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Wednesday, 16 November 2022 12:22

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

ISLAMIC RELIGIOUS EDUCATION ACTIVITIES. GRADE FIVE SCHEMES OF WORK TERM 3 2023

Wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Reflection
1	1	DEVOTI ONAL ACTS	Nullifiers of saum	By the end of the sub strand, the learner should be able to: Identify the nullifiers of saum to safeguard the validity of saum. differentiate between nullifiers of saum and swalah to strengthen ibadah appreciate fasting as a means of gaining taqwa (piety)	Why should Muslims observe rules and regulation when fasting? What virtues do Muslims learn from fasting?	Individually/in pairs/in small groups, learners are guided to: Discuss the nullifiers of saum and make oral presentation in class Sort nullifiers of saum from of nullifiers swalah Brainstorm on rules and regulations of saum and make presentation in class	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	2		Nullifiers of saum	By the end of the sub strand, the learner should be able to: differentiate between nullifiers of saum and swalah to strengthen ibadah Fast while observing the rules and regulations for spiritual growth. appreciate fasting as a means of gaining taqwa (piety)	Why should Muslims observe rules and regulation when fasting? What virtues do Muslims learn from fasting?	Individually/in pairs/in small groups, learners are guided to: Discuss the nullifiers of saum and make oral presentation in class sort nullifiers of saum from of nullifiers swalah Brainstorm on rules and regulations of saum and make presentation in class	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	3	AKHLAQ (MORAL VALUES)	Virtues: Sabr (Patience)	By the end of the sub strand, the learner should be able to: explain the importance of exhibiting patience in their daily life Practice patience as a virtue necessary for character formation. Appreciate the virtue of patience as a means earning rewards from Allah.	How do you react when annoyed by your schoolmates? Why should a Muslim observe patience? When should a Muslim practise patience?	Individually/in pairs/in small groups, learners are guided to: Narrate short stories portraying patience. Watch/listen to a story on patience and deduce the teachings Discuss the importance of observing patience Participate in activities that involve practising patience e.g.turn taking during games, when queueing. Encourage/show patience.	Charts, course books, Digital devices,	Oral assessment, observation schedule
2	1		Virtues: Sabr (Patience)	By the end of the sub strand, the learner should be able to: explain the importance of exhibiting patience in their daily life Practice patience as a virtue necessary for character formation. Appreciate the virtue of patience as a means earning rewards from Allah.	How do you react when annoyed by your schoolmates? Why should a Muslim observe patience? When should a Muslim practise patience?	Individually/in pairs/in small groups, learners are guided to: Narrate short stories portraying patience. Watch/ listen to a story on patience and deduce the teachings discuss the importance of observing patience participate in activities that involve practising patience e.g.turn taking during games, when queueing. Role play activities that Encourage/show patience.	Charts, course books, Digital devices,	Oral assessment, observation schedule
	2		Effects of social media	By the end of the sub strand, the learner should be able to: Explain the positive and negative effects of social media on the youth. Outline ways of using social media responsibly to facilitate learning. use social media responsibly to benefit self and others	How can one use social media positively? How can social media enhance learning?	Individually/in pairs/in small groups, learners are guided to: debate on the positive and negative effects of social media discuss how to use social media responsibly and present in class demonstrate how to use social media to facilitate learning	Charts, course books, Digital devices,	Oral assessment, observation schedule
	3		Effects of social media	By the end of the sub strand, the learner should be able to: Explain the positive and negative effects of social media on the youth. Outline ways of using social media responsibly to facilitate learning. use social media responsibly to benefit self and others	How can one use social media positively? How can social media enhance learning?	Individually/in pairs/in small groups, learners are guided to: debate on the positive and negative effects of social media discuss how to use social media responsibly and present in class demonstrate how to use social media to facilitate learning	Charts, course books, Digital devices,	Oral assessment, observation schedule
3	1		Vices: Evils of gambling	By the end of the sub strand, the learner should be able to: explain the evils of gambling to promote responsible citizenship state ways of discouraging gambling in the society appreciate the prohibition of gambling by working hard for halaal (legal) earning	What are the effects of participating in gambling? Why is gambling forbidden in Islam?	Individually/in pairs/in small groups, learners are guided to: discuss the effects of gambling and present in class (loss of property, family break- down) role play the effects of gambling discouraging gambling in the society and display a chart	Charts, course books, Digital devices,	Oral assessment, observation schedule
	2		Vices: Evils of gambling	By the end of the sub strand, the learner should be able to: explain the evils of gambling to promote responsible citizenship state ways of discouraging gambling in the society appreciate the prohibition of gambling by working hard for halaal (legal) earning	What are the effects of participating in gambling? Why is gambling forbidden in Islam?	Individually/in pairs/in small groups, learners are guided to: discuss the effects of gambling and present in class (loss of property, family break-down) role play the effects of gambling brainstorm on ways of discouraging gambling in the society and display a chart	Charts, course books, Digital devices,	Oral assessment, observation schedule
	3		Dua (Supplications) Dua on increase in knowledge	By the end of the sub strand, the learner should be able to: Recite/memorise the selecteddua as a form of ibadah. apply the teachings of the dua (supplication ) for spiritual nourishment appreciate the act of supplication as a form of Ibadah (act of worship)	What is the importance of making dua always?	Individually/in pairs/in small groups, learners are guided to: memorize and recite the following dua from a digital device/teacher, “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.” recite the dua every morning before start of class. brainstorm on the importance of making dua and write notes	Charts, course books, Digital devices,	Oral assessment, observation schedule
4	1		Dua (Supplications) Dua on increase in knowledge	By the end of the sub strand, the learner should be able to: Recite/memorise the selecteddua as a form of ibadah. apply the teachings of the dua (supplication ) for spiritual nourishment appreciate the act of supplication as a form of Ibadah (act of worship)	What is the importance of making dua always?	Individually/in pairs/in small groups, learners are guided to: memorize and recite the following dua from a digital device/teacher, “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.” recite the dua every morning before start of class. rainstorm on the importance of making dua and write notes	Charts, course books, Digital devices,	Oral assessment, observation schedule
	2		Dua (Supplications) Dua on increase in knowledge	By the end of the sub strand, the learner should be able to: apply the teachings of the dua (supplication ) for spiritual nourishment Explain the importance of the dua to a person seeking knowledge. appreciate the act of supplication as a form of Ibadah (act of worship)	What is the importance of making dua always?	Individually/in pairs/in small groups, learners are guided to: listen and recite the following dua from a digital device/teacher, “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.” recite the dua every morning before start of class. brainstorm on the importance of making dua and write notes	Charts, course books, Digital devices,	Oral assessment, observation schedule
	3	MUAMA LAT	Etiquette of Islamic wedding celebrations	By the end of the sub strand, the learner should be able to: describe the etiquette to be observed during Islamic wedding celebrations Outline un-islamic activities that take place during wedding celebrations. Appreciate Islamic wedding celebrations as part of Islamic heritage.	What are the activities that take place during wedding celebrations?	Individually/in pairs/in small groups, learners are guided to: recall a wedding celebration they have attended and note down what they observed/experienced watch an islamic wedding celebration from a digital device and the etiquette observed sort the islamic and un- islamic activities performed during wedding celebrations using flash cards role play the etiquette to be observed during the celebration e.g. (appropriate dressing, gender separation, avoiding Israaf and music)	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
5	1		Etiquette of Islamic wedding celebrations	By the end of the sub strand, the learner should be able to: describe the etiquette to be observed during Islamic wedding celebrations Outline un-islamic activities that take place during wedding celebrations. Appreciate Islamic wedding celebrations as part of Islamic heritage.	What are the activities that take place during wedding celebrations?	Individually/in pairs/in small groups, learners are guided to: recall a wedding celebration they have attended and note down what they observed/experienced watch an islamic wedding celebration from a digital device and the etiquette observed sort the islamic and un- islamic activities performed during wedding celebrations using flash cards role play the ettiquette to be observed during the celebration e.g. (appropriate dressing, gender separation, avoiding Israaf and music)	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
	2		Rights of Neighbours	By the end of the sub strand, the learner should be able to: Outline the rights of neighbours for harmonious living. Demonstrate the awareness of the rights of neighbours as an act of ibadah. Appreciate the rights of neighbours as an obligatory act upon a Muslim.	How should Muslims relate with neighbours? What are the rights of neighbours? What is the significance of upholding good neighbourhood?	Individually/in pairs/in small groups, learners are guided to: search the rights of neighbours in Islam using digital devices/print media and make notes. discuss the significance of treating neighbours well and display on a chart. dramatize the right way of treating neighbours. rights of neighbours and deduce lessons from it using digital devices/ books/resource persons	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
	3		Rights of Neighbours	By the end of the sub strand, the learner should be able to: Outline the rights of neighbours for harmonious living. Demonstrate the awareness of the rights of neighbours as an act of ibadah. Appreciate the rights of neighbours as an obligatory act upon a Muslim.	How should Muslims relate with neighbours? What are the rights of neighbours? What is the significance of upholding good neighbourhood?	Individually/in pairs/in small groups, learners are guided to: search the rights of neighbours in Islam using digital devices/print media and make notes. discuss the significance of treating neighbours well and display on a chart. dramatize the right way of treating neighbours. rights of neighbours and deduce lessons from it using digital devices/ books/resource persons	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
6	12		Islamic rules of buying and selling	By the end of the sub strand, the learner should be able to: State the Islamic rules on buying and selling to promote a healthy business society. State the benefits of observing the Islamic rules on buying and selling. Observe the Islamic etiquette on buying and selling in day to day life. appreciate Islamic etiquette on the rules and regulations of buying and selling to earn rewards from Allah (Q83: 1-6)	What should Muslims avoid while buying and selling? What are Islamic teachings on buying and selling?	Individually/in pairs/in small groups, learners are guided to: discuss islamic rules on buying and selling and make oral presentation discuss the benefits of observing Islamic rules and regulations search Hadith on buying and selling and write notes on lessons learnt using digital devices/books/resource persons	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
	2		Islamic rules of buying and selling	By the end of the sub strand, the learner should be able to: State the Islamic rules on buying and selling to promote a healthy business society. State the benefits of observing the Islamic rules on buying and selling. Observe the Islamic etiquette on buying and selling in day to day life. appreciate Islamic etiquette on the rules and regulations of buying and selling to earn rewards from Allah (Q83: 1-6)	What should Muslims avoid while buying and selling? What are Islamic teachings on buying and selling?	Individually/in pairs/in small groups, learners are guided to: role play the islamic ruleas and regulations on buying and selling. Name commodities that they have bought from the market. Undertake a project of creating a shop corner by collecting items, write a price list and a list of Islamic rules to be observed	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
	3	HISTOR Y OF ISLAM	Prophet (s.a.w)’s journey to Taif.	By the end of the sub strand, the learner should be able to: Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.	What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif? How did the Prophet (s.a.w) relate with the people of Taif?	Individually/in pairs/in small groups, learners are guided to: Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons. identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
7	1		Prophet (s.a.w)’s journey to Taif.	By the end of the sub strand, the learner should be able to: Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.	What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif? How did the Prophet (s.a.w) relate with the people of Taif?	Individually/in pairs/in small groups, learners are guided to: Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons. identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	2		Prophet (s.a.w)’s journey to Taif.	By the end of the sub strand, the learner should be able to: Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.	What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif? How did the Prophet (s.a.w) relate with the people of Taif?	Individually/in pairs/in small groups, learners are guided to: Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons. Identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	3		Pledges of Aqabah	By the end of the sub strand, the learner should be able to: describe the events that led to the signing of the pledges of Aqabah as part of Islamic history identify the terms of the pledges of Aqabah for character formation explain the significance of the pledges of Aqabah in the History of Islam	Why are the pledges of Aqabah important in the life of a Muslim? How did Muslims benefit from the pledges of Aqabah?	Individually/in pairs/in small groups, learners are guided to: Watch a video on the pledges of Aqaba from a digital device and write the terms. discuss the events that led to the signing of the pledges of Aqabah Role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…) Brainstorm on the significance of the pledges of Aqaba and display on a chart.	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
8	1		Pledges of Aqabah	By the end of the sub strand, the learner should be able to: describe the events that led to the signing of the pledges of Aqabah as part of Islamic history identify the terms of the pledges of Aqabah for character formation explain the significance of the pledges of Aqabah in the History of Islam	Why are the pledges of Aqabah important in the life of a Muslim? How did Muslims benefit from the pledges of Aqabah?	Individually/in pairs/in small groups, learners are guided to: watch a video on the pledges of Aqaba from a digital device and write the terms. discuss the events that led to the signing of the pledges of Aqabah Role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…) Brainstorm on the significance of the pledges of Aqaba and display on a chart.	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	2		Pledges of Aqabah	By the end of the sub strand, the learner should be able to: describe the events that led to the signing of the pledges of Aqabah as part of Islamic history identify the terms of the pledges of Aqabah for character formation explain the significance of the pledges of Aqabah in the History of Islam	Why are the pledges of Aqabah important in the life of a Muslim? How did Muslims benefit from the pledges of Aqabah?	Individually/in pairs/in small groups, learners are guided to: watch a video on the pledges of Aqaba from a digital device and write the terms. discuss the events that led to the signing of the pledges of Aqabah role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…) Brainstorm on the significance of the pledges of Aqaba and display on a chart.	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	3		Hijra to Madina	By the end of the sub strand, the learner should be able to: Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization	Why did the Prophet (s.a.w) migrate to Madina? What events took place during the Prophet’s journey to Madinah? Why is Hijra important to Muslims?	Individually/in pairs/in small groups, learners are guided to: Listen/watch a story on the Prophet (s.a.w)’s migration to Madina from a digital device/teacher discuss the major events that took place during the Prophet (s.a.w)’s migration to Madina e.g.(the Prophet (s.a.w) leaving Ali in his house ,departure with Abubakar, at cave Thaur, the incident of Suraqah,reception in Madina).	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
9	1		Hijra to Madina	By the end of the sub strand, the learner should be able to: Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization	Why did the Prophet (s.a.w) migrate to Madina? What events took place during the Prophet’s journey to Madinah? Why is Hijra important to Muslims?	Individually/in pairs/in small groups, learners are guided to: Listen/watch a story on the Prophet (s.a.w)’s migration to Madina from a digital device/teacher Discuss the major events that took place during the Prophet (s.a.w)’s migration to Madina e.g.(the Prophet (s.a.w) leaving Ali in his house ,departure with Abubakar, at cave Thaur, the incident of Suraqah,reception in Madina).	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	2		Hijra to Madina	By the end of the sub strand, the learner should be able to: Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization	Why did the Prophet (s.a.w) migrate to Madina? What events took place during the Prophet’s journey to Madinah? Why is Hijra important to Muslims?	Sing a aQasida of welcoming the Prophet (S.A.W) i.e Talaal Badru ‘alaynaa) Discuss the significance of Hijra and make short note e.g. end of persecution, unity of the Ummah, beginning of the Islamic calendar).	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	3		Unity between the Muhajirun and the Ansar	By the end of the sub strand, the learner should be able to: describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina Explain the role played by the Ansar in the settlement of Muhajirun in Madina. develop a desire to maintain Islamic brotherhood as per the teachings of Islam	How did the Prophet (s.a.w) unite the Muhajirun and the Ansar? What role did the Ansar play in the settlement of the Muhajirun	Individually/in pairs/in small groups, learners are guided to: Discuss who are the Muhajirun and the Ansar Listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement) discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
10	1		Unity between the Muhajirun and the Ansar	By the end of the sub strand, the learner should be able to: describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina Explain the role played by the Ansar in the settlement of Muhajirun in Madina. develop a desire to maintain Islamic brotherhood as per the teachings of Islam	How did the Prophet (s.a.w) unite the Muhajirun and the Ansar? What role did the Ansar play in the settlement of the Muhajirun	Individually/in pairs/in small groups, learners are guided to: who are the Muhajirun and the Ansar listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement) discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	2		Unity between the Muhajirun and the Ansar	By the end of the sub strand, the learner should be able to: describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina Explain the role played by the Ansar in the settlement of Muhajirun in Madina. develop a desire to maintain Islamic brotherhood as per the teachings of Islam	How did the Prophet (s.a.w) unite the Muhajirun and the Ansar? What role did the Ansar play in the settlement of the Muhajirun	Individually/in pairs/in small groups, learners are guided to: who are the Muhajirun and the Ansar listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement) Discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	3	ASSESSMENT

Published in Grade 5 Schemes of Work Term 3 2023

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Wednesday, 16 November 2022 11:58

Grade 5 Longhorn CRE Activities - Grade 5 Schemes of Work Term 3 2023

Wk.

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

THE EARLY LIFE OF JESUS

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

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

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

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

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

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

Oral Questions,
Portfolio
Observation schedules
Written Quizzes

Persistence in

prayer – the story of a friend at midnight

By the end of the Sub strand,

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

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

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

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

Longhorn CRE act. TG. Pg. 85-86

Oral
Questions,
Portfolio
Observation schedules
Written Quizzes

Persistence in

prayer - the story of a friend at midnight

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

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

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

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

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

Longhorn CRE act. TG. Pg. 85-86

Oral
Questions,
Portfolio
Observation schedules
Written Quizzes

Persistence in prayer – the value of friendship

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

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

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

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

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

Longhorn CRE act. TG. Pg. 87-88

Oral Questions,
Portfolio
Observation schedules
Written Quizzes

THE CHURC H

The early Church

– definitions of unity of believers

in the early church

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

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

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

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

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

Longhorn CRE act. TG. Pg. 89-90

Journals
Authentic tasks
Written questions

The early Church

– activities which promoted unity

in the early church

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

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

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

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

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

Longhorn CRE act. TG. Pg. 90-91

Journals
Authentic tasks
Written questions

The early Church

– strategies used

by Christians to promote unity

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

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

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

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

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

Longhorn CRE act. TG. Pg. 91-91

Journals
Authentic tasks
Written questions

The Lords Supper

– Events that took place during the Lord’s supper

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

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

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

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

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

Longhorn CRE act. TG. Pg. 93-94

Journals
Authentic tasks
Written questions

The Lords Supper

– significance of the Lord’s supper

to Christians today

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

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

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

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

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

Longhorn CRE act. TG. Pg. 94-95

Journals
Authentic tasks
Written questions

The Lords Supper- Values acquired during the celebration of

the Eucharist

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 95-96

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 96-97

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 98

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 98-99

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 99- 100

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 99- 100

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 101- 102

Journals
Authentic tasks
Written questions

CHRIST IAN LIVING

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

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

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

How can you avoid negative peer pressure?

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

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

Longhorn CRE act. TG. Pg. 103- 106

Journals
Authentic tasks
Written questions

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

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

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

How can you avoid negative peer pressure?

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

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

Longhorn CRE act. TG. Pg. 106- 107

Journals
Authentic tasks
Written questions

Human sexuality

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 108- 110

Journals
Authentic tasks
Written questions

Human sexuality

– Healthy and effects of

unhealthy boy- girl relationship

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

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

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

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

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

Longhorn CRE act. TG. Pg. 110- 112

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 96-97

Journals
Authentic tasks
Written questions

Human sexuality

– Overcoming unhealthy boy – girl relationship

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

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

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

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

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

Longhorn CRE act. TG. Pg. 112- 113

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 113- 114

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 114- 115

Journals
Authentic tasks
Written questions

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

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

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

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

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

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

Longhorn CRE act. TG. Pg. 115- 116

Journals
Authentic tasks
Written questions

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

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

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

Which drugs are commonly abused today?
What can lead one to alcohol and substance use?
What are the effects of alcohol and substance use?
How can you avoid alcohol and substance use?
How can you help your peers to
Avoid alcohol and substance abuse?

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

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

Longhorn CRE act. TG. Pg. 117- 118

Journals
Authentic tasks
Written questions

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

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

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

Which drugs are commonly abused today?
What can lead one to alcohol and substance use?
What are the
Effects of alcohol and substance use?
How can you avoid alcohol and substance use?
How can you help your peers to
Avoid alcohol and substance abuse?

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

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

Longhorn CRE act. Learners Bk. Pg. 108

Longhorn CRE act. TG. Pg. 118- 119

Journals
Authentic tasks
Written questions

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

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

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

Which drugs are commonly abused today?
What can lead one to alcohol and substance use?
What are the effects of alcohol and substance use?
How can you avoid alcohol and substance use?
How can you help your peers to
Avoid alcohol and substance abuse?

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

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

Longhorn CRE act. TG. Pg. 119- 120

Journals
Authentic tasks
Written questions

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

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

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

What are social media platforms?
Why should you use them appropriately?
What is cyber bullying?

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

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

Longhorn CRE Act. TG. Pg. 120- 121

Journals
Authentic tasks
Written questions

Appropriate use of Social Media –

Effects of appropriate and inappropriate use of social media

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

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

What are social media platforms?
Why should you use them appropriately?
What is cyber bullying?

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

Good News Bible, Flash cards, Pictures, Songs,

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

Longhorn CRE act. TG. Pg. 122- 123

Journals
Authentic tasks
Written questions

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

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

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

What are social media platforms?
Why should you use them appropriately?
What is cyber bullying?

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

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

Longhorn CRE act. TG. Pg. 123- 124

Journals
Authentic tasks
Written questions

Published in Grade 5 Schemes of Work Term 3 2023

Tagged under

Tuesday, 15 November 2022 12:27

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

wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Reflection
1	1	LEISUR E TIME ACTIVI TIES : Gramm ar in use	Conjunctions and, but, or, because, since, also, for, yet, since	By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to short dialogue and identify the conjunctions. Make sentence from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill the blank spaces using conjunctions in sentences or paragraphs. Create a display of charts of sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	2		Conjunctions and, but, or, because, since, also, for, yet, since	By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to short dialogue and identify the conjunctions. Make sentence from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs. Create a display chart of Sentences containing conjunctions, in small groups. Construct a gallery walk and give feedback to each group.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	3		Conjunctions and, but, or, because, since, also, for, yet, since	By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to short dialogue and identify the conjunctions. Make sentences from a substitution table using but, or, yet, because, since and also. Make sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs. Create a display chart of Sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4	Writing	Creative Writing: Descriptive Composition ((120 -160 words)	By the end of the sub strand, the learner should be able to: Describe people or things mentioned in a text. Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read sample composition from print or electronic sources. Talk about people or things in text in the text. Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. a descriptive composition individually. Proof read their Compositions, in pairs or groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
2	1		Creative Writing: Descriptive Composition ((120 -160 words)	By the end of the sub strand, the learner should be able to: Describe people or things mentioned in a text. Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read sample composition from print or electronic sources. Talk about people or thing in a text Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. Write a descriptive composition individually. Proof read their compositions, in pairs or groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	2		Creative Writing: Descriptive Composition ((120 -160 words)	By the end of the sub strand, the learner should be able to: Proof read their peers composition Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read sample composition from print or electronic sources. Talk about people or thing in a text Make Sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. a descriptive composition individually. Proof read their compositions, in pairs or groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3	SPORTS - APPREC IATING TALEN TS	Listening and speaking: Listening fluency (Short speeches or dialogues of about 130 words)	By the end of the sub strand, the learner should be able to: Listen to oral presentations Construct sentences orally using words related to the theme. Interpret a speaker’s emotions and feelings correctly during oral presentations.	Why is it important to listen carefully? How can we become better listeners?	Learner is guided to: Listen to oral presentation of (dialogues or poems on topical issues) containing words with the sound /aɪ/ Practice saying selected tongue twisters in pairs. Make three-minute speech based on the theme in groups. Recite poems based on the theme.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4		Sound /aɪ/ as in my, mind, ride, wide	By the end of the sub strand, the learner should be able to: Select words containing the target sound in sentences. Listen for words with the sound /aɪ/ from an audio text. Interpret a speaker’s emotions and feelings correctly during oral presentations.	Why is it important to listen carefully? How can we become better listeners?	Learner is guided to: Listen to oral presentations (dialogues or poems on topical issues) containing words with the sound /aɪ/ Identify words with the sound /aɪ/ from texts. Make a three minute speech based on the theme in groups. Recite poems based on the theme.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
3	1		Non-verbal cues	By the end of the sub strand, the learner should be able to: Select words containing the target sound in sentences. Construct sentences orally using words related to the theme. Interpret a speaker’s emotions and feelings correctly during oral presentations.	Why is it important to listen carefully? How can we become better listeners?	Learner is guided to: Practice saying selected tongue twisters in pairs. Make three-minute speech based on the theme in groups. Recite poems based on the theme. Interpret non-verbal cues correctly.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Intensive Reading Reading with Technology	By the end of the sub strand, the learner should be able to: Relate ideas in the text to personal experiences. Creates mental images from the events, characters or places in a text. Judge the appropriateness of digital texts on the basis word choice, theme and interest.	Why is it important to relate what you read with your experiences? What digital resources can you use in your reading? Why are digital materials more interesting to read than print ones?	Learner is guided to: Infer the meaning of words from context. Make Connections between their experiences and events in the reading text. Create pictures, mimes, videos or crossword puzzles in small groups. search and read texts from the internet in pairs and groups, online. Answer questions in pairs. or role play the stories they have read online. Dramatize stories they have read online. Print the visuals obtained from online sources and share or display in a gallery.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3		Intensive Reading Reading with Technology	By the end of the sub strand, the learner should be able to: Creates mental images from the events, characters or places in a text. Answer factual and inferential questions correctly. Judge the appropriateness of digital texts on the basis word choice, theme and interest.	Why is it important to relate what you read with your experiences? What digital resources can you use in your reading? Why are digital materials more interesting to read than print ones?	Learner is guided to: Infer the meaning of words from context. Make Connections between their experiences and events in the reading text. Create pictures, mimes, videos or crossword puzzles in small groups. search and read texts from the internet in pairs and groups, online. Answer questions in pairs. or role play the stories they have read online. Dramatize stories they have read online. Print the visuals obtained from online sources and share or display in a gallery.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	4	Gramm ar in use	Use of Interrogatives When, who, how, why, which, how much, what else	By the end of the sub strand, the learner should be able to: Identify interrogatives in sentences correctly. Use interrogatives accurately in sentences. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.	Why do we ask questions? How do we ask questions?	Learner is guided to: Mention the words used to ask questions - how, what, when, why, who Use the Wh- words and How to ask questions. Use digital devices to practice constructing questions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion information gap Role play Simulation
4	1		Use of Interrogatives When, who, how, why, which, how much, what else	By the end of the sub strand, the learner should be able to: Identify interrogatives in sentences correctly. Use interrogatives accurately in sentences. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.	Why do we ask questions? How do we ask questions?	Learner is guided to: Mention he words used to ask questions - how, what, when, why, who Use e the Wh- words and How to ask questions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion information gap Role play Simulation
	2		Use of Interrogatives When, who, how, why, which, how much, what else	By the end of the sub strand, the learner should be able to: Identify interrogatives in sentences correctly. Use interrogatives accurately in sentences. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.	Why do we ask questions? How do we ask questions?	Learner is guided to: Construct questions using the pattern: how much more…, when/who/why/what else in small groups, for example, Who else attended the ceremony? How much more sugar was bought? Use else, much … to complete sentences digital devices to practice constructing questions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion information gap Role play Simulation
	3	Writing	Commonly Misspelt Words Homophones Homonyms	By the end of the sub strand the learner should be able to: Spell selected words correctly for effective communication. Use homophones and homonyms in sentences correctly Advocate the use of correct spelling of words among peers.	Why do we write words correctly? Which words do you find difficult to write? How do we learn to spell words?	The learner should be guided to: Discuss in groups words they find difficult to spell. Make a presentation on correct spelling homophones and homonyms Write a word from a dictation by the teacher or from an audio- visual recording. Play a spelling games in pairs; for example, scramble or scrabble. Use jigsaw zle to form words correctly in groups. Make words from jumple up letters.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	4		Commonly Misspelt Words Homophones Homonyms	By the end of the sub strand the learner should be able to: Spell selected words correctly for effective communication. Use homophones and homonyms in sentences correctly Advocate the use of correct spelling of words among peers.	Why do we write words correctly? Which words do you find difficult to write? How do we learn to spell words?	The learner should be guided to: Discuss in groups words they find difficult to spell. Make a presentation on correct spelling homophones and homonyms Write words from a dictation by the teacher or from an audio- visual recording. Play spelling games in pairs; for example, scramble or scrabble. Use jigsaw puzzle to form words correctly in groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
5	1	ENVIRO NMENTA POLLUT IONL	Listening and speaking: peaking Fluency (content from other learning) Making a Speech)	By the end of the sub strand, the learner should be able to: Construct sentences orally using words related to the theme. Speak accurately, without hesitation and with expression. Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.	Why should we speak clearly and confidently? Why do we make speeches?	Learner is guided to: Say words containing the sounds /f/ and /v/ in small groups. Pronounce the words related to the theme correctly. Construct oral sentences using vocabulary learnt. Listen to recorded speech from a digital device. Make short specches using vocabulary learnt, and appropriate non- verbal cues.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2		Sounds /f/ as purify; as in; and /v/ as in vapour preserve,	By the end of the sub strand, the learner should be able to: Pronounce words with selected sounds accurately for effective communication. Speak accurately, without hesitation and with expression. Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.	Why should we speak clearly and confidently? Why do we make speeches?	Learner is guided to: Say words containing the sounds /f/ and /v/ in small groups. Pronounce the words related to the theme correctly. Construct oral sentences using vocabulary learnt. Listen to recorded speech from a digital device. Make short speeches using vocabulary learnt, and appropriate non- verbal cues.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	3		Sounds /f/ as purify; as in; and /v/ as in vapour preserve,	By the end of the sub strand, the learner should be able to: Pronounce words with selected sounds accurately for effective communication. Speak accurately, without hesitation and with expression. Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.	Why should we speak clearly and confidently? Why do we make speeches?	Learner is guided to: Say words containing the sounds /f/ and /v/ in small groups. Pronounce the words related to the theme correctly. Contruct oral sentences using vocabulary learnt. Listen to recorded speech from a digital device. Makes short word sentence using vocabulary learnt, and appropriate non- verbal cues.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4	Reading	Intensive Reading: Poems, Songs and Tongue Twisters	By the end of the sub strand the learner should be able to: Creates mental images from events, characters and places in a text Answer factual and inferential questions correctly for comprehension. Relate events and characters in the reading text to personal experiences.	What can you learn from poems and songs? Which poems and songs do you know? How do you tell the meaning of unfamiliar words while reading?	Learner is guided to: Watch a video on environmental pollution and answer questions. Read a poem or song and role play the events, experiences or characters in the text. Answer factual and inferential questions on the poem and song they read.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
6	1		Intensive Reading: Poems, Songs and Tongue Twisters	By the end of the sub strand the learner should be able to: Infer information and meaning of words from context. Answer factual and inferential questions correctly for comprehension. Relate events and characters in the reading text to personal experiences.	What can you learn from poems and songs? Which poems and songs do you know? How do you tell the meaning of unfamiliar words while reading?	Learner is guided to: Watch video on environmental pollution and answer questions. Read a poem or song and role play the events, experiences or characters in the text. Answer factual and inferential questions on the poem and song they read.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	2	Gramm ar In use	Nouns which only Occur in Singular or Plural	By the end of the sub strand, the learner should be able to Identify nouns which only occur in singular or plural from given sentences. Use nouns which only occur in singular or plural to make sentences. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.	Why is it important to use words correctly? Which singular nouns end with letter -s?	Learner is guided to: Identify abd underline nouns which only occur in singular or plural sentences. Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish, Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs. Watch videos on nouns which only occur in singular or plural and answer questions. Create display charts on nouns which only occur in singular or plural in sentences.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	3		Nouns which only Occur in Singular or Plural	By the end of the sub strand, the learner should be able to Identify nouns which only occur in singular or plural from given sentences. Use nouns which only occur in singular or plural to make sentences. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.	Why is it important to use words correctly? Which singular nouns end with letter -s?	Learner is guided to: Identify and underline line nouns which only occur in singular or plural sentences. Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish, Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs. Watch videos on nouns which only occur in singular or plural and answer questions. Create display charts on nouns which only occur in singular or plural in sentences.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4		Nouns which only Occur in Singular or Plural	By the end of the sub strand, the learner should be able to Identify nouns which only occur in singular or plural from given sentences. Use nouns which only occur in singular or plural to make sentences. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.	Why is it important to use words correctly? Which singular nouns end with letter -s?	Learner is guided to: Identify and underline nouns which only occur in singular or plural sentences. Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish, Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs. Watch videos on nouns which only occur in singular or plural and answer questions. Create display charts on nouns which only occur in Singular or plural in sentences.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
7	1	Writing	Functional Writing Personal Diary Journal (3 days)	By the end of the sub strand, the learner should be able to: Identify the key components of a diary/journal. Create a journal/diary to convey desired information in the right format. Collaborate with peers to create personal journals and diaries on varied topics.	Why should we plan our activities in advance? What is the most Memorable experience in your life?	Learner is guided to: View a sample diary sample journal/and identify the components. Make journal/diary entries on pairs or small groups. Create a diary in pairs	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	2		Functional Writing Personal Diary Journal (3 days)	By the end of the sub strand, the learner should be able to: Identify the key components of a diary/journal. Create a journal/diary to convey desired information in the right format. Collaborate with peers to create personal journals and diaries on varied topics.	Why should we plan our activities in advance? What is the most Memorable experience in your life?	Learners are guided to create a three days journal. And take a gallery walk. Give feedback to the of each group. Search for more examples of diaries or journals on the internet, textbooks or the library. Create diary or journal individually.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3	MONEY - SAVING S AND BANKIN G	Listening and speaking:Intensive Listening (Dialogue containing similes)	By the end of the sub strand, the learner should be able to: Use similes and vocabulary related to the theme correctly in sentences Judge the appropriateness of words, similes and nonverbal cues during an oral presentation. Interpret a speaker’s feelings and emotions correctly during oral presentations.	Why should we listen attentively? How can you tell someone is attentive?	Learner is guided to: Identify similes from an oral text Use similes and words in sentences in small groups. Identify similes from an oral text audio visual text. groups. Discuss the dialogue in pairs. entences using the new words individually. Dramatize the dialogue in small groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4		Sounds : /m/ as in money; /n/ as in notes, /ŋ/ as in shilling	By the end of the sub strand, the learner should be able to: Select words and phrases with the target sounds, digraphs and consonant clusters from a text. Judge the appropriateness of words, similes and nonverbal cues during an oral presentation. Interpret a speaker’s feelings and emotions correctly during oral presentations.	Why should we listen attentively? How can you tell someone is attentive?	Learner is guided to: Say words containing the sound sounds /m/ /n/ /ŋ/ in small groups. Listen to dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters in pairs. Identify words featuring the target sounds.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
8	1		Digraphs: sn as in sneeze, sl as in sling	By the end of the sub strand, the learner should be able to: Select words and phrases with the target sounds, digraphs and consonant clusters from a text. Judge the appropriateness of words, similes and nonverbal cues during an oral presentation. Interpret a speaker’s feelings and emotions correctly during oral presentations.	Why should we listen attentively? How can you tell someone is attentive?	Learner is guided to: Identify similes from an oral text Use similes and words in sentences in small groups. Identify similes from an audio visual audio visual text. List similes in small groups. Discuss new words found in the dialogue in pairs. Construct sentences using the new words individually. Dramatize the dialogue in small groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Extensive Reading Variety of Texts such as (texts of about 1001 - 1250)	By the end of the sub strand, the learner should be able to: Select suitable reading materials from a variety of texts. Read a variety of materials independently for information and pleasure. Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.	Why do you read? How do you obtain specific information from a text? What materials do you enjoy reading?	Learner is guided to: Select appropriate print and non-print reading materials; newspapers, magazines, class readers or poems. Preview reading material to determine suitability. Scan through a text for specific details. Skim through a material to obtain the main idea. Scan through newspapers, magazines among others to find specific information. Skim through a material in small groups. Independently. Promote extensive reading among peers and the greater community.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3		Newspapers, magazines, class readers and poems	By the end of the sub strand, the learner should be able to: Read a variety of materials independently for information and pleasure. Use fluency strategies such as previewing, skimming and scanning strategies to find necessary information. Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.	Why do you read? How do you obtain specific information from a text? What materials do you enjoy reading?	Learner is guided to: colaborate with peers to determine the appropriateness of reading texts on the basis of interest, themes and complexity of language look for specific information from a reading material in pairs. read in groups. Make an entry of what they have read in their creative writing diary. Visit library to read online and offline materials	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	4	Gramm ar in use	Word Classes Prepositions Time such as: in, on, at Place such as :in, on, at Direction such as : into, towards, to, through	By the end of the sub strand, the learner should be able to: Identify prepositions of time, place and direction in sentences. Use prepositions of time, place and direction appropriately for effective communication. Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.	Which words show direction and time? Why is it important to show time and direction?	Learner is guided to: Underline prepositions of time, place and direction in sample sentences: time such as in, on, at) place such as :in, on, at direction such as : into, towards, to, through Play preposition games and songs online/offline. Construct sentences using prepositions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
9	1		Word Classes Prepositions Places such as: in, on, at :in, on, at as : into, towards, to, through	By the end of the sub strand, the learner should be able to: Identify prepositions of time, place and direction in sentences. Use prepositions of time, place and direction appropriately for effective communication. Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.	Which words show direction and time? Why is it important to show time and direction?	Use prepositions to perfom classroom task Watch videos and online material on prepositions and in pairs/groups. Create a display charts containing preposition of time and direction. Create crossword puzzles using prepositions. Solve code words and crossword puzzles involving prepositions. Search for prepositions online, from newspapers magazines among others	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	2	Writing	Spelling Homophones; Words with double consonants	By the end of the sub strand the learner should be able to: Identify homophones, words with double consonants and words with double vowels correctly. Spell homophones, words with double consonants and words with double vowels correctly. Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or provided documents.	Why should we write words correctly? Which words have the same pronunciation but different spelling?	Learner is guided to: Identify homophones, words with double consonants and words with double vowels from a text. words read by the teacher or from audio recording for example: waist/waste Collect or dropped Write down from a dictation correctly	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3		Words with double vowels	By the end of the sub strand the learner should be able to: Uses homophones, words with double consonants and words with double vowels in sentences correctly. Recommend to peers ways of enhancing their spelling skills for clarity of communication. Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or provided documents.	Why should we write words correctly? Which words have the same pronunciation but different spelling?	Learner is guided to: Use jigsaw puzzle to form words correctly in groups. Form sentences from the words they have spelt. Search for homophones, words with double consonants and words with double vowels from the internet.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals peer assessment Self- assessment learner e) Portfolio dictation f)Standardized writing tests
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10	REVISION/ ASSESMENT

Published in Grade 5 Schemes of Work Term 3 2023

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Tuesday, 15 November 2022 12:26

Mathematics Activities - Grade 5 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	MEASUREMENT	Mass	By the end of the sub strand, the learner should be able to; Divide grams and kilogram by whole numbers in real life situations Use IT devices for learning more on mass and for enjoyment Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals determine mass of items in grams and kilograms using different operations in real life situations In pairs, groups or as individuals play digital games involving mass	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	2		Time	By the end of the sub strand, the learner should be able to; Identify the second as a unit of measuring time Identify the relationship between the minute and the second in real life situations Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	3		Time	By the end of the sub strand, the learner should be able to; Identify the second as a unit of measuring time Identify the relationship between the minute and the second in real life situations Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	4		Time	By the end of the sub strand, the learner should be able to; Convert minutes to seconds and seconds to minutes in real life. Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	5		Time	By the end of the sub strand, the learner should be able to; Convert minutes to seconds and seconds to minutes in real life. Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
2	1		Time	By the end of the sub strand, the learner should be able to; Add minutes and seconds with conversion in real life Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	2		Time	By the end of the sub strand, the learner should be able to; Subtract minutes and seconds with conversion in real life Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	3		Time	By the end of the sub strand, the learner should be able to; Multiply minutes and seconds by whole numbers in real life situations Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	4		Time	By the end of the sub strand, the learner should be able to; Divide minutes and seconds by whole numbers in real life situations Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	5		Money	By the end of the sub strand, the learner should be able to; Explain the term budget in real life situations Identify the importance of a budget in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss meaning of a budget In pairs, groups or as individuals discuss the importance of a budget	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
3	1		Money	By the end of the sub strand, the learner should be able to; Explain the term budget in real life situations Identify the importance of a budget in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss meaning of a budget In pairs, groups or as individuals discuss the importance of a budget	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	2		Money	By the end of the sub strand, the learner should be able to; Explain the meaning of tax in real life Identify the importance of to the governments Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals meaning of tax In pairs, groups or as individuals discuss the importance of taxes to the governments	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	3		Money	By the end of the sub strand, the learner should be able to; Explain the meaning of tax in real life Identify the importance of to the governments Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals meaning of tax In pairs, groups or as individuals discuss the importance of taxes to the governments	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	4		Money	By the end of the sub strand, the learner should be able to; Identify the services provided by banks in real life situations Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks. In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	5		Money	By the end of the sub strand, the learner should be able to; Identify the services provided by banks in real life situations Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks. In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
4	1		Money	By the end of the sub strand, the learner should be able to; Identify factors to consider in order to save wisely Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss factors to consider when saving money and share with others In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	2		Money	By the end of the sub strand, the learner should be able to; Identify factors to consider in order to save wisely Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss factors to consider when saving money and share with others In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	3	GEOMETRY	Lines	By the end of the sub strand, the learner should be able to; Identify horizontal and vertical lines in different situations Draw horizontal and vertical lines in different situations Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals identify lines in the classroom and within the environment. In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
	4		Lines	By the end of the sub strand, the learner should be able to; Identify perpendicular lines different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
	5		Lines	By the end of the sub strand, the learner should be able to; Identify parallel lines in different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
5	1		Lines	By the end of the sub strand, the learner should be able to; Draw parallel lines in different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals draw horizontal and vertical lines, parallel and perpendicular lines to represent real life situations In pairs or groups use IT devices to learn more about lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
	2		Angles	By the end of the sub strand, the learner should be able to; Relate a turn to angles in real life. Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	3		Angles	By the end of the sub strand, the learner should be able to; Identify the use of angles in the environment Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	4		Angles	By the end of the sub strand, the learner should be able to; Identify the use of angles in the environment Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	5		Angles	By the end of the sub strand, the learner should be able to; Measure angles using a unit angle. Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
6	1		Angles	By the end of the sub strand, the learner should be able to; Identify the degree as a unit of measuring angle Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	2		Angles	By the end of the sub strand, the learner should be able to; Measure angles in degrees in different situations Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	3		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. Learners to watch a video on 3-D objects. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	4		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	5		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
7	1		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	2		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	3		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	4	DATA HANDLING	Data representation	By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	5		Data representation	By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
8	1		Data representation	By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	2		Data representation	By the end of the sub strand, the learner should be able to; Represent data through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	3		Data representation	By the end of the sub strand, the learner should be able to; Represent data through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	4		Data representation	By the end of the sub strand, the learner should be able to; Interpret data represented through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	5		Data representation	By the end of the sub strand, the learner should be able to; Interpret data represented through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
9	1	ALGEBRA	Simple Equations	By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	2		Simple Equations	By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	3		Simple Equations	By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	4		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	5		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
10	1		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	2		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	3-5
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Published in Grade 5 Schemes of Work Term 3 2023

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Tuesday, 15 November 2022 12:09

Spotlight; Social Studies Learner's Book Grade 6 - Grade 6 Schemes of Work Term 1 2023

GRADE 6 SPOTLIGHT SOCIAL STUDIES
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	SOCIAL STUDIES	1	2023

*Week*	*Lesson*	*Strand* */Theme*	*Sub-strand*	Specific-Learning outcomes	*Key Inquiry* *Question(S)*	*Learning/ Teaching Experience*	*Learning* *Resources*	*Assessment* *Methods*	*Reflection*
1	1	Natural and the Built Environments	Position and size of countries in Eastern Africa; Countries found in Eastern Africa	By the end of the sub-strand, the learner should be able to: Name the countries found in Eastern Africa. Draw or trace the map of Eastern Africa. Appreciate the countries in Eastern Africa.	Which countries are found in Eastern Africa?	Learners are guided to name the countries found in Eastern Africa. Learners are guided to draw or trace the map of Eastern Africa. In pairs, learners are guided to use a compass direction to describe the position of the countries in Eastern Africa.	Atlas Balloons Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 1-5*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Position and size of countries in Eastern Africa; Sizes of the countries of Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the sizes of different countries in Eastern Africa from an atlas. Arrange Eastern African countries according to their sizes starting from the smallest to the largest. Have fun and enjoy playing a game of describing the positons and sizes of countries in Eastern Africa.	Which is the largest country in Eastern Africa? Which is the smallest country in Eastern Africa?	Learners are guided to identify the sizes of different countries in Eastern Africa from an atlas. In groups, learners are guided to arrange Eastern Africa countries according to their sizes starting from the smallest to the largest. In groups, learners are guided to playing a game of describing the positons and sizes of countries in Eastern Africa.	Atlas Balloons Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 5-6*	Oral questions Oral Report Observation
	3	Natural and the Built Environments	Position and size of countries in Eastern Africa; Locating places using latitudes and longitudes in Eastern Africa	By the end of the sub-strand, the learner should be able to: State the difference between latitudes and longitudes. Draw a map of Eastern Africa. On it, indicate the latitudes and longitudes. Appreciate the importance of latitudes and longitudes.	What is the difference between latitudes and longitudes?	Learners are guided to state the difference between latitudes and longitudes. Learners are guided to draw a map of Eastern Africa. On it, indicate the latitudes and longitudes. In pairs, learners are guided to use an atlas to identify the main longitudes and latitudes on the globe.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 6-9*	Oral questions Oral Report Observation
2	1	Natural and the Built Environments	Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Volcanic mountains	By the end of the sub-strand, the learner should be able to: Define physical features and describe the formation of volcanic mountains. Model a volcanic mountain using clay or plasticine. Have fun and enjoy modelling volcanic mountain.	How are volcanic mountains formed?	In pairs, learners are guided to identify the main physical feature in his/her locality. Learners are guided to draw the formation of volcanic mountains. Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of volcanic mountains.	Atlas Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 9-13*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Block Mountains	By the end of the sub-strand, the learner should be able to: Describe the formation of block mountains. Draw the illustrations showing the formation of block mountains. Appreciate the formation of block mountains.	How are block mountains formed?	Learners are guided to describe the formation of block mountains. Learners are guided to draw the illustrations showing the formation of block mountains. In pairs, learners are guided to give examples of block mountains in Eastern Africa. Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of block mountains.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 13-14*	Oral questions Oral Report Observation
	3	Natural and the Built Environments	Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Rift Valley	By the end of the sub-strand, the learner should be able to: Describe the formation of the Rift Valley. Model the rift valley using clay or plasticine. Appreciate the formation of Rift Valley.	How was Rift Valley formed?	Learners are guided to describe the formation of the Rift Valley. Learners are guided to draw the formation of rift valley. Learners are guided to model the rift valley using clay or plasticine. Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of rift valley.	Atlas Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 15-17*	Oral questions Oral Report Observation
3	1	Natural and the Built Environments	Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Lakes Plains	By the end of the sub-strand, the learner should be able to: Describe the formation of lakes and plains. Model a lava-dammed lake, crater lake and ox-bow lakes. Appreciate the importance of lakes to the community.	How are lakes formed?	Learners are guided to describe the formation of lakes and plains. In pairs, learners are guided to classify Eastern Africa lakes according to the process of formation. In groups, learners are guided to model a lava-dammed lake, crater lake and ox-bow lakes.	Atlas Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 17-20*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Main physical features in Eastern Africa; Location of the main physical features in Eastern Africa	By the end of the sub-strand, the learner should be able to: Name the main physical features in Eastern Africa. Use an atlas to locate the main physical features in Eastern Africa. Appreciate the physical features in Eastern Africa.	Which are the main physical features in Eastern Africa?	Learners are guided to name the main physical features in Eastern Africa. Learners are guided to use an atlas to locate the main physical features in Eastern Africa. Learners are guided to trace the map of Eastern Africa and locate the physical features.	Photographs Atlas Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 21-23*	Oral questions Oral Report Observation
	3	Natural and the Built Environments	Climatic Regions in Eastern Africa; Characteristics of the main climatic regions in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the characteristics of the main climatic regions in Eastern Africa. Draw a map showing climatic regions in Eastern Africa. Appreciate the different climatic regions in Eastern Africa.	What are the characteristics of climatic regions in Eastern Africa? What weather conditions do you experience in your locality?	In groups, learners are guided to identify the main climatic regions in Eastern Africa form an atlas (mountain, tropical, sub-tropical, equatorial, modified equatorial, desert, semi-desert) In groups, learners are guided to identify the characteristics of the main climatic regions in Eastern Africa. In groups, learners are guided to model a map showing climatic regions in Eastern Africa	Atlas Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 24-27*	Oral questions Oral Report Observation
4	1	Natural and the Built Environments	Climatic Regions in Eastern Africa; Influence of climate on human activities	By the end of the sub-strand, the learner should be able to: Describe how different climate influences human activities. Explain how the climate around the school influences human activities. Appreciate how different climates influence human activities.	How does climate influence human activities?	Learners are guided to describe how different climate influences human activities. In groups, learners are guided to explain how the climate around the school influences human activities.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 27-28*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Vegetation in Eastern Africa; Main types of vegetation in Eastern Africa	By the end of the sub-strand, the learner should be able to: Define the meaning of vegetation. Observe the type of vegetation around the school and draw the vegetation. Have fun and enjoy the outdoor activity of observing and drawing the type of vegetation around the school.	What is vegetation? Which type of vegetation is found around your school?	Learners are guided to define the meaning of vegetation. Learners are guided to observe the type of vegetation around the school and draw the vegetation.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 28-29*	Oral questions Oral Report Observation
	3	Natural and the Built Environments	Vegetation in Eastern Africa; Locating the main types of vegetation in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the main types of vegetation in Eastern Africa. Create a vegetation wheel from a cartoon or manila paper and take turns to spin the wheel. Appreciate the types of vegetation in Eastern Africa.	Which types of vegetation are found in Eastern Africa?	Learners are guided to identify the main types of vegetation in Eastern Africa. In groups, learners are guided to create a vegetation wheel from a cartoon or manila paper and take turns to spin the wheel and use an atlas to locate the vegetation zone identified after every spin.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 30-32*	Oral questions Oral Report Observation
5	1	Natural and the Built Environments	Vegetation in Eastern Africa; Characteristics of the main types of vegetation in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the characteristics of the main types of vegetation. Design vegetation cards and play a game of describing the characteristics of the main types of vegetation displayed by card. Appreciate the characteristics of types of vegetation in Eastern Africa.	What are the characteristics of the types of vegetation found in Eastern Africa?	Learners are guided to identify the characteristics of the main types of vegetation. In groups, learners are guided to design vegetation cards and play a game of describing the characteristics of the main types of vegetation displayed by card.	Atlas Cards Photographs Pictures Video clips Maps Charts Realia *Computing devices* *Spotlight; Social Studies Learner’s Book Grade 6 pg. 32-34*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Vegetation in Eastern Africa; Making of a mountain vegetation model	By the end of the sub-strand, the learner should be able to: Make a mountain vegetation model and colour the vegetation belts. Identify ways of conserving vegetation. Have fun and enjoy making a mountain vegetation model.	How to make a mountain vegetation model? How should we conserve vegetation?	In groups, learners are guided to make a mountain vegetation model and colour the vegetation belts. Learners are guided to label different vegetation zones on the model. Learners are guided to identify ways of conserving vegetation.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 34-37*	Oral questions Oral Report Observation
	3	Natural and the Built Environments	Historic Built Environments in Eastern Africa; Main historic built environments in Eastern Africa: Museums in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the main historic built environments in Eastern Africa. Search the internet or atlas for the location of different museums in Eastern Africa. Appreciate the use of museums in Eastern Africa.	Which are the main historic built environments in Eastern Africa? What are the uses of museums?	Learners are guided to identify the main historic built environments in Eastern Africa. Learners are guided to search the internet or atlas for the location of different museums in Eastern Africa. Learners are guided to state the uses of museums.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 38*	Oral questions Oral Report Observation
6	1	Natural and the Built Environments	Historic Built Environments in Eastern Africa; Main historic built environments in Eastern Africa: Monuments in Eastern Africa Historic Buildings	By the end of the sub-strand, the learner should be able to: Define the meaning of monuments and identify monuments in Eastern Africa. Use an atlas or any other available reference materials to find the location of the historical buildings in Eastern Africa. Appreciate the reasons why some buildings are historic in Eastern Africa.	What is a Monument? Why are some buildings historical?	Learners are guided to define the meaning of monuments and identify monuments in Eastern Africa. Learners are guided to use an atlas or any other available reference materials to find the location of the historical buildings in Eastern Africa (Meroe Pyramids Ruins, Great Mosque of Kilwa, Bagamoyo Old Church, Fossils Ghebbi Fortress) Learners are guided to give reasons why each of the building is historical in Eastern Africa (Meroe Pyramids Ruins, Great Mosque of Kilwa, Bagamoyo Old Church, Fossils Ghebbi Fortress)	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 39-40*	Oral questions Oral Report Observation
	2	Natural and the Built Environments	Historic Built Environments in Eastern Africa; Importance of main historic built environments in Eastern Africa	By the end of the sub-strand, the learner should be able to: Discuss the importance of main historic built environments. Compose a poem he/she will recite during the opening of the cultural corner. Appreciate the importance of historic built environments.	What is the importance of main historic built environments?	In groups, learners are guided to discuss the importance of main historic built environments. In groups, learners are guided to Create a poem that they will recite during the opening of the cultural corner	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 40-42*	Oral questions Oral Report Observation
	3	People, Population and Social Organizations	Language groups in Eastern Africa; Classification of communities in their language groups in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify major language groups in Eastern Africa. Classify communities according to their language group in Eastern Africa. Appreciate the importance of language groups.	What is a language group? What are the major language groups in Eastern Africa?	Learners are guided to define a language group. Learners are guided to identify major language groups in Eastern Africa. Learners are guided to read the conversation between Mr. Ubuntu and Grade Six learners of Mpole Primary School. In pairs, learners are guided to classify communities according to their language group in Eastern Africa.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 43-46*	Oral questions Oral Report Observation
7	1	People, Population and Social Organizations	Language groups in Eastern Africa; Reasons for migration and settlement of language groups	By the end of the sub-strand, the learner should be able to: Give reasons for migration and settlement of language groups. Design posters on reasons why language groups migrated and settled in their present land. Appreciate the reasons for migration and settlement of language groups.	What are the reasons for migration and settlement of language groups?	Learners are guided to give reasons for migration and settlement of language groups. In pairs, learners are guided to design posters on reasons why language groups migrated and settled in their present land. Learners are guided to use reference materials such as textbooks, the internet or any other available materials, find out the reasons why the main language groups in Eastern Africa migrated.	Atlas Manilla papers Rulers Colours/crayons Photographs Pictures Video clips Maps Charts Realia *Computing devices* *Spotlight; Social Studies Learner’s Book Grade 6 pg. 47-50*	Oral questions Oral Report Observation
	2	People, Population and Social Organizations	Language groups in Eastern Africa; Movement and settlement of different language groups in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the movement and settlement of different language groups in Eastern Africa. Draw a map of Eastern Africa showing the migration routes and settlements of different language groups in Eastern Africa. Appreciate the movement and settlement of different language groups in Eastern Africa.	How did different language groups move and settled in Eastern Africa?	Learners are guided to identify the movement and settlement of different language groups in Eastern Africa. Learners are guided to draw a map of Eastern Africa showing the migration routes and settlements of different language groups in Eastern Africa. In groups, learners are guided to model the map of Eastern Africa to illustrate the migration routes.	Atlas Water Clay Plasticine Painting brushes Manilla papers Maize seeds Beans seeds Water-based colours Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 51-52*	Oral questions Oral Report Observation
	3	People, Population and Social Organizations	Language groups in Eastern Africa; Effects of migration and settlement of selected language groups in Eastern Africa	By the end of the sub-strand, the learner should be able to: Outline the effects of migration and settlement of the main language groups in Eastern Africa. Make a poster using declaration messages of unity. Appreciate the importance of unity among different communities.	What happens when people move and settled in a new place?	Learners are guided to outline the effects of migration and settlement of the main language groups in Eastern Africa. In pairs, learners are guided to make a poster using declaration messages of unity.	Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 53-55*	Oral questions Oral Report Observation
8	1	People, Population and Social Organizations	Population distribution in Eastern Africa; Factors that influence population distribution in Eastern Africa	By the end of the sub-strand, the learner should be able to: Identify the factors that influence population distribution in Eastern Africa. Draw the map of Eastern Africa. Use different colours to show areas of high, medium and low population density in Eastern Africa. Appreciate the factors that influence population distribution in Eastern Africa.	Which are the factors that influence population distribution in Eastern Africa?	Learners are guided to identify the factors that influence population distribution in Eastern Africa. Learners are guided to draw the map of Eastern Africa. Use different colours to show areas of high, medium and low population density in Eastern Africa. Learners are guided to use an atlas to find out population distribution patterns in Eastern Africa.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 55-59*	Oral questions Oral Report Observation
	2	People, Population and Social Organizations	Language groups in Eastern Africa; Effects of High Population Density in Eastern Africa	By the end of the sub-strand, the learner should be able to: Outline the effects of High Population Density in Eastern Africa. Recite a poem on the effects of high population density in Eastern Africa. Have fun reciting a poem on the effects of high population in Eastern Africa.	What are the effects of high population density in Eastern Africa?	Learners are guided to outline the effects of High Population Density in Eastern Africa. In groups, learners are guided to recite a poem on the effects of high population density in Eastern Africa.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 60-61*	Oral questions Oral Report Observation
	3	People, Population and Social Organizations	Culture and Social Organization; Age groups and age sets in African Traditional Society	By the end of the sub-strand, the learner should be able to: Define the meaning of age group and age sets. Role play the traditional dances or festivals that takes place in his/her community when celebrating age sets. Appreciate the importance of age sets in the community.	What is age group? What is age set? What are the roles and responsibilities of age sets?	Learners are guided to define the meaning of age group and age sets. In pairs, learners are guided to role play the traditional dances or festivals that takes place in his/her community when celebrating age sets. In pairs, learners are guided to outline the steps to be followed to be a member of a given age sets Learners are guided to mention the roles and responsibilities of age sets.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 61-6*	Oral questions Oral Report Observation
9	1	People, Population and Social Organizations	Language groups in Eastern Africa; Functions of Clan	By the end of the sub-strand, the learner should be able to: Outline the functions of clans. Read the conversation between Anita and Zari and discuss the functions of a clan in a community from the conversation. Appreciate the functions of a clan in the community.	What is a clan? What are the functions of clans?	Learners are guided to outline the functions of clans. In pairs, learners are guided to read the conversation between Anita and Zari and discuss the functions of a clan in a community from the conversation.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 63-65* *Atlas*	Oral questions Oral Report Observation
	2	People, Population and Social Organizations	Language groups in Eastern Africa; Aspects of Traditional Culture that need to be preserved	By the end of the sub-strand, the learner should be able to: Identify aspects of Africa Traditional Culture that need to be preserved. Sing a song on different aspects of Africa traditional culture in his/her community. Appreciate the aspects of Africa Traditional Culture that need to be preserved.	What are the aspects of African traditional culture that need to be preserved?	Learners are guided to identify aspects of Africa Traditional Culture that need to be preserved. Learners are guided to sing a song on different aspects of Africa traditional culture in his/her community.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 65-67*	Oral questions Oral Report Observation
	3	People, Population and Social Organizations	School and Community	By the end of the sub-strand, the learner should be able to: Mention ways in which the school collaborates with the community. Compose a song on benefits of collaboration between his/her school and the community. Appreciate the benefits of collaboration between the school and the community.	What are the ways in which the school collaborates with the community? What are the benefits of collaboration between the school and the community?	Learners are guided to mention ways in which the school collaborates with the community. Learners are guided to identify the benefits of collaboration between the school and the community. In groups, learners are guided to compose a song on benefits of collaboration between his/her school and the community.	Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices *Spotlight; Social Studies Learner’s Book Grade 6 pg. 67-73*	Oral questions Oral Report Observation
10				ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

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Tuesday, 15 November 2022 11:50

StoryMoja ; Know More Science and Technology Learner's Book Grade 6 - Grade 6 Schemes of Work Term 1 2023

GRADE 6 SCIENCE AND TECHNOLOGY
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	SCIENCE AND TECHNOLOGY	1	2023

W eek	Lesso n	Strand /Theme	Sub-strand	Specific-Learning outcomes	Key Inquiry Question(S)	Learning/ Teaching Experience	Learning Resources	Assessment Methods	Reflection
1	1	Living things	Plants-Parts of a plant: Identifying different plants found in the locality	By the end of the sub-strand, the learner should be able to: Identify different plants found in the local area. Recognize different plants found around the school through excursion. Appreciate herbaceous plants.	What type of plants are found in your local area?	Learner are guided to identify different plants found in the local area. Learners are guided in an excursion to identify different plants found in the local area. In groups, learners are guided to use digital devices such as camera, smartphones and tablets to take photos of different plants found in the local area. Learners are guided to collect herbaceous plants by uprooting them.	Realia Charts Photographs Pictures Digital devices Computing devices *Know More: Science and Technology Learner’s Book Grade 6 pg. 1-4*	Oral questions Oral Report Observation
	2	Living things	Identifying different plants of plants in the environment	By the end of the sub-strand, the learner should be able to: Identify different parts of plants in the environment. Recognize different parts of plants in the environment. Appreciate different types parts of plants in the environment.	Which parts of plants do you know?	Learners are guided to identify different parts of plants in the environment (flower, roots, fruits, leaf and steam) Learners are guided in an excursion to identify different parts of plants in the environment.	Realia Charts Photographs Pictures Digital devices Computing devices *Know More: Science and Technology Learner’s Book Grade 6 pg. 4-6*	Oral questions Oral Report Observation
	3	Living things	Drawing and labelling different parts of a plants	By the end of the sub-strand, the learner should be able to: Mention different parts of plants. Draw and label the different parts of a plant. Have fun and enjoy drawing different parts of plants.	How to draw and label the different parts of a plant?	Learners are guided to mention different parts of plants. Learners are guided to draw and label the different parts of a plant.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 6 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Functions of different parts of a plant	By the end of the sub-strand, the learner should be able to: Define photosynthesis. Investigate the functions of different parts of a plant. Appreciate the functions of different parts of a plant.	What are the functions of different parts of a plant?	Learners are guided to define photosynthesis. Learners are guided to investigate the functions of different parts of a plant. In groups, learners are guided to use a digital device connected to the internet to find out about functions of different parts of a plant	Know More: Science and Technology Learner’s Book Grade 6 pg. 6-7 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
2	1	Living things	Using visual aids to identify the functions of different parts of a plant	By the end of the sub-strand, the learner should be able to: Use visual aids to identify the functions of the different parts of plants. Draw some plants which store food in their roots such as carrots, arrowroots, cassava and sweet potatoes. Appreciate the use of visual aids to identify the functions of the different parts of plants.	What are functions of roots?	In groups, learners are guided to use visual aids to identify the functions of the different parts of plants. Learners are guided to draw some plants which store food in their roots such as carrots, arrowroots, cassava and sweet potatoes	Know More: Science and Technology Learner’s Book Grade 6 pg. 7-8 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Appreciating different plants in the community	By the end of the sub-strand, the learner should be able to: Mention ways of taking care of plants. Compose a song on different plants found in his/her community. Appreciate different plants in the community.	How do you take care of plants?	In groups, learners are guided to mention ways of taking care of plants. In groups, learners are guided to compose a song on different plants found in his/her community.	Know More: Science and Technology Learner’s Book Grade 6 pg. 8-9 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Making mountings of different parts of a plant	By the end of the sub-strand, the learner should be able to: List the materials needed to make mountings of different parts of a plant. Make mountings of different parts of a plant. Have fun and enjoy making mountings of different parts of a plant.	How to make mountings of different parts of a plant?	Learners are guided to list the materials needed to make mountings of different parts of a plant. In groups, learners are guided to make mountings of different parts of a plant. In groups, learners are guided to display the mounted parts of the plants in the Science corner.	Know More: Science and Technology Learner’s Book Grade 6 pg. 9-10 Manilla papers Glue Scissors Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Plants-Types of roots	By the end of the sub-strand, the learner should be able to: Identify different types of roots. Observe the different types of roots while recording. Appreciate different types of roots.	Which are the different types of roots?	Learners are guided to identify different types of roots. Learners are guided to observe the different types of roots while recording.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 11*	Oral questions Oral Report Observation
3	1	Living things	Using visual aids to find out about the different types of roots	By the end of the sub-strand, the learner should be able to: Name the different types of roots of the plants in the wall charts and pictures. Recognize different types of roots using visual aids and digital devices. Appreciate the use of visual aids and digital devices to find out about the different types of roots.	Which plants have the same type of roots?	Learners are guided to name the different types of roots of the plants in the wall charts and pictures. In groups, learners are guided to recognize different types of roots using visual aids and digital devices.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 11-12*	Oral questions Oral Report Observation
	2	Living things	Field excursion to collect different types of plants	By the end of the sub-strand, the learner should be able to: Mentions ways to observe safety when collecting plants. Recognize different types of plants in an excursion. Appreciate the importance of observing safety when collecting plants.	How to observe safety when collecting different types of plants?	In groups, learners are guided to mentions ways to observe safety when collecting plants. In groups, learners are guided in an excursion to identify types of plants.	Realia Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 13	Oral questions Oral Report Observation
	3	Living things	Observing the different types of roots of the collected plants	By the end of the sub-strand, the learner should be able to: Give examples of plants which have taproot and fibrous roots. Draw and label different types of roots. Have fun and enjoy drawing and labelling different types of roots.	How to draw and label different types of roots?	In groups, learners are guided to discuss different types of roots of the collected plants. Learners are guided to draw and label different types of roots.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 13*	Oral questions Oral Report Observation
	4	Living things	Grouping plants in the locality based on the types of roots	By the end of the sub-strand, the learner should be able to: State the differences between taproot and fibrous roots. Group plants according to the type of roots. Appreciate the characteristics of taproots and fibrous roots.	What are the differences of taproot and fibrous root?	Learners are guided to state the differences between taproot and fibrous roots. In groups, learners are guided to group plants according to the type of roots.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 14 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
4	1	Living things	Appreciating that plants have different types of roots for different functions	By the end of the sub-strand, the learner should be able to: Identify the type of roots in each plant. Sing a song about plants having different types of roots for different functions. Appreciate that plants have different types of roots for different functions.	What are the functions of roots mentioned in the song?	Learners are guided to identify the type of roots in each plant. In groups, learners are guided to sing a song about plants having different types of roots for different functions. Learners are guided to participate in taking care of plants.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 15-16*	Oral questions Oral Report Observation
	2	Living things	Making mountings of different types of roots	By the end of the sub-strand, the learner should be able to: List the materials needed to make mountings of different types of roots. Make mountings of different types of roots. Have fun and enjoy making mountings of different types of roots.	How to make mountings of different types of roots?	Learners are guided to list the materials needed to make mountings of different types of roots. In groups, learners are guided to make mountings of different types of roots. In groups, learners are guided to display the mounted types of roots in the Science corner.	Manila paper Glue Scissors Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 16-18*	Oral questions Oral Report Observation
	3	Living things	Animals-Invertebrates; Identifying invertebrates	By the end of the sub-strand, the learner should be able to: State the meaning of invertebrates. Draw some invertebrates found in his/her local area. Have fun and enjoy drawing invertebrates.	What are invertebrates?	Learners are guided to state the meaning of invertebrates. Learners are guided to draw some invertebrates found in his/her local area. Learners are guided to identify invertebrates.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 19-20*	Oral questions Oral Report Observation
	4	Living things	Discussing safety precautions when handling invertebrates	By the end of the sub-strand, the learner should be able to: Mention safety precautions when handling invertebrates. Demonstrate precautions when handling invertebrates. Appreciate the importance of observing safety when handling invertebrates.	How to observe safety when handling invertebrates?	Learners are guided to mention safety precautions when handling invertebrates. In groups, learners are guided to discuss safety precautions when handling invertebrates. Learners are guided to demonstrate precautions when handling invertebrates.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 20*	Oral questions Oral Report Observation
5	1	Living things	Exploring the school and the neighbourhood to observe and identify different invertebrates	By the end of the sub-strand, the learner should be able to: State the importance of invertebrates. Explore the school compound to observe different types of invertebrates. Appreciate the importance of invertebrate to the community.	What are the importance of invertebrates to the environment?	Learners are guided to state the importance of invertebrates. In groups, learners are guided to explore the school compound to observe different types of invertebrates. In groups, learners are guided to use a camera or smartphone to take photographs of the invertebrates.	Protective clothing Gloves Goggles Gumboots Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 21*	Oral questions Oral Report Observation
	2	Living things	Using digital devices to access, observe and identify different invertebrates	By the end of the sub-strand, the learner should be able to: State the difference between vertebrates and invertebrates. Use digital devices to access, observe and identify different invertebrates. Appreciate the differences between vertebrates and invertebrates.	How to identify different invertebrates?	Learners are guided to state the difference between vertebrates and invertebrates. In groups, learners are guided to use digital devices to access, observe and identify different invertebrates	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 21-22 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Characteristics of each group of invertebrates	By the end of the sub-strand, the learner should be able to: Identify the four groups of invertebrates. Discuss and record the characteristics of insects, spiders, ticks, millipedes, centipedes, snails and slugs. Appreciate the characteristics of each group of invertebrates.	What are the four groups of invertebrates?	Learners are guided to identify the four groups of invertebrates. In groups, learners are guided to discuss and record the characteristics of insects, spiders, ticks, millipedes, centipedes, snails and slugs Learners are guided to name the invertebrate in the pictures and photographs.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 22-23 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Characteristics of insects	By the end of the sub-strand, the learner should be able to: Name insects found in his/her local area. Observe and record the similarities on the bodies of the insects. Appreciate the characteristics of insects.	What are the characteristics of insects?	In pairs, learners are guided to name insects found in his/her local area. In groups, learners are guided to observe and record the similarities on the bodies of the insects. In groups, learners are guided to use digital devices to watch a video on characteristics of insects.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 23-25 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
6	1	Living things	Characteristics of spiders and ticks	By the end of the sub-strand, the learner should be able to: Identify the characteristics of spiders and ticks. Recognize the similarities between spiders and ticks. Appreciate the characteristics of ticks and spiders	What are the characteristics of ticks and spiders?	Learners are guided to identify the characteristics of spiders and ticks. In groups, learners are guided to observe and record the similiraties on the bodies of spiders and insects. In groups, learners are guided to use digital devices to watch videos on characteristics of spiders and ticks.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 25-27 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Characteristics of millipedes and centipedes	By the end of the sub-strand, the learner should be able to: Identify the characteristics of millipedes and centipedes. Draw and label parts of a millipede and centipede. Appreciate the characteristics of millipedes and centipedes.	What are the characteristics of millipedes and centipedes?	Learners are guided to identify the characteristics of millipedes and centipedes. In groups, learners are guided to compare the difference between centipedes and millipedes In groups, learners are guided to observe and record the similiraties on the bodies of millipedes and centipedes. In groups, learners are guided to use digital devices to watch videos on characteristics of millipedes and centipedes.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 27-28 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Characteristics of snails and slugs	By the end of the sub-strand, the learner should be able to: Identify the characteristics of snails and slugs. Recognize the similarities between snails and slugs. Appreciate the characteristics of snails and slugs.	What are the characteristics of snails and slugs?	Learners are guided to identify the characteristics of snails and slugs. In groups, learners are guided to observe and record the similiraties on the bodies of snails and slugs. In groups, learners are guided to use digital devices to watch videos on characteristics of snails and slugs.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 29-30 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Categories of invertebrates	By the end of the sub-strand, the learner should be able to: Name the groups of invertebrates and list the names of the invertebrates that belong to each group. Categorize invertebrates into different groups. Appreciate the importance of categorizing invertebrates.	What do we consider when categorizing invertebrates?	In groups, learners are guided to name the groups of invertebrates and list the names of the invertebrates that belong to each group. In groups, learners are guided to categorize invertebrates into different groups.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 30-32 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
7	1	Living things	Appreciating invertebrates and their importance to human beings	By the end of the sub-strand, the learner should be able to: State the importance of invertebrates to human beings. Recite a poem about invertebrates. Appreciate invertebrates and their importance to human beings.	What are the importance of invertebrates to human beings?	In groups, learners are guided to state the importance of invertebrates to human beings. In groups, learners are guided to compose and recite a poem about invertebrates.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 32-34 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Making a photo album of invertebrates found in the local area	By the end of the sub-strand, the learner should be able to: List the materials needed to make a photo album of invertebrates found in the local area. Make a photo album of invertebrates found in the local area. Appreciate invertebrates found in the local area.	How to make a photo album of invertebrates?	Learners are guided to list the materials needed to make a photo album of invertebrates found in the local area. In groups, learners are guided to make a photo album of invertebrates found in the local area.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 34-36 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Human circulatory system; Parts of the human circulatory system	By the end of the sub-strand, the learner should be able to: Identify the main parts of the human circulatory system. Draw a well labelled diagram of the human circulatory system. Appreciate the parts of the human circulatory system.	What are the main parts of the human circulatory system?	Learners are guided to define the meaning of circulatory system. Learners are guided to identify the main parts of the human circulatory system. Learners are guided to draw a well labelled diagram of the human circulatory system.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 37-39 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Observing and discussing parts of the heart	By the end of the sub-strand, the learner should be able to: Identify different parts of the heart and blood vessels. Draw and label the internal parts of the heart. Appreciate the parts of the heart.	How many chambers does the heart have?	Learners are guided to identify different parts of the heart and blood vessels. Learners are guided to draw and label the internal parts of the heart.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 39-40 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
8	1	Living things	Discussing the functions of different parts of the heart	By the end of the sub-strand, the learner should be able to: Identify the functions of different parts of the heart. Observe a video on parts of the heart and pumping of the heart. Appreciate the functions of different parts of the heart.	What are the functions of different parts of the heart.	Learners are guided to identify the functions of different parts of the heart. In groups, learners are guided to observe a video on parts of the heart and pumping of the heart. Learners are guided to practice feeling the heartbeat.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 40-43 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Types of blood vessels and their functions in the circulatory system	By the end of the sub-strand, the learner should be able to: Identify the three types of blood vessels. Discuss the functions of the blood vessels. Appreciate the functions of blood vessels.	What are the functions of blood vessels in the circulatory system?	Learners are guided to identify the three types of blood vessels. In groups, learners are guided to discuss the functions of the blood vessels.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 43-45 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Observing veins at the wrist and back of the hand	By the end of the sub-strand, the learner should be able to: State the differences between arteries and veins. Observe veins at the wrist and back of the hand. Appreciate the importance of veins.	Why do arteries have thicker walls than veins?	Learners are guided to state the differences between arteries and veins. Learners are guided to observe veins at the wrist and back of the hand.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 45-46 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Components of blood and their functions in the circulatory system	By the end of the sub-strand, the learner should be able to: Brainstorm on the functions of the components of blood. Download and observe a video on the component of blood and their functions. Appreciate the functions of the components of blood.	What are the four components of blood? What are the functions of components of blood?	In groups, learners are guided to brainstorm on the functions of the components of blood. In groups, learners are guided to download and observe a video on the component of blood and their functions. Learners are guided to identify the four components of blood.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 46-48 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
9	1	Living things	Making a model of components of blood	By the end of the sub-strand, the learner should be able to: List the items and materials needed to make a model of components of blood. Make a model of components of blood. Have fun and enjoy making a model of components of blood.	How to make a model of components of blood?	Learners are guided to list the items and materials needed to make a model of components of blood. In groups, learners are guided to make a model of components of blood.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 48-49 Plastic bottle Water Jug/cup Liquid yellow dye Salt/glucose Red/white/purple/black seeds Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Blood groups in the ABO system	By the end of the sub-strand, the learner should be able to: Brainstorm on the ABO human blood groups. Discuss the importance of blood groups Appreciate the importance of ABO human blood groups.	What is the ABO blood group system? How many blood groups are there in the ABO system?	In groups, learners are guided to brainstorm on the ABO human blood groups. In groups, learners are guided to discuss the importance of blood groups.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 49-50 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Role of blood groups in blood transfusion	By the end of the sub-strand, the learner should be able to: State the difference between universal donor and universal recipient. Discuss the importance of blood transfusion. Appreciate the importance of blood transfusion.	What is blood transfusion? What would happen if there was no blood transfusion in the world?	Learners are guided to define the meaning of blood transfusion. Learners are guided to state the difference between universal donor and universal recipient. In groups, learners are guided to discuss the importance of blood transfusion.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 50-52 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Discussing the role of blood groups in blood transfusion	By the end of the sub-strand, the learner should be able to: Explain the role of blood groups in blood transfusion. Make posters to sensitise members of his/her community on blood transfusion and the role blood groups play in blood transfusion. Appreciate the role of blood groups in blood transfusion.	What is the role of blood groups in blood transfusion?	In groups, learners are guided to explain the role of blood groups in blood transfusion. In groups, learners are guided to make posters to sensitise members of his/her community on blood transfusion and the role blood groups play in blood transfusion.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 52-54 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
10				ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

Tagged under

Tuesday, 15 November 2022 11:39

Grade 6 KLB Visionary Physical and Health Education - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY PHYSICAL AND HEALTH EDUCATION
SCHEMES OF WORK TERM 1 2023

SCHOOL	GRADE	TERM	YEAR
	6	1	2023

*Week*	*Lesson*	*Strand*	*Sub strand*	Specific learning outcomes	*Key inquiry questions*	Learning experiences	*Learning resources*	*Assessment*	*Remarks*
1	1	Athletics: Track Events	Bunch Start	By the end of the sub strands, the learner should be able to: Use digital device to watch a video clip and observe the bunch start Demonstrate bunch start by positioning the body arms and legs Have fun practicing how to bunch start	Where should you focus your eyes when performing athletics?	The learner is guided individually or in groups to: Demonstrate bunch start by positioning the body arms and legs	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 1-6*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Athletics: Track Events	Bunch Start	By the end of the sub strands, the learner should be able to: Warm up in getting ready to perform bunch start Run on the spot, do rabbit hops and slow match to perform the bunch sprint Appreciate the spirit of sports through dedication and commitment	Why should you adequately warm up before performing bunch start?	The learner is guided individually or in groups to: Run on the spot, do rabbit hops and slow match to perform the bunch sprint	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 1-6*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Athletics: Track Events	The drop finish technique	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip and observe the drop race finish technique Demonstrate the drop finish technique by practicing with others Appreciate feedback from the teacher and others	Which part of the body has been pushed forward?	The learner is guided individually or in groups to: Demonstrate the drop finish technique by practicing with others	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 6-9*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Athletics: Track Events	The drop finish technique	By the end of the sub strands, the learner should be able to: Perform warm up activities such as plucking partner’s tail, squat jumps and lateral rabbit jumps Cool down using curling and stretching and slow dance activities then practice the drop finish technique Have fun performing the drop finish technique	What are rules for performing the drop finish technique?	The learner is guided individually or in groups to: Perform warm up activities such as plucking partner’s tail, squat jumps and lateral rabbit jumps	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 6-9*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Athletics: Track Events	Shoulder shrug technique	By the end of the sub strands, the learner should be able to: Use a digital device to watch a race and observe the shoulder shrug technique Demonstrate the shoulder shrug technique Display an attitude of receiving feedback positively from teachers and peers	Which parts of the body are used to perform the shoulder shrug technique?	The learner is guided individually or in groups to: Demonstrate the shoulder shrug technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 10-13*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
2	1	Athletics: Track Events	Shoulder shrug technique	By the end of the sub strands, the learner should be able to: Perform the stationary bend, the right and left bends and shoulder shrug drill Practice running and perform the shoulder shrug technique Desire to uphold integrity during sporting competitions	What should you do on your last stride to the finishing line?	The learner is guided individually or in groups to: Practice running and perform the shoulder shrug technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 10-13*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Athletics: Track Events	Non-visual Baton Exchange down sweep method in relays	By the end of the sub strands, the learner should be able to: Use digital devices to watch a clip and observe the non-visual baton exchange method Demonstrate the grip for non-visual baton exchange Appreciate feedback from the teacher and others	What is the name to the item passed on when running relays?	The learner is guided individually or in groups to: Demonstrate the grip for non-visual baton exchange	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 14-18*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Athletics: Track Events	Non-visual Baton Exchange down sweep method in relays	By the end of the sub strands, the learner should be able to: Perform the non-visual baton exchange following outgoing stance, baton run and baton exchange drill Practice the non-visual Baton Exchange down sweep method in relays Display the character of a sport person		The learner is guided individually or in groups to: Practice the non-visual Baton Exchange down sweep method in relays	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 14-18*	Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Field Events	Facility and equipment in High Jump	By the end of the sub strands, the learner should be able to: Using digital devices watch video clips and observe the facility and equipment in high jump Perform warm up activities such as jumping jacks, skip and skip, press-ups and cool down activities Enjoy demonstrating high jump	What is high jump?	The learner is guided individually or in groups to: Perform warm up activities such as jumping jacks, skip and skip, press-ups and cool down activities	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 19-22*	sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Field Events	Facility and equipment in High Jump	By the end of the sub strands, the learner should be able to: Walk from a distance, mark a suitable point and take off Practice high jumping in groups of three and receive feedback Display an attitude to work in a team	What rules should you observe when performing high jump?	The learner is guided individually or in groups to: Practice high jumping in groups of three	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 19-22*	sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
3	1	Field Events	Scissor Technique in High Jump	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip and observe the run, the takeoff, flight and landing Follow the instructions given by the teacher to demonstrate the scissor technique in high jump Enjoy practicing the scissor technique in high jump	Which foot clears the bar first during flight in scissor technique high jump?	The learner is guided individually or in groups to: Use a digital device to watch a video clip and observe the run, the takeoff, flight and landing	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 22-27*	sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Field Events	Scissor Technique in High Jump	By the end of the sub strands, the learner should be able to: Perform warm up activities such as jumping jacks, side shuffles, lunges activities Demonstrate the run, the takeoff, the flight and the landing using scissor technique Appreciate positive ways of coping with stress in daily life	What are the ways of coping with stress during games and sports?	The learner is guided individually or in groups to: Demonstrate the run, the takeoff, the flight and the landing using scissor technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 22-27*	sports channels, Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Field Events	Equipment and sector in Standing Javelin	By the end of the sub strands, the learner should be able to: Use digital devices to watch video clips and observe the parts of a the javelin sector Identify the various parts of the javelin, the head, the shaft, cord grip and the tail Enjoy observing the divisions and the measurement of a javelin throw sector	What is Javelin?	The learner is guided individually or in groups to: Identify the various parts of the javelin, the head, the shaft, cord grip and the tail	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 28-31*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Field Events		By the end of the sub strands, the learner should be able to: Perform warm up activities such as walking jacks, ankle circles and activities Practice throwing the javelin with a stabbing action at a good throwing angle Enjoy throwing the javelin at different angles	What are the different parts of a javelin?	The learner is guided individually or in groups to: Practice throwing the javelin with a stabbing action at a good throwing angle	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 28-31*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Field Events	The throw in standing Javelin	By the end of the sub strands, the learner should be able to: Warm up through body weight squats, arm swings, hip circles and heel & toe activities. Perform the stance, grip and carriage in standing javelin Have fun practicing the throw in standing javelin	What are the rules for handling a javelin?	The learner is guided individually or in groups to: Warm up through body weight squats, arm swings, hip circles and heel & toe activities.	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
4	1	Field Events	The throw in standing Javelin	By the end of the sub strands, the learner should be able to: Demonstrate the grip, stance and carriage in standing javelin and get feedback from the teacher Practice the stance, grip, carriage, release and recovery with a javelin in pairs Appreciate feedback from their partner	What is the stance in standing javelin?	The learner is guided individually or in groups to: Demonstrate the grip, stance and carriage in standing javelin and get feedback from the teacher	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Field Events		By the end of the sub strands, the learner should be able to: Practice standing throw grip, carriage, release, walk and throw, then withdraw and release drill Work in teams to perfect the throwing angle Enjoy playing the game of hoop and throw	Using a javelin how to you hold the carriage?	The learner is guided individually or in groups to: Practice standing throw grip, carriage, release, walk and throw, then withdraw and release drill	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Field Events	Standing Shot PUT	By the end of the sub strands, the learner should be able to: Use digital devices to watch a video clip and observe the features of the shot put sector Warm up activities such as mountain climbers, side reach, arms circles and cool down activities Have fun discussing the shape and materials used to make the shot put	What is a shot put?	The learner is guided individually or in groups to: Use digital devices to watch a video clip and observe the features of the shot put sector	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 38-41*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Field Events	Standing Shot PUT	By the end of the sub strands, the learner should be able to: Identify the putting action of throwing a shot put Observe and familiarize with the shot-put sector Have fun playing the game of circle bag tag	What is a shot-put sector?	The learner is guided individually or in groups to: Play the game of circle bag tag	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 38-41*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Field Events	Putting the shot	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on putting a shot while observing the stance, grip, release and recovery Warm up with back pedaling, plank walk out, arm swings and cool down activities Enjoy demonstrating the stance and grip	From the picture, which action is the girl about to undertake?	The learner is guided individually or in groups to: Warm up with back pedaling, plank walk out, arm swings and cool down activities	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
5	1	Field Events	Putting the shot	By the end of the sub strands, the learner should be able to: Demonstrate the stance, grip, release and recovery in putting the shot Practice recovery after the shot put leaves the hand Appreciate the teacher’s feedback	How do you recover safely after putting the shot?	The learner is guided individually or in groups to: Demonstrate the stance, grip, release and recovery in putting the shot	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Field Events	Putting the shot	By the end of the sub strands, the learner should be able to: Practice the shot grip drill using a tennis ball Practice stationery put and putting into a hoop drill in groups of five Enjoy creatively designing drills to practice the stance, grip, release and recovery	What is stationery put?	The learner is guided individually or in groups to: Practice stationery put and putting into a hoop drill in groups of five	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Rope Work	Wounded duck	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on the wounded duck technique Observe the positioning on the toes and knees Have fun discussing the observations with their classmates	What is wounded duck technique?	The learner is guided individually or in groups to: Use a digital device to watch a video clip on the wounded duck technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Rope Work	Wounded duck	By the end of the sub strands, the learner should be able to: Perform warm up activities such as tagging a partner, leg swing, beckoning, light walking and arm swinging Demonstrate the movement of the feet and the knees in the wounded duck technique Appreciate the flexibility that comes with this technique	What are the different warm up activities?	The learner is guided individually or in groups to: Demonstrate the movement of the feet and the knees in the wounded duck technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Rope Work	Wounded duck	By the end of the sub strands, the learner should be able to: Perform wounded duck without a rope Perform wounded duck technique with a rope Display positivity in accepting feedback from the teacher	How do you perform the wounded duck without a rope?	The learner is guided individually or in groups to: Perform wounded duck technique with and without a rope	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
6	1	Rope Work	Wounded duck	By the end of the sub strands, the learner should be able to: Perform the wounded duck routine and in different directions in pairs Practice skipping and counting, numbers and letters, skipping to rhythm and creating the wounded duck Play the wounded duck circle for entertainment	How do the feet move in the wounded duck technique?	The learner is guided individually or in groups to: Practice skipping and counting, numbers and letters, skipping to rhythm and creating the wounded duck	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Rope Work	Swing Kick	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on the swing kick technique Observe the movement of the legs and the feet during the performance Display respect for others opinion when discussing the swing kick technique	What is a swing kick?	The learner is guided individually or in groups to: Use a digital device to watch a video clip on the swing kick technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 54-58*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Rope Work	Swing kick	By the end of the sub strands, the learner should be able to: Warm up through tagging a partner, leg swing, arm circle and cool down activities Demonstrate the movement of the feet and the knees in the swing technique Enjoy practicing swing kick rhythm, skipping a target and skipping round cones	What drills can you use to practice the swing kick technique?	The learner is guided individually or in groups to: Demonstrate the movement of the feet and the knees in the swing technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 54-58*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Rope Work	Partner work	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on partner work technique Observe how partner are able to coordinate the skipping rope Display respect for others opinion by discussing the skills the learners are performing	What directions are the boys facing during the activity?	The learner is guided individually or in groups to: Use a digital device to watch a video clip on partner work technique	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Rope Work	Partner work	By the end of the sub strands, the learner should be able to: Demonstrate the partner work such as the face -to -face , back -to -back and side -by -side techniques Warm up through partner tag, start jumps, back and side stretch activities Perform light jogging and walking for energy	What are some of the warm up drills can you use in preparation for rope work?	The learner is guided individually or in groups to: Warm up through partner tag, start jumps, back and side stretch activities	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
7	1	Rope Work	Partner work	By the end of the sub strands, the learner should be able to: Demonstrate face-to-face, back-to-back and side-to-side techniques with a partner Practice face-to-face, back-to-back and side-to-side techniques with a partner Appreciate the teacher’s feedback	How do you perform side-to-side technique with a partner?	The learner is guided individually or in groups to: Demonstrate face-to-face, back-to-back and side-to-side techniques with a partner	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Soccer	Trapping – using the thigh	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on trapping using the thigh Observe the placement of the thigh when trapping Appreciate others opinion when discussing the playing skills in the game	What is soccer?	The learner is guided individually or in groups to: Discuss the playing skills in the game	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 67-70*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Soccer	Trapping – using the thigh	By the end of the sub strands, the learner should be able to: Perform warm up and cool down activities Demonstrate by tossing the ball and attempt to trap it with the thigh before it touches the ground Enjoy practicing throw and trap, kick and trap	What is trapping?	The learner is guided individually or in groups to: Demonstrate tossing the ball and attempting to trap it with the thigh before it touches the ground	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 67-70*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	soccer	Trapping – using the chest	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video clip on chest trap Observe the positioning of the chest as the ball makes contact Enjoy looking at magazines, journals and pictures on trapping using the chest	What materials is a soccer ball made of?	The learner is guided individually or in groups to: Look at magazines, journals and pictures on trapping using the chest	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 70-75*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Soccer	Trapping – using the chest	By the end of the sub strands, the learner should be able to: Warm up through jog on the spot, rhythmical jumps, trunk rotation, half squats and cool down activities Practice the flighted chest trap, and the bouncing ball drills Have fun practicing trapping with the chest and observe safety	What does chest trap involve?	The learner is guided individually or in groups to: Warm up through jog on the spot, rhythmical jumps, trunk rotation, half squats and cool down activities	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 70-75*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
8	1	Soccer	Trapping – using the sole	By the end of the sub strands, the learner should be able to: Watch a video clip on trapping using the sole Observe the placement of the foot as the ball makes contact with the ground Appreciate the techniques by looking at magazines, journals and newspapers	What part of the foot is in contact with the ball?	The learner is guided individually or in groups to: Observe the placement of the foot as the ball makes contact with the ground	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Soccer	Trapping – using the sole	By the end of the sub strands, the learner should be able to: Warm up through jumping jacks, walking knee hugs, leg swings and cool down activities Demonstrate by placing the sole on a bouncing ball applying some light pressure on top of it Appreciate feedback from the teacher and others	How do you perform jumping jacks when warming up?	The learner is guided individually or in groups to: Practice trapping using the sole using drills such as dead trap, roll and trap	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Soccer	Trapping – using the sole	By the end of the sub strands, the learner should be able to: Practice trapping using the sole using drills such as dead trap, roll and trap Perform in pairs and groups kick and trap, circle sole of the foot, rectangular formation and premier trapping Enjoy playing trap the mouse game	What game is trapping the mouse?	The learner is guided individually or in groups to: Perform in pairs and groups kick and trap, circle sole of the foot, rectangular formation and premier trapping	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Volley Ball	Single hand dig pass	By the end of the sub strands, the learner should be able to: Using a digital device watch a video clip on volley ball Observe when and how the players apply the single hand dig pass Have fun looking at magazines, newspapers and journals on single hand dig	What game is volley ball?	The learner is guided individually or in groups to: Look at magazines, newspapers and journals on single hand dig	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Volley Ball	Single hand dig pass	By the end of the sub strands, the learner should be able to: Warm up through high knee, knee raisers, half squats and cool down activities Demonstrate with a partner who should receive it with a single handed dig pass Appreciate feedback from the teacher	What is single hand dig pass?	The learner is guided individually or in groups to: Demonstrate with a partner who should receive it with a single handed dig pass	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
9	1	Volley Ball	Single hand dig pass	By the end of the sub strands, the learner should be able to: Practice single hand return with a partner using right hand dig, left hand dig and alternate hands dig Receive feedback from each other Play sack volleyball game for enjoyment	How many hands should a player use to perform the single hand dig?	The learner is guided individually or in groups to: Practice single hand return with a partner using right hand dig, left hand dig and alternate hands dig	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	2	Volley Ball	Over arm serve	By the end of the sub strands, the learner should be able to: Use a digital device to watch a video Observe the stance and players movement towards the ball Enjoy looking at magazines, journals and newspapers on over arm serve	What is over arm serve?	The learner is guided individually or in groups to: Use a digital device to watch a video	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84- 86*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	3	Volley Ball	Over arm serve	By the end of the sub strands, the learner should be able to: Perform warm up and cool down activities Demonstrate the steps to follow when performing an over arm serve Appreciate feedback from the teacher	How many steps should you follow when performing an over arm serve?	The learner is guided individually or in groups to: Demonstrate the steps to follow when performing an over arm serve	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84-86*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	4	Volley Ball	Over arm serve	By the end of the sub strands, the learner should be able to: Practice the single hand dig pass using serving relay in teams Recognize and appreciate the first team to finish Play the rally serving challenge in two equal teams for enjoyment	What are the safety measures to apply when performing over arm serve?	The learner is guided individually or in groups to: Practice the single hand dig pass using serving relay in teams	*KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84-86*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
	5	Volley Ball	Minor games and basic rules	By the end of the sub strands, the learner should be able to: Use digital devices to search for volley ball rules and watch volley ball games Perform game warm up by passing the ball to each other Enjoy playing different games involving volleyball	What are minor games?	The learner is guided individually or in groups to: Play different games involving volleyball	*KLB Visionary Physical and Health Education Learner’s Book Pg. 87-89*	Observation Peer assessment and feedback Self - assessment and feedback Practical’s Written Tests Portfolio
10	END OF TERM EXAM

Published in Grade 6 Schemes of Work Term 1 2023

Tagged under

Tuesday, 15 November 2022 11:19

Grade 6 KLB Visionary Music - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY MUSIC
SCHEMES OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	6	MUSIC	1	2023

*Week*	*Lesson*	*Strand*	*Sub strand*	Specific learning outcomes	*Learning experiences*	*Key inquiry questions*	*Learning resources*	*Assessment*	*Remarks*
1	1	SONGS	Singing different type of songs with expressions	By the end of the sub strand, the learner should be able to: Observe the picture on learners’ book and explain what event it is Explain the type of songs that are likely to be sung in such an event Sing a song about the environment from the locality Appreciate caring for environment	Learners to Observe the picture on learners’ book and explain what event it is Learners are guided in groups to Sing a song about the environment from the locality	What is a song?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 1*	Written Quizzes Oral questions Performance
	2		Things to know singing different types of songs with expressions	By the end of the sub strand, the learner should be able to: Discuss ways of expressing mood. Perform different types of songs with expressions Have fun singing a popular song with expressions to show the mood of the song	Learners to Discuss ways of expressing mood. Learners in groups are guided to Perform different types of songs with expressions	How do you express your mood?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 2-5*	Written Quizzes Checklists Oral questions performance
	3		Appraising self and others’ performances	By the end of the sub strand, the learner should be able to: Define appraisal Identify things to observe when appraising a performance Role play appraising one another performing a patriotic song Suggest how the performance can be improved. Have fun appraising each other performance	Learners to Discuss things to observe when appraising a performance With the help of the teacher learners to role play appraising one another’s performances	What is appraisal?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 6-9*	Written Quizzes Practical’s Oral questions performance
2	1		Singing 2 and 3 -part songs in a duet and trio	By the end of the sub strand, the learner should be able to: Define a duet and trio Sing a song in pairs correctly pronouncing the words clearly Have fun singing a three-part song with expressing	Learners to define a duet Learners in groups to sing a two-part and three-part songs	What is a duet?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 10-12*	Written Quizzes Oral questions Performance
	2		Values and messages in songs	By the end of the sub strand, the learner should be able to: Identify messages in a song and explain what it says Sing a song on learner’s book titled integrity our goal Prepare a song on peace Appreciate singing songs with values and good messages	with the help of a teacher open the link on leaners book and watch and listen to a song or sing a familiar song that has a positive message	What message do get from a song?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 12-16*	Written Quizzes Checklists Oral questions performance
	3		Importance of songs	By the end of the sub strand, the learner should be able to: Discuss importance of songs Sing a marriage song and explain why it performed during a marriage ceremony List five occasions when songs are sung	Learners to Discuss importance of songs With the help of the teacher visit a music recording studio and find out what goes on there.	What is the importance of songs	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 16-18*	Written Quizzes Practical’s Oral questions performance
3	1	Kenyan folk songs	Different type of songs	By the end of the sub strand, the learner should be able to: Explain reasons why the pictures show that the performance are folk songs Observe pictures in learners’ book and discuss what songs are likely to be performed Appreciate Kenyan folk songs	Learners to be guided to Observe pictures in learners’ book and discuss type of songs likely to be performed in the pictures	What Kenyan folk song do you know?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 19*	Written Quizzes Oral questions Performance
	2		Things to know about performing different types of songs	By the end of the sub strand, the learner should be able to: Identify occasions when Kenyan folk songs are performed Explain how the occasion determines the type of folk song to be performed Discuss importance of folk songs Sing a folk song about work Have fun singing a marriage folk song	Learners to Identify occasions when Kenyan folk songs are performed Learners to sing a folk song about work	When do we perform Kenyan folk songs?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 20*	Written Quizzes Checklists Oral questions performance
	3		Role of different types of songs	By the end of the sub strand, the learner should be able to: Discuss the role of folk songs when performed in different occasions Perform a marriage song Have fun singing sacred songs	Learners to be guided by the teacher to perform different types folk songs Leaners to discuss to the role of songs when performed in different occasions	Why do people sing in funerals?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 20-21*	Written Quizzes Practical’s Oral questions performance
4	1		Performance of folk songs	By the end of the sub strand, the learner should be able to: Identify things to observe when performing folk songs Perform a Tiriki initiation song on learners’ book while using the correct diction, gestures and facial expression. Appreciate folk songs from different communities	In groups perform different types of Kenyan folk songs from different communities using proper diction ,facial expressions and gestures Learner to lead the performance of one folk song as a soloist	What factors do you consider when performing songs?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 21-24*	Written Quizzes Oral questions Performance
	2		Performing a solo folk song	By the end of the sub strand, the learner should be able to: Study the picture on leaners and discuss what is going on. Explain an occasion when a solo folk song will be suitable Role play solo performance of folk songs Have fun performing a folk song solo	Learners to be guided in groups to Study the picture on leaners and discuss what is going on. Learners to Role play solo performance of folk songs	Have you ever seen a solo performance?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 25*	Written Quizzes Checklists Oral questions performance
	3		Things to know about performing a solo folk song	By the end of the sub strand, the learner should be able to: Discuss factors to consider when performing a solo folk song Identify occasions when solo performance are most suitable Perform solo folk song with the correct costume, instrumentation ,diction and facial expression Enjoy performing a solo folk song with the correct diction for clarity of words and appropriate facial expression to bring out the feeling of the song	Learners to Identify occasions when solo performance are most suitable Learners in groups to be guided to Perform solo folk song with the correct costume, instrumentation ,diction and facial expression	What do you consider in solo folk song performance?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 25-29*	Written Quizzes Practical’s Oral questions performance
5	1		Features of a folk song	By the end of the sub strand, the learner should be able to: Discuss features of a folk song Explain how folk songs affect our feelings when we sing them Watch performance of folk songs and discuss features of folk songs from performance watched . Enjoy performing a folk song	Learners to be guided by a teacher in groups to open a link on leaners book using a n internet enabled device and watch a folk song performance from Mijikenda community	What features of folk songs do you know?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 29-31*	Written Quizzes Oral questions Performance
	2		Appreciating the importance of performing folk songs from diverse communities	By the end of the sub strand, the learner should be able to: Discuss why we should appreciate folk songs from all communities Recite words of a folk song Appreciate importance of folk songs	Learners to sing a work folk song from own community and a marriage folk song from a different community	Why should we appreciate folk song?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 32-33*	Written Quizzes Checklists Oral questions performance
	3		Information from a cultural centre or a music festival	By the end of the sub strand, the learner should be able to: Identify places where one can get information on different types of folk songs Make a write up on three types of folk songs from different communities in kenya Enjoy collecting information about different types of songs	Learners to Identify places where one can get information on different types of folk songs Learners in groups to be guided to use an internet enabled device to find information about types of folk songs	Where can you get information about folk songs?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 34-36*	Written Quizzes Practical’s Oral questions performance
6	1	Musical instruments	String instrument of Kenya	By the end of the sub strand, the learner should be able to: Draw and colour string instrument form Kisii community (obokano) Observe pictures of string instruments in learners’ book and discuss the difference Have fun observing string instruments from different communities	Learners to Draw and colour string instrument form Kisii community (obokano) Learners are guided in groups to Observe pictures of string instruments in learners’ book and discuss the difference	What is obokano?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 37*	Written Quizzes Oral questions Performance
	2		Things to know about string instruments of Kenya	By the end of the sub strand, the learner should be able to: Identify common string instruments from different communities in Kenya Use internet enabled device to observe these instruments and watch how they are used. Have fun drawing string instruments from different communities	Learners to brainstorm in small groups, common string instruments from different communities in Kenya Learners to Use internet enabled device to observe these instruments and watch how they are used.	Do you have a string instrument from your community?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 37-41*	Written Quizzes Checklists Oral questions performance
	3		Parts of a fiddle and their function	By the end of the sub strand, the learner should be able to: Define a fiddle Draw and name a Kenyan string instrument with one string Watch a video using link on learners’ book and explain the function of each part of the instrument Name parts of a fiddle and explain its function	Learners in groups to be guided to watch a video using link on learners’ book and explain the function of each part of the instrument Learners to draw fiddle instrument from any Kenyan community	What is a fiddle?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 41-45*	Written Quizzes Practical’s Oral questions performance
7	1		Care and maintenance of a string instrument	By the end of the sub strand, the learner should be able to: Observe and name instrument on leaners book Discuss what could have happened to it Explain things that should be done to avoid repetition of the problem Explain the importance of caring instrument Appreciate proper care of instruments	Learners to observe and name instrument on leaners book Learners to explain things that can be done to avoid the mistake.	What is wrong with instrument in learners’ book?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 45*	Written Quizzes Oral questions Performance
	2		Things to know about care and maintenance of a string instrument	By the end of the sub strand, the learner should be able to: Take turns to practice cleaning a string instrument Discuss importance of taking care of string instrument Describe five ways of taking care of a string instrument. Appreciate taking care of string instruments	Learners to be guided in groups to take turns to practice cleaning a string instrument Learners to describe five ways of taking care of a string instrument.	How do we take care of string instruments?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 46-48*	Written Quizzes Checklists Oral questions performance
	3		Tuning a fiddle	By the end of the sub strand, the learner should be able to: Explain what happens when the string is loosened. Discuss what happens to sound when the string is tightened Demonstrate how to tune a string instrument before playing Appreciate tuning a string instrument.	Learners to explain what happens when the string is loosened. Learners in groups to be guided to Discuss what happens to sound when the string is tightened	What happens when a string is loosened?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 48*	Written Quizzes Practical’s Oral questions performance
8	1		Skills and techniques of playing a fiddle	By the end of the sub strand, the learner should be able to: Discuss techniques and skills needed in playing a fiddle Take turns to practice the techniques of posture ,holding and bowing of fiddle Improvise a fiddle form any community in Kenya Have fun practicing posture, holding and bowing a fiddle	Learners to watch the teacher play a fiddle ,imitate the techniques of posture ,holding and bowing with an imaginary fiddle	What skill do you need to play a fiddle?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 48-51*	Written Quizzes Oral questions Performance
	2		Role of string instrument in a performance	By the end of the sub strand, the learner should be able to: Identify and explain the role of string instruments. Listen to audio recordings of folk songs accompanied by string instruments Have fun performing a folk song accompanied with string instruments	Learners to be guided in groups to perform a folk song playing a string instrument Leaners to watch video clips from the link on leaners book and listen to folk songs accompanied by string instruments	Can you accompany folk song with a string instrument?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 51-53*	Written Quizzes Checklists Oral questions performance
	3		Making a fiddle	By the end of the sub strand, the learner should be able to: Identify materials used in making a fiddle Assemble instruments used to make a fiddle Have fun collecting materials used in making a fiddle	Learners to identify materials used in making a fiddle Learners in groups to be guide to assemble instruments used to make a fiddle	What do we need to make a fiddle?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 53-54*	Written Quizzes Practical’s Oral questions performance
9	1		Safety measures	By the end of the sub strand, the learner should be able to: Identify safety measures observed when making a fiddle Identify steps and processes followed when preparing a fiddle Make a fiddle by following the steps and procedure highlighted Enjoy making a fiddle	Learners to identify safety measures observed when making a fiddle Learners are guided in groups to Make a fiddle by following the steps and procedure highlighted in learners’ book	What are the steps followed when making a fiddle?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 54-55*	Written Quizzes Oral questions Performance
	2		Playing in an instrumental group	By the end of the sub strand, the learner should be able to: Choose an instrument of choice and play accompanying a folk song in a group Discuss reasons for the choice of instrument. Have fun practicing playing the chosen instrument	Learners to decide as a group the tunes to play on the wind and string instruments and the rhythms to play on the percussion instruments.	Which string instrument can you play?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 55*	Written Quizzes Checklists Oral questions performance
	3	REVISION
10	END TERM ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

Tagged under

Tuesday, 15 November 2022 09:04

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

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

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

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

Published in Grade 6 Schemes of Work Term 1 2023

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Tuesday, 15 November 2022 08:48

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

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

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

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

Published in Grade 6 Schemes of Work Term 1 2023

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