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Thursday, 26 January 2023 09:05

Hygiene and Nutrition Schemes - Grade 1 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub-strand	Specific learning outcomes	Key inquiry questions	Learning Experiences	Learning resources	Assessment	Reflection
1	1	Healthy Practices	Physical Activities	By the end of the sub- strand, the learner should be able to: State the importance of practicing physical activities. Participate in physical activities that promote wellbeing.	What is the importance of participating in physical activities? Which physical activities do you like?	Learners to identify health habits that prevent illnesses like physical activities and exercise. Learners to state the importance of participating in physical activities. Learners to participate in physical activities.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2 Video clips Charts Balls Bean bags Tires Huddles Skipping ropes Starter Swings Slides See-saws	Observing learners as they participate in physical activities
	2		Washing hands	By the end of the sub- strand, the learner should be able to: a) Identify health habits that prevent illnesses like Washing hands. b) Discuss the importance of washing hands to promote wellbeing of self and others.	Why do we wash hands? Which times do we wash our hands? Which materials do we use to wash our Hands?	Learners to state the importance of washing hands. Learners to observe washing hands demonstrations Learners to role play washing hands. Learners to practice washing hands.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2 Video clips Charts Running water Containers Soap Towel/serviettes	Observing the procedure of washing hands as carried out by learners.
2	1		Medicine	By the end of the sub- strand, the learner should be able to: State the importance of medicine. Discuss on the form of medicine and how it is taken.	Why do we take medicine? Which type of medicine have you ever taken? Which precautions should we observe when taking medicine?	Learners to state the importance of taking medicine when one is ill. Learners to observe demonstrations of handling medicine. Learners to role play taking medicine. Learners to name precautions to observe When taking medicine.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2 Video clip of children taking medicine Pictures of different forms of medicine (Tablets, capsules, ointment, inhaler, nose drops and syrup) Samples of forms of medicine.	Observing how learners demonstrate taking medicine and the precautions they observe.
	2		Eating healthy foods	By the end of the sub- strand, the learner should be able to: Name the foods they eat. Discuss the importance of eating healthy foods.	Which foods do you now? Which is your favorite food? What is the importance of taking healthy foods?	Learners to identify health habits that prevent illnesses like eating healthy foods. Learners to state the importance of eating healthy foods. Learners to observe demonstrations of how to wash fruits before eating them. Learners to role play on preparing healthy food for eating.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2 Video clips of children washing fruits and eating a balanced diet. Pictures of various types of foods. Real fruits Water Basin	Observing the procedure of washing fruits as carried out by learners.
3	1		Adequate sleep and rest	By the end of the sub- strand, the learner should be able to: Point out the importance of adequate sleep and rest.	Why do we sleep? What do we sleep on?	Learners to identify health habits that prevent illnesses like having an adequate sleep and rest. Learners to name the importance of Adequate sleep and rest. Learners to role play on sleeping and spreading a bed after Waking up.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 4 Video clip on the right sleeping posture Pictures of sleeping materials like baby cots and blankets	Observing learners as they sleep and role play on spreading their beds after waking up.
	2		Care for the teeth	By the end of the sub- strand, the learner should be able to: Identify milk teeth as temporary in childhood.	What are milk teeth?	Guide learners to identify the appearance of teeth during the different stages of development (an infant, a toddler, a school age pupil). Learners to color or model a tooth. Learners to share experiences or tell stories about shedding milk teeth during Childhood.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 11 Video clips of children who have shed their milk teeth Pictures of children who have shed their milk teeth	Listening to the learners as they tell stories on how they shed their milk teeth
4	1		Care for the teeth	By the end of the sub- strand, the learner should be able to: Mention hygienic practices to observe during shedding of milk teeth. Observe hygienic practices during shedding of milk teeth.	What should we use to remove a tooth? How is a tooth removed?	Guide learners to mention the hygienic practices to observe during shedding of teeth (washing hands, gurgling salty water after extraction, proper disposal of shed tooth, proper disposal of soiled materials used after tooth extraction). Learners to observe a demonstration of hygienic practices during shedding of teeth.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 12 Video clips Pictures of children removing teeth Soap Clean water Salt Dust bin Clean cloth	Observing the learners demonstrate on how to remove the milk teeth.
	2		Care for the teeth	By the end of the sub- strand, the learner should be able to: Mention ways of taking care of the gum where the tooth has been removed.	How do you take care for the gum where the tooth has removed?	Guide learners to mention the various ways of taking care of the gum where the tooth has been removed. Learners to observe a demonstration of taking care of the gum where the tooth has been removed.	Video clips Pictures of children taking care of the gum where teeth have been removed Salty water	Observing the procedure of taking care of the gum where teeth have been removed.
5	1		Use of medicine	By the end of the sub- strand, the learner should be able to: Mention common forms of medicine used in our homes.	Which forms of medicine do you know?	Guide learners to identify common forms of medicine used at home (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops). Learners can watch a video clip on different forms of medicines.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15 Pictures of forms of medicine Forms of medicine (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops).	Ask oral questions to determine the mastery of forms of medicine
	2		Use of medicine	By the end of the sub- strand, the learner should be able to: State precautions when handling medicine found in the home.	What precautions are needed when handling medicine at home?	Learners to discuss the precautions to take when handling medicine at home (washing hands when handling medicine, use of clean and safe water to take medicine, not sharing medicine, taking dosage as prescribed, proper Storage of medicine). Learners to role play on precautions when taking medicines.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15-17 Video clips of children handling medicine properly Pictures of forms of medicine Forms of medicine (tablets, capsules, Syrups, ointment creams, inhalers, eye/ear/nose drops).	Listening to the learners as they discuss on precautions to take when handling drugs
6	1		Use of medicine	By the end of the sub- strand, the learner should be able to: Observe cleanliness when taking medicine at home and school.	Why should we practice cleanliness when taking medicine?	Guide learners to discuss why they should observe cleanliness when taking medicine at home and school. Learners to role play on cleanliness when taking medicines.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15 - 17 Video clips of children handling medicine properly Pictures of forms of medicine Forms of medicine (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops) Soap Water Towel/serviettes	Observe learners as they demonstrate cleanliness when taking medicine.
	2	Personal Hygiene	Care of Parts of the body	By the end of the sub-strand, the learner should be able to: Sing songs related to parts of the body. Identify different parts of the body.	Which parts of the Body do you know?	Guide learners to name different parts of the body shown in their Learner’s Book	Oxford Everyday Hygiene and Nutrition , Learner’s Book Grade 1 pg. 20 Parts of the body chart Parts of the body pictures Video clips on prats of the body	Listening to learners as they Identify parts of their body.
7	1		Materials used to clean parts of the body	By the end of the sub- strand, the learner should be able to: Name materials used to clean The different parts of the body.	What materials do we use to clean our bodies?	Guide learners to identify cleaning materials used to clean parts of the body.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 19 Pictures Video clips Soap Water Towel Nail cutter Pumice Stone Comb Toothbrush Toothpaste Improvised cleaning materials	Listening to learners as they mention materials they use to clean their bodies.
	2		Cleaning our face	By the end of the sub- strand, the learner should be able to: Name materials used to clean the face. Mention the procedure used to clean the face. Use appropriate materials to clean the face.	Why do we clean our face? What materials do we use to clean our face? How do we clean our face?	Guide learners to identify cleaning materials used to clean the face. Learners to observe a demonstration on cleaning the face. Learners to practice how to clean the face using dolls. Learners to clean parts of their face. Learners to sing songs and recite poems on cleaning the face.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 22 Pictures of materials used to clean the face Video clip on cleaning the face Soap Water Towel	Observing the learners as they demonstrate the procedure of cleaning the face.
8	1		Cleaning our teeth	By the end of the sub- strand, the learner should be able to: Name materials used to clean the teeth. Mention the procedure used to clean the teeth. Use appropriate materials to clean the teeth.	Why do we clean our teeth? What materials do we use to clean our teeth? How do we clean our teeth?	Guide learners to identify cleaning materials used to clean the teeth. Learners to observe a demonstration on cleaning the teeth. Learners to clean their teeth. Learners to sing songs and recite poems on cleaning the teeth.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 23-24 Pictures of materials used to clean the teeth Video clips Toothpaste Toothbrush/ chew stick Water	Observing the learners as they demonstrate other procedure of brushing the teeth.
	2		Washing our hands	By the end of the sub- strand, the learner should be able to: Name materials used to wash our hands. Mention the procedure used to wash our hands. Use appropriate materials to wash the hands.	Why do we wash our hands? What materials do we use to wash our hands? How do we wash our hands?	Guide learners to identify cleaning materials Used to wash the hands. Learners to observe a demonstration on washing the hands. Learners to wash their hands. Learners to sing songs and recite poems on washing the hands.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 25 Pictures of materials used to wash our hands Video clips on the washing our hands Soap Water Towel/ Serviettes	Observing the procedure of washing hands as carried out by learners.
9	1		Washing our feet	By the end of the sub- strand, the learner should be able to: Name materials used to clean the feet. Mention the procedure used to clean the feet. Use appropriate materials to clean the feet.	Why do we clean our feet? What materials do we use to clean our feet? How do we clean our feet?	Guide learners to identify cleaning materials used to clean the feet. Learners to observe a demonstration on cleaning the feet. Learners to clean their feet. Learners to sing songs and recite poems on cleaning the feet.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 26- 27 Pictures of materials used to clean our feet Video clip on cleaning the feet Soap Water Towel Pumice stone Nail cutter	Observing the procedure of washing the feet As carried out by learners.
	2		Cleaning our nose	By the end of the sub- strand, the learner should be able to: Name materials used to clean the nose. Mention the procedure used to clean the nose. Use appropriate materials to clean the nose.	Why do we clean our nose? What materials do we use to clean our nose? How do we clean our nose?	Guide learners to identify cleaning materials used to clean the nose. Learners to observe a demonstration on cleaning the nose. Learners to clean their nose. Learners to sing songs and recite poems on cleaning the nose.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27 Picture of a handkerchief Video clip on blowing the nose A clean handkerchief	Observing the procedure of blowing the nose as carried out by learners.
10	1		Cleaning our ears	By the end of the sub- strand, the learner should be able to: Name materials used to clean the ears. Mention the procedure used to clean the ears. Use appropriate materials to clean the ears.	Why do we clean our ears? What materials do we use to clean our ears? How do we clean our ears?	Guide learners to identify cleaning materials used to clean the ears. Learners to observe a demonstration on cleaning the ears. Learners to clean their ears. Learners to sing songs and recite poems on cleaning the ears.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27 Pictures materials use dot clean our ears Video clip on cleaning the ears Ear buds	Observing the procedure of cleaning our ears as carried out by learners.
	2		Combing our hair	By the end of the sub- strand, the learner should be able to: Name materials used to comb the hair. Mention the procedure used to comb the hair. Use appropriate materials to comb the hair.	Why do we clean comb our hair? What materials do we use to comb our hair? How do we comb our hair?	Guide learners to identify materials used to comb our hair Learners to observe a demonstration on combing the hair. Learners to comb their hair Learners to sing songs and recite poems on combing the hair	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27 Pictures of materials used to comb the hair Video clips on combing hair Soap Water Towel A comb	Observing the procedure of combing hair as carried out by learners.

Published in Grade 1 Schemes of Work Term 1 2023

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Thursday, 26 January 2023 09:04

Environmental Schemes - Grade 1 Schemes of Work Term 1 2023

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TSC NO.
SCHOOL

Week	Lesson	Strand Theme	Sub Strand	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment Methods	Reflect on
1	1	Environment and Its Resources	Weather and the sky (observing the sky)	By the end of the lesson the learner should be able to: Describe the day draw the appearance of the sky during the day	What do we see when we look at the sky during the day	Learners to observe the sky (the sun, moon, stars, and clouds during the day and share the observation)	Sky Video Clips Cut outs Our lives today grade 1 page 2-4	Observing what the pupil has drawn from observing the sky during the day
	2	Environment and Its Resources	Weather and the sky Observing the sky)	By the end of the lesson the learner should be able to: Describe the appearance of the sky during the night Observe differences in appearance of the sky during the day and the night	What do you see when we look at the sky during the night?	With the help of parents or guardians ,learners to observe the appearance of the sky at night and report back	Sky Video Clips Cut outs Our lives today grade 1 page 2-4	Observing what the pupil has drawn from observing the sky during the night
	3	Environment and Its Resources	Weather and sky(observing the sky)	By the end of the lesson the learner should be able to: develop curiosity in observing appearance of the sky for enjoyment Tell and discuss the observations made	What do you see when you look at the sky during the day and at night	Learner to play educative competition games on sun, moon, clouds, and stars Leaners to draw and color the sun , moon, clouds and stars	Compute games Sky Pictures Our lives today grade 1 page 5-7	Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky
	4	Environment and Its Resources	Weather and sky(observing the sky)	By the end of the lesson the learner should be able to: develop curiosity in observing appearance of the sky for enjoyment Tell and discuss the observations made	What do you see when you look at the sky during the day and at night	Learner to play educative competition games on sun, moon, clouds, and stars. Leaners to draw and color the sun , moon, clouds and stars	Computer games Sky Pictures Our lives today grade 1 page 5-7	Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky
	5	Environment and Its Resources	Weather and sky(observing the sky)	By the end of the lesson the learner should be able to: Learners to recognize weather conditions of the day	What Tithe weather today?	Learners to explore weather conditions as an outdoor activity	Computer games Sky Pictures Our lives today grade 1 page 5-7	Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky
2	1	Environment and Its Resources	Exploring weather conditions	By the end of the lesson the learner should be able to: Learners to draw weather conditions of the day Learners to identify weather conditions of the day	What Tithe weather today	Learners to draw and color the weather symbols explored	Exploring weather conditions Our lives today grade 1 page 8-9	Observing the weather identified by the pupil today
	2	Environment and Its Resources	Exploring weather conditions	By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather on the same day but different days to recognize weather conditions of the day	What Tithe weather yesterday from the picture?	In groups, learners to observe weather conditions of the day in the immediate environment	Exploring weather conditions Pictures Our lives today grade 1 page 9	Observing the weather identified by the pupil from yesterday
	3	Environment and Its Resources	Exploring weather conditions	By the end of the lesson the learner should be able to: Learners to identify weather conditions of the previous day	What if the weather yesterday from the Picture?	Learners to draw and color the weather symbols explored	Exploring weather conditions Pictures Our lives today grade 1 page 9	Observing the weather identified by the pupil from yesterday
	4	Environment and Its Resources	Exploring weather conditions	By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather of different days Learners to identify weather conditions of the previous day	What will the Weather be like?	In groups, learners to observe weather conditions of the day in the immediate environment	Exploring weather conditions Pictures Our lives today grade 1 page 10	Observing the conversation between the pupils regarding the weather of different days
	5	Environment and Its Resources	Exploring weather conditions	By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather of different time (morning and afternoon)	What will the weather be like to day morning?	In groups, learners to observe weather conditions of the day in the immediate environment	Exploring weather conditions Pictures Our lives today grade 1 page 10	Observing the conversation between the pupils regarding the weather of different days
3	1	Environment and Its Resources	Exploring weather conditions	By the end of the lesson the learner should be able to: Learners to make a weather poster and color it with real color that the pupil saw in the previous class Appreciate weather conditions at different times of the day	How to make a weather poster a to Color it?	Make your own weather poster and color it	Exploring weather conditions Pictures Our lives today grade 1 page 10-11	Observing the work done the pupils on making the poster Asking the pupils different questions on weather
	2	Environment and Its Resources	Water	By the end of the sub-strand, the learner should be able to: Identify different sources of water in the immediate Environment.	What are Sources of water?	Learners to brainstorm on sources of water Learners to observe a variety of stimulus materials on sources of water	Water Rivers Lakes Tap water Dams Pictures Our lives today grade 1 page 12-13	Asking the Pupils the number of water resources next to them.
	3	Environment and Its Resources	Water	By the end of the sub- strand, the learner should be able to: In groups of two visit places near the school and list the number of water Resource. appreciate different sources of water in the immediate environment	Identifying water resources near the school	Learners to learners to visit the area near the school and identify the resource near the school Learners to draw some of the water resources that they found.	Water Rivers Lakes Tap water Dams Pictures Our lives today grade 1 page 12-13	Observing the listed number of water resources found in the area
	4	Environment and Its Resources	Uses of water	By the end of the sub- strand, the learner should be able to: Identify different uses of water in the home and school	How could we use Water responsibly in the home and School?	Learners to identify different uses of water using varied stimulus materials	Water Rivers Lakes Tap water Dams Pictures Our lives today grade 1 page 16-17	Asking pupils the uses of water Observing how the pupils are using water near the school
	5	Environment and Its Resources	Uses of water	By the end of the sub- strand, the learner should be able to: use water to do different activities in school in groups	How could we use Water responsibly in the home and School?	Learners to identify different uses of water using varied stimulus materials	Water Rivers Lakes Tap water Dams Pictures Our lives today grade 1 page 16-17	Observing how the pupils are using water near the school
4	1	Environment and Its Resources	Uses of water well	By the end of the sub-strand, the learner should be able to: demonstrate careful use of water in the home and school explain how water can be used well	How can we Use water well?	Learners to discuss careful use of water in the home and school	Water Rivers Lakes Tap water Dams Pictures Our lives today grade 1 page 18-19	Observing how well the pupils use water
	2	Environment and Its Resources	Uses of water well	By the end of the sub- strand, the learner should be able to: Demonstrate how to use water to do different activities in school and at home in groups	How could we use Water responsibly in the home and School?	Learners to identify different uses of water using varied stimulus materials	Water Rivers Lakes Tap water Dams Pictures Our lives today grade 1 page 17- 18	Observing how the pupils are using water near the school in groups
	3	Environment and Its Resources	Playing with soil	By the end of the sub- strand, the learner should be able to: Learners to identify ways of playing with soil foe enjoyment playing with soil for learning purpose	How can we play with soil	Learners to identify ways of playing with soil Learners to fill and empty cans with soil for fun Learner to model different objects using soil	Our lives today grade 1 page 19-21 Soil, clarions	Asking the pupils how to use soil for enjoyment.
	4	Environment and Its Resources	Playing with soil	By the end of the sub- strand, the learner should be able to: draw on the soil for the purpose of learning	How can we draw on the soil	Learners to draw on the soil and make different patterns using soil paints	Our lives today grade 1 page 19-21 Soil Clarions Stick	Observe how the pupils draw on the soils for purpose of learning
	5	Environment and Its Resources	Playing with soil	By the end of the sub-strand the learner should be able to: work on their own and draw on the soil for the purpose of learning	How can I draw on the soil	Learners to draw on the soil and make different patterns using soil paints	Our lives today grade 1 page 19- 21 Soil Clarions Stick	Observe how the pupils draw on the soils for purpose of learning
5	1	Environment and Its Resources	Playing with soil	By the end of the sub- strand, the learner should be able to: play with soil in different ways for enjoyment	We can fill our tins with soil	Learners to fill our tins with soil	Our lives today grade 1 page 24 Soil Clarions Tins Bottles	Observe how the pupils fill the tins with soils purpose of learning and enjoyment
	2	Environment and Its Resources	Playing with soil	By the end of the sub- strand, the learner should be able to: model different objects using soil at school	We can use wet soil to make things	Learner to model different objects using soil Learners to draw on the soil and make different patterns using soil paints	Our lives today grade 1 page 25 Soil Clarions Tins Bottles Water	Observe how the pupils can use wet soil to make things
	3	Environment and Its Resources	Playing with soil	By the end of the sub- strand, the learner should be able to: develop curiosity in playing with soil for enjoyment	How to use soil and soil for creativity and enjoyment	Learners to find out more from parents or guardians on how to play with soil	Our lives today grade 1 page 26-28 Soil Clarions Tins Bottles Water	Observe how the pupils can use wet soil to make things
	4	Environment and Its Resources	Plants exploring(ply ants in the immediate environment )	By the end of the sub- strand, the learner should be able to: Identify plants in the immediate environment Name the plants Found near the school compound.	Which plants we see around us	Learners to take a nature walk to observe different plants in the immediate environment Learners in groups of two to list the number of plants found in the immediate Environment.	Our lives today grade 1 page 29-30 Plants like Maize, Banana Plants,Cabbage, Beans Tomatoes etc.	Observe how the pupils can have listed the name of plants
	5	Environment and Its Resources	Plants exploring(ply ants in the immediate environment)	By the end of the sub- strand, the learner should be able to: In groups of 3, the student to list and draw plants in the environment and at home	Which plants we see around us	Learners in groups of 3 the learner to list and draw plants in the environment and at home.	Our lives today grade 1 page 31 Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower etc.	Observe how the pupils have listed and drawn different types of plants Oral question on the name of plants each pupil has identified.
6	1	Environment and Its Resources	Plants exploring(ply ants in the immediate environment	By the end of the sub- strand, the learner should be able to: Taking a nature walk the pupil and teachers and identify the plant in the school compound.	Which plants we see around the school compound.	learners to think, pair and share about plants that they observed during the nature walk	Our lives today grade 1 page 32-33 Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower etc.	Observe how the pupils can have listed the name of plants
	2	Environment and Its Resources	Plants exploring (plants in the immediate environment )	By the end of the sub- strand, the learner should be able to: Naming the plants found near the school	Which plants we see around the school compound.	learners to think, pair and share about plants that they observed during the nature walk	Our lives today grade 1 page 32- 33 Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower etc.	Observe how the pupils can have listed the name of plants
	3	Environment and Its Resources	Plants exploring(ply ants in the immediate environment	By the end of the sub- strand, the learner should be able to: observe plants in the immediate environment to realize the diversity in plants	Which plants we see around the school compound	Learners to draw and color plants that they liked during the nature walk Learners to gather more information parents or guardians about plants and Report back.	Our lives today grade 1 page 34-35 Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower	Observe how the pupils can have listed the name of plants
	4	Environment and Its Resources	Plants exploring(ply ants in the immediate environment	By the end of the sub- strand, the learner should be able to: Plants sample of seeds Identify different leaves	How to plant seed. What kind of leaves did you see	Learners to mention ways of planting and caring for plants	Our lives today grade 1 page 34-35 Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower	Observe how the pupils plant the seed Observer how the pupil take care of the seed planted,
	5	Environment and Its Resources	Plants exploring(ply ants in the immediate environment	By the end of the sub- strand, the learner should be able to: Draw and color make prints of leaves	What kind of leaves did you see	Learners to mention leaves did you see	Our lives today grade 1 page 34-35 Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower	Observe how the pupils name the leaves. Observing the drawing of the leaves
7	1	Environment and Its Resources	Plants exploring(ply ants in the immediate environment	By the end of the sub- strand, the learner should be able to: Identify different seeds	Which plants grow in the garden	Learners to draw and name the parts of plant	Our lives today grade 1 page 34-35 Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower	Observe how the pupils name the leaves. Observing the drawing of the leaves
	2	Environment and Its Resources	Animals (exploring animals in the immediate environment)	By the end of the sub-strand, the learner should be able to: identify different animals in the immediate environment	What animals Are found in the immediate environment?	Learners are guided to identify different animals(small l and big)	Our lives today Grade 1 page 35-36. Cow Goat Dog Cat Chicken	Observing the listed names of animals
	3	Environment and Its Resources	Animals (exploring animals in the immediate environment)	By the end of the sub- strand, the learner should be able to: Identify small animals Identify big animals	What small animals are found in the immediate environment?	Learners are guided to identify different small animals	Our lives today grade 1 page 35-36. Cow Goat Dog Cat Chicken	Observing the listed names of small animals
	4	Environment and Its Resources	Animals (exploring animals in the immediate environment)	By the end of the sub- strand, the learner should be able to: define domestic animals Identify domestic animals Identify products from domestic animals	What big animals are found in the immediate environment?	Learners are guided to identify different domestic animals	Our lives today grade 1 page 35-36. Cow Goat Dog Cat Chicken	Observing the listed names of domestic animals
	5	Environment and Its Resources	Animals (exploring animals in the immediate environment)	By the end of the sub- strand, the learner should be able to: Identify products from domestic animals Identify wild animals	What are the products from domestic animals	Learners to tell products from different animals(using g stimulus material	Our lives today grade 1 page 36-37 Cow Goat Dog Cat Chicken	Observing the listed names of domestic products from animals.
8	1	Environment and Its Resources	Animals (exploring animals in the immediate environment	By the end of the sub- strand, the learner should be able to: Learners to observe different animals in the immediate environment Observe insects	What are insect from near the school compound	Learners to observe and identify insects	Our lives today grade 1 page 36-37	Observing the listed names of insect found near the school compound
	2	Environment and Its Resources	Animals (exploring animals in the immediate environment	By the end of the sub- strand, the learner should be able to: Learners to observe different animals in the immediate environment	What are insect from near the school compound	Learners to observe and identify insects	Our lives today grade 1 page 36-37	Observing the listed names of insect found near the school compound
	3	Environment and Its Resources	Animals (exploring animals in the immediate environment	By the end of the sub- strand, the learner should be able to Drawing insects found near the school compound	What are insect from near the school compound	Learners to observe and identify insects	Our lives today grade 1 page 36-37	Observing the listed names of insect found near the school compound
	4	Environment and Its Resources	Animals (exploring animals in the immediate environment	By the end of the sub- strand, the learner should be able to: Learners to observe water animals found near the water resources environment	Which animals are found in water	Learners to observe identify fish	Our lives today grade 1 page 36-37	Observing the listed names of fish found near the school compound
	5	Environment and Its Resources	Animals (exploring animals in the immediate environment	By the end of the sub-strand, the learner should be able to: Drawing water animals found near the school compound	Which animals are found in water	Learners to observe identify fish	Our lives today grade 1 page 36-37	Observing the drawn image of water animals
9	1	Environment and Its Resources	Animals (exploring animals in the immediate environment	By the end of the sub- strand, the learner should be able Learners to observe and identify parts of bird to: Observe birds(he) Observe animals without legs	Which animals are animals without legs	Learners to observe identify fish	Our lives today grade 1 page 36-37	Observing the listed names of fish found near the school compound
	2	Environment and Its Resources	Animals (exploring animals in the immediate environment	By the end of the sub-strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment	How many animals have Observed?	The learner should be able to draw various types of animals and name the body part	Our lives today grade 1 page 36-37	observe and identify animals found near the school
	3	Environment and Its Resources	Animals (exploring animals in the immediate environment	By the end of the sub- strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment	How many animals have Observed?	The learner should be able to draw various types of animals and name the body part	Our lives today grade 1 page 36-37	observe and identify animals found near the school
	4	Environment and Its Resources	Animals (exploring animals in the immediate environment	By the end of the sub- strand, the learner should be able identifying items got from animals in the community	What do we get from different animals	The learner should be able to draw various types of animals and name the body part	Our lives today grade 1 page 36-37	observe and identify animals found near the school
	5	Energy	Producing sounds	By the end of the sub- strand, the learner should be able to: recognize sounds in the immediate environment identifying what makes sound near the school compound	What makes sounds	Learners take a sound walk in the immediate environment	Our lives today grade 1 page 36-37	Observe pupils listening the different sounds in the immediate environment
10	END OF TERM ASSESSMENT

Published in Grade 1 Schemes of Work Term 1 2023

Tagged under

Thursday, 26 January 2023 09:04

English - Grade 1 Schemes of Work Term 1 2023

NAME
TSC NO.
SCHOOL

Week	Lesson	Strand/ Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment	Remarks
1	1	Listening and Speaking Welcome & Greetings	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Study the picture given and talk about his/her first day at school. Discriminate the sounds /a/ /m/ in different spoken words for comprehension. Recognise new words used in the themes to acquire a range of vocabulary and their meaning,	How do you say these words? Man, Make, All, Apple.	Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. In groups, learners identify words which have the taught sounds. Learners pronounce short words that have the learnt sounds, after listening to audio record.	Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 2-3	Oral questions, portfolio, observation
	2	Listening and Speaking Welcome & Greetings	Language structures and Functions	By the end of the sub strand, the learner should be able to: Use the various realizations of the verb ‘to be’ to introduce oneself or others, to talk about objects and to show politeness in day to day communication. Recognize the present tense forms of the verb ‘to be’ in sentences.	Who are you? Who is she? Who is he?	Learners introduce themselves politely and ask others their names using the verb ‘to be’, after teacher models. – I am Mota, My name is Mota, Who are you? What is your name? Learners describe themselves using short sentences with the verb ‘to be’ I am a boy, I am a Girl. Learners describe people using the verb ‘to be’ (for example (Mary is a girl)	Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new place. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 3-4	Oral questions, portfolio, observation
	3	Reading Welcome & Greetings	Phonics	By the end of the sub strand, the learner should be able to: Match familiar letter shapes m, a, M, A, to letter sounds /m/ & /a/ for reading preparedness in English. Match unfamiliar letters to shapes to letter sounds for reading preparedness in English including diagrams.	Can you match letters of the alphabet and their sounds?	Learners recognise letters of the alphabet as the teacher models. Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format. Learners sing rhyming songs and recite rhymes related to phonics /m/ & /a/	Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 4-5	Oral questions, portfolio, observation
2	1	Listening and Speaking Welcome & Greetings	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /t/ & /e/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Recognise new words used in the themes to acquire a range of vocabulary and their meaning,	How do you say these words? Table, Egg, Tall, End.	Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. In groups, learners identify words which have the taught sounds. Learners pronounce short words that have the learnt sounds, after listening to audio record.	Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 6-7	Oral questions, portfolio, observation
	2	Listening and Speaking Welcome & Greetings	Language structures and Functions	By the end of the sub strand, the learner should be able to: Recognize the present tense forms of the verb ‘to be’ in sentences. Appreciate the various forms of the verb ‘to be’ in their day to day communication. Use correct greetings for various ties of the day.	What is this? How do we greet people in the morning/afternoon/ evening?	In pairs or groups, learners talk about people and things around them –This is a chair, door. Learners are guided by the teacher to take part in a language game that allows each one of them to greet others, welcome others, introduce themselves and ask the class members their names. In pairs, learners are guided to engage in question and answer dialogues using the verb ‘to be’ as an interrogative.	Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new place. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 7-8	Oral questions, portfolio, observation
	3	Reading Welcome & Greetings	Word Reading	By the end of the sub strand, the learner should be able to: Match familiar letter shapes t, e, T, E, to letter sounds /t/ & /e/ for reading preparedness in English. Read short words with letter -sound correspondence in preparation for phrasal reading.	Can you match letters of the alphabet and their sounds?	Join sounds to read short words with letter sound correspondence, in pairs then individually Sound out words with letter sound correspondence (phonically regular) for reading Learners sing songs and recite rhymes related to phonics /t/ & /e/ Sound out words without letter sound correspondence (sight words), as modelled.	Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 8-9	Oral questions, portfolio, observation
3	1	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Follow the dotted pattern as correctly. Follow the line pattern correctly.	How do you take care of your exercise books?	Learners practise correct sitting posture when writing. Learners draw and label objects. Learners join dots to complete patterns/letters.	Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 5&9	Oral questions, portfolio, observation
	2	Listening and Speaking School	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /s/, /l/, /i/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning,	How do you say these words? Sun, Spoon, Ink,	Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. In groups, learners identify words which have the taught sounds. Learners pronounce short words that have the learnt sounds, after listening to audio record.	Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 10-11	Oral questions, portfolio, observation

	3	Listening and Speaking School	Language structures and Functions Subject-verb agreement (am)	By the end of the sub strand, the learner should be able to: Construct simple sentences about objects in the classroom, with correct subject-verb agreement for effective communication. Appreciate the importance of subject verb agreement for fluency.	What is Sarah doing?	Learners construct appropriate sentences on pictures showing singular and plural subjects. Learners are guided to construct sentences about actions demonstrated by one or many learners.	Realia, charts with illustrations, pictures/ photographs, computer devices with audio/visual recordings of words and phrases with subject – verb agreement. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 11-12	Oral questions, portfolio, observation
4	1	Reading School	Word Reading	By the end of the sub strand, the learner should be able to: Match familiar letter shapes s, l, i, S, L, I to letter sounds /s/ /l/ /i/ for reading preparedness in English. b) Read short words with letter -sound correspondence in preparation for phrasal reading. Read grade level vocabulary orally, from print and digital formats for enjoyment.	What are some of the words that you can read?	Join sounds to read short words with letter sound correspondence, in pairs then individually Sound out words with letter sound correspondence (phonically regular) for reading Learners sing songs and recite rhymes related to phonics /s/ /l/ /i/ Sound out words without letter sound correspondence (sight words), as modelled.	Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 12	Oral questions, portfolio, observation
	2	Listening and Speaking School	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /t/, /a/, /l/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Use new words in relevant contexts in oral communication,	How do you say these words? Table, apple, leaf,	Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. In groups, learners identify words which have the taught sounds. Learners pronounce short words that have the learnt sounds, after listening to audio record.	Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 14-15	Oral questions, portfolio, observation
	3	Listening and Speaking School	Language structures and Functions Subject-verb agreement (is)	By the end of the sub strand, the learner should be able to: Construct simple sentences about objects in the classroom, with correct subject-verb agreement for effective communication. Recognise correct use of subject-verb agreement in statements and questions. Appreciate the importance of subject verb agreement for fluency.	What is Sarah doing? What are Sarah and Sam doing?	Learners construct appropriate sentences on pictures showing singular and plural subjects. Learners engage in simple question and answer dialogues about available realia representing singular and plural object Learners construct sentences using items with singular and plural subjects at home.	Realia, charts with illustrations, pictures/ photographs, computer devices with audio/visual recordings of words and phrases with subject – verb agreement. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 15-16	Oral questions, portfolio, observation

5	1	Reading School	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read short words with letters /a/ /m/ /s/ sound correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	What are some of the words that you can read?	Join sounds to read short words with letter sound correspondence, in pairs then individually . Sound out words with letter sound correspondence (phonically regular) for reading Learners sing songs and recite rhymes related to phonics /a/ /m/ /s/ Sound out words without letter sound correspondence (sight words), as modelled.	Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 16-17	Oral questions, portfolio, observation
	2	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Form letters correctly in terms of shape and size for effective communication, Draw and colour the flag. Write from left to right to communicate effectively.	How do you write these letters? m, a, t, e, s, l, i How do you sit when writing?	Learners draw and label objects. Learners practice writing letters and words from left to right. Learners join dots to complete patterns/letters. Leaners copy the words given in their exercise books.	Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 13&17	Oral questions, portfolio, observation
	3	Listening and Speaking Family	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /p/ /f/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. appreciate the variation in meaning of similar sounding words that look different.	How do you say these words? Pot, Fan, Fish, Fry	Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary. Learners practise matching simple short words with pictures and objects. Learners sing songs using the new words.	Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 18-19	Oral questions, portfolio, observation
6	1	Listening and Speaking Family	Language structures and functions Personal pronouns; I, you	By the end of the sub strand, the learner should be able to: a) Use personal pronouns in relation to gender, number and objects appropriately in dialogues. b) Appreciate the use of personal pronouns in effective communication.	Who cooks for you? Who plays with you at home?	Learners are guided to take part in a demonstration in relation to gender, number and objects. Learners construct sentences using personal pronouns individually, in pairs or in small groups Learners use pronouns in simple sentence constructions where appropriate Learners discuss people and things in their home and school using personal pronouns.	Charts, pictures/ photographs, computer devices with audio-visual recordings of dialogues with structures on personal pronouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 19-20	Oral questions, portfolio, observation
	2	Reading Family	Word Reading	By the end of the sub strand, the learner should be able to: Read short words with letter -sound correspondence in preparation for phrasal reading, Read short words without letter sound correspondence using word attack skills in preparation for phrasal reading, Read grade level vocabulary orally, from print and digital formats for enjoyment.	What are some of the words that you can read? What are some of the words you Cannot read?	Join sounds to read short words with letter sound correspondence, in pairs then individually Sound out words with letter sound correspondence (phonically regular) for reading Learners recognize and read aloud familiar words in groups, pairs and individually. Sound out words without letter sound correspondence (sight words), as modelled.	Realia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of words that have been learnt. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 20-21	Oral questions, portfolio, observation
	3	Listening and Speaking Family	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /h/ /n/ /o/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Appreciate the variation in meaning of similar sounding words that look different.	How do you say these words? Hen, Nail, Orange.	Learners pronounce the sounds /h/ /n/ /o/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary. Learners practise matching simple short words with pictures and objects. Learners sing songs using the new words.	Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 22-23	Oral questions, portfolio, observation
7	1	Listening and Speaking Family	Language structures and functions Personal pronouns; He, She, They, It.	By the end of the sub strand, the learner should be able to: Use the personal pronouns ‘He’ ‘She’ ‘They’ ‘It’ in relation to gender, number and objects appropriately in dialogues. Pick out personal pronouns in oral conversations about members of the family, Appreciate the use of personal pronouns in effective communication.	Who buys you books? Who tells you stories?	Learners are guided to take part in a demonstration in relation to gender, number and objects. Learners construct sentences using personal pronouns individually, in pairs or in small groups Learners use pronouns in simple sentence constructions where appropriate Learners discuss people and things in their home and school using personal pronouns.	Charts, pictures/ photographs, computer devices with audio-visual recordings of dialogues with structures on personal pronouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 23	Oral questions, portfolio, observation
	2	Reading Family	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.	What do you do when you cannot read some words in a sentence?	In groups, learners practice reading aloud while observing punctuation as modelled by the teacher and independently. In pairs, learners practice reading decodable and nondecodable words in isolation. In small groups, learners practice reading unfamiliar Sentences containing decodable and nondecodable words.	Realia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 24-25	Oral questions, portfolio, observation
	3	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Form the letter p correctly in terms of shape and size for effective communication, Draw letter patterns correctly for neat handwriting. Write the words given correctly from left to right to communicate effectively.	1. How do you write this letter? ‘P’	Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/letters.	Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 19&25	Oral questions, portfolio, observation
8	1	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /u/ /b/ /r/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Appreciate the variation in meaning of similar sounding words that look different.	How do you say these words? Hen, Nail, Orange.	Learners pronounce the sounds /u/ /b/ /r/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary. Learners practise matching simple short words with pictures and objects. Learners sing songs using the new words.	Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 26-27	Oral questions, portfolio, observation
	2	Listening and Speaking Home	Language structures and functions Singular/plural (addition of ‘s’ only)	By the end of the sub strand, the learner should be able to: Use singular and plural forms of nouns to talk about objects at home. Appreciate the importance of using singular and plural nouns for effective oral communication.	How many (e.g. hands, legs, bags, pencils) do you have?	Learners identify objects in the classroom Learners practice simple question and answer dialogues using constructions with ‘how many’ to talk about the objects identified. In pairs and groups, learners group items in their school and home in columns of one and many.	Charts, pictures/ photographs with singular and plural nouns, computer devices that have audio/visual recordings of dialogues with sentence structures on plurals of nouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 27	Oral questions, portfolio, observation
	3	Reading Home	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read short words with letter -sound correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and non decodable words, in phrases, in preparation for fluent reading. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.	What do you do when reading a long word?	In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words. Learners read a text or view pictures for enjoyment and information. Learners read simple sentences aloud in groups, pairs, and individually	Story book, poems, audiovisual recordings of short stories. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 28	Oral questions, portfolio, observation
9	1	Listening and Speaking Home	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /b/ /p/ /h/ /n/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Appreciate the variation in meaning of similar sounding words that look different.	How do you say these words? Nest, Bag, Hen	Learners pronounce the sounds /b/ /p/ /h/ /n/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary. Learners practise matching simple short words with pictures and objects. Learners sing songs using the new words.	Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 30-31	Oral questions, portfolio, observation
	2	Listening and Speaking Home	Language structures and functions Singular/plural (addition of ‘s’ only	By the end of the sub strand, the learner should be able to: Use singular and plural forms of nouns to talk about objects at home. Ask questions about numbers using “how many?” Distinguish between singular and plural nouns correctly to demonstrate an understanding of the concept of number. Appreciate the importance of using singular and plural nouns for effective oral communication.	How many, arms etc. are big/small, long/short, round/rectangle are there?	Learners identify objects in the classroom Learners practice simple question and answer dialogues using constructions with ‘how many’ to talk about the objects identified. In pairs and groups, learners group items in their school and home in columns of one and many.	Charts, pictures/ photographs with singular and plural nouns, computer devices that have audio/visual recordings of dialogues with sentence structures on plurals of nouns. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 31	Oral questions, portfolio, observation
	3	Reading Home	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read short words with letter -sound correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.	What do you do when reading a long word?	In small groups, learners practice reading unfamiliar Sentences containing decodable and nondecodable words. Learners read a text or view pictures for enjoyment and information. Learners read simple sentences aloud in groups, pairs, and individually	Story book, poems, audiovisual recordings of short stories. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 32	Oral questions, portfolio, observation
10	1	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Form the letter ‘u’ ‘b’ ‘B’ correctly in terms of shape and size for effective communication, Draw letter patterns correctly for neat handwriting. Write from left to right to communicate effectively.	How do you write these letters? ‘b’ ‘B’ ‘u’	Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners draw and label objects. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/letters.	Realia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 29&33	Oral questions, portfolio, observation
	2	Listening and Speaking Time	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Discriminate the sounds /c/ /g/ in different spoken words for comprehension. Pronounce the words with the sounds in isolation in preparation for reading. Appreciate the variation in meaning of similar sounding words that look different.	How do you say these words? Nest, Bag, Hen	Learners pronounce the sounds /c/ /g/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practise matching simple short words with pictures and objects. Learners interact with audio material to listen to the correct pronunciation of the vocabulary, where applicable.	Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 34-35	Oral questions, portfolio, observation
	3	Listening and Speaking Time	Language structures and functions Present Simple tense	By the end of the sub strand, the learner should be able to: Use present simple tense forms to talk about the time of the day (morning, mid-day, evening) Apply simple present tense to sequence routine or daily activities in oral communication. Appreciate the use of language to talk about routine activities.	What do you do every day before you come to school?	Learners respond to questions based on daily routines Learners tell each other their daily routines in pairs/small groups Learners should report what they do when they go home Respond to simple questions demonstrating the use of using simple present tense and routine activities.	Charts, pictures/ photographs on routine activities, computer devices that have audiovisual recordings of dialogues with sentence structures on present simple tense New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 35	Oral questions, portfolio, observation

Published in Grade 1 Schemes of Work Term 1 2023

Tagged under

Thursday, 26 January 2023 09:04

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

NAME
TSC NO.
SCHOOL

SCHOOL

GRADE

LEARNING AREAS

TIME

YEAR

2023

Week	Lesson	Strand	Sub strand	Specific learning outcome	Key inquiry question	Learning experiences	Learning resources	Assessment	Remarks
1	1	Creation	Self-Awareness	By the end of the end of the sub strand the learners should be able to: Recognize themselves as unique created in the image and likeness Recognize that Gods know then by their names as part of God’s creation as they are special to God	What is your name?	Learners to read genesis1:27 Learners to say why they are special before God Learners to sing a song related to why they special to God.	Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8	Observing the learners as they read the bible and sing
	2	Creation	Self-awareness	By the end of the sub- strand the learners should be able to: Recognize why they are special creatures in the eyes of God recognize that we all belong to God and Gog loves us all as his special creation because we are made in his own image and likeness	Why are we special creatures?	Leaners to tell who their special friend are? Learners to learn that they are special because they are created in God’s image and likeness Learners to recite the verse from the bible Isaiah 49:16 Learners to watch video clip on God creation	Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8	Asking learners questions Writing exercise
	3	Creation	Self-awareness	By the end of the sub strand the learners should be able to: Mention the name for identification and self- awareness Mention the names of their friends Recognize that God knows them by their names	What is your name	The teacher to ask learners to mention their name for self- identification Learners mention the names of their friends in class Recite in class the verse Isaiah 43:1 which states that God knows them by names	Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8	Ask learners to mention their names
2	1	Creation	self-awareness	By the end of the of the sub strand the learners should be able to: Recognize that their names are important as they give them their identity Identify the names of their friends to enhance together Write their names on flash cards to improve the skill of writing	Who is your special friend?	The teacher asks the learners to tell the names of their special friends Learners write the names of their special friends Read aloud their names in class and write their names and friends names in the charts	Flashcards Growing in Christ CRE activities learners’ book grade 1 by Heron Onyango et.al, Lwachira, J watiki. Page 1-8	Asking learners to write the names of their special friends
	2	Creation	Self awareness	By the end of the sub strand the learner should be able to: identify who knows their name Read the names in the picture Interpret what is in the picture	Who knows your name?	Learners tell who knows their names Learners read the names that are in the picture Recite the verse Isaiah 49:16	Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8	Asking learners to write the names of their friends
	3	Creation	Self awareness	By the end of the sub strand the learners should be able to: Draw their names on the palm of their hands Read the names on their palm Identify that God knows them by name Isaiah 49:16	What is your name?	Learners watch the video clip of palm and identify Learners read and mention the name on the palm Recite the verse Isaiah 49:16	Audio visual material Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8	Observe learners as they watch the video clip and ask question of what they see in the clip
3	1	Creation	Self awareness	By the end of the sub strand the learners should be able to: Draw their palm Color the pictures of their palm/drawing Write their names on the palm Learners draw themselves	How special are you to God?	Learners draw their palm The learner color their drawing Learner write their names on the palm Draw themselves	Drawings Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8	Observe the learners As the draw
	2	Creation	My family	By the end of the sub strand the learners should be able to: Identify the members if the family Appreciate members of the family Count the members of the family	Name the members of the family	Learners name the members of the family Learners identify the members of the family in the pictures Count the members of the family	Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 9-13	Asking question to learners. Naming the family members
	3	Creation	My family	By the end of the sub strand the learners should be able to: Name the members of a nuclear family Identify members of a nuclear family in picture Draw members of the nuclear family in the chart	Who are the members of the nuclear family?	Learners name the members of a nuclear family Learners draw a chart on the members of the nuclear family Learners work in pair to identify the members of the family in the chart	Charts Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15	Observe learners as draw the members of the family on the chart
4	1	Creation	My family	By the end of the sub strand the should be able to: Mention who leads prayers at home Pray with the family Have a desire to participate in the family prayers through reading the prayer in the bible and prayer book in order promote sound morals and religious values	Who leads prayers at home?	The teacher guides learners to pray Learners mention who leads prayers at home Read in the bible and prayer book on how to pray	Prayer book Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15	Ask the leaners how the pray at home
	2	Creation	My family	By the end of the sub strand the learner should be able to: Record the number of times they pray at home together with their family to enhance togetherness Recognize the importance of prayers in order to grow spiritually and morally upright	How many times do you pray a day	Learners demonstrate how they always pray at home Learners record the no of times they pray at home as a family enhanced unity of family members	Pictures Prayer book Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15	Observe learners as they demonstrate how to pray at home
	3	Creation	My family	By the end of the sub strand the learner should be able to: Identify the items they share at home to enhance togetherness Identify the items in the picture and name the items they share at home	What do you share at home?	Learners to identify items they share at home in groups or pairs Learners to identify the items thy share in the picture at home Draw items they share at home in the charts	Pictures Charts Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15	Observe the learners as they draw the items they share at home Ask question on the items they share at home
5	1	Creation	My family	By the end of the sub strand the learner should be able to: Appreciate the importance of sharing at home to enhance family unity Draw and color the items they share at home to enhance creativity and promote individual development and self efficiency	Why are we sharing?	Learners observe and discuss the a char/picture/photograp h of a family sharing a meal Learners to draw and color the things the they share Learners to share with the themselves what they have to enhance the importance of sharing	Pictures Charts Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15	Observe learners as they share items in class
	2	Creation	Creation of Plants and Animals	By the end of the sub strand the learner should be able to: Mention the types of animals and plants created by god in the school environment Draw and color plants animals found in the school environment	What types of plants and animals found in the school environment?	Learners identify and mention the plants and animals found in the school environment Learners draw and color the plants and animals found in the school environment Learners to take a natural walk in the school compound to see various types of animals and plants	Drawing Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19	Observe learners as they draw and color plants and animals found in the school environment
	3	Creation	Creation of Plants and Animals	By the end of the sub strand the learner should be able to: Identify types of plants and animals found in their home Identify in the pictures animals found in the animal park Recognize that God also created animals and plants Make animals through modeling it. State the names of the animals	Who created animals and plants?	Learners to visit the animal park and identify the animals found them Learners to name the animals found in the park Learners the plants found in the garden Draw and color and the pictures of animals and plants and to know that God also created plants and animals	Pictures Drawings Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19	Asking questions on what they see in the trip to the animal park
6	1	Creation	Creation of Plants and Animals	By the end of the sub strand the learner should be able to: Care for plants as part of God’s creation Name the benefits we obtain from plants Show how to care for plants	Why do we care for plants?	Teachers explain and guide to learners on how to how to care for plants Learners to demonstrate on how to care for plants for example watering, weeding Learners name the food they obtain from plants	Real objects for example watering can jembes, plants, oranges fruit obtain from plants Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19	Observing learners as they demonstrate how to care for plants demonstrate and watch video clip on how to carry and handle the Bible with care
	2	Creation	Creation of Plants and Animals	By the end of the sub strand the learners should be able to: Care for animals in a special way as they are God’s creation Name the importance of animal in the society as God’s creation Identify the types of animals found in our environment Care and appreciate other creatures in the universe	Why do we care for animals?	The learners say how they care for animals at home The learners name the importance of animals for example the provide food Learners also identify the types of animals found in their environment	Pictures Audio visual materials Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19	Asking questions on the types of animals
	3	Holy Bible	Physical handling of the Holy Bible	By the end of the sub strand the learner should be able to: Identify ways of handling the Bible with respect as it is the word of God Understand the reason for handling the Bible with care	Why do we handle the Bible with care?	Learners to say how they handle the Bible with care Learners state the reason they should handle the Bible with care as it is the word of God The learners to tell their friends how important they should handle the Bible with care	Bible Picture Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23	Asking learners to show how to handle the Bible with care in class
7	1	Holy Bible	Physical handling of the Holy Bible	By the end of the sub strand the learner should be able to: know how to carry the Bible with respect as it is the word of God Identify the importance of handling the Bible with respect Name two division of the bible Write the division of the Bible	Why do we carry the Bible with respect?	Learners demonstrate on how to carry the Bible with respect Learners look at the pictures on how to handle and carry the Bible with care and respect Learners to watch the video clip on how to handle and carry the Bible	Picture Audio visual material Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23	Observe learners as they demonstrate and watch video clip on how to carry and handle the Bible with care.

	2	Holy Bile	Physical handling of the Holy Bible	By the end of the strand the learner should be able to: Recognize the Bible as the word of God by identify the books of the Bible Recognize the importance of knowing the books of the Bible as it help in spiritual growth	Name the books of the Bible they know	Learners to name the books of the Bible the know Learners to sing song related to the books of Bible Learners to write the books of the Bible they know	Bible Picture Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23	Ask learners to write on the books of the Bible
	3	Holy Bible	Physical handling of the Holy Bible	By the end of the sub strand the learner should be able to: Identify the Bible as the word God by naming the first two gospel book Identify the values learned from the first two gospel books	Which books are found in gospel books?	Learners name the first two gospel books Learners write gospel books in theirs exercise Learners draw a chart containing the first two gospel books	Charts Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23	Observe learners as they draw the charts
8	1	Holy Bible	Physical handling of the Holy Bible	By the end of the sub strand the learners should be to: Identify other gospel book in the Bible Identify the values learned in the verse they memorize in the gospel books in the Bible Recognize the importance reading and memorizing the verses in the Bible	Which verse have you memorized in the gospel book?	Learners to identify other gospel books for example mark , Luke, John Learners read the verses in the gospel books and memorize Learners sing a song related to the verse they have memorize and all the gospel books	Bible Charts Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23	Observe learners as they sing and memorize the verses in the Bible
	2	Holy Bible	Physical handling of the Holy Bible	By the end of the sub strand the learner should be to: Recognize the importance of respecting and adore the Bible as the word of God Identify the important aspects acquired in reading the Bible	What values do we acquired by reading the Bible?	Learners states the importance of reading the Bible and memorizing the verses Learners handle the Bible with care and to adore it Learners sing the song on (read your Bible prays every day.........)	Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23	Observe learners as the read and memorize the verses
	3	Holy Bible	Bible story David and Goliath	By the end of the sub strand the learner should be able to: Narrate the story of David and Goliath and desire to depend on God on day to day life Recognize the importance of faith and believe in God to enhance religious values and spiritual growth	How did David kill Goliath?	Learners narrate in class the story of David and Goliath in class Learners read 1samuel 17:48-51 Learners interpret stories in the pictures Learners role play the story of David and Goliath in class	Pictures Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27	Observe the learners as they role play the story of David and Goliath Ask question on what they see in the pictures
9	1	Holy Bible	Bible story David and Goliath	By the end of the sub strand the learner should be able to: Recognize the reason why they learn the story of David and Goliath Identify who help David to kill Goliath Apply what they have acquired in the story of David and Goliath in the school home and in the church	Who gives us spiritual strength ?	Learners understands the reason why they are learning the story of David and Goliath Learners are able to identify who help David to defeat Goliath whom is God Learners are able to apply what they have learner in the story of David and Goliath in their day to day lives	Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27	Ask learners questions who help David defeat Goliath

	2	Holy Bible	Bible story David and Goliath	God to guide through their lives to enhance spiritual growth and self –efficiency by watching a clip on the story of David Goliath Narrate the story of David and Goliath to their parents at home		Learners narrate the story of David and Goliath to their parents at home as they demonstrate what they saw in the clip	learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27	story of David and Goliath
	3	Holy Bible	Bible story David and Goliath	By the end of the sub strand the learners should be able to: Recognize Goliath and David in the clip and be able to draw and color to enhance creativity and imagination Present the drawing to rest of the class to enhance communication and collaboration skills	What do we gain by having faith in God?	Learners draw in their exercise books images of David and Goliath from what they see on the video clip Learners present their drawing from what they have drawn to the rest of the class Sing a song related to the story of David and Goliath	Audio visual material Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27	Observe the learners as they draw and present their drawings to the rest of the class
10	1	Holy Bible	Bible story David and Goliath	By the end of the sub strand the learners should be able to: Understand what happened when people fight as God doesn’t like people who fight and should avoid fighting Recognize the importance of acquiring and applying the good values to enhance the sound moral development	Why do people fight?	Learners to understand that they should engage in fighting as someone might end up hurt like Goliath who died Learners to understand that instead of fighting friends they should report them to the teacher Learners learn that they should not fight others instead love them and forgive them as God want us to love our neighbors as we love ourselves	Bible Picture Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27	Asking learners oral questions why they should not fight their friends
	2	Holy Bible	Bible story Joseph and his coat of many colors	By the end of the sub strand the learners should be able to: Narrate the story of joseph and name the lesson they have learned from it recognize that their parents love them and should also know the importance of love	Who had a coat of many color?	Leaners read the story of Joseph in the bible Genesis 37:3-4 in class and narrate learners draw and color coat of many colors the same as Joseph Learners name the things that our parents does to us that sshows love us	Bible pictures Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 28-30	Observe learners as they read narrate and draw Ask oral questions on how parents love them

Holy Bible

Bible story Joseph and his coat of many colors

By the end of the sub strand the learners should be able:

Narrate the story of Joseph in class ,home and church Appreciate the importance of love

Why did Joseph’s brothers hated him

Learners to read Genesis 37:3-10 Learners to watch a video clip about Joseph and his brothers

Learners in pairs to say why joseph’s brothers hated him

Audio visual materials bible

Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 28-30

Published in Grade 1 Schemes of Work Term 1 2023

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Thursday, 26 January 2023 09:03

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

NAME
TSC NO.
SCHOOL

Week	Lesson	Strand	Sub strand	Specific learning outcome	Key inquiry question	Learning experiences	Learning resources	Assessment	Remarks
1	1	DRAWING	Line	By the end of the sub strand, the learner should be able to: Identify different types of lines in the environment to use in drawing;	How do we identify types of lines and their characteristics in the environment?	In groups learners are taken for environmental walks and or digital tours to identify types of lines on objects e.g. straight lines, wavy lines, zigzag lines, curved lines etc	Paper, charcoal sticks, crayons, computer.	Oral question, discussion, observation, portfolios.
	2	DRAWING	Line	By the end of the sub strand, the learner should be able to: create simple forms using a variety of lines through crayon and charcoal media;	How do we draw different types of lines? How do learners react when using charcoal and crayons when drawing?	Learners experiment with crayons and charcoal in drawing varied lines. Learners explore ICT drawing tools to draw varied lines. Learners use lines to draw human and animal forms.	Paper, charcoal sticks, crayons, computer.	Oral question, discussion, observation, portfolios
2	1	DRAWING	Line	By the end of the sub strand, the learner should be able to: create simple forms using a variety of lines through digital tools; appreciate use of lines in the environment	How do we draw different types of lines? How do learners react when using charcoal and crayons when drawing?	Learners experiment with crayons and charcoal in drawing varied lines. Learners explore ICT drawing tools to draw varied lines. Learners use lines to draw human and animal forms. Learners display and sign about their own and others’ work	Paper, charcoal sticks, crayons, computer.	Oral question, discussion, observation, portfolios.
	2	DRAWING	Shapes	By the end of the sub strand, the learner should be able to: identify different types of shapes in the environment to use in drawing; draw different shapes observed in the environment using crayon and or charcoal and or ICT tools;	How do you draw organic shapes and non-organic shapes?	In groups learners are taken for an environmental walk and or digital tour to identify different shapes Individually learner to draw different shapes (from the environment e.g. cups, books windows etc) using crayons and charcoal media	Papers, crayons, charcoal sticks, textured surfaces in the environment and computer.	Oral question, discussion, observation, portfolios
3	1	DRAWING	Shapes	By the end of the sub-strand, the learner should be able to: have fun drawing different shapes observed from the environment.	What shapes can you identify in the environment? How do you draw organic shapes and non-organic shapes?	Individually, the learner to experiment with ICT tools to draw shapes. Individually, the learner to display and sign about own and others’ wo	Papers, crayons, charcoal sticks, textured surfaces in the environment and computer.	Oral question, discussion, observation, portfolios
	2	DRAWING	Texture	By the end of the sub strand, the learner should be able to: Identify different types of textures to use in drawing	How do we identify texture? How do we categorise texture for this level?	Learners are taken for an environmental walk to experience texture through touch. Learners are guided to rub over surfaces e.g. tree barks, coins, wood floors, walls, furniture, books and other surfaces	Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images	Signed questions, discussion, observation, portfolios
4	1	DRAWING	Texture	By the end of the sub strand, the learner should be able to: to rub charcoal and crayon over paper placed on smooth and rough surfaces to create texture appreciate texture of objects in their environment.	How do we categorise texture for this level? How do we create texture using crayons and charcoal?	Individually, learners explore rubbing-over different textured surfaces and objects e.g. tree barks, coins, bricks, wood, floor etc. Learners display and sign about their own and others’ work (describing what they like about the textural effects made on the paper).	Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images	Signed questions, discussion, observation, portfolios
	2	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: Name materials that can be used to make improvised brushes	What materials can be used to make improvised brushes	Learners could be guided to identify and name materials used for making improvised brushes	Papers, pencils, powder paints, improvised brushes, digital images	Signed questions, discussion, observation, portfolios
5	1	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: make simple brushes from local materials	What materials can be used to make improvised brushes	Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc.	Papers, pencils, powder paints, improvised brushes, digital images	Signed questions, discussion, observation, portfolios
	2	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: make simple brushes from local materials	What materials can be used to make improvised brushes? How do you make improvised brushes	Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc.	Papers, pencils, powder paints, improvised brushes, digital images	Signed questions, discussion, observation, portfolios
6	1	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes	What materials can be used to make improvised brushes? How do you make improvised brushes	Make improvised brushes using the materials collected. Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
6	2	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes	What materials can be used to make improvised brushes? How do you make improvised brushes	Make improvised brushes using the materials collected. Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
7	1	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: have fun and enjoyment as they make improvised brushes and use them to paint simple forms.	What materials can be used to make improvised brushes? How do you make improvised brushes	Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles). Learners to display and sign their own and others’ work	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
7	2	PATTERN MAKING	Line patterns	By the end of the sub strand, the learner should be able to: Observe objects with line patterns in the environment and in digital tools to help in creation of patterns	Where do we find patterns in our environment?	In groups learners to be guided to observe types of line patterns in the environment and in digital tours	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
8	1	PATTERN MAKING	Line patterns	By the end of the sub-strand, the learner should be able to: create patterns in colour using lines and digital tools;	What patterns do you like?	Individually, the learner to create patterns using lines in colour and digital tools.	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
8	2	PATTERN MAKING	Line patterns	By the end of the sub-strand, the learner should be able to: enjoy creating linear patterns in colour and digital tools.	How do you Create patterns?	Individually display their patterns, and appreciate own and others’ patterns.	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
9	1	PATTERN MAKING	Dot patterns	By the end of the sub strand, the learner should be able to: Observe objects with dot patterns in the environment and in digital media to help in creation of patterns	Where can we find dot patterns around our school? How do you create dot patterns?	In groups learners to be guided to observe types of dot patterns in the environment and in digital media. Individually, the learner to create patterns using dots in colour or using digital tools.	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
9	2	PATTERN MAKING	Dot patterns	By the end of the sub-strand, the learner should be able to: create dot patterns in colour or using digital tools for self-expression; enjoy creating dot patterns.	Where can we find dot patterns around our school? How do you create dot patterns?	Individually display their patterns, and appreciate own and others’ patterns	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
10	1	PATTERN MAKING	Numeral patterns	By the end of the sub strand, the learner should be able to: observe numbers in the environment to motivate them in creating patterns	Are there patterns made using numerals around us?	In groups, learners be guided to identify numbers in the environment	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
10	2	PATTERN MAKING	Numeral patterns	By the end of the sub- strand, the learner should be able to: create patterns in colour.	Are there patterns made using numerals around us?	Individually, the learner to experiment with numbers to create patterns in colour. Individually, the learner to experiment with digital tools to create numeral patterns in colour.	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios

Published in Grade 1 Schemes of Work Term 1 2023

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Wednesday, 23 November 2022 12:12

IRE - Class 8 Schemes of Work Term 1 2023

I.R.E SCHEMES OF WORK FOR CLASS EIGHT TERM ONE 2023

Wk	LES	TOPIC/SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	TEACHING AIDS	REFERENCE	REMARK
1	1	QURAN Surah Al-inshirah.	By the end of the lesson pupils should be able to read and write the surah Al-i inshirah. in Arabic script.	Recitation. Explanation. Question and answer.	Quran Text book Chalkboard illustrations.	New beginning IRE book8 Page2 by Islam khiyer islam.
	2	QURAN Memorization of Al-inshirah	By the end of the lesson pupils should be able to memorize the surah Al-inshirah and use the surah in their daily prayers.	Recitation. Explanation. Memorization.	Quran Text book Chalkboard illustrations.	New beginning IRE book8 Page2 by Islam Khiyer Islam.
	3	QURAN Meaning of surah Al-inshirah	By the end of the lesson pupils should be able to translate surah Al-Inshrah.	Recitation. Translation. Explanation. Discussion.	Quran Text book Chalkboard illustrations.	New beginning IRE book8 Page3 & 6 by Islam Khiyer Islam.
2	1	Hadith/sunnah righteous.	By the end of the lesson pupils should be able discuss the teaching of hadith on righteousness e.g. “	Explanation. Discussion. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 by islam khiyer islam Page41-43.
	2	HADITH/SUNNAH Righteous.	By the end of the lesson pupils should be able to discuss the teaching of hadith on righteousness.	Explanation. Discussion. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 Page9 by islam khiyer islam.
	3	HADITH/SUNNAH Shukr.	By the end of the lesson pupils should be able to discuss the teaching of hadith on shanks e.g. “whoever is not thankful to people is not thankful to Allah (S.w).	Explanation. Discussion. Note taking. Question and answer.	Text book Chalkboard illustrations.	New beginning IRE book8 Page12-17 by islam khiyer islam.
3	1	HADITH/SUNNAH Corruption.	By the end of the lesson pupils should be able discuss the teaching of hadith on corruption and apply the teaching of hadith in their daily life e.g. “the cause of Allah befall on both the recipient of a bride”	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page11by islam khiyer islam.
	2	Devotional acts obligations towards the dead.	By the end of the lesson pupils should be able to explain the action that one should take when taking care of a person who is sick and almost dying.	Explanation. Discussion. Question and answer.	Text book Chalkboard illustrations.	New beginning IRE book8 Page18 by islam khiyer islam.
	3	DEVOTIONAL ACTS obligations towards the dead. (after passing away)	By the end of the lesson pupils should be able to state the ritual performed to a dead Muslim.	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page19 by islam khiyer islam.
4	1	DEVOTIONAL ACTS obligations towards the dead. (washing the dead) (ghusul)	By the end of the lesson pupils should be able to state the ritual performed to a dead Muslim.	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page21-22 by islam khiyer islam.
	2	DEVOTIONAL ACTS obligations towards the dead. (kafan)	By the end of the lesson pupils should be able to state the ritual performed to a dead Muslim (Kafan).	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page23 by islam khiyer islam.
	3	DEVOTIONAL ACTS obligations towards the dead.	By the end of the lesson pupils should be able to make a shroud for a dead male Muslim.	Explanation. Demostration. Question and answer. Note taking.	Chalkboard illustrations. Text book Piece of cloth or paper.	New beginning IRE book8 Page25 by islam khiyer islam.
5	1	DEVOTIONAL ACTS obligations towards the dead.	By the end of the lesson pupils should be able to make a shroud for a dead female Muslim.	Explanation. Demostration. Question and answer. Note taking.	Chalkboard illustrations. Text book Piece of cloth or paper.	New beginning IRE book8 Page27 by islam khiyer islam.
	2	DEVOTIONAL ACTS obligations towards the dead.	By the end of the lesson pupils should be able to state the difference between the male shroud and the female shroud.	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page29 by islam khiyer islam.
	3	DEVOTIONAL ACTS obligations towards the dead. (prayer of the dead)	By the end of the lesson pupils should be able to perform the janaazah prayer without any difficult.	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page29 by islam khiyer islam.
6	FORMATIVE ASSESSMENTS( written and oral tests on covered content)
7	HALF TERM
8	1	DEVOTIONAL ACTS obligations towards the dead.	By the end of the lesson pupils should be able to state steps at every point of swalatul janaazah.	Explanation. Demostration. Question and answer.	Text book Chalkboard illustrations.	New beginning IRE book8 Page31 by islam khiyer islam.
	2	DEVOTIONAL ACTS obligations towards the dead. (Dafan)	By the end of the lesson pupils should be able to explain how burial of muslim is conducted.	Explanation. Demostration. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 Page34-36 by islam khiyer islam.
	3	DEVOTIONAL ACTS obligations towards the dead.	By the end of the lesson pupils should be able to explain what takes place after burial.	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page37 by islam khiyer islam.
9	1	DEVOTIONAL ACTS Halaal and haraam.	By the end of the lesson pupils should be able to state halaal and haraam acts in islam	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page60-61 by islam khiyer islam.
	2	DEVOTIONAL ACTS Halaal and haraam.	By the end of the lesson pupils should be able to state halaal and haraam acts in islam	Explanation. Discussion. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 Page62-66 by islam khiyer islam.
	3	DEVOTIONAL ACTS Halaal and haraam.	By the end of the lesson pupils should be able to state halaal and haraam acts in islam	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page67-69 by islam khiyer islam.
10	1	DEVOTIONAL ACTS Halaal and haraam.	By the end of the lesson pupils should be able to state halaal and haraam acts in islam	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page69-73 by islam khiyer islam.
	2	DEVOTIONAL ACTS Justice.	By the end of the lesson pupils should be able to discuss acts of justice	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page71-78 by islam khiyer islam.
	3	PILLARS OF IMAN Ihsan.	By the end of the lesson pupils should be able to state the meaning of Ihsan	Explanation. Discussion. Question and answer. Note taking.	Text book Chalkboard illustrations.	New beginning IRE book8 Page79 by islam khiyer islam.
11	1	PILLARS OF IMAN Justice and ihsan.	By the end of the lesson pupils should be able to explain the teaching of the hadith on justice and Ihsan	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page74-79 by islam khiyer islam.
	2	PILLARS OF IMAN taqwa.	By the end of the lesson pupils should be able to appreciate to live in accordance to the teachings of the Holy Quran and Sunnah	Explanation. Discussion. Question and answer.	Text book Chalkboard illustrations.	New beginning IRE book8 Page 80 by islam khiyer islam.
	3	PILLARS OF IMAN taqwa.	By the end of the lesson pupils should be able to appreciate to live in accordance to the teachings of the Holy Quran and Sunnah	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page80- 85 by islam khiyer islam.
12	1	MORAL TEACHING. HIV/AIDS.	By the end of the lesson pupils should be able to discuss the care that is given to HIV/AIDS victims	Explanation. Discussion. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 Page93by islam khiyer islam.
	2	MORAL TEACHING. HIV/AIDS.	By the end of the lesson pupils should be able to discuss the care that is given to HIV/AIDS victims	Explanation. Discussion. Question and answer.	Text book Chalkboard illustrations.	New beginning IRE book8 Page94by islam khiyer islam.
	3	MORAL TEACHING. Dua on visiting the sick.	By the end of the lesson pupils should be able to give out dua when visiting the sick	Explanation. Discussion. Question and answer. Note taking.	Chalkboard illustrations. Text book	New beginning IRE book8 Page92by islam khiyer islam.
13	1	MORAL TEACHING. Ritual cleanliness.	By the end of the lesson pupils should be able to recite hadith on personal hygiene e.g. Ritual purity is an element of faith	Explanation. Discussion. Question and answer.	Chalkboard illustrations. Text book	New beginning IRE book8 Page95by islam khiyer islam.
	2	MORAL TEACHING. Tolerance.	By the end of the lesson pupils should be able to explain situations where tolerance is applicable	Explanation. Discussion. Note taking	Chalkboard illustrations. Text book	New beginning IRE book8 Page95-96 by islam khiyer islam.
	3	FESTIVAL AND CEREMONIES month of muharram.	By the end of the lesson pupils should be able to explain the historical events in the month of muharram	Explanation. Discussion. Question and answer.	Text book Chalkboard illustrations.	New beginning IRE book8 Page102 by islam khiyer islam.
14	End - term one exams Marking , Compling, and Recording exam results

Published in Class 8 Schemes of Work Term 1 2023

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Wednesday, 23 November 2022 12:11

CRE (Moron) - Class 8 Schemes of Work Term 1 2023

CRE Standard Eight Schemes of Work: Term One 2023

	LES	TOPIC	SUBTOPICS	OBJECTIVES	T/L ACTIVITIES	T/L RESOURCES	REFERENCES			REMARKS
1		Revision of work covered in previous class in preparation for class eight work
2	1	God’s help and self help	The body is the temple of God	By the end of the lesson, the learner should be able to: Describe how the body is the temple of the Holy Spirit	Scripture reading Discussions Explanations Demonstrations Note taking	The Good News Bible: Romans 12:13, 1 Corinthians 6:13,1920 Charts Chalkboard	Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 (moran)pg11 1
	2	God’s help and self help	Drugs and how they are abused	By the end of the lesson, the learner should be able to: Describe how each drug is misused Describe how alcohol is misused	Scripture reading Discussions Explanations Question and answer Observations Note taking	The Good News Bible: Ephesians 5:18 Pictures Resource person Chalkboard	Ppls Bk 8 pg. 3
	3	God’s help and self help	Effects of drugs on the human body	By the end of the lesson, the learner should be able to: Give the effects of drugs on the human body	Scripture reading Discussions Explanations Note taking Demonstrations	The Good News Bible: Ephesians 5:18 Resource person Chalkboard	Ppls Bk 8 pg.5
3	1	God’s help and self help	Sexual misuse	By the end of the lesson, the learner should be able to: State types of sexual misuse and their effects	Scripture reading Discussions Explanations Question and answer sessions Note taking	The Good News Bible: Romans 1:2427, 1 Corinthians 6:911, Galatians 5:19 Newspaper cuttings Chalkboard	Wanaswa R. &Adeli S. PrimaryCRE (moran) Ppls Bk 8 pg. 7
	2	God’s help and self help	Effects of sexual misuse	By the end of the lesson, the learner should be able to: State the types of sexual misuse and their effects	Scripture reading Discussions Explanations Question and answer	The Good News Bible: Deuteronomy: 28:2022 Chalkboard	Ppls Bk 8 pg. 11
	3	God’s help and self help	Misuse of Natural resources	By the end of the lesson, the learner should be able to: Explain the effects of misuse of natural resources by human kind	Scripture reading Discussions Explanations Question and answer Nature walks	The Good News Bible Science magazines Relevant newspaper cuttings Chalkboard	Ppls Bk 8 pg. 14
4	1	God’s help and self help	View of the traditional African society on use and misuse of God’s creation	By the end of the lesson, the learner should be able to: Describe traditional African communities’ view on use and misuse of God’s creation	Scripture reading Discussions Explanations Question and answer Story telling Note taking	The Good News Bible Resource person Chalkboard	Wanaswa R. &Adeli S. PrimaryCRE (moran) Ppls Bk 8 pg. 17
	2	God’s help and self help	Christian teaching on use and misuse of God’s creation	By the end of the lesson, the learner should be able to: Explain the Christian teaching on use and misuse of God’s creation	Scripture reading Discussions Explanations Group work Note taking	The Good News Bible: Genesis 1:1112, 2629, Psalms 8:68 Real objects: polythene bags etc. Chalkboard	Ppls Bk 8 pg. 19
	3	God’s help and self help	Response to misuse of God’s creation	By the end of the lesson, the learner should be able to: Explain the effects of misuse of environment by humankind	Scripture reading Explanations Discussions Note taking	: Psalms 104:1617 Real objects e.g. seedlings hoes, brooms etc. Chalkboard	Ppls Bk 8 pg. 21
5	1	Christianity and traditional African heritage	African stories of creation	By the end of the lesson, the learner should be able to: Narrate stories of creation in the traditional African communities	Scripture reading Discussions Explanations Story telling Question and answer	The Good News Bible: Genesis 1:413,27 Resource person Chalkboard	Ppls Bk 8 pg. 24
	2	Christianity and traditional African heritage	Relationship between the unborn, the living, the living dead and the ancestors	By the end of the lesson, the learner should be able to: State how the unborn, the living, the living dead and the ancestors are related	Scripture reading Discussions Explanations Question and answer Dramatization Note taking	The Good News Bible: Matthew 1:117, Genesis 13:1418, 50:2425 Resource person Chalkboard	Ppls Bk 8 pg. 26
	3	Christianity and traditional African heritage	Differences between continuity of life in traditional African religion and Christianity	By the end of the lesson, the learner should be able to: Differentiate between traditional African understanding of continuity of life and the Christian understanding	Scripture reading Discussions Explanations Note taking Question and answer Field research	The Good News Bible: Thessalonians 4:417, 1 Corinthians 15 Resource person Charts Flash cards Chalkboard	Ppls Bk 8 pg. 27
6	1	Christianity and traditional African heritage	Respect for the life of the born and unborn	By the end of the lesson, the learner should be able to: Explain why we should respect the life of both the born and the unborn	Scripture reading Explanations Discussions Note taking Question and answer	The Good News Bible: Psalms 139:1316 Resource person Chalkboard	Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 30
	2	Assessment	Continuous assessment tests	By the end of the lesson, the learner should be able to: Demonstrate knowledge of content taught in previous weeks Answer revision questions correctly	Writing	The Good News Bible Writing materials	Ppls Bk 8 pg. 127
	3	Christianity and traditional African heritage	Concepts of God in the traditional African society and Christianity	By the end of the lesson, the learner should be able to: Mention some concepts of God in traditional African religion and Christianity	Scripture reading Discussions Explanations Note taking Question and answer	The Good News Bible: John 1:3, 6:35, 8:12, 4:6, 15:5, Matthew 6:9 Resource person Chalkboard	Ppls Bk 8 pg. 32
7		HALF TERM
WEEK 6	1	Christianity and traditional African heritage	Response to God in the traditional African society	By the end of the lesson, the learner should be able to: State the ways in which the African people responded to the creator	Scripture reading Explanations Narrations Project work Presentations Question and answer	The Good News Bible: Isaiah 1:1820, 9:67, Jeremiah 31:2831 Real objects Chalkboard	Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 34
WEEK 6	2	Christianity and traditional African heritage	Ways of reconciling with God in the traditional African society	By the end of the lesson, the learner should be able to: Explain how reconciliation with God was done in the traditional African society	Scripture reading Discussions Note taking Dramatizations Question and answer	The Good News Bible Resource person Real objects Chalkboard		Ppls Bk 8 pg.36
8	3	Christianity and traditional African heritage	Similarities between Christianity and traditional African beliefs and customs	By the end of the lesson, the learner should be able to: Describe the similarities and differences between Christianity and traditional African beliefs and customs	Scripture reading Discussions Explanations Note taking Question and answer Group activities	The Good News Bible: Hebrews 1:1, Matthew 5:17, Exodus 34:1028 Charts Flash cards Chalkboard		Ppls Bk 8 pg. 38
9	1	Christianity and traditional African heritage	Differences between Christianity and traditional beliefs and customs	By the end of the lesson, the learner should be able to: Describe the differences between Christianity and traditional African beliefs	Scripture reading Discussions Explanations Note taking Singing Question and answer	The Good News Bible: Exodus 20:35, Hebrews 10:810 Resource person Chalkboard			Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 40
	2	Jesus Christ’s victory over pain and suffering	Causes of suffering	By the end of the lesson, the learner should be able to: List causes of suffering Strive to prevent suffering	Scripture reading Discussions Explanations Note taking Question and answer	The Good News Bible: John 9:15, Luke 5:1726 Relevant newspaper cuttings Chalkboard			Ppls Bk 8 pg. 46
	3	Jesus Christ’s victory over pain and suffering	Types of suffering – physical suffering	By the end of the lesson, the learner should be able to: Mention types of suffering Explain various kinds of physical suffering	Scripture reading Narrations Explanations Discussions Brainstorming	The Good News Bible: John 19:13, Mark 5:110, Luke 16:1921, Job 2:110 Relevant Pictures			Ppls Bk 8 pg.48
10	1	Jesus Christ’s victory over pain and suffering	Mental and emotional suffering	By the end of the lesson, the learner should be able to: Identify various kinds of emotional suffering State various kinds of mental suffering	Scripture reading Explanations Discussions Note taking	The Good News Bible Pictures Charts Chalkboard			Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 49
	2	Jesus Christ’s victory over pain and suffering	Jesus Christ triumphs over pain and suffering	By the end of the lesson, the learner should be able to: Explain the reasons for Jesus’ suffering	Scripture reading Discussions Explanations Dramatizations	The Good News Bible: 1 Peter 2:621, Isaiah 53:35, 1012, John 19:2930, 20:110, Luke 23:2649,24:112 Charts Chalkboard			Ppls Bk 8 pg. 50
	3	Jesus Christ’s victory over pain and suffering	Purpose of suffering	By the end of the lesson, the learner should be able to: List some of the purposes of suffering	Scripture reading Discussions Explanations Note taking Narrations	The Good News Bible: 1 Peter 3:1822; 4:1219 Pictures Charts Chalkboard			Ppls Bk 8 pg. 51
11	1	Jesus Christ’s victory over pain and suffering	Martyrdom	By the end of the lesson, the learner should be able to: Describe how Christians can triumph over pain through the help of the Holy Spirit	Scripture reading Discussions Explanations Dramatizations Note taking	The Good News Bible: Acts 12:15, 7:5460 Pictures Charts Portraits Chalkboard			Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 52
11	2	Jesus Christ’s victory over pain and suffering	Christian suffering today	By the end of the lesson, the learner should be able to: Mention the kinds of suffering that Christians undergo today	Scripture reading Discussions Explanations Singing Prayers	The Good News Bible: 2 Corinthians 1:5 Charts Audio visual materials Chalkboard			Ppls Bk 8 pg. 53
	3	‘’	Christian suffering today	By the end of the lesson, the learner should be able to: Mention the kinds of suffering that Christians undergo today	Scripture reading Discussions Explanations Singing Prayers	The Good News Bible: 2 Corinthians 1:5 Charts Audio visual materials Chalkboard			Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 54
12		God’s help and self help	Revision	By the end of the lesson, the learner should be able to review content covered on God’s help	Scripture reading Discussions Question and answer	Lessons notes Chalkboard Bible			Ppls Bk 8 pg.122.
13		Revision		By the end of the lesson, the learner should be able to: Demonstrate knowledge of content taught in previous weeks	Asking and answering oral questions Discussions Explanations	Lessons notes Chalkboard Bible			Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg.155
14	END TERM EXAMS MARKING AND COMPILING RESULTS

Published in Class 8 Schemes of Work Term 1 2023

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Wednesday, 23 November 2022 12:10

Social Studies (Oxford) - Class 8 Schemes of Work Term 1 2023

SOCIAL STUDIES SCHEMES OF WORK FOR STD. 8 TERM ONE 2023

WK	LES	TOPIC	SUB-TOPIC	OBJECTIVES	LEARNING ACTIVITIES	T/L AIDS	REFERENCE	REMARKS
1	-	Revision	-	By the end of the lesson the learner should be able to review content covered in previous class in preparation for std. eight work.	Asking nd ansering oral questions	Past exam paper Trs own collections	Marking schemes for past exams
2	1	PHYSICAL ENVIRON-MENT	Map Reading and interpretation	By the end of the lesson the learner should be able to: Identify and use symbols to read and interpret a map.	Reading a map and symbols	Atlas maps in the pupils book	Our lives today social studies bk 8pg 1
	2	,,	Map Reading and interpretation	By the end of the lesson the learner should be able to: Describe direction of places using compass points	Measuring using string and pair of dividers	A map of Kenya in the pupils’ book.	Our lives today social studies bk 8 pg 2
	3	,,	Map Reading and interpretation	By the end of the lesson the learner should be able to: Measure distance on maps accurately	Calculating area of irregular shapes.	Wall map	Our lives today social studies bk 8 pg 3
	4	,,	Map Reading and interpretation	By the end of the lesson the learner should be able to: Calculate area on maps using squres	Calculating area of irregular shapes	Wall map	Our lives today social studies bk 8 pg 4
	5	,,	Physical features	By the end of the lesson the learner should be able to: Explain affects of Physical features on human activities	Explaining the effects of physical features on human activities	A map showing physical features e.g. mountains, forests	Our lives today social studies bk 8 pg 13.
3	1	PHYSICAL FEATURES	Effects of physical features on human activities	By the end of the lesson the learner should be able to Appreciate the effect of physical features on human activities	Observing the physical features and effects on human activities	A map of Kenya showing physical features	Our lives today social studies bk 8 pg 16
	2	CLIMATE	Traditional methods of observing weathers	By the end of the lesson the learner should be able to: Describe the traditional methods of observing weather	Discussing traditional weather observation methods	A chart showing trading weather observation methods	Our lives today social studies bk 8 pg 18
	3	,,	Observation measurement and recording elements of weather -Temperature	By the end of the lesson the learner should be able to: Observe measure and record weather elements	Observing Measuring and recording elements of weather	Picture in ppls text book	Our lives today social studies bks pgs 20
	4	,,	-rainfall -Wind -Humidity	By the end of the lesson the learner should be able to: Observe measure and record weather elements	Measuring and recording elements of weather	Picture in ppls text book	Our lives today social studies bks pgs 20
	5	,,	Atmospheric pressure	By the end of the lesson the learner should be able to: Observe measure and record weather elements	Observing measuring recording elements of weather	Picture of weather station at Dagorretti.	Our lives today social studies bk 8 pg 22-23
4	1	CLIMATE	Factors that influence climate change	By the end of the lesson the learner should be able to State factors that influence climate change	Stating the factors that affect climate change. Describing those factors that influence climate.	Picture of Bruption of eyjafj allajoku II Iceland	Our lines Today social studies bk 8 pg 27
	2	,,	Impact of climate change on human activities	By the end of the lesson the learner should be able to: Explain the impact of climate change on human activities.	Discussion how climate change affects human activities	Pictures in pupils book pg 28	Our lives today social studies bk 8 pg 29
	3	SOIL	Causes of soil erosion	By the end of the lesson the learner should be able to: State the causes of soil erosion in Kenya ;	Naming the causes of soil erosion in Kenya.	A picture showing overstocked animals	Our lives today social bk 8- pg 32
	4	SOIL	Effects of soil erosion on human activities	By the end of the lesson the learner should be able to: State the effects of soil erosion on human activities in Kenya	stating the effects of soil erosion on human activities in Kenya	A chart showing effect of soil erosion	Our lives Today social studies bk 8 pg 33
	5	,,	Soil conservation	By the end of the lesson the learner should be able to: Describe soil conservation measures in Kenya	Naming soil conservation measures in Kenya. Listing the soil conservation measure	Picture of soil conservation measure on pg 34.	Our lives Today social studies bk 8 pg 34
5	1	PEOPLE AND POPULATI-ON	Theories of human origin -Mythical -Creation -Evolution	By the end of the lesson the learner should be able to State the theories of human origin	Discussion Note taking	Illustration on the chalk board	Our lives today social studfish bk 8 pg 40
	2	,,	Stages of human evolution from the stone age period -Homo habilis -Homo sapiens	By the end of the lesson the learner should be able to: Identify the stage through which human evolved during the stone age period.	Naming the various stages of evolution Listing the stage of human evolution during stone Age period	Picture of different stage on pg 42 A picture on the pupils book pg 42	Our lives today social studies bk 8 pg 41 Our lives today social studies bk 8 pg 42.
	3	PEOPLE AND POPULATI-ON	Pre-historic sites in eastern Africa and their location	By the end of the lesson the learner should be able to: State the stages of human evolution during stone age period	Name the historic sites and locate them on a map of Eastern Africa	A map of Eastern Africa showing pre-historic sites	Our lives today social studies bk 8 pg 44
	4	,,	,,	By the end of the lesson the learner should be able to: Name and locate the pre-historic sites’ in Eastern Africa	,,	,,	Our lives today social studies bk 8 pg 45
	5	,,	Types of migration	By the end of the lesson the learner should be able to: Describe the different types of migration	Naming the reasons for different types of migration	A picture on the pupil’s book pg 47.	Our lives today social studies bk 8 pg 47
6	1	PEOPLE AND POPULATI-ON	Reasons for migration	By the end of the lesson the learner should be able to: State reasons for the different types of migration	Listing effects of the migration	picture on the pupils book pg 47.	Our lives today social studies bk 8 pg 47
	2	,,	Effects of migrations	By the end of the lesson the learner should be able to: Stating effects of migration	Listing the effects of migration.	,,	Our lives today social studies bk 8 pg54
	3	,,	Population Growth	By the end of the lesson the learner should be able to: Explain factors that lead to slow population growth.	listing factors that lead to slow population growth.	“	Our lives today social studies bk 8 pg 56
	4	,,	Problem that result from rapid population growth	By the end of the lesson the learner should be able to: State problems that results from rapid population growth.	Explaining how the factors lead to rapid population.	“	Our lives today social studies bk 8 pg 57
	5	,,	Effects of HIV and AIDS on population growth.	By the end of the lesson the learner should be able to: State the effects of HIV/AIDS on population growth Ways of managing population growth.	listing the effects of HIV and AIDS on population growth. Explain way of managing population growth.	A picture showing media research on pg 59.	Our lives today social studies bk 8 pg 57. ,,
7	HALF TERM
8	1	PEOPLE AND POPULATION	The population structure of Kenya.	By the end of the lesson the learner should be able to Describe the population structure of Kenya.	Discussing the structure of population of Kenya.	A structure of Kenyan population in pupils bk pg 67	Our lives today social studies bk 8 pg 67.
	2	,,	Compassion of the population structure of Kenya to those of Germany and India	By the end of the lesson the learner should be able to: compare the population structure of Kenya to those of India and Germany	Comparing the structure of population Kenya to those of Germany and India	A structure of Germany and India population in pupils bk 8 pg 68	Our lives today social studies bk 8 pg 68.
	3	SOCIAL RELATION AND CULTURAL ACTIVITIES	Marriage systems	By the end of the lesson the learner should be able to: Identify different marriage systems. Appreciate the marriage systems.	stating different marriage systems.	A picture of customary marriage on pupils bk 71.	Our lives today social studies bk 8 pg 71
	4	,,	Rights and responsibilities of spouses in a marriage	By the end of the lesson the learner should be able to: State rights and responsibilities of spouses in a marriage.	Listing the ways of success and Inheritance of family.	Pictures of children take good care.	Our lives today social studies bk 8pg 75.
	5	,,	,,	By the end of the lesson the learner should be able to: Succession and Inheritance of family wealth.	,,	,,	Our lives today social studies bk 8pg 75.
9	1	SOCIAL RELATION AND CULTURAL ACTIVITIES	Role of the school management committee	By the end of the lesson the learner should be able to: State the role of the school management committee.	Listing the role of the school management committee.	A picture in the pupils bk 8 pg 76.	Our lives today social studies bk 8pg 75.
	2	,,	-State the role of pupils in school management.	By the end of the lesson the learner should be able to: State the role of pupils in school management	Stating the role of pupils in school management	A picture showing pupils taking care of the school compound.	Our lives today social studies bk 8pg 76
	3	RESOURCES AND ECONOMIC ACTIVITIES	Agriculture Settler farming	By the end of the lesson the learner should be able to Describe the European settler farming in Kenya	Discussion Asking and answering oral questions Note taking	Wall map of kenya	Our lives today social studies bk 8 76
	4	,,	Settler farming	By the end of the lesson the learner should be able to: Explain the effects of European settler farming in Kenya	Explaining the effects of Europeans settler farming in Kenya	A map of Kenya showing European settler farming in Kenya.	Our lives today social studies bk 8pg 78.
	5	‘’	European settler farming in Kenya	By the end of the lesson the learner should be able to: Identify the settlement scheme in Kenya	Stating the reasons for established of settlement schemes in Kenya	A picture of ranch at the pupils’ book.	Our lives today social studies bk 8pg 75.
10	1	RESOURCES AND ECONOMIC ACTIVITIES	Effects of European settler farming in Kenya	By the end of the lesson the learner should be able to: State the benefits of settlement scheme to Kenya.	Stating the benefits of settlement schemes to Kenya.	A picture showing tea plantation.	Our lives today social studies bk 8pg
	2	,,	,,	By the end of the lesson the learner should be able to: State the problems facing settlement schemes in Kenya	,,	,,	Our lives today social studies bk 8pg
	3	,,	Irrigation farming	By the end of the lesson the learner should be able to: Name the crops grown in the irrigation schemes in Kenya	Discussion,Asking and answering oral questions Note taking	A map of Kenya showing the irrigation schemes in Kenya	Our lives today social studies bk 8pg
	4	,,	Irrigation farming	By the end of the lesson the learner should be able to: Describe the methods of irrigation used in irrigation farming.	Stating the contributions of irrigation farming in Kenya.	,,	Our lives today social studies bk 8pg
	5	,,	Irrigation farming	By the end of the lesson the learner should be able to: State the contribution of the irrigation farming in Kenya.	,,	‘’	Our lives today social studies bk 8pg
11	1	RESOURCES AND ECONOMIC ACTIVITIES	Benefits of settlement scheme in Kenya	By the end of the lesson the learner should be able to State the benefits of settlement scheme	Stating the benefits of settlement schemes.	A picture of people packing rice in mwea.	Our lives today social studies bk 8pg
	2	,,	Problems facing settlement schemes in Kenya	By the end of the lesson the learner should be able to: State the problems facing settlement scheme in Kenya.	Stating the problems facing settlement schemes in Kenya	,,	Our lives today social studies bk 8pg
	3	,,	Crops grown in the selected irrigation scheme	By the end of the lesson the learner should be able to: Name the crops grown in the irrigation scheme in Kenya.	Naming the crops grown in the irrigation schemes in Kenya.	A map of Kenya showing irrigation schemes in Kenya .	Our lives today social studies bk 8pg
	4	,,	‘’	By the end of the lesson the learner should be able to: Describe the methods of irrigation used in irrigation farming.	Explaining methods of irrigation used in irrigation farming.	A picture of Mwea Tebere irrigation scheme.	Our lives today social studies bk 8pg
	5	‘’	Methods of irrigation in the selected schemes	By the end of the lesson the learner should be able to: Describe the methods of irrigation used in irrigation farming.	Explaining methods of irrigation use in irrigation farming.	A picture in the pupils book on pg 89	Our lives today social studies bk 8pg 89
12	1	RESOURCES AND ECONOMIC ACTIVITIES	Contribution of irrigation scheme to the economy of Kenya	By the end of the lesson the learner should be able to: Contribution of irrigation scheme to the economy of Kenya.	Stating the contributions of irrigation schemes to the economy of Kenya	A picture on the pupils book on pg 90	Our lives today social studies bk 8pg 90
	2	,,	Problems facing irrigation farming in Kenya	By the end of the lesson the learner should be able to: Explain problems facing irrigation farming in Kenya.	Explaining problems facing irrigation farming in Kenya.	A chart showing plants attacked by diseases	Our lives today social studies bk 8pg 91
	3	,,	,,	By the end of the lesson the learner should be able to: Explain problems facing irrigation farming in Kenya.	Explaining problems facing irrigation farming in Kenya.	A chart showing plants attacked by diseases	Our lives today social studies bk 8pg 91
	4	‘’	Meaning of horticultural farming	By the end of the lesson the learner should be able to Explain the meaning of the term horticultural	Explaining the meaning of the term horticultural	A picture of flowers in a green house on pg 92.	Our lives today social studies bk 8pg
	5	,,	Crops grown in horticultural farming to the economy of Kenya	By the end of the lesson the learner should be able to: Identify the crops grown in horticultural farming	Discussing the crops grown in horticultural farming.	A picture of processing of pineapples on pg 93	Our lives today social studies bk 8pg 93
13	Revision of covered content in the term
14	End term exams, Marking , Compiling and recording exam results

Published in Class 8 Schemes of Work Term 1 2023

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Wednesday, 23 November 2022 12:10

Science (Understanding Science) - Class 8 Schemes of Work Term 1 2023

SCIENCE SCHEMES OF WORK FOR STD 8 TERM ONE 2023

WK	LES	TOPIC	SUB TOPIC	OBJECTIVES	LEARNING ACTIVITIES		T /L AIDS		REFERENCE	RMKS
1		REVISION	General	By the end of the lesson the learner should be able to give correct answers to revisions questions in preparation for std. eight work	Asking and answering oral/written questions		Past exam papers. Chalk board		Revision materials Content covered in previous class
2	1	HUMAN BODY	Reproduction in human beings Fertilization in human beings	By the end of the lesson the learner should be able to Explain fertilization in human beings	Explanation Discussion Oral questions		Drawings in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 1 Nairobi: Longhorn Pub.
	2	HUMAN BODY	Foetal development	By the end of the lesson the learner should be able to Describe the development of foetus in human beings	Explanation Discussion Demonstration Drawing		Paper bag Water doll String		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 3. Nairobi: Longhorn Pub.
	3	HUMAN BODY	Functions of the placenta, umbilical cord and amniotic fluid	By the end of the lesson the learner should be able to identify and list functions of placenta, umbilical cord and amniotic fluid	Explanation Discussion Group work Drawing		Diagram in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 5 Nairobi: Longhorn Pub.
	4	HUMAN BODY	Process of birth	By the end of the lesson the learner should be able to Describe the process of birth in human beings	Explanation Discussion Note Taking		Balloon Doll Pictures and illustrations on chalkboard		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 6, Nairobi: Longhorn Pub.
	5	HUMAN BODY	REVISION	By the end of the lesson the learner should be able to answer given written questions correctly to reinforce covered content	Explanation Discussion Oral questions		chalkboard		Ppls book pg. 16
3	1	HUMAN BODY	Excretory organs	By the end of the lesson the learner should be able to identify the main excretory organs	Explanation Discussion Note Taking		Diagram in ppls textbook		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 9. Nairobi: Longhorn Pub.
	2	HUMAN BODY	Excretory organs skin	By the end of the lesson the learner should be able to, identify the main functions of the skin and its waste products	Explanation Discussion drawing Note making		Drawings in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 10. Nairobi: Longhorn Pub.
	3	HUMAN BODY	Lungs	By the end of the lesson the learner should be able to identify and list functions of lungs and its waste products	Explanation Discussion		Diagram in ppls textbook		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 13. Nairobi: Longhorn Pub.
	4	HUMAN BODY	kidneys	By the end of the lesson the learner should be able to identify the functions of the kidney and its waste products	Discussion Explanation Discussion		Diagram in ppls textbook		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 14 Nairobi: Longhorn Pub.
	5	HUMAN BODY	REVISION	By the end of the lesson the learner should be able to write correct answers to given fill in – theblank test.	Answering written questions		Revision exercise in ppls text bk		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 16 Nairobi: Longhorn Pub.
4	1	HEALTH EDUCATION	Sexual transmitted infections STIs Ø syphilis	By the end of the lesson the learner should be able to explain the meaning of STIs give examples of STI’s Describe cause, signs, symptoms and prevention of syphilis	Explanation Discussion Asking and answering questions		Diagrams in pupils text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 18 Nairobi: Longhorn Pub.
	2	HEALTH EDUCATION	Gonorrhea Cause/prevention	By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of gonorrhea	Discussion Discussion note making		Diagrams in pupils text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 20 Nairobi: Longhorn Pub.
	3	HEALTH EDUCATION	Chancroid	By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of chancroid.	Explanation Discussion Group work		Diagrams in pupils text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 21 Nairobi: Longhorn Pub.
	4	HEALTH EDUCATION	HIV/AIDS	By the end of the lesson the learner should be able to identify control measures of HIV/AIDS	Explanation Asking and answering questions		Pictures in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 23 Nairobi: Longhorn Pub.
	5	HEALTH EDUCATION	REVISION	By the end of the lesson the learner should be able to recall content covered in the week.	Writing		Revision exercise in ppls text bk		Ppls bk pg. 30
5	1	PLANTS	Adaptation of plants Dry areas	By the end of the lesson the learner should be able to explain how plants are adapted to their environment(dry areas)	Explanation Discussion		Drawings in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 32 Nairobi: Longhorn Pub.
	2	PLANTS	Adaptation of plants Wet areas	By the end of the lesson the learner should be able to explain how plants are adapted to their environment(wet areas)	Explanation Discussion Group work		Local environment		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 36 Nairobi: Longhorn Pub.
	3	PLANTS	Crop diseases	By the end of the lesson the learner should be able to pupil identify and list signs of unhealthy crops.	Explanation Discussion Oral questions		Crops in the school compound		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 39 Nairobi: Longhorn Pub.
	4	PLANTS	Crop diseases	By the end of the lesson the learner should be able to further identify and list signs of unhealthy crops.	Explanation Discussion		Local environment		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 40 Nairobi: Longhorn Pub.
	5	PLANTS	Effects of crop diseases	By the end of the lesson the learner should be able to state effects of crop diseases	Discussion Explanation		Local environment		Ppls bk. pg. 42
6		FORMATIVE ASSESSMENT	GENERAL	BY the end of the lesson the learner should be able to give correct answers to given test items to reinforce retention of content.	Asking and answering questions. Tests and quizzes		Exercises mid term exams		Revision materials Covered content
7	HALF TERM
8	1	ANIMALS	Adaptation in animals feeding habits – herbivores.	By the end of the lesson the learner should be able to explain how herbivores are adapted to their environment	Explanation Discussion		Drawings		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 45 Nairobi: Longhorn Pub.
	2	ANIMALS	Carnivores	By the end of the lesson the learner should be able to explain how carnivores are adapt to their environment	Explanation Discussion		Diagram in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 48 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptations in animalsfeeding habitsomnivores.	By the end of the lesson the learner should be able to list signs of crop diseases	Explanation Discussion Oral questions		Digram in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 50 Nairobi: Longhorn Pub.
	4	ANIMALS	Illhealth in livestock	By the end of the lesson the learner should be able to identify and list signs of illhealth in livestock	Explanation Discussion Oral questions		Animals from the locality		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 59 Nairobi: Longhorn Pub.
	5	ANIMALS	Adaptation of beaksgrain eaters	By the end of the lesson the learner should be able to explain the adaptation of grain eaters to their environment.	Explanation Discussion		Models Pictures in pupils text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 52 Nairobi: Longhorn Pub.
9	1	ANIMALS	Adaptation of beaksfilter feeders.	By the end of the lesson the learner should be able to pupil be able to explain the adaptation of filter feeders to their environment		Explanation Discussion		Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 53 Nairobi: Longhorn Pub.
	2	ANIMALS	Adaptationsflesh eaters	By the end of the lesson the learner should be able to able to explain the adaptation of flesh eaters		Explanation Discussion		Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 53 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptation of beaks nectar feeders	By the end of the lesson the learner should be able to identify and list adaptations to the feeding habits of nectar feeders		Explanation Discussion Oral questions		Crops in the school compound	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 54 Nairobi: Longhorn Pub.
	4	ANIMALS	Adaptation of beaks nectar feeders	By the end of the lesson the learner should be able to identify and list adaptations to the feeding habits of nectar feeders		Explanation Discussion Oral questions		Crops in the school compound	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 54 Nairobi: Longhorn Pub.
	5	ANIMALS	REVISION	By the end of the lesson the learner should be able toPupil be able to answer questions correctly		Explanation Discussion Oral questions		Revision exercise in ppls text bk	Ppls bk 8 pg. 55
10	1	ANIMALS	Adaptation to movementflying	By the end of the lesson the learner should be able to able to explain how animals are adapted to their environment by flying		Explanation Discussion Group work		Charts Pictures in pupils text bk	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 55 Nairobi: Longhorn Pub.
	2	ANIMALS	Adaptations to movement by swimming	By the end of the lesson the learner should be able to explain the adaptations of animals that swim.		Explanation Discussion Group work		Charts Drawings	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 57 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptation to movementhoping and leaping	By the end of the lesson the learner should be able to explain how animals are adapted to their movement by hopping and leaping		Explanation Discussion Group work		Explanation	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 58 Nairobi: Longhorn Pub.
	4	ANIMALS	Effects/signs of illhealth to livestock.	By the end of the lesson the learner should be able to state and list effects of illhealth to livestock		Explanation Discussion Writing		Picture cut outs	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 59 Nairobi: Longhorn Pub.
	5	ANIMALS	Effects/signs of illhealth to livestock.	By the end of the lesson the learner should be able to state and list effects of illhealth to livestock		Explanation Discussion Writing		Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 61 Nairobi: Longhorn Pub.
11	1	WATER	Soft and hard water	By the end of the lesson the learner should be able to state the difference between hard and soft water		Explanation Discussion Oral questions		Salty water Rainy water Soap and basin	Karaka J. et al (2005) Understanding science ppls bk. 8 pg Nairobi: Longhorn Pub.64
	2	WATER	Softening hard water	By the end of the lesson the learner should be able to investigate softening of hard water by boiling		Experimentation Oral questions		Jiko Sufuria Salty water	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 65 Nairobi: Longhorn Pub.
	3	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to pupil be able to investigate the disadvantages of hard water		Explanation Discussion Group work		Water Buckets , basins, salt	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 66 Nairobi: Longhorn Pub.
	4	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to investigate the disadvantages of hard water		Explanation Discussion Group work Experiment		Water Buckets , basins, salt	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 67 Nairobi: Longhorn Pub.
	4	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to investigate the disadvantages of hard water		Explanation Discussion Group work Experiment		Water Buckets , basins, salt	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 68 Nairobi: Longhorn Pub.
	5	WATER	REVISION	By the end of the lesson the learner should be able to answer questions correctly to reinforce covered content		Writing		Revision exercise in ppls text bk	Ppls bk 8 pg. 70
12	1	ENVIRONMENT	Effects of pollution on environment; plants, small animals e.g. bacteria	By the end of the lesson the learner should be able to identify and list effects of soil pollution on plants		Explanation Discussion Oral questions		Local invironment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 73 Nairobi: Longhorn Pub.
	2	ENVIRONMENT	Effects of pollution on environmenton animals	By the end of the lesson the learner should be able to describe effects of soil pollution on animals		Discussion Explanation Group work		Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 74 Nairobi: Longhorn Pub.
	3	ENVIRONMENT	Conservation of soil	By the end of the lesson the learner should be able to explain the meaning of soil conservation and describe conservation methods		Writing Explanation Discussion Group work		Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 74 Nairobi: Longhorn Pub.
	4	ENVIRONMENT	Methods of conserving soil	By the end of the lesson the learner should be able to describe some of the conservation methods of soil		Explanation Discussion Local environment		Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 75 Nairobi: Longhorn Pub.
	5	ENVIRONMENT	REVISION	By the end of the lesson the learner should be demonstrate knowledge of covered content.		Writing		Revision exercise in ppls text bk	Ppls book pg 7374
13		REVISIONS	General	By the end of the lesson the learner should be able to recall content covered in the term in preparation for end term exam		Asking and answering questions. Tests and quizes		Past exam papers	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 175 Nairobi: Longhorn Pub.
14	END TERM ONE EXAMS , MARKING, ANALYSING AND RECORDING EXAM RESULTS

Published in Class 8 Schemes of Work Term 1 2023

Tagged under

Wednesday, 23 November 2022 12:09

English - Class 8 Schemes of Work Term 1 2023

NEW PRIMARY ENGLISH SCHEME OF WORK CLASS 8 2023
REFERENCE BOOKS:

New Primary English Pupils Book
Keynote Pupils Book

*WEEK*	*LESSON*	*TOPIC*	*OBJECTIVES*	*TEACHING/LEARNING ACTIVITIES*	*LEARNING RESOURCES*	*REFERENCES*	REMARKS
1
2	1	Reading	By the end of the lesson the learner should be able to: Read the passage Living with Kiboi Accurately and Fluently Answer the comprehension Questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg. 2-3
	3	Language pattern	By the end of the lesson the learner should be able to: Clauses introduced by who e.g. The Surgeon who operated on me is a kind woman. Clauses introduced by whose e.g. The officer whose computer crashed lost many documents Verbs followed by to + infinitive e.g. The children want to play they need to visit the doctor quickly Verbs + object + infinitive	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.4 KEYNOTE PUPILS BOOK 8 Pg 4-5
	4	Oral Work	By the end of the lesson the learner should be able to: to construct correct sentences using the new words i.e. obedience, morality, values, forgive, honest, respect, self-control	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.4-5 KEYNOTE PUPILS BOOK 8 Pg 7-8
	5	Grammar	By the end of the lesson the learner should be able to: Using ing forms as subjects Example: The dog entered my bedroom and barked	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.4-5 KEYNOTE PUPILS BOOK 8 Pg 9
	6	Writing	By the end of the lesson the learner should be able to: Use the correct question tags I.e. her father is a mechanic, isn’t he? They were not coming to stay, were they? Write correct sentences using present progressive questions i.e. What are you writing , I am writing a letter to my aunt	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.5 KEYNOTE PUPILS BOOK 8 Pg 13-14
	6	Writing	By the end of the lesson the learner should be able to: write composition	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.7 KEYNOTE PUPILS BOOK 8 Pg 14
	7	Library	By the end of the lesson the learner should be able to: Read a story Fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 15

WEEK	LESSON	TOPIC/subtopic	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
3 3	1	Reading	By the end of the lesson the learner should be able to: Read the comprehension passage ‘a humble beginning Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 17-19
	3	Language pattern	By the end of the lesson the learner should be able to: Present simple tense describing - general truths e.g. The Sun rise in the east. Present simple tense for habitual actions e.g. Tuwei wakes up late every Sunday The sun rises in the east Present continuous tense for future arrangements e.g. I am visiting my grandfather next week. I am sitting for the examination at the end of the year	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.11-12 KEYNOTE PUPILS BOOK 8 Pg 21-29
	4	Vocabulary	By the end of the lesson the learner should be able to: construct correct sentences using the new words given i.e. curriculum vitae, certificates, applications, jobs, invitations, qualifications, interviews, applications, referees and career	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.12 KEYNOTE PUPILS BOOK 8 Pg 16
	5	Grammar	By the end of the lesson the learner should be able to: Write correct sentences in Present continuous tense i. e a am visiting him next week. My brother are training to be bakers Present simple tense. i.e he wakes up early every day A shopkeeper sells things in a shop Use of determiners e.g. this, that, these, those	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.13 KEYNOTE PUPILS BOOK 8 Pg 27
	6	Writing	By the end of the lesson the learner should be able to: Rearranging sentences to retell a story	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.14 KEYNOTE PUPILS BOOK 8 Pg 29
	7	Library	By the end of the lesson the learner should be able to: Read fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 31

WEEK	LESSON	TOPIC/subtopic	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES
3 4	1	Reading	By the end of the lesson the learner should be able to: Read the comprehension passage ‘a humble beginning Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 17-19
	3	Language pattern	By the end of the lesson the learner should be able to: Present simple tense describing - general truths e.g. The Sun rise in the east. Present simple tense for habitual actions e.g. Tuwei wakes up late every Sunday The sun rises in the east Present continuous tense for future arrangements e.g. I am visiting my grandfather next week. I am sitting for the examination at the end of the year	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.11-12 KEYNOTE PUPILS BOOK 8 Pg 21-29
	4	Vocabulary	By the end of the lesson the learner should be able to: construct correct sentences using the new words given i.e. curriculum vitae, certificates, applications, jobs, invitations, qualifications, interviews, applications, referees and career	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.12 KEYNOTE PUPILS BOOK 8 Pg 16
	5	Grammar	By the end of the lesson the learner should be able to: Write correct sentences in Present continuous tense i. e a am visiting him next week. My brother are training to be bakers Present simple tense. i.e he wakes up early every day A shopkeeper sells things in a shop Use of determiners e.g. this, that, these, those	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.13 KEYNOTE PUPILS BOOK 8 Pg 27
	6	Writing	By the end of the lesson the learner should be able to: Rearranging sentences to retell a story	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.14 KEYNOTE PUPILS BOOK 8 Pg 29
	7	Library	By the end of the lesson the learner should be able to: Read fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 31

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
5	1	Reading	By the end of the lesson the learner should be able to: Read the comprehension passage ‘don’s story Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 33-35
	2	Language pattern	By the end of the lesson the learner should be able to: Past perfect tense e.g. We had repaired our car before we sold it Present continuous tense e.g Her car is always breaking down	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.19-20 KEYNOTE PUPILS BOOK 8 Pg 36-39
	3	Language pattern	By the end of the lesson the learner should be able to: to construct correct sentences using the pattern phrasal verbs that take object Phrasal verbs with get e.g. She gets up at six o’clock Present simple tense e.g. I work at the airport.	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.19-20 KEYNOTE PUPILS BOOK 8 Pg 36-39
	4	Oral Work	By the end of the lesson the learner should be able to: Complete the puzzle	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.20 KEYNOTE PUPILS BOOK 8 Pg 40
	5	Grammar	By the end of the lesson the learner should be able to: write correct Past perfect tense Past continuous tense Modal verbs i.e. I can ride a bicycle Gogo will travel to Kakuma	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.21 KEYNOTE PUPILS BOOK 8 Pg 40-41
	6	Writing	By the end of the lesson the learner should be able to: to write an imaginative composition	Pronouncing words Asking questions Describing events Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.21 KEYNOTE PUPILS BOOK 8 Pg 44-45
	7	Library	By the end of the lesson the learner should be able to: Read a fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 22-23

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
6	1	Reading	By the end of the lesson the learner should be able to: Read the comprehension passage ‘tomorrow’s master tailor Accurately and Fluently Answer the comprehension Questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 47-49
	3	Oral Work	By the end of the lesson the learner should be able to: Determiners with singular nouns e.g. Mutemi is a boy Determiners with plural nouns e.g. A lot of children are able to assert themselves today Present simple tense for general truths e.g. The moon shines at night Teacher teach pupils in schools	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.26 KEYNOTE PUPILS BOOK 8 Pg 51-5
	4	Oral Work	By the end of the lesson the learner should be able to: pronounce and construct correct sentences using the new words i.e. challenge, intelligent, self-control, confidence, decision –making, problem solving, communication, assertiveness etc.	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.27 KEYNOTE PUPILS BOOK 8 Pg 46
	5	Grammar	By the end of the lesson the learner should be able to: Adverbs of degree i.e. the cupboard is very big The infinitive with/without to i.e. it is important to acquire life skills it is quite noisy in the morning order of adjectives	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.28 KEYNOTE PUPILS BOOK 8 Pg 53-55
	6	Writing	By the end of the lesson the learner should be able to: write composition	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.28 KEYNOTE PUPILS BOOK 8 Pg 56
	7	Library	By the end of the lesson the learner should be able to: Read a fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 57

WEEK

LESSON

TOPIC

OBJECTIVES

TEACHING/LEARNING ACTIVITIES

LEARNING RESOURCES

REFERENCES

REMARKS

Reading

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

Read the comprehension Passage ‘Huduma in hospital
Accurately and Fluently
Answer the comprehension questions

Pronouncing words
Asking questions
Describing events
Reading

Poster
Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 59-61

Language pattern

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

to construct correct sentences using the pattern
Determiners in the affirmative interrogative and negative
Past simple tense to narrate past events and state imaginary events e.g. If Makena knew the way, she could go home
Past continuous tense for actions in progress at a specific time e.g. I was writing a story last night
Past continuous tense for extended actions in the past e.g. The pupils were rehearsing their play last week

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.34

KEYNOTE PUPILS BOOK 8 Pg 63-67

Oral Work

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

pronounce and construct sentence using new wrods i.e. gloves, plantation, overcoats, violates, leisure, exploited, harmful.

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.34-35

KEYNOTE PUPILS BOOK 8 Pg58

Grammar

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

write correct sentences using colons
The passives Countable and uncountable nouns i.e a or an use of colon(;) these:

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers
Writing

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.36-37

KEYNOTE PUPILS BOOK 8 Pg 72

Writing

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

write a formal letter

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers
Writing

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.37

KEYNOTE PUPILS BOOK 8 Pg 74

Library

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

Read a fun spot for comprehension and for enjoyment

Pronouncing words
Asking questions
Describing events

Poster
Pictures from the book

Teachers Guide

Story Book

KEYNOTE PUPILS BOOK 8 Pg 37

Reading

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

Read the comprehension Passage ‘Huduma in hospital
Accurately and Fluently
Answer the comprehension questions

Pronouncing words
Asking questions
Describing events
Reading

Poster
Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 59-61

Language pattern

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

to construct correct sentences using the pattern
Determiners in the affirmative interrogative and negative
Past simple tense to narrate past events and state imaginary events e.g. If Makena knew the way, she could go home
Past continuous tense for actions in progress at a specific time e.g. I was writing a story last night
Past continuous tense for extended actions in the past e.g. The pupils were rehearsing their play last week

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.34

KEYNOTE PUPILS BOOK 8 Pg 63-67

Oral Work

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

pronounce and construct sentence using new rods i.e. gloves, plantation, overcoats, violates, leisure, exploited, harmful.

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.34-35

KEYNOTE PUPILS BOOK 8 Pg58

Grammar

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

write correct sentences using colons
The passives
Countable and uncountable nouns i.e a or an use of colon(;) these:

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers
Writing

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.36-37

KEYNOTE PUPILS BOOK 8 Pg 72

Writing

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

write a formal letter

Explaining
Pronouncing words
Asking questions
Describing events
Question and Answers
Writing

Poster
Pictures from the book

New Primary English Pupils Book 8 pg.37

KEYNOTE PUPILS BOOK 8 Pg 74

Library

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

Read a fun spot for comprehension and for enjoyment

Pronouncing words
Asking questions
Describing events

Poster
Pictures from the book

Teachers Guide

Story Book

KEYNOTE PUPILS BOOK 8 Pg 37

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS

9	1	Reading	By the end of the lesson the learner should be able to: Read the comprehension Passage ‘in the king’s garden Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 77-80
	2	Language pattern	By the end of the lesson the learner should be able to: Writing normal speech	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 80
	3	Oral Work	By the end of the lesson the learner should be able to: Construct correct sentences using the pattern Past continuous tense for actions in progress at a specific time e.g. At two o’clock they were discussing security. Verbs followed by present participle e.g. The tourists enjoy watching the sun set Use of brackets at punctuation marks e.g. Did you see my travel documents (passport and visa)?	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.38 KEYNOTE PUPILS BOOK 8 Pg 81
	4	Oral Work	By the end of the lesson the learner should be able to: pronounce construct correct sentences using the new words border, export, region, visa, trade, duty, cooperation, immigration etc.	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.38-39 KEYNOTE PUPILS BOOK 8 Pg 81
	5	Writing	By the end of the lesson the learner should be able to us Speech marks Hyphens Punctuation	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.39 KEYNOTE PUPILS BOOK 8 Pg 82
	6	Writing	By the end of the lesson the learner should be able to: Write a Speech	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.39 KEYNOTE PUPILS BOOK 8 Pg 82
	7	Library	By the end of the lesson the learner should be able to: Read a fun spot for comprehension and for enjoyment	Pronouncing words Asking questions Describing events	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 82

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
10	1	Reading	By the end of the lesson the learner should be able to: Read the passage ‘united we stand Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 83-85
	2	Language pattern	By the end of the lesson the learner should be able to: to construct correct sentences using the pattern Verb + noun/pronoun + infinitive e.g The cashier asked me to count the money again	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.44-45 KEYNOTE PUPILS BOOK 8 Pg 83-85
	3	Language pattern	By the end of the lesson the learner should be able to: Use of determiners with uncountable nouns e.g. Yesterday I sold plenty of flour	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.44-45 KEYNOTE PUPILS BOOK 8 Pg 83-85
	4	Oral Work	By the end of the lesson the learner should be able to: Complete poem	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.46-47 KEYNOTE PUPILS BOOK 8 Pg 82-83
	5	Language pattern	By the end of the lesson the learner should be able to: write correct sentences using Past perfect continuous tense i.e. I had been sitting alone in the living room for two hours when the door flew open Present simple tense. i.e. I buy foodstuffs at the market	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.47-48 KEYNOTE PUPILS BOOK 8 Pg 87
	6	Writing	By the end of the lesson the learner should be able to: write report	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.49 KEYNOTE PUPILS BOOK 8 Pg 91
	7	Library	By the end of the lesson the learner should be able to: Read a story book for comprehension and for enjoyment	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 92

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
11	1	Reading	By the end of the lesson the learner should be able to: Read the passage ‘the alarm clocks Accurately and Fluently	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 94-95
	2	Oral Work	By the end of the lesson the learner should be able to: construct correct sentences using the pattern Present perfect continuous tense e.g. I have been travelling for six hours Clauses introduced by who e.g. I met the lady who trades in electronic goods	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.56-57 KEYNOTE PUPILS BOOK 8 Pg 95
	3	Oral Work	By the end of the lesson the learner should be able to: Present simple tense e.g. I buy foodstuffs from the market	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.56-57 KEYNOTE PUPILS BOOK 8 Pg 95
	4	Oral Work	By the end of the lesson the learner should be able to: correct sentences using the new words given i.e. exhibition, payment, customers, profits, demand, to bargain, trader, cheap etc.	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.58-59 KEYNOTE PUPILS BOOK 8 Pg 93
	5	Grammar	By the end of the lesson the learner should be able to: write correct sentence using The dash Regular and irregular verbs. The hyphen	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.61 KEYNOTE PUPILS BOOK 8 Pg 103
	6	Writing	By the end of the lesson the learner should be able to: Filling forms	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.62 KEYNOTE PUPILS BOOK 8 Pg 108
	7	Library	By the end of the lesson the learner should be able to: Answer the comprehension passage questions correctly	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	New Primary English Pupils Book 8 pg.55-56 KEYNOTE PUPILS BOOK 8 Pg 109

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
12	1	Reading	By the end of the lesson the learner should be able to: Read the passage ‘wanza and the calabashes Accurately and Fluently Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 110-111
	2	Oral Work	By the end of the lesson the learner should be able to: pronounce and construct correct sentences using new words i.e event, venue, flag, medal, javelin, shot-put etc	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.67 KEYNOTE PUPILS BOOK 8 Pg 110
	3	Oral Work	By the end of the lesson the learner should be able to: to construct correct sentences using the patterns Appropriate determiners with uncountable nouns e.g. Each minute spent watching the steeplechase race was thrilling Past simple passive e.g. The plumber repaired the tank Use of “as well as” construction as a connector meaning “also” e.g. I play football as well as hockey Verb + -ing as a nominal e.g. Working very hard has helped me improve my grade	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.67 KEYNOTE PUPILS BOOK 8 Pg 114
	4	Language pattern	By the end of the lesson the learner should be able to Verb + -ing as a nominal e.g. Working very hard has helped me improve my grade	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.68 KEYNOTE PUPILS BOOK 8 Pg 114
	5	Grammar	By the end of the lesson the learner should be able to: write correct sentences using -the dash i.e. yes- I like fresh French beans no- I think the price is a bit above what I expected the use of present simple tense nurses cares for the sick in hospital	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.68 KEYNOTE PUPILS BOOK 8 Pg 115
	6	Writing	By the end of the lesson the learner should be able to: write a composition	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.69 KEYNOTE PUPILS BOOK 8 Pg 117
	7	Library	By the end of the lesson the learner should be able to: Read a story book for comprehension and for enjoyment	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 117

WEEK	LESSON	TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES
13	1	Reading	By the end of the lesson the learner should be able to: Read the passage ‘international competitions Fluently and Accurately Answer the comprehension questions	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	KEYNOTE PUPILS BOOK 8 Pg 119-120
	2	Oral Work	By the end of the lesson the learner should be able to: fill the puzzle and write down the meaning of words	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.91 KEYNOTE PUPILS BOOK 8 Pg 119
	3,4	Oral Work	By the end of the lesson the learner should be able to: When/After/As soon as e.g. As remember/decide/hear soon as we left home, it started raining Determiners a, an, the e.g. We waited for an hour for the office to open Comparative and superlative adjectives e.g. longer and longest.	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 121-123
	5	Grammar	By the end of the lesson the learner should be able to: Use of comparatives and superlatives adjectives and use of order of adjectives	Explaining Pronouncing words Asking questions Describing events Question and Answers	Poster Pictures from the book	New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 124-125
	6	Writing	By the end of the lesson the learner should be able to: write correct sentences using the correct order of adjectives determiners with countable nouns i.e. a few plants have grown	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 126
	6	Writing	By the end of the lesson the learner should be able to: write a composition an athletics competition	Explaining Pronouncing words Asking questions Describing events Question and Answers Writing	Poster Pictures from the book	New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 126
	7	Library	By the end of the lesson the learner should be able to: read - the story in ‘fun spot’ for comprehension and enjoyment a story book for comprehension and for enjoyment	Pronouncing words Asking questions Describing events Reading	Poster Pictures from the book	Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 126
14	END OF TERM 1 EXAM

Published in Class 8 Schemes of Work Term 1 2023

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