Displaying items by tag: Schemes of Work

By the end of the lesson the learner should be able to

1. identify the place value of a given numbers
2. Work out examples
   involving place value

• Grouping
• Explanation
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• Grouping
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• Objects like tins, books, cups etc.
• place value chart

1. identify total value of a given number
2. Match objects according to common value

• Grouping objects
• arranging
• Labelling and matching objects

• Grouping objects
• arranging
• Labelling and matching numbers

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• Divide

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• Divide

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• Identifying
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• revision

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• revision

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Wk

Lsn

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Refl

1

PREPARATIONS

2

1

UTSAV (Festivals)

Significance, rites and rituals, prayers/songs Vaisakhi

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

• State the significance of celebrating the festivals for the preservation of traditions.
• Describe the significance behind the ceremonies performed during the festivals
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated
• participate in the celebration of festivals
• write essays on how festivals are celebrated
• Listen to stories/narrate stories about the significance of celebrating festivals
• Visit places of worship/community hall/archives for celebration and collecting information
• Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

2

Significance, rites and rituals, prayers/songs Vaisakhi

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

• State the significance of celebrating the festivals for the preservation of traditions.
• Describe the significance behind the ceremonies performed during the festivals
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated
• Participate in the celebration of festivals
• Write an essay on how festivals are celebrated listen to stories/narrate stories about the significance of celebrating festivals
• Visit places of worship/community hall/archives for celebration and collecting information mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

3

Significance, rites and rituals,

prayers/song s Vaisakhi 

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

• State the significance of celebrating the festivals for the preservation of traditions.
• Describe the significance behind the ceremonies performed during the festivals
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
• Participate in the celebration of festivals
• Write an essay on how festivals are celebrated
• Listen to stories/narrate stories about the significance of celebrating festivals
• Visit places of worship/community hall/archives for celebration and collecting information
• Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

3

1

Significance, rites and rituals, prayers/songs Vaisakhi 

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

• Describe the significance behind the ceremonies performed during the festivals
• take part in festivals for social cohesion
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
• Participate in the celebration of festivals
• Write an essay on how festivals are celebrated
• Listen to stories/narrate stories about the significance of celebrating festivals
• Visit places of worship/community hall/archives for celebration and collecting information
• Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

2

Significance, rites and rituals, prayers/songs Vaisakhi

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

• Describe the significance behind the ceremonies performed during the festivals
• take part in festivals for social cohesion
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
• Participate in the celebration of festivals
• Write an essay on how festivals are celebrated
• Listen to stories/narrate stories about the significance of celebrating festivals
• Visit places of worship/community hall/archives for celebration and collecting information
• Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

3

Significance, rites and rituals, prayers/songs Vaisakhi

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

• Draw different aspects of celebration festivals
• take part in festivals for social cohesion
• Appreciate the value of celebrating festivals for spiritual growth

1. Why do Buddhists celebrate Vesak and Uposatha?
2. Why do Sikhs celebrate Vaisakhi?
3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

• Watch a video on how Vaisakhi, Vesak and Uposatha are celebrated
• Participate in the celebration of festivals
• Write essays on how festivals are celebrated listen to stories/narrate stories about the significance of celebrating festivals
• Do charity work
• Take a project on drawing different aspects of celebration of festivals

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

4

1

YOGA (Wholistic wellness)

Physical aspect of Yoga 8.1.1 Pranaayam
Asanas (Breathing

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

• Describe the types of Pranaayam and Asanas for familiarization
• Practice Pranaayam and Asanas for physical well being
• Appreciate the importance of Pranaayam and Asanas for healthy living

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• Access Yoga guides using digital devices, like Youtube and demonstrative manuals
• Correctly perform Sheetali Pranayaam(cooling breath),Sheet kari Paranayaam (hissing breath) and asanas (Bhadra asana, Ardha utrasana, Sasank asana) under the supervision of an able resource person
• Visit and participate in the celebration of International Yoga day.
• Practice asanas in pairs and groups to encourage and help each other

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

2

Bhadra asana, (Ardha utrasana, Sasank asana) (Physical postures)

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

• Describe the types of Pranaayam and Asanas for familiarization
• Practice Pranaayam and Asanas for physical well being
• Appreciate the importance of Pranaayam and Asanas for healthy living

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• Access Yoga guides using digital devices, like Youtube and demonstrative manuals
• Correctly perform Sheetali Pranayaam(cooling breath),Sheet kari Paranayaam (hissing breath) and asanas (Bhadra asana, Ardha utrasana, Sasank asana) under the supervision of an able resource person
• Visit and participate in the celebration of International Yoga day.
• Practice asanas in pairs and groups to encourage and help each other

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

3

Communal aspects of Yoga

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

• Participate in collaborative activities for the benefit of society
• Demonstrate a simple meditation technique for spiritual growth
• Recite Sankalpa mantra for global wellbeing.

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• Practice asanas in pairs and groups to encourage and help each other
• Create a Yoga guidance video using digital devices.
• Participate in cleanup of school and local community
• Correctly perform Asanaas meditation under the supervision of a resource person.
• Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

5

1

Communal aspects of Yoga exercises)

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

• Participate in collaborative activities for the benefit of society
• Demonstrate a simple meditation technique for spiritual growth
• Recite Sankalpa mantra for global wellbeing.

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• practice asanas in pairs and
• groups to encourage and help each other
• create a Yoga guidance video using digital devices.
• participate in cleanup of school and local community
• correctly perform Asanaas meditation under the supervision of a resource person.
• Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

2

Spiritual aspects of Yoga Meditation Commitment (Sankalp)

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

• Participate in collaborative activities for the benefit of society
• Demonstrate a simple meditation technique for spiritual growth
• Recite Sankalpa mantra for global wellbeing.

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• Practice asanas in pairs and groups to encourage and help each other
• Create a Yoga guidance video using digital devices.
• Participate in cleanup of school and local community
• Correctly perform Asanaas meditation under the supervision of a resource person.
• Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

3

Spiritual aspects of Yoga Meditation Commitment (Sankalp)

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

• Participate in collaborative activities for the benefit of society
• Demonstrate a simple meditation technique for spiritual growth
• Recite Sankalpa mantra for global wellbeing.

1. Why are asanas important in performing Yoga?
2. How does Pranayam help in physical wellbeing?
3. How are aspects of Yoga beneficial to the society?
4. How is meditation helpful in spiritual growth?

Learner could be guided to:

• practice ice asanas in pairs and groups to encourage and help each other
• create a Yoga guidance video using digital devices.
• participate in cleanup of school and local community
• Correctly perform Asanaas meditation under the supervision of a resource person.
• Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

6-

10

REVISION/ASSESSMENT     

Wk

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

DEVOTI ONAL ACTS

Nullifiers of saum

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

1. Identify the nullifiers of saum to safeguard the validity of saum.
2. differentiate between nullifiers of saum and swalah to strengthen ibadah
3. appreciate fasting as a means of gaining taqwa (piety)

1. Why should Muslims observe rules and regulation when fasting?
2. What virtues do Muslims learn from fasting?

Individually/in pairs/in small groups, learners are guided to:

• Discuss the nullifiers of saum and make oral presentation in class
• Sort nullifiers of saum from of nullifiers swalah
• Brainstorm on rules and regulations of saum and make presentation in class

Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs

Oral assessment and observation schedule, written assessments, portfolio, Journals

2

Nullifiers of saum

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

1. differentiate between nullifiers of saum and swalah to strengthen ibadah
2. Fast while observing the rules and regulations for spiritual growth.
3. appreciate fasting as a means of gaining taqwa (piety)

1. Why should Muslims observe rules and regulation when fasting?
2. What virtues do Muslims learn from fasting?

Individually/in pairs/in small groups, learners are guided to:

• Discuss the nullifiers of saum and make oral presentation in class
• sort nullifiers of saum from of nullifiers swalah
•  Brainstorm on rules and regulations of saum and make presentation in class

Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs

Oral assessment and observation schedule, written assessments, portfolio, Journals

3

AKHLAQ (MORAL VALUES)

Virtues: Sabr (Patience)

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

1. explain the importance of exhibiting patience in their daily life
2. Practice patience as a virtue necessary for character formation.
3. Appreciate the virtue of patience as a means earning rewards from Allah.

1. How do you react when annoyed by your schoolmates?
2. Why should a Muslim observe patience?
3. When should a Muslim practise patience?

Individually/in pairs/in small groups, learners are guided to:

• Narrate short stories portraying patience.
• Watch/listen to a story on patience and deduce the teachings
• Discuss the importance of observing patience
• Participate in activities that involve practising patience
• e.g.turn taking during games, when queueing.
• Encourage/show patience.

Charts, course books, Digital devices,

Oral assessment, observation schedule

2

1

Virtues: Sabr (Patience)

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

1. explain the importance of exhibiting patience in their daily life
2. Practice patience as a virtue necessary for character formation.
3. Appreciate the virtue of patience as a means earning rewards from Allah.

1. How do you react when annoyed by your schoolmates?
2. Why should a Muslim observe patience?
3. When should a Muslim practise patience?

Individually/in pairs/in small groups, learners are guided to:

• Narrate short stories portraying patience.
• Watch/ listen to a story on patience and deduce the teachings
• discuss the importance of observing patience
• participate in activities that involve practising patience e.g.turn taking during games, when queueing.
• Role play activities that Encourage/show patience.

Charts, course books, Digital devices,

Oral assessment, observation schedule

2

Effects of social media

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

1. Explain the positive and negative effects of social media on the youth.
2. Outline ways of using social media responsibly to facilitate learning.
3. use social media responsibly to benefit self and others

1. How can one use social media positively?
2. How can social media enhance learning?

Individually/in pairs/in small groups, learners are guided to:

• debate on the positive and negative effects of social media
• discuss how to use social media responsibly and present in class
• demonstrate how to use social media to facilitate learning

Charts, course books, Digital devices,

Oral assessment, observation schedule

3

Effects of social media

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

1. Explain the positive and negative effects of social media on the youth.
2. Outline ways of using social media responsibly to facilitate learning.
3. use social media responsibly to benefit self and others

1. How can one use social media positively?
2. How can social media enhance learning?

Individually/in pairs/in small groups, learners are guided to:

• debate on the positive and negative effects of social media
• discuss how to use social media responsibly and present in class
• demonstrate how to use social media to facilitate learning

Charts, course books, Digital devices,

Oral assessment, observation schedule

3

1

Vices: Evils of gambling

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

1. explain the evils of gambling to promote responsible citizenship
2. state ways of discouraging gambling in the society
3. appreciate the prohibition of gambling by working hard for halaal (legal) earning

1. What are the effects of participating in gambling?
2. Why is gambling forbidden in Islam?

Individually/in pairs/in small groups, learners are guided to:

• discuss the effects of gambling and present in class
• (loss of property, family break- down) 
• role play the effects of gambling 
• discouraging gambling in the society and display a chart

Charts, course books, Digital devices,

Oral assessment, observation schedule

2

Vices: Evils of gambling

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

1. explain the evils of gambling to promote responsible citizenship
2. state ways of discouraging gambling in the society
3. appreciate the prohibition of gambling by working hard for halaal (legal) earning

1. What are the effects of participating in gambling?
2. Why is gambling forbidden in Islam?

Individually/in pairs/in small groups, learners are guided to:

• discuss the effects of gambling and present in class (loss of property, family break-down)
• role play the effects of gambling
• brainstorm on ways of discouraging gambling in the society and display a chart

Charts, course books, Digital devices,

Oral assessment, observation schedule

3

Dua (Supplications) Dua on increase in knowledge

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

1. Recite/memorise the selecteddua as a form of ibadah.
2. apply the teachings of the dua (supplication ) for spiritual nourishment
3. appreciate the act of supplication as a form of Ibadah (act of worship)

1. What is the importance of making dua always?

Individually/in pairs/in small groups, learners are guided to:

• memorize and recite the following dua from a digital device/teacher,
• “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.”
• recite the dua every morning before start of class.
• brainstorm on the importance of making dua and write notes

Charts, course books, Digital devices,

Oral assessment,

observation

schedule

4

1

Dua (Supplications) Dua on increase in knowledge

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

1. Recite/memorise the selecteddua as a form of ibadah.
2. apply the teachings of the dua (supplication ) for spiritual nourishment
3. appreciate the act of supplication as a form of Ibadah (act of worship)

1. What is the importance of making dua always?

Individually/in pairs/in small groups, learners are guided to:

• memorize and recite the following dua from a digital device/teacher,
• “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.”
• recite the dua every morning before start of class.
• rainstorm on the importance of making dua and write notes

Charts, course books, Digital devices,

Oral assessment,

observation

schedule

2

Dua (Supplications) Dua on increase in knowledge

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

1. apply the teachings of the dua (supplication ) for spiritual nourishment
2. Explain the importance of the dua to a person seeking knowledge.
3. appreciate the act of supplication as a form of Ibadah (act of worship)

1. What is the importance of making dua always?

Individually/in pairs/in small groups, learners are guided to:

• listen and recite the following dua from a digital device/teacher,
• “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.”
• recite the dua every morning before start of class.
• brainstorm on the importance of making dua and write notes

Charts, course books, Digital devices,

Oral assessment,

observation

schedule

3

MUAMA LAT

Etiquette of Islamic wedding celebrations

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

1. describe the etiquette to be observed during Islamic wedding celebrations
2. Outline un-islamic activities that take place during wedding celebrations.
3. Appreciate Islamic wedding celebrations as part of Islamic heritage.

1. What are the activities that take place during wedding celebrations?

Individually/in pairs/in small groups, learners are guided to:

• recall a wedding celebration they have attended and note down what they observed/experienced
• watch an islamic wedding celebration from a digital device and the etiquette observed
• sort the islamic and un- islamic activities performed during wedding celebrations using flash cards
• role play the etiquette to be observed during the celebration e.g. (appropriate dressing, gender separation, avoiding Israaf and music)

Digital devices, realia, shop items.

Oral questions, observation

schedule, written

assessment,

project work

5

1

Etiquette of Islamic wedding celebrations

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

1. describe the etiquette to be observed during Islamic wedding celebrations
2. Outline un-islamic activities that take place during wedding celebrations.
3. Appreciate Islamic wedding celebrations as part of Islamic heritage.

1. What are the activities that take place during wedding celebrations?

Individually/in pairs/in small groups, learners are guided to:

• recall a wedding celebration they have attended and note down what they observed/experienced
• watch an islamic wedding celebration from a digital device and the etiquette observed
• sort the islamic and un- islamic activities performed during wedding celebrations using flash cards
• role play the ettiquette to be observed during the celebration e.g. (appropriate dressing, gender separation, avoiding Israaf and music)

Digital devices, realia, shop items.

Oral questions, observation schedule,

written 

assessment,

project work

2

Rights of Neighbours

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

1. Outline the rights of neighbours for harmonious living.
2. Demonstrate the awareness of the rights of neighbours as an act of ibadah.
3. Appreciate the rights of neighbours as an obligatory act upon a Muslim.

1. How should Muslims relate with neighbours?
2. What are the rights of neighbours?
3. What is the significance of upholding good neighbourhood?

Individually/in pairs/in small groups, learners are guided to: 

• search the rights of neighbours in Islam using digital devices/print media and make notes.
• discuss the significance of treating neighbours well and display on a chart.
• dramatize the right way of treating neighbours. rights of neighbours and deduce lessons from it using digital devices/ books/resource persons

Digital devices, realia, shop items.

Oral questions, observation schedule, written assessment, project work

3

Rights of Neighbours

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

1. Outline the rights of neighbours for harmonious living.
2. Demonstrate the awareness of the rights of neighbours as an act of ibadah.
3. Appreciate the rights of neighbours as an obligatory act upon a Muslim.

1. How should Muslims relate with neighbours?
2. What are the rights of neighbours?
3. What is the significance of upholding good neighbourhood?

Individually/in pairs/in small groups, learners are guided to:

• search the rights of neighbours in Islam using digital devices/print media and make notes.
• discuss the significance of treating neighbours well and display on a chart.
• dramatize the right way of treating neighbours. rights of neighbours and deduce lessons from it using digital devices/ books/resource persons

Digital devices, realia, shop items.

Oral questions, observation schedule, written assessment, project work

6

12

Islamic rules of buying and selling

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

1. State the Islamic rules on buying and selling to promote a healthy business society.
2. State the benefits of observing the Islamic rules on buying and selling.
3. Observe the Islamic etiquette on buying and selling in day to day life.
4. appreciate Islamic etiquette on the rules and regulations of buying and selling to earn rewards from Allah (Q83: 1-6)

1. What should Muslims avoid while buying and selling?
2. What are  Islamic teachings on buying and selling?

Individually/in pairs/in small groups, learners are guided to: 

• discuss islamic rules on buying and selling and make oral presentation
• discuss the benefits of observing Islamic rules and regulations
• search Hadith on buying and selling and write notes on lessons learnt using digital devices/books/resource persons

Digital devices, realia, shop items.

Oral questions, observation schedule, written assessment, project work

2

Islamic rules of buying and selling

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

1. State the Islamic rules on buying and selling to promote a healthy business society.
2. State the benefits of observing the Islamic rules on buying and selling.
3. Observe the Islamic etiquette on buying and selling in day to day life.
4. appreciate Islamic etiquette on the rules and regulations of buying and selling to earn rewards from Allah (Q83: 1-6)

1. What should Muslims avoid while buying and selling?
2. What are Islamic teachings on buying and selling?

Individually/in pairs/in small groups, learners are guided to: 

• role play the islamic ruleas and regulations on buying and selling.
• Name commodities that they have bought from the market.
• Undertake a project of creating a shop corner by collecting items, write a price list and a list of Islamic rules to be observed

Digital devices, realia, shop items.

Oral questions, observation schedule, written assessment, project work

3

HISTOR Y OF ISLAM

Prophet (s.a.w)’s journey to Taif.

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

1. Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history.
2. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif.
3. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.

1. What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif?
2. How did the Prophet (s.a.w) relate with the people of Taif?

Individually/in pairs/in small groups, learners are guided to:

• Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons.
• identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart
• brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

7

1

Prophet (s.a.w)’s journey to Taif.

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

1. Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history.
2. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif.
3. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.

1. What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif?
2. How did the Prophet (s.a.w) relate with the people of Taif?

Individually/in pairs/in small groups, learners are guided to:

• Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons.
• identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart
• brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

2

Prophet (s.a.w)’s journey to Taif.

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

1. Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history.
2. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif.
3. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.

1. What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif?
2. How did the Prophet (s.a.w) relate with the people of Taif?

Individually/in pairs/in small groups, learners are guided to:

• Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons.
• Identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart
• brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

3

Pledges of Aqabah

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

1. describe the events that led to the signing of the pledges of Aqabah as part of Islamic history
2. identify the terms of the pledges of Aqabah for character formation
3. explain the significance of the pledges of Aqabah in the History of Islam

1. Why are the pledges of Aqabah important in the life of a Muslim?
2. How did Muslims benefit from the pledges of Aqabah?

Individually/in pairs/in small groups, learners are guided to:

• Watch a video on the pledges of Aqaba from a digital device and write the terms.
• discuss the events that led to the signing of the pledges of Aqabah
• Role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…)
• Brainstorm on the significance of the pledges of Aqaba and display on a chart.

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

8

1

Pledges of Aqabah

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

1. describe the events that led to the signing of the pledges of Aqabah as part of Islamic history
2. identify the terms of the pledges of Aqabah for character formation
3. explain the significance of the pledges of Aqabah in the History of Islam

1. Why are the pledges of Aqabah important in the life of a Muslim?
2. How did Muslims benefit from the pledges of Aqabah?

Individually/in pairs/in small groups, learners are guided to:

• watch a video on the pledges of Aqaba from a digital device and write the terms.
• discuss the events that led to the signing of the pledges of Aqabah
• Role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…)
• Brainstorm on the significance of the pledges of Aqaba and display on a chart.

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

2

Pledges of Aqabah

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

1. describe the events that led to the signing of the pledges of Aqabah as part of Islamic history
2. identify the terms of the pledges of Aqabah for character formation
3. explain the significance of the pledges of Aqabah in the History of Islam

1. Why are the pledges of Aqabah important in the life of a Muslim?
2. How did Muslims benefit from the pledges of Aqabah?

Individually/in pairs/in small groups, learners are guided to:

• watch a video on the pledges of Aqaba from a digital device and write the terms.
• discuss the events that led to the signing of the pledges of Aqabah
• role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…)
• Brainstorm on the significance of the pledges of Aqaba and display on a chart.

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

3

Hijra to Madina

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

1. Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage.
2. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam.
3. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization

1. Why did the Prophet (s.a.w) migrate to Madina?
2. What events took place during the Prophet’s journey to Madinah?
3. Why is Hijra important to Muslims?

Individually/in pairs/in small groups, learners are guided to:

• Listen/watch a story on the Prophet (s.a.w)’s migration to Madina from a digital device/teacher
• discuss the major events that took place during the Prophet (s.a.w)’s migration to Madina e.g.(the Prophet (s.a.w) leaving Ali in his house ,departure with Abubakar, at cave Thaur, the incident of Suraqah,reception in Madina).

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

9

1

Hijra to Madina

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

1. Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage.
2. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam.
3. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization

1. Why did the Prophet (s.a.w) migrate to Madina?
2. What events took place during the Prophet’s journey to Madinah?
3. Why is Hijra important to Muslims?

Individually/in pairs/in small groups, learners are guided to:

• Listen/watch a story on the Prophet (s.a.w)’s migration to Madina from a digital device/teacher
• Discuss the major events that took place during the Prophet (s.a.w)’s migration to Madina e.g.(the Prophet (s.a.w) leaving Ali in his house ,departure with Abubakar, at cave Thaur, the incident of Suraqah,reception in Madina).

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

2

Hijra to Madina

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

1. Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage.
2. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam.
3. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization

1. Why did the Prophet (s.a.w) migrate to Madina?
2. What events took place during the Prophet’s journey to Madinah?
3. Why is Hijra important to Muslims?

• Sing a aQasida of welcoming the Prophet (S.A.W) i.e Talaal Badru ‘alaynaa)
• Discuss the significance of Hijra and make short note e.g. end of persecution, unity of the Ummah, beginning of the Islamic calendar).

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

3

Unity between the Muhajirun and the Ansar

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

1. describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina
2. Explain the role played by the Ansar in the settlement of Muhajirun in Madina.
3. develop a desire to maintain Islamic brotherhood as per the teachings of Islam

1. How did the Prophet (s.a.w) unite the Muhajirun and the Ansar?
2. What role did the Ansar play in the settlement of the Muhajirun

Individually/in pairs/in small groups, learners are guided to:

• Discuss who are the Muhajirun and the Ansar
• Listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher
• discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement)
• discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

10

1

Unity between the Muhajirun and the Ansar

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

1. describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina
2. Explain the role played by the Ansar in the settlement of Muhajirun in Madina.
3. develop a desire to maintain Islamic brotherhood as per the teachings of Islam

1. How did the Prophet (s.a.w) unite the Muhajirun and the Ansar?
2. What role did the Ansar play in the settlement of the Muhajirun

Individually/in pairs/in small groups, learners are guided to:

• who are the Muhajirun and the Ansar
• listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher
• discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement)
• discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

2

Unity between the Muhajirun and the Ansar

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

1. describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina
2. Explain the role played by the Ansar in the settlement of Muhajirun in Madina.
3. develop a desire to maintain Islamic brotherhood as per the teachings of Islam

1. How did the Prophet (s.a.w) unite the Muhajirun and the Ansar?
2. What role did the Ansar play in the settlement of the Muhajirun

Individually/in pairs/in small groups, learners are guided to:

• who are the Muhajirun and the Ansar
• listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher
• discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement)
• Discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)

Story books on the sirah, course books and digital devices

Islamic calendar/charts

Oral questions, observation schedule, project

3

ASSESSMENT

Wk.

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

THE EARLY LIFE OF JESUS

Empowering the Needy – ways in which Christians apply the teachings in the story of the rich young man

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

• outline the relevance of the teachings of Jesus in the story of the rich young man and the society
• explain how Christians apply the teachings in the story to empower others in the community
• appreciate the importance respecting spiritual and material resources

1. Why did Jesus teach in the story?
2. Why did the rich young man find it difficult to share with others?
3. Which projects are carried out in the community to support the needy?

1. Learners in pairs discuss why people in their
2. community work together in supporting the needy
3. Learners explain activities carried out by their
4. Leaders to empower the poor.
5. Learners in pairs read Matthew19:16-22 and explain lessons learnt
6. learners in groups to identify temptations that can keep them away from God

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 69-70 Longhorn CRE act. TG. Pg. 84-85

• Oral Questions,
• Portfolio
• Observation schedules
• Written Quizzes

2

Persistence in

prayer – the story of a friend at midnight

By the end of the Sub strand,

• the learner should be able to:
• Narrate the story of a friend at midnight to understand the importance of persistence
• State the qualities of a good friend
• Appreciate the importance of prayer for good personal relationship with God

1. Why did the friend visit at Midnight?
2. What are the qualities of a good friend?

1. Learners brainstorm why it good to choose friends wisely
2. Learners discuss what is the meaning of a mid-night friend
3. Learners to watch a video clip the story on a friend at midnight
4. Learners to read in turns Luke 11:5-13

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71 

Longhorn CRE act. TG. Pg. 85-86

• Oral
• Questions,
• Portfolio
• Observation schedules
• Written Quizzes

3

Persistence in

prayer - the story of a friend at midnight

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

• Narrate the story of a friend at midnight to understand the importance of persistence
• State the qualities of a good friend
• Appreciate the importance of prayer for good personal relationship with God

1. Why did the friend visit at Midnight?
2. What are the qualities of a good friend?

1. Learners brainstorm why it good to choose friends wisely
2. Learners discuss what is the meaning of a mid-night friend
3. Learners to watch a video clip the story on a friend at midnight
4. Learners to read in turns Luke 11:5-13

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71 

Longhorn CRE act. TG. Pg. 85-86

• Oral
• Questions,
• Portfolio
• Observation schedules
• Written Quizzes

2

1

Persistence in prayer – the value of friendship

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

• State the importance of prayer
• explain the value of friendship using lessons from the story of a friend at midnight
• Appreciate the importance of prayer for good personal relationship with God

1. Why did the friend visit at midnight?
2. What are the qualities of a good friend?

1. Learners to outline lessons learnt from the story and dramatize the story of a friend at midnight.
2. Learners to role play the story of a friend at midnight
3. Learners to discuss in groups the importance of prayer
4. Learners to sing a relevant song, on the story

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71-73  

Longhorn CRE act. TG. Pg. 87-88

• Oral Questions,
• Portfolio
• Observation schedules
• Written Quizzes

2

THE CHURC H

The early Church

– definitions of unity of believers

in the early church

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

• Identify different ways of definitions for unity of believers in the early church
• Explain the importance of unity among Christians
• appreciate the importance of unity of believers in our society today

1. What brought unity among the early believers?
2. What is the importance of unity among Christians?
3. How is the church involved in charity work today?

1. Learners in groups discuss why unity is important at school, at home and in church
2. Learners, in pairs, describe various definitions of The term ‘Church’.
3. Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church
4. Learners in pairs, outline acts of charity/mercy and solidarity done by churches today

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 74-75 

Longhorn CRE act. TG. Pg. 89-90

• Journals
• Authentic tasks
• Written questions

3

The early Church

– activities which promoted unity

in the early church

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

• Discuss the activities that brought unity of believers in the early church
• outline activities which promoted unity among early believers in the early church
• appreciate the importance of unity of believers in our society today

1. What brought unity among the early believers?
2. What is the importance of unity among Christians?
3. How is the church involved in charity work today?

1. Learners in groups discuss why unity is important at school, at home and in church
2. Learners, in pairs, describe various definitions of The term ‘Church’.
3. Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church
4. Learners in pairs, outline acts of charity/mercy and solidarity done by churches today

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 75 

Longhorn CRE act. TG. Pg. 90-91

• Journals
• Authentic tasks
• Written questions

3

1

The early Church

– strategies used

by Christians to promote unity

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

• outline activities which promoted unity among early believers in the early church
• Explain strategies used by Christians to promote unity among Christians for responsible living
• appreciate the importance of unity of believers in our society today

1. What brought unity among the early believers?
2. What is the Importance of unity among Christians?
3. How is the church involved in charity work today?

1. Learners in groups discuss why unity is important at school, at home and in church
2. Learners, in pairs, describe various definitions of The term ‘Church’.
3. Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church
4. Learners in pairs, outline acts of charity/mercy and solidarity done by churches today

Good News Bible, Flash cards, Pictures, Songs, Digital devices  Charts, poems Longhorn CRE act. Learners Bk. Pg. 76 

Longhorn CRE act. TG. Pg. 91-91

• Journals
• Authentic tasks
• Written questions

2

The Lords Supper

– Events that took place during the Lord’s supper

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

• Describe the events that took place during the Lord’s Supper to develop spiritually
• State the reason why Jesus organized the Lord’s supper
• appreciate the importance of remembrance of the Lords’ supper

1. Why did Jesus organize the lords’ supper
2. What instructions did Jesus give for celebration of the Lord’s Supper?
3. Why do we take the Lords Table/ Eucharist today?

1. Learners discuss how the Lords’ supper is organized in their churches
2. Learners sing a relevant song and explain the meaning
3. Learners, in turns, read Luke 22:14-20 and describe the events mentioned in the text
4. Learners to watch a video on the Lord’s Supper
5. Learners, in groups, discuss the significance of the Lord’s Supper

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 77-78  

Longhorn CRE act. TG. Pg. 93-94

• Journals
• Authentic tasks
• Written questions

3

The Lords Supper

– significance of the Lord’s supper

to Christians today

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

• Identify the instructions Jesus gave for the celebration of the Lord’s supper
• explain the significance of the Lord’s Supper to Christians today
• appreciate the importance of remembrance of the Lords’ supper

1. Why did Jesus organize the lords’ supper
2. What instructions did Jesus give for celebration of the Lord’s Supper?
3. Why do we take the Lords Table/ Eucharist today?

1. Learners discuss how the Lords’ supper is organized in their churches
2. Learners sing a relevant song and explain the meaning
3. Learners, in turns, read Luke 22:14-20 and describe the events mentioned in the text
4. Learners to watch a video on the Lord’s Supper
5. Learners, in groups, discuss the significance of the Lord’s Supper

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 78-79  

Longhorn CRE act. TG. Pg. 94-95

• Journals
• Authentic tasks
• Written questions

4

1

The Lords Supper- Values acquired during the celebration of

the Eucharist

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

• explain the significance of the Lord’s Supper to Christians today
• identity the values required during the celebration of Lord’s Table/Eucharist for application by Christians
• appreciate the importance of remembrance of the Lords’ supper

1. Why did Jesus organize the lords’ supper
2. What instructions did Jesus give for celebration of the Lord’s Supper?
3. Why do we take the Lords Table/ Eucharist today?

1. Learners say the importance of the Lord’s Table/Eucharist to a Christian
2. Learners to list attitudes/values required when partaking the Eucharist/Lord’s Table
3. Learners discuss with their parents/guardians or resource person importance of celebrating the Lord’s supper and report to the class

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems 

Longhorn CRE act. Learners Bk. Pg. 79-80  

Longhorn CRE act. TG. Pg. 95-96

• Journals
• Authentic tasks
• Written questions

2

The Role of the Holy Spirit - the gift of the Holy Spirit

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

• Identify the gifts of the Holy Spirit to promote spiritual maturity
• identify how the fruits of the Holy Spirit have helped in promoting God’s work
• appreciate the role of the gifts of Holy Spirit in his/her

1. What is the meaning of gifts of the Holy Spirit
2. What is the meaning of fruits of the Holy Spirit?
3. How does the holy spirit inspire
4. People to offer service to God and others?

1. Learners in pairs discuss the roles played by religious leaders and their parents for service to God
2. Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
3. Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
4. Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians
5. Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82 

Longhorn CRE act. TG. Pg. 96-97

• Journals
• Authentic tasks
• Written questions

5

1

The Role of the Holy Spirit – How the fruits of the Holy spirit helps in promoting God’s work

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

• identify how the fruits of the Holy Spirit have helped in promoting God’s work
• discuss the fruits of the Holy spirit
• appreciate the role of the gifts of Holy Spirit in his/her

1. What is the meaning of gifts of the Holy Spirit
2. What is the meaning of fruits of the Holy Spirit?
3. How does the holy spirit inspire
4. People to offer service to God and others?

1. Learners in pairs discuss the roles played by religious leaders and their parents for service to God
2. Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
3. Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
4. Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians
5. Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 83 

Longhorn CRE act. TG. Pg. 98

• Journals
• Authentic tasks
• Written questions

2

The Role of the Holy Spirit – values that influence the life of Christians from gifts and fruits of the Holy spirit

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

• identify how the fruits of the Holy Spirit have helped in promoting God’s work
• list values which should influence the life Christians from the gifts and fruits of the Holy Spirit
• appreciate the role of the gifts of Holy Spirit in his/her

1. What is the meaning of gifts of the Holy Spirit
2. What is the meaning of fruits of the Holy Spirit?
3. How does the holy spirit inspire
4. People to offer service to God and others?

1. Learners in pairs discuss the roles played by religious leaders and their parents for service to God
2. Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
3. Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
4. Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians
5. Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 84-85 

Longhorn CRE act. TG. Pg. 98-99

• Journals
• Authentic tasks
• Written questions

3

Power of Intercessory prayer – the story of Peter’s miraculous rescue

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

• Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers
• explain various ways Christians demonstrate their faith in God appreciate lessons learnt from the
• tory of Peter’s rescue by doing what is right

1. Who was Peter?
2. How did Peter portray faith in Christ?
3. How should you demonstrate faith in Christ?
4. What is the Meaning of intercessory Prayer?

1. Learners in pairs discuss the importance of prayers in their life
2. Learners in turns ,read Acts 12:3-17 about the story of Peter’s rescue from prison and narrate what happened
3. Learners watch a video on Peter’s miraculous rescue
4. Learners, in pairs, list lessons learnt from this story
5. Learners discuss what they have learnt from this story about Peter

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 85-86

Longhorn CRE act. TG. Pg. 99- 100

• Journals
• Authentic tasks
• Written questions

6

1

Power of Intercessory prayer - the story of Peter’s miraculous rescue

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

• Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers
• explain various ways Christians demonstrate their faith in God
• appreciate lessons learnt from the story of Peter’s rescue by doing what is right

1. Who was Peter?
2. How did Peter portray faith in Christ?
3. How should you demonstrate faith in Christ?
4. What is the meaning of intercessory Prayer?

1. Learners in pairs discuss the importance of prayers in their life
2. Learners in turns ,read Acts 12:3-17 about the story of Peter’s rescue from prison and narrate what happened
3. Learners watch a video on Peter’s miraculous rescue
4. Learners, in pairs, list lessons learnt from this story
5. Learners discuss what they have learnt from this story about Peter

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 85-86 

Longhorn CRE act. TG. Pg. 99- 100

• Journals
• Authentic tasks
• Written questions

2

Power of Intercessory prayer – ways in which Christians demonstrate faith in God

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

• Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers
• explain various ways Christians demonstrate their faith in God
• appreciate lessons learnt from the story of Peter’s rescue by doing what is right

1. Who was Peter?
2. How did Peter portray faith in Christ?
3. How should you demonstrate faith in Christ?
4. What is the meaning of intercessory Prayer?

1. Learners research on different types of prayer from parents/guardians/Sunday /Sabbath teachers and report
2. Learners to discuss what inspires them about Peter’s rescue by God
3. Learners engage in activities that strengthen their faith in Christ
4. Sing a song related to standing firm in the faith
5. Learners brainstorm activities carried out by Christians to demonstrate their faith in God

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 87-89 

Longhorn CRE act. TG. Pg. 101- 102

• Journals
• Authentic tasks
• Written questions

3

CHRIST IAN LIVING

Friendship formation: peer influence – the qualities of a good friend

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

• Identify desirable qualities of a good friend for personal development
• explain values useful in maintaining good friends to avoid negative influence
• appreciate the importance of desirable friendship that please God

1. How can you avoid negative peer pressure?

1. Learners in pairs, make a list of qualities of a good friend
2. Learners in groups read 1 Thessalonians 5:11 and Galatians 6:2;
3. Learners to share whether their friends possess the qualities mentioned
4. learners to list what they consider as negative influence from friends and peers

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 90-92 

Longhorn CRE act. TG. Pg. 103- 106

• Journals
• Authentic tasks
• Written questions

7

1

Friendship formation: peer influence – Causes of poor choice of friends at home and school

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

• explain values useful in maintaining good friends to avoid negative influence
• identify causes of poor choice of friends at home and school to make right choices
• appreciate the importance of desirable friendship that please God

1. How can you avoid negative peer pressure?

1. Learners, in groups, discuss how to deal with bullying from unfriendly peers
2. Learners discuss ways of maintaining good friends to avoid negative influence
3. Learners, in pairs, discuss causes of poor choice of friends at home and school
4. Learners to brainstorm on the e importance of desirable friendship that pleases God

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 93-94 

Longhorn CRE act. TG. Pg. 106- 107

• Journals
• Authentic tasks
• Written questions

2

Human sexuality

– changes associated with adolescence in boys and girls and how to cope with them

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

• identify changes associated with adolescence in both boys and girls for greater self-awareness
• outline how they cope with changes in their bodies to build self-confidence
• appreciate positively physical and physiological changes as a Christians

1. Which issues are faced by adolescents?
2. How does one get information on physical and emotional Changes?
3. Who should advice on bodily changes?

1. Learners brainstorm on where get information for bodily changes
2. Learners debate why some sources of information on bodily changes are considered unhealthy

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 95-98 

Longhorn CRE act. TG. Pg. 108- 110

• Journals
• Authentic tasks
• Written questions

3

Human sexuality

– Healthy and effects of

unhealthy boy- girl relationship

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

• identify changes associated with adolescence in both boys and girls for greater self-awareness
• explain the effects of unhealthy boy-girl relationships
• appreciate positively physical and physiological changes as a Christians

1. Which issues are faced by adolescents?
2. How does one get information on physical and emotional Changes?
3. Who should advice on bodily changes?

1. Learners in pairs identify why they should get the right information about themselves as they grow up
2. Learners, in pairs read 1Corinthians 6: 18-19 and explain lessons from the Bible text
3. Learners discuss Christian teachings on how to cope with challenges associated with adolescence stage

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 98-99 

Longhorn CRE act. TG. Pg. 110- 112

• Journals
• Authentic tasks
• Written questions

3

The Role of the Holy Spirit – the gift of the Holy Spirit

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

• Identify the gifts of the Holy Spirit to promote spiritual maturity
• Differentiate between the gifts and fruits of the Holy spirit
• appreciate the role of the gifts of Holy Spirit in his/her

1. What is the meaning of gifts of the Holy Spirit
2. What is the meaning of fruits of the Holy Spirit?
3. How does the holy spirit inspire
4. People to offer service to God and others?

1. Learners in pairs discuss the roles played by religious leaders and their parents for service to God
2. Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
3. Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
4. Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians 
5. Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82 

Longhorn CRE act. TG. Pg. 96-97

• Journals
• Authentic tasks
• Written questions

8

1

Human sexuality

– Overcoming unhealthy boy – girl relationship

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

• explain the effects of unhealthy boy-girl relationships
• discuss how to overcome unhealthy boy-girl relationship
• appreciate positively physical and physiological changes as a Christians

1. Which issues are faced by adolescents?
2. How does one get information on physical and emotional Changes?
3. Who should advice on bodily changes?

1. Learners in groups to discuss the meaning of healthy boy-girl relationship
2. Learners to discuss the meaning of unhealthy boy-girl relationship and their negative effects
3. Learners in pairs to discuss how to overcome unhealthy boy-girl relationship
4. Learners compose a poem importance of health boy-girl relationship
5. In pairs, learners to discuss why they should take positively developmental changes in their bodies

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 100-101 

Longhorn CRE act. TG. Pg. 112- 113

• Journals
• Authentic tasks
• Written questions

2

God the source of life – Christian teachings on God as the only source of life

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

• discuss Christian teaching on God as the only source of life
• Identify areas of abuse of the right to life
• appreciate the importance of life as a gift from God by observing safety

1. Why is human life sacred?
2. What does the Bible teach about sacredness of life?
3. How will you encourage your classmates to respect their own life as well as lives of others?

1. Learners brainstorm on the importance of safety and security to human life
2. Learners, in small groups, learners read Genesis 1: 27; 9:6 Psalms 49:7-8 and Exodus 20:13 and identify Christian teaching on sacredness of life
3. Learners share examples of violation of human life in life today
4. Learners to brainstorm on the meaning of right to life and why it should be upheld by all not be violated

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 101-102 

Longhorn CRE act. TG. Pg. 113- 114

• Journals
• Authentic tasks
• Written questions

3

God the source of life – Causes of violation of human life

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

• discuss Christian teaching on God as the only source of life
• identify causes of violation of the right to life for awareness
• appreciate the importance of life as a gift from God by observing safety

1. Why is human life sacred?
2. What does the Bible teach about sacredness of life?
3. How will you encourage your classmates to respect their own life as well as lives Of others?

1. Learners brainstorm on the importance of safety and security to human life
2. Learners, in small groups, learners read Genesis 1: 27; 9:6 Psalms 49:7-8 and Exodus 20:13 and identify Christian teaching on sacredness of life
3. Learners share examples of violation of human life in life today
4. Learners to brainstorm on the meaning of right to life and why it should be upheld by all not be violated

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 103

Longhorn CRE act. TG. Pg. 114- 115

• Journals
• Authentic tasks
• Written questions

9

1

God the source of life – How to cope with emotions and stress

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

• identify the reason why human life is sacred
• explain how to cope with emotions and stress to reduce abuse of the right to life
• appreciate the importance of life as a gift from God by observing safety

1. Why is human life sacred?
2. What does the Bible teach about sacredness of life?
3. How will you encourage your classmates to respect their own life as well as lives of others?

1. Learner debate the causes of violation of the right to life
2. Learners discuss emotions that can lead to violation of one’s life
3. In pairs learners to discuss how to cope with negative emotions
4. Learners to discuss consequences of violating life
5. Learners to compose a poem on sacredness/sanctity of life using a digital device

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 104-105

Longhorn CRE act. TG. Pg. 115- 116

• Journals
• Authentic tasks
• Written questions

2

Good Health Practices – Alcohol and substance use and reasons why young people engage in alcohol and substance use

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

• Explain the meaning of alcohol and substance use for raised awareness
• list examples of drugs that are abused today
• explain reasons why young people engage in alcohol and substance abuse
• Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs

1. Which drugs are commonly abused today?
2. What can lead one to alcohol and substance use?
3. What are the effects of alcohol and substance use?
4. How can you avoid alcohol and substance use?
5. How can you help your peers to
6. Avoid alcohol and substance abuse?

1. Learners discuss the meaning of alcohol and substance abuse
2. learners in pairs to give examples of commonly abused drugs
3. Learners read and discuss the following; Proverbs 20:1,; Proverbs 31:6 Ephesians 5:18;
4. Learners to brainstorm lessons learnt from the Bible texts
5. Learners to brainstorm on reasons that lead to alcohol and substance use by young people and ways of addressing them

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 105-107

Longhorn CRE act. TG. Pg. 117- 118

• Journals
• Authentic tasks
• Written questions

3

Good Health Practices – effects of alcohol and substance use to the body and relationships 

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

• outline the effects of alcohol and substance use to the body and relationships for avoidance
• list examples of drugs that are abused today
• Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs

1. Which drugs are commonly abused today?
2. What can lead one to alcohol and substance use?
3. What are the 
4. Effects of alcohol and substance use?
5. How can you avoid alcohol and substance use?
6. How can you help your peers to
7. Avoid alcohol and substance abuse?

1. Learners discuss the meaning of alcohol and substance abuse 
2. learners in pairs to give examples of commonly abused drugs
3. Learners read and discuss the following; Proverbs 20:1,; Proverbs 31:6 Ephesians 5:18;
4. Learners to brainstorm lessons learnt from the Bible texts
5. Learners to brainstorm on reasons that lead to alcohol and substance use by young people and ways of addressing them

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems

Longhorn CRE act. Learners Bk. Pg. 108

Longhorn CRE act. TG. Pg. 118- 119

• Journals
• Authentic tasks
• Written questions

10

1

Good Health Practices – ways of avoiding engaging in alcohol and substance abuse

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

• outline the effects of alcohol and substance use to the body and relationships for avoidance
• Identify ways of avoiding engaging in alcohol and substance use for healthy living.
• Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs

1. Which drugs are commonly abused today?
2. What can lead one to alcohol and substance use?
3. What are the effects of alcohol and substance use?
4. How can you avoid alcohol and substance use?
5. How can you help your peers to
6. Avoid alcohol and substance abuse?

1. Learners explain dangers of alcohol and substance
2. use to his/her health/body
3. Learners to watch a video clip on the dangers of alcohol and substance use
4. Learners research on prevention of alcohol and substance use and report to class
5. Learners to use flashcards to pass different
6. Messages saying no! to alcohol and substance use
7. Learners give a brief talk at the assembly on effects of alcohol and substance use

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 109-110  

Longhorn CRE act. TG. Pg. 119- 120

• Journals
• Authentic tasks
• Written questions

2

Appropriate use of Social Media – Meaning of social media awareness and social media platforms commonly used today

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

• Explain the meaning of social media for awareness
• list social media platforms that are commonly used today
• Desire to use social media for positive benefit of self and others.

1. What are social media platforms?
2. Why should you use them appropriately?
3. What is cyber bullying?

1. Learners in pairs define the term social media
2. Learners list social media platforms commonly used today and illustrate their symbols by drawing in their books
3. Learners, in small groups, list advantages and disadvantages of social media for children and youth.

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 111-112 

Longhorn CRE Act. TG. Pg. 120- 121

• Journals
• Authentic tasks
• Written questions

3

Appropriate use of Social Media –

Effects of appropriate and inappropriate use of social media

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

• state the effects of appropriate an inappropriate use of social media for choosing responsibly
• list social media platforms that are commonly used today
• Desire to use social media for positive benefit of self And others.

1. What are social media platforms? 
2. Why should you use them appropriately?
3. What is cyber bullying?

1. Learners in pairs define the term social media
2. Learners list social media 
3. platforms commonly used today and illustrate their symbols by drawing in their books
4. Learners, in small groups, list advantages and disadvantages of social media for children and youth.

Good News Bible, Flash cards, Pictures, Songs, 

Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 113 

Longhorn CRE act. TG. Pg. 122- 123

• Journals
• Authentic tasks
• Written questions

Appropriate use of Social Media – safety measures to observe when using social media

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

• debate about the advantages and disadvantages of social media
• discuss safety measures to observe when using social media to use them
• Desire to use social media for positive benefit of self and others.

1. What are social media platforms?
2. Why should you use them appropriately?
3. What is cyber bullying?

1. Learners, in groups, discuss cyber-bullying and how to protect themselves from its harm
2. Leaners debate on the motion:
3. :Social media are ruining children and youth
4. In pairs learners to discuss safety measures when using social media
5. Learners watch good movies or educative documentaries e.g. the Bible Stories            wow

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 114-116 

Longhorn CRE act. TG. Pg. 123- 124

• Journals
• Authentic tasks
• Written questions

wk

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

LEISUR
E TIME
ACTIVI TIES :
Gramm ar in use

Conjunctions
and, but, or,
because, since, also, for, yet,
since

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

• Identify conjunctions in texts for effective communication
• Use conjunctions correctly in communication.
• Judge the correctness and appropriateness of conjunctions used in oral and written texts.
  

1. How do you join words or sentences?
2. Why do you join words and sentences?

Learner is guided to:

• Listen to short dialogue and identify the conjunctions.
• Make sentence from a substitution table using but, or, yet, because, since and also.
• Construct sentences using the conjunctions in pairs.
• Fill the blank spaces using conjunctions in sentences or paragraphs.
• Create a display of charts of sentences containing conjunctions, in small groups.
• Conduct a gallery walk and give feedback to each group.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards
  

1. Tasks such as
   multiple
   choice
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue-
   completion,
   information gap
6. Role play
7. Simulation
   

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

• Identify conjunctions in texts for effective communication
• Use conjunctions correctly in communication.
• Judge the correctness and appropriateness of conjunctions used in oral and written texts.

1. How do you join words or sentences?
2. Why do you join words and sentences?

Learner is guided to:

• Listen to short dialogue and identify the conjunctions.
• Make sentence from a substitution table using but, or, yet, because, since and also.
• Construct sentences using the conjunctions in pairs.
• Fill blank spaces using conjunctions in sentences or paragraphs.
• Create a display chart of
  Sentences containing conjunctions, in small groups.
• Construct a gallery walk and give feedback to each group.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Tasks such as
   multiple
   choice
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue-
   completion,
   information gap
6. Role play
7. Simulation

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

• Identify conjunctions in texts for effective communication
• Use conjunctions correctly in communication.
• Judge the correctness and appropriateness of conjunctions used in oral and written texts.
  

Learner is guided to:

• Listen to short dialogue and identify the conjunctions.
• Make sentences from a substitution table using but, or, yet, because, since and also.
• Make sentences using the conjunctions in pairs.
• Fill blank spaces using conjunctions in sentences or paragraphs.
• Create a display chart of
  Sentences containing conjunctions, in small groups.
• Conduct a gallery walk and
  give feedback to each group.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards
  

1. Tasks such as
   multiple
   choice
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue-
   completion,
   information gap
6. Role play
7. Simulation

Writing

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

• Describe people or things mentioned in a text.
• Create a descriptive composition related to the theme for effective communication.
• Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  

1. How do we describe things or events?
2. Why is it important to describe things or events?
   

Learner is guided to:

• Read sample composition from print or electronic sources.
• Talk about people or things in text in the text.
• Make sentences to describe how they spent their leisure time, in pairs.
• Organize the sentences to make a paragraph, in groups.
  a descriptive composition individually.
• Proof read their
  Compositions, in pairs or groups.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards
  

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment
5. learner
   Portfolio
6. dictation
7. Standardized writing tests
   

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

• Describe people or things mentioned in a text.
• Create a descriptive composition related to the theme for effective communication.
• Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  

1. How do we describe things or events?
2. Why is it important to describe things or events?
   

Learner is guided to:

• Read sample composition from print or electronic sources.
• Talk about people or thing in a text
• Make sentences to describe how they spent their leisure time, in pairs.
• Organize the sentences to make a paragraph, in groups.
  Write a descriptive composition individually.
• Proof read their compositions, in pairs or groups.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
  

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment
5. learner
   Portfolio
6. dictation
7. Standardized writing tests

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

• Proof read their peers composition
• Create a descriptive composition related to the theme for effective communication.
• Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  

1. How do we describe things or events?
2. Why is it important to describe things or events?
   

Learner is guided to:

• Read sample composition from print or electronic sources.
  
• Talk about people or thing in a text
• Make Sentences to describe how they spent their leisure time, in pairs.
• Organize the sentences to make a paragraph, in groups.
  a descriptive composition individually.
• Proof read their compositions, in pairs or groups.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards
  

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment
5. learner
   Portfolio
6. dictation
7. Standardized writing tests

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

• Listen to oral presentations
  Construct sentences orally using words related to the theme.
• Interpret a speaker’s emotions and feelings correctly during oral presentations.

1. Why is it important to listen carefully?
2. How can we become better listeners?

Learner is guided to:

• Listen to oral presentation of
  (dialogues or poems on topical issues) containing words with the sound /aɪ/
• Practice saying selected tongue twisters in pairs.
• Make three-minute speech based on the theme in groups.
• Recite poems based on the theme.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions
   

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

• Select words containing the target sound in sentences.
• Listen for words with the sound /aɪ/ from an audio text.
• Interpret a speaker’s emotions and feelings correctly during oral presentations.
  

1. Why is it important to listen carefully?
2. How can we become better listeners?
   

Learner is guided to:

• Listen to oral presentations (dialogues or poems on topical issues) containing words with the sound /aɪ/
• Identify words with the sound /aɪ/ from texts.
• Make a three minute speech based on the theme in groups.
• Recite poems based on the theme.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards
  

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

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

• Select words containing the target sound in sentences.
• Construct sentences orally using words related to the theme.
• Interpret a speaker’s emotions and feelings correctly during oral presentations.

1. Why is it important to listen carefully?
2. How can we become better listeners?

Learner is guided to:

• Practice saying selected tongue twisters in pairs.
• Make three-minute speech based on the theme in groups.
• Recite poems based on the theme.
• Interpret non-verbal cues correctly.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

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

• Relate ideas in the text to personal experiences.
• Creates mental images from the events, characters or places in a text.
• Judge the appropriateness of digital texts on the basis word choice, theme and interest.

1. Why is it important to relate what you read with your experiences?
2. What digital resources can you use in your reading?
3. Why are digital materials more interesting to read than print ones?

Learner is guided to:

• Infer the meaning of words from context.
• Make Connections between their experiences and events in the reading text.
• Create pictures, mimes, videos or crossword puzzles in small groups.
• search and read texts from the internet in pairs and groups, online.
• Answer questions in pairs. or role play the stories they have read online.
• Dramatize stories they have read online.
• Print the visuals obtained from online sources and share or display in a gallery.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests

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

• Creates mental images from the events, characters or places in a text.
• Answer factual and inferential questions correctly.
• Judge the appropriateness of digital texts on the basis word choice, theme and interest.
  

1.  Why is it important to relate what you read with your experiences?
2. What digital resources can you use in your reading?
3. Why are digital materials more interesting to read than print ones?
   

Learner is guided to:

• Infer the meaning of words from context.
• Make Connections between their experiences and events in the reading text.
• Create pictures, mimes, videos or crossword puzzles in small groups.
• search and read texts from the internet in pairs and groups, online.
• Answer questions in pairs. or role play the stories they have read online.
• Dramatize stories they have read online.
• Print the visuals obtained from online sources and share or display in a gallery.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests

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

• Identify interrogatives in sentences correctly.
• Use interrogatives accurately in sentences.
• Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.
  

1. Why do we ask questions?
2. How do we ask questions?
   

Learner is guided to:

• Mention the words used to ask questions - how, what, when, why, who
• Use the Wh- words and How to ask questions.
• Use digital devices to practice constructing questions.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion
6. information gap
7. Role play
8. Simulation
   

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

• Identify interrogatives in sentences correctly.
• Use interrogatives accurately in sentences.
• Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.
  

1.  Why do we ask questions?
2. How do we ask questions?
   

Learner is guided to:

• Mention he words used to ask questions - how, what, when, why, who
• Use e the Wh- words and How to ask questions.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion
6. information gap
7. Role play
8. Simulation

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

• Identify interrogatives in sentences correctly.
• Use interrogatives accurately in sentences.
• Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.

1.  Why do we ask questions?
2. How do we ask questions?
   

Learner is guided to:

• Construct questions using the pattern: how much more…, when/who/why/what else in small groups, for example, Who else attended the ceremony?
• How much more sugar was bought?
• Use else, much … to complete sentences digital devices to practice constructing questions.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion
6. information gap
7. Role play
8. Simulation

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

• Spell selected words correctly for effective communication.
• Use homophones and homonyms in sentences correctly
• Advocate the use of correct spelling of words among peers.
  

1.  Why do we write words correctly?
2. Which words do you find difficult to write?
3. How do we learn to spell words?
   

The learner should be guided to:

• Discuss in groups words they find difficult to spell.
• Make a presentation on correct spelling homophones and homonyms
• Write a word from a dictation by the teacher or from an audio- visual recording.
• Play a spelling games in pairs; for example, scramble or scrabble.
• Use jigsaw zle to form words correctly in groups.
• Make words from jumple
  up letters.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment
5. learner
   Portfolio
6. dictation
7. Standardized writing tests
   

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

• Spell selected words correctly for effective communication.
• Use homophones and homonyms in sentences correctly
• Advocate the use of correct spelling of words among peers.
  

1.  Why do we write words correctly?
2. Which words do you find difficult to write?
3. How do we learn to spell words?
   

The learner should be guided to:

• Discuss in groups words they find difficult to spell.
• Make a presentation on correct spelling homophones and homonyms
• Write words from a dictation by the teacher or from an audio- visual recording.
• Play spelling games in pairs; for example, scramble or scrabble.
• Use jigsaw puzzle to form words correctly in groups.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment
5. learner
   Portfolio
6. dictation
7. Standardized writing tests

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

• Construct sentences orally using words related to the theme.
• Speak accurately, without hesitation and with expression.
• Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.
  

1. Why should we speak clearly and confidently?
2. Why do we make speeches?

 Learner is guided to:

• Say words containing the sounds /f/ and /v/ in small groups.
• Pronounce the words related
  to the theme correctly.
• Construct oral sentences using vocabulary learnt.
• Listen to recorded speech
  from a digital device.
• Make short specches using
  vocabulary learnt, and appropriate non- verbal cues.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

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

• Pronounce words with selected sounds accurately for effective communication.
• Speak accurately, without hesitation and with expression.
• Challenge others to speak accurately, at the right speed and to display appropriate expressions
  during oral presentations.
  

1.  Why should we speak clearly and confidently?
2. Why do we make speeches?
   

 Learner is guided to:

• 
  Say words containing the sounds /f/ and /v/ in small groups.
• Pronounce the words related to the theme correctly.
• Construct oral sentences using vocabulary learnt.
• Listen to recorded speech from a digital device.
• Make short speeches using
  vocabulary learnt, and appropriate non- verbal cues.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

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

• Pronounce words with selected sounds accurately for effective communication.
• Speak accurately, without hesitation and with expression.
• Challenge others to speak accurately, at the right speed and to display appropriate expressions
  during oral presentations.
  

1. Why should we speak clearly and confidently?
2. Why do we make speeches?
   

Learner is guided to:

• Say words containing the sounds /f/ and /v/ in small groups.
• Pronounce the words related
  to the theme correctly.
• Contruct oral sentences using vocabulary learnt.
• Listen to recorded speech
  from a digital device.
• Makes short word sentence using vocabulary learnt, and appropriate non- verbal cues.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

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

• Creates mental images from events, characters and places in a text
• Answer factual and inferential questions correctly for comprehension.
• Relate events and characters in the reading text to personal experiences.
  

1. What can you learn from poems and songs?
2. Which poems and songs do you know?
3. How do you tell the meaning of unfamiliar words while reading?

Learner is guided to:

• Watch a video on environmental pollution and answer questions.
• Read a poem or song and role play the events, experiences or characters in the text.
• Answer factual and inferential questions on the poem and song they read.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests

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

• Infer information and meaning of words from context.
• Answer factual and inferential questions correctly for comprehension.
• Relate events and characters in the reading text to personal experiences.
  

1.  What can you learn from poems and songs?
2. Which poems and songs do you know?
3. How do you tell the meaning of unfamiliar words while reading?

Learner is guided to:

• Watch video on environmental pollution and answer questions.
• Read a poem or song and role play the events, experiences or characters in the text.
• Answer factual and inferential questions on the poem and song they read.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests

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

• Identify nouns which only occur in singular or plural from given sentences.
• Use nouns which only occur in singular or plural to make sentences.
• Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.
  
  

1. Why is it important to use words correctly?
2. Which singular nouns end with letter -s?
   
   

Learner is guided to:

• Identify abd underline nouns which only occur in singular or plural sentences.
• Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,
• Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.
• Watch videos on nouns which only occur in singular or plural and answer questions.
• Create display charts on nouns which only occur in singular or plural in sentences.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion, information gap
6. Role play
7. Simulation

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

• Identify nouns which only occur in singular or plural from given sentences.
• Use nouns which only occur in singular or plural to make sentences.
• Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.
  

1. Why is it important to use words correctly?
2. Which singular nouns end with letter -s?
   

Learner is guided to:

• Identify and underline line nouns which only occur in singular or plural sentences.
• Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,
• Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.
• Watch videos on nouns which only occur in singular or plural and answer questions.
• Create display charts on nouns which only occur in singular or plural in sentences.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion, information gap
6. Role play
7. Simulation
   

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

• Identify nouns which only occur in singular or plural from given sentences.
• Use nouns which only occur in singular or plural to make sentences.
• Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.
  

1. Why is it important to use words correctly?
2. Which singular nouns end with letter -s?
   

 Learner is guided to:

• Identify and underline nouns which only occur in singular or plural sentences.
• Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,
• Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.
• Watch videos on nouns which only occur in singular or plural and answer questions.
• Create display charts on nouns which only occur in
  Singular or plural in sentences.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion, information gap
6. Role play
7. Simulation
   

Functional Writing Personal Diary

Journal (3 days)

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

• Identify the key components of a diary/journal.
• Create a journal/diary to convey desired information in the right format.
• Collaborate with peers to create personal journals and diaries on varied topics.

1. Why should we plan our activities in advance?
2. What is the most Memorable experience in your life?

Learner is guided to:

• View a sample diary sample journal/and identify the components.
• Make journal/diary entries on
  pairs or small groups.
• Create a diary in pairs

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. Peer
   assessment
4. Self- assessment learner
5. Portfolio dictation
6. Standardized writing tests

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

• Identify the key components of a diary/journal.
• Create a journal/diary to convey desired information in the right format.
• Collaborate with peers to create personal journals and diaries on varied topics.
  

1. Why should we plan our activities in advance?
2. What is the most Memorable experience in your life?

Learners are guided to

• create a three days journal.
• And take a gallery walk.
• Give feedback to the of
  each group.
• Search for more examples of diaries or journals on the internet, textbooks or the library.
• Create diary or journal
  individually.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment learner
5. Portfolio dictation
6. Standardized writing tests
   

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

• Use similes and vocabulary related to the theme correctly in sentences
• Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.
• Interpret a speaker’s feelings and emotions correctly during oral presentations.
  

1. Why should we listen attentively?
2. How can you tell someone is attentive?
   

Learner is guided to:

• Identify similes from an oral text
• Use similes and words in sentences in small groups.
• Identify similes from an oral text audio visual text. groups.
• Discuss the dialogue in pairs.
  entences using the new words individually.
• Dramatize the dialogue in
  small groups.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions
   

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

• Select words and phrases with the target sounds, digraphs and consonant clusters from a text.
• Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.
• Interpret a speaker’s feelings and emotions correctly during oral
  presentations.

1. Why should we listen attentively?
2. How can you tell someone is attentive?

Learner is guided to:

• Say words containing the sound
  sounds /m/ /n/ /ŋ/ in small groups.
• Listen to dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters in pairs.
• Identify words featuring the target sounds.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

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

• Select words and phrases with the target sounds, digraphs and consonant clusters from a text.
• Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.
• Interpret a speaker’s feelings and emotions correctly during oral presentations.
  

1. Why should we listen attentively?
2. How can you tell someone is attentive?
   

 Learner is guided to:

• Identify similes from an oral text
• Use similes and words in sentences in small groups.
• Identify similes from an audio visual
  audio visual text.
• List similes in small
  groups.
• Discuss new words found in the dialogue in pairs.
• Construct sentences using the new words individually.
• Dramatize the dialogue in small groups.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions
   

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

• Select suitable reading materials from a variety of texts.
• Read a variety of materials independently for information and pleasure.
• Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.
  

1. Why do you read?
2. How do you obtain specific information from a text?
3. What materials do you enjoy reading?
   
   

Learner is guided to:

• Select appropriate print and non-print reading materials; newspapers, magazines, class readers or poems.
• Preview reading material to
  determine suitability.
• Scan through a text for specific details.
• Skim through a material to obtain the main idea.
• Scan through newspapers, magazines among others to find specific information.
• Skim through a material in small groups. Independently.
• Promote extensive reading
  among peers and the greater community.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests
   

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

• Read a variety of materials independently for information and pleasure.
• Use fluency strategies such as previewing, skimming and scanning strategies to find necessary information.
• Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.
  
  

1. Why do you read?
2. How do you obtain specific information from a text?
3. What materials do you enjoy reading?
   
   

Learner is guided to:

• colaborate with peers to determine the appropriateness of reading texts on the basis of interest, themes and complexity of language
• look for specific information from a reading material in pairs. read in groups.
• Make an entry of what they
  have read in their creative writing diary.
• Visit library to read online
  and offline materials
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests
   

Word Classes Prepositions

Time such as: in, on, at

Place such as :in, on, at

Direction such as : into, towards, to,
through

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

• Identify prepositions of time, place and direction in sentences.
• Use prepositions of time, place and direction appropriately for effective communication.
• Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions
  used in varied texts.
  

1. Which words show direction and time?
2. Why is it important to show time and direction?
   

 Learner is guided to:

• Underline prepositions of
  time, place and direction in sample sentences:
  • time such as in, on, at)
  • place such as :in, on, at
  • direction such as : into, towards, to, through
• Play preposition games and songs online/offline.
• Construct sentences using prepositions.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion, information gap
6. Role play
7. Simulation
   

Word Classes Prepositions

Places such as: in, on, at
:in, on, at as : into,
towards, to, through

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

• Identify prepositions of time, place and direction in sentences.
• Use prepositions of time, place and direction appropriately for effective communication.
• Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.
  

1. Which words show direction and time?
2. Why is it important to show time and direction?
   

• Use prepositions to perfom classroom task
• Watch videos and online material on prepositions and in pairs/groups.
• Create a display charts containing preposition of time and direction.
• Create crossword puzzles using prepositions.
• Solve code words and crossword puzzles involving prepositions.
• Search for prepositions online, from newspapers
  magazines among others
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1.  Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion, information gap
6. Role play
7. Simulation
   

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

• Identify homophones, words with double consonants and words with double vowels correctly.
• Spell homophones, words with double consonants and words with double vowels correctly.
• Collaborate with others to judge the appropriateness of words, phrases and
  sentences used in own or provided documents.
  

1. Why should we write words correctly?
2. Which words have the same pronunciation but different spelling?
   

Learner is guided to:

• Identify homophones, words with double consonants and words with double vowels from a text.
  • words read by the teacher or from audio recording for example:
    • waist/waste
    • Collect or dropped
• Write down from a dictation correctly
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment learner
5. Portfolio dictation
6. Standardized writing tests
   

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

• Uses homophones, words with double consonants and words with double vowels in sentences correctly.
• Recommend to peers ways of enhancing their spelling skills for clarity of communication.
• Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or
  provided documents.
  

1. Why should we write words correctly?
2. Which words have the same pronunciation but different spelling?
   

Learner is guided to:

• Use jigsaw puzzle to form words correctly in groups.
• Form sentences from the words they have spelt.
• Search for homophones, words with double consonants and words with double vowels from the internet.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. peer assessment
4. Self- assessment learner
   e) Portfolio dictation f)Standardized writing tests
   

WK

Lsn

Strand / Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

MEASUREMENT

Mass

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

1. Divide grams and kilogram by whole numbers in real life situations
2. Use IT devices for learning more on mass and for enjoyment
3. Appreciate use of kilograms
4. and grams in measuring mass in real life

What is the importance of measuring mass?

• In pairs, groups or as individuals determine mass of items in grams and kilograms using different operations in real life situations
• In pairs, groups or as individuals play digital games involving mass

Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine

Written exercise, oral questions, observation, group discussion

2

Time

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

1. Identify the second as a unit of measuring time
2. Identify the relationship between the minute and the second in real life situations
3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

• In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

3

Time

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

1. Identify the second as a unit of measuring time
2. Identify the relationship between the minute and the second in real life situations
3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

• In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

4

Time

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

1. Convert minutes to seconds and seconds to minutes in real life.
2. Use IT devices in learning more on time and enjoyment
3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

• In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations
• In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

5

Time

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

1. Convert minutes to seconds and seconds to minutes in real life.
2. Use IT devices in learning more on time and enjoyment
3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

• In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1      second
• In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

2

1

Time

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

1. Add minutes and seconds with conversion in real life
2. Use IT devices in learning more on time and enjoyment
3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

• In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations 
• In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

2

Time

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

1. Subtract minutes and seconds with conversion in real life
2. Use IT devices in learning more on time and enjoyment
3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

• In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations
• In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

3

Time

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

1. Multiply minutes and seconds by whole numbers in real life situations
2. Use IT devices in learning more on time and enjoyment
3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

• In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations
• In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

4

Time

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

1. Divide minutes and seconds by whole numbers in real life situations
2. Use IT devices in learning more on time and enjoyment
3. Appreciate use of minutes and seconds as units of measuring time in real life situations

How can we read time?

• In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations
• In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches

Analogue clock, digital clock, digital watches, stop watch

Written exercise, oral questions, observation, group discussion

5

Money

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

1. Explain the term budget in real life situations
2. Identify the importance of a budget in real life
3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

• In pairs, groups or as individuals discuss meaning of a budget
• In pairs, groups or as individuals discuss the importance of a budget

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

3

1

Money

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

1. Explain the term budget in real life situations
2. Identify the importance of a budget in real life
3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

• In pairs, groups or as individuals discuss meaning of a budget
• In pairs, groups or as individuals discuss the importance of a budget

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

2

Money

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

1. Explain the meaning of tax in real life
2. Identify the importance of to the governments
3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

• In pairs, groups or as individuals meaning of tax
• In pairs, groups or as individuals discuss the importance of taxes to the governments

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

3

Money

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

1. Explain the meaning of tax in real life
2. Identify the importance of to  the governments
3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

• In pairs, groups or as individuals meaning of tax
• In pairs, groups or as individuals discuss the importance of taxes to the governments

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

4

Money

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

1. Identify the services provided by banks in real life situations
2. Use IT devices to learn more about budgeting and banking services in real life
3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

• In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks.
• In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

5

Money

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

1. Identify the services provided by banks in real life situations
2. Use IT devices to learn more about budgeting and banking services in real life
3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

• In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks.
• In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

4

1

Money

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

1. Identify factors to consider in order to save wisely
2. Use IT devices to learn more about budgeting and banking services in real life
3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

• In pairs, groups or as individuals discuss factors to consider when saving money and share with others 
• In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

2

Money

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

1. Identify factors to consider in order to save wisely
2. Use IT devices to learn more about budgeting and banking services in real life
3. Appreciate use of budgeting, bank services and payment of taxes in real life

How do you manage your money?

• In pairs, groups or as individuals discuss factors to consider when saving money and share with others
• In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services

Price list, classroom shop, electronic money tariffs chart

Written exercise, oral questions, observation, group discussion

3

GEOMETRY

Lines

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

1. Identify horizontal and vertical lines in different situations
2. Draw horizontal and vertical lines in different situations
3. Appreciate use of various types of lines in real life

Where are perpendicular lines used?

• In pairs, groups or as individuals identify lines in the classroom and within the environment. 
• In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines

Chalkboard, 30 cm ruler, straight edges

Written exercise, oral questions, observation, group discussion

4

Lines

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

1. Identify perpendicular lines different situations
2. Use IT devices to learn more about lines and leisure
3. Appreciate use of various types of lines in real life

Where are perpendicular lines used?

• In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines