1.1 Soil pollution control

(6 lessons)

1. explain the causes of soil pollution in farming,
2. control soil pollution in agricultural environment,
3. promote safe farming practices to prevent soil pollution,
4. demonstrate responsibility in using safe farming practices to conserve soil.

• form groups, find out and discuss causes of soil pollution in farming such as excessive use of artificial fertilizers, agricultural chemicals and plastic wastes.
• search and watch a video clip on causes of soil pollution.
• engage in safe soil pollution control practices such as safe disposal of used chemical containers and plastic wastes.
• create awareness messages against dumping of soil pollutants, safe disposal of used chemical containers and plastic wastes and use of correct types and amounts of farm chemicals and fertilizers.

1. How do farming practices cause soil pollution?
2. How can we control soil pollution through agricultural practices?

• Citizenship: social and civic skills in preserving the environment as learners create awareness in the community to ensure safe disposal of agricultural wastes for clean environment.

• Responsibility as learners promote safe farming practices to conserve the soil.

• Environmental protection and conservation: as learners create awareness in the community against dumping of agricultural wastes.

• Integrated science in relating environmental pollutants to soil pollution.

1.2 Water conservation measures

(9 lessons)

1. outline the importance of water conservation in farming,
2. construct water retention structures to conserve surface runoff,
3. use minimum tillage practices to conserve water in farming,
4. appraise water conservation measures in agricultural environment.

• work in pairs to discuss the importance of water conservation in farming (such importance to include making water available longer after the rains).
• discuss ways of conserving surface runoff to prevent damage of property and collect it in structures such as water retention ditches, earth basins and water retention pits.
• search for information on minimum tillage practices for water conservation in farming; to include practices such as slashing weeds, restricted cultivation and mulching.
• take an excursion to evaluate community farming activities for water conservation

1. How can we conserve surface runoff for farming?
2. How can we practice minimum tillage to conserve soil moisture?

• Critical thinking and problem solving: researching skills as learners observe, analyse available information on water conservation challenges in agricultural environment and problems (problem area in the environment), design and construct appropriate runoff retention structures to solve the challenge.

• Unity in group initiative when constructing water retention ditches and pits.

• Environmental protection and conservation in construction of retention ditches and retention pits for water conservation in the local environment.

• Integrated science as the learners use tools, equipment and technology to construct water conservation structures.

1.3 Agroforestry

(9 lessons)

1. explain the meaning of agroforestry in conserving the environment,
2. describe the importance of agro-forestry in conserving the environment,
3. examine the characteristics of agro-forestry trees for conservation of the environment,
4. choose appropriate agroforestry trees for conserving environment,
5. establish agroforestry trees for conservation of the environment,
6. embrace the use of agroforestry in conserving the environment.

• work in pairs to discuss their understanding of the term agro-forestry.
• work in groups to search for information on importance of agro- forestry using digital and print resources and make presentation in class.
• take a field excursion to observe the uses of various trees as grown in crop and pasture fields.
• watch a video clip on agroforestry trees as used in crops and pasture fields.
• make presentations on characteristics of a good agroforestry tree such as ability to grow alongside crops, fast growing, and multiple uses.
• explore the environment and choose agroforestry trees that can provide planting material for establishing agroforestry.

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

fully established.

1. Why should we practice agroforestry?
2. How do agroforestry trees conserve environment?
3. How can we identify and agroforestry tree?

• Self-efficacy: leadership skills as learner set goals, assign and execute tasks in the agroforestry class project.

• Responsibility while caring for the class project until the planted agroforestry trees are fully established.

• Environmental awareness, protection and conservation in establishing agroforestry trees to conserve and improve the environment within the school.

• Social studies as learners expound their knowledge and skills in environmental conservation through agroforestry.

2.1
Preparation of planting site

(7 lessons)

1. identify planting site for crops in the school environment,
2. examine planting site in relation to planting material,
3. prepare site for establishing selected planting material,
4. show responsibility in preparing site for selected planting material.

• take excursion in the school compound to identify suitable sites for planting crops. The sites to include ground sites, container sites, on walls, along the fence or along the driveways.
• observe provided planting materials and suggest appropriate preparation of their planting sites. The suggestions to include fine tilth for small seeds, medium tilth for medium sized seeds, course tilth for large planting materials like tubers, suckers and cuttings
• prepare suitable sites for establishing selected planting materials on the identified areas. The sites to include selected containers and ground seedbeds.

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

1. How can we prepare different types of planting sites?
2. How does planting material determine planting site preparation?

• Critical thinking and problem solving: evaluation and decision making skill as the learners explore the school compound, identify and prepare a suitable planting site for a given planting material

• Unity as the learners discuss and work in groups in the activity tasks for identifying and preparing planting sites.

• Safety of self and others as the learners observe and practice personal safety and safety of others while working with tools and equipment in preparing planting sites.

• Pre technical and Pre career studies as learners work with various tools and equipment in preparing planting sites.

2.2 Crop establishment

(7 lessons)

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

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

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

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

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

• Learning to learn: researching skills as learners engage in searching and discovery learning process in searching for information, categorizing planting materials, analysing materials for planting, conducting practical activities and making observations on germination and growth of selected crops.
• Digital literacy: connecting and interacting skills as learners use digital devices, select appropriate websites and application software to search for information for predicting time of planting.

• Unity while working in teams to conduct practical activities and class presentations on establishing a crop from planting materials.

• Social cohesion will be developed as the learners work in groups and interact, consult and conduct the practical activities of establishing a selected crop.

• Integrated science as learners apply scientific concept of germination and viability of planting materials.

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

2.3 Crop Management
(9 lessons)

1. differentiate between a weed and a crop in a cultivated field,
2. carry out weeding using physical methods,
3. carry out earthing up for a suitable crop,
4. carry out thinning and gapping for optimum plant spacing,
5. carry out hardening on a suitable crop,
6. appreciate importance of various management practices in crop production.

Learner is guided to:

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

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

1. What management practices should be carried out in crop production?
2. Why is it important to carry out crop management practices?
3. How can we carry out management practices in crop production?

• Digital literacy: designing and creating skills as learners take photos of weeds, compile the photos and use digital devices to make class presentations.

• Respect for one another as learners carry out the various management practices for the group project. 

• Lifeskills: Planning and decision making skills as the learners plan and commit themselves to carry out tasks in management practices during practical lesson activities.

• Social studies as learners relate various management practices of selected crops to the elements of weather in their locality.

3.1 Animal Handling

(6 lessons)

1. examine forms of animal handling in the community,
2. defend animals against mistreatment in the community,
3. handle animals humanely in the community,
4. create awareness on importance of humane treatment of animals in the community.

Learner is guided to:

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

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

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

1. What are the safe ways of handling animals?
2. Why is it important to handle animals in humane ways?

• Core competencies to be developed:
• Communication and collaboration: speaking and teamwork skills as learners consult and speak influentially to the community leadership and community members on appropriate handling of animals during school open days.

• Love as learners demonstrate humane treatment of animals to the community through school open days.

• Animal welfare as the learners develop and disseminate messages to defend animals against inhumane treatment in the community.

• Integrated science as learners relate the body parts used to handle the animals to the functions, sensitivity and safety of the animal.

3.2 General Management of Pets

(6 lessons)

1. identify pets reared in the community,
2. describe factors considered in selecting a pet for rearing,
3. explain how to acquire a pet for rearing,
4. describe various management practices in rearing of pets,
5. appreciate various management practices of rearing pets.

 Learner is guided to:

• visit the community and explore the pets that are reared by various households
• acquire information from resource persons on animals reared as pets in the community
• search for information from print and digital resources on factors to consider in choosing a pet for rearing such as social, economic, safety and legal factors
• discuss various ways of acquiring a pet for rearing such as buying from other community members, gifts, and inheritance
• take an excursion in the community, observe pets and acquire information on management practices such as feeding, housing,
  sanitation, parasite and disease control
• view a video clip on selected management practices such as feeding, housing, sanitation, parasite and disease control

1. How can we rear pets?
2. How can we choose pets for rearing?

• Learning to learn: researching skills as the learners work collaboratively, take excursion and discover various factors considered in choosing an appropriate pet for rearing and the management practices carried out on the pets.

• Respect for community values and existing laws as learners appreciate factors to consider in ownership of pets.

• Animal welfare as the learners appreciate the importance of various management practices in rearing of pets.

• Social studies as learners appreciate community values, existing laws and by-laws in rearing of animals.

3.3 Preparation of Animal Products

(6 lessons)

1. sort and grade eggs for various purposes,
2. process raw honey from the combs,
3. pack processed honey for storage and use,
4. embrace the value of preparing animal products for use, storage and marketing.

• work in groups to analyse sampled eggs, brainstorm on factors to consider when grading eggs, then sort and grade the eggs.
• process a provided sample of raw honey from combs using crushing and straining method.
• pack the processed honey in appropriate containers such as plastic, glass or aluminium containers.
• discuss the importance of sorting and grading eggs and

1. Why should we sort and grade eggs?
2. How can raw honey be processed?

• Critical thinking and problem solving: evaluation and decision making skills as learners assess the problem of unprocessed honey and devise ways of processing raw honey from the combs.

• Integrity in applying ethical methods of preparing animal products.  

• Financial literacy as learners add value of honey from raw to semi processed honey and as they sort and grade eggs for various purposes.   

• Pre technical and pre career studies as learners use technology in processing of animal products.

4.1 Off- season Cropping Techniques

(9 lessons)

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

Learner is guided to:

• form pairs to brainstorm the meaning of off-season cropping and then share in plenary
• search for the meaning of off-season cropping using print and digital resources
• discuss the importance of off-season cropping and in a plenary share derived points such as continuous supply of food, regular income and high market value
• search for information on applicable technologies for off-season cropping such as innovative drip irrigation and container gardening
• discuss the off-season crop production techniques such as timed planting, staggered
  planting and succession planting
• discuss the importance of off-season crop production techniques and technologies.

1. How can we ensure a continuous supply of vegetables in farming?
2. Why should we practice off- season cropping in farming?

• Critical thinking and problem solving: open mindedness and creativity skills as learners deduce appropriate off- season techniques and technologies for continuous food supply in the community.

• Respect as learners make presentations on appropriate techniques and technologies for off-season cropping.

• Environmental awareness and food security issues as learners analyse food security challenges and determine appropriate off-season cropping techniques to solve them.

• Pre technical and pre career studies as learners integrate off-season techniques and technologies in the community for continuous food supply.

4.2 Framed
Suspended Gardens

(9 lessons)

1. identify off-season crops suitable for suspended gardening,
2. discuss and document proposed project plan for framed suspended garden,
3. select suitable site for framed structure suspended garden,
4. design framed structure for suspended gardens,
5. construct framed structures for suspended gardens,
6. establish and manage selected off-season crop on suspended gardens,
7. persuade the school community to adopt off-season cropping techniques for food security,
8. evaluate the project in relation to the project objectives.

• identify suitable crops that meet the following criteria:
  • Can be established on a suspended garden on framed structures sited in small spaces such as along the drive way, pathways or any other place in the school that receives regular visitors.
  • Can enhance beauty.
  • Can grow within a short period of time (not a perennial crop).
• identify suitable site in the school compound to prepare framed structures for suspended gardens.
• design and sketch plans for framed suspended gardens.
• source for materials (locally available materials such as wires, wooden planks, metal bars and poles) to construct framed suspended garden.
• assign themselves tasks towards construction of the framed structures, establishment and management of selected off- season crops on the suspended garden.
• carry out assigned tasks to implement the project.
• carry out assigned tasks in management of the project

Community involvement: - Learners to:

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

Project Evaluation:

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

Project reflection:

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

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

• Self-efficacy: self-awareness and planning skills as learners plan, implement and manage various tasks in the CSL project activities such as designing, siting, construction, crop establishment and management on the suspended gardens.
• Critical thinking and problem solving: interpretation and inferencing skill as learners articulate problems of crop growing on limited spaces, formulate and implement solution to solve the problem through suspended gardens.
• Creativity and imagination: observation and making connection skills as learners design, sketch framed structures and innovatively site the structures for aesthetic purposes within the school compound.

• Unity as learners carry out team work activities while planning, implementing and managing the suspended garden project.

• Environmental protection and conservation as learners re-use locally available materials to construct framed suspended gardens.

• Pre technical and pre career studies as learners apply hands-on skills to design, construct and manage framed suspended garden project.

4.3 Value Addition Techniques

(7 lessons)

1. explain the meaning of value addition in crop produce,
2. examine ways of adding value on crop produce,
3. process a selected crop produce to add value,
4. appreciate the importance of value addition on crop produce.

 Learner is guided to:

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

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

1. Why do we add value to crop produce?
2. How can we add value to crop produce?

• Critical thinking and problem solving: evaluation and decision making skills as the learners search for information and select a suitable method of adding value to a crop produce.

• Integrity as the learners observe hygiene and safety standards during processing of crop produce. 

• Nutrition, health and food security as learners process crop produce to increase shelf life and reduce food spoilage through value addition processes.   

• Pre-technical and pre-career studies as learners use technology to process crop produce.

1.1 Soil pollution control

(6 lessons)

• Written assignment.
• Observation of learning activities.

• Oral assessment
• Observation of learning activities
• Group project portfolio on preparation of water conservation structures.

• Written tests
• Graded observation of group work activities
• Project portfolio in establishment of one-tree project.

• Written assignment
• Graded observation
• Oral assessment

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

• Written tests
• Graded observation of group work activities
• Project portfolio in establishment of a crop on the prepared planting site.

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

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

• Written assignment
• Graded observation of learner demonstrations
• Oral assessment on animal handling.

• Written assignment
• Oral assessment on factors considered in selecting a pet.

• Written assignment
• Graded observation
• Oral assessment on animal rearing practices.

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

Video clips on management practices of pets.

• Graded oral assessment
• Written tests
• Project journal on CSL project activities (activities in construction and establishment of framed suspended garden).

• Oral assessment
• Written tests
• Graded observation on learner project activities and participation levels.

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

Utensils such as frying pan, spoons and knives

1.1 Importance of Studying Christian Religious Education

(3 Lessons)

1. explain the meaning of Christian Religious Education to foster understanding of CRE.
2. analyze the importance of learning Christian Religious Education for holistic growth.]
3. appreciate Christian Religious Education for sound moral and religious values.

• brainstorm in small groups the meaning of Christian Religious Education and present to the class
• Search for the meaning of Christian Religious Education using different sources internet, textbooks and library and present to the class
• discuss in pairs the importance of studying Christian Religious Education as a subject and present to the class
• debate on how Christian Religious Education helps the learners to relate with one another.
• use charts/ posters/flashcards to write messages and themes that promote sound moral and religious values.

1. Why is Christian Religious Education important?
2. How do you benefit by learning Christian Religious Education?

• Learning to learn: the learners brainstorm and share the meaning of Christian Religious Education
• Self-efficacy: the leaners debate on how Christian Religious Education helps the learners to relate with one another
• Digital literacy: the learners assess learning materials on the importance of Christian Religious Education and share content through the digital platform.

• Respect for one another: the learners use charts or posters to write messages and themes that promote sound moral and religious values.
• Responsibility: the learners carry online search on the meaning of Christian Religious Education and present to the class using a power point.

• Effective communication: the learners carry out online search on the importance of learning Christian Religious Education and being able to share their findings in class.

• English language: the learners discuss in groups and debate
• Computer Science: the learners use digital devices to search for information on the meaning of Christian Religious Education.

 2.1
Accounts of Creation

(6 Lessons)

1. explain the biblical accounts of creation to understand God’s great work
2. discuss the similarities and differences in the two biblical accounts of creation
3. explain the similarities and difference between the biblical accounts and African stories of creation
4. appreciate God’s creation work in the two biblical accounts.

• brainstorm the features of God’s creation in their surrounding
• take a nature walk and explore God’s creation in the school compound / the surrounding area
• read in groups Genesis 1 and 2 and explain the biblical accounts of creation
• summarize main points on the two biblical accounts of creation on charts and display them in class
• use library materials to search for information on African stories of creation
• describe the similarities and difference between the biblical accounts and African stories of creation
• write a summary on the similarities and difference between the biblical accounts and African stories of creation watch a video clip on biblical accounts of creation and share what they have observed.

1. What are the attributes of God from the biblical accounts of creation?
2. How is the first account of creation different from the second?
3. Why is it important to learn about creation accounts/stories?

• Communication and collaboration: the learners’ debate on the “biblical accounts of creation are similar to African stories of creation’’
• Creativity and imagination: the learners design posters /charts on the order of creation
• Digital literacy: using digital devices, the learners design posters /charts on the order of creation and share within the class
• Learning to learn: the learners interact with a resource person on African stories of creation and pose relevant questions

• Responsibility: the learners take care of God’s creation in the school compound
• Respect: the learners interact with a resource person, pose relevant questions and acquire more information on African stories of creation.
• Love: the learners appreciate aspects of God’s creation.

• Gender mainstreaming: the learners recognize that God created human beings as male and female who complement each other
• Environmental issues in education: the learners take a nature walk and explore aspects of creation around the school.

• Social Studies: the learners interact with the environment during the nature walk
• English language: the learner’s debate on the “biblical accounts of creation are similar to African stories of creation’ ’idea
• Performing Arts: the learners sing a song on creation
• Computer Science: the learners conduct online search using digital devices on similarities and differences in the biblical accounts of creation.

2.2
Responsibility over Animals, Fish and Birds

(4 Lessons)

1. explain the biblical teaching on responsibilities given to human beings over animals, fish and birds to promote responsible living
2. discuss ways through Christians apply the biblical teaching to protect animals, fish and birds
3. appreciate importance of good stewardship

• read Genesis 2:15-20, James 3: 7 discuss the responsibilities given to human beings
• identify ways through which Christians apply the biblical teaching to protect animals, fish and birds
• write sensitization messages on charts/posters on the importance of good stewardship

1. Why should Christians take care of animals, fish and birds
2. How do you take care of God’s creations.

• Critical thinking and problem solving: the learners identify different ways of taking care of animals, fish and birds.
• Learning to learn: the learners write sensitisation messages on charts/posters on the importance of good stewardship
• Creativity and Imagination: identify ways through which Christians apply the biblical teaching to protect and preserve animals, fish and birds

• Responsibility: the leaners take care of the different animals, fish and birds
• Patriotism: the learners discuss strategies of protecting and conserving the environment.
• Social justice: the learners advocate for animal, fish and birds’ welfare

• Animal rights and welfare issues in education: the learners visit nearest animal orphanage/ national park/observe animals within their local environment and write a report on their rights
• Assertiveness: the learners commit themselves to taking care of domestic animals at home
• Environmental issues in education: the learners discuss different ways of taking care of animals, fish and birds to enhance harmonious coexistence.

• Integrated Science: the learners learn about the importance of living creatures on land and in the sea
• English language: the learners compose and recite poems on animal welfare and protection
• Computer Studies: the learners use online sources to search for information on different strategies of taking care of animals, fish and birds
• Agriculture: the learners use different strategies in taking care of animals, fish and birds

2.3
Responsibility over Plants

(4 Lessons)

1. describe the responsibilities given to human beings over plants by God to promote self efficacy.
2. identify how Christians apply the biblical teachings on the care for plants to enhance environmental conservation
3. discuss how prudent use of plants contribute to economic growth
4. appreciate plants as part of God’s creation to promote a healthy ecosystem.

• read in turns Genesis 1:29: Genesis 2:15 and Psalm 104:14, summarize the biblical teachings in charts and present them to the class
• brainstorm on different types of plants found in the environment and how they can care for them
• brainstorm how prudent use of plants contribute to economic growth and make summary notes on this
• Interact with a resource person from an agricultural research institution on prudent ways of using plants.

1. How do you ensure sustainability of plants in your locality?
2. What plants in your locality are important to your family?
3. Which economic activity do you engage in at home or school?

• Learning to learn: the learners interact with a resource person from an agricultural research institution on prudent ways of using plants
• Communication and collaboration: the learners discuss in groups how they can care for the plants in their locality
• Self-efficacy: the learner’s practice care and protection for plants.

• Responsibility: the learners apply biblical teachings in the care for plants to enhance environmental conservation
• Unity: the learners discuss in groups how they can care for different plants
• Social justice: the learners advocate for environmental conservation.

• Learner support programmes: the learners participate in environmental clubs
• Education for Sustainable Development (ESD): the learners explain different ways plants are cared for to enhance responsibility
• Financial literacy: the learners discuss how prudent use of plants contribute to economic growth

• Social Studies: the learners identify ways of conserving the environment
• Computer Science: the learners conduct an online search on different plants found in different regions of Kenya
• Agriculture: the learners learn different ways of taking care of plants

 2.4
Responsibility over Plants and Animals

(3 lessons)

1. identify the type of plants/ animals within the locality and select one category suitable for the project
2. apply knowledge attained from the biblical teaching on responsibilities given to human beings by sharing roles
3. develop a plan for when the project starts and ends including number of stages and resources to promote responsible behavior
4. discus how the project will benefit the community and learner
5. Identify project successes, setbacks and areas of improvement
6. Appreciate the responsibility over plants and animals in their locality.

• brainstorm on plants and animals within the locality suitable for a project
• in groups, share different roles in preparation for the project
• as a class come up with simple plan that contains, project title, objectives, stages, resources required start and end of the project (within a term, two terms or a year) and expected results
• interview any resource person with relevant on animals and plants
• in small groups identify either plants, animals or other living creatures in the environment and align them with the project by outlining what, how, where, when, by who/ by what means use internet resources or available textbooks to gather information on the project strategies and inputs
• as a class identify the project location
• in groups identify ways of using locally available materials such as sacks or buckets to minimize cost
• in groups, talk to the school community about the project to solicit support
• discuss in groups the benefits of the project to the learners themselves and community
• write a simple report on success, setbacks, areas of improvement and way forward for the project.

1. Why should you take responsibility over living creatures on the land and waters?
2. How can you involve the community to use plants wisely?

• Learning to learn: the learners identify new plants that can be grown sustainably in their environment.
• Communication and collaboration: the learners work together to identify priority areas for the project, project title, outcomes and purpose; relevant to solving the problem in the catchment area.
• Imagination and creativity: the learners devise a plan when the project starts and ends.
• Critical thinking and problem solving: the learners come up with simple proposals outlining steps and processes to be undertaken.
• Digital literacy: the learners use internet resources to gather more information on the project strategies and inputs.

• Responsibility: the learners liaise with the community on the project regarding sustainability of plants
• Unity: the learners devise a plan when the project starts and ends for example within a term, two terms or a year
• Love: the learners share how they will scale up the new practices at home o region or county
• Peace: the learners conduct oral interviews in the community to get feedback on the project.

• Environmental issues as learners are encouraged to take responsibility over plants, animals and other living creatures for sustainable development

• Social studies: the earners make recommendations and conclusions regarding project success on plants grown in the community
• English: the learners prepare report to disseminate to the stakeholders
• Computer science: the learners use internet resources to gather more information on the project strategies and inputs

3.1
Functions of the Bible

(3 Lessons)

1. explain the importance of the Bible and how it is used in the contemporary society
2. discuss the role of the Bible for holistic growth
3. explain how God’s word inspires different services among Christians
4. appreciate the Bible as the inspired Word of God

• brainstorm how the Bible is used in different occasions and places
• debate and write main points on how the Bible is used in the society
• read in turns Timothy 3:16-17, Proverbs 30:5-6, John 1:1-2 and explain the teachings of the Bible texts
• prepare in groups a PowerPoint presentation on the importance of the Bible and how it is used in today’s society
• write summary points on how the Bible used in spreading the Word of God
• discuss in groups how the Bible promotes spiritual, moral, social, emotional, physical and intellectual growth of a person.
• discuss different types of service Christians engage in their local community in service to God and humanity
• Prepare a TV or Radio lesson on how God’s word inspires service among Christians
• read the Bible in groups and report to the class the meaning of passages read

1. Why is the Bible different from other books?
2. How do
   you apply the word of God in your daily life?

• Creativity and imagination: the learners prepare a TV/Radio lesson on how God’s word inspires service among Christians
• Critical thinking and problem solving: the learners investigate how God’s word inspires service among Christians
• Learning to learn: the learners discuss how the Bible promotes spiritual, moral, social, emotional, physical and intellectual growth of a person
• Communication and collaboration: the learners read the Bible in groups and report to the class the meaning of passages read
• Digital literacy: the learners search the internet on how the Bible is useful as a tool for holistic growth.

• Unity: the learners work in groups and prepare Power Point presentations
• Respect: the learners analyse the role of the Bible and read the Bible passages in turns
• Responsibility: the learners engage in Christian service in their local community.  

• Effective communication: the learners use the Bible to share the Word of God, discuss in groups and role play
• Peace Education: the learners put into practice the Word of God and live harmoniously
• Decision making: the learners read the Word of God and offer service to God in different ways.

• English Language: the learners read and discuss the Bible texts
• Computer Science: the learners use digital devices to carry out online search
• Performing Arts: the learner’s role- play on the use of the Bible in spreading the Word of God and record this on a digital device.

3.2 Divisions of the Bible
(4 lessons)

1. identify the books of the Old and New Testament to enhance understanding of the Word of God
2. classify the books of the Old and New Testament according to their divisions
3. appreciate the books of the Old and New Testament as she/he reads the Bible.

• Name the books of the Old and New Testament to enhance understanding of the Word of God
• brainstorm in pairs because there are two major divisions of the Bible
• identify and list the books of the Old and New Testament chronologically
• in groups sort out and design posters on categories of books of the Old and New Testament according to divisions and authorship.

• Learning to learn: the learners brainstorm in pairs why there are two major divisions of the Bible.
• Communication and collaboration: the learners sort out and design posters on the categories of books in the Old and
  New Testament according to their divisions
• Digital literacy: the learners carry out an online inquiry on the books of the Bible and their categories and use a digital
  device to present the findings

• Unity: the learners brainstorm in pairs because there are two major divisions of the Bible
• Responsibility: the learners read the Bible for moral and spiritual growth.

• Effective communication: the learners’ sort and design a poster on categories of books in the Old and New Testament according to their divisions and authorship,

• English Language: the learners work in groups to design posters on categories of the books of the Old and New Testament
• Mathematics: the learners’ sort and chronologically sequence books of the Old and New Testament
• Computer Science: the learners carry out an online inquiry on the books of the Bible.

3.3 Bible Translation

(4 lessons)

1. discuss reasons for translation of the Bible to local languages.
2. Identify different translations and versions of the Bible used in Kenya
3. Examine the social economic effects of translation of the Bible into local languages
4. appreciate the work of Bible translation in Kenya to promote social cohesion

• brainstorm n how people have benefited from different translations of the Bible
• in groups discuss reasons that led to the translation of the Bible into local languages and present their points to the class
• discuss in groups the different translations and versions of the Bible and write them on flash cards
• interview a resource person on the social economic effects of translation of the Bible into local languages
• Debate on the theme: “is Bible translation still necessary in our society today?”

1. What skills does a Bible translator require?
2. Which challenges do Bible translators face?
3. Why is it important to translate the Bible?

• Learning to learn: the learners share the benefits of Bible translation with their parents or guardians
• Digital literacy: the learners carry out online search on the benefits of Bible translation into local languages
• Critical thinking and problem solving: the learner’s debate on the theme: “Is Bible translation still necessary in our society today?”

• Love: the learners learn that Bible translation embraces languages of all nations
• Unity and peace: the learners discuss how translation of the Bible into local languages has helped to promoted inter- communal relations and peaceful co-existence

• Global citizenship: the learners learn the process of translating the Bible into different languages
• Digital citizenship: the learners learn the use of technology in translating the Bible into different languages.

• English language: the Learners debate on the theme: “Is Bible translation still necessary in our society today?”
• Performing and Visual Arts: the learners compose a poem, on the benefits of Bible translation
• Computer Science: the learners carry out an online inquiry on the benefits of translating the Bible into local languages
• Social Studies: the learners explain the benefits of Bible translation in their community.

3..4
Leadership in the Bible:
Moses

(4 Lessons)

1. describe how God prepared Moses for leadership
2. identify the roles played by Moses during the Exodus
3. discuss the qualities of Moses which Christians can emulate
4. emulate the leadership qualities in Moses and apply them in day to day living.

• discuss characteristics of a good leader
• read Exodus 2:11-13, 3:1-2, 11, and 6:12, and state ways that God prepared Moses for leadership
• read Exodus 14:13-16, 21, 15:22-25, 18:7-10, 18:17-24; 18:24, Deuteronomy 4:1-3, 5,6, and discuss roles performed by Moses during the Exodus
• discuss in groups, qualities of Moses which Christians can emulate
• Debate the advantages of choosing good leaders in society

1. Why did
   God preserve the life of Moses?
2. Which
   qualities of a good leader would you like to emulate?
3. Why is good leadership important?

• Self-efficacy: the learners emulate the leadership qualities in Moses
• Citizenship: the learners explore how Moses effectively carried out his responsibilities
• Digital literacy: the learners watch a video clip on how God prepared Moses for leadership and make TV presentation in class
• Imagination and creativity: the learners compose and sing a relevant song on Moses as a leader
• Critical thinking and problem solving: the learners analyse qualities of a good leader

• Responsibility: the learners identify leadership roles played by Moses during the Exodus
• Love: the learners observe how Moses interceded for the Israelites when they committed sin
• Social justice: the learners learn why Moses led the Israelites from bondage in Egypt.

• Human rights: the learners learn how Moses stood up for the rights of the Israelites
• Good governance: the learners learn how Moses led the Israelites from Egypt
• Decision making: the learners discuss in groups, the qualities to consider when choosing leaders in school
• Effective communication: the learners make presentations in class.

• Computer Science: the leaners browse the internet on how God prepared Moses for leadership and present their points using a PowerPoint presentation

4.1 Background to the Birth of Jesus Christ

(5 Lessons)

1. identify and sequence the prophecies about the coming of Jesus Christ to promote critical thinking
2. explain how Old Testament prophecies about the Messiah were fulfilled by the coming of Jesus Christ
3. describe the annunciation and birth of John the Baptist to enhance background knowledge
4. relate the birth of John the Baptist to the coming of Jesus Christ to deepen understanding
5. analyze how Christians apply the message of John the Baptist in their lives today
6. appreciate the fulfilment of the prophecies about the coming of Jesus Christ

• brainstorm in groups, the meaning of prophecy
• read in turns Isaiah 9:6-7 and Jeremiah 23:5-6, and discuss in groups the prophecies about the coming of Jesus Christ 
• do an online search on the prophecies about the coming of Jesus Christ and present the points to the class
• prepare flash cards with Bible texts about prophecies regarding the coming of Jesus Christ
• read in turns Matthew 1:18- 23 and state how Jesus Christ fulfilled the Old Testament prophecies
• summarize on charts how Jesus Christ fulfilled the Old Testament prophecies
• read in turns Luke 1:5-25; explain the text and summarize main points on charts
• role play the annunciation and birth of John the Baptist and record it using a digital device
• read in turns Luke 3:16 and John 1:29-30; and discuss what they learn from the text the Baptist important?
• compose a poem on how the birth of John the Baptist relates to the coming of Jesus Christ
• read in turns Luke 3:7-15 and discuss in pairs the message of John the Baptist
• identify how Christians apply the message of John the Baptist in their lives today
• brainstorm the skills which Christians need to avoid evils condemned by John the Baptist
• Prepare a radio lesson on the message of John the Baptist

1. What roles are played by prophets?
2. Why did Mary visit Elizabeth?
3. Why was the birth of John the Baptist important?

• Digital literacy: the learners carry out searches online for the prophecies about the coming of Jesus Christ
• Imagination and creativity: the learners compose a poem on how the birth of John the Baptist relates to the coming of Jesus Christ
• Critical thinking: the learners discuss the relevance of the message of John the Baptist to Christians today
• Citizenship: the learners brainstorm the skills which Christians need to avoid evils condemned by John the Baptist
• Communication and collaboration: the learners role-play the annunciation and birth of John the Baptist and record this using a digital device.

• Love: the learners practice the teachings of John the Baptist through sharing with the needy
• Unity and cooperation: the learners work in groups
• Social justice: the learners brainstorm how they can apply the message of John the Baptist in their daily lives. 

• Social cohesion: the learners brainstorm how to avoid evils condemned by John the Baptist
• Decision making: the learners apply the message of John the Baptist in their lives by practicing empathy and social justice in their interactions with others
• Human rights: the learners brainstorm the skills which Christians need to avoid evils condemned by John the Baptist.

• English language: the learners read Bible texts and brainstorm the meaning of prophecy, in groups
• Computer Science: the learners watch a video clip or listen to an audio on the annunciation and birth of John the Baptist
• Social Studies: the learners read in turns Luke 3:7-15 and discuss the message of John the Baptist and its relevance to their daily lives.

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

4.2 The Birth and Childhood of Jesus Christ

(5 Lessons)

1. analyze the events that took place during the annunciation and the birth of Jesus
2. describe the dedication of Jesus Christ in the Temple for spiritual growth
3. discuss the story of Jesus in the Temple with elders to understand His mission
4. examine values which Christians learn from the birth and childhood of Jesus Christ
5. appreciate the dedication of Jesus Christ and relate it to similar practices in the churches today

• read in turns Luke 1:26-38 and Luke 2:1-20
• in pairs explain the events that took place during the annunciation and birth of Jesus write the points on charts and present to the class.
• brainstorm how children are dedicated in the churches today read in turns Luke 2:22-38 and in groups, discuss the importance of the dedication of Jesus Christ in the Temple
• read Luke 2:41-52 and explain the story of Jesus at the Temple with elders
• watch a video clip on the story of Jesus with the elders in the Temple
• discuss in groups values which Christians learn from the birth and childhood of Jesus Christ
• prepare flash cards on the values which Christians learn from the birth and childhood of Jesus Christ and display them in class and display them in the class.

1. Which events take place during dedication of a child?
2. What activities do you
   Why do
   Christians celebrate the birth of Jesus Christ?

• Digital Literacy: the learners prepare a PowerPoint presentation on the events that took place during the birth of Jesus
• Critical thinking and problem solving: the learners watch a video clip and make observations on the story of Jesus in the Temple with elders
• Learning to learn: the learners discuss the mission of Jesus from his interaction with elders in the Temple
• Communication and collaboration: the learners share personal experiences during church services.

• Love: the learners learn that the reason for the birth of Jesus Christ is a demonstration of God’s love for humankind
• Responsibility: the learners learn why parents should be concerned with their children.

• Child rights and protection: the learners learn that Jesus' parents were concerned with the welfare of Jesus when he got lost in the Temple
• Effective Communication: the learners brainstorm how children are dedicated in the churches today
• Learner Support Programmes -Parental engagement: the learners learn that Jesus’ parents were concerned with His welfare

• English language: the learners compose and sing a song about the story of Jesus in the Temple and record it using available digital devices
• Computer Science: the learners use digital devices to compose and sing a song about the story of Jesus in the Temple.
• Social Studies: the learners learn that the parents of Jesus were concerned with the welfare of Jesus
• Music: the learners sing songs about Jesus in the Temple.

5.1 Selected Forms of Worship

(4Lessons)

1. explain the biblical teachings on selected forms of worship
2. discuss the importance of prayer and fasting to Christians
3. identify the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting
4. appreciate different forms of worship as a way of building a strong relationship with God

• In pairs, discuss the meaning of “worship”
• read in turns Exodus 15:20, Psalm 30:11; 96:1-2, 150:1-5, Ephesians 5:19; and discuss the Bible texts on form of worship
• brainstorm, in groups, why prayer and fasting are an important form of worship
• describe in groups the importance of prayer and fasting to Christians use a digital device or a poster to summarise points on the importance discuss prayer and fasting to Christians
• create a poster on Psalm 150:1-5 and display it on the noticeboard
• in groups, state the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting
• compose a song in groups on the Lord's prayer and sing it

1. Why is worship important to Christians in their day- to - day lives?
2. Why is prayer and fasting important in the life of a Christian?

• Creativity and imagination: the learners compose a song on the Lord's prayer, in groups
• Learning to learn: the learners learn discuss the importance of prayer and fasting to Christians
• Self-efficacy: the learners in groups state the circumstances under which Christians apply the teachings
• Critical thinking: the learners identify ways in which they apply the teaching of Jesus on prayer and fasting in their daily lives.

• Respect: the learners brainstorm because prayer and fasting are important aspects of worship.
• Unity: the learners work in groups searching the internet for information on prayer and fasting.

• Self-esteem: the learners communicate to God through prayer
• Effective communication: the learners state examples of how they apply the teaching of Jesus Christ on prayer and fasting in their daily lives

• Performing Arts as learners compose a song in groups on the Lord's prayer and sing it
• Computer Studies as they conduct online research on the importance of prayer, fasting and music and present to the class using digital devices
• Visual Arts as learners create a poster on Psalm 150:1-5 and recite or read the words aloud in class.

5.2
Role of the Church in Education and Health

(4 Lessons)

1. discuss the contribution of Christian missionaries towards education and health in Kenya
2. examine strategies employed by the Church today to promote education and health
3. identify barriers to effective missionary work in the world today
4. explain ways through which Christians are promoting missionary work in Kenya
5. appreciate the contribution of the Church in education and health.

• Identify missionaries’ contribution towards education and health in Kenya, compile a brief report and present to the class.
• use google map to identify in groups schools and health care facilities established by Christian missionaries in Kenya
• brainstorm on the role of the church in education and health in their communities
• carry out an online search on the role of the church in education and health and present findings in class
• in groups discuss and summarize on a chart barrier to effective missionary work in the world today
• In groups identify ways through which Christians are promoting missionary work in Kenya
• Interact with a resource person to find out more on church sponsorship in health or education institution in their locality
• Brainstorm on youth activities they engage in their different churches and report in the class.

1. Why did
   the early Christian missionaries establish schools and health facilities?
2. How do
   financial problems affect missionary work?

• Digital literacy: the learners carry out an online search on the role of the church in education and health and use google map to identify, schools and health care facilities established by Christian missionaries in Kenya
• Communication and collaboration: the learners brainstorm on youth activities they engage in their different churches and report in the class
• Critical thinking and problem solving: the learners explain the remedies for promoting of missionary work
• Citizenship: the learners identify and summarize on a chart barrier to effective missionary work in the world today.

• Love and responsibility: the learners visit and offer voluntary work to the church sponsored health facilities or education institution in their locality
• Social justice: the learners examine strategies employed by the Church today to promote education and health. 

• Health issues in education: the learners examine strategies employed by the Church today to promote education and health
• Human rights: the learners learn about the contribution of the Church in education and health.

• English langue: the learners’ debate on the role of the Church in the provision of chaplaincy, pastoral care and psychosocial support in health and education institutions
• Social Studies: the learners discuss the contribution of the Christian missionaries towards education and health in Kenya
• Computer Studies: the learners carry out an online search on the role of the church in education and health and use google map to identify, the schools and health care facilities established by Christian missionaries in Kenya
• Health Education: the learners examine strategies employed by the Church today to promote education and health.

6.1 Christian and Marriage Family

(5 Lessons)

1. discuss the biblical teachings on marriage and family to develop positive attitudes
2. explain ways through which Christians to promote virtues among young people before marriage
3. identify the skills required to sustain and support stable families in the society
4. appreciate the importance of marriages and families as sacred institutions

• brainstorm in pairs different types of families
• read in turns Genesis 2:23-24; Songs of Solomon 8:6-7; Isaiah 54:5; Ephesians 5:25-33; and summarize the biblical teachings on marriage
• read in turns Exodus 20:12; Psalm 127:3-5; Colossians 3:21; Ephesians 6:4, and summarize the biblical teachings on family
• interact with a religious leaders or resource person to find out ways through which Christians to promote virtues among young people before marriage
• in groups, prepare a summary using charts, on ways through which Christians to promote virtues among young people before marriage
• carry out an online search on the skills required to sustain and support stable families in the societies and write their points on charts
• write key messages on the skills required to sustain and support stable families in the society
• compose and recite poems on ‘God is the centre, for stable families’

1. What are the common practices of Christian marriage?
2. What is the difference between marriage and family?
3. Why is it important for families and marriages to have harmonious relationships?

• Critical thinking and problem solving: the learners write key messages on the skills required to sustain and support stable families in the society
• Citizenship: the learners discuss the biblical teachings on marriage and family to develop positive attitudes
• Learning to learn: the learners interact with a religious leader or resource person to find out strategies used by Christians to promote virtues among young people before marriage
• Digital literacy: the learners carry out an online search on the skills required to sustain and support stable families in the society
• Creativity and imagination: the learners compose and recite poems on ‘God is the centre, for stable families.

• Unity: the learners discuss the biblical teachings on marriage and family to develop positive attitudes
• Love: the learners appreciate the importance of marriages and families as sacred institutions
• Responsibility: the learners interact with a religious leaders or resource person to find out strategies used by Christians to promote virtues among young people before marriage.

• Self-esteem: the learners evaluate the skills required to sustain and support stable families in the society
• Decision making: the learners write key messages on the skills required to sustain and support stable families in the society
• Social cohesion: the learners in groups, prepare a presentation on strategies used by Christians to promote virtues among young people before marriage.

• Social Studies: the learners learn about marriage and families as social institutions
• English Language: the learners compose and recite poems on ‘God is the centre, for stable families’
• Computer Studies: the learners carry out an online search on the skills required to sustain and support stable families in the society.

6.2
Gambling as a form of addiction

(4 Lessons)

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

1. identify the biblical teachings on dangers of gambling for ones well being
2. discuss the causes of gambling in society today to enhance understanding
3. examine the negative effects of gambling on individuals and family to promote consumer awareness
4. explore measures taken by Christians and the government to help young people overcome gambling
5. desire to live an addiction free life to promote psycho-social support.

• brainstorm in pairs the meaning and types of addiction
• read in turns 1Timothy 6:9; Proverbs 13:11 and 28:20-22 and summarize the points on biblical teachings on charts and present to the class.
• in groups use digital devices /read relevant textbooks to identify on the causes of gambling and share in class
• Role play the negative effects of gambling on individual and family and present to the class using a digital device
• listen to a resource person give a talk/speech on negative effects of gambling on individuals and families
• read in turns Proverbs 13:11; 1st Timothy 6:10; Hebrew 13:5 on the teachings of the Bible on overcoming gambling
• debate on measures taken by Christians and the government to help young people overcome gambling
• share success stories or case studies on measures taken by Christians and the government to help young people overcome gambling
• brainstorm on the value of addiction free life

1. What are the disadvantages of gambling?
2. Why do people engage in gambling?
3. Which skills can help a person to avoid gambling?

• Learning to learn: the learners summarize the points on biblical teachings on charts and present to the class.
• Communication and collaboration: the learners’ debate on measures taken by Christians and the government to help young people overcome gambling
• Critical thinking and problem solving: the learners role play the negative effects of gambling on individual and family

• Responsibility: the learners make the right decisions to avoid addictions
• Respect for self and others: the learners avoid situations that can lead to addiction
• Love: the learners help their peers to overcome their addictions.

• Assertiveness: the learners say no to all forms of addiction
• Self-: the learners recognize the causes and effects of addiction
• Decision making: the learners make right decisions not to involve themselves in gambling
• Learner support programmes: guidance and counselling: the learners listen to a resource person on effects of gambling
• Health issues: the learners advocate for human wellness.

• Health Education: the learners learn the effects of addiction
• Performing Arts: the learners compose a song on the effects of gambling
• Computer Studies: the learners conduct an online inquiry on the causes and effects of addiction and present findings in class using digital devices.

Importance of Studying Christian Religious Education

(3 Lessons)

• Oral questions
• Interrogating resource persons and writing summary points

• Good News Bible
• CRE Course Books
• Flash cards
• Charts
• realia
• Digital Course Books- www.kec. ac.ke

• Debating clubs to understand further benefits of learning CRE

• Interviewing a resource person for more information on African creation stories

• Reading and explaining biblical teachings

• Good News Bible
• Digital Course Books- www.kec.
• Course book for Grade 7
• Pictures and photographs
• Flash cards
• Charts

• Environmental clubs/Junior clubs
• Interviewing resource person
• Sensitization messages on posters/charts/litter bins

• Observations
• Interviewing
• Reading and explaining biblical teachings

• Good News Bible
• Digital Course Books- www.kec.ac.ke
• Course books
• Pictures and photographs

• Environmental clubs/Junior clubs
• Interviewing resource person
• Sensitization messages on posters/charts litter / bins

• Oral questions Observations
• Interviewing
• Making presentations
• Think and pair Assessment
• Project report

• Project plan
• Workbooks
• Manilla papers
• Pictures and photograph
• Songs
• Pictures and photographs
• Video clips
• Audio-visual resources

• Interviewing resource person
• Sensitization messages on posters/charts

• Reading and explaining biblical teachings
• Aural recording
• Observations

• CRE Course Books
• Good News Bible
• Posters
• Charts
• Digital Course Books- www.kec. ac.ke
• Flash cards
• Charts
• Video clips
• Audio-visual resources

• Debating clubs

• Reading and explaining biblical teachings

• Good News Bible
• Workbooks
• Manilla papers
• Pictures and photographs

• Discussion groups

• Reading and explaining biblical teachings
• Aural recording
• Observations
• Interviewing

• Good News Bible
• Course Book
• Charts
• Posters

• Sensitization messages of socio economic effects of Bible translation

• Reading and explaining biblical teachings
• Making presentations
• peer assessments

• Good News Bible
• CRE Course Books

• Aural recording
• Observations
• Interviewing
• Reading and explaining biblical teachings

• Good News Bible
• Posters
• Models
• Workbooks
• Manilla papers
• Pictures and photographs
• CRE Course Books
• Digital Course Books- www.kec. ac.ke
• Flash cards
• Charts
• Video clips
• Audio-visual resources

• Interviewing resource person
• Sensitization messages on posters/charts

• Aural recording
• Observations
• Reading and explaining biblical teachings
• Interviewing

• Good News Bible
• Posters
• Manilla papers
• Pictures and photographs
• Newspaper Cuttings
• CRE Course Books
• Digital Course Books- www.kec. ac.ke
• Songs
• Pictures and photographs
• Charts
• Video clips
• Audio-visual resources

• Interviewing resource person
• Composing songs

• Reading and explaining biblical teachings
• Making presentations
• Self- assessment/peer assessments

• Good News Bible
• Posters
• Pictures and photographs
• Newspaper Cuttings
• CRE Course Books
• Digital Course Books- www.kec. ac.ke
• Songs
• Pictures and photographs

• Composing poems

• Reading and explaining biblical teachings
• Making presentations
• Self-assessment/
• peer assessments

• Good News Bible
• Posters
• Pictures and photographs
• Newspaper Cuttings
• CRE Course Books
• Songs
• Pictures and photographs

• Christian union/YCS Clubs
• Interviewing resource person

• Aural recording
• Observations
• Interviewing
• Reading and explaining biblical teachings

• Good News Bible
• Posters
• Models
• Charts
• Manilla papers
• Pictures and photographs
• Newspaper Cuttings
• CRE Course Books
• Digital Course Books- www.kec. ac.ke
• Flash cards
• Charts
• Video clips
• TV/radio lessons

• Christian union/YCS Clubs
• Interviewing resource person

• Reading and explaining biblical teachings
• Brainstorming

• Good News Bible
• Flash cards
• Charts
• Posters
• Digital Course Books- www.kec. ac.ke
• Pictures and photographs
• Video clips
• Audio-visual resources

• Christian union/YCS Clubs
• Interviewing resource person

1. analyze importance of social studies for personal development and service to humanity
2. explore career opportunities related to social studies in Kenya and globally
3. examine entrepreneurial opportunities for Social Studies in society
4. apply appropriate strategies for addressing gender stereotypes associated with career choices and entrepreneurial opportunities in Social Studies
5. recognize biological differences devoid of stereotypes in career choices and entrepreneurial opportunities in social studies) demonstrate respect for one’s gender identity in pursuit of Social Studies careers and entrepreneurial opportunities
6. appreciate the role of social studies for promotion of social cohesion

• brainstorm on the importance of social studies for personal development service to humanity
• use print or digital resources to explore careers in social studies in Kenya and globally
• create a list of careers in history, geography and citizenship education from a list of university career options
• Discuss suitable careers in social studies
• Initiate and develop class rules that discourage gender stereotypes in career choices.
• brainstorm on entrepreneurial opportunities for Social Studies in society
• create a poster of all entrepreneurial opportunities for Social Studies in society and display it in school

1. How do careers and entrepreneurial opportunities emanating from Social Studies serve self and humanity?
2. How can we demonstrate respect for one’s gender identity in pursuit of career and entrepreneurial opportunities in Social Studies?
3. . How can we address gender stereotypes associated with career choices and entrepreneurial opportunities in Social Studies?

• Citizenship as learners initiate and develop class rules that discourage gender stereotypes in career choices.
• Communication as learners brainstorm on the importance of social studies for personal development service to humanity
• Critical Thinking and Problem Solving as learners initiate and develop class and club rules that discourage gender stereotypes
• Self-efficacy as learners discuss suitable careers and hold peer led symposia on careers in Social Studies
• Learning to Learn as learners participate in talks by resource persons about prevention of gender stereotypes associated with careers, in mentorship and job shadowing sessions on Social Studies careers and sensitization sessions on career choices during career education weeks in schools.

• Patriotism as learners initiate and develop class rules that discourage gender stereotypes in career choices.
• Respect as learners demonstrate respect for one’s gender identity in daily interactions regardless of sociocultural perspectives
• Peace as learners recognise biological differences devoid of stereotypes in career choices in social studies
• Integrity as learners initiate and develop class and club rules that discourage gender stereotypes.

• Self-awareness as learners identify suitable careers in social studies
• Gender awareness as learners address gender stereotypes associated with career choices in school and the community
• Decision Making as learners explore careers and entrepreneurial opportunities related to Social Studies
• Problem Solving as learners apply appropriate strategies for addressing gender stereotypes associated with career choices in school and the community.

• Computer Science as learners use digital resources to explore careers in Social Studies in Kenya and globall
• Life Skill Education as learners identify possible careers that they may take in the social studies field and participate in mentorship and job shadowing sessions on Social Studies careers
• Pre-Technical and Pre- Career Studies as learners use print or digital resources to explore careers in social studies in Kenya and globally
• Computer Science as learners use digital resources to explore careers in Social Studies in Kenya and globally
• Business Studies as learners brainstorm on entrepreneurial opportunities in Social Studies
• Hindu Religious Education, Islamic Religious Education and Christian Religious Education as leaners promote human dignity and equality before God and value biological differences devoid of stereotypes
• Kenyan Sign Language, Kiswahili and English as learners develop communication messages and create talking walls with slogans on gender equity and careers.

1. describe the position, shape and size of Africa
2. Identify the countries that make up the African continent
3. use latitudes and longitudes to locate places and features on a map
4. calculate the time of different places in the world using longitudes
5. distinguish pictures, plans and maps as used in social studies
6. examine the three types of maps used in social studies
7. recognize the importance of maps in day to day lives 

• brainstorm in groups, the position, shape and size of Africa and share in class
• brainstorm in groups the countries that make up Africa and display in class
• draw an outline map of Africa and indicate the countries that make up Africa and display in class
• use relevant print, media or digital devices to establish the position and location of places and features on a map
• practice calculating time of different places using longitudes
• using pictures, plans and maps differentiate the three as used in social studies.
• research on the three types of maps used in Social Studies and make summary notes (Topographical maps, Sketch maps and Atlas Maps)
• discuss in groups the uses of different types of maps and present in class

1. How do we locate places and features on a map?
2. How important are maps in our daily lives?
3. How are latitudes and longitudes useful in day to day lives?

• Citizenship as learners take pride and have a sense of belonging to Kenya as they describe the location and position of Kenya in Africa
• Collaboration as learners practice in pairs calculating time of different places using longitudes
• Digital Literacy as learner use digital devices to establish the position and location of places and features on a map
• Critical thinking as learner use latitudes and longitudes to locate places and features on a map
• Self-efficacy as learners draw an outline map of Africa and indicate the countries that make up Africa for display in class

• Responsibility as learners research on the three types of maps used in Social Studies and make summary notes
• Patriotism as learner draw an outline map of Africa and indicate the countries that make up Africa and display in class
• Unity as they work in groups to brainstorm the position, shape and size of Africa and share the points in class

• Social cohesion as learners brainstorm in groups, the position, shape and size of Africa and share in class
• Environmental Education as learners use latitudes and longitudes to locate the position of places and features on a map
• Self-esteem as learners use longitudes correctly to calculate time of different places in the world.

• Computer Science as learners use relevant print, media or digital devices to practice calculating time of different places using longitude
• Mathematics as learners use longitudes to calculate time of different places in the world
• English, Kiswahili and Kenyan Sign Language as learners brainstorm in groups, the position, shape and size of Africa and share their ideas in class

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

2.2 The
Earth and the Solar system

(5 Lessons)

1. describe the origin, size, shape and position of the earth in the solar system
2. examine the effects of rotation and revolution of the earth on human activities
3. illustrate the internal structure of the earth in the solar system
4. appreciate the effects of rotation and revolution of the earth on human activities

• share stories on the origin of the earth from their communities
• use relevant print or digital resources to find out about the theories explaining the origin of the earth (the passing star theory and the Nebula theory)
• use print or media resources to brainstorm in groups size, shape and position of the earth in the solar system
• do library research on effects of rotation and revolution of the earth on human activities
• draw the solar system and indicate the position of the earth as the home of humankind
• model the solar system and show the position of the earth and display in class
• draw the internal structure of the earth and display in class( core, mantle and crust).

1. How did
   the earth come into being?
2. Why is it important to understand the solar system?
3. How does the rotation and revolution of the earth influence day to day life?

• Learning to learn as learners do library research on the position of the earth in the solar system and write short notes
• Self-efficacy as learner model the solar system and show the position of the earth and display in class
• Citizenship as learner draw the solar system and indicate the position of the earth as the home of humankind
• Creativity and Imagination as learner model the internal structure of the earth, display in class, do gallery walk to peer assess the models

• Respect as learner share stories on the origin of the earth
• Patriotism as learner draw the solar system and indicate the position of the earth as the home of human kind
• Unity as learner brainstorm in groups on the origin, size, shape of the earth and share the findings in class  

• Environmental Education as learner examine the effects of rotation and revolution of the earth on human activities
• Social cohesion as learner share stories on the origin of the earth from their communities and brainstorm in groups on the origin, size, shape of the earth and share in class

• Integrated Science as learner explain the origin, size, shape and position of the earth in the solar system
• English, Kiswahili and Kenyan Sign Language as learner do library research on the position of the earth in the solar system and write short notes
• Computer Science as learner use relevant print or digital resources to find out about the theories explaining the origin of the earth (the passing star theory and the Nebula theory)

1. describe the elements of weather in the environment
2. analyze and interpret data on weather conditions in the environment
3. explain the factors considered when siting a weather station
4. construct selected instruments for measuring elements of weather
5. examine the significance of weather to human environment
6. respond appropriately to different weather conditions in the environment.

Learner is guided to:

• use relevant print or digital resources to describe the elements of weather in the environment
• use appropriate print, media or digital resources to analyze and interpret data on weather conditions in the environment
• in groups, record and calculate weather conditions in the local environment (temperature, rainfall)
• demonstrate how to site a weather station in the school compound
• in groups use locally available materials to construct selected instruments for measuring elements of weather (a rain gauge/ wind vane/windsock) and peer
  assess
• in groups brainstorm on significance of weather to human environment and how to appropriately change to varied weather
  conditions

1. Why are
   elements of weather in the environment important?
2. How do we use data on whether to make informed decisions?
3. How can we predict change in weather conditions?

• Communication as learners describe the elements of weather, compose and sing songs or recite poems on the significance of weather to the human environment
• Self-efficacy as learners accurately measure, calculate , analyze and present weather data
• Learning to learn as learners work in pairs and or in groups to measure, record, analyze and interpret weather data
• Digital literacy as learners use appropriate digital resources to describe elements of weather, analyze and interpret data on weather conditions 

• Responsibility as learners carefully handle instruments for measuring weather elements, analyze and interpret weather data using digital resources
• Respect and love for one another as learners measure the weather elements, consider each others’ views; construct instruments for measuring elements of weather and compose and sing songs or recite poems on the significance of weather to human activities

• Safety and security as learners acquire knowledge on weather elements and respond appropriately to different weather conditions and as they construct the weather instrument in the environment
• Decision making as learners make informed decisions based on the analysis and interpretation of weather data  

• English ,Kiswahili and Kenyan Sign Language as learners describe the elements of weather, recite poems, compose and sing songs on the significance of weather to human environment
• Mathematics as learners work in pairs to record and calculate weather data and use appropriate digital devices to analyze and interpret data on weather conditions
• Computer Science as learners use relevant digital resources to describe the elements of weather in the environment and when using appropriate digital devices to analyse and interpret data on weather conditions
• Visual Arts as they construct instruments for measuring elements of weather (rain gauge, wind vaneorwindsock)
• Performing Arts as learners compose and sing songs or recite poems on the significance of weather to human environment

1. identify various sources of historical information in the society
2. distinguish between primary and secondary sources of historical information
3. explore how various sources of historical information have been preserved over the years.
4. assess the significance of various sources of historical information in providing evidence of past human accounts.
5. recognize sources of historical information in understanding past human accounts.
6. acknowledge the use of various sources of historical information in the study of the past.

• use appropriate print , media or digital resources to find out sources of historical information in the society and share in class
• Design posters on primary and secondary sources of historical information in the society and display in class.
• Discuss ways of preserving sources of historical information
• Debate on the significance of various sources of historical information in providing evidence of past human accounts.

1. How do people write their history?
2. How does the past shape the present and future?
3. How are primary and secondary sources of historical information acquired?
4. How significant are sources of historical information in understanding past human accounts?

• Communication and Collaboration as learners express themselves with clarity as they debate on the significance of historical information
• Digital Literacy as learners find out the sources of historical information using appropriate media
• Learning to learn as learners debate on the significance of sources of historical information
• Citizenship as they learn about sources of historical information and explore how the historical sources of information have been preserved

• Patriotism as learners explore how the sources of historical information have been preserved.
• Unity as learners work together designing posters on sources of primary and secondary sources of historical information and display them in class
• Responsibility as learners correctly use appropriate print , media or digital resources to find out sources of historical information and share the same in class

• Self-esteem as learners debate on the significance sources of historical information to the society
• Creative thinking as learners skillfully create posters on the sources of historical information and display them conveniently in class
• Social cohesion as learners debate as a class on the significance of historical sources of information in the society

• English /Kiswahili / Kenyan Sign Language as learners discuss, in small groups, sources of historical information in the society and debate on the significance of historical sources of information in the society
• Visual Arts as learners design posters on sources of primary and secondary sources of historical information in the society
• Computer Science as learners use appropriate media/digital resources to find out sources of historical information in the society and share in class

3.1 Human Origin

(4 Lessons)

1. explore the traditional stories of human origin from the selected African communities
2. explain the religious stories about the origin of humankind
3. examine factors proving that Africa is the cradle of humankind
4. record traditional stories about the origin of humankind in society
5. appreciate the various stories of human origin for self-identity

• engage a resource person to discuss the traditional and religious stories on human origin
• in groups, learners compare the different stories on human origin
• Write a collaborative essay on traditional and religious stories of human origin
• use relevant print and electronic media resources to explain why Africa is the cradle of humankind
• brainstorm on factors proving that Africa is the cradle of humankind
• Discuss ways of recording traditional stories about the origin of humankind in society
• Develop communication messages on Africa as the cradle of humankind

1. Where did we come from?
2. Why is Africa the cradle of Humankind?

• Communication and Collaboration as learners work together in groups to compare different stories on human origin.
• Creativity and Imagination as learners engage with a resource person to discuss the traditional and religious stories on human origin
• Digital Literacy as learners use print and electronic media resources to search for information on human origin
• Citizenship as learners identify with the information on traditional myths in the community on human origin

• Responsibility as learners work in groups to compare different stories on human origin
• Patriotism as learners share stories about human origin in the community.
• Unity as learners work in groups to compare the different stories on Human Origin
• Respect as learners engage a resource person to discuss the traditional and religious stories on human origin

• Self-esteem as learners create learners work in groups to compare different stories on human origin
• Social Cohesion as learners use relevant print and electronic media resources to explain why Africa is the cradle land of humankind

• English, Kiswahili, Kenyan Sign Language and Indigenous languages as learners converse and document facts emerging from the discussions
• Computer Science as learners use digital devices to search for information about human origin
• IRE, HRE and CRE as learners engage a resource person to discuss the traditional and religious stories on human origin

1. define the term kingdom as used in history
2. explore factors that led to growth of the selected ancient Kingdoms in Africa
3. locate the selected ancient kingdoms on a map of Africa.
4. assess the contributions of early African civilization to the modern world
5. appreciate the contribution of early civilization to the development of modern world.

• brainstorm factors which led to growth of ancient Egypt, Great Zimbabwe and Kingdom of Kongo
• use appropriate print or digital resources to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa
• discuss in groups the contributions of early African civilization to the modern world
• view an audio-visual documentary on the contribution of early African civilization to the modern world.

1. Why is it important to study early African civilization today?
2. How has early African civilization contributed to the development of modern world?

• Communication as learners brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
• Citizenship as learners use appropriate print or digital resources to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa and discuss in groups the contributions of early African civilization to the modern world
• Digital Literacy as learner use appropriate print or digital devices to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa and view an audio-visual documentary on the contribution of early African civilization to the modern world
• Learning to Learn as learners discuss in groups the contributions of early African civilization to the modern world

• Responsibility as learners use appropriate print or digital resources to download map of Africa showing location Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
• Respect as learners brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
• Unity as learners discuss in groups the contribution of early African civilization to the modern world
• Peace as learners work in groups to accomplish various tasks

• Self-esteem as learner brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
• Social cohesion as learner view in class an audio-visual documentary on contribution of early African civilization to modern world
• Good Governance as learners explain factors which led to to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo

• Computer Science as learner use digital devices to download map of Africa showing location Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
• Kenyan Sign Language, English and Kiswahili as learners brainstorm on factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo

3.3 Social Organization of selected African Communities up to 1900

(4 Lessons)

1. locate on a map of Africa the areas settled by the selected African communities
2. describe the social organization of selected African communities up to 1900
3. compare the social organization of the selected African communities up to 1900
4. Value the Kenyan and African rich cultural diversity among communities
5. desire to appreciate and promote positive interactions among various communities.

• draw a map of Africa and indicate the areas settled by the selected African communities
  ( The Ogiek, Zulu, Asante )
• use print or digital devices to research on social organization of selected African communities up to 1900 (The Ogiek, Zulu, Asante)
• brainstorm in groups on the aspects of social organization of the selected African communities
• debate on the differences and similarities in social organization of the selected African communities up to 1900

1. How were African communities organized socially up to 1900?
2. How can we promote positive interactions among communities?
3. Why is the population of the Ogiek, Zulu and Asante declining?
4. What can we do to empower the marginalized communities in society?

• Communication and Collaboration as learners brainstorm the aspects of social organization of the selected African communities up to 1900.
• Learning to learn as learners research on social organization of selected African communities up to 1900
• Digital literacy as learners use digital devices to research on social organization of selected African communities up to 1900

• Respect as learners recognize each other’s contribution as debate on the differences and similarities in social organization of the selected African communities up to 1900
• Peace as learners brainstorm in groups on the aspects of social organization of the selected African communities
• Responsibility as learners research on social organization of selected African communities up to 1900 (The Ogiek, Zulu, Asante)

• Social cohesion as learners draw a map of Africa and indicate the areas settled by the selected African communities
• ( The Ogiek, Zulu, Asante ) and debate on the differences and similarity in social organization of the selected African communities up to 1900
• Self-esteem as learners draw a map of Africa and indicate the areas settled by the selected African communities ( The Ogiek, Zulu, Asante )

• English, Kiswahili, Kenyan Sign Language and Indigenous languages as learners brainstorm various aspects of social organization of African communities up to 1900.
• Computer Science as learners use digital devices to search for information on social organization of selected communities.
• Visual Arts as learners draw a map of Africa and indicate the areas settled by the selected African communities ( The Ogiek, Zulu, Asante )

3.4 Human Diversity and inclusion

(4 lessons)

1. identify personality attributes which make individuals different from others
2. categorize desirable and undesirable personality attributes in a multi- cultural society
3. investigate different components of human identity in a multicultural society
4. apply inclusion in day to day interactions
5. show respect to others to promote social cohesion
6. appreciate individual differences for social cohesion

• role play in class the unique personality attributes to enhance self-awareness
• research using appropriate print, library resources or digital devices on desirable and undesirable personality attributes in a multi-cultural society
• find out from community members, library resources print or other relevant sources different components of human identity in a multicultural society and share in class
• debate on ways of applying inclusion in day to day interactions
• compose and recite poems which propagate respect and appreciation of diversity to promote social cohesion.

1. How is human identity useful in society
2. How do varied personalities shape society?
3. Why is respect and appreciation of diversity crucial for social cohesion?

• Self-efficacy as learners research on desirable and undesirable personality attributes and present in class
• Communication and Collaboration as learners brainstorm personality attributes which make individuals different from others.
• Digital literacy as learners use digital devices to research on desirable and undesirable personality attributes in a multicultural society
• Learning to learn as learners find out from find out from community members, library resources print or other relevant sources different components of human identity and share the information in class.   

• Respect as learners listen to each other as they brainstorm personality attributes which make individuals different from others
• Unity as the learners role play in class the unique personality attributes to enhance self-awareness 

• Self-esteem as learners compose and recite poems which propagate culture of respect among students and present in assembly once a term.
• Self-awareness as learners role play in class the unique personality attributes to enhance self-awareness
• Decision Making as learners categorize personality attributes into desirable and undesirable
• Social Cohesion as learners role play in class the unique personality attributes to enhance self-awareness    

• Life Skills Education as learners brainstorm and categorize personality attributes into desirable and undesirable
• English, Kiswahili and Kenyan Sign Language as learners brainstorm on personal attributes which make them different from others
• Computer Science as learners use digital devices to research on desirable and undesirable personality attributes.
• Performing Arts as learners recite poems which propagate respect and appreciation of diversity

1. examine peace and conflict for personal wellbeing
2. assess the contribution of personal peace to responsible citizenship
3. discuss personal characteristics that express a state of peace for mutual social wellbeing
4. investigate various approaches that can promote one’s inner peace for harmonious living
5. promote peace at personal level for harmonious living
6. recognize the significance of enhancing peace at the individual level

• find out the vernacular names for peace in their communities and share the information in class
• compose and recite peace poems
• brainstorm, in groups, personal characteristics that express a state of peace
• brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
• write down what they plan to do in order to improve inner peace and relations with their family, school or community

1. How can we promote peace at a personal level for mutual social wellbeing?
2. How does personal peace contribute to responsible citizenship?
3. How can we promote inner peace for harmonious living?

• Citizenship as learners brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
• Self-efficacy as learners discuss personal characteristics that express a state of peace
• Creativity and Imagination as learners brainstorm, in groups, personal characteristics that express a state of peace
• Communication as learners brainstorm various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship
• Critical Thinking and Problem Solving as learners write down what they plan to do in order to improve inner peace and relations with their family, school or community

• Peace as learners apply various approaches that can promote one’s inner peace and make the community better through their skills, strengths and ideas.
• Respect as learners learners discuss personal characteristics that express a state of peace
• Unity as learners brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
• Responsibility as learners find out the vernacular names for peace in their communities and share the information in class and write down what they plan to do in order to improve inner peace and relations with their family, school or community Unity as learners brainstorm various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship

• Self –awareness as learners find out the vernacular names for peace in their communities , share the information in class and discuss personal characteristics that express a state of peace
• Social Cohesion as learners write down what they plan to do in order to improve inner peace and relations with their family, school or community and apply various approaches that can promote one’s inner peace
• Conflict Resolution as learners write down what they plan to do to improve inner peace and relationships with their family, school or community. 

• Indigenous Languages as learners identify the vernacular names for peace in their communities and share the information in class
• Life Skills Education as learners discuss personal characteristics that express a state of peace and explore various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship
• Performing Arts as learners compose and recite peace poems

1. identify the various forms of slavery and servitude in traditional African society
2. discuss the factors that led to development of the Indian Ocean slave trade
3. describe the organization of Indian Ocean slave trade in 15th Century
4. outline the various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century slave trade
5. Illustrate the geographical extent of the regions covered by Indian Ocean slave trade in Africa
6. desire to promote human dignity for a just and peaceful world

• Learner is guided to:
  Brainstorm in groups on:
  
  • meaning of slavery and servitude
  • various forms of slavery and servitude in traditional African society
• Use print or view a video clip to identify factors which led to development of Indian Ocean slave trade.
• Use print or digital resources to research on the organization of Indian Ocean slave trade.
• Debate on various social injustices committed on the
  Africans during Indian Ocean slave trade in 15th Century
• Use appropriate print or digital resources to locate the geographical extent of the regions covered by Indian Ocean slave trade in Africa

1. Why has slavery and servitude been existing for thousands of years?
2. How did slave trade limit development in in Eastern Africa?
3. How does slavery and servitude undermine human rights?

• Communication as learners Brainstorm in groups on meaning of slavery and servitude and various forms of slavery and servitude in traditional African society
• Digital literacy as learners use digital devices to draw and locate areas slaves were taken to during Indian Ocean slave trade.

• Unity as learners work groups tom brainstorm on various forms of slavery and servitude in traditional African society
• Respect as learners debate in class on various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century
• Responsibility as learners use print or digital resources to locate the geographical extent of the regions covered by Indian Ocean slave trade in Africa

• Social cohesion as learners debate on the various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century slave trade
• Human Rights as learners Identify the various forms of slavery and servitude in traditional African society and locate areas where slaves were taken during Indian Ocean slave trade
• Effective Communication as learners debate various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century slave trade

• English, Kiswahili and Kenyan Sign Language as learners brainstorm forms of slavery and servitude
• Computer Science as learners use digital devices to research on the organization of Indian Ocean slave trade.
• Visual Arts as learners use digital devices to draw and locate areas where slaves were taken during Indian ocean slave trade

1. explain factors influencing population distribution in Africa
2. locate densely and sparsely populated areas on a map of Africa
3. illustrate settlement patterns in Africa using diagrams
4. appreciate patterns of population settlement in Africa

• carry out a library research in groups on factors influencing population distribution and do class presentation
• use digital resources to establish areas that are densely and sparsely populated.
• draw a map of Africa and indicate the densely and sparsely populated areas.

1. Why do people settle in certain places and not others?
2. Why does population distribution vary in different regions?

• Learning to Learn as learners research factors influencing population distribution in Africa in groups
• Communication as learners do class presentation of the research findings on factors influencing population distribution
• Digital Literacy as learners use digital resources to establish densely and sparsely populated areas in Africa
• Creativity draw a map of Africa and indicate the densely and sparsely populated areas
• Self-efficacy as learners present in class factors influencing population distribution in Africa.

• Unity as learners carry out a library research in groups, on factors influencing population distribution and do class presentation
• Responsibility as learners draw a map of Africa and indicate the densely and sparsely populated areas

• Social cohesion as learners’ research in groups on factors influencing population distribution in Africa.
• Self-esteem as learners do presentations in class on factors influencing population distribution in Africa.
• Technology safety as learners use digital resources to establish settlement patterns

• English, Kiswahili and Kenyan Sign Language as learners research in groups on population distribution in Africa.
• Computer Science as learners use digital resources to establish settlement patterns in Africa.
• Visual Arts as learners design posters or models of settlement patterns.

Correctly and comprehensively explains factors influencing population

distribution in Africa.

Correctly  explains factors influencing population

distribution in Africa.

Moderately explains factors influencing population

distribution in Africa.

Has challenges explaining factors influencing population

distribution in Africa.

3.8. Field Work

(5 lessons)

1. identify types of field work in Social Studies
2. analyse methods of data collection and recording in fieldwork
3. examine methods of data analysis and presentation in field work
4. explore challenges and solutions in carrying out field work
5. apply procedures of carrying out fieldwork in research
6. desire to carry out fieldwork in investigating phenomena

• use digital devices to find out types of fieldwork
• discuss methods of data analysis and presentation
• in groups, analyse and present the data collected during fieldwork and share in class discuss in groups challenges likely to be encountered during field work and possible solutions
• use digital resources to research on the importance of field work
• carry out field work to investigate phenomena within the immediate environment

1. Why is field work important in social studies?
2. How should we conduct fieldwork?

• Critical Thinking and Problem Solving as learners investigate challenges and solutions in carrying out fieldwork
• Digital Literacy as learners use digital devices to find out types of fieldwork and as they research on the importance of fieldwork in Social Studies
• Communication and Collaboration as learners discuss in groups challenges likely to be encountered during field work and possible solutions.
• Learning to Learn as learners apply procedures of carrying out fieldwork.

• Responsibility as learners carry out field work to investigate phenomena within the immediate environment
• Unity as learners accomplish tasks as a group
• Respect as learners recognize contributions of group members during discussions and as they engage with the resource person.

• Self-Esteem as learners analyse and present the data collected during fieldwork and share it in class
• Problem Solving as learner investigate challenges and solutions in carrying out field work
• Peer Education as learners analyse and present the data collected during fieldwork and share the information in class

• English, Kiswahili and Kenyan Sign Language as learners analyse and present the data collected during fieldwork and share in class.
• Computer Science as learners use digital resources to find out types and importance of fieldwork.
• Mathematics as learners analyze data collected from fieldwork

1. locate areas where early agriculture was practiced in selected geographical regions
2. explore crops grown and animals kept in selected regions during early agriculture
3. illustrate methods of irrigation used in ancient Egypt
4. assess the contribution of the Nile valley agriculture to world civilization
5. Value the importance of domestication of plant and animals in Africa
6. develop desire to practice agriculture as an economic activity

Learners are guided to:

• use appropriate digital devices and other sources to research in groups on areas where early agriculture was practiced in selected regions of the Rift Valley of Eastern African, Egypt and Nubia
• carry out a research in groups on animals kept and types of crops which were grown during early agriculture in Egypt, Nubia and in Rift valley of the Eastern African region and report the findings to the class
• in groups identify crops grown and animals which were kept during early agriculture in Egypt, Nubia and Rift Valley of the East African region
• view video clips or photographs on methods of irrigation used in ancient Egypt
• draw diagrams showing
  methods of irrigation which were used in ancient Egypt.
• in groups discuss the contribution of the Nile valley agriculture to world civilization
• collect/download pictures and photographs on different animals kept, crops grown in subsistence farming and methods of irrigation used during early agriculture in Egypt
• establish a poster park on indigenous crops and animals during early agriculture which
  is accessible to the public.

Why did people start practicing agriculture in Africa?

• Digital Literacy as learners use digital devices to research on areas where early agriculture was practiced in selected regions.
• Critical Thinking as learners carry out a research on animals kept and types of crops which were grown during early agriculture in selected regions and report to the class
• Communication as learners discuss the contribution of the Nile Valley agriculture to world civilization
• Creativity as learners illustrate diagrams showing methods of irrigation which were used in ancient Egypt.  

• Unity as learners research in groups on animals kept and types of crops grown during early agriculture
• Patriotism as global citizens as learners assess the contribution of Nile valley agriculture to world civilization

• Social cohesion as learners work in groups to classify crops grown and animals which were kept during early agriculture
• Environmental education as learners illustrates methods of irrigation which were used during early agriculture.    

• Agriculture as learners they learn about methods of irrigation.
• English, Kiswahili and Kenyan Sign Language as learners engage in discussions to communicate issues concerning agriculture.
• Visual Arts as learners draw diagrams showing methods of irrigation which were used during early agriculture in Egypt

 With assistance explores some crops grown and animals
kept in selected regions during early agriculture

4.2 Economic Organization of Selected African Communities up to 1900

(3 Lessons)

1. locate on a map of Africa areas occupied by the selected African communities
2. discuss the economic activities practiced by the selected African communities
3. compare the economic activities of the selected African communities
4. appreciate the economic activities of the selected African communities.

• draw a map of Africa and indicate areas occupied by selected African communities( The Ogiek, Zulu, Asante )
• brainstorm, the economic activities practiced by the selected African communities ( The Ogiek, Zulu, Asante ) and present the findings in class.
• make posters of economic activities practiced by the selected African communities( The Ogiek, Zulu, Asante ).

• Communication and Collaboration as learners brainstorm, the economic activities practiced by the selected African communities ( The Ogiek, Zulu, Asante ) and present the information in class.
• Creativity and Imagination as learners make posters of economic activities practiced by the selected African communities( The Ogiek, Zulu, Asante )
• Self-efficacy as learners draw a map of Africa and indicate areas occupied by selected African communities 

• Responsibility as learners make posters of economic activities practiced by the selected African communities
• Unity as learners brainstorm on the economic activities practiced by the selected African Communities

• Social cohesion as learners brainstorm, the economic activities practiced by the selected African
• Financial literacy as learners discuss the economic activities practiced by the selected African community

• Agriculture as learners learn about economic activities of the selected African communities
• Business Studies as learners engage a resource person to discuss the economic activities of the selected African communities and write a report
• English, Kiswahili and Kenyan Sign Language as learners engage in discussions on economic activities of the selected African communities
• Visual Arts as learners draw a map of Africa and indicate areas occupied by selected African communities

4.3 Internal Dynamics and Transformation in Africa

(3 lessons)

1. explain the transformation brought by introduction of money in Africa
2. discuss the use of money economy in trade
3. compare the use of money in currency trade and barter trade in Africa
4. develop interest to use money wisely for economic gain  

• debate on the transformation brought by introduction of money in Africa.
• visit a nearby market and carry out a field study on the use money in trade and write a report.
• brainstorm the impact of money on economy in groups of fire
• role play use of money in currency trade and barter trade in Africa

• Citizenship as learners’ debate on the transformation brought by introduction of money in Africa.
• Communication as learners’ debate on transformation brought by introduction of money in Africa.
• Self-efficacy as learners role play use of money in currency trade and barter trade in Africa
• Learning to Learn as learners carry out a field study on the use of money in trade and write a report

• Responsibility as learners visit a nearby market and carry out a field study on the use of money in trade and write a report
• Unity as learners’ role play use of money, currency trade and barter trade in Africa.
• Integrity as learners practice trading activities in class using money.

• Financial literacy as learners discuss the impact of money on the economy
• Social cohesion as learners role of the use of money in currency trade and barter trade in Africa
• Safety and security education as learners visit a nearby market and carry out a field study on the use money in trade and write a report

• Business Studies as learners learn about introduction of money economy.
• English, Kiswahili , Kenyan Sign Language and Indigenous Language as learners brainstorm in groups of four on impact of money on the economy
• Performing Arts as learners role play use of money in currency trade and barter trade in Africa
• Mathematics as learners role play use of money in currency trade and barter trade in Africa

1. discuss the concept of sustainable use of resources in society
2. explore sustainable ways of using resources available in the community
3. apply sustainable use of resources available in the community
4. appreciate sustainable use of resources for sustenance of life.

• in groups discuss the concept of sustainable use of resources and present in class
• in groups learners debate on sustainable ways of using resources available in the community
• design sustainable ways of using resources available at home and in schoo
• write a collaborative story on sustainable use of

1. Why should we use resources sustainably?
2. What are barriers to sustainable use of resources?

• Communication and collaboration as learners in groups discuss the concept of sustainable use of resources and present in class
• Critical Thinking and Problem Solving as learners design sustainable ways of using resources available at home and in school
• Creativity and Imagination as learners debate on sustainable ways of using resources available in the community and write a collaborative story on sustainable use of resources

• Responsibility as learners design sustainable ways of using resources available at home and in school
• Unity as learners in groups discuss the concept of sustainable use of resources andwrite a collaborative story on sustainable use of resources to present in class
• Patriotism as learners design sustainable ways of using resources available at home and in school

• Poverty reduction as learners design sustainable ways of using resources available at home and in school

• English, Kiswahili and Kenyan Sign Language as learners engage in discussions on sustainable use of resources and present in class
• Integrated Science as learners design sustainable ways of using resources available at home and in school

1. investigate the political organization of the selected African communities up to 1900
2. discuss the concepts “Scramble for and Partition” of Africa
3. identify the various European groups that came to Africa.
4. Explain factors that led to the presence of Europeans in Africa.
5. match the countries in Africa with their colonial masters
6. examine the terms of the Berlin Conference of 1884-1885 on the partitioning of Africa
7. acknowledge the political organization of the selected African communities up to 1900

Learner is guided to:

• brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
• brainstorm in groups the the terms “Scramble for and Partition of Africa and make presentations
• Discuss the various European groups that came to Africa
• Debate on factors that led to the presence of Europeans in Africa.
• draw a map of Africa and indicate the areas taken up by the different European countries(Belgium, Britain, Germany, Italy
  , Spain and Portugal)during the partition of Africa
• using posters display in class the terms of the Berlin conference of 1884-1885 on the
  partitioning of Africa.

1. How were African communities politically organized before the coming of the Europeans?
2. How did developments in Europe influence the scramble and partition of Africa?

• Citizenship as learners identify with their country and the continent as they study the selected African communities and brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
• Communication and Collaboration as the learners work in groups during group research and on political organization of selected African communities
• Self-efficacy as the learners use posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa.
• Learning to Learn as the learners debate on factors that led to the presence of Europeans in Africa.
• Creativity and Imagination as learners draw a map of Africa and indicate the areas taken up by the different European countries(Belgium, Britain, Germany, Italy , Spain and Portugal)during the partition of Africa

• Patriotism as the learners study the selected African Communities
• Unity as the learners brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
• Responsibility as learners use posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa.
• Respect as learners consider the opinion of each other as they brainstorm on political organizations of the Ogiek, the Zulu and the Asante up to 1900 and Debate on factors that led to the presence of Europeans in Africa.   

• Self-Awareness as the learners identify with their country and the continent as they study the selected African  communities and brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
• Good governance as the learners brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
• Social Cohesion as learners discuss the various European groups that came to Africa   

Link to other subjects:

• Kenyan Sign Language, English and Kiswahili as learner debate on factors that led to the presence of Europeans in Africa.
• Visual Arts as the learners draw a map of Africa and indicate the areas taken up by the different European countries (Belgium, Britain, Germany, Italy, Spain and Portugal) during the partition of Africa and use posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa.

Has challenges discussing the concepts “Scramble for and Partition” of Africa

5.2 The
Constitution of Kenya

(3 Lessons)

1. discuss the importance of the Constitution of Kenya for mutual social wellbeing
2. explore the national values as provided in the Constitution of Kenya for promotion of good governance
3. analyze ways of upholding and protecting the Constitution of Kenya for social cohesion
4. develop desire to uphold and protect the Constitution of Kenya for promotion of ethical and responsible citizenship

• use print or digital devices in groups to conduct an online research and write a report on the importance of the Constitution and share in class
• view a video on the promulgation of the Constitution of Kenya
• design a sample constitution for the class in groups and display in class
• write simple slogans or statements on any eight of the national values as provided in the Constitution of Kenya for promotion of good governance present
• discuss in groups ways of upholding and protecting the constitution of Kenya

1. Why should a country have a constitution?
2. Why should we uphold and protect the Constitution?
3. What necessitates a constitutional change?

• Citizenship as learners view a video on the promulgation of the Constitution of Kenya and create a sample constitution for the class in groups and display in class
• Self-efficacy as learners compose a song on any eight national values enshrined in the Constitution and work in groups.
• Learning to Learn as learners research in the local community on the importance of the Constitution of Kenya to the society and share the finding findings with the school community
• Digital Literacy as learners in groups use digital devices to conduct online research and write an essay on the importance of the Constitution and share in class.

• Respect as learners create a sample constitution for the class in groups and display in class
• Patriotism as learners watch a video on the promulgation of the Constitution of Kenya and compose a song on any eight national values enshrined in the Constitution
• Social justice as learners discuss in groups on ways of upholding and protecting the Constitution of Kenya
• Responsibility as learners work in groups, and research in community on the importance of the Constitution of Kenya to the society and share the findings in school

• Social cohesion as learners in groups conduct online research and write an essay on the importance of the Constitution, watch a video on the promulgation of the Constitution of Kenya, and create a sample constitution for the class in groups and display in class
• Good governance as learners organize an open forum as a class to pass messages on public engagement and democratic representation to the community   

• English, Kiswahili and Kenyan Sign Language as learners hold discussions, group activities, write essays, and create a class constitution.
• Performing Arts as learners compose songs, write slogans and make presentations in class and community.
• Computer Science as learners use digital devices to search for information such as conducting online research and writing an essay on the importance of the Constitution

With support analyses some ways of upholding and protecting the Constitution of
Kenya for social cohesion

1. identify types of democracy practiced in Africa
2. assess the importance of democracy in society
3. explain the role of citizens in democratic representation
4. examine the characteristics of various types of democracy in governance
5. apply democratic values in interactions with others in the community
6. desire to promote democratic values in the community. 

• role play the different types of democracy
• brainstorm in on the importance of democracy.
• debate on the role of citizens in effective democratic representation
• use print or digital devices to identify characteristics of various types of democracy in governance
• develop a poster on similarities and differences on various types of democracy and display in class or school
• Brainstorm in class ways of applying democratic values during interaction with others in the community. 

1. Why should we practice democracy?
2. How can we promote democratic values in our society?

• Citizenship as learners debate on the role of the citizens in effective democratic representation, brainstorm the importance of democracy and apply democratic values in interactions with others in the community.
• Collaboration as learners brainstorm the importance of democracy.
• Learning to Learn as learners conduct research on public engagement and democratic representation and share results in class or with the community
• Digital Literacy as learners use online resources to use digital devices to identify characteristics of types of democratic regimes in Africa and as they type an essay on types of democracy in Africa.
• Critical thinking as learners discuss the role of citizens in a democracy and compare, and contrast the characteristics of various types of democracy in Africa.

• Unity as learners role play the different types of democracy.
• Patriotism as learners debate on the role of the citizen in effective democratic representation.
• Social justice as learners debate on the role of the citizens in effective democratic representation.
• Respect for self and others as learners work in groups, debate and apply democratic principles as they interact with others.

• Social cohesion as learners discuss and debate the role of citizens in effective democratic governance.
• Good governance as learners apply democratic values in interactions with others in the community and discuss the importance of democracy in society.
• Self-awareness as learners discuss the role of citizens to ensure effective democratic representation and work in groups.

• Kenyan Sign Language, English and Kiswahili as learners hold discussions, group activities, write essays and debates and read materials on democracy.
• Performing Arts as learners role-play the different types of democracy
• Computer Science as they use digital devices to search for information such as to identify characteristics of types of democratic regimes in Africa

1. examine the evolution of human rights as practiced in society
2. classify human rights as stipulated in the human rights instruments
3. explore characteristics of human rights in society
4. analyze the concept of equity and non- discrimination in fostering solidarity
5. take action to promote equity and non- discrimination for posterity
6. demonstrate respect , adherence to and promotion of human rights for sanctity of life.

• use print or digital resources to examine evolution of human rights and report in class
• in groups create posters on the classification of human rights and display in school
• in groups use a tree to indicate characteristics of human rights and display in class
• brainstorm in groups on issues of equity and non-discrimination
• develop posters on equity and non- discrimination and display them in school

1. Why is it important to know our rights?
2. How can we promote equity and non- discrimination in society?
3. How can we promote respect for human rights in our community?

• Citizenship as learners use print or digital resources to examine evolution of human rights and report in class and develop posters on equity and non- discrimination and display them in school
• Learning to Learn as learners brainstorm in groups on issues of equity and non-discrimination
• Digital Literacy as learners use digital resources to examine evolution of human rights and report in class
• Creativity and Imagination as learners develop posters on characteristics of human rights and display them in school to pass on information to the community
• Communication and Collaboration as learners in groups create posters on the classification of human rights and display in school and use a tree to indicate characteristics of human rights and display in class
• Self-Efficacy as learners Develop posters on equity and non- discrimination and display them in school

• Social justice as learners use digital resources to examine evolution of human rights and report in class and develop posters on equity and non- discrimination and display them in school
• Unity as learners in groups create posters on the classification and use a tree to indicate characteristics of human rights and display in class
• Patriotism as learners Create posters on the classification of human rights and display in school
• Develop Respect as the learners recognise the input of every member of the team during the symposium
• Responsibility as learners in groups create posters on the classification and characteristics of human rights and display in school

• Social Cohesion as learners organize and participate in commemorating International Day for the Elimination of Racial Discrimination on 21st March
• Good Governance as learners engage in commemorating International Day for the Elimination of Racial Discrimination on 21st March
• Assertiveness, negotiation, problem solving as learners develop posters on equity and non- discrimination and display them in school
• Clubs and societies as learners brainstorm issues of equity and non-discrimination during clubs such as human rights club, journalism club and Amani club
• Human rights as learners compose and recite poems with messages on equity and non- discrimination

• Computer Science as learners use digital resources as they examine evolution of human rights and report in class
• Kenyan Sign Language, Kiswahili and English as learners use print resources to examine evolution of human rights and report in class and organize and participate in a human rights symposium
• Performing Arts as learners conduct debates during club meetings on ways of ensuring equity through enhancing access, equal opportunities and equitable distribution of resources
• Visual Arts as learners develop posters on equity and non- discrimination and display them in school
• Hindu Religious Education, Islamic Religious Education and Christian Religious Education as learners brainstorm issues of equity and non-discrimination

1. describe the concept of “African Diasporas”
2. explore the factors that contributed to the presence of African diasporas across the world
3. locate on the world map countries inhabited by African Diasporas on the World map.
4. assess the role of the diasporas in the political development in Africa.
5. Acknowledge the African diasporas for promotion of African unity in society today 

• with the aid of print or internet resources, discuss in groups the concept of African diasporas
• use library resources in groups to research on the factors that contributed presence of African diasporas across the world and share findings in class
• in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
• view a video or You- Tube on the role of diaspora in the political development in Africa
• debate on the role of the diasporas in the political development in Africa

1. How can we promote collaboration between continental Africans and African Diasporas?
2. How can we promote African Unity in the society today? 

• Communication and Collaboration as learners in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
• Digital Literacy as learners use print or digital resources to locate on the world map countries inhabited by African diasporas and view a video or You- Tube on the role of diaspora in the political development in Africa
• Critical Thinking as learners in groups use library resources to research on the factors that contributed to the movement of African diasporas to various parts of the world and share findings in class
• Citizenship as learners debate on the role of diaspora in the political development in Africa
• Learning to Learn as learners with the aid of print or internet resources, discuss in groups the concept of African diasporas

• Social Justice as learners view a video or You- Tube on the role of diaspora in the political development in Africa
• Patriotism as learners debate on the role of diaspora in the political development in Africa
• Respect as learners in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
• Unity as learners in groups use print or digital resources to locate on the world map countries inhabited by African diasporas and the key routes of their migration from Africa

• Critical Thinking as learners in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
• Social Cohesion as learners debate on the role of diaspora in the political development in Africa
• Self-Esteem as learners use print or digital resources to locate on the world map countries inhabited by African diasporas

• Kenyan Sign Language ,English and Kiswahili as leaners debate on the role of diaspora in the political development in Africa
• Computer Science as learners view a video or You- Tube on the role of diaspora in the political development in Africa

1. explain why there is interconnectedness and interdependence among countries in the world today
2. investigate positive and negative effects of globalization at local and national levels
3. describe qualities of a global citizen in the modern society
4. desire to contribute to the wellbeing of the international community while maintaining a sense of rootedness to Kenya
5. develop a sense of belonging to a common humanity for harmonious living.

• discuss in groups the interconnectedness and interdependence among countries in the world today
• in groups, go through and read news articles in newspapers or use appropriate media to find out aspects that promote globalization in the community and share the information in class
• debate on positive and negative effects of globalization at local and national levels
• brainstorm on the qualities of a global citizen in the modern society
• use print or digital resources to research for qualities of a global citizen and write them down
• draw a sketch of a human figure and indicate qualities of a global citizen.

1. How do countries connect and depend on each other in the world today?
2. Which are the common concerns in the world today?

• Citizenship as learners discuss in groups the interconnectedness and interdependence among countries and brainstorm on the qualities of a global citizen in the world today
• Communication and Collaboration as learners debate on positive and negative effects of globalization at local and national levels
• Learning to Learn as they go through and read news articles in newspapers and use appropriate media to find out aspects that promote globalization in the community, share the information in class and debate on the positive and negative effects of globalization
• Self-Efficacy as learners use print or digital resources to research for qualities of a global citizen and write them down. 

• Unity as learners in groups, go through and read news articles in newspapers or use appropriate media to find out aspects that promote globalization in the community and share the information in class
• Patriotism as the learners brainstorm on the qualities of a global citizen in the modern society
• Respect as the learners debate on positive and negative effects of globalization at local and national levels

• Good Governance as brainstorm on the qualities of a global citizen in the modern society
• Problem Solving as learners debate on positive and negative effects of globalization at local and national levels and propose solutions
• Self-Awareness as learners use print or digital resources to research for qualities of a global citizen and write them down.

• Computer Science as learners use use print or digital resources to research for qualities of a global citizen and write them down.
• Kenyan Sign Language, English, indigenous languages and Kiswahili as learners debate on positive and negative effects of globalization at local and national levels and propose solutions
• Visual Arts as learners draw a sketch of a human figure and indicate qualities of a global citizen

Correctly and comprehensively discusses the interconnectedness and interdependence

of different countries

1. Resources and economic activities
2. Political Development and Governance

• Sustainable use of Resources
• Global Citizenship

1. identify an environmental challenge affecting the community
2. plan a project to address the environmental challenge in the community
3. apply the knowledge on sustainable development and global citizenship to address the environmental challenge affecting the community
4. appraise the project in terms of benefits to the community and deepening learning
5. evaluate the implementation of the project in relation to its outcomes
6. appreciate the impact of CSL project in addressing the environmental challenge in the community

• Brainstorm on environmental challenges affecting the community
• research on environmental challenges affecting the community and share their findings in class
• conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
• plan on how to implement the CSL project in groups, taking into consideration the following:
  • Identify the project title
  • Purpose of the project and time frame
  • Share responsibilities on implementation of the project
  • Identify individuals, institutions and organizations they can partner with in the project
  • Identify and acquire relevant resources or materials for the project
• learners work in groups to undertake the environmental project in the community
• develop slogans, posters, street plays or communication messages to share experiences on the implementation of the project in relation to concepts learnt in sustainable development and global citizenship
• share their experiences on the implementation and impact of the project in the community through social media
• discuss how the project has helped learners to acquire in terms of research, life skills, leadership, Citizenship, Community development and Social entrepreneurship

1. How can we promote sustainable development in our community?
2. How do local challenges affect the global society?

• Citizenship as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
• Communication and Collaboration as learners work in groups to undertake the environmental project in then community and brainstorm environmental challenges affecting the community
• Self-Efficacy as learners develop slogans , posters , street plays or communication messages to share experiences on the implementation of the project in relation to concepts learnt in sustainable development and global citizenship
• Critical Thinking and Problem Solving as learners plan on how to implement the CSL project in groups.
• Creativity and Imagination as learners identify and acquire relevant resources or materials for the project
• Digital literacy as learners share their experiences on the implementation and impact of the project in the community through social media

• Responsibility as learners share responsibilities on the implementation of the project
• Patriotism as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
• Respect as learners work in groups to undertake the environmental project in the community
• Unity as learners work in groups to undertake the environmental project in the community

• Community and stakeholder mobilization as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
• Information technology safety as learners share their experiences on the implementation and impact of the project in the community through social media
• Social Cohesion as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
• Environmental Education as learners research on environmental challenges affecting the community and share their findings in class
• Self-awareness as learners share their experiences on the implementation and impact of the project in the community through social media
• Problem Solving as learners work in groups to undertake the environmental project in the community

• Kenyan Sign Language, English, indigenous languages and Kiswahili as learnersdevelop slogans, posters, street plays or communication messages to share experiences on the implementation of the project in relation to concepts learnt in sustainable use of resources and global citizenship
• Computer Science as learners share their experiences on the implementation and impact of the project in the community through social media.
• Visual Arts as learners develop slogans, posters, street plays or communication messages to share experiences on the implementation of the project

1. identify the guiding principles of leadership and integrity in promotion of good governance
2. examine the formation, achievements and challenges of the Organization of African Unity (OAU) and African Union (AU)
3. State the member countries of the African Union
4. illustrate the organizational structure of the African Union(AU)
5. explore factors which can promote continental interconnectedness and interdependence
6. develop a sense of belonging to Africa and respect for differences and diversity.

• role-play on the guiding principles of good leadership and integrity in promotion of good governance
• prepare slogans on the guiding principles of good leadership and integrity in promotion of good governance
• sing the AU anthem for promotion of regional citizenship
• use digital or print media resources to research on the formation, achievements and challenges of OAU and AU
• draw a map of Africa and indicate member countries of the AU use print , media and other resources to  search for the national flags of the member countries of AU and make a collage and share the information in class
• use print or digital resources to access the AU anthem, rehearse and Sing it
• draw the organizational structure of OAU and AU
• brainstorm in groups on factors which can promote continental interconnectedness and interdependence

1. How should leadership and integrity be promoted in the society today?
2. How can we promote continental interconnectedness and interdependence?

• Communication and Collaboration as the learners role-play on the guiding principles of good leadership and integrity
• Citizenship as learners draw a map of Africa and indicate member states of AU , use print or media and other resources to search for the national flags of the member countries of AU , make a collage and share the information in class
• Learning to Learn as the learners use digital or print media resources to research on the formation, achievements and challenges of OAU and AU
• Self-Efficacy as the learners role-play on the guiding principles of good leadership and integrity in promotion of good governance
• Digital literacy as learners use media and other resources to search for the national flags of the member states of AU and make a collage to share in class

• Love as learners sing the AU Anthem
• Respect as learners debate on how leadership is essential in promoting good governance
• Integrity as role-play on the guiding principles of good leadership and integrity in promotion of good governance
• Patriotism as the learners use print or media resources to search for the national flags of the member countries of AU and make a collage to share in class
• Social Justice as learners prepare slogans on the guiding principles of good leadership and integrity in promotion of good governance

• Social Cohesion as learners use print or media resources to search for the national flags of the member countries of AU and make a collage to share in class
• Decisions Making as learners prepare slogans on the guiding principles of good leadership and integrity in promotion of good governance
• Good governance as they prepare slogans on guiding principles and benefits of leadership and integrity in promotion of good governance.

• English, Kiswahili and Kenyan Sign Language as learners role-play on the guiding principles of good leadership and integrity in promotion of good governance and brainstorm in groups on factors which can promote continental interconnectedness and interdependence
• Performing Arts as learners role-play on the guiding principles of good leadership and integrity in promotion of good governance and sing the AU Anthem
• Visual Arts as learners use print or media resources to search for the national flags of the member countries of AU and make a collage to share in class
• Computer Science as learners use use digital resources to research on the formation, achievements and challenges of OAU and AU

With assistance explores some factors which can promote continental interconnectedness
and interdependence

1. Oral Questions
2. Teacher made tests
3. Observation
4. Portfolio
5. Anecdotal Records
6. Checklist

• Approved textbooks and other printed resources
• Photographs, pictures
• Vetted digital resources
• Library
• TV/video/films/slides/ Internet sources
• Display boards

• Develop class and rules that discourage gender stereotypes in clubs
• Hold peer led symposia on careers and entrepreneurial opportunities in Social Studies
• Participate in talks by resource persons about prevention of gender stereotypes associated with careers,
• Participate in mentorship and job shadowing sessions on Social Studies careers and entrepreneurial opportunities in Social Studies
• Participate in sensitization sessions on career choices during career education weeks in schools
• develop simple guidelines on respecting gender identity during clubs and societies meetings
• develop communication messages and have talking walls with slogans on gender equity and careers
• Initiate and develop class and club rules that discourage gender stereotypes in career choices.

1. Oral Questions
2. Teacher made tests
3. Observation
4. Portfolio
5. Anecdotal Records
6. Checklist

• Local and extended environment
• Realia
• Maps/Globe
• Photographs, pictures and paintings
• Vetted digital resources, educational computer games
• Approved textbooks and other printed resources
• Library
• TV/video/films/slides/ Internet sources
• Display boards

• Drawing a sketch map of the school compound

1. Oral Questions
2. Teacher made tests
3. Observation
4. Portfolio
5. Project Work

• Local and extended environment
• Realia
• Maps/globe
• Photographs, pictures and paintings
• Internet sources
• Vetted digital resources, educational computer games
• Approved textbooks and other printed resources

• Making a model of the internal structure of the earth

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Portfolio
6. Anecdotal records
7. Checklists

• Local and extended environment
• Realia
• Maps
• Photographs, pictures and paintings
• Vetted digital resources, educational computer games
• Approved textbooks and other printed resources
• TV/video/films/slides/ Internet source
• Display boards

• Working in groups to construct a weather instrument of their choice using the available local materials and display in class

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Anecdotal records

• Local and extended environment
• Photographs, pictures and paintings
• TV/video/films/slides/ Internet sources
• Vetted digital resources, educational computer games
• Approved textbooks and other printed resources
• Resource persons
• Artefacts
• Museum, Monuments, Cultural and historical sites
• Newspaper cuttings
• Libraries

• Conducting a library research on the sources of historical information
• Designing posters on sources of historical information and displaying

1. Oral questions
2. Written tests
3. Project work
4. Observation

• Resource persons
• Maps
• Digital resources
• Charts, marker pens
• Approved text books and other printed resources
• Internet
• Library resources
• Museums
• Artefacts

• Composing and singing songs about human origin
• creating posters or communication messages or videos on human origin and share with the school community

1. Oral questions 
2. Observations
3. Written tests

• Digital resources
• Map of Africa
• Marker pens
• Manilla papers
• Stickers/Flash cards
• Internet resources
• Approved text books and other printed resources

• Singing a song on the  importance of cultural diversity in Africa
• Drawing and displaying charts on migration routes

1. Oral questions
2. Observations
3. Written tests

• Digital resources
• Approved text books and other printed resources
• Museums
• Artefacts
• Resource person

• Reciting poems on importance of social organization of the (Okiek, Shona and Asante)
• Modelling aspects of social organization of selected communities in Africa upto 1900
• (Okiek, Shona and Asante)

1. Oral questions
2. Observation
3. Written tests
4. Checklists
5. Anecdotal records
6. Project

• Digital resources
• Flip charts/Manilla papers
• Approved text books and other printed resources

• Role-playing social values of various cultural groups
• Conducting a civic dialogue with community members about the importance of valuing

1. Oral questions
2. Written tests
3. Portfolio
4. Project

• Digital resources
• Flip charts/manila papers
• Maps
• Internet
• Approved text books

• In groups compose and recite poems that promote inner peace
• Develop slogans on inner peace
• Develop posters on inner peace

1. Oral questions
2. Written tests
3. Portfolio Project

• Digital resources
• Flip charts/manila papers
• Maps
• Internet
• Approved text books

• Debate in clubs on evils of slavery and servitude and ways of curbing them

1. Oral questions
2. Observation
3. Written tests
4. Checklists

• Digital resources
• Flip charts/manila papers
• Maps
• Internet
• Approved text books

• Design posters / models of settlement patterns in Africa

1. Oral questions
2. Written tests
3. Portfolio
4. Project

• Digital resources
• Flip charts/Manilla papers
• Approved text books and other printed resources

• Engage a resource person to discuss methods of data collection and recording during field work

1. oral questions
2. written tests
3. observations

• Map of Africa
• Internet
• Photographs

• Structuring a debate on economic organization of selected African communities

• Eastern African Region and

1. checklist
2. project
3. written tests
4. oral questions
5. aural questions

• Realia
• Chart
• Audio visual
• Maps
• Photographs
• Internet

• Reciting a poem on promotion of agriculture in Africa

• River Tana Projects and Aswan High dam

1. Oral questions
2. Written tests
3. Portfolio
4. Project

• Charts
• Resource person
• Photographs/Pictures
• Map
• Appropriate digital devices

• Modelling River Tana multipurpose Projects using locally available materials

1. Oral questions
2. Written tests
3. Observations

• Realia
• Chart
• Audio visual
• Maps
• Photographs
• Internet

• Compose and sing a song on importance of sustainable use of available resources

1. Oral questions
2. Observations
3. Written tests
4. Project work

• Maps
• Approved text books and other printed resources
• Photographs
• Internet
• Library resources
• Charts
• Journals

• Composing poems on political organization of the selected communities
• Visiting a local museum to find out how the local communities were organized and writing a report on the visit to share in class

1. Oral questions
2. Observations
3. Written tests

• Videos clips
• Map of Africa
• Stickers/Flash cards
• Internet resources
• Approved text books and other printed resources

• Creating poems on the scramble and partition of Africa

1. Oral questions
2. Observations
3. Written tests
4. Journaling

• Internet resources
• Approved text books and other printed resource
• The Constitution of Kenya
• TV/Video

• Conducting a library research and writing journals on selected chapters of the constitution and share with family.

1. Oral questions
2. Observations
3. Written tests

• Digital resources
• Flip charts/Manilla papers
• Internet sources

• Developing messages on types of democracy and sharing in school and at home
• Developing posters on democratic values and

1. Oral questions
2. Observations
3. Written tests

• Posters
• Flip charts/ Manilla papers
• Resource person
• Approved text books and other printed resources
• The Constitution of Kenya

• Developing messages on protection of human rights
• Creating awareness in the community on protection of human
• Conduct debates during club meetings on ways of ensuring equity through enhancing access, equal opportunities and equitable distribution of resources
• Organize a symposium on life skills and values that would
  enhance ability rights (assertiveness, negotiation, problem solving, and values such as responsibility and respect for self and others
• Organize and participate in commemorating the International Day for Elimination for Racial Discrimination of 21st March

1. Oral questions
2. Observations
3. Written tests

• Internet
• Flip charts/Manilla papers
• Masking tapes marker pens/pencils
• TV/Video
• Approved text books and other printed resources