Displaying items by tag: Grade 7

1. describe self in relation to the five dimensions of a human being
2. identify personal talents and abilities for self- fulfilment
3. deal with contemporary challenges for self- improvement
4. value own social- economic backgrounds for social wellbeing.

The learner is guided to:

• use print or digital resources to search for the meaning of the term self-awareness’ in relation to five dimensions (physical, social psychological, spiritual and economic) of a human being
• draw illustrations that depict a description of self, based on the five dimensions of a human being
• share and discuss in small groups their abilities and talents, hence make presentations in the class
• watch and analyse video clips depicting age-appropriate strategies of managing contemporary challenges that would hinder personal development and discuss in the class
• in groups, identify the various social economic groups present in the school community and discuss in the class.

1. When am I at my best?
2. How can I utilize personal talents and abilities for self- fulfilment?

• Self-efficacy: the learners identify their talents and abilities and share in the class.
• Learning to learn: the learners deal with contemporary challenges related to self-awareness.
• Critical thinking and problem solving: the learners watch and analyse video clips depicting age-appropriate challenges that may hinder their personal development.
• Digital literacy: the learners search for the meaning of terms on self-awareness using digital devices.
• Citizenship: the learners identify and accept different social-economic backgrounds in the school community.

• Human sexuality: the learners search for the meaning of the dimensions of a human being, particularly the physical dimension of human growth and development in the area of sexual maturation.
• Health education issues: the learners learn about personal hygiene and menstrual health in line with the physical dimension of human growth and development.

• Self-love: the learners appreciate themselves as unique persons with developing dimensions of growth and development.
• Responsibility: the learners identify and exploit their talents and abilities responsibly in the school community.
• Self-respect: the learners identify, share and appreciate their social-economic background in the school.
• Responsibility: the learners identify and deal with contemporary challenges for personal protection and development.

• Health Education: the learners explore and discuss human dimensions particularly in the area of reproduction and mental health under physical dimension
• Business Education: the learners identify business opportunities according to their abilities.
• Sports and Physical Education: the learners explore and develop talents and abilities in the school.

1.2 Self-
Esteem

(2 lessons)

1. Explain the meaning of high and low self- esteem in different persons
2. Outline factors that influence their self- esteem
3. exhibit improvements in self-esteem in their day-to-day life.

• discuss in small groups and present to the class what they understand by the term self-esteem
• use digital devices to search for information on menstrual disorders and their management, hence discuss with peers in class
• use digital devices to research the factors that influence their self-esteem and present in class
• watch a video on how to improve one’s self-esteem and discuss how they can enhance their self-esteem
• explore and note down a list of actions they would take to improve their self-esteem.

1. How can I improve my self- esteem?
2. What shows that I am making progress in my life?

• Self-efficacy: the learners learn ways of developing and improving their self-esteem.
• Learning to learn: the learners explore ways of improving their self-esteem.
• Critical thinking and problem solving: the learners take well thought out actions and steps to enhance self- esteem.
• Digital literacy is gained: the learners search for the factors that influence their self-esteem using digital devices.
• Communication and collaboration: the learners discuss in small groups and do presentations in the class.

Pertinent and Contemporary Issues (PCIs):

• Guidance and counselling during growth and development enhance learners’ self-esteem.
• Avoidance of drugs and substance abuse: the learners mind about their self-esteem.
• Terrorism, radicalization and violent extremism are prevented: the learners believe in their self-esteem.
  Peer pressure resistance and keeping off risky situations: the learners exercise their self-confidence.

• Self-love: the learners positively appreciate their self-esteem.
• Self-respect: the learners work in groups and adopt unique action points for enhancing individual self-esteem.
• Intrapersonal peace: the learners embrace self-acceptance and adopt action points for growth.
• Responsibility: the learners take charge of their self-esteem and discuss in groups.

• Languages: the learners read literary texts from the internet touching on self- esteem and express themselves in group discussions.
• Religious Education: the learners learn about the creation of humankind and nature.
• Health Education: the learners discuss their mental well-being for self-improvement.

1. describe types of emotions that are displayed in different situations
2. manage emotions positively under different circumstances
3. analyse the effects of negative emotions on self and others
4. appreciate the importance of managing emotions positively.

• in pairs search using digital devices and discuss the meaning of the term emotional well-being
• in small groups, role-play expressions of different emotions
• draw facial expressions depicting some different types of emotions
• watch, analyse and discuss video clips depicting negative and positive expressions of emotions
• in small groups, identify and list down places where psychosocial support systems is available in the community.

1. What emotions do I experience in my high or low moments?
2. How do I manage positive and negative emotions?

• Self-efficacy: the learners learn, describe and appreciate their emotional well-being.
• Learning to learn: the learners identify various ways of positively expressing their emotions.
• Creativity and imagination: the learners draw facial expressions depicting some different types of emotions.
• Critical thinking and problem solving: the learners analyse the consequences of various positive and negative emotions.
• Digital literacy: the learners watch and analyse video clips on expressions of positive and negative emotions using digital devices.

• Developmental changes: the learners identify and appreciate different ways of expressing their emotions.
• Health education: the learners deal with lifestyles diseases resulting from unmanaged emotions.
• Counselling services: the learners seek help for any psychosocial support needs.

• Peace: the learners positively manage their emotions to their satisfaction and the general good of the community.
• Integrity: the learners genuinely express their true emotions in the social space.
• Respect: the learners positively and respectfully express their emotions in the social space.
• Responsibility: the learners take charge of their emotions to avoid affecting others negatively in the community.

• Health Education: the learners learn ways of maintaining their emotional well-being leading to wellness in their mental health
• Integrated Science: the learners learn body functions and hormonal changes during adolescence which have an impact on their emotional well-being.
• Languages: the learners discuss and role-play different expressions of emotions in classes in their official languages.

1. identify common sources of stress in their lives
2. discuss the effects of stress in their day-to- day lives
3. manage stressful situations in their lives
4. appreciate the need to manage stressful situations in their lives.

• use digital devices to search for the meaning of the term stress
• discuss in small groups how stress affects them and present their views in class
• create and act skits on positive ways of managing stressful situations
• watch a video on stress management under different contexts, and discuss the experiences
• discuss the role of Guidance and counselling services in stress management.

1. How do I know when I am stressed?
2. How can we manage stress in life?

• Digital literacy: the learners use digital devices to search for the meaning of the term stress.
• Imagination and creativity: the learners create and act skits on positive ways of managing stressful situations in their day to day lives.
• Communication and collaboration: the learners discuss in groups and report in class in fluent and clear terms accordingly.
• Self-efficacy: the learners act out skits to exhibit the ability to manage stressful situations in the school community.

• Handling developmental challenges: the learners act out skits on healthy ways of managing stress.
• Addressing non-communicable (lifestyles): the learners discuss how stress affects them and ways of coping with it.
• Peer mentorship: the learners support fellow learners to develop and apply healthy ways of managing stress.
• Guidance and counselling: the learners seek services from the school support programs on stress management.

• Respect: the learners discuss in groups at different turns respectively.
• Unity and love: the learners engage one another in peer mentoring and psychosocial support.
• Responsibility: the learners learn and adopt different ways of managing stress healthily.

• Social Education: the learners learn to bear and exist with one another with minimal stress in the society.
• Health Education: the learners aspire to manage stress and therefore maintain healthy mental well-being.
• Religious Education: the learners study the different characters (for example Moses) who managed stressful moments from the religious literature.
• Integrated Science: the learners learn about managing non-communicable (lifestyle) diseases.

2.1
Healthy Relationships

(1 lesson)

1. describe the types of relationships in their lives
2. build healthy relationships in their day-to-day lives
3. appreciate the importance of value- based relationships in their lives

• individually draw a circle of levels of relationships and share with their peers in class
• discuss in pairs the level of their closeness with one pre-identified relative and make a class presentation
• in groups, use digital devices to search on relationship building skills
• in groups, present skits that depict the benefits of healthy relationships.

1. How should we relate to different people?
2. How can we build healthy relationships in day-to-day?

• Communication and collaboration: the learners discuss the different types of relationships in their lives.
• Digital literacy: the learners use digital devices to search for information on ways of building healthy relationships.
• Learning to learn: the learners explore various strategies of building healthy relationships in the community.
• Citizenship: the learners appreciate the importance of staying in healthy relationships with one another in the community.

• Social cohesion: the learners identify, build and enhance strong, healthy and lasting relationships.
• Gender issues: the learners discuss how to establish healthy relationships between members of the same or different sex.

• Responsibility: the learners enter into accountable systems or relationships with peers in and outside the school community.
• Love: the learners appreciate and strengthen the circle of their healthy relationships in the community.
• Respect: the learners strive to maintain healthy relationships in school.

• Religious education as learners study and discuss various relationships between different persons in the religious books

2.2 Effective Communication

(1 lesson)

1. communicate effectively in different situations
2. show characteristics of effective verbal and non-verbal communication
3. use media responsibly in different contexts
4. value effective communication in different situations

• use digital devices to search for the meaning of effective communication
• in small groups, play games that promote development of effective communication skills
• discuss in pairs the benefits of effective communication and make class presentation
• watch a video clip and analyse the effects of irresponsible use of media
• in groups, do research on effective ways of verbal and non-verbal communication.

1. Why do we communicate?
2. How can I use the media responsibly?

• Digital literacy: the learners use digital devices to search for meanings and watch video clips on effective communication.
• Communication and collaboration: the learners engage in group discussions and present the collaborated findings.
• Learning to learn: the learners learn about responsible use of media as well as characteristics of effective verbal and non-verbal and non-verbal communication.
• Critical thinking and problem solving: the learners search, discuss and analyse various tasks on effective communication.

• Social Cohesion: the learners engage in effective communication with one another in the school community
• Prevention of radicalization, terrorism and violent extremism: the learners’ practice to communicate effectively as individuals and as groups on a wide topic like security concerns, bullying in schools.

• Responsibility: the learners acquire skills for responsible use of media in the community.
• Unity: the learners interact, cooperate and engage in group work in the promotion of effective communication.    

• Religious Education: the learners learn virtues of living harmoniously through effective communication.
• Social Studies: the learners learn to listening and speaking with one another, enhancing social coexistence in the society.
• Health Education: the learners effectively communicate on their health, personal hygiene and resistance to drug and substance abuse.

1. describe different situations that require negotiation in day-to-day life
2. display values that enhance negotiations in their day- to- day life
3. analyse other life skills that enhance negotiations during their social interactions
4. appreciate the need for negotiation skills in day-to- day life.

• use digital devices in pairs to search for the meaning of the term negotiation and make presentations to the class
• role-play in small groups, different situations that require negotiation
• watch video clips that depict values and other skills that enhance negotiation in different situations, and discuss them in class

1. Why should I negotiate?
2. What skills do I need in negotiation?

• Communication and collaboration: the learners work in groups on role-playing in negotiation in different situations.
• Critical thinking and problem solving: the learners simulate negotiation process in different situations in the community
• Creativity and imagination: the learners visualize how they can create consensus during a negotiation
• Digital literacy: the learners use digital devices to search for the meaning of term in negotiation on the internet.

• Countering radicalization, terrorism and violent extremism: the learners use the negotiation skills to avoid being recruited.
• Human trafficking: the learners discuss on how to negotiate with a human trafficker to avoid the risk of being killed, abducted or abused.
• Harmful cultural practices: the learners resist harmful cultural practices such as female genital mutilation, early marriages, beading and sex outside marriag

• Respect: the learners negotiate politely, ceding space as may be necessary, working for win-win situations
• Love for one another: the learners appreciate one another during negotiation, and by seeking consensus that is agreeable to all the parties in the negotiation.
• Peace: the learners endeavour to practice peaceful negotiation in all situations
• Social justice: the learners appreciates and aim at a win- win situation in all negotiation situations
• Responsibility: the learners participate in negotiations and take the outcome gracefully.

• Social Studies: the learners learn to negotiate for peaceful co-existence in the society.
• Languages: the learners use a variety of appropriate sentence structures and styles to negotiate effectively in different situations.
• Sports and Physical Education: the learners negotiate on how to accommodate different results and views during and after various sporting activities.

1. describe ways of making peace with oneself under different circumstances
2. apply different peaceful conflict resolution strategies in a social environment
3. engage in peacebuilding relationships and activities in the society
4. appreciate the need for promoting a culture of peace with self and others in the society.

• in pairs use digital devices to search for the meaning of the term non-violent conflict resolution
• in small groups, discuss ways of making peace with self and present results in class
• in small groups, role-play peacebuilding scenarios and discuss the experiences in the class
• watch a video on peace- building initiatives and discuss the experiences
• organize appropriate peace- promoting activities like peace caravans, peace corners in school and/or in the community

1. How do I resolve a conflict?
2. How will I know when the conflict is over?

• Learning to learn: the learners explore and discuss ways of resolving conflicts in the community.
• Digital literacy: the learners access content from the internet on different methods of non-violent ways of resolving conflicts.
• Communication and collaboration: the learners engage in one another in peace building activities.
• Problem solving-: the learners analyse causes and effective methods of resolving conflict in a non-violent way.

• Countering radicalization, terrorism and violent extremism: the learners learn how to peacefully resolve grievances in different situations.
• Non-violent conflict resolution is enhanced: the learners engage in peer education, mentorship and peace education

• Respect for self and others: the learners engage in peacebuilding activities in the school community.
• Peace, love and unity: the learners interact with others in peacebuilding initiatives.
• Social justice is achieved: the learners engage and commit to peaceful conflict resolutions in the community.

• Social Studies: the learners practice and commit to peaceful coexistence in their interactions.
• Integrated Science: the learners make peace with self and the environment around.
• Health Education as: the learners strive to maintain a healthy relationship with self and the environment.

2.5
Assertiveness

(2 lessons)

1. describe situations that require assertiveness in their day-to-day lives
2. explain the process of becoming assertive for personal growth and protection
3. display assertiveness in their daily interactions
4. exhibit values as they practice assertiveness in their social interactions

• use digital media in pairs to search for the meaning of assertiveness and share in class
• discuss in small groups various situations in day to day life that require assertiveness
• role play in small groups, scenarios in school, home or at the community depicting assertiveness
• engage in question and answer sessions on the process of developing assertive messages
• journalise some incidences in their life from the recent past when they applied assertiveness, then share their experiences in class

1. When should I be assertive?
2. What shows that I am assertive?

• Self-efficacy: the learners sharpen their skills of being assertive in different situations.
• Communication and collaboration: the learners’ role-play scenarios in school, home or at the community depicting assertiveness.
• Problem-solving: the learners identify and deal with situations in their lives that require assertiveness.

• Gender rights, social cohesion, patriotism and peaceful living: the learners learn to take up their assertive spaces and act accordingly.
• Drug and substance abuse: the learners exercise their assertive rights on matters of substance abuse.
• Guidance and counselling: the learners receive support and build on their assertive rights like the right to say NO.
• Countering violent extremism, terrorism and radicalization through exercising bold and assertive behavior that stops negative influence. 

• Responsibility: the learners take accountable and assertive decisions in a non-threatening manner.
• Respect for self and others: the learners role-play scenarios that require assertiveness in real-life situations.
• Integrity: the learners genuinely defend their rights without being passive or falsely creating an impression that they are fine when they are not.

• Social Studies: the learners learn and practice assertive behavior in favor of peaceful co-existence with others.
• Languages: the learners learn the proper language of asserting oneself and communicating effectively in support of the same position.
• Sports and Physical Education as they communicate with other team members during sports.

Only with prompts exhibits exhibit values as they practice assertiveness in their
social interactions

1. describe situations that require empathy in their day-to-day lives
2. empathise in different ways in their day-to- day lives
3. appreciate the need for values in developing empathy
4. value empathy as an important skill in social interactions

• discuss in groups scenarios that require empathy in their day- to-day lives
• watch a video and discuss different ways of cultivating empathy
• role-play scenarios that depict values necessary for cultivating empathy
• discuss in small groups values that foster the development of empathy in their lives
• share and analyse real life situations in which empathy has been demonstrated in class

1. Why do I empathise with others?
2. How is empathetic listening different from other listening?
3. What would I require to empathise effectively?

• Digital literacy: the learners search for case studies online that depict empathy
• Communication and collaboration: the learners discuss empathy.
• Imagination and creativity: the learners role-play scenarios depicting values that enhance the development of empathy.
• Citizenship: the learners practise empathy
• Social justice: the learners discuss situations in school that either promote or demean empathy among learners in school

• Social cohesion: the learners demonstrate empathic gestures to members in the society.
• Child rights and protection: the learners empathise with those who may be going through abuse or neglect
• Guidance and counselling: the learners seek psychosocial support on different challenges they experience.

• Love: the learners show others empathy
• Peace: the learners as learners empathise with one another.
• Responsibility: the learners empathise with others in different situations
• Social justice: the learners defend others who are not being treated fairly.

• Social Studies: the learners empathically relate with one another in different situations.
• Languages: the learners use empathetic vocabulary to communicate or read comprehension on situations that elicit empathy.
• Sports and Physical Education: the learners assert themselves in different situations occasioned by different outcomes during sports.

1. describe positive peer influences in school and the community
2. analyse forms of peer pressure in day-to-day life
3. manage peer influences in their interactions

• discuss in small groups positive and negative peer influences and present them to the class
• watch and analyse video clips on situations that require assertiveness to manage peer pressure
• discuss in groups some negative behaviours from peer pressure that require assertiveness and make presentations in class
• in small groups, act out skits exhibiting values that enhance positive peer pressure

1. What are my peer pressure risk factors?
2. How would I encourage positive peer pressure in my life?

• Communication and collaboration: the learners discuss in groups on positive and negative peer influences.
• Self-efficacy: the learners act out and make presentations in class on peer influences.
• Critical thinking and problem-solving: the learners identify challenging situations within peer circles requiring assertiveness
• Digital literacy: the learners watch video clips on situations that require assertiveness to manage peer influence.

• Handling radicalization and violent extremism: the learners avoid negative peer influence in the community
• Moral education: the learners learn how to avoid negative peer influence in the society.
• Gender issues: the learners make decisions not to discriminate against each other based on sex or act negatively towards members of the opposite sex.
• Healthy lifestyle: the learners desist from negative influence on eating habits such as choices of good versus junk foods.
• Human sexuality: the learners manage negative or irresponsible sexual behaviors from peers in the society.

• Responsibility: the learners resist negative peer pressure such as irresponsible sexual behavior and drug and substance abuse.
• Self-respect: the learners make personal decisions to take charge of their sexuality and dressing contrary to negative peer influences.
• Unity: the learners discuss and agree in small groups on the importance of engaging in positive peer influence

• Social studies: the learners engage in peer activities to promote unity and positive peer influence
• Languages: the learners review and discuss comprehension passages that deal with peer influences.
• Creative and Performing Arts: the learners act out skits that depict positive peer influence in the society.

1. describe decision-making process that leads to desirable actions or behavior
2. display values necessary in making appropriate decisions in their day-to- day life
3. appreciate the importance of effective decision- making in different situations

• search in pairs, using digital devices the meaning of decision- making processes and present in class
• explore and analyse in groups situations that require decision-making
• engage in puzzles and games like chess that demand multiple

1. Why do I make my decisions?
2. How has effective decision- making helped me in my life?

• Critical thinking and problem-solving skills: the learners explore situations that require effective decision- making.
• Self-efficacy: the learners role-play and make presentations in class on decision-making situations.
• Learning to learn: the learners discuss situations that require multiple decisions.
• Digital literacy: the learners use digital devices to search for puzzles that utilize multiple decisions.

• Adolescence and moral education: the learners utilize decision making skills to counter common challenges with young people.
• Safety and security issues: the learners make the right decisions to enhance and promote their safety and security.
• Terrorism, violent extremism and radicalization are countered: the learners make the right decisions on the right groupings in the society.
• Road safety: the learners make right decisions on roads in their day-to-day lives.
• Gender issues: the learners make decisive actions of not engaging in harmful cultural practices such as FGM, early marriages, attending risky parties among others.

• Unity: the learners discuss and build consensus on various issues.
• Integrity: the learners critically defend, own and abide by the decisions made in different situations.
• Respect for each other’s opinion: the learners discuss, agree and do presentations.
• Responsibility: the learners learn to take account of their action from their decisions.

• Languages: the learners articulate clearly their decisions over some issues in their day-to-day lives.
• Social Studies: the learners work towards unity and social cohesion through their collaborative decisions
• Creative and Performing Arts: the learners come up with creative ways of making effective decisions.

3.2 Creative Thinking Skills

(2 lessons)

1. describe different situations that require creative thinking
2. display creative thinking skills in different situations
3. exhibit values that foster creative thinking in different situations.

• use digital devices to search for the meaning of the term creative thinking
• play games in small groups such as the jigsaw puzzle, snake and ladder and other relevant games that promote creativity
• read and discuss real-life stories from selected hard or soft copies, and identify creativity in class
• watch video clips on fostering values in creativity, and discuss in class.

1. Why is creative thinking important for me?
2. How can I be a good creative thinker?

• Self-efficacy: the learners reflect on managing real-life situations that require creativity and a good imagination.
• Creativity and imagination: the learners identify and chooses effective ideas and suggestions for actions using creative skills.
• Communication and collaboration: the learners work and play creative games together.
• Digital literacy: the learners search for the meaning of term creative thinking using digital devices
• Learning to learn: the creativity is a skill that can be developed on a daily basis.

• Safety and security issues: the learners access safe online content creatively
• Environmental conservation is enhanced: the learners creatively use locally available resources to conserve the environment.
• Natural and human made resources: the learners creatively manage issues such as conservation, preservation and sustainability.

• Social cohesion: the learners play creative games that promote unity and one purpose.
• Respect: the learners work harmoniously in small groups on creative thinking skills.
• Social justice: the learners creatively and proportionally share learning materials in the learning community.

• Business Studies: the learners discuss creative ways of earning and saving the limited resources in the school community.
• Pre-technical and Pre-career Education: the learners learn on different career choices that require creative thinking skills.
• Sports and Physical Education: the learners creatively engage in sports and games in a variety of creative ways

3.3 Critical Thinking

(2 Lessons)

1. describe different situations that require critical thinking in their day- to-day lives
2. apply critical thinking in their day-to-day lives
3. appreciate the need for critical thinking in their everyday life.

• in groups solve number or word puzzles and discuss how critical thinking was applied
• in small groups use digital devices to search for scenarios or case studies that show enhancement of critical thinking, and present in class
• role-play scenarios that require critical thinking skills and discuss the importance of being critical
• discuss common instances that depict challenges in time management in the school community and note them down.

1. What shows I am a consistent critical thinker?
2. What shows that I manage my time well?

• Critical thinking and problem solving: the learners solve puzzles in class on critical thinking.
• Communication and collaboration: the learners work in groups to search for information on characteristics of a critical thinker.
• Digital literacy: the learners work using digital devices to search for information on attitudes that enhance critical thinking.
• Learning to learn: the learners explore, discuss and devise ways of managing time in school community.

• Environmental conservation: the learners think and discuss critically on solutions to address environmental degradation in the community
• Peace education: the learners engage in critically thought out peace building activities in school to address vices such as bullying and tribalism
• Guidance services: the learners acquire well thought out and critical habits that enhance good time management.

• Respect: the learners explore, accommodate and respect each other’s views in solving puzzles.
• Social justice: the learners critically come up with solutions that are fairly accepted by all in the learning community.
• Responsibility: the learners adopt accountable habits for good time management in the school.

• Mathematics: the learners critically solve mathematics tasks.
• Languages: the learners analyse passages and comprehension and respond to questions critically. Explore all learning Areas in Junior Secondary

3.4
Problem
- Solving Skills

(2 lessons)

1. describe the term problem-solving as it relates to day-to-day life
2. demonstrate ways of solving problems in their day-to-day lives
3. exhibit values necessary for problem solving in their day- to-day lives

• buzz in pairs on the meaning of problem- solving
• discuss in small groups some problems they face in their lives, and make presentations in class
• search in groups using digital devices the steps used in problem- solving, and present in class
• explore and analyse real-life stories depicting poor and excellent problem-solving skills and discuss in class
• perform skits on problem solving and discuss the values displayed in class

1. What guides me when solving my problems in life?
2. Why are skills of problem solving important in my life?

• Core -Competencies to be Developed:
• Self-efficacy: the learners identify and solve their problems to their satisfaction.
• Creativity and imagination: the learners demonstrate different ways of overcoming problems.
• Critical thinking and problem solving: the learners explore and identify different steps in problem-solving.

• Environmental issues: the learners address environmental challenges in the school environment
• Personal developmental issues: the learners solve challenges in their life such as child labour, negligence, abuse, insecurity issues, harmful cultural practice among other challenges in their locality

• Responsibility: the learners explore different and acceptable alternatives available for solving problems.
• Respect: the learners work harmoniously in groups.
• Social justice: the learners take turns in sharing digital devices fairly.
• Integrity: the learners practice liable values in problem-solving.
• Unity: the learners corporately seek solutions on various issues affecting them.

• Mathematics: the learners solve various mathematical tasks
• Social Studies: the learners solve social problems and forge better relationships.

1. identify a problem(s) on time management in school,
2. write a report on the plans for the proposed project,
3. apply critical thinking in time management,
4. reflect on the project and its applicability in school,
5. appreciate the use of critical thinking in time management.

• identify durations when they have free time in school programme
• describe what they do during their free time
• discuss whether they are using their time effectively
• discuss various ways and tools of effective time management
• Research on solutions to the time management problem in schools
• discuss data collection techniques used (questionnaires, interviews, e.t.c) and develop them for collecting data on time management in school.
• carry out data collection using the tools developed
• develop various reporting tools for the findings
• use the developed tools to report on their findings like tables, graphs etc
• share the project report through various media to peers and school community
• discuss and recommend solutions to time management in school
• implement the recommendations in consultation with school authorities
• collect feedback from peers and community regarding the project
• discuss the challenges faced during the project implementation and their possible solutions

1. Why is it important to manage time?
2. Why is critical thinking important in time management?

The learner will:

1. explain the importance of time management
2. apply decision making skills to set reasonable goals
3. adopt strategies for reducing time wasters
4. value the importance of time management for successful accomplishment of tasks
5. develop the value of adhering to schedules. 

• Critical Thinking and Imagination: Learners carry out research and report their findings using research tools, demonstrate autonomy in exploring ideas, seeking solutions and implementing ideas to solve problems in time management.
• Communication and Collaboration: Learners share their experiences in time management.
• Self-efficacy: Learners develop the skill of self-awareness and organizational skills as they discuss the challenges they have with time management.

• Citizenship: Peer education as learners share experiences and find solutions.

• Responsibility: Learners will be equipped to be responsible for managing their time effectively.
• Respect: Learners develop the value of adhering to set schedules to avoid wasting time.
• Unity: Learners engage with each other in finding solutions to managing their time effectively.

• Social studies as learners handle data that relates to peers and languages as learners handle issues relating to leisure activities, time, routines and programs.

1. Oral Questions
2. Teacher made tests
3. Observation
4. Portfolio
5. Anecdotal Records
6. Checklist

• Approved textbooks and other printed resources
• Library
• Vetted digital resources like TV/video/films/slides/ Internet sources
• Display boards
• Draw charts
• Note books

• Watch or listen to relevant video/TV/radio program/films on self-awareness
• Share experiences

1. Oral Questions
2. Teacher made tests
3. Observation
4. Portfolio
5. Anecdotal records
6. Checklists

• Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Flash cards
• Draw charts
• Note books

• Watch relevant videos/films/slide s
• Journaling

1. Oral Questions
2. Teacher made tests
3. Observation
4. Portfolio
5. Peer assessments
6. Check lists

• Approved textbooks and other printed resources
• Library
• Vetted digital resources like TV/video/films/slides/ Internet sources
• Display boards
• Drawing charts
• Note books
• Photographic pictures and paintings

• Consult with Guidance and counselling services

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Self-evaluation
6. Peer assessment

• Role playing
• Photographs, pictures and paintings
• Internet sources
• Vetted digital resources, educational computer games
• Approved textbooks and other printed resources
• Resource persons
• Newspaper cuttings

• Participate in sporting activities
• Caring for vegetation/plants within the school

1. Oral questions
2. Written tests
3. Project work
4. Observation
5. Peer assessments
6. Self- evaluation
7. Group work

• Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Display boards
• Story telling
• Note books
• Drawing charts

• Composing patriotic songs and singing them

1. Oral questions
2. Observations
3. Written tests
4. Group tasks

• Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Display boards
• Draw charts
• Note books

• Drawing and displaying charts on directions
• Update notice boards

1. Oral questions
2. Observations
3. Written tests

• Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Display boards
• Draw charts
• Note books

• Compose poems on peace building

1. Oral questions
2. Observation
3. Written tests
4. Checklists

• Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Journaling
• Draw charts
• Note books

• Participate in debates

1. Oral questions
2. Written tests
3. Project work
4. Observation
5. Peer assessments
6. Self- evaluation
7. Group work

• Vetted digital resources- TV/video/films/slides/Internet sources
• Approved textbooks and other printed resources
• Library
• Display boards
• Draw charts
• Note books

• Visit and empathise with different people in school/community

1. Oral questions
2. Observation
3. Written tests
4. Checklists
5. Anecdotal
6. records Project
7. Group work

• Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Display boards
• Draw charts
• Note books

• Act out skits on peer influences

1. oral questions
2. written tests
3. observations

• Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Display boards
• Drawing charts
• Note books
• Mind games such as word puzzles, chess, cards etc

• Participate in mind games such as filling puzzles, cross-words, cards, chess etc

1. checklist
2. project
3. written tests
4. oral questions
5. aural questions

• Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Display boards
• Drawing charts
• Note books
• Mind games such as word puzzles, chess, cards etc

• Create and recite poems on pertinent issues in life

3.3 Critical Thinking

(CSL Project)

1. Oral questions
2. Written tests
3. Portfolio
4. Project

• Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Display boards
• Drawing charts
• Note books
• Mind games such as word puzzles, chess, cards etc

• Participate in CSL project

• Vetted digital resources- TV/video/films/slides/ Internet sources
• Approved textbooks and other printed resources
• Library
• Display boards
• Drawing charts
• Note books
• Mind games such as word puzzles, chess, cards etc

• Share real life stories on problem solving

1. explain the execution of chest pass in Netball
2. perform appropriate grip, release and follow through for chest pass in Netball
3. execute the chest pass for skill acquisition
4. appreciate team work in execution of chest pass during collaborative play

• share the correct way of passing the ball using chest pass
• demonstrate grip, release and follow through in chest pass
• use drills to practice passing the ball using the chest pass
• practice chest pass drills while in motion
• play a mini netball game while applying the chest pass skill

1. Why is a chest pass used in a Netball game?

1.2 Dodging and Marking in Netball

(2 Lessons)

1. establish the basic stance and body movements for dodging and marking in Netball
2. perform stance, dodging and marking in Netball for skill acquisition
3. creatively apply dodging and marking in Netball for skill mastery
4. critically rate each other’s performance during execution of dodging and marking
5. appreciate the application of dodging and marking for coordination and enjoyment

• observe a video clip of Netball game for analysis of dodging and marking skills
• demonstrate stance, dodging and marking in Netball
• use drills to practice the dodging and marking movements with and without a ball
• use drills to practice the single and double body feigns in Netball and give each other feedback
• play mini netball game and apply the skills of dodging and marking for enjoyment

1. What is the importance of basic stance, dodging and marking skills in Netball?
2. When is the skill of dodging and marking applied in netball.

1.3 Footwork in Netball

(2 Lessons)

1. distinguish the different types of landing in Netball
2. perform landing and pivoting in Netball for skill mastery
3. critically apply landing and pivoting skills in a mini game
4. embrace landing and pivoting when playing a mini game

• demonstrate the single, double landing and pivoting and share feedback
• use drills to practice single, double landing and pivoting
• observe the demonstration of the options of landing and pivoting with turning and share feedback
• practice the options of landing and pivoting through drills
• play a mini netball game and apply the option of landing and pivoting.

1. What footwork options does a player have after landing with a ball in a game of Netball?
2. When does a player combine landing and pivoting skills in Netball?

• Communication & collaboration: enhance active listening, non-verbal communication and appropriate questioning during sports and play, appreciating others opinions, participating in team play/games
• Creativity & Imagination: learners execute and apply skills during sports and play, promoting group activities for solving of similar and different tasks during sport and play
• Self-efficacy: Confidence in taking new challenges and performing a skill or task
• Critical thinking and problem solving: making decisions during play, strategies and tactics, as learners reason clearly and rationally about what to do when to execute a skill in the lesson or game.
• Digital literacy: learners manipulate and interact with digital devices.

• Healthy life style: appreciate sports for wellness and participate in physical activities for fitness
• Self-awareness, self-esteem and interpersonal relationships during play
• Safety and security: learn how to work and play together

• Respect: appreciating rules, self and others during play
• Responsibility: responsible use of equipment, cleanliness in the play, environment
• Social justice: fair play, observing rules and regulation during play
• Unity: joining together in teamwork during lessons
• Integrity: playing and speaking honestly during play

Link to other subjects

• Health Education: learners engage in physical activity; maintain personal hygiene
• Languages: communicate throughout learning of different skills
• Mathematics: learners learn pivoting and compass movement and counting steps as they land and shoot
• Computer studies: learner manipulates and interacts with digital devices

1.4 Passes and reception in Handball

(3 lessons)

1. differentiate the passing skills in Handball
2. utilize the jump, side and flick passes in Handball
3. tactically apply different passes in Handball for fun and enjoyment
4. appreciate team effort while executing passes in Handball and observe safety

• demonstrate the jump, side and flick passes in Handball during play
• use drills to practice passing the ball using jump, side and flick passes in Handball
• use the jump, side and flick passes in a mini Handball game while observing fair play

1. When does a player utilize the different passing skills in a Handball game?

1. describe the progression of landing and making steps in handball;
2. perform landing and stepping for skill development
3. combine the landing and stepping in Handball
4. appreciate landing and stepping skills for safety and enjoyment

• observe recorded video clips on Handball game to appreciate the execution of landing and stepping Handball skills
• demonstrate the options of landing and stepping and share feedback
• use drills to practice the options of landing and stepping in Handball
• apply the options of landing and making steps in a mini Handball 

1. What footwork options does a player have after landing with a ball in a Handball game?
2. What is the importance of landing and making steps in Handball?

1.6 Dodging and marking in Handball

(2 Lessons)

1. establish the basic stance and body movements for dodging and marking in Handball
2. perform a combination of the basic stance using single and double feigns
3. critically rate each other’s performance during execution of dodging and marking skills in Handball
4. appreciate the application of stance, single and double feigning for coordination and enjoyment

• demonstrate basic stance and body movements for dodging and marking and share feedback
• use drills to practice the basic stance and movements for dodging and marking in Handball
• practice the basic stance and movements for feigning with object
• play a mini Handball game and apply the basic body movements in dodging and marking

1. Which basic stance and body movements are used for dodging and marking in a Handball game?
2. What is the role of dodging and marking in a Handball game?

1.7 Dribbling in Handball

(2 Lessons)

1. distinguish between low and high dribbling techniques in Handball
2. create movement patterns using the low and high dribble techniques in Handball
3. combine the high and low dribbling techniques in a minor Handball game
4. appreciate own and others’ efforts during play of Handball for self-efficacy

• watch a video clip on low and high dribble in Handball
• demonstrate the low and high dribble techniques in Handball
• use drills to practice low and high dribble in Handball
• play a mini Handball game and apply the dribbling techniques in Handball

1. When is it appropriate to apply the low or high dribbling skills in a game of Handball?

1.8 Shooting in Handball

(3 Lessons)

1. distinguish the shots used in Handball
2. execute the running, jump, dive, lob and falling shots in Handball for skill development
3. apply relevant shots interchangeably in a minor game while observing sportsmanship behavior
4. embrace safe execution of different shots in handball for self-efficacy

• watch and critically analyse a video clip that highlights the features of a running shot, jump shot, dive shot, falling shot and lob shot and share feedback
• practice different shots interchangeably in single file and over obstacles
• adopt a shot and play a mini Handball game while observing safety

1. Which situation is best suited for the application of the different shots in Handball?

Needs assistance in tactically applying different passes in a Handball game situation

2.1 Long jump

(2 lessons)

1. compare the sequence of the sail, hang and hitch kick techniques in long jump
2. perform the approach, takeoff, flight and landing sequence of long jump techniques for skill acquisition
3. adhere to the rules of long jump for sportsmanship and fair play
4. observe own and others’ safety when performing the long jump
5. participate in the raking of the sand pit to develop responsibility.

• watch recorded video clips to familiarize with the sail, hang and hitch kick techniques in long jump
• demonstrate the sequence of each skill from approach, take-off, flight and landing
• use drills to practise the approach, take-off, flight and landing to perfect the techniques in long jump
• clear the area of play before and after performing long jump

1. What are the differences between the sail, hang and hitch kick techniques in long jump?
2. What materials do you use to clear the landing area in long jump?

1. review the importance of safety requirements in Javelin
2. utilize the grip, carriage, approach run, crossover, release and follow through in the Javelin throw
3. participate in Javelin throw while adhering to rules for safety
4. collaborate with others in Javelin throw while

• research and share with others the importance of safety in Javelin
• practise the phases in Javelin throw using the correct technique
• throw Javelin and safely withdraw it
• measure each other’s distances during Javelin throws

1. Which safety measures does one need to observe during Javelin throw?
2. How are distances measured in Javelin?

2.3 Sprint start in athletics

(2 lessons)

1. analyse the different positions on starting blocks for sprint starts
2. perform the bunch, medium and elongated sprint starts for skill mastery
3. apply suitable starting technique in sprint races for efficient take off
4. observe rules whenperforming the bunch, medium and elongated sprint start to ensure safety
5. value self and each other’s choice of sprint start techniques for self-esteem

• watch video clips on sprint starts using the starting blocks
• demonstrate different positions for sprint starts on starting blocks
• use drills to practise the bunch, medium and elongated starts in sprints
• engage in sprint mini games using the bunch, medium and elongated start.

1. Why do we have different start techniques in sprints?

2.3 Running in Sprint races

(2 lessons)

1. analyse the running phases of reaction time, acceleration and maintaining in sprint races
2. perform the phases of running, reaction time, acceleration and maintaining in sprint races
3. combine the start and running techniques for skill acquisition
4. apply running techniques in sequence in a race for fun and enjoyment
5. value each other’s effort during mini races for self-efficacy

• Watch a video clip and observe the phases in a sprint races
• use drills to practice body alignment for quick reaction time, acceleration and maintaining speed in sprint races
• participate in mini races that combine reaction time, acceleration and maintaining phases in a sprint race 

1. When are the different phases of running applied in sprint races?

1. compare the different types of finishing techniques in sprint race
2. perform the run-through, drop-finish and shoulder- shrug techniques for skills development
3. creatively apply starting, running and finishing techniques in a mini race for fun and enjoyment.
4. observe rules for own and others’ safety during a sprint race

• watch a video clip on sprint race and observe the finishing techniques
• discuss the finishing technique as observed from the video clip
• practice run through, drop- finish and shoulder-shrug techniques
• run mini races while emphasizing on the finishing techniques in sprints while observing safety

1. Why do we have different finishing techniques in sprint races?

1. explain the different relay races in Athletics
2. perform the upsweep and down sweep baton change techniques in the designated zones
3. observe own and others safety during relays 
4. value each other’s efforts in the execution of upsweep and down sweep baton change techniques 

• to watch a video clip on baton changing techniques
• use drills to practice the upsweep and down sweep baton change techniques on the run in relays
• record video clips when practising baton change techniques for feedback and analysis.

1. Why are there different techniques in baton change in relay races?

• Communication & Collaboration: enhance non-verbal communication when changing batons.
• Learning to Learn: research, participating in athletics activities.
• Self-efficacy: confidence in taking new challenges, belief in performing a skill or task.
• Critical thinking and problem solving: making decisions during play, strategies and tactics.

• Healthy life style: appreciate athletics activities for physical fitness.
• Develop self-awareness: know their strengths and weakness, build their self-esteem and interpersonal relationships as they play games.
• Social economic issues: safety and security as they learn how to play together safely.
• Gender: play without discrimination and appreciate each other’s sexuality without bias to intersex persons.

• Responsibility: responsible use of play areas.
• Social justice: fair play, observing rules and regulations during sports.
• Unity: joining together in team work during play.
• Love: caring for each other as they observe safety and sharing the available equipment.
• Peace: appreciating and respecting variations in abilities, gender and performance.
• Integrity: speaking honestly during play as they obey rules and regulations.

• Mathematics: counting steps, measuring throwing sectors and distances.
• Computer studies: manipulate and interact with digital devices.
• Science: identify body parts used in different activities.

3.1 Pre- exercise assessment of flexibility, balance and coordination

(3 lessons)

1. familiarize with the basic tools that evaluate flexibility, balance and coordination
2. conduct pre-exercise assessment on flexibility, balance and coordination for fitness
3. create a portfolio of pre-test records of flexibility, balance and coordination for fitness journaling and assessment
4. display respect while conducting fitness assessment regardless of gender and ability

• research and identify the basic tools for use in evaluation of flexibility, balance and coordination
• perform exercises in preparation for the evaluation of flexibility, balance and coordination
• use the identified basic tools to measure flexibility, balance and coordination
• use the fitness norms sheet to deduce levels of flexibility, balance and coordination

1. Why are there different tools to measure fitness components?
2. How is the fitness portfolio used to assess levels of fitness?

1. describe exercises that promote flexibility, balance and coordination
2. safely execute exercises that promote flexibility, balance and coordination while ensuring hydration
3. appreciate the role of flexibility, balance and coordination exercises in prevention of lifestyle diseases
4. show respect to others while participating in fitness activities for wellness

• use music to perform fitness exercises
• practice exercises that promote flexibility balance and coordination while taking water breaks
• perform flexibility balance and coordination exercises with peers of different abilities, gender, skills and culture
• use digital devices to record own performance for self- evaluation 

1. What exercises are recommended for improving flexibility, balance and coordination?
2. Why is hydration necessary when performing exercises?
3. How do exercises prevent lifestyle diseases?

3.3 Post exercise assessment of flexibility, balance and coordination

(3 lessons)

1. study the basic tools used in pretest evaluation for flexibility, balance and coordination
2. conduct post exercise assessment on flexibility, balance and coordination using the basic fitness evaluation tools
3. create a portfolio of post- test records in flexibility, balance and coordination for fitness assessment
4. show respect for others’ gender and ability when interpreting the fitness assessment results

• assemble the pretest evaluation tools of flexibility, balance and coordination
• observe scores initially recorded
• perform exercises in preparation for the post evaluation of flexibility, balance and coordination • use the identified tools to assess and compare flexibility, balance and coordination scores with the first records
• use the fitness norms sheet to deduce levels of flexibility, balance and coordination after exercises 

1. What is the importance of studying pretest tools initially used for fitness test?
2. How are assessment fitness tools used to determine levels of fitness after exercises?

• Communication & Collaboration: enhance active listening, and non-verbal communication during exercises, and as they listen attentively to instructions on how to perform various skills.
• Creativity & Imagination: during execution and application of relevant exercises for fitness.
• Learning to Learn: learners appreciate information and opinions of peers and reflect on own performance for improvement.
• Self-efficacy: confidence in taking new challenges, belief in performing a skill or task and provide leadership in fitness programme.
• Critical thinking and problem solving: learners make decisions during exercise and filling up the fitness evaluation sheets.

• Healthy life style: engage in physical exercises for fitness and health
• Self-awareness, self-esteem and interpersonal relationships: participate in physical fitness exercises
• Gender issues: plan physical fitness programmes without discrimination or bias to intersex persons

• Respect: appreciating rules, self and others during exercises
• Responsibility: responsible use of equipment, cleanliness in the play environment
• Integrity: honesty as they fill in their scores
• Love: supporting each other keep up their fitness levels

• Health education: learn about health nutrition and exercises
• Languages: communicate to make evaluation reports or records
• Computer studies: watch video clips to identify exercises for fitness
• Music: dance to the rhythm during aerobics
• Science: identify body parts to be targeted when assessing fitness

1. identify careers in games and sports
2. create linkages and visit relevant sports institutions for familiarization
3. appreciate career opportunities in games and sports for income generation and healthy lifestyles

• brainstorm careers in games and sports
• identifying different institutions offering games and sports
• collaboratively interact with institutions offering specialized games and sports

1. Which kind of career opportunities are found in games and sports?
2. Which sports institutions are found in the community?
3. How can linkages be created with sports institutions in the community for regular interactions?

1. identify ways of earning income using talents
2. develop personal management skills and financial discipline from income generated in sports
3. determine appropriate choice of financial services for management of monetary awards
4. recognize personal abilities as a source of income generation and success management

• create a list on sources of income from sports talent
• discuss the different ways of generating income through talent
• brainstorm on ways of developing personal and financial discipline  research on how to access financial services, preparing a personal budget, saving and spending
• research ways of protecting own creativity and share feedback 

1. How can sports talent be used to generate income?
2. How can success in sports be contained honorably?
3. How does one develop personal and financial discipline from sports income?
4. Which financial services can be used for management of monetary awards?

• Communication: learners share ideas on different careers available in games and sports.
• Collaboration: learner actively contributes to group decisions and participates in discussions on sources of income from sports talent and works together as part of a team and recognize and values others’ ideas.
• Learning to Learn: learners research on how to access financial services and prepare budgets.
• Creativity and imagination: learners brainstorm on different careers in games and sports.

• Poverty eradication: use talent to generate income and manage income generated from sports
• Gender issues: work together without discrimination

• Responsibility: maintaining humility after success.
• Integrity: honesty as they plan how to use talent to make an honest income.
• Love: support each other and share ideas on how to make profitable ventures.
• Unity: working together in teams.

• Language: communicate and discuss different careers in sports.
• Computer Studies: research on different careers in games and sports.
• Business studies: plan on budgets, generating income, spending and saving in financial institutions.

1. identify the PE and sports equipment to improvise for the CSL project
2. plan for the CSL project in the school or community
3. improvise sports equipment using recyclable environmentally friendly materials while observing safety and cleanliness
4. appreciate the use of recyclable materials for making equipment for PE and Sports

The learner is guided to:-

• use a simple questionnaire to conduct needs assessment on the sports equipment inventory gaps and recyclable materials in the environment
• sensitize the school community using posters, clubs, parade on the importance of improvisation of sports equipment using recyclable and environmentally friendly materials
• collaboratively collect the recyclable environmentally friendly materials within the environment
• design sample sports equipment to be made using recyclable environmentally friendly materials
• inclusively, participate on equipment improvisation while
  observing safety and
  environmental cleanliness and conservation
• showcase the project work in an exhibition to the school community for learning, assessment and marketing
• reflectively evaluate the project on what worked, what did not work, benefits of the project to the school and community and problem (s) solved
• present the project report and include it in the portfolio for learning and assessment
• use the improvised materials during PE and sports lessons

1. What sports equipment can you improvise for use in the school community?
2. What are the recyclable environmentally friendly materials that can be used to improvise sports equipment?
3. Which CSL skills are developed in this project?

• Communication and Collaboration: learners interact with each other and sensitize the school on importance of recycling and keeping the environment clean.
• Creativity and imagination: learners choose what to improvise and select materials for improvisation.
• Self- efficacy: learners show confidence in taking up new challenges in coming up with improvised sporting equipment and portray self-belief in making improvised sports equipment.
• Citizenship: learners demonstrate environmental consciousness and collaboratively improvise PE and sports equipment.
• Learning to learn: learners use questionnaires to conduct needs assessment.

• Self-awareness and self-esteem: develop interpersonal relationships in the process of improvising relevant equipment.
• Human sexuality: improvise items that relate to different gender without bias to intersex persons.
• Disaster risk reduction: sustainably use materials from the environment during improvisation of age appropriate materials.
• Safety and security as they take care of each other when planning and handling materials during improvisation.
• Poverty eradication as they show case their products.
• Environmental sustainability as they develop improvised items and observe environmental conservation skills.

• Love and respect: learners learn to share available resources while creating materials.
• Responsibility: learners learn to use and care for equipment and facilities improvised. They should also complete the undertaken project.
• Integrity: fair play and honesty as learners participate in making the improvised items.
• Social justice: as learners participate together in doing the project and showcase their projects to the community.

• Language: communicate and write reports.
• Social studies: areas dealing with environmental preservation.

6.1 Hockey: Equipment, grip and stance

(2 Lessons)

1. identify the equipment used in the Hockey game
2. describe the sections of a Hockey pitch for familiarization
3. perform the body stance and the grip of the hockey stick for skill acquisition
4. appreciate the Hockey game for fun and enjoyment

• watch a video clip on court layout and present an own illustration of the layout for discussion
• discuss equipment used in Hockey
• demonstrate the stance and grip of a hockey stick
• practice the stance and grip in Hockey

1. Which equipment is used in the game of Hockey?
2. Which are the sections of a Hockey pitch?
3. What is the role of body stance and grip of hockey stick done?

6.2 Passing skills in Hockey

(4 Lessons)

1. identify the parts of the Hockey stick that make contact with the ball
2. perform passing using the forward and reverse of the Hockey stick for skill acquisition
3. observe the rules when passing the ball for safety and fair play
4. appreciate the use of protective equipment while playing Hockey for safety

The learner is guided to:

• watch video clips and observe the part of a hockey stick used for passing
• demonstrate the forward and reverse stick passes and share feedback
• use drills to practice forward and reverse stick passes
• play a mini passing game in Hockey
• Use protective gear for safety during play

1. When is the forward and reverse stick pass used in Hockey?
2. What is the role of the forward and reverse stick passing techniques in playing Hockey?
3. Why is it necessary to observe rules when passing a ball in Hockey game?

6.3 Hitting skills in Hockey

(2 Lessons)

1. explain the steps of hitting a Hockey ball
2. execute hitting the ball in Hockey for skill acquisition
3. observe the rules when hitting the ball for safety and fair play
4. recognize the use of protective equipment when playing Hockey for safety

• discuss the hitting technique in Hockey
• demonstrate hitting and share feed back
• play a mini game in Hockey and use protective gear for safety

1. What is the role of different steps when a hockey ball is being hit?
2. What are the safety precautions to consider when hitting a hockey ball?

1. explain the steps in stopping a hockey ball for control
2. stop the ball using the forward and reverse stick for skill development
3. critically employ the forward and reverse stick in stopping the ball in Hockey
4. value own and others efforts while playing the game for harmony and self-efficacy

The learner is guided to:

• discuss the steps for stopping techniques in Hockey
• demonstrate the forward and reverse stick
  stopping techniques in Hockey and give feedback
• use drill to practice ball stopping in Hockey while observing rules for safety
• play a conditioned
  hockey game for fun and enjoyment  

1. What is the importance of the steps used in stopping a hockey ball during play?
2. Why should the hockey stick remain down while attempting to stop the ball?

• Self-efficacy: while confidently performing skills in hockey.
• Critically thinking: while applying the skills in a mini game.
• Digital literacy: manipulate and interact with digital devices.

• Health lifestyle: build on fitness generated from playing the game.
• Social economic issues: disaster risk reduction- avoiding using the sticks and ball as weapons and only for purposes of play.
• Safety and security wear protective gear while playing Hockey.
• Gender issues: play with each other without discrimination.

• Responsibility while taking care of equipment
• Respect for each other while using the hockey equipment
• Love when players are concerned about their safety and that of others
• Social justice for emphasis on fair play and observance of rules

• Computer studies for digital literacy
• Languages for communication both verbally and non-verbally
• Health education as they take care of their hygiene when sharing equipment and protective gear

7.1 Defensive positioning and entry skill

(2 lessons)

• describe team positioning for defensive play in Kabaddi
• evaluate the entry technique used to start the Kabaddi game
• perform the defensive positioning and raiders entry during Kabaddi game
• apply the rules governing entry and positioning in Kabaddi
• appreciate own and other’s effort when playing Kabaddi for enjoyment and self- efficacy

• discuss team positioning formation
• discuss the entry technique in Kabaddi
• demonstrate entry and defensive positions in Kabaddi
• use drills to practice the different entry and defensive positions
• play Kabaddi while observing the positioning strategies

1. What is the role of defensive team position during start of the game?
2. What is the importance of the rules that govern entry and positioning in Kabaddi?

7. 2 Defensive skills

(4 lessons)

1. distinguish between the block and chain tackle in kabaddi
2. perform the block and chain tackles techniques in Kabaddi while observing safety
3. Creatively employ the block and chain tackle in Kabaddi
4. appreciate the use of block and chain tackles in Kabaddi

• watch a video clip and observe the execution of block and chain tackle
• demonstrate the block and chain tackles
• use drills to practise the block and chain tackles
• play mini Kabaddi game while observing rules for safety

1. What is the importance of the block and chain tackles in Kabaddi?
2. When is it suitable to apply either strategy of block or chain tackle in a Kabaddi game?

7.3 Attacking skills

(4 lessons)

1. differentiate the attacking skills of hand touch and squat thrust in Kabaddi
2. perform different types of hand touches and squat thrusts employed by raiders when attacking in Kabaddi
3. critically employ the different attacking skills in Kabaddi while observing rules and regulations
4. value own and others’ efforts while playing Kabaddi for self confidence 

• brainstorm on hand touches and squat thrust in kabaddi
• demonstrate hand touches and squat thrust in kabaddi
• use drills to practise the hand touches and squat thrust
• play mini Kabaddi game while observing safety

1. What is the role of the attacking skills of hand touch and squat thrust in Kabaddi?
2. How are the different attacking skills of hand touch and squat thrust used in Kabaddi?
3. Which safety precautions need to be observed when playing Kabaddi?

• Communication and collaboration: while practising and interacting with each other in learning the skills.
• Self-efficacy: while confidently performing skills of kabaddi.
• Critical thinking: while deciding the skill to apply in mini game.
• Digital literacy: while manipulating and interacting with digital devices.

• Health Related Issues: develop fitness when participating in kabaddi and as a recreation and leisure game
• Negotiation skills: as they strategize on best attack and defensive skills to use during play
• Safety and security: as they play games and observe rules
  Gender issues: as they opt to play separately as boys and girls due to the contact nature of the game

• Responsibility as they maintain their roles in a team
• Respect for self and each other while playing the game
• Love when players are concerned about their safety and that of others
• Social justice for emphasis on fair play and observing rules
• Integrity playing and speaking honestly during play

• Sciences as they identify body parts used in skills’ execution
• Computer studies as they watch video clips
• Languages as they communicate verbally and non-verbally during play
• Religious studies: as they choose fair play that encourages application of values

Needs assistance to distinguish between block and tackle
techniques in Kabaddi

8.1 Water Orientation

(3 Lessons)

1. establish the levels of water confidence for learning progression
2. creatively float and balance in water for orientation
3. observe rules and regulations of swimming for safety
4. appreciate water games for fun and enjoyment while ensuring safety

• safely make entry and exit into the swimming pool with ease
• demonstrate buoyancy and floating in water while building confidence
• practice buoyancy and floating in water
• play water games while applying basic rules in and out of the swimming pool

1. In which ways does one gain water confidence in swimming?
2. Which rules and regulations need to be observed in water and within the pool area?

1. describe the flutter kicks, arm action and breathing in Front crawl
2. perform the flutter kick, arm action and breathing techniques for skill acquisition
3. creatively combine the leg kick, arm pulls action and breathing in Front crawl
4. appreciate own and others efforts during swimming while observing safety 

• Watch a video clip on Front crawl technique
• discuss the techniques of flutter kicks, arm action and breathing in Front crawl
• demonstrate flutter kicks, arm action and breathing in Front crawl
• collaboratively practice drills in Front crawl

1. What is the role of the different components of Front crawl?
2. What is the importance of combining the Front crawl techniques in swimming?

8.3 Back stroke in swimming

(3 lessons)

1. describe the body position for performing Back stroke
2. describe flutter kicks, arm action and breathing in Back stroke
3. perform the flutter kick, arm action and breathing techniques for skill acquisition
4. creatively combine the flutter kick, arm action and breathing for self-efficacy
5. appreciate own and others efforts during back stroke while observing safety

• watch a video clip on Back stroke technique and observe the execution of the skill
• discuss supine body position and the techniques of flutter kicks, arm action and breathing during Back stroke
• demonstrate flutter kicks, arm action and breathing while in supine position and share feedback
• practise drills for breathing, flutter kicks and arm action in back stroke
• engage in water games for fun and enjoyment

1. What is the role of body position in swimming using Backstroke technique?

• Communication and collaboration: as they practice water skills and play water games.
• Digital literacy: as they watch video clips on different strokes.
• Self-efficacy: as they build water confidence and perform different swimming strokes.
• Critical thinking and problem solving: as they manage their breathing while practicing different strokes.
• Learning to learn as they come up with other ways of improving learnt skills and peer evaluation.

• Health Related Issues: lifestyle diseases that are kept at bay by fitness during swimming.
• Water survival skills, negotiations and self-awareness.
• Human sexuality and gender: appreciating anatomical difference among themselves while in swimming attire.
• Social economic issues: (disaster risk reduction by caring for each other around the pool.
• Safety and security: observe pool rules in and around the pool.
• Sustainable development: proper use of pool and its water environs.

• Responsibility: practice caution and safety around the pool.
• Respect for self and others as they learn the skills.
• Love and caring for each other as they appreciate each other space, challenges and abilities.
• Unity as they work collaboratively and obey rules.

• Health education by observing hygiene and cleanliness in the pool.
• Religious education –loving each other and observing values.
• Computer studies – as they use digital literacy to manipulate and interact with digital devices.
• Languages as they communicate and collaborate while swimming.
• Science as they observe water buoyance and Archimedes’ principle of floatation.

Hockey- hockey equipment, Open places or marked field, ICT devices, whistle

Kabaddi – Open places or marked field, ICT devices, whistle

Swimming - Swimming pool, floaters, ICT devices,
whistle

Subject

Number of Lessons Per Week (40 minutes per lesson)

1.

English

5

2.

Kiswahili/KSL

4

3.

Mathematics

5

4.

Integrated Science

4

5.

Health Education

2

6.

Pre-Technical and Pre-Vocational Education

5

7.

Social Studies

3

8.

Religious Education (CRE/IRE/HRE)

2

9.

Business Studies

3

10.

Agriculture

3

11.

Life Skills Education

1

12.

Sports and Physical Education

2

13.

Optional Subject

3

14.

Optional Subject

3

Total

45

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.1 Listening comprehension

: Social interaction

(2 Lessons)

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

1. identify informal expressions in simple social interactions
2. use appropriate expressions in informal social interactions
3. pronounce sounds in words correctly
4. value using appropriate expressions in informal social interactions

The learner is guided to:

• watch short audio-visual clips on the use of informal language in interactions (ellision on Tu, e.g. T’ es fatigué, T’as mal?)
• listen to songs with informal expressions
• recite rhymes with vocabulary on informal phrases in groups
• record own interactions, share and comment in groups
• simulate simple dialogues on informal interactions in pairs (subject + verb + interrogatives e.g Tu fais quoi, Tu vas où?)
• create songs using informal expressions
• pronounce words correctly with the semi vowel /y/
• listen to and repeat words containing the semi-vowel /y/

1. How do you show respect when addressing different people?
2. What guides your choice of words when speaking to different people?

Core-Competencies to be developed:

• Communication and Collaboration: learner develops active listening and adaptive speaking skills in activities that involve asking and responding to open questions and appropriate tone.
• Citizenship: learner develops national and cultural diversity skills in activities that involve appropriate use of the tu form, understanding of differences, and diversity in cultures and languages of the world.

Values:

• Respect: learner addresses different categories of people using the appropriate register.

Pertinent and Contemporary Issues:

• Citizenship: social cohesion as learners address people they are familiar with using the informal register.

Link to other subjects:

• English: this subject has content on the use of informal and formal language.
• Life skills education: this subject has content on interpersonal relationships.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify informal words and expressions

The learner identifies informal words and expressions in simple oral interactions with ease.

The learner identifies informal words and expressions in oral social interactions with peers

Learner partially identifies and uses appropriate informal words and expressions in social interactions

The learner identifies informal words and expressions but needs a lot of prodding yet still misuses them.

Ability to use informal expressions in social interactions

The learner uses a wide variety of appropriate words and expressions in the informal context of oral communication.

The learner uses the correct expressions to address the target audience in formal and

informal contexts of communication.

The learner uses some words and expressions in informal interactions. Shows un-sustained attention to the person speaking

The learner uses words and expressions in informal interactions but makes numerous errors that affect communication. The attention span of the learner is erratic and un-sustained.

The learner not only pays keen attention to the person who is speaking but also contributes and motivates the speaker by providing additional expressions

The learner uses appropriate words and expressions to carry out social interactions. The learner also pays keen attention to the person who is speaking.

Sometimes unable to associate words and expressions to the appropriate contexts – may use those for formal situations in informal ones and vice versa.

The learner consistently mixes formal and informal words and expressions and cannot make definite choices for application.

Ability to pronounce sounds in words correctly

The learner pronounces the semi vowel sounds in words accurately and with excellent clarity

The learner pronounces the semi vowel sounds in words accurately and clearly.

The learner pronounces the semi vowel sounds in words fairly accurately and occasional lack of clarity

The learner pronounces the semi vowel sounds in words with inaccuracies that occasionally impedes meaning

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.2 Listening Comprehension: Immediate Family

(4 Lessons)

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

1. describe members of the immediate family by physical attributes
2. and occupation
3. articulate sounds correctly to enhance the clarity of speech
4. appreciate the role of the family in one's life.

The learner is guided to:

• watch short video clips describing the physical characteristics of persons
• identify physical attributes of members of the family from pictures or video clips.
• relate the members of an immediate family to their physical attributes
• listen to simple dialogues describing members of an immediate family
• formulate and answer questions on family
• practice pronouncing words with sounds with accent aigu /é / and accent grave /è/
• read rhymes and tongue twisters containing sounds /é /& /è/
• record short descriptions about members of an immediate family.

1. Who makes up your immediate family?

Core-Competencies to be developed:

• Communication and Collaboration: learner develops critical listening and practical speaking skills as they listen to audios and talk about the physical attributes of their families.

Values:

• Care and compassion: learner develops the value of care and compassion as they engage in interpersonal interactions with family members with different attributes at home.

Pertinent and Contemporary Issues:

• Citizenship education: learner develops the spirit of social cohesion as they discuss the family unit.

Link to other subjects:

• Social Studies: This subject has content on family values.
• Religious Studies: This subject has content on moral and spiritual values in the family.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use vocabulary and expressions

The learner exhibits fluency using appropriate vocabulary and expressions when discussing family and friends.

The learner displays appropriate use of vocabulary and expressions when discussing family.

The learner makes a few errors in vocabulary and expressions when talking about family.

The learner's choice of vocabulary used to discuss family is largely inappropriate.

Ability to articulate sounds

The learner can pronounce the vocabulary and expressions excellently while speaking.

The learner pronunciation while speaking is quite apt.

The learner can adequately articulate words and expressions that make sense.

Learner mispronounces words. Occasionally the message is distorted.

Ability to describe people

The learner can detect and classify the descriptive words from the recorded text describing members of a family. The classification is quite detailed

The learner can detect and extract the descriptive words heard from the recorded text that describe members of a family. The classification adheres to the basic instructions provided.

The learner can partially detect the descriptive words in the recorded text which describe family members. The guided classification is reasonably well done

The learner attempts to identify the description from the recorded text that describes members of a family. The Learner does limited classification with difficulty.

Strand

Sub strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.3 Oral

Expression:

Our room

(4 lessons)

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

1. choose appropriate vocabulary and expressions to talk about their room
2. describe their room in an organized and coherent manner
3. articulate sounds correctly to enhance speech,
4. exhibit appreciation for their room

The learner is guided to:

• play word games with vocabulary on different parts of a room like "le mur, l'armoire, le lit."
• interact with audiovisual materials on standard items in a room
• play the quick-fire game to identify objects in a room
• engage in simple dialogues in groups using expressions of location and possession
• play "mind squeeze" games on standard items in a room to develop critical thinking
• practice pronouncing words with
• [o] sound correctly (Rideau, tableau)
• engage in rhyme games to practice sounds [o] with the help of media devices
• create and recites own rhymes and short poems to enhance sound articulation
• share how they organize their room with other learners in the school community as they discuss the positioning of items for safety and security.

1. How does your room look?
2. What do you like about your room?

Core competencies to be developed:

• Communication and Collaboration: the learner develops skills to speak effectively and logically during interaction with others in dialogues.

Values:

• Patriotism: the learner shows loyalty, love, and pride in the room presented.
• Responsibility: the learners care for their personal and communal property in their room.

Pertinent and Contemporary Issues:

• Safety and security education: learners discuss the safe positioning of items in their rooms.

Link to other subjects:

• Home Science where content about personal hygiene, good grooming, and different items in a home can be found.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to choose vocabulary and expressions choice

The learner is spontaneous in choosing appropriate vocabulary and expressions when describing a room and often adds self-learnt words.

The learner always chooses appropriate vocabulary and expressions when describing a room; makes minimal errors in the use of the speech and expressions

The learner chooses appropriate vocabulary and expressions in describing a room. Errors made do not affect the intended meaning.

The learner chooses vocabulary and expressions to describe a room, but the choice is inappropriate most of the time. Consistently makes errors that affect the intended meaning.

Ability to organize ideas coherently

The learner describes a room in a faultless organized manner. The flow of ideas is smooth, and coherence is achieved with great ease.

The learner describes a room in an organized manner. Ideas are well linked, and coherence is achieved with relative ease.

The learner describes a room with some good ideas that are reasonably well organized and linked. Coherence may be affected by the shaky organization of ideas.

The learner attempts to describe a room but with limited ideas that are not well organized. Coherence is greatly affected.

Ability to manipulate sounds

The learner correctly manipulates the sound [eau] in all words learn; can pronounce new words with the sound [eau] with great ease.

The learner correctly manipulates the sound [eau] in all words learnt with relative ease. Errors are minimal.

The learner can manipulate the sound [eau] in most of the words learnt. They make a few errors that, at times, distort the meaning of the words.

The learner manipulates the sound [eau] in very few of the words learnt with many difficulties. Errors are consistent and affect the meaning of words thus distorting communication.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.4 Oral expression:

Media

(3 lessons)

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

1. identify different media devices in their surrounding
2. respond to oral instructions on how to operate media devices
3. display enthusiasm in using media devices to learn

The learner is guided to:

• watch visual slides listens to how the names of devices are pronounced, and repeats the names of media devices
• identify various types of media in their immediate environment (Qu’est- ce que c’est? C’est…/Ce sont…)
• pronounce words on selective vocabulary about media, to articulate sound [∫]       (affiche, touches, tache, cache)
• play the quick-fire game to identify media devices
• listen to instructions on how to operate media devices (allumer, cliquer, eteindre, sauvegarder…)
• relate media devices to their names using flash cards.
• create and records simple audio texts referring to different media devices in the surrounding
• share and give feedback on audio documents with other groups in the class
• practice active listening using media devices
• explain the importance of using digital devices during different school functions.

1. What media devices do you know?
2. How can we use media devices to enhance oral communication?
3. Why do we use different media devices for oral communication?

Core Competencies to be developed:

• Digital literacy: the learner uses digital technology to accomplish tasks effectively.
• Critical thinking and problem solving: the learner reflects on finding solutions to problems encountered while operating digital devices.

Values :

• Responsibility: the learner observes self-discipline as digital devices are used.
• Honesty and trustworthiness: the learner manifests responsible use of the devices provided in class.

Pertinent and Contemporary Issues:

• Child care and protection: parents support the learner as they build their digital literacy skills and ensure discipline through responsible media use.

Links to other subjects:

• Life Skills Education: this subject has content on problem-solving skills
• English: certain topics cover how to use media for effective communication
• Computer Science: this subject has content on the effective use of media devices

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify media devices

The learner can identify media devices within and outside their immediate environment

The learner can identify all media devices presented within the immediate environment

The learner can identify most media devices within the immediate environment

The learner can identify media devices within the environment with assistance

Ability to respond to oral instructions

The learner understands, interprets, and responds to oral instructions on matters of media device operations

The learner responds promptly and accurately to oral instructions about media devices

The learner responds appropriately to most oral instructions about media devices

The learner responds to few verbal instructions about media devices

Ability to create using media devices

The learner quickly generates several audio recordings of varying complexity on use of media devices

The learner generates accurate and straightforward audio recordings on media devices in the surrounding

The learner generates some logical audio recordings on the use of media devices in their surrounding

The learner struggles to generate at least two accurate audio recordings about media devices in their surrounding

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.5 Listening comprehension and oral expression:

School 

(4 lessons)

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

1. locate different places in school
2. relate places in school to various activities
3. desire to carry out various school activities in the right places

The learner is guided to:

• identify areas in school orally
• watch audio visual materials on places in school
• practice sounding words with sounds [r] and [l]
• imitate and distinguishes the sounds [r] and [l] orally
• converse about facilities and activities in school using simple expressions
• simulate simple dialogues about locating facilities in school
• practise using the question forms ( Où est…? Où est-ce que…)

1. How do we locate places?
2. Why is it essential to hold activities in designated places?

Core Competencies to be developed:

• Communication and collaboration: the learner develops active listening and practical speaking skills in simple dialogues on activities and their respective places in the school.
• Digital literacy: the learner interacts with digital technology and develops research skills.

Values:

• Peace: the learner develops the habit of peaceful and harmonious coexistence as facilities in the school are shared.
• Unity: the learner values working in solidarity with others in the school community.

Pertinent and Contemporary Issues:

• The learner develops and maintains good inter and intra-personal relationships through engagement in activities that require sharing facilities.

Links to other subjects:

• Geography: Interacting with visual stimuli.
• Life Skills Education: Appreciating the value of buildings and property.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to communica te clearly

The learner always listens keenly and speaks when relating places to different activities in school; articulates words correctly in discussing places and activities in school

The learner often listens keenly and speaks when relating places to different activities in school

The learner sometimes listens keenly and speaks when relating places to different activities in school

The learner hardly listens keenly and hardly speaks when relating places to different activities in school

Ability to locate places

The learner locates places in school and accurately associates activities that take place in the different sites within the school with ease

The learner accurately locates places in school with relative ease; may hesitate on activities but eventually makes the correct associations or ideas

The learner locates places in school with ease but makes some errors relating the places to activities

The learner locates a few places in school with difficulty; makes some relevant associations with activities.

Ability to articulate sounds

The learner articulates correctly and has audible and clear diction

The learner occasionally says sounds with errors in vocabulary/words/expressions on places and activities in the school

The learner says sounds, words, and phrases on places and activities in the school with some errors

The learner articulates sounds while talking about places and activities in school with continued guidance yet still makes consistent errors.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.6 Listening comprehension and Oral expression:

Shopping 

(5 lessons)

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

1. identify different items sold at the market
2. make up basic dialogues on buying and selling
3. appreciate the importance of wise buying and selling with integrity.

The learner is guided to:

• listen to video or audio clips to identify different items sold in a typical Kenyan market
• simulate simple dialogues about buying and selling in a market
• play word games to enhance retention of vocabulary related to goods and transactions
• listen to and repeat words containing sound [i] (igname, image, piment…)
• prepare and present skits, poems, or songs on the importance of making good
• decisions and spending money.

1. Why are there different places where one can buy goods?
2. Why is honesty important when buying and selling?

Core Competencies to be developed:

• Communication and collaboration: the learner develops active listening and adaptive speaking skills through simulations of typical market scenes.
• Self-efficacy: the learner gains and displays practical communication skills through role-playing situations that involve deciding what to buy.

Values:

• Honesty and trustworthiness: Learner develops openness in pricing, paying for goods, and giving correct change as they shop.

Pertinent and Contemporary Issues:

• Financial literacy: the learners get enlightened about the value of money, which informs decisions on spending.

Links to other subjects:

• Business studies: this subject has content on wise buying.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to choose appropriate vocabulary

The learner uses the appropriate vocabulary to identify common market items with a lot of ease.

The learner can use the vocabulary to identify common market items and say what they need with minimal errors

The learner uses some of the vocabulary but makes some errors that affect identifying common market items.

The learner uses limited vocabulary to identify common market items.

Ability to make dialogues on buying and selling

The learner talks about buying and selling with excellent fluency and even includes a clear introduction and conclusion.

The learner talks about buying and selling with fluency and can conclude a transaction effectively

The learner talks about buying and selling but makes errors that obscure coherence to a limited extent

The learner talks about buying and selling but struggles to express a need and sustain the conversation

Ability to communicate effectively

The learner confidently and efficiently adapts conversation effectively to the role assumed and the simulated situation

The learner progressively adapts the conversation to the role assumed and effectively simulates the situation

The learner progressively adapts conversation to the role assumed and the simulated situation

The learner is hesitant to adapt the conversation to the role assumed and displays unease in the simulated situation.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and

Speaking

1.7 Listening Comprehension and Oral expression:

Hobbies (6 lessons)

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

1. identify common hobbies from their immediate environment
2. justify their choice of hobbies
3. exhibit sensitivity to other people's preferences concerning hobbies

The learner is guided to:

• listen to and identify different hobbies from audio material
• engage in simple dialogues about their hobbies in pairs (aimer/preferer/ ne pas aimer)
• play sound games using flashcards(sound [u])
• pronounce words correctly with sound [u]
• use digital media to record self and peers talking about their hobbies.
• simulate an interview with a correspondent on their hobbies
• recite poems to create awareness in the community about the need to lead an active life by choosing
• hobbies that improve their quality of life

1. What is free time?
2. How do you spend your free time?

Core Competencies to be developed:

• Citizenship: the learner develops entrepreneurial skills during the exercise of hobbies.
• Digital literacy: the learner develops digital literacy skills while using digital devices to record talks about their hobbies

Values:

• Respect through appreciating the diversity in the choice of hobbies amongst people around them.

Pertinent and Contemporary Issues:

• Self-management: the learner discovers how to cope with stress through good hobbies positively.

Links to other subjects:

• Physical Health Education as most of the hobbies are psychomotor.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify common hobbies

The learner quickly identifies a wide range of common hobbies learnt from print and digital devices

The learner identifies most of the common hobbies learnt from image and digital devices

The learner identifies some of the common hobbies learnt from print and digital devices

With a lot of prompting, the learner identifies just the primary pursuits  learnt, from image and digital devices,

Ability to justify the choice of hobbies

The learner justifies choices of particular hobbies with ease and shows exceptional tolerance and understanding of others' choices and points of view.

The learner justifies the choice of particular hobbies and shows reasoned tolerance and understanding of others' choices and points of view.

The learner justifies the choice of particular hobbies and shows moderately reasoned tolerance and understanding of others' choices and points of view.

The learner makes attempts to justify the choice of hobbies; shows minimal tolerance and understanding of others' choices and points of view

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.8

Listening and Speaking

1.8 Listening Comprehension: Health

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

1. identify common ailments in their immediate environment
2. express one's state of health in oral interactions
3. appreciate aspects of good health enjoyed

The learner is guided to:

• listen to audio materials to identify common ailments talked about
• engage in simple dialogues to inquire about each other's state of health
• practice tongue-twisters to enhance pronunciation
• recite poems, in pairs and in groups, to practice the pronunciation of words with sound [jɛ] give examples
• pronounce words with the sound [jɛ] correctly
• use digital devices to research on common ailments
• discuss common ailments in their immediate environment or within the school community

1. How do we maintain good health?
2. Why is it essential to be aware of other’s state of health?

Core competencies to be developed:

• Communication and collaboration: the learner develops active listening and practical speaking skills as they listen and respond appropriately to inquiries on health.
• Digital Literacy: the learner uses digital devices to accomplish learning tasks while researching on ailments effectively.

Values:

• Care and compassion: the learners inquire about the wellbeing of others and take good care of themselves.

Pertinent and Contemporary Issues:

• Health promotion: Prevention and management of common ailments

Link to other subjects:

• Health Science: this subject has content on common ailments.
• Life Skills Education: this subject has content on self-awareness.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify common ailments

The learner can orally identify all common ailments learnt with a lot of ease and give details on the diseases.

The learner can orally identify all common ailments learnt with ease.

The learner can orally identify most of the common ailments learnt.

The learner can orally identify a few common ailments learnt.

Ability to express one's state of health

The learner sufficiently expresses a state of health in communication using a variety of vocabulary and expressions; supplies great detail in expressing a current state of health

The learner expresses a state of health using appropriate vocabulary and expressions.

The learner expresses a state of health in communication using an appropriate but limited vocabulary and expressions; makes some errors that may interfere with coherence

The learner expresses a state of health using minimal vocabulary and inappropriate expression but requires frequent prompting.

Ability to articulate sounds

The learner articulates sound [jɛ] correctly in all words learnt with ease and can say the sound correctly even in new words.

The learner articulates sound [jɛ] correctly in all words learnt with ease and has good audibility but with minor distortions that do not affect meaning.

The learner articulates sound [jɛ] correctly in most of the words learnt. There are a few distortions which sometimes affect the meaning of the words noted.

The learner articulates sound [jɛ] correctly in very few words learnt. Consistent significant distortions significantly affect the meaning of the words noted.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

1.1 Reading aloud: social interaction

(1 Lesson)

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

1. identify words and expressions used in simple, informal interactions
2. correctly articulate words and phrases in simple texts and dialogues
3. show interest in learning new words and expressions

The learner is guided to:

• read out aloud new words after the teacher
• read in turns simple dialogues in informal register from comic strips, children's magazines, etc.
• practice pronouncing words and expressions in rhythm
• build vocabulary and lexical content to use in informal contexts of communication

1. Why do you need to read words using the correct pronunciation?
2. How do we identify informal language?

Core competencies to be developed:

• Communication and Collaboration: The learner acquires active listening and effective speaking while doing activities that involve reading for enunciation.

Values:

• Respect as learners address familiar persons using the appropriate register.

Pertinent and Contemporary Issues:

• Citizenship: Social cohesion as learner engages in activities involving collaborative reading and reading in turns.

Link to other subjects:

• Indigenous languages, Kiswahili, and English have content on informal interactions.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify words and expressions in informal interactions

The learner quickly and accurately identifies words and phrases used in informal interactions and shows interest in discovering new words and expressions

The learner accurately identifies words and expressions used in informal interactions

The learner partly identifies words and expressions used in informal interactions

The learner identifies words and phrases used in informal interactions with difficulty

Ability to correctly articulate words

The learner reads with confidence correctly articulating words and expressions used in informal contexts of communication

The learner can read and correctly articulate words and expressions used in informal contexts of communication

The learner can read and correctly articulate words and expressions used in informal contexts of communication; however, the learner lacks consistency

The learner can read and correctly articulate some words and expressions used in informal contexts of communication with considerable assistance but still makes a lot of errors

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.2 Reading for fluency: Immediate Family

(3 Lessons)

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

1. give examples of fluent reading
2. read simple texts about members of the immediate family with fluency
3. exhibit enjoyment in reading for fluency

The learner is guided to:

• derive the meaning of fluency in reading
• identify indicators of fluent reading from audio recordings or by listening to peers reading
• read short texts on attributes of members of the immediate family and their occupations to practice fluency
• articulate the sound /é/ & /è/ in words and expressions
• read rhymes and tongue twisters containing sounds /é /& /è/
• engage in pair reading

1. Why is it essential to read fluently?
2. How do you know someone is a fluent reader?

Core-Competencies to be developed:

• Communication and collaboration: the learner develops collaboration skills as they read in pairs.

Values:

• Care and compassion for others as learners learn to accept differences in appearances and character among family members.

Pertinent and contemporary issues:

• Social cohesion: Learners develop an awareness of the importance of maintaining family unity as they read about family life.

Link to other subjects:

• English, Kiswahili, German, Arabic, Mandarin and Indigenous languages: these subjects have content on the immediate family.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to give examples of fluent reading

The learner quickly and confidently states whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading

The learner can determine whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading

The learner sometimes hesitates while deciding whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading

The learner can determine whether a reader sounds natural, obeys the punctuation, stress, intonation rules, and maintains a constant pace while reading with constant prompting

Ability to read fluently

The learner articulates words exceptionally well while reading with the correct intonation, rhythm and pace

The learner articulates words well while reading with the correct intonation, rhythm and pace

The learner can articulate most words correctly but does not always maintain the correct intonation, rhythm and pace.

The learner reads independent words laboriously, displaying little understanding of the text and consistently makes errors in intonation and pace that result in distortions

Ability to work in teams

The learner exhibits an exceptional level of understanding and willingness to seek information or assist others as they read in pairs

The learner shows understanding and willingness to seek information or assist others as they read in pairs.

The learner shows limited understanding of the text but is willing to seek information or be assisted as they read in pairs

The learner accepts to read alongside peers but shows limited understanding of the text; is unwilling to seek information or help as they read in pairs

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.3 Reading Comprehension:

Our room (2 lessons)

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

1. derive meaning from reading simple texts on the description of a room
2. read simple texts on the description of a room fluently
3. display a liking for reading simple descriptive texts.

The learner is guided to:

• read simple dialogues about items in a room
• view short video clips of items in a room and reads the embedded subtitles
• engage in "read, listen and track" to practice pace and rhythm
• match names of things in a room to corresponding pictures
• practice "echo reading" of simple texts to develop fluency, expression, and decoding skills
• read descriptive texts prepared by other learners
• search for word rhymes from the Internet.
• recite the word rhymes

1. Why should we read words correctly?
2. What can help you identify a place or objects in an area?

Core competencies to be developed:

• Learning to learn: the learner develops working skills through sharing and reading each other's descriptive texts.
• Digital literacy: the learner develops the skill of using digital technology to search for information.

Values:

• Patriotism: the learner shows loyalty, love, and pride in their room.
• Responsibility: the learner cares for their personal property in the room.

Pertinent and Contemporary Issues:

• Safety and security education: the learner learns how to keep items in their rooms safely.

Link to other subjects:

• Home Science: this subject has content about home and where different items in the house can be found.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to comprehend simple texts

The learner can to correctly answer all comprehension questions from texts rea; responses are spontaneous and detailed.

The learner can correctly answer all comprehension questions from texts read.

The learner can answer comprehension questions from texts read. A few answers given are incorrect.

The learner answers comprehension questions from texts read. Answers are sometimes wrong and supplied after persistent prompting. 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.4 Reading aloud:

Media

(2 lessons)

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

1. read names of media devices
2. read instructions and labels on media devices
3. show enthusiasm in reading aloud

The learner is guided to:

• identify media devices using a mind map
• read aloud labels on media devices
• discover names and parts of different media devices
• read aloud simple presentations in class to enhance knowledge about media devices
• source names, tags, and instructions from controlled sites in groups
• develop posters on the importance of reading to sensitize the community.

1. How can media devices help us in improving our reading skills?
2. What kind of reading materials can you access from media devices?

Core Competencies to be developed:

• Communication and collaboration: the learner develops good teamwork skills by working in groups to source reading materials from different sites.
• Digital literacy: the learner uses digital learning platforms to enhance learning.

Values:

• Responsibility: the learner cultivates responsibility through switching off media devices after use and storing them appropriately.
• Honesty and trustworthiness: the learner abides by laid-down guidelines when accessing reading materials from the Internet.

Pertinent and Contemporary Issues:

• Parental engagement: Parents support in building literacy skills and responsible use of digital devices.

Digital citizenship as learners acquire knowledge on handling and manipulating digital devices. The learner develops patience through coping with the challenges of working with technology and also develops integrity by using media responsibly.

Links to other subjects:

• Computer Science: this subject has content on how to use digital devices effectively and safely.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to read names of media devices

The learner reads names of media devices written and audio-visual materials with ease

The learner reads names of media devices in written and audio-visual materials

The learner reads names of some media devices in written and audio-visual materials

The learner reads names of media devices in written and audio-visual materials but with considerable assistance from the teacher

Ability to articulate words and expressions correctly

The learner reads and correctly articulates a wide variety of vocabulary independently, spontaneously and with ease

The learner reads vocabulary with the correct pronunciation, intonation, and rhythm

The learner reads vocabulary, but the pronunciation, intonation, and rhythm is not always correct

The learner pronounces words correctly with some assistance but does not usually have the correct intonation and rhythm

Ability to read using various electronic media

The learner takes the initiative to discover and use appropriate learning applications to practice pronunciation

The learner can use learning applications to practice pronunciation

The learner occasionally uses learning applications to practice pronunciation

The learner hardly uses learning applications to practice pronunciation

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.5 Reading Comprehension:

School

(2 lessons)

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

state the facilities and activities in school

derive meaning from simple texts

            show pleasure in reading texts fluently

The learner is guided to:

• match places in school to activities
• read simple texts about places and activities in school
• respond to questions about facilities and activities in school
• practice pronouncing the [r] and
• [l] sounds in words sourced on and offline
• use pictograms to indicate different activities and places

1. Which activities do you engage in while at school?
2. How easy is it to locate facilities in your school?

Core competencies to be developed:

• Self-efficacy: the learner develops leadership skills by mobilizing resources liaison with the community to make posters and signages.
• Digital literacy: the learner uses digital technology skills to create posters and signs to locate places in the community.

Values:

• Unity: the learner works in solidarity with others in the school community to promote reading.

Pertinent and Contemporary Issues:

• The learner enhances interpersonal and intrapersonal relationships through collaborative reading.

Links to other subjects:

• Mathematics: this subject has content on bearings and the location of places.
• Geography: this subject has content on the location of places.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to state facilities and activities in school

The learner confidently enumerates places in school and the activities that take place in the cited places

The learner enumerates places in school and most activities that take place in the cited places

The learner enumerates most places in school and some activities that take place in the cited places

The learner enumerates key places in school but does not always match activities correctly to the cited places

Ability to infer information from texts

The learner responds to questions with accuracy and is excellent at infering meaning from the vocabulary and images in a wide variety of texts

The learner responds to questions with accuracy and infers meaning from the vocabulary and images in a standard range of texts

The learner responds to some questions with accuracy and partially infers meaning from the vocabulary and images in texts

The learner responds to questions with little accuracy and has difficulty inferring meaning from the vocabulary and images in texts

Ability to lead community activities

The learner keenly observes the immediate community's needs for signage, makes a decision, and draws a plan to create signs and place them in required places

The learner observes the immediate community's needs for signage, makes a decision, and draws a plan to create signs and place them in required places

The learner prompted to note the immediate community's needs for signage; may help draw a plan to create signs and place them in required places

The learner observes the immediate community's needs for signage but requires assistance to make a decision and draw a plan to create signs and place them in places needed

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.6 Reading Comprehension:

Shopping

(2 Lessons)

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

1. choose appropriate vocabulary on buying and selling,
2. derive meaning from short texts on buying and selling
3. show interest in reading correctly

The learner is guided to:

• build vocabulary on buying and selling through the paired reading of simple dialogues
• respond to questions from reading texts
• read aloud their prepared shopping lists for comparison
• search for and read comic strips from digital platforms
• search for and read varied texts on shopping
• provide reading materials to sensitize the community on wise buying and honest selling

• Why is it essential to compare items before buying?
• How can we identify the different stalls at the market?

Core competencies to be developed:

• Communication and collaboration: the learner develops collaboration skills through reading and comparing peers’ shopping lists
• Digital literacy: the learner develops interactive skills by sourcing for and reading texts on buying and selling.

Values:

• Honesty and trustworthiness: the learner discusses the value of honesty portrayed in the reading comprehension texts.

Pertinent and contemporary issues:

• Financial literacy attained through purchasing items. The learners familiarise themselves with shopping lists on goods bought at the market.

Links to other subjects:

• Business Studies has content on buying and selling.
• Mathematics: this subject has content on addition, subtraction, and other calculations

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to choose appropriate vocabulary

The learner always uses appropriate vocabulary when simulating buying and selling situations

The learner uses appropriate vocabulary when simulating buying and selling situations

Learner sometimes uses

appropriate vocabulary

when simulating buying

and selling situations

The learner hardly uses appropriate vocabulary when simulating buying and selling situations

Ability to comprehend simple texts

The learner responds correctly to all questions on buying and selling from reading texts with a lot of ease.

The learner responds correctly to all the questions on buying and selling from reading texts

The learner responds correctly to some of the questions on buying and selling from reading texts. 

The learner responds correctly to very few questions on buying and selling from reading texts

Ability to work in teams

The learner always listens keenly to others and speaks when contributing to the group discussion

The learner listens to others and speaks when contributing to the group discussion

The learner gets distracted sometimes and does not always speakwhen contributing to the group discussion

The learner is constantly distracted when listening to others and stutters when contributing to group discussions

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.7 Reading Comprehension:

Hobbies (4 lessons)

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

1. acquire vocabulary on hobbies
2. read simple texts on hobbies to deduce meaning
3. display a liking for reading texts

The learner is guided to:

• view pictures, flashcards, and slides to identify leisure activities
• play quick find word puzzles to build vocabulary on hobbies
• read simple dialogues on hobbies, and answer related questions in groups
• access and read interviews on hobbies from magazines on the Internet
• create awareness in the community on the importance of leading an active life by engaging in hobbies
• share reading materials with peers

1. What is the importance of hobbies?
2. Where can we get information on hobbies?
3. What do you consider when choosing hobbies?

Core competencies to be developed:

• Self-efficacy: the learner develops practical communication skills as they communicate reasons for engaging in certain hobbies and not others.
• Digital literacy: the learner develops digital literacy skills through interacting with digital devices when reading.

Pertinent and contemporary issues:

• Health Education: the learners read and comprehend the good habits for healthy living.

Values:

• Social justice: the learners share their choices and accommodate each other's preferences.

Links to other subjects:

• Physical Health Education: the learner interacts with physically demanding hobbies.
• Performing Arts: the learner interacts with artistic hobbies.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to build vocabulary on hobbies

The learner reads a wide variety of materials on hobbies to build vocabulary

The learner reads recommended texts to build vocabulary on hobbies

The learner reads some of the recommended texts to build vocabulary on hobbies

The learner hardly reads recommended texts to build vocabulary on hobbies

Ability to comprehend simple texts

The learner promptly and accurately responds to all questions on hobbies.

The learner accurately responds to all questions on hobbies.

The learner accurately responds to most of the questions on hobbies

The learner attempts to respond accurately to questions on hobbies.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.8 Reading Comprehension:

Health (3 lessons)

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

1. read short texts on common ailments
2. demonstrate fluency in reading short texts on common ailments
3. display eagerness to read about common ailments.

The learner is guided to:

• read short texts on common ailments for information
• identify common ailments from short texts
• source for and read written texts on common ailments from the Internet
• read comic strips and simple dialogues on common ailments for fluency
• read adapted medical brochures and medicine packs for vocabulary acquisition
• read aloud, to other learners, texts on common ailments for awareness

1. How can you tell you are not feeling well?
2. What health information are we likely to find in our environment?

Core competencies to be developed:

• Critical Thinking and Problem solving: the learner develops researching skills from the Internet.

Values:

• Care and compassion: the learners inquire about the wellbeing of others and take good care of themselves to prevent common ailments.

Pertinent and Contemporary Issues:

• Health promotion: the learner finds out how to prevent and manage common ailments.

Link to other subjects:

• Health Science that has content on common ailments.
• Life Skills Education: this subject has content on self-awareness.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to read for comprehension

The learner can easily pick out specific information on common ailments from reading texts and correctly answer all questions in great detail.

The learner can pick out specific information on common ailments from reading texts to answer all questions eventually correctly.

The learner can partly pick out specific information on common ailments from reading texts with; can correctly answer questions from the read text.

The learner can pick out very little information on common ailments from reading text; cannot give correct answers to basic questions

Ability to read fluently

The learner reads simple texts accurately with excellent phrasing, expression and pace that enhances comprehension. Self-correction is automatic.

The learner reads simple texts accurately, maintaining the appropriate pace and expression that enhance comprehension. Self-correction is applied in some instances.

The learner reads simple texts accurately but has some challenges maintaining the appropriate pace and expression that enhance comprehension.

The learner reads simple texts with a lot of inaccuracies and has consistent challenges in maintaining appropriate pace and expression. Comprehension is greatly hampered.

Ability to research

The learner searches for and explores a wide variety of sources of information on common ailments; proceeds to analyze the information

The learner searches for and explores the recommended sources of information on common ailments

The learner searches for and explores some sources of information on common ailments

The learner searches for and explores other sources of information on common ailments after consistent prompting

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

1.1 Guided

writing: Social interaction 

(1 Lesson)

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

1. select words and expressions in the informal register
2. use informal expressions to write simple dialogues
3. create organized and coherent informal texts in writing
4. show interest in writing short texts using informal words

The learner is guided to:

• reorganize jumbled words and informal expressions to make meaningful texts
• reorganize dialogues into a logical sequence
• fill in crosswords
• fill in blanks in simple, informal conversations
• write mini-talks to simulate telephone conversations
• engage in guided textual chats using media devices

1. Why is correct spelling necessary?
2. To whom do you write using informal language?

Core Competencies to be developed:

• Communication and Collaboration: the learner gets the skill of writing correctly and accurately while engaging in activities that involve writing coherently and in an organized manner.
• Digital literacy: the learner uses digital devices to carry out writing activities involving filling in crosswords, puzzles, and conversations.

Values:

• Respect: the learners address their peers using the informal register.

Pertinent and Contemporary Issues:

• Social cohesion: the learners practice how to keep in touch with peers using an informal register

Link to other subjects:

• English has content on the use of informal and formal language.
• Performing Arts has content on dialogue formats on how scripts are written
• Life Skills Education has content on establishing relations and networks

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to write short interactions and dialogues

The learner writes excellent interactive texts using accurate vocabulary and expressions that are appropriate for informal interaction

The learner writes good interactive texts using vocabulary and expressions that are appropriate for informal interaction

The learner writes short, interactive texts with irregularly sustained use of vocabulary and expressions appropriate for informal texts.

The learner attempts to write short, interactive texts. Vocabulary and language are mainly inappropriate for informal texts.

Ability to write using the informal register

The learner writes short texts using informal expressions and elision though the text lucks sustained coherence suitable for everyday interactions.

The learner writes short texts using informal expressions and elision; makes a few mistakes that do not affect coherence.

The learner writes short texts using informal expressions and elision though the text lacks coherence and vocabulary on informal interactions are misused and distort the meaning

The learner writes short texts using expressions and elision that often result in distorting meaning even after assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.2 Guided writing: Immediate Family

(3 Lessons)

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

1. write words using correct spelling
2. create descriptive texts about members of the immediate family
3. display enthusiasm in writing short descriptive texts

The learner is guided to:

• practice spelling words through spelling games
• identify members of the immediate family using mind maps
• draw a family tree diagram of their immediate family
• talk about the relationships in the family and family identity
• practice writing guided short texts on the immediate family members

1. Why should we write sentences correctly?
2. What makes a good descriptive text?

Core Competencies to be developed:

• Communication and collaboration: the learner writes clearly and correctly with the help of spelling drills and guided texts.
• Citizenship: the learner develops active community life skills through activities that involve discovering their relations, thereby creating a sense of belonging to a family unit.

Pertinent and contemporary Issues:

• Social cohesion: the learners accept and appreciate different attributes of the members of their families as they write about them

Values:

• Care and compassion: the learners write about their relationships with members of their immediate family.

Link to other subjects:

• Social Studies, English, Kiswahili and Indigenous Languages have content on the immediate family.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to construct correct sentences

The learner can use highly effective and appropriate phrases while writing texts.

The learner adequately uses vocabulary and expressions while writing about family and friends.

The learner makes quite some predictive (gender number) spelling errors while writing, which compromises clarity

The learner makes spelling errors while writing, thus distorting a large part of the intended communication.

Ability to describe people

The learner uses descriptive expressions learnt to describe the immediate family members effortlessly

The learner employs the descriptive expressions learnt adequately to describe the immediate family members clearly.

The learner makes some attempts to describe family members using descriptive expressions and vocabulary learnt though the writing contains quite some errors

The learner attempts to describe family members using descriptive expressions and vocabulary learnt, and the writing contains predictive mistakes.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.3 Descriptive Writing:

Our room 

(2 lessons)

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

1. identify appropriate word order and patterns when writing simple descriptive texts
2. create organized and coherent texts when describing a room
3. show eagerness to write simple descriptive texts

The learner is guided to:

• fill in missing words in texts
• label different items in a room on a picture
• create posters naming additional things in a room
• write simple sentences from a variety of vocabulary given
• prepare checklists for items in a room
• write descriptive texts guided by shared images
• create simple texts describing their room

1. Why should we write clearly?
2. What do we need to be able to write clearly?

Core competencies to be developed:

• Learning to learn: the learner develops self-reflection skills by appraising the organization and coherence in the created texts.

Values:

• Patriotism: the learner shows loyalty, love, and pride in the described room.
• Responsibility: the learner cares for their personal property in the room.

Pertinent and Contemporary Issues:

• Safety and security education: The learner describes a room and shares how to ensure the safety and security of the place.

Link to other subjects:

• Home Science where content about home and different items in it can be found.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use correct word order

Learner writes descriptive texts using appropriate word order and successfully experiments with new word orders.

The learner writes descriptive texts using an appropriate word order.

The learner writes descriptive texts using appropriate word order most of the time.

The learner is aware of the word order but repeatedly uses the wrong order when writing descriptive texts

Ability to describe a room, place, or item.

The learner confidently uses the descriptive expressions learnt to describe a room, place, or item.

The learner employs the descriptive expressions learnt adequately to describe a room, place, or items.

The learner makes some attempt to describe a room, place, or items using descriptive expressions and vocabulary learnt through the writing contains quite some other grammatically related errors

The learner attempts to describe a room, place, or items using descriptive expressions and vocabulary taught, and the writing contains many repeated errors.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.4 Creative Writing:

Media 

(2 lessons)

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

1. write names of media devices
2. create simple texts using media devices
3. derive pleasure in writing using media devices

The learner is guided to:

• draw and label media devices
• match media devices to their use
• practice typing skills using MS Word/Office and French shortcut keys
• fill in gaps in creative texts
• play word games, e.g., anagrams, pangrams, palindromes in groups
• construct a short write up on the safe use of media devices and posts the text on the class notice board

1. Which writing activities can you carry out using media devices?
2. How can you use media devices in writing?

Core Competencies to be developed:

• Creativity and imagination: the learner makes the connection between the use of digital devices and the production of creative texts
• Digital literacy: the learner enhances writing skills through using media devices to create readers.
• Learning to learn: the learner is motivated to learn continuously by discovering shortcut keys while manipulating media devices.

Values:

• Responsibility: Learner develops a sense of responsibility through taking care of media devices.

Pertinent and Contemporary Issus:

• Child care and protection: the learner is guided by both teachers and parents on responsible media devices.

Links to other subjects:

• Life Skills Education has content on the importance of using social media platforms and coping with technology challenges.
• Computer Science: the subject has content on interacting safely with media devices.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to list different types of media devices

The learner generates a list of various electronic media devices as well and matches them with all their multiple illustrations

The learner generates a list of electronic media devices and matches most of them with their illustrations

The learner generates a list of electronic devices and matches them to some familiar illustrations

The learner generates a list of media devices but fails to match most illustrations to the names

Ability to create texts using a given electronic medium

The learner experiments using different electronic medium to create accurate texts and images which are well-edited using various visual effects

The learner creates accurate and well-edited texts on a provided electronic medium.

The learner creates one or two texts using electronic media provided; texts may have a few errors.

The learner creates texts with prompting; designs an unstructured text that invariably needs re-organization and editing.

Ability to interact through media devices

The learner composes clear and comprehensible texts to interact regularly with teachers, friends, and classmates through a digital platform.

The learner composes comprehensible texts to interact with teachers, peers through digital platforms as instructed

The learner composes editable texts to interact with teachers, peers through a digital platform as instructed

The learner composes introductory texts to interact with teachers, peers through digital platforms.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.5 Creative Writing: School 

(3 lessons)

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

1. state the facilities and activities in school
2. write short creative texts on places and activities in school
3. produce clear and legible labels using media devices
4. show enthusiasm in writing short creative texts.

The learner is guided to:

• match facilities in school to related activities, in pairs/groups, using the cocktail game
• discover vocabulary on places and activities by completing simple written exercises, e.g., pictograms of labelling places
• search for adapts and creates posters naming different places in school using digital technology
• label places in the school and the community

1. Why is it important to write clear labels?
2. How do written labels help to identify places?
3. What strategies do you need to write creatively?

Core competencies to be developed:

• Creativity and imagination: the learner makes connections through planning, organizing ideas, and choosing words to communicate effectively.
• Digital literacy: the learner shares texts created using digital devices.

Values:

• Peace: the learners learn how to coexist peacefully and harmoniously.
• Unity: the learners develop virtues that bind them together as united entities communities.

Pertinent and contemporary issues:

• Inter and intrapersonal relationships: learners develop the ability to work together.

Links to other subjects:

• Mathematics has content on bearing and location of places
• Geography has content on the location of places

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to state places and activities in school

The learner can quickly and accurately identify all the places and activities in school

The learner can identify all the places and activities in school

The learner can identify three quarters of the places and activities in school

The learner can identify less than half of the places and activities in school.

Ability to write creatively

The learner creatively writes short texts on places and activities in school with an exceptional amount of creativity

The learner creatively writes short texts on places and activities in school

The learner writes short factual texts on places and activities in school with some amount of creativity.

The learner writes short texts on places and activities in school with very little or no creativity; errors hamper intended communication.

Ability to produce clear and legible labels

The learner creatively uses varied media devices to make clear and legible labels

The learner makes clear and legible labels using various media.

The learner makes clear and legible, and practical labels

The learner makes creative labels that are not always clear.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.6 Functional and Creative Writing: Shopping

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

1. select adequate vocabulary to write texts
2. use media devices to create simple shopping lists
3. appreciate the importance of planning before spending

The learner is guided to:

• make and fill word puzzles on goods sold at the market
• fill in responses in dialogues appropriately.
• write shopping lists on digital devices,
• give feedback on peer's work in group activities
• spell new words correctly in writing.
• draft short skits on buying and selling
• manipulate and customize promotional adverts of goods on sale
• sensitize the school community on wise buying

1. Why do we need to plan before shopping?
2. How do you ensure you do not forget essential items when shopping?

Core competencies to be developed:

• Self-efficacy: the learner develops self-awareness and planning skills as s/he prepares shopping lists to make an informed decision on buying.
• Digital literacy: the learner develops skills in creating shopping lists with digital technology.

Values:

• Respect: the learner show respect as they sensitize the community on wise buying.

Pertinent and Contemporary Issues:

• Financial Literacy: the learner develops budgeting skills through adjusting a shopping list to available income.

Links to other subjects:

• Business Studies, English and Kiswahili have content on shopping and price-lists

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to select adequate vocabulary in writing.

The learner composes shopping lists with a variety of vocabulary on market goods.

The learner writes shopping lists with adequate vocabulary on market goods.

The learner writes shopping lists with limited vocabulary learnt on market goods.

The learner writes shopping lists with minimal vocabulary on market goods.

Ability to create using media

The learner easily creates shopping lists with all items correctly put in their respective categories.

The learner creates shopping lists with most items correctly put in their respective categories.

The learner writes shopping lists with some items put in inappropriate categories.

The learner produces shopping lists with items categorized haphazardly.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.7 Creative writing: Hobbies 

(4 lessons)

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

1. use appropriate vocabulary to write creative texts
2. create texts with organized and coherent content on hobbies
3. show eagerness to write texts on hobbies

The learner is guided to:

• match expressions to hobbies
• write simple dialogues on hobbies
• create charts and posters on hobbies
• write the correct spelling of words with sound [u]
• reorganize jumbled dialogues to establish the logic
• take notes from a recorded source of words with sound [u]
• record personal leisure in diaries and digital devices
• write posters and place them in strategic places to sensitize the community on the importance of engaging in healthy or acceptable leisure activities

1. What do you enjoy writing about?
2. Why should we write about our hobbies?

Core competencies to be developed:

• Communication and collaboration: the learner develops the skill of cooperation by influencing the team to reflect on the progress in creative writing and making suggestions on how to improve.
• Creativity and imagination: the learner develops creative skills through producing texts with organized and coherent content on hobbies.
• Digital literacy: the learner develops writing skills through interacting with different media devices used to write about their hobbies

Values:

• Social justice: the learners shares freely about their preferences about leisure activities.

Pertinent and Contemporary Issues:

• Health education: the learner discover the role of hobbies in promoting healthy living and stress management.

Links to other subjects:

• Physical health Education has content on hobbies.
• Life Skills Education: self-management as learners choose suitable hobbies

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use vocabulary

The learner uses appropriate vocabulary beyond the class list to write texts on hobbies.

The learner uses adequate vocabulary to create texts on hobbies

The learner uses appropriate vocabulary to write texts on hobbies but lacks creativity.

The learner uses limited vocabulary to write texts on hobbies but requires constant prompting.

Ability to create texts

The learner creates very well-organized and coherent—texts where a wide range of vocabulary is excellently applied.

The learner creates organized and coherent texts Using appropriate vocabulary

The learner sometimes creates texts which lack proper organization and coherence.

The learner creates a few texts with much prompting, but the texts lack proper organization, and coherence is greatly affected.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.3

Writing

3.8 Creative writing:

Health 

(3 Lessons)

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

1. describe common ailments using appropriate vocabulary and expressions
2. create simple texts on common ailments,
3. exhibit ease in writing on how they feel when unwell

The learner is guided to:

• describe how they are feeling using short texts
• write short sentences /texts related to common ailments
• rearrange jumbled words to form coherent texts on common ailments.
• produce simple texts with organized and coherent content
• create words and phrases that describe diseases from images sourced from digital media
• collaborate and share with others how they take care of themselves

1. What should we do to maintain good health?
2. How do you ensure your texts are creatively written?

Core competencies to be developed:

• Communication and collaboration: the earner develops self-expression skills through writing about one's health and wellbeing
• Critical thinking and problem solving: the learner acquires critical thinking and problem-solving skills by choosing different types of texts to write on.

Values:

• Care and compassion: the learner inquires about the wellbeing of others and takes good care of self.

Pertinent and Contemporary Issues:

• Health promotion: Learners are enlightened on the prevention and management of common ailments.

Link to other subjects:

• Health Science has content on common ailments
• Life Skills Education has content on self-awareness

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to describe common ailments

The learner uses a variety of relevant words and expressions with ease to describe the common ailments

The learner uses appropriate words and expressions to describe the common ailments

The learner uses limited stock words and expressions to describe the common ailments

The learner uses words and expressions to describe basic common ailments with considerable assistance.

Ability to create texts

The learner creates texts on common ailments with a developed plot, characters, and expressions creatively and coherently. The learner uses extensive vocabulary on health and wellbeing and to express feeling.

The learner adapts texts on common ailments with a relevant plot, key characters, and expressions coherently.

Vocabulary on health and wellbeing is adequately used.

The learner writes texts on common ailments but with lots of repetition.

The plot is shaky characters and expressions are undeveloped. Creativity and coherence are evident.

The learner writes limited texts on common ailments, but with a lot of assistance. The plot, characters, and expressions are not well defined. Creativity may be evident, but coherence lacks.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.1 Social Interactions: Informal register 

(1 Lesson)

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

1. discern informal register structures in a text
2. use elision and informal register in interactions
3. appreciate the use of informal register in social interactions

The learner is guided to:

• identify informal register structures from the material presented [audio or written], e.g., use of tu, questions in familiar french [Tu manges quoi?] and elision
• practice using elision in pairs [t'es là? t'as pas de…/]
• match sentences and expressions in standard French to respective elided forms
• transform sentences in standard French into elided form and vice versa

1. How do you address peers and familiar people?

Core Competencies to be developed:

• Self-efficacy: the learner develops practical communication skills through activities that involve appropriate elision and tu forms of verbs.

Values:

• Care and compassion for others as the learner appropriately addresses persons around them.

Pertinent and Contemporary Issues:

• Social cohesion as the learner appreciates the dynamism of language structures and use in various communication situations.

Link to other subjects:

• English examines the use of varied registers for effective communication.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to pick out informal register

The learner can discern an extensive range of informal language structures from various materials with consistent ease.

The learner can discern most informal language structures from a variety of materials with ease.

The learner can discern some informal language structures from a variety of materials, albeit with some difficulty.

The learner can discern very few informal language structures from various core reference material with many difficulties.