Curriculum Design

Wednesday, 11 January 2023 12:02

French - Grade 7 Curriculum Design

GRADE 7
FRENCH

FOREWORD

Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re- alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.

The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.

It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.

PROF. GEORGE A. O. MAGOHA, EGH CABINET SECRETARY,
MINISTRY OF EDUCATION

PREFACE

The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.

The Grade 7 curriculum designs for the respective learning areas will enable the development of 21st Century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).

It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.

JULIUS O. JWAN, PhD, CBS PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION MINISTRY OF EDUCATION

ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.

The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.

KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.

I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.

My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.

PROF. CHARLES O. ONG’ONDO, PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

FOREWORD iii
PREFACE iv
ACKNOWLEDGEMENT v
TIME ALLOCATION viii
NATIONAL GOALS OF EDUCATION ix
LEARNING OUTCOMES FOR MIDDLE SCHOOL xii
ESSENCE STATEMENT xii
SUBJECT GENERAL LEARNING OUTCOMES xiii
STRAND 1.0: LISTENING AND SPEAKING 1
STRAND 2.0: READING 21
STRAND 3.0: WRITING 37
STRAND 4.0: LANGUAGE STRUCTURES 53
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY 70
APPENDIX 1: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON-FORMAL ACTIVITIES 74

TIME ALLOCATION

	Subject	Number of Lessons Per Week (40 minutes per lesson)
1.	English	5
2.	Kiswahili/KSL	4
3.	Mathematics	5
4.	Integrated Science	4
5.	Health Education	2
6.	Pre-Technical and Pre-Vocational Education	5
7.	Social Studies	3
8.	Religious Education (CRE/IRE/HRE)	2
9.	Business Studies	3
10.	Agriculture	3
11.	Life Skills Education	1
12.	Sports and Physical Education	2
13.	Optional Subject	3
14.	Optional Subject	3
	Total	45

NATIONAL GOALS OF EDUCATION

Education in Kenya should:

Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.

Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.

Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.

Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.

Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.

Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.

Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.

Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.

Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

LEARNING OUTCOMES FOR MIDDLE SCHOOL

By the end of Middle School, the learner should be able to:

Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
Communicate effectively, verbally and non-verbally, in diverse contexts.
Demonstrate social skills, spiritual and moral values for peaceful co-existence.
Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
Practise relevant hygiene, sanitation and nutrition skills to promote health.
Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
Manage pertinent and contemporary issues in society effectively.
Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT

Learning foreign languages is a prerequisite for global citizenship; the national goals of education advocate promoting international consciousness and fostering positive attitudes towards other nations. Proficiency in foreign languages empowers one and provides limitless opportunities to enjoy the privileges, rights, and benefits of global citizenship and contribute positively to its very existence. At Upper Primary, learners were equipped with the necessary listening, speaking, reading, and writing skills. French at Junior Secondary builds on the linguistic competencies acquired in upper primary. The proposed learning experiences provide the opportunity to experiment with and explore the language in contextualized communication situations. The content is delivered using interactive and participatory methods of learning aimed at unlocking the learners' multiple intelligences. The expected results are heightened awareness, understanding, and appreciation of the French language. The learner will exit Junior Secondary as an intermediate user of the language. Importantly, this will form a crucial foundation for those advancing in French to Senior Secondary.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior Secondary School, the learner should be able to:

listen actively to varied audio stimuli on issues relating to day-to-day life
use spoken language to interact with others on various topics
read simple texts on everyday contexts with comprehension
create simple written texts on various topics using varied media
utilize digital literacy skills responsibly in learning and communication
address pertinent and contemporary issues using relevant knowledge, skills and attitudes acquired
transform their learning experiences into service learning in the community
align their learning experiences to the development of the core competencies
appreciate cultural diversity for national cohesion and international consciousness.

STRAND 1.0: LISTENING AND SPEAKING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.1 Listening comprehension

: Social interaction

(2 Lessons)

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

identify informal expressions in simple social interactions
use appropriate expressions in informal social interactions
pronounce sounds in words correctly
value using appropriate expressions in informal social interactions

The learner is guided to:

watch short audio-visual clips on the use of informal language in interactions (ellision on Tu, e.g. T’ es fatigué, T’as mal?)
listen to songs with informal expressions
recite rhymes with vocabulary on informal phrases in groups
record own interactions, share and comment in groups
simulate simple dialogues on informal interactions in pairs (subject + verb + interrogatives e.g Tu fais quoi, Tu vas où?)
create songs using informal expressions
pronounce words correctly with the semi vowel /y/
listen to and repeat words containing the semi-vowel /y/

How do you show respect when addressing different people?
What guides your choice of words when speaking to different people?

Core-Competencies to be developed: Communication and Collaboration: learner develops active listening and adaptive speaking skills in activities that involve asking and responding to open questions and appropriate tone. Citizenship: learner develops national and cultural diversity skills in activities that involve appropriate use of the tu form, understanding of differences, and diversity in cultures and languages of the world.
Values: Respect: learner addresses different categories of people using the appropriate register.
Pertinent and Contemporary Issues: Citizenship: social cohesion as learners address people they are familiar with using the informal register.
Link to other subjects: English: this subject has content on the use of informal and formal language. Life skills education: this subject has content on interpersonal relationships.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to identify informal words and expressions	The learner identifies informal words and expressions in simple oral interactions with ease.	The learner identifies informal words and expressions in oral social interactions with peers	Learner partially identifies and uses appropriate informal words and expressions in social interactions	The learner identifies informal words and expressions but needs a lot of prodding yet still misuses them.
Ability to use informal expressions in social interactions	The learner uses a wide variety of appropriate words and expressions in the informal context of oral communication.	The learner uses the correct expressions to address the target audience in formal and informal contexts of communication.	The learner uses some words and expressions in informal interactions. Shows un-sustained attention to the person speaking	The learner uses words and expressions in informal interactions but makes numerous errors that affect communication. The attention span of the learner is erratic and un-sustained.

	The learner not only pays keen attention to the person who is speaking but also contributes and motivates the speaker by providing additional expressions	The learner uses appropriate words and expressions to carry out social interactions. The learner also pays keen attention to the person who is speaking.	Sometimes unable to associate words and expressions to the appropriate contexts – may use those for formal situations in informal ones and vice versa.	The learner consistently mixes formal and informal words and expressions and cannot make definite choices for application.
Ability to pronounce sounds in words correctly	The learner pronounces the semi vowel sounds in words accurately and with excellent clarity	The learner pronounces the semi vowel sounds in words accurately and clearly.	The learner pronounces the semi vowel sounds in words fairly accurately and occasional lack of clarity	The learner pronounces the semi vowel sounds in words with inaccuracies that occasionally impedes meaning

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.0 Listening and Speaking	1.2 Listening Comprehension: Immediate Family (4 Lessons)	By the end of the sub strand, the learner should be able to: describe members of the immediate family by physical attributes and occupation articulate sounds correctly to enhance the clarity of speech appreciate the role of the family in one's life.	The learner is guided to: watch short video clips describing the physical characteristics of persons identify physical attributes of members of the family from pictures or video clips. relate the members of an immediate family to their physical attributes listen to simple dialogues describing members of an immediate family formulate and answer questions on family practice pronouncing words with sounds with accent aigu /é / and accent grave /è/ read rhymes and tongue twisters containing sounds /é /& /è/ record short descriptions about members of an immediate family.	Who makes up your immediate family?
Core-Competencies to be developed: Communication and Collaboration: learner develops critical listening and practical speaking skills as they listen to audios and talk about the physical attributes of their families.
Values: Care and compassion: learner develops the value of care and compassion as they engage in interpersonal interactions with family members with different attributes at home.

Pertinent and Contemporary Issues: Citizenship education: learner develops the spirit of social cohesion as they discuss the family unit.
Link to other subjects: Social Studies: This subject has content on family values. Religious Studies: This subject has content on moral and spiritual values in the family.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to use vocabulary and expressions	The learner exhibits fluency using appropriate vocabulary and expressions when discussing family and friends.	The learner displays appropriate use of vocabulary and expressions when discussing family.	The learner makes a few errors in vocabulary and expressions when talking about family.	The learner's choice of vocabulary used to discuss family is largely inappropriate.
Ability to articulate sounds	The learner can pronounce the vocabulary and expressions excellently while speaking.	The learner pronunciation while speaking is quite apt.	The learner can adequately articulate words and expressions that make sense.	Learner mispronounces words. Occasionally the message is distorted.
Ability to describe people	The learner can detect and classify the descriptive words from the recorded text describing members of a family. The classification is quite detailed	The learner can detect and extract the descriptive words heard from the recorded text that describe members of a family. The classification adheres to the basic instructions provided.	The learner can partially detect the descriptive words in the recorded text which describe family members. The guided classification is reasonably well done	The learner attempts to identify the description from the recorded text that describes members of a family. The Learner does limited classification with difficulty.

Strand

Sub strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.3 Oral

Expression:

Our room

(4 lessons)

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

choose appropriate vocabulary and expressions to talk about their room
describe their room in an organized and coherent manner
articulate sounds correctly to enhance speech,
exhibit appreciation for their room

The learner is guided to:

play word games with vocabulary on different parts of a room like "le mur, l'armoire, le lit."
interact with audiovisual materials on standard items in a room
play the quick-fire game to identify objects in a room
engage in simple dialogues in groups using expressions of location and possession
play "mind squeeze" games on standard items in a room to develop critical thinking
practice pronouncing words with
[o] sound correctly (Rideau, tableau)
engage in rhyme games to practice sounds [o] with the help of media devices
create and recites own rhymes and short poems to enhance sound articulation
share how they organize their room with other learners in the school community as they discuss the positioning of items for safety and security.

How does your room look?
What do you like about your room?

Core competencies to be developed: Communication and Collaboration: the learner develops skills to speak effectively and logically during interaction with others in dialogues.
Values: Patriotism: the learner shows loyalty, love, and pride in the room presented. Responsibility: the learners care for their personal and communal property in their room.
Pertinent and Contemporary Issues: Safety and security education: learners discuss the safe positioning of items in their rooms.
Link to other subjects: Home Science where content about personal hygiene, good grooming, and different items in a home can be found.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to choose vocabulary and expressions choice	The learner is spontaneous in choosing appropriate vocabulary and expressions when describing a room and often adds self-learnt words.	The learner always chooses appropriate vocabulary and expressions when describing a room; makes minimal errors in the use of the speech and expressions	The learner chooses appropriate vocabulary and expressions in describing a room. Errors made do not affect the intended meaning.	The learner chooses vocabulary and expressions to describe a room, but the choice is inappropriate most of the time. Consistently makes errors that affect the intended meaning.

Ability to organize ideas coherently	The learner describes a room in a faultless organized manner. The flow of ideas is smooth, and coherence is achieved with great ease.	The learner describes a room in an organized manner. Ideas are well linked, and coherence is achieved with relative ease.	The learner describes a room with some good ideas that are reasonably well organized and linked. Coherence may be affected by the shaky organization of ideas.	The learner attempts to describe a room but with limited ideas that are not well organized. Coherence is greatly affected.
Ability to manipulate sounds	The learner correctly manipulates the sound [eau] in all words learn; can pronounce new words with the sound [eau] with great ease.	The learner correctly manipulates the sound [eau] in all words learnt with relative ease. Errors are minimal.	The learner can manipulate the sound [eau] in most of the words learnt. They make a few errors that, at times, distort the meaning of the words.	The learner manipulates the sound [eau] in very few of the words learnt with many difficulties. Errors are consistent and affect the meaning of words thus distorting communication.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.4 Oral expression:

Media

(3 lessons)

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

identify different media devices in their surrounding
respond to oral instructions on how to operate media devices
display enthusiasm in using media devices to learn

The learner is guided to:

watch visual slides listens to how the names of devices are pronounced, and repeats the names of media devices
identify various types of media in their immediate environment (Qu’est- ce que c’est? C’est…/Ce sont…)
pronounce words on selective vocabulary about media, to articulate sound [∫] (affiche, touches, tache, cache)
play the quick-fire game to identify media devices
listen to instructions on how to operate media devices (allumer, cliquer, eteindre, sauvegarder…)
relate media devices to their names using flash cards.
create and records simple audio texts referring to different media devices in the surrounding
share and give feedback on audio documents with other groups in the class
practice active listening using media devices
explain the importance of using digital devices during different school functions.

What media devices do you know?
How can we use media devices to enhance oral communication?
Why do we use different media devices for oral communication?

Core Competencies to be developed:

Digital literacy: the learner uses digital technology to accomplish tasks effectively.
Critical thinking and problem solving: the learner reflects on finding solutions to problems encountered while operating digital devices.

Values :

Responsibility: the learner observes self-discipline as digital devices are used.
Honesty and trustworthiness: the learner manifests responsible use of the devices provided in class.

Pertinent and Contemporary Issues:

Child care and protection: parents support the learner as they build their digital literacy skills and ensure discipline through responsible media use.

Links to other subjects:

Life Skills Education: this subject has content on problem-solving skills
English: certain topics cover how to use media for effective communication
Computer Science: this subject has content on the effective use of media devices

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to identify media devices	The learner can identify media devices within and outside their immediate environment	The learner can identify all media devices presented within the immediate environment	The learner can identify most media devices within the immediate environment	The learner can identify media devices within the environment with assistance
Ability to respond to oral instructions	The learner understands, interprets, and responds to oral instructions on matters of media device operations	The learner responds promptly and accurately to oral instructions about media devices	The learner responds appropriately to most oral instructions about media devices	The learner responds to few verbal instructions about media devices
Ability to create using media devices	The learner quickly generates several audio recordings of varying complexity on use of media devices	The learner generates accurate and straightforward audio recordings on media devices in the surrounding	The learner generates some logical audio recordings on the use of media devices in their surrounding	The learner struggles to generate at least two accurate audio recordings about media devices in their surrounding

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.5 Listening comprehension and oral expression:

School

(4 lessons)

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

locate different places in school
relate places in school to various activities
desire to carry out various school activities in the right places

The learner is guided to:

identify areas in school orally
watch audio visual materials on places in school
practice sounding words with sounds [r] and [l]
imitate and distinguishes the sounds [r] and [l] orally
converse about facilities and activities in school using simple expressions
simulate simple dialogues about locating facilities in school
practise using the question forms ( Où est…? Où est-ce que…)

How do we locate places?
Why is it essential to hold activities in designated places?

Core Competencies to be developed:

Communication and collaboration: the learner develops active listening and practical speaking skills in simple dialogues on activities and their respective places in the school.
Digital literacy: the learner interacts with digital technology and develops research skills.

Values:

Peace: the learner develops the habit of peaceful and harmonious coexistence as facilities in the school are shared.
Unity: the learner values working in solidarity with others in the school community.

Pertinent and Contemporary Issues:

The learner develops and maintains good inter and intra-personal relationships through engagement in activities that require sharing facilities.

Links to other subjects: Geography: Interacting with visual stimuli. Life Skills Education: Appreciating the value of buildings and property.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to communica te clearly	The learner always listens keenly and speaks when relating places to different activities in school; articulates words correctly in discussing places and activities in school	The learner often listens keenly and speaks when relating places to different activities in school	The learner sometimes listens keenly and speaks when relating places to different activities in school	The learner hardly listens keenly and hardly speaks when relating places to different activities in school
Ability to locate places	The learner locates places in school and accurately associates activities that take place in the different sites within the school with ease	The learner accurately locates places in school with relative ease; may hesitate on activities but eventually makes the correct associations or ideas	The learner locates places in school with ease but makes some errors relating the places to activities	The learner locates a few places in school with difficulty; makes some relevant associations with activities.
Ability to articulate sounds	The learner articulates correctly and has audible and clear diction	The learner occasionally says sounds with errors in vocabulary/words/expressions on places and activities in the school	The learner says sounds, words, and phrases on places and activities in the school with some errors	The learner articulates sounds while talking about places and activities in school with continued guidance yet still makes consistent errors.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.0 Listening and Speaking	1.6 Listening comprehension and Oral expression: Shopping (5 lessons)	By the end of the sub strand, the learner should be able to: identify different items sold at the market make up basic dialogues on buying and selling appreciate the importance of wise buying and selling with integrity.	The learner is guided to: listen to video or audio clips to identify different items sold in a typical Kenyan market simulate simple dialogues about buying and selling in a market play word games to enhance retention of vocabulary related to goods and transactions listen to and repeat words containing sound [i] (igname, image, piment…) prepare and present skits, poems, or songs on the importance of making good decisions and spending money.	Why are there different places where one can buy goods? Why is honesty important when buying and selling?
Core Competencies to be developed: Communication and collaboration: the learner develops active listening and adaptive speaking skills through simulations of typical market scenes. Self-efficacy: the learner gains and displays practical communication skills through role-playing situations that involve deciding what to buy.
Values: Honesty and trustworthiness: Learner develops openness in pricing, paying for goods, and giving correct change as they shop.

Pertinent and Contemporary Issues: Financial literacy: the learners get enlightened about the value of money, which informs decisions on spending.
Links to other subjects: Business studies: this subject has content on wise buying.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to choose appropriate vocabulary	The learner uses the appropriate vocabulary to identify common market items with a lot of ease.	The learner can use the vocabulary to identify common market items and say what they need with minimal errors	The learner uses some of the vocabulary but makes some errors that affect identifying common market items.	The learner uses limited vocabulary to identify common market items.
Ability to make dialogues on buying and selling	The learner talks about buying and selling with excellent fluency and even includes a clear introduction and conclusion.	The learner talks about buying and selling with fluency and can conclude a transaction effectively	The learner talks about buying and selling but makes errors that obscure coherence to a limited extent	The learner talks about buying and selling but struggles to express a need and sustain the conversation
Ability to communicate effectively	The learner confidently and efficiently adapts conversation effectively to the role assumed and the simulated situation	The learner progressively adapts the conversation to the role assumed and effectively simulates the situation	The learner progressively adapts conversation to the role assumed and the simulated situation	The learner is hesitant to adapt the conversation to the role assumed and displays unease in the simulated situation.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and

Speaking

1.7 Listening Comprehension and Oral expression:

Hobbies (6 lessons)

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

identify common hobbies from their immediate environment
justify their choice of hobbies
exhibit sensitivity to other people's preferences concerning hobbies

The learner is guided to:

listen to and identify different hobbies from audio material
engage in simple dialogues about their hobbies in pairs (aimer/preferer/ ne pas aimer)
play sound games using flashcards(sound [u])
pronounce words correctly with sound [u]
use digital media to record self and peers talking about their hobbies.
simulate an interview with a correspondent on their hobbies
recite poems to create awareness in the community about the need to lead an active life by choosing
hobbies that improve their quality of life

What is free time?
How do you spend your free time?

Core Competencies to be developed:

Citizenship: the learner develops entrepreneurial skills during the exercise of hobbies.
Digital literacy: the learner develops digital literacy skills while using digital devices to record talks about their hobbies

Values: Respect through appreciating the diversity in the choice of hobbies amongst people around them.
Pertinent and Contemporary Issues: Self-management: the learner discovers how to cope with stress through good hobbies positively.
Links to other subjects: Physical Health Education as most of the hobbies are psychomotor.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to identify common hobbies	The learner quickly identifies a wide range of common hobbies learnt from print and digital devices	The learner identifies most of the common hobbies learnt from image and digital devices	The learner identifies some of the common hobbies learnt from print and digital devices	With a lot of prompting, the learner identifies just the primary pursuits learnt, from image and digital devices,
Ability to justify the choice of hobbies	The learner justifies choices of particular hobbies with ease and shows exceptional tolerance and understanding of others' choices and points of view.	The learner justifies the choice of particular hobbies and shows reasoned tolerance and understanding of others' choices and points of view.	The learner justifies the choice of particular hobbies and shows moderately reasoned tolerance and understanding of others' choices and points of view.	The learner makes attempts to justify the choice of hobbies; shows minimal tolerance and understanding of others' choices and points of view

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.8

Listening and Speaking

1.8 Listening Comprehension: Health

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

identify common ailments in their immediate environment
express one's state of health in oral interactions
appreciate aspects of good health enjoyed

The learner is guided to:

listen to audio materials to identify common ailments talked about
engage in simple dialogues to inquire about each other's state of health
practice tongue-twisters to enhance pronunciation
recite poems, in pairs and in groups, to practice the pronunciation of words with sound [jɛ] give examples
pronounce words with the sound [jɛ] correctly
use digital devices to research on common ailments
discuss common ailments in their immediate environment or within the school community

How do we maintain good health?
Why is it essential to be aware of other’s state of health?

Core competencies to be developed:

Communication and collaboration: the learner develops active listening and practical speaking skills as they listen and respond appropriately to inquiries on health.
Digital Literacy: the learner uses digital devices to accomplish learning tasks while researching on ailments effectively.

Values: Care and compassion: the learners inquire about the wellbeing of others and take good care of themselves.
Pertinent and Contemporary Issues: Health promotion: Prevention and management of common ailments
Link to other subjects: Health Science: this subject has content on common ailments. Life Skills Education: this subject has content on self-awareness.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to identify common ailments	The learner can orally identify all common ailments learnt with a lot of ease and give details on the diseases.	The learner can orally identify all common ailments learnt with ease.	The learner can orally identify most of the common ailments learnt.	The learner can orally identify a few common ailments learnt.
Ability to express one's state of health	The learner sufficiently expresses a state of health in communication using a variety of vocabulary and expressions; supplies great detail in expressing a current state of health	The learner expresses a state of health using appropriate vocabulary and expressions.	The learner expresses a state of health in communication using an appropriate but limited vocabulary and expressions; makes some errors that may interfere with coherence	The learner expresses a state of health using minimal vocabulary and inappropriate expression but requires frequent prompting.
Ability to articulate sounds	The learner articulates sound [jɛ] correctly in all words learnt with ease and can say the sound correctly even in new words.	The learner articulates sound [jɛ] correctly in all words learnt with ease and has good audibility but with minor distortions that do not affect meaning.	The learner articulates sound [jɛ] correctly in most of the words learnt. There are a few distortions which sometimes affect the meaning of the words noted.	The learner articulates sound [jɛ] correctly in very few words learnt. Consistent significant distortions significantly affect the meaning of the words noted.

STRAND 2.0: READING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

1.1 Reading aloud: social interaction

(1 Lesson)

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

identify words and expressions used in simple, informal interactions
correctly articulate words and phrases in simple texts and dialogues
show interest in learning new words and expressions

The learner is guided to:

read out aloud new words after the teacher
read in turns simple dialogues in informal register from comic strips, children's magazines, etc.
practice pronouncing words and expressions in rhythm
build vocabulary and lexical content to use in informal contexts of communication

Why do you need to read words using the correct pronunciation?
How do we identify informal language?

Core competencies to be developed:

Communication and Collaboration: The learner acquires active listening and effective speaking while doing activities that involve reading for enunciation.

Values:

Respect as learners address familiar persons using the appropriate register.

Pertinent and Contemporary Issues:

Citizenship: Social cohesion as learner engages in activities involving collaborative reading and reading in turns.

Link to other subjects:

Indigenous languages, Kiswahili, and English have content on informal interactions.

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to identify words and expressions in informal interactions	The learner quickly and accurately identifies words and phrases used in informal interactions and shows interest in discovering new words and expressions	The learner accurately identifies words and expressions used in informal interactions	The learner partly identifies words and expressions used in informal interactions	The learner identifies words and phrases used in informal interactions with difficulty
Ability to correctly articulate words	The learner reads with confidence correctly articulating words and expressions used in informal contexts of communication	The learner can read and correctly articulate words and expressions used in informal contexts of communication	The learner can read and correctly articulate words and expressions used in informal contexts of communication; however, the learner lacks consistency	The learner can read and correctly articulate some words and expressions used in informal contexts of communication with considerable assistance but still makes a lot of errors

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.2 Reading for fluency: Immediate Family

(3 Lessons)

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

give examples of fluent reading
read simple texts about members of the immediate family with fluency
exhibit enjoyment in reading for fluency

The learner is guided to:

derive the meaning of fluency in reading
identify indicators of fluent reading from audio recordings or by listening to peers reading
read short texts on attributes of members of the immediate family and their occupations to practice fluency
articulate the sound /é/ & /è/ in words and expressions
read rhymes and tongue twisters containing sounds /é /& /è/
engage in pair reading

Why is it essential to read fluently?
How do you know someone is a fluent reader?

Core-Competencies to be developed:

Communication and collaboration: the learner develops collaboration skills as they read in pairs.

Values:

Care and compassion for others as learners learn to accept differences in appearances and character among family members.

Pertinent and contemporary issues:

Social cohesion: Learners develop an awareness of the importance of maintaining family unity as they read about family life.

Link to other subjects:

English, Kiswahili, German, Arabic, Mandarin and Indigenous languages: these subjects have content on the immediate family.

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to give examples of fluent reading	The learner quickly and confidently states whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading	The learner can determine whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading	The learner sometimes hesitates while deciding whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading	The learner can determine whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading with constant prompting
Ability to read fluently	The learner articulates words exceptionally well while reading with the correct intonation, rhythm and pace	The learner articulates words well while reading with the correct intonation, rhythm and pace	The learner can articulate most words correctly but does not always maintain the correct intonation, rhythm and pace.	The learner reads independent words laboriously, displaying little understanding of the text and consistently makes errors in intonation and pace that result in distortions
Ability to work in teams	The learner exhibits an exceptional level of understanding and willingness to seek information or assist others as they read in pairs	The learner shows understanding and willingness to seek information or assist others as they read in pairs.	The learner shows limited understanding of the text but is willing to seek information or be assisted as they read in pairs	The learner accepts to read alongside peers but shows limited understanding of the text; is unwilling to seek information or help as they read in pairs

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.3 Reading Comprehension:

Our room (2 lessons)

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

derive meaning from reading simple texts on the description of a room
read simple texts on the description of a room fluently
display a liking for reading simple descriptive texts.

The learner is guided to:

read simple dialogues about items in a room
view short video clips of items in a room and reads the embedded subtitles
engage in "read, listen and track" to practice pace and rhythm
match names of things in a room to corresponding pictures
practice "echo reading" of simple texts to develop fluency, expression, and decoding skills
read descriptive texts prepared by other learners
search for word rhymes from the Internet.
recite the word rhymes

Why should we read words correctly?
What can help you identify a place or objects in an area?

Core competencies to be developed:

Learning to learn: the learner develops working skills through sharing and reading each other's descriptive texts.
Digital literacy: the learner develops the skill of using digital technology to search for information.

Values: Patriotism: the learner shows loyalty, love, and pride in their room. Responsibility: the learner cares for their personal property in the room.
Pertinent and Contemporary Issues: Safety and security education: the learner learns how to keep items in their rooms safely.
Link to other subjects: Home Science: this subject has content about home and where different items in the house can be found.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to comprehend simple texts	The learner can to correctly answer all comprehension questions from texts rea; responses are spontaneous and detailed.	The learner can correctly answer all comprehension questions from texts read.	The learner can answer comprehension questions from texts read. A few answers given are incorrect.	The learner answers comprehension questions from texts read. Answers are sometimes wrong and supplied after persistent prompting.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.4 Reading aloud:

Media

(2 lessons)

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

read names of media devices
read instructions and labels on media devices
show enthusiasm in reading aloud

The learner is guided to:

identify media devices using a mind map
read aloud labels on media devices
discover names and parts of different media devices
read aloud simple presentations in class to enhance knowledge about media devices
source names, tags, and instructions from controlled sites in groups
develop posters on the importance of reading to sensitize the community.

How can media devices help us in improving our reading skills?
What kind of reading materials can you access from media devices?

Core Competencies to be developed:

Communication and collaboration: the learner develops good teamwork skills by working in groups to source reading materials from different sites.
Digital literacy: the learner uses digital learning platforms to enhance learning.

Values:

Responsibility: the learner cultivates responsibility through switching off media devices after use and storing them appropriately.
Honesty and trustworthiness: the learner abides by laid-down guidelines when accessing reading materials from the Internet.

Pertinent and Contemporary Issues:

Parental engagement: Parents support in building literacy skills and responsible use of digital devices.

Digital citizenship as learners acquire knowledge on handling and manipulating digital devices. The learner develops patience through coping with the challenges of working with technology and also develops integrity by using media responsibly.
Links to other subjects: Computer Science: this subject has content on how to use digital devices effectively and safely.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to read names of media devices	The learner reads names of media devices written and audio-visual materials with ease	The learner reads names of media devices in written and audio-visual materials	The learner reads names of some media devices in written and audio-visual materials	The learner reads names of media devices in written and audio-visual materials but with considerable assistance from the teacher
Ability to articulate words and expressions correctly	The learner reads and correctly articulates a wide variety of vocabulary independently, spontaneously and with ease	The learner reads vocabulary with the correct pronunciation, intonation, and rhythm	The learner reads vocabulary, but the pronunciation, intonation, and rhythm is not always correct	The learner pronounces words correctly with some assistance but does not usually have the correct intonation and rhythm
Ability to read using various electronic media	The learner takes the initiative to discover and use appropriate learning applications to practice pronunciation	The learner can use learning applications to practice pronunciation	The learner occasionally uses learning applications to practice pronunciation	The learner hardly uses learning applications to practice pronunciation

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.5 Reading Comprehension: School (2 lessons)	By the end of the sub strand, the learner should be able to: state the facilities and activities in school derive meaning from simple texts show pleasure in reading texts fluently	The learner is guided to: match places in school to activities read simple texts about places and activities in school respond to questions about facilities and activities in school practice pronouncing the [r] and [l] sounds in words sourced on and offline use pictograms to indicate different activities and places	Which activities do you engage in while at school? How easy is it to locate facilities in your school?
Core competencies to be developed: Self-efficacy: the learner develops leadership skills by mobilizing resources liaison with the community to make posters and signages. Digital literacy: the learner uses digital technology skills to create posters and signs to locate places in the community.
Values: Unity: the learner works in solidarity with others in the school community to promote reading.
Pertinent and Contemporary Issues: The learner enhances interpersonal and intrapersonal relationships through collaborative reading.
Links to other subjects: Mathematics: this subject has content on bearings and the location of places. Geography: this subject has content on the location of places.

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to state facilities and activities in school	The learner confidently enumerates places in school and the activities that take place in the cited places	The learner enumerates places in school and most activities that take place in the cited places	The learner enumerates most places in school and some activities that take place in the cited places	The learner enumerates key places in school but does not always match activities correctly to the cited places
Ability to infer information from texts	The learner responds to questions with accuracy and is excellent at infering meaning from the vocabulary and images in a wide variety of texts	The learner responds to questions with accuracy and infers meaning from the vocabulary and images in a standard range of texts	The learner responds to some questions with accuracy and partially infers meaning from the vocabulary and images in texts	The learner responds to questions with little accuracy and has difficulty inferring meaning from the vocabulary and images in texts
Ability to lead community activities	The learner keenly observes the immediate community's needs for signage, makes a decision, and draws a plan to create signs and place them in required places	The learner observes the immediate community's needs for signage, makes a decision, and draws a plan to create signs and place them in required places	The learner prompted to note the immediate community's needs for signage; may help draw a plan to create signs and place them in required places	The learner observes the immediate community's needs for signage but requires assistance to make a decision and draw a plan to create signs and place them in places needed

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.6 Reading Comprehension:

Shopping

(2 Lessons)

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

choose appropriate vocabulary on buying and selling,
derive meaning from short texts on buying and selling
show interest in reading correctly

The learner is guided to:

build vocabulary on buying and selling through the paired reading of simple dialogues
respond to questions from reading texts
read aloud their prepared shopping lists for comparison
search for and read comic strips from digital platforms
search for and read varied texts on shopping
provide reading materials to sensitize the community on wise buying and honest selling

Why is it essential to compare items before buying?
How can we identify the different stalls at the market?

Core competencies to be developed:

Communication and collaboration: the learner develops collaboration skills through reading and comparing peers’ shopping lists
Digital literacy: the learner develops interactive skills by sourcing for and reading texts on buying and selling.

Values:

Honesty and trustworthiness: the learner discusses the value of honesty portrayed in the reading comprehension texts.

Pertinent and contemporary issues:

Financial literacy attained through purchasing items. The learners familiarise themselves with shopping lists on goods bought at the market.

Links to other subjects: Business Studies has content on buying and selling. Mathematics: this subject has content on addition, subtraction, and other calculations
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to choose appropriate vocabulary	The learner always uses appropriate vocabulary when simulating buying and selling situations	The learner uses appropriate vocabulary when simulating buying and selling situations	Learner sometimes uses appropriate vocabulary when simulating buying and selling situations	The learner hardly uses appropriate vocabulary when simulating buying and selling situations
Ability to comprehend simple texts	The learner responds correctly to all questions on buying and selling from reading texts with a lot of ease.	The learner responds correctly to all the questions on buying and selling from reading texts	The learner responds correctly to some of the questions on buying and selling from reading texts.	The learner responds correctly to very few questions on buying and selling from reading texts
Ability to work in teams	The learner always listens keenly to others and speaks when contributing to the group discussion	The learner listens to others and speaks when contributing to the group discussion	The learner gets distracted sometimes and does not always speakwhen contributing to the group discussion	The learner is constantly distracted when listening to others and stutters when contributing to group discussions

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.7 Reading Comprehension: Hobbies (4 lessons)	By the end of the sub strand, the learner should be able to: acquire vocabulary on hobbies read simple texts on hobbies to deduce meaning display a liking for reading texts	The learner is guided to: view pictures, flashcards, and slides to identify leisure activities play quick find word puzzles to build vocabulary on hobbies read simple dialogues on hobbies, and answer related questions in groups access and read interviews on hobbies from magazines on the Internet create awareness in the community on the importance of leading an active life by engaging in hobbies share reading materials with peers	What is the importance of hobbies? Where can we get information on hobbies? What do you consider when choosing hobbies?
Core competencies to be developed: Self-efficacy: the learner develops practical communication skills as they communicate reasons for engaging in certain hobbies and not others. Digital literacy: the learner develops digital literacy skills through interacting with digital devices when reading.
Pertinent and contemporary issues: Health Education: the learners read and comprehend the good habits for healthy living.

Values: Social justice: the learners share their choices and accommodate each other's preferences.
Links to other subjects: Physical Health Education: the learner interacts with physically demanding hobbies. Performing Arts: the learner interacts with artistic hobbies.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to build vocabulary on hobbies	The learner reads a wide variety of materials on hobbies to build vocabulary	The learner reads recommended texts to build vocabulary on hobbies	The learner reads some of the recommended texts to build vocabulary on hobbies	The learner hardly reads recommended texts to build vocabulary on hobbies
Ability to comprehend simple texts	The learner promptly and accurately responds to all questions on hobbies.	The learner accurately responds to all questions on hobbies.	The learner accurately responds to most of the questions on hobbies	The learner attempts to respond accurately to questions on hobbies.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.8 Reading Comprehension:

Health (3 lessons)

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

read short texts on common ailments
demonstrate fluency in reading short texts on common ailments
display eagerness to read about common ailments.

The learner is guided to:

read short texts on common ailments for information
identify common ailments from short texts
source for and read written texts on common ailments from the Internet
read comic strips and simple dialogues on common ailments for fluency
read adapted medical brochures and medicine packs for vocabulary acquisition
read aloud, to other learners, texts on common ailments for awareness

How can you tell you are not feeling well?
What health information are we likely to find in our environment?

Core competencies to be developed:

Critical Thinking and Problem solving: the learner develops researching skills from the Internet.

Values:

Care and compassion: the learners inquire about the wellbeing of others and take good care of themselves to prevent common ailments.

Pertinent and Contemporary Issues:

Health promotion: the learner finds out how to prevent and manage common ailments.

Link to other subjects: Health Science that has content on common ailments. Life Skills Education: this subject has content on self-awareness.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to read for comprehension	The learner can easily pick out specific information on common ailments from reading texts and correctly answer all questions in great detail.	The learner can pick out specific information on common ailments from reading texts to answer all questions eventually correctly.	The learner can partly pick out specific information on common ailments from reading texts with; can correctly answer questions from the read text.	The learner can pick out very little information on common ailments from reading text; cannot give correct answers to basic questions
Ability to read fluently	The learner reads simple texts accurately with excellent phrasing, expression and pace that enhances comprehension. Self-correction is automatic.	The learner reads simple texts accurately, maintaining the appropriate pace and expression that enhance comprehension. Self-correction is applied in some instances.	The learner reads simple texts accurately but has some challenges maintaining the appropriate pace and expression that enhance comprehension.	The learner reads simple texts with a lot of inaccuracies and has consistent challenges in maintaining appropriate pace and expression. Comprehension is greatly hampered.
Ability to research	The learner searches for and explores a wide variety of sources of information on common ailments; proceeds to analyze the information	The learner searches for and explores the recommended sources of information on common ailments	The learner searches for and explores some sources of information on common ailments	The learner searches for and explores other sources of information on common ailments after consistent prompting

STRAND 3.0: WRITING

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	1.1 Guided writing: Social interaction (1 Lesson)	By the end of the sub strand, the learner should be able to: select words and expressions in the informal register use informal expressions to write simple dialogues create organized and coherent informal texts in writing show interest in writing short texts using informal words	The learner is guided to: reorganize jumbled words and informal expressions to make meaningful texts reorganize dialogues into a logical sequence fill in crosswords fill in blanks in simple, informal conversations write mini-talks to simulate telephone conversations engage in guided textual chats using media devices	Why is correct spelling necessary? To whom do you write using informal language?
Core Competencies to be developed: Communication and Collaboration: the learner gets the skill of writing correctly and accurately while engaging in activities that involve writing coherently and in an organized manner. Digital literacy: the learner uses digital devices to carry out writing activities involving filling in crosswords, puzzles, and conversations.
Values: Respect: the learners address their peers using the informal register.

Pertinent and Contemporary Issues: Social cohesion: the learners practice how to keep in touch with peers using an informal register
Link to other subjects: English has content on the use of informal and formal language. Performing Arts has content on dialogue formats on how scripts are written Life Skills Education has content on establishing relations and networks
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to write short interactions and dialogues	The learner writes excellent interactive texts using accurate vocabulary and expressions that are appropriate for informal interaction	The learner writes good interactive texts using vocabulary and expressions that are appropriate for informal interaction	The learner writes short, interactive texts with irregularly sustained use of vocabulary and expressions appropriate for informal texts.	The learner attempts to write short, interactive texts. Vocabulary and language are mainly inappropriate for informal texts.
Ability to write using the informal register	The learner writes short texts using informal expressions and elision though the text lucks sustained coherence suitable for everyday interactions.	The learner writes short texts using informal expressions and elision; makes a few mistakes that do not affect coherence.	The learner writes short texts using informal expressions and elision though the text lacks coherence and vocabulary on informal interactions are misused and distort the meaning	The learner writes short texts using expressions and elision that often result in distorting meaning even after assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.2 Guided writing: Immediate Family

(3 Lessons)

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

write words using correct spelling
create descriptive texts about members of the immediate family
display enthusiasm in writing short descriptive texts

The learner is guided to:

practice spelling words through spelling games
identify members of the immediate family using mind maps
draw a family tree diagram of their immediate family
talk about the relationships in the family and family identity
practice writing guided short texts on the immediate family members

Why should we write sentences correctly?
What makes a good descriptive text?

Core Competencies to be developed:

Communication and collaboration: the learner writes clearly and correctly with the help of spelling drills and guided texts.
Citizenship: the learner develops active community life skills through activities that involve discovering their relations, thereby creating a sense of belonging to a family unit.

Pertinent and contemporary Issues:

Social cohesion: the learners accept and appreciate different attributes of the members of their families as they write about them

Values:

Care and compassion: the learners write about their relationships with members of their immediate family.

Link to other subjects:

Social Studies, English, Kiswahili and Indigenous Languages have content on the immediate family.

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to construct correct sentences	The learner can use highly effective and appropriate phrases while writing texts.	The learner adequately uses vocabulary and expressions while writing about family and friends.	The learner makes quite some predictive (gender number) spelling errors while writing, which compromises clarity	The learner makes spelling errors while writing, thus distorting a large part of the intended communication.
Ability to describe people	The learner uses descriptive expressions learnt to describe the immediate family members effortlessly	The learner employs the descriptive expressions learnt adequately to describe the immediate family members clearly.	The learner makes some attempts to describe family members using descriptive expressions and vocabulary learnt though the writing contains quite some errors	The learner attempts to describe family members using descriptive expressions and vocabulary learnt, and the writing contains predictive mistakes.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.3 Descriptive Writing:

Our room

(2 lessons)

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

identify appropriate word order and patterns when writing simple descriptive texts
create organized and coherent texts when describing a room
show eagerness to write simple descriptive texts

The learner is guided to:

fill in missing words in texts
label different items in a room on a picture
create posters naming additional things in a room
write simple sentences from a variety of vocabulary given
prepare checklists for items in a room
write descriptive texts guided by shared images
create simple texts describing their room

Why should we write clearly?
What do we need to be able to write clearly?

Core competencies to be developed:

Learning to learn: the learner develops self-reflection skills by appraising the organization and coherence in the created texts.

Values:

Patriotism: the learner shows loyalty, love, and pride in the described room.
Responsibility: the learner cares for their personal property in the room.

Pertinent and Contemporary Issues:

Safety and security education: The learner describes a room and shares how to ensure the safety and security of the place.

Link to other subjects: Home Science where content about home and different items in it can be found.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to use correct word order	Learner writes descriptive texts using appropriate word order and successfully experiments with new word orders.	The learner writes descriptive texts using an appropriate word order.	The learner writes descriptive texts using appropriate word order most of the time.	The learner is aware of the word order but repeatedly uses the wrong order when writing descriptive texts
Ability to describe a room, place, or item.	The learner confidently uses the descriptive expressions learnt to describe a room, place, or item.	The learner employs the descriptive expressions learnt adequately to describe a room, place, or items.	The learner makes some attempt to describe a room, place, or items using descriptive expressions and vocabulary learnt through the writing contains quite some other grammatically related errors	The learner attempts to describe a room, place, or items using descriptive expressions and vocabulary taught, and the writing contains many repeated errors.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.4 Creative Writing:

Media

(2 lessons)

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

write names of media devices
create simple texts using media devices
derive pleasure in writing using media devices

The learner is guided to:

draw and label media devices
match media devices to their use
practice typing skills using MS Word/Office and French shortcut keys
fill in gaps in creative texts
play word games, e.g., anagrams, pangrams, palindromes in groups
construct a short write up on the safe use of media devices and posts the text on the class notice board

Which writing activities can you carry out using media devices?
How can you use media devices in writing?

Core Competencies to be developed:

Creativity and imagination: the learner makes the connection between the use of digital devices and the production of creative texts
Digital literacy: the learner enhances writing skills through using media devices to create readers.
Learning to learn: the learner is motivated to learn continuously by discovering shortcut keys while manipulating media devices.

Values:

Responsibility: Learner develops a sense of responsibility through taking care of media devices.

Pertinent and Contemporary Issus:

Child care and protection: the learner is guided by both teachers and parents on responsible media devices.

Links to other subjects: Life Skills Education has content on the importance of using social media platforms and coping with technology challenges. Computer Science: the subject has content on interacting safely with media devices.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to list different types of media devices	The learner generates a list of various electronic media devices as well and matches them with all their multiple illustrations	The learner generates a list of electronic media devices and matches most of them with their illustrations	The learner generates a list of electronic devices and matches them to some familiar illustrations	The learner generates a list of media devices but fails to match most illustrations to the names
Ability to create texts using a given electronic medium	The learner experiments using different electronic medium to create accurate texts and images which are well-edited using various visual effects	The learner creates accurate and well-edited texts on a provided electronic medium.	The learner creates one or two texts using electronic media provided; texts may have a few errors.	The learner creates texts with prompting; designs an unstructured text that invariably needs re-organization and editing.
Ability to interact through media devices	The learner composes clear and comprehensible texts to interact regularly with teachers, friends, and classmates through a digital platform.	The learner composes comprehensible texts to interact with teachers, peers through digital platforms as instructed	The learner composes editable texts to interact with teachers, peers through a digital platform as instructed	The learner composes introductory texts to interact with teachers, peers through digital platforms.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.5 Creative Writing: School (3 lessons)	By the end of the sub strand, the learner should be able to: state the facilities and activities in school write short creative texts on places and activities in school produce clear and legible labels using media devices show enthusiasm in writing short creative texts.	The learner is guided to: match facilities in school to related activities, in pairs/groups, using the cocktail game discover vocabulary on places and activities by completing simple written exercises, e.g., pictograms of labelling places search for adapts and creates posters naming different places in school using digital technology label places in the school and the community	Why is it important to write clear labels? How do written labels help to identify places? What strategies do you need to write creatively?
Core competencies to be developed: Creativity and imagination: the learner makes connections through planning, organizing ideas, and choosing words to communicate effectively. Digital literacy: the learner shares texts created using digital devices.
Values: Peace: the learners learn how to coexist peacefully and harmoniously. Unity: the learners develop virtues that bind them together as united entities communities.

Pertinent and contemporary issues: Inter and intrapersonal relationships: learners develop the ability to work together.
Links to other subjects: Mathematics has content on bearing and location of places Geography has content on the location of places
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to state places and activities in school	The learner can quickly and accurately identify all the places and activities in school	The learner can identify all the places and activities in school	The learner can identify three quarters of the places and activities in school	The learner can identify less than half of the places and activities in school.
Ability to write creatively	The learner creatively writes short texts on places and activities in school with an exceptional amount of creativity	The learner creatively writes short texts on places and activities in school	The learner writes short factual texts on places and activities in school with some amount of creativity.	The learner writes short texts on places and activities in school with very little or no creativity; errors hamper intended communication.
Ability to produce clear and legible labels	The learner creatively uses varied media devices to make clear and legible labels	The learner makes clear and legible labels using various media.	The learner makes clear and legible, and practical labels	The learner makes creative labels that are not always clear.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.6 Functional and Creative Writing: Shopping	By the end of the sub strand, the learner should be able to: select adequate vocabulary to write texts use media devices to create simple shopping lists appreciate the importance of planning before spending	The learner is guided to: make and fill word puzzles on goods sold at the market fill in responses in dialogues appropriately. write shopping lists on digital devices, give feedback on peer's work in group activities spell new words correctly in writing. draft short skits on buying and selling manipulate and customize promotional adverts of goods on sale sensitize the school community on wise buying	Why do we need to plan before shopping? How do you ensure you do not forget essential items when shopping?
Core competencies to be developed: Self-efficacy: the learner develops self-awareness and planning skills as s/he prepares shopping lists to make an informed decision on buying. Digital literacy: the learner develops skills in creating shopping lists with digital technology.
Values: Respect: the learner show respect as they sensitize the community on wise buying.

Pertinent and Contemporary Issues: Financial Literacy: the learner develops budgeting skills through adjusting a shopping list to available income.
Links to other subjects: Business Studies, English and Kiswahili have content on shopping and price-lists
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to select adequate vocabulary in writing.	The learner composes shopping lists with a variety of vocabulary on market goods.	The learner writes shopping lists with adequate vocabulary on market goods.	The learner writes shopping lists with limited vocabulary learnt on market goods.	The learner writes shopping lists with minimal vocabulary on market goods.
Ability to create using media	The learner easily creates shopping lists with all items correctly put in their respective categories.	The learner creates shopping lists with most items correctly put in their respective categories.	The learner writes shopping lists with some items put in inappropriate categories.	The learner produces shopping lists with items categorized haphazardly.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.7 Creative writing: Hobbies

(4 lessons)

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

use appropriate vocabulary to write creative texts
create texts with organized and coherent content on hobbies
show eagerness to write texts on hobbies

The learner is guided to:

match expressions to hobbies
write simple dialogues on hobbies
create charts and posters on hobbies
write the correct spelling of words with sound [u]
reorganize jumbled dialogues to establish the logic
take notes from a recorded source of words with sound [u]
record personal leisure in diaries and digital devices
write posters and place them in strategic places to sensitize the community on the importance of engaging in healthy or acceptable leisure activities

What do you enjoy writing about?
Why should we write about our hobbies?

Core competencies to be developed:

Communication and collaboration: the learner develops the skill of cooperation by influencing the team to reflect on the progress in creative writing and making suggestions on how to improve.
Creativity and imagination: the learner develops creative skills through producing texts with organized and coherent content on hobbies.
Digital literacy: the learner develops writing skills through interacting with different media devices used to write about their hobbies

Values: Social justice: the learners shares freely about their preferences about leisure activities.
Pertinent and Contemporary Issues: Health education: the learner discover the role of hobbies in promoting healthy living and stress management.
Links to other subjects: Physical health Education has content on hobbies. Life Skills Education: self-management as learners choose suitable hobbies
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to use vocabulary	The learner uses appropriate vocabulary beyond the class list to write texts on hobbies.	The learner uses adequate vocabulary to create texts on hobbies	The learner uses appropriate vocabulary to write texts on hobbies but lacks creativity.	The learner uses limited vocabulary to write texts on hobbies but requires constant prompting.
Ability to create texts	The learner creates very well-organized and coherent—texts where a wide range of vocabulary is excellently applied.	The learner creates organized and coherent texts Using appropriate vocabulary	The learner sometimes creates texts which lack proper organization and coherence.	The learner creates a few texts with much prompting, but the texts lack proper organization, and coherence is greatly affected.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.3

Writing

3.8 Creative writing:

Health

(3 Lessons)

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

describe common ailments using appropriate vocabulary and expressions
create simple texts on common ailments,
exhibit ease in writing on how they feel when unwell

The learner is guided to:

describe how they are feeling using short texts
write short sentences /texts related to common ailments
rearrange jumbled words to form coherent texts on common ailments.
produce simple texts with organized and coherent content
create words and phrases that describe diseases from images sourced from digital media
collaborate and share with others how they take care of themselves

What should we do to maintain good health?
How do you ensure your texts are creatively written?

Core competencies to be developed:

Communication and collaboration: the earner develops self-expression skills through writing about one's health and wellbeing
Critical thinking and problem solving: the learner acquires critical thinking and problem-solving skills by choosing different types of texts to write on.

Values:

Care and compassion: the learner inquires about the wellbeing of others and takes good care of self.

Pertinent and Contemporary Issues:

Health promotion: Learners are enlightened on the prevention and management of common ailments.

Link to other subjects: Health Science has content on common ailments Life Skills Education has content on self-awareness
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to describe common ailments	The learner uses a variety of relevant words and expressions with ease to describe the common ailments	The learner uses appropriate words and expressions to describe the common ailments	The learner uses limited stock words and expressions to describe the common ailments	The learner uses words and expressions to describe basic common ailments with considerable assistance.
Ability to create texts	The learner creates texts on common ailments with a developed plot, characters, and expressions creatively and coherently. The learner uses extensive vocabulary on health and wellbeing and to express feeling.	The learner adapts texts on common ailments with a relevant plot, key characters, and expressions coherently. Vocabulary on health and wellbeing is adequately used.	The learner writes texts on common ailments but with lots of repetition. The plot is shaky characters and expressions are undeveloped. Creativity and coherence are evident.	The learner writes limited texts on common ailments, but with a lot of assistance. The plot, characters, and expressions are not well defined. Creativity may be evident, but coherence lacks.

STRAND 4.0: LANGUAGE STRUCTURES

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.1 Social Interactions: Informal register

(1 Lesson)

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

discern informal register structures in a text
use elision and informal register in interactions
appreciate the use of informal register in social interactions

The learner is guided to:

identify informal register structures from the material presented [audio or written], e.g., use of tu, questions in familiar french [Tu manges quoi?] and elision
practice using elision in pairs [t'es là? t'as pas de…/]
match sentences and expressions in standard French to respective elided forms
transform sentences in standard French into elided form and vice versa

How do you address peers and familiar people?

Core Competencies to be developed:

Self-efficacy: the learner develops practical communication skills through activities that involve appropriate elision and tu forms of verbs.

Values:

Care and compassion for others as the learner appropriately addresses persons around them.

Pertinent and Contemporary Issues:

Social cohesion as the learner appreciates the dynamism of language structures and use in various communication situations.

Link to other subjects:

English examines the use of varied registers for effective communication.

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to pick out informal register	The learner can discern an extensive range of informal language structures from various materials with consistent ease.	The learner can discern most informal language structures from a variety of materials with ease.	The learner can discern some informal language structures from a variety of materials, albeit with some difficulty.	The learner can discern very few informal language structures from various core reference material with many difficulties.
Ability to use elision and informal register	The learner correctly and spontaneously employs elision and informal register in communication.	The learner correctly and almost consistently employs elision and informal register in a relevant situation of communication.	The learner employs elision and informal register satisfactorily in communication; able to self-coherent in some following lapses.	The learner employs elision and informal register in communication incorrectly even with consistent guidance.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.2 Possessive adjectives: Immediate Family

(3 Lessons)

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

differentiate the singular and plural forms of possessive adjectives
formulate sentences using the correct possessive adjectives
value the proper use of grammar elements

The learner is guided to:

fill in blanks with the correct possessive adjectives
write grammatically correct phrases using appropriate adjectives
download exercises on possessive adjectives from the Internet for own practice

How do we use possessive adjectives in everyday communication?
Why is grammar essential in language learning?

Core Competencies to be developed:

Self-efficacy: the learner develops practical communication skills through discussing interpersonal relationships within the families and describing the family members.

Values:

Care and compassion: the learners talk about their relationships with members of their immediate family.

Pertinent and contemporary Issues:

Life skills: accepting and appreciating the different attributes of members of the family.

Link to other subjects:

Social Studies, English, Kiswahili and Indigenous Languages have content on the immediate and extended family.

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to use possessive adjectives correctly	The learner uses singular and plural forms of possessive adjectives appropriately and creatively when writing short texts	The learner uses singular and plural forms of possessive adjectives correctly and appropriately when writing short texts	The learner correctly uses singular and plural forms of possessive adjectives sometimes	The learner uses singular and plural forms of possessive adjectives randomly when writing short texts

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language Structures

4.3 Adjectives and Prepositions:

Our room

(2 lessons)

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

identify appropriate prepositions and adjectives to describe a room
employ proper adjectives and prepositions of place in simple descriptive texts
exhibit eagerness to use proper nouns and adjectives in sentence construction

The learner is guided to:

rearrange jumbled up words to form correct sentences, for example; noun and adjective agreement
play "complete my line" games using items and possessive adjectives "mon armoire."
match categories of words in sets of flash cards e.g. qualitative adjectives e.g “ une grande fenêtre”
use digital devices to complete simple exercises on qualitative adjectives (grand, joli, petit, beau, nouveau, jaune, noir, blanc) and prepositions of place (sur, à côté de, sous, derrière, dans, devant)
use language (on and offline) applications to do some shared exercises
correct sentences on cards pasted (on walls) around the classroom

How can we structure a sentence well to achieve a good description?

Core competencies to be developed:

Digital Literacy: the learner interacts with technology by manipulating different digital devices in research and in creating texts.
Critical thinking and problem solving: the learner develops evaluation and decision-making skills by using suitable language structures to apply in descriptive texts.

Values: Patriotism: Learner shows loyalty, love, and pride in own room. Responsibility: Learner cares for personal property in the described room.
Pertinent and Contemporary Issues: Safety and security education as learners share the aspects of the described space for safety and security.
Link to other subjects: Home Science has content about home and the different items that can be found in a home.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to identify qualitative adjectives and prepositions of place	The learner quickly identifies a wide variety of nouns, adjectives, prepositions of place, and appropriate placement in texts. They can expand the standard list with new adjectives and prepositions of place.	The learner identifies all nouns, adjectives, and prepositions of place and their correct placement in texts.	The learner identifies most nouns, adjectives, and prepositions of place in texts. The placement is sometimes wrong and distorts the intended meaning.	The learner identifies very few nouns, adjectives, and prepositions of place in texts. The placement is, most of the time, incorrect.
Ability to use nouns, qualitative adjectives, and prepositions in texts	The learner constantly analyses, appropriately selects and uses the correct nouns, qualitative adjectives, and prepositions to complete texts	The learner analyses, chooses, and uses the proper nouns, qualitative adjectives, and prepositions to complete texts	The learner partially analyses, chooses, and uses the correct nouns, qualitative adjectives, and prepositions to complete texts	The learner hardly analyses, selects or uses the correct nouns, qualitative adjectives, and prepositions to complete texts

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language Structures

4.4 Nouns and Verbs: Media

(2 lessons)

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

use singular and plural forms of nouns to identify media devices
use the verb with infinitive formulations in simple sentence construction
demonstrate zeal in identifying media devices in the immediate environment

The learner is guided to:

fill in gaps in texts about media by application of Pour+infinitive verb forms (pour ouvrir un fichier, pour allumer l’ordinateur)
practice using the interrogative :
Qu’est-ce que c’est?
use (C’est /Ce sont +nom -
C’est un ordinateur ; Ce sont les touches) in the identification of devices appropriately
constitute grammatically correct sentences using card games
practice different ways of passing information using well-structured sentences with appropriate verbs in the present tense. E.g the use of Tic-Tac- Toe (regarder) Je regarde mes messages electroniques,(taper)je tape…
participate in group presentations on varied grammar tasks

How does the use of media devices help in learning a language?
Why should we use correct grammar structures in communication?

Core Competencies to be developed: Communication and Collaboration: the learner develops fluent writing and organization skills as they express their opinions, and build upon ideas about media devices Digital literacy: the learner uses digital devices to enhance learning through responding appropriately to a series of instructions. Critical thinking and problem solving: the learner evaluates a situation and responds accordingly.
Values: Care and Compassion: while learners interact with others using media devices. Responsibility: the learner acquires information on issues of taking good care of media devices for the benefit of all. Honesty and trustworthiness: while handling different information on media devices with respect.
Pertinent and contemporary issues: Child care and protection: Parental guidance and involvement on the safe use of media and devices
Link to other subjects: English has content on the correct use of language structures and indigenous language. Computer Science: the subject has content on learning the language of operating devices such as basic coding. Life Skills Education: addresses ethics of communication
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to use singular and plural forms of nouns	The learner uses appropriate singular and plural forms of nouns and in identifying varied media devices	The learner uses appropriate singular and plural forms of nouns in identifying most media devices	The learner uses some appropriate singular and plural forms of nouns in identifying media devices	The learner uses the a few singular and plural forms of nouns correctly, makes errors in identifying some primary media devices

Ability to use the infinitive form of verbs

The learner exhibits excellent command of verb infinitives when identifying media devices

The learner exhibits good command of verb infinitives when identifying media devices

The learner exhibits varying command of verb infinitives when identifying media devices

The learner exhibits limited command of verb infinitives when identifying media devices

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.0 Language Structures	4.5 Prepositions: School (2 lessons)	By the end of the sub strand, the learner should be able to: select correct prepositions to locate places use sentence structures combining interrogative and prepositions of place in locating places embrace the proper use of grammar for effective communication	The learner is guided to: practise using prepositions of place (au long de, au coin de, au bout de) to complete sentences ask and respond to questions using qu’est-ce que c’est?, C’est/Ce sont illustrate the interrogative qu’est-ce que c’est and its response c’est/ ce sont construct sentences using the prepositions of place and the interrogative	How do you locate places? What makes it easy for you to locate places?
Core Competencies to be developed Communication and collaboration: the learner develops teamwork skills through asking and responding to questions. Self-efficacy: the learner develops practical communication skills learning to give precise and accurate locations of items and places. Digital literacy: the learner uses digital technology skills to locate places.
Values: Unity: the learner develops the habit of working with others to learn and practice using the grammar elements.
Pertinent and Contemporary Issues: Inter and Intrapersonal relationships: the learner develop the ability to work with peers in groups.
Link to other subjects: English, Geography and Kiswahili have content on the location of places.

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to use correct prepositions and interrogative forms	The learner accurately asks/answers questions on place and activities using correct prepositions and interrogative forms. Prepositions and interrogative are used to bring out the intended meaning. The expressions are flawless	The learner asks and answers questions on places and activities correctly Minimal grammatical errors made do not obscure intended meaning.	The learner makes a fair attempt at the correct use of prepositions of place and the interrogative form. Some mistakes are evident in attempts to construct some complete sentences. Through positive reinforcement, effective communication is achieved	The learner attempts to use prepositions (of place) and the interrogative form in a jumbled-up manner Intended communication is often still not clear despite consistent guidance.
Ability to organize ideas or expressions	The learner quickly and confidently constructs well-developed sentences when expressing self on places and activities. There is always an explicit agreement between the prepositions of place and interrogative.	The learner regularly places the prepositions and interrogative in the right place to bring out the exact meaning There is correct Sequencing of ideas is usually appropriate	The learner makes an attempt at structuring and organizing the prepositions and interrogative to locate places There are several errors in the placement of proper prepositions, but meaning can be derived through remediation.	The learner attempts to organize ideas with consistent prompting. There are many prepositional and interrogative errors. However, a sentence or two may be correct.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

Language structures

4.6 Indefinite and Partitive Articles:

Shopping (2 lessons)

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

identify polite forms of expressing information
use the partitive articles in context
display eagerness to use correct grammar in sentence construction

The learner is guided to:

listen to short dialogues with the structures:(Je voudrais+objet+ adjective + s’il vous plait )
practice using Je voudrais + objet in paired activities
match names of common items at the market with their corresponding indefinite and partitive articles articles; [un/une/des]: [du/de/de la/des]
fill in texts with conjugated present tense forms of the required verbs, e.g., acheter.
create awareness in the school community on wise buying and its benefits

How do you inquire about goods you would like to buy at the market?
Why is it important to make correct sentences?

Core competencies to be developed:

Learning to learn: the learner develops self-reflection skills by adhering to correct language structures in sentence construction.
Communication and collaboration: the learner develops adaptive speaking skills while interacting with others in conversations.

Values: Honesty and trustworthiness.
Pertinent and Contemporary Issues: Self-efficacy in expressing what to buy and where to make the purchase.
Links to other subjects: English and Home science deal with shopping lists and commodities sold at the marketplace.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to express information politely	The learner always asks appropriate questions and gives information in a polite manner	The learner asks questions and gives information in a consistent and polite manner	The learner asks questions and gives (sometimes) information politely.	The learner asks questions and gives information with no thought for politeness.
Ability to use partitive articles in context	The learner very quicly analyses the communication situation and uses varied but appropriate partitive articles	The learner analyses the communication situation and uses appropriate partitive articles	The learner analyses the communication situation and uses appropriate partitive articles	The learner analyses the basic communication situation and uses some partitive articles

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.7 Present tense:

Hobbies

(2 lessons)

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

identify verbs in the present tense form
conjugate verbs in the present tense
desire to use correct grammar in communication

The learner is guided to:

isolate verbs in the present tense in poems
express likes and dislikes using Jouer de + instruments de musique, Aimer/adorer/préfèrer + nom, Qu’est-ce que tu + aimer/preferer, Tu joues de + instruments de musique, parce que
fill in gaps with the correct verbs
recite rhymes and poems to create awareness in the community on the importance of leading an active life by engaging in hobbies

How do you spend your free time?
How do you express yourself clearly on your likes and dislikes?

Core Competencies to be developed:

Communication and collaboration: the learner develops effective speaking and fluent writing skills through expressing self- using the present tense.
Critical thinking and problem solving: the learner develops essential thinking skills by isolating verbs in the present tense in texts.
Digital literacy: the learner develops digital technology skills by interacting with different digital devices to practice the present tense.

Values: Social justice as learners show respect and accommodate each other's choices on hobbies.
Pertinent and Contemporary Issues: Healthy living and stress management.
Links to other subjects: Physical health Education has content on hobbies. Life Skills Education: Self–management as learners choose hobbies that are suitable for them.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to identify verbs in the resent tense	The learner spontaneously identifies verbs in the present tense in texts and creates them in varied situations	The learner identifies and uses verbs in the present tense correctly in varied situations	The learner identifies and uses verbs in the present tense in some situations	The learner identifies and uses verbs in the present tense in a limited number of situations; this with considerable assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.3

Language Structures

4.8 The Interrogative:

Health

(2 Lessons)

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

identify appropriate interrogative pronouns to talk about health
use the correct form of the verb to describe a state of health
appreciate the proper use of interrogatives to express oneself

The learner is guided to:

ask questions by use of; qu’est-ce que tu as?/ qu’est-ce qui ne va pas ?/ ça fait mal où ? in paired activities
describe feelings and what hurts by use of the expression verb avoir+ ailment; j’ai de la fièvre/grippe
match images on ailments with correct expressions
solve online puzzles with vocabulary on ailments in group activities
fill in gaps with the correct form of verbs in texts
rearrange words in a sentence to bring about coherence on language structures

How do you communicate about your state of health?

Core competencies to be developed:

Communication and collaboration: the learner develops teamwork skills by working with peers in groups.
Self-efficacy: the learner develops practical communication skills through describing the state of health.
Digital literacy: the learner uses digital devices to access and interact with audiovisual material and practice responding to questions.

Values:

Care and compassion: Learners inquire about the wellbeing of others and takes good care of themselves.

Pertinent and Contemporary Issues:

Health promotion: Prevention and management of common ailments.

Link to other subjects: Health Science has content on common ailments. Life Skills Education has content on self-awareness.
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to Identify interrogative pronouns	The learner quickly and constantly identifies interrogative pronouns in texts on health	The learner identifies interrogative pronouns in texts on health	The learner identifies most interrogative pronouns in texts on health	The learner identifies few interrogative pronouns in texts on health
Ability to use correct verbs to describe a state of health	The learner confidently uses the correct form of verbs, conjugated in the present tense.	The learner uses the correct form of verbs, conjugated in the present tense.	The learner progressively uses the correct form of verbs, conjugated in the present tense, makes a few errors in the description of state of health.	The learner can correctly conjugate verbs with lots of guidance but makes many errors in the application.

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).

All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.

CSL Skills to be covered:

Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in collecting the data, manner in which they will analyse information and present their findings.
Communication: Learners will develop effective communication skills for as they engage with peers and school community members. These will include listening actively, asking questions, presentation skills using varied modes etc.
Citizenship: Learner will be able to explore opportunities for engagement as members of the school community and providing a service for the common good.
Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources effectively and efficiently.
Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity.

Suggested PCIs

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

The learners will be guided to consider the various PCIs provided in the various subjects in Grade 7 and choose one suitable to their context and reality

By the end of the CSL class activity, the learner should be able to:

identify a problem in the school community through research,
plan to solve the identified problem in the community,
design solutions to the identified problem,
implement solution to the identified problem,
share the findings with relevant actors,
reflect on own learning and relevance of the project,
appreciate the need to belong to a community

The learner is guided to:

brainstorm on issues/pertinent and contemporary issues in their school that need attention
choose a PCI that needs immediate attention and explain why
discuss possible solutions to the identified issue
propose the most appropriate solution to the problem
discuss ways and tools they can use to collect information on a problem (questionnaires, interviews, observation)
develop tools for collecting the information/data
identify resources they need for the activity
collect the information/data using various means
develop various reporting documents on their findings
use the developed tools to report on their findings
implement project
collect feedback from peers and school community regarding the CSL activity
share the report on activity through various media to peers and school community
discuss the strengths and weaknesses of implemented project and lessons learnt
reflect on how the project enhanced own learning while at the same time facilitated service on an issue in the school community

How does one determine community needs?
Why is it necessary to be part of a community?
What can one do to demonstrate a sense of belonging

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
The ability to identify and analyse a pertinent issue in society to be addressed	Learner critically defines and elaborately discusses a pertinent issue to be addressed.	Learner defines and discusses a pertinent issue to be addressed.	Learner defines and discusses a pertinent issue to be addressed with minimal support.	Learner requires support to critically examine and select the appropriate issue.
The ability to plan to solve the identified problem	Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project.

The ability to design solutions to the identified problem and implement them	Learner constantly applies the knowledge and skills gained in subjects to address the identified issue.	Learner applies the knowledge and skills gained in subjects to address the identified issue.	Learner applies the knowledge and skills gained in subjects to address the identified issue with some support.	Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue.
Ability to share findings to relevant actors	Learner comprehensively and confidently shares findings of the issue addressed in the activity.	Learner confidently shares findings of the issue addressed in the activity.	Learner shares some of the findings of the issue addressed in the activity.	Learner briefly shares findings of the issue addressed in the activity, lacks necessary details.
The ability to reflect on own learning and relevance of the activity	Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning.	Learner clearly outlines the benefits of the CSL activity on the target community and own learning.	Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear.	Learner struggles to outline the benefits of the CSL activity on the target community and own learning.

APPENDIX 1: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON-FORMAL ACTIVITIES

Strand	Suggested Assessment Methods	Suggested Learning Resources	Suggested Non-formal Activities
Listening and speaking	Listening to and identifying informal structures from audio material Filling in missing letters/words on informal phrases Filling in crossword puzzles. Engaging in simple informal dialogues Recording themselves engaging in informal social interactions Reciting poems and rhymes on informal greetings and interactions Role-playing on informal interactions among peers.	Charts Video clips Video games Jumbled up grids Word puzzles Flashcards(words or games) Comic strips Short stories Audio recordings Pictures Poems Songs Chalkboard Word wheel Word searches Crossword puzzles Journals Media devices eg phones, tablets, cameras… Dialogues	Songs Recitation of poems Games e.g.skits and role plays Peer education; practice with peers Participation in French club activities

Reading	Reading aloud texts on informal interactions Reading simple texts to demonstrate fluency in pairs. Reading dialogues Answering comprehension questions	Pictures Poems Songs Short stories Flashcards	Role-plays and simulation Songs Poems
Writing	Writing simple dialogues. Filling in missing letters/words on informal phrases Filling in crossword puzzles. Word searches and puzzles Writing guided textual chats Reorganizing simple dialogues	Word puzzles Flashcards (words or games) Maps Short stories Real objects (home objects) Audio recordings Pictures Poems Songs Chalkboard Word wheel Name tags and labels Word searches Journals Computer	Interschool activities and presentations Recitation of poems Role-plays and simulation Peer education Participation in French club
Language structures	Answering structured questions Filling in missing words Physical identification of objects Quizzes	Real objects Flash cards Chalk board /whiteboard Tags and labels computer	French club activities French days

Published in Grade 7 Curriculum Designs

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Tuesday, 10 January 2023 13:32

German - Grade 7 Curriculum Design

GRADE 7
GERMAN

FOREWORD

Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re- alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.

The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.

It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.

PROF. GEORGE A. O. MAGOHA, EGH CABINET SECRETARY,
MINISTRY OF EDUCATION

PREFACE

The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.

The Grade 7 curriculum designs for the respective learning areas will enable the development of 21st Century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).

It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.

JULIUS O. JWAN, PhD, CBS PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION MINISTRY OF EDUCATION

ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.

The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.

KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.

I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.

My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.

PROF. CHARLES O. ONG’ONDO, PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

FOREWORD   iii
PREFACE        iv
ACKNOWLEDGEMENT        v
TIME ALLOCATION viii
NATIONAL GOALS OF EDUCATION          ix
LEVEL LEARNING OUTCOMES FOR MIDDLE SCHOOL   xii
ESSENCE STATEMENT         xii
SUBJECT GENERAL LEARNING OUTCOMES        xiii
STRAND 1.0: LISTENING AND SPEAKING 1
STRAND 2.0: READING        17
STRAND 3.0: WRITING         32
STRAND 4.0: LANGUAGE STRUCTURES   46
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY           62
ANNEX 1: SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES.66

TIME ALLOCATION

No	Subject	Number of Lessons Per Week (40 minutes per lesson)
1.	English	5
2.	Kiswahili/KSL	4
3.	Mathematics	5
4.	Integrated Science	4
5.	Health Education	2
6.	Pre-Technical and Pre-Career	5
7.	Social Studies	3
8.	Religious Education (CRE/IRE/HRE)	2
9.	Business Studies	3
10.	Agriculture	3
11.	Life Skills Education	1
12.	Physical Education and Sports	2
13.	Optional Subject	3
14.	Optional Subject	3
	Total	45

NATIONAL GOALS OF EDUCATION

Education in Kenya should:

Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.

Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.

Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.

Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.

Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.

Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.

Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.

Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.

Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

LEVEL LEARNING OUTCOMES FOR MIDDLE SCHOOL

By end of Middle School, the learner should be able to:

Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
Communicate effectively, verbally and non-verbally, in diverse contexts.
Demonstrate social skills, spiritual and moral values for peaceful co-existence.
Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
Practise relevant hygiene, sanitation and nutrition skills to promote health.
Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
Manage pertinent and contemporary issues in society effectively.
Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT

Foreign language proficiency enables one to be an effective member of the global world. German language learning at Junior Secondary builds on the linguistic competencies developed at Upper Primary. Additionally, it focuses on further development of the four basic language skills: listening, speaking, reading and writing. Cultural knowledge, contextual topical content and applied grammar are the vehicles through which the four skills are developed. Emphasis is on the functional use of language as well as acquisition of the necessary oral, intensive and extensive reading and writing skills on varied contexts through collaborative approaches. Learners are expected to attain the intermediate level of proficiency in German language (equivalent to A2 of the Common European Framework of Reference for Languages) in order to transit to Senior School. The learner will be empowered to respect, appreciate and participate in the opportunities within their own and the international community.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior Secondary, the learner should be able to:

Listen actively to speakers in varied contexts and respond appropriately.
Interact with others on familiar topics.
Read texts of medium complexity on familiar matters for information and enjoyment.
Write texts of medium complexity on subject matter relating to their everyday experiences.
Use varied media to access and create information to enhance German language learning.
Appreciate own and other people’s culture for national cohesion and international consciousness.
Apply acquired knowledge and skills to address challenges in everyday life.

STRAND 1.0: LISTENING AND SPEAKING
Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.0 Listening and Speaking	1.1. Selective listening: Market (5 Lessons)	By the end of the sub strand, the learner should be able to: identify commodities found at the market, listen for selective information from speakers in diverse contexts, speak clearly and logically about a given topic for effective communication, appreciate the importance of a budget while shopping.	The learner is guided to: list commodities typically found at the local market from an audio name items shown in a picture of a German market watch video clips of a typical farmers’ market in Kenya and Germany and name the items they see listen to an audio or audio-visual recording and match the commodities mentioned to a price list make presentations about shopping for food in Kenya and Germany discuss the need for integrity while shopping in the class online forum discuss the difference between shopping with a budget and shopping without one among peers	What do you need to consider before shopping? What do you consider when listening to texts?
Core Competencies to be developed: Communication and Collaboration: Learners develop skills of speaking clearly and logically as they discuss issues of shopping and the need for integrity.

Core Values: Integrity: Learners develop the value of integrity while shopping.
Pertinent and Contemporary Issues (PCIs): Financial Literacy: Learners develop financial literacy skills as they discuss the need to prepare a budget before shopping.
Link to other subjects: Learners link their learning to Business Studies and Mathematics as they discuss and consider budgeting as well as pricing of items.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below expectations
Ability to identify commodities	Learner identifies and confidently names all commodities found at the market in texts	Learner identifies and names all commodities found at the market in texts	Learner identifies and names most of the commodities found at the market in texts	Learner requires support to identify some commodities found at the market in texts
Ability to listen for selective information	Learner identifies specific information in diverse shopping contexts and carries out all assigned tasks	Learner identifies specific information in diverse shopping contexts	Learners identifies specific information in shopping contexts	Learner listens to texts, exhibits difficulties in identifying selective information
Ability to speak clearly and logically	Learner speaks clearly and logically about all the given topics, engages audience all the time	Learner speaks clearly and logically about all the given topics	Learner speaks clearly and logically about most of the given topics	Learner requires prompting to speak clearly and logically about given topics

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.2.

Selective listening:

School

(5 Lessons)

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

identify the various subjects offered in school,
listen actively for selective information on aspects of school,
appreciate the differences in school timetables between Kenya and Germany.

The learner is guided to:

listen to an audio with the names of the subjects and their German equivalent
name the various subjects taught in their school
listen to audio or audio -visual recordings of a school timetable and speak about the subject allocation as per instructions provided
watch a short video clip on school subjects in Germany and highlight key differences
compare and contrast their school time table with a typical school time table in Germany
talk about the subjects offered in German schools and compare with those offered in Kenyan schools
discuss possible reasons for the differences in school timetables in Kenya and Germany

Why are oral texts important in learning?
Why are timetables in a school important?

Core Competencies to be developed:

Critical thinking and problem solving: The learners develop active listening skills as they engage in conversations about school timetables in Kenya and Germany.

Core Values: Patriotism: Learners will develop an appreciation for their school and their country as they compare schooling in Kenya with that in Germany.
Pertinent and Contemporary Issues (PCIs): Friendship Formation: Learners will develop skills required for friendship formation as they engage in discussions.
Link to other subjects: Learners link their learning to Social Studies and Life Skills Education as they discuss the importance of time management.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to identify school subjects	Learner identifies and explains all school subjects with ease	Learner identifies and names all school subjects	Learner identifies and names most school subjects	Learner names some school subjects but requires support to identify others
Ability to actively listen for selective information	Learner actively listens for and identifies specific information in given texts, gives explanations without prompting	Learner actively listens for and identifies specific information in given texts	Learner actively listens for and identifies most of the required specific information in texts	Learners listens for and identifies specific information with a lot of prompting

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.3. Listening for gist: Leisure time

(5 Lessons)

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

identify various holiday destinations in Kenya and Germany,
talk about leisure time activities in Kenya and Germany,
listen to texts for the general idea,
appreciate the value of leisure time activities in everyday life.

The learner is guided to:

listen to recordings of a variety of typical holiday sounds, and name them from a list
speculate on where the named activities are found
share with peers about how they spend their leisure time
talk about various locally and internationally recognized holiday destinations
listen to recordings from a variety of contexts and speculate the means of transport they hear
speak about the benefits of their favourite leisure activity to their peers
talk about how one can turn their leisure time activities into a profession
make a brief video/audio text and share in an online forum their dream destinations in Kenya and Germany

How do you get general ideas from texts?
Why are some leisure activities considered inappropriate for different age groups?

Core-Competency to be developed: Digital Literacy: Learners develop skills of connecting using digital technology as they make video/audio texts and share in an online forum.
Core Values: Patriotism: Learners develop a love for their country when they talk about locally and internationally recognised holiday destinations in Kenya.
Pertinent and Contemporary Issues (PCIs): Alcohol and substance abuse: Learners develop an awareness on alcohol and substance abuse as they respond to the Key Inquiry Questions. Financial Literacy: Learners talk about income generation as they discuss how one can turn leisure time activities into a profession.
Link to other subjects: Learners link their learning to Sports, Physical Education and Health Education as they plan their leisure time and Social Studies as they talk about holiday destinations.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to identify holiday destinations	Learner identifies and explains all holiday destinations in given texts	Learner identifies all holiday destinations in given texts	Learner identifies most of the holiday destinations in given texts	Learner identifies a few holiday destinations in given texts
Ability to talk about leisure time activities	Learner talks about leisure time activities in Kenya and Germany and identifies inappropriate leisure time activities	Learner accurately talks about a various leisure time activities in Kenya and Germany	Learner talks about leisure time activities most of the time	Learner talks about leisure time activities when prompted

Ability to listen for gist

Learner listens to texts on common leisure activities and modes of transport and confidently responds to the given tasks on general ideas expressed

Learner listens to texts on common leisure activities and modes of transport and responds to the given tasks on general ideas expressed

Learner listens to texts on common leisure activities and modes of transport and responds to most of the given tasks on general ideas expressed

appropriately

Learner listens to texts on common leisure activities and modes of transport but requires support to undertake given tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.4. Selective Listening:

Family

(5 Lessons)

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

talk about relationships in the extended family,
listen selectively to texts in a given context,
appreciate the diversity in family setups.

The learner is guided to:

list the members of an extended family
listen to audio or audio visual recordings and match family members to pictures
listen to an interview about family and then respond to a set of questions
listen to audio or audio visual recordings of a German family and note down the differences between families
solve a puzzle on family using cues from an audio or audio visual recording
carry out research through available print and digital media with peers on
the various family setups in Germany and present the findings

Who is your family?
Why is family important in the society?

Core Competencies to be developed:

Critical Thinking and Problem Solving: Learners demonstrate open mindedness and creativity as they discuss the diversity in family set ups.
Digital Literacy: Learners develop the skill of interacting with technology as they carry out research online and solve puzzles on family using cues from an audio or audio visual recording.

Core Values: Unity: Learners demonstrate unity as they work collaboratively on the research and preparation of the class presentation.
Pertinent and Contemporary Issues (PCIs): Social Cohesion: Learners develop awareness for the role of family in social cohesion as they respond and discuss the Key Inquiry Question.
Link to other subjects: Learners link their learning to Social Studies when they talk about their the families,
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to talk about family relationships	Learner talks about all the members of an extended family and explains how they are related	Learner talks about all the members of an extended family	Learner talks about the members of an extended family but lacks detail in a few instances	Learner talks about members of an extended family, briefly, lacks expected details and hesitates considerably
Ability to listen to texts for selective information	Learner listens for specific information in texts about diverse family contexts and undertakes all the given tasks on selective comprehension	Learner listens for specific information in texts about diverse family contexts and undertakes the given tasks on selective comprehension	Learner listens for specific information in texts about diverse family contexts and undertakes some of the given tasks on selective comprehension; requires support in a few tasks	Learner listens to texts on information about diverse family contexts; exhibits challenges in identifying selective information

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.0 Listening and Speaking	1.5. Selective listening: Home (5 Lessons)	By the end of the sub strand, the learner should be able to: identify items and pets in the house, listen to texts for specific information in diverse contexts, appreciate the importance of caring for pets in our immediate environment.	The learner is guided to: match rooms and household items to given pictures list common pets within their locality listen to audio/visual recording and identify the rooms mentioned listen to audio/visual recording and note down the pets mentioned prepare and present a skit about handling of pets make a short presentation on favourite pet	How do we ensure we get all the information needed from a text? Why should we take care of pets?
Core Competencies to be developed: Communication and Collaboration: Learners develop skills of listening keenly and actively when reacting to the presentations of their peers.
Core Values: Social Justice: Learners demonstrate awareness of animal rights and appropriate care and handling of pets when they prepare and present the skit.

Pertinent and Contemporary Issues (PCIs): Animal welfare: Learners develop an awareness for animal welfare as they are preparing the skit.
Link to other subjects: Learners link their learning to Home Science and Agriculture when they discuss the care of pets at home.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to identify household items and pets	Learner identifies, names and explains all household items and pets	Learner identifies and names all household items and pets	Learner identifies and names most of the household items and pets.	Learner names some household items and pets; requires support to identify others
Ability to listen selectively	Learner listens to the given texts for specific information and undertakes all the given tasks with ease	Learner listens to the given texts for specific information and undertakes all the given tasks	Learner listens to the given texts for specific information and undertakes most of the given tasks	Learner listens to the given texts and undertakes some of the given tasks

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.0 Listening and Speaking	1.6. Selective listening: Human Body (5 Lessons)	By the end of the sub strand the learner should be able to: identify parts of the human body, listen for selective information about body parts, value taking care of their bodies.	The learner is guided to: name body parts as pointed out to them by a peer mention body parts when a peer pantomimes the functions of body parts listen to audio or audio visual recordings containing information on body parts and respond to questions listen to audio or audio visual recordings containing functions of the body parts and summarise the information present with peers a song/poem on body parts complement body parts of peers	Why are oral texts important in learning? Why is it important to respect other people’s sexual identity?
Core Competencies to be developed: Learning to learn: Learners work collaboratively to present songs/poems on body parts.
Core Values: Respect: Learners demonstrate respect for one’s body as they respond to the Key Inquiry Questions.
PCIs: Human Sexuality: Learners develop an awareness and respect for other people’s sexual identity.
Link to other subjects: Learners link their learning to Integrated Science and Health Education as they deal with body parts and their functions.

Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to identify parts of the human body	Learner identifies, names and explains the functions of all parts of the human body	Learner identifies and names all parts of the human body	Learner identifies and names most of the parts of the human body	Learner names some of the parts of the human body; requires support to identify others
Ability to listen for specific information	Learner listens to texts about parts of the human body and their functions and independently carries out all the given tasks	Learner listens to texts about parts of the human body and their functions and carries out all the given tasks	Learner listens to texts about parts of the human body and their functions and carries out most of the given tasks	Learner listens to texts about parts of the human body and their functions and carries out some of the given tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.7.

Appreciative listening:

Media

(5 Lessons)

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

classify different types of media used in everyday life,
listen to texts on media for enjoyment,
use digital devices to interact and create content
acknowledge the role of media in sharing information and entertainment.

The learner is guided to:

list different types of digital devices
listen to audio or audio visual recordings containing information on media in school
listen to audio or audio visual recordings containing information on media in a German home
share songs and listening texts from YouTube with peers
comment on the songs and texts shared through the class forum
interview peers in school to ascertain the percentage of the learners who can competently handle the most commonly used digital devices
carry out online research on simple tips for handling a digital device of their choice and post the findings in a digital forum

Why are listening texts important?
How should we take care of digital devices?

Core Competencies to be developed:

Digital Literacy: Learners develop skills of interacting with digital devices and creating content as they carry out online research and make presentations.

Core Values: Responsibility: Learners demonstrate responsibility when they discuss how to take care of and handle digital devices.
Pertinent and Contemporary Issues (PCIs): Safety and Security Education: Learners will develop awareness on observing safety and security when handling digital devices.
Link to other subjects: Learners link their learning to Computer studies as well as Pre-Technical and Pre-Career Education as they describe and handle different types of media.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to classify media	Learner categorises and explains all the given media	Learner categorises all the given media	Learner categorises most of the given media	Learner categorises some of the given media
Ability to listen for enjoyment	Learner always appreciates songs and texts shared by peers and gives constructive feedback all the time	Learner appreciates songs and texts shared by peers and gives constructive feedback	Learner appreciates most songs and texts shared by peers and gives feedback most of the time	Learner acknowledges songs and texts shared by peers and requires support in giving feedback

Ability to interact and create with technology

Learner competently connects basic parts of a digital device and creates presentations using digital devices

Learner connects basic parts of a digital device and creates presentations using digital devices

Learner connects basic parts of a digital device and creates presentations using digital devices with minimal assistance

Learner connects basic parts of a digital device, requires support to create presentations

STRAND 2.0: READING
Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.1 Reading aloud: Market (3 Lessons)	By the end of the sub- strand, the learner should be able to: identify items from a shopping list, read texts aloud using the correct articulation, and appropriate tempo value correct articulation in communication.	The learner is guided to: read aloud food items from a shopping list in turns read words and match pictures/real foodstuff to names of various foodstuffs categorize various foodstuff according to their gender read and identify the type of text e.g., Menu, Dialogue, price list read texts/menus/dialogues and identify foodstuff and quantifiers with peers read dialogues on shopping at the market role-play various dialogues with peers to enhance non-verbal cues take photos of foodstuffs in their homes and exchange with peers for interpretation	Why is reading aloud important? How do we ensure integrity when shopping?
Core Competencies to be developed: Communication and Collaboration: Learners develop teamwork skills as they role play various dialogues with peers.
Core Values: Integrity: This is fostered as learners discuss the need for following set budgets and practise integrity when shopping.

Pertinent and Contemporary Issues (PCIs): Financial literacy: This is developed as learners discuss budgets and why they are important.
Link to other subjects: Learners link to other Languages while practising the correct articulation of sounds; Health Education as they research and read on healthy eating habits; Business Studies as learners learn and practise planning and budgeting; and Computer Studies as learners take photos and create a digital gallery.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to articulate words correctly	Learner confidently reads with the correct pronunciation and intonation	Learner reads with the correct pronunciation and intonation	Learner reads texts correctly but with minimal halts that require minimal prompting	Learner distorts the pronunciation and intonation of some words
Ability to read with appropriate tempo	Learner reads with appropriate speed while observing all the necessary punctuation marks and sentence melody	Learner reads with the appropriate speed and necessary pauses	Learner reads with the appropriate speed most of the time	Learner reads slowly and hesitantly

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.2 Silent reading: School (3 Lessons)	By the end of the sub- strand, the learner should be able to: skim texts for general information, read texts silently for specific information, appreciate preferences of peers.	The learner is guided to: read provided timetables from schools in Kenya and Germany and compare the times and learning areas read texts silently using skimming and scanning skills and highlight favourite learning areas solve puzzles and highlight the learning areas hidden therein read short texts from their peers on their preferred learning areas read short texts on preferences (study times, learning areas etc.) with peers	Why do you read texts in the German language? Why should we respect other people’s preferences?
Core Competencies to be developed: Critical thinking and problem-solving: Learners display open-mindedness when interacting with peers regarding subject preferences in school.
Core Values: Patriotism: Learners develop love for their own school when they compare their school timetables with those in Germany.
Pertinent and Contemporary Issues (PCIs): Friendship Formation: Learners develop the ability to form friendships by discussing and recognizing subject preferences of their peers.

Link to other subjects: Learners link to Languages when learning to use prepositions of time and to Mathematics when learning numbers.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to skim a reading text	Learner reads and understands general and specific information from texts on school and school timetables and carries out all the given the tasks	Leaner reads and understands general information from texts on school and school timetables and carries out the given tasks	Learner reads and understands general information from texts on school and school timetables and carries out most of the given tasks appropriately	Learner reads general information from texts on school and school timetables with minimal understanding; requires considerable prompting to carry out assigned tasks
Ability to scan a reading text	Learner confidently reads specific information from texts related to school and carries out related tasks with ease	Learner reads specific information from texts on school and carries out related tasks	Learner reads for specific information from texts on school and carries out related tasks; requires minimal support	Learner reads texts on school with consistent prompting; requires support to carry out related tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.3 Reading Comprehension:

Leisure time

(4 Lessons)

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

read names of leisure time activities in reading texts,
read texts for comprehension,
recognise differences between the leisure time activities in Kenyan and the German contexts.

The learner is guided to:

read the texts and identify various holiday activities
underline and read out loud the leisure time activities
read texts and identify various means of transport
match in pairs/groups provided subtitles to appropriate paragraphs of texts and read them out
read while rearranging jumbled up parts of a sentence in the correct order
research online and read about typical German holidays
prepare in pairs/groups a short presentation on the favourite modes of transport in Germany and read them out in a class plenum

Why is leisure time important?
What can you do to get main ideas from a text?

Core Competencies to be developed:

Digital literacy: The skill to connect using digital technology is developed when the learner reads about typical German holidays in an online research.

Core Values: Patriotism: Learners develop a sense of patriotism by looking at holiday destinations within their localities and developing awareness on what their country has to offer.
Pertinent and Contemporary Issues (PCIs): Alcohol and substance abuse: Learners develop awareness for alcohol and substance abuse when learning about holiday activities.
Link to other subjects: Learners link to other languages on leisure time activities and to Social Studies on other cultures.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to read out leisure time activities	Learner identifies, reads out and explains all leisure time activities from the given texts	Learner identifies and reads out all leisure time activities from the given texts	Learner identifies most of the leisure time activities from the given texts and reads them out loud	Learner identifies some of the leisure time activities from the given texts
Ability to read for comprehension	Learner understands reading texts and carries out all related tasks with ease	Learner understands reading texts and carries out all related tasks	Learner understands reading texts and carries out most of the related tasks	Learner understands reading texts but requires prompting to carry out the related tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.4 Silent reading: Family

(4 Lessons)

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

read names of family relations,
read texts silently for general and specific information,
appreciate individual differences within the family set-up.

The learner is guided to:

read silently and identify specific members of the family from the provided text on a family tree (e.g. Großeltern, Onkel, Neffen, etc.)
read texts describing various family members and identify these in provided pictorial aids
read a provided family tree and classify the family members according to gender
research (online and through other means) and read on family relations in Kenya and Germany
make a poster presentation on the similarities and differences between family set-ups in Kenya and Germany
discuss fairness in relating to family members,
read a text depicting family conflicts and share opinions on how to show tolerance

What bad habits should one avoid when reading silently?
How important are family relations?

Core Competencies to be developed:

Critical thinking and problem solving: Learners develop active listening and communication skills by drawing from reading text discussions on sibling rivalry, relationship with siblings and solving differences within the family.

Core Values: Unity: Unity is acquired as learners read and discuss fairness when relating with family members and the importance of unity in the family set up.
Pertinent and Contemporary Issues (PCIs): Social cohesion: Enhanced as the learners discuss fairness in relating to family members.
Link to other subjects: Learners link to Social studies as they research and learn about family relations.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to read names of family relations	Learner correctly reads and understands all names of the given family relations in a text	Learner correctly reads all names of the given family relations in a text	Learner correctly reads most of the names of the given family relations in a text	Learner reads the names of the given family relations in a text with a lot of prompting
Ability to read texts for general and specific information	Learner reads and extracts general and specific information from texts as well as carrying out related tasks with ease	Learner reads and extracts general and specific information from texts as well as carrying out related tasks	Learner reads and extracts general and specific information from texts as well as carrying out some of the related tasks	Learner reads and extracts general and specific information from texts but requires consistent prompting to carry out the related tasks

READING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.5. Reading comprehension:

Home

(4 Lessons)

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

identify rooms, common pets and household items in a text,
read varied texts for comprehension,
judge the value of different pets in different societies or socio-cultural contexts.

The learner is guided to:

read and underline rooms and household items in a text
match pictures of rooms in a house to short texts of household items and activities
read texts with pictures on different homes settings and compare items in the texts to their own
read peers’ texts on dream houses and guess who wrote which text
take photos/download pictures/ draw pictures of homes with different types of furniture,
read texts on different pets and their welfare needs and match them to pictures of the pets
read texts on pets found in Kenya and in German speaking countries for comparison
read texts on animal rights for awareness and highlight important points

How do we benefit from reading?
Why do people keep pets?

Core Competencies to be developed: Communication and collaboration: Developed when learners work in groups to take photos and download pictures of homes with different types of furniture.
Core Values: Social justice: Learners demonstrate awareness of social justice when they identify and highlight key issues on animal rights.
Pertinent and Contemporary Issues (PCIs): Animal welfare: Learners develop an awareness when they read texts on animal rights.
Link to other subjects: Learners link to other languages as they read on the needs of pets, Visual Arts when they take photos, Agriculture while they take care of pets, and Home Science when considering rooms in a house and the household items
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to identify rooms common pets and items	Learner identifies rooms, common pets and household items in a text confidently	Learner identifies rooms, common pets and household items	Learner identifies rooms, common pets and household items with minimal assistance	Learner identifies a few rooms, common pets and household items but needs some support to identify others
Ability to read for comprehension	Learner reads texts for details on rooms, common pets and items and responds to all questions in detail appropriately	Learner reads texts for details on rooms, common pets and items and responds to all questions appropriately	Learner reads texts for details on rooms, common pets and items with some assistance and responds to most questions appropriately	Learner needs assistance to extract details from texts on rooms, common pets and items

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.6. Reading aloud: Human Body

(3 Lessons)

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

extract names of body parts from a reading text,
read texts aloud with appropriate pronunciation, intonation and tempo,
value their bodies and those of others.

The learner is guided to:

find and read out aloud names of body parts from a puzzle (start with easily recognizable words that mirror English words: Knie, etc),
read out a text on body parts aloud and display a phonemic awareness,
read ‘randomized’ texts/paragraphs in pairs/groups and identify difficulty to pronounce words
find the plural forms of various body parts with the help of dictionaries and take note of the changes in spelling (Zahn - Zähne, etc.)
play the ‘Bratwurst’ game (a turn taking game where learners read a predetermined number of words)
take part in a running dictation reading activity (in pairs/groups)
read and identify information about body parts in short texts
read brief texts on body functions and guess the body part
read independently to learn other body parts and their functions
read texts depicting different manifestatins of human sexuality, such as texts on intersex for appreciation and respect for ones and others bodies

Why is correct pronunciation important when reading?
How best can we take care of our bodies?

Core Competencies to be developed: Learning to learn: Demonstrated when learners read independently for information.
Core Values: Respect: This is demonstrated as they value and respect their bodies and those of others regardless of their differences.
Pertinent and Contemporary Issues (PCIs): Human sexuality: The learner develops awareness about sexual diversity and the need to respect one’s and other’s bodies.
Link to other subjects: Learners link to other languages, Integrated Science, Sports and Physical Education and Health Education with regards to body parts, and Computer Studies when using gadgets and the internet.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to extract names of body parts	Learner extracts names of all body parts and their functions from a reading text	Learner extracts names of all body parts from a reading text	Learner extracts names of most body parts from a reading text	Learner identifies some body parts in reading texts but needs support to identify others
Ability to articulate words correctly and sentence melody	Learner reads the given body parts and their functions with the correct pronunciation, intonation	Learner reads the given body parts and their functions with the correct pronunciation and intonation	Learner reads most of the given body parts and their functions with correct pronunciation and intonation	Learner requires support to articulate the body parts and their functions correctly

Ability to use appropriate tempo

Learner confidently reads all running dictation texts with appropriate tempo

Learner reads all running dictation texts with appropriate tempo

Learner reads the running dictation texts with observable hesitation

Learner reads the running dictation texts slowly and hesitantly with constant nudging

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.7 Extensive Reading:

Media

(3 Lessons)

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

read texts for general information and enjoyment,
scan texts on diverse contexts on media
value various types of media and electronic devices.

The learner is guided to:

look at pictures of various digital devices and identify the ones they are familiar with
read brief descriptions of everyday digital devices and identify them from their surroundings/provided photos (in pairs/groups)
read a text from a digital device and indicate whether the statements given are true or false
read and underline key words in a given text
work in pairs and identify what they have or don’t have from a given list of devices
read excerpts of favourite devices to peers
carry out online research on common types of media in Kenya and in Germany and present the findings in class

How can one identify main ideas from a text?

Core Competencies to be developed:

Digital literacy: Learner is able to interact with digital technology while using digital learning platforms for continuous learning and development.

Core Values: Responsibility: Learners demonstrates responsibility by taking care of the devices.
Pertinent and Contemporary Issues (PCIs): Safety and security: Learners practise safety and security when taking care of the devices
Link to other subjects: Learners link to Computer Studies as they read about digital devices and take care of them.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to read texts for general information	Learner reads and understands general and specific information from texts on print and electronic media and devices and carries out all given tasks	Learner reads and understands general information from texts on print and electronic media and devices and carries out tasks without much prompting	Learner reads and understands general information from texts on print and electronic media and devices and carries out some of the tasks appropriately	Learner reads and understands the general information from texts on print and electronic media and devices with a lot of prompting
Ability to scan texts on diverse contexts on media	Learner reads texts for specific information on print and electronic media and devices and carries out related tasks with ease	Learner reads texts for specific information on print and electronic media and devices and carries out the related tasks	Learner reads texts for specific information on print and electronic media and devices and carries out most of the related tasks	Learner reads texts for specific information on print and electronic media and devices, but requires consistent prompting to carry out related tasks

STRAND 3.0: WRITING
Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.1 Functional writing: Market (2 Lessons)	By the end of the sub- strand, the learner should be able to: identify food items in a market, write shopping lists in a given context, recognize the importance of honesty in a shopping situation.	The learner is guided to: match pictures of various foodstuff to appropriate quantifiers provided research online on various foodstuff and their prices list various foodstuff they would require for a party in pairs write a shopping list for a birthday party, within a given budget scan and share the shopping lists research with peers for appropriate expressions used in a shopping situation and list them down write sample dialogues of buyers and sellers	Why is writing things down important? Why are budgets important?
Core Competencies to be developed: Communication and collaboration: Learners develop teamwork skills by collectively preparing, researching and recognising the value of peers’ contributions in the task.
Core Values: Integrity: By making the price lists and simulating shopping situations, learners will develop the value of integrity.
Pertinent and Contemporary Issues (PCIs): Financial Literacy: The learners prepare shopping lists and make decisions on how best to spend money.

Link to other subjects: Learners link to Mathematics in quantifying and pricing of items.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to identify food items	Learner identifies and explains all food items	Learner identifies all food items	Learner identifies most food items	Learner identifies some food items and requires assistance to identify others
Ability to write a shopping list	Learner writes a well detailed shopping list using correct format	Learner writes a shopping list using correct format	Learner writes a shopping list using correct format most of the time	Learner writes a shopping list using correct format sometimes.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.2 Functional writing: School (2 Lessons)	By the end of the sub strand, the learner should be able to: identify subjects taught in school, write a diary based on school routine, respect the preferences of peers.	The learner is guided to: match the names of subjects in German to the equivalent in English write down subjects offered in their school use photos from the internet and any other sources to identify times of the day fill out school activities on a template write own diary and compare it with those of their peers compare own school routine with those of learners in Germany and note similarities and differences prepare a personal time table using digital devices and share with their peers write about subject preferences on an online forum and comment on the contribution of peers	Why are personal preferences important?
Core Competencies to be developed: Critical thinking and problem-solving: Learners develop the skill of open-mindedness and creativity when they discuss with their peers their created timetables in an online forum.
Core Values: Patriotism: Learners develop a sense of belonging and pride regarding their school by talking about certain routines in their school.

Pertinent and Contemporary Issues (PCIs): Peer Pressure: Learners are sensitized about peer influence on subject preferences and pathway choices.
Link to other subjects: Learners link to Mathematics where they learn about time and English where they learn about schedules and functional writing.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to identify subjects taught in school	Learner accurately identifies all subjects taught in school and shows how they are linked	Learner accurately identifies all subjects taught in school	Learner accurately identifies most subjects taught in school	Learner identifies some subjects taught in school
Ability to write a diary	Learner writes a detailed and creative diary using the appropriate format	Learner writes a diary using the appropriate format	Learner writes a diary using the appropriate format most of the time	Learner writes a diary, but needs support to use the appropriate format
Ability to be creative and open - minded	Learner displays creativity in creating timetables with ease , open-minded and respectful to the ideas of peers	Learner displays creativity in creating timetables , is open- minded and respectful to the ideas of peers	Learner displays creativity in creating timetables , is open- minded and respectful to the ideas of peers most of the time	Learner displays some creativity in creating timetables but is not open- minded and respectful to the ideas of peers most of the time

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.3

Functional writing:

Leisure Time

(3 Lessons)

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

identify leisure time activities in Kenya and Germany,
identify various modes of transport in Kenya and Germany,
design a poster/brochure on holiday activities,
appreciate the beauty of holiday destinations in Kenya.

The learner is guided to:

list down national holidays in Kenya and Germany
fill in a crossword puzzle on various holiday activities
complete a mind map on various modes of transport in Kenya and in Germany
unscramble letters to form proper words of modes of transport
develop a poster on leisure time activities with peers
design a digital brochure advising tourists on holiday celebrations in Kenya
write opinions in a blog on inappropriate leisure time activities
carry out an online research on major holidays celebrated in Kenya and Germany and write a short text on the same

How do you spend your leisure time?
Why are adverts important?

Core Competencies to be developed:

Digital literacy: Learners develop their skills of creating with technology as they design digital brochures advising tourists on holiday celebrations in Kenya.

Core Values: Patriotism: Learners appreciate diversity and acquire a sense of belonging as they identify different holiday destinations in Kenya and in Germany.
Pertinent and Contemporary Issues (PCIs): Alcohol and substance abuse: Learners talk about inappropriate leisure time activities and the dangers of drug and substance abuse.
Link to other subjects: Learners link to Social Studies where they learn about citizenship and patriotism.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to identify leisure time activities and modes of transport	Learner identifies and explains all leisure time activities and modes of transport in Kenya and Germany	Learner identifies all leisure time activities and modes of transport in Kenya and Germany	Learner identifies most leisure time activities and modes of transport in Kenya and Germany	Learner identifies a few leisure time activities and modes of transport in Kenya and Germany
The ability to design a poster/brochure	Learner designs an informative and creative brochure/poster on leisure time activities	Learner designs an informative brochure/poster on leisure time activities	Learner designs a brochure/poster on leisure time activities with minimal support	Learner designs a brochure/poster on leisure time activities with a lot of support

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.4

Descriptive writing:

Family

(2 Lessons)

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

write a descriptive text in various contexts,
use interpretation and inference skills to solve problems,
appreciate the role of each family member in creating peaceful coexistence.

The learner is guided to:

listen to an audio on family and write down the relations
draw their own family tree depicting their position in relation to the other family members
write out short descriptions of various family members (their age, hobbies, outlook, character)
fill out a cloze test describing different members of the family
make a collage using picture/photos of their various family members and write out their names, ages, occupations etc.,
design a postcard for each of the family members and send it as an attachment via digital platforms to the respective family members
discuss with peers about family relations and conflicts and write down possible solutions to avoid them

How do you solve problems?
Why is social cohesion in a family important?

Core Competencies to be developed:

Critical thinking and Problem solving: Learners acquire interpretation and inference skills in exploring problems in the family and creating possible solutions.

Core Values: Unity: Learners appreciate inclusion, co-existing and working together as a family.
Pertinent and Contemporary Issues (PCIs): Social cohesion: Learners learn how stability of a society depends on the unity and strength of the family as a social unit.
Link to other subjects: Learners link to Social Studies where the learners learn about basic family functions, family trees, relations and unity within the family.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to write descriptive texts	Learner writes a clearly detailed text on family members, their roles and interactions with ease	Learner writes a clearly detailed text on family members, their roles and interactions	Learner writes a text with most details on family members, their roles and interactions	Learner writes a text on family members, their roles and interactions with considerable support
Ability to use interpretation and inference skills in solving problems	Learner identifies, interprets common conflicts in family settings and suggests appropriate solutions in writing	Learner interprets common conflicts in family settings and suggests appropriate solutions in writing	Learner interprets most of the common conflicts in family settings and suggests appropriate solutions in writing	Learner interprets some common conflicts in family settings and requires prompting to suggest appropriate solutions in writing

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.5. Descriptive writing: Home (2 Lessons)	By the end of the sub strand, the learner should be able to: write names of household items and common pets, write descriptive texts about their homes, take proper care of common pets found at home.	The learner is guided to: match pictures of household items with their names fill in missing words of household items in sentences rearrange scrambled words of household items to form correct words select household pets from a list of animals colour and name various pets write a profile of a pet and post it on an online platform prepare a poster advertising various household items develop guidelines for the care of pets	How do you ensure order in the house? Why is it important to take care of pets?
Core Competencies to be developed: Communication and Collaboration: Learners will develop skills for writing fluently and presenting organised work as they handle tasks such as writing pet profiles and preparing adverts of various household items.
Core Values: Social Justice: Learners’ awareness of animal rights will be developed as they write guidelines for the care of pets.
Pertinent and Contemporary Issues (PCIs): Animal Welfare: Learners appreciate animals, learn to live with them and become advocates of animal rights.
Link to other subjects: Learners link their learning to Social Studies and Home Science as they handle tasks such as describing the placement of items in the home.

Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to write names of household items and pets	Learner accurately writes the names of household items and explains their functions and common pets	Learner accurately writes the names of household items and common pets	Learner writes the names of most household items and common pets	Learner writes some names of household items and common pets, makes spelling errors on some words
Ability to write descriptive texts	Learner confidently writes texts providing vivid details on rooms found in a home, household items and common pets	Learner writes texts providing details on rooms found in a home, household items and common pets	Learner writes texts providing some details on rooms found in a home, household items and common pets	Learner needs support to write texts providing details on rooms found in a home, household items and common pets

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.6. Descriptive writing: Human Body (2 Lessons)	By the end of the sub strand, the learner should be able to: write names of the parts of the human body, describe functions of body parts for communication, advice their peers on caring for their bodies.	The learner is guided to: find various body parts hidden in a puzzle, then write them down match pictures of various body parts to their corresponding names fill in the blanks in texts describing functions of various body parts construct simple sentences on the various functions of different body parts write a short text on ways of taking care of their bodies and shares with peers.	How should we describe our bodies? How do you take care of your body?
Core Competencies to be developed: Learning to Learn: Learners develop the skills of sharing learnt knowledge as they share with their peers texts they have written on how to take care of their bodies.
Core Values: Respect: Learners learn about human body parts and their functions hence appreciate their own bodies and those of others’, therefore developing the value of respect and tolerance for others.
Pertinent and Contemporary Issues (PCIs): Human Sexuality: Learners discuss functions of their reproductive body parts hence develop appropriate life skills on human sexuality. Learners are also made aware of the existence of intersex persons and their challenges.
Link to other subjects: Learners link their learning to Health Education, Integrated Science and Life Skills Education as they handle tasks such as preparing the collage of different body parts and describing the care for each part.

Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to write the names of the parts of the human body	Learner names all parts of the human body correctly with ease	Learner names all parts of the human body correctly	Learner names most parts of the human body correctly	Learner names a few parts of the human body
Ability to describe the functions of the body	Learner describes the body parts and their functions in writing with ease	Learner describes the body parts and their functions in writing	Learner describes the body parts and most of their functions in writing	Learner names the body parts and describes a few of their functions

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.7. Descriptive writing: Media (2 Lessons)	By the end of the sub strand, the learner should be able to: write media devices in their immediate environment correctly, describe the use of various types of media, use media devices responsibly for learning and enjoyment.	The learner is guided to: spell names of media devices found at home and school write down electronic devices presented in audio or visual stimuli develop a questionnaire about the use of media in school and share it online using newspaper/magazine cuttings, create a catalogue of various media devices fill in a table categorizing media types and devices on the basis of their usage compare the advantages and disadvantages of various media types write a simple safety manual on how to take care of various electronic devices create a table ranking the types of media on the basis of safety and share it with peers	Why is media important in learning?
Core Competencies to be developed: Digital Literacy: Learners interact with technology as they share information with peers using various online platforms.
Core Values: Responsibility: Learners demonstrate responsibility as they explain how to take care of electronic devices.

Pertinent and Contemporary Issues (PCIs): Education for sustainable development: Learners’ awareness of Safety and Security Issues will be developed as they identify how to take care of electronic devices.
Link to other subjects: Learners link their learning to Life Skills, Pre-Technical and Pre-Career Education and Computer Science as they handle tasks such as discussing the advantages and disadvantages of various media.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to write media devices	Learner accurately writes all required media devices with ease	Learner accurately writes all required media devices	Learner accurately writes most of the required media devices	Learner accurately writes some of the required media devices
Ability to describe uses of media	Learner describes in elaborate detail the uses of various types of media including advantages and disadvantages with ease	Learner describes the uses of various types of media including the advantages and the disadvantages with appropriate detail	Learner describes some uses of various types of media including the advantages and the disadvantages with minimal detail	Learner describes some uses of various types of media, lacks adequate detail, requires prompting to mention advantages and disadvantages

STRAND 4.0: LANGUAGE STRUCTURES
Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.0 Language Structures	4.1 Nouns, Pronouns and Direct Objects (3 Lessons)	By the end of the sub strand, the learner should be able to identify compound nouns, quantifiers and direct objects in sentences, construct sentences using interrogative pronouns, recognise the importance of language correctness in communication.	The learner is guided to: identify component words in a compound noun form compound nouns with the right articles match food items with quantifiers rearrange given random words to construct sentences identify the subject and direct object in a sentence construct simple sentences from shopping lists ask questions using the interrogative pronouns “wie viel” for uncountable nouns and “wie viele” for countable nouns fill in blanks in given sentences using the correct nouns or quantifiers simulate a buying/selling situation compound nouns, quantifiers, direct object in sentences and interrogative pronouns with their peers	Why is correctness in language necessary?
Core Competencies to be developed: Communication and Collaboration: Learners develop skills for speaking clearly and effectively by using appropriate language structures and expressions.

Core Values: Integrity: Learners develop integrity as they simulate a buying/selling situation with their peers.
Pertinent and Contemporary Issues (PCIs): Financial Literacy: Learners acquire budgeting skills as they create shopping lists.
Link to other subjects: Learners link their learning to Business Studies and Mathematics as they budget and consider pricing of items.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to identify specific nouns, direct objects and quantifiers	Learner easily identifies all compound nouns, quantifiers and direct objects in sentences with ease	Learner identifies compound nouns, quantifiers and direct objects in sentences	Learner identifies most of the compound nouns, quantifiers and direct objects in sentences	Learner identifies some of the compound nouns, quantifiers and direct objects in sentences
Ability to construct sentences	Learner accurately constructs sentences using interrogative pronouns with ease	Learner constructs correct sentences using interrogative pronouns accurately.	Learner constructs correct sentences using interrogative pronouns	Learner requires support to construct sentences using interrogative pronouns

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.0 Language Structures	4.2 Prepositions and Making Comparisons (3 Lessons)	By the end of the sub strand, the learner should be able to: identify in writing prepositions and interrogative pronouns found in texts, apply correct comparative and superlative forms for effective communication, value diversity in making comparisons.	The learner is guided to: underline prepositions and interrogative pronouns in the given sentences match given prepositions with corresponding elements of time inquire about time using „Wie spät ist es?” and “Um wie viel Uhr ist …?” use appropriate prepositions to tell time, identify comparative forms of adjectives make equal and unequal comparisons of given situations research on how to make the superlative forms of adjectives discuss preferred subjects using comparative forms describe own school in comparison to another	Why are prepositions important?
Core Competencies to be developed: Critical thinking and problem-solving: Learners enhance their researching skills as they use the internet and other media to find out how to make superlative forms.
Core Values: Patriotism: Demonstrated when learners show love for their own school by stating the qualities they like about their school.

Pertinent and Contemporary Issues (PCIs): Friendship Formation: Demonstrated when learners discuss the qualities of good friends.
Link to other subjects: Learners link their learning to Social Studies on time zones.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to identify prepositions and interrogative pronouns	Learner identifies and explains all prepositions and interrogative pronouns found in texts	Learner identifies all prepositions and interrogative pronouns found in texts	Learner identifies most prepositions and interrogative pronouns found in texts	Learner identifies some prepositions and interrogative pronouns found in texts
Ability to apply correct comparative forms	Learner confidently makes equal and unequal comparisons using the correct comparative and superlative forms	Learner makes equal and unequal comparisons using the correct comparative and superlative forms	Learner makes equal and unequal comparisons using the correct comparative and superlative forms most of the time	Learner makes equal and unequal comparisons using the correct comparative and superlative forms with assistance.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.3. Verbs and Adverbs

(3 Lessons)

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

express themselves using modal verbs and adverbs,
communicate using appropriate irregular verbs in varied contexts,
connect using digital technology for learning,
appreciate varied usage of modal verbs in communication.

The learner is guided to:

match pictures with sentences that contain modal auxiliary verbs
identify adverbs of manner and their scope from an illustration
describe prominent sports personalities in Kenya using modal auxiliary verbs and adverbs of manner
conjugate common irregular verbs depicting leisure activities
discuss how the modal verbs have been used in the sentences
construct simple sentences with reference to pictures that show different people displaying what they are able to do
use modal auxiliary verbs and adverbs of manner to write an Email/ letter to a penpal in Germany and talk about their hobbies and preferences
use irregular verbs to talk about their preferred leisure time activities
research and share about leisure time activities of the youth in Kenya and Germany

Why is conjugation important in communication?

Core Competencies to be developed: Digital literacy: Learners develop skills of connecting using digital technology when they send emails and when they research and share information digitally.
Core Values: Patriotism: Learners develop love for their own country as they describe prominent sports personalities in Kenya.
Pertinent and Contemporary Issues (PCIs): Alcohol and substance abuse: Learners demonstrate awareness of alcohol and substance abuse as they discuss inappropriate leisure time activities that the youth engage in.
Link to other subjects: Learners link their learning to Social Studies, Sports and Physical Education and Integrated Science as they discuss leisure time activities.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to express themselves using modal verbs and adverbs	Learner appropriately uses modal verbs and adverbs of manner to express themselves all the time	Learner appropriately uses modal verbs and adverbs of manner to express themselves	Learner appropriately uses modal verbs and adverbs of manner to express themselves most of the time	Learner uses modal verbs and adverbs of manner to express themselves with assistance
Ability to communicate using irregular verbs	Learner accurately communicates using irregular verbs in varied contexts	Learner accurately communicates using irregular verbs in given contexts	Learner accurately communicates using irregular verbs in given contexts most of the time	Learner communicates using irregular verbs with assistance
Ability to connect using digital technology	Learner competently connects using digital technology as they research and share their findings on leisure activities	Learner connects using digital technology as they research and share their findings on leisure activities	Learner connects using digital technology as they research and share their findings on leisure activities most of the time	Learner requires assistance to connect using digital technology as they research and share their findings on leisure activities

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.0 Language Structures	4.4 Adjectives and Possessive Articles (2 Lessons)	By the end of the sub strand, the learner should be able to: apply adjectives appropriately in sentences, use possessive articles appropriately in given contexts, value the role of language in families.	The learner is guided to: match pictures with the equivalent adjectives fill in gaps with correct adjectives solve a puzzle (Kreuzworträtsel) containing possessive articles identify family relations in puzzles write a short text about his/her family and how they share household tasks use possessive articles to talk about each other`s families with peers	Why are adjectives necessary in sentences? How do we describe possession?
Core Competencies to be developed: Critical Thinking and Problem solving: Learners develop open- mindedness as they talk to peers about their families. Communication and Collaboration: Learners use possessive articles to talk about each other’s families with peers.
Core Values: Unity: Learners demonstrate unity in the family as they write about their families and how they work together.
Pertinent and Contemporary Issues (PCIs): Social cohesion: Learners develop awareness and appreciation for the role of family in social cohesion.
Link to other subjects: Learners link to Social Studies when they talk about family tree/ relations.

Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below expectations
Ability to apply adjectives in sentences	Learner easily applies varied adjectives appropriately in sentences	Learner applies adjectives appropriately in sentences	Learner applies most adjectives appropriately in sentences	Learner applies only a few adjectives in sentences
Ability to construct sentences using possessive articles	Learner constructs complex sentences using possessive articles with ease	Learner constructs sentences using possessive articles appropriately	Learner constructs simple sentences using possessive articles	Learner constructs sentences using some possessive articles and needs assistance to construct simple sentences
Ability to be open-minded	Learner displays open- mindedness and empathy as they talk to peers about their families	Learner always displays open- mindedness as they talk to peers about their families	Learner displays open- mindedness as they talk to peers about their families most of the time	Learner displays open- mindedness as they talk to peers about their families sometimes

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.0 Language Structures	4.5 Prepositions of location (2 Lessons)	By the end of the sub strand, the learner should be able to: write prepositions in a sentence, describe positions of items in a home, appreciate the correct use of prepositions in communication.	The learner is guided to: fill in blanks using the correct prepositions make sentences to show the location of items in the home use internet applications to position furniture in a virtual room describe location of items in their own rooms in pairs/groups discuss with peers how they take care of their pets in an online forum participate in discussions with peers on how to take care of animals (pets) research (online and offline) and find pictures of a typical German home, note the location of items and share with peers	Why are prepositions important? How should we keep our pets safe?
Core Competencies to be developed: Communication and Collaboration: Learners develop skills of recognising the value of other’s ideas as they discuss with peers how they take care of their pets in an online forum.
Core Values: Social justice: As learners discuss how to take good care of their pets

Pertinent and Contemporary Issues (PCIs): Animal welfare: Learners develop an awareness for animal welfare when they discuss the KIQ on which animals one can keep as pets.
Link to other subjects: Learners link their learning to Home Science in relation to household items and Agriculture as they discuss pets.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below expectations
Ability to write prepositions of location	Learner correctly writes all prepositions in a sentence, isolates prepositions of location	Learner correctly writes all prepositions of location in a sentence	Learner correctly writes most prepositions of location in a sentence	Learner writes some prepositions of location in a sentence
Ability to describe positions of items in writing	Learner constructs complex sentences using the prepositions of location appropriately	Learner constructs sentences using the prepositions of location appropriately	Learner constructs simple sentences using the prepositions of location appropriately	Learner constructs basic sentences using prepositions of location with assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.6 Singular and plural forms

(2 Lessons)

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

write singular and plural forms of nouns in a given context,
form plurals of words using identified patterns in a text,
develop positive relationships with peers during collaborative tasks.

The learner is guided to:

look at and identify the body parts from a drawing/sketch/photo/realia
classify body parts according to gender
play a guessing game where they randomly guess the possible plural forms of the various body parts based on previous language knowledge
deduce plural patterns using given examples and reflect on these with peers
fill in blanks for singular or plural forms in a test
form sentences using plural forms to explain how body parts function
match body parts and their functions
identify the body parts that are considered ‘private’
discuss why one must respect other people’s bodies, research from various media the names of internal organs and share with peers

Why should we take care of our bodies?
Why is it important to work together?

Core Competencies to be developed: Learning to learn: Learners develop skills for learning independently when they research on the names of internal organs.
Core Values: Respect: Respect is developed when learners discuss why one must value and respect other people’s bodies.
PCIs: Human sexuality: Learners attain awareness of respecting sexuality (male, female and intersex people) in their discussions about body parts.
Link to other subjects: Learners link their learning to other languages on how plural forms are built as well as Social Science as they talk about their bodies.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to write the singular and plural forms of nouns	Learner independently writes the singular and plural forms of body parts correctly	Learner writes the singular and plural forms of body parts correctly	Learner writes the singular and plural forms of most body parts correctly	Learner writes the singular and plural forms of some body parts correctly
Ability to form plurals using identified patterns	Learner independently forms and uses correct plural forms of all body parts in sentences and texts	Learner forms and uses correct plural forms of various body parts in sentences and texts	Learner forms and uses correct plural forms of most of the body parts in sentences and texts	Learner forms plurals for some body parts with prompting

Ability to learn independently

Learner learns independently through research and shares what they have learned with peers without prompting

Learner learns independently through research

Learner learns with some independence through research most of the time

Learner learns independently with considerable limitations and requires frequent

nudging

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.0 Language Structures	4.7 Negative Articles (3 Lessons)	By the end of the sub strand, the learner should be able to: form negative articles in the nominative and accusative case, negate sentences appropriately for communication, value the importance of negation in communication.	The learner is guided to: use flash cards to match articles to their negative forms play a game in class where one learner points to an object and the rest give its negative article identify varied negations in sentences mark the negative articles in given sentences negate given sentences e.g Das ist ein Bleistift...Nein, das ist kein Bleistift form sentences using negative articles use the internet to research further on the rules and examples of negation in German and share with peers on a digital platform of choice	Why is negation important to communication?
Core Competencies to be developed: Digital literacy: Learners develop digital literacy skills as they interact with digital technology when they use the internet to research the rules of negation in German.
Core Values: Responsibility: Learners develop responsibility as they take care of the digital devices in their school.
Pertinent and Contemporary Issues (PCIs): Safety and Security: Learners develop awareness on safety and security when using media devices.

Link to other subjects: Learners link their learning to English and Kiswahili languages on how sentences are negated.
Assessment Rubric
Indicators	Exceeds expectations	Meets expectations	Approaches expectations	Below Expectations
Ability to form negative articles and interact with technology	Learner forms accurate negative articles in the nominative and accusative cases and uses the internet competently to establish the rules for negation with ease	Learner forms accurate negative articles in the nominative and accusative cases and uses the internet to establish the rules for negation	Learner forms most negative articles in the nominative and accusative cases and uses the internet most of the time to establish the rules for negation	Learner needs assistance to form negative articles in the nominative and accusative cases and uses the internet sometimes to establish the rules for negation
Ability to negate sentences	Learner accurately negates sentences with great confidence	Learner negates sentences accurately	Learner accurately negates most sentences	Learner needs assistance in negating sentences

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).

All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.

CSL Skills to be covered:

Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in collecting the data, manner in which they will analyse information and present their findings.
Communication: Learners will develop effective communication skills for as they engage with peers and school community members. These will include listening actively, asking questions, presentation skills using varied modes etc.
Citizenship: Learner will be able to explore opportunities for engagement as members of the school community and providing a service for the common good.
Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources effectively and efficiently.
Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity.

Suggested PCIs

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

The learners will be guided to consider the various PCIs provided in the various subjects in Grade 7 and choose one suitable to their context and reality

By the end of the CSL class activity, the learner should be able to:

identify a problem in the school community through research,
plan to solve the identified problem in the community,
design solutions to the identified problem,
implement solution to the identified problem,
share the findings with relevant actors,
reflect on own learning and relevance of the project,
appreciate the need to belong to a community

The learner is guided to:

brainstorm on issues/pertinent and contemporary issues in their school that need attention
choose a PCI that needs immediate attention and explain why
discuss possible solutions to the identified issue
propose the most appropriate solution to the problem
discuss ways and tools they can use to collect information on a problem (questionnaires, interviews, observation)
develop tools for collecting the information/data
identify resources they need for the activity
collect the information/data using various means
develop various reporting documents on their findings
use the developed tools to report on their findings
implement project
collect feedback from peers and school community regarding the CSL activity
share the report on activity through various media to peers and school community
discuss the strengths and weaknesses of implemented project and lessons learnt
reflect on how the project enhanced own learning while at the same time facilitated service on an issue in the school community

How does one determine community needs?
Why is it necessary to be part of a community?
What can one do to demonstrate a sense of belonging

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
The ability to identify and analyse a pertinent issue in society to be addressed	Learner critically defines and elaborately discusses a pertinent issue to be addressed.	Learner defines and discusses a pertinent issue to be addressed.	Learner defines and discusses a pertinent issue to be addressed with minimal support.	Learner requires support to critically examine and select the appropriate issue.
The ability to plan to solve the identified problem	Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project.

The ability to design solutions to the identified problem and implement them	Learner constantly applies the knowledge and skills gained in subjects to address the identified issue.	Learner applies the knowledge and skills gained in subjects to address the identified issue.	Learner applies the knowledge and skills gained in subjects to address the identified issue with some support.	Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue.
Ability to share findings to relevant actors	Learner comprehensively and confidently shares findings of the issue addressed in the activity.	Learner confidently shares findings of the issue addressed in the activity.	Learner shares some of the findings of the issue addressed in the activity.	Learner briefly shares findings of the issue addressed in the activity, lacks necessary details.
The ability to reflect on own learning and relevance of the activity	Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning.	Learner clearly outlines the benefits of the CSL activity on the target community and own learning.	Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear.	Learner struggles to outline the benefits of the CSL activity on the target community and own learning.

ANNEX 1: SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES.

Strand	Suggested learning resources	Suggested assessment methods	Non- formal activities
1.0 Listening and Speaking	Flashcards Pictures Images Drawings Audio and video recordings Standardized tests Internet Course books DVD players Listening texts TV Charts Projectors Laptops Radio Magazines	Role play Discussions Observations Projects Learning logs Quizzes Portfolios Multiple choices Exit or Admit stamps Total Physical Response Peer assessment	Kenya Music Festival German language Clubs Tandem (face-to-face or electronic) and intercultural learning School Open Days Exchange Programs Language Days Inter-House Competitions Inter-Class Competitions Inter-School Contests

2.0 Reading	Reading texts Flashcards Pictures Images Drawings Poems Course books Magazines Internet Charts Posters Easy readers Menus Newspaper cutouts Diagrams Journals Rhyme books School readers Word puzzles Checklists Cord words	Reading aloud Discussions Observations Quizzes Portfolio Reading for fluency Role play Learning logs Exit or Admit stamps Peer assessment Checklists	School Open Days Kenya Music Festival Language Clubs Exchange Programs Tandem (face-to-face or electronic) and intercultural learning Language Days Inter-House Competitions Inter-Class Competitions Inter-School Contests
3.0 Writing	Audio and video recordings Internet Charts Posters Cross word puzzles Pictures Drawings Magazines Photographs Newspapers Flashcards Illustrations Journals Recording devices Menus Brochures Resource person	Total Physical Response Writing texts Forming sentences Peer assessment Writing menus Observations Designing brochures Matching names to pictures Filling in missing information Writing simple plays Matching of sentences	Exchange Programs Tandem (face-to-face or electronic) and intercultural learning Language Days School Open Days Kenya Music Festival Language Clubs Inter-House Competitions Inter-Class Competitions Inter-School Contests

4.0 Language structures

SNE

Libraries
Projectors
Course books
Internet
Charts
Pictures
Drawings
Illustrations
Newspapers
Maps
Chalkboard
Sample compositions
Lists of minimal pairs
Lists of homophones, synonyms, antonyms. homonyms, rhymes
Word bush
Curiosity charts
Tactile diagrams
Brailed materials
Adapted realia
Pictorial diagrams
Interactive digital content

Observations
Writing texts
Construction of sentences
Designing games
Discussions
Role play
Checklists
Quizzes

Language Clubs
Tandem (face-to-face or electronic) and intercultural learning
Language Days
School Open Days
Kenya Music Festival
Exchange Programs
Inter-House Competitions
Inter-Class Competitions
Inter-School Contests

Published in Grade 7 Curriculum Designs

Tagged under

Monday, 09 January 2023 13:02

Arabic - Grade 7 Curriculum Design

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7

ARABIC

FOREWORD

Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re- alignment of Education Sector (2012), 21^st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.

The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.

It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.

PROF. GEORGE A. O. MAGOHA, EGH CABINET SECRETARY,
MINISTRY OF EDUCATION

PREFACE

The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.

The Grade 7 curriculum designs for the respective learning areas will enable the development of 21^st Century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).

It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.

JULIUS O. JWAN, PhD, CBS PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION MINISTRY OF EDUCATION

ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21^st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.

The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.

KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.

I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.

My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.

PROF. CHARLES O. ONG’ONDO, PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

FOREWORD        iii
PREFACE iv
ACKNOWLEDGEMENT v
TIME ALLOCATION       viii
NATIONAL GOALS OF EDUCATION   ix
LEVEL LEARNING OUTCOMES            xii
ESSENCE STATEMENT xii
SUBJECT GENERAL LEARNING OUTCOMES xiii
STRAND 1.0: LISTENING AND SPEAKING      1
STRAND 2.0: READING 15
STRAND 3.0. WRITING 29
STRAND 4.0: LANGUAGE STRUCTURES        43
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY    58
ANNEX 1: LIST OF STRANDS, SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON- FORMAL ACTIVITIES 62

TIME ALLOCATION

	Subject	Number of Lessons Per Week (40 minutes per lesson)
1.	English	5
2.	Kiswahili/KSL	4
3.	Mathematics	5
4.	Integrated Science	4
5.	Health Education	2
6.	Pre-Technical and Pre-Career Education	5
7.	Social Studies	3
8.	Religious Education (CRE/IRE/HRE)	2
9.	Business Studies	3
10.	Agriculture	3
11.	Life Skills Education	1
12.	Physical Education and Sports	2
13.	Optional Subject	3
14.	Optional Subject	3
	Total	45

NATIONAL GOALS OF EDUCATION

Education in Kenya should:
Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.

Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.

Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.

Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.

Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.

Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.

Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.

Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.

Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

LEVEL LEARNING OUTCOMES

By the end of Middle School, the learner should be able to:

Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
Communicate effectively, verbally and non-verbally, in diverse contexts.
Demonstrate social skills, spiritual and moral values for peaceful co-existence.
Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
Practise relevant hygiene, sanitation and nutrition skills to promote health.
Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
Manage pertinent and contemporary issues in society effectively.
Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT

Arabic is one of the oldest living and active languages in the world. It is one of the official languages of the United Nations (UN) and the African Union (AU). It is also the official language of more than 22 countries, which constitute the Arab League, and the mother tongue of millions of native speakers. Arabic is a sacred language to over one and a half billion Muslims around the world. It has influenced linguistically and culturally many local languages, such as Kiswahili and Somali.

Proficiency in Arabic language will empower the learners socially, economically, politically, intellectually and culturally hence promoting intercultural understanding for peaceful coexistence as well as fostering the principle of global citizenship. Arabic builds on the language skills developed in upper primary and forms the basis for further language development and specialization in the subsequent levels of learning.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior Secondary School, the learner should be able to:

Respond to spoken and written Arabic for effective communication.
Access information written in Arabic for further learning.
Write simple composition on daily experiences.
Use language structures to communicate efficiently.
Appreciate the culture of Arabic speaking people to promote national and international relationship for peaceful co- existence.

STRAND 1.0: LISTENING AND SPEAKING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(S)

1.0 Listening and Speaking

1.1

Critical listening: School Community

(5lessons)

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

explain roles of members in the school community
listen critically and respond to texts on school contexts
value the importance of interactions with school community members in enhancing relationships

The learner is guided to:

discuss with peers the roles of different members within the school community
match different roles to provided flashcards (Teacher to a whiteboard, Guard to a gate etc.)
listen to audio or audio visual recordings and respond to given questions
record themselves interviewing different members of their school community on what they do
make presentations to their peers on their findings
role play a skit portraying members of their school community as role models in their lives
discuss the importance of a school community interacting and working together harmoniously

Why is the school community important?
What strategies can you use to enhance your critical listening skills?

Core Competencies to be developed:

Communication and Collaboration: learners listen actively and answer questions on a text about school community from an audio or audio visual recording.
Digital Literacy: learners interact with digital devices as they record themselves interviewing members of the school community and share their findings with peers.

Pertinent and Contemporary Issues (PCIs):

Patriotism: learners demonstrate respect for leadership.

Values:

Respect: learners discuss the need to respect different members of the school community.
Unity: learners discuss the importance of a school community working together harmoniously.

Link to other subjects:

Social Studies: learners link to social studies where aspects of school are discussed.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to explain roles of members in the school community.	Learner accurately and correctly identifies and explains the different roles of all members of a school community.	Learner correctly identifies and explains the different roles of all members of a school community.	Learner correctly identifies and explains the different roles of most members of a school community.	Learner needs assistance to correctly identify and explain the different roles of members of a school community.
Ability to listen critically.	Learner always understands and responds accurately to all questions on given texts.	Learner frequently understands and responds accurately to all questions on given texts.	Learner sometimes understands and responds accurately to questions on given texts.	Learner barely understands and responds to questions on given texts.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
1.0 Listening and Speaking	1.2 Oral expression: Describing professions (5 lessons)	By the end of the sub strand, the learner should be able to: name different types of professions for career selection respond to oral instructions on description of people and professions appreciate different professions for self and societal development	The learner is guided to: match different types of professions to pictures/flashcards listen to an audio conversation on duties and responsibilities of different professions answer questions from given texts dramatize with peers the roles of different professions research online or various print media on codes of conduct of different professions and discuss with peers	How can friends influence your choice of profession? Why is it important to have codes of conduct for different professions?
Core Competencies to be developed: Self-efficacy: learners demonstrate personal skills as they dramatize with peers the roles of different professions. Digital literacy: learners connect with technology by researching online on codes of conduct associated with professions.
Pertinent and Contemporary Issues (PCIs): Peer Pressure: learners discuss how their friends influence their choice of profession and how to avoid negative peer pressure as they discuss the Key Inquiry Question.
Values: Integrity: learners develop an awareness of integrity needed in different professions as they research from the internet codes of conduct of different professions.
Link to other subjects: Business studies: learners link to business studies where they learn about professions and aspects of income generation.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to name different types of professions.	Learner confidently and correctly names all the different types of professions.	Learner correctly names the different types of professions.	Learner partially names the different types of professions.	Learner hardly names different types of professions.
Ability to respond to questions and instructions.	Learner responds to all the questions and instructions on description of people and professions accurately and correctly.	Learner correctly responds to all questions and instructions on description of people and professions.	Learner responds to most questions and instructions on description of people and professions correctly.	Learner has difficulty responding to questions and instructions on description of people and professions.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(S)
1.0 Listening and Speaking	1.3 Attentive Listening: My home (4 lessons)	By the end of the sub strand, the learner should be able to: identify different items found in a house listen attentively to texts for effective communication create with technology for communication value risk mitigation measures in a home	The learner is guided to: name the items found in a house answer questions related to items found in a house listen to an audio or audio visual recording and fill in blank spaces in sentences match given pictures to their corresponding household items draw pictures of different items found in a house on a chart and discuss with peers how to take good care of them design their dream house using online apps and share with peers for feedback	How can you improve your listening skills? What role does technology play in enhancing effective communicati on?
Core Competencies to be developed: Critical Thinking and Problem Solving: learners exhibit open mindedness and creativity as they design their dream houses. Digital Literacy: learners create with technology as they design their dream house using online apps and share with peers for feedback.
Pertinent and Contemporary Issues (PCIs): Safety and Security: learners develop awareness for safety and security as they discuss how to secure their homes.
Values: Responsibility: learners take personal care when handling and organising items found in a house.

Link to other subjects:

Home science: learning is linked to Home Science as learners discuss care of items found in the house.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify items found in a house.	Learner constantly identifies all the items found in a house correctly.	Learner correctly identifies all the items found in a house.	Learner correctly identifies most items found in a house.	Learner rarely identifies items found in a house.
Ability to listen attentively and respond to questions.	Learner attentively listens to instructions and always responds to all questions correctly.	Learner attentively listens to instructions and often responds to most questions correctly.	Learner listens to instructions and sometimes responds to questions correctly.	Learner listens to instructions and responds to questions with assistance.
Ability to create using digital technology.	Learner confidently and correctly designs their dream house using various online apps and shares with peers.	Learner correctly designs their dream house using online apps and shares with peers.	Learner partially designs their dream house using online apps and shares with peers.	Learner experiences difficulties designing their dream house using online applications.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(S)

1.0 Listening and Speaking

1.4

Attentive listening: Restraurant (5 lessons)

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

categorise food based on types
listen attentively to texts on types of foodstuff
discuss foodstuff using appropriate vocabulary
value the importance of healthy eating in everyday life

The learner is guided to:

listen to an audio clip and mention types of foods, drinks and staff related to the restaurant
watch a cultural presentation from a video of different types of foods and drinks and extract types of foods and drinks
listen to audio or audio visual recordings about foodstuff and respond to questions
listen to and practise pronouncing sounds and words related to the restaurant
explain the place of healthy eating in their day to day lives
discuss how social justice can be achieved in a restaurant setup

Why do we listen attentively?
What is the importance of eating healthy?

Core Competencies to be developed:

Self-efficacy: learners practise effective communication skills as they listen to and practise pronouncing sounds and words related to the restaurant.
Digital literacy: learners connect using technology to watch a cultural presentation of different types of foods and drinks from the internet.

Pertinent and Contemporary Issues (PCIs):

Preventive health: learners explain the role of healthy eating in their day to day lives.

Values:

Social justice: learners discuss how social justice can be achieved in a restaurant setup.

Link to other subjects:

Home Science and Health Education teach aspects of food and nutrition.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to mention types of foods and drinks.	Learner always mentions all types of foods and drinks correctly.	Learner correctly mentions all types of foods and drinks.	Learner mentions most types of foods and drinks correctly.	Learner needs assistance to mention types of foods and drinks.
Ability to listen and respond to questions.	Learner attentively listens to texts about foodstuff and constantly responds to questions appropriately.	Learner attentively listens to texts about foodstuff and responds to questions appropriately.	Learner listens to texts about foodstuff and responds to most of the questions appropriately.	Learner listens to texts about foodstuff and has difficulty responding to questions, requires prompting in most of the questions.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(S)
1.0 Listening and Speaking	1.5. Oral Expression: Hospital (4 lessons)	By the end of the sub strand, the learner should be able to: identify different personnel found in a hospital ask how others feel using appropriate expressions appreciate the roles played by health personnel in the society	The learner is guided to: match different personnel found in a hospital to given pictures research online or various print media on different hospital equipment, sections and hospital personnel and make PowerPoint presentations listen to a recorded passage and respond to questions on expressing how they feel with peers role play using appropriate expressions to talk about how they feel while at the hospital in pairs or groups discuss the importance of health personnel in the society with peers and present in class	What role do health personnel play in our society?
Core Competencies to be developed: Digital literacy: learners interact with digital technology as they research online and make PowerPoint presentations on different hospital equipment, sections and hospital personnel. Communication and collaboration: learners actively participate in discussing the importance of health personnel in the society with peers.
Pertinent and Contemporary Issues (PCIs): Social cohesion: learners discuss the importance of health personnel in the society

Values: Respect: learners develop respect and an appreciation for the contribution of different health personnel in the society.
Link to other subjects: Health is a content area taught in Home Science, Social studies, German, French and Mandarin Chinese.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify different health personnel.	Learner always identifies all the different personnel in a hospital correctly.	Learner correctly identifies all the different personnel in a hospital.	Learner identifies most of the different personnel in a hospital correctly.	Learner barely identifies the different personnel in a hospital.
Ability to use appropriate expressions.	Learner accurately and correctly uses appropriate expressions to express feelings about their health.	Learner correctly uses appropriate expressions to express feelings about their health.	Learner sometimes uses appropriate expressions to express feelings about their health, makes mistakes that affect communication to a limited extent.	Learner struggles to use appropriate expressions to express feelings about their health. Makes considerable mistakes.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(S)

1.0

Listening and Speaking

1.6

Intensive listening: Social interactions (4 lessons)

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

identify rules and norms governing social interactions
listen intensively to short texts based on the context
appreciate the value of maintaining good neighbourliness for peaceful co- existence

The learner is guided to:

discuss and make lists of the rules and norms governing social interactions with neighbour, friend and guest in pairs or groups
make presentations on why rules are necessary and the consequences of breaking rules in the social environment that they interact with on a daily basis to their peers
listen to an audio or audio visual recording, respond to questions and match given situations to corresponding pictures
create and record songs using digital devices on peaceful co-existence
discuss with others in pairs or groups on the need to co-exist with neighbours, friends, guests among other interaction

How do you relate with others?
When is intensive listening necessary?

Core Competencies to be developed:

Critical thinking and problem solving: learners apply researching skills as they make lists of rules and norms governing social interactions with their peers.
Digital literacy: learners interact with digital devices to record songs on peaceful co-existence with neighbour, friend and guest.

Pertinent and Contemporary Issues (PCIs): Social Cohesion: when learners peacefully co-exist with others.
Values: Peace: learners work harmoniously in groups or pairs to create and record songs on peaceful co-existence with neighbour, friend and guest.
Link to other subjects: Social Studies and Religious Studies: These contain aspects of social relations and the importance of maintaining good relations with others.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify rules and norms governing social interactions.	Learner comprehensively and correctly identifies rules and norms governing social interactions.	Learner correctly identifies rules and norms governing social interactions.	Learner identifies most of the rules and norms governing social interactions.	Learner identifies rules and norms governing social interactions with guidance.
Ability to listen intensively.	Learner intensively listens to short texts and responds to all questions correctly and confidently.	Learner intensively listens to short texts and responds to all questions appropriately.	Learner intensively listens to short texts and responds to some of the questions correctly.	Learner listens to short texts and exhibits inadequacy in responding to questions correctly.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(S)
1.0 Listening and Speaking	1.7 Listening for gist: Land transport (5 lessons)	By the end of the sub strand, the learner should be able to: explain different types of road and water transport listen for gist to extract information appreciate the importance of observing road safety	The learner is guided to: research popular modes of transport in Arabic speaking countries online in pairs or groups and make presentations in class watch an audio visual recording on means of land transport and answer given questions make digital portfolios on the different types of road and water transport and share with peers listen to a recorded passage on road safety in groups or pairs discuss ways of observing road safety demonstrate how they use the road safely in groups	What is the importance of road and water safety?
Core Competencies to be developed: Creativity and Imagination: as learners apply networking skills to demonstrate using the road safely. Digital Literacy: learners interact with digital technology to make digital portfolios on the different types of road and water transport.
Pertinent and Contemporary Issues (PCIs): Safety and Security: learners acquire skills on ways of observing road safety.
Values: Responsibility: learners take personal responsibilities in road usage for safety.
Link to other subjects:

Learning is linked to Road Safety taught in Social Studies.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to explain the different types of road and water transport.	Learner confidently and correctly explains different types of road and water transport.	Learner correctly explains different types of road and water transport.	Learner explains most of types of road and water transport, sometimes lacks detail in some types.	Learner is assisted to explain the different types of road and water transport.
Ability to listen for gist.	Learner understands the main ideas in a text and exemplarily responds to all given questions accurately.	Learner understands the main idea in a text and responds to given questions accurately.	Learner understands the main idea in a text and responds to most of the given questions.	Learner listens to a text, has difficulty to identify the main idea expressed therein. Requires prompting to respond to given questions.

STRAND 2.0: READING

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.1 Reading aloud: School community (3 lessons)	By the end of the sub strand, the learner should be able to: identify specific terms from given texts read with the correct pronunciation and intonation use research skills to learn independently demonstrate love and respect towards their school community	The learner is guided to: read texts on school and underline key words isolate/highlight/underline words and read them aloud read a passage on the roles of members of the school community aloud from a projector read in pairs and correct each other extract the l sounds ( wa and fa) from words displayed on flash cards search for poems about school from varied sources and recite them to peers write down a list on how to show love and respect for the members of their school community and share with peers	Why is correct pronunciation important when reading? How do you appreciate members of your school community?
Core Competencies to be developed: Learning to learn: learners use research skills and share knowledge when searching for poems about school from varied sources and reciting them to peers in class. Digital literacy: learners interact with digital devices when they read a passage displayed on a projector.
Pertinent and Contemporary Issues (PCIs): Learners show respect and love for the members of the school community.

Values: Respect and Love: learners discuss how to appreciate members of their school community.
Link to other subjects: Learning is linked to Social Studies where concepts of the school are taught.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify specific terms.	Learner distinctively and clearly identifies all the vocabulary relating to school from given texts.	Learner clearly identifies all the vocabulary relating to school from given texts.	Learner identifies most of the vocabulary relating to school from given texts.	Learner is assisted to identify vocabulary relating to school from given texts.
Ability to read aloud.	Learner confidently reads a passage on school community with the correct pronunciation and intonation.	Learner reads a passage on school community with the correct pronunciation and intonation.	Learner reads a passage on school community with the correct pronunciation and intonation, makes mistakes that affect understanding minimally.	Learner reads a passage, makes mistakes that affect understanding considerably.
Ability to use research skills to learn independently.	Learner competently searches for appropriate poems about school from varied sources.	Learner is able to search for appropriate poems about school from varied sources.	Learner is able to search for appropriate poems about school from varied sources most of the time.	Learner is able to search for appropriate poems about school from varied sources with assistance.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.2 Read aloud: Describing professions (3 lessons)	By the end of the sub strand, the learner should be able to: identify different professions in a reading text read aloud a text fluently apply interpretation and inference skills to explore various professions appreciate the work done by different professionals for career selection	The learner is guided to: underline names of different professions and match them with corresponding pictures read a dialogue on different professions discuss how to effectively select careers for self- development explore the pros and cons of different professions research online varied ways of earning and shares with peers	Why is reading aloud important? What factors influence career choice?
Core Competencies to be developed: Critical Thinking and Problem Solving: learners use interpretation and inference skills to explore the pros and cons of different professions. Digital Literacy: learners connect using technology to research on varied ways of earning.
Pertinent and Contemporary Issues (PCIs): Career Guidance: learners discuss how to effectively select careers for self-development and to seek guidance. Financial Literacy: learners research various ways of earning.
Values: Respect: learners read on the need to respect professionals in all areas.

Link to other subjects: Social Studies and Other Languages handle aspects of professions.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify professions.	Learner always identifies all professions in a given text correctly and accurately.	Learner correctly identifies all professions in a given text.	Learner correctly identifies most professions in a given text.	Learner barely identifies professions in a given text.
Ability to read aloud.	Learner always reads a passage with the correct pronunciation, intonation and sentence melody.	Learner frequently reads a passage with the correct pronunciation, intonation and sentence melody.	Learner occasionally reads a passage with the correct pronunciation, intonation and sentence melody with minimal distortions.	Learner rarely reads a passage loudly, makes some mistakes in pronunciation, intonation and sentence melody.
Ability to apply interpretation and inference skills.	Learner confidently interprets and infers the pros and cons of different professions.	Learner interprets and infers the pros and cons of different professions	Learner partially interprets and infers the pros and cons of different professions.	Learner needs assistance to interpret and infer pros and cons of different professions.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.3 Reading for details: Home (3 lessons)	By the end of the sub strand, the learner should be able to: extract names of items found in different rooms from a passage read a comprehension passage for details undertake tasks that require networking and creativity value different cultures related to home settings	The learner is guided to: read short passages and underline items found in the different rooms match pictures to words identified answer comprehension questions on a given passage summarise the content in the reading passage discuss how to arrange items in their rooms and keeping their homes clean search for pictures of varied room arrangements from different cultural backgrounds using digital devices( for example, Arabic, Swahili) and create a digital portfolio with peers	How do you organize your room? How does culture influence the arrangement of homes?
Core Competencies to be developed: Creativity and Imagination: learners acquire skills of making observations and connections as they search for pictures of varied room arrangements from different cultural backgrounds. Digital Literacy: learners create with technology as they make digital portfolios.
Pertinent and Contemporary Issues (PCIs): Hygiene and cleanliness: learners acquire skills on how to keep their homes clean.
Values: Responsibility is developed: learners keep their items and rooms clean.

Link to other subjects: Home Science: learning is linked to Home Science where housekeeping concepts are taught.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to extract names of items.	Learner confidently extracts all the names of items found in rooms from a given passage.	Learner extracts all the names of items found in rooms from a given passage.	Learner extracts most of the items found in rooms from a given passage.	Learner has difficulty extracting items found in rooms from a given passage.
Ability to read for details and respond to questions.	Learner always understands the content in a passage and responds to all comprehension questions accurately.	Learner understands the content in a passage and responds to all comprehension questions correctly.	Learner understands most of the content in a passage and responds to most comprehension questions.	Learner struggles to understand the content in a passage and hardly responds to comprehension questions.
Ability to use networking and creativity skills.	Learner collaboratively, creatively and skilfully engages in activities depicting arranging of items in their rooms and keeping their homes clean.	Learner collaboratively and creatively engages in activities depicting arranging of items in their rooms and keeping their homes clean.	Learner collaboratively and with moderate creativity engages in activities depicting arranging of items in their rooms and keeping their homes clean.	Learner collaboratively engages in activities depicting arranging of items in their rooms and keeping their homes clean. However, the learner lacks creativity.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.4 Reading aloud: Restaurant (2 lessons)	By the end of the sub strand, the learner should be able to: categorise foods from diverse backgrounds read with the correct articulation observe safety and responsibility in digital environments read texts for enjoyment	The learner is guided to: differentiate types of foods and drinks presented in a passage (menu in a restaurant) take turns to read a passage aloud with the correct pronunciation and intonation repeat sounds, words, sentences based on restaurant and foodstuff correctly (for example, *Nun, Thal & Twa*) respond to questions on content related to restaurants discuss safety, protection and integrity issues when online with peers search online for appropriate texts on food and drinks and read at their own pace and time	How does one observe safety when reading online? What approaches can you use to read with correct articulation?
Core Competencies to be developed: Digital Literacy: learners develop digital citizenship as they discuss safety, protection and integrity issues while using digital technology.
Pertinent and Contemporary Issues (PCIs): Safety and Security: learners gain skills of protecting themselves when using online platforms.
Values: Integrity: learners practise integrity when accessing the appropriate sites online.

Link to other subjects: Learning is linked to Home Science in all aspects of foodstuff and etiquette in a restaurant.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to categorise foodstuff.	Learner confidently identifies and categorises types of foodstuffs presented in a passage.	Learner identifies and categorises types of foodstuffs presented in a passage.	Learner identifies and categorises most types of foodstuffs presented in a passage.	Learner struggles to identify and categorise types of foodstuffs presented in a passage.
Ability to read texts aloud.	Learner accurately reads texts aloud with the correct pronunciation and intonation.	Learner reads texts aloud with the correct pronunciation and intonation.	Learner reads texts aloud, sometimes makes errors that distort pronunciation and intonation of some words.	Learner reads texts aloud, makes major errors that distort pronunciation and intonation of the text.
Ability to observe safety and responsibility.	Learner always observes safety and responsibility when using online platforms.	Learner observes safety and responsibility when using online platforms.	Learner often observes safety and responsibility when using online platforms.	Learner rarely observes safety and responsibility when using online platforms.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.5 Reading for fluency: Hospital (3 lessons)	By the end of the sub strand, the learner should be able to: identify equipment found in a hospital read comprehension passages for fluency and coherence communicate effectively on weaknesses related to fluency and coherence exhibit appreciation for the use of different hospital equipment in saving lives	The learner is guided to: highlight names of equipment and hospital personnel presented in a reading passage use flash cards to match pictures of equipment with the vocabulary on hospital read texts in pairs to practise fluency identify areas of weakness in reading and find appropriate solutions to their challenges in small groups research how different hospital equipment work and discuss findings with peers in an online forum	How can one achieve fluency and coherence when reading? How do you identify areas of weakness in reading?
Core Competencies to be developed: Self-efficacy: learners communicate clearly areas of weakness in reading and find appropriate solutions to their challenges. Digital Literacy: learners interact with digital devices as they discuss their findings in an online forum.
Pertinent and Contemporary Issues (PCIs): Social cohesion: learners work collaboratively to identify their areas of weakness and find appropriate solutions.
Values: Love: learners demonstrate tolerance towards their peers with challenges in reading.

Link to other subjects: Learning is linked to other languages in aspects of names of hospital personnel.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify hospital equipment.	Learner confidently and correctly identifies all hospital equipment mentioned in a passage.	Learner identifies all hospital equipment mentioned in a passage.	Learner partially identifies hospital equipment mentioned in a passage.	Learner hardly identifies hospital equipment mentioned in a passage.
Ability to read for fluency and coherence.	Learner accurately reads texts with fluency and connects ideas therein in a coherent manner.	Learner reads texts with fluency and connects ideas therein in a coherent manner.	Learner reads texts with fluency and connects ideas therein in a coherent manner most of the time.	Learner reads texts, hesitates constantly and lacks coherence in connecting ideas during reading to bring out the meaning in text.
Ability to communicate effectively.	Learner effectively expresses areas of weakness related to fluency and coherence and proposes appropriate solutions.	Learner expresses areas of weakness related to fluency and coherence and proposes appropriate solutions.	Learner sometimes expresses areas of weakness related to fluency and coherence and proposes appropriate solutions.	Learner has difficulty expressing areas of weakness related to fluency and coherence but requires support to find appropriate solutions.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.6 Reading aloud: Social interactions (3 lessons)	By the end of the sub strand, the learner should be able to: extract sentences on rights and responsibilities from a reading text read texts aloud with the appropriate tempo value maintaining good relations for peaceful co- existence appreciate the importance of using social media platforms to enhance peaceful co- existence in the community	The learner is guided to: find and read aloud sentences on the rights and responsibilities of people they interact with from a written text (neighbours, guests, friends, community members) read aloud texts with the appropriate speed read and record texts using digital devices and reviews with peers discuss with peers how to maintain good relations and make presentations on their findings form social media groups for community members to share ideas on how to solve problems affecting them	Why do we read aloud? How do we interact with people around us?
Core Competencies to be developed: Citizenship: learners exhibit active community life skills as they discuss how to maintain good relations with others. Digital literacy: learners connect using technology as they form social media groups for the community members.
Pertinent and Contemporary Issues (PCIs): Learners apply interpersonal relations and conflict resolution skills while interacting with others.
Values: Peace and Unity: learners learn to live together harmoniously with people around them.

Link to other subjects: Social Studies, IRE and CRE capture aspects of maintaining good relations with others.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to extract rights and responsibilities.	Learner accurately and correctly identifies all sentences on rights and responsibilities of neighbours, guests, friends and community members.	Learner identifies all sentences on rights and responsibilities of neighbours, guests, friends and community members correctly.	Learner identifies most sentences on rights and responsibilities of neighbours, guests, friends and community members correctly.	Learner requires support to identify sentences on rights and responsibilities of neighbours, guests, friends and community members.
Ability to read with appropriate tempo.	Learner always reads texts aloud with the appropriate tempo; uses a smooth, natural and rhythmic voice; reads faster or slower as appropriate.	Learner reads texts aloud with the appropriate tempo; uses a smooth, natural and rhythmic voice; reads faster or slower as appropriate.	Learner reads texts aloud, reading is sometimes halted, and learner sometimes does not pause to bring out the meaning in the text.	Learner reads texts aloud; reading is sometimes choppy, stops unnecessarily slowing tempo considerably.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
2.0 Reading	2.7 Silent reading: Land transport (3 lessons)	By the end of the sub strand, the learner should be able to: read vocabulary on road and water transport read texts silently for information display teamwork by participating actively in tasks enhance patriotism by travelling within the country	The learner is guided to: read words and match pictures to names of road and water transport in turns read short passages from digital devices and identify the differences between road and water transport with peers read the vocabulary extracted from the texts read texts silently and underline difficult words answer questions on the text explain the importance of road and water transport in groups or pairs discuss how to keep safe when travelling by water and road transport in pairs	How do you observe safety while travelling? Why do we read silently?
Core Competencies to be developed: Digital Literacy: learners interact with digital technology to read short passages on road and water transport from digital devices. Communication and Collaboration: learners work together to come up with safety measures when travelling by water and road.
Pertinent and Contemporary Issues (PCIs): Safety and Security: learners observe safety when travelling by water or road.
Values: Patriotism: enhanced as learners provide reasons why they need to travel within own country.

Link to other subjects: Social Studies: learners link to social studies where traffic lights are discussed.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to read vocabulary.	Learner confidently and correctly reads vocabulary on road and water transport.	Learner correctly reads vocabulary on road and water transport.	Learner reads most of the vocabulary on road and water transport correctly, makes a few errors.	Learner needs assistance to read vocabulary on road and water transport, makes major errors.
Ability to read text for information.	Learner always reads silently for information and answers all questions accurately.	Learner reads silently for information and answers all questions.	Learner reads silently for information and answers most of the questions correctly.	Learner has difficulty reading silently for information and hardly answers the questions.
Ability to display team work in tasks.	Learner always works with peers to come up with safety measures when travelling by water and road.	Learner usually works with peers to come up with safety measures when travelling by water and road.	Learner often works with peers to come up with safety measures when travelling by water and road.	Learner sometimes works with peers to come up with safety measures when travelling by water and road.

STRAND 3.0. WRITING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.1

Descriptive writing: School community (2 lessons)

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

identify members in the school community and their roles
write descriptive texts using correct language structures
appreciate the support of the school community in enhancing learning

The learner is guided to:

list members in their school community and their roles in pairs or groups
write short descriptions about roles of different members in their school community
share the descriptions with peers through various social media platforms
underline words with bilabial sounds in given sentences from an audio recording
create an organizational chart of members in their school community and post on the class/school noticeboard
compose a song or poem about the contribution of the school community in enhancing a conducive learning environment

What makes a good descriptive text?
How does the support of the school community facilitate learning?

Core Competencies to be developed:

Self-efficacy: learners write short descriptions about roles of members in their school community enhancing their self-esteem and confidence.
Digital literacy: learners interact with digital technology to share their descriptions with peers through various social media platforms.

Pertinent and Contemporary Issues (PCIs): Social cohesion: learners develop awareness on the influence of the school community in enhancing a conducive learning environment.
Values: Respect: learners work together in groups or pairs, they learn to respect each other’s opinion. Unity: learners develop unity when they engage in team work.
Link to other subjects: Learners’ link to Social Studies and Foreign languages where content related to school is taught.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify members in the school community.	Learner distinctively and clearly identifies members in their school community and their roles correctly.	Learner identifies the members in their school community and their roles correctly.	Learner sometimes identifies the members in their school community and their roles correctly.	Learner identifies the members in their school community and their roles correctly with assistance.
Ability to write descriptive texts.	Learner constantly and accurately writes short descriptive texts on family in a coherent manner.	Learner accurately writes short descriptive texts on family in a coherent manner.	Learner writes short descriptive texts on family, makes some mistakes that affect the flow and coherence of the text.	Learner makes effort to write short descriptive texts on family, the texts are incomplete and lack coherency in numerous places.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.2 Guided writing: Describing professions (2 lessons)

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

list different types of professions
write guided descriptive texts using vocabulary from the context
appreciate the importance of different professions for career guidance
identify sources of generating business ideas and opportunities in the community

The learner is guided to:

listen to an audio recording and write down the different types of professions they hear
list the vocabulary from the context in groups or pairs
create a crossword puzzle using the words they have listed
use cut-outs from pictures, magazines and newspapers of different professions to write short descriptions about them
publish the descriptions on online blogs or post on noticeboards
engage with individuals in their immediate environment in professions that they identify with for mentorship
engage a community resource person in generating business ideas and opportunities

Why do people identify with particular professions?

Core Competencies to be developed:

Digital literacy: learners interact with digital technology to listen to an audio recording on the different types of professions.
Critical thinking and problem solving: learners demonstrate researching skills as they engage a community resource person in generating business ideas and opportunities.

Pertinent and Contemporary Issues (PCIs): Mentorship: learners engage with individuals in their immediate environment in professions that they identify with for mentorship.
Values: Unity: learners demonstrate unity working together to list vocabulary from the context.
Link to other subjects: Learning is linked to Business studies on aspects of financial literacy and entrepreneurship.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to list types of professions.	Learner always lists all types of professions correctly.	Learner lists all types of professions correctly.	Learner lists most types of professions correctly.	Learner requires assistance to list types of professions.
Ability to write guided descriptive texts.	Learner accurately and comprehensively writes guided descriptive texts using the vocabulary learnt on professions.	Learner accurately writes guided descriptive texts using the vocabulary learnt on professions.	Learner sometimes writes guided descriptive texts using the vocabulary learnt on professions correctly.	Learner has difficulty writing guided descriptive texts using the vocabulary learnt on professions, makes considerable errors.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.3 Guided Writing: Home (3 lessons)	By the end of the sub strand, the learner should be able to: classify items found in different house rooms create short texts on various contexts appreciate organisation of items in different rooms for optimal usage	The learner is guided to: list items found in different rooms in a house as dictated by others form sentences from a substitution table in groups or pairs write short texts on items found in different house rooms using flashcards, pictures, illustrations and other visual stimuli record videos of rooms they have organised in a house and showcase how it enhances easy access of different items share the video with peers for feedback	How do you organize your room? What is the importance of writing accurately?
Core Competencies to be developed: Learning to learn: learners work collaboratively when they form sentences from a substitution table in groups or pairs. Digital literacy: learners interact with digital technology to record videos of rooms they have organised in a house.
Pertinent and Contemporary Issues (PCIs): Decision making and problem solving skills: enhanced as learners organise items found in different rooms.
Values: Unity: learners demonstrate unity when collaborating to form sentences from a substitution table.
Link to other subjects: Home Science, French and Mandarin Chinese contain content related to rooms in a home.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to classify items.	Learner confidently and accurately classifies items found in different house rooms all the time.	Learner accurately classifies all items found in different house rooms.	Learner partially classifies items found in different house rooms correctly.	Learner makes effort to classify items found in different house rooms, however requires support.
Ability to write short texts.	Learner constantly and accurately writes short texts on items found in different rooms in a coherent manner.	Learner accurately writes short texts on items found in different rooms in a coherent manner.	Learner writes short texts on items found in different rooms, makes some mistakes that affect the flow and coherence of the text.	Learner makes effort to write short texts on items found in different rooms, the texts are incomplete and lack coherency in several places.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.4 Functional writing: Restaurant (2 lessons)	By the end of the sub strand, the learner should be able to: list different types of foods and drinks found in a restaurant write short texts on various contexts demonstrate inter- cultural awareness regarding foods and eating habits	The learner is guided to: write down new words or vocabulary on types of food and drinks found in a restaurant from audio or audio visual recordings form sentences in pairs or groups using the types of Taa write sample menus from audio or audio- visual recordings collaborate with peers to make a collage using photos of different types of food and drinks and write short texts research online and design digital brochures on food and drinks from various cultures	How does culture influence our eating habits? How do we appreciate differences in culture without bias?
Core Competencies to be developed: Communication and collaboration: learners write short texts fluently and coherently on different types of foods and drinks. Digital literacy: learners create with technology as they design digital brochures on food and drinks from various cultures.
Pertinent and Contemporary Issues (PCIs): Social cohesion: learners develop skills of co-existing with others in the community.
Values: Respect: learners appreciate varieties of food from various cultures.
Link to other subjects: Learning is linked to Health education in aspects of food and drinks.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to list types of foods and drinks.	Learner confidently and correctly lists the different types of foods and drinks found in a restaurant.	Learner lists the different types of foods and drinks found in a restaurant correctly.	Learner lists most types of foods and drinks found in a restaurant.	Learner struggles to list the types of foods and drinks found in a restaurant.
Ability to write short texts.	Learner constantly and accurately writes short texts on foods and drinks in a coherent manner.	Learner accurately writes short texts on foods and drinks in a coherent manner.	Learner writes short texts on foods and drinks, makes some mistakes that affect the flow and coherence of the text.	Learner makes effort to write short texts on foods and drinks, texts are incomplete and the texts lack coherency in several places.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.5 Guided writing: Hospital (3 lessons)	By the end of the sub strand, the learner should be able to: write names of equipment found in a hospital construct sentences using acquired vocabulary in context value preventive healthcare to save money	The learner is guided to: listen to an audio recording and list names of equipment and hospital personnel match pictures or illustrations of equipment and hospital personnel with the appropriate vocabulary in groups write down the vocabulary correctly complete gap filling exercises construct sentences using vocabularies learnt on health research online the importance of investing in food that promotes good health and make PowerPoint presentations in class	Why should we write sentences correctly? How can eating right save money?
Core Competencies to be developed: Digital literacy: learners interact with digital technology to research online and make PowerPoint presentations. Self-efficacy: learners exhibit effective communication skills when they construct sentences using vocabularies on health.
Pertinent and Contemporary Issues (PCIs): Financial literacy: learners discuss how investing in healthy food choices saves money.
Values: Unity: learners demonstrate unity as they work together to match pictures with their appropriate vocabulary.
Link to other subjects: Health and Physical Education handle aspects of health.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to write vocabulary associated with the hospital.	Learner constantly and accurately writes names of equipment and personnel found in a hospital.	Learner accurately writes names of equipment and personnel found in a hospital.	Learner writes names of equipment and personnel found in a hospital, makes a few mistakes.	Learner has difficulty writing the correct vocabulary associated with the hospital.
Ability to construct sentences.	Learner confidently constructs correct sentences using vocabulary acquired in context all the time.	Learner constructs correct sentences using vocabulary acquired in context.	Learner constructs correct sentences using vocabulary acquired in context most of the time.	Learner needs assistance to construct sentences using vocabulary acquired in context.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.6 Guided writing: Social interactions (3 lessons)	By the end of the sub strand, the learner should be able to: list rights and responsibilities of a neighbour, friend and guest construct sentences using vocabulary learnt in context write guided compositions on the theme given value peaceful co-existence with others to promote cordial relationships	The learner is guided to: state the rights and responsibilities of a neighbour, friend and guest and make PowerPoint presentations in class write words and sentences to enhance their spelling skills through dictation construct sentences from the given words write a descriptive composition on qualities of a good neighbour, friend and guest write a simple play relating to peaceful co-existence with others in groups	How can we live harmoniously with others? What does friendship mean to you?
Core Competencies to be developed: Citizenship: learners exhibit social cultural sensitivity and awareness skills as they work within diverse teams to write simple plays on peaceful co-existence with others. Digital literacy: learners interact with digital technology to make PowerPoint presentations on the rights and responsibilities of a neighbour, friend and guest.
Pertinent and Contemporary Issues (PCIs): Social cohesion: learners acquire skills that enable them to live peacefully with others in the society. Peer education: learners distinguish the qualities of a good neighbour, friend and guest in the community.

Values: Peace: learner values the importance of good relationships with others in enhancing social cohesion.
Link to other subjects: Social Studies, CRE, IRE and HRE have aspects of maintaining good relations with others.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to list rights and responsibilities.	Learner always lists rights and responsibilities of a neighbour, friend and guest comprehensively.	Learner lists rights and responsibilities of a neighbour, a friend and a guest.	Learner partially lists rights and responsibilities of a neighbour, a friend and a guest.	Learner lists rights and responsibilities of a neighbour, a friend and a guest only with guidance.
Ability to construct sentences.	Learner accurately and correctly constructs sentences using vocabularies learnt from the context.	Learner constructs sentences using vocabularies learnt from the context correctly.	Learner attempts to construct sentences using vocabularies learnt from the context with minimal errors.	Learner barely constructs sentences using vocabularies learnt from the context.
Ability to write descriptive compositions.	Learner confidently and clearly writes a detailed composition on social interactions.	Learner clearly writes a detailed composition on social interactions.	Learner writes a composition on social interactions, composition lacks proper organisation.	Learner writes a composition on social interactions, makes considerable mistakes that affect understanding.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
3.0 Writing	3.7 Guided writing: Land transport (3 lessons)	By the end of the sub strand, the learner should be able to: identify means of road and water transport in a text write texts using vocabulary in varied contexts recognize the importance of observing road safety measures for awareness creation	The learner is guided to: label means of road and water transport depicted in a picture from a digital device or various print media match the new vocabularies learnt with their correct meanings create texts using vocabulary learnt organize ideas and write a composition on the importance of observing road safety measures draw road signs, label and use them to create awareness in the society on road safety in small groups or pairs form a writing club or corner to enhance their writing skills	How is organisation of ideas useful in writing a composition? What safety measures do you observe while using road and water transport?
Core Competencies to be developed: Creativity and imagination: learners network by forming a writing club or corner to enhance their writing skills. Digital Literacy: learners interact with digital devices to label means of road transport depicted in a picture.
Pertinent and Contemporary Issues (PCIs): Clubs and societies: learners actively participate in forming a writing club or corner to enhance their writing skills.
Values: Integrity: learners become responsible for ensuring that they observe safety measures appropriately without supervision.

Link to other subjects: Social Studies and other foreign languages teach aspects of transport and road safety.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify means of transport.	Learner confidently and correctly identifies all the means of land and water transport in a given text.	Learner correctly identifies most means of land and water transport in a given text.	Learner correctly identifies some of the means of land and water transport in a given text.	Learner struggles to identify means of land and water transport.
Ability to organise ideas in texts.	Learner confidently organises ideas when writing on road safety in a clear and concise manner.	Learner organises ideas when writing on road safety in a clear and concise manner.	Learner organises ideas when writing on road safety in a clear and concise manner most of the time.	Learner organises ideas when writing on road safety with assistance.

STRAND 4.0: LANGUAGE STRUCTURES

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.0 Language structures	4.1 Past and present tenses (3 lessons)	By the end of the sub strand, the learner should be able to: identify the past and present tenses in given texts use past and present tenses in simple sentence construction value the use of tenses in communication	The learner is guided to: extract forms of past and present tenses in sentences (*Ishtara* al fawakih, Ashtary* al fawakih)* from given texts convert given texts from present to past tense underline past tense in given sentences construct sentences using the past and present tense (Dhahaba ilal madrasat- Adhhabu ilal madrasa) in pairs develop a Power Point presentation or any other possible ICT related presentation on past and present tenses	Why are tenses important in communication?
Core Competencies to be developed: Digital literacy: learners develop the skills to create with technology as they develop a PowerPoint presentation or any other possible ICT related presentation on past and present tenses.
Pertinent and Contemporary Issues (PCIs): Social cohesion: learners develop a sense of social cohesion within the school set up.
Values: Love: learners construct sentences expressing the need to love and respect school community members.
Link to other subjects: Learning is linked to all languages in the aspect of past and present tenses.

Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify tenses.	Learner confidently and correctly identifies all the present and past tense verbs in a given text.	Learner correctly identifies all the present and past tense verbs in a given text.	Learner correctly identifies most of the verbs in the present and past tense in a given text.	Learner hardly identifies the verbs in the present and past tense in a given text.
Ability to use past and present tenses.	Learner always uses past and present tenses to construct simple sentences correctly.	Learner uses past and present tenses to construct simple sentences correctly.	Learner uses past and present tenses to construct simple sentences, makes errors that affect correctness to a limited extent.	Learner uses past and present tenses to construct simple sentences, makes considerable errors that affect correctness.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.2

Imperative mood

(2 lessons)

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

extract verbs in the imperative mood from a given sentence
use the imperative mood correctly in communication
differentiate imperative mood from other tenses
appreciate the use of tenses in developing communication skills

The learner is guided to:

read sentences and underline the imperative mood (Fiil amr) from the sentences Idhab Ilal-madrasa, Irabil mai
construct sentences using the imperative mood
extract imperative mood from a given dialogue (idhab ilal jazzar washtar lahman)
use digital devices to search for more tenses and arrange
them in the correct column from a table given in groups

What is the imperative mood?

Core Competencies to be developed:

Communication and collaboration: learners develop teamwork skills as they use digital devices to search for tenses in groups.
Digital Literacy: learners connect with technology to search for more tenses from digital devices.

Pertinent and Contemporary Issues (PCIs):

Financial literacy: learners develop an awareness of budgeting as they discuss the Key Inquiry Question.

Values:

Love and unity: learners work harmoniously in pairs.

Link to other subjects: Learning is linked to all other languages where verbs are taught.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify verbs in the imperative mood.	Learner confidently and correctly identifies all the verbs in the imperative mood in a given text.	Learner correctly identifies all the verbs in the imperative mood in a given text.	Learner correctly identifies most of the verbs in the imperative mood in a given text.	Learner is assisted to identify verbs in the imperative mood in a given text.
Ability to use the imperative mood.	Learner constantly and correctly uses the imperative mood to communicate effectively.	Learner correctly uses the imperative mood to communicate effectively.	Learner mostly uses the imperative mood to communicate, makes minimal errors.	Learner struggles to use the imperative mood to communicate, makes considerable errors.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language structures

4.3 Gender (3 lessons)

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

assign nouns and verbs the appropriate gender
conjugate verbs according to the gender
follow instructions to accomplish language related tasks
recognise the place of language correctness in communication

The learner is guided to:

match the nouns and verbs used in a passage with their appropriate gender(Al-Mudhakar wal-Muannath)
extract the masculine and feminine words from sentences (sariirun, maaidatun)
identify the prefixes and suffixes denoting verbs in the feminine form (tadhahab, dhahabat)
identify suffixes denoting feminine nouns (twalibatun, madrasatun)
construct sentences using the masculine and feminine words dhwarabat al umm at-twiflata related to items and rooms in a house
write the feminine nouns from a list of masculine nouns
design a game on feminine and masculine nouns using ICT devices and discuss gender issues in their day to day life

Why is language correctness important in communication?

Core Competencies to be developed: Critical Thinking and Problem Solving: learners apply active listening and communication as they follow instructions on how to derive feminine nouns from the masculine ones. Digital literacy: learners create with technology as they design a game on feminine and masculine nouns.
Pertinent and Contemporary Issues (PCIs): Gender Issues: learners discuss and appreciate gender issues in their day to day lives.
Values: Respect: learners explore gender in both nouns and verbs they acquire awareness on the role that gender plays in society.
Link to other subjects: Learning is linked to German and French on aspects of gender.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to assign nouns and verbs appropriate gender.	Learner confidently matches all nouns and verbs with the appropriate gender.	Learner matches all nouns and verbs with the appropriate gender.	Learner matches most of the nouns and verbs with the appropriate gender.	Learner has difficulty matching nouns and verbs with the appropriate gender.
Ability to conjugate verbs according to the gender.	Learner always conjugates verbs according to the gender correctly.	Learner conjugates verbs according to the gender correctly.	Learner conjugates most verbs according to the gender correctly, makes errors that affect correctness to a limited extent.	Learner conjugates verbs, makes errors that affect correctness.
Ability to follow instructions to accomplish language related tasks.	Learner confidently and correctly follows instructions in deriving feminine from the masculine nouns.	Learner correctly follows instructions in deriving feminine from the masculine nouns.	Learner most of the time follows instructions in deriving feminine from the masculine nouns.	Learner needs probing to derive feminine from the masculine nouns as per the instructions given.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.0 Language structures	*4.4 Negation Adawat an-Nafy* (3 lessons)**	By the end of the sub strand, the learner should be able to: identify different types of negating articles use negating articles in simple sentence construction value the usage of correct language structures in communication	The learner is guided to: mention food stuffs found in a restaurant in short texts using the different types of negating articles extract the articles of negation in a given paragraph from the internet on the importance of engaging restaurant staff (La Lan, Lam) in groups, explain the different types of negation *Nahiya and Nafiya* construct sentences about diseases that result from unhygienic behaviours in a restaurant using negating articles	What are negating articles?
Core Competencies to be developed: Communication and collaboration: learners xhibit teamwork skills as they discuss the different types of negation in groups. Digital literacy: learners connect using technology to extract the articles of negation from the internet.
Pertinent and Contemporary Issues (PCIs): Health related issues: learners construct sentences on lifestyle diseases and appreciate the importance of personal hygiene.
Values: Respect: learners engage with staff at the restaurant appropriately.
Link to other subjects: Learning is linked to Home Science in aspects of food and nutrition and all languages where learners are also taught about negating articles.

Assessment Rubric
Indicator	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify types of negating articles.	Learner confidently and correctly identifies negating articles.	Learner identifies negating articles correctly.	Learner sometimes identifies negating articles correctly.	Learner is assisted to identify negating articles.
Ability to use negating articles in sentences.	Learner always uses negating articles in sentences appropriately.	Learner uses negating articles in sentences appropriately.	Learner uses negating articles in sentences appropriately most of the time.	Learner has challenges using negating articles in sentences.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.0 Language structures	4.5 Interrogative pronouns (3 lessons)	By the end of the sub strand, the learner should be able to: name interrogative pronouns based on various contexts use the interrogative pronouns in sentences recognize the importance of using interrogative pronouns for effective communication	The learner is guided to: list interrogative pronouns (Adawaat Al istifham) found in a short paragraph; *(ma; man, mata, madha...)* construct simple sentences on the importance of health workers using interrogative pronouns use interrogative articles on disease preventive measures in pairs search the internet to find information about caring for the sick and how to reduce risks of contamination in a hospital in pairs, extract interrogative pronouns from the given excerpts	How do interrogative pronouns contribute to effective communication?
Core Competencies to be developed: Digital Literacy: learners connect using technology to retrieve information on taking care of the sick and reducing contamination risks in a hospital.
Pertinent and Contemporary Issues (PCIs): Disaster risk reduction: learners acquire skills on how to avert contamination in a hospital.

Values: Patriotism: learners appreciate caring for the sick in enhancing a healthy society.
Link to other subjects: Health Education and Languages covers content related to health.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to name interrogative pronouns.	Learner confidently names all the interrogative pronouns used in a short paragraph correctly.	Learner names the interrogative pronouns used in a short paragraph correctly.	Learner names most of the interrogative pronouns used in a short paragraph.	Learner is guided to name the interrogative pronouns used in a short paragraph.
Ability to use interrogative pronouns.	Learner exemplarily uses interrogative pronouns effectively in sentences.	Learner uses interrogative pronouns effectively in sentences.	Learner uses most interrogative pronouns effectively in sentences.	Learner hardly uses interrogative pronouns in sentences.

Strand	Sub Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Question(s)
4.0 Language structures	4.6 *Prepositions Huruf al Jaar* (3 lessons)**	By the end of the sub strand, the learner should be able to: list the prepositions used in the context use the prepositions in sentences recognize the importance of using prepositions for effective communication	The learner is guided to: extract the following prepositions from a given text; *(Min, ila, ala, fi...)* construct simple sentences on social relations using prepositions; *(adhhabu ila suq maa jary)* in groups discuss the importance of associating with good friends using prepositions; *(Uhibbu swadiqy liannahu yadhhabu ilal masjid kulla yuamin)* in pairs carry out a dialogue on living peacefully with others using prepositions and make recordings using digital devices participate in Arabic language club for language and personality skills development	Why are prepositions important in communication?
Core Competencies to be developed: Learning to learn: learners work collaboratively to discuss the importance of using prepositions. Digital Literacy: learners interact with digital technology to make recordings on living peacefully with others.
Pertinent and Contemporary Issues (PCIs): Clubs and Societies: learners actively participate in Arabic language club for language and personality skills development.

Values: Peace and Unity: learners converse on how to live peacefully with others.
Link to other subjects: Learners link to languages where concepts of prepositions are taught.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to list prepositions from a text.	Learner confidently and correctly lists the prepositions from a given text.	Learner correctly lists the prepositions in a given text.	Learner lists most of the prepositions in a given text.	Learner needs assistance to correctly list some common prepositions in a given text.
Ability to use interrogative pronouns.	Learner distinctively and clearly uses interrogative pronouns correctly in sentences.	Learner clearly uses interrogative pronouns in sentences correctly.	Learner sometimes uses interrogative pronouns in sentences correctly.	Learner rarely uses interrogative pronouns correctly in sentences.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.7

Relative pronouns (3 lessons)

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

identify relative pronouns in a passage
use relative pronouns in constructing sentences
appreciate the use of language structure for skills development

The learner is guided to:

underline relative pronouns in a passage (al-ladhy, al- laty, al- ladhany...)
match relative pronouns to corresponding nouns
construct simple sentences on types of road and water transport using relative pronouns
(hadha huwa alqitwar al-ladhy safartu bihi) and make presentations in class
discuss the importance of observing road safety measures using relative pronouns;(usafiru bissayyarat al-laty tuutabaru aminah) with peers
research online how cultural perspectives vary in different communities with regards to gender issues

How are relative pronouns important in communication?

Core Competencies to be developed:

Communication and collaboration: learners practise teamwork skills when discussing the importance of observing road safety measures with peers.
Digital Literacy: learners connect using technology to research online how cultural perspectives vary in different communities.

Pertinent and Contemporary Issues (PCIs): Gender issues: learners observe and appreciate different relative pronouns for different genders.
Values: Social justice: learners appreciate different cultural perspectives on gender issues.
Link to other subjects: Learning is linked to other languages that have relative pronouns.
Assessment Rubric
Indicators	Exceeds Expectations	Meets Expectations	Approaches Expectations	Below Expectations
Ability to identify relative pronouns.	Learner confidently and correctly identifies the relative pronouns.	Learner correctly identifies the relative pronouns.	Learner identifies most of the relative pronouns.	Learner is able to identify relative pronouns only with support.
Ability to use relative pronouns.	Learner always constructs sentences using relative pronouns correctly.	Learner constructs sentences using relative pronouns correctly.	Learner some of the time constructs sentences correctly using relative pronouns.	Learner has challenges constructing sentences using relative pronouns.

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).

All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.

CSL Skills to be covered:

Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in collecting the data, manner in which they will analyse information and present their findings.
Communication:Learners will develop effective communication skills for as they engage with peers and school community members. These will include listening actively, asking questions, presentation skills using varied modes etc.
Citizenship: : Learner will be able to explore opportunities for engagement as members of the school community and providing a service for the common good.
Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources effectively and efficiently.
Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity.

Suggested PCIs

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

The learners will be guided to consider the various PCIs provided in the various subjects in Grade 7 and choose one suitable to their context and reality

By the end of the CSL class activity, the learner should be able to:

identify a problem in the school community through research,
plan to solve the identified problem in the community,
design solutions to the identified problem,
implement solution to the identified problem,
share the findings with relevant actors,
reflect on own learning and relevance of the project,
appreciate the need to belong to a community

The learner is guided to:

brainstorm on issues/pertinent and contemporary issues in their school that need attention
choose a PCI that needs immediate attention and explain why
discuss possible solutions to the identified issue
propose the most appropriate solution to the problem
discuss ways and tools they can use to collect information on a problem (questionnaires, interviews, observation)
develop tools for collecting the information/data
identify resources they need for the activity
collect the information/data using various means
develop various reporting documents on their findings
use the developed tools to report on their findings
implement project
collect feedback from peers and school community regarding the CSL activity
share the report on activity through various media to peers and school community
discuss the strengths and weaknesses of implemented project and lessons learnt
reflect on how the project enhanced own learning while at the same time facilitated service on an issue in the school community

How does one determine community needs?
Why is it necessary to be part of a community?
What can one do to demonstrate a sense of belonging

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
The ability to identify and analyse a pertinent issue in society to be addressed	Learner critically defines and elaborately discusses a pertinent issue to be addressed.	Learner defines and discusses a pertinent issue to be addressed.	Learner defines and discusses a pertinent issue to be addressed with minimal support.	Learner requires support to critically examine and select the appropriate issue.
The ability to plan to solve the identified problem	Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project.

The ability to design solutions to the identified problem and implement them	Learner constantly applies the knowledge and skills gained in subjects to address the identified issue.	Learner applies the knowledge and skills gained in subjects to address the identified issue.	Learner applies the knowledge and skills gained in subjects to address the identified issue with some support.	Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue.
Ability to share findings to relevant actors	Learner comprehensively and confidently shares findings of the issue addressed in the activity.	Learner confidently shares findings of the issue addressed in the activity.	Learner shares some of the findings of the issue addressed in the activity.	Learner briefly shares findings of the issue addressed in the activity, lacks necessary details.
The ability to reflect on own learning and relevance of the activity	Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning.	Learner clearly outlines the benefits of the CSL activity on the target community and own learning.	Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear.	Learner struggles to outline the benefits of the CSL activity on the target community and own learning.

ANNEX 1: LIST OF STRANDS, SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES.

Strand	Suggested learning resources	Suggested assessment methods	Non- formal activities
1.0 Listening and Speaking	Flashcards Pictures Images Drawings Audio and video recordings Standardised tests Internet Course books DVD players Listening texts TV Charts Projectors Laptops Radio Magazines	Role play Discussions Observations Projects Learning logs Quizzes Portfolios Multiple choices Exit or Admit stamps Total Physical Response Peer assessment	Kenya Music Festival Arabic language Clubs Tandem (face-to-face or electronic) and intercultural learning School Open Days Exchange Programs Language Days Inter-House Competitions Inter-Class Competitions Inter-School Contests

2.0 Reading	Reading texts Flashcards Pictures Images Drawings Poems Course books Magazines Internet Charts Posters Easy readers Menus	Reading aloud Discussions Observations Quizzes Portfolio Reading for fluency Role play Learning logs Exit or Admit stamps Peer assessment Checklists	School Open Days Kenya Music Festival Arabic language Clubs Exchange Programs Tandem (face-to-face or electronic) and intercultural learning Language Days Inter-House Competitions Inter-Class Competitions Inter-School Contests
3.0 Writing	Audio and video recordings Internet Charts Posters Cross word puzzles Pictures Drawings Magazines Photographs Newspapers Flashcards Illustrations Journals Recording devices Menus Brochures Resource person	Total Physical Response Writing texts Forming sentences Peer assessment Writing menus Observations Designing brochures Matching names to pictures Filling in missing information Writing simple plays Matching of sentences	Exchange Programs Tandem (face-to-face or electronic) and intercultural learning Language Days School Open Days Kenya Music Festival Arabic language Clubs Inter-House Competitions Inter-Class Competitions Inter-School Contests

4.0 Language structures

Libraries
Projectors
Course books
Internet
Charts
Pictures
Drawings
Illustrations
Newspapers
Maps
Chalkboard

Observations
Writing texts
Construction of sentences
Designing games
Discussions
Role play
Checklists
Quizzes

Arabic language Clubs
Tandem (face-to-face or electronic) and intercultural learning
Language Days
School Open Days
Kenya Music Festival
Exchange Programs
Inter-House Competitions
Inter-Class Competitions
Inter-School Contest

Published in Grade 7 Curriculum Designs

Tagged under

Monday, 09 January 2023 11:38

Pre-Technical & Pre-Career Studies - Grade 7 Curriculum Design

PRE-TECHNICAL & PRE-CAREER STUDIES
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
2023

FOREWORD

Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re- alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.
The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.
It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.

PROF. GEORGE A. O. MAGOHA, EGH CABINET SECRETARY,
MINISTRY OF EDUCATION

PREFACE

The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.

The Grade 7 curriculum designs for the respective learning areas will enable the development of 21st Century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).

It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.

JULIUS O. JWAN, PhD, CBS PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION MINISTRY OF EDUCATION

ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.

The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.

KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.

I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.

My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.

PROF. CHARLES O. ONG’ONDO, PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Table of Content

FOREWORD................................................................................................................................................. III
PREFACE...................................................................................................................................................... IV
ACKNOWLEDGEMENT.............................................................................................................................. V
TIME ALLOCATION................................................................................................................................ VIII
NATIONAL GOALS OF EDUCATION..................................................................................................... IX
LEARNING OUTCOMES FOR MIDDLE SCHOOL.............................................................................. XII
ESSENCE STATEMENT............................................................................................................................ XII
LEARNING OUTCOMES FOR PRE-TECHNICAL AND PRE-CAREER STUDIES......................... XIII
STRAND 1.0: SAFETY................................................................................................................................... 1
STRAND 2.0: MATERIALS........................................................................................................................... 7
STRAND 3.0: TOOLS................................................................................................................................... 15
STRAND 4.0: DRAWING............................................................................................................................ 21
STRAND 5.0: ENERGY RESOURCES....................................................................................................... 31
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY.................................... 37
APPENDIX: SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES................................................................................................................................ 41

TIME ALLOCATION

	Subject	Number of Lessons Per Week (40 minutes per lesson)
1.	English	5
2.	Kiswahili/KSL	4
3.	Mathematics	5
4.	Integrated Science	4
5.	Health Education	2
6.	Pre-Technical and Pre-Career	5
7.	Social Studies	3
8.	Religious Education (CRE/IRE/HRE)	2
9.	Business Studies	3
10.	Agriculture	3
11.	Life Skills Education	1
12.	Physical Education and Sports	2
13.	Optional Subject	3
14.	Optional Subject	3
	Total	45

NATIONAL GOALS OF EDUCATION

Education in Kenya should:

Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
1. Social Needs
  Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
2. Economic Needs
  Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.
3. Technological and Industrial Needs
  Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.
Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.
Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.
Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.
Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

LEARNING OUTCOMES FOR MIDDLE SCHOOL

By the end of Middle School, the learner should be able to:

Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
Communicate effectively, verbally and non-verbally, in diverse contexts.
Demonstrate social skills, spiritual and moral values for peaceful co-existence.
Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
Practise relevant hygiene, sanitation and nutrition skills to promote health.
Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
Manage pertinent and contemporary issues in society effectively.
Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT

Pre-Technical and Pre-Career studies is a subject that prepares the learner for the Technical & Engineering and Career & Technology Studies (CTS) which are tracks in the Science, Technology, Engineering and Mathematics (STEM) pathway. It is anchored on the recommendations by Session Papers No 1 of 2005 and No 14 of 2012 which recommended the promotion of technical and vocational education with an emphasis on Science, Technology and Innovation (ST&I) in the school curriculum.

It builds on the competencies acquired in Science & Technology and other related learning areas at upper primary school. The subject equips the learner with foundational knowledge, skills, attitudes and values that are a prerequisite in order to specialise in subjects such as metalwork, woodwork, electricity, aviation technology, building construction, power mechanics, leatherwork, culinary arts, hairdressing & beauty therapy, marine & fisheries, manufacturing and media technology at senior school.

The Pre-Technical and Pre-Career studies subject equips the learner with exploration, imagination, creativity, innovation and hands-on skills through projects and practical activities. Learners also acquire hands-on skills as they are exposed to programs in industries that the school collaborates with. After completing junior secondary school, the learner may select either the Technical and Engineering or CTS track in the STEM pathway at senior school. In making this choice, the learner’s interests, abilities and personality will be considered.

LEARNING OUTCOMES FOR PRE-TECHNICAL AND PRE-CAREER STUDIES

By the end of junior secondary, the learner should be able to;

Make informed and meaningful career choices in technical and career fields.
Apply competencies acquired in workshop safety to prevent accidents and save lives.
Use materials and safely dispose waste to promote education for sustainable development.
Apply acquired drawing skills to communicate effectively.
Apply the acquired competencies to select, use and maintain tools, equipment and materials to support community-based projects.
Use available energy resources to solve problems in the community.

STRAND 1.0: SAFETY

Strand

Sub- Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question

1.0 Safety

1.1

Personal safety

(7 lessons)

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

identify potential hazards relating to personal safety in day to day life
demonstrate safety to self and others while performing tasks in the locality
handle tools and equipment safely while performing tasks in the locality
determine the general safety rules and regulations for a given task
recognize various careers related to safety
appreciate the role of safety in day to day life

Learners are guided to:

discuss the meaning of safety and relate potential hazards to personal safety in day to day life
role-play on how to observe safety while performing simple tasks in the locality
discuss the safety measures to observe when working with others while performing given tasks
handle tools and equipment safely while performing simple tasks
use digital devices to watch and discuss video clips on safety when handling tools and equipment
brainstorm and develop general safety rules and regulations for a given task
explore and identify various careers related to safety
design and perform a task as they practice safety measures related to the task

Why is safety important?
How do you ensure safety when performing a task?

Core Competencies to be developed: Communication and Collaboration is achieved as learners discuss and carry out group activities. Citizenship as learners observe each other’s safety when working in groups. Imagination and creativity as learners role play on safety when working with others.
Pertinent and Contemporary Issues (PCIs): Disaster risk reduction as learners perform tasks while observing safety Environmental protection as learners take care of waste materials in the process of practicing safety of self, others, tools and equipment.
Values: Social justice as learners observe safety of others while working together. Respect as learners recognize the input of every member during discussions. Unity as learners work together as a team. Responsibility as learners take care of tools and equipment.
Links to other learning areas: Health Education as learners safely handle and dispose waste materials in the community
Assessment Rubric
Indicator	Exceeds expectation	Meets expectation	Approaches expectation	Below expectation
Ability to identify potential hazards in relation to personal safety in day to day life	Correctly identifies potential hazards in relation to personal safety in day to day life	Identifies the potential hazards in relation to personal safety in day to day life	Identifies some potential hazards in relation to personal safety in day to day life	With guidance can identify potential hazards in relation to personal safety in day to day life
Ability to demonstrate safety while performing given tasks	Demonstrates safety while performing all given tasks	Demonstrate safety while performing most of the given tasks	Is not consistent in demonstrating safety while performing given tasks	Has difficulties in demonstrating safety while performing given tasks

Ability to observe safety while working with others in the locality	Always observes safety while working with others in the locality	Observes safety while working with others in the locality	Sometimes observes safety while working with others in the locality	Rarely observes safety while working with others in the locality
Ability to handle tools safely while performing tasks in the locality	Correctly handles tools safely while performing tasks in the locality	Most of the time handles tools safely while performing tasks in the locality	Sometimes handles tools safely while performing tasks in the locality	Requires support in handling tools safely while performing tasks in the locality
Ability to determine the general safety rules and regulations for a given task	Determines all the general safety rules and regulations for a given task	Determines most of the general safety rules and regulations for a given task	Can determine some general safety rules and regulations for a given task	Has difficulties in determining the general safety rules and regulations for a given task
Ability to recognize various careers related to safety.	Recognizes all various careers related to safety	Recognizes most various careers related to safety	With support, can recognize various careers related to safety	Hardly recognizes various careers related to safety

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question

1.0 Safety

1.2 Injuries

(5 lessons)

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

identify types of injuries that may occur in the locality
identify causes of injuries that may occur in the locality
relate the type of injury and the corresponding first aid requirements.
apply safety measures to minimize injuries in the locality
recognize the careers related to first aid and management of injuries.
appreciate the importance of observing safety to reduce injuries in the day today activities.

Learners are guided to:

watch video clips on the types of injuries that occur in the locality
discuss and identify the causes of injuries at home, school and locality (cuts, burns, scalds, and minor fractures)
discuss ways of preventing cuts, burns, scalds and minor fractures
visit health facilities to observe the careers related to the management of injuries
role-play first aid procedures on management of cuts, burns, scalds, and minor fractures
discuss ways in which they can redue injuries while in school, at home or in the community

What causes injuries?
How can we minimise injuries at the work place?

Core Competencies to be developed:

Critical thinking and problem solving as learners discuss ways of preventing cuts, burns, scalds and minor fractures
Self-efficacy as learners express themselves during role playing on first aid
Digital literacy as learners use digital devices to search and watch video clips on safety practices while performing gven tasks.

Pertinent and Contemporary Issues (PCIs): Mental health as learners engage in safe practices to avoid injuries in the locality
Values: Unity as learners embrace teamwork in groups. Respect as learners recognize the input of every member in the group. Integrity as learners collect, use, care for, and safely store items and equipment.
Links to other learning areas: Integrated science as learners discuss how to perform first aid on cuts and bruises. Computer science (ICT applications) as learners watch videos on the types of injuries and first aid. Life skills as learners help one another when handling cases on cuts and bruises.
Assessment Rubric
Indicator	Exceeds expectation	Meets expectation	Approaches expectation	Below expectation
Ability to identify types of injuries that may occur at the locality	Identifies all types of injuries that may occur at the locality	Identifies most types of injuries that may occur at the locality	Attempts to identify types of injuries that may occur at the locality	Requires support to identify types of injuries that may occur at the locality
Ability to identify causes of injuries that may occur at the locality	Identifies all causes of injuries that may occur at the locality	Identifies most causes of injuries that may occur at the locality	Attempts to identify causes of injuries that may occur at the locality	Requires support to identify causes of injuries that may occur at the locality
Ability to identify the types of injury and the corresponding first aid requirements.	Accurately relates all the types of injury and the corresponding first aid requirements	Relates most types of injury and the corresponding first aid requirements	Relates some types of injury and the corresponding first aid requirements	Requires guidance to relate the types of injury and the corresponding first aid requirements

Ability to apply safety measures to minimize injuries in the locality	Accurately applies safety measures to minimize injuries in the locality	Applies safety measures to minimize most injuries in the locality	Sometimes applies safety measures to minimize injuries in the locality	Requires support to apply safety measures to minimize injuries in the locality
Ability to recognize the careers related to first aid and management of injuries	Recognizes all the careers related to first aid and management of injuries	Recognizes most of the careers related to first aid and management of injuries	Recognizes some of the careers related to first aid and management of injuries	Has difficulties in recognizing the careers related to first aid and management of injuries

STRAND 2.0: MATERIALS

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

2.0 Materials

2.1

Common materials

(9 lessons)

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

identify the common materials found in the locality
categorize the common materials in the locality into metals and non-metals
distinguish metallic and non- metallic materials in the locality
describe the physical properties of common materials found in the locality
recognize careers related to materials in the locality
embrace the importance of different materials found in the locality

Learners are guided to:

walk around the locality to identify, collect and record common materials
use a chart to list the common materials in the locality
collect, sort and distinguish metallic and non-metallic materials.
investigate and discuss the physical properties of materials: (color, texture, hardness, shape, fire resistance)
watch videos for categorization and identification of physical properties of materials
tour the locality to identify the various careers related to the use of common materials.

Why are materials important?

Core competencies to be developed;

Digital literacy when learners watch video clips to identify the uses of various metals.
Communication and Collaboration as learners work in groups.
Critical thinking and problem solving as learners distinguish metals and non-metallic materials.

Pertinent and Contemporary Issues (PCI’s): Self-awareness as learners interact with the environment Disaster risk reduction as learners appreciate characteristics of materials and classify them into safe and unsafe materials
Values: Unity as learners work in groups Responsibility as learners work with different materials Respect as learners acknowledge each other’s contributions during group discussions
Links to other learning areas: Integrated Science as leaners investigate the physical properties of materials
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to identify the common materials found in the locality	Identifies all the common materials found in the locality	Identifies most of the common materials found in the locality	Identifies some of the common materials found in the locality	Requires support to identify the common materials found in the locality
Ability to categorize the common materials in the locality	Categorizes all the common materials in the locality	Categorizes most of the common materials in the locality	Categorizes some of the common materials in the locality	Needs support to categorize the common materials in the locality
Ability to distinguish metallic and non- metallic materials	Distinguishes all metallic and non- metallic materials	Distinguishes most of the metallic and non- metallic materials	Distinguish some of the metallic and non-metallic materials	Has difficulties in distinguishing metallic and non-metallic materials

Ability to describe the physical properties of the common materials found in the locality.

Describes all the physical properties of the common materials found in the locality.

Describes most of the physical properties of the common materials found in the locality.

Describes some of the physical properties of the common materials found in the locality.

Requires support to describe the physical properties of the common materials found in the locality.

Strand	Sub-Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Questions
2.0 Materials	2.2 Metals (10 lessons)	By the end of the sub-strand, the learner should be able to; identify different types of metals in the locality describe physical properties of ferrous and non-ferrous metals in the locality identify the uses of metals in the locality. recognize careers related to use of metals appreciate the importance of metals in the locality	Learners are guided to: develop a checklist for identifying different types of metals sort metals (as either ferrous or non- ferrous, magnetic or non-magnetic, conductors of heat and electricity) watch video clips on the various types of metals discuss the various uses o metals in the locality discuss careers related to metals under the guidance of a resource person(s).	What are metals? Why are metals important?
Core competencies to be developed: Digital literacy when learners watch video clips to identify the uses of various metals. Communication and Collaboration as learners work in groups. Critical thinking and problem solving as learners distinguish ferrous and non-ferrous metals.
Pertinent and Contemporary Issues (PCI’s): Self-awareness as learners interact with the resource person(s) Disaster risk reduction as learners study the characteristics of metals and classify them into useful and non-useful metals
Values: Unity as learners work in groups Respect as learners acknowledge each other’s contribution during group discussions

Links to other learning areas: Integrated Science as learners group metals as either magnetic or non-magnetic Computer science as learners use digital media to watch video clips on types of metals
Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to identify different types of metals found in the locality	Identifies all different types of metals found in the locality	Identifies most of the different types of metals found in the locality	Identifies some of the different types of metals found in the locality	Has difficulties in identifying different types of metals found in the locality
Ability to identify physical properties of ferrous and non-ferrous metals commonly found in the locality	Describes all the physical properties of ferrous and non-ferrous metals commonly found in the locality	Describes most of the physical properties of ferrous and non-ferrous metals commonly found in the locality	Describes some of the physical properties of ferrous and non-ferrous metals commonly found in the locality	Requires support to describe the physical properties of ferrous and non-ferrous metals commonly found in the locality
Ability to identify the uses of metals found in the locality.	Identifies all the uses of metals found in the locality.	Identifies most of the uses of metals found in the locality.	Identifies some of the uses of metals found in the locality.	Has difficulties in identifying the uses of metals found in the locality.

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

2.0 Materials

2.3

Non-metallic materials

(10 lessons)

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

distinguish between synthetic and natural non-metallic materials
categorize the non-metallic materials as either synthetic or natural non-metallic materials
describe physical properties of non-metallic materials in the locality
identify the uses of non-metallic materials in the locality
recognize careers related to the processing and use of non-metallic materials

Learners are guided to:

research and develop a checklist for classifying non-metallic materials
sort non-metallic materials (as either synthetic or natural)
watch video clips on the various non-metallic materials
discuss the various uses of non-metallic materials in the locality
discuss careers related to non-metallic materials under the guidance of resource person(s).

What are non- metallic materials?
Why are non- metallic materials important?

Project activity1

(12 lessons)

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

identify a problem in their community which requires a solution using skills in the technical fields
describe how the problem affects the community
identify skills needed to solve the problems in the community.

Learners are guided to:

point out and discuss the existing problems in their community that require a solution using skills in the technical fields.
use digital devices, life testimonies and moral stories to point out problems in their community that require solutions using skills in the technical skills.
suggest the technical skills that may be used to solve the identified problem.

What are the problems in your society that can be solved using skills in technical areas?

Core competencies to be developed:

Digital literacy as learners watch video clips to identify the properties of various non-metallic materials
Communication and collaboration as learners work in groups
Critical thinking and problem solving as learners distinguish different non-metallic materials

Pertinent and Contemporary Issues (PCI’s):

Self-awareness as leaners interact with resource persons(s)
Disaster risk reduction as learners study the characteristics of non-metallic materials and classify them into useful and non- useful materials

Values:

Unity as learners work in groups
Respect as learners acknowledge each other’s contribution during group discussions

Links to other learning areas;

Science and technology as learners group non-metallic materials as either natural and synthetic
Computer science as learners use digital media to watch video clips on the physical properties of non-metallic materials

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
Ability to distinguish between synthetic and natural non-metallic materials	Accurately distinguishes between synthetic and natural non-metallic materials	Correctly distinguishes between synthetic and natural non-metallic materials	Attempts to distinguish between synthetic and natural non-metallic materials	Has difficulties in distinguishing between synthetic and natural non-metallic materials
Ability to categorize the non-metallic materials as either synthetic or natural non-metallic materials	Categorizes all the non-metallic materials as either synthetic or natural non-metallic materials	Categorizes most of the non-metallic materials as either synthetic or natural non-metallic materials	Categorize some of the non-metallic materials as either synthetic or natural non-metallic materials	Needs support to categorize the non-metallic materials as either synthetic or natural non-metallic materials
Ability to describe physical properties of non-metallic materials in the locality	Describes all the physical properties of non-metallic materials in the locality	Describes most of the physical properties of non-metallic materials in the locality	Describes some of the physical properties of non-metallic materials in the locality	Has difficulties in describing physical properties of non-metallic materials in the locality
Ability to identify the uses of non-metallic materials in the locality.	Identifies all the uses of non-metallic materials in the locality.	Identifies most of the uses of non-metallic materials in the locality.	Identifies some of the uses of non-metallic materials in the locality.	Needs support to identify the uses of non-metallic materials in the locality.

STRAND 3.0: TOOLS

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question

3.0

Tools

3.1

Household hand tools

(9 lessons)

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

identify household hand tools in the locality
categorize household hand tools according to their uses
use household hand tools to perform given tasks correctly
care and maintain household hand tools appropriately after use
recognize the careers related to household hand tools
appreciate the role of household tools in the community.

Learners are guided to:

use realia and visual aids to identify house hold hand tools used in the locality
watch video clips, and observe charts on house hold hand tools
draw and categorize household tools according to use
role-play safe use and storage of household hand tools
discuss the proper care, maintenance and safe storage of household hand tools
discuss careers related to household hand tools
collaborate with the teachers, parents and guardians to perform simple tasks using household hand tools

What are household hand tools?
Why are household tools important?

Core competencies to be developed:

Communication and collaboration as learners discuss the use of household hand in the locality
Critical thinking and problem solving as learners choose the tools to solve a problem in the community.
Citizenship as learners display and discuss the items made to solve a problem in the community.
Digital literacy as learners use digital devices to categorize tools.

Pertinent and Contemporary Issues (PCI’s): Environmental protection as learners use household tools to perform tasks correctly and also take care of and maintain them
Values: Responsibility as learners take care of tools in the locality Love as learners share items as they practice use of tools Respect as learners recognize the contribution of every member during group discussions. Integrity as learners care for hand tools in the locality
Links to other learning areas: Computer science -ICT applications as learners download and watch video clips on the uses of household hand tools Home science as learners clean and store household hand tools
Assessment Rubric
Indicator	Exceeds expectation	Meets expectation	Approaches expectation	Below expectation
Ability to identify household hand tools in the locality	Identifies all the household hand tools in the locality	Identifies most of the household hand tools in the locality	Identifies some of the household hand tools in the locality	Needs support to identify household hand tools in the locality
Ability to categorize household hand tools according to the uses	Categorizes all the household hand tools according to the uses	Categorizes most of the household hand tools according to the uses	Categorizes some of the household hand tools according to the uses	Has difficulties in categorizing household hand tools according to the uses
Ability to use household hand tools to perform given tasks correctly	Uses household hand tools to perform all given tasks correctly	Uses household hand tools to perform most of the given tasks correctly	Uses household hand tools to perform some of the given tasks correctly	Requires support to use household hand tools to perform given tasks correctly

Ability to take care of and maintain household hand tools appropriately after use

Cares and maintains all the household hand tools after use

Cares of and maintains most of the household hand tools appropriately

after use

Cares for and maintains some of the household hand tools appropriately after use

Has difficulties in caring for and maintaining the household hand tools after use

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question

3.0

Tools

3.2

Farming hand tools

(10 lessons)

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

identify farming hand tools in the locality
categorize farming hand tools according to their uses
use farming hand tools safely to perform given tasks
care and maintain farming hand tools appropriately after use
recognize the careers related to farming hand tools
appreciate the importance of farming tools in the community

Learners are guided to:

use realia and visual aids to identify farming hand tools used in the locality
download and watch video clips and observe charts on farming hand tools
draw and categorize farming hand tools according to use
practise safe use of farming hand tools
discuss on the proper care, maintenance and safe storage of farming hand tools
observe and relate farming hand tools to careers
collaborate with teachers, parents and guardians to perform simple tasks using farming hand tools

Why are farming hand tools important?

Project activity 2

(12 lessons)

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

suggest an item that may solve the problem identified in project activity 1
design the item that may solve the problem identified in project activity 1.
Prepare an cost estimate for designed item

Learners are guided to:

use visual aids to design items that may solve the problems identified in project activity 1.

What items are suitable for solving the problems in your community?

Core competencies to be developed

Communication and collaboration as learners discuss the use of farming tools in the locality
Critical thinking and problem solving as learners choose the farming tools to solve a problem in the community.
Digital literacy as learners use digital devices to categorize tools.
Citizenship as learners display and discuss the items made to solve a problem in the community.
Learning to learn as learners search and download video clips on farming hand tools

Pertinent and Contemporary Issues (PCI’s):

Environmental protection as learners use farming tools to perform good farming practices

Values:

Responsibility as learners take care of tools in the locality
Love as learners share items as they practice use of tools
Respect as learners recognize the contribution of every member during group discussions.

Links to other learning areas

Agriculture – as learners practice the care and maintenance of farming tools
Computer science -ICT applications as learners watch video clips on categorizing of farming hand tools

Indicator	Exceeds expectation	Meets expectation	Approaches expectation	Below expectation
Ability to identify farming hand tools in the locality	Identifies all the farming hand tools in the locality	Identifies most of the farming hand tools in the locality	Identifies some of the farming hand tools in the locality	Needs guidance to identify farming hand tools in the locality
Ability to categorize farming hand tools according to the uses	Categorizes all farming hand tools according to the uses	Categorizes most of the farming hand tools according to the uses	Categorizes some of the farming hand tools according to the uses	Needs support to categorize farming hand tools according to the uses
Ability to use farming hand tools safely to perform given tasks	Uses all farming hand tools safely to perform given tasks	Uses most of the farming hand tools safely to perform given tasks	Uses some of the farming hand tools safely to perform given tasks	Has difficulties in using farming hand tools safely to perform given tasks
Ability to take care and maintain farming hand tools appropriately after use	Cares for and maintains all farming hand tools very well after use	Cares for and maintains most of the farming hand tools appropriately after use	Cares for and maintains some of the farming hand tools appropriately after use	Needs support to care for and maintain farming hand tools with difficulties after use

STRAND 4.0: DRAWING

Strand	Sub-Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Questions
4.0 Drawing	4.1 Types of drawings (5 lessons)	By the end of the sub strand, the learner should be able to: identify different types of drawings used in the technical fields distinguish between artistic and technical drawings describe the use of artistic and technical drawings in different fields recognize the application of drawings in various careers appreciate the importance of drawing in day to day life	Learners are guided to: research and identify different types of drawings used in the technical fields use digital images and charts, to distinguish between artistic or technical drawings use downloaded video clips, to discuss the use of artistic and technical drawings discuss careers related to use of drawings under the guidance of a resource person(s). identify objects at home, school or in the community where drawing has been used to make them.	How are drawings used in various careers? Why are drawings important in our day to day lives?
Core competencies to be developed: Communication and collaboration as learners discuss careers related to the use of drawings Citizenship as learners recognize the role of drawing in national economic development. Digital literacy as the learners use video clips to describe the artistic and technical drawing Critical thinking and problem solving as they relate the application of drawings to the built environment.
Pertinent and Contemporary Issues (PCI’s): Decision making as learners effectively use drawing instruments. Mental health as learners work in groups

Values: Respect as learners recognize the contribution of every member in group discussions
Links to other learning areas: Visual arts – as learners identify various drawings Computer science – as learners watch video clips to describe the use of artistic and technical drawing
Assessment Rubric
Indicator	Exceeds expectation	Meets expectation	Approaches expectation	Below expectation
Ability to identify various types of drawings	Identifies all various types of drawings	Identifies most of the various types of drawings	Identifies most of the various types of drawings	Requires support to identify various types of drawings
Ability to distinguish between artistic and technical drawings	Accurately distinguishes between artistic and technical drawings	Correctly distinguishes between artistic and technical drawings	Attempts to distinguish between artistic and technical drawings	Has difficulties in distinguishing between artistic and technical drawings
Ability to describe the uses of artistic and technical drawing as used in various fields.	Describes all the uses of artistic and technical drawing as used in various fields	Describes most of the uses of artistic and technical drawing as used in various fields	Describes some of the uses of artistic and technical drawing as used in various fields	Has difficulties in describing the uses of artistic and technical drawing as used in various fields

Strand	Sub-Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Questions
4.0 Drawing	4.2 Drawing instruments and equipment (5 lessons)	By the end of the sub strand, the learner should be able to: identify drawing instruments and equipment in technical drawing describe the use of drawing instruments and equipment in technical drawing draw lines and shapes using drawing instruments and equipment demonstrate proper care and maintenance of drawing instruments and equipment appreciate the use of drawing instruments and equipment in various careers	Learners are guided to: identify, draw and name the various drawing instruments and equipment use realia and video clips, to discuss the use of various drawing instruments and equipment use drawing instruments, to draw given lines and shapes. learn how to care for and maintain drawing instruments and equipment watch video clips on the use of drawing instruments and equipment in various careers	How are drawing instruments and equipment used? Why is it important to care for and maintain drawing instruments and equipment?
Core competencies to be developed: Communication and collaboration: as learners work in groups Learning to learn as learners use and maintain technical drawing instruments Digital literacy as the learners watch video clips
Pertinent and Contemporary Issues (PCI’s): Decision making as learners effectively use drawings Mental health as learners work in groups and as individuals

Values: Responsibility as learners take care of drawing instruments Integrity as learners take care of the drawing instruments Respect as learners recognize the contribution of every member in group discussions Patriotism as learners recognize the use of lines and shapes as used in the national flag and traffic signs
Links to other learning areas: Visual arts as learners draw shapes Agriculture as learners draw farm tools and equipment Mathematics as learners perform geometrical constructions Computer science as learners watch video clips to discuss construction of shapes
Assessment Rubric
Indicator	Exceeds expectation	Meets expectation	Approaches expectation	Below expectation
Ability to identify instruments and equipment	Identifies all drawing instruments and equipment	Identifies most of the drawing instruments and equipment	Identifies some of the instruments and equipment	Needs support to identify drawing instruments and equipment
Ability to describe the uses of drawing instruments and equipment	Describes all the uses of drawing instruments and equipment	Describes most of the uses of drawing instruments and equipment	Describes some of the uses of drawing instruments and equipment	Has difficulties in describing the use of drawing instruments and equipment
Ability to draw lines and shapes using drawing instruments and equipment	Draws all lines and shapes using drawing instruments and equipment	Draws most of the lines and shapes using drawing instruments and equipment	Draws some of the lines and shapes using drawing instruments and equipment	Needs support to draw lines and shapes using drawing instruments and equipment

Ability to care for and maintain drawing instruments and equipment

Cares for and maintains all drawing instruments and equipment

Cares for and maintains most of the drawing instruments and equipment

Cares for and maintains some of the drawing instruments and equipment

Has difficulties in caring for and maintaining drawing instruments and equipment

Strand	Sub-Strand	Specific Learning Outcomes	Suggested Learning Experiences	Key Inquiry Questions
4.0 Drawing	4.3 Free hand sketching (10 lessons)	By the end of the sub strand, the learner should be able to: sketch lines using free hand sketch two dimensional shapes using free hand sketch still life objects in perspective drawing recognize the use of free hand sketches in expression of artistic ideas in different career fields. appreciate the importance of free hand sketching in day to day life	Learners are guided to: use pencils and drawing papers to sketch lines use pencils and drawing papers to sketch two-dimensional shapes use realia, to sketch still life objects use digital media, to observe how free hand sketches express artistic ideas in different career fields take photos of the sketches and drawings for the development of portfolios	Why is free hand sketching important?
Core competencies to be developed: Communication and collaboration as learners discuss in groups Learning to learn as learners use free hand sketches to communicate Digital literacy as the learners take photographs using digital devices Critical thinking and problem solving as learners discuss and make free hand sketches
Pertinent and Contemporary Issues (PCI’s): Decision making as learners effectively use drawing instruments Mental health as learners work in groups and as individuals

Values: Responsibility as learners take care of drawing instruments Respect as learners recognize the contribution of every member in group discussions Patriotism as learners recognize the use of lines and shapes as used in the national flag and traffic signs
Links to other learning areas: Visual arts as learners draw objects using free hand sketches
Assessment Rubric
Indicator	Exceeds expectation	Meets expectation	Approaches expectation	Below expectation
Ability to sketch lines using free hand	Sketches all the lines using free hand	Sketch most of the lines using free hand	Sketch some of the lines using free hand	Needs support to sketch lines using free hand
Ability to sketch two dimensional shapes using free hand	Sketches all two-dimensional shapes using free hand	Sketches most of the two-dimensional shapes using free hand	Sketches some of the two-dimensional shapes using free hand	Has difficulties in sketching two dimensional shapes using free hand
Ability to sketch still life objects in perspective drawing	Sketches all still life objects in perspective drawing	Sketches most of the still life objects in perspective drawing	Sketches some of the still life objects in perspective drawing	Requires support to sketch still life objects in perspective drawing

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

4.0

Drawing

4.4

Geometrical construction

(10 lessons)

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

construct different angles in plane geometry
construct different types of quadrilaterals in plane geometry
construct different types of circles in plane geometry
construct combined shapes in plane geometry
identify different career fields where the knowledge of geometrical construction could be applied in the locality
appreciate the importance of geometrical construction in everyday life.

Learners are guided to:

use video clips and visual aids to discuss how to construct different geometrical shapes
practice construction of different angles and triangles in plane geometry
practice construction of quadrilaterals in plane geometry
practice construction of circles in plane geometry
practice construction of combined shapes
apply geometry in different career fields
construct objects found at school, at home and in the community using geometric construction

How are geometric construction drawings done?
Where can geometrical construction be applied?

Project activity 3 (13 Lessons)

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

suggest the materials for making the item designed in project activity 2
gather the materials for making the item designed in project activity 2
store the prepared materials for making the item designed in project activity 2

Learners are guided to:

use visual aids to observe and pick out the materials used to make the item designed in project activity 2.
find and collect the materials chosen.
keep the collected materials safely

Which materials are suitable for making items to solve the problems in your community?

Core competencies to be developed:

Communication and collaboration: as learners discuss in groups
Digital literacy as learners use video clips
Critical thinking and problem solving as learners relate the application of plane geometry to different careers

Pertinent and Contemporary Issues (PCI’s):

Decision making as learners effectively use drawing instruments
Mental health as learners work as groups and as individuals

Values:

Responsibility as learners take care of drawing instruments
Respect as learners recognize the contribution of every member in group discussions
Patriotism as learners recognize the use of lines and shapes as used in the national flag and traffic signs

Links to other learning areas:

Visual Arts as learners draw plane figures
Agriculture as learners draw farm tools and equipment
Mathematics as learners perform geometrical construction

Assessment Rubric
Indicator	Exceeds expectation	Meets expectation	Approaches expectation	Below expectation
Ability to construct angles in plane geometry	Constructs all angles in plane geometry	Constructs most of the angles in plane geometry	Constructs some of the angles in plane geometry	Requires support to construct angles in plane geometry
Ability to construct triangles and quadrilaterals in plane geometry	Constructs all triangles and quadrilaterals in plane geometry	Constructs most of the triangles and quadrilaterals in plane geometry	Constructs some of the triangles and quadrilaterals in plane geometry	Needs support to construct triangles and quadrilaterals in plane geometry
Ability to construct circles in plane geometry	Constructs circles in plane geometry accurately	Constructs circles in plane geometry	Attempts to construct circles in plane geometry	Needs guidance to construct circles in plane geometry
Ability to construct combined shapes in plane geometry	Constructs all combined shapes in plane geometry	Constructs most combined shapes in plane geometry	Construct some combined shapes in plane geometry	Requires support to construct combined shapes in plane geometry
Ability to identify different career fields where the knowledge of geometrical construction could be applied	Identifies all different career fields where the knowledge of geometrical construction could be applied	Identifies most of the different career fields where the knowledge of geometrical construction could be applied	Identifies some of the different career fields where the knowledge of geometrical construction could be applied	Has difficulties identifying different career fields where the knowledge of geometrical construction could be applied

STRAND 5.0: ENERGY RESOURCES

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

5.0

Energy Resources

5.1

Sources of energy

(5 lessons)

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

identify the sources of energy within the locality
classify the sources of energy in the locality as either renewable or non-renewable
discuss the advantages and disadvantages of different sources of energy in the locality
identify different careers which are related to energy in the locality
appreciate the importance of energy in our lives

Learners are guided to:

discuss the concept of energy
identify the different sources of energy within the locality
use digital media, to explore other sources of energy
use flash cards to group various sources of energies as renewable and non-renewable
discuss the advantages and disadvantages of the different sources of energy
use digital devices to research on the skills required for particular energy related careers
tour the locality to observe and record the various careers related to energy
discuss how important energy is to our everyday life

What is energy?
Where does energy come from?
Why is energy important to our daily lives?

Core competencies to be developed:

Communication and collaboration as learners identify the sources of energy in the locality
Critical thinking and problem solving as learners discuss about the concept of energy
Creativity and imagination as learners think about the advantages and disadvantages of different sources of energy
Digital literacy as learners discuss on the skills required for particular energy related careers
Self-efficacy as learners express themselves during group discussions
Learning to learn as they research on energy

Pertinent and Contemporary Issues (PCIs):

Environmental awareness as learners identify the different sources of energy in the locality
Disaster risk reduction as learners identify the safe sources of energy for their own safety, safety of others and safety of the environment

Values:

Responsibility as learners listen to each other and as they discuss sources of energy in the locality
Patriotism as learners take care of the environment by appreciating the sources of energy within the environment.
Unity as learners carry out learning activities together.
Respect as learners recognize each other’s contribution during group activities.

Links to other learning areas:

Computer science (ICT application) as learners search for information in the internet and watch video clips.
Integrated science as learners discuss the different sources of energy.
Life skills as learners tour the locality to observe and record various careers related to energy

Assessment Rubric
Indicator	Exceeds expectation	Meets expectation	Approaches expectation	Below expectation
Ability to identify the sources of energy within the locality	Identifies all the sources of energy within the locality	Identifies most of the sources of energy within the locality	Identifies some of the sources of energy within the locality	Needs support to identify the sources of energy within the locality
Ability to classify the sources of energy as renewable or non-renewable	Classifies all the sources of energy as renewable or non-renewable	Classifies most of the sources of energy as renewable or non -renewable	Classifies some of the sources of energy as renewable or non-renewable	Requires guidance to classify the sources of energy as renewable or non-renewable
Ability to discuss the advantages and disadvantages of different sources of energy	Discusses all the advantages and disadvantages of different sources of energy	Discusses most of the advantages and disadvantages of different sources of energy	Discusses some of the advantages and disadvantages of different sources of energy	Needs support to discuss the advantages and disadvantages of different sources of energy
Ability to identify different energy related careers	Identifies all different energy related careers	Identifies most of the different energy related careers	Identifies some of the different energy related careers	Requires support to identify different energy related careers

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

5.0

Energy Resources

5.2

Uses of energy

(5 lessons)

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

identify the different forms of energy in the locality
classify the different forms of energy into either kinetic or potential energy
identify the uses of different forms of energy in the locality
recognize the different types of careers which require the use of energy within the locality
appreciate the role of energy in the day to day life

Learners are guided to:

use digital media to identify the different forms of energy
use a chart to classify the different forms of energy as either kinetic or potential
discuss the uses of energy within the locality
use digital devices to explore different uses of energy.
walk around the locality to observe and record the different energy uses.
visit the locality to observe and record the various careers related to uses of energy within the locality.

How does energy affect our daily lives?
What ways can energy be useful to our lives?

Project activity 4

(13 lessons)

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

identify the safety precautions to observe when working with tools to make the item designed in project activity 2.
use appropriate tools to prepare the materials collected in project activity 3.
use appropriate tools to make the item designed in project activity 2.
display the item made for others to see and appreciate.

Learners are guided to:

discuss the safety precautions to observe when working with tools to make the item designed in project activity 2
select and use appropriate tools to prepare the materials collected in project activity 3.
select and use appropriate tools to make the item designed in project activity 2.
display the item made for others to see and appreciate.

Core competencies to be developed:

Communication and collaboration as learners discuss in groups
Critical thinking and problem solving as learners think of how to solve problems in the community using energy.
Creativity and imagination as learners think about the various uses on energy within the localities.
Digital literacy as learners watch video clips and search for information online
Self-efficacy as learners express themselves during group discussions
Citizenship as learners think of how to solve problems in the community.

Pertinent and Contemporary Issues (PCIs):

Self-awareness as learners discuss the use of energies within the locality

Values: Responsibility as learners listen to each other as they discuss the catalogues on the types of energies. Patriotism as learners take care of the environment by suggesting use of energy within the environments. Unity as learners carry out learning activities together. Respect as learners recognize each other’s contribution during group activities.
Links to other Learning areas: Computer science ICT application as learners search for information in the internet and watch video clips. Integrated science as learners discuss the different forms of energies. Life skills as learners discuss practical uses of energy within the localities
Assessment Rubric
Indicator	Exceeds expectation	Meets expectation	Approaches expectation	Below expectation
Ability to identify the different forms of energy in the environment	Identifies all the different forms of energy in the environment	Identifies most of the different forms of energy in the environment	Identifies some of the different forms of energy in the environment	Needs guidance to identify the different forms of energy in the environment
Ability to classify the different forms of energy as either kinetic or potential	Classifies all the different forms of energy as either kinetic or potential	Classifies most of the different forms of energy as either kinetic or potential	Classifies some of the different forms of energy as either kinetic or potential	Has difficulties in classifying the different forms of energy as either kinetic or potential
Ability to identify the uses of different forms of energy in the locality	Identifies all the uses of different forms of energy in the locality	Identifies most of the uses of different forms of energy in the locality	Identifies some of the uses of different forms of energy in the locality	Requires support to identify the uses of different forms of energy in the locality

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).

All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.

CSL Skills to be covered:

Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in collecting the data, manner in which they will analyse information and present their findings.
Communication: Learners will develop effective communication skills for as they engage with peers and school community members. These will include listening actively, asking questions, presentation skills using varied modes etc.
Citizenship: Learner will be able to explore opportunities for engagement as members of the school community and providing a service for the common good.
Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources effectively and efficiently.
Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity.

Suggested PCIs

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

The learners will be guided to consider the various PCIs provided in the various subjects in Grade 7 and choose one suitable to their context and reality

By the end of the CSL class activity, the learner should be able to:

identify a problem in the school community through research,
plan to solve the identified problem in the community,
design solutions to the identified problem,
implement solution to the identified problem,
share the findings with relevant actors,
reflect on own learning and relevance of the project,
appreciate the need to belong to a community

The learner is guided to:

brainstorm on issues/pertinent and contemporary issues in their school that need attention
choose a PCI that needs immediate attention and explain why
discuss possible solutions to the identified issue
propose the most appropriate solution to the problem
discuss ways and tools they can use to collect information on a problem (questionnaires, interviews, observation)
develop tools for collecting the information/data
identify resources they need for the activity
collect the information/data using various means
develop various reporting documents on their findings
use the developed tools to report on their findings implement project
collect feedback from peers and school community regarding the CSL activity
share the report on activity through various media to peers and school community
discuss the strengths and weaknesses of implemented project and lessons learnt
reflect on how the project enhanced own learning while at the same time facilitated service on an issue in the school community

How does one determine community needs?
Why is it necessary to be part of a community?
What can one do to demonstrate a sense of belonging

Assessment Rubric
Indicator	Exceeds Expectation	Meets Expectation	Approaches Expectation	Below Expectation
The ability to identify and analyse a pertinent issue in society to be addressed	Learner critically defines and elaborately discusses a pertinent issue to be addressed.	Learner defines and discusses a pertinent issue to be addressed.	Learner defines and discusses a pertinent issue to be addressed with minimal support.	Learner requires support to critically examine and select the appropriate issue.
The ability to plan to solve the identified problem	Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.	Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project.

The ability to design solutions to the identified problem and implement them	Learner constantly applies the knowledge and skills gained in subjects to address the identified issue.	Learner applies the knowledge and skills gained in subjects to address the identified issue.	Learner applies the knowledge and skills gained in subjects to address the identified issue with some support.	Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue.
Ability to share findings to relevant actors	Learner comprehensively and confidently shares findings of the issue addressed in the activity.	Learner confidently shares findings of the issue addressed in the activity.	Learner shares some of the findings of the issue addressed in the activity.	Learner briefly shares findings of the issue addressed in the activity, lacks necessary details.
The ability to reflect on own learning and relevance of the activity	Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning.	Learner clearly outlines the benefits of the CSL activity on the target community and own learning.	Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear.	Learner struggles to outline the benefits of the CSL activity on the target community and own learning.

APPENDIX: SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES

NO	STRAND	SUB STRAND	SUGGESTED RESOURCES	SUGGESTED ASSESSMENT METHODS	SUGGESTED NON- FORMAL ACTIVITIES
1.	SAFETY	Personal Safety	Workshop Hand tools such as; chisels, hammers, screw drivers, jack planes, mallets, chisels, knives, needles, among others Workshop attires such as; overcoats, aprons, shoes, googles among others Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others Workshop rules and regulations	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners visit a nearby workshop in the locality to observe how workers practice safety as they perform tasks Learners generate a catalogue on the workshop rules and regulations on personal safety and safety of others

		Injuries	First aid kit Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others Workshop rules and regulations	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners role play on how to administer first aid to other learners in the school Learners organize public debates on career choices
2.	MATERIALS	Common Materials	Stones, clay, sand, timber, sisal, ballast, grass, water, trees, minerals among others Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners go round the compound and the nearby community and collect available materials and write down how each is used by the local community
2.	MATERIALS	Metals	Metals Non-metals Career brochures, career magazines Digital devices such as;	Question and Answer Observation Checklist Written test Rubrics Project	Learners visit a nearby workshop to observe and record how metals are used to make different gadgets

			computer, laptop, smart phone, tablets among others	Practical work
		Non-metallic materials	Non-metals Synthetic materials Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners visit a nearby workshop to observe and record how non-metals and synthetic materials are used to make different gadgets
3.	TOOLS	Household hand tools	scissors, razor blades, broom, brush, needle, screw drivers, mop, nail cutters, knives, pliers, axe among others Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners visit a nearby homes to observe and record how household hand tools are used in the family and local community
3.	TOOLS	Farming hand tools	Jembes, plough, rakes, spades, pangas, screw drivers, grass cutters, pliers among others Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners visit a nearby homes to observe and record how farming hand tools are used in the family and local community

4.	DRAWING	Types of Drawing	Drawing charts Drawing papers/books Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners visit a nearby workshop to observe and record how different types of drawings are done and how they are used in the family and local community
4.	DRAWING	Drawing Instruments and Equipment	Drawing tables Drawing papers/books Pencils T-squares Drawing instruments Ruler/Straight edge Set squares Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners visit a nearby workshop of a TVET institution to observe and record how drawing instruments and equipment are done and how they are used in the family and local community

		Free Hand Sketching	Drawing tables Drawing papers/books Pencils Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others Samples of free hand sketches Two dimensional shapes	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners visit a nearby fine art or cultural center to observe and record how free hand sketches are done and how they are used in the family and local community
		Geometrical Construction	Drawing tables Drawing papers/books Pencils T-squares Drawing instruments Ruler/Straight edge Set squares Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners visit a nearby workshop or a TVET institution to observe and record how geometrical construction is done and how it is used in the family and local community

5.	ENERGY RESOURCES	Sources of Energy	Wind, Solar energy, Electric energy (DC/AC), Gas, Firewood, Coal among others (whichever is available in the locality) Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners visit a nearby source of energy to observe and record how energy is generated and it is used in the family, business establishments and local community
5.	ENERGY RESOURCES	Uses of Energy	Industry, workshop, salon or any other business organization among others (whichever is available in the locality) Career brochures, career magazines Digital devices such as; computer, laptop, smart phone, tablets among others	Question and Answer Observation Checklist Written test Rubrics Project Practical work	Learners visit a nearby industry, business centers or any other manufacturing organization to observe and record how energy is used to generate products for use by the family, business establishments and local community

Published in Grade 7 Curriculum Designs

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French - Grade 7 Curriculum Design

FOREWORD

PREFACE

ACKNOWLEDGEMENT

TABLE OF CONTENTS

TIME ALLOCATION

NATIONAL GOALS OF EDUCATION

LEARNING OUTCOMES FOR MIDDLE SCHOOL

ESSENCE STATEMENT

SUBJECT GENERAL LEARNING OUTCOMES

STRAND 1.0: LISTENING AND SPEAKING

STRAND 2.0: READING

STRAND 3.0: WRITING

STRAND 4.0: LANGUAGE STRUCTURES

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

APPENDIX 1: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON-FORMAL ACTIVITIES

German - Grade 7 Curriculum Design

FOREWORD

PREFACE

ACKNOWLEDGEMENT

TABLE OF CONTENTS

TIME ALLOCATION

NATIONAL GOALS OF EDUCATION

LEVEL LEARNING OUTCOMES FOR MIDDLE SCHOOL

ESSENCE STATEMENT

SUBJECT GENERAL LEARNING OUTCOMES

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

ANNEX 1: SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES.

Arabic - Grade 7 Curriculum Design

FOREWORD

PREFACE

ACKNOWLEDGEMENT

TABLE OF CONTENTS

TIME ALLOCATION

NATIONAL GOALS OF EDUCATION

LEVEL LEARNING OUTCOMES

ESSENCE STATEMENT

SUBJECT GENERAL LEARNING OUTCOMES

STRAND 1.0: LISTENING AND SPEAKING

STRAND 2.0: READING

STRAND 3.0. WRITING

STRAND 4.0: LANGUAGE STRUCTURES

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

ANNEX 1: LIST OF STRANDS, SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES.

Pre-Technical & Pre-Career Studies - Grade 7 Curriculum Design

FOREWORD

PREFACE

ACKNOWLEDGEMENT

Table of Content

NATIONAL GOALS OF EDUCATION

LEARNING OUTCOMES FOR MIDDLE SCHOOL

ESSENCE STATEMENT

LEARNING OUTCOMES FOR PRE-TECHNICAL AND PRE-CAREER STUDIES

STRAND 1.0: SAFETY

STRAND 2.0: MATERIALS

STRAND 3.0: TOOLS

STRAND 5.0: ENERGY RESOURCES

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

CSL Skills to be covered:

APPENDIX: SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES