Displaying items by tag: Term 3

Thursday, 26 January 2023 09:11

CRE Schemes - Grade 1 Schemes of Work Term 3 2023

week	lesson	strand	Sub strand	Specific learning objectives	Key inquiry question	Learning experience	Learning resources	Assessment	Remarks
1	1	Christian values	honesty	By the end of the sub strand the learners should be able to: State the reason for telling the truth and apply it their daily lives Explain the reason being always honest Identify the lessons learned from a story Given by the teacher about honesty	Why should we tell the truth? Why is it good to tell the truth?	Learners to read in groups proverbs 12:17-19 Learners to tell the reason why they should tell the truth Learners to observe the pictures of a person telling the truth and should state the reason for being honest Learners to discuss and identify the lessons learned from telling the truth	Pictures Bible Oxford Growing in Christ C.R.E Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Asking learners questions
1	2	Christian values	honesty	By the end of the sub strand the learners should be able to: Recognize the Importance of being honest and apply it in their daily life Understand the reason why God want them to tell the truth always	Why should you be honest?	Learners to read proverbs Learners to recite the verse I n the Bible Learners to observe the pictures and tell the de reason for saying the truth Learners to sing a song about honesty	Bible Pictures Oxford Growing in Christ C.R.E Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Observe learners as they recite the verse Asking learners questions
1	3	Christian values	Honesty	By the end of the sub strand the learners should be able to: Demonstrate responsibilities by completing their homework Describe honesty by not copying their pupils work	Why is it wrong to copying other learning work?	Learners in pairs to list negative results of copying other pupils work Learners to observe picture and the tell the pupils who are copying other learners work Learners to roleplay oh how pupils each other’s work and tell how it is wrong	Pictures Oxford Growing in Christ C.R.E Activities Learners book Grade 1 by Hezron Onyango Lucy L. Wachira Jesse Watiki Dennis Rutere Goretti Atogoh page 64-68	Observe learners as they role play Asking questions
2	1	Christian values	Honesty	By the end of the sub strand learners should be able to: Demonstrate honesty by taking lost and found items to their teacher Avoid taking other people’s items without permission to do for peaceful co-existence with others	Why is it wrong to take other peoples’ items?	Learners to read the verse in the Bible proverbs 12:17-19 Learners to observe the picture of taking back lost and found items to the teacher and role play it Learners to sing a song about honesty and not taking other people’s items	Picture Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Asking questions
2	2	Christian values	Honesty	By the end of the sub strand learners to: Demonstrate responsibility by completing homework in time Demonstrate punctuality at school and at home to be responsible	Why do we have to complete homework in time?	Learners to state the reason why they should complete their homework in time Learners to observe the picture of a pupil who complete work given on time and be punctual in school	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 64-68	Asking question
2	3	Christian values	Honesty	By the end of the sub strand the learners should be able to: Identify what happen when one lies and should apply it in their daily life Understand the importance of being honest and how they should embrace in their daily experience	What happens when one lies?	Learners to identify what happens when one does tell the truth and state the consequences they should face Learners to observe the picture of individual being punished for not telling the truth Learners to state the importance of being honest Learners to recite the verse	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh	Observe learners as the recite the verse
3	1	Christian values	Thankfulness	By the end of the sub strand the learner should be able to: Understand and identify the reason why they should thank their parents as a way of expressing gratitude Mention ways of expressing gratitude to their parents	Why should we thank our parents	Learners to read Thessalonian 5:18 Learners to state the reason why they should be thankful to their parents Learners to observe pictures of a child giving thanks to their parents and to demonstrate in class the how they should thank their parents Sing a song of thanksgiving in class	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Asking learners questions
3	2	Christian values	Thankfulness	By the end of the sub strand the learner should be able to: Identify the importance of being thankful as God want them to say thank you Describe ways of being thankful to God for always being with them	Why should we thank God?	Learners to read Thessalonian 5:18 Learners to state the importance of saying thank you as God wants them to say thank you Learners to observe pictures of people praying to God to say thank you Learners to read in the charts a prayer of thanks to God for everything they have	Pictures Charts Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 68-73	Asking learners question
3	3	Christian values	Thankfulness	By the end of the sub strand the learners should be able to: Identify when to say thank you to their parents State the reason why they should thank their parents	When should we thank our parents?	Learners to state when to thank their parents Learners to observe the pictures of children thanking their parents and state the reason why they should thank their parents To read the poem in the chart and compose their own poem to say thank you to their parents	Pictures charts Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Observe the learners as they recite and compose their own parents
4	1	Christian values	Thankfulness	By the end of the sub strand the learners should be able to: Identify the reason they should thank their parents to promote good parental child relationship Recognize that parents appreciate when their children thank you to them	How do we thank our parents	Learners to read the verse 1 Thessalonian 5:18 Learners observe the picture and state ways they should be thanking their parents Learners to role play on how to thank their parents Learners to sing a song of thanksgiving to their parents	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Asking learners questions
4	2	Christian values	Thankfulness	By the end of the sub strand the learner should be able to: Appreciate other people’s kindness by saying thank you Thank God for their family, friend’s teachers and appreciate them all	Why do we have to say thank you?	Learners in pairs to list reason they should say thank you Learners to role play the situation that say thank you gestures Learners to exchange gift in pairs and practice being thankful to each other Leaners to recite Thessalonian 5:18	Bible Charts Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Observe learners as the recite and memorize the verse
4	3	Christian values	Thankfulness	By the end of the sub strand learners should be able to: State the importance of being thankful and how they should appreciate in their day to day life State the ways they should show gratitude to their friends when they do something good to them	Why do we have to say thank you	Learners to state the importance of being thankful and how they should embrace it in their day to day life Learners to state how they should appreciate others by showing gratitude when they receive a good deed from their friend Sind a song about showing gratitude	Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 69-73	Asking learners questions
5	1	The church	The church as the house of God	By the end of the sub strand the learner should be able to: Identify that the church is the house of God understand the reason we go to church tell when we go to church	Why do we go to church?	Learners to read psalms100: 4 Learners in pairs to state the reason why we go to the church Learners to draw and color the church	Bible Pictures Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions
5	2	The church	The church as the house of God	By the end of the sub strand learners should be able to: Describe what happens in church State why should we respect the church	What happens in church?	Learners to read psalms 100:4 Learners to describe what happens in church Learners to role pray what happens in church Learners to state the reason they should respect the church	Bible Pictures Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions
5	3	The church	The church as the house of God	By the end of the sun strand the learner should be able to: Describe how they should behave in church State the reason why people sing and pray in church	How should we behave in church?	Learners to observe pictures on how people should behave in church Learners to demonstrate on how they should behave in church Learners to draw a church and how people behave in church	Pictures Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Observe learners as they draw a church
6	1	The church	The church as the house of God	By the end of the sub strand the learner should be able to: State why people in church serve God Tell how actively and regularly participate in church	Why do we serve God?	Learners to state the reason why people in church serve God Learners to demonstrate how they serve God in church Learners to tell how actively they participate in church activities Learners to sing a song they sing in church	Pictures audio visual material Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions
6	2	The church	The church as the house of God	By the end of the sub strand the learners should be able to: Recognize the church as a place of worship Learners to state how they respect the church as place of worship and a house of God	Why do we respect the church?	Learners to understand that church is a place we worship God Learners to watch the video of a church and what people do at church to show respect and be able to respect the church a place of worshipping God Learners to sing a song on how we should respect the church	Audio visual material Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions t
6	3	The church	The church as the house of God	By the end of the sub strand the learner should be able to: Acquire a sense of responsibility by serving God in church Desire to growth in faith by attending Sunday school	Why do we respect God?	Learners to acquire as sense of responsibility by stating how they serve God Learner’s to observe a picture of learners in a Sunday school and desire to attend Sunday school Learning to sing a song about the church as the house of God	Pictures Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 74-80	Asking learners questions and observing them as they sing
7	1	The church	The church as the house of prayer	By the end of the sub strand learners should be able to: Understand the reason why people pray Identify place where people often offers prayers	Why do we pray?	Learners to state why people pray and how they should embrace it in their day to day life Learners to observe the picture of people and state the reason why they pray Learners to identify the place where they always offer their prayers	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Asking learners questions
7	2	The church	The church as the house of prayer	By the end of the sub strand the learner should be able to: Write a prayer to thank God for everything God has done to them Say simple prayer thank God for his provision	Why do we thank God for his provision?	Learners to write a payer to thank God for everything given to them Learners to read a verse in Mathew 21:13 Learners to arrange letters using numbers by using flash cards Learners to say a simple prater to thank God for his provision	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Observe learners they arrange the letter using numbers on the flashcards
7	3	The church	The church as the house of prayer	By the end of the sub strand learners should be able to: Identify that when we pray we talk to God Appreciate prayer as it a way we communicate to God	How do we communicate to God?	Learners to state ways of talking to God Learners to compose simple prayers Learners to read prayers in charts Learners to sing a prayer song	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Observe learners as they sing a prayer song
8	1	The church	The church as the house of prayer	By the end of the sub strand the learner should be able to : Recite four lines of the lord’s prayer as a way of communicating with God Desire to pray regularly to develop a relationship with God	How frequently do you pray to God?	Learners to read Mathew 6:9-10 Learners to read the lord’s prayer in the chart Learners sing a song on the lord’s prayer	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Observe learners sing a song on the lord’s prayer
8	2	The church	The church as the house of prayer	By the end of the sub strand the learner should be able to: Show respect to God during prayer by adopting different postures of prayer State the importance of prayer and apply it in our daily life	How can you show respect to God during prayer	Learners to read the lord’s prayer from the chart displayed in class Learners to role play ways of showing respect to God during prayers Learners to sing a song on the lord’s prayer	Charts Bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy L. wachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Asking learners questions
8	3	The church	The church as the house of prayer	By the end of the sub strand the learners should be able to: Appreciate and respect the church as the house of prayer Appreciate God for all the provision by offering prayers	What is prayer	Learners to state how they appreciate and respect the church as the house of prayer Learners to observe the picture of how the church should be respected Learners to demonstrate how they should appreciate God for all the provision by offering a prayer of thanks	Pictures bible Oxford Growing in Christ Activities Learners book Grade 1 by Hezron Onyango Lucy Lwachira Jesse watiki Dennis Rutere Goretti Atogoh page 81-83	Asking questions and observing learners as they demonstrate
9	ASSESSMENT

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:11

Art and Craft Schemes - Grade 1 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	Sculpture	Toys	By the end of the of the lesson the learner should be able identify toys, locally available materials and tools for making toys at Inquiry Corner for motivation	What toys have you seen in class’ Inquiry Corner	Guide the learners, as a group, to Inquiry Corner to identify toys, locally available materials and tools for making toys at Inquiry Corner for motivation	Regalia charts	Observation Oral questions
	2		Toys	By the end of the of the lesson the learner should be able to observe toys in the physical and/or ICT environment to help in making toys	What toys have you seen in class’ Inquiry Corner	Guide the learners, to observe toys, locally available materials and tools for making toys in the physical and/or ICT environment	Regalia charts	Observation Oral questions
2	1		Toys	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make toys	What materials and tools do we have for making simple toys?	Individually, learners make simple toys using available materials and tools	Regalia charts	Observation Oral questions
	2		Toys	By the end of the lesson the learner should be able to Make simple toys using locally available materials and tools, for playing.	What materials and tools do we have for making simple toys?	In a group, learners display, talk about and appreciate their own and others’ work	Regalia charts	Observation Oral questions
3	1		Kites	By the end of the of the lesson the learner should be able to identify kites, locally available materials and tools for making kites at Inquiry Corner for motivation	What is a kite?	\Guide the learners, as a group, to Inquiry Corner to identify kites, locally available materials and tools for making kites at Inquiry Corner for motivation	Regalia charts	Observation Oral questions
	2		Kites	By the end of the of the lesson the learner should be able to observe kites in the physical and/or ICT environment to help in making kites	What is a kite?	Guide the learners, to observe kites, locally available materials and tools for making kites in the physical and/or ICT environment	Regalia charts	Observation Oral questions
4	1		Kites	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make kites	Have you ever seen a kite	Individually, learners make simple kites using available materials and tools	Regalia charts	Observation Oral questions
	2		Kites	By the end of the of the lesson the learner should be able to Make simple kites using locally available materials and tools, for playing	Have you ever seen a kite	In a group, learners display, talk about and appreciate their own and others’ work.	Regalia charts	Observation Oral questions
5	1	Weaving	Plain Paper Weave	By the end of the lesson the learner should be able to identify samples of plain weaves of varied materials and colors at Inquiry Corner for motivation.	What is weaving?	Guide the learners, as a group, to Inquiry Corner to identify samples of plain weaves of varied materials and colors for motivation	Regalia charts	Observation Oral questions
	2	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to identify locally available material and tools for making plain weaves at Inquiry Corner for motivation.	What is weaving?	Guide the learners, to observe samples of plain weaves from varied materials and colors in the physical and/or ICT environment for motivation	Regalia charts	Observation Oral questions
6	1	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make plain paper weaves in two colors	How do we identify woven items?	Individually, learners collect different types of materials and tools from the environment and make simple paper table mats using plain weave in two colors	Regalia charts	Observation Oral questions
	2	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to make simple paper table mats using plain weave in two colors from locally available materials and tools	How do we identify woven items?	Individually, learners collect different types of materials and tools from the environment and make simple paper table mats using plain weave in two colors	Regalia charts	Observation Oral questions
7	1	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to identify items modelled using pinch method, materials and tools at Inquiry Corner for motivation	What items in Inquiry Corner are modelled using pinch method	Learners are guided, as a group, to Inquiry Corner to identify items modelled using pinch method, materials and tools for motivation.	Regalia charts	Observation Oral questions
	2	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to observe items modelled using pinch method, materials and tools in the physical and/or ICT environment for motivation.	What items in Inquiry Corner are modelled using pinch method	Learners are guided, to observe items modelled using pinch method, materials and tools in the physical and/or ICT environment for motivation	Regalia charts	Observation Oral questions
8	1	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to model simple objects using pinch method for self-expression	What materials and tools are used for modelling	Individually, learners model simple objects using pinch method for self-expression	Regalia charts	Observation Oral questions
	2	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to display, talk about and 8appreciate own and others’ work	What materials and tools are used for modelling	In a group, learners display, talk about and appreciate their own and others’ work.	Regalia charts	Observation Oral questions
9&10	ASSESSEMENT

Published in Grade 1 Schemes of Work Term 3 2023

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Tuesday, 22 November 2022 11:25

Grade 5 Physical Health Education Activities - Grade 5 Schemes of Work Term 3 2023

PHYSICAL HEALTH EDUCATION ACTIVITIES.
GRADE FIVE SCHEMES OF WORK TERM3 2023

Wk	Lsn	Strand/Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Reflection
1	1	SWIMM ING	Side stroke	By the end of the sub-strand, the learner should be able to: practice the body and head position for streamlining in water practice the leg and arm movements in water for efficiency and speed play water games for enjoyment appreciate the side stroke for leisure and water recue	Which stroke is used for rescuing a drowning person?	The learner is guided individually or in groups to: Interact with technology and watch a video clip on side stroke and observe the Body and head position in water Interact with technology to observe the leg and arm movement in water Practice leg and arm movements in water and get feedback from the teacher Tow a floater one length of the the pull	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Side stroke	By the end of the sub-strand, the learner should be able to: practice the body and head position for streamlining in water practice the leg and arm movements in water for efficiency and speed play water games for enjoyment appreciate the side stroke for leisure and water recue	Which stroke is used for rescuing a drowning person?	The learner is guided individually or in groups to: Interact with technology and watch a video clip on side stroke and observe the Body and head position in water Interact with technology to observe the leg and arm movement in water Practice the leg and arm movements in water and get feedback from the teacher Tow a floater one length of the pull to	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Side stroke	By the end of the sub-strand, the learner should be able to: practice the body and head position for streamlining in water practice the leg and arm movements in water for efficiency and speed play water games for enjoyment appreciate the side stroke for leisure and water recue	Which stroke is used for rescuing a drowning person?	The learner is guided individually or in groups to: Interact with technology to observe the leg and arm movement in water Praactice leg and arm movements in water and get feedback from the teacher Tow a floater one length of the pull to	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Side stroke	By the end of the sub-strand, the learner should be able to: practice breathing for relaxed movement tow a floater while using the side stroke for rescue play water games for enjoyment appreciate the side stroke for leisure and water recue	Which stroke is used for rescuing a drowning person?	The learner is guided individually or in groups to: Practice the body and head position in water and get feedback from the teacher Practice leg and arm movements in water and get feedback from the teacher Tow a floater one length of the pull to	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5	Frisbee	Two handed rim catch	By the end of the sub strand, the learner should be able to: Practice the Two-handed rim catch in Frisbee for skill acquisition observe safety when using the Two handed rim catch in Frisbee for safety to be safe play games for fun and enjoyment appreciate the two-handed rim catch in Frisbee as a skill	How else can you catch the disc in Frisbee?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe the two-handed rim catch demonstrate the two-handed rim catch and get feedback from the teacher In pairs of the two- handed rim catch and give each other feedback Use drills to practice the two- handed rim catch in Frisbee Play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
2	1		Two handed rim catch	By the end of the sub strand, the learner should be able to: Practice the Two-handed rim catch in Frisbee for skill acquisition observe safety when using the Two handed rim catch in Frisbee for safety to be safe play games for fun and enjoyment appreciate the two-handed rim catch in Frisbee as a skill	How else can you catch the disc in Frisbee?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe the two-handed rim catch demonstrate the two-handed rim catch and get feedback from the teacher Demonstrate the two- handed rim catch and give each other feedback Use drills to practice the two- handed rim catch in Frisbee Play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Cutting	By the end of the sub strand, the learner should be able to: practice cutting in Frisbee for skill acquisition use drills to practice cutting in Frisbee play games for fun and enjoyment appreciate cutting as an essential skill in Frisbee	which other skills resemble cutting in Frisbee	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe cutting practice cutting and get feedback from the teacher use drills tp practice cutting practice frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Cutting	By the end of the sub strand, the learner should be able to: practice cutting in Frisbee for skill acquisition use drills to practice cutting in Frisbee play games for fun and enjoyment appreciate cutting as an essential skill in Frisbee	which other skills resemble cutting in Frisbee	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe cutting practice cutting and get feedback from the teacher use drills to practice cutting play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Marking	By the end of the sub strand, the learner should be able to: practice marking in Frisbee for skill acquisition observe safety when marking in Frisbee to avoids injuries play games for fun and enjoyment appreciate marking in Frisbee	Where else is the skill marking used?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe marking Practice marking and get feedback from the teacher Use drills to practice marking and give each other feedback Play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Marking	By the end of the sub strand, the learner should be able to: practice marking in Frisbee for skill acquisition observe safety when marking in Frisbee to avoids injuries play games for fun and enjoyment appreciate marking in Frisbee	Where else is the skill marking used?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe marking Practice marking and get feedback from the teacher Use drills to practice marking and give each other feedback play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
3	1		Pivoting	By the end of the sub strand, the learner should be able to: practice pivoting in Frisbee for skill acquisition use drills to practice pivoting in Frisbee observe safety when pivoting in Frisbee to avoids injuries play games for fun and enjoyment appreciate the marking as a skill in Frisbee	Which other game uses the pivot skill?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe pivoting practice pivoting and get feedback from the teacher use drills to practice pivoting and give each other feedback play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Pivoting	By the end of the sub strand, the learner should be able to: practice pivoting in Frisbee for skill acquisition use drills to practice pivoting in Frisbee observe safety when pivoting in Frisbee to avoids injuries play games for fun and enjoyment appreciate the marking as a skill in Frisbee	Which other game uses the pivot skill?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe pivoting Practice pivoting and get feedback from the teacher Use drills to practice pivoting and give each other feedback play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Spirit of the game	By the end of the sub strand, the learner should be able to: discuss the term ‘spirit of the game’ in Frisbee play a Frisbee game and use the spirit of the game to officiating discuss how to measure the ‘spirit of the game’ in Frisbee apply the acronym B.E.C.A.L.M in a Frisbee game situation	what is the importance of the ‘Spirit of the game’?	The learner is guided individually or in groups to: interact with technology to find out the meaning of the term ‘spirit of the game’ in Frisbee play a Frisbee game and use the spirit of game for officiating illustrate how to measure ‘spirit of the game’ in Frisbee discuss the importance B.E.C.A.L.M in a Frisbee game situation	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Spirit of the game	By the end of the sub strand, the learner should be able to: discuss the term ‘spirit of the game’ in Frisbee play a Frisbee game and use the spirit of the game to officiating discuss how to measure the ‘spirit of the game’ in Frisbee apply the acronym B.E.C.A.L.M in a Frisbee game situation	what is the importance of the ‘Spirit of the game’?	The learner is guided individually or in groups to: interact with technology to find out the meaning of the term ‘spirit of the game’ in Frisbee play Frisbee game and use the spirit of game for officiating illustrate how to measure ‘spirit of the game’ in Frisbee discuss the importance of B.E.C.A.L.M in a Frisbee game situation	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5	GYMNA STICS	hand balance into splits and hand walk	By the end of the sub strand the learner should be able to: Practice the hand balance into splits and hand walk for skill acquisition observe safety when performing the hand balance into splits and hand walk in gymnastics appreciate the Hand balance into splits and hand walk for aesthetic value	Which fitness components can be developed by participating in gymnastics	The learner is guided individually or in groups to: interact with technology to watch video clips on different splits demonstrate hand balance into splits and hand walk and get feedback from the teacher practice the Hand balance into splits and hand walk and give each other feedback display the class the hand balance into splits and hand walk and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
4	1		hand balance into splits and hand walk	By the end of the sub strand the learner should be able to: Practice the hand balance into splits and hand walk for skill acquisition observe safety when performing the hand balance into splits and hand walk in gymnastics appreciate the Hand balance into splits and hand walk for aesthetic value	Which fitness components can be developed by participating in gymnastics	The learner is guided individually or in groups to: Interact with technology to watch video clips on different splits demonstrate hand balance into splits and hand walk and get feedback from the teacher practice the Hand balance into splits and hand walk and give each other feedback display the class the hand balance into splits and hand walk and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		hand balance into splits and hand walk	By the end of the sub strand the learner should be able to: Practice the hand balance into splits and hand walk for skill acquisition observe safety when performing the hand balance into splits and hand walk in gymnastics appreciate the Hand balance into splits and hand walk for aesthetic value	Which fitness components can be developed by participating in gymnastics	The learner is guided individually or in groups to: interact with technology to watch video clips on different splits demonstrate hand balance into splits and hand walk and get feedback from the teacher practice the Hand balance into splits and hand walk and give each other feedback display the class the hand balance into splits and hand walk and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Shoulder Roll	By the end of the sub strand the learner should be able to: practice shoulder roll for skill acquisition observe safety when performing the shoulder roll to avoid injuries appreciate the shoulder roll for self-defence	When would the shoulder roll skill become useful in everyday life	The learner is guided individually or in groups to: Interact with technology to watch a video on shoulder roll Demonstrate the shoulder roll and get feedback from the teacher practice the shoulder roll and give each other feedback Observe safety when performing the shoulder roll to avoid injuries Appreciate the shuolder role for self-defence	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Shoulder Roll	By the end of the sub strand the learner should be able to: practice shoulder roll for skill acquisition observe safety when performing the shoulder roll to avoid injuries appreciate the shoulder roll for self-defence	When would the shoulder roll skill become useful in everyday life	The learner is guided individually or in groups to: interact with technology to watch a video on shoulder roll Demonstrate the shoulder roll and get feedback from the teacher practice the shoulder roll and give each other feedback Observe safety when performing the shoulder roll to avoid injuries Appreciate the shoulder roll for self-defence	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Through Vault into forward roll	By the end of the sub strand the learner should be able to: Practice the through vault into forward roll for skill acquisition observe safety when performing the through vault into forward roll in gymnastics appreciate the through vault into forward roll as essential skills in daily life	Which situations in everyday life would call for the application of Through Vault into forward roll?	The learner is guided individually and in groups to: Interact with the technology to observe the through vault into forward roll demonstrate the through vault into forward roll and get feedback from the teacher display the through vault into forward roll to the class and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
5	1		Through Vault into forward roll	By the end of the sub strand the learner should be able to: Practice the through vault into forward roll for skill acquisition observe safety when performing the through vault into forward roll in gymnastics appreciate the through vault into forward roll as essential skills in daily life	Which situations in everyday life would call for the application of Through Vault into forward roll?	The learner is guided individually and in groups to: Interact with the technology to observe the through vault into forward roll demonstrate the through vault into forward roll and get feedback from the teacher display the through vault into forward roll to the class and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Side Vault	By the end of the sub strand the learner should be able to: practice the Side Vault for gymnastic display observe rules when performing the Side Vault for own and others safety appreciate Side Vault for use in everyday life	Which situations in everyday life would call for the application of side vault?	The learner is guided individually or in groups to: interact with technology to watch a video clip on side vault demonstrate the Side Vault and get feedback from the teacher practice the side vault and give each other feedback observe safety when performing the side vault	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Cartwheel	By the end of the sub strand the learner should be able to: practice the Cartwheel for skill acquisition observe safety when performing the Cartwheel to avoid injuries appreciate the Cartwheel for self-defence	Which situations in everyday life would call for the application of Cartwheel?	The learner is guided individually or in groups to: interact with technology to watch a video clip on Cartwheel Demonstrate the Cartwheel and get feedback from the teacher practice the Cartwheel and give each other feedback display the cartwheel and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Cartwheel	By the end of the sub strand the learner should be able to: practice the Cartwheel for skill acquisition observe safety when performing the Cartwheel to avoid injuries appreciate the Cartwheel for self-defence	Which situations in everyday life would call for the application of Cartwheel?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on Cartwheel Demonstrate the Cartwheel and get feedback from the teacher Practice the Cartwheel and give each other feedback display the cart wheel and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Round -off	By the end of the sub strand the learner should be able to: Practice the Round -off for skill masterly observe safety when performing the Round -off to avoid injuries appreciate the Round -off for self-defence	Which gymnastic skill is almost similar to round –off?	The learner is guided individually or in groups to: interact with technology to watch a video clip on Round - off practice the -off and get feedback from the teacher display the -off and give each other feedback practice the -off and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
6	1		Round -off	By the end of the sub strand the learner should be able to: Practice the Round -off for skill masterly observe safety when performing the Round -off to avoid injuries appreciate the Round -off for self-defence	Which gymnastic skill is almost similar to round –off?	The learner is guided individually or in groups to: interact with technology to watch a video clip on Round - off demonstrate the -off and get feedback from the teacher practice the -off and give each other feedback display the -off and observe safety when	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Five action sequence	By the end of the sub strand the learner should be able to: practice the Five action sequence for skill acquisition observe safety when performing the Five action sequence to avoid injuries appreciate the Five action sequence for gymnastic display	Why are skills in gymnastics important in everyday life?	The learner is guided individually and in groups to: interact with technology to watch a video clip on sequences in gymnastics demonstrate the five action sequence and get feedback from the teacher practice the Five action sequence and give each other feedback display the Five action sequence and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Five action sequence	By the end of the sub strand the learner should be able to: practice the Five action sequence for skill acquisition observe safety when performing the Five action sequence to avoid injuries appreciate the Five action sequence for gymnastic display	Why are skills in gymnastics important in everyday life?	The learner is guided individually and in groups to: Interact with technology to watch a video clip on sequences in gymnastics Demonstrate the five action sequence and get feedback from the teacher practice the Five action sequence and give each other feedback display the Five action sequence and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4	HEALT H AND FITNES S	Skill related fitness: Balance	By the end of the sub strand, the learner should be able to: explain the term balance to enhance learning identify exercises that can develop balance for healthy living appreciate balance as necessary for functional life	Which activities can you perform to develop balance?	The learner is guided individually or in groups to: Use digital devices and other sources interact with technology to explain the term balance Discuss exercises that can be performed to develop balance for body awareness play games that enhance development of balance and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Skill related fitness: Balance	By the end of the sub strand, the learner should be able to: identify exercises that can develop balance for healthy living practice physical activities for developing coordination in daily life appreciate balance as necessary for functional life	Which activities can you perform to develop balance?	The learner is guided individually or in groups to: Use dital devices and other sources interact with technology to explain the term balance discuss the exercises that can be performed to develop balance for body awareness Play games that enhance the development of balance and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
7	1		Agility	By the end of the sub strand, the learner should be able to: define the term agility to enhance learning identify activities that can be performed to develop agility in daily life practice activities appreciate agility in daily life	Which exercises can develop agility?	The learner is guided individually or in groups to: interact with technology to explain the term agility discuss exercises that can develop agility play games that enhance the development of agility and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Agility	By the end of the sub strand, the learner should be able to: define the term agility to enhance learning identify activities that can be performed to develop agility in daily life practice activities appreciate agility in daily life	Which exercises can develop agility?	The learner is guided individually or in groups to: interact with technology to explain the term agility discuss exercises that can develop agility play games that enhance the development of agility and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Reaction Time	By the end of the sub strand, the learner should be able to: define the term Reaction Time to enhance learning identify activities that can develop Reaction Time in daily life practice activities that enhance develop of Reaction Time in daily life appreciate Reaction Time in daily life	Why is reaction time important in everyday life?	The learner is guided individually or in groups to: interact with technology to explain the term Reaction Time use digital devices to identify activities that develop Reaction discuss activities develop Reaction Time in daily life play games that enhance development of Reaction Time and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Reaction Time	By the end of the sub strand, the learner should be able to: define the term Reaction Time to enhance learning identify activities that can develop Reaction Time in daily life practice activities that enhance develop of Reaction Time in daily life appreciate Reaction Time in daily life	Why is reaction time important in everyday life?	The learner is guided individually or in groups to: Interact with technology to explain the term Reaction Time Use digital devices to identify activities that develop Reaction Discuss activities develop Reaction Time in daily life play game that enhance the development of Reaction Time and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Sit and Reach Test	By the end of the sub strand, the learner should be able to: define the term Sit and Reach Test to enhance learning explain the importance of Sit and Reach Test in sports appreciate the Sit and Reach Test for flexibility	why is it important to take Sit and Reach Test	The learner is guided individually or in groups to: Use digital devices to explain the term Sit and Reach Test Discuss the importance of Sit and Reach Test use the Sit and Reach Test to measure flexibility	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
8	1		Sit and Reach Test	By the end of the sub strand, the learner should be able to: explain the importance of Sit and Reach Test in sports practice measuring flexibility using Sit and Reach Test appreciate the Sit and Reach Test for flexibility	why is it important to take Sit and Reach Test	The learner is guided individually or in groups to: Use digital devices to explain the term Sit and Reach Test Discuss the importance of Sit and Reach Test use the Sit and Reach Test to measure flexibility	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2	FIRST AID IN SPORTS	Sports Injuries: Closed wound	By the end of the sub strand, the learner should be able to: explain the term closed wound in First Aid list the safety precautions to be applied when dressing a closed wound demonstrate how to manage a closed wound to avoid infection join the first aid school team during sports day	Why is it important to manage a closed wound?	The learner is guided individually or in groups to: interact with technology to explain the term closed wound Interact th technology to watch a video clip on how to dress a closed wound Discuss in groups ways of ensuring safety while dressing a closed wound Demonstrate how to dress a closed wound and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Sports Injuries: Closed wound	By the end of the sub strand, the learner should be able to: explain the term closed wound in First Aid list the safety precautions to be applied when dressing a closed wound demonstrate how to manage a closed wound to avoid infection join the first aid school team during sports day	Why is it important to manage a closed wound?	The learner is guided individually or in groups to: interact with technology to explain the term closed wound interact with technology to watch a video clip on how to dress a closed wound discuss in groups ways of ensuring safety while dressing a closed wound demonstrate how to dress a closed wound and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Sprain	By the end of the sub strand, the learner should be able to: identify the parts of the body where a sprain may occur identify the signs and symptoms of a sprain demonstrate the management of a sprain	Where does a sprain occur in body? How can a sprain be effectively managed?	The learner is guided individually or in groups to: Use digital devices to identify the signs and symptoms of a sprain Discuss the parts of the body where a sprain may occur watch video clip on the management of a sprain demonstrate how to manage sprain and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Sprain	By the end of the sub strand, the learner should be able to: identify the parts of the body where a sprain may occur identify the signs and symptoms of a sprain demonstrate the management of a sprain	Where does a sprain occur in body? How can a sprain be effectively managed?	The learner is guided individually or in groups to: Use digital devices to identify the signs and symptoms of a sprain Discuss the parts of the body where a sprain may occur watch video clip on the management of a sprain demontrate how to manage sprain and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
9	1		Strain	By the end of the sub strand, the learner should be able to: identify the parts of the body where a strain may occur identify the signs and symptoms of a strain demonstrate the management of a strain	Where does a strain occur in body? How can a strain be effectively managed?	The learner is guided individually or in groups to: Use digital devices to identify the signs and symptoms of a strain Discuss the parts of the body where a strain may occur Watch video clip on the management of a strain Discuss how to manage a strain and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Strain	By the end of the sub strand, the learner should be able to: identify the parts of the body where a strain may occur identify the signs and symptoms of a strain demonstrate the management of a strain	Where does a strain occur in body? How can a strain be effectively managed?	The learner is guided individually or in groups to: Use digitaldevices to identify the signs and symptoms of a strain discuss the parts of the body where a strain may occur watch a video clip on the management of a strain demonstrate how to manage a strain and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Two person support method	By the end of the sub strand the learner should be able to: demonstrate how to carry an injured person using the Two person- support method listens keenly to what the injured person is saying before taking action assists to carry an injured teammate to safety	Why is it important to listen to an injured person before performing First Aid if they are able to talk?	The learner is guided individually or in groups to: Use digital devices to watch a video clip on how to carry an injured person using the Two person- support method In groups paractice carrying an injured person using the Two person- support method and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Two person support method	By the end of the sub strand the learner should be able to: demonstrate how to carry an injured person using the Two person- support method listens keenly to what the injured person is saying before taking action assists to carry an injured teammate to safety	Why is it important to listen to an injured person before performing First Aid if they are able to talk?	The learner is guided individually or in groups to: Interact with digital devices to watch a video clip on how to carry an injured person using the Two person- support method In groups practice carrying an injured person using the Two person- support method and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5	OUTDO OR AND RECREA TION ACTIVI TIES	Planning an Outdoor activity	By the end of the sub strand, the learner should be able to: plan an outdoor activity schedule for two days identify the most suitable places for an outdoor activity in the county appreciate the outdoor activities for leisure and recreation	What material will you require for an activity? How will you spend the time allocated during an outdoor activity? What safety measures should be observed before and during an outdoor activity?	The learner is guided individually or in the group to use digital devices and other sources of information to design an outdoor activity schedule for two days discuss the most suitable places for an outdoor activity in the county	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
10	1		Planning an Outdoor activity	By the end of the sub strand, the learner should be able to: explain the health and safety measures to be observed before and during an outdoor activity identify the relevant authorities to be informed prior to an outdoor activity appreciate the outdoor activities for leisure and recreation	What material will you require for an activity? How will you spend the time allocated during an outdoor activity? What safety measures should be observed before and during an outdoor activity?	The learner is guided individually or in the group to use digital devices and other sources of information to: discuss the health and safety measures to be observed before and during an outdoor activity disccuss the relevant authorities to be informed prior to an outdoor activity	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Planning an Outdoor activity	By the end of the sub strand, the learner should be able to: explain the health and safety measures to be observed before and during an outdoor activity identify the relevant authorities to be informed prior to an outdoor activity appreciate the outdoor activities for leisure and recreation	What material will you require for an activity? How will you spend the time allocated during an outdoor activity? What safety measures should be observed before and during an outdoor activity?	The learner is guided individually or in the group to use digital devices and other sources of information to: discuss the health and safety measures to be observed before and during an outdoor activity discuss the relecant authorities to be informed prior to an outdoor activity	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Tracking Signs for outdoor activity	By the end of the sub strand, the learner should be able to: define the term tracking signs explain the importance of tracking signs for an outdoor activity design tracking signs for use during an outdoor activity practice laying tracking signs for use during an outdoor an outdoor activity	Why is tracking important in an outdoor activity What are some of the physical features you need to look out for when mapping a route	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the materials that can be used to make tracking signs in the local environment Discuss the tracking signs and their uses in outdoor activities track a route in the school compound for signs masterly	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Tracking Signs for outdoor activity	By the end of the sub strand, the learner should be able to: define the term tracking signs explain the importance of tracking signs for an outdoor activity design tracking signs for use during an outdoor activity practice laying tracking signs for use during an outdoor an outdoor activity	Why is tracking important in an outdoor activity What are some of the physical features you need to look out for when mapping a route	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the materials that can be used to make tracking signs in the local environment Discuss the tracking signs and their uses in outdoor activities Track a route in the school compound for signs masterly	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Tracking Signs for outdoor activity	By the end of the sub strand, the learner should be able to: define the term tracking signs explain the importance of tracking signs for an outdoor activity design tracking signs for use during an outdoor activity practice laying tracking signs for use during an outdoor an outdoor activity	Why is tracking important in an outdoor activity What are some of the physical features you need to look out for when mapping a route	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss materials that can be used to make tracking signs in the local environment discuss the tracking signs and their uses in outdoor activities track a route in the school compound for signs masterly	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Roles and responsibility	By the end of the sub strand, the learner should be able to: identify the different roles of members during a group’s outdoor activity explain the qualities of a good group leader appreciate the roles undertaken by the different members in a group	Why should we divide roles for group members? What are the qualities of a good group leader?	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the different roles assigned to members during an outdoor activity Discuss the qualities of a good leader group leader	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Conflict resolution in an outdoor activity	By the end of the sub strand, the learner should be able to: identify the causes of conflicts during an outdoor activity explain the consequences of conflicts during an outdoor activity role play conflicts resolution for an outdoor activity	What are the causes of conflicts in a group? What methods can be used to resolve conflicts?	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the causes of conflicts during an outdoor activity the consequences of conflicts during an outdoor activity role play conflicts resolution for a group	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Conflict resolution in an outdoor activity	By the end of the sub strand, the learner should be able to: identify the causes of conflicts during an outdoor activity explain the consequences of conflicts during an outdoor activity role play conflicts resolution for an outdoor activity	What are the causes of conflicts in a group? What methods can be used to resolve conflicts?	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the causes of conflicts during an outdoor activity Discuss the consequences of conflicts during an outdoor activity role play conflicts resolution for a group	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Conflict resolution in an outdoor activity	By the end of the sub strand, the learner should be able to: explain the consequences of conflicts during an outdoor activity identify ways of resolving conflicts for unity role play conflicts resolution for an outdoor activity	What are the causes of conflicts in a group? What methods can be used to resolve conflicts?	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the consequences of conflicts during an outdoor activity Discuss ways of solving conflicts role play conflicts resolution for a group	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Conflict resolution in an outdoor activity	By the end of the sub strand, the learner should be able to: explain the consequences of conflicts during an outdoor activity identify ways of resolving conflicts for unity role play conflicts resolution for an outdoor activity	What are the causes of conflicts in a group? What methods can be used to resolve conflicts?	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the consequences of conflicts during an outdoor activity Discuss ways of solving conflicts role play conflicts resolution for a group	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Food preservation	By the end of the sub strand, the learner should be able to: identify the food preservation methods in the community demonstrate one method that can be used to preserve food during a two day outdoor activity appreciate the traditional method of food preservation	What methods can be used to preserve food during an outdoor activity lasting two days?	The learner is guided individually or in groups to use digital devices and other sources of information to: find out the food preservation methods in the community discuss and demonstrate a food preservation method that can be used to preserve food during an outdoor activity	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Food preservation	By the end of the sub strand, the learner should be able to: identify the food preservation methods in the community demonstrate one method that can be used to preserve food during a two day outdoor activity appreciate the traditional method of food preservation	What methods can be used to preserve food during an outdoor activity lasting two days?	The learner is guided individually or in groups to use digital devices and other sources of information to: find out the food preservation methods in the community discuss and demonstrate a food preservation method that can be used to preserve food during an outdoor activity	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports

Published in Grade 5 Schemes of Work Term 3 2023

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Tuesday, 22 November 2022 09:55

Grade 5 Music Activities - Grade 5 Schemes of Work Term 3 2023

GRADE FIVE MUSIC ACTIVITIES.
SCHEMES OF WORK TERM 3 2023

Wk	Lsn	Strand/Theme	Sub strand		Specific learning outcomes		Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Refl
1	1	PERFOR MING	Kenyan Folk Dances : Roles of ornaments/costu mes in a folk dance		By the end of the sub strand, the learner should be able to: Discuss the roles of costumes, ornaments and body adornment in a folk dance. use costumes, body adornments and ornaments in a folk dance appreciate the role of participants, costumes, body adornment, ornaments in a folk dance		What is the role of costumes, body adornment and ornaments in a dance? What is the role of different participants in a dance? Which materials can be used to make costumes, body adornment or ornaments?	Learners watch a Live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments. Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance. In groups learners discuss the roles of different participants in a dance (soloist, chorus/response group, instrumentalist and dancers). Learners use digital devices to download and watch various Kenyan folk dances..	Locally available materials to make body ornaments Audio/visual recordings of folk dances Resource persons Musical instruments connectivity	Observation checklist Portfolio
2	1		Making a costume/Orname nt		By the end of the sub strand, the learner should be able to: make a costume or an ornament using locally available materials Discuss the procedure of making an ornament/costume appreciate the role of participants, costumes, body adornment, ornaments in a folk dance		What is the role of costumes, body adornment and ornaments in a dance? What is the role of different participants in a dance? Which materials can be used to make costumes, body adornment or ornaments?	In groups learners brainstorm on the procedure and materials for making costumes, ornaments and body adornments. Learners make a costume, ornaments, and body adornments from locally available materials for a selected dance observing safety measures. In groups learners use costumes, ornaments and body adornments made or borrowed from the community in a folk dance with appropriate Instrumental accompaniment. In groups learners identify and practice a Kenyan folk dance for class presentation	Locally available materials to make body ornaments Audio/visual recordings of folk dances Resource persons Musical instruments connectivity	Observation checklist Portfolio
3	1	CREATI NG/CO MPOSIN G	Rhythm : Interpreting French Rhythm		By the end of the sub strand, the learner should be able to: interpret French rhythm names in a rhythmic pattern Define the term rhythm appreciate rhythms created by self and others		How are rhythmic patterns created?	Learners listen to/sing familiar/simple songs and are guided in identifying the notes (semibreve, minim, crotchet and quaver) using their French rhythm names (taa-aa-aa-aa, taa-aa, taa, and ta-te) in groups, learners sing familiar songs then clap while chanting the rhythm of the song using French rhythm names.	Song excerpts Percussion instruments Melodic instruments Audio recordings of songs	Observation checklist Portfolio
4	1		Rhythm : French Notes and symbols		By the end of the sub strand, the learner should be able to: associate French rhythm names of notes with their symbols write rhythms of familiar tunes using French rhythm names and their appreciate rhythms created by self and others		How are rhythmic patterns created?	Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols. clap and chant French rhythm names of musical notes displayed on flash cards. Learners listen to and imitate rhythmic patterns played using the correct French rhythms names. Learners listen to and write rhythmic patterns using note symbols. Individually and in groups, learners use French rhythm names and note symbols (semibreve, minim, crotchet and quavers) to create simple rhythms.	Song excerpts Percussion instruments Melodic instruments Audio recordings of songs	Observation checklist Portfolio
5	1		Rhythm : French Notes and symbols		By the end of the sub strand, the learner should be able to: associate French rhythm names of notes with their symbols write rhythms of familiar tunes using French rhythm names and their corresponding symbols appreciate rhythms created by self and others		How are rhythmic patterns created?	Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols. Learners clap and chant French rhythm names of musical notes displayed on flash cards. Learners listen to and imitate rhythmic patterns played using the correct French rhythms names. Learners listen to and write rhythmic patterns using note symbols. Individually and in groups, learners use French rhythm names and note symbols (semibreve, minim, crotchet and quavers) to create simple rhythms.	Song excerpts Percussion instruments Melodic instruments Audio recordings of songs	Observation checklist Portfolio
6	1		Rhythm : Creating rhythm using note symbols		By the end of the sub strand, the learner should be able to: create simple rhythms using note symbols aurally recognize strong and weak beats in two and four beat patterns appreciate rhythms created by self and others		How are rhythmic patterns created?	Learners sing/listen to a song and are guided to identify songs in two or four beat patterns. Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music. In groups learners tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns in groups learners play rhythmic games e.g. rhythmic dictation	Song excerpts Percussion instruments Melodic instruments Audio recordings of songs	Observation checklist Portfolio
7	1		Rhythm : Creating rhythm using note symbols		By the end of the sub strand, the learner should be able to: create simple rhythms using note symbols aurally recognize strong and weak beats in two and four beat patterns appreciate rhythms created by self and others		How are rhythmic patterns created?	Learners sing/listen to a song and are guided to identify songs in two or four beat patterns. Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music. Individually and in groups learners tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns in groups learners play rhythmic games e.g. rhythmic dictation	Song excerpts Percussion instruments Melodic instruments Audio recordings of songs	Observation checklist Portfolio
8	1		Rhythm : Recognizing strong and weak beat in two and four beat patterns		By the end of the sub strand, the learner should be able to: Play rhythmic games aurally recognize strong and weak beats in two and four beat patterns appreciate rhythms created by self and others		How are rhythmic patterns created?	Learners sing/listen to a song and are guided to identify songs in two or four beat patterns. Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music. Clap/tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns Learners play rhythmic games e.g. rhythmic dictation	Song excerpts Percussion instruments Melodic instruments Audio recordings of songs	Observation checklist Portfolio
9	1		Melody : Singing the sol-fa syllables		By the end of the Sub strand, the learner should be able to: sing the sol-fa syllables for pitch discrimination interpret corresponding hand signs of the sol-fa syllables appreciate melodies created by self and others		How can you perform a melody in different ways? What makes a melody interesting?	In groups, learners sing familiar songs based on d, r, m, f, s e.g. excerpts of songs such as; Skip to My Lou and Na Maua Learners interpret hand signs for d, r, m, f, s as demonstrated by the teacher. Learners orally and aurally identify different pitches (d, r, m, f, s) displayed on flash cards or played on a melodic instrument. In pairs or in groups, learners play melody games for pitch discrimination.	Sheet music Audio recording Melodic instruments Flash cards	Aural tests Oral tests Written tests Portfolio
10	1		Melody : Interpreting hands signs of the sol-fa syllables		By the end of the Sub strand, the learner should be able to: sing the sol-fa syllables for pitch discrimination interpret corresponding hand signs of the sol-fa syllables appreciate melodies created by self and others		How can you perform a melody in different ways? What makes a melody interesting?	In pairs or groups, learners sing familiar songs based on d, r, m, f, s e.g. excerpts of songs such as; Skip to My Lou and Na Maua Learners interpret hand signs for d, r, m, f, s as demonstrated by the teacher. Identify different pitches (d, r, m, f, s) displayed on flash cards or played on a melodic instrument. In pairs or in groups, learners play melody games for pitch discrimination.	Sheet music Audio recording Melodic instruments Flash cards	Aural tests Oral tests Written tests Portfolio
			Melody : Creating short melodies using the sol-fa syllables		By the end of the Sub strand, the learner should be able to: create short melodies using the sol-fa syllables play own created melodies on the descant recorder appreciate melodies created by self and others		How can you perform a melody in different ways? What makes a melody interesting?	Individually and in group learners create short melodies using the sol-fa syllables d, r, m, f and s and rhythms learnt. Individually and in group learners are guided to play the melodies created using the descant recorder. Learners present their melodies in class for review and feedback from others. In school and at home learners record own and others’ or present the melodies for sharing and peer review Learners present their recordings in class as others review and give feedback	Sheet music Audio recording Melodic instruments Flash cards	Aural tests Oral tests Written tests Portfolio
			Melody : Creating short melodies using the sol-fa syllables	By the end of the Sub strand, the learner should be able to: create short melodies using the sol-fa syllables play own created melodies on the descant recorder appreciate melodies created by self and others		How can you perform a melody in different ways? What makes a melody interesting?		Individually and in groups learners create short melodies using the sol-fa syllables d, r, m, f and s and rhythms learnt. Individually and in group learners are guided to play the melodies created using the descant recorder. Learners present their melodies in class for review and feedback from others. In school and at home learners record own and others’ or present the melodies for sharing and peer review Learners present their recordings in class as others review and give feedback	Sheet music Audio recording Melodic instruments Flash cards	Aural tests Oral tests Written tests Portfolio
		LISTENI NG, RESPO NDING AND APPREC IATION	Elements of Music	By the end of the sub strand, the learner should be able to: Name the different elements in music describe how different elements of music are used in a piece of music Appreciate the Importance of elements of music		What is critical listening? What is structure in music? What elements of music does one pay attention to when listening and analyzing music?		In groups, learners brainstorm on what critical listening to music entails. Learners listen to a variety of music and are guided to discuss how different elements of music (melody, rhythm, dynamics, tempo, structure) are used using appropriate terminology. Learners listen to a variety of music and are guided to identify music in AB structure.	Audio-visual excerpts of relevant music Audio-visual Equipment Resource persons	Oral/aural questions Written tests
			Elements of Music	By the end of the sub strand, the learner should be able to: Name the different elements in music describe how different elements of music are used in a piece of music Appreciate the Importance of elements of music		What is critical listening? What is structure in music? What elements of music does one pay attention to when listening and analyzing music?		In groups, learners brainstorm on what critical listening to music entails. Learners listen to a variety of music and are guided to discuss how different elements of music (melody, rhythm, dynamics, tempo, structure) are used using appropriate terminology. Learners listen to a variety of music and are guided to identify music in AB structure.	Audio-visual excerpts of relevant music Audio-visual Equipment Resource persons	Oral/aural questions Written tests
			Elements of Music : Music structure- AB structure	By the end of the sub strand, the learner should be able to: Define the term structure in music aurally identify music in AB structure Appreciate music in AB structure.		What is critical listening? What is structure in music? What elements of music does one pay attention to when listening and analyzing music?		Learners sing songs in AB structure and are guided in identifying the two different sections. Learners play simple melodies in AB structure using the descant recorder. In lass and at home, learners are guided by teacher/parent/guardian to listen to appropriate music from Digital/electronic devices or live performance and write short sentences describing the music.	Audio-visual excerpts of relevant music Audio-visual Equipment Resource persons	Oral/aural questions Written tests

Published in Grade 5 Schemes of Work Term 3 2023

Tagged under

Tuesday, 22 November 2022 09:19

Grade 5 Home Science Activities - Grade 5 Schemes of Work Term 3 2023

GRADE 5 MTP HOME SCIENCE ACTIVITIES
SCHEMES OF WORK TERM 3 2023

Wk	Lsn	Strand/Theme	Sub-strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Reflection
1	1	FOODS AND NUTRITION	Deep frying - Procedures used to deep dry food	By the end of the sub strand, the learner should be able to: Identify local foods which can be deep fried found within their community. Describe the procedure used to deep fry food Appreciate food cooked using deep frying method.	What local foods can you deep fry at home? How do you deep fry food at home?	Using pictures, realia, video clips and charts, learner will identify local foods which can be deep fried and are found within their locality. In groups pairs, learners discuss procedures used in deep frying food (meat, fish, green bananas, potatoes, cassava)	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 86-87 MTP Home science Grade 5 TG Pg. 98	Checklist test Observations Critiques Demonstration Self-assessment
	2		Deep frying- Deep frying food appropriatel y at home	By the end of the sub strand, the learner should be able to: Describe the procedure used to deep fry food Deep fry food appropriately at home Appreciate food cooked using deep frying method.	What local foods can you deep fry at home? How do you deep fry food at home?	In groups pairs, learners discuss procedures used in deep frying food (meat, fish, green bananas, potatoes, cassava) In groups, learners cook a given food using deep frying method	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 88 MTP Home science Grade 5 TG Pg. 98-99	Checklist test Observations Critiques Demonstration Self-assessment
	3		Deep frying – improvising cooking equipment for deep frying	By the end of the sub strand, the learner should be able to: Improvise cooking equipment for deep frying Deep fry food appropriately at home Appreciate food cooked using deep frying method.	What local foods can you deep fry at home? How do you deep fry food at home?	Learners improvise a cooking equipment where necessary (using a clay cooking pot) In groups, learners cook a given food using deep frying method	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 89 MTP Home science Grade 5 TG Pg. 99	Checklist test Observations Critiques Demonstration Self-assessment
2	1		Deep frying- Serving deep fried food at home	By the end of the sub strand, the learner should be able to: Deep fry food appropriately at home Serve deep fried food at home Appreciate food cooked using deep frying method.	What local foods can you deep fry at home? How do you deep fry food at home?	Watch a demonstration or video clip on safety to be observed when cooking Learners serve the cooked food appropriately.	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 89-90 MTP Home science Grade 5 TG Pg. 99-100	Checklist test Observations Critiques Demonstration Self-assessment
	2		Deep frying – storing deep fried foods at home to avoid spoilage	By the end of the sub strand, the learner should be able to: Serve deep fried food at home Store deep fried foods at home to avoid spoilage of food Appreciate food cooked using deep frying method.	What local foods can you deep fry at home? How do you deep fry food at home?	Learners improvise a cooking equipment where necessary (using a clay cooking pot) Watch a demonstration or video clip on safety to be observed when cooking Learners serve the cooked food appropriately.	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 91-92 MTP Home science Grade 5 TG Pg. 100-101	Checklist test Observations Critiques Demonstration Self-assessment
	3	CLOTHING	Stitches Permanent stitches used in sewing	By the end of the sub strand, the learner should be able to: Explain meaning of permanent stitches in sewing State the factors considered when making permanent stitches Appreciate the use of permanent stitches for sewing	What factors would you consider when making permanent stitches?	In groups pairs, learners brainstorm on the meaning of permanent stitches Using pictures, realia, video clips and charts, learner identifies different permanent stitches used in sewing: joining stitches- backstitches and over sewing Embroidery stitches-stem stitch, chain stitch and satin stitch. Neatening stitches-hemming and loop stitches	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 93 MTP Home science Grade 5 TG Pg. 106	Checklist test Observations Critiques Demonstration Self-assessment
3	1		Stitches Different permanent stitches used in sewing	By the end of the sub strand, the learner should be able to: Explain meaning of permanent stitches in sewing Identify different permanent stitches used in sewing. Appreciate the use of permanent stitches for sewing	What factors would you consider when making permanent stitches?	In groups pairs, learners brainstorm on the meaning of permanent stitches Using pictures, realia, video clips and charts, learner identifies different permanent stitches used in sewing: joining stitches- backstitches and over sewing Embroidery stitches-stem stitch, chain stitch and satin stitch. Neatening stitches-hemming and loop stitches	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 95-96 MTP Home science Grade 5 TG Pg. 107	Checklist test Observations Critiques Demonstration Self-assessment
	2		Stitches Permanent stitches – practicing how to use a needle correctly during sewing	By the end of the sub strand, the learner should be able to: Practice how to use a needle correctly during sewing State the factors considered when making permanent stitches Appreciate the use of permanent stitches for sewing	What factors would you consider when making permanent stitches?	Learners practice how to use a needle during sewing Learner observes safety precautions during needle work	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 96-97 MTP Home science Grade 5 TG Pg. 107-108	Checklist test Observations Critiques Demonstration Self-assessment
	3		Stitches Permanent stitches – making samples of permanent stitches (joining)	By the end of the sub strand, the learner should be able to: Practice how to use a needle correctly during sewing Make samples of permanent stitches Appreciate the use of permanent stitches for sewing	What factors would you consider when making permanent stitches?	Learners practice how to use a needle during sewing Learner observes safety precautions during needle work	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 97- 101 MTP Home science Grade 5 TG Pg. 108-109	Checklist test Observations Critiques Demonstration Self-assessment
4	1		Stitches Permanent stitches - making samples of permanent stitches (joining)	By the end of the sub strand, the learner should be able to: Practice how to use a needle correctly during sewing Make samples of permanent stitches Appreciate the use of permanent stitches for sewing	What factors would you consider when making permanent stitches?	Learners practice how to use a needle during sewing Learner observes safety precautions during needle work	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 97-101 MTP Home science Grade 5 TG Pg. 108-109	Checklist test Observations Critiques Demonstration Self-assessment
	2		Stitches Neatening stitches	By the end of the sub strand, the learner should be able to: Practice how to use a needle correctly during sewing in reinforcing start and end of sewing Practice making neatening stitches Appreciate the use of permanent stitches for sewing	What factors would you consider when making permanent stitches?	Learners practice reinforcing the start and end of stitching appropriately during sewing Learner observes safety precautions during needle work	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 101- 104 MTP Home science Grade 5 TG Pg. 109-110	Checklist test Observations Critiques Demonstration Self-assessment
	3		Stitches Neatening stitches	By the end of the sub strand, the learner should be able to: Practice how to use a needle correctly during sewing in reinforcing start and end of sewing Practice making neatening stitches Appreciate the use of permanent stitches for sewing	What factors would you consider when making permanent stitches?	Learners practice reinforcing the start and end of stitching appropriately during sewing Learner observes safety precautions during needle work	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 101- 104 MTP Home science Grade 5 TG Pg. 109-110	Checklist test Observations Critiques Demonstration Self-assessment
5	1		Stitches Decorative stitches	By the end of the sub strand, the learner should be able to: Practice how to use a needle correctly during sewing in reinforcing start and end of sewing Explain the importance of decorative stitches Appreciate the use of permanent stitches for sewing	What factors would you consider when making permanent stitches?	Learners practice reinforcing the start and end of stitching appropriately during sewing Learner observes safety precautions during needle work	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 105- 109 MTP Home science Grade 5 TG Pg. 111- 112	Checklist test Observations Critiques Demonstration Self-assessment
	2		Stitches Decorative stitches	By the end of the sub strand, the learner should be able to: Make samples of permanent stitches in sewing Explain the importance of decorative stitches Appreciate the use of permanent stitches for sewing	What factors would you consider when making permanent stitches?	Learner makes samples of backstitches, hemming and over sewing stitches and mounts on a portfolio.	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 105- 109 MTP Home science Grade 5 TG Pg. 111-112	Checklist test Observations Critiques Demonstration Self-assessment
	3		Stitches Making a pincushion for safe storage of pins	By the end of the sub strand, the learner should be able to: Make a pincushion for safe storage of pins Explaining the meaning of the term pincushion Appreciate the use of permanent stitches for sewing	What factors would you consider when making permanent stitches?	Learners make a pin cushion for safe storage of pins	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 110- 112 MTP Home science Grade 5 TG Pg. 112-113	Checklist test Observations Critiques Demonstration Self-assessment
6	1		Stitches Permanent stitches – Making an embroidere d stool cloth	By the end of the sub strand, the learner should be able to: Appreciate the use of permanent stitches for sewing Watch a video clip on making an embroidered cloth Make a small embroidered cloth for use in the home	What factors would you consider when making permanent stitches?	Learners make a pin cushion for safe storage of pins Learner observes safety precautions during needle work	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 113- 115 MTP Home science Grade 5 TG Pg. 113-114	Checklist test Observations Critiques Demonstration Self-assessment
	2		Stitches Permanent stitches – safety precautions to observe during needlework	By the end of the sub strand, the learner should be able to: Observe safety precautions during needle work to avoid causing accidents Appreciate the use of permanent stitches for sewing Make a small embroidered cloth for use in the home	What factors would you consider when making permanent stitches?	Learners make a pin cushion for safe storage of pins Learner observes safety precautions during needle work	Picture Video clips Realia Portfolio Charts MTP Home science Grade 5 Learners Bk. Pg. 115- 116 MTP Home science Grade 5 TG Pg. 114-115	Checklist test Observations Critiques Demonstration Self-assessment
	3		Repair and maintenanc e of clothes - Gaping seam and hanging hem	By the end of the sub strand, the learner should be able to: Identify a gaping seam and hanging hem in a garment Mention factors to consider when repairing a gaping seam and a hanging hem on a school uniform Appreciate the importance of repairing and maintenance of clothes.	How do you repair a gaping seam? How do you repair a hanging hem?	In groups or pairs, learners discuss a gaping seam and a hanging hem In groups/pairs, learners brainstorm on factors to consider when choosing the type of stitch to use when repairing a gaping seam and a hanging hem on a school uniform NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.	Pictures Charts Realia MTP Home science Grade 5 Learners Bk. Pg. 117 MTP Home science Grade 5 TG Pg. 119	Checklist test Observations Critiques Demonstration Self-assessment
7	1		Repair and maintenanc e of clothes – repairing a gaping seam	By the end of the sub strand, the learner should be able to: Mention factors to consider when repairing a gaping seam and a hanging hem on a school uniform Practice Repairing a gaping seam Appreciate the importance of repairing and maintenance of clothes.	How do you repair a gaping seam? How do you repair a hanging hem?	In groups or pairs, learners discuss a gaping seam and a hanging hem In groups/pairs, learners brainstorm on factors to consider when choosing the type of stitch to use when repairing a gaping seam and a hanging hem on a school uniform NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.	Pictures Charts Realia MTP Home science Grade 5 Learners Bk. Pg. 117- 119 MTP Home science Grade 5 TG Pg. 119-120	Checklist test Observations Critiques Demonstration Self-assessment
	2		Repair and maintenanc e of clothes repairing a gaping seam	By the end of the sub strand, the learner should be able to: Mention factors to consider when repairing a gaping seam and a hanging hem on a school uniform Practice Repairing a gaping seam Appreciate the importance of repairing and maintenance of clothes.	How do you repair a gaping seam? How do you repair a hanging hem?	Using pictures, Realia and charts, learner chooses the right stitch to use when repairing a gaping seam or hem on a school uniform. In groups/pairs, learners brainstorm on the safety precautions to observe when repairing gaping seams or hanging hems on their uniforms.	Pictures Charts Realia MTP Home science Grade 5 Learners Bk. Pg. 117- 119 MTP Home science Grade 5 TG Pg. 119-120	Checklist test Observations Critiques Demonstration Self-assessment
	3		Repair and maintenanc e of clothes –repairing a hanging hem	By the end of the sub strand, the learner should be able to: Watch a video clip or observe pictures of a hanging hem Practice repairing a hanging hem Appreciate the importance of repairing and maintenance of clothes.	How do you repair a gaping seam? How do you repair a hanging hem?	Using pictures, realia and charts, learner chooses the right stitch to use when repairing a gaping seam or hem on a school uniform. In groups/pairs, learners brainstorm on the safety precautions to observe when repairing gaping seams or hanging hems on their uniforms.	Pictures Charts Realia MTP Home science Grade 5 Learners Bk. Pg. 119- 120 MTP Home science Grade 5 TG Pg. 120	Checklist test Observations Critiques Demonstration Self-assessment
8	1		Repair and maintenanc e of clothes - repairing a hanging hem	By the end of the sub strand, the learner should be able to: Practice repairing a hanging hem Watch a video clip or observe pictures of a hanging hem Appreciate the importance of repairing and maintenance of clothes.	How do you repair a gaping seam? How do you repair a hanging hem?	Learner correctly repairs a gaping seam or hanging hem. Learner practices safety measures to observe while repairing a gaping seam or hanging hem on a garment NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.	Pictures Charts Realia MTP Home science Grade 5 Learners Bk. Pg. 119- 120 MTP Home science Grade 5 TG Pg. 120	Checklist test Observations Critiques Demonstration Self-assessment
	2		Repair and maintenanc e of clothes – safety measures to observe while repairing gaping seams and hanging hems	By the end of the sub strand, the learner should be able to: Repair a gaping seam and a hanging hem on their school uniform using appropriate stitches Practice safety measures to observe while repairing a gaping seam and a hanging hem on a garment Appreciate the importance of repairing and maintenance of clothes.	How do you repair a gaping seam? How do you repair a hanging hem?	Learner correctly repairs a gaping seam or hanging hem. Learner practices safety measures to observe while repairing a gaping seam or hanging hem on a garment NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.	Pictures Charts Realia MTP Home science Grade 5 Learners Bk. Pg. 122- 123 MTP Home science Grade 5 TG Pg. 121	Checklist test Observations Critiques Demonstration Self-assessment
	3		Laundry work	By the end of the sub strand, the learner should be able to: State the reason for laundry work in maintenance of clothes Describe the natural and synthetic classification of textile fibers Appreciate the importance of laundry work in maintenance of clothes	Why do you launder clothe? What is the procedure of laundering articles made of cotton at home?	Learners brainstorm on the reasons for laundry work using print materials, digital devices, video clips Using digital devices, charts and pictures, learners classify natural and synthetic textile fibers Animal fibers-wool and silk Plant fibers-cotton and linen Synthetic fiber-polyester and a crylte	Realia Charts Video clips Digital devices MTP Home science Grade 5 Learners Bk. Pg. 124 MTP Home science Grade 5 TG Pg. 126	Checklist test Observations Critiques Demonstration Self-assessment
9	1		Laundry work – reasons for laundry work In the maintenance of clothes	By the end of the sub strand, the learner should be able to: State the reason for laundry work in maintenance of clothes Describe the natural and synthetic classification of textile fibers Appreciate the importance of laundry work in maintenance of clothes	Why do you launder clothe? What is the procedure of laundering articles made of cotton at home?	Learners brainstorm on the reasons for laundry work using print materials, digital devices, video clips Using digital devices, charts and pictures, learners classify natural and synthetic textile fibers Animal fibers-wool and silk Plant fibers-cotton and linen Synthetic fiber-polyester and a crylte	Realia Charts Video clips Digital devices MTP Home science Grade 5 Learners Bk. Pg. 124- 125 MTP Home science Grade 5 TG Pg. 126	Checklist test Observations Critiques Demonstration Self-assessment
	2		Laundry work – classificatio n of textile fibres	By the end of the sub strand, the learner should be able to: Describe the natural and synthetic classification of textile fibers Explain meaning of different care labels found in clothes Appreciate the importance of laundry work in maintenance of clothes	Why do you launder clothe? What is the procedure of laundering articles made of cotton at home?	Using digital devices, charts, pictures, learner observes different care label symbols found in found in clothes(drying symbol, dry cleaning symbol, bleaching)	Realia Charts Video clips Digital devices MTP Home science Grade 5 Learners Bk. Pg. 126- 127 MTP Home science Grade 5 TG Pg. 127	Checklist test Observations Critiques Demonstration Self-assessment
	3		Laundry work – care labels on clothes	By the end of the sub strand, the learner should be able to: Describe the natural and synthetic classification of textile fibers Explain meaning of different care labels found in clothes Appreciate the importance of laundry work in maintenance of clothes	Why do you launder clothe? What is the procedure of laundering articles made of cotton at home?	Using digital devices, charts, pictures, learner observes different care label symbols found in found in clothes(drying symbol, dry cleaning symbol, bleaching)	Realia Charts Video clips Digital devices MTP Home science Grade 5 Learners Bk. Pg. 128-129 MTP Home science Grade 5 TG Pg. 128-129	Checklist test Observations Critiques Demonstration Self-assessment
10	1		Laundry work – safety precautions to observe when laundering different clothes at home	By the end of the sub strand, the learner should be able to: Watch a video clip on laundering white cotton shirt/blouse and fast colored cotton shirt/blouse Interpret the different care label symbols found on clothes Appreciate the importance of laundry work in maintenance of clothes	Why do you launder clothe? What is the procedure of laundering articles made of cotton at home?	Using digital devices, pictures, realia and charts, learner interprets different care label symbols found in clothes Learners watch a video clip or demonstration on laundering white cotton shirt\blouse and fast colored cotton shirt\blouse	Realia Charts Video clips Digital devices MTP Home science Grade 5 Learners Bk. Pg. 131- 132 MTP Home science Grade 5 TG Pg. 128-129	Checklist test Observations Critiques Demonstration Self-assessment
	2		Laundry work – procedure for laundering white and fast coloured cotton shirt or blouse	By the end of the sub strand, the learner should be able to: Watch a video clip on laundering white cotton shirt/blouse and fast colored cotton shirt/blouse Interpret the different care label symbols found on clothes Appreciate the importance of laundry work in maintenance of clothes	Why do you launder clothe? What is the procedure of laundering articles made of cotton at home?	Using digital devices, pictures, realia and charts, learner interprets different care label symbols found in clothes Learners watch a video clip or demonstration on laundering white cotton shirt\blouse and fast colored cotton shirt\blouse	Realia Charts Video clips Digital devices MTP Home science Grade 5 Learners Bk. Pg. 132- 134 MTP Home science Grade 5 TG Pg. 130	Checklist test Observations Critiques Demonstration Self-assessment
	3		Laundry work – laundering a fast – coloured cotton shirt or blouse	By the end of the sub strand, the learner should be able to: Demonstrate the procedures used for laundering a white cotton shirt or blouse and a fast colored cotton shirt or blouse Discuss safety precautions to observe when laundering different articles at home Launder a cotton shirt\blouse using the right method for proper care and maintenance of clothes Appreciate the importance of laundry work in maintenance of clothes	Why do you launder clothe? What is the procedure of laundering articles made of cotton at home?	In groups\pairs, learners practice laundering a whit cotton shirt\blouse and a fast colored cotton shit\blouse Learners clear, clean laundry work area and store laundry work equipment and materials using the right procedure Learners observe safety when laundering white cotton shirt\blouse and fast colored cotton shirt\blouse at home	Realia Charts Video clips Digital devices MTP Home science Grade 5 Learners Bk. Pg. 135- 136 MTP Home science Grade 5 TG Pg. 130- 131	Checklist test Observations Critiques Demonstration Self-assessment
			Laundry work - coloured cotton shirt or blouse	By the end of the sub strand, the learner should be able to: Demonstrate the procedures used for laundering a white cotton shirt or blouse and a fast colored cotton shirt or blouse Discuss safety precautions to observe when laundering different articles at home Launder a cotton shirt\blouse using the right method for proper care and maintenance of clothes Appreciate the importance of laundry work in maintenance of clothes	Why do you launder clothe? What is the procedure of laundering articles made of cotton at home?	In groups\pairs, learners practice laundering a whit cotton shirt\blouse and a fast colored cotton shit\blouse Learners clear, clean laundry work area and store laundry work equipment and materials using the right procedure Learners observe safety when laundering white cotton shirt\blouse and fast colored cotton shirt\blouse at home	Realia Charts Video clips Digital devices MTP Home science Grade 5 Learners Bk. Pg. 135- 136 MTP Home science Grade 5 TG Pg. 130- 131	Checklist test Observations Critiques Demonstration Self-assessment
			Laundry work – cleaning and storing equipment and materials used in laundry work	By the end of the sub strand, the learner should be able to: Discuss safety precautions to observe when laundering different articles at home Clean and store equipment and materials used in laundry work Appreciate the importance of laundry work in maintenance of clothes	Why do you launder clothe? What is the procedure of laundering articles made of cotton at home?	In groups\pairs, learners practice laundering a whit cotton shirt\blouse and a fast colored cotton shit\blouse Learners clear, clean laundry work area and store laundry work equipment and materials using the right procedure Learners observe safety when laundering white cotton shirt\blouse and fast colored cotton shirt\blouse at home	Realia Charts Video clips Digital devices MTP Home science Grade 5 Learners Bk. Pg. 137- 140 MTP Home science Grade 5 TG Pg. 131-	Checklist test Observations Critiques Demonstration Self-assessment

Published in Grade 5 Schemes of Work Term 3 2023

Tagged under

Tuesday, 22 November 2022 08:33

IRE - Class 8 Schemes of Work Term 3 2023

SCHEMES OF WORK FOR IRE STD 8 THIRD TERM 2023

WK	LES	TOPIC	SUBTOPIC	OBJECTIVES	LEARNING ACTIVITIES	T/L AIDS	REFERENCE	REMARKS
1	Revision of content covered in previous term in preparation for term 3 work
2	1	QURAN (revision)	Meaning of Surah Al Inshirah	By the end of the lesson the learner should be able to state the meaning of surah Al Inshirah and use the surah in daily prayers.	Asking and answering questions Juzzus Reciting Quran. Discussion Note taking	Chalkboard Translation and commentary of the Holy Quran by Yusuf Ali.	Islam K. Islam New Beginning IRE Ppls Bk. 8 pg. 23
	2	QURAN	General message of surah Inshirah	By the end of the lesson the learner should be able to describe the general massage of surah – Inshirah and use the surah in daily prayers.	Asking and answering questions Juzzus Reciting Quran. Discussion	‘’ Translation and commentary of the Holy Quran by Yusuf Ali.	Ppls bk pg.4
	3	QURAN	Lessons from Surah Inshirah	By the end of the lesson the learner should be able to state major lessons obtained in Surah Inshirah and use the surah in daily prayers	Asking and answering questions Juzzus Reciting Quran. Discussion	Translation and commentary of the Holy Quran by Yusuf Ali.’	Ppls bk pg.6
3	1	QURAN	Meaning of surah Al –Inshirah Dhuha	By the end of the lesson the learner should be able to able to state the meaning of surah Dhuha and use the surah in daily prayers.	Asking and answering questions Juzzus Reciting Quran. Discussion Note taking	Chalkboard Translation and commentary of the Holy Quran by Yusuf Ali.	Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.41
	2	QURAN	General message of surah Dhuha	By the end of the lesson the learner should be able to able to describe the general message of Surah Dhuha and use the surah in daily prayers.	‘’ Reciting Quran. Discussion Note taking	,, Translation and commentary of the Holy Quran by Yusuf Ali.’	Ppls bk pg.42
	3	QURAN	Lessons from surah Dhuha	By the end of the lesson the learner should be able to lessons obtained from Surah Dhuha and use the surah in daily prayers.	Reciting Quran. Discussion Note taking	Translation and commentary of the Holy Quran by Yusuf Ali.’	Ppls bk pg. 43
4	1	HADITH	Cooperation	By the end of the lesson the learner should be able to state lessons learnt from hadith on cooperation and be ready to cooperate with others.	Asking and answering questions Discussion Reciting hadith on cooperation	Chalkboard Hadith in pupils text book	Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.10
	2	HADITH	Corruption	By the end of the lesson the learner should be able to state lessons learnt from hadith on corruption and shun corruption practices.	Asking and answering questions Discussion Reciting hadith on corruption	,Hadith on chalk board	Ppls bk pg. 11
	3	,, HADITH	,,	By the end of the lesson the learner should be able to state negative effects of corruption in society and avoid them.	,,	,, Hadith on chalk board	Ppls bk pg.11
5	1	DEVOTIONAL ACTS (Revision)	Swalatul Junaiz	By the end of the lesson the learner should be able to describe how swalatul Junaiz is performed and appreciate Islamic teachings on swalatul Junaiz.	Asking and answering questions Discussion Role playing	Chalkboard Pictures in pupils text book	Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.29
	2	,,	The burial	By the end of the lesson the learner should be able to describe how the burial of a deseased muslim is performed.	‘’ Asking and answering questions Discussion	Pictures in pupils text book	Ppls bk pg. 35
	3	,,	After burial	By the end of the lesson the learner should be able to state what happens after the burial and have curiosity in knowing more about Islamic burials.	Asking and answering questions Discussion	Pictures in pupils text book	Ppls bk pg.37
6	Midterm exams/assessments/revision of exam items
7	1	PILLARS OF IMAN	Taqwa	By the end of the lesson the learner should be able to define taqwa and be eager to be pious.	Asking and answering questions Discussion Note making	Chalkboard Chart	Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.80
	2	,,	Benefits of Taqwa	By the end of the lesson the learner should be able to sate benefits of taqwa and it,s importance.	Asking and answering questions Discussion Note taking	Chalkboard Chart	Ppls bk pg. 81
	3	,,	‘’	By the end of the lesson the learner should be able to further state the benefits of taqwa	‘Asking and answering questions Discussion Note taking	Chalkboard Chart	Ppls bk pg.89
8	1	MUAMMALAT	Qualities of a good muslim leader	By the end of the lesson the learner should be able to mention correctly the qualities of a good muslim leader.	Asking and answering questions Discussion Note making	Chalkboard Chart showing qualities of a good muslim.	Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.98
	2	,,	The role of a muslim leader	By the end of the lesson the learner should be able to state the role of a muslim leader in community.	Asking and answering questions Discussion Note taking	Chalkboard Chart	Ppls bk pg. 99
	3	,,	,,	By the end of the lesson the learner should be able to further state the role of a muslim leader in society.	Asking and answering questions Discussion Note taking	Chalkboard Chart	Ppls bk pg.99
9	1	ISLAMIC FESTIVALS AND CEREMONIES	Circumcision in Islam	By the end of the lesson the learner should be able to define circumcision in Islam and its importance.	Asking and answering questions Discussion Note taking	Chalkboard	Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.102
	2	HISTORY OF ISLAM	The early visitors to East African Coast	By the end of the lesson the learner should be able to mention the early visitors to East African coast.	,,	Wall map of Eastern Africa	Ppls bk pg.108
	3	,,	The spread of Islam	By the end of the lesson the learner should be able to state ways in which Islam spread in the East Africa.	Asking and answering questions Discussion Note taking	Wall map of Eastern Africa	Ppls bk pg.110
10	1	ILM	The best among you	By the end of the lesson the learner should be able to identify the best person among others and state hadith of the prophet on ‘Who is the best among people’.	‘’ Asking and answering questions Discussion Note taking	Chalkboard Hadith in ppls text bk.	Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.104
	2	‘’	Reciting the Quran	By the end of the lesson the learner should be able to state the importance of reciting the holy Quran.	Asking and answering questions Discussion Note taking	Copies of Quran	Ppls bk pg. 105
	3	‘’	Importance of transmission of knowledge	By the end of the lesson the learner should be able to state importance of transmitting knowledge to others.	Asking and answering questions Discussion Note taking	Copies of Quran	Ppls bk pg. 107
11	Trial exams in preparation for KCPE/ guided group discussions /individual studies /
12	KCPE EXAMS

Published in Class 8 Schemes of Work Term 3 2023

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Tuesday, 22 November 2022 08:33

CRE (Moran) - Class 8 Schemes of Work Term 3 2023

SCHEMES OF WORK

SCHOOL	CLASS	LEARNING AREA	TERM	YEAR
	8	CRE	3	2023

Weeks	Lesson	Topic	Sub Topic	Objectives	Teaching/ Learning Activities	Learning Resources	References	Remarks
1	OPENING/PREPARATION
2	1	THE FAMILY AND MARRIAGE	Types of families	By the end of the lesson, leaner should be able to; state the different types of families. Appreciate his or her parents Appreciate his or her family structure	Scripture reading Discussing Explaining Demonstrating Note taking	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8 page 88-89
	2		Types of families	By the end of the lesson, leaner should be able to; state the different types of families. Appreciate his or her parents Appreciate his or her family structure	Scripture reading Discussing Explaining Demonstrating Note taking	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8 page 88-89
	3		Factors to consider when choosing a marriage partner	By the end of the lesson, leaner should be able to; State the factors to consider when choosing a marriage partner Describe the qualities of a good partner	Scripture reading Discussing Explaining Demonstrating Note taking	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 89-92
3	1		Factors to consider when choosing a marriage partner	By the end of the lesson, leaner should be able to; State the factors to consider when choosing a marriage partner Describe the qualities of a good partner	Scripture reading Discussing Explaining Demonstrating Note taking	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 89-92
	2		Marriage	By the end of the lesson, leaner should be able to; State the factors to consider when getting married Mention the advantages of a Christian marriage Desire to form good relationships in the family	Scripture reading Discussing Explaining Demonstrating Note taking	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 92-98
	3		Marriage	By the end of the lesson, leaner should be able to; Describe the essential needs of a family Discuss what undermines a good marriage relationship Appreciate the Christian teaching on marriage	Scripture reading Discussing Explaining Demonstrating Note taking	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 92-98
4	1		Marriage	By the end of the lesson, leaner should be able to; Describe the essential needs of a family Discuss what undermines a good marriage relationship Appreciate the Christian teaching on marriage	Scripture reading Discussing Explaining Demonstrating Note taking	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 92-98
	2		Qualities of a good parent	By the end of the lesson, leaner should be able to; State the qualities of a good parent Describe a good parent Appreciate his or her parents	Role-play Essay writing Public speaking and reading	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 98-99
	3		Qualities of a good child	By the end of the lesson, leaner should be able to; List the qualities of a good child Appreciate his or her parents	Dramatization Reading Memorization	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 99-101
5	1	RESPONDING TO CHRISTS’S CALL	Meaning of discipleship	By the end of the lesson, leaner should be able to; State the meaning of discipleship Describe the teaching of Jesus Christ of discipleship Ove other people	Dramatization Reading Memorization	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 103-108
	2			By the end of the lesson, leaner should be able to; Explain how loving one another demonstrates discipleship State the importance of loving others Love other people	Dramatization Reading Memorization	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 103-108
	3			By the end of the lesson, leaner should be able to; Explain the place of wealth in Christian discipleship List ways in which wealth is misused in Christian discipleship today Desire to be disciples of Jesus Christ	Dramatization Reading Memorization	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 103-108
6	1		Role of evangelist and witnesses	By the end of the lesson, leaner should be able to; Distinguish between the work of an evangelist and witnesses Serve other willingly Appreciate the work of evangelist and witnesses in the church today	Dramatization Reading Memorization Visiting a preacher in church Note taking	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 108-109
	2		Role of evangelist and witnesses	By the end of the lesson, leaner should be able to; Deny himself or herself for the sake of Jesus Christ Appreciate the work of evangelist and witnesses in the church today	Dramatization Reading Memorization Visiting a preacher in church Note taking	The Good New Bible: chalkboard Resource person	PRIMARY CRE learners’ book 8-page 108-109
	3	LEISURE	Meaning of leisure	By the end of the lesson, leaner should be able to; State the meaning of leisure State the different kinds of leisure Vary leisure activities	Dramatization Reading Memorization Note taking	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 111-113
7	1		Leisure today and traditional African communities	By the end of the lesson, leaner should be able to; List leisure activities in traditional African society and in the modern society Vary leisure activities	Reading Memorization Question and answer	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 113-116
	2		Use of leisure	By the end of the lesson, leaner should be able to; Describe the importance of leisure in his or her personal growth Explain the importance of leisure in a family Desire to make proper use of time for leisure	Reading Q& A Singing	The Good New Bible: chalkboard Cuttings of newspaper,	PRIMARY CRE learners’ book 8-page 116-119
	3			By the end of the lesson, leaner should be able to; Describe the use of leisure in cultural development Discuss how to make proper use of leisure time Appreciate the importance of leisure in a family	Reading Q& A Singing	The Good New Bible: chalkboard Cuttings of newspaper,	PRIMARY CRE learners’ book 8-page 116-119
8	1		Christian activities during leisure	By the end of the lesson, leaner should be able to; Name Christian activities they can do during leisure Desire to develop certain skills during their leisure	Reading Q& A Singing	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 119-121
	2		Misuse of leisure	By the end of the lesson, leaner should be able to; Give example of how leisure is misused Avoid destructive leisure	Reading Discussion Dramatization Recitation	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 121-123
	3		Leisure and unemployment	By the end of the lesson, leaner should be able to; Write down the destructive elements in some leisure activities State the difference between leisure and unemployment Avoid destructive leisure	Reading Q& A	The Good New Bible: chalkboard	PRIMARY CRE learners’ book 8-page 123-124

Published in Class 8 Schemes of Work Term 3 2023

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Tuesday, 22 November 2022 08:32

CRE - Class 8 Schemes of Work Term 1, Term 2 and Term 3 2023

CRE SCHEMEE OF WORK
STANDARD 8, 2023

TERM 1

WEEK	LESSON	TOPIC	SUB TOPIC	OBJECTIVES		T/L ACTIVITIES			T/L AIDS	REFERENCE	REMARKS
1	Opening and Revisions
2	1 – 3	God’s help and self help	The body is the temple of God Various drugs and how they are abused. Effects of drugs on human body.	The learner should be able to: Describe how the body is the temple of God. Name several drugs Describe how the drugs are misused.		Naming Explanation Question and answer Story telling Discussion Singing			A poster Listing St Paul’s teaching	PrimaryCRE book 8 pg 1 – 3 Living in Christ pg 1 - 5
3	1 – 3	God’s help and self help	Sexual misuse Effects of sexual misuse Misuse of natural resources.	The learner should be able to: State types of sexual misuse and their effects Explain the effects of misuse of the environment by human kind. Appreciate the environment		Discussions Question and answers Explanation Singing			Pictures of professor Wangari Mathai in pupil’s book pg 19	Primary CRE book 8 pg 10 – 18 Living in Christ pg 2 - 3
4	1 – 3	Revision and end of month exams
5	1 - 3	God’s help and self help	View of ATS on misuse of God’s creation Christian teaching on misuse of God’s Cration How to respond to the misuse of God’s cration.	The learner should be able to: Describe the traditional African view of misuse of God’s creation Explain the Christian teaching on the use and misuse of God’s creation. Appreciate the environment		Explain Discussion Story telling Singing Question and answer			A poster showing measures to control misuse of God’s creation	Primary CRE pg 20 – 25 Quick reading pg 4 - 5
6	1 – 3	Christianity and traditional African heritage	African stories of creation. Relationship between unborn, living, living dead and the ancestors Differences between continuity of life in African tradition and Christianity.	The learner should be able to: Narrate stories of creation in traditional African communities. State how unborn, living, living dead and ancestors are related. Differentiate between ATS understanding of continuity of life and Christianity. Desire to protect life.		Narrating Discussion Stating Singing Questions and answer Memorizing			A poster listing the creation order in biblical story	Primary CRE book 8 pg 32 – 38 Quick reading pg 7 – 10
7	1 - 3	Revision and mid term exam and brak
8	1 – 3	Christianity and traditional African heritage	Respect for the life of the unborn and the born Concepts of God in the ATS and Christianity. Response to God and in ATS	The learner should be able: Explain why we should be able to respect life of both and unborn Mention concepts of God in African religion and Christianity State some ways in which some African African people responded to the creator. Appreciate various concepts of God		Explain Mentioning Question and answer Discussion Memorizing			A poster of attributes of God in African religion and Christianity.	Primary CRE Book 8 pg 38 – 46 Quick reading CRE pg 10 – 11
9	1 – 3	Christianity and traditional African heritage	Ways of reconciling with God in ATS Similiarities between Christianity and ATS Differences between Christianity and traditional beliefs and customs		The learner should be able to: Explain how reconciliation with God was done in ATS Describe the similarities and differences between Christianity and traditional African customs and believe Appreciate spiritual life of African people.		Explanation Describing Appreciating Discussion Question and answer	Aposter of the Lord’s prayer		Primary CRE pupils book 8 pg 48 – 50 Quick reading CRE bk 8 pg 11 - 14
10	1 - 3	JESUS CHRIST VICTORY OVER PAIN AND SUFFERING	Causes of suffering Pain and suffering Jesus pain in: mental, Physical , emotional		The learner should be able to: List causes of suffering Mention types of suffering Explain various types of mental, physical and emotion suffering Be ready to suffer for Jesus Christ		Listing Explanation Discussion Question and answer Singing Story telling	A poster listing causes of suffering		Primary CRE pg 60 – 62 Quick reading pg 17 - 20
11	1 – 3	JESUS CHRIST VICTORY OVER PAIN AND SUFFERING	Jesus Christ triumphs over pain and suffering. Purpose of suffering		The learner should be able to: Describe how Christians can thump over pain through the help of the holly spirit List some purpose of suffering Pray for Christians undergoing suffering		Describing Listing Praying Question and answer Discussion Singing Mentioning	A picture of Jesus Christ on the cross in pupils book pg 71		New primary CRE pg 70 – 73 Quick reading pg 21 -22
12	1 – 3	JESUS CHRIST VICTORY OVER PAIN AND SUFFERING	Christian suffering today		The learner should be able to: Mention kinds of suffering that Christians undergo today. Strive to prevent suffering Appreciate that by sharing in the suffering of Christ		Appreciate Discussion Question and answer Reciting Memorizing	Song ‘I am a soldier in the army` Picture pg 76		Primary CRE book 8 pg 75 – 78 Quick reading CRE pg 22 - 23
13	1 – 3	Revision and closing term
14	1 – 3	End Term 1 Exams and Closing

TERM 2

WEEK	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	T/L ACTIVITIES	REFERENCE	T/L AIDS	ASSIGNMENT	REMARKS
1	1 – 3	Opening and Revisions
2	1 – 3	Relationship	The family and marriage	The learner should be able to: State the different types of family. State the factors considered when choosing a marriage partner. State factors to consider when getting married Mention advantages of Christian marriage	Role play Reading the bible Dramatization Story telling	Primary CRE pupils book 8 pg 143 – 163 Quick reading CRE book 8 pg 42 – 43	The good news bible pictures	Observation Oral questions
3	1 – 3	Relationship	The family and marriage	Describe the essential needs of a family Describe what undermines a good marriage relationship State qualities of a good parent List qualities of a good child	Discuss essential needs of a family, what undermines a good marriage State the qualities of a good parent and a good child. Reading the bible.	Primary CRE pupils book 8 pg 159 – 161 Quick reading CRE book 8 pg 47 – 48	Bible Pictures Charts	Port folio questions Written questions
4	1 – 3	Relationship	The family and marriage	State the traditional African view of love and marriage. Explain the Christian teaching on love and marriage. Appreciate his or her family structure Desire to form good relationships in the family.	State traditional African view of love and marriage. Discussing Dramatization Bible reading	Primary CRE pupils book 8 pg 161 Quick reading CRE book 8 pg 48	Bible resource person pictures.	Written questions
5	1 – 3	Relationship	The family and marriage.	Appreciate his or her parents Portray good behavior Appreciate the Christian teaching on marriage	Role play Discussing Bible reading Demonstration Story telling	Primary CRE book 8 pg 161 Quick reading CRE book 8 page 48	Bible Chart	Oral questions
6	1 – 3	Discipleship	Responding to Christ call	State the meaning of discipleship Describe the teachings of Jesus Christ on discipleship Explain how loving one another demonstrates discipleship State the importance of loving others. Explain the place of wealth in Christian discipleship Explain ways in which wealth is misused in Christian discipleship	Defining discipleship Demonstration Discuss the importance of loving others Explanation Role play Read the bible	Primary CRE pupils book 8 pg 166 Quick reading CRE book 8 pg 50 - 53	Bibles Posters Charts	Oral questions
7	1 – 3	Mid term exams and break
8	1 – 3	Discipleship	Responding to Christ’s call	The learner should be able to: Distinguish between the work of an evangelist and a witness. Desire to be disciples of Jesus Christ Serve others willingly Deny him or herself for the sake of Jesus Christ Love other people Appreciate the work of evangelists and witnesses in the church today	Role play Demonstration Discussion Asking and answering questions	Primary CRE pg 179 Quick reading CRE book 8 pg 53	Resource person Bible	Porto fillio questions
9	1 – 3	Christmas	Leisure	State the meaning of leisure State different kinds of leisure List leisure activities in ATS and modern society Describe the importance of leisure in his or her growth Explain the importance of leisure in a family	Definition Discussion Dramatization Explaining Describing Reading the bible	Primary CRE book 8 pg 184 – 194 Quick reading CRE book 8 pupils book pg 55 – 57	Bible	Written questions
10	1 – 3	Christmas	Leisure	The learner should be able to: Describe the use of leisure in cultural development Name activities Christians can do during leisure Give examples of how leisure is misused Write down the destructive elements in some leisure activities State the difference Between leisure and unemployment Discuss on how to make proper use of leisure	Read the bible Story telling Citing examples Discussion Demonstration	Primary CRE book 8 pg 196 - 197 Quick reading CRE book 8 pupils book pg 58	Chart Bible	Oral questions
11	1 – 3	The church	Living the Christian faith	By the end of the lesson the learner should be able to: State the meaning of prayer. Explain how prayers can be made in private and in public State the different responses given by God in our prayer	Defining prayer Explanation Demonstration Stating Reading the bible Reciting the lord’s prayer	Quick reading CRE pupils book 8 PG 25 – 26. Primary CRE page 83 – 85	Bible Charts Pictures of people praying	Port folio questions
12	1 – 3	The church	Living the Christian faith	The learner should be able :Explain the differences between prayer and magic giving life examples State the importance of self denial in relation to serving others giving an example of the story of Jesus State an examples of having a living faith giving an example of life experience	Explaining Stating examples of self denial Discussion Demonstration Story telling Reading the bible Reciting memory verse	Primary CRE pg 92 – 95 Quick reading CRE book 8 pg 27 – 29	Bible Texts charts	Written questions
13		Revisions and Preparations for End Term Exams
14		End Term 11 Exam and Closing

TERM 3

WEEK

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

T/L ACTIVITIES

REFERENCE

T/L AIDS

ASSIGNMENT

REMARKS

1 -3

Opening and Revisions

1 – 3

The church

Living the Christian faith

The learner should be able:

Describe the relationship between prayer and fasting
Appreciate that God answers prayers
Appreciate fasting as a means of bringing one near to God
Desire to serve God and fellow human beings
Live the Christian faith.

Discussion
Asking and answering questions
Reading the bible
Story telling
Recite the memory verse

Primary CRE book 8 pg 97 – 99

Quick reading CRE pupils book 8 pg 28 – 30

Bible
Chart

Oral questions
Written questions

1 – 3

The reaching of Jesus

Social problems and Christian values

The learner should be able to:

State ways in which one can practice justice
Explain the importance of fairness in his or her daily life.
Give reasons why Christians should be holly giving a life experience through a story

Stating
Explaining
Discussing
Story telling
Reading the bible
Taking notes

Primary CRE book 8 page 103

Quick reading CRE pupils book 8 pg 32 – 33

Bible
Pictures

Written pictures

1 – 3

The teaching of Jesus

Social problems and Christian values

The learner should be able to:

Describe effects of corruption in the society
Explain how nepotism destroys good relations

Discussing effects of corruption
Explaining
Defining
Reading the bible

Primary CRE pg 109

Quick reading book 8 pg 33 – 34

Resource
Person
Nature walk

Oral questions

1 – 3

The teaching of Jesus

Social problems and Christian values

The learner should be able:

Apply Christian values in his or her life.
Avoid corruption, injustice and nepotism
Desire to apply Christian principles in his or her life
Use Christian values when dealing with social problems

Discussion
Story telling
Reading the bible
Taking notes
Desire to apply
Christian principles in one’s life

Primary CRE pupils book 8 pg 110 – 121

Quick reading pg 34 – 36

Bible pictures

Written questions

1 – 3

Pentecost

Jesus frees and commands

The learner should be able to:

State how he or she makes use of personal freedom
Explain how Jesus Christ showed obedience to God
Describe how Jesus showed his loyalty to his father

Defining freedom
Reading bible
Discussion
Story telling
Demonstrating
Taking notes

Primary CRE book 8 pg 124 – 128

Quick reading book 8 pg 38

Bible pictures

Port folio
questions

1 – 3

Pentecost

Jesus frees and commands

The learner should be able to:

Explain how Jesus Christ reacted to Jewish authority
State ways in which he/she reacts to authority i.e. respect
Describe how he/she relates to parents and the community

Discussion
Read the bible
Demonstrating
Dramatization
Taking summary notes
Story telling

Primary CRE book 8 pg 130 - 132

Quick reading book 8 pg 39 – 40

Pictures in pupils book
Bible

Oral questions

1 – 3

Pentecost

Jesus frees and commands

The learner should be able to:

Explain the teaching of Jesus Christ on on freedom
Desire to achieve true freedom
Express loyalty to the state.
Respect his or her parents in all ways

Explanation
Stating
Discussing
Decide to respect one’s parents
Taking summary notes

Primary CRE book 8 pg 133 - 134

Quick reading book 8 pg 42 – 44

End Term 111 Exams and Closing

Published in Class 8 Schemes of Work Term 3 2023

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Tuesday, 22 November 2022 08:31

Social Studies (Oxford) - Class 8 Schemes of Work Term 3 2023

SOCIAL STUDIES SCHEMES OF WORK
STD 8 TERM III

WK	LSN	TOPIC	SUB TOPIC	OBJECTIVES	T/ACTIVITIES	L/ACTIVITIES	RESOURCES	T/AIDS	ASS	REMARKS

1	1	Revision	Tune up revision	By the end of the lesson pupils should be able to :- do corrections on the area they failed	Reading questions Explanation of the questions Guiding of pupils	Pupils answer oral questions Write summary notes	Past paper	Map	Oral questions
	2	Physical environmental revision	Map reading Measurement Physical feature	By the end of the lesson pupils should be able to :- revisit some of the key areas in the sub topic given	Revise map reading Explain major areas Discuss with the pupils	Ask questions where necessary Participate in the discussion Write summary notes	Our lives today Pg 1 – 16	Pictures Maps	Written questions
	3	Physical environmental revision	Climate	By the end of the lesson pupils should be able to :- answer questions on climate	Write questions about climate Guide pupils to work them as revision Write summary notes	Work out written questions Read the notes previously written Write summary notes	Our lives today Pg 17 - 26	Pictures of weather instruments	Written questions
	4	Past paper	past paper	By the end of the lesson pupils should be able to :-have completed a past paper	Invigilating pupils as they do the paper Guiding pupils before they do the paper	Doing the paper given	Past paper	N/A	Written questions
	5	Revision	Revision of past paper	By the end of the lesson pupils should be able to :- do corrections on areas which were difficult to them	Guide pupils on what they were supposed to do Discussing with the pupils	Reading questions Answering the oral questions Writing the summary notes on the topic	Past paper	Atlases	Oral questions
2	1	People and population Revision	Evolution Migration Population growth	By the end of the lesson pupils should be able to :- work out questions on evolution, irrigation and population	Explaining about evolution. Guiding pupils to read note Writing questions on the chalk board	Asking and answering oral questions Reading notes Working out questions given	Our lives today Pg 28 – 49	pictures	Written questions
	2	Revision People and population	Population of Kenya, India and German	By the end of the lesson pupils should be able to :- compare the three population and give their differences	Revising the three populations Asking oral questions on the topic Guiding pupils in answering the questions	Participate in revision Answer oral questions Reading previous written notes	Our lives today Pupils copy Pg 40-50	Pictures	Oral questions
	3	Revision People and population	Revision exercise pg 50	By the end of the lesson pupils should be able to :-answer questions given in our lives today pg 50-53	Guiding pupils in answering the questions Ask oral questions on the revision questions Guide pupils with summary notes	Answer oral questions Discuss some questions and listen to the teacher	Our lives today Pupils copy Pg 50-51	questions	Oral questions
	4	Past paper	Revision together	By the end of the lesson pupils should be able to :- work out the past paper given	Guiding pupils in answering the questions Invigilate pupils as they work out questions	sit for the past paper	past paper	past paper	N/A
	5	Past paper	Revision together	By the end of the lesson pupils should be able to :- do corrections on area they failed in	Guide pupils and explain difficult questions Write summary notes on difficult questions	Participate in revision Write summary notes	Past exam	Atlases and map	Written questions
3	END OF MONTH EXAMS TERM III
4	1	Revision	Revision of end of month exam	By the end of the lesson pupils should be able to :- identify the problem they failed during the exams	Explaining areas with difficulty Guiding pupils in answering the questions	Reading questions Answering oral questions Writing simple notes	End of month exam paper	Atlases	Oral questions
	2	Social relationship and cultural activity Revision	The school The family	By the end of the lesson pupils should be able to :- respect and appreciate others and answer questions related to the topic	Discussing about the organization of a school Explaining areas with difficulties Guiding pupils to read the notes	Participate in the discussion Listening and answering questions Reading notes	Our lives today Pupils copy Pg 52-59	pictures	Oral questions
	3	Resources and economic activity Revision	Agriculture Settlement schemes	By the end of the lesson pupils should be able to :- answer questions on the sub topic given	Revision of agriculture and settlement schemes Explanation through discussion Write simple summary notes	Participate in oral answering of thee questions Read and write summary notes	Our lives today Pupils copy Pg 62-73	Pictures Maps	Oral questions
	4	Past Paper	Continuous assessment test	By the end of the lesson pupils should be able to :- work out questions in the exam paper given	Invigilating pupils as they do the paper	Pupils work out the paper given	past paper	N/A	Written questions
	5	Past Paper	revision (Class revision)	By the end of the lesson pupils should be able to :- identify their areas of weakness & correct	Reading questions Asking oral questions Writing summary notes	Participate in discussion Write summary notes	Past paper	N/A	Oral questions
5	1	Resources and economic activity Revision	Horticultural farming Fish farming Mining	By the end of the lesson pupils should be able to :- answer questions on the sub topic given	Writing questions Explaining where necessary Write summary notes	Participate in answering questions Pupils write summary notes	Our lives today Pupils copy Pg 74-87	Pictures Atlases	Written questions
	2	Resources and economic activity Revision	Forestry Soil Wildlife	By the end of the lesson pupils should be able to :- answer questions on forestry, soil and wildlife	Write questions on chalk wall Discuss with the pupils Explain where necessary	Answer the questions given Participate in discussion Write summary notes	Our lives today Pupils copy Pg 88-108	Pictures animals	Written questions
	3	Resources and economic activity Revision	Industry Urbanization	By the end of the lesson pupils should be able to :- identify problems associated with the above topic	Discuss on the importance of industries & urbanization Explain to pupils the problem Guide pupils read the notes	Participate in discussion Listen and write summary notes Read the books	Our lives today Pupils copy Pg 110-127	Pictures Map Atlases	Oral questions
	4	Trial paper	Past paper	By the end of the lesson pupils should be able to :- work out the paper given	Issuing of the paper Invigilating the pupils	Work out the paper	Past paper	N/A	Written questions
	5	Revision	Past paper	By the end of the lesson pupils should be able to :- identify how to solve problems they experienced	Reading the questions Explaining where necessary Discussing with the pupils Ask oral questions	Doing corrections Listening Participate in discussion Answer oral questions	Past paper	Atlases	Oral questions
6	1	Resources and economic activity Revision	Co-operatives Transport and communication	By the end of the lesson pupils should be able to :-identify different co-operatives and distinguish between forms and means of transport	Display the map Explanation Discussion of oral questions Summary notes	Participate in discussion Answer oral questions	Our lives today Pupils copy Pg 129-142	Pictures	Oral questions
	2	Resources and economic activity Revision	Trade First Aid Revision	By the end of the lesson pupils should be able to :- answer questions on topic discussed	Revise orally and practically the topic Write the questions on B/B	Work out questions given	Our lives today Pupils copy Pg 144-146	Text book	Written questions
	3	Citizenship	Importance of citizenship Loss of citizenship	By the end of the lesson pupils should be able to :- explain the importance and conditions which can lead to loss of citizenship	Discuss the importance Explain the way you can loose citizenship Guide pupils to read notes	Participate in discussion Read notes	Our lives today Pupils copy Pg 194-196	Pictures	Oral questions
	4	trial paper	Revision exam	By the end of the lesson pupils should be able to :- answer questions given	Invigilation of pupils Marking of the papers	Work out the paper	past paper	N/A	Written questions
	5	Revision of trial	Revision	By the end of the lesson pupils should be able to :- identify how to solve the problems they came across	Explanation of the questions Discussion Guide pupils to write summary notes	Participate in discussion Listen to explanation Write summary notes	past paper	Atlases	Oral questions
7	MID TERM EXAMS TERM III
8	1	Revision	Revision of mid-term paper	By the end of the lesson pupils should be able to :- identify they areas which where difficult	Explanation Discussion Writing of summary notes	Participate in discussion Write summary notes as correction	Mid – term past paper done	Atlases Maps	Written questions
	2	Democracy and human rights revision	Revision Benefit of democracy Human rights Bill of right	By the end of the lesson pupils should be able to :- answer questions on democracy and human rights	Discussion of boll of right Explanation Guide pupils to read notes Write summary questions	Participate in discussion Listen and answer oral questions Do the questions given	Our lives today Pupils copy Pg 203-206	Atlases Maps Constitution	Written questions
	3	Law peace and reconciliation	Symbol of national unity Factor promoting national unity	By the end of the lesson pupils should be able to :- identify symbols of national unity and state factors that promote national unity	Explain the factors Draw the symbols Discuss about the law, peace and reconciliation	Draw symbols Participate in discussion Read notes	Our lives today Pupils copy Pg 210-214	Pictures	Oral questions
	4	Revision	Past paper	By the end of the lesson pupils should be able to :- work out questions given correctly	Discussion of the questions Explanation Write summary notes	Participate in discussion Write summary notes	Past paper	N/A	Oral questions
	5	Revision	Revision on past paper	By the end of the lesson pupils should be able to :- answer questions correctly	Discuss with the pupils Explain where necessary Write summary notes	Participate in discussion Write summary notes	Past paper	Atlases Maps	Oral questions
9	1-5	Revision	Revision general	By the end of the lesson pupils should be able to :- identify their problems individually & helped to solve it	Teacher help the pupils with the problem Explain to the class major questions Help necessary	Pupils work on their own Revise on general questions in S/Studies	S/studies books	Any	Oral / written questions
	K.C.P.E EXAMS 2019

Published in Class 8 Schemes of Work Term 3 2023

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Tuesday, 22 November 2022 08:31

Social Studies - Class 8 Schemes of Work Term 3 2023

SOCIAL STUDIES SCHEMES OF WORK
STANDARD 8, 2023

TERM 1

LESSON

TOPIC

SUB-TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L RESOURCES

REFERENCES

REMARKS

Opening and Revisions

1 - 5

PHYSICAL ENVIRONMENT

Map reading

Use of symbols to read and interpret a map.
Direction of a place using compass.
Measuring distance in map.
Calculation of area.
Effects of physical features on human activities.

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

Identify and use symbols to read and interpret a map.
Describe direction using compass direction.
Measure destroy on maps accurately
Calculate area on a map.
Explain effects of physical features on human activities.

Review the previous lesson.
Discuss on the reading and interpreting a map.
Use compass direction describe to identify direction
Discuss how to measure distance.
Task and quiz.
Explain effects on physical features.
Note taking.

Maps
Rulers
Strings
Compass

Our lives today pupils book 8 pg 1 – 18

2. Q. Reading pupils book 8 pg 1 - 8

WK	LESSON	TOPIC	SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L RESOURCES	REFERENCES	REMARKS
3	1 - 5		Climate Traditional methods of observing weather Observe, measure and record elements of weather Factors influencing weather. Impacts of weather on Human activities.	Able to: Describe traditional methods of observing weather. Observe, measure, and record weather changes. State factors influencing climate change. Explain impacts of climate change on H. activities	Review previous lessons. Observe pictures. Describe traditional methods of observing weather. Demonstrate how to observe, measure and record weather. Note taking Drawing	Pictures Inserts	Our lives today pupils book 8 page 18 – 30 Quick Reading pupils book 8 page 9 - 12
4	End month examinations
5	1 -5	PEOPLE AND POPULATION	Soil Causes of soil erosion. Effects of Soil erosion on Human activities. Soil conservation Human Origin Theories of human origin. Stages of human evolution. Pre–historical sites in E.Africa	Able to state causes of soil erosion State effects of soil erosion. Describe soil conservation measures. State theories of human Origin. Identify stages through which human evolved. Name and locate pre-historic sites in Kenya	Review P.lesson Stating causes of soil erosion Observe pictures of different types of soil erosion Discuss soil conservation measures State theories of human origin. Discuss stages of Human evolution. Ask Oral quiz. Give an exercise	Maps Pictures in the pupil’s book Wall map Atlas Charts	Our Lives today pupils book 8 pg 32 – 44 Quick reading pupils book 8 pg 13 - 26

WK	LESSON	TOPIC	SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L RESOURCES	REFERENCES	REMARKS
6	1 - 5		Migrations Types of migrations Reasons for migrations. Effects of migration. Population growth	Able to: Describe types of marriage. State reasons and effects of migration. Explain factors that lead to slow population growth. State problems that results from slow population growth. Explain factors that lead to rapid population growth.	Review previous lessons. Discuss factors for migration. Observe pictures. Start reasons and effects of migration. Ask and answer oral questions. Discuss problems that show population growth. Notes taking	Pictures. Charts	Our lives today pupil’s book 8 pg 45 – 59. Quick reading pupil’s book 8 pg 27 - 33
7	Mid term examinations
8	1 - 5		Effects of HIV/AIDS on population growth. Ways of managing population growth. The population structure of Kenya. Comparison of the population structure of Kenya to those of Germany and India.	Able to state effects of HIV/AIDS on population growth. Explain ways of managing population growth. Describe the population structure of Kenya. Compare the population structure of Kenya and those of Germany and India.	Review previous lesson. Discuss the effects of HIV/AIDS on population. Discuss ways of managing population growth. Ask Oral Quiz. Differentiate the population structure of Kenya to those of Germany and India. Take notes.	Pictures Charts Diagrams Maps	Our lives today pupil’s book 8 pg 71 – 78. Quick reading pupil’s book 8 pg 38 - 46

WK	LESSON	TOPIC	SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L RESOURCES	REFERENCES	REMARKS
9	1 - 5	SOCIAL RELATIONS AND CULTURAL ACTIVITIES	Marriage systems. Rights and responsibilities of spouses in Marriage. Succession and inheritance of family wealth. Role of school management committee. Role of pupils in school management	Able to Identify different marriage systems. State rights and responsibilities of spouses. Identify different systems of succession and inheritance of family wealth. State the role of school management committee.	Review the previous lessons. Discuss different marriage systems. Explain rights and responsibilities of spouses. Observe pictures. Discuss different systems of successions and inheritance of family wealth. Note taking. Give exercise.	Picture. Charts	Our lives today pupil’s book 8 pg 71 – 78. Quick reading pupil’s book 8 pg 38 – 46.
10	1 - 5	RESOURCES AND ECONOMIC ACTIVITIES	Agriculture Areas where European settler farming was carried out. European settler farming in Kenya. Effects of European settler in Kenya. Reasons for the establishment of settlement schemes. Benefits and problems facing settlement schemes. Crops grown in the irrigation schemes.	Able to: Identify areas where European settlers farming were practiced. Describe Europe settler farming in Kenya. Explain the effects of Europe settlers in Kenya. State reasons for the establishment of settlement Schemes State problems and benefits of facing settlement schemes in Kenya. Identify settlement schemes in Kenya. Name crops grown in the settlement schemes.	Review previous Lessons. Draw a map of Kenya and indicate where European settler farming was practiced. Discuss European settler farming. Discuss reasons for the establishment of settlement schemes Give exercise Note taking. Asking oral questions	Maps. Atlas Pictures	Our lives today pupil’s book 8 pg 79 - 92 Quick reading pupil’s book 8 pg 47 - 52
11	1 - 5		Describe the method of irrigation. Contribution and problems facing irrigation schemes in Kenya. Meaning of horticulture. Crops grown in horticultural farming.	Able to: Describe the method of irrigation State contributions and problems of irrigation schemes Explain the meaning of the term horticulture. Identify the crops grown in horticultural farming. State the benefits and problems facing horticultural farming in Kenya.	Review the previous lesson. Discuss methods of irrigation. Explain the meaning of horticulture. Observe pictures of horticultural crops. Discuss the benefits and problems facing horticultural farming in Kenya. Note taking Give an exercise.	Pictures	Our lives today pupil’s book 8 pg 92 - 95 Quick reading pupil’s book 8 pg 53 - 55
WK	LESSON	TOPIC	SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L RESOURCES	REFERENCES	REMARKS
12	1 - 5		Comparison of horticultural farming in Kenya and Netherlands. Fish farming areas in Kenya. Comparison of fish farming in Kenya and Japan. Distribution of minerals in Kenya. Extraction and uses of the minerals.	Able to: Compare horticultural farming in Kenya and Netherlands. Identify fish farming in Kenya. Compare fish farming in Kenya and Japan. Locate the distribution of minerals in Kenya. Describe ways of extracting minerals. State uses of the minerals.	Review the previous lessons. Discuss the comparison of horticulture farming in Kenya and Netherlands. Locate and draw map of Kenya showing fish farming in Kenya. Discuss fish farming in Kenya and Japan. Ask questions. Observe pictures. Note taking.	Pictures Crops	Our lives today pupil’s book 8 pg 95 – 106. Quick reading pupil’s book 8 pg 55 -62
13	Revisions and Preparations for End Term Exams
14	End Term Exams and Closing
	TERM 11
WK	LESSON	TOPIC	SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L RESOURCES	REFERENCES
1	Opening and Revisions
2	1 – 2	RESOURCES AND ECONOMIC ACTIVITIES	Fish farming in Kenya Comparison of fish farming in Kenya and Japan	The learner should be able to: Identify fish farming areas in Kenya. Compare fish farming in Kenya and Japan	Asking and answering questions Discussions Locating areas. Note taking	Local environment Pictures Atlas	Our lives today page 96 – 99 Quick reading page 56 – 58
	3 - 5		Mining Distribution of minerals Fluorspar Limestone Diatomite Gemstone Salt	The learner should be able to: Locate the distribution of minerals in Kenya. Describe ways of extracting those minerals. State the uses of the minerals.	Field visit Observing Asking and answering questions Note taking	Local environment Pictures	Our lives today page 101 - 104 Quick reading
3	1 - 2		Contribution of minerals to the economy of Kenya. Effects of mining on the environment	The learner should be able to: State the contribution of the minerals to the economy of Kenya. State the effects of mining on the environment	Asking and answering questions. Discussions Observing pictures Note taking Quiz.	Pictures Local environment	Our lives today page 105 - 107 Quick reading Pg 61 – 62
	3 - 5	RESOURCES AND ECONOMIC ACTIVITIES	Forestry Types of forests in Kenya Problems facing forests. Effects of deforestation. Forest conservation measures.	By the end of the lesson the learner should be able to: Identify types of forests in Kenya. State the effects of deforestation in Kenya. Explain how forests are conserved. Appreciate the need to conserve forests	Asking and answering questions. Discussion. Drawing Note taking. observing	Maps Pictures	Our lives today page 105 - 107 Quick reading Pg 61 – 62
4	End of month exams and revision
5	1 - 2		Wildlife and tourism Similarities and differences between tourist attraction and in Kenya and Switzerland	The learner should be able to: State the similarities and differences between tourist attraction in Kenya and Switzerland.	Observing Asking and answering questions Discussion Note taking	Pictures	Our lives today page 114 - 117 Quick reading Pg 65 - 66
	3 - 5		Industries Types of industries Primary Secondary Service Factors influencing the location of industries	The learner should be able to: Classify the types of industries. State factors influencing the location of industries.	Discussion Asking and answering questions Field visit Note taking	Local environment. Pictures	Our lives today page 118 - 122 Quick reading Pg 67 - 68
6	1 - 5	RESOURCES AND ECONOMIC ACTIVITIES	Jua Kali industries Effects of industries on the environment	By the end of the lesson the learner should be able to: State reasons for establishment of Jua kali industries. Explain benefits of Jua Kali industries. Explain the contribution of industries to the economy of Kenya. Explain problems facing industries in Kenya. Explain the effects of industries to the environment	Asking and answering questions. Discussion. Observing pictures. Note taking	Pictures Artifacts	Our lives today page 122 - 128 Quick reading Pg 69 - 71
7	Mid term and mid term exams
8	1 - 5		Urbanization Location of main towns in Kenya. Functions of main towns. Problems facing main towns Effects in solving urban problems in Kenya.	The learner should be able to: Locate the main towns in Kenya. State the functions of main towns in Kenya. State problems facing urban centers Identify efforts being made to solve the problems in Urban centers	Locating towns Drawing Asking and answering questions. Discussion. Observing. Note taking	Maps Pictures	Our lives today page 128 - 137 Quick reading Pg 71 - 77
9	1 - 5	RESOURCES AND ECONOMIC ACTIVITIES	Transport and communication. Forms of transport. Problems facing transport. Catering for people with special needs in Transport. Major road signs First aid	By the end of the lesson the learner should be able to: Identify forms of transport. State problems facing forms of transport. State measure taken to cater for persons with special needs in transport. Identify the major road signs Demonstrate basic first aid procedures.	Asking and answering questions. Demonstration Discussions Observing Locating Drawing Note taking	Maps Field visit Pictures	Our lives today page 138 - 150 Quick reading Pg 82 - 91
10	1 - 2		Problems facing the communication systems in Kenya Measures taken to cater for persons with special needs in communication.	The learner should be able to: State problems facing forms of communication. State measures taken to cater for persons with special needs in communication.	Asking and answering questions. Discussion. Note taking. Demonstration.	Pictures	Our lives today page 153 - 158 Quick reading Pg 94 - 95
	2 – 3		Trade Exports from Kenya. Imports to Kenya. Benefits of trade. Role of government in promoting trade. Meaning of business opportunities. Business opportunities in Kenya.	The learner should be able to: Name the exports from Kenya and the imports to Kenya. Explain the benefits of trade to Kenya’s economy. Identify the role of government in promoting trade. Define the term business opportunities. Explain different business opportunities in Kenya.	Discussions. Asking and answering questions. Note taking	Pictures	Our lives today page 151 - 165 Quick reading Pg 96 - 99
11	1-2	POLITICAL DEVELOPMENT AND SYSTEMS	Political associations in Kenya; EAA, YKA, KCA, KTWA. Reasons for the formation of early political associations in Kenya. Roles played by early associations in the struggle for the independence.	By the end of the lesson the learner should be able to: Identify the early political Associations in Kenya up to the year 1939. State the reasons for the formation of early political associations in Kenya. Describe the roles played by early political associations in the struggle for independence in Kenya. Appreciate the role of the early political associations in Kenya political development	Asking and answering questions. Discussion Note taking Observing	Pictures	Our lives today page 167 - 173 Quick reading Pg 103 – 104
12-13	Revisions and Preparations for End Term Exam
14	End Term Exams and Closing
TERM 111
WK	LESSON	TOPIC	SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L RESOURCES	REFERENCES	REMARKS
1	Opening and Revisions
2	1 – 5	POLITICAL DEVELOPMENT AND SYSTEMS	Traditional forms of government	By the end of this topic the learner should be able to: Describe the traditional forms of government in East Africa. Discuss the role of traditional forms of government in society.	Describing Discussing Asking and answering questions	K.C.P.E mirror SST pg 134 – 138 OLT book 7 pg 167 - 172	Oral questions Written questions
3	1 - 5	POLITICAL DEVELOPMENT AND SYSTEMS	Activities of early political associations in Kenya up to 1939	By the end of this topic the learner should be able to: Identify early political associations in Kenya up to 1939. State the reasons for formation of political associations in Kenya. Describe the roles played by the early political associations in the struggle for independence in Kenya . Appreciate the role of the early political associations in Kenya to Kenya’s political development	Identify Stating Describing Appreciating Identifying Stating Appreciating Describing	OLT book 8 pg 167 – 173 Comprehensive Social studies book 8. Flash cards Charts pictures OLT book 8 pg 167 – 173 Comprehensive social studies book 8 Flash cards Charts pictures	Oral questions. Written questions. Oral questions Written questions
4	Revision and the fortnight questions
5	1 - 5	POLITICAL DEVELOPMENT AND SYSTEMS	The legislative council.	By the end of the topic, The learner should be able to: Name African members in the Legislative council before 1960. Explain the role of the legislative council in the struggle for independence.	List Explain Ask and answer questions	OLT book 8 pg 174 - 176 Comprehensive social studies book 8 pg 179 - 182 Flash cards Charts
6	1 - 5	POLITICAL DEVELOPMENT SYSTEMS	Struggle for independence	By the end of the topic the learner should be able to: Identify the effects of the second world war on the struggle for independence in Kenya. Identify political organizations in Kenya between 1945 – 1963 Name founder members of the political organizations in Kenya between 1945 – 1963 Explain the role of political organizations in the struggle for independence.	Identifying Naming Explaining Asking and answering questions.	OLT book 8 pg 176 – 183 Comprehensive Social studies book 8 page 190 – 193 Charts. Work cards Flash cards	Oral questions. Written assignments
7	Revision and mid term exams
8	1 - 5	POLITICAL DEVELOPMENTS AND SYSTEMS	Political development in Kenya since 1963	By the end of this topic the learner should be able to: State the major constitution amendments affecting political parties in Kenya since 1963 Appreciate the constitutional amendments affecting political parties in Kenya since 1963.	Stating Appreciating Asking and answering questions	OLT book 8 page 186 – 196	Comprehensive social studies book 8 page 194 – 200 Chart
9	1 - 5	POLITICAL DEVELOPMENT AND SYSTEMS	Attainment of independence	By the end of this topic, the learner should be able to: Describe the events that led to the attainment of independence in Kenya. Explain how Kenya became a republic	Describing Asking and answering questions	OLT book 8 pg 183 – 186 Comprehensive social studies book 8 pg 192 – 196 Chart	Oral questions Written questions
10-13	Revisions and Preparations for Exams
14	End Term 111 Exams and Closing

Published in Class 8 Schemes of Work Term 3 2023

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