Displaying items by tag: Curriculum Designs

Thursday, 12 January 2023 06:42

Life Skills - Grade 7 Curriculum Designs

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
LIFE SKILLS EDUCATION
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

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 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:

  1.  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.
  2.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

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

ESSENCE STATEMENT

Life Skills Education is the study of the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. It aims at enhancing the knowledge on and appreciation of oneself, the need to value and promote good interpersonal skills, as well as improving the quality of decisiveness in day to day life. The need for the development and application of life skills is supported by among other theories, Vygotsky’s social-cultural development theory that presupposes that learning takes place when learners interact with each other. Learners negotiate meanings with people in the environment and achieve their goals through interacting with teachers, peers, materials and the tone embedded in the context.

Legislative wise, Life Skills Education is anchored on Article 10 of the Constitution of Kenya 2010 that spells out the national values and principles of governance which should guide all citizens. Kenya’s third national goal of education, which stipulates that education should promote individual development and self-fulfilLment, and the Kenya Vision 2030 provide for Life Skills Education. Further, the National Education Sector Plan (2018- 2022) which builds on successes and challenges of previous sectoral plans, champions a value-based education system and the

need to transmit life skills, principles and values for personal, social and economic development. This learning area equips the learners with psychosocial competencies and interpersonal skills that enable them to empathize with others, communicate effectively, build healthy relationships, make informed decisions, think creatively and critically, solve problems and manage their life healthily and productively. The learning area moves beyond providing information to the development of the whole individual.


SUBJECT GENERAL LEARNING OUTCOMES

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

  1. Develop and maintain responsible personal and interpersonal relationships for harmonious living in society.
  2. Possess a sense of self-understanding and self-worth for personal holistic development.
  3. Make informed and appropriate decisions in life.
  4. Exemplify values and positive attitudes for sustainable living.
  5. Appreciate the importance of life skills in addressing challenges of everyday life.

STRAND 1.0: PERSONAL MANAGEMENT SKILLS

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
1.0
Personal Management Skills
1.1
Self- Awareness (2 lessons)
By the end of the sub- strand, the learner should be able to:
  1. describe self in relation to the five dimensions of a human being
  2. identify personal talents and abilities for self- fulfilment
  3. deal with contemporary challenges for self- improvement
  4. value own social- economic backgrounds for social wellbeing.

The learner is guided to:

  • use print or digital resources to search for the meaning of the term self-awareness’ in relation to five dimensions (physical, social psychological, spiritual and economic) of a human being
  • draw illustrations that depict a description of self, based on the five dimensions of a human being
  • share and discuss in small groups their abilities and talents, hence make presentations in the class
  • watch and analyse video clips depicting age-appropriate strategies of managing contemporary challenges that would hinder personal development and discuss in the class
  • in groups, identify the various social economic groups present in the school community and discuss in the class.

 

  1. When am I at my best?
  2. How can I utilize personal talents and abilities for self- fulfilment?
Core Competencies to be developed:
  • Self-efficacy: the learners identify their talents and abilities and share in the class.
  • Learning to learn: the learners deal with contemporary challenges related to self-awareness.
  • Critical thinking and problem solving: the learners watch and analyse video clips depicting age-appropriate challenges that may hinder their personal development.
  • Digital literacy: the learners search for the meaning of terms on self-awareness using digital devices.
  • Citizenship: the learners identify and accept different social-economic backgrounds in the school community.
Pertinent and Contemporary Issues (PCIs):
  • Human sexuality: the learners search for the meaning of the dimensions of a human being, particularly the physical dimension of human growth and development in the area of sexual maturation.
  • Health education issues: the learners learn about personal hygiene and menstrual health in line with the physical dimension of human growth and development.
Values:
  • Self-love: the learners appreciate themselves as unique persons with developing dimensions of growth and development.
  • Responsibility: the learners identify and exploit their talents and abilities responsibly in the school community.
  • Self-respect: the learners identify, share and appreciate their social-economic background in the school.
  • Responsibility: the learners identify and deal with contemporary challenges for personal protection and development.
Link to other subjects:
  • Health Education: the learners explore and discuss human dimensions particularly in the area of reproduction and mental health under physical dimension
  • Business Education: the learners identify business opportunities according to their abilities.
  • Sports and Physical Education: the learners explore and develop talents and abilities in the school.
Assessment Rubric     
Indicator Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe self in relation to five dimensions of
human beings.
Confidently and correctly describes self in relation to the five dimensions of a human being. Correctly describes self in relation to the five dimensions of a human being. Fairly describes self in relation to the five dimensions of a human being. Unable to describe self in relation to five dimensions of a
human being.
Ability to identify personal talents and abilities. Confidently identifies personal talents and abilities for self-
development.
Identifies personal talents and abilities for self-
development.
To a certain extent identifies talents and abilities for self-
development.
Hardly identifies talents and abilities for self-
development.
Ability to deal with common contemporary challenges associated with self-improvement. Consistently and confidently exhibits an ability to deal with common contemporary challenges for self- improvement and
protection.
Exhibits an ability to deal with common contemporary challenges for self- improvement and
protection.
Sometimes exhibits an ability to deal with common contemporary challenges for self- improvement and
protection.
Hardly exhibits an ability to deal with common contemporary challenges for self- improvement and
protection.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
1.0
Personal Management Skills

1.2 Self-
Esteem

(2 lessons)

By the end of the sub- strand, the learner should be able to:
  1. Explain the meaning of high and low self- esteem in different persons
  2. Outline factors that influence their self- esteem
  3. exhibit improvements in self-esteem in their day-to-day life.
 The learner is guided to:
  • discuss in small groups and present to the class what they understand by the term self-esteem
  • use digital devices to search for information on menstrual disorders and their management, hence discuss with peers in class
  • use digital devices to research the factors that influence their self-esteem and present in class
  • watch a video on how to improve one’s self-esteem and discuss how they can enhance their self-esteem
  • explore and note down a list of actions they would take to improve their self-esteem.
  1. How can I improve my self- esteem?
  2. What shows that I am making progress in my life?
Core Competencies to be developed:
  • Self-efficacy: the learners learn ways of developing and improving their self-esteem.
  • Learning to learn: the learners explore ways of improving their self-esteem.
  • Critical thinking and problem solving: the learners take well thought out actions and steps to enhance self- esteem.
  • Digital literacy is gained: the learners search for the factors that influence their self-esteem using digital devices.
  • Communication and collaboration: the learners discuss in small groups and do presentations in the class.

Pertinent and Contemporary Issues (PCIs):

  • Guidance and counselling during growth and development enhance learners’ self-esteem.
  • Avoidance of drugs and substance abuse: the learners mind about their self-esteem.
  • Terrorism, radicalization and violent extremism are prevented: the learners believe in their self-esteem.
    Peer pressure resistance and keeping off risky situations: the learners exercise their self-confidence.
Values:
  • Self-love: the learners positively appreciate their self-esteem.
  • Self-respect: the learners work in groups and adopt unique action points for enhancing individual self-esteem.
  • Intrapersonal peace: the learners embrace self-acceptance and adopt action points for growth.
  • Responsibility: the learners take charge of their self-esteem and discuss in groups.
Link to other subjects:
  • Languages: the learners read literary texts from the internet touching on self- esteem and express themselves in group discussions.
  • Religious Education: the learners learn about the creation of humankind and nature.
  • Health Education: the learners discuss their mental well-being for self-improvement.
Assessment Rubric         
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to explain the meaning of high and low self-esteem of different persons. Confidently and correctly explains the meaning of high and/or low self - esteem of different
persons.
Correctly explains the meaning of high and/or low self - esteem of different
persons.
fairly explains the meaning of high and/or low self - esteem of different
persons.
Hardly explains the meaning of high and/or low self - esteem of different
persons.
Ability to describe factors that influence their self-esteem. Explicitly and correctly describes factors that influence their self- esteem with
examples.
Correctly describes factors that influence their self- esteem with
examples.
To a certain extent describes factors that influence their self- esteem. Hardly describes factors that influence their self-esteem.

  

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
1.0
Personal Management Skills
1.3 Managing Emotions

(2 lessons)
By the end of the sub-strand, the learner should be able to:
  1. describe types of emotions that are displayed in different situations
  2. manage emotions positively under different circumstances
  3. analyse the effects of negative emotions on self and others
  4. appreciate the importance of managing emotions positively.
The learner is guided to:
  • in pairs search using digital devices and discuss the meaning of the term emotional well-being
  • in small groups, role-play expressions of different emotions
  • draw facial expressions depicting some different types of emotions
  • watch, analyse and discuss video clips depicting negative and positive expressions of emotions
  • in small groups, identify and list down places where psychosocial support systems is available in the community.
  1. What emotions do I experience in my high or low moments?
  2. How do I manage positive and negative emotions?
Core Competencies to be developed:
  • Self-efficacy: the learners learn, describe and appreciate their emotional well-being.
  • Learning to learn: the learners identify various ways of positively expressing their emotions.
  • Creativity and imagination: the learners draw facial expressions depicting some different types of emotions.
  • Critical thinking and problem solving: the learners analyse the consequences of various positive and negative emotions.
  • Digital literacy: the learners watch and analyse video clips on expressions of positive and negative emotions using digital devices.
Pertinent and Contemporary Issues (PCIs):
  • Developmental changes: the learners identify and appreciate different ways of expressing their emotions.
  • Health education: the learners deal with lifestyles diseases resulting from unmanaged emotions.
  • Counselling services: the learners seek help for any psychosocial support needs.
Values:
  • Peace: the learners positively manage their emotions to their satisfaction and the general good of the community.
  • Integrity: the learners genuinely express their true emotions in the social space.
  • Respect: the learners positively and respectfully express their emotions in the social space.
  • Responsibility: the learners take charge of their emotions to avoid affecting others negatively in the community.
Link to other subjects:
  • Health Education: the learners learn ways of maintaining their emotional well-being leading to wellness in their mental health
  • Integrated Science: the learners learn body functions and hormonal changes during adolescence which have an impact on their emotional well-being.
  • Languages: the learners discuss and role-play different expressions of emotions in classes in their official languages.

 

Assessment Rubric         
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe some types of emotions that are displayed in different situations. Confidently and correctly describes some types of emotions that are displayed in different
situations.
Correctly describes some types of emotions that are displayed in different
situations.
Fairly attempts to describe some types of emotions that are displayed in different situations. Only with prompts attempts to describe some types of emotions that are displayed in different
situations.
Ability to manage emotions positively under different circumstances. Confidently and effectively manages emotions positively under different
circumstances.
Effectively manages different emotions positively under different
circumstances.
To an extent manages emotions positively under different
circumstances.
Only with help manages emotions positively under different
circumstances.
Ability to analyse effects of negative emotions. Explicitly and confidently analyses the effects of negative emotions on self and
others.
Analyses the effects of negative emotions on self and
others.
To a certain extent analyses the effects of negative emotions on self and others. Hardly analyses the effects of negative emotions on self and others.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
1.0
Personal Management Skills
1.4 Managing Stress

(2 lessons)
 By the end of the sub- strand, the learner should be able to:
  1. identify common sources of stress in their lives
  2. discuss the effects of stress in their day-to- day lives
  3. manage stressful situations in their lives
  4. appreciate the need to manage stressful situations in their lives.
The learner is guided to:
  • use digital devices to search for the meaning of the term stress
  • discuss in small groups how stress affects them and present their views in class
  • create and act skits on positive ways of managing stressful situations
  • watch a video on stress management under different contexts, and discuss the experiences
  • discuss the role of Guidance and counselling services in stress management.
  1. How do I know when I am stressed?
  2. How can we manage stress in life?
Core Competencies to be developed:
  • Digital literacy: the learners use digital devices to search for the meaning of the term stress.
  • Imagination and creativity: the learners create and act skits on positive ways of managing stressful situations in their day to day lives.
  • Communication and collaboration: the learners discuss in groups and report in class in fluent and clear terms accordingly.
  • Self-efficacy: the learners act out skits to exhibit the ability to manage stressful situations in the school community.
Pertinent and Contemporary Issues (PCIs):
  • Handling developmental challenges: the learners act out skits on healthy ways of managing stress.
  • Addressing non-communicable (lifestyles): the learners discuss how stress affects them and ways of coping with it.
  • Peer mentorship: the learners support fellow learners to develop and apply healthy ways of managing stress.
  • Guidance and counselling: the learners seek services from the school support programs on stress management.
Values:
  • Respect: the learners discuss in groups at different turns respectively.
  • Unity and love: the learners engage one another in peer mentoring and psychosocial support.
  • Responsibility: the learners learn and adopt different ways of managing stress healthily.
Link to other subjects:
  • Social Education: the learners learn to bear and exist with one another with minimal stress in the society.
  • Health Education: the learners aspire to manage stress and therefore maintain healthy mental well-being.
  • Religious Education: the learners study the different characters (for example Moses) who managed stressful moments from the religious literature.
  • Integrated Science: the learners learn about managing non-communicable (lifestyle) diseases.

 

Assessment Rubric         
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to identify common sources of stress
in their lives.
Confidently and correctly identifies common sources of stress in their lives. Correctly identifies common sources of stress in their lives. Partially identifies common sources of stress in their lives. Hardly identifies any common sources of stress in their lives.
Ability to discuss effects of stress in their day-to-day
lives.
Outstandingly discusses the effects of stress in their day- to-day lives. Discusses the effects of stress in their day- to-day lives. To a certain extent discusses the effects of stress in their day- to-day lives. Only with prompts discusses the effects of stress in their day- to-day lives.
Ability to manage stressful situations in
their lives.
Confidently and consistently manages stressful situations in
their lives.
Manages stressful situations in
their lives.
To some extent manages stressful situations in their
lives.
Hardly manages stressful situations in their lives.

STRAND 2.0: INTERPERSONAL RELATIONSHIP SKILLS

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
2.0
Interpersonal Relationship Skills

2.1
Healthy Relationships

(1 lesson)

By the end of the sub- strand, the learner should be able to:
  1. describe the types of relationships in their lives
  2. build healthy relationships in their day-to-day lives
  3. appreciate the importance of value- based relationships in their lives
 The learner is guided to:
  • individually draw a circle of levels of relationships and share with their peers in class
  • discuss in pairs the level of their closeness with one pre-identified relative and make a class presentation
  • in groups, use digital devices to search on relationship building skills
  • in groups, present skits that depict the benefits of healthy relationships.
  1. How should we relate to different people?
  2. How can we build healthy relationships in day-to-day?
Core Competencies to be developed:
  • Communication and collaboration: the learners discuss the different types of relationships in their lives.
  • Digital literacy: the learners use digital devices to search for information on ways of building healthy relationships.
  • Learning to learn: the learners explore various strategies of building healthy relationships in the community.
  • Citizenship: the learners appreciate the importance of staying in healthy relationships with one another in the community.
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion: the learners identify, build and enhance strong, healthy and lasting relationships.
  • Gender issues: the learners discuss how to establish healthy relationships between members of the same or different sex.
Values:
  • Responsibility: the learners enter into accountable systems or relationships with peers in and outside the school community.
  • Love: the learners appreciate and strengthen the circle of their healthy relationships in the community.
  • Respect: the learners strive to maintain healthy relationships in school.
Link to other subjects:
  • Religious education as learners study and discuss various relationships between different persons in the religious books

 

Assessment Rubric         
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe the types of relationships in their lives.  Enthusiastically describes the types of relationships in their lives. Describes the types of relationships in their lives. Fairly describes the types of relationships in their lives. Only with help describes the types of relationships in their lives.
Ability to build healthy relationships in their lives.  Has confidently built healthy relationships in their lives.   Built healthy relationships in their
lives. 
Partially built healthy relationships in their
lives.
Hardly built healthy relationships in their lives.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
2.0
Interpersonal Relationship Skills

2.2 Effective Communication

(1 lesson)

By the end of the sub- strand, the learner should be able to:
  1. communicate effectively in different situations
  2. show characteristics of effective verbal and non-verbal communication
  3. use media responsibly in different contexts
  4. value effective communication in different situations
The learner is guided to:
  • use digital devices to search for the meaning of effective communication
  • in small groups, play games that promote development of effective communication skills
  • discuss in pairs the benefits of effective communication and make class presentation
  • watch a video clip and analyse the effects of irresponsible use of media
  • in groups, do research on effective ways of verbal and non-verbal communication.
  1. Why do we communicate?
  2. How can I use the media responsibly?
Core Competencies to be developed:
  • Digital literacy: the learners use digital devices to search for meanings and watch video clips on effective communication.
  • Communication and collaboration: the learners engage in group discussions and present the collaborated findings.
  • Learning to learn: the learners learn about responsible use of media as well as characteristics of effective verbal and non-verbal and non-verbal communication.
  • Critical thinking and problem solving: the learners search, discuss and analyse various tasks on effective communication.
Pertinent and Contemporary Issues (PCIs):
  • Social Cohesion: the learners engage in effective communication with one another in the school community
  • Prevention of radicalization, terrorism and violent extremism: the learners’ practice to communicate effectively as individuals and as groups on a wide topic like security concerns, bullying in schools.
Values:
  • Responsibility: the learners acquire skills for responsible use of media in the community.
  • Unity: the learners interact, cooperate and engage in group work in the promotion of effective communication.    
Link to other subjects:
  • Religious Education: the learners learn virtues of living harmoniously through effective communication.
  • Social Studies: the learners learn to listening and speaking with one another, enhancing social coexistence in the society.
  • Health Education: the learners effectively communicate on their health, personal hygiene and resistance to drug and substance abuse.

 

Assessment Rubric         
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to communicate effectively in
different situations
Confidently communicates effectively in
different situations
Communicates effectively in
different situations
Fairly communicates effectively in
different situations
Only with assistance communicates effectively in
different situations.
Ability to show key characteristics of effective verbal and non-verbal
communication.
Confidently shows characteristics of effective verbal and non-verbal
communication
Shows characteristics of effective verbal and non-verbal communication. Fairly shows characteristics of effective verbal and non-verbal
communication.
Hardly shows characteristics of effective verbal and non-verbal
communication.
Ability to use media
responsibly in different contexts 
Confidently and
prudently uses media in different contexts
Uses media
responsibly in different contexts
To some extent uses
media responsibly in different contexts
Hardly uses media
responsibly in different contexts

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
2.0
Interpersonal Relationship Skills
2.3 Negotiation Skills

(1 lesson)
By the end of the sub-strand, the learner should be able to:
  1. describe different situations that require negotiation in day-to-day life
  2. display values that enhance negotiations in their day- to- day life
  3. analyse other life skills that enhance negotiations during their social interactions
  4. appreciate the need for negotiation skills in day-to- day life.
The learner is guided to:
  • use digital devices in pairs to search for the meaning of the term negotiation and make presentations to the class
  • role-play in small groups, different situations that require negotiation
  • watch video clips that depict values and other skills that enhance negotiation in different situations, and discuss them in class
  1. Why should I negotiate?
  2. What skills do I need in negotiation?
Core Competencies to be developed:
  • Communication and collaboration: the learners work in groups on role-playing in negotiation in different situations.
  • Critical thinking and problem solving: the learners simulate negotiation process in different situations in the community
  • Creativity and imagination: the learners visualize how they can create consensus during a negotiation
  • Digital literacy: the learners use digital devices to search for the meaning of term in negotiation on the internet.
Pertinent and Contemporary Issues (PCIs):
  • Countering radicalization, terrorism and violent extremism: the learners use the negotiation skills to avoid being recruited.
  • Human trafficking: the learners discuss on how to negotiate with a human trafficker to avoid the risk of being killed, abducted or abused.
  • Harmful cultural practices: the learners resist harmful cultural practices such as female genital mutilation, early marriages, beading and sex outside marriag
Values:
  • Respect: the learners negotiate politely, ceding space as may be necessary, working for win-win situations
  • Love for one another: the learners appreciate one another during negotiation, and by seeking consensus that is agreeable to all the parties in the negotiation.
  • Peace: the learners endeavour to practice peaceful negotiation in all situations
  • Social justice: the learners appreciates and aim at a win- win situation in all negotiation situations
  • Responsibility: the learners participate in negotiations and take the outcome gracefully.
Link to other subjects:
  • Social Studies: the learners learn to negotiate for peaceful co-existence in the society.
  • Languages: the learners use a variety of appropriate sentence structures and styles to negotiate effectively in different situations.
  • Sports and Physical Education: the learners negotiate on how to accommodate different results and views during and after various sporting activities.
Assessment Rubric     
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe different situations that require negotiation in day-to-
day life.
Comprehensively describes situations that require negotiation in day-to-
day life.
Describes situations that require negotiation in day-to- day life. Partially describes situations that require negotiation in day-to- day life. Only with prompts describes situations that require negotiation in day-to-
day life.
Ability to analyse other life skills that would enhance negotiations during their social interactions. Confidently and correctly analyses other life skills that would enhance negotiations during their social
interactions.
Correctly analyses other life skills that would enhance negotiations during their social interactions. To some extent analyses other life skills that would enhance negotiations during their social interactions. Hardly analyses other life skills that would enhance negotiations during their social interactions.
Ability to display values that enhance effective negotiation. Consistently displays values that enhance effective negotiation. Displays values that enhance effective negotiation. Sometimes displays values that enhance effective negotiation. Hardly displays values that enhance effective negotiation.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
2.0
Interpersonal Relationship Skills
2.4 Non-violent Conflict Resolution

(2 lessons)
By the end of the sub- strand, the learner should be able to:
  1. describe ways of making peace with oneself under different circumstances
  2. apply different peaceful conflict resolution strategies in a social environment
  3. engage in peacebuilding relationships and activities in the society
  4. appreciate the need for promoting a culture of peace with self and others in the society.
The learner is guided to:
  • in pairs use digital devices to search for the meaning of the term non-violent conflict resolution
  • in small groups, discuss ways of making peace with self and present results in class
  • in small groups, role-play peacebuilding scenarios and discuss the experiences in the class
  • watch a video on peace- building initiatives and discuss the experiences
  • organize appropriate peace- promoting activities like peace caravans, peace corners in school and/or in the community
  1. How do I resolve a conflict?
  2. How will I know when the conflict is over?

 

Core Competencies to be developed:
  • Learning to learn: the learners explore and discuss ways of resolving conflicts in the community.
  • Digital literacy: the learners access content from the internet on different methods of non-violent ways of resolving conflicts.
  • Communication and collaboration: the learners engage in one another in peace building activities.
  • Problem solving-: the learners analyse causes and effective methods of resolving conflict in a non-violent way.
Pertinent and Contemporary Issues (PCIs):
  • Countering radicalization, terrorism and violent extremism: the learners learn how to peacefully resolve grievances in different situations.
  • Non-violent conflict resolution is enhanced: the learners engage in peer education, mentorship and peace education
Values:
  • Respect for self and others: the learners engage in peacebuilding activities in the school community.
  • Peace, love and unity: the learners interact with others in peacebuilding initiatives.
  • Social justice is achieved: the learners engage and commit to peaceful conflict resolutions in the community.
Link to other subjects:
  • Social Studies: the learners practice and commit to peaceful coexistence in their interactions.
  • Integrated Science: the learners make peace with self and the environment around.
  • Health Education as: the learners strive to maintain a healthy relationship with self and the environment.
Assessment Rubric         
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe ways of making peace with self under different
circumstances.
Comprehensively describes ways of making peace with self under different
circumstances.
Describes ways of making peace with self under different
circumstances.
Fairly describes ways of making peace with self under different
circumstances.
Hardly describes ways of making peace with self under different
circumstances.
Ability to apply different peaceful conflict resolution strategies in a social
environment.
Consistently applies different peaceful conflict resolution strategies in a social
environment.
Applies different peaceful conflict resolution strategies in a social
environment.
Sometimes applies different peaceful conflict resolution strategies in a social
environment.
Only with help applies different peaceful conflict resolution strategies in a social
environment.
Ability to engage in peacebuilding relationships and activities in the society. Regularly engages in peacebuilding relationships and activities in the society. Engages in peacebuilding relationships and activities in the society. Sometimes engages in peacebuilding relationships and activities in the society. Only with prompts engages in peacebuilding relationships and activities in the
society.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
2.0
Interpersonal Relationship Skills

2.5
Assertiveness

(2 lessons)

By the end of the sub-strand, the learner should be able to:
  1. describe situations that require assertiveness in their day-to-day lives
  2. explain the process of becoming assertive for personal growth and protection
  3. display assertiveness in their daily interactions
  4. exhibit values as they practice assertiveness in their social interactions
The learner is guided to:
  • use digital media in pairs to search for the meaning of assertiveness and share in class
  • discuss in small groups various situations in day to day life that require assertiveness
  • role play in small groups, scenarios in school, home or at the community depicting assertiveness
  • engage in question and answer sessions on the process of developing assertive messages
  • journalise some incidences in their life from the recent past when they applied assertiveness, then share their experiences in class
  1. When should I be assertive?
  2. What shows that I am assertive?
Core Competencies to be developed:
  • Self-efficacy: the learners sharpen their skills of being assertive in different situations.
  • Communication and collaboration: the learners’ role-play scenarios in school, home or at the community depicting assertiveness.
  • Problem-solving: the learners identify and deal with situations in their lives that require assertiveness.
Pertinent and Contemporary Issues (PCIs):
  • Gender rights, social cohesion, patriotism and peaceful living: the learners learn to take up their assertive spaces and act accordingly.
  • Drug and substance abuse: the learners exercise their assertive rights on matters of substance abuse.
  • Guidance and counselling: the learners receive support and build on their assertive rights like the right to say NO.
  • Countering violent extremism, terrorism and radicalization through exercising bold and assertive behavior that stops negative influence. 
Values:
  • Responsibility: the learners take accountable and assertive decisions in a non-threatening manner.
  • Respect for self and others: the learners role-play scenarios that require assertiveness in real-life situations.
  • Integrity: the learners genuinely defend their rights without being passive or falsely creating an impression that they are fine when they are not.
Link to other subjects:
  • Social Studies: the learners learn and practice assertive behavior in favor of peaceful co-existence with others.
  • Languages: the learners learn the proper language of asserting oneself and communicating effectively in support of the same position.
  • Sports and Physical Education as they communicate with other team members during sports.
Assessment Rubric     
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe situations that require assertiveness in their day- to-day lives. Comprehensively describes situations that require assertiveness in their day- to-day lives Correctly describes situations that require assertiveness in their day- to-day lives Fairly describes situations that require assertiveness in their day- to-day lives Hardly describes situations that require assertiveness in their day- to-day lives
Ability to explain the process of becoming assertive for personal growth and protection Confidently and clearly explains the process of becoming assertive for personal growth and protection. Clearly explains the process of becoming assertive for personal growth and protection. Partly explains the process of becoming assertive for personal growth and protection. Only with assistance, explains the process of becoming assertive for personal growth
and protection.
Ability to display assertiveness in their daily interactions. Explicitly and consistently displays assertiveness in their
daily interactions.
Displays assertiveness in their daily interactions. Sometimes displays assertiveness in their daily interactions. Hardly displays assertiveness in their daily interactions.
Ability to exhibit values as they practice assertiveness in their social interactions. Consistently exhibits values as they practice assertiveness in their social interactions. Exhibits values as they practice assertiveness in their social interactions. Sometimes displays assertiveness in their daily interactions.

Only with prompts exhibits exhibit values as they practice assertiveness in their
social interactions

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
2.0
Interpersonal Relationship Skills
2.6 Empathy
(2 lessons)
By the end of the sub- strand, the learner should be able to:
  1. describe situations that require empathy in their day-to-day lives
  2. empathise in different ways in their day-to- day lives
  3. appreciate the need for values in developing empathy
  4. value empathy as an important skill in social interactions
 The learner is guided to:
  • discuss in groups scenarios that require empathy in their day- to-day lives
  • watch a video and discuss different ways of cultivating empathy
  • role-play scenarios that depict values necessary for cultivating empathy
  • discuss in small groups values that foster the development of empathy in their lives
  • share and analyse real life situations in which empathy has been demonstrated in class
  1. Why do I empathise with others?
  2. How is empathetic listening different from other listening?
  3. What would I require to empathise effectively?
Core Competencies to be developed:
  • Digital literacy: the learners search for case studies online that depict empathy
  • Communication and collaboration: the learners discuss empathy.
  • Imagination and creativity: the learners role-play scenarios depicting values that enhance the development of empathy.
  • Citizenship: the learners practise empathy
  • Social justice: the learners discuss situations in school that either promote or demean empathy among learners in school
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion: the learners demonstrate empathic gestures to members in the society.
  • Child rights and protection: the learners empathise with those who may be going through abuse or neglect
  • Guidance and counselling: the learners seek psychosocial support on different challenges they experience.
Values:
  • Love: the learners show others empathy
  • Peace: the learners as learners empathise with one another.
  • Responsibility: the learners empathise with others in different situations
  • Social justice: the learners defend others who are not being treated fairly.
Link to other subjects:
  • Social Studies: the learners empathically relate with one another in different situations.
  • Languages: the learners use empathetic vocabulary to communicate or read comprehension on situations that elicit empathy.
  • Sports and Physical Education: the learners assert themselves in different situations occasioned by different outcomes during sports.
Assessment Rubric     
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe situations that require empathy in their day- to-day lives. Confidently and correctly describes situations that require empathy in their day-
to-day lives.
Correctly describes situations that require empathy in their day- to-day lives.  Partly describes situations that require empathy in their day- to-day lives  Only with assistance describes situations that require empathy in their day-to-day
lives.
Ability to empathise in different ways in their day-to-day lives. Confidently and consistently empathizes in different ways in their day-to-day
lives.
Empathizes in different ways in their day-to-day
lives.
To a certain extent empathizes in different ways in their day-to-day lives. Hardly empathizes in different ways in their day-to-day
lives.
Ability to value empathy as an important skill in
social interactions.
Consistently empathizes as an important skill in
social interactions.
Empathizes as an important skill in social interactions. Sometimes empathizes as an important skill in
social interactions.
Hardly empathizes as an important skill in social interactions.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
2.0
Interpersonal Relationship Skills
2.7
Managing Peer Influence

(2
lessons)
By the end of the sub- strand, the learner should be able to:
  1. describe positive peer influences in school and the community
  2. analyse forms of peer pressure in day-to-day life
  3. manage peer influences in their interactions
The learner is guided to:
  • discuss in small groups positive and negative peer influences and present them to the class
  • watch and analyse video clips on situations that require assertiveness to manage peer pressure
  • discuss in groups some negative behaviours from peer pressure that require assertiveness and make presentations in class
  • in small groups, act out skits exhibiting values that enhance positive peer pressure
  1. What are my peer pressure risk factors?
  2. How would I encourage positive peer pressure in my life?
Core Competencies to be developed:
  • Communication and collaboration: the learners discuss in groups on positive and negative peer influences.
  • Self-efficacy: the learners act out and make presentations in class on peer influences.
  • Critical thinking and problem-solving: the learners identify challenging situations within peer circles requiring assertiveness
  • Digital literacy: the learners watch video clips on situations that require assertiveness to manage peer influence.
Pertinent and Contemporary Issues (PCIs):
  • Handling radicalization and violent extremism: the learners avoid negative peer influence in the community
  • Moral education: the learners learn how to avoid negative peer influence in the society.
  • Gender issues: the learners make decisions not to discriminate against each other based on sex or act negatively towards members of the opposite sex.
  • Healthy lifestyle: the learners desist from negative influence on eating habits such as choices of good versus junk foods.
  • Human sexuality: the learners manage negative or irresponsible sexual behaviors from peers in the society.
Values:
  • Responsibility: the learners resist negative peer pressure such as irresponsible sexual behavior and drug and substance abuse.
  • Self-respect: the learners make personal decisions to take charge of their sexuality and dressing contrary to negative peer influences.
  • Unity: the learners discuss and agree in small groups on the importance of engaging in positive peer influence
Link to other subjects:
  • Social studies: the learners engage in peer activities to promote unity and positive peer influence
  • Languages: the learners review and discuss comprehension passages that deal with peer influences.
  • Creative and Performing Arts: the learners act out skits that depict positive peer influence in the society.
Assessment Rubric     
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe positive peer influences in school and in the community. Confidently and clearly describes positive peer influences in school and in the
community.
Clearly describes positive peer influences in school and in the
community.
Partly describes positive peer influences in school and in the
community.
Only with assistance describes positive peer influences in school and in the community.
Ability to analyse forms of peer pressure in day-to-
day life.
Concisely analyses forms of peer pressure in day-to-
day life.
Analyses forms of peer pressure in day-to-
day life.
Sometimes analyses forms of peer pressure in day-to-
day life.
hardly analyses forms of peer pressure in day-to-
day life.
Ability to manage peer influences in their interactions. Confidently manages peer influences in their interactions. Manages peer influences in their interactions. Fairly manages peer influences in their interactions Only with prompts manages peer influences in their
interactions

STRAND 3.0: DECISION MAKING SKILLS

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
3.0
Decision- Making Skills
3.1 Decision- Making Process
(1 lesson)
By the end of the sub-strand, the learner should be able to:
  1. describe decision-making process that leads to desirable actions or behavior
  2. display values necessary in making appropriate decisions in their day-to- day life
  3. appreciate the importance of effective decision- making in different situations
The learner is guided to:
  • search in pairs, using digital devices the meaning of decision- making processes and present in class
  • explore and analyse in groups situations that require decision-making
  • engage in puzzles and games like chess that demand multiple
decisions to solve problems
  1. Why do I make my decisions?
  2. How has effective decision- making helped me in my life?
Core Competencies to be developed:
  • Critical thinking and problem-solving skills: the learners explore situations that require effective decision- making.
  • Self-efficacy: the learners role-play and make presentations in class on decision-making situations.
  • Learning to learn: the learners discuss situations that require multiple decisions.
  • Digital literacy: the learners use digital devices to search for puzzles that utilize multiple decisions.
Pertinent and Contemporary Issues (PCIs):
  • Adolescence and moral education: the learners utilize decision making skills to counter common challenges with young people.
  • Safety and security issues: the learners make the right decisions to enhance and promote their safety and security.
  • Terrorism, violent extremism and radicalization are countered: the learners make the right decisions on the right groupings in the society.
  • Road safety: the learners make right decisions on roads in their day-to-day lives.
  • Gender issues: the learners make decisive actions of not engaging in harmful cultural practices such as FGM, early marriages, attending risky parties among others.
Values:
  • Unity: the learners discuss and build consensus on various issues.
  • Integrity: the learners critically defend, own and abide by the decisions made in different situations.
  • Respect for each other’s opinion: the learners discuss, agree and do presentations.
  • Responsibility: the learners learn to take account of their action from their decisions.
Link to other subjects:
  • Languages: the learners articulate clearly their decisions over some issues in their day-to-day lives.
  • Social Studies: the learners work towards unity and social cohesion through their collaborative decisions
  • Creative and Performing Arts: the learners come up with creative ways of making effective decisions.

 

Assessment Rubric     
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe decision- making process that leads to desirable actions
or behavior 
Comprehensively describes decision- making process that leads to desirable
actions or behavior
Clearly describes decision- making process that leads to desirable
actions or behavior
Fairly describes decision- making process that leads to desirable
actions or behavior
Hardly describes decision- making process that leads to desirable
actions or behavior
Ability to display relevant values necessary in making decisions in their day-to-day
life
Consistently displays relevant values necessary in making decisions in their day- to-day life Displays relevant values necessary in making decisions in their day- to-day life Sometimes displays relevant values necessary in making decisions in their day- to-day life Hardly displays relevant values necessary in making decisions in their day- to-day life

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
3.0
Decision- Making Skills

3.2 Creative Thinking Skills

(2 lessons)

By the end of the sub- strand, the learner should be able to:
  1. describe different situations that require creative thinking
  2. display creative thinking skills in different situations
  3. exhibit values that foster creative thinking in different situations.
The learner is guided to:
  • use digital devices to search for the meaning of the term creative thinking
  • play games in small groups such as the jigsaw puzzle, snake and ladder and other relevant games that promote creativity
  • read and discuss real-life stories from selected hard or soft copies, and identify creativity in class
  • watch video clips on fostering values in creativity, and discuss in class.
  1. Why is creative thinking important for me?
  2. How can I be a good creative thinker?
Core Competencies to be developed:
  • Self-efficacy: the learners reflect on managing real-life situations that require creativity and a good imagination.
  • Creativity and imagination: the learners identify and chooses effective ideas and suggestions for actions using creative skills.
  • Communication and collaboration: the learners work and play creative games together.
  • Digital literacy: the learners search for the meaning of term creative thinking using digital devices
  • Learning to learn: the creativity is a skill that can be developed on a daily basis.
Pertinent and Contemporary Issues (PCIs):
  • Safety and security issues: the learners access safe online content creatively
  • Environmental conservation is enhanced: the learners creatively use locally available resources to conserve the environment.
  • Natural and human made resources: the learners creatively manage issues such as conservation, preservation and sustainability.
Values:
  • Social cohesion: the learners play creative games that promote unity and one purpose.
  • Respect: the learners work harmoniously in small groups on creative thinking skills.
  • Social justice: the learners creatively and proportionally share learning materials in the learning community.
Link to other subjects:
  • Business Studies: the learners discuss creative ways of earning and saving the limited resources in the school community.
  • Pre-technical and Pre-career Education: the learners learn on different career choices that require creative thinking skills.
  • Sports and Physical Education: the learners creatively engage in sports and games in a variety of creative ways
Assessment Rubric     
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe different situations that require creative
thinking.
Comprehensively describes situations that require creative
thinking.
Correctly describes situations that require creative
thinking.
To some extent describes situations that require creative
thinking.
Only with prompts describes situations that require creative
thinking.
Ability to display creative thinking skills in different
situations.
Consistently displays creative thinking skills in different
situations.
Displays creative thinking skills in different
situations.
Sometimes displays creative thinking skills in different
situations.
Hardly displays creative thinking skills in different
situations.
Ability to exhibit values that foster creative thinking in
different situations.
Consistently exhibits values that foster creative thinking in
different situations.
Exhibits values that foster creative thinking in
different situations.
Occasionally exhibits values that foster creative thinking in
different situations.
Rarely exhibits values that foster creative thinking in
different situations.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
3.0
Decision- Making Skills

3.3 Critical Thinking

(2 Lessons)

By the end of the sub-strand, the learner should be able to:
  1. describe different situations that require critical thinking in their day- to-day lives
  2. apply critical thinking in their day-to-day lives
  3. appreciate the need for critical thinking in their everyday life.
 The learner is guided to:
  • in groups solve number or word puzzles and discuss how critical thinking was applied
  • in small groups use digital devices to search for scenarios or case studies that show enhancement of critical thinking, and present in class
  • role-play scenarios that require critical thinking skills and discuss the importance of being critical
  • discuss common instances that depict challenges in time management in the school community and note them down.
  1. What shows I am a consistent critical thinker?
  2. What shows that I manage my time well?
Core Competencies to be developed:
  • Critical thinking and problem solving: the learners solve puzzles in class on critical thinking.
  • Communication and collaboration: the learners work in groups to search for information on characteristics of a critical thinker.
  • Digital literacy: the learners work using digital devices to search for information on attitudes that enhance critical thinking.
  • Learning to learn: the learners explore, discuss and devise ways of managing time in school community.
Pertinent and Contemporary Issues (PCIs):
  • Environmental conservation: the learners think and discuss critically on solutions to address environmental degradation in the community
  • Peace education: the learners engage in critically thought out peace building activities in school to address vices such as bullying and tribalism
  • Guidance services: the learners acquire well thought out and critical habits that enhance good time management.
Values:
  • Respect: the learners explore, accommodate and respect each other’s views in solving puzzles.
  • Social justice: the learners critically come up with solutions that are fairly accepted by all in the learning community.
  • Responsibility: the learners adopt accountable habits for good time management in the school.
Link to other subjects:
  • Mathematics: the learners critically solve mathematics tasks.
  • Languages: the learners analyse passages and comprehension and respond to questions critically. Explore all learning Areas in Junior Secondary
Assessment Rubric     
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe different situations that require critical thinking in their day- to-day lives. Comprehensively describes different situations that require critical thinking in their day- to-day lives. Describes different situations that require critical thinking in their day- to-day lives. Fairly describes different situations that require critical thinking in their day- to-day lives. Hardly describes different situations that require critical thinking in their day- to-day lives.
Ability to apply critical thinking in their day-to-day lives. Clearly and confidently applies critical thinking in their day-to-day lives. Applies critical thinking in their day-to-day lives. Sometimes applies critical thinking in their day-to-day lives. Only with help applies critical thinking in their day- to-day lives.
Ability to exhibit attitudes that enhance critical thinking in different situations. Consistently exhibits attitudes that enhance critical thinking. Exhibits attitudes that enhance critical thinking. Sometimes exhibits attitudes that enhance critical thinking. Hardly exhibits attitudes that enhance critical thinking.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
3.0
Decision- Making Skills

3.4
Problem
- Solving Skills

(2 lessons)

By the end of the sub- strand, the learner should be able to:
  1. describe the term problem-solving as it relates to day-to-day life
  2. demonstrate ways of solving problems in their day-to-day lives
  3. exhibit values necessary for problem solving in their day- to-day lives
The learner is guided to:
  • buzz in pairs on the meaning of problem- solving
  • discuss in small groups some problems they face in their lives, and make presentations in class
  • search in groups using digital devices the steps used in problem- solving, and present in class
  • explore and analyse real-life stories depicting poor and excellent problem-solving skills and discuss in class
  • perform skits on problem solving and discuss the values displayed in class
  1. What guides me when solving my problems in life?
  2. Why are skills of problem solving important in my life?
Core Competencies to be developed:
  • Core -Competencies to be Developed:
  • Self-efficacy: the learners identify and solve their problems to their satisfaction.
  • Creativity and imagination: the learners demonstrate different ways of overcoming problems.
  • Critical thinking and problem solving: the learners explore and identify different steps in problem-solving.
Pertinent and Contemporary Issues (PCIs):
  • Environmental issues: the learners address environmental challenges in the school environment
  • Personal developmental issues: the learners solve challenges in their life such as child labour, negligence, abuse, insecurity issues, harmful cultural practice among other challenges in their locality
Values:
  • Responsibility: the learners explore different and acceptable alternatives available for solving problems.
  • Respect: the learners work harmoniously in groups.
  • Social justice: the learners take turns in sharing digital devices fairly.
  • Integrity: the learners practice liable values in problem-solving.
  • Unity: the learners corporately seek solutions on various issues affecting them.
Link to other subjects:
  • Mathematics: the learners solve various mathematical tasks
  • Social Studies: the learners solve social problems and forge better relationships.
Assessment Rubric     
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to describe the term problem- solving as it relates
to day-to day life.
Clearly describes the term problem-solving as it relates to day-to
day life.
Describes the term problem-solving as it relates to day-to
day life.
Vaguely describes the term problem-solving as it relates to day-to
day life.
Hardly describes the term problem-solving as it relates to day-to
day life.
Ability to demonstrate ways of solving problems in their day-to-day
lives.
Consistently demonstrates ways of solving problems in their day-to-day lives. Demonstrates ways of solving problems in their day-to-day lives. To some extent demonstrates ways of solving problems in their day-to-day lives. Only with prompts demonstrates ways of solving problems in their day-to-day lives.
Ability to exhibit
values that influence problem-solving.
Consistently exhibits
values that influence problem-solving.
Exhibits
values that influence problem-solving.
Sometimes exhibits
values that influence problem-solving.
Hardly exhibits
values that influence problem-solving.

COMMUNITY SERVICE LEARNING (CSL) PROJECT

The CSL project is anchored in the strand Decision Making and the sub strand critical thinking. The project seeks to enhance the time management skills of learners and also give them an opportunity to utilize their decision making skills learned in class in a practical situation.

Strand relating to CSL Project Sub Strand  Project Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
Decision Making Skills Critical thinking By the end of the project the learner should be able to:
  1. identify a problem(s) on time management in school,
  2. write a report on the plans for the proposed project,
  3. apply critical thinking in time management,
  4. reflect on the project and its applicability in school,
  5. appreciate the use of critical thinking in time management.
The learner is guided to:
  • identify durations when they have free time in school programme
  • describe what they do during their free time
  • discuss whether they are using their time effectively
  • discuss various ways and tools of effective time management
  • Research on solutions to the time management problem in schools
  • discuss data collection techniques used (questionnaires, interviews, e.t.c) and develop them for collecting data on time management in school.
  • carry out data collection using the tools developed
  • develop various reporting tools for the findings
  • use the developed tools to report on their findings like tables, graphs etc
  • share the project report through various media to peers and school community
  • discuss and recommend solutions to time management in school
  • implement the recommendations in consultation with school authorities
  • collect feedback from peers and community regarding the project
  • discuss the challenges faced during the project implementation and their possible solutions
  1. Why is it important to manage time?
  2. Why is critical thinking important in time management?
Key Component of CSL developed:
Time Management

The learner will:

  1. explain the importance of time management
  2. apply decision making skills to set reasonable goals
  3. adopt strategies for reducing time wasters
  4. value the importance of time management for successful accomplishment of tasks
  5. develop the value of adhering to schedules. 
Core Competencies to be developed:
  • Critical Thinking and Imagination: Learners carry out research and report their findings using research tools, demonstrate autonomy in exploring ideas, seeking solutions and implementing ideas to solve problems in time management.
  • Communication and Collaboration: Learners share their experiences in time management.
  • Self-efficacy: Learners develop the skill of self-awareness and organizational skills as they discuss the challenges they have with time management.
Pertinent and Contemporary Issues (PCIs):
  • Citizenship: Peer education as learners share experiences and find solutions.
Values:
  • Responsibility: Learners will be equipped to be responsible for managing their time effectively.
  • Respect: Learners develop the value of adhering to set schedules to avoid wasting time.
  • Unity: Learners engage with each other in finding solutions to managing their time effectively.
Link to other subjects:
  • Social studies as learners handle data that relates to peers and languages as learners handle issues relating to leisure activities, time, routines and programs.
Assessment Rubric     
Indicator  Exceeds expectation  Meets expectation  Approaches expectation  Below expectation 
Ability to identify problems  Learner identifies problems on time management and provides solutions with
ease.
Learner identifies problems on time management and finds acceptable
solutions
Learner identifies few problems on time management and finds some acceptable
solutions
Learner identifies few problems on time management and is not able to provide
relatable solutions
Ability to write a report on the plans for the proposed project Learner writes a comprehensive and informative report on the plans for the proposed
project
Learner writes a report on the plans for the proposed project Learner writes a report on the plans for the proposed project with minimal supervision Learner writes a report on the plans for the proposed project with a lot of assistance
Ability to apply time management skills in their daily
activities
Learner applies time management skills in their daily activities Learner applies the time management skills in their daily activities Learner applies most of the time management skills in their daily activities Learner applies very few of the time management skills in their daily activities
Ability to reflect on the project Learner reflects on the project and gives comprehensive and constructive suggestions
for future projects
Learner reflects on the project and gives feedback for improvement Learners reflects on some aspects of the project and some feedback for
improvement
Learner reflects on a few aspects of the project and gives scanty feedback
Ability to appreciate the use of various tools (diaries, etc.) for
time management 
Learner recognizes the need for and makes use of the various tools for time management  Learner recognizes the need for various tools for time management  Learner recognizes the need for some of the tools for time management Learner does not  recognize the need for the tools for time management 

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

Strand  Sub Strand  Specific assessment methods Suggested learning resources Non formal activities
1.0
Personal Management Skills   
1.1
Self- Awareness
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Portfolio
  5. Anecdotal Records
  6. Checklist
  • Approved textbooks and other printed resources
  • Library
  • Vetted digital resources like TV/video/films/slides/ Internet sources
  • Display boards
  • Draw charts
  • Note books
  • Watch or listen to relevant video/TV/radio program/films on self-awareness
  • Share experiences
1.2
Self-Esteem
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Portfolio
  5. Anecdotal records
  6. Checklists
  • Vetted digital resources- TV/video/films/slides/ Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Flash cards
  • Draw charts
  • Note books
  • Watch relevant videos/films/slide s
  • Journaling

 

1.3 Managing Emotions
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Portfolio
  5. Peer assessments
  6. Check lists
  • Approved textbooks and other printed resources
  • Library
  • Vetted digital resources like TV/video/films/slides/ Internet sources
  • Display boards
  • Drawing charts
  • Note books
  • Photographic pictures and paintings
  • Consult with Guidance and counselling services
1.4 Managing Stress
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Self-evaluation
  6. Peer assessment
  • Role playing
  • Photographs, pictures and paintings
  • Internet sources
  • Vetted digital resources, educational computer games
  • Approved textbooks and other printed resources
  • Resource persons
  • Newspaper cuttings
  • Participate in sporting activities
  • Caring for vegetation/plants within the school
2.0 
Interpersonal Relationship Skills      
2.1
Healthy Relationships
  1. Oral questions
  2. Written tests
  3. Project work
  4. Observation
  5. Peer assessments
  6. Self- evaluation
  7. Group work
  • Vetted digital resources- TV/video/films/slides/ Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Display boards
  • Story telling
  • Note books
  • Drawing charts
  • Composing patriotic songs and singing them
2.2 Effective Communication
  1. Oral questions
  2. Observations
  3. Written tests
  4. Group tasks
  • Vetted digital resources- TV/video/films/slides/ Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Display boards
  • Draw charts
  • Note books
  • Drawing and displaying charts on directions
  • Update notice boards
2.3
Negotiation Skills
  1. Oral questions
  2. Observations
  3. Written tests
  • Vetted digital resources- TV/video/films/slides/ Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Display boards
  • Draw charts
  • Note books
  • Compose poems on peace building
2.4 Non- violent Conflict Resolution Oral questions
b) Observation
c) Written tests
d) Checklists
e) Anecdotal records
f) Project
Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Display boards
• Draw charts
• Note books
Role-playing social values of various cultural groups
• Conduct civic dialogue in the school on peace keeping
2.5
Assertiveness
  1. Oral questions
  2. Observation
  3. Written tests
  4. Checklists
  • Vetted digital resources- TV/video/films/slides/ Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Journaling
  • Draw charts
  • Note books
  • Participate in debates
2.6 Empathy
  1. Oral questions
  2. Written tests
  3. Project work
  4. Observation
  5. Peer assessments
  6. Self- evaluation
  7. Group work
  • Vetted digital resources- TV/video/films/slides/Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Display boards
  • Draw charts
  • Note books
  • Visit and empathise with different people in school/community
2.7 Managing Peer Influence
  1. Oral questions
  2. Observation
  3. Written tests
  4. Checklists
  5. Anecdotal
  6. records Project
  7. Group work
  • Vetted digital resources- TV/video/films/slides/ Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Display boards
  • Draw charts
  • Note books
  • Act out skits on peer influences
3.0
Decision- Making Skills   
3.1 Decision- Making Process
  1. oral questions
  2. written tests
  3. observations
  • Vetted digital resources- TV/video/films/slides/ Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Display boards
  • Drawing charts
  • Note books
  • Mind games such as word puzzles, chess, cards etc
  • Participate in mind games such as filling puzzles, cross-words, cards, chess etc

 

3.2 Creative Thinking Skills
  1. checklist
  2. project
  3. written tests
  4. oral questions
  5. aural questions
  • Vetted digital resources- TV/video/films/slides/ Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Display boards
  • Drawing charts
  • Note books
  • Mind games such as word puzzles, chess, cards etc
  • Create and recite poems on pertinent issues in life

3.3 Critical Thinking

(CSL Project)

  1. Oral questions
  2. Written tests
  3. Portfolio
  4. Project
  • Vetted digital resources- TV/video/films/slides/ Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Display boards
  • Drawing charts
  • Note books
  • Mind games such as word puzzles, chess, cards etc
  • Participate in CSL project
3.4 Problem- Solving Skills  
  • Vetted digital resources- TV/video/films/slides/ Internet sources
  • Approved textbooks and other printed resources
  • Library
  • Display boards
  • Drawing charts
  • Note books
  • Mind games such as word puzzles, chess, cards etc
  • Share real life stories on problem solving

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
PHYSICAL EDUCATION AND SPORTS
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

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 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:

  1.  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.
  2.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

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

ESSENCE STATEMENT

Physical Education (PE) is the learning and development of fundamental movement skills and ability to use them safely for active and healthy lifestyles. Sports is any activity that involves physical exertion and skills where an individual participates for recreation or reward. The inclusion of PE and Sports in the curriculum ensures promotion of sports and sports education (The Constitution of Kenya 2010- 4th Schedule). This subject combines both aspects where, PE builds a foundation for identification of sporting talent, which can later be developed and nurtured in the schools’ informal curriculum set-up during games and sports.

Participation in sports encourages the learner to relate positively and engage in movement experiences that promote and support the development of social skills such as values, attitudes and wellbeing. Physical Education and Sports incorporates the experiences and skills gained in upper primary and also introduces new knowledge and skills such as evaluation of the fitness components developed during learning. It also exposes learners to multiple skills in a variety of

games to lay foundation for the Sports pathway in senior school. It fosters competencies and life skills that enable the learner to understand the significance that sport plays in promoting a fair and just society. This is strongly supported by the social constructivist theory of Vygotsky that highlights the fundamental role of social interaction in learning.

SUBJECT GENERAL LEARNING OUTCOMES

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

  1. exhibit positive intrapersonal and interpersonal skills of communication during play
  2. perform skills that promote physical fitness and hygiene for a healthy lifestyle
  3. explore natural abilities in sports to nurture talent for personal development.
  4. manage economic resources acquired from use of talents and financial rewards
  5. demonstrate patriotism and nationalism through participation in sports and games
  6. develop skills in sports using technology for enjoyment, perfection and digital citizenship.
  7. conserve resources in the economic and physical environment for sustainability.
  8. apply pertinent and contemporary issues during games and sports.
  9. apply rules and regulations in physical education and sports ethically, for harmonious civic coexistence.
  10. appreciate kenyan culture by participation in games and sports in the community

STRAND 1.0: GAMES

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0 Games  1.1 Chest pass in Netball 

(2 Lessons)
By the end of the sub strand, the learner should be able to:
  1. explain the execution of chest pass in Netball
  2. perform appropriate grip, release and follow through for chest pass in Netball
  3. execute the chest pass for skill acquisition
  4. appreciate team work in execution of chest pass during collaborative play
The learner is guided to:
  • share the correct way of passing the ball using chest pass
  • demonstrate grip, release and follow through in chest pass
  • use drills to practice passing the ball using the chest pass
  • practice chest pass drills while in motion
  • play a mini netball game while applying the chest pass skill
  1. Why is a chest pass used in a Netball game?
 

1.2 Dodging and Marking in Netball

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. establish the basic stance and body movements for dodging and marking in Netball
  2. perform stance, dodging and marking in Netball for skill acquisition
  3. creatively apply dodging and marking in Netball for skill mastery
  4. critically rate each other’s performance during execution of dodging and marking
  5. appreciate the application of dodging and marking for coordination and enjoyment
 The learner is guided to:
  • observe a video clip of Netball game for analysis of dodging and marking skills
  • demonstrate stance, dodging and marking in Netball
  • use drills to practice the dodging and marking movements with and without a ball
  • use drills to practice the single and double body feigns in Netball and give each other feedback
  • play mini netball game and apply the skills of dodging and marking for enjoyment
  1. What is the importance of basic stance, dodging and marking skills in Netball?
  2. When is the skill of dodging and marking applied in netball.

 

 

1.3 Footwork in Netball

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. distinguish the different types of landing in Netball
  2. perform landing and pivoting in Netball for skill mastery
  3. critically apply landing and pivoting skills in a mini game
  4. embrace landing and pivoting when playing a mini game
The learner is guided to:
  • demonstrate the single, double landing and pivoting and share feedback
  • use drills to practice single, double landing and pivoting
  • observe the demonstration of the options of landing and pivoting with turning and share feedback
  • practice the options of landing and pivoting through drills
  • play a mini netball game and apply the option of landing and pivoting.
  1. What footwork options does a player have after landing with a ball in a game of Netball?
  2. When does a player combine landing and pivoting skills in Netball?
Core Competencies to be developed:
  • Communication & collaboration: enhance active listening, non-verbal communication and appropriate questioning during sports and play, appreciating others opinions, participating in team play/games
  • Creativity & Imagination: learners execute and apply skills during sports and play, promoting group activities for solving of similar and different tasks during sport and play
  • Self-efficacy: Confidence in taking new challenges and performing a skill or task
  • Critical thinking and problem solving: making decisions during play, strategies and tactics, as learners reason clearly and rationally about what to do when to execute a skill in the lesson or game.
  • Digital literacy: learners manipulate and interact with digital devices.
Pertinent and Contemporary Issues (PCIs)
  • Healthy life style: appreciate sports for wellness and participate in physical activities for fitness
  • Self-awareness, self-esteem and interpersonal relationships during play
  • Safety and security: learn how to work and play together
Values:
  • Respect: appreciating rules, self and others during play
  • Responsibility: responsible use of equipment, cleanliness in the play, environment
  • Social justice: fair play, observing rules and regulation during play
  • Unity: joining together in teamwork during lessons
  • Integrity: playing and speaking honestly during play

Link to other subjects

  • Health Education: learners engage in physical activity; maintain personal hygiene
  • Languages: communicate throughout learning of different skills
  • Mathematics: learners learn pivoting and compass movement and counting steps as they land and shoot
  • Computer studies: learner manipulates and interacts with digital devices
Assessment Rubric for Netball 
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to demonstrate knowledge of skill learnt Excellently explains the chest pass skill Correctly explains the chest pass skill Fairly explains the chest pass skill Hardly explains the chest pass skill
Ability to grip ball, release and follow through during chest pass in Netball Proficiently and correctly grips ball, releases and follows through during chest
pass in Netball
Correctly grips ball, releases and follows through during chest
pass in Netball
Fairly grips ball, releases and follows through during chest
pass in Netball
Needs assistance to grip ball, release and follow through during chest pass in Netball
Ability to execute the chest pass skill in Netball Consistently and correctly executes the chest pass skill in
Netball
Correctly executes the chest pass skill in
Netball
Fairly executes the chest pass skill in
Netball
Needs assistance to explain dodging and marking in Netball
Ability to demonstrate knowledge of dodging and marking in
Netball
Excellently explains dodging and marking in Netball Correctly explains dodging and marking in Netball Fairly explains dodging and marking in Netball Needs help to execute the chest pass skill in Netball
Ability to perform stance for dodging
and marking in Netball
Consistently and correctly performs
stance for dodging and marking in Netball
Correctly performs
stance for dodging and marking in Netball
Fairly performs stance for dodging
and marking in Netball
Requires assistance in performing stance for
dodging and marking in Netball
Ability to creatively apply dodging and marking in Netball Aptly and correctly applies the skill of dodging and marking in Netball mini games
with excellence
Correctly applies the skill of dodging and marking in Netball mini games Fairly applies the skill of dodging and marking in Netball mini games Needs help in applying the skill of dodging and marking in Netball mini game
Ability to critically rate each other’s performance during execution of dodging
and marking in Netball
Consistently and critically rates other’s performance during execution of dodging and marking in Netball Correctly and critically rates other’s performance during execution of
dodging and marking in Netball
Fairly rates other’s performance during execution of dodging and marking in Netball Needs assistance in rating other’s performance during execution of dodging and marking in Netball
Ability to demonstrate knowledge of different types of landing in Netball Proficiently distinguishes the different types of landing in Netball Correctly distinguishes the different types of landing in Netball Fairly distinguishes the different types of landing in Netball Requires assistance to distinguish the different types of landing in Netball
Ability to perform landing and pivoting techniques in Netball Consistently and correctly performs
landing and pivoting technique in Netball
Correctly performs
landing and pivoting technique in Netball
Fairly performs
landing and pivoting technique in Netball
Needs help to perform landing and pivoting technique in Netball
Ability to critically apply landing and pivoting skills in a mini game Consistently and critically applies landing and pivoting skills in a Netball mini game Correctly and critically applies landing and pivoting skills in a Netball mini game Fairly applies landing and pivoting skills in a Netball mini game Needs assistance to apply landing and pivoting skills in a Netball mini game
Ability to develop values and observe safety in playing mini games Consistently displays exemplary sportsmanship, competencies and observes safety during performance Displays sportsmanship, competencies and observes safety during performance Displays some sportsmanship behavior/values and occasionally adheres to safety precautions Rarely displays sportsmanship behavior/values; and hardly observes safety during performance.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
1.0 Games 

1.4 Passes and reception in Handball

(3 lessons)

By the end of the sub strand, the learner should be able to:
  1. differentiate the passing skills in Handball
  2. utilize the jump, side and flick passes in Handball
  3. tactically apply different passes in Handball for fun and enjoyment
  4. appreciate team effort while executing passes in Handball and observe safety
The learner is guided to:
  • demonstrate the jump, side and flick passes in Handball during play
  • use drills to practice passing the ball using jump, side and flick passes in Handball
  • use the jump, side and flick passes in a mini Handball game while observing fair play
  1. When does a player utilize the different passing skills in a Handball game?
  1.5 Footwork in Handball

(2 lessons)
By the end of the sub strand, the learner should be able to:

  1. describe the progression of landing and making steps in handball;
  2. perform landing and stepping for skill development
  3. combine the landing and stepping in Handball
  4. appreciate landing and stepping skills for safety and enjoyment
The learner is guided to:
  • observe recorded video clips on Handball game to appreciate the execution of landing and stepping Handball skills
  • demonstrate the options of landing and stepping and share feedback
  • use drills to practice the options of landing and stepping in Handball
  • apply the options of landing and making steps in a mini Handball 
  1. What footwork options does a player have after landing with a ball in a Handball game?
  2. What is the importance of landing and making steps in Handball?
 

1.6 Dodging and marking in Handball

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. establish the basic stance and body movements for dodging and marking in Handball
  2. perform a combination of the basic stance using single and double feigns
  3. critically rate each other’s performance during execution of dodging and marking skills in Handball
  4. appreciate the application of stance, single and double feigning for coordination and enjoyment
The learner is guided to:
  • demonstrate basic stance and body movements for dodging and marking and share feedback
  • use drills to practice the basic stance and movements for dodging and marking in Handball
  • practice the basic stance and movements for feigning with object
  • play a mini Handball game and apply the basic body movements in dodging and marking
  1. Which basic stance and body movements are used for dodging and marking in a Handball game?
  2. What is the role of dodging and marking in a Handball game?
 

1.7 Dribbling in Handball

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. distinguish between low and high dribbling techniques in Handball
  2. create movement patterns using the low and high dribble techniques in Handball
  3. combine the high and low dribbling techniques in a minor Handball game
  4. appreciate own and others’ efforts during play of Handball for self-efficacy
The learner is guided to:
  • watch a video clip on low and high dribble in Handball
  • demonstrate the low and high dribble techniques in Handball
  • use drills to practice low and high dribble in Handball
  • play a mini Handball game and apply the dribbling techniques in Handball
  1. When is it appropriate to apply the low or high dribbling skills in a game of Handball?
 

1.8 Shooting in Handball

(3 Lessons)

By the end of the sub strand, the learner should be able to:
  1. distinguish the shots used in Handball
  2. execute the running, jump, dive, lob and falling shots in Handball for skill development
  3. apply relevant shots interchangeably in a minor game while observing sportsmanship behavior
  4. embrace safe execution of different shots in handball for self-efficacy
The learner is guided to:
  • watch and critically analyse a video clip that highlights the features of a running shot, jump shot, dive shot, falling shot and lob shot and share feedback
  • practice different shots interchangeably in single file and over obstacles
  • adopt a shot and play a mini Handball game while observing safety
  1. Which situation is best suited for the application of the different shots in Handball?
Assessment Rubric for Handball 
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to differentiate the passing skills in Handball Elaborately and correctly differentiates the passing skills in Handball
with excellence
Correctly differentiates the passing skills in Handball Partially differentiates the passing skills in Handball Needs assistance to differentiate the passing skills in Handball
Ability to utilize the jump, side and flick passes in Handball Consistent adherence to instructions while utilizing the jump, side and flick passes in Handball with excellence Adherence to instructions while correctly utilizing the jump, side and flick passes in
Handball
Partly adheres to instructions while displaying some ability utilizing the jump, side and flick
passes in Handball
Hardly adheres to instructions while utilizing the jump, side and flick passes in Handball
Ability to tactically apply different passes in Handball for fun and enjoyment in a
game situation
Consistently and tactically applies different passes in Handball with excellence in a game situation Correctly and tactically applies different passes in Handball with excellence in a game situation Incorrectly applies some passes in a Handball game situation

Needs assistance in tactically applying different passes in a Handball game situation

Ability to describe the progression of landing and making steps in Handball Proficiently describes the progression of landing and making steps in Handball with excellence Correctly describes the progression of landing and making steps in Handball Fairly describes the progression of landing and making steps in Handball Needs help to describe the progression of landing and making steps in Handball
Ability to perform landing and stepping techniques in Handball Skillfully and correctly performs landing and stepping techniques in Handball Correctly performs landing and stepping techniques in Handball Incorrectly performs landing and stepping techniques in Handball Needs assistance to perform landing and stepping techniques in Handball
Ability to combine landing and stepping techniques
in Handball
Consistently and correctly combines landing and stepping techniques in
Handball
Correctly combines landing and stepping techniques in
Handball  
Incorrectly combines some landing and stepping techniques in
Handball
Requires assistance to combine landing and stepping techniques
in Handball
Ability to establish the basic stance and body movements for dodging and marking in
Handball
Proficiently establishes the basic stance and body movements for dodging and marking in Handball with excellence Correctly establishes the basic stance and body movements for dodging and marking in Handball Fairly establishes the basic stance and body movements for dodging and marking in Handball Needs help to establish the basic stance and body movements for dodging and marking
in Handball
Ability to perform a combination of the basic stance using single and double feigns in Handball Consistently and correctly combines basic stance using single and double feigns in Handball Correctly combines basic stance using single and double feigns in Handball Fairly combines basic stance using single and double feigns in Handball Needs assistance to combine basic stance using single and double feigns in Handball
Ability to critically rate each other’s performance during execution of dodging and
marking in Handball
Excellently and critically rates each other’s performance during execution of dodging and marking in Handball Correctly and critically rates each other’s performance during execution of dodging and marking in Handball Fairly rates each other’s performance during execution of dodging and marking in Handball Requires assistance to rate each other’s performance during execution of dodging and marking in Handball
Ability to distinguish low and high dribbling techniques in
Handball
Exceptionally distinguishes low and high dribbling techniques in Handball Correctly distinguishes low and high dribbling techniques in Handball Fairly distinguishes low and high dribbling techniques in Handball Hardly distinguishes low and high dribbling techniques in Handball
Ability to create movement patterns using the low and high dribble techniques in
Handball
Consistently creates movement patterns using the low and high dribble techniques in Handball Correctly creates movement patterns using the low and high dribble techniques in Handball Fairly creates some movement patterns using the low and high dribble techniques in
Handball
Needs help to create movement patterns using the low and high dribble techniques in
Handball
Ability to combine the high and low dribbling techniques in a minor Handball
game
Creatively and correctly combines the high and low dribbling techniques in a minor Handball
game
Correctly combines the high and low dribbling techniques in a minor Handball
game
Fairly combines the low and high dribbling techniques in a minor Handball
game
Hardly combines the low and high dribbling techniques in a minor Handball
game
Ability to distinguish the different shots used
in Handball
Excellently distinguishes different shots used in Handball Correctly distinguishes different shots used in Handball Partially distinguishes different shots used in Handball Requires assistance to distinguish different shots used in
Handball
Ability to execute the running, jump, dive, lob and falling shots in Handball Proficiently executes the running, jump, dive, lob and falling shots in Handball with excellence Correctly executes the running, jump, dive, lob and falling shots in Handball Fairly executes the running, jump, dive, lob and falling shots in Handball Needs assistance to execute the running, jump, dive, lob and falling shots in
Handball
Ability to creatively apply relevant shots interchangeably in a minor Handball game Creatively and consistently applies relevant shots interchangeably in a minor Handball game Creatively and consistently applies relevant shots interchangeably in a minor Handball game Fairly applies relevant shots interchangeably in a minor Handball game Needs help to apply relevant shots interchangeably in a minor Handball game
Ability to develop values and observe safety in playing mini Handball games Consistently exhibits exemplary sportsmanship competencies and observes safety during performance Displays sportsmanship competencies and observes safety during performance Displays some sportsmanship competencies and observes safety during performance Rarely displays sportsmanship behavior/values; and hardly observes safety during performance.

STRAND 2.0: ATHLETICS

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
2.0 Athletics

2.1 Long jump

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. compare the sequence of the sail, hang and hitch kick techniques in long jump
  2. perform the approach, takeoff, flight and landing sequence of long jump techniques for skill acquisition
  3. adhere to the rules of long jump for sportsmanship and fair play
  4. observe own and others’ safety when performing the long jump
  5. participate in the raking of the sand pit to develop responsibility.
The learner is guided to:
  • watch recorded video clips to familiarize with the sail, hang and hitch kick techniques in long jump
  • demonstrate the sequence of each skill from approach, take-off, flight and landing
  • use drills to practise the approach, take-off, flight and landing to perfect the techniques in long jump
  • clear the area of play before and after performing long jump
  1. What are the differences between the sail, hang and hitch kick techniques in long jump?
  2. What materials do you use to clear the landing area in long jump?
  2.2 Javelin

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. review the importance of safety requirements in Javelin
  2. utilize the grip, carriage, approach run, crossover, release and follow through in the Javelin throw
  3. participate in Javelin throw while adhering to rules for safety
  4. collaborate with others in Javelin throw while
measuring distances
The learner is guided to:
  • research and share with others the importance of safety in Javelin
  • practise the phases in Javelin throw using the correct technique
  • throw Javelin and safely withdraw it
  • measure each other’s distances during Javelin throws
  1. Which safety measures does one need to observe during Javelin throw?
  2. How are distances measured in Javelin?
 

2.3 Sprint start in athletics

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. analyse the different positions on starting blocks for sprint starts
  2. perform the bunch, medium and elongated sprint starts for skill mastery
  3. apply suitable starting technique in sprint races for efficient take off
  4. observe rules whenperforming the bunch, medium and elongated sprint start to ensure safety
  5. value self and each other’s choice of sprint start techniques for self-esteem
The learner is guided to:
  • watch video clips on sprint starts using the starting blocks
  • demonstrate different positions for sprint starts on starting blocks
  • use drills to practise the bunch, medium and elongated starts in sprints
  • engage in sprint mini games using the bunch, medium and elongated start.
  1. Why do we have different start techniques in sprints?
 

2.3 Running in Sprint races

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. analyse the running phases of reaction time, acceleration and maintaining in sprint races
  2. perform the phases of running, reaction time, acceleration and maintaining in sprint races
  3. combine the start and running techniques for skill acquisition
  4. apply running techniques in sequence in a race for fun and enjoyment
  5. value each other’s effort during mini races for self-efficacy
The learner is guided to:
  • Watch a video clip and observe the phases in a sprint races
  • use drills to practice body alignment for quick reaction time, acceleration and maintaining speed in sprint races
  • participate in mini races that combine reaction time, acceleration and maintaining phases in a sprint race 
  1. When are the different phases of running applied in sprint races?
  2.5 Finishing techniques in Sprint Races

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. compare the different types of finishing techniques in sprint race
  2. perform the run-through, drop-finish and shoulder- shrug techniques for skills development
  3. creatively apply starting, running and finishing techniques in a mini race for fun and enjoyment.
  4. observe rules for own and others’ safety during a sprint race
The learner is guided to:
  • watch a video clip on sprint race and observe the finishing techniques
  • discuss the finishing technique as observed from the video clip
  • practice run through, drop- finish and shoulder-shrug techniques
  • run mini races while emphasizing on the finishing techniques in sprints while observing safety
  1. Why do we have different finishing techniques in sprint races?
  2.6 Baton Change Relay

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. explain the different relay races in Athletics
  2. perform the upsweep and down sweep baton change techniques in the designated zones
  3. observe own and others safety during relays 
  4. value each other’s efforts in the execution of upsweep and down sweep baton change techniques 
The learner is guided to:
  • to watch a video clip on baton changing techniques
  • use drills to practice the upsweep and down sweep baton change techniques on the run in relays
  • record video clips when practising baton change techniques for feedback and analysis.
  1. Why are there different techniques in baton change in relay races?
Core Competencies to be developed:
  • Communication & Collaboration: enhance non-verbal communication when changing batons.
  • Learning to Learn: research, participating in athletics activities.
  • Self-efficacy: confidence in taking new challenges, belief in performing a skill or task.
  • Critical thinking and problem solving: making decisions during play, strategies and tactics.
Pertinent and Contemporary Issues (PCIs):
  • Healthy life style: appreciate athletics activities for physical fitness.
  • Develop self-awareness: know their strengths and weakness, build their self-esteem and interpersonal relationships as they play games.
  • Social economic issues: safety and security as they learn how to play together safely.
  • Gender: play without discrimination and appreciate each other’s sexuality without bias to intersex persons.
Values:
  • Responsibility: responsible use of play areas.
  • Social justice: fair play, observing rules and regulations during sports.
  • Unity: joining together in team work during play.
  • Love: caring for each other as they observe safety and sharing the available equipment.
  • Peace: appreciating and respecting variations in abilities, gender and performance.
  • Integrity: speaking honestly during play as they obey rules and regulations.
Link to other subjects:
  • Mathematics: counting steps, measuring throwing sectors and distances.
  • Computer studies: manipulate and interact with digital devices.
  • Science: identify body parts used in different activities.

 

Assessment Rubric for Netball 
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to demonstrate knowledge when comparing the sequence of the sail, hang and hitch kick techniques in long jump Excellently analyses the sequence of the sail, hang and hitch kick techniques in long jump Correctly analyses the sequence of the sail, hang and hitch kick techniques in long jump Fairly analyses the sequence of the sail, hang and hitch kick techniques in long jump Needs assistance to analyse the sequence of the sail, hang and hitch kick techniques in long jump
Ability to perform the approach, take off, flight and landing sequence of long jump techniques Skillfully and correctly performs the approach, take off, flight and landing sequence of long jump techniques with
excellence
Correctly performs the approach, take off, flight and landing sequence of long jump techniques Fairly performs the approach, take off, flight and landing sequence of long jump techniques Hardly performs the approach, take off, flight and landing sequence of long jump techniques
Ability to adhere to instructions and rules while performing the skills learnt in Long Jump Consistent adherence to instructions while performing the skills in Long jump with excellence Adherence to instructions while performing the skills in Long jump with excellence Fairly adheres to instructions while displaying some ability in performing the skills in Long
jump
Needs help to adhere to instructions while trying to perform the skills in Long jump
Assessment Rubric for Athletics-Javelin
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Review the importance of safety requirements in
Javelin
Exhaustively reviews the importance of safety requirements i
Javelin
Correctly reviews the importance of safety requirements in
Javelin
Fairly reviews the importance of safety requirements in
Javelin
Needs assistance to review the importance of safety requirements
in Javelin
Ability to utilize the grip, carriage, approach run, crossover, release
and follow through in Javelin throw
Consistently utilizes the grip, carriage, approach run, crossover, release and
follow through in Javelin throw
Correctly utilizes the grip, carriage, approach run, crossover, release and
follow through in Javelin throw
Fairly utilizes the grip, carriage, approach run, crossover, release and
follow through in Javelin throw
Hardly utilizes the grip, carriage, approach run, crossover, release and follow through in the Javelin throw
Ability to participate in Javelin throw while adhering to rules Consistent adherence to rules while participating in Javelin throw Adherence to rules while participating in Javelin throw Fairly adheres to rules while participating in Javelin throw Rarely adheres to rules while participating in Javelin throw
Ability to collaborate with others in Javelin throw while observing safety Consistently collaborates with others and exhibits exemplary sportsmanship while observing safety
during Javelin throw
Collaborates with others and exhibits sportsmanship while observing safety during Javelin throw Fairly collaborates with others and exhibits some sportsmanship while observing safety during Javelin throw Rarely collaborates with others and does not exhibits sportsmanship during Javelin throw and hardly observes safety
during performance.
         
         
         
Assessment Rubric for Athletics-Sprints
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to analyse the different positions on starting blocks for sprint starts
in athletics
Excellently analyses different positions on starting
blocks for sprint starts in athletics
Correctly analyses different positions on starting blocks for sprint starts in athletics Fairly analyses different positions on starting blocks for sprint starts in athletics Needs assistance to analyse different positions on starting blocks for sprint starts in athletics
Ability to adhere to instructions and perform the bunch, medium and elongated sprint starts Consistent adherence to instructions while performing the bunch, medium and elongated sprint starts with excellence Adherence to instructions while performing the bunch, medium and elongated sprint starts with excellence Fairly adheres to instructions while displaying some ability in performing the bunch, medium
and elongated sprint starts
Hardly adheres to instructions while trying to perform the bunch, medium and elongated sprint starts
Ability to creatively apply suitable starting technique in sprint races Creatively and correctly applies suitable starting technique in sprint
races
Creatively applies suitable starting technique in sprint
races
Fairly applies suitable starting technique in sprint
races
Rarely applies suitable starting technique in sprint races
Ability to observe rules when performing the bunch, medium and
elongated sprint start
Consistent adherence to rules when performing the bunch, medium and elongated
sprint start while observing safety
Adherence to rules when performing the bunch, medium and elongated
sprint start while observing safety
Partially adheres to rules while performing the bunch, medium and
elongated sprint start while observing safety.
Needs assistance in adhering to rules while attempting to perform the bunch,
medium and elongated sprint start rarely observes safety.
Ability to compare the different types of finishing techniques in sprint race Exhaustively compares and distinguishes the different types of finishing techniques in
sprint race
Correctly compares and distinguishes the different types of finishing techniques in
sprint race
Fairly compares and distinguishes the different types of finishing techniques
in sprint race
 Rarely compares nor distinguishes the different types of finishing techniques
in sprint race
Ability to creatively apply starting, running and finishing techniques in mini races Consistently and creatively applies starting, running and finishing techniques in
mini races with excellence
Creatively applies starting, running and finishing techniques in
mini races with excellence 
Fairly applies starting, running and finishing techniques in
mini races with excellence
Needs assistance in applying starting, running and finishing techniques in mini races
         

 

Assessment Rubric for Athletics-Baton change Relays
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to explain the different relay races in athletics Proficiently explains the different relay races in athletics Accurately explains the different relay races in athletics Fairly explains the different relay races in athletics Explains the different relay races in athletics with difficulty
Ability to perform the upsweep and down sweep baton change techniques in the designated zones Excellently and correctly performs the upsweep and down sweep baton change techniques in the designated zones Correctly performs the upsweep and down sweep baton change techniques in the designated zones Fairly performs the upsweep and down sweep baton change techniques in the designated zones Needs assistance to perform the upsweep and down sweep baton change techniques in the designated zones
Ability to develop values and observe safety in relay racing Consistently exhibits exemplary sportsmanship and observes safety during
relays
Displays sportsmanship and observes safety during
relays
Fairly displays sportsmanship and occasionally adheres to safety during relays Rarely displays sportsmanship and hardly observes safety during relays

STRAND 3.0: PHYSICAL FITNESS AND HEALTH

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
3.0
Physical Fitness and Health

3.1 Pre- exercise assessment of flexibility, balance and coordination

(3 lessons)

By the end of the sub strand, the learner should be able to:
  1. familiarize with the basic tools that evaluate flexibility, balance and coordination
  2. conduct pre-exercise assessment on flexibility, balance and coordination for fitness
  3. create a portfolio of pre-test records of flexibility, balance and coordination for fitness journaling and assessment
  4. display respect while conducting fitness assessment regardless of gender and ability
The learner is guided to:
  • research and identify the basic tools for use in evaluation of flexibility, balance and coordination
  • perform exercises in preparation for the evaluation of flexibility, balance and coordination
  • use the identified basic tools to measure flexibility, balance and coordination
  • use the fitness norms sheet to deduce levels of flexibility, balance and coordination
  1. Why are there different tools to measure fitness components?
  2. How is the fitness portfolio used to assess levels of fitness?
  3.2 Fitness activities for flexibility balance and coordination

(4 lessons) 
By the end of the sub strand, the learner should be able to:
  1. describe exercises that promote flexibility, balance and coordination
  2. safely execute exercises that promote flexibility, balance and coordination while ensuring hydration
  3. appreciate the role of flexibility, balance and coordination exercises in prevention of lifestyle diseases
  4. show respect to others while participating in fitness activities for wellness
The learner is guided to:
  • use music to perform fitness exercises
  • practice exercises that promote flexibility balance and coordination while taking water breaks
  • perform flexibility balance and coordination exercises with peers of different abilities, gender, skills and culture
  • use digital devices to record own performance for self- evaluation 
  1. What exercises are recommended for improving flexibility, balance and coordination?
  2. Why is hydration necessary when performing exercises?
  3. How do exercises prevent lifestyle diseases?
 

3.3 Post exercise assessment of flexibility, balance and coordination

(3 lessons)

By the end of the sub strand, the learner should be able to:
  1. study the basic tools used in pretest evaluation for flexibility, balance and coordination
  2. conduct post exercise assessment on flexibility, balance and coordination using the basic fitness evaluation tools
  3. create a portfolio of post- test records in flexibility, balance and coordination for fitness assessment
  4. show respect for others’ gender and ability when interpreting the fitness assessment results
The learner is guided to:
  • assemble the pretest evaluation tools of flexibility, balance and coordination
  • observe scores initially recorded
  • perform exercises in preparation for the post evaluation of flexibility, balance and coordination • use the identified tools to assess and compare flexibility, balance and coordination scores with the first records
  • use the fitness norms sheet to deduce levels of flexibility, balance and coordination after exercises 
  1. What is the importance of studying pretest tools initially used for fitness test?
  2. How are assessment fitness tools used to determine levels of fitness after exercises?
Core Competencies to be developed:
  • Communication & Collaboration: enhance active listening, and non-verbal communication during exercises, and as they listen attentively to instructions on how to perform various skills.
  • Creativity & Imagination: during execution and application of relevant exercises for fitness.
  • Learning to Learn: learners appreciate information and opinions of peers and reflect on own performance for improvement.
  • Self-efficacy: confidence in taking new challenges, belief in performing a skill or task and provide leadership in fitness programme.
  • Critical thinking and problem solving: learners make decisions during exercise and filling up the fitness evaluation sheets.
Pertinent and Contemporary Issues (PCIs):
  • Healthy life style: engage in physical exercises for fitness and health
  • Self-awareness, self-esteem and interpersonal relationships: participate in physical fitness exercises
  • Gender issues: plan physical fitness programmes without discrimination or bias to intersex persons
Values:
  • Respect: appreciating rules, self and others during exercises
  • Responsibility: responsible use of equipment, cleanliness in the play environment
  • Integrity: honesty as they fill in their scores
  • Love: supporting each other keep up their fitness levels
Link to other subjects:
  • Health education: learn about health nutrition and exercises
  • Languages: communicate to make evaluation reports or records
  • Computer studies: watch video clips to identify exercises for fitness
  • Music: dance to the rhythm during aerobics
  • Science: identify body parts to be targeted when assessing fitness

 

Assessment Rubric for Physical Fitness and Health( Health Related Fitness)
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to identify basic tools to assess flexibility, balance and coordination Excellently identifies basic tools for assessing flexibility, balance and
coordination
Correctly identifies basic tools for assessing flexibility, balance and
coordination
Fairly identifies basic tools for assessing flexibility, balance and coordination Needs assistance to identify any basic tools for assessing flexibility, balance
and coordination
Ability to perform exercises to enhance flexibility, balance and coordination and ensures hydration Consistently adheres to instructions while performing fitness exercises with excellence and ensures hydration Adheres to instructions while performing fitness exercises with excellence and ensures hydration Fairly adheres to instructions while displaying some ability in performing the fitness exercises and tries to ensure hydration Hardly adheres to instructions while trying to perform the fitness exercises and rarely ensures hydration
Ability to create a
portfolio of pretest and posttest assessment of fitness journaling
Consistently adheres
to instructions while excellently creating portfolio of pretest and posttest assessment of fitness
journaling
Adheres
to instructions while correctly creating portfolio of pretest and posttest assessment of fitness
journaling
Fairly adheres
to instructions while creating portfolio of pretest and posttest assessment of fitness
journaling
Rarely adheres to
instructions while creating portfolio of pretest and posttest assessment of fitness
journaling
Ability to describe exercises that promote flexibility, balance and coordination Explicitly and exhaustively describes exercises that promote flexibility, balance
and coordination
Correctly describes exercises that promote flexibility, balance
and coordination
Fairly describes exercises that promote flexibility, balance
and coordination
Needs assistance to describe exercises that promote flexibility, balance and coordination
Ability to utilize basic fitness tools before and after exercises to assess flexibility, balance and coordination pre and
post exercises
Consistently and accurately utilizes the assessment tools to check fitness levels before and after a period of fitness
exercises
Accurately utilizes the assessment tools to check fitness levels before and after a period of fitness
exercises
Fairly utilizes the assessment tools to check fitness levels before and after a period of fitness
exercises
Needs assistance in utilizing the assessment tools to check fitness levels before and after a period of fitness
exercises
Ability to create a portfolio of post-test fitness assessment records in flexibility, balance and
coordination
Creates an excellent portfolio of post-test fitness assessment records in flexibility, balance and
coordination
Creates a correct portfolio of post-test fitness assessment records in flexibility, balance and
coordination
Fairly creates a portfolio of post-test fitness assessment records in flexibility, balance and
coordination
Hardly creates a portfolio of post-test fitness assessment records in flexibility, balance and
coordination
Ability to display sportsmanship and observe safety when performing exercises and assessing fitness  Skillfully exhibits exemplary sportsmanship and observes safety observes safety Correctly exhibits sportsmanship and observes safety precautions Fairly exhibits sportsmanship and occasionally observes safety Requires help in displaying sportsmanship and rarely observes safety

STRAND 4.0: CAREER OPPORTUNITIES IN SPORTS

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
4.0 Career Opportunities in Sports 4.1 Games and sports related Careers 

(3 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify careers in games and sports
  2. create linkages and visit relevant sports institutions for familiarization
  3. appreciate career opportunities in games and sports for income generation and healthy lifestyles
The learner is guided to:
  • brainstorm careers in games and sports
  • identifying different institutions offering games and sports
  • collaboratively interact with institutions offering specialized games and sports
  1. Which kind of career opportunities are found in games and sports?
  2. Which sports institutions are found in the community?
  3. How can linkages be created with sports institutions in the community for regular interactions?
  4.2 Use of talent to generate income

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify ways of earning income using talents
  2. develop personal management skills and financial discipline from income generated in sports
  3. determine appropriate choice of financial services for management of monetary awards
  4. recognize personal abilities as a source of income generation and success management
The learner is guided to:
  • create a list on sources of income from sports talent
  • discuss the different ways of generating income through talent
  • brainstorm on ways of developing personal and financial discipline  research on how to access financial services, preparing a personal budget, saving and spending
  • research ways of protecting own creativity and share feedback 
  1. How can sports talent be used to generate income?
  2. How can success in sports be contained honorably?
  3. How does one develop personal and financial discipline from sports income?
  4. Which financial services can be used for management of monetary awards?
Core Competencies to be developed:
  • Communication: learners share ideas on different careers available in games and sports.
  • Collaboration: learner actively contributes to group decisions and participates in discussions on sources of income from sports talent and works together as part of a team and recognize and values others’ ideas.
  • Learning to Learn: learners research on how to access financial services and prepare budgets.
  • Creativity and imagination: learners brainstorm on different careers in games and sports.
Pertinent and Contemporary Issues (PCIs):
  • Poverty eradication: use talent to generate income and manage income generated from sports
  • Gender issues: work together without discrimination
Values:
  • Responsibility: maintaining humility after success.
  • Integrity: honesty as they plan how to use talent to make an honest income.
  • Love: support each other and share ideas on how to make profitable ventures.
  • Unity: working together in teams.
Link to other subjects:
  • Language: communicate and discuss different careers in sports.
  • Computer Studies: research on different careers in games and sports.
  • Business studies: plan on budgets, generating income, spending and saving in financial institutions.
Assessment Rubric for Career Opportunities
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to identify opportunities in games and Sports related careers. Demonstrates exemplary knowledge relating to
career opportunities in games and sports
Demonstrates appropriate knowledge relating to
career opportunities in games and sports
Fairly demonstrates appropriate knowledge, related to
career opportunities in games and Sports
Rarely demonstrates knowledge related to career opportunities in games and Sports
Ability to seek linkages and opportunities for visits to sports institutions Exhibits admirable knowledge on sports institutions and successfully reaches out for linkages Demonstrates appropriate knowledge on sports institutions and successfully reaches out for linkages Demonstrates partial knowledge on sports institutions and attempts to reach out for linkages Hardly demonstrates knowledge, on sports institutions and rarely reaches out for linkages
Ability to discuss ways of earning income through talents or participation in games and sports Demonstrates excellent knowledge when discussing ways of earning income through talents or participation
in games and sports
Demonstrates appropriate knowledge when discussing ways of earning income through talents or participation
in games and sports
Demonstrates partial knowledge when discussing ways of earning income through talents or participation
in games and sports
Scarcely demonstrates knowledge when discussing ways of earning income through talents or participation
in games and sports
Ability to research on appropriate financial services and prepare personal budgets Consistently adheres to instructions while researching on appropriate financial services and preparing personal budgets Adheres to instructions while researching on appropriate financial services and preparing personal budgets Fairly adheres to to instructions while researching on appropriate financial services and preparing personal budgets Need assistance to adhere to to instructions while researching on appropriate financial services and preparing personal budgets
Ability to analyse how to patent own creativity Demonstrates exemplary knowledge when analysing ways of patenting own creativity
in games and sports
Demonstrates appropriate knowledge when analysing ways of patenting own creativity
in games and sports
 Demonstrates partial knowledge when analysing ways of patenting own creativity
in games and sports 
Needs help to demonstrate knowledge when analysing ways of patenting own
creativity in games and sports

STRAND 5.0: COMMUNITY SERVICE LEARNING (CSL) PROJECT

The CSL project is based on the strands learned in Games, Athletics and Career opportunities in Sports. Specifically, it deals with learning how to improvise equipment under the sub strands learned in different Games; Athletics; Games and Sports related careers. The project is meant to easily avail resources for play at low or no cost. It provides an opportunity to enhance learning while engaging the school or the larger community.

Although the CSL can start at the beginning of the term, it can continue during informal and non-formal sessions to ensure learners keep acquiring knowledge on improvisation to produce equipment for use in all PE and sports lessons. The CSL project endeavors to address the problem of inadequate or expensive sports equipment by stimulating creativity for improvisation and environmental conservation through the use of recyclable materials in the community

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
5.0
Community Service Learning Project
5.1
Improvisation of Sports Equipment
(5 Lessons)
By the end of the sub strand, the learner should be able to:
  1. identify the PE and sports equipment to improvise for the CSL project
  2. plan for the CSL project in the school or community
  3. improvise sports equipment using recyclable environmentally friendly materials while observing safety and cleanliness
  4. appreciate the use of recyclable materials for making equipment for PE and Sports

The learner is guided to:-

  • use a simple questionnaire to conduct needs assessment on the sports equipment inventory gaps and recyclable materials in the environment
  • sensitize the school community using posters, clubs, parade on the importance of improvisation of sports equipment using recyclable and environmentally friendly materials
  • collaboratively collect the recyclable environmentally friendly materials within the environment
  • design sample sports equipment to be made using recyclable environmentally friendly materials
  • inclusively, participate on equipment improvisation while
    observing safety and
    environmental cleanliness and conservation
  • showcase the project work in an exhibition to the school community for learning, assessment and marketing
  • reflectively evaluate the project on what worked, what did not work, benefits of the project to the school and community and problem (s) solved
  • present the project report and include it in the portfolio for learning and assessment
  • use the improvised materials during PE and sports lessons
  1. What sports equipment can you improvise for use in the school community?
  2. What are the recyclable environmentally friendly materials that can be used to improvise sports equipment?
  3. Which CSL skills are developed in this project?

 

Core Competencies to be developed:
  • Communication and Collaboration: learners interact with each other and sensitize the school on importance of recycling and keeping the environment clean.
  • Creativity and imagination: learners choose what to improvise and select materials for improvisation.
  • Self- efficacy: learners show confidence in taking up new challenges in coming up with improvised sporting equipment and portray self-belief in making improvised sports equipment.
  • Citizenship: learners demonstrate environmental consciousness and collaboratively improvise PE and sports equipment.
  • Learning to learn: learners use questionnaires to conduct needs assessment.
Pertinent and Contemporary Issues (PCIs):
  • Self-awareness and self-esteem: develop interpersonal relationships in the process of improvising relevant equipment.
  • Human sexuality: improvise items that relate to different gender without bias to intersex persons.
  • Disaster risk reduction: sustainably use materials from the environment during improvisation of age appropriate materials.
  • Safety and security as they take care of each other when planning and handling materials during improvisation.
  • Poverty eradication as they show case their products.
  • Environmental sustainability as they develop improvised items and observe environmental conservation skills.
Values:
  • Love and respect: learners learn to share available resources while creating materials.
  • Responsibility: learners learn to use and care for equipment and facilities improvised. They should also complete the undertaken project.
  • Integrity: fair play and honesty as learners participate in making the improvised items.
  • Social justice: as learners participate together in doing the project and showcase their projects to the community.
Link to other subjects:
  • Language: communicate and write reports.
  • Social studies: areas dealing with environmental preservation.

Reflections

  1. Has the project enabled learners to acquire a deeper understanding of the concept of material improvisation and interacting with the community to source for recyclable materials?
  2. Has the involvement of the community led to a better relationship between the school and the community?
  3. Was there value addition in learning in terms of competencies and values gained?
Assessment Rubric for Netball 
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to identify the gaps and equipment to improvise as a CSL activity Demonstrates excellent knowledge in identifying gaps and required PE and sports equipment to be improvised from
recyclable materials in the community
Demonstrates appropriate knowledge in identifying gaps and required PE and sports equipment to be improvised from
recyclable materials in the community
Partially identifies gaps and required PE and sports equipment to be improvised from recyclable materials in the community Needs help in identifying gaps and required PE and sports equipment to be improvised from recyclable materials in the community
Ability to collaboratively plan for the CSL project Demonstrates exemplary collaborative skills in planning for the equipment to be improvised in the project Demonstrates appropriate collaborative skills in planning for the equipment to be improvised in the project Fairly demonstrates appropriate collaborative skills in planning for the equipment to be improvised in the project Rarely demonstrates collaborative skills in planning for the equipment to be improvised in the project
Ability to improvise sports equipment using recyclable environmental
friendly materials 
Creatively and correctly improvises sports equipment using recyclable environmental friendly materials Correctly improvises sports equipment using recyclable environmental friendly materials Fairly improvises sports equipment using recyclable environmental friendly materials Needs assistance in improvising sports equipment using recyclable environmental friendly materials

OPTIONS

Learners must cover at least ONE of these areas: This will depend on what was covered in previous grade, interest and resources available
6.0 Hockey
7.0 Kabaddi
8.0 Swimming

STRAND 6.0: HOCKEY

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
OPTION
6.0 Hockey

6.1 Hockey: Equipment, grip and stance

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. identify the equipment used in the Hockey game
  2. describe the sections of a Hockey pitch for familiarization
  3. perform the body stance and the grip of the hockey stick for skill acquisition
  4. appreciate the Hockey game for fun and enjoyment
The learner is guided to:
  • watch a video clip on court layout and present an own illustration of the layout for discussion
  • discuss equipment used in Hockey
  • demonstrate the stance and grip of a hockey stick
  • practice the stance and grip in Hockey
  1. Which equipment is used in the game of Hockey?
  2. Which are the sections of a Hockey pitch?
  3. What is the role of body stance and grip of hockey stick done?
 

6.2 Passing skills in Hockey

(4 Lessons)

By the end of the sub strand, the learner should be able to:
  1. identify the parts of the Hockey stick that make contact with the ball
  2. perform passing using the forward and reverse of the Hockey stick for skill acquisition
  3. observe the rules when passing the ball for safety and fair play
  4. appreciate the use of protective equipment while playing Hockey for safety

The learner is guided to:

  • watch video clips and observe the part of a hockey stick used for passing
  • demonstrate the forward and reverse stick passes and share feedback
  • use drills to practice forward and reverse stick passes
  • play a mini passing game in Hockey
  • Use protective gear for safety during play
  1. When is the forward and reverse stick pass used in Hockey?
  2. What is the role of the forward and reverse stick passing techniques in playing Hockey?
  3. Why is it necessary to observe rules when passing a ball in Hockey game?
 

6.3 Hitting skills in Hockey

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the steps of hitting a Hockey ball
  2. execute hitting the ball in Hockey for skill acquisition
  3. observe the rules when hitting the ball for safety and fair play
  4. recognize the use of protective equipment when playing Hockey for safety
The learner is guided to:
  • discuss the hitting technique in Hockey
  • demonstrate hitting and share feed back
  • play a mini game in Hockey and use protective gear for safety
  1. What is the role of different steps when a hockey ball is being hit?
  2. What are the safety precautions to consider when hitting a hockey ball?
  6.4 Stopping skills in Hockey

(2 lessons)
By the end of the sub-strand, the learner should be able to:
  1. explain the steps in stopping a hockey ball for control
  2. stop the ball using the forward and reverse stick for skill development
  3. critically employ the forward and reverse stick in stopping the ball in Hockey
  4. value own and others efforts while playing the game for harmony and self-efficacy

The learner is guided to:

  • discuss the steps for stopping techniques in Hockey
  • demonstrate the forward and reverse stick
    stopping techniques in Hockey and give feedback
  • use drill to practice ball stopping in Hockey while observing rules for safety
  • play a conditioned
    hockey game for fun and enjoyment  

 

  1. What is the importance of the steps used in stopping a hockey ball during play?
  2. Why should the hockey stick remain down while attempting to stop the ball?
Core Competencies to be developed:
  • Self-efficacy: while confidently performing skills in hockey.
  • Critically thinking: while applying the skills in a mini game.
  • Digital literacy: manipulate and interact with digital devices.
Pertinent and Contemporary Issues (PCIs):
  • Health lifestyle: build on fitness generated from playing the game.
  • Social economic issues: disaster risk reduction- avoiding using the sticks and ball as weapons and only for purposes of play.
  • Safety and security wear protective gear while playing Hockey.
  • Gender issues: play with each other without discrimination.
Values:
  • Responsibility while taking care of equipment
  • Respect for each other while using the hockey equipment
  • Love when players are concerned about their safety and that of others
  • Social justice for emphasis on fair play and observance of rules
Link to other subjects:
  • Computer studies for digital literacy
  • Languages for communication both verbally and non-verbally
  • Health education as they take care of their hygiene when sharing equipment and protective gear
Assessment Rubric for Hockey. Equipment and Passing Skill
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to identify equipment and describe the Hockey pitch Exhaustively and correctly identifies equipment and describes the Hockey
pitch with excellence
Correctly identifies equipment and describes the Hockey pitch Fairly identifies equipment and describes the Hockey pitch Needs help to identify equipment and describes the Hockey pitch with difficulty
Ability to demonstrate the body stance and stick grip in Hockey Demonstrates body stance and stick grip
in Hockey with excellence
Demonstrates body stance and stick grip in Hockey correctly Fairly demonstrates body stance and stick grip in Hockey Hardly demonstrates body stance and stick grip in Hockey
Ability to identify the parts of the Hockey stick that makes contact with the ball Consistently and correctly identifies the parts of the Hockey
stick that makes contact with the ball
Correctly identifies the parts of the Hockey
stick that makes contact with the ball
Fairly identifies the parts of the Hockey
stick that makes contact with the ball
Seldom identifies the parts of the Hockey stick that make contact with the ball
Ability to perform passing Hockey ball using the forward and
reverse of the stick
Performs passing Hockey ball using the forward and reverse
of the stick with excellence
Performs passing Hockey ball using the forward and reverse
of the stick correctly
Fairly performs passing Hockey ball using the forward and reverse
of the stick correctly
Needs assistance to perform passing Hockey ball using the
forward and reverse of the stick
Ability to adhere to rules when passing the ball Consistently adheres to rules when passing the ball while observing safety and fair play Adheres to rules when passing the ball while observing safety and fair play Fairly adheres to rules when passing the ball while observing safety and fair play Hardly adheres to rules when passing the ball while observing safety and fair play
Assessment Rubric for Hockey- Hitting and Stopping Skill    
Indicators Exceeds expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to explain the steps of hitting a hockey ball Skillfully and correctly explains the steps of hitting a hockey ball Correctly explains the steps of hitting a hockey ball Partially explains the steps of hitting a hockey ball Needs assistance to explain the steps of hitting a hockey ball
Ability to execute hitting a ball in
Hockey
Executes hitting a hockey ball with excellence Executes hitting a hockey ball correctly Fairly executes hitting a hockey ball Needs help to execute hitting a hockey ball
Ability to adhere to rules when hitting a hockey ball Consistently adheres to rules when hitting a hockey ball while observing safety and fair
play
Adheres to rules when hitting a hockey ball while observing safety and fair
play
Fairly adheres to rules when hitting a hockey ball while observing safety and fair
play
Scarcely adheres to rules when hitting a hockey ball while observing safety and fair
play
Ability to explain the steps in stopping a hockey
ball
Proficiently explains the steps of stopping a hockey ball Correctly explains the steps of stopping a hockey ball Fairly explains the steps of stopping a hockey ball Needs help to explain the steps of stopping a hockey ball
Ability to stop the ball using the forward and reverse stick Skillfully and correctly stops the ball using the forward and reverse stick with excellence while
observing safety 
Correctly stops the ball using the forward and reverse stick with excellence while
observing safety 
Fairly stops the ball using the forward and reverse stick with excellence while
observing safety 
Requires assistance to stop the ball using the forward and reverse stick with excellence while
observing safety 
Ability to critically employ the forward and reverse stick in stopping the
hockey ball
Critically and consistently employs the forward and reverse stick in stopping the hockey ball Critically and correctly employs the forward and reverse stick in stopping the hockey ball Fairly employs the forward and reverse stick in stopping the hockey ball Hardly employs the forward and reverse stick in stopping the hockey ball

STRAND 7.0: OPTION KABADDI

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
7.0
OPTION
Kabaddi

7.1 Defensive positioning and entry skill

(2 lessons)

By the end of the sub strand the learner should be able to:
  • describe team positioning for defensive play in Kabaddi
  • evaluate the entry technique used to start the Kabaddi game
  • perform the defensive positioning and raiders entry during Kabaddi game
  • apply the rules governing entry and positioning in Kabaddi
  • appreciate own and other’s effort when playing Kabaddi for enjoyment and self- efficacy
The learner is guided to:
  • discuss team positioning formation
  • discuss the entry technique in Kabaddi
  • demonstrate entry and defensive positions in Kabaddi
  • use drills to practice the different entry and defensive positions
  • play Kabaddi while observing the positioning strategies
  1. What is the role of defensive team position during start of the game?
  2. What is the importance of the rules that govern entry and positioning in Kabaddi?

 

 

7. 2 Defensive skills

(4 lessons)

By the end of the sub strand the learner should be able to:
  1. distinguish between the block and chain tackle in kabaddi
  2. perform the block and chain tackles techniques in Kabaddi while observing safety
  3. Creatively employ the block and chain tackle in Kabaddi
  4. appreciate the use of block and chain tackles in Kabaddi
The learner is guided to:-
  • watch a video clip and observe the execution of block and chain tackle
  • demonstrate the block and chain tackles
  • use drills to practise the block and chain tackles
  • play mini Kabaddi game while observing rules for safety
  1. What is the importance of the block and chain tackles in Kabaddi?
  2. When is it suitable to apply either strategy of block or chain tackle in a Kabaddi game?
 

7.3 Attacking skills

(4 lessons)

By the end of the sub strand the learner should be able to:
  1. differentiate the attacking skills of hand touch and squat thrust in Kabaddi
  2. perform different types of hand touches and squat thrusts employed by raiders when attacking in Kabaddi
  3. critically employ the different attacking skills in Kabaddi while observing rules and regulations
  4. value own and others’ efforts while playing Kabaddi for self confidence 
The learner is guided to:
  • brainstorm on hand touches and squat thrust in kabaddi
  • demonstrate hand touches and squat thrust in kabaddi
  • use drills to practise the hand touches and squat thrust
  • play mini Kabaddi game while observing safety
  1. What is the role of the attacking skills of hand touch and squat thrust in Kabaddi?
  2. How are the different attacking skills of hand touch and squat thrust used in Kabaddi?
  3. Which safety precautions need to be observed when playing Kabaddi?
Core Competencies to be developed:
  • Communication and collaboration: while practising and interacting with each other in learning the skills.
  • Self-efficacy: while confidently performing skills of kabaddi.
  • Critical thinking: while deciding the skill to apply in mini game.
  • Digital literacy: while manipulating and interacting with digital devices.
Pertinent and Contemporary Issues (PCIs):
  • Health Related Issues: develop fitness when participating in kabaddi and as a recreation and leisure game
  • Negotiation skills: as they strategize on best attack and defensive skills to use during play
  • Safety and security: as they play games and observe rules
    Gender issues: as they opt to play separately as boys and girls due to the contact nature of the game
Values:
  • Responsibility as they maintain their roles in a team
  • Respect for self and each other while playing the game
  • Love when players are concerned about their safety and that of others
  • Social justice for emphasis on fair play and observing rules
  • Integrity playing and speaking honestly during play
Link to other subjects:
  • Sciences as they identify body parts used in skills’ execution
  • Computer studies as they watch video clips
  • Languages as they communicate verbally and non-verbally during play
  • Religious studies: as they choose fair play that encourages application of values

 

Assessment Rubric for Kabaddi-Defensive Positioning and Skills
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to describe team positions for defensive play in Kabaddi Excellently describes team positions for defensive play in Kabaddi Correctly describes team positions for defensive play in Kabaddi Fairly describes team positions for defensive play in Kabaddi Needs help to describe team positions for defensive play in
Kabaddi
Ability to evaluate techniques used to start Kabaddi Proficiently evaluates techniques used to start Kabaddi Correctly evaluates techniques used to start Kabaddi Fairly evaluates techniques used to start Kabaddi Needs assistance to evaluate techniques used to start Kabaddi
Ability to perform the defensive positioning and raiders entry in
Kabaddi
Performs the defensive positioning and raiders entry in Kabaddi with excellence Correctly performs the defensive positioning and raiders entry in
Kabaddi
Fairly performs the defensive positioning and raiders entry in
Kabaddi
Rarely performs the defensive positioning and raiders entry in
Kabaddi
Ability to apply the rules governing entry and positioning in
Kabaddi
Skillfully and correctly applies the rules governing entry and positioning in Kabaddi Correctly applies the rules governing entry and positioning in Kabaddi Partly applies the rules governing entry and positioning in Kabaddi Does not apply the rules governing entry and positioning in Kabaddi
Ability to distinguish between block and
chain tackles in Kabaddi
Consistently and correctly distinguishes between block and tackle
techniques in Kabaddi with excellence
Correctly distinguishes between block and tackle
techniques in Kabaddi
Partly distinguishes between block and tackle
techniques in Kabaddi

Needs assistance to distinguish between block and tackle
techniques in Kabaddi

Ability to perform the block and chain tackles techniques in Kabaddi Excellently performs the block and chain tackles techniques in Kabaddi while observing safety Correctly performs the block and chain tackles techniques in Kabaddi while observing safety Fairly performs the block and chain tackles techniques in Kabaddi while observing some safety precautions. Hardly performs the block and chain tackles techniques in Kabaddi while observing safety
Ability to creatively employ the block and chain tackle in
Kabaddi
Consistently and creatively employs the block and chain tackle in Kabaddi Correctly and creatively employs the block and chain tackle in Kabaddi Fairly employs the block and chain tackle in Kabaddi   Needs help to creatively employ the block and chain tackle in Kabaddi
Assessment Rubric for Kabaddi-Attacking Skills
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to differentiate the attacking skills of hand touch and squat thrust in Kabaddi Distinctly and correctly differentiates attacking skills of hand touch and squat thrust in Kabaddi
with excellence
Correctly differentiates attacking skills of hand touch and squat thrust in Kabaddi Fairly differentiates attacking skills of hand touch and squat thrust in Kabaddi

Hardly differentiates attacking skills of hand touch and squat thrust in Kabaddi

Ability to perform different types of hand touches and squat thrusts employed when attacking in Kabaddi Excellently performs different types of hand touches and squat thrusts employed when attacking while observing safety Correctly performs different types of hand touches and squat thrusts employed when attacking while observing safety Fairly performs different types of hand touches and squat thrusts employed when attacking while observing some safety precautions eeds help to perform different types of hand touches and squat thrusts employed when attacking in Kabaddi and rarely observes
safety
Ability to critically employ the different attacking skills in Kabaddi while observing rules and
regulations
Consistently and critically employs the different attacking skills in Kabaddi while observing rules and
regulations
Critically employs the different attacking skills in Kabaddi while observing rules and
regulations
Fairly employs the different attacking skills in Kabaddi while observing rules and
regulations
Rarely employs the different attacking skills in Kabaddi while observing rules and
regulations

STRAND 8.0: SWIMMING

Strand  Sub Strand  Specific Learning Outcomes  Suggested learning Experience  Key Inquiry Question(s) 
OPTION 8.0
SWIMMING

8.1 Water Orientation

(3 Lessons)

By the end of the sub strand, the learner should be able to:
  1. establish the levels of water confidence for learning progression
  2. creatively float and balance in water for orientation
  3. observe rules and regulations of swimming for safety
  4. appreciate water games for fun and enjoyment while ensuring safety
The learner is guided to:
  • safely make entry and exit into the swimming pool with ease
  • demonstrate buoyancy and floating in water while building confidence
  • practice buoyancy and floating in water
  • play water games while applying basic rules in and out of the swimming pool
  1. In which ways does one gain water confidence in swimming?
  2. Which rules and regulations need to be observed in water and within the pool area?
  8.2 Front Crawl

(4 lessons)
By the end of the sub strand, the learner should be able to:
  1. describe the flutter kicks, arm action and breathing in Front crawl
  2. perform the flutter kick, arm action and breathing techniques for skill acquisition
  3. creatively combine the leg kick, arm pulls action and breathing in Front crawl
  4. appreciate own and others efforts during swimming while observing safety 
The learner is guided to:
  • Watch a video clip on Front crawl technique
  • discuss the techniques of flutter kicks, arm action and breathing in Front crawl
  • demonstrate flutter kicks, arm action and breathing in Front crawl
  • collaboratively practice drills in Front crawl
  1. What is the role of the different components of Front crawl?
  2. What is the importance of combining the Front crawl techniques in swimming?
 

8.3 Back stroke in swimming

(3 lessons)

By the end of the sub strand, the learner should be able to:
  1. describe the body position for performing Back stroke
  2. describe flutter kicks, arm action and breathing in Back stroke
  3. perform the flutter kick, arm action and breathing techniques for skill acquisition
  4. creatively combine the flutter kick, arm action and breathing for self-efficacy
  5. appreciate own and others efforts during back stroke while observing safety
The learner is guided to:
  • watch a video clip on Back stroke technique and observe the execution of the skill
  • discuss supine body position and the techniques of flutter kicks, arm action and breathing during Back stroke
  • demonstrate flutter kicks, arm action and breathing while in supine position and share feedback
  • practise drills for breathing, flutter kicks and arm action in back stroke
  • engage in water games for fun and enjoyment
  1. What is the role of body position in swimming using Backstroke technique?

 

Core Competencies to be developed:
  • Communication and collaboration: as they practice water skills and play water games.
  • Digital literacy: as they watch video clips on different strokes.
  • Self-efficacy: as they build water confidence and perform different swimming strokes.
  • Critical thinking and problem solving: as they manage their breathing while practicing different strokes.
  • Learning to learn as they come up with other ways of improving learnt skills and peer evaluation.
Pertinent and Contemporary Issues (PCIs):
  • Health Related Issues: lifestyle diseases that are kept at bay by fitness during swimming.
  • Water survival skills, negotiations and self-awareness.
  • Human sexuality and gender: appreciating anatomical difference among themselves while in swimming attire.
  • Social economic issues: (disaster risk reduction by caring for each other around the pool.
  • Safety and security: observe pool rules in and around the pool.
  • Sustainable development: proper use of pool and its water environs.
Values:
  • Responsibility: practice caution and safety around the pool.
  • Respect for self and others as they learn the skills.
  • Love and caring for each other as they appreciate each other space, challenges and abilities.
  • Unity as they work collaboratively and obey rules.
Link to other subjects:
  • Health education by observing hygiene and cleanliness in the pool.
  • Religious education –loving each other and observing values.
  • Computer studies – as they use digital literacy to manipulate and interact with digital devices.
  • Languages as they communicate and collaborate while swimming.
  • Science as they observe water buoyance and Archimedes’ principle of floatation.

 

Assessment Rubric for Swimming: Water Orientation and Front Crawl
Indicators Exceeds Expectations Meet Expectations  Approaches Expectations  Below Expectations 
Ability to establish and demonstrate water confidence and buoyancy Consistent adherence to instructions while performing floating and balancing in
water with excellence
Adherence to instructions while performing floating and balancing in
water 
Fairly adheres to instructions while performing floating and balancing in
water
Hardly adheres to instructions while performing floating and balancing in
water
Ability to creatively float and balance in water Consistently and creatively float and balance in water Creatively float and balance in water Fairly float and balance in water Needs assistance to float and balance in water
Ability to observe rules and regulations during swimming Proficiently adheres to instructions and
rules while observing safety
Adherence to instructions and rules
while observing safety
Partly adheres to instructions and rules
while occasionally observing safety
Needs help to adhere to instructions and
rules and hardly observes safety
Ability to describe flutter kick, arm action and breathing techniques in Front crawl Consistently and correctly describes flutter kick, arm action and breathing techniques in Front
crawl
Correctly describes flutter kick, arm action and breathing techniques in Front
crawl
Fairly describes flutter kick, arm action and breathing techniques in Front
crawl
Hardly able to describe flutter kick, arm action and breathing techniques in Front crawl
Ability to perform the flutter kick, arm action and breathing
techniques in Front crawl
Performs the flutter kick, arm action and breathing techniques
in Front crawl with excellence
Performs the flutter kick, arm action and breathing techniques
in Front crawl correctly
Fairly performs the flutter kick, arm action and breathing
techniques in Front crawl
Needs help to perform the flutter kick, arm action and breathing
techniques in Front crawl
Ability to creatively combine the techniques in Front crawl Consistently and correctly displays exemplary combination of techniques in Front
crawl
Correctly displays exemplary combination of techniques in Front
crawl
Displays fair performance of techniques in Front crawl Hardly able to perform techniques in Front crawl
Assessment Rubric for Swimming: Backstroke    
Indicators Exceeds expectations Meets expectation Approaches Expectations Below Expectations
Ability to describe the body position in performance of Back stroke Excellently describes body position in performance of Back stroke Correctly describes body position in performance of Back stroke Fairly describes body position in performance of Back stroke Needs assistance to describe body position in
performance of Back stroke
Ability to describe flutter kicks, arm action and breathing in Back stroke Exhaustively and explicitly describe flutter kicks, arm
action and breathing in Back stroke
Explicitly describe flutter kicks, arm
action and breathing in Back stroke
Fairly describes flutter kicks, arm
action and breathing in Back stroke
Needs help to describe flutter kicks, arm action and
breathing in Back stroke
Ability to perform the flutter kick arm action and breathing techniques in Back
crawl
Performs the flutter kick, arm action and breathing techniques in Back crawl with
excellence
Performs the flutter kick, arm action and breathing techniques in Back crawl
correctly
Fairly performs the flutter kick, arm action and breathing techniques in Back crawl
correctly
Seldom performs the flutter kick, arm action and breathing techniques in Back
crawl
Ability to creatively combine the flutter kick, arm action and breathing in Back crawl  Consistently and correctly displays exemplary combination of techniques in Back
crawl 
Correctly displays exemplary combination of techniques in Back
crawl 
Fairly combines techniques in the performance of Back crawl Needs assistance to perform techniques in Back crawl

APPENDIX: SUGGESTED RESOURCES, ASSESSMENT AND NON-FORMAL ACTIVITIES

Strand  Suggested Resources  Suggested Assessment  Suggested Non-Formal Activities to Support Learning
Games Open places or marked fields ICT devices
Netball balls Handball balls Whistle
Oral questions practical Observation checklist Written tests Read on Netball and Handball from the internet and other sources
Participate in ball games competitions in and out of
school
Athletics Open places or marked fields ICT devices, whistle
Long jump runway and landing area, tape measure Javelin
Relay batons
Oral questions practical Observation checklist Written tests Read on Athletics
Watch Athletics championships on television
Participate in Athletics competitions
Physical Fitness and Health Open places Fitness test form Music system Whistle
Fitness evaluation tools
Oral questions practical Portfolio Written tests Participation in school games and sports teams
Career Opportunities in Sports Books Newspapers ICT devices
Sports Institutions
Oral questions Written tests Portfolio Attending training sessions of various school teams to talk to various officials in the teams
Community Service 
Learning Project
Questionnaires
Easily available materials in the environment
Posters
Oral questions Reports Campaigns on use of easily available materials to improvise sports equipment
Optional

Hockey- hockey equipment, Open places or marked field, ICT devices, whistle

Kabaddi – Open places or marked field, ICT devices, whistle

Swimming - Swimming pool, floaters, ICT devices,
whistle

Oral questions Written tests practical  Reading on skills in Hockey, Kabaddi and Swimming Watching Hockey, Kabaddi and Swimming competitions on Television

 

Wednesday, 11 January 2023 08:29

Home Science - Grade 7 Curriculum Designs

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
HOME SCIENCE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

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 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:

  1.  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.
  2.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

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

ESSENCE STATEMENT

Home Science is an applied and integrated science which aims at improving the quality of life for the individual, the family and the community. It is also anchored on Kenya Vision 2030’s social pillar which promotes education, health, environment, gender, youth, children, housing, water and sanitation. The National Education Sector Plan (NESSP) 2018- 2022 has shown that Home Science is among other learning areas that expose a learner's abilities in life. Further, respondents in the Needs Assessment Survey (KICD, 2016) indicated that Home Science should be emphasised in the curriculum reforms.

Home Science is an optional subject in the lower secondary curriculum. As a discipline, it covers aspects of caring for self and the family, foods, nutrition, textiles, clothing, housing the family, home care, laundrywork, maternal health care and consumer education. It forms the foundation for learners who want to pursue related subjects and careers at the senior secondary and tertiary levels.

SUBJECT GENERAL LEARNING OUTCOMES

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

  1. adopt a healthy lifestyle through nutritional habits for the wellness of self and others,
  2. apply the principles of consumer education for personal financial management,
  3. develop skills in fabric choice for construction of garments and household articles,
  4. adopt healthy hygienic practices at personal and household level,
  5. build a foundation for further education, career and training,
  6. appreciate the importance of a healthy environment for the wellbeing of self and other

STRAND 1.0: FOODS AND NUTRITION

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
1.0 Foods and
Nutrition

1.1 Conservation
of Food Nutrients

( 8 lessons)

By the end of the sub strand the learner should be able to:
  1. describe the role of Home Science education in contemporary life for self and others
  2. explain principles of nutrient conservation in food handling
  3. investigate the effect of heat on vegetables during cooking
  4. conserve food nutrients in various vegetables found in the locality
  5. describe the safety precautions to observe when investigating effect of heat on vegetables during cooking 
  6. appreciate the conservation of food nutrients in food handling.
 The learner is guided to:
  • brainstorm on the importance of knowledge and skills gained through Home Science in daily living for self, others and including each gender,
  • engage actively with a resource person in relation to careers and income- generating activities in Home Science,
  • discuss in groups the meaning of nutrient conservation in food handling (safe food preparation and cooking practices),
  • search, study and share the principles of nutrient conservation in food handling (heat, air and light) that may destroy or change the nutritional value of food,
  • use digital, print content or resource persons to search for and brainstorm on ways of minimizing nutrient loss in food handling (vegetables) such as food preparation (peeling, cutting, washing); in cooking (such as reducing the amount of water used in cooking, reducing the cooking time, reducing the surface area of food, covering food and avoid the use of Magadi soda) use blanching,
  • carry out experiments to investigate and record the effects of heat (colour, texture, taste ) on vegetables during cooking (frying and boiling),
  • practice and show-case how to conserve food nutrients in various vegetables found in the locality (frying and boiling),
  • practice safety precautions to apply while investigating the effect of heat on vegetables during cooking,
  • brainstorm in groups the effects of heat on vitamins and minerals(nutritive value) contained in vegetables.
  • make class presentations.
  1. How does the knowledge in Home Science improve quality of life?
  2. Why are the 3Rs important in minimizing the nutrient losses in vegetables?
Core Competences to be Developed
  • Communication and collaboration: The learners listen to one another while brainstorming on ways of conserving food nutrients during food handling activities such as food preparation
  • Learning to learn: The learner organises their own learning while discussing the effects of heat on vegetables during cooking.
  • Digital literacy: The learner uses digital and print content to search for ways of minimizing nutrient losses in food handling (vegetables).
  • Critical thinking and problem solving: The learners employ explanation skills to demonstrate how to conserve the various vegetables found in the locality.
Values:
  • Love as the learner portrays a caring attitude towards others while they carry out experiments to investigate and record the effects of heat on vegetables while cooking.
  • Responsibility as the learner observes safety while carrying out experiments on the effects of heat on vegetables.
  • Unity when the learner respects other people’s opinions as they debate the importance of knowledge and skills gained through Home Science, in daily living for self, others and including each gender,
Pertinent and Contemporary Issues (PCIs):
  • Health-related issues when the learner observes personal and kitchen hygiene while carrying out investigations on the effects of heat on vegetables during cooking.
  • Environmental education as the learner economically uses resources and dispose off wastes appropriately while carrying out experiments on the effects of heat on vegetables during cooking.
  • Safety and security education as the learner observes precautions while carrying out investigations on the effects of heat on vegetables during cooking.
Link to other Subjects:
  • Health Education as the learner observes and practices safety while carrying out investigations on the effects of heat on vegetables during cooking.
  • Mathematics when the learner is making conversions while weighing and measuring cooking ingredients correctly while carrying out investigations to observe the effects of heat on vegetables during cooking.
  • Integrated Science as the learner investigates the effect of heat on vegetables while they observe safety precautions.
  • Pre-technical and pre-career when the learner engages actively with a resource person concerning careers and income-generating activities in Home Science.
  • Health Education as the learner practices and show-cases how to conserve various vegetables found in the locality.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to describe the role of Home Science education in contemporary life for self and others. Correctly and comprehensively describes the role of Home Science education in contemporary life for
self and others.
Correctly describes the role of Home Science education in contemporary life for
self and others.
 Correctly describes the role of Home Science education in contemporary life for
self but not for others. 
Needs support to describe the role of Home Science education in contemporary life for either self or others.
Ability to explain the nutrient conservation in food handling. Correctly and comprehensively explains of nutrient conservation in food
handling
Correctly explains of nutrient conservation in food
handling
Correctly explains some of nutrient conservation in food
handling
Explains some of nutrient conservation in food handling with assistance.
Ability to investigate the effect of heat on vegetables during cooking. Correctly and critically investigates the effect of heat on vegetables during cooking. Correctly investigates the effect of heat on vegetables during cooking. Investigates correctly, aspects of some effect of heat on vegetables during cooking. Correctly investigates some aspects of the effect of heat on vegetables during cooking when
assisted.
Ability to conserve food nutrients in the various vegetables
found in the locality
Accurately and innovatively able to conserve food
nutrients in the various vegetables found in the locality
Accurately able to conserve food
nutrients in the various vegetables found in the locality
Accurately attempts to conserve food
nutrients in the various vegetables found in the locality
Accurately conserves some  food
nutrients in the various vegetables found in the locality
Ability to describe the safety precautions to observe when investigating effect of heat on vegetables during cooking Comprehensively and accurately able to describe the safety precautions to observe when investigating effect of heat on vegetables during cooking Accurately able to describe the safety precautions to observe when investigating effect of heat on vegetables during cooking Accurately able to describe some safety precautions to observe when investigating effect of heat on vegetables during cooking Can accurately describe some safety precautions to observe when investigating effect of heat on vegetables during cooking only when assisted.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
1.0 Foods and
Nutrition

1.2 Small Kitchen Tools and Equipment

(7 lessons)

By the end of the sub strand, the learner should be able to:
  1. classify the small kitchen tools and equipment used at home
  2. describe the uses of small kitchen tools and equipment
  3. explain factors to consider in the choice of small kitchen tools and equipment
  4. care for the small kitchen tools and equipment used at home
  5. improvise the small kitchen tools and equipment using safe locally sustainable resources.
  6. adopt proper use and care of the small kitchen tools and equipment tools and equipment
The learner is guided to:
  • observe real items, photos and illustrations of various kitchen tools and equipment and classify them as small and traditional utensils,
  • brainstorm in groups, the uses of various small kitchen tools and equipment (oven/ baking utensils, pans and pots, cutting, measuring &weighing, shaping & moulding, separating, lifting, mixing, turning, and scooping equipment),
  • discuss in groups the factors considered in the purchase of small kitchen tools and equipment (price, budget, quality, use and available substitutes),
  • carry out cleaning and storage of small kitchen tools and equipment used at home and school while observing safety precautions (self, others and the equipment),
  • Project: make(re-use or re- cycle) small kitchen tools and equipment using safe locally sustainable resources.
  1. Why are the small kitchen equipment useful in the kitchen?
  2. How are the basic small kitchen equipment stored safely in the kitchen?
Core Competences to be Developed
  • Citizenship: The learner is aware of a responsible and sustainable lifestyle when they make small kitchen tools and equipment using safe, locally available and sustainable resources.
  • Self-efficacy: The learner uses cleaning and storage skills of small kitchen tools and equipment while observing safety on self and the equipment.
  • Creativity and imagination: The learner applies new ideas and improvises small kitchen tools and equipment using safe, locally sustainable resources.
Values:
  • Responsibility as the learner observes safety precautions on self and the equipment while cleaning and storing small kitchen tools and equipment.
  • Respect when the learner understands and appreciates each other’s opinion when working in teams as they discuss in groups, factors considered in the purchase or use of small kitchen tools and equipment.
  • Social justice as the learner works harmoniously while carrying out cleaning and storage of small kitchen tools and equipment used at home and school.

Pertinent and Contemporary Issues (PCIs):

  • Intrapersonal skills during friendship formation as the learner improvises small kitchen tools and equipment.
  • Environmental awareness as the learner adopts a responsible and sustainable lifestyle when they re-use and re-cycle available resources to make small kitchen tools and equipment.
Link to other Subjects:
  • Health Educations as the learner observes safety precautions of self, others and that of equipment while cleaning and storing small kitchen tools and equipment.
  • Visual Arts as the learner makes small kitchen tools and equipment using safe locally sustainable resources.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to classify small kitchen tools and equipment used at home, Precisely and appropriately classifies small kitchen tools and equipment used at
home.
Appropriately classifies small kitchen tools and equipment used at
home.
Appropriately classifies some small kitchen tools and equipment used at
home.
Classify some small kitchen tools and equipment but needs help.
Ability to describe the uses of small kitchen tools and equipment  Accurately and concisely able to describe the uses of small kitchen tools
and equipment
Accurately able to describe the uses of small kitchen tools and
equipment
Partly able to describe the uses of small kitchen tools and
equipment
Can only describe the uses of small kitchen tools and equipment when assisted.
Ability to explain the factors to consider in the choice of small kitchen tools and equipment. Comprehensively and correctly describes factors to consider in the choice of small kitchen tools and
equipment.
Correctly describes factors to consider in the choice of small kitchen tools and
equipment.
Correctly describes some factors to consider in the choice of small kitchen tools and
equipment.
Describe some factors to consider in the choice of small kitchen tools and equipment with
assistance.
Ability to care for the small kitchen tools and equipment used at home Systematically and correctly able to care for the small kitchen tools and equipment
used at home
Systematically able to care for the small kitchen tools and equipment
used at home
Partially able to care for the small kitchen tools and equipment
used at home
Systematically cares for some small kitchen tools and equipment used at
home with help.
Ability to improvise small kitchen tools and equipment using safe, locally sustainable resources. Correctly and innovatively improvises small kitchen tools and equipment using safe, locally sustainable
resources.
Correctly  improvises small kitchen tools and equipment using safe, locally sustainable
resources.
Fairly able to improvise some small kitchen tools and equipment using safe, locally sustainable
resources.
Can improvise some small kitchen tools and equipment using some safe, locally and sustainable resources with help.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
1.0 Foods and
Nutrition

1.3 Cooking Food

(16 lessons)

By the end of the sub strand, the learner should be able to:
  1. describe the methods of cooking different types of food
  2. examine the suitable equipment used in various methods of cooking food
  3. improvise the equipment used in various methods of cooking food
  4. describe the procedure for cooking foods using various methods
  5. plan, cook and serve suitable foods using safe appropriate methods
  6. appreciate the importance of varied methods of cooking different types of foods.

The learner is guided to:

  • use digital, print resources or resource persons to search for information on methods of cooking different types of foods (grilling, roasting and steaming),
  • discuss in groups the suitable equipment used for grilling, roasting and steaming food,
  • use safe, locally sustainable resources to improvise kitchen tools and equipment for grilling, roasting and steaming food (improvised steamer, improvised oven, improvised roasting grills),
  • engage in discussing guidelines appropriate for various methods of cooking (grilling, roasting and steaming) to ensure safety
    and quality of foods,
  • use grilling, steaming and roasting methods of cooking to prepare foods while observing appropriate safety of self and others,
  • present the cooked food items suitably (attractively and creatively),
  • discuss and make class presentations on the importance of varied methods of cooking different types of foods.
  1. Why should we use different methods in cooking food?
  2. How does food cooked by grilling, roasting and steaming taste and appear?
Core Competences to be Developed
  • Digital literacy: The learner uses digital, print resources or resources persons to search for information on methods of cooking different types of foods.
  • Self-efficacy: The learner uses various methods of cooking tasks effectively during preparation and presenting cooked foods.
  • Learning to learn: The learner reflects on own learning while presenting the cooked food items suitably.
Values:
  • Responsibilities as the learner observes precautions while using hot grills and steamers.
  • Unity when learner collaborates with others as they share opinions while grilling food.
  • Integrity as the learner utilize resources sparingly when using cooking ingredients.
Pertinent and Contemporary Issues (PCIs):
  • Safety and security issues as the learner observes safety while using grilling, steaming and roasting methods to prepare and present foods.
  • Environmental education as the learner economically uses and conserves locally available resources when improvising equipment for grilling, roasting and steaming food.
  • Interpersonal skills as the learner works in groups to prepare and present foods made using grilling, steaming and roasting methods.
Link to other Subjects:
  • Health Education as the learner proactively observes safety measures when using open fires, hot grills and steamers.
  • Mathematics when the learner makes conversions while weighing and measuring cooking ingredients accurately.
  • Computer Science as the learner uses digital and print resources to search for information on methods of cooking different types of foods.
  • Visual Arts as the learner presents food items cooked using grilling, roasting and steaming.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to describe methods of cooking different types of food. Correctly and broadly describe methods of cooking different types of food. Correctly able to describe methods of cooking different types of food. To a certain extent able to correctly describe some methods of cooking different types of food. Correctly able to describe some methods of cooking different types of food when
prompted.
Ability to examine the suitable equipment used in various methods
of cooking food
Correctly and exhaustively able to examine the suitable equipment used in various methods of cooking food. Correctly able to examine the suitable equipment used in various methods of cooking food. Correctly able to examine the few suitable equipment used in various methods of
cooking food
Correctly able to examine some suitable equipment used in various methods of cooking food when helped.
Ability to improvise the equipment used in various methods of cooking food Suitably and creatively able to improvise the equipment used in various methods of cooking food Creatively able to improvise the equipment used in various methods of cooking food Creatively able to improvise some equipment used in various methods of cooking food with inaccuracies. Creatively able to improvise some equipment used in various methods of cooking food only when helped.
Ability to describe the procedure for cooking foods using various methods. Correctly and systematically able to describe the procedure for cooking foods using various methods. Able to describe the procedure for cooking foods using various methods. To some extent able to describe the procedure for cooking foods using various methods. Systematically describe some procedures for cooking foods using various methods only when
prompted.
Ability to plan, cook and serve suitable foods using appropriate methods of cooking. Correctly and innovatively plans, cooks and serves suitable foods using appropriate methods of cooking. Correctly able to plan, cook and serves suitable foods using appropriate methods of cooking. Tries to correctly plan, cook and serve some suitable foods using appropriate methods of cooking. Correctly plans, cooks and serves some suitable foods using few appropriate methods of cooking
when assisted.

STRAND 2.0: CONSUMER EDUCATION

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
2.0 Consumer Education

2.1 Buying
Goods and Services

(6 lessons)

By the end of the sub strand, the learner should be able to:
  1. analyse the factors to consider when buying goods and services needed at the household level
  2. explore the methods of buying various household goods and services from sale outlets
  3. describes the ways of saving income when buying household goods and services,
  4. carry out comparative shopping of various goods and services for household use
  5. perform the buying and selling transactions of goods and services for household use assess the challenges and mitigation factors experienced when buying goods and services for household use
  6. appreciate consumer education in the acquisition of goods and services.
The learner is guided to:
  • discuss in groups and make a list of various goods and services used to meet specific household needs of a family,
  • brainstorm and outline factors that influence consumer’s purchasing decisions on goods and services needed at the household level,
  • use digital, print resources, open resource centres, library resources or resources persons to explore and list possible sale outlets (online outlets, malls, supermarkets, ecommerce stores, stores)for various household goods and services,
  • share experiences while brainstorming on different methods of saving personal and family income when buying goods and services,
  • organize a field visit to explore buying methods used for various goods and services such as cash, credit, mobile money, barter trade,
  • conduct a market survey in the locality to compare and contrast goods and services at various sale outlets and the approximate amount of money needed to buy them. Share findings during class plenary,
  • arrange a convenient sale outlet and dramatize or role-play buyer and seller situation concerning prices, correct change, quality and good behavior using paper money, mock financial and accounting transactions and online transaction deals and sales,
  • brainstorm the issues associated with buying goods and services for household use and their mitigation factors
  1. Why do we acquire various goods and services?
  2. Why is comparative shopping a good idea when buying goods and services?
  3. How can one save income while shopping for goods and services?
Core Competences to be Developed
  • Communication and Collaboration: The learners recognizes the value of ideas by others as they role-play how to perform transactions of buying goods and services for household use.
  • Critical thinking and Problem solving: The learner uses researching skills while conducting a market survey in the locality to compare and contrast goods and services at various sale outlets and the approximate amount of money needed to buy them.
       
Values:
  • Integrity as the learner follows laid out procedures when they role-play how to perform transactions of buying goods and services for household use.
  • Patriotism as the learners embraces and obeys laws and regulations while exploring various methods of buying goods and services.
  • Respect as the learner appreciates each other’s opinion while making a list of various goods and services used to meet specific household needs of a family.

Pertinent and Contemporary Issues (PCIs):

  • Decision-making skill as the learner carries out field visits to explore buying methods for various goods and services.
  • Integrity as the learner displays transparency, fairness and accountability when handling money during the role- play on how to carry out transactions for goods and services.
Link to other Subjects:
  • Business Studies as the learner explores using digital and print resources to identify and list sale outlets for various goods and services in the prepared list.
  • Social Studies when learner explores buying methods used for various goods and services such as cash, credit, mobile money, batter trade.
  • Mathematics when the learner discusses and prepares a list of various goods and services and approximate amounts of money needed to buy them.
  • English Language as the learner learns new words expressed such as transaction, comparative shopping, cash, credit, mobile money, and barter trade.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to analyse the factors to consider when buying goods and services needed at the household level. Correctly and concisely and able to analyse factors to consider when buying goods and services needed at the household level, Correctly able to analyse factors to consider when buying goods and
services needed at the household level.
Partly able to correctly analyse factors to consider when buying goods and services
needed at the household level.
Needs support to correctly analyse factors to consider when buying goods and services needed at the household level.
Ability to explore the methods of buying various household goods and services from sale outlets Broadly and suitably able to to explore the methods of buying various household goods and services from sale outlets Broadly able to to explore the methods of buying various household goods and services from sale outlets Attempts to broadly explore some methods of buying various household goods and services from sale outlets Can broadly explore some methods of buying various household goods and services from sale outlets
only when helped.
Ability to evaluate the costs of various goods and services needed at the household level. Correctly and exhaustively able to evaluate costs of various goods and services needed at the household level. Correctly able to evaluate costs of various goods and services needed at the household level. Able to correctly evaluate some costs of various goods and services needed at the household level. Correctly able to evaluate some costs of various goods and services needed at the household level
with help.
Ability to perform the buying transactions of goods and services for household use. Correctly and systematically able to perform buying the transactions of
goods and services for household use.
Systematically able to perform buying the transactions of goods and services for household use. Systematically able to perform some buying the transactions of goods and services for household use. Systematically able to perform some buying the transactions of goods and services for household use
when assisted.

 STRAND 3.0 TEXTILES AND CLOTHING

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
3.0. Textiles and Clothing

3.1 Natural Textile Fibres


(12 lessons)

By the end of the sub strand, the learner should be able to:
  1. Classify the textile fibres based on their natural sources
  2. describe the properties of natural textile fibres
  3. explain the uses of natural textile fibres
  4. carry out the physical identification tests on natural textile fibres
  5. outline the safety precautions to observe when carrying out physical identification on natural fibres
  6. appreciate the value of various natural textile fibres in clothing and household articles.
The learner is guided to:
  • draw a textile tree or flow chart to organise the various textile fibres based on their natural sources (plant fibres; animal fibres; mineral fibres),
  • collect and mount samples of various types of natural textile material (plant fibre materials; animal fibre materials; mineral fibre materials) in a textile sampler album or scrapbook to describe the properties of natural textile fibres,
  • use digital media to search and watch video clips on various uses of natural textile fibres (plant fibre materials; animal fibre materials; mineral fibre materials) and present their findings in class plenary,
  • carry out physical identification tests (feel, burning test, sight) on natural textile fibres (plant fibre materials; animal fibre materials; mineral fibre materials). Observe safety while conducting the tests,
  • observe fashion magazines and watch video clips on various natural textile fibres (plant fibre materials; animal fibre materials; mineral fibre materials) to recognise the value of various natural textile fibres in clothing and household articles.
  1. How are different types of natural textile fibres identified in clothing material?
  2. Why is it important to know the type of textile fibres our clothes are made from?

 

Core Competences to be Developed
  • Communication and collaboration: The learner listens keenly and actively when analysing textile sampler albums or scrapbooks of various types of natural textile fibres.
  • Digital literacy: The learner uses digital media to search and watch video clips on various uses of natural textile fibres.
  • Citizenship: The learner brings together information when observing fashion magazines and watching video clips to appreciate the value of various natural textile fibres in clothing and household articles.
Values:
  • Responsibility as the learner independently and safely carries out physical identifation tests of natural textile fibres
  • Unity as the learner collaboratively works together during presentations of their findings in class plenary on various uses of natural textile fibres.
  • Social justice as the learner shares equitably the resources used to carry out physical identification tests.
Pertinent and Contemporary Issues (PCIs):
  • Safety and security as the learner observes caution when carrying out the burning test to identify natural textile fibres.
Link to other Subjects:
  • Visual Arts as the learner draws a textile tree, collects and mounts samples of various types of natural textile material in a textile sample album or scrapbook.
  • Integrated Science as the learner carries out identification tests on natural fibres
  • Health Education when the learner safely carries out physical identification tests of natural textile fibres.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to classify the textile fibres based on their natural sources. Accurately and concisely able to classify the textile fibres based on their natural sources. Accurately able to classify the textile fibres based on their natural sources. Makes effort accurately classify some textile fibres based on their natural sources from time to
time.
Accurately able to classify limited number of textile fibres based on their natural sources only when
prompted.
Ability to describe the properties of natural textile fibres. Broadly and correctly able to describe the properties of natural textile fibres. Correctly able to describe the properties of natural textile fibres. Attempts to correctly describe some properties of natural textile fibres now and then. Correctly describe few properties of natural textile fibres when prompted.
Ability to explain the uses of natural textile fibres Concisely and accurately to explain the uses of natural textile fibres Accurately to explain the uses of natural textile fibres Accurately to explain some uses of natural textile fibres Accurately able to explain some uses of natural textile fibres only when encouraged.
Ability to carry out the physical identification tests of natural textile fibres. Systematically and correctly able to carry out the physical identification tests of natural textile fibres. Systematically able to carry out the physical identification tests of natural textile fibres. Partially able to carry out the physical identification tests of natural textile fibres. Can be able to systematically carry out the physical identification tests of natural textile fibres
only when urged.
Ability to outline the safety precautions to observe when carrying out physical identification on natural fibres Clearly and accurately able to outline the safety precautions to observe when carrying out physical identification on natural fibres Accurately able to outline the safety precautions to observe when carrying out physical identification on natural fibres Accurately able to outline some safety precautions to observe when carrying out physical identification on natural fibres Accurately able to outline some safety precautions to observe when carrying out physical identification on natural fibres only when assisted.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
3.0 Textiles and Clothing

3.2 Sewing Machine

(10 lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the factors considered in buying different types of sewing machines
  2. describe the functions of various parts of a sewing machine
  3. prepare a sewing machine for safe basic straight stitching
  4. practice the basic straight stitching on stitch swatches
  5. outline the machine faults and their remedies during straight stitching
  6. carry out the basic care of a sewing machine
  7. appreciate the use of a sewing machine in making straight stitching.

The learner is guided to:

  • use digital, print resources or a resource person to identify types of sewing machines used in making clothing and household articles (treadle, hand- driven, motor-driven or electric machine),
  • brainstorm aspects considered in purchasing different types of sewing machines,
  • discuss in groups the factors considered in buying different types of sewing machines,
  • observe a sewing machine, identify parts and describe the functions of the various parts of the sewing machine,
  • prepare a sewing machine for basic straight stitching by carrying out the upper and lower threading, winding the bobbin, placing the needle, testing the stitches, powering the electric sewing machine, marking the cutting lines and stitching lines,
  • practise safety precautions while preparing and using a sewing machine for basic straight stitching,
  • explore and brainstorm on machine faults, their causes and their remedies during straight stitching,
  • use a sewing machine to make samples of straight stitchings on a piece of clothing material (swatch, sample or strip)
  • carry out basic care on a sewing machine (dusting, oiling, covering and replacement of broken needles).
  1. Why is a sewing machine an asset worth buying?
  2. How is a sewing machine beneficial to an individual and the family?
Core Competences to be Developed
  • Learning to learn: The learners portray self-discipline to continuously learn when using the sewing machine to make quality stitches.
  • Critical thinking and problem solving:The learners employ evaluation and decision-making skills when exploring machine faults, their causes and their effects during machine stitching.
  • Self-efficacy: The learners develop personal skills in the ability to operate a sewing machine to make a stitch swatch, sample or strip.
Values:
  • Patriotism as the learner respects fellow peers during group activities as they practice running or operating, and winding the bobbin including threading the sewing machine,
  • Unity as learner takes turns in activities and conversations while identifying parts of a sewing machine and their functions.
  • Responsibility as learner engages in assigned roles and duties when using and caring for a sewing machine.
Pertinent and Contemporary Issues (PCIs):
  • Safety and security education when the learner observes caution while running /operating the sewing machine.
  • Personal skills as the learner develops and practices the art of using the machine straight stitches for making a stitch swatch, sample or strip
Link to other Subjects:
  • Pre-technical when the learner practices using and caring for the sewing machine.
  • Mathematics as the learner practices accuracy and adjust stitch length while they make quality machine stitches.
  • Health Education as the learner observes safety and hygiene during care for the sewing machine and when using the sewing machine to avoid accidents.
  • Business Studies as the learner discusses in groups the factors considered in buying different types of sewing machines.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain the factors considered in buying different
types of sewing machines.
Correctly and confidently able to explain the factors considered in buying
different types of sewing machines.
Correctly able to explain the factors considered in buying
different types of sewing machines.
Tries to correctly explain some factors considered in buying different types of sewing machines. Correctly explains some factors considered in buying different types of
sewing machines only when assisted.
Ability to describe the functions of various parts of a sewing machine. Suitably and consistently able to describe the functions of various parts of a sewing machine. Suitably able to describe the functions of various parts of a sewing machine. Sometimes able to describe some functions of various parts of a sewing machine. Suitably able to describes the functions of some parts of a sewing machine when
helped.
Ability to prepare a sewing machine for safe basic straight stitching, Accurately and independently able to prepare a sewing machine for safe basic straight stitching, Accurately able to prepare a sewing machine for safe basic straight stitching, Partially able to prepare a sewing machine for safe basic straight stitching, Accurately able to prepare a sewing machine for safe basic straight
stitching unless aided.
Ability to practice the basic straight stitching on a stitch swatch, sample or strip. Suitably and independently able to practice basic straight stitching on a stitch swatch , sample or
strip.
Suitably able to practice basic straight stitching on a stitch swatch , sample or
strip.
Sometimes able to suitably practice some basic straight stitching on a stitch swatch, sample or strip. Suitably able to practice some basic straight stitching on a stitch swatch, sample or strip when helped.
Ability to outline the machine faults and their remedies during straight stitching Precisely and exhaustively able to outline the machine faults and their remedies during
straight stitching
Exhaustively able to outline the machine faults and their remedies during
straight stitching
Exhaustively able to outline some machine faults and their remedies during
straight stitching
Can outline the machine faults and their remedies exhaustively during straight stitching only
when helped.
Ability to carry out the basic care of a sewing machine. Appropriately and consistently carry out basic care of a sewing machine. Consistently able to carry out basic care of a sewing machine. Makes little effort to consistently carry out basic care of a sewing machine. Can consistently carry out basic care of a sewing machine only when prompted.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
3.0 Textiles and
Clothing

3.3 Seams


(10
lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the meaning of the term seam as used in clothing construction
  2. identify the types of seams used in clothing construction
  3. analyse the factors to consider when choosing seams in clothing construction
  4. examine the qualities of well-made seams in clothing construction
  5. make the samples of seams used in clothing construction,
  6. construct a simple household article
  7. appreciate the use of seams in clothing construction.
The learner is guided to:
  • brainstorm the meaning of the terms seam, seam allowance, seam turning, seam line),
  • search for information on the different types of seams (open or plain, overlaid, french, double- stitched seams),
  • research, discuss and compile the factors to consider when choosing seams (open and plain)
  • illustrate the procedure of making open and plain seam,
  • make samples of different open and plain seams using machine stitches and mount them in a portfolio or folder.
  • neaten seam appropriately using suitable (pinking, edge stitching or use loop stitches),
  • prepare a class display and evaluate the qualities of the well-made open and plain seam from the samples made, use digital or print material to search for a suitable article (cushion cover, pillow case or lap bag) made using machine straight stitches and joined by an open or plain. Share the ideas in class,
  • make a simple household article, applying the skills learnt such as machine straight sewing, an open neatened seam (pinking, edge stitching) plain neatened seam (use of loop stitches) and hand-made decorative stitches (stem stitch, chain stitch and satin stitch),
  • take pictures and video clips on the sewing- up, share on learning platforms,
  • peer assess the finished household article (Work bag (lap bag), Pillow case, Cushion cover).
  1. Why are clothing and household articles joined with seams?
  2. How is the open seam different from an plain seam?
Core Competences to be Developed
  • Learning to learn: The learner portrays self discipline to continuously learn while making a simple household article.
  • Self-efficacy: The learner develops personal skills in the ability to operate a sewing machine to make a household article.
  • Creativity and imagination: The learner applies new ideas while making and mounting samples of different open or plain seams using machine stitches in a portfolio or folder
Values:
  • Patriotism as the learner respects fellow peers during group activities while assessing the household articles made.
  • Respect as the learner takes turns in activities and conversations while preparing a class display and evaluate the qualities of well-made open or plain seam from the samples made.
  • Responsibility as the learner engages in assigned roles and duties when researching, discussing and compiling the factors to consider when choosing open or plain seams.
Pertinent and Contemporary Issues (PCIs):
  • Safety and security education when the learner observes caution while running or operating the sewing machine when making the household article.
  • Personal skills as the learners develops and practices the art of using the machine straight stitches to make an open seam.
Link to other Subjects:
  • Pre-technical when the learner uses the sewing machine to make a household article using open seam.
  • Mathematics as the learner measures and makes a household article while practicing accuracy.
  • Visual Arts when the learner makes samples of different open or plain seams using machine stitches and mount in a portfolio or folder.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain the meaning of the term seam as used in clothing
construction
Correctly and confidently able to explain the meaning of the term seam as used in
clothing construction.
Correctly able to explain the meaning of the term seam as used in
clothing construction.
Partially able to explain the meaning of the term seam as used in
clothing construction.
Correctly able to explain the meaning of the term seam as used in clothing construction
only when supported.
Ability to identify the types of seams used in clothing construction Accurately and explicitly to identify the types of seams used in clothing construction Accurately able to identify the types of seams used in clothing
construction
 Accurately able to identify some types of seams used in clothing
construction 
Accurately able to identify few types of seams used in clothing construction only when 
helped.
Ability to analyze the factors to consider when choosing seams in
clothing construction
Exhaustively and correctly able to analyze the factors to consider when choosing seams in clothing construction Correctly able to analyze the factors to consider when choosing seams in clothing construction Attempts to correctly analyse some factors to consider when choosing seams in clothing construction Can only analyse correctly the factors to consider when choosing seams in
clothing construction when helped.
Ability to examine the qualities of well-made seams in clothing
construction
Accurately and consistently able to examine the qualities of well-made seams in
clothing construction,.
Accurately able to examine the qualities of well-made seams in
clothing construction,.
Partially able to examine the qualities of well-made seams in
clothing construction,.
Accurately able to examine few qualities of well-made seams in clothing construction
unless assisted.
Ability to make the samples of seam used in clothing construction Methodically and accurately able to make samples of seam used in clothing construction Methodically able to make samples of seam used in clothing construction Attempts to methodically make some samples of seam used in clothing construction from time
to time.
Methodically makes few samples of seam used in clothing construction when aided.
Ability to construct a simple household article. Creatively and suitably able to construct a simple household
article.
Suitably able to construct a simple household
article.
Makes a little effort to suitably construct a simple household
article.
Can suitably construct a simple household article only when
assisted.

STRAND 4.0: CARING FOR THE FAMILY

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
4.0. Caring for the Family

4.1 Household Cleaning Agents

(8 lessons)

By the end of the sub strand, the learner should be able to:
  1. identify the cleaning agents for household purposes
  2. describe the forms of soap and soapless detergent for household use,
  3. describe the basic ingredients and substances added during soap making
  4. explain the qualities of an effective cleaning agent for household purposes
  5. prepare homemade soap using natural ingredients
  6. embrace the use of safe, locally sustainable resources in preparing homemade soap
The learner is guided to:
  • discuss in groups to differentiate types of household agents based on usage (Water-soft, hard, warm and cold, Soaps- toilet soaps and non-toilet soaps & Soapless detergents),
  • search from digital and print resources the various forms of soap and soapless detergents used for household purposes and compile their descriptions. (Soap:-liquids, cake/bar and hand-made; Soapless:-foam, powder, liquid, paste). Share findings in class,
  • search and watch a video clip or a demonstration by a resource person on making of homemade soap to describe basic soap ingredients (wood ash, water, salt and fats/oils) and the substances added during the making of soap (brightening agents, builders, lather stabilizers, foaming agents, whitening agents, dirt suspending agents, fragrances, dyes, antiseptics),
  • brainstorm using own experiences on qualities of an effective household cleaning agent such as gentle on hands, lathers, easily with water, appealing fragrance and safe on the fabric,
  • search for and collect safe, locally sustainable natural ingredients such as wood ashes, animal or plant oils or fats, salt and water,
  • safely prepare homemade soap (hand-made method),
  • explore and apply ways of improving homemade soap such as fragrances, dyes, antiseptic or glycerine for household uses.
  1. Why are the safe, locally sustainable raw materials for soap making better than the artificial ones?
  2. How should homemade soap be improved?
Core Competences to be Developed
  • Creativity and imagination: The learner will experiment with ideas on homemade soap to test if it works while exploring the different ways of improving it for various uses.
  • Critical thinking and problem-solving: The learner will employ evaluation and decision-making skills to search for and collect natural ingredients used for preparing homemade soap.
  • Citizenship : The learner will be aware of a responsible and sustainable lifestyle when searching for and collecting safe, locally sustainable ingredients for preparing homemade soap.
Values:
  • Love when the learner respects ideas and opinions from others, discussing in groups to differentiate types of soap and soapless detergents based on usage.
  • Peace when the learner follows laid out procedures of making home- made soap.
  • Social justice when the learner accords equal opportunities in sharing resources while exploring and applying ways of improving home -made soap for household uses.
Pertinent and Contemporary Issues (PCIs):
  • Safety and security education as the learner observes precautions when preparing homemade soap.
  • Problem-solving and poverty eradication as the learner makes their own homemade soap instead of spending.
       
Link to other Subjects:
  • Health Education when the learner observes safety when using ingredients and substances added during the making of home-made soap.
  • Computer Science when the learner searches, downloads and saves information on different forms of soap and soapless detergents.
  • Mathematics when the learner measures proportions of ingredients and substances used when making homemade soap.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ablity to identify the cleaning agents for household purposes Precisely and accurately able to identify the cleaning agents for household
purposes
Accurately able to identify the cleaning agents for household
purposes
Accurately able to identify some cleaning agents for household
purposes
Can accurately identify few cleaning agents for household purposes only when assisted.
Ability to differentiate soap and soapless detergents for household use Correctly and precisely able to differentiate soap and soapless detergents for household use. Precisely able to differentiate soap and soapless detergents for household use. Partially able to differentiate soap and soapless detergents for household use. Precisely able to differentiate soap and soapless detergents for household use only when unless assisted.
Ability to describe the basic soap ingredients and substances added during soap making Correctly and broadly able to describe the basic soap ingredients and substances added during soap making. Correctly able to describe the basic soap ingredients and substances added during soap making. Attempts to correctly describe some basic soap ingredients and substances added during soap making. Can only correctly describe the basic soap ingredients and substances added
during soap making when helped.
Ability to explain the qualities of an effective cleaning agent for household purposes Concisely and clearly to explain the qualities of an effective cleaning agent for household purposes Concisely able to explain the qualities of an effective cleaning agent for household purposes Concisely able to explain some qualities of an effective cleaning agent for household purposes

Can only explain the qualities of an effective cleaning agent for household purposes when assisted.

 

Ability to prepare homemade soap using safe,locally sustainable ingredients. Accurately and innovatively able to prepare homemade soap using safe, locally sustainable ingredients. Accurately able Hardly able to to prepare homemade soap using safe, locally sustainable ingredients. Makes an effort to accurately prepare home-made soap using safe, locally sustainable ingredients.

Can only acurately prepare home -made soap using safe, locally sustainable ingredients when helped.

 

COMMUNITY SERVICE LEARNING (CSL) PROJECT

Project Title: Homemade Soap

The CSL project is based on the strand, caring for the family, under the sub strand, household cleaning agents. The project seeks to deepen the understanding of the concept of soap by providing an opportunity to practise the knowledge gained in the classroom to benefit themselves and the community.

To implement the project, the learners should be guided and facilitated to make the planning, organisation and implementation of the project activities. The project should be conducted by learners in groups where resources are scarce.

Resources Required

The learners should make use of safe, locally sustainable ingredients to economically make homemade soap for household use. The materials are natural.

Integration of Learning and Community Service

Clean water remains a basic need and many do not have it in low and middle-income settings. Learners will address the need for accessibility to home -made soap for household use. This will minimise the risk of infections at school and in the community and raise the standards of hygiene which are real-life issues. World Health Organisation (WHO) also advises the general public to practise hand washing with soap and water both at home and in school. Washing hands with soap and water seems simple enough, but it can have a huge impact on personal and public health.

Making soap from safe, locally sustainable ingredients is an effective and inexpensive way to help prevent transmission of diseases such as diarrhoea, skin and respiratory infections for both learners and community members.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
4.0 Caring for the Family

4.2 Homemade Soap

(3 lessons)

By the end of the CSL Project, the learner should be able to:
  1. investigate the safe and economical ways to provide soap for household use
  2. document the proposed plan and procedure of preparing home -made soap for effective implementation
  3. apply the knowledge acquired on detergents to prepare homemade soap for household use
  4. use homemade soap in the care of the family and school community
  5. evaluate the effectiveness of the homemade soap project at school

The learner is guided to:

  • use digital and print resources to search for main ingredients (safe, locally sustainable ingredients) of making homemade soap for household use such as wood ashes, water, salt, fats or oils,
  • conduct meeting sessions to discuss and make a written step by step plan and procedure of preparing homemade soap,
  • use the plan made to guide them in collecting required natural ingredients and prepare the homemade soap. while observing safety.
  • make homemade soap for different purposes such as cleaning, laundry work and personal hygiene purposes,
  • show-case the use of homemade soap (cleaning, laundry work, personal hygiene purposes) to the school community (peers, teachers and workers),
  • use messages on posters, banners, one- on-one talks and open discussions or debates to enlighten and sensitize the school community on the benefits of using homemade soap such as to maintain hygiene, cleanliness and proper sanitation,
  • evaluate the project by collecting feedback (online survey, chats on learning platforms, oral interviews and feedback forms or questionnaires) from the school community on whether the project is effective and any challenges experienced of homemade soap,
  • conduct a meeting to discuss and document achievements and challenges experienced during the project.
  1. Why are ashes, salt, fats or oils used for soap making?
  2. How does one take precautions while preparing homemade soap?

The Key Component of CSL Developed: Life skills, Research, Entrepreneurship and Financial Literacy, Communication and Community Development.
Life Skill: Importance of Life Skill in the Community /School.

  1. The learner will apply problem solving steps to address the issue of inaccessibility to soap, poverty reduction, reduction of infections and improvement of sanitation in school and at home.
  2. The learners will create a to-do list and apply time management tips to complete the project on homemade soap from safe, locally sustainable ingredients.

Entrepreneurship and Financial Literacy: Importance of Entrepreneurship and Financial Literacy in the Community and School.

  1. The learner will develop soap making as a business idea and an opportunity in the community for poverty eradication.
  2. The learner will value business ideas and opportunities in enterprise creation.
  3. The learner will demonstrate the benefits of carrying out an effective and inexpensive soap making process for income-generation.

Research: Importance of Research

  1. The learner will explore opportunities for researching in the school community as they investigate the economical ways to provide soap at school and home,
  2. The learner will appreciate the significance of research in transforming the school community as they disseminate the benefits of homemade soap using safe, locally sustainable ingredients to the school community and give fruitful recommendations that will help improve the project in future.

Community Development: Importance of Community Development

  1. The learner will apply the knowledge and skill acquired in soap making to address the need for accessibility to soap at home and in school.
  2. The learner will create awareness on personal and public health in the community through improving access to soap, improved sanitation, reduction of infections and environmental conservation.

Communication: Importance of Communication

  1. The learner will enlighten and sensitize the school community on the benefits of using homemade soap, such as improving access to soap, improved sanitation, reduction of infections and environmental conservation. through use of messages on posters, banners, one-on-one talks and open discussions or debates.
  2. The learner will use varied print and social media and other online forums to collect, use and analyse feedback on the success of the project.
Core Competences to be Developed
  • Digital literacy: The learner interacts with technology to evaluate the project by collecting feedback from the community on whether the project is effective and any challenges experienced by use of homemade soap.
  • Critical thinking and problem solving: The learner employs open-mindedness and creativity to demonstrate the uses of the products made for cleaning, laundry work, personal hygiene purposes.
  • Learning to learn: The learner shares learnt knowledge, during the sensitization program on the benefits of using homemade soap at school and home, through use of messages on posters, banners, one-on-one talks and open discussions or debates.

Values:

  • Patriotism when the learner serves their school community when presenting recommendations that will help improve the homemade soap project in future.
  • Respect when the learner appreciates diversity in opinions as they work on the soap making CSLproject in groups.
  • Social justice when the learner accords equal opportunities in sharing safe, locally sustainable ingredients for preparing homemade soap.
  • Love when the learner resolves conflicts amicably while working in groups in the soap making CSL project.   
Pertinent and Contemporary Issues (PCIs):
  • Problem-solving skills when the learner makes soap from safe, locally sustainable ingredients to improve access to soap, eradicate poverty, reduce infections and improve sanitation.
  • Safety and security when learner adds antiseptics to the homemade soap and as they observe safety and hygiene while preparing it.
  • Poverty reduction as the learner develops skills in homemade soap making as a business idea and opportunity.
Link to other Subjects:
  • Visual Arts when the learner expresses creativity when adding substances such as fragrance, dyes and antiseptics in the homemade soap.
  • English language skills when learner organizes a sensitization program on how to economically prepare homemade soap from safe, locally sustainable ingredients at school and home.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to investigate the economical ways to provide soap for household use. Correctly and exhaustively able to investigate the economical ways to provide soap for
household use.
Correctly able to investigate the economical ways to provide soap for
household use.
Makes effort to correctly investigate some economical ways to provide soap for household use. Can be able to correctly investigate the economical ways to provide soap for household use, only
when aided.
Ability to document the proposed plan and procedure of homemade soap for effective implementation. Correctly and systematically documents the proposed plan and procedure of homemade soap for
effective implementation.
Correctly able to document the proposed plan and procedure of homemade soap for effective implementation. Attempts to correctly document proposed plan and procedures of hand-made soap for effective implementation with few inaccuracies. Can document the proposed plan and procedure of homemade soap for effective implementation only when assisted.
Ability to apply knowledge in soap making to prepare hand- made soap for household use Accurately and innovatively able to apply knowledge in soap making to prepare homemade soap for household
use
Innovatively able to apply knowledge in soap making to prepare homemade soap for household
use
Makes a little effort to innovatively apply knowledge in soap making to prepare homemade soap for household use Innovatively able to apply knowledge in soap making to prepare homemade soap for household usewhen helped.
Ability to use homemade soap in the care of the family and school
community
Correctly and relevantly able to use homemade soap in the care of the family and
school community
Relevantly able to use homemade soap in the care of the family and
school community
Partially able to use homemade soap in the care of the family and
school community
Can relevantly use homemade soap in the care of the family and school community, only
when assisted.
Ability to evaluate the effectiveness of the homemade soap project at school, Correctly and concisely able to evaluate the effectiveness of the homemade soap project at school, Concisely able to evaluate the effectiveness of the homemade soap project at school, Partially evaluate the effectiveness of the homemade soap project at school, Can be able to concisely evaluate the effectiveness of the homemade soap project at school, only when helped.

 

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
4.0. Caring
for the Family

4.3 Special Treatments in Laundry work

(8 lessons)

By the end of the sub strand, the learner should be able to:
  1. explain types of special treatments in household laundry work
  2. examine requirements for special treatment in household laundry work
  3. prepare home-made starch for special treatment in household laundry work
  4. describe the procedure of various special treatments in household laundry work
  5. apply safety measures while carrying out various special
  6. carry out special treatments in household laundry work
  7. recognize the value of special treatments in household laundry work
The learner is guided to:
  • watch a video clip on various special treatments for household laundry work (spotting, sponging, starching, home dry- cleaning),
  • brainstorm reasons for carrying out special treatment during laundrywork,
  • discuss with a resource person to deduce requirements for special treatments in household laundry work (requirements for spotting; sponging; starching; home dry- cleaning),
  • make starch solutions from safe and sustainable materials within the locality such as potatoes, maize and rice, treatments in household laundry work
  • brainstorm in groups the procedure of various special treatments (spotting, sponging, starching, home dry-cleaning) in household laundry work,
  • role-play safety measures to be observed when carrying out various special treatments (spotting, sponging, starching, home dry-cleaning) in household laundry work,
  • carry out special treatments (spotting, sponging, starching, home dry- cleaning) in household laundry work,
  • discuss in pairs and present in plenary on the value of special treatments in household laundry work.
  1. Why are clothes and household articles given special treatment during laundry work?
  2. How are clothes and household articles given special treatment different from those without?
  3. Why should one take precautions while carrying out special treatment in laundry work for self and the garments?
Core Competences to be Developed
  • Self-efficacy: The learners practices personal skills while carrying out special treatments in household laundry work,
  • Learning to learn: The learner shares learnt knowledge when conducting discussions in pairs and presenting in plenary.
  • Digital Literacy: The learner watches a video clip on various types of special treatments for household laundry work.
Values:
  • Love when the learner resolves conflicts while working in teams to carry out special treatments in household laundry work.
  • Unity when the learner respects other opinions and appreciate the efforts of others while role-playing safety.
Pertinent and Contemporary Issues (PCIs):
  • Safety and security education when the learners observe caution when handling various solutions when carrying out special treatments in household laundry work.
  • Environmental awareness when the learners safely use and dispose of various solutions used during special treatment during household laundry work, to avoid environmental degradation.
Link to other Subjects:
  • Health Education when the learners role-play safety measures to observe when carrying out various special treatments in household laundry work
  • English Languages when the learners communicate during discussions in pairs and presentations during plenary on the value of special treatments in household laundry work.
  • Computer Science when the learners watch a video clip on various types of special treatments for household laundry work.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain types of special treatments in household laundry work Concisely and relevantly able explain types of special treatments in household laundry work Relevantly able explain types of special treatments in household laundry work Relevantly explain some types of special treatments in household laundry work Requires help to explain types of special treatments in household laundry work
Ability to examine requirements for special treatments in household laundry work Correctly and exhaustively able to examine requirements for special treatments in household laundry work Correctly able to examine requirements for special treatments in household laundry work Partially able to examine requirements for special treatments in household laundry work Can be able to correctly examine requirements for special treatments in household laundry work when
assisted.
Ability to prepare home-made starch for special treatment in household laundry work Systematically and correctly able to prepare home-made starch for special treatment in household laundry work Correctly able to prepare home-made starch for special treatment in household laundry work Attempts to correctly prepare home-made starch for special treatment in household laundry work with inaccuracies. Requires helped to prepare home-made starch for special treatment in household laundry work
Ability to describe the procedure of various special treatments in household laundry work Logically and correctly describes the procedure of various special treatments in household laundry work Correctly able to describe the procedure of various special treatments in household laundry work Partially able to describe the procedure of various special treatments in household laundry work Can correctly describe the procedure of various special treatments in household laundry work only
when assisted.
Ability to apply safety measures while carrying out various special treatments in household laundry work Concisely and correctly able to apply safety measures while carrying out various special treatments in household laundry work Correctly to apply safety measures while carrying out various special treatments in household laundry work Correctly able to apply some safety measures while carrying out various special treatments in household laundry work Can be able to apply few safety measures while carrying out various special treatments in household
laundry work only when guided closely.
Ability to carry out special treatments in household laundry work Correctly and systematically able to carry out special treatments in
laundry work
Systematically able to carry out special treatments in laundry work Attempts to systematically carry out special treatments in laundry work Can carry out systematically few special treatments in laundry work only if
supported.

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

Strand  Sub Strand  Specific Learning Outcomes  Suggested Learning Experience  Key Inquiry Question (s)
1.0 Foods and Nutrition  

1.1 Conservation
of Food Nutrients

( 8 lessons)

  1. Observation schedule
  2. Practical work
  3. Self- assessment
  4. Critiques
  5. Checklists
  6. Rubrics
  7. Practical work
  • Video clips
  • Pictures
  • Charts
  • Digital and print materials
  • Recipe books
  • Resource person
  • Cooking tools, equipment and materials:
  • cooking equipment (charcoal jiko, gas cooker, electric cooker, paraffin stove, traditional open fireplace/ improved firewood stove• other resources- fuels, detergents,
  • foodstuff, kitchen cloths, cleaning materials
  • protective gear eg apron, headgear, gloves
  • First aid kit
  • Clearing and cleaning tools of equipment such as floor mops , rags, cloths, brooms, buckets or basins, dustpans, kitchen waste bin
Learners will be guided to:
  • educate other learners in health club activities in various methods of conserving vegetables.
  • make presentations on nutrient conservation in an open-forum such as at assembly, parent meetings, clubs, sports day, education day.
  • engage actively with a resource person concerning careers and income generating activities .
  • design a career wheel during clubs to demonstrate an understanding of various careers related to Home Science for each gender.
  • compose and recite poems, narratives, and songs about careers and income-generating activities in Home Science as well as on food nutrient conservation.
  • conduct debates with peers (face-to-face or online) on the role of Home Science for self and others.
  • organize and participate in presentations during exchange programmes such as symposiums, field trips and educational visits to other peers.
  • prepare talking walls and posters on careers related to Home Science as a subject.
  • sensitize parents and school community on conservation of food nutrients as well as the careers associated with Home Science and income-generating activities.
  • engage in straight talk on the importance of conservation of food nutrients in food handling during health week.
  • participate in discussions or open forums to brainstorm how the problem s associated with menstrual disorders affect teenage girls at home and in school and find solutions related to food nutrients intake. Reflect on the self and financial management skills required to address the solutions given.

1.2 Small Kitchen
Tools and Equipment

(7 lessons)

  1. Tests
  2. Observation schedules
  3. Self- assessment
  4. Critiques
  5. Checklists
  6. Rubrics
  7. Projects
  • Digital devices
  • Charts
  • Pictures
  • Photos
  • Charts/illustration
  • oven/ baking utensils
  • Pans and pots
  • Cutting tools
  • measuring &weighing equipment
  • shaping & moulding tools separating, lifting, mixing, turning, and scooping equipment
  • Storage equipment- Cupboards, wall units, shelves, racks,
  • Improvised small kitchen equipment such as wooden spoon, cooking sticks,
  • Kitchen waste bin
  • Cleaning cloths/ floor mops
  • Safety equipment
    •   First aid kit
    • Aprons/ overall coats
    • Hand gloves
    • Head gears.
      Covers
    • Kitchen cloths
  • draw pictures or images of small kitchen equipment and pasting on talking walls, notice boards and classroom walls.
  • organize events to show-case talent in improvised small kitchen equipment.
  • start small business project on improvised small kitchen equipment in club activities,
  • share information on digital learning platforms to share various ides on small kitchen
  • equipment organize to share information on uses and care of various small kitchen equipment during clubs and societies.
  • organize for a visit to the school kitchen or other kitchens to learn more about uses, care and storage small kitchen equipment,
  • engage actively with a resource person on the concept of spending money wisely when buying different small kitchen equipment. Share findings in class, assembly or during clubs.
 1.3 Cooking Food 

(16 Lessons)
  1. Observation schedules
  2. Check lists 
  3. Observation schedules
  4. Checklists
  5. Rating scales
  6. Oral questions
  7. Peer and self- assessment
  8. Exhibitions
  9. On-line assessment
  10. Practical work 
  • Realia-foodstuff locally (available suitable for purpose)
  • Cooking tools and equipment (improvise or substitute as much as possible)
  • Cookers/stoves/( choose which one is suitable)-
    • Gas
    • Electric
    • Kerosine
    • Charcoal
    • Firewood
    • Solar
    • others
  • Food storage equipment( choose which one is locally available for use)
    • Food safe
    • Cupboard
    • Charcoal cooler
    • Refrigerators 
  • Roasting grills
  • Grills
  • Steamers
  • Skewers
  • Roasting dishes
  • Serving dishes
  • Source of fuel. Water, detergents, cleaning cloths,
  • Safety equipment
    • First aid kit
    • Aprons/ overall coats
    • Hand gloves
    • Head gears.
    • Covers
  • Kitchen cloths
    • Hand towel
    • Dish cloth
    • Tea towel
  • organize clubs and societies activities to practice further methods of cooking and display items made to educate peers and other members of the school community.
  • Visit a restaurants/ hotel/ eating joints to make observations and report on how these methods of cooking are conducted.
  • Write articles and making recipe books, compiling recipes for the school magazine and post some on the digital platforms for learning.
  • design posters and picture images on foods cooked using the methods of cooking various locally available foods.
  • present during a public event on various methods of cooking foods and how you can improvise as much as possible.
  • watch videos or images of suitable food cooked using different methods of cooking that reflect socio-cultural diversity within their locality and share during clubs and societies.
  • organize for a cultural day and showcase different foods cooked using the different methods of cooking learnt in class.
  • compose songs and poems on safety precautions to be practised while cooking food using methods of cooking leant in class.Present during assembly, parents day or in events in school.
  • use talents and abilities in methods of cooking to generate income as guided by parents , guardians and resource persons
  • search, reflect and brainstorm on economic resources used during grilling of foods and ways of conservation them ( fuels, water, money, time , foodstuff )
  • compose songs, poems, oral narratives on efficient use and management of sources of energy (fuels) and present before peers
2.0
Consumer Education

2.1 Buying
Household Goods and Services


(6 lessons)

  1. E-assessment
  2. Questionnaires
  3. Written tests
  4. Observation schedules
  5. peer assessment
  6. Critiques
  7. Report writing
  • Video clips
  • Pictures
  • Charts
  • Digital and print materials
  • Paper money/mock money
  • Accounting records eg. Receipt book,
  • Documentaries on buying transactions
  • hold discussions and presentations on importance of saving in personal finance during school assemblies or clubs and societies activities
  • organize to dramatize buyer and seller transactions during club activities, events and open forums to educate the school community concerning prices, correct change, quality and good behavior.
  • present songs or poems on methods of buying various
    needed household goods and services from various sale outlets, during drama or music festivals
  • role plays on the buying/ selling transactions of goods and services during club activities
  • engagement of a resource person on challenges and mitigation factors experienced when buying goods and services for household use during parents’ days
  • organize school mentorship and/or peer education programmes on the importance of saving
  • engage and empower parents on importance of saving and comparative shopping.
  • write a report and share with peers, on the principles of wise buying, in relation to smart goal setting for financial literacy.
3.0 Textilesand Clothing

3.1 Natural
Textile Fibres


(12 Lessons)

  1. Rating scales
  2. Rubrics
  3. Anecdotal records
  4. Oral questions
  5. Projects
  6. Portfolio
  7. Self-assessment
  8. Observation schedules
  9. Project work
  10. Practical work
  • Charts
  • Manila papers, felt pens or marker pens
  • Scrapbooks/textile sample album
  • Sample of different types of scrap fabrics
  • Glue/cow gum/any other glue available
  • Digital and print devices
  • Sources of heat eg candle, for the physical tests on fabric
  • Fashion magazines/ newspapers
  • Yarn samples
  • Fibre samples
  • develop simple guidelines or messages on posters on responsible management of natural textile fibers as resources for parents and guardians during a open forum.
  • write poems and songs articles on uses of natural textile fibres and present during assembly and clubs and societies or for the school magazine.
  • develop digital slides presentations of physical tests of identifying natural textile fibres and share on digital learning platforms.
  • make a scrapbook or textile album during clubs and societies.
  • model a textile tree to show classification of natural textie fibres and present during parents day/ academic day or other open forum with parents and guardians. organise debates in school on the different natural fibres and their advantages or disadvantages.
3.2 Sewing
Machine

(10 lessons)
  1. Online assessment
  2. Observation schedules
  3. Check lists
  4. Rating scales
  5. Written tests
  6. Journals
  7. Daily logs
  8. Projects
  9. Practical work
  • Real sewing machines( choose available suitable model) 
    • Treadle
    • Hand-driven
    • Electric- driven
  • Fabrics
  • Machine needles, scissors,
  • Sewing threads
  • Machine oil covers,
  • Chats
  • Manilla
  • Threads
    • Sewing
    • Tacking
    • Threads
  • initiate a project to model sewing machine model by drawing, designing and constructing a model, painting, or using digital literacy skill to make a 3-D model and share with peers at assembly or other events in school.
  • lead open forum in school to educate peers and school community on the sewing machine and its use.
  • create a project of images and illustrations accompanied by text on the parts of a sewing machine and their functions using digital devices and share on digital learning platforms.
  • organize during club activities business ideas using the sewing machine such as minor repairs at a fee.
  • show-case talent and potential in using the sewing machine, competition on the using of the sewing machine ( speed test)
  • sensitize peers and the whole school on machine faults and their remedies.
  • compose songs, poems, narratives on the types and functions of sewing machines and present during events, assembly, public school forums such as meetings,
  • organize for visit to a tailoring shop, sale outlet for sewing machines to learn more about various models of sewing machines and their prices.
  • take part in drama festivals with themes on talents and abilities on using the sewing machine.
  • explore on career opportunities employed for income generation. as a result of talent , abilities and skills on the sewing machine. Report findings during assembly, open forums, events and club meetings.

3.3 Seams

(10 lessons)

  1. Observation schedules
  2. Checklists
  3. Rating Scales
  4. Portfolio
  5. Anecdotal records
  6. Journals
  7. Projects
  8. self and peer assessment
  9. Oral assessments
  1. Fabrics/material
    • Machine sewing threads
    • Tacking threads
    • Decorative threads
    • Materials for the project work (pillow case, lap bag or cushion cover)
  2. Sewing machine
    • Treadle
    • Hand- driven
    • Electric- driven
  3. Machine needles, scissors,
  4. Sewing threads
  5. Machine oil covers,
  6. Chats
  7. Manilla
  8. Needlework tools and equipment
  9. Sample real items (lap bag, pillowcase and cushion cover)
  • show-case talents and potentialities in making seams using the sewing machine .
  • display items made using seams to sensitize and share information on the importance of open and plain seams.
  • share information on open and plain seam during clubs and societies meetings .
  • make items using the open and plain seams and sell to the school community.
  • write articles on how to make various articles using open and
    plain seams and post on digital
  • learning platforms and print such as school magazine.
  • organise a visit to learn how dressmakers make small items using straight machine stitching.
  • share information on seams during symposia and other exchange programs with peers.
  • organize fairs and exhibitions to showcase their talents and abilities on open and or plain seam and items made from knowledge and skills gained.
  • compose songs and poems on factors to consider when choosing open and plain seam,
    record and upload on digital platforms during clubs.
4.0 Caring for the Family   4.1 Household Cleaning Agents

(8 lessons)
  1. Peer assessment
  2. E-assessment
  3. Observation schedules
  4. Rating scales
  5. Checklists
  6. Rubrics
  7. Oral questions
  8. Written tests
  1. Detergents (Any locally available both soap( toilet and non-toilet) and soapless detergents
  2. Forms of soap and soapless detergents (liquid, foam, bar, powder, flakes
  3. Water (soft and hard)
  4. Ingredients for making homemade soap (wood ashes, salt, fats/ois, and water)
  5. Fragance/ perfume, dyes, antiseptic or glycerine
  6. Heating facility – jiko or any source of heat
  • recite poems and composing songs on household cleaning agents and presenting during events in school and other forums such as assembly or record and upload on digital learning platforms
  • initiate projects during clubs and societies to safely prepare homemade soap for income generation.
  • sensitize school community on forms and types of soap and soapless detergents.
  • use digital technology to record videos and audios of composed songs and poems on cleaning agents for household use and share on digital learning platforms or share during open forums in school such as parents day.
  • create posters on qualities of an effective household cleaning agent and display on noticeboards, walls in class, on trees,
  • exercise ways of conserving the environment while disposing cleaning agents and share effects of environmental degradation with peers, parents or guardians.
4.2 Homemade
soap

(3 lessons)
  1. e-assessment
  2. Check-list
  3. Rating scales
  4. Rubrics
  5. Project
  6. Observation schedules
  7. Oral questions
  8. Online questionnaires
  9. exhibitions
  10. Project work
  11. Report writing
  • Ingredients for making homemade soap (safe, locally sustainable)
    • Wood ashes
    • Salt
    • Fat/oil (plant or animal)
    • Water
  • Digital devices
  • Oral interview and feed back forms
  • Heating facility or heat source
  • Containers for packing
  • initiate projects on soap making at school and home for income generation.
  • share the process of making homemade soap and share with peers during open forums and events including digital learning platforms.
  • write articles on homemade soap project for school magazine and other online social platforms to educate the school community as well as the larger community
  • Celebrate Global Hand-washing Day and demonstrate the importance of homemade soap in healthy living.
  • compose poems and songs on the ingredients naturally sourced for making homemade soap.
4.3 Special Treatments in Laundry work

(8 Lessons)
  1. Oral questions
  2. Observation Schedules
  3. Written questions
  4. Anecdotal records
  5. Project work
  6. Rating scales
  7. Practical work
  • Requirements for spotting, sponging, starching &
    • home-dry cleaning (safe and available locally)
  • Homemade laundry starch from starchy foodstuff locally available such as maize, potatoes, rice, corn & wheat
  • Basic laundry work equipment such as basins, buckets, clothesline, pegs, irons, ironing surfaces, hangers, soap dishes
  • Water storage equipment
  • Cleaning equipment and materials such as floor mops, rags or floor clothes, brooms as may be required for clearing up
  • Dusters
  • Digital devices and video clips
  • engage actively with a resource person to learn more about special treatments in household
    laundry work.
  • share information during clubs and societies to make homemade starch and other special treatments on household laundry work.
  • organize a display for talent show on special treatments in household laundry work.
  • design posters with procedures on various special treatments in household laundry work on talking walls, bins, noticeboards.
  • sensitize the school community on various special treatments used in household laundry work and their procedures as well as the importance.
  • participate in discussions and talks in open forums on economic ways of making starch using locally available resources
Tuesday, 10 January 2023 07:22

Health Education - Grade 7 Curriculum Designs

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
HEALTH EDUCATION
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

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 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:

  1.  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.
  2.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

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

ESSENCE STATEMENT

The Government of Kenya is committed to the improvement of the health and welfare of its citizens. This is demonstrated through its commitment to implement the 17 Sustainable Development Goals (SDGs) of 2015 in which health is a cross cutting issue. The (SDGs) number (2) two, (3) three and (6) six aimed at addressing zero hunger, good health and wellbeing and clean water and sanitation respectively are a key focus in the curriculum. Several government policy documents such the Kenya Demographic Health Survey (2014), the social pillar of the Vision 2030, the constitution of Kenya 2010, Kenya Mental Health Policy (2015-2030) and the Kenya School Health policy (2018) among others, aim at achieving optimal health status and capacity of all citizens through provision of legal frameworks for ensuring comprehensive health service delivery. The introduction of health education in the curriculum was also highlighted by many respondents as indicated in the Needs Assessment Survey (KICD, 2016). Health education will therefore focus on promoting healthy living practices and preventing diseases and disorders.

The health education curriculum is aimed at equipping learners with information on health and instilling positive attitudes towards the promotion of health and prevention of illnesses to enable them to contribute to and participate in nation building. As a learning area at the junior school level, Health Education covers; health and nutrition, diseases and disorders affecting various body systems, mental and emotional health, drug and substance use, safety and first aid, environmental health and sanitation and human reproductive health. This will help the learners acquire competencies that will enable them deal with daily health issues hence promote health and wellness for self and the community. The learning of Health Education adopts theories such as the constructivist theory of learning where learners will be given opportunities to construct knowledge through discovery, research, personal experiences and exploration. Through inquiry-based learning approaches, learners will be exposed to hands-on learning experiences to enable them practice the principles of good health.

SUBJECT GENERAL LEARNING OUTCOMES

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

  1. Adopt healthy eating habits and food safety practices to promote health and wellness for self and others.
  2. Apply the knowledge and principles of prevention and control of diseases and disorders to promote health.
  3. Promote mental and emotional health for wellness.
  4. Apply safety and first aid skills to prevent accidents and handle injuries in the community.
  5. Adopt proper use of medicine and drugs for wellbeing of self and community.
  6. Practice proper waste management to prevent pollution in the environment.
  7. Utilize knowledge on human growth and development to build healthy relationships.
  8. Apply digital literacy in promoting practices that enhance health and wellness.

STRAND: 1.0: HEALTH AND NUTRITION

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Health and Nutrition
1.1
Introduction to Health Education (2 lessons)
By the end of the sub strand the learner should be able to:
  1. explain the meaning of health and health education in relation to overall wellbeing
  2. outline the importance of health education for healthy living
  3. identify requirements for various careers in health education
  4. promote health education related activities in the community
  5. embrace health education for the wellness of self and others.
The learner is guided to:
  • brainstorm on the meaning of health and health education
  • discuss the importance of health education and share with peers
  • use digital devices and reference materials to search for information on health education related careers
  • engage in career talks with resource persons on opportunities in health related careers(Public Health Officers, Nutrionists, health promotion officers, doctors, nurses, occupational therapists, psychologists, clinical officers, physio therapists)
  • participate in health education related activities in the school community(hand washing, physical exercises).
  1. Why is Health education important?
  2. How does Health Education promote healthy living?

 

Core Competencies to be developed:
  • Communication and collaboration as learners work in teams and actively participate in group discussions and health education related activities
  • Digital literacy as learners interact with technology as they search for information on health education related careers
  • Self efficacy as learners communicate effectively as they discuss the importance of health education 
Values:
  • Unity as learners strive to achieve common goals during group work
  • Respect as they listen to each other’s opinions during group discussions
  • Responsibility as they engage in assigned roles and take part in health education related activities in school.
Pertinent and Contemporary Issues (PCIs):
  • Personal hygiene as they participate in health education related activities in the school community
Link to other subjects:
  • Computer science as learners use digital devices
  • Languages as they discuss and make presentations
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to outline the importance of health education for healthy living Correctly outlines the importance of health education for healthy living. Outlines the importance of health education for healthy living. Partially outlines the importance of health education for healthy living Attempts to outline the importance of health education for healthy living with assistance
Ability to identify requirements for various careers in
health education
Correctly and critically identifies requirements for various careers in
health education
Correctly  identifies requirements for various careers in
health education
Correctly identifies some requirements for various careers in
health education
Identifies some requirements for various careers
in health education with assistance
Ability to promote health education related activities in the community Creatively promotes health education related activities in the community Promotes health education related activities in the community Promotes some health education related activities in the community Needs guidance to promote some health education related activities in the
community

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Health and Nutrition

1.2 Health Promotion

(3 lessons)

By the end of the sub strand the learner should be able to:
  1. explain the meaning of health promotion in relation to healthy living
  2. identify common health concerns in the community for awareness creation
  3. determine ways of promoting wellness in individuals and the community
  4. identify challenges to health promotion in the community
  5. value good governance for sustainable health promotion
The learner is guided to
  • brainstorm on the meaning of health promotion and relate to healthy living
  • share experiences on common health concerns in their community
  • discuss ways of promoting wellness in individuals and the community( healthy diets, use of clean and safe water, plenty of exercise, hygiene practices,enough rest)
  • share challenges hindering health promotion in the community
  1. What is health promotion?
  2. How does health promotion contribute to good health?
Core Competencies to be developed: 
  • Communication and collaboration as learners listen critically to identify challenges to health promotion in the community
  • Creativity and imagination as learners network in creating flyers and talking walls on promotion of wellness for individuals and the community
  • Citizenship as they apply social and civic skills as they create awareness on health
Values:
  • Unity as they collaborate with each other and actively participate in various health promotion activities
  • Responsibility as they observe safety precautions during access of various online sites in search for information
  • Respect as they accommodate diverse opinions when performing group tasks
Pertinent and Contemporary Issues (PCIs):
  • Child rights as they identify health concerns in the community for health promotion
  • Social cohesion as learners work together in groups during creation of health promotion materials
Link to other subjects:
  • Computer Science as learners use digital devices when presenting information
  • Languages – communication skills will be used during presentations.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify common health concerns in the community for awareness creation Correctly and precisely identifies common health concerns in the
community for awareness creation
Correctly identifies common health concerns in the
community for awareness creation
Correctly identifies some common health concerns in the
community for awareness creation
Needs guidance to identify some common health concerns in the
community for awareness creation
Ability to determine ways of promoting wellness
in individuals and the community
Accurately and creatively determines ways of promoting
wellness in individuals and the community
Accurately determines ways of promoting
wellness in individuals and the community
Accurately determines some ways of promoting
wellness in individuals and the community
Needs assistance to determine some ways of promoting wellness
in individuals and the community
Ability to identify challenges to health
promotion in the community
Correctly and critically identifies
challenges to health promotion in the community and suggests solutions
Correctly identifies challenges to health
promotion in the community
Correctly identifies some challenges to health
promotion in the community
With support identifies some
challenges to health promotion in the community

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Health and Nutrition

1.3
Nutrients and their functions in the body


(4 lessons)

By the end of the sub-strand, the learner should able to:
  1. differentiate between macro and micro nutrients in relation to nutrition
  2. identify the functions and sources of macro and micro nutrients from the food we eat
  3. describe the signs and symptoms of common macro and micro nutrient deficiencies and disorders
  4. discuss intervention measures for preventing macro and micro nutrient deficiencies
  5. examine the role of water and dietary fibre in promoting health
  6. value plants and animals as sources of nutrients in promoting health.
 

The learner is guided to:

  • brainstorm on the difference between micro and macro nutrients
  • research on the functions and sources of macro and micro nutrients using print materials and digital devices (micro nutrients- vitamins and minerals).
    (macro nutrients- carbohydrates, proteins, fat and lipids)
  • visit a local market and identify foods that provide micro and macro nutrients and write a report
  • use digital devices, pictures and charts to identify signs of macro and micro nutrients deffiencies and disorders and make presentations in class
  • explore on measures for preventing macro and micro nutrient deficiencies and share their findings with peers 
    research on the health benefits of dietary fibre and water in the body and make notes.
 
  1. What are the roles of the nutrients in the body?
  2. How do we ensure adequate nutrient intake?
  3. Why do we require water and dietary fibre in the body?

 

Core Competencies to be developed: 
  • Self-efficacy as learners apply leadership skills during the visit to a local market to identify foods that provide micro and macro nutrients
  • Critical thinking and problem solving as learners explain the different measures for preventing macro and micro nutrients deficiencies.
  • Communication and collaboration as learners use speaking skills in making class presentations on signs and symptoms of macro and micro nutrient deficiency
Values:
  • Unity as they appreciate effort of others in group activities as they research on the health benefits of dietary fibre and water in the body
  • Respect as learners take turns and accommodate each other’s views during discussions.
Pertinent and Contemporary Issues (PCIs):
  • Child rights to good health through provision of proper nutrition
  • Social issues- poverty eradication for prevention of macro and micro nutrients defiencies and disorders
Link to other subjects:
  • Home science -categories of various foods and food nutrients
  • Languages -use of writing skills during report writing
  • Agriculture -sources of food (plant and animal sources)
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify the functions and sources of macro and micro-nutrients Correctly and comprehensively identifies the functions and sources of macro
and micro-nutrients
Correctly identifies the functions and sources of macro
and micro-nutrients
Identifies some of the functions and sources of macro
and micro-nutrients
Identifies some of the functions and sources of macro and micro nutrients with assistance
Ability to describe the signs and symptoms of macro and micro-nutrient deficiencies and
disorders
Accurately describes the signs and symptoms of macro and micro- nutrient deficiencies and
disorders
Describes the signs and symptoms of macro and micro- nutrient deficiencies and
disorders
Partially describes the signs and symptoms of macro and micro- nutrient deficiencies and
disorders
Requires guidance to describe the signs and symptoms of macro- and-micro nutrient deficiencies
Ability to discuss the intervention measures for preventing macro and micro nutrient deficiencies Correctly and exhaustively discusses the intervention measures for preventing macro and
micro nutrient deficiencies
Correctly discusses the intervention measures for preventing macro and
micro nutrient deficiencies
Discusses the intervention measures for preventing macro and
micro nutrient deficiencies
Discusses intervention measures for preventing macro and micro nutrient deficiencies with assistance
Ability to examine the role of water and dietary fibre in promoting health Correctly examines the role of water and dietary fibre in the body and states their
sources
Correctly examines the role of water and dietary fibre in promoting health Examines the role of water and dietary fibre in promoting health Attempts to examine the role of water and dietary fibre in promoting health

STRAND 2.0: HUMAN BODY SYSTEMS

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
2.0
Human Body Systems

 2.1 Digestive system

(4 lessons)

By the end of the sub- strand, the learner should be able to:
  1. illustrate the major parts of the digestive system in humans
  2. explain the functions of various parts of the human digestive system
  3. identify common conditions and diseases affecting the digestive system and their causes
  4. evaluate ways of preventing common conditions and diseases affecting the human digestive system 
  5. adopt preventive measures for a healthy digestive system
 The learner is guided to:
  • use digital devices and print materials to search for information on parts of the human digestive system and present findings
  • draw and label parts of the human digestive system
  • brainstorm on the functions of various parts of human digestive system and share their findings with peers
  • observe netiquette as they research on common conditions and diseases affecting the human digestive system (acid reflux, ulcers, constipation, round worms)
  • research on the causes of common conditions and diseases affecting the human digestive system and make presentations
  • research on preventive measures for common conditions and diseases affecting the human digestive system and write a report.
  1. How does food move through the digestive tract?
  2. What causes the conditions and diseases of digestive system?
  3. Why do we maintain a healthy digestive system?
Core Competencies to be developed: 
  • Learning to learn as they organize own learning during research on the common conditions and diseases affecting the human digestive system
  • Critical thinking and problem solving as learners adopt preventive measures for common conditions and diseases affecting the human digestive system
  • Communication and collaboration as learners speak clearly during presentations on the causes of common conditions and diseases affecting the human digestive system
Values:
  • Unity as they take turns in activities and conversations during group work
  • Patriotism as they serve the community by teaching peers on preventive measures for common conditions and diseases affecting the human digestive system
Pertinent and Contemporary Issues (PCIs):
  • Self-awareness as learners gain knowledge about the structure of the digestive system.
Link to other subjects:
  • Integrated science as they learn how the digestive system functions
  • Languages- Functional writing as they write reports
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to illustrate the major parts of the digestive system in humans Correctly illustrates major parts of the digestive system in humans Illustrates major parts of the digestive system in humans Attempts to illustrate some of the major parts of the digestive system in humans With assistance illustrates some parts of the digestive system in humans
Ability to explain the functions of various parts of the human digestive system Correctly and exhaustively explains the functions of various parts of the human digestive system Correctly explains the functions of various parts of the human digestive system Partially explains the functions of various parts of the human digestive system Explains some functions of various parts of the human digestive system with guidance
Ability to identify common conditions and diseases affecting the digestive system
and their causes
Correctly and comprehensively identifies common conditions and diseases affecting the digestive system and their
causes
Correctly identifies common conditions and diseases affecting the digestive system
and their causes
Identifies some common conditions and diseases affecting the digestive system
and their causes
Attempts to identify common conditions and diseases of the human digestive system and their
causes
Ability to evaluate ways of preventing common conditions
and diseases affecting the human digestive system
Accurate evaluates ways of preventing common conditions and diseases
affecting the human digestive system
Evaluates ways of preventing common conditions and
diseases affecting the human digestive system
Attempts to evaluate ways of preventing common conditions
and diseases affecting the human digestive system

Needs support to evaluate ways of preventing common
conditions and diseases affecting the human digestive system.

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
2.0 Human Body Systems 2.2
Excretory system
(4 lessons)
By the end of the sub strand the learner should be able to:
  1. identify the different excretory organs in the human body
  2. describe the functions of the skin in the body
  3. discuss the causes, signs and symptoms of common skin conditions and diseases
  4. Prevent common conditions and diseases of the skin for healthy living
  5. appreciate the importance of a healthy skin.
The learner is guided to:
  • brainstorm on different excretory organs in the human body (skin, liver, lungs and kidney)
  • research on the functions of the skin and make short notes
  • research on the causes of various conditions and diseases affecting the skin
  • use pictures and print materials to recognize the signs and symptoms of common skin conditions and diseases (boils, fungal infections, scabies, allergic skin conditions).
  • explore on ways of preventing common conditions and diseases of the skin and present to peers
  • practice health initiatives for prevention of common conditions and diseases of the skin. (hygiene of self and personal belongings, hygiene of public places, proper diet among others)
  1. What is the excretory system?
  2. Why do we take care of our skin ?
  3. How do we keep the skin healthy?

 

Core Competencies to be developed: 
  • Communication and collaboration as learners use writing skills as they make notes on the functions of the skin
  • Citizenship as learners embrace health initiatives for prevention of conditions and diseases of the skin
  • Learning to learn as learners share knowledge learnt on ways of preventing common conditions and diseases of the skin
Values:
  • Unity as learners appreciate the effort of others during group tasks
  • Love as they portray a caring attitude during performance of tasks assigned and as they sensitise peers on conditions and diseases of the skin
  • Patriotism as they practice health initiatives for prevention of conditions and diseases of the skin.
Pertinent and Contemporary Issues (PCIs):
  • Communicable diseases as learners embrace ways of preventing diseases of the skin
Link to other subjects:
  • Computer science as learners do online research
  • Integrated sciences as they study the structure and function of the skin
  • Languages as learners communicate and make short notes.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify different excretory organs in the human body Correctly and exhaustively identifies the different excretory organs in the human
body.
Correctly identifies the different excretory organs in the human
body.
Attempts to identify the excretory organs in the human body

Identifies excretory organs in the human body with guidance

 

Ability to describe the functions of the skin in the body Accurately describes the functions of the skin in the bod Describes the functions of the skin in the body Partially describes the functions of the skin in the body Needs assistance to describe the functions of the skin in the body
Ability to discuss causes, signs and symptoms of common skin conditions and
diseases
Correctly and with clarity is able to discuss causes, signs and symptoms of common skin conditions and
diseases
Correctly discusses causes, signs and symptoms of common skin conditions and
diseases
Correctly discusses some of the causes, signs and symptoms of common skin conditions and
diseases
Attempts to discuss some of the causes, signs and symptoms of common skin conditions and
diseases
Ability to prevent common conditions and diseases of the skin for healthy
living
Correctly prevents common conditions and diseases of the skin for healthy living Prevents common conditions and diseases of the skin for healthy living Attempts to prevent common conditions and diseases of the skin for healthy living Needs guidance to prevent common conditions and diseases of the skin for
healthy living

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
2.0
Human Body Systems
2.3
Circulatory system
(4 lessons)
By the end of the sub strand the learner should be able to:
  1. explain the meaning of the term circulatory system
  2. describe the structure and functions of the heart
  3. analyse causes, signs and symptoms of common conditions and diseases of the circulatory system
  4. determine ways of preventing common conditions and diseases of the circulatory system
  5. appreciate the importance of a healthy circulatory system for normal functioning of the body.

The learner is guided to:

  • brainstorm on the meaning of the term circulatory system
    use digital devices and print materials to search for information on the structure and functions of the circulatory system and make presentations (the heart)
  • participate in talks with a resource person on the causes,signs and symptoms of common conditions and diseases affecting the circulatory system and take notes (heart attack,hypertension, stroke)
  • explore on ways of preventing common conditions and diseases of the circulatory system and report findings
  • adopt healthy practices for prevention of common conditions and diseases of the circulatory system (healthy feeding habits, early diagnosis and treatment of diseases, enough sleep,
    physical exercises) body. 
  • create a daily log on the foods they eat and physical activities they engage in for prevention of conditions and diseases affecting the circulatory system.
  1. How does the human circulatory system work?
  2. Why do you take care of the circulatory system?
Core Competencies to be developed: 
  • Citizenship as learners explore the global trends of circulatory system conditions and diseases and relate to the local trends for informed interventions.
  • Self-efficacy as learners embrace self awareness skills as they adopt healthy practices
  • Learning to learn as they organize own learning to create a daily log on the foods they eat and physical activities they engage in
Values:
  • Integrity- self-disciple as learners adopt healthy practices
  • Peace as they display tolerance during physical exercises
  • Respect as they accommodate diverse opinions during discussions
Pertinent and Contemporary Issues (PCIs):
  • Effective decision making as they adopt healthy practices for prevention of conditions and diseases affecting the circulatory system
  • Social cohesion as learners work in groups as they search for information
Link to other subjects:
  • Physical education and sports as learners participate in physical activities,
  • Computer Science as learners undertake online searches, download information and make presentations
  • Languages as they communicate, search for meaning of words, and make notes
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to describe the structure and functions of the heart Correctly describes the structure and functions of the heart Describes the structure and functions of the heart Attempts to describe the structure and functions of the
heart
Needs assistance to describe the structure and functions of the
heart
Ability to analyse causes,signs and symptoms of common conditions and diseases of the circulatory system Accurately and comprehensively analyses causes, signs and symptoms of common conditions and diseases of the
circulatory system
Accurately analyses causes, signs and symptoms of common conditions and diseases of the
circulatory system
Analyses some of the causes, signs and symptoms of common conditions and diseases of the
circulatory system
Attempts to analyse causes,signs and symptoms of common conditions and diseases of the circulatory system
Ability to determine ways of preventing common conditions and diseases of the circulatory system Correctly determines ways of preventing common conditions and diseases of the circulatory system Determines ways of preventing common conditions and diseases of the circulatory system Partially determines ways of preventing common conditions and diseases of the circulatory system Needs guidance to determine ways of preventing common conditions and diseases of the circulatory
system

STRAND 3.0: MENTAL AND EMOTIONAL HEALTH

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
3.0
Mental and Emotional Health
3.1 Mental
Health

(3 lessons)
 By the end of the sub-strand, the learner should be able to:
  1. examine mental health and mental illness in relation to overall body health
  2. explain the importance of mental health for personal wellness
  3. investigate the causes of mental illnesses and disorders in the community
  4. discuss the signs and symptoms of mental illnesses and disorders for proper management
  5. apply preventive measures against mental illnesses and disorders for the wellbeing of self and others
  6. value mental health for personal wellbeing.
The learner is guided to:
  • brainstorm on the meaning of the terms mental health and mental illness
  • research on mental health and mental illness in relation to overall wellbeing
  • search and watch clips on importance of mental health
  • carry out research on causes of mental illnesses and disorders in the community and write a report
  • use digital devices and print materials to search for information on signs and symptoms of mental illnesses and disorders, discuss and make presentations (depression, anxiety, post traumatic stress)
  • adopt ways of promoting positive mental health to prevent and manage mental health disorders (Being active, eating well, staying in touch, asking for help, self- acceptance, quality sleep, spiritual care and support systems).
  1. Why is mental health important for personal wellness?
  2. What are the signs of mental illnesses?
  3. How do we maintain a positive mental wellbeing?
Core Competencies to be developed:
  • Critical thinking and problem solving as they apply research skills during investigation on causes of mental disorders in the community.
  • Citizenship as learners adopt ways of promoting positive mental health to prevent and manage mental health disorders.   
Values:
  • Responsibility as they offer leadership and guidance to peers during investigation on the causes of mental illnesses
  • Love as they avoid inflicting pain in others during group tasks hence promoting mental health
  • Social justice as learners accord each other equal opportunities as they participate in assigned tasks
  • Patriotism as they are conscious of their social and moral responsibility in promoting mental health
Pertinent and Contemporary Issues (PCIs):
  • Alcohol and substance abuse as a cause of the mental illness
  • Self- awareness and self acceptance for promotion of a positive mental well being
Link to other subjects:
  • Life skills -self-awareness
  • Religious studies -ethical moral standards and spiritual support
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain the importance of
mental health for personal wellness
Correctly and exhaustively explains the
importance of mental health for personal wellness
Correctly explains the
importance of mental health for personal wellness 
Attempts to explain the importance of
mental health for personal wellness 
With assistance explains the importance of
mental health for personal wellness.
Ability to investigate the causes of mental illnesses and
disorders in the community
Correctly and critically investigates the causes of mental health disorders in the community and suggests solutions Correctly investigates the causes of mental health disorders in the community and suggests solutions Attempts to investigate the causes of mental health disorders in the community and suggests solutions Needs guidance to investigate the causes of mental health disorders in the community
Ability to discuss signs and symptoms of mental illnesses and disorders for proper
management
Accurately and comprehensively discusses signs and symptoms of mental illnesses and disorders for proper management Accurately discusses signs and symptoms of mental illnesses and disorders for proper management Discusses some of the signs and symptoms of mental illnesses and disorders for proper management Attempts to discuss signs and symptoms of mental illnesses and disorders for proper management
Ability to apply preventive measures against mental illnesses and disorders for the wellbeing of
self and others
Correctly applies preventive measures against mental illnesses and disorders for the wellbeing of self and others Applies preventive measures against mental illnesses and disorders for the wellbeing of self and others Attempts to apply preventive measures against mental illnesses and disorders for the wellbeing of self and
others
Applies some preventive measures against mental illnesses and disorders for the wellbeing of self and others with guidance

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
3.0
Mental and Emotional Health

3.2 Mental Health in the Community

(3 lessons)

By the end of the sub- strand, the learner should be able to:
  1. identify factors affecting mental health in the community
  2. explain psychological factors that affect mental wellbeing
  3. analyse social factors that affect mental wellbeing
  4. outline environmental factors that affect mental well being
  5. adopt lifestyles that minimize mental illnesses and disorders
  6. embrace coping strategies for personal mental wellbeing.
 The learner is guided to:
  • mention factors affecting mental health in the community(poverty, abuse, isolation, trauma, stress, among others)
  • discuss psychological factors that affect mental wellbeing
  • share experiences on social factors affecting mental wellbeing
  • research and compile a list of environmental factors affecting mental well being
  • take part in activities that promote positive mental wellbeing,( guidance and counselling sessions, participating in health clubs, journaling, strengthening of family ties, spiritual support).
  1. What is self image?
  2. Why is our mental wellbeing important?
  3. How do we maintain mental and emotional health?
Core Competencies to be developed: 
  • Self-efficacy as learners apply personal skills as they participate in activities that enhance mental and emotional health
  • Communication and collaboration as learners use speaking skills during discussions on social and psychological factors affecting mental health.
Values:
  • Unity as learners take turns and accommodate each other’s views during discussion.
  • Patriotism as they take responsibility in maintaining their mental health
Pertinent and Contemporary Issues (PCIs):
  • Critical thinking and problem solving as they adopt strategies for maintaining a positive mental wellbeing
  • Social issues- poverty eradication to reduce social stress and promote mental health
Link to other subjects:
  • Languages- Communication skills as they make class presentations
  • Religious Education- strategies employed for maintaining mental health through spiritual interventions
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain the psychological factors that affect mental health Accurately explains the psychological factors that affect mental health Explains the psychological factors that affect mental health Attempts to explain the psychological factors that affect mental health With assistance explains psychological factors that affect mental health
Ability to analyse social factors that affect mental wellbeing Correctly and appropriately analyses social factors that affect mental health Correctly analyses social factors that affect mental health Analyses some of the social factors that affect mental health Attempts to analyse social factors that affect mental health.
Ability to outline environmental
factors that affect
 Accurately outlines environmental factors
that affect mental health
 Outlines environmental factors
that affect mental health
 Outlines some of the environmental factors
that affect mental health
Needs guidance to outline environmental factors that
affect mental health.
Ability to adopt lifestyles that minimize mental illnesses and
disorders
Correctly adopts lifestyles that minimize mental illnesses and disorders Adopts lifestyles that minimize mental illnesses and disorders Attempts to adopt lifestyles that minimize mental illnesses and
disorders
Needs support to adopt lifestyles that minimize mental illnesses and disorders

STRAND 4.0: USE OF MEDICINE

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
4.0
Use of medicine

4.1 Safe use of medicine

(4 lessons)

By the end of the sub strand the learner should be able to:
  1. distinguish between prescribed and unprescribed medicine in dispensing of medicine
  2. interpret instructions on a prescription for safe use of medicine
  3. examine dangers of using unprescribed medicine on human health
  4. explain common side effects of medicine in the body
  5. discuss the correct use of medicine to maintain its effectiveness in the body
  6. practice proper ways of storing medicine to sustain its efficacy
  7. appreciate the importance of proper use of medicine for disease prevention and management.

The learner is guided to:

  • discuss the difference between prescribed and un prescribed medicine
  • analyse instructions on a prescription sample and present findings to peers
  • research and discuss the dangers of using unprescribed medicine
  • explore the common side effects of medicine using digital devices and print materials and make presentations.(rashes, nausea, fatigue, headaches, fever)
  • listen to a presentation from a resource person on proper use of medicine to sustain its usefulness in health and make notes
  • role play on correct use of medicine
  • demonstrate ways of storing management. different types of medicine to maintain its effectiveness
  1. How do we obtain medicine for use?
  2. What are the dangers of buying medicine over the counter?
  3. Why is it important to use medicine correctly?
Core Competencies to be developed: 
  • Critical thinking and problem solving as learners evaluate and make decisions on proper ways of storing medicine
  • Learning to learn as learners analyse instructions on a prescription sample for correct use of medicine
  • Self-efficacy as learners use effective communication skills as they role play on use of medicine
Values:
  • Responsibility as learners observe safety precautions while using medicine
  • Peace as they display tolerance when they differ in opinions during role play
  • Integrity as they display self-discipline in use of medicine to maintain its effectiveness  
Pertinent and Contemporary Issues (PCIs):
  • Citizenship -integrity as learners exercise discipline when using drugs
  • HIV and AIDS- Correct use of medicine for management of HIV and AIDS
Link to other subjects:
  • Computer science as they use digital devices to research on the common side effects of medicine
  • Performing Arts as they role play
  • Mathematics as they interpret the prescription
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to interpret instructions on a prescription for safe use of
medicine
Correctly and comprehensively interprets instructions on a prescription for safe use
of medicine
Correctly interprets instructions on a prescription for safe use
of medicine
 Attempts to interpret instructions on a prescription for safe use
of medicine
Needs assistance to interpret instructions on a prescription for safe use of medicine
Ability to explain common side effects of medicine in the body Correctly explains common side effects of medicine and peer teach others Explains common side effects of medicine and peer teach others Partially explains common side effects of medicine and peer teach others Needs guidance to explain the common side effects of medicine in the
body
Ability to discuss the correct use of medicine to maintain its effectiveness in
the body
 Exhaustively and accurately discusses the correct use of medicine to maintain its effectiveness in the body  Accurately discusses the correct use of medicine to maintain its effectiveness in the body  Partially discusses the correct use of medicine to maintain its effectiveness in the body Needs guidance to discuss the correct use of medicine to maintain its effectiveness in the body.
Ability to practice proper ways of storing medicine to sustain its
efficacy
Correctly practices ways of storing medicine to sustain its efficacy Practices ways of storing medicine to sustain its efficacy Attempts to practice ways of storing medicine to sustain its efficacy Needs support to practice ways of storing medicine to sustain efficacy

STRAND 5.0: FIRST AID AND BASIC LIFE SUPPORT

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
5.0
First Aid and Basic Life Support

5.1 First Aid

(4 lessons)

By the end of the sub-strand, the learner should be able to;
  1. explain the meaning of the term first aid
  2. identify the contents of first aid kit and state their uses
  3. improvise contents of the first aid kit using locally available materials
  4. describe the precautions to observe while offering first aid to an injured person
  5. explain the relationship between respiratory and circulatory system in first aid
  6. demonstrate application of Airway, Breathing and Circulation technique in saving lives
  7. describe methods for safe disposal of used first aid materials
  8. embrace first aid as a measure to save life.
The learner is guided to:
  • brainstorm on the meaning of the term first aid and share their findings with peers
  • list down the contents of first aid kit and their use and share their findings(surgical gloves,scissors, painkillers, bandages,cotton wool, antiseptic solution among others)
  • practice improvising contents of the first aid kit using locally available materials
  • discuss the precautions to observe while offering first aid during injury and make short notes
  • research on the relationship between respiratory and circulatory system in first aid and make presentations in class
  • watch video clips on application of ABC (Airway, Breathing and Circulation) of first aid in saving life and take notes
  • role play the ABC technique using models and reali
  • use digital devices and print material to search on the methods for safe disposal of used first aid materials
  1. What precautions do you observe when giving first aid?
  2. How do you dispose off used first aid materials?
Core Competencies to be developed: 
  • Digital literacy as learners interact with technology to search for information on the precautions to observe when giving first aid
  • Critical thinking and problem solving as learners evaluate and make decisions on first aid items to improvise using locally available materials.
Values:
  • Love as learners put the interest of others before their own as they offer first aid to save life
  • Responsibility as they observe safety precautions while offering first aid to an injured person
  • Social justice as they accord each other equal opportunities in sharing responsibilities during improvisation of the contents of the first aid kit
Pertinent and Contemporary Issues (PCIs):
  • Environment education as they safely dispose off used first aid materials
  • Social cohesion as learners work together as they role play the ABC of first aid
  • Safety as they discuss the precautions to observe while offering first aid
Link to other subjects:
  • Pre technical and pre career -safety at the work place
  • Languages- writing and speaking skills
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify the contents of first
aid kit and state their uses
Correctly and critically identifies the contents of
first aid kit and state their uses
Correctly identifies the contents of
first aid kit and state their uses
Correctly identifies some of  the contents of
first aid kit and state their uses  
Attempts to identify the contents of first
aid kit and state their uses
Ability to improvise contents of the first aid kit using locally
available materials
Correctly and innovatively improvises contents of the first aid kit using locally
available materials
Correctly improvises contents of the first aid kit using locally
available materials
Improvises contents of the first aid kit using locally
available materials
Needs assistance to improvise contents of the first aid kit using locally available
materials
Ability to describe the precautions to observe while offering first aid to an injured person Correctly and comprehensively describes the precautions to observe while offering first aid to an injured
person
Correctly describes the precautions to observe while offering first aid to an injured
person
Describes some of the precautions to observe while offering first aid to an injured
person
Attempts to describe the precautions to observe while offering first aid to an injured person
Ability to demonstrate application of Airway,Breathing and Circulation technique in saving life Correctly and skillfully demonstrates application of Airway,Breathing and Circulation technique in saving life Demonstrates application of Airway,Breathing and Circulation technique in saving life Attempts to demonstrate application of Airway,Breathing and Circulation technique in saving life Needs assistance to demonstrate application of Airway,Breathing and Circulation technique in saving life
Ability to describe methods for safe disposal of used first aid materials Accurately describes methods for safe disposal of used first aid materials and guides
others on the same
Describes methods for safe disposal of used first aid materials and guides
others on the same
Partially describes methods for safe disposal of used first aid materials and guides
others on the same
Requires guidance to describe methods for safe disposal of used first aid materials

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
5.0
First aid and basic life support

5.2 First aid for common accidents and injuries

(4 lessons)

By the end of the sub- strand, the learner should be able to;
  1. identify the common types of accidents and injuries in daily life
  2. describe common causes of accidents and injuries in the community
  3. discuss safety precautions to observe for prevention of accidents and injuries
  4. carry out first aid for various accidents and injuries
  5. value prevention of accidents and injuries for healthy
living.

The learner is guided to:

  • buzz on the meaning of accidents and injury in relation to first aid,
  • use digital devices and print materials to research and discuss the common types of accidents and injuries (cuts, burns, scalds, sprains, fractures, falls, drowning, chocking),
  • brainstorm on the common causes of accidents and injuries in daily life and share their experiences with peers
  • discuss safety precautions to observe in order to prevent accidents and injuries in the community.
  • watch video clips and demonstrations on ways of carrying out first aid for various accidents and injuries (cuts, burns, scalds, sprains, fractures, falls, drowning, chocking),
  • dramatize managing minor injuries as they observe safety.
  1. What causes accidents and injuries?
  2. How do you prevent accidents and injuries?
  3. How do you manage injuries?

 

Core Competencies to be developed: 
  • Communication and collaboration as learners apply team work skills as they research and discuss the common types of accidents and injuries
  • Digital literacy as learners connect using technology as they download and watch video clips on ways of managing minor accidents and injuries
  • Self-efficacy as learners dramatize management of minor injuries as they observe safety
Values:
  • Love as they portray a caring attitude during management of injuries
  • Responsibility as they proactively solve problems in preventing accidents and injuries
  • Social justice as they share resources equitably during demonstrations on ways of managing minor accidents and injuries
Pertinent and Contemporary Issues (PCIs):
  • Patriotism and good governance as they embrace the practice of preventing accidents and injuries
  • Environmental education as they identify common causes of accidents and injury in the environment
Link to other subjects:
  • Life skills as learners manage accidents and injuries
  • Home science- safety precautions in preventing accidents accidents in the home
  • Pre -Technical and Pre Career- safety at the work place
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify the common types of accidents and injuries
in daily life
Correctly and precisely identifies common types of
accidents and injuries
Correctly identifies common types of
accidents and injuries
Identifies some of the common types of
accidents and injuries
Attempts to identify the common types of accidents and injuries
in daily life
Ability to describe common causes of accidents and injuries in the community Correctly and comprehensively describes common causes of accidents
and injuries
Correctly describes common causes of accidents
and injuries
Describes some of the common causes of accidents
and injuries
Attempts to describe some of the common causes of accidents and injuries
Ability to discuss safety precautions to observe for prevention of accidents and injuries Correctly and critically discusses safety precautions to observe for prevention of accidents and injuries Discusses safety precautions to observe for prevention of accidents and injuries Partially discusses safety precautions to observe for prevention of accidents and injuries Discusses safety precautions to observe for prevention of accidents and injuries with assistance
Ability to carry out first aid for various accidents and injuries Accurately and creatively carries out first aid for various accidents and injuries Accurately carries out first aid for various accidents and injuries Carries out first aid for some accidents and injuries Attempts to carry out first aid for some of the accidents and injuries

COMMUNITY SERVICE LEARNING PROJECT

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 

5.2
First Aid and Basic Life Support

CSL PROJECT
Research

First aid for common accidents and injuries
(3 Lessons)
By the end of the sub strand the learner should be able to:
  1. explore common accidents in the community
  2. assess common causes of accidents and injuries in the school community
  3. recommend safety precautions in preventing accidents and injuries in the community
  4. apply first aid skills in management of various injuries within the school community
  5. appreciate prevention of accidents and management of injuries in the community

Learners will be guided to:

  • identify common causes of accidents at school in relation to daily activity and recommend ways of mitigating them.
    Planning
  • the project will be carried out in three lessons within the school community. Simple questionnaires and resources required will be prepared in advance to guide the research.
  • the target population will be sampled from the school community.
  • a resource person will be sourced in advance.
  • the learners will be assigned roles to take part in during the research.
    Implementation
  • investigate the causes of accidents and injuries in the school by in the community. conducting a survey.
  • distribute the questionnaires to the target population,
  • collect the data
  • tally and analyse the findings Learners in groups to write the Report
  • causes of accidents and injuries will be identified from the findings
  • simple graphs and pie charts will be used to present the findings
  • learners will suggest the safety precautions to observe to reduce the accidents and parental engagement will be recommended for follow up
  • with the help of a teacher or resource person learners propose ways of preventing and managing common accidents in the school
  • demonstrate first aid skills required to manage common accidents in the school (demonstrations/ first aid drills)
  • create posters/ flyers to inform the school community on the common causes of accidents and injuries and their preventive measures Dissemination:
  • distribute flyers on the common causes of accidents and injuries to the community and ways of mitigating the problem
  • initiate / utilize school health clubs/ school assemblies to present the information
  • present the project – the survey findings and recommendations
  1. What are the causes of accidents and injuries in the school community?
  2. How can we manage accidents and injuries in the school community?
  3. What safety precautions do we need to observe to prevent accidents and injuries?
Key Components of CSL developed: Research, Communication, Life skills and Citizenship and leadership
  • Research: The learners will conduct research on causes of common accidents in the school community
  • Communication: The learners will use functional writing to communicate messages on preventive measures of common accidents and injuries
  • Life skills: The learners will apply problem solving skills to identify and address issues causing accidents and injuries in the school community
  • Citizenship and leadership: The learners will embrace values of patriotism and good governance for sustainable social interactions as they demonstrate first aid skills and create awareness on ways of preventing and managing common accidents in the community
       
Core Competencies to be developed: 
  • Self-efficacy as learners use leadership skills during planning and mobilization of resources to carry out the survey.
  • Creativity and imagination as learners create and distribute promotion materials on ways of preventing common accidents in the community.
  • Communication and collaboration as learners use writing skills as they develop questionnaires and write reports.
  • Digital literacy, as they create with technology, during designing of promotional materials.
Values:
  • Unity as learners work together in teams as they carry out the project
  • Patriotism as they serve the community through awareness creation on prevention and management of common accidents and injuries
  • Respect as the learners accommodate diverse opinions during group activities
  • Peace as learners avoid hurting others while managing common accidents and injuries
Pertinent and Contemporary Issues (PCIs):
  • Environmental education- Causes of accidents and injury in the environment.
  • Time management as they carry out the project within the time scheduled.
Link to other subjects:
  • Visual Arts as the develop promotion materials.
  • Languages as they communicate during report writing and presentation of reports.
  • Mathematics as they tally findings and present them using graphs.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to assess common causes of accidents and injuries in the community Correctly assesses common causes of accidents and injuries in the community Assesses common causes of accidents and injuries in the community Partially assesses common causes of accidents and injuries in the community Needs assistance to assess common causes of accidents and injuries in the community
Ability to recommend safety precautions for preventing accidents and injuries in the school community  Correctly recommends safety precautions for preventing accidents and injuries in the school community  Recommends safety precautions for preventing accidents and injuries in the school community  Recommends some safety precautions for preventing accidents and injuries in the school community  Attempts to recommend safety precautions for preventing accidents and injuries in the school community 
Ability to apply first aid skills to manage identified injuries within the school community Correctly and creatively applies first aid skills to manage identified injuries within the school
community
Correctly applies first aid skills to manage identified injuries within the school
community
Attempts to apply first aid skills to manage identified injuries within the school
community
Needs guidance to apply first aid skills to manage identified injuries within the school community
Ability to create posters to inform the community on preventive measures for common accidents and injuries Correctly and innovatively creates posters to inform the community on preventive measures for common accidents
and injuries
Correctly creates posters to inform the community on preventive measures for common accidents
and injuries
Attempts to create posters to inform the community on preventive measures for common accidents and injuries Needs assistance to create posters to inform the community on preventive measures for common accidents and injuries
Ability to speak clearly and effectively as they present the report Speaks with confidence and articulates the ideas demonstrating they are conversant with
the report
Speaks clearly in a logical manner as they present the report Speaks clearly but not in a logical manner as they present the report Needs prompting as they present the report

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
5.0
First Aid and Basic Life Support
5.3 Road
safety (2 lessons)
By the end of the sub-strand, the learner should be able to;
  1. discuss the factors that contribute to road accidents in the community
  2. analyse ways of preventing road accidents in the community
  3. interpret road safety signs and signals to promote road safety
  4. practise road safety rules for safe use of the roads
  5. value adherence to road safety rules in saving lives
The learner is guided to:
  • brainstorm on meaning of the following terms (road safety, pedestrian and passenger)
  • watch clips or documentaries on factors that contribute to road accidents in the community
  • explore on ways of preventing road accidents in the community
  • research on road safety signs and signals and study models and charts on common road signs
  • demonstrate application of road safety rules and signs using role play and skits.
  1. What is the purpose of road safety signs and signals?
  2. How do you observe safety when using the road?
  3. Why are there road safety rules?
Core Competencies to be developed: 
  • Communication and collaboration as learners listen to discussions on factors that contribute to road accidents
  • Self-efficacy as learners use personal skills as they demonstrate use of road safety rules and signs
  • Critical thinking and problem solving as learners use evaluation and decision-making skills as they explore on ways of preventing road accidents in the community
Values:
  • Responsibility as they observe safety precaution to reduce road accidents
  • Respect as they value human dignity through awareness creation to promote road safety
  • Integrity as they apply laid down procedures to promote road safety
Pertinent and Contemporary Issues (PCIs):
  • Child care and protection- observation of road safety rules to reduce road accidents
  • Safety as they observe safety precautions when using the roads
Link to other subjects:
  • Languages as they write and speak fluently
  • Performance Arts as they use role play
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to discuss the factors that contribute to road accidents in the community Correctly and exhaustively discusses the factors that contribute to road accidents in the
community
Correctly discusses the factors that contribute to road accidents in the
community
Discusses some of the factors that contribute to road accidents in the
community  
Attempts to discuss the factors that contribute to road accidents in the community
Ability to analyse ways of preventing road accidents  Accurately and critically analyses ways of preventing road accidents in the
community
Accurately analyses ways of preventing road accidents in the
community
Partially analyses ways of preventing road accidents in the
community
Needs guidance to analyse ways of preventing road accidents in the
community
Ability to interpret road safety signs and signals to promote road
safety
Accurately interprets road safety signs and signals to promote road safety Interprets road safety signs and signals to promote road safety Interprets some of the road safety signs and signals to promote road safety Attempts to interpret road safety signs and signals to promote road safety
Ability to practise road safety rules for safe use of the
roads
Correctly practices road safety rules for safe use of the roads Practices road safety rules for safe use of the
roads
Attempts to practice road safety rules for safe use of the roads Needs guidance to practice road safety rules for safe use of the
roads

STRAND 6.0: ENVIRONMENTAL HEALTH AND SANITATION

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
6.0
Environmental Health and Sanitation

6.1
Environmental Health

(3 lessons)

By the end of the sub-strand, the learner should be able to:
  1. explain the meaning of the term environmental health and sanitation
  2. discuss the importance of environmental health for healthy living
  3. identify environmental factors that affect human health
  4. apply measures to control environmental factors affecting health
  5. appreciate the importance of a healthy environment for promotion of the well- being of self and others.

The learner is guided to:

  • brainstorm on the meaning of the term environmental health and sanitation
  • use digital devices or print materials to search on importance of environmental health and make presentations.
  • investigate environmental factors affecting human health and report their findings
  • participate in activities to control environmental factors affecting human health (planting trees, environmental clean up, sensitization and
    advocacy).
  1. Why is environment al health important?
  2. How do you control environment al factors affecting health?
Core Competencies to be developed: 
  • Critical thinking and problem solving as learners participate in activities to control environmental factors affecting health.
  • Digital literacy as learners interact with technology as they search for information on the importance of environmental health
  • Learning to learn as they carry out research and investigations on environmental factors affecting human health.
Values:
  • Unity as they collaborate with others during group activities.
  • Responsibility as they actively participate in activities to prevent adverse effects of environmental factors on health
Pertinent and Contemporary Issues (PCIs):
  • Patriotism and good governance- as they participate in activities to protect and conserve the environment
Link to other subjects:
  • Home science-Environmental hygiene
  • Languages – Communication skills used during presentations and writing skills
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to discuss the importance of environmental
health for healthy living
Correctly and exhaustively discusses the importance of
environmental health for healthy living
Correctly discusses the importance of
environmental health for healthy living
Attempts to discuss the importance of environmental health for healthy living Discusses the importance of environmental health for healthy living with assistance
Ability to identify environmental factors that affect human health Correctly and critically identifies environmental factors that affect human health Correctly identifies environmental factors that affect human health Identifies some of the environmental factors that affect human health Attempts to identify environmental factors that affect human health
Ability to apply measures to control environmental factors affecting
human health
Accurately and innovatively applies measures to control environmental factors
affecting human health
Accurately applies measures to control environmental factors
affecting human health
Partially applies measures to control environmental factors
affecting human health
Needs support to apply measures to control environmental factors affecting human health

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
6.0
Environmental Health and Sanitation

6.2
Environmental contaminants

(3 lessons)

By the end of the sub-strand, the learner should be able to:
  1. identify types of environmental contaminants that affect human health
  2. outline the effects of environmental contamination on human health
  3. control environmental contamination for disease prevention and control
  4. value an environment free from contamination for healthy living.

The learner is guided to:

  • discuss types of environmental contaminants that affect human health, and make presentations (biological contaminants, chemical contaminants, gases and heavy metals)
  • research and discuss the effects of exposure to environmental contamination on human health.
  • expore on ways of preventing and controlling
    environmental contamination
  1. How is the environment contaminated?
  2. How does environmental contamination affect our health?
Core Competencies to be developed: 
  • Critical thinking and problem solving as learners interpret and infer on the effects of exposure to environmental contamination on human health
  • Citizenship as learners use socio cultural sensitivity and awareness skills in addressing environmental contamination
Values:
  • Respect as learners appreciate others as they carryout tasks assigned
  • Integrity as they use resources sparingly to reduce environmental contamination
Pertinent and Contemporary Issues (PCIs):
  • Patriotism and good governance as they participate in community activities on prevention and control of environmental contamination
  • Communicable and chronic diseases resulting from environmental contamination
  • Environmental education- Environmental conservation and protection
Link to other subjects:
  • Languages -Vocabulary and Communication skills
  • Pre-technical and pre-career - safe disposal of industrial wastes
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify types of environmental contaminants that
affect human health
Correctly identifies types of environmental contaminants that affect on human health Identifies types of environmental contaminants that affect on human health  Partially identifies types of environmental contaminants that affect on human health Identifies some of the environmental contaminants that affect human health
with assistance
Ability to outline the effects of environmental contamination on
human health
Correctly and exhaustively outlines the effects of environmental contamination on human
health
Correctly outlines the effects of environmental contamination on human
health
Outlines some of the effects of environmental contamination on human
health
Attempts to outline the effects of environmental contamination on
human health
Ability to control environmental contamination for disease prevention and control Accurately controls environmental contamination for disease prevention and control Controls environmental contamination for disease prevention and control Attempts to control environmental contamination for disease prevention and control Needs guidance to control environmental contamination for disease prevention
and control

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
6.0
Environmental Health and Sanitation
6.3 Infection Prevention and Control
(4 lessons)
By the end of the sub strand the learner should be able to:
  1. explain the meaning of infection prevention and control for health promotion
  2. outline personal protective equipment used for infection prevention
  3. make personal protective equipment using locally available materials
  4. illustrate correct use of personal protective equipment for infection prevention and control
  5. differentiate cleaning and disinfection of equipment and surfaces for infection control
  6. apply infection prevention and control measures for promotion of health
  7. value infection prevention and control for healthy life

 The learner is guided to:

  • brainstorm on the meaning of infection prevention and control
  • use digital devices and reference materials to search for information on commonly used personal protective equipment
  • improvise personal protective equipment using locally available resources
  • demonstrate proper use of personal protective equipment (face masks, gloves, gumboots, gowns, goggles, face shield, head gear)
  • watch a video clip or demonstration on the process of cleaning and disinfecting equipment and surfaces
  • practice different measures for infection prevention and control
    (use of protective gear, respiratory hygiene and cough etiquette, hand hygiene, cleaning and disinfection of equipment and surfaces, safe handling and
    disposal of wastes)
  1. How do we prevent and control infection?
  2. What is the difference between cleaning and disinfection?
Core Competencies to be developed: 
  • Self-efficacy as learners use personal skills while practicing different measures for infection prevention and control
  • Creativity and imagination as learners improvise protective gear using locally available materials
  • Citizenship as learners apply global awareness skills as they practice different measures for infection prevention and control
Values:
  • Responsibility as learners observe safety precautions as they make protective equipment
  • Unity as they collaborate with others during class activities
  • Integrity as learners utilize resources well as they practice different measures for infection prevention and control
Pertinent and Contemporary Issues (PCIs):
  • Patriotism as they practice measures to prevent and control infections in the community
  • Communicable and chronic diseases as they make use of personal protective equipment for prevention and control of communicable diseases
  • Environmental education.- Environmental hygiene and sanitation as they clean and disinfect equipment and surfaces
Link to other subjects:
  • Home science -as they practice hand hygiene and cleaning and disinfection of surfaces and equipment
  • Languages- Communication skills during class discussions and presentations
  • Mathematics – use of correct proportions of disinfectants and cleaning materials
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to outline personal protective equipment used for infection prevention Correctly outlines personal protective equipment used for infection prevention Outlines personal protective equipment used for infection prevention Partially outlines personal protective equipment used for infection prevention Needs assistance to outline personal protective equipment used for infection
prevention
Ability to make personal protective equipment using locally available materials Correctly and innovatively makes personal protective equipment using locally available
materials
Correctly makes personal protective equipment using locally available
materials
Makes some personal protective equipment using locally available
materials
Attempts to make personal protective equipment using locally available materials
Ability to illustrate correct use of personal protective equipment for infection prevention
and control
Accurately illustrates correct use of personal protective equipment for infection prevention and control Illustrates correct use of personal protective equipment for infection prevention and control Attempts to illustrate correct use of personal protective equipment for infection prevention and control Needs guidance to illustrate correct use of personal protective equipment for infection prevention
and control
Ability to apply infection prevention and control
measures for promotion of health
Correctly and critically applies infection prevention and control
measures for promotion of health
Correctly applies infection prevention and control
measures for promotion of health
Applies some of the infection prevention and control
measures for promotion of health
Attempts to apply infection prevention and control measures
for promotion of health

STRAND 7.0: HUMAN REPRODUCTIVE HEALTH

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
7.0
Human Reproductive Health
7.1 Pubertal growth and development
(3 lessons)
By the end of the sub-strand, the learner should be able to:
  1. identify changes occurring in boys and girls at puberty
  2. discuss personal hygiene needs during puberty
  3. apply measures for management of menstrual hygiene for personal health.
  4. identify myths and misconceptions on menstrual experience in the community
  5. outline stages of identifying intersex persons for intervention
  6. appreciate puberty as a stage in personal growth

and development

The learner is guided to:

  • discuss and classify changes occurring in boys and girls at puberty and present in class (physical, emotional and social changes)
  • make online research for information on personal hygiene needs associated with onset of puberty and discuss in class
  • discuss measures for managing menstrual hygiene for personal health
  • explore on myths and misconception on menstrual experience within their community and share with peers
  • with the aid of a resource person research and discuss stages of
    identifying intersex persons (at birth, puberty and adulthood)
  1. What changes occur in boys and girls at puberty?
  2. Which are the personal hygiene needs associated with puberty?
Core Competencies to be developed: 
  • Communication and collaboration as learners listen keenly to discussions on measures for managing menstrual hygiene for personal health
  • Critical thinking and problem solving as learners intrepret and infer on myths and misconception about menstrual experience in the community
  • Self-efficacy as learners communicate effectively while discussing changes occurring in boys and girls at puberty
Values:
  • Love as they portray a caring attitude and support each other as they undergo pubertal changes
  • Responsibility as they observe personal hygiene needs during puberty
  • Social justice as they foster fairness and justice among themselves as they perform group activities
Pertinent and Contemporary Issues (PCIs):
  • Personal Hygiene- personal hygiene needs associated with onset of puberty
  • Human sexuality- myths and misconceptions associated with menstrual experience in different communities
  • Environmental education- proper disposal and management of waste
Link to other subjects:
  • Home science- Personal Hygiene
  • Integrated sciences- Human reproductive system
  • Life skills -self-awareness and identity crisis during puberty
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify changes occurring in boys and girls at puberty Correctly identifies changes occurring in boys and girls at puberty Identifies changes occurring in boys and girls at puberty Identifies some of the changes occurring in boys and girls at puberty Attempts to identify changes occurring in boys and girls at puberty
Ability to discuss personal hygiene needs during
puberty
Correctly and exhaustively discusses personal hygiene needs
during puberty
Correctly discusses personal hygiene needs
during puberty
Partially discusses personal hygiene needs
during puberty
With support discusses personal hygiene needs
during puberty
Ability to apply measures for
management of menstrual hygiene
Correctly applies measures for
management of menstrual hygiene and guides peers
Applies measures for
management of menstrual hygiene and guides peers
Attempts to apply measures for
management of menstrual hygiene
Needs assistance to apply measures for
management of menstrual hygiene
Ability to identify myths and misconceptions on menstrual
experience
Correctly and critically identifies myths and misconceptions on menstrual experience Correctly identifies myths and misconceptions on menstrual experience Attempts to identify myths and misconceptions on menstrual experience Needs guidance to identify myths and misconceptions on menstrual
experience

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
7.0
Human Reproductive Health
7.2
Reproductive Health
(3 lessons)
By the end of the sub- strand, the learner should be able to:
  1. discuss importance of reproductive health in the community
  2. explain practices that enhance reproductive health
  3. explain practices that adversely affect reproductive health
  4. identify myths and misconceptions about reproductive health in the community
  5. embrace positive reproductive health practices for a healthy community.
 The learner is guided to:
  • brainstorm on importance of reproductive health to the community
  • research on practices that enhance reproductive health and share their findings
  • watch a documentary on practices that are harmful to reproductive health
  • research using digital and print materials research on practices that affect reproductive health(early marriages and female genital mutilation among others)
  • discuss with a resource person on effects of harmful practices on reproductive health (sexually transmitted infections, excessive bleeding, fistula)
  • brainstorm to distinguish facts from misconceptions associated with culture on reproductive health and share with peers
  1. What is reproductive health?
  2. How is reproductive health affected by cultural practices?
Core Competencies to be developed: 
  • Citizenship as learners exercise sensitivity and awareness campaigns using verses, poems and songs towards individual rights for sustainable reproductive health
  • Self-efficacy as learners demonstrate leadership skills as they take part in campaigns towards individual rights for sustainable reproductive health
  • Digital literacy as learners interact with technology as they research on practices that enhance reproductive health 
Values:
  • Peace as they respect diversity and ethical cultural practices
  • Patriotism as they conduct sensitization and awareness campaigns towards individual rights for sustainable reproductive health
Pertinent and Contemporary Issues (PCIs):
  • Child care and protection- as they initiate campaigns on reproductive health.
  • HIV and AIDS- prevention of HIV and AID infections by embracing positive reproductive health practices.
  • Gender- as they discuss importance of reproductive health in the community.
  • Human Sexuality- as they discuss effects of harmful practices on health
Link to other subjects:
  • Performing and visual Arts as they carry out sensitivity and awareness campaigns using verses, poems and songs towards individual rights for sustainable reproductive health
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to discuss the importance of reproductive health in the community. Correctly and exhastively discusses the importance of reproductive health in
the community
Correctly discusses the importance of reproductive health in
the community
Attempts to discuss the importance of reproductive health in the community With assistance, discusses importance of reproductive health in the community
Ability to explain the practices that adversely affect reproductive health. Accurately and critically explains the practices that adversely affect
reproductive health
Explains the practices that adversely affect
reproductive health
Explains some of the practices that adversely affect reproductive health Attempts to explain practices that adversely affect reproductive health
Ability to identify the myths and misconceptions about reproductive health in the
community.
Correctly identifies the myths and misconceptions about reproductive health in the community Identifies the myths and misconceptions about reproductive health in the community Partially identifies the myths and misconceptions about reproductive health in the community With assistance, identifies myths and misconceptions about reproductive health in the community

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

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0 Health and Nutrition 1.1
Introduction to Health Education (2 lessons)
  • Written assignment.
  • Observation of learning activities
  • Oral assessment
Digital resources, reference materials, charts, realia, hand washing materials and equipment, resource person Learners engage in career talks with a resource person on career opportunities in Health education

Learners participate in health education related activities in the school community
1.2 Health promotion
  • Oral assessment
  • Observation of learning activities
  • Peer assessment
Digital resources, manilla papers, charts, posters, marker pens, reference materials Learners create health promotion materials for to wellness of individuals and community (talking wall, charts, flyers, posters,
counselling cards)
1.3 Nutrients and their functions in the body
  • Written tests
  • Graded observation of group work activities
  • Project portfolio on pictures of different types of foods and the nutrients they provide .
Digital resources, reference materials, realia, pictures, charts  Learners design promotion materials with messages on importance of proper nutrition in the community
and display them as talking walls
2.0 Human Body Systems 2.1 Digestive system
  • Written assignment
  • Graded observation of group discussions
  • Oral assessment
Digital resources, reference materials, charts, models

Learners take part in debates and clubs to peer teach others on prevention measures for common conditions and diseases of the human digestive system

Learners practice health initiatives for prevention of common conditions and diseases of the skin

 

Learners to create a daily log on the foods they eat and physical activities they engage in

 
2.2 Excretory system
  • Written tests
  • Graded observation of group work activities
  • Portfolios
Video clips/ documentaries, charts, pictures, photos, reference materials, digital devices
2.3 Circulatory system
  • Written tests
  • Graded observation of group work activities
  • Self and peer assessment
Digital materials, models, pictures, charts, reference books, manilla papers, assorted marker pns
3.0 Mental And Emotional Health 3.1 Mental health
  • Written assignment
  • Oral assessment
  • Projects
 Resource person, digital devices, video clips, print reference materials,

 Learners to participate in debates, health clubs or online collaborative forums to discuss on how to improve mental health in the community

Learners carry out a simple survey to investigate causes of mental illness in the community

Learners take part in activities that promote positive mental wellbeing such as guidance and counselling sessions, participating in health clubs
and journaling,

 
  3.2 Mental health in the Community
  • Written assignment
  • Oral assessment
  • Graded observation of learner group discussions
Resource person, Print materials and digital resources, digital devices
4.0 Use Of Medicine 4.1 Safe use of medicine
  • Graded observation of learner demonstrations on safe use of medicine
  • Use of checklists
  • Written tests
Resource person, digital devices, video clips, print reference materials, realia, sample prescriptions, pictures, photos Learners role play on correct use of medicine
5.0 First Aid And Basic Life Support 5.1 First Aid
  • Graded observation of learner demonstrations
  • Written test
  • Projects
Realia, pictures, digital resources, print materials, reference books, charts, Resource person, models Learners role play the ABC technique using models
5.2 First Aid
  • Written assignment
  • Graded observation of learner demonstrations
  • Oral assessment
Resource person, digital devices, video clips, print reference materials, models, realia Learners dramatize managing minor injuries as they observe safety

Learners to create posters/ flyers to inform the school community on the common causes of accidents and injuries
5.3 Road safety
  • Written assignment
  • Oral assessment
  • Portfolios
  • Checklists
Pictures, charts, posters, digital resources, print materials, reference books, video clips, models, digital devices

Learners create awareness on road safety signs and precautions to observe when using the roads using clubs and debates

Learners demonstrate application of road safety rules and signs using role
play and skits

6.0 Environmental Health And Sanitation 6.1
Environmental Health
  • Graded observation of group work activities
  • Written test
  • Oral assessment
Resource person, digital devices, video clips, print reference materials, realia, tree seedlings, posters, pictures, cleaning materials and equipment Learners participate in activities to prevent environmental factors affecting human health(planting trees, environmental clean up,sensitization and advocasy).
Use debates and clubs to sensitize peers on prevention of environmental factors
affecting health
6.2
Environmental contaminants
  • Written assignment
  • Oral assessment
  • Self and peer assessment
Digital resources, reference materials, realia, pictures, charts, photos


Learners use debates and clubs to sensitize peers on measures for prevention and control of environmental contamination

6.3 Infection Prevention and Control
  • Graded observation of learner demonstrations
  • Written assignment
  • Oral assessment
  • projects
Realia, Pictures, charts, posters, digital resources, print materials, reference books, video clips, digital devices, resource person, cleaning equipment and disinfecting materials Learners improvise personal protective gear using locally available resources
Learners carryout cleaning and disinfecting of equipment and surfaces
7.0 Human Reproductive Health 7.1 Pubertal growth and development
  • Written tests
  • Oral assessment
  • Peer assessment
video clips, digital devices, resource person, pictures, charts, digital and print reference materials Learners use health clubs and debates to sensitize peers on personal hygiene needs associated with onset of puberty
7.2 Reproductive Health
  • Graded observation of group discussions
  • Written test
  • Oral assessment
Video clips/Documentaries, digital devices, reference books, posters, charts Learners initiate campaigns among peers using verses, poems and songs for promotion of positive reproductive health practices
Tuesday, 10 January 2023 07:04

Computer Science - Grade 7 Curriculum Designs

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
COMPUTER SCIENCE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

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 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:

  1.  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.
  2.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

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

ESSENCE STATEMENT

Computer science is the study of computers and algorithmic processes, including their principles, hardware and software designs, applications and their impact on society. This discipline is deeply concerned with how computer systems work, and how they are designed and programmed. Computer science as a subject will equip learners with knowledge, skills, attitudes, values and 21st century skills that are necessary in the attainment of Vision 2030. The curriculum will focus on developing computing skills as well as preparing future experts, engineers and specialists in computer related fields by equipping them with relevant and modern computing competencies through up-to-date technologies and learning experiences. The learning experiences will involve active learner participation conducted through practical and experiential learning activities to develop applicable competencies in computational thinking. The acquired knowledge, skills and attitudes will form a strong foundation for development of computational thinking competencies for learners who wish to specialize in STEM pathway. The curriculum for computer science responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030 and National ICT policy of Kenya 2016 (revised 2020).

GENERAL SUBJECT OUTCOMES

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

  1. Apply computer fundamental knowledge and skills in everyday life.
  2. Demonstrate ethical behavior, security and safety when using computers.
  3. Acquire foundational knowledge, skills and positive attitude in computer networks and programming.
  4. Exhibit competency in the use of computers for adapting to a fast-changing technological world.
  5. Develop positive attitude towards the ever-changing computer technology to cope with the needs of the society.
  6. Promote an inquiry-based learning that provokes interest for further education and training in computing disciplines.


STRAND 1.0: FOUNDATION OF COMPUTER SCIENCE

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science
1.1 Computer Concepts (3 Lessons)  By the end of the sub strand the learner should be able to:
  1. explain the characteristics of a computer for awareness
  2. use computers to perform daily life activities
  3. outline the stages of processing cycle in a compute
  4. explore the advantages and disadvantages of using computers in data processing
  5. appreciate analysing the application areas of computers.

The learner is guided to:

  • use digital devices to search for and present the definition of the terms; computer, data and information,
  • take turns to list examples of computers (Notebook, desktop, laptop, tablet, PDA (Personal digital assistant), server, iPad, MacBook, smartphone, smartwatch, workstation)
  • in turns discuss the characteristics of a computer,
  • watch a video clip that shows the functions of a computer,
  • use computing device to; perform arithmetic operations such as addition of numbers, search for information on business ideas, draw diagrams, listen for music,
  • draw accurately and label correctly the computer processing cycle,
  • display an illustration that demonstrates a general model of a computer,
  • in groups, discuss the advantages and disadvantages of using computers in data processing,
  • share experiences on the application of computers in various areas such as (Education, Business, Banking, Military, Communication, Government, Home, Insurance, Marketing, Healthcare, Engineering Design,
    manufacturing).
  1. Why do computers have different features?
  2. How do you use computer in real life situation?
Core Competencies: 
  • Communication and collaboration: learner develops speaking skills when using appropriate language to clearly and effectively share experiences on the applications of computers in various areas.
  • Digital literacy: learner interacts with technology when searching for and present the definition of the terms computer, data, processing and information.
    
Values:
  • Unity: learners discuss in groups the advantages and disadvantages of a computer.
  • Responsibility when drawing and labelling the computer processing cycle.
Pertinent and Contemporary Issues (PCIs):
  • Learner Support programmes: Peer education is enhanced when learners in groups use computing devices to perform arithmetic operations such as addition of numbers.
Link to other subjects:
  • English: learner uses appropriate language to clearly and effectively share experiences on the use of computers in real life situation.
  • Mathematics when using a computing device to perform arithmetic operations such as addition of numbers.
    
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain the characteristics of a computer for awareness Correctly and systematically explains the characteristics of a computer for awareness Correctly explains the characteristics of a computer for awareness Correctly explains some of the characteristics of a computer for
awareness
Hardly explains the characteristics of a computer for awareness
Ability to use computers to perform daily life
activities
Appropriately and confidently uses computers to perform
daily life activities
Appropriately uses computers to perform
daily life activities
Uses computers to perform some daily life activities Assisted to use computers to perform some daily life
activities
Ability to outline the stages of processing cycle in a computer Correctly and precisely outlines the stages of processing cycle in a
computer
Correctly outlines the stages of processing cycle in a
computer
Correctly outlines some of the stages of processing cycle in a
computer
Outlines some of the stages of processing cycle in a computer
with assistance
Ability to explore
the advantages and disadvantages of a computer
Appropriately and
confidently explores the advantages and disadvantages of a computer
Explores the
advantages and disadvantages of a computer
Explores some
advantages and disadvantages of a computer
Explores some
advantages and disadvantages of a computer with assistance.
Ability to analyse the application areas of computers Correctly and accurately analyses the application areas of computers Correctly analyses the application areas of computers Correctly analyses some application areas of computers Analyses some application areas of computers with assistance.

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science
1.2 Evolution of Computers

(3 Lessons)
By the end of the sub strand, the learner should be able to:
  1. identify evolution stages of computers from first mechanical device to modern electronic digital devices
  2. explain the tasks performed by computers at different evolution stages
  3. distinguish between the difference engine and the analytical engine in relation to computer development
  4. use computer that existed at different evolution stages to perform tasks
  5. appreciate examining the sustained development of computers in respect to contemporary technology.

The learner is guided to:

  • watch a video clip and learn about evolution stages of computers from abacus, mechanical devices electromechanical devices to modern digital computers,
  • listen keenly to a computer resource person when explaining the tasks performed by computers at different evolution stages of computers (mechanical device, abacus, electromechanical modern electronic digital computers),
  • brainstorm the relationship between the difference engine and the analytical engine in relation to computer development,
  • turn to discuss the difference mengine and the analytical engine in relation to computer development,
  • share experiences on the use of computer that existed at different evolution stages,
  • in turns discuss the development of computers in respect to contemporary technology.
  1. What role did the analytical engine play in development of computers?
  2. How do you use computer that existed at different evolution stages to perform tasks?
Core Competencies: 
  • Learning to learn: learner listens keenly and learns from a computer resource person when explaining the tasks performed by computers at every stages in evolution of computers.
  • Communication and collaboration: learner shares experiences on the development of computers in respect to contemporary technology
Values:
  • Respect : learner shares experiences on the development of computers in respect to contemporary technology.
Pertinent and Contemporary Issues (PCIs):
  • Citizenship: learner shares experiences on the use of computer that existed at different evolution stages.
Link to other subjects:
  • Social Studies: learner identifies the evolution stages of computers from the first mechanical device to the modern electronic digital devices
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify evolution stages of computers from first mechanical device to modern electronic digital devices Correctly and explicitly identifies evolution stages of computers from first mechanical device to modern electronic digital devices Correctly identifies evolution stages of computers from first mechanical device to modern electronic digital devices Correctly identifies some of the evolution stages of computers from first mechanical device to modern electronic digital devices Attempts to identify evolution stages of computers from first mechanical device to modern electronic digital devices
Ability to explain the tasks performed by computers at different evolution stages Accurately and clearly explains the tasks performed by computers at different evolution stages Accurately explains the tasks performed by computers at different evolution stages Accurately explains some of the tasks performed by computers at different evolution stages Rarely explains the tasks performed by computers at different evolution stages
Ability to distinguish between the difference engine and the analytical engine in relation to computer development Correctly and accurately distinguishes between the difference engine and the analytical engine in relation to computer development Correctly  distinguishes between the difference engine and the analytical engine in relation to computer development Occasionally distinguishes between the difference engine and the analytical engine in relation to computer development Tries to distinguish between the difference engine and the analytical engine in relation to computer development
Ability to use computer that existed at different evolution stages to
perform tasks
Appropriately and confidently uses computer that existed at different evolution stages
to perform tasks
Appropriately uses computer that existed at different evolution stages
to perform tasks
Sometimes uses computer that existed at different evolution stages 
to perform tasks correctly
Assisted to use computer that existed at different evolution stages to
perform tasks
Ability to examine the sustained development of computers in respect to contemporary
technology
Correctly and keenly examines the sustained development of computers in respect to contemporary
technology
Correctly  examines the sustained development of computers in respect to contemporary
technology
Examines some of the sustained development of computers in respect to contemporary
technology
Rarely examines the sustained development of computers in respect to contemporary
technology

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science

1.3 Generations of Computers

(3 Lessons)

By the end of the sub strand the learner should be able to:
  1. identify the generations of computers from first to the latest
  2. describe the characteristics of different computer generations for awareness
  3. apply technologies of different computers generations in daily life situation
  4. match computer generations to their corresponding technologies
  5. appreciates analysing the technological advancement of computers from one to the next generation.

The learner is guided to:

  • search for information on the generations of computers from first to the latest,
  • visit a computer user environment and find out the year of manufacture of the available computers and map them to their appropriate generation.
  • share experiences on the characteristics of each generation of computers,
  • consult a computer technician to discuss technologies used in different generations of computers.
  • use technologies of different computers generations in daily life situation; search information on personal hygiene, prepare personal time
    table, the next generation.
  • take turns to match computer generations to their corresponding technologies,
  • actively participate in a debate on the technological advancement of computers from one to the next generation,
  • use computers of different generation to perform a task and compare their efficiency.
  1. Why are there different generations of computers?
  2. How do you apply different technologies of computers in daily life situation?
Core Competencies: 
  • Self-efficacy: learner uses computers of different generation to perform a given task and compare their efficiency.
  • Creativity and imagination: learner matches computer generations to corresponding technologies.
Values:
  • Unity: learner shares experiences on the characteristics of each generation of computers.
Pertinent and Contemporary Issues (PCIs):
  • Learner Support programmes: Peer Education, is promoted as learners assist one another on how to use computers of different generation to perform a task and compare their efficiency.
Link to other subjects:
  • Integrated Science: learner distinguishes the technologies used in different generations of computers.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify the generations of computers from first to the latest Appropriately and specifically identifies the generations of computers from first to the latest Appropriately identifies the generations of computers from first to the latest Appropriately identifies some of the generations of computers from first to the latest Helped in identifying the generations of computers from first to the latest
Ability to describe the characteristics of different computer generations for awareness Correctly and clearly describes the characteristics of different computer generations for awareness Correctly describes the characteristics of different computer generations for awareness Correctly describes some of the characteristics of different computer generations for awareness Tries to describe the characteristics of different computer generations for awareness
Ability to apply technologies of different computers generations in daily life situation Appropriately and confidently applies technologies of different computers generations in daily life situation Appropriately applies technologies of different computers generations in daily life situation Appropriately applies some of the technologies of different computers generations in daily life situation Assisted to apply technologies of different computers generations in daily life situation.
Ability to match computer generations to their
corresponding technologies
Accurately and intelligently matches computer generations to
their corresponding technologies
Accurately matches computer generations to
their corresponding technologies
Accurately matches some computer generations to
their corresponding technologies
Attempts to match computer generations to their
corresponding technologies
Ability to analyse the technological advancement of computers from one to the next
generation
Correctly and briefly analyses the technological advancement of computers from one to the next generation Correctly analyses the technological advancement of computers from one to the next generation Correctly analyses some technological advancement of computers from one to the next generation Hardly analyses the technological advancement of computers from one to the next generation

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science

1.4 Classification of Computers

(3 Lessons)

By the end of the sub strand the learner should be able to:
  1. explain the types of computers in a computer user environment
  2. apply appropriate criteria to classify computers
  3. select appropriate types of computers for use in different situations
  4. describe the use of embedded computers in daily life activities
  5. appreciate the use of different types of computers in performing tasks.

The learner is guided to:

  • participate actively in discussing and listing different types of computers in a computer user environment,
  • discuss with the resource person the criteria used to classify computers,
  • take turns to match different types of computers to their respective classes,
  • intelligently assess user computing needs and select appropriate computers for different situations (a user on a fixed budget, a home business user, a gaming enthusiast, a photographer, a home video enthusiast, a distance education user, a human resources manager, an accountant).
  • confidently share experiences on the use of embedded computers (ATM machines, MP3 players, DVD players, Drones, Anti-lock braking system, Airbag control system, Digital watches, Microwaves).
  • in groups, use different types of computers to perform tasks (draw images, write a letter, play games).
  1. How are different types of computers used?
  2. Why do you use embedded computers?
Core Competencies: 
  • Critical thinking and Problem solving: learner intelligently assesses user computing needs and selects appropriate computers for different situations.
  • Communication and collaboration: learner discusses engagingly with the resource person the criteria to use when classifying computers.
Values:
  • Peace when taking turns to match different types of computers to their respective classes.
Pertinent and Contemporary Issues (PCIs):
  • Financial Literacy: learner assesses user computing needs and selects appropriate computers for different situations.
Link to other subjects:
  • Music: learner shares experiences on the use of embedded computers such as MP3 and DVD players. 
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain the types of computers in a computer user environment Correctly and systematically explains the types of computers in a computer user
environment
Correctly explains the types of computers in a computer user
environment
Explains correctly some of the types of computers in a computer user
environment
Assisted to explain correctly some of the types of computers in a computer user
environment
Ability to apply appropriate criteria to classify computers  Appropriately and confidently applies appropriate criteria to
classify computers
Applies appropriate criteria to classify computers Sometimes applies appropriate criteria to classify computers Helped in applying appropriate criteria to classify computers
Ability to select appropriate types of computers for
different situations
Exactly and accurately selects appropriate types of computers for different
situations
Selects appropriate type of computes for different
situations
Selects some of the appropriate type of computes for different
situations
Assisted to select appropriate type of computers for
different situations
Ability to describe uses of embedded computers in daily life activities Correctly and concisely describes uses of embedded computers in daily life activities Correctly describes uses of embedded computers in daily life activities Correctly describes some uses of embedded computers in daily life activities Describes uses of embedded computers in daily life activities with assistance
Ability use different types of computers in performing tasks Perfectly and confidently uses different types of
computers in performing tasks
Perfectly uses different types of
computers in performing tasks
Sometimes uses different types of
computers in performing tasks
Helped to use different types of computer in performing tasks

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science
 1.5 Computer user Environment

(3 Lessons)
By the end of the sub strand the learner should be able to:
  1. explain factors to consider when setting up a computer user environment
  2. identify appropriate resources for a computer user environment
  3. observe safety precautions and practices in the computer user environment
  4. appreciate examining emerging trends in computer user environment.
The learner is guided to:
  • watch a video about different computer user environments,
  • brainstorm on the factors to consider when setting up a computer user environment,
  • search for the resources required when setting up a computer user environment and list them,
  • in groups, set rules to follow in a computer user environment,
  • practice observing safety precautions when in the computer user environment,
  • participate actively in setting up a computer user environment.
  • share ideas on emerging trends in computer user environment.
  1. Why do you set up a computer user environment?
  2. How do you take care of a computer?
Core Competencies:
  • Critical Thinking and Problem Solving: learner sets rules to follow in a computer user environment.
  • Creativity and Imagination: learner intelligently sets up a computer user environment.
Values:
  • Integrity: learner genuinely identifies appropriate resources for a computer user environment.
Pertinent and Contemporary Issues (PCIs):
  • Safety education when observing safety precautions and practices in the computer user environment.
Link to other subjects:
  • Life Skills Education when setting up a computer user environment.
  • Health Education when observing safety precautions and practices in the computer user environment.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain factors to consider when setting up a computer user
environment  
Correctly and clearly explains factors to consider when setting up a computer user
environment  
Correctly explains factors to consider when setting up a computer user
environment  
Correctly explains some of the factors to consider when setting up a computer user
environment  
 Rarely explains factors to consider when setting up a computer user
environment 
Ability to identify resources for a computer user environment   Accurately and explicitly identifies resources for a computer user
environment  
Accurately identifies resources for a computer user
environment
Accurately identifies some of the resources for a computer user
environment
Attempts to identify resources for a computer user environment
Ability to observe safety precautions and practices in the computer user environment. Perfectly and confidently observes safety precautions and practices in the computer user
environment
Perfectly observes safety precautions and practices in the computer user
environment
Perfectly observes some safety precautions and practices in the computer user
environment

Tries to observe safety precautions and practices in the computer user environment

Ability to examine emerging trends in computer user environment Creatively and precisely examines emerging trends in computer user
environment
Creatively examines emerging trends in computer user
environment
Creatively examines some of the emerging trends in computer user
environment
Attempts to examine emerging trends in computer user environment

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science
 1.6 Physical Parts of a Computer

(3 Lessons)
By the end of the sub strand the learner should be able to:
  1. identify the physical parts of a computer
  2. explain the functions of the physical parts of a computer
  3. connect the physical parts of a computer for use
  4. utilise physical parts of a computer to minimise wastage
  5. appreciate interacting with physical parts of a computer.
The learner is guided to:
  • visit a computer user environment and observe, identify and then list various physical parts of a computer including the peripheral,
  • take turns to match the physical parts of a computer to their respective functions,
  • in groups connect physical parts of a computer for use,
  • take part in modelling interlinked physical parts of a computer,
  • take turns to talk about reusing or recycling the physical parts of a computer that are in good working condition to minimise wastage
  • in groups interact with physical parts of a computer.
  1. What are the physical parts of a computer?
  2. How do you connect physical parts of a computer?
Core Competencies: 
  • Self-efficacy: learner connects physical parts of a computer appropriately and confidently.
  • Creativity and Imagination: learner takes part in modelling interlinked physical parts of a computer.
Values:
  • Responsibility: learner participates actively in connecting physical parts of a computer.
  • Respect: learner takes turn to match the physical parts of a computer to their respective functions.
Pertinent and Contemporary Issues (PCIs):
  • Environmental Education as learners practice reusing or recycling the physical parts of a computer that are in good working condition. 
Link to other subjects:
  • Visual Arts: learner takes part in modelling interlinked physical parts of a computer.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify the physical parts of a computer Accurately and specifically identifies the physical parts of a
computer
Accurately identifies the physical parts of a
computer
Accurately identifies some of the physical parts of a computer Rarely identifies the physical parts of a computer
Ability to explain the functions of the physical parts of a computer Correctly and systematically explains the functions of the
physical parts of a computer
Correctly explains the functions of the
physical parts of a computer
Correctly explains the some of the functions of the
physical parts of a computer
Hardly explains the functions of the physical parts of a computer
Ability to connect the physical parts of a computer for use Accurately and confidently connects the physical parts of a
computer for use
Accurately connects the physical parts of a computer for use Accurately connects some of the physical parts of a computer for use

Assisted to connect the physical parts of a computer for use

 

Ability to utilize physical parts of a computer to
minimise wastage
Properly and correctly utilise physical parts of a computer to minimize
wastage
Properly utilives physical parts of a computer to
minimise wastage 
Properly utilises physical some parts of a computer to
minimise wastage 
Hardly utilises physical parts of a computer to minimise
wastage
Ability to interact with physical parts of a computer Appropriately and confidently interacts with physical parts of a
computer
Appropriately  interacts with physical parts of a
computer
Occasionally interacts with physical parts of a computer Attempts to interact with physical parts of a computer

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science
1.7 Hands on skills concepts (6 Lessons) By the end of the sub strand the learner should be able to:
  1. apply the appropriate procedure to start and shut down a computer
  2. explain the functions of the keys in a computer keyboard
  3. categorize the keys in a computer keyboard
  4. use pointing devices to manipulate objects in the computer
  5. appreciate interacting with the keyboard and the pointing devices of a computer.
The learner is guided to:
  • take part in starting and shutting down a computer using appropriate procedure,
  • take turns to locate different keys on the computer keyboards and demonstrate their functions,
  • in groups model or draw different categories of the keys on the computer keyboard
  • take part in manipulating objects in the computer using pointing devices skills,
  • practice different ways of using the computer keyboard; typing a simple text, multiplying numbers, drawing diagrams,
  • practice typing using the home keys on the computer keyboard,
  • in groups, use computer keyboard and pointing devices to; scroll up pages of a document, make corrections in a text document, draw diagrams,
  1. Why are there different keys in a computer keyboard?
  2. How do you use a computer keyboard?
Core Competencies:
  • Digital Literacy: learner uses the computer keyboard and a pointing device to type simple text and manipulate objects on the screen.
  • Learning to learn: learner practices typing using the home keys on the computer keyboard.  
Values:
  • Love: learner cheerfully shares experiences on the use of the computer keyboard and pointing devices.
  • Responsibility: learner shuts down a computer appropriately.
Pertinent and Contemporary Issues (PCIs):
  • Learner Support Programmes: peer education, as learners assist one another on how to use pointing devices to manipulate objects in the computer.
Link to other subjects:
  • Visual Arts: as a learner creatively and correctly models or draws a well labelled computer keyboard showing the categories of the keys
    
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to apply the appropriate procedure to start and shut down a
computer 
Perfectly and confidently applies the appropriate procedure to start and shut down a computer   Perfectly applies the appropriate procedure to start and shut down a computer   Sometimes applies the appropriate procedure to start and shut down a computer Assisted to apply the appropriate procedure to start and shut down a computer
Ability to explain the functions of the keys in a computer keyboard Correctly and systematically explains the functions of the keys in a computer keyboard Correctly explains the functions of the keys in a computer keyboard Correctly explains some of the functions of the keys in a computer keyboard Attempts to explain the functions of the keys in a computer keyboard
Ability to categorize the keys in a computer keyboard Correctly and accurately categorizes the keys in a computer keyboard Correctly categorizes the keys in a computer keyboard Correctly categorizes some of the keys in a computer keyboard

Hardly categorizes the keys in a computer keyboard

Ability to use pointing devices to manipulate objects in the computer Appropriately and confidently uses pointing devices to manipulate objects in the computer Appropriately uses pointing devices to manipulate objects in the computer Appropriately uses some pointing devices to manipulate objects in the computer Makes effort to use pointing devices to manipulate objects in the computer
Ability to interact with the keyboard and pointing devices of a
computer
Appropriately and creatively interacts with the keyboard and pointing devices of a computer Appropriately interacts with the keyboard and pointing devices of a computer Occasionally Appropriately interacts with the keyboard and pointing devices of a computer Attempts to interact with the keyboard and pointing devices of a computer



Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science

1.8 Computer Systems Overview

(3 Lessons)

By the end of the sub strand the learner should be able to:
  1. identify the components of a computer system in a computer user environment
  2. relate computer system components to their functions
  3. use computer system components to perform tasks
  4. describe the linkage among the components of a computer system
  5. appreciate analysing the importance of computer systems in the society.
 The learner is guided to:
  • search for the meaning of the terms system and computer system, and share the findings with peers,
  • discuss engagingly the components of a computer system (hardware, software, live ware) and list them,
  • take turns to match components of computer system to their functions,
  • in groups use computer system components to perform a task; draw diagrams, search for learning materials,
  • take part in creating an illustration of the linkage among the components of a computer system,
  • shares experiences on the importance of computer systems in the society.
  1. Why do you use computer systems?
  2. How do computer system components interact?
Core Competencies:
  • Learning to Learn: learner confidently shares experiences on the importance of computer systems in the society.
  • Creativity and Imagination: learner creates an illustration of the linkage among the components of a computer system.
Values:
  • Peace: learner remains calm when creating an illustration of the linkage among the components of a computer system
Pertinent and Contemporary Issues (PCIs):
  • Learner Support programmes as learners take turns in matching components of computer system to their corresponding functions during clubs
Link to other subjects:
  • Visual Arts: learner creates an illustration of the linkage among the components of a computer system.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify the components of a computer system in a computer user environment Accurately and explicitly identifies the components of a computer system in a
computer user environment
Accurately identifies the components of a computer system in a
computer user environment
Accurately identifies some of the components of a computer system in a
computer user environment
Attempts to identify the components of a computer system in a computer user environment
Ability to relate computer system components to their
functions
Correctly and creatively relates computer system components to their
functions 
Correctly relates computer system components to their
functions
Correctly relates some computer system components to their
functions
Tries to relate computer system components to their
functions
Ability to use computer system components to perform tasks Appropriately and confidently uses computer system components to perform
tasks
Appropriately uses computer system components to perform
tasks
Occasionally uses computer system components to perform
tasks
Assisted to use computer system components to perform tasks
Ability to describe the linkage among the components of a computer system Accurately and expansively describes the linkage among the components of a
computer system
Accurately describes the linkage among the components of a
computer system
Occasionally describes the linkage among the components of a
computer system
Tries to describe the linkage among the components of a computer system
Ability to analyse the importance of computer systems in the society Accurately and concisely analyses the importance of computer systems in the society Accurately analyses the importance of computer systems in the society Accurately analyses some of the importance of computer systems in the society Rarely analyses the importance of computer systems in the society

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science
 1.9 Computer Hardware Concepts

(3 lessons)
By the end of the sub strand the learner should be able to:
  1. identify categories of hardware in a computer system
  2. relate categories of computer hardware to their functions
  3. select appropriate hardware for different situations
  4. use different elements of computer hardware in performing daily life activities
  5. appreciate examining the role of hardware elements in a computer
 The learner is guided to:
  • visit a computer user environment and list the hardware devices in use,
  • engage actively in a discussion on the categories of computer hardware (input devices, central processing unit, output devices and storage devices),
  • search for the functions of computer hardware and make a presentation,
  • take turns to match categories of hardware to their functions,
  • accurately assess user computing needs and select appropriate computer hardware for different situations,
  • in groups, use different elements of computer hardware to input data, store, and output information.
  1. Why do you categorize computer hardware?
  2. How do you use different elements of computer hardware?
Core Competencies: 
  • Critical Thinking: learner assesses user computing needs and select appropriate hardware for different situations.
  • Communication and collaboration: as learner engages actively in a discussion on the categories of a computer hardware.
Values:
  • Integrity: learner appropriately assesses user computing needs and select appropriate computer hardware for different situations.
  • Unity as learners engages actively in a discussion on the categories of a computer hardware.
Pertinent and Contemporary Issues (PCIs):
  • Financial Literacy: learner assesses user computing needs and select appropriate hardware for different situations.
Link to other subjects:
  • Life Skills Education: learner uses different hardware of a computer to input data, store, and output information.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify categories of
hardware in a computer system
Correctly and predominantly identifies
categories of hardware in a computer system
Correctly identifies
categories of hardware in a computer system
Correctly identifies some 
categories of hardware in a computer system
Attempts to identify categories of
hardware in a computer system
Ability to relate categories of hardware to their
functions 
Appropriately and confidently relates categories of hardware to
their functions.
Appropriately  relates categories of hardware to
their functions.
Correctly relates some categories of hardware to their
functions.
Hardly relates categories of hardware to their
functions
Ability to select appropriate hardware for
different situations
Appropriately and creatively selects appropriate hardware for
different situations
Selects appropriate hardware for
different situations
 Sometimes  Selects appropriate hardware for
different situations
Has difficulty in selecting appropriate hardware for
different situations
Ability to use different elements of computer hardware in performing daily life activities Appropriately and confidently uses different elements of computer hardware in performing daily life activities Appropriately uses different elements of computer hardware in performing daily life activities Appropriately uses some different elements of computer hardware in performing daily life activities Assisted to use different elements of computer hardware in performing daily life activities
Ability to examine the role of hardware elements in a
computer
Correctly and keenly examines the role of hardware elements in a
computer
Correctly examines the role of hardware elements in a
computer
Correctly examines some of the role of hardware elements in a
computer
Tries to examine the role of hardware elements in a
computer

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science
1.10 Input
Devices

(3 Lessons)
By the end of the sub strand the learner should be able to:
  1. identify input devices in a computer system
  2. categorize input devices based on their functionality
  3. select appropriate input devices for different situations
  4. use input devices to perform tasks
  5. appreciate reusing input devices to minimise wastage

The learner is guided to:

  • identify and list input devices available in a computer user environment (barcode scanner, digital camera, keyboard, microphone, optical mouse, touch screen (resistive, capacitive and infra-red), two-dimensional (2d) and three-dimensional (3d) scanners),
  • consult a computer specialist to demonstrate how different categories of input devices operate,
  • match input devices to their respective categories such as, keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras and other data capture devices,
  • in turns discuss factors to consider when selecting an input device,
  • assess user computing needs and
    select appropriate input devices for different situations (such as user on a fixed budget, a home user, business user, a gaming enthusiast, a photographer, a distance education user, a human resources manager, an accountant),
  • use available input devices to perform tasks assigned by the facilitator,
  • creatively reuse input devices which are still in good condition to minimise wastage.
  1. Why are
    there input devices in a computer system?
  2. How are input device used?

 

Core Competencies: 
  • Critical Thinking and Problem Solving: learner assesses user computing needs and selects appropriate input devices for different situations.
  • Communication and Collaboration: learner listens keenly as they discusses on the factors considered when selecting an input device.
Values:
  • Responsibility: learner uses available input devices to perform tasks.
Pertinent and Contemporary Issues (PCIs):
  • Environmental Education is promoted as learners practice reusing input devices which are still in good condition to minimise wastage.

Link to other subjects:

  • Integrated Science when categorizing input devices based on their functionality.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify input devices in a computer system Correctly and explicitly identifies
various input devices in a computer system
Correctly identifies
various input devices in a computer system
Correctly a identifies
some of the input devices in a computer system
Tries to identify various input
devices in a computer system
Ability to categorize input devices based on their functionality Accurately and keenly relates input devices to their functions Accurately relates input devices to their functions Accurately relates some input devices to their functions Attempts to relate input devices to their functions
Ability to select input devices for different situations Correctly and confidently selects input devices for
different situations
Correctly selects input devices for
different situations
Correctly selects some input devices for
different situations
Tries to select input devices for different situations
Ability to use input device to perform tasks Appropriately and creatively uses input device to perform tasks Appropriately uses input device to perform tasks Appropriately uses input some device to perform tasks Attempts to use input device to perform tasks
Ability to reuse input devices to minimize wastage Correctly and innovatively reuses
input devices to minimize wastage
Correctly  reuses
input devices to minimize wastage
Correctly reuses some
input devices to minimize wastage
Assisted to reuse input devices to minimise wastage

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science
1.11 Central Processing Unit (CPU)

(4 Lessons)
By the end of the sub strand the learner should be able to:
  1. locate the CPU in a computer system
  2. explain functional elements of the CPU in a computer system
  3. explore different types of processors used in computing devices
  4. use computers with different types of processors to perform tasks
  5. appreciate analysing the role of processors in computers
The learner is guided to:
  • search for the meaning of the term CPU and motherboard,
  • in groups watch a video that shows the location of the CPU in a computer,
  • watch a video simulation of the functional organisation of the CPU,
  • consult a computer specialist to discuss the functional elements of a CPU (arithmetic and logic unit, control unit and the special memory),
  • in turns navigate computer system specifications to determine the type of processor in a computer and list them,
  • use computers with different types of processors to perform tasks; draw diagrams, type words, add numbers,
  • In groups discuss the role of processors in computers
  1. How does a computer system use the CPU?
  2. Why do computers have processors?
Core Competencies: 
  • Self-efficacy: learner independently and confidently navigates through computer system specifications to determine the type of processor.
  • Creativity and imagination: learner creates illustrations showing the functional elements of the CPU and display in the learning environment.
Values:
  • Unity as learners work together to achieve a common goal when searching for the technological trends in the development of the CPU.
Pertinent and Contemporary Issues (PCIs):
  • Life skills as learners navigate through computer system specifications to determine the type of processor.
Link to other subjects:
  • Life Skills Education: learner confidently navigates through computer system specifications to determine the type of processor.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to locate the CPU in a computer Accurately and creatively
locates the CPU in a computer system
Accurately 
locates the CPU in a computer system
Sometimes
locates the CPU in a computer system
Assisted to locate
the CPU in a computer system
Ability to explain functional elements of CPU in a computer
system
Correctly and explicitly explains functional units of CPU in a computer
system
Correctly explains functional units of CPU in a computer
system
Correctly explains some  functional units of CPU in a computer
system
Rarely explains functional units of CPU in a computer
system
Ability to explore different types of processors used in computing devices Appropriately and creatively explores  different types of processors used in computing devices Appropriately explores different types of processors used in computing devices Appropriately explores some types of processors used in computing devices

Assisted to explore different types of processors used in computing devices

Ability to use computers with different types of
processors to perform tasks
Correctly and confidently uses computers with different types of
processors to perform tasks
Correctly uses computers with different types of
processors to perform tasks
Sometimes uses computers with different types of
processors to perform tasks
Assisted to use computers with different types of
processors to perform tasks
Ability to analyse the role of processors in computers Correctly and creatively analyses the role of processors in computers Correctly analyses the role of processors in computers Correctly analyses some role of processors in computers Attempts analyse the role of processors in
computers

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science

1.12 Output Devices

(3 Lessons)

By the end of the sub strand the learner should be able to:
  1. identify output devices of a computer system
  2. describe the functions of output devices in a computer system
  3. categorize computer output devices based on the output generated
  4. select appropriate output devices for different situations
  5. use output devices to perform daily life activities
  6. appreciate examining the technological trends in the development of output devices.
The learner is guided to:
  • observe and list available output devices in the computer user environment, such as (printers, monitors, speakers, projectors, plotters, actuator),
  • consult a computer specialist to discuss and demonstrate the various functions of output devices,
  • watch a video clip on categories of output devices and a list them,
  • in turns participate in matching output devices into their appropriate categories,
  • in groups, compare hardcopy output and softcopy output outlining their advantages and disadvantages,
  • in turns discuss the factors considered when selecting output device,
  • take turns in selecting appropriate output devices for different situations,
  • share experiences on safe use and care of output devices,
  • in groups perform a task assigned by the facilitator using available output device.
  1. Why are there different output devices?
  2. How do you use output device?
Core Competencies: 
  • Critical Thinking and Problem Solving: learner develops evaluation and decision making skills as they compare softcopy and hardcopy output.
  • Citizenship: learner participates engagingly in a discussion on the factors considered when selecting output device.
Values:
  • Responsibility: learner practices safe use and care of output devices.
  • Unity: learner participates engagingly in a discussion on the factors considered when selecting output device.
Pertinent and Contemporary Issues (PCIs):
  • Safety and security: learner practices safe use and care of output devices.
Link to other subjects:
  • Health Education: learner practices safe use and care of output devices.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify output devices of a computer system Accurately and predominantly identifies output devices of a
computer system
Accurately identifies output devices of a
computer system
Accurately identifies some output devices of a
computer system
Hardly identifies output devices of a computer system
Ability to describe the functions of output devices in a
computer system
Correctly and concisely describes the functions of output devices in a
computer system
Correctly describes the functions of output devices in a
computer system
 Correctly describes some of the functions of output devices in a
computer system 

Tries to describe the functions of output devices of a
computer system

Ability to categorize computer output devices based on the output generated Correctly and keenly categorizes computer output devices based on the output generated Correctly categorizes computer output devices based on the output generated Attempts to categorize computer output devices based on the output generated Has difficulty in categorizing computer output devices based on the
output generated
Ability to select appropriate output devices for different
situations
Predominantly and accurately selects output devices for different
situations
Accurately selects output devices for different
situations
Accurately selects some output devices for different
situations
Attempts to select appropriates output devices for different
situations
Ability to use output devices to perform daily life activities Creatively and confidently uses output devices to perform daily
life activities
Creatively uses output devices to perform daily
life activities
Occasionally uses output devices to perform daily
life activities
Assisted to use output devices to perform daily life
activities
Ability to examine the technological trends in the development of
output devices
Appropriately and precisely examines the technological trends in the development of
output devices
Appropriately examines the technological trends in the development of
output devices
Appropriately examines sometechnological trends in the development of
output devices
Rarely examines the technological trends in the development of output devices

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science

1.13 Ports and Cables

(3 Lessons)

By the end of the sub strand the learner should be able to:
  1. identify cables and ports in computer systems
  2. explain the types of cables used in computer systems
  3. relate cables to their corresponding ports in computer systems
  4. connect cables to ports in computer systems
  5. appreciate the use of cables and ports in computer systems.
The learner is guided to:
  • search for information on different cables and ports used in computer systems,
  • consult a computer specialist to engage in a discussion on the types of cables and ports used in computer systems,
  • take turns to match ports to their corresponding cables,
  • participate actively in communal activities which deal with reusing or recycling the cables to minimize wastage,
  • consult a computer user to discuss and demonstrate how to use cables and ports appropriately,
  • in groups connect cables to their corresponding ports in computer systems.
  1. Why do computer systems have ports?
  2. How do you use cables?
Core Competencies: 
  • Self-efficacy: learner takes turns to match ports to their corresponding cables.
  • Communication and collaboration: learner consults a computer specialist to engage in a discussion and demonstration on the types of cables and ports used in a computer.
  • Citizenship: learner participates in communal activities which deals with reusing or recycling cables to minimize wastage.
Values:
  • Patriotism: learner participates actively in communal activities which deals with reusing or recycling of cables to minimize wastage.
Pertinent and Contemporary Issues (PCIs):
  • Learner Support programmes: peer education is enhanced as learners in groups discuss and demonstrate how to use cables and ports appropriately during clubs.
Link to other subjects:
  • Integrated Science: learner relates ports to their corresponding cables.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify cables and ports in computer systems Appropriately and accurately identifies cables and ports in computer systems Appropriately identifies cables and ports in computer systems Correctly identifies some cables and ports in computer systems Rarely identifies cables and ports in computer systems
Ability to explain the types of cables used in computer systems Correctly and expansively explains the types of cables used in computer systems Correctly explains the types of cables used in computer systems  Correctly explains some types of cables used in computer systems Hardly explains the types of cables used in computer systems
Ability to relate ports to their
corresponding cables in computer systems
Accurately and keenly relates ports to their
corresponding cables in computer systems
Accurately relates ports to their
corresponding cables in computer systems
Accurately relates some ports to their
corresponding cables in computer systems
Attempts to relate ports to their
corresponding cables in computer systems
Ability to connect cables to ports in computer systems Correctly and confidently connects cables to ports in computer systems Correctly connects cables to ports in computer systems Occasionally connects cables to ports in computer systems Assisted to connects cables to ports in computer systems
Ability to use cables and ports in computer systems Appropriately and creatively uses cables and ports in computer systems Appropriately uses cables and ports in computer systems Sometimes uses cables and ports in computer systems Tries to use cables and ports in computer systems

COMMUNITY SERVICE LEARNING PROJECT

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0
Foundation of Computer Science
1.14 Computer Setup

(CSL Project)
By the end of the project the learner should be able to:
  1. identify the problems experienced in the society when setting up a computer
  2. describe different ways of setting up a computer
  3. apply appropriate instructions to set up a computer
  4. set up a computer for use
  5. explore ways to overcome the challenges experienced when setting up a computer
  6. enjoy booting a computer successfully for use.

The learner is guided to:

  • visit a computer user environment, discuss engagingly with the users in the community and list the challenges they experience when setting up a computer,
  • keenly search for different ways of setting up a computer,
  • share experiences on precautions to follow when setting up a computer,
  • consult a computer specialist to guide on tools and requirements needed when setting up a computer, and to demonstrate how to setup a computer,
  • intelligently use knowledge, skills and attitudes acquired to setup a computer appropriately,
  • take turns to share the benefits and challenges experienced when setting up a computer,
  • creatively device ways to overcome the challenges experienced when setting up a computer,
  • eagerly enjoy booting a computer successfully for use,
  • participate actively in communal activities which involve setting up computers,
  • consult a computer technician to assist in identification of computers which are not functioning, select the parts which are still in good condition and are suitable to be reused or recycled, and make use of them when setting up a computer.
  • keenly follow the appropriate instructions when setting up a computer:
    1. identify its port and interface cable,
    2. gently and carefully connect the interface cable of each device to the correct port and to the device if it is not already fixed permanently,
    3. connect the computer to the power source and switch it on,
    4. observe boot up information on the screen to see whether power on-self test (POST) displays any error message,
    5. boot a computer successfully to show that it was properly setup,
    6. if the computer is completely new, programs have to be copied or installed on the hard disk.
  1. How do you set up a computer?
  2. Why are safety precautions observed when setting up a computer?
Core Competencies: 
  • Communication and Collaboration: learner actively contributes to group discussions and participates in setting up a computer.
  • Citizenship: learner discusses engagingly with the users in the community and list the challenges they experience when setting up a computer.
  • Creativity and Imagination: learner creatively devices ways to overcome the challenges experienced when setting up a computer. 
Values:
  • Unity: learner teams up with others in setting up a computer.
  • Respect: learner recognises the input of every member of the team when connecting the devices to the system unit.
Pertinent and Contemporary Issues (PCIs):
  • Learner Support programmes is promoted as learners share experiences on precautions to follow when setting up a computer during society and clubs
Link to other subjects:
  • Pre-Technical and Pre-Career Education: learner demonstrates ability to apply appropriate instructions to set up a computer.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify challenges experienced when setting up a
computer
Appropriately and accurately identifies challenges experienced when setting up a
computer
Correctly identifies challenges experienced when setting up a
computer
Correctly identifies some challenges experienced when setting up a
computer
Rarely identifies challenges experienced when setting up a computer
Ability to apply appropriate instructions to set up
a computer
Correctly and confidently applies appropriate instructions to set up a
computer
Appropriate instructions to set up a
computer
Sometimes applies appropriate instructions to set up a
computer
Assisted to apply appropriate instructions to set up
a computer. 
Ability to set up a computer for use Confidently and appropriately sets up a computer for use Appropriately sets up a computer for use Sometimes sets up a computer for use Assisted to set up a computer for use
Ability to explore ways to overcome the challenges
experienced when setting up a computer 
Intelligently and creatively explores ways to overcome the
challenges experienced when setting up a computer 
Creatively explores ways to overcome the challenges
experienced when setting up a computer 
Creatively explores some ways to overcome the challenges
experienced when setting up a computer 
Attempts to explore ways to overcome the challenges
experienced when setting up a computer 
Ability to boot a computer
successfully for use
Keenly and correctly boots a computer
successfully for use
Correctly boots a computer
successfully for use
Sometimes boots a computer
successfully for use
Assisted to boot computer
successfully for use

STRAND 2.0: COMPUTER AND SOCIETY

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
2.0
Computer and Society
2.1 Physical
Safety of Computers

(2 Lessons)
By the end of the sub strand the learner should be able to:
  1. identify physical threats to computers in a computer user environment
  2. explore ways of mitigating physical threats to computers in a computer user environment
  3. apply appropriate control measures to minimize physical threats to computers in a computer user environment
  4. appreciate using computers in a physically secured computer user environment.
The learner is guided to:
  • engagingly discuss physical threats to computers (theft, natural disasters, hardware failure) in a computer user environment,
  • consult a computer specialist to discuss ways of mitigating physical threats to computers in a computer user environment,
  • participate in using appropriate control measures to minimize physical threats to computers in a computer user environment,
  • in groups use computers in a physically secured user environment.
  1. What physical threats have encountered when using computers?
  2. How do you secure computers from physical threats?
Core Competencies: 
  • Critical Thinking and Problem Solving: learner explores ways of mitigating physical threats to computers in a computer user environment.
Values:
  • Responsibility: learner participate in securing computers in a computer user environment.
Pertinent and Contemporary Issues (PCIs):
  • Safety and security: learner applies physical mitigation measures to secure computers in a computer user environment.
Link to other subjects:
  • Health Education: learner applies physical mitigation measures to secure a computer user environment.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify physical threats to computers in a computer user environment Correctly and specifically identifies physical threats to computers in a computer user
environment
Correctly identifies physical threats to computers in a computer user
environment
Correctly identifies some of the physical threats to computers in a computer user
environment
Tries to identify physical threats to computers in a computer user environment
Ability to explore ways of mitigating physical threats to computers in a computer user environment Appropriately and intelligently explores ways of mitigating physical threats to computers in a
computer user environment
Appropriately explores ways of mitigating physical threats to computers in a
computer user environment
Appropriately explores some ways of mitigating physical threats to computers in a
computer user environment
Hardly explores ways of mitigating physical threats to computers in a computer user environment
Ability to apply appropriate control measures to minimise physical threats to computers in a computer user environment  Correctly and confidently applies appropriate control measures to minimise physical threats to computers in a computer user environment  Correctly  applies appropriate control measures to minimise physical threats to computers in a computer user environment  Correctly  applies appropriate control measures to minimise physical threats to computers in a computer user environment  Assisted to apply control measures to minimise physical threats to computers in a computer user environment 
Ability to use computers in a physically secured computer user environment Appropriately and creatively uses computers in a physically secured
computer user environment
Appropriately uses computers in a physically secured
computer user environment
Sometimes uses computers in a physically secured computer user
environment appropriately
 Rarely uses computers in a physically secured computer user environment

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
2.0
Computer and Society

2.2 Health and Safety

(2 Lessons)

By the end of the sub strand the learner should be able to:
  1. identify health complications associated with the use of computers in a computer user environment
  2. apply appropriate techniques to mitigate health complications associated with the use of computers
  3. observe safe use and best practices when using computers
  4. appreciate
organising workstation to minimise health complications when using computers.
The learner is guided to:
  • discuss in groups health complications associated with the use of computers,
  • engagingly discuss techniques to mitigate health complications associated with the use of computers,
  • independently use appropriate techniques to mitigate health complications
  • share experiences on the safety practices to be observed when using computers
  • always observe safety precautions and best practices when using computer,
  • take turns to organise workstation to minimise health complications when using computers.  
  1. Why is your health at risk when using a computer?
  2. How do you minimise health complications associated with the use of computers? 
Core Competencies: 
  • Critical Thinking and Problem Solving: learner explores techniques to mitigate health complications associated with the use of computers.
  • Communication and Collaboration: learner shares experiences on the safety practices to be observed when using a computer.
Values:
  • Respect: learner accommodates others opinion when discussing techniques to mitigate health complications associated with the use of computers in a computer user environment.
Pertinent and Contemporary Issues (PCIs):
  • Health issues: learner observes safe use and best practices when using a computer in a computer user environment.
Link to other subjects:
  • Health Education as learners observe safe use and best practice when using computers in a computer user environment.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify health complications associated with the use of computers in a computer user environment Appropriately and specifically identifies health
complications associated with the use of
computers in a computer user environment
Appropriately identifies health
complications associated with the use of
computers in a computer user environment
Appropriately identifies some of the health
complications associated with the use of
computers in a computer user environment
Tries to identify health complications associated with the use of computers in a computer user environment
Ability to apply appropriate techniques to mitigate health
complications associated with the use of computers
Accurately and confidently
applies appropriate techniques to mitigate
health complications associated with the use of computers
Accurately
applies appropriate techniques to mitigate
health complications associated with the use of computers
Accurately 
applies some of the appropriate techniques to mitigate
health complications associated with the use of computers
Hardly applies appropriate techniques to mitigate health
complications associated with the use of computers
Ability to observe safe use and best
practices when using computers
Correctly and carefully observes safe use and
best practices when using computers
Correctly observes safe use and
best practices when using computers
Sometimes observes safe use and best
practices when using computers correctly
Rarely observes safe use and best
practices when using computers
Ability to
organise workstation to minimise health complications when using computers
Appropriately and securely
organises workstation to minimise health complications when
using computers
Correctly
organises workstation to minimise health complications when
using computers
Occasionally organises workstation to minimise health complications when using computers
correctly
Assisted to
organise workstation to minimise health complications when using computers

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
2.0
Computer and Society

2.3 Repetitive Strain Injury (RSI)

(2 Lessons)

By the end of the sub strand the learner should be able to:
  1. identify the symptoms of repetitive strain injury for awareness
  2. explain the causes of repetitive strain injury for consciousness when using a computer
  3. apply appropriate strategies to prevent repetitive strain injury when using a computer
  4. appreciate using computers safely to minimizing the repetitive strain injury.
The learner is guided to:
  • share experiences on common symptoms of repetitive strain injury (upper limb disorders, eye strain, stress and fatigue) for awareness,
  • consult a resource person and ask questions for clarity on the causes of repetitive strain injury,
  • watch a video about the causes of repetitive strain injury and list them,
  • in groups discuss the strategies for preventing repetitive strain injury when using a computer,
  • use the appropriate strategies to prevent repetitive strain injury when using a computer
  • practice observing safe ways when using computers for a longer period.
  1. What are the consequences of prolonged use of a computer?
  2. How does repetitive strain injury affect your health?
Core Competencies: 
  • Critical Thinking and Problem Solving as a learner asks questions for clarity on the causes of repetitive strain injury.
  • Communication and collaboration as a learner shares experiences on the symptoms of repetitive strain injury.
Values:
  • Responsibility as a learner observes safe use and best practices when using a computer for a longer period.
Pertinent and Contemporary Issues (PCIs):
  • Health issues as a learner observe safe use and best practices when using a computer for a longer period.
Link to other subjects:
  • Health Education as learners observe safe use and best practice when using computers.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify the symptoms of repetitive strain injury for awareness Consciously and appropriately identifies the symptoms of repetitive strain injury for awareness Appropriately identifies the symptoms of repetitive strain injury for awareness Appropriately identifies some of the symptoms of repetitive strain injury for awareness Rarely identifies the symptoms of repetitive strain injury for awareness
Ability to explain the causes of repetitive strain injury for consciousness when
using a computer
Correctly and systematically explains the causes of
repetitive strain injury for consciousness when using a
computer
Correctly explains the causes of
repetitive strain injury for consciousness when using a
computer
Correctly explains some the causes of
repetitive strain injury for consciousness when using a
computer
Hardly explains the causes of repetitive strain injury for consciousness when using a computer
Ability to apply appropriate strategies to prevent repetitive strain
injury when using a computer
Intelligently and frequently applies appropriate strategies to prevent repetitive strain injury
when using a computer
Intelligently applies appropriate strategies to prevent repetitive strain injury
when using a computer
Intelligently applies some of the appropriate strategies to prevent repetitive strain injury
when using a computer
Attempts to apply appropriate strategies to prevent repetitive strain
injury when using a computer
Ability to use computers safely to minimising the repetitive strain
injury
Correctly and confidently uses computers safely to minimising the repetitive strain injury Correctly uses computers safely to minimising the repetitive strain injury Sometimes uses computers safely to minimising the repetitive strain injury Assisted to use computers safely to minimising the repetitive strain
injury

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
2.0
Computer And Society

2.4 Data Safety in Computers

(2 Lessons)

By the end of the sub strand the learner should be able to:
  1. explain threats to data stored in a computer
  2. identify the control measures for securing data in a computer
  3. apply the control measures to secure data in a computer
  4. appreciate the use best practices to secure data in a computer.
The learner is guided to:
  • brainstorm on the meaning of the terms data safety, data privacy, and data threats,
  • consult a computer specialist to discuss data threats and their control measures,
  • in groups watch a video on control measures for securing data in a computer,
  • in turns discuss ways of securing data stored in a computer (use of passwords, backup, anti-viruses, user access level, user logs),
  • practice using best practices to secure data in a computer.
  1. How is data in a computer exposed to threats?
  2. Why do you secure data in a computer?
Core Competencies: 
  • Communication and Collaboration: learner discusses ways of securing data stored in a computer.
  • Critical Thinking and Problem Solving: learner intelligently applies the control measures to secure data in a computer.
Values:
  • Peace: learner calmly watches a video on control measures for securing data in a computer.
Pertinent and Contemporary Issues (PCIs):
  • Safety and Security: learner uses data safety measures to secure data in a computer.
Link to other subjects:
  • Life Skills Education as a leaner uses appropriate data safety measures to secure data in a computer.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain threats to data stored in a computer Correctly and clearly explains threats to data stored in a computer Correctly explains threats to data stored in a computer Correctly explains some of the threats to data stored in a computer Rarely explains threats to data stored in a computer
Ability to identify the control measures for securing data in a computer Appropriately and creatively identifies the control measures for securing data in a
computer
Appropriately identifies the control measures for securing data in a
computer
Appropriately  identifies some control measures for securing data in a
computer
Hardly identifies the control measures for securing data in a computer
Ability to apply the control measures to
secure data in a computer
Correctly and confidently applies the control
measures to secure data in a computer
Correctly applies the control
measures to secure data in a computer
Sometimes applies the control
measures to secure data in a computer
Attempts to apply the control measures to
secure data in a computer
Ability to use the best safety practices to secure data in a
computer
Appropriately and creatively uses best practices to secure data
in a computer
Correctly uses the best practices to secure data in a
computer
Sometimes uses the best practices to secure data in a
computer
Assisted to use best practices to secure data in a computer

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
2.0
Computer and Society

2.5 Online
Safety Concepts

(3 Lessons)

By the end of the sub strand the learner should be able to:
  1. explain online threats to a computer user
  2. identify online safety measures to observe when using a computer
  3. apply online safety measures when using a computer
  4. appreciate examining the importance of online safety when using a computer.

The learner is guided to:

  • brainstorm on the meaning of the terms online safety, and online safety risks,
  • take turns to share the online threats experienced when using a computer,
  • consult a computer specialist to discuss online threats (such as cyber bullying, phishing, online fraud, friend requests from unknown people) to a computer user,
  • watch a video on safety measures to observe when online (not sharing pictures, location, securing profiles),
  • engagingly discuss with a resource person how to solve online safety issues (cyber bullying, phishing, online fraud, friend requests from unknown
    people),
  • always practice observing online safety measures when using a computer,
  • share experiences about the importance of online safety when using a computer.
  1. What data do you share when online?
  2. How do you protect yourself from cyber bulling?
Core Competencies: 
  • Communication and collaboration: learner take turns to share the online threats experienced when using a computer
  • Learning to learn: learner shares experiences about online safety.
Values:
  • Responsibility: learner applies safety measures when online.
Pertinent and Contemporary Issues (PCIs):
  • Security issues: learner applies safety measures when online.
Link to other subjects:
  • Life Skills Education: learner always practice observing online safety measures when using a computer.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain online threats to a computer user Correctly and expansively explains online threats to a computer user Correctly explains online threats to a computer user Correctly explains some of the online threats to a computer user  Rarely explains online threats to a computer user
Ability to identify online safety
measures to observe when using a computer
Appropriately and creatively
identifies online safety measures to observe when using a computer.
Appropriately
identifies online safety measures to observe when using a computer.
Appropriately
identifies online safety measures to observe when using a computer.
Hardly
identifies online safety measures to observe when using a computer.
Ability to apply online safety measures when using a computer Appropriately and confidently
applies online safety measures when using a
computer
Appropriately
applies online safety measures when using a
computer
Sometimes
applies online safety measures when using a
computer
Assisted to apply online safety measures when using a computer
Ability to examine the importance of online safety when using a computer Correctly and keenly examines the importance of online safety when using a computer Correctly examines the importance of online safety when using a computer Correctly examines some of the importance of online safety when using a computer Rarely examines the importance of online safety when using a computer

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
2.0 Computer and Society

2.6 Online
Identity Safety

(3 Lessons)

By the end of the sub strand the learner should be able to:
  1. analyse the characteristics of personal data for protection from online identity theft
  2. describe techniques that protect personal data from online disclosure
  3. apply appropriate methods to protect personal data from online disclosure
  4. adhere to rules associated with online etiquette when interacting with computers
  5. appreciate the use of computers responsibly to safeguard digital footprint.

The learner is guided to:

  • share the online identity threats experienced when using a computer,
  • engagingly discuss the characteristics of personal and sensitive data (personal name, address, family details, images, date of birth, a photograph in school uniform, medical history),
  • take turns to share ideas and illustrations on how to keep personal and sensitive data from public when online,
  • consult a resource person to discuss the use of social media including knowing how to block and report unwanted users,
  • discuss awareness of potential dangers of meeting an online contact face to face,
  • Take turns to elaborate on rules associated with online etiquette
    (avoid distribution of inappropriate  images, avoid use of inappropriate language, respecting confidentiality of personal data of other people),
  • share experiences on responsible use of computers when online to safeguard digital footprint.
  1. Why do you post personal information online?
  2. How is online identity theft protected?
Core Competencies: 
  • Communication and collaboration when taking turns to elaborate on rules associated with online etiquette.
  • Learning to learn when sharing experiences on responsible use of computers to safeguard digital footprint.
Values:
  • Integrity: learner uses computers responsibly to safeguard digital footprint.
  • Respect when taking turns to elaborate on rules associated with online etiquette.
  • Love as a learner share experiences on responsible use of computers to safeguard digital footprint.
Pertinent and Contemporary Issues (PCIs):
  • Safety issues: learner shares experiences about online identity safety.
Link to other subjects:
  • Social Studies as a learner shares experiences on responsible use of computers to safeguard digital footprint.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to analyse the characteristics of personal and
sensitive data for protection from online identity theft
Correctly and concisely analyses the characteristics of
personal and sensitive data for protection from online identity theft
Correctly analyses the characteristics of
personal and sensitive data for protection from online identity theft
Correctly analyses some of the characteristics of
personal and sensitive data for protection from online identity theft
Hardly analyses the characteristics of personal and
sensitive data for protection from online identity theft
Ability to describe the techniques of protecting personal data from online disclosure Systematically and briefly
describes the techniques of protecting personal data from online
disclosure
Systematically
describes the techniques of protecting personal data from online
disclosure
Correctly
describes some of the techniques of protecting personal data from online
disclosure
Rarely describes the techniques of protecting personal data from online disclosure
Ability to apply appropriate methods to protect personal data from online
disclosure
Correctly and confidently applies appropriate methods to protect personal data
from online disclosure
Correctly applies appropriate methods to protect personal data
from online disclosure
Occasionally applies appropriate methods to protect personal data
from online disclosure
Attempts to apply appropriate methods to protect personal data from online
disclosure
Ability to adhere to rules associated with online etiquette when interacting with computers Cautiously and correctly adheres to rules associated with online etiquette when
interacting with computers
Correctly adheres to rules associated with online etiquette when interacting with computers Correctly adheres to some  rules associated with online etiquette when interacting with computers Tries to adhere to rules associated with online etiquette when interacting with computers
Ability to use computers responsibly when online to safeguard digital footprint Appropriately and confidently
uses computers responsibly when online to safeguard digital
footprint
Appropriately
uses computers responsibly when online to safeguard digital
footprint
Sometimes
uses computers responsibly when online to safeguard digital
footprint
Rarely uses computers responsibly when online to safeguard digital footprint

STRAND 3.0: COMPUTER NETWORKS

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
3.0
Computer Networks
3.1 Computer Network Concepts
(3 Lessons)
By the end of the sub strand the learner should be able to:
  1. relate computer networks to available types of networks
  2. use locally available materials to model computer networks
  3. explain the benefits of computer networks in the society
  4. identify the challenges of computer networks in the society
  5. appreciate examining the purpose of computer networks in the society.
The learner is guided to:
  • watch a video clip simulating a computer network,
  • brainstorm the definition of the term network and computer network,
  • share ideas on available networks in the society such as road network and then relate them to computer networks,
  • in groups use locally available materials to model computer networks,
  • debate on the benefits of computer networks in the society,
  • share experiences on the challenges of computer networks in the society,
  • in turns discuss the purpose of computer networks in the society.
  1. Why do you use computer networks?
  2. How do you form computer networks?
Core Competencies:
  • Self-efficacy: learner shares ideas on available networks in the society.
  • Creativity and Imagination: learner creatively and innovatively uses locally available materials to model a computer network.
  • Effective communication: learner debates on the benefits of computer networks in the society.
Values:
  • Respect: learner accommodates others ideas on available networks in the society.
Pertinent and Contemporary Issues (PCIs):
  • Life skills: learner debates on the benefits of computer networks in the society.
Link to other subjects:
  • Visual Arts: learner uses locally available materials to model computer networks.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to relate computer networks to available types of networks Correctly and intelligently relates computer networks to available types of
networks
Correctly relates computer networks to available types of
networks
Sometimes relates computer networks to available types of
networks
Rarely relates computer networks to available types of
networks
Ability to use locally available materials to model computer networks Creatively and innovatively uses locally available materials to model
computer networks
Creatively uses locally available materials to model
computer networks
Sometimes uses locally available materials to model
computer networks
Assisted to use locally available materials to model computer
networks
Ability to explain the benefits of computer networks in the society Correctly and clearly explains benefits of computer networks in the society Correctly explains the benefits of computer networks in the society Correctly explains some of the benefits of computer networks in the society Hardly explains the benefits of computer networks in the society
Ability to identify the challenges of computer networks in the society Appropriately and concisely identifies challenges of computer networks in society Appropriately identifies challenges of computer networks in society Appropriately identifies some challenges of computer networks in society Hardly identifies the challenges of computer
networks in the society
Ability to examine the purpose of computer networks in the society Correctly and keenly examines purpose of computer networks in the society Correctly examines purpose of computer networks in the society Correctly examines some purpose of computer networks in the society Rarely examines the purpose of computer networks in the
society

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
3.0
Computer Networks
3.2 Connecting to Computer Network
(3 Lessons)
By the end of the sub strand the learner should be able to:
a) identify available computer networks in the immediate environment
b) connect to the available computer networks in the immediate environment
c) use the available computer network in the immediate environment
d) appreciate sharing resources through computer networks in the immediate environment.
The learner is guided to:
• visit a computer user environment and list the type of available computer network (wireless or cabled networks),
• watch a video clip simulating how to connect to available computer network in the immediate environment (wireless or cabled network),
• in groups, connect to a computer network in the immediate environment,
• use digital devices such a phones, tablets, computers to share a data files, photos with peers through computer networks in the immediate
environment.
 1. Why do you connect to a computer network?
2. What is the purpose of connecting to a computer network?
Core Competencies: 
  • Digital literacy: learner connects to a computer network in the immediate environment.
  • Self-efficacy: learner connects to and uses computer networks in the immediate environment to share resources with peers.
Values:
  • Unity: learner shares resources with peers through computer networks in the immediate environment.
Pertinent and Contemporary Issues (PCIs):
  • Life skills: learner connects to and uses available computer networks in the immediate environment to share resources with peers.
Link to other subjects:
  • Social studies as a learner uses digital devices such as phones, tablets, computers to share a data files, photos with peers through computer networks in the immediate environment
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify available computer networks in the immediate environment Correctly and intelligently identifies available computer networks in the immediate environment Correctly identifies available computer networks in the immediate environment Correctly identifies some of the available computer networks in the immediate environment Rarely identifies available computer networks in the immediate environment
Ability to connect to the available computer networks in the immediate environment Correctly and confidently connects to the available computer networks in the immediate environment Correctly connects to the available computer networks in the immediate environment Sometimes connects to the available computer networks in the immediate environment Assisted to connect to the available computer networks in the immediate environment
Ability to use the available computer network in the
immediate environment
Consciously and creatively uses the available computer
network in the immediate environment
Creatively uses the available computer
network in the immediate environment
Occasionally uses the available computer
network in the immediate environment
Hardly uses the available computer network in the
immediate environment
Ability to share resources through computer networks in the immediate environment Appropriately and intelligently shares resources through computer networks in
the immediate environment
Appropriately shares resources through computer networks in
the immediate environment
Appropriately shares some  resources through computer networks in
the immediate environment
Attempts to shares resources through computer networks in the immediate environment

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
3.0
Computer Networks
3.3 Internet
Concepts
(4 Lessons)
By the end of the sub strand the learner should be able to:
  1. describe the internet as a resource that runs on a global network of computers
  2. explain benefits and challenges of internet in the immediate environment
  3. explore ways of overcoming challenges of internet in the immediate environment
  4. identify basic requirements for internet connectivity
  5. connect to the internet to search for a topical issue
  6. appreciate the use of internet as a computer network resource

The learner is guided to:

  • search for the meaning of the term internet and present to peers,
  • debate on the benefits and challenges of the internet,
  • in groups, discuss ways of overcoming challenges of the internet in the immediate environment,
  • discuss the basic requirements for internet connectivity (Internet Service Provider (ISP), Internet software, communication media, communication device),
  • share experiences on interaction with the internet and list the services available,
  • in turns select service available in the internet and use it to search for a relevant topical internet as a computer network resource. issue,
  • use the internet to search for a topical issue.
  1. Why do you use internet?
  2. How do you connect to internet?
Core Competencies: 
  • Citizenship: learner connects and shares ideas worldwide through the internet.
  • Digital literacy: learner accesses internet and searches for a relevant topical issue.
Values:
  • Respect: learner accommodate others’ views when debating on the benefits and challenges of internet.
Pertinent and Contemporary Issues (PCIs):
  • Peer Education: learner shares experience on the use of the internet to search for a topical issue.
Link to other subjects:
  • Social studies: learner connects to and uses the internet to search for a relevant topical issue.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to describe the internet as a resource that runs on a global network
of computers
Correctly and concisely describes the internet as a resource that runs on a global network of
computers
Correctly describes the internet as a resource that runs on a global network of
computers
Sometimes describes the internet as a resource that runs on a global network of
computers
Tries to describe the internet as a resource that runs on a global network
of computers
Ability to explain benefits and challenges of internet in the immediate
environment
Appropriately and comprehensively explains benefits and challenges of internet in the immediate environment Appropriately explains benefits and challenges of internet in the immediate environment Appropriately explains some of the benefits and challenges of internet in the immediate environment Hardly explains benefits and challenges of internet in the immediate
environment
Ability to identify basic requirements
for internet connectivity
Correctly and explicitly identifies basic
requirements for internet connectivity
Correctly identifies basic
requirements for internet connectivity
Correctly identifies some of the basic
requirements for internet connectivity
Rarely identifies basic requirements
for internet connectivity
Ability to explore ways of overcoming challenges of internet in the
immediate environment
Creatively and intelligently explores ways of overcoming challenges of internet in the immediate environment Creatively explores ways of overcoming challenges of internet in the immediate environment Creatively explores some of the ways of overcoming challenges of internet in the immediate environment Attempts to explore ways of overcoming challenges of internet in the
immediate environment
Ability to connect the internet to
search for a topical issue
Correctly and creatively connects the internet to search for a topical issue Correctly connects the internet to search for a topical issue Sometimes connects the internet to search for a topical issue Assisted to connect the internet to
search for a topical issue
Ability to use the internet as a computer network
resource
Appropriately and intelligently uses the internet as a computer
network resource
Appropriately uses the internet as a computer
network resource
Sometimes uses the internet as a computer
network resource
Hardly uses the internet as a computer network
resources

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
3.0
Computer Networks

3.4 World
Wide Web (WWW)

(5 Lessons)

By the end of the sub strand the learner should be able to:
  1. explain the importance of WWW as used in computer networks
  2. identify the features of a web browser
  3. describe the components of a uniform resource locator (URL) used to access resources in the internet
  4. use a web browser to locate resources in the WWW
  5. appreciate the use of WWW as a repository of information.

The learner is guided to:

  • use available learning resources to search for the meaning of the terms World Wide Web (WWW), web browsers, uniform resource locator (URL),
  • in turns discuss examples of web browsers (explorer, Firefox, Chrome, Netscape, Opera, Safari)
  • launch and navigate a web browser to identify its features,
  • take turns to write URL format: protocol://hostname/other information
  • participate in giving examples of URL
  • type a web resource Uniform Resource Locator (URL), and discuss its components,
  • take turns to demonstrate how web browsers work,
  • practice using a web browser to locate relevant internet resources.
  1. How do you access internet resources?
  2. Why do you use a web browser ?
Core Competencies: 
  • Learning to learn: learner wisely uses the acquired knowledge, skills and attitude to search for relevant resources using a web browser.
  • Digital Literacy: learner develops connecting skill when using a web browser to search for and share information.
Values:
  • Peace : learner take turns to demonstrate how web browsers work
Pertinent and Contemporary Issues (PCIs):
  • Citizenship: learner connects to the rest of the world through WWW.
Link to other subjects:
  • Life Skills Education: learner uses a web browser to search for relevant topical issues.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain the importance of WWW as used in computer networks Appropriately and clearly explains the importance of WWW as used in computer networks Appropriately explains the importance of WWW as used in computer networks Appropriately explains the importance of WWW as used in computer networks Attempts to explain the importance of WWW as used in computer networks
Ability to identify the features of a web browser Correctly and explicitly identifies the features of a web browser Correctly identifies the features of a web browser Correctly identifies some features of a web browser Rarely identifies the features of a web browser
Ability to describe the components of a URL Correctly and concisely describes the components of a URL Correctly describes the components of a URL Correctly describes some of  the components of a URL Attempts to describe the components of a
URL
Ability to use a web browser to locate resources in the
WWW
Appropriately and confidently uses a web browser to locate
resources in the WWW
Appropriately uses a web browser to locate resources in
the WWW
Sometimes uses a web browser to locate resources in
the WWW
Rarely uses a web browser to locate resources in the
WWW
Ability to the use WWW as a repository of
information
Correctly and creatively uses the WWW as a repository of information Correctly uses the WWW as a repository of information Sometimes uses the WWW as a repository of information Hardly uses the WWW as a repository of information

STRAND 4.0: COMPUTER PROGRAMMING

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
4.0 Computer Programming

4.1 Computer Program- ming Concepts

(3 Lessons)

By the end of the sub strand the learner should be able to:
  1. explain the importance of programming as used in computing
  2. identify areas where computer programs are used in daily life
  3. launch and interact with a computer program for awareness
  4. appreciate using computer programs in performing daily life activities.
The learner is guided to:
  • use available learning resources to search for the meaning of the term programming and programs,
  • in groups discuss the importance of computer programs,
  • take turns to discuss areas where computer programs are used in daily life and list them,
  • share ideas on the use of programming in daily life activities,
  • in groups, start and interact with a computer program accessory such as, a computer game, calculator, paint, snipping tool, media player and note notepad,
  • share experience on performing daily life activities (playing computer games, listening to music, performing mathematical operations, drawing objects, type text) using available computer programs accessories.
  1. Why do computers have programs?
  2. How do you use computer programs?
Core Competencies: 
  • Learning to Learn: learner launch and interact with a computer program for exposure to programming.
  • Communication and collaboration: learner engagingly shares ideas on the use of programming in daily life activities.
Values:
  • Unity: learner shares ideas on the use of programming in daily life.
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem: learner launches and interacts with computer programs.
Link to other subjects:
  • Integrated Science: learner interacts with computer programs.
  • Visual Arts: learner plays computer games and draws objects using computer program accessories.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explain the importance of programming as used in computing Appropriately and systematically explains the importance of programming as used in
computing
Appropriately  explains the importance of programming as used in
computing
Appropriately explains some of the importance of programming as used in
computing
Tries to explain the importance of programming as used in computing
Ability to identify areas where computer programs are used in
daily life
Correctly and explicitly identifies areas where computer programs are
used in daily life
Correctly identifies areas where computer programs are
used in daily life
Correctly identifies some areas where computer programs are
used in daily life
Attempts to identify areas where computer programs
are used in daily life
Ability to launch and interact with a computer program for exposure to programming Appropriately and confidently launches and interacts with a computer program for exposure to
programming
Appropriately launches and interacts with a computer program for exposure to
programming
Occasionally launches and interacts with a computer program for exposure to
programming
Assisted to launch and interact with a computer program for exposure to programming
Ability to use computer programs to perform daily life activities Intelligently and confidently uses computer programs to perform daily life
activities
Confidently uses computer programs to perform daily life
activities
Sometimes uses computer programs to perform daily life
activities
Hardly uses computer programs to perform daily life activities

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
4.0 Computer Programming

4.2 Visual
Program ming Concepts

(3 Lessons)

By the end of the sub strand the learner should be able to:
  1. identify types of visual programming applications for use
  2. explain the procedure of launching a visual programming application
  3. launch a visual programming application in a computer
  4. appreciate navigating a visual programming application interface.
The learner is guided to:
  • use available resources to search for the meaning of the term visual programming,
  • discuss and list examples of visual programming applications used in computer programming,
  • in groups discuss the procedure of launching a visual programming application,
  • consult a computer specialist to demonstrate how to launch visual programming applications used in computer programming,
  • in groups, launch a visual programming application such as Microsoft MakeCode, Scratch, Code.org, Sprite box,
  • share experiences on navigating the visual programming application interface with peers.
  1. Why do you use visual programming applications?
  2. How do you launch visual programming application?
Core Competencies: 
  • Self-efficacy: learner navigates a visual programming application interface.
  • Learning to learn: learner launches and interacts with a visual programming application.
Values:
  • Peace: learner calmly shares experiences on navigating the visual programming application interface with peers.
Pertinent and Contemporary Issues (PCIs):
  • Peer Education: learner consults a computer specialist to demonstrate how to launch visual programming applications used in computer programming.
Link to other subjects:
  • Pre-Career and Pre-Technical Education as learners follow instructions when launching visual programming applications used in computer programming
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify types of visual programming
applications for use
Appropriately and exactly identifies types of visual programming applications
for use
Appropriately  identifies types of visual programming applications
for use
Occasionally identifies types of visual programming applications
for use
Rarely identifies types of visual programming
applications for use
Ability to explain the procedure of launching a visual programming
application
Correctly and clearly explains the procedure of launching a visual programming application Correctly explains the procedure of launching a visual programming application Sometimes explains the procedure of launching a visual programming application Tries to explain the procedure of launching a visual programming
application
Ability to launch a visual programming application in a
computer
Correctly and perfectly launches a visual programming application
in a computer
Correctly launches a visual programming application
in a computer
Sometimes launches a visual programming application
in a computer
Hardly launches a visual programming application in a
computer
Ability to navigate a visual programming application interface Appropriately and confidently navigates a visual programming
application interface
Appropriately navigates a visual programming
application interface
Attempts to navigate a visual programming application interface Has difficulty in navigating a visual programming
application interface

 

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
4.0 Computer Programming

4.3 Visual
Programming Features

(12 Lessons)

By the end of the sub strand the learner should be able to:
  1. explore features of a visual programming application
  2. relate the features of a visual programming application to their function
  3. describe terminologies used in a visual programming application
  4. use the features of a visual programming application to create a sequence of instructions to perform a task
  5. appreciate the application of the features of a visual programming application to create a sequence of instructions.

The learner is guided to:

  • in groups discuss the features of a visual programming application
  • discuss the functions of the features of a visual programming application
  • match the functions of the features of a visual programming application to their functions
  • in turns discuss and demonstrate the use of visual programming terms (reserved words, syntax, variables, input output statements, control structures, variable declarations).
  • in groups, create a sequence of actions using the features of a visual programming application (animations, sound)
  • share experience on the use of the features of a visual
    programming application
  1. Why is visual programming popular in introducing computer programming?
  2. How do you use visual programming application features?
Core Competencies: 
  • Learning to Learn: learners shares experience on the use of the features of a visual programming application.
  • Creativity and Imagination: learner creates animations and sounds using the features of a visual programming application.
Values:
  • Unity: learner discusses the features of the visual programming application with peers.
Pertinent and Contemporary Issues (PCIs):
  • Peer Learning: learner uses features of visual programming application to create animations and sound.
Link to other subjects:
  • Pre Technical and Pre Career Education: learner uses the features of visual programming applications to creates animations and sounds.
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explore features of a visual programming application Correctly and confidently explores features of a visual programming
application
Correctly explores features of a visual programming
application
Correctly explores some features of a visual programming
application
Rarely explores features of a visual programming application
Ability to relate the features of a visual
programming application to their function
Appropriately relates the features of a visual
programming application to their function
Appropriately relates the features of a visual
programming application to their function
Appropriately relates some of the features of a visual
programming application to their function
Relate the features of a visual programming
application to their function with assistance
Ability to describe terminologies used in a visual programming application Appropriately and clearly describes terminologies used in a visual programming application Appropriately describes terminologies used in a visual programming application Appropriately describes some terminologies used in a visual programming application Attempts to describe terminologies used in a visual programming application
Ability to use the features of a visual programming application to create a sequence of instructions to perform a task Creatively and correctly uses the features of a visual programming application to create a sequence of
instructions to perform a task
Correctly uses the features of a visual programming application to create a sequence of
instructions to perform a task
Correctly uses some features of a visual programming application to create a sequence of
instructions to perform a task
Assisted to use the features of a visual programming application to create a sequence of instructions to perform a task
Ability to apply the features of a visual programming application to create a sequence of instructions Appropriately and confidently applies sequence of instructions to create the features of a visual programming
application
Appropriately applies the features of a visual programming application to create a sequence of
instructions
Applies some of the features of a visual programming application to create a sequence of instructions Assisted to apply the features of a visual programming application to create a sequence of instructions

APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES

Strand  Sub Strand  Specific learning Outcomes  Suggested learning Experiences  Key Inquiry Question(s) 
1.0Foundation of Computer Science   1.1 Computer Concepts (3 Lessons) Rating scales, rubrics,
questionnaires, projects,
journals, portfolios, oral
questions, aural questions,
interview schedules,
learner’s profile, written
tests, anecdotal records,
observation schedules,
checklists
Digital devices,
reference materials,
computer hardware,
manilla papers,
Internet, video, audio
clips, models,
checklists
Assist members in
the community on
how to apply
computers in
various areas such
as (Education,
Business, Banking,
Military,
Communication,
Government, Home,
Insurance,
Marketing,
Healthcare,
Engineering Design,
manufacturing).
1.2 Evolution of computers Rating scales, rubrics, questionnaires, projects journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists Digital devices, reference materials, productivity tools,
compute software (OS,
Utility software and
Application programs),
computer hardware,
manilla papers,
Internet,video, audio
clips,
Discuss the development of computers in respect
to contemporary
technology during
clubs
1.3 Generations of computers Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video,
audio clips,
Educate community members on how to use technologies of different computers generations in daily life situation; search information on personal hygiene, prepare personal time table,
1.4 Classification of computers Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written
tests, anecdotal records, observation schedules, checklists
Digital devices, reference materials, compute software (OS, Utility software and Application programs), computer hardware,
manilla papers, Internet, video
Demonstrate how to use embedded computers (ATM machines, MP3 players, DVD players, Drones,
Anti-lock braking system, Airbag control system, Digital watches, Microwaves) during school clubs
activities
1.5 Computer user environment Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists reference materials, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, adaptable locally available materials,
models, checklists
Sensitize social gatherings how to observe safety precautions when in the computer user environment
1.6 Physical parts of a computer Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules,
checklists
Digital devices, reference materials, computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists Educate community members how to connect physical parts of a computer
1.7 Hands on skills Rating scales, rubrics,questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists  Digital devices, reference materials, productivity tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio
clips, checklists 
Participate in a competition that involves the use of computer keyboard in different ways; typing a simple text, multiplying numbers, drawing diagrams,
1.8 Computer Systems overview Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules,
checklists
Digital devices, reference materials, productivity tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers,
Internet,video,
Debate on the importance of computer systems in the society during clubs
1.9 Hardware concepts Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written
tests, anecdotal records, observation schedules, checklists
Digital devices, reference materials, productivity tools, computer hardware, manilla papers,

Sensitize community membes on the uses of computer hardware

 

1.10 Input devices Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written
tests, anecdotal records, observation schedules, checklists
Digital devices, reference materials, computer hardware, manilla papers, Internet,video, audio clips, Deliberate on the factors to consider when selecting an input device with different forums
1.11Central Processing Unit (CPU) Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written
tests, anecdotal records, observation schedules, checklists
Digital devices, reference materials, computer hardware, manilla papers, Internet,video, audio clips, Join asocial media group and share a video simulation of the functional organisation of the CPU
1.12 Output devices Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written
tests, anecdotal records, observation schedules, checklists
Digital devices, reference materials, computer hardware, manilla papers, Internet,video, audio clips, adaptable locally
available materials,
During social gatherings share ideas on how to assess user computing needs and select
appropriate input devices for different
1.13 Ports and Cables Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written
tests, anecdotal records, observation schedules, checklists
Digital devices, reference materials, computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models, checklists Demonstrate to community members how to connect cablesto their respective ports
1.14 Computer Setup (CSL Project) Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written
tests, anecdotal records, observation schedules, checklists
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models,
checklists
Educate community members on how to setup computers
2.0 Computer and Society 2.1 Physical Safety of Computers Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records,
observation schedules, checklists  
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available materials, models,
checklists 
Demonstrate in a  community forum how to
organise workstation to minimise health complications when using computers
2.2 Health and Safety Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records,
observation schedules, checklists  
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists
Participate actively in communal activities which educates the society on health and safety of computer use
2.3 Repetitive Strain Injury (RSI) Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records,
observation schedules, checklists  
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists
Join social media group that shares information on the appropriate strategies of preventing repetitive strain injury when using a computer
2.4 Data Safety in Computers Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records,
observation schedules, checklists  
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists

Share in a social media forum the best practices of keeping data safely in a computer

 

2.5 Online Safety Concepts Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records,
observation schedules, checklists  
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists
Discuss in a forum safety measures to observe when online (not sharing, pictures, location, securing profiles)
2.6 Online Identity Safety Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records,
observation schedules, checklists  
Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists
Sensitize community members on how to keep personal and sensitive data safety when online,
3.0 Computer Networks 3.1 Computer Network Concepts Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists
Sensitise community members the on benefits of computer networks in the society
3.2 Connecting to Computer Network Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists
Demonstrate to social gatherings how to connect to computer network. Visit a community data center and
assist in connecting computers to available networks.
3.3 Internet Concepts Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists
Debate on the uses of internet during clubs
3.4 World Wide Web (WWW) Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists
Demonstrate how web browsers work to congregations of
community members
4.0 Computer Programming 4.1 Computer Programming Concepts Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists
Share experience with the community members on how to perform daily life activities (playing computer games, listening to music, performing mathematical operations, drawing objects, type text) using available computer program
accessories
4.2 Visual Programming Concepts Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists
Demonstrate how to
navigate the visual programming application interface to peers.
4.3 Visual Programming Features Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions, interview schedules, learner’s profile, written tests, anecdotal records, observation schedules, checklists Digital devices, reference materials, productivity tools, visual programming tools, compute software (OS, Utility software and Application programs), computer hardware, manilla papers, Internet,video, audio clips, adaptable locally available
materials, models, checklists

Create a sequence of actions using the features of a visual programming application (animations, sound) and share with peers

 

Monday, 09 January 2023 13:10

Business Studies - Grade 7 Curriculum Designs

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
BUSINESS STUDIES
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

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 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:

  1.  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.
  2.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

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

ESSENCE STATEMENT

Business Studies at junior secondary will be offered as an integrated subject covering the following strands; business and money management skills, business and its environment, Government and global influence in business and financial records in business. This will equip the learner with Business competencies like; critical thinking, problem solving and creativity, digital and financial literacy, communication and networking which are considered necessary for their personal life and business in general. The subject is critical at this level of education as evidenced by the KICD needs assessment report and the Kenya Vision 2030. Offering Business Studies at junior secondary level recognises that learning and development of potential is influenced by social- cultural factors, developmental age, instructional opportunities and models as embraced by theories such as the Instructional Design Theory, Vygotsky’s Social-Cultural Theory, Gardner’s Multiple Intelligence Theory and Piaget’s Theory of Cognitive Development. Others are accounting and entrepreneurship theories such as descriptive accounting theory, normative accounting theory and Innovation Theory by Schumpeter among others.

SUBJECT GENERAL LEARNING OUTCOMES

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

  1. Make effective use of financial literacy skills for prudent financial decision making, generation of income and creation of wealth for sustainable development
  2. Understand business and its environment in addressing economic issues in the society
  3. Practice basic business and entrepreneurial skills for the development of self and society
  4. Act with integrity and apply knowledge, critical understanding and technology to environmental concerns and ethical issues as both opportunities and constraints for businesses
  5. Recognize role of government in business and respond to community, national and global economic issues, as an informed and responsible citizen
  6. Develop an awareness of the nature and significance of basic skills of keeping business financial records, innovation and change within the context of business activities
  7. Exhibit understanding of pertinent and contemporary issues in business and the society
  8. Develop a foundation for further studies in careers related to Business Studies

STRAND 1.0: BUSINESS AND MONEY MANAGEMENT SKILLS

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
1.0 Business and Money Management Skills

1.1 Introduction to Business Studies

(6 lessons)

By the end of the sub strand, the learner should be able to:
  1. examine the concept of Business Studies in Kenya
  2. explore career opportunities related to Business Studies in Kenya
  3. appreciate the importance of Business Studies in day- to- day life
Learners shall be guided to:
  • discuss and present the meaning, components and importance of Business Studies
  • debate on the importance of Business Studies
  • interact with relevant digital resources/textbooks and brainstorm on the components and importance of Business Studies
  • role play careers associated with Business Studies
  • watch/listen to a video clip on business careers
  • listen to a resource person on business career opportunities
  1. What comprises Business Studies?
  2. What is the importance of studying Business Studies?
  3. What are the career opportunities associated with Business Studies?

Core competencies to be developed:

  • Imagination and creativity: learners role play on different careers associated with Business Studies
  • Learning to learn: learners may interact with digital resources
  • Critical thinking and problem solving: learners discuss and debate on the concept of Business Studies and role play on the career opportunities
  • Self-efficacy: learners debate and discuss the concept of Business Studies and role play the career opportunities associated with Business Studies
  • Communication and collaboration: learners debate, role play and discuss about careers
  • Digital literacy: learners interacts with digital resources.
Values:
  • Peace: learners work together during discussions.
  • Responsibility: learners role play the career opportunities.
  • Unity: learners role play and debate on the career opportunities.
  • Respect: learners role play and debate on the career opportunities.
Pertinent and Contemporary Issues (PCIs):
  • Decision making: learners identify careers to role play in Business Studies.
  • Critical thinking: learners debate and think of roles and how to play them.
  • Financial literacy: learners discuss careers and earning opportunities associated with Business Studies.
  • Social cohesion: Learners’ debate and role play the careers.
Links to other subjects:
  • Pre-Technical and Pre-Career Studies as learners discuss careers.
  • English as learners debate about and discuss careers.
  • Performing Arts as learners role play different careers.
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to examine the concept of Business Studies in Kenya. Correctly examines the concept of Business Studies in Kenya. Examines the concept of Business Studies in Kenya. Examines the concept of Business Studies in Kenya with assistance. Has challenge analyzing the concept of Business Studies in Kenya.
Ability to explore Career opportunities in Business Studies in Kenya. Comprehensively explores career opportunities in Business Studies in
Kenya.
Explores career opportunities in Business Studies in
Kenya.
Explores career opportunities in Business Studies in
Kenya with assistance.
Explores some career opportunities in Business Studies in Kenya.

 

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
1.0 Business and Money Management Skills

1.2 Money

(6
Lessons)

By the end of the sub strand, the learner should be able to:
  1. illustrate the uses of money in day- to- day life
  2. identify the key security features of the Kenyan currency
  3. describe themes and symbols on the Kenyan currency
  4. appreciate the importance of money in the economy
Learners shall be guided to:
  • discuss and present the meaning and uses of money
  • debate the uses of money in day- to- day life
  • share experiences on use of money for buying goods and services
  • interact with digital resources/textbooks on uses of money
  • observe pictures and photographs or realia of the Kenyan currency
  • discuss the themes and symbols used on the Kenyan currency
  1. Why is money important?
  2. How should we ensure Kenya currency is secure?
  3. What are the themes and symbols on the Kenyan currency?
Core competencies to be developed:
  • Self- efficacy: learners discuss and present on the meaning and uses of money
  • Imagination and creativity: learners debate on importance of money
  • Learning to learn: learners discuss the themes and symbols of Kenyan currency and link them to growth and development of different sectors of the economy
  • Citizenship: learners discuss the themes, symbols and uses of Kenyan currency
  • Digital literacy: learners may interact with digital resources
  • Communication and collaboration: learners discuss and debate on uses of money.
Values:
  • Peace: learners discuss the uses of money
  • Respect: learners discuss the themes, symbols and uses of Kenyan currency
  • Unity: learners engage in discussions and debate on uses of money.
Pertinent and Contemporary Issues (PCIs):
  • Critical thinking skills: learners analyse and debate on the uses of money
  • Financial literacy: learners discuss uses and security features of money
  • Citizenship: learners recognize and identify with the symbols on the Kenyan currency.
Links to other subjects:
  • Mathematics: learners identify different denominations and illustrate uses of money
  • Social Studies: learners identify themes of the Kenyan currenc
  • English: learners debate the uses of money.
    
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to illustrate the uses of money in day- to- day life. Correctly illustrates the uses of money in day- to- day life.  Illustrates the uses of money in day- to day life.  Illustrates the uses of money in day- to day life with assistance Experience difficulty illustrating the uses of money in day- to- day life.
Ability to identify the key security features of the Kenyan
currency.
Accurately identifies the key security features of Kenyan
currency.
Identifies the key security features of Kenyan currency. Identifies the key security features of Kenyan currency with assistance Experience difficulty identifying key security features of the
Kenyan currency.
Ability to describe themes and symbols
on the Kenyan currency.
Precisely describes themes and symbols
on the Kenyan currency.
Describes themes and symbols on the Kenyan currency. Describes themes and symbols on the Kenyan currency withy assistance Experience difficulty describing the themes
and symbols on the Kenyan currency.

 

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
1.0 Business and Money Management Skills

1.3 Personal goals

(6 lessons)

By the end of the sub strand, the learner should be able to:
  1. explore the meaning and importance of setting personal goals for self-development
  2. analyse the factors to consider when setting personal goals for self- development
  3. set personal goals for self- development
  4. use ICT devices or exercise books for setting personal goals for self- development
  5. recognize the need for setting personal goals for self- development
 Learners shall be guided to:
  • discuss the meaning and importance of setting personal goals
  • discuss the factors to consider when setting personal goals
  • Set personal goals
  • use digital devices or exercise books to set personal goals
  1. Why is it important to set personal goals?
  2. What factors should be considered when setting personal goals?
Core competencies to be developed:
  • Self-efficacy: learners set personal goals
  • Creativity and imagination: learners set personal goals
  • Critical thinking and problem solving: learners analyse the factors to consider when setting personal goals
  • Digital literacy: learners may interact with digital devices when setting goals
  • Communication and collaboration: learners interact in discussion with other learners and resource persons
  • Learning to learn: learners may use digital devices to set and improve their personal goals.
Values:
  • Responsibility: learners set personal goals
  • Respect: learners discuss the factors to consider when setting personal goals
  • Peace: learners hold discussion on the factors to consider when setting personal goals
Pertinent and Contemporary Issues (PCIs):
  • Decision making skills: learners set their personal goals
  • Effective communication: learners discuss goal setting
  • Financial literacy: learners analyse the factors to consider when setting personal goals
  • Career guidance: learners are guided in setting personal goals.
Links to other subjects:
  • Life skills education in problem solving, critical thinking, effective communication and decision making
  • Pre-Technical and Pre-Career Studies: learners set goals to determine learning pathways and future careers
  • Computer Science: learners learn to may use digital devices.
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to explore the meaning and importance of setting personal goals for self- development. Comprehensively explores the meaning and importance of setting personal goals for self- development. Explores the meaning and importance of setting personal goals for self- development. Explores the meaning and importance of setting personal goals for self- development with assistance.

Has difficulty exploring the meaning and importance of setting personal goals for self- development.

Ability to analyse the factors to consider when setting personal goals for self- development. Critically analyses the factors to consider and their influence on personal goal setting for self- development. Analyses the factors to consider and their influence on personal goal setting for self- development. Analyses the factors to consider and their influence on personal goal setting for self- development with assistance Has difficulty analysing the factors to consider when setting personal goals for self- development.
Ability to set personal goals for self- development. Explicitly sets SMART personal goals for self- development. Sets SMART personal goals for self- development. Sets SMART personal goals for self- development with assistance Has difficulty setting personal goals for self- development.
Ability to apply ICT devices when setting personal goals for self- development. Innovatively applies ICT devices when setting personal goals for self - development. Applies ICT devices when setting personal goals for self - development. Applies ICT devices when setting personal goals for self - development with assistance. Has difficulty applying ICT devices when setting personal goals for self- development.

 

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
1.0 Business and Money Management Skills

1.4 Talents and abilities

(8 lessons)

By the end of the sub strand, the learner should be able to:
  1. distinguish between talents and abilities of learners in school
  2. identify ways of nurturing talents and abilities for business purpose
  3. demonstrate personal talents and abilities in school
  4. relate talents and abilities to career opportunities in the world
  5. identify ethical issues related to the use of talents and abilities in business
  6. appreciate the importance of nurturing talent and abilities in generating income
Learners shall be guided to:
  • discuss the distinction between talents and abilities
  • take part in talent shows to help identify their talents and abilities
  • display their talents and abilities in and out of class through clubs and societies and other planned school fora
  • participate in career talks on opportunities related to talents and abilities
  1. What is the difference between talents and abilities?
  2. How can talents and abilities be nurtured?
  3. What are the ethical issues related to the use of talents and abilities?
  4. What career opportunities are related to talents and abilities?
Core competencies to be developed:
  • Creativity and imagination: learners demonstrate their talents and abilities
  • Communication and collaboration: learners display their talents and abilities during talent shows
  • Learning to learn: learners use digital devices to grow their talents and abilities
  • Self- efficacy: learners demonstrate their talents and abilities.
Values:
  • Integrity: learners learn about ethics in talents and abilities
  • Respect: learners take part in showcasing their talents and abilities
  • Peace: learners interact in discussion
  • Unity: learners interact in discussion
  • Love: learners share their talents and abilities for the benefit of others
  • Personal responsibility: learners take up roles during the talents shows.
Pertinent and Contemporary Issues (PCIs):
  • Critical thinking: learners identify their talents and abilities
  • Social cohesion: learners demonstrate their talents and abilities during talent shows
  • Financial literacy: they discuss talents and abilities in business.
Links to other subjects:
  • Performing Arts: learners identify and demonstrate talents and abilities
  • Visual Arts: learners display their talents and abilities
  • Life Skills Education: learners identify suitable career opportunities related to their talents and abilities.
  • Integrated Science: learners create and innovate using their talents and abilities.
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to distinguish between talents and abilities of learners in school. Comprehensively explains the differences between talents and abilities of learners in school. Explains the differences between talents and abilities of learners in school. Explains the differences between talents and abilities of learners in school when prompted.

Has challenge explaining the differences between talents and abilities of learners in school.

Ability to identify ways of nurturing talents and abilities for business purpose. Correctly Identifies ways of nurturing talents and abilities. Identifies ways of nurturing talents and abilities. Identifies ways of nurturing talents and abilities when prompted.  Has challenge identifying ways of nurturing talents and abilities for business purpose.
Ability to demonstrate personal talents and abilities in school. Confidently demonstrates personal talents and abilities in school. Demonstrates personal talents and abilities in school. Demonstrates personal talents and abilities in school when prompted. Has challenge demonstrating personal talents and abilities in school.
Ability to relate their talents and abilities to career opportunities in the world. Correctly relates the relationship between talents and abilities to career opportunities in the world. Relates talents and abilities to career opportunities in the world. Relates talents and abilities to career opportunities in the world when prompted. Has challenge relating talents and abilities to career opportunities in the world.
Ability to identify ethical issues related to the use of talents and abilities in business. Correctly identifies ethical issues in the use of talents and abilities in business. Identifies ethical issues in the use of talents and abilities in business. Identifies ethical issues in the use of talents and abilities in business when prompted Has challenge identifying ethical issues in the use of talents and abilities in business.

STRAND 2.0: BUSINESS AND ITS ENVIRONMENT

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Business and its Environment

2.1 Business activities

(8 lessons)

By the end of the sub strand, the learner should be able to:
  1. distinguish between needs and wants as used in Business Studies
  2. explore the meaning of the term scarcity, choice, scale of preference and opportunity cost in relation to satisfaction of consumer needs and wants
  3. prepare a scale of preference to satisfy personal needs and wants
  4. justify the need for business activities for self and the community
  5. analyse trading activities in the community
  6. recognize the need for business activities in the satisfaction of human wants and needs for self and the community.
Learners shall be guided to:
  • brainstorm and present the differences between human needs and wants
  • discuss and present the meaning of the term scarcity, choice, scale of preference and opportunity cost
  • interact with digital resources/textbooks on scarcity and choice
  • role play opportunity cost given limited resources
  • prepare a scale of preference for their personal needs and wants
  • discuss the purpose of business activities in the society
  • discuss trading activities in the community
  • debate the role of retailers to the consumer
  1.  What is the importance of the scale of preference in the satisfaction of human wants and needs?
  2. What is the purpose of business activities?

 

Core competencies to be developed:
  • Communication and collaboration: learners discuss the need for business activities in the community
  • Imagination and creativity: learners make choices during role play
  • Critical thinking and problem solving: learners prepare the scale of preference
  • Learning to learn: learners prepare the scale of preference and make choices
  • Digital literacy: learners may interact with digital devices.
Values:
  • Peace as they work together during discussions
  • Unity as they work together during discussions
  • Respect as they work together during discussions
  • Integrity as they are guided to conduct simple survey
  • Personal responsibility as they make choices, prepare scale of preferences and role play.
Pertinent and Contemporary Issues (PCIs):
  • Good governance: learners make the scale of preference on the needs and wants
  • Decision making skills: learners make choices and role play
  • Financial literacy: learners discuss the economic problem of scarcity and choice.
Links to other subjects:
  • Social Studies as they learn about economic activities
  • Home Science as they learn about consumer education
  • Agriculture as they learn about learn about agribusiness
  • English as they learn about communication skills.
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to distinguish between needs and wants as used in Business Studies Thoroughly distinguishes between needs and wants as used in Business Studies. Distinguishes between needs and wants as used in Business Studies. Distinguishes between needs and wants as used in Business Studies with assistance. Has difficulty distinguishing between needs and wants as used in Business Studies.
Ability to explore the meaning of the term scarcity, choice, scale of preference and opportunity cost in relation to satisfaction of human wants and needs. Correctly explores the meaning of the term scarcity, choice, scale of preferences and opportunity cost in relation to satisfaction of consumer needs and wants. Explores the meaning of the term scarcity, choice, scale of preferences and opportunity cost in relation to satisfaction of consumer needs and wants. Explores scarcity, scale of preferences, choice and opportunity cost in relation to satisfaction consumer needs and wants with assistance. Has difficulty exploring the terms scarcity, choice, scale of preferences and opportunity cost in relation to satisfaction of consumer needs and wants.
Ability to prepare a scale of preference to satisfy personal needs and wants. Explicitly prepares a scale of preference to satisfy personal needs and wants. Prepares a scale of preference to satisfy personal needs and wants. Prepares a scale of preference to satisfy personal needs and wants with assistance. Has difficulty preparing a scale of preference to satisfy personal needs and wants.
Ability to justify the need for business activities for self and the community. Consistently justifies the need for business activities for self and community. Justifies the need for business activities for self and community. Justifies the need for business activities for self and community with assistance. Has difficulty justifying the need for business activities for self and the community.
Ability to analyse trading activities in the community. Correctly analyses trading activities in the community. Analyses trading activities in the community. Analyse trading activities in the community with assistance. Has difficulty analysing trading activities in the community.

COMMUNITY SERVICE-LEARNING PROJECT

Strands linked to CSI. Project Sub strand linked to CSL project Project Specific learning Outcomes  Suggested project Learning Experiences  Key Inquiry Questions
1.0 Business and Money Management Skills

2.0. Business and its environment

 1.4. Talents and abilities


2.1 Business activities

By the end of the project, the learner should be able to:
  1. carry out a survey to identify needs within the school community
  2. prioritize the needs to be addressed within the school community
  3. select the need to be addressed within the school community
  4. establish a project to address identified need in the school community
  5. evaluate the project the project to determine its benefits both to the learner and school community
  6. desire to address the school community needs.
Learners shall be guided to:
  • carry out a simple survey to determine the needs of the school community
  • prioritize the needs in the school community to be addressed
  • select the need in the school community to be addressed
  • identify or map out the resources which are readily and freely available within the school that will be required in establishing a project to address the need identified
  • communicate the idea to the subject teacher
  • establish a simple project to address the identified need
  • discuss the success or failure of the project and ways of improving it in the next phase
  • Reflect on the entire project process and determine its strengths and weaknesses.
  1. How would you determine the needs in the school community?
  2. What can be done to address the needs within the school community?
CSI. Competencies developed
  • Financial literacy and entrepreneurship skills
  • Research skills
  • Community development skills
  • Life skills.
Core competencies to be developed:
  • Imagination and creativity as they decide the needs to address
  • Critical thinking and problem solving as they analyse the needs and design solutions for the
  • Learning to learn as they apply knowledge learnt in class to solve school community needs
  • Self- efficacy as they implement the project.
Values:
  • Love as they provide for the needs of the community
  • Unity as they work as a team when carrying out the project
  • Social responsibility as they solve school community problems.
Pertinent and Contemporary Issues (PCIs):
  • Decision making as they make choices of the needs to address
  • Financial literacy as they discuss the resources for project implementation
  • Problem solving as they carry out the project to address the needs.
Links to other subjects:
  • Religious education as they learn about compassion for the needy.
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Carry out a survey to identify needs
within the school community.
Comprehensively carries out a survey to
identify needs within the school community.
Carries out a survey to
identify needs within the school community.
Carries out a survey to
identify needs within the school community with assistance.
Experience difficulty carrying out a survey
to identify needs within the school community.
Prioritise the needs to be addressed within the school
community.
Appropriately prioritises the needs to be addressed within the school community. Prioritizes the needs to be addressed within the school community. Prioritises the needs to be addressed within the school community with assistance. Experience difficulty prioritising the needs to be addressed within the school community.
Select the need to be addressed
within the school community.
Correctly selects the need to be addressed
within the school community.
Selects the need to be addressed
within the school community.
Selects the need to be addressed
within the school community with assistance
Experience difficulty selecting the need to be
addressed within the school community.
Ability to establish a project to address an identified need in the school community. Innovatively establishes an appropriate project addressing an identified need in the school community. Establishes an appropriate project addressing an identified need in the school community. Establishes an appropriate project addressing an identified need in the school community with assistance. Experience difficulty establishing an appropriate project to address an identified need in the school.
Community
Evaluate the project to determine its benefits both to the learner and school
community. 
Critically evaluates the project to determine its benefits both to the learner and school community. Evaluates the project to determine its benefits both to the learner and school community.  Evaluates the project to determine its benefits both to the learner and school community with assistance.

Experience difficulty evaluating the project to determine its benefits both to the learner and school community.

 

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Business
and its
Environment

2.2 Goods and services

(5 lessons)

By the end of the sub strand, the learner should be able to:
  1. Analyze types and importance of goods and services found in the local market
  2. distinguish between goods and services found in the market
  3. identify sources and places where consumers may buy goods and services
  4. embrace the value of goods and services for the satisfaction of human wants
Learners shall be guided to:
  • discuss and present the meaning, types, importance and characteristics of goods and services
  • visit the local market and compile a list of goods and services available or log in to a virtual market to generate a list of goods and services available
  • discuss sources and places where consumers may buy goods and services
  1. What are goods and services?
  2. What are the characteristics of goods and services?
  3. What is the importance of goods and services?
Core competencies to be developed:
  • Digital literacy: learners may interact with digital devices
  • Critical thinking and problem solving: learners distinguish between goods and services
  • Communication and collaboration: learners interact in discussions
  • Learning to learn from the market exposure
  • Self-efficacy: learners interact with people in the market.
Values:
  • Peace: learners interact with each other and the local market
  • Respect: learners discuss goods and services.  
Pertinent and Contemporary Issues (PCIs):
  • Social skills: learners interact during discussions and visit to the market
  • Social cohesion: learners interact with each other and the community during visit to the local market
  • Financial literacy: learners discuss goods and services.
    
Links to other subjects:
  • Social Studies: they learn about economic activities
  • Computer Science: learn about the virtual market
  • Home Science: they learn about consumer education
  • Agriculture: learners learn about the marketing of agricultural goods.
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to analyse types and importance of goods and services found in the local market. Correctly analyses types and importance of goods and services found in the local market Analyses types and importance of goods and services found in the local market. Analyses types and importance of goods and services found in the local market when prompted Experience difficulty analysing types and importance of goods and services found in the local market.
Ability to distinguish between goods and services found in the local market. Clearly distinguishes between goods and services found in the local market. Distinguishes between goods and services found in the local market. Distinguishes between goods and services found in the local market when prompted. Experience difficulty distinguishing goods from services found in the local market.
Ability to identify sources and places where consumers may buy goods and services Accurately identifies sources and places where consumers may buy goods and services. Identifies sources and places where consumers may buy goods and services. Identifies sources and places where consumers may buy goods and services when prompted. Experience difficulty identifying sources and places where consumers may buy goods and services.

 

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Business and its Environment

2.3 Economic resources

(6 lessons)

By the end of the sub strand, the learner should be to:
  1. examine the characteristics of economic resources used for production of goods and services
  2. analyse types of economic resources in Kenya
  3. explore sustainable ways of using economic resources in Kenya
  4. conduct resource mapping in the local community and classify economic resources
  5. appreciate the importance of economic resources in Kenya for the production of goods and services
Learners shall be guided to:
  • discuss and present the meaning and characteristics of economic resources in the community
  • classify economic resources in the community
  • carry out resource mapping in the local community and classify economic resources
  • interact with digital resources or text books to establish distribution of economic resources in the community
  • brainstorm and present sustainable ways of using economic resources
  1. What are the characteristics of economic resources?
  2. How are economic resources classified?
  3. How can economic resources be used sustainably?
Core competencies to be developed:
  • Communication and collaboration: learners carry out resource mapping in the community, and discuss the types of economic resources
  • Self-efficacy: learners present their discussions about economic resources
  • Critical thinking and problem solving: learners classify and discuss types of economic resources
  • Citizenship: learners learn about economic resources
  • Digital literacy: learners may interact with digital resources to establish the distribution of economic resources in the community
  • Learning to learn: learners may interact with digital resources on economic resources.
Values:
  • Respect as they work together during discussions
  • Peace as they work together during discussions
  • Responsibility: learners map out economic resources
  • Unity as they work together during discussions
  • Integrity as they learn about sustainable use of economic resources
  • Social justice: learners explore sustainable ways of using economic resources
Pertinent and Contemporary Issues (PCIs):
  • Effective communications as learners classify and discuss types of economic resources
  • Social cohesion as learners maps out resources in their locality
  • Decision making as learners classify economic resources
  • Critical thinking as they classify the economic resources
  • Financial literacy as learners discuss economic resources. 
Links to other subjects:
  • Social Studies as they learn about economic activities such as mining, fishing, trade.
  • Agriculture as they learn about the distribution of crops, soil, animals
  • Religious education as they learn about creation.
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to examine the characteristics of economic resources used for production of goods and services. Correctly examines the characteristics of economic resources used for production of goods and services. Examines the characteristics of economic resources used for production of goods and services. Examines the characteristics of economic resources used for production of goods and services with assistance. Has difficulty describing the characteristics of economic resources used for production of
goods and services.
Ability to analyse types of economic resources in Kenya. Critically analyses types of economic resources in Kenya. Analyses types of economic resources in Kenya. Analyses types of economic resources in Kenya with assistance. Has difficulty analyses types of economic resources in
Kenya.
Ability to explore sustainable ways of using economic resources in Kenya. Comprehensively explores ways of using economic resources sustainably
in Kenya.
Explores ways of using economic resources sustainably
in Kenya.
Explores ways of using economic resources sustainably
in Kenya with assistance
Has difficulty exploring ways of using economic resources sustainably
in Kenya.

 

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Business and its Environment

2.4 Business Communication

(6 lessons)

By the end of the sub strand, the learner should be able to:
  1. assess the meaning and importance of communication in business
  2. use ICT tools in business communication
  3. recognise the role of effective communication in business
Learners shall be guided to:
  • brainstorm and present the meaning and importance of communication in business
  • role play the importance of communication in business
  • discuss and present the available ICT tools and their application in business communication
  • apply the use of ICT tools for communication
  1. What is the importance of communication in business?
  2. How can one use ICT tools in business communication?
Core competencies to be developed:
  • Imagination and creativity: learners role play and discuss the ICT tools and their application
  • Communication and collaboration as learners discuss the ICT tools and the importance of communication in business
  • Learning to learn as they interact with ICT tools and their applications
  • Critical thinking and problem solving as learners discuss the importance of communication in business and role play
  • Digital literacy as they interact with ICT communication tools and their applications
  • Self - efficacy as learners discuss and role play on the importance of communication in business.
Values:
  • Peace as they discuss in class the meaning and importance of communication in business
  • Unity as they work together during discussions
  • Love as they discuss the meaning and importance of communication in business
  • Respect as they discuss the meaning and importance of communication in business
  • Responsibility as they use different ICT tools in business communication and role play. 
Pertinent and Contemporary Issues (PCIs):
  • Effective communication as learners discusses the ICT tools and their applications
  • Social cohesion as they discuss the available ICT tools and their applications in business communication
  • Financial literacy as they learn about communication in business.
Links to other subjects:
  • English as they learn about communication skills
  • Life skills as they learn about communication skills
  • Computer Science as they learn about ICT tools in communication. 
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to assess the meaning and importance of communication in
business.
Correctly assesses the meaning and importance of communication in business. Assesses the meaning and importance of communication in business. Assesses the meaning and importance of communication in business with support. Exhibit difficulty assessing the meaning and importance of communication in
business. 
Ability to use ICT tools in business communication. Innovatively uses appropriate ICT tools in business communication. Uses appropriate ICT tools in business communication. Uses appropriate ICT tools in business communication with support. Exhibit difficulty using appropriate ICT tools in business communication.

 

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Business and its Environment

2.5 Production of goods and services

(8 lessons)

By the end of the sub strand, the learner should be able to:
  1. explore the meaning and importance of production in the community
  2. analyse the importance, characteristics and rewards for the factors of production in the community
  3. examine consumer concerns to addressed in the production of goods and services
  4. embrace the value of factors of production in producing goods and services to satisfy human wants
Learners shall be guided to:
  • brainstorm and present the meaning and importance of production
  • discuss and present the characteristics of factors of production
  • analyse the importance and rewards for factors of production
  • share experiences on how production of goods and services may address consumer concerns such as quality, quantity, overpricing, scarcity, safety and ingredients
  1. What is the importance of production?
  2. What are the characteristics and rewards for the factors of production?
Core competencies to be developed:
  • Learning to learn: learners interact with digital devices
  • Critical thinking and problem solving: learner discuss the importance and characteristics of factors of production
  • Citizenship: learners learn about land as a factor of production
  • Communication and collaboration: learners discuss factors of production
  • Self- efficacy: learners discuss and present on the importance and characteristics of the factors of production.
Values:
  • Integrity: learner learn how to use the factors of production
  • Peace: learners discuss the importance and characteristics of factors of production
  • Love: learners discuss the importance and characteristics of factors of production
  • Unity: learners discuss the importance and characteristics of factors of production
  • Social Justice: learners discuss the importance and characteristics of factors of production.
Pertinent and Contemporary Issues (PCIs):
  • Good governance: learners learn about factors of production
  • Environmental awareness: learners learn about factors of production
  • Critical thinking: learners discuss the importance and characteristics of production.
Links to other subjects:
  • Social Studies as they learn about physical environment
  • Agriculture, as they learn about conserving the environmen
  • Home Science as they learn about food production.   
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to explore the meaning and importance of production in the
community.
Correctly explores the meaning and importance of production in the
community.
Explores the meaning and importance of production in the
community.
Explores the meaning and importance of production in the
community with assistance
Exhibit difficulty exploring the meaning and importance of production in the
community.
Ability to analyse the importance, characteristics and rewards for the factors of production in the community. Critically analyses the importance, characteristics and rewards for the factors of production in the community. Analyses the importance, characteristics and rewards for the factors of production in the community. Analyses the importance, characteristics and rewards for the factors of production in the community with assistance Exhibit difficulty analysing the importance, characteristics and rewards for the factors of production in the community.
Ability to examine consumer concerns to addressed in the production of goods and services. Thoroughly examines consumer concerns to addressed in the production of goods and services. Examines consumer concerns to addressed in the production of goods and services. Examines consumer concerns to addressed in the production of goods and services with assistance. Exhibit difficulty examining consumer concerns to addressed in the production of goods and services.

 

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Business and its Environment

2.6 Marketing of goods and services

(6 lessons)

By the end of the sub strand, the learner should be able to:
  1. relate the terms market, marketing and consumer to the consumption and business environment
  2. explain factors considered when selecting a suitable market for goods and services
  3. identify ICT platforms used for marketing goods and services
  4. appreciate the role of marketing in the satisfaction of human needs and wants in the

society

Learners shall be guided to:
  • discuss the meaning of market, marketing and consumer
  • analyse factors considered when selecting a suitable market for goods and services from a given case study
  • research and present ICT platforms used in marketing of goods and services
  1. What is the relationship between market, marketing, and the consumer?
  2. What factors are considered when selecting a market for goods and services?
Core competencies to be developed:
  • Communication and collaboration: learners discuss marketing of goods and services
  • Critical thinking and problem solving: learners analyse a case study in selecting a suitable market
  • Learning to learn: the learners learn about marketing
Values:
  • Respect: learners work together during discussions
  • Peace: learners interact during discussions and analysing case study
  • Unity: learners interact during discussions and analysing case study
  • Social cohesion: learners discuss about marketing.
Pertinent and Contemporary Issues (PCIs):
  • Effective communication: learners discuss about marketing
  • Problem solving: learners analyse a case study on factors considered in selecting a suitable market
  • Critical thinking: learners analyse a case study on factors considered in selecting a suitable market
  • Financial literacy as they learn about the concept of marketing of goods and services.
Links to other subjects:
  • Computer Science as they learn about the software on marketing
  • Agriculture as they learn about marketing of the agricultural products
  • Home Science as they learn about consumer education.
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to relate the terms market, marketing and consumer to the
business environment.
Explicitly relates the terms market, marketing and consumer to the
business environment.
Relates the terms market, marketing and consumer to the
business environment.
Relates the terms market, marketing and consumer to the
business environment with assistance.
Experience challenge relating the terms market, marketing and the consumer to the
business environment.
Ability to explain factors considered when selecting a suitable market for
goods and services.
Correctly explains factors considered when selecting a suitable market for
goods and services.
Explains factors considered when selecting a suitable market for
goods and services.
Explains factors considered when selecting a suitable market for
goods and services with assistance.

Experience challenge explaining factors considered when selecting a suitable
market for goods and services.

Ability to identify ICT platforms used in marketing of goods and services. Innovatively identifies ICT platforms used in marketing of goods and services. Identifies ICT platforms used in marketing of goods and services. Identifies ICT platforms used in marketing of goods and services with assistance. Experience challenge in identifying ICT platforms used in marketing of goods
and services.

STRAND 3.0: GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
3.0 Government and global influence in business

3.1 Government and business

(7 lessons) 

By the end of the sub strand, the learner should be able to:
  1. justify the need for government involvement in business in Kenya
  2. identify the legal requirements for starting and operating a simple business in Kenya
  3. recognise the role of Government in business in Kenya
Learners shall be guided to:
  • debate on the need for government involvement in business in Kenya
  • use digital devices/textbooks to search for information on legal requirements to start and operate a simple business in Kenya
  • participate in the invitation of a resource person to give a talk on legal requirements to start and operate a simple business in Kenya
  1. Why is it important for the government to get involved in business?
  2. What are the legal requirements for starting and operating a simple business in Kenya?
Core competencies to be developed:
  • Citizenship: learners identify legal requirements to start and operate a simple business in Kenya
  • Self- efficacy as they debate on the need for government involvement in business in Kenya
  • Digital literacy as they may interact with digital resources when identifying legal requirements to start and operate a simple business in Kenya
  • Communication and collaboration as they discuss and debate the need for government involvement in business in Kenya
  • Learning to learn as they listen and interact with the resource person on basic legal requirements to start and operate a simple business.
Values:
  • Integrity: learners learn about the legal requirements influencing business activities in Kenya
  • Social Justice: learners learn about the need for government involvement in business activities in Kenya
  • Patriotism: learners learn and interact with legal requirements influencing business activities in Kenya
  • Peace as they debate and discuss on need for government involvement in business activities.
Pertinent and Contemporary Issues (PCIs):
  • Good governance: learners learn about the legal requirements for starting and operating a business.
  • Social cohesion: learners learn about the legal requirements influencing business and embrace the sense of belonging in the community.
  • Financial literacy as they are made aware of legal requirements for starting and operating a business.
  • Citizenship as they interact and identify with legal requirements for starting and operating a business.
Links to other subjects:
  • Social Studies as they learn about governance
  • Computer Science as they search for legal requirements affecting business
  • Pre-Technical and Pre-Career Studies as they learn about careers. 
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to justify the need for government involvement in
business in Kenya.
Correctly justifies the need for government involvement in business in Kenya. Justifies the need for government involvement in business in Kenya. Justifies the need for government involvement in business in Kenya with support. Experience difficulty justifying the need for government involvement in
business in Kenya.
Ability to identify the legal requirements for starting and operating a simple
business in Kenya.
Appropriately identifies legal requirements for starting and operating a simple business in
Kenya.
Identifies legal requirements for starting and operating a simple business in
Kenya.
Identifies legal requirements for starting and operating a simple business in
Kenya with support.
Experience difficulty identifying the legal requirements for starting and operating a simple business in
Kenya.

 

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
3.0 Government and global influence in business

3.2 Taxation in Kenya

(8 lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the meaning of tax and taxation in Kenya
  2. examine the importance of paying taxes in Kenya
  3. investigate the need for paying taxes in Kenya
  4. desire to pay taxes as a Kenyan citizen.
Learners shall be guided to:
  • discuss and present the meaning of tax and taxation
  • debate on the importance of paying taxes in Kenya.
  • sensitize the school community on the importance of paying taxes by using talking walls and posters
  • listen to a resource person on importance of paying taxes
  • interact with digital resources or text books on
the importance of taxation.
  1. Why is it important to pay taxes to the Government?
  2. How does an individual benefit from paying taxes?
Core competencies to be developed:
  • Citizenship: learners learn about the importance of paying tax
  • Digital literacy: learners may interact with digital resources on importance of paying tax and create posters for sensitizing the school community
  • Communication and collaboration: learners debate and sensitize the school community on the importance of paying taxes
  • Learning to learn: learners interact with the digital resources and resource person on importance of paying taxes.
Values:
  • Integrity as they learn about paying tax
  • Social justice as they learn about paying and importance of tax
  • Patriotism as they learn about importance of paying tax
  • Responsibility as they learn about paying tax.
Pertinent and Contemporary Issues (PCIs):
  • Good governance as they learn on the importance of paying tax
  • Social cohesion as they learn on the importance of paying tax for provision of public goods and services
  • Financial literacy as they learn on the importance of paying tax
  • Citizenship as they learn the importance of paying tax which makes them responsible Kenyans.
Links to other subjects:
  • Social Studies as they learn about governance and citizenship
  • Mathematics as they learn about taxes
  • Agriculture as they learn about taxes levied on agricultural goods.
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to explain the meaning of tax
and taxation in Kenya.
Clearly explains the meaning of tax and taxation in Kenya. Explains the meaning of tax and taxation in Kenya. Explains the meaning of tax and taxation in Kenya when prompted. Has difficulty explaining the
meaning of tax and taxation in Kenya.
Ability to examine the importance of paying taxes in
Kenya.
Correctly examines the importance of paying taxes in Kenya. Examines the importance of paying taxes in Kenya. Examines the importance of paying taxes in Kenya when prompted

Has difficulty examining the importance of
paying taxes in Kenya.

Ability to investigate the need for paying taxes in Kenya. Thoroughly investigates the need for paying taxes in Kenya. Investigates the need for paying taxes in Kenya. Investigates the need for paying taxes in Kenya when prompted.

Experience difficulty Investigating the need for paying
taxes in Kenya.

STRAND 4.0: FINANCIAL RECORDS IN BUSINESS

Strand  Sub strand  Specific learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
4.0
Financial Records in Business

4.1 Business transactions

(11 lessons)

By the end of the sub strand, the learners should be able to:
  1. explain the meaning of a business transaction as used in business
  2. distinguish between cash and credit transactions in business
  3. identify financial documents used in buying and selling in business
  4. analyse methods used in making payments for goods and services
  5. appreciate the role of financial documents in record keeping in business
Learners shall be guided to:
  • discuss and present meaning and types of business transactions
  • brainstorm and present the financial documents used in buying and selling
  • use ICT or textbooks to search for samples of financial documents used in buying and selling
  • role play different methods used in making payments for goods and services
  • illustrate on a chart the different types of financial documents
  • prepare a portfolio for financial documents
  1. What is the difference between cash and credit transactions?
  2. Which financial documents and methods of payment are used in business transactions?
Core competencies to be developed:
  • Communication and collaboration: learners discuss and brainstorm on financial documents used in buying and selling
  • Imagination and creativity as they role play methods of making payment
  • Critical thinking as they brainstorm and list the financial documents
  • Digital literacy as they may use ICT to search for samples of financial documents
  • Self- efficacy as they brainstorm and role play on methods of making payment
  • Learning to learn as they search for information on financial documents.
Values:
  • Integrity as they learn about making payments
  • Responsibility as they role play the methods of making payment
  • Respect as they brainstorm on financial documents used
  • Peace as they learn about making payments and role play
  • Unity as they learn about making payments and brainstorm on financial documents used in buying and selling.
Pertinent and Contemporary Issues (PCIs):
  • Effective communication as they discuss, brainstorm and role play on methods of making payments
  • Critical thinking as they role play, discuss and brainstorm on financial documents and methods of payment
  • Decision making as they role play on methods of payment
  • Financial literacy as they brainstorm on financial documents and methods of payment.
Links to other subjects:
  • Agriculture as they learn about payments and farm records
  • Computer Science as they may search for information by use of ICT
  • Home Science they learn about consumer education
  • Mathematics as they about commercial arithmetic.
Assessment Rubric    
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to explain the meaning of a business transaction as used in business. Correctly explains the meaning of a business transaction as used in business. Explains the meaning of a business transaction as used in business. Explains the meaning of a business transaction as used in business with assistance. Has difficulty explaining the meaning of a business transaction as used in
business.
Ability to distinguish between cash and credit transactions in business. Correctly distinguishes between cash and credit transactions in
business.
Distinguishes between cash and credit transactions in
business.
Distinguishes between cash and credit transactions in
business with assistance.
Has difficulty distinguishing between cash and credit transactions in
business.
Ability to identify financial documents used in buying and selling in business. Accurately identifies financial documents used in buying and selling in business. Identifies financial documents used in buying and selling in business. Identifies financial documents used in buying and selling in business with assistance Experience difficulty identifying financial documents used in business buying and
selling.
Ability to analyse methods used in making payment for goods and services. Correctly analyses methods used in making payments for goods and services. Analyses methods used in making payments for goods and services. Analyses methods used in making payments for goods and services with assistance. Experience difficulty analysing methods used in making payments for goods and services.

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

Strand  Sub strand  Specific Assessment Methods Suggested Learning Experiences  Key Inquiry Question(s) 
1.0 Business and Money Management Skills
  • Introduction to Business Studies
  • Money
  • Personal goals
  • Talents and abilities
  • Assignments
  • Self and peer assessment
  • Oral questions
  • Portfolio assessment
  • Observation
  • Journaling
  • Profiling
  • Business Studies curriculum design
  • Business Studies handbook
  • Realia such as money
  • Digital resources
  • Resource person volunteer
  • Relevant approved textbooks and reference material
  • Photographs and pictures
  • Charts
  • Financial literacy and other school clubs and societies
  • Mentoring and coaching school programmes
  • School drama festivals with themes on personal goal setting, talents and abilities and money
  • Participating in a talk by a resource person on either money, personal goal setting and talents and abilities or career opportunities associated with Business Studies in
    different organised school forums
  • Posters with messages on symbols and themes of Kenyan currency and talents and abilities displayed at strategic places within the school
  • Songs on talents and abilities during music festivals
2.0 Business and its environment
  • Business activities
  • Goods and services
  • Economic resources
  • Business communication
  • Production of goods and services
  • Marketing of goods and services
  • Oral questions
  • Portfolio assessment
  • Observation
  • Journaling
  • Profiling
  • Assignments
  • Self and peer assessment
  • Business Studies curriculum design
  • Business Studies handbook
  • Digital resources
  • Resource person volunteer
  • Relevant approved textbooks and reference materials
  • Photographs and pictures
  • Charts
  • Local market
  • Financial literacy and other school clubs and societies
  • Organised and planned field visits activities
  • Planned voluntary services in established business concerns.
  • Organised business mentorship programmes
  • Songs on business communication, marketing or factors of
    production during music festivals
  • Participating in a talk by a volunteer resource person on the concept of scarcity, choice and opportunity cost in organised school forums
  • Debates on business communications in planned out of class school programmes
3.0
Government and global influence in business
  • Government and business
  • Taxation in Kenya
  • Observation
  • Journaling
  • Profiling
  • Assignments
  • Self and peer assessment
  • Oral questions
  • Portfolio assessment
  • Business Studies curriculum design
  • Business Studies handbook
  • Digital resources
  • Volunteer resource person
  • Relevant approved textbooks and reference materials
  • Photographs and pictures
  • Charts
  • Financial literacy and other school clubs and societies
  • Posters with messages on importance of taxation placed in strategic school entry points
  • Poems on importance of taxation during drama festivals
  • Debates on importance of taxation in
    organised out of class school activities
  • Participating in a talk by a volunteer resource person on taxation in different planned school forums
4.0 Financial records in business Business transactions
  • Oral questions
  • Portfolio assessment
  • Observation
  • Journaling
  • Profiling
  • Assignments
  • Self and peer assessment
  • Business Studies curriculum design
  • Business Studies handbook
  • Digital resources
  • Volunteer resource person
  • Relevant approved textbooks and reference materials
  • Photographs and pictures and charts
  • Samples of payment documents
  • Financial literacy and other clubs and societies in the school
  • Poems on financial records in business during drama festivals
  • Participating to a talk by a volunteer resource parson on financial records in planned school forums
  • Talking walls with financial records information displayed in strategic places within the school
Monday, 09 January 2023 09:49

Agriculture - Grade 7 Curriculum Designs

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
AGRICULTURE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

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 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:

  1.  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.
  2.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

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

ESSENCE STATEMENT

Kenya Vision 2030 recognizes Agriculture as a core factor to development of the country’s economy. The vision resonates with the United Nations Sustainable Development Goal No. 2 which aims to end hunger, achieve food security, improve nutrition and promote sustainable agriculture. The vision is further aligned to the Comprehensive Africa Agriculture Development Programme (CAADP) which aim to achieve sustainable food production systems through resilient agricultural practices for food security and nutrition. This therefore calls for education that develops agricultural competencies to provide competent manpower for Kenya’s agro-based economy.

Agriculture for Junior Secondary level will build on competencies introduced in Upper Primary curriculum contributing to human capacity development. The learning experiences will involve active learner participation conducted through practical, project and Community Service Learning (CSL) activities to develop applicable competencies for sustainable agriculture. The curriculum will focus on developing knowledge, skills and attitudes for conservation of agricultural environment, crop production, and animal production through innovative agricultural technologies using limited

resources to enhance food security. The acquired knowledge, skills and attitudes will form a broad-spectrum foundation for development of agricultural competencies for senior school and beyond.

SUBJECT GENERAL LEARNING OUTCOMES

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

  1. Participate actively in activities for conservation of agricultural environment.
  2. Use scarce agricultural resources through innovative practices to contribute towards health, nutrition and food security.
  3. Grow crops and rear animals as profitable agricultural enterprises through sustainable and ethical practices for self- reliance and economic development.
  4. Apply existing and emerging technology in agriculture, digital and media resources to enhance sustainable agricultural practices.
  5. Appreciate agriculture as a worthy niche for hobby, career development, further education and training.


STRAND 1.0: CONSERVING AGRICULTURAL ENVIRONMENT

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
1.0 Conserving Agricultural Environment

1.1 Soil pollution control

(6 lessons)

By the end of the sub strand the learner should be able to:
  1. explain the causes of soil pollution in farming,
  2. control soil pollution in agricultural environment,
  3. promote safe farming practices to prevent soil pollution,
  4. demonstrate responsibility in using safe farming practices to conserve soil.
Learner is guided to:
  • form groups, find out and discuss causes of soil pollution in farming such as excessive use of artificial fertilizers, agricultural chemicals and plastic wastes.
  • search and watch a video clip on causes of soil pollution.
  • engage in safe soil pollution control practices such as safe disposal of used chemical containers and plastic wastes.
  • create awareness messages against dumping of soil pollutants, safe disposal of used chemical containers and plastic wastes and use of correct types and amounts of farm chemicals and fertilizers.
  1. How do farming practices cause soil pollution?
  2. How can we control soil pollution through agricultural practices?
Core competencies to be developed:
  • Citizenship: social and civic skills in preserving the environment as learners create awareness in the community to ensure safe disposal of agricultural wastes for clean environment.
Link to values:
  • Responsibility as learners promote safe farming practices to conserve the soil.
Pertinent and contemporary issues (PCIs):
  • Environmental protection and conservation: as learners create awareness in the community against dumping of agricultural wastes.
Link to other subjects:
  • Integrated science in relating environmental pollutants to soil pollution.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to explain causes of soil pollution in farming. Illustratively explains the causes of soil pollution in farming. Explains the causes of soil pollution in farming. Partially explains the causes of soil pollution in farming. When guided, attempts to explain the causes of soil pollution in
farming.
Ability to control soil pollution in
agricultural environment.
Creatively controls soil pollution in
agricultural environment.
controls soil pollution in
agricultural environment.
 Partially controls soil pollution in
agricultural environment. 
With guidance, attempts to control soil pollution
in agricultural environment.
Ability to promote safe farming practices to prevent soil pollution. Creatively promotes safe farming practices to prevent soil pollution. promotes safe farming practices to prevent soil pollution. Partially promotes safe farming practices to prevent soil pollution. \With guidance, attempts to promote safe farming practices to prevent soil pollution.

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
1.0 Conserving Agricultural Environment

1.2 Water conservation measures

(9 lessons)

By the end of the sub strand the learner should be able to:
  1. outline the importance of water conservation in farming,
  2. construct water retention structures to conserve surface runoff,
  3. use minimum tillage practices to conserve water in farming,
  4. appraise water conservation measures in agricultural environment.
Learner is guided to:
  • work in pairs to discuss the importance of water conservation in farming (such importance to include making water available longer after the rains).
  • discuss ways of conserving surface runoff to prevent damage of property and collect it in structures such as water retention ditches, earth basins and water retention pits.
  • search for information on minimum tillage practices for water conservation in farming; to include practices such as slashing weeds, restricted cultivation and mulching.
  • take an excursion to evaluate community farming activities for water conservation

Project: In groups, learners to construct structures for water conservation such as water retention ditches, earth basins and retention pits, then plant a crop such as bananas, sugarcane, nappier grass and
arrowroots.
  1. How can we conserve surface runoff for farming?
  2. How can we practice minimum tillage to conserve soil moisture?

 

Core competencies to be developed:
  • Critical thinking and problem solving: researching skills as learners observe, analyse available information on water conservation challenges in agricultural environment and problems (problem area in the environment), design and construct appropriate runoff retention structures to solve the challenge.
Link to values:
  • Unity in group initiative when constructing water retention ditches and pits.
Pertinent and contemporary issues (PCIs):
  • Environmental protection and conservation in construction of retention ditches and retention pits for water conservation in the local environment.
Link to other subjects:
  • Integrated science as the learners use tools, equipment and technology to construct water conservation structures.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to outline importance of water conservation in farming. Analytically outlines the importance of water conservation in farming. outlines the importance of water conservation in farming. Partially outlines the importance of water conservation in farming. Outlines the importance of water conservation in farming when guided.
Ability to construct
water retention
structures to conserve
surface runoff
Creatively constructs
water retention
structures to conserve
surface runoff
constructs
water retention
structures to conserve
surface runoff
Partially constructs
water retention
structures to conserve
surface runoff
With assistance constructs
water retention
structures to conserve
surface runoff
Ability to use minimum tillage for water conservation in farming. Manageably uses minimum tillage practices for water conservation in farming. uses minimum tillage practices for water conservation in farming. Partially uses minimum tillage practices for water conservation in farming. When guided, uses minimum tillage practices for water conservation in
farming.

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
1.0 Conserving Agricultural Environment

1.3 Agroforestry

(9 lessons)

By the end of the sub strand the learner should be able to:
  1. explain the meaning of agroforestry in conserving the environment,
  2. describe the importance of agro-forestry in conserving the environment,
  3. examine the characteristics of agro-forestry trees for conservation of the environment,
  4. choose appropriate agroforestry trees for conserving environment,
  5. establish agroforestry trees for conservation of the environment,
  6. embrace the use of agroforestry in conserving the environment.
Learner is guided to:
  • work in pairs to discuss their understanding of the term agro-forestry.
  • work in groups to search for information on importance of agro- forestry using digital and print resources and make presentation in class.
  • take a field excursion to observe the uses of various trees as grown in crop and pasture fields.
  • watch a video clip on agroforestry trees as used in crops and pasture fields.
  • make presentations on characteristics of a good agroforestry tree such as ability to grow alongside crops, fast growing, and multiple uses.
  • explore the environment and choose agroforestry trees that can provide planting material for establishing agroforestry.

Project: As a class, learners to establish and manage at least one agroforestry tree in the school compound and prepare a schedule of responsibilities to take care of the tree until it is

fully established.

  1. Why should we practice agroforestry?
  2. How do agroforestry trees conserve environment?
  3. How can we identify and agroforestry tree?
Core competencies to be developed:
  • Self-efficacy: leadership skills as learner set goals, assign and execute tasks in the agroforestry class project.
Link to values:
  • Responsibility while caring for the class project until the planted agroforestry trees are fully established.
Pertinent and contemporary issues (PCIs):
  • Environmental awareness, protection and conservation in establishing agroforestry trees to conserve and improve the environment within the school.
Link to other subjects:
  • Social studies as learners expound their knowledge and skills in environmental conservation through agroforestry.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to describe the importance of agroforestry in conserving the environment. Illustratively describes the importance of agroforestry in conserving the
environment.
describes the importance of agroforestry in conserving the
environment.
Partially describes the importance of agroforestry in conserving the
environment.
When guided, attempts to describe the importance of agroforestry in
conserving the
environment.
When guided, attempts to describe the importance of agroforestry in
conserving the
environment.
Justifiably chooses
appropriate agroforestry
trees for conserving the
environment.
chooses
appropriate agroforestry
trees for conserving the
environment.
Chooses some
appropriate
agroforestry trees for
conserving the
environment
With guidance, chooses
some appropriate
agroforestry trees for
conserving the
environment.
Ability to establish
agroforestry trees
for conservation of
environment.
Creatively carries out
activities in establishing
agroforestry trees for
conservation of
environment.
Carries out
activities in establishing
agroforestry trees for
conservation of
environment.
Carries out some
activities in
establishing
agroforestry trees for
conservation of
environment
With guidance, carries
out some activities in
establishing agroforestry
trees for conservation of
environment.

STRAND 2.0: CROP PRODUCTION

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
2.0 Crop Production

2.1
Preparation of planting site

(7 lessons)

 By the end of the sub strand the learner should be able to:
  1. identify planting site for crops in the school environment,
  2. examine planting site in relation to planting material,
  3. prepare site for establishing selected planting material,
  4. show responsibility in preparing site for selected planting material.
Learner is guided to:
  • take excursion in the school compound to identify suitable sites for planting crops. The sites to include ground sites, container sites, on walls, along the fence or along the driveways.
  • observe provided planting materials and suggest appropriate preparation of their planting sites. The suggestions to include fine tilth for small seeds, medium tilth for medium sized seeds, course tilth for large planting materials like tubers, suckers and cuttings
  • prepare suitable sites for establishing selected planting materials on the identified areas. The sites to include selected containers and ground seedbeds.

Practical activity: As a class, learners to prepare a suitable planting site in readiness for establishing a crop of their choice.

  1. How can we prepare different types of planting sites?
  2. How does planting material determine planting site preparation?
Core competencies to be developed:
  • Critical thinking and problem solving: evaluation and decision making skill as the learners explore the school compound, identify and prepare a suitable planting site for a given planting material
Link to values
  • Unity as the learners discuss and work in groups in the activity tasks for identifying and preparing planting sites.
Pertinent and contemporary issues (PCIs):
  • Safety of self and others as the learners observe and practice personal safety and safety of others while working with tools and equipment in preparing planting sites.
Link to other subjects:
  • Pre technical and Pre career studies as learners work with various tools and equipment in preparing planting sites.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to identify planting sites for establishing crops in the school environment. Creatively identifies sites for planting crops in the school environment. Identifies sites for planting crops in the school environment. Identifies some sites for planting crops in the school environment. When guided, identifies some sites for planting crops in the school
environment.
Ability to examine planting site in relation to planting material.  Critically examines planting site in relation to the
planting material.
examines planting site in relation to the
planting material.
Examines planting site in relation to some planting material. With guidance, Examines planting site in relation to some planting material.
Ability to prepare site for establishing selected planting
material
Creatively prepares site for establishing selected planting
material.
Prepares site for establishing selected planting material. Partially prepares site for establishing selected planting material. With guidance, prepares site for establishing selected planting material.

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
2.0 Crop Production

2.2 Crop establishment

(7 lessons)

By the end of the sub strand the learner should be able to:
  1. categorize planting materials used for establishing various crops,
  2. select suitable planting materials for crop establishment,
  3. describe the methods of planting various crop materials,
  4. determine appropriate time of planting different types of propagation materials,
  5. predict appropriate time of planting using digital information centres,
  6. establish a selected planting material in a planting site

Learning Outcomes Suggested Learning Experiences Key Inquiry Question
Learner is guided to:

  • search for information on types of planting materials, collect and categorize planting materials as either seeds or vegetative materials.
  • analyze and select from provided samples of planting materials such as overgrown woody cuttings, middle woody cuttings, young immature cuttings, mature seeds of different sizes, damaged seeds, wrinkled seeds, chemically treated seeds, and young immature seeds.
  • discuss and make presentations on how different materials are planted in a seedbed using methods such as dibbling, drilling and broadcasting.
  • discuss factors determining appropriate time of planting such
    as soil moisture, onset of rain, timed market, staggered planting and time of harvesting.
  • search for information using digital devices, digital apps and corporate websites on expected time for onset of the rain to predict time of planting.

Practical activity: As a class, learners to establish a crop of their choice on the site prepared in the previous sub strand (Preparation of planting site) and take care of the crop after germination.

  1. How can planting materials be selected?
  2. How can selected planting materials be established?

 

Core competencies to be developed:
  • Learning to learn: researching skills as learners engage in searching and discovery learning process in searching for information, categorizing planting materials, analysing materials for planting, conducting practical activities and making observations on germination and growth of selected crops.
  • Digital literacy: connecting and interacting skills as learners use digital devices, select appropriate websites and application software to search for information for predicting time of planting.
Link to values:
  • Unity while working in teams to conduct practical activities and class presentations on establishing a crop from planting materials.
Pertinent and contemporary issues (PCIs):
  • Social cohesion will be developed as the learners work in groups and interact, consult and conduct the practical activities of establishing a selected crop.
Link to other subjects:
  • Integrated science as learners apply scientific concept of germination and viability of planting materials.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to categorize planting materials used for establishing various crops. Justifiably categorizes planting materials used for establishing various crops. categorizes planting materials used for establishing various crops. Partially categorizes planting materials used for establishing various crops. When guided, attempts to categorize planting materials used for establishing
various crops.
Ability to select suitable planting materials for crop
establishment.
Critically, selects suitable planting materials for crop
establishment.
selects suitable planting materials for crop
establishment.
selects some suitable planting materials for crop
establishment.
With guidance, selects some suitable planting materials for crop
establishment.
Ability to describe the methods of planting various crop materials on a seedbed. Illustratively describes the methods of planting various crop materials on a seedbed. describes the methods of planting various crop materials on a seedbed. Partially describes the methods of planting various crop materials on a seedbed. With guidance, attempts to describe the methods of planting various crop materials on a
seedbed.
Ability to determine appropriate time of planting different types of propagation materials Analytically determines appropriate time of planting different types of propagation materials. Determines appropriate time of planting different types of propagation materials Partially determines appropriate time of planting different types of propagation materials

With guidance, attempts to determine appropriate time of planting different types of propagation materials.

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
2.0 Crop Production

2.3 Crop Management
(9 lessons)

By the end of the sub strand the learner should be able to:
  1. differentiate between a weed and a crop in a cultivated field,
  2. carry out weeding using physical methods,
  3. carry out earthing up for a suitable crop,
  4. carry out thinning and gapping for optimum plant spacing,
  5. carry out hardening on a suitable crop,
  6. appreciate importance of various management practices in crop production.

Learner is guided to:

  • take an excursion to a field with growing crops, observe and differentiate weeds from crops.
  • use digital devices to take photos of various weeds, compile and make class presentations about the compiled work.
  • carry out weeding on a selected crop using physical methods such as uprooting weeds, tilling and slashing.
  • observe the geminated crop, carry out thinning and use the thinned-out plants to gap the wide spaces.
  • carry out earthing up for a suitable crop.
  • carry out hardening on a suitable crop.
  • Discuss the importance of management practices carried out in
    crop production


Practical activity: As a class, learners to carry out management practices (at the opportune time) on a crop of their
choice.

  1. What management practices should be carried out in crop production?
  2. Why is it important to carry out crop management practices?
  3. How can we carry out management practices in crop production?
Core competencies to be developed:
  • Digital literacy: designing and creating skills as learners take photos of weeds, compile the photos and use digital devices to make class presentations.
Link to values:
  • Respect for one another as learners carry out the various management practices for the group project. 
Pertinent and contemporary issues (PCIs):
  • Lifeskills: Planning and decision making skills as the learners plan and commit themselves to carry out tasks in management practices during practical lesson activities.
Link to other subjects:
  • Social studies as learners relate various management practices of selected crops to the elements of weather in their locality.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to carry out
weeding using physical methods.
Timely carries out
weeding using physical methods.
carries out
weeding using physical methods.
Partially carries out
weeding using physical methods.
When guided, carries
out weeding using physical methods. 
Ability to carry out
earthing up for growing a suitable crop.
Creatively carries
out earthing up for a suitable crop.
Carries out earthing
up for a suitable crop.
Partially carries out earthing
up for a suitable crop.
With guidance, carries
out earthing up for a suitable crop.
Ability to carry out hardening for a suitable crop. Justifiably carries out hardening on a suitable crop. Carries out hardening on a suitable crop. Partially carries out hardening on a suitable crop. With guidance, attempts to carry out hardening on a suitable crop.

 STRAND 3.0: ANIMAL PRODUCTION

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
3.0 Animal Production

3.1 Animal Handling

(6 lessons)

By the end of the sub strand the learner should be able to:
  1. examine forms of animal handling in the community,
  2. defend animals against mistreatment in the community,
  3. handle animals humanely in the community,
  4. create awareness on importance of humane treatment of animals in the community.

Learner is guided to:

  • explore the community and share experiences on forms of animal handling (humane and inhumane treatments of animals in the community).
  • discuss and analyze inhumane treatments such as beating, poor restraining, inappropriate castration, poor transport methods, inappropriate harnessing, inhumane slaughtering, overloading draught animals, and over working.
  • suggest solutions for defending animals against inhumane treatments. Such solutions to include proper handling, safe harnessing and castration using approved methods.
  • use digital resources to search for information on how various animals should be handled and apply the
    knowledge to defend animals against mistreatment in the community. 


• role play and dramatize humane handling of various animals in the community.
• develop messages to create community awareness on importance of humane treatment of animals.

Practical activity: Learners to use safe animal (docile) to demonstrate humane
and safe handling of animals.

  1. What are the safe ways of handling animals?
  2. Why is it important to handle animals in humane ways?
Core competencies to be developed:
  • Core competencies to be developed:
  • Communication and collaboration: speaking and teamwork skills as learners consult and speak influentially to the community leadership and community members on appropriate handling of animals during school open days.
Link to values:
  • Love as learners demonstrate humane treatment of animals to the community through school open days.
Pertinent and contemporary issues (PCIs):
  • Animal welfare as the learners develop and disseminate messages to defend animals against inhumane treatment in the community.
Link to other subjects:
  • Integrated science as learners relate the body parts used to handle the animals to the functions, sensitivity and safety of the animal.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to defend
animals against
mistreatment in the
community.
Creatively defends
animals against
mistreatment in the
community
Defends
animals against
mistreatment in the
community
Partially defends
animals against
mistreatment in the
community
With guidance,  defends
animals against
mistreatment in the
community
Ability to handle
animals humanely in
the community.
Manageably handles
animals humanely in
the community
Handles
animals humanely in
the community
Partially handles
animals humanely in
the community
With assistance handles
animals humanely in
the community
Ability to create
awareness on
importance of humane
treatment of animals in
the community.
Analytically creates
awareness on
importance of
humane treatment of
animals in the
community.
Creates
awareness on
importance of
humane treatment of
animals in the
community.
Partially creates
awareness on
importance of
humane treatment of
animals in the
community.
With guidance, attempts to create 
awareness on
importance of
humane treatment of
animals in the
community.

 

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
3.0 Animal Production

3.2 General Management of Pets

(6 lessons)

By the end of the sub strand the learner should be able to:
  1. identify pets reared in the community,
  2. describe factors considered in selecting a pet for rearing,
  3. explain how to acquire a pet for rearing,
  4. describe various management practices in rearing of pets,
  5. appreciate various management practices of rearing pets.

 Learner is guided to:

  • visit the community and explore the pets that are reared by various households
  • acquire information from resource persons on animals reared as pets in the community
  • search for information from print and digital resources on factors to consider in choosing a pet for rearing such as social, economic, safety and legal factors
  • discuss various ways of acquiring a pet for rearing such as buying from other community members, gifts, and inheritance
  • take an excursion in the community, observe pets and acquire information on management practices such as feeding, housing,
    sanitation, parasite and disease control
  • view a video clip on selected management practices such as feeding, housing, sanitation, parasite and disease control
  1. How can we rear pets?
  2. How can we choose pets for rearing?
Core competencies to be developed:
  • Learning to learn: researching skills as the learners work collaboratively, take excursion and discover various factors considered in choosing an appropriate pet for rearing and the management practices carried out on the pets.
Link to values:
  • Respect for community values and existing laws as learners appreciate factors to consider in ownership of pets.
Pertinent and contemporary issues (PCIs):
  • Animal welfare as the learners appreciate the importance of various management practices in rearing of pets.
Link to other subjects:
  • Social studies as learners appreciate community values, existing laws and by-laws in rearing of animals.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to describe factors considered in choosing a pet for rearing. Illustratively describes factors considered in choosing a pet for rearing. Describes factors considered in choosing a pet for rearing. Describes some factors considered in choosing a pet for rearing. When guided, attempts to describe some factors considered in choosing a pet for
rearing.
Ability to explain how to acquire a pet for rearing. Justifiably explains how to acquire a pet for rearing. Explains how to acquire a pet for rearing. Partially explains how to acquire a pet for rearing. With guidance, attempts to explain how to acquire a pet for rearing.
Ability to describe various management practices in rearing of pets. Analytically describes various management practices in rearing of pets. Describes various management practices in rearing of pets. Describes some management practices in rearing of pets. When guided, attempts to describe some management practices in rearing of
pets.

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
3.0 Animal Production

3.3 Preparation of Animal Products

(6 lessons)

By the end of the sub strand the learner should be able to:
  1. sort and grade eggs for various purposes,
  2. process raw honey from the combs,
  3. pack processed honey for storage and use,
  4. embrace the value of preparing animal products for use, storage and marketing.
Learner is guided to:
  • work in groups to analyse sampled eggs, brainstorm on factors to consider when grading eggs, then sort and grade the eggs.
  • process a provided sample of raw honey from combs using crushing and straining method.
  • pack the processed honey in appropriate containers such as plastic, glass or aluminium containers.
  • discuss the importance of sorting and grading eggs and
processing of raw honey.
  1. Why should we sort and grade eggs?
  2. How can raw honey be processed?
Core competencies to be developed:
  • Critical thinking and problem solving: evaluation and decision making skills as learners assess the problem of unprocessed honey and devise ways of processing raw honey from the combs.
Link to values:
  • Integrity in applying ethical methods of preparing animal products.  
Pertinent and contemporary issues (PCIs):
  • Financial literacy as learners add value of honey from raw to semi processed honey and as they sort and grade eggs for various purposes.   
Link to other subjects:
  • Pre technical and pre career studies as learners use technology in processing of animal products.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to sort and grade eggs for various purposes. Analytically sorts and grades eggs for various purposes. Sorts and grades eggs for various purposes. Partially sorts and grades eggs for various purposes. When guided, sorts and grades eggs for various purposes.
Ability to process raw honey from the combs. Skillfully processes raw honey from the combs. Processes raw honey from the combs. Partially carries out processing of raw honey from the combs. When guided, carries out processing of raw honey from the combs.
Ability to pack processed honey for storage and use. Creatively packs processed honey for storage and use. Packs processed honey for storage and use. Attempts to pack processed honey for storage and use. When guided, packs processed honey for storage and use.

 STRAND 4.0: AGRICULTURE AND TECHNOLOGY

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
4.0
Agriculture and Technology

4.1 Off- season Cropping Techniques

(9 lessons)

By the end of the sub strand the learner should be able to:
  1. discuss meaning of off- season cropping as a farming technique,
  2. explain the importance of off-season cropping in Agriculture,
  3. choose appropriate technology to support off-season cropping,
  4. describe appropriate techniques used in off- season cropping,
  5. appreciate the importance of off- season cropping techniques and technologies for food security.

Learner is guided to:

  • form pairs to brainstorm the meaning of off-season cropping and then share in plenary
  • search for the meaning of off-season cropping using print and digital resources
  • discuss the importance of off-season cropping and in a plenary share derived points such as continuous supply of food, regular income and high market value
  • search for information on applicable technologies for off-season cropping such as innovative drip irrigation and container gardening
  • discuss the off-season crop production techniques such as timed planting, staggered
    planting and succession planting
  • discuss the importance of off-season crop production techniques and technologies.
  1. How can we ensure a continuous supply of vegetables in farming?
  2. Why should we practice off- season cropping in farming?
Core competencies to be developed:
  • Critical thinking and problem solving: open mindedness and creativity skills as learners deduce appropriate off- season techniques and technologies for continuous food supply in the community.
Link to values:
  • Respect as learners make presentations on appropriate techniques and technologies for off-season cropping.
Pertinent and contemporary issues (PCIs):
  • Environmental awareness and food security issues as learners analyse food security challenges and determine appropriate off-season cropping techniques to solve them.
Link to other subjects:
  • Pre technical and pre career studies as learners integrate off-season techniques and technologies in the community for continuous food supply.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to explain the importance of off- season cropping in Agriculture. Illustratively explains the importance of off- season cropping in
Agriculture.
Explains the importance of off- season cropping in Agriculture. Partially Explains the importance of off- season cropping in Agriculture. When guided, attempts to explain the importance of off- season cropping in
Agriculture.
 Ability to choose appropriate technology to support off-season cropping.  Justifiably chooses appropriate technology to support off-season cropping.  Chooses appropriate technology to support off-season cropping.  Chooses some appropriate technology to support off-season cropping.  With guidance, chooses some appropriate technology to support off-season cropping. 
Ability to describe appropriate techniques used in off-season cropping. Graphically describes appropriate techniques used in off-season cropping. Describes appropriate techniques used in off-season cropping. Describes some appropriate techniques used in off-season cropping. With guidance, attempts to describe some appropriate techniques used in off-season cropping.

COMMUNITY SERVICE LEARNING (CSL) PROJECT

Project Title: Framed Suspended Gardens

The CSL project is based on strand 4.0 (Agriculture and technology), sub strand 4.1 Off-season cropping techniques. The project seeks to deepen understanding of the concept and skills for growing crops that are off-season (not dependent on the rainfall seasons) supported on limited space. It will provide the learners with opportunity to practise the knowledge gained in the classroom to benefit themselves and infuse some knowledge and skills to the immediate community through the school fraternity.

The learners should be guided and facilitated to make the planning, organisation and implementation of the project activities. It should be conducted by learners in large groups and preferably as a class project with well laid out tasks to ensure active participation of all members.

Project guidelines

Duration: the project can be started at any chosen time within grade 7 calendar, preferably after covering the sub strand off-season cropping techniques provided that key project implementation tasks are achieved before the end of grade 7. Project duration will depends on the type of crop chosen, crop variety, desired stage of maturity and climate of the locality.
Prior concepts: the learners will have adequate prior concepts, knowledge and skills acquired from previous grades and the previous sub strand (4.1 off-season cropping techniques).

Required Resources

Time: The project can be started at any chosen time within the grade 7 calendar provided that it ends before the end of grade 7. Duration depends on the type of crop chosen, crop variety, desired stage of maturity and climate. Key active project activities should be completed within three weeks within the 9 lessons or earlier.

Materials: the project assumes minimal costs. To enable this, adopt the use of locally available materials in the school environment and capitalize on re-use to conserve the environment. Metal bars or wooden posts/timber pieces or plastic tube remains from construction works can be used for assembling the framing structure of their choice.
Project design: provoke learners to develop innovative framing and container designs. Encourage creativity in designing; siting; choice of crop; crop establishment method and management to cater for variations across the years and to reduce duplication.

Integration of Learning and Community Service

Food security is a challenge in every community due to over-reliance on rainfall seasons. The challenge compounds food nutrition in both rural and urban households. Learners will address the need for accessibility of quality food by contributing to its production at household level. This will progressively contribute to food security and nutrition in the community.

Use of framed structure gardening technique through the project will involve and infuse knowledge, skills and attitude to learners and the school community to adopt alternative options to food production other than rain-fed seasons. Furthermore, the technique can be adopted in any household despite limitation of agricultural space occasioned by contemporary life and diminishing land parcels.

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
4.0 Agriculture and Technology

4.2 Framed
Suspended Gardens

(9 lessons)

By the end of the sub strand the learner should be able to:
  1. identify off-season crops suitable for suspended gardening,
  2. discuss and document proposed project plan for framed suspended garden,
  3. select suitable site for framed structure suspended garden,
  4. design framed structure for suspended gardens,
  5. construct framed structures for suspended gardens,
  6. establish and manage selected off-season crop on suspended gardens,
  7. persuade the school community to adopt off-season cropping techniques for food security,
  8. evaluate the project in relation to the project objectives.
Learners are guided to:
  • identify suitable crops that meet the following criteria:
    • Can be established on a suspended garden on framed structures sited in small spaces such as along the drive way, pathways or any other place in the school that receives regular visitors.
    • Can enhance beauty.
    • Can grow within a short period of time (not a perennial crop).
  • identify suitable site in the school compound to prepare framed structures for suspended gardens.
  • design and sketch plans for framed suspended gardens.
  • source for materials (locally available materials such as wires, wooden planks, metal bars and poles) to construct framed suspended garden.
  • assign themselves tasks towards construction of the framed structures, establishment and management of selected off- season crops on the suspended garden.
  • carry out assigned tasks to implement the project.
  • carry out assigned tasks in management of the project

Community involvement: - Learners to:

  • create educative messages on the project to pass to the community.
    • get community feedback by use of a feedback box installed at the project site.

Project Evaluation:

  • Learners to evaluate the achievements, challenges and experiences of the project and suggest what could have been done better.

Project reflection:

  • Learners to share lessons learnt from implementation of the project and the feedback provided by the community through class
    presentations.

 

  1. How can we innovatively grow crops in limited space?
  2. How can we prepare a framed suspended garden?

 

Core competencies to be developed:
  • Self-efficacy: self-awareness and planning skills as learners plan, implement and manage various tasks in the CSL project activities such as designing, siting, construction, crop establishment and management on the suspended gardens.
  • Critical thinking and problem solving: interpretation and inferencing skill as learners articulate problems of crop growing on limited spaces, formulate and implement solution to solve the problem through suspended gardens.
  • Creativity and imagination: observation and making connection skills as learners design, sketch framed structures and innovatively site the structures for aesthetic purposes within the school compound.
Link to values:
  • Unity as learners carry out team work activities while planning, implementing and managing the suspended garden project.
Pertinent and contemporary issues (PCIs):
  • Environmental protection and conservation as learners re-use locally available materials to construct framed suspended gardens.
Link to other subjects:
  • Pre technical and pre career studies as learners apply hands-on skills to design, construct and manage framed suspended garden project.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to design
framed structures for
suspended gardening
Graphically designs framed structures for suspended gardening. Designs framed structures for suspended gardening. Partially designs framed structures for suspended gardening. When guided, attempts to design framed structures for suspended gardening.
Ability to construct
framed structures for
suspended gardening
in the school.
Creatively constructs framed structures for suspended gardening in the school. Constructs framed structures for suspended gardening in the school. Partially constructs framed structures for suspended gardening in the school. With guidance attempts to construct framed structures for suspended gardening in the school.
Ability to establish
and manage selected
off-season crop on
suspended gardens.
Creatively establishes
and manages selected
off-season crop on
suspended gardens.
Establishes
and manages selected
off-season crop on
suspended gardens.
Partially establishes
and manages selected
off-season crop on
suspended gardens.
When assisted, attempts to establishes
and manages selected
off-season crop on
suspended gardens.
Ability to persuade
the school community
to adopt off-season
cropping techniques
for food security.
Manageably
persuades the school
community to adopt
off-season cropping
techniques for food
security
Persuades the school
community to adopt
off-season cropping
techniques for food
security
Partially 
persuades the school
community to adopt
off-season cropping
techniques for food
security
With guidance, attempts to 
persuade the school
community to adopt
off-season cropping
techniques for food
security

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
4.0 Agriculture and Technology

4.3 Value Addition Techniques

(7 lessons)

By the end of the sub strand the learner should be able to:
  1. explain the meaning of value addition in crop produce,
  2. examine ways of adding value on crop produce,
  3. process a selected crop produce to add value,
  4. appreciate the importance of value addition on crop produce.

 Learner is guided to:

  • use digital devices to search and share information on meaning and examples of value addition in crop produce.
  • discuss ways of adding value to crop produce such as potatoes, mangoes, vegetables, cassava, groundnuts, simsim, sweet potatoes and pumpkins.
  • process a provided sample of crop produce such as potatoes, mangoes, vegetables, cassava, groundnuts, simsim, sweet potatoes and pumpkins to add value using appropriate methods like drying and frying.
  • compare the processed crop produce with raw crop produce in terms of monetary value and storage life. 


Practical activity: Learners to select a crop produce of their choice and process the produce for value addition using applicable technique.

  1. Why do we add value to crop produce?
  2. How can we add value to crop produce?
Core competencies to be developed:
  • Critical thinking and problem solving: evaluation and decision making skills as the learners search for information and select a suitable method of adding value to a crop produce.
Link to values:
  • Integrity as the learners observe hygiene and safety standards during processing of crop produce. 
Pertinent and contemporary issues (PCIs):
  • Nutrition, health and food security as learners process crop produce to increase shelf life and reduce food spoilage through value addition processes.   
Link to other subjects:
  • Pre-technical and pre-career studies as learners use technology to process crop produce.
Assessment Rubric
Indicator Exceeds Expectation Meets expectation Approaches expectation Below expectation
Ability to explain the meaning of value addition in crop produce. Illustratively explains the meaning of value addition in crop produce. Explains the meaning of value addition in crop produce. Partially explains the meaning of value addition in crop produce. When guided, attempts to explain the meaning of value addition in crop produce.
Ability to examine ways of adding value to crop produce. Justifiably examines ways of adding value to crop produce. Examines ways of adding value to crop produce. Examines some ways of adding value to crop produce. With guidance, attempts to examine some ways of adding value to crop produce.
Ability to process a selected crop produce to add value. Skillfully processes a selected crop produce to add value. Processes a selected crop produce to add value. Partially processes a selected crop produce to add value. With guidance, processes a selected crop produce to add
value.

APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
1.0 Conserving Agricultural Environment

1.1 Soil pollution control

(6 lessons)

  • Written assignment.
  • Observation of learning activities.
Relevant video clips on causes of soil pollution.
Manilla papers and marker pens to create posters on soil pollution control.
Learners to initiate campaigns in and out of school to sensitise parents and community members on protecting soil
from pollution.
  1.2 Water conservation measures
  • Oral assessment
  • Observation of learning activities
  • Group project portfolio on preparation of water conservation structures.
Garden tools such as jembes, fork jembes, spade, panga, slasher.
Others: Mulch materials, digital resources and planting materials such as banana suckers and sugarcane.
Learners to initiate water harvesting and conservation measures against runoffs in or near the school.
  1.3 Agroforestry
  • Written tests
  • Graded observation of group work activities
  • Project portfolio in establishment of one-tree project.
Topical video clips on agroforestry trees used in crops and pasture fields.
Garden tools such as jembes, fork jembes, spade, panga, slasher.
Learners to initiate one-tree project in or near the school.
2.0 Crop Production   2.1 Preparation of Planting site
  • Written assignment
  • Graded observation
  • Oral assessment

Samples of seeds of various sizes and assorted vegetative planting materials.
Suitable planting sites such as on the walls of buildings, along fence lines and driveways in the school.
Suitable containers for making planting site.
Manure.
Garden tools and equipment such as jembes, pangas and
slashers

Learners to initiate display sites/crop museum in or near the school.  
2.2 Crop
establishment
  • Written tests
  • Graded observation of group work activities
  • Project portfolio in establishment of a crop on the prepared planting site.

Samples of seeds and vegetative planting materials (both appropriate and inappropriate) for learners to select the right ones for sowing or planting.
Digital devices and related


accessories.
Garden tools and equipment such hoes, panga, planting line and tape measure.

2.3 Crop
management
Written tests
• Graded observation of group work activities
• Project portfolio in management (thinning, gapping weeding and earthing- up) of established crops.
• Project report
Digital devices to search for information and take photos, garden tools and equipment to carry out management practices.
3.0 Animal Production   3.1 Animal Handling
  • Written assignment
  • Graded observation of learner demonstrations
  • Oral assessment on animal handling.
Photos, video clips on humane ways of handling animals. Learners to observe pets in the community, noting down the common management practices accorded to them.  
3.2 General management of Pets
  • Written assignment
  • Oral assessment on factors considered in selecting a pet.
Print materials and digital resources on common pets.
3.3 Preparation of animal products
  • Written assignment
  • Graded observation
  • Oral assessment on animal rearing practices.

 Photos and video clips on domestic animals and farm with domestic animals.

Video clips on management practices of pets.

4.0Agriculture and Technology 4.1 Off-season cropping techniques
  • Graded oral assessment
  • Written tests
  • Project journal on CSL project activities (activities in construction and establishment of framed suspended garden).
Video clips on crops growing on simple drip irrigation and assorted planting materials of crops that grow in the locality. Organic manures, organic mulch materials, gardening tools and equipment. Materials for constructing framed suspended gardens: pieces of wood, wire and strings, containers. Learners to initiate beautification project through club activities of the school using crop plants on framed suspended gardens.
4.2 Framed
suspended gardens
4.3 Value addition techniques
  • Oral assessment
  • Written tests
  • Graded observation on learner project activities and participation levels.

Crop produce that can be used for value addition, examples: potatoes, mangoes, vegetables, cassava, groundnuts, simsim, sweet potatoes, pumpkins.

Utensils such as frying pan, spoons and knives

Learners extended activities on value addition of main crops produce available in the locality through school clubs.

APPENDIX 2: GUIDELINES ON RESOURCES AND RESOURCE UTILIZATION FOR AGRICULTURE CURRICULUM

The following resources are required across various stands in the curriculum not only for Grade 7 Agriculture but also in other Grades among other subject areas in Junior secondary education level. Agriculture curriculum considers them as key resources and therefore gives these special guidelines:

  1. Land (this refers to any space for agricultural activities for the curriculum purposes).
    • The curriculum activities DO NOT demand for extensive land in schools for the learners to develop the agricultural competencies. The designed activities could be implemented on any available space within the school or outside the school as may be deemed appropriate.
    • The activities suggested in the curriculum have considered space as a limited resource in Agriculture. The curriculum therefore recommends utilization of any available space in the school compound including but not limited to the following spaces: small plots of land in or out of the school compound, area along the fence, space along the drive-ways, space in front or behind the classrooms, space on top of large concrete buildings (with special consideration on learner safety), hanging space on walls or hanging framework among others.
    • The spaces mentioned above could appropriately be used with container gardens and ornamental beds (Note that ornamental beds are not limited to flower plants; the concept is applicable to any crop in this curriculum).
    • Wise and innovative designing, planning and utilization of available space including establishing limited number of plants is highly encouraged provided the learners are exposed to a practical and experiential learning of curriculum concepts.
  2. Water
    • Water is a natural and critical resource in Agriculture. The curriculum recommends that all schools should prioritize water harvesting and storage to avail this critical resource throughout the year. Prioritize water conservation in all suggested activities.
  3. Planting materials
    • The curriculum recommends use of available materials in the local environment. Where planting is suggested, the curriculum gives a broad option within the category specified in the learning outcome or learning experiences. Allow learners to adopt what is best suited and available in their local environment.
  4. Digital devices
    • The curriculum suggests use of digital devices to search for information including photos, videos and illustrations to guide concretization of concepts and provoke innovativeness of the learners. Appropriate devices should have internet connectivity and connective accessories. The devices should be used with guidance of the teacher to ensure safety and security of the learners and the devices.
    • Digital devices are required across the curriculum as support tool to access and share information. They are suggested in several sub stands but may be used in all the sub strands in the curriculum. Digital devices, resources and related accessories include but not limited to: computer, laptop, tablet, smart phone, digital camera, flash disks, DVDs, memory card, internet connectivity devices, projector, external memory drive, connectivity cables, source of power and printer.
  5. Assorted farm tools and equipment
    • These tools and equipment may be used selectively based on the actual task to be carried out in the learning process.
    • The tools and equipment include but not limited to the following common tools: hammer, pliers, knife, garden trowel, panga, jembe, slasher, spade, shovel, wheel barrow, manure fork, fork jembe, tape measure, string, secateurs, pruning saw and watering can. The tools and equipment should be shared across the Grades in the Junior secondary level. The number of tools should not be a major hindrance since their utilization is based on the particular activity to be carried out during the lesson or project time. Project activities could best be carried out in organized learner-groups.
Monday, 09 January 2023 07:16

CRE - Grade 7 Curriculum Designs

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
CRE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

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 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:

  1.  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.
  2.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

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

ESSENCE STATEMENT

Christian Religious Education (CRE) in Junior Secondary builds on concepts covered at primary level. The Christian Religious Education is shaped by a vision of enabling and encouraging learners to grow all-round thus becoming informed, caring and productive members of the society. This subject seeks to support the holistic aims of education by promoting personal growth and facilitating spiritual development. It engages the learners in the human search for meaning and offers them an opportunity to reflect, understand and interpret that experience in the light of our changing world. It also provides learners with avenues to examine religious stories, and where appropriate, their own religious story, beliefs, faith and to value their place within it now and in the future. It exposes them to a broad range of religious traditions and encourages the promotion of mutual understanding and tolerance.

CRE has a broad aim of building the learner’s capacity to uphold values and support the contribution of Christianity towards transformation and enhancement of the quality of human life and dignity. This subject is instrumental in

determining and shaping a positive attitude of the learners towards God and the world at large. More importantly, CRE at this level acknowledges the place, the role of family and faith as a primary influence on the young people’s lives as well as the essence of inter-faith partnership and dialogue.

Christian Religious Education (CRE) is tailored to constructivists, multiple intelligences and cognitive development learning theories which entail making links between a learner’s own experiences and connecting different learning styles. As a result, engaging, participatory, interactive, collaborative and co-operative problem-solving activities have been embedded into this design.

The six strands and several sub-strands are well aligned with contemporary issues to enable the learners acquire knowledge, skills, values and attitudes needed for interpretation and effective application of Christian Religious Education ideas. The facilitators are expected to adopt an effective, inclusive and supportive learning environment that accommodates and recognizes learner’s diverse needs, backgrounds, experiences and challenges.

SUBJECT GENERAL LEARNING OUTCOMES

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

  1. Read and analyze Biblical teachings to acquire knowledge, skills, values and attitudes that enable them make informed decisions and choices in their day to day lives.
  2. Recognize God as the sole creator and sustainer of the universe by conserving the environment as stewards.
  3. Develop a sense of social justice, encompassing equity, fairness, inclusivity and ability to distinguish between right and wrong based on the teachings of the prophets and Jesus Christ.
  4. Apply the teachings of Jesus Christ to build capacity for harmonious relationships.
  5. Promote attitudes that build respect for one another and create positive interdependence among learners diverse global society.
  6. Effectively and efficiently use ICT learning resources to promote acquisition and application of knowledge, skills, values and attitudes.

STRAND 1.0: INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
1.0
Introduction to Christian Religious Education

1.1 Importance of Studying Christian Religious Education

(3 Lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the meaning of Christian Religious Education to foster understanding of CRE.
  2. analyze the importance of learning Christian Religious Education for holistic growth.]
  3. appreciate Christian Religious Education for sound moral and religious values.
Learners are guided to:
  • brainstorm in small groups the meaning of Christian Religious Education and present to the class
  • Search for the meaning of Christian Religious Education using different sources internet, textbooks and library and present to the class
  • discuss in pairs the importance of studying Christian Religious Education as a subject and present to the class
  • debate on how Christian Religious Education helps the learners to relate with one another.
  • use charts/ posters/flashcards to write messages and themes that promote sound moral and religious values.
  1. Why is Christian Religious Education important?
  2. How do you benefit by learning Christian Religious Education?

 

Core Competencies to be developed:
  • Learning to learn: the learners brainstorm and share the meaning of Christian Religious Education
  • Self-efficacy: the leaners debate on how Christian Religious Education helps the learners to relate with one another
  • Digital literacy: the learners assess learning materials on the importance of Christian Religious Education and share content through the digital platform.
Values:
  • Respect for one another: the learners use charts or posters to write messages and themes that promote sound moral and religious values.
  • Responsibility: the learners carry online search on the meaning of Christian Religious Education and present to the class using a power point.
Pertinent and Contemporary Issues (PCIs):
  • Effective communication: the learners carry out online search on the importance of learning Christian Religious Education and being able to share their findings in class.
Links to other Subjects:
  • English language: the learners discuss in groups and debate
  • Computer Science: the learners use digital devices to search for information on the meaning of Christian Religious Education.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to explain the meaning of Christian Religious Education to foster
understanding of CRE
Explicitly and correctly explains the meaning of Christian Religious Education correctly explains the meaning of Christian Religious Education Explains the meaning of Christian Religious Education Explains to some extent the meaning of Christian Religious Education  with assistance
Ability to analyze the importance of learning Christian Religious Education to enhance holistic
growth
Correctly analyses the importance of learning Christian Religious Education for holistic growth with relevant
examples
Correctly analyses the importance of learning Christian Religious Education for holistic growth  Analyses some importance of learning Christian Religious Education Requires assistance to analyze some importance of Christian Religious Education

STRAND 2.0: CREATION

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
2.0
Creation

 2.1
Accounts of Creation

(6 Lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the biblical accounts of creation to understand God’s great work
  2. discuss the similarities and differences in the two biblical accounts of creation
  3. explain the similarities and difference between the biblical accounts and African stories of creation
  4. appreciate God’s creation work in the two biblical accounts.
Learners are guided to:
  • brainstorm the features of God’s creation in their surrounding
  • take a nature walk and explore God’s creation in the school compound / the surrounding area
  • read in groups Genesis 1 and 2 and explain the biblical accounts of creation
  • summarize main points on the two biblical accounts of creation on charts and display them in class
  • use library materials to search for information on African stories of creation
  • describe the similarities and difference between the biblical accounts and African stories of creation
  • write a summary on the similarities and difference between the biblical accounts and African stories of creation watch a video clip on biblical accounts of creation and share what they have observed.
  1. What are the attributes of God from the biblical accounts of creation?
  2. How is the first account of creation different from the second?
  3. Why is it important to learn about creation accounts/stories?

 

Core Competencies to be developed:
  • Communication and collaboration: the learners’ debate on the “biblical accounts of creation are similar to African stories of creation’’
  • Creativity and imagination: the learners design posters /charts on the order of creation
  • Digital literacy: using digital devices, the learners design posters /charts on the order of creation and share within the class
  • Learning to learn: the learners interact with a resource person on African stories of creation and pose relevant questions
Values:
  • Responsibility: the learners take care of God’s creation in the school compound
  • Respect: the learners interact with a resource person, pose relevant questions and acquire more information on African stories of creation.
  • Love: the learners appreciate aspects of God’s creation.
Pertinent and Contemporary Issues (PCIs):
  • Gender mainstreaming: the learners recognize that God created human beings as male and female who complement each other
  • Environmental issues in education: the learners take a nature walk and explore aspects of creation around the school.
Links to other Subjects:
  • Social Studies: the learners interact with the environment during the nature walk
  • English language: the learner’s debate on the “biblical accounts of creation are similar to African stories of creation’ ’idea
  • Performing Arts: the learners sing a song on creation
  • Computer Science: the learners conduct online search using digital devices on similarities and differences in the biblical accounts of creation.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to explain the biblical accounts of creation Correctly and explicitly explains the biblical accounts
of creation
Correctly explains the biblical accounts
of creation
Explains partially the biblical accounts of creation Explains an aspect of the biblical accounts of creation with
guidance
Ability to discuss the similarities and differences in the two biblical accounts of creation Accurately discusses with examples the similarities and differences in the two biblical accounts of
creation
Accurately discusses  the similarities and differences in the two biblical accounts of
creation
Discusses some of the similarities and differences in the two biblical accounts of creation Hardly discusses any similarity and difference in the two biblical accounts of creation, needs
support
Ability to explain the similarities and differences between the biblical accounts and African stories of creation Correctly explains with examples, the similarities and difference between the biblical accounts
and African stories of creation
Correctly explains the similarities and difference between the biblical accounts
and African stories of creation
Explains some of the similarities and difference between the biblical accounts and African stories of creation Requires assistance to explain a similarity and difference between the biblical accounts
and African stories of creation

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
2.0
Creation

2.2
Responsibility over Animals, Fish and Birds

(4 Lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the biblical teaching on responsibilities given to human beings over animals, fish and birds to promote responsible living
  2. discuss ways through Christians apply the biblical teaching to protect animals, fish and birds
  3. appreciate importance of good stewardship
 Learners are guided to:
  • read Genesis 2:15-20, James 3: 7 discuss the responsibilities given to human beings
  • identify ways through which Christians apply the biblical teaching to protect animals, fish and birds
  • write sensitization messages on charts/posters on the importance of good stewardship
  1. Why should Christians take care of animals, fish and birds
  2. How do you take care of God’s creations.
Core Competencies to be developed:
  • Critical thinking and problem solving: the learners identify different ways of taking care of animals, fish and birds.
  • Learning to learn: the learners write sensitisation messages on charts/posters on the importance of good stewardship
  • Creativity and Imagination: identify ways through which Christians apply the biblical teaching to protect and preserve animals, fish and birds
Values:
  • Responsibility: the leaners take care of the different animals, fish and birds
  • Patriotism: the learners discuss strategies of protecting and conserving the environment.
  • Social justice: the learners advocate for animal, fish and birds’ welfare
Pertinent and Contemporary Issues (PCIs):
  • Animal rights and welfare issues in education: the learners visit nearest animal orphanage/ national park/observe animals within their local environment and write a report on their rights
  • Assertiveness: the learners commit themselves to taking care of domestic animals at home
  • Environmental issues in education: the learners discuss different ways of taking care of animals, fish and birds to enhance harmonious coexistence.
Links to other Subjects:
  • Integrated Science: the learners learn about the importance of living creatures on land and in the sea
  • English language: the learners compose and recite poems on animal welfare and protection
  • Computer Studies: the learners use online sources to search for information on different strategies of taking care of animals, fish and birds
  • Agriculture: the learners use different strategies in taking care of animals, fish and birds
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to explain the biblical teaching on responsibilities over animals, fish and birds to promote responsible living Explicitly and correctly explains the biblical teachings on responsibilities over animals, fish and birds using relevant
examples
Correctly explains the biblical teachings on responsibilities over animals, fish and birds Explains some of the biblical teachings on responsibilities over animals, fish and birds Requires guidance to explain any biblical teaching on responsibilities over animals, fish and birds
Ability to discuss ways through Christians apply the biblical teaching to protect animals, fish and birds Correctly discusses using examples, ways through Christians apply the biblical teaching to protect animals, fish and birds Correctly discusses ways through Christians apply the biblical teaching to protect and preserve animals, fish and birds Discusses partially ways through Christians apply the biblical teaching to protect and preserve animals, fish and birds Has difficulty discussing a way through Christians apply the biblical teaching to protect and preserve animals, fish and
birds

   

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Creation

2.3
Responsibility over Plants

(4 Lessons)

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
By the end of the sub strand, the learner should be able to:
  1. describe the responsibilities given to human beings over plants by God to promote self efficacy.
  2. identify how Christians apply the biblical teachings on the care for plants to enhance environmental conservation
  3. discuss how prudent use of plants contribute to economic growth
  4. appreciate plants as part of God’s creation to promote a healthy ecosystem.
Learners are guided to:
  • read in turns Genesis 1:29: Genesis 2:15 and Psalm 104:14, summarize the biblical teachings in charts and present them to the class
  • brainstorm on different types of plants found in the environment and how they can care for them
  • brainstorm how prudent use of plants contribute to economic growth and make summary notes on this
  • Interact with a resource person from an agricultural research institution on prudent ways of using plants.
  1. How do you ensure sustainability of plants in your locality?
  2. What plants in your locality are important to your family?
  3. Which economic activity do you engage in at home or school?
Core Competencies to be developed:
  • Learning to learn: the learners interact with a resource person from an agricultural research institution on prudent ways of using plants
  • Communication and collaboration: the learners discuss in groups how they can care for the plants in their locality
  • Self-efficacy: the learner’s practice care and protection for plants.
Values:
  • Responsibility: the learners apply biblical teachings in the care for plants to enhance environmental conservation
  • Unity: the learners discuss in groups how they can care for different plants
  • Social justice: the learners advocate for environmental conservation.
Pertinent and Contemporary Issues (PCIs):
  • Learner support programmes: the learners participate in environmental clubs
  • Education for Sustainable Development (ESD): the learners explain different ways plants are cared for to enhance responsibility
  • Financial literacy: the learners discuss how prudent use of plants contribute to economic growth
    
Links to other Subjects:
  • Social Studies: the learners identify ways of conserving the environment
  • Computer Science: the learners conduct an online search on different plants found in different regions of Kenya
  • Agriculture: the learners learn different ways of taking care of plants
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to describe the responsibilities given to human beings over plants by
God to promote self- efficacy
Correctly describes with examples, the responsibilities given to human beings over plants by God Correctly describes the responsibilities given to human beings over plants by God Describes partly the responsibilities given to human beings over plants by God Has challenges describing any of the responsibilities given to human
beings over plants by God
Ability to identify how Christians apply the biblical teachings on the care for plants to enhance environmental conservation Accurately identifies and explains how Christians apply the biblical teachings on the care for plants to enhance environmental
conservation
Accurately identifies  how Christians apply the biblical teachings on the care for plants to enhance environmental
conservation
Identifies partly how Christians apply the biblical teachings on the care for plants to enhance environmental conservation Requires assistance to identify how Christians apply the biblical teaching on the care for plants to enhance environmental
conservation
Ability to discuss how prudent use of plants found in their locality is essential to economic growth Explicitly discusses with relevant examples how prudent use of plants found in their locality
is essential to economic growth
Explicitly discusses how prudent use of plants found in their locality
is essential to economic growth
Discusses to some extent how prudent use of plants found in their locality is essential to economic growth Requires guidance to discuss how prudent use of plants found in their locality is essential to economic growth

COMMUNITY SERVICE LEARNING (CSL) PROJECT

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
2.0
Creation

 2.4
Responsibility over Plants and Animals

(3 lessons)

By the end of the sub strand, the learner should be able to:
  1. identify the type of plants/ animals within the locality and select one category suitable for the project
  2. apply knowledge attained from the biblical teaching on responsibilities given to human beings by sharing roles
  3. develop a plan for when the project starts and ends including number of stages and resources to promote responsible behavior
  4. discus how the project will benefit the community and learner
  5. Identify project successes, setbacks and areas of improvement
  6. Appreciate the responsibility over plants and animals in their locality.
Learners are guided to:
  • brainstorm on plants and animals within the locality suitable for a project
  • in groups, share different roles in preparation for the project
  • as a class come up with simple plan that contains, project title, objectives, stages, resources required start and end of the project (within a term, two terms or a year) and expected results
  • interview any resource person with relevant on animals and plants
  • in small groups identify either plants, animals or other living creatures in the environment and align them with the project by outlining what, how, where, when, by who/ by what means use internet resources or available textbooks to gather information on the project strategies and inputs
  • as a class identify the project location
  • in groups identify ways of using locally available materials such as sacks or buckets to minimize cost
  • in groups, talk to the school community about the project to solicit support
  • discuss in groups the benefits of the project to the learners themselves and community
  • write a simple report on success, setbacks, areas of improvement and way forward for the project.
  1. Why should you take responsibility over living creatures on the land and waters?
  2. How can you involve the community to use plants wisely?
Core Competencies to be developed:
  • Learning to learn: the learners identify new plants that can be grown sustainably in their environment.
  • Communication and collaboration: the learners work together to identify priority areas for the project, project title, outcomes and purpose; relevant to solving the problem in the catchment area.
  • Imagination and creativity: the learners devise a plan when the project starts and ends.
  • Critical thinking and problem solving: the learners come up with simple proposals outlining steps and processes to be undertaken.
  • Digital literacy: the learners use internet resources to gather more information on the project strategies and inputs.
Values:
  • Responsibility: the learners liaise with the community on the project regarding sustainability of plants
  • Unity: the learners devise a plan when the project starts and ends for example within a term, two terms or a year
  • Love: the learners share how they will scale up the new practices at home o region or county
  • Peace: the learners conduct oral interviews in the community to get feedback on the project.
Pertinent and Contemporary Issues (PCIs):
  • Environmental issues as learners are encouraged to take responsibility over plants, animals and other living creatures for sustainable development
Links to other Subjects:
  • Social studies: the earners make recommendations and conclusions regarding project success on plants grown in the community
  • English: the learners prepare report to disseminate to the stakeholders
  • Computer science: the learners use internet resources to gather more information on the project strategies and inputs
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to establish the nature and scope of the project to be undertaken by the class Coherently and comprehensively establishes the nature and scope of the project to be undertaken by the
class
comprehensively establishes the nature and scope of the project to be undertaken by the
class
Establishes to some extent the nature and scope of the project to be undertaken by the class Requires assistance to establish the nature and scope of the project to be undertaken by the class.
Ability to develop a plan for the identified project in the school Systematically and adequately develops a plan for the identified
project in the school
adequately develops a plan for the identified
project in the school
Develops part of a plan for the identified project in the school Requires assistance to develop a plan for the identified project in
the school
Ability to implement and take part in the project by assigning individual roles and
responsibilities
Comprehensively implements and actively takes part in the project Implements and takes part in the project Implements and takes part in some stages of the project Requires support to implement and take part in the project
Ability to appraise the project to ascertain its relevance to the community and the learner Systematically and comprehensively appraises the project to ascertain its relevance to the community and the
learner
Comprehensively appraises the project to ascertain its relevance to the community and the learner Appraises aspects of the project to ascertain its relevance to the community and the learner Requires assistance to appraise the project and ascertain its relevance to the community and the learner
Ability to evaluate the stages of the project to ascertain its effectiveness Systematically and comprehensively evaluates the stages of the project to ascertain its
effectiveness
comprehensively evaluates the stages of the project to ascertain its
effectiveness
Evaluates some of the stages of the project to ascertain its effectiveness Requires assistance to evaluate the stages of the project to ascertain its effectiveness

 STRAND 3.0: THE BIBLE

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
3.0
The Bible

3.1
Functions of the Bible

(3 Lessons)

By the end of the sub strand, the learner should be able to;
  1. explain the importance of the Bible and how it is used in the contemporary society
  2. discuss the role of the Bible for holistic growth
  3. explain how God’s word inspires different services among Christians
  4. appreciate the Bible as the inspired Word of God
Learners are guided to:
  • brainstorm how the Bible is used in different occasions and places
  • debate and write main points on how the Bible is used in the society
  • read in turns Timothy 3:16-17, Proverbs 30:5-6, John 1:1-2 and explain the teachings of the Bible texts
  • prepare in groups a PowerPoint presentation on the importance of the Bible and how it is used in today’s society
  • write summary points on how the Bible used in spreading the Word of God
  • discuss in groups how the Bible promotes spiritual, moral, social, emotional, physical and intellectual growth of a person.
  • discuss different types of service Christians engage in their local community in service to God and humanity
  • Prepare a TV or Radio lesson on how God’s word inspires service among Christians
  • read the Bible in groups and report to the class the meaning of passages read
  1. Why is the Bible different from other books?
  2. How do
    you apply the word of God in your daily life?

 

Core Competencies to be developed:
  • Creativity and imagination: the learners prepare a TV/Radio lesson on how God’s word inspires service among Christians
  • Critical thinking and problem solving: the learners investigate how God’s word inspires service among Christians
  • Learning to learn: the learners discuss how the Bible promotes spiritual, moral, social, emotional, physical and intellectual growth of a person
  • Communication and collaboration: the learners read the Bible in groups and report to the class the meaning of passages read
  • Digital literacy: the learners search the internet on how the Bible is useful as a tool for holistic growth.
Values:
  • Unity: the learners work in groups and prepare Power Point presentations
  • Respect: the learners analyse the role of the Bible and read the Bible passages in turns
  • Responsibility: the learners engage in Christian service in their local community.  
Pertinent and Contemporary Issues (PCIs):
  • Effective communication: the learners use the Bible to share the Word of God, discuss in groups and role play
  • Peace Education: the learners put into practice the Word of God and live harmoniously
  • Decision making: the learners read the Word of God and offer service to God in different ways.
Links to other Subjects:
  • English Language: the learners read and discuss the Bible texts
  • Computer Science: the learners use digital devices to carry out online search
  • Performing Arts: the learner’s role- play on the use of the Bible in spreading the Word of God and record this on a digital device.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to explain the importance of the Bible and how it is used in the contemporary society Accurately explains using examples, the importance of the Bible and how it is used in the contemporary society Accurately explains the importance of the Bible and how it is used in the contemporary society  Explains partly the importance of the Bible and how it is used in the contemporary
society
Has challenges explaining the importance of the Bible and how it is used in the
contemporary society
Ability to discuss the role of the Bible for holistic growth  Correctly discusses and explains the role of the Bible Correctly discusses  the role of the Bible Discusses partially the role of the Bible  Needs assistance to discuss any of the role of the Bible 
Ability to explain how God’s word inspires different services among Christians Correctly explains with relevant examples, how God’s word inspires different services
among Christians
Correctly explains  how God’s word inspires different services
among Christians
Explains partly how God’s word inspires different services among
Christians
Has difficulty explaining how God’s word inspires different services
among Christians

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
3.0
The Bible

3.2 Divisions of the Bible
(4 lessons)

By the end of the sub strand, the learner should be able to:
  1. identify the books of the Old and New Testament to enhance understanding of the Word of God
  2. classify the books of the Old and New Testament according to their divisions
  3. appreciate the books of the Old and New Testament as she/he reads the Bible.
Learners are guided to:
  • Name the books of the Old and New Testament to enhance understanding of the Word of God
  • brainstorm in pairs because there are two major divisions of the Bible
  • identify and list the books of the Old and New Testament chronologically
  • in groups sort out and design posters on categories of books of the Old and New Testament according to divisions and authorship.
1. Why is it important to know the books of the Bible?
Core Competencies to be developed:
  • Learning to learn: the learners brainstorm in pairs why there are two major divisions of the Bible.
  • Communication and collaboration: the learners sort out and design posters on the categories of books in the Old and
    New Testament according to their divisions
  • Digital literacy: the learners carry out an online inquiry on the books of the Bible and their categories and use a digital
    device to present the findings
Values:
  • Unity: the learners brainstorm in pairs because there are two major divisions of the Bible
  • Responsibility: the learners read the Bible for moral and spiritual growth.
Pertinent and Contemporary Issues (PCIs):
  • Effective communication: the learners’ sort and design a poster on categories of books in the Old and New Testament according to their divisions and authorship,
Links to other Subjects:
  • English Language: the learners work in groups to design posters on categories of the books of the Old and New Testament
  • Mathematics: the learners’ sort and chronologically sequence books of the Old and New Testament
  • Computer Science: the learners carry out an online inquiry on the books of the Bible.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to identify the books of the Old and New Testament to enhance application of biblical knowledge Correctly and sequentially identifies all the books of the Old and New Testament Correctly identifies all the books of the Old and New Testament Identifies some of the books of the Old and New Testament Needs assistance to identify books of the Old and New Testament
Ability to classify the books of the Old and New Testament according to their divisions and
authorship
Clearly and accurately classifies the books of the Old and New Testament   accurately classifies the books of the Old and New Testament   Classifies some of the books of the Old and New Testament Needs assistance to classify books of the Old and New Testament 

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
3.0 The Bible

3.3 Bible Translation

(4 lessons)

By the end of the sub strand, the learner should be able to:
  1. discuss reasons for translation of the Bible to local languages.
  2. Identify different translations and versions of the Bible used in Kenya
  3. Examine the social economic effects of translation of the Bible into local languages
  4. appreciate the work of Bible translation in Kenya to promote social cohesion
Learners are guided to:
  • brainstorm n how people have benefited from different translations of the Bible
  • in groups discuss reasons that led to the translation of the Bible into local languages and present their points to the class
  • discuss in groups the different translations and versions of the Bible and write them on flash cards
  • interview a resource person on the social economic effects of translation of the Bible into local languages
  • Debate on the theme: “is Bible translation still necessary in our society today?”
  1. What skills does a Bible translator require?
  2. Which challenges do Bible translators face?
  3. Why is it important to translate the Bible?
Core Competencies to be developed:
  • Learning to learn: the learners share the benefits of Bible translation with their parents or guardians
  • Digital literacy: the learners carry out online search on the benefits of Bible translation into local languages
  • Critical thinking and problem solving: the learner’s debate on the theme: “Is Bible translation still necessary in our society today?”
Values:
  • Love: the learners learn that Bible translation embraces languages of all nations
  • Unity and peace: the learners discuss how translation of the Bible into local languages has helped to promoted inter- communal relations and peaceful co-existence
Pertinent and Contemporary Issues (PCIs):
  • Global citizenship: the learners learn the process of translating the Bible into different languages
  • Digital citizenship: the learners learn the use of technology in translating the Bible into different languages.
Links to other Subjects:
  • English language: the Learners debate on the theme: “Is Bible translation still necessary in our society today?”
  • Performing and Visual Arts: the learners compose a poem, on the benefits of Bible translation
  • Computer Science: the learners carry out an online inquiry on the benefits of translating the Bible into local languages
  • Social Studies: the learners explain the benefits of Bible translation in their community.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to discuss reasons for translation of the Bible to enhance understanding of the Word of God With relevant illustrations, correctly discusses the reasons for translation of the Bible into local
languages 
Correctly discusses the reasons for translation of the Bible into local languages Discusses some of the reasons for translation of the Bible into local languages With support, discusses the reasons for translation of the Bible into local languages 
Ability to identify different translations and versions of the Bible used in Kenya Correctly identifies and explains different translations and versions of the Bible used in Kenya  Correctly identifies  different translations and versions of the Bible used in Kenya  Identifies some different translations and versions of the Bible used in Kenya  Needs assistance to identify any translation and version of the Bible used in Kenya 
Ability to examine the social economic effects of translation of the Bible into local languages Accurately examines and identifies the social economic effects of translation of the Bible into local languages Correctly examines  the social economic effects of translation of the Bible into local languages Examines some the social economic effects of translation of the Bible into local languages Has challenges examining the social economic effects of translation of the Bible into local languages, requires
assistance

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
3.0 The Bible

3..4
Leadership in the Bible:
Moses

(4 Lessons)

By the end of the sub strand, the learner should be able to:
  1. describe how God prepared Moses for leadership
  2. identify the roles played by Moses during the Exodus
  3. discuss the qualities of Moses which Christians can emulate
  4. emulate the leadership qualities in Moses and apply them in day to day living.
Learners are guided to:
  • discuss characteristics of a good leader
  • read Exodus 2:11-13, 3:1-2, 11, and 6:12, and state ways that God prepared Moses for leadership
  • read Exodus 14:13-16, 21, 15:22-25, 18:7-10, 18:17-24; 18:24, Deuteronomy 4:1-3, 5,6, and discuss roles performed by Moses during the Exodus
  • discuss in groups, qualities of Moses which Christians can emulate
  • Debate the advantages of choosing good leaders in society
  1. Why did
    God preserve the life of Moses?
  2. Which
    qualities of a good leader would you like to emulate?
  3. Why is good leadership important?

 

Core Competencies to be developed:
  • Self-efficacy: the learners emulate the leadership qualities in Moses
  • Citizenship: the learners explore how Moses effectively carried out his responsibilities
  • Digital literacy: the learners watch a video clip on how God prepared Moses for leadership and make TV presentation in class
  • Imagination and creativity: the learners compose and sing a relevant song on Moses as a leader
  • Critical thinking and problem solving: the learners analyse qualities of a good leader
Values:
  • Responsibility: the learners identify leadership roles played by Moses during the Exodus
  • Love: the learners observe how Moses interceded for the Israelites when they committed sin
  • Social justice: the learners learn why Moses led the Israelites from bondage in Egypt.
Pertinent and Contemporary Issues (PCIs):
  • Human rights: the learners learn how Moses stood up for the rights of the Israelites
  • Good governance: the learners learn how Moses led the Israelites from Egypt
  • Decision making: the learners discuss in groups, the qualities to consider when choosing leaders in school
  • Effective communication: the learners make presentations in class.
    
Links to other Subjects:
  • Computer Science: the leaners browse the internet on how God prepared Moses for leadership and present their points using a PowerPoint presentation
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to describe how God prepared Moses for leadership to develop their
leadership skills
Explicitly and accurately explains how God prepared Moses for leadership   accurately explains how God prepared Moses for leadership   Explains some ways in which God prepared Moses for leadership Requires assistance to explain how God prepared Moses for leadership 
Ability to identify the roles played by
Moses during the Exodus
Correctly describes and explains the roles
played by Moses during the Exodus 
Correctly describes the roles played by
Moses during the Exodus 
Describes some l roles played by
Moses during the Exodus
Requires assistance to describe any role
played by Moses during the Exodus 
Ability to discuss qualities of Moses which Christians can emulate Clearly discusses and explains qualities of Moses which Christians can
emulate
Clearly discusses  qualities of Moses which Christians can
emulate
Partly discusses qualities of Moses which Christians can emulate Needs assistance to discuss any quality of Moses which Christians can
emulate

 STRAND 4.0: THE LIFE AND MINISTRY OF JESUS CHRIST

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
4.0 The Life and Ministry of Jesus Christ

4.1 Background to the Birth of Jesus Christ

(5 Lessons)

By the end of the sub strand, the learner should be able to:
  1. identify and sequence the prophecies about the coming of Jesus Christ to promote critical thinking
  2. explain how Old Testament prophecies about the Messiah were fulfilled by the coming of Jesus Christ
  3. describe the annunciation and birth of John the Baptist to enhance background knowledge
  4. relate the birth of John the Baptist to the coming of Jesus Christ to deepen understanding
  5. analyze how Christians apply the message of John the Baptist in their lives today
  6. appreciate the fulfilment of the prophecies about the coming of Jesus Christ
 Learners are guided to:
  • brainstorm in groups, the meaning of prophecy
  • read in turns Isaiah 9:6-7 and Jeremiah 23:5-6, and discuss in groups the prophecies about the coming of Jesus Christ 
  • do an online search on the prophecies about the coming of Jesus Christ and present the points to the class
  • prepare flash cards with Bible texts about prophecies regarding the coming of Jesus Christ
  • read in turns Matthew 1:18- 23 and state how Jesus Christ fulfilled the Old Testament prophecies
  • summarize on charts how Jesus Christ fulfilled the Old Testament prophecies
  • read in turns Luke 1:5-25; explain the text and summarize main points on charts
  • role play the annunciation and birth of John the Baptist and record it using a digital device
  • read in turns Luke 3:16 and John 1:29-30; and discuss what they learn from the text the Baptist important?
  • compose a poem on how the birth of John the Baptist relates to the coming of Jesus Christ
  • read in turns Luke 3:7-15 and discuss in pairs the message of John the Baptist
  • identify how Christians apply the message of John the Baptist in their lives today
  • brainstorm the skills which Christians need to avoid evils condemned by John the Baptist
  • Prepare a radio lesson on the message of John the Baptist
  1. What roles are played by prophets?
  2. Why did Mary visit Elizabeth?
  3. Why was the birth of John the Baptist important?
Core Competencies to be developed:
  • Digital literacy: the learners carry out searches online for the prophecies about the coming of Jesus Christ
  • Imagination and creativity: the learners compose a poem on how the birth of John the Baptist relates to the coming of Jesus Christ
  • Critical thinking: the learners discuss the relevance of the message of John the Baptist to Christians today
  • Citizenship: the learners brainstorm the skills which Christians need to avoid evils condemned by John the Baptist
  • Communication and collaboration: the learners role-play the annunciation and birth of John the Baptist and record this using a digital device.
Values:
  • Love: the learners practice the teachings of John the Baptist through sharing with the needy
  • Unity and cooperation: the learners work in groups
  • Social justice: the learners brainstorm how they can apply the message of John the Baptist in their daily lives. 
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion: the learners brainstorm how to avoid evils condemned by John the Baptist
  • Decision making: the learners apply the message of John the Baptist in their lives by practicing empathy and social justice in their interactions with others
  • Human rights: the learners brainstorm the skills which Christians need to avoid evils condemned by John the Baptist.
Links to other Subjects:
  • English language: the learners read Bible texts and brainstorm the meaning of prophecy, in groups
  • Computer Science: the learners watch a video clip or listen to an audio on the annunciation and birth of John the Baptist
  • Social Studies: the learners read in turns Luke 3:7-15 and discuss the message of John the Baptist and its relevance to their daily lives.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to outline the prophecies about the coming of Jesus Christ to promote
critical thinking
Correctly outlines the prophecies about the coming of Jesus Christ and quotes
relevant Bible texts
Correctly outlines the prophecies about the coming of Jesus Christ   Outlines some prophecies about the coming of Jesus Christ  

Has difficulty in outlining the prophecies about the coming of Jesus
Christ

Ability to explain how Old Testament prophecies about the Messiah were fulfilled by Jesus Christ  With relevant examples, accurately explains how Old Testament prophecies about the Messiah were fulfilled by
Jesus Christ  
Accurately explains how Old Testament prophecies about the Messiah were fulfilled by Jesus Christ Explains how some of the Old Testament prophecies about the Messiah were fulfilled by Jesus Christ  With guidance, explains how some of the Old Testament prophecies about the Messiah were fulfilled by Jesus
Christ
Ability to describe the annunciation and birth of John the Baptist as a precursor
of Jesus Christ
Correctly describes the annunciation and birth of John the Baptist and gives
relevant Bible texts
Correctly describes the annunciation and birth of John the Baptist Describes to some extent the annunciation and birth of John the
Baptist
Has difficulty describing the annunciation and birth of John the
Baptist
Ability to relate the birth of John the Baptist to the coming of the Messiah Appropriately relates the birth of John the Baptist to the coming of the Messiah with
ease
Appropriately relates the birth of John the Baptist to the coming of the Messiah Relates some aspects of the birth of John the Baptist to the coming of the
Messiah
Has difficulties relating the birth of John the Baptist to the coming of the Messiah.
Ability to analyze how Christians apply the message of John the Baptist in their lives today Correctly analyses with relevant examples how Christians apply the message of John the Baptist Correctly analyses how Christians apply the message of John the Baptist in their lives today Analyses to some extent how Christians apply the message of John the Baptist in their lives today Requires support to analyse how Christians apply the message of John the Baptist in their lives today.

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
4.0 The Life and Ministry of Jesus Christ

4.2 The Birth and Childhood of Jesus Christ

(5 Lessons)

By the end of the sub strand, the learner should be able to:
  1. analyze the events that took place during the annunciation and the birth of Jesus
  2. describe the dedication of Jesus Christ in the Temple for spiritual growth
  3. discuss the story of Jesus in the Temple with elders to understand His mission
  4. examine values which Christians learn from the birth and childhood of Jesus Christ
  5. appreciate the dedication of Jesus Christ and relate it to similar practices in the churches today
Learners are guided to:
  • read in turns Luke 1:26-38 and Luke 2:1-20
  • in pairs explain the events that took place during the annunciation and birth of Jesus write the points on charts and present to the class.
  • brainstorm how children are dedicated in the churches today read in turns Luke 2:22-38 and in groups, discuss the importance of the dedication of Jesus Christ in the Temple
  • read Luke 2:41-52 and explain the story of Jesus at the Temple with elders
  • watch a video clip on the story of Jesus with the elders in the Temple
  • discuss in groups values which Christians learn from the birth and childhood of Jesus Christ
  • prepare flash cards on the values which Christians learn from the birth and childhood of Jesus Christ and display them in class and display them in the class.
  1. Which events take place during dedication of a child?
  2. What activities do you
    Why do
    Christians celebrate the birth of Jesus Christ?
Core Competencies to be developed:
  • Digital Literacy: the learners prepare a PowerPoint presentation on the events that took place during the birth of Jesus
  • Critical thinking and problem solving: the learners watch a video clip and make observations on the story of Jesus in the Temple with elders
  • Learning to learn: the learners discuss the mission of Jesus from his interaction with elders in the Temple
  • Communication and collaboration: the learners share personal experiences during church services.
Values:
  • Love: the learners learn that the reason for the birth of Jesus Christ is a demonstration of God’s love for humankind
  • Responsibility: the learners learn why parents should be concerned with their children.
Pertinent and Contemporary Issues (PCIs):
  • Child rights and protection: the learners learn that Jesus' parents were concerned with the welfare of Jesus when he got lost in the Temple
  • Effective Communication: the learners brainstorm how children are dedicated in the churches today
  • Learner Support Programmes -Parental engagement: the learners learn that Jesus’ parents were concerned with His welfare
Links to other Subjects:
  • English language: the learners compose and sing a song about the story of Jesus in the Temple and record it using available digital devices
  • Computer Science: the learners use digital devices to compose and sing a song about the story of Jesus in the Temple.
  • Social Studies: the learners learn that the parents of Jesus were concerned with the welfare of Jesus
  • Music: the learners sing songs about Jesus in the Temple.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to analyse the events that took place during the annunciation and the birth of Jesus Explicitly analyses and explains the events that took place during the annunciation and
birth of Jesus
Explicitly analyses the events that took place during the annunciation and birth of Jesus Analyses some of the events that took place during the annunciation and birth of Jesus With guidance, analyses the events that took place during the annunciation and birth of Jesus
Ability to describe the dedication of Jesus Christ in the Temple for spiritual
growth
Correctly describes and explains the dedication of Jesus Christ in the Temple
with textual evidence
Correctly describes the dedication of Jesus Christ in the Temple
with textual evidence
Describes to some extent the dedication of Jesus Christ in the Temple Has difficulty describing any of the events that took place during the birth of
Jesus
Ability to discuss the story of Jesus in the Temple with elders to understand His
mission
Correctly discusses and explains the story of Jesus in the Temple with elders
with ease
Correctly discusses  the story of Jesus in the Temple with elders
with ease
Discusses some aspects of the story of Jesus in the Temple with elders With assistance, discusses an aspect of the story of Jesus in the Temple with
elders
Ability to examine values Christians learn from the birth and childhood of Jesus Christ Correctly examines the values Christians learn from the birth and childhood of Jesus Christ with
relevant examples 
Correctly examines the values Christians learn from the birth and childhood of Jesus Christ  Examines some values Christians learn from the birth and childhood of Jesus Christ Requires support to examine values Christians learn from the birth and childhood of Jesus
Christ

STRAND 5.0: THE CHURCH

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
5.0 The Church

5.1 Selected Forms of Worship

(4Lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the biblical teachings on selected forms of worship
  2. discuss the importance of prayer and fasting to Christians
  3. identify the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting
  4. appreciate different forms of worship as a way of building a strong relationship with God
Learners are guided to:
  • In pairs, discuss the meaning of “worship”
  • read in turns Exodus 15:20, Psalm 30:11; 96:1-2, 150:1-5, Ephesians 5:19; and discuss the Bible texts on form of worship
  • brainstorm, in groups, why prayer and fasting are an important form of worship
  • describe in groups the importance of prayer and fasting to Christians use a digital device or a poster to summarise points on the importance discuss prayer and fasting to Christians
  • create a poster on Psalm 150:1-5 and display it on the noticeboard
  • in groups, state the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting
  • compose a song in groups on the Lord's prayer and sing it
  1. Why is worship important to Christians in their day- to - day lives?
  2. Why is prayer and fasting important in the life of a Christian?
Core Competencies to be developed:
  • Creativity and imagination: the learners compose a song on the Lord's prayer, in groups
  • Learning to learn: the learners learn discuss the importance of prayer and fasting to Christians
  • Self-efficacy: the learners in groups state the circumstances under which Christians apply the teachings
  • Critical thinking: the learners identify ways in which they apply the teaching of Jesus on prayer and fasting in their daily lives.
Values:
  • Respect: the learners brainstorm because prayer and fasting are important aspects of worship.
  • Unity: the learners work in groups searching the internet for information on prayer and fasting.
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem: the learners communicate to God through prayer
  • Effective communication: the learners state examples of how they apply the teaching of Jesus Christ on prayer and fasting in their daily lives
Links to other Subjects:
  • Performing Arts as learners compose a song in groups on the Lord's prayer and sing it
  • Computer Studies as they conduct online research on the importance of prayer, fasting and music and present to the class using digital devices
  • Visual Arts as learners create a poster on Psalm 150:1-5 and recite or read the words aloud in class.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to explain the Biblical teachings on selected forms of worship to promote spiritual growth Correctly explains and identifies the Biblical teachings on selected forms of worship Correctly explains the Biblical teachings on selected forms of worship Explains some of the Biblical teachings on selected forms of worship Hardly explains any Biblical teaching on selected forms of
worship with guidance
Ability to discuss the importance of prayer and fasting to Christians Correctly discusses and explains the importance of prayer and fasting to
Christians
Correctly discusses the importance of prayer and fasting to Christians Discusses partly the importance of prayer and fasting to Christians Hardly discusses the importance of prayer and fasting to Christians and
requires assistance
Ability to identify the circumstances under which Christians apply the teachings of Jesus
Christ on prayer and fasting
Correctly identifies and lists the circumstances under which Christians apply the teachings
of Jesus Christ on prayer and fasting
Correctly identifies  the circumstances under which Christians apply the teachings
of Jesus Christ on prayer and fasting
Partly identifies the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting Needs support to identify any the circumstance under which Christians apply the teachings
of Jesus Christ on prayer and fasting

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
5.0
The Church

5.2
Role of the Church in Education and Health

(4 Lessons)

By the end of the sub-strand the learner should be able to:
  1. discuss the contribution of Christian missionaries towards education and health in Kenya
  2. examine strategies employed by the Church today to promote education and health
  3. identify barriers to effective missionary work in the world today
  4. explain ways through which Christians are promoting missionary work in Kenya
  5. appreciate the contribution of the Church in education and health.
Learners are guided to:
  • Identify missionaries’ contribution towards education and health in Kenya, compile a brief report and present to the class.
  • use google map to identify in groups schools and health care facilities established by Christian missionaries in Kenya
  • brainstorm on the role of the church in education and health in their communities
  • carry out an online search on the role of the church in education and health and present findings in class
  • in groups discuss and summarize on a chart barrier to effective missionary work in the world today
  • In groups identify ways through which Christians are promoting missionary work in Kenya
  • Interact with a resource person to find out more on church sponsorship in health or education institution in their locality
  • Brainstorm on youth activities they engage in their different churches and report in the class.
  1. Why did
    the early Christian missionaries establish schools and health facilities?
  2. How do
    financial problems affect missionary work?

 

Core Competencies to be developed:
  • Digital literacy: the learners carry out an online search on the role of the church in education and health and use google map to identify, schools and health care facilities established by Christian missionaries in Kenya
  • Communication and collaboration: the learners brainstorm on youth activities they engage in their different churches and report in the class
  • Critical thinking and problem solving: the learners explain the remedies for promoting of missionary work
  • Citizenship: the learners identify and summarize on a chart barrier to effective missionary work in the world today.
Values:
  • Love and responsibility: the learners visit and offer voluntary work to the church sponsored health facilities or education institution in their locality
  • Social justice: the learners examine strategies employed by the Church today to promote education and health. 
Pertinent and Contemporary Issues (PCIs):
  • Health issues in education: the learners examine strategies employed by the Church today to promote education and health
  • Human rights: the learners learn about the contribution of the Church in education and health.
Links to other Subjects:
  • English langue: the learners’ debate on the role of the Church in the provision of chaplaincy, pastoral care and psychosocial support in health and education institutions
  • Social Studies: the learners discuss the contribution of the Christian missionaries towards education and health in Kenya
  • Computer Studies: the learners carry out an online search on the role of the church in education and health and use google map to identify, the schools and health care facilities established by Christian missionaries in Kenya
  • Health Education: the learners examine strategies employed by the Church today to promote education and health.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to discuss the contribution of Christian missionaries
towards education and health in Kenya
Exhaustively and accurately discusses the contribution of Christian missionaries
towards education and health
accurately discusses the contribution of Christian missionaries
towards education and health
Discusses some contribution of Christian missionaries towards education and health Requires assistance to discuss the contribution of Christian missionaries
towards education and health
Ability to examine strategies employed by the Church today to promote education and
health
Systematically and accurately examines strategies employed by the Church today to promote education and
health
Accurately examines strategies employed by the Church today to promote education and health Examines some strategies employed by the Church today to promote education and health Requires assistance to examine strategies employed by the Church today to promote education and
health
Ability to identify barriers to effective missionary work in the world today Clearly and correctly identifies barriers to effective missionary work in the world
today
correctly identifies barriers to effective missionary work in the world
today
Partly identifies barriers to effective missionary work in the world today Requires assistance to identify a barrier to effective missionary work in the world
today
Ability to explain ways through which Christians are promoting missionary work in
Kenya
Correctly explains and outlines ways through which Christians are promoting missionary work in Kenya Correctly explains ways through which Christians are promoting missionary work in Kenya Explains some of the ways through which Christians are promoting missionary work in
Kenya
Hardly explains any of the ways through which Christians are promoting missionary work in Kenya, needs
guidance

STRAND 6.0: CHRISTIAN LIVING TODAY

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
6.0 Christian Living Today

6.1 Christian and Marriage Family

(5 Lessons)

By the end of the-sub strand, the learner should be able to:
  1. discuss the biblical teachings on marriage and family to develop positive attitudes
  2. explain ways through which Christians to promote virtues among young people before marriage
  3. identify the skills required to sustain and support stable families in the society
  4. appreciate the importance of marriages and families as sacred institutions
Learners are guided to:
  • brainstorm in pairs different types of families
  • read in turns Genesis 2:23-24; Songs of Solomon 8:6-7; Isaiah 54:5; Ephesians 5:25-33; and summarize the biblical teachings on marriage
  • read in turns Exodus 20:12; Psalm 127:3-5; Colossians 3:21; Ephesians 6:4, and summarize the biblical teachings on family
  • interact with a religious leaders or resource person to find out ways through which Christians to promote virtues among young people before marriage
  • in groups, prepare a summary using charts, on ways through which Christians to promote virtues among young people before marriage
  • carry out an online search on the skills required to sustain and support stable families in the societies and write their points on charts
  • write key messages on the skills required to sustain and support stable families in the society
  • compose and recite poems on ‘God is the centre, for stable families’
  1. What are the common practices of Christian marriage?
  2. What is the difference between marriage and family?
  3. Why is it important for families and marriages to have harmonious relationships?
Core Competencies to be developed:
  • Critical thinking and problem solving: the learners write key messages on the skills required to sustain and support stable families in the society
  • Citizenship: the learners discuss the biblical teachings on marriage and family to develop positive attitudes
  • Learning to learn: the learners interact with a religious leader or resource person to find out strategies used by Christians to promote virtues among young people before marriage
  • Digital literacy: the learners carry out an online search on the skills required to sustain and support stable families in the society
  • Creativity and imagination: the learners compose and recite poems on ‘God is the centre, for stable families.
Values:
  • Unity: the learners discuss the biblical teachings on marriage and family to develop positive attitudes
  • Love: the learners appreciate the importance of marriages and families as sacred institutions
  • Responsibility: the learners interact with a religious leaders or resource person to find out strategies used by Christians to promote virtues among young people before marriage.
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem: the learners evaluate the skills required to sustain and support stable families in the society
  • Decision making: the learners write key messages on the skills required to sustain and support stable families in the society
  • Social cohesion: the learners in groups, prepare a presentation on strategies used by Christians to promote virtues among young people before marriage.
Links to other Subjects:
  • Social Studies: the learners learn about marriage and families as social institutions
  • English Language: the learners compose and recite poems on ‘God is the centre, for stable families’
  • Computer Studies: the learners carry out an online search on the skills required to sustain and support stable families in the society.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to discuss the biblical teachings on marriage and family to develop positive
attitudes
Appropriately discusses and explains the biblical teachings on marriage
and family
Appropriately discusses the biblical teachings on marriage
and family
Discusses some of the biblical teachings on marriage and family Requires assistance to discuss the biblical teachings on marriage and family
Ability to explain ways through which Christians to promote virtues among young people before
marriage
Correctly explains and lists ways through which Christians to promote virtues among young people before marriage Correctly explains ways through which Christians to promote virtues among young people before
marriage
Partly explains ways through which Christians to promote virtues among young people before
marriage
Requires support to explain any of the ways through which Christians to promote virtues among young people before marriage.
Ability to identify the skills required to sustain and support stable families in the
society
Accurately outlines and identifies the skills required to sustain and support
stable families
Accurately identifies the skills required to sustain and support
stable families
Identifies some skills required to sustain and support stable families Requires guidance to identify any of the skills required to sustain and support
stable families

 

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
6.0
Christian Living Today

6.2
Gambling as a form of addiction

(4 Lessons)

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

  1. identify the biblical teachings on dangers of gambling for ones well being
  2. discuss the causes of gambling in society today to enhance understanding
  3. examine the negative effects of gambling on individuals and family to promote consumer awareness
  4. explore measures taken by Christians and the government to help young people overcome gambling
  5. desire to live an addiction free life to promote psycho-social support.
Learners are guided to:
  • brainstorm in pairs the meaning and types of addiction
  • read in turns 1Timothy 6:9; Proverbs 13:11 and 28:20-22 and summarize the points on biblical teachings on charts and present to the class.
  • in groups use digital devices /read relevant textbooks to identify on the causes of gambling and share in class
  • Role play the negative effects of gambling on individual and family and present to the class using a digital device
  • listen to a resource person give a talk/speech on negative effects of gambling on individuals and families
  • read in turns Proverbs 13:11; 1st Timothy 6:10; Hebrew 13:5 on the teachings of the Bible on overcoming gambling
  • debate on measures taken by Christians and the government to help young people overcome gambling
  • share success stories or case studies on measures taken by Christians and the government to help young people overcome gambling
  • brainstorm on the value of addiction free life
  1. What are the disadvantages of gambling?
  2. Why do people engage in gambling?
  3. Which skills can help a person to avoid gambling?

 

Core Competencies to be developed:
  • Learning to learn: the learners summarize the points on biblical teachings on charts and present to the class.
  • Communication and collaboration: the learners’ debate on measures taken by Christians and the government to help young people overcome gambling
  • Critical thinking and problem solving: the learners role play the negative effects of gambling on individual and family
Values:
  • Responsibility: the learners make the right decisions to avoid addictions
  • Respect for self and others: the learners avoid situations that can lead to addiction
  • Love: the learners help their peers to overcome their addictions.
Pertinent and Contemporary Issues (PCIs):
  • Assertiveness: the learners say no to all forms of addiction
  • Self-: the learners recognize the causes and effects of addiction
  • Decision making: the learners make right decisions not to involve themselves in gambling
  • Learner support programmes: guidance and counselling: the learners listen to a resource person on effects of gambling
  • Health issues: the learners advocate for human wellness.
Links to other Subjects:
  • Health Education: the learners learn the effects of addiction
  • Performing Arts: the learners compose a song on the effects of gambling
  • Computer Studies: the learners conduct an online inquiry on the causes and effects of addiction and present findings in class using digital devices.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches Expectation Below Expectation 
Ability to identify the
biblical teachings on
gambling for ones
well being
Accurately identifies
and explains the
biblical teachings on
gambling
Accurately identifies the
biblical teachings on
gambling
Identifies partially the
biblical teachings on
gambling
Requires assistance to
identify the biblical
teachings on
gambling
Ability to discuss the
causes of gambling in
Kenya today to
enhance
understanding
Correctly discusses
the causes of
gambling in Kenya
today using relevant
examples
Correctly discusses
the causes of
gambling in Kenya
today
Discusses some of
the causes of
gambling in Kenya
today
Requires support to
discuss the causes of
gambling in Kenya
today
Ability to examine
the effects of
gambling on
individuals and
families to promote
healthy living
Outlines and
explicitly examines
the effects of
gambling on
individuals and
families
Appropriately
examines the effects
of gambling on
individuals and
families
Examines some of
the effects of
gambling on
individuals and
families
Requires assistance to
examine the effects
of gambling on
individuals and
families
Ability to explore
measures taken by
Christians and the
government to help young people to overcome gambling
Correctly identifies
and explores
measures taken by
Christians and the government to help
young people
overcome gambling
Correctly explores
measures taken by
Christians and the
government to help young people overcome gambling
Explores some
measures taken by
Christians and the
government to help young people overcome gambling
Has difficulty
exploring measures
taken by Christians
and the government to help young people overcome gambling

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

Strand  Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s) 
Introduction to CRE

Importance of Studying Christian Religious Education

(3 Lessons)

  • Oral questions
  • Interrogating resource persons and writing summary points
  • Good News Bible
  • CRE Course Books
  • Flash cards
  • Charts
  • realia
  • Digital Course Books- www.kec. ac.ke
  • Debating clubs to understand further benefits of learning CRE
Creation 2.1 Accounts of Creation • Reading and explaining biblical teachings
• Aural recording
• Observations
• Interviewing
• Good News Bible
• CRE Course Books
• Digital Course Books- www.kec.
  • Interviewing a resource person for more information on African creation stories
2.2
Responsibility over Animals, Fish and Birds
  • Reading and explaining biblical teachings
  • Good News Bible
  • Digital Course Books- www.kec.
  • Course book for Grade 7
  • Pictures and photographs
  • Flash cards
  • Charts
  • Environmental clubs/Junior clubs
  • Interviewing resource person
  • Sensitization messages on posters/charts/litter bins

 

2.3 Responsibility over Plants
  • Observations
  • Interviewing
  • Reading and explaining biblical teachings
  • Good News Bible
  • Digital Course Books- www.kec.ac.ke
  • Course books
  • Pictures and photographs
  • Environmental clubs/Junior clubs
  • Interviewing resource person
  • Sensitization messages on posters/charts litter / bins
2.4 CSL Project Responsibility over Plants and Animals
  • Oral questions Observations
  • Interviewing
  • Making presentations
  • Think and pair Assessment
  • Project report
  • Project plan
  • Workbooks
  • Manilla papers
  • Pictures and photograph
  • Songs
  • Pictures and photographs
  • Video clips
  • Audio-visual resources
  • Interviewing resource person
  • Sensitization messages on posters/charts
The Bible   3.1
Functions of the Bible
  • Reading and explaining biblical teachings
  • Aural recording
  • Observations
Interviewing
  • CRE Course Books
  • Good News Bible
  • Posters
  • Charts
  • Digital Course Books- www.kec. ac.ke
  • Flash cards
  • Charts
  • Video clips
  • Audio-visual resources
  • Debating clubs
3.2 Divisions of the Bible
  • Reading and explaining biblical teachings
  • Good News Bible
  • Workbooks
  • Manilla papers
  • Pictures and photographs
  • Discussion groups
3.3 Bible
Translation
  • Reading and explaining biblical teachings
  • Aural recording
  • Observations
  • Interviewing
  • Good News Bible
  • Course Book
  • Charts
  • Posters
  • Sensitization messages of socio economic effects of Bible translation
3.4 Leadership in the Bible:
Moses
  • Reading and explaining biblical teachings
  • Making presentations
  • peer assessments
  • Good News Bible
  • CRE Course Books
 
4.0 The Life and Ministry of Jesus Christ 4.1Background to the Birth of Jesus Christ
  • Aural recording
  • Observations
  • Interviewing
  • Reading and explaining biblical teachings
  • Good News Bible
  • Posters
  • Models
  • Workbooks
  • Manilla papers
  • Pictures and photographs
  • CRE Course Books
  • Digital Course Books- www.kec. ac.ke
  • Flash cards
  • Charts
  • Video clips
  • Audio-visual resources
  • Interviewing resource person
  • Sensitization messages on posters/charts
4.2 The Birth and Childhood of Jesus Christ
  • Aural recording
  • Observations
  • Reading and explaining biblical teachings
  • Interviewing
  • Good News Bible
  • Posters
  • Manilla papers
  • Pictures and photographs
  • Newspaper Cuttings
  • CRE Course Books
  • Digital Course Books- www.kec. ac.ke
  • Songs
  • Pictures and photographs
  • Charts
  • Video clips
  • Audio-visual resources
  • Interviewing resource person
  • Composing songs

 

The church in Action 5.1 Selected Forms of Worship
  • Reading and explaining biblical teachings
  • Making presentations
  • Self- assessment/peer assessments
  • Good News Bible
  • Posters
  • Pictures and photographs
  • Newspaper Cuttings
  • CRE Course Books
  • Digital Course Books- www.kec. ac.ke
  • Songs
  • Pictures and photographs
  • Composing poems
Role of the Church education and Health
  • Reading and explaining biblical teachings
  • Making presentations
  • Self-assessment/
  • peer assessments
  • Good News Bible
  • Posters
  • Pictures and photographs
  • Newspaper Cuttings
  • CRE Course Books
  • Songs
  • Pictures and photographs
  • Christian union/YCS Clubs
  • Interviewing resource person
6.0 Christian Living Today 6.1 Christian and Marriage Family
(7 Lessons)
  • Aural recording
  • Observations
  • Interviewing
  • Reading and explaining biblical teachings
  • Good News Bible
  • Posters
  • Models
  • Charts
  • Manilla papers
  • Pictures and photographs
  • Newspaper Cuttings
  • CRE Course Books
  • Digital Course Books- www.kec. ac.ke
  • Flash cards
  • Charts
  • Video clips
  • TV/radio lessons
  • Christian union/YCS Clubs
  • Interviewing resource person
6.2
Gambling as a form of Addiction
  • Reading and explaining biblical teachings
  • Brainstorming
  • Good News Bible
  • Flash cards
  • Charts
  • Posters
  • Digital Course Books- www.kec. ac.ke
  • Pictures and photographs
  • Video clips
  • Audio-visual resources
  • Christian union/YCS Clubs
  • Interviewing resource person
Friday, 06 January 2023 09:09

Social Studies - Grade 7 Curriculum Designs

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
SOCIAL STUDIES
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

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 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:

  1.  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.
  2.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

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

ESSENCE STATEMENT

Social Studies is an integrated subject including aspects of History, Geography and Citizenship. It is the study of change and development in society over time. It enables the learner to understand and evaluate how past human action has an impact on the present and how it influences the future. It also involves the study of the natural and historic built environments. It examines both physical and human processes over space and time. It encourages civic responsibility and responsible leadership, including raising current social and environmental concerns. It prepares the learner for local, regional, national, regional and global responsibility. The subject aims at providing the learner with knowledge, skills, values and attitudes necessary for good character formation to enable him or her to live harmoniously in the family and society. The main theme of Social Studies is ‘Living Together ’Social Studies will enable the learner to be aware and be concerned about the welfare of others, protect the environment and be active at community, national, regional and global levels.

 

Social Studies highlights essential functions of education related to the formation of citizenship and promotion of social cohesion. It is a concern with the relevance of knowledge, skills and values for the participation of citizens in and their contribution to, dimensions of societal development, which are linked at local and global levels. It is directly related to the civic, social and political socialization function of education. The purpose of social studies is to enable the learner to make informed decisions for the public good as a citizen of a culturally diverse democratic society. It deals with people, interpersonal relationships, their culture and how they relate to natural and historic built environments. The environment contains resources that enable people to survive. As people live together, they establish systems of governance. Social Studies enables the learner to gain understanding of basic principles of national values, democracy, social, economic and political developments. Further, Social Studies facilitate the learners to gain a realization of their place, privileges, rights and responsibilities as citizens, at local, national, regional and global levels.

Social Studies is anchored on the tenets of the Constitution of Kenya, Kenya Vision 2030, the National Goals of Education and the Kenya Sessional Paper No. 8 of 2013 on national values and principles of governance It is also in line with Africa Agenda 2063 and the Strategic Objective 10, of the Continental Education Strategy for Africa 2016-2025 which envision “an integrated, prosperous and peaceful Africa. In addition, Social Studies addresses the 2017 AU Ministers of Education decision to integrate General History of Africa in School Curricula and aspirations of SDG 4: target 7 and Goal 16.

Theories of learning such as Jean Piaget’s theory of cognitive development, Lawrence Kohlberg theory of moral development, Dewey’s social constructivism and Vygotsky’s socio- cultural development theory have informed the development of this design. Social Studies will prepare the learners for the social sciences pathway in senior school.

SUBJECT GENERAL LEARNING OUTCOMES

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

  1. Demonstrate an understanding of historical concepts, historical sources and evidence for development of identity and sense belonging
  2. Appreciate and be proud of the Kenyan cultural heritage and be willing to further develop, preserve and share it globally
  3. Contribute to construction and advancement of the social, economic and political development necessary for learning and living
  4. Develop and apply values and basic principles of democracy, governance, human rights and roles as a responsible citizen
  5. Cultivate respect and appreciation for diversity and differences that contribute to international understanding for mutual social responsibility
  6. Understand the value of environment , resources and their influence on human activities to use, manage and conserve for sustainable development
  7. Contribute to the management of contemporary and pertinent issues as informed, engaged, ethical and responsive citizen
  8. Develop and apply social research and digital literacy competencies to interpret phenomena for problem solving in society.

STRAND 1.0: SOCIAL STUDIES

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
1.0 Social Studies 1.1 Career and Entrepreneurial Opportunities in Social Studies
(3 Lessons)
By the end of the sub-strand, the
learner should be able to:
  1. analyze importance of social studies for personal development and service to humanity
  2. explore career opportunities related to social studies in Kenya and globally
  3. examine entrepreneurial opportunities for Social Studies in society
  4. apply appropriate strategies for addressing gender stereotypes associated with career choices and entrepreneurial opportunities in Social Studies
  5. recognize biological differences devoid of stereotypes in career choices and entrepreneurial opportunities in social studies) demonstrate respect for one’s gender identity in pursuit of Social Studies careers and entrepreneurial opportunities
  6. appreciate the role of social studies for promotion of social cohesion
Learner is guided to:
  • brainstorm on the importance of social studies for personal development service to humanity
  • use print or digital resources to explore careers in social studies in Kenya and globally
  • create a list of careers in history, geography and citizenship education from a list of university career options
  • Discuss suitable careers in social studies
  • Initiate and develop class rules that discourage gender stereotypes in career choices.
  • brainstorm on entrepreneurial opportunities for Social Studies in society
  • create a poster of all entrepreneurial opportunities for Social Studies in society and display it in school

 

  1. How do careers and entrepreneurial opportunities emanating from Social Studies serve self and humanity?
  2. How can we demonstrate respect for one’s gender identity in pursuit of career and entrepreneurial opportunities in Social Studies?
  3. . How can we address gender stereotypes associated with career choices and entrepreneurial opportunities in Social Studies?
Core Competencies to be developed:
  • Citizenship as learners initiate and develop class rules that discourage gender stereotypes in career choices.
  • Communication as learners brainstorm on the importance of social studies for personal development service to humanity
  • Critical Thinking and Problem Solving as learners initiate and develop class and club rules that discourage gender stereotypes
  • Self-efficacy as learners discuss suitable careers and hold peer led symposia on careers in Social Studies
  • Learning to Learn as learners participate in talks by resource persons about prevention of gender stereotypes associated with careers, in mentorship and job shadowing sessions on Social Studies careers and sensitization sessions on career choices during career education weeks in schools.
Values:
  • Patriotism as learners initiate and develop class rules that discourage gender stereotypes in career choices.
  • Respect as learners demonstrate respect for one’s gender identity in daily interactions regardless of sociocultural perspectives
  • Peace as learners recognise biological differences devoid of stereotypes in career choices in social studies
  • Integrity as learners initiate and develop class and club rules that discourage gender stereotypes.
Pertinent and Contemporary Issues (PCIs):
  • Self-awareness as learners identify suitable careers in social studies
  • Gender awareness as learners address gender stereotypes associated with career choices in school and the community
  • Decision Making as learners explore careers and entrepreneurial opportunities related to Social Studies
  • Problem Solving as learners apply appropriate strategies for addressing gender stereotypes associated with career choices in school and the community.
Link to other subjects:
  • Computer Science as learners use digital resources to explore careers in Social Studies in Kenya and globall
  • Life Skill Education as learners identify possible careers that they may take in the social studies field and participate in mentorship and job shadowing sessions on Social Studies careers
  • Pre-Technical and Pre- Career Studies as learners use print or digital resources to explore careers in social studies in Kenya and globally
  • Computer Science as learners use digital resources to explore careers in Social Studies in Kenya and globally
  • Business Studies as learners brainstorm on entrepreneurial opportunities in Social Studies
  • Hindu Religious Education, Islamic Religious Education and Christian Religious Education as leaners promote human dignity and equality before God and value biological differences devoid of stereotypes
  • Kenyan Sign Language, Kiswahili and English as learners develop communication messages and create talking walls with slogans on gender equity and careers.
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches expectation Below Expectation
Ability to analyse
importance of
Social Studies for
personal
development and
service to
humanity
Correctly and
comprehensively
analyses importance of
Social Studies for
personal development
and service to humanity
Correctly
analyses
importance of
Social Studies for
personal
development and
service to
humanity
Partially analyses
importance of Social
Studies for personal
development and
service to humanity
With support correctly
partially analyses
importance of Social
Studies for personal
development and service
to humanity
Ability to explore
career
opportunities
related to Social
Studies in Kenya
and globally
Correctly and concisely
explores career
opportunities related to
Social Studies in Kenya
and globally
Correctly
explores career
opportunities
related to Social
Studies in Kenya
and globally
Partly explores some
of the career
opportunities related
to Social Studies in
Kenya and globally
With challenges correctly
explores some of the
career opportunities
related to Social Studies
in Kenya and globally
Ability to
examine
entrepreneurial
opportunities for
Social Studies in
society
Correctly and
elaborately examines
entrepreneurial
opportunities for Social
Studies in society
Correctly
examines
entrepreneurial
opportunities for
Social Studies in
society
Partly examines
some ofd the
entrepreneurial
opportunities for
Social Studies in
society
With assistance examines
entrepreneurial
opportunities for Social
Studies in society

STRAND 2.0: NATURAL AND THE BUILT ENVIRONMENTS IN AFRICA

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Natural and the Built Environments in Africa 2.1 Maps and Map Work
(5 Lessons)
By the end of the sub strand, the learner should be able to:
  1. describe the position, shape and size of Africa
  2. Identify the countries that make up the African continent
  3. use latitudes and longitudes to locate places and features on a map
  4. calculate the time of different places in the world using longitudes
  5. distinguish pictures, plans and maps as used in social studies
  6. examine the three types of maps used in social studies
  7. recognize the importance of maps in day to day lives 
Learner is guided to:
  • brainstorm in groups, the position, shape and size of Africa and share in class
  • brainstorm in groups the countries that make up Africa and display in class
  • draw an outline map of Africa and indicate the countries that make up Africa and display in class
  • use relevant print, media or digital devices to establish the position and location of places and features on a map
  • practice calculating time of different places using longitudes
  • using pictures, plans and maps differentiate the three as used in social studies.
  • research on the three types of maps used in Social Studies and make summary notes (Topographical maps, Sketch maps and Atlas Maps)
  • discuss in groups the uses of different types of maps and present in class
  1. How do we locate places and features on a map?
  2. How important are maps in our daily lives?
  3. How are latitudes and longitudes useful in day to day lives?
Core Competencies to be developed:
  • Citizenship as learners take pride and have a sense of belonging to Kenya as they describe the location and position of Kenya in Africa
  • Collaboration as learners practice in pairs calculating time of different places using longitudes
  • Digital Literacy as learner use digital devices to establish the position and location of places and features on a map
  • Critical thinking as learner use latitudes and longitudes to locate places and features on a map
  • Self-efficacy as learners draw an outline map of Africa and indicate the countries that make up Africa for display in class
Values:
  • Responsibility as learners research on the three types of maps used in Social Studies and make summary notes
  • Patriotism as learner draw an outline map of Africa and indicate the countries that make up Africa and display in class
  • Unity as they work in groups to brainstorm the position, shape and size of Africa and share the points in class
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion as learners brainstorm in groups, the position, shape and size of Africa and share in class
  • Environmental Education as learners use latitudes and longitudes to locate the position of places and features on a map
  • Self-esteem as learners use longitudes correctly to calculate time of different places in the world.
Link to other subjects:
  • Computer Science as learners use relevant print, media or digital devices to practice calculating time of different places using longitude
  • Mathematics as learners use longitudes to calculate time of different places in the world
  • English, Kiswahili and Kenyan Sign Language as learners brainstorm in groups, the position, shape and size of Africa and share their ideas in class
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches expectation Below Expectation
1. Ability to describe the position, shape, and size of Africa Correctly and comprehensively describes the position, shape, and size of
Africa
Correctly describes the position,
shape, and size of Africa
Partially describes the position,
shape, and size of Africa
With assistance describes the position,
shape, and size of Africa
2. Ability to use latitudes and longitudes to locate places and features on a map Accurately and consistently uses latitudes and longitudes to locate places and features on
a map
Accurately uses latitudes and longitudes to locate places and features on a map Fairly uses latitudes and longitudes to locate some of the places and features on a map

With challenges accurately uses latitudes and longitudes to locate some of the
places and features on a
map

 

3. Ability to calculate time of different places in the World using
Longitudes
Accurately and explicitly calculates time of different places in the World using
Longitudes
Accurately  calculates time of different places in the World using
Longitudes
Partially calculates time of
some of the different
places in the World using Longitudes
With assistance accurately calculates time of
some of the different
places in the World using Longitudes
4. Ability to distinguish pictures, plans and maps as used in
Social Studies
Correctly and constantly distinguishes pictures, plans and maps as used
in Social Studies
Correctly distinguishes pictures, plans and maps as used in
Social Studies
Fairly distinguishes some of the pictures, plans and maps as used in Social
Studies
With challenges correctly distinguishes some of the pictures, plans and maps as used
in Social Studies
5. Ability to examine the three types of maps used in
Social Studies
Correctly and distinctively examines the three types of maps
used in Social Studies
Correctly  examines the three types of maps
used in Social Studies
Somewhat examines some of the the three types of maps used
in Social Studies
With support correctly examines some of the three types of maps used
in Social Studies

 

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Natural and the Built Environments in Africa

2.2 The
Earth and the Solar system

(5 Lessons)

By the end of the sub strand, the learner should be able to:
  1. describe the origin, size, shape and position of the earth in the solar system
  2. examine the effects of rotation and revolution of the earth on human activities
  3. illustrate the internal structure of the earth in the solar system
  4. appreciate the effects of rotation and revolution of the earth on human activities
 Learner is guided to:
  • share stories on the origin of the earth from their communities
  • use relevant print or digital resources to find out about the theories explaining the origin of the earth (the passing star theory and the Nebula theory)
  • use print or media resources to brainstorm in groups size, shape and position of the earth in the solar system
  • do library research on effects of rotation and revolution of the earth on human activities
  • draw the solar system and indicate the position of the earth as the home of humankind
  • model the solar system and show the position of the earth and display in class
  • draw the internal structure of the earth and display in class( core, mantle and crust).
  1. How did
    the earth come into being?
  2. Why is it important to understand the solar system?
  3. How does the rotation and revolution of the earth influence day to day life?

 

Core Competencies to be developed:
  • Learning to learn as learners do library research on the position of the earth in the solar system and write short notes
  • Self-efficacy as learner model the solar system and show the position of the earth and display in class
  • Citizenship as learner draw the solar system and indicate the position of the earth as the home of humankind
  • Creativity and Imagination as learner model the internal structure of the earth, display in class, do gallery walk to peer assess the models
Values:
  • Respect as learner share stories on the origin of the earth
  • Patriotism as learner draw the solar system and indicate the position of the earth as the home of human kind
  • Unity as learner brainstorm in groups on the origin, size, shape of the earth and share the findings in class  
Pertinent and Contemporary Issues (PCIs):
  • Environmental Education as learner examine the effects of rotation and revolution of the earth on human activities
  • Social cohesion as learner share stories on the origin of the earth from their communities and brainstorm in groups on the origin, size, shape of the earth and share in class
Link to other subjects:
  • Integrated Science as learner explain the origin, size, shape and position of the earth in the solar system
  • English, Kiswahili and Kenyan Sign Language as learner do library research on the position of the earth in the solar system and write short notes
  • Computer Science as learner use relevant print or digital resources to find out about the theories explaining the origin of the earth (the passing star theory and the Nebula theory)
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches expectation Below Expectation
Ability to describe the origin, size, shape and position of the earth in the solar system Accurately and exhaustively describes the origin, size, shape and position of the earth in the solar
system
Accurately  describes the origin, size, shape and position of the earth in the solar
system
Partially describes the origin, size, shape and position of the earth in the solar system With support accurately describes the origin, size, shape and position of the earth in the
solar system
Ability to examine the effects of rotation and revolution of the earth on human activities Correctly and comprehensively examines the effects of rotation and revolution of the earth on human activities Correctly  examines the effects of rotation and revolution of the earth on human activities Partly examines the effects of rotation and revolution of the earth on human activities Partly examines the effects of rotation and revolution of the earth on human activities
Ability to illustrate the internal structure of the earth in the solar system Correctly and creatively illustrates the internal structure of the earth in the solar system Correctly  illustrates the internal structure of the earth in the solar system Fairly illustrates the internal structure of the earth in the solar system With challenges correctly illustrates some aspects of the internal structure of
the earth in the solar system

 

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Natural and the Built Environments In Africa 2.3.
Weather
(5 Lessons)
By the end of the sub strand, the learner should be able to:
  1. describe the elements of weather in the environment
  2. analyze and interpret data on weather conditions in the environment
  3. explain the factors considered when siting a weather station
  4. construct selected instruments for measuring elements of weather
  5. examine the significance of weather to human environment
  6. respond appropriately to different weather conditions in the environment.

Learner is guided to:

  • use relevant print or digital resources to describe the elements of weather in the environment
  • use appropriate print, media or digital resources to analyze and interpret data on weather conditions in the environment
  • in groups, record and calculate weather conditions in the local environment (temperature, rainfall)
  • demonstrate how to site a weather station in the school compound
  • in groups use locally available materials to construct selected instruments for measuring elements of weather (a rain gauge/ wind vane/windsock) and peer
    assess
  • in groups brainstorm on significance of weather to human environment and how to appropriately change to varied weather
    conditions
  1. Why are
    elements of weather in the environment important?
  2. How do we use data on whether to make informed decisions?
  3. How can we predict change in weather conditions?

 

Core Competencies to be developed:
  • Communication as learners describe the elements of weather, compose and sing songs or recite poems on the significance of weather to the human environment
  • Self-efficacy as learners accurately measure, calculate , analyze and present weather data
  • Learning to learn as learners work in pairs and or in groups to measure, record, analyze and interpret weather data
  • Digital literacy as learners use appropriate digital resources to describe elements of weather, analyze and interpret data on weather conditions 
Values:
  • Responsibility as learners carefully handle instruments for measuring weather elements, analyze and interpret weather data using digital resources
  • Respect and love for one another as learners measure the weather elements, consider each others’ views; construct instruments for measuring elements of weather and compose and sing songs or recite poems on the significance of weather to human activities
    
Pertinent and Contemporary Issues (PCIs):
  • Safety and security as learners acquire knowledge on weather elements and respond appropriately to different weather conditions and as they construct the weather instrument in the environment
  • Decision making as learners make informed decisions based on the analysis and interpretation of weather data  
Link to other subjects:
  • English ,Kiswahili and Kenyan Sign Language as learners describe the elements of weather, recite poems, compose and sing songs on the significance of weather to human environment
  • Mathematics as learners work in pairs to record and calculate weather data and use appropriate digital devices to analyze and interpret data on weather conditions
  • Computer Science as learners use relevant digital resources to describe the elements of weather in the environment and when using appropriate digital devices to analyse and interpret data on weather conditions
  • Visual Arts as they construct instruments for measuring elements of weather (rain gauge, wind vaneorwindsock)
  • Performing Arts as learners compose and sing songs or recite poems on the significance of weather to human environment
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches expectation Below Expectation
Ability to describe the elements of weather in the
environment
Correctly and systematically describes the elements of weather in the environment Correctly  describes the elements of weather in the environment Partially describes some of the elements of weather in the environment With support describes some of the elements of weather in the environment
Ability to analyze and interpret data on weather conditions Accurately and exceptionally analyses and interprets data on weather conditions Accurately  analyses and interprets data on weather conditions Partially analyses and interprets data on weather conditions With assistance analyses and interprets data on weather conditions
Ability to explain the factors considered in siting a weather
station
Correctly and exhaustively explains the factors considered in siting a weather station Correctly  explains the factors considered in siting a weather station Moderately explains the factors considered in siting a weather station With support explains some of the factors considered in siting a weather station
Ability to construct selected instruments for measuring elements of weather (rain gaugeorwind
vane) 
Creatively and artistically construct selected instruments for measuring elements of weather (rain gauge or wind
vane) 
Accurately construct a  selected instruments for measuring elements of weather(rain gauge or wind vane) Partially constructs some of the selected instruments for measuring elements of weather (rain gauge or wind vane)  With assistance constructs some of the selected instruments for measuring elements of weather(rain gauge or wind vane)
Ability to examine the significance of weather to human environment Correctly and logically examines the significance of weather to human environment Correctly examines the significance of weather to human environment Partially examines the significance of weather to human environment With assistance examines the significance of weather to human environment

 

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
2.0 Natural and Built Environment Africa 2.3 Historical Information

(4 Lessons)
By the end of the sub strand, the learner should be able to:
  1. identify various sources of historical information in the society
  2. distinguish between primary and secondary sources of historical information
  3. explore how various sources of historical information have been preserved over the years.
  4. assess the significance of various sources of historical information in providing evidence of past human accounts.
  5. recognize sources of historical information in understanding past human accounts.
  6. acknowledge the use of various sources of historical information in the study of the past.
Learner is guided to:
  • use appropriate print , media or digital resources to find out sources of historical information in the society and share in class
  • Design posters on primary and secondary sources of historical information in the society and display in class.
  • Discuss ways of preserving sources of historical information
  • Debate on the significance of various sources of historical information in providing evidence of past human accounts.
  1. How do people write their history?
  2. How does the past shape the present and future?
  3. How are primary and secondary sources of historical information acquired?
  4. How significant are sources of historical information in understanding past human accounts?
Core Competencies to be developed:
  • Communication and Collaboration as learners express themselves with clarity as they debate on the significance of historical information
  • Digital Literacy as learners find out the sources of historical information using appropriate media
  • Learning to learn as learners debate on the significance of sources of historical information
  • Citizenship as they learn about sources of historical information and explore how the historical sources of information have been preserved
Values:
  • Patriotism as learners explore how the sources of historical information have been preserved.
  • Unity as learners work together designing posters on sources of primary and secondary sources of historical information and display them in class
  • Responsibility as learners correctly use appropriate print , media or digital resources to find out sources of historical information and share the same in class
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem as learners debate on the significance sources of historical information to the society
  • Creative thinking as learners skillfully create posters on the sources of historical information and display them conveniently in class
  • Social cohesion as learners debate as a class on the significance of historical sources of information in the society
Link to other subjects:
  • English /Kiswahili / Kenyan Sign Language as learners discuss, in small groups, sources of historical information in the society and debate on the significance of historical sources of information in the society
  • Visual Arts as learners design posters on sources of primary and secondary sources of historical information in the society
  • Computer Science as learners use appropriate media/digital resources to find out sources of historical information in the society and share in class
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches expectation Below Expectation
Ability to identify sources of historical information in the society Accurately and exhaustively identifies sources of historical information in the society Accurately identifies sources of historical information in the society Moderately identifies some of the sources of historical information in the society With support identifies some of the sources of historical information in the society
Ability to distinguish between the primary and secondary sources of historical
information in the society
Correctly and distinctly distinguishes between the primary and secondary sources of historical information in the society Correctly  distinguishes between the primary and secondary sources of historical information in the society Somewhat distinguishes between the primary and secondary sources of historical information in the society Has challenges distinguishing between the primary and secondary sources of historical information in the society
Ability to explore how sources of historical information have
been preserved in the society
Correctly and comprehensively explores how the sources of historical information
have been preserved in the society
Correctly  explores how the sources of historical information
have been preserved in the society
To some extent explores the sources of historical information have
been preserved in the society
With assistance explores how some of the sources of historical information
have been preserved in the society
Ability to assess the
significance sources of historical information in providing evidence of past human
accounts. 
Correctly and
comprehensively assesses the significance of sources of historical information in providing evidence of past human
accounts. 
Correctly  assesses the significance of historical information in providing evidence of past human
accounts.
Partly assesses the
significance of sources of historical information in providing evidence of past human
accounts.
With assistance
assesses the significance of sources  of historical information in providing evidence of
past human accounts.

STRAND 3.0: PEOPLE AND POPULATION

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
3.0 People and
Population

3.1 Human Origin

(4 Lessons)

By the end of the sub strand, the learner should be able to:
  1. explore the traditional stories of human origin from the selected African communities
  2. explain the religious stories about the origin of humankind
  3. examine factors proving that Africa is the cradle of humankind
  4. record traditional stories about the origin of humankind in society
  5. appreciate the various stories of human origin for self-identity
Learner is guided to:
  • engage a resource person to discuss the traditional and religious stories on human origin
  • in groups, learners compare the different stories on human origin
  • Write a collaborative essay on traditional and religious stories of human origin
  • use relevant print and electronic media resources to explain why Africa is the cradle of humankind
  • brainstorm on factors proving that Africa is the cradle of humankind
  • Discuss ways of recording traditional stories about the origin of humankind in society
  • Develop communication messages on Africa as the cradle of humankind
  1. Where did we come from?
  2. Why is Africa the cradle of Humankind?
Core Competencies to be developed:
  • Communication and Collaboration as learners work together in groups to compare different stories on human origin.
  • Creativity and Imagination as learners engage with a resource person to discuss the traditional and religious stories on human origin
  • Digital Literacy as learners use print and electronic media resources to search for information on human origin
  • Citizenship as learners identify with the information on traditional myths in the community on human origin
Values:
  • Responsibility as learners work in groups to compare different stories on human origin
  • Patriotism as learners share stories about human origin in the community.
  • Unity as learners work in groups to compare the different stories on Human Origin
  • Respect as learners engage a resource person to discuss the traditional and religious stories on human origin
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem as learners create learners work in groups to compare different stories on human origin
  • Social Cohesion as learners use relevant print and electronic media resources to explain why Africa is the cradle land of humankind
Link to other subjects:
  • English, Kiswahili, Kenyan Sign Language and Indigenous languages as learners converse and document facts emerging from the discussions
  • Computer Science as learners use digital devices to search for information about human origin
  • IRE, HRE and CRE as learners engage a resource person to discuss the traditional and religious stories on human origin
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches expectation Below Expectation
Ability to explore
the traditional
stories of human
origin from the
selected African
communities
Correctly and
elaborately explores
traditional stories of
human origin from the
selected African
communities
Correctly explores
traditional stories of
human origin from
the selected African
communities
Minimally explores the
traditional stories of human
origin from the selected
African communities
With support
explores some of
the traditional
stories of human
origin from the
selected African
communities
Ability to explain
the religious
stories about origin
of humankind
Accurately and
elaborately explains
the religious stories of
the origin of
humankind
Accurately explains
the religious stories
of the origin of
humankind
Moderately explains the
religious stories about origin
of humankind
With assistance
explains the
religious stories of
the origin of
humankind
Ability to examine
factors proving
that Africa is the
cradle of
humankind
Accurately and
exhaustively examines
factors proving that
Africa is the cradle of
humankind
Accurately
examines factors
proving that Africa
is the cradle of
humankind
Partially examines the
factors proving that Africa is
the cradle of humankind
With support
examines some of
the factors proving
that Africa is the
cradle of humankind

 

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
3.0 People and Population 3.2 Early
Civilization

(4 lessons)
By the end of the sub- strand, the learner should be able to:
  1. define the term kingdom as used in history
  2. explore factors that led to growth of the selected ancient Kingdoms in Africa
  3. locate the selected ancient kingdoms on a map of Africa.
  4. assess the contributions of early African civilization to the modern world
  5. appreciate the contribution of early civilization to the development of modern world.
 Learners are guided to;
  • brainstorm factors which led to growth of ancient Egypt, Great Zimbabwe and Kingdom of Kongo
  • use appropriate print or digital resources to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa
  • discuss in groups the contributions of early African civilization to the modern world
  • view an audio-visual documentary on the contribution of early African civilization to the modern world.
  1. Why is it important to study early African civilization today?
  2. How has early African civilization contributed to the development of modern world?

 

Core Competencies to be developed:
  • Communication as learners brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
  • Citizenship as learners use appropriate print or digital resources to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa and discuss in groups the contributions of early African civilization to the modern world
  • Digital Literacy as learner use appropriate print or digital devices to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa and view an audio-visual documentary on the contribution of early African civilization to the modern world
  • Learning to Learn as learners discuss in groups the contributions of early African civilization to the modern world
Values:
  • Responsibility as learners use appropriate print or digital resources to download map of Africa showing location Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
  • Respect as learners brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
  • Unity as learners discuss in groups the contribution of early African civilization to the modern world
  • Peace as learners work in groups to accomplish various tasks
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem as learner brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
  • Social cohesion as learner view in class an audio-visual documentary on contribution of early African civilization to modern world
  • Good Governance as learners explain factors which led to to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
Link to other subjects:
  • Computer Science as learner use digital devices to download map of Africa showing location Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
  • Kenyan Sign Language, English and Kiswahili as learners brainstorm on factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches expectation Below Expectation
Ability to explore factors that led to growth of ancient Egypt, Great Zimbabwe and the Kongo Kingdom. Correctly and comprehensively explores factors that led to growth of ancient Egypt, Great Zimbabwe and the Kongo Kingdom. Correctly explores factors that led to growth of ancient Egypt, Great Zimbabwe and the Kongo Kingdom. Correctly explores some of the factors that led to growth of ancient Egypt, Great Zimbabwe and the Kongo Kingdom. With assistance explores some of the factors that led to growth of ancient Egypt, Great Zimbabwe and the
Kongo Kingdom.
Ability to locate ancient Egypt, Great Zimbabwe and the Kongo Kingdom on a map
of Africa.
Accurately and creatively locates ancient Egypt, Great Zimbabwe and the Kongo Kingdom on a map of Africa. Accurately locates ancient Egypt, Great Zimbabwe and the Kongo Kingdom on a map of Africa. Partially locates ancient Egypt, Great Zimbabwe and the Kongo Kingdom on a map of Africa. Has difficulties locating ancient Egypt, Great Zimbabwe and the Kongo Kingdom on a map of Africa.
Ability to assess the contributions of early African civilization to the
modern world.
Correctly and explicitly assesses the contributions of early African civilization to
the modern world.
Correctly assesses the contributions of early African civilization to
the modern world.
Correctly assesses some of the contributions of early African civilization to
the modern world.
With support assesses some of the contributions of early African civilization to
the modern world.

 

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
3.0 People and Population

3.3 Social Organization of selected African Communities up to 1900

(4 Lessons)

By the end of the sub- strand, the learner should be able to:
  1. locate on a map of Africa the areas settled by the selected African communities
  2. describe the social organization of selected African communities up to 1900
  3. compare the social organization of the selected African communities up to 1900
  4. Value the Kenyan and African rich cultural diversity among communities
  5. desire to appreciate and promote positive interactions among various communities.
Learners are guided to:
  • draw a map of Africa and indicate the areas settled by the selected African communities
    ( The Ogiek, Zulu, Asante )
  • use print or digital devices to research on social organization of selected African communities up to 1900 (The Ogiek, Zulu, Asante)
  • brainstorm in groups on the aspects of social organization of the selected African communities
  • debate on the differences and similarities in social organization of the selected African communities up to 1900
  1. How were African communities organized socially up to 1900?
  2. How can we promote positive interactions among communities?
  3. Why is the population of the Ogiek, Zulu and Asante declining?
  4. What can we do to empower the marginalized communities in society?
Core Competencies to be developed:
  • Communication and Collaboration as learners brainstorm the aspects of social organization of the selected African communities up to 1900.
  • Learning to learn as learners research on social organization of selected African communities up to 1900
  • Digital literacy as learners use digital devices to research on social organization of selected African communities up to 1900
Values:
  • Respect as learners recognize each other’s contribution as debate on the differences and similarities in social organization of the selected African communities up to 1900
  • Peace as learners brainstorm in groups on the aspects of social organization of the selected African communities
  • Responsibility as learners research on social organization of selected African communities up to 1900 (The Ogiek, Zulu, Asante)
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion as learners draw a map of Africa and indicate the areas settled by the selected African communities
  • ( The Ogiek, Zulu, Asante ) and debate on the differences and similarity in social organization of the selected African communities up to 1900
  • Self-esteem as learners draw a map of Africa and indicate the areas settled by the selected African communities ( The Ogiek, Zulu, Asante )
Link to other subjects:
  • English, Kiswahili, Kenyan Sign Language and Indigenous languages as learners brainstorm various aspects of social organization of African communities up to 1900.
  • Computer Science as learners use digital devices to search for information on social organization of selected communities.
  • Visual Arts as learners draw a map of Africa and indicate the areas settled by the selected African communities ( The Ogiek, Zulu, Asante )
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches expectation Below Expectation
Ability to define kingdom Correctly and elaborately defines
kingdom
Correctly defines
kingdom
 Fairly defines
kingdom
With assistance defines
kingdom
Ability to locate on
a map of Africa the
areas settled by the
selected African
communities
Correctly and
consistently locates on
a map of Africa the
areas settled by the
selected African
communities
Correctly locates on
a map of Africa the
areas settled by the
selected African
communities
To some extent locates on
a map of Africa the
areas settled by the
selected African
communities
With support locates on
a map of Africa the
areas settled by the
selected African
communities
Ability to describe
the social
organization of
selected African
communities up to
1900
Accurately and
exhaustively describes
the social organization
of selected African
communities up to
1900
Accurately describes
the social organization
of selected African
communities up to
1900
Somewhat describes
the social organization
of selected African
communities up to
1900
With challenges describes
the social organization
of selected African
communities up to
1900
Ability to compare
the social
organization of the
selected African
communities up to
1900
Correctly and
elaborately compares
the social organization
of selected African
communities up to
1900
Correctly compares
the social organization
of selected African
communities up to
1900
Partially compares
the social organization
of selected African
communities up to
1900
With challenges compares
the social organization
of selected African
communities up to
1900

 

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
3.0 People and Population

3.4 Human Diversity and inclusion

(4 lessons)

By the end of the sub-strand, the learner should be able to:
  1. identify personality attributes which make individuals different from others
  2. categorize desirable and undesirable personality attributes in a multi- cultural society
  3. investigate different components of human identity in a multicultural society
  4. apply inclusion in day to day interactions
  5. show respect to others to promote social cohesion
  6. appreciate individual differences for social cohesion
Learner is guided to:
  • role play in class the unique personality attributes to enhance self-awareness
  • research using appropriate print, library resources or digital devices on desirable and undesirable personality attributes in a multi-cultural society
  • find out from community members, library resources print or other relevant sources different components of human identity in a multicultural society and share in class
  • debate on ways of applying inclusion in day to day interactions
  • compose and recite poems which propagate respect and appreciation of diversity to promote social cohesion.
  1. How is human identity useful in society
  2. How do varied personalities shape society?
  3. Why is respect and appreciation of diversity crucial for social cohesion?
Core Competencies to be developed:
  • Self-efficacy as learners research on desirable and undesirable personality attributes and present in class
  • Communication and Collaboration as learners brainstorm personality attributes which make individuals different from others.
  • Digital literacy as learners use digital devices to research on desirable and undesirable personality attributes in a multicultural society
  • Learning to learn as learners find out from find out from community members, library resources print or other relevant sources different components of human identity and share the information in class.   
Values:
  • Respect as learners listen to each other as they brainstorm personality attributes which make individuals different from others
  • Unity as the learners role play in class the unique personality attributes to enhance self-awareness 
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem as learners compose and recite poems which propagate culture of respect among students and present in assembly once a term.
  • Self-awareness as learners role play in class the unique personality attributes to enhance self-awareness
  • Decision Making as learners categorize personality attributes into desirable and undesirable
  • Social Cohesion as learners role play in class the unique personality attributes to enhance self-awareness    
Link to other subjects:
  • Life Skills Education as learners brainstorm and categorize personality attributes into desirable and undesirable
  • English, Kiswahili and Kenyan Sign Language as learners brainstorm on personal attributes which make them different from others
  • Computer Science as learners use digital devices to research on desirable and undesirable personality attributes.
  • Performing Arts as learners recite poems which propagate respect and appreciation of diversity
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches expectation Below Expectation
Ability to identify personality attributes which make individuals different from others in school Accurately and comprehensively identifies personality attributes which make individuals different from others in school Accurately identifies personality attributes which make individuals different from others in school Somewhat identifies some of the personality attributes which make individuals different from others in school With assistance identifies some of the personality attributes which make individuals different from others in school
Ability to categorize desirable and undesirable personality attributes in a multi- cultural society Correctly and elaborately categorizes desirable and undesirable personality attributes in a multi- cultural society Correctly  categorizes desirable and undesirable personality attributes in a multi- cultural society Partially categorizes desirable and undesirable personality attributes in a multi- cultural society With challenges categorizes desirable and undesirable personality attributes in a multi- cultural society
Ability to investigate different components of human identity in a multi-cultural society Correctly and exhaustively investigates different components of human identity in a multi-cultural society Correctly  investigates different components of human identity in a multi-cultural society Fairly investigates different components of human identity in a multi-cultural society With support investigates some of the different components of human identity in a multi- cultural society

 

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
3. 0 People and Population 3.5 Peace and
Conflict Resolution

(4 lessons)
By the end of the sub strand, the learner should be able to:
  1. examine peace and conflict for personal wellbeing
  2. assess the contribution of personal peace to responsible citizenship
  3. discuss personal characteristics that express a state of peace for mutual social wellbeing
  4. investigate various approaches that can promote one’s inner peace for harmonious living
  5. promote peace at personal level for harmonious living
  6. recognize the significance of enhancing peace at the individual level
Learner is guided to:
  • find out the vernacular names for peace in their communities and share the information in class
  • compose and recite peace poems
  • brainstorm, in groups, personal characteristics that express a state of peace
  • brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
  • write down what they plan to do in order to improve inner peace and relations with their family, school or community
  1. How can we promote peace at a personal level for mutual social wellbeing?
  2. How does personal peace contribute to responsible citizenship?
  3. How can we promote inner peace for harmonious living?

 

Core Competencies to be developed:
  • Citizenship as learners brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
  • Self-efficacy as learners discuss personal characteristics that express a state of peace
  • Creativity and Imagination as learners brainstorm, in groups, personal characteristics that express a state of peace
  • Communication as learners brainstorm various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship
  • Critical Thinking and Problem Solving as learners write down what they plan to do in order to improve inner peace and relations with their family, school or community
Values:
  • Peace as learners apply various approaches that can promote one’s inner peace and make the community better through their skills, strengths and ideas.
  • Respect as learners learners discuss personal characteristics that express a state of peace
  • Unity as learners brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
  • Responsibility as learners find out the vernacular names for peace in their communities and share the information in class and write down what they plan to do in order to improve inner peace and relations with their family, school or community Unity as learners brainstorm various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship
Pertinent and Contemporary Issues (PCIs):
  • Self –awareness as learners find out the vernacular names for peace in their communities , share the information in class and discuss personal characteristics that express a state of peace
  • Social Cohesion as learners write down what they plan to do in order to improve inner peace and relations with their family, school or community and apply various approaches that can promote one’s inner peace
  • Conflict Resolution as learners write down what they plan to do to improve inner peace and relationships with their family, school or community. 
Link to other subjects:
  • Indigenous Languages as learners identify the vernacular names for peace in their communities and share the information in class
  • Life Skills Education as learners discuss personal characteristics that express a state of peace and explore various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship
  • Performing Arts as learners compose and recite peace poems
Assessment Rubric    
Indicator Exceeds Expectation Meets Expectation  Approaches expectation Below Expectation
Ability to examine peace and conflict for personal well wellbeing Correctly and precisely examines peace and conflict for personal well
wellbeing
Correctly examines peace and conflict for personal well
wellbeing
Partially examines peace and conflict for personal well
wellbeing
With assistance examines peace and conflict for personal well
wellbeing
Ability to assess the contribution of personal peace to responsible citizenship. Correctly and analytically assesses the contribution of personal peace to
responsible citizenship.
Correctly  assesses the contribution of personal peace to
responsible citizenship.
Partially assesses the contribution of personal peace to
responsible citizenship.
With difficulties assesses the contribution of personal peace to
responsible citizenship.
Ability to discuss personal characteristics that express a state of peace for mutual social wellbeing Correctly and elaborately discusses personal characteristics that express a state of peace for mutual
social wellbeing 
Correctly  discusses personal characteristics that express a state of peace for mutual social wellbeing Fairly discusses some personal characteristics that express a state of peace for mutual social wellbeing  With support discusses some personal characteristics that express a state of peace for mutual
social wellbeing
Ability to investigate various approaches that can promote one’s inner peace for harmonious living Correctly and exhaustively investigates various approaches that can promote one’s inner peace for harmonious
living
Correctly investigates various approaches that can promote one’s inner peace for harmonious living To some extent investigates some of the approaches that can promote one’s inner peace for harmonious living With assistance investigates some of the approaches that can promote one’s inner peace for harmonious living

 

Strand   Sub-strand   Specific Learning Outcomes   Suggested Learning Experiences  Key Inquiry Question(s) 
3.0 People and Population 3.6 Slavery and Servitude


( 3 lessons)
By the end of the sub-strand, the learner should be able to:
  1. identify the various forms of slavery and servitude in traditional African society
  2. discuss the factors that led to development of the Indian Ocean slave trade
  3. describe the organization of Indian Ocean slave trade in 15th Century
  4. outline the various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century slave trade
  5. Illustrate the geographical extent of the regions covered by Indian Ocean slave trade in Africa
  6. desire to promote human dignity for a just and peaceful world
  • Learner is guided to:
    Brainstorm in groups on:
    • meaning of slavery and servitude
    • various forms of slavery and servitude in traditional African society
  • Use print or view a video clip to identify factors which led to development of Indian Ocean slave trade.
  • Use print or digital resources to research on the organization of Indian Ocean slave trade.
  • Debate on various social injustices committed on the
    Africans during Indian Ocean slave trade in 15th Century
  • Use appropriate print or digital resources to locate the geographical extent of the regions covered by Indian Ocean slave trade in Africa
  1. Why has slavery and servitude been existing for thousands of years?
  2. How did slave trade limit development in in Eastern Africa?
  3. How does slavery and servitude undermine human rights?
Core Competencies t