Displaying items by tag: Grade 7

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 12:02

French - Grade 7 Curriculum Design

GRADE 7
FRENCH

FOREWORD

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

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

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

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

PREFACE

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

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

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

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

ACKNOWLEDGEMENT

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

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

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

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

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

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

TABLE OF CONTENTS

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

TIME ALLOCATION 

 

Subject

Number of Lessons Per Week (40 minutes per lesson)

1.

English

5

2.

Kiswahili/KSL

4

3.

Mathematics

5

4.

Integrated Science

4

5.

Health Education

2

6.

Pre-Technical and Pre-Vocational Education

5

7.

Social Studies

3

8.

Religious Education (CRE/IRE/HRE)

2

9.

Business Studies

3

10.

Agriculture

3

11.

Life Skills Education

1

12.

Sports and Physical Education

2

13.

Optional Subject

3

14.

Optional Subject

3

 

Total

45

NATIONAL GOALS OF EDUCATION

Education in Kenya should:

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

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

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

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

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

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

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

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

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

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

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

LEARNING OUTCOMES FOR MIDDLE SCHOOL

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

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

ESSENCE STATEMENT

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

SUBJECT GENERAL LEARNING OUTCOMES

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

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

STRAND 1.0: LISTENING AND SPEAKING 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.1 Listening comprehension

: Social interaction

(2 Lessons)

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

  1. identify informal expressions in simple social interactions
  2. use appropriate expressions in informal social interactions
  3. pronounce sounds in words correctly
  4. value using appropriate expressions in informal social interactions

The learner is guided to:

  • watch short audio-visual clips on the use of informal language in interactions (ellision on Tu, e.g. T’ es fatigué, T’as mal?)
  • listen to songs with informal expressions
  • recite rhymes with vocabulary on informal phrases in groups
  • record own interactions, share and comment in groups
  • simulate simple dialogues on informal interactions in pairs (subject + verb + interrogatives e.g Tu fais quoi, Tu vas où?)
  • create songs using informal expressions
  • pronounce words correctly with the semi vowel /y/
  • listen to and repeat words containing the semi-vowel /y/
  1. How do you show respect when addressing different people?
  2. What guides your choice of words when speaking to different people?

Core-Competencies to be developed:

  • Communication and Collaboration: learner develops active listening and adaptive speaking skills in activities that involve asking and responding to open questions and appropriate tone.
  • Citizenship: learner develops national and cultural diversity skills in activities that involve appropriate use of the tu form, understanding of differences, and diversity in cultures and languages of the world.

Values:

  • Respect: learner addresses different categories of people using the appropriate register.

Pertinent and Contemporary Issues:

  • Citizenship: social cohesion as learners address people they are familiar with using the informal register.

Link to other subjects:

  • English: this subject has content on the use of informal and formal language.
  • Life skills education: this subject has content on interpersonal relationships.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify informal words and expressions

The learner identifies informal words and expressions in simple oral interactions with ease.

The learner identifies informal words and expressions in oral social interactions with peers

Learner partially identifies and uses appropriate informal words and expressions in social interactions

The learner identifies informal words and expressions but needs a lot of prodding yet still misuses them.

Ability to use informal expressions in social interactions

The learner uses a wide variety of appropriate words and expressions in the informal context of oral communication.

The learner uses the correct expressions to address the target audience in formal and

informal contexts of communication.

The learner uses some words and expressions in informal interactions. Shows un-sustained attention to the person speaking

The learner uses words and expressions in informal interactions but makes numerous errors that affect communication. The attention span of the learner is erratic and un-sustained.

 

The learner not only pays keen attention to the person who is speaking but also contributes and motivates the speaker by providing additional expressions

The learner uses appropriate words and expressions to carry out social interactions. The learner also pays keen attention to the person who is speaking.

Sometimes unable to associate words and expressions to the appropriate contexts – may use those for formal situations in informal ones and vice versa.

The learner consistently mixes formal and informal words and expressions and cannot make definite choices for application.

Ability to pronounce sounds in words correctly

The learner pronounces the semi vowel sounds in words accurately and with excellent clarity

The learner pronounces the semi vowel sounds in words accurately and clearly.

The learner pronounces the semi vowel sounds in words fairly accurately and occasional lack of clarity

The learner pronounces the semi vowel sounds in words with inaccuracies that occasionally impedes meaning

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.2 Listening Comprehension: Immediate Family

(4 Lessons)

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

  1. describe members of the immediate family by physical attributes
  2. and occupation
  3. articulate sounds correctly to enhance the clarity of speech
  4. appreciate the role of the family in one's life.

The learner is guided to:

  • watch short video clips describing the physical characteristics of persons
  • identify physical attributes of members of the family from pictures or video clips.
  • relate the members of an immediate family to their physical attributes
  • listen to simple dialogues describing members of an immediate family
  • formulate and answer questions on family
  • practice pronouncing words with sounds with accent aigu /é / and accent grave /è/
  • read rhymes and tongue twisters containing sounds /é /& /è/
  • record short descriptions about members of an immediate family.
  1. Who makes up your immediate family?

Core-Competencies to be developed:

  • Communication and Collaboration: learner develops critical listening and practical speaking skills as they listen to audios and talk about the physical attributes of their families.

Values:

  • Care and compassion: learner develops the value of care and compassion as they engage in interpersonal interactions with family members with different attributes at home.

Pertinent and Contemporary Issues:

  • Citizenship education: learner develops the spirit of social cohesion as they discuss the family unit.

Link to other subjects:

  • Social Studies: This subject has content on family values.
  • Religious Studies: This subject has content on moral and spiritual values in the family.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use vocabulary and expressions

The learner exhibits fluency using appropriate vocabulary and expressions when discussing family and friends.

The learner displays appropriate use of vocabulary and expressions when discussing family.

The learner makes a few errors in vocabulary and expressions when talking about family.

The learner's choice of vocabulary used to discuss family is largely inappropriate.

Ability to articulate sounds

The learner can pronounce the vocabulary and expressions excellently while speaking.

The learner pronunciation while speaking is quite apt.

The learner can adequately articulate words and expressions that make sense.

Learner mispronounces words. Occasionally the message is distorted.

Ability to describe people

The learner can detect and classify the descriptive words from the recorded text describing members of a family. The classification is quite detailed

The learner can detect and extract the descriptive words heard from the recorded text that describe members of a family. The classification adheres to the basic instructions provided.

The learner can partially detect the descriptive words in the recorded text which describe family members. The guided classification is reasonably well done

The learner attempts to identify the description from the recorded text that describes members of a family. The Learner does limited classification with difficulty.

Strand

Sub strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.3 Oral

Expression:

Our room

(4 lessons)

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

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

The learner is guided to:

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

Core competencies to be developed:

  • Communication and Collaboration: the learner develops skills to speak effectively and logically during interaction with others in dialogues.

Values:

  • Patriotism: the learner shows loyalty, love, and pride in the room presented.
  • Responsibility: the learners care for their personal and communal property in their room.

Pertinent and Contemporary Issues:

  • Safety and security education: learners discuss the safe positioning of items in their rooms.

Link to other subjects:

  • Home Science where content about personal hygiene, good grooming, and different items in a home can be found.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to choose vocabulary and expressions choice

The learner is spontaneous in choosing appropriate vocabulary and expressions when describing a room and often adds self-learnt words.

The learner always chooses appropriate vocabulary and expressions when describing a room; makes minimal errors in the use of the speech and expressions

The learner chooses appropriate vocabulary and expressions in describing a room. Errors made do not affect the intended meaning.

The learner chooses vocabulary and expressions to describe a room, but the choice is inappropriate most of the time. Consistently makes errors that affect the intended meaning.

Ability to organize ideas coherently

The learner describes a room in a faultless organized manner. The flow of ideas is smooth, and coherence is achieved with great ease.

The learner describes a room in an organized manner. Ideas are well linked, and coherence is achieved with relative ease.

The learner describes a room with some good ideas that are reasonably well organized and linked. Coherence may be affected by the shaky organization of ideas.

The learner attempts to describe a room but with limited ideas that are not well organized. Coherence is greatly affected.

Ability to manipulate sounds

The learner correctly manipulates the sound [eau] in all words learn; can pronounce new words with the sound [eau] with great ease.

The learner correctly manipulates the sound [eau] in all words learnt with relative ease. Errors are minimal.

The learner can manipulate the sound [eau] in most of the words learnt. They make a few errors that, at times, distort the meaning of the words.

The learner manipulates the sound [eau] in very few of the words learnt with many difficulties. Errors are consistent and affect the meaning of words thus distorting communication.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.4 Oral expression:

Media

(3 lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Values :

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

Pertinent and Contemporary Issues:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify media devices

The learner can identify media devices within and outside their immediate environment

The learner can identify all media devices presented within the immediate environment

The learner can identify most media devices within the immediate environment

The learner can identify media devices within the environment with assistance

Ability to respond to oral instructions

The learner understands, interprets, and responds to oral instructions on matters of media device operations

The learner responds promptly and accurately to oral instructions about media devices

The learner responds appropriately to most oral instructions about media devices

The learner responds to few verbal instructions about media devices

Ability to create using media devices

The learner quickly generates several audio recordings of varying complexity on use of media devices

The learner generates accurate and straightforward audio recordings on media devices in the surrounding

The learner generates some logical audio recordings on the use of media devices in their surrounding

The learner struggles to generate at least two accurate audio recordings about media devices in their surrounding

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.5 Listening comprehension and oral expression:

School 

(4 lessons)

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

  1. locate different places in school
  2. relate places in school to various activities
  3. desire to carry out various school activities in the right places

The learner is guided to:

  • identify areas in school orally
  • watch audio visual materials on places in school
  • practice sounding words with sounds [r] and [l]
  • imitate and distinguishes the sounds [r] and [l] orally
  • converse about facilities and activities in school using simple expressions
  • simulate simple dialogues about locating facilities in school
  • practise using the question forms ( Où est…? Où est-ce que…)
  1. How do we locate places?
  2. Why is it essential to hold activities in designated places?

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Links to other subjects:

  • Geography: Interacting with visual stimuli.
  • Life Skills Education: Appreciating the value of buildings and property.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to communica te clearly

The learner always listens keenly and speaks when relating places to different activities in school; articulates words correctly in discussing places and activities in school

The learner often listens keenly and speaks when relating places to different activities in school

The learner sometimes listens keenly and speaks when relating places to different activities in school

The learner hardly listens keenly and hardly speaks when relating places to different activities in school

Ability to locate places

The learner locates places in school and accurately associates activities that take place in the different sites within the school with ease

The learner accurately locates places in school with relative ease; may hesitate on activities but eventually makes the correct associations or ideas

The learner locates places in school with ease but makes some errors relating the places to activities

The learner locates a few places in school with difficulty; makes some relevant associations with activities.

Ability to articulate sounds

The learner articulates correctly and has audible and clear diction

The learner occasionally says sounds with errors in vocabulary/words/expressions on places and activities in the school

The learner says sounds, words, and phrases on places and activities in the school with some errors

The learner articulates sounds while talking about places and activities in school with continued guidance yet still makes consistent errors.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.6 Listening comprehension and Oral expression:

Shopping 

(5 lessons)

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

  1. identify different items sold at the market
  2. make up basic dialogues on buying and selling
  3. appreciate the importance of wise buying and selling with integrity.

The learner is guided to:

  • listen to video or audio clips to identify different items sold in a typical Kenyan market
  • simulate simple dialogues about buying and selling in a market
  • play word games to enhance retention of vocabulary related to goods and transactions
  • listen to and repeat words containing sound [i] (igname, image, piment…)
  • prepare and present skits, poems, or songs on the importance of making good
  • decisions and spending money.
  1. Why are there different places where one can buy goods?
  2. Why is honesty important when buying and selling?

Core Competencies to be developed:

  • Communication and collaboration: the learner develops active listening and adaptive speaking skills through simulations of typical market scenes.
  • Self-efficacy: the learner gains and displays practical communication skills through role-playing situations that involve deciding what to buy.

Values:

  • Honesty and trustworthiness: Learner develops openness in pricing, paying for goods, and giving correct change as they shop.

Pertinent and Contemporary Issues:

  • Financial literacy: the learners get enlightened about the value of money, which informs decisions on spending.

Links to other subjects:

  • Business studies: this subject has content on wise buying.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to choose appropriate vocabulary

The learner uses the appropriate vocabulary to identify common market items with a lot of ease.

The learner can use the vocabulary to identify common market items and say what they need with minimal errors

The learner uses some of the vocabulary but makes some errors that affect identifying common market items.

The learner uses limited vocabulary to identify common market items.

Ability to make dialogues on buying and selling

The learner talks about buying and selling with excellent fluency and even includes a clear introduction and conclusion.

The learner talks about buying and selling with fluency and can conclude a transaction effectively

The learner talks about buying and selling but makes errors that obscure coherence to a limited extent

The learner talks about buying and selling but struggles to express a need and sustain the conversation

Ability to communicate effectively

The learner confidently and efficiently adapts conversation effectively to the role assumed and the simulated situation

The learner progressively adapts the conversation to the role assumed and effectively simulates the situation

The learner progressively adapts conversation to the role assumed and the simulated situation

The learner is hesitant to adapt the conversation to the role assumed and displays unease in the simulated situation.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and

Speaking

1.7 Listening Comprehension and Oral expression:

Hobbies (6 lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Values:

  • Respect through appreciating the diversity in the choice of hobbies amongst people around them.

Pertinent and Contemporary Issues:

  • Self-management: the learner discovers how to cope with stress through good hobbies positively.

Links to other subjects:

  • Physical Health Education as most of the hobbies are psychomotor.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify common hobbies

The learner quickly identifies a wide range of common hobbies learnt from print and digital devices

The learner identifies most of the common hobbies learnt from image and digital devices

The learner identifies some of the common hobbies learnt from print and digital devices

With a lot of prompting, the learner identifies just the primary pursuits  learnt, from image and digital devices,

Ability to justify the choice of hobbies

The learner justifies choices of particular hobbies with ease and shows exceptional tolerance and understanding of others' choices and points of view.

The learner justifies the choice of particular hobbies and shows reasoned tolerance and understanding of others' choices and points of view.

The learner justifies the choice of particular hobbies and shows moderately reasoned tolerance and understanding of others' choices and points of view.

The learner makes attempts to justify the choice of hobbies; shows minimal tolerance and understanding of others' choices and points of view

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.8

Listening and Speaking

1.8 Listening Comprehension: Health

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

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

The learner is guided to:

  • listen to audio materials to identify common ailments talked about
  • engage in simple dialogues to inquire about each other's state of health
  • practice tongue-twisters to enhance pronunciation
  • recite poems, in pairs and in groups, to practice the pronunciation of words with sound [jɛ] give examples
  • pronounce words with the sound [jɛ] correctly
  • use digital devices to research on common ailments
  • discuss common ailments in their immediate environment or within the school community
  1. How do we maintain good health?
  2. Why is it essential to be aware of other’s state of health?

Core competencies to be developed:

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

Values:

  • Care and compassion: the learners inquire about the wellbeing of others and take good care of themselves.

Pertinent and Contemporary Issues:

  • Health promotion: Prevention and management of common ailments

Link to other subjects:

  • Health Science: this subject has content on common ailments.
  • Life Skills Education: this subject has content on self-awareness.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify common ailments

The learner can orally identify all common ailments learnt with a lot of ease and give details on the diseases.

The learner can orally identify all common ailments learnt with ease.

The learner can orally identify most of the common ailments learnt.

The learner can orally identify a few common ailments learnt.

Ability to express one's state of health

The learner sufficiently expresses a state of health in communication using a variety of vocabulary and expressions; supplies great detail in expressing a current state of health

The learner expresses a state of health using appropriate vocabulary and expressions.

The learner expresses a state of health in communication using an appropriate but limited vocabulary and expressions; makes some errors that may interfere with coherence

The learner expresses a state of health using minimal vocabulary and inappropriate expression but requires frequent prompting.

Ability to articulate sounds

The learner articulates sound [jɛ] correctly in all words learnt with ease and can say the sound correctly even in new words.

The learner articulates sound [jɛ] correctly in all words learnt with ease and has good audibility but with minor distortions that do not affect meaning.

The learner articulates sound [jɛ] correctly in most of the words learnt. There are a few distortions which sometimes affect the meaning of the words noted.

The learner articulates sound [jɛ] correctly in very few words learnt. Consistent significant distortions significantly affect the meaning of the words noted.

STRAND 2.0: READING 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

1.1 Reading aloud: social interaction

(1 Lesson)

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

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

The learner is guided to:

  • read out aloud new words after the teacher
  • read in turns simple dialogues in informal register from comic strips, children's magazines, etc.
  • practice pronouncing words and expressions in rhythm
  • build vocabulary and lexical content to use in informal contexts of communication
  1. Why do you need to read words using the correct pronunciation?
  2. How do we identify informal language?

Core competencies to be developed:

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

Values:

  • Respect as learners address familiar persons using the appropriate register.

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify words and expressions in informal interactions

The learner quickly and accurately identifies words and phrases used in informal interactions and shows interest in discovering new words and expressions

The learner accurately identifies words and expressions used in informal interactions

The learner partly identifies words and expressions used in informal interactions

The learner identifies words and phrases used in informal interactions with difficulty

Ability to correctly articulate words

The learner reads with confidence correctly articulating words and expressions used in informal contexts of communication

The learner can read and correctly articulate words and expressions used in informal contexts of communication

The learner can read and correctly articulate words and expressions used in informal contexts of communication; however, the learner lacks consistency

The learner can read and correctly articulate some words and expressions used in informal contexts of communication with considerable assistance but still makes a lot of errors

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.2 Reading for fluency: Immediate Family

(3 Lessons)

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

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

The learner is guided to:

  • derive the meaning of fluency in reading
  • identify indicators of fluent reading from audio recordings or by listening to peers reading
  • read short texts on attributes of members of the immediate family and their occupations to practice fluency
  • articulate the sound /é/ & /è/ in words and expressions
  • read rhymes and tongue twisters containing sounds /é /& /è/
  • engage in pair reading
  1. Why is it essential to read fluently?
  2. How do you know someone is a fluent reader?

Core-Competencies to be developed:

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

Values:

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

Pertinent and contemporary issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to give examples of fluent reading

The learner quickly and confidently states whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading

The learner can determine whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading

The learner sometimes hesitates while deciding whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading

The learner can determine whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading with constant prompting

Ability to read fluently

The learner articulates words exceptionally well while reading with the correct intonation, rhythm and pace

The learner articulates words well while reading with the correct intonation, rhythm and pace

The learner can articulate most words correctly but does not always maintain the correct intonation, rhythm and pace.

The learner reads independent words laboriously, displaying little understanding of the text and consistently makes errors in intonation and pace that result in distortions

Ability to work in teams

The learner exhibits an exceptional level of understanding and willingness to seek information or assist others as they read in pairs

The learner shows understanding and willingness to seek information or assist others as they read in pairs.

The learner shows limited understanding of the text but is willing to seek information or be assisted as they read in pairs

The learner accepts to read alongside peers but shows limited understanding of the text; is unwilling to seek information or help as they read in pairs

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.3 Reading Comprehension:

Our room (2 lessons)

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

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

The learner is guided to:

  • read simple dialogues about items in a room
  • view short video clips of items in a room and reads the embedded subtitles
  • engage in "read, listen and track" to practice pace and rhythm
  • match names of things in a room to corresponding pictures
  • practice "echo reading" of simple texts to develop fluency, expression, and decoding skills
  • read descriptive texts prepared by other learners
  • search for word rhymes from the Internet.
  • recite the word rhymes
  1. Why should we read words correctly?
  2. What can help you identify a place or objects in an area?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

  • Safety and security education: the learner learns how to keep items in their rooms safely.

Link to other subjects:

  • Home Science: this subject has content about home and where different items in the house can be found.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to comprehend simple texts

The learner can to correctly answer all comprehension questions from texts rea; responses are spontaneous and detailed.

The learner can correctly answer all comprehension questions from texts read.

The learner can answer comprehension questions from texts read. A few answers given are incorrect.

The learner answers comprehension questions from texts read. Answers are sometimes wrong and supplied after persistent prompting. 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.4 Reading aloud:

Media

(2 lessons)

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

  1. read names of media devices
  2. read instructions and labels on media devices
  3. show enthusiasm in reading aloud

The learner is guided to:

  • identify media devices using a mind map
  • read aloud labels on media devices
  • discover names and parts of different media devices
  • read aloud simple presentations in class to enhance knowledge about media devices
  • source names, tags, and instructions from controlled sites in groups
  • develop posters on the importance of reading to sensitize the community.
  1. How can media devices help us in improving our reading skills?
  2. What kind of reading materials can you access from media devices?

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Digital citizenship as learners acquire knowledge on handling and manipulating digital devices. The learner develops patience through coping with the challenges of working with technology and also develops integrity by using media responsibly.

Links to other subjects:

  • Computer Science: this subject has content on how to use digital devices effectively and safely.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to read names of media devices

The learner reads names of media devices written and audio-visual materials with ease

The learner reads names of media devices in written and audio-visual materials

The learner reads names of some media devices in written and audio-visual materials

The learner reads names of media devices in written and audio-visual materials but with considerable assistance from the teacher

Ability to articulate words and expressions correctly

The learner reads and correctly articulates a wide variety of vocabulary independently, spontaneously and with ease

The learner reads vocabulary with the correct pronunciation, intonation, and rhythm

The learner reads vocabulary, but the pronunciation, intonation, and rhythm is not always correct

The learner pronounces words correctly with some assistance but does not usually have the correct intonation and rhythm

Ability to read using various electronic media

The learner takes the initiative to discover and use appropriate learning applications to practice pronunciation

The learner can use learning applications to practice pronunciation

The learner occasionally uses learning applications to practice pronunciation

The learner hardly uses learning applications to practice pronunciation

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.5 Reading Comprehension:

School

(2 lessons)

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

state the facilities and activities in school

derive meaning from simple texts

            show pleasure in reading texts fluently

The learner is guided to:

  • match places in school to activities
  • read simple texts about places and activities in school
  • respond to questions about facilities and activities in school
  • practice pronouncing the [r] and
  • [l] sounds in words sourced on and offline
  • use pictograms to indicate different activities and places
  1. Which activities do you engage in while at school?
  2. How easy is it to locate facilities in your school?

Core competencies to be developed:

  • Self-efficacy: the learner develops leadership skills by mobilizing resources liaison with the community to make posters and signages.
  • Digital literacy: the learner uses digital technology skills to create posters and signs to locate places in the community.

Values:

  • Unity: the learner works in solidarity with others in the school community to promote reading.

Pertinent and Contemporary Issues:

  • The learner enhances interpersonal and intrapersonal relationships through collaborative reading.

Links to other subjects:

  • Mathematics: this subject has content on bearings and the location of places.
  • Geography: this subject has content on the location of places.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to state facilities and activities in school

The learner confidently enumerates places in school and the activities that take place in the cited places

The learner enumerates places in school and most activities that take place in the cited places

The learner enumerates most places in school and some activities that take place in the cited places

The learner enumerates key places in school but does not always match activities correctly to the cited places

Ability to infer information from texts

The learner responds to questions with accuracy and is excellent at infering meaning from the vocabulary and images in a wide variety of texts

The learner responds to questions with accuracy and infers meaning from the vocabulary and images in a standard range of texts

The learner responds to some questions with accuracy and partially infers meaning from the vocabulary and images in texts

The learner responds to questions with little accuracy and has difficulty inferring meaning from the vocabulary and images in texts

Ability to lead community activities

The learner keenly observes the immediate community's needs for signage, makes a decision, and draws a plan to create signs and place them in required places

The learner observes the immediate community's needs for signage, makes a decision, and draws a plan to create signs and place them in required places

The learner prompted to note the immediate community's needs for signage; may help draw a plan to create signs and place them in required places

The learner observes the immediate community's needs for signage but requires assistance to make a decision and draw a plan to create signs and place them in places needed

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.6 Reading Comprehension:

Shopping

(2 Lessons)

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

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

The learner is guided to:

  • build vocabulary on buying and selling through the paired reading of simple dialogues
  • respond to questions from reading texts
  • read aloud their prepared shopping lists for comparison
  • search for and read comic strips from digital platforms
  • search for and read varied texts on shopping
  • provide reading materials to sensitize the community on wise buying and honest selling
  • Why is it essential to compare items before buying?
  • How can we identify the different stalls at the market?

Core competencies to be developed:

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

Values:

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

Pertinent and contemporary issues:

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

Links to other subjects:

  • Business Studies has content on buying and selling.
  • Mathematics: this subject has content on addition, subtraction, and other calculations

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to choose appropriate vocabulary

The learner always uses appropriate vocabulary when simulating buying and selling situations

The learner uses appropriate vocabulary when simulating buying and selling situations

Learner sometimes uses

appropriate vocabulary

when simulating buying

and selling situations

The learner hardly uses appropriate vocabulary when simulating buying and selling situations

Ability to comprehend simple texts

The learner responds correctly to all questions on buying and selling from reading texts with a lot of ease.

The learner responds correctly to all the questions on buying and selling from reading texts

The learner responds correctly to some of the questions on buying and selling from reading texts. 

The learner responds correctly to very few questions on buying and selling from reading texts

Ability to work in teams

The learner always listens keenly to others and speaks when contributing to the group discussion

The learner listens to others and speaks when contributing to the group discussion

The learner gets distracted sometimes and does not always speakwhen contributing to the group discussion

The learner is constantly distracted when listening to others and stutters when contributing to group discussions

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.7 Reading Comprehension:

Hobbies (4 lessons)

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

  1. acquire vocabulary on hobbies
  2. read simple texts on hobbies to deduce meaning
  3. display a liking for reading texts

The learner is guided to:

  • view pictures, flashcards, and slides to identify leisure activities
  • play quick find word puzzles to build vocabulary on hobbies
  • read simple dialogues on hobbies, and answer related questions in groups
  • access and read interviews on hobbies from magazines on the Internet
  • create awareness in the community on the importance of leading an active life by engaging in hobbies
  • share reading materials with peers
  1. What is the importance of hobbies?
  2. Where can we get information on hobbies?
  3. What do you consider when choosing hobbies?

Core competencies to be developed:

  • Self-efficacy: the learner develops practical communication skills as they communicate reasons for engaging in certain hobbies and not others.
  • Digital literacy: the learner develops digital literacy skills through interacting with digital devices when reading.

Pertinent and contemporary issues:

  • Health Education: the learners read and comprehend the good habits for healthy living.

Values:

  • Social justice: the learners share their choices and accommodate each other's preferences.

Links to other subjects:

  • Physical Health Education: the learner interacts with physically demanding hobbies.
  • Performing Arts: the learner interacts with artistic hobbies.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to build vocabulary on hobbies

The learner reads a wide variety of materials on hobbies to build vocabulary

The learner reads recommended texts to build vocabulary on hobbies

The learner reads some of the recommended texts to build vocabulary on hobbies

The learner hardly reads recommended texts to build vocabulary on hobbies

Ability to comprehend simple texts

The learner promptly and accurately responds to all questions on hobbies.

The learner accurately responds to all questions on hobbies.

The learner accurately responds to most of the questions on hobbies

The learner attempts to respond accurately to questions on hobbies.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.8 Reading Comprehension:

Health (3 lessons)

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

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

The learner is guided to:

  • read short texts on common ailments for information
  • identify common ailments from short texts
  • source for and read written texts on common ailments from the Internet
  • read comic strips and simple dialogues on common ailments for fluency
  • read adapted medical brochures and medicine packs for vocabulary acquisition
  • read aloud, to other learners, texts on common ailments for awareness
  1. How can you tell you are not feeling well?
  2. What health information are we likely to find in our environment?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

  • Health Science that has content on common ailments.
  • Life Skills Education: this subject has content on self-awareness.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to read for comprehension

The learner can easily pick out specific information on common ailments from reading texts and correctly answer all questions in great detail.

The learner can pick out specific information on common ailments from reading texts to answer all questions eventually correctly.

The learner can partly pick out specific information on common ailments from reading texts with; can correctly answer questions from the read text.

The learner can pick out very little information on common ailments from reading text; cannot give correct answers to basic questions

Ability to read fluently

The learner reads simple texts accurately with excellent phrasing, expression and pace that enhances comprehension. Self-correction is automatic.

The learner reads simple texts accurately, maintaining the appropriate pace and expression that enhance comprehension. Self-correction is applied in some instances.

The learner reads simple texts accurately but has some challenges maintaining the appropriate pace and expression that enhance comprehension.

The learner reads simple texts with a lot of inaccuracies and has consistent challenges in maintaining appropriate pace and expression. Comprehension is greatly hampered.

Ability to research

The learner searches for and explores a wide variety of sources of information on common ailments; proceeds to analyze the information

The learner searches for and explores the recommended sources of information on common ailments

The learner searches for and explores some sources of information on common ailments

The learner searches for and explores other sources of information on common ailments after consistent prompting

STRAND 3.0: WRITING 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

1.1 Guided

writing: Social interaction 

(1 Lesson)

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

  1. select words and expressions in the informal register
  2. use informal expressions to write simple dialogues
  3. create organized and coherent informal texts in writing
  4. show interest in writing short texts using informal words

The learner is guided to:

  • reorganize jumbled words and informal expressions to make meaningful texts
  • reorganize dialogues into a logical sequence
  • fill in crosswords
  • fill in blanks in simple, informal conversations
  • write mini-talks to simulate telephone conversations
  • engage in guided textual chats using media devices
  1. Why is correct spelling necessary?
  2. To whom do you write using informal language?

Core Competencies to be developed:

  • Communication and Collaboration: the learner gets the skill of writing correctly and accurately while engaging in activities that involve writing coherently and in an organized manner.
  • Digital literacy: the learner uses digital devices to carry out writing activities involving filling in crosswords, puzzles, and conversations.

Values:

  • Respect: the learners address their peers using the informal register.

Pertinent and Contemporary Issues:

  • Social cohesion: the learners practice how to keep in touch with peers using an informal register

Link to other subjects:

  • English has content on the use of informal and formal language.
  • Performing Arts has content on dialogue formats on how scripts are written
  • Life Skills Education has content on establishing relations and networks

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to write short interactions and dialogues

The learner writes excellent interactive texts using accurate vocabulary and expressions that are appropriate for informal interaction

The learner writes good interactive texts using vocabulary and expressions that are appropriate for informal interaction

The learner writes short, interactive texts with irregularly sustained use of vocabulary and expressions appropriate for informal texts.

The learner attempts to write short, interactive texts. Vocabulary and language are mainly inappropriate for informal texts.

Ability to write using the informal register

The learner writes short texts using informal expressions and elision though the text lucks sustained coherence suitable for everyday interactions.

The learner writes short texts using informal expressions and elision; makes a few mistakes that do not affect coherence.

The learner writes short texts using informal expressions and elision though the text lacks coherence and vocabulary on informal interactions are misused and distort the meaning

The learner writes short texts using expressions and elision that often result in distorting meaning even after assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.2 Guided writing: Immediate Family

(3 Lessons)

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

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

The learner is guided to:

  • practice spelling words through spelling games
  • identify members of the immediate family using mind maps
  • draw a family tree diagram of their immediate family
  • talk about the relationships in the family and family identity
  • practice writing guided short texts on the immediate family members
  1. Why should we write sentences correctly?
  2. What makes a good descriptive text?

Core Competencies to be developed:

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

Pertinent and contemporary Issues:

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

Values:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to construct correct sentences

 

The learner can use highly effective and appropriate phrases while writing texts.

 

The learner adequately uses vocabulary and expressions while writing about family and friends.

 

The learner makes quite some predictive (gender number) spelling errors while writing, which compromises clarity

The learner makes spelling errors while writing, thus distorting a large part of the intended communication.

Ability to describe people

The learner uses descriptive expressions learnt to describe the immediate family members effortlessly

The learner employs the descriptive expressions learnt adequately to describe the immediate family members clearly.

The learner makes some attempts to describe family members using descriptive expressions and vocabulary learnt though the writing contains quite some errors

The learner attempts to describe family members using descriptive expressions and vocabulary learnt, and the writing contains predictive mistakes.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.3 Descriptive Writing:

Our room 

(2 lessons)

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

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

The learner is guided to:

  • fill in missing words in texts
  • label different items in a room on a picture
  • create posters naming additional things in a room
  • write simple sentences from a variety of vocabulary given
  • prepare checklists for items in a room
  • write descriptive texts guided by shared images
  • create simple texts describing their room
  1. Why should we write clearly?
  2. What do we need to be able to write clearly?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

  • Home Science where content about home and different items in it can be found.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use correct word order

Learner writes descriptive texts using appropriate word order and successfully experiments with new word orders.

The learner writes descriptive texts using an appropriate word order.

The learner writes descriptive texts using appropriate word order most of the time.

The learner is aware of the word order but repeatedly uses the wrong order when writing descriptive texts

Ability to describe a room, place, or item.

The learner confidently uses the descriptive expressions learnt to describe a room, place, or item.

The learner employs the descriptive expressions learnt adequately to describe a room, place, or items.

The learner makes some attempt to describe a room, place, or items using descriptive expressions and vocabulary learnt through the writing contains quite some other grammatically related errors

The learner attempts to describe a room, place, or items using descriptive expressions and vocabulary taught, and the writing contains many repeated errors.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.4 Creative Writing:

Media 

(2 lessons)

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

  1. write names of media devices
  2. create simple texts using media devices
  3. derive pleasure in writing using media devices

The learner is guided to:

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

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issus:

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

Links to other subjects:

  • Life Skills Education has content on the importance of using social media platforms and coping with technology challenges.
  • Computer Science: the subject has content on interacting safely with media devices.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to list different types of media devices

The learner generates a list of various electronic media devices as well and matches them with all their multiple illustrations

The learner generates a list of electronic media devices and matches most of them with their illustrations

The learner generates a list of electronic devices and matches them to some familiar illustrations

The learner generates a list of media devices but fails to match most illustrations to the names

Ability to create texts using a given electronic medium

The learner experiments using different electronic medium to create accurate texts and images which are well-edited using various visual effects

The learner creates accurate and well-edited texts on a provided electronic medium.

The learner creates one or two texts using electronic media provided; texts may have a few errors.

The learner creates texts with prompting; designs an unstructured text that invariably needs re-organization and editing.

Ability to interact through media devices

The learner composes clear and comprehensible texts to interact regularly with teachers, friends, and classmates through a digital platform.

The learner composes comprehensible texts to interact with teachers, peers through digital platforms as instructed

The learner composes editable texts to interact with teachers, peers through a digital platform as instructed

The learner composes introductory texts to interact with teachers, peers through digital platforms.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.5 Creative Writing: School 

(3 lessons)

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

  1. state the facilities and activities in school
  2. write short creative texts on places and activities in school
  3. produce clear and legible labels using media devices
  4. show enthusiasm in writing short creative texts.

The learner is guided to:

  • match facilities in school to related activities, in pairs/groups, using the cocktail game
  • discover vocabulary on places and activities by completing simple written exercises, e.g., pictograms of labelling places
  • search for adapts and creates posters naming different places in school using digital technology
  • label places in the school and the community
  1. Why is it important to write clear labels?
  2. How do written labels help to identify places?
  3. What strategies do you need to write creatively?

Core competencies to be developed:

  • Creativity and imagination: the learner makes connections through planning, organizing ideas, and choosing words to communicate effectively.
  • Digital literacy: the learner shares texts created using digital devices.

Values:

  • Peace: the learners learn how to coexist peacefully and harmoniously.
  • Unity: the learners develop virtues that bind them together as united entities communities.

Pertinent and contemporary issues:

  • Inter and intrapersonal relationships: learners develop the ability to work together.

Links to other subjects:

  • Mathematics has content on bearing and location of places
  • Geography has content on the location of places

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to state places and activities in school

The learner can quickly and accurately identify all the places and activities in school

The learner can identify all the places and activities in school

The learner can identify three quarters of the places and activities in school

The learner can identify less than half of the places and activities in school.

Ability to write creatively

The learner creatively writes short texts on places and activities in school with an exceptional amount of creativity

The learner creatively writes short texts on places and activities in school

The learner writes short factual texts on places and activities in school with some amount of creativity.

The learner writes short texts on places and activities in school with very little or no creativity; errors hamper intended communication.

Ability to produce clear and legible labels

The learner creatively uses varied media devices to make clear and legible labels

The learner makes clear and legible labels using various media.

The learner makes clear and legible, and practical labels

The learner makes creative labels that are not always clear.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.6 Functional and Creative Writing: Shopping

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

  1. select adequate vocabulary to write texts
  2. use media devices to create simple shopping lists
  3. appreciate the importance of planning before spending

The learner is guided to:

  • make and fill word puzzles on goods sold at the market
  • fill in responses in dialogues appropriately.
  • write shopping lists on digital devices,
  • give feedback on peer's work in group activities
  • spell new words correctly in writing.
  • draft short skits on buying and selling
  • manipulate and customize promotional adverts of goods on sale
  • sensitize the school community on wise buying
  1. Why do we need to plan before shopping?
  2. How do you ensure you do not forget essential items when shopping?

Core competencies to be developed:

  • Self-efficacy: the learner develops self-awareness and planning skills as s/he prepares shopping lists to make an informed decision on buying.
  • Digital literacy: the learner develops skills in creating shopping lists with digital technology.

Values:

  • Respect: the learner show respect as they sensitize the community on wise buying.

Pertinent and Contemporary Issues:

  • Financial Literacy: the learner develops budgeting skills through adjusting a shopping list to available income.

Links to other subjects:

  • Business Studies, English and Kiswahili have content on shopping and price-lists

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to select adequate vocabulary in writing.

The learner composes shopping lists with a variety of vocabulary on market goods.

The learner writes shopping lists with adequate vocabulary on market goods.

The learner writes shopping lists with limited vocabulary learnt on market goods.

The learner writes shopping lists with minimal vocabulary on market goods.

Ability to create using media

The learner easily creates shopping lists with all items correctly put in their respective categories.

The learner creates shopping lists with most items correctly put in their respective categories.

The learner writes shopping lists with some items put in inappropriate categories.

The learner produces shopping lists with items categorized haphazardly.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.7 Creative writing: Hobbies 

(4 lessons)

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

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

The learner is guided to:

  • match expressions to hobbies
  • write simple dialogues on hobbies
  • create charts and posters on hobbies
  • write the correct spelling of words with sound [u]
  • reorganize jumbled dialogues to establish the logic
  • take notes from a recorded source of words with sound [u]
  • record personal leisure in diaries and digital devices
  • write posters and place them in strategic places to sensitize the community on the importance of engaging in healthy or acceptable leisure activities
  1. What do you enjoy writing about?
  2. Why should we write about our hobbies?

Core competencies to be developed:

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

Values:

  • Social justice: the learners shares freely about their preferences about leisure activities.

Pertinent and Contemporary Issues:

  • Health education: the learner discover the role of hobbies in promoting healthy living and stress management.

Links to other subjects:

  • Physical health Education has content on hobbies.
  • Life Skills Education: self-management as learners choose suitable hobbies

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use vocabulary

The learner uses appropriate vocabulary beyond the class list to write texts on hobbies.

The learner uses adequate vocabulary to create texts on hobbies

The learner uses appropriate vocabulary to write texts on hobbies but lacks creativity.

The learner uses limited vocabulary to write texts on hobbies but requires constant prompting.

Ability to create texts

The learner creates very well-organized and coherent—texts where a wide range of vocabulary is excellently applied.

The learner creates organized and coherent texts Using appropriate vocabulary

The learner sometimes creates texts which lack proper organization and coherence.

The learner creates a few texts with much prompting, but the texts lack proper organization, and coherence is greatly affected.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.3

Writing

3.8 Creative writing:

Health 

(3 Lessons)

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

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

The learner is guided to:

  • describe how they are feeling using short texts
  • write short sentences /texts related to common ailments
  • rearrange jumbled words to form coherent texts on common ailments.
  • produce simple texts with organized and coherent content
  • create words and phrases that describe diseases from images sourced from digital media
  • collaborate and share with others how they take care of themselves
  1. What should we do to maintain good health?
  2. How do you ensure your texts are creatively written?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

  • Health Science has content on common ailments
  • Life Skills Education has content on self-awareness

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to describe common ailments

The learner uses a variety of relevant words and expressions with ease to describe the common ailments

The learner uses appropriate words and expressions to describe the common ailments

The learner uses limited stock words and expressions to describe the common ailments

The learner uses words and expressions to describe basic common ailments with considerable assistance.

Ability to create texts

The learner creates texts on common ailments with a developed plot, characters, and expressions creatively and coherently. The learner uses extensive vocabulary on health and wellbeing and to express feeling.

The learner adapts texts on common ailments with a relevant plot, key characters, and expressions coherently.

Vocabulary on health and wellbeing is adequately used.

The learner writes texts on common ailments but with lots of repetition.

The plot is shaky characters and expressions are undeveloped. Creativity and coherence are evident.

The learner writes limited texts on common ailments, but with a lot of assistance. The plot, characters, and expressions are not well defined. Creativity may be evident, but coherence lacks.

STRAND 4.0: LANGUAGE STRUCTURES

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.1 Social Interactions: Informal register 

(1 Lesson)

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

  1. discern informal register structures in a text
  2. use elision and informal register in interactions
  3. appreciate the use of informal register in social interactions

The learner is guided to:

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

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

  • English examines the use of varied registers for effective communication.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to pick out informal register

The learner can discern an extensive range of informal language structures from various materials with consistent ease.

The learner can discern most informal language structures from a variety of materials with ease.

The learner can discern some informal language structures from a variety of materials, albeit with some difficulty.

The learner can discern very few informal language structures from various core reference material with many difficulties.

Ability to use elision and informal register

The learner correctly and spontaneously employs elision and informal register in communication.

The learner correctly and almost consistently employs elision and informal register in a relevant situation of communication.

The learner employs elision and informal register satisfactorily in communication; able to self-coherent in some following lapses.

The learner employs elision and informal register in communication incorrectly even with consistent guidance.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.2 Possessive adjectives: Immediate Family

(3 Lessons)

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

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

The learner is guided to:

  • fill in blanks with the correct possessive adjectives
  • write grammatically correct phrases using appropriate adjectives
  • download exercises on possessive adjectives from the Internet for own practice
  1. How do we use possessive adjectives in everyday communication?
  2. Why is grammar essential in language learning?

Core Competencies to be developed:

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

Values:

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

Pertinent and contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use possessive adjectives correctly

The learner uses singular and plural forms of possessive adjectives appropriately and creatively when writing short texts

The learner uses singular and plural forms of possessive adjectives correctly and appropriately when writing short texts

The learner correctly uses singular and plural forms of possessive adjectives sometimes

The learner uses singular and plural forms of possessive adjectives randomly when writing short texts

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language Structures

4.3 Adjectives and Prepositions:

Our room

(2 lessons)

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

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

The learner is guided to:

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

Core competencies to be developed:

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

Values:

  • Patriotism: Learner shows loyalty, love, and pride in own room.
  • Responsibility: Learner cares for personal property in the described room.

Pertinent and Contemporary Issues:

  • Safety and security education as learners share the aspects of the described space for safety and security.

Link to other subjects:

  • Home Science has content about home and the different items that can be found in a home.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify qualitative adjectives and prepositions of place

The learner quickly identifies a wide variety of nouns, adjectives, prepositions of place, and appropriate placement in texts. They can expand the standard list with new adjectives and prepositions of place.

The learner identifies all nouns, adjectives, and prepositions of place and their correct placement in texts.

The learner identifies most nouns, adjectives, and prepositions of place in texts. The placement is sometimes wrong and distorts the intended meaning.

The learner identifies very few nouns, adjectives, and prepositions of place in texts. The placement is, most of the time, incorrect.

Ability to use nouns, qualitative adjectives, and prepositions in texts

The learner constantly analyses, appropriately selects and uses the correct nouns, qualitative adjectives, and prepositions to complete texts

The learner analyses, chooses, and uses the proper nouns, qualitative adjectives, and prepositions to complete texts

The learner partially analyses, chooses, and uses the correct nouns, qualitative adjectives, and prepositions to complete texts

The learner hardly analyses, selects or uses the correct nouns, qualitative adjectives, and prepositions to complete texts

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language Structures

4.4 Nouns and Verbs: Media 

(2 lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

  • Communication and Collaboration: the learner develops fluent writing and organization skills as they express their opinions, and build upon ideas about media devices
  • Digital literacy: the learner uses digital devices to enhance learning through responding appropriately to a series of instructions.
  • Critical thinking and problem solving: the learner evaluates a situation and responds accordingly.

Values:

  • Care and Compassion: while learners interact with others using media devices.
  • Responsibility: the learner acquires information on issues of taking good care of media devices for the benefit of all.
  • Honesty and trustworthiness: while handling different information on media devices with respect.

Pertinent and contemporary issues:

  • Child care and protection: Parental guidance and involvement on the safe use of media and devices

Link to other subjects:

  • English has content on the correct use of language structures and indigenous language.
  • Computer Science: the subject has content on learning the language of operating devices such as basic coding.
  • Life Skills Education: addresses ethics of communication

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use singular and plural forms of nouns

The learner uses appropriate singular and plural forms of nouns and in identifying varied media devices

The learner uses appropriate singular and plural forms of nouns in identifying most media devices

The learner uses some appropriate singular and plural forms of nouns in identifying media devices

The learner uses the a few singular and plural forms of nouns correctly, makes errors in identifying some primary media devices

Ability to use the infinitive form of verbs

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.5

Prepositions:

School

(2 lessons)

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

  1. select correct prepositions to locate places
  2. use sentence structures combining interrogative and prepositions of place in locating places
  3. embrace the proper use of grammar for effective communication

The learner is guided to:

  • practise using prepositions of place (au long de, au coin de, au bout de) to complete sentences
  • ask and respond to questions using qu’est-ce que c’est?, C’est/Ce sont
  • illustrate the interrogative qu’est-ce que c’est and its response c’est/ ce sont
  • construct sentences using the prepositions of place and the interrogative
  1. How do you locate places?
  2. What makes it easy for you to locate places?

Core Competencies to be developed

  • Communication and collaboration: the learner develops teamwork skills through asking and responding to questions.
  • Self-efficacy: the learner develops practical communication skills learning to give precise and accurate locations of items and places.
  • Digital literacy: the learner uses digital technology skills to locate places.

Values:

  • Unity: the learner develops the habit of working with others to learn and practice using the grammar elements.

Pertinent and Contemporary Issues:

  • Inter and Intrapersonal relationships: the learner develop the ability to work with peers in groups.

Link to other subjects:

  • English, Geography and Kiswahili have content on the location of places.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use correct prepositions and interrogative forms

The learner accurately asks/answers questions on place and activities using correct prepositions and interrogative forms.

Prepositions and interrogative are used to bring out the intended meaning.

The expressions are flawless

The learner asks and answers questions on places and activities correctly

Minimal grammatical errors made do not obscure intended meaning.

The learner makes a fair attempt at the correct use of prepositions of place and the interrogative form.

Some mistakes are evident in attempts to construct some complete sentences.

Through positive reinforcement, effective communication is achieved

The learner attempts to use prepositions (of place) and the interrogative form in a jumbled-up manner

Intended communication is often still not clear despite consistent guidance.

Ability to organize ideas or expressions

The learner quickly and confidently constructs well-developed sentences when expressing self on places and activities.

There is always an explicit agreement between the prepositions of place and interrogative.

The learner regularly places the prepositions and interrogative in the right place to bring out the exact meaning

There is correct Sequencing of ideas is usually appropriate

The learner makes an attempt at structuring and organizing the prepositions and interrogative to locate places

There are several errors in the placement of proper prepositions, but meaning can be derived through remediation.

The learner attempts to organize ideas with consistent prompting.

There are many prepositional and interrogative errors.

However, a sentence or two may be correct.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

Language structures

4.6 Indefinite and Partitive Articles:

Shopping (2 lessons)

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

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

The learner is guided to:

  • listen to short dialogues with the structures:(Je voudrais+objet+ adjective + s’il vous  plait )
  • practice using Je voudrais + objet in paired activities
  • match names of common items at the market with their corresponding indefinite and partitive articles articles; [un/une/des]: [du/de/de la/des]
  • fill in texts with conjugated present tense forms of the required verbs, e.g., acheter.
  • create awareness in the school community on wise buying and its benefits
  1. How do you inquire about goods you would like to buy at the market?
  2. Why is it important to make correct sentences?

Core competencies to be developed:

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

Values:

  • Honesty and trustworthiness.

Pertinent and Contemporary Issues:

  • Self-efficacy in expressing what to buy and where to make the purchase.

Links to other subjects:

  • English and Home science deal with shopping lists and commodities sold at the marketplace.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to express information politely

The learner always asks appropriate questions and gives information in a polite manner

The learner asks questions and gives information in a consistent and polite manner

The learner asks questions and gives (sometimes) information politely.

The learner asks questions and gives information with no thought for politeness.

Ability to use partitive articles in context

The learner very quicly analyses the communication situation and uses varied but appropriate partitive articles

The learner analyses the communication situation and uses appropriate partitive articles

The learner analyses the communication situation and uses appropriate partitive articles

The learner analyses the basic communication situation and uses some partitive articles

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.7 Present tense:

Hobbies

(2 lessons)

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

  1. identify verbs in the present tense form
  2. conjugate verbs in the present tense
  3. desire to use correct grammar in communication

The learner is guided to:

  • isolate verbs in the present tense in poems
  • express likes and dislikes using Jouer de + instruments de musique, Aimer/adorer/préfèrer + nom, Qu’est-ce que tu + aimer/preferer, Tu joues de + instruments de musique, parce que
  • fill in gaps with the correct verbs
  • recite rhymes and poems to create awareness in the community on the importance of leading an active life by engaging in hobbies
  1. How do you spend your free time?
  2. How do you express yourself clearly on your likes and dislikes?

Core Competencies to be developed:

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

Values:

  • Social justice as learners show respect and accommodate each other's choices on hobbies.

Pertinent and Contemporary Issues:

  • Healthy living and stress management.

Links to other subjects:

  • Physical health Education has content on hobbies.
  • Life Skills Education: Self–management as learners choose hobbies that are suitable for them.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify verbs in the resent tense

The learner spontaneously identifies verbs in the present tense in texts and creates them in varied situations

The learner identifies and uses verbs in the present tense correctly in varied situations

The learner identifies and uses verbs in the present tense in some situations

The learner identifies and uses verbs in the present tense in a limited number of situations; this with considerable assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.3

Language Structures

4.8 The Interrogative:

Health 

(2 Lessons)

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

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

The learner is guided to:

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

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

  • Health promotion: Prevention and management of common ailments.

Link to other subjects:

  • Health Science has content on common ailments.
  • Life Skills Education has content on self-awareness.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to Identify interrogative pronouns

The learner quickly and constantly identifies interrogative pronouns in texts on health

The learner identifies interrogative pronouns in texts on health

The learner identifies most interrogative pronouns in texts on health

The learner identifies few interrogative pronouns in texts on health

Ability to use correct verbs to describe a state of health

The learner confidently uses the correct form of verbs, conjugated in the present tense.

The learner uses the correct form of verbs, conjugated in the present tense.

The learner progressively uses the correct form of verbs, conjugated in the present tense, makes a few errors in the description of state of health.

The learner can correctly conjugate verbs with lots of guidance but makes many errors in the application.

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

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

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

CSL Skills to be covered:

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

Suggested PCIs

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

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

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

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

The learner is guided to:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

The ability to identify and analyse a pertinent issue in society to be addressed

Learner critically defines and elaborately discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed with minimal support.

Learner requires support to critically examine and select the appropriate issue.

The ability to plan to solve the identified problem

Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project.

The ability to design solutions to the identified problem and implement them

Learner constantly applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue with some support.

Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue.

Ability to share findings to relevant actors

Learner comprehensively and confidently shares findings of the issue addressed in the activity.

Learner confidently shares findings of the issue addressed in the activity.

Learner shares some of the findings of the issue addressed in the activity.

Learner briefly shares findings of the issue addressed in the activity, lacks necessary details.

The ability to reflect on own learning and relevance of the activity

Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear.

Learner struggles to outline the benefits of the CSL activity on the target community and own learning.

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

Strand

Suggested Assessment Methods

Suggested Learning Resources

Suggested Non-formal Activities

Listening and speaking

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

Reading

  • Reading aloud texts on informal interactions
  • Reading simple texts to demonstrate fluency in pairs.
  • Reading dialogues
  • Answering comprehension questions
  • Pictures
  • Poems
  • Songs
  • Short stories
  • Flashcards
  • Role-plays and simulation
  • Songs
  • Poems

Writing

  • Writing simple dialogues.
  • Filling in missing letters/words on informal phrases
  • Filling in crossword puzzles.
  • Word searches and puzzles
  • Writing guided textual chats
  • Reorganizing simple dialogues
  • Word puzzles
  • Flashcards (words or games)
  • Maps
  • Short stories
  • Real objects (home objects)
  • Audio recordings
  • Pictures
  • Poems
  • Songs
  • Chalkboard
  • Word wheel
  • Name tags and labels
  • Word searches
  • Journals
  • Computer
  • Interschool activities and presentations
  • Recitation of poems
  • Role-plays and simulation
  • Peer education
  • Participation in French club

Language structures

  • Answering structured questions
  • Filling in missing words
  • Physical identification of objects 
  • Quizzes
  • Real objects
  • Flash cards
  • Chalk board /whiteboard
  • Tags and labels
  • computer
  • French club activities
  • French days
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 13:32

German - Grade 7 Curriculum Design

GRADE 7
GERMAN

FOREWORD

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

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

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

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

PREFACE

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

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

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

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

ACKNOWLEDGEMENT

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

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

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

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

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

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

TABLE OF CONTENTS

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

TIME ALLOCATION

No

Subject

Number of Lessons Per Week (40 minutes per lesson)

1.

English

5

2.

Kiswahili/KSL

4

3.

Mathematics

5

4.

Integrated Science

4

5.

Health Education

2

6.

Pre-Technical and Pre-Career

5

7.

Social Studies

3

8.

Religious Education (CRE/IRE/HRE)

2

9.

Business Studies

3

10.

Agriculture

3

11.

Life Skills Education

1

12.

Physical Education and Sports

2

13.

Optional Subject

3

14.

Optional Subject

3

 

Total

45

NATIONAL GOALS OF EDUCATION

Education in Kenya should:

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

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

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

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

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

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

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

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

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

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

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

LEVEL LEARNING OUTCOMES FOR MIDDLE SCHOOL

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

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

ESSENCE STATEMENT

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

SUBJECT GENERAL LEARNING OUTCOMES

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

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

STRAND 1.0: LISTENING AND SPEAKING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.1.

Selective listening:

Market  

(5 Lessons)

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

  1. identify commodities found at the market,
  2. listen for selective information from speakers in diverse contexts,
  3. speak clearly and logically about a given topic for effective communication,
  4. appreciate the importance of a budget while shopping.

The learner is guided to:

  • list commodities typically found at the local market from an audio
  • name items shown in a picture of a German market
  • watch video clips of a typical farmers’ market in Kenya and Germany and name the items they see
  • listen to an audio or audio-visual recording and match the commodities mentioned to a price list
  • make presentations about shopping for food in Kenya and Germany
  • discuss the need for integrity while shopping in the class online forum
  • discuss the difference between shopping with a budget and shopping without one among peers
  1. What do you need to consider before shopping?
  2. What do you consider when listening to texts?

Core Competencies to be developed:

  • Communication and Collaboration: Learners develop skills of speaking clearly and logically as they discuss issues of shopping and the need for integrity.

Core Values:

  • Integrity: Learners develop the value of integrity while shopping.

Pertinent and Contemporary Issues (PCIs):

  • Financial Literacy: Learners develop financial literacy skills as they discuss the need to prepare a budget before shopping.

Link to other subjects:

  • Learners link their learning to Business Studies and Mathematics as they discuss and consider budgeting as well as pricing of items.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below expectations

Ability to identify commodities

Learner identifies and confidently names all commodities found at the market in texts

Learner identifies and names all commodities found at the market in texts

Learner identifies and names most of the commodities found at the market in texts

Learner requires support to identify some commodities found at the market in texts

Ability to listen for selective information

Learner identifies specific information in diverse shopping contexts and carries out all assigned tasks

Learner identifies specific information in diverse shopping contexts

Learners identifies specific information in shopping contexts

Learner listens to texts, exhibits difficulties in identifying selective information

Ability to speak clearly and logically

Learner speaks clearly and logically about all the given topics, engages audience all the time

Learner speaks clearly and logically about all the given topics

Learner speaks clearly and logically about most of the given topics

Learner requires prompting to speak clearly and logically about given topics

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.2.

Selective listening:

School 

(5 Lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Core Values:

  • Patriotism: Learners will develop an appreciation for their school and their country as they compare schooling in Kenya with that in Germany.

Pertinent and Contemporary Issues (PCIs):

  • Friendship Formation: Learners will develop skills required for friendship formation as they engage in discussions.

Link to other subjects:

  • Learners link their learning to Social Studies and Life Skills Education as they discuss the importance of time management.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify school subjects

Learner identifies and explains all school subjects with ease

Learner identifies and names all school subjects

Learner identifies and names most school subjects

Learner names some school subjects but requires support to identify others

Ability to actively listen for selective information

Learner actively listens for and identifies specific information in given texts, gives explanations without prompting

Learner actively listens for and identifies specific information in given texts

Learner actively listens for and identifies most of the required specific information in texts

Learners listens for and identifies specific information with a lot of prompting

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.3. Listening for gist: Leisure time 

(5 Lessons)

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

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

The learner is guided to:

  • listen to recordings of a variety of typical holiday sounds, and name them from a list
  • speculate on where the named activities are found
  • share with peers about how they spend their leisure time
  • talk about various locally and internationally recognized holiday destinations
  • listen to recordings from a variety of contexts and speculate the means of transport they hear
  • speak about the benefits of their favourite leisure activity to their peers
  • talk about how one can turn their leisure time activities into a profession
  • make a brief video/audio text and share in an online forum their dream destinations in Kenya and Germany
  1. How do you get general ideas from texts?
  2. Why are some leisure activities considered inappropriate for different age groups?

Core-Competency to be developed:

  • Digital Literacy: Learners develop skills of connecting using digital technology as they make video/audio texts and share in an online forum.

Core Values:

  • Patriotism: Learners develop a love for their country when they talk about locally and internationally recognised holiday destinations in Kenya.

Pertinent and Contemporary Issues (PCIs):

  • Alcohol and substance abuse: Learners develop an awareness on alcohol and substance abuse as they respond to the Key Inquiry Questions.
  • Financial Literacy: Learners talk about income generation as they discuss how one can turn leisure time activities into a profession.

Link to other subjects:

  • Learners link their learning to Sports, Physical Education and Health Education as they plan their leisure time and Social Studies as they talk about holiday destinations.

 Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify holiday destinations

Learner identifies and explains all holiday destinations in given texts

Learner identifies all holiday destinations in given texts

Learner identifies most of the holiday destinations in given texts

Learner identifies a few holiday destinations in given texts

Ability to talk about leisure time activities

Learner talks about leisure time activities in Kenya and Germany and identifies inappropriate leisure time activities

Learner accurately talks about a various leisure time activities in Kenya and Germany

Learner talks about leisure time activities most of the time

Learner talks about leisure time activities when prompted

Ability to listen for gist

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

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

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

appropriately

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.4. Selective Listening:

Family 

(5 Lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Core Values:

  • Unity: Learners demonstrate unity as they work collaboratively on the research and preparation of the class presentation.

Pertinent and Contemporary Issues (PCIs):

  • Social Cohesion: Learners develop awareness for the role of family in social cohesion as they respond and discuss the Key Inquiry Question.

Link to other subjects:

  • Learners link their learning to Social Studies when they talk about their the families,

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to talk about family relationships

Learner talks about all the members of an extended family and explains how they are related

Learner talks about all the members of an extended family

Learner talks about the members of an extended family but lacks detail in a few instances

Learner talks about members of an extended family, briefly, lacks expected details and hesitates considerably

Ability to listen to texts for selective information

Learner listens for specific information in texts about diverse family contexts and undertakes all the given tasks on selective comprehension

Learner listens for specific information in texts about diverse family contexts and undertakes the given tasks on selective comprehension

Learner listens for specific information in texts about diverse family contexts and undertakes some of the given tasks on selective comprehension; requires support in a few tasks

Learner listens to texts on information about diverse family contexts; exhibits challenges in identifying selective information

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.5. Selective listening: Home

(5 Lessons)

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

  1. identify items and pets in the house,
  2. listen to texts for specific information in diverse contexts,
  3. appreciate the importance of caring for pets in our immediate environment.

The learner is guided to:

  • match rooms and household items to given pictures
  • list common pets within their locality
  • listen to audio/visual recording and identify the rooms mentioned
  • listen to audio/visual recording and note down the pets mentioned
  • prepare and present a skit about handling of pets
  • make a short presentation on favourite pet
  1. How do we ensure we get all the information needed from a text?
  2. Why should we take care of pets?

Core Competencies to be developed:

  • Communication and Collaboration: Learners develop skills of listening keenly and actively when reacting to the presentations of their peers.

Core Values:

  • Social Justice: Learners demonstrate awareness of animal rights and appropriate care and handling of pets when they prepare and present the skit.

Pertinent and Contemporary Issues (PCIs):

  • Animal welfare: Learners develop an awareness for animal welfare as they are preparing the skit.

Link to other subjects:

  • Learners link their learning to Home Science and Agriculture when they discuss the care of pets at home.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify household items and pets

Learner identifies, names and explains all household items and pets

Learner identifies and names all household items and pets

Learner identifies and names most of the household items and pets.

Learner names some household items and pets; requires support to identify others

Ability to listen selectively

Learner listens to the given texts for specific information and undertakes all the given tasks with ease

Learner listens to the given texts for specific information and undertakes all the given tasks

Learner listens to the given texts for specific information and undertakes most of the given tasks

Learner listens to the given texts and undertakes some of the given tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.6.

Selective listening: Human Body

(5 Lessons)

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

  1. identify parts of the human body,
  2. listen for selective information about body parts,
  3. value taking care of their bodies.

The learner is guided to:

  • name body parts as pointed out to them by a peer
  • mention body parts when a peer pantomimes the functions of body parts
  • listen to audio or audio visual recordings containing information on body parts and respond to questions
  • listen to audio or audio visual recordings containing functions of the body parts and summarise the information
  • present with peers a song/poem on body parts
  • complement body parts of peers
  1. Why are oral texts important in learning?
  2. Why is it important to respect other people’s sexual identity?

Core Competencies to be developed:

  • Learning to learn: Learners work collaboratively to present songs/poems on body parts.

Core Values:

  • Respect: Learners demonstrate respect for one’s body as they respond to the Key Inquiry Questions.

PCIs:

  • Human Sexuality: Learners develop an awareness and respect for other people’s sexual identity.

Link to other subjects:

  • Learners link their learning to Integrated Science and Health Education as they deal with body parts and their functions.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify parts of the human body

Learner identifies, names and explains the functions of all parts of the human body

Learner identifies and names all parts of the human body

Learner identifies and names most of the parts of the human body

Learner names some of the parts of the human body; requires support to identify others

Ability to listen for specific information

Learner listens to texts about parts of the human body and their functions and independently carries out all the given tasks

Learner listens to texts about parts of the human body and their functions and carries out all the given tasks

Learner listens to texts about parts of the human body and their functions and carries out most of the given tasks

Learner listens to texts about parts of the human body and their functions and carries out some of the given tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.7.

Appreciative listening:

Media

 

(5 Lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Core Values:

  • Responsibility: Learners demonstrate responsibility when they discuss how to take care of and handle digital devices.

Pertinent and Contemporary Issues (PCIs):

  • Safety and Security Education: Learners will develop awareness on observing safety and security when handling digital devices.

Link to other subjects:

  • Learners link their learning to Computer studies as well as Pre-Technical and Pre-Career Education as they describe and handle different types of media.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to classify media

Learner categorises and explains all the given media

Learner categorises all the given media

Learner categorises most of the given media

Learner categorises some of the given media

Ability to listen for enjoyment

Learner always appreciates songs and texts shared by peers and gives constructive feedback all the time

Learner appreciates songs and texts shared by peers and gives constructive feedback

Learner appreciates most songs and texts shared by peers and gives feedback most of the time

Learner acknowledges songs and texts shared by peers and requires support in giving feedback

Ability to interact and create with technology

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

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

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

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

STRAND 2.0: READING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.1 Reading aloud:

Market 

(3 Lessons)

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

  1. identify items from a shopping list,
  2. read texts aloud using the correct articulation, and appropriate tempo
  3. value correct articulation in communication.

The learner is guided to:

  • read aloud food items from a shopping list in turns
  • read words and match pictures/real foodstuff to names of various foodstuffs
  • categorize various foodstuff according to their gender
  • read and identify the type of text e.g., Menu, Dialogue, price list
  • read texts/menus/dialogues and identify foodstuff and quantifiers with peers
  • read dialogues on shopping at the market
  • role-play various dialogues with peers to enhance non-verbal cues
  • take photos of foodstuffs in their homes and exchange with peers for interpretation
  1. Why is reading aloud important?
  2. How do we ensure integrity when shopping?

Core Competencies to be developed:

  • Communication and Collaboration: Learners develop teamwork skills as they role play various dialogues with peers.

Core Values:

  • Integrity: This is fostered as learners discuss the need for following set budgets and practise integrity when shopping.

Pertinent and Contemporary Issues (PCIs):

  • Financial literacy: This is developed as learners discuss budgets and why they are important.

Link to other subjects:

  • Learners link to other Languages while practising the correct articulation of sounds; Health Education as they research and read on healthy eating habits; Business Studies as learners learn and practise planning and budgeting; and Computer Studies as learners take photos and create a digital gallery.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to articulate words correctly

Learner confidently reads with the correct pronunciation and intonation

Learner reads with the correct pronunciation and intonation

Learner reads texts correctly but with minimal halts that require minimal prompting

Learner distorts the pronunciation and intonation of some words

Ability to read with appropriate tempo

Learner reads with appropriate speed while observing all the necessary punctuation marks and sentence melody

Learner reads with the appropriate speed and necessary pauses

Learner reads with the appropriate speed most of the time

Learner reads slowly and hesitantly

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.2 Silent reading:

School

(3 Lessons)

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

  1. skim texts for general information,
  2. read texts silently for specific information,
  3. appreciate preferences of peers.

The learner is guided to:

  • read provided timetables from schools in Kenya and Germany and compare the times and learning areas
  • read texts silently using skimming and scanning skills and highlight favourite learning areas
  • solve puzzles and highlight the learning areas hidden therein
  • read short texts from their peers on their preferred learning areas
  • read short texts on preferences (study times, learning areas etc.) with peers
  1. Why do you read texts in the German language?
  2. Why should we respect other people’s preferences?

Core Competencies to be developed:

  • Critical thinking and problem-solving: Learners display open-mindedness when interacting with peers regarding subject preferences in school.

Core Values:

  • Patriotism: Learners develop love for their own school when they compare their school timetables with those in Germany.

Pertinent and Contemporary Issues (PCIs):

  • Friendship Formation: Learners develop the ability to form friendships by discussing and recognizing subject preferences of their peers.

Link to other subjects:

  • Learners link to Languages when learning to use prepositions of time and to Mathematics when learning numbers.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to skim a reading text

Learner reads and understands general and specific information from texts on school and school timetables and carries out all the given the tasks

Leaner reads and understands general information from texts on school and school timetables and carries out the given tasks

Learner reads and understands general information from texts on school and school timetables and carries out most of the given tasks appropriately

Learner reads general information from texts on school and school timetables with minimal understanding; requires considerable prompting to carry out assigned tasks

Ability to scan a reading text

Learner confidently reads specific information from texts related to school and carries out related tasks with ease

Learner reads specific information from texts on school and carries out related tasks

Learner reads for specific information from texts on school and carries out related tasks; requires minimal support

Learner reads texts on school with consistent prompting; requires support to carry out related tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.3 Reading Comprehension:

Leisure time 

(4 Lessons)

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

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

The learner is guided to:

  • read the texts and identify various holiday activities
  • underline and read out loud the leisure time activities
  • read texts and identify various means of transport
  • match in pairs/groups provided subtitles to appropriate paragraphs of texts and read them out
  • read while rearranging jumbled up parts of a sentence in the correct order
  • research online and read about typical German holidays
  • prepare in pairs/groups a short presentation on the favourite modes of transport in Germany and read them out in a class plenum
  1. Why is leisure time important?
  2. What can you do to get main ideas from a text?

Core Competencies to be developed:

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

Core Values:

  • Patriotism: Learners develop a sense of patriotism by looking at holiday destinations within their localities and developing awareness on what their country has to offer.

Pertinent and Contemporary Issues (PCIs):

  • Alcohol and substance abuse: Learners develop awareness for alcohol and substance abuse when learning about holiday activities.

Link to other subjects:

  • Learners link to other languages on leisure time activities and to Social Studies on other cultures.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to read out leisure time activities

 

 

Learner identifies, reads out and explains all leisure time activities from the given texts

Learner identifies and reads out all leisure time activities from the given texts

Learner identifies most of the leisure time activities from the given texts and reads them out loud

Learner identifies some of the leisure time activities from the given texts

Ability to read for comprehension

Learner understands reading texts and carries out all related tasks with ease

Learner understands reading texts and carries out all related tasks

Learner understands reading texts and carries out most of the related tasks

Learner understands reading texts but requires prompting to carry out the related tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.4 Silent reading: Family 

(4 Lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Core Values:

  • Unity: Unity is acquired as learners read and discuss fairness when relating with family members and the importance of unity in the family set up.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: Enhanced as the learners discuss fairness in relating to family members.

Link to other subjects:

  • Learners link to Social studies as they research and learn about family relations.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to read names of family relations

Learner correctly reads and understands all names of the given family relations in a text

Learner correctly reads all names of the given family relations in a text

Learner correctly reads most of the names of the given family relations in a text

Learner reads the names of the given family relations in a text with a lot of prompting

Ability to read texts for general and specific information

Learner reads and extracts general and specific information from texts as well as carrying out related tasks with ease

Learner reads and extracts general and specific information from texts as well as carrying out related tasks

Learner reads and extracts general and specific information from texts as well as carrying out some of the related tasks

Learner reads and extracts general and specific information from texts but requires consistent prompting to carry out the related tasks

READING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.5. Reading comprehension:

Home 

(4 Lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

  • Communication and collaboration: Developed when learners work in groups to take photos and download pictures of homes with different types of furniture.

Core Values:

  • Social justice: Learners demonstrate awareness of social justice when they identify and highlight key issues on animal rights.

Pertinent and Contemporary Issues (PCIs):

  • Animal welfare: Learners develop an awareness when they read texts on animal rights.

Link to other subjects:

  • Learners link to other languages as they read on the needs of pets, Visual Arts when they take photos, Agriculture while they take care of pets, and Home Science when considering rooms in a house and the household items

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify rooms common pets and items

Learner identifies rooms, common pets and household items in a text confidently

Learner identifies rooms, common pets and household items

Learner identifies rooms, common pets and household items with minimal assistance

Learner identifies a few rooms, common pets and household items but needs some support to identify others

Ability to read for comprehension

Learner reads texts for details on rooms, common pets and items and responds to all questions in detail appropriately

Learner reads texts for details on rooms, common pets and items and responds to all questions appropriately

Learner reads texts for details on rooms, common pets and items with some assistance and responds to most questions appropriately

Learner needs assistance to extract details from texts on rooms, common pets and items

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.6. Reading aloud: Human Body 

(3 Lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

  • Learning to learn: Demonstrated when learners read independently for information.

Core Values:

  • Respect: This is demonstrated as they value and respect their bodies and those of others regardless of their differences.

Pertinent and Contemporary Issues (PCIs):

  • Human sexuality: The learner develops awareness about sexual diversity and the need to respect one’s and other’s bodies.

Link to other subjects:

  • Learners link to other languages, Integrated Science, Sports and Physical Education and Health Education with regards to body parts, and Computer Studies when using gadgets and the internet.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to extract names of body parts

Learner extracts names of all body parts and their functions from a reading

text

Learner extracts names of all body parts from a reading text

Learner extracts names of most body parts from a reading text

Learner identifies some body parts in reading texts but needs support to identify

others

Ability to articulate words correctly and sentence melody

Learner reads the given body parts and their functions with the correct pronunciation, intonation

Learner reads the given body parts and their functions with the correct pronunciation and intonation

Learner reads most of the given body parts and their functions with correct pronunciation and intonation

Learner requires support to articulate the body parts and their functions correctly

Ability to use appropriate tempo

Learner confidently reads all running dictation texts with appropriate tempo

Learner reads all running dictation texts with appropriate tempo

Learner reads the running dictation texts with observable hesitation

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.7 Extensive Reading:

Media

(3 Lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Core Values:

  • Responsibility: Learners demonstrates responsibility by taking care of the devices.

Pertinent and Contemporary Issues (PCIs):

  • Safety and security: Learners practise safety and security when taking care of the devices

Link to other subjects:

  • Learners link to Computer Studies as they read about digital devices and take care of them.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to read texts for general information

Learner reads and understands general and specific information from texts on print and electronic media and devices and carries out all given tasks

Learner reads and understands general information from texts on print and electronic media and devices and carries out tasks without much prompting

Learner reads and understands general information from texts on print and electronic media and devices and carries out some of the tasks appropriately

Learner reads and understands the general information from texts on print and electronic media and devices with a lot of prompting

 

Ability to scan texts on diverse contexts on media

Learner reads texts for specific information on print and electronic media and devices and carries out related tasks with ease

Learner reads texts for specific information on print and electronic media and devices and carries out the related tasks

Learner reads texts for specific information on print and electronic media and devices and carries out most of the related tasks

Learner reads texts for specific information on print and electronic media and devices, but requires consistent prompting to carry out related tasks

STRAND 3.0: WRITING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.1 Functional writing:

Market 

(2 Lessons)

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

  1. identify food items in a market,
  2. write shopping lists in a given context,
  3. recognize the importance of honesty in a shopping situation.

The learner is guided to:

  • match pictures of various foodstuff to appropriate quantifiers provided
  • research online on various foodstuff and their prices
  • list various foodstuff they would require for a party in pairs
  • write a shopping list for a birthday party, within a given budget
  • scan and share the shopping lists
  • research with peers for appropriate expressions used in a shopping situation and list them down
  • write sample dialogues of buyers and sellers
  1. Why is writing things down important?
  2. Why are budgets important?

Core Competencies to be developed:

  • Communication and collaboration: Learners develop teamwork skills by collectively preparing, researching and recognising the value of peers’ contributions in the task.

Core Values:

  • Integrity: By making the price lists and simulating shopping situations, learners will develop the value of integrity.

Pertinent and Contemporary Issues (PCIs):

  • Financial Literacy: The learners prepare shopping lists and make decisions on how best to spend money.

Link to other subjects:

  • Learners link to Mathematics in quantifying and pricing of items.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify food items

Learner identifies and explains all food items

Learner identifies all food items

Learner identifies most food items

Learner identifies some food items and requires assistance to identify others

Ability to write a shopping list

Learner writes a well detailed shopping list using correct format

Learner writes a shopping list using correct format

Learner writes a shopping list using correct format most of the time

Learner writes a shopping list using correct format sometimes.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.2 Functional writing: School 

(2 Lessons)

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

  1. identify subjects taught in school,
  2. write a diary based on school routine,
  3. respect the preferences of peers.

The learner is guided to:

  • match the names of subjects in German to the equivalent in English
  • write down subjects offered in their school
  • use photos from the internet and any other sources to identify times of the day
  • fill out school activities on a template
  • write own diary and compare it with those of their peers
  • compare own school routine with those of learners in Germany and note similarities and differences
  • prepare a personal time table using digital devices and share with their peers
  • write about subject preferences on an online forum and comment on the contribution of peers
  1. Why are personal preferences important?

Core Competencies to be developed:

  • Critical thinking and problem-solving: Learners develop the skill of open-mindedness and creativity when they discuss with their peers their created timetables in an online forum.

Core Values:

  • Patriotism: Learners develop a sense of belonging and pride regarding their school by talking about certain routines in their school.

Pertinent and Contemporary Issues (PCIs):

  • Peer Pressure: Learners are sensitized about peer influence on subject preferences and pathway choices.

Link to other subjects:

  • Learners link to Mathematics where they learn about time and English where they learn about schedules and functional writing.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify subjects taught in school

Learner accurately identifies all subjects taught in school and shows how they are linked

Learner accurately identifies all subjects taught in school

Learner accurately identifies most subjects taught in school

Learner identifies some subjects taught in school

Ability to write a diary

Learner writes a detailed and creative diary using the appropriate format

Learner writes a diary using the appropriate format

Learner writes a diary using the appropriate format most of the time

Learner writes a diary, but needs support to use the appropriate format

Ability to be creative and open - minded

Learner displays creativity in creating timetables with ease , open-minded and respectful to the ideas of peers

Learner displays creativity in creating timetables , is open- minded and respectful to the ideas of peers

Learner displays creativity in creating timetables , is open- minded and respectful to the ideas of peers most of the time

Learner displays some creativity in creating timetables but is not open- minded and respectful to the ideas of peers most of the time

 Strand

 Sub Strand

 Specific Learning Outcomes

 Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.3

Functional writing:

Leisure Time 

(3 Lessons)

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

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

The learner is guided to:

  • list down national holidays in Kenya and Germany
  • fill in a crossword puzzle on various holiday activities
  • complete a mind map on various modes of transport in Kenya and in Germany
  • unscramble letters to form proper words of modes of transport
  • develop a poster on leisure time activities with peers
  • design a digital brochure advising tourists on holiday celebrations in Kenya
  • write opinions in a blog on inappropriate leisure time activities
  • carry out an online research on major holidays celebrated in Kenya and Germany and write a short text on the same
  1. How do you spend your leisure time?
  2. Why are adverts important?

Core Competencies to be developed:

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

Core Values:

  • Patriotism: Learners appreciate diversity and acquire a sense of belonging as they identify different holiday destinations in Kenya and in Germany.

Pertinent and Contemporary Issues (PCIs):

  • Alcohol and substance abuse: Learners talk about inappropriate leisure time activities and the dangers of drug and substance abuse.

Link to other subjects:

  • Learners link to Social Studies where they learn about citizenship and patriotism.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify leisure time activities and modes of transport

Learner identifies and explains all leisure time activities and modes of transport in Kenya and Germany

Learner identifies all leisure time activities and modes of transport in Kenya and Germany

Learner identifies most leisure time activities and modes of transport in Kenya and Germany

Learner identifies a few leisure time activities and modes of transport in Kenya and Germany

The ability to design a poster/brochure

Learner designs an informative and creative brochure/poster on leisure time activities

Learner designs an informative brochure/poster on leisure time activities

Learner designs a brochure/poster on leisure time activities with minimal support

Learner designs a brochure/poster on leisure time activities with a lot of support

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.4

Descriptive writing:

Family 

(2 Lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Core Values:

  • Unity: Learners appreciate inclusion, co-existing and working together as a family.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: Learners learn how stability of a society depends on the unity and strength of the family as a social unit.

Link to other subjects:

  • Learners link to Social Studies where the learners learn about basic family functions, family trees, relations and unity within the family.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to write descriptive texts

Learner writes a clearly detailed text on family members, their roles and interactions with ease

Learner writes a clearly detailed text on family members, their roles and interactions

Learner writes a text with most details on family members, their roles and interactions

Learner writes a text on family members, their roles and interactions with considerable support

Ability to use interpretation and inference skills in solving problems

Learner identifies, interprets common conflicts in family settings and suggests appropriate solutions in writing

Learner interprets common conflicts in family settings and suggests appropriate solutions in writing

Learner interprets most of the common conflicts in family settings and suggests appropriate solutions in writing

Learner interprets some common conflicts in family settings and requires prompting to suggest appropriate solutions in writing

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

 3.0 Writing

3.5.

Descriptive writing:

Home  

(2 Lessons)

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

  1. write names of household items and common pets,
  2. write descriptive texts about their homes,
  3. take proper care of common pets found at home.

The learner is guided to:

  • match pictures of household items with their names
  • fill in missing words of household items in sentences
  • rearrange scrambled words of household items to form correct words
  • select household pets from a list of animals
  • colour and name various pets
  • write a profile of a pet and post it on an online platform
  • prepare a poster advertising various household items
  • develop guidelines for the care of pets
  1. How do you ensure order in the house?
  2. Why is it important to take care of pets?

Core Competencies to be developed:

  • Communication and Collaboration: Learners will develop skills for writing fluently and presenting organised work as they handle tasks such as writing pet profiles and preparing adverts of various household items.

Core Values:

  • Social Justice: Learners’ awareness of animal rights will be developed as they write guidelines for the care of pets.

Pertinent and Contemporary Issues (PCIs):

  • Animal Welfare: Learners appreciate animals, learn to live with them and become advocates of animal rights.

Link to other subjects:

  • Learners link their learning to Social Studies and Home Science as they handle tasks such as describing the placement of items in the home.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to write names of household items and pets

Learner accurately writes the names of household items and explains their functions and common pets

Learner accurately writes the names of household items and common pets

Learner writes the names of most household items and common pets

Learner writes some names of household items and common pets, makes spelling errors on some words

Ability to write descriptive texts

Learner confidently writes texts providing vivid details on rooms found in a home, household items and common pets

Learner writes texts providing details on rooms found in a home, household items and common pets

Learner writes texts providing some details on rooms found in a home, household items and common pets

Learner needs support to write texts providing details on rooms found in a home, household items and common pets

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.6. Descriptive writing: Human Body

(2 Lessons)

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

  1. write names of the parts of the human body,
  2. describe functions of body parts for communication,
  3. advice their peers on caring for their bodies.

The learner is guided to:

  • find various body parts hidden in a puzzle, then write them down
  • match pictures of various body parts to their corresponding names
  • fill in the blanks in texts describing functions of various body parts
  • construct simple sentences on the various functions of different body parts
  • write a short text on ways of taking care of their bodies and shares with peers.
  1. How should we describe our bodies?
  2. How do you take care of your body?

Core Competencies to be developed:

  • Learning to Learn: Learners develop the skills of sharing learnt knowledge as they share with their peers texts they have written on how to take care of their bodies.

Core Values:

  • Respect: Learners learn about human body parts and their functions hence appreciate their own bodies and those of others’, therefore developing the value of respect and tolerance for others.

Pertinent and Contemporary Issues (PCIs):

  • Human Sexuality: Learners discuss functions of their reproductive body parts hence develop appropriate life skills on human sexuality. Learners are also made aware of the existence of intersex persons and their challenges.

Link to other subjects:

  • Learners link their learning to Health Education, Integrated Science and Life Skills Education as they handle tasks such as preparing the collage of different body parts and describing the care for each part.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to write the names of the parts of the human body

Learner names all parts of the human body correctly with ease

Learner names all parts of the human body correctly

Learner names most parts of the human body correctly

Learner names a few parts of the human body

Ability to describe the functions of the body

Learner describes the body parts and their functions in writing with ease

Learner describes the body parts and their functions in writing

Learner describes the body parts and most of their functions in writing

Learner names the body parts and describes a few of their functions

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.7. Descriptive writing: Media 

(2 Lessons)

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

  1. write media devices in their immediate environment correctly,
  2. describe the use of various types of media,
  3. use media devices responsibly for learning and enjoyment.

The learner is guided to:

  • spell names of media devices found at home and school
  • write down electronic devices presented in audio or visual stimuli
  • develop a questionnaire about the use of media in school and share it online
  • using newspaper/magazine cuttings, create a catalogue of various media devices
  • fill in a table categorizing media types and devices on the basis of their usage
  • compare the advantages and disadvantages of various media types
  • write a simple safety manual on how to take care of various electronic devices
  • create a table ranking the types of media on the basis of safety and share it with peers
  1. Why is media important in learning?

Core Competencies to be developed:

  • Digital Literacy: Learners interact with technology as they share information with peers using various online platforms.

Core Values:

  • Responsibility: Learners demonstrate responsibility as they explain how to take care of electronic devices.

Pertinent and Contemporary Issues (PCIs):

  • Education for sustainable development: Learners’ awareness of Safety and Security Issues will be developed as they identify how to take care of electronic devices.

Link to other subjects:

  • Learners link their learning to Life Skills, Pre-Technical and Pre-Career Education and Computer Science as they handle tasks such as discussing the advantages and disadvantages of various media.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to write media devices

Learner accurately writes all required media devices with ease

Learner accurately writes all required media devices

Learner accurately writes most of the required media devices

Learner accurately writes some of the required media devices

Ability to describe uses of media

Learner describes in elaborate detail the uses of various types of media including advantages and disadvantages with ease

Learner describes the uses of various types of media including the advantages and the disadvantages with appropriate detail

Learner describes some uses of various types of media including the advantages and the disadvantages with minimal detail

Learner describes some uses of various types of media, lacks adequate detail, requires prompting to mention advantages and disadvantages

STRAND 4.0: LANGUAGE STRUCTURES

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.1 Nouns, Pronouns and Direct Objects 

(3 Lessons)

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

  1. identify compound nouns, quantifiers and direct objects in sentences,
  2. construct sentences using interrogative pronouns,
  3. recognise the importance of language correctness in communication.

The learner is guided to:

  • identify component words in a compound noun
  • form compound nouns with the right articles
  • match food items with quantifiers
  • rearrange given random words to construct sentences
  • identify the subject and direct object in a sentence
  • construct simple sentences from shopping lists
  • ask questions using the interrogative pronouns “wie viel” for uncountable nouns and “wie viele” for countable nouns
  • fill in blanks in given sentences using the correct nouns or quantifiers
  • simulate a buying/selling situation compound nouns, quantifiers, direct object in sentences and interrogative pronouns with their peers
  1. Why is correctness in language necessary?

Core Competencies to be developed:

  • Communication and Collaboration: Learners develop skills for speaking clearly and effectively by using appropriate language structures and expressions.

Core Values:

  • Integrity: Learners develop integrity as they simulate a buying/selling situation with their peers.

Pertinent and Contemporary Issues (PCIs):

  • Financial Literacy: Learners acquire budgeting skills as they create shopping lists.

Link to other subjects:

  • Learners link their learning to Business Studies and Mathematics as they budget and consider pricing of items.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify specific nouns, direct objects and quantifiers

Learner easily identifies all compound nouns, quantifiers and direct objects in sentences with ease

Learner identifies compound nouns, quantifiers and direct objects in sentences

Learner identifies most of the compound nouns, quantifiers and direct objects in sentences

Learner identifies some of the compound nouns, quantifiers and direct objects in sentences

Ability to construct sentences

Learner accurately constructs sentences using interrogative pronouns with ease

Learner constructs correct sentences using interrogative pronouns accurately.

Learner constructs correct sentences using interrogative pronouns

Learner requires support to construct sentences using interrogative pronouns

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.2

Prepositions and Making Comparisons 

(3 Lessons)

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

  1. identify in writing prepositions and interrogative pronouns found in texts,
  2. apply correct comparative and superlative forms for effective communication,
  3. value diversity in making comparisons.

The learner is guided to:

  • underline prepositions and interrogative pronouns in the given sentences
  • match given prepositions with corresponding elements of time
  • inquire about time using „Wie spät ist es?”
  • and “Um wie viel Uhr ist …?”
  • use appropriate prepositions to tell time,
  • identify comparative forms of adjectives
  • make equal and unequal comparisons of given situations
  • research on how to make the superlative forms of adjectives
  • discuss preferred subjects using comparative forms
  • describe own school in comparison to another
  1. Why are prepositions important?

Core Competencies to be developed:

  • Critical thinking and problem-solving: Learners enhance their researching skills as they use the internet and other media to find out how to make superlative forms.

Core Values:

  • Patriotism: Demonstrated when learners show love for their own school by stating the qualities they like about their school.

Pertinent and Contemporary Issues (PCIs):

  • Friendship Formation: Demonstrated when learners discuss the qualities of good friends.

Link to other subjects:

  • Learners link their learning to Social Studies on time zones.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify prepositions and interrogative pronouns

Learner identifies and explains all prepositions and interrogative pronouns found in texts

Learner identifies all prepositions and interrogative pronouns found in texts

Learner identifies most prepositions and interrogative pronouns found in texts

Learner identifies some prepositions and interrogative pronouns found in texts

Ability to apply correct comparative forms

 

Learner confidently makes equal and unequal comparisons using the correct comparative and superlative forms

Learner makes equal and unequal comparisons using the correct comparative and superlative forms

Learner makes equal and unequal comparisons using the correct comparative and superlative forms most of the time

Learner makes equal and unequal comparisons using the correct comparative and superlative forms with assistance.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.3. Verbs and Adverbs 

(3 Lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

  • Digital literacy: Learners develop skills of connecting using digital technology when they send emails and when they research and share information digitally.

Core Values:

  • Patriotism: Learners develop love for their own country as they describe prominent sports personalities in Kenya.

Pertinent and Contemporary Issues (PCIs):

  • Alcohol and substance abuse: Learners demonstrate awareness of alcohol and substance abuse as they discuss inappropriate leisure time activities that the youth engage in.

Link to other subjects:

  • Learners link their learning to Social Studies, Sports and Physical Education and Integrated Science as they discuss leisure time activities.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to express themselves using modal verbs and adverbs

Learner appropriately uses modal verbs and adverbs of manner to express themselves all the time

Learner appropriately uses modal verbs and adverbs of manner to express themselves

Learner appropriately uses modal verbs and adverbs of manner to express themselves most of the time

Learner uses modal verbs and adverbs of manner to express themselves with assistance

Ability to communicate using irregular verbs

Learner accurately communicates using irregular verbs in varied contexts

Learner accurately communicates using irregular verbs in given contexts

Learner accurately communicates using irregular verbs in given contexts most of the time

Learner communicates using irregular verbs with assistance

Ability to connect using digital technology

Learner competently connects using digital technology as they research and share their findings on leisure activities

Learner connects using digital technology as they research and share their findings on leisure activities

Learner connects using digital technology as they research and share their findings on leisure activities most of the time

Learner requires assistance to connect using digital technology as they research and share their findings on leisure activities

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.4 Adjectives and Possessive Articles 

(2 Lessons)

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

  1. apply adjectives appropriately in sentences,
  2. use possessive articles appropriately in given contexts,
  3. value the role of language in families.

The learner is guided to:

  • match pictures with the equivalent adjectives
  • fill in gaps with correct adjectives
  • solve a puzzle (Kreuzworträtsel) containing possessive articles
  • identify family relations in puzzles
  • write a short text about his/her family and how they share household tasks
  • use possessive articles to talk about
  • each other`s families with peers
  1. Why are adjectives necessary in sentences?
  2. How do we describe possession?

Core Competencies to be developed:

  • Critical Thinking and Problem solving: Learners develop open- mindedness as they talk to peers about their families.
  • Communication and Collaboration: Learners use possessive articles to talk about each other’s families with peers.

Core Values:

  • Unity: Learners demonstrate unity in the family as they write about their families and how they work together.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: Learners develop awareness and appreciation for the role of family in social cohesion.

Link to other subjects:

  • Learners link to Social Studies when they talk about family tree/ relations.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below expectations

Ability to apply adjectives in sentences

Learner easily applies varied adjectives appropriately in sentences

Learner applies adjectives appropriately in sentences

Learner applies most adjectives appropriately in sentences

Learner applies only a few adjectives in sentences

Ability to construct sentences using possessive articles

Learner constructs complex sentences using possessive articles with ease

Learner constructs sentences using possessive articles appropriately

Learner constructs simple sentences using possessive articles

Learner constructs sentences using some possessive articles and needs assistance to construct simple sentences

Ability to be open-minded

Learner displays open- mindedness and empathy as they talk to peers about their families

Learner always displays open- mindedness as they talk to peers about their families

Learner displays open- mindedness as they talk to peers about their families most of the time

Learner displays open- mindedness as they talk to peers about their families sometimes

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.5

Prepositions of location 

(2 Lessons)

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

  1. write prepositions in a sentence,
  2. describe positions of items in a home,
  3. appreciate the correct use of prepositions in communication.

The learner is guided to:

  • fill in blanks using the correct prepositions
  • make sentences to show the location of items in the home
  • use internet applications to position furniture in a virtual room
  • describe location of items in their own rooms in pairs/groups
  • discuss with peers how they take care of their pets in an online forum
  • participate in discussions with peers on how to take care of animals (pets)
  • research (online and offline) and find pictures of a typical German home, note the location of items and share with peers
  1. Why are prepositions important?
  2. How should we keep our pets safe?

Core Competencies to be developed:

  • Communication and Collaboration: Learners develop skills of recognising the value of other’s ideas as they discuss with peers how they take care of their pets in an online forum.

Core Values:

  • Social justice: As learners discuss how to take good care of their pets

Pertinent and Contemporary Issues (PCIs):

  • Animal welfare: Learners develop an awareness for animal welfare when they discuss the KIQ on which animals one can keep as pets.

Link to other subjects:

  • Learners link their learning to Home Science in relation to household items and Agriculture as they discuss pets.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below expectations

Ability to write prepositions of location

Learner correctly writes all prepositions in a sentence, isolates prepositions of location

Learner correctly writes all prepositions of location in a sentence

Learner correctly writes most prepositions of location in a sentence

Learner writes some prepositions of location in a sentence

Ability to describe positions of items in writing

Learner constructs complex sentences using the prepositions of location appropriately

Learner constructs sentences using the prepositions of location appropriately

Learner constructs simple sentences using the prepositions of location appropriately

Learner constructs basic sentences using prepositions of location with assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.6 Singular and plural forms 

(2 Lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

  • Learning to learn: Learners develop skills for learning independently when they research on the names of internal organs.

Core Values:

  • Respect: Respect is developed when learners discuss why one must value and respect other people’s bodies.

PCIs:

  • Human sexuality: Learners attain awareness of respecting sexuality (male, female and intersex people) in their discussions about body parts.

Link to other subjects:

  • Learners link their learning to other languages on how plural forms are built as well as Social Science as they talk about their bodies.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to write the singular and

plural forms of nouns

Learner independently writes the singular and plural forms of body parts correctly

Learner writes the singular and plural forms of body parts correctly

Learner writes the singular and plural forms of most body parts correctly

Learner writes the singular and plural forms of some body parts correctly

Ability to form plurals using identified patterns

Learner independently forms and uses correct plural forms of all body parts in sentences and texts

Learner forms and uses correct plural forms of various body parts in sentences and texts

Learner forms and uses correct plural forms of most of the body parts in sentences and texts

Learner forms plurals for some body parts with prompting

Ability to learn independently

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

Learner learns independently through research

Learner learns with some independence through research most of the time

Learner learns independently with considerable limitations and requires frequent

nudging

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.7 Negative Articles 

(3 Lessons)

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

  1. form negative articles in the nominative and accusative case,
  2. negate sentences appropriately for communication,
  3. value the importance of negation in communication.

The learner is guided to:

  • use flash cards to match articles to their negative forms
  • play a game in class where one learner points to an object and the rest give its negative article
  • identify varied negations in sentences
  • mark the negative articles in given sentences
  • negate given sentences e.g Das ist ein Bleistift...Nein, das ist kein Bleistift
  • form sentences using negative articles
  • use the internet to research further on the rules and examples of negation in German and share with peers on a digital platform of choice
  1. Why is negation important to communication?

Core Competencies to be developed:

  • Digital literacy: Learners develop digital literacy skills as they interact with digital technology when they use the internet to research the rules of negation in German.

Core Values:

  • Responsibility: Learners develop responsibility as they take care of the digital devices in their school.

Pertinent and Contemporary Issues (PCIs):

  • Safety and Security: Learners develop awareness on safety and security when using media devices.

Link to other subjects:

  • Learners link their learning to English and Kiswahili languages on how sentences are negated.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to form negative articles and interact with technology

Learner forms accurate negative articles in the nominative and accusative cases and uses the internet competently to establish the rules for negation with ease

Learner forms accurate negative articles in the nominative and accusative cases and uses the internet to establish the rules for negation

Learner forms most negative articles in the nominative and accusative cases and uses the internet most of the time to establish the rules for negation

Learner needs assistance to form negative articles in the nominative and accusative cases and uses the internet sometimes to establish the rules for negation

Ability to negate sentences

Learner accurately negates sentences with great confidence

Learner negates sentences accurately

Learner accurately negates most sentences

Learner needs assistance in negating sentences

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

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

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

CSL Skills to be covered:

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

Suggested PCIs

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

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

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

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

The learner is guided to:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

The ability to identify and analyse a pertinent issue in society to be addressed

Learner critically defines and elaborately discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed with minimal support.

Learner requires support to critically examine and select the appropriate issue.

The ability to plan to solve the identified problem

Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project.

The ability to design solutions to the identified problem and implement them

Learner constantly applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue with some support.

Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue.

Ability to share findings to relevant actors

Learner comprehensively and confidently shares findings of the issue addressed in the activity.

Learner confidently shares findings of the issue addressed in the activity.

Learner shares some of the findings of the issue addressed in the activity.

Learner briefly shares findings of the issue addressed in the activity, lacks necessary details.

The ability to reflect on own learning and relevance of the activity

Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear.

Learner struggles to outline the benefits of the CSL activity on the target community and own learning.

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

Strand

Suggested learning resources

Suggested assessment methods

Non- formal activities

1.0 Listening and Speaking

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

2.0 Reading

  • Reading texts
  • Flashcards
  • Pictures
  • Images
  • Drawings
  • Poems
  • Course books
  • Magazines
  • Internet
  • Charts
  • Posters
  • Easy readers
  • Menus
  • Newspaper cutouts
  • Diagrams
  • Journals
  • Rhyme books
  • School readers
  • Word puzzles
  • Checklists
  • Cord words
  • Reading aloud
  • Discussions
  • Observations
  • Quizzes
  • Portfolio
  • Reading for fluency
  • Role play
  • Learning logs
  • Exit or Admit stamps
  • Peer assessment
  • Checklists
  • School Open Days
  • Kenya Music Festival
  • Language Clubs
  • Exchange Programs
  • Tandem (face-to-face or electronic) and intercultural learning
  • Language Days
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contests

3.0 Writing

  • Audio and video recordings
  • Internet
  • Charts
  • Posters
  • Cross word puzzles
  • Pictures
  • Drawings
  • Magazines
  • Photographs
  • Newspapers
  • Flashcards
  • Illustrations
  • Journals
  • Recording devices
  • Menus
  • Brochures
  • Resource person
  • Total Physical Response
  • Writing texts
  • Forming sentences
  • Peer assessment
  • Writing menus
  • Observations
  • Designing brochures
  • Matching names to pictures
  • Filling in missing information
  • Writing simple plays
  • Matching of sentences
  • Exchange Programs
  • Tandem (face-to-face or electronic) and intercultural learning
  • Language Days
  • School Open Days
  • Kenya Music Festival
  • Language Clubs
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contests

4.0 Language structures

SNE

  • Libraries
  • Projectors
  • Course books
  • Internet
  • Charts
  • Pictures
  • Drawings
  • Illustrations
  • Newspapers
  • Maps
  • Chalkboard
  • Sample compositions
  • Lists of minimal pairs
  • Lists of homophones, synonyms, antonyms. homonyms, rhymes
  • Word bush
  • Curiosity charts
  • Tactile diagrams
  • Brailed materials
  • Adapted realia
  • Pictorial diagrams
  • Interactive digital content
  • Observations
  • Writing texts
  • Construction of sentences
  • Designing games
  • Discussions
  • Role play
  • Checklists
  • Quizzes
  • Language Clubs
  • Tandem (face-to-face or electronic) and intercultural learning
  • Language Days
  • School Open Days
  • Kenya Music Festival
  • Exchange Programs
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contests
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