Displaying items by tag: Schemes of Work

Tuesday, 15 November 2022 09:04

Grade 6 KLB Visionary Home Science - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY HOME SCIENCE
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	HOME SCIENCE	1	2023

Week	Lesson	*Strand* */Theme*	Sub-strand	Specific-Learning outcomes	Key Inquiry Question(S)	Learning/ Teaching Experience	Learning Resources	Assessment Methods	Reflection
1	1	*Healthy living*	Meaning of adolescents	By the end of the sub-strand, the learner should be able to: Define adolescents Explain at what age does adolescents begin and end Watch a video clip of adolescents interacting with their family members Appreciate the changes that kids under go when they get to adolescent age.	Who is an adolescent?	In pairs, learners are guided to identify adolescents in the environment.	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 1-2*	Oral questions Oral Report Observation
	2			By the end of the sub-strand, the learner should be able to: Identify changes that take place during adolescence Represent changes that occur in boys and girls during adolescence in a table Appreciate the role of nature to own self and bodies.	What changes to adolescents?	Learners are guided to identify changes that occur to adolescents at this stage.	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 2-4*	Oral questions Oral Report Observation
	3		Good grooming	By the end of the sub-strand, the learner should be able to: Define grooming Identify some of the daily routine grooming practices for an adolescent Discuss importance of grooming for an adolescent Appreciate practicing good grooming for healthy habit	What are some of the grooming routines you do on a daily basis?	In groups, learners are guided to identify some of the routine grooming practices In groups, learners are guided to demonstrate how perform good grooming	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 4-5*	Oral questions Oral Report Observation
2	1		Healthy eating habits for adolescents	By the end of the sub-strand, the learner should be able to: Discuss importance of adopting a healthy eating habit for adolescents Portion a healthy diet for an adolescent Appreciate healthy eating habit	What is a balanced diet?	In pairs, learners are guided to discuss importance of healthy eating In groups, learners are guided to prepare a balanced diet meal	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 5-7*	Oral questions Oral Report Observation
	2		Daily physical exercise as a healthy habit	By the end of the sub-strand, the learner should be able to: Identify physical exercise that are suitable for adolescents . Discuss importance of physical exercise to our bodies Perform simple exercises Have fun exercising as a healthy habit.	What is physical exercise?	Learners are guided to identify different games played in his/her locality In groups, learners are guided to role play a game of his/her choosing.	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 7-8*	Oral questions Oral Report Observation
	3		Safety in the environment	By the end of the sub-strand, the learner should be able to: Identify dangers that might happen to adolescents in the environment Discuss precautions that can be taken to avoid the dangers Educate peers on dangers that adolescents face in the locality Practice safety precautions to avoid danger.	What are some of the safety measures in the environment?	In groups, learners are guided to dangers that might happen to adolescents in the environment In groups, learners are guided to demonstrate how Practice safety precautions to avoid danger.	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 8-10*	Oral questions Oral Report Observation
3	1		Accessories and cosmetics	By the end of the sub-strand, the learner should be able to: Define accessory and cosmetic Name some common accessories used by adolescents Draw and color accessories Have fun accessorizing own self	What is an accessory?	In pairs, learners are guided to define cosmetics In groups, learners are guided to use accessories correctly	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 11-12*	Oral questions Oral Report Observation
	2		Misuse of accessories by adolescents	By the end of the sub-strand, the learner should be able to: Discuss ways in which adolescents misuse accessories Watch video showing proper ways of using accessories Appreciate proper accessorizing of accessories	Why is it important to accessorize correctly?	Learners are guided to identify ways in which accessories can be misused In groups, learners are guided to properly accessorize themselves	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 13-14*	Oral questions Oral Report Observation
	3		Misuse and dangers of cosmetics	By the end of the sub-strand, the learner should be able to: Identify factors to consider when using cosmetics discuss ways in which adolescents can misuse cosmetics create a photo album of decently dressed ,accessorized and properly used cosmetics. appreciate decent dressing for adolescents	How should one use cosmetics?	In groups, learners are guided to identify factors to consider when using cosmetics In groups, learners are guided to demonstrate how to properly use cosmetics	Digital resources Charts Realia Play items Computing devices *KLB Visionary Home Science Learner’s Book Grade 6 pg. 14-15*	Oral questions Oral Report Observation
4	1		Non -communicable diseases and disorders	By the end of the sub-strand, the learner should be able to: Explain the meaning of non-communicable disease and disorder Identify non-communicable diseases and disorders Use the internet to get information about non-communicable diseases Share experience on non-communicable diseases and disorders	What are non-communicable diseases/disorder?	In pairs, learners are guided Identify non-communicable diseases and disorders In groups, learners are guided to Share experience on non-communicable diseases and disorders	KLB Visionary Home Science Learner’s Book Grade 6 pg. 16-17 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Causes, prevention and management of common non-communicable diseases-diabetes, obesity and hypertension	By the end of the sub-strand, the learner should be able to: Identify causes of diabetes, obesity and hypertension Share stories on diabetic patients if they have interacted with Discuss how diabetes , obesity and hypertension can be prevented and managed Appreciate prevention of obesity, diabetes and hypertension	How can we prevent getting obese?	Learners are guided to identify causes of diabetes, obesity and hypertension In groups, learners are guided to Discuss how diabetes , obesity and hypertension can be prevented and managed	KLB Visionary Home Science Learner’s Book Grade 6 pg. 17-20 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3		Epilepsy and asthma	By the end of the sub-strand, the learner should be able to: Identify causes, signs and symptoms of epilepsy and asthma Discuss first aid procedure of epileptic and asthmatic patient Role play performing first aid for epileptic and asthmatic patient Appreciate prevention and management of epilepsy and asthma	What is epilepsy	In groups, learners are guided to identify causes, signs and symptoms of epilepsy In groups, learners are guided to Role play performing first aid for an epileptic patient	KLB Visionary Home Science Learner’s Book Grade 6 pg. 20-23 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
5	1		Heart diseases	By the end of the sub-strand, the learner should be able to: Name heart diseases Discuss causes, signs and symptoms of heart diseases Watch a video of patients with heart diseases Appreciate proper management and prevention of heart diseases	How do we prevent heart diseases?	In pairs, learners are guided to Discuss causes, signs and symptoms of heart diseases In groups, learners are guided to Watch a video of patients with heart diseases	KLB Visionary Home Science Learner’s Book Grade 6 pg. 24 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Cancer	By the end of the sub-strand, the learner should be able to: Explain the meaning of cancer Watch a video showing care of cancer patients Create awareness of common preventable cancer Discuss causes and prevention of cancer Appreciate healthy living as a daily habit	What is cancer?	Learners are guided to Discuss causes and prevention of cancer In groups, learners are guided to Create awareness of common preventable cancer	KLB Visionary Home Science Learner’s Book Grade 6 pg. 25-27 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3	*Consumer education*	Budgeting	By the end of the sub-strand, the learner should be able to: Define budget Prepare a shopping list Discuss importance of preparing a budget Appreciate proper panning to avoid running out of funds	What is budget?	In groups, learners are guided to Prepare a shopping list	KLB Visionary Home Science Learner’s Book Grade 6 pg. 28-30 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
6	1		Importance of budgeting	By the end of the sub-strand, the learner should be able to: List factors to consider when making a budget Make a simple budget for personal effects Appreciate the need for budgeting	Why do we prepare a budget?	In pairs, learners are guided to List factors to consider when making a budget In groups, learners are guided to Make a simple budget for personal effects	KLB Visionary Home Science Learner’s Book Grade 6 pg. 30-32 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Revision	By the end of the sub-strand, the learner should be able to: Answer topical questions correctly		Learners are guided to Answer topical questions correctly	KLB Visionary Home Science Learner’s Book Grade 6 pg. 32 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3	*Food and nutrition*	Food nutrients-minerals (iodine and iron)	By the end of the sub-strand, the learner should be able to: Define nutrients Identify nutrients found in different food groups Identify foods rich in iodine and iron Discuss importance of iron and iodine in our bodies Appreciate importance of iron and iodine in our bodies	What is a mineral?	In groups, learners are guided to Identify foods rich in iodine and iron In groups, learners are guided to Discuss importance of iron and iodine in our bodies	KLB Visionary Home Science Learner’s Book Grade 6 pg. 33-34 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
7	1		Importance of different minerals in the body	By the end of the sub-strand, the learner should be able to: Explain importance of different minerals in our bodies Prepare foods rich in iron Have fun classifying food according to their mineral content Prepare a meal plan contain foods with different minerals	What mineral can one get from meat?	In pairs, learners are guided to explain importance of different minerals in our bodies In groups, learners are guided to Prepare foods rich in iron	KLB Visionary Home Science Learner’s Book Grade 6 pg. 34-35 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Keeping a daily log of foods rich in minerals	By the end of the sub-strand, the learner should be able to: Discuss importance eating foods rich in essential minerals Prepare a daily log of foods rich in minerals Appreciate eating foods rich in essential minerals Answer question on the sub topic	What are the essential minerals required by our bodies?	Learners are guided to Discuss importance eating foods rich in essential minerals In groups, learners are guided to Prepare a daily log of foods rich in minerals	KLB Visionary Home Science Learner’s Book Grade 6 pg. 36-37 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3		Preservation and storage of meat	By the end of the sub-strand, the learner should be able to: identify sources of meat that we eat. Search in the internet to find different sources of meat Draw simple sources of meat Appreciate sources of meat by taking care of these animals to ensure safe meat and health of the animals	Where do we get meat from?	In groups, learners are guided to identify sources of meat that we eat. In groups, learners are guided to demonstrate how to take care of common sources of meat at home	KLB Visionary Home Science Learner’s Book Grade 6 pg. 38-39 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
8	1		Importance of preserving and storing meat	By the end of the sub-strand, the learner should be able to: Explain reasons for preserving meat List reasons for preserving meat Name facilities used to preserve and store meat Demonstrate how to preserve meat by smoking	How do you preserve meat at home?	In pairs, learners are guided to Explain reasons for preserving meat In groups, learners are guided to Demonstrate how to preserve meat by smoking	KLB Visionary Home Science Learner’s Book Grade 6 pg. 39-41 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Safety storage of meat	By the end of the sub-strand, the learner should be able to: Discuss safety measures to observe when storing meat List factors to consider when choosing a method of preserving meat Appreciate proper preservation of meat Watch a video showing different ways of preserving meat	What factors do you consider when choosing a method of preserving meat?	Learners are guided to list factors to consider when choosing a method of preserving meat In groups, learners are guided to watch a video showing different ways of preserving meat.	KLB Visionary Home Science Learner’s Book Grade 6 pg. 41 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3		Ways of preserving meat at home-sun drying	By the end of the sub-strand, the learner should be able to: Demonstrate how to preserve meat at home by drying Discus advantages and disadvantages of preserving meat by sun drying Appreciate preserving meat by sun drying	What are disadvantages of preserving meat by sun drying?	In groups, learners are guided to Discus advantages and disadvantages of preserving meat by sun drying In groups, learners are guided to Demonstrate how to preserve meat at home by drying	KLB Visionary Home Science Learner’s Book Grade 6 pg. 42 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
9	1		Ways of preserving meat at home-refrigeration	By the end of the sub-strand, the learner should be able to: Demonstrate how to preserve meat at home by refrigeration Discus advantages and disadvantages of preserving and storing meat by refrigeration Appreciate preserving meat by refrigeration	What are advantages of preserving meat by refrigeration?	In pairs, learners are guided to Discus advantages and disadvantages of preserving and storing meat by refrigeration In groups, learners are guided to Demonstrate how to preserve meat at home by refrigeration	KLB Visionary Home Science Learner’s Book Grade 6 pg. 43 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		Ways of preserving meat at home-smoking	By the end of the sub-strand, the learner should be able to: Demonstrate how to preserve meat at home by smoking Discus advantages and disadvantages of preserving meat by smoking Have fun by preserving meat by smoking	What are advantages of preserving meat by smoking?	Learners are guided to Discus advantages and disadvantages of preserving meat by smoking In groups, learners are guided to Demonstrate how to preserve meat at home by smoking	KLB Visionary Home Science Learner’s Book Grade 6 pg. 44 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3		Ways of preserving meat at home-salting	By the end of the sub-strand, the learner should be able to: Demonstrate how to preserve meat at home by salting Discus advantages and disadvantages of preserving meat by salting Appreciate preserving meat by salting	Have you ever preserved meat by salting?	In groups, learners are guided to Discus advantages and disadvantages of preserving meat by salting In groups, learners are guided to Demonstrate how to preserve meat at home by salting	KLB Visionary Home Science Learner’s Book Grade 6 pg.44-45 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
10	1		Hygiene measure while preserving meat	By the end of the sub-strand, the learner should be able to: Identify hygiene measures to observe when storing meat Demonstrate/Showcase safety hygiene measures when storing meat Appreciate safety measures when storing meat	What are the safety measure to consider when storing meat?	In pairs, learners are guided to Identify hygiene measures to observe when storing meat In groups, learners are guided to Showcase safety hygiene measures when storing meat	KLB Visionary Home Science Learner’s Book Grade 6 pg. 45-46 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	2		How to store preserved meat at home	By the end of the sub-strand, the learner should be able to: Name storage equipment’s used to store food at home Watch a video showing how to store food Demonstrate how to store food in a freezer Have fun storing preserved meat Discuss importance of preserving meat	What is the use of a freezer?	Learners are guided to Name storage equipment’s used to store food at home In groups, learners are guided to Demonstrate how to store food in a freezer	KLB Visionary Home Science Learner’s Book Grade 6 pg. 46-47 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation
	3		Revision	By the end of the sub-strand, the learner should be able to: Answer questions at the end of the sub-strand		In groups, learners are guided to answer all questions correctly	KLB Visionary Home Science Learner’s Book Grade 6 pg.48 Digital resources Charts Realia Play items Computing devices	Oral questions Oral Report Observation

Published in Grade 6 Schemes of Work Term 1 2023

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Tuesday, 15 November 2022 08:48

Grade 6 KLB Visionary Art and Craft - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY ART AND CRAFT
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	ART AND CRAFT	1	2023

*Week*	*Lesson*	*Strand* */Theme*	*Sub-strand*	*Specific-Learning outcomes*	*Key Inquiry* *Question(S)*	*Learning/ Teaching Experience*	*Learning* *Resources*	*Assessment* *Methods*	*Reflection*
1	1	*Picture Making*	Drawing; Stippling Technique	By the end of the sub-strand, the learner should be able to: Explain the meaning of stippling technique. Watch a video on how to shade using stippling technique. Appreciate stippling technique in drawing.	What pictures have you identified from the digital device? How is shading achieved in the pictures?	Learners are guided to define the meaning of stippling technique. In groups, learners are guided to watch a video on how to shade using stippling technique.	Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 1-2*	Oral questions Oral Report Observation
	2	*Picture Making*	Creating dark and light effect using stippling technique	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when creating dark and light effect using stippling technique. Practice creating dark and light effects in drawings using stippling technique. Have fun and enjoy creating dark and light effects in drawing using stippling technique.	Why do some parts in the drawing appear light and others dark? How are the dark and light parts created in the picture?	Learners are guided to list the materials and tools needed to create dark and light effect using stippling technique. Learners are guided to outline the steps to follow when creating dark and light effect using stippling technique. Learners are guided to practice gradual change from dark to light using stippling technique.	Papers Pencils Sharpeners Erasers Ruler Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 3-4*	Oral questions Oral Report Observation
	3	*Picture Making*	Drawing an imaginative composition; Balance forms Proportion of forms	By the end of the sub-strand, the learner should be able to: Define the meaning of balance of forms and proportion of forms. Drawing a calabash and a guard, ensuring correct balance forms and proportion of the forms. Appreciate the importance of balance of forms and proportion of forms in drawing.	How has balance of forms been achieved in the composition? Why is proportion of forms important when drawing a composition?	Learners are guided to define the meaning of balance of forms and proportion of forms. Learners are guided to drawing a calabash and a guard, ensuring correct balance forms and proportion of the forms.	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 4-6*	Oral questions Oral Report Observation
2	1	*Picture Making*	Textural effects	By the end of the sub-strand, the learner should be able to: Define the meaning of textural effect. Practice creating varying textural effects on the drawings using stippling technique. Appreciate the importance of textural effect in drawing.	What type of texture can you identify in the composition? How were the textural effects created?	Learners are guided to define the meaning of textural effect. Learners are guided to practice creating varying textural effects on the drawings using stippling technique.	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 6-7*	Oral questions Oral Report Observation
	2	*Picture Making*	How to draw overlapped forms and shade using stippling technique.	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when drawing overlapped forms and shade using stippling technique. Draw overlapped forms and shade using stippling technique. Have fun and enjoy drawing overlapped forms and shading using stippling technique.	What is the meaning of overlapping of forms?	Learners are guided to outline the steps to follow when drawing overlapped forms and shade using stippling technique. Learners are guided to draw overlapped forms and shade using stippling technique.	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 7-10*	Oral questions Oral Report Observation
	3	*Picture Making*	Imaginative Composition	By the end of the sub-strand, the learner should be able to: Explain the meaning of imaginative composition. Observe virtual samples of imaginative composition of fruits. Appreciate imaginative composition drawing.	How is shading achieved in the drawing?	Learners are guided to define the meaning of imaginative composition. In groups, learners are guided to observe virtual samples of imaginative composition of fruits.	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 11*	Oral questions Oral Report Observation
3	1	*Picture Making*	Drawing an imaginative composition; Textural effect	By the end of the sub-strand, the learner should be able to: Identify textural composition in a drawing composition. Create textural effects and achieve balance of forms on a drawing of a twig, leaves and fruits using stippling technique. Appreciate the importance of textural effects on a drawing.	How to achieve balance of forms in an imaginative composition?	Learners are guided to identify textural composition in a drawing composition. Learners are guided to create textural effects and achieve balance of forms on a drawing of a twig, leaves and fruits using stippling technique,	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 12-13*	Oral questions Oral Report Observation
	2	*Picture Making*	Proportion of forms	By the end of the sub-strand, the learner should be able to: Identify proportion of forms in a drawing composition. Draw a composition of a twig with two leaves and a fruit from imagination and shade the composition using the stippling technique. Appreciate the importance of proportion of forms in a drawing composition.	How is the proportion of forms been achieved in the composition?	Learners are guided to identify proportion of forms in a drawing composition. Learners are guided to draw a composition of a twig with two leaves and a fruit from imagination and shade the composition using the stippling technique.	Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 13-15*	Oral questions Oral Report Observation
	3	*Picture Making*	Painting; Imaginative Composition	By the end of the sub-strand, the learner should be able to: Define the meaning of painting. Analyse examples of imaginative composition paintings from a digital device. Appreciate imaginative composition painting.	What is the story in the painting? What do you think the artist who painted the composition wanted to express?	Learners are guided to define the meaning of painting. In pairs, learners are guided to analyse examples of imaginative composition paintings from a digital device.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 16-18*	Oral questions Oral Report Observation
4	1	*Picture Making*	Materials and tools used in painting	By the end of the sub-strand, the learner should be able to: Identify the materials and tools used in paintings. Use locally available materials to make his/her own painting brushes. Appreciate the materials and tools used in paintings.	How do you make painting brushes?	Learners are guided to identify the materials and tools used in paintings. Learners are guided to use locally available materials to make his/her own painting brushes. Learners are guided to outline the process to make an improvised painting brush.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 18-19*	Oral questions Oral Report Observation
	2	*Picture Making*	Palettes for mixing paint	By the end of the sub-strand, the learner should be able to: Identify palettes for mixing paint. Prepare the materials by trimming, shaping, cutting or applying white paint in readiness for painting. Appreciate the materials used for making palettes.	How do you make palettes for mixing paints?	Learners are guided to identify palettes for mixing paint. Learners are guided to prepare the materials by trimming, shaping, cutting or applying white paint in readiness for painting.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 19-20*	Oral questions Oral Report Observation
	3	*Picture Making*	Painting on imaginative composition; Centre of interest in a painting	By the end of the sub-strand, the learner should be able to: Explain the meaning of centre of interest in a painting. Create a centre of interest in a painting using various methods. Appreciate the importance of centre of interest in paintings.	What is the meaning of centre of interest in a painting?	Learners are guided to define the meaning of centre of interest in a painting. In groups or in pairs, learners are guided to observe actual or virtual samples of paintings that have centre of interest. Learners are guided to create a centre of interest in a painting using various methods.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 20*	Oral questions Oral Report Observation
5	1	*Picture Making*	How to create Tonal Value in Painting	By the end of the sub-strand, the learner should be able to: Identify the areas with light and dark tone in the composition. Create tonal value on forms in a painting. Appreciate the importance of tonal value in paintings.	Why are some parts of the forms dark and others light? How can you create tonal value on forms in a painting?	Learners are guided to identify the areas with light and dark tone in the composition. Learners are guided to create tonal value on forms in a painting.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 21*	Oral questions Oral Report Observation
	2	*Picture Making*	Proportion in Painting	By the end of the sub-strand, the learner should be able to: Explain the meaning of proportion in painting. Paint an imaginative composition based on a sports activity. Have fun and enjoy painting an imaginative composition.	How can you ensure proportionality of forms when painting a composition?	Learners are guided to define the meaning of proportion in painting. Learners are guided to paint an imaginative composition based on a sports activity.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 21-24*	Oral questions Oral Report Observation
	3	*Picture Making*	Montage; Pictorial composition	By the end of the sub-strand, the learner should be able to: Explain the meaning of montage. Discuss the characteristics of montage composition. Appreciate the importance of montage composition.	What is the meaning of montage composition? What are the characteristics of montage composition?	Learners are guided to define the meaning of montage. In groups, learners are guided to discuss the characteristics of montage composition.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 25-26*	Oral questions Oral Report Observation
6	1	*Picture Making*	Interpretation of subject matter	By the end of the sub-strand, the learner should be able to: Identify the materials used to make montage composition. Interpret subject matter of montage composition. Appreciate interpretation of subject matter in montage composition.	How to interpret subject matter of a montage composition?	Learners are guided to identify the materials used to make montage composition. In groups, learners are guided to interpret subject matter of montage composition. In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 26-27*	Oral questions Oral Report Observation
	2	*Picture Making*	Mounting surfaces	By the end of the sub-strand, the learner should be able to: Identify mounting surfaces. Collet and prepare mounting surfaces for making montage compositions. Appreciate the use of mounting surfaces.	What are mounting surfaces? How to prepare mounting surfaces for making montage compositions?	Learners are guided to identify mounting surfaces. In groups, learners are guided to collect and prepare mounting surfaces for making montage compositions.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 27-29*	Oral questions Oral Report Observation
	3	*Picture Making*	How to create a montage pictorial composition on wild animals	By the end of the sub-strand, the learner should be able to: Outline the procedure to follow when creating a montage composition based on wild animals. Create a montage composition based on wild animals. Have fun and enjoy making an interesting and appealing montage composition.	How do you create a montage pictorial composition on wild animals?	Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals. Learners are guided to create a montage composition based on wild animals.	Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 29-33*	Oral questions Oral Report Observation
7	1	*Indigenous Kenyan Crafts*	Basketry; Coil and stitch technique	By the end of the sub-strand, the learner should be able to: Identify coil and stitch technique. Classify the materials used in coil and stitch technique into natural and man-made. Appreciate coil and stitch technique used in basketry.	What other man-made and natural materials can be used in basketry? What man-made and natural materials in your locality can be used for coil and stitch technique?	Learners are guided to identify coil and stitch technique. Learners are guided to classify the materials used in coil and stitch technique into natural and man-made. In groups, learners are guided to use digital devices to watch a video on samples of basketry items.	Baskets Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 34-36*	Oral questions Oral Report Observation
	2	*Indigenous Kenyan Crafts*	Types of coils	By the end of the sub-strand, the learner should be able to: Identify types of coil used in coil and stitch technique. Arrange the items collected in terms of uniformity of coils in a decreasing order. Appreciate the importance of maintaining the uniformity of coils.	What types of coils are used in coil and stitch technique? How to maintain uniformity of coils?	Learners are guided to identify types of coil used in coil and stitch technique. Learners are guided to state the importance of maintaining uniformity of coils. In pairs, learners are guided to arrange the items collected in terms of uniformity of coils in a decreasing order.	Baskets Plaited coils Rolled coils Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 36-38*	Oral questions Oral Report Observation
	3	*Indigenous Kenyan Crafts*	Selecting and collecting materials for coil and stitch technique	By the end of the sub-strand, the learner should be able to: Explain the meaning of good craftsmanship. Select and collect materials for coil and stitch technique. Appreciate the importance of selecting materials that have characteristics that suit its purpose.	What do you consider when selecting materials for coil and stitch technique?	Learners are guided to define the meaning of good craftsmanship. Learners are guided to identify the characteristics for selecting materials for making a floor mat. In groups, learners are guided to select and collect materials for coil and stitch technique.	Baskets Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 38-39*	Oral questions Oral Report Observation
8	1	*Indigenous Kenyan Crafts*	Preparation of materials used in coil and stitch technique basketry; Natural materials	By the end of the sub-strand, the learner should be able to: Identify natural materials used in coil and stitch technique. Prepare natural materials used in coil and stitch technique. Appreciate the method of preparing natural materials used in coil and stitch technique.	How to prepare natural materials used in coil and stitch technique?	Learners are guided to identify natural materials used in coil and stitch technique. Learners are guided to identify the method of preparation of natural materials used in coil and stitch technique. In groups, learners are guided to prepare natural materials used in coil and stitch technique.	Baskets Natural materials Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 39-40*	Oral questions Oral Report Observation
	2	*Indigenous Kenyan Crafts*	Preparation of materials used in coil and stitch technique basketry; Man-made materials	By the end of the sub-strand, the learner should be able to: Identify man-made materials used in coil and stitch technique. Prepare man-made materials used in coil and stitch technique. Appreciate the method of preparing man-made materials used in coil and stitch technique.	How to prepare man-made materials used in coil and stitch technique?	Learners are guided to identify man-made materials used in coil and stitch technique. Learners are guided to identify the method of preparation of man-made materials used in coil and stitch technique. In groups, learners are guided to prepare the materials selected depending on their type and the design of the floor may he/she is making by dyeing, tearing then plating or rolling.	Baskets Man-made materials Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 40-44*	Oral questions Oral Report Observation
	3	*Indigenous Kenyan Crafts*	Leatherwork; Beaded leather wristband	By the end of the sub-strand, the learner should be able to: Differentiate between modern and traditional beaded items. Observe actual or virtual samples of beaded leather wristbands. Appreciate beaded leather wristband.	What is the difference between modern and traditional beaded leather wrist band? What are the materials and tools used in creating wristbands?	Learners are guided to define a wristband. In pairs, learners are guided to differentiate between modern and traditional beaded items. In pairs, learners are guided to observe actual or virtual samples of beaded leather wristbands.	Beaded wristbands Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 45-47*	Oral questions Oral Report Observation
9	1	*Indigenous Kenyan Crafts*	Sourcing of leather; Preparing leather for use in making a wristband; Making a beaded leather wristband	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when preparing leather for use in making a wristband. Make a beaded leather wristband. Have fun and enjoy making a beaded leather wristband.	How do you prepare leather for use in making a wristband? How to make a beaded leather wristband?	Learners are guided to outline the steps to follow when preparing leather for use in making a wristband. Learners are guided to list the materials and tools used to make a beaded leather wristband. Learners are guided to outline the procedure to follow when making a leather wristband. In groups, learners are guided to make a beaded leather wristband.	Leather Beaded wristbands Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 47-50*	Oral questions Oral Report Observation
	2	*Indigenous Kenyan Crafts*	Creating the patterns on a wristband	By the end of the sub-strand, the learner should be able to: Identify different patterns on wristbands. Create the patterns on wristbands. Have fun and enjoy creating patterns on leather wristbands	How do you design patterns on a wristband?	Learners are guided to identify different patterns on wristbands. In groups, learners are guided to observe actual or virtual samples of different patterns on wristbands. In groups, learners are guided to create the patterns on wristbands.	Leather Beaded wristbands Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 50-53*	Oral questions Oral Report Observation
	3	*Indigenous Kenyan Crafts*	Procedure of using lazy stitched strung beads to decorate a wristband	By the end of the sub-strand, the learner should be able to: Outline the procedure of using lazy stitched strung beads to decorate a wristband. Decorate leather wristbands using lazy stitched strung beads. Have fun and enjoy decorating leather wristbands.	How do you decorate a leather wristband?	Learners are guided to outline the procedure of using lazy stitched strung beads to decorate a wristband. In groups, learners are guided to decorate leather wristbands using lazy stitched strung beads.	Leather Beaded wristbands Pictures Photographs Digital devices Computing devices *KLB Art and Craft Learner’s Book Grade 6 pg. 53-55*	Oral questions Oral Report Observation
10	ASSESSEMENT

Published in Grade 6 Schemes of Work Term 1 2023

Tagged under

Tuesday, 15 November 2022 08:03

Social Studies Activities - Grade 5 Schemes of Work Term 2 2023

SOCIAL STUDIES ACTIVITIES.

Wk	Lsn	Strand/The me	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	PEOPLE AND POPULATION	Importance on interdependence of language groups in Kenya	By the end of the sub strand, the learner should be able to; Develop communication messages on the benefits of interdependence of language groups in Kenya explain the benefits of interdependence of language groups in Kenya desire to live peacefully with others	How do different language groups interact?	Develop in groups, communication messages on the benefits of interdependence of language groups in Kenya and post them in strategic places in school	Local and extended environment Maps Photographs, Pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	a) Oral Questions b) Teacher made tests c) Observation d) Project Work e) Anecdotal Records f)Checklist g) Portfolio.
	2		Population Distribution In Kenya	By the end of the sub strand, the learner should be able to; describe population distribution in Kenya locate areas of high and low population density in Kenya appreciate population distribution in Kenya	How is the settlement of people across Kenya?	Learners are guided to: Brainstorm in groups, areas of high and low population density in Kenya Identify areas of high and low population density in Kenya using appropriate media	Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation
	3		Population Distribution In Kenya	By the end of the sub strand, the learner should be able to; describe population distribution in Kenya locate areas of high and low population density in Kenya appreciate population distribution in Kenya	How is the settlement of people across Kenya?	Shade in pairs , areas of low and high population density using a sketch map of Kenya Summarize in groups, population distribution in Kenya and share in class.	Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation
2	1		Population Distribution In Kenya	By the end of the sub strand, the learner should be able to; describe population distribution in Kenya locate areas of high and low population density in Kenya appreciate population distribution in Kenya	How is the settlement of people across Kenya?	Draw a map of Kenya and show areas of high and low population density and display in class Play computer games on population distribution in Kenya.	Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation
	2	RESOURCES AND ECONOMIC ACTIVITIES	Resources in Kenya	By the end of the sub-strand, the learner should be able to; identify resources in Kenya collect samples of resources found in Kenya care for resources within the school environment	How do we use resources in our country?	Learners are guided to: Identify resources found in Kenya such as land, minerals, water and forests and using appropriate media Take a nature walk around the school locality to identify resources and share their findings in class.	Local and extended environment Photographs, pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Resources in Kenya	By the end of the sub-strand, the learner should be able to; identify resources in Kenya collect samples of resources found in Kenya care for resources within the school environment	How do we use resources in our country?	Brainstorm in groups to identify resources found in Kenya Find out how resources are cared for within the locality Care for trees and soil within the school environment Collect samples of resources found within the environment and display them in class Write a poem on the resources found in Kenya	Local and extended environment Photographs, pictures and paintings	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
3	1		Agriculture: Farming Methods	By the end of the sub strand the learner should be able to; Differentiate between subsistence and small scale farming in Kenya describe the characteristics of subsistence and small scale farming in Kenya desire to practice farming as an economic activity	Why do people practice farming?	Learners are guided to : Brainstorm in pairs on the difference between subsistence and small scale farming Find out from relevant sources the characteristics of subsistence farming	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Agriculture: Farming Methods	By the end of the sub strand the learner should be able to; Differentiate between subsistence and small scale farming in Kenya describe the characteristics of subsistence and small scale farming in Kenya desire to practice farming as an economic activity	Why do people practice farming?	Learners are guided to : Brainstorm in pairs on the difference between subsistence and small scale farming Find out from relevant sources the characteristics of subsistence farming	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Importance of farming	By the end of the sub strand the learner should be able to; Differentiate between subsistence and small scale farming in Kenya describe the characteristics of subsistence and small scale farming in Kenya desire to practice farming as an economic activity	Why do people practice farming?	Learners are guided to : Brainstorm in pairs on the difference between subsistence and small scale farming Find out from relevant sources the characteristics of subsistence farming Develop in groups, a sack garden at school	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
4	1		Dairy Farming in Kenya	By the end of the sub strand the learner should be able to; identify factors that favour dairy farming in Kenya locate areas where dairy farming is practiced in Kenya appreciate the importance of dairy farming in our country	Why do people keep dairy cattle?	Learners are guided to: Use appropriate media to identify the dairy farming areas in Kenya Draw a map of Kenya and indicate areas where dairy farming is practiced	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Benefits of Dairy Farming in Kenya	By the end of the sub strand the learner should be able to; state the benefits of dairy farming in our country locate areas where dairy farming is practiced in Kenya appreciate the importance of dairy farming in our country	Why do people keep dairy cattle?	Brainstorm in pairs, on the benefits of dairy farming in Kenya Find out from relevant sources the benefits of dairy farming and write short notes	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Challenges facing dairy farming in Kenya	By the end of the sub strand the learner should be able to; explain challenges facing dairy farming in Kenya make posters on dairy animals appreciate the importance of dairy farming in our country	Why do people keep dairy cattle?	Undertake an imaginary visit to a dairy farm and do a write up on challenges facing dairy farming in Kenya Develop a poster on dairy animals	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
5	1		Horticulture in Kenya	By the end of the sub strand the learner should be able to; Identify the crops grown under horticulture in Kenya locate areas where horticulture is practiced in Kenya develop desire to grow horticulture crops	How is horticulture farming important to us in Kenya?	Learners are guided to Brainstorm in pairs to identify the crops grown under horticulture in Kenya and share in class Share experiences on horticultural crops Locate areas where horticulture is practiced in Kenya using appropriate media	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Horticulture in Kenya	By the end of the sub strand the learner should be able to; Identify the crops grown under horticulture in Kenya locate areas where horticulture is practiced in Kenya develop desire to grow horticulture crops	How is horticulture farming important to us in Kenya?	Learners are guided to Brainstorm in pairs to identify the crops grown under horticulture in Kenya and share in class Share experiences on horticultural crops Locate areas where horticulture is practiced in Kenya using appropriate media	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Contribution of Horticulture farming in Kenya	By the end of the sub strand the learner should be able to; Identify the crops grown under horticulture in Kenya locate areas where horticulture is practiced in Kenya develop desire to grow horticulture crops		Discuss in groups the contribution of horticulture to the economy of Kenya Develop communication messages on importance of horticultural crops	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
6	1		Fishing in Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Learners are guided to: Identify the main inland fishing grounds in Kenya using digital resources/print media Draw a map of Kenya showing the main inland fishing grounds	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	2		Fishing in Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Learners are guided to: Discuss in groups methods of inland fishing in Kenya and report in class Illustrate in groups fishing methods used in Kenya, display in class and do gallery walk to appreciate each other’s work	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	3		Contribution of fishing to the economy of Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary Engage with a resource person on the methods of inland fishing in Kenya Develop posters, in pairs, on the importance of fishing in Kenya and share with members of the community	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
7	1		Contribution of fishing to the economy of Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary Engage with a resource person on the methods of inland fishing in Kenya Develop posters, in pairs, on the importance of fishing in Kenya and share with members of the community	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	2		Transport in Kenya: Forms of Transport	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	3		Transport in Kenya: Forms of Transport	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
8	1		Transport in Kenya: causes of road accidents	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	2		Transport in Kenya: causes of road accidents	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	3		Transport in Kenya: causes of road accidents	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Find out ways of observing road safety in Kenya using digital resources/appropriate media and write a report. Visit a nearby children’s traffic park to learn more about road safety	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
9	1		Communication: modern means of communication	By the end of the sub strand, the learner should be able to; identify modern means of communication in Kenya describe modern means of communication in Kenya appreciate the modern means of communication in Kenya	How do we communicate to other people?	Learners to be guided to: Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media. Describe in groups modern means of communication in Kenya using digital resources/ print media	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Communication: modern means of communication	By the end of the sub strand, the learner should be able to; identify modern means of communication in Kenya describe modern means of communication in Kenya appreciate the modern means of communication in Kenya	How do we communicate to other people?	Learners to be guided to: Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media. Describe in groups modern means of communication in Kenya using digital resources/ print media	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Communication: modern means of communication	By the end of the sub strand, the learner should be able to; identify modern means of communication in Kenya describe modern means of communication in Kenya appreciate the modern means of communication in Kenya	How do we communicate to other people?	Learners to be guided to: Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media. Describe in groups modern means of communication in Kenya using digital resources/ print media	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
10	1		Wildlife and Tourism in Kenya	By the end of the sub strand the learner should be able to; differentiate between a game reserve and a national park draw and locate game reserves and national parks on a map of Kenya desire to conserve our country’s wildlife	Why do tourists come to our country?	Learners are guided to: Brain storm in groups on the difference between a game reserve and a national park Draw a map of Kenya, locate and label game reserves and national parks and display in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Wildlife and Tourism in Kenya: Importance of wildlife	By the end of the sub strand the learner should be able to; differentiate between a game reserve and a national park draw and locate game reserves and national parks on a map of Kenya desire to conserve our country’s wildlife	Why do tourists come to our country?	Discuss in groups the importance of wildlife in Kenya and do a presentation in class Think, pair and share on who is a tourist. Identify tourist attractions in Kenya using appropriate media Brainstorm and list down the contribution of tourism to the economy of Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Wildlife and Tourism in Kenya: Importance of wildlife	By the end of the sub strand the learner should be able to; differentiate between a game reserve and a national park draw and locate game reserves and national parks on a map of Kenya desire to conserve our country’s wildlife	Why do tourists come to our country?	Discuss in groups the importance of wildlife in Kenya and do a presentation in class Think, pair and share on who is a tourist. Identify tourist attractions in Kenya using appropriate media Brainstorm and list down the contribution of tourism to the economy of Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
11	1		Wildlife and Tourism in Kenya: Contribution of Tourism	By the end of the sub strand the learner should be able to; explain contributions of tourism to the economy of our country outline ways of promoting tourism in the country desire to conserve our country’s wildlife	Why do tourists come to our country?	Debate on the contribution of tourism to the economy of Kenya Find out from parents/guardians and elders ways of promoting tourism in Kenya Visit a nearby tourist attraction site and write a report Write an essay on the importance of Museum as a cultural tourist attraction in Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Wildlife and Tourism in Kenya: Contribution of Tourism	By the end of the sub strand the learner should be able to; explain contributions of tourism to the economy of our country outline ways of promoting tourism in the country desire to conserve our country’s wildlife	Why do tourists come to our country?	Debate on the contribution of tourism to the economy of Kenya Find out from parents/guardians and elders ways of promoting tourism in Kenya Visit a nearby tourist attraction site and write a report Write an essay on the importance of Museum as a cultural tourist attraction in Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Mining in Kenya	By the end of the sub-strand, the learner should be able to: Identify major minerals found in the Country draw a map of Kenya and locate major minerals appreciate the importance of minerals found in our country	How do we benefit from the minerals found in our country?	Learners are guided to: Brainstorm in pairs and list the minerals found in Kenya (Soda ash, Diatomite , limestone, Salt, petroleum) Identify in groups, minerals found in Kenya using appropriate media Draw a map of Kenya and locate major minerals.	Maps Photographs and pictures Flash cards and posters Vetted digital resources, educational computer games	Oral Questions Teacher made tests Observation

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Tuesday, 15 November 2022 08:03

Super Minds Science and Technology Activities - Grade 5 Schemes of Work Term 2 2023

SUPER MINDS SCIENCE AND TECHNOLOGY ACTIVITIES.

Wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	LIVING THINGS	Skeleton and Muscles Functions of human skeleton	By the end of the lesson the learner should be able to: State the parts of a human beings skeleton Describe the functions of the skeleton in human beings. Develop interest in caring for human skeleton	1. What is the main function of the human skeleton?	Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required Learners are guided to discuss the functions of human skeleton (Skull, backbone, ribcage, limb bones).	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 44	question and answer method, class quizzes individual performance assessment and project work
	2		Skeleton and Muscles Functions of human skeleton	By the end of the lesson the learner should be able to: State the parts of a human beings skeleton Describe the functions of the skeleton in human beings. Develop interest in caring for human skeleton	1. What is the main function of the human skeleton?	Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required Learners are guided to discuss the functions of human skeleton (Skull, backbone, ribcage, limb bones).	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 44	question and answer method, class quizzes individual performance assessment and project work
	3		The breathing system Parts of a human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups leaners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 47	question and answer method, class quizzes individual performance assessment and project work
2	1		The breathing system Parts of a human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	2		The breathing system Parts of a human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	3		The breathing system Human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	4		The breathing system Diseases that affect the breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
3	1		The breathing system Diseases that affect the breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	2		The breathing system Signs and symptoms of illness that affect the breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	3		The breathing system Signs and symptoms of illness that affect the breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	4		The breathing system Prevention of illness that affect the breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
4	1		The breathing system Modelling of the human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	*Project:* Learners work in groups to make models of the human breathing system using locally available materials.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	2		The breathing system Modelling of the human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	*Project:* Learners work in groups to make models of the human breathing system using locally available materials.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	3	HEALTH EDUCATION	Diseases Water borne diseases: meaning of water borne diseases	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Discuss the meaning of water borne and soil transmitted diseases. Learners to use digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 53-54	question and answer method, class quizzes individual performance assessment and project work
	4		Diseases Water borne diseases: meaning of water borne diseases	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Discuss the meaning of water borne and soil transmitted diseases. Learners are guided to identify the causes of (Typhoid, Bilharzia, Cholera and dysentery)	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 53-54	question and answer method, class quizzes individual performance assessment and project work
5	1		Diseases Water borne diseases signs, symptoms and prevention of water borne diseases	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Discuss the meaning of water borne and soil transmitted diseases. Learners are guiided to identify the causes of (Typhoid, Bilharzia, Cholera and dysentery) discuss cause, signs, symptoms and preventive measures of typhoid, bilharzia, cholera	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 53-54	question and answer method, class quizzes individual performance assessment and project work
	2		External body parasite Soil Transmitted diseases	explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Learners are guided to discuss the signs and symptoms of (scabies, lice and jiggers) Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 53-54	question and answer method, class quizzes individual performance assessment and project work
	3		External body parasite Soil Transmitted diseasesBy the end of the lesson the learner should be able to:	explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	discuss the signs and symptoms of (scabies, lice and jiggers) learners use digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-55	question and answer method, class quizzes individual performance assessment and project work
	4		External body parasite Soil Transmitted diseases	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	discuss the signs and symptoms of (scabies, lice and jiggers) learners use digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-55	question and answer method, class quizzes individual performance assessment and project work
6	1		Internal body parasites Causes of internal parasites	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-56	question and answer method, class quizzes individual performance assessment and project work
	2		Internal body parasites Causes of internal parasites	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-56	question and answer method, class quizzes individual performance assessment and project work
	3		Internal body parasites Management of internal parasites	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-56	question and answer method, class quizzes individual performance assessment and project work
	4		Making a chart on internal and external parasites	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-56	question and answer method, class quizzes individual performance assessment and project work
7	1	ENVIRO NMENT	Solid waste management Identifying solid waste	By the end of the lesson the learner should be able to: Identify solid waste Differentiate between waste that decompose easily and waste that does not decompose. Appreciate the need for proper management of solid waste in the environment.	1. How should solid waste be disposed?	Identify solid waste sample waste into that which decompose and that which does not decompose	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 60-61	question and answer method, class quizzes individual performance assessment and project work
	2		Solid waste management Classification of waste	By the end of the lesson the learner should be able to: Identify solid waste Differentiate between waste that decompose easily and waste that does not decompose. Appreciate the need for proper management of solid waste in the environment.	1. How should solid waste be disposed?	guided to discuss ways of managing different types of waste in their locality (To include Re-using, Re-cycling and Reducing). *Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 61-62	question and answer method, class quizzes individual performance assessment and project work
	3		Solid waste management Classification of waste	By the end of the lesson the learner should be able to: Identify solid waste Differentiate between waste that decompose easily and waste that does not decompose. Appreciate the need for proper management of solid waste in the environment.	1. How should solid waste be disposed?	guided to discuss ways of managing different types of waste in their locality (To include Re-using, Re-cycling and Reducing). *Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 61-62	question and answer method, class quizzes individual performance assessment and project work
	4		Solid waste management Managing solid waste –Reusing, recycling and reducing	By the end of the lesson the learner should be able to: Identify solid waste Differentiate between waste that decompose easily and waste that does not decompose. Appreciate the need for proper management of solid waste in the environment.	1. How should solid waste be disposed?	devices access and observe ways of managing different types solid of waste. measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 62-63	question and answer method, class quizzes individual performance assessment and project work
8	1		Solid waste management Safety when handling solid waste	By the end of the lesson the learner should be able to: Use proper safety measures in solid waste management. Appreciate the need for proper management of solid waste in the environment. Collect waste in the school and dispose it off appropriately.	1. How should solid waste be disposed?	devices access and observe ways of managing different types solid of waste. measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 64	question and answer method, class quizzes individual performance assessment and project work
	2		Solid waste management Making a dustbin	By the end of the lesson the learner should be able to: Make toys or ornaments from solid waste Appreciate the need for proper management of solid waste in the environment. Observe safety while waste material	1. How should solid waste be disposed?	Project 1: Learners to make dust bins for safe disposal of waste at home and in school using locally available materials.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 64	question and answer method, class quizzes individual performance assessment and project work
	3		Solid waste management Making toys and ornaments using solid waste	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	1. How should solid waste be disposed?	Project 2: *making of toys or ornaments from solid waste* Learners are guided on safety measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 64	question and answer method, class quizzes individual performance assessment and project work
	4	COMPUTING DEVICES	Handling data: word processing Meaning of word processing	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	computing devices, learners to practice how to create Word documents and key in information.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 68-69	Word practical tasks Typing Document formatting
9	1		Handling data: word processing Creating a word Document	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	Using computing devices, learners to practice how to create Word documents and key in information.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 69	Word practical tasks Typing Document formatting
	2		Handling data: word processing Creating a word Document	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	computing devices, learners to practice how to create Word documents and key in information.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 68-69-70	Word practical tasks Typing Document formatting
	3		Handling data: word processing Creating a word Document	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	Using computing devices, learners to practice how to create Word documents and key in information. using computing devices, learners to practice how to edit Word document.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 70-73	Word practical tasks Typing Document formatting
	4		Handling data: word processing Editing a word document- changing text colour, case, alignment,	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	Using computing devices, learners to practice how to create Word documents and key in information. using computing devices, learners to practice how to edit Word document.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 70-73	Word practical tasks Typing Document formatting
10	1		Handling data: word processing saving, retrieving a word document and safety when using computing devices	By the end of the lesson the learner should be able to: save and retrieve a document from a computing device Create a personal journal in word. observe safety when using computing devices in their locality appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	Using computing devices, learners to practice how to edit Word document. learners to practice how to save and retrieve documents stored in different locations of their computing devices in groups, learners to discuss and observe safety precautions when using computing devices. Project: Create and maintain a personal journal covering one term in word.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 80 Super minds Scie. and Tech TG Pg. 73
	2		Handling data: word processing Creating a personal Journal	By the end of the lesson the learner should be able to: save and retrieve a document from a computing device Create a personal journal in word. observe safety when using computing devices in their locality appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	Poject: Create and maintain a personal journal covering one term in word.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 80 Super minds Scie. and Tech TG Pg. 70 -73
	3		Coding Simple programming	By the end of the lesson the learner should be able to: save and retrieve a document from a computing device Create a personal journal in word. observe safety when using computing devices in their locality appreciate the use of Word documents in their everyday life	1. What coding skills can be applied in solving day to day problems?	In groups learners are guided to interact with patterns and games using computing devices	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. Super minds Scie. and Tech TG Pg. 73
	4		Coding Pattern and games	By the end of the lesson the learner should be able to; identify the features of learning applications which imitate simple programming Interact with patterns and games using available learning applications which mimic simple programming. appreciate the role of available learning applications like scratch in their everyday life	1. What coding skills can be applied in solving day to day problems?	In groups learners are guided to interact with patterns and games using computing devices	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 76-77 Super minds Scie. and Tech TG Pg. 73
11	1		Simple programming using scratch	By the end of the lesson the learner should be able to; identify the features of learning applications which imitate simple programming Interact with patterns and games using available learning applications which mimic simple programming. appreciate the role of available learning applications like scratch in their everyday life	1. What coding skills can be applied in solving day to day problems?	In groups learners are guided to interact with patterns and games using computing devices using computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 81-84 Super minds Scie. and Tech TG Pg. 76-77
	2		Coding Creating animations using scratch	By the end of the lesson the learner should be able to; identify the features of learning applications which imitate simple programming Interact with patterns and games using available learning applications which mimic simple programming. appreciate the role of available learning applications like scratch in their everyday life	1. What coding skills can be applied in solving day to day problems?	Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action. ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 81-84 Super minds Scie. and Tech TG Pg. 78
	3		Coding Creating simple animations using scratch	By the end of the lesson the learner should be able to; identify the features of learning applications which imitate simple programming Interact with patterns and games using available learning applications which mimic simple programming. appreciate the role of available learning applications like scratch in their everyday life	1. What coding skills can be applied in solving day to day problems?	Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action. ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 81-84 Super minds Scie. and Tech TG Pg. 78
	4		Coding Creating a music tune	By the end of the lesson the learner should be able to; identify the features of learning applications which imitate simple programming Interact with patterns and games using available learning applications which mimic simple programming. appreciate the role of available learning applications like scratch in their everyday life	1. What coding skills can be applied in solving day to day problems?	Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action. ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 85-100 Super minds Scie. and Tech TG Pg. 78

Published in Grade 5 Schemes of Work Term 2 2023

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Tuesday, 15 November 2022 08:02

Islamic Religious Activities - Grade 5 Schemes of Work Term 2 2023

ISLAMIC RELIGIOUS EDUCATION ACTIVITIES

Wk	Lsn	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	Hadith	Hadith on responsible living	By the end of the sub strand, the learner should be able to: Outline five issues that mankind should account for according to the Hadith. Describe the lessons learnt from the Hadith for character building. Appreciate the teachings of the Hadith by living responsibly.	How can the youth live responsibly? How do Muslims earn their wealth? How do Muslims spend their wealth? How can knowledge be used to benefit others?	Learners will outline the five issues that mankind must account for on the Day of Resurrection describe the lessons learnt from the Hadith and do class presentations responsibly	Charts & course books, digital devices, resource persons	written assessment, oral assessment, observation schedule, portfolio
	2	PILLARS OF IMAN	Belief in Allah Attributes of Allah: Al- Ghaffaar (The Forgiver)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	What lessons are learnt from the attributes of Allah? Why should we use the attributes of Allah while making dua (supplications)	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; Al- Ghaffaar (The Forgiver) Match the attributes of Allah with corresponding meaning using flash cards. discuss the teachings and importance of the attributes of Allah and make anecdotal notes use the attribute of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Belief in Allah Attributes of Allah: Al- Aalim (The All Knowing)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)?	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes use the attribute of of Allah while making dua sing qasida on the attributes of Allah	Portfolio, written assessment oral assessment, observation schedule
2	1		Belief in Allah Attributes of Allah: Al-Haafidh (The Protector)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)?	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes use the attribute of of Allah while making dua sing qasida on the attributes of Allah	Portfolio, written assessment oral assessment, observation schedule
	2		Belief in Allah Attributes of Allah: Al-Hakam (The Judge)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)?	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Belief in Allah Attributes of Allah: Al-Hayu (The Ever Living)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)?	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
3	1		Belief in Allah Attributes of Allah Al-Waahid (The One)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)?	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	2		Belief in angels Characteristics of angels	By the end of the sub strand, the learner should be able to: State the characteristics of angels to strengthen their iman. Explain the significance of the belief in angels in the life of a Muslim. Obey Allah’s commands by emulating angels. Differentiate between angels and human beings so as to appreciate Allah’s creation. Appreciate the belief in angels as a pillar of iman.	1. What is the significance of believing in angels? 2. What are the differences between angels and human beings? 3. How can Muslims show obedience to Allah?	Individually/in pairs/in small groups, learners are guided to: on the characteristics of angels from digital devices/books/resource persons and present in class the significance of belief in angels and make anecdotal notes. fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules) a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Belief in angels Characteristics of angels	By the end of the sub strand, the learner should be able to: State the characteristics of angels to strengthen their iman. Explain the significance of the belief in angels in the life of a Muslim. Obey Allah’s commands by emulating angels. Differentiate between angels and human beings so as to appreciate Allah’s creation. Appreciate the belief in angels as a pillar of iman.	1. What is the significance of believing in angels? 2. What are the differences between angels and human beings? 3. How can Muslims show obedience to Allah?	Individually/in pairs/in small groups, learners are guided to: on the characteristics of angels from digital devices/books/resource persons and present in class the significance of belief in angels and make anecdotal notes. fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules) a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
4	1		Belief in angels Characteristics of angels	By the end of the sub strand, the learner should be able to: State the characteristics of angels to strengthen their iman. Explain the significance of the belief in angels in the life of a Muslim. Obey Allah’s commands by emulating angels. Differentiate between angels and human beings so as to appreciate Allah’s creation. Appreciate the belief in angels as a pillar of iman.	1. What is the significance of believing in angels? 2. What are the differences between angels and human beings? 3. How can Muslims	Individually/in pairs/in small groups, learners are guided to: on the characteristics of angels from digital devices/books/resource persons and present in class the significance of belief in angels and make anecdotal notes. fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules) a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	2		Belief in Prophets Qualities of Prophets	By the end of the sub strand, the learner should be able to: Explain the qualities of Prophets for character formation. Apply values learnt from the qualities of Prophets in their daily lives. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.	1. What are the qualities of a good person? 2. How can qualities of the Prophets be applied in daily life? 3. Why are Prophets regarded as role models?	Individually/in pairs/in small groups, learners are guided to: the qualities of Prophets from digital devices/books/resource persons and display in class story of any Prophet that shows these qualities demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience) the qualities of the Prophets learnt can be applied in school situation.	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Belief in Prophets Qualities of Prophets	By the end of the sub strand, the learner should be able to: Explain the qualities of Prophets for character formation. Apply values learnt from the qualities of Prophets in their daily lives. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.	1. What are the qualities of a good person? 2. How can qualities of the Prophets be applied in daily life? 3. Why are Prophets regarded as role models?	Individually/in pairs/in small groups, learners are guided to: the qualities of Prophets from digital devices/books/resource persons and display in class story of any Prophet that shows these qualities demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience) the qualities of the Prophets learnt can be applied in school situation.	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
5	1		Belief in Prophets Qualities of Prophets	By the end of the sub strand, the learner should be able to: Explain the qualities of Prophets for character formation. Apply values learnt from the qualities of Prophets in their daily lives. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.	1. What are the qualities of a good person? 2. How can qualities of the Prophets be applied in daily life? 3. Why are Prophets regarded as role models?	Individually/in pairs/in small groups, learners are guided to: the qualities of Prophets from digital devices/books/resource persons and display in class story of any Prophet that shows these qualities demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience) the qualities of the Prophets learnt can be applied in school situation.	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	2		Miracles of Prophets: Nuh (A.S)	By the end of the sub strand, the learner should be able to: Identify the miracles of the selected Prophets to strengthen their iman (faith). Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth. appreciate the miracles of the selected Prophets to build their reliance on Allah	1. What is a miracle? 2. Why did Prophets perform miracles?	Individually/in pairs/in small groups, learners are guided to: watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S) deduce lessons from the miracles of the selected Prophets and present in class Match the name of the Prophets with miracles performed using flash cards display items related to the miracles of the selected Prophet	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Miracles of Prophets: Nuh (A.S)	By the end of the sub strand, the learner should be able to: Identify the miracles of the selected Prophets to strengthen their iman (faith). Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth. appreciate the miracles of the selected Prophets to build their reliance on Allah	1. What is a miracle? 2. Why did Prophets perform miracles?	Individually/in pairs/in small groups, learners are guided to: watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S) deduce lessons from the miracles of the selected Prophets and present in class Match the name of the Prophets with miracles performed using flash cards display items related to the miracles of the selected Prophet	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
6	1		Miracles of Prophets: Nuh (A.S)	By the end of the sub strand, the learner should be able to: Identify the miracles of the selected Prophets to strengthen their iman (faith). Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth. appreciate the miracles of the selected Prophets to build their reliance on Allah	1. What is a miracle? 2. Why did Prophets perform miracles?	Individually/in pairs/in small groups, learners are guided to: watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S) deduce lessons from the miracles of the selected Prophets and present in class Match the name of the Prophets with miracles performed using flash cards display items related to the miracles of the selected Prophet	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	2		Miracles of Prophets: Nuh (A.S)	By the end of the sub strand, the learner should be able to: Identify the miracles of the selected Prophets to strengthen their iman (faith). Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth. appreciate the miracles of the selected Prophets to build their reliance on Allah	1. What is a miracle? 2. Why did Prophets perform miracles?	Individually/in pairs/in small groups, learners are guided to: watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S) deduce lessons from the miracles of the selected Prophets and present in class Match the name of the Prophets with miracles performed using flash cards display items related to the miracles of the selected Prophet	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Miracles of Prophets: - Issa (A.S.)	By the end of the sub strand, the learner should be able to: Identify the miracles of the selected Prophets to strengthen their iman (faith). Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth. appreciate the miracles of the selected Prophets to build their reliance on Allah	1. What is a miracle? 2. Why did Prophets perform miracles?	deduce lessons from the miracles of the selected Prophets and present in class Match the name of the Prophets with miracles performed using flash cards draw, color and display items related to the miracles of the selected Prophet	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
7	1	DEVOTI ONAL ACTS	Nullifiers of swalah	By the end of the sub strand, the learner should be able to: outline the nullifiers of swalah to safeguard its validity during performance. perform Swalah correctly to earn thawab from Allah. differentiate between nullifiers of swalah and wudhu to perfect their ibadah. appreciate performance of swalah by avoiding its nullifiers.	1. What acts should be avoided when praying? 2. What is the significance of avoiding nullifiers of swalah?	Individually/in pairs/in small groups, learners are guided to: brainstorm on the nullifiers of swalah and present in class role play some of the observable nullifiers of swalah (e.g. walking, eating, drinking, jumping e.tc.). match and sort the nullifiers of swalah and wudhu using flash cards. demonstrate the correct performance of swalah	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 swalah	By the end of the sub strand, the learner should be able to: outline the nullifiers of swalah to safeguard its validity during performance. perform Swalah correctly to earn thawab from Allah. differentiate between nullifiers of swalah and wudhu to perfect their ibadah. appreciate performance of swalah by avoiding its nullifiers.	1. What acts should be avoided when praying? 2. What is the significance of avoiding nullifiers of swalah?	Individually/in pairs/in small groups, learners are guided to: brainstorm on the nullifiers of swalah and present in class role play some of the observable nullifiers of swalah (e.g. walking, eating, drinking, jumping e.tc.). match and sort the nullifiers of swalah and wudhu using flash cards. demonstrate the correct performance of swalah	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	3		Sunnah (Optional) prayers: Qabliyah and Ba'diyah	By the end of the sub strand, the learner should be able to: Explain the significance of performing sunnah prayers in the life of a Muslim. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)	1. Why should a Muslim perform Qabliya and ba’diyah?	Individually/in pairs/in small groups, learners are guided to: performed before and after fardh prayers and display in class using charts devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer importance of observing qabliyah and ba’diyah and develop anecdotal notes ba’diyah prayers	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
8	1		Sunnah (Optional) prayers: Qabliyah and Ba'diyah	By the end of the sub strand, the learner should be able to: Explain the significance of performing sunnah prayers in the life of a Muslim. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)	1. Why should a Muslim perform Qabliya and ba’diyah?	Individually/in pairs/in small groups, learners are guided to: performed before and after fardh prayers and display in class using charts devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer importance of observing qabliyah and ba’diyah and develop anecdotal notes ba’diyah prayers	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	2		Sunnah (Optional) prayers: Qabliyah and Ba'diyah	By the end of the sub strand, the learner should be able to: Explain the significance of performing sunnah prayers in the life of a Muslim. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)	1. Why should a Muslim perform Qabliya and ba’diyah?	Individually/in pairs/in small groups, learners are guided to: performed before and after fardh prayers and display in class using charts devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer importance of observing qabliyah and ba’diyah and develop anecdotal notes ba’diyah prayers	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	3		Taraweh and Witr	By the end of the sub strand, the learner should be able to: Explain the significance of performing Taraweh and witr prayers in the life of a Muslim. Perform swalatul Taraweh and Witr for spiritual nourishment. Appreciate the performance of Taraweh and witr prayers to earn thawab develop a habit of performing Taraweh and witr prayers so as to be close to Allah	1. What is the significance of praying swalatul Taraweh and witr? 2. How do Muslims perform swalatul Taraweh?	Individually/in pairs/in small groups, learners are guided to: video/film on the performance of swalatul Taraweh and witr through digital devices and discuss the procedure of performing the prayers. importance of performing swalatul Taraweh and witr and present in class logs for a week on how they perform Taraweh/witr prayers.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
9	1		Taraweh and Witr	By the end of the sub strand, the learner should be able to: Explain the significance of performing Taraweh and witr prayers in the life of a Muslim. Perform swalatul Taraweh and Witr for spiritual nourishment. Appreciate the performance of Taraweh and witr prayers to earn thawab develop a habit of performing Taraweh and witr prayers so as to be close to Allah	1. What is the significance of praying swalatul Taraweh and witr? 2. How do Muslims perform swalatul Taraweh?	Individually/in pairs/in small groups, learners are guided to: video/film on the performance of swalatul Taraweh and witr through digital devices and discuss the procedure of performing the prayers. importance of performing swalatul Taraweh and witr and present in class logs for a week on how they perform Taraweh/witr prayers.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	2		Swadaqah (Charity)	By the end of the sub strand, the learner should be able to practise different acts of swadaqah to earn rewards. Explain the benefits of practising acts of swadaqah in the society. Appreciate practising the different forms of swadaqah in their daily life.	1. What acts of swadaqah do Muslims perform? 2. What are the benefits of practising swadaqah?	Individually/in pairs/in small groups, learners are guided to: swadaqah as per the teachings of the Prophet (s.a.w) (e.g. feeding an animal, removing an obstacle from the path, sharing with others etc.). haritable activities (clean up exercise, visit to children’s home, tree planting…) giving charity and do class presentation.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	3		Swadaqah (Charity)	By the end of the sub strand, the learner should be able to practise different acts of swadaqah to earn rewards. Explain the benefits of practising acts of swadaqah in the society. Appreciate practising the different forms of swadaqah in their daily life.	1. What acts of swadaqah do Muslims perform? 2. What are the benefits of practising swadaqah?	Individually/in pairs/in small groups, learners are guided to: swadaqah as per the teachings of the Prophet (s.a.w) (e.g. feeding an animal, removing an obstacle from the path, sharing with others etc.). haritable activities (clean up exercise, visit to children’s home, tree planting…) giving charity and do class presentation.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs
10	1		Saum	By the end of the sub strand, the learner should be able to: discuss the conditions for saum as a requirement for its validity Apply the virtues that are learnt from observing fast for spiritual growth. appreciate observing saum as an act of ibadah	1. What virtues do Muslims learn from saum? 2. What is the significance of observing fast?	Individually/in pairs/in small groups, learners are guided to: search through digital devices the reasons for observing saum and make notes discuss the conditions for saum and present in class Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal log	Oral assessment and observation schedule, written assessments, portfolio, Journals
	2		Saum	By the end of the sub strand, the learner should be able to: discuss the conditions for saum as a requirement for its validity Apply the virtues that are learnt from observing fast for spiritual growth. appreciate observing saum as an act of ibadah	1. What virtues do Muslims learn from saum? 2. What is the significance of observing fast?	Individually/in pairs/in small groups, learners are guided to: search through digital devices the reasons for observing saum and make notes discuss the conditions for saum and present in class Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	3		Saum	By the end of the sub strand, the learner should be able to: discuss the conditions for saum as a requirement for its validity Apply the virtues that are learnt from observing fast for spiritual growth. appreciate observing saum as an act of ibadah	1. What virtues do Muslims learn from saum? 2. What is the significance of observing fast?	Individually/in pairs/in small groups, learners are guided to: search through digital devices the reasons for observing saum and make notes discuss the conditions for saum and present in class Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
11	ASSESSMENT

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Monday, 14 November 2022 13:54

Grade 6 Storymoja Know More Agriculture - Grade 6 Schemes of Work Term 1 2023

GRADE 6 STORYMOJA KNOW MORE AGRICULTURE
SCHEMES OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	AGRICULTURE	1	2023

W *eek*	*Lesso* n	*Strand* */Theme*	*Sub-strand*	*Specific-Learning outcomes*	*Key Inquiry* *Question(S)*	*Learning/ Teaching Experience*	*Learning* *Resources*	*Assessment* *Methods*	*Reflection*
1	1	*Conserving our environment*	Soil erosion control; Meaning of soil erosion in the environment	By the end of the sub-strand, the learner should be able to: Define the meaning of soil erosion. Discuss how each type of erosion occurs (splash, sheet, rill and gulley erosion) Appreciate the importance of protecting soil from erosion.	What is the meaning of soil erosion? Why should we protect soil from erosion?	Learners are guided to define the meaning of soil erosion. In groups, learners are guided to Discuss how each type of erosion occurs (splash, sheet, rill and gulley erosion)	Video clips Realia Pictures Charts Realia Computing devices Digital devices Story Moja; Know More; Agriculture Learner’s Book Grade 6 pg. 1-2	Oral questions Oral Report Observation
	2	*Conserving our environment*	Identifying types of soil erosion in the environment	By the end of the sub-strand, the learner should be able to: Identify types of soil erosion in the environment. Take a tour around the school compound or neighborhood and use digital devices to take pictures of the identified eroded sites. Have fun and enjoy taking a tour around the school compound and neighborhood.	Which are the four main types of soil erosion?	Learners are guided to identify types of soil erosion in the environment. In groups, learners are guided to take a tour around the school compound or neighborhood and use digital devices to take pictures of the identified eroded sites.	Video clips Realia Pictures Charts Realia Computing devices Digital devices Story Moja; Know More; Agriculture Learner’s Book Grade 6 pg. 3	Oral questions Oral Report Observation
	3	*Conserving our environment*	Demonstrate splash and sheet erosion	By the end of the sub-strand, the learner should be able to: State the difference between splash and sheet erosion. Demonstrate splash and sheet erosion. Have fun and enjoy experimenting splash and sheet erosion.	What is the difference between splash and sheet erosion?	In groups, learners are guided to watch a video clip on splash and sheet erosion. Learners are guided to state the difference between splash and sheet erosion. In groups, learners are guided to demonstrate splash and sheet erosion.	Water Soil samples Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 4-5	Oral questions Oral Report Observation
2	1	*Conserving our environment*	Demonstrate rill and gulley erosion	By the end of the sub-strand, the learner should be able to: State the difference between rill and gulley erosion. Demonstrate rill and gulley erosion. Have fun and enjoy experimenting rill and gulley erosion.	What is the difference between rill and gulley erosion?	In groups, learners are guided to watch a video clip on rill and gulley erosion. Learners are guided to state the difference between rill and gulley erosion. In groups, learners are guided to demonstrate rill and gulley erosion.	Water Soil samples Shovel Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 5-6	Oral questions Oral Report Observation
	2	*Conserving our environment*	How to control splash and sheet erosion	By the end of the sub-strand, the learner should be able to: Brainstorm how to control splash and sheet erosion. Discuss how rill and gulley erosion can be controlled in the school environment or neighborhood. Appreciate the activities that help to control soil erosion.	Why is it important to cover the soil with grass or leaves? How can you help the community to control soil erosion?	In groups, learners are guided to brainstorm how to control splash and sheet erosion. In groups, learners are guided to discuss how rill and gulley erosion can be controlled in the school environment or neighborhood.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 6-7	Oral questions Oral Report Observation
	3	*Conserving our environment*	Controlling soil erosion within the school or community	By the end of the sub-strand, the learner should be able to: Identify the methods he/she can use to control soil erosion in the environment. Plant tree seedlings on a particular site in the school or the community that has been eroded. Have fun and enjoy planting trees.	What are the ways of controlling soil erosion? What can the community do to prevent soil erosion?	In groups, learners are guided to plant tree seedlings on a particular site in the school or the community that has been eroded (Remember to water the trees regularly)	Seedlings Jerricans Slashers Jembes Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 7-9	Oral questions Oral Report Observation
3	1	*Conserving our environment*	Water conservation; Types of seedbeds	By the end of the sub-strand, the learner should be able to: Define the meaning of conserving moisture. Share experiences on types of seedbeds that conserve moisture. Enjoy reading the story about Maisha Bora village.	What is the meaning of conserving moisture?	Learners are guided to define the meaning of conserving moisture. Learners are guided to define the meaning of sunken bed and shallow pits. In groups, learners are guided to share experiences on types of seedbeds that conserve moisture. Learners are guided to read the story and discuss the questions that follow about Maisha Bora village.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 10-11	Oral questions Oral Report Observation
	2	*Conserving our environment*	Identify types of seedbeds that conserve soil moisture	By the end of the sub-strand, the learner should be able to: Identify types of seedbeds that conserve soil moisture. Prepare shallow pits and sunken beds. Appreciate types of seedbeds that conserve moisture.	How do sunken beds and shallow pits conserve moisture? What will happen to plants and animals if soil moisture is not conserved?	Learners are guided to identify types of seedbeds that conserve soil moisture. In groups, learners are guided to prepare shallow pits and sunken beds.	Seedlings Gloves Gumboots Rakes Jembes Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 12-13	Oral questions Oral Report Observation
	3	*Conserving our environment*	Importance of conserving soil moisture	By the end of the sub-strand, the learner should be able to: State the importance of conserving soil moisture. Compose songs, poems or verses on methods of soil moisture conservation. Appreciate the importance of conserving soil moisture.	What are the benefits of conserving moisture in the soil?	Learners are guided to state the importance of conserving soil moisture. In groups, learners are guided to compose songs, poems or verses on methods of soil moisture conservation. In groups, learners are guided to visit a nearby farm to observe methods that conserve moisture and take photographs showing how soil moisture can be conserved in farming.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 13-14	Oral questions Oral Report Observation
4	1	*Conserving our environment*	Living better with wild animals; Deterrents for wild animals	By the end of the sub-strand, the learner should be able to: Identify deterrents that keep off wild animals. Match each picture of deterrent and the name of the deterrent. Appreciate types of deterrents.	Why is it important to stop small wild animals from destroying crops without killing them?	Learners are guided to identify deterrents that keep off wild animals. Learners are guided to match each picture of deterrent and the name of the deterrent.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 15-16	Oral questions Oral Report Observation
	2	*Conserving our environment*	Establish deterrents to keep off wild animals	By the end of the sub-strand, the learner should be able to: Read the story about Mwangaza area and discuss the questions that follow. Watch a video or listen to a resource person about safe methods of keeping off wild animals from destroying crops and harming domestic animals. Appreciate the importance of deterrents to keep off wild animals.	What did you learn from the story?	In pairs, learners are guided to read the story about Mwangaza area and discuss the questions that follow. In pairs, learners are guided to watch a video or listen to a resource person about safe methods of keeping off wild animals from destroying crops and harming domestic animals.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 16-20	Oral questions Oral Report Observation
	3	*Conserving our environment*	Making presentations	By the end of the sub-strand, the learner should be able to: Compile photographs and pictures of deterrents that keep wild animals from destroying crops and harming domestic animals. Make a presentation using projector or display the printed photographs. Have fun and enjoy making a presentation.	How to make a presentation about deterrents?	Learners are guided to compile photographs and pictures of deterrents that keep wild animals from destroying crops and harming domestic animals. Learners are guided to make a presentation using projector or display the printed photographs.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 20-21	Oral questions Oral Report Observation
5	1	*Conserving our environment*	Establishing deterrents	By the end of the sub-strand, the learner should be able to: Discuss small wild animals that can be controlled using different types of deterrents. Identify an area around the school compound or community where small wild animals destroy crops or harm domestic animals. Appreciate different types of deterrents.	Which small wild animals can be controlled using various deterrents? What would happen if small wild animals are not controlled?	In groups, learners are guided to discuss small wild animals that can be controlled using different types of deterrents. In groups, learners are guided to identify an area around the school compound or community where small wild animals destroy crops or harm domestic animals.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 21	Oral questions Oral Report Observation
	2	*Conserving our environment*	Innovative sound device	By the end of the sub-strand, the learner should be able to: List the materials needed to make an innovative sound device. Construct an innovative sound device. Have fun and enjoy constructing an innovative sound device.	How can we construct an innovative sound device?	Learners are guided to list the materials needed to make an innovative sound device. Learners are guided to outline the steps to follow to construct an innovative sound device. In groups, learners are guided to construct an innovative sound device.	Metallic tins Pieces of wire Metallic rods/old spoons Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 22	Oral questions Oral Report Observation
	3	*Conserving our environment*	Scarecrow	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when constructing a scarecrow. Construct a scarecrow using sticks and old metallic tins. Have fun and enjoy constructing a scarecrow.	How is a scarecrow constructed?	Learners are guided to list the materials needed to construct a scarecrow. Learners are guided to outline the steps to follow when constructing a scarecrow. In groups, learners are guided to construct a scarecrow using sticks and old metallic tins.	Tins Sticks Wires Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 22-23	Oral questions Oral Report Observation
6	1	*Conserving our environment*	Barbed wire fence	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when constructing a barbed wire fence. Construct a barbed wire fence. Appreciate the importance of a barbed wire fence.	How do we construct a barbed wire fence?	Learners are guided to list the materials needed to construct a barbed wire fence. Learners are guided to outline the steps to follow when constructing a barbed wire fence. In groups, learners are guided to construct a barbed wire fence	Barbed wire Posts Nails Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 23-24	Oral questions Oral Report Observation
	2	*Conserving our environment*	Thorny fence	By the end of the sub-strand, the learner should be able to: Identify and select thorny plants to establish. Establish and water the plants every day until they mature to form a thorny fence. Appreciate the plants that create a thorny fence.	What is a thorny fence? How to create a thorny fence?	Learners are guided to identify and select thorny plants to establish. In groups, learners are guided to establish and water the plants every day until they mature to form a thorny fence.	Seedlings Jembes Water Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 24-25	Oral questions Oral Report Observation
	3	*Conserving our environment*	A safe trap	By the end of the sub-strand, the learner should be able to: Outline the steps to follow when constructing a safe trap for wild animals. Construct a safe trap for wild animals. Have fun and enjoy constructing a safe trap for wild animals	How is a safe trap for small wild animals constructed?	Learners are guided to list the materials needed to construct a safe trap for wild animals. Learners are guided to outline the steps to follow when constructing a safe trap for wild animals. In groups, learners are guided to construct a safe trap for wild animals	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 25-26	Oral questions Oral Report Observation
7	1	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: Identify the creeping crops in the environment. Discuss the features of the creeping crops he/she has observed. Appreciate the features of creeping crops.	What are creeping crops?	Learners are guided to identify the creeping crops in the environment. In groups, learners are guided to discuss the features of the creeping crops he/she has observed.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 27-28	Oral questions Oral Report Observation
	2	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: Identify areas where he/she can obtain planting materials for establishing creeping crops. Collect planting materials for the creeping crops he/she has chosen to establish. Have fun and enjoy collecting planting materials for creeping crops.	How to collect planting materials for the creeping crops?	Learners are guided to identify areas where he/she can obtain planting materials for establishing creeping crops. In groups, learners are guided to collect planting materials for the creeping crops he/she has chosen to establish.	Seedlings Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 29	Oral questions Oral Report Observation
	3	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: Name some examples of creeping crops. Prepare and establish planting materials for creeping crops. Have fun and enjoy establishing planting materials for creeping crops.	How to prepare and establish planting materials for creeping crops?	Learners are guided to name some examples of creeping crops. In groups, learners are guided to prepare and establish planting materials for creeping crops.	Water Seeds Containers Sieve sacks Jembes Manure Video clips Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 30-31	Oral questions Oral Report Observation
8	1	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: Mention the ways he/she can protect young creeping crops from physical damage or excessive heat. Construct a structure (such as twig shed or net shed) that can protect the seedlings from physical damage or excessive heat. Appreciate the importance of protecting young creeping crops.	What are the ways of protecting young creeping crops from physical damage or excessive heat?	Learners are guided to mention the ways he/she can protect young creeping crops from physical damage or excessive heat. In groups, learners are guided to construct a structure (such as twig shed or net shed) that can protect the seedlings from physical damage or excessive heat.	Old nets Twigs Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 31-32	Oral questions Oral Report Observation
	2	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: List the materials needed to train creeping crops. Train creeping crops that he/she planted. Appreciate the importance of training creeping crops.	How to train creeping crops?	Learners are guided to list the materials needed to train creeping crops. In groups, learners are guided to train creeping crops that he/she planted.	Nylon strings Long sticks Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 32	Oral questions Oral Report Observation
	3	*Conserving our environment*		By the end of the sub-strand, the learner should be able to: State the importance of watering seedling every day. Practice watering young creeping crops using drip irrigation. Appreciate the importance of watering seedlings every day.	What is the importance of watering the seedlings every day? How to water young creeping crops using drip irrigation?	Learners are guided to state the importance of watering seedling every day. Learners are guided to list the materials needed for drip irrigation. Learners are guided to outline the steps to follow when watering young creeping crops using drip irrigation. In groups, learners are guided to practice watering young creeping crops using drip irrigation.	Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 33	Oral questions Oral Report Observation
9	1	*Conserving our environment*	Applying manure on the creeping crops	By the end of the sub-strand, the learner should be able to: Give reasons for applying manure on the creeping crops. Apply manure on the creeping crops. Appreciate the importance of applying manure on the creeping crops.	Why should we apply manure on creeping crops?	Learners are guided to give reasons for applying manure on the creeping crops. In groups, learners are guided to apply manure on the creeping crops.	Manure Shovels Empty sacks/old buckets/wheelbarrows Video clips Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 33-34	Oral questions Oral Report Observation
	2	*Conserving our environment*	Weeding	By the end of the sub-strand, the learner should be able to: Define the meaning of weeding. Demonstrate and practice weeding of the creeping crops he/she planted. Appreciate the importance of weeding.	What is weeding? Why is weeding important to growing plants?	Learners are guided to define the meaning of weeding. Learners are guided to state the importance of weeding. In groups, learners are guided to demonstrate and practice weeding of the creeping crops he/she planted.	Jembes Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 34	Oral questions Oral Report Observation
	3	*Conserving our environment*	Growing creeping crops in the community	By the end of the sub-strand, the learner should be able to: State the importance of creeping crops. Recite a poem on the importance of creeping crops. Appreciate the importance of creeping crops.	Why are creeping crops important?	Learners are guided to state the importance of creeping crops. In groups, learners are guided to recite a poem on the importance of creeping crops In groups, learners are guided to develop a demonstration plots for creeping crops in his/her school	Jembes Seeds Water Organic manure Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 35-36	Oral questions Oral Report Observation
10		o END TERM ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

Tagged under

Monday, 14 November 2022 13:34

Grade 6 Oxford Growing in Christ CRE - Grade 6 Schemes of Work Term 1 2023

GRADE 6 OXFORD GROWING IN CHRIST CRE
SCHEMES OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	6	CRE	1	2023

Week	Lesson	Strand	Sub strand	Specific learning outcomes	Learning experiences	Key inquiry questions	Learning resources	assessment	Remarks
1	1	CREATION	My purpose	By the end of the sub strand, the learner should be able to: Define talent Name the different talents and abilities they posses Showcase own talent and abilities	Learners to brainstorm in small groups, the talents they posses Learners are guided in groups to showcase talent and abilities	What is talent?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 1-2	Written Quizzes Checklists, Oral questions
	2		The teaching of the bible on the use of talents and abilities	By the end of the sub strand, the learner should be able to: Read exodus 31;3 Discuss who give us our talents and abilities Explain how our different body parts work together Use our talents and abilities to do good	Learners to brainstorm in small groups, who give us our talents Learners to discuss how our different body parts work together	How do we use our talents to help others?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 2-3	Written Quizzes Checklists, Oral questions
	3		Values young people can use to nurture talents and abilities	By the end of the sub strand, the learner should be able to: Identify values that can help nurture talents Discuss how we can benefit from our talents Role play how we can use our talents Appreciate importance of values	Learners to Discuss how we can benefit from our talents Learners in groups to be guide to Role play how we can use our talents	How can we use our talents and abilities to our benefit?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 3-5	Written Quizzes Checklists, Oral questions
2	1		Identify the benefits of serving others using our talents	By the end of the sub strand, the learner should be able to: Explain the benefit of using own talents and abilities Write a story about a person a talented person they know who uses their talent to help other Appreciate using own talents to help others	Learners to the benefit of using own talents and abilities Learners to Write a story about a person a talented person they know who uses their talent to help other	Can we help others with our talents?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 5-8	Written Quizzes Checklists Oral questions
	2		Marriage and family	By the end of the sub strand, the learner should be able to: Define marriage Explain how a family is formed Discuss why marriage is meant for adults Read Genesis 2;20-24 Appreciate marriage as an example of Christian living	Learners in groups to read Genesis 2;20-24 Learners to discuss why God named the mans companion woman	What is marriage?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 9-10	Written Quizzes Checklists Oral questions
	3		Type of marriage	By the end of the sub strand, the learner should be able to: Discuss types of marriages Outline the difference between customary and civil marriages Dramatize a religious marriage Appreciate all types of marriages	Learners to be guided in groups to use digital device connected with internet to do a search on types of marriages Learners to make a list of persons that make up their nuclear and extended families	How many types of marriages are there?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 11-12	Written Quizzes Checklists Oral questions
3	1		Reasons for discouraging early marriages	By the end of the sub strand, the learner should be able to: Identify causes of early marriages State effects of early marriages Compose a song against early marriages Create a campaign against early marriages	Learners to be guided in groups to identify causes of early marriages Learners to discuss why early marriages should be discouraged	Why should we discourage early marriages?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 13-16	Written Quizzes Checklists Oral questions
	2		Gods rest	By the end of the sub strand, the learner should be able to: Define the term leisure Explain how they spend their free time Explain the difference between passive and active leisure activities Dramatize spending leisure time Appreciate leisure time by doing good	Learners to brainstorm passive and active leisure activities Learners to list leisure activities that they participate in	What is leisure?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 17-18	Written Quizzes Checklists Oral questions
	3		Bible teaching on Gods rest	By the end of the sub strand, the learner should be able to: Discuss what the bible says about rest Read Genesis 2;1-3 List meaningful activities one should engage during leisure time Have fun spending leisure time responsibly	Learners to discuss what the bible teaches us on the use leisure time Learners to read 1 Timothy 5;13 and discuss why would we say Gods rest was a form of leisure	Why should we use our free time weel?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 18-20	Written Quizzes Checklists Oral questions
4	1		Values that help Christians to use leisure time properly	By the end of the sub strand, the learner should be able to: identify values that can help us to use our leisure time properly watch a video of people spending leisure time appreciate good values when we use our leisure time properly	Learners to brainstorm in small groups, identify values that help us to use our leisure time properly Learners to identify ways in which people in a video clip spend their leisure time	How do you spend leisure time?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 20-21	Written Quizzes Checklists Oral questions
	2		Inappropriate ways of using leisure time	By the end of the sub strand, the learner should be able to: Discuss how people use leisure time in the wrong ways that are harmful to them and others Role play some of the ways in which you can avoid the inappropriate ways of leisure time Have fun spending leisure time appropriately	Learners to brainstorm in small groups, Discuss how people use leisure time in the wrong ways that are harmful to them and others Learners to Role play some of the ways in which you can avoid the inappropriate ways of leisure time	How can one use leisure time inappropriatey?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 21-22	Written Quizzes Checklists Oral questions
	3		Revision	By the end of the sub strand, the learner should be able to: Answer questions at the end of the strand correctly	Answer questions at the end of the strand correctly		Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 22-23	Written Quizzes Checklists Oral questions
5	1	THE BIBLE	The bible as the inspired word of God	By the end of the sub strand, the learner should be able to: Read a conversation between Neem and her grandmother on leaners book Discuss reasons why the bible is the inspired word of God. Explain why the bible is the inspired word of God Compose and sing a song about the bible	Learners to Compose and sing a song about the bible Learners to Discuss reasons why the bible is the inspired word of God.	Why do we say that the bible is inspired word of God?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 24-26	Written Quizzes Checklists Oral questions
	2		The authors who were inspired to write the old and New Testament and the books they wrote	By the end of the sub strand, the learner should be able to: Identify authors of the bible and the books they wrote write down the two parts of the bible appreciate the work done by the authors of bible books	Learners to write down the two parts of the bible Learners to search on the internet for book or books written by Mathew,mark,jude,luke ,Paul etc	Who is an author?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 26-28	Written Quizzes Checklists Oral questions
	3		Reasons for translation of the Bible into local languages	By the end of the sub strand, the learner should be able to: Discuss the reasons that led to the translation of the bible into local languages Identify names of the bible in different local languages Appreciate reading the bible in local dialect	With the guidance of the teacher learners to use digital device connected to internet to search for reasons that led to translation of the bible to local languages	Why was the bible translated to local languages?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 29	Written Quizzes Checklists Oral questions
6	1		Advantages of translating the bible into local languages	By the end of the sub strand, the learner should be able to: Discuss advantages of translating the bible form English to Kiswahili Dramatize preaching with a translator Appreciate reading the bible in our local languages	Learners to brainstorm in small groups, discuss what could have happened if the bible was not translated into local languages	What are importance of bible translation?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 30-33	Written Quizzes Checklists Oral questions
	2		The ten commandments	By the end of the sub strand, the learner should be able to: Define commandment Read Exodus 20;3-17 Identify the commandments Explain importance of rules in the society draw stone tablets and write the commandments on them dramatize Moses receiving the commandments from God Desire to follow all the commandments	With guidance of a teacher ,learners to watch a video clip o mosses giving the Israelites the ten commandments	What is acommandment?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 34-35	Written Quizzes Checklists Oral questions
	3		Identifying how the ten commandments improve our relationship with God and others	By the end of the sub strand, the learner should be able to: Identify and explain how commandments improve our relationship with God and others Practice following the ten commandments to improve our relationship with God and others Appreciate the ten commandments to improve our relationship with God and others	Learners to brainstorm in small groups, discuss how commandments improve our relationship with God and others	How does the commandments improve our relationship with God and others?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 36	Written Quizzes Checklists, Oral questions
7	1		Values and skills in the ten commandments that enhance Christian living	By the end of the sub strand, the learner should be able to: Discuss how values help us to have a good relationship with God Use skills from ten commandments to live a life that pleases God Appreciate the ten commandments by displaying self-control in our daily lives	Learners to brainstorm in small groups, discuss how values help us to have a good relationship with God Learners to use skills from ten commandments to live a life that pleases God	What skill can you acquire in the ten commandments?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 37-38	Written Quizzes Checklists Oral questions
	2		Lessons Christians learn from the ten commandments	By the end of the sub strand, the learner should be able to: Discuss lessons that Christians learn from the ten commandments Compose and recite a poem on the ten commandments Make posters with messages on importance of obeying the ten commandments Have fun following the ten commandments to live in peace and harmony	Learners to discuss in small groups, lessons that Christians learn from the ten commandments Learners in groups to Make posters with messages on importance of obeying the ten commandments	What lesson can you learn from the ten commandments?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 38-41	Written Quizzes Checklists Oral questions
	3		Revision	By the end of the sub strand, the learner should be able to: Answer questions at the end of the sub-strand correctly	Answer questions at the end of the sub -strand		Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 42	Written Quizzes Checklists Oral questions
8	1		Bible stories	By the end of the sub strand, the learner should be able to: Discuss where did samson meet with philistines Identify the qualities displayed by samson Read Judges 15;14-17 Appreciate the good qualities from samson by emulating them in daily life	Learners to discuss who helped samson kill the lion Learners in group brainstorm about the story of samson	What did samson do?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 43-45	Written Quizzes Checklists Oral questions
	2		Ways in which Christians depend on God’s power to overcome challenges	By the end of the sub strand, the learner should be able to: Identify challenges Samwell faced Discuss reasons for depending on God’s power Recite the poem on leaners book about depending on God Have fun doing good while depending on God’s power	Learners in small groups to inquire form one another the times that they have depended on God’s power to overcome challenges	What challenges did Samwell face?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 45-48	Written Quizzes Checklists Oral questions
	3		Faith in God-Elisha recovered an axe-head as assign of his faith in God	By the end of the sub strand, the learner should be able to: Discuss challenges that the prophets were facing Read 2 kings 6;1-7 Identify lessons we can learn from the story of Elisha Watch a video clip of Elisha recovering an axe-head Appreciate importance of having faith in God	In groups learners to discuss the challenges they face in life and how they deal with them	Why did Elisha recover the axe-head for the prophets?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 49-51	Written Quizzes Checklists Oral questions
9	1		Ways in which Christians apply their faith in God in their daily lives	By the end of the sub strand, the learner should be able to: Discuss ways in which Christians apply faith in their lives Narrate stories in their lives when they had faith in God to help them overcome challenges Desire to always have faith in God	Learners to discuss ways in which Christians apply faith in their lives	Why should we have faith in God?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 51-54	Written Quizzes Checklists Oral questions
	2		Determination -lessons learnt from the story of Jacob wrestling God	By the end of the sub strand, the learner should be able to: Discuss the lessons learnt from the story of Jacob wrestling God Narrate the story of Jacob wrestling with God Appreciate importance of determination in our daily lives	with guidance of a teacher learners to watch a video clip of Jacob wrestling God from a digital device	What is determination?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 55-57	Written Quizzes Checklists Oral questions
	3		Values learnt from the story of Jacob	By the end of the sub strand, the learner should be able to: Identity values learnt from the story of Jacob Apply lessons learnt from the story of Jacob in our daily lives Compose a song about persistence	Learners to discuss challenges they go through at school Discuss ways in which they can one can deal with disappointments and discouragements	What lesson can one learn from the story of Jacob?	Good News Bible Flash cards Pictures Songs Digital devices Charts poems Oxford Growing in Christ CRE page 57-60	Written Quizzes Checklists Oral questions
10	END TERM ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

Tagged under

Monday, 14 November 2022 13:10

Grade 6 JKF Nyota Kiswahili - Grade 6 Schemes of Work Term 1 2023

GRADE 6 JKF NYOTA KISWAHILI
SCHEMES OF WORK TERM 1 2023

SHULE	GREDI	ENEO LA KUJIFUNZA	MUHULA	MWAKA
	GREDI 6	KISWAHILI	1	2023

Wiki	Kipindi	*Mada kuu*	Mada ndogo	Matokeo maalum yanayotarajiwa	Shughuli za ujifunzaji	Maswali dadasi	Nyenzo	Mapendekezo ya tathmini	Maoni
1	1	*Viungo vya mwili vya ndani*	Kusikiliza na kuzungumza; Matamshi bora: Silabi na vitanzandimi: Sauti /d/ na /nd/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/d/ na /nd/) Kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi (/d/ na /nd/) Kufurahia kutunga vitanzandimi zenye silabi /d/ na /nd/	Mwanafunzi aweze kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/d/ na /nd/ Mwanafunzi aweze kusikiliza sauti lengwa zikitamkwa kutoka kwa vifaa vya kiteknolojia k.v rununu na kinasasauti Mwanafunzi aweze kutamka silabi lengwa na vitanza ndimi akiwa pekeake, wakiwa wawili au katika vikundi.	Ni silabi zipi zinazoundwa katika vitanzandimi ulivyokariri? Je, ni silabi zipi zinazorudiwa katika vitanza ndimi unavyounda?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 1-2*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Viungo vya mwili vya ndani*	Sarufi; Aina za maneno: Vivumishi vya sifa	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya vivumishi vya sifa. Kutambua vivumishi vya sifa vinavyochukua viambishi awali. Kuchangamkia kutumia vivumishi vya sifa katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya vivumishi vya sifa. Mwanafunzi aweze kutambua vivumishi vya sifa vinavyochukua viambishi awali (k.v mzuri, mkubwa, kidogo) Mwanafunzi aweze kutambua vivumishi vya sifa kwenye sentensi au vifungu.	Vivumishi vya sifa zinahusu nini? Je, ni vivumishi vya sifa zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 2-4*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Viungo vya mwili vya ndani*	Sarufi; Aina za maneno: Vivumishi vya sifa	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua vivumishi vya sifa visivyochukua viambishi awali. Kuandika vivumishi vya sifa visivyochukua viambishi awali kwa kutumia tarakilishi. Kuchangamkia matumizi ya vivumishi vya sifa katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza maana ya vivumishi vya sifa kwa kutumia vitu au watu katika mazingira yake. Mwanafunzi aweze kutambua vivumishi vya sifa visivyochukua viambishi awali. Mwanafunzi aweze kuandika vivumishi vya sifa visivyochukua viambishi awali kwa kutumia tarakilishi katika vikundi.	Je, vivumishi vya sifa visivyochukua viambishi awali ni gani?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 10-11*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Viungo vya mwili vya ndani*	Kusoma; Kusoma kwa ufahamu: Biashara haramu ya viungo	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kusoma kifungu kwa kuzingatia ujumbe matukio na wahusika. Kutunga sentensi kutumia msamiati aliojifunza kwenye kifungu. Kufurahia kutoa mukhtasari wa kifungu hicho.	Mwanafunzi aweze kusoma kifungu kwa kuzingatia ujumbe matukio na wahusika. Mwanafunzi aweze kushiriki katika vikundi kujadili na kutumia msamiati lengwa katika sentensi.	Je, Biashara haramu ni gani? Vifaa vya kidijitali vina umuhimu gani?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 5-7*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
2	1	*Viungo vya mwili vya ndani*	Kuandika; Insha ya wasifu	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua insha wasifu kwa kuzingatia mtindo na muundo wake. Kuandika insha ya wasifu kwa ubunifu ili kujenga maelezo yenye kutoa picha dhahiri. Kuchangamkia utunzi mzuri wenye ujumbe mahususi.	Mwanafunzi aweze kutambua insha wasifu kwa kuzingatia mtindo na muundo wake. Mwanafunzi aweze kutumia methali, tashbihi na nahau zinazofaa ili kuipamba insha yake. Mwanafunzi aweze kutilia maanani anwani, mtiririko wa mawazo, mwandiko safi na kanuni za lugha aandikapo insha ya wasifu. Mwanafunzi aweze kuandika insha ya wasifu kwa ubunifu ili kujenga maelezo yenye kutoa picha dhahiri.	Insha ya wasifu ni gani?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 7-8*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Viungo vya mwili vya ndani*	Kusikiliza na kuzungumza; Matamshi bora: Silabi na vitanzandimi: Sauti /ch/ na /sh/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/ch/ na /sh/) Kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi (/ch/ na /nd/) Kuchangamkia kukariri vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi /ch/ na /sh/	Mwanafunzi aweze kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/ch/ na /sh/) Mwanafunzi aweze kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi (/ch/ na /nd/) Mwanafunzi aweze kutambua maneno yenye silabi za sauti /ch/ na /sh/ katika mchoro wa viungo vya mwili vya ndani katika vikundi.	Ni silabi zipi zinazoundwa katika vitanzandimi ulivyokariri? Je, ni silabi zipi zinazorudiwa katika vitanza ndimi unavyounda?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 8-9*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Viungo vya mwili vya ndani*	Kusoma; Kusoma kwa ufahamu: Umuhimu wa viungo vya mwili vya ndani	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kusoma kifungu kwa kuzingatia ujumbe matukio na wahusika. Kutambua msamiati wa suala lengwa uliotumika katika kifungu ili kuimarisha ufahamu. Kujenga mazoea ya usomaji bora katika maisha ya kila siku.	Mwanafunzi aweze kusoma kifungu kwa kuzingatia ujumbe matukio na wahusika. Mwanafunzi aweze kutambua msamiati wa suala lengwa uliotumika katika kifungu ili kuimarisha ufahamu wakiwa wawiliwawili au katika vikundi. Mwanafunzi aweze kujibu maswali yanayotokana na kifungu ipasavyo.	Kusoma kuhusu viungo vya mwili vya ndani vina umuhimu gani? Je, viungo vya mwili vya ndani zina umuhimu gani?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 11-13*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Viungo vya mwili vya ndani*	Sarufi; Aina za Maneno: Vivumishi viashiria	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya vivumishi viashiria. Kutambua vivumishi viashiria katika sentensi. Kuchangamkia kutumia vivumishi viashiria katika utungaji wa sentensi	Mwanafunzi aweze kueleza maana ya vivumishi viashiria kwa kutaja vitu vilivyo karibu, mbali kidogo na mbali kabisa katika vikundi. Mwanafunzi aweze kutambua vivumishi viashiria katika sentensi kwenye vitabu, tarakilishi, chati kwa kuzipigia mstari au kukoleza rangi.	Je, Vivumishi viashiria vinahusu nini? Je, ni vivumishi viashiria zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 13-14*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
3	1	*Viungo vya mwili vya ndani*	Sarufi; Aina za Maneno: Vivumishi viashiria	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza na kutaja vivumishi viashiria mbalimbali. Kutambua vivumishi viashiria, aviburure na kuvitia kapuni. Kuchangamkia matumizi ya vivumishi viashiria katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza na kutaja vivumishi viashiria mbalimbali. Mwanafunzi aweze kutambua vivumishi viashiria, kuviburura na kuvitia kapuni.	Je, ni vivumishi viashiria zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 16-17*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Viungo vya mwili vya ndani*	Kusikiliza na kuzungumza; Matamshi bora: Silabi na vitanzandimi: Sauti /j/ na /nj/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/j/ na /nj/) Kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi (/j/ na /nj/) Kufurahia kutunga vitanzandimi zenye silabi /j/ na /nj/	Mwanafunzi aweze kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/j/ na /nj/ Mwanafunzi aweze kusikiliza sauti lengwa zikitamkwa kutoka kwa vifaa vya kiteknolojia k.v tarakilishi Mwanafunzi aweze kutamka silabi lengwa na vitanza ndimi akiwa pekeake, wakiwa wawili au katika vikundi.	Ni silabi zipi zinazoundwa katika vitanzandimi ulivyokariri? Je, ni silabi zipi zinazorudiwa katika vitanza ndimi unavyounda?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 15-16*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Viungo vya mwili vya ndani*	Sarufi; Aina za Maneno; Vivumishi vimilikishi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya vivumishi vimilikishi. Kutambua vivumishi vimilikishi katika sentensi kwa kuigiza umiliki wa vitu mbalimbali. Kuchangamkia kutumia vivumishi vimilikishi katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya vivumishi vimilikishi. Mwanafunzi aweze kutambua vivumishi vimilikishi katika sentensi kwa kuigiza umiliki wa vitu mbalimbali wakiwa wawiliwawili. Mwanafunzi aweze kujaza jedwali kutumia vimilikishi katika nafsi I, nafsi II na nafsi III katika vikundi	Vivumishi vimilikishi vinahusu nini?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 18-20*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Viungo vya mwili vya ndani*	Sarufi; Aina za Maneno; Vivumishi vimilikishi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kuandika sentensi akitumia vivumishi vimilikishi na nomino. Kutambua vivumishi vimilikishi kati ya orodha alizopewa katika tarakilishi, aviburure na kuvitia kapuni. Kuonea fahari matumizi ya vivumishi vimilikishi katika mawasiliano.	Mwanafunzi aweze kuandika sentensi akitumia vivumishi vimilikishi na nomino. Mwanafunzi aweze kutambua vivumishi vimilikishi kati ya orodha alizopewa katika tarakilishi, aviburure na kuvitia kapuni. Mwanafunzi aweze kujaza pengo kwa kimilikishi sahihi kati ya vile alivyopewa.	Je, ni vivumishi vimilikishi zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 22-23*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
4	1	*Viungo vya mwili vya ndani*	Kusikiliza na kuzungumza; Matamshi bora: Silabi na vitanzandimi: Sauti /g/ na /ng/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/g/ na /ng/) Kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi (/g/ na /ng/) Kuchangamkia kukariri vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi /g/ na /ng/	Mwanafunzi aweze kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno (/g/ na /ng/ Mwanafunzi aweze kusikiliza sauti lengwa zikitamkwa kutoka kwa vifaa vya kiteknolojia k.v tarakilishi Mwanafunzi aweze kutamka silabi lengwa na vitanza ndimi akiwa pekeake, wakiwa wawili au katika vikundi.	Ni silabi zipi zinazoundwa katika vitanzandimi ulivyokariri? Je, ni silabi zipi zinazorudiwa katika vitanza ndimi unavyounda?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 20-22*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Michezo*	Kusikiliza na kuzungumza; Maamkuzi na maagano: Maamkuzi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua aina mbalimbali za maamkuzi katika mawasiliano. Kuigiza maamkuzi mbalimbali. Kuchangamkia maamkuzi katika mahusiano.	Mwanafunzi aweze kueleza maana ya maamkuzi. Mwanafunzi aweze kutambua aina mbalimbali za maamkuzi katika mawasiliano katika vikundi. Mwanafunzi aweze kujadili umuhimu wa maamkuzi wakiwa wawiliwawili. Mwanafunzi aweze kuigiza maamkuzi mbalimbali.	Je, watu husalimiana vipi katika jamii?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 24-25*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Michezo*	Sarufi; Aina za Maneno; Vivumishi vya idadi kamili	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya vivumishi vya idadi. Kutambua vivumishi vya idadi kamili katika tarakilishi, kapu la maneno au mti wa maneno (k.v nne, tano, sita) Kuchangamkia kutumia vivumishi idadi kamili katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya vivumishi vya idadi. Mwanafunzi aweze kutambua vivumishi vya idadi kamili katika tarakilishi, kapu la maneno au mti wa maneno (k.v nne, tano, sita) akiwa katika vikundi.	Je, vivumishi vya idadi ni zipi? Je, vivumishi vya idadi kamili ni zipi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 25-27*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Michezo*	Sarufi; Aina za Maneno; Vivumishi vya idadi ya jumla	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza vivumishi vya idadi isiyo kamili kwa kutumia vitu katika mazingira ya darasani. Kutambua vivumishi vya idadi ya jumla katika tarakilishi, kapu la maneno au mti wa maneno (k.v wengi, vingi, kadhaa) Kuchangamkia matumizi ya vivumishi vya idadi ya jumla katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza vivumishi vya idadi isiyo kamili kwa kutumia vitu katika mazingira ya darasani. Mwanafunzi aweze kutambua vivumishi vya idadi ya jumla katika tarakilishi, kapu la maneno au mti wa maneno (k.v wengi, vingi, kadhaa) Mwanafunzi aweze kuandika sentensi akitumia idadi isiyodhihirika.	Je, vivumishi vya idadi ya jumla ni zipi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 32-33*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
5	1	*Michezo*	Kusoma; Matumizi ya kamusi: Mashindano ya mashua	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kusoma kifungu ‘Mashindano ya mashua’ Kutumia kamusi halisi au ya mtandaoni kutafuta maana na matumizi ya msamiati mpya aliousoma katika kifungu. Kuchangamkia kutumia kamusi katika kukuza msamiati wake.	Mwanafunzi aweze Kusoma kifungu ‘Mashindano ya mashua’ Mwanafunzi aweze kutumia kamusi halisi au ya mtandaoni kutafuta maana na matumizi ya msamiati mpya aliousoma katika kifungu. Mwanafunzi aweze kutumia msamiati aliojifunza katika sentensi	Unatafutaje maana ya maneno kwenye kamusi? Kwa nini tunatumia kamusi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 27-29*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Michezo*	Kuandika; Insha ya masimulizi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua insha ya masimulizi kwa kurejelea vielelezo vya insha vilivyoandikwa katika magazeti au tarakilishi. Kuandika insha isiyopungua maneno 200 huku akizingatia anwani, mtiririko mzuri wa mawazo, mwandiko bora, kanuni za lugha na ubunifu wa hali ya juu. Kuchangamkia utunzi mzuri wa insha ya masimulizi ili kukuza ubunifu wake.	Mwanafunzi aweze kutambua insha ya masimulizi kwa kurejelea vielelezo vya insha vilivyoandikwa katika magazeti au tarakilishi wakiwa wawili. Mwanafunzi aweze kuandika insha isiyopungua maneno 200 huku akizingatia anwani, mtiririko mzuri wa mawazo, mwandiko bora, kanuni za lugha na ubunifu wa hali ya juu.	Je, unazingatia nini ili kuandika insha nzuri ya masimulizi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 30*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Michezo*	Kusikiliza na kuzungumza; Maamkuzi na maagano: Maagano	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua aina mbalimbali za maagano katika mawasiliano. Kueleza njia wanazotumia kuagana. Kuchangamkia maagano katika mawasiliano.	Mwanafunzi aweze kueleza maana ya maagano. Mwanafunzi aweze kutambua aina mbalimbali za maagano katika mawasiliano. Mwanafunzi aweze kujadili umuhimu wa maagano wakiwa wawiliwawili. Mwanafunzi aweze kueleza njia wanazotumia kuagana.	Je, watu huagana vipi katika jamii?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 31-32*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Michezo*	Sarufi; Aina za maneno: Vivumishi viulizi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya vivumishi viulizi kwa kutumia vitu katika mazingira ya darasani. Kutambua vivumishi viulizi katika sentensi. Kuchangamkia kutumia vivumishi viulizi katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya vivumishi viulizi kwa kutumia vitu katika mazingira ya darasani. Mwanafunzi aweze kutambua vivumishi viulizi katika sentensi.	Vivumishi viulizi vinahusu nini?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 33-35*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
6	1	*Michezo*	Sarufi; Aina za maneno: Vivumishi viulizi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza na kutaja vivumishi viulizi mbalimbali. Kutambua vivumishi viulizi kati ya maneno alizopewa, aviburure na kuvitia kapuni. Kufurahia kutumia vivumishi viulizi katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza na kutaja vivumishi viulizi mbalimbali. Mwanafunzi aweze kutambua vivumishi viulizi kati ya maneno alizopewa, aviburure na kuvitia kapuni.	Je, ni vivumishi viulizi zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 36-37*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Michezo*	Kusoma; Matumizi ya kamusi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kufungua linki kuhusu michezo kisha kusikiliza maelezo kutoka kwa msimulizi. Kuunda sentensi kutumia msamiati wa michezo alioupata kutoka kwa msimulizi. Kuchangamkia kutumia msamiati wa michezo katika mazungumzo yake.	Mwanafunzi aweze kufungua linki kuhusu michezo kisha kusikiliza maelezo kutoka kwa msimulizi. Mwanafunzi aweze kudondoa maneno ya michezo kutoka kwenye masimulizi hayo akiwa peke yake na wakiwa wawiliwawili. Mwanafunzi aweze kuunda sentensi kutumia msamiati wa michezo alioupata kutoka kwa msimulizi.	Je, ni habari zipi unazoweza kutoa kwenye mtandao?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali Intaneti *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 35*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Michezo*	Sarufi; Aina za maneno: Kivumishi kirejeshi amba-	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza matumizi ya kivumishi kirejeshi amba- akitumia vitu katika mazingira ya darasani. Kutambua kivumishi kirejeshi amba- katika tarakilishi, kapu la maneno au mti wa maneno. Kuonea fahari matumizi ya kivumishi kirejeshi amba-	Mwanafunzi aweze kueleza matumizi ya kivumishi kirejeshi amba- akitumia vitu katika mazingira ya darasani. Mwanafunzi aweze kutambua kivumishi kirejeshi amba- katika tarakilishi, kapu la maneno au mti wa maneno. Mwanafunzi aweze kutunga sentensi akitumia kirejeshi amba- na nomino katika ngeli mbalimbali kwa umoja na wingi.	Je, kivumishi kirejeshi ni nini?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 37-38*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Michezo*	Sarufi; Aina za maneno: Kivumishi kirejeshi amba-	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua kivumishi kirejeshi amba- katika vifungu. Kutunga sentensi akitumia kivumishi kirejeshi (k.v ambayo, ambalo, ambao, ambavyo, ambaye) Kufurahia kutumia kivumishi kirejeshi amba- katika mawasiliano.	Mwanafunzi aweze kutambua kivumishi kirejeshi amba- katika vifungu. Mwanafunzi aweze kutunga sentensi akitumia kivumishi kirejeshi (k.v ambayo, ambalo, ambao, ambavyo, ambaye)	Je, ni maneno gani yanayopatikana katika kivumishi kirejeshi amba-?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 38-39*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
7	1	*Michezo*	Kusikiliza na kuzungumza; Matamshi bora: Vitendawili- Sauti /d//nd/, /ch//sh/, /j//nj/ na /g//ng/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua vitendawili vya suala lengwa vyenye sauti zinazokaribiana. Kutamka maneno yenye sauti zinazokaribiana katika vitendawili lengwa. Kuchangamkia matumizi ya vitendawili vyenye sauti zinazokaribiana kama njia ya kujenga utamkaji bora.	Mwanafunzi aweze kutambua vitendawili vya suala lengwa vyenye sauti zinazokaribiana (/d//nd/, /ch//sh/, /j//nj/ na /g//ng/) Mwanafunzi aweze kutamka maneno yenye sauti zinazokaribiana katika vitendawili lengwa. Mwanafunzi aweze kuandika vitendawili alivyosikiliza kisha kuwategea wenzake darasani nao wategue kwa ajili ya kuendelea kuelimishana.	Je, ni vitendawili gani unavyovijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 41-42*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Mahusiano*	Sarufi; Aina za maneno: Viwakilishi vya nafsi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya viwakilishi vya nafsi. Kutambua viwakilishi vya nafsi katika sentensi. Kuchangamkia kutumia viwakilishi vya nafsi katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya viwakilishi vya nafsi. Mwanafunzi aweze kutambua viwakilishi vya nafsi katika sentensi. Mwanafunzi aweze kujaza pengo akitumia viwakilishi vya nafsi.	Viwakilishi vya nafsi vinahusu nini?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 42-43*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Mahusiano*	Sarufi; Aina za maneno: Viwakilishi vya nafsi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza na kutaja viwakilishi vya nafsi mbalimbali. Kutambua viwakilishi kati ya maneno alizopewa, aviburure na kuvitia kapuni. Kufurahia kutumia viwakilishi vya nafsi katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza na kutaja viwakilishi vya nafsi mbalimbali. Mwanafunzi aweze kutambua viwakilishi kati ya maneno alizopewa, aviburure na kuvitia kapuni. Mwanafunzi aweze kujaza pengo kwa kiwakilishi nafsi sahihi.	Je, ni viwakilishi vya nafsi zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 48*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Mahusiano*	Kusoma; Kusoma kwa ufahamu- Jirani	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua msamiati wa mahusiano uliotumiwa katika habari. Kueleza maana ya msamiati wa mahusiano alioupata katika habari. Kuonea fahari kusoma hadithi kuhusu Jirani.	Mwanafunzi aweze kusoma ufahamu, ‘Jirani’ Mwanafunzi aweze kutambua msamiati wa mahusiano uliotumiwa katika habari. Mwanafunzi aweze kueleza maana ya msamiati wa mahusiano alioupata katika habari. Mwanafunzi aweze kutunga sentensi kwa kutumia msamiati wa mahusiano.	Kwa nini ni muhimu kusoma kuhusu ujirani mwema?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 43-45*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
8	1	*Mahusiano*	Kuandika; Kuandika kwa kutumia tarakilishi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya tarakilishi. Kutambua sehemu mbalimbali za tarakilishi zinazotumika kupigia chapa. Kujenga mazoea ya kutumia tarakilishi kuandika na kuhifadhi kazi.	Mwanafunzi aweze kueleza maana ya tarakilishi. Mwanafunzi aweze kutambua sehemu mbalimbali za tarakilishi zinazotumika kupigia chapa Mwanafunzi aweze kueleza matumizi ya kipanya. Mwanafunzi aweze kutambua ishara zinazotumiwa kutofautisha maandishi k.v kiyota (*), hatimiliki (@), kishale.	Je, ni sehemu zipi za tarakilishi unazozijua? Tarakilishi hutuwezesha kufanya kazi gani? Ni hatua gani zinazohusika tunapotumia tarakilishi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali Intaneti *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 46-47*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Mahusiano*	Kusikiliza na kuzungumza; Matamshi bora: Vitendawili- Sauti /d//nd/, /ch//sh/, /j//nj/ na /g//ng/	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutamka maneno yenye sauti zinazokaribiana katika vitendawili lengwa. Kutega na kutegua vitendawili vyenye sauti zinazokaribiana ili kujenga matamshi bora. Kufurahia kutumia kutega na kutegua vitendawili.	Mwanafunzi aweze kutamka maneno yenye sauti zinazokaribiana katika vitendawili lengwa. Mwanafunzi aweze kutega na kutegua vitendawili vyenye sauti zinazokaribiana ili kujenga matamshi bora	Je, mtu akisema ‘kitendawili’ unajibu vipi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 47*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Mahusiano*	Sarufi; Aina za maneno: Viwakilishi viashiria	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya viwakilishi viashiria. Kutambua viwakilishi viashiria katika sentensi. Kuchangamkia kutumia viwakilishi viashiria katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya viwakilishi viashiria. Mwanafunzi aweze kutambua viwakilishi viashiria katika sentensi Mwanafunzi aweze kueleza na kutaja viwakilishi viashiria mbalimbali Mwanafunzi aweze kutambua viwakilishi viashiria katika ubao, tarakilishi, chati, mti wa maneno au kadi za maneno.	Viwakilishi viashiria vinahusu nini? Je, ni viwakilishi viashiria zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 49-50*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Mahusiano*	Kusoma; Kusoma kwa ufahamu: Marafiki wa chanda na pete	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kusoma ufahamu, ‘Marafiki wa chanda na pete’ Kueleza maana ya maneno mapya aliyoyapata katika kifungu. Kujenga mazoea ya usomaji bora katika maisha ya kila siku.	Mwanafunzi aweze kusoma ufahamu, ‘Marafiki wa chanda na pete’ Mwanafunzi aweze kueleza maana ya maneno mapya aliyoyapata katika kifungu akiwa katika kikundi. Mwanafunzi aweze kutunga sentensi akitumia msamiati kutoka kwa kifungu.	Je, urafiki mwema una umuhimu gani?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 50-52*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
9	1	*Mahusiano*	Sarufi; Aina za maneno: Viwakilishi vya idadi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza maana ya viwakilishi vya idadi kamili. Kutambua sentensi zenye viwakilishi idadi kamili. Kuchangamkia kutumia viwakilishi idadi katika utungaji wa sentensi.	Mwanafunzi aweze kueleza maana ya viwakilishi vya idadi kamili. Mwanafunzi aweze kutambua sentensi zenye viwakilishi idadi kamili. Mwanafunzi aweze kutambua viwakilishi vya idadi katika ubao, tarakilishi, kadi za maneno, chati au mti wa maneno. Mwanafunzi aweze kujaza pengo kwa viwakilishi vya idadi sahihi.	Viwakilishi vya idadi kamili vinahusu nini? Je, ni viwakilishi vya idadi kamili zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 54-55*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	*Mahusiano*	Sarufi; Aina za maneno: Viwakilishi vya idadi	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kueleza na kutaja viwakilishi vya idadi isiyodhihirika. Kutambua viwakilishi vya idadi isiyodhihirika katika ubao, tarakilishi, kadi za maneno, mti wa maneno au chati. Kufurahia kutumia viwakilishi vya idadi isiyodhihirika katika mawasiliano ya kila siku.	Mwanafunzi aweze kueleza na kutaja viwakilishi vya idadi isiyodhihirika. Mwanafunzi aweze kutambua viwakilishi vya idadi isiyodhihirika katika ubao, tarakilishi, kadi za maneno, mti wa maneno au chati. Mwanafunzi aweze kujaza mapengo kwa kuchagua viwakilishi vya idadi isiyodhihirika alivyopewa katika mabano. Mwanafunzi aweze kuandika sentensi akitumia viwakilishi vya idadi isiyodhihirika.	Viwakilishi vya idadi isiyodhihirika vinahusu nini? Je, ni viwakilishi vya idadi isiyodhihirika zipi unazozijua?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali *JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 55*	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	*Mahusiano*	Sarufi; Uakifishaji: Alama ya hisi (!) na ritifaa (‘)	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua alama ya hisi (!) na ritifaa (‘) katika maandishi. Kutumia alama ya hisi (!) na ritifaa (‘) ifaavyo katika maandishi. Kufurahia matumizi ya alama ya hisi na ritifaa katika maandishi.	Mwanafunzi aweze kutambua alama ya hisi (!) na ritifaa (‘) katika maandishi. Mwanafunzi aweze kutumia alama ya hisi (!) na ritifaa (‘) ifaavyo katika maandishi. Mwanafunzi aweze kutafuta katika kamusi, atamke na kuandika maneno yenye sauti ya ungo’ong’o.	Kwa nini alama za kuakifisha hutumiwa katika maandishi? Alama ya hisi na ritifaa hutumiwa vipi katika maandishi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 56	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	*Mahusiano*	Sarufi; Uakifishaji: Koloni (:)	Kufikia mwisho wa mada ndogo mwanafunzi aweze: Kutambua alama ya koloni (:) katika maandishi. Kueleza matumizi ya koloni (:) katika maandishi. Kuchangamkia matumizi ya koloni katika maandishi.	Mwanafunzi aweze kutambua alama ya koloni (:) katika maandishi. Mwanafunzi aweze kueleza matumizi ya koloni (:) katika maandishi. Mwanafunzi aweze kutunga sentensi na kuziakifisha kutumia koloni.	Alama ya kuakifisha- koloni hutumiwa vipi katika maandishi?	Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali JKF; Nyota ya Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 57	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
10	*KUFUNGA SHULE*

Published in Grade 6 Schemes of Work Term 1 2023

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Monday, 14 November 2022 11:49

Grade 6 JKF New Primary English - Grade 6 Schemes of Work Term 1 2023

GRADE 6 JKF NEW PRIMARY ENGLISH
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	ENGLISH	1	2023

Week	Lesso n	Strand /Theme	Sub-strand	Specific-Learning outcomes	Key Inquiry Question(S)	Learning/ Teaching Experience	Learning Resources	Assessment Methods	Reflection
1	1	Child Labour	Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension	By the end of the sub-strand, the learner should be able to: Make predictions based on the picture and anticipate possible outcomes. Listen and pronounce sounds and words correctly related to the theme. Appreciate the importance of accurate pronunciation of words.	What is the narrative about? How can we improve our pronunciation? Why should we listen attentively?	In pairs, learners are guided to make predictions based on the picture and anticipate possible outcomes. Learners are guided to listen and pronounce sounds and words correctly related to the theme.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 1*	Oral questions Oral Report Observation
	2	Child Labour	Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension	By the end of the sub-strand, the learner should be able to: Mention a proverb, an idiom and a metaphor used in the narrative. Construct sentences orally using words related to the theme. Appreciate the use of vocabulary for oral communication.	Which words in the narrative have the same sound as the one in the word ear?	Learners to identify words and phrases containing the word ‘ear’ Learners are guided to construct sentences orally using words related to the theme. Learners are guided to construct sentences orally using words related to the theme.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 1-2*	Oral questions Oral Report Observation
	3	Child Labour	Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension	By the end of the sub-strand, the learner should be able to: Identify types of child labour. Demonstrate the understanding of new words by applying them in relevant context. Appreciate the importance of narratives.	What is child labour? Who is a teenager?	Learners are guided to identify types of child labour. Learners are guided to demonstrate the understanding of new words by applying them in relevant context. Learners are guided to use digital devices such as smart phone to record a member of the group retelling the story.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 2*	Oral questions Oral Report Observation
	4	Child Labour	Reading; Extensive Reading	By the end of the sub-strand, the learner should be able to: Select appropriate reading materials from a library or online sources. Use reference materials systematically to find necessary information. Appreciate the use of references materials for life-long learning.	Which books do you find in the library? How do you decide which materials is good for you to read?	Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazine) Learners are guided to use reference materials systematically to find necessary information Learners are guided to demonstrate in interest using references materials for life-long learning	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 3*	Oral questions Oral Report Observation
2	1	Child Labour	Reading; Extensive Reading	By the end of the sub-strand, the learner should be able to: Spell words correctly for effective communication. Create a crossword puzzle using some of the new words he/she has learnt. Appreciate the importance of print and no print reference materials to obtain information.	How to create a crossword puzzle? How to spell words correctly?	Learners are guided to spell words correctly for effective communication. In groups, learners are guided to create a crossword puzzle using some of the new words he/she has learnt.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 4-5*	Oral questions Oral Report Observation
	2	Child Labour	Grammar in use; Word classes: Determiners	By the end of the sub-strand, the learner should be able to: Define the meaning of determiners. Demonstrate the correct use of determiners during communication. Appreciate the use of determiners in communication	What are determiners?	Learners are guided to define the meaning of determiners. In groups, learners are guided to read sentences containing determiners in print or electronic materials. Learners are guided to demonstrate the correct use of determiners during communication.	JKF; New Primary English Learner’s Book Grade 6 pg. 6 Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines	Oral questions Oral Report Observation
	3	Child Labour	Grammar in use; Word classes: Determiners	By the end of the sub-strand, the learner should be able to: Identify determiners used in sentences and texts. Construct sentences using some, enough, each and a lot of. Appreciate the importance of determiners	How do you construct sentences using determiners?	Learners are guided to identify determiners used in sentences and texts. Learners are guided to construct sentences using some, enough, each and a lot of.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 6-7*	Oral questions Oral Report Observation
	4	Child Labour	Writing; Guided Writing	By the end of the sub-strand, the learner should be able to: Discuss the importance of forms. Record specific details in specific places in variety of forms. Appreciate the importance of forms.	What is a form used for? Why do we fill forms? What details do we fill in forms?	Learners are guided to select the information to be filled in the forms. In groups, learners are guided to discuss the importance of forms. In groups, learners are guided to record specific details in specific in variety of forms. In pairs, learners are guided to download forms and fill them.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 8-10*	Oral questions Oral Report Observation
3	1	Child Labour	Writing; Guided Writing	By the end of the sub-strand, the learner should be able to: Design forms for use in collecting information on child labour. Fill in the information in the form related to the theme. Appreciate the importance of filling in the forms with the correct details.	How do you design a form? Why is it important to fill forms correctly?	In groups, learners are guided to design forms for use in collecting information on child labour. In groups, learners are guided to fill in the information in the form related to the theme.	JKF; New Primary English Learner’s Book Grade 6 pg. 10 Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines	Oral questions Oral Report Observation
	2	Cultural and Religious Celebrations	Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension	By the end of the sub-strand, the learner should be able to: Identify words containing sounds /l/ and /r/ related to the theme Cultural and Religious Celebrations. Construct sentences using simile, metaphor and proverbs. Appreciate the importance of using simile, metaphor and proverbs in communication.	What have you learnt from the passage? Why should we listen carefully?	Learners are guided to listen to a passage about cultural and religious celebration. In pairs, learners are guided to identify words containing sounds /l/ and /r/ related to the theme Cultural and Religious Celebrations. Learners are guided to construct sentences using simile, metaphor and proverbs.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 11*	Oral questions Oral Report Observation
	3	Cultural and Religious Celebrations	Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension	By the end of the sub-strand, the learner should be able to: Pronounce words and sounds related to the theme for effective communication. Share experiences of a celebration he/she attended. Enjoy telling stories about cultural and religious celebrations.	What are cultural and religious celebrations?	Learners are guided to pronounce words and sounds related to the theme for effective communication. In groups, learners are guided to share experiences of a celebration he/she attended.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 11-12*	Oral questions Oral Report Observation
	4	Cultural and Religious Celebrations	Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension	By the end of the sub-strand, the learner should be able to: Articulate sounds accurately for effective communication. Practice saying tongue twisters with sounds /l/ and /r/ Appreciate the use of tongue twisters.	Which words have similar sounds?	Learners are guided to articulate sounds accurately for effective communication. Learners are guided to practice saying tongue twisters with sounds /l/ and /r/	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 12*	Oral questions Oral Report Observation
4	1	Cultural and Religious Celebrations	Reading; Intensive Reading	By the end of the sub-strand, the learner should be able to: Identify characters, places and events in a story. Predict the events in the story for comprehension. Have fun sharing experiences of a wedding he/she attended	What do we learn from the title of a story? How do we predict events in a story?	Learners are guided to identify characters, places and events in a story. Learners are guided to make prediction of what a story is about: what happens in the story using the title and picture in the story.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 12-15*	Oral questions Oral Report Observation
	2	Cultural and Religious Celebrations	Reading; Intensive Reading	By the end of the sub-strand, the learner should be able to: Read and discuss the comprehension story ‘Wedding ceremonies’ Identify events in the story, ‘Wedding ceremonies’ for logical and fluent flow. Have fun and enjoy reading the story, ‘Wedding ceremonies’	What do we learn from the story? How do we tell the meaning of unknown words in a story?	Learners are guided to read and discuss the comprehension story ‘Wedding ceremonies’ Learners are guided to identify events in the story, ‘Wedding ceremonies’ for logical and fluent flow. Learners are guided to respond correctly to factual and inferential questions for comprehension.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 15*	Oral questions Oral Report Observation
	3	Cultural and Religious Celebrations	Reading; Reading a poem	By the end of the sub-strand, the learner should be able to: Recite the poem, ‘Celebration the harvest’ Describe the people in the poem and mention the activities in the poem. Have fun and enjoy reciting a poem.	What do we learn from the title of the poem? What do we learn from the poem?	Learners are guided to Recite the poem, ‘Celebration the harvest’ In pairs, learners are guided to describe the people in the poem and mention the activities in the poem.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 15-16*	Oral questions Oral Report Observation
	4	Cultural and Religious Celebrations	Grammar in use; Word Classes: Nouns	By the end of the sub-strand, the learner should be able to: Read the conversation between Rebecca and Robert. Compare the nouns in columns A and B as used in the conversation. Appreciate the use of nouns in communication.	What are nouns?	Learners are guided to read the conversation between Rebecca and Robert. Learners are guided to compare the nouns in columns A and B as used in the conversation.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 17-19*	Oral questions Oral Report Observation
5	1	Cultural and Religious Celebrations	Writing; Creative Writing	By the end of the sub-strand, the learner should be able to: State the differences between concrete nouns and abstract nouns. Construct sentences using concrete nouns and abstract nouns. Have fun and enjoy creating a crossword puzzle using abstract and concrete nouns.	What is the difference between concrete nouns and abstract nouns?	Learners are guided to state the differences between concrete nouns and abstract nouns. Learners are guided to construct sentences using concrete nouns and abstract nouns. Learners are guided to create and complete crossword puzzle using concrete and abstract noun.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 19-20*	Oral questions Oral Report Observation
	2	Cultural and Religious Celebrations	Writing; Creative Writing	By the end of the sub-strand, the learner should be able to: Write composition about cultural and religious celebration of about 150-200 words. Use suitable expressions, abstract and concreate nouns to the composition interesting. Appreciate the importance of expressions to make composition interesting.	How do we express ideas on different topics? What will be in the first paragraph? What will be in the other paragraphs? How will the story end?	Learners are guided to write composition about cultural and religious celebration of about 150-200 words. Learners are guided to use suitable expressions, abstract and concreate nouns to the composition interesting. In pairs, learners are guided to proof read their composition	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 20*	Oral questions Oral Report Observation
	3	Etiquette-Telephone	Listening and Speaking; Pronunciation and vocabulary	By the end of the sub-strand, the learner should be able to: Listen to the polite words and phrases use from a recording. Construct sentences using vocabulary related to the theme ‘Telephone’ Appreciate the importance of correct pronunciation of sounds, words, phrases and expressions.	Why should we listen to others? What kind of language should we use during a phone call?	Learners are guided to listen to the polite words and phrases use from a recording. Learners are guided to construct sentences using vocabulary related to the theme ‘Telephone’ In pairs, learners are guided to practice use of polite word and phrases. In pairs, learners are guided to access correct pronunciation of sounds, words, phrases and expressions from digital text.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 21-22*	Oral questions Oral Report Observation
	4	Etiquette-Telephone	Listening and Speaking; Pronunciation and vocabulary	By the end of the sub-strand, the learner should be able to: State why it is important to be polite. Role play the telephone conversation between Jose and Rose. Have fun and enjoy role playing the telephone conversation between Jose and Rose.	Why is it important to be polite? Which words, phrases or expressions do we use to show politeness?	Learners are guided to state why it is important to be polite. Learners are guided to role play the telephone conversation between Jose and Rose. Learners are guided to answer factual and inferential questions from the conversation.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 22-23*	Oral questions Oral Report Observation
6	1	Etiquette-Telephone	Listening and Speaking; Pronunciation and vocabulary	By the end of the sub-strand, the learner should be able to: Give clear directions on how to go to the nearest market form school. Play a game of giving directions on how to get to a particular place in the school compound. Appreciate the importance of giving clear directions. Explain why it is important to give clear direction	How do we give clear directions?	Learners are guided to give clear directions on how to go to the nearest market form school. Learners are guided to play a game of giving directions on how to get to a particular place in the school compound.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 23-24*	Oral questions Oral Report Observation
	2	Etiquette-Telephone	Reading; Intensive Reading	By the end of the sub-strand, the learner should be able to: Define values. Read the conversation, ‘Kindness for kindness’ and answer simple direct and indirect questions based on the conversation. Appreciate the importance of values in everyday life.	What values do you think everyone should have?	Learners are guided to define the meaning of values. In pairs, learners are guided to read the conversation, ‘Kindness for kindness’ and answer simple direct and indirect questions based on the conversation.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 24-27*	Oral questions Oral Report Observation
	3	Etiquette-Telephone	Reading; Intensive Reading	By the end of the sub-strand, the learner should be able to: Relate events in the story with their life experiences. Create a crossword puzzle using this words, signal, mindful, rude, tone, etiquette, inquire, privacy and guidelines. Appreciate use of digital device to read online stories.	How do you get information from a text?	Learners are guided to relate events in the story with their life experiences. Learners are guided to create a crossword puzzle using this words, signal, mindful, rude, tone, etiquette, inquire, privacy and guidelines. Learners are guided to use digital devices to read online stories for comprehension.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 27*	Oral questions Oral Report Observation
	4	Etiquette-Telephone	Grammar in Use; Use of Correlative Conjunctions	By the end of the sub-strand, the learner should be able to: Identify sentences in which the language pattern is used (either…or and neither…nor) Construct sentences using either...or and neither…nor Appreciate the use of language patterns in sentences correctly.	How do you identify correct sentences?	In pairs, learners are guided to identify sentences in which the language pattern is used (either…or and neither…nor) In pairs, learners are guided to construct sentences using either...or and neither…nor Learners are guided to fill in the blank spaces in sentences using the sentences pattern for clarity in communication.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 28*	Oral questions Oral Report Observation
7	1	Etiquette-Telephone	Grammar in Use; Use of Correlative Conjunctions	By the end of the sub-strand, the learner should be able to: Identify sentences in which the language pattern is used (show…how, where, who) Construct sentences using show… how, where and who. Appreciate the use of language patterns in sentences correctly	Why is it important to construct correct sentences?	In pairs, learners are guided to identify sentences in which the language pattern is used (show…how, where, who) In pairs, learners are guided to construct sentences using show… how, where and who. Learners are guided to fill in the blank spaces in sentences using the sentences pattern for clarity in communication.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 28-30*	Oral questions Oral Report Observation
	2	Etiquette-Telephone	Writing; Writing: Numbers, Abbreviations and Acronyms	By the end of the sub-strand, the learner should be able to: Define abbreviations and acronyms. Read the story and highlight the abbreviations and acronyms. Appreciate the importance of abbreviations and acronyms.	What are abbreviations? What are acronyms?	Learners are guided to define abbreviations and acronyms. Learners are guided to read the story and highlight the abbreviations and acronyms.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 30-32*	Oral questions Oral Report Observation
	3	Etiquette-Telephone	Writing; Writing: Numbers, Abbreviations and Acronyms	By the end of the sub-strand, the learner should be able to: Identify numbers, abbreviations and acronyms in texts and passages. Apply accurate and consistent spelling in print script for writing fluency. Appreciate the use of accurate and consistent spelling in a variety of print scripts for effective communication.	How are numerals written in a passage?	In pairs, learners are guided to identify numbers, abbreviations and acronyms in texts and passages. In pairs, learners are guided to apply accurate and consistent spelling in print script for writing fluency.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 32-33*	Oral questions Oral Report Observation
	4	Etiquette-Telephone	Writing; Writing: Numbers, Abbreviations and Acronyms	By the end of the sub-strand, the learner should be able to: Write a poem using polite words and phrases. Recite the poem he/she has written and make corrections. Have fun and enjoy reciting the poem.	Why should we write legibly and neatly?	Learners are guided to write a poem using polite words and phrases. Learners are guided to recite the poem he/she has written and make corrections	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 33*	Oral questions Oral Report Observation
8	1	Emergency Rescue Services	Listening and Speaking; Pronunciation and vocabulary	By the end of the sub-strand, the learner should be able to: Construct sentences orally using words related to the theme. Use vocabulary related to the theme in variety of context. Appreciate the importance of correct use of stress in communication.	Why should we pronounce words correctly?	Learners are guided to construct sentences orally using words related to the theme. Learners are guided to use vocabulary related to the theme in variety of context.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 34*	Oral questions Oral Report Observation
	2	Emergency Rescue Services	Listening and Speaking; Pronunciation and vocabulary	By the end of the sub-strand, the learner should be able to: List words whose meaning differ according to pronunciation. Pronounce words using the correct stress. Have fun and enjoy taking part in language games involving word stress.	Which words change meaning depending with pronunciation?	Learners are guided to list words whose meaning differ according to pronunciation. Learners are guided to practice saying words using correct stress for examples extract (noun) extract (verb), record (noun) record (verb), progress (noun) progress (verb) In groups, learners are guided to take part language games involving word stress.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 35*	Oral questions Oral Report Observation
	3	Emergency Rescue Services	Listening and Speaking; Pronunciation and vocabulary	By the end of the sub-strand, the learner should be able to: Recite the poem. Demonstrate the understanding of new words by applying them in relevant context. Appreciate the importance of emergency services.	What is an ambulance? What is the work of an ambulance?	Learners are guided to recite the poem. Learners are guided to demonstrate the understanding of new words by applying them in relevant context.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 36*	Oral questions Oral Report Observation
	4	Emergency Rescue Services	Reading; Intensive Reading: Visuals	By the end of the sub-strand, the learner should be able to: Make predictions based on the pictures and anticipate possible outcomes in a story. Identify causes of fire. Appreciate the use of pictures to communicate.	Why do you like pictures? How can we use pictures to communicate?	Learners are guided to make predictions based on the pictures and anticipate possible outcomes in a story. Learners are guided to identify causes of a fire.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 37-38*	Oral questions Oral Report Observation
9	1	Emergency Rescue Services	Reading; Intensive Reading	By the end of the sub-strand, the learner should be able to: Describe and interpret visual correctly. Draw a picture to show what can happen during a fire accident. Appreciate appropriateness of visuals in conjunction with peers.	What are some of the messages that pictures communicate	Learners are guided to describe and interpret visual correctly. Learners are guided to draw a picture to show what can happen during a fire accident In groups, learners are guided to share experiences about a fire accident they witnessed.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 38*	Oral questions Oral Report Observation
	2	Emergency Rescue Services	Grammar in Use; Word classes: Pronouns	By the end of the sub-strand, the learner should be able to: Define indefinite pronouns. Simulate, dramatize or role play a conversation featuring indefinite pronouns. Appreciate the correct use of indefinite pronouns in communication.	What is indefinite pronoun? Why should we use indefinite pronouns?	Learners are guided to define indefinite pronouns. In groups, learners are guided to simulate, dramatize or role play a conversation featuring indefinite pronouns. Learners are guided to create a list of sentences with indefinite pronouns. Learners are guided to fill in the gaps correctly using indefinite pronouns.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 38-39*	Oral questions Oral Report Observation
	3	Emergency Rescue Services	Grammar in Use; Word classes: Pronouns	By the end of the sub-strand, the learner should be able to: Define relative pronouns. Use relative pronouns correctly in sentences. Appreciate the correct use of relative pronouns in communication.	What is a relative pronouns? Why should we use relative pronouns?	Learners are guided to define relative pronouns. Learners are guided to use relative pronouns correctly in sentences. Learners are guided to fill in the gaps correctly using indefinite pronouns. In pairs, learners are guided to engage in online/offline games involving pronouns such as dice and word search.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 39-40*	Oral questions Oral Report Observation
	4	Emergency Rescue Services	Writing; Functional Writing	By the end of the sub-strand, the learner should be able to: Identify the key parts of an official letter in preparation for writing. Write an official letter using the correct format. Appreciate the role of official letters in communication	How to write an official letter?	In pairs, learners are guided to identify the key parts of an official letter in preparation for writing. Learners are guided to write an official letter using the correct format.	Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines *JKF; New Primary English Learner’s Book Grade 6 pg. 40-43*	Oral questions Oral Report Observation
10				ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

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Monday, 14 November 2022 11:23

Grade 6 Oxford Let's Do Mathematics - Grade 6 Schemes of Work Term 1 2023

GRADE 6 OXFORD LET’S DO MATHEMATICS
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	MATHEMATICS	1	2023

*Week*	*Lesson*	*Strand* */Theme*	*Sub-strand*	*Specific-Learning outcomes*	*Key Inquiry* *Question(S)*	*Learning/ Teaching Experience*	*Learning* *Resources*	*Assessment* *Methods*	*Reflection*
1	1	*Numbers*	Whole numbers; Place value of digits in a number	By the end of the sub-strand, the learner should be able to: Identify place value of digits up to hundreds of thousands. Use digital devices for learning more on place values. Appreciate the use of place value in real life situations.	Where is the ordering of numbers used in real life?	Learners are guided to identify place value of digits up to hundreds of thousands. In groups, learners are guided to use digital devices for learning more on place values. In groups, learners are guided to use a place value chart to find the place value of each digit.	Place value apparatus Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 1-3*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Whole numbers; Place value of digits in a number	By the end of the sub-strand, the learner should be able to: Identify place value of digits up to millions. Play digital games involving numbers. Appreciate the use of whole numbers in real life situations.	How do you use place value of digits up to a million?	Learners are guided to identify place value of digits up to millions. In groups, learners are guided to play digital games involving numbers.	Place value apparatus Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 3-5*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Whole numbers; Total value of digits in a number	By the end of the sub-strand, the learner should be able to: Identify total value of digits up to hundreds of thousands. Use digital devices for learning more on total value. Appreciate the use of total value in real life situations.	How do you calculate the total value of digits?	Learners are guided to identify total value of digits up to hundreds of thousands. In groups, learners are guided to use digital devices for learning more on total value.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 6-7*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Whole numbers; Total value of digits in a number	By the end of the sub-strand, the learner should be able to: Identify total value of digits up to millions. Play digital games involving numbers. Appreciate the use of total value.	How do you calculate the total value of digits?	Learners are guided to identify total value of digits up to millions. In groups, learners are guided to play digital games involving numbers.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 7-8*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Whole numbers; Using numbers in symbols	By the end of the sub-strand, the learner should be able to: Identify numbers in symbols. Make a number chart and read the numbers he/she has formed. Appreciate the use of numbers in symbols.	When do we use number in symbols in real life?	Learners are guided to identify numbers in symbols. In pairs, learners are guided to make a number chart and read the numbers he/she has formed.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 8-9*	Oral questions Oral Report Observation Written exercise
2	1	*Numbers*	Whole numbers; Using numbers in symbols	By the end of the sub-strand, the learner should be able to: Identify numbers in symbols. Make number cards and use them to form 7-digit numbers. Appreciate the use of numbers in symbols.	Where can we find such big numbers in real life?	Learners are guided to identify numbers in symbols. In pairs, learners are guided to make number cards and use them to form 7-digit numbers.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 9-10*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Whole numbers; Reading, writing and relating numbers in words	By the end of the sub-strand, the learner should be able to: Read, write and relate numbers up to hundreds of thousands in words. Use numbers up to hundreds of thousands in real life. Appreciate the importance of writing numbers in words.	How do you write numbers in words?	Learners are guided to read numbers up to hundreds of thousands in symbols from charts or cards. In groups, pairs or as individual’s learners are guided to read, write and relate numbers up to hundreds of thousands in words. Learners are guided to use numbers up to hundreds of thousands in real life.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 10-11*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Whole numbers; Reading, writing and relating numbers in words	By the end of the sub-strand, the learner should be able to: Read, write and relate numbers up to millions in words. Use numbers up to millions in real life. Appreciate the use of whole numbers in real life situations.	Where is ordering of numbers used in real life?	Learners are guided to read numbers up to millions in symbols from charts or cards. In groups, pairs or as individual’s learners are guided to read, write and relate numbers up to millions in words. Learners are guided to use numbers up to millions in real life.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 12-13*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Whole numbers; Writing numbers in an ascending order	By the end of the sub-strand, the learner should be able to: Define ascending order of number. Arrange numbers in an ascending order. Have fun and enjoy ordering numbers in an ascending order.	What is the meaning of ascending order or numbers?	Learners are guided to define ascending order of number. Learners are guided to arrange numbers in an ascending order.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 13-15*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Whole numbers; Writing numbers in an ascending order	By the end of the sub-strand, the learner should be able to: Identify numbers in an ascending order. Make number cards and arrange numbers in an ascending order. Appreciate the importance of ascending numbers.	How do you write numbers in an ascending order?	Learners are guided to identify numbers in an ascending order. In pairs, learners are guided to make number cards and arrange numbers in an ascending order.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 15-17*	Oral questions Oral Report Observation Written exercise
3	1	*Numbers*	Whole numbers; Writing numbers in a descending order	By the end of the sub-strand, the learner should be able to: Define descending order of number. Arrange numbers in a descending order. Have fun and enjoy ordering numbers in a descending order.	What is the meaning of descending order or numbers?	Learners are guided to define descending order of number. Learners are guided to arrange numbers in a descending order.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 17-19*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Whole numbers; Writing numbers in a descending order	By the end of the sub-strand, the learner should be able to: Identify numbers in a descending order. Make number cards and arrange numbers in a descending order. Appreciate the importance of descending numbers.	How do you write numbers in a descending order?	Learners are guided to identify numbers in a descending order. In pairs, learners are guided to make number cards and arrange numbers in a descending order.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 17-21*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Whole numbers; Rounding off numbers to the nearest thousand	By the end of the sub-strand, the learner should be able to: Make a number card, draw a number line and pick a number card and match it to its positions on the number line. Round off each number to the nearest thousand. Have fun and enjoy rounding off numbers.	How do you round off numbers to the nearest thousand?	In groups, learners are guided to make a number card, draw a number line and pick a number card and match it to its positions on the number line. Learners are guided to round off each number to the nearest thousand.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 21-22*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Whole numbers; Rounding off numbers to the nearest thousand	By the end of the sub-strand, the learner should be able to: Make number cards and rearrange the digits to form 5-digit numbers. Round off numbers to the nearest thousand. Have fun and enjoy rounding off numbers. to the nearest thousands.	How do you round off numbers to the nearest thousand?	In groups, learners are guided to make number cards and rearrange the digits to form 5-digit numbers. Learners are guided to round off numbers to the nearest thousand.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 23-24*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Whole numbers; Squares of whole numbers	By the end of the sub-strand, the learner should be able to: Define the meaning of square number. Draw a square grid and work out the total number of the small square. Appreciate the meaning of square number.	How else can you know the total number of the small squares without counting each square?	Learners are guided to define the meaning of square number. In groups, learners are guided to draw a square grid and work out the total number of the small square.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 24-25*	Oral questions Oral Report Observation Written exercise
4	1	*Numbers*	Whole numbers; Squares of whole numbers	By the end of the sub-strand, the learner should be able to: Identify squares of whole numbers. Make number cards, pick a number card and work out the square of the number on the card. Have fun and enjoy calculating the square of whole numbers.	What do we call the product of a number by itself?	Learners are guided to identify squares of whole numbers. In groups, learners are guided to make number cards, pick a number card and work out the square of the number on the card.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 26*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Whole numbers; Square roots of whole numbers	By the end of the sub-strand, the learner should be able to: Define the meaning of square root. Calculate the square root of whole numbers by using a factor tree. Appreciate the use of factor tree to work out the square root.	What is the meaning of square root? How do you use a factor tree?	Learners are guided to define the meaning of square root. Learners are guided to calculate the square root of whole numbers by using a factor tree.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 27-28*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Whole numbers; Square roots of whole numbers	By the end of the sub-strand, the learner should be able to: Define the meaning of perfect square. Use a computer, a tablet or a mobile phone connected to the internet and work out questions about square root. Have fun and enjoy working out questions about square root.	What is the meaning of perfect square? How to work out questions about square root?	Learners are guided to define the meaning of perfect square. In pairs, learners are guided to use a computer, a tablet or a mobile phone connected to the internet and work out questions about square root. In groups, learners are guided to draw a square grid and work out the square root of the number of small square.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 29-30*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Whole numbers; Square roots of whole numbers	By the end of the sub-strand, the learner should be able to: Identify square roots of whole numbers. Use a computer, a tablet or a mobile phone connected to the internet and inquire where the knowledge of square root is applied in daily life. Appreciate the use of square root in daily life.	How is square root applied in daily life?	Learners are guided to identify square roots of whole numbers. In pairs, learners are guided to use a computer, a tablet or a mobile phone connected to the internet and inquire where the knowledge of square root is applied in daily life. In groups, learners are guided to make number cards, pick a number card and work out the square root of the number on the card.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 30-31*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Multiplications of whole numbers	By the end of the sub-strand, the learner should be able to: Multiply up to 4-digit number by up to 2-digit number in real life. Play digital games involving multiplication of whole numbers. Appreciate the use of multiplication in real life.	Where is multiplication used in real life?	Learners are guided to multiply up to 4-digit number by up to 2-digit number in real life. In groups, learners are guided to play digital games involving multiplication of whole numbers. In groups, learners are guided to use IT devices for learning more on multiplication.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 34-35*	Oral questions Oral Report Observation Written exercise
5	1	*Numbers*	Multiplications of whole numbers	By the end of the sub-strand, the learner should be able to: Make number cards, pick a card and work out the multiplication. Work out multiplications using his/her own method. Have fun and enjoy working out multiplications of whole numbers.	How do you work out multiplication of whole numbers using the method learnt?	In groups, pairs or as individual’s learners are guided to make number cards, pick a card and work out the multiplication. Learners are guided to work out multiplications using his/her own method.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 35-38*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Estimating product by rounding off factors	By the end of the sub-strand, the learner should be able to: Estimate product by rounding off factors to the nearest ten in different situations. Make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product. Have fun and enjoy estimating product by rounding off factors.	How can you estimate products of numbers?	In groups, pairs or as individual’s learners are guided to estimate product by rounding off factors to the nearest ten in different situations. In groups or pairs, learners are guided to make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 38-39*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Multiplication patterns	By the end of the sub-strand, the learner should be able to: Identify multiplication patterns. Make patterns involving multiplication of numbers with product not exceeding 10000 in different situations. Have fun and enjoy creating multiplication patterns.	How can you form patterns involving multiplication?	In pairs, learners are guided to identify multiplication patterns. In pairs, learners are guided to make patterns involving multiplication of numbers with product not exceeding 10000 in different situations.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 40-41*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Division of whole numbers	By the end of the sub-strand, the learner should be able to: Divide up to a 4-digit number by up to a 3-digit number where the dividend is greater than the divisor in real life. Use digital devices for learning more on division of whole numbers. Appreciate the use of division of whole numbers in real life situation.	Where is division used in real life?	Learners are guided to divide up to a 4-digit number by up to a 3-digit number where the dividend is greater than the divisor in real life. In groups, learners are guided to use digital devices for learning more on division of whole numbers.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 41-44*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Division of whole numbers	By the end of the sub-strand, the learner should be able to: Make number cards, pick a number card and work out the division. Play digital games involving division of whole numbers. Have fun and enjoy working out division of whole numbers.	How do you work out division of whole numbers?	In groups, learners are guided to make number cards, pick a number card and work out the division. In groups, learners are guided to play digital games involving division of whole numbers.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 44-47*	Oral questions Oral Report Observation Written exercise
6	1	*Numbers*	Estimating quotient by rounding off numbers	By the end of the sub-strand, the learner should be able to: Estimate quotients by rounding off the dividend and divisor to the nearest ten in real life. Demonstrate multiplication is the opposite of division. Have fun and enjoy estimating quotient by rounding off numbers.	How can we estimate quotients?	Learners are guided to estimate quotients by rounding off the dividend and divisor to the nearest ten in real life. Learners are guided to demonstrate multiplication is the opposite of division.	Number charts Number cards Digital devices Multiplication tables Oxford; Mathematics Learner’s Book Grade 6 pg. 47-48	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Combined operations	By the end of the sub-strand, the learner should be able to: Discuss how to work out combined operations. Perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations. Have fun and enjoy working out combined operations.	How do you work out combined operations?	Learners are guided to discuss how to work out combined operations. In groups, pairs or individual’s learners are guided to perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations.	Number charts Number cards Digital devices Multiplication tables *Oxford; Mathematics Learner’s Book Grade 6 pg. 49-50*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Fractions; Least Common Multiple (LCM)	By the end of the sub-strand, the learner should be able to: Identify Least Common Multiple (LCM) of given numbers. Demonstrate addition of fractions using the LCM. Enjoy addition of fractions using LCM.	What is LCM? How can you use the LCM to add fractions?	In pairs, learners are guided to identify Least Common Multiple (LCM) of given numbers. In pairs, learners are guided to demonstrate addition of fractions using the LCM. In groups, learners are guided to use digital devices for learning more on addition of fractions using LCM.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 51-53*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Subtraction of fractions using the LCM	By the end of the sub-strand, the learner should be able to: Identify subtractions of fractions using LCM. Demonstrate subtraction of fractions using LCM. Enjoy subtracting fractions using LCM.	How can you use the LCM to subtract fractions?	In pairs, learners are guided to identify subtractions of fractions using LCM. In pairs, learners are guided to demonstrate subtraction of fractions using LCM. In groups, learners are guided to use digital devices for learning more on subtractions of fractions using LCM.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 54-55*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Addition of mixed numbers	By the end of the sub-strand, the learner should be able to: Convert mixed numbers into improper fractions. Practice addition of mixed numbers. Appreciate the use of addition of mixed numbers in real life.	Where do we use addition of mixed numbers in real life?	In pairs, learners are guided to convert mixed numbers into improper fractions. In pairs, learners are guided to Practice addition of mixed numbers. In groups, learners are guided to use digital devices for learning more on addition of mixed numbers.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 55-58*	Oral questions Oral Report Observation Written exercise
7	1	*Numbers*	Subtraction of mixed numbers	By the end of the sub-strand, the learner should be able to: Identify subtraction of mixed numbers. Practice subtraction of mixed numbers. Appreciate the use of subtraction of mixed numbers in real life.	Where do we use subtraction of mixed numbers in real life?	Learners are guided to identify subtraction of mixed numbers. Learners are guided to practice subtraction of mixed numbers. In groups, learners are guided to use digital devices for learning more on subtraction of mixed numbers.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 58-60*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Reciprocal of fractions	By the end of the sub-strand, the learner should be able to: Define the meaning of reciprocal of fractions. Demonstrate reciprocal of fractions. Have fun and enjoy working out reciprocal of fractions.	What is reciprocal of fractions?	Learners are guided to define the meaning of reciprocal of fractions. In groups or in pairs, learners are guided to demonstrate reciprocal of fractions.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 60-62*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Square of a fraction	By the end of the sub-strand, the learner should be able to: Define the meaning of square of a fraction. Demonstrate square of a fraction. Have fun and enjoy calculating square of a fraction.	What do we call the product of a fraction multiplied by itself?	Learners are guided to define the meaning of square of a fraction. In groups or in pairs, learners are guided to demonstrate square of a fraction. In groups, learners are guided to make number cards, pick a number card and work out the square of the fraction.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 62-64*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Conversation of fractions to equivalent fractions	By the end of the sub-strand, the learner should be able to: Identify equivalent fractions using fraction board or chart. Convert fractions to equivalent fractions. Appreciate the use of fractions in real life.	Where are fractions used in real life?	Learners are guided to identify equivalent fractions using fraction board or chart. In pairs, learners are guided to convert fractions to equivalent fractions.	Number charts Number cards Digital devices Fraction board *Oxford; Mathematics Learner’s Book Grade 6 pg. 64-65*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Percentage as a fraction	By the end of the sub-strand, the learner should be able to: Identify percentage as a fraction. Draw a square, shade some squares and calculate the percentage of shaded square. Appreciate the use of percentage as a fraction.	How to work out percentage as a fraction.	In groups, learners are guided to identify percentage as a fraction. In groups, learners are guided to draw a square, shade some squares and calculate the percentage of shaded square. In groups, learners are guided to use digital devices for learning more on percentage as a fraction.	Number charts Number cards Digital devices Fraction board Oxford; Mathematics Learner’s Book Grade 6 pg. 65	Oral questions Oral Report Observation Written exercise
8	1	*Numbers*	Conversion of fractions to percentages	By the end of the sub-strand, the learner should be able to: Convert fractions to percentage. Use digital devices for learning more on conversion of fractions to percentage. Have fun and enjoying conversion of fractions to percentage.	How do you convert fractions to percentage?	Learners are guided to convert fractions to percentage. In pairs, learners are guided to use digital devices for learning more on conversion of fractions to percentage.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 66-67*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Conversion of percentages to fractions	By the end of the sub-strand, the learner should be able to: Convert percentages to fractions. Use digital devices for learning more on conversion on percentage to fraction. Have fun and enjoy converting percentage to fractions.	How do you convert percentage to fractions?	Learners are guided to convert percentages to fractions. In pairs, learners are guided to use digital devices for learning more on conversion of percentage to fraction.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 67-68*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Decimals; Place value of decimals up to ten thousandths	By the end of the sub-strand, the learner should be able to: Identify place value of decimals up to ten thousandths. Draw a place value chart identify place value of decimals. Appreciate decimals up to thousandths in real life situations.	Where do you use decimals in real life?	Learners are guided to identify place value of decimals up to ten thousandths. Learners are guided to draw a place value chart identify place value of decimals.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 69-70*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Rounding of decimals	By the end of the sub-strand, the learner should be able to: Define the meaning of decimal places. Round of decimals up to ten thousandths. Have fun and enjoy rounding off decimals.	How do you round off decimals?	Learners are guided to define the meaning of decimal places. In pairs, learners are guided to round of decimals up to ten thousandths.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 70-75*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Conversion of decimals to fractions	By the end of the sub-strand, the learner should be able to: Convert decimals to fractions. Use digital devices for learning more on conversion of decimals to fractions. Have fun and enjoy converting decimals to fractions.	How do you convert decimals to fractions?	In pairs, groups or individual’s learners are guided to convert decimals to fractions. In groups, learners are guided to use digital devices for learning more on conversion of decimals to fractions.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 75-76*	Oral questions Oral Report Observation Written exercise
9	1	*Numbers*	Conversion of fractions to decimals	By the end of the sub-strand, the learner should be able to: Convert fractions to decimals. Use digital devices for learning more on conversion of fractions to decimals. Have fun and enjoy converting fractions to decimals.	How do you convert fractions to decimals?	In pairs, groups or individual’s learners are guided to convert fractions to decimals. In groups, learners are guided to use digital devices for learning more on conversion of fractions to decimals.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 76-77*	Oral questions Oral Report Observation Written exercise
	2	*Numbers*	Conversion of decimals to percentages	By the end of the sub-strand, the learner should be able to: Convert decimals to percentages. Use digital devices for learning more on conversion of decimals to percentages. Have fun and enjoy converting decimals to percentages.	How do you convert decimals to percentages	In pairs, groups or individual’s learners are guided to convert decimals to percentages. In groups, learners are guided to use digital devices for learning more on conversion of decimals to percentages.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 77-78*	Oral questions Oral Report Observation Written exercise
	3	*Numbers*	Conversion of percentages to decimals	By the end of the sub-strand, the learner should be able to: Convert percentages to decimals. Use digital devices for learning more on conversion of percentages to decimals. Have fun and enjoy converting percentages to decimals.	How do you convert percentages to decimals?	In pairs, groups or individual’s learners are guided to convert percentages to decimals. In groups, learners are guided to use digital devices for learning more on conversion of percentages to decimals.	Number charts Number cards Digital devices *Oxford; Mathematics Learner’s Book Grade 6 pg. 78-79*	Oral questions Oral Report Observation Written exercise
	4	*Numbers*	Addition of decimals	By the end of the sub-strand, the learner should be able to: Add decimals up to ten thousandths. Use place value apparatus to add decimals up to ten thousandths. Have fun and enjoy addition of decimals.	What is the importance of addition of decimals?	Learners are guided to add decimals up to ten thousandths. In pairs, learners are guided to use place value apparatus to add decimals up to ten thousandths.	Number charts Number cards Digital devices Place value apparatus *Oxford; Mathematics Learner’s Book Grade 6 pg. 79-81*	Oral questions Oral Report Observation Written exercise
	5	*Numbers*	Subtraction of decimals	By the end of the sub-strand, the learner should be able to: Subtract decimals up to ten thousandths. Use place value apparatus to subtract decimals up to ten thousandths. Have fun and enjoy subtraction of decimals.	What is the importance of subtraction of decimals?	Learners are guided to subtract decimals up to ten thousandths. In pairs, learners are guided to use place value apparatus to subtract decimals up to ten thousandths.	Number charts Number cards Digital devices Place value apparatus *Oxford; Mathematics Learner’s Book Grade 6 pg. 82-84*	Oral questions Oral Report Observation Written exercise
10	ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

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