School

Teacher’s Name

Term

Year

Three

2023

Wk

Lsn

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

RESOURCES AND ECONOMIC ACTIVITIES

Mining in Kenya: Major minerals

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

• Identify major minerals found in the Country
• draw a map of Kenya
• and locate major minerals
• appreciate the importance of minerals found in our country

How do we benefit from the minerals found in our country?

Learners are guided to:

• Brainstorm in pairs and list the minerals found in Kenya
• (Soda ash, Diatomite , limestone, Salt, petroleum)
• Identify in groups, minerals found in Kenya using appropriate media
• Draw a map of Kenya and locate major minerals.

• Maps
• Photographs and pictures
• Flash cards and posters
• Vetted digital resources, educational computer games

• Oral Questions
• Teacher made tests
• Observation

2

Mining in Kenya: importance of minerals

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

• examine the importance of minerals in our country
• discuss problems facing mining in Kenya
• appreciate the importance of minerals found in our country

How do we benefit from the minerals found in our country?

• Engage with a resource person on the importance of minerals.
• Discuss in groups, problems facing mining in Kenya and do class presentations

• Maps
• Photographs and pictures
• Flash cards and posters
• Vetted digital resources, educational computer games 

• Oral Questions
• Teacher made tests
• Observation

3

Mining in Kenya: importance of minerals

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

• examine the importance of minerals in our country
• discuss problems facing mining in Kenya
• appreciate the importance of minerals found in our country

How do we benefit from the minerals found in our country?

• Visit a mining site in the locality/use internet to learn more about importance of mining in our country
• Prepare a report on the

• visit/internet search and present in class
• Create posters on importance of mining in Kenya

• Maps
• Photographs and pictures
• Flash cards and posters
• Vetted digital

• resources, educational computer games

• Oral Questions
• Teacher made tests
• Observation

2

1

POLITICAL SYSTEMS AND GOVERNAN CE

Leadership and Political Change: Traditional leaders in Kenya

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

• describe the contributions of selected traditional leaders in the country
• state the roles of traditional leaders
• appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

Learners are guided to:

• Brainstorm, in groups on who is a traditional leader
• Find out from parents/guardians the role of traditional leaders in the community and share in class
• Observe pictures of selected traditional leaders in Kenya using appropriate media (Kivoi wa Mwendwa and Mekatilili wa Menza)

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Leadership and Political Change: Traditional leaders in Kenya

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

• illustrate the differences and similarities between the selected traditional leaders in Kenya
• Name some traditional leaders appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

• Gather information in groups, and do a write up on the contributions of selected traditional leaders in Kenya
• Present their findings in class
• Illustrate the differences and similarities between the selected traditional leaders in Kenya using charts and display in class

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Leadership and Political Change: Traditional leaders in Kenya

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

• illustrate the differences and similarities between the selected traditional leaders in Kenya
• Name some traditional leaders
• appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

• Collect and creatively display portraits/ pictures of the selected traditional leaders in Kenya
• Draw, colour and display in class pictures of selected traditional leaders
• Share with parents/guardians the contributions of traditional leaders in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

1

Early forms of Government

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

• describe early forms of government among selected communities in Kenya
• state the source of early forms of government among the Maasai and Ameru
• appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

Learners are guided to:

• Brainstorm in pairs on forms of leadership in their community and share in class
• Use appropriate media to describe early forms of government among the Maasai and Ameru
• Find out from the library or relevant sources the early forms of government among the Maasai and Ameru
• Present their findings in class

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Early forms of Government

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

• describe early forms of government among selected communities in Kenya
• state the source of early forms of government among the Maasai and Ameru
• appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

Learners are guided to:

• Brainstorm in pairs on forms of leadership in their community and share in class
• Use appropriate media to describe early forms of government among the Maasai and Ameru
• Find out from the library or relevant sources the early forms of government among the Maasai and Ameru
• Present their findings in class

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Similarities and differences in early forms of Government between the Maasai and Ameru

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

• illustrate the differences and similarities in early forms of government between the Maasai and Ameru
• role play early forms of government among the Maasai and Ameru
• appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

• Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
• Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
• Role play early forms of government among the Maasai or the Ameru

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

4

1

Similarities and differences in early forms of Government between the Maasai and Ameru

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

• illustrate the differences and similarities in early forms of government between the Maasai and Ameru
• role play early forms of government among the Maasai and Ameru
• appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

• Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
• Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
• Role play early forms of government among the Maasai or the Ameru

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Similarities and differences in early forms of Government between the Maasai and Ameru

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

• illustrate the differences and similarities in early forms of government between the Maasai and Ameru
• role play early forms of government among the Maasai and Ameru
• appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

• Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
• Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
• Role play early forms of government among the Maasai or the Ameru

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Citizenship in Kenya: Good citizenship

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

• state how one becomes a Kenyan citizen
• explain ways in which one may lose Kenyan citizenship
• citizenship in our country
• demonstrate good citizenship in Kenya

Who is a Kenyan Citizen?

Learners are guided to;-

• Find out ways of becoming a Kenyan citizen using digital resources
• Brainstorm in groups, ways of becoming a Kenyan citizen and share in class.
• Discuss in pairs, the requirements for dual citizenship in Kenya and share in class.

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

5

1

Citizenship in Kenya: Good citizenship

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

• discuss the requirements for dual citizenship in Kenya
• develop communication messages on good citizenship in our country
• demonstrate good citizenship in Kenya

Who is a Kenyan Citizen?

• Discuss in groups, ways in which one may lose Kenyan citizenship and present in class.
• Write an essay on what may happen if one lost Kenyan citizenship
• Create and recite poems on Kenyan citizenship.
• Sing songs on good Kenyan Citizenship
• Develop communication messages on good citizenship and share with others in school

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Symbols of Nationals Unity

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

• identify national symbols in Kenya
• draw and colour the national symbols using locally available materials
• desire to promote national unity in the country

How can we promote National unity in our country?

Learner are guided to;-

• Think pair and share national symbols in Kenya. (The Coat of arms. The national flag ,the national anthem and the Public Seal)
• Use appropriate media to identify the national symbols in Kenya and share with others in class.
• Draw and colour the national symbols in Kenya using the locally available materials. (The Coat of arms. The national flag and the Public Seal)

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project
• Work
• Checklist
• Portfolio

3

Factors that promote National Unity

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

• discuss factors which promote national unity in the country
• sing and write the three stanzas of the National anthem
• desire to promote national unity in the country

How can we promote National unity in our country?

• Sing and write down in groups, the three stanzas of the National anthem of Kenya
• Brainstorm in groups factors which promote national unity in Kenya (National Symbols, National Days and National languages)
• Use appropriate media to establish factors which promote national unity in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources 
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

6

1

Factors that promote National Unity

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

• discuss factors which promote national unity in the country
• sing and write the three stanzas of the National anthem
• desire to promote national unity in the country

How can we promote National unity in our country?

• Find out from parents/ guardians or elders about the National days in Kenya
• Write a report and share in class about national days in Kenya
• Share experiences on national days in Kenya
• Sing songs on national unity
• Participate in celebration of national days in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Human rights

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

• Identify the basic human rights in Kenya
• explain the importance of human rights in society
• desire to promote respect for human rights in society

Why is it important to respect human rights?

Learners are guided to:

• Brainstorm in groups on the meaning of Human Rights and share in class
• Identify the basic human rights in Kenya using appropriate media and share in class
• Discuss in groups the importance of human rights in society and do class presentations.

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Human rights

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

• explain the importance of human rights in society
• create awareness on the importance of respecting human rights in society
• desire to promote respect for human rights in society

Why is it important to respect human rights?

• Engage with a resource person on the importance of human rights and write a report
• Recite poems and sing songs on importance of human rights in society.
• Develop posters to create awareness on the importance of respecting human rights in society

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

7

1

Governance

in Kenya

Democracy in society: Types of Democracy

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

• identify types of democracy in Kenya
• define the term democracy
• desire to promote democracy in society

How can we

practice democracy in our society?

Learners are guided to:

• Brainstorm, in pairs to understand the meaning of democracy.
• Find out types of democracy in Kenya using appropriate media and write short notes (Direct and in direct Democracy)

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral
• Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Benefits of Democracy

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

• discuss benefits of democracy in society
• develop posters on benefits of democracy in society
• desire to promote democracy in society

How can we practice

democracy in our society?

• Discuss in groups and list the benefits of democracy in society
• Engage with a resource person on the benefits of democracy in society
• Find out more about benefits of democracy in society using digital resources/appropriate media
• Recite poems /sing songs on the importance of democracy in society
• Participate in democratic processes in society

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher
• made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Electoral Process In Kenya

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

• explain the importance of voting in Kenya
• identify the elective political positions in Kenya
• desire to participate in free and fair elections

Why should we vote?

Learners are guided to:

• Think pair and share on the meaning of voting
• Brainstorm in pairs, the importance of voting and share in class.
• Use digital resources to identify elective political positions in Kenya
• Engage with a resource person on the voting steps in Kenya and write a report

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

8

1

Electoral Process In Kenya

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

• explain the importance of voting in Kenya
• identify the elective political positions in Kenya
• desire to participate in free and fair elections

Why should we vote?

Learners are guided to:

• Think pair and share on the meaning of voting
• Brainstorm in pairs, the importance of voting and share in class.
• Use digital resources to identify elective political positions in Kenya
• Engage with a resource person on the voting steps in Kenya and write a report

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

Electoral Process In Kenya

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

• illustrate the steps of voting in the country
• identify the elective political positions in Kenya desire to participate in free and fair elections

Why should we vote?

Discuss in groups the voting steps in Kenya

• Develop a poster on voting steps in Kenya and display in school
• Role play the voting process in Kenya/elected leaders in Kenya
• Share with members of the community the voting steps in Kenya
• Share experiences in class on the elections in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

Electoral Process In Kenya

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

• illustrate the steps of voting in the country
• identify the elective political positions in Kenya
• desire to participate in free and fair elections

Why should we vote?

• Discuss in groups the voting steps in Kenya
• Develop a poster on voting steps in Kenya and display in school
• Role play the voting process in Kenya/elected leaders in Kenya
• Share with members of the community the voting steps in Kenya
• Share experiences in class on the elections in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

9

1

The National Government In Kenya: composition of the three arms of National government

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

• Describe the composition of the three arms of National Government in Kenya
• Identify the three arms of Government
• desire to participate in national governance in the country

What is the work of Government in our country?

Learners are guided to:

• Brain storm in groups the three arms of National Government in Kenya and share in
• class (The Executive, The Legislature and The Judiciary)
• Identify the three arms of government using appropriate media and list them down.
• Brainstorm in pairs the composition of the National Government in Kenya and share in class

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2

The National Government In Kenya: composition of the three arms of National government

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

• Describe the composition of the three arms of National Government in Kenya
• Identify the three arms of Government
• desire to participate in national governance in the country

What is the work of Government in our country?

Learners are guided to:

• Brain storm in groups the three arms of National Government in Kenya and share in
• class (The Executive, The Legislature and The Judiciary)
• Identify the three arms of government using appropriate media and list them down.
• Brainstorm in pairs the composition of the National Government in Kenya and share in class

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

3

The National Government In Kenya: functions of the three arms of national Government

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

• illustrate the composition of the three arms of National Government in Kenya
• explain the functions of the three arms of National Government in Kenya
• desire to participate in national governance in the country

What is the work of Government in our country?

• Find out in groups, the composition of the three arms of government in Kenya using relevant sources
• Illustrate and display in class the composition of the three arms of National Government in Kenya
• Discuss, in groups functions of the three arms of National Government in Kenya

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

10

1

The National Government In Kenya: functions of the three arms of national Government

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

• illustrate the composition of the three arms of National Government in Kenya
• explain the functions of the three arms of National Government in Kenya
• desire to participate in national governance in the country

What is the work of Government in our country?

• Engage with a resource person on the functions of the three arms of National Government
• Respond to a worksheet on the functions of the
• three arms of National Government and share experiences.

• Photographs , pictures and paintings
• TV/video/films /slides/ Internet sources
• Live Radio Broadcasts

• Oral Questions
• Teacher made tests
• Observation
• Project Work
• Checklist
• Portfolio

2-3

ASSESMENT