	2	SARUFI	Nafsi ya kwanza wakati uliopo	Kufikia mwisho wa mada mwanafunzi aweze kusoma vifungu vya maneno vinavyoashiria nafsi ya kwanza wakati uliopo hali ya umoja na wingi	Je unaweza kusoma kifungu chochote?	Manafunzi aweza kusoma sentensi zinazojumuisha matumizi ya nafsi ya kwanza wakati uliopo hali ya umoja na wingi.	Mwalimu Soma kifungu kisha uandike kifungu upya kwa hati nadhifu.	Mwanafunzi Uk 60-61 Kiswahili dadisi mazoezi ya lugha gredi 1
	3	SARUFI	Nafsi ya kwanza wakati uliopo	Kufikia mwisho wa mada mwanafunzi aweze kutumia nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika sentensi kuandika vifungu vya maneno vinavyoashiria nafsi ya kwanza wakati uliopo hali ya umoja na wingi	Je unaeza andika vifungu vya maneno vinavyoashiria nafsi?	Mwanafunzi aweza kujaza mapengo kwa kutumia maneno na viambishi vinavyowakilisha nafsi ya kwanza na wakati uliopo kama vile mimi	Mwalimu asikilize mwanafunzi akitumia nafsi ya kwanza katika wakati uliopo kutunga sentensi.	Mwanafunzi Tarakilishi Uk 59 Kiswahili dadisi mazoezi ya lugha gredi 1
4	1	SARUFI	Nafsi ya kwanza wakati uliopo	Kufikia mwisho wa mada mwanafunzi aweze kufurahia kutumia nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika mawasiliano.	Je unaeza kutumia nafsi ya kwanza wakati uliopita kwa umoja na wingi?	Wanafunzi waweze kuigiza nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika vikundi kwa kutumia vifungu	Mwalimu atazame wanafunzi wakiandika wingi na umoja wa maneno uliyopewa.	Chati Tarakilishi Uk 60-61 Kiswahili dadisi mazoezi ya lugha gredi 1
	2	MWILI WANGU	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada, mwanafunzi aweze: kutamka sauti nne za herufi moja katika kuimarisha mazungumzo	Je unaeza kutamka sauti nne za herufi moja?	. Mwanafunzi asikilize mwalimu anapotamka sauti lengwa, kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili wawili au kama darasa	Mwalimu aanaglie wanafunzi wakitaja na uandike sauti nne za herufi moja.	Wanafunzi Tarakilishi Uk 62 Kiswahili dadisi mazoezi ya lugha gredi 1
	3	MWILI WANGU	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kutambua sauti za herufi moja zilizofunzwa katika maneno	Je unaeza tambua sauti zozozte za herufi moja?	Mwanafunzi atumie teknolojia (papaya) kutamkia sauti. Mwanafunzi atambue herufi inayowakilisha sauti lengwa kwa kutumia kadi za herufi.	Mwalimu aangalie mwanafunzi akiandika sauti zozote za hetrufi moja.	Wanafunzi Tarakilishi Uk 63 Kiswahili dadisi mazoezi ya lugha gredi 1
5	1	MWILI WANGU	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kutambua majina ya herufi zinazowakilish a sauti lengwa katika kuimarisha stadi ya kusoma	Je unaeza tambua majina ya sauti lengwa?	Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa	Mwalimu asikize majina ya sauti lengwa.	Wanafunzi Tarakilishi Uk 63-64 Kiswahili dadisi mazoezi ya lugha gredi 1
	2	MWILI WANGU	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa katika kujenga stadi ya kusoma	Je unaeza soma maneno kwa kutumia silabi?	Wanafunzi waweza kushirikishwa kusikiliza mgeni mwalikwa mwenye umahiri wa kutamka sauti lengwa	Mwalimu asikize mwanafunzi akisoma.	Wanafunzi Tarakilishi Uk65-66 Kiswahili dadisi mazoezi ya lugha gredi 1
	3	MWILI WANGU	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kusoma vifungu vilivyo na maneno yaliyo na sauti lengwa ili kujenga stadi ya kusoma	Je unaeza soma vifungu vya maneno?	Mwanafunzi asome maneno kwa kutumia silabi na kuchanganua yaliyo marefu zaidi.	Mwalimu asikize mwanafunzi akisoma vifungu vya maneno.	Wanafunzi Tarakilishi Uk 67 Kiswahili dadisi mazoezi ya lugha gredi 1
6	1	MWILI WANGU	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kuandika maumbo ya herufi zinazowakilish a sauti lengwa katika kuimarisha stadi ya Kuandika	Je unaeza Kuandika maumbo kwa sauti zinazowakilisha sarifi?	Wanafunzi wasome hadithi zilizo na maneno yaliyobeba sauti lengwa kama darasa au wawili wawili. Mwanafunzi asikilize Wanafunzi tarakilishi na kusoma hadithi kupitia vifaa	Mwalimu aangalie mwanafunzi akichora umbo.	Wanafunzi Tarakilishi Uk 68 Kiswahili dadisi mazoezi ya lugha gredi 1
	2	MWILI WANGU	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kuchangamkia kutumia maneno yanayojumuisha sauti zilizofunzwa katika mawasiliano ya kila siku.	Unaeza sema maneno yanayojumuisha sarufi?	Mwanafunzi aandike maneno yaliyo na herufi za sauti alizofunzwa kwa kunakili aliyoandika mwalimu	Mwalimu aangalie mwanafunzi akiandika maneno yaliyo katika uk 68.	Wanafunzi Tarakilishi Uki 69 Kiswahili dadisi mazoezi ya lugha gredi 1
	3	KUSIKILIZA NA KUZUNGUMZA	Msamiati	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua sehemu za mwili katika mawasiliano kutumia majina ya sehemu za mwili katika kutunga sentensi	Je unaeza tambua sehemu za mwili katika, mawasiliano?	Mwanafunzi aambanitishe kadi za maneno na sehemu za mwili za nje. Mwanafunzi aweza kuonyeshwa video kuhusu sehemu za mwili za nje	Mwalimu aangalie mwanafunzi akimuonyesha sehemu za mwili.	Wanafunzi Tarakilishi Uk 69 Kiswahili dadisi mazoezi ya lugha gredi 1
7	1	KUSIKILIZA NA KUZUNGUMZA	Msamiati	Kufikia mwisho wa mada mwanafunzi aweze kuandika majina ya sehemu za mwili katika kuimarisha stadi ya kuandika kuchangamkia utunzaji wa sehemu za mwili katika kuimarisha afya	Je unaeza Kuandika majina ya sehemu za mwili?	Mwanafunzi aweza kushirikishwa katika kuimba nyimbo na Wanafunzi tarakilishi kukariri mashairi yanayohusu sehemu za mwili za nje	Andika majina ya sehemu za mwili.	Wanafunzi Tarakilishi Uk 71-72 Kiswahili dadisi mazoezi ya lugha gredi 1
	2	KUSIKILIZ A NA KUZUNGUMZA	masimulizi	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua sehemu za mwili katika mawasiliano kueleza matumizi ya sehemu za mwili ili kuthamini mwili wake	Je, ni sehemu gani za mwili unazoweza kutaja katika umoja na wingi?	Mwanafunzi ataje sehemu za mwili za nje. Mwanafunzi achore picha za sehemu mbalimbali za mwili za nje. Wanafunzi wajadili sehemu za mwili za nje na umuhimu wake katika vikundi.	Mwalimu asikize mwanafunzi akitaja sehemu za mwili za nje.	Wanafunzi Uk71 Kiswahili dadisi mazoezi ya lugha gredi 1
	3	KUSIKILIZ A NA KUZUNGUMZA	masimulizi	Kufikia mwisho wa mada mwanafunzi aweze kusimulia visa kuhusu sehemu za mwili katika kujenga stadi ya kuzungumza kuthamini sehemu za mwili wake maishani.	Ni sehemu ipi ya mwili ya nje iliyo muhimu zaidi?	Mwanafunzi atoe maelezo kuhusu sehemu za mwili za nje. Mwanafunzi azungumzie sehemu zake za mwili za nje. Mwanafunzi aweza kuimba nyimbo na kukariri mashairi mepesi kuhusu sehemu za mwili za nje	Mwalimu asikize umuhimu wa sehemu za mwili kutoka kwa mwanafunzi.	Wanafunzi Uk 72-73 Kiswahili dadisi mazoezi ya lugha gredi 1
8	1	SARUFI	Umoja na wingi wa majina	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua majina ya sehemu za mwili katika umoja na wingi ili kuimarisha mawasiliano kutumia majina ya sehemu za mwili kwenye sentensi katika umoja na wingi ili kuimarisha mawasiliano	Je, ni sehemu gani za mwili unazoweza kutaja katika umoja na wingi?	Mwanafunzi atunge sentensi kwa kurejelea sehemu za mwili katika umoja na wingi. Mwanafunzi asome sentensi zinazorejelea sehemu za mwili katika umoja na wingi.	Mwalimu asahihishe kazi ya mwanafunzi.	Wanafunzi Uk 74-75 Kiswahili dadisi mazoezi ya lugha gredi 1
	2	SARUFI	Umoja na wingi wa majina	Kufikia mwisho wa mada mwanafunzi aweze kusoma sentensi zinazojumuish a sehemu za mwili katika umoja na wingi ili kuimarisha stadi ya kusoma	Unaeza tunga sentensi kuhusu sehemu za mwili?	Mwanafunzi aweza kujaza mapengo kwa kutumia majina ya sehemu za mwili katika umoja na wingi. Mwanafunzi aweza kunakili sentensi katika umoja na wingi.	Mwalimu aweze kusahihisha kazi ya mwanafunzi.	Wanafunzi Uk 76-77 Kiswahili dadisi mazoezi ya lugha gredi 1
	3	USAFI WA MWILI	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada, mwanafunzi aweze: kutamka sauti nne za herufi moja katika kuimarisha mazungumzo	Unaeza tamka sauti nne za herufi moja?	Mwanafunzi atambue sauti /w/, /e/, /i/ na /h/ katika maneno. Mwanafunzi amsikilize mwalimu akitamka sauti lengwa, kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili wawili wawili na kama darasa.	Mwalimu aweze kusikiza mwanafunzi akitamka sauti nne pamoja.	Wanafunzi Uk 77 Kiswahili dadisi mazoezi ya lugha gredi 1
9	1	USAFI WA MWILI	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kutambua sauti za herufi moja zilizofunzwa katika maneno ili kuimarisha mazungumzo	Unaeza tambua herufi moja zilizofunzwa katika maneno mapya?	Mwanafunzi atumie teknolojia (papaya) kusikiliza matamshi ya sauti lengwa.	Mwalimu asikilize mwanafunzi akitambua herufi moja zinazounda maneno.	Wanafunzi Uk 78-79 Kiswahili dadisi mazoezi ya lugha gredi 1
	2	USAFI WA MWILI	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kutambua majina ya herufi zinazowakilish a sauti lengwa katika kuimarisha stadi ya kusoma	Je unaeza tambua majina ya herufi zinazowakilisha sauti lengwa?	Mwanafunzi atambue herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi. Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa.	Mwalimu asikilize mwanafunzi akisoma.	Tarakilishi Uk 79 Kiswahili dadisi mazoezi ya lugha gredi 1
	3	USAFI WA MWILI	kusoma	Kufikia mwisho wa mada mwanafunzi aweze kusoma herufi za sauti moja katika kujenga stadi ya kusoma	Unaeza taja sauti moja katika stadi ya kusoma?	Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.	Soma sentensi katika uk 80 huku ukiziandika katika daftari yako.	Wanafunzi Uk 80 Kiswahili dadisi mazoezi ya lugha gredi 1
10	1	USAFI WA MWILI	Kuandika	Kufikia mwisho wa mada mwanafunzi aweze kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa katika kujenga stadi ya kusoma	Unaeza soma maneno kwa kutumia silabi?	Wanafunzi waweza kusikiliza mgeni mwalikwa mwenye umahiri wa kutamka sauti lengwa.	Mwalimu atazame mwanafunzi akiFanya zoezi nambari tatu uk 81	Tarakilishi Uk 81-82-83 Kiswahili dadisi mazoezi ya lugha gredi 1
	2	USAFI WA MWILI	Sauti na majina ya herufi za Kiswahili	Kufikia mwisho wa mada mwanafunzi aweze kuandika maumbo ya herufi zinazowakilisha sauti lengwa katika kuimarisha stadi ya kuandika	Unaeza Kuandika maumbo ya herufi zinazowakilisha sarufi?	Wanafunzi waweza kusoma hadithi zilizo na maneno yaliyobeba sauti lengwa kama darasa au wawili wawili	Mwalimu atazame mwanafunzi akifanya zoezi nambari 1 na 2 katika uk 83	Wanafunzi Uk 83 Kiswahili dadisi mazoezi ya lugha gredi 1
	3	USAFI WA MWILI	Msamiati	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati wa usafi wa mwili katika kujenga msamiati kwa mawasiliano kutambua sehemu za mwili zinazopaswa kuangaziwa zaidi katika usafi katika kuimarisha mazungumzo	Je unaeza kusema maneno ya usafi? Je, ni sehemu zipi za mwili zinazopaswa kuangaziwa zaidi katika usafi?	Mwanafunzi atumie msamiati uliyofunzwa katika sentensi sahihi. Mwanafunzi aandike maneno yaliyofunzwa Mwanafunzi aweza kupewa kadi za maneno asome Mwanafunzi asimuliwe hadithi kuhusu usafi kisha ashiriki katika mjadala kuhusu usafi wa mwili.	Mwalimu atazame mwanafunzi akitaja na uandika baadhi ya maneno ya usafi unayoyajua.	Wanafunzi Uk 85 -86 Kiswahili dadisi mazoezi ya lugha gredi 1
11	TATHMINI NA KUFUNGA SHULE

Published in Grade 1 Schemes of Work Term 2 2023

Tagged under

Thursday, 26 January 2023 09:09

Literacy Schemes - Grade 1 Schemes of Work Term 2 2023

Week

Lesson

Strand/ Theme

Sub Strand/Sub Theme

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning resources

Assessment

Remarks

WRITING

Syllable, Word, and Sentence Formation

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

Write commonly used syllables, words, and sentences

Develop an interest in forming words and simple sentences.

How are words formed?

Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks)

Learners practice word formation by participating in word games

Learners be guided to make sentences using basic sight words

Pencil, book, flash cards, word puzzle

KLB Visionary English Literacy Activities Grade 1 pg. 90

Build word family

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.9192

Oral questions

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.9394

Oral questions

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.95

Matching oral sounds with pictures

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.96

Matching oral sounds with pictures

READING

Phonemic Awareness

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

Segment words that start with similar sounds.

Recognize all the letters of the alphabet in the language of the catchment area.

What sounds do we hear?

Learners sound and read words to practice left-eye movement(left –right orientation)

Learners identify words that begin with similar sounds (letter –sound recognition)

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.97

Learners read sounds, syllables and words paying attention to pronunciation.

READING

Phonemic Awareness

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

Segment words that start with similar sounds.

Recognize all the letters of the alphabet in the language of the catchment area.

What sounds do we hear?

Learners sound and read words to practice left-eye movement (left –right orientation)

Learners identify words that begin with similar sounds (letter –sound recognition)

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.98

Learners read sounds, syllables and words paying attention to pronunciation.

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible and writing to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills ( how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.99-100

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.101-102

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.103-104

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

How do we say to the sounds?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.

KLB Visionary English Literacy Activities Grade 1 pg.105

Matching oral sounds with pictures

READING

Phonemic Awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

How do we make these sounds?

Learners sound and read words to practice left-eye movement (left –right orientation)

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds.

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.106-107

Learners read sounds, syllables and words paying attention to pronunciation.

READING

Phonemic Awareness

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

Isolate sounds in a word

Segment words that start with similar sounds

How do we make these sounds?

Learners identify words that begin with similar sounds (letter –sound recognition.

Learners segment words that begin with similar sounds

Learners read sounds, syllables and words paying attention to pronunciation.

KLB Visionary English Literacy Activities Grade 1 pg.108-109

Word charts, sounds from the environment

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills ( how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.110

Copy standard letters, words, and sentences in their best Handwriting

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Use legible handwriting to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.111

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognise and sound the commonly used letter sounds and syllables.

How do we say these sounds?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.112-113

Oral questions

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.114-115

Matching oral sounds with pictures

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.116

Matching oral sounds with pictures

READING

Phonemic Awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

How do we make these sounds?

Learners sound and read words to practice left-eye movement (left –right orientation)

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds.

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.117-118

Learners read sounds, syllables and words paying attention to Pronunciation.

READING

Phonemic Awareness

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

Isolate sounds in a word.

Segment words that start with similar sounds.

How do we make these sounds?

Learners identify words that begin with similar sounds (letter –sound recognition.

Learners segment words that begin with similar sounds

Learners read sounds, syllables and words paying attention to pronunciation.

KLB Visionary English Literacy Activities Grade 1 pg.119-120

Word charts,

sounds from the environment

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly

Handwrite letters, numbers, and symbols.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Learners practice sorting and grouping of letters based on specific features (ticks, tails, and hoops)

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.121

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Segment syllables in spoken words

and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource

persons

KLB Visionary English Literacy Activities Grade 1 pg.122-123

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.124

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds.

Blend given letter sounds to make syllables and syllables to form words.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.

KLB Visionary English Literacy Activities Grade 1 pg.125-126

Matching oral sounds with pictures

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words.

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.127

Matching oral sounds with pictures

READING

Phonic Development

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

Develop knowledge of letter sound recognition

How do we make words?

Learners match letter cards to sounds

Learners practice letter-sound matching (letter sound recognition)

Check pronunciation and speed as learners read sounds, syllables, and words

KLB Visionary English Literacy Activities Grade 1 pg.128

Charts, letter cards, syllable box

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Check pronunciation and speed as learners read sounds, syllables, and words

KLB Visionary English Literacy Activities Grade 1 pg.129

Charts, letter cards, syllable box

WRITING

Handwriting

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

Develop speed and ease of handwriting

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Learners practice sorting and grouping of letters based on specific features (ticks, tails, and hoops)

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.130-131

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

What produces the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons.

KLB Visionary English Literacy Activities Grade 1 pg.132

Oral questions

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognise and sound the commonly used letter sounds and syllables.

How do we say these sounds?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.133

Oral questions

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

Segment syllables to letter sounds and words to syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.134-135

Matching oral sounds with pictures

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.136

Check pronunciation and speed as learners read sounds, Syllables, and words

READING

Phonic Development

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

Relate syllables to their sounds

Appreciate the use of syllables to form words.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.137

Check pronunciation and speed as learners read sounds, Syllables, and words

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.138

Copy standard letters, words, and sentences in their best Handwriting

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Use legible handwriting to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.139

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds.

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.140

Oral questions

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.141

Matching oral sounds with pictures

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.142

Matching oral sounds with pictures

READING

Phonic

Development

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

Develop knowledge of letter-sound recognition

Build phonemes into syllables

Read and sound syllables

How do we make words?

Learners match letter cards to sounds

Learners practice letter-sound matching (letter sound recognition)

Learners build letters into syllables

Charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.143-144

Check pronunciation and speed as learners read sounds, Syllables, and words

READING

Phonic Development

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

Read and sound syllables.

Relate syllables to their sounds.

Appreciate the use of syllables to form words

How do we make words?

Learners participate in reading games (bingo games, syllabic map), in pairs and groups

Learners practice reading words containing consonant clusters 3. Learners mimic word and sentences to produce the right intonation

charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.145

Check pronunciation and speed as learners read sounds, Syllables, and words

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.146

Copy standard letters, words, and sentences in their best Handwriting

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Handwrite letters, numbers, and symbols

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.147

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds.

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.148-149

Oral questions

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.150

Matching oral sounds with pictures

SPEAKING

Phonological Awareness

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

Segment syllables to letter sounds and words to syllables

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.151

Matching oral sounds with pictures

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

Appreciate the use of syllables to form words.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.152

Check pronunciation and speed as learners read sounds, Syllables, and words

READING

Phonic Development

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

Relate syllables to their sounds.

Develop knowledge of letter-sound recognition

Read and sound syllables.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box

KLB Visionary English Literacy Activities Grade 1 pg.153

Check pronunciation and speed as learners read sounds, Syllables, and words

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Handwrite letters, numbers, and symbols

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills

(beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.154-155

Copy standard letters, words, and sentences in their best Handwriting

LISTENING

Phonological Awareness

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

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

What produces the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons.

KLB Visionary English Literacy Activities Grade 1 pg.156

Oral questions

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognize and sound the commonly used letter sounds and syllables.

How do we say these sounds?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.157

Oral questions

END TERM ASSESSMENT AND CLOSING

Published in Grade 1 Schemes of Work Term 2 2023

Tagged under

Thursday, 26 January 2023 09:09

Hygiene and Nutrition Schemes - Grade 1 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub-strand	Specific learning outcome	Key inquiry question	Learning experiences	Learning resources	Assessment	Reflection
1	1	Personal Hygiene	Use of toilets and latrines	By the end of the of the lesson, the learner should be able to: Identify a toilet/latrine and urinal in the school.	What do we use to relieve our urges? What is the difference between a toilet, latrine and a urinal?	Guide learners to locate the ablution block and identify a toilet/latrine and urinal. Learners to identify a toilet/ latrine using charts, pictures, video clips.	Video clips Charts Pictures Real toilets, latrines and urinal buildings Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 30-31	Ask learners oral questions on toilets, latrines and urinals.
	2		Use of toilets and latrines	By the end of the of the lesson, the learner should be able to: State why we need to use a toilet in our environment for the wellbeing of self and others.	Why should we usethe toilet/latrine and urinal appropriately?	Guide learners to mention why they need to use the toilet appropriately.	Charts Pictures Real toilets, latrines and urinal buildings Oxford Everyday Hygiene and Nutrition, Learner’s BookGrade 1 pg. 32	Listen to answers from the learners on the need of toilets, latrines and urinal in our environment
2	1		Good use of toilets and urinals	By the end of the of the lesson, the learner should be able to: Use appropriately a toilet and urinal in their locality. Dispose of soiled materials used in the toilet.	Why should we use the toilet and urinal appropriately? What materials do we use for toilet purposes? What is toilet, latrine etiquette?	Learners are guided on how to use the toilet and urinal and dispose of soiled materials Learners observe simple toileting etiquette (knocking the door before accessing, flushing the toilet, disposing off used materials appropriately, unnecessary touching of surfaces in the toilet; not eating in the toilet). Learners’ role play on how to use the toilet.	Video clips on good use of a urinal and a toilet Pictures on the procedure of a urinal and toilet Urinal and toilet Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 33	Observing the procedure of toileting
	2		Good use of latrine	By the end of the of the lesson, the learner should be able to: Use appropriately a latrine in their locality. Dispose of soiled materials used in the latrine.	Why should we use latrine appropriately? What materials do we use for toileting purposes? What is latrine etiquette?	Learners are guided on how to use the latrine and dispose of soiled materials. Learners observe simple toileting etiquette (knocking the door before accessing, positioning themselves in the latrine, disposing off used materials appropriately, unnecessary touching of surfaces in the latrine; not eating in the latrine). Learner’s role play on how to use the latrine.	Video clips on good use of a latrine Pictures on the procedure of using a latrine A latrine Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 33	Observing the procedure of toileting
3	1	Foods	Sources of food	By the end of the sub-strand, the learner should be able to: Name the different sources of food in their locality (school and home).	Which foods do you know? Which are the sources of those foods? Which ones are your favorite foods?	Guide learners to identify different sources of food in the locality using regalia. Learners to draw and color pictures on sources of food they have mentioned using computing devices, paper, pencils, and crayons.	Regalia foods Food chart Crayons Drawing books Pencils Video clips of foods Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 35	Listening to the learners name the sources of food.
	2		Food sources	By the end of the sub-strand, the learner should be able to: Classify food into plant and animal sources. Embrace the different sources of food in their locality.	Which foods do we get from animals? Which foods do we get from plants?	Guide learners to classify the foods into plant and animal source. Learners to play games on food sources using computing devices Learners to take pictures of food sources and display in class	Regalia foods Food sources charts Computers/table Camera/phones Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 36	Observing learners as they classify sources of food (plants and animals).
4	1	Foods	Eating habits	By the end of the sub-strand, the learner should be able to: Name foods and drinks they consume on a daily basis. Mention their likes and dislikes of food and drinks they eat at home.	Which foods do I like and dislike?	Guide learners name the foods and drinks they consume on daily basis. In pairs, learners share experiences on the foods and drinks they like and dislike. Learners can take pictures of foods and drinks they like or dislike using computing devices and display in class	Regalia foods Video clips of foods Pictures of foods Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 41	Listen to the learners as they discuss on the foods they like and dislike.
	2		Eating habits	By the end of the sub-strand, the learner should be able to: Choose healthy food for strong teeth. Appreciate healthy food for teeth.	Which foods are good for my teeth?	Guide learners to mention foods that are good for their teeth. Learners to draw and color using computing devices, paper, pencil or crayons; model foods that are good for their teeth. Learners to keep a daily log on the foods and drinks they choose to eat that are healthy for their teeth. Learners to take pictures of foods that are healthy for their teeth using computing devices and display in class.	Regalia foods good for the teeth like fruits Video clips of children eating healthy foods. Pictures of healthy foods. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 42	Observing learners as they sort out good foods for the teeth.
5	1	Foods	Eating habits	By the end of the sub-strand, the learner should be able to: Choose foods that are bad for the teeth. Appreciate healthy food for teeth.	Which foods are bad for my teeth?	Guide learners to mention foods that are bad for their teeth. Learners to take pictures of foods that are bad for their teeth using computing devices and display them in class.	Regalia foods bad for the teeth like fruits Video clips of unhealthy foods for the teeth. Pictures of unhealthy foods. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 42	Observing Learners as they sort out bad foods for the teeth.
	2		Common foods at our locality	By the end of the sub-strand, the learner should be able to: Mention different foods eaten at home or at school. Identify common foods in the locality.	Which foods are available in the locality?	Guide learners to mention foods that they eat at home and at school Learners to draw and color food items found in the locality using computer applications, paper, pencil, crayons Learners to take pictures of different foods available in the locality using different computing devices and display in class.	Camera/mobile phones/tablets Charts of foods in the learners’ locality Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 44-45	Listen to the learners as they mention foods in their locality.
6	1	Foods	Senses and food	By the end of the sub-strand, the learner should be able to: Look at and taste some selected foods for fun. Appreciate different foods in the locality irrespective of color and taste.	How do these food items, look and taste like?	In groups, provide learners with an assortment of food items from the locality to look at and taste. Learners to identify food items according to color and taste.	Regalia foods Pictures of foods. Video clips of learners identifying food through looking and tasting. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 46-47	Observe learners as they look at and taste food.
	2		Senses and food	By the end of the sub-strand, the learner should be able to: Touch and smell some selected foods for fun. Appreciate different foods in the locality irrespective of touch and smell.	How do these food items smell and feel like?	In groups, provide learners with an assortment of food items from the locality to feel and smell. Learners to identify food items according to touch and smell	Regalia foods Pictures of foods. Video clips of learners identifying food through smelling and touching. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 46-47	Observe learners as they feel and smell food.
7	1	Foods	Fruits at our place	By the end of the sub-strand, the learner should be able to: Mention fruits eaten within their locality.	Which fruits do we eat in our locality? Which fruits do you like eating?	Learners to be provided with an assortment of fruits from the locality to identify. Learners to take a walk within their locality and choose pick the fruits they usually eat. Learners can use computing devices to search for other fruits eaten	Regalia fruits from the locality Fruits chart Computers/Tablets Fruits flash cards Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 49	Observe learners as they collect and identify edible fruits from their locality.
	2		Choosing fruits to eat	By the end of the sub-strand, the learner should be able to: a) Tell how to choose fruits eaten within their locality.	How do we choose the fruits we eat?	Learners are guided to tell factors to consider when choosing fruits (not rotten, withered, infested by pests, discolored, dirty coated, bruised, moldy or unripe) Learners can play games on choosing fruits to eat	Fresh fruits Pictures of fruits that are fresh, rotten, withered, infested by pests, discolored, dirty coated, bruised, moldy or unripe) Flash cards of fruits that are good and bad for eating Computers/tablets Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 50-51	Observe learners as they choose fruits to eat.
8	1		Washing fruits	By the end of the sub-strand, the learner should be able to: Wash fruits before eating to prevent illnesses. Appreciate the importance of washing fruits before eating to prevent illnesses.	Why do we clean the fruits we eat?	In groups, learners are guided on how to wash fruits before eating (wash hands before washing fruit, wash using running water)	Regalia fruits Running water Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 52-53	Observing the procedure of washing fruits.
	2	Foods	How many times do you eat in a day?	By the end of the sub-strand, the learner should be able to: State the number of times they eat in a day.	How many times do you eat in a day?	Learners mention how many times they eat in a day; what they eat and drink during times. Learners can sing songs and recite poems on how many times to eat in a day.	Video clips on times to eat in a day Songs Poems Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 55	Ask learners questions on how many times they need to eat in a day.
9	1		Foods we eat at different eat	By the end of the sub-strand, the learner should be able to: Mention the foods they eat at different times of the day.	Why do you need to eat at different times of the day?	Guide learners to name the foods eaten at different times of the day. Learners can draw and color foods eaten at different times of the day using digital devices, paper, pencil, colors, and crayons.	Different types of regalia foods A chart of different foods eaten at different times of the day Pictures of different foods Video clip of a child eating different foods at different times of the day Pencils Crayons Drawing books Computers/ Tablets Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 56	Observe learners as they choose the foods they eat at different times of the day
	2		Why do we eat every day?	By the end of the sub-strand, the learner should be able to: State the reasons why we eat food every day. Appreciate the importance of eating food daily.	Why is it important to eat food daily?	Guide learners to state the reasons for eating food every day (for growth, to provide energy for daily activities, to stay healthy and prevent illness) In groups, learners to share experiences on activities that they do during the day that require energy. Guide learners to sing songs and recite poems on importance of eating daily.	Pictures of healthy and unhealthy children Pictures of children engaging in physical activities Songs and poems on eating Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 56-58	Listen to learners as they give reasons as to why they eat.
10	1	Foods	Good behaviour during mealtimes	By the end of the sub-strand, the learner should be able to: Name appropriate behaviour when eating foods that should be observed during mealtimes.	What is good behaviour during mealtime	Guide learners to name good eating behaviour to be observed during mealtimes (good posture at the table, serving what you can finish, eating food with the mouth closed, washing hands before and after eating, excuse oneself when leaving the table, clearing one’s place on the table)	Pictures of children observing good behaviour during mealtimes Video clips of children observing good behaviour during mealtimes Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 59-61	Observe learners as they role play on good behaviour during mealtimes
	2		Why we show behaviour during mealtimes	By the end of the sub-strand, the learner should be able to: State why it is important to have good behaviour during mealtimes. Practice good behaviour during mealtimes.	Why is it important to observe good behaviour during mealtimes?	Guide learners to explain why it is important to observe good eating behaviour during meal times (not to be offensive to others, to show respect, to avoid accidents). Learners to role play on good behaviour during mealtimes	Pictures of children observing good behaviour during mealtimes Video clips of children observing good behaviour during mealtimes Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 61-62	Observe learners as they role play on good behaviour during mealtimes
11	END TERM ASSESSMENT AND CLOSING

Published in Grade 1 Schemes of Work Term 2 2023

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