Displaying items by tag: Schemes of Work

Wednesday, 15 February 2023 13:42

English Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand/Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment	Remarks
1	1	Listening and Speaking	Attentive Listening	By the end of the sub strand, the learner should be able to: Listen attentively during a conversation as they talk about the happenings in the picture. Pronounce the sounds /bl/ and /br/ correctly. Recognise new words used in the theme (s) to acquire a range of vocabulary.	Why do you look at someone’s face as they speak? How do you pronounce the sounds /bl/ and /br/	Learners are helped to practice correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words.	Pictures, photos, audio visual illustrations of attentive listening. New Progressive Primary English Learners Book/Grade 3 pg. 2-3	Observe learners posture, facial expressions and gestures as they tell and listen to stories. Portfolio.
	2	Listening and Speaking	Language Structures and Functions. Subject verb agreement	By the end of the sub strand, the learner should be able to: Construct sentences about daily activities using subject-verb agreement correctly. Recognise the correct use of subject-verb agreement to form appropriate sentences.	What is Sarah holding?	Learners observe pictures showing singular and plural subjects and construct correct oral sentences. Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups.	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 3	Oral questions, Portfolio, Observation
	2		Time		What is Sarah holding?			Oral questions, Portfolio, Observation
	3	Reading	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read a text of about 200 words transitioning from phrasal to fluent reading, Read at 90 words per minute accurately and fluently with expression, Enjoy reading a variety of texts that are appropriate for the grade level.	What do you love reading? Which books do you enjoy reading?	Learners are guided to read in small groups and pairs. Learners read short passages, narratives or short poems aloud as modelled by the teacher.	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg. 4-5	Oral questions, Portfolio, Observation
2	1	Writing	Pre-Writing	By the end of the sub strand, the learner should be able to: Demonstrate appropriate posture in preparation for writing with ease, Exhibit appropriate eye hand coordination in preparation for writing. Appreciate the importance of positioning writing materials appropriately while writing.	How do you sit when writing? How do you place your books? Which materials do you use for writing?	Learners demonstrate appropriate sitting position in small groups and in pairs. Learners are guided to sit appropriately, in preparation for writing. Copy the words given correctly.	Regalia, charts, pictures/ photographs and models of good sitting postures in readiness for writing. New Progressive Primary English Learners Book/Grade 3 pg. 5	Oral questions, Portfolio, Observation.
	2	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Recognise new words used in the theme (s) to acquire a range of vocabulary. Pronounce the sounds /ch/ /cl/ related to the theme correctly for effective communication.		Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms.	Picture and word cards with the consonant blends, word wheels and computing devices that are available New Progressive Primary English Learners Book/Grade 3 pg. 6-7	Oral questions, Portfolio, Observation.
	3	Listening and Speaking	Language Structures and Functions Subject verb agreement Time.	By the end of the sub strand, the learner should be able to: Construct sentences about daily activities using subject-verb agreement correctly. Recognise the correct use of subject-verb agreement to form appropriate sentences. Appreciate the importance of subject verb agreement in achieving effective communication.	What are the girls holding? What have they done?	Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils. Learners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time.	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 7	Oral questions, Portfolio, Observation
3	1	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Make predictions based on the pictures and the title of the story ‘Who is there?’ and anticipate possible outcomes. Appreciate the importance of connecting personal experiences with what happens in the story.	What do you think will happen in this story?	Learners talk about the picture/title before they read Who is there? And make predictions. Learner answer questions after reading a text by getting clues from the story read. Read and retell a poem to enhance oral communication.	Newspaper cuttings of simple stories, audio-visual narrations, picture books. New Progressive Primary English Learners Book/Grade 3 pg. 8-10	Oral questions, Portfolio, Observation.
	2	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Form letters correctly in terms of shape and size for effective communication. Write from left to right to communicate effectively.		Learners copy sentences. Learners practice correct letter formation from models in on the board, chart, and pattern books. Learners draw and label objects. Learners practice writing letters and words from left to right.	Regalia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book/Grade 3 pg. 11	Oral questions, Portfolio, Observation
	3	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the Sounds /dr/ /fl/ related to the theme correctly for effective Communication.	How are these words pronounced? Dress, flag.	Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 12-13	Oral questions, Portfolio, Observation
4	1	Listening and Speaking	Language Structures and Functions. Subject verb agreement Time Have, Has	By the end of the sub strand, the learner should be able to: Construct sentences about daily activities using subject-verb agreement correctly. Appreciate the importance of subject verb agreement in achieving effective communication.	What have they done?	Learners observe pictures showing singular and plural subjects and construct correct oral sentences. Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups. Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 13	Oral questions, Portfolio, Observation
	2	Reading	Connected text and fluency.	By the end of the sub strand, the learner should be able to: Read a text of about 200 words transitioning from phrasal to fluent reading, Read at 90 words per minute accurately and fluently with expression, Enjoy reading a variety of texts that are appropriate for the grade level.	Which books do you enjoy reading? When should we lower or raise our voice when reading?	Learners are guided to read in small groups and pairs. Learners read the story ‘A funny story’ and dialogues as they pay attention to punctuation marks and vary their voices in terms of pace, pitch and volume. Learners play a reading game to see who completes reading a certain text first.	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg.14-15	Oral questions, Portfolio, Observation
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write words from a picture prompt for effective communication. Appreciate the importance of writing correct words to express meaning.	How do you get to your home from school?	Learners observe and respond to picture prompts appropriately. Learners write a three word sentence using the prompts.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 15	Oral questions, Portfolio, Observation
5	1	Listening and Speaking.	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts. Pronounce the consonant blends /fr/ /gl/ correctly.	How do you use these words in sentences? Fruits, Gloves	Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary. Learners interact with audio material to listen to the correct pronunciation of the vocabulary.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 16-17	Oral questions, Portfolio, Observation
	2	Listening and Speaking	Language Structures and Functions. Subject verb agreement Time	By the end of the sub strand, the learner should be able to: Recognise the correct use of subject-verb agreement to form appropriate sentences. Appreciate the importance of subject verb agreement in achieving effective communication	What have they done?	Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups. Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils.	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 17-18	Oral questions, Portfolio, Observation
	3	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more and longer words without letter- sound correspondence for effective communication. Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text, Enjoy reading grade level vocabulary for effective reading.	How many words can you make from a longer word? How do you read words you have not seen before?	Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills. Learners practice reading unfamiliar words using strategies like chunking and finding roots and parts.	Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts New Progressive Primary English Learners Book/Grade 3 pg. 18-19	Oral questions, Portfolio, Observation
6	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write words from a picture prompt for effective communication. Recognise the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct words to express meaning.	What are the children doing?	Learners observe and respond to picture prompts appropriately. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners match pictures with words.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 20-21	Oral questions, Portfolio, Observation.
	2	Listening and Speaking	Pronunciation and Vocabulary .	By the end of the sub strand, the learner should be able to: Recognize new words used in the theme (s) to acquire a range of vocabulary. Pronounce the sound consonants /pl/ and /cr/ correctly. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.	How are these words spelt? crown	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners interact with audio material to listen to the correct pronunciation of the vocabulary.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 22-23	Oral questions, Portfolio, Observation.
	3	Listening and Speaking	Language structures and functions Indefinite pronouns: Nobody	By the end of the sub-strand, the learner should be able to: Use indefinite pronouns to talk about daily activities at home and at school. Enjoy using indefinite pronouns in their day to day communication.	Who has picked my pen?	Learners engage in question and answer dialogues using indefinite pronouns. Learners participate in language games involving the use of the indefinite pronouns.	Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns. New Progressive Primary English Learners Book/Grade 3 pg. 23	Oral questions, Portfolio, Observation.
7	1	Reading	Connected text and fluency.	By the end of the sub strand, the learner should be able to: Read the story ‘cleaning day’ of about 200 words transitioning from phrasal to fluent reading. Read more and longer grade level vocabulary without letter sound correspondence in the text Cleaning day.	When should we lower or raise our voice when reading? What should we remember to do when reading?	Learners play a reading game to see who completes reading ‘cleaning day’ text first. Learners read ‘Cleaning day’ and dialogues as they pay attention to punctuation marks and vary their voices I terms of pace, pitch and volume.	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg. 24-25	Oral questions, Portfolio, Observation.
	2	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: write words from a picture prompt for effective communication, Recognize the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct words to express meaning.	Who was at the river at night?	Learners observe and respond to picture prompts appropriately. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners match pictures with words.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 25	Oral questions, Portfolio, Observation
	3	Listening and Speaking.	Pronunciation and Vocabulary .	By the end of the sub strand, the learner should be able to: Pronounce the sounds /st/ and /sn/ correctly. Pronounce words with the sounds /st/ and /sn/ correctly. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.	1. What other words have the same meaning as these words?	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary.		Oral questions, Portfolio, Observation
8	1	Listening and Speaking	Language Structures and Functions Indefinite pronouns: Anybody Somebody.	By the end of the sub strand, the learner should be able to: Identify indefinite pronouns in communication about home and school. Enjoy using indefinite pronouns in their day to day communication.	Who can drink water?	Learners are guided to practice oral sentences using indefinite pronouns in pairs and in groups. Learners listen to a story, poem or conversation read by the teacher or from computing devices and responds to questions based on indefinite pronouns.	Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns. New Progressive Primary English Learners Book/Grade 3 pg. 27-28	Oral questions, Portfolio, Observation.
	2	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more and longer words without letter- sound correspondence for effective communication. Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text.	What are some of the new words that you know? Why do you enjoy reading some words?	Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills. Learners play word puzzle game by finding as they pronounce them.	Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts. New Progressive Primary English Learners Book/Grade 3 pg. 29-30	Oral questions, Portfolio, Observation.
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write words from a picture prompt for Effective communication, Recognise the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct words to express meaning.	What items are found at home?	Learners observe and respond to picture prompts appropriately. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 31	Oral questions, Portfolio, Observation.
9	1	Listening and Speaking.	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Recognise new words used in the theme to acquire a range of vocabulary. Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication.	How are these words pronounced? Pray, wrist.	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 32-33	Oral questions, Portfolio, Observation.
	2	Listening and Speaking Environment	Language structures and functions Singular and plurals of irregular nouns e.g. Tooth – Teeth	By the end of the sub strand, the learner should be able to: Use plural forms of irregular nouns to talk about things and people at home and in school for effective communication. Identify singular and plural forms of irregular nouns for effective oral communication.	What are the plural forms of these nouns?	In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. Learners recite poems containing the singular and plural forms of irregular nouns.	Pictures, photos, regalia, computers, flash cards New Progressive Primary English Learners Book/Grade 3 pg. 33-34	Oral questions, Portfolio, Observation.
	3	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Make predictions based on the pictures and titles and anticipate possible outcomes. Read and retell a story, poem or conversation to enhance oral communication. Answer simple direct and indirect questions based on the text ‘Komu and his axe.’ sub strand, the learner should be able to: Spell and write words correctly that they can see in the environment for effective communication. Appreciate the importance of writing words clearly, legibly and correctly for different purposes.	What do you think will happen in this story? spell the name of this picture/object?	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading a short text and retell a story, poem or conversation according to their understanding. Learner answer questions after reading a text by getting clues from the story read.	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg.34-35 multimedia word lists, flash cards	Oral questions, Portfolio, Observation.
10	1	Writing	Spelling	By the end of the sub strand, the learner should be able to: Spell and write words correctly that they can see in the environment for effective communication. Appreciate the importance of writing words clearly, legibly and correctly for different purposes.	How do we spell the name of this picture of object?	Learners confirm the spelling from the dictionary. Learners discuss things in the environment.	Charts, posters, multimedia word lists, flash cards New Progressive Primary English Learners Book/Grade	Oral questions, Portfolio, Observation.
	2	Listening and Speaking	Pronunciation and Vocabulary .	By the end of the sub strand, the learner should be able to: Pronounce the consonant sounds /sm/ and /st/ correctly. Pronounce words with the consonant sounds /sm/ and /st/ correctly. Pronounce the vocabulary related to the theme correctly for effective communication.		Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 36-37	Oral questions, Portfolio, Observation.
	3	Listening and Speaking Environment	Language structures and functions Singular and plurals of irregular nouns e.g. One man – Many men	By the end of the sub strand, the learner should be able to: Distinguish between singular and plural irregular nouns for appropriate oral communication at home and in school. Enjoy games involving the singular and plural forms of irregular nouns.	What is the plural forms of man?	Learners are guided to construct sentences based on pictures the singular and plural forms of irregular nouns. Learners listen to a story, poem or conversation read by the teacher or from computing devices and respond to questions based on singular and plural forms of irregular nouns.	Pictures, photos, regalia, computers, flash cards New Progressive Primary English Learners Book/Grade 3 pg. 37-38	Oral questions, Portfolio, Observation.

Published in Grade 3 Schemes of Work Term 1 2023

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Wednesday, 15 February 2023 13:41

CRE Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	Creation	Self- Awareness Parts of the body	By the end of the Sub strand, the learner should be able to: appreciate himself/herself as created in the image and likeness of God for His glory	In whose image and likeness are you created?	Learners to read Genesis 1:27 Learners to recite Psalms 139:13 Learners to list in groups good thoughts and feelings e.g. loving others, sharing, helping parents, having joy	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 2-3	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Creation	Self- Awareness How I think and feel	By the end of the Sub strand, the learner should be able to: make choices that are acceptable to God in their lives	What are the effects of the choices you make?	In pair’s learners to list effects of choices they make and present them before the class Learners to sing a song ‘I’ m happy today so happy in Jesus name I’m happy……………’	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 4	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces ,puzzles
	3	Creation	Self- Awareness How I think and feel	By the end of the Sub strand, the learner should be able to: control thoughts and feelings in daily life	How do you control your thoughts and feelings?	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 2-3	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 2-3	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
2	1	Creation	Self-Awareness : Making the right choices	By the end of the Sub strand, the learner should be able to: make choices that are acceptable to God in their lives	What are the effects of the choices you make?	In pairs learners to list effects of choices they make and present them before the class Learners to sing a song ‘I’	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 5-6	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Creation	My Family The head of the family	By the end of the Sub strand, the learner should be able to: recognize the head of the family and respect them	Who is the head of the family?	Learners to name the head of the family	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 7-8
	3	Creation	My Family: The extended family	By the end of the Sub strand, the learner should be able to: name family members in the nuclear and extended family for identification	Who are you? Family members?	Learners to name family members	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 8-9	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
3	1	Creation	My Family The family tree	By the end of the Sub strand, the learner should be able to: draw the family tree to understand relationships within the family	What is a family tree?	Learner to draw and color the family tree	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 9-11	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Creation	Adam and Eve Our first parents	By the end of the Sub strand, the learner should be able to: acknowledge God as the creator of Adam and Eve as our first parents on earth	Who created? Adam and Eve?	Learners to read Genesis 2:7, 21 Learners to read Genesis 2:16-17 Learners to tell how man disobeyed God in Genesis 3:6-7	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 12-13	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	Creation	Adam and Eve disobeyed God	By the end of the Sub strand, the learner should be able to: describe how Adam and Eve disobeyed God and desire to obey God in their daily lives	How did man disobey God?	Learners to mention the result of man’s disobedience; Genesis 3:23 Learners to list the importance of obeying parents	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 14-15	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
4	1	Creation	Adam and Eve are punished	By the end of the Sub strand, the learner should be able to: state the results of disobeying God’s command to avoid sin explain the importance of obeying parents to live a harmonious family life	What was the result of man’s disobedience? Why should you obey your parents?	Learners to recite Ephesians 6:2 Learners to compose a poem on the importance of obeying teachers	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 16-17	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Creation	Adam and Eve are punished	By the end of the Sub strand, the learner should be able to explain the importance of obeying teachers to promote good relationships at school	Why should you obey teachers?	Learners to recite Ephesians 6:2 Learners to compose a poem on the importance of obeying teachers	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 16-19	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	The Holy Bible	The Bible as the word of God	By the end of the Sub strand, the learner should be able to: differentiate the Bible from other books as a Holy Book used by Christians	What is the Bible?	Learners to sing the song “My Bible and Learners to read 2 Timothy 3:16 and discuss why they should respect the Bible	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 20-21	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
5	1	The Holy Bible	The Bible as the word of God	By the end of the Sub strand, the learner should be able to: explain how the writing of the Bible was different from other books and respect it	Who wrote the? Bible	In pairs, learners to state the number of books in the New Testament	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 21	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	The Holy Bible	The Bible as the word of God	By the end of the Sub strand, the learner should be able to: name the four Gospel books in the New Testament and relate them to the teachings of Jesus Christ Appreciate the Bible as a guide in their daily lives	What are the four Gospel books in the? New Testament? Why is the Bible important in your daily lives?	Learners to discuss the importance of reading the Bible always The learners to recite Psalms 119:105	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 25	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
6	1	The Holy Bible	The Bible Story: Moses and the Burning Bush	By the end of the Sub strand, the learner should be able to: narrate what happened in the story of Moses and the burning bush and relate it with the holy places of worship	What happened to Moses at Mt.Sinai?	In groups, learners to role play the story of Moses and the burning bush In pairs, learners to discuss the value of obedience	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 26-27	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	The Holy Bible	The Bible Story: Moses and the Burning Bush	By the end of the Sub strand, the learner should be able to: discuss how Moses expressed obedience and apply it in their daily lives	What did Moses do to show that the place was holy?	In groups, learners to role play the story of Moses and the burning bush In pairs, learners to discuss the value of Obedience	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 26-27	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3		The Bible Story: Moses and the Burning Bush	By the end of the Sub strand, the learner should be able to: narrate what happened in the story of Moses and the burning bush and relate it with the holy places of worship	How did Moses Express obedience	Learners to read Exodus 3:1-6 Learners to watch a video of Moses and the burning bush in groups, learners to role play the story of Moses and the burning bush In pairs, learners to discuss the value of Obedience	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 28-29	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
7	1		The Bible Story: Moses and the Burning Bush	By the end of the Sub strand, the learner should be able to: discuss how Moses expressed obedience and apply it in their daily lives	How did Moses express obedience	Learners to read Exodus 3:1-6 Learners to watch a video of Moses and the burning bush in groups, learners to role play the story of Moses and the burning bush In pairs, learners to discuss the value of obedience	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 29-30	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Bible Story;	The big fish swallows Jonah	By the end of the Sub strand, the learner should be able to: narrate the story of Jonah and be obedient to God	How did Jonah disobey God	In pairs, learners to draw and color the big fish In groups, learners to state why they should be obedient to God and others	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 31-32	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	Bible Story;	The big fish swallows Jonah	By the end of the Sub strand, the learner should be able to: explain results of Jonah’s disobedience and desire to obey God	What was the result of Jonah’s disobedience?	In pairs, learners to draw and color the big fish In groups, learners to state why they should be obedient to God and others	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 31-32	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
8	1	Bible Story;	Naaman is Healed	By the end of the Sub strand, the learner should be able to: describe the healing of Naaman	Which disease was Naaman suffering from?	Learners to read the story of Naaman in 2 Kings 5:1-14 In groups, learners to list instructions given to Naaman by prophet Elisha Learners to watch a video clip on Naaman’s healing Learners to dramatize the story of Naaman	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 35-36	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Bible Story;	Naaman is Healed	By the end of the Sub strand, the learner should be able to: Explain desire to have faith in God	Which instructions were given to Naaman? By Prophet Elisha?	Learners to read the story of Naaman in 2 Kings 5:1-14 In groups, learners to list instructions given to Naaman by prophet Elisha Learners to watch a video clip on Naaman’s healing Learners to dramatize the story of Naaman	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 35-36	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	Bible Story;	Naaman is Healed	By the end of the Sub strand, the learner should be able to: explain how God helps us	Which instructions were given to Naaman by Prophet Elisha?	In groups, learners to list instructions given to Naaman by prophet Elisha Learners to watch a video clip on Naaman’s healing Learners to dramatize the story of Naaman	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 36-37	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
9	1	The Holy Bible	The three Hebrew men are rescued from fire.	By the end of the Sub strand, the learner should be able to: narrate the story of the three Hebrew men	What happened to the three Hebrew men?	Learners to tell why the three men were thrown into the fire Learners to draw and color the three Hebrew men and the fourth person who rescued them	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 40-41	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	The Holy Bible	The three Hebrew men are rescued from fire.	By the end of the Sub strand, the learner should be able to: narrate the strengthen their relationship with God	What happened to the three Hebrew men?	Learners to tell why the three men were thrown into the fire Learners to draw and color the three Hebrew men and the fourth person who rescued them	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 40-41	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	The Holy Bible	The three Hebrew men are rescued from fire.	By the end of the Sub strand, the learner should be able to: trust God to cope with daily challenges	Who rescued the three Hebrew men from fire?	Learners to tell why the three men were thrown into the fire Learners to draw and color the three Hebrew men and the fourth person who rescued them	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 40-41	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
10	1	The Holy Bible	Elisha and the Boys	By the end of the Sub strand, the learner should be able to: explain the story of Elisha explain the boys and relate it to their day to day lives	Why was Elisha annoyed with the boys?	Learners to read 2 Kings 2: 23-24 Learners to mention the number of boys in the story Learners to draw, color and display pictures of two bears	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 42-43	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2		Elisha and the Boys	By the end of the Sub strand, the learner should be able to: apply the story in their daily lives by respecting the elderly at home, church, school and the community	How many boys were there?	Learners to sing a simple song on Elisha and the boys	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 42-43	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	The Early Life of Jesus Christ	Wise men guided by the Star	By the end of the Sub strand, the learner should be able to: identify the star that guided the wise men and desire to be led by God in their daily lives Respecting the elderly	Who were the wise men?	Matt 2:1-2 Learners to role play, “wise men guided by the star’’ Learners to draw stars and color them Learners to watch a video clip on the wise men from the East Learners to sing a song about the stars	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 42-43	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

Published in Grade 3 Schemes of Work Term 1 2023

Tagged under

Wednesday, 15 February 2023 13:29

Art and Craft Schemes - Grade 3 Schemes of Work Term 1 2023

WK	LSN	STRAND	SUB-STRAND	SPECIFIC LEARNING OUTCOME	KEY INQUIRY QUESTION	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REMARKS
1	1	DRAWING	Animal forms	By the end of the lesson, the learner should be able to:observe animal forms in the environment and digital media to use in drawing;	What animals are found in your environment	In groups learners could be taken for environmental walks and/or digital tours to identify animals	Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,17-20	Observation, signed questions, discussions
	2	DRAWING	Animal forms	By the end of the lesson, the learner should be able to draw animal forms for self-expression	How do animals help people? How do we care for animals?	Individually the learner draws simple forms of animals using a pencil and colored pencil. Individually the learner draws simple forms of animals using ICT tools	Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,20-21	Observation, signed questions, discussions
2	1	DRAWING	Animal forms	By the end of the lesson, the learner should be able to Have fun as they draw and display animal forms.	How do animals help people? How do we care for animals?	Class discussion on the different types of animals in the environment and digital media. Learners to display and sign about own and others work	Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,22-23	Observation, signed questions, discussions
	2	DRAWING	Human forms	By the end of the lesson, the learner should be able to: observe human forms in the school compound and digital media to use in drawing	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Class discussion on members of the school environment.	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,23-26	Observation, signed questions, discussions.
3	1	DRAWING	Human forms	By the end of the lesson, the learner should be able to draw human forms free hand or using digital tools for self-expression	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using pencils and colored pencils.	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,26-27	Observation, signed questions, discussions.
	2	DRAWING	Human forms	By the end of the lesson, the learner should be able to draw human forms free hand or using digital tools for self-expression	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using pencils and colored pencils.	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,26-27	Observation, signed questions, discussions.
4	1	DRAWING	Human forms	By the end of the lesson, the learner should be able to have fun as they draw human forms	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using ICT tools. The learner to display and sign about own and others work	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,27-29	Observation, signed questions, discussions.
	2	DRAWING	Human forms	By the end of the lesson, the learner should be able to have fun as they draw human forms	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using ICT tools. The learner to display and sign about own and others work	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,27-29	Observation, signed questions, discussions.
5	1	DRAWING	Painting	By the end of the lesson, the learner should be able to: Observe samples of painted pictures based on stories from teacher’s collection to motivate them paint their own	What picture is in the story?	Class discussion on the simple painted pictures based on stories.	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,30-32	Observation, signed questions, discussions
	2	DRAWING	Painting	paint simple pictures based on stories for self-expression using brushes	What picture is in the story?	The learner could be guided to paint simple pictures based on simple stories for self-expression. The learner could be guided to paint simple pictures based on their simple stories using digital tools	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,30-32	Observation, signed questions, discussions
6	1	DRAWING	Painting	By the end of the lesson, the learner should be able to: paint simple pictures based on stories for self-expression using brushes	What do you like in the picture?	The learner could be guided to paint simple pictures based on simple stories for self-expression. The learner could be guided to paint simple pictures based on their simple stories using digital tools	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,32-33	Observation, signed questions, discussions
	2	DRAWING	Painting	By the end of the lesson, the learner should be able to: have fun as they paint pictures based on simple stories for self-expression	What do you like in the picture? What materials have been used to make the picture	The learner to display and sign about own and others work	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,32-33	Observation, signed questions, discussions
7	1	PATTERN MAKING	Hand printed patterns	By the end of the lesson, the learner should be able to: observe hand printed patterns from teachers’ samples to help in creating decorations for beauty	What patterns can you see? How do we make patterns?	In groups, learners to observe hand printed patterns from teacher’s samples to help in creating decorations for beauty.	Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,34-36	Observation, signed questions, discussions.
	2	PATTERN MAKING	Hand printed patterns	By the end of the lesson, the learner should be able to: print patterns using hands, for decoration	What patterns can you see? How do we make patterns?	Individually the learner to print patterns using hands for decoration. The learner to display and discus own and other’s work	Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,34-36	Observation, signed questions, discussions.
8	1	PATTERN MAKING	Hand printed patterns	By the end of the lesson, the learner should be able to: have fun printing patterns with hands.	How do we make patterns? What materials have been used to make the pattern?	Individually the learner to print patterns using hands for decoration. The learner to display and discus own and other’s work	Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,36-38	Observation, signed questions, discussions.
	2	PATTERN MAKING	Leaf printed patterns	By the end of the lesson, the learner should be able to: observe leaf printed patterns from teachers’ samples to help in creating decorations for beauty	What patterns can you see?	In groups learners could be taken for environmental walks to identify leaves that could be used to make colored prints. Individually the learners print colored patterns with leaves for decoration.	Paper, pencil paint, leaf. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,38-41	Observation, signed questions, discussions.
9	1	PATTERN MAKING	Leaf printed patterns	By the end of the lesson, the learner should be able to: print colored patterns using leaves, for decoration have fun printing colored patterns with leaves.	How do we make colored leaf printed patterns	In groups learners could be taken for environmental walks to identify leaves that could be used to make colored prints. Individually the learners print colored patterns with leaves for decoration.	Paper, pencil paint, leaf. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,38-41	Observation, signed questions, discussions.
	2	PATTERN MAKING	Block printed patterns	By the end of the lesson, the learner should be able to: observe block printed patterns from teachers’ samples to help in creating decorations for beauty	What materials can be used for block printing? How do we print patterns with blocks for decoration	In groups learners could observe printed patterns from teacher’s samples to help in creating decorations for beauty	Paper, paint, blocks. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,41-43	Observation, signed questions, discussions.
10	END TERM SSESSMENT TEST

Published in Grade 3 Schemes of Work Term 1 2023

Tagged under

Wednesday, 15 February 2023 07:55

Literacy Schemes - Grade 2 Schemes of Work Term 3 2023

Week	Lesson	Strand/Theme		Sub Strand/Sub theme	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment	Remarks
1	1	Listening		Effective Communication	By the end of the sub strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences.	What makes us happy?	Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings	Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108-109	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)
	2	Listening		Effective Communication	By the end of the sub strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences.	What makes us happy?	Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings	Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108-110	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)
	3	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur	What does a good presenter do?	Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg. 111-112	Matching pictures with events, question/answer
	4	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read	Why is it important to understand the meaning of what you read?	Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read.	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg. 112-113	Question/answer, filling in blanks
	5	Writing		Handwriting	By the end of the sub strand, the learner should be able to: Use conventional spacing between words Use basic punctuation appropriately.	Why should I write Well?	Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility. Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed	Books, pencils, crayons, word puzzles, story books KLB Visionary English Activities Grade 2 pg. 114-115	teacher to provide a written text modelling good handwriting for the learners to copy in their book
2	1	Listening		Effective Communication	By the end of the sub strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences.	What makes us happy?	Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings	Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)
	2	Listening		Effective Communication	By the end of the sub strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences.	What makes us happy?	Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings	Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 110	Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)
	3	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur	What does a good presenter do?	Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg. 111	Matching pictures with events, question/answer
	4	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read	Why is it important to understand the meaning of what you read?	Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read.	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg. 110-114	Question/answer, filling in blanks
	5	Writing		Handwriting	By the end of the sub strand, the learner should be able to: Use conventional spacing between words Use basic punctuation appropriately.	Why should I write well?	Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility. Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed	Books, pencils, crayons, word puzzles, story books KLB Visionary English Activities Grade 2 pg.114-115	teacher to provide a written text modelling good handwriting for the learners to copy in their book
3	1	Listening		Conversation	By the end of the sub strand, the learner should be able to: listen attentively and actively participate in conversations in different contexts	Who do we talk to?	Learners role play or dramatize a conversation involving issues relating to the theme my home Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg. 116-117	Question and answer, role play, dramatization
	2	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Relate various community activities in order in which they occur Use appropriate tonal variation, articulation and stress to express self-confidently.		Learners identify good and poor presentation skills(videos recording of presentations or role playing by teacher) Learners present poems and sing songs on various themes.	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.118	matching pictures with events, question/answer
	3	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Summaries texts read by identifying main ideas. Determine the meaning of unknown words in context	Why is it important to understand the meaning of what you read?	Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg.118	Question/answer, filling in blanks
	4	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.119-120	Learners write a story based on a given picture story.
	5	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.121-122	Learners write a story based on a given picture story.
4	1	Listening		Conversation	By the end of the sub strand, the learner should be able to: listen attentively and actively participate in conversations in different contexts	Who do we talk to?	Learners role play or dramatize a conversation involving issues relating to the theme my home Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.116-117	Question and answer, role play, dramatization
	2	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Relate various community activities in order in which they occur Use appropriate tonal variation, articulation and stress to express self-confidently.	What does a good presenter do?	Learners identify good and poor presentation skills(videos recording of presentations or role playing by teacher) Learners present poems and sing songs on various themes.	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.118	matching pictures with events, question/answer
	3	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Summaries texts read by identifying main ideas. Determine the meaning of unknown words in context	Why is it important to understand the meaning of what you read?	Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg. 118	Question/answer, filling in blanks
	4	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.119-120	Learners write a story based on a given picture story.
	5	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.121	Learners write a story based on a given picture story.
5	1	Listening		Conversation	By the end of the sub strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations.	Who do we talk to?	Learner’s role play or dramatize a conversation involving issues relating to the theme my home. Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups.	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.122	Question and answer, role play, dramatization
	2	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Use appropriate tonal variation, articulation and stress to express self confidently Recall ideas on the themes in a logical manner.	What does a good presenter do?	Learners are encouraged to participate in speaking competitions Learners practice making connections using transition words (relating to months, special days e.g. birthdays, cultural events, planting seasons, religious festivals) Learners identify good and poor presentation skills (videos recording of presentations or role playing by teacher)	audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.123-124	Matching pictures with events, question/answer
	3	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Summarize texts read by identifying main ideas Determine the meaning of unknown words in context.	Why is it important to understand the meaning of what you read?	Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas.	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg.125-126	Question/answer, filling in blanks
	4	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and Pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g.	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.127	Learners write a story based on a given picture story
	5	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g.	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.128	Learners write a story based on a given picture story
6	1	Listening		Conversation	By the end of the sub strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations.	Who do we talk to?	Learner’s role play or dramatize a conversation involving issues relating to the theme my home. Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups.	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.122	Question and answer, role play, dramatization
	2	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Use appropriate tonal variation, articulation and stress to express self confidently Recall ideas on the themes in a logical manner.	What does a good presenter do?	Learners are encouraged to participate in speaking competitions Learners practice making connections using transition words (relating to months, special days e.g. birthdays, cultural events, planting seasons, religious festivals) Learners identify good and poor presentation skills (videos recording of presentations or role playing by teacher)	audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.123-124	Matching pictures with events, question/answer
	3	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Summarize texts read by identifying main ideas Determine the meaning of unknown words in context.	Why is it important to understand the meaning of what you read?	Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas.	Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg.125	Question/answer, filling in blanks
	4	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g.	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.127	Learners write a story based on a given picture story
	5	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing.	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative Writing. Learners imagination could be stimulated through games e.g.	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.128	Learners write a story based on a given picture story
7	1	Listening		Conversation	By the end of the sub strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations.	What do we talk about?	Learners participate in collaborative conversation on different themes(check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups Learners associate the keywords displayed with those in the conversation listened to.	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.129-130	Question and answer, role play, dramatization.
	2	Speaking		Presentation skills	By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur.	What does a good presenter do?	Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions. Learners present poems and sing songs on various themes.	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg. 131-132	Matching pictures with events, question/answer
	3	Reading		Answering comprehension questions	By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read. Summarize texts read by identifying main ideas. Determine the meaning of unknown words in context.	Why is it important to understand the meaning of what you read?	Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas.	Question/answer, filling in blanks KLB Visionary English Activities Grade 2 pg.133-134	Readers, newspapers, magazines, journals
	4	Writing		Creative writing	By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.135-136	Learners write a story based on a given picture story
	5	Writing	Creative writing		By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.137	Learners write a story based on a given picture story
8	1	Listening	Conversation		By the end of the sub strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations.	What do we talk about?	Learners participate in collaborative conversation on different themes(check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups Learners associate the keywords displayed with those in the conversation listened to.	Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.129-130	Question and answer, role play, dramatization.
	2	Speaking	Presentation skills		By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur.	What does a good presenter do?	Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions. Learners present poems and sing songs on various themes.	Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.131-132	Matching pictures with events, question/answer
	3	Reading	Answering comprehension questions		By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read. Summarize texts read by identifying main ideas. Determine the meaning of unknown words in context.	Why is it important to understand the meaning of what you read?	Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas.	Question/answer, filling in blanks KLB Visionary English Activities Grade 2 pg.133	Readers, newspapers, magazines, journals
	4	Writing	Creative writing		By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.135-136	Learners write a story based on a given picture story
	5	Writing	Creative writing		By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities	How do we organize ideas to make a story interesting?	Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark	Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.137	Learners write a story based on a given picture story
9	ASSESMENT

Published in Grade 2 Schemes of Work Term 3 2023

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Wednesday, 15 February 2023 07:55

Music Schemes - Grade 2 Schemes of Work Term 3 2023

WEEK		LESSON	STRAND	SUB-STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1		1	CREATING/ COMPOSING	Melody	By the end of the lesson the learner should be able to: identify melodic variations in familiar simple tunes in preparation for own compositions,	How can one tell if a tune has changed?	Familiar tunes are played/sang with minimal variations and learners are guided to identify the variations	Regalia charts	Observation Oral questions
2		1		Melody	By the end of the lesson the learner should be able to: improvise simple melodic variations on familiar tunes as a foundation for composition and for enjoyment	How can one tell if a tune has changed?	In groups and individually, learners use new words to familiar tunes	Regalia charts	Observation Oral questions
3		1		Melody	By the end of the lesson the learner should be able to: improvise new words to known tunes for creativity	How can a familiar tune be made more interesting?	In groups and individually, learners use new words to familiar tunes	Regalia charts	Observation Oral questions
4		1		Melody	By the end of the lesson the learner should be able to: appreciate own and others compositions	How can a familiar tune be made more interesting?	Learners are guided in singing own melodic variations and those of others	Regalia charts	Observation Oral questions
5		1	LISTENING AND RESPONDING	Elements of Music	By the end of the lesson the learner should be able to: express initial personal reactions to musical performances for self- expression	What is the source of the sound in the music? Is it from an instrument or voice?	Learners listen to live/recorded music from ICT devices for appreciation	Regalia charts	Observation Oral questions
6		1		Elements of Music	By the end of the lesson the learner should be able to: imitate short melodies with accuracy in pitch and rhythm for aural acuity development,	What is the source of the sound in the music? Is it from an instrument or voice?	Short melodies are played and learners asked to imitate observing accuracy in pitch and rhythm	Regalia charts	Observation Oral questions
7		1		Elements of Music	By the end of the lesson the learner should be able to: relate specific music to appropriate events in the community for effective communication	How does the music make you feel	Learners sing familiar topical songs with appropriate expression such as sad or happy in relation to the text	Regalia charts	Observation Oral questions
8		1		Elements of Music	By the end of the lesson the learner should be able to: respond to live or recorded performances with appropriate audience behaviour to enhance etiquette	How does the music make you feel	Learners are guided to listen to and relate specific music to appropriate events.	Regalia charts	Observation Oral questions
9&10	ASSESSMENT

Published in Grade 2 Schemes of Work Term 3 2023

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Wednesday, 15 February 2023 07:55

Movement Schemes - Grade 2 Schemes of Work Term 3 2023

WEEK	LESSON	STRAND	SUB-TRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1	1	Swimming	Horizontal float	By the end of the lesson the learner should be able to: name some objects that may float in water	name different positions for floating in water	Learners to name objects that can float in water	Regalia charts	Observation Oral questions
	2		Horizontal float	By the end of the lesson the learner should be able to: perform the horizontal float technique in water for survival	name different positions for floating in water	Learners to watch video clips of the horizontal float.	Regalia charts	Observation Oral questions
	3		Horizontal float	By the end of the lesson the learner should be able to: perform the horizontal float technique in water for survival	name different positions for floating in water	Learners to watch video clips of the horizontal float.	Regalia charts	Observation Oral questions
	4		Horizontal float	By the end of the lesson the learner should be able to: practice floating in water using the horizontal float for excellence	name different positions for floating in water	Learners individually and in pairs to practice the horizontal float	Regalia charts	Observation Oral questions
	5		Horizontal float	By the end of the lesson the learner should be able to: practice floating in water using the horizontal float for excellence	name different positions for floating in water	Learners individually and in pairs to practice the horizontal float	Regalia charts	Observation Oral questions
2	1		Horizontal float	By the end of the lesson the learner should be able to: appreciate floating on water in different directions using the horizontal float for survival	why is it important to float in water	Learners to cooperate while playing simple water games	Regalia charts	Observation Oral questions
	2		Horizontal float	By the end of the lesson the learner should be able to: play simple water games for enjoyment, collaboration and peaceful co-existence,	why is it important to float in water	Learners to cooperate while playing simple water games	Regalia charts	Observation Oral questions
	3		Horizontal float	By the end of the lesson the learner should be able to: play simple water games for enjoyment, collaboration and peaceful co-existence,	why is it important to float in water	Learners to cooperate while playing simple water games	Regalia charts	Observation Oral questions
	4		Horizontal float	By the end of the lesson the learner should be able to play simple water games for enjoyment, collaboration and peaceful co-existence,	why is it important to float in water	Learners to cooperate while playing simple water games	Regalia charts	Observation Oral questions
	5		Horizontal float	By the end of the lesson the learner should be able to: obey swimming pool rules for own and others safety	why is it important to float in water	Learners to obey swimming pool rules for safety	Regalia charts	Observation Oral questions
3	1-2		Gliding	By the end of the lesson the learner should be able to name some animals that live in water	Name some of the animals you know that live in water	Learners to name some animals that live in water	Regalia charts	Observation Oral questions
	3-4		Gliding	By the end of the lesson the learner should be able to perform gliding in water for confidence	Name some of the animals you know that live in water	Learners to individually and in groups to practice gliding in water.	Regalia charts	Observation Oral questions
	5		Gliding	By the end of the lesson the learner should be able to practice gliding in water for self-esteem	Name some of the animals you know that live in water	Learners to individually and in groups to practice gliding in water.	Regalia charts	Observation Oral questions
4	1-2		Gliding	By the end of the lesson the learner should be able to establish relationships while gliding in water for creativity and imagination	Name some of the animals you know that live in water	Learners to individually and in groups to practice gliding in water.	Regalia charts	Observation Oral questions
	3-4		Gliding	By the end of the lesson the learner should be able to play simple water games for enjoyment creativity and peaceful coexistence	Name some of the animals you know that live in water	Learners to play simple water games while gliding in water	Regalia charts	Observation Oral questions
	5		Gliding	By the end of the lesson the learner should be able to obey rules while playing water games for own and others safety	Name some of the animals you know that live in water	Learners to obey swimming pool rules for own and others safety.	Regalia charts	Observation Oral questions
5	1-2	Gymnastics	Back to back balance	By the end of the lesson the learner should be able to name the parts of the body that are involved in back to back balance	Name parts of the body involved in back to back balance	Learners to name the parts of the body that are involved in back to back balance	Regalia charts	Observation Oral questions
	3-4		Back to back balance	By the end of the lesson the learner should be able to perform back to back balance for strength	Name parts of the body involved in back to back balance	Learners to perform back to back balance	Regalia charts	Observation Oral questions
	5		Back to back balance	By the end of the lesson the learner should be able to practice back to back balance for strength and creativity,	Name parts of the body involved in back to back balance	Learners to perform back to back balance	Regalia charts	Observation Oral questions
6	1	Gymnastics	Wheel barrow balance	By the end of the lesson the learner should be able to name the parts of the body that are in use when performing the wheel barrow balance for body awareness	How many types of gymnastic balances do you know	Learners to answer questions on the parts of the body that are used when performing the wheel barrow balance	Regalia charts	Observation Oral questions
	2		Wheel barrow balance	By the end of the lesson the learner should be able to perform the wheel barrow balance for strength	How many types of gymnastic balances do you know	Learners to be guided in performing the wheel barrow balances	Regalia charts	Observation Oral questions
	3		Wheel barrow balance	By the end of the lesson the learner should be able to practice the wheel barrow balance for strength and creativity	How many types of gymnastic balances do you know	Learners to be guided in performing the wheel barrow balances	Regalia charts	Observation Oral questions
	4		Wheel barrow balance	By the end of the lesson the learner should be able to play simple games for enjoyment, collaboration, and peaceful co-existence	How many types of gymnastic balances do you know	Learners to pair up and practice the wheelbarrow balance	Regalia charts	Observation Oral questions
	5		Wheel barrow balance	By the end of the lesson the learner should be able to obey rules for own and others safety.	How many types of gymnastic balances do you know	Learners to obey rules when performing the wheel barrow balance for own and others safety	Regalia charts	Observation Oral questions
7	1	Gymnastics	Forward roll	By the end of the lesson the learner should be able to name the parts of the body that are in use when performing forward roll for body awareness,	Name any roll you know	Learners mention gymnastic rolls they know	Regalia charts	Observation Oral questions
	2	Gymnastics	Forward roll	By the end of the lesson the learner should be able to perform forward roll in different ways for agility flexibility and balance	Name any roll you know	Learners perform the forward roll	Regalia charts	Observation Oral questions
	3	Gymnastics	Forward roll	By the end of the lesson the learner should be able to practice performing the forward roll in different ways for agility, flexibility , balance and for excellence	Name any roll you know	Learners to practice the forward roll	Regalia charts	Observation Oral questions
	4	Gymnastics	Forward roll	By the end of the lesson the learner should be able to appreciate performing the forward roll in different ways for agility, flexibility, balance and self-esteem	Name any roll you know	Learners play simple games using various rolls	Regalia charts	Observation Oral questions
	5	Gymnastics	Forward roll	By the end of the lesson the learner should be able to establish relationships through performing the forward roll in different ways for agility, flexibility , balance and for critical thinking and problem solving,	Name any roll you know	Learners play simple games using various rolls	Regalia charts	Observation Oral questions
8	1		Wheelbarrow walk	By the end of the lesson the learner should be able to explore the different ways of moving from one point to the next for self-esteem	Mention ways in which the body can move on the ground	Learners identify ways the body can move from one point to another	Regalia charts	Observation Oral questions
	2		Wheelbarrow walk	By the end of the lesson the learner should be able to perform the wheelbarrow walk for strength and balance	Mention ways in which the body can move on the ground	Learners to perform the wheelbarrow walk	Regalia charts	Observation Oral questions
	3		Wheelbarrow walk	By the end of the lesson the learner should be able to practice the wheelbarrow walk for strength and balance	Mention ways in which the body can move on the ground	Learners to practice the wheelbarrow walk in groups	Regalia charts	Observation Oral questions
	4		Wheelbarrow walk	By the end of the lesson the learner should be able to play simple games for enjoyment creativity, collaboration, and peaceful coexistence,	Mention ways in which the body can move on the ground	learners to play games for enjoyment	Regalia charts	Observation Oral questions
	5		Wheelbarrow walk	By the end of the lesson the learner should be able to obey rules for own and others safety	Mention ways in which the body can move on the ground	Observe the rules when performing the wheelbarrow walk.	Regalia charts	Observation Oral questions
9&10	ASSESSEMENT

Published in Grade 2 Schemes of Work Term 3 2023

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Wednesday, 15 February 2023 07:55

Mathematics Schemes - Grade 2 Schemes of Work Term 3 2023

Week	Lesson	Strand	Sub-strand	Specific learning outcomes	Key Inquiry questions	Learning Experiences	Learning Resources	Assessment	Remarks
1	1	Measurement	Capacity	By the end of the lesson the learner should be able to measure capacity using fixed units	What can you use to measure capacity of different containers?	Learners in pairs/groups to use small containers of equal capacity to fill bigger containers of same capacity but different shapes with water and count the number of small containers used to fill them	Containers Water Jkf primary mathematics learner’s activities book 2 page 83	Observation Oral exercise
	2	Measurement	Capacity	By the end of the lesson the learner should be able to measure capacity using fixed units	What can you use to measure capacity of different containers	Learners in pairs/groups to use small containers of equal capacity to fill bigger containers of same capacity but different shapes with water and count the number of small containers used to fill them	Jkf primary mathematics learner’s activities book 2 page 83 Water Containers	Observation writing exercise
	3	Measurement	Capacity	By the end of the lesson the learner should be able to measure capacity using fixed units	How many small containers were used?	Learners to identify the number of small containers that they used to fill the big containers with water	Container Water Jkf primary mathematics learner’s activities book 2 page 84	Observation writing exercise
	4	Measurement	Capacity	By the end of the lesson the learner should be able to identify the liter as a unit of measuring capacity	Which unit can we use to measure capacity?	Learners in pairs/groups to use 1-liter containers to fill big containers with water and count the number of liters used to fill the big containers	1-liter bottles/glasses Water drums Water Jkf primary mathematics learner’s activities book 2 page 84	Observation
	5	Measurement	Capacity	By the end of the lesson the learner should be able to identify the liter as a unit of measuring capacity	Which unit can we use to measure capacity?	Learners in pairs/groups to use 1-litre containers to fill big containers with water and count the number of liters used to fill the big containers	Jkf primary mathematics learner’s activities book2 page 85 Water containers	Observation Writing exercise
2	1	Measurement	Capacity	By the end of the lesson the learner should be able to measure capacity in liters	How many liters?	Learners in pairs/groups to measure the capacity of different containers	1-liter containers	Observation
	2	Measurement	Capacity	By the end of the lesson the learner should be able to measure capacity in liters	How many liters?	Learners in pairs/groups to use large containers to fill 1-litre containers	Containers Cups /glasses Water	Observation Writing exercise
	3	Measurement	Capacity	By the end of the lesson the learner should be able to measure capacity in liters	How many containers were used?	Learners in pairs/groups to use large containers to fill 1-litre containers	Containers Cups /glasses Water Jkf primary mathematics learner’s activities book2 page 88-90	Observation Writing exercise
	4	Measurement	Capacity	By the end of the lesson the learner should be able to measure capacity in liters	How many liters are there?	Learners to play games involving capacity	Tablet/laptops Jkf primary mathematics learner’s activities book2 page 91	Observation Oral exercises
	5	Measurement	Time	By the end of the lesson the learner should be able to relate the months of the year with various activities	In which month do you celebrate your birthday?	Learners in pairs/groups to discuss activities that take place in the months of the year	Charts Calendar Jkf primary mathematics learner’s activities book2 page 92	Writing exercise Oral exercise
3	1	Measurement	Time	By the end of the lesson the learner should be able to relate the months of the year with various activities	In which month do we celebrate the new year?	Learners in pairs/groups to discuss activities that take place in the months of the year	Charts Calendar Jkf primary mathematics learner’s activities book2 page 92-93	Writing exercise Oral exercise
	2	Measurement	Time	By the end of the lesson the learner should be able to recite the number of days in each month of the year	Which month has the least number of days?	Learners in pairs/groups to sing songs, rhymes related to number of days in the months of the year	Calendar Charts Chalkboard Songs Jkf primary mathematics learner’s activities book2 page 94	Oral exercise Recitation Singing
	3	Measurement	Time	By the end of the lesson the learner should be able to recite the number of days in each month of the year	Which months have the same number of days?	Learners in pairs/groups to sing songs, rhymes related to number of days in the months of the year	Calendar Charts Chalkboard Songs Jkf primary mathematics learner’s activities book2 page 94	Oral exercise Recitation Singing
	4	Measurement	Time	By the end of the lesson the learner should be able to measure time using arbitrary units	At what time of the day is your shadow longest?	Learners in pairs/groups to measure time taken to perform an activity using arbitrary units	Jkf primary mathematics learner’s activities book2 page 95 Charts	Observation Writing exercise
	5	Measurement	Time	By the end of the lesson the learner should be able to measure time using arbitrary units	At what time of the day is your shadow shortest?	Learners in pairs/groups to measure time taken to perform an activity using arbitrary units	Jkf primary mathematics learner’s activities book2 page 95-96 Charts	Observation Writing exercise
4	1	Measurement	Time	By the end of the lesson the learner should be able to identify the clock face	Do you know a clock?	Learners to observe a clock face and discuss the minute hand and the hour hand	Clock Jkf primary mathematics learner’s activities book2 page 97-98	Observation
	2	Measurement	Time	By the end of the lesson the learner should be able to identify the clock face	Where can you find a clock?	Learners to observe a clock face and discuss the minute hand and the hour hand	Clock Charts Jkf primary mathematics learner’s activities book2 page 97-98	Observation Oral exercise
	3	Measurement	Time	By the end of the lesson the learner should be able to read, tell and write time by hour	What is the time?	Learner to discus how to read tell and write time by the hour using both analog and digital clock	Digital watch/clock Analog clock	Observation Writing exercise Oral questions
	4	Measurement	Time	By the end of the lesson the learner should be able to read, tell and write time by hour	What is the time?	Learner to discuss how to read tell and write time by the hour using both analog and digital clock	Digital watch/clock Analog clock	Observation Writing exercise Oral questions
	5	Measurement	Money	By the end of the lesson the learner should be able to identify the Kenyan currency coins and notes up to ksh100	How can you Identify different Kenya currencies?	Learners in pairs/groups to sort out Kenyan currency coins and notes according to their features up to 100	Coins note s Jkf primary mathematics learner’s activities book2 page 101	Observation
5	1	Measurement	Money	By the end of the lesson the learner should be able to identify the Kenyan currency coins and notes up to ksh100	Ho we sort and group different currencies?	Learners in groups/pairs to put different coins and notes together and separate them according to their values and features	Coins Notes Jkf primary mathematics learner’s activities book2 page 102	Observation Oral exercise
	2	Measurement	Money	By the end of the lesson the learner should be able to count money in sh.1, sh.5, sh.10, sh.20, sh.40, sh.50 up to sh100	How do we count different currencies?	Learners in pairs/groups to count money in sh.5.sh.10, sh.20, sh.40, sh.50 up to sh.100	Coins Notes Jkf primary mathematics learner’s activities book2 page 103	Writing exercise oral exercise observation
	3	Measurement	Money	By the end of the lesson the learner should be able to count money in sh.1, sh.5, sh.10, sh.20, sh.40, sh.50 up to sh100	Can we find the value of currencies?	Learners in pairs/groups to count money in sh.5.sh.10, sh.20, sh.40, sh.50 up to sh.100	Coins Notes Jkf primary mathematics learner’s activities book2 page 103	Writing exercise oral exercise observation
	4	Measurement	Money	By the end of the lesson the learner should be able to represent same amount of money in different denominations	How do we represent money of different denominations?	Learners in pairs/groups to make same amount of money using different denominations	Coins Jkf primary mathematics learner’s activities book2 page 104	Oral exercise observation
	5	Measurement	Money	By the end of the lesson the learner should be able to represent same amount of money in different denominations	How do we represent money of different denominations?	Learners in pairs/groups to make same amount of money using different denominations	Coins Jkf primary mathematics learner’s activities book2 page 105	Observation Writing exercise
6	1	Measurement	Money	By the end of the lesson the learner should be able to relate money to goods and services up to sh,100	How can you identify goods?	Learners in groups to discuss items they cannot do without and those that are necessary but they can do without up to a value of sh.100	Chalkboard Charts Jkf primary mathematics learner’s activities book2 page 106	Observation Writing exercise
	2	Measurement	Money	By the end of the lesson the learner should be able to differentiate between needs and wants in real life context	How do you differentiate needs and wants?	Learners in groups /pairs to classify needs and wants	Work books Jkf primary mathematics learner’s activities book2 page 108	Observation Writing exercise
	3	Measurement	Money	By the end of the lesson the learner should be able to appreciate spending and saving of money in real life situations	How can you save money?	Learners to discuss the importance of saving Learners to play digital games involving money	Jkf primary mathematics learner’s activities book2 page 109	Writing exercise observation
	4	Geometry	Lines	By the end of the lesson the learner should be able to draw and model straight lines	What types of lines do you know?	Learners in pairs/groups to model straight and curved lines using sticks plasticine /clay/paper Mache	sticks plasticine /clay/paper Mache Jkf primary mathematics learner’s activities book2 page 111	Observation Writing exercise
	5	Geometry	Lines	By the end of the lesson the learner should be able to draw and model straight lines	What types of lines do you know?	Learners in pairs /groups to model straight and curved lines using strings	Strings	Observation Writing exercises
7	1	Geometry	Lines	By the end of the lesson the learner should be able to draw and model curved lines	What types of lines do you know?	Learners in groups/pairs to model straight and curved lines by holding their hands Learners to model straight and curved lines using learner digital devices	Jkf primary mathematics learner’s activities book 2 page 113	Observation Oral exercise
	2	Geometry	Shapes	By the end of the lesson the learner should be able to identify rectangles, circles, triangles, ovals and squares	What shapes can you identify in your environment?	Learners in pairs/groups to sort and group to discuss types of lines making different shapes	Objects within the environment Jkf primary mathematics learner’s activities book 2 page 115	0bservation Oral exercises
	3	Geometry	Shapes	By the end of the lesson the learner should be able to identify rectangles, circles, triangles, ovals and squares	What shapes can you identify in your environment?	Learners in pairs/groups to discuss types of lines making different shapes	Cartons Balls Jkf primary mathematics learner’s activities book 2 page 117	Observation Writing exercise
	4	Geometry	Shapes	By the end of the lesson the learner should be able to appreciate making patterns involving rectangles, circles, ovals and squares	What shapes can you identify in your environment?	Learners to make patterns of their choice using the five shapes Learners in groups to make patterns, color them and share with other groups	Jkf primary mathematics learner’s activities book 2 page 118	Writing exercise
	5	Geometry	Shapes	By the end of the lesson the learner should be able to appreciate making patterns involving rectangles, circles, ovals and squares	What shapes can you identify in your environment?	Learners to make patterns of their choice using the five shapes Learners in groups to make patterns, color them and share with other groups	Jkf primary mathematics learner’s activities book 2 page 119	Observation Writing exercise
8	ASSESSMENT

Published in Grade 2 Schemes of Work Term 3 2023

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Wednesday, 15 February 2023 07:54

Kiswahili Schemes - Grade 2 Schemes of Work Term 3 2023

WIKI	KIPINDI	MADA	MADA NDOGO	MATOKEO MAALUM YANAYOTOKEA	MASWALI DADISI	MAPENDEKEZO YA SHUGLI ZA UFUNZAJI	KAZI YA ZIADA	NYEZO	MAONI
1	1	Kuandika	Sauti na majina ya Kiswahili sh, th	kutambua sauti za herufi mbili katika kuimarisha matamshi bora kutamka sauti za Kiswahili za herufi mbili katika kuimarisha matamshi bora kusoma silabi za sauti zinazoundwa kutokana na sauti mbili ili kuimarisha usomaji	Je, ni maneno kama gani ambayo yana sauti /sh /na /th /?	Mwanafunzi atambue sauti /sh/na /th/ katika maneno Mwanafunzi asikilize sauti lengwa ikitamkwa na mwalimu kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili na kama darasa nzima. Mwanafunzi aweza kutumia vifaa vya kiteknolojia kama vile papaya, tarakilishi na projekta kusikiliza sauti lengwa ikitamkwa.	Mwalimu asikilize wanafunzi wakitaja maneno ambayo yana sauti sh.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk147
	2	Sarufi	Nafsi ya pili wakati uliopita	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita ili kuimarisha mawasiliano kusoma vifungu vya maneno yanayoashiria nafsi ya pili wakati uliopita ili kuimarisha usomaji	Je, unatumia neno gani kumzungumzia mwenzako aliye karibu?	Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika mazungumzo. Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika sentensi. Mwanafunzi aweza kujaza mapengo kwa kutumia maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita kama vile, wewe, u, li, nyinyi na m hali ya umoja na wingi	Mwalimu asikilize wanafunzi wakitaja maneno yaliyo katika nafsi ya pili wakati uliopita.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk148
	3	kusoma	Alfabeti ya kiswahili	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua alfabeti ya Kiswahili ili kuimarisha usomaji kusoma alfabeti ya Kiswahili kwa mfuatano ufaao katika kuimarisha matumizi ya kamusi baadaye	Je, lugha ya Kiswahili ina herufi ngapi? Je, ni herufi gani unazoweza kusoma?	Mwanafunzi asome alfabeti ya Kiswahili kwa mfuatano: a, b, ch, d, dh, e, f, g, gh, h, i, j, k, l, m, n, ng’, ny, o, p, r, s, sh, t, th, u, v, w, y, z. Mwanafunzi aweza kusoma alfabeti kwenye chati. Mwanafunzi aweza kuimba wimbo wa alfabeti.	Mwalimu asikilize wanafunzi wakitaja alfabeti za Kiswahili.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk151
2	1	msamiati	Kusikiliza na kuzungumza	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati ambao hutumiwa katikahali ya anga ili kuelezea hali ya anga ifaavyo kutambua hali ya anga ya siku husika ili kuimarisha mawasiliano	Je, ni vipi unavyoweza kuelezea upepo?	Mwanafunzi atoe maana ya msamiati unaohusu hali ya anga. Mwanafunzi atunge sentensi sahihi akitumia msamiati unaohusu hali ya anga kama vile upepo, jua, mvua na mawingu. Mwanafunzi aweza kutazama video inayoonyesha hali mbalimbali za anga.	Mwalimu asikilize msamiati wa hali ya anga kutoka kwa wanafunzi.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk152-153
	2	sarufi	Matumizi ya nafsi ya pili wakati uliopita.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita ili kuimarisha mawasiliano kusoma vifungu vya maneno yanayoashiria nafsi ya pili wakati uliopita ili kuimarisha usomaji	Je, unatumia neno gani kumzungumzia mwenzako aliye karibu?	Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika mazungumzo. Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika sentensi. Mwanafunzi aweza kujaza mapengo kwa kutumia maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita kama vile, wewe, u, li, nyinyi na m hali ya umoja na wingi.	Mwalimu awape wanafunzi zoezi.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk155-156
	3	kusoma	Safari ya jangwani	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua picha za kuonyesha hali ya anga ili kuimarisha ufahamu kutambua maneno yanayohusiana na hali ya anga ili kuimarisha usomaji	Je, ni hadithi zipi ambazo umewahi kusoma?	Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.	Mwalimu awasikilize wanafunzi wakisoma.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk157-158.
3	1	Msamiati	Hali ya anga	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati ambao hutumiwa katika hali ya anga ili kuelezea hali ya anga ifaavyo kutambua hali ya anga ya siku husika ili kuimarisha mawasiliano	Je, ni vipi unavyoweza kuelezea upepo?	Mwanafunzi atoe maana ya msamiati unaohusu hali ya anga. Mwanafunzi atunge sentensi sahihi akitumia msamiati unaohusu hali ya anga kama vile upepo, jua, mvua na mawingu. Mwanafunzi aweza kutazama video inayoonyesha hali mbalimbali za anga.	Mwalimu asikilize misamiati kuhusu hali ya anga kutoka kwa wanafiunzi.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk159-160
	2	sarufi	Matumizi ya hili na haya	kuandika sentensi zinazojumuisha hili na haya katika kuimarisha uandishi Kuchangamkia matumizi ya huyo na hayakatika maawasiliano.	Unatumia neno gani kuuliza swali kuhusu mwenzako?	Mwanafunzi aandike sentensi zinadhihirisha matumizi ya hili na haya Mwanafunzi aweza kujaza mapengo kwa kutumia huyo na hili Mwanafunzi aigize vitendo vya kuwaashiria watu mbalimbali kwa kutumia hili na haya	Mwalimu awape wanafunzi zoezi .	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk161
	3	shairi	Giza mchana	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua picha za kuonyesha hali ya anga ili kuimarisha ufahamu kutambua maneno yanayohusiana na hali ya anga ili kuimarisha usomaji	Unakumbuka nani katika hadithi hiyo?	Mwanafunzi ajadili picha zilizojumuishwa kwenye shairi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.	Mwalimu asikilize mwanafunzi akisoma shairi.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk162-163
4	1	Kuandika	Alphabeti ya kiswahili	Kufikia mwisho wa mada, mwanafunzi aweze: kubainisha irabu za Kiswahili ili kuelewa jinsi silabi huundwa kubainisha konsonanti za Kiswahili ili kuelewa jinsi silabi huundwa	Alfabeti ni nini? Lugha ya Kiswahili ina konsonanti ngapi?	Mwanafunzi aweza kusoma alfabeti kwenye chati. Mwanafunzi aweza kuimba wimbo wa alfabeti. Mwanafunzi aweza kusikiliza alfabeti ya Kiswahili ikikaririwa kwenye vifaa vya kiteknolojia kama vile kinasasauti.	Mwalimu atazame wanafunzi akiandika alfabeti.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk164-165
	2	masimulizi	Kusikiliza na kuzungumza	kusimulia kuhusu hali mbalimbali za anga ili kuimarisha stadi ya kuzungumza kusikiliza masimulizi kuhusu hali ya anga ili kujenga umakinifu	Unaona nini katika chati ya hali ya anga?	Mwanafunzi aweza kutazama video inayohusu hali ya anga. Wanafunzi waweza kupewa nafasi kwenda nje ya darasa na kujadiliana kuhusu hali ya anga wakati huo. Mwanafunzi ashiriki katika majadiliano kuhusu hali za anga.	Mwalimu asikilize masimulizi ya wanafunzi kuhusu hali ya anga.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk166
	3	Kusoma	Siku ya mvua	Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza hadithi za mwalimu kuhusu hali ya anga ili kujenga stadi ya kusoma na kusikiliza kufahamu hadithi aliyoisoma kuhusu hali ya anga ili kupata ujumbe	Unakumbuka nani katika hadithi hiyo?	Mwanafunzi aweza kusikiliza hadithi ikisomwa kwa kutumia tarakilishi na projekta. Mwanafunzi asome hadithi kutoka kwa jitabu mbele ya darasa. Mwanafunzi aweza kusoma hadithi kutoka kwa kitabu cha hadithi.	Mwalimu awasikilize wanafunzi wakisoma hadithi.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk167
5	1	Lishe bora	Kusoma	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua vyakula vinavyofaa mwili ili kuimarisha stadi ya kuzungumza kuzungumzia juu ya chakula anachokipenda ili kuimarisha mazungumzo	Unapenda kula chakula gani? Chakula unachokila husaidiaje mwili	Mwanafunzi ataje baadhi ya vyakula kwa kuonyeshwa michoro na vyakula halisi. Wanafunzi wajadiliane kuhusu umuhimu wa vyakula mbalimbali k.m. vinavyompa mtu nguvu,	Mwalimu asikilize umuhimu wa lishe bora kutoka kwa wanafunzi.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk169-170
	2	Sarufi	Matumizi ya hiki na hivi	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hiki na hivi katika kuimarisha mawasiliano kutumia hiki na hivi katika sentensi ili kuimarisha mawasiliano kusoma vifungu vinavyojumuisha hiki na hivi katika kuimarisha stadi ya kusoma	Ni nini wingi wa hiki?	Mwanafunzi aweza kujaza mapengo kwenye vifungu au sentensi zinazojumuisha hiki na hivi Mwanafunzi aonyeshe vitu mbalimbali kama vile vyakula ili kuvitungia sentensi katika vikundi k.m. Chakula hiki – vyakula hivi.	Mwalimu asikilize matumizi ya hiki	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk170-171
	3	Msamiati	Vitamin na proteni	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua vyakula vinavyofaa mwili ili kuimarisha stadi ya kuzungumza kuzungumzia juu ya chakula anachokipenda ili kuimarisha mazungumzo	Chakula unachokila husaidiaje mwili?	Mwanafunzi ashiriki katika mjadala kuhusu chakula kinachodhuru afya k.m. vibanzi, biskuti Mwanafunzi aweza kumsikiliza mgeni mwalikwa akisimulia kuhusu lishe bora na madhara ya vyakula vinavyodhuru afya	Mwalimu awape wanafunzi kazi ya ziada.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk183
6	1	kusoma	Mashidano ya riadha	Kufikia mwisho wa mada, mwanafunzi aweze: kusoma hadithi kwa mtiririko ufao ili kuimarisha stadi ya kusoma kufahamu hadithi aliyosoma na kusomewa ili kuelewa ujumbe katika hadithi kuchangamkia kusoma hadithi ili kuendelea kujenga stadi ya kusoma.	Ni hadithi ipi iliyokufurahisha zaidi?	Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi. Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wakiwa wawili wawili au katika vikundi.	Mwalimu awasikilize wanafunzi wkisoma.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk188-18
	2	Msamiati	Matumizi ya hiki na hivi	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hiki na kuimarisha mawasiliano kutumia hiki na hivi katika sentensi ili kuimarisha mawasiliano kusoma vifungu vinavyojumuisha hiki na hivi katika kuimarisha stadi ya kusoma hivi katika	Ni nini wingi wa hiki?	Mwanafunzi aonyeshe vitu mbalimbali kama vile vyakula ili kuvitungia sentensi katika vikundi k.m. chakula hiki – vyakula hivi. Mwanafunzi aweza kupewa vifungu vyenye mapengo wakamilishe kwa kutumia hiki na hivi wakiwa wawili wawili k.m. chakula (hiki), vyakula (hivi).	Mwalimu awape wanafunzi zoezi	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk185
	3	Kusoma	Faida ya chakula bora	Kufikia mwisho wa mada, mwanafunzi aweze: kuzungumzia juu ya chakula kinachodhuru afya ili kuelewa madhara ya vyakula hivyo kusikiliza masimulizi kuhusu lishe bora ili kujenga stadi ya kusikiliza	Chakula unachokila husaidiaje mwili?	Mwanafunzi ashiriki katika mjadala kuhusu chakula kinachodhuru afya k.m. vibanzi, biskuti Mwanafunzi aweza kumsikiliza mgeni mwalikwa akisimulia kuhusu lishe bora na madhara ya vyakula vinavyodhuru afya	Mwalimu awape wanafunzi faida ya chakula bora.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk186
7	1	Sarufi	Matumizi ya hiki na hivi	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hiki na hivi katika kuimarisha mawasiliano kutumia hiki na hivi katika sentensi ili kuimarisha mawasiliano kusoma vifungu vinavyojumuisha hiki na hivi katika kuimarisha stadi ya kusoma	Unatumia neon gano kuomnyesheaukaribu wa kitabu, kifutio, kiatu na kijiti?	Mwanafunzi aweza kujaza mapengo kwenye vifungu au sentensi zinazojumuisha hiki na hivi Mwanafunzi aonyeshe vitu mbalimbali kama vile vyakula ili kuvitungia sentensi katika vikundi k.m. Chakula hiki – vyakula hivi.	Mwalimu awape wanafunzi zoezi katika vikundi.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk190
	2	msamiati	Vyakula vinavyodhuru afya	Kufikia mwisho wa mada, mwanafunzi aweze: kutumia msamiati ulisomwa katika kutunga sentensi ili kuimarisha mawasiliano kuthamini kula chakula kinachofaidi mwili ili kujikinga kutokana na madhara ya ukosefu wa lishe bora	Ni chakula kipi kinachofaidi mwili zaidi? Ni chakula kipi kinachodhuru afya?	Mwanafunzi atazame kwenye vyombo vya kiteknolojia na kuvijadili picha za vyakula vinavyoashiria msamiati unaorejelewa. Mwanafunzi asome majina mbalimbali ya vyakula kwenye kadi za maneno. Mwanafunzi anakili kwenye daftari msamiati unaofunzwa.	Mwalimu awaelezee wanafunzi kuhusu chakula kinachodhuru afya.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk190-191
	3	kusoma	Paka wangu	Kufikia mwisho wa mada, mwanafunzi aweze: kufahamu hadithi aliyosoma na kusomewa ili kuelewa ujumbe Kupenda kusoma hadithi kuhusu wanyama wa nyumbani ili kuendeleza usomaji.	Unakumbuka nini katika hadithi hiyo?	Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wakiwa wawili wawili au katika vikundi. Mwanafunzi aweza kusikiliza hadithi ikisomwa kupitia kinasa sauti. Mwanafunzi athibitishe utabiri wake baada ya kusoma na kusomewa hadithi.	Mwalimu awaulize wanafunzi kuhusu mnyama wanaopenda.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk193-194
8	1	msamiati	Wanyama wa nyumbani	Kufikia mwisho wa mada, mwanafunzi aweze: kutumia majina ya wanyama katika sentensi ili kuimarisha mawasiliano kutumia msamiati unaohusu utunzaji wanyama katika sentensi ili kujenga mapenzi ya kuwatunza wanyama wa nyumbani	Kwa nini unampenda mnyama huyo?	Mwanafunzi achore baadhi ya wanyama na kuandika majina yao. Mwanafunzi aweza kuonyeshwa video ya utunzaji wa wanyama. Mwanafunzi aweza kutazama michoro na picha za wanyama wa nyumbani na wanyama wakitunzwa.	Mwalimu awapatie wanafunzi kazi ya vikundi.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk197-198
	2	Kusoma	Punda mweupe	Kufikia mwisho wa mada, mwanafunzi aweze: Kusoma hadithi kwa mtiririko ufao ili kuimarisha usomaji kufahamu hadithi aliyosoma na kusomewa ili kuelewa ujumbe Kupenda kusoma hadithi kuhusu wanyama wa nyumbani ili kuendeleza usomaji.	Unakumbuka nini katika hadithi hiyo?	Mwanafunzi aweza kutazama video ya mtu au mtoto akisoma hadithi husika kwa ufasaha kisha aige usomi ule. Mwanafunzi ajibu na kuuliza maswali kuhusu hadithi aliyosoma na kusomewa. Mwanafunzi aweza kusimulia hadithi kutokana na picha alizopewa kuhusu wanyama wa nyumbani	Mwalimu awasikilize wanafunzi wakisoma ufahamu.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk206-210
	3	sarufi	Matumizi ya hili na haya	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hili na haya ili kuimarisha mawasiliano kutumia hili na haya katika sentensi sahihi ili kuimarisha mawasiliano kusoma vifungu vinavyojumuisha matumizi ya hili na haya ili kujenga usomaji kuandika vifungu	Unatumia neno gani kuonyeshea tunda lililo karibu nawe? Unatumia neno gani kuonyeshea dawati lako?	Mwanafunzi asome vifungu vyenye matumizi ya hili na haya kama vile embe hili – maembe haya; dawati hili – madawati haya; jani hili – majani haya. Wanafunzi waweza kujaza mapengo kwa kutumia hili na haya. Mwanafunzi aonyeshwe vitu mbalimbali kama vile tunda kwa kurejelea hili na haya kwa mfano: tunda hili – matunda haya; embe hili –	Mwalimu awape wanafunzi zoezi la kufanya.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk219-222
		Msamiati na masimulizi	Kusikiliza na kuzungumza	Kufikia mwisho wa mada, mwanafunzi aweze: kutumia majina ya wanyama katika sentensi ili kuimarisha mawasiliano kutumia msamiati unaohusu utunzaji wanyama katika sentensi ili kujenga mapenzi ya kuwatunza wanyama wa nyumbani Kuthamini umuhimu wa kuwatunza wanyama wa nyumbani.	Umuhimu wa wanyama n upi?	Mwanafunzi achore baadhi ya wanyama na kuandika majina yao. Mwanafunzi aweza kuonyeshwa video ya utunzaji wa wanyama. Mwanafunzi aweza kutazama michoro na picha za wanyama wa nyumbani na wanyama wakitunzwa.	Mwanafunzi asimulie kuhusu mnyama anayapenda.	Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk215-221
9	TATHMINI

Published in Grade 2 Schemes of Work Term 3 2023

Tagged under

Wednesday, 15 February 2023 07:54

Hygiene and Nutrition Schemes - Grade 2 Schemes of Work Term 3 2023

Week	Lesson	Strand	Sub-strand	Specific learning outcomes	Key inquiry questions	Learning Experiences	Learning resources	Assessment	Reflection
1	1	Foods	Meals and Snacks	By the end of the sub strand, the learner should be able to: tell the number of meals taken in a day,	How many meals do we take in a day?	Learners are guided to tell the number of meals taken in a day. Learners are guided to differentiate between meals and snacks using regalia and pictures.	Hygiene and nutrition Grade 2 page 79-80 pictures of meals and snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals	oral questions
	2	Foods	Meals and Snacks	By the end of the sub strand, the learner should be able to: differentiate between a meal and a snack from food items in the locality, embrace the importance of taking meals and snacks at the right time.	What is the difference between a meal and a snack? Why should we take meals and snacks at the right time?	Learners are guided to tell when they should take meals and when they should take snacks, learners can choose meals and snacks eaten through pictures, computer game	Hygiene and nutrition Grade 2 page 81-83 pictures of meals and snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals	oral questions
2	1	Foods	Grouping of food	By the end of the sub strand, the learner should be able to: mention foods from plant sources within their locality group foods according to the different parts of the plants that they come from,	What foods do we get from plants? Which are the different parts of the plant that we get food from?	Learners are guided to identify foods they get from plants within their locality learners are guided to group foods from plant sources according to the parts of the plant they come from (leaves, roots, fruits, seeds and stem) using pictures or regalia	Hygiene and nutrition Grade 2 page 84-86	observation, written exam, oral questions

	2	Foods	Grouping of food	Mention different foods from animal sources within the locality, appreciate the importance of animal and plants as sources of food.	What foods do we get from animals What foods do we get from animals	Learners are guided to identify animals in their locality and the food we get from those animals using pictures or a video Learners can play games on grouping of food using computing devices Learners draw and color food from plant and animal sources	Hygiene and nutrition Grade 2 page 87-89	observation, written exam, oral questions
3	1	Foods	Food for school going children	By the end of the sub strand, the learner should be able to: mention foods eaten by school going children in the locality, identify the amount of food eaten by school going children in the locality	What type of food do you eat? How much food do you eat?	Learners name different types of food they eat. Learners are guided to identify the amount of food they eat using pictures.	Hygiene and nutrition Grade 2 page 90-91 pictures, charts, video clips	oral report, oral questions
	2	Foods	Food for school going children	By the end of the sub strand, the learner should be able to: mention dangers of eating too much or too little food for wellbeing, State the importance of eating enough food for good health.	What happens if you eat too much or too little food? Why is it important to eat food that is enough	Learners share experiences on what happened to them when they eat too much food (vomiting, stomach pains, diarrhea, stomach upset, constipation). Learners listen to stories and experiences on dangers of eating too much and too little (overweight and underweight) using pictures or a video. Learners are guided to tell the importance of eating enough food.	Hygiene and nutrition Grade 2 page 92-95 pictures, charts, video clips	oral report, oral questions
4	1	Foods	Good eating habits	By the end of the sub strand, the learner should be able to: state how food is apportioned on a plate	How do I apportion food on a plate	Learners are guided to brainstorm on how food should be apportioned on a plate (proteins, vegetables, starch and a fruit on the side) Learners can observe pictures or videos on correct apportioning of food on a plate (show variety to include plates	Hygiene and nutrition Grade 2 page 96-97 pictures, charts, video clips	oral report, oral questions
	2	Foods	Good eating habits	By the end of the sub strand, the learner should be able to give the importance of using a variety of foods in a plate appreciate variety of foods on a plate.	Why should I use the right amount of food when apportioning? Why should we minimize food wastage?	In groups learners are guided to tell the importance of using the right amount of food while apportioning on a plate (to ensure that you do not eat only one group of foods, to ensure variety, to minimize food wastage). Learners are guided to identify suitable foods that promote health when apportioning using regalia or pictures or simulations. Learners draw and color a well apportioned amount of food on a plate.	Hygiene and nutrition Grade 2 page 96-98 pictures, charts, video clips	oral report, oral questions
5	1		Food Advertisement	By the end of the sub- strand, the learner should be able to: tell the meaning of the word advertisement identify an advertisement on food	What is food advertisement How do food advertisements make you feel?	Learners can be guided to tell what is food advertisement using charts, posters, pictures, video clips, radio commercials. Learners are guided to identify an advertisement on food from media (print and audio visual).	Hygiene and nutrition Grade 2 page 99-100 pictures, charts, video clips	oral report, oral questions
	2		Food Advertisement	By the end of the sub-strand, the learner should be able to: tell the effects of food advertisements on their feelings. tell how advertisement can influence their choice of food	How do advertisements influence your choice of food?	Learners share experiences on how advertisements makes them feel. Learners are guided to tell how advertisements can influence our choice of foods. Learners open and play several video clips on food advertisements and report their observations in class	Hygiene and nutrition Grade 2 page 101-103 pictures, charts, video clips	oral report, oral questions
6	1	Safety Education	Food Safety Handling of cooked food	By the end of the sub- strand, the learner should be able to: mention hygiene practices while handling cooked food.	How should we handle cooked food?	the hygiene practices to observe when handling cooked food (putting on a clean container that is covered, storing in a cool and clean place, washing hands before handling food, using clean serving equipment, using protective gear) using demonstration, pictures, video clips and illustrations	Hygiene and nutrition Grade 2 page 104-105 pictures, charts, video clips	oral report, oral questions
	2	Safety Education		By the end of the sub-strand, the learner should be able to: mention factors to observe when buying food from a food vendor, appreciate the importance of observing hygiene when handling cooked food.	What should we look for when buying food from food vendors? Why should we observe hygiene practices when handling cooked food	learners are guided to mention factors to observe when buying food from food vendors (clean premises/food containers; vendor wears protective gear; fresh food; food covered/not fly flown/dusty; vendor practices hygiene/ not mixing money and food) learners role play practicing hygiene as food vendors	Hygiene and nutrition Grade 2 page 106-107 pictures, charts, video clips	oral report, oral questions
7	1	Safety Education	Waste disposal in the classroom	By the end of the sub-strand, the learner should be able to: identify types of waste found in the classroom, identify containers used for putting waste in the classroom,	What waste is found in the classroom? Where do we put waste in the classroom?	Learners are guided to identify the various types of waste in the classrooms using regalia or pictures (papers, pencil sharpening, dust, bottles/bottle tops, sticks, and small unused containers). Learners are guided to identify containers used to put waste in the classroom using pictures, illustration or video clips	Hygiene and nutrition Grade 2 page 10-110 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations	oral report, oral questions
	2	Safety Education		By the end of the sub- strand, the learner should be able to practice waste collection and proper disposal of the waste found in the classroom, mention the importance of waste disposal in the classroom, appreciate the importance of proper disposal of waste in the classroom	How do we dispose waste collected in the classroom? Why should we dispose waste collected in the classroom?	learners are guided to collect and dispose waste from the classroom using demonstration Learners practice waste disposal in their classroom. Learners are guided to tell the importance of proper waste disposal in the classroom. Learners sing songs and recite poems on the importance of disposal of waste	Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations	oral report, oral questions
8	1	Safety Education	Common accidents and Basic First aid	By the end of the sub strand, the learner should be able to: identify common accidents in the classroom, name the causes of common accidents in classroom,	What are the common accidents in the classroom?	Learners brainstorm on common accidents in the classroom (bumps, grazes, and pricks). Learners are guided to identify causes of common accidents in the classroom (head knocks, rough surfaces, and sharp objects) using pictures or video.	Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations	oral report, oral questions
	2	Safety Education	Common accidents and Basic First aid	By the end of the sub-strand, the learner should be able to: demonstrate First Aid for common accidents in the classroom, develop responsibility in preventing accidents in the classroom	What are the causes of common accidents in the classroom? What is the simple first aid for common accidents in the classroom? how can these dangers in the classroom be prevented	In groups, learners listen to stories and share experiences of common accidents they have encountered or witnessed in the classroom. Learners are guided to tell how they can prevent common accidents in the classroom using demonstration, pictures and illustrations. Learners are guided to role play in carrying out First Aid for bumps, grazes and pricks. Learners are guided to develop a duty roster to arrange the class and report any dangers in the classroom.	Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations	oral report, oral questions
9	ASSESSMENT

Published in Grade 2 Schemes of Work Term 3 2023

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Wednesday, 15 February 2023 07:54

Environmental Schemes - Grade 2 Schemes of Work Term 3 2023

Week	Lesson	Strand / Theme	Sub-Strand	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	Care for the environment	Caring for plants	By the end of the sub-strand, the learner should be able to: recognize appropriate messages on plant protection in school	What messages could be used to communicate plant protection?	Learners observe pictures, photographs, and video clips of areas where plants have been destroyed. In groups, learners to outline messages on plant protection	Our lives today Grade 2 page 110- Poster Video clip Pictures	Observing the messages made by the pupils
	2	Care for the environment	Caring for plants	By the end of the sub-strand, the learner should be able to: create appropriate plant protection messages to promote conservation	What messages could be used to communicate plant protection	Learners display and peers assess the plant protection messages developed	Our lives today Grade 2 page 12 Poster Video clip Pictures	Observing the messages made by the pupils
	3	Care for the environment	Caring for plants	By the end of the sub-strand, the learner should be able to: In group of two create appropriate plant protection messages to promote conservation	What messages could be used to communicate plant protection	Learners display and peers assess the plant protection messages developed	Our lives today Grade 2 page 112	Observing the messages made by the pupils
	4	Care for the environment	Caring for plants	By the end of the sub-strand, the learner should be able to: appreciate plant protection for environmental sustainability	What messages could be used to communicate plant protection	In groups, learners create plant protection messages using hand scripts, electronic and print resources Learners share selected plant protection messages with the school community	Our lives today Grade 2 page 112 Poster Video clip Pictures	Observing the messages made by the pupils
	5	Care for the environment	Caring for plants	By the end of the sub-strand, the learner should be able to: appreciate plant protection for environmental sustainability	What messages could be used to communicate plant protection	In groups, learners create plant protection messages using hand scripts, electronic and print resources Learners share selected plant protection messages with the school community	Our lives today Grade 2 page 114 Poster Video clip Pictures	Observing the messages made by the pupils
2	1	Care for the environment	Keeping an animal shelter clean and secure	By the end of the sub-strand, the learner should be able to: identify ways of keeping an animal shelter clean at home and school	How could we keep an animal shelter clean?	Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog’s kennel, rabbit hutch and cow shed). Learners to shoot photographs at home of clean animal shelter and share with others.	Our lives today Grade 2 page 117 Poster Phones Video clip Pictures	Oral question on keeping animals the house
	2	Care for the environment	Keeping an animal shelter clean and secure	By the end of the sub-strand, the learner should be able to: In group of two identify ways of keeping an animal shelter clean at home and school	How could we keep an animal shelter clean?	Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog’s kennel, rabbit hutch and cow shed). Learners to shoot photographs at home of clean animal shelter and share with others.	Our lives today Grade 2 page 117 Poster Phones Video clip Pictures	Oral question on keeping animals the house
	3	Care for the environment	Keeping an animal shelter clean and secure	By the end of the sub-strand, the learner should be able to: participate in keeping an animal shelter clean at home and school	How could we keep an animal shelter clean?	In groups, learners to discuss ways of keeping an animal shelter clean	Our lives today Grade 2 page 117 Rabbits Poster Phones Video clip Pictures	Observing how the pupils are keeping animals in the house and school
	4	Care for the environment	Keeping an animal shelter clean and secure	By the end of the sub-strand, the learner should be able to: suggest ways of making an animal shelter secure at home and school	How could we make an animal shelter secure?	In groups, learners discuss how to make animals shelter secure	Our lives today Grade 2 page 117 Rabbits Poster Phones Video clip Pictures	Observing how the pupils are keeping animals in the house and school
	5	Care for the environment	Keeping an animal shelter clean and secure	By the end of the sub-strand, the learner should be able to: appreciate clean and secure animal shelter to reduce risk to the animals	How could we make an animal shelter secure?	In groups, learners discuss how to make animals shelter secure Learners sing or tell stories about clean and secure animal shelters	Our lives today Grade 2 page 118-119 Poster Phones Video clip Pictures	Observing how the pupils are keeping animals in the house and school
3	1	Care for the environment	Managing waste Types of waste in school	By the end of the sub-strand, the learner should be able to: identify types of waste in the school environment	What types of waste are found in our school environment?	In groups, learners to identify different types of waste in the school environment In groups or pairs, learners to share their experiences on different types of waste in school	Our lives today Grade 2 page 125 Poster Phones Video clip Pictures	Observing the waste found in the school
	2	Care for the environment	Managing waste Types of waste in school	By the end of the sub-strand, the learner should be able to: identify types of waste in the school environment	What types of waste are found in our school environment?	In groups, learners to identify different types of waste in the school environment In groups or pairs, learners to share their experiences on different types of waste in school	Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures	Observing the waste found in the school
	3	Care for the environment	Managing waste Types of waste in school	By the end of the sub-strand, the learner should be able to: sort out different types of waste in the school environment for safe disposal	What types of waste are found in our school environment?	Using videos, pictures and photographs, learners to identify different types of waste. Using appropriate educative multimedia games, learners to sort out different types of wastes	Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures	Observing the waste found in the school
	4	Care for the environment	Managing waste Types of waste in school	By the end of the sub-strand, the learner should be able to: appreciate a clean school environment for health and safety.	What types of waste are found in our school environment?	In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal.	Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures	Observing the waste found in the school
	5	Care for the environment	Managing waste Types of waste in school	By the end of the sub-strand, the learner should be able to: appreciate a clean school environment for health and safety.	What types of waste are found in our school environment?	In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal.	Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures	Observing the waste found in the school
4	1	Care for the environment	Safety in handling wastes	By the end of the sub-strand, the learner should be able to identify dangers when handling waste in school	What dangers are we likely to face when handling different types of waste in school?	Through probing questions, learners to identify dangers when handling wastes in school. Using multimedia resources, learners to outline safety measures in handling wastes in school	Our lives today Grade 2 page 128 Poster Phones Video clip Pictures	Observing how the pupils are handling the waste in school
	2	Care for the environment	Safety in handling wastes	By the end of the sub-strand, the learner should be able to Discussing how to handle waste safely in school	What dangers are we likely to face when handling different types of waste in school?	Through probing questions, learners to identify dangers when handling wastes in school. Using multimedia resources, learners to outline safety measures in handling wastes in school	Our lives today Grade 2 page 129 Poster Phones Video clip Pictures	Observing how the pupils are handling the waste in school
	3	Care for the environment	Safety in handling wastes	By the end of the sub-strand, the learner should be able to practice safety measures when handling wastes in school	How should we safely handle different types of waste in school?	Using multimedia resources, learners to outline safety measures in handling wastes in school. Learners listen to a resource person talking on dangers and safety measures when handling wastes in school	Our lives today Grade 2 page 129 Poster Phones Video clip Pictures	Observing how the pupils are handling the waste in school
	4	Care for the environment	Safety in handling wastes	By the end of the sub-strand, the learner should be able to communicate safety measures when handling waste in school	How should we safely handle different types of waste in school?	Learners simulate safety measures when handling waste in school	Our lives today Grade 2 page 129 Poster Phones Video clip Pictures	Observing how the pupils are handling the waste in school
	5	Care for the environment	Safety in handling wastes	By the end of the sub-strand, the learner should be able to appreciate the need of safety in handling waste in school to limit risks to self, others and the environment	How should we safely handle different types of waste in school?	Learners to participate in activities that promote safe disposal of waste in school. Activities to include promoting knowledge and passing messages to the school community	Our lives today Grade 2 page 129 Poster Phones Video clip Pictures	Observing how the pupils are handling the waste in school
5	1	Care for the environment	Caring for water Keeping stored water safe	By the end of the sub-strand, the learner should be able to: state the importance of keeping water safe for human and animal use at home and school	How could we keep stored water safe for use?	Learners to take an excursion around the neighborhood to identify safely stored or unsafely stored water. Then in groups, learners to discuss the importance of keeping stored water safe.	Our lives today Grade 2 page 133 Poster Phones Video clip Pictures	Oral question on how to keep stored water safe
	2	Care for the environment	Keeping stored water safe	By the end of the sub-strand, the learner should be able to: participate in keeping stored water safe at home and school	How could we keep stored water safe for use?	In groups, learners share experiences on what makes water unsafe in the home and school	Our lives today Grade 2 page 133 Poster Phones Video clip Pictures	Oral question on how to keep stored water safe
	3	Care for the environment	Keeping stored water safe	By the end of the sub-strand, the learner should be able to: in group of two participate in keeping stored water safe at home and school	How could we keep stored water safe for use?	In groups, learners share experiences on what makes water unsafe in the home and school	Our lives today Grade 2 page 133 Poster Phones Video clip Pictures	Oral question on how to keep stored water safe
	4	Care for the environment	Keeping stored water safe	By the end of the sub-strand, the learner should be able to: appreciate the importance of keeping stored water safe for human and animal use	How could we keep stored water safe for use?	Using multimedia resources, learners identify ways of keeping stored water safe. Learners observe demonstrations on methods of keeping stored water safe at home and in school.	Our lives today Grade 2 page 133 Poster Phones Video clip Pictures	Oral question on how to keep stored water safe
	5	Care for the environment	Keeping stored water safe	By the end of the sub-strand, the learner should be able to: appreciate the importance of keeping stored water safe for human and animal use	How could we keep stored water safe for use?	Using multimedia resources, learners identify ways of keeping stored water safe. Learners observe demonstrations on methods of keeping stored water safe at home and in school.	Our lives today Grade 2 page 134135 Poster Phones Video clip Pictures	Oral question on how to keep stored water safe
6	1	Care for the environment	Re-using water	By the end of the sub-strand, the learner should be able to: suggest how water could be reused at home and school	How could we re-use water in the home and school?	In groups, learners discuss how water could be re-used in the home and school. Using video clips, videos, pictures and photographs, learners to observe various ways of re-using water	Our lives today Grade 2 page 139- 140 Poster Phones Video clip Pictures	Oral question on how the pupil reuse water
	2	Care for the environment	Re-using water	By the end of the sub-strand, the learner should be able to participate in reusing water to reduce wastage at home and school	How could we re-use water in the home and school?	Learners to visit the community to find out how water is re-used to reduce wastage.	Our lives today Grade 2 page 139140 Poster Phones Video clip Pictures	Oral question on how the pupil reuse water
	3	Care for the environment	Re-using water	By the end of the sub-strand, the learner should be able to participate in re-using water to reduce wastage at home and school	How could we re-use water in the home and school?	Learners to visit the community to find out how water is reused to reduce wastage.	Our lives today Grade 2 page 139140 Poster Phones Video clip Pictures	Oral question on how the pupil reuse water
	4	Care for the environment	Re-using water	By the end of the sub-strand, the learner should be able to appreciate re-using water as a way of conserving it.	How could we re-use water in the home and school?	Learners to visit the community to find out how water is reused to reduce wastage. Learners to suggest how they could participate in re-using water to reduce wastage at home and school.	Our lives today Grade 2 page 141 Poster Phones Video clip Pictures	Oral question on how the pupil reuse water
	5	Care for the environment	Conservation of Energy Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to: recognize appropriate messages on energy conservation	What messages could be used to communicate conservation of energy?	Through probing questions, learners discuss reasons for conserving energy	Our lives today Grade 2 page 143 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
7	1	Care for the environment	Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to: create energy conservation messages to promote awareness at and home and school	What messages could be used to communicate conservation of energy	Using video clips, internet sources, newspaper cuttings and brochures, learners identify simple messages on conserving energy	Our lives today Grade 2 page 144145 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
	2	Care for the environment	Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to: display energy conservation messages to create awareness in school	What messages could be used to communicate conservation of energy	In pairs, learners to create simple persuasive energy conservation messages	Our lives today Grade 2 page 146 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
	3	Care for the environment	Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to: making posters	What messages could be used to communicate conservation of energy	In pairs, learners to create simple persuasive energy conservation messages	Our lives today Grade 2 page 146 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
	4	Care for the environment	Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to demonstrate interest in energy conservation for conservation for improvement and protection of the environment	What messages could be used to communicate conservation of energy	Learners display and peer assesses the energy conservation messages. In groups, learners are guided to read aloud the energy conservation messages they develop.	Our lives today Grade 2 page 147 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
	5	Care for the environment	Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to demonstrate interest in energy conservation for conservation for improvement and protection of the environment	What messages could be used to communicate conservation of energy	Learners display and peer assesses the energy conservation messages. In groups, learners are guided to read aloud the energy conservation messages they develop.	Our lives today Grade 2 page 147 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
8	REVISION ON THE WORK COVERED IN THIRD TERM
9	ASSESSMENT

Published in Grade 2 Schemes of Work Term 3 2023

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