Displaying items by tag: Grade 7

Monday, 09 January 2023 09:49

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:

  1.  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.
  2.  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.
    1.  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.
    2. 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.
    3.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

  1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
  2. Communicate effectively, verbally and non-verbally, in diverse contexts.
  3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
  4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
  5. Practice relevant hygiene, sanitation and nutrition skills to promote health.
  6. Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
  7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
  8. Manage pertinent and contemporary issues in society effectively.
  9. 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:

  1. Participate actively in activities for conservation of agricultural environment.
  2. Use scarce agricultural resources through innovative practices to contribute towards health, nutrition and food security.
  3. Grow crops and rear animals as profitable agricultural enterprises through sustainable and ethical practices for self- reliance and economic development.
  4. Apply existing and emerging technology in agriculture, digital and media resources to enhance sustainable agricultural practices.
  5. 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:
  1. explain the causes of soil pollution in farming,
  2. control soil pollution in agricultural environment,
  3. promote safe farming practices to prevent soil pollution,
  4. demonstrate responsibility in using safe farming practices to conserve soil.
Learner is guided to:
  • form groups, find out and discuss causes of soil pollution in farming such as excessive use of artificial fertilizers, agricultural chemicals and plastic wastes.
  • search and watch a video clip on causes of soil pollution.
  • engage in safe soil pollution control practices such as safe disposal of used chemical containers and plastic wastes.
  • create awareness messages against dumping of soil pollutants, safe disposal of used chemical containers and plastic wastes and use of correct types and amounts of farm chemicals and fertilizers.
  1. How do farming practices cause soil pollution?
  2. How can we control soil pollution through agricultural practices?
Core competencies to be developed:
  • Citizenship: social and civic skills in preserving the environment as learners create awareness in the community to ensure safe disposal of agricultural wastes for clean environment.
Link to values:
  • Responsibility as learners promote safe farming practices to conserve the soil.
Pertinent and contemporary issues (PCIs):
  • Environmental protection and conservation: as learners create awareness in the community against dumping of agricultural wastes.
Link to other subjects:
  • Integrated science in relating environmental pollutants to soil pollution.
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:
  1. outline the importance of water conservation in farming,
  2. construct water retention structures to conserve surface runoff,
  3. use minimum tillage practices to conserve water in farming,
  4. appraise water conservation measures in agricultural environment.
Learner is guided to:
  • work in pairs to discuss the importance of water conservation in farming (such importance to include making water available longer after the rains).
  • discuss ways of conserving surface runoff to prevent damage of property and collect it in structures such as water retention ditches, earth basins and water retention pits.
  • search for information on minimum tillage practices for water conservation in farming; to include practices such as slashing weeds, restricted cultivation and mulching.
  • take an excursion to evaluate community farming activities for water conservation

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.
  1. How can we conserve surface runoff for farming?
  2. How can we practice minimum tillage to conserve soil moisture?

 

Core competencies to be developed:
  • Critical thinking and problem solving: researching skills as learners observe, analyse available information on water conservation challenges in agricultural environment and problems (problem area in the environment), design and construct appropriate runoff retention structures to solve the challenge.
Link to values:
  • Unity in group initiative when constructing water retention ditches and pits.
Pertinent and contemporary issues (PCIs):
  • Environmental protection and conservation in construction of retention ditches and retention pits for water conservation in the local environment.
Link to other subjects:
  • Integrated science as the learners use tools, equipment and technology to construct water conservation structures.
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:
  1. explain the meaning of agroforestry in conserving the environment,
  2. describe the importance of agro-forestry in conserving the environment,
  3. examine the characteristics of agro-forestry trees for conservation of the environment,
  4. choose appropriate agroforestry trees for conserving environment,
  5. establish agroforestry trees for conservation of the environment,
  6. embrace the use of agroforestry in conserving the environment.
Learner is guided to:
  • work in pairs to discuss their understanding of the term agro-forestry.
  • work in groups to search for information on importance of agro- forestry using digital and print resources and make presentation in class.
  • take a field excursion to observe the uses of various trees as grown in crop and pasture fields.
  • watch a video clip on agroforestry trees as used in crops and pasture fields.
  • make presentations on characteristics of a good agroforestry tree such as ability to grow alongside crops, fast growing, and multiple uses.
  • explore the environment and choose agroforestry trees that can provide planting material for establishing agroforestry.

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.

  1. Why should we practice agroforestry?
  2. How do agroforestry trees conserve environment?
  3. How can we identify and agroforestry tree?
Core competencies to be developed:
  • Self-efficacy: leadership skills as learner set goals, assign and execute tasks in the agroforestry class project.
Link to values:
  • Responsibility while caring for the class project until the planted agroforestry trees are fully established.
Pertinent and contemporary issues (PCIs):
  • Environmental awareness, protection and conservation in establishing agroforestry trees to conserve and improve the environment within the school.
Link to other subjects:
  • Social studies as learners expound their knowledge and skills in environmental conservation through agroforestry.
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
Preparation of planting site

(7 lessons)

 By the end of the sub strand the learner should be able to:
  1. identify planting site for crops in the school environment,
  2. examine planting site in relation to planting material,
  3. prepare site for establishing selected planting material,
  4. show responsibility in preparing site for selected planting material.
Learner is guided to:
  • take excursion in the school compound to identify suitable sites for planting crops. The sites to include ground sites, container sites, on walls, along the fence or along the driveways.
  • observe provided planting materials and suggest appropriate preparation of their planting sites. The suggestions to include fine tilth for small seeds, medium tilth for medium sized seeds, course tilth for large planting materials like tubers, suckers and cuttings
  • prepare suitable sites for establishing selected planting materials on the identified areas. The sites to include selected containers and ground seedbeds.

Practical activity: As a class, learners to prepare a suitable planting site in readiness for establishing a crop of their choice.

  1. How can we prepare different types of planting sites?
  2. How does planting material determine planting site preparation?
Core competencies to be developed:
  • Critical thinking and problem solving: evaluation and decision making skill as the learners explore the school compound, identify and prepare a suitable planting site for a given planting material
Link to values
  • Unity as the learners discuss and work in groups in the activity tasks for identifying and preparing planting sites.
Pertinent and contemporary issues (PCIs):
  • Safety of self and others as the learners observe and practice personal safety and safety of others while working with tools and equipment in preparing planting sites.
Link to other subjects:
  • Pre technical and Pre career studies as learners work with various tools and equipment in preparing planting sites.
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:
  1. categorize planting materials used for establishing various crops,
  2. select suitable planting materials for crop establishment,
  3. describe the methods of planting various crop materials,
  4. determine appropriate time of planting different types of propagation materials,
  5. predict appropriate time of planting using digital information centres,
  6. establish a selected planting material in a planting site

Learning Outcomes Suggested Learning Experiences Key Inquiry Question
Learner is guided to:

  • search for information on types of planting materials, collect and categorize planting materials as either seeds or vegetative materials.
  • analyze and select from provided samples of planting materials such as overgrown woody cuttings, middle woody cuttings, young immature cuttings, mature seeds of different sizes, damaged seeds, wrinkled seeds, chemically treated seeds, and young immature seeds.
  • discuss and make presentations on how different materials are planted in a seedbed using methods such as dibbling, drilling and broadcasting.
  • discuss factors determining appropriate time of planting such
    as soil moisture, onset of rain, timed market, staggered planting and time of harvesting.
  • search for information using digital devices, digital apps and corporate websites on expected time for onset of the rain to predict time of planting.

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.

  1. How can planting materials be selected?
  2. How can selected planting materials be established?

 

Core competencies to be developed:
  • Learning to learn: researching skills as learners engage in searching and discovery learning process in searching for information, categorizing planting materials, analysing materials for planting, conducting practical activities and making observations on germination and growth of selected crops.
  • Digital literacy: connecting and interacting skills as learners use digital devices, select appropriate websites and application software to search for information for predicting time of planting.
Link to values:
  • Unity while working in teams to conduct practical activities and class presentations on establishing a crop from planting materials.
Pertinent and contemporary issues (PCIs):
  • Social cohesion will be developed as the learners work in groups and interact, consult and conduct the practical activities of establishing a selected crop.
Link to other subjects:
  • Integrated science as learners apply scientific concept of germination and viability of planting materials.
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
(9 lessons)

By the end of the sub strand the learner should be able to:
  1. differentiate between a weed and a crop in a cultivated field,
  2. carry out weeding using physical methods,
  3. carry out earthing up for a suitable crop,
  4. carry out thinning and gapping for optimum plant spacing,
  5. carry out hardening on a suitable crop,
  6. appreciate importance of various management practices in crop production.

Learner is guided to:

  • take an excursion to a field with growing crops, observe and differentiate weeds from crops.
  • use digital devices to take photos of various weeds, compile and make class presentations about the compiled work.
  • carry out weeding on a selected crop using physical methods such as uprooting weeds, tilling and slashing.
  • observe the geminated crop, carry out thinning and use the thinned-out plants to gap the wide spaces.
  • carry out earthing up for a suitable crop.
  • carry out hardening on a suitable crop.
  • Discuss the importance of management practices carried out in
    crop production


Practical activity: As a class, learners to carry out management practices (at the opportune time) on a crop of their
choice.

  1. What management practices should be carried out in crop production?
  2. Why is it important to carry out crop management practices?
  3. How can we carry out management practices in crop production?
Core competencies to be developed:
  • Digital literacy: designing and creating skills as learners take photos of weeds, compile the photos and use digital devices to make class presentations.
Link to values:
  • Respect for one another as learners carry out the various management practices for the group project. 
Pertinent and contemporary issues (PCIs):
  • Lifeskills: Planning and decision making skills as the learners plan and commit themselves to carry out tasks in management practices during practical lesson activities.
Link to other subjects:
  • Social studies as learners relate various management practices of selected crops to the elements of weather in their locality.
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

(6 lessons)

By the end of the sub strand the learner should be able to:
  1. examine forms of animal handling in the community,
  2. defend animals against mistreatment in the community,
  3. handle animals humanely in the community,
  4. create awareness on importance of humane treatment of animals in the community.

Learner is guided to:

  • explore the community and share experiences on forms of animal handling (humane and inhumane treatments of animals in the community).
  • discuss and analyze inhumane treatments such as beating, poor restraining, inappropriate castration, poor transport methods, inappropriate harnessing, inhumane slaughtering, overloading draught animals, and over working.
  • suggest solutions for defending animals against inhumane treatments. Such solutions to include proper handling, safe harnessing and castration using approved methods.
  • use digital resources to search for information on how various animals should be handled and apply the
    knowledge to defend animals against mistreatment in the community. 


• role play and dramatize humane handling of various animals in the community.
• develop messages to create community awareness on importance of humane treatment of animals.

Practical activity: Learners to use safe animal (docile) to demonstrate humane
and safe handling of animals.

  1. What are the safe ways of handling animals?
  2. Why is it important to handle animals in humane ways?
Core competencies to be developed:
  • Core competencies to be developed:
  • Communication and collaboration: speaking and teamwork skills as learners consult and speak influentially to the community leadership and community members on appropriate handling of animals during school open days.
Link to values:
  • Love as learners demonstrate humane treatment of animals to the community through school open days.
Pertinent and contemporary issues (PCIs):
  • Animal welfare as the learners develop and disseminate messages to defend animals against inhumane treatment in the community.
Link to other subjects:
  • Integrated science as learners relate the body parts used to handle the animals to the functions, sensitivity and safety of the animal.
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

(6 lessons)

By the end of the sub strand the learner should be able to:
  1. identify pets reared in the community,
  2. describe factors considered in selecting a pet for rearing,
  3. explain how to acquire a pet for rearing,
  4. describe various management practices in rearing of pets,
  5. appreciate various management practices of rearing pets.

 Learner is guided to:

  • visit the community and explore the pets that are reared by various households
  • acquire information from resource persons on animals reared as pets in the community
  • search for information from print and digital resources on factors to consider in choosing a pet for rearing such as social, economic, safety and legal factors
  • discuss various ways of acquiring a pet for rearing such as buying from other community members, gifts, and inheritance
  • take an excursion in the community, observe pets and acquire information on management practices such as feeding, housing,
    sanitation, parasite and disease control
  • view a video clip on selected management practices such as feeding, housing, sanitation, parasite and disease control
  1. How can we rear pets?
  2. How can we choose pets for rearing?
Core competencies to be developed:
  • Learning to learn: researching skills as the learners work collaboratively, take excursion and discover various factors considered in choosing an appropriate pet for rearing and the management practices carried out on the pets.
Link to values:
  • Respect for community values and existing laws as learners appreciate factors to consider in ownership of pets.
Pertinent and contemporary issues (PCIs):
  • Animal welfare as the learners appreciate the importance of various management practices in rearing of pets.
Link to other subjects:
  • Social studies as learners appreciate community values, existing laws and by-laws in rearing of animals.
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

(6 lessons)

By the end of the sub strand the learner should be able to:
  1. sort and grade eggs for various purposes,
  2. process raw honey from the combs,
  3. pack processed honey for storage and use,
  4. embrace the value of preparing animal products for use, storage and marketing.
Learner is guided to:
  • work in groups to analyse sampled eggs, brainstorm on factors to consider when grading eggs, then sort and grade the eggs.
  • process a provided sample of raw honey from combs using crushing and straining method.
  • pack the processed honey in appropriate containers such as plastic, glass or aluminium containers.
  • discuss the importance of sorting and grading eggs and
processing of raw honey.
  1. Why should we sort and grade eggs?
  2. How can raw honey be processed?
Core competencies to be developed:
  • Critical thinking and problem solving: evaluation and decision making skills as learners assess the problem of unprocessed honey and devise ways of processing raw honey from the combs.
Link to values:
  • Integrity in applying ethical methods of preparing animal products.  
Pertinent and contemporary issues (PCIs):
  • Financial literacy as learners add value of honey from raw to semi processed honey and as they sort and grade eggs for various purposes.   
Link to other subjects:
  • Pre technical and pre career studies as learners use technology in processing of animal products.
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:
  1. discuss meaning of off- season cropping as a farming technique,
  2. explain the importance of off-season cropping in Agriculture,
  3. choose appropriate technology to support off-season cropping,
  4. describe appropriate techniques used in off- season cropping,
  5. appreciate the importance of off- season cropping techniques and technologies for food security.

Learner is guided to:

  • form pairs to brainstorm the meaning of off-season cropping and then share in plenary
  • search for the meaning of off-season cropping using print and digital resources
  • discuss the importance of off-season cropping and in a plenary share derived points such as continuous supply of food, regular income and high market value
  • search for information on applicable technologies for off-season cropping such as innovative drip irrigation and container gardening
  • discuss the off-season crop production techniques such as timed planting, staggered
    planting and succession planting
  • discuss the importance of off-season crop production techniques and technologies.
  1. How can we ensure a continuous supply of vegetables in farming?
  2. Why should we practice off- season cropping in farming?
Core competencies to be developed:
  • Critical thinking and problem solving: open mindedness and creativity skills as learners deduce appropriate off- season techniques and technologies for continuous food supply in the community.
Link to values:
  • Respect as learners make presentations on appropriate techniques and technologies for off-season cropping.
Pertinent and contemporary issues (PCIs):
  • Environmental awareness and food security issues as learners analyse food security challenges and determine appropriate off-season cropping techniques to solve them.
Link to other subjects:
  • Pre technical and pre career studies as learners integrate off-season techniques and technologies in the community for continuous food supply.
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
Suspended Gardens

(9 lessons)

By the end of the sub strand the learner should be able to:
  1. identify off-season crops suitable for suspended gardening,
  2. discuss and document proposed project plan for framed suspended garden,
  3. select suitable site for framed structure suspended garden,
  4. design framed structure for suspended gardens,
  5. construct framed structures for suspended gardens,
  6. establish and manage selected off-season crop on suspended gardens,
  7. persuade the school community to adopt off-season cropping techniques for food security,
  8. evaluate the project in relation to the project objectives.
Learners are guided to:
  • identify suitable crops that meet the following criteria:
    • Can be established on a suspended garden on framed structures sited in small spaces such as along the drive way, pathways or any other place in the school that receives regular visitors.
    • Can enhance beauty.
    • Can grow within a short period of time (not a perennial crop).
  • identify suitable site in the school compound to prepare framed structures for suspended gardens.
  • design and sketch plans for framed suspended gardens.
  • source for materials (locally available materials such as wires, wooden planks, metal bars and poles) to construct framed suspended garden.
  • assign themselves tasks towards construction of the framed structures, establishment and management of selected off- season crops on the suspended garden.
  • carry out assigned tasks to implement the project.
  • carry out assigned tasks in management of the project

Community involvement: - Learners to:

  • create educative messages on the project to pass to the community.
    • get community feedback by use of a feedback box installed at the project site.

Project Evaluation:

  • Learners to evaluate the achievements, challenges and experiences of the project and suggest what could have been done better.

Project reflection:

  • Learners to share lessons learnt from implementation of the project and the feedback provided by the community through class
    presentations.

 

  1. How can we innovatively grow crops in limited space?
  2. How can we prepare a framed suspended garden?

 

Core competencies to be developed:
  • Self-efficacy: self-awareness and planning skills as learners plan, implement and manage various tasks in the CSL project activities such as designing, siting, construction, crop establishment and management on the suspended gardens.
  • Critical thinking and problem solving: interpretation and inferencing skill as learners articulate problems of crop growing on limited spaces, formulate and implement solution to solve the problem through suspended gardens.
  • Creativity and imagination: observation and making connection skills as learners design, sketch framed structures and innovatively site the structures for aesthetic purposes within the school compound.
Link to values:
  • Unity as learners carry out team work activities while planning, implementing and managing the suspended garden project.
Pertinent and contemporary issues (PCIs):
  • Environmental protection and conservation as learners re-use locally available materials to construct framed suspended gardens.
Link to other subjects:
  • Pre technical and pre career studies as learners apply hands-on skills to design, construct and manage framed suspended garden project.
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

(7 lessons)

By the end of the sub strand the learner should be able to:
  1. explain the meaning of value addition in crop produce,
  2. examine ways of adding value on crop produce,
  3. process a selected crop produce to add value,
  4. appreciate the importance of value addition on crop produce.

 Learner is guided to:

  • use digital devices to search and share information on meaning and examples of value addition in crop produce.
  • discuss ways of adding value to crop produce such as potatoes, mangoes, vegetables, cassava, groundnuts, simsim, sweet potatoes and pumpkins.
  • process a provided sample of crop produce such as potatoes, mangoes, vegetables, cassava, groundnuts, simsim, sweet potatoes and pumpkins to add value using appropriate methods like drying and frying.
  • compare the processed crop produce with raw crop produce in terms of monetary value and storage life. 


Practical activity: Learners to select a crop produce of their choice and process the produce for value addition using applicable technique.

  1. Why do we add value to crop produce?
  2. How can we add value to crop produce?
Core competencies to be developed:
  • Critical thinking and problem solving: evaluation and decision making skills as the learners search for information and select a suitable method of adding value to a crop produce.
Link to values:
  • Integrity as the learners observe hygiene and safety standards during processing of crop produce. 
Pertinent and contemporary issues (PCIs):
  • Nutrition, health and food security as learners process crop produce to increase shelf life and reduce food spoilage through value addition processes.   
Link to other subjects:
  • Pre-technical and pre-career studies as learners use technology to process crop produce.
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)

  • Written assignment.
  • Observation of learning activities.
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
  • Oral assessment
  • Observation of learning activities
  • Group project portfolio on preparation of water conservation structures.
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
  • Written tests
  • Graded observation of group work activities
  • Project portfolio in establishment of one-tree project.
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
  • Written assignment
  • Graded observation
  • Oral assessment

Samples of seeds of various sizes and assorted vegetative planting materials.
Suitable planting sites such as on the walls of buildings, along fence lines and driveways in the school.
Suitable containers for making planting site.
Manure.
Garden tools and equipment such as jembes, pangas and
slashers

Learners to initiate display sites/crop museum in or near the school.  
2.2 Crop
establishment
  • Written tests
  • Graded observation of group work activities
  • Project portfolio in establishment of a crop on the prepared planting site.

Samples of seeds and vegetative planting materials (both appropriate and inappropriate) for learners to select the right ones for sowing or planting.
Digital devices and related


accessories.
Garden tools and equipment such hoes, panga, planting line and tape measure.

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
  • Written assignment
  • Graded observation of learner demonstrations
  • Oral assessment on animal handling.
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
  • Written assignment
  • Oral assessment on factors considered in selecting a pet.
Print materials and digital resources on common pets.
3.3 Preparation of animal products
  • Written assignment
  • Graded observation
  • Oral assessment on animal rearing practices.

 Photos and video clips on domestic animals and farm with domestic animals.

Video clips on management practices of pets.

4.0Agriculture and Technology 4.1 Off-season cropping techniques
  • Graded oral assessment
  • Written tests
  • Project journal on CSL project activities (activities in construction and establishment of framed suspended garden).
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
4.3 Value addition techniques
  • Oral assessment
  • Written tests
  • Graded observation on learner project activities and participation levels.

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:

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
Monday, 09 January 2023 07:16

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:

  1.  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.
  2.  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.
    1.  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.
    2. 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.
    3.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

  1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
  2. Communicate effectively, verbally and non-verbally, in diverse contexts.
  3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
  4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
  5. Practice relevant hygiene, sanitation and nutrition skills to promote health.
  6. Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
  7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
  8. Manage pertinent and contemporary issues in society effectively.
  9. 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:

  1. 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.
  2. Recognize God as the sole creator and sustainer of the universe by conserving the environment as stewards.
  3. 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.
  4. Apply the teachings of Jesus Christ to build capacity for harmonious relationships.
  5. Promote attitudes that build respect for one another and create positive interdependence among learners diverse global society.
  6. 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:
  1. explain the meaning of Christian Religious Education to foster understanding of CRE.
  2. analyze the importance of learning Christian Religious Education for holistic growth.]
  3. appreciate Christian Religious Education for sound moral and religious values.
Learners are guided to:
  • brainstorm in small groups the meaning of Christian Religious Education and present to the class
  • Search for the meaning of Christian Religious Education using different sources internet, textbooks and library and present to the class
  • discuss in pairs the importance of studying Christian Religious Education as a subject and present to the class
  • debate on how Christian Religious Education helps the learners to relate with one another.
  • use charts/ posters/flashcards to write messages and themes that promote sound moral and religious values.
  1. Why is Christian Religious Education important?
  2. How do you benefit by learning Christian Religious Education?

 

Core Competencies to be developed:
  • Learning to learn: the learners brainstorm and share the meaning of Christian Religious Education
  • Self-efficacy: the leaners debate on how Christian Religious Education helps the learners to relate with one another
  • Digital literacy: the learners assess learning materials on the importance of Christian Religious Education and share content through the digital platform.
Values:
  • Respect for one another: the learners use charts or posters to write messages and themes that promote sound moral and religious values.
  • Responsibility: the learners carry online search on the meaning of Christian Religious Education and present to the class using a power point.
Pertinent and Contemporary Issues (PCIs):
  • Effective communication: the learners carry out online search on the importance of learning Christian Religious Education and being able to share their findings in class.
Links to other Subjects:
  • English language: the learners discuss in groups and debate
  • Computer Science: the learners use digital devices to search for information on the meaning of Christian Religious Education.
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
Accounts of Creation

(6 Lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the biblical accounts of creation to understand God’s great work
  2. discuss the similarities and differences in the two biblical accounts of creation
  3. explain the similarities and difference between the biblical accounts and African stories of creation
  4. appreciate God’s creation work in the two biblical accounts.
Learners are guided to:
  • brainstorm the features of God’s creation in their surrounding
  • take a nature walk and explore God’s creation in the school compound / the surrounding area
  • read in groups Genesis 1 and 2 and explain the biblical accounts of creation
  • summarize main points on the two biblical accounts of creation on charts and display them in class
  • use library materials to search for information on African stories of creation
  • describe the similarities and difference between the biblical accounts and African stories of creation
  • write a summary on the similarities and difference between the biblical accounts and African stories of creation watch a video clip on biblical accounts of creation and share what they have observed.
  1. What are the attributes of God from the biblical accounts of creation?
  2. How is the first account of creation different from the second?
  3. Why is it important to learn about creation accounts/stories?

 

Core Competencies to be developed:
  • Communication and collaboration: the learners’ debate on the “biblical accounts of creation are similar to African stories of creation’’
  • Creativity and imagination: the learners design posters /charts on the order of creation
  • Digital literacy: using digital devices, the learners design posters /charts on the order of creation and share within the class
  • Learning to learn: the learners interact with a resource person on African stories of creation and pose relevant questions
Values:
  • Responsibility: the learners take care of God’s creation in the school compound
  • Respect: the learners interact with a resource person, pose relevant questions and acquire more information on African stories of creation.
  • Love: the learners appreciate aspects of God’s creation.
Pertinent and Contemporary Issues (PCIs):
  • Gender mainstreaming: the learners recognize that God created human beings as male and female who complement each other
  • Environmental issues in education: the learners take a nature walk and explore aspects of creation around the school.
Links to other Subjects:
  • Social Studies: the learners interact with the environment during the nature walk
  • English language: the learner’s debate on the “biblical accounts of creation are similar to African stories of creation’ ’idea
  • Performing Arts: the learners sing a song on creation
  • Computer Science: the learners conduct online search using digital devices on similarities and differences in the biblical accounts of creation.
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
Responsibility over Animals, Fish and Birds

(4 Lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the biblical teaching on responsibilities given to human beings over animals, fish and birds to promote responsible living
  2. discuss ways through Christians apply the biblical teaching to protect animals, fish and birds
  3. appreciate importance of good stewardship
 Learners are guided to:
  • read Genesis 2:15-20, James 3: 7 discuss the responsibilities given to human beings
  • identify ways through which Christians apply the biblical teaching to protect animals, fish and birds
  • write sensitization messages on charts/posters on the importance of good stewardship
  1. Why should Christians take care of animals, fish and birds
  2. How do you take care of God’s creations.
Core Competencies to be developed:
  • Critical thinking and problem solving: the learners identify different ways of taking care of animals, fish and birds.
  • Learning to learn: the learners write sensitisation messages on charts/posters on the importance of good stewardship
  • Creativity and Imagination: identify ways through which Christians apply the biblical teaching to protect and preserve animals, fish and birds
Values:
  • Responsibility: the leaners take care of the different animals, fish and birds
  • Patriotism: the learners discuss strategies of protecting and conserving the environment.
  • Social justice: the learners advocate for animal, fish and birds’ welfare
Pertinent and Contemporary Issues (PCIs):
  • Animal rights and welfare issues in education: the learners visit nearest animal orphanage/ national park/observe animals within their local environment and write a report on their rights
  • Assertiveness: the learners commit themselves to taking care of domestic animals at home
  • Environmental issues in education: the learners discuss different ways of taking care of animals, fish and birds to enhance harmonious coexistence.
Links to other Subjects:
  • Integrated Science: the learners learn about the importance of living creatures on land and in the sea
  • English language: the learners compose and recite poems on animal welfare and protection
  • Computer Studies: the learners use online sources to search for information on different strategies of taking care of animals, fish and birds
  • Agriculture: the learners use different strategies in taking care of animals, fish and birds
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
Responsibility over Plants

(4 Lessons)

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:
  1. describe the responsibilities given to human beings over plants by God to promote self efficacy.
  2. identify how Christians apply the biblical teachings on the care for plants to enhance environmental conservation
  3. discuss how prudent use of plants contribute to economic growth
  4. appreciate plants as part of God’s creation to promote a healthy ecosystem.
Learners are guided to:
  • read in turns Genesis 1:29: Genesis 2:15 and Psalm 104:14, summarize the biblical teachings in charts and present them to the class
  • brainstorm on different types of plants found in the environment and how they can care for them
  • brainstorm how prudent use of plants contribute to economic growth and make summary notes on this
  • Interact with a resource person from an agricultural research institution on prudent ways of using plants.
  1. How do you ensure sustainability of plants in your locality?
  2. What plants in your locality are important to your family?
  3. Which economic activity do you engage in at home or school?
Core Competencies to be developed:
  • Learning to learn: the learners interact with a resource person from an agricultural research institution on prudent ways of using plants
  • Communication and collaboration: the learners discuss in groups how they can care for the plants in their locality
  • Self-efficacy: the learner’s practice care and protection for plants.
Values:
  • Responsibility: the learners apply biblical teachings in the care for plants to enhance environmental conservation
  • Unity: the learners discuss in groups how they can care for different plants
  • Social justice: the learners advocate for environmental conservation.
Pertinent and Contemporary Issues (PCIs):
  • Learner support programmes: the learners participate in environmental clubs
  • Education for Sustainable Development (ESD): the learners explain different ways plants are cared for to enhance responsibility
  • Financial literacy: the learners discuss how prudent use of plants contribute to economic growth
    
Links to other Subjects:
  • Social Studies: the learners identify ways of conserving the environment
  • Computer Science: the learners conduct an online search on different plants found in different regions of Kenya
  • Agriculture: the learners learn different ways of taking care of plants
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
Responsibility over Plants and Animals

(3 lessons)

By the end of the sub strand, the learner should be able to:
  1. identify the type of plants/ animals within the locality and select one category suitable for the project
  2. apply knowledge attained from the biblical teaching on responsibilities given to human beings by sharing roles
  3. develop a plan for when the project starts and ends including number of stages and resources to promote responsible behavior
  4. discus how the project will benefit the community and learner
  5. Identify project successes, setbacks and areas of improvement
  6. Appreciate the responsibility over plants and animals in their locality.
Learners are guided to:
  • brainstorm on plants and animals within the locality suitable for a project
  • in groups, share different roles in preparation for the project
  • as a class come up with simple plan that contains, project title, objectives, stages, resources required start and end of the project (within a term, two terms or a year) and expected results
  • interview any resource person with relevant on animals and plants
  • in small groups identify either plants, animals or other living creatures in the environment and align them with the project by outlining what, how, where, when, by who/ by what means use internet resources or available textbooks to gather information on the project strategies and inputs
  • as a class identify the project location
  • in groups identify ways of using locally available materials such as sacks or buckets to minimize cost
  • in groups, talk to the school community about the project to solicit support
  • discuss in groups the benefits of the project to the learners themselves and community
  • write a simple report on success, setbacks, areas of improvement and way forward for the project.
  1. Why should you take responsibility over living creatures on the land and waters?
  2. How can you involve the community to use plants wisely?
Core Competencies to be developed:
  • Learning to learn: the learners identify new plants that can be grown sustainably in their environment.
  • Communication and collaboration: the learners work together to identify priority areas for the project, project title, outcomes and purpose; relevant to solving the problem in the catchment area.
  • Imagination and creativity: the learners devise a plan when the project starts and ends.
  • Critical thinking and problem solving: the learners come up with simple proposals outlining steps and processes to be undertaken.
  • Digital literacy: the learners use internet resources to gather more information on the project strategies and inputs.
Values:
  • Responsibility: the learners liaise with the community on the project regarding sustainability of plants
  • Unity: the learners devise a plan when the project starts and ends for example within a term, two terms or a year
  • Love: the learners share how they will scale up the new practices at home o region or county
  • Peace: the learners conduct oral interviews in the community to get feedback on the project.
Pertinent and Contemporary Issues (PCIs):
  • Environmental issues as learners are encouraged to take responsibility over plants, animals and other living creatures for sustainable development
Links to other Subjects:
  • Social studies: the earners make recommendations and conclusions regarding project success on plants grown in the community
  • English: the learners prepare report to disseminate to the stakeholders
  • Computer science: the learners use internet resources to gather more information on the project strategies and inputs
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
Functions of the Bible

(3 Lessons)

By the end of the sub strand, the learner should be able to;
  1. explain the importance of the Bible and how it is used in the contemporary society
  2. discuss the role of the Bible for holistic growth
  3. explain how God’s word inspires different services among Christians
  4. appreciate the Bible as the inspired Word of God
Learners are guided to:
  • brainstorm how the Bible is used in different occasions and places
  • debate and write main points on how the Bible is used in the society
  • read in turns Timothy 3:16-17, Proverbs 30:5-6, John 1:1-2 and explain the teachings of the Bible texts
  • prepare in groups a PowerPoint presentation on the importance of the Bible and how it is used in today’s society
  • write summary points on how the Bible used in spreading the Word of God
  • discuss in groups how the Bible promotes spiritual, moral, social, emotional, physical and intellectual growth of a person.
  • discuss different types of service Christians engage in their local community in service to God and humanity
  • Prepare a TV or Radio lesson on how God’s word inspires service among Christians
  • read the Bible in groups and report to the class the meaning of passages read
  1. Why is the Bible different from other books?
  2. How do
    you apply the word of God in your daily life?

 

Core Competencies to be developed:
  • Creativity and imagination: the learners prepare a TV/Radio lesson on how God’s word inspires service among Christians
  • Critical thinking and problem solving: the learners investigate how God’s word inspires service among Christians
  • Learning to learn: the learners discuss how the Bible promotes spiritual, moral, social, emotional, physical and intellectual growth of a person
  • Communication and collaboration: the learners read the Bible in groups and report to the class the meaning of passages read
  • Digital literacy: the learners search the internet on how the Bible is useful as a tool for holistic growth.
Values:
  • Unity: the learners work in groups and prepare Power Point presentations
  • Respect: the learners analyse the role of the Bible and read the Bible passages in turns
  • Responsibility: the learners engage in Christian service in their local community.  
Pertinent and Contemporary Issues (PCIs):
  • Effective communication: the learners use the Bible to share the Word of God, discuss in groups and role play
  • Peace Education: the learners put into practice the Word of God and live harmoniously
  • Decision making: the learners read the Word of God and offer service to God in different ways.
Links to other Subjects:
  • English Language: the learners read and discuss the Bible texts
  • Computer Science: the learners use digital devices to carry out online search
  • Performing Arts: the learner’s role- play on the use of the Bible in spreading the Word of God and record this on a digital device.
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
(4 lessons)

By the end of the sub strand, the learner should be able to:
  1. identify the books of the Old and New Testament to enhance understanding of the Word of God
  2. classify the books of the Old and New Testament according to their divisions
  3. appreciate the books of the Old and New Testament as she/he reads the Bible.
Learners are guided to:
  • Name the books of the Old and New Testament to enhance understanding of the Word of God
  • brainstorm in pairs because there are two major divisions of the Bible
  • identify and list the books of the Old and New Testament chronologically
  • in groups sort out and design posters on categories of books of the Old and New Testament according to divisions and authorship.
1. Why is it important to know the books of the Bible?
Core Competencies to be developed:
  • Learning to learn: the learners brainstorm in pairs why there are two major divisions of the Bible.
  • Communication and collaboration: the learners sort out and design posters on the categories of books in the Old and
    New Testament according to their divisions
  • Digital literacy: the learners carry out an online inquiry on the books of the Bible and their categories and use a digital
    device to present the findings
Values:
  • Unity: the learners brainstorm in pairs because there are two major divisions of the Bible
  • Responsibility: the learners read the Bible for moral and spiritual growth.
Pertinent and Contemporary Issues (PCIs):
  • Effective communication: the learners’ sort and design a poster on categories of books in the Old and New Testament according to their divisions and authorship,
Links to other Subjects:
  • English Language: the learners work in groups to design posters on categories of the books of the Old and New Testament
  • Mathematics: the learners’ sort and chronologically sequence books of the Old and New Testament
  • Computer Science: the learners carry out an online inquiry on the books of the Bible.
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

(4 lessons)

By the end of the sub strand, the learner should be able to:
  1. discuss reasons for translation of the Bible to local languages.
  2. Identify different translations and versions of the Bible used in Kenya
  3. Examine the social economic effects of translation of the Bible into local languages
  4. appreciate the work of Bible translation in Kenya to promote social cohesion
Learners are guided to:
  • brainstorm n how people have benefited from different translations of the Bible
  • in groups discuss reasons that led to the translation of the Bible into local languages and present their points to the class
  • discuss in groups the different translations and versions of the Bible and write them on flash cards
  • interview a resource person on the social economic effects of translation of the Bible into local languages
  • Debate on the theme: “is Bible translation still necessary in our society today?”
  1. What skills does a Bible translator require?
  2. Which challenges do Bible translators face?
  3. Why is it important to translate the Bible?
Core Competencies to be developed:
  • Learning to learn: the learners share the benefits of Bible translation with their parents or guardians
  • Digital literacy: the learners carry out online search on the benefits of Bible translation into local languages
  • Critical thinking and problem solving: the learner’s debate on the theme: “Is Bible translation still necessary in our society today?”
Values:
  • Love: the learners learn that Bible translation embraces languages of all nations
  • Unity and peace: the learners discuss how translation of the Bible into local languages has helped to promoted inter- communal relations and peaceful co-existence
Pertinent and Contemporary Issues (PCIs):
  • Global citizenship: the learners learn the process of translating the Bible into different languages
  • Digital citizenship: the learners learn the use of technology in translating the Bible into different languages.
Links to other Subjects:
  • English language: the Learners debate on the theme: “Is Bible translation still necessary in our society today?”
  • Performing and Visual Arts: the learners compose a poem, on the benefits of Bible translation
  • Computer Science: the learners carry out an online inquiry on the benefits of translating the Bible into local languages
  • Social Studies: the learners explain the benefits of Bible translation in their community.
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
Leadership in the Bible:
Moses

(4 Lessons)

By the end of the sub strand, the learner should be able to:
  1. describe how God prepared Moses for leadership
  2. identify the roles played by Moses during the Exodus
  3. discuss the qualities of Moses which Christians can emulate
  4. emulate the leadership qualities in Moses and apply them in day to day living.
Learners are guided to:
  • discuss characteristics of a good leader
  • read Exodus 2:11-13, 3:1-2, 11, and 6:12, and state ways that God prepared Moses for leadership
  • read Exodus 14:13-16, 21, 15:22-25, 18:7-10, 18:17-24; 18:24, Deuteronomy 4:1-3, 5,6, and discuss roles performed by Moses during the Exodus
  • discuss in groups, qualities of Moses which Christians can emulate
  • Debate the advantages of choosing good leaders in society
  1. Why did
    God preserve the life of Moses?
  2. Which
    qualities of a good leader would you like to emulate?
  3. Why is good leadership important?

 

Core Competencies to be developed:
  • Self-efficacy: the learners emulate the leadership qualities in Moses
  • Citizenship: the learners explore how Moses effectively carried out his responsibilities
  • Digital literacy: the learners watch a video clip on how God prepared Moses for leadership and make TV presentation in class
  • Imagination and creativity: the learners compose and sing a relevant song on Moses as a leader
  • Critical thinking and problem solving: the learners analyse qualities of a good leader
Values:
  • Responsibility: the learners identify leadership roles played by Moses during the Exodus
  • Love: the learners observe how Moses interceded for the Israelites when they committed sin
  • Social justice: the learners learn why Moses led the Israelites from bondage in Egypt.
Pertinent and Contemporary Issues (PCIs):
  • Human rights: the learners learn how Moses stood up for the rights of the Israelites
  • Good governance: the learners learn how Moses led the Israelites from Egypt
  • Decision making: the learners discuss in groups, the qualities to consider when choosing leaders in school
  • Effective communication: the learners make presentations in class.
    
Links to other Subjects:
  • Computer Science: the leaners browse the internet on how God prepared Moses for leadership and present their points using a PowerPoint presentation
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:
  1. identify and sequence the prophecies about the coming of Jesus Christ to promote critical thinking
  2. explain how Old Testament prophecies about the Messiah were fulfilled by the coming of Jesus Christ
  3. describe the annunciation and birth of John the Baptist to enhance background knowledge
  4. relate the birth of John the Baptist to the coming of Jesus Christ to deepen understanding
  5. analyze how Christians apply the message of John the Baptist in their lives today
  6. appreciate the fulfilment of the prophecies about the coming of Jesus Christ
 Learners are guided to:
  • brainstorm in groups, the meaning of prophecy
  • read in turns Isaiah 9:6-7 and Jeremiah 23:5-6, and discuss in groups the prophecies about the coming of Jesus Christ 
  • do an online search on the prophecies about the coming of Jesus Christ and present the points to the class
  • prepare flash cards with Bible texts about prophecies regarding the coming of Jesus Christ
  • read in turns Matthew 1:18- 23 and state how Jesus Christ fulfilled the Old Testament prophecies
  • summarize on charts how Jesus Christ fulfilled the Old Testament prophecies
  • read in turns Luke 1:5-25; explain the text and summarize main points on charts
  • role play the annunciation and birth of John the Baptist and record it using a digital device
  • read in turns Luke 3:16 and John 1:29-30; and discuss what they learn from the text the Baptist important?
  • compose a poem on how the birth of John the Baptist relates to the coming of Jesus Christ
  • read in turns Luke 3:7-15 and discuss in pairs the message of John the Baptist
  • identify how Christians apply the message of John the Baptist in their lives today
  • brainstorm the skills which Christians need to avoid evils condemned by John the Baptist
  • Prepare a radio lesson on the message of John the Baptist
  1. What roles are played by prophets?
  2. Why did Mary visit Elizabeth?
  3. Why was the birth of John the Baptist important?
Core Competencies to be developed:
  • Digital literacy: the learners carry out searches online for the prophecies about the coming of Jesus Christ
  • Imagination and creativity: the learners compose a poem on how the birth of John the Baptist relates to the coming of Jesus Christ
  • Critical thinking: the learners discuss the relevance of the message of John the Baptist to Christians today
  • Citizenship: the learners brainstorm the skills which Christians need to avoid evils condemned by John the Baptist
  • Communication and collaboration: the learners role-play the annunciation and birth of John the Baptist and record this using a digital device.
Values:
  • Love: the learners practice the teachings of John the Baptist through sharing with the needy
  • Unity and cooperation: the learners work in groups
  • Social justice: the learners brainstorm how they can apply the message of John the Baptist in their daily lives. 
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion: the learners brainstorm how to avoid evils condemned by John the Baptist
  • Decision making: the learners apply the message of John the Baptist in their lives by practicing empathy and social justice in their interactions with others
  • Human rights: the learners brainstorm the skills which Christians need to avoid evils condemned by John the Baptist.
Links to other Subjects:
  • English language: the learners read Bible texts and brainstorm the meaning of prophecy, in groups
  • Computer Science: the learners watch a video clip or listen to an audio on the annunciation and birth of John the Baptist
  • Social Studies: the learners read in turns Luke 3:7-15 and discuss the message of John the Baptist and its relevance to their daily lives.
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
Christ

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

(5 Lessons)

By the end of the sub strand, the learner should be able to:
  1. analyze the events that took place during the annunciation and the birth of Jesus
  2. describe the dedication of Jesus Christ in the Temple for spiritual growth
  3. discuss the story of Jesus in the Temple with elders to understand His mission
  4. examine values which Christians learn from the birth and childhood of Jesus Christ
  5. appreciate the dedication of Jesus Christ and relate it to similar practices in the churches today
Learners are guided to:
  • read in turns Luke 1:26-38 and Luke 2:1-20
  • in pairs explain the events that took place during the annunciation and birth of Jesus write the points on charts and present to the class.
  • brainstorm how children are dedicated in the churches today read in turns Luke 2:22-38 and in groups, discuss the importance of the dedication of Jesus Christ in the Temple
  • read Luke 2:41-52 and explain the story of Jesus at the Temple with elders
  • watch a video clip on the story of Jesus with the elders in the Temple
  • discuss in groups values which Christians learn from the birth and childhood of Jesus Christ
  • prepare flash cards on the values which Christians learn from the birth and childhood of Jesus Christ and display them in class and display them in the class.
  1. Which events take place during dedication of a child?
  2. What activities do you
    Why do
    Christians celebrate the birth of Jesus Christ?
Core Competencies to be developed:
  • Digital Literacy: the learners prepare a PowerPoint presentation on the events that took place during the birth of Jesus
  • Critical thinking and problem solving: the learners watch a video clip and make observations on the story of Jesus in the Temple with elders
  • Learning to learn: the learners discuss the mission of Jesus from his interaction with elders in the Temple
  • Communication and collaboration: the learners share personal experiences during church services.
Values:
  • Love: the learners learn that the reason for the birth of Jesus Christ is a demonstration of God’s love for humankind
  • Responsibility: the learners learn why parents should be concerned with their children.
Pertinent and Contemporary Issues (PCIs):
  • Child rights and protection: the learners learn that Jesus' parents were concerned with the welfare of Jesus when he got lost in the Temple
  • Effective Communication: the learners brainstorm how children are dedicated in the churches today
  • Learner Support Programmes -Parental engagement: the learners learn that Jesus’ parents were concerned with His welfare
Links to other Subjects:
  • English language: the learners compose and sing a song about the story of Jesus in the Temple and record it using available digital devices
  • Computer Science: the learners use digital devices to compose and sing a song about the story of Jesus in the Temple.
  • Social Studies: the learners learn that the parents of Jesus were concerned with the welfare of Jesus
  • Music: the learners sing songs about Jesus in the Temple.
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

(4Lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the biblical teachings on selected forms of worship
  2. discuss the importance of prayer and fasting to Christians
  3. identify the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting
  4. appreciate different forms of worship as a way of building a strong relationship with God
Learners are guided to:
  • In pairs, discuss the meaning of “worship”
  • read in turns Exodus 15:20, Psalm 30:11; 96:1-2, 150:1-5, Ephesians 5:19; and discuss the Bible texts on form of worship
  • brainstorm, in groups, why prayer and fasting are an important form of worship
  • describe in groups the importance of prayer and fasting to Christians use a digital device or a poster to summarise points on the importance discuss prayer and fasting to Christians
  • create a poster on Psalm 150:1-5 and display it on the noticeboard
  • in groups, state the circumstances under which Christians apply the teachings of Jesus Christ on prayer and fasting
  • compose a song in groups on the Lord's prayer and sing it
  1. Why is worship important to Christians in their day- to - day lives?
  2. Why is prayer and fasting important in the life of a Christian?
Core Competencies to be developed:
  • Creativity and imagination: the learners compose a song on the Lord's prayer, in groups
  • Learning to learn: the learners learn discuss the importance of prayer and fasting to Christians
  • Self-efficacy: the learners in groups state the circumstances under which Christians apply the teachings
  • Critical thinking: the learners identify ways in which they apply the teaching of Jesus on prayer and fasting in their daily lives.
Values:
  • Respect: the learners brainstorm because prayer and fasting are important aspects of worship.
  • Unity: the learners work in groups searching the internet for information on prayer and fasting.
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem: the learners communicate to God through prayer
  • Effective communication: the learners state examples of how they apply the teaching of Jesus Christ on prayer and fasting in their daily lives
Links to other Subjects:
  • Performing Arts as learners compose a song in groups on the Lord's prayer and sing it
  • Computer Studies as they conduct online research on the importance of prayer, fasting and music and present to the class using digital devices
  • Visual Arts as learners create a poster on Psalm 150:1-5 and recite or read the words aloud in class.
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
Role of the Church in Education and Health

(4 Lessons)

By the end of the sub-strand the learner should be able to:
  1. discuss the contribution of Christian missionaries towards education and health in Kenya
  2. examine strategies employed by the Church today to promote education and health
  3. identify barriers to effective missionary work in the world today
  4. explain ways through which Christians are promoting missionary work in Kenya
  5. appreciate the contribution of the Church in education and health.
Learners are guided to:
  • Identify missionaries’ contribution towards education and health in Kenya, compile a brief report and present to the class.
  • use google map to identify in groups schools and health care facilities established by Christian missionaries in Kenya
  • brainstorm on the role of the church in education and health in their communities
  • carry out an online search on the role of the church in education and health and present findings in class
  • in groups discuss and summarize on a chart barrier to effective missionary work in the world today
  • In groups identify ways through which Christians are promoting missionary work in Kenya
  • Interact with a resource person to find out more on church sponsorship in health or education institution in their locality
  • Brainstorm on youth activities they engage in their different churches and report in the class.
  1. Why did
    the early Christian missionaries establish schools and health facilities?
  2. How do
    financial problems affect missionary work?

 

Core Competencies to be developed:
  • Digital literacy: the learners carry out an online search on the role of the church in education and health and use google map to identify, schools and health care facilities established by Christian missionaries in Kenya
  • Communication and collaboration: the learners brainstorm on youth activities they engage in their different churches and report in the class
  • Critical thinking and problem solving: the learners explain the remedies for promoting of missionary work
  • Citizenship: the learners identify and summarize on a chart barrier to effective missionary work in the world today.
Values:
  • Love and responsibility: the learners visit and offer voluntary work to the church sponsored health facilities or education institution in their locality
  • Social justice: the learners examine strategies employed by the Church today to promote education and health. 
Pertinent and Contemporary Issues (PCIs):
  • Health issues in education: the learners examine strategies employed by the Church today to promote education and health
  • Human rights: the learners learn about the contribution of the Church in education and health.
Links to other Subjects:
  • English langue: the learners’ debate on the role of the Church in the provision of chaplaincy, pastoral care and psychosocial support in health and education institutions
  • Social Studies: the learners discuss the contribution of the Christian missionaries towards education and health in Kenya
  • Computer Studies: the learners carry out an online search on the role of the church in education and health and use google map to identify, the schools and health care facilities established by Christian missionaries in Kenya
  • Health Education: the learners examine strategies employed by the Church today to promote education and health.
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

(5 Lessons)

By the end of the-sub strand, the learner should be able to:
  1. discuss the biblical teachings on marriage and family to develop positive attitudes
  2. explain ways through which Christians to promote virtues among young people before marriage
  3. identify the skills required to sustain and support stable families in the society
  4. appreciate the importance of marriages and families as sacred institutions
Learners are guided to:
  • brainstorm in pairs different types of families
  • read in turns Genesis 2:23-24; Songs of Solomon 8:6-7; Isaiah 54:5; Ephesians 5:25-33; and summarize the biblical teachings on marriage
  • read in turns Exodus 20:12; Psalm 127:3-5; Colossians 3:21; Ephesians 6:4, and summarize the biblical teachings on family
  • interact with a religious leaders or resource person to find out ways through which Christians to promote virtues among young people before marriage
  • in groups, prepare a summary using charts, on ways through which Christians to promote virtues among young people before marriage
  • carry out an online search on the skills required to sustain and support stable families in the societies and write their points on charts
  • write key messages on the skills required to sustain and support stable families in the society
  • compose and recite poems on ‘God is the centre, for stable families’
  1. What are the common practices of Christian marriage?
  2. What is the difference between marriage and family?
  3. Why is it important for families and marriages to have harmonious relationships?
Core Competencies to be developed:
  • Critical thinking and problem solving: the learners write key messages on the skills required to sustain and support stable families in the society
  • Citizenship: the learners discuss the biblical teachings on marriage and family to develop positive attitudes
  • Learning to learn: the learners interact with a religious leader or resource person to find out strategies used by Christians to promote virtues among young people before marriage
  • Digital literacy: the learners carry out an online search on the skills required to sustain and support stable families in the society
  • Creativity and imagination: the learners compose and recite poems on ‘God is the centre, for stable families.
Values:
  • Unity: the learners discuss the biblical teachings on marriage and family to develop positive attitudes
  • Love: the learners appreciate the importance of marriages and families as sacred institutions
  • Responsibility: the learners interact with a religious leaders or resource person to find out strategies used by Christians to promote virtues among young people before marriage.
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem: the learners evaluate the skills required to sustain and support stable families in the society
  • Decision making: the learners write key messages on the skills required to sustain and support stable families in the society
  • Social cohesion: the learners in groups, prepare a presentation on strategies used by Christians to promote virtues among young people before marriage.
Links to other Subjects:
  • Social Studies: the learners learn about marriage and families as social institutions
  • English Language: the learners compose and recite poems on ‘God is the centre, for stable families’
  • Computer Studies: the learners carry out an online search on the skills required to sustain and support stable families in the society.
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
Gambling as a form of addiction

(4 Lessons)

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

  1. identify the biblical teachings on dangers of gambling for ones well being
  2. discuss the causes of gambling in society today to enhance understanding
  3. examine the negative effects of gambling on individuals and family to promote consumer awareness
  4. explore measures taken by Christians and the government to help young people overcome gambling
  5. desire to live an addiction free life to promote psycho-social support.
Learners are guided to:
  • brainstorm in pairs the meaning and types of addiction
  • read in turns 1Timothy 6:9; Proverbs 13:11 and 28:20-22 and summarize the points on biblical teachings on charts and present to the class.
  • in groups use digital devices /read relevant textbooks to identify on the causes of gambling and share in class
  • Role play the negative effects of gambling on individual and family and present to the class using a digital device
  • listen to a resource person give a talk/speech on negative effects of gambling on individuals and families
  • read in turns Proverbs 13:11; 1st Timothy 6:10; Hebrew 13:5 on the teachings of the Bible on overcoming gambling
  • debate on measures taken by Christians and the government to help young people overcome gambling
  • share success stories or case studies on measures taken by Christians and the government to help young people overcome gambling
  • brainstorm on the value of addiction free life
  1. What are the disadvantages of gambling?
  2. Why do people engage in gambling?
  3. Which skills can help a person to avoid gambling?

 

Core Competencies to be developed:
  • Learning to learn: the learners summarize the points on biblical teachings on charts and present to the class.
  • Communication and collaboration: the learners’ debate on measures taken by Christians and the government to help young people overcome gambling
  • Critical thinking and problem solving: the learners role play the negative effects of gambling on individual and family
Values:
  • Responsibility: the learners make the right decisions to avoid addictions
  • Respect for self and others: the learners avoid situations that can lead to addiction
  • Love: the learners help their peers to overcome their addictions.
Pertinent and Contemporary Issues (PCIs):
  • Assertiveness: the learners say no to all forms of addiction
  • Self-: the learners recognize the causes and effects of addiction
  • Decision making: the learners make right decisions not to involve themselves in gambling
  • Learner support programmes: guidance and counselling: the learners listen to a resource person on effects of gambling
  • Health issues: the learners advocate for human wellness.
Links to other Subjects:
  • Health Education: the learners learn the effects of addiction
  • Performing Arts: the learners compose a song on the effects of gambling
  • Computer Studies: the learners conduct an online inquiry on the causes and effects of addiction and present findings in class using digital devices.
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)

  • Oral questions
  • Interrogating resource persons and writing summary points
  • Good News Bible
  • CRE Course Books
  • Flash cards
  • Charts
  • realia
  • Digital Course Books- www.kec. ac.ke
  • Debating clubs to understand further benefits of learning CRE
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.
  • Interviewing a resource person for more information on African creation stories
2.2
Responsibility over Animals, Fish and Birds
  • Reading and explaining biblical teachings
  • Good News Bible
  • Digital Course Books- www.kec.
  • Course book for Grade 7
  • Pictures and photographs
  • Flash cards
  • Charts
  • Environmental clubs/Junior clubs
  • Interviewing resource person
  • Sensitization messages on posters/charts/litter bins

 

2.3 Responsibility over Plants
  • Observations
  • Interviewing
  • Reading and explaining biblical teachings
  • Good News Bible
  • Digital Course Books- www.kec.ac.ke
  • Course books
  • Pictures and photographs
  • Environmental clubs/Junior clubs
  • Interviewing resource person
  • Sensitization messages on posters/charts litter / bins
2.4 CSL Project Responsibility over Plants and Animals
  • Oral questions Observations
  • Interviewing
  • Making presentations
  • Think and pair Assessment
  • Project report
  • Project plan
  • Workbooks
  • Manilla papers
  • Pictures and photograph
  • Songs
  • Pictures and photographs
  • Video clips
  • Audio-visual resources
  • Interviewing resource person
  • Sensitization messages on posters/charts
The Bible   3.1
Functions of the Bible
  • Reading and explaining biblical teachings
  • Aural recording
  • Observations
Interviewing
  • CRE Course Books
  • Good News Bible
  • Posters
  • Charts
  • Digital Course Books- www.kec. ac.ke
  • Flash cards
  • Charts
  • Video clips
  • Audio-visual resources
  • Debating clubs
3.2 Divisions of the Bible
  • Reading and explaining biblical teachings
  • Good News Bible
  • Workbooks
  • Manilla papers
  • Pictures and photographs
  • Discussion groups
3.3 Bible
Translation
  • Reading and explaining biblical teachings
  • Aural recording
  • Observations
  • Interviewing
  • Good News Bible
  • Course Book
  • Charts
  • Posters
  • Sensitization messages of socio economic effects of Bible translation
3.4 Leadership in the Bible:
Moses
  • Reading and explaining biblical teachings
  • Making presentations
  • peer assessments
  • Good News Bible
  • CRE Course Books
 
4.0 The Life and Ministry of Jesus Christ 4.1Background to the Birth of Jesus Christ
  • Aural recording
  • Observations
  • Interviewing
  • Reading and explaining biblical teachings
  • Good News Bible
  • Posters
  • Models
  • Workbooks
  • Manilla papers
  • Pictures and photographs
  • CRE Course Books
  • Digital Course Books- www.kec. ac.ke
  • Flash cards
  • Charts
  • Video clips
  • Audio-visual resources
  • Interviewing resource person
  • Sensitization messages on posters/charts
4.2 The Birth and Childhood of Jesus Christ
  • Aural recording
  • Observations
  • Reading and explaining biblical teachings
  • Interviewing
  • Good News Bible
  • Posters
  • Manilla papers
  • Pictures and photographs
  • Newspaper Cuttings
  • CRE Course Books
  • Digital Course Books- www.kec. ac.ke
  • Songs
  • Pictures and photographs
  • Charts
  • Video clips
  • Audio-visual resources
  • Interviewing resource person
  • Composing songs

 

The church in Action 5.1 Selected Forms of Worship
  • Reading and explaining biblical teachings
  • Making presentations
  • Self- assessment/peer assessments
  • Good News Bible
  • Posters
  • Pictures and photographs
  • Newspaper Cuttings
  • CRE Course Books
  • Digital Course Books- www.kec. ac.ke
  • Songs
  • Pictures and photographs
  • Composing poems
Role of the Church education and Health
  • Reading and explaining biblical teachings
  • Making presentations
  • Self-assessment/
  • peer assessments
  • Good News Bible
  • Posters
  • Pictures and photographs
  • Newspaper Cuttings
  • CRE Course Books
  • Songs
  • Pictures and photographs
  • Christian union/YCS Clubs
  • Interviewing resource person
6.0 Christian Living Today 6.1 Christian and Marriage Family
(7 Lessons)
  • Aural recording
  • Observations
  • Interviewing
  • Reading and explaining biblical teachings
  • Good News Bible
  • Posters
  • Models
  • Charts
  • Manilla papers
  • Pictures and photographs
  • Newspaper Cuttings
  • CRE Course Books
  • Digital Course Books- www.kec. ac.ke
  • Flash cards
  • Charts
  • Video clips
  • TV/radio lessons
  • Christian union/YCS Clubs
  • Interviewing resource person
6.2
Gambling as a form of Addiction
  • Reading and explaining biblical teachings
  • Brainstorming
  • Good News Bible
  • Flash cards
  • Charts
  • Posters
  • Digital Course Books- www.kec. ac.ke
  • Pictures and photographs
  • Video clips
  • Audio-visual resources
  • Christian union/YCS Clubs
  • Interviewing resource person
Friday, 06 January 2023 09:09

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:

  1.  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.
  2.  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.
    1.  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.
    2. 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.
    3.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

  1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
  2. Communicate effectively, verbally and non-verbally, in diverse contexts.
  3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
  4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
  5. Practice relevant hygiene, sanitation and nutrition skills to promote health.
  6. Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
  7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
  8. Manage pertinent and contemporary issues in society effectively.
  9. 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:

  1. Demonstrate an understanding of historical concepts, historical sources and evidence for development of identity and sense belonging
  2. Appreciate and be proud of the Kenyan cultural heritage and be willing to further develop, preserve and share it globally
  3. Contribute to construction and advancement of the social, economic and political development necessary for learning and living
  4. Develop and apply values and basic principles of democracy, governance, human rights and roles as a responsible citizen
  5. Cultivate respect and appreciation for diversity and differences that contribute to international understanding for mutual social responsibility
  6. Understand the value of environment , resources and their influence on human activities to use, manage and conserve for sustainable development
  7. Contribute to the management of contemporary and pertinent issues as informed, engaged, ethical and responsive citizen
  8. 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:
  1. analyze importance of social studies for personal development and service to humanity
  2. explore career opportunities related to social studies in Kenya and globally
  3. examine entrepreneurial opportunities for Social Studies in society
  4. apply appropriate strategies for addressing gender stereotypes associated with career choices and entrepreneurial opportunities in Social Studies
  5. recognize biological differences devoid of stereotypes in career choices and entrepreneurial opportunities in social studies) demonstrate respect for one’s gender identity in pursuit of Social Studies careers and entrepreneurial opportunities
  6. appreciate the role of social studies for promotion of social cohesion
Learner is guided to:
  • brainstorm on the importance of social studies for personal development service to humanity
  • use print or digital resources to explore careers in social studies in Kenya and globally
  • create a list of careers in history, geography and citizenship education from a list of university career options
  • Discuss suitable careers in social studies
  • Initiate and develop class rules that discourage gender stereotypes in career choices.
  • brainstorm on entrepreneurial opportunities for Social Studies in society
  • create a poster of all entrepreneurial opportunities for Social Studies in society and display it in school

 

  1. How do careers and entrepreneurial opportunities emanating from Social Studies serve self and humanity?
  2. How can we demonstrate respect for one’s gender identity in pursuit of career and entrepreneurial opportunities in Social Studies?
  3. . How can we address gender stereotypes associated with career choices and entrepreneurial opportunities in Social Studies?
Core Competencies to be developed:
  • Citizenship as learners initiate and develop class rules that discourage gender stereotypes in career choices.
  • Communication as learners brainstorm on the importance of social studies for personal development service to humanity
  • Critical Thinking and Problem Solving as learners initiate and develop class and club rules that discourage gender stereotypes
  • Self-efficacy as learners discuss suitable careers and hold peer led symposia on careers in Social Studies
  • Learning to Learn as learners participate in talks by resource persons about prevention of gender stereotypes associated with careers, in mentorship and job shadowing sessions on Social Studies careers and sensitization sessions on career choices during career education weeks in schools.
Values:
  • Patriotism as learners initiate and develop class rules that discourage gender stereotypes in career choices.
  • Respect as learners demonstrate respect for one’s gender identity in daily interactions regardless of sociocultural perspectives
  • Peace as learners recognise biological differences devoid of stereotypes in career choices in social studies
  • Integrity as learners initiate and develop class and club rules that discourage gender stereotypes.
Pertinent and Contemporary Issues (PCIs):
  • Self-awareness as learners identify suitable careers in social studies
  • Gender awareness as learners address gender stereotypes associated with career choices in school and the community
  • Decision Making as learners explore careers and entrepreneurial opportunities related to Social Studies
  • Problem Solving as learners apply appropriate strategies for addressing gender stereotypes associated with career choices in school and the community.
Link to other subjects:
  • Computer Science as learners use digital resources to explore careers in Social Studies in Kenya and globall
  • Life Skill Education as learners identify possible careers that they may take in the social studies field and participate in mentorship and job shadowing sessions on Social Studies careers
  • Pre-Technical and Pre- Career Studies as learners use print or digital resources to explore careers in social studies in Kenya and globally
  • Computer Science as learners use digital resources to explore careers in Social Studies in Kenya and globally
  • Business Studies as learners brainstorm on entrepreneurial opportunities in Social Studies
  • Hindu Religious Education, Islamic Religious Education and Christian Religious Education as leaners promote human dignity and equality before God and value biological differences devoid of stereotypes
  • Kenyan Sign Language, Kiswahili and English as learners develop communication messages and create talking walls with slogans on gender equity and careers.
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:
  1. describe the position, shape and size of Africa
  2. Identify the countries that make up the African continent
  3. use latitudes and longitudes to locate places and features on a map
  4. calculate the time of different places in the world using longitudes
  5. distinguish pictures, plans and maps as used in social studies
  6. examine the three types of maps used in social studies
  7. recognize the importance of maps in day to day lives 
Learner is guided to:
  • brainstorm in groups, the position, shape and size of Africa and share in class
  • brainstorm in groups the countries that make up Africa and display in class
  • draw an outline map of Africa and indicate the countries that make up Africa and display in class
  • use relevant print, media or digital devices to establish the position and location of places and features on a map
  • practice calculating time of different places using longitudes
  • using pictures, plans and maps differentiate the three as used in social studies.
  • research on the three types of maps used in Social Studies and make summary notes (Topographical maps, Sketch maps and Atlas Maps)
  • discuss in groups the uses of different types of maps and present in class
  1. How do we locate places and features on a map?
  2. How important are maps in our daily lives?
  3. How are latitudes and longitudes useful in day to day lives?
Core Competencies to be developed:
  • Citizenship as learners take pride and have a sense of belonging to Kenya as they describe the location and position of Kenya in Africa
  • Collaboration as learners practice in pairs calculating time of different places using longitudes
  • Digital Literacy as learner use digital devices to establish the position and location of places and features on a map
  • Critical thinking as learner use latitudes and longitudes to locate places and features on a map
  • Self-efficacy as learners draw an outline map of Africa and indicate the countries that make up Africa for display in class
Values:
  • Responsibility as learners research on the three types of maps used in Social Studies and make summary notes
  • Patriotism as learner draw an outline map of Africa and indicate the countries that make up Africa and display in class
  • Unity as they work in groups to brainstorm the position, shape and size of Africa and share the points in class
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion as learners brainstorm in groups, the position, shape and size of Africa and share in class
  • Environmental Education as learners use latitudes and longitudes to locate the position of places and features on a map
  • Self-esteem as learners use longitudes correctly to calculate time of different places in the world.
Link to other subjects:
  • Computer Science as learners use relevant print, media or digital devices to practice calculating time of different places using longitude
  • Mathematics as learners use longitudes to calculate time of different places in the world
  • English, Kiswahili and Kenyan Sign Language as learners brainstorm in groups, the position, shape and size of Africa and share their ideas in class
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
places and features on a
map

 

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
Earth and the Solar system

(5 Lessons)

By the end of the sub strand, the learner should be able to:
  1. describe the origin, size, shape and position of the earth in the solar system
  2. examine the effects of rotation and revolution of the earth on human activities
  3. illustrate the internal structure of the earth in the solar system
  4. appreciate the effects of rotation and revolution of the earth on human activities
 Learner is guided to:
  • share stories on the origin of the earth from their communities
  • use relevant print or digital resources to find out about the theories explaining the origin of the earth (the passing star theory and the Nebula theory)
  • use print or media resources to brainstorm in groups size, shape and position of the earth in the solar system
  • do library research on effects of rotation and revolution of the earth on human activities
  • draw the solar system and indicate the position of the earth as the home of humankind
  • model the solar system and show the position of the earth and display in class
  • draw the internal structure of the earth and display in class( core, mantle and crust).
  1. How did
    the earth come into being?
  2. Why is it important to understand the solar system?
  3. How does the rotation and revolution of the earth influence day to day life?

 

Core Competencies to be developed:
  • Learning to learn as learners do library research on the position of the earth in the solar system and write short notes
  • Self-efficacy as learner model the solar system and show the position of the earth and display in class
  • Citizenship as learner draw the solar system and indicate the position of the earth as the home of humankind
  • Creativity and Imagination as learner model the internal structure of the earth, display in class, do gallery walk to peer assess the models
Values:
  • Respect as learner share stories on the origin of the earth
  • Patriotism as learner draw the solar system and indicate the position of the earth as the home of human kind
  • Unity as learner brainstorm in groups on the origin, size, shape of the earth and share the findings in class  
Pertinent and Contemporary Issues (PCIs):
  • Environmental Education as learner examine the effects of rotation and revolution of the earth on human activities
  • Social cohesion as learner share stories on the origin of the earth from their communities and brainstorm in groups on the origin, size, shape of the earth and share in class
Link to other subjects:
  • Integrated Science as learner explain the origin, size, shape and position of the earth in the solar system
  • English, Kiswahili and Kenyan Sign Language as learner do library research on the position of the earth in the solar system and write short notes
  • Computer Science as learner use relevant print or digital resources to find out about the theories explaining the origin of the earth (the passing star theory and the Nebula theory)
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:
  1. describe the elements of weather in the environment
  2. analyze and interpret data on weather conditions in the environment
  3. explain the factors considered when siting a weather station
  4. construct selected instruments for measuring elements of weather
  5. examine the significance of weather to human environment
  6. respond appropriately to different weather conditions in the environment.

Learner is guided to:

  • use relevant print or digital resources to describe the elements of weather in the environment
  • use appropriate print, media or digital resources to analyze and interpret data on weather conditions in the environment
  • in groups, record and calculate weather conditions in the local environment (temperature, rainfall)
  • demonstrate how to site a weather station in the school compound
  • in groups use locally available materials to construct selected instruments for measuring elements of weather (a rain gauge/ wind vane/windsock) and peer
    assess
  • in groups brainstorm on significance of weather to human environment and how to appropriately change to varied weather
    conditions
  1. Why are
    elements of weather in the environment important?
  2. How do we use data on whether to make informed decisions?
  3. How can we predict change in weather conditions?

 

Core Competencies to be developed:
  • Communication as learners describe the elements of weather, compose and sing songs or recite poems on the significance of weather to the human environment
  • Self-efficacy as learners accurately measure, calculate , analyze and present weather data
  • Learning to learn as learners work in pairs and or in groups to measure, record, analyze and interpret weather data
  • Digital literacy as learners use appropriate digital resources to describe elements of weather, analyze and interpret data on weather conditions 
Values:
  • Responsibility as learners carefully handle instruments for measuring weather elements, analyze and interpret weather data using digital resources
  • Respect and love for one another as learners measure the weather elements, consider each others’ views; construct instruments for measuring elements of weather and compose and sing songs or recite poems on the significance of weather to human activities
    
Pertinent and Contemporary Issues (PCIs):
  • Safety and security as learners acquire knowledge on weather elements and respond appropriately to different weather conditions and as they construct the weather instrument in the environment
  • Decision making as learners make informed decisions based on the analysis and interpretation of weather data  
Link to other subjects:
  • English ,Kiswahili and Kenyan Sign Language as learners describe the elements of weather, recite poems, compose and sing songs on the significance of weather to human environment
  • Mathematics as learners work in pairs to record and calculate weather data and use appropriate digital devices to analyze and interpret data on weather conditions
  • Computer Science as learners use relevant digital resources to describe the elements of weather in the environment and when using appropriate digital devices to analyse and interpret data on weather conditions
  • Visual Arts as they construct instruments for measuring elements of weather (rain gauge, wind vaneorwindsock)
  • Performing Arts as learners compose and sing songs or recite poems on the significance of weather to human environment
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:
  1. identify various sources of historical information in the society
  2. distinguish between primary and secondary sources of historical information
  3. explore how various sources of historical information have been preserved over the years.
  4. assess the significance of various sources of historical information in providing evidence of past human accounts.
  5. recognize sources of historical information in understanding past human accounts.
  6. acknowledge the use of various sources of historical information in the study of the past.
Learner is guided to:
  • use appropriate print , media or digital resources to find out sources of historical information in the society and share in class
  • Design posters on primary and secondary sources of historical information in the society and display in class.
  • Discuss ways of preserving sources of historical information
  • Debate on the significance of various sources of historical information in providing evidence of past human accounts.
  1. How do people write their history?
  2. How does the past shape the present and future?
  3. How are primary and secondary sources of historical information acquired?
  4. How significant are sources of historical information in understanding past human accounts?
Core Competencies to be developed:
  • Communication and Collaboration as learners express themselves with clarity as they debate on the significance of historical information
  • Digital Literacy as learners find out the sources of historical information using appropriate media
  • Learning to learn as learners debate on the significance of sources of historical information
  • Citizenship as they learn about sources of historical information and explore how the historical sources of information have been preserved
Values:
  • Patriotism as learners explore how the sources of historical information have been preserved.
  • Unity as learners work together designing posters on sources of primary and secondary sources of historical information and display them in class
  • Responsibility as learners correctly use appropriate print , media or digital resources to find out sources of historical information and share the same in class
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem as learners debate on the significance sources of historical information to the society
  • Creative thinking as learners skillfully create posters on the sources of historical information and display them conveniently in class
  • Social cohesion as learners debate as a class on the significance of historical sources of information in the society
Link to other subjects:
  • English /Kiswahili / Kenyan Sign Language as learners discuss, in small groups, sources of historical information in the society and debate on the significance of historical sources of information in the society
  • Visual Arts as learners design posters on sources of primary and secondary sources of historical information in the society
  • Computer Science as learners use appropriate media/digital resources to find out sources of historical information in the society and share in class
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:
  1. explore the traditional stories of human origin from the selected African communities
  2. explain the religious stories about the origin of humankind
  3. examine factors proving that Africa is the cradle of humankind
  4. record traditional stories about the origin of humankind in society
  5. appreciate the various stories of human origin for self-identity
Learner is guided to:
  • engage a resource person to discuss the traditional and religious stories on human origin
  • in groups, learners compare the different stories on human origin
  • Write a collaborative essay on traditional and religious stories of human origin
  • use relevant print and electronic media resources to explain why Africa is the cradle of humankind
  • brainstorm on factors proving that Africa is the cradle of humankind
  • Discuss ways of recording traditional stories about the origin of humankind in society
  • Develop communication messages on Africa as the cradle of humankind
  1. Where did we come from?
  2. Why is Africa the cradle of Humankind?
Core Competencies to be developed:
  • Communication and Collaboration as learners work together in groups to compare different stories on human origin.
  • Creativity and Imagination as learners engage with a resource person to discuss the traditional and religious stories on human origin
  • Digital Literacy as learners use print and electronic media resources to search for information on human origin
  • Citizenship as learners identify with the information on traditional myths in the community on human origin
Values:
  • Responsibility as learners work in groups to compare different stories on human origin
  • Patriotism as learners share stories about human origin in the community.
  • Unity as learners work in groups to compare the different stories on Human Origin
  • Respect as learners engage a resource person to discuss the traditional and religious stories on human origin
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem as learners create learners work in groups to compare different stories on human origin
  • Social Cohesion as learners use relevant print and electronic media resources to explain why Africa is the cradle land of humankind
Link to other subjects:
  • English, Kiswahili, Kenyan Sign Language and Indigenous languages as learners converse and document facts emerging from the discussions
  • Computer Science as learners use digital devices to search for information about human origin
  • IRE, HRE and CRE as learners engage a resource person to discuss the traditional and religious stories on human origin
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:
  1. define the term kingdom as used in history
  2. explore factors that led to growth of the selected ancient Kingdoms in Africa
  3. locate the selected ancient kingdoms on a map of Africa.
  4. assess the contributions of early African civilization to the modern world
  5. appreciate the contribution of early civilization to the development of modern world.
 Learners are guided to;
  • brainstorm factors which led to growth of ancient Egypt, Great Zimbabwe and Kingdom of Kongo
  • use appropriate print or digital resources to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa
  • discuss in groups the contributions of early African civilization to the modern world
  • view an audio-visual documentary on the contribution of early African civilization to the modern world.
  1. Why is it important to study early African civilization today?
  2. How has early African civilization contributed to the development of modern world?

 

Core Competencies to be developed:
  • Communication as learners brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
  • Citizenship as learners use appropriate print or digital resources to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa and discuss in groups the contributions of early African civilization to the modern world
  • Digital Literacy as learner use appropriate print or digital devices to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa and view an audio-visual documentary on the contribution of early African civilization to the modern world
  • Learning to Learn as learners discuss in groups the contributions of early African civilization to the modern world
Values:
  • Responsibility as learners use appropriate print or digital resources to download map of Africa showing location Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
  • Respect as learners brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
  • Unity as learners discuss in groups the contribution of early African civilization to the modern world
  • Peace as learners work in groups to accomplish various tasks
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem as learner brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
  • Social cohesion as learner view in class an audio-visual documentary on contribution of early African civilization to modern world
  • Good Governance as learners explain factors which led to to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
Link to other subjects:
  • Computer Science as learner use digital devices to download map of Africa showing location Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
  • Kenyan Sign Language, English and Kiswahili as learners brainstorm on factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
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:
  1. locate on a map of Africa the areas settled by the selected African communities
  2. describe the social organization of selected African communities up to 1900
  3. compare the social organization of the selected African communities up to 1900
  4. Value the Kenyan and African rich cultural diversity among communities
  5. desire to appreciate and promote positive interactions among various communities.
Learners are guided to:
  • draw a map of Africa and indicate the areas settled by the selected African communities
    ( The Ogiek, Zulu, Asante )
  • use print or digital devices to research on social organization of selected African communities up to 1900 (The Ogiek, Zulu, Asante)
  • brainstorm in groups on the aspects of social organization of the selected African communities
  • debate on the differences and similarities in social organization of the selected African communities up to 1900
  1. How were African communities organized socially up to 1900?
  2. How can we promote positive interactions among communities?
  3. Why is the population of the Ogiek, Zulu and Asante declining?
  4. What can we do to empower the marginalized communities in society?
Core Competencies to be developed:
  • Communication and Collaboration as learners brainstorm the aspects of social organization of the selected African communities up to 1900.
  • Learning to learn as learners research on social organization of selected African communities up to 1900
  • Digital literacy as learners use digital devices to research on social organization of selected African communities up to 1900
Values:
  • Respect as learners recognize each other’s contribution as debate on the differences and similarities in social organization of the selected African communities up to 1900
  • Peace as learners brainstorm in groups on the aspects of social organization of the selected African communities
  • Responsibility as learners research on social organization of selected African communities up to 1900 (The Ogiek, Zulu, Asante)
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion as learners draw a map of Africa and indicate the areas settled by the selected African communities
  • ( The Ogiek, Zulu, Asante ) and debate on the differences and similarity in social organization of the selected African communities up to 1900
  • Self-esteem as learners draw a map of Africa and indicate the areas settled by the selected African communities ( The Ogiek, Zulu, Asante )
Link to other subjects:
  • English, Kiswahili, Kenyan Sign Language and Indigenous languages as learners brainstorm various aspects of social organization of African communities up to 1900.
  • Computer Science as learners use digital devices to search for information on social organization of selected communities.
  • Visual Arts as learners draw a map of Africa and indicate the areas settled by the selected African communities ( The Ogiek, Zulu, Asante )
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:
  1. identify personality attributes which make individuals different from others
  2. categorize desirable and undesirable personality attributes in a multi- cultural society
  3. investigate different components of human identity in a multicultural society
  4. apply inclusion in day to day interactions
  5. show respect to others to promote social cohesion
  6. appreciate individual differences for social cohesion
Learner is guided to:
  • role play in class the unique personality attributes to enhance self-awareness
  • research using appropriate print, library resources or digital devices on desirable and undesirable personality attributes in a multi-cultural society
  • find out from community members, library resources print or other relevant sources different components of human identity in a multicultural society and share in class
  • debate on ways of applying inclusion in day to day interactions
  • compose and recite poems which propagate respect and appreciation of diversity to promote social cohesion.
  1. How is human identity useful in society
  2. How do varied personalities shape society?
  3. Why is respect and appreciation of diversity crucial for social cohesion?
Core Competencies to be developed:
  • Self-efficacy as learners research on desirable and undesirable personality attributes and present in class
  • Communication and Collaboration as learners brainstorm personality attributes which make individuals different from others.
  • Digital literacy as learners use digital devices to research on desirable and undesirable personality attributes in a multicultural society
  • Learning to learn as learners find out from find out from community members, library resources print or other relevant sources different components of human identity and share the information in class.   
Values:
  • Respect as learners listen to each other as they brainstorm personality attributes which make individuals different from others
  • Unity as the learners role play in class the unique personality attributes to enhance self-awareness 
Pertinent and Contemporary Issues (PCIs):
  • Self-esteem as learners compose and recite poems which propagate culture of respect among students and present in assembly once a term.
  • Self-awareness as learners role play in class the unique personality attributes to enhance self-awareness
  • Decision Making as learners categorize personality attributes into desirable and undesirable
  • Social Cohesion as learners role play in class the unique personality attributes to enhance self-awareness    
Link to other subjects:
  • Life Skills Education as learners brainstorm and categorize personality attributes into desirable and undesirable
  • English, Kiswahili and Kenyan Sign Language as learners brainstorm on personal attributes which make them different from others
  • Computer Science as learners use digital devices to research on desirable and undesirable personality attributes.
  • Performing Arts as learners recite poems which propagate respect and appreciation of diversity
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:
  1. examine peace and conflict for personal wellbeing
  2. assess the contribution of personal peace to responsible citizenship
  3. discuss personal characteristics that express a state of peace for mutual social wellbeing
  4. investigate various approaches that can promote one’s inner peace for harmonious living
  5. promote peace at personal level for harmonious living
  6. recognize the significance of enhancing peace at the individual level
Learner is guided to:
  • find out the vernacular names for peace in their communities and share the information in class
  • compose and recite peace poems
  • brainstorm, in groups, personal characteristics that express a state of peace
  • brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
  • write down what they plan to do in order to improve inner peace and relations with their family, school or community
  1. How can we promote peace at a personal level for mutual social wellbeing?
  2. How does personal peace contribute to responsible citizenship?
  3. How can we promote inner peace for harmonious living?

 

Core Competencies to be developed:
  • Citizenship as learners brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
  • Self-efficacy as learners discuss personal characteristics that express a state of peace
  • Creativity and Imagination as learners brainstorm, in groups, personal characteristics that express a state of peace
  • Communication as learners brainstorm various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship
  • Critical Thinking and Problem Solving as learners write down what they plan to do in order to improve inner peace and relations with their family, school or community
Values:
  • Peace as learners apply various approaches that can promote one’s inner peace and make the community better through their skills, strengths and ideas.
  • Respect as learners learners discuss personal characteristics that express a state of peace
  • Unity as learners brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
  • Responsibility as learners find out the vernacular names for peace in their communities and share the information in class and write down what they plan to do in order to improve inner peace and relations with their family, school or community Unity as learners brainstorm various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship
Pertinent and Contemporary Issues (PCIs):
  • Self –awareness as learners find out the vernacular names for peace in their communities , share the information in class and discuss personal characteristics that express a state of peace
  • Social Cohesion as learners write down what they plan to do in order to improve inner peace and relations with their family, school or community and apply various approaches that can promote one’s inner peace
  • Conflict Resolution as learners write down what they plan to do to improve inner peace and relationships with their family, school or community. 
Link to other subjects:
  • Indigenous Languages as learners identify the vernacular names for peace in their communities and share the information in class
  • Life Skills Education as learners discuss personal characteristics that express a state of peace and explore various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship
  • Performing Arts as learners compose and recite peace poems
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:
  1. identify the various forms of slavery and servitude in traditional African society
  2. discuss the factors that led to development of the Indian Ocean slave trade
  3. describe the organization of Indian Ocean slave trade in 15th Century
  4. outline the various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century slave trade
  5. Illustrate the geographical extent of the regions covered by Indian Ocean slave trade in Africa
  6. desire to promote human dignity for a just and peaceful world
  • Learner is guided to:
    Brainstorm in groups on:
    • meaning of slavery and servitude
    • various forms of slavery and servitude in traditional African society
  • Use print or view a video clip to identify factors which led to development of Indian Ocean slave trade.
  • Use print or digital resources to research on the organization of Indian Ocean slave trade.
  • Debate on various social injustices committed on the
    Africans during Indian Ocean slave trade in 15th Century
  • Use appropriate print or digital resources to locate the geographical extent of the regions covered by Indian Ocean slave trade in Africa
  1. Why has slavery and servitude been existing for thousands of years?
  2. How did slave trade limit development in in Eastern Africa?
  3. How does slavery and servitude undermine human rights?
Core Competencies to be developed:
  • Communication as learners Brainstorm in groups on meaning of slavery and servitude and various forms of slavery and servitude in traditional African society
  • Digital literacy as learners use digital devices to draw and locate areas slaves were taken to during Indian Ocean slave trade.
Values:
  • Unity as learners work groups tom brainstorm on various forms of slavery and servitude in traditional African society
  • Respect as learners debate in class on various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century
  • Responsibility as learners use print or digital resources to locate the geographical extent of the regions covered by Indian Ocean slave trade in Africa
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion as learners debate on the various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century slave trade
  • Human Rights as learners Identify the various forms of slavery and servitude in traditional African society and locate areas where slaves were taken during Indian Ocean slave trade
  • Effective Communication as learners debate various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century slave trade
Link to other subjects:
  • English, Kiswahili and Kenyan Sign Language as learners brainstorm forms of slavery and servitude
  • Computer Science as learners use digital devices to research on the organization of Indian Ocean slave trade.
  • Visual Arts as learners use digital devices to draw and locate areas where slaves were taken during Indian ocean slave trade
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:
  1. explain factors influencing population distribution in Africa
  2. locate densely and sparsely populated areas on a map of Africa
  3. illustrate settlement patterns in Africa using diagrams
  4. appreciate patterns of population settlement in Africa
Learners are guided to:
  • carry out a library research in groups on factors influencing population distribution and do class presentation
  • use digital resources to establish areas that are densely and sparsely populated.
  • draw a map of Africa and indicate the densely and sparsely populated areas.
  1. Why do people settle in certain places and not others?
  2. Why does population distribution vary in different regions?
Core Competencies to be developed:
  • Learning to Learn as learners research factors influencing population distribution in Africa in groups
  • Communication as learners do class presentation of the research findings on factors influencing population distribution
  • Digital Literacy as learners use digital resources to establish densely and sparsely populated areas in Africa
  • Creativity draw a map of Africa and indicate the densely and sparsely populated areas
  • Self-efficacy as learners present in class factors influencing population distribution in Africa.
Values:
  • Unity as learners carry out a library research in groups, on factors influencing population distribution and do class presentation
  • Responsibility as learners draw a map of Africa and indicate the densely and sparsely populated areas
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion as learners’ research in groups on factors influencing population distribution in Africa.
  • Self-esteem as learners do presentations in class on factors influencing population distribution in Africa.
  • Technology safety as learners use digital resources to establish settlement patterns
Link to other subjects:
  • English, Kiswahili and Kenyan Sign Language as learners research in groups on population distribution in Africa.
  • Computer Science as learners use digital resources to establish settlement patterns in Africa.
  • Visual Arts as learners design posters or models of settlement patterns.
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


(5 lessons)

 By the end of the sub strand, the learner should be able to:
  1. identify types of field work in Social Studies
  2. analyse methods of data collection and recording in fieldwork
  3. examine methods of data analysis and presentation in field work
  4. explore challenges and solutions in carrying out field work
  5. apply procedures of carrying out fieldwork in research
  6. desire to carry out fieldwork in investigating phenomena
Learner is guided to:
  • use digital devices to find out types of fieldwork
  • discuss methods of data analysis and presentation
  • in groups, analyse and present the data collected during fieldwork and share in class discuss in groups challenges likely to be encountered during field work and possible solutions
  • use digital resources to research on the importance of field work
  • carry out field work to investigate phenomena within the immediate environment
  1. Why is field work important in social studies?
  2. How should we conduct fieldwork?
Core Competencies to be developed:
  • Critical Thinking and Problem Solving as learners investigate challenges and solutions in carrying out fieldwork
  • Digital Literacy as learners use digital devices to find out types of fieldwork and as they research on the importance of fieldwork in Social Studies
  • Communication and Collaboration as learners discuss in groups challenges likely to be encountered during field work and possible solutions.
  • Learning to Learn as learners apply procedures of carrying out fieldwork.
Values:
  • Responsibility as learners carry out field work to investigate phenomena within the immediate environment
  • Unity as learners accomplish tasks as a group
  • Respect as learners recognize contributions of group members during discussions and as they engage with the resource person.
Pertinent and Contemporary Issues (PCIs):
  • Self-Esteem as learners analyse and present the data collected during fieldwork and share it in class
  • Problem Solving as learner investigate challenges and solutions in carrying out field work
  • Peer Education as learners analyse and present the data collected during fieldwork and share the information in class
Link to other subjects:
  • English, Kiswahili and Kenyan Sign Language as learners analyse and present the data collected during fieldwork and share in class.
  • Computer Science as learners use digital resources to find out types and importance of fieldwork.
  • Mathematics as learners analyze data collected from fieldwork
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:
  1. locate areas where early agriculture was practiced in selected geographical regions
  2. explore crops grown and animals kept in selected regions during early agriculture
  3. illustrate methods of irrigation used in ancient Egypt
  4. assess the contribution of the Nile valley agriculture to world civilization
  5. Value the importance of domestication of plant and animals in Africa
  6. develop desire to practice agriculture as an economic activity

Learners are guided to:

  • use appropriate digital devices and other sources to research in groups on areas where early agriculture was practiced in selected regions of the Rift Valley of Eastern African, Egypt and Nubia
  • carry out a research in groups on animals kept and types of crops which were grown during early agriculture in Egypt, Nubia and in Rift valley of the Eastern African region and report the findings to the class
  • in groups identify crops grown and animals which were kept during early agriculture in Egypt, Nubia and Rift Valley of the East African region
  • view video clips or photographs on methods of irrigation used in ancient Egypt
  • draw diagrams showing
    methods of irrigation which were used in ancient Egypt.
  • in groups discuss the contribution of the Nile valley agriculture to world civilization
  • collect/download pictures and photographs on different animals kept, crops grown in subsistence farming and methods of irrigation used during early agriculture in Egypt
  • establish a poster park on indigenous crops and animals during early agriculture which
    is accessible to the public.

Why did people start practicing agriculture in Africa?

 

Core Competencies to be developed:
  • Digital Literacy as learners use digital devices to research on areas where early agriculture was practiced in selected regions.
  • Critical Thinking as learners carry out a research on animals kept and types of crops which were grown during early agriculture in selected regions and report to the class
  • Communication as learners discuss the contribution of the Nile Valley agriculture to world civilization
  • Creativity as learners illustrate diagrams showing methods of irrigation which were used in ancient Egypt.  
Values:
  • Unity as learners research in groups on animals kept and types of crops grown during early agriculture
  • Patriotism as global citizens as learners assess the contribution of Nile valley agriculture to world civilization
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion as learners work in groups to classify crops grown and animals which were kept during early agriculture
  • Environmental education as learners illustrates methods of irrigation which were used during early agriculture.    
Link to other subjects:
  • Agriculture as learners they learn about methods of irrigation.
  • English, Kiswahili and Kenyan Sign Language as learners engage in discussions to communicate issues concerning agriculture.
  • Visual Arts as learners draw diagrams showing methods of irrigation which were used during early agriculture in Egypt
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
kept in selected regions during early agriculture

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:
  1. locate on a map of Africa areas occupied by the selected African communities
  2. discuss the economic activities practiced by the selected African communities
  3. compare the economic activities of the selected African communities
  4. appreciate the economic activities of the selected African communities.
Learners are guided to:
  • draw a map of Africa and indicate areas occupied by selected African communities( The Ogiek, Zulu, Asante )
  • brainstorm, the economic activities practiced by the selected African communities ( The Ogiek, Zulu, Asante ) and present the findings in class.
  • make posters of economic activities practiced by the selected African communities( The Ogiek, Zulu, Asante ).
Why should we study economic activities of African communities up to 1900 today?
Core Competencies to be developed:
  • Communication and Collaboration as learners brainstorm, the economic activities practiced by the selected African communities ( The Ogiek, Zulu, Asante ) and present the information in class.
  • Creativity and Imagination as learners make posters of economic activities practiced by the selected African communities( The Ogiek, Zulu, Asante )
  • Self-efficacy as learners draw a map of Africa and indicate areas occupied by selected African communities 
Values:
  • Responsibility as learners make posters of economic activities practiced by the selected African communities
  • Unity as learners brainstorm on the economic activities practiced by the selected African Communities
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion as learners brainstorm, the economic activities practiced by the selected African
  • Financial literacy as learners discuss the economic activities practiced by the selected African community
Link to other subjects:
  • Agriculture as learners learn about economic activities of the selected African communities
  • Business Studies as learners engage a resource person to discuss the economic activities of the selected African communities and write a report
  • English, Kiswahili and Kenyan Sign Language as learners engage in discussions on economic activities of the selected African communities
  • Visual Arts as learners draw a map of Africa and indicate areas occupied by selected African communities
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

(3 lessons)

By the end of the sub strand, the learner should be able to:
  1. explain the transformation brought by introduction of money in Africa
  2. discuss the use of money economy in trade
  3. compare the use of money in currency trade and barter trade in Africa
  4. develop interest to use money wisely for economic gain  
Learners are guided to:
  • debate on the transformation brought by introduction of money in Africa.
  • visit a nearby market and carry out a field study on the use money in trade and write a report.
  • brainstorm the impact of money on economy in groups of fire
  • role play use of money in currency trade and barter trade in Africa
How did the introduction of money economy promote business in Africa?
Core Competencies to be developed:
  • Citizenship as learners’ debate on the transformation brought by introduction of money in Africa.
  • Communication as learners’ debate on transformation brought by introduction of money in Africa.
  • Self-efficacy as learners role play use of money in currency trade and barter trade in Africa
  • Learning to Learn as learners carry out a field study on the use of money in trade and write a report
Values:
  • Responsibility as learners visit a nearby market and carry out a field study on the use of money in trade and write a report
  • Unity as learners’ role play use of money, currency trade and barter trade in Africa.
  • Integrity as learners practice trading activities in class using money.
Pertinent and Contemporary Issues (PCIs):
  • Financial literacy as learners discuss the impact of money on the economy
  • Social cohesion as learners role of the use of money in currency trade and barter trade in Africa
  • Safety and security education as learners visit a nearby market and carry out a field study on the use money in trade and write a report
Link to other subjects:
  • Business Studies as learners learn about introduction of money economy.
  • English, Kiswahili , Kenyan Sign Language and Indigenous Language as learners brainstorm in groups of four on impact of money on the economy
  • Performing Arts as learners role play use of money in currency trade and barter trade in Africa
  • Mathematics as learners role play use of money in currency trade and barter trade in Africa
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:
  1. discuss the concept of sustainable use of resources in society
  2. explore sustainable ways of using resources available in the community
  3. apply sustainable use of resources available in the community
  4. appreciate sustainable use of resources for sustenance of life.
Learners are guided to:
  • in groups discuss the concept of sustainable use of resources and present in class
  • in groups learners debate on sustainable ways of using resources available in the community
  • design sustainable ways of using resources available at home and in schoo
  • write a collaborative story on sustainable use of
resources  
  1. Why should we use resources sustainably?
  2. What are barriers to sustainable use of resources?
Core Competencies to be developed:
  • Communication and collaboration as learners in groups discuss the concept of sustainable use of resources and present in class
  • Critical Thinking and Problem Solving as learners design sustainable ways of using resources available at home and in school
  • Creativity and Imagination as learners debate on sustainable ways of using resources available in the community and write a collaborative story on sustainable use of resources
Values:
  • Responsibility as learners design sustainable ways of using resources available at home and in school
  • Unity as learners in groups discuss the concept of sustainable use of resources andwrite a collaborative story on sustainable use of resources to present in class
  • Patriotism as learners design sustainable ways of using resources available at home and in school
Pertinent and Contemporary Issues (PCIs):
  • Poverty reduction as learners design sustainable ways of using resources available at home and in school
Link to other subjects:
  • English, Kiswahili and Kenyan Sign Language as learners engage in discussions on sustainable use of resources and present in class
  • Integrated Science as learners design sustainable ways of using resources available at home and in school
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:
  1. investigate the political organization of the selected African communities up to 1900
  2. discuss the concepts “Scramble for and Partition” of Africa
  3. identify the various European groups that came to Africa.
  4. Explain factors that led to the presence of Europeans in Africa.
  5. match the countries in Africa with their colonial masters
  6. examine the terms of the Berlin Conference of 1884-1885 on the partitioning of Africa
  7. acknowledge the political organization of the selected African communities up to 1900
 

Learner is guided to:

  • brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
  • brainstorm in groups the the terms “Scramble for and Partition of Africa and make presentations
  • Discuss the various European groups that came to Africa
  • Debate on factors that led to the presence of Europeans in Africa.
  • draw a map of Africa and indicate the areas taken up by the different European countries(Belgium, Britain, Germany, Italy
    , Spain and Portugal)during the partition of Africa
  • using posters display in class the terms of the Berlin conference of 1884-1885 on the
    partitioning of Africa.

 

 

  1. How were African communities politically organized before the coming of the Europeans?
  2. How did developments in Europe influence the scramble and partition of Africa?
Core Competencies to be developed:
  • Citizenship as learners identify with their country and the continent as they study the selected African communities and brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
  • Communication and Collaboration as the learners work in groups during group research and on political organization of selected African communities
  • Self-efficacy as the learners use posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa.
  • Learning to Learn as the learners debate on factors that led to the presence of Europeans in Africa.
  • Creativity and Imagination as learners draw a map of Africa and indicate the areas taken up by the different European countries(Belgium, Britain, Germany, Italy , Spain and Portugal)during the partition of Africa
Values:
  • Patriotism as the learners study the selected African Communities
  • Unity as the learners brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
  • Responsibility as learners use posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa.
  • Respect as learners consider the opinion of each other as they brainstorm on political organizations of the Ogiek, the Zulu and the Asante up to 1900 and Debate on factors that led to the presence of Europeans in Africa.   
Pertinent and Contemporary Issues (PCIs):
  • Self-Awareness as the learners identify with their country and the continent as they study the selected African  communities and brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
  • Good governance as the learners brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
  • Social Cohesion as learners discuss the various European groups that came to Africa   

Link to other subjects:

  • Kenyan Sign Language, English and Kiswahili as learner debate on factors that led to the presence of Europeans in Africa.
  • Visual Arts as the learners draw a map of Africa and indicate the areas taken up by the different European countries (Belgium, Britain, Germany, Italy, Spain and Portugal) during the partition of Africa and use posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa.
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
Constitution of Kenya

(3 Lessons)

By the end of the sub- strand, the learner should be able to:
  1. discuss the importance of the Constitution of Kenya for mutual social wellbeing
  2. explore the national values as provided in the Constitution of Kenya for promotion of good governance
  3. analyze ways of upholding and protecting the Constitution of Kenya for social cohesion
  4. develop desire to uphold and protect the Constitution of Kenya for promotion of ethical and responsible citizenship
Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
 Learners are guided to:
  • use print or digital devices in groups to conduct an online research and write a report on the importance of the Constitution and share in class
  • view a video on the promulgation of the Constitution of Kenya
  • design a sample constitution for the class in groups and display in class
  • write simple slogans or statements on any eight of the national values as provided in the Constitution of Kenya for promotion of good governance present
  • discuss in groups ways of upholding and protecting the constitution of Kenya
  1. Why should a country have a constitution?
  2. Why should we uphold and protect the Constitution?
  3. What necessitates a constitutional change?
Core Competencies to be developed:
  • Citizenship as learners view a video on the promulgation of the Constitution of Kenya and create a sample constitution for the class in groups and display in class
  • Self-efficacy as learners compose a song on any eight national values enshrined in the Constitution and work in groups.
  • Learning to Learn as learners research in the local community on the importance of the Constitution of Kenya to the society and share the finding findings with the school community
  • Digital Literacy as learners in groups use digital devices to conduct online research and write an essay on the importance of the Constitution and share in class.
Values:
  • Respect as learners create a sample constitution for the class in groups and display in class
  • Patriotism as learners watch a video on the promulgation of the Constitution of Kenya and compose a song on any eight national values enshrined in the Constitution
  • Social justice as learners discuss in groups on ways of upholding and protecting the Constitution of Kenya
  • Responsibility as learners work in groups, and research in community on the importance of the Constitution of Kenya to the society and share the findings in school
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion as learners in groups conduct online research and write an essay on the importance of the Constitution, watch a video on the promulgation of the Constitution of Kenya, and create a sample constitution for the class in groups and display in class
  • Good governance as learners organize an open forum as a class to pass messages on public engagement and democratic representation to the community   
Link to other subjects:
  • English, Kiswahili and Kenyan Sign Language as learners hold discussions, group activities, write essays, and create a class constitution.
  • Performing Arts as learners compose songs, write slogans and make presentations in class and community.
  • Computer Science as learners use digital devices to search for information such as conducting online research and writing an essay on the importance of the Constitution
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
Kenya for social cohesion

 

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:
  1. identify types of democracy practiced in Africa
  2. assess the importance of democracy in society
  3. explain the role of citizens in democratic representation
  4. examine the characteristics of various types of democracy in governance
  5. apply democratic values in interactions with others in the community
  6. desire to promote democratic values in the community. 
Learners are guided to:
  • role play the different types of democracy
  • brainstorm in on the importance of democracy.
  • debate on the role of citizens in effective democratic representation
  • use print or digital devices to identify characteristics of various types of democracy in governance
  • develop a poster on similarities and differences on various types of democracy and display in class or school
  • Brainstorm in class ways of applying democratic values during interaction with others in the community. 
  1. Why should we practice democracy?
  2. How can we promote democratic values in our society?
Core Competencies to be developed:
  • Citizenship as learners debate on the role of the citizens in effective democratic representation, brainstorm the importance of democracy and apply democratic values in interactions with others in the community.
  • Collaboration as learners brainstorm the importance of democracy.
  • Learning to Learn as learners conduct research on public engagement and democratic representation and share results in class or with the community
  • Digital Literacy as learners use online resources to use digital devices to identify characteristics of types of democratic regimes in Africa and as they type an essay on types of democracy in Africa.
  • Critical thinking as learners discuss the role of citizens in a democracy and compare, and contrast the characteristics of various types of democracy in Africa.
Values:
  • Unity as learners role play the different types of democracy.
  • Patriotism as learners debate on the role of the citizen in effective democratic representation.
  • Social justice as learners debate on the role of the citizens in effective democratic representation.
  • Respect for self and others as learners work in groups, debate and apply democratic principles as they interact with others.
Pertinent and Contemporary Issues (PCIs):
  • Social cohesion as learners discuss and debate the role of citizens in effective democratic governance.
  • Good governance as learners apply democratic values in interactions with others in the community and discuss the importance of democracy in society.
  • Self-awareness as learners discuss the role of citizens to ensure effective democratic representation and work in groups.
Link to other subjects:
  • Kenyan Sign Language, English and Kiswahili as learners hold discussions, group activities, write essays and debates and read materials on democracy.
  • Performing Arts as learners role-play the different types of democracy
  • Computer Science as they use digital devices to search for information such as to identify characteristics of types of democratic regimes in Africa
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:
  1. examine the evolution of human rights as practiced in society
  2. classify human rights as stipulated in the human rights instruments
  3. explore characteristics of human rights in society
  4. analyze the concept of equity and non- discrimination in fostering solidarity
  5. take action to promote equity and non- discrimination for posterity
  6. demonstrate respect , adherence to and promotion of human rights for sanctity of life.
Learners are guided to:
  • use print or digital resources to examine evolution of human rights and report in class
  • in groups create posters on the classification of human rights and display in school
  • in groups use a tree to indicate characteristics of human rights and display in class
  • brainstorm in groups on issues of equity and non-discrimination
  • develop posters on equity and non- discrimination and display them in school
  1. Why is it important to know our rights?
  2. How can we promote equity and non- discrimination in society?
  3. How can we promote respect for human rights in our community?

 

 
Core Competencies to be developed:
  • Citizenship as learners use print or digital resources to examine evolution of human rights and report in class and develop posters on equity and non- discrimination and display them in school
  • Learning to Learn as learners brainstorm in groups on issues of equity and non-discrimination
  • Digital Literacy as learners use digital resources to examine evolution of human rights and report in class
  • Creativity and Imagination as learners develop posters on characteristics of human rights and display them in school to pass on information to the community
  • Communication and Collaboration as learners in groups create posters on the classification of human rights and display in school and use a tree to indicate characteristics of human rights and display in class
  • Self-Efficacy as learners Develop posters on equity and non- discrimination and display them in school
Values:
  • Social justice as learners use digital resources to examine evolution of human rights and report in class and develop posters on equity and non- discrimination and display them in school
  • Unity as learners in groups create posters on the classification and use a tree to indicate characteristics of human rights and display in class
  • Patriotism as learners Create posters on the classification of human rights and display in school
  • Develop Respect as the learners recognise the input of every member of the team during the symposium
  • Responsibility as learners in groups create posters on the classification and characteristics of human rights and display in school
Pertinent and Contemporary Issues (PCIs):
  • Social Cohesion as learners organize and participate in commemorating International Day for the Elimination of Racial Discrimination on 21st March
  • Good Governance as learners engage in commemorating International Day for the Elimination of Racial Discrimination on 21st March
  • Assertiveness, negotiation, problem solving as learners develop posters on equity and non- discrimination and display them in school
  • Clubs and societies as learners brainstorm issues of equity and non-discrimination during clubs such as human rights club, journalism club and Amani club
  • Human rights as learners compose and recite poems with messages on equity and non- discrimination
Link to other subjects:
  • Computer Science as learners use digital resources as they examine evolution of human rights and report in class
  • Kenyan Sign Language, Kiswahili and English as learners use print resources to examine evolution of human rights and report in class and organize and participate in a human rights symposium
  • Performing Arts as learners conduct debates during club meetings on ways of ensuring equity through enhancing access, equal opportunities and equitable distribution of resources
  • Visual Arts as learners develop posters on equity and non- discrimination and display them in school
  • Hindu Religious Education, Islamic Religious Education and Christian Religious Education as learners brainstorm issues of equity and non-discrimination
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:
  1. describe the concept of “African Diasporas”
  2. explore the factors that contributed to the presence of African diasporas across the world
  3. locate on the world map countries inhabited by African Diasporas on the World map.
  4. assess the role of the diasporas in the political development in Africa.
  5. Acknowledge the African diasporas for promotion of African unity in society today 
Learners are guided to:
  • with the aid of print or internet resources, discuss in groups the concept of African diasporas
  • use library resources in groups to research on the factors that contributed presence of African diasporas across the world and share findings in class
  • in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
  • view a video or You- Tube on the role of diaspora in the political development in Africa
  • debate on the role of the diasporas in the political development in Africa
  1. How can we promote collaboration between continental Africans and African Diasporas?
  2. How can we promote African Unity in the society today? 
Core Competencies to be developed:
  • Communication and Collaboration as learners in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
  • Digital Literacy as learners use print or digital resources to locate on the world map countries inhabited by African diasporas and view a video or You- Tube on the role of diaspora in the political development in Africa
  • Critical Thinking as learners in groups use library resources to research on the factors that contributed to the movement of African diasporas to various parts of the world and share findings in class
  • Citizenship as learners debate on the role of diaspora in the political development in Africa
  • Learning to Learn as learners with the aid of print or internet resources, discuss in groups the concept of African diasporas
Values:
  • Social Justice as learners view a video or You- Tube on the role of diaspora in the political development in Africa
  • Patriotism as learners debate on the role of diaspora in the political development in Africa
  • Respect as learners in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
  • Unity as learners in groups use print or digital resources to locate on the world map countries inhabited by African diasporas and the key routes of their migration from Africa
Pertinent and Contemporary Issues (PCIs):
  • Critical Thinking as learners in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
  • Social Cohesion as learners debate on the role of diaspora in the political development in Africa
  • Self-Esteem as learners use print or digital resources to locate on the world map countries inhabited by African diasporas
Link to other subjects:
  • Kenyan Sign Language ,English and Kiswahili as leaners debate on the role of diaspora in the political development in Africa
  • Computer Science as learners view a video or You- Tube on the role of diaspora in the political development in Africa
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:
  1. explain why there is interconnectedness and interdependence among countries in the world today
  2. investigate positive and negative effects of globalization at local and national levels
  3. describe qualities of a global citizen in the modern society
  4. desire to contribute to the wellbeing of the international community while maintaining a sense of rootedness to Kenya
  5. develop a sense of belonging to a common humanity for harmonious living.
Learners are guided to:
  • discuss in groups the interconnectedness and interdependence among countries in the world today
  • in groups, go through and read news articles in newspapers or use appropriate media to find out aspects that promote globalization in the community and share the information in class
  • debate on positive and negative effects of globalization at local and national levels
  • brainstorm on the qualities of a global citizen in the modern society
  • use print or digital resources to research for qualities of a global citizen and write them down
  • draw a sketch of a human figure and indicate qualities of a global citizen.
  1. How do countries connect and depend on each other in the world today?
  2. Which are the common concerns in the world today?
Core Competencies to be developed:
  • Citizenship as learners discuss in groups the interconnectedness and interdependence among countries and brainstorm on the qualities of a global citizen in the world today
  • Communication and Collaboration as learners debate on positive and negative effects of globalization at local and national levels
  • Learning to Learn as they go through and read news articles in newspapers and use appropriate media to find out aspects that promote globalization in the community, share the information in class and debate on the positive and negative effects of globalization
  • Self-Efficacy as learners use print or digital resources to research for qualities of a global citizen and write them down. 
Values:
  • Unity as learners in groups, go through and read news articles in newspapers or use appropriate media to find out aspects that promote globalization in the community and share the information in class
  • Patriotism as the learners brainstorm on the qualities of a global citizen in the modern society
  • Respect as the learners debate on positive and negative effects of globalization at local and national levels
Pertinent and Contemporary Issues (PCIs):
  • Good Governance as brainstorm on the qualities of a global citizen in the modern society
  • Problem Solving as learners debate on positive and negative effects of globalization at local and national levels and propose solutions
  • Self-Awareness as learners use print or digital resources to research for qualities of a global citizen and write them down.
Link to other subjects:
  • Computer Science as learners use use print or digital resources to research for qualities of a global citizen and write them down.
  • Kenyan Sign Language, English, indigenous languages and Kiswahili as learners debate on positive and negative effects of globalization at local and national levels and propose solutions
  • Visual Arts as learners draw a sketch of a human figure and indicate qualities of a global citizen
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.

  1. Meaningful Learning Experience Created
    Application of concepts learnt in class to address an environmental challenge in the community.
  2. 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) 
  1. Resources and economic activities
  2. Political Development and Governance
  • Sustainable use of Resources
  • Global Citizenship
• By the end of the project cycle, the learner should be able to:
  1. identify an environmental challenge affecting the community
  2. plan a project to address the environmental challenge in the community
  3. apply the knowledge on sustainable development and global citizenship to address the environmental challenge affecting the community
  4. appraise the project in terms of benefits to the community and deepening learning
  5. evaluate the implementation of the project in relation to its outcomes
  6. appreciate the impact of CSL project in addressing the environmental challenge in the community
Learners are guided to:
  • Brainstorm on environmental challenges affecting the community
  • research on environmental challenges affecting the community and share their findings in class
  • conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
  • plan on how to implement the CSL project in groups, taking into consideration the following:
    • Identify the project title
    • Purpose of the project and time frame
    • Share responsibilities on implementation of the project
    • Identify individuals, institutions and organizations they can partner with in the project
    • Identify and acquire relevant resources or materials for the project
  • learners work in groups to undertake the environmental project in the community
  • develop slogans, posters, street plays or communication messages to share experiences on the implementation of the project in relation to concepts learnt in sustainable development and global citizenship
  • share their experiences on the implementation and impact of the project in the community through social media
  • discuss how the project has helped learners to acquire in terms of research, life skills, leadership, Citizenship, Community development and Social entrepreneurship
  1. How can we promote sustainable development in our community?
  2. How do local challenges affect the global society?
Core Competencies to be developed:
  • Citizenship as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
  • Communication and Collaboration as learners work in groups to undertake the environmental project in then community and brainstorm environmental challenges affecting the community
  • Self-Efficacy as learners develop slogans , posters , street plays or communication messages to share experiences on the implementation of the project in relation to concepts learnt in sustainable development and global citizenship
  • Critical Thinking and Problem Solving as learners plan on how to implement the CSL project in groups.
  • Creativity and Imagination as learners identify and acquire relevant resources or materials for the project
  • Digital literacy as learners share their experiences on the implementation and impact of the project in the community through social media
Values:
  • Responsibility as learners share responsibilities on the implementation of the project
  • Patriotism as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
  • Respect as learners work in groups to undertake the environmental project in the community
  • Unity as learners work in groups to undertake the environmental project in the community
Pertinent and Contemporary Issues (PCIs):
  • Community and stakeholder mobilization as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
  • Information technology safety as learners share their experiences on the implementation and impact of the project in the community through social media
  • Social Cohesion as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
  • Environmental Education as learners research on environmental challenges affecting the community and share their findings in class
  • Self-awareness as learners share their experiences on the implementation and impact of the project in the community through social media
  • Problem Solving as learners work in groups to undertake the environmental project in the community
Link to other subjects:
  • Kenyan Sign Language, English, indigenous languages and Kiswahili as learnersdevelop slogans, posters, street plays or communication messages to share experiences on the implementation of the project in relation to concepts learnt in sustainable use of resources and global citizenship
  • Computer Science as learners share their experiences on the implementation and impact of the project in the community through social media.
  • Visual Arts as learners develop slogans, posters, street plays or communication messages to share experiences on the implementation of the project
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:
  1. identify the guiding principles of leadership and integrity in promotion of good governance
  2. examine the formation, achievements and challenges of the Organization of African Unity (OAU) and African Union (AU)
  3. State the member countries of the African Union
  4. illustrate the organizational structure of the African Union(AU)
  5. explore factors which can promote continental interconnectedness and interdependence
  6. develop a sense of belonging to Africa and respect for differences and diversity.
 Learners are guided to:
  • role-play on the guiding principles of good leadership and integrity in promotion of good governance
  • prepare slogans on the guiding principles of good leadership and integrity in promotion of good governance
  • sing the AU anthem for promotion of regional citizenship
  • use digital or print media resources to research on the formation, achievements and challenges of OAU and AU
  • draw a map of Africa and indicate member countries of the AU use print , media and other resources to  search for the national flags of the member countries of AU and make a collage and share the information in class
  • use print or digital resources to access the AU anthem, rehearse and Sing it
  • draw the organizational structure of OAU and AU
  • brainstorm in groups on factors which can promote continental interconnectedness and interdependence
  1. How should leadership and integrity be promoted in the society today?
  2. How can we promote continental interconnectedness and interdependence?
Core Competencies to be developed:
  • Communication and Collaboration as the learners role-play on the guiding principles of good leadership and integrity
  • Citizenship as learners draw a map of Africa and indicate member states of AU , use print or media and other resources to search for the national flags of the member countries of AU , make a collage and share the information in class
  • Learning to Learn as the learners use digital or print media resources to research on the formation, achievements and challenges of OAU and AU
  • Self-Efficacy as the learners role-play on the guiding principles of good leadership and integrity in promotion of good governance
  • Digital literacy as learners use media and other resources to search for the national flags of the member states of AU and make a collage to share in class
Values:
  • Love as learners sing the AU Anthem
  • Respect as learners debate on how leadership is essential in promoting good governance
  • Integrity as role-play on the guiding principles of good leadership and integrity in promotion of good governance
  • Patriotism as the learners use print or media resources to search for the national flags of the member countries of AU and make a collage to share in class
  • Social Justice as learners prepare slogans on the guiding principles of good leadership and integrity in promotion of good governance
Pertinent and Contemporary Issues (PCIs):
  • Social Cohesion as learners use print or media resources to search for the national flags of the member countries of AU and make a collage to share in class
  • Decisions Making as learners prepare slogans on the guiding principles of good leadership and integrity in promotion of good governance
  • Good governance as they prepare slogans on guiding principles and benefits of leadership and integrity in promotion of good governance.
Link to other subjects:
  • English, Kiswahili and Kenyan Sign Language as learners role-play on the guiding principles of good leadership and integrity in promotion of good governance and brainstorm in groups on factors which can promote continental interconnectedness and interdependence
  • Performing Arts as learners role-play on the guiding principles of good leadership and integrity in promotion of good governance and sing the AU Anthem
  • Visual Arts as learners use print or media resources to search for the national flags of the member countries of AU and make a collage to share in class
  • Computer Science as learners use use digital resources to research on the formation, achievements and challenges of OAU and AU
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
and interdependence

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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Portfolio
  5. Anecdotal Records
  6. Checklist
  • Approved textbooks and other printed resources
  • Photographs, pictures
  • Vetted digital resources
  • Library
  • TV/video/films/slides/ Internet sources
  • Display boards
  • Develop class and rules that discourage gender stereotypes in clubs
  • Hold peer led symposia on careers and entrepreneurial opportunities in Social Studies
  • Participate in talks by resource persons about prevention of gender stereotypes associated with careers,
  • Participate in mentorship and job shadowing sessions on Social Studies careers and entrepreneurial opportunities in Social Studies
  • Participate in sensitization sessions on career choices during career education weeks in schools
  • develop simple guidelines on respecting gender identity during clubs and societies meetings
  • develop communication messages and have talking walls with slogans on gender equity and careers
  • Initiate and develop class and club rules that discourage gender stereotypes in career choices.
2.0 Natural and Built Environments In Africa    2.1 Maps and Map work
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Portfolio
  5. Anecdotal Records
  6. Checklist
  • Local and extended environment
  • Realia
  • Maps/Globe
  • Photographs, pictures and paintings
  • Vetted digital resources, educational computer games
  • Approved textbooks and other printed resources
  • Library
  • TV/video/films/slides/ Internet sources
  • Display boards
  • Drawing a sketch map of the school compound
2.2 The earth
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Portfolio
  5. Project Work
  • Local and extended environment
  • Realia
  • Maps/globe
  • Photographs, pictures and paintings
  • Internet sources
  • Vetted digital resources, educational computer games
  • Approved textbooks and other printed resources
  • Making a model of the internal structure of the earth
2.3 Weather
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Portfolio
  6. Anecdotal records
  7. Checklists
  • Local and extended environment
  • Realia
  • Maps
  • Photographs, pictures and paintings
  • Vetted digital resources, educational computer games
  • Approved textbooks and other printed resources
  • TV/video/films/slides/ Internet source
  • Display boards
  • Working in groups to construct a weather instrument of their choice using the available local materials and display in class
2.4 Historical Information
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Anecdotal records
  • Local and extended environment
  • Photographs, pictures and paintings
  • TV/video/films/slides/ Internet sources
  • Vetted digital resources, educational computer games
  • Approved textbooks and other printed resources
  • Resource persons
  • Artefacts
  • Museum, Monuments, Cultural and historical sites
  • Newspaper cuttings
  • Libraries
  • Conducting a library research on the sources of historical information
  • Designing posters on sources of historical information and displaying
3.0 People AndPopulation 3.1. Human origin
  1. Oral questions
  2. Written tests
  3. Project work
  4. Observation
  • Resource persons
  • Maps
  • Digital resources
  • Charts, marker pens
  • Approved text books and other printed resources
  • Internet
  • Library resources
  • Museums
  • Artefacts
  • Composing and singing songs about human origin
  • creating posters or communication messages or videos on human origin and share with the school community
3.2. Early Civilization
  1. Oral questions 
  2. Observations
  3. Written tests
  • Digital resources
  • Map of Africa
  • Marker pens
  • Manilla papers
  • Stickers/Flash cards
  • Internet resources
  • Approved text books and other printed resources
  • Singing a song on the  importance of cultural diversity in Africa
  • Drawing and displaying charts on migration routes
3.3 Social organization of selected communities in Africa up to 1900
  1. Oral questions
  2. Observations
  3. Written tests
  • Digital resources
  • Approved text books and other printed resources
  • Museums
  • Artefacts
  • Resource person
  • Reciting poems on importance of social organization of the (Okiek, Shona and Asante)
  • Modelling aspects of social organization of selected communities in Africa upto 1900
  • (Okiek, Shona and Asante)
3.4 Human Diversity and Inclusion
  1. Oral questions
  2. Observation
  3. Written tests
  4. Checklists
  5. Anecdotal records
  6. Project
  • Digital resources
  • Flip charts/Manilla papers
  • Approved text books and other printed resources
  • Role-playing social values of various cultural groups
  • Conducting a civic dialogue with community members about the importance of valuing
3.5. Peace and Conflict Resolution
  1. Oral questions
  2. Written tests
  3. Portfolio
  4. Project
  • Digital resources
  • Flip charts/manila papers
  • Maps
  • Internet
  • Approved text books
  • In groups compose and recite poems that promote inner peace
  • Develop slogans on inner peace
  • Develop posters on inner peace
3.6.Slavery and Servitude
  1. Oral questions
  2. Written tests
  3. Portfolio Project
  • Digital resources
  • Flip charts/manila papers
  • Maps
  • Internet
  • Approved text books
  • Debate in clubs on evils of slavery and servitude and ways of curbing them
3.7.Population Distribution in Africa
  1. Oral questions
  2. Observation
  3. Written tests
  4. Checklists
  • Digital resources
  • Flip charts/manila papers
  • Maps
  • Internet
  • Approved text books
  • Design posters / models of settlement patterns in Africa
3.8. Field Work
  1. Oral questions
  2. Written tests
  3. Portfolio
  4. Project
  • Digital resources
  • Flip charts/Manilla papers
  • Approved text books and other printed resources
  • Engage a resource person to discuss methods of data collection and recording during field work
4.0 Resources and Economic Activities 4.1 Economic Organization of Selected African Communities
  1. oral questions
  2. written tests
  3. observations
  • Map of Africa
  • Internet
  • Photographs
  • Structuring a debate on economic organization of selected African communities
4.2 Agriculture Development of Early Agriculture in Africa.
  • Eastern African Region and

Egypt
  1. checklist
  2. project
  3. written tests
  4. oral questions
  5. aural questions
  • Realia
  • Chart
  • Audio visual
  • Maps
  • Photographs
  • Internet
  • Reciting a poem on promotion of agriculture in Africa
4.3. Multipurpose river projects;
  • River Tana Projects and Aswan High dam
  1. Oral questions
  2. Written tests
  3. Portfolio
  4. Project
  • Charts
  • Resource person
  • Photographs/Pictures
  • Map
  • Appropriate digital devices
  • Modelling River Tana multipurpose Projects using locally available materials
4.4. Sustainable use of Resources
  1. Oral questions
  2. Written tests
  3. Observations
  • Realia
  • Chart
  • Audio visual
  • Maps
  • Photographs
  • Internet
  • Compose and sing a song on importance of sustainable use of available resources
5.0 Political Development and Governance 5.1Political organization of selected communities in Africa up to 1900
  1. Oral questions
  2. Observations
  3. Written tests
  4. Project work
  • Maps
  • Approved text books and other printed resources
  • Photographs
  • Internet
  • Library resources
  • Charts
  • Journals
  • Composing poems on political organization of the selected communities
  • Visiting a local museum to find out how the local communities were organized and writing a report on the visit to share in class
5.2 Scramble and Partition of Africa
  1. Oral questions
  2. Observations
  3. Written tests
  • Videos clips
  • Map of Africa
  • Stickers/Flash cards
  • Internet resources
  • Approved text books and other printed resources
  • Creating poems on the scramble and partition of Africa
5.3 The Constitution of Kenya
(3 Lessons)
  1. Oral questions
  2. Observations
  3. Written tests
  4. Journaling
  • Internet resources
  • Approved text books and other printed resource
  • The Constitution of Kenya
  • TV/Video
  • Conducting a library research and writing journals on selected chapters of the constitution and share with family.
5.4 Democracy
(3 Lessons)
  1. Oral questions
  2. Observations
  3. Written tests
  • Digital resources
  • Flip charts/Manilla papers
  • Internet sources
  • Developing messages on types of democracy and sharing in school and at home
  • Developing posters on democratic values and
displaying in class
5.5 Human Rights
  1. Oral questions
  2. Observations
  3. Written tests
  • Posters
  • Flip charts/ Manilla papers
  • Resource person
  • Approved text books and other printed resources
  • The Constitution of Kenya
  • Developing messages on protection of human rights
  • Creating awareness in the community on protection of human
  • Conduct debates during club meetings on ways of ensuring equity through enhancing access, equal opportunities and equitable distribution of resources
  • Organize a symposium on life skills and values that would
    enhance ability rights (assertiveness, negotiation, problem solving, and values such as responsibility and respect for self and others
  • Organize and participate in commemorating the International Day for Elimination for Racial Discrimination of 21st March
5.6. African Diasporas
  1. Oral questions
  2. Observations
  3. Written tests
  • Internet
  • Flip charts/Manilla papers
  • Masking tapes marker pens/pencils
  • TV/Video
  • Approved text books and other printed resources
  • Organize a symposium on the role of African Diasporas in socio- economic and political development
  • Composing songs and poems on African diasporas and share them with others
5.7. Global
Citizenship
  1. Oral questions
  2. Observations
  3. Written tests
  •  Internet
  • Flip charts/Manilla papers
  • Masking tapes marker pens/pencils
  • TV/Video
  • Approved text books and other printed resources
  • The Constitution of Kenya
  • Composing poems on global citizenship
  • Developing posters on qualities of global citizen and posting them at strategic positions in the school.
  • Creating awareness in the community on global citizenship
  • prepare scrap books to write down on the local, national, regional and global issues affecting people in form of a story
  • Celebrating World Day on Social Justice
5.8. Global Governance
  1. Oral questions
  2. Observations
  3. Written tests
  4. Journaling
  • Posters
  • TV/Video
  • Approved text books
  • Flip charts/ manila papers
  • Approved text books and other printed resources
  • The Constitution of Kenya
  • design litter bins displaying the member countries the AU
  • create talking walls and trees to illustrate the organizational structure of the AU
  • Celebrating/observing the international days related to Global
    Governance such as International Environment day/International day on multi-literalism and diplomacy for peace.
Friday, 06 January 2023 06:21

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:

  1.  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.
  2.  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.
    1.  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.
    2. 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.
    3.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

  1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
  2. Communicate effectively, verbally and non-verbally, in diverse contexts.
  3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
  4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
  5. Practice relevant hygiene, sanitation and nutrition skills to promote health.
  6. Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
  7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
  8. Manage pertinent and contemporary issues in society effectively.
  9. 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:

  1. Acquire scientific knowledge, skills, values and attitudes to make informed choices on career pathways at senior school.
  2. Select, improvise and safely use basic scientific tools, apparatus, materials and chemicals effectively in everyday life.
  3. Explore, manipulate, manage and conserve the environment for learning and sustainable development.
  4. Practice relevant hygiene, sanitation and nutrition skills to promote good health.
  5. Apply the understanding of body systems with a view to promote and maintain good health.
  6. Develop capacity for scientific inquiry and problem solving in different situations.
  7. Appreciate and use scientific principles and practices in everyday life.
  8. 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
Introduction to Integrated Science

4 Lessons

By the end of the sub- strand the learner should be able to:
  1. identify the components of Integrated Science as a field of study.
  2. relate knowledge and skills gained in Integrated Science to career opportunities.
  3. appreciate the importance of Integrated Science in daily life.
The learner is guided to:
  • discuss the meaning and components of Integrated Science with peers.
  • discuss in a group, career opportunities related to knowledge and skills gained in Integrated Science
  • identify pathways related to Integrated Science at Senior school.
  • Search for information on importance of Integrated Science from other sources like the internet among others.
  • discuss in a group, the importance of scientific knowledge in daily life.
How is the knowledge acquired in Integrated Science useful in daily life?
Core competences to be developed:
  • Communication and collaboration: promoted as learners discuss the importance of scientific knowledge in daily life.
  • Citizenship: promoted as learners search on local and international career opportunities related to Integrated Science.
  • Digital literacy: developed as learners use digital devices to search for information on the application of Integrated Science.
  • Self-efficacy: promoted as learners discuss confidently the pathways and career opportunities associated with Integrated Science.
Pertinent and Contemporary Issues (PCIs)
  • Poverty eradication: learners discuss how scientific knowledge is applied in solving problems within their environment and generating income.
  • Safety and security: skills are acquired as learners search for information on the internet using the digital devices in observing cyber security regulations.
Values:
  • Respect: promoted as learners respect opinions of others during the discussions.
Link to other subjects:
  • Computer studies: learners search for information from the internet using digital devices.
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
8 Lessons

By the end of the sub- strand the learner should be able to:
  1. identify common hazards and their symbols in the laboratory
  2. analyze causes of common accidents in the laboratory
  3. demonstrate first aid safety measures for common laboratory accidents.
  4. appreciate the importance of safety in the and access to a healthy working environment.
 The learner is guided to:
  • identify common hazards and accidents in the laboratory
  • interpret common hazard symbols, including but not limited to flammable, corrosive, toxic, carcinogenic, radioactive substances among others
  • discuss in groups, causes of common laboratory accidents and related first aid measures (burns and scalds, cuts, and ingestion of harmful substances
  • role-play some first aid procedures for common accidents in the laboratory.
  • practice safety measures in the laboratory and the general school learning environment.
  • discuss the importance of safety measures in the laboratory
  • search for laboratory safety procedures from other sources (internet, e-libraries among others).
  1. How do accidents happen in the laboratory?
  2. What safety measures should be considered while constructing a laboratory?
Core competences to be developed:
  • Communication and collaboration: enhanced as learners work in groups during discussions and practice laboratory safety measures.
  • Imagination and Creativity is promoted as learners prepare and role-play on first aid procedures.
  • Digital literacy: developed as learners use digital devices to access and study content on First Aid procedures.
  • Citizenship: enhanced learners adhere to laboratory safety measures for self and others.
Pertinent and Contemporary Issues (PCIs)
  • Disaster Risk Reduction: enhanced as learners practice safety precautions in the laboratory.
  • Citizenship: promoted as learners use knowledge and skills gained in safety and first aid to assist peers and community.    
Values:
  • Respect is promoted as learners become considerate of opinion of others while working in groups, discussing and role playing.
  • Responsibility: learners become responsible for own safety and safety of others when working in the laboratory; responsible and prudent usage of laboratory materials and proper disposal of waste is enhanced.   
Link to other subjects:
  • Health Education is promoted as learners practice safety and first aid.
  • Home Science is promoted as learners role-play first aid procedures to demonstrate safety.    
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:
  1. Identify basic skills in science.
  2. use the International System of Units (SI) for basic and derived quantities in science.
  3. appreciate the application of Basic skills in science.
The learner is guided to:
  • identify basic skills in science (manipulative, observation, measurement, classification, prediction, communication and conclusion skills).
  • brainstorm on the importance of reading packing labels on quantities/products.
  • apply the International System of Units (SI) to determine temperature, length, mass, time, electric current, area, volume and density
  • search for information on science skills from them internet.
  1. How are basic skills in science important in daily life?
  2. How is Science information communicated?
Core competences to be developed:
  • Communication and Collaboration is enhanced as learners work in groups to identify methods of communicating information in science.
  • Citizenship is promoted as learners identify and state the SI units for basic and derived quantities for international awareness.
  • Self-efficacy is promoted as learners practice presenting science information appropriately.
Values:
  • Respect is enhanced as learners learn how to value each other’s views in the process of applying Science skills in their learning.
  • Unity is strengthened as learners work in groups applying Science skills.
Link to other subjects:
  • All subjects as learners apply science skills in their daily life and learning
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
Laboratory apparatus and instruments

10 Lessons

By the end of the sub- strand the learner should be able to:
  1. identify apparatus and instruments used in the laboratory.
  2. handle and care for the apparatus and instruments in laboratory.
  3. appreciate the importance of consumer protection when handling different apparatus and chemicals in the laboratory
The learner is guided to:
  • identify apparatus and instruments in the laboratory (for heating, measuring mass, temperature, length, volume, weight, magnification and time) (include parts and functions of a microscope and burnsen burner)
  • handle and use apparatus and instruments in the laboratory
  • search for information from the internet on safety precautions to take when handling apparatus and instruments in the laboratory
  • practice safety precautions when handling chemicals, apparatus and instruments in the laboratory.
  1. What are the uses of different laboratory apparatus and instruments?
  2. What are the basic measures that should be considered when storing different laboratory apparatus?
Core competences to be developed:
  • Communication and Collaboration are enhanced as learners work together in using different apparatus and equipment to carry out laboratory experiments and activities
  • Citizenship is promoted as learners observe their own safety and others when handling apparatus and instruments.
  • Digital literacy is developed as learners use digital devices to search for content on safety precautions to observe when handling apparatus and instruments.
Pertinent and Contemporary Issues (PCIs):
  • Environmental Education is promoted as learners learn how to care for the environment as they appropriately dispose of the consumables and any broken equipment as they use laboratory equipment and apparatus to do experiments,
  • Disaster Risk Reduction is promoted as learners observe safety precautions when handling apparatus and instruments in the laboratory.
Values:
  • Respect is promoted as learners respect others’ opinions while working in groups.
  • Responsibility is promoted as learners care for apparatus, chemicals and specimen, as they handle laboratory equipment and apparatus during experimental work.
Link to other subjects:
  • Home Science as learners carry out measurements of ingredients when preparing meals.
  • Mathematics as learners carry out measurements of various quantities of substances.
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:
  1. classify different types of mixtures as homogeneous or heterogeneous
  2. distinguish between pure and impure substances using melting and boiling points
  3. separate mixtures using different methods
  4. appreciate the use of different methods of separating mixtures in day-to-day life
The learner is guided to:
  • categorize different mixtures as homogeneous (uniform) and heterogeneous (non-uniform); (solid- solid, solid- liquid, liquid-liquid and gas- gas mixtures).
  • carry out, in groups, simple experiments to determine the boiling and melting points of pure and impure substances (ice, candle wax, water, salty water).
  • search for, and watch videos and animations on determining melting and boiling points of substances.
  • separate, in a group, different types of mixtures (simple distillation, filtration, decantation, use of a magnet, sublimation, paper chromatography, solvent extraction, crystalisation).
  • discuss with peers, the applications of separating mixtures in day to day life (crude oil refining, fractional distillation of liquefied air, extraction of oil from nuts).
  1. How can you classify mixtures?
  2. What should be considered when separating various mixtures?
Core competences to be developed:
  • Communication and collaboration as learners work together in carrying out simple experiments to determine the boiling and melting points of substances.
  • Digital literacy as learners search, watch and discuss videos and animations on mixtures.
  • Learning to learn as learners search for more content and apply the same on mixtures.
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion as learners work in groups to separate mixtures.
  • Safety as learners observe safety precautions while carrying out experiments on mixtures.
Values:
  • Respect and love as learners work harmoniously in groups while carrying out simple experiments on mixtures.
  • Integrity as learners separate mixtures and report findings honestly.  
Link to other subjects:
  • Home Science as they handle different recipes.
  • Agriculture as learners apply the knowledge on separating mixtures in agricultural processes like straining milk, winnowing grains and straining honey among others.
  • History as learners relate traditional methods of separating mixtures to modern methods.
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:
  1. use plant extracts as acid-base indicator
  2. categorize different house-hold solutions as either acidic or basic using indicators.
  3. determine the strength of acids and bases using universal indicator
  4. outline applications of acids, bases and indicators in real life
  5. appreciate the applications of acids and bases in real life
The learner is guided to:
  • Prepare and use plant extract indicator to classify common house hold solutions as either acidic or basic, in a group.
  • classify different house-hold solutions as either acidic or basic using indicators (use methyl orange, litmus or phenolphthalein), in a group).
  • search, watch videos and animations showing different colours of acid- base indicators in different solutions.
  • classify acidic or basic solutions as either strong or weak, in a group. (use universal indicator, pH scale and pH chart)
  • .explore applications of acids and bases (include antacid tablets, common fruits in the locality, fertilizers, liming of soil, detergents).
  1. How can you identify a substance as being acidic or basic?
  2. What is the significance of acids and bases?
Core competences to be developed:
  • Critical thinking and problem solving as learners explore applications of acids and bases.
  • Creativity and imagination as learners work in groups to classify acidic or basic solutions as either strong or weak.
  • Learning to learn as learners classify different house-hold solutions as either acidic or basic.
Pertinent and Contemporary Issues (PCIs)
  • Citizenship as learners test for the acidity or alkalinity of soil samples for food security.
  • Life skills as learners acquire knowledge on applications of acids and bases and apply it in day-to-day life.
  • Safety as learners carefully handle acids and bases in the laboratory.
  • Environmental conservation as learners carefully extracts plant indicators and dispose of the waste appropriately.  
Values: 
  • Peace, love and unity as learners classify house hold solutions as either acidic or basic.
  • Responsibility as learners carefully pick flowers from the environment
  • Respect as learners in groups classify acidic or basic solutions as either strong or weak.
  • Integrity as learners apply proper laboratory waste disposal measures.
Link to other subjects:
  • Agriculture as learners use lime and fertilizers to improve soil fertility in day-to-day life and learn how to test for the level of acidity in the soil.
  • Health Education as learners acquire knowledge on the use of antacid to relieve stomach upsets.   
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).
CSL Project

(4 Lessons)

by the end of the sub strand the learner should be able to:
  1. identify nearby sources of water in the community
  2. categorize water from different sources into clean and dirty water
  3. identify appropriate materials for separating clean water from solid in the dirty water
  4. make homemade water filter using locally available materials
  5. use homemade water filter to separate clean water from solid in the dirty water
  6. explore sustainable long- term strategies of making river water clean for use in the community
  7. carry out research in the community on factors that make communal water dirty
  8. appreciate the need to sensitize the community on importance of cleanliness of river water 
 
  • In groups, learners are guided to:
    visit the nearby rivers or other sources of water to collect samples of different waters
  • identify and use appropriate locally available materials to make homemade water filter that can be sued to separate clean water from dirty
  • demonstrate water filtration using the homemade water filter
  • brainstorm on appropriate long term sustainable strategies of making river water clean for use within the community
  • create a portfolio and file the findings from the research.
  • collect information on human activities that make clean water sources dirty
  • Search for information in the internet on factors that make clean water dirty with solids
  • form learning platforms for example in social media, where they communicate to all parents about their findings on human activities and other factors that make river water dirty and how to maintain
    clean water from the source
  1. What causes clean river water from the source to become dirty?
  2. How can cleanliness of river water from the source be maintained?

The Key Component of CSL Developed: Science process skills, practical skills and Life skills

Importance of Basic Science Process Skills in the community

  1. The learner will be able to apply measuring skills to identify the quantity of solid particle in dirty water
  2. The learner will be able to apply predicting skills to categorize water from different sources into clean and dirty water. The learner can use predicting skills to identify appropriate materials for separating clean water from solid in the dirty water and to explore sustainable long-term strategies of making river water clean for use in the community.
  3. The learner will be able to apply observation, recording, inferring and communication skills to observe difference between dirty and clean water, record and sensitize the community on sustainable long-term strategies of making river water clean for use in the community

Importance of Practical skills in the community

  1.  The learner will be able to apply practical skills necessary in making appropriate water filter and manipulate it to filter water depending on the quantity.
    
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.    

Core competences to be developed:

  • Communication and collaboration as learners brainstorm appropriate long term sustainable strategies of making river water clean in the community.
  • Digital literacy as the learner interacts with a digital device to identify and record other factors that make clean water dirty with solids.
  • Critical thinking and problem solving as the learner brainstorms appropriate long term sustainable strategies of making river water clean in the community.
  • Imagination and creativity as learners create social media platforms connecting with parents to learn how clean water can be maintained from the source.
Pertinent and Contemporary Issues (PCIs):
  • Environmental Management as learners learn how to maintain cleanliness of river water from the source or other waters from other sources.
  • Health Education as learners sensitize the community through social media on how clean water can be maintained from the source.
  • Citizenship as learners create a social media platform connecting parents to communicate how clean water can be maintained from the source.
Values:
  • Responsibility as the learners take care of clean river water from the source since others may need to use the same water as it flows down the stream.
  • Patriotism as the learners sensitize the community to consider other human beings and animals by promoting taking care of clean river water from the source since other people and animals may need to use the same water as it flows down the stream.
Link to other subjects
  • Home Science as learners learn to maintain clean water starting at the source; clean water is used at home for hygienic home environment.
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:
  1. describe the menstrual cycle in human beings
  2. describe challenges related to the menstrual cycle
  3. describe the process of fertilization and implantation.
  4. appreciate the existence of sex- related challenges.
The learner is guided to:
  • discuss human menstrual cycle
  • discuss various challenges related to the menstrual cycle
  • use illustrations,charts and digital devices to observe animations showing fertilization and implantation (movement of the sperm, fusion with the egg, formation of zygote and its implantation on
uterus).
  1. How does reproduction occur in human beings?
  2. What challenges are associated with the menstruation in human beings?
  3. How best can we manage issues related to the menstrual cycle?
Core competences to be developed:
  • Creativity and imagination is enhanced as learners make sanitary towels using locally available materials and sensitize the community on sex-related disorders.
  • Citizenship is promoted as learners appreciate the significance of protecting life from inception to birth.
  • Digital literacy is developed as learners use various digital devices in the learning of reproductive process.
  • Critical thinking and problem solving are promoted as learners make improvised sanitary towels.
  • Self-efficacy is promoted as learners share experiences and discuss the management of challenges intersex condition and to menustration.
  • Learning to learn is enhanced as learners work in groups to search for information and develop capacity to continue learning while doing projects.
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is promoted as the learners collaborate during project work in their groups.
  • Life skills/Human sexuality are developed as learners develop self-awareness and skills to guard against early pregnancies
Values:
  • Respect is enhanced as learners embrace those with menstrual disorders and sex-related disorders. They also learn to respect others opinions during discussions.
  • Responsibility is developed as learners take up various tasks assigned and sharing the same fairly
  • Social justice is promoted as learners practice equity, equality and gender consideration in distribution of learning resources as well as assigning responsibilities during the learning process and as they appreciate sex-related challenges.
Link to other subjects:
  • Health education as learners learn about healthy living during pregnancy.
  • Home science as learners learn about proper nutrition for healthy expectant mothers and babies.
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
Excretory System- Skin and Kidneys

11 Lessons

By the end of the sub- strand the learner should be able to:
  1. identify the external parts of the human skin and their functions.
  2. identify the external parts of the kidney and their functions.
  3. describe causes of kidney disorders
  4. adopt a healthy lifestyle to promote kidney and skin health.
  5. appreciate the importance of proper use of cosmetics for consumer protection.
  • Learners are guided to:
    use a chart/model, in groups to brainstorm on the external parts and functions of human skin (cover, hair, sweat glands and epidermis –avoid homeostatic functions of the skin).
  • discuss the waste products excreted through the skin (salts and water) and kidneys (urine).
  • in groups use hand lens to observe the external parts of the skin (hair and sweat pores).
  • search for information and brainstorm on examples of cosmetics and their health effects on human body (e.g skin lightening creams and
    lotions).
  • learners in groups using a chart brainstorm on the external parts and functions of the human kidney (Avoid details of the nephron and osmoregulation).
  • search for information on the causes and prevention of kidney disorders.
  • learners are guided to discuss healthy lifestyles that promote kidney and skin health, for instance, adequate hydration.

Project
Model of the excretory system.

  1. Why is the skin important in humans?
  2. Why is excretion important to the human body?
  3. Why is proper use of cosmetics important?
Core competences to be developed:
  • Citizenship is promoted as learners sensitize the community on proper use of cosmetics and promote use of locally made cosmetics.
  • Digital literacy is developed as learners use various digital devices in the learning process (eg search and watch videos showing the structure of the skin and kidney as excretory organs).
  • Imagination and Creativity are promoted as learners develop and carry out projects on cosmetics from available materials.
  • Critical thinking and problem solving are enhanced when learners use locally available materials to make cosmetics which are not harmful to the skin.
  • Self-efficacy is developed when learners associate with others and work on activities that assist them discover their areas of strength and weaknesses thus enhancing scientific skills development. Learners understand and appreciate their unique skin characteristics.
  • Learning to learn is enhanced as learners develop self awareness on healthy living to keep their skins and kidneys healthy and promoting the same amongst peers and community. 
Pertinent and Contemporary Issues (PCIs)
  • Life skills is developed as learners develop self-awareness while learning the effects of cosmetics on the skin.
  • Environmental education as earners discuss the effects of cosmetics on the environment.
  • Financial literacy as learners improvise the teaching and learning resources using locally available materials.
    • Economical use of available resources.
    • Planning of projects.
Values:
  • Respect is promoted while learners are working with others in groups on projects and activities. They also learn to respect others opinion.
  • Responsibility is promoted as learners practice taking care of equipment and apparatus.
    • Taking care of their skin and the environment.
    • Observing a correct diet.
  • Peace and Unity are promoted by assigning specific tasks to individuals for the benefit of the whole group while carrying out project work and activities.
  • Integrity is promoted by learners reporting true findings from activities and projects.
Link to other subjects:
  • Health education as learners learn about lifestyle diseases, taking care of the skin
  • Home science as learners learn about nutrition for healthy skin and kidney 
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


10 Lessons

By the end of the sub strand the learner should be able to:
  1. demonstrate the existence of static charges in objects
  2. charge objects using different methods
  3. demonstrate the effects of force between charged objects
  4. appreciate the use of static charges in daily life
The learner is guided to:
  • rub different objects to show the presence of static charges in objects
  • charge different objects by rubbing and induction
  • search for, play and watch videos showing types of charges
  • show attraction and repulsion between charged objects
  • discuss safety measures when dealing with static charges (include lightning).
  1. How do materials get charged?
  2. What are the dangers of static charges?
Core competences to be developed:
  • Digital literacy is enhanced as the learners use digital devices to search, play and observe videos and animations.
  • Self-efficacy is promoted as learners learn how to deal with static electricity in day-to-day life.
  • Communication and collaboration is enhanced as learners work in groups to accomplish the tasks 
Pertinent and Contemporary Issues (PCIs)
  • Disaster Risk Reduction is promoted as learners learn about safety measures during lightning.
  • Safety and security are enhanced as learners avoid dangers associated with static electricity.
Values:
  • Responsibility is enhanced as learners perform their different roles during the experiment.
  • Unity is enhanced as learners perform the activities in groups.
Link to other subjects:
  • Pre-technical and pre career as learners learn about lightning arrestors installed in buildings
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
Electrical Energy

12 Lessons

by the end of the sub strand the learner should be able to:
  1. identify various sources of electricity in their environment
  2. set up simple electrical circuits in series and parallel using dry cells, bulbs, ammeters and voltmeters
  3. classify materials as conductors and non- conductors of electricity
  4. identify electrical appliances in their locality
  5. identify safety measures when handling electrical appliances
  6. appreciate the use of electricity in their daily life
The learner is guided to:
  • discuss and identify sources of electricity (hydro-electric power, geothermal, solar, wind power)
  • search for and observe videos and photographs on sources of electricity
  • Set up simple electrical circuits. (Series and parallel arrangement of cells and bulbs), in a group
  • search for and observe videos and animations showing how to set-up simple electrical circuits, in a group
  • carry out experiments to classify materials as conductors and non- conductors of electricity
  • discuss and identify various electrical appliances in their locality.
  • identify safety measures to observe when using electrical appliances
  • explore uses of electricity in their environment
  1. What are the sources of electricity?
  2. What are the differences between conductors and non- conductors of electricity?
Core competences to be developed:
  • Learning to learn is enhanced as learners apply the knowledge on electricity to safely use electrical appliances.
  • Digital Literacy is promoted as learners use digital devices to search and observe videos and photographs on sources of electricity.
  • Citizenship as learners observe safety measures for self and others as they use electrical appliances. 
Pertinent and Contemporary Issues (PCIs)
  • Disaster Risk Reduction as learners observe safety measures when using electrical appliances.   
Values:
  • Unity is promoted is acquired as the learners perform the activities in groups while setting up simple electrical circuits.
  • Responsibility is promoted as learners perform their different roles when setting up simple electrical circuits.
Link to other subjects:
  • Pre-technical and pre-career as learners learn to set up simple electrical circuits
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
Magnetism

10 Lessons

By the end of the sub strand, the learner should be able to:
  1. classify materials in the environment as magnetic or non-magnetic
  2. investigate the force between like and unlike poles of magnets
  3. identify the uses of magnets in day-to-day life
  4. appreciate the applications of magnets in day-to-day life
The learner is guided to:
  • identify and collect materials within their environment, sort and group them as magnetic and non-magnetic materials
  • carry out activities showing attraction between two unlike poles and repulsion between two like poles of magnets.
  • discuss the uses of magnets with peers
  • Search for and watch animations showing force between like and unlike poles of magnets.
  1. How do we identify magnetic materials in our environment?
  2. How are magnets used in day-to-day life?
Core competences to be developed:
  • Communication and collaboration are enhanced as learners work in groups to carry out activities involving magnetism.
Pertinent and Contemporary Issues (PCIs)
  • Environmental Education is enhanced as learners use magnets to collect and separate magnetic materials in the environment to reduce pollution.
Values:
  • Responsibility is promoted as learners perform their different roles when carrying out activities showing the force between like and unlike poles of magnets.
  • Unity is promoted as the learners work in groups to magnetize and demagnetize materials.
  • Respect: As learners learn to respect and accept others’ opinions during the discussion involving magnetism.
Link to other subjects:
  • Pre- Technical and Pre-Career as learners use magnets to classify materials in the environment as magnetic and non- magnetic
  • Social Studies as they determine direction using magnetic compass
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

 

  • Observation
  • Practical Work
  • Assessment Rubrics
  • Checklist
  • Anecdotal Records
  • Written Test
  • Oral Questions and Answers
Course book
Library
  • Watching video tapes on components of Integrated Science as a field of study
  • Oral Speeches on importance of Integrated Science in daily life
  1.2. Laboratory Safety
  • Practical Work
  • Observation Schedule
  • Checklist
  • Science Kit
  • Basic Laboratory Apparatus, equipment and selected specimens
  • SEPU Kit
  • First Aid Kit
  • Internet
  • Library
  • Interacting actively with resource persons to understand issues to do with common hazards and their symbols in the laboratory.
  • Preparing charts, posters and slogans first aid safety measures for common laboratory accidents
  1.3. Basic Science skills
  • Assessment Rubric
  • Practical Work
  • Observation Schedule
  • Checklist
  • Basic Laboratory Apparatus, equipment and selected specimens
  • SEPU Kit
  • Course book 
  • Writing articles in school magazines on Units (SI) for basic and derived quantities in science.
  • Engaging in resource persons discussing basic science process skills
  1.4. Laboratory apparatus and instruments
  • Practical Work
  • Observation Schedule
  • Checklist
  • Course book
  • SEPU Kit
  • Basic Laboratory Apparatus, equipment and selected specimens (including
Microscope)
  • Engaging in resource persons to talk about how to safely handle and use apparatus and instruments in the laboratory
2.0. Mixtures,
Elements and Compounds
2.1 Mixtures
  • Written Test
  • Assessment Rubrics
  • Checklist
  • Anecdotal Records
  • Oral Questions and Answers
  • Course book
  • Basic Laboratory Apparatus, equipment and selected specimens
  • Ice
  • candle wax
  • water/salty water.
  • Sieve
  • magnet
  • Organizing and participating in exchange programes / field trips to distinguish between pure and impure substances using melting and boiling points
  2.2 Acids, bases and indicators 
  • Assessment Rubrics
  • Checklist
  • Oral Questions and Answers
  • Written Test 
  • Course
  • Book Basic Laboratory Apparatus, equipment and selected specimens
  • universal indicator, pH scale and pH chart
  • antacid tablets, common fruits in the locality, fertilizers, liming of soil, detergents 
  • Engaging actively with resource persons on how to use plant extracts as acid-base indicator.
  2.3. Solid – Liquid Mixture separation
  • Practical Work
  • Observation Schedule
  • Checklist
  • Basic Laboratory Apparatus, equipment and selected specimens
  • portfolio and file
  • Course book
  • Invites a resource person to talk about different methods of separating mixtures in day-to-day life
  • Conducting debates during club meetings on separate mixtures using different methods
3.0 Living Things and their Environment 3.1 Reproduction in human beings
  • Observation
  • Practical Work
  • Assessment Rubrics
  • Checklist
  • Anecdotal Records Written Test
  • Oral Questions and Answers 
  • Charts
  • Course book
  • Basic Laboratory Apparatus, equipment and selected specimens
  • Engaging in straight talk on reproduction in human beings.
  • Engaging a resource person to talk about on reproduction in human beings

 

  3.2 Human
Excretory System-Skin and Kidneys
  • Practical Work
  • Observation
  • Oral Questions and Answers
  • Assessment Rubrics
  • Checklist
  • Anecdotal Records
  • Written Test
  • Basic Laboratory Apparatus, equipment and selected specimens
  • Charts
  • salts and water
  • Course book
  • Conducting document analysis on human Excretory System-Skin and Kidneys
  • Holding discussions on causes of kidney disorders
  • Inviting a resource person to talk about how to adopt healthy lifestyle to promote kidney and skin health.
4.0 Force and Energy 4.1 Static Electricity
  • Assessment Rubrics
  • Checklist
  • Anecdotal Records
  • Written Test
  • Practical Work
  • Observation Schedule
  • Portfolio
  • Basic Laboratory Apparatus, equipment and selected specimens
  • Course book
  • Watching animations on existence of static charges in objects
  • Taking part in symposia on charging objects using different methods
  • Carrying out documentary analysis on effects of force between charged objects
  4.2 Electrical Energy
  • Written Test
  • Assessment Rubrics
  • Checklist
  • Anecdotal Records
  • Practical Work
  • Observation Schedule
  • Basic Laboratory Apparatus, equipment and selected specimens
  • Course book
  • Initiating projects on how to set up simple electrical circuits in series and parallel using dry cells, bulbs, ammeters and voltmeters.
  • Writing articles in school magazines on safety measures when
handling electrical appliances
  4.3 Magnetism
  • Portfolio
  • Written Test
  • Observation Schedule
  • Assessment Rubrics
  • Checklist
  • Anecdotal Records
  • Practical Work
  • Basic Laboratory Apparatus, equipment and selected specimens
  • Course book
  • Engaging in resource persons to discuss uses of magnets in day-to-day life
  • Organizing and participating in exchange programes to identify force between like and unlike poles of magnets
Wednesday, 04 January 2023 08:49

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:

  1.  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.
  2.  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.
    1.  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.
    2. 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.
    3.  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.
  3. 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.
  4. 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.
  5.  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.
  6. 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.
  7. 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.
  8. 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:

  1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
  2. Communicate effectively, verbally and non-verbally, in diverse contexts.
  3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
  4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
  5. Practice relevant hygiene, sanitation and nutrition skills to promote health.
  6. Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
  7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
  8. Manage pertinent and contemporary issues in society effectively.
  9. 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:

  1. listen and respond appropriately to relevant information in a variety of contexts,
  2. read a wide variety of texts fluently, accurately, and interpretively for lifelong learning,
  3. develop critical thinking skills for life,
  4. read and analyze literary material and relate them to real life experiences,
  5. develop a lifelong interest in reading on a wide range of subjects,
  6. use grammatical forms to communicate appropriately in different settings,
  7. write texts legibly, creatively, and cohesively to empower them for life
  8. apply digital literacy skills to enhance proficiency in English,
  9. 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:
  1. identify polite expressions used in the introduction of self and others,
  2. use polite expressions in the introduction of self and others in different speaking contexts,
  3. model respectful behaviour during introductions.
The learner is guided to:
  • make a list of necessary details about people that one needs to know for effective introduction,
  • brainstorm on different types of introduction,
  • list polite expressions that can be used during the introduction,
  • match polite expressions to corresponding types of introduction,
  • discuss reasons for using polite language in introductions,
  • use games such as catch the ball, in small groups, for the introduction of others,
  • role play different contexts of self-introduction with peers,
  • review an audio or video recording on formal and informal introductions.
  1. What considerations should one make when introducing other people?
  2. How would you introduce your parents or guardians to your teachers?
  3. Why is it important to be polite while introducing yourself or others?

 

Core Competencies
  • Communication is developed as the learner listens critically and speaks clearly and effectively during role play.
Pertinent and Contemporary Issues (PCIs)
  • Peace education is enhanced as the learner role-plays different contexts of self-introduction.
  • Effective communication is enhanced as the learner uses polite language during introductions.
Values
  • Respect is developed as learners brainstorm on different types of introduction.
Link to other subjects:
  • Indigenous Languages and Kiswahili have politeness infused in their content.

 

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:
  1. identify a variety of texts for independent reading
  2. read selected materials for information and enjoyment
  3. appreciate the value of independent reading in lifelong learning.
The learner is guided to:
  • think-pair-share on the factors to consider when selecting reading material,
  • select appropriate reading materials related to personal responsibility
  • set and share reading goals for the session,
  • read selected print and non- print materials independently,
  • observe good reading habits,
  • keep a portfolio or a journal of their experiences during the reading session,
  • conduct peer review of the portfolios and journals kept.
  1. What do you consider while selecting reading materials?
  2. How can you ensure that you benefit from a reading session?
Core Competencies
  • Critical Thinking and Problem Solving: developed as learner searches, collects, processes, and uses information from selected texts.
Pertinent and Contemporary Issues (PCIs)
  • Effective Communication: enhanced as learner shares his or her experiences during the think-pair-share activity.
Values
  • Respect is enhanced as learners avoid distracting others by observing good reading habits.
  • Responsibility is enhanced as the learner is guided in selecting material that they consider appropriate for self and as they track personal progress.
Link to other subjects:
  • Languages such as Kiswahili, Indigenous Languages among others have the concept of independent reading.

 

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:

  1. identify the different types of nouns from a print or digital text,
  2. use different types of nouns in sentences,
  3. appreciate the role of correct grammar in written and spoken communication.
 The learner is guided to:
  • read a print or non-print text in pairs
  • identify common, proper, concrete, and abstract nouns,
  • search online for examples of the common, proper, concrete, and abstract nouns, and compile a list of the nouns in groups,
  • listen to a poem or a story and categorize the nouns used,
  • mention examples of common, proper, concrete and abstract nouns in the classroom and school,
  • construct sentences using common, proper, concrete and abstract nouns,
  • complete substitution tables with the different types of nouns in pairs
  • engage in language games such as scrabble, puzzles, code words and guessing games,
  • write and display stories, songs or poems featuring the different types of nouns
  1. Why is it important to identify items by name?
  2. Why is
knowledge on use of capital letters useful?
Core Competencies to be developed:
  • Learning to Learn: enhanced as the learner is motivated to learn continuously and work collaboratively while engaging in language games such as scrabble, puzzles, codewords and guessing games on nouns.
Pertinent and Contemporary Issues (PCIs)
  • Digital Citizenship and Cyber well ness: enhanced as the learner interacts with digital devices.
Values
  • Harmony: fostered as learners work in groups.
  • Patriotism: is promoted as learners identify with their locality as they talk about people, places and institutions in their community
Link to other subjects:
  • Kiswahili and other language subjects address the correct usage of the different types of nouns

 

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
Intensive Reading: Trickster Narratives

(1 lesson)

By the end of the sub strand, the learner should be able to:
  1. identify the main events in trickster narratives
  2. analyze the characters in narratives
  3. appreciate the importance of trickster narratives in the inculcation of values.
The learner is guided to:
  • engage in pre-reading activities such as previewing the title of the narrative, using the picture clues and brainstorming
  • recount the events in the trickster narrative and highlight the trick in the narrative
  • discuss the various character traits displayed by the characters,
  • brainstorm on the moral lessons of the narrative
  • retell a trickster narrative in small groups
  • relate characters and events in the trickster narrative to real life situations
  • explore and share with group members how personal responsibility can be derived from the narrative’s moral lessons
  1. What is a trickster narrative?
  2. What can we learn from narratives?
  3. Which characters are common in the trickster narratives that you know?
Core Competencies to be developed
  • Creativity and imagination: enhanced as the learner strives to understand tasks that allow forming mental images, for example retelling a trickster narrative in small groups.
Pertinent and Contemporary Issues (PCIs)
  • Creative thinking is enhanced as the learner retells trickster narratives.
Values: 
  • Integrity is enhanced as learner relates the moral in the trickster narrative to real life situations.
Link to other subjects:
  • Social Studies focuses on moral lessons.

 

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
Handwriting: Legibility and Neatness

(1 lesson)

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

  1. describe features of legible and neat handwriting for efficient writing
  2. write texts legibly and neatly
  3. acknowledgel the importance of writing neatly and legibly.

 The learner is guided to:
  • listen to an audio clip on the importance of developing legible and neat handwriting\
  • study written samples of legible and neat handwriting featuring all letters of the alphabet and short texts
  • discuss the features of legible and neat handwriting including shaping letters, joining and spacing letters and words
  • practise handwriting games such as blind writing, speed writing, and letter stations
  • suggest ways of correcting bad handwriting habits such as joining letters and words inappropriately
  • copy given texts on the theme of personal responsibility on charts and display for peer evaluation and correction
  • write short paragraphs legibly and neatly and share with peers for peer review
  1. Why should we learn to write legibly and clearly?
  2. What kind of misunderstanding could arise as a result of bad handwriting?
  3. How can you make your handwriting presentable?

 

Core Competencies to be developed:
  • Learning to Learn: developed as the learner collaborates with peers to write clearly and spell words correctly
Pertinent and Contemporary Issues (PCIs)
  • Effective Communication developed as the learner improves the ability to pass on written messages clearly
Values:
  • Respect is achieved as learners provide feedback respectfully and positively.
  • Social justice is enhanced as learners review each other’s written work.
Link to other subjects:
  • Language subjects; legible and neat handwriting is an essential skill for these 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:
  1. outline the oral narrative performance techniques for effective delivery,
  2. use oral narrative techniques during the performance,
  3. appreciate the importance of performance techniques in the successful delivery of oral material.
The learner is guided to:
  • watch live or recorded oral performance of narratives as a class,
  • search online or offline for information on performance techniques, in pairs, and make presentations to peers,
  • discuss the oral performance techniques in groups,
  • perform oral narratives in groups while peers watch, record, and then give feedback,
  • compose oral narratives in groups and suggest the most suitable ways of performing them. 
  1. What do you enjoy during a story telling session?
  2. How can you become a good storyteller?
Core Competencies to be developed:
  • Creativity and Imagination is developed as learner undertakes tasks such as creating and retelling narratives which require remembering scenarios  
Pertinent and Contemporary Issues (PCIs)
  • Environmental conservation is enhanced as learner performs narratives on the need to take care of the environment.   
Values:
  • Patriotism is achieved as learners compose and perform narratives on national values.  
Link to other subjects:
  • Performing Arts as performance techniques are utilized in showcasing presentations.    

 

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:
  1. distinguish between poems and other literary genres
  2. recite a variety of simple poems for enjoyment
  3. collaborate in poetry recitation for enjoyment and learning.
 The learner is guided to:
  • listen and respond to live or recorded poetry recitation
  • discuss, in groups, what makes reading simple poems interesting
  • pick out poems from a variety of texts and read them out aloud
  • recite poems that address science and health issues such as HIV and AIDS in groups
  • provide feedback to peers and seek help where necessary
  1. How are poems different from stories?
  2. Why would you use a poem instead of a story to pass a message?
  3. What makes poems interesting?
Core Competencies to be developed:
  • Self-efficacy is enhanced as learners present ideas with confidence as learners recite poems.  
Pertinent and Contemporary Issues (PCIs)
  • Health education is promoted as learners recite poems that address science and health issues such as HIV and AIDS.  
Values:
  • Peace is enhanced as learners work in teams during the poetry recitation.
  • Social justice is developed as learners recite poems that promote fairness in society.    
Link to other subjects:
  • Performing Arts as recitation skills are handled in this learning area.  

 

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:
Nouns

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify count, non-count, singular, and plural nouns from a variety of texts,
  2. use count, non- count, singular, and plural nouns in sentences,
  3. Appreciate the importance of the correct use of nouns in communication.
The learner is guided to:
  • search for examples of the count, non-count, singular, and plural nouns from the internet and post them on the classroom wall,
  • listen to an audio text on the theme of science and health education, and pick out the target nouns,
  • pick out count, non-count, singular, and plural nouns from newspapers and magazine articles,
  • identify objects in the classroom and categorise them as count or non-count nouns, in pairs,
  • change singular nouns to plural and vice versa,
  • construct sentences using the specified types of nouns orally and in writing,
  • complete crossword puzzles with the target nouns in small groups,
  • create posters and poems using the learnt nouns, and post them on the classroom wall or share them using digital learning platforms.
  1. Why are some things impossible to count?
  2. How can you group things that cannot be counted?
  3. Why should you specify the number of things you require to accomplish a task?
Core Competencies to be developed:
  • Collaboration is achieved as learners create posters and poems, and share them on the classroom wall or through digital learning platforms. This enhances teamwork among the learners.    
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is achieved as the learner uses nouns in varied texts correctly.
  • Health Education is promoted as the learner listens to an audio text on health issues.
Values:
  • Unity is enhanced as learners work together to identify the different types of nouns in the classroom.
  • Respect is achieved as learners take turns as they work in groups to create poems and posters.  
Link to other subjects:
  • Kiswahili, German, Arabic focus on count and non-count nouns as well as singular and plural nouns.
  • Health Education addresses health issues such as HIV and AIDS    

 

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:
  1. explain the different parts that aid in previewing a book
  2. describe the author and the setting of the text in terms of time and place
  3. underscore the value of reading for lifelong learning.
The learner is guided to:
  • study the cover page, read the blurb and highlight the outstanding features, in groups,
  • discuss the title of the class reader
  • research online for more information about the author and the location where the story is taking place
  • make oral presentations to the class on their findings from the research
  • identify words, images and details that describe the setting in terms of place and time
  • design a graphic organizer such as a mind map and tree map to identify the setting
  • create, share and give feedback using summary charts such as what I know - where I learned it - what I want to know - what I Learned (K-W-W-L) chart, to visualize what has been learned,
  • make short notes on the setting and the author.
  1. What would you consider when designing the cover of a book?
  2. Why should we not judge a book by its cover?
  3. Why do we read storybooks?

 

Core Competencies to be developed: 
  • Learning to Learn is enhanced as learners build on their learning experiences through analysis of the setting and research on the author.
  • Critical thinking is developed as learners explore the links between different events through tasks like creating graphic organisers that cultivate high-order thinking skills.
  • Problem-solving is archived as learner conducts research online to obtain more information about the author and the setting of the story.   
Pertinent and Contemporary Issues (PCIs)
  • Creative thinking is developed as learner creates charts to summarize what they have learned.   
Values: 
  • Unity is enhanced as the learner develops skills for working in harmony with others while participating in group and pair work.    
Link to other subjects:
  • All languages encourage reading of class readers.    

 

 

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:
  1. recognise the full stop, exclamation mark, and question mark, in texts
  2. use the full stop, exclamation mark, and question mark in sentences
  3. acknowledge the importance of punctuating sentences accurately.
The learner is guided to:
  • read print or non-print text and identify the full stop, exclamation mark, and question mark in groups
  • punctuate a text using the target punctuation marks, in pairs
  • write a short story or dialogue on the theme of science and health education using the full stop exclamation mark, and question mark, where necessary
  • engage in online or offline punctuation games in groups
  • draw and display posters or charts with punctuated sentences for peer review and revision
  • role play well-punctuated dialogues and record themselves
  • discuss, in groups, the effectiveness of punctuation marks in expressing meaning.
  1. Which punctuation marks do you use in writing?
  2. Why is it important to punctuate a text?
Core Competencies to be developed:
  • Digital literacy is developed as learners use digital devices as they play online games and record dialogues.
  • Self-efficacy is achieved as learners pay attention to detail while role playing and recording dialogues.    
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is exhibited through well-punctuated texts.
  • Social skills are enhanced as learners discuss the effectiveness of punctuation marks in expressing meaning.   
Values:
  • Unity is achieved as learners give each other feedback on charts and posters featuring the use of punctuation marks.   
Link to other subjects:
  • Kiswahili emphasizes on the acquisition of proper punctuation skills.   

 

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:
  1. identify the main idea from varied descriptive texts
  2. Pick out specific information from varied descriptive texts
  3. acknowledge the importance of listening skills in communication.
The learner is guided to:
  • listen to audio recordings on hygiene and identify the main idea
  • Listen for specific information from the audio recording and take notes
  • search online and offline for expressions that signal the main ideas such as;
    - this talk is about...
    - I will talk about...,
  • watch a video describing a process, a person, or an object and pick out specific information
  • listen to peers read descriptive texts, and note the main ideas, in turns.
  1. Why is it important to get the main points from an oral text?
  2. What can you do to ensure you capture the main ideas from a speaker?

 

Core Competencies to be developed:
  • Communication is enhanced as learners listen keenly and respond to oral texts.
  • Digital literacy is achieved as learners use digital devices to search online for expressions that signal the main idea and specific information. 
Pertinent and Contemporary Issues (PCIs)
  • Health education - personal hygiene as learners listen and respond to oral texts on hygiene.  
Values:
  • Respect is enhanced as learners listen to peers read descriptive texts and note the main ideas, in turns.
Link to other subjects:
  • Kiswahili and other language subjects address the listening for the main idea and specific information.

 

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:
  1. distinguish between reading for information and reading for meaning,
  2. pick out information from varied texts,
  3. infer the meaning of words and phrases from context,
  4. use new words and phrases in sentences,
  5. appreciate the importance of reading for information and meaning.
The learner is guided to:
  • distinguish between reading for information and reading for meaning,
  • scan through a text in pairs and identify text features (such as title, subtitles),
  • read texts on issues such as hygiene, safety, and security and organise the information by making notes,
  • Infer and share, in groups, the meaning of words from context,
  • construct sentences using new words and phases, in groups,
  • fill in crossword puzzles using new words learned.
  1. Why do we read texts?
  2. How would you tell the meaning of a word in a passage?
Core Competencies to be developed: 
  • Collaboration is promoted as learners infer and share the meaning of new words in groups.
    
Pertinent and Contemporary Issues (PCIs)
  • Health and Safety: As learners read texts on issues such as hygiene, safety, and security and organise the information by
    
Values:
  • Respect is enhanced as learners respect each other’s ideas as they work in groups.
    
Link to other subjects:
  • Kiswahili, German, French, Arabic, Chinese and Indigenous Languages all emphasise reading for information and reading for meaning as skills to be acquired.
    

 

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:
  1. identify regular and irregular verbs in sentences
  2. use regular and irregular verbs in sentences construct sentences using the past, present and future tense
  3. appreciate the correct use of verbs and tense for effective communication.
The learner is guided to:
  • search online and offline for information on verbs and their tenses
  • listen to texts read by the teacher on verbs and their tenses
  • identify and group verbs with similar endings from passages on the theme of hygiene
  • identify the tenses of the verbs in sentences
  • construct sentences using verbs in the correct tenses
  • participate in a language game on tenses
  • engage in conversations in pairs using verbs in various tenses,
  • review their peers’ use of tense in spoken sentences
  1. How did you spend the last holiday?
  2. Which misunderstanding can arise when people use wrong tense?
Core Competencies to be developed:
  • Communication and collaboration are developed as learners engage in conversations in pairs using verbs in various tenses. 
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is enhanced as learners construct sentences in correct verbs and tenses.
Values:
  • Respect is inculcated as learners review peers’ use of tenses.
Link to other subjects:
  • Kiswahili and Indigenous Languages also address correct usage of verbs and tense. 

 

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:
  1. explain the structure of poems
  2. analyze the structure of varied simple poems
  3. read short poems addressing varied societal issues
  4. appreciate the poem’s structure in communicating a message.
 The learner is guided to:
  • source online or offline for different poems and note the titles and the poets while observing integrity and cyber safety,
  • brainstorm on the parts of a poem, in pairs,
  • read short poems addressing issues such as personal hygiene, HIV and AIDS, and COVID-19,
  • analyze how poems are broken into stanzas and stanzas into lines,
  • study varied poems and present their different structures in graphic organizers in groups
  • compare the structures of different poems,
  • relate the poem’s structure to the poem’s message.
  1. Why do people write poems?
  2. What makes a poem interesting?
  3. How can one tell a text is a poem?
Core Competencies to be developed:
  • Digital literacy is achieved as learners use digital devices to search sources online for different poems and note the titles and the poets, while observing integrity and cyber safety. 
Pertinent and Contemporary Issues (PCIs)
  • Health Education is promoted as learners tackle poems addressing issues such as personal hygiene, HIV and AIDS, and COVID-19
  • Cyber Safety - as learners source online or offline for poems while observing cyber safety  
Values:
  • Integrity is achieved as learners’ source online or offline for poems while observing integrity  
Link to other subjects:
  • Kiswahili and Performing Arts tackle the structure of varied poems.

 

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:
  1. identify the parts of a narrative paragraph
  2. compose a narrative paragraph with the appropriate structure
  3. acknowledge the significance of paragraphing in written communication.
The learner is guided to:
  • identify parts of a well- written paragraph specifically, an introduction, necessary details, and a conclusion,
  • read samples of narrative paragraphs provided by the teacher and discuss the flow of ideas,
  • write a paragraph using a digital device about issues such as hygiene, safety, and security,
  • present the paragraphs in class for peer review.
  1. What are the parts of a paragraph?
  2. Why do we write paragraphs?
Core Competencies to be developed:
  • Communication is enhanced as learners compose a narrative paragraph and review each other’s work.
  • Creativity and imagination are developed as learners create narrative paragraphs. 
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is enhanced as learners present the paragraphs in class for peer review.
Values:
  • Respect is promoted as learners give feedback on the narrative paragraphs they have reviewed.
Link to other subjects:
  • Computer Science covers interacting with technology through the use of digital devices.

 

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:
  1. distinguish between specific and general information from a listening text
  2. select specific information from a listening text
  3. listen and respond to texts on leadership
  4. emphasise the value of listening skills in communication.
The learner is guided to:
  • listen to an audio text and decide whether the information presented is specific or general
  • search online for audio recordings on leadership and attentively listen to text for specific information
  • Listen to a role play and respond to questions
  • listen to a passage on leadership (good governance) and answer questions posed by the speaker.
  1. Why is it important to get the main points from an oral text?
  2. What can you do to ensure you capture the relevant information from a speaker?
Core Competencies to be developed:
  • Communication is developed as learners critically listen to oral texts and select information.
Pertinent and Contemporary Issues (PCIs)
  • Good governance is enhanced as learners listen to texts on leadership.
  • Effective communication is achieved as learners listen and respond to audio texts.
Values:
  • Integrity is promoted as learners listen to texts on good governance.
  • Social justice is enhanced as they listen to oral texts on good leadership qualities.   
Link to other subjects:
  • Kiswahili and other Language subjects - focus on selective listening as a skill.   

 

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:
  1. discuss the identified reading strategies
  2. select main ideas and details from a variety of written texts
  3. acknowledge the importance of reading for main ideas and details as a comprehension skill.
The learner is guided to:
  • search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details,
  • read and underline the main ideas and details in texts on issues such as gender roles in leadership, and review each other’s work,
  • share ideas on how they can use the selected reading strategies, in groups,
  • fill in substitution tables with specific details from texts, in pairs,
  • complete a mind map with a focus on the main idea and
details.
  1. What can one do to understand a text better?
  2. Why should one read for main ideas?
  3. How can you improve your reading?
Core Competencies to be developed:
  • Learning to learn is developed as learners share what they have learned while completing a mind map with a focus on the main idea and details.
  • Digital literacy is enhanced as learners manipulate digital devices while searching online and watching appropriate video clips on the selected reading strategies.  
Pertinent and Contemporary Issues (PCIs)
  • Gender roles in leadership enhanced as learners read and underline the main ideas and details in texts on issues such as gender roles in leadership.
Values:
  • Unity is achieved as learners work together to complete the mind map. 
Link to other subjects:
  • All subjects emphasise reading for the main idea and specific details.

 

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:
  1. identify verbs in the simple present and simple past tense in a text
  2. write sentences using the simple present tense,
  3. write sentences using the simple past tense
  4. advocate appropriate use of tense in communication.
The learner is guided to:
  • underline verbs in simple present and simple past tense in a text
  • reflect on the formation of simple present and simple past tense form of verbs
  • construct and share sentences on a variety of issues including leadership, using verbs in the appropriate tense
  • type the constructed sentences using a digital device
  • search online or offline for verbs used in simple present and simple past tense from a variety of texts
  • complete sentences using the correct tense of the given verbs
  • create and display charts showing words in their simple present and past tense
  • play language games using
  1. Why is it necessary to indicate when an activity takes place?
  2. What makes correct use of tense difficult for some people?
Core Competencies to be developed:
  • Self efficacy is developed as learners build on their learning experiences while constructing grammatically correct sentences and using them in oral communication.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is enhanced as learners use the appropriate tense to discuss leadership.
  • Good governance is enhanced as learners construct sentences on leadership. 
Values:
  • Integrity is enhanced as learners construct sentences on leadership practices.   
Link to other subjects:
  • All languages as they use the knowledge of tenses.    

 

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:
  • read a section of a class reader and identify the main characters,
  • discuss predictions made from the title and the sections read,
  • participate in a reader’s theatre and read portions of the class reader,
  • outline the things done by each character studied in the section,
  • discuss in pairs how the characters make the story flow,
  • write a summary about how the main characters make the story flow.
  1. How can you tell a main character in a story?
  2. Why are some stories usually more interesting than others?
  3. What should you consider when selecting a story book to read?
Core Competencies to be developed:
  • Critical thinking is enhanced through discussions about how characters contribute to the flow of the story.   
Pertinent and Contemporary Issues (PCIs)
  • Critical thinking is enhanced through discussions about how characters contribute to the flow of the story.
Values:
  • Responsibility is enhanced as learners write a summary based on the main character.   
Link to other subjects:
  • Kiswahili deals with the skills of prediction and discussion of characters in texts.

 

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:

  1. outline examples and incidents to include in a paragraph,
  2. create a well- developed paragraph using examples and incidents,
  3. appreciate the importance of well- written paragraphs in
    writing.
The learner is guided to:
  • share ideas on examples and incidents that can be included in a paragraph,
  • develop a paragraph on leadership, in groups, using the ideas generated in their earlier discussion,
  • present their paragraphs in class for peer review,
  • use mind maps to generate examples and incidents for sample paragraphs,
  • compose a paragraph based on suggested examples and incidents.
  1. How can you organize your ideas logically?
  2. Why should we write coherently?
Core Competencies to be developed:
  • Creativity and Imagination are enhanced as the learner creates a paragraph. This will help them to make connections between similar and related phenomena.
    
Pertinent and Contemporary Issues (PCIs)
  • Diversity is developed as the learner collaborates with others to create a paragraph on leadership.   
Values:
  • Love- care and compassion for others are enhanced as learners present their paragraphs in class for peer review.
Link to other subjects:
  • All language subjects as the learner organizes ideas in writing paragraphs.

 

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:
  1. identify the consonant and vowel sounds in words
  2. articulate consonants and vowel sound for oral fluency
  3. distinguish the meaning of, words on the basis of stress
  4. advocate the role of correct pronunciation in communication.
The learner is guided to:
  • pronounce the consonant sounds /p/, /b/, /k/ and /g/ from a text,
  • practice saying the short /i/ and the long /i:/ sounds in pairs,
  • watch and listen to an audio- visual recording featuring selected consonants and vowel sounds,
  • make a recording featuring learned sounds,
  • practice saying words with the sounds/p/ as in pin ; /b/ as in bean, /k/ as in kin ; /g/ as in goat, /i/ as in bin; and /i:/ as in seen correctly,
  • distinguish the meaning of words based on stress, for example, project (verb) project (noun),
  • play language games to distinguish word meaning on basis of stress,
  • practice pronouncing minimal pairs containing the target sounds.
  1. Why it is important to articulate sounds correctly?
  2. How can we improve our pronunciation?
Core Competencies to be developed:
  • Digital Literacy as learners selects digital technology relevant to the tasks while watching and listening to audio visual recordings.
  • Communication as learners speak clearly and effectively while articulating the sounds correctly.
  • Collaboration is developed as the learner participates actively when making recordings of the target sounds in groups. 
Pertinent and Contemporary Issues (PCIs)
  • Self-esteem is developed as the learner practises pronunciation of sounds in groups.
  • Social cohesion is enhanced as the learner makes sentences on family relationships.
Values:
  • Unity: learners work together to record sounds and words
Link to other subjects:
  • Kiswahili and other language subjects require correct articulation of sounds.

 

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:
  1. identify synonyms and antonyms of words from written texts
  2. spell synonyms and antonyms correctly for written fluency.
  3. use synonyms and antonyms in sentences
  4. appreciate the importance of correct use of words in communication.
The learner is guided to:
  • use reference materials such as the encyclopedia and the dictionary to locate synonyms and antonyms,
  • check the meaning and pronunciation of synonyms and antonyms from the dictionary
  • search for synonyms and antonyms from print and digital texts
  • create a crossword puzzle using synonyms and antonyms and share it online
  • use synonyms and antonyms in sentences
  • match words with their antonyms from a list of words,
  • practice pronouncing synonyms and antonyms in pairs
  • design and display a chart with antonyms and synonyms of words correctly spelled.
  1. Why do we use antonyms and synonyms?
  2. Why is it important to spell words correctly?
Core Competencies to be developed:
  • Digital Literacy: learner interacts with digital devices and uses them to access the online encyclopedia and dictionary
  • Learning to learn: enhanced as learners work independently when looking up the words in the dictionary and encyclopedia.
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is enhanced as learners construct sentences on varied issues such as family set- up using synonyms and antonyms of words.   
Values:
  • Patriotism is enhanced as learners gain a sense of belonging to the family.
Link to other subjects:
  • Links to Kiswahili and other language subjects also have antonyms and synonyms.  

 

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:
  1. identify comparative and superlative adjectives in texts,
  2. use comparative and superlative adjectives in communication,
  3. acknowledge the value of comparative and superlative forms of adjectives in communication.
The learner is guided to:
  • identify comparative and superlative adjectives, from texts in pairs
  • search online or offline for examples of comparative and superlative adjectives
  • construct sentences using comparative and superlative adjectives
  • play language games featuring adjectives
  • use a substitution table to complete sentences featuring comparative and superlative adjectives
  • use flashcards to categorize comparative and superlative adjectives
  • compare various items within the environment using comparative and superlative adjectives. in groups.
  1. How do we compare different people, places, and things?
  2. Why are comparisons important in life?
Core Competencies to be developed:
  • Learning to learn developed as the learner organises their learning and searches online or offline for examples of comparative and superlative adjectives.
  • Self-efficacy is enhanced as the learner uses flash cards to categorise adjectives into comparatives and superlatives successfully.
Pertinent and Contemporary Issues (PCIs)
  • Self-awareness is enhanced as the learner identifies comparative and superlative adjectives, from texts on family relationships.  
Values:
  • Love is nurtured as the learner uses adjectives in the comparative and superlative form to express family relations.
Link to other subjects:
  • Language subjects also focus on comparative and superlative adjectives

 

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:
  1. identify heroic characters in legends
  2. explain the moral lessons in legends
  3. discuss why legends are important in various, communities
  4. relate the characters in the legends to real life.
The learner is guided to:
  • predict the actions of characters in legends
  • read a heroic narrative- (legends) aloud in turns
  • identify the characters in legends,
  • discuss heroic acts in the legend, in groups
  • relate legends to their actions,
  • identify and discuss the moral lessons learned from legends
  • reflect on the impact of their actions in the society
  • discuss in groups, how he or she can collect narratives from the community
  • use a mind map to show how the moral lessons in the narrative can be of benefit to the community
  •  research and identify the community needs to be addressed through the functional reading of legend narratives
  • develop, in groups, legend narratives.
  1. Why are heroes celebrated?
  2. Why are some people are considered heroic?
  3. What heroic acts have been done in your school or community?
  4. What challenges might one face when collecting narratives from the community?
Core Competencies to be developed:
  • Citizenship is enhanced as learners use communication and interpersonal skills to build strong and supportive ties and cultural identity and developing a sense of belonging through reading and reflecting on the oral narratives.
  • Critical thinking and problem-solving are developed as learners prepare and study instructions on how collecting narratives can be conducted in the community before the project begins.
Pertinent and Contemporary Issues (PCIs)
  • Creative thinking is inculcated as the learners analyze the heroic actions of the characters in the oral narratives.
Values:
  • Patriotism is enhanced as learners reflect on the impact of their own actions in the society.    
Link to other subjects:
  • Indigenous languages also have oral narratives and thus learning experiences can be shared.

 

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:
  1. identify the parts of a friendly letter
  2. compose a friendly letter using the correct format
  3. Appreciate the role of friendly letters in communication.
The learners are guided to:
  • read sample friendly letters
  • identify and underline parts of a friendly letter in pairs
  • create a friendly letter individually
  • exchange the friendly letter with a peer for feedback
  • incorporate the feedback obtained from a peer
  • type the friendly letter on a digital device or display the letter on a chart
  • display friendly letters for other learners to give feedback.
  1. Why do we write friendly letters?
  2. When do we write friendly letters?
Core Competencies to be developed:
  • Digital literacy is enhanced as the learner interacts with a digital device and uses it to type a friendly letter.
  • Learning to learn is developed as the learner practices communicating constructively through friendly letters.
Pertinent and Contemporary Issues (PCIs)
  • Creativity and imagination is enhanced as learners write friendly letters.
Values:
  • Respect is developed as learners address their friends and family members respectfully in the letters. 
Link to other subjects:
  • Kiswahili emphasizes writing friendly letters as one of the skills to be acquired.

 

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:
  1. identify verbal and non- verbal forms of polite interruptions,
  2. apply turn-taking skills in different speaking contexts,
  3. use verbal and non- verbal cues to interrupt a conversation politely,
  4. acknowledge the importance of politeness in communication.
The learner is guided to:
  • watch a live or recorded dialogue depicting turn taking skills and interrupting politely,
  • practice in pairs interrupting someone politely,
  • practice turn taking in a conversation with peers,
  • watch short videos of conversations or television programes and identify instances of turn taking and polite interruptions,
  • listen to a radio talk show and pick out polite words and expressions,
  • write examples of polite words and expressions on sticky notes or flash cards and paste them on the wall or class noticeboard,
  • make posters showing polite expressions as well as ways of interrupting someone politely,
  • make posters on turn taking skills and polite interruptions and display them,
  • role play a dialogue on the effects of drug and substance abuse in pairs,
  • recite a conversational (choral) verse, make an audio or video recording and share it on WhatsApp, email or social media.
  1. How can you interrupt a conversation politely?
  2. Why should people speak one at a time in a conversation?
  3. How can you ensure that you do not dominate a conversation?
Core Competencies to be developed:
  • Communication is enhanced as learners take turns in real life conversations and role play. This enhances effective speaking.
  • Collaboration is developed as learners contribute to group decision making during the role play.
Pertinent and Contemporary Issues (PCIs)
  • Alcohol and substance abuse as learners are sensitized on the negative effects of drug and substance abuse through role play.    
Values:
  • Peace: Turn taking and polite interruptions in conversations ensure harmony
  • Respect: By practicing the skills of turn taking and interrupting politely, learners learn to respect the opinion and space of others.  
Link to other subjects:
  • Kiswahili addresses the skills of turn taking and interrupting politely   

 

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:
  1. identify instances of expressive reading from a reading or digital text,
  2. read a text at the right speed, accurately and with expression,
  3. appreciate the importance of reading fluency in communication.
The learner is guided to:
  • view a variety of video clips featuring well-read scripts related to the theme
  • watch news clips from a favourite television programme/presenter and comment on the presenter’s speed, accuracy and expression,
  • brainstorm on ways of reading effectively
  • reflect on the qualities of a good reader
  • read a text such as a poem, a narrative or dialogue with:
    • with appropriate expressions
    • with accuracy
    • right speed,
  • listen to a text read by a peer and provide feedback
  • engage in a readers’ theatre in groups and read a poem, narrative or dialogue
  • read a choral verse in pairs or small groups,
  • time himself or herself while reading an excerpt of a text
  • participate in activities that enhance reading fluently such as reader’s theatre, paired reading, echo reading, repeated reading and choral reading.
  1. Why is it
    important to read fluently?
  2. How does the appropriate use of verbal and non- verbal cues enhance reading fluency?

 

Core Competencies to be developed:
  • Learning to learn is developed as the learner builds on own learning experiences by listening and modelling fluent reading.
  • Self-efficacy is developed as learners document- success criteria while timing themselves as they read excerpts in pairs
  • Communication and collaboration – enhanced as the learner speaks clearly and effectively when reciting a choral verse.
Pertinent and Contemporary Issues (PCIs)
  • Critical thinking is enhanced as the learner views a video and comments on whether a speaker reads accurately, at the right speed and with expressions.  
Values:
  • Responsibility is enhanced as learners read texts on drug and substance abuse prevention.
  • Respect is achieved as learners listen to their peers reading.  
Link to other subjects:
  • Performing arts: fluent reading is essential in drama and poem recitations.
  • All languages emphasise fluent reading.

 

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:
  1. identify adverbs of time, place and manner in texts
  2. use adverbs of time, place and manner in different contexts
  3. acknowledge the value of adverbs of manner, time and place in communication.
 The learner is guided to:
  • read a print or non-print text on drug and substance abuse in pairs
  • identify the adverbs of time, place and manner used in the text
  • categorise adverbs of time, place and manner from word lists or flash cards
  • construct sentences using adverbs of time, place and manner
  • use adverbs of time, place and manner in a role play, hot seating or simulation and make a video recording in groups
  • share a story or dialogue featuring adverbs of time, place and manner.
  1.  Why is it important to describe where, when and how something happens?
  2. Which words do we use to describe different actions?
Core Competencies to be developed:
  • Critical thinking and problem solving – using logical reasoning as learners think of different ways to describe manner, time and place
  • Learning to learn - organising own learning as learners identify and use different types of adverbs 
Pertinent and Contemporary Issues (PCIs)
  • Drug and Substance Abuse: learners read different print and non- print texts on drug and substance abuse and learn the negative effects of the same.
Values:
  • Responsibility: learners record videos and describe the events with peers, they act responsibly    
Link to other subjects:
  • Kiswahili and Indigenous Languages have adverbs as a word class
  • Physical Education and Sports, Agriculture and Home Science since learners describe processes using adverbs of manner  

 

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:
  1. identify repeated words and phrases in lullabies,
  2. use appropriate techniques when performing lullabies,
  3. pick out key messages communicated in lullabies,
  4. appreciate the importance of lullabies in real life.
The learner is guided to:
  • listen to audio recordings of lullabies
  • view videos of lullabies and identify instances of repetition,
  • perform a lullaby and make a recording,
  • pick out key messages communicated in lullabies,
  • share ideas on the key messages that are addressed in lullabies,
  • discuss in groups the functions of lullabies,
  • collaborate to compose songs, sing and record lullabies from their immediate environment,
  • create lullabies in groups and perform them in class,
  • identify characters in different lullabies.
  1. What is the difference between a lullaby and other songs?
  2. How are songs similar to poems?
  3. What similarities exist in lullabies across communities?
Core Competencies to be developed:
  • Creativity and Imagination is developed as learners discuss different functions of lullabies; they develop their sense of imagination.
  • Critical Thinking is enhanced as learner researches information about lullabies.
Pertinent and Contemporary Issues (PCIs)
  • Peace Education is enhanced as learners collaborate in singing and recording lullabies from their immediate environment.  
Values:
  • Social justice is achieved as learners collaborate- in singing and recording lullabies from their immediate environment.   
Link to other subjects:
  • Performing Arts: singing lullabies involves performance. 

 

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
Mechanics of Writing: commonly misspelt words
(2 lessons)

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

  1. recognise commonly misspelt words in texts,
  2. use commonly misspelt words correctly in written texts,
  3. value the relationship between accurate spelling and effective written communication.
The learner is guided to:
  • mention words that are difficult to spell correctly,
  • search for commonly misspelt words from textbooks and online sources, in pairs,
  • discuss in groups ways of correcting commonly misspelt words,
  • Correct texts with wrong spellings of irregular plural nouns for example knife –knives; ox-oxen; fox-foxes; child-children; thief- thieves; lady – ladies; monkey –monkeys, and –ing verbs formed from verbs with final –e for example love – loving, dine – dining,
  • explain to peers the effects of correct spelling on written communication
  • engage in spelling games such as crossword puzzles,
  • write a story or dialogue on contemporary issues, for example, keeping my neighborhood safe, using the commonly misspelt words and share it with peers for feedback
 
  1. What makes some words difficult to spell?
  2. How can we improve our spelling?

 

Core Competencies to be developed:
  • Communication is enhanced as learners write clearly and spell words correctly.
  • Collaboration is developed as learners contribute to group decision making in spelling games.
    
Pertinent and Contemporary Issues (PCIs)
  • Peace Education is enhanced as learners engage in discussions and games.
    
Values:
  • Peace is enhanced as learners engage in spelling games
Link to other subjects:
  • Performing arts – correct spelling is required in scripting texts for performance
  • Visual arts – graphics need to be written in correct spelling

 

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:
  1. identify clues that signal details from a listening text,
  2. take detailed notes on a listening text,
  3. acknowledge the importance of listening for details.

The learner is guided to:

  • search online or offline for signposts that introduce details in an oral text,
  • listen and identify words that introduce different types of details that indicate:
    • addition such as first, also, moreover; 
    • emphasis such as important note,
      especially, particularly;
    • comparison such as. like, similarly,
      just as
    • contrast such as but, however, on
      the other hand;
    • illustration such as for example, for
      instance, such as,
    • cause-and-effect such as because, therefore, so that,
  • discuss kinds of details one should look out for from a text. The details could include: numbers, figures, points, facts, examples, people, places, behavior and opinions,
  • listen and note the clues signaling details from a peer,
  • listen to a live or recorded oral presentation on a pertinent and contemporary issue such as natural resources, for example, forests, and take specific details,
  • role play, in turns, oral presentations in pairs as the partner takes notes,
  • compare the notes in groups, then revise and display them for review.
  1. How can you tell the key information from a listening text?
  2. What factors interfere with one’s ability to listen well?
  3. How can you tell that people are listening attentively?
Core Competencies to be developed:
  • Self-efficacy is developed as learners listen for detail thus making them confident in note-taking skills.
  • Communication and collaboration are enhanced as learners role-play and make oral presentations. This enhances the learner’s ability to listen keenly.
Pertinent and Contemporary Issues (PCIs)
  • Environmental and social issues as learners listen to texts on natural resources.
Values:
  • Patriotism is enhanced as learners listen to texts on natural resources thereby making them develop a sense of belonging.    
Link to other subjects:
  • Social studies provide the context where the listening texts on Natural resources and forests can be obtained from.
  • German, French, Chinese, and Arabic require note taking as part of the listening skill.

 

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
  1. identify types of information conveyed by visuals for comprehension,
  2. interpret visuals for information,
  3. appreciate the importance of visual, interpretation skills in different texts.
The learner is guided to:
  • list common visuals like road signs, photographs, billboards,
  • search online and offline for different types of information visuals convey such as stories, messages, feelings or emotions, relationships, mood,
  • discuss class/school/ community/ national needs or issues that can be addressed by visuals,
  • answer comprehension questions on the visuals,
  • apply comprehension strategies such as prediction, making connections, inferences, questioning, and visualizing in interpreting visuals,
  • create stories or songs from visuals,
  • discuss visuals of national importance like the national flag, the Kenyan currency,
  • discuss the importance of developing visual interpretation skills for a full understanding of messages,
  • use digital devices to create simple visuals through photographing, drawing and making realia on natural resources.
  1. How does observation of real items help us understand what we are being taught?
  2. What is the importance of pictures and photographs that accompany written texts?

 

Core Competencies to be developed:
  • Digital literacy is enhanced as learners search for different types of information conveyed through visuals.
  • Citizenship as learners discuss national symbols such as the national flag and currency enhances patriotism.  
Pertinent and Contemporary Issues (PCIs)
  • Environmental conservation is enhanced as learners create visuals on natural resources
Values:
  • Patriotism is enhanced as learners discuss visuals like the national flag and visuals on the Kenyan currency.
  • Integrity is enhanced through discussions on the evils of corruption
Link to other subjects:
  • Visual arts deals with creating and interpreting visuals.
  • Computer sciences – In computer science, computers are used to create and display visuals.
  • Humanities, Mathematics, and sciences use visuals like maps, graphs, and charts.

 

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:
  1. distinguish between personal and possessive pronouns in sentences,
  2. use personal and possessive pronouns in sentences appropriately,
  3. appreciate the value of proper use of pronouns.
The learner is guided to:
  • pick out personal and possessive pronouns from print and nonprint texts on natural resources in pairs,
  • use personal pronouns to refer to people in a class,
  • construct sentences using personal pronouns, in groups,
  • write a paragraph using possessive pronouns,
  • construct sentences using personal pronouns from substitution and completion tables,
  • draw a chart with singular/plural, subjective, and objective personal pronouns and display them for peer review.
  1. What is the difference between personal and possessive pronouns?
  2. How can you avoid unnecessary repetition in sentences?
  3. Why should we avoid unnecessary repetition?
Core Competencies to be developed:
  • Communication is enhanced by the correct use of pronouns
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is enhanced as learners use personal pronouns to refer to people in the class.
Values:
  • Respect is enhanced as learners use pronouns to construct sentences to refer to others in the class.  
Link to other subjects:
  • Computer Science: Digital skills are enhanced as learners refer to print and non-print materials to search for personal pronouns
  • French, German, Chinese and Arabic cover pronouns in grammar.  

 

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:
  1. identify minor characters in a class reader,
  2. Discuss the relationships between different minor characters in the class reader,
  3. appreciate the place of minor characters in the class reader.
The learner is guided to:
  • read and identify minor characters in a class reader,
  • search online and offline for words and phrases used to describe relationships between characters,
  • discuss how the characters relate with each other, in groups,
  • hot seat different minor characters to bring out their relationships, in groups,
  • link characters reactions to the relationships they are in.
  1. How can you tell the difference between a main and a minor character in a story?
  2. How would you describe the behavior of your classmates?
Core Competencies to be developed:
  • Critical thinking: linking the relationships between characters in the class reader enhances the learner’s ability to link various issues
  • Collaboration: hot seating different minor characters to bring out their relationships.  
Pertinent and Contemporary Issues (PCIs)
  • Citizenship is enhanced as learners discuss the character traits and relationships of some of the characters in the text read.   

Values:

  • Social justice is developed as learners discuss in groups the relationships between characters.    
Link to other subjects:
  • Performing Arts uses hot seating for the actors to internalize their roles.

 

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:
  1. outline the steps in the writing process,
  2. Write a narrative composition following the writing process,
  3. acknowledge the role of writing fluency in communication.

The learner is guided to:

  • watch a video of learners going through the writing process,
  • read samples of well-written texts and highlight features that make them outstanding,
  • discuss the writing process giving details of what each entails on a mind map,
  • suggest the most suitable topics on issues like natural resources or saving forests for practising the writing process,
  • practise, in groups, the writing process, for example by:
    • prewriting:
    • drafting:
    • editing:
    • revising
    • publishing,
  • write a narrative composition following the writing process and share using a digital device for peer
    review.
  • review the effectiveness of the writing process in writing compositions.
  1. What should you consider before you begin writing a composition?
  2. What contributes to a well written composition?
Core Competencies to be developed:
  • Digital Literacy is developed as learners share the compositions using a digital device for peer review
  • Creativity and imagination is developed as learners mind -map on the idea to be written in the narrative composition using the writing process  
Pertinent and Contemporary Issues (PCIs)
  • Environmental Conservation is addressed by the narrative compositions on natural resources.
Values:
  • Responsibility is enhanced as learners practise writing on natural resources, they learn how to conserve the environment.
Link to other subjects:
  • All languages: Kiswahili, German, Arabic and French - Composition writing is a component of writing in all languages.
  • Agriculture involves reading and writing about management of natural resources like soil and forests.

 

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:
  1. identify the characters and moral lessons in explanatory narratives,
  2. sequence the events in explanatory narratives,
  3. explain the moral lessons in an explanatory narrative
  4. acknowledge the importance of listening comprehension in communication
The learner is guided to:
  • listen to a recording of an explanatory narrative from a digital device and retell the story
  • search online and offline for information on explanatory narratives
  • dramatise dialogues in the explanatory narratives
  • role play the story telling session
  • identify the moral lessons and relate them to real life situations
  • discuss behaviour of the characters in the explanatory narratives, in pairs
  • create an explanatory narrative- and share it through WhatsApp, social media among others
  1. How can you tell a lesson that you can learn from a narrative?
  2. Why do people tell narratives?
  3. What are the functions of oral narratives?
Core Competencies to be developed:
  • Digital Literacy is developed as learners manipulate digital devices and use them to create stories and share them with others
  • Communication and collaboration -speaking clearly and effectively as learners dramatize narratives and discuss moral lessons. 
Pertinent and Contemporary Issues (PCIs)
  • Digital citizenship is enhanced as learners gain a sense of identity and belonging by listening and responding to explanatory narratives derived from various communities.
Values:
  • Patriotism is promoted as learners listen and respond to explanatory narratives and moral lessons and relating them to their real life, thereby becoming better citizens.
Link to other subjects:
  • Social studies also emphasizes the application of moral lessons.
  • Performing arts also employs role-playing narratives in performances.

 

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:
  1. distinguish main ideas from supporting details from poems,
  2. use contextual clues to infer the meaning of words and phrases in a text,
  3. make connections between events in a poem and real life,
  4. summarize events in a poem
  5. answer direct and inferential questions from poems,
  6. acknowledge the role of reading comprehension in lifelong learning.
The learner is guided to:
  • search online and offline and discuss, in groups, the meaning of reading for interpretation and evaluation,
  • visualize events, people, and places in poems,
  • predict events in poems,
  • utilize digital devices to check the meanings of words,
  • infer meanings of vocabulary based on contextual clues,
  • answer direct and inferential questions in pairs,
  • summarize main issues from poems
  • create word puzzles with learned vocabulary and share them online,
  • relate the issues in a set poem to real life.
  1. How can you identify the subject in a poem?
  2. How are poems similar to songs?
Core Competencies to be developed:
  • Digital Literacy is enhanced as learner creates a word puzzle and shares it online using digital devices.
  • Critical thinking and problem-solving are developed as learners interpret and evaluate issues highlighted in poems and relate them to real life.
Pertinent and Contemporary Issues (PCIs)
  • Peace is enhanced as learners work in groups to evaluate issues highlighted in poems.
Values:
  • Respect is enhanced as learners respect each other’s opinions as they work together.
Link to other subjects:
  • Social Studies and Business Studies require reading for interpretation and evaluation.

 

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:
  1. identify different types of prepositions,
  2. use prepositions in sentences,
  3. attest to the importance of well- formed sentences in communication.
The learner is guided to:
  • identify and underline simple prepositions (agent, instrument, and direction) in texts,
  • search online and offline for examples of simple prepositions,
  • read texts and identity simple prepositions,
  • complete sentences using a substitution table,
  • match simple prepositions with the word they collocate with,
  • Watch video clips and identify simple propositions,
  • construct sentences using prepositions, in groups,
  • create a crossword puzzle featuring simple prepositions and the words or phrases they collocate with,
  • share the puzzles online, on posters, charts, or through WhatsApp.
  1. What is the function of prepositions in sentences?
  2. How do we show the relationship between words?
  3. How can you ensure all your sentences are correctly written?
Core Competencies to be developed:
  • Digital Literacy developed as learners manipulate digital devices and use them to create word puzzles and share them with others
  • Communication and Collaboration are enhanced as learners speak clearly and effectively during dramatization of narratives and discussion of moral lessons.
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is enhanced as learners work in groups and cohesively as they give each other feedback.
Values:
  • Unity is enhanced as learners work together to construct sentences using prepositions.
Link to other subjects:
  • Languages like French, German, Arabic, and Kiswahili have prepositions as an area of study   

 

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:
  1. identify the human characters in a set of poems
  2. use adjectives to describe the traits of human characters in a set of poems
  3. appreciate the importance of human characters in poetry.
 The learner is guided to:
  • read a given poem and identify the human characters
  • search online and offline for adjectives that can be used to describe characters
  • discuss what each character does or says in each poem
  • role play a given poem to bring out the characters’ actions
  • take video clips of the role play and share them as they discuss their performances
  • paste sticky notes containing character traits identified
  • relate the human characters in the poem with real life lessons. 
  1. How do we identify characters in a given poem?
  2. Why are human characters important in poetry?
  3. How can you identify the lessons learned from poems?
Core Competencies to be developed:
  • Communication and collaboration are enhanced as learners contribute to group decision-making by participating actively in the discussion on what each character does or says in each poem.
  • Learning to learn is developed as learners build on their own learning experiences while relating the human characters in the poem with real life situations.
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is enhanced as learners relate human characters to real life.  
Values:
  • Peace: learners bond as they work in groups
  • Love: learners relate human characters to real life, they grow to love each other  
Link to other subjects:
  • Peace: learners bond as they work in groups
  • Love: learners relate human characters to real life, they grow to love each other

 

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:
  1. identify steps involved in the assessment of narrative compositions,
  2. write narrative compositions and assess the introduction, body, and conclusion,
  3. appreciate the importance of assessment in improving narrative composition writing.
The learner is guided to:
  • search online and offline for information on the aspects of self-assessment when writing a narrative composition,
  • practice assessing own narrative composition,
  • watch a video or listen to a recording on how to peer assess a composition,
  • plan, organize, and write a composition, on travel, and share it with peers for review,
  • identify and correct spelling, punctuation, and grammatical errors using a given checklist.
  1. Why is it important to assess writing?
  2. How can one improve their composition writing skills?
Core Competencies to be developed:
  • Collaboration is enhanced as learners participate actively in the writing activity when working in pairs, sharing and assessing each other’s narrative composition.
  • Learning to learn is achieved as learners organize their learning while writing and assessing his or her narrative composition before sharing with peers for assessment.
Pertinent and Contemporary Issues (PCIs)
  • Peer education is enhanced as learners assess each others compositions.
Values:
  • Integrity is achieved as learners learn to be honest and truthful while assessing their own and others compositions.
Link to other subjects:
  • French, German, Chinese and Arabic involve narrative composition writing   

 

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:
  1. articulate correctly the consonant sounds/t/, /d/, /l/, /r/ in words articulate correctly vowel sounds /ʊ/ and /uː/ in words,
  2. pronounce words correctly using stress,
  3. distinguish the meaning of words based on stress,
  4. acknowledge the importance of correct pronunciation in oral communication.

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

  • articulate the following consonants and vowel sounds in groups:
    • /t/ as in toll
    • /d/as in doll
    • /l/ as in liver
    • /r/ as in river
    • /ʊ/ as in pull, bull;
    • /uː/ as in pool, book, watch an oral presentation and pick out words with the target sounds,
  • practice pronouncing words with the target consonant and vowel sounds, in pairs,
  • sort words based on pronunciation of the target,  consonant and vowel sounds
  • recite poems or sing songs on national heroes with the target sounds,
  • say tongue twisters with the target consonant and vowel sounds,
  • listen to audio featuring a variety of words and classify them in their word classes according to the stressed syllables,
  • engage in pronunciation drills on stress for distinguishing word class,
  • underline stressed syllables in words
  • discuss the importance of correct pronunciation and use of stress in conveying meaning
  • reflect on the target consonant and vowel sounds and identify those they struggle with for further practice.
  1. Why should you pronounce words correctly?
  2. Why do people find it difficult to pronounce some words?
  3. In what ways can one improve own pronunciation?
Core Competencies to be developed:
  • Digital literacy is enhanced as learners listen to audio clips and watch videos on pronunciation
  • Learning to learn is emphasized as learners build on their own experiences by reflecting on the target consonant and vowel sounds and identify those they struggle with for further practice.
Pertinent and Contemporary Issues (PCIs)
  • Patriotism and Good Governance are enhanced as learners sing songs and recite poems on national heroes/ heroines.
Values:
  • Patriotism is enhanced through poems on nationalism
  • Unity is enhanced in the songs on nationalism
Link to other subjects:
  • All language subjects focus on pronunciation as a basic skill.
  • Performing Arts emphasises clear enunciation in performances.

 

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:
  1. select a variety of fictional texts for extensive reading
  2. read fictional texts for information and enjoyment,
  3. appreciate the importance of fiction in life.
The learner is guided to:
  • identify fictional material to read by looking at the cover page, blurb, and title
  • read texts on varied issues such as national heroes and heroines and discuss the elements of fiction in the text
  • list down new words and phrases encountered
  • re-tell the story in their own words
  • dramatise a section of the text and record themselves
  • relate the ideas expressed in fiction to real life
  • read fiction materials for enjoyment.
  1. Why is it important to read fictional materials?
  2. How can a reading culture be developed?
  3. What should you consider when selecting fictional texts for reading?
Core Competencies to be developed:
  • Learning to learn as learners select fictional texts for reading
Pertinent and Contemporary Issues (PCIs)
  • Citizenship as they are exposed to individual and cultural differences through extensive reading
Values:
  • Patriotism: Reading on national heroes and heroines inculcates patriotism.
Link to other subjects:
  • Language subjects like Indigenous Languages, French, Arabic, and Chinese have fiction as a genre.   

 

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:
  1. identify the conjunctions and, but and or in sentences,
  2. use and, but and or in sentences accurately,
  3. appreciate the importance of proper use of conjunctions in written and spoken contexts.
The learner is guided to:
  • search, in pairs, online and offline for the use of the conjunctions and, but and or in texts,
  • identify the conjunctions and, but and or from different texts,
  • construct sentences using the conjunctions and, but and or, in groups
  • fill in substitution and completion tables using the conjunctions and, but and or
  • create and share a story or dialogue on heroes in Kenya, using the conjunctions and, but and or
  • discuss the importance of proper use of conjunctions in sentences.
  1. How do the words and, but and or help in conversation?
  2. Why is it important to communicate clearly?
  3. which words would you use to replace and but and or in a conversation?
  4. How can you tell that joining words have been used well?
Core Competencies to be developed:
  • Self-efficacy is developed as learners pay attention to details and use the conjunctions in different circumstances.
  • Learning to learn is achieved as learners to share what they have learnt as they create and share stories or songs in heroes and heroines in Kenya.
Pertinent and Contemporary Issues (PCIs)
  • Patriotism is enhanced as learners create and share stories on local heroes
Values:
  • Patriotism: National heroes and heroines are focused on in the story.
  • Peace: Learners acquire skills of working in harmony as they work in pairs and groups.  
Link to other subjects:
  • Languages like French, German, Arabic, and Chinese address the correct usage of conjunctions.

 

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:
  1. explain the sequence of events in a class reader,
  2. make short notes on the sequence of events in a class reader,
  3. appreciate reading works of art for information and enjoyment.
The learner is guided to:
  • read sections of a class reader and explain the sequence of events,
  • dramatize parts of the class reader for clarity,
  • outline the actions of each character studied in the section,
  • discuss, in pairs, how the characters make the story flow,
  • use a sequence chart to show the order of events in the class reader,
  • make short notes on the sequence of events in the story,
  • relate the events in the story to real life,
  • discuss possible solutions to the problems portrayed in the class reader.
  1. What marks the climax of a story?
  2. How does a writer make a piece of writing interesting?
  3. Which captivating story books or TV programmes have you come across and what made them interesting?
Core Competencies to be developed:
  • Communication is developed as learners write fluently and present organized work as the learner makes notes on the sequence of events in the class reader.
  • Collaboration is enhanced as learners participate actively in dramatizing parts of the class reader for conceptualization.
  • Critical thinking and problem solving are developed as learners create different options by discussing possible solutions to the problems portrayed in the class reader.
Pertinent and Contemporary Issues (PCIs)
  • Ethical relationships is enhanced as learners relate issues to real life alludes to relationships in society.   
Values:
  • Respect: dramatizing parts of the class reader enhance respect among learners
Link to other subjects:
  • Performing arts: dramatization is a component of this learning area. 

 

 

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:
  1. identify features of narrative composition in creative writing,
  2. create well-written narrative compositions on a variety of topics,
  3. Appreciate the importance of writing in day-to-day life.

The learner is guided to:

  • Search for features of a well- written narrative from print and non-print sources. (200-240 words) such features include
    • a narrow and clearly defined focus (title)
    • a strong introduction
    • character descriptions
    • dialogue
    • setting description
    • interesting details
    • a logical sequence
    • purposeful and precise word choice
    • varied sentence structure and
    • a strong conclusion,
  • read well-written samples of narrative compositions noting the most outstanding parts,
  • plan a narrative composition, in groups, and tell it as a chain story,
  • write a narrative composition on issues like historical and current heroes and share it with peers for discussion and revision,
  • create displays of narrative
    writing skills learned and publish them in the classroom.
  1. How can you make your composition writing better?
  2. Which things make a composition memorable
  3. What are the characteristics of a good narrative composition?
Core Competencies to be developed:
  • Creativity and imagination are enhanced as learners look at problems in a new way and undertake the task of narrative writing and sharing.
  • Self-efficacy is attained as learners pay attention to detail, plan a narrative composition, and tell a chain story.    
Pertinent and Contemporary Issues (PCIs)
  • Citizenship is enhanced as learners create narratives on historical and current heroes and heroines which portrays love for the nation  
Values:
  • Social justice: research and writing stories of heroes and heroines exposes learners to issues like colonialization thus enabling them to learn from the experiences of the heroes and heroines. 
Link to other subjects:
  • French, Arabic, German and Chinese require narrative writing as a basic skill.
  • Performing Arts: Composing plays, poems, and narratives for performance require creative writing skills.

 

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:
  1. identify occasions where speeches are presented,
  2. apply the features of oral presentations for effective communication,
  3. appreciate the importance of good oral presentation skills when delivering a speech.
The learner is guided to:
  • Think, pair, and share on occasions where speeches are presented,
  • Search online or offline for features of oral presentation and make short notes,
  • listen to recorded grade- appropriate speeches and share their opinions on them, in pairs,
  • brainstorm, in groups, on the importance of body language in delivering a speech,
  • rehearse a speech and present it to each other, in groups,
  • write short speeches on the importance of music and present it to peers,
  • record the speeches being presented and discuss the presentations.
  1. What is the purpose of speeches in society?
  2. What circumstances make one to read a pre-written speech?
  3. How can one deliver a speech effectively?
Core Competencies to be developed:
  • Digital Literacy is improved as learners use digital devices to record speeches as learners present them.
  • Self-efficacy is enhanced as learners give attention to details while rehearsing speeches and presenting them to each other, in groups.   
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion: writing a short speech on the importance of music relates to social cohesion.    
Values:
  • Responsibility: importance of music to learners promotes responsibility among learners.
  • Respect: discussion on presentations requires that learners respect each other’s work.  
Link to other subjects:
  • Performing Arts also focuses on oral presentations including delivering a speech that involves both verbal and non- verbal aspects.   

 

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:
  1. identify the main and supporting points in texts
  2. make notes from varieties of written texts,
  3. relate note making to effective reading.
The learner is guided to:
  • conduct an online and offline search on the format of note- making- (heading, subheading, main points, supporting point, keywords)
  • discuss, in groups, the importance of note making in reading,
  • read texts on varied issues including music and select the key points
  • pick the keywords from reading texts
  • fill in the key points in a note making a template
  • draw a mind map to show the relationship between topic, main idea, and supporting ideas, in groups
  • read print or non-print texts and make notes from them.
  1. How can effective reading be done?
  2. How can key points be identified in a text?
  3. What is the importance of note-making?
Core Competencies to be developed:
  • Digital literacy is enhanced as learners search online for information on note-making.
  • Learning to learn as learners organize own learning and makes notes after reading varied texts.  
Pertinent and Contemporary Issues (PCIs)
  • Career guidance: reading and making notes on types of music exposes the learner to the music career 
Values:
  • Unity: drawing a mind map in groups enhances unity among learners   
Link to other subjects:
  • Integrated Science, CRE, IRE and HRE- require the skill of note making for effective study

 

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:
  1. identify articles and possessives in texts,
  2. use articles and possessives in sentences,
  3. acknowledge the importance of articles and possessives for effective communication.
 The learner is guided to:
  • identify articles and possessives from a text,
  • underline articles a, an, the and possessives my, our, your, his, her, their used in print and non-print texts,
  • read out examples of possessives from flashcards, in pairs,
  • correct errors in sentences that contain articles,
  • engage in language games using articles, in groups,
  • practice matching articles with nouns, in pairs,
  • construct sentences using possessives
  • compose a song on children’s rights using relevant articles and possessives and video record the
performances.
  1. What would happen if a conversation lacked determiners?
  2. How do we indicate that something belongs to somebody?
Core Competencies to be developed:
  • Self-efficacy is improved as learners pay attention to details and correct errors in sentences.
  • Communication and collaboration are enhanced as learners use articles and possessives to communicate clearly and effectively.  
Pertinent and Contemporary Issues (PCIs)
  • Child rights - composing a song on rights of children enlightens learners on their welfare
Values:
  • Respect - correct use of articles and possessives makes learners use correct titles while addressing people
Link to other subjects:
  • French, German, Chinese, and Arabic have determiners as an area of study.    

 

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:
  1. identify characters in monster narratives,
  2. explain traits of characters in given monster narratives,
  3. relate monster narratives to real life situations,
  4. appreciate the importance of monster narratives in life.

The learner is guided to:

  • describe a monster/ ogre,
  • search online and offline for features of monster narratives,
  • narrate monster narratives from their immediate environment to their peers,
  • in groups, discuss what monsters/ogres represent
  • discuss how monster narratives relate to real life,
  • explain health education lessons they learn from monster narratives,
  • dramatize a monster narrative and record the performance,
  • discuss the traits of the characters involved in a monster narrative, in pairs,
  • brainstorm on the reading strategies suitable for sharing experiences with community members,
  • interact actively with resource persons to pick out the relevant reading strategies,
  • seek support from resources persons on how to relate monster narratives to real life,
  • collect, analyse and compile them into an anthology of narratives from the community, in groups,
  • conduct a reader’s theatre, in groups,
  • describe the procedure used in collecting the narratives.
  1. What kind of characters are commonly used in monster narratives?
  2. What is the relevance of oral narratives in modern society?
  3. What should one consider when collecting narratives among people of varied socio- cultural backgrounds?
Core Competencies to be developed:
  • Critical thinking and problem solving are embedded as learners discuss the lessons learned and the relevance of monster narratives in real life.
  • Critical thinking and problem solving are enhanced as learners reason logically in choosing the reading strategies that would best aid in sharing experiences with community members.  
Pertinent and Contemporary Issues (PCIs)
  • HIV and AIDS: relevance of monster narratives in real life touches on some issues of health.   
Values:
  • Responsibility: since monsters represent evil in society, learners learn to act responsibly. 
Link to other subjects:
  • Indigenous languages: monster narratives are part of oral literature which is a key component of indigenous languages.

 

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:

  1. identify ways of grouping items in packing and shopping lists,
  2. write a packing list for a specified event,
  3. prepare a shopping list for use in a given context,
  4. recognize the importance of preparing a shopping and packing list in their everyday lives.
The Learner is guided to:
  • search online and offline for samples of packing and shopping lists,
  • discuss, in groups, the parts of a shopping list,
  • create and fill a packing list template,
  • discuss, in groups, different ways of grouping items in packing and shopping list,
  • give in pairs, the prices of different items in the shopping list to match a given budget.
  1. What should one consider when grouping items in a packing list?
  2. Why should a shopping list be prepared?
  3. What is the importance of a packing list?
Core Competencies to be developed:
  • Critical thinking is enhanced as learners categorize the various items included in a shopping and packing list in order of importance.
  • Learning to learn is enhanced as learners prepare a shopping list and a packing list which builds learners' capacity.
Pertinent and Contemporary Issues (PCIs)
  • Financial Literacy is enhanced as learners prepare a realistic budget for the shopping list and categorize items.    
Values:
  • Integrity – as learners come up with shopping lists that adhere to given budgets
  • Social responsibility – mastery of writing of shopping and packing list would ensure public projects are completed within stated budgets.
Link to other subjects:
  • Business Studies - preparing a shopping list involves budgeting which is a component of Business Studies

 

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:
  1. identify reasons for sitting an interview,
  2. articulate points clearly and confidently during an oral interview,
  3. respond confidently to questions during an interview,
  4. Seek clarification during an oral presentation,
  5. appreciate the importance of interviews in getting school placement and scholarships.
The learner is guided to:
  • listen to and review an audio clip on school placement and scholarship interviews
  • discuss in groups reasons for sitting for a placement and scholarship interview,
  • search online and watch video clips on school placement and scholarship interview
  • role play in small groups the school placement and scholarship interview, record and share them via mobile phones and other social media channels
  • conduct mock interviews in pairs or small groups,
  • record the interviews on digital devices
  • share the videos with friends and peers on social media platforms, blogs among others.
  1. Why are interviews important?
  2. Why should one articulate point clearly and confidently during an interview?
  3. How can one seek clarification during an interview?
  4. What are the ways in which you can prepare for an interview?
Core Competencies to be developed:
  • Communication and collaboration are enhanced as learners discuss in groups reasons for sitting for a placement and scholarship interview.
  • Digital Literacy is enhanced as learners search online and watch video clips on school placement and scholarship interviews.
  • self-efficacy is enhanced as learners organize and lead the open forum where the functional reading is conducted.
Pertinent and Contemporary Issues (PCIs)
  • Peace Education is developed through discussion in groups and working in pairs.
Values:
  • Social responsibility is achieved through role play and discussion.
  • Respect is enhanced as the learners collaborate in groups.
Link to other subjects:
  • Listening to respond is an integral component in the study of Kiswahili, French, German and Indigenous languages

 

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:
  1. identify print or electronic non-fiction materials that are interesting to read,
  2. read a variety of grade appropriate non-fiction materials independently for lifelong learning,
  3. recommend to peers suitable non- fiction materials to read for information,
  4. acknowledge the importance of reading for enjoyment and general understanding.
The learner is guided to:
  • search for digital and print non-fiction materials,
  • read a variety of non–fiction materials,
  • infer the meaning of the new words and phrases used in non- fiction materials,
  • skim through the non-fiction material for the main idea,
  • scan the non-fiction material to obtain specific information,
  • prepare a reading log of the reading activities of the non- fiction texts.
  1. What kind of stories contribute to behavior change?
  2. Why should we read non- fiction materials?
Core Competencies to be developed:
  • Self-efficacy is strengthened as learners read a variety of non-fiction material to inculcate a reading culture.
  • Learning to learn is instilled as learners search for digital and print non-fiction materials using electronic gadgets.
Pertinent and Contemporary Issues (PCIs)
  • Life skills especially self awareness is developed through the learner’s own choice of the non-fiction materials to interact with.
Values:
  • Responsibility is honed as learners make informed choices by recommending to peers suitable non- fiction materials to read.
Link to other subjects:
  • Extensive reading is a skill required by learners as they research across the 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
11.3.2
Adjective Formed from Nouns
11.3.3.

Adjectives Formed from Verbs

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. recognize adjectives from a text
  2. construct simple sentences using the adjectives formed
  3. appreciate the value of proper use of adjectives.
The learner is guided to:
  • search for online tutorials on adjectives and examples of adjectives formed from nouns and verbs,
  • listen to a poem or passage from the teacher and pick out adjectives formed from nouns and verbs,
  • read a given passage and in pairs identify adjectives formed from nouns and verbs,
  • form adjectives using nouns and verbs
  • construct simple sentences using the adjectives formed in pairs,
  • in groups engage in language games such as scramble, puzzle code words and guessing games.
  1. How are adjectives formed?
  2. Why should we use adjectives correctly?
Core Competencies to be developed:
  • Communication and collaboration is developed as learners work in pairs and groups to interact with others and share ideas.
  • Digital literacy is enhanced as learners search and watch online tutorials on adjectives to develop their interest in the theme.
Pertinent and Contemporary Issues (PCIs)
  • Citizenship is inculcated as learners engage in the formation of adjectives and construction of sentences in pairs and groups.
Values:
  • Love is instilled through collaboration in pairs and groups  
Link to other subjects:
  • Adjectives are learnt in Kiswahili, German, French and indigenous languages

 

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
Intensive reading:
11.4. 2
Dilemma Narratives

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. describe the characters in a given dilemma narrative,
  2. recognize a closing formula as a feature of dilemma narratives,
  3. relate the lessons learnt in the dilemma narrative to real life experiences,
  4. appreciate the lessons learnt from the dilemma narrative for literary appreciation.
The learner is guided to:
  • read the dilemma narrative in a given text and describe the characters,
  • identify a closing formula as a feature of dilemma narratives,
  • in groups discuss what makes dilemma narratives interesting,
  • dramatize parts of the dilemma narrative in small groups,
  • draw a chart showing the sequence of events in the dilemma narrative,
  • search online and watch an adaptation of a dilemma narrative,
  • relate the lessons learnt from the dilemma narrative to real life experiences in groups.
  1. What is the importance of dilemma narratives in the society?
  2. What are the qualities of a good narrator?
  3. How can narratives contribute to decision making?
Core Competencies to be developed:
  • Creativity and imagination is engrained as learners relate the lessons learnt to real life experiences and give them the ability to recreate the environment.
Pertinent and Contemporary Issues (PCIs)
  • Life skills is enhanced as learners describe and relate the characters to real life situations in groups.    
Values:
  • Respect is enhanced as learners carry out the group discussions.  
Link to other subjects:
  • Performing Arts and Kiswahili emphasize creativity through narratives.

 

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:
  • recognize antonyms, synonyms and numbers in words from a selected text,
  • use antonyms, synonyms and numbers in words correctly in writing,
  • appreciate the usage of antonyms, synonyms and numbers in words in effective writing.
The learner is guided to:
  • read a text with antonyms, synonyms and numbers in words from print and non-print sources,
  • identify the antonyms, synonyms and numbers in words from a selected text
  • listen to a dictation of a text with antonyms and synonys and write them down,
  • Search for antonyms and synonyms from books in groups, newspapers and the internet and compile a list,
  • write a list of antonyms and synonyms and in pairs exchange for assessment.
  1. Why is it important to tell the synonyms and antonyms of words?
  2. Which words with similar meanings do you know?
  3. Why is it important to write numbers in words?
Core Competencies to be developed:
  • Digital literacy is developed as learners search for more antonyms and synonyms from books, newspapers and the internet to boost their ability to use digital devices.
  • Communication and collaboration is enhanced as learners generate a list of antonyms and synonyms in groups as they interact with peers and share ideas.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is improved as learners use antonyms, synonyms and figures in words correctly in writing. 
Values:
  • Unity is cultivated as learners search for more examples of antonyms and synonyms in groups. 
Link to other subjects:
  • Antonyms, synonyms and writing of numbers in words are taught in Kiswahili, Sciences, Mathematics and other languages

 

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
Listening to Respond: Views/ Opinions

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. list ways of expressing views/opinions in different contexts,
  2. use different expressions that indicate own views/opinions in a given text,
  3. acknowledge the value of one’s views/opinions as a lifelong skill in communication. 
The learner is guided to:
  • search online and offline for the different ways of expressing views/opinions,
  • listen to an oral narrative and identify the different ways used to express opinions/views,
  • in groups, role play the different characters in the narrative and bring out different ways of expressing opinions/views,
  • explain their feelings towards issues raised in the trickster narrative,
  • write on a chart, the words they have used to describe their feelings.
  1. How are opinions expressed?
  2. Why is it important to express one’s opinion?
  3. How can expressing opinion/views affect relationships?
Core Competencies to be developed:
  • Learning to learn is achieved as learners discuss various views/opinions.
  • Digital literacy is enhanced as learners interact using technology when searching online and listening to an oral narrative from digital gadgets.    
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is enriched as learners explore and express their views/opinions in different subjects.
Values:
  • Respect is enhanced as learners express opinions during group activities.
  • Unity is inculcated as learners engage in group work.
Link to other subjects:
  • Views or opinions are important in subjects like Religious Education, Life Skills Education and Music

 

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:
  1. identify main ideas in a text,
  2. use contextual clues to infer the meaning of words in a text,
  3. describe characters, ideas or events in a text,
  4. summarise information from a short text,
  5. appreciate the importance of reading comprehension in lifelong learning.
The learner is guided to:
  • download and share texts with mental images from the texts and draw conclusions,
  • read a passage individually, and identify key words in the passage,
  • infer the meaning of words using contextual clues,
  • choose descriptive parts of the passage on traditional fashion and share the vivid images created in their mind,
  • in groups, role play the characters and events in the text,
  • use contextual clues to decipher the meaning of words,
  • answer questions based on the passage
  • give an appropriate title to a story or passage.
  1. Why should we recreate characters, places and events in our minds?
  2. How can we tell the meaning of words and phrases in a text?
Core Competencies to be developed:
  • Critical thinking is enhanced as learners visualize characters, events and places.
  • Imagination is developed as learners gain new perspectives as they use contextual clues to infer meanings of words.  
Pertinent and Contemporary Issues (PCIs)
  • Self-awareness is instilled as learners visualize pictures of ideas or events in a text.  
Values:
  • Responsibility is reinforced as learners help each other to role-play characters, events and answer questions.
Link to other subjects:
  • Making inferences and visualizing are important skills in Mathematics, Sciences and Performing Arts

 

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
Phrasal Verbs

(2 Lesson)

By the end of the sub strand, the learner should be able to:
  1. identify phrasal verbs formed from put, come and give in a given text,
  2. use given phrasal verbs correctly in sentence construction,
  3. acknowledge the role of phrasal verbs in communication.
The learner is guided to:
  • read a text and identify the phrasal verbs formed from put, come and give present,
  • in groups, search online and use charts for meanings of the phrasal verbs they have identified,
  • fill in blanks in a text using the most appropriate phrasal verb,
  • search on the internet for more examples of phrasal verbs,
  • construct sentences using the phrasal verbs in pairs.
  1. How are phrasal verbs formed?
  2. What meanings are expressed through phrasal verbs?
  3. Why should we use Phrasal Verbs correctly? 
Core Competencies to be developed:
  • Communication and collaboration are strengthened when learners speak clearly as they interact to enhance their knowledge of phrasal verbs.
  • Self-efficacy is developed as learners identify and state what they find difficult to do and why.

Pertinent and Contemporary Issues (PCIs)

  • Effective communication is improved when learners refine their ability to communicate by using phrasal verbs correctly.   
Values:
  • Cohesion is achieved as learners work in groups to foster unity.
Link to other subjects:
  • Phrasal Verbs are learnt in all Languages.

 

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:
  1. identify the main ideas in the section read in the text,
  2. discuss the lessons learnt from the text
  3. relate the lessons learnt to real life experiences
  4. appreciate the role of literature in fostering critical thinking.
The learner is guided to:
  • read a section of the text aloud in turns and dramatize the events
  • discuss the main ideas in the sections read in the text in groups
  • relate the lessons learnt from the section read to real life experiences in groups
  • draw a chart showing the sequence of the main events in the section read
  • search online and watch an adapted dramatization of the section read.
  1. Why do people read story books?
  2. What is the importance of reading a short story?
Core Competencies to be developed:
  • Self-Efficacy is strengthened since learners’ self-awareness is improved as they acquire literary analysis skills.
  • Creativity and Imagination is developed as learners undertake group discussions and role-play to enhance creativity
  • Critical thinking and problem solving is developed as learners relate the lessons learnt from the section read to real life experiences.
Pertinent and Contemporary Issues (PCIs)
  • Self awareness is enhanced as learners relate the story to real life experiences.
  • Social cohesion is cultivated as learners work in groups thus creating a sense of oneness.
Values:
  • Peaceful coexistence is nurtured as learners discuss in groups.
  • Love is reinforced as learners work in groups.  
Link to other subjects:
  • Reading and analysis of class readers is done in all Language subjects and Performing Arts.

 

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:
  1. outline the format of a dialogue
  2. apply the writing process in writing a dialogue
  3. acknowledge the importance of the writing process in acquiring good writing skills.
The learner is guided to:
  • search online and offline for an example of a dialogue
  • dramatize the identified dialogue
  • in groups, discuss the format of the dialogue they have identified
  • Individually fill in missing words in a set dialogue on traditional fashion
  • In pairs, discuss the correctness of the words they have used
  • individually, create a rough draft of a short dialogue using the format they have identified
  • in groups, edit each other’s dialogue to check for repetition, clarity, grammar, spelling and punctuation in pairs
  • revise the dialogue individually,
  • publish the final product for assessment by sharing the samples of well written
dialogue with others in class.
  1. What is the difference between a dialogue and a narrative composition?
  2. What should we consider before writing a dialogue?
Core Competencies to be developed:
  • Communication and collaboration is developed when learners write clearly and in an organized manner as they work together to acquire skills on good writing for effective communication.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is enhanced as learners communicate effectively through writing.
Values:
  • Responsibilty is instilled as learners learn how to dress decently and respectfully.
  • Unity is achieved as learners work together to generate ideas for writing tasks.
Link to other subjects:
  • Social Studies, Religious Education and Home Science emphasize appropriate modes of dressing in different contexts.

 

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:
  1. identify the key issues raised in songs addressing land travel,
  2. listen attentively to songs on land travel,
  3. use vocabulary identified from songs on land travel correctly,
  4. Acknowledge the importance of extensive listening in communication.
The learner is guided to:
  • listen to songs on local and international land travel from audio recordings,
  • respond to comprehension questions on key issues raised in the song,
  • pick out key issues raised from a song sung by the teacher or resource person on land travel,
  • share ideas on the key issues addressed in the songs they have listened to using wall charts,
  • identify vocabulary used in songs on land travel and infer their meaning from context,
  • construct sentences orally using the vocabulary learnt,
  • sing choral songs on land travel.
  1. How can we tell the main message in a song?
  2. How can we draw meanings from the words used in a song?
  3. How are songs made interesting?
Core Competencies to be developed:
  • Digital Literacy is enhanced when learners manipulate digital tools as they listen to songs from audio recordings and respond to them.
  • Learning to Learn is cultivated as learners build on their own knowledge.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is strengthened as learners acquire the skills of listening attentively and critically.
Values:
  • Patriotism is reinforced as learners listen to information on local land travel.
Link to other subjects:
  • All subjects require listening skills

 

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:
  1. identify key ideas from a passage,
  2. summarize key ideas from a passage,
  3. create mental images from the events in a passage,
  4. deduce the meaning of words from context,
  5. respond to factual and inferential questions, correctly from the passage
  6. acknowledge the importance of comprehension strategies in effective reading.
The learner is guided to:
  • read selected grade appropriate passages on issues related to land travel such as safety and security from print and on-line sources,
  • discuss opinions formed about the characters or ideas presented in the passage,
  • infer the meaning of words based on how they have been used in the passage
  • complete oral and written exercises using the vocabulary learnt,
  • answer factual and inferential questions from the passages, both orally and in writing
  • Summarize key ideas presented in the passages by paraphrasing,
  1. How do you get the meaning of a words from a passage?
  2. What is the importance of reading a passage?
  3. What makes people write passages?
Core Competencies to be developed:
  • Critical thinking is cultivated when learners demonstrate that they can follow simple instructions to complete tasks.
  • Problem solving is cultivated as learners find required information when discussing opinions formed about the characters or ideas presented in the passage.
Pertinent and Contemporary Issues (PCIs)
  • Safety and Security is reinforced as learners read and respond to texts on safe and secure land travel.
Values:
  • Love is cultivated as learners acquire information on land travel and retell sections of the passage in pairs or groups.
Link to other subjects:
  • Physical and Health Education also addresses issues of safety.   

 

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:
  1. identify simple sentences from varied texts,
  2. construct simple sentences on a variety of issues,
  3. advocate the importance of using a variety of sentences in communication.
The learner is guided to:
  • listen keenly to a poem or a story on land travel and write down all the simple sentences that feature in the texts,
  • read a print or non-print text on land travel in groups and identify the simple sentences,
  • tell a chain story featuring simple sentences in groups,
  • complete a substitution table featuring simple sentences,
  • complete a mind map to practice construction of simple sentences,
  • write a short dialogue using simple sentences and share it with peers on- line and off-line.
  1. What is the role of sentences in a text?
  2. What constitutes a simple sentence?
  3. How do you determine what to include in a sentence?
Core Competencies to be developed:
  • Communication and collaboration are improved as learners speak clearly and effectively by making points in a logical order.
Pertinent and Contemporary Issues (PCIs)
  • Environmental Education is achieved as learners discuss tourism attraction sites.
Values:
  • Responsibility is enhanced as learners write a short dialogue using simple sentences and shares it with peers on-line
Link to other subjects:
  • Land Travel is taught in Social Studies

 

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:
  1. identify the purpose and occasions for which praise songs are performed,
  2. discuss the relationship between the singer and the person being praised in praise songs,
  3. perform praise songs sang in their immediate environment
  4. collaborate with peers in performing the praise songs,
  5. appreciate the purpose of praise songs in communication.
The learner is guided to:
  • listen to praise songs from audio visual sources or from a resource person,
  • identify and discuss the purpose of the praise songs they have listened to,
  • share ideas on the relationship between the singer and the person been praised in the praise songs they have listened to,
  • identify a praise song sang in their immediate environment in groups,
  • present praise songs in groups to the class and share experiences,
  • discuss the character traits of the singer(s) as brought out in the praise song(s).
  1. Why do we sing?
  2. What kind of people are praised in songs?
  3. How do songs portray people’s character?
  4. What are the qualities of a good singer?
Core Competencies to be developed:
  • Self-efficacy is strengthened as learners share experiences as they discuss what they found difficult in praise songs.
  • Creativity and imagination are enhanced as learners gain new perspectives on how to perform praise songs.
Pertinent and Contemporary Issues (PCIs)
  • Life skills are inculcated as learners identify and perform praise songs sang in their immediate environment. 
Values:
  • Respect is enhanced as learners perform praise songs in groups and respect each other’s roles.
Link to other subjects:
  • Performing arts: songs are one of the genres performed in this subject.
  • Indigenous Languages: songs are part and parcel of indigenous knowledge.

 

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:
  1. explain the meaning of specified idioms in context,
  2. create well written narrative compositions using the specified idioms,
  3. appreciate the role of idioms in creative writing.
The learner is guided to:
  • brainstorm on the reason creative writers use idiomatic expressions in writing,
  • explain situations that call for the use of the following idiomatic expressions:
    • biting off more than you can chew
    • own up to something
    • having a lot on your plate
    • call it a day
    • piece of cake
    • hold your tongue
  • confirm the meaning of the idiomatic expressions from print and on-line dictionaries,
  • practise using the idiomatic expressions in sentences,
  • plan a narrative composition in groups, incorporating the specified idiomatic expressions, on the theme of land travel,
  • write a narrative composition individually
  • Peer review each other’s work and revise as per the suggestions given.
  1. What makes a story memorable?
  2. What is the importance of using idioms in communication?
Core Competencies to be developed:
  • Problem Solving is boosted when learners seek advice to help solve the problem as peers review each other’s work and revise as per the suggestions given
  • Digital Literacy is enhanced when learners use digital devices to effectively accomplish own tasks by confirming the meaning of the idiomatic expressions from on-line dictionaries.
  • Creativity and imagination are developed as learners undertake to watch how people do things and write about it.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is enriched when learners engage in the creative writing process.
Values:
  • Integrity is enhanced as learners discuss and use the idiomatic expressions in writing.
Link to other subjects:
  • Narrative writing is a skill in all languages.
  • Performing Arts – Composing plays, poems and narratives for performance require creative writing skills.

 

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:
  1. identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text,
  2. pronounce words with the sounds /v/,/f/, /n/ and /ŋ/ in sentences,
  3. use correct intonation for yes/no and wh- questions in varied contexts,
  4. appreciate the importance of correct pronunciation and intonation in a conversation.

The learner is guided to:

  • search from print and non-print sources for tongue twisters with some of the target sounds and say them for enjoyment,
  • watch a video or listen to a recording or conversation on outdoor games and group the words in a table according to the to the following target sounds: v/ as in very; /f/ as in ferry /n/ as in been an /ŋ/ as in being,
  • listen to and model native speaker clips with the target sounds in words,
  • practice, in groups, the pronunciation of words with the target and record themselves,
  • share the clips for peer review,
  • listen to an audio or a dramatized conversation on outdoor games in which Yes/No and WH- questions are used and point out whether a rising or falling intonation is used,
  • practice articulation of Yes/No and WH- questions with the appropriate intonation in dialogues,
  • write, dramatize and record a dialogue using words with the target sounds as well as Yes/ No and WH-
    questions and share with peers for review.
  1. Why should people pronounce words correctly?
  2. How can one learn to pronounce words correctly?
  3. What kind of questions require Yes or No as an answer?
Core Competencies to be developed:
  • Digital literacy is enhanced as learners use digital tools to record themselves and share dramatized dialogues.
  • Self-efficacy is developed as learners document their successes when writing and dramatizing the conversations.
Pertinent and Contemporary Issues (PCIs)
  • Health Education – Body fitness is enhanced as learners listen to dramatized conversations on outdoor games.
Values:
  • Peace is achieved as learners discuss proper pronunciation and accommodate those who cannot pronounce well due to mother tongue or other influences.
  • Respect is enhanced as learners learn to ask and answer yes/no and which questions politely. 
Link to other subjects:
  • Kiswahili, French, German, Indigenous Languages and Arabic require skills in pronunciation and questioning
  • Physical Health Education to which the theme on outdoor sports is related

 

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:
  1. identify the main ideas in texts,
  2. write a summary of ideas from varied texts,
  3. appreciate the importance of summarizing information in a given context.
The learner is guided to:
  • brainstorm on the steps to follow when writing a summary of a text,
  • in pairs, read a print or non-print text on varied issues including outdoor games and underline the main ideas,
  • make notes from the underlined sentences and use them to make a rough draft,
  • use the rough draft to make a fair copy,
  • share the summaries through charts for peer review,
  • check and make corrections on the written summarized pieces in groups,
  • discuss in pairs the purpose of making summaries.
  1. How do we identify main ideas from a text?
  2. Why is it important to summarize information?
  3. What factors should one consider when summarizing an event?
  4. In which activities or jobs can summarizing be useful?
Core Competencies to be developed:
  • Learning to learn Developed as learners summarize excerpts as well as make presentations for peer review.
Pertinent and Contemporary Issues (PCIs)
  • Life Skills Education is enhanced as learners make decisions when selecting which content to pick or leave out in summary writing.   
Values:
  • Responsibility is enhanced as learners underline main ideas in the text that they are assigned.
Link to other subjects:
  • Social Studies, Religious Education and Agriculture – summary as a skill is essential as learners are exposed to huge chunks of content which might require summarizing from time to time.

 

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:
  1. identify the subject and the verb in sentences,
  2. construct sentences ensuring subject-verb agreement,
  3. affirm the importance of subject-verb agreement in sentences.
The learner is guided to:
  • read texts on varied topics such as outdoor games and identify the, subject and verbs in the sentences
  • brainstorm and make short notes on the relationship between a subject and a verb in a sentence in terms of number and person
  • read sentences and label subject-verb agreement in them,
  • make sentences based on outdoor sports in which the rule of subject verb agreement has been applied,
  • share the sentences in charts for peer review.
  1. What is a subject in a sentence?
  2. Which rule should we follow when constructing a sentence?
  3. What is the difference between the first, second and the third persons?
Core Competencies to be developed:
  • Self-efficacy is developed as learners ensure subject-verb agreement when constructing sentences. 
Pertinent and Contemporary Issues (PCIs)
  • Life Skills Education - Problem solving is achieved as learners come up with sentences in which subject-verb agreement have been correctly used. This helps sort out communication hitches. 
Values:
  • Integrity is enhanced as learners openly share ideas of agreement.
Link to other subjects:
  • All language subjects embrace subject verb agreement
  • Sports and Physical Education - Learners make sentences based on the theme of outdoor sports and games.

 

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:
  1. identify instances of dialogue, similes and metaphors in the text,
  2. use the styles of dialogue, similes and metaphors in guided contexts,
  3. appreciate the importance of style in a work of art.
The learner is guided to:
  • search online and offline for examples of dialogue, similes and metaphors in stories and them with the rest of the class,
  • in pairs, read the class reader and identify with illustrations instances of dialogue, similes and metaphors in the text, and display their work on the class notice boards,
  • in groups, role play selected dialogues from the class reader and record themselves for video sharing and review,
  • make sentences using the similes and metaphors identified from the text,
  • discuss instances in real life where dialogues, similes and metaphors can be used.
  1. Which stylistic features have you come across in different texts?
  2. How can we convey a message more effectively?
  3. Why do we use similes and metaphors?
Core Competencies to be developed:
  • Self-efficacy is developed as learners hold a discussion on instances in real life where dialogues, similes and metaphors can be used, thereby enhancing their literary skills.
  • Learning to learn is achieved as learners record and share videos.
Pertinent and Contemporary Issues (PCIs)
  • Critical thinking is achieved as learners relate the features of styles to real life.
Values:
  • Respect is enhanced as learners help each other during role play of selected dialogues.
Link to other subjects:
  • All languages – study of class readers involves scrutiny of stylistic devices

 

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
(200 – 240
words)

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. identify features of a person a thing or a place that can be described,
  2. write a descriptive composition on a given subject,
  3. underscore the importance of creative writing in communication.

The learner is guided to:

  • in pairs, view videos or pictures of people, things or places and list the features of each that can be described in an essay,
  • search online and offline for words and expressions that can be used to describe different features like weather emotions, events and characters,
  • explain the difference between descriptive writing and other forms of writing,
  • in groups, they read samples of descriptive essays and classify the features that are described and the expressions used in a graphic organizer for sharing,
  • create a descriptive composition of between 200 to 240 words on an interesting
    topic like outdoor sports and display it in a gallery for peer review and revision.
  1. How can you describe your best friend?
  2. How can you describe some things in your school?
  3. What do you consider when describing something?
Core Competencies to be developed:
  • Creativity and Imagination are developed as learners write clearly and creatively when writing the descriptive composition.
  • Collaboration is promoted as learners engage in peer review of each other’s work thus improving quality.
Pertinent and Contemporary Issues (PCIs)
  • Creative thinking is enhanced as learners compose descriptive texts.
Values:
  • Unity is enhanced as learners engage each other to view videos or pictures of people, things or places,
Link to other subjects:
  • Performing arts: A sense of creativity is required in scripting texts for performance,
  • All languages: Writing is key to mastery of any language.

 

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:
  1. outline the organization of an oral report of events within the classroom,
  2. present an oral report on events that occur within the classroom,
  3. enjoy delivering and listening to oral reports in various contexts.
The learner is guided to:
  • brainstorm in groups on the content and organization of an oral report e.g. introduction, body and conclusion,
  • search in pairs online and offline the steps for conducting an oral report e.g. research, compile (write), rehearse and report (present/deliver),
  • role play methods of delivering oral reports such as clear pronunciation, voice projection, tonal variation, use of non-verbal cues and use of visuals,
  • use flash cards to prepare speaking notes for the reports,
  • simulate in groups an oral report preparation and delivery procedure and video or audio record themselves,
  • watch or listen to the recorded reports and evaluate them in terms of strengths and weaknesses,
  • prepare and present actual oral reports in groups,
  • write the reports on charts and share with peers.
  1. Which
    activities can you report about that happen in the classroom?
  2. What makes a good oral report?
  3. How can you make an oral report presentation interesting?

 

Core Competencies to be developed:
  • Digital Literacy is developed as learners practice their digital knowledge by searching online for report preparation and presentation skills.
  • Critical thinking and problem solving is enhanced as learners make objective observation when evaluating strengths and weaknesses of their peers’ oral reports.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is strengthened as learners use verbal and non-verbal reporting skills.
Values:
  • Patriotism is enhanced as learners address class issues in their reports.
Link to other subjects:
  • All language subjects emphasize oral skills
  • Computer Science, Agriculture, Home Science and Integrated Science require reporting skills for projects

 

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:
  1. recognize the use of fluency strategies in the reading process,
  2. apply fluency strategies while reading,
  3. hail the role of reading fluency in communication.

The learner is guided to:

  • watch and listen to videos or students reading fluently and discuss what makes them good readers,
  • search online and offline for different reading fluency strategies such as previewing and predicting, skimming, scanning and ignoring
    unknown words and share with peers,
  • in pairs, watch or listen to sample reading clips and simulate the model reading as they apply reading strategies,
  • practice, in groups, timed reading, accurate reading and reading with expression on issues like tourist attraction sites in Kenya,
  • assess peers’ reading on the basis of the aspects of fluency –
    accuracy, speed, reading,
  • record sample readers in class and save the recordings in a digital device,
  • discuss the importance of reading fluently.
  1. Why is it important to read fluently?
  2. What makes one a good reader?
  3. How can you improve your reading fluency?
Core Competencies to be developed:
  • Self-efficacy is achieved as learners gain confidence in reading by applying fluency strategies.
  • Citizenship is developed as learners promote national responsibility by reading about tourist attraction sites in Kenya.
Pertinent and Contemporary Issues (PCIs)
  • Effective Communication is enhanced as learners develop competence in fluency as a reading skill.
  • Environmental Education and Animal Safety are achieved as learners read about tourist attraction sites in Kenya.
Values:
  • Unity is achieved as learners work in pairs to watch or listen to sample reading clips and simulate models.   
Link to other subjects:
  • All language subjects encourage reading fluency.

 

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:
  1. differentiate between affirmative and negative sentences in spoken and written contexts,
  2. construct affirmative and negative sentences in varied contexts,
  3. acknowledge the expressive role of sentences in effective communication.

The learner is guided to:

  • search online and offline for the differences between affirmative and negative sentences and share them with peers,
  • role play a dialogue with affirmative and negative sentences and record themselves,
  • watch/listen to a conversation on issues like tourist sites in Kenya and pick out in groups the affirmative and negative sentences,
  • sort jumbled up sentences into affirmative and negative sentences
  • construct affirmative and negative sentences,
  • share sentences made in the form of charts for peer review,
  • write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences.
  1. When do we use affirmative statements?
  2. When do we use negative statements?
  3. Why is it important to use the right sentence when saying something?
Core Competencies to be developed:
  • Citizenship: using critical inquiry as learners make affirmative and negative sentences on the tourist attraction sites in Kenya
  • Digital literacy is developed as learners search online and offline for the differences between affirmative and negative sentences and share them with peers.
Pertinent and Contemporary Issues (PCIs)
  • Citizenship Education is enhanced through texts on tourism sites in Kenya.
  • Creative Thinking is enhanced as learners create dialogue and stories using declarative sentences.
  • Friendship Formation is developed as the learners ask and answer questions and state facts with their peers 
Values:
  • Unity is enhanced as learners share sentences made in the form of charts for peer review
  • Patriotism is enhanced as learners read texts on tourist attraction sites. 
Link to other subjects:
  • All language subjects feature affirmative and negative sentences

 

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:
  1. identify the subject matter of a poem
  2. analyze ideas in the poem
  3. reiterate the role of poetry in passing information.
The learner is guided to:
  • recite poems for enjoyment and in pairs outline the subject matter,
  • search online and offline for ways of determining ideas in a poem such as studying the title, the persona, the events and the choice of words,
  • discuss how the use of repetition and other styles can help bring out the ideas in the poem,
  • in groups, pick a poem and identify the ideas brought out and share their findings with peers through charts or graphic organizers for review,
  • dramatize a poem displaying ideas generated from it using placards and record their performances.
  1. Why would you use a poem instead of a story to pass information?
  2. What makes a poem interesting to read?
  3. What kind of ideas can one convey using a poem?
Core Competencies to be developed:
  • Problem Solving: finding extra information as learners search online and offline for ways of determining ideas in a poem
  • Critical thinking: following simple instructions as learners dramatize a poem displaying ideas generated from it using placards and record their performances
Pertinent and Contemporary Issues (PCIs)
  • Life Skills Education: decision making enhanced as learners evaluate which ideas a poem conveys.
Values:
  • Peace: enhanced as learners share their findings and provide positive feedback. 
Link to other subjects:
  • Kiswahili, Indigenous Languages and Performing Arts emphasise recitation and performance of poems.

 

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:
  1. outline the format of presenting notices and posters
  2. design notices and posters on current issues
  3. acknowledge the role of notices and posters in disseminating information.

 The learner is guided to:

  • collect posters and notices online or offline tourist attraction sites in Kenya and display them in class
  • brainstorm on the format for presenting of notices and posters in groups
  • study samples of a notice and a poster presented in class and label features of format
  • differentiate between a poster and a notice in writing
  • discuss and select issue(s) that can be addressed by notices and posters including matters relating to tourist attraction sites in Kenya
  • design a notice and a poster on the selected issue using
    the model format and display for peer review
  • keep the revised notice and poster in their portfolio.
  1. What kind of messages do posters convey?
  2. Why are notices important in the community
  3. How can one make a poster or a notice attractive?
Core Competencies to be developed:
  • Learning to Learn: Organizing own learning as learners design a notice and a poster on the selected issue using the model format
  • Citizenship: Exploring cultural awareness and heritage as learners collect posters and notices on tourist attraction sites in Kenya
Pertinent and Contemporary Issues (PCIs)
  • Effective Communication is achieved as learners design different notices and posters on selected issues.
  • Problem Solving is enhanced as learners identify community needs to be addressed by posters.
  • Patriotism is enhanced as learners design different notices and posters on local tourist sites.
Values:
  • Patriotism is enhanced as learners design posters on tourist attraction sites and community issues.
  • Responsibility is enhanced as learners organize their learning in designing notices and posters.
Link to other subjects:
  • Performing Arts: designing notices and posters is a useful skill in performing arts.
  • Social studies: the knowledge of tourist attraction sites in Kenya is relevant  

 

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)
  1. Listening and Speaking
  2. Grammar
  3. Writing
Oral Narratives (9
Lessons)
By the end of the sub strand the learner should be able to:
  1. identify strategies of collecting different types of narratives
  2. conduct offline and online research on the narratives that exist in various communities,
  3. Devise strategies of preserving oral narratives in his or her community,
  4. collect narratives from the community for information,
  5. prepare an anthology based on the narratives,
  6. publish the anthology on different platforms,
  7. apply various lessons learnt from the narratives to real life situations,
  8. collaborate with peers to devise strategies of preserving oral literature from the community.
Learner is guided to:
  • identify community members who can share different types of narratives with them,
  • research in pairs or groups the narratives from various communities,
  • search various types of narratives in print and digital texts,
  • use cameras, video recorders, mobile phones or pen and paper to record narratives,
  • share with peers the narratives collected and lessons learnt,
  • write the narratives down in readiness for printing,
  • discuss in groups the lessons learnt from the narratives,
  • discuss ways of preserving the narratives,
  • prepare an anthology of oral narratives
  • publish the anthology in print and digital format,
  • archive copies for example in libraries preservation and heritage
  • share the anthology in the school magazine, blogs, social media platforms, email, mobile phone among others.
  1. Why is it important to preserve our heritage?
  2. In which ways can people preserve their heritage?
  3. How can preservation of heritage by different communities be of economic value to a country?
Key Component of CSL developed: Collecting Narratives
  • The learners will explain the importance of preserving oral narratives as a heritage.
  • The learners will apply lessons learnt from narratives to real life situations.
  • Learners will suggest strategies of preserving heritage such as the oral narratives
  • Learners will have improved relationships with the community as the collect the narratives.
  • Core Competencies to be developed:
  • Learning to learn: Learners collect the narratives and discuss lessons learnt.
  • Self-efficacy: Learners develop the skill of self-awareness and organizational skills as they discuss the challenges they have with time management.
  • Digital Literacy; Learners collect oral narratives using digital devices
Values:
  • Responsibility: Learners take charge of their own learning as they collect the narratives
  • Respect: They will respect members of the society and be courteous as they collect the narratives
Pertinent Contemporary Issues (PCIs):
  • Citizenship: Learners have improved relationship with peers and community members as they work together.
Link to other subjects:
  • Music, theatre arts, all languages

 

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
  • Role play
  • Debates
  • Oral interviews
  • Dialogues
  • Oral discussions
  • Oral presentations
  • Public speaking
  • Peer assessment
  • Self-assessment and standardized listening assessments
Reading aloud
  • Dictation
  • Oral interviews
  • Question and answer
  • Learner summaries of what they read
  • Learner journals
  • Learner portfolios
  • Peer assessment
  • Self-assessment and standardized reading assessments
  • Keeping a record of books read
  • Tasks such as multiple choice
  • Discrimination
  • Gap-filling
  • Short-answer
  • Dialogue-completion, information gap
  • Role play
  • Simulation
  • Matching tasks
  • Substitution tables
  • Word games
  • Puzzles
Learner journals
  • Peer assessment
  • Self-assessment
  • Portfolio dictation
  • Standardized writing assessment

APPENDIX 2: SUGGESTED LERNING RESOURCES

Non-digital   Digital 
  • Dictionaries
  • Posters
  • Models
  • Workbooks
  • Manilla papers
  • Word trees
  • Storybooks
  • Poetry books
  • Pictures and photographs
  • Newspapers
  • Magazines
  • Junior Encyclopaedia
  • Journals
  • Course books
  • Diorama
  • Flash cards
  • Word wheels
  • Word puzzles
  • Code words
  • Charts and realia
Digital course books
  • Games
  • Songs
  • Digital story books
  • Pictures and photographs
  • Journals
  • Electronic and digital devices
  • Electronic or online dictionaries
  • Flash cards
  • Charts
  • Video clips
  • Audio-visual resources
  • Other web resources

APPENDIX 3: SUGGESTED NON-FORMAL ACTIVITIES

Listening and Speaking  Reading  Grammar in Use  Writing Skills 
  • Participation in poetry recitations during music and drama festivals
  • Interclass or club debating contests
  • Improve vocabulary, speech and values through Christian union, Catholic Action, Muslim, Hindu associations
  • Come up with speeches and deliver them during prize giving days, school assembly, extravaganzas among others to enhance fluency.
  • Participate in music festivals to hone communication and listening skills
  • Reading news during assemblies and other school functions
  • Virtual tours using Google maps and establishing the direction of various locations using Google maps
  • Collecting different forms of oral literature from their community for a school magazine.
  • Showcasing short plays, conversational poems or choral verses within or without the school
  • Participating in Journalism Club Activities to improve reading
  • Essay writing competitions on different topics
  • Hot seating sessions to enhance their language competence
  • Language symposiums to sharpen their language capacity
  • Word based sports or games for example crossword puzzles or scrabble
  • Shadowing language users
  • Language drills
  • Announcement posters and and advertising of school activities as a practice
  • Essay writing competitions
  • Writing clubs, journalism clubs, and compiling articles for the school magazine to nurture writing talent.
  • Interclass or school Spelling contests
  • Letter writing drills
  • Mentorship in writing
  • Report writing based on activities such as school sports and games
Friday, 16 December 2022 13:50

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.

  1.  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.
    1. 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
    2. wa kuwa na mapinduzi kimyakimya ya kijamii kutokana na maendeleo ya haraka ya usasa. Elimu inapaswa kuwasaidia vijana kujirekekebisha kutokana na mabadiliko haya.
    3. 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.
    4. 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.
  2. 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.
  3. 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.
  4.  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.
  5. 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.
  6. 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.
  7. 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:

  1. Kutumia ujuzi wa kusoma na kuandika, ujuzi wa kuhesabu na kufikiri kimantiki ifaavyo katika kujieleza.
  2. Kuwasiliana kikamilifu katika miktadha mbalimbali.
  3. Kudhihirisha ujuzi wa kijamii, kiimani na kimaadili kwa ajili ya mahusiano mema.
  4. Kutalii, kubadilisha, kusimamia na kutunza mazingira ifaavyo kwa ajili ya ujifunzaji na maendeleo endelevu.
  5. Kufanya usafi, kufuata kanuni zifaazo za usafi na lishe ili kuimarisha afya.
  6. Kudhihirisha mienendo ya kimaadili na kuonyesha uraia mwema kama wajibu wa kiraia.
  7. Kuonyesha ridhaa kwa mirathi mingi na tofauti ya kitamaduni nchini ili kuleta mshikamano wa kimahusiano.
  8. Kudhibiti masuala mtambuko katika jamii ifaavyo.
  9. 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:

  1. kujieleza ipasavyo kwa kutumia lugha ya Kiswahili kwa njia ya maandishi na mazungumzo
  2. kuwasiliana ipasavyo katika miktadha mbalimbali ya kijamii
  3. kujenga desturi ya kusoma na kufasiri maandishi kwa ufasaha
  4. kutumia lugha kiubunifu kusimulia na kuandika tungo mbalimbali
  5. kushiriki katika shughuli za kijamii zinazochangia ujifunzaji
  6. kutumia teknolojia ipasavyo katika ujifunzaji na mawasiliano ili kukuza ujuzi wa kidijitali
  7. kutumia maadili yanayohitajika maishani kupitia stadi za lugha ya Kiswahili
  8. 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:

  1. kutambua vipengele vya kuzingatia katika usikilizaji wa mazungumzo
  2. kutambua vipengele vya kuzingatia katika kujibu mazungumzo
  3. kutumia vipengele vifaavyo katika kusikiliza na kujibu mazungumzo
  4. kuchangamkia kushiriki mazungumzo katika miktadha mbalimbali.

Mwanafunzi aelekezwe:

  • kutambua vipengele vya kuzingatia katika kusikiliza (k.v. kusikiliza kwa makini, kumtazama mzungumzaji kwa makini ili kupata ishara za uso, kutikisa kichwa kuonyesha kusikia kauli, kutumia maneno au vihisishi vya kumhimiza kuendelea kuzungumza (k.v ehe), kuepuka vizuizi vya mawasiliano (k.v. kutazama nje), kumtazama mzungumzaji ana kwa ana, n.k.) akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua vipengele vya kuzingatia katika kujibu mazungumzo (k.v. kutumia lugha ya adabu, kutomkata kalima mzungumzaji, ubadilishanaji zamu ufaao, kujibu kwa kujikita katika kiini cha swali/mazungumzo, n.k.) akiwa peke yake, wawiliwawili au katika kikundi
    kusikiliza mazungumzo kuhusu suala lengwa katika kifaa cha kidijitali (k.v. simu, redio au vinasa sauti) huku akizingatia vipengele vya kuboresha usikilizaji wa mazungumzo
  • kusikiliza na kujibu mazungumzo (k.v kutoka kwa mwalimu, wenzake au kutoka kwenye vifaa vya kidijitali) ipasavyo
  • kuigiza mazungumzo (k.v. ya simu) kuhusu suala lengwa akiwa katika kikundi kwa kuzingatia vipengele vifaavyo vya kusikiliza na kujibu mazungumzo
  • kushiriki mazungumzo na mzazi au mlezi kuhusu suala lengwa kwa kuzingatia vipengele vifaavyo vya kusikiliza na kujibu mazungumzo.
  1. Je, unaposikiliza mazungumzo unapaswa kuzingatia nini ili kupata ujumbe unaowasilishwa?
  2. Unazingatia nini unapomjibu mtu katika mazungumzo?

Umilisi wa Kimsingi Unaokuzwa

  • Mawasiliano – mwanafunzi anapoeleza kwa uwazi alichokisikiliza kuhusu suala lengwa kwa kuzingatia vipengele vifaavyo vya kujibia mazungumzo.
  • Ushirikiano – mwanafunzi anaposhiriki na kuchangia katika mazungumzo kwenye kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kama vile simu, redio na vinasa sauti kusikilizia mazungumzo mbalimbali na kutambua vipengele vya kusikiliza na kuzungumza vilivyozingatiwa.
  • Ubunifu – mwanafunzi anapopendekeza vipengele vya kuzingatia ili kuhakikisha usikilizaji faafu.
  • Kujiamini – mwanafunzi anaposikiliza mazungumzo na kuyajibu ipasavyo bila woga. Pia anapochangia katika shughuli ya kikundi.
  • Hamu ya ujifunzaji – mwanafunzi anaposhiriki mazungumzo na wenzake, mzazi au mlezi na kujifunza njia bora za kusikiliza na kujibu mazungumzo.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika shughuli za kikundi; pia anapoheshimu zamu ya wenzake katika mazungumzo.
  • Uwajibikaji – mwanafunzi anapotunza vifaa vya kidijitali anavyotumia katika mazungumzo.
  • Umoja – mwanafunzi anaposhiriki na kuchangia katika shughuli za kikundi.
Masuala Mtambuko
  • Usafi wa kibinafsi – mwanafunzi anaposikiliza, kushiriki na kuigiza mazungumzo kuhusu suala lengwa. Pia anapotumia ipasavyo vipengele vifaavyo katika kusikiliza na kujibu mazungumzo.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – dhana ya kusikiliza na kujibu ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.
  • Science and Technology, Health Education na Home Science – usafi wa kibinafsi ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.


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:

  1. kudondoa habari mahususi katika kifungu cha ufahamu
  2. kupanga matukio yanavyofuatana katika kifungu cha ufahamu
  3. kufanya utabiri na ufasiri kutokana na kifungu cha ufahamu
  4. kueleza msamiati katika kifungu cha ufahamu
  5. kuchangamkia kusoma vifungu vya ufahamu ili kukuza uelewa wa habari.

Mwanafunzi aelekezwe:

  • kusoma kifungu cha ufahamu cha simulizi kwenye kitabu au kifaa cha kidijitali (k.v. redio, simu, n.k.) akiwa peke yake, wawiliwawili au katika kikundi
  • kudondoa habari mahususi (k.v. nani, nini, wapi, lini, n.k.) katika kifungu cha ufahamu cha simulizi
  • kupanga matukio yanavyofuatana katika
    kifungu cha ufahamu cha simulizi akiwa peke yake au katika kikundi
  • kufanya utabiri na ufasiri kutokana na
    kifungu cha ufahamu cha simulizi alichosoma akiwa peke yake au katika kikundi
  • kueleza msamiati (k.v. maneno na nahau)
    katika kifungu cha ufahamu cha simulizi na kuueleza kwa kutumia kamusi akiwa peke yake, wawiliwawili au katika kikundi
  • kusoma vifungu simulizi mtandaoni au kwenye vitabu kuhusu suala lengwa akiwa na mwenzake au katika kikundi kisha atambue na kueleza maana za msamiati wa usafi wa kibinafsi kulingana na muktadha wa matumizi
    kumsomea mzazi au mlezi sentensi kuhusu usafi wa kibinafsi kisha wajadiliane maana za msamiati wa suala husika kimuktadha.
  1. Kwa nini tunasoma ufahamu?
  2. Je, ni mambo gani yanayoweza kukusaidia kuelewa kifungu cha ufahamu?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anaposhirikiana na wenzake katika kikundi kudondoa habari mahususi.
  • Ushirikiano – mwanafunzi anaposhirikiana na mwenzake katika shughuli za kikundi.
  • Kujiamini – mwanafunzi anapotumia msamiati wa suala lengwa kwa usahihi katika muktadha maalum.
  • Uwazaji kina na utatuzi wa matatizo – mwanafunzi anapobashiri na kufasiri kutokana na kifungu cha ufahamu.
  • Ujuzi wa kidijitali – mwanafunzi anaposakura mtandaoni na kusoma vifungu kuhusu suala lengwa.
  • Hamu ya ujifunzaji – mwanafunzi anapomsomea mzazi au mlezi kifungu na kuutambua msamiati wa suala lengwa.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi. Pia anapotunza vifaa vya kidijitali anavyotumia.
  • Umoja – mwanafunzi anaposhiriki na kuchangia katika shughuli za kikundi.
Masuala Mtambuko
  • Usafi wa kibinafsi – mwanafunzi anaposoma matini kuhusu suala lengwa na kuzingatia ujumbe.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – kusoma kwa ufahamu ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.
  • Science and Technology, Health Education na Home Science – usafi wa kibinafsi ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.



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:

  1.  kutambua matumizi ya herufi kubwa na kikomo katika maneno, sentensi na vifungu
  2. kutumia herufi kubwa na kikomo ipasavyo katika maneno, sentensi na vifungu
  3. kuonea fahari matumizi ya herufi kubwa na kikomo katika maneno, sentensi na vifungu ili kufanikisha mawasiliano.
Mwanafunzi aelekezwe:
  • kutambua matumizi ya herufi kubwa na kikomo (k.v. kutumia herufi kubwa kuanzia majina ya watu, mwanzoni mwa kila neno kuu katika anwani ya kitabu; kikomo mwishoni mwa sentensi ya taarifa n.k.) katika maneno, sentensi na vifungu kwenye matini andishi au za kidijitali akiwa peke yake, wawiliwawili au katika kikundi
  • kuandika maneno, sentensi au vifungu kuhusu suala lengwa kwa kutumia herufi kubwa na kikomo ipasavyo akiwa peke yake au katika kikundi
  • kuandika kifungu kifupi kwa kuzingatia herufi kubwa na kikomo ipasavyo kwenye kifaa cha kidijitali (k.v. tarakilishi) na kuwasambazia wenzake kwenye mtandao ili wakitolee maoni
  • kushirikiana na wenzake kusahihisha kifungu kuhusu suala lengwa ambacho hakijatumia herufi kubwa na kikomo ipasavyo
  • kuwasomea wenzake kifungu alichoandika na kuwataka waandike maneno na sentensi zinazostahili kuwa na herufi kubwa na kikomo
  • kushirikiana na mzazi au mlezi kutafiti mtandaoni au kwenye vitabu vya ziada kuhusu matumizi ya herufi kubwa na kikomo katika maneno, sentensi na vifungu.
Herufi kubwa na kikomo hutumika vipi katika maandishi?
Umilisi wa Kimsingi Unaokuzwa
  •  Mawasiliano – mwanafunzi anapowasomea wenzake kifungu kwa ufasaha na anaposhiriki katika mijadala na wanafunzi wenzake na wazazi.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake katika kusahihisha vifungu.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia kifaa cha kidijitali kuandika kifungu na kukisambaza mtandaoni.
  • Ubunifu – mwanafunzi anapoandika vifungu vyenye matumizi yafaayo ya herufi kubwa na kikomo.
  • Hamu ya ujifunzaji – mwanafunzi anaposhirikiana na mzazi au mlezi wake kutafiti mtandaoni kuhusu matumizi ya herufi kubwa na kikomo katika maneno, sentensi na vifungu.
  • Uwazaji kina – mwanafunzi anapotumia herufi kubwa na kikomo katika kifungu alichokiandika.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi.
Masuala Mtambuko
  • Usafi wa kibinafsi – mwanafunzi anapoandika kifungu kuhusu suala lengwa kwa kutumia herufi kubwa na kikomo ipasavyo.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – matumizi ya herufi kubwa na kikomo ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.
  • Integrated Science, Health Education na Home Science – usafi wa kibinafsi ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.



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:

  1. kutambua nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu
  2. kutambua aina za nomino za pekee na za kawaida kwenye orodha ya maneno, sentensi na vifungu
  3. kutumia nomino za pekee na za kawaida ipasavyo katika sentensi na vifungu
  4.  kuchangamkia matumizi ya nomino za pekee na za kawaida katika sentensi na vifungu ili kufanikisha mawasiliano.
Mwanafunzi aelekezwe:
  • kutambua nomino za pekee (k.v. Kenya, Jumatatu, Kiptoo, Kisiwa chenye Hazina, n.k.) na za kawaida (k.v. mwanafunzi, kalamu, nyumba, mkeka, n.k.) kwenye orodha, sentensi na vifungu akiwa peke yake, wawiliwawili au katika kikundi
  • kutaja aina za nomino za pekee (k.v. majina ya watu, siku za wiki, miezi ya mwaka, mito, nchi, anwani za vitabu, za magazeti na za majarida, n.k.) akiwa peke yake au na wenzake katika kikundi
  • kutenga nomino za pekee na za kawaida katika orodha ya maneno, sentensi au vifungu kwenye vitabu, tarakilishi, chati n.k. akiwa peke yake, wawiliwawili au katika kikundi
  • kutunga sentensi au vifungu kuhusu suala lengwa kwa kutumia nomino za pekee na za kawaida akiwa peke yake, wawiliwawili au katika kikundi
  • kumtajia mzazi au mlezi wake nomino za pekee (k.v. Mjomba Selemani, Inspekta Lama, Ziwa Naivasha, Mto Tana, n.k) na za kawaida (k.v. sabuni, maji, dodoki, mgomba, bustani, miti, n.k.) katika mazingira ya nyumbani.
  1. Ni vitu gani katika mazingira yako ambavyo ni nomino za pekee?
  2. Ni vitu gani katika mazingira yako ambavyo ni nomino za kawaida?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotunga sentensi sahihi akitumia nomino za pekee na za kawaida.
  • Ushirikiano – mwanafunzi anaposhiriki na kuchangia kazi za kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kutambua nomino za pekee na za kawaida.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi kuhusu suala lengwa akitumia nomino za pekee na za kawaida.
  • Kujiamini – mwanafunzi anapofaulu kutambua nomino za pekee na za kawaida kisha kuzitungia sentensi sahihi na vifungu.
  • Hamu ya ujifunzaji – mwanafunzi anapomtajia mzazi au mlezi wake nomino za pekee katika mazingira ya nyumbani.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki na kuchangia katika shughuli za kikundi.
  • Amani – mwanafunzi anaposhirikiana na wenzake katika kikundi kwa utulivu.
Masuala Mtambuko
  • Usafi wa kibinafsi – mwanafunzi anapoandika sentensi au kifungu kuhusu suala lengwa kwa kutumia nomino za pekee na za kawaida.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – dhana ya nomino za pekee na za kawaida ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.
  • Integrated Science, Health Education na Home Science – usafi wa kibinafsi ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.


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:
  1. kutambua sauti /dh/ na /th/ katika silabi na maneno
  2. kutamka sauti /dh/ na /th/ ipasavyo katika silabi na maneno
  3. kutumia maneno yenye sauti /dh/ na /th/ katika sentensi ili kuyafautisha kimaana.
  4. kuonea fahari matamshi bora ya sauti /dh/ na /th/ katika mazungumzo.
Mwanafunzi aelekezwe:
  • kutambua sauti /dh/ na /th/ katika maneno na silabi (k.v dhamani/thamani; adhiri/athiri; dhibiti/thibiti, n.k.)
  • kutambua maneno yenye sauti /dh/ na /th/ katika matini andishi au za kidijitali na kuyatamka ipasavyo akiwa na wenzake
  • kutumia maneno yenye sauti /dh/ na /th/ kwenye sentensi ili kuyatofautisha kimaana katika kifaa cha kidijitali au katika vitabu akiwa na wenzake katika kikundi
  • kuunda vitanzandimi vinavyotumia sauti /dh/ na /th/ kwenye kifaa cha kidijitali au katika vitabu akiwa na wenzake katika kikundi
  • kusoma vitanzandimi alivyounda akizingatia matamshi bora ya sauti /dh/ na /th/
  • kushirikisha mzazi au mlezi wake kusoma kifungu kuhusu suala lengwa akizingatia matamshi bora ya sauti /dh/ na / th/.
Ni maneno yepi unayoyajua yaliyo na sauti /dh/ na /th/?

Umilisi wa Kimsingi Unaokuzwa

  • Mawasiliano – mwanafunzi anapotamka maneno yenye sauti /dh/ na/ th/ ipasavyo katika sentensi.
  • Ushirikiano – mwanafunzi anaposhiriki na kuchangia katika mazungumzo kwenye kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali katika kuunda na kusikiliza vitanzandimi vyenye sauti /dh/ na /th/.
  • Ubunifu – mwanafunzi anapounda vitanzandimi vyenye sauti /dh/ na /th/ na kuvitamka ipasavyo katika kikundi.
  • Kujiamini – mwanafunzi anapotamka ipasavyo sauti /dh/ na /th/ na anapochangia katika kazi ya kikundi.
  • Hamu ya ujifunzaji – mwanafunzi anaposhiriki na mzazi au mlezi wake kusoma kifungu kwa kuzingatia matamshi bora ya sauti /dh/ na /th/.
Maadili
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi na kutunza vifaa vya kidijitali anavyotumia.
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi kwa utulivu.
Masuala Mtambuko
  • Lishe bora – mwanafunzi anapotamka na kuzingatia maneno yenye sauti lengwa ipasavyo katika muktadha wa suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – dhana ya kutofautisha na kutamka sauti ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.
  • Integrated Science, Health Education na Home Science – lishe bora ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.


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:
  1. kutambua msamiati uliotumiwa katika matini ya kujichagulia
  2. kutumia ipasavyo msamiati uliotumiwa katika matini aliyosoma
  3. kueleza ujumbe wa matini aliyosoma
  4. kutoa muhtasari wa matini ya kujichagulia aliyosoma
  5. kuweka rekodi ya aliyosoma kwa kuyanakili katika kijitabu
  6. kujenga mazoea ya kusoma matini za miktadha mbalimbali kupanua mawanda wa fikra.
Mwanafunzi aelekezwe:
  • kutambua msamiati uliotumiwa katika matini ya kujichagulia (andishi au ya kidijitali) akiwa peke yake, wawiliwawili au katika kikundi
  • kutumia kamusi kutafuta maana za maneno asiyoyajua akiwa peke yake au katika kikundi
  • kujenga rekodi ya msamiati aliojifunza katika kitabu
  • kumtungia mwenzake sentensi akitumia msamiati katika matini aliyoisoma (ya kidijitali au maandishi)
  • kuwaeleza wenzake ujumbe wa matini aliyoisoma
  • kutoa muhtasari wa matini ya kujichagulia aliyosoma na kuwasilisha kwa wenzake ili waitolee maoni
  • kurekodi aliyoyasoma katika kijitabu chake kwa marejeleo ya baadaye
  • kusakura mtandaoni na kujichagulia matini ya ziada kisha aisome
  • kumshirikisha mzazi au mlezi kuchagua matini mtandaoni au maktabani yanayohusu lishe bora ili kuyatolea maoni.
  1. Unapenda kusoma matini za aina gani?
  2. Unazingatia nini unapochagua matini ya kujisomea?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapoandika muhtasari na kuuwasilisha kwa wenzake.
  • Ushirikiano – mwanafunzi anapotangamana na wenzake na kuwawasilishia muhtasari wa matini ya kujichagulia aliyosoma.
  • Kujiamini – mwanafunzi anapomtungia mwenzake sentensi kutokana na msamiati wa matini ya kujichagulia akizingatia ufasaha wa lugha.
  • Ubunifu – mwanafunzi anapoeleza ujumbe wa matini aliyosoma.
  • Hamu ya ujifunzaji – mwanafunzi anapojichagulia matini ya kusoma na kutafuta maana za maneno asiyoyajua kwenye kamusi.
  • Ujuzi wa kidijitali – mwanafunzi anaposakura mtandaoni na kujichagulia matini ya kusoma.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake wanapowasilisha muhtasari wa matini ya kujichagulia waliyosoma.
  • Uwajibikaji – mwanafunzi anapojitolea kutafuta na kusoma matini aliyojichagulia. Pia anapozingatia nidhamu anaposakura mtandaoni.
  • Umoja – mwanafunzi anaposhirikiana na wenzake kutunga sentensi akitumia msamiati aliojifunza.
Masuala Mtambuko
  • Masuala mtambuko mbalimbali (k.v. lishe bora, utunzaji wa mazingira, masuala ya jinsia, n.k.) kulingana na matini zinazosomwa na mwanafunzi.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia kusoma kwa mapana.
  • Integrated Science, Health Education na Home Science – lishe bora ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.


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:
  1. kueleza umuhimu wa barua ya kirafiki ya kutoa mwaliko kuhusu masuala mbalimbali katika jamii
  2. kutambua ujumbe katika barua ya kirafiki ya kutoa mwaliko
  3. kutambua vipengele vya kimuundo vya barua ya kirafiki ya kutoa mwaliko
  4. kuandika barua ya kirafiki ya kutoa mwaliko kwa kuzingatia ujumbe, muundo na lugha ifaayo
  5. kufurahia uandishi wa barua ya kirafiki ya kutoa mwaliko ili kufanikisha mawasiliano.
Mwanafunzi aelekezwe:
  • kueleza umuhimu wa kuandika barua ya kirafiki ya kutoa mwaliko kuhusu maswala mbalimbali (k.v. kuleta jamii pamoja, kuimarisha utangamano, kuhamasisha jamii, n.k.) akiwa peke yake au katika kikundi
  • kutambua ujumbe katika kielelezo cha barua ya kirafiki ya kutoa mwaliko akiwa peke yake, wawiliwawili au katika kikundi
  • kujadili katika kikundi vipengele vya kimuundo vya barua ya kirafiki ya kutoa mwaliko (k.v. anwani ya mwandishi, tarehe, n.k.)
  • kushiriki katika kujadili na wenzake kuhusu lugha inayofaa katika uandishi wa barua ya kirafiki ya kutoa mwaliko
  • kuandika barua ya kirafiki ya kutoa mwaliko kuhusu suala lengwa (k.v kushiriki katika upishi wa vyakula vya kiasili, kushiriki kuhamasisha jamii kuhusu umuhimu wa vyakula vya kiasili, n.k.) na kuwasomea wenzake darasani ili waitathmini
  • kumwandikia rafiki, mzazi au mlezi barua ya kirafiki ya kutoa mwaliko kwenye hafla fulani (k.v. sherehe ya siku ya kuzaliwa) kwa kutumia vifaa vya kidijitali na kuwasambazia wenzake pamoja na mwalimu mtandaoni, kwa kuzingatia maadili ya mtandaoni, ili kuitolea maoni.

 

  1.  Je, ni shughuli gani zinazoweza kukufanya uandike barua ya kirafiki ya kutoa mwaliko?
  2. Je, ni mambo gani yanayotiliwa maanani katika kuandika barua ya kirafiki ya kutoa mwaliko ya kutoa mwaliko na kuheshimu maoni ya wenzake.

Umilisi wa Kimsingi Unaokuzwa

  • Mawasiliano – mwanafunzi anapoandika ipasavyo na kwa ufasaha barua ya kirafiki ya kutoa mwaliko kwa rafiki, mzazi au mlezi.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake katika kujadili ujumbe, lugha na muundo wa barua ya kirafiki
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kuandika barua ya kirafiki ya kutoa mwaliko na kuisambaza mtandaoni.
  • Ubunifu – mwanafunzi anapoandika kwa mvuto barua ya kirafiki ya kutoa mwaliko kwa kuzingatia ujumbe, lugha na muundo ufaao.
  • Hamu ya ujifunzaji – mwanafunzi anapomwandikia rafiki au mzazi wake barua ya kirafiki ya kutoa mwaliko ili kutoa maoni.
  • Uwazaji kina na utatuzi wa matatizo – mwanafunzi anapopendekeza shughuli ambazo zinaweza kumfanya aandike barua ya kirafiki ya kutoa mwaliko. Pia anapoandika barua kuhusu masuala yanayoathiri jamii na kuwashirikisha wenzake katika kupendekeza suluhu.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi. Pia anapotumia vifaa vya kidijitali inavyostahili.
  • Umoja – mwanafunzi anaposhiriki na kuchangia katika shughuli za kikundi.
  • Amani – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi kwa utulivu, heshima na kusikilizana.

Masuala Mtambuko

  • Lishe bora – mwanafunzi anapoandika barua ya kirafiki ya kutoa mwaliko kuhusu suala lengwa.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa insha za kiuamilifu.
  • Integrated Science, Health Education na Home Science – lishe bora ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.


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:
  1. kutambua nomino za makundi na za dhahania kwenye matini
  2. kutumia nomino za makundi na za dhahania ifaavyo katika sentensi na vifungu
  3. kuchangamkia kutumia nomino za makundi na za dhahania katika mawasiliano.
Mwanafunzi aelekezwa:
  • kutambua nomino za makundi (k.v. mkungu, mtungo, tita, bunda, shada, jamii, kikosi, genge, n.k) na za dhahania (k.v. ugonjwa, usingizi, furaha, shibe, elimu, maisha, n.k.) kwenye chati, kadi maneno, kapu maneno na matini nyingine akiwa peke yake au katika kikundi
  • kutenga nomino za makundi na za dhahania katika orodha ya maneno, sentensi au vifungu kwa kuzipigia mstari au kuzikolezea wino katika matini za kimaandishi au za kidijitali akiwa peke yake, wawiliwawili au katika kikundi
  • kushirikiana na wenzake katika kikundi kutambua nomino za makundi na za dhahania katika mazingira ya shuleni na nyumbani na kuzitungia sentensi
  • kutunga sentensi kuhusu suala lengwa kwa kutumia nomino za makundi na za dhahania akiwa peke yake, wawiliwawili au katika kikundi
  • kutunga aya kuhusu suala lengwa kwa kutumia nomino za makundi na za dhahania akiwa peke yake, wawiliwawili au katika kikundi
  • kushirikiana na mzazi au mlezi wake kutambua nomino za makundi na za dhahania kwenye mtandao au kwenye vitabu vya ziada na kuzitungia sentensi.
  1. Ni nomino gani za makundi zinazopatikana katika mazingira ya shuleni na ya nyumbani?
  2. Ni nomino gani za dhahania zinazopatikana katika mazingira ya shuleni na ya nyumbani?
  • Umilisi wa Kimsingi UnaokuzwaMawasiliano – mwanafunzi anapomtajia kwa ufasaha mwenzake nomino za makundi na za dhahania katika mazingira ya shuleni na nyumbani.
  • Ushirikiano – mwanafunzi anaposhiriki na kuchangia kikamilifu katika kazi za kikundi kutambua na kutenga nomino za makundi na za dhahania.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kutambua nomino za makundi na za dhahania.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi kuhusu suala lengwa akitumia nomino za makundi na za dhahania.
  • Kujiamini – mwanafunzi anapofaulu kutambua nomino za makundi na za dhahania na kuzitungia sentensi na vifungu sahihi.
  • Hamu ya ujifunzaji – mwanafunzi anapomtajia mwenzake nomino za makundi katika mazingira ya shuleni na nyumbani.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki na kuchangia katika shughuli za kikundi.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki na kuchangia katika shughuli za kikundi.

Masuala Mtambuko

  • Lishe bora – mwanafunzi anapotunga sentensi na vifungu kuhusu suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – dhana ya nomino za makundi na za dhahania ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.
  • Science and Technology, Health Education na Home Science – lishe bora ni mojawapo ya masuala yanayoshughulikiwa katika masomo haya.


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:
  1. kueleza maana ya fasihi ili kuipambanua
  2. kujadili sifa za tanzu za fasihi
  3. kutambua aina za tungo za fasihi simulizi na fasihi andishi katika matini
  4. kuwasilisha utungo wa fasihi anaoujua
  5. kufurahia kushiriki katika uwasilishaji wa fasihi simulizi na fasihi andishi ili kujenga ufasaha wa lugha na fasihi.
Mwanafunzi aelekezwe:
  • kushiriki na wenzake kueleza kikamilifu maana ya fasihi katika jamii
  • kutambua tanzu za fasihi (fasihi andishi na simulizi) akiwa peke yake au katika kikundi
  • kueleza maana ya fasihi simulizi na andishi akiwa peke yake au katika kikundi
  • kutofautisha kati ya fasihi simulizi na fasihi andishi akiwa katika kikundi
  • kujadili sifa za fasihi simulizi (k.v. kuwasilishwa kwa njia ya mdomo, kuwa mali ya jamii, n.k.) na fasihi andishi (k.v. kuandikwa, kuwa mali ya mtu binafsi, n.k.) akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua tungo za fasihi simulizi (k.v. hadithi, semi, mazungumzo, ushairi simulizi na maigizo) na fasihi andishi (k.v. novela, riwaya, tamthilia, ushairi na hadithi fupi) kutoka simulizi za moja kwa moja au kwenye matini za kidijitali
  • kuwawasilishia wenzake utungo wa fasihi (k.v. hadithi za wanyama n.k.) ili waitolee maoni
  • kushiriki na mzazi au mlezi wake kutafiti kuhusu tanzu za fasihi simulizi na andishi katika jamii yake.
  1. Je, jamii yako ina tungo zipi za fasihi simulizi?
  2. Kuna tofauti gani kati ya fasihi simulizi na andishi?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapoeleza kwa ufasaha maana na sifa za fasihi andishi na fasihi simulizi.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake na kuchangia katika kazi ya kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kujifunza sifa za fasihi simulizi na andishi.
  • Ubunifu – mwanafunzi anapojieleza kwa mitindo mbalimbali.
  • Kujiamini – mwanafunzi anapojieleza katika kazi ya kikundi na kujenga ukakamavu.
  • Hamu ya ujifunzaji – mwanafunzi anaposhirikiana na mzazi au mlezi kutambua tanzu za fasihi simulizi na andishi katika jamii yake.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kujieleza.
  • Uwajibikaji – mwanafunzi anapotunza vifaa vya kidijitali anavyotumia kujifunzia sifa za fasihi simulizi na andishi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika kazi ya kikundi.
  • Uraia – mwanafunzi anapothamini tungo za fasihi simulizi katika jamii.
Masuala Mtambuko
  • Ushirikishi wa wazazi – mwanafunzi anaposhirikiana na mzazi au mlezi kutambua tungo za fasihi simulizi na andishi katika jamii.
  • Uhuru wa wanyama – mwanafunzi anaposimulia tungo na kutilia maanani uhuru wa wanyama.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia dhana ya tungo za fasihi simulizi na andishi.
  • 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 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:
  1. kueleza maana ya novela ili kuipambanua
  2. kujadili sifa za novela kama utanzu wa fasihi andishi
  3. kuchangamkia usomaji wa novela ili kukuza stadi ya kusoma.
Mwanafunzi aelekezwe:
  • kueleza maana ya novela akiwa peke yake au katika kikundi
  • kutafiti maktabani au mtandaoni kuhusu maana na sifa za novela (k.v. wahusika wachache, maudhui machache n.k.) akiwa peke yake au katika kikundi
  • kuwasambazia wenzake matokeo ya utafiti wake ili wasome na kutolea maon
  • kujadili sifa za novela iliyoteuliwa na mwalimu akiwa peke yake, wawiliwawili au katika kikundi
  • kusoma novela iliyoteuliwa na mwalimu na kutambua sifa zake akiwa peke yake, wawiliwawili au katika kikundi
  • kushirikiana na mzazi au mlezi kusoma na kutambua sifa za novela.
Novela ni utungo wa aina gani?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapochangia katika shughuli za kikundi kwa kutumia lugha fasaha.
  • Ushirikiano – mwanafunzi anapotangamana na wenzake katika kikundi huku akitoa maoni yake na kuheshimu ya wengine.
  • Ujuzi wa kidijitali – mwanafunzi anaposakura mtandaoni ili kutafiti kuhusu maana na sifa za novela.
  • Hamu ya ujifunzaji – mwanafunzi anapofanya utafiti maktabani au mtandaoni kuhusu maana na sifa za novela. Pia anaposoma tafiti za wenzake na kuzitolea maoni.
  • Kujiamini – mwanafunzi anapowawasilishia wenzake sifa za novela katika kikundi.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kikundi wanapojadili sifa za novela.
  • Uwajibikaji – mwanafunzi anapotumia vifaa vya kidijitali ipasavyo na kuzingatia maadili anapotafiti mtandaoni.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kuwasilisha maoni yao katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia katika kazi za kikundi.

Masuala Mtambuko

  • Masuala mtambuko anuwai – mwanafunzi anaposoma novela.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia kusoma kwa kina.
  • 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 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:
  1. kuteua mada na ujumbe wa kuandikia insha ya kubuni
  2. kujadili vidokezo kulingana na mada ya kuandikia insha ya kubuni
  3. kuandika vidokezo vyenye ujumbe unaolingana na mada ya insha ya kubuni
  4. kuandika insha ya kubuni inayozingatia vidokezo vilivyoandaliwa
  5. kufurahia kuandaa vidokezo vyenye ujumbe unaolingana na mada ya insha.
Mwanafunzi aelekezwe:
  • kuteua mada kulingana na ujumbe anaoandikia akiwa peke yake, wawiliwawili au katika kikundi
  • kutafiti kuhusu mada anayoiandikia (k.v mtandaoni,vitabuni, magazetini, n.k.) kuhusu masuala yanayoathiri jamii akiwa peke yake au katika kikundi
  • kujadiliana na wenzake vidokezo vya mada aliyoteua
  • kuandika vidokezo vyenye ujumbe unaolingana na mada akiwa peke yake au kwa kushirikiana na wenzake
  • kuwasomea wenzake katika kikundi vidokezo alivyoandika au awasambazie kwenye kifaa cha kidijitali ili wavitolee maoni
  • kuandika insha ya kubuni inayozingatia vidokezo alivyoandaa
  • kuwasilisha insha yake darasani au mtandaoni ili wenzake wamtolee maoni
  • kushirikiana na mzazi au mlezi wake kuandaa vidokezo na kuandika insha ya kubuni kulingana na mada aliyoiteua.
Ni mambo gani unayozingatia unapoandaa vidokezo vya insha ya kubuni?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapojadiliana na wenzake kwa ufasaha vidokezo vya insha ya kubuni.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake katika kujadili vidokezo vya insha ya kubuni.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kutafiti kuhusu mada anayoandikia.
  • Ubunifu – mwanafunzi anapoteua mada na vidokezo mwafaka vya kuandikia insha ya kubuni.
  • Hamu ya ujifunzaji – mwanafunzi anapotafiti kuhusu mada anayoandikia kwenye makala mbalimbali.
  • Kujiamini – mwanafunzi anapofaulu kuteua mada mwafaka na kuiandalia vidokezo.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi. Pia anapozingatia nidhamu anaposakura mtandaoni.
  • Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia katika shughuli za kikundi.
Masuala Mtambuko
• Masuala mtambuko anuwai – mwanafunzi anapotafiti na kuteua mada kuhusu masuala yanayoathiri jamii.
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:
  1. kutambua nomino za wingi na za vitenzi-jina katika matini
  2. kutumia nomino za wingi na za vitenzi-jina ipasavyo katika sentensi na vifungu
  3. kufurahia matumizi ya nomino za wingi na za vitenzi-jina katika mawasiliano.
Mwanafunzi aelekezwe:
  • kutambua nomino za wingi (k.v. maji, changarawe, n.k) na za vitenzi-jina (k.v kusimama, kula, kuchunga, n.k.) kwenye chati, kadi maneno au kapu maneno akiwa peke yake, wawiliwawili au katika kikundi
  • kutenga nomino za wingi na za vitenzi-jina katika orodha ya maneno, sentensi au vifungu kwa kuzipigia mstari au kuzikolezea wino katika matini za kidijitali akiwa peke yake, wawiliwawili au katika kikundi
  • kumtajia mwenzake nomino za wingi na za vitenzi-jina katika mazingira ya shuleni na ya nyumbani
  • kutunga sentensi kuhusu suala lengwa kwa kutumia nomino za wingi na za vitenzi-jina akiwa peke yake, wawiliwawili au katika kikundi
  • kutunga aya kuhusu suala lengwa kwa kutumia nomino za wingi na za vitenzi-jina akiwa peke yake, wawiliwawili au katika kikundi
  • kushirikiana na mzazi au mlezi wake kutafiti (k.v. mtandaoni, vitabuni, n.k.) kuhusu nomino za wingi na za vitenzi-jina na kuzitungia sentensi kisha awasomee wenzake darasani ili wamtolee maoni.
Je, ni nomino zipi za wingi na za vitenzi jina zinazopatikana katika mazingira yako?
Umilisi wa kimsingi unaokuzwa
  • Mawasiliano – mwanafunzi anapomtajia mwenzake kwa ufasaha nomino za wingi na za vitenzi-jina katika mazingira yake.
  • Ushirikiano – mwanafunzi anapochangia katika kazi za vikundi kutambua na kutenga nomino za wingi na za vitenzi-jina.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kutafiti kuhusu nomino za wingi na za vitenzi-jina.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi kuhusu suala lengwa akitumia nomino za wingi na za vitenzi-jina.
  • Kujiamini – mwanafunzi anapofaulu kutambua nomino za wingi na za vitenzi-jina na kuzitungia sentensi na vifungu sahihi.
  • Hamu ya ujifunzaji – mwanafunzi anapotafiti mtandaoni kuhusu nomino za wingi na za vitenzi-jina kisha kuwasomea wenzake darasani ili wamtolee maoni.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia katika shughuli za kikundi.
Masuala Mtambuko
  • Maslahi ya wanyama – mwanafunzi anapotunga sentensi na aya kuhusu suala lengwa kwa kutumia nomino za wingi na za vitenzi-jina.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia aina za nomino.
  • 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 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:
  1. kueleza maana ya nyimbo za watoto na bembelezi
  2. kujadili sifa za nyimbo za watoto na bembelezi
  3. kujadili mitindo ya uwasilishaji wa nyimbo za watoto na bembelezi
  4. kuwasilisha nyimbo za watoto na bembelezi kwa kuzingatia uwasilishaji ufaao
  5. kuchangamkia uwasilishaji na ujumbe wa nyimbo za watoto na bembelezi ili kukuza ubunifu.
Mwanafunzi aelekezwe:
  • kueleza maana ya nyimbo za watoto na bembelezi akiwa na wenzake, wawiliwawili au katika kikundi
  • kutafiti vitabuni au mtandaoni kuhusu sifa za nyimbo za watoto na bembelezi
  • kuwasilisha matokeo ya utafiti wake kwa wenzake ili waweze kujadili sifa hizo
  • kusikiliza vielelezo vya nyimbo za watoto na bembelezi kutoka kwa mwalimu, mgeni mwalikwa au kifaa cha kidijitali (k.v. redio, rununu, kipakatalishi, runinga, n.k.)
  • kushirikiana na wenzake kujadili mitindo ya uwasilishaji wa nyimbo za watoto na bembelezi (k.v. urudiaji wa sauti, maneno na vifungu vya maneno, uchezeshaji wa viungo vya mwili, n.k.) katika nyimbo walizosikiliza
  • kuimba nyimbo za watoto na bembelezi kwa kuzingatia mitindo mbalimbali ya uwasilishaji akiwa peke yake, wawiliwawili au katika kikundi
  • kutunga nyimbo nyepesi za watoto na bembelezi akiwa peke yake au katika kikundi na kuziwasilisha kwa kutumia mitindo ifaayo
  • Kuimba wimbo wa watoto na bembelezi akiwa na mzazi au mlezi wake na kujadili ujumbe katika nyimbo hizo.
 
  1. Je, ni nyimbo gani za watoto unazozijua katika jamii yako?
  2. Unapomwimbia mtoto bembelezi, unazingatia nini ili apate kulala?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – anapojadiliana na wenzake kuhusu uwasilishaji wa nyimbo za watoto na bembelezi.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake kuimba nyimbo kwenye kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kusikiliza nyimbo mbalimbali za watoto na bembelezi.
  • Ubunifu – mwanafunzi anapotunga na kuwasilisha nyimbo za watoto na bembelezi
  • Kujiamini – mwanafunzi anapoimba na kuwasilisha nyimbo. Pia anapochangia ifaavyo katika shughuli za kikundi.
  • Hamu ya ujifunzaji – mwanafunzi anaposhirikiana na mzazi au mlezi kuimba nyimbo za watoto na bembelezi.
  • Uraia – mwanafunzi anaposikiliza nyimbo mbalimbali za watoto na bembelezi kutoka jamii tofautitofauti.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika shughuli za kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi.
Masuala Mtambuko
  • Haki za watoto – mwanafunzi anapotunga na kuwasilisha nyimbo zinazohusu masuala ya watoto.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia dhana ya tungo za fasihi simulizi.
  • Performing Arts – somo hili pia linashughulikia uwasilishaji wa nyimbo na uimbaji.


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:

  1. kusoma kifungu kwa kuzingatia matamshi bora
  2. kusoma kifungu kwa kasi ifaayo
  3. kusoma kifungu kwa kutumia sauti ipasavyo
  4. kusoma kifungu kwa kuambatanisha ishara zifaazo
  5. kuridhia kusoma makala kwa kuzingatia vipengele vinavyofanikisha mawasiliano.
Mwanafunzi aelekezwe:
  • kujadiliana na wenzake vipengele vya kuzingatia katika kusoma makala kwa ufasaha
  • kutazama vielelezo vya video za watu wanaosoma kwa ufasaha makala (k.v. hotuba, habari, n.k.) akiwa peke yake au na wenzake
  • kusoma kifungu kuhusu suala lengwa katika matini andishi au ya kidijitali akizingatia matamshi bora akiwa peke yake au katika kikundi
  • kusoma kifungu cha habari kwa kasi ifaayo kuhusu suala lengwa akiwa peke yake, wawiliwawili au katika kikundi
  • kusoma kifungu akizingatia sauti ifaayo (k.v. kiwango cha sauti na kiimbo) akiwa peke yake, wawiliwawili au katika kikindi
  • kusoma kifungu kwa kuambatanisha ishara zifaazo panapofaa (k.v. ishara za uso na mikono) akiwa peke yake, wawiliwawili au katika kikundi
  • kusoma mbele ya wenzake kazi yake ili wamtolee maoni
  • kushirikiana na mzazi au mlezi kusoma makala akizingatia vipengele vya usomaji bora.
Unazingatia nini ili kusoma makala kwa ufasaha?

Umilisi wa Kimsingi Unaokuzwa

  • Mawasiliano – mwanafunzi anapofanikiwa kusoma makala kwa ufasaha na anapojadiliana na wenzake katika kikundi kuhusu vipengele vya kimsingi vya kusoma kwa ufasaha.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake kuhusu vipengle vya kusoma kwa ufasaha.
  • Kujiamini – mwanafunzi anaposoma kifungu kwa ufasaha.
  • Ubunifu – mwanafunzi anapotumia ishara wakati wa kusoma kifungu.
  • Hamu ya ujifunzaji – mwanafunzi anaposhiriki katika shughuli ya kusoma anakuza hamu ya ujifunzaji.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi wanapojadili vipengele vya usomaji bora.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika mjadala wakati wa shughuli ya ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuwasomea wenzake kifungu.
  • Umoja – mwanafunzi anapotangamana na wenzake katika kikundi kujadili vipengele vya usomaji bora.

Masuala Mtambuko

  • Masuala ya elimu ya mazingira – mwanafunzi anaposoma ujumbe unaohusu maliasili.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia stadi ya kusoma.
  • Social Studies – somo hili pia linashughulikia suala la maliasili.


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:

  1. kutambua lugha ya kiubunifu katika insha za masimulizi
  2. kujadili umuhimu wa lugha ya kiubunifu katika insha za masimulizi
  3. kubainisha wahusika na mandhari katika insha za masimulizi 
  4. kujadili umuhimu wa wahusika na mandhari katika insha za masimulizi 
  5. kuandika insha ya masimulizi akizingatia lugha, wahusika na mandhari ifaavyo 
  6. kufurahia kuandika insha ya masimulizi akizingatia lugha, wahusika na mandhari ifaavyo katika insha ya masimulizi ili kukuza ubunifu.

Mwanafunzi aelekezwe:

  • kutambua lugha ya kiubunifu katika vielelezo vya insha za masimulizi akiwa peke yake au katika kikundi
  • kushirikiana na wenzake kujadili umuhimu wa lugha ya kiubunifu katika vielelezo vya insha za masimulizi
  • kubainisha wahusika na mandhari katika vielelezo vya insha za masimulizi kutoka kwenye maandishi au vifaa vya kidijitali akiwa peke yake au katika kikundi
  • kushirikiana na wenzake kujadili umuhimu wa wahusika na mandhari katika insha za masimulizi
  • kuandika insha ya masimulizi akitumia lugha kiubunifu na kuwabainisha wahusika na mandhari akizingatia suala lengwa
  • kuwasomea wenzake insha aliyoandika ili waitathmini
  • kushirikiana na mzazi au mlezi kusoma kileelezo cha insha ya masimulizi kisha watambue matumizi ya lugha kiubunifu na ubainishaji wa wahusika na mandhari.
Je, ni mambo gani utahitaji kuzingatia ili kuandika insha nzuri ya masimulizi?

Umilisi wa Kimsingi Unaokuzwa

  •  Mawasiliano – mwanafunzi anapojadili kwa ufasaha umuhimu wa ubainishaji wa wahusika na mandhari katika insha za masimulizi. Pia anapowasomea wenzake insha aliyoandika ili waitathmini.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake kutathmini insha. Anapojadiliana na wenzake kuhusu umuhimu wa kubainisha wahusika na mandhari katika insha za masimulizi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kusoma vielelezo vya insha.
  • Ubunifu – mwanafunzi anapoandika insha kwa kutumia lugha kiubunifu na kubainisha wahusika na mandhari.
  • Hamu ya ujifunzaji – mwanafunzi anapowasomea wenzake insha aliyoandika na kuwataka waitathmini.
  • Kujiamini – mwanafunzi anapofaulu kuwasomea wenzake insha ya masimulizi.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi. Pia anapotathmini insha za wenzake.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia shughuli za kikundi.

Masuala Mtambuko

  • Masuala ya elimu ya mazingira – mwanafunzi anapoandika insha ya masimulizi kuhusu aina za maliasili kwa kuzingatia matumizi ya lugha kiubunifu, ubainishaji wa wahusika na mandhari.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yana mada zinazoshughulikia vipengele vya masimulizi.
  • Social Studies – somo hili pia lina mada inayoshughulikia masuala ya kiuchumi kama vile maliasili.


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:
  • kushirikiane na wenzake katika kikundi  kubainisha vitenzi vilivyo katika wakati uliopo, uliopita na ujao kutoka kwenye chati, mti maneno, kapu maneno au kwa kupigia mstari kwenye sentensi na vifungu
  • kusoma kifungu na kutambua nyakati zilizotumiwa akiwa peke yake au katika kikundi
  • kutunga sentensi kwa kutumia wakati uliopo, uliopita na ujao ifaavyo akiwa peke yake, wawiliwawili au katika kikundi
  • kuandika sentensi kuhusu suala lengwa katika wakati uliopo, uliopita au ujao kwenye kifaa cha kidijitali na kuwasambazia wenzake mtandaoni ili wazibadilishe katika nyakati zinazozingatiwa
  • kushirikiana na mzazi au mlezi kubadilisha nyakati katika kifungu kulingana na maagizo.
Kwa nini tunatumia nyakati mbalimbali katika mawasiliano?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapowatungia wenzake sentensi kwa kutumia wakati uliopo, uliopita na ujao ifaavyo.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake na kuchangia katika kazi za kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia kifaa cha kidijitali kuandika sentensi katika wakati lengwa na kuwasambazia wenzake mtandaoni.
  • Ubunifu – mwanafunzi anapotunga sentensi na kuzibadilisha katika wakati uliopo, uliopita na ujao ipasavyo.
  • Kujiamini – mwanafunzi anapochangia kutambua nyakati na kuzitungia sentensi ifaavyo.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi. Pia anapotunza vifaa vya kidijitali anavyotumia.
  • Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia katika shughuli za kikundi.
Masuala Mtambuko
  • Masuala ya elimu ya mazingira – kupitia utunzi wa sentensi na vifungu mbalimbali kuhusu suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia nyakati na hali.
  • Social Studies – somo hili pia lina mada inayoshughulikia maliasili



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:
  1. kutambua maamkuzi na maagano ya nyakati mbalimbali za siku
  2. kutambua majibu ya maamkuzi na maagano ya nyakati mbalimbali za siku
  3. kutambua maamkuzi yanayotumiwa na makundi mbalimbali ya kijamii pamoja na majibu ya maamkuzi hayo
  4. kutumia maamkuzi na maagano mwafaka katika miktadha mbalimbali
  5. kujenga mazoea ya kutumia maamkuzi na maagano mwafaka katika maisha ya kila siku ili kufanikisha mahusiano.
Mwanafunzi aelekezwe:
  • kutambua, katika mazungumzo, kapu maneno, kadi maneno au matini mbalimbali, maamkuzi pamoja na majibu ya maamkuzi hayo (k.v. habari za asubuhi – njema/nzuri, sabalkheri – aheri, n.k) na maagano pamoja na majibu ya maagano hayo (k.v. kwaheri – ya kuonana, alamsiki – binuru) yanayotumiwa miktadha anuwai, akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua maamkuzi mwafaka kwa kuzingatia mahusiano ya kijamii (k.v. mtoto kwa mzazi; shikamoo – marahaba, mwanafunzi kwa mwalimu; shikamoo – marahaba) na maagano mwafaka kulingana na nyakati za siku akiwa peke yake au katika kikundi
  • kusikiliza mazungumzo kuhusu suala lengwa katika kifaa cha kidijitali (k.v simu, redio, kinasa sauti n.k.) na kutaja maamkuzi na maagano yaliyotumiwa, akiwa peke yake, wawiliwawili au katika kikundi
  • kuigiza mazungumzo (k.v. kati ya mwalimu na mwanafunzi, mwanafunzi na mwanafunzi, mtoto na mzazi au mlezi n.k) akiwa katika kikundi kwa kuzingatia maamkuzi na maagano mwafaka
  • kushirikiana na wenzake kujadili kuhusu maamkuzi na maagano yanayotumiwa na makundi mbalimbali katika jamii zao
  • kushiriki mazungumzo na mzazi au mlezi wake kwa kuzingatia maamkuzi na maagano mwafaka.
  1. Je, ni maamkuzi na maagano gani yanayotumiwa katika jamii yako?
  2. Kwa nini ni muhimu kujua maamkuzi na maagano mbalimbali?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapoigiza mazungumzo na wenzake kwa kuzingatia maamkuzi na maagano yafaayo.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake kutambua maamkuzi na maagano, pamoja na majibu, katika miktadha mbalimbali ya kijamii.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kusikiliza maamkuzi na maagano mbalimbali.
  • Ubunifu – mwanafunzi anapoigiza maamkuzi na maagano mbalimbali.
  • Kujiamini – mwanafunzi anaposhiriki mazungumzo na kutumia maamkuzi na maagano kwa ukakamavu.
  • Hamu ya ujifunzaji – mwanafunzi anaposhiriki mazungumzo na mzazi au mlezi akizingatia maamkuzi na maagano mwafaka. Pia anapojadili na wenzake kuhusu maamkuzi na maagano katika jamii zao.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anaposhiriki katika uigizaji na anapotunza vifaa vya kidijitali vinavyotumiwa.
  • Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia katika shughuli za kikundi.

Masuala Mtambuko

  • Masuala ya kijamii – mwanafunzi anapotumia maamkuzi na maagano ifaayo akizingatia umri, cheo au rika.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yana masuala yanayoshughulikia maamkuzi na maagano.
  • Social Studies – somo hili pia lina mada inayoshughulikia masuala ya kijamii.


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:
  1. kudondoa habari mahususi katika kifungu cha ufahamu
  2. kueleza habari za kifungu cha ufahamu kwa ufupi
  3. kueleza maana ya msamiati kulingana na muktadha wa kifungu cha ufahamu
  4. kuchangamkia kusoma kwa ufahamu ili kukuza uelewa wa habari.
Mwanafunzi aelekezwe:
  • kudondoa habari mahususi (k.v. nani, nini, wapi, lini) katika kifungu cha ufahamu
  • kutambua msamiati mpya (k.v. maneno na nahau) 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
  • kuwawasilishia wenzake kazi yake ili wamtolee maoni
  • kushirikiana na mzazi au mlezi kusoma kifungu cha ufahamu na kujibu maswali.
Unazingatia nini unapodondoa habari mahususi katika kifungu cha ufahamu?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anaposoma kifungu kwa ufasaha.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake kusoma kifungu.
  • Kujiamini – mwanafunzi anapofaulu kusoma na kudondoa habari katika kifungu.
  • Ubunifu – mwanafunzi anaposoma kwa ufasaha na kubainisha ujumbe katika kifungu na kukiandika kwa ufupi.
  • Hamu ya ujifunzaji – mwanafunzi anaposakura na kusoma makala mbalimbali ya suala lengwa ili kusoma vifungu.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia katika shughuli za kikundi.
Masuala Mtambuko
  • Masuala ya kijinsia – mwanafunzi anaposoma matini kuhusu suala lengwa.
Masuala Mtambuko
  • Masuala ya kijinsia – mwanafunzi anaposoma matini kuhusu suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia kusoma kwa ufasaha.
  • Social Studies – somo hili pia lina mada inayoshughulikia masuala ya kijamii.


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:
  1. kueleza maana ya insha ya maelekezo
  2. kutambua aina za insha za maelekezo
  3. kujadili sifa za insha ya maelekezo
  4. kuandaa mpangilio wa hatua za insha ya maelekezo
  5. kuandika insha akizingatia vipengele muhimu vya insha ya maelekezo
  6. kufurahia kuandika insha ya maelekezo akizingatia vipengele vyake muhimu ili kufanikisha mawasiliano.
Mwanafunzi aelekezwe:
  • kueleza maana ya insha ya maelekezo akiwa peke yake au katika kikundi
  • kutambua anwani ya insha ya maelekezo ambayo amesoma kwenye matini akiwa peke yake, wawiliwawili au katika kikund
  • kutambua aina za insha za maelekezo kwenye maandishi au vifaa vya kidijitali akiwa peke yake au katika kikundi
  • kujadili 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.)
  • kushiriki katika kikundi kuandaa mpangilio ufaao wa hatua za insha ya maelekezo
  • kuandika insha ya maelekezo akizingatia vipengele vyake muhimu (k.v 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
  • 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 kuwasambazia kwenye vifaa vya kidijitali ili waitolee maoni
  • kushirikiana na wenzake kusahihisha insha ya maelekezo aliyoandika kwa kuzingatia anwani na mpangilio ufaao wa hatua
  • kumsambazia mwalimu kifungu aluchoifupisha ili akitathmini
  1. Unataka kumwelekeza rafiki yako nyumbani kwenu. Utatumia mpangilio gani wa hatua ili asipotee njia?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapoandika insha kwa ufasaha na anapoisoma vizuri.
  • Ushirikiano – mwanafunzi anaposhiriki na wenzake katika kujadili kuhusu insha ya maelekezo.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kusambazia insha.
  • Ubunifu – mwanafunzi anapoteua lugha mwafaka na kufaulu kutoa maelezo bayana ya anachoelekeza.
  • Hamu ya ujifunzaji – mwanafunzi anapowasomea wenzake insha aliyoandika ili waitolee maoni.
  • Kujiamini – mwanafunzi anapofaulu kuwasomea wenzake insha hadharani.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia katika shughuli za kikundi.
Masuala Mtambuko
  • Masuala ya kijamii – mwanafunzi anapoandika insha kuhusu suala la kijinsia.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa insha.
  • 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 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:
  1. kubainisha vitenzi vilivyo katika wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea katika sentensi na vifungu
  2. kutumia wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea ifaavyo katika sentensi na vifungu
  3. kuchangamkia kutumia wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea ifaavyo ili kuboresha mawasiliano.
Mwanafunzi aelekezwe:
  • kushirikiana na wenzake katika kikundi kubainisha vitenzi vilivyo katika wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea kutoka kwenye chati, mti maneno, kapu maneno au kwa kuvipigia mstari kwenye sentensi na vifungu
  • kusoma kifungu kuhusu suala lengwa na kutambua nyakati na hali zilizotumiwa akiwa peke yake au katika kikundi
  • kutunga sentensi kwa kutumia wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea ifaavyo akiwa peke yake, wawiliwawili au katika kikundi
  • kuandika sentensi kuhusu suala lengwa katika wakati uliopo hali ya kuendelea, uliopita hali ya kuendelea na ujao hali ya kuendelea kwenye kifaa cha kidijitali na kuwasambazia wenzake mtandaoni ili waziweke katika nyakati na hali zinazozingatiwa
  • kushirikiana na mzazi au mlezi kubadilisha nyakati na hali katika kifungu kulingana na maagizo.
Kwa nini tunazingatia nyakati na hali mbalimbali katika mawasiliano?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapowatungia wenzake sentensi kwa kutumia nyakati na hali mbalimbali.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake na kuchangia katika kazi za kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia kifaa cha kidijitali kuandika sentensi katika wakati na hali lengwa na kuwasambazia wenzake mtandaoni.
  • Ubunifu – mwanafunzi anapobadilisha nyakati na hali mbalimbali na kutunga sentensi.
  • Kujiamini – mwanafunzi anapochangia kutambua nyakati na hali na kuzitungia sentensi.
  • Hamu ya ujifunzaji – mwanafunzi anaposhirikiana na mzazi au mlezi wake kubadilisha nyakati na hali katika kifungu.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia katika shughuli za kikundi.
Masuala Mtambuko
  • Masuala ya kijamii – mwanafunzi anapotunga sentensi kuhusu suala la kijinsia.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia nyakati na hali.
  • 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 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:
  1. kueleza kwa usahihi masuala yanayozungumziwa katika matini ya kusikiliza
  2. kufasiri habari katika matini ya kusikiliza
  3. kueleza maana ya msamiati kama ulivyotumika katika matini ya kusikiliza
  4. kutabiri kitakachotokea katika matini kwa kurejelea vidokezo katika matini ya kusikiliza
  5. kufurahia kufasiri matini za kusikiliza ili kukuza stadi ya kusikiliza.
Mwanafunzi aelekezwe:
  • kueleza masuala yanayozungumziwa katika matini aliyosikiliza kutoka kwa mwalimu, mgeni mwalikwa au katika vifaa vya kidijitali (k.v. simu, redio, kipakatalishi au runinga) akiwa peke yake, wawiliwawili au katika kikundi
  • kufasiri habari katika matini aliyosikiliza akiwa peke yake, wawiliwawili au katika kikundi
  • kueleza maana ya msamiati wa suala lengwa kama ulivyotumika katika habari aliyosikiliza akiwa peke yake,wawiliwawili au katika kikundi
  • kutabiri kitakachotokea katika matini kwa kurejelea vidokezo (k.v. picha, kichwa/anwani na toni ya mzungumzaji) vilivyopo katika matini akiwa peke yake, wawiliwawili au katika kikundi
  • kushirikiana na mzazi au mlezi kusikiliza na kuchanganua habari katika matini za aina mbalimbali kuhusu suala lengwa.
Je, ni mambo gani utakayozingatia katika kuchanganua habari uliyosikiliza?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapoeleza kwa ufasaha masuala yanayozungumziwa katika matini aliyosikiliza.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia ipasavyo vifaa vya kidijitali kama vile simu, redio, kipakatalishi au runinga kusikiliza matini.
  • Uwazaji kina na utatuzi wa matatizo – mwanafunzi anapotabiri kitakachotokea katika matini aliyosikiliza.
  • Kujiamini – mwanafunzi anapowaelezea wenzake kuhusu masuala yanayozungumziwa katika matini aliyosikiliza.
  • Hamu ya ujifunzaji – mwanafunzi anapoeleza masuala yanayozungumziwa katika matini aliyosikiliza.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi na kutunza vifaa vya kidijitali anavyotumia.
  • Umoja – mwanafunzi anaposhirikiana na wengine katika shughuli za kikundi.
Masuala Mtambuko
  • Suala la usalama – mwanafunzi anaposhiriki na wenzake katika kikundi kuchanganua habari kwenye matini aliyosikiliza kuhusu usalama shuleni.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia kusikiliza na kufasiri matini.
  • Physical Education and Sports, Integrated Science na Home Science – masomo haya pia yanashughulikia masuala ya usalama.



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:
  1. kueleza dhana za maudhui na dhamira katika fasihi
  2. kujadili maudhui katika novela
  3. kujadili dhamira katika novela
  4. kutoa muhtasari wa dhamira na maudhui kuhusu novela
  5. kujenga mazoea ya usomaji wa kazi za fasihi katika maisha ya kila siku.
Mwanafunzi aelekezwe:
  • kueleza maana ya maudhui katika fasihi akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua maudhui mbalimbali katika novela iliyoteuliwa na mwalimu akiwa peke yake au katika kikundi
  • kujadili maudhui ya novela iliyoteuliwa na mwalimu akiwa peke yake, wawiliwawili au katika kikundi
  • kuwawasilishia wenzake darasani uchambuzi wake kuhusu maudhui ili waitolee maoni
  • kuandika maelezo mafupi kuhusu maudhui katika novela aliyosoma
  • kushirikiana na mzazi au mlezi kusoma chapisho la novela au kutoka mtandaoni na kutambua ujumbe wake
  • kueleza maana ya dhamira katika fasihi akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua dhamira ya novela iliyoteuliwa na mwalimu akiwa peke yake au akiwa na wenzake
  • kuandika maelezo mafupi kuhusu dhamira ya novela iliyoteuliwa na mwalimu akiwa peke yake au katika kikundi
  • kuwawasilishia wenzake darasani uchambuzi wake kuhusu dhamira
  • kushirikiana na mzazi au mlezi kusoma novela iliyochapishwa au kutoka mtandaoni na kutambua dhamira yake.
Vitabu vya fasihi ulivyowahi kusoma vinazungumzia nini?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotambua na kujadili maudhui na dhamira kwenye novela akiwa na wenzake katika kikundi.
  • Ushirikiano – mwanafunzi anapotangamana na wenzake ili kuigiza matukio katika novela.
  • Kujiamini – mwanafunzi anapoigiza novela katika kikundi na kuwawasilishia wenzake ufupisho wa maudhui na dhamira ili waujadili na kutoa maoni.
  • Ubunifu – mwanafunzi anapoigiza matukio katika novela akiwa na wenzake kwenye kikundi.
  • Hamu ya ujifunzaji – mwanafunzi anapochambua maudhui na dhamira katika novela na kushirikiana na mzazi au mlezi katika uchambuzi.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake wanapotambua na kujadili maudhui na dhamira kwenye novela katika kikundi.
  • Upendo – mwanafunzi anapotoa maoni kuhusu uwasilishaji wa wengine ili kuwarekebisha na kuwahimiza.
  • Umoja – mwanafunzi anapotagusana na wengine katika kikundi ili kutambua na kujadili maudhui na dhamira kwenye novela.
Masuala Mtambuko
  • Masuala mtambuko anuwai – mwanafunzi anaposoma novela na kuchambua dhamira na maudhui yaliyomo.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia kusoma kwa kina.



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:
  1. kubuni anwani inayooana na kisa atakachosimulia kutokana na picha kwenye matini
  2. kutoa maelezo dhahiri kuhusu matukio katika picha kwenye matini
  3. kuandika kisa chenye maelezo dhahiri kutokana na picha kwenye matini
  4. kufurahia kusimulia kisa kutokana na picha ili kukuza ubunifu.
Mwanafunzi aelekezwe:
  • kushirikiana na wenzake katika kikundi kusimuliana matukio kutokana na picha kwenye matini kuhusu suala lengwa
  • kubuni anwani inayooana na kisa atakachosimulia kutokana na picha kwenye matini akiwa peke yake au kwenye kikundi
  • kutoa maelezo dhahiri kuhusu matukio katika picha kwenye matini akiwa peke yake au katika kikundi
  • kuandika kisa chenye maelezo dhahiri kutokana na picha kwenye matini
  • kuwasomea wenzake kisa alichoandika ili wakitolee maoni
  • kushirikiana na mzazi au mlezi wake kutafiti mtandaoni au vitabuni kuhusu insha za picha kisha wasimuliane visa kutokana na picha.
Je, ni vigezo vipi utakavyozingatia wakati wa kuandika insha ya kubuni kutokana na picha?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotoa maelezo dhahiri kutokana na picha kwenye matini.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake kujadiliana kuhusu matukio kwenye picha.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia kifaa cha kidijitali kutafiti kuhusu insha za kusimulia mtandaoni.
  • Ubunifu – mwanafunzi anapoandika kisa chenye maelezo dhahiri kutokana na picha.
  • Hamu ya ujifunzaji – mwanafunzi anapotafuta habari mtandaoni au vitabuni na mzazi au mlezi wake.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi. Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia katika shughuli za kikundi.

Masuala Mtambuko

  • Masuala ya usalama – mwanafunzi anapoandika insha kuhusu usalama shuleni.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa insha.


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:
  1. kutambua vitenzi vikuu na visaidizi katika sentensi
  2. kutumia vitenzi vikuu na visaidizi ipasavyo katika sentensi
  3. kuchangamkia kutumia vitenzi vikuu na visaidizi ipasavyo katika mawasiliano.
Mwanafunzi aelekezwe:
  • kutambua vitenzi vikuu (k.v. cheka, tembea, shiba, pona, soma, n.k.) na visaidizi (k.v. kuwa, weza, kuja, -ngali, bidi, wahi, n.k.) kwenye chati, kadi maneno, kapu maneno au tarakilishi akiwa peke yake au katika kikundi
  • kubainisha vitenzi vikuu na visaidizi katika sentensi au vifungu kwenye vitabu, tarakilishi au chati kwa kuvikolezea wino au kuvipigia mstari akiwa na wenzake au katika kikundi
  • kutunga sentensi kuhusu masuala mtambuko anuwai kwa kutumia ipasavyo vitenzi vikuu na visaidizi akiwa peke yake, wawiliwawili au katika kikundi
  • kushirikiana na mzazi au mlezi wake kutunga sentensi zinazohusu shughuli katika mazingira ya nyumbani kwa kutumia vitenzi vikuu na visaidizi (k.v. Mtoto huyu huwa anajali usalama wake).
Kuna tofauti gani kati ya vitenzi vikuu na visaidizi?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotaja kwa uwazi vitenzi vikuu na visaidizi vinavyojitokeza katika sentensi na vifungu.
  • Ushirikiano – mwanafunzi anapochangia kazi za kikundi huku akiwapa wenzake nafasi ya kushiriki na kutoa maoni yao.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali katika kutambua vitenzi vikuu na visaidizi.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi akitumia vitenzi vikuu na visaidizi.
  • Kujiamini – mwanafunzi anapochangia kutambua vitenzi vikuu na visaidizi na kuvitungia sentensi na vifungu sahihi.
  • Hamu ya ujifunzaji – mwanafunzi anaposhirikiana na mzazi au mlezi wake kutunga sentensi zenye vitenzi vikuu na visaidizi vinavyohusu shughuli katika mazingira ya nyumbani.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wengine nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake na kuchangia katika shughuli za kikundi.
Masuala Mtambuko
  • Masuala mtambuko anuwai – mwanafunzi anapotunga sentensi kwa kutumia vitenzi vikuu na visaidizi kwa kuzingatia masuala mtambuko.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia aina za vitenzi.
  • Home Science na Integrated Science – masomo haya pia yana mada zinazoshughulikia masuala ya usalama.


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:
  1. kutambua ujumbe katika ufahamu wa kusikiliza
  2. kueleza maana ya msamiati ulio katika ufahamu wa kusikiliza
  3. kufasiri ujumbe kutokana na ufahamu wa kusikiliza
  4. kuchangamkia kushiriki katika kusikiliza kwa ufahamu ili kukuza stadi ya kusikiliza kwa ufahamu.
Mwanafunzi aelekezwe:
  •  kutambua ujumbe wa suala lengwa uliotumiwa katika ufahamu wa kusikiliza kutoka kwa mwalimu, mgeni mwalikwa au kwenye kifaa cha kidijitali, akiwa peke yake au katika kikundi
  • kueleza maana za msamiati wa suala lengwa kama ulivyotumiwa katika kauli au sentensi zilizosemwa akiwa peke yake, wawiliwawili au katika kikundi
  • kusikiliza kauli au vifungu vya sentensi kuhusu suala lengwa kutoka kwa mwalimu au mgeni mwalikwa akiwa peke yake na katika kikundi na kufasiri ujumbe katika kauli au sentensi hizo
  • kushirikiana na mzazi au mlezi kusikiliza kwa ufahamu kuhusu suala lengwa kutoka kwa kifaa cha kidijitali na kutambua maana ya msamiati na ujumbe muhimu.
  1. Je, kusikiliza kwa ufahamu kuna faida zipi?
  2. Rafiki yako anakutolea maelezo mafupi kuhusu umuhimu wa kuihudumia jamii ya shule yako. Utafanya nini ili uelewe anachosema?
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.
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.
Masuala Mtambuko
● Masuala ya shughuli za huduma kwa jamii – mwanafunzi anaposhiriki katika shughuli ya ujifunzaji wa kusikiliza kwa ufahamu kuhusu kuhudumia jamii shuleni.
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:
  1. kueleza maana ya ufupisho ili kuupambanua
  2. kutambua habari kuu za aya na kuzieleza kwa usahihi katika sentensi moja
  3. kufupisha kifungu akizingatia mpangilio ufaao wa habari kutokana na matini
  4. kufurahia kufupisha habari kwa usahihi katika mawasiliano ya kila siku.
Mwanafunzi aelekezwe:
  • kueleza maana ya ufupisho akiwa peke yake au katika kikundi ili kuupambanua
  • kusoma kifungu kuhusu suala lengwa katika matini andishi au ya kidijitali akiwa peke yake au katika kikund
  • kutambua kwenye matini andishi au ya kidijitali habari kuu za aya na kuzieleza kwa usahihi kwa kuzingatia mtazamo wa matini katika matini ya kufupishwa akishirikiana na wenzake
  • kufupisha kifungu alichosoma kwa kuzingatia mpangilio ufaao wa habari sahihi kutokana na matini akishirikiana na wenzake katika kikundi
  • kuwawasilishia wenzake kazi yake ili waitolee maoni
  • kushirikiana na mzazi au mlezi wake kufupisha kifungu wakizingatia mpangilio ufaao wa habari sahihi kutokana na matini.
Unazingatia nini unapofupisha kifungu?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapojadiliana na wenzake katika kikundi habari kuu za aya kwenye kifungu alichosoma.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake kudondoa habari kuu za aya muhimu katika kifungu.
  • Kujiamini – mwanafunzi anapoandaa ufupisho na kuwawasilishia wenzake ili waitolee maoni.
  • Ubunifu – mwanafunzi anapoandika ufupisho kwa kuzingatia mpangilio ufaao.
  • Ujuzi wa kidijitali – mwanafunzi anaposoma kifungu mtandaoni na kudondoa hoja muhimu.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi wanapojadili hoja na maneno muhimu.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi. Pia, anapojitolea kuiandaa kazi yake ili kuwawasilishia wenzake.
  • Umoja – mwanafunzi anapotangamana na wenzake katika kikundi kujadili maneno na hoja muhimu katika kifungu.
Masuala Mtambuko
  • Huduma kwa jamii – mwanafunzi apofupisha kifungu kuhusu suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia ufupisho.
  • 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 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:
  1. kueleza maana ya insha ya maelezo
  2. kutambua msamiati ufaao katika kutoa maelezo
  3. kutambua umuhimu wa msamiati ufaao katika insha ya maelezo
  4. kutumia msamiati ufaao kwa ufasaha katika kuandika insha ya maelezo
  5. kufurahia kuandika insha za maelezo ili kujenga stadi ya kuandika.
Mwanafunzi aelekezwe:
  • kutambua msamiati ufaao katika kutoa maelezo (k.v vivumishi, vielezi, n.k) kutoka kwa vielelezo vya insha kwenye matini za kimaandishi au za kidijitali akiwa peke yake au katika kikundi
  • kutumia kifaa cha kidijitali kupigia mstari maneno yaliyotumiwa kutoa maelezo katika kifungu akiwa peke yake, katika kikundi au na mzazi au mlezi wake
  • kutambua umuhimu wa kuteua maneno yafaayo katika insha kielelezo (k.v. kushawishi, kuburudisha, kupasha habari au kufunza)
  • kuandika insha ya maelezo kwa kuzingatia msamiati ufaao ili kujenga maelezo dhahiri yenye kuathiri hisia mbalimbali na kutekeleza majukumu ya kushawishi, kuburudisha, kupasha habari au kufunza
  • kuwasomea wenzake insha aliyoandika ili waitolee maoni.
Je, unatumia lugha ya aina gani unapotaka kumweleza mtu jambo fulani ili aweze kupata picha kamili?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapoandika insha ya maelezo inayotumia maneno yanayojenga picha dhahiri.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake katika kusahihisha insha.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kupigia mstari maneno yaliyotumiwa.
  • Ubunifu – mwanafunzi anapofaulu kuandika insha inayosawiri picha halisi ya kitu anachoelezea.
  • Hamu ya ujifunzaji – mwanafunzi anapowasomea wenzake insha aliyoandika ili waikosoe pamoja.
  • Kujiamini – mwanafunzi anaposhiriki kuwasomea wenzake insha.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Masuala mtambuko mbalimbali - kutokana na maelezo yanayotolewa na mwanafunzi katika insha yake.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa insha ya maelezo.
  • 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 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:
  1. kutambua vitenzi vishirikishi katika matini mbalimbali
  2. kutumia vitenzi vishirikishi katika sentensi na vifungu
  3. kuonea fahari matumizi ya vitenzi vishirikishi katika sentensi na vifungu.
Mwanafunzi aelekezwe:
  •  kujadili na mwenzake maana ya vitenzi vishirikishi
  • kuchopoa vitenzi vishirikishi (k.v. ni, si, yu, ndiye, ndio, ndipo) kwenye chati, kadi maneno, kapu maneno au tarakilishi
  • kutaja vitenzi vishirikishi vinavyojitokeza katika sentensi na vifungu akiwa na wenzake katika kikundi
  • kutenga vitenzi vishirikishi katika orodha ya maneno, sentensi au vifungu kwenye vitabu, tarakilishi kwa kuvikolezea wino au kuvipigia mstari
  • kutunga sentensi na vifungu kwa kutumia vitenzi vishirikishi akiwa peke yake, wawiliwawili au katika kikundi
  • kushirikiana na mzazi au mlezi wake kutunga sentensi zenye vitenzi vishirikishi zinazohusu shughuli katika mazingira ya nyumbani (k.v Mtoto alikuwa nje ya mlango, Yeye ndiye hupika, n.k.)
Je, unajua aina gani za vitenzi?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotaja kwa uwazi vitenzi vishirikishi vinavyojitokeza katika sentensi na vifungu. Pia anapojadiliana na mwenzake kuhusu maana ya kitenzi kishirikishi.
  • Ushirikiano – mwanafunzi anaposhiriki na kuchangia kazi za vikundi huku akiwapa wenzake nafasi ya kushiriki na kutoa maoni yao.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali katika kutambua vitenzi vishirikishi.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi kuhusu suala lengwa akitumia vitenzi vishirikishi.
  • Kujiamini – mwanafunzi anaposhiriki kutambua vitenzi vishirikishi na kuvitungia sentensi sahihi na vifungu kwa ukakamavu.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  •  Masuala ya huduma kwa jamii – mwanafunzi anapoandika sentensi na vifungu kuhusu suala lengwa kwa kutumia vitenzi vishirikishi.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia aina za vitenzi.
  • 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 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:
  1. kueleza maana ya mazungumzo ya kupasha habari ili kuyatofautisha na aina nyingine za mazungumzo
  2. kutambua aina za mazungumzo ya kupasha habari
  3. kujadili vipengele vya kuzingatia katika mazungumzo ya kupasha habari
  4. kupasha habari kwa kutumia vipengele vifaavyo vya mazungumzo ya kup-asha habari
  5. kuchangamkia kupasha habari mbalimbali ili kufanikisha mawasiliano.
Mwanafunzi aelekezwe:
  • kueleza maana ya mazungumzo ya kupasha habari akiwa peke yake au katika kikundi
  • kushiriki katika vikundi kujadili aina za mazungumzo ya kupasha habari katika jamii yake (k.v mihadhara, mafunzo shuleni kuhusu suala fulani, maelezo kuhusu namna ya kutumia kifaa fulani, warsha, semina, n.k.)
  • kutambua mazungumzo ya kupasha habari kutoka kwenye aina za mazungumzo alizosikiliza kutoka kwa mwalimu, mgeni mwalikwa, wanafunzi wenzake au vifaa vya kidijitali (k.v. vinasasauti)
  • kusikiliza mazungumzo ya kupasha habari yakitolewa na mwalimu, mgeni mwalikwa au katika vifaa vya kidijitali na kutathmini kama yametumia vipengele vifaavyo vya mazungumzo ya kupasha habari
  • kujadili vipengele vya kuzingatia katika mazungumzo ya kupasha habari (k.v. kuteua mada, kuzingatia ukweli wa masuala kulingana na suala kuu unalozungumzia, kutumia lugha sahili kulingana na hadhira, n.k.) akiwa peke yake au katika kikundi
  • kushiriki katika mazungumzo ya kupasha habari kuhusu suala lengwa akiwa peke yake au katika kikundi akitumia vipengele vifaavyo vya mazungumzo ya kupasha habari
  • kushiriki katika mazungumzo na mzazi au mlezi wake kuhusu suala lengwa huku akitumia vipengele vifaavyo vya uwasilishaji wa mazungumzo ya kupasha habari.
  1. Je, mazungumzo ya kupasha habari hutol-ewa katika miktadha gani ya jamii yako?
  2. Je, utatumia mikakati gani ili kuwapasha wanajamii habari kuhusu mambo mbalimbali?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapowaelimisha wenzake kuhusu suala lengwa kwa kutumia lugha sahili. Pia anapowaeleza wenzake kwa lugha nyepesi kuhusu vipengele vya kuzingatia ili kufanikisha mawasiliano.
  • Ubunifu – mwanafunzi anapotunga mazungumzo ya kupasha habari kuhusu suala lengwa.
  • Uwazaji kina – mwanafunzi anapopasha habari kuhusu mambo mbalimbali yanayoathiri jamii.
  • Kujiamini – mwanafunzi anaposhiriki katika mazungumzo ili kupasha habari kuhusu suala lengwa.
  • Hamu ya ujifunzaji – mwanafunzi anaposhiriki na mzazi au mlezi wake katika mazungumzo ya kupasha habari kuhusu suala lengwa.

Maadili

  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapoihusisha hadhira yake. Pia anapowapa wenzake zamu ya kushiriki katika mazungumzo kuhusu suala lengwa.
  • Uwajibikaji – mwanafunzi anapotunza vifaa vya kidijitali anavyotumia katika kujifunza mazungumzo ya kupasha habari.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
  • Amani – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi kwa utulivu.
Masuala Mtambuko
  • Masuala ya usalama – mwanafunzi anaposhiriki katika kupasha habari kuhusu suala la ulanguzi wa binadamu.
  • Ukakamavu – mwanafunzi anapowapasha wenzake habari kuhusu ulanguzi wa binadamu.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia stadi ya kuzungumza.
  • Social Studies – somo hili pia linashughulikia masuala ya kijamii kama vile ulanguzi wa binadamu.


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:
  1. kueleza maana ya mandhari na ploti katika fasihi
  2. kutambua mandhari mbalimbali na ploti ya novela
  3. kueleza umuhimu wa mandhari na ploti ya novela
  4. kuandika maelezo mafupi kuhusu mandhari na ploti ya novela aliyosoma
  5. kuchangamkia nafasi ya mandhari na ploti katika kazi ya fasihi.
Mwanafunzi aelekezwe:
  • kueleza maana ya mandhari katika fasihi akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua mandhari mbalimbali katika novela iliyoteuliwa na mwalimu akiwa peke yake au katika kikundi
  • kujadili umuhimu wa mandhari ya novela iliyoteuliwa na mwalimu akiwa peke yake au katika kikundi
  • kuwawasilishia wenzake darasani uchambuzi wake kuhusu mandhari
  • kuandika maelezo mafupi kuhusu mandhari ya novela iliyoteuliwa na mwalimu
  • kushirikiana na mzazi au mlezi kusoma chapisho la novela au kutoka mtandaoni na kutambua mandhari yake
  • kueleza maana ya ploti katika fasihi akiwa peke yake, wawiliwawili au katika kikundi kutambua ploti ya novela iliyoteuliwa na mwalimu akiwa peke yake au akiwa na wenzake
  • kujadili umuhimu wa ploti ya novela iliyoteuliwa na mwalimu akiwa peke yake au na wenzake
  • kuandika maelezo mafupi kuhusu ploti ya novela iliyoteuliwa na mwalimu
  • kuwawasilishia wenzake darasani uchambuzi wake kuhusu ploti
  • kushirikiana na mzazi au mlezi kusoma novela iliyochapishwa au kutoka mtandaoni na kutambua ploti yake.
  1. Ni mandhari gani unayokumbuka yaliyo katika kazi za fasihi ulizowahi kusoma?
  2. Ploti ya hadithi ina vipengele gani?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotambua na kujadili mandhari na ploti katika novela akiwa na wenzake katika kikundi.
  • Ushirikiano – mwanafunzi anapotangamana na wenzake kuchambua mandhari na ploti ya novela.
  • Kujiamini – mwanafunzi anapowasilisha kazi yake darasani.
  • Ubunifu – mwanafunzi anapochanganua habari katika novela ili kupata mandhari na ploti.
  • Uwazaji kina – mwanafunzi anapoeleza umuhimu wa mandhari na ploti katika novela.
  • Hamu ya ujifunzaji – mwanafunzi anapotafiti na kujiandaa ili awawasilishie wenzake muhtasari wa mandhari na ploti.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake wanapotambua na kujadili mandhari na ploti kwenye novela katika kikundi.
  • Upendo – mwanafunzi anapotoa maoni kuhusu uwasilishaji wa wengine ili kuwarekebisha na kuwahimiza.
  • Uwajibikaji – mwanafunzi anaposoma na kuchanganua novela.
  • Umoja – mwanafunzi anaposhirikiana na wengine katika kikundi ili kutambua na kujadili mandhari na ploti kwenye novela.
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anapochangia katika kikundi, anapofanya uchambuzi kuhusu mandhari na ploti katika novela na kuwasilisha akiwa na wenzake anajifunza ukakamavu, mbinu za mawasiliano na stahamala.
  • Masuala mtambuko anuwai – kutokana na ujumbe katika novela.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia kusoma kwa kina.


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:
  1. kutambua matumizi ya kiulizi na koma katika maneno, sentensi au vifungu
  2. kutumia kiulizi na koma ipasavyo katika maneno, sentensi au vifungu
  3. kufurahia matumizi bora ya kiulizi na koma katika maneno, sentensi au vifungu.
Mwanafunzi aelekezwe:
  • kutambua matumizi ya kiulizi (k.v. mwishoni mwa sentensi ya swali) na koma (k.v kutenga orodha ya vitu vitatu au kuandika anwani, n.k.) katika maneno, sentensi au vifungu vya maneno kwenye matini andishi na za kidijitali akiwa peke yake, wawiliwawili au katika kikundi
  • kutumia kifaa cha kidijitali kusoma matumizi ya kiulizi na koma akiwa peke yake, wawiliwawili au katika kikundi
  • kuandika maneno, sentensi au vifungu vya maneno kuhusu suala lengwa kwa kutumia kiulizi na koma ipasavyo akiwa peke yake, wawiliwawili au katika kikundi
  • kuandika kwenye kifaa cha kidijitali (k.v. tarakilishi) kifungu kifupi kuhusu suala lengwa kwa kuzingatia kiulizi na koma ipasavyo na kuwasambazia wenzake kwenye mtandao ili wakitolee maoni
  • kushirikiana na wenzake kusahihisha kifungu kuhusu suala lengwa ambacho hakijatumia kiulizi na koma ipasavyo
  • kuwasomea wenzake kifungu alichoandika na kuwataka waandike maneno, sentensi au vifungu vinavyostahili kuwa na kiulizi na koma
  • kushirikiana na mzazi au mlezi kutafiti mtandaoni au katika vitabu vya ziada kuhusu matumizi ya kiulizi na koma katika maneno, sentensi au vifungu.
  1. Je, kiulizi hutumiwa vipi katika maandishi?
  2. Je, koma hutumiwa wapi katika sentensi?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotumia koma na kiulizi ipasavyo katika maandishi.
  • Ushirikiano – mwanafunzi anaposhiriki na wenzake katika kujadili matumizi ya kiulizi na koma.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia kifaa cha kidijitali kusoma matumizi ya kiulizi na koma.
  • Ubunifu – mwanafunzi anapoandika vifungu vyenye matumizi yafaayo ya kiulizi na koma ubunifu wake unajengeka.
  • Hamu ya ujifunzaji – mwanafunzi anaposhirikiana na mzazi au mlezi kutafiti mtandaoni au katika vitabu vya ziada kuhusu matumizi ya kiulizi na koma.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapopewa nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Masuala mtambuko anuwai (k.v. ulanguzi wa binadamu, haki za watoto, n.k.) kulingana na sentensi na vifungu vinavyotungwa na mwanafunzi.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uakifishaji.



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:
  1. kutambua nomino za ngeli ya A-WA na U-I katika matini mbalimbali
  2. kutambua viambishi vya upatanisho wa kisarufi vya ngeli ya A-WA na U-I katika sentensi
  3. kutumia nomino za ngeli ya A-WA na U-I katika sentensi na vifungu kwa kuzingatia upatanisho ufaao wa kisarufi
  4. kuchangamkia kutumia nomino za ngeli ya A-WA na U-I katika sentensi na vifungu.
Mwanafunzi aelekezwe:
  • kuchopoa nomino za ngeli ya A-WA (k.v. mtoto, ndege, simba, msichana, n.k) na U-I (k.v. mti, mkono, n.k.) kwenye chati, kadi maneno, kapu maneno au tarakilishi akiwa peke, wawiliwawili au katika kikundi
  • kutaja majina ya vitu katika mazingira ya shuleni yaliyo katika ngeli ya A-WA (k.v. mwalimu, mwanafunzi, mpishi n.k) na U-I (k.v mti, mlango, n.k.) akiwa na wenzake katika kikundi
  • kutenga nomino za ngeli ya A-WA na U-I katika orodha ya nomino, sentensi au vifungu kwenye vitabu, tarakilishi, chati kwa kuzikolezea wino au kuzipigia mstari akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua viambishi vya upatanisho wa kisarufi vya ngeli ya A-WA na U-I katika sentensi na mafungu ya maneno akiwa peke yake, wawiliwawili au katika kikundi
  • kutunga sentensi au vifungu vyenye upatanisho ufaao wa kisarufi kuhusu suala lengwa kwa kutumia nomino za ngeli ya A-WA na U-I akiwa peke yake, wawiliwawili au katika kikundi
  • kumtajia mzazi au mlezi wake majina yaliyo katika ngeli ya A-WA (k.v mama, kuku, ndege, n.k.) na U-I (k.v mti, mto, mkeka, msitu n.k.) katika mazingira ya nyumbani.
Ni vitu gani katika mazingira yako vilivyo na majina yanayopatikana katika ngeli ya A-WA na U-I?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotoa mchango katika kikundi.
  • Ushirikiano – mwanafunzi anaposhiriki katika shughuli za kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali katika kutambua nomino katika ngeli ya A-WA na U-I.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi kuhusu suala lengwa akitumia nomino za ngeli ya A-WA na U-I.
  • Kujiamini – mwanafunzi anapofaulu kutambua nomino za ngeli ya A-WA na U-I na kuzitungia sentensi na vifungu sahihi.
  • Hamu ya ujifunzaji – mwanafunzi anapomtajia mzazi au mlezi wake nomino za ngeli ya A-WA na U-I katika mazingira ya nyumbani.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Kujiamini – mwanafunzi anaposhirikiana na wenzake katika kikundi kutenga nomino za ngeli ya A-WA na U-I katika sentensi na vifungu.
  • Masuala ya ulanguzi wa binadamu – mwanafunzi anapoandika kifungu kuhusu suala lengwa kwa kutumia nomino za ngeli ya A-WA na U-I.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia upatanisho wa kisarufi.
  • Social Studies – somo hili pia linashughulikia masuala ya ulanguzi wa binadamu.


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:
  1. kutambua sauti /d/ na /nd/ katika silabi na maneno
  2. kutamka sauti /d/ na /nd/ ipasavyo ili kuzitofautisha kimatamshi katika silabi na maneno
  3. kuchangamkia matamshi bora ya sauti /d/ na /nd /katika mazungumzo ya kawaida ili kufanikisha mawasiliano.
Mwanafunzi aelekezwe:
  • kutambua sauti /d/ na /nd/ katika maneno na silabi (k.v. doa/ndoa; duni/nduni; dugu/ndugu, n.k.) akiwa peke yake, wawiliwawili au katika kikundi
  • kutafuta maneno yenye sauti /d/ na /nd/ katika matini andishi na za kidijitali na kuyatamka ipasavyo akiwa peke yake, wawiliwawili au katika kikundi
  • kutunga vitanzandimi vinavyotumia sauti /d/ na /nd/ na kujirekodi kwa kutumia kifaa cha kidijitali (k.v simu, tabuleti, redio na kanda za sauti)
  • kusikiliza akiwa na wenzake vitanzandimi alivyovirekodi ili kuvitathmini
  • kusikiliza vitanzandimi vinavyotumia sauti /d/ na /nd/ katika kifaa cha kidijitali (k.v simu, redio na kanda za sauti.) akiwa na wenzake katika kikundi
  • kushiriki mazungumzo na mzazi au mlezi wake kwa kuzingatia matamshi bora ya sauti /d/na /nd/.
Ni maneno yepi unayoyajua yaliyo na sauti /d/ na /nd/?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anaposhiriki katika mazungumzo na kutamka sauti /d/ na /nd/ ipasavyo.
  • Ushirikiano – mwanafunzi anapochangia katika shughuli za kutafuta maneno yenye sauti lengwa katika matini akiwa na wenzake.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali katika kusikiliza vitanzandimi vyenye sauti lengwa.
  • Ubunifu – mwanafunzi anapotafuta maneno yenye sauti lengwa na kuyatamka ipasavyo.
  • Kujiamini – mwanafunzi anapotamka ipasavyo sauti lengwa na anapochangia katika kazi ya kikundi.
  • Hamu ya ujifunzaji – mwanafunzi anaposhiriki mazungumzo na mzazi au mlezi kwa kuzingatia matamshi bora ya sauti lengwa.
Maadili
  • Upendo – mwanafunzi anapopewa nafasi ya kushiriki katika shughuli za kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi na kutunza vifaa vya kidijitali anavyotumia.
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi.
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anapotamka na kutofautisha sauti lengwa na wenzake katika kikundi.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia dhana ya kutofautisha na kutamka sauti.
  • Computer Science – somo hili pia linashughulikia ujuzi wa kidijitali.



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:
  1. kudondoa habari mahususi katika kifungu cha ufahamu
  2. kueleza maana ya msamiati na vifungu vya maneno katika kifungu cha ufahamu
  3. kueleza habari za kifungu cha ufahamu kwa ufupi
  4. kuchangamkia usomaji wa ufahamu ili kukuza uelewa wa habari.
Mwanafunzi aelekezwe;
  • kudondoa habari mahususi (k.v. nani, nini, wapi, lini, n.k.) katika kifungu cha ufahamu cha kushawishi
  • kueleza maana ya msamiati kuhusu suala lengwa (k.v. maneno na nahau) katika kifungu cha ufahamu cha kushawishi na kuueleza kwa kutumia kamusi akiwa peke yake, wawiliwawili au katika kikundi
  • kuandika habari za kifungu cha ufahamu cha ushawishi kwa ufupi akiwa peke yake au kwa kushirikiana na wenzake
  • kuwawasilishia wenzake kazi yake ili wamtolee maoni
  • kushirikiana na mzazi au mlezi kusoma kifungu cha ufahamu na kujibu maswali.
Kifungu cha ushawishi kina sifa gani?

Umilisi wa Kimsingi Unaokuzwa

  • Mawasiliano – mwanafunzi anapowasilisha kazi yake ya ufahamu kwa wenzake.
  • Ushirikiano – mwanafunzi anaposhiriki kazi za kikundi.
  • Kujiamini – mwanafunzi anapofaulu kukamilisha kikamilifu kazi yake ya ufahamu.
  • Hamu ya ujifunzaji – mwanafunzi anaposhiriki katika shughuli za ujifunzaji.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapopewa nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Masuala mtambuko anuwai – yanayojitokeza katika kifungu cha ufahamu.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia kusoma kwa ufahamu.
  • Computer Science – somo hili pia linashughulikia suala la matumizi ya vifaa vya kidijitali.


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:
  1. kutambua vipengele vinavyozingatiwa kujenga wazo katika insha ya masimulizi
  2. kueleza vipengele vinavyojenga wazo kuhusu insha ya masimulizi
  3. kuandika insha ya masimulizi akikuza wazo katika aya ipasavyo
  4. kufurahia utunzi wa insha za masimulizi zenye mpangilio mzuri wa wazo.
Mwanafunzi aelekezwe:
  • kutambua vipengele vinavyozingatiwa kujenga wazo (k.v. mada, utangulizi, kati, hitimisho, n.k.) katika insha ya masimulizi kwenye matini za kimaandishi na za kidijitali akiwa peke yake au katika kikundi
  • kushirikiana na wenzake kueleza vipengele vinavyojenga mawazo
  • kuandika insha ya masimulizi akizingatia sehemu ya mwanzo, kati na hitimisho
  • kuwasomea wenzake katika kikundi insha aliyoandika au awasambazie kwenye vifaa vya kidijitali ili waitolee maoni
  • kushirikiana na wenzake kusahihisha insha ya maelezo aliyoandika kuhusu suala lengwa kwa kuzingatia vipengele vya mwanzo, kati na hitimisho.
Ni sehemu gani kuu katika mpangilio wa matukio ya insha ya masimulizi?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapoandika na kuwasomea wenzake insha aliyoiandika.
  • Ushirikiano – mwanafunzi anaposhiriki na wenzake katika kusahihisha insha.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kusambazia insha.
  • Ubunifu – mwanafunzi anapoandika insha ya masimulizi yenye kuzingatia vipengele vifaavyo vya kujenga wazo.
  • Hamu ya ujifunzaji – mwanafunzi anapowasomea wenzake insha aliyoandika ili waikosoe pamoja.
  • Kujiamini – mwanafunzi anapofaulu kuandika na kuwasomea wenzake insha.
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anaposhirikiana na wenzake katika kikundi, anaposahihisha insha na wenzake na kujifunza ukakamavu, stahamala na kujiamini.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapopewa nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa insha.



⇒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:
  1. kutambua nomino katika ngeli ya KI-VI na LI-YA katika matini
  2. kutambua viambishi vya upatanisho wa kisarufi vya ngeli ya KI-VI na LI-YA katika sentensi
  3. kutumia nomino katika ngeli ya KI-VI na LI-YA kwa kuzingatia upatanisho ufaao wa kisarufi
  4. kuchangamkia kutumia nomino katika ngeli ya KI-VI na LI-YA ipasavyo ili kuimarisha umilisi wa lugha.
Mwanafunzi aelekezwe:
  • kuchopoa nomino katika ngeli ya KI-VI (k.v. kiwambo - viwambo, kipakatalishi - vipakatalishi, kitabu - vitabu, chama - vyama, kidole - vidole, n.k.) na LI-YA (k.v. gari - magari, jiwe - mawe, n.k.) kwenye chati, kadi maneno, kapu maneno au tarakilishi akiwa peke yake au katika kikundi
  • kutaja vifaa vya shuleni vyenye majina ya ngeli ya KI-VI (k.v. kifutio - vifutio, kiti - viti n.k.) na LI-YA (k.v. tunda - matunda, jicho - macho, shamba - mashamba, jiko - meko, bega - mabega, n.k.) akiwa na wenzake katika kikundi
  • kutenga nomino za ngeli ya KI-VI na LI-YA katika orodha ya nomino, sentensi au vifungu kwenye vitabu, vifaa vya kidijitali, chati za maneno kwa kuzikolezea wino au kuzipigia mstari akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua viambishi vya upatanisho wa kisarufi vya ngeli ya KI-VI na LI-YA katika sentensi na mafungu akiwa peke yake, wawiliwawili au katika kikundi
  • kutunga sentensi au vifungu vyenye upatanisho ufaao wa kisarufi kuhusu suala lengwa kwa kutumia nomino za ngeli ya KI-VI na LI-YA akiwa peke yake, wawiliwawili au katika kikundi
  • kumtajia mzazi au mlezi majina ambayo yamo katika ngeli ya KI – VI (k.v. chandarua- vyandarua, kijiko-vijiko, chakula - vyakula,) na LI-YA (k.v. jiko - meko, shamba - mashamba, embe – maembe n.k.) katika mazingira ya nyumbani.
  1.  Ni vitu gani katika mazingira ya shuleni vilivyo katika ngeli ya KI-VI?
  2. Ni vitu gani katika mazingira ya shuleni vilivyo katika ngeli ya LI-YA?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotaja mifano ya vifaa vya shuleni vilivyo na majina ya ngeli ya KI-VI na LI-YA na kusikiliza mifano ya wenzake.
  • Ushirikiano – mwanafunzi anaposhiriki na kuchangia katika kazi za kikundi na kuwaruhusu wenzake pia kuchangia.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali ipasavyo kutambua nomino katika ngeli ya KI-VI na LI-YA.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi kuhusu suala lengwa akitumia nomino za ngeli ya KI-VI na LI-YA.
  • Kujiamini – mwanafunzi anapotambua nomino za ngeli ya KI-VI na LI-YA na kuzitungia sentensi na vifungu vilivyo na upatanisho ufaao wa kisarufi.
  • Hamu ya ujifunzaji – mwanafunzi anapomtajia mzazi au mlezi wake nomino za ngeli ya KI-VI na LI-YA katika mazingira ya nyumbani.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Kujiamini – mwanafunzi anapochangia na kushirikiana na wenzake katika kikundi.
  • Kujithamini – mwanafunzi anapoandika kifungu kuhusu suala lengwa kwa kutumia nomino katika ngeli ya KI-VI na LI-YA.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia upatanisho wa kisarufi.
  • Computer Studies – somo hili pia linashughulikia masuala ya matumizi ya vifaa vya kidijitali.


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:
  1. kueleza maana ya nyimbo za kazi na za dini ili kuzibainisha
  2. kutambua mazingira ambapo nyimbo za kazi na za dini huimbwa
  3. kueleza ujumbe katika nyimbo za kazi na za dini
  4. kuwasilisha nyimbo za kazi na za dini kwa kuzingatia hisia na ishara za mwili
  5. kuchangamkia nyimbo za kazi na za dini kama vipera vya fasihi simulizi.
Mwanafunzi aelekezwe:
  • kusikiliza kielelezo cha wimbo wa kazi na wa dini kutoka kwa mwalimu, mgeni mwalikwa au kifaa cha kidijitali (k.v. redio, rununu, kipakatalishi na runinga) akiwa peke yake, wawiliwawili au katika kikundi
  • kueleza maana ya nyimbo za kazi na za dini ili kuzibainisha akiwa peke yake au katika kikundi
  • kutambua mazingira ambapo nyimbo za kazi na za dini huimbwa akiwa peke yake, wawiliwawili au katika kikundi
  • kueleza ujumbe katika nyimbo za kazi na za dini akiwa peke yake, wawiliwawili au katika kikundi
  • kuwasilisha nyimbo za kazi na za dini kuzingatia hisia na ishara akiwa peke yake, wawiliwawili au katika kikundi
  • kujirekodi akiimba nyimbo za kazi na za dini kwa kutumia vifaa vya kidijitali na kusikiliza akiwa na wenzake
  • kushirikiana na mzazi au mlezi kujadili ujumbe katika nyimbo za kazi na za dini na kuziimba kuzingatia hisia na ishara za mwili.
  1. Je, unajua nyimbo zipi katika jamii yako
  2. Je, nyimbo za kazi na za dini zinatofautianaje?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anaposhiriki kutambua vipengele vya kimsingi vya nyimbo za kazi na dini kwenye kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali katika kusikiliza nyimbo mbalimbali za kazi na za dini.
  • Ubunifu – mwanafunzi anapowasilisha nyimbo za kazi na za dini akizingatia hisia na ishara za mwili zifaazo.
  • Kujiamini – mwanafunzi anapowasilisha nyimbo kwa wepesi na ukakamavu.
  • Hamu ya ujifunzaji – mwanafunzi anaposhirikiana na mzazi au mlezi kutunga na kuimba nyimbo kwa kuzingatia hisia na ishara za mwili.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika shughuli za kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za uimbaji.
  • Uwajibikaji – mwanafunzi anapochukua nafasi mbalimbali katika shughuli za kikundi na pia kutunza vifaa vya kidijitali anavyotumia.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi.
Masuala Mtambuko
  • Kujithamini – mwanafunzi anapotunga na kuwasilisha nyimbo za kazi na za dini.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia dhana ya tungo za fasihi simulizi.
  • Performing Arts – somo hili pia linashughulikia nyimbo.


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:
  1. kutambua wahusika katika novela
  2. kujadili sifa za wahusika katika novela
  3. kueleza uhusiano kati ya wahusika katika novela
  4. kuandika muhtasari wa sifa za wahusika katika novela
  5. kujadili mafunzo yanayotokana na matendo ya wahusika katika novela
  6. kujenga mazoea ya usomaji wa kazi za kifasihi katika maisha ya kila siku.
Mwanafunzi aelekezwe:
  • kutambua wahusika katika novela iliyoteuliwa na mwalimu, akiwa peke yake, wawiliwawili au katika kikundi
  • kujadili sifa za wahusika katika novela iliyoteuliwa na mwalimu (k.v. usiri, uovu, ukali, udadisi, n.k.) akiwa peke yake, wawiliwawili au katika kikundi
  • kuigiza wahusika katika novela iliyoteuliwa na mwalimu akiwa na wenzake kwenye kikundi ili kukuza uelewa wa sifa zao
  • kueleza uhusiano kati ya wahusika katika novela iliyoteuliwa na mwalimu akiwa peke yake, wawiliwawili au katika kikundi
  • kutazama video kuhusu wahusika katika novela iliyoteuliwa na mwalimu akiwa na wenzake
  • kuandaa muhtasari kuhusu sifa za wahusika katika video aliyotazama
  • kujadili mafunzo yanayotokana na matendo ya wahusika akiwa peke yake au na wenzake kumsimulia mzazi au mlezi wake hadithi ya novela na kujadiliana kuhusu wahusika wawili.
Ni mambo yapi yanayokuweze- sha kuwaelewa wahusika katika novela?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano na ushirikiano – mwanafunzi anaposhiriki katika shughuli za kikundi.
  • Kujiamini – mwanafunzi anapoigiza na wenzake wahusika katika novela.
  • Ujuzi wa kidijitali – mwanafunzi anapotazama video kuhusu wahusika katika novela kwenye vifaa vya kidijitali.
  • Ubunifu – mwanafunzi anapoigiza wahusika katika novela.
  • Uwazaji kina na utatuzi wa matatizo – mwanafunzi anapochambua sifa za wahusika katika novela.
  • Hamu ya ujifunzaji – mwanafunzi anapomhadithia mzazi au mlezi hadithi ya novela na kujadiliana kuhusu wahusika.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika majadiliano ya kuwachambua wahusika katika kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Masuala mtambuko anuwai – mwanafunzi anaposoma novela.

Uhusiano na Masomo Mengine

  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia kusoma kwa kina.
  • 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 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
  • Mawasiliano – mwanafunzi anapotoa mchango katika kikundi.
  • Ushirikiano – mwanafunzi anaposhiriki na wenzake katika kujadili vipengele vya barua rasmi ya kuomba msamaha.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kuandika barua na kuisambazia wengine
  • Ubunifu – mwanafunzi anapoandika barua rasmi ya kuomba msamaha.
  • Hamu ya ujifunzaji – mwanafunzi anapoandika barua rasmi ya kuomba msamaha.
  • Uwazaji kina – mwanafunzi anapowaza kuhusu matukio yanayomfanya mtu kuomba msamaha.
  • Uraia – mwanafunzi anapoomba msamaha anajenga mshikamano katika jamii au taifa.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa nafasi wenzake kuchangia katika shughuli za ujifunzaji.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi. • Amani – mwanafunzi anapoandika barua kuomba msamaha. 
Masuala Mtambuko
  • Kujali maslahi – mwanafunzi anapoandika barua ya kuomba msamaha.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa insha za kiuamilifu.
  • Masomo ya Dini – masomo haya pia yana masuala yanayohimiza msamaha.


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:
  1. kueleza dhana ya kinyume cha maneno
  2. kutambua vinyume vya nomino na vivumishi katika fungu la maneno
  3. kutumia vinyume vya nomino na vivumishi katika fungu la maneno
  4. kuchangamkia kutumia vinyume vya nomino na vivumishi katika mawasiliano.

Mwanafunzi aelekezwe:

  •  kujadili maana ya kinyume cha maneno akiwa na mwenzake au katika kikundi
  • kutambua vinyume vya nomino (k.v. mwalimu - mwanafunzi, mzee - kijana n.k.) na vivumishi (k.v. jasiri - mwoga) kwa kutumia kadi maneno, mti maneno, kapu maneno akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua vinyume vya nomino na vivumishi katika fungu la maneno (k.v orodha ya maneno, sentensi na vifungu vya maneno) akiwa peke yake, wawiliwawili au katika kikundi
  • kuchagua sentensi zinazoashiria matumizi ya vinyume vya nomino na vivumishi kutoka kwa sentensi mbalimbali kwenye vitabu,tarakilishi au chati akiwa peke yake, wawiliwawili au katika kikundi
  • kutunga sentensi sahihi akitumia vinyume vya nomino na vivumishi akiwa peke yake au katika kikundi
  • kusakura mtandaoni au katika vitabu vya ziada akiwa na mzazi au mlezi ili kupata vinyume zaidi vya nomino na vivumishi.
Je, ni vinyume gani vya nomino na vivumishi unavyovijua?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotoa mchango katika kazi ya kikundi.
  • Ushirikiano – mwanafunzi anaposhiriki katika shughuli za kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kutambua vinyume vya nomino na vivumishi.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi kuonyesha vinyume vya nomino na vivumishi.
  • Kujiamini – mwanafunzi anaposhiriki katika kutambua vinyume vya nomino na vivumishi na kuvitungia sentensi sahihi.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Kujiamini – mwanafunzi anaposhirikiana na wenzake katika kikundi kuchopoa vinyume vya nomino na vivumishi na kutunga sentensi sahihi
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia vinyume vya maneno.
  • Social Studies – somo hili pia huangazia dhana ya kujiamini.


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:
  1. kueleza maana ya kuzungumza kwa kuambatanisha na vitendo
  2. kutambua umuhimu wa kuzungumza kwa kuambatanisha na vitendo
  3. kujadili vitendo vya kuambatanisha na mazungumzo
  4. kutoa mazungumzo kwa kuyaambatanisha na vitendo vifaavyo
  5. kujenga mazoea ya kuzungumza kwa kuambatanisha na vitendo ili kufanikisha mawasiliano.
Mwanafunzi aelekezwe:
  • kueleza maana ya kuzungumza kwa kuambatanisha na vitendo akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua umuhimu wa kuzungumza kwa kuambatanisha na vitendo (k.v. kumwelekeza mtu njia, kueleza jinsi ya kutayarisha chakula n.k.) akiwa peke yake, wawiliwawili au katika kikundi
  • kuigiza jinsi ya kuzungumza kwa kuambatanisha na vitendo akiwa peke yake,wawiliwawili au katika kikundi
  • kushiriki na wenzake katika kikundi kusikiliza au kutazama mazungumzo yanayoambatanisha vitendo kutoka kwa mwalimu, mgeni mwalikwa au kwenye vifaa vya kidijitali
  • kujadili vitendo vya kuambatanisha na mazungumzo akiwa peke yake, wawiliwawili au katika kikundi
  • kusikiliza au kutazama mazungumzo yanayoambatana na vitendo kuhusu suala lengwa na kubainisha vipengele vya kuzungumza kwa aina hii vilivyozingatiwa akiwa katika kikundi
  • kuwasilisha mazungumzo yanayoambatana na vitendo kuhusu suala lengwa kwa kuzingatia vitendo vifaavyo akiwa peke yake au katika kikundi
  • kushiriki na mzazi au mlezi wake katika kuzungumza kwa kuambatanisha na vitendo kuhusu suala lengwa.
  1. Ni vitendo gani tunatumia tunapozungumza?
  2. Kuna umuhimu gani wa kutumia vitendo tunapozungumza?

Umilisi wa Kimsingi Unaokuzwa

  • Mawasiliano – mwanafunzi anapotumia lugha nyepesi kuwaelimisha wenzake kuhusu majukumu ya watoto huku akiambatanisha na vitendo.
  • Ushirikiano – mwanafunzi anaposhiriki na kuchangia katika kikundi.
  • Uwazaji kina na utatuzi wa matatizo – mwanafunzi anaposhiriki katika kuzungumza kwa kuambatanisha na vitendo na kufafanua namna ya kutekeleza jambo fulani.
  • Ubunifu – mwanafunzi anapowasilisha mazungumzo kuhusu suala lengwa kwa kutumia mbinu zifaazo za kufanikisha mazungumzo.
  • Kujiamini – mwanafunzi anapojadili na wenzake vipengele vya kuzingatia katika kuzungumza na kuambatanisha na vitendo katika kikundi.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake zamu ya kushiriki katika mazungumzo bila kuwakata kauli.
  • Uwajibikaji – mwanafunzi anapovitunza vifaa vya kidijitali anavyovitumia kuwaelezea wenzake kuhusu suala fulani.
  • Umoja – mwanafunzi anaposhiriki na wengine na kuchangia katika shughuli za kikundi.
Masuala Mtambuko
  • Uraia – mwanafunzi anapomshirikisha mzazi au mlezi wake katika kuzungumza kwa kuambatanisha na vitendo kuhusu majukumu ya watoto.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia stadi ya mazungumzo.
  • Social Studies na Religious Education – masomo haya pia yanashughulikia majukumu ya watoto.



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:
  1. kueleza ujumbe wa matini ya kujichagulia
  2. kutambua msamiati uliotumiwa katika matini ya kujichagulia
  3. kutumia ipasavyo msamiati aliosoma katika matini ya kujichagulia
  4. kutoa muhtasari wa matini ya kujichagulia aliyosoma
  5. kujenga mazoea ya kusoma matini mbalimbali katika maisha ya kila siku.
Mwanafunzi aelekezwe:
  • kueleza ujumbe wa matini ya kujichagulia aliyosoma akiwa na wenzake
  • kutambua msamiati uliotumiwa katika matini ya kujichagulia (andishi au ya kidijitali; ya kisayansi, kisiasa. kihistoria, kifasihi, michezo, n.k.) akiwa peke yake, wawiliwawili au katika kikundi
  • kutumia kamusi kutafuta maana za maneno asiyoyajua akiwa peke yake au katika kikundi
  • kujenga rekodi ya msamiati aliojifunza katika kitabu
  • kumtungia mwenzake sentensi akitumia msamiati katika matini aliyoisoma
  • kutoa muhtasari wa matini ya kujichagulia aliyosoma na kuwasilisha kwa wenzake ili waitolee maoni
  • kusakura mtandaoni na kujichagulia matini ya ziada kisha aisome.
  1. Unapenda kusoma matini za aina gani?
  2. Unazingatia nini unapochagua matini ya kujisomea?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapoandika muhtasari na kuuwasilisha kwa wenzake.
  • Ushirikiano – mwanafunzi anapotangamana na wenzake na kuwawasilishia muhtasari wa matini ya kujichagulia aliyosoma
  • Kujiamini – mwanafunzi anapomtungia mwenzake sentensi kutokana na msamiati wa matini ya kujichagulia akizingatia ufasaha wa lugha.
  • Ubunifu – mwanafunzi anapomtungia mwenzake sentensi akitumia msamiati katika matini aliyoisoma.
  • Hamu ya ujifunzaji – mwanafunzi anapojichagulia matini ya kusoma na kutafuta maana za maneno asiyoyajua kwenye kamusi.
  • Ujuzi wa kidijitali – mwanafunzi anaposakura mtandaoni na kujichagulia matini ya kusoma.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake wanapowasilisha muhtasari wa matini ya kujichagulia waliyosoma.
  • Uwajibikaji – mwanafunzi anapojitolea kutafuta na kusoma matini aliyojichagulia. Pia anapozingatia nidhamu anaposakura mtandaoni
  • Umoja – mwanafunzi anaposhirikiana na wenzake kutunga sentensi akitumia msamiati aliojifunza.
Masuala Mtambuko
  • Masuala ya watoto – mwanafunzi anaposoma kifungu kuhusu suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia kusoma kwa mapana.


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:
  1. kutambua vipengele vya mpangilio wa insha ya maelezo
  2. kueleza mpangilio wa insha ya maelez
  3. kuandika insha ya maelezo inayozingatia mpangilio ufaao wa maelezo
  4. kufurahia kuandika insha za maelezo katika maisha ya kila siku akizingatia mpangilio ufaao wa maelezo.
Mwanafunzi aelekezwe:
  • kutambua mpangilio wa insha ya maelezo katika matini za kimaandishi au za kidijitali (k.v. mpangilio unaozingatia mahali, hasa kama maelezo yanahusu mahali na mpangilio unaozingatia mfuatano wa matukio kiwakati n.k) akiwa peke yake, wawiliwawili au katika kikundi
  • kushirikiana na wenzake kueleza jinsi maelezo yalivyopangwa katika insha ya maelezo (k.v. mfuatano ufaao wa matukio kuanzia la kwanza hadi la mwisho na matumizi ya viungio kuendeleza wazo)
  • kuandika vidokezo vya insha vinavyozingatia jinsi maelezo yalivyopangwa katika insha ya maelezo kuhusu suala lengwa akiwa peke yake, wawiliwawili au katika kikund
  • kuandika insha ya maelezo akizingatia mpangilio ufaao wa maelezo
  • kuwasomea wenzake katika kikundi insha aliyoandika au awasambazie kwenye vifaa vya kidijitali ili waitolee maoni
  • kushirikiana na wenzake kusahihisha insha ya maelezo aliyoandika akizingatia mpangilio ufaao wa maelezo.
Je, unawezaje kupanga matukio katika insha ya maelezo?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapoandika insha na kuwasomea wenzake darasani.
  • Ushirikiano – mwanafunzi anaposhiriki na wenzake katika kusahihisha insha.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kuwasambazia wenzake insha.
  • Ubunifu – mwanafunzi anapoandika insha yenye mpangilio mzuri wa maelezo.
  • Hamu ya ujifunzaji – mwanafunzi anapowasomea wenzake kwa ufasaha insha aliyoandika ili waikosoe pamoja.
  • Kujiamini – mwanafunzi anapoandika insha na kuwasomea wenzake.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapopewa nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Kujiamini – mwanafunzi anaposhirikiana na wenzake katika kikundi na pia anaposahihisha insha na wenzake.
  • Haki za watoto – mwanafunzi anapoandika insha ya maelezo kuhusu suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa insha.


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:
  1.  kutambua kauli ya kutenda, kutendea na kutendwa katika vitenzi
  2. kutumia vitenzi katika kauli ya kutenda, kutendea na kutendwa ipasavy
  3. kuchangamkia kutumia ipasavyo vitenzi katika kauli ya kutenda, kutendea na kutendwa ili kujenga ufasaha wa lugha.
Mwanafunzi aelekezwe:
  • kutambua vitenzi katika kauli ya kutenda, kutendea na kutendwa (k.v. som-a, som-e-a, som-w-a) mtawalia akiwa peke yake, wawiliwawili au katika kikundi
  • kuteua vitenzi katika kauli ya kutenda, kutendea na kutendwa (k.v. soma, somea, somwa) mtawalia, kwenye chati, kadi maneno, kapu maneno au tarakilishi akiwa peke yake, wawiliwawili au katika kikundi
  • kugeuza vitenzi katika kauli ya kutenda, kutendea na kutendwa akiwa na wenzake katika kikundi
  • kutenga vitenzi katika kauli ya kutenda, kutendea na kutendwa katika sentensi na vifungu kwenye vitabu, tarakilishi, chati kwa kuvikolezea wino au kuvipigia mstari akiwa peke yake, wawiliwawili au katika kikundi
  • kutunga sentensi au vifungu kuhusu
Ni kauli gani za vitenzi unazozijua?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotoa mchango wake katika kikundi.
  • Ushirikiano – mwanafunzi anaposhiriki katika shughuli za kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kutambua vitenzi katika kauli mbalimbali.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi kuhusu suala lengwa akitumia vitenzi katika kauli mbalimbali.
  • Kujiamini – mwanafunzi anapotambua viambishi vya kauli mbalimbali.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anaposhirikiana na wenzake katika kikundi kuteua vitenzi katika kauli mbalimbali.
  • Majukukumu ya watoto – mwanafunzi anapoandika kifungu kuhusu suala lengwa kwa kutumia vitenzi katika kauli mbalimbali.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia mnyambuliko wa vitenzi.
  • Integrated Science na Home Science – masomo haya pia yanashughulikia masuala ya watoto.



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:

  1. kutambua hoja muhimu katika habari aliyosikiliza
  2.  kuwasilisha hoja muhimu katika habari
  3.  kujenga mazoea ya kutambua hoja katika habari anayosikiliza ili kuimarisha usikilizaji wa makini.
Mwanafunzi aelekezwe:
  • kutambua hoja muhimu katika habari aliyosikiliza kuhusu suala lengwa akiwa peke yake, wawiliwawili au katika kikundi
  • kusikiliza habari kuhusu suala lengwa na kutaja hoja muhimu kwa maneno machache
  • kutafiti mtandaoni kuhusu suala lengwa na kuwawasilishia wenzake hoja muhimu kuhusu suala hilo kwa maneno machache
  • kumsomea mzazi au mlezi habari kuhusu suala lengwa na kushirikiana kutambua hoja.
Kwa nini ni muhimu kutambua hoja katika habari uliyosikiliza?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapowatolea wenzake hoja muhimu katika habari aliyosikiliza inayochangia uelewa wa suala hilo
  • Ushirikiano – mwanafunzi anaposhiriki na kuchangia katika kazi ya kikundi.
  • Kujiamini – mwanafunzi anapofaulu kusikiliza na kuwatajia wenzake hoja muhimu kuhusu suala lengwa kwa ufupi.
  • Uwazaji kina na utatuzi wa matatizo – mwanafunzi anaposikiliza habari, kuichanganua na kutambua hoja muhimu.
  • Hamu ya ujifunzaji – mwanafunzi anapotafiti kwenye mtandao kuhusu suala lengwa na kuwasilisha hoja kuu kwa ufupi. Pia anaposhiriki mazungumzo na mzazi au mlezi wake kuhusu suala lengwa na kuiwasilisha habari hiyo upya kwa hoja fupi.
  • Ubunifu – mwanafunzi anapoiwasilisha upya habari aliyosikiliza kupitia hoja kuu.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wengine fursa ya kutambua na kusema hoja muhimu bila kuwakatiza.
  • Uwajibikaji – mwanafunzi anapotunza vifaa vya kidijitali anavyotumia kujifunzia.
Masuala Mtambuko
  • Masuala ya afya – mwanafunzi anaposhiriki na wenzake katika mazungumzo kuhusu suala lengwa na kutambua ujumbe au hoja muhimu; anapata maarifa kuhusu magonjwa ya kuambukiza.
Masuala Mtambuko
  • Masuala ya afya – mwanafunzi anaposhiriki na wenzake katika mazungumzo kuhusu suala lengwa na kutambua ujumbe au hoja muhimu; anapata maarifa kuhusu magonjwa ya kuambukiza.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia stadi ya kusikiliza.
  • Integrated Science, Homescience na Health Education – masomo haya pia yanashughulikia magonjwa yanayoambukizwa.


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:
  1. kusoma kifungu kwa kuzingatia matamshi bora
  2. kusoma kifungu kwa kasi ifaayo
  3. kusoma kifungu kwa kutumia sauti ipasavyo
  4. kusoma kifungu kwa kuambatanisha ishara zifaazo
  5. kuridhia kusoma makala kwa kuzingatia vipengele vinavyofanikisha mawasiliano.
Mwanafunzi aelekezwe:
  • kujadiliana na wenzake vipengele vya kuzingatia katika kusoma makala kwa ufasaha
  • kutazama vielelezo vya video za watu wanaosoma kwa ufasaha makala (k.v hotuba, habari, n.k.) akiwa peke yake au na wenzak
  • kusoma kifungu kuhusu suala lengwa katika matini andishi au ya kidijitali akizingatia matamshi bora akiwa peke yake au katika kikundi
  • kusoma kifungu cha habari kwa kasi ifaayo kuhusu suala lengwa akiwa peke yake, wawiliwawili au katika kikundi
  • kusoma kifungu akizingatia sauti ifaayo (k.v kiwango cha sauti na kiimbo) akiwa peke yake, wawiliwawili au katika kikundi
  • kusoma kifungu kwa kuambatanisha ishara zifaazo panapofaa (k.v ishara za uso na mikono) akiwa peke yake,wawiliwawili au katika kikundi
  • kusoma mbele ya wenzake kazi yake ili wamtolee maoni
  • kushirikiana na mzazi au mlezi kusoma makala akingatia vipengele vya usomaji bora.
Unazingatia nini ili kusoma makala kwa ufasaha?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapofanikiwa kusoma makala kwa ufasaha na anapojadiliana na wenzake katika kikundi kuhusu vipengele vya kimsingi vya kusoma kwa ufasaha.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake kuhusu vipengle vya kusoma kwa ufasaha.
  • Kujiamini – mwanafunzi anaposoma kifungu kwa ufasaha.
  • Ubunifu – mwanafunzi anapotumia ishara wakati wa kusoma kifungu.
  • Hamu ya ujifunzaji – mwanafunzi anaposhiriki katika shughuli ya kusoma anakuza hamu ya ujifunzaji.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi wanapojadili vipengele vya usomaji bora.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika mjadala wakati wa shughuli ya ujifunzaji katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuwasomea wenzake kifungu.
  • Umoja – mwanafunzi anapotangamana na wenzake katika kikundi kujadili vipengele vya usomaji bora.
Masuala Mtambuko
  • Masuala ya afya – mwanafunzi anapofupisha ujumbe unaohusu magonjwa yanayoambukizwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia stadi ya kusoma.
  • Homescience, Health Education na Integrated Science – masomo haya pia yanashughulikia magonjwa yanayoambukizwa.


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:
  1. kueleza maana ya hotuba ya kupasha habari
  2. kutambua hotuba ya kupasha habari katika matini
  3. kueleza ujumbe, lugha na muundo wa hotuba ya kupasha habari
  4. kuandika hotuba ya kupasha habari kwa kuzingatia ujumbe, lugha na muundo ufaao
  5. kuchangamkia nafasi ya hotuba ya kupasha habari katika mawasiliano.
Mwanafunzi aelekezwe:
  • kueleza maana ya hotuba ya kupasha habari akiwa peke yake, wawiliwawili au katika kikundi
  • kujadiliana na wenzake kuhusu ujumbe (unaolenga kuelimisha kundi lengwa), lugha (nyepesi inayoeleweka) na muundo ufaao wa hotuba ya kupasha habar
  • kujadili na wenzake miktadha inayochochea hotuba ya kupasha habari
  • kujadili na wenzake vidokezo vinavyoweza kutumiwa katika kuandika hotuba ya kupasha habari
  • kuandika hotuba ya kupasha habari kuhusu suala lengwa akizingatia ujumbe, lugha na muundo ufaao kisha awasambazie wenzake mtandaoni au kuwasomea darasani ili waitolee maoni
  • kushirikiana na mzazi au mlezi wake kuandika hotuba ya kupasha habari kuhusu suala linaloathiri jamii yao.
Ni mambo yepi ambayo yanaweza kuelezwa kupitia kwa hotuba?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotoa mchango katika kikundi kuhusu hotuba ya kupasha habari.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake katika kujadili ujumbe, lugha na muundo wa hotuba ya kupasha habari.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia tarakilishi kuandika hotuba ya kupasha habari na kuisambaza kwa mtandao.
  • Ubunifu – mwanafunzi anapoandika hotuba ya kupasha habari.
  • Hamu ya ujifunzaji – mwanafunzi anaposhirikiana na mzazi au mlezi kuandika hotuba ya kupasha habari kuhusu suala linaloathiri jamii yao.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapopewa nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
  • Amani – mwanafunzi anapoweza kuwapasha wenzake habari kwa utulivu.
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anaposhirikiana na wenzake katika kikundi kujadili ujumbe, lugha na muundo wa hotuba ya kupasha habari hukuza ukakamavu, stahamala na kujiamini.
  • Uraia – mwanafunzi anapoandika hotuba ya kupasha habari kuhusu suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa kiuamilifu.
  • Homescience, Health Education na Integrated Science – masomo haya pia yanashughulikia magonjwa yanayoambukizwa.


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:
  1.  kueleza maana ya sentensi sahili na ambatano
  2. kutambua sentensi sahili na ambatano katika matini
  3. kutunga sentensi sahili na ambatano ipasavyo
  4. kuchangamkia matumizi ya sentensi sahili na ambatano katika mawasiliano.
Mwanafunzi aelekezwe:
  • kueleza maana ya sentensi sahili na ambatano akiwa peke yake, wawiliwawili au katika kikundi
  • kutenga sentensi sahili na ambatano katika orodha ya sentensi kwenye vitabu, chati au tarakilishi kwa kuzipigia mstari au kuzikolezea wino akiwa peke yake au katika kikundi
  • kutaja sentensi sahili na ambatano zinazojitokeza katika vifungu akiwa na wenzake katika kikundi
  • kutunga sentensi sahili na ambatano ipasavyo kuhusu suala lengwa akiwa peke yake, wawiliwawili au katika kikundi
  • kuunganisha sentensi sahili mbili au zaidi kuunda sentensi ambatano akiwa peke yake, wawiliwawili au katika kikundi
  • kuunda sentensi sahili kutokana na sentensi ambatano akiwa peke yake, wawiliwawili au katika kikundi
  • kumtungia mzazi au mlezi sentensi sahili na ambatano zinazohusu shughuli katika mazingira ya nyumbani.
  1. Ni aina gani ya sentensi unazozijua?
  2. Je, sentensi sahili na ambatano hutofautianaje?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotaja sentensi sahili na ambatano zinazojitokeza katika vifungu akiwa na wenzake.
  • Ushirikiano – mwanafunzi anaposhiriki na kuchangia katika kazi za kikundi na kuwapa wenzake nafasi ya kuchangia.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali katika kutambua sentensi sahili na ambatano.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi kuhusu suala lengwa akitumia sentensi sahili na ambatano.
  • Kujiamini – mwanafunzi anapofaulu kutambua sentensi sahili na ambatano katika kifungu.
  • Hamu ya ujifunzaji – mwanafunzi anapomtungia mzazi au mlezi wake sentensi sahili na ambatano zinazohusu shughuli katika mazingira ya nyumbani.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anaposhirikiana na wenzake katika kikundi kutunga sentensi sahili na ambatano.
  • Magonjwa yanayoambukizwa – mwanafunzi anapotunga sentensi sahili na ambatano kuhusu suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia aina za sentensi.
  • Homescience, Health Education na Integrated Science – masomo haya pia yanashughulikia magonjwa yanayoambukizwa.\



⇒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:
  1. kutambua wahusika katika wimbo
  2. kuchambua wahusika katika wimbo
  3. kueleza mafunzo kutokana na wahusika katika wimbo
  4. kufurahia kushiriki katika uchanganuzi wa wahusika katika nyimbo.
Mwanafunzi aelekezwe:
  • kutambua wahusika katika wimbo anaosikiliza au kuimba na wenzake katika kikundi (k.v mwimbaji, hadhira na wahusika wengine kwenye wimbo)

● 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
  • Mawasiliano – mwanafunzi anapochambua wahusika kwa njia wazi akiwa na wenzake.
  • Ushirikiano – mwanafunzi anapochangia hoja katika kazi za kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kusikilizia nyimbo.
  • Ubunifu – mwanafunzi anapotunga wimbo kuhusu suala lengwa na kuwawasilishia wenzake.
  • Uwazaji kina na utatuzi wa matatizo – mwanafunzi anapochanganua wahusika na nafasi zao katika wimbo.
  • Kujiamini – mwanafunzi anapowawasilishia wenzake wimbo alioutunga.
  • Hamu ya ujifunzaji – mwanafunzi anapochanganua wimbo kuhusu mada lengwa na mzazi au mlezi wake.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anaposhiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi na kutunza vifaa vya kidijitali anavyotumia.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi.
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anapoimba nyimbo.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia tungo za fasihi simulizi.
  • Life Skills na Social Studies – masomo haya pia yanashughulikia utatuzi wa mizozo.
  • Performing arts – somo hili pia linashughulikia uwasilisaji wa nyimbo

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:
  1. kueleza maana ya mbinu za lugha katika fasihi
  2. kutambua mbinu za lugha katika novela
  3. kueleza umuhimu wa mbinu za lugha zilizotumiwa katika novela
  4. kufurahia kuchanganua matumizi ya mbinu za lugha katika fasihi.
Mwanafunzi aelekezwe:
  • kueleza maana ya mbinu za lugha katika fasihi akiwa peke yake, wawiliwawili au katika kikundi
  • kutambua mbinu za lugha (k.v. tashbihi, sitiari, nahau, methali, tasfida, tanakali za sauti n.k.) katika novela iliyoteuliwa na mwalimu akiwa peke yake, wawiliwawili au katika kikundi
  • kueleza umuhimu wa mbinu za lugha zilizotumiwa katika novela iliyoteuliwa na mwalimu akiwa peke yake, wawiliwawili au katika kikundi
  • kuhakiki uwasilishaji wa wenzake na kutoa maoni
  • kufanya utafiti maktabani au mtandaoni kuhusu matumizi ya mbinu za lugha katika novela
  • kushirikiana na mzazi au mlezi kujadili kuhusu matumizi ya mbinu za lugha katika novela.
Mbinu za lugha zina umuhimu gani zinapotumiwa katika kifungu?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anaposhiriki katika kutambua mbinu za lugha kwenye novela aliyosoma akiwa na wenzake katika kikundi.
  • Ushirikiano – mwanafunzi anapotangamana na wenzake katika kikundi kujadili matumizi ya mbinu za lugha katika novela.
  • Kujiamini – mwanafunzi anapowawasilishia wenzake muhtasari wa matumizi ya mbinu za lugha katika novela kwa kutetea hoja zake.
  • Hamu ya ujifunzaji – mwanafunzi anapofanya utafiti maktabani na mtandaoni kuhusu matumizi ya mbinu za lugha katika novela.
Maadili
  • Heshima – mwanafunzi anapotangamana na wenzake katika kikundi kujadili mbinu za lugha katika novela huku akiheshimu maoni yao.
  • Upendo – mwanafunzi anapohakiki uwasilishaji wa wenzake kuhusu mbinu za lugha katika novela huku akiwakosoa kwa upendo na kuwahimiza.
  • Uwajibikaji – mwanafunzi anapojiandaa ipasavyo ili kuwawasilishia wenzake kazi yake kuhusu mbinu za lugha katika novela. Pia anapochukua hatua ya kutafiti kuhusu matumizi ya mbinu za lugha maktabani au mtandaoni.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi ili kujadili matumizi ya mbinu za lugha katika novela.
Masuala Mtambuko
  • Masuala mtambuko anuwai – kulingana na ujumbe katika novela.
Uhusiano na Masomo Mengine
  • English – somo hili pia linashughulikia kusoma kwa kina.
  • Life Skills na Social Studies – masomo haya pia yanashughulikia utatuzi wa mizozo.

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:

  1. kutambua mambo ya kimsingi katika uandishi wa insha ya maelezo
  2. kuandika insha ya maelezo inayodhihirisha sifa za mtu
  3. kuchangamkia kutoa maelezo kamilifu kuhusu kitu au jambo.
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
  • Mawasiliano – mwanafunzi anapotoa mchango wake katika kikundi.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake katika kikundi kujadiliana kuhusu insha ya maelezo.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kuandika insha ya maelezo na kuisambaza mtandaoni.
  • Ubunifu – mwanafunzi anapoandika insha ya maelezo kwa muundo ufaao.
  • Hamu ya ujifunzaji – mwanafunzi anapobuni na kusambaza insha kwa wenzake.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
  • Upendo – mwanafunzi anapotolea insha za wenzake maoni.
Masuala Mtambuko
  • Utatuzi wa mizozo – mwanafunzi anapoandika insha kuhusu suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa insha za maelezo.
  • Life Skills na Social Studies – masomo haya pia yanashughulikia utatuzi wa mizozo.

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:
  1. kueleza maana ya ukanushaji
  2. kutambua nyakati katika matini
  3. kutambua ukanushaji kwa kuzingatia wakati uliopita, wakati uliopo na wakati ujao katika matini
  4. kutunga sentensi kwa kuzingatia ukanushaji katika wakati uliopita, uliopo na ujao
  5. kuchangamkia kukanusha sentensi katika wakati uliopita, uliopo na ujao ili kukuza mawasiliano.
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
  • Mawasiliano – mwanafunzi anaposhiriki kikamilifu katika kazi za kikundi na mawasiliano mtandaoni.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake katika kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali katika kutambua ukanushaji kwa kuzingatia nyakati.
  • Ubunifu – mwanafunzi anapotunga sentensi sahihi kuonyesha ukanushaji wa nyakati.
  • Kujiamini – mwanafunzi anapofaulu kutambua ukanushaji wa nyakati na kuutungia sentensi sahihi.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Utatuzi wa mizozo – mwanafunzi anapotunga sentensi kuhusu suala lengwa.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia ukanushaji.
  • Life Skills na Social Studies – masomo haya pia yanashughulikia utatuzi wa mizozo.

 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:
  1. kutambua vipengele vya lugha vinavyotumika katika nyimbo
  2. kujadili umuhimu wa vipengele vya lugha vinavyotumika katika nyimbo teule
  3. kuonea fahari uchanganuzi wa lugha katika nyimbo kama utungo wa fasihi simulizi.
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
  • Mawasiliano – mwanafunzi anapotambua vipengele vya lugha katika nyimbo.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali katika kusikiliza nyimbo.
  • Ubunifu – mwanafunzi anapotunga wimbo na kuzingatia vipengele vya lugha.
  • Kujiamini – mwanafunzi anapojadili na wenzake katika kikundi vipengele vya lugha katika nyimbo kwa njia wazi.
  • Hamu ya ujifunzaji – mwanafunzi anaposhirikiana na mzazi au mlezi wake kusikiliza nyimbo na kutambua vipengele vya lugha vilivyotumika.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi.
Masuala Mtambuko
  • Matumizi ya pesa – mwanafunzi anapotunga nyimbo kuhusu suala lengwa
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia tungo za fasihi simulizi.
  • Business Studies – somo hili pia linashughulikia ujuzi wa matumizi ya pesa.
  • Performing Arts – somo hili pia linashughulikia nyimbo.
 

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:
  1. kudondoa habari mahususi katika kifungu cha ufahamu
  2. kutambua msamiati mpya katika kifungu cha ufahamu
  3. kuandika habari za kifungu cha ufahamu kwa ufupi
  4. kuchambua mitazamo katika kifungu cha mjadala
  5. kuridhia kusoma kwa ufahamu ili kukuza uelewa wa habari.
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
  • Mawasiliano – mwanafunzi anapowasilisha kazi yake ya ufahamu kwa wenzake.
  • Ushirikiano – mwanafunzi anaposhiriki kazi za kikundi.
  • Kujiamini – mwanafunzi anapofaulu kukamilisha kikamilifu kazi yake ya ufahamu.
  • Hamu ya ujifunzaji – mwanafunzi anaposhiriki katika shughuli za ujifunzaji.
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapotathmini kazi ya wenzake kwa upendo.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
Masuala Mtambuko
  • Masuala mtambuko anuwai – yanayojitokeza katika kifungu cha ufahamu.
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia hushughulikia stadi ya kusoma.
  • Business Studies – somo hili pia linashughulikia ujuzi wa matumizi ya pesa.
 

 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:
  1. kutambua aina za insha za maelekezo
  2. kujadili sifa za insha ya maelekezo
  3. kuandaa mpangilio wa hatua za insha ya maelekezo
  4. kuandika insha ya maelekezo akizingatia vipengele muhimu vya insha ya maelekezo
  5. kufurahia kutoa maelekezo ifaavyo katika maisha ya kila siku akizingatia anwani na mpangilio ufaao wa hatua.
 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
  • Mawasiliano – mwanafunzi anapoandika insha kwa ufasaha na anapoisoma vizuri.
  • Ushirikiano – mwanafunzi anaposhiriki na wenzake katika kujadili kuhusu anwani na hatua katika kielelezo cha insha ya maelekezo waliyosoma.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kusambaza insha.
  • Ubunifu – mwanafunzi anapoteua lugha mwafaka na kufaulu kutoa maelezo bayana ya anachoelekeza.
  • Hamu ya ujifunzaji – mwanafunzi anapowasomea wenzake insha aliyoandika ili waitolee maoni.
  • Kujiamini – mwanafunzi anapofaulu kuwasomea wenzake insha hadharani.
    
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapopewa nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
    
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anaposhirikiana na wenzake katika kikundi na kusahihisha insha na wenzake na kujifunza ukakamavu, stahamala na kujiamini.
    
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa insha za maelekezo.
    

 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:
  1. kutambua nomino katika hali ya ukubwa kwenye matini
  2. kutambua viambishi vya ukubwa katika nomino
  3. kutumia nomino katika hali ya ukubwa ipasavyo
  4. kuchangamkia kutumia nomino katika hali ya ukubwa katika sentensi.
 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
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi.
    
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapowapa wenzake nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhirikiana na wenzake katika shughuli za kikundi.
    
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anaposhirikiana na wenzake katika kikundi anajifunza ukakamavu, stahamala na kujiamini.
  • Masuala ya kifedha – mwanafunzi anapotunga sentensi mbalimbali kuhusu suala lengwa.
    
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia nomino.
    

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:
  1. kutambua masuala katika matini aliyosikiliza
  2. kutambua msamiati wa suala lengwa katika matini aliyosikiliza
  3. kutabiri yatakayotokea katika matini kutokana na vidokezo alivyosikia katika habari
  4. kueleza maana za msamiati wa suala lengwa kama ulivyotumiwa katika matini aliyosikiliza
  5. kuchangamkia kushiriki katika kusikiliza kwa ufahamu ili kukuza stadi ya kusikiliza.
 Mwanafunzi aelekezwe:
  • kutambua masuala yanayoshughulikiwa katika matini kuhusu suala lengwa aliyosikiliza akiwa peke yake au katika kikundi
  • kutambua msamiati wa suala lengwa uliotumiwa katika matini alizosikiliza kutoka kwenye kifaa cha kidijitali, kutoka kwa mwalimu au mgeni mwalikwa akiwa peke yake, wawiliwawili au katika kikundi
  • kutabiri kitakachotokea au atakachofanya mhusika kutoka kwenye matini aliyosikiliza kwa kuzingatia vidokezo (k.v. anwani, picha n.k.) anavyopatana navyo katika usikilizaji akiwa peke yake, wawiliwawili au katika kikundi
  • kueleza maana za msamiati wa suala lengwa kama ulivyotumiwa katika matini aliyosikiliza akiwa peke yake, wawiliwawili au katika kikundi
  • kusikiliza matini kuhusu suala lengwa kutoka kwa mwalimu au mgeni mwalikwa akiwa na wenzake katika kikundi na kufasiri wazo kuu katika habari hiyo
  • kusikiliza habari kwenye vifaa vya kidijitali (k.v. kinasasauti) kuhusu suala lengwa akiwa katika kikundi na kutaja masuala yanayoshughulikiwa
  • kushirikiana na mzazi au mlezi kutafiti kwenye tovuti salama kuhusu maadili ya mtu binafsi na kutambua suala kuu au masuala makuu katika matini.
 Je, ni mambo gani yanayokuelekeza kufasiri suala muhimu katika habari unayosikiliza?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – Mwanafunzi anapoeleza kwa uwazi suala kuu au masuala makuu katika matini.
  • Ushirikiano – mwanafunzi anaposhiriki katika kikundi na kuchangia kutambua na kueleza maana za msamiati wa suala lengwa katika matini aliyosikiliza.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kusikilizia habari na kujibu kulingana na maagizo.
  • Kujiamini – mwanafunzi anaposikiliza matini ipasavyo na anapochangia katika shughuli za kikundi.
  • Hamu ya ujifunzaji – mwanafunzi anaposhiriki shughuli ya kusikiliza kwa ufahamu na mzazi au mlezi wake na kujifunza maaarifa ya kuwasilisha habari kuhusu maadili ya mtu binafsi.
    
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika shughuli za kikundi; pia anapoheshimu zamu ya wenzake katika mazungumzo.
  • Upendo – mwanafunzi anapowasikiliza wasemaji kwa makini. Pia anapowapa wanafunzi wenzake zamu za kuzungumza.
  • Uwajibikaji – mwanafunzi anapotunza vifaa vya kidijitali anavyotumia katika mazungumzo
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
    
Masuala Mtambuko
  • Maadili ya mtu binafsi – mwanafunzi anaposhirikiana na wenzake katika kusikiliza na kujibu mazungumzo kuhusu suala lengwa.
    
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia 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 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:
  1. kueleza kwa usahihi ujumbe wa aya za matini kwa sentensi mojamoja
  2. kueleza kwa usahihi ujumbe wa aya zote za matini kwa aya moja
  3. kuandika ufupisho unaozingatia mtazamo wa matini ya kufupishwa
  4. kufurahia kufupisha ujumbe kwa usahihi katika miktadha mbalimbali.
 Mwanafunzi aelekezwe:
  • kueleza kwa usahihi ujumbe katika kila aya kwa kutumia sentensi mojamoja akiwa peke yake, wawiliwawili au katika kikundi
  • kueleza kwa usahihi ujumbe wa aya zote za matini kwa aya moja akiwa peke yake, wawiliwawili au katika kikundi
  • kujadili katika kikundi kuhusu jinsi ya kuandika ufupisho wa matini
  • kushirikiana na mzazi au mlezi kusoma kifungu na kuandika ufupisho kutoka mtandaoni na kutambua.
 Ni mambo gani yanayokusaidia kuandika ufupisho?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapojadiliana na wenzake kuhusu ufupisho wa matini.
  • Ushirikiano – mwanafunzi anaposhiriki katika kazi za kikundi.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kusoma kifungu.
  • Kujiamini – mwanafunzi anapofanya ufupisho wa matini katika kikundi.
  • Hamu ya ujifunzaji – mwanafunzi anaposoma kifungu kutoka mtandaoni na kukifupisha.
    
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Upendo – mwanafunzi anapopewa nafasi ya kushiriki katika shughuli za ujifunzaji darasani na katika kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
    
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anaposhirikiana na wenzake katika kikundi kutambua na kufupisha kifungu.
  • Maadili ya mtu binafsi – mwanafunzi anaposhirikiana na wenzake kusoma na kufupisha kifungu kuhusu suala lengwa.
    
Uhusiano na Masomo Mengine
  • English – somo hili pia hushughulikia dhana ya ufupisho.
    

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:
  1. kutambua ujumbe unaoafiki baruapepe kwa rafiki
  2. kutambua vipengele vya kimuundo vya baruapepe kwa rafiki
  3. kutumia lugha inayofaa katika uandishi wa baruapepe kwa rafiki
  4. kuandika baruapepe kwa rafiki kwa kuzingatia ujumbe, lugha na muundo ufaao
  5. kujenga mazoea ya kuwasiliana kuandika kwa baruapepe kwa rafiki.
 Mwanafunzi aelekezwe:
  • kutambua ujumbe unaoafiki baruapepe kwa rafiki kwa kujadiliana na mwenzake
  • kujadili vipengele vya kimuundo vya baruapepe kwa rafiki akiwa peke yake, wawiliwawili au katika kikundi
  • kushiriki katika kujadili na wenzake kuhusu lugha inayofaa katika uandishi wa baruapepe kwa rafiki
  • kuandika baruapepe kwa rafiki kwenye tarakilishi na kumsambazia mwenzake kupitia mtandao ili aitolee maoni
  • kumwandikia mwalimu wake baruapepe kwa rafiki ili aitathmini.
  1. Je, ni mambo gani yanayoweza kukufanya uandike baruapepe kwa rafiki?
  2. Je, utazingatia nini unapoandika barua pepe kwa rafiki yako?
Umilisi wa Kimsingi Unaokuzwa
  • Mawasiliano – mwanafunzi anapotoa mchango katika kazi ya kikundi.
  • Ushirikiano – mwanafunzi anaposhirikiana na wenzake katika kikundi kujadili ujumbe, lugha na muundo wa baruapepe kwa rafiki.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia tarakilishi kuandika baruapepe kwa rafiki na kuisambaza mtandaoni.
  • Ubunifu – mwanafunzi anapoandika baruapepe kwa rafiki.
  • Hamu ya ujifunzaji – mwanafunzi anapoandika baruapepe kwa rafiki kwenye tarakilishi na kumsambazia mwalimu.
    
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
    
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anaposhirikiana na wenzake katika kikundi kujadili ujumbe, lugha na muundo wa baruapepe kwa rafiki.
    
Uhusiano na Masomo Mengine
  • English, Indigenous Languages na Foreign Languages – masomo haya pia yanashughulikia uandishi wa kiuamilifu.
    

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:
  1. kueleza maana za usemi halisi na usemi wa taarifa
  2. kutambua kanuni za kubadilisha usemi halisi kuwa usemi wa taarifa
  3. kutumia usemi halisi na usemi wa taarifa ifaavyo
  4. kuchangamkia matumizi ya usemi halisi na usemi wa taarifa katika mawasiliano.
 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
  • Mawasiliano na ushirikiano – mwanafunzi anaposhiriki katika kazi za kikundi na kujadili usemi halisi na wa taarifa.
  • Ujuzi wa kidijitali – mwanafunzi anapotambua sentensi sahili za usemi halisi na usemi wa taarifa kwenye matini ya kidijitali.
  • Kujiamini – mwanafunzi anapomsomea mwenzake sentensi sahili alizotunga za usemi halisi na usemi wa taarifa.
  • Ubunifu – mwanafunzi anapotunga sentensi sahili za usemi halisi na usemi wa taarifa.
  • Hamu ya ujifunzaji – mwanafunzi anapotunga na kutathmini sentensi sahili za usemi halisi na usemi wa taarifa na wenzake.
    
Maadili
  • Heshima – mwanafunzi anapoheshimu maoni ya wenzake katika kazi ya kikundi.
  • Uwajibikaji – mwanafunzi anapojitolea kuchukua nafasi mbalimbali katika shughuli za kikundi.
  • Umoja – mwanafunzi anaposhiriki katika shughuli za kikundi.
    
Masuala Mtambuko
  • Ukakamavu – mwanafunzi anaposhirikiana na wenzake katika kutambua sentensi sahili za usemi halisi na usemi wa taarifa anakuza ukakamavu, stahamala na kujiamini.
  • Maadili ya mtu binafsi – mwanafunzi anaposhirikiana na wenzake kutumia usemi halisi na wa taarifa katika sentensi kuhusu suala lengwa.
    
Uhusiano na Masomo Mengine
  • English – somo hili pia hushughulikia dhana ya usemi halisi na usemi wa taarifa.
    

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:

  1. Kutambua nyimbo za mbalimbali za fasihi simulizi
  2. kutambua mbinu mwafaka ya kukusanya nyimbo za watoto katika fasihi simulizi
  3. kutambua mahali watakapozuru ili kupata nyimbo mbalimbali za watoto
  4. kuomba idhini ya kufanya utafiti kutoka kwa wasimamizi wa shule
  5. kuenda nyanjani kufanya utafiti
  6. kurekodi au kunasa nyimbo za watoto kwa kutumia vifaa vya kidijitali
  7. kuwasilisha nyimbo walizokusanya
  8. 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:
  1. kutambua mbinu mwafaka za kukusanya nyimbo za watoto
  2. kukusanya aina mbalimbali za nyimbo za watoto katika jamii
  3. kujadili ujumbe unaojitokeza katika nyimbo mbalimbali za watoto alizozikusanya
  4. kueleza mafunzo yanayojitokeza katika aina mbalimbali za nyimbo za watoto alizozikusanya
  5. kuchangamkia nafasi ya fasihi simulizi katika ukuzaji wa lugha.
Mwanafunzi aelekezwe:
  • kutambua mbinu mwafaka za kukusanya nyimbo za watoto katika jamii yake akiwa peke yake, wawiliwawili au katika kikundi kujadiliana na wenzake kuhusu mbinu alizozitambua
  • kukusanya aina mbalimbali za nyimbo za watoto (k.v. za kuvuka barabara, za kuaga mwalimu, n.k.) katika jamii yake
  • kurekodi (inapowezekana) nyimbo za watoto kwa kutumia kifaa cha kidijitali ili kumsaidia katika kuzichambua
  • kujadili sifa za nyimbo za watoto alizozikusanya (k.m. unaimbwa lini, na akina nani, kwa nini n.k) akishirikiana na wenzake katika kikundi
  • kutathmini ujumbe unaojitokeza katika kila wimbo alioukusanya akiwa na wenzake katika kikundi
  • kujadili mafunzo yanayojitokeza katika nyimbo za watoto alizozikusanya
  • kuwasilishia kazi yake kwa wenzake na mwalimu ili waitathmini
  • kutathmini kazi za wenzake kwa upendo.
  1. Je, ni nyimbo gani za watoto unazozijua?
  2. Je, ni ujumbe gani unaopata katika nyimbo za watoto unazozijua?
Umilisi wa Kimsingi Unaokuzwa
  • Uwazaji kina na utatuzi wa matatizo – mwanafunzi anapofikiri kuhusu ujumbe na mafunzo yanayojitokeza katika nyimbo za watoto.
  • Mawasiliano na ushirikiano – mwanafunzi anapowasiliana na watu anapokusanya nyimbo za watoto.
  • Ujuzi wa kidijitali – mwanafunzi anapotumia vifaa vya kidijitali kurekodi nyimbo za watoto.
  • Kujiamini – mwanafunzi anapowasilisha nyimbo za watoto alizozikusanya.
  • Hamu ya ujifunzaji – mwanafunzi anapoenda nyanjani kukusanya na kujifunza nyimbo mbalimbali za watoto.
Maadili
  • Heshima – mwanafunzi anapoheshimu wanajamii anaotangamana nao wakati wa kukusanya nyimbo za watoto.
  • Uwajibikaji – mwanafunzi anapokusanya aina mbalimbali za nyimbo za watoto.
  • Amani – mwanafunzi anapokusanya aina mbalimbali za nyimbo za watoto kwa utulivu.
Masuala Mtambuko
  • Masuala mtambuko anuwai – kutegemea aina mbalimbali za nyimbo za watoto.
Uhusiano na Masomo Mengine
  • English na Indigenous Languages – masomo haya pia yanashughulikia tungo za fasihi simulizi.

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
  1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  2. Kujibu maswali
  3. Maigizo
  4. Kutambua k.m. kwenye orodha
  5. Kuambatanisha maneno na majibu
  6. Mijadala
  7. Mazungumzo
  8. Matumizi ya ishara za mwili k.v ishara za uso, za mikono na mabega kuimarisha masimulizi yake
  9. Wanafunzi kufanyiana tathmini
  • Chati
  • Michoro na picha
  • Mgeni mwalikwa
  • Vifaa vya kidijitali (k.v tarakilishi/vipakatalishi, kinasasauti, rununu, projekta, video)
  • Mti maneno
  • Kapu maneno
  • Vitabu mbalimbali
  1. Kazi ya vikundi
  2. Vyama vya ushirika shuleni
  3. Mijadala inayohusu masuala mtambuko mbalimbali
  4. Ziara za nyanjani
  5. Kutagusana na vyombo vya habari na vifaa vingine vya kidijitali
KUSOMA
  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kusoma kwa sauti
  5. Wanafunzi kufanyiana tathmini
  6. Potfolio
  7. Shajara
  • Tarakilishi/vipakatalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kamusi mbalimbali
  1. Kazi ya vikundi
  2. Vyama vya ushirika shuleni
  3. Mijadala inayohusu masuala mtambuko mbalimbali
  4. Ziara za nyanjani
  5. Kutagusana na vyombo vya habari na vifaa vingine vya kidijitali
KUANDIKA
  1.  Kuandika tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha
  • Kielelezo cha insha ya masimulizi
  • Kielelezo cha insha ya maelezo
  • Kielelezo cha insha ya maelekezo
  • Nakala ya barua ya kirafiki
  • Nakala ya barua rasmi
  • Barua pepe
  1. Kazi ya vikundi
  2. Vyama vya ushirika shuleni
  3. Mijadala inayohusu masuala mtambuko mbalimbali
  4. Ziara za nyanjani
  5. Kutagusana na vyombo vya habari na vifaa vingine vya kidijitali
SARUFI
  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kutunga sentensi
  5. Kazi mradi
  • Tarakilishi/vipakatalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
  • Sanamu
  • Nyenzo halisi
  1. Kazi ya vikundi
  2. Vyama vya ushirika shuleni
  3. Ziara za nyanjani
  4. Kutagusana na vyombo vya habari na vifaa vingine vya kidijitali

 

Friday, 16 December 2022 07:16

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: 

  1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
  2. Communicate effectively, verbally and non-verbally, in diverse
  3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
  4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable
  5. Practise relevant hygiene, sanitation and nutrition skills to promote
  6. Demonstrate ethical behaviour and exhibit good citizenship as a civic
  7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
  8. Manage pertinent and contemporary issues in society
  9. 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:

  1. Respond appropriately to a variety of communication in the indigenous language
  2. Express themselves confidently and appropriately in a variety of social
  3. Demonstrate knowledge of and apply indigenous knowledge, culture and values in varied
  4. Comprehend information in different contexts in the indigenous
  5. Read fluently with comprehension and write legibly in different formats to express a variety of ideas and
  6. Enjoy communicating using a variety of cultural language 

THEME 1.0: INFORMATION COMMUNICATION TECHNOLOGY

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:

  1. respond to oral information from varied texts
  2. construct sentences using appropriate vocabulary
  3. acknowledge listening for information as a crucial link in communication.

The learner is guided to:

  • listen to texts read by the teacher or from pre-recorded audio clips on care of technological devices and orally respond to questions on the clip
  • surf the internet for and listen to information on care of technological devices
  • take notes as they listen to online audio clips or texts read by the teacher
  • use the notes taken on care of technological devices to share with peers
  • record each other as they share information on care of technological devices
  • keep a copy of personal rendition in a digital portfolio.
  1. How should we listen in order to get specific information from a text?
  2. Why is it important to take care of technological devices?

Core Competencies to be developed:

  • Communication is developed as learners listen keenly and respond to questions on care of technological devices.
  • Collaboration is developed as learners work in groups to search for information on care of technological devices while recognising the value of other’s ideas.
  • Digital literacy is enhanced as learners interact with digital technology while searching for information on care of technological devices from the internet.

Values:

  • Respect is achieved as learners collaborate in seeking information on care of technological devices, from the internet.
  • Responsibility is achieved as learners practise appropriate ways of caring for technological devices.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is developed as learners work in groups to listen to information on care for technological devices.
  • Social cohesion is enhanced as leaners work in groups surfing the internet, discussing, and recording each other other’s presentation on the care of technological devices.
  • Self-esteem and self-awareness are enhanced as learners record and keep a copy of their work in a digital portfolio.

Link to other subjects:

  • Kiswahili and English address listening for information.
  • Computer Studies addresses ICT and care of technological devices.

Assessment Rubric

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:

  1. Answer direct and inferential questions from texts
  2. create a word bank of thematic vocabulary
  3. use the dictionary to find the meaning of words used in texts,
  4. acknowledge the importance of comprehension in communication.

The learner is guided to:

  • read texts on the care of technological devices and answer questions individually
  • manipulate digital devices to get information on care of technological devices in groups
  • write a list of vocabulary on care of technological devices,
  • infer the meanings of the unfamiliar words from context in pairs
  • use the dictionary to clarify the meaning of the vocabulary identified
  • use vocabulary related to care of technological devices to construct short paragraphs.
  1. How should we read a text to get accurate information?
  2. Why is it important to take care of technological devices?

Core competencies to be developed:

  • Digital literacy is developed as learners manipulate technological devices in search of relevant information from the internet.
  • Learning to learn is achieved as learners work collaboratively make out the meaning of words from the contexts.
  • Critical thinking and problem solving is attained as learners interpret and infer the meaning of new words from context or using a dictionary.

Values:

  • Unity is achieved as learners work together to get the meaning of words from context.
  • Responsibility is nurtured as learners practise how to take care of technological devices.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is achieved as learners read texts on care for technological devices.
  • Critical thinking is developed as learners read different texts and identify information on care for technological devices.

Link to other subjects:

  • Computer Studies covers the use of technological devices.
  • English and Kiswahili address reading as a basic language skill.

Assessment Rubric

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:

  1. distinguish between common and proper nouns in sentences
  2. identify nouns from texts on social media
  3. use common and proper nouns to construct sentences on social media
  4. recognise the role of nouns in language use.

The learner is guided to:

  • name things related to social media in groups
  • categorise the nouns they have named into common and proper nouns
  • work in pairs to identify and read a passage on social media from print and online sources
  • identify the nouns in the passage
  • draw a table with two columns labelled common nouns and proper nouns and write down the nouns in the appropriate column
  • complete sentences with appropriate common or proper noun in small groups
  • use nouns related to social media to construct sentences in groups
  • review the work done by their peers in other groups.

Why is it important to use nouns appropriately in communication?

Core competencies to be developed:

  • Communication is developed as learners construct sentences correctly using nouns related to social media.
  • Collaboration is developed as learners contribute to group decision making by working in pairs to identify and read a passage on social media.
  • Digital literacy is achieved as learners use technology to search for a passage on social media from the internet.

Values:

  • Respect is achieved and nurtured as learners listen to one another.
  • Responsibility is developed as learners follow instructions to complete different tasks.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is achieved as learners construct and write correct sentences using nouns related to social media.
  • Critical thinking is developed as learners demonstrate ability to follow simple instructions while constructing sentences.

Link to other subjects:

  • English and French cover the use of nouns.

Assessment Rubric

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:

  1. distinguish between the features of an SMS and email messages
  2. write a friendly SMS to a classmate
  3. apply social etiquette and norms in writing an email
  4. apply digital etiquette and norms in writing an email
  5. recognize the importance of social writing in communication.

The learner is guided to:

  • talk about the features of an SMS in groups
  • Practice writing an SMS using a mobile device in pairs
  • peer review each other’s SMS texts in pairs
  • identify the parts of an email individually
  • discuss social media etiquette when writing an email message giving specific information in groups
  • compose an informal email to a relative using relevant platforms
  • practise using digital devices to send an email to a friend abroad.

How do we use digital devices to communicate through social media?

Core competencies to be developed:

  • Digital literacy is developed as learners connect using technology by using digital devices to write and send SMS and emails.
  • Communication is developed as learner write clear and organised emails to their relatives and friends.
  • Collaboration is enhanced as learners peer review each other’s SMS texts in pairs
  • Creativity and imagination are achieved as learners undertake group tasks such as discussing social media etiquette that helps them gain new perspectives.

Values:

  • Responsibility is enhanced as the learners communicate in social media following the rules of etiquette.
  • Unity is developed as learners work together to seek information on SMS and emails.

Pertinent and Contemporary Issues (PCIs):

  • Global citizenship is achieved as learner apply netiquette in online communication while writing emails.
  • Effective communication is achieved as learners write and edit email messages.
  • Social cohesion is developed as learners discuss social etiquette in writing SMS and email.
  • Citizenship is achieved as learners use communication to build strong supportive family ties as they write emails to relatives.

Link to other subjects:

  • English and Kiswahili cover email writing.
  • Computer Studies covers the use and care of technological devices.

Assessment Rubric

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

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:

  1. respond to information on conflict resolution from a variety listening texts
  2. infer the meaning of words from texts
  3. apply recall and critical response skills to answer questions
  4. recognise the importance of conflict resolution skills in everyday life.

The learner is guided to:

  • listen to stories on interpersonal conflicts and discuss the causes in small groups,
  • listen to recorded stories on inter-personal conflicts and relate the key events in the story to everyday life
  • listen to texts on inter- personal conflicts and resolutions, and make notes
  • find the meaning of words related to conflict resolution in groups
  • team work to manipulate digital devices in their groups to view a video clip on street children and make critical responses on child rights
  • identify sentence structures that can be used in conflict resolution from texts.
  1. When do we use analysis and interpretation skills?
  2. How do we exercise child rights?
  3. Why is it important to resolve interpersonal conflicts?

Core competencies to be developed:

  • Communication is developed as learners listen critically to recorded stories on inter-personal conflicts and relate the key events in a story to everyday life.
  • Collaboration is enhanced as learners team work to manipulate digital devices in their groups to view a video clip on street children and make critical responses on child rights
  • Citizenship is developed as learners express and understand different viewpoints as they interact with texts on conflict resolution and child rights.

Values:

  • Patriotism and peace are enhanced as learners access information on conflict resolution and child rights.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is developed as learners listen critically to recorded stories on inter-personal conflicts and relate the key events in a story to everyday life.
  • Social cohesion is achieved as learners express and understand different viewpoints as they interact with texts on conflict resolution and child rights.

Link to other subjects:

  • Kiswahili and English address listening comprehension.
  • Religious Studies covers conflict resolution and child rights.

Assessment Rubric

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:

  1. select and read appropriate materials from the library.
  2. use a dictionary to find meaning of acquired vocabulary.
  3. construct sentences using vocabulary related to citizenship.
  4. advocate for the use of libraries as a source of information on citizenship.

The learner is guided to:

  • participate in a library orientation exercise and apply the rules in everyday use
  • identify appropriate materials on citizenship and unity
  • team work to connect and manipulate internet sources to read materials on unity and citizenship and summarise key messages.
  • work in small groups to practise using the dictionary to find the meaning of new words related to citizenship and create personal vocabulary lists in groups
  • use vocabulary related to citizenship in their own sentences.
  1. How do we locate materials in the library?
  2. How do we use the dictionary to find the meaning of new words?
  3. How do we foster unity and citizenship in the society?

Core competencies to be developed:

  • Communication is enhanced as learners present messages on citizenship education in an organised manner.
  • Collaboration is developed as learners team work to connect and manipulate internet sources to read materials on unity and citizenship and summarise key messages.
  • Critical thinking and Problem solving are enhanced as learners find extra information when reading texts on unity and citizenship education.
  • Learning to learn is developed as learners are motivated to learn continuously through identifying appropriate materials on citizenship and unity and using vocabulary acquired in sentences.

Values:

  • Responsibility is nurtured as learners apply learnt library rules during the library lesson.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication will be developed as learners present messages on citizenship education in an organised manner.
  • Critical thinking is enhanced as learners find extra information from texts on unity and citizenship education

Link to other subjects:

  • Social Studies and History cover unity and citizenship.
  • English and Kiswahili address extensive reading and library skills.

Assessment Rubric

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:

  1. identify personal pronouns in sentences
  2. identify possessive pronouns in sentences
  3. use personal and possessive pronouns to construct sentences.
  4. acknowledge the importance of personal and possessive pronouns in communication.

The learner is guided to:

  • identify personal pronouns from sentences on unity and citizenship in pairs.
  • work in pairs to identify possessive pronouns from a text and use them to create sentences on unity and citizenship
  • use the pronouns identified to fill in blank spaces in given sentences
  • use personal pronouns to construct sentences on unity from visual cues.
  • team work and share resources to construct sentences from pictures using possessive pronouns.
  1. How do we express possession when speaking or writing?
  2. How do we use personal pronouns in communication?
  3. Why is it important to uphold unity in school?

Core competencies to be developed:

  • Communication is developed as learners work in pairs to identify possessive pronouns from a text and use them to create sentences on unity and citizenship
  • Collaboration is enhanced as learners team work and share resources to construct sentences from pictures using possessive pronouns.
  • Self-efficacy is achieved as learners show concerted attention to detail while constructing sentences using personal and possessive pronouns
  • Learning to learn is developed as learners work collaboratively in pairs to identify pronouns.

Values:

  • Patriotism is developed as leaners acquire information about citizenship from the sentences given.
  • Responsibility is nurtured as learners complete the given tasks on pronouns.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is developed as learners create sentences using personal and possessive pronouns.
  • Social cohesion is achieved as learners talk about themselves in relation to others.
  • Peace education is enhanced as learners make sentences on the importance of unity from visual cues.

Link to other subjects:

  • Religious Studies and Social Studies address issues on unity and citizenship.
  • English and Kiswahili cover the use of pronouns.

Assessment Rubric

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:

  • write down words that describe a good citizen in small groups
  • write sentences using the words identified above to describe a good citizen
  • compare and contrast qualities of a good citizen from digital texts and share content in their virtual learning groups.
  • write a two-paragraph essay describing a good citizen.
  1. How do we write descriptive essays?
  2. Why is it important to uphold good citizenship?

Core competencies to be developed:

  • Citizenship is enhanced as learners write words and sentences that describe a good citizen.
  • Creativity and imagination are developed as learners write essays describing a good citizen.
  • Digital Literacy is achieved as learners compare and contrast qualities of a good citizen from digital texts and share content in their virtual learning groups.

Values:

  • Responsibility is achieved as learners apply active community skills as good citizens.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion is enhanced as learners actively engage in activities to promote common good by writing down words that describe a good citizen.

Link to other subjects:

  • English and Kiswahili address essay writing.
  • Social Studies covers citizenship.

Assessment Rubric

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

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:

  1. recognise ideas in a comprehension passage
  2. respond to comprehension questions on safety at home
  3. explain ways of preventing common accidents at home.
  4. acknowledge the importance of listening attentively for information

The learner is guided to:

  • Watch an audio-visual clip on an accident at home and in pairs describe what they have seen in the clip
  • discuss the common accidents at home based on the audio- visual clip in groups
  • Listen to information on common accidents at home and how to prevent them and answer comprehension questions orally
  • mention the ways of preventing common accidents at home
  1. How do we listen attentively?
  2. Why is it important to observe safety at home?

Core competencies to be developed:

  • Communication is developed as learners listen keenly to information and respond to questions on safety at home.
  • Collaboration is enhanced as learners contribute to group decision making when preparing and performing skit.
  • Creativity and imagination are developed as learners discover ways of preventing accidents through discussions and skits.

Values:

  • Responsibility is nurtured as learners learn about on common accidents at home and how to prevent them

Pertinent and Contemporary Issues (PCIs):

  • Social and civic responsibility is achieved as learners listen to information about safety in the home.
  • Effective communication is enhanced as learners speak and listen to one another during the discussions.
  • Safety and security education is acquired as learners listen to information about safety in the home.

Link to other subjects:

  • Home science addresses safety at home.
  • Kiswahili and English address attentive listening as a skill.

Assessment Rubric

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:

  1. summarise key points from texts on roles of security agents,
  2. create a personal collection of new words from texts
  3. use vocabulary related to security agents in sentences
  4. acknowledge the role of reading in enhancing communication.

The learner is guided to:

  • share devices to read appropriate material on the role of security agents in the community from online devices
  • answer comprehension questions on the role of security agents in the society
  • note down the main points on the role of security agents in the community
  • identify new words from the sources read and use the dictionary to find their meaning
  • use the new words to construct sentences accurately in pairs
  • peer review each other’s sentences.
  1. How do we develop library skills?
  2. How can we identify appropriate material for reading?
  3. What is the role of security agents in the society?

Core competencies to be developed:

  • Communication is developed as learners construct clear sentences using the correct spelling ow words.
  • Collaboration as learners participate in group decision making while identifying relevant materials for reading in their groups.
  • Learning to learn is enhanced as learners identify new words from the sources read and use the dictionary to find their meaning.

Values:

  • Responsibility is realised as learners look for appropriate materials on the role of security agents in the community from the library.
  • Unity is nurtured as learners work in pairs and groups to write and review sentences.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is realised as learners identify the key points and summarise texts on role of security agents in society from varied text.
  • Creative thinking is achieved as learners look for appropriate materials on the role of security agents in the community from the library.
  • Safety and security education are enhanced as learners find materials and learn the role of security agents in the community.

Link to other subjects:

  • Social Studies addresses safety and security.
  • English and Kiswahili cover library skills.

Assessment Rubric

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:

  1. Identify verbs used in passages on safety and security.
  2. use verbs to construct sentences.
  3. recognise the use of a variety of verbs in communication.

The learner is guided to:

  • read a passage on safety and security
  • identify words that denote actions in groups
  • solve word puzzles using appropriate verbs
  • make sentences using varied verbs related to safety and security in pairs and individually
  • peer review the sentences written in pairs.
  1. How do we use verbs in a sentence?
  2. Why is it important to ensure safety and security around you?

Core competencies to be developed:

  • Learning to learn is developed as learners work collaboratively in pair and group activities.
  • Critical thinking and problem solving will be acquired as learners experiment with verbs to solve word puzzles.

Values:

  • Social justice is achieved as learners fairly review each other’s work.

Pertinent and Contemporary Issues (PCIs):

  • Safety and security education will be enhanced as learners make sentences using varied verbs related to safety and security.

Links to other subjects:

  • English and Kiswahili address the use of verbs.

Assessment Rubric

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:

  1. explain key considerations in writing short notes on a given topic.
  2. write short notes on safety at home
  3. appreciate value of brevity in communication.

The learner is guided to:

  • surf the internet and read short notes on safety and security in groups
  • discuss what they would consider in writing short notes in groups
  • brainstorm ideas on safety at home
  • use ideas generated during brainstorming to write short notes on safety at home in groups
  • exchange their short notes with other groups in class for peer review
  • display their short notes to the class
  1. How do you write short notes?
  2. Why do we write short notes?

Core competencies to be developed:

  • Self-efficacy is achieved as learners brainstorm ideas and use them to write short notes on safety at home.
  • Citizenship is developed as learners acquire and give information on safety at home.
  • Digital literacy is developed as learners adopt digital technology in surfing the internet and reading short notes on safety and security

Values:

  • Unity is enhanced as learners work together in groups to write and review short notes
  • Responsibility is nurtured as learners safely surf the internet for information on how to write short notes.

Pertinent and Contemporary Issues (PCIs):

  • Self-awareness is enhanced as learners acquire and give information on safety at home.
  • Social cohesion is achieved as learners collaborate to write and review short notes on safety at home.
  • Safety and security education is achieved as learners acquire and give information in writing about safety at home.

Link to other subjects:

  • English and Kiswahili cover note making skills.
  • Social Studies and Integrated Science address issues on safety at home.

Assessment Rubric

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

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:

  1. identify the common ways of beginning and ending a conversation,
  2. take part in a conversation about environmental pollution,
  3. value the importance of conserving the environment.

The learner is guided to:

  • listen to a conversation and identify common ways of beginning and ending a conversation
  • use digital devices to view presentations on environmental pollution then discuss in their groups how the school environment can be polluted
  • role play a dialogue on environmental pollution in groups
  • work in pairs to discuss different ways of making the environment safe
  • come up with an environmental club and conserve the school and the community environments.
  1. How do we make conversations interesting?
  2. Why is it important to discuss topical issues like environmental pollution?

Core competencies to be developed:

  • Communication is achieved as learners listen critically and use tone and language while role playing a dialogue on environmental pollution in groups.
  • Collaboration is developed as the learners contribute to group decision making coming up with an environmental club and conserve the school and the community environments.
  • Citizenship is enhanced as learners come up with an environmental club and conserve the school and the community environments.

Values:

  • Respect is developed as learners listen to each other’s opinion during the dialogues
  • Responsibility is instilled as learners learn to care for the environment and express it in the dialogues.
  • Unity will be enhanced as learners role play a dialogue on environmental pollution in groups.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is realised as learners listen critically and use tone and language while role playing a dialogue on environmental pollution in groups.
  • Environmental education is acquired when learners come up with an environmental club and conserve the school and the community environments.
  • Critical thinking is enhanced as learners discuss ways in which the school environment can be polluted.

Link to other subjects:

  • Kiswahili and English cover conversation skills.
  • Integrated Science addresses environmental pollution

Assessment Rubric

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:

  1. identify the main points in a variety of texts
  2. create a personal collection of thematic vocabulary
  3. desire to read varied texts as a source of information.

The learner is guided to:

  • work in small groups to practice how to study the pictures and make observations and make observations in a text about soil conservation
  • read about soil conservation in the grade 7 course book to identify main points and make personal notes,
  • silently read texts on soil conservation and discuss the effects of soil conservation as a whole class
  • practice in pairs how to infer the meaning of thematic vocabulary items from context
  • Use the thematic words learnt to create a personal collection of vocabulary related to environmental conservation.
  1. Why is it important to read a variety of texts to find information?
  2. How do we control environmental pollution?

Core competencies to be developed:

  • Citizenship will be enhanced as learners demonstrate responsible decision making as learners read texts on environmental conservation and respond to relevant questions
  • Learning to learn will be acquired through working collaboratively in pairs to discuss the meaning of thematic vocabulary items from context

Values:

  • Respect will be achieved as learners listen to each other’s interpretation of vocabulary items.
  • Unity will be realised as learners work in pairs discuss the meaning of vocabulary items from context.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is enhanced as learners discuss the effects of soil conservation.
  • Environmental education is acquired as learners read texts on soil conservation and answers questions orally.
  • Critical thinking is inculcated as the learners infer the meaning of vocabulary items.

Link to other subjects:

  • Integrated Science and Agriculture address environmental conservation.
  • English covers reading for information

Assessment Rubric

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:

  1. identify possessive adjectives in sentences about environmental conservation,
  2. select demonstrative adjectives from paragraphs to make sentences about environmental conservation,
  3. use demonstrative adjectives to complete sentences in texts,
  4. create simple descriptions using possessive adjectives,
  5. acknowledge the importance of demonstrative and possessive adjectives in communication.

The learner is guided to:

  • engage in group activities to manipulate digital devices to find and read texts about environmental conservation and identify possessive adjectives
  • silently read a paragraph on environmental conservation to identify demonstrative adjectives and write them down
  • identify possessive adjectives in songs about environmental conservation and use them to write short texts
  • create short descriptions using possessive adjectives about pictures in a text book related to environmental conservation
  • work in pairs, to use demonstrative adjectives in making sentences about environmental conservation
  • read text in the grade 7 course book and fill in blank spaces to complete paragraphs on environmental conservation using possessive and demonstrative adjectives.
  1. How do we indicate possession?
  2. Why should we conserve the environment?

Link to other subjects:

  • Kiswahili and English address possessive and demonstrative adjectives.
  • Integrated Science addresses environmental pollution

Assessment Rubric

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
possessive adjectives in sentences about
environmental
conservation even
with assistance

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
demonstrative
adjectives in
paragraphs to make
sentences about
environmental
conservation

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
use possessive and
demonstrative
adjectives to
complete sentences
in texts

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:

  1. apply the main features to write a creative dialogue,
  2. write a short imaginative dialogue on effects of air pollution,
  3. adopt creative writing as a medium for addressing topical issues.

The learner is guided to:

  • participate in discussions on the features of dialogue and practice applying them as they develop short dialogues on environmental conservation,
  • engage in activities in pairs to discuss, draft and write a short imaginative conversation on the effects of air pollution
  • access online resources to find imaginative dialogues and study the features then apply them to develop own dialogue about air pollution
  • discuss the different ways air can be polluted and generate discussion points for a dialogue
  • write down paragraphs on how to prevent the air pollution and exchange for peer review in their groups.
  1. How do we write dialogues?
  2. Why is it important to control air pollution?

Core competencies to be developed:

  • Communication will be developed as learners write coherently short imaginative conversation on the effects of air pollution
  • Collaboration will be enhanced as learners contribute to group decision making as they write their dialogues.
  • Digital literacy will be acquired as learners use digital devices to Share the dialogues through social media platforms

Values:

  • Respect will be experienced as learners listen to each other’s ideas as they develop the dialogues.
  • Responsibility will be inculcated as learners learn how to prevent air pollution.
  • Unity is developed as learners work collaboratively in groups to write dialogues.

Pertinent and Contemporary Issues (PCIs):

  • Environmental education is acquired as learners write down paragraphs on how to prevent the air pollution in groups
  • Critical thinking is achieved as learners discuss the features of dialogue from texts
  • Peace education is enhanced as they collaborate when writing their dialogues.

Link to other subjects:

  • Kiswahili and English address dialogue writing.
  • Integrated Science addresses environmental protection

Assessment Rubric

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

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:

  1. distinguish closely related sounds in tongue twisters
  2. outline the riddling session in their culture
  3. acknowledge the importance of riddles and tongue twisters in enhancing conversational skills.

The learner is guided to:

  • work in groups to listen to pre- recorded audio clips on tongue twisters and practice saying
  • participate in group work to record themselves as they practice articulating tongue twisters, listen and give peer review
  • practise turn taking skills in a riddling session
  • compose tongue twisters and take turns to perform them in small groups
  • present the tongue twister they composed to the rest of class and get peer review
  • watch pre-recorded audio- visual clips on a riddling session in their culture and simulate the same in small groups
  • discuss the process of a riddling session and practise turn taking, negotiation and interjections as they riddle
  • participate in a class competition in riddling.
  1. Why are tongue twisters important in language development?
  2. How do you develop conversational skills?

Core competencies to be developed:

  • Communication will be enhanced through speaking clearly as learners distinguish the sounds in tongue twisters
  • Collaboration will be experienced by influencing teams as learners participate in group work composing tongue twisters and competing in riddling.
  • Critical thinking and problem solving will be realised as learners follow simple instructions to compose and perform tongue twisters and participate in riddling
  • Learning to learn will be developed as learners work collaboratively as learners work in groups to compose and present tongue twisters to the rest of the class.
  • Citizenship will be enhanced as learners demonstrate interest in interacting with others as they work in groups to perform tongue twisters and riddles.

Values:

  • Unity will be achieved as learners work in groups to compose and present tongue twisters to the rest of the class and take part in riddling activities
  • Respect will be developed as learners accept others’ opinions in the process of composing tongue twisters.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is enhanced as learners articulate tongue twisters
  • Creative thinking is acquired as learners identify combination of sounds and words to compose tongue twisters
  • Social cohesion is experienced as learners in groups participate in riddling competition

Link to other subjects:

  • English and German cover conversational skills, tongue twisters and riddles.

Assessment Rubric

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:

  1. respond to direct and inferential questions from texts,
  2. construct sentences using thematic vocabulary,
  3. recognize the importance of reading in enriching cultural knowledge.

The learner is guided to:

  • discuss the meaning of their names in small groups
  • take turns to read aloud sections of texts about child naming
  • answer questions from the texts on child naming
  • identify vocabulary related to child naming from online sources and discuss their meaning in groups
  • use vocabulary related to child naming to construct sentences and peer review each other’s sentences.
  1. Why is it important to read texts with cultural information?
  2. What is the significance of naming children?

Core competencies to be developed:

  • Communication will be demonstrated through speaking clearly and effectively as learners read the texts aloud
  • Collaboration is developed as learners contribute in group decision making to identify the meaning of vocabulary related to child naming.
  • Citizenship is enhanced as learners develop cultural identity and a sense of belonging by getting information about child naming in their culture
  • Digital literacy is acquired as learners connect using technology to use internet and access reading material on naming in their culture

Values:

  • Unity will be developed as learners work in groups to identify the meaning of vocabulary related to child naming and to construct sentences.
  • Patriotism will be inculcated as learners discuss naming in their community
  • Respect will be fostered as learners listen to one another’s explanation of the meaning of their names

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is developed as learners take turns to read aloud texts on naming
  • Social cohesion will be acquired as learners talk about the meaning of names in their community

Link to other subjects:

  • Arabic and French address reading skills
  • Religious Studies covers child naming
  • Social Studies addresses cultural activities like naming ceremonies

Assessment Rubric

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:

  1. identify determiners from texts on culture,
  2. construct sentences using determiners,
  3. acknowledge the role of determiners in enhancing meaning

The learner is guided to:

  • participate in group work to read and respond to questions on passages with a cultural message
  • work in groups to identify words that determine the reference of nouns in the sentences
  • discuss the role of determiners play in modifying nouns, in small groups, and give peer review
  • work in pairs do an exercise on filling blanks with appropriate determiners
  • engage in pair work to construct sentences with cultural message using a variety of determiners
  • peer review the sentences constructed by each other in their pairs.

How do determiners influence meaning in a sentence?

Core competencies to be developed:

  • Communication will be developed as learners construct and write sentences clearly and correctly using determiners
  • Collaboration will be demonstrated as learners recognise the value of other’s ideas while reviewing sentences with cultural messages
  • Citizenship will be acquired as learners show social cultural awareness while constructing sentences with cultural messages.

Values:

  • Respect is acquired as learners engage in groups and value the contribution of each other in constructing and reviewing sentences
  • Unity is enhanced as learners in groups discuss the role of determiners in sentences with cultural messages.
  • Responsibility is developed as learners evaluate each other’s work on sentence construction.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is acquired as learners write clearly and correctly while constructing sentences using determiners
  • Social cohesion is enhanced as learners in groups discuss the role of determiners in sentences with cultural messages.
  • Patriotism is fostered as learners construct sentences with cultural messages

Link to other subjects:

  • English and Kiswahili address the use of determiners to modify nouns

Assessment Rubric

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:

  1. identify the features of a narrative on a given event,
  2. write a narrative about cultural religious events,
  3. acknowledge the place of writing in communication.

The learner is guided to:

  • engage in group activities to watch and discuss an audio- visual clip on a cultural religious event
  • work in pairs to talk about the different cultural religious events they have participated in
  • read a narrative composition on a cultural religious event and identify the features of a narrative
  • discuss the features of a narrative composition in groups and apply them to develop short narratives about cultural events
  • participate in pair work to make an outline of a narrative composition on a cultural religious event
  • write the first paragraph of a narrative composition on a cultural religious event and share it to a different group to generate the next paragraph, who will then pass it to a third group to complete writing the narrative composition on a cultural religious event
  • work in small groups peer review each other’s narrative composition on a religious event and keep a copy of one’s narrative composition in the portfolio
  1. What constitutes narrative writing?
  2. Why should we write about cultural religious events?

Core competencies to be developed:

  • Communication will be enhanced as learners write narrative compositions on cultural religious events fluently and in an organised manner.
  • Collaboration is developed as learners review each other’s narrative compositions and influencing teams
  • Self-efficacy is acquired as leaners show concerted attention to deal while planning and writing narrative composition on a cultural religious event through task management
  • Citizenship is inculcated as learners write narratives on cultural religious events hence acquiring active community social skills.

Values:

  • Unity is developed as they work together in groups to discuss features of narrative composition.
  • Respect is enhanced as learners review each other’s narrative compositions
  • Responsibility is acquired as learners plan, write and review their narrative compositions on a cultural religious event.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication as learners write narrative composition on cultural religious events fluently and in an organised manner
  • Social cohesion is enhanced as learners work in groups review each other’s narrative compositions
  • Patriotism is developed as learners talk about the different cultural religious events they have participated in

Link to other subjects:

  • English and Kiswahili address narrative writing.
  • Social Studies covers religious events.

Assessment Rubric

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

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:

  1. identify traditional modes of trade from texts,
  2. use vocabulary on consumer awareness in sentence construction,
  3. respond to recall questions from a text on types of consumers
  4. respond to inferential questions on consumer awareness
  5. acknowledge the importance of listening carefully for information.

The learner is guided to:

  • discuss traditional modes of trade known to them
  • identify traditional modes of trade in the community from aural comprehension texts
  • listen to on a talk from an audio clip and note down types of consumers
  • listen to an aural comprehension passage and identify vocabulary related to consumer awareness
  • listen to a passage and answer recall and inferential questions on consumer awareness
  • role play in groups traditional modes of trade using the learnt vocabulary.
  1. Why is attentive listening important when identifying specific information?
  2. How is consumer awareness beneficial?

Core competencies to be developed:

  • Critical thinking and problem solving is developed as learners listen to a passage and answer recall and inferential questions on consumer awareness
  • Digital literacy is enhanced as learners use digital devices to retrieve digital content listen to on a talk from an audio clip and note down types of consumers

Values:

  • Unity is developed as they role play in groups traditional modes of trade.
  • Responsibility will be enhanced as learners listen to a passage and answer recall and inferential questions on consumer awareness

Pertinent and Contemporary Issues (PCIs):

  • Critical thinking is enhanced as learners listen to a talk from an audio clip and note down traditional modes of trade.
  • Financial literacy is acquired as learners learn about traditional modes of trade in the community.
  • Consumer education is enhanced as learners a passage and answer recall and inferential questions on consumer awareness
  • Self-esteem is developed as learners role-play in groups traditional modes of trade using the learnt vocabulary.

Link to other subjects:

  • Mathematics and Business Studies address trade and consumer awareness.

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:

  1. identify traditional modes of trade from a passage,
  2. use vocabulary related to traditional modes of trade,
  3. answer comprehension questions on consumer awareness,
  4. appreciate the importance of reading for information.

The learner is guided to:

  • read a passage from print and digital sources and name the traditional modes of trade
  • work in pairs to read a passage and identify examples of consumer awareness
  • construct sentences using the vocabulary they have identified
  • play language games using vocabulary related to consumer awareness for gap filling
  • read and answer recall and inferential questions on traditional modes of trade
  • create a personal collection of vocabulary related to traditional modes of trade and share with peers.
  1. How is reading important in acquiring information?
  2. How is consumer awareness beneficial?

Core competencies to be developed:

  • Self-efficacy is enhanced as learners show concerted attention when creating personal collection of vocabulary related to traditional modes of trade and share with peers.
  • Digital literacy is developed as learners access passages from digital sources and name the traditional modes of trade.
  • Creativity and imagination is acquired as learners remember scenarios from memory while playing language games using vocabulary related to consumer awareness for gap filling

Values:

  • Responsibility is acquired as learners play language games using vocabulary related to consumer awareness for gap filling
  • Integrity is enhanced as learners create a personal collection of vocabulary related to traditional modes of trade and share with peers.

Pertinent and Contemporary Issues (PCIs):

  • Self-esteem is developed as learners show concerted attention when creating personal collection of vocabulary related to traditional modes of trade and share with peers.
  • Integrity is developed as learners create a personal collection of vocabulary related to traditional modes of trade and share with peers.
  • Financial literacy is acquired as learners learn about traditional modes of trade.
  • Consumer education is enhanced as learners remember scenarios from memory while playing language games using vocabulary related to consumer awareness for gap filling

Link to other subjects:

  • Business studies addresses trade as a topic.
  • Mathematics addresses the topic on entrepreneurship.

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:

  1. Identify adverbs of place and manner in a paragraph,
  2. use adverbs of place and manner in paragraphs,
  3. Acknowledge the role of adverbs of place and manner in communication.

The learner is guided to:

  • engage in pair work to read sentences on trade and identify adverbs of place
  • work in pairs, read sentences on trade and identify adverbs of manner
  • identify adverbs of manner from paragraphs about types of consumers, and peer review each other in the group
  • work in small groups to identify adverbs and use them to make sentences on trade
  • participate in activity to fill in blank spaces using adverbs of place and manner
  • dramatise a dialogue on trade featuring adverbs of manner and place.
  1. Why are adverbs important in communication?
  2. How is consumer awareness beneficial to the society?

Core competencies to be developed:

  • Learning to learn will be enhanced as learners seek information and discover facts about trade from given sentences and paragraphs.
  • Collaboration is achieved as learners recognize each other’s ideas, listen and respond to each other’s sentences.

Values:

  • Unity and respect will be developed as learners dramatise a dialogue featuring adverbs of manner and place.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is enhanced as learners dramatise a dialogue featuring adverbs of manner and place.
  • Financial literacy is developed as leaners dramatise a dialogue on trade featuring adverbs of manner and place.
  • Consumer Education is enhanced as learners identify adverbs of manner in paragraphs about types of consumers

Link to other subjects:

  • English and Kiswahili address adverbs
  • Business Studies addresses consumer awareness

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:

  1. Discuss consumer awareness and its benefits,
  2. narrate the need for integrity and responsibility in business,
  3. write short compositions on traditional forms of trade,
  4. acknowledge the role of writing in communication.

The learner is guided to:

  • read digital texts and identify information on the benefits of consumer awareness and write them down
  • discuss and write short narrations on the need for integrity and responsibility in business
  • identify the concept of values in trade and business from the texts they have read and write short compositions on the same
  • write short compositions, in groups, on the benefits of consumer awareness
  • infuse the concept of integrity and responsibility in compositions about trade
  • share their compositions on digital platforms, give feedback and share their work in class.
  1. Why should we write clearly?
  2. How do we write short compositions? Why is consumer awareness important?

Core competencies to be developed:

  • Digital literacy is acquired as learners read digital texts and identify information on the benefits of consumer awareness and write them down
  • Citizenship is enhanced as infuse the concept of integrity and responsibility in their compositions about trade
  • Learning to learn is developed as learners work collaboratively while developing short compositions on consumer awareness and its benefits

Values:

  • Unity is developed as learners share digital devices to read digital texts and identify information on the benefits of consumer awareness and write them down
  • Self-esteem is acquired as the learners make presentations in class.
  • Respect is achieved as learners infuse the concept of values in their compositions.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is enhanced as learners work in groups to write short compositions.
  • Financial literacy is developed as learners read digital texts and identifies different modes of trade.
  • Consumer education is enhanced as learners read digital texts and identify information on the benefits of consumer awareness and write them down
  • Self-esteem is acquired as learners express themselves in writing

Link to other subjects:

  • English and Kiswahili address writing skills
  • Business studies cover consumer awareness

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:

  1. respond to questions on personal talents and abilities,
  2. transcribe a short paragraph from an audio clip,
  3. advocate for importance of intensive listening in communication.

The learner is guided to:

  • listen to an audio clip on how talents and abilities influence career choice and summarise the information
  • work in groups discuss how career choice depends on one’s abilities and talents
  • orally answer comprehension questions on the audio clip on how talents and abilities influence career choice
  • surf the internet to find a short audio clip on how talents and abilities influence career choice individually transcribe one paragraph from the audio clip
  • engage in small group activities to review each other’s transcription then each keeps their transcription in a portfolio.
  1. How can listening attentively for information help us in making decisions?
  2. Why is it important to know your talents and abilities?

Core competencies to be developed:

  • Communication is enhanced as learners listen keenly and actively to transcribe one paragraph from the audio clip on how abilities and talents influence career choice
  • Collaboration is acquired as learners recognizing the value of other’s ideas during discussions on how career choice depends on one’s abilities and talents
  • Digital literacy is developed as learners surf the internet to find a short audio clip on how talents and abilities influence career choice
  • Self-efficacy is acquired as the learners identify personal skills and keep a copy of their transcription in their portfolio

Values:

  • Unity is developed as learners work in groups to discuss how career choice depends on one’s abilities and talents
  • Respect is enhanced as learners review each other’s transcription

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion is achieved as work in groups to discuss how career choice depends on one’s abilities and talents, and as they review each other’s transcriptions
  • Self-awareness is developed as learners learn how to discover their own talents, interests and abilities from the discussions

Link to other subjects:

  • English and Kiswahili address listening skills
  • Pre-Technical and Pre-Career Studies deal with careers

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:

  1. respond to questions on a variety of texts
  2. infer the meaning of words used in a text,
  3. construct sentences using vocabulary related to abilities and talents,
  4. recognise the value of reading for information.

The learner is guided to:

  • participate in group activities to study the pictures in their course book and identify the different careers portrayed in the pictures
  • work in groups to discuss the abilities and talents required for the different careers in the picture
  • take turns in pairs, to read a text on talents and abilities and orally answer questions on a text on abilities and talents
  • infer the meaning of the given words as used in the text and join another group in class to compare your inference of meaning of words
  • create a list of vocabulary related to abilities and talents, as a group, and use the vocabulary learnt to construct sentences on talents and abilities
  • work in small groups peer review your sentences on abilities and talents.
  1. How do you read for information?
  2. How can talents and abilities develop into careers?

Core competencies to be developed:

  • Communication is developed as the learners write sentences on abilities and talents clearly and correctly
  • Collaboration is enhanced as learners contribute to group decision making to compare their inference of vocabulary with other groups
  • Critical thinking and problem solving is acquired as learners make interpretations and inference from the text on abilities and talents
  • Creativity and imagination will be developed as learners network to undertake group activities that enhance their inference skills

Values:

  • Unity is developed as learners work in group to infer meanings of vocabulary related to abilities and talents
  • Responsibility is acquired as each learner does the assigned exercise
  • Respect is enhanced as learners in groups compare their inference of vocabulary with other groups

Pertinent and Contemporary Issues (PCIs):

  • Creative thinking is acquired as learners undertake group activities that enhance their inference skills
  • Problem solving is developed as learners make interpretations and inference from the text on abilities and talents
  • Social cohesion is enhanced as leaners in groups as learners compare their inference of vocabulary with other groups

Link to other subjects:

  • Kiswahili, French and English cover reading skills
  • Pre-Technical and Pre-Career Studies deal with careers

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:

  1. identify noun phrases in sentences on careers,
  2. construct sentences using noun phrases,
  3. identify verb phrases in sentences on career
  4. construct sentences about careers using verb phrases,
  5. acknowledge the role of phrases in construction of meaningful sentences.

The learner is guided to:

  • engage in group activities to read short passages about careers and identify nouns and group of words modifying nouns
  • underline noun phrases in sentences on their course books and use them to construct sentences related to career using given noun phrases
  •  take turns to read a paragraph on career and identify verb phrases in the paragraph on career
  • identify verb phrases in the sentences about their career preferences and use them to fill in blanks with appropriate verb phrases in sentences on career
  • work in pairs to complete sentences on careers by matching phrases given in tables
  • construct own sentences on careers and underline the verb phrases and peer review others’ sentences.
  1. Why do we use phrases in sentences?
  2. Why do we need to think carefully about careers?

Core competencies to be developed:

  • Communication is developed as learners construct sentences using noun phrases and verb phrases clearly and correctly.
  • Collaboration is enhanced as learners contributing to group decision making by peer reviewing each other’s sentences.
  • Learning to learn is achieved as learners organise own learning to construct sentences using noun and verb phrases.

Values:

  • Respect is developed as they interact in groups to review each other’s sentences
  • Responsibility is enhanced as the learners do the assigned tasks on completing senences with appropriate phrases
  • Unity is developed as learners work in pairs and groups to identify noun phrases and verb phrases

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is acquired as learners write clearly and correctly in constructing sentences using noun phrases and verb phrases.
  • Critical thinking is developed as learners complete sentences on careers using given phrases in construction table
  • Social cohesion is achieved as learners peer review sentences in groups

Link to other subjects:

  • English and Kiswahili address noun phrases and verb phrases
  • Pre-Technical and Pre-Career Studies deal with careers

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:

  1. identify the features of a topical paragraph,
  2. write a short coherent paragraph on abilities and talents,
  3. acknowledge the importance of paragraphing in writing

The learner is guided to:

  • work in small groups to surf the internet for and read topical paragraphs related to abilities and talents
  • discuss in their groups, the features of a topical paragraphs illustrating with the paragraphs sourced online
  • identify a topic sentence from a list of sentences on talents and abilities and use them at the beginning of paragraphs
  • rearrange sentences to form a coherent paragraph on talents and abilities and peer review for each other in small groups
  • write down five-sentence paragraph on how their abilities and talents can benefit the society, peer review each other’s topical paragraphs and keep a copy of one’s paragraph in the portfolio.
  1. How do we write an effective paragraph?
  2. Why should we identify our abilities and talents?

Core competencies to be developed:

  • Communication is developed as learners write topical paragraphs clearly and correctly
  • Collaboration is enhanced as learners contribute to group decision making through peer reviewing each other’s topical paragraphs
  • Critical thinking and problem solving is developed as learners explore in writing a paragraph how their abilities and talents can benefit the community.
  • Self-efficacy- self-awareness is enhanced as learners analyse their abilities and talents, plan, write and review their topical paragraphs.

Values:

  • Unity is developed as learners work in groups to complete coherent topical paragraphs on abilities and talents
  • Responsibility is acquired as learners analyse their abilities and talents, plan, write and review their topical paragraphs.

Pertinent and Contemporary Issues (PCIs):

  • Creative thinking is achieved as learners discover and write paragraphs on how their abilities and talents can benefit the community
  • Self-awareness is developed as learners discover and write paragraphs on how their abilities and talents can benefit the community
  • Social cohesion is enhanced as learners work in groups to peer review each other’s topical paragraphs on how their abilities and talents can benefit the community
  • Patriotism is developed as learners analyse how their abilities and talents can benefit the community

Link to other subjects:

  • English and Kiswahili cover paragraph writing
  • Pre-Technical and Pre-Career Studies address careers

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:

  1. identify features of fables from their community,
  2. narrate a fable from their community,
  3. apply audience awareness skills in story-telling,
  4. recognize the role of story-telling in developing listening and speaking skills.

The learner is guided to:

  • work in small groups listen to an audio recording of a fable,
  • participate in pair work to identify the characters in the fable
  • discuss the character traits of the characters and share with the class the results of their discussions on the characters
  • discus the moral lessons of the fable
  • narrate fable to their small groups as they apply audience awareness skills in story-telling
  • choose one fable from their group and narrate it to the class while applying audience awareness skills in story-telling
  • video record each group’s presentations and watch the presentations and discuss the performances
  • Discuss the moral lessons on each of the fables presented.
  1. How does storytelling enhance communication?
  2. How do we apply audience awareness when narrating stories?
  3. Why are fables important to the community?

Core competencies to be developed:

  • Communication is achieved as the learners narrate fables clearly and effectively while applying audience awareness skills
  • Collaboration is enhanced as learners influence teams by giving feedback and suggest improvement on each other’s narrations.
  •  Self-efficacy is developed as learners identify personal skills through telling stories involving animals and practice applying audience awareness skills in story telling
  • Creativity and imagination is achieved as learners network and undertake group activities in narrating, video- taping and giving each other feedback that help in gaining new perspectives
  • Citizenship is acquired as learners develop cultural identity and cultivate a sense of belonging by narrating fables

Values:

  • Unity is developed as learners work in groups to tell stories
  • Responsibility is enhanced as learners play their assigned roles during story telling
  • Respect is achieved as learners video-record each other’s performance and give feedback
  • Patriotism is inculcated as learners cultivate a sense of belonging by narrating fables

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is developed as learners speak clearly and effectively while applying audience awareness skills in the narration of fables
  • Self-awareness is enhanced as learners discover their story telling abilities and use audience awareness skills in story telling
  • Patriotism is fostered as learners cultivate a sense of belonging by narrating fables
  • Social cohesion is developed as learners work in groups to tell stories, videotape each other and provide feedback.

Link to other subjects:

  • Kiswahili and English address fables.
  • Social Studies covers traditional forms of education

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:

  1. respond to questions on tricksters,
  2. analyse tricksters from their community,
  3. acknowledge oral narratives as means of giving information.

The learner is guided to:

  • name the common animal characters used in stories and briefly discuss characters that often portrayed as tricksters in oral narratives
  • read a trickster and respond to oral questions and outline the plot of the trickster narrative
  • work in groups to surf the internet for and read a trickster narrative to discuss the character traits of the characters in the trickster and the moral of the trickster narrative
  • Read aloud their group trickster to class and present analysis of the trickster in class then give feedback to each other’s reading ad presentation.
  1. How do we read intensively?
  2. How do we use trickster narratives in the community?

Core competencies to be developed:

  • Communication is developed through speaking clearly and effectively as learners read aloud their group trickster to class and present analysis of the trickster
  • Collaboration is enhanced by contributing to group decision making as learners in group decide on a trickster form the internet, read, analyse and present to class.
  • Digital literacy is acquired through use of digital technology to accomplish tasks as leaners surf the internet for an appropriate trickster narrative
  • Citizenship is developed as learners experience sociocultural sensitivity and awareness through being exposed to the trickster narratives and the moral lessons they teach.
  • Critical thinking and problem solving as learners interpret and infer while analysing the plot, characterisation and moral lesson of the trickster narrative

Values:

  • Unity is developed as learners work in groups to discuss the tricksters they have read.
  • Respect is acquired as they listen to each other’s views on the tricksters they have read.
  • Responsibility is enhanced as learners surf the internet and identify appropriate tricksters for reading and analysis.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is acquired as learners read aloud their group trickster to class and present analysis of the trickster
  • Social cohesion is developed as the learners in group decide on a trickster form the internet, read, analyse and present to class.
  • Patriotism is acquired as learners cultivate a sense of belonging by reading tricksters from their community

Link to other subjects:

  • Kiswahili covers animal stories
  • English addresses reading skills and vocabulary

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:

  1. distinguish between active and passive voice in sentences,
  2. use active passive voice to construct sentences on animal characters
  3. recognise the use of active and passive voice in sentences.

The learner is guided to:

  • take turns to read a fable and discuss the use of active and passive voices illustrating with sentences in the fable
  • do an exercise from grade 7 course book to identify active and passive voices
  • use active voice to construct sentences related to fables and peer review your sentences
  • convert your sentences from active to passive voice and peer review each other’s sentences
  1. How do we differentiate between active and passive voices in sentences?
  2. when do we use the active and passive voices?

Core competencies to be developed:

  • Communication is enhanced as learners use the active and passive voice in sentences clearly and correctly
  • Collaboration is enhanced as learners recognize the value of other’s ideas while working in pairs and in groups to review each other’s sentences
  • Learning to Learn is developed as learners organise their own learning while constructing sentences in active voice

Values:

  • Unity is enhanced as learners work in pairs and in groups to review each other’s sentences
  • Respect is acquired as the learners recognizing the value of other’s ideas while peer reviewing the sentences
  • Responsibility is developed as learners organise their own learning while constructing sentences in active voice

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is developed as learners write clearly and correctly while using active and passive voice in sentences
  • Social cohesion is achieved as learners work in pairs and in groups to review each other’s sentences

Link to other subjects:

  • English and French cover active and passive voice

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:

  1. rearrange given sentences to make a coherent one- paragraph story,
  2. write a short story featuring animal characters,
  3. advocate for writing of stories as a means of communication.

The learner is guided to:

  • study pictures in the leaner’s course book
  • discuss in groups, the events portrayed in the pictures
  • re-arrange sentences to form a coherent animal story portrayed in the pictures
  • watch an audio-visual clip featuring animals in a traditional set up and discuss the events evident in the audio-visual clip
  • write an imaginative story featuring animals in traditional and display the story in class for peer reading and review.
  1. How can we write interesting stories with animal characters?
  2. Why are animal stories important?

Core competencies to be developed:

  • Communication is enhanced as learners write imaginative stories featuring animals in traditional set up fluently and in an organised manner
  • Collaboration is developed as learners recognise the value of other people’s ideas while reading and peer reviewing each other’s stories
  • Self-efficacy is realised as learners set targets and plan efficiently to achieve tasks while planning and writing their imaginative story featuring animals in traditional set up
  • Citizenship is developed as learners acquire sociocultural sensitivity and awareness through indigenous knowledge while reading and writing about animal characters in traditional set up

Values:

  • Unity is developed as learners work in groups watch and discuss audio-visual clips featuring animals in traditional set up
  • Respect is enhanced as learners read and peer review each other’s stories
  • Responsibility is achieved as leaners plan efficiently and achieve tasks while planning and writing their imaginative story featuring animals in traditional set up

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is developed as learners sequence ideas logically while writing imaginative story featuring animals in traditional set up
  • Social cohesion is achieved as learners work in groups watch and discuss audio-visual clips featuring animals in traditional set up
  • Patriotism is enhanced as leaners develop a sense of belonging while reading and writing about animals in the traditional set up.

Link to other subjects:

  • English and Kiswahili address writing to give information and oral narratives featuring animals

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:

  1. prepare and give a talk about cultural foods,
  2. make presentations on preparation of cultural foods,
  3. appreciate the importance of good presentation skills in communication.

The learner is guided to:

  • discuss points to consider when preparing a talk about different types of foods in their culture
  • listen to oral narratives on traditional food preparation from audio clips and respond to questions
  • listen to a talk on cultural foods from a resource person and discuss the key points in groups
  • prepare a talk about cultural foods in a logical sequence and make presentations on preparation of traditional foods and record themselves in groups
  • watch the recorded video clips and peer review of each other.
  1. What entails presentation skills?
  2. How do we improve our presentation skills?
  3. Why should we prepare food carefully?

Core competencies to be developed:

  • Learning to learn is enhanced as learners share what they have learnt when make presentations on preparation of traditional foods in groups.
  • Digital literacy is acquired as learners record video clips and peer review of each other

Values:

  • Unity is developed as learners listen to a talk on cultural foods from a resource person and discuss the key points in groups
  • Respect is achieved as learners appreciate each other’s opinions while working in groups.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is developed as learners make presentations on cultural foods
  • Health education is acquired as they learn about cultural foods

Link to other subjects:

  • Home science addresses food preparation
  • Agriculture covers traditional foods
  • Kiswahili and English cover presentation skills

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:

  1. identify names of cultural foods from passages
  2. analyse the nutritional value of cultural foods from texts
  3. read texts on cultural foods and answer questions
  4. use vocabulary related to cultural food to create a personal collection
  5. acknowledge reading as a source of information.

The learner is guided to:

  • read digital and print texts and identify names of cultural foods an create personal collections of thematic vocabulary
  • read articles from newspapers and pick out information on nutritional value of cultural foods in groups and respond to questions from passages on cultural foods
  • make notes on different types of cultural foods using vocabulary in personal collections
  • use the dictionary to find the meaning of vocabulary related to cultural food.
  1. How do we scan to get specific information when reading a text?
  2. Why is cultural food important in our bodies?

Core competencies to be developed:

  • Communication and collaboration will be developed as learners contribute to group decision making as they read articles from newspapers and pick out information on nutritional value of cultural foods in groups.
  • Creativity and imagination is enhanced as learners undertake tasks to create something new by use vocabulary related to cultural foods appropriately and create personal collections.

Values:

  • Unity is achieved as learners contribute to group decision making by reading articles from newspapers and pick out information on nutritional value of cultural foods in groups.
  • Responsibility is developed as they handle digital devices when reading digital texts

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is acquired as the learners work in groups when reading articles from newspapers.
  • Health education is enhanced as learners read about nutritional value of cultural foods.

Link to other subjects:

  • English and Kiswahili address reading.
  • Home Science addresses nutritional value of cultural foods.

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:

  1. distinguish between declarative, interrogative, imperative and exclamative sentences,
  2. construct declarative, interrogative, imperative and exclamative sentences on health and nutrition,
  3. value the importance of different types of sentences in expressing ideas.

The learner will be guided to:

  • identify declarative, interrogative, imperative and exclamative sentences in a text on health and nutrition in turns
  • construct different types of sentences using nouns that talk about health and nutrition in groups
  • complete a written dialogue using given interrogative, imperative and exclamative sentences
  • role play the dialogue they have written using interrogative, imperative and exclamative sentences in groups
  • write a paragraph using interrogatives, imperatives and exclamative sentences,
  • create a crossword puzzle using the interrogative, imperative and exclamative sentences they have learnt, share and give feedback in class.
  1. How do we differentiate types of sentences?
  2. Why should we maintain a healthy lifestyle?

Core competencies to be developed:

  • Creativity and imagination is developed as learners undertake tasks to create a crossword puzzle using the interrogatives, imperative and exclamative sentences.
  • Self-efficacy is acquired as they show concerted attention to details while role playing a dialogue in groups.

Values:

  • Respect is achieved as Learners work in group and listen to one another when identifying declarative, interrogative, imperative and exclamative sentences in turns.
  • Responsibility is developed as Learners create a crossword puzzle using the interrogatives, imperatives and exclamative to completion.

Pertinent and Contemporary Issues (PCIs):

  • Creative thinking is enhanced as learners undertake tasks to create a crossword puzzle using the interrogatives, imperative and exclamative sentences
  • Self-efficacy is developed as they show concerted attention to details while role playing a dialogue in groups

Link to other subjects:

  • English and Kiswahili address types of sentences.
  • Home Science addresses health and nutrition.

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:

  1. outline the components of a friendly letter,
  2. write a friendly letter on preparation and preservation of traditional foods,
  3. Appreciate the importance of letter writing in communication.

The learner is guided to:

  • study a letter on preparation of traditional foods in pairs,
  • identify the features of a friendly letter and note down the different parts,
  • Write friendly letters to each other on preparation and preservation of traditional foods,
  • Share through emails the friendly letters they have written and respond to each other.
  1. How do we write friendly letters?
  2. How can we preserve traditional food?

Core competencies to be developed:

  • Creativity and imagination is developed as learners write friendly letters to each other on preparation and preservation of traditional foods.
  • Digital literacy is achieved as learners use digital technology to share through emails the friendly letters they have written and respond to each other

Values

  • Unity is enhanced as learners work in pairs as they study a letter on preparation of traditional foods
  • Responsibility is developed as learners handle digital devices when sharing the email messages they have written

Pertinent and Contemporary Issues (PCIs):

  • Creative thinking is acquired as learners write friendly letters to each other on preparation and preservation of traditional foods
  • Health Education is developed as learners use information about traditional food preparation and preservation to write letters

Link to other subjects:

  • English and Kiswahili address writing skills.
  • Home Science addresses food preparation and preservation as a topic.

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:

  1. identify traditional word games in their community,
  2. explain the role of various traditional word games for children,
  3. participate in traditional word games with their peers,
  4. acknowledge the role of word games, riddles and tongue twisters in communication.

The learner is guided to:

  • surf the internet for a variety of audio-visual clips featuring traditional word games for children, discuss and list traditional word games for children
  • work in groups discuss the role of each children’s word game identified in their discussion and compose a word game for children
  • use digital devices to videotape each other as you engage in children’s word games you developed and keep a copy of your videotaped performance in digital portfolio
  • work in groups to present the word games to the class as the others listen and participate.
  1. Why is it important to listen for pleasure?
  2. How do word games enhance communication?

Core competencies to be developed:

  • Communication is developed as learners listen keenly and actively paying attention and responding to word games from audio-visual clips
  • Collaboration is enhanced as learners recognizing the value of others’ contribution while working in groups to compose word games
  • Creativity and imagination is acquired as learners network wile undertaking a group task to gain new perspectives as learners in groups compose word games for children
  • Citizenship is developed as learners listen to and participate in traditional word games hence creating self- awareness
  • Self-efficacy is enhanced as learners set targets, planning efficiently and achieve tasks while composing word games for children, videotape themselves using a digital device and keep a copy of their videotaped performance in digital portfolio

Values:

  • Unity is developed as learners in groups to present their word games to class as the others listen and participate
  • Responsibility is acquired as learners compose word games for children and videotape yourselves using a digital device
  • Respect is enhanced as learners in groups discuss the role of children’s word game

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is developed as learners pay attention and respond to word games from audio-visual
  • Social cohesion is acquired as learners recognize the value of others’ as they work in groups to compose word games
  • Patriotism is enhanced as leaners develop a sense of belonging while listening to, composing and participating in traditional word games for children
  • Citizenship education is developed as learners listen to and participate in traditional word games hence creating self-awareness

Link to other subjects:

  • German and Arabic cover word games, and listening for pleasure

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:

  1. identify characteristics of riddles in texts,
  2. identify vocabulary associated with children play, spoken word, tongue twisters and riddles,
  3. identify features of children play, spoken word, tongue twisters and riddles,
  4. appreciate the role of children play, riddles, tongue twisters and spoken word in communication.

The learner is guided to:

  • read texts and identify characteristics of riddles
  • read texts on children play and identify vocabulary associated with it
  • read texts on spoken word and identify vocabulary associated with it
  • read texts on tongue twisters and identify vocabulary associated with it
  • read texts riddles and identify vocabulary associated with it
  • identify children’s play, spoken word, tongue twisters and riddles
  • identify in groups the importance of children’s play, riddles, tongue twisters and spoken word in texts
  • play language games involving children’s play, spoken word, tongue twisters and riddles in groups.
  1. How do literary short forms enhance reading?
  2. How do you derive pleasure from reading?

Core competencies to be developed:

  • Communication is developed as learners use appropriate language, expression and gestures when playing language games
  • Collaboration is enhanced as they actively participate in group work by playing language games.

Values:

  • Unity and respect will be realised as learners discuss in groups and accept each other’s opinion while doing group work.

Pertinent and Contemporary Issues (PCIs):

  • Effective communication is enhanced as learners use appropriate language, expression and gestures when playing language games
  • Self-esteem is developed as learners play language games involving children play, spoken word, tongue twisters and riddles
  • Social cohesion is achieved as learners work harmoniously in groups

Link to other subjects:

  • Social Studies addresses children play songs.
  • English and Kiswahili address reading skills

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:

  1. identify affirmative and negative sentences from given text,
  2. explain the use of affirmative and negative sentences in communication,
  3. construct affirmative and negative sentences on leisure,
  4. Recognize the role of affirmative and negative sentences in communication.

The learner is guided to:

  • read a passage on leisure and identify affirmative and negative sentences from the passage on leisure,
  • work in groups to demonstrate the difference between affirmative and negative sentences,
  • identify a list of sentences either as affirmative or negative,
  • engage in pair work to convert affirmative to negative sentences and vice versa,
  • construct affirmative and negative sentences on leisure and peer review each other’s sentences.
  1. How do we differentiate sentences?
  2. Why should we use different types of sentences?

Core competencies to be developed:

  • Communication is achieved as learners construct affirmative and negatives sentences clearly and correctly
  • Collaboration is enhanced as learners recognize the value of other’s ideas while working in pairs and in groups to review each other’s sentences
  • Learning to Learn is developed as learners organise their own learning while constructing affirmative and negative sentences

Values:

  • Unity is acquired as learners work in pairs and in groups to review each other’s sentences
  • Respect is developed as learners discuss the sentence structure of affirmative and negative sentences.

Pertinent and contemporary Issues (PCIs):

  • Effective communication is achieved as learners write clearly and correctly while constructing affirmative and negatives sentences
  • Social cohesion is developed as leaners work in pairs and in groups to review each other’s sentences

Link to other subjects:

  • Kiswahili and German address types of sentences.

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:

  1. identify features of poems in texts,
  2. distinguish between poems and songs in texts,
  3. write simple poems and songs on traditional leisure,
  4. embrace the importance of creative writing in language use.

The learner is guided to:

  • watch a video clip on a poetry recital to study a poem and identify its features in groups
  • discuss the steps in composing a poem in pairs, and distinguish the features of poems from songs and write them down
  • use digital devices to share the songs with their peers and make presentations of the song to the class.
  1. What should we consider when writing poems and songs? How do we write poems and songs?
  2. What entails traditional leisure activities?
  3. Why are traditional leisure activities important?

Core competences to be developed:

  • Critical thinking and problem solving is developed as learners use logical reasoning to identifying features of poems and songs
  • Digital literacy is enhanced as they use share songs with their peers using digital devices
  • Creativity and imagination is achieved as the learners create their own riddles and tongue twisters.

Values:

  • Unity is developed as learners study a poem and identify its features in groups.
  • Respect is enhanced as they appreciate each other’s opinion when discussing features of short forms

Pertinent and Contemporary Issues (PCIs):

  • Critical thinking is developed as learners use logical reasoning to identifying features of poems and songs
  • Effective communication is realised as learners discuss in groups and make presentations to their peers

Link to other subjects:

  • English and Kiswahili address creative and imaginative writing.
  • Performing Arts addresses Songs are addressed in Music

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:

  1. identifying gaps in relationships in the school and community
  2. doing a formal request to the headteacher for permission to carry out the project
  3. identifying the materials to be used in collecting the cultural literary short forms
  4. collecting the cultural literary short forms from the community
  5. sharing the short forms within the school and the community
  6. 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:

  1. analyse the place of cultural literary short forms in fostering ethnic relations,
  2. document the procedure to be followed for effective implementation of the project,
  3. apply the knowledge in data collection to gather cultural literary short forms from the community,
  4. utilize the data generated to address the importance of community values in fostering healthy ethnic relations,
  5. evaluate the project in relation to its objectives,
  6. Acknowledge the role of cultural literary forms in promoting social cohesion and community integration.

The learner is guided to:

  • identify gaps in relationships in the school and community [Learners could identify these gaps by conducting oral interviews or administering questionnaires to members of the school and community.
  • brainstorm on cultural literary short forms of the community can address the gaps identified and by so doing show the purpose of the project.
  • decide on an appropriate title of the project
  • outline the procedure they will follow for the implementation of the project: area of the study, duration, permit, budget, data collection methods, data presentation (including transcription) and analysis and report writing, dissemination (availing report to school and community)
  • form working groups to collect the different cultural literary short forms from the community
  • identify suitable respondents to give information on the chosen forms
  • visit the field and collect the short forms
  • use audio visual equipment to record the literary short forms
  • transcribe the collected material
  • analyse the short forms make recommendations to relevant stakeholders
  • write and edit a report based on the analysis.
  • bind the report and store a copy in the school library
  • form virtual learning groups where they continue exchanging ideas on how learning of cultural literary forms can foster social cohesion and communication integration
  • perform the short forms in various community forums
  • discuss their report in various community forums
  • discuss the contribution of the project to their learning and positive changes to the community, in groups
  • present their group finding to class as they record themselves, then post the clips in their virtual learning forums.
  1. Why do we collect data?
  2. How do we represent data?
  3. How do we use data in real life?

Core Competencies to be developed:

  • Creativity and imagination will be enhanced as learners network during collection of data and share their findings in the virtual learning forums
  • Critical thinking and problem solving is achieved as learners identify gaps in learning resources and ethic relations and how to fill these gaps
  • Communication is acquired as learners write fluently and in an organized manner to compile reports and disseminate project findings to the school and community
  • Collaboration is developed as learners recognize the value of other’s ideas by contributing decision making as learners plan, carry out the project and disseminate their findings to the school and community.
  • Self-efficacy is enhanced as learners manage tasks and show concerted attention to details while analysing data on cultural literary form
  • Learning to learning is acquired as learners develop relationships and share what they have learnt with the school and community members
  • Digital literacy will be enhanced as learners use digital devices to record themselves (on the contribution of the project), and post the clips in their virtual learning forums

Values

  • Unity will be realised as learners work together in groups to collect different cultural literary short form from the community
  • Respect will be inculcated as leaners interact with community members in while collecting and disseminating data
  • Integrity will be acquired as leaners analyse data collected from the community and give recommendations
  • Patriotism will be developed as learners recognize the values embodied in the cultural literary forms
  • Peace will be experienced as learners as they identify gaps, conduct research with the aim of positively impacting the society
  • Responsibility will be enhanced as leaners undertake tasks and collect data while using digital devices

Pertinent and Contemporary Issues (PCIs):

  • Active community skills will be developed as leaners interact with community members harmoniously as they collect data
  • Social cohesion will be realised as learners work together, and with the community, in while accomplishing tasks such as data collection, data presentation, analysis and dissemination
  • Critical thinking will be enhanced as learners brainstorm on how the study of cultural literary short forms can address the gaps identified in the community relationships
  • Problems solving will be acquired as learners research on how cultural short forms can enhance social cohesion
  • Self-esteem will be inculcated as learners perform cultural literary short forms in various community forums Peer education will be developed as leaners, in their virtual learning forums, continue exchanging ideas on how learning of cultural literary forms can foster social cohesion

Link to other subjects

  • Performing Arts covers performance of cultural literary forms
  • Social studies addresses fieldwork on geographical locations
  • English and Kiswahili address oral literary forms

Assessment Rubric

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

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

Page 2 of 2