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

The learner is guided to:

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

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

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

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

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

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

1.2 Self-
Esteem

(2 lessons)

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

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

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

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

Pertinent and Contemporary Issues (PCIs):

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2.1
Healthy Relationships

(1 lesson)

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

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

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

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

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

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

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

2.2 Effective Communication

(1 lesson)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2.5
Assertiveness

(2 lessons)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3.2 Creative Thinking Skills

(2 lessons)

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

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

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

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

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

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

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

3.3 Critical Thinking

(2 Lessons)

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

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

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

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

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

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

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

3.4
Problem
- Solving Skills

(2 lessons)

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

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

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

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

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

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

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

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

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

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

The learner will:

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

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

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

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

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

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

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

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

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

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

• Watch relevant videos/films/slide s
• Journaling

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

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

• Consult with Guidance and counselling services

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

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

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

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

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

• Composing patriotic songs and singing them

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

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

• Drawing and displaying charts on directions
• Update notice boards

1. Oral questions
2. Observations
3. Written tests

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

• Compose poems on peace building

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

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

• Participate in debates

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

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

• Visit and empathise with different people in school/community

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

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

• Act out skits on peer influences

1. oral questions
2. written tests
3. observations

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

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

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

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

• Create and recite poems on pertinent issues in life

3.3 Critical Thinking

(CSL Project)

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

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

• Participate in CSL project

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

• Share real life stories on problem solving

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

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

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

1.2 Dodging and Marking in Netball

(2 Lessons)

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

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

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

1.3 Footwork in Netball

(2 Lessons)

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

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

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

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

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

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

Link to other subjects

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

1.4 Passes and reception in Handball

(3 lessons)

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

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

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

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

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

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

1.6 Dodging and marking in Handball

(2 Lessons)

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

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

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

1.7 Dribbling in Handball

(2 Lessons)

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

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

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

1.8 Shooting in Handball

(3 Lessons)

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

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

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

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

2.1 Long jump

(2 lessons)

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

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

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

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

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

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

2.3 Sprint start in athletics

(2 lessons)

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

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

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

2.3 Running in Sprint races

(2 lessons)

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

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

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

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

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

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

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

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

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

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

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

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

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

3.1 Pre- exercise assessment of flexibility, balance and coordination

(3 lessons)

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

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

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

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

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

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

3.3 Post exercise assessment of flexibility, balance and coordination

(3 lessons)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The learner is guided to:-

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

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

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

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

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

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

6.1 Hockey: Equipment, grip and stance

(2 Lessons)

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

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

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

6.2 Passing skills in Hockey

(4 Lessons)

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

The learner is guided to:

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

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

6.3 Hitting skills in Hockey

(2 Lessons)

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

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

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

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

The learner is guided to:

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

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

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

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

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

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

7.1 Defensive positioning and entry skill

(2 lessons)

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

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

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

7. 2 Defensive skills

(4 lessons)

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

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

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

7.3 Attacking skills

(4 lessons)

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

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

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

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

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

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

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

Needs assistance to distinguish between block and tackle
techniques in Kabaddi

8.1 Water Orientation

(3 Lessons)

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

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

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

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

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

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

8.3 Back stroke in swimming

(3 lessons)

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

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

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

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

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

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

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

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

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

Swimming - Swimming pool, floaters, ICT devices,
whistle

1.1 Conservation
of Food Nutrients

( 8 lessons)

1. describe the role of Home Science education in contemporary life for self and others
2. explain principles of nutrient conservation in food handling
3. investigate the effect of heat on vegetables during cooking
4. conserve food nutrients in various vegetables found in the locality
5. describe the safety precautions to observe when investigating effect of heat on vegetables during cooking 
6. appreciate the conservation of food nutrients in food handling.

• brainstorm on the importance of knowledge and skills gained through Home Science in daily living for self, others and including each gender,
• engage actively with a resource person in relation to careers and income- generating activities in Home Science,
• discuss in groups the meaning of nutrient conservation in food handling (safe food preparation and cooking practices),
• search, study and share the principles of nutrient conservation in food handling (heat, air and light) that may destroy or change the nutritional value of food,
• use digital, print content or resource persons to search for and brainstorm on ways of minimizing nutrient loss in food handling (vegetables) such as food preparation (peeling, cutting, washing); in cooking (such as reducing the amount of water used in cooking, reducing the cooking time, reducing the surface area of food, covering food and avoid the use of Magadi soda) use blanching,
• carry out experiments to investigate and record the effects of heat (colour, texture, taste ) on vegetables during cooking (frying and boiling),
• practice and show-case how to conserve food nutrients in various vegetables found in the locality (frying and boiling),
• practice safety precautions to apply while investigating the effect of heat on vegetables during cooking,
• brainstorm in groups the effects of heat on vitamins and minerals(nutritive value) contained in vegetables.
• make class presentations.

1. How does the knowledge in Home Science improve quality of life?
2. Why are the 3Rs important in minimizing the nutrient losses in vegetables?

• Communication and collaboration: The learners listen to one another while brainstorming on ways of conserving food nutrients during food handling activities such as food preparation
• Learning to learn: The learner organises their own learning while discussing the effects of heat on vegetables during cooking.
• Digital literacy: The learner uses digital and print content to search for ways of minimizing nutrient losses in food handling (vegetables).
• Critical thinking and problem solving: The learners employ explanation skills to demonstrate how to conserve the various vegetables found in the locality.

• Love as the learner portrays a caring attitude towards others while they carry out experiments to investigate and record the effects of heat on vegetables while cooking.
• Responsibility as the learner observes safety while carrying out experiments on the effects of heat on vegetables.
• Unity when the learner respects other people’s opinions as they debate the importance of knowledge and skills gained through Home Science, in daily living for self, others and including each gender,

• Health-related issues when the learner observes personal and kitchen hygiene while carrying out investigations on the effects of heat on vegetables during cooking.
• Environmental education as the learner economically uses resources and dispose off wastes appropriately while carrying out experiments on the effects of heat on vegetables during cooking.
• Safety and security education as the learner observes precautions while carrying out investigations on the effects of heat on vegetables during cooking.

• Health Education as the learner observes and practices safety while carrying out investigations on the effects of heat on vegetables during cooking.
• Mathematics when the learner is making conversions while weighing and measuring cooking ingredients correctly while carrying out investigations to observe the effects of heat on vegetables during cooking.
• Integrated Science as the learner investigates the effect of heat on vegetables while they observe safety precautions.
• Pre-technical and pre-career when the learner engages actively with a resource person concerning careers and income-generating activities in Home Science.
• Health Education as the learner practices and show-cases how to conserve various vegetables found in the locality.

1.2 Small Kitchen Tools and Equipment

(7 lessons)

1. classify the small kitchen tools and equipment used at home
2. describe the uses of small kitchen tools and equipment
3. explain factors to consider in the choice of small kitchen tools and equipment
4. care for the small kitchen tools and equipment used at home
5. improvise the small kitchen tools and equipment using safe locally sustainable resources.
6. adopt proper use and care of the small kitchen tools and equipment tools and equipment

• observe real items, photos and illustrations of various kitchen tools and equipment and classify them as small and traditional utensils,
• brainstorm in groups, the uses of various small kitchen tools and equipment (oven/ baking utensils, pans and pots, cutting, measuring &weighing, shaping & moulding, separating, lifting, mixing, turning, and scooping equipment),
• discuss in groups the factors considered in the purchase of small kitchen tools and equipment (price, budget, quality, use and available substitutes),
• carry out cleaning and storage of small kitchen tools and equipment used at home and school while observing safety precautions (self, others and the equipment),
• Project: make(re-use or re- cycle) small kitchen tools and equipment using safe locally sustainable resources.

1. Why are the small kitchen equipment useful in the kitchen?
2. How are the basic small kitchen equipment stored safely in the kitchen?

• Citizenship: The learner is aware of a responsible and sustainable lifestyle when they make small kitchen tools and equipment using safe, locally available and sustainable resources.
• Self-efficacy: The learner uses cleaning and storage skills of small kitchen tools and equipment while observing safety on self and the equipment.
• Creativity and imagination: The learner applies new ideas and improvises small kitchen tools and equipment using safe, locally sustainable resources.

• Responsibility as the learner observes safety precautions on self and the equipment while cleaning and storing small kitchen tools and equipment.
• Respect when the learner understands and appreciates each other’s opinion when working in teams as they discuss in groups, factors considered in the purchase or use of small kitchen tools and equipment.
• Social justice as the learner works harmoniously while carrying out cleaning and storage of small kitchen tools and equipment used at home and school.

Pertinent and Contemporary Issues (PCIs):

• Intrapersonal skills during friendship formation as the learner improvises small kitchen tools and equipment.
• Environmental awareness as the learner adopts a responsible and sustainable lifestyle when they re-use and re-cycle available resources to make small kitchen tools and equipment.

• Health Educations as the learner observes safety precautions of self, others and that of equipment while cleaning and storing small kitchen tools and equipment.
• Visual Arts as the learner makes small kitchen tools and equipment using safe locally sustainable resources.

1.3 Cooking Food

(16 lessons)

1. describe the methods of cooking different types of food
2. examine the suitable equipment used in various methods of cooking food
3. improvise the equipment used in various methods of cooking food
4. describe the procedure for cooking foods using various methods
5. plan, cook and serve suitable foods using safe appropriate methods
6. appreciate the importance of varied methods of cooking different types of foods.

The learner is guided to:

• use digital, print resources or resource persons to search for information on methods of cooking different types of foods (grilling, roasting and steaming),
• discuss in groups the suitable equipment used for grilling, roasting and steaming food,
• use safe, locally sustainable resources to improvise kitchen tools and equipment for grilling, roasting and steaming food (improvised steamer, improvised oven, improvised roasting grills),
• engage in discussing guidelines appropriate for various methods of cooking (grilling, roasting and steaming) to ensure safety
  and quality of foods,
• use grilling, steaming and roasting methods of cooking to prepare foods while observing appropriate safety of self and others,
• present the cooked food items suitably (attractively and creatively),
• discuss and make class presentations on the importance of varied methods of cooking different types of foods.

1. Why should we use different methods in cooking food?
2. How does food cooked by grilling, roasting and steaming taste and appear?

• Digital literacy: The learner uses digital, print resources or resources persons to search for information on methods of cooking different types of foods.
• Self-efficacy: The learner uses various methods of cooking tasks effectively during preparation and presenting cooked foods.
• Learning to learn: The learner reflects on own learning while presenting the cooked food items suitably.

• Responsibilities as the learner observes precautions while using hot grills and steamers.
• Unity when learner collaborates with others as they share opinions while grilling food.
• Integrity as the learner utilize resources sparingly when using cooking ingredients.

• Safety and security issues as the learner observes safety while using grilling, steaming and roasting methods to prepare and present foods.
• Environmental education as the learner economically uses and conserves locally available resources when improvising equipment for grilling, roasting and steaming food.
• Interpersonal skills as the learner works in groups to prepare and present foods made using grilling, steaming and roasting methods.

• Health Education as the learner proactively observes safety measures when using open fires, hot grills and steamers.
• Mathematics when the learner makes conversions while weighing and measuring cooking ingredients accurately.
• Computer Science as the learner uses digital and print resources to search for information on methods of cooking different types of foods.
• Visual Arts as the learner presents food items cooked using grilling, roasting and steaming.

2.1 Buying
Goods and Services

(6 lessons)

1. analyse the factors to consider when buying goods and services needed at the household level
2. explore the methods of buying various household goods and services from sale outlets
3. describes the ways of saving income when buying household goods and services,
4. carry out comparative shopping of various goods and services for household use
5. perform the buying and selling transactions of goods and services for household use assess the challenges and mitigation factors experienced when buying goods and services for household use
6. appreciate consumer education in the acquisition of goods and services.

• discuss in groups and make a list of various goods and services used to meet specific household needs of a family,
• brainstorm and outline factors that influence consumer’s purchasing decisions on goods and services needed at the household level,
• use digital, print resources, open resource centres, library resources or resources persons to explore and list possible sale outlets (online outlets, malls, supermarkets, ecommerce stores, stores)for various household goods and services,
• share experiences while brainstorming on different methods of saving personal and family income when buying goods and services,
• organize a field visit to explore buying methods used for various goods and services such as cash, credit, mobile money, barter trade,
• conduct a market survey in the locality to compare and contrast goods and services at various sale outlets and the approximate amount of money needed to buy them. Share findings during class plenary,
• arrange a convenient sale outlet and dramatize or role-play buyer and seller situation concerning prices, correct change, quality and good behavior using paper money, mock financial and accounting transactions and online transaction deals and sales,
• brainstorm the issues associated with buying goods and services for household use and their mitigation factors

1. Why do we acquire various goods and services?
2. Why is comparative shopping a good idea when buying goods and services?
3. How can one save income while shopping for goods and services?

• Communication and Collaboration: The learners recognizes the value of ideas by others as they role-play how to perform transactions of buying goods and services for household use.
• Critical thinking and Problem solving: The learner uses researching skills while conducting a market survey in the locality to compare and contrast goods and services at various sale outlets and the approximate amount of money needed to buy them.

• Integrity as the learner follows laid out procedures when they role-play how to perform transactions of buying goods and services for household use.
• Patriotism as the learners embraces and obeys laws and regulations while exploring various methods of buying goods and services.
• Respect as the learner appreciates each other’s opinion while making a list of various goods and services used to meet specific household needs of a family.

Pertinent and Contemporary Issues (PCIs):

• Decision-making skill as the learner carries out field visits to explore buying methods for various goods and services.
• Integrity as the learner displays transparency, fairness and accountability when handling money during the role- play on how to carry out transactions for goods and services.

• Business Studies as the learner explores using digital and print resources to identify and list sale outlets for various goods and services in the prepared list.
• Social Studies when learner explores buying methods used for various goods and services such as cash, credit, mobile money, batter trade.
• Mathematics when the learner discusses and prepares a list of various goods and services and approximate amounts of money needed to buy them.
• English Language as the learner learns new words expressed such as transaction, comparative shopping, cash, credit, mobile money, and barter trade.

3.1 Natural Textile Fibres

(12 lessons)

1. Classify the textile fibres based on their natural sources
2. describe the properties of natural textile fibres
3. explain the uses of natural textile fibres
4. carry out the physical identification tests on natural textile fibres
5. outline the safety precautions to observe when carrying out physical identification on natural fibres
6. appreciate the value of various natural textile fibres in clothing and household articles.

• draw a textile tree or flow chart to organise the various textile fibres based on their natural sources (plant fibres; animal fibres; mineral fibres),
• collect and mount samples of various types of natural textile material (plant fibre materials; animal fibre materials; mineral fibre materials) in a textile sampler album or scrapbook to describe the properties of natural textile fibres,
• use digital media to search and watch video clips on various uses of natural textile fibres (plant fibre materials; animal fibre materials; mineral fibre materials) and present their findings in class plenary,
• carry out physical identification tests (feel, burning test, sight) on natural textile fibres (plant fibre materials; animal fibre materials; mineral fibre materials). Observe safety while conducting the tests,
• observe fashion magazines and watch video clips on various natural textile fibres (plant fibre materials; animal fibre materials; mineral fibre materials) to recognise the value of various natural textile fibres in clothing and household articles.

1. How are different types of natural textile fibres identified in clothing material?
2. Why is it important to know the type of textile fibres our clothes are made from?

• Communication and collaboration: The learner listens keenly and actively when analysing textile sampler albums or scrapbooks of various types of natural textile fibres.
• Digital literacy: The learner uses digital media to search and watch video clips on various uses of natural textile fibres.
• Citizenship: The learner brings together information when observing fashion magazines and watching video clips to appreciate the value of various natural textile fibres in clothing and household articles.

• Responsibility as the learner independently and safely carries out physical identifation tests of natural textile fibres
• Unity as the learner collaboratively works together during presentations of their findings in class plenary on various uses of natural textile fibres.
• Social justice as the learner shares equitably the resources used to carry out physical identification tests.

• Safety and security as the learner observes caution when carrying out the burning test to identify natural textile fibres.

• Visual Arts as the learner draws a textile tree, collects and mounts samples of various types of natural textile material in a textile sample album or scrapbook.
• Integrated Science as the learner carries out identification tests on natural fibres
• Health Education when the learner safely carries out physical identification tests of natural textile fibres.

3.2 Sewing Machine

(10 lessons)

1. explain the factors considered in buying different types of sewing machines
2. describe the functions of various parts of a sewing machine
3. prepare a sewing machine for safe basic straight stitching
4. practice the basic straight stitching on stitch swatches
5. outline the machine faults and their remedies during straight stitching
6. carry out the basic care of a sewing machine
7. appreciate the use of a sewing machine in making straight stitching.

The learner is guided to:

• use digital, print resources or a resource person to identify types of sewing machines used in making clothing and household articles (treadle, hand- driven, motor-driven or electric machine),
• brainstorm aspects considered in purchasing different types of sewing machines,
• discuss in groups the factors considered in buying different types of sewing machines,
• observe a sewing machine, identify parts and describe the functions of the various parts of the sewing machine,
• prepare a sewing machine for basic straight stitching by carrying out the upper and lower threading, winding the bobbin, placing the needle, testing the stitches, powering the electric sewing machine, marking the cutting lines and stitching lines,
• practise safety precautions while preparing and using a sewing machine for basic straight stitching,
• explore and brainstorm on machine faults, their causes and their remedies during straight stitching,
• use a sewing machine to make samples of straight stitchings on a piece of clothing material (swatch, sample or strip)
• carry out basic care on a sewing machine (dusting, oiling, covering and replacement of broken needles).

1. Why is a sewing machine an asset worth buying?
2. How is a sewing machine beneficial to an individual and the family?

• Learning to learn: The learners portray self-discipline to continuously learn when using the sewing machine to make quality stitches.
• Critical thinking and problem solving:The learners employ evaluation and decision-making skills when exploring machine faults, their causes and their effects during machine stitching.
• Self-efficacy: The learners develop personal skills in the ability to operate a sewing machine to make a stitch swatch, sample or strip.

• Patriotism as the learner respects fellow peers during group activities as they practice running or operating, and winding the bobbin including threading the sewing machine,
• Unity as learner takes turns in activities and conversations while identifying parts of a sewing machine and their functions.
• Responsibility as learner engages in assigned roles and duties when using and caring for a sewing machine.

• Safety and security education when the learner observes caution while running /operating the sewing machine.
• Personal skills as the learner develops and practices the art of using the machine straight stitches for making a stitch swatch, sample or strip

• Pre-technical when the learner practices using and caring for the sewing machine.
• Mathematics as the learner practices accuracy and adjust stitch length while they make quality machine stitches.
• Health Education as the learner observes safety and hygiene during care for the sewing machine and when using the sewing machine to avoid accidents.
• Business Studies as the learner discusses in groups the factors considered in buying different types of sewing machines.

3.3 Seams

(10
lessons)

1. explain the meaning of the term seam as used in clothing construction
2. identify the types of seams used in clothing construction
3. analyse the factors to consider when choosing seams in clothing construction
4. examine the qualities of well-made seams in clothing construction
5. make the samples of seams used in clothing construction,
6. construct a simple household article
7. appreciate the use of seams in clothing construction.

• brainstorm the meaning of the terms seam, seam allowance, seam turning, seam line),
• search for information on the different types of seams (open or plain, overlaid, french, double- stitched seams),
• research, discuss and compile the factors to consider when choosing seams (open and plain)
• illustrate the procedure of making open and plain seam,
• make samples of different open and plain seams using machine stitches and mount them in a portfolio or folder.
• neaten seam appropriately using suitable (pinking, edge stitching or use loop stitches),
• prepare a class display and evaluate the qualities of the well-made open and plain seam from the samples made, use digital or print material to search for a suitable article (cushion cover, pillow case or lap bag) made using machine straight stitches and joined by an open or plain. Share the ideas in class,
• make a simple household article, applying the skills learnt such as machine straight sewing, an open neatened seam (pinking, edge stitching) plain neatened seam (use of loop stitches) and hand-made decorative stitches (stem stitch, chain stitch and satin stitch),
• take pictures and video clips on the sewing- up, share on learning platforms,
• peer assess the finished household article (Work bag (lap bag), Pillow case, Cushion cover).

1. Why are clothing and household articles joined with seams?
2. How is the open seam different from an plain seam?

• Learning to learn: The learner portrays self discipline to continuously learn while making a simple household article.
• Self-efficacy: The learner develops personal skills in the ability to operate a sewing machine to make a household article.
• Creativity and imagination: The learner applies new ideas while making and mounting samples of different open or plain seams using machine stitches in a portfolio or folder

• Patriotism as the learner respects fellow peers during group activities while assessing the household articles made.
• Respect as the learner takes turns in activities and conversations while preparing a class display and evaluate the qualities of well-made open or plain seam from the samples made.
• Responsibility as the learner engages in assigned roles and duties when researching, discussing and compiling the factors to consider when choosing open or plain seams.

• Safety and security education when the learner observes caution while running or operating the sewing machine when making the household article.
• Personal skills as the learners develops and practices the art of using the machine straight stitches to make an open seam.

• Pre-technical when the learner uses the sewing machine to make a household article using open seam.
• Mathematics as the learner measures and makes a household article while practicing accuracy.
• Visual Arts when the learner makes samples of different open or plain seams using machine stitches and mount in a portfolio or folder.

4.1 Household Cleaning Agents

(8 lessons)

1. identify the cleaning agents for household purposes
2. describe the forms of soap and soapless detergent for household use,
3. describe the basic ingredients and substances added during soap making
4. explain the qualities of an effective cleaning agent for household purposes
5. prepare homemade soap using natural ingredients
6. embrace the use of safe, locally sustainable resources in preparing homemade soap

• discuss in groups to differentiate types of household agents based on usage (Water-soft, hard, warm and cold, Soaps- toilet soaps and non-toilet soaps & Soapless detergents),
• search from digital and print resources the various forms of soap and soapless detergents used for household purposes and compile their descriptions. (Soap:-liquids, cake/bar and hand-made; Soapless:-foam, powder, liquid, paste). Share findings in class,
• search and watch a video clip or a demonstration by a resource person on making of homemade soap to describe basic soap ingredients (wood ash, water, salt and fats/oils) and the substances added during the making of soap (brightening agents, builders, lather stabilizers, foaming agents, whitening agents, dirt suspending agents, fragrances, dyes, antiseptics),
• brainstorm using own experiences on qualities of an effective household cleaning agent such as gentle on hands, lathers, easily with water, appealing fragrance and safe on the fabric,
• search for and collect safe, locally sustainable natural ingredients such as wood ashes, animal or plant oils or fats, salt and water,
• safely prepare homemade soap (hand-made method),
• explore and apply ways of improving homemade soap such as fragrances, dyes, antiseptic or glycerine for household uses.

1. Why are the safe, locally sustainable raw materials for soap making better than the artificial ones?
2. How should homemade soap be improved?

• Creativity and imagination: The learner will experiment with ideas on homemade soap to test if it works while exploring the different ways of improving it for various uses.
• Critical thinking and problem-solving: The learner will employ evaluation and decision-making skills to search for and collect natural ingredients used for preparing homemade soap.
• Citizenship : The learner will be aware of a responsible and sustainable lifestyle when searching for and collecting safe, locally sustainable ingredients for preparing homemade soap.

• Love when the learner respects ideas and opinions from others, discussing in groups to differentiate types of soap and soapless detergents based on usage.
• Peace when the learner follows laid out procedures of making home- made soap.
• Social justice when the learner accords equal opportunities in sharing resources while exploring and applying ways of improving home -made soap for household uses.

• Safety and security education as the learner observes precautions when preparing homemade soap.
• Problem-solving and poverty eradication as the learner makes their own homemade soap instead of spending.

• Health Education when the learner observes safety when using ingredients and substances added during the making of home-made soap.
• Computer Science when the learner searches, downloads and saves information on different forms of soap and soapless detergents.
• Mathematics when the learner measures proportions of ingredients and substances used when making homemade soap.

Can only explain the qualities of an effective cleaning agent for household purposes when assisted.

Can only acurately prepare home -made soap using safe, locally sustainable ingredients when helped.

4.2 Homemade Soap

(3 lessons)

1. investigate the safe and economical ways to provide soap for household use
2. document the proposed plan and procedure of preparing home -made soap for effective implementation
3. apply the knowledge acquired on detergents to prepare homemade soap for household use
4. use homemade soap in the care of the family and school community
5. evaluate the effectiveness of the homemade soap project at school

The learner is guided to:

• use digital and print resources to search for main ingredients (safe, locally sustainable ingredients) of making homemade soap for household use such as wood ashes, water, salt, fats or oils,
• conduct meeting sessions to discuss and make a written step by step plan and procedure of preparing homemade soap,
• use the plan made to guide them in collecting required natural ingredients and prepare the homemade soap. while observing safety.
• make homemade soap for different purposes such as cleaning, laundry work and personal hygiene purposes,
• show-case the use of homemade soap (cleaning, laundry work, personal hygiene purposes) to the school community (peers, teachers and workers),
• use messages on posters, banners, one- on-one talks and open discussions or debates to enlighten and sensitize the school community on the benefits of using homemade soap such as to maintain hygiene, cleanliness and proper sanitation,
• evaluate the project by collecting feedback (online survey, chats on learning platforms, oral interviews and feedback forms or questionnaires) from the school community on whether the project is effective and any challenges experienced of homemade soap,
• conduct a meeting to discuss and document achievements and challenges experienced during the project.

1. Why are ashes, salt, fats or oils used for soap making?
2. How does one take precautions while preparing homemade soap?

The Key Component of CSL Developed: Life skills, Research, Entrepreneurship and Financial Literacy, Communication and Community Development.
Life Skill: Importance of Life Skill in the Community /School.

1. The learner will apply problem solving steps to address the issue of inaccessibility to soap, poverty reduction, reduction of infections and improvement of sanitation in school and at home.
2. The learners will create a to-do list and apply time management tips to complete the project on homemade soap from safe, locally sustainable ingredients.

Entrepreneurship and Financial Literacy: Importance of Entrepreneurship and Financial Literacy in the Community and School.

1. The learner will develop soap making as a business idea and an opportunity in the community for poverty eradication.
2. The learner will value business ideas and opportunities in enterprise creation.
3. The learner will demonstrate the benefits of carrying out an effective and inexpensive soap making process for income-generation.

Research: Importance of Research

1. The learner will explore opportunities for researching in the school community as they investigate the economical ways to provide soap at school and home,
2. The learner will appreciate the significance of research in transforming the school community as they disseminate the benefits of homemade soap using safe, locally sustainable ingredients to the school community and give fruitful recommendations that will help improve the project in future.

Community Development: Importance of Community Development

1. The learner will apply the knowledge and skill acquired in soap making to address the need for accessibility to soap at home and in school.
2. The learner will create awareness on personal and public health in the community through improving access to soap, improved sanitation, reduction of infections and environmental conservation.

Communication: Importance of Communication

1. The learner will enlighten and sensitize the school community on the benefits of using homemade soap, such as improving access to soap, improved sanitation, reduction of infections and environmental conservation. through use of messages on posters, banners, one-on-one talks and open discussions or debates.
2. The learner will use varied print and social media and other online forums to collect, use and analyse feedback on the success of the project.

• Digital literacy: The learner interacts with technology to evaluate the project by collecting feedback from the community on whether the project is effective and any challenges experienced by use of homemade soap.
• Critical thinking and problem solving: The learner employs open-mindedness and creativity to demonstrate the uses of the products made for cleaning, laundry work, personal hygiene purposes.
• Learning to learn: The learner shares learnt knowledge, during the sensitization program on the benefits of using homemade soap at school and home, through use of messages on posters, banners, one-on-one talks and open discussions or debates.

Values:

• Patriotism when the learner serves their school community when presenting recommendations that will help improve the homemade soap project in future.
• Respect when the learner appreciates diversity in opinions as they work on the soap making CSLproject in groups.
• Social justice when the learner accords equal opportunities in sharing safe, locally sustainable ingredients for preparing homemade soap.
• Love when the learner resolves conflicts amicably while working in groups in the soap making CSL project.   

• Problem-solving skills when the learner makes soap from safe, locally sustainable ingredients to improve access to soap, eradicate poverty, reduce infections and improve sanitation.
• Safety and security when learner adds antiseptics to the homemade soap and as they observe safety and hygiene while preparing it.
• Poverty reduction as the learner develops skills in homemade soap making as a business idea and opportunity.

• Visual Arts when the learner expresses creativity when adding substances such as fragrance, dyes and antiseptics in the homemade soap.
• English language skills when learner organizes a sensitization program on how to economically prepare homemade soap from safe, locally sustainable ingredients at school and home.

4.3 Special Treatments in Laundry work

(8 lessons)

1. explain types of special treatments in household laundry work
2. examine requirements for special treatment in household laundry work
3. prepare home-made starch for special treatment in household laundry work
4. describe the procedure of various special treatments in household laundry work
5. apply safety measures while carrying out various special
6. carry out special treatments in household laundry work
7. recognize the value of special treatments in household laundry work

• watch a video clip on various special treatments for household laundry work (spotting, sponging, starching, home dry- cleaning),
• brainstorm reasons for carrying out special treatment during laundrywork,
• discuss with a resource person to deduce requirements for special treatments in household laundry work (requirements for spotting; sponging; starching; home dry- cleaning),
• make starch solutions from safe and sustainable materials within the locality such as potatoes, maize and rice, treatments in household laundry work
• brainstorm in groups the procedure of various special treatments (spotting, sponging, starching, home dry-cleaning) in household laundry work,
• role-play safety measures to be observed when carrying out various special treatments (spotting, sponging, starching, home dry-cleaning) in household laundry work,
• carry out special treatments (spotting, sponging, starching, home dry- cleaning) in household laundry work,
• discuss in pairs and present in plenary on the value of special treatments in household laundry work.

1. Why are clothes and household articles given special treatment during laundry work?
2. How are clothes and household articles given special treatment different from those without?
3. Why should one take precautions while carrying out special treatment in laundry work for self and the garments?

• Self-efficacy: The learners practices personal skills while carrying out special treatments in household laundry work,
• Learning to learn: The learner shares learnt knowledge when conducting discussions in pairs and presenting in plenary.
• Digital Literacy: The learner watches a video clip on various types of special treatments for household laundry work.

• Love when the learner resolves conflicts while working in teams to carry out special treatments in household laundry work.
• Unity when the learner respects other opinions and appreciate the efforts of others while role-playing safety.

• Safety and security education when the learners observe caution when handling various solutions when carrying out special treatments in household laundry work.
• Environmental awareness when the learners safely use and dispose of various solutions used during special treatment during household laundry work, to avoid environmental degradation.

• Health Education when the learners role-play safety measures to observe when carrying out various special treatments in household laundry work
• English Languages when the learners communicate during discussions in pairs and presentations during plenary on the value of special treatments in household laundry work.
• Computer Science when the learners watch a video clip on various types of special treatments for household laundry work.

1.1 Conservation
of Food Nutrients

( 8 lessons)

1. Observation schedule
2. Practical work
3. Self- assessment
4. Critiques
5. Checklists
6. Rubrics
7. Practical work

• Video clips
• Pictures
• Charts
• Digital and print materials
• Recipe books
• Resource person
• Cooking tools, equipment and materials:
• cooking equipment (charcoal jiko, gas cooker, electric cooker, paraffin stove, traditional open fireplace/ improved firewood stove• other resources- fuels, detergents,
• foodstuff, kitchen cloths, cleaning materials
• protective gear eg apron, headgear, gloves
• First aid kit
• Clearing and cleaning tools of equipment such as floor mops , rags, cloths, brooms, buckets or basins, dustpans, kitchen waste bin

• educate other learners in health club activities in various methods of conserving vegetables.
• make presentations on nutrient conservation in an open-forum such as at assembly, parent meetings, clubs, sports day, education day.
• engage actively with a resource person concerning careers and income generating activities .
• design a career wheel during clubs to demonstrate an understanding of various careers related to Home Science for each gender.
• compose and recite poems, narratives, and songs about careers and income-generating activities in Home Science as well as on food nutrient conservation.
• conduct debates with peers (face-to-face or online) on the role of Home Science for self and others.
• organize and participate in presentations during exchange programmes such as symposiums, field trips and educational visits to other peers.
• prepare talking walls and posters on careers related to Home Science as a subject.
• sensitize parents and school community on conservation of food nutrients as well as the careers associated with Home Science and income-generating activities.
• engage in straight talk on the importance of conservation of food nutrients in food handling during health week.
• participate in discussions or open forums to brainstorm how the problem s associated with menstrual disorders affect teenage girls at home and in school and find solutions related to food nutrients intake. Reflect on the self and financial management skills required to address the solutions given.

1.2 Small Kitchen
Tools and Equipment

(7 lessons)

1. Tests
2. Observation schedules
3. Self- assessment
4. Critiques
5. Checklists
6. Rubrics
7. Projects

• Digital devices
• Charts
• Pictures
• Photos
• Charts/illustration
• oven/ baking utensils
• Pans and pots
• Cutting tools
• measuring &weighing equipment
• shaping & moulding tools separating, lifting, mixing, turning, and scooping equipment
• Storage equipment- Cupboards, wall units, shelves, racks,
• Improvised small kitchen equipment such as wooden spoon, cooking sticks,
• Kitchen waste bin
• Cleaning cloths/ floor mops
• Safety equipment
  •   First aid kit
  • Aprons/ overall coats
  • Hand gloves
  • Head gears.
    Covers
  • Kitchen cloths

• draw pictures or images of small kitchen equipment and pasting on talking walls, notice boards and classroom walls.
• organize events to show-case talent in improvised small kitchen equipment.
• start small business project on improvised small kitchen equipment in club activities,
• share information on digital learning platforms to share various ides on small kitchen
• equipment organize to share information on uses and care of various small kitchen equipment during clubs and societies.
• organize for a visit to the school kitchen or other kitchens to learn more about uses, care and storage small kitchen equipment,
• engage actively with a resource person on the concept of spending money wisely when buying different small kitchen equipment. Share findings in class, assembly or during clubs.

1. Observation schedules
2. Check lists 
3. Observation schedules
4. Checklists
5. Rating scales
6. Oral questions
7. Peer and self- assessment
8. Exhibitions
9. On-line assessment
10. Practical work 

• Realia-foodstuff locally (available suitable for purpose)
• Cooking tools and equipment (improvise or substitute as much as possible)
• Cookers/stoves/( choose which one is suitable)-
  • Gas
  • Electric
  • Kerosine
  • Charcoal
  • Firewood
  • Solar
  • others
• Food storage equipment( choose which one is locally available for use)
  • Food safe
  • Cupboard
  • Charcoal cooler
  • Refrigerators 
• Roasting grills
• Grills
• Steamers
• Skewers
• Roasting dishes
• Serving dishes
• Source of fuel. Water, detergents, cleaning cloths,
• Safety equipment
  • First aid kit
  • Aprons/ overall coats
  • Hand gloves
  • Head gears.
  • Covers
• Kitchen cloths
  • Hand towel
  • Dish cloth
  • Tea towel

• organize clubs and societies activities to practice further methods of cooking and display items made to educate peers and other members of the school community.
• Visit a restaurants/ hotel/ eating joints to make observations and report on how these methods of cooking are conducted.
• Write articles and making recipe books, compiling recipes for the school magazine and post some on the digital platforms for learning.
• design posters and picture images on foods cooked using the methods of cooking various locally available foods.
• present during a public event on various methods of cooking foods and how you can improvise as much as possible.
• watch videos or images of suitable food cooked using different methods of cooking that reflect socio-cultural diversity within their locality and share during clubs and societies.
• organize for a cultural day and showcase different foods cooked using the different methods of cooking learnt in class.
• compose songs and poems on safety precautions to be practised while cooking food using methods of cooking leant in class.Present during assembly, parents day or in events in school.
• use talents and abilities in methods of cooking to generate income as guided by parents , guardians and resource persons
• search, reflect and brainstorm on economic resources used during grilling of foods and ways of conservation them ( fuels, water, money, time , foodstuff )
• compose songs, poems, oral narratives on efficient use and management of sources of energy (fuels) and present before peers

2.1 Buying
Household Goods and Services

(6 lessons)

1. E-assessment
2. Questionnaires
3. Written tests
4. Observation schedules
5. peer assessment
6. Critiques
7. Report writing

• Video clips
• Pictures
• Charts
• Digital and print materials
• Paper money/mock money
• Accounting records eg. Receipt book,
• Documentaries on buying transactions

• hold discussions and presentations on importance of saving in personal finance during school assemblies or clubs and societies activities
• organize to dramatize buyer and seller transactions during club activities, events and open forums to educate the school community concerning prices, correct change, quality and good behavior.
• present songs or poems on methods of buying various
  needed household goods and services from various sale outlets, during drama or music festivals
• role plays on the buying/ selling transactions of goods and services during club activities
• engagement of a resource person on challenges and mitigation factors experienced when buying goods and services for household use during parents’ days
• organize school mentorship and/or peer education programmes on the importance of saving
• engage and empower parents on importance of saving and comparative shopping.
• write a report and share with peers, on the principles of wise buying, in relation to smart goal setting for financial literacy.

3.1 Natural
Textile Fibres

(12 Lessons)

1. Rating scales
2. Rubrics
3. Anecdotal records
4. Oral questions
5. Projects
6. Portfolio
7. Self-assessment
8. Observation schedules
9. Project work
10. Practical work

• Charts
• Manila papers, felt pens or marker pens
• Scrapbooks/textile sample album
• Sample of different types of scrap fabrics
• Glue/cow gum/any other glue available
• Digital and print devices
• Sources of heat eg candle, for the physical tests on fabric
• Fashion magazines/ newspapers
• Yarn samples
• Fibre samples

• develop simple guidelines or messages on posters on responsible management of natural textile fibers as resources for parents and guardians during a open forum.
• write poems and songs articles on uses of natural textile fibres and present during assembly and clubs and societies or for the school magazine.
• develop digital slides presentations of physical tests of identifying natural textile fibres and share on digital learning platforms.
• make a scrapbook or textile album during clubs and societies.
• model a textile tree to show classification of natural textie fibres and present during parents day/ academic day or other open forum with parents and guardians. organise debates in school on the different natural fibres and their advantages or disadvantages.

1. Online assessment
2. Observation schedules
3. Check lists
4. Rating scales
5. Written tests
6. Journals
7. Daily logs
8. Projects
9. Practical work

• Real sewing machines( choose available suitable model) 
  • Treadle
  • Hand-driven
  • Electric- driven
• Fabrics
• Machine needles, scissors,
• Sewing threads
• Machine oil covers,
• Chats
• Manilla
• Threads
  • Sewing
  • Tacking
  • Threads

• initiate a project to model sewing machine model by drawing, designing and constructing a model, painting, or using digital literacy skill to make a 3-D model and share with peers at assembly or other events in school.
• lead open forum in school to educate peers and school community on the sewing machine and its use.
• create a project of images and illustrations accompanied by text on the parts of a sewing machine and their functions using digital devices and share on digital learning platforms.
• organize during club activities business ideas using the sewing machine such as minor repairs at a fee.
• show-case talent and potential in using the sewing machine, competition on the using of the sewing machine ( speed test)
• sensitize peers and the whole school on machine faults and their remedies.
• compose songs, poems, narratives on the types and functions of sewing machines and present during events, assembly, public school forums such as meetings,
• organize for visit to a tailoring shop, sale outlet for sewing machines to learn more about various models of sewing machines and their prices.
• take part in drama festivals with themes on talents and abilities on using the sewing machine.
• explore on career opportunities employed for income generation. as a result of talent , abilities and skills on the sewing machine. Report findings during assembly, open forums, events and club meetings.

3.3 Seams

(10 lessons)

1. Observation schedules
2. Checklists
3. Rating Scales
4. Portfolio
5. Anecdotal records
6. Journals
7. Projects
8. self and peer assessment
9. Oral assessments

1. Fabrics/material
   • Machine sewing threads
   • Tacking threads
   • Decorative threads
   • Materials for the project work (pillow case, lap bag or cushion cover)
2. Sewing machine
   • Treadle
   • Hand- driven
   • Electric- driven
3. Machine needles, scissors,
4. Sewing threads
5. Machine oil covers,
6. Chats
7. Manilla
8. Needlework tools and equipment
9. Sample real items (lap bag, pillowcase and cushion cover)

• show-case talents and potentialities in making seams using the sewing machine .
• display items made using seams to sensitize and share information on the importance of open and plain seams.
• share information on open and plain seam during clubs and societies meetings .
• make items using the open and plain seams and sell to the school community.
• write articles on how to make various articles using open and
  plain seams and post on digital
• learning platforms and print such as school magazine.
• organise a visit to learn how dressmakers make small items using straight machine stitching.
• share information on seams during symposia and other exchange programs with peers.
• organize fairs and exhibitions to showcase their talents and abilities on open and or plain seam and items made from knowledge and skills gained.
• compose songs and poems on factors to consider when choosing open and plain seam,
  record and upload on digital platforms during clubs.

1. Peer assessment
2. E-assessment
3. Observation schedules
4. Rating scales
5. Checklists
6. Rubrics
7. Oral questions
8. Written tests

1. Detergents (Any locally available both soap( toilet and non-toilet) and soapless detergents
2. Forms of soap and soapless detergents (liquid, foam, bar, powder, flakes
3. Water (soft and hard)
4. Ingredients for making homemade soap (wood ashes, salt, fats/ois, and water)
5. Fragance/ perfume, dyes, antiseptic or glycerine
6. Heating facility – jiko or any source of heat

• recite poems and composing songs on household cleaning agents and presenting during events in school and other forums such as assembly or record and upload on digital learning platforms
• initiate projects during clubs and societies to safely prepare homemade soap for income generation.
• sensitize school community on forms and types of soap and soapless detergents.
• use digital technology to record videos and audios of composed songs and poems on cleaning agents for household use and share on digital learning platforms or share during open forums in school such as parents day.
• create posters on qualities of an effective household cleaning agent and display on noticeboards, walls in class, on trees,
• exercise ways of conserving the environment while disposing cleaning agents and share effects of environmental degradation with peers, parents or guardians.

1. e-assessment
2. Check-list
3. Rating scales
4. Rubrics
5. Project
6. Observation schedules
7. Oral questions
8. Online questionnaires
9. exhibitions
10. Project work
11. Report writing

• Ingredients for making homemade soap (safe, locally sustainable)
  • Wood ashes
  • Salt
  • Fat/oil (plant or animal)
  • Water
• Digital devices
• Oral interview and feed back forms
• Heating facility or heat source
• Containers for packing

• initiate projects on soap making at school and home for income generation.
• share the process of making homemade soap and share with peers during open forums and events including digital learning platforms.
• write articles on homemade soap project for school magazine and other online social platforms to educate the school community as well as the larger community
• Celebrate Global Hand-washing Day and demonstrate the importance of homemade soap in healthy living.
• compose poems and songs on the ingredients naturally sourced for making homemade soap.

1. Oral questions
2. Observation Schedules
3. Written questions
4. Anecdotal records
5. Project work
6. Rating scales
7. Practical work

• Requirements for spotting, sponging, starching &
  • home-dry cleaning (safe and available locally)
• Homemade laundry starch from starchy foodstuff locally available such as maize, potatoes, rice, corn & wheat
• Basic laundry work equipment such as basins, buckets, clothesline, pegs, irons, ironing surfaces, hangers, soap dishes
• Water storage equipment
• Cleaning equipment and materials such as floor mops, rags or floor clothes, brooms as may be required for clearing up
• Dusters
• Digital devices and video clips

• engage actively with a resource person to learn more about special treatments in household
  laundry work.
• share information during clubs and societies to make homemade starch and other special treatments on household laundry work.
• organize a display for talent show on special treatments in household laundry work.
• design posters with procedures on various special treatments in household laundry work on talking walls, bins, noticeboards.
• sensitize the school community on various special treatments used in household laundry work and their procedures as well as the importance.
• participate in discussions and talks in open forums on economic ways of making starch using locally available resources

1. explain the meaning of health and health education in relation to overall wellbeing
2. outline the importance of health education for healthy living
3. identify requirements for various careers in health education
4. promote health education related activities in the community
5. embrace health education for the wellness of self and others.

• brainstorm on the meaning of health and health education
• discuss the importance of health education and share with peers
• use digital devices and reference materials to search for information on health education related careers
• engage in career talks with resource persons on opportunities in health related careers(Public Health Officers, Nutrionists, health promotion officers, doctors, nurses, occupational therapists, psychologists, clinical officers, physio therapists)
• participate in health education related activities in the school community(hand washing, physical exercises).

1. Why is Health education important?
2. How does Health Education promote healthy living?

• Communication and collaboration as learners work in teams and actively participate in group discussions and health education related activities
• Digital literacy as learners interact with technology as they search for information on health education related careers
• Self efficacy as learners communicate effectively as they discuss the importance of health education 

• Unity as learners strive to achieve common goals during group work
• Respect as they listen to each other’s opinions during group discussions
• Responsibility as they engage in assigned roles and take part in health education related activities in school.

• Personal hygiene as they participate in health education related activities in the school community

• Computer science as learners use digital devices
• Languages as they discuss and make presentations

1.2 Health Promotion

(3 lessons)

1. explain the meaning of health promotion in relation to healthy living
2. identify common health concerns in the community for awareness creation
3. determine ways of promoting wellness in individuals and the community
4. identify challenges to health promotion in the community
5. value good governance for sustainable health promotion

• brainstorm on the meaning of health promotion and relate to healthy living
• share experiences on common health concerns in their community
• discuss ways of promoting wellness in individuals and the community( healthy diets, use of clean and safe water, plenty of exercise, hygiene practices,enough rest)
• share challenges hindering health promotion in the community

1. What is health promotion?
2. How does health promotion contribute to good health?

• Communication and collaboration as learners listen critically to identify challenges to health promotion in the community
• Creativity and imagination as learners network in creating flyers and talking walls on promotion of wellness for individuals and the community
• Citizenship as they apply social and civic skills as they create awareness on health

• Unity as they collaborate with each other and actively participate in various health promotion activities
• Responsibility as they observe safety precautions during access of various online sites in search for information
• Respect as they accommodate diverse opinions when performing group tasks

• Child rights as they identify health concerns in the community for health promotion
• Social cohesion as learners work together in groups during creation of health promotion materials

• Computer Science as learners use digital devices when presenting information
• Languages – communication skills will be used during presentations.

1.3
Nutrients and their functions in the body

(4 lessons)

1. differentiate between macro and micro nutrients in relation to nutrition
2. identify the functions and sources of macro and micro nutrients from the food we eat
3. describe the signs and symptoms of common macro and micro nutrient deficiencies and disorders
4. discuss intervention measures for preventing macro and micro nutrient deficiencies
5. examine the role of water and dietary fibre in promoting health
6. value plants and animals as sources of nutrients in promoting health.

The learner is guided to:

• brainstorm on the difference between micro and macro nutrients
• research on the functions and sources of macro and micro nutrients using print materials and digital devices (micro nutrients- vitamins and minerals).
  (macro nutrients- carbohydrates, proteins, fat and lipids)
• visit a local market and identify foods that provide micro and macro nutrients and write a report
• use digital devices, pictures and charts to identify signs of macro and micro nutrients deffiencies and disorders and make presentations in class
• explore on measures for preventing macro and micro nutrient deficiencies and share their findings with peers 
  research on the health benefits of dietary fibre and water in the body and make notes.

1. What are the roles of the nutrients in the body?
2. How do we ensure adequate nutrient intake?
3. Why do we require water and dietary fibre in the body?

• Self-efficacy as learners apply leadership skills during the visit to a local market to identify foods that provide micro and macro nutrients
• Critical thinking and problem solving as learners explain the different measures for preventing macro and micro nutrients deficiencies.
• Communication and collaboration as learners use speaking skills in making class presentations on signs and symptoms of macro and micro nutrient deficiency

• Unity as they appreciate effort of others in group activities as they research on the health benefits of dietary fibre and water in the body
• Respect as learners take turns and accommodate each other’s views during discussions.

• Child rights to good health through provision of proper nutrition
• Social issues- poverty eradication for prevention of macro and micro nutrients defiencies and disorders

• Home science -categories of various foods and food nutrients
• Languages -use of writing skills during report writing
• Agriculture -sources of food (plant and animal sources)

 2.1 Digestive system

(4 lessons)

1. illustrate the major parts of the digestive system in humans
2. explain the functions of various parts of the human digestive system
3. identify common conditions and diseases affecting the digestive system and their causes
4. evaluate ways of preventing common conditions and diseases affecting the human digestive system 
5. adopt preventive measures for a healthy digestive system

• use digital devices and print materials to search for information on parts of the human digestive system and present findings
• draw and label parts of the human digestive system
• brainstorm on the functions of various parts of human digestive system and share their findings with peers
• observe netiquette as they research on common conditions and diseases affecting the human digestive system (acid reflux, ulcers, constipation, round worms)
• research on the causes of common conditions and diseases affecting the human digestive system and make presentations
• research on preventive measures for common conditions and diseases affecting the human digestive system and write a report.

1. How does food move through the digestive tract?
2. What causes the conditions and diseases of digestive system?
3. Why do we maintain a healthy digestive system?

• Learning to learn as they organize own learning during research on the common conditions and diseases affecting the human digestive system
• Critical thinking and problem solving as learners adopt preventive measures for common conditions and diseases affecting the human digestive system
• Communication and collaboration as learners speak clearly during presentations on the causes of common conditions and diseases affecting the human digestive system

• Unity as they take turns in activities and conversations during group work
• Patriotism as they serve the community by teaching peers on preventive measures for common conditions and diseases affecting the human digestive system

• Self-awareness as learners gain knowledge about the structure of the digestive system.

• Integrated science as they learn how the digestive system functions
• Languages- Functional writing as they write reports

Needs support to evaluate ways of preventing common
conditions and diseases affecting the human digestive system.

1. identify the different excretory organs in the human body
2. describe the functions of the skin in the body
3. discuss the causes, signs and symptoms of common skin conditions and diseases
4. Prevent common conditions and diseases of the skin for healthy living
5. appreciate the importance of a healthy skin.

• brainstorm on different excretory organs in the human body (skin, liver, lungs and kidney)
• research on the functions of the skin and make short notes
• research on the causes of various conditions and diseases affecting the skin
• use pictures and print materials to recognize the signs and symptoms of common skin conditions and diseases (boils, fungal infections, scabies, allergic skin conditions).
• explore on ways of preventing common conditions and diseases of the skin and present to peers
• practice health initiatives for prevention of common conditions and diseases of the skin. (hygiene of self and personal belongings, hygiene of public places, proper diet among others)

1. What is the excretory system?
2. Why do we take care of our skin ?
3. How do we keep the skin healthy?

• Communication and collaboration as learners use writing skills as they make notes on the functions of the skin
• Citizenship as learners embrace health initiatives for prevention of conditions and diseases of the skin
• Learning to learn as learners share knowledge learnt on ways of preventing common conditions and diseases of the skin

• Unity as learners appreciate the effort of others during group tasks
• Love as they portray a caring attitude during performance of tasks assigned and as they sensitise peers on conditions and diseases of the skin
• Patriotism as they practice health initiatives for prevention of conditions and diseases of the skin.

• Communicable diseases as learners embrace ways of preventing diseases of the skin

• Computer science as learners do online research
• Integrated sciences as they study the structure and function of the skin
• Languages as learners communicate and make short notes.

Identifies excretory organs in the human body with guidance

1. explain the meaning of the term circulatory system
2. describe the structure and functions of the heart
3. analyse causes, signs and symptoms of common conditions and diseases of the circulatory system
4. determine ways of preventing common conditions and diseases of the circulatory system
5. appreciate the importance of a healthy circulatory system for normal functioning of the body.

The learner is guided to:

• brainstorm on the meaning of the term circulatory system
  use digital devices and print materials to search for information on the structure and functions of the circulatory system and make presentations (the heart)
• participate in talks with a resource person on the causes,signs and symptoms of common conditions and diseases affecting the circulatory system and take notes (heart attack,hypertension, stroke)
• explore on ways of preventing common conditions and diseases of the circulatory system and report findings
• adopt healthy practices for prevention of common conditions and diseases of the circulatory system (healthy feeding habits, early diagnosis and treatment of diseases, enough sleep,
  physical exercises) body. 
• create a daily log on the foods they eat and physical activities they engage in for prevention of conditions and diseases affecting the circulatory system.

1. How does the human circulatory system work?
2. Why do you take care of the circulatory system?

• Citizenship as learners explore the global trends of circulatory system conditions and diseases and relate to the local trends for informed interventions.
• Self-efficacy as learners embrace self awareness skills as they adopt healthy practices
• Learning to learn as they organize own learning to create a daily log on the foods they eat and physical activities they engage in

• Integrity- self-disciple as learners adopt healthy practices
• Peace as they display tolerance during physical exercises
• Respect as they accommodate diverse opinions during discussions

• Effective decision making as they adopt healthy practices for prevention of conditions and diseases affecting the circulatory system
• Social cohesion as learners work in groups as they search for information

• Physical education and sports as learners participate in physical activities,
• Computer Science as learners undertake online searches, download information and make presentations
• Languages as they communicate, search for meaning of words, and make notes

1. examine mental health and mental illness in relation to overall body health
2. explain the importance of mental health for personal wellness
3. investigate the causes of mental illnesses and disorders in the community
4. discuss the signs and symptoms of mental illnesses and disorders for proper management
5. apply preventive measures against mental illnesses and disorders for the wellbeing of self and others
6. value mental health for personal wellbeing.

• brainstorm on the meaning of the terms mental health and mental illness
• research on mental health and mental illness in relation to overall wellbeing
• search and watch clips on importance of mental health
• carry out research on causes of mental illnesses and disorders in the community and write a report
• use digital devices and print materials to search for information on signs and symptoms of mental illnesses and disorders, discuss and make presentations (depression, anxiety, post traumatic stress)
• adopt ways of promoting positive mental health to prevent and manage mental health disorders (Being active, eating well, staying in touch, asking for help, self- acceptance, quality sleep, spiritual care and support systems).

1. Why is mental health important for personal wellness?
2. What are the signs of mental illnesses?
3. How do we maintain a positive mental wellbeing?

• Critical thinking and problem solving as they apply research skills during investigation on causes of mental disorders in the community.
• Citizenship as learners adopt ways of promoting positive mental health to prevent and manage mental health disorders.   

• Responsibility as they offer leadership and guidance to peers during investigation on the causes of mental illnesses
• Love as they avoid inflicting pain in others during group tasks hence promoting mental health
• Social justice as learners accord each other equal opportunities as they participate in assigned tasks
• Patriotism as they are conscious of their social and moral responsibility in promoting mental health

• Alcohol and substance abuse as a cause of the mental illness
• Self- awareness and self acceptance for promotion of a positive mental well being

• Life skills -self-awareness
• Religious studies -ethical moral standards and spiritual support

3.2 Mental Health in the Community

(3 lessons)

1. identify factors affecting mental health in the community
2. explain psychological factors that affect mental wellbeing
3. analyse social factors that affect mental wellbeing
4. outline environmental factors that affect mental well being
5. adopt lifestyles that minimize mental illnesses and disorders
6. embrace coping strategies for personal mental wellbeing.

• mention factors affecting mental health in the community(poverty, abuse, isolation, trauma, stress, among others)
• discuss psychological factors that affect mental wellbeing
• share experiences on social factors affecting mental wellbeing
• research and compile a list of environmental factors affecting mental well being
• take part in activities that promote positive mental wellbeing,( guidance and counselling sessions, participating in health clubs, journaling, strengthening of family ties, spiritual support).

1. What is self image?
2. Why is our mental wellbeing important?
3. How do we maintain mental and emotional health?

• Self-efficacy as learners apply personal skills as they participate in activities that enhance mental and emotional health
• Communication and collaboration as learners use speaking skills during discussions on social and psychological factors affecting mental health.

• Unity as learners take turns and accommodate each other’s views during discussion.
• Patriotism as they take responsibility in maintaining their mental health

• Critical thinking and problem solving as they adopt strategies for maintaining a positive mental wellbeing
• Social issues- poverty eradication to reduce social stress and promote mental health

• Languages- Communication skills as they make class presentations
• Religious Education- strategies employed for maintaining mental health through spiritual interventions

4.1 Safe use of medicine

(4 lessons)