Displaying items by tag: Grade 7
Agriculture - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
AGRICULTURE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | 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-Career 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 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Kenya Vision 2030 recognizes Agriculture as a core factor to development of the country’s economy. The vision resonates with the United Nations Sustainable Development Goal No. 2 which aims to end hunger, achieve food security, improve nutrition and promote sustainable agriculture. The vision is further aligned to the Comprehensive Africa Agriculture Development Programme (CAADP) which aim to achieve sustainable food production systems through resilient agricultural practices for food security and nutrition. This therefore calls for education that develops agricultural competencies to provide competent manpower for Kenya’s agro-based economy.
Agriculture for Junior Secondary level will build on competencies introduced in Upper Primary curriculum contributing to human capacity development. The learning experiences will involve active learner participation conducted through practical, project and Community Service Learning (CSL) activities to develop applicable competencies for sustainable agriculture. The curriculum will focus on developing knowledge, skills and attitudes for conservation of agricultural environment, crop production, and animal production through innovative agricultural technologies using limited
resources to enhance food security. The acquired knowledge, skills and attitudes will form a broad-spectrum foundation for development of agricultural competencies for senior school and beyond.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
- Participate actively in activities for conservation of agricultural environment.
- Use scarce agricultural resources through innovative practices to contribute towards health, nutrition and food security.
- Grow crops and rear animals as profitable agricultural enterprises through sustainable and ethical practices for self- reliance and economic development.
- Apply existing and emerging technology in agriculture, digital and media resources to enhance sustainable agricultural practices.
- Appreciate agriculture as a worthy niche for hobby, career development, further education and training.
STRAND 1.0: CONSERVING AGRICULTURAL ENVIRONMENT
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Conserving Agricultural Environment |
1.1 Soil pollution control (6 lessons) |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to explain causes of soil pollution in farming. | Illustratively explains the causes of soil pollution in farming. | Explains the causes of soil pollution in farming. | Partially explains the causes of soil pollution in farming. | When guided, attempts to explain the causes of soil pollution in farming. |
Ability to control soil pollution in agricultural environment. |
Creatively controls soil pollution in agricultural environment. |
controls soil pollution in agricultural environment. |
Partially controls soil pollution in agricultural environment. |
With guidance, attempts to control soil pollution in agricultural environment. |
Ability to promote safe farming practices to prevent soil pollution. | Creatively promotes safe farming practices to prevent soil pollution. | promotes safe farming practices to prevent soil pollution. | Partially promotes safe farming practices to prevent soil pollution. | \With guidance, attempts to promote safe farming practices to prevent soil pollution. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Conserving Agricultural Environment |
1.2 Water conservation measures (9 lessons) |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
Project: In groups, learners to construct structures for water conservation such as water retention ditches, earth basins and retention pits, then plant a crop such as bananas, sugarcane, nappier grass and arrowroots. |
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to outline importance of water conservation in farming. | Analytically outlines the importance of water conservation in farming. | outlines the importance of water conservation in farming. | Partially outlines the importance of water conservation in farming. | Outlines the importance of water conservation in farming when guided. |
Ability to construct water retention structures to conserve surface runoff |
Creatively constructs water retention structures to conserve surface runoff |
constructs water retention structures to conserve surface runoff |
Partially constructs water retention structures to conserve surface runoff |
With assistance constructs water retention structures to conserve surface runoff |
Ability to use minimum tillage for water conservation in farming. | Manageably uses minimum tillage practices for water conservation in farming. | uses minimum tillage practices for water conservation in farming. | Partially uses minimum tillage practices for water conservation in farming. | When guided, uses minimum tillage practices for water conservation in farming. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Conserving Agricultural Environment |
1.3 Agroforestry (9 lessons) |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
Project: As a class, learners to establish and manage at least one agroforestry tree in the school compound and prepare a schedule of responsibilities to take care of the tree until it is fully established. |
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe the importance of agroforestry in conserving the environment. | Illustratively describes the importance of agroforestry in conserving the environment. |
describes the importance of agroforestry in conserving the environment. |
Partially describes the importance of agroforestry in conserving the environment. |
When guided, attempts to describe the importance of agroforestry in conserving the environment. |
When guided, attempts to describe the importance of agroforestry in conserving the environment. |
Justifiably chooses appropriate agroforestry trees for conserving the environment. |
chooses appropriate agroforestry trees for conserving the environment. |
Chooses some appropriate agroforestry trees for conserving the environment |
With guidance, chooses some appropriate agroforestry trees for conserving the environment. |
Ability to establish agroforestry trees for conservation of environment. |
Creatively carries out activities in establishing agroforestry trees for conservation of environment. |
Carries out activities in establishing agroforestry trees for conservation of environment. |
Carries out some activities in establishing agroforestry trees for conservation of environment |
With guidance, carries out some activities in establishing agroforestry trees for conservation of environment. |
STRAND 2.0: CROP PRODUCTION
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Crop Production |
2.1 |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
Practical activity: As a class, learners to prepare a suitable planting site in readiness for establishing a crop of their choice. |
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Core competencies to be developed:
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Link to values
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to identify planting sites for establishing crops in the school environment. | Creatively identifies sites for planting crops in the school environment. | Identifies sites for planting crops in the school environment. | Identifies some sites for planting crops in the school environment. | When guided, identifies some sites for planting crops in the school environment. |
Ability to examine planting site in relation to planting material. | Critically examines planting site in relation to the planting material. |
examines planting site in relation to the planting material. |
Examines planting site in relation to some planting material. | With guidance, Examines planting site in relation to some planting material. |
Ability to prepare site for establishing selected planting material |
Creatively prepares site for establishing selected planting material. |
Prepares site for establishing selected planting material. | Partially prepares site for establishing selected planting material. | With guidance, prepares site for establishing selected planting material. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Crop Production |
2.2 Crop establishment (7 lessons) |
By the end of the sub strand the learner should be able to:
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Learning Outcomes Suggested Learning Experiences Key Inquiry Question
Practical activity: As a class, learners to establish a crop of their choice on the site prepared in the previous sub strand (Preparation of planting site) and take care of the crop after germination. |
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to categorize planting materials used for establishing various crops. | Justifiably categorizes planting materials used for establishing various crops. | categorizes planting materials used for establishing various crops. | Partially categorizes planting materials used for establishing various crops. | When guided, attempts to categorize planting materials used for establishing various crops. |
Ability to select suitable planting materials for crop establishment. |
Critically, selects suitable planting materials for crop establishment. |
selects suitable planting materials for crop establishment. |
selects some suitable planting materials for crop establishment. |
With guidance, selects some suitable planting materials for crop establishment. |
Ability to describe the methods of planting various crop materials on a seedbed. | Illustratively describes the methods of planting various crop materials on a seedbed. | describes the methods of planting various crop materials on a seedbed. | Partially describes the methods of planting various crop materials on a seedbed. | With guidance, attempts to describe the methods of planting various crop materials on a seedbed. |
Ability to determine appropriate time of planting different types of propagation materials | Analytically determines appropriate time of planting different types of propagation materials. | Determines appropriate time of planting different types of propagation materials | Partially determines appropriate time of planting different types of propagation materials |
With guidance, attempts to determine appropriate time of planting different types of propagation materials. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Crop Production |
2.3 Crop Management |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to carry out weeding using physical methods. |
Timely carries out weeding using physical methods. |
carries out weeding using physical methods. |
Partially carries out weeding using physical methods. |
When guided, carries out weeding using physical methods. |
Ability to carry out earthing up for growing a suitable crop. |
Creatively carries out earthing up for a suitable crop. |
Carries out earthing up for a suitable crop. |
Partially carries out earthing up for a suitable crop. |
With guidance, carries out earthing up for a suitable crop. |
Ability to carry out hardening for a suitable crop. | Justifiably carries out hardening on a suitable crop. | Carries out hardening on a suitable crop. | Partially carries out hardening on a suitable crop. | With guidance, attempts to carry out hardening on a suitable crop. |
STRAND 3.0: ANIMAL PRODUCTION
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 Animal Production |
3.1 Animal Handling |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
Practical activity: Learners to use safe animal (docile) to demonstrate humane |
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to defend animals against mistreatment in the community. |
Creatively defends animals against mistreatment in the community |
Defends animals against mistreatment in the community |
Partially defends animals against mistreatment in the community |
With guidance, defends animals against mistreatment in the community |
Ability to handle animals humanely in the community. |
Manageably handles animals humanely in the community |
Handles animals humanely in the community |
Partially handles animals humanely in the community |
With assistance handles animals humanely in the community |
Ability to create awareness on importance of humane treatment of animals in the community. |
Analytically creates awareness on importance of humane treatment of animals in the community. |
Creates awareness on importance of humane treatment of animals in the community. |
Partially creates awareness on importance of humane treatment of animals in the community. |
With guidance, attempts to create awareness on importance of humane treatment of animals in the community. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 Animal Production |
3.2 General Management of Pets |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe factors considered in choosing a pet for rearing. | Illustratively describes factors considered in choosing a pet for rearing. | Describes factors considered in choosing a pet for rearing. | Describes some factors considered in choosing a pet for rearing. | When guided, attempts to describe some factors considered in choosing a pet for rearing. |
Ability to explain how to acquire a pet for rearing. | Justifiably explains how to acquire a pet for rearing. | Explains how to acquire a pet for rearing. | Partially explains how to acquire a pet for rearing. | With guidance, attempts to explain how to acquire a pet for rearing. |
Ability to describe various management practices in rearing of pets. | Analytically describes various management practices in rearing of pets. | Describes various management practices in rearing of pets. | Describes some management practices in rearing of pets. | When guided, attempts to describe some management practices in rearing of pets. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 Animal Production |
3.3 Preparation of Animal Products |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to sort and grade eggs for various purposes. | Analytically sorts and grades eggs for various purposes. | Sorts and grades eggs for various purposes. | Partially sorts and grades eggs for various purposes. | When guided, sorts and grades eggs for various purposes. |
Ability to process raw honey from the combs. | Skillfully processes raw honey from the combs. | Processes raw honey from the combs. | Partially carries out processing of raw honey from the combs. | When guided, carries out processing of raw honey from the combs. |
Ability to pack processed honey for storage and use. | Creatively packs processed honey for storage and use. | Packs processed honey for storage and use. | Attempts to pack processed honey for storage and use. | When guided, packs processed honey for storage and use. |
STRAND 4.0: AGRICULTURE AND TECHNOLOGY
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 Agriculture and Technology |
4.1 Off- season Cropping Techniques (9 lessons) |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to explain the importance of off- season cropping in Agriculture. | Illustratively explains the importance of off- season cropping in Agriculture. |
Explains the importance of off- season cropping in Agriculture. | Partially Explains the importance of off- season cropping in Agriculture. | When guided, attempts to explain the importance of off- season cropping in Agriculture. |
Ability to choose appropriate technology to support off-season cropping. | Justifiably chooses appropriate technology to support off-season cropping. | Chooses appropriate technology to support off-season cropping. | Chooses some appropriate technology to support off-season cropping. | With guidance, chooses some appropriate technology to support off-season cropping. |
Ability to describe appropriate techniques used in off-season cropping. | Graphically describes appropriate techniques used in off-season cropping. | Describes appropriate techniques used in off-season cropping. | Describes some appropriate techniques used in off-season cropping. | With guidance, attempts to describe some appropriate techniques used in off-season cropping. |
COMMUNITY SERVICE LEARNING (CSL) PROJECT
Project Title: Framed Suspended Gardens
The CSL project is based on strand 4.0 (Agriculture and technology), sub strand 4.1 Off-season cropping techniques. The project seeks to deepen understanding of the concept and skills for growing crops that are off-season (not dependent on the rainfall seasons) supported on limited space. It will provide the learners with opportunity to practise the knowledge gained in the classroom to benefit themselves and infuse some knowledge and skills to the immediate community through the school fraternity.
The learners should be guided and facilitated to make the planning, organisation and implementation of the project activities. It should be conducted by learners in large groups and preferably as a class project with well laid out tasks to ensure active participation of all members.
Project guidelines
Duration: the project can be started at any chosen time within grade 7 calendar, preferably after covering the sub strand off-season cropping techniques provided that key project implementation tasks are achieved before the end of grade 7. Project duration will depends on the type of crop chosen, crop variety, desired stage of maturity and climate of the locality.
Prior concepts: the learners will have adequate prior concepts, knowledge and skills acquired from previous grades and the previous sub strand (4.1 off-season cropping techniques).
Required Resources
Time: The project can be started at any chosen time within the grade 7 calendar provided that it ends before the end of grade 7. Duration depends on the type of crop chosen, crop variety, desired stage of maturity and climate. Key active project activities should be completed within three weeks within the 9 lessons or earlier.
Materials: the project assumes minimal costs. To enable this, adopt the use of locally available materials in the school environment and capitalize on re-use to conserve the environment. Metal bars or wooden posts/timber pieces or plastic tube remains from construction works can be used for assembling the framing structure of their choice.
Project design: provoke learners to develop innovative framing and container designs. Encourage creativity in designing; siting; choice of crop; crop establishment method and management to cater for variations across the years and to reduce duplication.
Integration of Learning and Community Service
Food security is a challenge in every community due to over-reliance on rainfall seasons. The challenge compounds food nutrition in both rural and urban households. Learners will address the need for accessibility of quality food by contributing to its production at household level. This will progressively contribute to food security and nutrition in the community.
Use of framed structure gardening technique through the project will involve and infuse knowledge, skills and attitude to learners and the school community to adopt alternative options to food production other than rain-fed seasons. Furthermore, the technique can be adopted in any household despite limitation of agricultural space occasioned by contemporary life and diminishing land parcels.
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 Agriculture and Technology |
4.2 Framed |
By the end of the sub strand the learner should be able to:
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Learners are guided to:
Community involvement: - Learners to:
Project Evaluation:
Project reflection:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to design framed structures for suspended gardening |
Graphically designs framed structures for suspended gardening. | Designs framed structures for suspended gardening. | Partially designs framed structures for suspended gardening. | When guided, attempts to design framed structures for suspended gardening. |
Ability to construct framed structures for suspended gardening in the school. |
Creatively constructs framed structures for suspended gardening in the school. | Constructs framed structures for suspended gardening in the school. | Partially constructs framed structures for suspended gardening in the school. | With guidance attempts to construct framed structures for suspended gardening in the school. |
Ability to establish and manage selected off-season crop on suspended gardens. |
Creatively establishes and manages selected off-season crop on suspended gardens. |
Establishes and manages selected off-season crop on suspended gardens. |
Partially establishes and manages selected off-season crop on suspended gardens. |
When assisted, attempts to establishes and manages selected off-season crop on suspended gardens. |
Ability to persuade the school community to adopt off-season cropping techniques for food security. |
Manageably persuades the school community to adopt off-season cropping techniques for food security |
Persuades the school community to adopt off-season cropping techniques for food security |
Partially persuades the school community to adopt off-season cropping techniques for food security |
With guidance, attempts to persuade the school community to adopt off-season cropping techniques for food security |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 Agriculture and Technology |
4.3 Value Addition Techniques |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to explain the meaning of value addition in crop produce. | Illustratively explains the meaning of value addition in crop produce. | Explains the meaning of value addition in crop produce. | Partially explains the meaning of value addition in crop produce. | When guided, attempts to explain the meaning of value addition in crop produce. |
Ability to examine ways of adding value to crop produce. | Justifiably examines ways of adding value to crop produce. | Examines ways of adding value to crop produce. | Examines some ways of adding value to crop produce. | With guidance, attempts to examine some ways of adding value to crop produce. |
Ability to process a selected crop produce to add value. | Skillfully processes a selected crop produce to add value. | Processes a selected crop produce to add value. | Partially processes a selected crop produce to add value. | With guidance, processes a selected crop produce to add value. |
APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Conserving Agricultural Environment |
1.1 Soil pollution control (6 lessons) |
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Relevant video clips on causes of soil pollution. Manilla papers and marker pens to create posters on soil pollution control. |
Learners to initiate campaigns in and out of school to sensitise parents and community members on protecting soil from pollution. |
1.2 Water conservation measures |
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Garden tools such as jembes, fork jembes, spade, panga, slasher. Others: Mulch materials, digital resources and planting materials such as banana suckers and sugarcane. |
Learners to initiate water harvesting and conservation measures against runoffs in or near the school. | |
1.3 Agroforestry |
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Topical video clips on agroforestry trees used in crops and pasture fields. Garden tools such as jembes, fork jembes, spade, panga, slasher. |
Learners to initiate one-tree project in or near the school. | |
2.0 Crop Production | 2.1 Preparation of Planting site |
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Samples of seeds of various sizes and assorted vegetative planting materials. |
Learners to initiate display sites/crop museum in or near the school. |
2.2 Crop establishment |
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Samples of seeds and vegetative planting materials (both appropriate and inappropriate) for learners to select the right ones for sowing or planting.
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2.3 Crop management |
Written tests • Graded observation of group work activities • Project portfolio in management (thinning, gapping weeding and earthing- up) of established crops. • Project report |
Digital devices to search for information and take photos, garden tools and equipment to carry out management practices. | ||
3.0 Animal Production | 3.1 Animal Handling |
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Photos, video clips on humane ways of handling animals. | Learners to observe pets in the community, noting down the common management practices accorded to them. |
3.2 General management of Pets |
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Print materials and digital resources on common pets. | ||
3.3 Preparation of animal products |
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Photos and video clips on domestic animals and farm with domestic animals. Video clips on management practices of pets. |
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4.0Agriculture and Technology | 4.1 Off-season cropping techniques |
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Video clips on crops growing on simple drip irrigation and assorted planting materials of crops that grow in the locality. Organic manures, organic mulch materials, gardening tools and equipment. Materials for constructing framed suspended gardens: pieces of wood, wire and strings, containers. | Learners to initiate beautification project through club activities of the school using crop plants on framed suspended gardens. |
4.2 Framed suspended gardens |
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4.3 Value addition techniques |
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Crop produce that can be used for value addition, examples: potatoes, mangoes, vegetables, cassava, groundnuts, simsim, sweet potatoes, pumpkins. Utensils such as frying pan, spoons and knives |
Learners extended activities on value addition of main crops produce available in the locality through school clubs. |
APPENDIX 2: GUIDELINES ON RESOURCES AND RESOURCE UTILIZATION FOR AGRICULTURE CURRICULUM
The following resources are required across various stands in the curriculum not only for Grade 7 Agriculture but also in other Grades among other subject areas in Junior secondary education level. Agriculture curriculum considers them as key resources and therefore gives these special guidelines:
- Land (this refers to any space for agricultural activities for the curriculum purposes).
- The curriculum activities DO NOT demand for extensive land in schools for the learners to develop the agricultural competencies. The designed activities could be implemented on any available space within the school or outside the school as may be deemed appropriate.
- The activities suggested in the curriculum have considered space as a limited resource in Agriculture. The curriculum therefore recommends utilization of any available space in the school compound including but not limited to the following spaces: small plots of land in or out of the school compound, area along the fence, space along the drive-ways, space in front or behind the classrooms, space on top of large concrete buildings (with special consideration on learner safety), hanging space on walls or hanging framework among others.
- The spaces mentioned above could appropriately be used with container gardens and ornamental beds (Note that ornamental beds are not limited to flower plants; the concept is applicable to any crop in this curriculum).
- Wise and innovative designing, planning and utilization of available space including establishing limited number of plants is highly encouraged provided the learners are exposed to a practical and experiential learning of curriculum concepts.
- Water
- Water is a natural and critical resource in Agriculture. The curriculum recommends that all schools should prioritize water harvesting and storage to avail this critical resource throughout the year. Prioritize water conservation in all suggested activities.
- Planting materials
- The curriculum recommends use of available materials in the local environment. Where planting is suggested, the curriculum gives a broad option within the category specified in the learning outcome or learning experiences. Allow learners to adopt what is best suited and available in their local environment.
- Digital devices
- The curriculum suggests use of digital devices to search for information including photos, videos and illustrations to guide concretization of concepts and provoke innovativeness of the learners. Appropriate devices should have internet connectivity and connective accessories. The devices should be used with guidance of the teacher to ensure safety and security of the learners and the devices.
- Digital devices are required across the curriculum as support tool to access and share information. They are suggested in several sub stands but may be used in all the sub strands in the curriculum. Digital devices, resources and related accessories include but not limited to: computer, laptop, tablet, smart phone, digital camera, flash disks, DVDs, memory card, internet connectivity devices, projector, external memory drive, connectivity cables, source of power and printer.
- Assorted farm tools and equipment
- These tools and equipment may be used selectively based on the actual task to be carried out in the learning process.
- The tools and equipment include but not limited to the following common tools: hammer, pliers, knife, garden trowel, panga, jembe, slasher, spade, shovel, wheel barrow, manure fork, fork jembe, tape measure, string, secateurs, pruning saw and watering can. The tools and equipment should be shared across the Grades in the Junior secondary level. The number of tools should not be a major hindrance since their utilization is based on the particular activity to be carried out during the lesson or project time. Project activities could best be carried out in organized learner-groups.
CRE - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
CRE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | 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-Career 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 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Christian Religious Education (CRE) in Junior Secondary builds on concepts covered at primary level. The Christian Religious Education is shaped by a vision of enabling and encouraging learners to grow all-round thus becoming informed, caring and productive members of the society. This subject seeks to support the holistic aims of education by promoting personal growth and facilitating spiritual development. It engages the learners in the human search for meaning and offers them an opportunity to reflect, understand and interpret that experience in the light of our changing world. It also provides learners with avenues to examine religious stories, and where appropriate, their own religious story, beliefs, faith and to value their place within it now and in the future. It exposes them to a broad range of religious traditions and encourages the promotion of mutual understanding and tolerance.
CRE has a broad aim of building the learner’s capacity to uphold values and support the contribution of Christianity towards transformation and enhancement of the quality of human life and dignity. This subject is instrumental in
determining and shaping a positive attitude of the learners towards God and the world at large. More importantly, CRE at this level acknowledges the place, the role of family and faith as a primary influence on the young people’s lives as well as the essence of inter-faith partnership and dialogue.
Christian Religious Education (CRE) is tailored to constructivists, multiple intelligences and cognitive development learning theories which entail making links between a learner’s own experiences and connecting different learning styles. As a result, engaging, participatory, interactive, collaborative and co-operative problem-solving activities have been embedded into this design.
The six strands and several sub-strands are well aligned with contemporary issues to enable the learners acquire knowledge, skills, values and attitudes needed for interpretation and effective application of Christian Religious Education ideas. The facilitators are expected to adopt an effective, inclusive and supportive learning environment that accommodates and recognizes learner’s diverse needs, backgrounds, experiences and challenges.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
- Read and analyze Biblical teachings to acquire knowledge, skills, values and attitudes that enable them make informed decisions and choices in their day to day lives.
- Recognize God as the sole creator and sustainer of the universe by conserving the environment as stewards.
- Develop a sense of social justice, encompassing equity, fairness, inclusivity and ability to distinguish between right and wrong based on the teachings of the prophets and Jesus Christ.
- Apply the teachings of Jesus Christ to build capacity for harmonious relationships.
- Promote attitudes that build respect for one another and create positive interdependence among learners diverse global society.
- Effectively and efficiently use ICT learning resources to promote acquisition and application of knowledge, skills, values and attitudes.
STRAND 1.0: INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Introduction to Christian Religious Education |
1.1 Importance of Studying Christian Religious Education (3 Lessons) |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the meaning of Christian Religious Education to foster understanding of CRE |
Explicitly and correctly explains the meaning of Christian Religious Education | correctly explains the meaning of Christian Religious Education | Explains the meaning of Christian Religious Education | Explains to some extent the meaning of Christian Religious Education with assistance |
Ability to analyze the importance of learning Christian Religious Education to enhance holistic growth |
Correctly analyses the importance of learning Christian Religious Education for holistic growth with relevant examples |
Correctly analyses the importance of learning Christian Religious Education for holistic growth | Analyses some importance of learning Christian Religious Education | Requires assistance to analyze some importance of Christian Religious Education |
STRAND 2.0: CREATION
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Creation |
2.1 (6 Lessons) |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the biblical accounts of creation | Correctly and explicitly explains the biblical accounts of creation |
Correctly explains the biblical accounts of creation |
Explains partially the biblical accounts of creation | Explains an aspect of the biblical accounts of creation with guidance |
Ability to discuss the similarities and differences in the two biblical accounts of creation | Accurately discusses with examples the similarities and differences in the two biblical accounts of creation |
Accurately discusses the similarities and differences in the two biblical accounts of creation |
Discusses some of the similarities and differences in the two biblical accounts of creation | Hardly discusses any similarity and difference in the two biblical accounts of creation, needs support |
Ability to explain the similarities and differences between the biblical accounts and African stories of creation | Correctly explains with examples, the similarities and difference between the biblical accounts and African stories of creation |
Correctly explains the similarities and difference between the biblical accounts and African stories of creation |
Explains some of the similarities and difference between the biblical accounts and African stories of creation | Requires assistance to explain a similarity and difference between the biblical accounts and African stories of creation |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Creation |
2.2 |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the biblical teaching on responsibilities over animals, fish and birds to promote responsible living | Explicitly and correctly explains the biblical teachings on responsibilities over animals, fish and birds using relevant examples |
Correctly explains the biblical teachings on responsibilities over animals, fish and birds | Explains some of the biblical teachings on responsibilities over animals, fish and birds | Requires guidance to explain any biblical teaching on responsibilities over animals, fish and birds |
Ability to discuss ways through Christians apply the biblical teaching to protect animals, fish and birds | Correctly discusses using examples, ways through Christians apply the biblical teaching to protect animals, fish and birds | Correctly discusses ways through Christians apply the biblical teaching to protect and preserve animals, fish and birds | Discusses partially ways through Christians apply the biblical teaching to protect and preserve animals, fish and birds | Has difficulty discussing a way through Christians apply the biblical teaching to protect and preserve animals, fish and birds |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Creation |
2.3 |
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s) By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to describe the responsibilities given to human beings over plants by God to promote self- efficacy |
Correctly describes with examples, the responsibilities given to human beings over plants by God | Correctly describes the responsibilities given to human beings over plants by God | Describes partly the responsibilities given to human beings over plants by God | Has challenges describing any of the responsibilities given to human beings over plants by God |
Ability to identify how Christians apply the biblical teachings on the care for plants to enhance environmental conservation | Accurately identifies and explains how Christians apply the biblical teachings on the care for plants to enhance environmental conservation |
Accurately identifies how Christians apply the biblical teachings on the care for plants to enhance environmental conservation |
Identifies partly how Christians apply the biblical teachings on the care for plants to enhance environmental conservation | Requires assistance to identify how Christians apply the biblical teaching on the care for plants to enhance environmental conservation |
Ability to discuss how prudent use of plants found in their locality is essential to economic growth | Explicitly discusses with relevant examples how prudent use of plants found in their locality is essential to economic growth |
Explicitly discusses how prudent use of plants found in their locality is essential to economic growth |
Discusses to some extent how prudent use of plants found in their locality is essential to economic growth | Requires guidance to discuss how prudent use of plants found in their locality is essential to economic growth |
COMMUNITY SERVICE LEARNING (CSL) PROJECT
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Creation |
2.4 |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to establish the nature and scope of the project to be undertaken by the class | Coherently and comprehensively establishes the nature and scope of the project to be undertaken by the class |
comprehensively establishes the nature and scope of the project to be undertaken by the class |
Establishes to some extent the nature and scope of the project to be undertaken by the class | Requires assistance to establish the nature and scope of the project to be undertaken by the class. |
Ability to develop a plan for the identified project in the school | Systematically and adequately develops a plan for the identified project in the school |
adequately develops a plan for the identified project in the school |
Develops part of a plan for the identified project in the school | Requires assistance to develop a plan for the identified project in the school |
Ability to implement and take part in the project by assigning individual roles and responsibilities |
Comprehensively implements and actively takes part in the project | Implements and takes part in the project | Implements and takes part in some stages of the project | Requires support to implement and take part in the project |
Ability to appraise the project to ascertain its relevance to the community and the learner | Systematically and comprehensively appraises the project to ascertain its relevance to the community and the learner |
Comprehensively appraises the project to ascertain its relevance to the community and the learner | Appraises aspects of the project to ascertain its relevance to the community and the learner | Requires assistance to appraise the project and ascertain its relevance to the community and the learner |
Ability to evaluate the stages of the project to ascertain its effectiveness | Systematically and comprehensively evaluates the stages of the project to ascertain its effectiveness |
comprehensively evaluates the stages of the project to ascertain its effectiveness |
Evaluates some of the stages of the project to ascertain its effectiveness | Requires assistance to evaluate the stages of the project to ascertain its effectiveness |
STRAND 3.0: THE BIBLE
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 The Bible |
3.1 |
By the end of the sub strand, the learner should be able to;
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the importance of the Bible and how it is used in the contemporary society | Accurately explains using examples, the importance of the Bible and how it is used in the contemporary society | Accurately explains the importance of the Bible and how it is used in the contemporary society | Explains partly the importance of the Bible and how it is used in the contemporary society |
Has challenges explaining the importance of the Bible and how it is used in the contemporary society |
Ability to discuss the role of the Bible for holistic growth | Correctly discusses and explains the role of the Bible | Correctly discusses the role of the Bible | Discusses partially the role of the Bible | Needs assistance to discuss any of the role of the Bible |
Ability to explain how God’s word inspires different services among Christians | Correctly explains with relevant examples, how God’s word inspires different services among Christians |
Correctly explains how God’s word inspires different services among Christians |
Explains partly how God’s word inspires different services among Christians |
Has difficulty explaining how God’s word inspires different services among Christians |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 The Bible |
3.2 Divisions of the Bible |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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1. Why is it important to know the books of the Bible? |
Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify the books of the Old and New Testament to enhance application of biblical knowledge | Correctly and sequentially identifies all the books of the Old and New Testament | Correctly identifies all the books of the Old and New Testament | Identifies some of the books of the Old and New Testament | Needs assistance to identify books of the Old and New Testament |
Ability to classify the books of the Old and New Testament according to their divisions and authorship |
Clearly and accurately classifies the books of the Old and New Testament | accurately classifies the books of the Old and New Testament | Classifies some of the books of the Old and New Testament | Needs assistance to classify books of the Old and New Testament |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 The Bible |
3.3 Bible Translation |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to discuss reasons for translation of the Bible to enhance understanding of the Word of God | With relevant illustrations, correctly discusses the reasons for translation of the Bible into local languages |
Correctly discusses the reasons for translation of the Bible into local languages | Discusses some of the reasons for translation of the Bible into local languages | With support, discusses the reasons for translation of the Bible into local languages |
Ability to identify different translations and versions of the Bible used in Kenya | Correctly identifies and explains different translations and versions of the Bible used in Kenya | Correctly identifies different translations and versions of the Bible used in Kenya | Identifies some different translations and versions of the Bible used in Kenya | Needs assistance to identify any translation and version of the Bible used in Kenya |
Ability to examine the social economic effects of translation of the Bible into local languages | Accurately examines and identifies the social economic effects of translation of the Bible into local languages | Correctly examines the social economic effects of translation of the Bible into local languages | Examines some the social economic effects of translation of the Bible into local languages | Has challenges examining the social economic effects of translation of the Bible into local languages, requires assistance |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 The Bible |
3..4 (4 Lessons) |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
|
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to describe how God prepared Moses for leadership to develop their leadership skills |
Explicitly and accurately explains how God prepared Moses for leadership | accurately explains how God prepared Moses for leadership | Explains some ways in which God prepared Moses for leadership | Requires assistance to explain how God prepared Moses for leadership |
Ability to identify the roles played by Moses during the Exodus |
Correctly describes and explains the roles played by Moses during the Exodus |
Correctly describes the roles played by Moses during the Exodus |
Describes some l roles played by Moses during the Exodus |
Requires assistance to describe any role played by Moses during the Exodus |
Ability to discuss qualities of Moses which Christians can emulate | Clearly discusses and explains qualities of Moses which Christians can emulate |
Clearly discusses qualities of Moses which Christians can emulate |
Partly discusses qualities of Moses which Christians can emulate | Needs assistance to discuss any quality of Moses which Christians can emulate |
STRAND 4.0: THE LIFE AND MINISTRY OF JESUS CHRIST
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 The Life and Ministry of Jesus Christ |
4.1 Background to the Birth of Jesus Christ (5 Lessons) |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
|
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Values:
|
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Pertinent and Contemporary Issues (PCIs):
|
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to outline the prophecies about the coming of Jesus Christ to promote critical thinking |
Correctly outlines the prophecies about the coming of Jesus Christ and quotes relevant Bible texts |
Correctly outlines the prophecies about the coming of Jesus Christ | Outlines some prophecies about the coming of Jesus Christ |
Has difficulty in outlining the prophecies about the coming of Jesus |
Ability to explain how Old Testament prophecies about the Messiah were fulfilled by Jesus Christ | With relevant examples, accurately explains how Old Testament prophecies about the Messiah were fulfilled by Jesus Christ |
Accurately explains how Old Testament prophecies about the Messiah were fulfilled by Jesus Christ | Explains how some of the Old Testament prophecies about the Messiah were fulfilled by Jesus Christ | With guidance, explains how some of the Old Testament prophecies about the Messiah were fulfilled by Jesus Christ |
Ability to describe the annunciation and birth of John the Baptist as a precursor of Jesus Christ |
Correctly describes the annunciation and birth of John the Baptist and gives relevant Bible texts |
Correctly describes the annunciation and birth of John the Baptist | Describes to some extent the annunciation and birth of John the Baptist |
Has difficulty describing the annunciation and birth of John the Baptist |
Ability to relate the birth of John the Baptist to the coming of the Messiah | Appropriately relates the birth of John the Baptist to the coming of the Messiah with ease |
Appropriately relates the birth of John the Baptist to the coming of the Messiah | Relates some aspects of the birth of John the Baptist to the coming of the Messiah |
Has difficulties relating the birth of John the Baptist to the coming of the Messiah. |
Ability to analyze how Christians apply the message of John the Baptist in their lives today | Correctly analyses with relevant examples how Christians apply the message of John the Baptist | Correctly analyses how Christians apply the message of John the Baptist in their lives today | Analyses to some extent how Christians apply the message of John the Baptist in their lives today | Requires support to analyse how Christians apply the message of John the Baptist in their lives today. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 The Life and Ministry of Jesus Christ |
4.2 The Birth and Childhood of Jesus Christ |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to analyse the events that took place during the annunciation and the birth of Jesus | Explicitly analyses and explains the events that took place during the annunciation and birth of Jesus |
Explicitly analyses the events that took place during the annunciation and birth of Jesus | Analyses some of the events that took place during the annunciation and birth of Jesus | With guidance, analyses the events that took place during the annunciation and birth of Jesus |
Ability to describe the dedication of Jesus Christ in the Temple for spiritual growth |
Correctly describes and explains the dedication of Jesus Christ in the Temple with textual evidence |
Correctly describes the dedication of Jesus Christ in the Temple with textual evidence |
Describes to some extent the dedication of Jesus Christ in the Temple | Has difficulty describing any of the events that took place during the birth of Jesus |
Ability to discuss the story of Jesus in the Temple with elders to understand His mission |
Correctly discusses and explains the story of Jesus in the Temple with elders with ease |
Correctly discusses the story of Jesus in the Temple with elders with ease |
Discusses some aspects of the story of Jesus in the Temple with elders | With assistance, discusses an aspect of the story of Jesus in the Temple with elders |
Ability to examine values Christians learn from the birth and childhood of Jesus Christ | Correctly examines the values Christians learn from the birth and childhood of Jesus Christ with relevant examples |
Correctly examines the values Christians learn from the birth and childhood of Jesus Christ | Examines some values Christians learn from the birth and childhood of Jesus Christ | Requires support to examine values Christians learn from the birth and childhood of Jesus Christ |
STRAND 5.0: THE CHURCH
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.0 The Church |
5.1 Selected Forms of Worship |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to explain the Biblical teachings on selected forms of worship to promote spiritual growth | Correctly explains and identifies the Biblical teachings on selected forms of worship | Correctly explains the Biblical teachings on selected forms of worship | Explains some of the Biblical teachings on selected forms of worship | Hardly explains any Biblical teaching on selected forms of worship with guidance |
Ability to discuss the importance of prayer and fasting to Christians | Correctly discusses and explains the importance of prayer and fasting to Christians |
Correctly discusses the importance of prayer and fasting to Christians | Discusses partly the importance of prayer and fasting to Christians | Hardly discusses the importance of prayer and fasting to Christians and requires assistance |
Ability to identify the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting |
Correctly identifies and lists the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting |
Correctly identifies the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting |
Partly identifies the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting | Needs support to identify any the circumstance under which Christians apply the teachings of Jesus Christ on prayer and fasting |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.0 The Church |
5.2 (4 Lessons) |
By the end of the sub-strand the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
|
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Values:
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Pertinent and Contemporary Issues (PCIs):
|
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to discuss the contribution of Christian missionaries towards education and health in Kenya |
Exhaustively and accurately discusses the contribution of Christian missionaries towards education and health |
accurately discusses the contribution of Christian missionaries towards education and health |
Discusses some contribution of Christian missionaries towards education and health | Requires assistance to discuss the contribution of Christian missionaries towards education and health |
Ability to examine strategies employed by the Church today to promote education and health |
Systematically and accurately examines strategies employed by the Church today to promote education and health |
Accurately examines strategies employed by the Church today to promote education and health | Examines some strategies employed by the Church today to promote education and health | Requires assistance to examine strategies employed by the Church today to promote education and health |
Ability to identify barriers to effective missionary work in the world today | Clearly and correctly identifies barriers to effective missionary work in the world today |
correctly identifies barriers to effective missionary work in the world today |
Partly identifies barriers to effective missionary work in the world today | Requires assistance to identify a barrier to effective missionary work in the world today |
Ability to explain ways through which Christians are promoting missionary work in Kenya |
Correctly explains and outlines ways through which Christians are promoting missionary work in Kenya | Correctly explains ways through which Christians are promoting missionary work in Kenya | Explains some of the ways through which Christians are promoting missionary work in Kenya |
Hardly explains any of the ways through which Christians are promoting missionary work in Kenya, needs guidance |
STRAND 6.0: CHRISTIAN LIVING TODAY
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
6.0 Christian Living Today |
6.1 Christian and Marriage Family |
By the end of the-sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to discuss the biblical teachings on marriage and family to develop positive attitudes |
Appropriately discusses and explains the biblical teachings on marriage and family |
Appropriately discusses the biblical teachings on marriage and family |
Discusses some of the biblical teachings on marriage and family | Requires assistance to discuss the biblical teachings on marriage and family |
Ability to explain ways through which Christians to promote virtues among young people before marriage |
Correctly explains and lists ways through which Christians to promote virtues among young people before marriage | Correctly explains ways through which Christians to promote virtues among young people before marriage |
Partly explains ways through which Christians to promote virtues among young people before marriage |
Requires support to explain any of the ways through which Christians to promote virtues among young people before marriage. |
Ability to identify the skills required to sustain and support stable families in the society |
Accurately outlines and identifies the skills required to sustain and support stable families |
Accurately identifies the skills required to sustain and support stable families |
Identifies some skills required to sustain and support stable families | Requires guidance to identify any of the skills required to sustain and support stable families |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
6.0 Christian Living Today |
6.2 |
By the end of the sub strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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||||
Pertinent and Contemporary Issues (PCIs):
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Links to other Subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify the biblical teachings on gambling for ones well being |
Accurately identifies and explains the biblical teachings on gambling |
Accurately identifies the biblical teachings on gambling |
Identifies partially the biblical teachings on gambling |
Requires assistance to identify the biblical teachings on gambling |
Ability to discuss the causes of gambling in Kenya today to enhance understanding |
Correctly discusses the causes of gambling in Kenya today using relevant examples |
Correctly discusses the causes of gambling in Kenya today |
Discusses some of the causes of gambling in Kenya today |
Requires support to discuss the causes of gambling in Kenya today |
Ability to examine the effects of gambling on individuals and families to promote healthy living |
Outlines and explicitly examines the effects of gambling on individuals and families |
Appropriately examines the effects of gambling on individuals and families |
Examines some of the effects of gambling on individuals and families |
Requires assistance to examine the effects of gambling on individuals and families |
Ability to explore measures taken by Christians and the government to help young people to overcome gambling |
Correctly identifies and explores measures taken by Christians and the government to help young people overcome gambling |
Correctly explores measures taken by Christians and the government to help young people overcome gambling |
Explores some measures taken by Christians and the government to help young people overcome gambling |
Has difficulty exploring measures taken by Christians and the government to help young people overcome gambling |
APPENDIX: SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
Introduction to CRE |
Importance of Studying Christian Religious Education (3 Lessons) |
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Creation | 2.1 Accounts of Creation | • Reading and explaining biblical teachings • Aural recording • Observations • Interviewing |
• Good News Bible • CRE Course Books • Digital Course Books- www.kec. |
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2.2 Responsibility over Animals, Fish and Birds |
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2.3 Responsibility over Plants |
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2.4 CSL Project Responsibility over Plants and Animals |
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The Bible | 3.1 Functions of the Bible |
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3.2 Divisions of the Bible |
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3.3 Bible Translation |
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3.4 Leadership in the Bible: Moses |
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4.0 The Life and Ministry of Jesus Christ | 4.1Background to the Birth of Jesus Christ |
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4.2 The Birth and Childhood of Jesus Christ |
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The church in Action | 5.1 Selected Forms of Worship |
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Role of the Church education and Health |
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6.0 Christian Living Today | 6.1 Christian and Marriage Family (7 Lessons) |
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6.2 Gambling as a form of Addiction |
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Social Studies - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
SOCIAL STUDIES
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | 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-Career 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 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Social Studies is an integrated subject including aspects of History, Geography and Citizenship. It is the study of change and development in society over time. It enables the learner to understand and evaluate how past human action has an impact on the present and how it influences the future. It also involves the study of the natural and historic built environments. It examines both physical and human processes over space and time. It encourages civic responsibility and responsible leadership, including raising current social and environmental concerns. It prepares the learner for local, regional, national, regional and global responsibility. The subject aims at providing the learner with knowledge, skills, values and attitudes necessary for good character formation to enable him or her to live harmoniously in the family and society. The main theme of Social Studies is ‘Living Together ’Social Studies will enable the learner to be aware and be concerned about the welfare of others, protect the environment and be active at community, national, regional and global levels.
Social Studies highlights essential functions of education related to the formation of citizenship and promotion of social cohesion. It is a concern with the relevance of knowledge, skills and values for the participation of citizens in and their contribution to, dimensions of societal development, which are linked at local and global levels. It is directly related to the civic, social and political socialization function of education. The purpose of social studies is to enable the learner to make informed decisions for the public good as a citizen of a culturally diverse democratic society. It deals with people, interpersonal relationships, their culture and how they relate to natural and historic built environments. The environment contains resources that enable people to survive. As people live together, they establish systems of governance. Social Studies enables the learner to gain understanding of basic principles of national values, democracy, social, economic and political developments. Further, Social Studies facilitate the learners to gain a realization of their place, privileges, rights and responsibilities as citizens, at local, national, regional and global levels.
Social Studies is anchored on the tenets of the Constitution of Kenya, Kenya Vision 2030, the National Goals of Education and the Kenya Sessional Paper No. 8 of 2013 on national values and principles of governance It is also in line with Africa Agenda 2063 and the Strategic Objective 10, of the Continental Education Strategy for Africa 2016-2025 which envision “an integrated, prosperous and peaceful Africa. In addition, Social Studies addresses the 2017 AU Ministers of Education decision to integrate General History of Africa in School Curricula and aspirations of SDG 4: target 7 and Goal 16.
Theories of learning such as Jean Piaget’s theory of cognitive development, Lawrence Kohlberg theory of moral development, Dewey’s social constructivism and Vygotsky’s socio- cultural development theory have informed the development of this design. Social Studies will prepare the learners for the social sciences pathway in senior school.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
- Demonstrate an understanding of historical concepts, historical sources and evidence for development of identity and sense belonging
- Appreciate and be proud of the Kenyan cultural heritage and be willing to further develop, preserve and share it globally
- Contribute to construction and advancement of the social, economic and political development necessary for learning and living
- Develop and apply values and basic principles of democracy, governance, human rights and roles as a responsible citizen
- Cultivate respect and appreciation for diversity and differences that contribute to international understanding for mutual social responsibility
- Understand the value of environment , resources and their influence on human activities to use, manage and conserve for sustainable development
- Contribute to the management of contemporary and pertinent issues as informed, engaged, ethical and responsive citizen
- Develop and apply social research and digital literacy competencies to interpret phenomena for problem solving in society.
STRAND 1.0: SOCIAL STUDIES
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Social Studies | 1.1 Career and Entrepreneurial Opportunities in Social Studies (3 Lessons) |
By the end of the sub-strand, the learner should be able to:
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Learner is guided to:
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
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||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to analyse importance of Social Studies for personal development and service to humanity |
Correctly and comprehensively analyses importance of Social Studies for personal development and service to humanity |
Correctly analyses importance of Social Studies for personal development and service to humanity |
Partially analyses importance of Social Studies for personal development and service to humanity |
With support correctly partially analyses importance of Social Studies for personal development and service to humanity |
Ability to explore career opportunities related to Social Studies in Kenya and globally |
Correctly and concisely explores career opportunities related to Social Studies in Kenya and globally |
Correctly explores career opportunities related to Social Studies in Kenya and globally |
Partly explores some of the career opportunities related to Social Studies in Kenya and globally |
With challenges correctly explores some of the career opportunities related to Social Studies in Kenya and globally |
Ability to examine entrepreneurial opportunities for Social Studies in society |
Correctly and elaborately examines entrepreneurial opportunities for Social Studies in society |
Correctly examines entrepreneurial opportunities for Social Studies in society |
Partly examines some ofd the entrepreneurial opportunities for Social Studies in society |
With assistance examines entrepreneurial opportunities for Social Studies in society |
STRAND 2.0: NATURAL AND THE BUILT ENVIRONMENTS IN AFRICA
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Natural and the Built Environments in Africa | 2.1 Maps and Map Work (5 Lessons) |
By the end of the sub strand, the learner should be able to:
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Learner is guided to:
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Core Competencies to be developed:
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||||
Values:
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Pertinent and Contemporary Issues (PCIs):
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||||
Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
1. Ability to describe the position, shape, and size of Africa | Correctly and comprehensively describes the position, shape, and size of Africa |
Correctly describes the position, shape, and size of Africa |
Partially describes the position, shape, and size of Africa |
With assistance describes the position, shape, and size of Africa |
2. Ability to use latitudes and longitudes to locate places and features on a map | Accurately and consistently uses latitudes and longitudes to locate places and features on a map |
Accurately uses latitudes and longitudes to locate places and features on a map | Fairly uses latitudes and longitudes to locate some of the places and features on a map |
With challenges accurately uses latitudes and longitudes to locate some of the
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3. Ability to calculate time of different places in the World using Longitudes |
Accurately and explicitly calculates time of different places in the World using Longitudes |
Accurately calculates time of different places in the World using Longitudes |
Partially calculates time of some of the different places in the World using Longitudes |
With assistance accurately calculates time of some of the different places in the World using Longitudes |
4. Ability to distinguish pictures, plans and maps as used in Social Studies |
Correctly and constantly distinguishes pictures, plans and maps as used in Social Studies |
Correctly distinguishes pictures, plans and maps as used in Social Studies |
Fairly distinguishes some of the pictures, plans and maps as used in Social Studies |
With challenges correctly distinguishes some of the pictures, plans and maps as used in Social Studies |
5. Ability to examine the three types of maps used in Social Studies |
Correctly and distinctively examines the three types of maps used in Social Studies |
Correctly examines the three types of maps used in Social Studies |
Somewhat examines some of the the three types of maps used in Social Studies |
With support correctly examines some of the three types of maps used in Social Studies |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Natural and the Built Environments in Africa |
2.2 The (5 Lessons) |
By the end of the sub strand, the learner should be able to:
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Learner is guided to:
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Core Competencies to be developed:
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||||
Values:
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||||
Pertinent and Contemporary Issues (PCIs):
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||||
Link to other subjects:
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||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to describe the origin, size, shape and position of the earth in the solar system | Accurately and exhaustively describes the origin, size, shape and position of the earth in the solar system |
Accurately describes the origin, size, shape and position of the earth in the solar system |
Partially describes the origin, size, shape and position of the earth in the solar system | With support accurately describes the origin, size, shape and position of the earth in the solar system |
Ability to examine the effects of rotation and revolution of the earth on human activities | Correctly and comprehensively examines the effects of rotation and revolution of the earth on human activities | Correctly examines the effects of rotation and revolution of the earth on human activities | Partly examines the effects of rotation and revolution of the earth on human activities | Partly examines the effects of rotation and revolution of the earth on human activities |
Ability to illustrate the internal structure of the earth in the solar system | Correctly and creatively illustrates the internal structure of the earth in the solar system | Correctly illustrates the internal structure of the earth in the solar system | Fairly illustrates the internal structure of the earth in the solar system | With challenges correctly illustrates some aspects of the internal structure of the earth in the solar system |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Natural and the Built Environments In Africa | 2.3. Weather (5 Lessons) |
By the end of the sub strand, the learner should be able to:
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Learner is guided to:
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Core Competencies to be developed:
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||||
Values:
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||||
Pertinent and Contemporary Issues (PCIs):
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||||
Link to other subjects:
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||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to describe the elements of weather in the environment |
Correctly and systematically describes the elements of weather in the environment | Correctly describes the elements of weather in the environment | Partially describes some of the elements of weather in the environment | With support describes some of the elements of weather in the environment |
Ability to analyze and interpret data on weather conditions | Accurately and exceptionally analyses and interprets data on weather conditions | Accurately analyses and interprets data on weather conditions | Partially analyses and interprets data on weather conditions | With assistance analyses and interprets data on weather conditions |
Ability to explain the factors considered in siting a weather station |
Correctly and exhaustively explains the factors considered in siting a weather station | Correctly explains the factors considered in siting a weather station | Moderately explains the factors considered in siting a weather station | With support explains some of the factors considered in siting a weather station |
Ability to construct selected instruments for measuring elements of weather (rain gaugeorwind vane) |
Creatively and artistically construct selected instruments for measuring elements of weather (rain gauge or wind vane) |
Accurately construct a selected instruments for measuring elements of weather(rain gauge or wind vane) | Partially constructs some of the selected instruments for measuring elements of weather (rain gauge or wind vane) | With assistance constructs some of the selected instruments for measuring elements of weather(rain gauge or wind vane) |
Ability to examine the significance of weather to human environment | Correctly and logically examines the significance of weather to human environment | Correctly examines the significance of weather to human environment | Partially examines the significance of weather to human environment | With assistance examines the significance of weather to human environment |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Natural and Built Environment Africa | 2.3 Historical Information (4 Lessons) |
By the end of the sub strand, the learner should be able to:
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Learner is guided to:
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Core Competencies to be developed:
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||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to identify sources of historical information in the society | Accurately and exhaustively identifies sources of historical information in the society | Accurately identifies sources of historical information in the society | Moderately identifies some of the sources of historical information in the society | With support identifies some of the sources of historical information in the society |
Ability to distinguish between the primary and secondary sources of historical information in the society |
Correctly and distinctly distinguishes between the primary and secondary sources of historical information in the society | Correctly distinguishes between the primary and secondary sources of historical information in the society | Somewhat distinguishes between the primary and secondary sources of historical information in the society | Has challenges distinguishing between the primary and secondary sources of historical information in the society |
Ability to explore how sources of historical information have been preserved in the society |
Correctly and comprehensively explores how the sources of historical information have been preserved in the society |
Correctly explores how the sources of historical information have been preserved in the society |
To some extent explores the sources of historical information have been preserved in the society |
With assistance explores how some of the sources of historical information have been preserved in the society |
Ability to assess the significance sources of historical information in providing evidence of past human accounts. |
Correctly and comprehensively assesses the significance of sources of historical information in providing evidence of past human accounts. |
Correctly assesses the significance of historical information in providing evidence of past human accounts. |
Partly assesses the significance of sources of historical information in providing evidence of past human accounts. |
With assistance assesses the significance of sources of historical information in providing evidence of past human accounts. |
STRAND 3.0: PEOPLE AND POPULATION
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 People and Population |
3.1 Human Origin (4 Lessons) |
By the end of the sub strand, the learner should be able to:
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Learner is guided to:
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to explore the traditional stories of human origin from the selected African communities |
Correctly and elaborately explores traditional stories of human origin from the selected African communities |
Correctly explores traditional stories of human origin from the selected African communities |
Minimally explores the traditional stories of human origin from the selected African communities |
With support explores some of the traditional stories of human origin from the selected African communities |
Ability to explain the religious stories about origin of humankind |
Accurately and elaborately explains the religious stories of the origin of humankind |
Accurately explains the religious stories of the origin of humankind |
Moderately explains the religious stories about origin of humankind |
With assistance explains the religious stories of the origin of humankind |
Ability to examine factors proving that Africa is the cradle of humankind |
Accurately and exhaustively examines factors proving that Africa is the cradle of humankind |
Accurately examines factors proving that Africa is the cradle of humankind |
Partially examines the factors proving that Africa is the cradle of humankind |
With support examines some of the factors proving that Africa is the cradle of humankind |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 People and Population | 3.2 Early Civilization (4 lessons) |
By the end of the sub- strand, the learner should be able to:
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Learners are guided to;
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to explore factors that led to growth of ancient Egypt, Great Zimbabwe and the Kongo Kingdom. | Correctly and comprehensively explores factors that led to growth of ancient Egypt, Great Zimbabwe and the Kongo Kingdom. | Correctly explores factors that led to growth of ancient Egypt, Great Zimbabwe and the Kongo Kingdom. | Correctly explores some of the factors that led to growth of ancient Egypt, Great Zimbabwe and the Kongo Kingdom. | With assistance explores some of the factors that led to growth of ancient Egypt, Great Zimbabwe and the Kongo Kingdom. |
Ability to locate ancient Egypt, Great Zimbabwe and the Kongo Kingdom on a map of Africa. |
Accurately and creatively locates ancient Egypt, Great Zimbabwe and the Kongo Kingdom on a map of Africa. | Accurately locates ancient Egypt, Great Zimbabwe and the Kongo Kingdom on a map of Africa. | Partially locates ancient Egypt, Great Zimbabwe and the Kongo Kingdom on a map of Africa. | Has difficulties locating ancient Egypt, Great Zimbabwe and the Kongo Kingdom on a map of Africa. |
Ability to assess the contributions of early African civilization to the modern world. |
Correctly and explicitly assesses the contributions of early African civilization to the modern world. |
Correctly assesses the contributions of early African civilization to the modern world. |
Correctly assesses some of the contributions of early African civilization to the modern world. |
With support assesses some of the contributions of early African civilization to the modern world. |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 People and Population |
3.3 Social Organization of selected African Communities up to 1900 (4 Lessons) |
By the end of the sub- strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to define kingdom | Correctly and elaborately defines kingdom |
Correctly defines kingdom |
Fairly defines kingdom |
With assistance defines kingdom |
Ability to locate on a map of Africa the areas settled by the selected African communities |
Correctly and consistently locates on a map of Africa the areas settled by the selected African communities |
Correctly locates on a map of Africa the areas settled by the selected African communities |
To some extent locates on a map of Africa the areas settled by the selected African communities |
With support locates on a map of Africa the areas settled by the selected African communities |
Ability to describe the social organization of selected African communities up to 1900 |
Accurately and exhaustively describes the social organization of selected African communities up to 1900 |
Accurately describes the social organization of selected African communities up to 1900 |
Somewhat describes the social organization of selected African communities up to 1900 |
With challenges describes the social organization of selected African communities up to 1900 |
Ability to compare the social organization of the selected African communities up to 1900 |
Correctly and elaborately compares the social organization of selected African communities up to 1900 |
Correctly compares the social organization of selected African communities up to 1900 |
Partially compares the social organization of selected African communities up to 1900 |
With challenges compares the social organization of selected African communities up to 1900 |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 People and Population |
3.4 Human Diversity and inclusion (4 lessons) |
By the end of the sub-strand, the learner should be able to:
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Learner is guided to:
|
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to identify personality attributes which make individuals different from others in school | Accurately and comprehensively identifies personality attributes which make individuals different from others in school | Accurately identifies personality attributes which make individuals different from others in school | Somewhat identifies some of the personality attributes which make individuals different from others in school | With assistance identifies some of the personality attributes which make individuals different from others in school |
Ability to categorize desirable and undesirable personality attributes in a multi- cultural society | Correctly and elaborately categorizes desirable and undesirable personality attributes in a multi- cultural society | Correctly categorizes desirable and undesirable personality attributes in a multi- cultural society | Partially categorizes desirable and undesirable personality attributes in a multi- cultural society | With challenges categorizes desirable and undesirable personality attributes in a multi- cultural society |
Ability to investigate different components of human identity in a multi-cultural society | Correctly and exhaustively investigates different components of human identity in a multi-cultural society | Correctly investigates different components of human identity in a multi-cultural society | Fairly investigates different components of human identity in a multi-cultural society | With support investigates some of the different components of human identity in a multi- cultural society |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3. 0 People and Population | 3.5 Peace and Conflict Resolution (4 lessons) |
By the end of the sub strand, the learner should be able to:
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Learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to examine peace and conflict for personal well wellbeing | Correctly and precisely examines peace and conflict for personal well wellbeing |
Correctly examines peace and conflict for personal well wellbeing |
Partially examines peace and conflict for personal well wellbeing |
With assistance examines peace and conflict for personal well wellbeing |
Ability to assess the contribution of personal peace to responsible citizenship. | Correctly and analytically assesses the contribution of personal peace to responsible citizenship. |
Correctly assesses the contribution of personal peace to responsible citizenship. |
Partially assesses the contribution of personal peace to responsible citizenship. |
With difficulties assesses the contribution of personal peace to responsible citizenship. |
Ability to discuss personal characteristics that express a state of peace for mutual social wellbeing | Correctly and elaborately discusses personal characteristics that express a state of peace for mutual social wellbeing |
Correctly discusses personal characteristics that express a state of peace for mutual social wellbeing | Fairly discusses some personal characteristics that express a state of peace for mutual social wellbeing | With support discusses some personal characteristics that express a state of peace for mutual social wellbeing |
Ability to investigate various approaches that can promote one’s inner peace for harmonious living | Correctly and exhaustively investigates various approaches that can promote one’s inner peace for harmonious living |
Correctly investigates various approaches that can promote one’s inner peace for harmonious living | To some extent investigates some of the approaches that can promote one’s inner peace for harmonious living | With assistance investigates some of the approaches that can promote one’s inner peace for harmonious living |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 People and Population | 3.6 Slavery and Servitude ( 3 lessons) |
By the end of the sub-strand, the learner should be able to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to identify various forms of slavery and servitude in traditional African society | Correctly and comprehensively identifies various forms of slavery and servitude in traditional African society |
Correctly identifies various forms of slavery and servitude in traditional African society |
Correctly identifies some of the various forms of slavery and servitude in traditional African society |
With assistance identifies some of the various forms of slavery and servitude in traditional African society |
Ability to discuss factors which led to development of Indian Ocean slave trade in Eastern Africa | Correctly and exhaustively discusses factors, which led to development of Indian Ocean slave trade in Eastern Africa | Correctly discusses factors, which led to development of Indian Ocean slave trade in Eastern Africa | Moderately discusses factors, which led to development of Indian Ocean slave trade in Eastern Africa | Has challenges discussing factors, which led to development of Indian Ocean slave trade in Eastern Africa |
Ability to describe the organization of Indian Ocean slave trade in Eastern Africa. | Correctly and comprehensively describes the organization of Indian Ocean slave trade in Eastern Africa. |
Correctly describes the organization of Indian Ocean slave trade in Eastern Africa. |
Somewhat describes the organization of Indian Ocean slave trade in Eastern Africa. |
With support describes the organization of Indian Ocean slave trade in Eastern Africa. |
Ability to outline the various social injustices committed on the Africans during Indian Ocean slave trade | Correctly and elaborately outlines the various social injustices committed on the Africans during Indian Ocean slave trade | Correctly outlines the various social injustices committed on the Africans during Indian Ocean slave trade | Partially outlines some social injustices committed on the Africans during Indian Ocean slave trade | With assistance outlines some social injustices committed on the Africans during Indian Ocean slave trade |
Ability to illustrate the geographical extent of the regions covered by Indian Ocean slave trade in Africa | Correctly and concisely illustrates the geographical extent of the regions covered by Indian Ocean slave trade in Africa |
Correctly illustrates the geographical extent of the regions covered by Indian Ocean slave trade in Africa |
Fairly illustrates the geographical extent of the regions covered by Indian Ocean slave trade in Africa |
With support illustrates the geographical extent of the regions covered by Indian Ocean slave trade in Africa |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 People and Population | 3.7 Population Distribution in Africa (3 Lessons) |
By the end of the sub- strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to explain factors influencing population distribution in Africa. |
Correctly and comprehensively explains factors influencing population distribution in Africa. |
Correctly explains factors influencing population distribution in Africa. |
Moderately explains factors influencing population distribution in Africa. |
Has challenges explaining factors influencing population distribution in Africa. |
Ability to locate densely and sparsely populated areas on a map of East Africa |
Correctly and creatively locates densely and sparsely populated areas on a map of East Africa |
Correctly locates densely and sparsely populated areas on a map of East Africa |
Partly locates some densely and sparsely populated areas on a map of East Africa |
With support locates densely and sparsely populated areas on a map of East Africa |
Ability illustrate settlement patterns in Africa using diagrams | Correctly and creatively illustrate settlement patterns in Africa using diagrams | Correctly illustrate settlement patterns in Africa using diagrams | Incompletely illustrate settlement patterns in Africa using diagrams | With assistance some illustrates some settlement patterns in Africa using diagrams |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 People and Population |
3.8. Field Work
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By the end of the sub strand, the learner should be able to:
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Learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to identify types of fieldwork in Social Studies | Correctly and explicitly identifies types of field working Social Studies |
Correctly identifies types of field working Social Studies |
Moderately identifies types of fieldwork in Social Studies | Requires assistance to identify types of fieldwork in Social Studies |
Ability to explore methods of data collection and recording in fieldwork |
Accurately and comprehensively explores methods of data collection and recording in fieldwork |
Accurately methods of data collection and recording in fieldwork |
Partially explores some methods of data collection and recording in fieldwork |
With support explores some methods of data collection and recording in fieldwork |
Ability to examine methods of data analysis and presentation to ease interpretation | Correctly and exhaustively examines methods of data analysis and presentation to ease interpretation |
Correctly examines methods of data analysis and presentation to ease interpretation |
Somewhat examines methods of data analysis and presentation to ease interpretation |
With assistance examines some methods of data analysis and presentation to ease interpretation |
Ability to investigate challenges and solutions in carrying out fieldwork | Correctly and systematically investigates challenges and solutions in carrying out fieldwork |
Correctly investigates challenges and solutions in carrying out fieldwork |
Partially investigates challenges and solutions in carrying out fieldwork |
With support Investigates some challenges and solutions in carrying out fieldwork |
STRAND 4.0: RESOURCES AND ECONOMIC ACTIVITIES
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 Resources and Economic Activities | 4.1 Agriculture (3 Lessons) |
By the end of the sub strand the learner should be able to:
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Learners are guided to:
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Why did people start practicing agriculture in Africa?
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to locate areas where early agriculture was practiced in selected geographical regions | Correctly and concisely locates areas where early agriculture was practiced in selected geographical regions |
Correctly locates areas where early agriculture was practiced in selected geographical regions |
Somewhat locates areas where early agriculture was practiced in selected geographical regions |
With support locates some areas where early agriculture was practiced in selected geographical regions |
Ability to explore crops grown and animals kept in selected regions during early agriculture |
Correctly and explicitly explores crops grown and animals kept in selected regions during early agriculture |
Correctly explores crops grown and animals kept in selected regions during early agriculture |
Fairly explores some crops grown and animals kept in selected regions during early agriculture |
With assistance explores some crops grown and animals |
Ability to illustrate methods of irrigation used in ancient Egypt | Correctly and distinctively illustrates methods of irrigation used in ancient Egypt |
Correctly illustrates methods of irrigation used in ancient Egypt | Fairly illustrates methods of irrigation used in ancient Egypt | Has challenges in illustrating methods of irrigation used in ancient Egypt |
Ability to assess the contribution of Nile valley agriculture to world civilization | Correctly and explicitly assesses the contribution of Nile valley agriculture to world civilization | Correctly assesses the contribution of Nile valley agriculture to world civilization | Partially assesses the contribution of Nile valley agriculture to world civilization | With support assesses some of the contribution of Nile valley agriculture to world civilization |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 Resources and Economic Activities |
4.2 Economic Organization of Selected African Communities up to 1900 (3 Lessons) |
By the end of the sub strand the learner should be able to:
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Learners are guided to:
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Why should we study economic activities of African communities up to 1900 today? |
Core Competencies to be developed:
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||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to locate on a map of Africa areas occupied by the selected African communities | Correctly and explicitly locates on a map of Africa areas occupied by the selected African communities |
Correctly locates on a map of Africa areas occupied by the selected African communities |
Somewhat locates on a map of Africa some of the areas occupied by the selected African communities |
With assistance locates on a map of Africa some of the areas occupied by the selected African communities |
Ability to discuss the economic activities practiced by the Ogiek, Zulu and the Asante. | Correctly and comprehensively discusses the economic activities practiced by the Ogiek, Zulu and the Asante. |
Correctly discusses the economic activities practiced by the Ogiek, Zulu and the Asante. |
Partially discusses economic some of the activities practiced by the Ogiek, Zulu and the Asante. | With support discusses economic some of the activities practiced by the Ogiek, Zulu and the Asante. |
Ability to compare economic activities of the selected African communities | Correctly and exhaustively compares economic activities of the selected African communities |
Correctly compares economic activities of the selected African communities |
Somewhat compares economic activities of some of the selected African communities | With assistance compares economic activities of some of the selected African communities |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 Resources and Economic Activities |
4.3 Internal Dynamics and Transformation in Africa |
By the end of the sub strand, the learner should be able to:
|
Learners are guided to:
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How did the introduction of money economy promote business in Africa? |
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to explain the transformation brought by introduction of money in Africa | Correctly and systematically explains the transformation brought by introduction of money in Africa |
Correctly explains the transformation brought by introduction of money in Africa |
Partially explains the transformation brought by introduction of money in Africa |
With support explains some of the transformation brought by introduction of money in Africa |
Ability to discuss the use of money economy in trade | Correctly and comprehensively discusses the use of money economy in trade |
Correctly discusses the use of money economy in trade | partially discusses the use of money economy in trade | Has challenges discussing the use of money economy in trade |
Ability to compare the use of money in currency trade and barter trade in Africa | Correctly and exhaustively compares use of money in currency trade and barter trade in Africa |
Correctly compares use of money in currency trade and barter trade in Africa |
Fairly compares use of money in currency trade and barter trade in Africa |
With support compares use of money in currency trade and barter trade in Africa |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 Resources and Economic Activities |
4.4. Sustainable use of resources (2 lessons) |
By the end of the sub strand the learner should be able to:
|
Learners are guided to:
|
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to discuss the concept of sustainable use of resources in society | Correctly and comprehensively discusses the concept of sustainable use of resources in society |
Correctly discusses the concept of sustainable use of resources in society |
Moderately discusses the concept of sustainable use of resources in society |
With support discusses the concept of sustainable use of resources in society |
Ability to explore sustainable ways of using resources available in the community | Correctly and systematically explores sustainable ways of using resources available in the community |
Correctly explores sustainable ways of using resources available in the community |
Fairly explores some sustainable ways of using resources available in the community | With assistance explores some sustainable ways of using resources available in the community |
STRAND 5.0: POLITICAL DEVELOPMENT AND GOVERNANCE
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.0 Political Development and Governance |
5.1 Political Development in Africa up to 1900 (5 Lessons) |
By the end of the sub- strand, the learner should be able to:
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Learner is guided to:
|
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to investigate the political organisation of the selected African communities up to 1900 | Accurately and exhaustively and investigates the political organisation of the selected African communities up to 1900. |
Accurately investigates the political organisation of the selected African communities up to 1900. |
Partially investigates the political organisation of the selected African communities up to 1900 |
With support investigates the political organisation of the selected African communities up to 1900. |
Ability to discuss the concepts “Scramble for and Partition” of Africa | Correctly and comprehensively discusses the concepts “Scramble for and Partition” of Africa | Correctly discusses the concepts “Scramble for and Partition” of Africa | Moderately discusses the concepts “Scramble for and Partition” of Africa |
Has challenges discussing the concepts “Scramble for and Partition” of Africa
|
Ability to identify the various European groups that came to Africa. | Correctly and exhaustively identifies the various European groups that came to Africa. | Correctly identifies the various European groups that came to Africa. | Partly fairly identifies the various European groups that came to Africa. | With support identifies some of the various the various European groups that came to Africa. |
Ability to match the countries in Africa with their colonial masters | Correctly and profoundly matches the countries in Africa with their colonial masters |
Correctly matches the countries in Africa with their colonial masters |
Partly matches the countries in Africa with their colonial masters | With assistance matching some of the countries in Africa with their colonial masters |
Ability to examine the terms of the Berlin Conference of 1884-85 on the partitioning of Africa | Correctly and Comprehensively examines the terms of the of the Berlin Conference of 1884-85 on the partitioning of Africa |
Correctly examines the terms of the of the Berlin Conference of 1884-85 on the partitioning of Africa |
Moderately examines the terms of the Berlin Conference of 1884-85 on the partitioning of Africa | With support examines some of the terms of the Berlin Conference of 1884-85 on the partitioning of Africa |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.0 Political Development and Governance |
5.2 The (3 Lessons) |
By the end of the sub- strand, the learner should be able to:
|
Learning Outcomes Suggested Learning Experiences Key Inquiry Questions Learners are guided to:
|
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
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Link to other subjects:
|
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to discuss the importance of the Constitution of Kenya for mutual social wellbeing | Correctly and exhaustively discusses the importance of the Constitution of Kenya for mutual social wellbeing |
Correctly discusses the importance of the Constitution of Kenya for mutual social wellbeing |
Partially discusses the importance of the Constitution of Kenya for mutual social wellbeing | With support discusses the importance of the Constitution of Kenya for mutual social wellbeing |
Ability to explore the national values as provided in the Constitution of Kenya for promotion of good governance | Accurately and comprehensively explores the national values as provided in the Constitution of Kenya for promotion of good governance | Accurately explores the national values as provided in the Constitution of Kenya for promotion of good governance | omehow explores the national values as provided in the Constitution of Kenya for promotion of good governance | With assistance explores some of the national values as provided in the Constitution of Kenya for promotion of good governance |
Ability to analyse ways of upholding and protecting the Constitution of Kenya for social cohesion |
Correctly and explicitly analyses ways of upholding and protecting the Constitution of Kenya for social cohesion |
Correctly analyses ways of upholding and protecting the Constitution of Kenya for social cohesion | Moderately analyses ways of upholding and protecting the Constitution of Kenya for social cohesion |
With support analyses some ways of upholding and protecting the Constitution of |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.0 Political Development and Governance |
5.3 Democracy (3 lessons) |
By the end of the sub- strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to identify types of democracy in Africa | Accurately and comprehensively identifies types of democracy in Africa |
Accurately identifies types of democracy in Africa |
Fairly identifies types of democracy in Africa |
With support some identifies types of democracy in Africa |
Ability to assess the importance of democracy in Africa | Correctly and explicitly assesses the importance of democracy in Africa | Correctly assesses the importance of democracy in Africa | Partially assesses the importance of democracy in Africa | Has challenges assessing the importance of democracy in Africa |
Ability to explain the role of the citizens in democratic representation |
Correctly and exhaustively explains the role of the citizens in democratic representation |
Correctly explains the role of the citizens in democratic representation |
Moderately explains the roles of citizens in democratic representation | Has difficulties explaining the role of the citizens in democratic representation |
Ability to examine the characteristics of various types of democracy in Africa |
Accurately and exceptionally examines the characteristics of various types of democracy in Africa |
Accurately examines the characteristics of democracy in Africa |
Somewhat examines some characteristics of various types of democracy in Africa |
With assistance examines some characteristics of various types of democracy in Africa |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.0 Political Development and Governance |
5.4 Human Rights (4 lessons) |
By the end of the sub-strand, the learner should be able to:
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Learners are guided to:
|
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to examine the evolution of Human Rights as practiced in society | Accurately and comprehensively examines the evolution of Human Rights as practiced in society |
Accurately examines the evolution of Human Rights as practiced in society |
Moderately examines the evolution of Human Rights as practiced in society |
With assistance examines the evolution of Human Rights as practiced in society |
Ability to classify Human Rights as stipulated in the Human Rights instruments |
Correctly and exhaustively classifies Human Rights as stipulated in the Human Rights instruments |
Correctly classifies Human Rights as stipulated in the Human Rights instruments |
Fairly classifies Human Rights as stipulated in the Human Rights instruments |
Has challenges classifying Human Rights as stipulated in the Human Rights instruments |
Ability to explore the characteristics of Human Rights as practiced for preservation of life | Correctly and explicitly explores the characteristics of Human Rights as practiced for preservation of life | Correctly explores the characteristics of Human Rights as practiced for preservation of life |
Somewhat explores the characteristics of Human Rights as practiced for preservation of life |
With assistance explores some characteristics of Human Rights as practiced for preservation of life |
Ability to analyse the concept of equity and non-discrimination in fostering solidarity | Correctly and comprehensively analyses the concept of equity and non- discrimination in fostering solidarity |
Correctly analyses the concept of equity and non- discrimination in fostering solidarity | Partially analyses the concept of equity and non- discrimination in fostering solidarity | With support analyses the concept of equity and non- discrimination in fostering solidarity |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.0 Political Development and Governance |
5.5 African Diasporas (4 Lessons) |
By the end of the sub- strand, the learner should be able to:
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Learners are guided to:
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to describe the concept of “African diasporas” | Correctly and comprehensively describes the concept of “African diasporas” | Correctly describes the concept of “African diasporas” | Partially describes the concept of “African diasporas” | With assistance describes the concept of “African diasporas” |
Ability to explore the factors that contributed to the presence of African diasporas across the world | Correctly and comprehensively explores the factors which contributed to the presence of African diasporas across the world |
Correctly explores the factors which contributed to the presence of African diasporas across the world |
Fairly explores some of the factors which contributed to the presence of African diasporas across the world | With support explores some of the factors that contributed to the presence of African diasporas across the world |
Ability to locate on the world map countries inhabited by African Diasporas | Correctly and concisely locates on the world map countries inhabited by African diasporas. |
Correctly locates on the world map countries inhabited by African diasporas. |
Somewhat locates on the world map some of the countries inhabited by African diasporas. |
With assistance locates on the world map some of the countries inhabited by African diasporas. |
Ability to assess the role of the diasporas in the political development in Africa. | Correctly and exhaustively assesses the role of the diasporas in the political development in Africa. |
Correctly assesses the role of the diaspora in the political development in Africa. |
Partially assesses the role of the diaspora in the political development in Africa. |
Has challenges assessing the role of the diasporas in the political development in Africa. |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.0 Political Development and Governance | 5.6 Global Citizenship (3 Lessons) |
By the end of the sub-strand, the learner should be able to:
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Learners are guided to:
|
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Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to discuss the interconnectedness and interdependence of different countries |
Correctly and comprehensively discusses the interconnectedness and interdependence of different countries |
Correctly discusses the interconnectedness and interdependence of different countries | Moderately discusses the interconnectedness and interdependence of different countries | With support to discusses the interconnectedness and interdependence of different countries |
Ability to investigate positive and negative effects of globalization | Correctly and exhaustively investigates positive and negative effects of globalization at local and national levels |
Correctly investigates positive and negative effects of globalization at local and national levels | Partially investigates positive and negative effects of globalization at local and national levels | With assistance investigates positive and negative effects of globalization at local and national levels |
Ability to describe qualities of a global citizen in the modern society | Correctly and explicitly describes qualities of a global citizen in the modern society | Correctly describes qualities of a global citizen in the modern society | Fairly describes qualities of a global citizen in the modern society | With assistance describes some qualities of a global citizen in the modern society |
COMMUNITY SERVICE LEARNING (CSL) PROJECT
The CSL project is based on sustainable use of resources and global citizenship. The project seeks to provide an opportunity for learners to apply the knowledge, skills, attitudes and values acquired to address an environmental challenge in the community. The project selected should culminate in helping the learner promote sustainable use of available resources in the community. Additionally, it should provide the learner with the opportunity to participate in solving an environmental challenge in the community as a global citizen. Learners are encouraged to undertake the project in groups to promote acquisition of core competencies and values.
- Meaningful Learning Experience Created
Application of concepts learnt in class to address an environmental challenge in the community. - Integration of Learning and Community Service
Application of concepts learnt in class will help to address an environmental challenge in the community which is also a global concern. Stakeholder mobilization and engagement will ensure sustainability of the project and replication of the same in other communities.
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
|
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• By the end of the project cycle, the learner should be able to:
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Learners are guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to identify an environmental challenge affecting the community | Correctly and concisely identifies an environmental challenge affecting the community |
Correctly identifies an environmental challenge affecting the community | Partly identifies an environmental challenge affecting the community | With challenges identifies an environmental challenge affecting the community |
Ability to apply the knowledge on sustainable use of resources and global citizenship to address the environmental challenge affecting the community | Correctly and creatively applies the knowledge on sustainable use of resources t and global citizenship to address the environmental challenge affecting the community |
Correctly applies the knowledge on sustainable use of resources and global citizenship to address the environmental challenge affecting the community | Somewhat applies some knowledge on sustainable use of resources and global citizenship to address the environmental challenge affecting the community | With support applies some knowledge on sustainable use of resources and global citizenship to address the environmental challenge affecting the community |
Ability to appraise the project in terms of benefits to the community and deepening learning | Correctly and comprehensively appraises the project in terms of benefits to the community and deepening learning |
Correctly appraises the project in terms of benefits to the community and deepening learning | Moderately appraises the project in terms of benefits to the community and deepening learning | With assistance appraises the project in terms of benefits to the community and deepening learning |
Ability to evaluate the implementation of the project in relation to its outcomes | Correctly and elaborately evaluates the implementation of the project in relation to its outcomes |
Correctly evaluates the implementation of the project in relation to its outcomes | Fairly evaluates the implementation of the project in relation to its outcomes | Has challenges evaluating the implementation of the project in relation to its outcomes |
Strand | Sub-strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.0 Political Development and Governance | 5.8. Global Governance (4 Lessons) |
By the end of the sub-strand, the learner should be able to:
|
Learners are guided to:
|
|
Core Competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches expectation | Below Expectation |
Ability to identify the guiding principles of leadership and integrity in promotion of good global governance |
Correctly and concisely identifies guiding principles of leadership and integrity in promotion of good governance |
Correctly identifies guiding principles of leadership and integrity in promotion of good governance |
Fairly identifies guiding principles of leadership and integrity in promotion of good governance | With assistance identifies some guiding principles of leadership and integrity in promotion of good governance |
Ability to examine the formation, achievements and challenges of the Organization of African Unity (OAU) and African Union (AU) | Accurately and comprehensively examines the formation, achievements and challenges of the Organization of African Unity (OAU) and African Union (AU) |
Accurately examines the formation, achievements and challenges of the Organization of African Unity (OAU) and African Union (AU) | Moderately examines the formation, achievements and challenges of the Organization of African Unity (OAU) and African Union (AU) | With support examines the formation, achievements and challenges of the Organization of African Unity (OAU) and African Union (AU) |
Ability to state the member countries of the African Union | Correctly and exhaustively states the member countries of the African Union |
Correctly states the member countries of the African Union |
Fairly states some of the member countries of the African Union | With assistance states some of the member countries of the African Union |
Ability to illustrate the organizational structure of the AU |
Correctly and skillfully illustrates the organizational structure of the AU |
Correctly illustrates the organizational structure of the AU |
Somewhat illustrates the organizational structure of the AU |
With support illustrates the organizational structure of the AU |
Ability to explore factors which can promote continental interconnectedness and interdependence | Correctly and comprehensively explores factors which can promote continental interconnectedness and interdependence |
Correctly explores factors which can promote continental interconnectedness and interdependence | Moderately explores factors which can promote continental interconnectedness and interdependence |
With assistance explores some factors which can promote continental interconnectedness |
APPENDIX 1: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON FORMAL ACTIVITIES
Strand | Sub Strand | Suggested assessment methods | Suggested Learning Resources | Non formal activities |
1.0 Social Studies | 1.1 Career and Entrepreneurial Opportunities in Social Studies |
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2.0 Natural and Built Environments In Africa | 2.1 Maps and Map work |
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2.2 The earth |
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2.3 Weather |
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2.4 Historical Information |
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3.0 People AndPopulation | 3.1. Human origin |
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3.2. Early Civilization |
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3.3 Social organization of selected communities in Africa up to 1900 |
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3.4 Human Diversity and Inclusion |
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3.5. Peace and Conflict Resolution |
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3.6.Slavery and Servitude |
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3.7.Population Distribution in Africa |
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3.8. Field Work |
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4.0 Resources and Economic Activities | 4.1 Economic Organization of Selected African Communities |
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4.2 Agriculture Development of Early Agriculture in Africa.
Egypt |
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4.3. Multipurpose river projects;
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4.4. Sustainable use of Resources |
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5.0 Political Development and Governance | 5.1Political organization of selected communities in Africa up to 1900 |
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5.2 Scramble and Partition of Africa |
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5.3 The Constitution of Kenya (3 Lessons) |
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5.4 Democracy (3 Lessons) |
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5.5 Human Rights |
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5.6. African Diasporas |
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5.7. Global Citizenship |
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5.8. Global Governance |
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Integrated Science - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
INTEGRATED SCIENCE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | 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-Career 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 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Science is a dynamic, collaborative human endeavor that enables use of distinctive ways of logistical valuing, thinking and working to understand natural phenomena in the biological, physical and technological world. The emphasis of science education at lower secondary levels is to enhance learners’ scientific thinking through learning activities that involve planning, designing, measuring, observing, evaluating procedures, examining evidence, and analyzing data. This is envisaged in The Kenya Vision 2030 which states in part that; “The achievement of the vision greatly depends on Science, Technology and Innovation.” Equally, Sessional Paper No.1 of 2005 highlights the fact that “for a breakthrough towards industrialization, achievement of the desired economic growth targets and social development, a high priority needs to be placed on the development of human capital through education and training by promoting the teaching of sciences and information technology.” The same is further underscored in both Sessional Paper No. 14 of 2012 and
Sessional Paper 1 of 2019 which equally stresses the need for sustainable basic and higher education, with an emphasis on Science, Technology and Innovation.
Integrated Science learning area is therefore expected to create a scientific culture among learners that inculcates scientific literacy to enable them make informed choices in their personal lives and approach their life challenges in a systematic and logical manner. This learning area intends to enable learners to practically explore and discover knowledge within their environment and in the laboratory to allow them understand themselves and relate with their environment through application of scientific principles and ideas. The integrated science learning area is therefore a deliberate effort to enhance the level of scientific literacy of all learners and equip them with the relevant basic integrated scientific knowledge, skills, values and attitudes needed for their own survival and/or career development. Concepts in integrated science are presented as units within which there are specific strands that build on the competencies acquired in science and technology at upper primary school level. This provides the learner with the basic requisite skills, knowledge, values and attitudes necessary for specialization in pure sciences (Physics, Chemistry, and Biology), applied sciences, Careers and Technology Studies (CTS) and Technical and Engineering subjects offered in the STEM pathway at senior school. Integrated science is taught through inquiry-based learning approaches with an emphasis on the 5Es: engagement, exploration, explanation, elaboration and evaluation.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
- Acquire scientific knowledge, skills, values and attitudes to make informed choices on career pathways at senior school.
- Select, improvise and safely use basic scientific tools, apparatus, materials and chemicals effectively in everyday life.
- Explore, manipulate, manage and conserve the environment for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote good health.
- Apply the understanding of body systems with a view to promote and maintain good health.
- Develop capacity for scientific inquiry and problem solving in different situations.
- Appreciate and use scientific principles and practices in everyday life.
- Apply acquired scientific skills and knowledge in everyday life
STRAND 1.0: SCIENTIFIC INVESTIGATION
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
1.0 Scientific Investigation |
1.1 4 Lessons |
By the end of the sub- strand the learner should be able to:
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The learner is guided to:
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How is the knowledge acquired in Integrated Science useful in daily life? |
Core competences to be developed:
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Pertinent and Contemporary Issues (PCIs)
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify the components of Integrated Science | Correctly and consistently identifies components of Integrated Science |
Correctly identifies components of Integrated Science | Identifies some components of Integrated Science | With assistance, identifies some components of Integrated Science |
Ability to relate knowledge and skills gained in Integrated Science to career opportunities | Consistently and correctly relates knowledge and skills gained in Integrated Science to career opportunities | Correctly relates knowledge and skills gained in Integrated Science to career opportunities | Correctly relates some knowledge and skills gained in Integrated Science to career opportunities | With assistance, relates some knowledge and skills gained in Integrated Science to career opportunities |
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
1.0 Scientific Investigation |
1.2 Laboratory Safety |
By the end of the sub- strand the learner should be able to:
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The learner is guided to:
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Core competences to be developed:
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Pertinent and Contemporary Issues (PCIs)
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify common hazards and their symbols in the laboratory | Correctly and consistently identifies hazards and accidents in the laboratory. | Correctly identifies hazards and accidents in the laboratory | Correctly identifies some hazards and accidents in the laboratory. | With help, identifies hazards and accidents in the laboratory. |
Ability to analyze causes of common accidents in the laboratory. | Correctly and critically analyze causes of common accidents in the laboratory. |
Correctly analyses causes of common accidents in the laboratory. | Correctly analyses causes of some common accidents in the laboratory. | With help, analyses causes of common accidents in the laboratory. |
Ability to demonstrate procedures of first aid safety measures for common laboratory accidents in the laboratory. | Correctly and creatively demonstrates procedures of first aid safety measures for common laboratory accidents in the laboratory. |
Correctly demonstrates procedures of first aid safety measures for common laboratory accidents in the laboratory. | Correctly demonstrates some procedures of first aid safety measures for common laboratory accidents in the laboratory. | With help, demonstrates procedures of first aid safety measures for common laboratory accidents in the laboratory. |
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
1.0 Scientific Investigation |
1.3. Basic Science skills 10 Lessons |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core competences to be developed:
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify basic skills in science. | Correctly and comprehensively identifies basic Science skills. |
Correctly identifies basic science skills. | Correctly identifies some basic science skills. | With help, identifies basic Science skills. |
Ability to use the SI units for basic and derived quantities in science. |
Correctly and consistently uses the SI units for basic and derived quantities. |
Correctly uses the SI units for basic and derived quantities. |
Correctly uses some the SI units for basic and derived quantities. |
With help, uses the SI units for basic and derived quantities. |
Ability to apply methods of communicating Science information. | Correctly and creatively applies methods of communicating Science information. | Correctly applies methods of communicating Science information. |
Correctly applies some methods of communicating Science information. |
With help, applies methods of communicating Science information. |
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
1.0 Scientific Investigation |
1.4 10 Lessons |
By the end of the sub- strand the learner should be able to:
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The learner is guided to:
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Core competences to be developed:
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Pertinent and Contemporary Issues (PCIs):
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify apparatus and instruments used in the laboratory. | Correctly and exhaustively identifies apparatus and instruments used in the laboratory. |
Correctly identifies apparatus and instruments used in the laboratory. | Correctly identifies some apparatus and instruments used in the laboratory. | With help identifies apparatus and instruments used in the laboratory. |
Ability to handle apparatus and instruments laboratory. | Correctly and consistently handles laboratory apparatus and instruments appropriately. |
Correctly handles apparatus and instruments appropriately. | Correctly handles some apparatus and instruments appropriately. | With help, handles apparatus and instruments appropriately. |
STRAND 2.0: MIXTURES
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
2.0 Mixtures, Elements and Compounds |
2.1 Mixtures 14 Lessons |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core competences to be developed:
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Pertinent and Contemporary Issues (PCIs)
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to classify different types of mixtures as homogeneous and heterogeneous |
Correctly and excellently classifies different types of mixtures |
Correctly classifies different types of mixtures |
Correctly identifies classifies some types of |
Requires assistance to classify different types of mixtures. |
Ability to distinguish between pure and impure substances using melting and boiling points. | Correctly and consistently distinguishes between pure and impure substances using melting and boiling points. |
Correctly distinguishes between pure and impure substances using melting and boiling points. | Correctly distinguishes between some pure and impure substances using melting and boiling points. | Requires assistance to distinguish between pure and impure substances using melting and boiling points. |
Ability to separate mixtures using different methods. | Correctly and consistently separates mixtures using different methods. |
Correctly separates mixtures using different methods. | Correctly separates mixtures using different methods. | Requires assistance to separate mixtures using different methods. |
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
2.0 Mixtures, Elements and Compounds |
2.2 Acids, bases and indicators 15 Lessons |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core competences to be developed:
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Pertinent and Contemporary Issues (PCIs)
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Values:
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to use plant extracts as acid-base indicators. | Correctly consistently uses plant extracts as acid-base indicators. | Correctly uses plant extracts as acid-base indicators. | Sometimes correctly uses plant extracts as acid-base indicators. | Requires assistance to use plant extracts as acid-base indicators. |
Ability to categorize different house hold solutions as either acidic or basic. | Correctly and creatively categorizes different house hold solutions as either acidic or basic. |
Correctly categorizes different house hold solutions as either acidic or basic. | Correctly some house hold solutions as either acidic or basic. | Requires assistance to categorize different house hold solutions as either acidic or basic. |
Ability to determine the strength of acids and bases. | Correctly and consistently determines the strength of acids and bases. |
Correctly determines the strength of acids and bases. | Correctly determines the strength of some acids and bases. | Requires assistance to determine the strength of acids and bases. |
Ability to outline the applications of acids and bases. | Correctly and critically outlines the applications of acids and bases. |
Correctly outlines the applications of acids and bases. | Correctly outlines the applications of acids and bases. | Requires assistance to outline the applications of acids and bases. |
COMMUNITY SERVICE LEARNING (CSL) PROJECT
Project Title: Water Purification
The CSL project is meant to promote care for the family. This has been planned for in the sub strand, Solid – Liquid Mixture separation. The project should enable the learner acquire skills required in water purification. The concept of mixture separation will be assessed during the project as the learner gets an opportunity to practice hands-on activities by applying acquired knowledge and skills in separation of mixtures.
The learner requires guidance and facilitation in order to implement the project. The learner should be taken through proper planning and actualization processes involved in the project activities. The learners should carry out the project in groups where possible, especially when there are limited resources.
Resources Required
The learner needs plastic soda bottle, drinking straw, gravel or small stones, clean sand, charcoal, cotton balls or small cloth or coffee filter, garden dirt, water, scissor, or knife. The learner should be guided to use or improvise locally available materials for this project.
Integration of Learning and Community Service
About 70% of the earth is covered with water. However, only about 3% can be used for drinking. Most people around the world do not have access to clean water and must boil or filter it first. One of the mixture separation methods is filtration involving solid liquid mixture. The learner will grasp the concept of filtration by passing dirty water through 2 inch layers of cotton wool, cloth, charcoal, gravel or small stones each in that order from bottom and 4 inch clean sand at the top. Layers of gravel or small stones are used to filter out large sediments like leaves or insects while sand is used to remove
fine impurities. Layer of charcoal removes contaminants and impurities through chemical absorption. Making a homemade water filter is a simple hands-on activity learners can carry out using locally available materials. This is how natural soil of the ground filters impurities out of water as part of the infiltration process of water cycle. The water may be used for cleaning household items and for animals to drink; filtered water through this process should not be used by humans as drinking water unless boiled well. This is because of water pollution through chemicals, fertilizers among other pollutants making the water unsafe for human drinking. Leaners will address the need for accessibility to clean water through this project at school and in the community and raise the standards of hygiene which is one of the pertinent and contemporary issues in the 21st Century.
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
2.0. Mixtures, Elements and Compounds |
2.3. Solid – Liquid Mixture separation (Water Purification). |
by the end of the sub strand the learner should be able to:
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The Key Component of CSL Developed: Science process skills, practical skills and Life skills
Importance of Practical skills in the community
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Life Skill: Importance of Life Skill in the Community The learner will be able to apply scientific problem sourcing process to solve the problem of dirty water, reduction of infections and improvement of sanitation in school and at home. |
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Core competences to be developed:
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||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Values:
|
||||
Link to other subjects
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify nearby sources of water within community. | Correctly and consistently identifies nearby rivers and other sources of water within the community. | Correctly identifies nearby rivers and other sources of water within the community. |
Correctly identifies some nearby rivers and other sources of water within the community. |
With help, identifies nearby rivers and other sources of water within the community. |
Ability to categorize water from different sources into clean and dirty. | Correctly and consistently categorizes water from different sources into clean and dirty. | Correctly categorizes water from different sources into clean and dirty. |
Correctly categorizes water from some different sources into clean and dirty. |
With assistance, categorizes water from different sources into clean and dirty. |
Ability to identify appropriate materials for separating clean water from solid in the dirty water. |
Correctly and creatively identifies appropriate materials for separating clean water from solid in the dirty water. | Correctly identifies appropriate materials for separating clean water from solid in the dirty water. |
Correctly identifies some materials for separating clean water from solid in the dirty water. | With help, identifies appropriate materials for separating clean water from solid in the dirty water. |
Ability to make homemade water filter using locally available materials |
Correctly and accurately makes homemade water filter using locally available materials |
Correctly makes homemade water filter using locally available materials |
To some extent makes homemade water filter using locally available materials |
With help, makes homemade water filter using locally available materials |
Ability to use homemade water filter to separate clean water from solid in the dirty water |
Correctly and accurately uses homemade water filter to separate clean water from solid in the dirty water | Correctly uses homemade water filter to separate clean water from solid in the dirty water |
Somehow uses homemade water filter to separate clean water from solid in the dirty water | With assistance, uses homemade water filter to separate clean water from solid in the dirty water |
Ability to explore sustainable long- term strategies of making river water clean in the community. | Correctly and extensively explores long term sustainable strategies of making river water clean in the community. | Correctly explores long term sustainable strategies of making river water clean in the community. |
Correctly explores some of the long-term sustainable strategies of making river water clean in the community. | With help, explores long term sustainable strategies of making river water clean in the community. |
Ability to carry out research in the community on factors that makes communal clean water dirty from the source. |
Accurately and competently carries out research in the community on factors that makes communal clean water dirty from the source. | Carries out research in the community on factors that makes communal clean water dirty from the source. |
Carries out research in the community on some factors that makes communal clean water dirty from the source. | With help, carries out research in the community on factors that makes communal clean water dirty from the source. |
STRAND 3.0: LIVING THINGS AND THEIR ENVIRONMENT | ||||
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
3.0 Living Things and their Environment |
3.1 Reproduction in human beings (16 Lessons) |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core competences to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to describe the menstrual cycle in human beings. | Consistently describes menstrual cycle in human beings. | Correctly describes the menstrual cycle in human beings. | Partly describes the menstrual cycle in human beings. | With guidance describes the menstrual cycle in human beings. |
Ability to describe challenges related to the menstrual cycle. | Correctly and exhaustively describes challenges related to the menstrual cycle |
Correctly describes challenges related to the menstrual cycle. | Partly describes challenges related to the menstrual cycle. | With help, describes the challenges related to the menstrual cycle. |
Ability to describe the process of fertilization and implantation. | Correctly and comprehensively describes the fertilization and implantation. |
Correctly describes the process of fertilization and implantation. | Partly describes the process of fertilization and implantation. | With help, describes the process of fertilization and implantation. |
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
3.0 Living Things and their Environment |
3.2 Human 11 Lessons |
By the end of the sub- strand the learner should be able to:
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Project |
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Core competences to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify external parts of the human skin and stating their functions. | Consistently and correctly identifies the external parts of the human skin and states their functions. |
Correctly identifies the external parts of the human skin and states their functions. | Partly identifies the external parts of the human skin and states their functions. | With guidance identifies some external parts of the human skin and states their functions. |
Ability to identify external parts of the kidney and their functions. | Consistently and correctly identifies the external parts of the kidney and states their functions. |
Correctly identifies the external parts of the kidney and states their functions. | Correctly identifies some external parts of the kidney and states their functions. | With assistance correctly identifies some external parts of kidney and states their functions. |
Ability to describe causes of kidney disorders | Consistently and correctly describes causes of kidney disorders. | Correctly describes causes of kidney disorders. | Partly describes causes of kidney disorders. | With guidance describes causes of kidney disorders. |
STRAND 4.0: FORCE AND ENERGY
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
4.0 Force and Energy |
4.1 Static Electricity
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By the end of the sub strand the learner should be able to:
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The learner is guided to:
|
|
Core competences to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
demonstrating the existence of static charges in objects | Correctly and accurately demonstrates the existence of static charges in objects |
Correctly demonstrates the existence of static charges in objects | Correctly demonstrates the existence of static charges in objects | With assistance, demonstrates the existence of static charges in objects |
charging objects using different methods | Correctly and consistently charges objects using different methods |
Correctly charges objects using different methods | Correctly charges objects using different methods | With assistance, charges objects using different methods |
Ability to demonstrate the effects of force between charged objects. | Correctly and effectively demonstrates the effects of force between charged objects. |
Correctly demonstrates the effects of force between charged objects. | Correctly demonstrates some of the effects of force between charged objects. | With assistance, demonstrates the effects of force between charged objects. |
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
4.0 Force and Energy |
4.2 12 Lessons |
by the end of the sub strand the learner should be able to:
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The learner is guided to:
|
|
Core competences to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to identify various sources of electricity. | Correctly and accurately identifies various sources of electricity. |
Correctly identifies various sources of electricity. |
Correctly identifies some sources of electricity. |
With assistance, identifies sources of electricity. |
Ability to set up simple electrical circuits. | Correctly and procedurally sets up simple electrical circuits. |
Correctly sets up simple electrical circuits. | Correctly sets up some simple electrical circuits. | With assistance, sets up simple electrical circuits. |
Ability to classify materials as conductors and non- conductors of electricity. |
Correctly and consistently classifies materials as conductors and non-conductors of electricity. |
Correctly classifies materials as conductors and non- conductors of electricity. |
Correctly classifies some materials as conductors and non- conductors of electricity. |
With assistance classifies materials as conductors and non- conductors of electricity. |
Ability to identify electrical appliances in the locality. |
Correctly and exhaustively identifies electrical appliances in the locality. |
Correctly identifies electrical appliances in the locality | Correctly identifies some electrical appliances in the locality. |
With assistance, identifies electrical appliances in the locality. |
Ability to identify safety measures when handling electrical appliances. | Correctly and exhaustively identifies safety measures when handling electrical appliances. |
Correctly identifies safety measures when handling electrical appliances. | Correctly identifies some safety measures when handling electrical appliances. | With help, identifies safety measures when handling electrical appliances. |
Strand | Sub - Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions |
4.0 Force and Energy |
4.3 |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competences to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
||||
Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets Expectation | Approaches Expectation | Below Expectation |
Ability to classify materials into magnetic and non- magnetic. | Correctly and accurately classifies all materials into magnetic and non- magnetic. |
Correctly classifies all materials into magnetic and non- magnetic. | Correctly classifies some materials into magnetic and non- magnetic. | With help classifies a few materials into magnetic and non- magnetic. |
Ability to carry out activities showing action between like and unlike poles of magnets. | Correctly and skillfully carries out activities showing the action between like and unlike poles of magnets. |
Correctly carries out activities showing the action between like and unlike poles of magnets. | Correctly carries out some activities showing the action between like and unlike poles of magnets. | With help, carries out activities showing the action between like and unlike poles of magnets. |
Ability to identify the uses of magnets | Correctly and exhaustively identifies the uses of magnets |
Correctly identifies the uses of magnets | Partly identifies the uses of magnets. | With help identifies the uses of magnets. |
APPENDIX: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand | Sub - Strand | Specific Assessment Methods | Suggested Learning Resources | Suggested Non-formal Activities |
1. Scientific Investigation |
2. Introduction to Integrated Science
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Course book Library |
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1.2. Laboratory Safety |
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1.3. Basic Science skills |
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1.4. Laboratory apparatus and instruments |
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2.0. Mixtures, Elements and Compounds |
2.1 Mixtures |
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2.2 Acids, bases and indicators |
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2.3. Solid – Liquid Mixture separation |
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3.0 Living Things and their Environment | 3.1 Reproduction in human beings |
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3.2 Human Excretory System-Skin and Kidneys |
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4.0 Force and Energy | 4.1 Static Electricity |
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4.2 Electrical Energy |
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4.3 Magnetism |
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English - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
ENGLISH
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | 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-Career 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 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
The Constitution of Kenya 2010 accords English the status of one of the official languages. According to the Language in Education Policy of 1976, English is the language of instruction from Grade Four onwards, including colleges and universities. In addition, English is a language of communication at both local and international levels. Mastery of English enhances access to academic, social, and professional opportunities. The English subject at the junior secondary school level will expose learners to both knowledge and use of the English language, and literary appreciation. It will build on the competencies acquired at the upper primary school level in Listening, Speaking, Reading, Writing, and Grammar in Use.
By the end of Junior Secondary level, learners will be expected to be proficient in the English language for further learning and training, and their day-to-day interactions. Learners will be provided with appropriate varied experiences in
listening, speaking, reading, writing, and Grammar in Use to develop linguistic and communicative competence. They will also be expected to interact with print and non-print language and literary material both in and outside the classroom.
The English subject will lay a firm foundation for the learners' efficient and effective use of the English language, as a communication tool and the medium of instruction at Senior Secondary School. In addition, it will be a stepping stone for further study of English, Literature in English, and other pathways.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary level, the learner should be able to:
- listen and respond appropriately to relevant information in a variety of contexts,
- read a wide variety of texts fluently, accurately, and interpretively for lifelong learning,
- develop critical thinking skills for life,
- read and analyze literary material and relate them to real life experiences,
- develop a lifelong interest in reading on a wide range of subjects,
- use grammatical forms to communicate appropriately in different settings,
- write texts legibly, creatively, and cohesively to empower them for life
- apply digital literacy skills to enhance proficiency in English,
- appreciate the role of English as a medium for creativity and talent development.
THEME 1.0: PERSONAL RESPONSIBILITY | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.1 Listening and Speaking | 1.1.1 Conversational Skills: Polite Language (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify polite expressions used in the introduction of self and others. | Identifies a wide range of polite expressions used in the introduction of self and others | Identifies polite expressions used in the introduction of self and others | Identifies some polite expressions used in the introduction of self and others | Finds it difficult to identify polite expressions used in the introduction of self and others |
Ability to use polite expressions in the introduction of self and others in different speaking contexts. | Uses polite expressions in the introduction of self and others in different speaking contexts with ease |
Uses polite expressions in the introduction of self and others in different speaking contexts | Uses some polite expressions in the introduction of self and others in some speaking contexts | Uses some polite expressions in the introduction of self and others in different speaking contexts with difficulty |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.2 Reading |
1.2.1 Extensive Reading: Independent Reading (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to select a variety of texts for independent reading. | Excellently identifies a variety of texts for independent reading. | Identifies a variety of texts for independent reading. | Identifies some texts for independent reading with assistance. | Makes an attempt to identify some texts for independent reading with assistance. |
Ability to read selected materials for information and enjoyment | Easily reads the selected materials and records experiences from the reading sessions for tracking progress. |
Reads the selected materials and records experiences from the reading sessions for tracking progress. | Reads some of the selected materials and partially records experiences from the reading sessions for tracking progress. |
Reads the selected material and records experiences from the reading sessions for tracking progress with difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.3 Grammar In use | 1.3.1 Word Classes: Nouns (2 lessons) |
By the end of the sub- strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify nouns from a print or digital text. | Identifies all nouns from a print or digital text with varied examples. |
Identifies most nouns from a print or digital text | Identifies some nouns from a print or digital text. | Identifies some nouns from a print or digital text with assistance. |
Ability to use nouns in sentences. | Uses all nouns in sentences creatively. | Uses most nouns in sentences. | Uses most nouns in sentences. | Uses some nouns in sentences with assistance. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.4 Reading |
1.4.1 (1 lesson) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify the main events in the story. |
Identifies the main events in the story with ease. |
Identifies the main events in the story | Identifies some of the events in the story. | Identifies the main events in the story vaguely. |
Ability to analyse the characters in the narrative. | Comprehensively analyses various characters in the narrative. | Analyses various characters in the narrative. | Analyses some of the characters in the narrative. | Analyses some of the characters in the narrative with assistance |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.5. Writing |
1.5.1 (1 lesson) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to describe features of legible and neat handwriting for efficient writing. | Describes features of legible and neat handwriting for efficient writing with examples. |
Describes all the features of legible and neat handwriting for efficient writing. | Describes some features of legible and neat handwriting for efficient writing | Describes some features of legible and neat handwriting for efficient writing with support |
Ability to write texts legibly and neatly. | Writes texts legibly and neatly with a lot of creativity. | Writes texts legibly and neatly. | Attempts to write texts legibly and neatly | Struggles to write texts legibly and neatly. |
THEME 2.0: SCIENCE AND HEALTH EDUCATION | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.1 Listening and Speaking | 2.1.1 Oral Presentations: Oral Narratives (1 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to outline the oral narratives performance techniques for effective delivery. | Outlines all the oral narratives performance techniques for effective delivery | Outlines most of the oral narratives performance techniques for effective delivery | Outlines some of the oral narratives performance techniques for effective delivery | Outlines few oral narratives performance techniques for effective delivery with difficulty |
Ability to use oral narrative techniques during their performance | Uses all oral narrative techniques during their performance with a lot of creativity | Uses most oral narrative techniques during their performance | Uses some oral narrative techniques during their performance | Uses few oral narrative techniques during their performance if assisted by others |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.2 Reading |
2.2.1 Intensive reading: Simple poems (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to distinguish between poems and other literary genres. | Aptly distinguishes between poems and other literary genres. | Distinguishes between poems and other literary genres. | Partially distinguishes between poems and other literary genres. | Struggles to distinguish between poems and other literary genres. |
Ability to recite a variety of simple poems for enjoyment. | Recites a variety of simple poems for enjoyment with a lot of creativity. |
Recites a variety of simple poems for enjoyment. | Recites some simple poems for enjoyment with a few slips. | Recites simple poems for enjoyment with prompts with a lot of difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.2 Grammar in Use |
2.3.1 Word Classes: |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify count, non-count, singular, and plural nouns from a variety of texts. | Identifies count, non- count, singular, and plural nouns from a variety of texts extensively | Identifies count, non- count, singular, and plural nouns from a variety of texts. | Identifies count, non- count, singular, and plural nouns from a variety of texts sometimes. | Identifies count, non- count, singular, and plural nouns from texts with difficulty. |
Ability to use count, non-count nouns, singular and plural nouns in sentences. | Uses count, non- count, singular, and plural nouns in sentences all the time | Uses most count, non- count nouns, singular and plural nouns in sentences. | Uses some count, non- count nouns, singular and plural nouns in sentences. | Finds it difficult to use count, non-count, singular, and plural nouns in sentences. |
Ability to create posters and poems then share them in the class |
Creatively makes posters and poems and shares them with classmates. |
Makes posters and poems and shares them with classmates. | Attempts to make posters and poems and share them with classmates. |
Needs support to make posters and poems and share- them with classmates. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.4 Reading | 2.4.1 Intensive Reading: Class Reader (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to explain the different parts that aid in previewing a book. | Explains the different parts that aid in previewing a book clearly and with examples. | Explains all the different parts that aid in previewing a book. | Explains some of the parts that aid in previewing a book | Barely attempts to explain the parts that aid in previewing a book. |
Ability to describe the author and the setting of the text in terms of time and place based on personal research. | Describes the author and setting of the text in terms of time and place extensively based on personal research and in detail. |
Describes the author and setting of the text in terms of time and place based on personal research. | Describes the author and setting of the text in terms of time and place based on personal research partially. |
Describes the author and setting of the text in terms of time and place with the assistance of peers. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.5 Writing | 2.5.1 Mechanics of Writing: Punctuation Marks (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to recognize the full stop, exclamation mark and question mark in texts. |
Recognizes the full stop, exclamation mark and a question mark in varied texts. | Recognizes the full stop, exclamation mark, and question mark in texts | Sometimes recognizes the full stop, exclamation mark, and question mark in texts. |
Has difficulty recognizing the full stop, exclamation mark, and question mark in texts. |
Ability to use the full stop, exclamation mark, and question mark, in sentences. | Uses the full stop, exclamation mark, and question mark, in a wide range of sentences. | Uses the full stop, exclamation mark, and question mark, in sentences. | Uses the full stop, exclamation mark, and question mark, in sentences with some errors. | Uses the full stop, exclamation mark, and question mark, in sentences but makes many errors |
THEME 3.0: HYGIENE | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.1 Listening and Speaking | 3.1.1 Listening for Information and the main idea (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify the main idea from varied descriptive texts | Identifies the main ideas from a range of varied descriptive texts |
Identifies all the main ideas from varied descriptive texts | Identifies some main ideas from varied descriptive texts | Barely attempts to identify main ideas from varied descriptive texts |
Ability to pick out specific information from varied descriptive texts | Picks out specific information from varied descriptive texts meticulously | Picks out specific information from varied descriptive texts | Picks out specific information from varied descriptive texts with some inaccuracy |
Picks out specific information from varied descriptive texts with difficulty |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.2 Reading |
3.2.1. Reading for information and Meaning (1 lesson) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to pick out information from varied texts. |
Picks out all information from varied texts. | Picks out most information from varied texts. | Picks out information from some texts. | Rarely picks out information from texts. |
Ability to infer the meaning of words and phrases from context. |
Infers meaning of words and phrases from context with consistent precision | Infers meaning of words and phrases from context- | Infers meaning of words and phrases from context with some errors. | Infers meaning of words and phrases from context with difficulty. |
Ability to use new words and phrases in sentences. | Uses new words and phrases in sentences correctly and brilliantly | Uses new words and phrases in sentences correctly. | Uses some new words and phrases in sentences correctly. | Uses new words and phrases in sentences with difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.3 Grammar In Use |
3.3.1 Word classes: Verbs and tense (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify regular and irregular verbs in sentences | Identifies all regular and irregular verbs in sentences explicitly | Identifies all regular and irregular verbs in sentences | Identifies some regular and irregular verbs in sentences | On some occasions identifies regular and irregular verbs in sentences with assistance |
Ability to use regular and irregular verbs in sentences | Ability to use regular and irregular verbs in sentences | Uses regular and irregular verbs in varied sentences | Uses regular and irregular verbs in some sentences | Seldom uses regular and irregular verbs in sentences |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.4. Reading | 3.4.1 Intensive Reading: Poetry (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to explain the structure of poems. | Explains in detail the structure of poems. | Explain the structure of poems. | Explains the structure of poems sketchily. | Barely attempts to explain the structure of poems. |
Ability to analyze the structure of varied simple poems. | Analyses the structure of varied simple poems with illustrations. |
Analyses the structure of varied simple poems. | Roughly analyses the structure of simple poems. | Analyses the structure of simple poems with assistance. |
Ability to read short poems addressing varied societal issues. | Read short poems addressing varied societal issues enthusiastically. |
Reads short poems addressing varied societal issues. | Reads some short poems addressing varied societal issues. | Reads short poems addressing varied societal issues with difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.5 Writing | 3.5.1 Writing Narrative Paragraphs (1 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify parts of a narrative paragraph. | Promptly identifies parts of a narrative paragraph. | Identifies parts of a narrative paragraph. | Sometimes identifies parts of a narrative paragraph. | Identifies parts of a narrative paragraph with help from others. |
Ability to compose a narrative paragraph with the appropriate structure. |
Composes a narrative paragraph with the appropriate structure artistically. | Composes a narrative paragraph with the appropriate structure. | Composes a narrative paragraph with the appropriate structures sometimes. | Composes a narrative paragraph with the appropriate structure with assistance from the teacher. |
THEME 4.0: LEADERSHIP | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.1 Listening and Speaking | 4.1.1 Listening Comprehension: Selective Listening (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to distinguish- between specific and general information from a listening text. |
Distinguishes between specific and general information from a listening text remarkably. | Distinguishes between specific and general information from a listening text. | Sometimes distinguishes between specific and general information from a listening text. | Distinguishes between specific and general information from a listening text with prompts. |
Ability to select specific information from a listening text. | Selects specific information from a listening text distinctly. | Selects specific information from a listening text. | Selects some specific information from a listening text. | Finds it difficult to select specific information from a listening text with difficulty. |
Ability to listen and respond to texts on leadership | Timely listens and responds to texts on leadership accurately. | Listens and responds to most texts on leadership | Listens and responds to some texts on leadership accurately | Listens and responds to texts on leadership accurately with assistance |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.2. Reading | 4.2.1 Intensive Reading (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to discuss the identified reading strategies. | Confidently discusses the identified reading strategies with ease. | Discusses the identified reading strategies. | Discusses the identified reading strategies hesitantly. | Discusses the identified reading strategies with some difficulty. |
Ability to select main ideas and details from a variety of written texts. |
Selects the main ideas and details from a variety of written texts promptly. |
Selects the main ideas and details from a variety of written texts. |
Selects a few of the main ideas and details from a variety of written texts |
Attempts to select the main ideas and details from a variety of written texts. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.3 Grammar | 4.3.1 Word Classes: Verbs and Tense (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
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||||
Values:
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||||
Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify verbs in the simple present and simple past tense in a text. | Identifies all the verbs in the simple present and simple past tense in a range of texts. | Identifies all the verbs in the simple present and simple past tense in texts. | Identifies some of the verbs in the simple present and simple past tense in a text. | Rarely identifies verbs in the simple present and simple past tense in a text. |
Ability to write. sentences using simple present tense. | Writes sentences using the simple present tense correctly and imaginatively |
Writes sentences using the simple present tense correctly | Writes sentences using the simple present tense with minimal errors |
Writes sentences using the simple present tense with assistance |
Ability to write sentences using the simple past. | Writes sentences using the simple past correctly and enthusiastically. |
Writes sentences using the simple past correctly. | Writes sentences using the simple past with some errors sometimes. |
Rarely writes sentences using the simple past correctly. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.4 Reading | 4.4.1 Intensive Reading: Class Readers (2 lessons) |
By the end of the sub strand the learner should be able to: a) identify the main characters in a class reader, b) explain how the characters make the story flow, c) make predictions based on the title and the sections read, d) appreciate the role of characters in the class reader. |
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify the main characters in the class reader. | Identifies the main characters in the class reader with precision. | Identifies the main characters in the class reader. | Identifies some of the main characters in the class reader. | Identifies some of the main characters in the class reader with assistance. |
Ability to explain how the characters make the story flow. | Exceptionally explains how the characters make the story flow with clear illustrations. | Explains how the characters make the story flow. | Explains how the characters make the story flow, with prompting. | Has difficulty explaining how the characters make the story flow even with the assistance of peers. |
Ability to make predictions based on the title and the portion the sections read. | Makes accurate predictions based on the title and the sections read innovatively. | Makes accurate predictions based on the title and the sections read. | Partially makes accurate predictions based on the title and the sections they have read. | Struggles to make accurate predictions based on the title and the section read. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.5 Writing | 4.5.1 Paragraphing: Using examples and incidents (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
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|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to outline examples and incidents to include in a paragraph. |
Confidently outlines examples and incidents to include in a paragraph. |
Outlines examples and incidents to include in a paragraph. | Outlines some examples and incidents to include in a paragraph. |
Attempts to outline examples and incidents to include in a paragraph. |
Ability to create a well-developed paragraph using examples and incidents. | Creates a well- developed paragraph using all the examples and incidents appropriately. |
Creates a well- developed paragraph using most of the examples and incidents appropriately. | Creates a well- developed paragraph using some of the examples and incidents. | Creates a well- developed paragraph using some of the examples and incidents with assistance from peers. |
THEME 5.0: FAMILY | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.1 Listening and Speaking | 5.1.1 Pronunciation: Sounds and Word Stress (2 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify consonant and vowel sounds in words. | Always identifies the consonant and vowel sounds in words correctly. |
Identifies the consonant and vowel sounds in words correctly. |
Sometimes identifies the consonant and vowel sounds in words correctly. |
Struggles to identify consonant and vowel sounds in words. |
Ability to articulate consonants and vowel sounds for oral fluency. | Articulates all the target consonant and vowel sounds correctly. | Articulates most of the target consonant and vowel sounds correctly. | Articulates some of the target consonant and vowel sounds correctly. | Articulates some of the target consonant and vowel sounds with some difficulty. |
Ability to distinguish the meaning and the word classes of words with varying stress. | Distinguishes the meaning and word class of all the words by varying stress accurately. | Distinguishes the meaning and word class of most the words by varying stress accurately. | Distinguishes the meaning and word class of some the words by varying stress. | Distinguishes the meaning and word class of some the words by varying stress with assistance from peers. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.2 Reading | 5.2.1 Study Skills: Synonyms and Antonyms (2 lessons |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify synonyms and antonyms of words from written texts. | Identifies synonyms and antonyms from written texts meticulously. | Identifies synonyms and antonyms from written texts. | Identifies some synonyms and antonyms from written texts with assistance. |
Struggles to identify synonyms and antonyms of words from written texts. |
Ability to spell synonyms and antonyms correctly. | Promptly spells all synonyms and antonyms correctly. | Spells of the synonyms and antonyms correctly. | Spells some of the synonyms and antonyms correctly. | Spells some of the synonyms and antonyms correctly with the assistance of peers. |
Ability to use synonyms and antonyms in sentences. | Creatively uses synonyms and antonyms correctly in sentences. | Uses synonyms and antonyms correctly in sentences. | Uses some synonyms and antonyms correctly in sentences. | Needs assistance to use synonyms and antonyms in sentences. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.3. Grammar in Use | 5.3.1. Word Classes: Comparative and Superlative Adjectives (2 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify and categorise comparative and superlative forms of adjectives. |
Identifies and categorises all comparative and superlative adjectives in a text. |
Identifies all comparative and superlative adjectives in a text. | Identifies some comparative and superlative adjectives in a text. | Identifies comparative and superlative adjectives in a text with assistance |
Ability to use comparative and superlative forms of adjectives. |
Uses comparative and superlative adjectives with great clarity. | Uses comparative and superlative adjectives. | Uses some comparative and superlative adjectives. | Uses comparative and superlative adjectives with some difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.4. Reading | 5.4.1 Intensive Reading: Oral Narratives (2 lessons |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify heroic characters in legends. | Identifies heroic characters in the oral narratives with descriptions. | Identifies heroic characters in the oral narratives. | Identifies some heroic characters in the oral narratives. | Identifies heroic characters in the oral narratives with assistance. |
Ability to relate the characters in the legends to real life. | Relates all the characters in the legends to real life precisely. |
Relates most of the characters in the legends to real life. | Relates some of the characters in the legends to real life. | Vaguely relates some of the characters in the legends to real life. |
Ability to explain the moral lessons in legends. | Explains the moral lessons in legends with examples. | Explains the moral lessons in legends. | Explains some of the moral lessons in legends. | Explains some of the moral lessons in legends with assistance from peers. |
Ability to discuss why legends are important in various communities. | Discusses why legends are important in various communities with confidence. | Discusses why legends are important in various communities. | Discusses why legends are important in various communities with some difficulty. | Discusses why legends are important in various communities with a lot of difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
5.5. Writing |
5.5.1 Functional Writing: Friendly Letters (2 lessons |
By the end of the sub strand, the learner should be able to:
|
The learners are guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
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Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify the parts of a friendly letter. | Accurately identifies all the parts of a friendly letter. | Identifies all the parts of a friendly letter. | Identifies some parts of a friendly letter. | Struggles to identify the parts of a friendly letter. |
Ability to compose a friendly letter using the correct format on a digital device. | Composes a clear and precise friendly letter using the correct format artistically. | Composes a friendly letter using the correct format. | Composes a friendly letter using the correct format with assistance | Composes a friendly letter but fails to use the correct format. |
THEME 6.0: DRUG AND SUBSTANCE ABUSE | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
6.1 Listening and Speaking | 6.1.1 Conversational Skills: (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify verbal and non- verbal forms of polite interruptions. | Consistently identifies turn-taking skills and polite interruptions in conversations. | Identifies turn-taking skills and polite interruptions in conversations. | Sometimes identifies turn-taking skills and polite interruptions in conversations. | Identifies turn-taking skills and polite interruptions in conversations with the assistance of peers. |
Ability to apply turn- taking skills in different speaking contexts. | Applies turn-taking skills and polite interruptions in conversations at all times | Applies turn-taking skills and polite interruptions in conversations. | Sometimes applies some turn-taking skills and polite interruptions in conversations. | Attempts to apply some turn-taking skills and polite interruptions in conversations with the assistance of peers. |
Ability to use verbal and non-verbal cues to interrupt a conversation politely. | Uses verbal. and non- verbal cues to interrupt a conversation politely in a captivating manner |
Uses verbal and non- verbal cues to interrupt a conversation politely. | Uses some of the selected verbal and non-verbal cues to interrupt a conversation politely. | Uses some verbal and non-verbal cues to interrupt a conversation politely with assistance. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
6.2 Reading | 6.2.1 Reading: Fluency (2 lessons |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify instances of expressive reading read text or audio book with ease. | Identifies all instances of expressive reading from a read text or audio book interestingly. | Identifies all instances of expressive reading from a read text or audio book. | Identifies some instances of expressive reading from a read text or audio book. | Identifies some instances of expressive reading from a read text or audio book with assistance. |
Ability to read a text at the right speed, accurately and with expression. | Exuberantly, reads a text at the right speed, accurately and with expression. | Reads a text at the right speed, accurately and with expression. | Reads a text at the right speed, with some hesitations and mispronounces some sounds and words. |
Reads a text at the right speed, with many hesitations and mispronounces most sounds and words. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
6.3 Grammar In Use |
6.3.1 Word Classes: Adverbs (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify adverbs of time, place and manner in texts. | Identifies adverbs of time, place and manner in texts impeccably | Identifies adverbs of time, place and manner in texts. | Identifies some adverbs of time, place and manner in texts. | Identifies some adverbs of time, place and manner in texts with assistance. |
Ability to use adverbs of time, place and manner in different contexts. | Eagerly uses adverbs of time, place and manner in sentences correctly. | Uses adverbs of time, place and manner in sentences correctly. | Uses some adverbs of time, place and manner in sentences correctly. | Uses some adverbs of time, place and manner in sentences with assistance from peers. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
6.4 Reading | 6.4.1Intensive Reading: Oral literature Songs (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to identify repeated words and phrases in lullabies. | Enthusiastically identifies all the repeated words and phrases in lullabies. |
Identifies all the repeated words and phrases in lullabies. | Identifies some of the repeated words and phrases in lullabies. | Identifies some of the repeated words and phrases in lullabies with assistance. |
Ability to use appropriate techniques when performing lullabies. | Passionately uses appropriate techniques when performing lullabies. | uses appropriate techniques when performing lullabies. | Uses some appropriate techniques when performing lullabies. | Uses some appropriate techniques when performing lullabies with guidance. |
Ability to pick out key messages communicated in lullabies. |
Aptly picks out all the key messages communicated in lullabies. |
Picks out all of the key messages communicated in lullabies. |
Picks out some of the key messages communicated in lullabies. |
Tries to pick out key messages communicated in lullabies. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
6.5 Writing |
6.5.1 |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Ability to recognize commonly misspelt words in texts. | Promptly recognizes all commonly misspelt words in texts. | Recognizes most commonly misspelt words in texts. | Recognizes some commonly misspelt words in texts. | Recognizes commonly misspelt words in texts with assistance. |
Ability to use commonly misspelt words correctly in written texts |
Carefully and clearly uses commonly misspelt irregular words in a written text |
Uses commonly misspelt words in written texts | Uses some commonly misspelt words in written texts | Has difficulty using commonly misspelt words in written texts |
THEME 7.0: NATURAL RESOURCES – FORESTS | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
7.1Listening and Speaking |
7.1.2 Listening Comprehension: Listening for Details
(2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets Expectations | Approaches Expectations | Below Expectations |
Identifying clues that signal details from a listening text. | Identifies all the clues that signal details from a listening text. | Identifies clues that signal details from a listening text. | Identifies some clues that signal details from a listening text. | Struggles to identify some clues that signal details from a text. |
Taking notes of details from a listening text. | Takes detailed notes of all the details from a listening text. | Takes notes of details from a listening text. | Takes notes of some from a listening text. | Takes notes of some details from the text with assistance. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
7.2 Reading | 7.2.1Intensive Reading: Visuals (2 lessons) |
By the end of the sub strand, the learner should be able to
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify types of information conveyed by visuals for comprehension. | Immaculately identifies types of information conveyed by visuals for comprehension. | Identifies types of information conveyed by visuals for comprehension. | Identifies some types of information conveyed by visuals for comprehension. | Identifies some types of information conveyed by visuals for comprehension with support. |
Ability to interpret visuals for information. | Interprets visuals for information with exceptional insight. | Interprets visuals for information. | Interprets some visuals for information. | Interprets some visuals for information with support. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
7.3 Grammar in Use | 7.3.1 Word Classes: Personal and possessive pronouns. (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to distinguish between personal and possessive pronouns in texts. | Distinguishes between personal and possessive pronouns in texts avidly. | Distinguishes between personal and possessive pronouns. | Distinguishes between some personal and possessive pronouns in texts. | Distinguishes between some personal and possessive pronouns in texts with assistance. |
Ability to use personal and possessive pronouns in sentences. | Uses all personal and possessive pronouns excellently. | Uses personal and possessive pronouns in sentences. | Uses some personal and possessive pronouns in sentences. | Attempts to use personal and possessive pronouns in sentences. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
7.4 Reading | 7.4.1Intensive Reading: Characters in class readers. (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify and discuss the role of the minor characters in a class reader. | Identifies and discuss the role of the minor characters in a class reader. | Identifies and discusses the role of the minor characters in a class reader. | Fairly Identifies and discusses some of the roles of the minor characters in a class reader. |
Identifies and discusses the role of the minor characters in the text with difficulty. |
Ability to discuss the relationships between different minor characters in the class reader. | Discusses the relationships between the different minor characters in the class reader with ease. | Discusses the relationships between different minor characters in the class reader. | Discusses the relationships between some different minor characters in the class reader. | Discusses the relationships between few different minor characters in the class reader with a lot of difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
7.5 Writing | 7.5.1 Composition Writing: Writing Process (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to outline the steps in the writing process. | Precisely outlines the steps in the writing process. | Outlines the steps in the writing process. | Outlines some steps in the writing process. | Outlines few steps in the writing process. |
Ability to write a narrative composition following the writing process. | Write a narrative composition following the writing process in a focused and clear manner | Composes a narrative composition following the writing process. | Composes a fairly written narrative composition following the writing process. | Composes a fairly written narrative composition following the writing process with assistance. |
THEME 8.0: TRAVEL | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
8.1 Listening and Speaking | 8.1.1Listening Comprehension: Explanatory Narratives (1 lesson) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify the characters and moral lessons in explanatory narratives. | Distinctively identifies the characters and moral lessons in explanatory narratives. |
Identifies most of the characters and moral lessons in explanatory narratives. | Identifies some of the characters and moral lessons in explanatory narratives. | Identifies the characters and moral lessons in explanatory narratives with guidance from peers. |
Ability to sequence the events in explanatory narratives. | Sequences the events in explanatory narratives impeccably | Sequences all the events in explanatory narratives. | Sequences of the events in explanatory narratives on some occasions. | Makes some attempt to sequence some of the events in explanatory narratives but with difficulty. |
Ability to explain the moral lessons in an explanatory narrative. | Explains the moral lessons in an explanatory narrative with appropriate and adequate examples. |
Explains the moral lessons in an explanatory narrative. | Explains some moral lessons in explanatory narrative. | Explains the moral lessons in an explanatory narrative with assistance. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
8.2 Reading | 8.2.1 Intensive Reading (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to distinguish main ideas from supporting details in poems | Confidently distinguishes main ideas from supporting details in poems |
Distinguishes main ideas from supporting details in poems | Distinguishes some main ideas from supporting details in poems | Distinguishes some main ideas from supporting details in poems with assistance |
Ability to use contextual clues to infer the meaning of words and phrases in a text |
Elaborately uses contextual clues to infer the meaning of words and phrases in a text |
Uses contextual clues to infer the meaning of words and phrases in a text | Uses contextual clues to infer the meaning of some words and phrases in a text | Uses contextual clues to infer the meaning of few words and phrases in a text |
Ability to make connections between events in a poem and real life. | Make connections between events in a poem and real life insightfully | Make connections between events in a poem and real life | Makes some connections between events in a poem and real life | Makes some connections between events in a poem and real life but with some difficulty. |
Ability to summarize events in a poem. | Summarizes events in a poem elaborately | Summarizes events in a poem | Summarizes some events in a poem | Summarizes few events in a poem |
Ability to answer direct and inferential questions from poems. | Zealously answers direct and inferential questions from poems | Answers most direct and inferential questions from poems | Answers some direct and inferential questions from poems |
Answers direct and inferential questions from poems with assistance |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
8.3 Grammar in Use |
8.3.1 Word Classes: Simple Prepositions (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify different types of prepositions. |
Keenly identifies different types of prepositions. |
Identifies different types of prepositions. | Identifies some types of prepositions. | Struggles to identify types of prepositions. |
Ability to use prepositions in sentences. |
Remarkably uses the prepositions in sentences correctly. |
Uses prepositions in sentences correctly. | Uses some prepositions in sentences correctly. | Uses prepositions in sentences with the help of peers. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
8.4 Reading | 8.4.1 Intensive Reading: Poetry (2 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify the human characters in a set of poems. | Promptly identifies the human characters involved in a set of poems. |
Identifies the human characters involved in a set of poems. | Identifies some of the human characters involved in a set of poems. | Identifies the human characters involved in a set of poems with difficulty |
Ability to use appropriate adjectives to describe the traits of human characters in a set of poems. | Stunningly uses appropriate adjectives to describe the traits of human characters in a set of poems. | Uses appropriate adjectives to describe the traits of human characters in a set of poems. | Uses some appropriate adjectives to describe the traits of human characters in a set of poems with prompting | Uses appropriate adjectives to describe the traits of human characters in a set of poems with difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
8.5 Writing | 8.5.1Composition Writing: Self-Assessment (2 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify introduction, body, and conclusion of a narrative composition. | Identifies the introduction, body, and conclusion of a narrative impressively and with examples. |
Identifies the introduction, body, and conclusion of a narrative. | Identifies the introduction, body, and conclusion of a narrative occasionally | Identifies the introduction, body, and conclusion of a narrative with help from others. |
Ability to assess narrative compositions using a given checklist. | Exceptionally and with detailed comments assesses the narrative compositions using the check-list given. |
Assesses narrative compositions using the check-list given. | Assesses narrative compositions using the check-list with assistance | Struggles to assess narrative compositions with the check-list given. |
THEME 9.0: HEROES AND HEROINES - KENYA | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
9.1 Listening and Speaking |
9.1.1 Pronunciation: Consonant and Vowel Sounds (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to: listen to audio clips and watch video clips with the sounds /t/, /d/, /l/, /r, /, /ʊ/ and /uː/ in words
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to articulate correctly the consonant sounds/t/, /d/, /l/, /r/ in words. |
Excellently articulates correctly the consonant sounds /t/, /d/, /l/, /r/ in words | Articulates correctly the consonant sounds/t/, /d/, /l/, /r/ in words. |
Articulates correctly some of the consonant sounds/t/, /d/, /l/, /r/ in words. |
Articulates correctly few of the consonant sounds/t/, /d/, /l/, /r/ in words. |
Ability to articulate correctly vowel sounds /ʊ/ and /uː/ in words | Passionately articulates correctly vowel sounds /ʊ/ and /uː/ in words, with ease |
Articulates correctly some of the consonant sounds/t/, /d/, /l/, /r/ in words. |
Sometimes articulates correctly vowel sounds /ʊ/ and /uː/ in words with assistance |
Attempts to articulate correctly vowel sounds /ʊ/ and /uː/ in words even with the assistance of others |
Ability to pronounce words correctly using stress | Conspicuously pronounces words correctly while using stress. | Pronounces words correctly using stress | Occasionally pronounces words using stress correctly. | Has difficulty pronouncing words using stress correctly. |
Ability to give the meaning of words based on stress. | Impressively gives the meaning of words based on stress with examples | Gives the meaning of words based on stress | Gives the meaning of some words based on stress |
Gives the meaning of words based on stress with assistance |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
9.2 Reading | 9.2.1 Extensive Reading: Grade appropriate fiction materials (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify and select a variety of fictional texts for extensive reading. | Identifies and selects a variety of fictional texts for extensive reading immaculately. | Identifies and selects a variety of fictional texts for extensive reading. | Identifies and selects a variety some of fictional texts for extensive reading with assistance. | Identifies and selects a few fictional texts for extensive reading even with prompting. |
Ability to read and explain imaginary ideas in a fictional text. | Reads and explains incredibly imaginary ideas in a given fictional text. | Reads and explains imaginary ideas in a given fictional text | Reads and explains some imaginary ideas in a given fictional text | Reads and explains imaginary ideas in a given fictional text with assistance |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
9.3 Grammar In Use |
9.3.1 Word Classes: Conjunctions and, but, or (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify the conjunctions and, but and or in sentences. | Consistently identifies the conjunctions and, but and or in sentences correctly. | Identifies the conjunctions and, but and or in sentences. | Sometimes identifies the conjunctions and, but and or in sentences. | Attempts to identify the conjunctions and, but and or in sentences. |
Ability to use the conjunctions and, but and or in sentences accurately. | Sometimes identifies the conjunctions and, but and or in sentences. | Impressively uses the conjunctions and, but and or in sentences accurately. | Uses the conjunctions and, but and or in sentences accurately. | Uses the conjunctions and, but and or in sentences with limitations. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
9.4 Reading | 9.4.1 Intensive reading: Class Reader (2 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to explain the sequence of events in a class reader. | Avidly explains the sequence of events in a section of a class reader. |
Explains the sequence of events in a section of a class reader. | Fairly explains the sequence of events in a section of a class reader. |
Finds it difficult to explain the sequence of events in a section of a class reader. |
Ability to make short notes on the sequence of events in a class reader. | Makes clear, concise short notes on the sequence of events in a section of the class reader. |
Makes short notes on the sequence of events in a section of the class reader. | Makes fairly clear short notes on the sequence of events in a section of the class reader. |
Has difficulty in making short notes on the sequence of events in a section of the class reader. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
9.5 Writing |
9.5.1 Creative writing: Narrative compositions (1 lesson) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to Identify features of narrative composition in creative writing. | Distinctly identifies all features of narrative composition in creative writing. | Identifies features of narrative composition in creative writing. | Identifies features some of narrative composition in creative writing. | Needs assistance to identify features of narrative composition in creative writing. |
Ability to create well written narrative compositions on a variety of topics. | Creates uniquely well written narrative compositions on a variety of topics. | Creates well written narrative compositions on a variety of topics. | Creates fairly well written narrative compositions on a variety of topics. | Creates written narrative compositions on a variety of topics with support from peers. |
THEME 10.0: MUSIC | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
10.1 Listening and Speaking |
10.1.1 Oral Presentations: Delivering Speeches (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to Identify occasions where speeches are presented. | Prominently identifies many occasions where speeches are presented. | Identifying occasions where speeches are presented. | Identifying some occasions where speeches are presented. | Finds it difficult to identify occasions where speeches are presented. |
Ability to apply the features of oral presentations in speeches for effective communication. | Immensely and effectively applies the features of oral presentations in speeches for effective communication | Applies the features of oral presentations in speeches for effective communication. | Applies some of the features of oral presentations in speeches for effective communication. | Rarely applies the features of oral presentations in speeches for effective communication. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
10.2 Reading | 10.2.1 Study Skills: Note Making (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify the main and supporting points in a given text. | Speedily identifies all the main and supporting points in a given text. | Identifies most of the main and supporting points in a given text. | Identifies some of the main and supporting points in a given text. | Identifies some of the main and supporting points in a given text with some assistance |
Ability to make notes from varieties of written texts. | Makes amazingly clear notes from varieties of written texts. |
Makes notes from varieties of written texts. | Makes some notes from varieties of written texts. | Attempts to make notes from varieties of written texts. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
10.3Grammar in Use | 10.3.1 Word Classes: Determiners (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify articles and possessives in texts. | Identifies articles and possessives in texts outstandingly. | Identifies articles and possessives in texts. | Identifies some articles and possessives in texts. | Attempts to identify articles and possessives in texts. |
Ability to use articles and possessives in varied sentences. | Uses articles and possessives in varied sentences phenomenally. | Uses articles and possessives in sentences. | Uses articles and possessives in some sentences. | Uses articles and possessives in sentences with the teacher’s assistance. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
10.4 Reading | 10.4.1 Intensive Reading: (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify characters in monster narratives. | Readily identifies characters in monster narratives. | Identifies characters in monster narratives. | Identifies some characters in monster narratives. | Identifies few characters in monster narratives. |
Ability to relate monster narratives to real life situations. | Fervently relates monster narratives to real life situations. | Relates monster narratives to real life situations. | Relates monster narratives to real life situations laboriously. | Relates monster narratives to real life situations with support from others. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
10.5 Writing | 10.5.1 Functional Writing: Packing and Shopping lists (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The Learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify ways of grouping items in packing and shopping lists. | Exceptionally identifies ways of grouping items in packing and shopping lists |
Identifies ways of grouping items in packing and shopping lists. | Identifies some ways of grouping items in packing and shopping lists. | Makes an attempt to identify the ways of grouping items in packing and shopping lists |
Ability to write a packing list for a specified event |
Uniquely writes a detailed packing list for a specified event |
Writes a packing list for a specified event | Roughly writes a packing list for a specified event. |
Writes a packing list for a specified event with difficulty |
Ability to prepare a shopping list for use in a given context | Prepares a strikingly detailed shopping list for use in a given context | Prepares a shopping list for use in a given context | Prepares a shopping list for use in a given context with a lot of effort | Prepares a shopping list for use in a given context with a lot of difficulty |
THEME 11.0: PROFESSIONS | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
11.1 Listening and Speaking |
11.1.1 Interviews (1 lesson) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to state reasons for sitting for school placement and scholarship interviews. |
Sharply states reasons for sitting for school placement and scholarship interviews. |
States reasons for sitting for school placement and scholarship interviews. |
States some reasons for sitting for school placement and scholarship interviews. |
With support from others states some reasons for sitting for school placement and scholarship interviews. |
Ability to articulate points clearly during an oral interview. | Eagerly articulates points clearly and confidently during an oral interview, |
Articulates points clearly during an oral interview, | Articulates some points clearly during an oral interview, | Articulates some points clearly during an oral interview with the assistance of peers |
Ability to respond to questions during an interview. | Responds passionately to questions during an interview |
Responds to questions during an interview |
Responds passionately to some questions during an interview |
Responds to some questions during an interview with the assistance of peers. |
Ability to seek clarification during an oral presentation, | Impressively seeks clarification on all issues during an oral presentation. | Seeks clarification on all issues during an oral presentation. | Seeks clarification on some issues during an oral presentation. | Seeks clarification on some issues during an oral presentation but with a lot of difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
11.2 Reading |
11.2.1 Extensive Reading: Non-Fiction materials (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify print and electronic materials that are interesting to read. |
Prompt in identifying reading materials of interest. | Identifies reading materials of interest. | Identifies some reading materials of interest. | Identifies reading materials of interest with the assistance. |
Ability to infer the meaning of new words and phrases used in the non-fiction materials. | Infers the meaning of all the new words and phrases used in the non-fiction material effectively using all context clues. |
Infers the meaning of the new words and phrases used in the non-fiction material. | Infers the meaning of a few new words and phrases used in the non-fiction material. | Infers the meaning of the new words and phrases used in the non-fiction material with the support of others. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
11.3 Grammar in Use |
11.3.1 Word Classes (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to recognize adjectives from a text | Aptly recognizes the adjectives in a passage | Recognizes adjectives in a passage | Recognizes some adjectives in a passage | Recognizes few adjectives in a passage with the support of the teacher and peers |
Ability to Construct simple sentences using the adjectives formed |
Impeccably constructs many simple sentences using adjectives formed | Constructs simple sentences using the adjectives formed | Constructs some simple sentences using the adjectives formed | Constructs few some simple sentences using the adjectives formed with assistance |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
11.4 Reading |
11..4.1 (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to describe the characters in the Dilemma Narrative |
Elaborately describe the character in dilemma narratives |
Describes the characters in dilemma narratives |
Describes some characters in dilemma narratives |
Describes characters in dilemma narratives with the help of peers |
Ability to relate the lessons learnt in the dilemma narrative to real life experiences. | Graphically relates the lessons learnt in the dilemma narrative to real life experiences. | Relates the lessons learnt in the dilemma narrative to real life experiences. | Relates, with some effort, the lessons learnt in the dilemma narrative to real life experiences. | Relates the lessons learnt in the dilemma narrative to real life experiences with assistance from the teacher and peers. |
Ability to recognize a closing formula as a feature of dilemma narratives. | Instantly recognizes a closing formula as a feature of dilemma narratives. | Recognizes a closing formula as a feature of dilemma narratives. | Recognizes a closing formula as a feature of dilemma narratives with some difficulties. | Recognizes a closing formula as a feature of dilemma narratives with the help of the peers. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
11.5 Writing |
11.5.1 Spelling antonyms, synonyms and numbers (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to recognize antonyms, synonyms and figures in words from a selected text | Recognizes the antonyms, synonyms and numbers in words from a selected text with ease |
Recognizes antonyms, synonyms and numbers in words from a selected text | Recognizes a few antonyms, synonyms and numbers in words from a selected text | Recognizes antonyms, synonyms and numbers in words from a selected text with the guidance of the teacher and peers |
Ability to use antonyms, synonyms and numbers in words correctly | Correctly uses antonyms, synonyms and numbers in words effortlessly | Uses antonyms, synonyms and numbers in words correctly | Strains when using antonyms, synonyms and numbers in words correctly |
Uses antonyms, synonyms and numbers in words but with the guidance of the teacher |
THEME 12.0: TRADITIONAL FASHION | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
12.1 Listening and Speaking |
12.1.1 (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to list ways of expressing views/opinions in different contexts. |
Lists very many ways of expressing views/opinions in different contexts. |
Lists ways of expressing views/opinions in different contexts. |
Lists some ways of expressing views/opinions in different contexts. |
Can barely list ways of expressing views/opinions in different contexts. |
Ability to use different expressions that indicate own views in a given text. | Uniquely uses different expressions that indicate own views in a given text with ease. |
Uses different expressions that indicate own views in a given text. | Uses different expressions that indicate own views in a given text on some occasions. | Uses different expressions that indicate own views in a given text with difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
12.2 Reading |
12.2.1 Intensive Reading- Comprehension (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify main ideas in a text. | Discernibly identifies ideas in a text. | Identifies main ideas in a text. | Identifies main ideas in a text intermittently. | Identifies main ideas in a text with assistance. |
Ability to use contextual clues to infer the meaning of words in a text. |
Uses contextual clues to infer the meaning of very many words in a text with ease. |
Uses contextual clues to infer the meaning of words in a text. | Uses contextual clues to infer the meaning of a few words in a text. | Uses contextual clues to infer the meaning of words in a text. |
Ability to describe characters, events and places in the text. | Describes characters, events and places in the text graphically. | Describes characters, events and places in the text. | Describes a few characters, events and places in the text. | Finds it difficult to describe characters, events and places in the text. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
12.3 Grammar in Use |
12.3.1 (2 Lesson) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify Phrasal Verbs formed from put, come and give in a given text. | Identifies very many Phrasal Verbs formed from put, come and give in a given text. | Identifies many Phrasal Verbs formed from put, come and give in a given text. | Identifies some Phrasal Verbs formed from put, come and give in a given text. | Identifies Phrasal Verbs formed from put, come and give in a given text with help from others. |
Ability to use given phrasal verbs in sentence construction correctly. | Uses the given phrasal verbs correctly in sentence construction and with precision. | Uses the given phrasal verbs correctly in sentence construction. | Uses some of the given phrasal verbs correctly in sentence construction. | Uses the given phrasal verbs correctly in sentence construction with difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
12.4 Reading |
12.4.1 Class Reader: Main Ideas (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify the main ideas in the sections read in the text |
Aptly identifies main ideas in the sections read in the text | Identifies main ideas in the sections read in the text | Identifies some of the main ideas in the sections read in the text | Occasionally identifies some of the ideas in the sections read in the text |
Ability to discuss the lessons learnt from the text |
Discusses in details the lessons learnt from the text |
Discusses the lessons learnt from the text | Discusses some lessons learnt from the text | Struggles to discuss the lessons learnt from the text |
Ability to relate the lessons learnt to real life experiences | Relates, with detailed illustrations, all the lessons learnt to real life experiences | Relates the lessons learnt to real life experiences | Partially relates the lessons learnt to real life experiences | Relates the lessons learnt to real life experiences with difficulty |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
12.5 Writing |
12.5.1 The writing Process: Dialogues (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to outline the format of a dialogue | Outlines the format of a dialogue with stunning clarity | Outlines the format of a dialogue | Outlines the format of a dialogue with assistance | Outlines the format of a dialogue with difficulty |
Ability to apply the writing process in writing a dialogue | Applies the writing process in writing a dialogue with pleasant zeal |
Applies the writing process in writing a dialogue | Applies the writing process in writing a dialogue with the help of peers |
Has difficulty applying the writing process in writing a dialogue. |
THEME 13.0: LAND TRAVEL | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
13.1 Listening Speaking | 13.1.1 Listening Comprehension: Extensive Listening (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify the key issues raised in songs addressing land travel. |
Identifies the key issues raised in songs addressing land travel strikingly. |
Identifies the key issues raised in songs addressing land travel. | Identifies some key issues raised in songs addressing land travel. | Makes an attempt to identify key issues raised in songs addressing land travel. |
Ability to respond to comprehension questions from songs on land travel. | Responds to comprehension questions from songs on land travel with conviction. |
Responds to comprehension questions from songs on land travel. | Responds to some comprehension questions on songs on land travel. | Has difficulty in responding to comprehension questions from songs on land travel. |
Ability to use vocabulary identified from songs correctly. |
Keenly and correctly uses vocabulary identified from songs. |
Uses vocabulary identified from songs correctly. |
Uses some vocabulary identified from songs correctly. |
Barely uses vocabulary identified from songs correctly. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
13.2 Reading | 13.2.1 Intensive Reading: Comprehension Strategies (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify and summarize key ideas from a passage |
Identifies and summarizes key ideas from a passage appealingly and with a lot of clarity | Identifies and summarizes most key ideas from a passage | Identifies and summarizes some key ideas from a passage | Identifies and summarizes few key ideas from a passage |
Ability to deduce meaning of words from context. |
Evidently deduces meaning of words from context | Deduces meaning of words from context | Deduces meaning of some words from context | Struggles to deduce meaning of words from context |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
13.3 Grammar in Use |
13.3.1 Sentences: Simple Sentences (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify simple sentences from varied texts | Identifies simple sentences from varied texts promptly | Identifies all simple sentences from varied texts | Identifies some simple sentences from varied texts | Finds it difficult to identify simple sentences from varied texts |
Ability to construct simple sentences on a variety of issues |
Constructs a range of simple sentences on a variety of issues | Constructs simple sentences on a variety of issues correctly | Constructs some simple sentences on a variety of issues correctly | Needs support to construct simple sentences on a variety of issues |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
13.4 Reading |
13.4.1 Oral Literature: Praise Songs (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify the purpose and occasion for praise songs in different contexts |
Exuberantly identifies the purpose and occasion for praise songs in different contexts |
Identifies the purpose and occasion for praise songs in different contexts |
Identifies the purpose and occasion for praise songs in different contexts with some effort | Identifies the purpose and occasion for praise songs in different contexts with assistance |
Ability to discuss the relationship between the singer and the person being praised in praise songs | Discusses the relationship between the singer and the person being praised in praise songs earnestly | Discusses the relationship between the singer and the person being praised in praise songs | Discusses some aspects of the relationship between the singer and the person being praised in praise songs. | Discusses aspects of the relationship between the singer and the person being praised in praise songs with support |
Ability to Perform praise songs sang in their immediate environment |
Performs praise songs sang in their immediate environment excitedly and confidently. |
Performs praise songs sang in their immediate environment |
Makes some effort to Performs praise songs sang in their immediate environment. |
Attempts to perform praise songs sang in their immediate environment even with assistance. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
13.5 Writing | 13.5.1 Creative Writing: Narrative Composition (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to explain the meaning of idiomatic expressions in context. | Explains the meaning of all idiomatic expressions in context and with ease. |
Explains the meaning of most idiomatic expressions in context | Explains the meaning of some idiomatic expressions in context | Explains the meaning of a few idiomatic expressions in context with assistance |
Ability to create well written narrative compositions using the specified idiomatic expressions. |
Exceptionally creates well written narrative compositions using the specified idiomatic expressions. |
Creates well written narrative compositions using the specified idiomatic expressions. |
Creates well written narrative compositions using the specified idiomatic expressions with assistance. |
Struggles to create narrative compositions using the specified idiomatic expressions even with assistance. |
THEME 14.0: SPORTS - OUTDOOR GAMES | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
14.1 Listening |
14.1.1Pronunciation: Consonant Sounds and Intonation (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text |
Identifies very many of words with the sounds /v/, /f/, /n/ and /ŋ/ from a text |
Identifies words with the sounds /v/, /f/, /n/ and /ŋ/ from a text | Identifies some of the words with the sounds /v/, /f/, /n/ and /ŋ/ from a text | Identifies some of the words with the sounds /v/, /f/, /n/ and /ŋ/ from a text with difficulty |
Ability to pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences |
Impressively pronounces words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences correctly |
Pronounces words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences correctly |
Sometimes Pronounces words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences correctly |
Attempts to pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences |
Using correct intonation for Yes/No and WH- questions in varied contexts | Prominently uses correct intonation for Yes/No and WH- questions in varied contexts |
Uses correct intonation for Yes/No and WH- questions in varied contexts |
Uses correct intonation for Yes/No and WH- questions in some contexts |
Finds it difficult to use correct intonation for Yes/No and WH- questions |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
14.2 Reading |
14.2.1 Study Skills: Summarizing (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify the main ideas in texts | Distinctly identifies the main ideas in texts | Identifies the main ideas in texts | Identifies some of the main ideas in texts tiresomely |
Identifies some of the main ideas in texts with assistance |
Ability to write a summary of ideas from varied texts | Convincingly writes a summary of ideas from varied texts | Writes a summary of ideas from varied texts | Writes a summary of ideas from varied texts laboriously | With difficulty writes a summary of ideas from varied texts |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
14.3 Grammar in Use | 14.3.1 Sentences: Subject-Verb Agreement (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to Identify subjects and verbs in sentences | Sharply and promptly identifies subjects and verbs in sentences | Identifies subjects and verbs in sentences | Identifies subjects and verbs in sentences in some instances | Struggles to identify subjects and verbs in sentences |
Ability to construct sentences ensuring subject-verb agreement | Imaginatively constructs sentences ensuring subject-verb agreement | Constructs sentences ensuring subject- verb agreement | Sometimes constructs sentences ensuring subject- verb agreement | Constructs sentences with subject-verb agreement with help from others |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
14.4 Reading |
14.4.1Class reader: Features of style (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify and illustrate instances of dialogue, similes and metaphors in the text | Conspicuously and keenly identifies and illustrates instances of dialogue, similes and metaphors in the text |
Identifies and illustrates instances of dialogue, similes and metaphors in the text | Identifies and illustrates instances of dialogue, similes and metaphors in the text sometimes | Identifies and illustrates instances of dialogue, similes and metaphors in the text with difficulty |
Ability to use dialogue, similes and metaphors in guided contexts |
Elaborately uses dialogue, similes and metaphors in guided contexts |
Uses dialogue, similes and metaphors in guided contexts |
Sparingly uses dialogue, similes and metaphors in guided contexts | Needs assistance to use dialogue, similes and metaphors in guided contexts |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
14.5 Writing |
14.5.1 Creative Writing: Descriptive Writing (2 Lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify features of a person, a thing or a place | Exhaustively identifies features of a person, a thing or a place | Identifies features of a person a thing or a place | Partially Identifies features of a person a thing or a place | Identifies features of a person a thing or a place with difficulty |
Ability to write a descriptive composition on a given subject | writes a vivid or detailed descriptive composition on a given subject | writes a descriptive composition on a given subject | With some effort writes a descriptive composition on a given subject | Needs assistance to write a descriptive composition on a given subject |
THEME 15.0: TOURIST ATTRACTION SITES - KENYA | ||||
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
15.1 Listening and Speaking |
15.1.1 Oral Reports: Events within the Classroom (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to outline the organization of an oral report of events. | Impressively outlines the organization of an oral report of events. | Outlines the organization of an oral report of events. | Outlines some aspects of the organization of an oral report of events. | Has limitations in outlining the organization of an oral report of events. |
Ability to present oral reports on events that occur within the classroom. | Pleasantly presents oral reports on various events that occur within the classroom. | Presents oral reports on events that occur within the classroom. | Fairly presents oral reports on some events that occur within the classroom. | Presents oral reports on a few events that occur within the classroom with support. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
15.2 Reading |
15.2.1 Reading Fluency (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to recognize the use of fluency strategies in the reading process. |
Promptly recognizes the use of fluency strategies in the reading process. | Recognizes the use of fluency strategies in the reading process | Recognizes the use of fluency strategies in the reading process with some effort. | Recognizes the use of fluency strategies in the reading process with support. |
Ability to apply fluency strategies while reading | With noticeable precision applies fluency strategies while reading |
Applies fluency strategies while reading | Applies some fluency strategies while reading | Applies fluency strategies while reading with assistance from others |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
15.3 Gramma in Use | 15.3.1 Affirmative and Negative Sentences (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to differentiate between affirmative and negative sentences in spoken and written contexts | Differentiate between affirmative and negative sentences in spoken and written contexts outstandingly. | Differentiate between affirmative and negative sentences in spoken and written contexts. | Somehow differentiate between affirmative and negative sentences in spoken and written contexts. | Has difficulty telling differentiate between affirmative and negative sentences in spoken and written contexts |
Ability to construct affirmative and negative sentences in varied contexts. | Acutely constructs a range of affirmative and negative sentences in varied contexts. | Constructs the affirmative and negative sentences in varied contexts. | Constructs some affirmative and negative sentences correctly in varied contexts. | Constructs affirmative and negative sentences with support. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
15.4 Reading |
15.4.1 Poetry (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to identify the subject matter of a poem | Identifies the subject matter of a poem with clear and elaborate illustrations | Identifies the subject matter of a poem with clear illustrations | Identifies the subject matter of a poem with few illustrations are not clear | Struggles to identify the subject matter of a poem |
Ability to analyze ideas in ta poem | Analyses ideas in a poem critically and thoughtfully | Analyses ideas in a poem | Analyses some ideas in a poem | Analyses ideas in a poem with difficulty. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
15.5 Writing | 15.5.1 Functional Writing: Notices and Posters (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core Competencies to be developed:
|
||||
Pertinent and Contemporary Issues (PCIs)
|
||||
Values:
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to outline the format of presenting notices and posters | Impressively outlines the format of presenting notices and posters | Outlines the format of presenting notices and posters | Roughly outlines the format of presenting notices and posters | Needs assistance to outline the format of presenting notices and posters |
Ability to design notices and posters on current issues | Eagerly and innovatively designs notices and posters on current issues | Designs notices and posters on current issues | Designs notices and posters on current issues with some effort | Has difficulty designing notices and posters on current issues |
COMMUNITY SERVICE LEARNING (CSL) PROJECT
The CSL project is based on the four language skills: listening, speaking, reading and writing as well as grammar. During the CSL project, the learner will collect oral narratives from the community with the aim of preserving his or her cultural heritage as embodied in the oral literature of various communities.
Strands relating to CSL project | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
|
Oral Narratives (9 Lessons) |
By the end of the sub strand the learner should be able to:
|
Learner is guided to:
|
|
Key Component of CSL developed: Collecting Narratives
|
||||
|
||||
Values:
|
||||
Pertinent Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
Assessment Rubric | ||||
Indicators | Exceeds Expectations | Meets expectations | Approaches expectations | Below expectations |
Ability to research and identify different types of narratives, | Promptly researches and identifies different types of narratives in the community, | Researches and identifies different types of narratives in the community, | Researches and identifies few types of narratives in the community, | Finds it difficult to research and identify different types of narratives in the community, |
Ability to devise strategies of preserving the oral narratives in his or her community, | Devises a variety of strategies of preserving the oral narratives in his or her community | Devises strategies of preserving the oral narratives in his or her community | Devises some strategies of preserving the oral narratives in his or her community | Devises some strategies of preserving the oral narratives in his or her community with assistance |
Ability to collect narratives from the community and compile an anthology |
Collects varied and relevant narratives from the community and compiles an anthology |
Collects relevant narratives from the community and compiles an anthology |
Collects relevant narratives from the community and compiles an anthology |
Collects some relevant narratives from the community and compiles an anthology with assistance. |
Ability to prepare and publish the anthology on different platforms | Prepares and publishes an anthology on the school notice board, blogs and other social media platforms and invites feedback from peers |
Prepares and publishes an anthology on different platforms | Prepares and publishes an anthology on the school notice board | Prepares and publishes an anthology on the school notice board with guidance from peers |
APPENDIX 1: SUGGESTED ASSESSMENT METHODS
Listening and Speaking | Reading | Grammar in use | Writing skills |
Oral reading or dictation recitations
|
Reading aloud
|
|
Learner journals
|
APPENDIX 2: SUGGESTED LERNING RESOURCES
Non-digital | Digital |
|
Digital course books
|
APPENDIX 3: SUGGESTED NON-FORMAL ACTIVITIES
Listening and Speaking | Reading | Grammar in Use | Writing Skills |
|
|
|
|
Kiswahili - Grade 7 Curriculum Designs
WIZARA YA ELIMU
MTAALA WA DARAJA YA AWALI YA SHULE YA UPILI
GREDI YA 7
KISWAHILI
MGAO WA VIPINDI
Somo | Vipindi kwa wiki (Dakika 40 kwa kipindi) |
|
1 | English | 5 |
2 | Kiswahili/KSL | 4 |
3 | Mathematics | 5 |
4 | Integrated Science | 4 |
5 | Health Education | 2 |
6 | Pre-Technical and Pre-Career 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 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
jumla | 45 |
MALENGO YA KITAIFA YA ELIMU NCHINI KENYA
Elimu nchini Kenya inatakiwa: Kukuza na kustawisha utaifa, uzalendo na kuendeleza umoja wa kitaifa.
Nchini Kenya kuna jamii zenye mila, dini na tamaduni mbalimbali lakini tofauti hizi hazifai kuzitenganisha. Lazima waweze kuishi na kutangamana kama Wakenya. Elimu ina jukumu kuu la kuwezesha vijana kujenga hisia za uzalendo na utaifa kwa kuondoa mivutano na kukuza mielekeo chanya ya kuheshimiana itakayowezesha jamii kuishi pamoja kwa utangamano na kujenga uzalendo ili kuchangia uhai wa taifa.
- Kukidhi mahitaji ya kijamii, kiuchumi, kiteknolojia na viwanda yanayochangia maendeleo ya kitaifa.
Elimu inafaa kuwaandaa vijana wa nchi kutekeleza wajibu wenye umuhimu katika maisha nchini.
- Mahitaji ya kijamii
Elimu nchini Kenya lazima iwatayarishe vijana kwa mabadiliko ya mielekeo na mahusiano ambayo yanahitajika kwa maendeleo ya haraka ya uchumi wa kisasa. Kuna uwezekano - wa kuwa na mapinduzi kimyakimya ya kijamii kutokana na maendeleo ya haraka ya usasa. Elimu inapaswa kuwasaidia vijana kujirekekebisha kutokana na mabadiliko haya.
- Mahitaji ya kiuchumi
Elimu nchini Kenya inafaa kukuza raia walio na stadi, maarifa, ujuzi na sifa za kibinafsi zinazohitajika kuhimili maendeleo ya kiuchumi. Kenya inajenga uchumi huru na wa kisasa ambao unahitaji wafanyakazi wa kutosha, walio na maarifa yanayohitajika na wa humu nchini. - Mahitaji ya kiteknolojia na ya kiviwanda
Elimu nchini Kenya inafaa kuwapa vijana stadi na mielekeo inayohitajika kwa maendeleo ya kiviwanda.
Kenya inatambua mabadiliko ya haraka ya kiviwanda na kiteknolojia yanayofanyika, hasa katika ulimwengu ulioendelea. Tunaweza kuwa sehemu ya maendeleo haya ikiwa mfumo wetu wa elimu utalenga kimakusudi maarifa, stadi na mielekeo itakayotayarisha vijana kwa mabadiliko ya yanayoendelea ulimwenguni.
- Mahitaji ya kijamii
- Kutoa nafasi ya kujiendeleza na kujitosheleza.
Elimu inapaswa kumwezesha mtu kutambua, kukuza na kuimarisha kipawa chake ili aweze kujiendeleza na kujitosheleza. Inafaa kuwawezesha watoto kukuza uwezo wao. Kipengele muhimu cha maendeleo ya kibinafsi ni ujenzi wa tabia ifaayo. - Kuwawezesha wananchi kuimarisha maadili na amali za kijamii na kidini.
Elimu inakusudiwa kukuza maarifa, stadi na mielekeo itakayoimarisha upataji wa maadili na kuwasaidia watoto kukua wakiwa wenye nidhamu, wanaojitegemea na raia wakamilifu. - Kuimarisha usawa wa kijamii na uwajibikaji.
Usawa wa kijamii kwa mfano, usawa wa kijinsia huimarika watu wa jamii na jinsia zote wanapopata elimu sawa.
Elimu inafaa ikuze usawa wa kijamii na uwajibikaji wa kijamii kutokana na mfumo wa elimu unaowezesha fursa sawa ya elimu kwa wote. Inafaa kuwapa watoto wote fursa mbalimbali na zilizo na changamoto kwa mazoezi ya pamoja na ushirika katika huduma za kijamii bila kujali jinsia, uwezo au mazingira ya kijiografia. - Kukuza uthamini wa tamaduni mbalimbali nchini Kenya.
Elimu inafaa kutoa nafasi kwa wanaosoma kuelewa, kuthamini, kukuza na kudumisha tamaduni faafu na kudondoa zile potofu kulingana na jamii ya wakati uliopo ili kujenga jamii ya kisasa. - Kuimarisha utambuzi wa uhusiano wa kimataifa na kukuza mwelekeo chanya kwa mataifa mengine.
Kenya kama nchi mojawapo ya jamii ya kimataifa inakusudia elimu iwaelekeze Wakenya kutambua na kuthamini mahusiano ya kimataifa kwa kuzingatia mikataba, uwajibikaji, haki na manufaa yanayoambatana na ushirika huo. - Kustawisha mwelekeo chanya kuhusu afya bora na uhifadhi wa mazingira.
Elimu inakusudiwa kujenga mielekeo ifaayo miongoni mwa vijana kuhusu udumishaji wa afya bora na mazingira kwa kujiepusha na mienendo inayoweza kudhuru afya ya mwili na akili. Elimu inafaa pia kuimarisha mielekeo chanya kuhusu ukuzaji na uhifadhi wa mazingira. Inafaa kuwaelekeza vijana wa Kenya kukubali haja ya mazingira safi.
MATOKEO YA KIWANGO CHA KATI CHA ELIMU YA MSINGI
Kufikia mwisho wa kiwango cha kati cha elimu mwanafunzi aweze:
- Kutumia ujuzi wa kusoma na kuandika, ujuzi wa kuhesabu na kufikiri kimantiki ifaavyo katika kujieleza.
- Kuwasiliana kikamilifu katika miktadha mbalimbali.
- Kudhihirisha ujuzi wa kijamii, kiimani na kimaadili kwa ajili ya mahusiano mema.
- Kutalii, kubadilisha, kusimamia na kutunza mazingira ifaavyo kwa ajili ya ujifunzaji na maendeleo endelevu.
- Kufanya usafi, kufuata kanuni zifaazo za usafi na lishe ili kuimarisha afya.
- Kudhihirisha mienendo ya kimaadili na kuonyesha uraia mwema kama wajibu wa kiraia.
- Kuonyesha ridhaa kwa mirathi mingi na tofauti ya kitamaduni nchini ili kuleta mshikamano wa kimahusiano.
- Kudhibiti masuala mtambuko katika jamii ifaavyo.
- Kutumia ujuzi wa kidijitali ifaavyo kwa madhumuni ya mawasiliano na ujifunzaji.
KAULI KIINI
Somo la Kiswahili litampa mwanafunzi wa daraja la awali la Shule ya Upili umilisi katika shughuli za kila siku. Umilisi huu utajengea haiba na uwezo wake wa kuwasiliana na kuhusiana katika jamii, kitaifa na kimataifa. Aidha, litamwendeleza kielimu na kumwandaa kwa ulimwengu wa kazi. Somo hili litampa mwanafunzi hamasa ya kumudu na kufurahia lugha na fasihi kwa kuzihusisha na tajiriba na mazingira yake. Hali kadhalika, litampa mwanafunzi maarifa ya kijamii na kitamaduni. Mwanafunzi ataweza kujieleza na vilevile kupata fursa ya kutoa huduma kwa jamii.
MATOKEO YA KIJUMLA YANAYOTARAJIWA KATIKA DARAJA YA AWALI YA SHULE YA UPILI
Kufikia mwisho wa daraja ya awali katika Shule ya Upili, mwanafunzi aweze:
- kujieleza ipasavyo kwa kutumia lugha ya Kiswahili kwa njia ya maandishi na mazungumzo
- kuwasiliana ipasavyo katika miktadha mbalimbali ya kijamii
- kujenga desturi ya kusoma na kufasiri maandishi kwa ufasaha
- kutumia lugha kiubunifu kusimulia na kuandika tungo mbalimbali
- kushiriki katika shughuli za kijamii zinazochangia ujifunzaji
- kutumia teknolojia ipasavyo katika ujifunzaji na mawasiliano ili kukuza ujuzi wa kidijitali
- kutumia maadili yanayohitajika maishani kupitia stadi za lugha ya Kiswahili
- kufurahia na kuthamini lugha ya Kiswahili kama lugha rasmi, ya taifa na kimataifa.
MADA 1.0 USAFI WA KIBINAFSI | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
1.1 Kusikiliza na Kuzungumza | 1.1.1 Kusikiliza na Kujibu (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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||||
Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua vipengele vya kuzingatia katika usikilizaji wa mazungumzo. | Anatambua kwa wepesi vipengele vya kuzingatia katika usikilizaji wa mazungumzo. | Anatambua vipengele vya kuzingatia katika usikilizaji wa mazungumzo. | Anatambua baadhi ya vipengele vya kuzingatia katika usikilizaji wa mazungumzo. | Anatambua, kwa kusaidiwa, baadhi ya vipengele vya kuzingatia katika usikilizaji wa mazungumzo. |
Kuweza kutambua vipengele vya kuzingatia katika kujibu mazungumzo. | Anatambua kwa urahisi vipengele vya kuzingatia katika kujibu mazungumzo. | Anatambua vipengele vya kuzingatia katika kujibu mazungumzo. | Anatambua baadhi ya vipengele vya kuzingatia katika kujibu mazungumzo. | Anatambua baadhi ya vipengele vya kuzingatia katika kujibu mazungumzo kwa kusaidiwa. |
Kuweza kutumia vipengele vifaavyo katika kusikiliza na kujibu mazungumzo. | Anatumia kwa wepesi vipengele vifaavyo katika kusikiliza na kujibu mazungumzo. | Anatumia vipengele vifaavyo katika kusikiliza na kujibu mazungumzo. | Anatumia baadhi ya vipengele vifaavyo katika kusikiliza na kujibu mazungumzo. | Anatumia, kwa kusaidiwa, baadhi ya vipengele vifaavyo katika kusikiliza na kujibu mazungumzo. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
1.2 Kusoma | 1.2.1 Ufahamu wa Kifungu cha Simulizi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kudondoa habari mahususi katika kifungu cha ufahamu. | Anadondoa habari mahususi katika kifungu cha ufahamu kwa urahisi. | Anadondoa habari mahususi katika kifungu cha ufahamu. | Anadondoa baadhi ya habari mahususi katika kifungu cha ufahamu. | Anadondoa baadhi ya habari mahususi katika kifungu cha ufahamu kwa kusaidiwa. |
Kuweza kupanga matukio yanavyofuatana katika kifungu cha ufahamu. | Anapanga matukio yanavyofuatana katika kifungu cha ufahamu kwa urahisi. | Anapanga matukio yanavyofuatana katika kifungu cha ufahamu. | Anapanga baadhi ya matukio yanavyofuatana katika kifungu cha ufahamu. | Anapanga baadhi ya matukio yanavyofuatana katika kifungu cha ufahamu kwa kuelekezwa. |
Kuweza kufanya utabiri na ufasiri kutokana na kifungu cha ufahamu. | Anafanya utabiri na ufasiri kutokana na kifungu cha ufahamu kwa urahisi. | Anafanya utabiri na ufasiri kutokana na kifungu cha ufahamu. | Anafanya kwa kiasi utabiri na ufasiri kutokana na kifungu cha ufahamu. | Anafanya kwa kiasi utabiri na ufasiri kutokana na kifungu cha ufahamu kwa kusaidiwa. |
Kuweza kueleza msamiati katika kifungu cha ufahamu. | Anaeleza msamiati katika kifungu cha ufahamu kwa urahisi. | Anaeleza msamiati katika kifungu cha ufahamu. | Anaeleza baadhi ya msamiati katika kifungu cha ufahamu. | Anaeleza baadhi ya msamiati katika kifungu cha ufahamu kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
1.3 Kuandika | 1.3.1 Viakifishi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Herufi kubwa na kikomo hutumika vipi katika maandishi? |
Umilisi wa Kimsingi Unaokuzwa
|
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua matumizi ya herufi kubwa na kikomo katika maneno, sentensi na vifungu. | Anatambua matumizi ya herufi kubwa na kikomo katika maneno, sentensi na vifungu kwa urahisi. | Anatambua matumizi ya herufi kubwa na kikomo katika maneno, sentensi na vifungu. | Anatambua matumizi ya herufi kubwa na kikomo katika baadhi ya maneno, sentensi na sehemu za vifungu. | Anatambua matumizi ya herufi kubwa na kikomo katika baadhi ya maneno, sentensi na sehemu za vifungu kwa kusaidiwa. |
Kuweza kutumia herufi kubwa na kikomo ipasavyo katika maneno, sentensi na vifungu. | Anatumia herufi kubwa na kikomo ipasavyo katika maneno, sentensi na vifungu kwa urahisi. | Anatumia herufi kubwa na kikomo ipasavyo katika maneno, sentensi na vifungu.kubwa na kikomo ipasavyo katika maneno, sentensi na vifungu. | Anatumia herufi kubwa na kubwa na kikomo ipasavyo katika baadhi ya maneno, sentensi na sehemu za vifungu. | Anatumia herufi kikomo ipasavyo katika baadhi ya maneno, sentensi na sehemu za vifungu kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
1.4 Sarufi | 1.4.1 Nomino za Pekee na za Kawaida (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
|
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Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu. | Anatambua kwa wepesi nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu. | Anatambua nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu. | Anatambua baadhi ya nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu. | Anatambua baadhi ya nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu kwa kusaidiwa. |
Kuweza kutambua aina za nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu. | Anatambua kwa wepesi aina za nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu. | Anatambua aina za nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu. | Anatambua baadhi ya aina za nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu. | Anatambua baadhi ya aina za nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu kwa kusaidiwa. |
Kuweza kutumia nomino za pekee na za kawaida ipasavyo katika sentensi na vifungu. | Anatumia nomino za pekee na za kawaida ipasavyo katika sentensi na vifungu kwa urahisi. | Anatumia nomino za pekee na za kawaida ipasavyo katika sentensi na vifungu. | Anatumia nomino za pekee na za kawaida ipasavyo katika baadhi ya sentensi na vifungu. | Anatumia nomino za pekee na za kawaida ipasavyo katika baadhi ya sentensi na vifungu kwa kusaidiwa. |
MADA 2.0 LISHE BORA | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
2.1 Kusikiliza na Kuzungumza | 2.1.1 Kusikiliza kwa Kina (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Ni maneno yepi unayoyajua yaliyo na sauti /dh/ na /th/? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua sauti /dh/ na /th/ katika silabi na maneno. | Anatambua kwa wepesi sauti /dh/ na /th/ katika silabi na maneno. | Anatambua sauti /dh/ na /th/ katika silabi na maneno. | Anatambua sauti /dh/ na /th/ katika baadhi ya silabi na maneno. | Anatambua sauti /dh/ na /th/ katika baadhi ya silabi na maneno kwa kusaidiwa. |
Kuweza kutamka sauti /dh/ na /th/ ipasavyo katika silabi na maneno. | Anatamka sauti /dh/ na /th/ ipasavyo katika silabi na maneno kwa wepesi. | Anatamka sauti /dh/ na /th/ ipasavyo katika silabi na maneno. | Anatamka sauti /dh/ na /th/ ipasavyo katika baadhi ya silabi na maneno. | Anatamka sauti /dh/ na /th/ ipasavyo katika baadhi ya silabi na maneno kwa kusaidiwa. |
Kuweza kutumia maneno yenye sauti /dh/ na /th/ katika sentensi. | Anatumia maneno yenye sauti /dh/ na /th/ katika sentensi kwa urahisi. | Anatumia maneno yenye sauti /dh/ na /th/ katika sentensi. | Anatumia baadhi ya maneno yenye sauti /dh/ na /th/ katika sentensi. | Anatumia baadhi ya maneno yenye sauti /dh/ na /th/ katika sentensi kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
2.2 Kusoma | 2.2.1 Kusoma kwa Mapana (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
|
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Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua msamiati uliotumiwa katika matini aliyosoma. | Anatambua kwa urahisi msamiati uliotumiwa katika matini aliyosoma. | Anatambua msamiati uliotumiwa katika matini aliyosoma. | Anatambua baadhi ya msamiati uliotumiwa katika matini aliyosoma. | Anatambua baadhi ya msamiati uliotumiwa katika matini aliyosoma kwa kusaidiwa. |
Kuweza kutumia ipasavyo msamiati aliosoma katika matini. | Anatumia ipasavyo na kwa urahisi msamiati aliosoma katika matini. | Anatumia ipasavyo msamiati aliosoma katika matini. | Anatumia ipasavyo baadhi ya msamiati aliosoma katika matini. | Anatumia ipasavyo baadhi ya msamiati aliosoma katika matini kwa kusaidiwa. |
Kuweza kueleza ujumbe wa matini aliyosoma. | Anaeleza ujumbe wa matini aliyosoma kwa urahisi. | Anaeleza ujumbe wa matini aliyosoma. | Anaeleza kwa kiasi ujumbe wa matini aliyosoma. | Anaeleza kwa kiasi ujumbe wa matini aliyosoma kwa kusaidiwa. |
Kuweza kutoa muhtasari wa matini aliyosoma. | Anatoa muhtasari wa matini aliyosoma kwa urahisi. | Anatoa muhtasari wa matini aliyosoma. | Anatoa muhtasari wa sehemu ya matini aliyosoma. | Anatoa muhtasari wa sehemu ya matini aliyosoma kwa kusaidiwa. |
Kuweza kuweka rekodi ya aliyosoma kwa kuyanakili katika kijitabu. | Anaweka rekodi ya aliyosoma kwa kuyanakili katika kijitabu kwa wepesi. | Anaweka rekodi ya aliyosoma kwa kuyanakili katika kijitabu. | Anaweka kwa kiasi rekodi ya aliyosoma kwa kuyanakili katika kijitabu. | Anaweka kwa kiasi rekodi ya aliyosoma kwa kuyanakili katika kijitabu kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
2.3 Kuandika | 2.3.1 Barua ya Kirafiki ya Kutoa Mwaliko (Vipindi 2) |
Kufikia mwisho wa mada ndogo mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza umuhimu wa barua ya kirafiki ya kutoa mwaliko kuhusu masuala mbalimbali katika jamii. | Anaeleza kwa wepesi umuhimu wa barua ya kirafiki ya kutoa mwaliko kuhusu masuala mbalimbali katika jamii. | Anaeleza umuhimu wa barua ya kirafiki ya kutoa mwaliko kuhusu masuala mbalimbali katika jamii. | Anaeleza baadhi ya umuhimu wa barua ya kirafiki ya kutoa mwaliko kuhusu masuala mbalimbali katika jamii. | Anaeleza baadhi ya umuhimu wa barua ya kirafiki ya kutoa mwaliko kuhusu masuala mbalimbali katika jamii kwa kuelekezwa. |
Kuweza kutambua ujumbe katika barua ya kirafiki ya kutoa mwaliko. | Anatambua ujumbe katika barua ya kirafiki ya kutoa mwaliko kwa urahisi. | Anatambua ujumbe katika barua ya kirafiki ya kutoa mwaliko. | Anatambua ujumbe katika baadhi ya sehemu za barua ya kirafiki ya kutoa mwaliko. | Anatambua ujumbe katika baadhi ya sehemu za barua ya kirafiki ya kutoa mwaliko kwa kusaidiwa. |
Kuweza kutambua vipengele vya kimuundo vya barua ya kirafiki ya kutoa mwaliko. | Anatambua kwa wepesi vipengele vya kimuundo vya barua ya kirafiki ya kutoa mwaliko. | Anatambua vipengele vya kimuundo vya barua ya kirafiki ya kutoa mwaliko. | Anatambua baadhi ya vipengele vya kimuundo vya barua ya kirafiki ya kutoa mwaliko. | Anatambua baadhi ya vipengele vya kimuundo vya barua ya kirafiki ya kutoa mwaliko kwa kusaidiwa. |
Kuweza kuandika barua ya kirafiki ya kutoa mwaliko kwa kuzingatia ujumbe,muundo na lugha ifaayo. | Anaandika kwa ufasaha barua ya kirafiki ya kutoa mwaliko kwa kuzingatia ujumbe, muundo na lugha ifaayo. | Anaandika barua ya kirafiki ya kutoa mwaliko kwa kuzingatia ujumbe,muundo na lugha ifaayo. | Anaandika barua ya kirafiki ya kutoa mwaliko akizingatia kwa kiasi ujumbe,muundo na lugha ifaayo. | Anaandika barua ya kirafiki ya kutoa mwaliko akizingatia kwa kiasi ujumbe,muundo na lugha ifaayo kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
2.4 Sarufi | 2.4.1 Nomino za Makundi na za Dhahania (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwa:
|
|
|
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Maadili
|
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Maadili
|
||||
Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua nomino za makundi na za dhahania kwenye matini. | Anatambua kwa wepesi nomino za makundi na za dhahania kwenye matini. | Anatambua nomino za makundi na za dhahania kwenye matini. | Anatambua baadhi ya nomino za makundi na za dhahania kwenye matini. | Anatambua baadhi ya nomino za makundi na za dhahania kwenye matini kwa kusaidiwa. |
Kuweza kutumia nomino za makundi na za dhahania ifaavyo katika sentensi na vifungu. | Anatumia nomino za makundi na za dhahania ifaavyo na kwa urahisi katika sentensi na vifungu. | Anatumia nomino za makundi na za dhahania ifaavyo katika sentensi na vifungu. | Anatumia baadhi ya nomino za makundi na za dhahania ifaavyo katika sentensi na vifungu. | Anatumia baadhi ya nomino za makundi na za dhahania ifaavyo katika sentensi na vifungu kwa kusaidiwa. |
MADA 3.0 UHURU WA WANYAMA | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
3.1 Kusikiliza na Kuzungumza | 3.1.1 Tanzu za Fasihi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
|
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya fasihi ili kuipambanua. | Anaeleza maana ya fasihi kwa urahisi ili kuipambanua. | Anaeleza maana ya fasihi ili kuipambanua. | Anaeleza kwa kiasi maana ya fasihi ili kuipambanua. | Anaeleza kwa kiasi maana ya fasihi ili kuipambanua kwa kusaidiwa. |
Kuweza kujadili sifa za tanzu za fasihi. | Anajadili sifa za tanzu za fasihi kwa wepesi. | Anajadili sifa za tanzu za fasihi. | Anajadili baadhi ya sifa za tanzu za fasihi. | Anajadili baadhi ya sifa za tanzu za fasihi kwa kusaidiwa. |
Kuweza kutambua aina za tungo za fasihi simulizi na fasihi andishi. | Anatambua aina za tungo za fasihi simulizi na fasihi andishi kwa urahisi. | Anatambua aina za tungo za fasihi simulizi na fasihi andishi. | Anatambua baadhi ya aina za tungo za fasihi simulizi na fasihi andishi. | Anatambua baadhi ya aina za tungo za fasihi simulizi na fasihi andishi kwa kusaidiwa. |
Kuweza kuwasilisha utungo wa fasihi anaoujua. | Anawasilisha kwa ufasaha utungo wa fasihi anaoujua. | Anawasilisha utungo wa fasihi anaoujua. | Anawasilisha sehemu za utungo wa fasihi anaoujua. | Anawasilisha sehemu ya utungo wa fasihi anaoujua kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
3.2 Kusoma | 3.2.1 Kusoma kwa Kina Novela (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
Novela ni utungo wa aina gani? |
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya novela ili kuipambanua. | Anaeleza kwa urahisi maana ya novela ili kuipambanua. | Anaeleza maana ya novela ili kuipambanua. | Anaeleza kwa kiasi maana ya novela ili kuipambanua. | Anaeleza kwa kiasi maana ya novela ili kuipambanua kwa kusaidiwa. |
Kuweza kujadili sifa za novela kama utanzu wa fasihi andishi. | Anajadili kwa urahisi sifa za novela kama utanzu wa fasihi andishi. | Anajadili sifa za novela kama utanzu wa fasihi andishi. | Anajadili baadhi ya sifa za novela kama utanzu wa fasihi andishi. | Anajadili baadhi ya sifa za novela kama utanzu wa fasihi andishi kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
3.3 Kuandika | 3.3.1 Insha za Kubuni (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Ni mambo gani unayozingatia unapoandaa vidokezo vya insha ya kubuni? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko • Masuala mtambuko anuwai – mwanafunzi anapotafiti na kuteua mada kuhusu masuala yanayoathiri jamii. |
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Uhusiano na Masomo Mengine ● English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa insha za kubuni. ● Social Studies na Agriculture – masomo haya pia yanashughulikia masuala ya utunzaji wa wanyama. |
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kuteua mada na ujumbe wa kuandikia insha ya kubuni. | Anateua mada na ujumbe wa kuandikia insha ya kubuni kwa urahisi. | Anateua mada na ujumbe wa kuandikia insha ya kubuni. | Anachukua muda kuteua mada na ujumbe wa kuandikia insha ya kubuni. | Anachukua muda kuteua mada na ujumbe wa kuandikia insha ya kubuni kwa kusaidiwa. |
Kuweza kujadili vidokezo kulingana na mada ya kuandikia insha ya kubuni. | Anajadili kwa urahisi vidokezo kulingana na mada ya kuandikia insha ya kubuni. | Anajadili vidokezo kulingana na mada ya kuandikia insha ya kubuni. | Anajadili baadhi ya vidokezo kulingana na mada ya kuandikia insha ya kubuni. | Anajadili baadhi ya vidokezo kulingana na mada ya kuandikia insha ya kubuni kwa kusaidiwa. |
Kuweza kuandika vidokezo vyenye ujumbe unaolingana na mada ya insha ya kubuni. | Anaandika vidokezo vyenye ujumbe unaolingana na mada ya insha ya kubuni kwa urahisi. | Anaandika vidokezo vyenye ujumbe unaolingana na mada ya insha ya kubuni. | Anaandika baadhi ya vidokezo vyenye ujumbe unaolingana na mada ya insha ya kubuni. | Anaandika baadhi ya vidokezo vyenye ujumbe unaolingana na mada ya insha ya kubuni kwa kuelekezwa. |
Kuweza kuandika insha ya kubuni inayozingatia vidokezo vilivyoandaliwa. | Anaandika kwa mvuto insha ya kubuni inayozingatia vidokezo vilivyoandaliwa. | Anaandika insha ya kubuni inayozingatia vidokezo vilivyoandaliwa. | Anaandika kwa kiasi insha ya kubuni inayozingatia vidokezo vilivyoandaliwa. | Anaandika kwa kiasi insha ya kubuni inayozingatia vidokezo vilivyoandaliwa kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
3.4 Sarufi | 3.4.1 Nomino za Wingi na za Vitenzi-jina (Vipindi 2) | Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Je, ni nomino zipi za wingi na za vitenzi jina zinazopatikana katika mazingira yako? |
Umilisi wa kimsingi unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua nomino za wingi na za vitenzi-jina katika matini. | Anatambua kwa wepesi nomino za wingi na za vitenzi-jina katika matini. | Anatambua nomino za wingi na za vitenzi-jina katika matini. | Anatambua baadhi ya nomino za wingi na za vitenzi-jina katika matini. | Anatambua baadhi ya nomino za wingi na za vitenzi-jina katika matini kwa kusaidiwa. |
Kuweza kutumia nomino za wingi na za vitenzi-jina ipasavyo katika sentensi na vifungu. | Anatumia nomino za wingi na za vitenzi-jina ipasavyo katika sentensi na vifungu kwa urahisi. | Anatumia nomino za wingi na za vitenzi-jina ipasavyo katika sentensi na vifungu. | Anatumia nomino za wingi na za vitenzi-jina ipasavyo katika baadhi ya sentensi na vifungu. | Anatumia nomino za wingi na za vitenzi-jina ipasavyo katika baadhi ya sentensi na vifungu kwa kusaidiwa. |
MADA 4.0 AINA ZA MALIASILI | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
4.1 Kusikiliza na Kuzungumza | 4.1.1 Nyimbo za Watoto na Bembelezi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya nyimbo za watoto na bembelezi. | Anaeleza maana ya nyimbo za watoto na bembelezi kwa urahisi. | Anaeleza maana ya nyimbo za watoto na bembelezi. | Anaeleza kwa kiasi maana ya nyimbo za watoto na bembelezi. | Anaeleza kwa kiasi maana ya nyimbo za watoto na bembelezi kwa kusaidiwa. |
Kuweza kujadili ujumbe katika nyimbo za watoto na bembelezi. | Anajadili ujumbe katika nyimbo za watoto na bembelezi kwa wepesi. | Anajadili ujumbe katika nyimbo za watoto na bembelezi. | Anajadili kwa kiasi ujumbe katika nyimbo za watoto na bembelezi. | Anajadili kwa kiasi ujumbe katika nyimbo za watoto na bembelezi kwa kusaidiwa. |
Kuweza kujadili mitindo ya uwasilishaji wa nyimbo za watoto na bembelezi. | Anajadili mitindo ya uwasilishaji wa nyimbo za watoto na bembelezi kwa urahisi. | Anajadili mitindo ya uwasilishaji wa nyimbo za watoto na bembelezi. | Anajadili baadhi ya mitindo ya uwasilishaji wa nyimbo za watoto na bembelezi. | Anajadili baadhi ya mitindo ya uwasilishaji wa nyimbo za watoto na bembelezi kwa kusaidiwa. |
Kuweza kuwasilisha nyimbo za watoto na bembelezi kwa kuzingatia mitindo mbalimbali ya uwasilishaji. | Anawasilisha nyimbo za watoto na bembelezi kwa kuzingatia mitindo mbalimbali ya uwasilishaji kwa urahisi. | Anawasilisha nyimbo za watoto na bembelezi kwa kuzingatia mitindo mbalimbali ya uwasilishaji. | Anawasilisha baadhi ya nyimbo za watoto na bembelezi kwa kuzingatia mitindo mbalimbali ya uwasilishaji. | Anawasilisha baadhi ya nyimbo za watoto na bembelezi kwa kuzingatia baadhi ya mitindo ya uwasilishaji. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
4.2 Kusoma | 4.2.1 Kusoma kwa Ufasaha (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Unazingatia nini ili kusoma makala kwa ufasaha? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kusoma kifungu kwa kuzingatia matamshi bora. | Anasoma kifungu kwa kuzingatia matamshi bora kwa urahisi. | Anasoma kifungu kwa kuzingatia matamshi bora. | Anasoma sehemu za kifungu kwa kuzingatia matamshi bora. | Anasoma sehemu za kifungu kwa kuzingatia matamshi bora kwa kusaidiwa. |
Kuweza kusoma kifungu kwa kasi ifaayo. | Anasoma kifungu kwa kasi ifaayo kwa urahisi. | Anasoma kifungu kwa kasi ifaayo. | Anasoma sehemu za kifungu kwa kasi ifaayo. | Anasoma sehemu za kifungu kwa kasi ifaayo kwa kusaidiwa. |
Kuweza kusoma kifungu kwa kutumia sauti ipasavyo. | Anasoma kifungu kwa kutumia sauti ipasavyo kwa urahisi. | Anasoma kifungu kwa kutumia sauti ipasavyo. | Anasoma sehemu za kifungu kwa kutumia sauti ipasavyo. | Anasoma sehemu za kifungu kwa kutumia sauti ipasavyo kwa kusaidiwa. |
Kuweza kusoma kifungu kwa kuambatanisha ishara zifaazo. | Anasoma kifungu kwa kuambatanisha ishara zifaazo kwa urahisi. | Anasoma kifungu kwa kuambatanisha ishara zifaazo. | Anasoma kifungu kwa kuambatanisha ishara zifaazo katika baadhi ya sehemu. | Anasoma kifungu kwa kuambatanisha ishara zifaazo katika baadhi ya sehemu kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
4.3 Kuandika | 4.3.1 Insha za Kubuni Masimulizi (Vipindi 2) |
Kufikia mwisho wa mada ndogo mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Je, ni mambo gani utahitaji kuzingatia ili kuandika insha nzuri ya masimulizi? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua lugha ya kiubunifu katika insha za masimulizi. | Anatambua lugha ya kiubunifu katika insha za masimulizi kwa urahisi. | Anatambua lugha ya kiubunifu katika insha za masimulizi. | Anatambua lugha ya kiubunifu katika baadhi ya sehemu za insha za masimulizi. | Anatambua lugha ya kiubunifu katika baadhi ya sehemu za insha za masimulizi kwa kusaidiwa. |
Kuweza kujadili umuhimu wa lugha ya kiubunifu katika insha za masimulizi. | Anajadili kwa wepesi umuhimu wa lugha ya kiubunifu katika insha za masimulizi. | Anajadili umuhimu wa lugha ya kiubunifu katika insha za masimulizi. | Anajadili baadhi ya umuhimu wa lugha ya kiubunifu katika insha za masimulizi. | Anajadili baadhi ya umuhimu wa lugha ya kiubunifu katika insha za masimulizi kwa kusaidiwa. |
Kuweza kubainisha wahusika na mandhari katika insha za masimulizi. | Anabainisha wahusika na mandhari katika insha za masimulizi kwa urahisi. | Anabainisha wahusika na mandhari katika insha za masimulizi. | Anabainisha baadhi ya wahusika na mandhari katika insha za masimulizi. | Anabainisha baadhi ya wahusika na mandhari katika insha za masimulizi kwa kusaidiwa. |
Kujadili umuhimu wa kubainisha wahusika na mandhari katika insha za masimulizi. | Anajadili kwa wepesi umuhimu wa kubainisha wahusika na mandhari katika insha za masimulizi. | Anajadili umuhimu wa kubainisha wahusika na mandhari katika insha za masimulizi. | Anajadili baadhi ya umuhimu wa kubainisha wahusika na mandhari katika insha za masimulizi. | Anajadili baadhi ya umuhimu wa kubainisha wahusika na mandhari katika insha za masimulizi kwa kusaidiwa. |
Kuweza kuandika insha ya masimulizi akizingatia lugha, wahusika na mandhari ifaavyo | Anaandika kiubunifu insha ya masimulizi akizingatia lugha, wahusika na mandhari ifaavyo. | Anaandika insha ya masimulizi akizingatia lugha, wahusika na mandhari ifaavyo. | Anaandika insha ya masimulizi akizingatia kwa kiasi lugha, wahusika na mandhari. | Anaandika insha ya masimulizi akizingatia kwa kiasi lugha, wahusika na mandhari kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
4.4 Sarufi | 4.4.1 Nyakati na Hali (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze: a) kubainisha vitenzi vilivyo katika wakati uliopo, uliopita na ujao katika sentensi na vifungu kwa usahihi b) kutumia wakati uliopo, uliopita na ujao ifaavyo katika sentensi na vifungu c) kuchangamkia kutumia wakati uliopo, uliopita na ujao ifaavyo ili kuboresha mawasiliano. |
Mwanafunzi aelekezwe:
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Kwa nini tunatumia nyakati mbalimbali katika mawasiliano? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kubainisha vitenzi vilivyo katika wakati uliopo, uliopita na ujao katika sentensi na vifungu kwa usahihi. | Anabainisha vitenzi vilivyo katika wakati uliopo, uliopita na ujao katika sentensi na vifungu kwa usahihi na wepesi. | Anabainisha vitenzi vilivyo katika wakati uliopo, uliopita na ujao katika sentensi na vifungu kwa usahihi. | Anabainisha baadhi ya vitenzi vilivyo katika wakati uliopo, uliopita na ujao katika sentensi na vifungu. | Anabainisha baadhi ya vitenzi vilivyo katika wakati uliopo, uliopita na ujao katika sentensi na vifungu kwa kusaidiwa. |
Kuweza kutumia wakati uliopo, uliopita na ujao ifaavyo katika sentensi na vifungu. | Anatunga sentensi kwa kutumia wakati uliopo, uliopita na ujao ifaavyo kwa wepesi. | Anatunga sentensi kwa kutumia wakati uliopo, uliopita na ujao ifaavyo. | Anatunga baadhi ya sentensi kwa kutumia wakati uliopo, uliopita na ujao ifaavyo. | Anatunga baadhi ya sentensi kwa kutumia wakati uliopo, uliopita na ujao ifaavyo kwa kusaidiwa. |
MADA 5.0: UNYANYASAJI WA KIJINSIA | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
5.1 Kusikiliza na Kuzungumza | 5.1.1 Mazungumzo Mahususi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua maamkuzi na maagano ya nyakati mbalimbali za siku. | Anatambua maamkuzi na maagano ya nyakati mbalimbali za siku kwa wepesi. | Anatambua maamkuzi na maagano ya nyakati mbalimbali za siku. | Anatambua baadhi ya maamkuzi na maagano ya nyakati mbalimbali za siku. | Anatambua baadhi ya maamkuzi na maagano ya nyakati mbalimbali za siku kwa kusaidiwa. |
Kuweza kutambua majibu ya maamkuzi na maagano ya nyakati mbalimbali za siku. | Anatambua majibu ya maamkuzi na maagano ya nyakati mbalimbali za siku kwa urahisi. | Anatambua majibu ya maamkuzi na maagano ya nyakati mbalimbali za siku. | Anatambua baadhi ya majibu ya maamkuzi na maagano ya nyakati mbalimbali za siku. | Anatambua baadhi ya majibu ya maamkuzi na maagano ya nyakati mbalimbali za siku kwa kusaidiwa. |
Kuweza kutambua maamkuzi yanayotumiwa na makundi mbalimbali ya kijamii pamoja na majibu ya maamkuzi hayo. | Anatambua kwa wepesi maamkuzi yanayotumiwa na makundi mbalimbali ya kijamii pamoja na majibu ya maamkuzi hayo. | Anatambua maamkuzi yanayotumiwa na makundi mbalimbali ya kijamii pamoja na majibu ya maamkuzi hayo. | Anatambua baadhi ya maamkuzi yanayotumiwa na makundi mbalimbali ya kijamii pamoja na baadhi ya majibu ya maamkuzi hayo. | Anatambua, kwa kuelekezwa, baadhi ya maamkuzi yanayotumiwa na makundi mbalimbali ya kijamii pamoja na majibu ya maamkuzi hayo. |
Kuweza kutumia maamkuzi na maagano mwafaka katika miktadha mbalimbali. | Anatumia maamkuzi na maagano mwafaka kwa urahisi katika miktadha mbalimbali. | Anatumia maamkuzi na maagano mwafaka katika miktadha mbalimbali. | Anatumia baadhi ya maamkuzi na maagano mwafaka katika miktadha mbalimbali. | Anatumia, kwa kuelekezwa, baadhi ya maamkuzi na maagano mwafaka katika miktadha mbalimbali. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
5.2 Kusoma | 5.2.1 Kusoma kwa Ufahamu (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Unazingatia nini unapodondoa habari mahususi katika kifungu cha ufahamu? |
Umilisi wa Kimsingi Unaokuzwa
|
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Maadili
|
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Masuala Mtambuko
|
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Masuala Mtambuko
|
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kudondoa habari mahususi katika kifungu cha ufahamu. | Anadondoa habari mahususi katika kifungu cha ufahamu kwa urahisi. | Anadondoa habari mahususi katika kifungu cha ufahamu. | Anadondoa baadhi ya habari mahususi katika kifungu cha ufahamu. | Anadondoa baadhi ya habari mahususi katika kifungu cha ufahamu kwa kusaidiwa. |
Kuweza kueleza habari za kifungu cha ufahamu kwa ufupi. | Anaeleza habari za kifungu cha ufahamu kwa ufupi na kwa urahisi. | Anaeleza habari za kifungu cha ufahamu kwa ufupi. | Anaeleza sehemu ya habari za kifungu cha ufahamu kwa ufupi. | Anaeleza sehemu ya habari za kifungu cha ufahamu kwa ufupi kwa kusaidiwa. |
Kuweza kueleza maana ya msamiati kulingana na muktadha wa kifungu cha ufahamu. | Anaeleza maana ya msamiati kulingana na muktadha wa kifungu cha ufahamu kwa urahisi. | Anaeleza maana ya msamiati kulingana na muktadha wa kifungu cha ufahamu. | Anaeleza maana ya baadhi ya msamiati kulingana na muktadha wa kifungu cha ufahamu. | Anaeleza maana ya baadhi ya msamiati kwa kuzingatia muktadha wa kifungu cha ufahamu kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
5.3 Kuandika |
5.3.1 Insha ya Maelekezo (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
|
Umilisi wa Kimsingi Unaokuzwa
|
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Maadili
|
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Masuala Mtambuko
|
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Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya insha ya maelekezo. | Anaeleza maana ya insha ya maelekezo kwa urahisi. | Anaeleza maana ya insha ya maelekezo. | Anaeleza kwa kiasi maana ya insha ya maelekezo. | Anaeleza kwa kiasi maana ya insha ya maelekezo kwa kusaidiwa. |
Kuweza kutambua aina za insha za maelekezo. | Anatambua aina za insha za maelekezo kwa urahisi. | Anatambua aina za insha za maelekezo. | Anatambua baadhi ya aina za insha za maelekezo. | Anatambua baadhi ya aina za insha za maelekezo kwa kusaidiwa. |
Kuweza kujadili sifa za insha ya maelekezo. | Anajadili sifa za insha ya maelekezo kwa urahisi. | Anajadili sifa za insha ya maelekezo. | Anajadili baadhi ya sifa za insha ya maelekezo. | Anajadili baadhi ya sifa za insha ya maelekezo kwa kuelekezwa. |
Kuweza kuandaa mpangilio wa hatua za insha ya maelekezo. | Anaandaa mpangilio wa hatua za insha ya maelekezo kwa wepesi. | Anaandaa mpangilio wa hatua za insha ya maelekezo. | Anaandaa kwa kiasi mpangilio wa hatua za insha ya maelekezo. | Anaandaa kwa kiasi mpangilio wa hatua za insha ya maelekezo kwa kuelekezwa. |
Kuweza kuandika insha akizingatia vipengele muhimu vya insha ya maelekezo. | Anaandika kwa wepesi insha akizingatia vipengele muhimu vya insha ya maelekezo. | Anaandika insha ya maelekezo akizingatia vipengele muhimu vya insha ya maelekezo. | Anaandika insha ya maelekezo akizingatia baadhi ya vipengele muhimu vya insha ya maelekezo. | Anaandika insha ya maelekezo akizingatia baadhi ya vipengele muhimu vya insha ya maelekezo kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
5.4 Sarufi | 5.4.1 Nyakati na Hali (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Kwa nini tunazingatia nyakati na hali mbalimbali katika mawasiliano? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kubainisha vitenzi vilivyo katika wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea katika sentensi na vifungu. | Anabainisha vitenzi vilivyo katika wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea katika sentensi na vifungu kwa urahisi | Anabainisha vitenzi vilivyo katika wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea katika sentensi na vifungu | Anabainisha baadhi ya vitenzi vilivyo katika wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea katika sentensi na vifungu. | Anabainisha baadhi ya vitenzi vilivyo katika wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea katika sentensi na vifungu kwa kuelekezwa |
Kuweza kutumia wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea ifaavyo katika sentensi na vifungu. | Anatunga sentensi kwa kutumia wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea ifaavyo kwa wepesi. | Anatunga sentensi kwa kutumia wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea ifaavyo. | Anatunga baadhi ya sentensi kwa kutumia wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea ifaavyo. | Anatunga baadhi ya sentensi kwa kutumia wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea ifaavyo kwa kusaidiwa. |
MADA 6.0: USALAMA SHULENI | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
6 .1 Kusikiliza na Kuzungumza | 6.1.1 Kusikiliza kwa Kufasiri Matini (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Je, ni mambo gani utakayozingatia katika kuchanganua habari uliyosikiliza? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza kwa usahihi masuala yanayozungumziwa katika matini ya kusikiliza. | Anaeleza kwa usahihi na wepesi masuala yanayozungumziwa katika matini ya kusikiliza. | Anaeleza kwa usahihi masuala yanayozungumziwa katika matini ya kusikiliza | Anaeleza kwa usahihi baadhi ya masuala yanayozungumziwa katika matini ya kusikiliza. | Anaeleza kwa usahihi baadhi ya masuala yanayozungumziwa katika matini ya kusikiliza. |
Kuweza kufasiri habari katika matini ya kusikiliza. | Anafasiri habari kwa wepesi katika matini ya kusikiliza. | Anafasiri habari katika matini ya kusikiliza. | Anafasiri baadhi ya habari katika matini ya kusikiliza. | Anafasiri baadhi ya habari katika matini ya kusikiliza kwa kusaidiwa. |
Kuweza kueleza maana ya msamiati kama ulivyotumika katika matini ya kusikiliza. | Anaeleza maana ya msamiati kama ulivyotumika katika matini ya kusikiliza kwa urahisi. | Anaeleza maana ya msamiati kama ulivyotumika katika matini ya kusikiliza. | Anaeleza maana ya baadhi ya msamiati kama ulivyotumika katika matini ya kusikiliza. | Anaeleza maana ya baadhi ya msamiati kama ulivyotumika katika matini ya kusikiliza kwa kusaidiwa. |
Kuweza kutabiri kitakachotokea katika matini kwa kurejelea vidokezo vilivyopo. | Anatabiri kwa wepesi kitakachotokea katika matini kwa kurejelea vidokezo vilivyopo. | Anatabiri kitakachotokea katika matini kwa kurejelea vidokezo vilivyopo. | Anatabiri kwa kiasi kitakachotokea katika matini kwa kurejelea vidokezo vilivyopo. | Anatabiri kwa kiasi kitakachotokea katika matini kwa kurejelea vidokezo vilivyopo kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
6.2 Kusoma | 6.2.1 Kusoma kwa Kina Maudhui na Dhamira (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Vitabu vya fasihi ulivyowahi kusoma vinazungumzia nini? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza dhana za maudhui na dhamira katika fasihi. | Anafafanua dhana za maudhui na dhamira katika fasihi kwa wepesi. | Anafafanua dhana za maudhui na dhamira katika fasihi. | Anafafanua kwa kiasi dhana za maudhui na dhamira katika fasihi. | Anafafanua kwa kiasi dhana za maudhui na dhamira katika fasihi kwa kusaidiwa. |
Kuweza kutambua na kujadili maudhui katika novela. | Anatambua na kujadili maudhui katika novela kwa urahisi. | Anatambua na kujadili maudhui katika novela. | Anatambua bila kujadili maudhui katika novela. | Anatambua bila kujadili maudhui katika novela kwa kusaidiwa. |
Kuweza kutambua na kujadili dhamira katika novela. | Anatambua na kujadili dhamira katika novela kwa urahisi. | Anatambua na kujadili dhamira katika novela. | Anatambua bila kujadili dhamira katika novela. | Anatambua bila kujadili dhamira katika novela kwa kusaidiwa. |
Kuweza kutoa muhtasari wa dhamira na maudhui kuhusu novela. | Anatoa muhtasari wa dhamira na maudhui kuhusu novela kwa wepesi. | Anatoa muhtasari wa dhamira na maudhui kuhusu novela. | Anatoa kwa kiasi muhtasari wa dhamira na maudhui kuhusu novela. | Anatoa muhtasari wa dhamira na maudhui kuhusu novela kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
6.3 Kuandika | 6.3.1 Insha za Masimulizi Picha (Vipindi 2) |
Kufikia mwisho wa mada ndogo mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Je, ni vigezo vipi utakavyozingatia wakati wa kuandika insha ya kubuni kutokana na picha? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kubuni anwani inayooana na kisa atakachosimulia kutokana na picha kwenye matini. | Anabuni kwa urahisi anwani inayooana na kisa atakachosimulia kutokana na picha kwenye matini. | Anabuni anwani inayooana na kisa atakachosimulia kutokana na picha kwenye matini. | Anabuni anwani inayooana kwa kiasi na kisa atakachosimulia kutokana na picha kwenye matini. | Anabuni anwani inayooana kwa kiasi na kisa atakachosimulia kutokana na picha kwenye matini kwa kusaidiwa. |
Kuweza kutoa maelezo dhahiri kuhusu matukio katika picha kwenye matini. | Anatoa maelezo dhahiri kuhusu matukio katika picha kwenye matini kwa wepesi. | Anatoa maelezo dhahiri kuhusu matukio katika picha kwenye matini. | Anatoa baadhi ya maelezo dhahiri kuhusu matukio katika picha kwenye matini. | Anatoa baadhi ya maelezo dhahiri kuhusu matukio katika picha kwenye matini kwa kusaidiwa. |
Kuweza kuandika kisa chenye maelezo dhahiri kutokana na picha kwenye matini. | Anaandika kwa wepesi kisa chenye maelezo dhahiri kutokana na picha kwenye matini. | Anaandika kisa chenye maelezo dhahiri kutokana na picha kwenye matini. | Anaandika kwa kiasi kisa chenye maelezo dhahiri kutokana na picha kwenye matini. | Anaandika kwa kiasi kisa chenye maelezo dhahiri kutokana na picha kwenye matini kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
6.4 Sarufi | 6.4.1 Vitenzi Vikuu na Vitenzi Visaidizi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Kuna tofauti gani kati ya vitenzi vikuu na visaidizi? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua vitenzi vikuu na visaidizi katika sentensi. | Anatambua kwa wepesi vitenzi vikuu na visaidizi katika sentensi. | Anatambua vitenzi vikuu na visaidizi katika sentensi. | Anatambua baadhi ya vitenzi vikuu na visaidizi katika sentensi. | Anatambua baadhi ya vitenzi vikuu na visaidizi katika sentensi kwa kusaidiwa. |
Kuweza kutumia vitenzi vikuu na visaidizi ipasavyo katika sentensi. | Anatumia vitenzi vikuu na visaidizi ipasavyo katika sentensi kwa urahisi. | Anatumia vitenzi vikuu na visaidizi ipasavyo katika sentensi. | Anatumia vitenzi vikuu na visaidizi ipasavyo katika baadhi ya sentensi. | Anatumia vitenzi vikuu na visaidizi ipasavyo katika baadhi ya sentensi kwa kuelekezwa. |
MADA 7.0: KUHUDUMIA JAMII SHULENI | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
7.1 Kusikiliza na Kuzungumza | 7.1.1 Kusikiliza kwa Ufahamu (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa ● Mawasiliano – mwanafunzi anapozisema kwa usahihi kauli au sentensi zilizosemwa. ● Ushirikiano – mwanafunzi anaposhiriki katika kujadili kuhusu vipengele vya kuzingatia katika kusikiliza kwa ufahamu. ● Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kusikiliza kauli na sentensi na kujibu. ● Ubunifu – mwanafunzi anaposikiliza na kusema upya alichoambiwa. Pia anapofasiri wazo kuu. ● Uwazaji kina na utatuzi wa matatizo – mwanafunzi anapofasiri ujumbe kutokana na ufahamu wa kusikiliza. ● Kujiamini – mwanafunzi anaposikiliza kauli au sentensi na kujibu bila woga. Pia anapochangia katika shughuli ya vikundi. ● Hamu ya ujifunzaji – mwanafunzi anaposhiriki shughuli ya kusikiliza kwa ufahamu na mzazi au mlezi wake na kujifunza njia bora za kusikiliza na kujibu katika shughuli ya kusikiliza kwa ufahamu. |
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Maadili ● Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika shughuli za vikundi; pia anapoheshimu zamu ya wenzake katika mazungumzo. ● Upendo – mwanafunzi anapowasikiliza wasemaji kwa makini. Pia anapowapa wanafunzi wenzake zamu ya kuzungumza. ● Uwajibikaji – mwanafunzi anapotunza vifaa vya kidijitali anavyotumia katika mazungumzo. ● Umoja – mwanafunzi anaposhiriki katika shughuli za vikundi. |
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Masuala Mtambuko ● Masuala ya shughuli za huduma kwa jamii – mwanafunzi anaposhiriki katika shughuli ya ujifunzaji wa kusikiliza kwa ufahamu kuhusu kuhudumia jamii shuleni. |
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Uhusiano na Masomo Mengine ● English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia dhana ya kusikiliza kwa ufahamu. ● Social Studies – somo hili pia linashughulikia masuala ya kijamii. |
Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua ujumbe katika ufahamu wa kusikiliza. | Anatambua kwa wepesi ujumbe katika ufahamu wa kusikiliza. | Anatambua ujumbe katika ufahamu wa kusikiliza. | Anatambua baadhi ya ujumbe katika ufahamu wa kusikiliza. | Anatambua baadhi ya ujumbe katika ufahamu wa kusikiliza kwa kuelekezwa. |
Kuweza kueleza maana ya msamiati ulio katika ufahamu wa kusikiliza. | Anaeleza kwa wepesi maana ya msamiati ulio katika ufahamu wa kusikiliza. | Anaeleza maana ya msamiati ulio katika ufahamu wa kusikiliza. | Anaeleza maana ya baadhi ya msamiati ulio katika ufahamu wa kusikiliza. | Anaeleza maana ya baadhi ya msamiati ulio katika ufahamu wa kusikiliza kwa kusaidiwa. |
Kuweza kufasiri ujumbe kutokana na ufahamu wa kusikiliza. | Anafasiri kwa ufasaha ujumbe kutokana na ufahamu wa kusikiliza. | Anafasiri ujumbe kutokana na ufahamu wa kusikiliza. | Anafasiri baadhi ya ujumbe kutokana na ufahamu wa kusikiliza. | Anafasiri baadhi ya ujumbe kutokana na ufahamu wa kusikiliza kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
7.2 Kusoma | 7.2.1 Ufupisho (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Unazingatia nini unapofupisha kifungu? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya ufupisho ili kuupambanua. | Anaeleza kwa urahisi maana ya ufupisho ili kuupambanua. | Anaeleza maana ya ufupisho ili kuupambanua. | Anaeleza kwa kiasi maana ya ufupisho ili kuupambanua. | Anaeleza kwa kiasi maana ya ufupisho ili kuupambanua kwa kuelekezwa. |
Kuweza kutambua habari kuu za aya na kuzieleza kwa usahihi katika sentensi moja. | Anatambua kwa urahisi habari kuu za aya na kuzieleza kwa usahihi katika sentensi moja kwa urahisi. | Anatambua habari kuu za aya na kuzieleza kwa usahihi katika sentensi moja. | Anatambua baadhi ya habari kuu za aya na kuzieleza kwa usahihi katika sentensi moja. | Anatambua baadhi ya habari kuu za aya na kuzieleza kwa usahihi katika sentensi moja kwa kusaidiwa. |
Kuweza kufupisha kifungu akizingatia mpangilio ufaao wa habari kutokana na matini. | Anafupisha kifungu akizingatia mpangilio ufaao wa habari kutokana na matini kwa urahisi. | Anafupisha kifungu akizingatia mpangilio ufaao wa habari kutokana na matini. | Anafupisha sehemu ya kifungu akizingatia mpangilio ufaao wa habari kutokana na matini. | Anafupisha sehemu ya kifungu akizingatia mpangilio ufaao wa habari kutokana na matini kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
7.3 Kuandika | 7.3.1 Insha za Kubuni Maelezo (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Je, unatumia lugha ya aina gani unapotaka kumweleza mtu jambo fulani ili aweze kupata picha kamili? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya insha ya maelezo. | Anaeleza maana ya insha ya maelezo kwa urahisi. | Anaeleza maana ya insha ya maelezo. | Anaeleza kwa kiasi maana ya insha ya maelezo. | Anaeleza kwa kiasi maana ya insha ya maelezo kwa kuelekezwa. |
Kuweza kutambua msamiati ufaao katika kutoa maelezo. | Anatambua kwa urahisi msamiati ufaao katika kutoa maelezo. | Anatambua msamiati ufaao katika kutoa maelezo. | Anatambua baadhi ya msamiati ufaao katika kutoa maelezo. | Anatambua baadhi ya msamiati ufaao katika kutoa maelezo kwa kusaidiwa. |
Kuweza kutambua umuhimu wa msamiati ufaao katika insha ya maelezo. | Anatambua kwa urahisi umuhimu wa msamiati ufaao katika insha ya maelezo. | Anatambua umuhimu wa msamiati ufaao katika insha ya maelezo. | Anatambua baadhi ya umuhimu wa msamiati ufaao katika insha ya maelezo. | Anatambua baadhi ya umuhimu wa msamiati ufaao katika insha ya maelezo kwa kusaidiwa. |
Kuweza kutumia msamiati ufaao kwa ufasaha katika kuandika insha ya maelezo. | Anatumia msamiati ufaao kwa ufasaha katika kuandika insha ya maelezo kwa urahisi. | Anatumia msamiati ufaao kwa ufasaha katika kuandika insha ya maelezo. | Anatumia baadhi ya msamiati ufaao kwa ufasaha katika kuandika insha za maelezo. | Anatumia baadhi ya msamiati ufaao kwa ufasaha katika kuandika insha za maelezo kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
7.4 Sarufi | 7.4.1 Vitenzi vishirikishi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Je, unajua aina gani za vitenzi? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua vitenzi vishirikishi katika sentensi na vifungu. | Anatambua kwa wepesi vitenzi vishirikishi katika sentensi na vifungu. | Anatambua vitenzi vishirikishi katika sentensi na vifungu. | Anatambua baadhi ya vitenzi vishirikishi katika sentensi na vifungu. | Anatambua baadhi ya vitenzi vishirikishi katika sentensi na vifungu kwa kusaidiwa. |
Kuweza kutumia vitenzi vishirikishi katika sentensi na vifungu. | Anatumia vitenzi vishirikishi katika sentensi na vifungu kwa urahisi. | Anatumia vitenzi vishirikishi katika sentensi na vifungu. | Anatumia baadhi ya vitenzi vishirikishi katika sentensi na vifungu. | Anatumia baadhi ya vitenzi vishirikishi katika sentensi na vifungu kwa kusaidiwa. |
MADA 8.0 ULANGUZI WA BINADAMU | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
8.1 Kusikiliza na Kuzungumza | 8.1.1 Mazungumzo ya Kupasha Habari (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
|
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya mazungumzo ya kupasha habari kwa usahihi. | Anaeleza kwa urahisi maana ya mazungumzo ya kupasha habari kwa usahihi. | Anaeleza maana ya mazungumzo ya kupasha habari kwa usahihi. | Anaeleza kwa kiasi maana ya mazungumzo ya kupasha habari. | Anaeleza kwa kiasi maana ya mazungumzo ya kupasha habari kwa kusaidiwa. |
Kuweza kutambua aina za mazungumzo ya kupasha habari. | Anatambua kwa urahisi aina za mazungumzo ya kupasha habari. | Anatambua aina za mazungumzo ya kupasha habari. | Anatambua baadhi ya aina za mazungumzo za kupasha habari. | Anatambua baadhi ya aina za mazungumzo ya kupasha habari kwa kusaidiwa. |
Kuweza kujadili vipengele vya kuzingatia katika mazungumzo ya kupasha habari. | Anajadili kwa wepesi vipengele vya kuzingatia katika mazungumzo ya kupasha habari. | Anajadili vipengele vya kuzingatia katika mazungumzo ya kupasha habari. | Anajadili baadhi ya vipengele vya kuzingatia katika mazungumzo ya kupasha habari. | Anajadili baadhi ya vipengele vya kuzingatia katika mazungumzo ya kupasha habari kwa kusaidiwa. |
Kuweza kupasha habari kwa kutumia vipengele vifaavyo vya mazungumzo ya kupasha habari. | Anapasha habari kwa wepesi kwa kutumia vipengele vifaavyo vya mazungumzo ya kupasha habari. | Anapasha habari kwa kutumia vipengele vifaavyo vya mazungumzo ya kupasha habari. | Anapasha habari kwa kutumia baadhi ya vipengele vifaavyo vya mazungumzo ya kupasha habari. | Anapasha habari kwa kutumia baadhi ya vipengele vifaavyo vya mazungumzo ya kupasha habari kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
8.2 Kusoma | 8.2.1 Kusoma kwa Kina Mandhari na Ploti (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
|
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya mandhari na ploti katika fasihi. | Anaeleza maana ya mandhari na ploti katika fasihi kwa urahisi. | Anaeleza maana ya mandhari na ploti katika fasihi. | Anatoa maelezo kiasi kuhusu maana ya mandhari na ploti katika fasihi. | Anatoa maelezo kiasi kuhusu maana ya mandhari na ploti katika fasihi kwa kusaidiwa. |
Kuweza kutambua mandhari mbalimbali na ploti katika novela. | Anatambua mandhari mbalimbali na ploti katika novela kwa urahisi. | Anatambua mandhari mbalimbali na ploti katika novela. | Anatambua baadhi ya mandhari na baadhi ya vipengele vya ploti katika novela. | Anatambua baadhi ya mandhari na baadhi ya vipengele vya ploti katika novela kwa kuelekezwa. |
Kuweza kueleza umuhimu wa mandhari na ploti katika novela. | Anaeleza umuhimu wa mandhari na ploti katika novela kwa urahisi. | Anaeleza umuhimu wa mandhari na ploti katika novela. | Anaeleza baadhi ya umuhimu wa mandhari na ploti katika novela. | Anaeleza baadhi ya umuhimu wa mandhari na ploti katika novela kwa kuelekezwa. |
Kuweza kuandika maelezo mafupi kuhusu mandhari na ploti ya novela aliyosoma. | Anaandika maelezo mafupi kuhusu mandhari na ploti ya novela aliyosoma kwa wepesi. | Anaandika maelezo mafupi kuhusu mandhari na ploti ya novela aliyosoma. | Anaandika kwa kiasi maelezo mafupi kuhusu mandhari na ploti ya novela aliyosoma. | Anaandika kwa kiasi maelezo mafupi kuhusu mandhari na ploti ya novela aliyosoma. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
8.3 Kuandika | 8.3.1 Kuandika Viakifishi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
|
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua matumizi ya kiulizi na koma katika maneno, sentensi au vifungu. | Anatambua matumizi ya kiulizi na koma katika maneno, sentensi au vifungu kwa urahisi. | Anatambua matumizi ya kiulizi na koma katika maneno, sentensi au vifungu. | Anatambua baadhi ya matumizi ya kiulizi na koma katika maneno, sentensi au vifungu. | Anatambua baadhi ya matumizi ya kiulizi na koma katika maneno, sentensi au vifungu kwa kusaidiwa. |
Kuweza kutumia kiulizi na koma ipasavyo katika maneno, sentensi au vifungu. | Anatumia kiulizi na koma ipasavyo katika maneno, sentensi au vifungu kwa urahisi. | Anatumia kiulizi na koma ipasavyo katika maneno, sentensi au vifungu. | Anatumia kiulizi na koma ipasavyo katika baadhi ya maneno, sentensi au vifungu. | Anatumia kiulizi na koma ipasavyo katika baadhi ya maneno, sentensi au vifungu kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
8.4 Sarufi | 8.4.1 Ngeli na Upatanisho wa Kisarufi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
Ni vitu gani katika mazingira yako vilivyo na majina yanayopatikana katika ngeli ya A-WA na U-I? |
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua nomino katika ngeli ya A-WA na U-I katika matini. | Anatambua kwa wepesi nomino katika ngeli ya A-WA na U-I katika matini. | Anatambua nomino katika ngeli ya A-WA na U-I katika matini. | Anatambua baadhi ya nomino katika ngeli ya A-WA na U-I katika matini. | Anatambua baadhi ya nomino katika ngeli ya A-WA na U-I katika matini kwa kusaidiwa. |
Kuweza kutambua viambishi vya upatanisho wa kisarufi katika ngeli ya A-WA na U-I katika sentensi. | Anatambua kwa wepesi viambishi vya upatanisho wa kisarufi katika ngeli ya A-WA na U-I katika sentensi. | Anatambua viambishi vya upatanisho wa kisarufi katika ngeli ya A-WA na U-I katika sentensi. | Anatambua viambishi vya upatanisho wa kisarufi katika ngeli ya A-WA na U-I katika baadhi ya sentensi. | Anatambua viambishi vya upatanisho wa kisarufi katika ngeli ya A-WA na U-I katika baadhi ya sentensi kwa kusaidiwa. |
Kuweza kutumia nomino katika ngeli ya A-WA na U-I kutunga sentensi zenye upatanisho ufaao wa kisarufi. | Anatumia nomino katika ngeli za A-WA na U-I kutunga sentensi zenye upatanisho ufaao wa kisarufi kwa wepesi. | Anatumia nomino katika ngeli ya A-WA na U-I kutunga sentensi zenye upatanisho ufaao wa kisarufi. | Anatumia baadhi ya nomino katika ngeli ya A-WA na U-I kutunga sentensi zenye upatanisho ufaao wa kisarufi. | Anatumia baadhi ya nomino katika ngeli ya A-WA na U-I kutunga sentensi zenye upatanisho ufaao wa kisarufi kwa kusaidiwa. |
MADA 9.0 MATUMIZI YA VIFAA VYA KIDIJITALI KATIKA MAWASILIANO | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
9.1 Kusikiliza na Kuzungumza | 9.1.1 Kusikiliza kwa Kina (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
Ni maneno yepi unayoyajua yaliyo na sauti /d/ na /nd/? |
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua sauti /d/na /nd/ katika silabi na maneno. | Anatambua kwa urahisi sauti /d /na /nd/ katika silabi na maneno. | Anatambua sauti /d/ na /nd/ katika silabi na maneno. | Anatambua sauti /d/ na /nd/ katika baadhi ya silabi na maneno. | Anatambua sauti /d/ na /nd/ katika baadhi ya silabi na maneno kwa kusaidiwa. |
Kutamka sauti /d/na /nd/ ipasavyo katika silabi na maneno. | Anatamka sauti /d/ na /nd/ ipasavyo katika silabi na maneno kwa ufasaha. | Anatamka sauti /d/ na /nd/ ipasavyo katika silabi na maneno. | Anatamka sauti /d/na /nd/ ipasavyo katika baadhi ya silabi na maneno. | Anatamka sauti /d/ na /nd/ ipasavyo katika baadhi ya silabi na maneno kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
9.2 Kusoma | 9.2.1 Ufahamu wa Kifungu cha Shawishi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe;
|
Kifungu cha ushawishi kina sifa gani? |
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kudondoa habari mahususi katika kifungu cha ufahamu. | Anadondoa habari mahususi katika kifungu cha ufahamu kwa wepesi. | Anadondoa habari mahususi katika kifungu cha ufahamu. | Anadondoa baadhi ya habari mahususi katika kifungu cha ufahamu. | Anadondoa baadhi ya habari mahususi katika kifungu cha ufahamu kwa kusaidiwa. |
Kuweza kueleza maana ya msamiati na vifungu vya maneno katika kifungu cha ufahamu. | Anaeleza maana ya msamiati na vifungu vya maneno katika kifungu cha ufahamu kwa urahisi. | Anaeleza maana ya msamiati na vifungu vya maneno katika kifungu cha ufahamu. | Anaeleza maana ya baadhi ya msamiati na vifungu vya maneno katika kifungu cha ufahamu. | Anaeleza maana ya baadhi ya msamiati na vifungu vya maneno katika kifungu cha ufahamu kwa kusaidiwa. |
Kuweza kueleza habari za kifungu cha ufahamu kwa ufupi. | Anaeleza habari za kifungu cha ufahamu kwa ufupi na kwa urahisi. | Anaeleza habari za kifungu cha ufahamu kwa ufupi. | Anaeleza sehemu ya habari za kifungu cha ufahamu kwa ufupi. | Anaeleza sehemu ya habari za kifungu cha ufahamu kwa ufupi kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
9.3 Kuandika | 9.3.1 Insha za Kubuni Masimulizi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
Ni sehemu gani kuu katika mpangilio wa matukio ya insha ya masimulizi? |
Umilisi wa Kimsingi Unaokuzwa
|
||||
Masuala Mtambuko
|
||||
Maadili
|
||||
Uhusiano na Masomo Mengine
|
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua vipengele vinavyozingatiwa kujenga wazo katika insha ya masimulizi. | Anatambua kwa wepesi vipengele vinavyozingatiwa kujenga wazo katika insha ya masimulizi. | Anatambua vipengele vinavyozingatiwa kujenga wazo katika insha ya masimulizi. | Anatambua baadhi ya vipengele vinavyozingatiwa kujenga wazo katika insha ya masimulizi. | Anatambua baadhi ya vipengele vinavyozingatiwa kujenga wazo katika insha ya masimulizi kwa kuelekezwa. |
Kuweza kueleza vipengele vinavyojenga wazo kuhusu insha ya masimulizi. | Anaeleza vipengele vinavyojenga wazo kuhusu insha ya masimulizi kwa urahisi. | Anaeleza vipengele vinavyojenga wazo kuhusu insha ya masimulizi. | Anaeleza baadhi ya vipengele vinavyojenga wazo kuhusu insha ya masimulizi. | Anaeleza baadhi ya vipengele vinavyojenga wazo kuhusu insha ya masimulizi kwa kuelekezwa. |
Kuweza kuandika insha ya masimulizi akikuza wazo katika aya ipasavyo. | Anaandika kwa wepesi insha ya masimulizi akikuza wazo katika aya ipasavyo. | Anaandika insha ya masimulizi akikuza wazo katika aya ipasavyo. | Anaandika insha ya masimulizi akikuza kwa kiasi wazo katika aya ipasavyo. | Anaandika insha ya masimulizi akikuza kwa kiasi wazo katika aya kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
9.4 Sarufi | 9.4.1 Ngeli na Upatanisho wa Kisarufi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
|
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua nomino za ngeli ya KI-VI na LI-YA katika matini. | Anatambua kwa urahisi nomino za ngeli ya KI-VI na LI-YA katika matini. | Anatambua nomino za ngeli ya KI-VI na LI-YA katika matini. | Anatambua baadhi ya nomino za ngeli ya KI-VI na LI-YA katika matini. | Anatambua baadhi ya nomino za ngeli ya KI-VI na LI-YA katika matini kwa kusaidiwa. |
Kuweza kutambua viambishi vya upatanisho wa kisarufi vya ngeli ya KI-VI na LI-YA katika sentensi. | Anatambua kwa wepesi viambishi vya upatanisho wa kisarufi vya ngeli ya KI-VI na LI-YA katika sentensi. | Anatambua viambishi vya upatanisho wa kisarufi vya ngeli ya KI-VI na LI-YA katika sentensi. | Anatambua viambishi vya upatanisho wa kisarufi vya ngeli ya KI-VI na LI-YA katika baadhi ya sentensi. | Anatambua viambishi vya upatanisho wa kisarufi vya ngeli ya KI-VI na LI-YA katika baadhi ya sentensi kwa kusaidiwa. |
Kuweza kutumia nomino katika ngeli ya KI-VI na LI-YA kwa kuzingatia upatanisho ufaao wa kisarufi. | Anatumia nomino katika ngeli ya KI-VI na LI-YA kwa kuzingatia upatanisho ufaao wa kisarufi kwa wepesi. | Anatumia nomino katika ngeli ya KI-VI na LI-YA kwa kuzingatia upatanisho ufaao wa kisarufi. | Anatumia baadhi ya nomino katika ngeli ya KI-VI na LI-YA kwa kuzingatia upatanisho ufaao wa kisarufi. | Anatumia baadhi ya nomino katika ngeli ya KI-VI na LI-YA kwa kuzingatia upatanisho ufaao wa kisarufi kwa kusaidiwa. |
MADA 10.0 KUJITHAMINI | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
10.1 Kusikiliza na Kuzungumza | 10.1.1 Nyimbo za Kazi na za Dini (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
|
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya nyimbo za kazi na za dini. | Anaeleza maana ya nyimbo za kazi na za dini ipasavyo kwa urahisi. | Anaeleza maana ya nyimbo za kazi na za dini. | Anaeleza kwa kiasi maana ya nyimbo za kazi na za dini. | Anaeleza kwa kiasi maana ya nyimbo za kazi na za dini kwa kusaidiwa. |
Kuweza kutambua mazingira ambapo nyimbo za kazi na za dini huimbwa. | Anatambua mazingira ambapo nyimbo za kazi na za dini huimbwa kwa urahisi. | Anatambua mazingira ambapo nyimbo za kazi na za dini huimbwa. | Anatambua baadhi ya mazingira ambapo nyimbo za kazi na za dini huimbwa. | Anatambua baadhi ya mazingira ambapo nyimbo za kazi na za dini huimbwa kwa kusaidiwa. |
Kuweza kueleza ujumbe katika nyimbo za kazi na za dini. | Anaeleza ujumbe katika nyimbo za kazi na za dini kwa wepesi. | Anaeleza ujumbe katika nyimbo za kazi na za dini. | Anaeleza baadhi ya ujumbe katika nyimbo za kazi na za dini. | Anaeleza baadhi ya ujumbe katika nyimbo za kazi na za dini kwa kuelekezwa. |
Kuweza kuwasilisha nyimbo za kazi na za dini kwa kuzingatia hisia na ishara za mwili. | Anawasilisha kwa wepesi nyimbo za kazi na za dini kwa kuzingatia hisia na ishara za mwili. | Anawasilisha nyimbo za kazi na za dini kwa kuzingatia hisia na ishara za mwili. | Anawasilisha kwa kiasi nyimbo za kazi na za dini kwa kuzingatia hisia na ishara za mwili. | Anawasilisha kwa kiasi nyimbo za kazi na za dini kwa kuzingatia hisia na ishara za mwili kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
10.2 Kusoma | 10.2.1 Kusoma kwa Kina Wahusika (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
Ni mambo yapi yanayokuweze- sha kuwaelewa wahusika katika novela? |
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua wahusika katika novela aliyosoma. | Anatambua wahusika katika novela aliyosoma kwa urahisi. | Anatambua wahusika katika novela aliyosoma. | Anatambua baadhi ya wahusika katika novela aliyosoma. | Anatambua baadhi ya wahusika katika novela aliyosoma kwa kuelekezwa. |
Kuweza kujadili sifa za wahusika katika novela. | Anaweza kujadili sifa za wahusika katika novela kwa urahisi. | Anaweza kujadili sifa za wahusika katika novela. | Anaweza kujadili baadhi ya sifa za wahusika katika novela. | Anaweza kujadili baadhi ya sifa za wahusika katika novela kwa kusaidiwa. |
Kuweza kueleza uhusiano kati ya wahusika katika novela. | Anaweza kueleza uhusiano kati ya wahusika katika novela kwa urahisi. | Anaweza kueleza uhusiano kati ya wahusika katika novela. | Anaweza kueleza kwa kiasi uhusiano kati ya wahusika katika novela. | Anaweza kueleza kwa kiasi uhusiano kati ya wahusika katika novela kwa kuelekezwa. |
Kuweza kuandika muhtasari wa sifa za wahusika katika novela. | Anaandika muhtasari wa sifa za wahusika katika novela kwa wepesi. | Anaandika muhtasari wa sifa za wahusika katika novela. | Anaandika kwa kiasi muhtasari wa sifa za wahusika katika novela. | Anaandika kwa kiasi muhtasari wa sifa za wahusika katika novela kwa kusaidiwa. |
Kujadili mafunzo yanayotokana na matendo ya wahusika katika novela. | Anajadili mafunzo yanayotokana na matendo ya wahusika katika novela kwa urahisi. | Anajadili mafunzo yanayotokana na matendo ya wahusika katika novela. | Anajadili baadhi ya mafunzo yanayotokana na matendo ya wahusika katika novela. | Anajadili baadhi ya mafunzo yanayotokana na matendo ya wahusika katika novela kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
10.3 Kuandika | 10.3.1 Barua ya Kuomba Msamaha (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze: a) kueleza umuhimu wa barua rasmi ya kuomba msamaha b) kutambua ujumbe katika barua rasmi ya kuomba msamaha c) kutambua vipengele vya kimuundo vya barua rasmi ya kuomba msamaha d) kuandika barua rasmi ya kuomba msamaha kwa kuzingatia ujumbe, muundo na lugha ifaayo e) kufurahia kujieleza kwa njia ifaayo kupitia kwa barua. |
Mwanafunzi aelekezwe: • kueleza umuhimu wa kuandika barua rasmi ya kuomba msamaha kuhusu matukio mbalimbali (k.v. kukosa kuhudhuria darasa, kuchelewa kufika shuleni, n.k.) akiwa peke yake, wawiliwawili au katika kikundi • kutambua ujumbe unaoafiki barua rasmi ya kuomba msamaha kwa kujadiliana na mwenzake • kujadili katika kikundi vipengele vya kimuundo vya barua rasmi ya kuomba msamaha (k.v. anwani, suala linaloshughulikiwa, sahihi n.k.) akiwa peke yake, wawiliwawili au katika kikundi • kujadili na wenzake kuhusu lugha inayofaa katika uandishi wa barua rasmi ya kuomba msamaha • kuandika barua rasmi ya kuomba msamaha kuhusu matukio mbalimbali na kuwasomea wenzake darasani ili waitolee maoni • kuandika barua ya kuomba msamaha katika kifaa cha kidijitali na kuwasambazia wenzake kupitia mtandao ili waitolee maoni. |
1. Je, ni mambo gani yanayoweza kukufanya uandike barua rasmi ya kuomba msamaha? 2. Je, utazingatia nini unapoandika barua ya kuomba msamaha? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza umuhimu wa barua rasmi ya kuomba msamaha. | Anaeleza kwa urahisi umuhimu wa barua rasmi ya kuomba msamaha. | Anaeleza umuhimu wa barua rasmi ya kuomba msamaha. | Anaeleza kwa kiasi umuhimu wa barua rasmi ya kuomba msamaha. | Anaeleza kwa kiasi umuhimu wa barua rasmi ya kuomba msamaha kwa kusaidiwa. |
Kuweza kutambua ujumbe katika barua rasmi ya kuomba msamaha. | Anatambua ujumbe katika barua rasmi ya kuomba msamaha kwa urahisi. | Anatambua ujumbe katika barua rasmi ya kuomba msamaha . | Anatambua ujumbe katika barua rasmi ya kuomba msamaha. Anatambua baadhi ya ujumbe katika barua rasmi ya kuomba msamaha. | Anatambua baadhi ya ujumbe katika barua rasmi ya kuomba msamaha kwa kuelekezwa. |
Kuweza kutambua vipengele vya kimuundo vya barua rasmi ya kuomba msamaha. | Anatambua kwa wepesi vipengele vya kimuundo vya barua rasmi ya kuomba msamaha. | Anatambua vipengele vya kimuundo vya barua rasmi ya kuomba msamaha. | Anatambua baadhi ya vipengele vya kimuundo vya barua rasmi ya kuomba msamaha. | Anatambua baadhi ya vipengele vya kimuundo vya barua rasmi ya kuomba msamaha kwa kusaidiwa. |
Kuweza kuandika barua rasmi ya kuomba msamaha kwa kuzingatia ujumbe, muundo na lugha ifaayo. | Anaandika kwa urahisi barua rasmi ya kuomba msamaha kwa kuzingatia ujumbe, muundo na lugha ifaayo. | Anaandika barua rasmi ya kuomba msamaha kwa kuzingatia ujumbe, muundo na lugha ifaayo. | Anaandika barua rasmi ya kuomba msamaha kwa kuzingatia baadhi ya vipengele vya ujumbe, muundo na lugha ifaayo. | Anaandika barua rasmi ya kuomba msamaha kwa kuzingatia baadhi ya vipengele vya ujumbe, muundo na lugha ifaayo kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
10.4 Sarufi | 10.4.1 Vinyume vya Maneno (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Je, ni vinyume gani vya nomino na vivumishi unavyovijua? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza dhana ya kinyume cha maneno. | Anaeleza dhana ya kinyume cha maneno kwa urahisi. | Anaeleza dhana ya kinyume cha maneno. | Anaeleza kwa kiasi dhana ya kinyume cha maneno. | Anaeleza kwa kiasi dhana ya kinyume cha maneno kwa kusaidiwa. |
Kuweza kutambua vinyume vya nomino na vivumishi katika fungu la maneno. | Anatambua vinyume vya nomino na vivumishi katika fungu la maneno kwa wepesi. | Anatambua vinyume vya nomino na vivumishi katika fungu la maneno. | Anatambua baadhi ya vinyume vya nomino na vivumishi katika fungu la maneno. | Anatambua baadhi ya vinyume vya nomino na vivumishi katika fungu la maneno kwa kuelekezwa. |
Kuweza kutumia vinyume vya nomino na vivumishi katika sentensi na vifungu. | Anatumia vinyume vya nomino na vivumishi katika sentensi na vifungu kwa wepesi. | Anatumia vinyume vya nomino na vivumishi katika sentensi na vifungu. | Anatumia baadhi ya vinyume vya nomino na vivumishi katika sentensi na vifungu. | Anatumia baadhi ya vinyume vya nomino na vivumishi katika sentensi na vifungu kwa kusaidiwa. |
MADA 11.0 MAJUKUMU YA WATOTO | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
11.1 Kusikiliza na Kuzungumza | 11.1.1 Kuzungumza kwa Kuambatanisha na Vitendo (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya kuzungumza kwa kuambatanisha na vitendo. | Anaeleza maana ya kuzungumza kwa kuambatanisha na vitendo kwa usahihi. | Anaeleza maana ya kuzungumza kwa kuambatanisha na vitendo. | Anaeleza kwa kiasi maana ya kuzungumza kwa kuambatanisha na vitendo. | Anaeleza kwa kiasi maana ya kuzungumza kwa kuambatanisha na vitendo kwa kusaidiwa. |
Kuweza kutambua umuhimu wa kuzungumza kwa kuambatanisha na vitendo. | Anatambua kwa wepesi umuhimu wa kuzungumza kwa kuambatanisha na vitendo. | Anatambua umuhimu wa kuzungumza kwa kuambatanisha na vitendo. | Anatambua baadhi ya umuhimu wa kuzungumza kwa kuambatanisha na vitendo. | Anatambua baadhi ya umuhimu wa kuzungumza kwa kuambatanisha na vitendo kwa kusaidiwa. |
Kuweza kujadili vitendo vya kuambatanisha na mazungumzo. | Anajadili kwa urahisi vitendo vya kuambatanisha na mazungumzo. | Anajadili vitendo vya kuambatanisha na mazungumzo. | Anajadili baadhi ya vitendo vya kuambatanisha na mazungumzo. | Anajadili baadhi ya vitendo vya kuambatanisha na mazungumzo kwa kuelekezwa. |
Kuweza kutoa mazungumzo kwa kuyaambatanisha na vitendo vifaavyo. | Anatoa mazungumzo kwa kuyaambatanisha na vitendo vifaavyo kwa urahisi. | Anatoa mazungumzo kwa kuyaambatanisha na vitendo vifaavyo. | Anatoa mazungumzo kwa kuyaambatanisha na baadhi ya vitendo vifaavyo. | Anatoa mazungumzo kwa kuyaambatanisha na baadhi ya vitendo vifaavyo kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
11.2 Kusoma | 11.2.1 Kusoma kwa Mapana (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza ujumbe wa matini ya kujichagulia. | Anaeleza ujumbe wa matini ya kujichagulia kwa urahisi. | Anaeleza ujumbe wa matini ya kujichagulia. | Anaeleza baadhi ya ujumbe wa matini ya kujichagulia. | Anaeleza baadhi ya ujumbe wa matini ya kujichagulia kwa kusaidiwa. |
Kuweza kutambua msamiati uliotumiwa katika matini ya kujichagulia. | Anatambua msamiati uliotumiwa katika matini ya kujichagulia kwa urahisi. | Anatambua msamiati uliotumiwa katika matini ya kujichagulia. | Anatambua baadhi ya msamiati uliotumiwa katika matini ya kujichagulia. | Anatambua baadhi ya msamiati uliotumiwa katika matini ya kujichagulia kwa kusaidiwa. |
Kuweza kutumia ipasavyo msamiati aliosoma katika matini ya kujichagulia. | Anatumia ipasavyo msamiati aliosoma katika matini ya kujichagulia. | Anatumia ipasavyo msamiati aliosoma katika matini ya kujichagulia. | Anatumia ipasavyo baadhi ya msamiati aliosoma katika matini ya kujichagulia. | Anatumia ipasavyo baadhi ya msamiati aliosoma katika matini ya kujichagulia kwa kusaidiwa. |
Kuweza kutoa muhtasari wa matini ya kujichagulia | Anatoa muhtasari wa aliyosoma. matini ya kujichagulia aliyosoma kwa urahisi. | Anatoa muhtasari wa matini ya kujichagulia aliyosoma. | Anatoa muhtasari wa sehemu ya matini ya kujichagulia aliyosoma. | Anatoa muhtasari wa sehemu ya matini ya kujichagulia aliyosoma kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
11.3 Kuandika | 11.3.1 Insha za Maelezo (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Je, unawezaje kupanga matukio katika insha ya maelezo? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua vipengele vya mpangilio wa insha za maelezo. | Anatambua vipengele vya mpangilio wa insha za maelezo kwa urahisi. | Anatambua vipengele vya mpangilio wa insha za maelezo. | Anatambua baadhi ya vipengele vya mpangilio wa insha za maelezo. | Anatambua baadhi ya vipengele vya mpangilio wa insha za maelezo kwa kusaidiwa. |
Kuweza kueleza mpangilio wa insha ya maelezo. | Anaeleza mpangilio wa insha ya maelezo kwa urahisi. | Anaeleza mpangilio wa insha ya maelezo. | Anaeleza baadhi ya sehemu za mpangilio wa insha ya maelezo. | Anaeleza baadhi ya sehemu za mpangilio wa insha ya maelezo kwa kusaidiwa. |
Kuweza kuandika insha ya maelezo inayozingatia mpangilio ufaao wa maelezo. | Anaandika insha ya maelezo inayozingatia mpangilio ufaao wa maelezo kwa weledi. | Anaandika insha ya maelezo inayozingatia mpangilio ufaao wa maelezo. | Anaandika insha ya maelezo inayozingatia kwa kiasi mpangilio ufaao wa maelezo. | Anaandika insha ya maelezo inayozingatia kwa kiasi mpangilio ufaao wa maelezo kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
11.4 Sarufi | 11.4.1 Mnyambuliko wa Vitenzi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Ni kauli gani za vitenzi unazozijua? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua kauli ya kutenda, kutendea na kutendwa katika vitenzi. | Anatambua kwa wepesi kauli ya kutenda, kutendea na kutendwa katika vitenzi. | Anatambua kauli ya kutenda, kutendea na kutendwa katika vitenzi. | Anatambua baadhi ya kauli za kutenda, kutendea na kutendwa katika baadhi ya vitenzi. | Anatambua baadhi ya kauli za kutenda, kutendea na kutendwa katika baadhi ya vitenzi kwa kuelekezwa. |
Kuweza kutumia vitenzi katika kauli ya kutenda, kutendea na kutendwa ipasavyo. | Anatumia kwa urahisi vitenzi katika kauli ya kutenda, kutendea na kutendwa ipasavyo. | Anatumia vitenzi katika kauli ya kutenda, kutendea na kutendwa ipasavyo. | Anatumia baadhi ya vitenzi katika kauli ya kutenda, kutendea na kutendwa ipasavyo. | Anatumia baadhi ya vitenzi katika kauli ya kutenda, kutendea na kutendwa ipasavyo kwa kusaidiwa. |
MADA 12.0 MAGONJWA YANAYOAMBUKIZWA | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
12.1 Kusikiliza na Kuzungumza | 12.1.1 Kusikiliza kwa Makini (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Kwa nini ni muhimu kutambua hoja katika habari uliyosikiliza? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua hoja muhimu katika habari aliyosikiliza. | Anatambua kwa wepesi hoja muhimu katika habari aliyosikiliza. | Anatambua hoja muhimu katika habari aliyosikiliza. | Anatambua baadhi ya hoja muhimu katika habari aliyosikiliza. | Anatambua baadhi ya hoja muhimu katika habari aliyosikiliza kwa kuelekezwa. |
Kuweza kuwasilisha hoja muhimu katika habari aliyosikiliza. | Anawasilisha hoja muhimu katika habari aliyosikiliza kwa urahisi. | Anawasilisha hoja muhimu katika habari aliyosikiliza. | Anawasilisha baadhi ya hoja muhimu katika habari aliyosikiliza. | Anawasilisha, kwa kusaidiwa, baadhi ya hoja muhimu katika habari aliyosikiliza. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
12.2 Kusoma | 12.2.1 Kusoma kwa Ufasaha (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Unazingatia nini ili kusoma makala kwa ufasaha? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kusoma kifungu kwa kuzingatia matamshi bora. | Anasoma kifungu kwa kuzingatia matamshi bora kwa urahisi. | Anasoma kifungu kwa kuzingatia matamshi bora. | Anasoma sehemu za kifungu kwa kuzingatia matamshi bora. | Anasoma sehemu za kifungu kwa kuzingatia matamshi bora kwa kusaidiwa. |
Kusoma kifungu kwa kasi ifaayo. | Anasoma kifungu kwa kasi ifaayo kwa urahisi. | Anasoma kifungu kwa kasi ifaayo. | Anasoma sehemu za kifungu kwa kasi ifaayo. | Anasoma sehemu za kifungu kwa kasi ifaayo kwa kusaidiwa. |
Kusoma kifungu kwa kutumia sauti ipasavyo. | Anasoma kifungu kwa kutumia sauti ipasavyo kwa urahisi. | Anasoma kifungu kwa kutumia sauti ipasavyo. | Anasoma sehemu za kifungu kwa kutumia sauti ipasavyo. | Anasoma sehemu za kifungu kwa kutumia sauti ipasavyo kwa kusaidiwa. |
Kusoma kifungu kwa kuambatanisha ishara zifaazo. | Anasoma kifungu kwa kuambatanisha ishara zifaazo kwa urahisi. | Anasoma kifungu kwa kuambatanisha ishara zifaazo. | Anasoma kifungu kwa kuambatanisha ishara zifaazo katika baadhi ya sehemu. | Anasoma kifungu kwa kuambatanisha ishara zifaazo katika baadhi ya sehemu kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
12.3 Kuandika | 12.3.1 Hotuba ya Kupasha Habari (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Ni mambo yepi ambayo yanaweza kuelezwa kupitia kwa hotuba? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kueleza maana ya hotuba ya kupasha habari. | Anaeleza maana ya hotuba ya kupasha habari kwa urahisi. | Anaeleza maana ya hotuba ya kupasha habari. | Anaeleza kwa kiasi maana ya hotuba ya kupasha habari. | Anaeleza kwa kiasi maana ya hotuba ya kupasha habari kwa kusaidiwa. |
Kuweza kutambua hotuba ya kupasha habari katika matini. | Anatambua kwa wepesi hotuba ya kupasha habari katika matini. | Anatambua hotuba ya kupasha habari katika matini. | Anatambua hotuba ya kupasha habari katika baadhi ya matini. | Anatambua hotuba ya kupasha habari katika matini mbalimbali kwa kuelekezwa. |
Kuweza kueleza ujumbe, lugha na muundo wa hotuba ya kupasha habari. | Anaeleza kwa urahisi ujumbe, lugha na muundo wa hotuba ya kupasha habari. | Anaeleza ujumbe, lugha na muundo wa hotuba ya kupasha habari. | Anaeleza baadhi ya masuala ya ujumbe, lugha na muundo wa hotuba ya kupasha habari. | Anaeleza baadhi ya masuala ya ujumbe, lugha na muundo wa hotuba ya kupasha habari kwa kuelekezwa. |
Kuweza kuandika hotuba ya kupasha habari kwa kuzingatia ujumbe, lugha na muundo ufaao. | Anaandika kwa urahisi hotuba ya kupasha habari kwa kuzingatia ujumbe, lugha na muundo ufaao. | Anaandika hotuba ya kupasha habari kwa kuzingatia ujumbe, lugha na muundo ufaao. | Anaandika hotuba ya kupasha habari kwa kuzingatia baadhi ya vipengele vya ujumbe, lugha na muundo ufaao. | Anaandika hotuba ya kupasha habari kwa kuzingatia baadhi ya vipengele vya ujumbe, lugha na muundo ufaao kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
12.4 Sarufi | 12.4.1 Aina za Sentensi (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
|
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Maadili
|
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Maadili
|
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya sentensi sahili na ambatano. | Anaeleza kwa urahisi maana ya sentensi sahili na ambatano. | Anaeleza maana ya sentensi sahili na ambatano. | Anaeleza kwa kiasi maana ya sentensi sahili na ambatano. | Anaeleza kwa kiasi maana ya sentensi sahili na ambatano kwa kusaidiwa. |
Kuweza kutambua sentensi sahili na ambatano katika matini. | Anatambua kwa urahisi sentensi sahili na ambatano katika matini. | Anatambua sentensi sahili na ambatano katika matini. | Anatambua baadhi ya sentensi sahili na ambatano katika matini. | Anatambua baadhi ya sentensi sahili na ambatano katika matini kwa kusaidiwa. |
Kuweza kutunga sentensi sahili na ambatano ipasavyo. | Anatunga sentensi sahili na ambatano ipasavyo kwa urahisi. | Anatunga sentensi sahili na ambatano ipasavyo. | Anatunga baadhi ya sentensi sahili na ambatano ipasavyo. | Anatunga baadhi ya sentensi sahili na ambatano kwa kuelekezwa. |
MADA 13.0 UTATUZI WA MIZOZO | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
13 .1 Kusikiliza na Kuzungumza | 13.1.1 Wahusika katika Nyimbo (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
● kuchambua akiwa na wenzake wahusika katika wimbo anaosikiliza au kuimba ● kuimba au kusikiliza wimbo katika vifaa vya kidijitali (k.v simu, redio, kipakatalishi na runinga) kuhusu suala lengwa akiwa na wenzake huku akichukua nafasi mbalimbali (k.v mwimbaji, hadhira n.k.) ● kueleza mafunzo kutokana na wahusika katika wimbo akiwa peke yake, wawiliwawili au katika kikundi ● kutunga wimbo kuhusu mada lengwa na kuwawasilishia wenzake ili kuchanganua wahusika ● kushirikiana na mzazi au mlezi kuchanganua wahusika katika nyimbo mbalimbali kutoka kwa jamii yake. |
Je, ni wahusika gani katika wimbo unaowajua? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua wahusika katika wimbo. | Anatambua wahusika katika wimbo kwa wepesi. | Anatambua wahusika katika wimbo. | Anatambua baadhi ya wahusika katika wimbo. | Anatambua baadhi ya wahusika katika wimbo kwa kuelekezwa. |
Kuweza kuchambua wahusika katika wimbo. | Anachambua kwa wepesi wahusika katika wimbo. | Anachambua wahusika katika wimbo. | Anachambua baadhi ya wahusika katika wimbo. | Anachambua baadhi ya wahusika katika wimbo kwa kuelekezwa. |
Kuweza kueleza mafunzo kutokana na wahusika katika wimbo. | Anaeleza kwa urahisi mafunzo kutokana na wahusika katika wimbo. | Anaeleza mafunzo kutokana na wahusika katika wimbo. | Anaeleza baadhi ya mafunzo kutokana na wahusika katika wimbo. | Anaeleza baadhi ya mafunzo kutokana na wahusika katika wimbo kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Swali Dadisi |
13.2 Kusoma | 13.2.1 Kusoma kwa Kina Mbinu za Lugha (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Mbinu za lugha zina umuhimu gani zinapotumiwa katika kifungu? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kueleza maana ya mbinu za lugha katika fasihi. | Anaeleza maana ya mbinu za lugha katika fasihi kwa urahisi. | Anaeleza maana ya mbinu za lugha katika fasihi. | Anatoa maelezo kiasi kuhusu maana ya mbinu za lugha katika fasihi. | Anatoa maelezo kiasi kuhusu maana ya mbinu za lugha katika fasihi kwa kusaidiwa. |
Kuweza kutambua mbinu za lugha katika novela. | Anatambua mbinu za lugha katika novela kwa urahisi. | Anatambua mbinu za lugha katika novela. | Anatambua baadhi ya mbinu za lugha katika novela. | Anatambua baadhi ya mbinu za lugha katika novela kwa kusaidiwa. |
Kuweza kueleza umuhimu wa mbinu za lugha zilizotumiwa katika novela. | Anaeleza kwa urahisi umuhimu wa mbinu za lugha zilizotumiwa katika novela. | Anaeleza umuhimu wa mbinu za lugha zilizotumiwa katika novela. | Anaeleza umuhimu wa baadhi ya mbinu za lugha zilizotumiwa katika novela. | Anaeleza umuhimu wa baadhi ya mbinu za lugha zilizotumiwa katika novela kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
13.3 Kuandika | 13.3.1 Insha za Kubuni Maelezo (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe: • kutambua dhana ya insha ya maelezo akiwa peke yake au katika kikundi • kutambua mambo ya kimsingi katika uandishi wa insha ya maelezo akiwa na wenzake katika kikundi • kujadiliana na wenzake kuhusu mada ya insha ya maelezo • kuandaa vidokezo vya insha ya maelezo kuhusu sura na matendo ya mtu anayelengwa katika insha ya maelezo akiwa peke yake, wawiliwawili au katika kikundi • kuandika insha ya maelezo inayotoa sifa za mtu akizingatia muundo ufaao na inayohusisha suala lengwa kisha awasomee wenzake darasani • kubuni insha ya maelezo inayotoa sifa za mtu kisha awasambazie wenzake mtandaoni ili waitolee maoni • kutolea insha za wenzake maoni kwa upendo |
1. Je, insha ya maelezo inahusu nini? 2. Je, ni vigezo vipi vinatumika katika kuandika insha ya maelezo? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua mambo ya kimsingi katika uandishi wa insha ya maelezo. | Anatambua kwa urahisi mambo ya kimsingi katika uandishi wa insha ya maelezo. | Anatambua mambo ya kimsingi katika uandishi wa insha ya maelezo. | Anatambua baadhi ya mambo ya kimsingi katika uandishi wa insha ya maelezo. | Anatambua baadhi ya mambo ya kimsingi katika uandishi wa insha ya maelezo kwa kusaidiwa. |
Kuweza kuandika insha ya maelezo inayodhihirisha sifa za mtu. | Anaandika kwa wepesi insha ya maelezo inayodhihirisha sifa za mtu. | Anaandika insha ya maelezo inayodhihirisha sifa za mtu. | Anaandika insha ya maelezo inayodhihirisha baadhi ya sifa za mtu. | Anaandika insha ya maelezo inayodhihirisha baadhi ya sifa za mtu kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
13.4 Sarufi | 13.4.1 Ukanushaji kwa Kuzingatia Nyakati (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe: ● kueleza maana ya ukanushaji akiwa peke yake, wawiliwawili au katika kikundi ● kutambua nyakati tatu tofauti (uliopita, uliopo, ujao) kutoka kwenye chati, mti maneno, vitabu au vifaa vya kidijitali akiwa peke yake, wawiliwawili au katika kikundi ● kutambua ukanushaji wa sentensi katika wakati uliopita, uliopo na ujao akiwa na wenzake katika kikundi ● kutunga sentensi kwa kutumia nyakati hizo na kujadiliana na wenzake wakiwa wawili wawili au katika kikundi ● kutunga sentensi zinazoonyesha ukanushaji katika wakati uliopita, uliopo na ujao kuhusu suala lengwa kisha awatumie wenzake kupitia vifaa vya kidijitali ● kushirikiana na mzazi au mlezi kutunga sentensi zinazoonyesha ukanushaji wa wakati uliopo, uliopita na ujao. |
unakanusha sentensi kwa kuzingatia nyakati gani? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana ya ukanushaji. | Anaeleza maana ya ukanushaji kwa urahisi. | Anaeleza maana ya ukanushaji. | Anaeleza kwa kiasi maana ya ukanushaji. | Anaeleza kwa kiasi maana ya ukanushaji kwa kuelekezwa. |
Kuweza kutambua nyakati katika matini. | Anatambua kwa wepesi nyakati katika matini. | Anatambua nyakati katika matini. | Anatambua baadhi ya nyakati katika matini. | Anatambua baadhi ya nyakati katika matini kwa kusaidiwa. |
Kuweza kutambua ukanushaji kwa kuzingatia wakati uliopita, uliopo na ujao katika matini. | Anatambua kwa wepesi ukanushaji kwa kuzingatia wakati uliopita, uliopo na ujao katika matini. | Anatambua ukanushaji kwa kuzingatia wakati uliopita, uliopo na ujao katika matini. | Anatambua baadhi ya ukanushaji kwa kuzingatia wakati uliopita, uliopo na ujao katika matini. | Anatambua baadhi ya ukanushaji kwa kuzingatia wakati uliopita, uliopo na ujao katika matini kwa kusaidiwa. |
Kuweza kutunga sentensi kwa kuzingatia ukanushaji wa wakati uliopita, uliopo na ujao. | Anatunga sentensi kwa kuzingatia ukanushaji wa wakati uliopita, uliopo na ujao kwa wepesi. | Anatunga sentensi kwa kuzingatia ukanushaji wa wakati uliopita, uliopo na ujao. | Anatunga baadhi ya sentensi kwa kuzingatia ukanushaji wa wakati uliopita, uliopo na ujao. | Anatunga baadhi ya sentensi kwa kuzingatia ukanushaji wa wakati uliopita, uliopo na ujao kwa kuelekezwa. |
14.0 MATUMIZI YA PESA | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
14.1 Kusikiliza na Kuzungumza | 14.1.1 Lugha katika Nyimbo (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe: ● kutambua vipengele vya lugha (k.v urudiaji, nahau, methali, maneno yasiyokuwa na maana n.k.) kwa kusikiliza nyimbo kuhusu suala lengwa kutoka kwa mwalimu, kwenye maandishi (k.v vitabu, chati n.k) au vifaa vya kidijitali, akiwa peke yake, wawiliwawili au katika kikundi ● kujadili umuhimu wa vipengele vya lugha vilivyotumika katika nyimbo walizosikiliza akiwa na wenzake ● kutunga wimbo unaohusiana na suala lengwa akizingatia vipengele vya lugha katika nyimbo akiwa peke yake, wawiliwawili au katika kikundi ● kushirikiana na mzazi au mlezi wake kusikiliza na kutambua vipengele vya lugha katika nyimbo. |
1. Nyimbo hutumia vipengele gani vya lugha? 2. Kutumia vipengele mbalimbali vya lugha katika wimbo kuna umuhimu gani? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua vipengele vya lugha vinavyotumika katika nyimbo. | Anatambua vipengele vya lugha vinavyotumika katika nyimbo kwa urahisi. | Anatambua vipengele vya lugha vinavyotumika katika nyimbo. | Anatambua baadhi ya vipengele vya lugha vinavyotumika katika nyimbo. | Anatambua baadhi ya vipengele vya lugha vinavyotumika katika nyimbo kwa kuelekezwa. |
Kuweza kujadili vipengele vya lugha vinavyotumika katika nyimbo teule. | Anajadili vipengele vya lugha vinavyotumika katika nyimbo teule. | Anajadili vipengele vya lugha vinavyotumika katika nyimbo teule. | Anajadili baadhi ya vipengele vya lugha vinavyotumika katika nyimbo teule. | Anajadili baadhi ya vipengele vya lugha vinavyotumika katika nyimbo teule kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
14.2 Kusoma | 14.2.1 Ufahamu wa Kifungu cha Mjadala (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe: ● kudondoa habari mahususi (k.v. nani, nini, wapi, lini) katika kifungu cha mjadala cha ufahamu ● kutambua msamiati mpya (k.v. maneno na nahau) kuhusu suala lengwa katika kifungu cha ufahamu na kuueleza kwa kutumia kamusi akiwa peke yake, wawiliwawili au katika kikundi ● kuandika habari za kifungu cha ufahamu kwa ufupi akiwa peke yake au kwa kushirikiana na wenzake ● kuchambua mitazamo iliyo katika kifungu cha ufahamu cha mjadala (k.v. tofauti na mifanano iliyopo) akiwa peke yake au na wenzake ● kuwawasilishia wenzake kazi yake ili wamtolee maoni ● kutathmini kazi ya wenzake kwa upendo ● kushirikiana na mzazi au mlezi kusoma kifungu cha ufahamu na kujibu maswali. |
1. Kwa nini tunasoma ufahamu? 2. Je, ni mambo gani yanayoweza kukusaidia kuelewa kifungu cha ufahamu? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kudondoa habari mahususi katika kifungu cha ufahamu. | Anadondoa habari mahususi katika kifungu cha ufahamu kwa urahisi. | Anadondoa habari mahususi katika kifungu cha ufahamu. | Anadondoa baadhi ya habari mahususi katika kifungu cha ufahamu. | Anadondoa baadhi ya habari mahususi katika kifungu cha ufahamu kwa kusaidiwa. |
Kuweza kutambua msamiati katika kifungu cha ufahamu. | Anatambua msamiati katika kifungu cha ufahamu kwa urahisi. | Anatambua msamiati katika kifungu cha ufahamu. | Anatambua msamiati baadhi ya nyakati katika kifungu cha ufahamu. | Anatambua msamiati baadhi ya nyakati katika kifungu cha ufahamu kwa kusaidiwa. |
Kuweza kuandika habari za kifungu cha ufahamu kwa ufupi. | Anaandika habari za kifungu cha ufahamu kwa ufupi kwa urahisi. | Anaandika habari za kifungu cha ufahamu kwa ufupi. | Anaandika habari za sehemu za kifungu cha ufahamu kwa ufupi. | Anaandika habari za sehemu za kifungu cha ufahamu kwa ufupi kwa kusaidiwa |
Kuweza kuchambua mitazamo katika katika kifungu cha mjadala. | Anachambua mitazamo katika katika kifungu cha mjadala kwa urahisi. | Anachambua mitazamo katika katika kifungu cha mjadala. | Anachambua baadhi ya mitazamo katika kifungu cha mjadala. | Anachambua baadhi ya mitazamo katika kifungu cha mjadala kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
14.3 Kuandika | 14.3.1 Insha ya Maelekezo (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe: ● kubainisha sifa za insha ya maelekezo kwa kuzingatia vielelezo vya insha kwenye matini za kimaandishi au za kidijitali (k.v usahihi wa habari, mpangilio wa maelezo wenye mantiki, lugha sahili, maelezo yanayotoka upande mmoja, n.k) ● kujadili na wenzake aina za insha za maelekezo ● kushiriki katika kikundi kujadili mpangilio ufaao wa hatua za kuelekeza ● kuandaa mpangilio wa hatua za insha ya maelekezo ● kuandika insha ya maelekezo akizingatia anwani na mpangilio mwafaka wa hatua huku akitumia vipengele vya lugha vinavyotumiwa kuelekeza ili kumjengea msomaji taswira kamili ya anachoelekezwa kufanya ● kuwasomea wenzake katika kikundi insha aliyoandika darasani au awasambazie kwenye vifaa vya kidijitali ili waitolee maoni kushirikiana na wenzake kusahihisha insha ya maelekezo aliyoandika kwa kuzingatia anwani na mpangilio ufaao wa hatua. |
Unataka kumwelekeza rafiki yako nyumbani kwenu. Utatumia mpangilio gani wa hatua ili asipotee njia? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua aina za insha za maelekezo. | Anatambua aina za insha za maelekezo kwa urahisi. | Anatambua aina za insha za maelekezo. | Anatambua baadhi ya aina za insha za maelekezo. | Anatambua baadhi ya aina za insha za maelekezo kwa kusaidiwa. |
Kuweza kujadili sifa za insha ya maelekezo. | Anajadili sifa za insha ya maelekezo kwa urahisi. | Anajadili sifa za insha ya maelekezo. | Anajadili baadhi ya sifa za insha ya maelekezo. | Anajadili baadhi ya sifa za insha ya maelekezo kwa kuelekezwa. |
Kuweza kuandaa mpangilio wa hatua za insha ya maelekezo. | Anaandaa mpangilio wa hatua za insha ya maelekezo kwa wepesi. | Anaandaa mpangilio wa hatua za insha ya maelekezo. | Anaandaa kwa kiasi mpangilio wa hatua za insha ya maelekezo. | Anaandaa kwa kiasi mpangilio wa hatua za insha ya maelekezo kwa kuelekezwa. |
Kuweza kuandika insha ya maelekezo akizingatia vipengele muhimu vya insha ya maelekezo. | Anaandika kwa wepesi insha ya maelekezo akizingatia vipengele muhimu vya insha ya maelekezo. | Anaandika insha ya maelekezo akizingatia vipengele muhimu vya insha ya maelekezo. | Anaandika insha ya maelekezo akizingatia baadhi ya vipengele muhimu vya insha ya maelekezo. | Anaandika insha ya maelekezo akizingatia baadhi ya vipengele muhimu vya insha ya maelekezo kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
14.4 Sarufi | 14.4.1 Ukubwa wa Nomino (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
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Mwanafunzi aelekezwe: ● kutambua nomino katika hali ya ukubwa (k.v. jitu, joka, jiji, kapu, goma, jisu, jishamba, n.k.) kwenye orodha ya nomino, chati, kadi maneno, kapu maneno, sentensi, vifungu vya maneno au tarakilishi akiwa peke yake, wawiliwawili au katika kikundi ● kutambua viambishi vya ukubwa katika maneno akiwa peke yake au katika kikundi ● kuandika majina ya vifaa vya darasani katika ukubwa (k.v. jidawati, jitabu, n.k) akiwa peke yake, wawiliwawili au katika kikundi ● kuambatanisha nomino za hali ya wastani na za hali ya ukubwa kwa usahihi akiwa peke yake, wawiliwawili au katika kikundi ● kubadilisha nomino za hali ya wastani ziwe katika katika hali ya ukubwa akiwa peke yake au katika kikundi ● kutunga sentensi akitumia nomino katika hali ya ukubwa kuhusu suala lengwa na kuwasilisha darasani ili wenzake wazitathmini ● kushirikiana na mzazi au mlezi kutambua majina ya vifaa vya nyumbani katika ukubwa (k.v. jimeza, jijiko, jisahani, n.k.) na kutunga sentensi. |
Unazingatia nini unapoandika nomino katika ukubwa? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
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Masuala Mtambuko
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Uhusiano na Masomo Mengine
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Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua nomino katika hali ya ukubwa katika matini. | Anatambua kwa wepesi nomino katika hali ya ukubwa katika matini. | Anatambua nomino katika hali ya ukubwa katika matini. | Anatambua baadhi ya nomino katika hali ya ukubwa katika matini. | Anatambua baadhi ya nomino katika hali ya ukubwa katika matini kwa kusaidiwa. |
Kuweza kutambua viambishi vya ukubwa katika nomino. | Anatambua kwa urahisi viambishi vya ukubwa katika nomino. | Anatambua viambishi vya ukubwa katika nomino. | Anatambua baadhi ya viambishi vya ukubwa katika nomino. | Anatambua viambishi vya ukubwa katika nomino kwa kusaidiwa. |
Kuweza kutumia nomino katika hali ya ukubwa ipasavyo. | Anatumia kwa urahisi nomino katika hali ya ukubwa ipasavyo. | Anatumia nomino katika hali ya ukubwa ipasavyo. | Anatumia baadhi ya nomino katika hali ya ukubwa ipasavyo. | Anatumia baadhi ya nomino katika hali ya ukubwa ipasavyo kwa kuelekezwa. |
MADA 15.0 MAADILI YA MTU BINAFSI | ||||
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
15.1 Kusikiliza na Kuzungumza | 15.1.1Kusikiliza Habari na Kujibu (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
Je, ni mambo gani yanayokuelekeza kufasiri suala muhimu katika habari unayosikiliza? |
Umilisi wa Kimsingi Unaokuzwa
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Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua masuala katika matini aliyosikiliza. | Anatambua kwa wepesi masuala katika matini aliyosikiliza. | Anatambua masuala katika matini aliyosikiliza. | Anatambua baadhi ya masuala katika matini aliyosikiliza. | Anatambua baadhi ya masuala katika matini aliyosikiliza kwa kuelekezwa. |
Kuweza kutambua msamiati wa suala lengwa katika matini aliyosikiliza. | Anatambua kwa urahisi msamiati wa suala lengwa katika matini aliyosikiliza. | Anatambua msamiati wa suala lengwa katika matini aliyosikiliza. | Anatambua baadhi ya msamiati wa suala lengwa katika matini aliyosikiliza. | Anatambua, kwa kuelekezwa baadhi ya msamiati wa suala lengwa katika matini aliyosikiliza. |
Kuweza kutabiri yatakayotokea katika matini kutokana na vidokezo alivyosikia katika habari. | Anatabiri kwa urahisi yatakayotokea katika matini kutokana na vidokezo alivyopata katika matini. | Anatabiri yatakayotokea katika matini kutokana na vidokezo alivyopata katika matini. | Anatabiri kwa kiasi yatakayotokea katika matini kutokana na vidokezo alivyopata katika matini. | Anatabiri kwa kiasi yatakayotokea katika matini kutokana na vidokezo alivyopata katika matini kwa kusaidiwa. |
Kuweza kueleza maana za msamiati wa suala lengwa kama ulivyotumiwa katika matini aliyosikiliza. | Anaeleza kwa wepesi maana za msamiati wa suala lengwa kama ulivyotumiwa katika matini aliyosikiliza. | Anaeleza maana za msamiati wa suala lengwa kama ulivyotumiwa katika matini aliyosikiliza. | Anaeleza maana za baadhi ya msamiati wa suala lengwa kama ulivyotumiwa katika matini aliyosikiliza. | Anaeleza kwa kusaidiwa, maana za baadhi ya msamiati wa suala lengwa kama ulivyotumiwa katika matini aliyosikiliza. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
15.2 Kusoma | 15.2.1 Ufupisho (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
Ni mambo gani yanayokusaidia kuandika ufupisho? |
Umilisi wa Kimsingi Unaokuzwa
|
||||
Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Vigezo na Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza kwa usahihi ujumbe wa aya za matini kwa sentensi mojamoja. | Anaeleza kwa usahihi na wepesi ujumbe wa aya za matini kwa sentensi mojamoja. | Anaeleza kwa usahihi ujumbe wa aya za matini kwa sentensi mojamoja. | Anaeleza kwa usahihi ujumbe wa baadhi ya aya za matini kwa sentensi mojamoja. | Anaeleza kwa usahihi sehemu ya ujumbe wa baadhi ya aya za matini kwa sentensi mojamoja kwa kusaidiwa. |
Kuweza kueleza kwa usahihi ujumbe wa aya zote za matini kwa aya moja. | Anaeleza kwa usahihi ujumbe wa aya zote za matini kwa aya moja kwa urahisi. | Anaeleza kwa usahihi ujumbe wa aya zote za matini kwa aya moja. | Anaeleza kwa usahihi sehemu ya ujumbe wa baadhi ya aya za matini kwa aya moja. | Anaeleza kwa usahihi ujumbe wa baadhi ya aya za matini kwa aya moja kwa kuelekezwa. |
Kuweza kuandika ufupisho unaozingatia mtazamo wa matini ya kufupishwa. | Anaandika ufupisho unaozingatia mtazamo wa matini ya kufupishwa kwa wepesi. | Anaandika ufupisho unaozingatia mtazamo wa matini ya kufupishwa. | Anaandika ufupisho bila kuzingatia mtazamo wa matini ya kufupishwa. | Anaandika ufupisho bila kuzingatia mtazamo wa matini ya kufupishwa kwa kusaidiwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
15.3 Kuandika |
15.3.1 Kuandika Kidijitali Baruapepe (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe:
|
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Umilisi wa Kimsingi Unaokuzwa
|
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Maadili
|
||||
Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
|
Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua ujumbe unaoafiki baruapepe kwa rafiki. | Anatambua ujumbe unaoafiki baruapepe kwa rafiki kwa urahisi. | Anatambua ujumbe unaoafiki baruapepe kwa rafiki. | Anatambua baadhi ya ujumbe unaoafiki baruapepe kwa rafiki. | Anatambua baadhi ya ujumbe unaoafiki baruapepe kwa rafiki kwa kusaidiwa. |
Kuweza kutambua vipengele vya kimuundo vya baruapepe kwa rafiki. | Anatambua kwa wepesi vipengele vya kimuundo vya baruapepe kwa rafiki. | Anatambua vipengele vya kimuundo vya baruapepe kwa rafiki. | Anatambua baadhi ya vipengele vya kimuundo vya baruapepe kwa rafiki. | Anatambua baadhi ya vipengele vya kimuundo vya baruapepe kwa rafiki kwa kusaidiwa. |
Kuweza kutumia lugha inayofaa katika uandishi wa baruapepe kwa rafiki. | Anatumia lugha inayofaa katika uandishi wa baruapepe kwa rafiki kwa urahisi. | Anatumia lugha inayofaa katika uandishi wa baruapepe kwa rafiki. | Anatumia kwa kiasi lugha inayofaa katika uandishi wa baruapepe kwa rafiki. | Anatumia kwa kiasi lugha inayofaa katika uandishi wa baruapepe kwa rafiki. |
Kuweza kuandika baruapepe kwa rafiki kwa kuzingatia ujumbe, lugha na muundo ufaao. | Anaandika kwa urahisi baruapepe kwa rafiki kwa kuzingatia ujumbe, lugha na muundo ufao | Anaandika baruapepe kwa rafiki kwa kuzingatia ujumbe, lugha na muundo ufaao. | Anaandika baruapepe kwa rafiki kwa kuzingatia ujumbe na baadhi ya vipengele vya lugha na muundo ufaao. | Anaandika baruapepe kwa rafiki kwa kuzingatia ujumbe na baadhi ya vipengele vya lugha na muundo ufaao kwa kuelekezwa. |
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shughuli za Ujifunzaji | Maswali Dadisi |
15.4 Kuandika | 15.4.1 Usemi Halisi na Usemi wa Taarifa (Vipindi 2) |
Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
|
Mwanafunzi aelekezwe: ● kueleza maana za usemi halisi na usemi wa taarifa akiwa peke yake, wawiliwawili au katika kikundi ● kutambua kanuni za kimsingi za kubadilisha usemi halisi kuwa usemi wa taarifa (k.v leo kuwa siku hiyo, kwetu kuwa kwao, hapa kuwa hapo, kiambishi ‘ta’ cha wakati kuwa ‘nge’ n.k.) akiwa peke yake, wawiliwawili au katika kikundi ● kutungia wenzake katika kikundi sentensi sahili za usemi halisi na usemi wa taarifa akizingatia suala lengwa ● kumsomea mwenzake sentensi sahili alizotunga za usemi halisi na usemi wa taarifa ● kubadilisha sentensi sahili kutoka usemi halisi hadi usemi wa taarifa na usemi wa taarifa hadi usemi halisi akiwa peke yake, wawiliwawili au katika kikundi ● kushirikiana na wenzake kutunga na kutathmini sentensi sahili za usemi halisi na usemi wa taarifa. |
Ni kwa usemi gani tunaweza kuwasilisha ujumbe? Je, ni mambo gani unayazingatia wakati wa kubadilisha usemi halisi kuwa usemi wa taarifa? |
Umilisi wa Kimsingi Unaokuzwa
|
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Maadili
|
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Masuala Mtambuko
|
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Uhusiano na Masomo Mengine
|
Viwango vya Kuzingatia Katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kueleza maana za usemi halisi na usemi wa taarifa. | Anaeleza maana za usemi halisi na usemi wa taarifa kwa ufasaha. | Anaeleza maana za usemi halisi na usemi wa taarifa. | Anaeleza kwa kiasi maana za usemi halisi na usemi wa taarifa. | Anaeleza kwa kiasi maana za usemi halisi na usemi wa taarifa kwa kusaidiwa. |
Kuweza kutambua kanuni za kubadilisha usemi halisi kuwa usemi wa taarifa. | Anatambua kanuni za kubadilisha usemi halisi kuwa usemi wa taarifa kwa urahisi. | Anatambua kanuni za kubadilisha usemi halisi kuwa usemi wa taarifa. | Anatambua baadhi ya kanuni za kubadilisha usemi halisi kuwa usemi wa taarifa. | Anatambua baadhi ya kanuni za kubadilisha usemi halisi kuwa usemi wa taarifa kwa kuelekezwa. |
Kuweza kutumia usemi halisi na usemi wa taarifa ifaavyo. | Anatumia usemi halisi na usemi wa taarifa ifaavyo kwa urahisi. | Anatumia usemi halisi na usemi wa taarifa ifaavyo. | Anatumia baadhi ya usemi halisi na usemi wa taarifa ifaavyo. | Anatumia baadhi ya usemi halisi na usemi wa taarifa ifaavyo kwa kusaidiwa. |
SHUGHULI ZA HUDUMA ZA KIJAMII ZINAZOCHANGIA UJIFUNZAJI
Mradi wa shughuli ya huduma za kijamii umejikita katika mada ndogo ya fasihi simulizi. Mradi huu utamwezesha mwanafunzi kuelewa dhana ya fasihi simulizi aliyojifunza darasani. Mradi huu utahusisha ukusanyaji wa nyimbo za watoto. Kazi hii itatumika shuleni kama nyenzo ya kufundisha fasihi simulizi.
Mradi huu utahitaji mwanafunzi kutambua aina mbalimbali za nyimbo za watoto katika fasihi simulizi na njia mwafaka ya kukusanya nyimbo hizo. Ili kutekeleza mradi huu mwanafunzi ashirikishwe katika kikundi.
Mradi huu utatekelezwa kwa:
- Kutambua nyimbo za mbalimbali za fasihi simulizi
- kutambua mbinu mwafaka ya kukusanya nyimbo za watoto katika fasihi simulizi
- kutambua mahali watakapozuru ili kupata nyimbo mbalimbali za watoto
- kuomba idhini ya kufanya utafiti kutoka kwa wasimamizi wa shule
- kuenda nyanjani kufanya utafiti
- kurekodi au kunasa nyimbo za watoto kwa kutumia vifaa vya kidijitali
- kuwasilisha nyimbo walizokusanya
- kueleza mafanikio na changamoto ya kazi mradi.
Mada | Mada Ndogo | Matokeo Maalum Yanayotarajiwa | Mapendekezo ya Shighuli za Ujifunzaji | Maswali Dadisi |
Kusikiliza na kuzungumza | Nyimbo za Watoto | Kusikiliza na Kuzungumza Nyimbo za Watoto Kufikia mwisho wa kazi mradi, mwanafunzi aweze:
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Mwanafunzi aelekezwe:
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Umilisi wa Kimsingi Unaokuzwa
|
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Maadili
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Masuala Mtambuko
|
||||
Uhusiano na Masomo Mengine
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Vigezo na Viwango vya Kuzingatia katika Kutathmini
⇒Viwango ⇓Vigezo |
Kuzidisha Matarajio | Kufikia Matarajio | Kukaribia Matarajio | Mbali na Matarajio |
Kuweza kutambua mbinu mwafaka za kukusanya nyimbo za watoto. | Anatambua mbinu mwafaka za kukusanya nyimbo za watoto kwa urahisi. | Anatambua mbinu mwafaka za kukusanya nyimbo za watoto. | Anatambua baadhi ya mbinu mwafaka za kukusanya nyimbo za watoto. | Anatambua baadhi ya mbinu mwafaka za kukusanya nyimbo za watoto kwa kusaidiwa. |
Kuweza kukusanya aina mbalimbali za nyimbo za watoto katika jamii. | Anakusanya kwa umahiri aina mbalimbali za nyimbo za watoto katika jamii. | Anakusanya aina mbalimbali za nyimbo za watoto katika jamii. | Anakusanya nyimbo chache za watoto katika jamii. | Anakusanya nyimbo chache za watoto katika jamii kwa kuelekezwa. |
Kuweza kujadili ujumbe unaojitokeza katika nyimbo mbalimbali za watoto alizozikusanya. | Anajadili kwa urahisi ujumbe unaojitokeza katika nyimbo mbalimbali za watoto alizozikusanya. | Anajadili ujumbe unaojitokeza katika nyimbo mbalimbali za watoto alizozikusanya. | Anajadili baadhi ya ujumbe unaojitokeza katika nyimbo mbalimbali za watoto alizozikusanya. | Anajadili baadhi ya ujumbe unaojitokeza katika nyimbo mbalimbali za watoto alizozikusanya kwa kusaidiwa. |
Kuweza kueleza mafunzo yanayojitokeza katika aina mbalimbali za nyimbo za watoto alizozikusanya. | Anaeleza kwa ufasaha mafunzo yanayojitokeza katika aina mbalimbali za nyimbo za watoto alizozikusanya. | Anaeleza mafunzo yanayojitokeza katika aina mbalimbali za nyimbo za watoto alizozikusanya. | Anaeleza baadhi ya mafunzo yanayojitokeza katika aina mbalimbali za nyimbo za watoto alizozikusanya. | Anaeleza baadhi ya mafunzo yanayojitokeza katika aina mbalimbali za nyimbo za watoto alizozikusanya kwa kuelekezwa. |
MUHTASARI WA MBINU ZA KUTATHMINI, NYENZO ZA KUFUNDISHIA NA MAPENDEKEZO YA SHUGHULI NYINGINE ZILIZORATIBIWA ZA UJIFUNZAJI
MADA | MAPENDEKEZO YA MBINU ZA KUTATHMINI | MAPENDEKEZO YA NYENZO ZA KUFUNDISHIA | MAPENDEKEZO YA SHUGHULI NYINGINE ZILIZORATIBIWA ZA UJIFUNZAJI |
KUSIKILIZA NA KUZUNGUMZA |
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KUSOMA |
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KUANDIKA |
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SARUFI |
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Indigenous Language - Grade 7 Curriculum Designs
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
INDIGENOUS LANGUAGE
FOREWORD
Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re-alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.
The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.
It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.
PREFACE
The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.
The Grade 7 curriculum designs for the respective learning areas will enable the development of twenty first century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).
It is my hope that all government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.
ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.
The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubrics linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.
KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.
I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies
(SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.
My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.
TABLE OF CONTENTS
FOREWORD....................................................................................................................................................... iii
PREFACE............................................................................................................................................................ iv
ACKNOWLEDGEMENT..................................................................................................................................... v
TABLE OF CONTENTS..................................................................................................................................... vii
TIME ALLOCATION.......................................................................................................................................... ix
LEARNING OUTCOMES FOR MIDDLE SCHOOL............................................................................................ x
ESSENCE STATEMENT...................................................................................................................................... x
SUBJECT GENERAL LEARNING OUTCOMES................................................................................................ xi
THEME 1.0: INFORMATION COMMUNICATION TECHNOLOGY................................................................. 1
THEME 2.0: UNITY AND CITIZENSHIP.......................................................................................................... 13
THEME 3.0: SAFETY AND SECURITY............................................................................................................ 23
THEME 4.0: ENVIRONMENTAL CONSERVATION....................................................................................... 32
THEME 5.0: CULTURE..................................................................................................................................... 44
THEME 6.0: INDIGENOUS TRADE................................................................................................................. 55
THEME 7.0: CAREERS..................................................................................................................................... 66
THEME 8.0: INDIGENOUS KNOWLEDGE/EDUCATION............................................................................... 78
THEME 9.0: HEALTH AND NUTRITION........................................................................................................ 89
COMMUNITY SERVICE LEARNING (CSL) PROJECT.................................................................................. 110
APPENDIX....................................................................................................................................................... 117
TIME ALLOCATION
|
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-Career 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. |
Physical Education and Sports |
2 |
13. |
Optional Subject |
3 |
14. |
Optional Subject |
3 |
|
Total |
45 |
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable
- Practise relevant hygiene, sanitation and nutrition skills to promote
- Demonstrate ethical behaviour and exhibit good citizenship as a civic
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society
- Apply digital literacy skills for communication and
ESSENCE STATEMENT
Learners in Junior Secondary will be exposed to a wide range of subjects including Indigenous Languages. This is because a people’s culture is best passed on through their language. In addition, mother tongue, like any other language, is central to the success or failure of education and development programmes. The Constitution in Chapter 2, Article 7 (3) commits the Government to promote and protect the diversity of languages of the people of Kenya as well as promote the development and use of the indigenous languages. Furthermore, Article 11 of the constitution provides for the promotion of all forms of cultural expression through literature, the arts, traditional celebrations, science, communication, information mass media, publications, libraries and other cultural heritage. According to Piaget, learners at this age develop the ability to think about abstract concepts.
This course is intended to expose the learner to abstract ideas and appropriate hypothetical and deductive reasoning. It will also focus on developing further the language skills and competencies acquired in lower levels of education. The confidence gained will motivate the learner to engage in the active process of learning to discover principles, concepts and facts for themselves, as suggested by social constructivist scholars. In addition, the potential for the learner to become proficient in the language of their choice to ensure effective communication and educational progress will be enhanced.
Learners will also be provided with opportunities to participate in programmes and visits to vernacular radio and television stations to help them gain confidence and expose them to possible future careers through rigorous career guidance programmes They will also be exposed to experiences and information that will enable them to make informed choices as they transit to senior school. It is expected that this exposure will motivate the learner to develop a reading culture, not only to gain knowledge but also to make themselves eligible for exciting academic and job opportunities. A reasonable proficiency in mother tongue at this level will be a prerequisite for a mother tongue course at senior secondary.
SUBJECT GENERAL LEARNING OUTCOMES
By end of junior secondary school, the learner should be able to:
- Respond appropriately to a variety of communication in the indigenous language
- Express themselves confidently and appropriately in a variety of social
- Demonstrate knowledge of and apply indigenous knowledge, culture and values in varied
- Comprehend information in different contexts in the indigenous
- Read fluently with comprehension and write legibly in different formats to express a variety of ideas and
- Enjoy communicating using a variety of cultural language
THEME 1.0: INFORMATION COMMUNICATION TECHNOLOGY |
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Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
1.1 LISTENING AND SPEAKING |
1.1.1 Listening for information (2 Lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds expectation |
Meets expectation |
Approaches expectation |
Below expectation |
Ability to respond with accuracy to oral information on care of technological devices |
Responds to oral information on care of technological devices confidently with accuracy |
Responds with accuracy to oral information on care of technological devices |
Partially responds to oral information on care of technological devices. |
Struggles to respond to oral information on care of technological devices |
Ability to construct sentences using appropriate vocabulary |
Excellently constructs correct sentences using appropriate vocabulary |
Constructs correct sentences using appropriate vocabulary |
Constructs sentences but uses appropriate vocabulary with assistance |
Struggles to construct sentences using the appropriate vocabulary |
Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
1.2 READING |
1.2.1 Reading comprehension (2 lessons) |
by the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Ability to answer direct and inferential questions from texts |
Excellently answers direct and inferential questions from texts |
Answers direct and inferential questions from texts |
Answers direct and inferential questions from texts but does not give examples |
Answers few direct and inferential questions from texts |
Ability to create a word bank of thematic vocabulary |
Comprehensively creates a word bank of thematic vocabulary |
Creates a word bank of thematic vocabulary |
Partially creates a word bank of thematic vocabulary |
Creates a personal bank of limited thematic vocabulary |
Ability to use the dictionary to find the meaning of words used in texts |
Always uses the dictionary correctly to find out the meaning of words used in texts |
Uses the dictionary to find out the meaning of words used in texts |
Uses the dictionary to find out the meaning of words used in texts with assistance |
Is not able to use the dictionary to find the meaning of words used in texts even with assistance |
Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
1.3 LANGUAGE STRUCTURE |
1.3.1 Word classes (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Why is it important to use nouns appropriately in communication? |
Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds expectation |
Meets expectation |
Approaches expectation |
Below expectation |
Ability to identify nouns in given texts related to social media |
Identifies nouns in given texts related to social media with variation |
Identifies nouns in given texts related to social media |
Partially identifies nouns in given texts related to social media |
Identifies nouns in given texts related to social media with assistance |
Ability to distinguish between common and proper nouns in sentences |
Perfectly distinguishes between common and proper nouns in sentences |
Distinguishes between common and proper nouns in sentences |
Distinguishes between common and proper nouns in sentences with prompting |
Distinguishes between common and proper nouns in sentences with difficulty |
Ability to construct sentences using nouns related to social media |
Creatively constructs sentences using a variety of nouns related to social media |
Constructs sentences using nouns related to social media |
Constructs sentences using nouns related to social media with help |
Constructs some sentences using nouns related to social media with difficulty |
Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
1.4 WRITING |
1.4.1Social writing (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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How do we use digital devices to communicate through social media? |
Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Ability to distinguish between the features of an SMS and an email message |
Excellently distinguishes between the features of an SMS and an email message |
Distinguishes between the features of an SMS and an email message |
Partially distinguishes between the features of an SMS and an email message |
Needs assistance to distinguish between the features of an SMS and an email message |
Ability to write a friendly SMS to a classmate |
Creatively writes a friendly SMS to a classmate |
Writes a friendly SMS to a classmate |
Writes a friendly SMS to a classmate with help |
Writes a friendly SMS to a classmate with a lot of difficulty |
Ability to apply social etiquette and norms in writing an email |
Excellently applies social etiquette and norms in writing an email |
Applies social etiquette and norms in writing an email |
Applies social etiquette and norms in writing an email with help |
Struggles to apply social etiquette and norms in writing an email |
THEME 2.0: UNITY AND CITIZENSHIP |
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Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
2.1 LISTENING AND SPEAKING |
2.1.1 Listening for Comprehension (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds expectation |
Meets expectation |
Approaches expectation |
Below expectation |
Ability to respond to information on conflict resolution from a variety listening texts |
Responds excellently to information on conflict resolution from a variety listening texts |
Responds to information on conflict resolution from a variety listening texts |
Partially responds to information on conflict resolution from a variety listening texts |
Responds to pieces of information on conflict resolution from a variety listening texts |
Ability to infer the meaning of words from context |
Infers the meaning of all words from context accurately |
Infers the meaning of all words from context |
Infers the meaning of some of the words from context |
Has not mastered how to infer the meaning of words from context |
Ability to apply recall and critical response skills to answer questions |
Always answers recall questions and responds critically to questions |
Answers recall questions and responds critically to questions |
Partially answers recall questions and responds critically to questions |
Has difficulty in answering recall questions and responding critically to questions |
Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
2.2 READING |
2.2.1 Extensive Reading (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds expectation |
Meets expectation |
Approaches expectation |
Below expectation |
Ability to select and read appropriate materials from the library. |
Excellently selects and reads appropriate materials from the library. |
Selects and reads appropriate materials from the library. |
Attempts to select and read materials from the library but not appropriately. |
Has not mastered how to select and read materials from the library |
Ability to use a dictionary to find meaning of acquired vocabulary |
Perfectly uses a dictionary to find meaning of acquired vocabulary |
Uses a dictionary to find meaning of acquired vocabulary |
Uses a dictionary to find meaning of acquired vocabulary with assistance |
Uses a dictionary to find meaning of the acquired vocabulary but not appropriately |
Ability to use vocabulary related to citizenship in sentences |
Confidently uses vocabulary related to citizenship in sentences |
Uses vocabulary related to citizenship in sentences |
Partially uses vocabulary related to citizenship in sentences |
Struggles to use vocabulary related to citizenship in sentences |
Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
2.3 LANGUAGE STRUCTURES |
2.3.1 Word classes (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds expectation |
Meets expectation |
Approaches expectation |
Below expectation |
Ability to identify personal and possessive pronouns in sentences |
Identifies personal and possessive pronouns in sentences perfectly. |
Identifies personal and possessive pronouns in sentences |
Partially identifies personal and possessive pronouns in sentences |
Identifies personal pronouns and possessive pronouns in given sentences with difficulty |
Using personal and possessive pronouns to construct sentences |
Constructs correct sentences using personal and possessive pronouns creatively |
Constructs correct sentences using personal and possessive pronouns |
Makes effort to construct correct sentences but does not use personal and possessive pronouns |
Needs assistance to construct correct sentences using personal and possessive pronouns |
Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
2.4 WRITING |
2.4.1 Writing for information (2 lessons) |
by the end of the sub strand, the learner should be able to: a) identify words that describe a good citizen from texts b) write an essay on the qualities of a good citizen c) acknowledge essay writing as a medium of communication. |
The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs): |
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds expectation |
Meets expectation |
Approaches expectation |
Below expectation |
Ability to identify words that describe a good citizen from texts |
Identifies words that describe a good citizen from texts with ease |
Identifies words that describe a good citizen from texts |
Partially identifies words that describe a good citizen from texts |
Identifies words that describe a good citizen from texts with assistance |
Ability to write a short essay describing a good citizen |
Writes an essay describing a good citizen excellently |
Writes an essay describing a good citizen |
Writes an essay describing a good citizen with a few errors |
Struggles to write an essay describing a good citizen |
THEME 3.0: SAFETY AND SECURITY |
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Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
3.1 LISTENING AND SPEAKING |
3.1.1 Attentive listening (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds expectation |
Meets expectation |
Approaches expectation |
Below expectation |
Ability to recognise ideas in a comprehension passage |
Recognises ideas in a comprehension passage with variation |
Recognises ideas in a comprehension passage |
Recognises a number of ideas in a comprehension passage |
Struggles to recognize ideas in a comprehension passage |
Ability to respond to oral information on safety at home and answer questions |
Excellently answers all the comprehension questions using complete sentences |
Answers comprehension questions using complete sentences |
Answers comprehension questions but does not use complete sentences |
With prompting, is able to answer few comprehension questions but not in complete sentences |
Ability to explain how to prevent common accidents at home |
Explains how to prevent accidents at home fluently and with confidence |
Explains how to prevent accidents at home |
Explains how to prevent some accidents at home with assistance |
Struggles to explain how to prevent accidents at home |
Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
3.2 READING |
3.2.1 Library skills (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds expectation |
Meets expectation |
Approaches expectation |
Below expectation |
Ability to summarise key points from texts on roles of security agents |
Summarises all the key points from texts on roles of security agents with a lot of clarity |
Summarises key points from texts on roles of security agents |
Summarises some key points from texts on roles of security agents |
Struggles to summarise key points from texts on roles of security agents |
Ability to create a personal collection of new words from texts |
Effectively creates a personal collection of new words from texts |
Creates a personal collection of new words from texts |
Creates a personal collection of new words from texts with assistance |
Does not keep a record of new words from texts even with assistance |
Ability to use vocabulary related to safety agents to make sentences |
Uses vocabulary related to security agents to make sentences creatively |
Uses vocabulary related to security agents to make correct sentences |
Attempts to make some correct sentences but does not use vocabulary related to security agents |
Struggles to use vocabulary related to security agents to make few sentences |
Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
3.3 LANGUAGE STRUCTURE |
3.3.1 Word classes (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Links to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds expectation |
Meets expectation |
Approaches expectation |
Below expectation |
Ability to identify verbs used in passages on safety and security. |
Identifies all verbs used in texts on safety and security excellently |
Identifies verbs used in texts on safety and security |
With assistance, identifies some verbs used in texts on safety and security |
Has difficulty identifying verbs used in texts on safety and security |
Ability to use verbs to construct sentences |
Uses verbs to construct correct sentences with ease |
Uses verbs to construct correct sentences |
Uses verbs to construct some correct sentences |
Struggles to use verbs to construct even few correct sentences |
Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
3.4 WRITING |
3.4.1 Writing to give information (3 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds expectation |
Meets expectation |
Approaches expectation |
Below expectation |
Ability to explain key considerations in writing short notes on a given topic |
Explains key considerations in writing short notes on a given topic confidently |
Explains key considerations in writing short notes on a given topic |
With assistance explains some key considerations in writing short notes on a given topic |
Has difficulty explaining key considerations in writing short notes on a given topic |
Ability to write short notes on safety at home |
Writes short notes on safety at home perfectly |
Writes short notes on safety at home |
With help writes short notes on safety at home |
Struggles to write short notes on safety at home |
THEME 4.0: ENVIRONMENTAL CONSERVATION |
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Strand |
Sub strand |
Specific learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Questions |
4.1 LISTENING AND SPEAKING |
4.1.1 Conversational Skills (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify the common ways of beginning and ending a conversation |
Confidently gives the different ways of beginning and ending a conversation |
Gives the different ways of beginning and ending a conversation |
Partially gives ways of beginning and ending a conversation |
Struggles to give ways of beginning and ending a conversation even with assistance |
Ability to take part in a conversation about environmental pollution |
Creatively and confidently participates in a conversation about environmental pollution |
Participates in a conversation about environmental pollution |
With cues, participates in a conversation about environmental pollution |
Has difficulty in participating in a conversation about environmental pollution even with assistance |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.2 READING |
4.2.1 Reading for information (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify the main points in a text on soil conservation |
Confidently identifies the main points in a text on soil conservation |
Identifies the main points in a text on soil conservation |
Attempts to identify some of the main points in a text on soil conservation |
Identifies few points in a text on soil conservation |
Ability to demonstrate responsible decision making in responding to questions from texts |
Creatively demonstrates responsible decision making by responding to questions from texts |
Demonstrates responsible decision making by responding to questions from texts |
With cues, demonstrates responsible decision making by responding to questions from texts |
Has difficulties in demonstrating responsible decision making by responding to questions from texts |
Ability to use thematic words from texts to create a personal collection of vocabulary |
Creatively uses thematic words from texts to create a personal collection of vocabulary |
Uses thematic words from texts to create a personal collection of vocabulary |
With help, uses some thematic words from texts to create a personal collection of vocabulary |
Struggles to use thematic words from texts to create a personal collection of vocabulary |
Strand |
Sub strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.3 LANGUAGE STRUCTURE |
4.3.1 Word classes (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Link to other subjects:
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Assessment Rubric |
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Ability to identify possessive adjectives in sentences about environmental conservation |
Effectively identifies possessive adjectives in sentences about environmental conservation |
Identifies possessive adjectives in sentences about environmental conservation |
With assistance, identifies possessive adjectives in sentences about environmental conservation |
Has difficulty identifying |
Ability to select demonstrative adjectives from paragraphs to make sentences about environmental conservation |
Excellently selects demonstrative adjectives from paragraphs to make sentences about environmental conservation |
Identifies demonstrative adjectives in paragraphs to make sentences about environmental conservation |
With help identifies demonstrative adjectives in paragraphs to make sentences about environmental conservation |
Struggles to identify |
Ability to use possessive and demonstrative adjectives to complete sentences in texts |
Exemplarily uses possessive and demonstrative adjectives to complete sentences in texts |
Uses possessive and demonstrative adjectives to complete sentences in texts |
Uses some possessive and demonstrative adjectives to complete sentences in texts |
Needs assistance to |
Ability to create simple descriptions using possessive adjectives |
Perfectly creates simple descriptions using possessive adjectives |
Creates simple descriptions using possessive adjectives |
Attempts to create simple descriptions but does not use possessive adjectives |
Hardly creates simple descriptions using possessive adjectives |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
4.4 WRITING |
4.4.1 Imaginative and creative Writing (3 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Ability to apply the main features to write a creative dialogue |
Effectively applies the main features to write a creative dialogue |
Applies the main features to write a creative dialogue |
Applies main features to write a dialogue but not creatively |
Struggles to apply main features in writing a dialogue |
Ability to collaborate in writing imaginative dialogues on effects of air pollution |
Perfectly collaborates in writing imaginative dialogues on effects of air pollution |
Collaborates in writing imaginative dialogues on effects of air pollution |
Collaborates in writing a short imaginative dialogue on effects of air pollution |
Hardly collaborates but writes few lines of a dialogue on effects of air pollution, with assistance. |
THEME 5.0: CULTURE |
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Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
5.1 LISTENING AND SPEAKING |
5.1.1 Conversational skills (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to distinguish closely related sounds in tongue twisters |
Perfectly distinguishes closely related sounds in tongue twisters |
Distinguishes closely related sounds in tongue twisters |
With help distinguishes closely related sounds in tongue twisters |
Distinguishes closely related sounds in tongue twisters with difficulty |
Ability to outline the riddling session in their culture |
Exceptionally outlines the riddling session in their culture |
Outlines the riddling session in their culture |
Partially outlines the riddling session in their culture |
Struggles to outline the riddling session in their culture |
Ability to take turns in a riddling session |
Confidently takes turns in a riddling session |
Habitually takes turns in a riddling session |
With assistance takes turns in a riddling session |
Has difficulty in taking turns during a riddling session |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
5.2 READING |
5.2.1 Reading for Information (2 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
|
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Core competencies to be developed:
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to respond to direct and inferential questions from texts. |
Confidently responds to direct and inferential questions from texts |
Responds to direct and inferential questions from texts with information |
Partially responds to direct and inferential questions from texts |
Needs assistance to respond to direct and inferential questions from texts |
Ability to construct sentences using thematic vocabulary |
Perfectly constructs sentences using thematic vocabulary. |
Constructs sentences using thematic vocabulary. |
With assistance constructs sentences using thematic vocabulary |
Struggles to construct sentences using thematic vocabulary |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
5.3 LANGUAGE STRUCTURE |
5.3.1 Word classes (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
How do determiners influence meaning in a sentence? |
Core competencies to be developed:
|
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Values:
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify determiners from texts on culture |
Perfectly identifies determiners from texts on culture |
Identifies determiners from texts on culture. |
Identifies determiners from texts on culture with assistance |
Struggles to identify determiners from texts on culture even with assistance |
Ability to construct sentences using determiners |
Excellently construct sentences using determiners |
Constructs sentences using determiners |
With assistance constructs sentences using determiners |
Constructs sentences using determiners with difficulty |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
5.4 WRITING |
5.4.1 Narrative writing (3 lessons) |
By the end of the sub strand, the learner should be able to:
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The learner is guided to:
|
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Core competencies to be developed:
|
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Values:
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Pertinent and Contemporary Issues (PCIs):
|
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Link to other subjects:
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Assessment Rubric |
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Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify the features of a narrative on a given event |
Perfectly identifies the features of a narrative on a given event |
Identifies the features of a narrative on a given event |
Partially identifies features of a narrative on a given event |
Struggles to identify features of a narrative even with assistance |
Ability to write a narrative about cultural religious events. |
Exceptionally writes a narrative about cultural religious event. |
Writes a narrative about cultural religious event. |
With assistance writes a narrative about cultural religious event. |
With difficulty writes a narrative about cultural religious event. |
THEME 6.0: INDIGENOUS TRADE |
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Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
6.1 LISTENING AND SPEAKING |
6.1.1 Listening for information (2 lessons) |
By the end of the sub strand the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify traditional modes of trade from texts |
Confidently identifies traditional modes of trade from texts |
Identifies traditional modes of trade from texts |
Partially identifies traditional modes of trade from texts |
Struggles to identify traditional modes of trade from texts |
Ability to use vocabulary on consumer awareness in sentence construction |
Excellently uses vocabulary on consumer awareness in sentence construction |
Uses vocabulary on consumer awareness in sentence construction |
Uses some vocabulary on consumer awareness in sentence construction |
Needs assistance to use vocabulary on consumer awareness in sentence construction |
Ability to respond to recall questions from a text on types of consumers |
Confidently responds to all recall questions from a text on types of consumers |
Responds to all recall questions from a text on types of consumers
|
Responds to some recall questions from a text on types of consumers |
Struggles to respond to recall questions from a text on types of consumers |
Ability to respond to inferential questions from a text on consumer awareness. |
Confidently responds to inferential questions from a text on consumer awareness. |
Responds to inferential questions from a text on consumer awareness. |
Responds to some inferential questions from a text on consumer awareness |
Responds to a few inferential questions from a text on consumer awareness. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
6.2 READING |
6.2.1 Reading comprehension (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify traditional modes of trade from a passage. |
Confidently identifies multiple traditional modes of trade from a passage. |
Identifies traditional modes of trade from a passage. |
Partially identifies traditional forms of trade from a passage. |
Has difficulty identifying traditional forms of trade from a passage even with assistance. |
Ability to use vocabulary related to traditional modes of trade. |
Confidently uses vocabulary related to traditional modes of trade. |
Uses vocabulary related to traditional modes of trade. |
Uses some vocabulary related to traditional modes of trade. |
Struggles to use vocabulary related to traditional modes of trade. |
Ability to answer comprehension questions on meaning of consumer awareness |
Creatively answers comprehension questions on meaning of consumer awareness |
Answers comprehension questions on meaning of consumer awareness |
Answers some comprehension questions on meaning of consumer awareness |
Answers few comprehension questions on meaning of consumer awareness |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
6.3 LANGUAGE STRUCTURE |
6.3.1 Word classes- Adverbs (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify adverbs of place and manner in paragraphs |
Confidently identifies adverbs of place and manner in paragraphs |
Identifies adverbs of place and manner in paragraphs |
Partially identifies adverbs of place and manner in paragraphs |
Identifies adverbs of place and manner in sentences with assistance |
Ability to use adverbs of place and manner in paragraphs
|
Creatively uses adverbs of place and manner in paragraphs |
Uses adverbs of place and manner in paragraphs
|
Partially uses adverbs of place and manner in paragraphs |
Needs assistance to use adverbs of place and manner in paragraphs
|
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
6.4WRITING |
6.4.1 Writing for information (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to discuss consumer awareness and its benefits |
Excellently discusses consumer awareness and its benefits |
Discusses consumer awareness and its benefits |
With assistance discusses consumer awareness and its benefits |
Struggles to discuss consumer awareness and its benefits |
Ability to discuss the need for integrity and responsibility in business. |
Creatively discusses the need for integrity and responsibility in business. |
Discusses the need for integrity and responsibility in business. |
Attempts to discuss the need for integrity and responsibility in business. |
Has difficulty in discussing the need for integrity and responsibility in business. |
Ability to write short compositions on traditional forms of trade |
Creatively writes short compositions coherently on traditional modes of education |
Writes short compositions coherently on traditional modes of education |
Needs assistance to write coherently short compositions on traditional modes of education |
Struggles to write short compositions on traditional modes of education |
THEME 7.0: CAREERS |
||||
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
7.1 LISTENING AND SPEAKING |
7.1.1 Intensive listening (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
||||
ASSESSMENT RUBRIC |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to respond to questions on personal talents and abilities |
Confidently responds to questions on personal talents and abilities |
Responds to questions on personal talents and abilities |
Partially responds to questions on personal talents and abilities |
Responds to questions on personal talents and abilities with assistance |
Ability to transcribe a short paragraph from an audio clip |
Meticulously transcribes a short paragraph from an audio clip |
Transcribes a short paragraph from an audio clip |
Partially transcribes a short paragraph from an audio clip |
Struggles to transcribe a short paragraph from an audio clip |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
7.2 READING |
7.2.1 Reading for information (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to respond to questions on a variety of texts on talents and abilities |
Excellently responds to questions on a variety of texts on talents and abilities |
Responds to questions on a variety of texts on talents and abilities |
Partially responds to some questions on a variety of texts on talents and abilities |
Responds to questions on a variety of texts on talents and abilities with assistance |
Ability to infer the meaning of words used in a text |
Perfectly infers the meaning of words used in a text |
Infers the meaning of words used in a text |
With assistance infers the meaning of words used in a text |
With difficulty, infers the meaning of words used in a text |
Ability to construct sentences using vocabulary related to abilities and talents |
Exceptionally constructs sentences using vocabulary related to abilities and talents |
Constructs sentences using vocabulary related to abilities and talents |
With help, constructs sentences using vocabulary related to abilities and talents |
Struggles to construct sentences using vocabulary related to abilities and talents |
Strand |
Sub strand |
Specific learning outcomes |
Suggested learning experiences |
Key inquiry question(s) |
7.3 LANGUAGE STRUCTURES |
7.3.1Phrases (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify noun phrases in sentences on careers |
Perfectly identifies noun phrases in sentences on careers |
Identifies noun phrases in sentences on careers |
Identifies some noun phrases in sentences on careers |
Has difficulty identifying noun phrases in sentences on careers |
Ability to construct sentences using noun phrases |
Creatively constructs sentences using noun phrases |
Construct sentences using noun phrases |
With help constructs sentences using noun phrases |
With difficulty constructs some sentences using noun phrases |
Ability to identify verb phrases in sentences on career |
Excellently identifies verb phrases in sentences on career |
Identifies verb phrases in sentences on career |
Identifies some verb phrases in sentences on career |
Identifies verb phrases in sentences on career with assistance |
Ability to construct sentences using verb phrases |
Exceptionally constructs sentences using verb phrases |
Constructs sentences using verb phrases |
Partially constructs sentences using verb phrases |
Struggles to construct sentences using verb phrases even with assistance |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
7.4 WRITING |
7.4.1 Writing to give information (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify the features of a topical paragraph |
Meticulously identifies the features of a topical paragraph |
Identifies the features of a topical paragraph |
Partially identifies features of a topical paragraph |
Identifies features of a topical paragraph with assistance |
Ability to write a short coherent paragraph on abilities and talents |
Flawlessly writes a short coherent paragraph on abilities and talents |
Writes a short coherent paragraph on abilities and talents |
Partially writes a short coherent paragraph on abilities and talents |
With assistance writes a short coherent paragraph on abilities and talents |
THEME 8.0: INDIGENOUS KNOWLEDGE/EDUCATION |
||||
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
8.1 LISTENING AND SPEAKING |
8.1.1 Story telling (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify features of fables from their community |
Excellently identify features of fables from their community |
Identifies features of fables from their community |
Partially identifies features of fables from their community |
With help identifies some features of fables from their community |
Ability to narrate a fable from their community |
Confidently narrates a fable from their community |
Narrates a fable from their community |
Partially narrates a fable from their community |
Has difficulty narrating a fable even with assistance |
Ability to apply audience awareness skills in story telling |
Perfectly applies audience awareness skills in story telling |
Applies audience awareness skills in story telling |
Attempts to apply some audience awareness skills in story telling |
Uses few audience awareness skills with assistance |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
8.2 READING |
8.2.1 Intensive reading (3 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to respond to questions on tricksters |
Confidently responds to questions on tricksters |
Responds to questions on tricksters |
Responds to questions on tricksters with assistance |
Responds to questions on tricksters with difficulty |
Ability to analyse tricksters from their community |
Exceptionally analyses tricksters from their community |
Analyses tricksters from their community |
Partially analyses tricksters from their community |
Is not able to analyse tricksters from their community even with assistance |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
8.3 LANGUAGE SRUCTURE |
8.3.1 Active and Passive Sentences (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to distinguish between active and passive voice in sentences |
Sharply distinguishes between active and passive voice in sentences |
Distinguishes between active and passive voice in sentences |
Partially distinguishes between active and passive voice in sentences |
Struggles to distinguish between active and passive voice in sentences |
Ability to use active and passive voice to construct sentences on animal characters |
Excellently uses active passive voice to construct sentences on animal characters |
Uses active and passive voice to construct sentences on animal characters |
Uses active and passive voice to construct some sentences on animal characters |
Uses active and passive voice to construct few sentences on animal characters |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
8.4 WRITING |
8.4.1 Writing to give information (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to rearrange given sentences on animal characters to make a coherent one-paragraph story. |
Excellently rearranges given sentences on animal characters to make a coherent one- paragraph story. |
Rearranges given sentences on animal characters to make a coherent one- paragraph story. |
With help rearranges given sentences on animal characters to make a coherent one- paragraph story. |
With difficulty rearranges given sentences on animal characters to make a coherent one-paragraph story. |
Ability to write a short story featuring animal characters |
Meticulously writes a short story featuring animal characters |
Writes a short story featuring animal characters |
With assistance writes a short story featuring animal characters |
Struggles to write a short story featuring animal characters |
THEME 9.0: HEALTH AND NUTRITION |
||||
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
9.1 LISTENING AND SPEAKING |
9.1.1 Presentation skills (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to prepare and give a talk about cultural foods |
Prepares and gives a talk about cultural foods in logical order with precision |
Writes down points for a talk on cultural foods in logical order |
Writes some points for a talk on cultural foods in logical order |
Writes points for a talk on cultural foods but not in logical order |
Ability to make presentations on preparation of cultural foods |
Confidently makes presentations on preparation of cultural foods |
Makes presentations on preparation of cultural foods |
Partially makes presentations on preparation of cultural foods |
Makes presentations on preparation of cultural foods with assistance |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
9.2 READING |
9.2.1 Reading for information (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify names of cultural foods from passages |
Excellently identifies names of cultural foods from passages |
Identifies names of cultural foods from passages |
Partially attempts to identify names of cultural foods from passages |
Identifies names of cultural foods from passages, with assistance |
Ability to analyse the nutritional value of cultural foods from texts |
Perfectly analyses the nutritional value of cultural foods from texts |
Analyses the nutritional value of cultural foods from texts |
Attempts to analyse the nutritional value of cultural foods from texts |
Has difficulties analysing the nutritional value of cultural foods from texts |
Ability to read texts on cultural foods and answer questions |
Fluently reads texts on cultural foods and answer questions |
Reads texts on cultural foods and answer questions |
Reads some texts on cultural foods and answer questions |
Struggles to read texts on cultural foods and answer questions |
Ability to use vocabulary related to cultural food to create a personal collection |
Easily uses vocabulary related to cultural food to create a personal collection |
Uses vocabulary related to cultural food to create a personal collection |
Uses some vocabulary related to cultural food to create a personal collection |
Uses few vocabularies related to cultural food to create a personal collection |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
9.3 LANGUAGE STRUCTURE |
9.3.1 Sentences (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner will be guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to distinguish between declarative, interrogative, imperative and exclamative sentences |
Confidently tells the difference between declarative, interrogative, imperative and exclamative sentences |
Tells the difference between declarative, interrogative, imperative and exclamative sentences |
Partially tells the difference between declarative, interrogative, imperative and exclamative sentences |
Struggles to tell the difference between declarative, interrogative, imperative and exclamative sentences |
Ability to construct declarative, interrogative, imperative and exclamative sentences on health and nutrition |
Imaginatively and creatively makes declarative, interrogative, imperative and exclamative sentences about health and nutrition |
Makes declarative, interrogative, imperative and exclamative sentences about health and nutrition |
Makes some declarative, interrogative, imperative and exclamative sentences about health and nutrition |
Has difficulty making declarative, interrogative, imperative and exclamative sentences about health and nutrition |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
9.4 WRITING |
9.4.1 Functional writing (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values
|
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to outline components of a friendly letter. |
Creatively outlines all components of a friendly letter correctly. |
Outlines components of a friendly letter. |
Partially outlines some components of a friendly letter. |
Struggles to outline components of a friendly letter. |
Ability to write a friendly letter on preparation and preservation of traditional foods |
Captivatingly writes a friendly letter on preparation and preservation of traditional foods |
Writes a friendly letter on preparation and preservation of traditional foods |
Writes a letter on preparation and preservation of traditional foods but without features of a friendly letter |
Has difficulty writing a friendly letter on preparation and preservation of traditional foods |
THEME 10.0: LEISURE |
||||
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
10.1 LISTENING AND SPEAKING |
10.1.1 Listening for Pleasure (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
Values:
|
Pertinent and Contemporary Issues (PCIs):
|
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify traditional word games in their community |
Perfectly identifies traditional word games in their community |
Identifies traditional word games in their community |
Identifies traditional word games in their community with assistance |
Has difficulty identifying traditional word games in their community even with assistance |
Ability to explain the role of various traditional word games for children |
Exceptionally explains the role of various traditional word games for children |
Explains the role of various traditional word games for children |
Partially explains the role of various traditional word games for children |
Explains the role of various traditional word games for children with assistance |
Ability to participate in traditional word games with their peers |
Confidently participates in traditional word games with their peers |
Participates in traditional word games with their peers |
With assistance participates in traditional word games with their peers |
Struggles to participate in traditional word games with their peers |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
10.2 READING |
10.2.1 Reading for pleasure (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
||||
Values:
|
||||
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify characteristics of riddles in texts. |
Confidently identifies characteristics of riddles in texts. |
Identifies characteristics of riddles in texts. |
Identifies some characteristics of riddles in texts. |
With assistance identifies characteristics of riddles in texts. |
Ability to identify vocabulary associated with children play, spoken word, tongue twisters and riddles. |
Easily identifies vocabulary associated with children play, spoken word, tongue twisters and riddles. |
Identifies vocabulary associated with children play, spoken word, tongue twisters and riddles. |
Identifies some vocabulary associated with children play, spoken word, tongue twisters and riddles. |
Needs assistance to identify vocabulary associated with children play, spoken word, tongue twisters and riddles. |
Ability to identify features of children play, spoken word, tongue twisters and riddles. |
Perfectly identifies features of children play, spoken word, tongue twisters and riddles. |
Identifies features of children play, spoken word, tongue twisters and riddles. |
Identifies some features of children play, spoken word, tongue twisters and riddles. |
Needs assistance to identify features of children play, spoken word, tongue twisters and riddles. |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
10.3 LANGUAGE STRUCTURE |
10.3.1 Affirmative and negative sentences (2 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competencies to be developed:
|
|
||||
Values:
|
||||
Pertinent and contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify affirmative and negative sentences from given text. |
Consistently identifies affirmative and negative sentences from given text. |
Identifies affirmative and negative sentences from given text. |
Identifies some affirmative and negative sentences from given text. |
Identifies few affirmative and negative sentences from given text. |
Ability to explain the use of affirmative and negative sentences in communication |
Excellently explains the use of affirmative and negative sentences in communication |
Explains the use of affirmative and negative sentences in communication |
With help explains the use of affirmative and negative sentences in communication |
With difficulty explains the use of affirmative and negative sentences in communication |
Ability to construct affirmative and negative sentences on leisure |
Perfectly constructs affirmative and negative sentences on leisure |
Constructs affirmative and negative sentences on leisure |
Partially constructs affirmative and negative sentences on leisure |
Constructs own affirmative and negative sentences on leisure with assistance |
Strand |
Sub Strand |
Specific Learning Outcomes |
Suggested Learning Experiences |
Key Inquiry Question(s) |
10.4 WRITING |
10.4.1 Creative writing- simple poems and songs (3 lessons) |
By the end of the sub strand, the learner should be able to:
|
The learner is guided to:
|
|
Core competences to be developed:
|
||||
Values:
|
Pertinent and Contemporary Issues (PCIs):
|
||||
Link to other subjects:
|
||||
Assessment Rubric |
||||
Indicator |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
Ability to identify features of poems in texts |
Confidently identifies features of poems in texts |
Identifies features of poems in texts |
Partially identifies features of poems in texts |
With assistance identifies features of poems in texts |
Ability to distinguish between poems and songs in texts |
Excellently distinguishes between poems and songs in texts |
Distinguishes between poems and songs in texts |
With help distinguishes between poems and songs in texts |
Struggles to distinguish between poems and songs in texts |
Ability to write simple poems and songs on traditional leisure |
Creatively writes simple poems and songs on traditional leisure |
Writes simple poems and songs on traditional leisure |
Attempts to write simple poems and songs on traditional leisure |
Has difficulty in writing simple poems and songs on traditional leisure |
COMMUNITY SERVICE LEARNING (CSL) PROJECT
The CSL project is based on the strand listening and speaking and the sub strand cultural literary short forms. The project seeks to deepen learners’ understanding of the place of cultural literary short forms in fostering ethnic relations and provide an opportunity for them to collect cultural literary short forms from the community. They will utilize the data generated to address the importance of community values in fostering healthy ethnic relations. It is further suggested that learners undertake the project in groups following the following steps:
- identifying gaps in relationships in the school and community
- doing a formal request to the headteacher for permission to carry out the project
- identifying the materials to be used in collecting the cultural literary short forms
- collecting the cultural literary short forms from the community
- sharing the short forms within the school and the community
- reflecting on the success or weakness of the community
Strands relating to CSL project |
Sub-Strands |
Project Outcomes |
Suggested Learning Experiences |
Key Inquiry Questions |
11.1 Listening and Speaking |
11.1.1 Cultural Literary Short Forms (6 hours) |
By the end of the sub strand the learner should be able to:
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The learner is guided to:
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Core Competencies to be developed:
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Values
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Pertinent and Contemporary Issues (PCIs):
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Link to other subjects
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Assessment Rubric |
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Indicator |
Exceeds Expectation |
Meets Expectation |
Approaches Expectation |
Below Expectation |
Ability to analyze the place of cultural literary short forms in fostering ethnic relations |
Analyzes the place of cultural literary short forms in fostering ethnic relations effectively |
Analyzes the place of cultural literary short forms in fostering ethnic relations |
Is able to analyze the place of cultural literary short forms in fostering ethnic relations with assistance |
Analyzes the place of cultural literary short forms in fostering ethnic relations with difficulty |
Ability to document the procedure to be followed for effective implementation of the project |
Documents the procedure to be followed for effective implementation of the project excellently |
Documents the procedure to be followed for effective implementation of the project |
Partially documents the procedure to be followed for effective implementation of the project |
Attempts to document the procedure to be followed for effective implementation of the project |
Ability to apply the knowledge data collection to gather cultural literary short forms from the community |
Exceptionally applies the knowledge data collection to gather cultural literary short forms from the community |
Applies the knowledge data collection to gather cultural literary short forms from the community |
Applies the knowledge in data collection to gather cultural literary short forms from the community with help |
Struggles to apply the knowledge in data collection to gather cultural literary short forms from the community even with assistance |
Ability to utilize the data generated to address the importance of community values in fostering healthy ethnic relations |
Utilizes the data generated to address the importance of community values in fostering healthy ethnic relations meticulously |
Utilizes the data generated to address the importance of community values in fostering healthy ethnic relations in varied contexts |
With assistance utilizes the data generated to address the importance of community values in fostering healthy ethnic relations |
Utilizes the data generated to address the importance of community values in fostering healthy ethnic relations with difficulty |
Ability to evaluate the project in relation to its objectives. |
Excellently evaluates the project in relation to its objectives. |
Evaluates the project in relation to its objectives |
Partially evaluates the project in relation to its objectives |
Attempts to evaluate the project in relation to its objectives |
Appendix
STRAND |
SUB STRAND |
SUB STRAND |
SUGGESTED NON- FORMAL ACTIVITIES |
SUGGESTED ASSESSMEN T METHODS |
PARENTAL ENGAGEM ENT |
LIST OF RESOURC ES |
1.THEME
INFORMATION COMMUNICATIO N TECHNOLOGY |
1.1 LISTENING AND SPEAKING |
1.1.1 Listening for informatio n |
Learners practice giving and responding to information |
Responding to questions Observation during recording activities Notes taken |
Learners to practice listening attentively and responding appropriately at home |
Audio clips, Writing materials |
1.2 READING |
1.2.1 Reading comprehen sion |
Learners to engage in reading clubs to practice and enhance their comprehension skills |
Observation as learners manipulate digital devices Personal collections of vocabulary |
Learners to discuss the use of different ICT gadgets with parents and guardians at home |
Recorded clips, selected paragraphs, grade 7 course books, digital devices |
|
1.3 LANGUAGE STRUCTURE |
1.3.1 Word Classes NOUNS |
Learners form reading clubs to promote reading culture. | Question/answ er, Observation Text messages and emails | Learners to write messages on social media with the help of parents and guardians | Print and online sources, social media platforms, phones, digital devices | |
1.4 WRITING |
1.4.1 Social writing formation |
Learners practise writing messages and emails in and out of class with peers | Observation, writing messages and emails, manipulating phones and online platforms | Learners to write messages on social media with the help of parents and guardians | Writing materials, organisers, Print and online sources, social media platforms, phones, digital devices |
2.0 UNITY AND CITIZENSHIP |
2.1LISTENIN G AND SPEAKING |
2.1.1 LISTENIN G FOR COMPRE HENSION |
Learners to listen and respond to questions on varied themes |
Question and answer Observation as they use the dictionary |
Learners to listen and respond to questions at home with peers, parents or guardians |
Digital tools e.g. computer, storybook, picture cards, audio stories, radios, props, costumes |
2.2READING |
2.2.1Exten sive reading |
Learners to engage in library membership or book club membership to enhance their reading skills |
Observation as learners use the library Book reports
Personal collections of thematic vocabulary |
Learners participate in reading activities/ hobbies with parents or guardians at home. |
Dictionaries
Library resources |
|
2.3 LANGUAGE STRUCTURE |
2.3.1 Personal and possessive pronouns |
Learners participate in |
Practice exercises e.g. gap filling Questions and answer |
learners to find and read stories at home with their parents and guardians | Writing materials, course books, print resources, sentence strips, digital sources. | |
2.4 WRITING | 2.4.1 Writing for information | Learners participate in writing competitions in their clubs and societies. | Writing varied texts | Learners practice writing simple texts with peers, parents and guardians at home | Books, pencils, newspaper cuttings, digital resources |
3.0THEME SAFETY AND SECURITY |
3.1 LISTENING AND SPEAKING
|
3.1.1 Attentive listening |
Learners Participate in language club activities with peers in and out of class |
Oral questions and aural questions as learners respond to questions on occupations |
Learners discuss safety and security with their parents and guardians at home |
Audio- visual clips Aural comprehension texts and passages Digital devices. |
3.2 READING |
3.2 .1Library skills |
Participation in reading clubs and societies |
Library use, observation |
Learners to discuss role of security officers at home with their peers, parents or guardians |
Note books and pens Grade 7 course book Library materials Digital devices, Online resources- songs, poems, texts on roles of security officers |
|
3.3LANGUA GE STRUCTUR E |
3.3.1 Word classes VERBS |
Learners Participate in language competitions in clubs and societies and in informal set up. Engage peers in spelling games in their clubs and societies. |
Question/answ er, oral exercises, cloze tests, quizzes and competition |
Read varied texts with the assistance of their parents/guard ians. |
Digital devices, word puzzles, passages on safety and security, books. |
3.4 WRITING |
3.4.1 Writing to give informatio n |
Learners to participate in writing competitions organized by their language clubs |
Writing activities |
Discuss safety and security with their parents and guardians |
Writing materials Digital devices Online sources Internet |
4.0THEME ENVIRONMENTAL CONSERVATION |
4.1 LISTENING AND SPEAKING |
4.1.1 Conversati onal skills |
Learners to engage in language clubs to practice speaking skills in and out of school |
Questions and answers, observation as they participate in role play about environmental conservation. |
Learners engage parents and guardians in discussions about environmenta l conservation. |
Digital devices Online platforms Props and costumes Grade 7 course book |
4.2 READING |
4.2.1 Reading for informatio n |
Learners to engage in reading club activities to improve reading skills |
Role play, observation, question and answer |
Learners share information and experiences on environmenta l conservation with peers, parents and guardians in the community |
Digital devices Level readers Selected online texts Grade 7 course book |
4.3 LANGUAGE STRUCTUR E |
4.3.1 Word classes ADJECTI VES |
Learners practice using different language structures in language clubs in and out of school |
Grammar practice exercises, observation, question and answer. |
Learners to discuss environmenta l conservation at home with peers, parents and guardians |
Digital devices Selected texts Activities in grade 7 course book |
|
4.4 WRITING |
4.4.1 Imaginativ e and creative writing |
Learners participate in writing completions in their clubs and societies. |
Written exercises, as they write sentences and passages. |
Learners discuss environmenta l conservation with their parents or guardians. |
Writing materials Digital devices Online sources |
5.0 THEME CULTURE |
5.1 LISTENING AND SPEAKING |
5.1.1 Conversati onal skills |
Participate in language games and activities (riddles, tongue twisters and word games) in their language clubs in and out of school. |
Observation of learner participation in activities |
Learners to discuss cultural conversation e.g. riddle sessions with parents and guardians at home |
Collections of tongue twisters, riddles and word games Pre- recorded audio clips Digital devices Recording devices |
5.2 READING |
5.2.1 Reading for informatio n |
Participate in reading activities of the reading club in and out of school |
Asking and answering questions, observation, responding to questions about child naming Reading aloud in turns |
Learners to discuss and learn about child naming in their community with parents and guardians |
Digital resources, A collection of songs, poems Online resources Grade 7 course book |
5.3 LANGUAGE STRUCTUR E |
5.3.1 Word classes DETERMI NERS |
Participate in language games during language club activities |
Observation, question and answer, practice exercises |
Learners to discuss cultural language use with parents and guardians at home. |
Digital resources A collection of practice exercises Grade 7 course book Online resources |
|
5.4 WRITING |
5.4.1 Narrative writing |
Participate in creative writing competition through the writing clubs. |
Written exercises Portfolios |
Learners to discuss cultural language use with parents and guardians at home |
Books, pens, online sources |
6.0 THEME TRADE |
6.1 LISTENING AND SPEAKING |
6.1.1 Listening for informatio n |
Participate in language games and activities (riddles, tongue twisters and word games) in their language clubs in and out of school. |
Observation of learner participation in role play Question and answer Note making |
Learners to discuss cultural trade with parents and guardians at home |
Props and costumes for role play Pre- recorded audio clips Digital devices Recording devices |
6.2 READING |
6.2.1 Reading comprehen sion |
Participate in reading activities of the reading club in and out of school |
Asking and answering questions Reading aloud in turns |
Learners to learn about trends in trade in their community from parents and guardians |
Digital devices Online resources Grade 7 course book |
|
6.3 LANGUAGE |
6.3.1 Word classes |
Participate in language |
Question and answer |
Learners to discuss trade |
Digital resources |
|
STRUCTUR E |
ADVERBS |
games during language club activities |
Practice exercises- sentence formation using adverbs, gap filling sing adverbs, identifying adverbs in paragraphs |
activities in the community with parents and guardians at home. |
A collection of practice exercises Grade 7 course book Online resources |
6.4WRITING |
6.4.1 Writing for informatio n |
Participate in writing competitions in writing clubs. |
Written exercises Short compositions Portfolios |
Learners to discuss issues of integrity in business with parents and guardians at home |
Books, pens
Online sources Digital devices |
7.0 THEME CAREERS |
7.1 LISTENING AND SPEAKING |
7.1.1 Intensive listening |
Participate in activities of language clubs in and out of school. |
Responding to questions orally Transcribing paragraphs Manipulating online sources |
Learners to discuss careers with parents and guardians at home |
Online sources Print sources Pre- recorded audio clips Digital devices |
7.2 READING |
7.2.1 Reading for information |
Participate in reading activities of the reading club in and out of school |
Answering questions in writing Observation- using the dictionary Practice exercises – inferring the meaning of words in context |
Learners to discuss careers in their community with parents and guardians |
Digital resources A collection of audio clips on careers Online resources Grade 7 course book |
7.3 LANGUAGE STRUCTUR E |
7.3.1 Phrases NOUN PHRASES |
Participate in digital language games during language club activities |
Observation
Question and answer Practice exercises |
Learners to discuss characteristic s and work ethics of different careers with parents and guardians at home. |
Digital resources Grade 7 course book Online resources |
|
7.4 WRITING |
7.4.1 Writing to give informatio n |
Participate in writing competition through the writing clubs. |
Practice exercises: Identifying topical paragraphs in texts Re-arranging sentences to form a coherent paragraph Short compositions to discuss abilities and talents Portfolios |
Learners to discuss the importance of abilities and talents with parents and guardians at home |
Writing tools Online resources Digital devices |
8.0 THEME INDIGENOUS KNOWLEDGE
|
8.1 LISTENING AND SPEAKING | 8.1.1 Story telling | Participate story telling sessions in their language clubs in and out of school. |
Observation of learner participation in activities: Telling stories creatively Audibility, coherence, fluency Team work in story telling sessions Discussions about character traits of animals in fables |
Learners to engage in story telling sessions with peers, parents and guardians at home |
Collections of fables Pre- recorded audio clips Digital devices Recording devices |
8.2 READING |
8.2.1 Intensive reading |
Participate in activities of the reading club in and out of school |
Asking and answering questions about indigenous knowledge Observation Reading aloud in turns Discussing characters in narratives they have read |
Learners to discuss indigenous knowledge with parents and guardians |
Digital resources A collection of narratives Online resources Grade 7 course book |
8.3 LANGUAGE STRUCTUR E |
8.3.1 ACTIVE AND PASSIVE VOICE | Participate in language games during language club activities |
Question and answer Practice exercises: Constructing sentences Identifying sentences in passive and active voice from texts Converting sentences |
Learners to discuss indigenous language structures with parents and guardians at home. |
Digital resources A collection of practice exercises Grade 7 course book Online resources |
|
|
8.4 WRITING |
8.4.1 Writing to give informatio n |
Participate in writing competitions in and out of school |
Written exercises Practice exercises: Re-arranging sentences to make a coherent paragraph Writing short stories with animal characters Portfolios |
Learners to discuss cultural language use with parents and guardians at home |
Books, pens, online sources |
9.0 THEME HEALTH AND NUTRITION |
9.1 LISTENING AND SPEAKING |
9.1.1 Presentation skills |
Participate in activities that involve making presentations in language clubs in and out of school. |
Observation of learner participation in activities: Discussing different types of food |
Learners to discuss traditional health and nutrition with parents and guardians at home |
Pre- recorded audio clips Guest speaker Digital devices Recording devices |
9.2 READING |
9.2.1 Reading for informatio n |
Participate in activities of the reading club in and out of school |
Asking and answering questions Reading newspaper articles and making notes Compiling a personal collection of thematic vocabulary |
Learners to discuss cultural foods with parents and guardians |
Digital resources A collection of poems about traditional nutrition Online resources Grade 7 course book |
|
9.3 LANGUAGE STRUCTUR E |
9.3.1 Sentences |
Participate in language games related to types of sentences, in club activities in and out of school |
Question and answer Practice exercises: Identifying interrogatives, declarative, imperative and exclamative sentences from texts about cultural foods Distinguishing between interrogatives, declarative, imperative and exclamative sentences |
Learners to discuss cultural foods with parents and guardians at home. |
Digital resources A collection of practice exercises Grade 7 course book Online resources |
|
9.4 WRITING |
9.4.1 Functional writing |
Participate in writing club activities in and out of school, to improve their writing skills |
Practice exercises: Outlining components of a friendly letter Written exercises: Writing emails about traditional food preparation or preservation methods Portfolios |
Learners to discuss traditional food preparation and preservation with parents and guardians at home |
Writing tools Online sources Print sources |
10.0 THEME LEISURE |
10.1 LISTENING AND SPEAKING |
5.1.1Listen ing for pleasure |
Participate in activities of language club activities in and out of school. |
Observation of learner participation in activities: Traditional children’s word games Listening and recording each other’s performance of songs or poems for leisure |
Learners to discuss traditional word games with parents and guardians at home |
Collections of tongue twisters, riddles and word games, songs, poems Pre- recorded audio clips Digital devices Recording devices |
10.2 READING | 10.2.1 Reading for pleasure | Participate in reading activities of the reading club in and out of school |
Asking and answering questions Identifying characteristics of riddles, puns Identifying features of children’s play songs Reading varied texts for pleasure |
Learners to discuss and learn about child games with parents and guardians |
Digital resources, A collection of songs, poems Online resources Grade 7 course book |
|
10.3 LANGUAGE STRUCTURE | 10.3.1 Affirmativ e and negative sentences | Participate in language games during language club activities |
Question and answer Practice exercises: Identifying sentences from texts Constructing sentences |
Learners to discuss types of sentences with parents and guardians at home. |
Digital resources A collection of practice exercises Grade 7 course book Online resources |
|
10.4 WRITING | 10.4.1 Creative writing | Participate in creative writing competition through the writing clubs. |
Practice exercises: Identifying features of a poem Written exercises: Writing poems, songs for traditional leisure Portfolios |
Learners to discuss cultural language use with parents and guardians at home |
Writing tools Digital devices |