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Week

Lesson

Strand/ Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Learning Experience

Key Inquiry Question(S)

Learning Resources

Assessment

Remarks 

1

1

Listening

Listen to instructions and questions

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

listen attentively to a variety of simple instructions and questions

Learners listen to a variety of simple instructions and questions through various media (orally, audio recorded, video-recorded)

 Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)

KLB Visionary English Literacy Activities Grade 1 pg. 1

Oral questions

 

 

2

Listening

Listen to instructions and questions

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

Respond appropriately and confidently to a variety of simple instructions and questions

 

Learners listen to a variety of simple instructions and questions through various media (orally, audio recorded, video-recorded)

Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)

KLB Visionary English Literacy Activities Grade 1 pg.2

Oral questions

 

 

 

3

 

Speaking

 

Imitation

 

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

acquire a range of vocabulary for communication in different contexts

The learners are guided to brainstorm on who, how, when and why people communicate

Who do you usually speak to?

Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name?

KLB Visionary English Literacy Activities Grade 1 pg.3

Oral questions

 

 

4

Speaking

Imitation

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

Use appropriate words in giving and responding to instructions and questions

 

The learners are guided to brainstorm on who, how, when and why people communicate

Learners listen to and practice conversations in different contexts

1) Who do you usually speak to?

Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name?

KLB Visionary English Literacy Activities Grade 1 pg.4

 

Oral questions

 

 

5

Reading

Phonemic awareness

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

practice left-right  eye movement with accuracy isolate sounds in a word

Learners sound and read words to practice left-eye movement (left – right orientation)

Learners identify words that begin with similar sounds (letter –sound recognition)

What sounds do we hear?

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.5-6

Learners read sounds, syllables and words paying attention to pronunciation.

 

2

1

Writing

Letter Sounds and letter names Phonics

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

Write upper and lower-case letters correctly differentiate letters with visual similarities (bdp) (w, vym) (k)

Learners say and write letter names correctly (unique to the indigenous languages)

Learners sound diagraphs and words with consonant clusters (ng, dh etc.)

Learners identify and write upper and lowercase letters (upper and lower case recognition)

How are words formed?

Pencils, books, flash cards, word

puzzles, crayons, stencil, writing slates  

KLB Visionary English Literacy Activities Grade 1 pg.7

Build word families e.g. three letter words with sound /a/

 

 

2

Listening

Listen to instructions and questions

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

Use appropriate courtesy words and phrases in giving and responding to instructions and questions

Learner practice giving and responding to instructions and questions individually, in pairs and groups

Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)  

KLB Visionary English Literacy Activities Grade 1 pg.8

oral questions

 

 

3

Listening

Listen to instructions and questions

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

Apply the vocabulary learnt to give instructions and ask questions.

 

Learners role-play and dramatize giving and responding to instructions and questions (Class rules and regulations)

 

Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)  

KLB Visionary English Literacy Activities Grade 1 pg.9

oral questions

 

 

4

Speaking

Imitation

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

respond confidently

to communication in different contexts

Learners listen to and practice conversations in different contexts

Learners simulate communication at home (with parent/guardian, sister, brother), in pairs, small groups and whole class.

When do you speak to them?

Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name?  

KLB Visionary English Literacy Activities Grade 1 pg.9

Oral questions

 

 

5

Speaking

Imitation

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

Exhibit appropriate mannerisms during conversation in different contexts

Learners listen to and practice conversations in different contexts

Learners simulate communication at home (with parent/guardian, sister, and brother) in pairs, small groups and whole class.

When do you speak to them?

Parents/Guardians, audio-visual materials with sample conversation formats e.g. hello, how are you? What is your name?  

KLB Visionary English Literacy Activities Grade 1 pg.9

Oral questions

 

3

1

Reading

Phonemic awareness

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

Segment words that start with similar sounds.

 

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds

How do we make sounds?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.10

Learners read sounds, syllables and

Words paying attention to pronunciation.

 

 

2

Writing

Letter  Sounds and  letter names Phonics

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

Sound digraphs and consonant clusters.

Handwrite letters, numbers, and symbols.

Learners practice writing letters in their books individually, in pairs and groups

How are words formed?

Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates  

KLB Visionary English Literacy Activities Grade 1 pg.11

Build word families e.g. three letter words with sound /a/

 

 

3

Writing

Letter Sounds and letter names Phonics

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

Sound digraphs and consonant clusters.

Handwrite letters, numbers, and symbols.

Learners practice writing letters in their books individually, in pairs and groups

How are words formed?

Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates  

KLB Visionary English Literacy Activities Grade 1 pg.12

Build word families e.g.

three letter words with sound /a/

 

 

4

Listening

Listen to instructions and questions

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

Respond appropriately and confidently to a variety of simple instructions and questions

Use appropriate courtesy words and phrases in giving and responding to instructions and questions

Learners role-play and dramatize giving and responding to instructions and questions(Class rules and regulations)

Learners model turn taking

Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)  

KLB Visionary English Literacy Activities Grade 1 pg.13-14

Oral questions

 

 

5

Listening

Listen to instructions and questions

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

Apply the vocabulary learnt to give instructions and ask questions

Appreciate the importance of giving and responding to instructions and questions appropriately.

Learners role-play and dramatize giving and responding to instructions and Questions (Class rules and regulations)

Learners model turn taking

Who gives us instructions?

Charts with instruction words and questions, audio- video recording devices (tapes, videos, phones)  

KLB Visionary English Literacy Activities Grade 1 pg.15

Oral questions

 

4

1

Speaking

Responding to instructions and questions

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

respond confidently to simple oral questions and instructions from different media

Learners practice asking and answering questions in pairs or groups.

Learners take and respond to instructions and questions(Myself, my family, my home, my school, my community)

 

What do you do when you want something?

Audiovisual tapes, resource persons – community leaders

KLB Visionary English Literacy Activities Grade 1 pg.16

Oral questions, role play

 

 

2

Speaking

Responding to instructions and questions.

By the end of the sub-strand, the learner should be able

to:

Use appropriate words in giving and responding to instructions and questions.

Learners practice asking and answering questions in pairs or groups.

Learners take and respond to instructions and questions(Myself, my family, my home, my school, my community)

What do you do when you want something?

Audiovisual tapes, resource persons – community leaders  

KLB Visionary

English Literacy Activities Grade 1 pg.17

Oral questions, role play

 

 

3

Reading

Phonemic awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

Learners sound and read words to practice left-eye movement (left – right orientation)

Learners identify words that begin with similar sounds (letter – sound recognition)

Learners are guided to isolate sounds in a word.

What sounds do we hear?

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.18

Learners read sounds, syllables and words paying attention to pronunciation.

 

 

4

Reading

Phonemic awareness

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

Segment words that start with similar sounds

Recognize all the letters of the alphabet in the language of the catchment area 

Learners segment words that begin with similar sounds

Learners recognize and read all the letters of the alphabet in the language of the catchment area(visual discrimination)

What sounds do we hear?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.19

Learners read sounds, syllables and words paying attention to pronunciation.

 

 

5

Writing

Letter sounds and letter names Phonics

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

Develop an interest in writing using uppercase and letter names correctly.

Handwrite letters, numbers, and symbols.

Learners practice writing letters in their books individually, in pairs and groups

Learners are guided to use a variety of resources and strategies to shape, color, model letters

How are words formed?

Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates  

KLB Visionary English Literacy Activities Grade 1 pg.20

Build word families e.g. three letter words with sound /a/

 

5

1

Listening

Phonological Awareness

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

Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words

Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups.

What are some of the sounds we hear?

sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.21-22

oral questions

 

 

2

Listening

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words

 

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

What are some of the sounds we hear?

sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.23-24

oral questions

 

 

3

Speaking

Phonological Awareness

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

Name and say letters representing sounds blend given letter sounds to make syllables and syllables to form words

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

Learners say and point to pictures with sight words

What are some of the sounds we hear?

KLB Visionary English Literacy Activities Grade 1 pg.25

Matching oral sounds with pictures

 

 

4

Reading

Phonemic awareness

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

Isolate sounds in a word.

Segment words that start with similar sounds.

Learners identify words that begin with similar sounds (letter – sound recognition)

Learners are guided to isolate sounds in a word

What sounds do we hear?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.27-28

Learners read sounds, syllables and words paying attention to pronunciation.

 

 

5

Writing

Letter sounds and letter names Phonics

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

Write upper and lower case letters correctly.

Handwrite letters, numbers, and symbols.

 

Learners are guided to develop writing competence (left to right orientation, proper sitting posture, and shaping)

Learners practice writing letters in their books individually, in pairs and groups

Learners are guided to use a variety of resources and strategies to shape, color, and model letters.

How are words formed?

Pencils, books, flash cards, word puzzles, crayons, stencil, writing slates  

KLB Visionary English Literacy Activities Grade 1 pg.30

Build word families e.g.

three letter words with sound /a/

 

6

1

Listening

Phonological Awareness

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

Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words

Segment syllables in spoken words and onset rimes of single-syllable words

Learners listen to letter sounds and the syllables formed from them(depends on each language)

Learners observe the displayed letters as they listen to the sounds

 

How do we say those sounds?

sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.31-32

Oral questions

 

 

2

Listening

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Segment syllables in spoken words and onset rimes of single-syllable words

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds

How do we say those sounds?

sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.33

Oral questions

 

 

3

Speaking

Responding to instructions and questions

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

Respond confidently to simple oral questions and instructions from different media.

Appreciate the importance of responding appropriately when taking instructions and answering questions.

Learners take and respond to instructions and questions (Myself, my family, my home, my school, my community)

Learners sing songs that are action based (giving instructions), individually, in pairs and groups.

What do you do when you want something?

Audiovisual tapes, resource persons – community leaders

KLB Visionary English Literacy Activities Grade 1 pg.34

Oral questions, role play

 

 

4

Reading 

Phonemic awareness

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

Isolate sounds in a word.

Segment words that start with similar sounds

Learners identify words that begin with similar sounds(letter – sound recognition)

Learners are guided to isolate sounds in a word.

What sounds do we hear?

Word charts, sounds from the environment.  

KLB Visionary English Literacy Activities Grade 1 pg.37

Learners read sounds, syllables and words paying attention to pronunciation.

 

 

5

Writing

Syllable, word, and sentence formation

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

Segment words into syllables.

Form words from syllables.

Learners are guided to choose consonants and vowel blends e.g. - - ock, b-y – to complete a word

Learners complete sentences by filling in missing words (theme myself, my home and my family the theme myself, my family and my home)

 

Pencil, book, flash cards, word puzzle

KLB Visionary English Literacy Activities Grade 1 pg.38

Build word family

 

7

1

Listening

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words.

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

What are some of the sounds we hear?

Sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.39

oral questions

 

 

2

Listening

Phonological Awareness

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

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

 

 

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

What are some of the sounds we hear?

Sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.40-41

oral questions

 

 

3

Speaking

Phonological Awareness

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

Name and say letters representing sounds.

 

 

Learners practice reading aloud Letters representing sounds (auditory awareness), individually, in pairs and groups

What are some of the sounds we hear?

KLB Visionary English Literacy Activities Grade 1 pg.42-43

Matching oral sounds with pictures

 

 

4

Speaking

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words.

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.

What are some of the sounds we hear?

KLB Visionary English Literacy Activities Grade 1 pg.44-45

.

Matching oral sounds with pictures

 

 

5

Reading

Phonemic awareness

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

Segment words that start with similar sounds.

Recognize all the letters of the alphabet in the language of the catchment area.

Learners sound and read words to practice left-eye movement(left – right orientation)

Learners identify words that begin with similar sounds(letter – sound recognition)

 

What sounds do we hear?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.47

Learners read sounds, syllables and words paying attention to pronunciation.

 

8

1

Writing

Syllable, word, and sentence formation

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

Write commonly used syllables, words, and sentences.

Develop an interest in forming words and simple sentences.

Learners should form words by blending syllables individually, in pairs and groups(blend, segment, fill in blanks)

Learners practice word formation by participating in word games.

Learners be guided to make sentences using basic sight words.

How are words formed?

Pencil, book, flash cards, word puzzle

 

KLB Visionary English Literacy Activities Grade 1 pg.48-49

Build word family

 

 

2

Listening

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognise and sound the commonly used letter sounds and syllables.

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

What produces the sounds we hear?

Sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.50-51

oral questions

 

 

3

Speaking

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.

How do we say to the sounds?

KLB Visionary English Literacy Activities Grade 1 pg.55

Matching oral sounds with pictures

 

 

 

4

 

Reading

 

Phonemic awareness

 

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

Isolate sounds in a word

Segment words that start with similar sounds.

 

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds

Learners recognize and read all the letters of the alphabet in the language of the catchment area (visual discrimination)

How do we make these sounds?

 

Learners read sounds, syllables and words paying attention to pronunciation.  

KLB Visionary English Literacy Activities Grade 1 pg.56-58

 

Word charts, sounds from the environment

 

 

 

 

5

Writing

Syllable, word, and sentence formation

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

Write commonly used syllables, words, and sentences.

Form words from syllables.

Learners should form words by blending syllables individually, in pairs and groups(blend, segment, fill in blanks)

Learners practice word formation by participating in word games

How are words formed?

Pencil, book, flash cards, word puzzle

KLB Visionary English Literacy Activities Grade 1 pg.59-60

Build word family

 

9

1

Listening

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups

Learners listen to letter sounds and the syllables formed from them (depends on each language)

What are some of the sounds we hear?

Sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.63-64

Oral questions

 

 

2

Speaking

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.

How do we say to the sounds?

KLB Visionary English Literacy Activities Grade 1 pg.65

Matching oral sounds with pictures

 

 

3

Speaking

Phonological Awareness

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

Segment syllables to letter sounds and words to syllables

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables

 

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.

How do we say to the sounds?

KLB Visionary English Literacy Activities Grade 1 pg.66-67

Matching oral sounds with pictures

 

 

4

Reading

Phonemic awareness

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

Isolate sounds in a word

Segment words that start with similar sounds.

Recognize all the letters of the alphabet in the language of the catchment area.

Learners are guided to isolate sounds in a word Learners segment words that begin with similar sounds

Learners recognize and read all the letters of the alphabet in the language of the catchment area (visual discrimination)

What sounds do we hear?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.68-69

Learners read sounds, syllables and words paying attention to pronunciation.

 

 

5

Writing

Syllable, word, and sentence formation

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

Segment words into syllables

Form words from syllables.

Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks)

Learners practice word formation by participating in word games

How are words formed?

Pencil, book, flash cards, word puzzle

 

KLB Visionary English Literacy Activities Grade 1 pg.70

Build word family

 

10

 

1

 

Writing

 

Syllable, word,

and sentence formation

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

write commonly used syllables, words, and sentences

Develop an interest in forming words and simple sentences

Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks)

Learners practice word formation by participating in word games

How are words formed?

Pencil, book, flash cards, word puzzle

KLB Visionary English Literacy Activities Grade 1 pg.71-72

Build word family

 

 

2

Listening

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognise and sound the commonly used letter sounds and syllables.

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

How do we say these sounds?

Sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.75

Oral questions

 

 

3

Speaking

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

What are some of the sounds we hear?

KLB Visionary English Literacy Activities Grade 1 pg.76

Matching oral sounds with pictures

 

 

4

Speaking

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

Learners practice reading aloud letters  representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

 

What are some of the sounds we hear?

KLB Visionary English Literacy Activities Grade 1 pg.77

Matching oral sounds with pictures

 

 

5

Reading

Phonemic awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

Learners sound and read words to practice left-eye movement (left – right orientation)

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds.

How do we make these sounds?

Word charts, sounds from the environment  

KLB Visionary English Literacy Activities Grade 1 pg.78

Learners read sounds, syllables and words paying attention to pronunciation.

 

 

4

Writing

Syllable, word, and sentence formation

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

write commonly used syllables, words, and sentences

Develop an interest in forming words and simple sentences

Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks)

Learners practice word formation by participating in word games

How are words formed?

Pencil, book, flash cards, word puzzle

 

KLB Visionary English Literacy Activities Grade 1 pg.81-82

Build word family

 

 

5

Listening

Phonological Awareness

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

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

What produces the sounds we hear?

Sound recordings, a collection of riddles and tongue twisters, resource persons.  

KLB Visionary English Literacy Activities Grade 1 pg.83-84

oral questions

 

Week

Lesson

Strand

Sub-strand

Specific learning outcomes

Key inquiry questions

Learning Experiences

Learning resources

Assessment

Reflection

1

1

Healthy Practices

Physical Activities

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

State the importance of practicing physical activities.

Participate in physical activities that promote wellbeing.

What is the importance of participating in physical activities?

Which physical activities do you like?

Learners to identify health habits that prevent illnesses like physical activities and exercise.

Learners to state the importance of participating in physical activities.

Learners to participate in physical activities.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clips Charts Balls
  • Bean bags Tires Huddles
  • Skipping ropes Starter
  • Swings
  • Slides See-saws

Observing learners as they participate in physical activities

 

 

2

 

Washing hands

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

a) Identify health habits that prevent illnesses like

Washing hands.

b) Discuss the importance of washing hands to promote wellbeing of self and others.

Why do we wash hands?

Which times do we wash our hands?

Which materials do we use to wash our Hands?

Learners to state the importance of washing hands. 

Learners to observe washing hands demonstrations

Learners to role play washing hands.

Learners to practice washing hands.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clips
  • Charts
  • Running water Containers Soap
  • Towel/serviettes

Observing the procedure of washing hands as carried out by learners.

 

2

1

 

Medicine

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

State the importance of medicine.

Discuss on the form of medicine and how it is taken.

Why do we take medicine?

Which type of medicine have you ever taken?

Which precautions should we observe when taking medicine?

Learners to state the importance of taking medicine when one is ill.

Learners to observe demonstrations of handling medicine.

Learners to role play taking medicine. 

Learners to name precautions to observe When taking medicine.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clip of children taking medicine
  • Pictures of different forms of medicine (Tablets, capsules, ointment, inhaler, nose drops and syrup) Samples of forms of medicine.

Observing how learners demonstrate taking medicine and the precautions they observe.

 

 

2

 

Eating healthy foods

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

Name the foods they eat.

Discuss the importance of eating healthy foods.

Which foods do you now?

Which is your favorite food?

What is the importance of taking healthy foods?

Learners to identify health habits that prevent illnesses like eating healthy foods. 

Learners to state the importance of eating healthy foods. 

Learners to observe demonstrations of how to wash fruits before eating them.

Learners to role play on preparing healthy food for eating.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clips of children washing fruits and eating a balanced diet. Pictures of various types of foods.
  • Real fruits Water Basin

Observing the procedure of washing fruits as carried out by learners.

 

3

1

 

Adequate sleep and rest

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

Point out the importance of adequate sleep and rest.

Why do we sleep?

What do we sleep on?

Learners to identify health habits that prevent illnesses like having an adequate sleep and rest. 

Learners to name the importance of Adequate sleep and rest. 

Learners to role play on sleeping and spreading a bed after Waking up.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 4
  • Video clip on the right sleeping posture Pictures of sleeping
  • materials like baby cots and blankets

Observing learners as they sleep and role play on spreading their beds after waking up.

 

 

2

 

Care for the teeth

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

Identify milk teeth as temporary in childhood.

What are milk teeth?

Guide learners to identify the appearance of teeth during the different stages of development (an infant, a toddler, a school age pupil). 

Learners to color or model a tooth. 

Learners to share experiences or tell stories about shedding milk teeth during Childhood.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 11
  • Video clips of children who have shed their milk teeth
  • Pictures of children who have shed their milk teeth

Listening to the learners as they tell stories on how they shed their milk teeth

 

4

1

 

Care for the teeth

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

Mention hygienic practices to observe during shedding of milk teeth.

Observe hygienic practices during shedding of milk teeth.

What should we use to remove a tooth?

How is a tooth removed?

Guide learners to mention the hygienic practices to observe during shedding of teeth (washing hands, gurgling salty water after extraction, proper disposal of shed tooth, proper disposal of soiled materials used after tooth extraction). 

Learners to observe a demonstration of hygienic practices during shedding of teeth.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 12
  • Video clips Pictures of children removing teeth Soap
  • Clean water
  • Salt
  • Dust bin
  • Clean cloth

Observing the learners demonstrate on how to remove the milk teeth.

 

 

2

 

Care for the teeth

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

Mention ways of taking care of the gum where the tooth has been removed.

How do you take care for the gum where the tooth has removed?

Guide learners to mention the various ways of taking care of the gum where the tooth has been removed. 

Learners to observe a demonstration of taking care of the gum where the tooth has been removed.

  • Video clips Pictures of children taking care of the gum where teeth have been removed 
  • Salty water

Observing the procedure of taking care of the gum where teeth have been removed.

 

5

1

 

Use of medicine

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

Mention common forms of medicine used in our homes.

Which forms of medicine do you know?

Guide learners to identify common forms of medicine used at home (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops). 

Learners can watch a video clip on different forms of medicines.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15
  • Pictures of forms of medicine
  • Forms of medicine (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops).

Ask oral questions to determine the mastery of forms of medicine

 

 

2

 

Use of medicine

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

State precautions when handling medicine found in the home.

What precautions are needed when handling medicine at home?

Learners to discuss the precautions to take when handling medicine at home (washing hands when handling medicine, use of clean and safe water to take medicine, not sharing medicine, taking dosage as prescribed, proper Storage of medicine). 

Learners to role play on precautions when taking medicines.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15-17
  • Video clips of children handling medicine properly
  • Pictures of forms of medicine
  • Forms of medicine (tablets, capsules, Syrups, ointment creams, inhalers, eye/ear/nose drops).

Listening to the learners as they discuss on precautions to take when handling drugs

 

6

1

 

Use of medicine

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

Observe cleanliness when taking medicine at home and school.

Why should we practice cleanliness when taking medicine?

Guide learners to discuss why they should observe cleanliness when taking medicine at home and school. 

Learners to role play on cleanliness when taking medicines.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15 - 17
  • Video clips of children handling medicine properly
  • Pictures of forms of medicine
  • Forms of medicine (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops)
  • Soap Water
  • Towel/serviettes

Observe learners as they demonstrate cleanliness when taking medicine.

 

 

2

Personal

Hygiene

Care of Parts of the body

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

Sing songs related to parts of the body.

Identify different parts of the body.

Which parts of the Body do you know?

Guide learners to name different parts of the body shown in their Learner’s Book

  • Oxford Everyday
  • Hygiene and Nutrition ,
  • Learner’s Book Grade 1 pg. 20
  • Parts of the body chart Parts of the body pictures
  • Video clips on prats of the body

Listening to learners as they Identify parts of their body.

 

7

1

 

Materials used to clean parts of the body

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

Name materials used to clean

The different parts of the body.

What materials do we use to clean our bodies?

Guide learners to identify cleaning materials used to clean parts of the body.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 19
  • Pictures Video clips Soap Water Towel
  • Nail cutter Pumice Stone Comb Toothbrush Toothpaste
  • Improvised cleaning materials

Listening to learners as they mention materials they use to clean their bodies.

 

 

2

 

Cleaning our face

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

Name materials used to clean the face.

Mention the procedure used to clean the face.

Use appropriate materials to clean the face.

Why do we clean our face?

What materials do we use to clean our face?

How do we clean our face?

Guide learners to identify cleaning materials used to clean the face.

Learners to observe a demonstration on cleaning the face.

Learners to practice how to clean the face using dolls.

Learners to clean parts of their face.

Learners to sing songs and recite poems on cleaning the face.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 22
  • Pictures of materials used to clean the face Video clip on cleaning the face
  • Soap Water
  • Towel

Observing the learners as they demonstrate the procedure of cleaning the face.

 

8

 

1

 

 

 

Cleaning our teeth

 

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

Name materials used to clean the teeth.

Mention the procedure used to clean the teeth.

Use appropriate materials to clean the teeth.

Why do we clean our teeth?

What materials do we use to clean our teeth?

How do we clean our teeth?

 

Guide learners to identify cleaning materials used to clean the teeth. 

Learners to observe a demonstration on cleaning the teeth.

Learners to clean their teeth.

Learners to sing songs and recite poems on cleaning the teeth.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 23-24
  • Pictures of materials used to clean the teeth Video clips
  • Toothpaste
  • Toothbrush/ chew stick Water

Observing the learners as they demonstrate other procedure of brushing the teeth.

 

 

 

 

2

 

Washing our hands

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

Name materials used to wash our hands.

Mention the procedure used to wash our hands.

Use appropriate materials to wash the hands.

Why do we wash our hands?

What materials do we use to wash our hands?

How do we wash our hands?

Guide learners to identify cleaning materials

Used to wash the hands.

Learners to observe a demonstration on washing the hands.

Learners to wash their hands.

Learners to sing songs and recite poems on washing the hands.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 25
  • Pictures of materials used to wash our hands Video clips on the washing our hands Soap
  • Water
  • Towel/ Serviettes

Observing the procedure of washing hands as carried out by learners.

 

9

 

1

 

 

 

Washing our feet

 

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

Name materials used to clean the feet.

Mention the procedure used to clean the feet.

Use appropriate materials to clean the feet.

Why do we clean our feet?

What materials do we use to clean our feet?

How do we clean our feet?

Guide learners to identify cleaning materials used to clean the feet.

Learners to observe a demonstration on cleaning the feet.

Learners to clean their feet.

Learners to sing songs and recite poems on cleaning the feet.

  • Oxford Everyday
  • Hygiene and Nutrition, Learner’s Book Grade 1 pg. 26- 27
  • Pictures of materials used to clean our feet Video clip on cleaning the feet
  • Soap Water
  • Towel
  • Pumice stone Nail cutter

Observing the procedure of washing the feet As carried out by learners.

 

 

 

2

 

Cleaning our nose

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

Name materials used to clean the nose.

Mention the procedure used to clean the nose.

Use appropriate materials to clean the nose.

Why do we clean our nose?

What materials do we use to clean our nose?

How do we clean our nose?

Guide learners to identify cleaning materials used to clean the nose. 

Learners to observe a demonstration on cleaning the nose. 

Learners to clean their nose.

Learners to sing songs and recite poems on cleaning the nose.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27
  • Picture of a handkerchief
  • Video clip on blowing the nose
  • A clean handkerchief

Observing the procedure of blowing the nose as carried out by learners.

 

10

1

 

Cleaning our ears

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

Name materials used to clean the ears.

Mention the procedure used to clean the ears.

Use appropriate materials to clean the ears.

Why do we clean our ears?

What materials do we use to clean our ears?

How do we clean our ears?

Guide learners to identify cleaning materials used to clean the ears. 

Learners to observe a demonstration on cleaning the ears. 

Learners to clean their ears.

Learners to sing songs and recite poems on cleaning the ears.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27
  • Pictures materials use dot clean our ears Video clip on cleaning the ears
  • Ear buds

Observing the procedure of cleaning our ears as carried out by learners.

 

 

2

 

Combing our hair

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

Name materials used to comb the hair.

Mention the procedure used to comb the hair.

Use appropriate materials to comb the hair.

Why do we clean comb our hair?

What materials do we use to comb our hair?

How do we comb our hair?

Guide learners to identify materials used to comb our hair 

Learners to observe a demonstration on combing the hair. 

Learners to comb their hair

Learners to sing songs and recite poems on combing the hair

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27
  • Pictures of materials used to comb the hair Video clips on combing hair
  • Soap
  • Water
  • Towel A comb

Observing the procedure of combing hair as carried out by learners.

 

NAME

 

TSC NO.

 

SCHOOL

 

Week

Lesson

Strand Theme

Sub Strand

Specific Learning Outcomes

Key Inquiry

Question(S)

Learning Experience

Learning Resources

Assessment Methods

Reflect on

1

1

Environment and Its Resources

Weather and the sky (observing the sky)

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

Describe the day draw the appearance of the sky during the day

What do we see when we look at the sky during the day

Learners to observe the sky (the sun, moon, stars, and clouds during the day and share the observation)

  • Sky
  • Video
  • Clips
  • Cut outs
  • Our lives today grade 1 page 2-4

Observing what the pupil has drawn from observing the sky during the day

 

 

2

Environment and Its Resources

Weather and the sky Observing the sky)

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

Describe the appearance of the sky during the night Observe differences in appearance of the sky during the day and the night

What do you see when we look at the sky during the night?

With the help of parents or guardians ,learners to observe the appearance of the sky at night and report back

  • Sky
  • Video
  • Clips
  • Cut outs
  • Our lives today grade 1 page 2-4

Observing what the pupil has drawn from observing the sky during the night

 

 

3

Environment and Its Resources

Weather and sky(observing the sky)

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

develop curiosity in observing appearance of the sky for enjoyment Tell and discuss the observations made

What do you see when you look at the sky during the day and at night

Learner to play educative competition games  on sun, moon, clouds, and stars

Leaners to draw and color the sun , moon, clouds and stars

  • Compute games
  • Sky Pictures
  • Our lives today grade 1 page 5-7

Observing how to student are working together to learn sky a during the day  

Asking the pupils what they have seen from the sky

 

 

4

Environment and Its Resources

Weather and sky(observing the sky)

By the end of the lesson the learner should be able to: develop curiosity in observing appearance of the sky for enjoyment

Tell and discuss the observations made

What do you see when you look at the sky during the day and at night

Learner to play educative competition games  on sun, moon, clouds, and stars.

Leaners to draw and color the sun , moon, clouds and stars

  • Computer games
  • Sky
  • Pictures
  • Our lives today grade 1 page 5-7

Observing how to student are working together to learn sky a during the day

Asking the pupils what they have seen from the sky

 

 

5

Environment and Its Resources

Weather and sky(observing the sky)

By the end of the lesson the learner should be able to: Learners to recognize weather conditions of the day

What Tithe weather today?

Learners to explore weather conditions as an outdoor activity

  • Computer games
  • Sky
  • Pictures
  • Our lives today grade 1 page 5-7

Observing how to student are working together to learn sky a during the day

Asking the pupils what they have seen from the sky

 

2

1

Environment and Its Resources

Exploring weather conditions

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

Learners to draw weather conditions of the day

Learners to identify weather conditions of the day

What Tithe weather today

Learners to draw and color the weather symbols explored

  • Exploring weather conditions
  • Our lives today grade 1 page 8-9

Observing the weather identified by the pupil today

 

 

2

Environment and Its Resources

Exploring weather conditions

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

Learners to work in groups and identify the weather on the same day but different days to recognize weather conditions of the day

What Tithe weather yesterday from the picture?

In groups, learners to observe weather conditions of the day in the immediate environment

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 9

Observing the weather identified by the pupil from yesterday

 

 

3

Environment and Its Resources

Exploring weather conditions

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

Learners to identify weather conditions of the previous day

What if the weather yesterday from the Picture?

Learners to draw and color the weather symbols explored

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 9

Observing the weather identified by the pupil from yesterday

 

 

4

Environment and Its Resources

Exploring weather conditions

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

Learners to work in groups and identify the weather of different days

Learners to identify weather conditions of the previous day

What will the Weather be like?

In groups, learners to observe weather conditions of the day in the immediate environment

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 10

Observing the conversation between the pupils regarding the weather of different days

 

 

5

Environment and Its Resources

Exploring weather conditions

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

Learners to work in groups and identify the weather of different time (morning and afternoon)

What will the weather be like to day morning?

In groups, learners to observe weather conditions of the day in the immediate environment

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 10

Observing the conversation between the pupils regarding the weather of different days

 

3

1

Environment and Its Resources

Exploring weather

conditions

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

Learners to make a weather poster and color it with real color that the pupil saw in the previous class

Appreciate weather conditions at different times of the day

How to make a weather poster a to Color it?

Make your own weather poster and color it

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 10-11

Observing the work done the pupils on making the poster

Asking the pupils different questions on weather

 

 

2

Environment

and Its Resources

Water

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

Identify different sources of water in the immediate Environment.

What are

Sources of water?

Learners to

brainstorm on sources of water Learners to observe a variety of stimulus

materials on sources of water

  • Water
  • Rivers Lakes Tap water Dams Pictures
  • Our lives today grade 1 page 12-13

Asking the Pupils the number of water resources next to them.

 

 

3

Environment and Its Resources

Water

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

In groups of two visit places near the school and list the number of water Resource.

appreciate different sources of water in the immediate environment

Identifying water resources near the school

Learners to learners to visit the area near the school and identify the resource near the school

Learners to draw some of the water resources that they found.

 

  • Water
  • Rivers
  • Lakes
  • Tap water
  • Dams
  • Pictures
  • Our lives today grade 1 page 12-13

Observing the listed number of water resources found in the area

 

 

4

Environment and Its Resources

Uses of water

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

Identify different uses of water in the home and school

How could we use Water responsibly in the home and School?

Learners to identify different uses of water using varied stimulus materials

  • Water
  • Rivers
  • Lakes Tap
  • water Dams
  • Pictures
  • Our lives today grade 1 page 16-17

Asking pupils the uses of water Observing how the pupils are using water near the school

 

 

5

Environment and Its Resources

Uses of water

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

use water to do different activities in school in groups

How could we use

Water responsibly in the home and School?

Learners to identify different uses of water using varied stimulus materials

  • Water
  • Rivers
  • Lakes Tap
  • water Dams
  • Pictures
  • Our lives today grade 1 page 16-17

Observing how the pupils are using water near the school

 

4

1

Environment and Its Resources

Uses of water well

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

demonstrate careful use of water in the home and school explain how water can be used well

How can we Use water well?

Learners to discuss careful use of water in the home and school

  • Water
  • Rivers
  • Lakes
  • Tap water
  • Dams
  • Pictures
  • Our lives today grade 1 page 18-19

Observing how well the pupils use water

 

 

2

Environment and Its Resources

Uses of water well

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

Demonstrate how to use water to do different activities in school and at home in groups

How could we use Water responsibly in the home and School?

Learners to identify different uses of water using varied stimulus materials

Water Rivers Lakes Tap water Dams Pictures

Our lives today grade 1 page 17-

18

Observing how the pupils are using water near the school in groups

 

 

3

Environment and Its Resources

Playing with soil

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

Learners to identify ways of playing with soil foe enjoyment playing with soil for learning purpose

How can we play with soil

Learners to identify ways of playing with soil Learners to fill and empty cans

with soil for fun Learner to model different objects using soil

  • Our lives today grade 1 page 19-21
  • Soil, clarions

Asking the pupils how to use soil for enjoyment.

 

 

4

Environment and Its Resources

Playing with soil

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

draw on the soil for the purpose of learning

How can we draw on the soil

Learners to draw on the soil and make different patterns using soil paints

  • Our lives today grade 1 page 19-21
  • Soil Clarions Stick

Observe how the pupils draw on the soils for purpose of learning

 

 

5

Environment and Its Resources

Playing with soil

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

work on their own and draw on the soil for the purpose of learning

How can I draw on the soil

Learners to draw on

the soil and make different

patterns using soil paints

  • Our lives today grade 1 page 19- 21
  • Soil Clarions Stick

Observe how the pupils draw on the soils for purpose of learning

 

5

1

Environment and Its Resources

Playing with soil

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

play with soil in different ways for enjoyment

We can fill our tins with soil

Learners to fill our tins with soil

  • Our lives today grade 1 page 24
  • Soil Clarions
  • Tins Bottles

Observe how the pupils fill the tins with soils purpose of learning and enjoyment

 

 

2

Environment and Its Resources

Playing with soil

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

model different objects using soil at school

We can use wet soil to make things

Learner to model different objects using soil

Learners to draw on the soil and

make different patterns using soil paints

  • Our lives today grade 1 page 25
  • Soil Clarions
  • Tins
  • Bottles Water

Observe how the pupils can use wet soil to make things

 

 

3

Environment and Its Resources

Playing with soil

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

develop curiosity in playing with soil for enjoyment

How to use soil and soil for creativity and enjoyment

Learners to find out more from parents or guardians on how to play with soil

  • Our lives today grade 1 page 26-28
  • Soil Clarions Tins Bottles
  • Water

Observe how the pupils can use wet soil to make things

 

 

4

Environment and Its Resources

Plants exploring(ply ants in the immediate environment )

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

Identify plants in the immediate environment Name the plants

Found near the school compound.

Which plants we see around us

Learners to take a nature walk to observe different plants in the immediate

environment Learners in groups of two to list the number of plants found in the immediate Environment.

  • Our lives today grade 1 page 29-30
  • Plants like Maize, Banana Plants,Cabbage, Beans Tomatoes etc.

Observe how the pupils can have listed the name of plants

 

 

5

Environment and Its Resources

Plants exploring(ply ants in the immediate environment)

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

In groups of 3, the student to list and draw plants in the environment and at home

Which plants we see around us

Learners in groups of 3 the learner to list and draw plants in the environment and at home.

  • Our lives today grade 1 page 31
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower etc.

Observe how the pupils have listed and drawn different types of plants Oral question on the name of plants each pupil has identified.

 

6

1

Environment and Its Resources

Plants exploring(ply ants in the immediate environment

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

Taking a nature walk the pupil and teachers and identify the plant in the school compound.

Which plants we see around the school compound.

learners to think, pair and share about plants that they observed during the nature walk

  • Our lives today grade 1 page 32-33
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower etc.

Observe how the pupils can have listed the name of plants

 

 

2

Environment and Its Resources

Plants exploring (plants in the immediate environment )

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

Naming the plants found near the school

Which plants we see around the school compound.

learners to think, pair and share about plants that they observed during the nature walk

  • Our lives today grade 1 page 32- 33
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower etc.

Observe how the pupils can have listed the name of plants

 

 

3

Environment and Its Resources

Plants exploring(ply ants in the immediate environment

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

observe plants in the immediate environment to realize the diversity in plants

Which plants we see around the school compound

Learners to draw and color plants that they liked during the nature walk

Learners to gather more information parents or guardians about plants and Report back.

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower

Observe how the pupils can have listed the name of plants

 

 

4

Environment and Its Resources

Plants exploring(ply ants in the immediate environment

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

Plants sample of seeds Identify different leaves

How to plant seed.

What kind of leaves did you see

Learners to mention ways of planting and caring for plants

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower

Observe how the pupils plant the seed

Observer how the pupil take care of the seed planted,

 

 

5

Environment and Its Resources

Plants exploring(ply ants in the immediate environment

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

Draw and color make prints of leaves

What kind of leaves did you see

Learners to mention leaves did you see

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower

Observe how the pupils name the leaves. 

Observing the drawing of the leaves

 

7

1

Environment and Its Resources

Plants exploring(ply ants in the immediate environment

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

Identify different seeds

Which plants grow in the garden

Learners to draw and name the parts of plant

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower

Observe how the pupils name the leaves. 

Observing the drawing of the leaves

 

 

2

Environment and Its Resources

Animals (exploring animals in the immediate environment)

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

identify different animals in the immediate environment

What animals

Are found in the immediate environment?

Learners are guided to identify different animals(small l and big)

  • Our lives today Grade 1 page 35-36.
  • Cow Goat Dog Cat Chicken

Observing the listed names of animals

 

 

3

Environment and Its Resources

Animals (exploring animals in the immediate environment)

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

Identify small animals Identify big animals

What small animals are found in the immediate environment?

Learners are guided to identify different small animals

  • Our lives today grade 1 page 35-36.
  • Cow Goat Dog Cat Chicken

Observing the listed names of small animals

 

 

4

Environment and Its Resources

Animals (exploring animals in the immediate environment)

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

define domestic animals

Identify domestic animals

Identify products from domestic animals

What big animals are found in the immediate environment?

Learners are guided to identify different domestic animals

  • Our lives today grade 1 page 35-36.
  • Cow Goat Dog Cat Chicken

Observing the listed names of domestic animals

 

 

5

Environment and Its Resources

Animals (exploring animals in the immediate environment)

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

Identify products from domestic animals

Identify wild animals

What are the products from domestic animals

Learners to tell products from different animals(using g stimulus material

  • Our lives today grade 1 page 36-37
  • Cow Goat Dog Cat Chicken

Observing the listed names of domestic products from animals.

 

8

1

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Learners to observe different animals in the immediate environment Observe insects

What are insect from near the school compound

Learners to observe and identify insects

  • Our lives today grade 1 page 36-37

Observing the listed names of insect found near the school compound

 

 

2

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Learners to observe different animals in the immediate environment

What are insect from near the school compound

Learners to observe and identify insects

  • Our lives today grade 1 page 36-37

Observing the listed names of insect found near the school compound

 

 

3

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Drawing insects found near the school compound

What are insect from near the school compound

Learners to observe and identify insects

  • Our lives today grade 1 page 36-37

Observing the listed names of insect found near the school compound

 

 

4

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Learners to observe water animals found near the water resources environment

Which animals are found in water

Learners to observe identify fish

  • Our lives today grade 1 page 36-37

Observing the listed names of fish found near the school compound

 

 

5

Environment and Its Resources

Animals (exploring animals in the immediate environment

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

Drawing water animals found near the school compound

Which animals are found in water

Learners to observe identify fish

  • Our lives today grade 1 page 36-37

Observing the drawn image of water animals

 

9

1

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub- strand, the learner should be able Learners to observe and identify parts of bird to:

Observe birds(he) 

Observe animals without legs

Which animals are animals without legs

Learners to observe identify fish

  • Our lives today grade 1 page 36-37

Observing the listed names of fish found near the school compound

 

 

2

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub-strand, the learner should be able

Learners to appreciate diversity of animals in the immediate environment

How many animals have Observed?

The learner should be able to draw various types of animals and name the body part

  • Our lives today grade 1 page 36-37

observe and identify animals found near the school

 

 

3

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub- strand, the learner should be able

Learners to appreciate diversity of animals in the immediate environment

How many animals have Observed?

The learner should be able to draw various types of animals and name the body part

  • Our lives today grade 1 page 36-37

observe and identify animals found near the school

 

 

4

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub- strand, the learner should be able identifying items got from animals in the community

What do we get from different animals

The learner should be able to draw various types of animals and name the body part

  • Our lives today grade 1 page 36-37

observe and identify animals found near the school

 

  5 Energy Producing sounds

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

recognize sounds in the immediate environment identifying what makes sound near the school compound

What makes sounds Learners take a sound walk in the immediate environment
  • Our lives today grade 1 page 36-37
Observe pupils listening the different sounds in the immediate environment  
10 END OF TERM ASSESSMENT
Thursday, 26 January 2023 09:04

English - Grade 1 Schemes of Work Term 1 2023

NAME

 

TSC NO.

 

SCHOOL

 

Week

Lesson

 

Strand/

Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment

Remarks

1

1

Listening and Speaking

 

Welcome & Greetings

Pronunciation and Vocabulary

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

  1. Study the picture given and talk about his/her first day at school. 
  2. Discriminate the sounds /a/ /m/ in different spoken words for comprehension.
  3. Recognise new words used in the themes to acquire a range of vocabulary and their meaning,

How do you say these words?

 

Man, Make, All, Apple.

  1. Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
  2. In groups, learners identify words which have the taught sounds.
  3. Learners pronounce short words that have the learnt sounds, after listening to audio record.

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 2-3

 

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

 

Welcome &

Greetings

 

Language structures and Functions

 

 

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

  1. Use the various realizations of the verb ‘to be’ to introduce  oneself or others, to talk about objects and to show politeness in day to day communication.
  2. Recognize the present tense forms of the verb ‘to be’ in sentences.

Who are you?

Who is she?

Who is he?

  1. Learners introduce themselves politely and ask others their names using the verb ‘to be’, after teacher models.
    – I am Mota, My name is Mota,  Who are you? What is your name?
  2. Learners describe themselves using short sentences with the verb ‘to be’ I am a boy, I am a Girl.
  3. Learners describe  people using the verb ‘to be’ (for example (Mary is a girl)

Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new  place.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg.  3-4

 

Oral questions, portfolio, observation

 

 

3

Reading 

Welcome & Greetings

 

Phonics

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

  1. Match familiar letter shapes m, a, M, A, to letter sounds /m/ & /a/ for reading preparedness in English.
  2. Match unfamiliar letters to shapes to letter sounds for reading preparedness in English including diagrams.

 Can you match letters of the alphabet and their sounds?

  1. Learners recognise letters of the alphabet as the teacher models.
  2. Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format.
  3. Learners sing rhyming songs and recite rhymes related to phonics /m/ & /a/ 

Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 4-5

Oral questions, portfolio, observation

 

2

1

Listening and Speaking 

Welcome & Greetings

Pronunciation and Vocabulary

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

  1. Discriminate the sounds /t/ & /e/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Recognise new words used in the themes to acquire a range of vocabulary and their meaning,

How do you say these words? 

Table, Egg, Tall, End.

  1. Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
  2. In groups, learners identify words which have the taught sounds.
  3. Learners pronounce short words that have the learnt sounds, after listening to audio record.

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 6-7 

Oral questions, portfolio, observation

 

  2

Listening and Speaking

 

Welcome & Greetings

Language structures and Functions

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

  1. Recognize the present tense forms of the verb ‘to be’ in sentences.
  2. Appreciate the various forms of the verb ‘to be’ in their day to day communication.
  3. Use correct greetings for various ties of the day.
What is this? How do we greet people in the morning/afternoon/ evening?
  1. In pairs or groups, learners talk about people and things around them –This is a chair, door.
  2. Learners are guided by the teacher to take part in a language game that allows each one of them to greet others, welcome others, introduce themselves and ask the class members their names.
  3. In pairs, learners are guided to engage in question and answer dialogues using the verb ‘to be’ as an interrogative.

Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new place. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg.  7-8

Oral questions, portfolio, observation

 
  3

Reading Welcome & Greetings

Word Reading

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

  1. Match familiar letter shapes t, e, T, E, to letter sounds /t/ & /e/ for reading preparedness in English. 
  2. Read short words with letter -sound correspondence in preparation for phrasal reading.

Can you match letters of the alphabet and their sounds?

  1. Join sounds to read short words with letter sound correspondence, in pairs then individually Sound out words with letter sound correspondence (phonically regular) for reading
  2.  Learners sing songs and recite rhymes related to phonics /t/ & /e/
  3. Sound out words without letter sound correspondence (sight words), as modelled.

Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 8-9

Oral questions, portfolio, observation

 
3 1

Writing

Handwriting

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

  1. Follow the dotted pattern as correctly.
  2. Follow the line pattern correctly.
How do you take care of your exercise books?
  1. Learners practise correct sitting posture when writing.
  2. Learners draw and label objects.
  3. Learners join dots to complete patterns/letters.

Realia, charts, pictures/ photographs and illustrations of writing. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 5&9

Oral questions, portfolio, observation  
  2

Listening and Speaking

 

School

Pronunciation and Vocabulary

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

  1. Discriminate the  sounds /s/, /l/, /i/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Recognize new words used in the themes to acquire a range of vocabulary and their meaning,

How do you say these words?

Sun, Spoon, Ink,

  1. Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
  2. In groups, learners identify words which have the taught sounds.
  3. Learners pronounce short words that have the learnt sounds, after listening to audio record.
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, 

computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 10-11

Oral questions, portfolio, observation  

 

3

Listening and Speaking

 

School

Language structures and Functions

 

Subject-verb agreement (am)

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

  1. Construct simple sentences about objects in the classroom, with correct subject-verb agreement for effective communication.
  2. Appreciate the importance of subject verb agreement for fluency.

What is Sarah doing?

  1. Learners construct appropriate sentences on pictures showing singular and plural subjects.
  2. Learners are guided to construct sentences about actions demonstrated by one or many learners.

Realia, charts with illustrations, pictures/ photographs, computer devices with audio/visual recordings of words and phrases with subject – verb agreement.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 11-12

Oral questions, portfolio, observation

 

4

1

Reading

 

School

Word Reading

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

  1. Match familiar letter  shapes s, l, i, S, L, I to
  2. letter sounds /s/ /l/ /i/ for reading preparedness in English. b) Read short words with letter -sound correspondence in preparation for phrasal reading.
  3. Read grade level vocabulary orally, from print and digital formats for enjoyment.

 

What are some of the words that you can read?

  1. Join sounds to read short words with letter sound correspondence, in pairs then  individually Sound out words with letter sound correspondence (phonically regular) for reading
  2. Learners sing songs and recite rhymes related to phonics /s/ /l/ /i/
  3. Sound out words without letter sound correspondence (sight words), as modelled.

Realia, charts, pictures/ photographs and models of letters, audio-visual  recordings of minimal pairs 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 12 

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

 

School

Pronunciation and Vocabulary

 

 

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

  1. Discriminate the sounds /t/, /a/, /l/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Use new words in relevant contexts in oral communication,

How do you say these words? Table, apple, leaf,

  1. Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
  2. In groups, learners identify words which have the taught sounds.
  3. Learners pronounce short words that have the learnt sounds, after listening to audio record.

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English

Learners Book Grade 1 by Oxford  Pg. 14-15

Oral questions, portfolio, observation

 

 

3

Listening and Speaking 

School

Language structures and Functions

Subject-verb agreement

(is)

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

  1. Construct simple sentences about objects in the classroom, with correct subject-verb agreement for effective communication.
  2. Recognise correct use of subject-verb agreement in statements and questions.
  3. Appreciate the importance of subject verb agreement for fluency.

What is Sarah doing?

What are Sarah and Sam doing?

  1. Learners construct appropriate sentences on pictures showing singular and plural subjects.
  2. Learners engage in simple question and answer dialogues about available realia representing singular and plural object
  3. Learners construct sentences using items with singular and plural subjects at home.

Realia, charts with illustrations, pictures/ 

photographs, computer devices with audio/visual recordings of words and phrases with subject – verb agreement.

 

New Progressive

Primary English

Learners Book

Grade 1 by Oxford 

Pg. 15-16

Oral questions, portfolio, observation

 

5

1

Reading

School

Connected text and fluency

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

  1. Read short words with letters /a/ /m/ /s/ sound correspondence in preparation for phrasal reading.
  2. Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading.
  3. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.

What are some of the words that you can read?

  1. Join sounds to read short words with letter sound correspondence, in pairs then individually . Sound out words with letter sound correspondence (phonically regular) for reading
  2. Learners sing songs and recite rhymes related to phonics /a/ /m/ /s/
  3. Sound out words without letter sound correspondence (sight words), as modelled.

Realia, charts, pictures/ photographs and models of letters, audio-visual recordings of minimal pairs

 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 16-17

Oral questions, portfolio, observation

 

 

2

Writing

Handwriting

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

  1. Form letters correctly in terms of shape and size for effective communication,
  2. Draw and colour the flag.
  3. Write from left to right to communicate effectively.

How do you write these letters?

m, a, t, e, s, l, i

How do you sit when writing?

  1. Learners draw and label objects.
  2. Learners practice writing letters and words from left to right.
  3. Learners join dots to complete patterns/letters.
  4. Leaners copy the words given in their exercise books.

Realia, charts, pictures/ photographs and illustrations of writing. 

New Progressive Primary English

Learners Book Grade 1 by Oxford  Pg. 13&17

Oral questions, portfolio, observation

 

 

3

Listening and Speaking

Family

Pronunciation and Vocabulary

 

 

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

  1. Discriminate the sounds /p/ /f/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. appreciate the variation in meaning of similar sounding words that look different.

 

How do you say these words? Pot, Fan, Fish, Fry

  1. Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
  2. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary.
  3. Learners practise matching simple short words with pictures and objects.
  4. Learners sing songs using the new words.

Plasticine or clay models of objects,

realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

 

New Progressive Primary English

Learners Book Grade 1 by Oxford  Pg. 18-19 

Oral questions, portfolio, observation

 

6

1

Listening and

Speaking Family

Language structures and

functions Personal pronouns; I, you

By the end of the sub strand, the learner

should be able to: a) Use personal pronouns in relation to gender, number and objects appropriately in dialogues.

b) Appreciate the use of personal pronouns in

effective communication.

Who cooks for you?

Who plays with you at home?

  1. Learners are guided to take part in a demonstration in relation to gender, number and objects.
  2. Learners construct sentences using personal pronouns individually, in pairs or in small groups
  3. Learners use pronouns in simple sentence constructions where appropriate
  4. Learners discuss people and things in their home and school using personal pronouns.

Charts, pictures/ photographs,

computer devices with audio-visual recordings of dialogues with structures on personal pronouns.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 19-20 

Oral questions,

portfolio, observation

 

 

2

Reading

 

Family

Word Reading

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

  1. Read short words with letter -sound correspondence in preparation for phrasal reading,
  2. Read short words without letter sound correspondence using word attack skills in preparation for phrasal reading,
  3. Read grade level vocabulary orally, from print and digital formats for enjoyment.

What are some of the words that you can read? What are some of the words you Cannot read?

  1. Join sounds to read short words with letter sound correspondence, in pairs then individually
  2. Sound out words with letter sound correspondence (phonically regular) for reading
  3. Learners recognize and read aloud familiar words in groups, pairs and individually.
  4. Sound out words without letter sound correspondence (sight words), as modelled.

Realia, charts, pictures/ photographs and

models of common

imperatives, audio-visual recordings of words that have been learnt.

 

New Progressive

Primary English

Learners Book

Grade 1 by Oxford  Pg. 20-21

 

Oral questions, portfolio, observation

 

 

3

Listening and Speaking

 

Family

Pronunciation and Vocabulary

 

 

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

  1. Discriminate the sounds /h/ /n/ /o/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Appreciate the variation in meaning of similar sounding words that look different.

How do you say these words? Hen, Nail, Orange.

  1. Learners pronounce the sounds /h/ /n/ /o/ by taking turns as modeled by the teacher or audio record.
  2. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary. 
  3. Learners practise matching simple short words with pictures and objects. 
  4. Learners sing songs using the new words.

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 22-23

Oral questions, portfolio, observation

 

7

1

Listening and Speaking

 

Family

Language structures and functions

 

Personal pronouns; He, She, They, It.

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

  1. Use the personal pronouns ‘He’ ‘She’
  2. ‘They’ ‘It’ in  relation to gender, number and objects appropriately in dialogues.
  3. Pick out personal pronouns in oral conversations about members of the family,
  4. Appreciate the use of personal pronouns in effective communication.

Who buys you books?

Who tells you stories?

  1. Learners are guided to take part in a demonstration in relation to gender, number and objects.
  2. Learners construct sentences using  personal pronouns individually, in pairs or in small groups
  3. Learners use pronouns in simple sentence constructions where appropriate
  4. Learners discuss people and things in their home and school using personal pronouns.

Charts, pictures/ photographs, computer devices with audio-visual recordings of dialogues with structures on  personal pronouns.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 23

Oral questions, portfolio, observation

 

 

2

Reading

 

 

Family

Connected text and fluency

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

  1. Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading.
  2. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence.

What do you do when you cannot read some words in a sentence?

  1. In groups, learners practice reading aloud while observing punctuation as modelled by the teacher and independently.
  2. In pairs, learners practice reading decodable and nondecodable words in isolation.
  3. In small groups, learners practice reading unfamiliar Sentences containing decodable and nondecodable words.

Realia, charts, pictures/ photographs, newspaper cuttings.

 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 24-25

Oral questions, portfolio, observation

 

 

3

Writing

Handwriting

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

  1. Form the letter p correctly in terms of shape and size for effective communication,
  2. Draw letter patterns correctly for neat handwriting.
  3. Write the words given correctly from left to right to communicate effectively.

1. How do you write this letter?  ‘P’

  1. Learners copy letter patterns.
  2. Learners practice correct letter formation from models in on the board, chart, pattern books.
  3. Learners practise writing letters and words from left to right.
  4. Learners join dots to complete patterns/letters.

Realia, charts, pictures/ photographs and illustrations of writing.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 19&25

Oral questions, portfolio, observation

 

8

1

Listening and Speaking

Pronunciation and Vocabulary

 

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

  1. Discriminate the sounds /u/ /b/ /r/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Appreciate the variation in meaning of similar sounding words that look different.

How do you say these words? Hen, Nail, Orange.

  1. Learners pronounce the sounds /u/ /b/ /r/ by taking turns as modeled by the teacher or audio record.
  2. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary.
  3. Learners practise matching simple short words with pictures and objects.
  4. Learners sing songs using the new words.

 

Plasticine or clay models of objects,

realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 26-27

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

Home

 

Language structures and functions

Singular/plural (addition of ‘s’ only)

 

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

  1. Use singular and  plural forms of nouns to talk about objects at home.
  2. Appreciate the importance of using singular and plural nouns for effective oral communication.

How many (e.g. hands, legs, bags, pencils) do you  have?

  1. Learners identify objects in the classroom
  2. Learners practice  simple question and answer dialogues using constructions with ‘how many’ to talk about the objects identified.
  3. In pairs and groups, learners group items in their school and home in columns of one and many.

Charts, pictures/ photographs with singular and plural nouns, computer  devices that have audio/visual recordings of dialogues with sentence structures on plurals of nouns.

 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 27

Oral questions, portfolio, observation

 

 

3

Reading 

Home

Connected text and fluency

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

  1. Read short words with letter -sound correspondence in preparation for phrasal reading.
  2. Read a text of about thirty (30) words containing decodable and non decodable words, in phrases, in preparation for fluent reading.
  3. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

What do you do when reading a long word?

  1. In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.
  2. Learners read a text or view pictures for enjoyment and information.
  3. Learners read simple sentences aloud in groups, pairs, and individually

Story book, poems, audiovisual recordings of short stories.

 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg.  28

 

Oral questions, portfolio, observation

 

9

1

Listening and Speaking

 

Home

Pronunciation and Vocabulary

 

 

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

  1. Discriminate the sounds /b/ /p/ /h/ /n/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Appreciate the variation in meaning of similar sounding words that look different.

 

How do you say these words?

Nest, Bag, Hen

  1. Learners pronounce the sounds /b/ /p/ /h/ /n/ by taking turns as modeled by the teacher or audio record.
  2. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary.
  3. Learners practise matching simple short words with pictures and objects.
  4. Learners sing songs using the new words.

 

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 30-31

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

Home

Language structures and functions

 

Singular/plural

(addition of

‘s’ only

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

  1. Use singular and plural forms of nouns to talk about objects at home.
  2. Ask questions about numbers using “how many?”
  3. Distinguish between singular and plural nouns correctly to demonstrate an  understanding of the concept of number.
  4. Appreciate the importance of using singular and plural nouns for effective oral communication.

How many, arms etc. are big/small, long/short, round/rectangle are there?

 Learners identify objects in the classroom Learners practice simple question and answer dialogues using constructions with ‘how many’ to talk about the objects identified.

In pairs and groups, learners group items in their school and home in columns of one and  many.

Charts, pictures/ photographs with singular and plural nouns, computer devices that have audio/visual recordings of dialogues with sentence structures on plurals of nouns.

New Progressive Primary English

Learners Book Grade 1 by Oxford   Pg.  31

 

Oral questions, portfolio, observation

 

 

3

Reading

Home

Connected text and fluency

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

  1. Read short words with letter -sound correspondence in preparation for phrasal reading. Read a text of about thirty (30) words containing decodable and nondecodable words, in phrases, in preparation for fluent reading.
  2. Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

 

What do you do when reading a long word?

  1. In small groups, learners practice reading unfamiliar Sentences containing decodable and nondecodable words. Learners read a text or view pictures for enjoyment and information.
  2. Learners read simple sentences aloud in groups, pairs, and individually

Story book, poems, audiovisual recordings of short stories. 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 32

 

Oral questions, portfolio, observation

 

10 

1

Writing

Handwriting

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

  1. Form the letter ‘u’ ‘b’ ‘B’ correctly in terms of shape and size for effective communication,
  2. Draw letter patterns correctly for neat handwriting.
  3. Write from left to right to communicate effectively.

How do you write these letters? ‘b’ ‘B’ ‘u’

  1. Learners copy letter patterns.
  2. Learners practice correct letter formation from models in on the board, chart, pattern books.
  3. Learners draw and label objects.
  4. Learners practise writing letters and words from left to right.
  5. Learners join dots to complete patterns/letters.

Realia, charts, pictures/ photographs and illustrations of writing.

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg.  29&33

 

Oral questions, portfolio, observation

 

 

2

Listening and Speaking

Time

Pronunciation and Vocabulary

 

 

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

  1. Discriminate the sounds /c/ /g/ in different spoken words for comprehension.
  2. Pronounce the words with the sounds in isolation in preparation for reading.
  3. Appreciate the variation in meaning of similar sounding words that look different.

 

How do you say these words?

Nest, Bag, Hen

  1. Learners pronounce the sounds /c/ /g/ by taking turns as modeled by the teacher or audio record.
  2. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. 
  3. Learners practise matching simple short words with pictures and objects. 
  4. Learners interact with audio material to listen to the correct pronunciation of the vocabulary,  where applicable.

 

Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

 

New Progressive Primary English

Learners Book Grade 1 by Oxford Pg. 34-35 

 

Oral questions, portfolio, observation

 

 

3

Listening and Speaking

Time

Language structures and functions

Present Simple tense

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

  1. Use present simple tense forms to talk about the time of the day (morning, mid-day, evening)
  2. Apply simple present tense to sequence routine or daily activities in oral communication.
  3. Appreciate the use of language to talk about routine activities.

What do you do every day before you come to school?

  1. Learners respond to questions based on daily routines
  2. Learners tell each other their daily routines in pairs/small groups
  3. Learners should report what they do when they go home
  4. Respond to simple questions demonstrating the use of using simple present tense and routine activities.

Charts, pictures/ photographs on routine activities, computer devices that have audiovisual recordings of dialogues with sentence structures on present simple tense

 

New Progressive Primary English

Learners Book Grade 1 by Oxford  Pg. 35

 

Oral questions, portfolio, observation

 

NAME

 

TSC NO.

 

SCHOOL

 

 

SCHOOL

GRADE

LEARNING AREAS

TIME

YEAR

 

1

   

2023

Week 

Lesson

Strand

Sub strand

Specific learning outcome

Key inquiry question

Learning experiences

Learning resources

Assessment

Remarks

1

1

Creation

Self-Awareness

By the end of the end of the sub strand the learners should be able to: Recognize themselves as unique created in the image and likeness Recognize that Gods know then by their names as part of God’s creation as they are special

to God

What is your name?

Learners to read genesis1:27

Learners to say why they  are special before God

Learners to sing a song related to why they special to God.

 

Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8 

Observing the learners as they read the bible and sing

 

 

2

Creation

Self-awareness

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

Recognize why they are special creatures in the eyes of God recognize that we all belong to God and Gog loves us all as his special creation because we are made in his own image and likeness

Why are we special creatures?

Leaners to tell who their special friend are? Learners to learn that they are special because they are created in God’s image and likeness

Learners to recite the verse from the bible Isaiah 49:16 Learners to watch video clip on God creation

Bible

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 1-8 

 

 

 

Asking learners questions Writing  exercise 

 

 

3

Creation

Self-awareness

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

Mention the name for identification and self- awareness 

Mention the names of their friends

Recognize that God knows them by their names

What is your name

The teacher to ask learners to mention their name for self- identification

Learners mention the names of their friends in class 

Recite in class the verse Isaiah 43:1 which states that God knows them by names

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 1-8 

 

 

Ask learners to mention their names

 

2

1

Creation

self-awareness

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

Recognize that their names are important as they give them their identity 

Identify the names of their friends to enhance together  Write their names on flash cards to improve the skill of writing 

Who is your special friend?

The teacher asks the learners to tell the names of their special friends

Learners write the names of their special friends

Read aloud their names in class and write their names and friends names in the charts

Flashcards 

Growing in Christ CRE activities learners’ book grade 1 by Heron Onyango et.al, Lwachira, J watiki.

Page 1-8 

 

 

Asking learners to write the names of their special friends

 

 

2

Creation

Self awareness

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

identify who knows their name

Read the names in the picture

Interpret what is in the picture

Who knows your name?

 

 

 

 

 

Learners tell who knows their names Learners read the names that are in the picture

Recite the verse Isaiah

49:16

Pictures

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 1-8 

 

Asking learners to write the names of their friends

 

 

3

Creation

Self awareness

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

Draw their names on the palm of their hands Read the names on their palm

Identify that God knows them by name Isaiah 49:16

What is your name?

Learners watch the video clip of palm and identify 

Learners read and mention the name on the palm 

Recite the verse Isaiah 49:16

Audio visual material 

Bible

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 1-8

Observe learners as they watch the video clip and ask question of what they see in the clip

 

3 1 Creation Self awareness

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

Draw their palm

Color the pictures of their palm/drawing

Write their names on the palm

Learners draw themselves

How special are you to God?

Learners draw their palm

The learner color their drawing

Learner write their names on the palm Draw themselves

Drawings

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 1-8 

Observe the learners As the draw

 
  2 Creation My family

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

Identify   the members if the family

Appreciate members of the family 

Count the members of the family

Name the members of the family

Learners name the members of the family Learners identify the members of the family in the pictures

Count the members of the family

Pictures

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 9-13

Asking question to learners.

Naming the family members

 
  3 Creation My family

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

Name   the members of a nuclear family

Identify members of a nuclear family in picture Draw members of the nuclear family in the chart

Who are the members of the nuclear family?

Learners name the members of a nuclear family

Learners draw a chart on the members of the nuclear family

Learners work in pair to identify the members of the family in the chart

Charts

Pictures 

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki.

Page 10-15

Observe learners as draw the members of the family on the chart  
4 1 Creation My family

By the end of the sub strand the should be able to: Mention who leads prayers at home 

Pray with the family

Have a desire to participate in the family prayers through reading the prayer in the bible and prayer book in order promote sound morals and religious values

Who leads prayers at home?

The teacher guides learners to pray

Learners mention who leads prayers at home Read in the bible and prayer book on how to pray

Prayer book

Bible Growing in Christ CRE activities learners’ book grade 1 by

Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 

Ask the leaners how the pray at home  
  2 Creation My family

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

Record the number of times they pray at home together with their family to enhance togetherness

Recognize the importance of prayers in order to grow spiritually and morally upright

How many times do you pray a day

Learners demonstrate how they always pray at home

Learners record the no of times they pray at home as a family enhanced unity of family members

Pictures  

Prayer book

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 

Observe learners as they demonstrate how to pray at home  
  3 Creation My family

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

Identify the items they share at home to enhance togetherness

Identify the items in the picture and name the items they share at home

What do you share at home? Learners to identify items they share at home in groups or pairs Learners to identify the items thy share in the picture at home Draw items they share at home in the charts

Pictures

Charts

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 

Observe the learners as they draw the items they share at home Ask question on the items they share at home  
5 1 Creation  My family

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

Appreciate the importance of sharing at home to enhance family unity

Draw and color the items they share at home to enhance creativity and promote individual development and self efficiency

Why are we sharing?

Learners observe and discuss the a char/picture/photograp h of a family sharing a meal 

Learners to draw and color the things the they share

Learners to share with the themselves what  they have to enhance the importance of sharing

Pictures

Charts

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 

Observe learners as they share items in class  
  2 Creation  Creation of Plants and Animals

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

Mention the types of animals and plants created by god in the school environment

Draw and color plants animals found in the school environment

What types of plants and animals found in the school environment?

Learners identify and mention the plants and animals found in the school environment

Learners draw and color the plants and animals found in the school environment

Learners to take a natural walk in the school compound to see various types of animals and plants

Drawing

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19

Observe learners as they draw and color plants and animals found in the school environment  
  3 Creation  Creation of Plants and Animals

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

Identify types of plants and animals found in their home Identify in the pictures animals found in the animal park

Recognize that God also created animals and plants  Make animals through modeling it.

State the names of the animals 

Who created animals and plants?

Learners to visit the animal park and identify the animals found them

Learners to name the animals found in the park

Learners the plants found in the garden Draw and color and the pictures of animals and plants and to know that God also created plants and animals

Pictures

Drawings

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 

grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 

Asking questions on what they see in the trip to the animal park  
6 1 Creation Creation of Plants and Animals

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

Care for plants as part of God’s creation

Name the benefits we obtain from plants

Show how to care for plants

Why do we care for plants?

Teachers explain and guide to learners on how to how to care for plants

Learners to demonstrate on how to care for plants for example watering, weeding

Learners name the food they obtain from plants 

Real objects for example watering can jembes, plants, oranges fruit obtain from plants 

Pictures

Growing in Christ CRE activities learners’ book

grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19

Observing learners as they demonstrate how to care for plants demonstrate and watch video clip on how to carry and handle the Bible with care  
  2 Creation Creation of Plants and Animals

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

Care for animals in a special way as they are God’s creation

Name the importance of animal in the society as

God’s creation Identify the types of animals found in our environment

Care and appreciate other creatures in the universe

Why do we care for animals?

The learners say how they care for animals at home

The learners name the importance of animals for example the provide food

Learners also identify the types of animals found in their environment 

Pictures Audio visual materials

Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19

Asking questions on the types of animals  
  3 Holy Bible Physical handling of the Holy Bible

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

Identify ways of handling the Bible with respect as it is the word of God

Understand the reason for handling the Bible with care

Why do we handle the Bible with care?

Learners to say how they handle the  Bible with care

Learners state the reason they should handle the Bible with care as it is the word of God

The learners to tell their friends how important they should handle the Bible with care

Bible

Picture 

Growing in Christ CRE activities learners book grade 1 by Hezron

Onyango et.al, Lwachira,J  watiki page 20-23

Asking learners to show how to handle the Bible with care in class  
7 1 Holy Bible Physical handling of the Holy Bible

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

know  how to carry the Bible with respect as it is the word of God

Identify the importance of handling the Bible with respect

Name two division of the bible

Write the division of the Bible

Why do we carry the Bible with respect?

Learners demonstrate on how  to carry the Bible with respect

Learners look at the pictures on how to handle and carry the Bible with care and respect

Learners to watch the video clip on how to handle and carry the

Bible

Picture Audio visual material

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 20-23

Observe learners as they demonstrate and watch video clip on how to carry and handle the Bible with care.  

 

2

Holy Bile

Physical handling of the Holy Bible

By the end of the strand the learner should be able to: Recognize the Bible as the word of God by identify the books of the Bible Recognize the importance of  knowing the books of the Bible as it help in spiritual growth

Name the books of the Bible they know

Learners to name the books of the Bible the know

Learners to sing song related to the books of Bible

Learners to write the books of the Bible they know

Bible

Picture 

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 20-23

 

Ask learners to write on the books of the Bible

 

 

3

Holy Bible 

Physical handling  of the Holy Bible

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

Identify the  Bible as the  word God  by naming the first two gospel book Identify the values learned from the first two gospel books

Which books are found in gospel books?

Learners name the first two gospel books  Learners write gospel books in theirs exercise Learners draw a chart  containing the first two gospel books

Charts

Bible

Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J  watiki page 20-23

 

 

Observe learners as they draw the charts

 

8

1

Holy Bible

Physical handling of the Holy Bible

By the end of the sub strand the learners should be to: Identify other gospel book in the Bible

Identify the values learned in the verse they memorize in the gospel books in the

Bible

Recognize the importance reading and memorizing the  verses in the Bible 

Which verse have you memorized in the gospel book?

Learners to identify other gospel books for example mark , Luke, John 

Learners read the verses in the gospel books and memorize Learners sing a song related to the verse they have memorize and all the gospel books 

Bible

Charts

Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J  watiki  page 20-23

 

Observe learners as they sing and

memorize the verses in the Bible

 

 

2

Holy Bible

Physical handling of the Holy Bible

By the end of the sub strand the learner should be to: Recognize the importance of respecting and adore the

Bible as the word of God Identify the important aspects acquired in reading the Bible

 

 

What values do we acquired by reading the Bible?

Learners states the importance of reading the Bible and

memorizing the verses Learners handle the Bible with care and to adore it 

Learners sing the song on (read your Bible prays every day.........)

Bible

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 20-23

Observe learners as the read and memorize the verses

 

 

3

Holy  Bible 

Bible story David and Goliath

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

Narrate the story of David and Goliath and desire to depend on God on day to day life

Recognize the importance  of faith and believe in God to enhance religious values and spiritual growth

How did

David kill Goliath?

Learners narrate in class the story of David and Goliath in class Learners read 1samuel 17:48-51

Learners interpret stories in the pictures Learners role play the story of David  and

Goliath in class

Pictures

Bible

Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J  watiki page 24-27

 

 

Observe the learners as they role play the story of

David and

Goliath Ask question on what they see in the pictures

 

9

1

Holy Bible

Bible story David and Goliath

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

Recognize the reason why they learn the story of

David and Goliath

Identify who help David  to

kill Goliath

Apply what they have acquired in the story of David and Goliath in the school home and in the church

   Who gives us spiritual strength   ?      

Learners understands the reason why they are learning the story of David and Goliath

Learners are able to identify who help David to defeat Goliath whom is God

Learners are able to apply  what  they have learner in the story of David and Goliath in their day to day lives

Bible

Growing in Christ CRE activities learners book grade 1 by Hezron

Onyango et.al, Lwachira,J  watiki page 24-27

 

 

Ask learners questions who help David defeat

Goliath

 

 

 2

Holy Bible

Bible story David and Goliath

God to guide through their lives to enhance spiritual growth and self –efficiency by watching a clip on the story of David Goliath Narrate the story of David and Goliath to their parents at home

 

Learners narrate the story of David and Goliath to their parents at home as they demonstrate what they saw in the clip

learners book grade 1 by Hezron

Onyango et.al, Lwachira,J  watiki page 24-27

 

story of David and

Goliath

 

 

3

Holy Bible

Bible story David and Goliath

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

Recognize Goliath and David in the clip and be able to draw and color to enhance creativity and imagination

Present the drawing to rest of the class to enhance communication and collaboration skills

What do we gain by having faith in God?

Learners draw   in their exercise books images of David and Goliath from what they see on the video clip

Learners present their drawing from what they  have drawn  to the rest of  the class Sing a song related to  the story of David and Goliath

Audio visual  material 

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 24-27

 

 

 

Observe the learners as they draw and present their drawings to the rest of the class

 

10

1

Holy Bible

Bible story David and Goliath

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

Understand what happened when people fight as God doesn’t like people who fight and should avoid fighting

Recognize the importance of acquiring and applying the good values to enhance the sound moral development

Why do people fight?

Learners to understand that they should engage in fighting as someone might end up hurt like Goliath who died Learners to understand that instead of fighting friends they should report them to the teacher

Learners learn that they should not fight others instead love them and forgive them as God want us to love our neighbors as we love ourselves

Bible

Picture 

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 24-27

 

Asking learners oral questions why they should not fight their friends

 

 

2

Holy Bible

Bible story  Joseph and his coat of many colors

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

Narrate the story of joseph and name the lesson they have learned from it recognize that their parents love them and should also know the importance of love

Who had a coat of many color?

Leaners read the story of Joseph in the bible Genesis 37:3-4 in class and narrate

learners draw and color coat of many colors the same as Joseph

Learners name the things that our parents does to us that sshows love us

Bible pictures 

Growing in Christ CRE activities learners book grade

1 by Hezron

Onyango et.al, Lwachira,J  watiki page 28-30

Observe learners as they read narrate and draw

Ask oral questions on how parents love them

 

 

3

Holy Bible

Bible story Joseph and his coat of many colors

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

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

 

Why did Joseph’s brothers hated him

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

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

Audio visual materials bible

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

 

 

 

NAME

 

TSC NO.

 

SCHOOL

 

Week 

Lesson

Strand

Sub strand

Specific learning outcome

Key inquiry question

Learning experiences

Learning resources

Assessment

Remarks

1

1

DRAWING

Line

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

Identify different types of lines in the environment to use in drawing;

How do we identify types of lines and their characteristics in the environment?

In groups learners are taken for environmental walks and or digital tours to identify types of lines on objects e.g. straight lines, wavy lines, zigzag lines, curved lines etc

Paper, charcoal sticks, crayons, computer.

Oral question, discussion, observation, portfolios.

 

 

2

DRAWING

Line

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

create simple forms using a variety of lines through crayon and charcoal media;

How do we draw different types of lines?

How do learners react when using charcoal and crayons when drawing?

Learners experiment with crayons and charcoal in drawing varied lines.

Learners explore ICT drawing tools to draw varied lines.

Learners use lines to draw human and animal forms.

Paper, charcoal sticks, crayons, computer.

Oral question, discussion, observation, portfolios

 

2

1

DRAWING

Line

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

create simple forms using a

variety of lines through digital tools;

appreciate use of lines in the environment

How do we draw different types of lines?

How do learners react when using charcoal and crayons when drawing?

Learners experiment with crayons and charcoal in drawing varied lines.

Learners explore ICT drawing tools to draw varied lines.

Learners use lines to draw human and animal forms.

Learners display and sign about their own and others’ work

Paper, charcoal sticks, crayons, computer.

Oral question, discussion, observation, portfolios.

 

 

2

DRAWING

Shapes

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

identify different types of shapes in the environment to use in drawing; draw different shapes observed in the environment using crayon and or charcoal and or ICT tools;

How do you draw organic shapes and non-organic shapes?

In groups learners are taken for an environmental walk and or digital tour to identify different shapes

Individually learner to draw different shapes (from the environment e.g. cups, books windows etc) using crayons and charcoal media

Papers, crayons, charcoal sticks, textured surfaces in the environment and computer.

Oral question, discussion, observation, portfolios

 

3

1

DRAWING

Shapes

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

have fun drawing different shapes observed from the environment.

What shapes can you identify in the environment? How do you draw organic shapes and non-organic shapes?

Individually, the learner to experiment with ICT tools to draw shapes.

Individually, the learner to display and sign about own and others’ wo

Papers, crayons, charcoal sticks, textured surfaces in the environment and computer.

Oral question, discussion, observation, portfolios

 

 

2

DRAWING

Texture

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

Identify different types of textures to use in drawing

How do we identify texture?

How do we categorise texture for this level?

Learners are taken for an environmental walk to experience texture through touch.

Learners are guided to rub over surfaces e.g. tree barks, coins, wood floors, walls, furniture, books and other surfaces

Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images

Signed questions,

discussion, observation, portfolios

 

 

4

1

DRAWING

Texture

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

to rub charcoal and crayon over paper placed on smooth and rough surfaces to create texture appreciate texture of objects in their environment.

How do we categorise texture for this level?

How do we create texture using crayons and charcoal?

Individually, learners explore rubbing-over different textured surfaces and objects e.g. tree barks, coins, bricks, wood, floor etc. Learners display and sign about their own and others’ work (describing what they like about the textural effects made on the paper).

Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images

Signed questions, discussion, observation, portfolios

 

 

2

PAINT

AND

COLOUR

Making improvised brushes

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

Name materials that can be used to make improvised brushes

What materials can be used to make improvised brushes

Learners could be guided to identify and name materials used for making improvised brushes

Papers, pencils, powder paints, improvised brushes, digital images

Signed questions, discussion, observation, portfolios

 

5

1

PAINT

AND

COLOUR

Making improvised brushes

By the end of the sub-strand, the learner should be able to: make simple brushes from local materials

What materials can be used to make improvised brushes

Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc.

Papers, pencils, powder paints, improvised

brushes, digital images

Signed questions, discussion, observation, portfolios

 

 

2

PAINT

AND

COLOUR

Making improvised brushes By the end of the sub-strand, the learner should be able to: make simple brushes from local materials

What materials can be used to make improvised brushes?

How do you make improvised brushes

Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc. Papers, pencils, powder paints, improvised brushes, digital images Signed questions, discussion, observation, portfolios  

1

PAINT

AND

COLOUR

Making improvised brushes By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes

What materials can be used to make improvised brushes?

How do you make improvised brushes

Make improvised brushes using the materials collected. 

Individually learner to use the improvised brushes to colour

within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).

Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  

2

 

PAINT

AND

COLOUR

Making improvised brushes By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes

What materials can be used to make improvised brushes?

How do you make improvised brushes

Make improvised brushes using the materials collected. 

Individually learner to use the improvised brushes to colour

within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).

Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
 1

PAINT

AND

COLOUR

Making improvised brushes By the end of the sub-strand, the learner should be able to: have fun and enjoyment as they make improvised brushes and use them to paint simple forms.

What materials can be used to make improvised brushes?

How do you make improvised brushes

Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).

Learners to display and sign their own and others’ work

Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
 2 PATTERN MAKING Line patterns

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

Observe objects with line patterns in the environment and in digital tools to help in creation of patterns

Where do we find patterns in our environment? In groups learners to be guided to observe types of line patterns in the environment and in digital tours Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
8  1 PATTERN MAKING Line patterns

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

create patterns in colour using lines and digital tools;

What patterns do you like? Individually, the learner to create patterns using lines in colour and digital tools. Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
2 PATTERN MAKING Line patterns

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

enjoy creating linear patterns in colour and digital tools.

How do you Create patterns? Individually display their patterns, and appreciate own and others’ patterns. Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
9 1 PATTERN MAKING Dot patterns

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

Observe objects with dot patterns in the environment and in digital media to help in creation of patterns

Where can we find dot patterns around our school?

How do you create dot patterns?

In groups learners to be guided to observe types of dot patterns in the environment and in digital media.

Individually, the learner to create patterns using dots in colour or using digital tools.

Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
2 PATTERN MAKING Dot patterns

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

create dot patterns in colour or using digital tools for self-expression; enjoy creating dot patterns.

Where can we find dot patterns around our school?

How do you create dot patterns?

Individually display their patterns, and appreciate own and others’ patterns Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
10 1 PATTERN MAKING Numeral patterns

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

observe numbers in the environment to motivate them in creating patterns

Are there patterns made using numerals around us? In groups, learners be guided to identify numbers in the environment Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
2 PATTERN MAKING Numeral patterns

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

create patterns in colour.

Are there patterns made using numerals around us?

Individually, the learner to experiment with numbers to create patterns in colour. 

Individually, the learner to experiment with digital tools to create numeral patterns in colour.

Papers, pencils, powder paints, improvisedbrushes, digital images Signed questions, discussion, observation, portfolios  
Wednesday, 11 January 2023 12:02

French - Grade 7 Curriculum Design

GRADE 7
FRENCH

FOREWORD

Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re- alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.

The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.

It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.

PROF. GEORGE A. O. MAGOHA, EGH CABINET SECRETARY,
MINISTRY OF EDUCATION

PREFACE

The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.

The Grade 7 curriculum designs for the respective learning areas will enable the development of 21st Century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).

It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.

JULIUS O. JWAN, PhD, CBS PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION MINISTRY OF EDUCATION

ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.

The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.

KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.

I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.

My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.

PROF. CHARLES O. ONG’ONDO, PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

TABLE OF CONTENTS

  • FOREWORD   iii
  • PREFACE        iv
  • ACKNOWLEDGEMENT        v
  • TIME ALLOCATION  viii
  • NATIONAL GOALS OF EDUCATION          ix
  • LEARNING OUTCOMES FOR MIDDLE SCHOOL    xii
  • ESSENCE STATEMENT         xii
  • SUBJECT GENERAL LEARNING OUTCOMES        xiii
  • STRAND 1.0: LISTENING AND SPEAKING 1
  • STRAND 2.0: READING        21
  • STRAND 3.0: WRITING         37
  • STRAND 4.0: LANGUAGE STRUCTURES   53
  • GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY           70
  • APPENDIX 1: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON-FORMAL ACTIVITIES      74

TIME ALLOCATION 

 

Subject

Number of Lessons Per Week (40 minutes per lesson)

1.

English

5

2.

Kiswahili/KSL

4

3.

Mathematics

5

4.

Integrated Science

4

5.

Health Education

2

6.

Pre-Technical and Pre-Vocational Education

5

7.

Social Studies

3

8.

Religious Education (CRE/IRE/HRE)

2

9.

Business Studies

3

10.

Agriculture

3

11.

Life Skills Education

1

12.

Sports and Physical Education

2

13.

Optional Subject

3

14.

Optional Subject

3

 

Total

45

NATIONAL GOALS OF EDUCATION

Education in Kenya should:

Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation. 

Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.

Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.

Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.

Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.

Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.

Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.

Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.

Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

LEARNING OUTCOMES FOR MIDDLE SCHOOL

By the end of Middle School, the learner should be able to:

  • Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
  • Communicate effectively, verbally and non-verbally, in diverse contexts.
  • Demonstrate social skills, spiritual and moral values for peaceful co-existence.
  • Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
  • Practise relevant hygiene, sanitation and nutrition skills to promote health.
  • Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
  • Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
  • Manage pertinent and contemporary issues in society effectively.
  • Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT

Learning foreign languages is a prerequisite for global citizenship; the national goals of education advocate promoting international consciousness and fostering positive attitudes towards other nations. Proficiency in foreign languages empowers one and provides limitless opportunities to enjoy the privileges, rights, and benefits of global citizenship and contribute positively to its very existence. At Upper Primary, learners were equipped with the necessary listening, speaking, reading, and writing skills. French at Junior Secondary builds on the linguistic competencies acquired in upper primary. The proposed learning experiences provide the opportunity to experiment with and explore the language in contextualized communication situations. The content is delivered using interactive and participatory methods of learning aimed at unlocking the learners' multiple intelligences. The expected results are heightened awareness, understanding, and appreciation of the French language. The learner will exit Junior Secondary as an intermediate user of the language. Importantly, this will form a crucial foundation for those advancing in French to Senior Secondary.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior Secondary School, the learner should be able to:

  • listen actively to varied audio stimuli on issues relating to day-to-day life
  • use spoken language to interact with others on various topics
  • read simple texts on everyday contexts with comprehension
  • create simple written texts on various topics using varied media
  • utilize digital literacy skills responsibly in learning and communication
  • address pertinent and contemporary issues using relevant knowledge, skills and attitudes acquired
  • transform their learning experiences into service learning in the community
  • align their learning experiences to the development of the core competencies
  • appreciate cultural diversity for national cohesion and international consciousness.

STRAND 1.0: LISTENING AND SPEAKING 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.1 Listening comprehension

: Social interaction

(2 Lessons)

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

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

The learner is guided to:

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

Core-Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify informal words and expressions

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

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

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

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

Ability to use informal expressions in social interactions

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

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

informal contexts of communication.

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

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

 

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

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

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

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

Ability to pronounce sounds in words correctly

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.2 Listening Comprehension: Immediate Family

(4 Lessons)

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

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

The learner is guided to:

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

Core-Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use vocabulary and expressions

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

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

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

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

Ability to articulate sounds

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

The learner pronunciation while speaking is quite apt.

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

Learner mispronounces words. Occasionally the message is distorted.

Ability to describe people

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

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

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

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

Strand

Sub strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.3 Oral

Expression:

Our room

(4 lessons)

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

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

The learner is guided to:

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

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to choose vocabulary and expressions choice

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

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

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

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

Ability to organize ideas coherently

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

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

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

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

Ability to manipulate sounds

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.4 Oral expression:

Media

(3 lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Values :

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

Pertinent and Contemporary Issues:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify media devices

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

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

The learner can identify most media devices within the immediate environment

The learner can identify media devices within the environment with assistance

Ability to respond to oral instructions

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

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

The learner responds appropriately to most oral instructions about media devices

The learner responds to few verbal instructions about media devices

Ability to create using media devices

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.5 Listening comprehension and oral expression:

School 

(4 lessons)

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

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

The learner is guided to:

  • identify areas in school orally
  • watch audio visual materials on places in school
  • practice sounding words with sounds [r] and [l]
  • imitate and distinguishes the sounds [r] and [l] orally
  • converse about facilities and activities in school using simple expressions
  • simulate simple dialogues about locating facilities in school
  • practise using the question forms ( Où est…? Où est-ce que…)
  1. How do we locate places?
  2. Why is it essential to hold activities in designated places?

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to communica te clearly

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

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

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

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

Ability to locate places

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

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

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

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

Ability to articulate sounds

The learner articulates correctly and has audible and clear diction

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.6 Listening comprehension and Oral expression:

Shopping 

(5 lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to choose appropriate vocabulary

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

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

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

The learner uses limited vocabulary to identify common market items.

Ability to make dialogues on buying and selling

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

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

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

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

Ability to communicate effectively

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and

Speaking

1.7 Listening Comprehension and Oral expression:

Hobbies (6 lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify common hobbies

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

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

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

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

Ability to justify the choice of hobbies

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.8

Listening and Speaking

1.8 Listening Comprehension: Health

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

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

The learner is guided to:

  • listen to audio materials to identify common ailments talked about
  • engage in simple dialogues to inquire about each other's state of health
  • practice tongue-twisters to enhance pronunciation
  • recite poems, in pairs and in groups, to practice the pronunciation of words with sound [jɛ] give examples
  • pronounce words with the sound [jɛ] correctly
  • use digital devices to research on common ailments
  • discuss common ailments in their immediate environment or within the school community
  1. How do we maintain good health?
  2. Why is it essential to be aware of other’s state of health?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

  • Health promotion: Prevention and management of common ailments

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify common ailments

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

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

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

The learner can orally identify a few common ailments learnt.

Ability to express one's state of health

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

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

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

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

Ability to articulate sounds

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

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

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

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

STRAND 2.0: READING 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

1.1 Reading aloud: social interaction

(1 Lesson)

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

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

The learner is guided to:

  • read out aloud new words after the teacher
  • read in turns simple dialogues in informal register from comic strips, children's magazines, etc.
  • practice pronouncing words and expressions in rhythm
  • build vocabulary and lexical content to use in informal contexts of communication
  1. Why do you need to read words using the correct pronunciation?
  2. How do we identify informal language?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify words and expressions in informal interactions

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

The learner accurately identifies words and expressions used in informal interactions

The learner partly identifies words and expressions used in informal interactions

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

Ability to correctly articulate words

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.2 Reading for fluency: Immediate Family

(3 Lessons)

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

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

The learner is guided to:

  • derive the meaning of fluency in reading
  • identify indicators of fluent reading from audio recordings or by listening to peers reading
  • read short texts on attributes of members of the immediate family and their occupations to practice fluency
  • articulate the sound /é/ & /è/ in words and expressions
  • read rhymes and tongue twisters containing sounds /é /& /è/
  • engage in pair reading
  1. Why is it essential to read fluently?
  2. How do you know someone is a fluent reader?

Core-Competencies to be developed:

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

Values:

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

Pertinent and contemporary issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to give examples of fluent reading

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

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

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

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

Ability to read fluently

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

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

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

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

Ability to work in teams

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.3 Reading Comprehension:

Our room (2 lessons)

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

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

The learner is guided to:

  • read simple dialogues about items in a room
  • view short video clips of items in a room and reads the embedded subtitles
  • engage in "read, listen and track" to practice pace and rhythm
  • match names of things in a room to corresponding pictures
  • practice "echo reading" of simple texts to develop fluency, expression, and decoding skills
  • read descriptive texts prepared by other learners
  • search for word rhymes from the Internet.
  • recite the word rhymes
  1. Why should we read words correctly?
  2. What can help you identify a place or objects in an area?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to comprehend simple texts

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.4 Reading aloud:

Media

(2 lessons)

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

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

The learner is guided to:

  • identify media devices using a mind map
  • read aloud labels on media devices
  • discover names and parts of different media devices
  • read aloud simple presentations in class to enhance knowledge about media devices
  • source names, tags, and instructions from controlled sites in groups
  • develop posters on the importance of reading to sensitize the community.
  1. How can media devices help us in improving our reading skills?
  2. What kind of reading materials can you access from media devices?

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to read names of media devices

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

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

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

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

Ability to articulate words and expressions correctly

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

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

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

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

Ability to read using various electronic media

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

The learner can use learning applications to practice pronunciation

The learner occasionally uses learning applications to practice pronunciation

The learner hardly uses learning applications to practice pronunciation

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.5 Reading Comprehension:

School

(2 lessons)

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

state the facilities and activities in school

derive meaning from simple texts

            show pleasure in reading texts fluently

The learner is guided to:

  • match places in school to activities
  • read simple texts about places and activities in school
  • respond to questions about facilities and activities in school
  • practice pronouncing the [r] and
  • [l] sounds in words sourced on and offline
  • use pictograms to indicate different activities and places
  1. Which activities do you engage in while at school?
  2. How easy is it to locate facilities in your school?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to state facilities and activities in school

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

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

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

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

Ability to infer information from texts

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

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

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

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

Ability to lead community activities

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.6 Reading Comprehension:

Shopping

(2 Lessons)

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

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

The learner is guided to:

  • build vocabulary on buying and selling through the paired reading of simple dialogues
  • respond to questions from reading texts
  • read aloud their prepared shopping lists for comparison
  • search for and read comic strips from digital platforms
  • search for and read varied texts on shopping
  • provide reading materials to sensitize the community on wise buying and honest selling
  • Why is it essential to compare items before buying?
  • How can we identify the different stalls at the market?

Core competencies to be developed:

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

Values:

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

Pertinent and contemporary issues:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to choose appropriate vocabulary

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

The learner uses appropriate vocabulary when simulating buying and selling situations

Learner sometimes uses

appropriate vocabulary

when simulating buying

and selling situations

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

Ability to comprehend simple texts

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

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

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

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

Ability to work in teams

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.7 Reading Comprehension:

Hobbies (4 lessons)

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

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

The learner is guided to:

  • view pictures, flashcards, and slides to identify leisure activities
  • play quick find word puzzles to build vocabulary on hobbies
  • read simple dialogues on hobbies, and answer related questions in groups
  • access and read interviews on hobbies from magazines on the Internet
  • create awareness in the community on the importance of leading an active life by engaging in hobbies
  • share reading materials with peers
  1. What is the importance of hobbies?
  2. Where can we get information on hobbies?
  3. What do you consider when choosing hobbies?

Core competencies to be developed:

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

Pertinent and contemporary issues:

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

Values:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to build vocabulary on hobbies

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

The learner reads recommended texts to build vocabulary on hobbies

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

The learner hardly reads recommended texts to build vocabulary on hobbies

Ability to comprehend simple texts

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

The learner accurately responds to all questions on hobbies.

The learner accurately responds to most of the questions on hobbies

The learner attempts to respond accurately to questions on hobbies.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.8 Reading Comprehension:

Health (3 lessons)

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

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

The learner is guided to:

  • read short texts on common ailments for information
  • identify common ailments from short texts
  • source for and read written texts on common ailments from the Internet
  • read comic strips and simple dialogues on common ailments for fluency
  • read adapted medical brochures and medicine packs for vocabulary acquisition
  • read aloud, to other learners, texts on common ailments for awareness
  1. How can you tell you are not feeling well?
  2. What health information are we likely to find in our environment?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to read for comprehension

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

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

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

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

Ability to read fluently

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

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

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

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

Ability to research

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

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

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

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

STRAND 3.0: WRITING 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

1.1 Guided

writing: Social interaction 

(1 Lesson)

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

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

The learner is guided to:

  • reorganize jumbled words and informal expressions to make meaningful texts
  • reorganize dialogues into a logical sequence
  • fill in crosswords
  • fill in blanks in simple, informal conversations
  • write mini-talks to simulate telephone conversations
  • engage in guided textual chats using media devices
  1. Why is correct spelling necessary?
  2. To whom do you write using informal language?

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to write short interactions and dialogues

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

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

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

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

Ability to write using the informal register

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.2 Guided writing: Immediate Family

(3 Lessons)

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

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

The learner is guided to:

  • practice spelling words through spelling games
  • identify members of the immediate family using mind maps
  • draw a family tree diagram of their immediate family
  • talk about the relationships in the family and family identity
  • practice writing guided short texts on the immediate family members
  1. Why should we write sentences correctly?
  2. What makes a good descriptive text?

Core Competencies to be developed:

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

Pertinent and contemporary Issues:

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

Values:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to construct correct sentences

 

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

 

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

 

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

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

Ability to describe people

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.3 Descriptive Writing:

Our room 

(2 lessons)

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

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

The learner is guided to:

  • fill in missing words in texts
  • label different items in a room on a picture
  • create posters naming additional things in a room
  • write simple sentences from a variety of vocabulary given
  • prepare checklists for items in a room
  • write descriptive texts guided by shared images
  • create simple texts describing their room
  1. Why should we write clearly?
  2. What do we need to be able to write clearly?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use correct word order

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

The learner writes descriptive texts using an appropriate word order.

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

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

Ability to describe a room, place, or item.

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.4 Creative Writing:

Media 

(2 lessons)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issus:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to list different types of media devices

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

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

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

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

Ability to create texts using a given electronic medium

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

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

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

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

Ability to interact through media devices

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

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

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.5 Creative Writing: School 

(3 lessons)

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

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

The learner is guided to:

  • match facilities in school to related activities, in pairs/groups, using the cocktail game
  • discover vocabulary on places and activities by completing simple written exercises, e.g., pictograms of labelling places
  • search for adapts and creates posters naming different places in school using digital technology
  • label places in the school and the community
  1. Why is it important to write clear labels?
  2. How do written labels help to identify places?
  3. What strategies do you need to write creatively?

Core competencies to be developed:

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

Values:

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

Pertinent and contemporary issues:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to state places and activities in school

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

The learner can identify all the places and activities in school

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

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

Ability to write creatively

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

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

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

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

Ability to produce clear and legible labels

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

The learner makes clear and legible labels using various media.

The learner makes clear and legible, and practical labels

The learner makes creative labels that are not always clear.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.6 Functional and Creative Writing: Shopping

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

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

The learner is guided to:

  • make and fill word puzzles on goods sold at the market
  • fill in responses in dialogues appropriately.
  • write shopping lists on digital devices,
  • give feedback on peer's work in group activities
  • spell new words correctly in writing.
  • draft short skits on buying and selling
  • manipulate and customize promotional adverts of goods on sale
  • sensitize the school community on wise buying
  1. Why do we need to plan before shopping?
  2. How do you ensure you do not forget essential items when shopping?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to select adequate vocabulary in writing.

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

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

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

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

Ability to create using media

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

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

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

The learner produces shopping lists with items categorized haphazardly.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.7 Creative writing: Hobbies 

(4 lessons)

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

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

The learner is guided to:

  • match expressions to hobbies
  • write simple dialogues on hobbies
  • create charts and posters on hobbies
  • write the correct spelling of words with sound [u]
  • reorganize jumbled dialogues to establish the logic
  • take notes from a recorded source of words with sound [u]
  • record personal leisure in diaries and digital devices
  • write posters and place them in strategic places to sensitize the community on the importance of engaging in healthy or acceptable leisure activities
  1. What do you enjoy writing about?
  2. Why should we write about our hobbies?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Links to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use vocabulary

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

The learner uses adequate vocabulary to create texts on hobbies

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

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

Ability to create texts

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

The learner creates organized and coherent texts Using appropriate vocabulary

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

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

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.3

Writing

3.8 Creative writing:

Health 

(3 Lessons)

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

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

The learner is guided to:

  • describe how they are feeling using short texts
  • write short sentences /texts related to common ailments
  • rearrange jumbled words to form coherent texts on common ailments.
  • produce simple texts with organized and coherent content
  • create words and phrases that describe diseases from images sourced from digital media
  • collaborate and share with others how they take care of themselves
  1. What should we do to maintain good health?
  2. How do you ensure your texts are creatively written?

Core competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to describe common ailments

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

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

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

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

Ability to create texts

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

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

Vocabulary on health and wellbeing is adequately used.

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

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

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

STRAND 4.0: LANGUAGE STRUCTURES

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.1 Social Interactions: Informal register 

(1 Lesson)

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

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

The learner is guided to:

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

Core Competencies to be developed:

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

Values:

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

Pertinent and Contemporary Issues:

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

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to pick out informal register

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

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

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

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

Ability to use elision and informal register

The learner correctly and spontaneously employs elision and informal register in communication.

The learner correctly and almost consistently employs elision and informal register in a relevant situation of communication.

The learner employs elision and informal register satisfactorily in communication; able to self-coherent in some following lapses.

The learner employs elision and informal register in communication incorrectly even with consistent guidance.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.2 Possessive adjectives: Immediate Family

(3 Lessons)

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

  1. differentiate the singular and plural forms of possessive adjectives
  2. formulate sentences using the correct possessive adjectives
  3. value the proper use of grammar elements

The learner is guided to:

  • fill in blanks with the correct possessive adjectives
  • write grammatically correct phrases using appropriate adjectives
  • download exercises on possessive adjectives from the Internet for own practice
  1. How do we use possessive adjectives in everyday communication?
  2. Why is grammar essential in language learning?

Core Competencies to be developed:

  • Self-efficacy: the learner develops practical communication skills through discussing interpersonal relationships within the families and describing the family members.

Values:

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

Pertinent and contemporary Issues:

  • Life skills: accepting and appreciating the different attributes of members of the family.

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use possessive adjectives correctly

The learner uses singular and plural forms of possessive adjectives appropriately and creatively when writing short texts

The learner uses singular and plural forms of possessive adjectives correctly and appropriately when writing short texts

The learner correctly uses singular and plural forms of possessive adjectives sometimes

The learner uses singular and plural forms of possessive adjectives randomly when writing short texts

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language Structures

4.3 Adjectives and Prepositions:

Our room

(2 lessons)

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

  1. identify appropriate prepositions and adjectives to describe a room
  2. employ proper adjectives and prepositions of place in simple descriptive texts
  3. exhibit eagerness to use proper nouns and adjectives in sentence construction

The learner is guided to:

  • rearrange jumbled up words to form correct sentences, for example; noun and adjective agreement
  • play "complete my line" games using items and possessive adjectives "mon armoire."
  • match categories of words in sets of flash cards e.g. qualitative adjectives e.g “ une grande fenêtre”
  • use digital devices to complete simple exercises on qualitative adjectives (grand, joli, petit, beau, nouveau, jaune, noir, blanc) and prepositions of place (sur, à côté de, sous, derrière, dans, devant)
  • use language (on and offline) applications to do some shared exercises
  • correct sentences on cards pasted (on walls) around the classroom
  1. How can we structure a sentence well to achieve a good description?

Core competencies to be developed:

  • Digital Literacy: the learner interacts with technology by manipulating different digital devices in research and in creating texts.
  • Critical thinking and problem solving: the learner develops evaluation and decision-making skills by using suitable language structures to apply in descriptive texts.

Values:

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

Pertinent and Contemporary Issues:

  • Safety and security education as learners share the aspects of the described space for safety and security.

Link to other subjects:

  • Home Science has content about home and the different items that can be found in a home.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify qualitative adjectives and prepositions of place

The learner quickly identifies a wide variety of nouns, adjectives, prepositions of place, and appropriate placement in texts. They can expand the standard list with new adjectives and prepositions of place.

The learner identifies all nouns, adjectives, and prepositions of place and their correct placement in texts.

The learner identifies most nouns, adjectives, and prepositions of place in texts. The placement is sometimes wrong and distorts the intended meaning.

The learner identifies very few nouns, adjectives, and prepositions of place in texts. The placement is, most of the time, incorrect.

Ability to use nouns, qualitative adjectives, and prepositions in texts

The learner constantly analyses, appropriately selects and uses the correct nouns, qualitative adjectives, and prepositions to complete texts

The learner analyses, chooses, and uses the proper nouns, qualitative adjectives, and prepositions to complete texts

The learner partially analyses, chooses, and uses the correct nouns, qualitative adjectives, and prepositions to complete texts

The learner hardly analyses, selects or uses the correct nouns, qualitative adjectives, and prepositions to complete texts

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language Structures

4.4 Nouns and Verbs: Media 

(2 lessons)

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

  1. use singular and plural forms of nouns to identify media devices
  2. use the verb with infinitive formulations in simple sentence construction
  3. demonstrate zeal in identifying media devices in the immediate environment

The learner is guided to:

  • fill in gaps in texts about media by application of Pour+infinitive verb forms (pour ouvrir un fichier, pour allumer l’ordinateur)
  • practice using the interrogative :
  • Qu’est-ce que c’est?
  • use (C’est /Ce sont +nom -
  • C’est un ordinateur ; Ce sont les touches) in the identification of devices appropriately
  • constitute grammatically correct sentences using card games
  • practice different ways of passing information using well-structured sentences with appropriate verbs in the present tense. E.g the use of Tic-Tac- Toe (regarder) Je regarde mes messages electroniques,(taper)je tape…
  • participate in group presentations on varied grammar tasks
  1. How does the use of media devices help in learning a language?
  2. Why should we use correct grammar structures in communication?

Core Competencies to be developed:

  • Communication and Collaboration: the learner develops fluent writing and organization skills as they express their opinions, and build upon ideas about media devices
  • Digital literacy: the learner uses digital devices to enhance learning through responding appropriately to a series of instructions.
  • Critical thinking and problem solving: the learner evaluates a situation and responds accordingly.

Values:

  • Care and Compassion: while learners interact with others using media devices.
  • Responsibility: the learner acquires information on issues of taking good care of media devices for the benefit of all.
  • Honesty and trustworthiness: while handling different information on media devices with respect.

Pertinent and contemporary issues:

  • Child care and protection: Parental guidance and involvement on the safe use of media and devices

Link to other subjects:

  • English has content on the correct use of language structures and indigenous language.
  • Computer Science: the subject has content on learning the language of operating devices such as basic coding.
  • Life Skills Education: addresses ethics of communication

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use singular and plural forms of nouns

The learner uses appropriate singular and plural forms of nouns and in identifying varied media devices

The learner uses appropriate singular and plural forms of nouns in identifying most media devices

The learner uses some appropriate singular and plural forms of nouns in identifying media devices

The learner uses the a few singular and plural forms of nouns correctly, makes errors in identifying some primary media devices

Ability to use the infinitive form of verbs

The learner exhibits excellent command of verb infinitives when identifying media devices

The learner exhibits good command of verb infinitives when identifying media devices

The learner exhibits varying command of verb infinitives when identifying media devices

The learner exhibits limited command of verb infinitives when identifying media devices

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.5

Prepositions:

School

(2 lessons)

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

  1. select correct prepositions to locate places
  2. use sentence structures combining interrogative and prepositions of place in locating places
  3. embrace the proper use of grammar for effective communication

The learner is guided to:

  • practise using prepositions of place (au long de, au coin de, au bout de) to complete sentences
  • ask and respond to questions using qu’est-ce que c’est?, C’est/Ce sont
  • illustrate the interrogative qu’est-ce que c’est and its response c’est/ ce sont
  • construct sentences using the prepositions of place and the interrogative
  1. How do you locate places?
  2. What makes it easy for you to locate places?

Core Competencies to be developed

  • Communication and collaboration: the learner develops teamwork skills through asking and responding to questions.
  • Self-efficacy: the learner develops practical communication skills learning to give precise and accurate locations of items and places.
  • Digital literacy: the learner uses digital technology skills to locate places.

Values:

  • Unity: the learner develops the habit of working with others to learn and practice using the grammar elements.

Pertinent and Contemporary Issues:

  • Inter and Intrapersonal relationships: the learner develop the ability to work with peers in groups.

Link to other subjects:

  • English, Geography and Kiswahili have content on the location of places.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to use correct prepositions and interrogative forms

The learner accurately asks/answers questions on place and activities using correct prepositions and interrogative forms.

Prepositions and interrogative are used to bring out the intended meaning.

The expressions are flawless

The learner asks and answers questions on places and activities correctly

Minimal grammatical errors made do not obscure intended meaning.

The learner makes a fair attempt at the correct use of prepositions of place and the interrogative form.

Some mistakes are evident in attempts to construct some complete sentences.

Through positive reinforcement, effective communication is achieved

The learner attempts to use prepositions (of place) and the interrogative form in a jumbled-up manner

Intended communication is often still not clear despite consistent guidance.

Ability to organize ideas or expressions

The learner quickly and confidently constructs well-developed sentences when expressing self on places and activities.

There is always an explicit agreement between the prepositions of place and interrogative.

The learner regularly places the prepositions and interrogative in the right place to bring out the exact meaning

There is correct Sequencing of ideas is usually appropriate

The learner makes an attempt at structuring and organizing the prepositions and interrogative to locate places

There are several errors in the placement of proper prepositions, but meaning can be derived through remediation.

The learner attempts to organize ideas with consistent prompting.

There are many prepositional and interrogative errors.

However, a sentence or two may be correct.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

Language structures

4.6 Indefinite and Partitive Articles:

Shopping (2 lessons)

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

  1. identify polite forms of expressing information
  2. use the partitive articles in context
  3. display eagerness to use correct grammar in sentence construction

The learner is guided to:

  • listen to short dialogues with the structures:(Je voudrais+objet+ adjective + s’il vous  plait )
  • practice using Je voudrais + objet in paired activities
  • match names of common items at the market with their corresponding indefinite and partitive articles articles; [un/une/des]: [du/de/de la/des]
  • fill in texts with conjugated present tense forms of the required verbs, e.g., acheter.
  • create awareness in the school community on wise buying and its benefits
  1. How do you inquire about goods you would like to buy at the market?
  2. Why is it important to make correct sentences?

Core competencies to be developed:

  • Learning to learn: the learner develops self-reflection skills by adhering to correct language structures in sentence construction.
  • Communication and collaboration: the learner develops adaptive speaking skills while interacting with others in conversations.

Values:

  • Honesty and trustworthiness.

Pertinent and Contemporary Issues:

  • Self-efficacy in expressing what to buy and where to make the purchase.

Links to other subjects:

  • English and Home science deal with shopping lists and commodities sold at the marketplace.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to express information politely

The learner always asks appropriate questions and gives information in a polite manner

The learner asks questions and gives information in a consistent and polite manner

The learner asks questions and gives (sometimes) information politely.

The learner asks questions and gives information with no thought for politeness.

Ability to use partitive articles in context

The learner very quicly analyses the communication situation and uses varied but appropriate partitive articles

The learner analyses the communication situation and uses appropriate partitive articles

The learner analyses the communication situation and uses appropriate partitive articles

The learner analyses the basic communication situation and uses some partitive articles

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.7 Present tense:

Hobbies

(2 lessons)

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

  1. identify verbs in the present tense form
  2. conjugate verbs in the present tense
  3. desire to use correct grammar in communication

The learner is guided to:

  • isolate verbs in the present tense in poems
  • express likes and dislikes using Jouer de + instruments de musique, Aimer/adorer/préfèrer + nom, Qu’est-ce que tu + aimer/preferer, Tu joues de + instruments de musique, parce que
  • fill in gaps with the correct verbs
  • recite rhymes and poems to create awareness in the community on the importance of leading an active life by engaging in hobbies
  1. How do you spend your free time?
  2. How do you express yourself clearly on your likes and dislikes?

Core Competencies to be developed:

  • Communication and collaboration: the learner develops effective speaking and fluent writing skills through expressing self- using the present tense.
  • Critical thinking and problem solving: the learner develops essential thinking skills by isolating verbs in the present tense in texts.
  • Digital literacy: the learner develops digital technology skills by interacting with different digital devices to practice the present tense.

Values:

  • Social justice as learners show respect and accommodate each other's choices on hobbies.

Pertinent and Contemporary Issues:

  • Healthy living and stress management.

Links to other subjects:

  • Physical health Education has content on hobbies.
  • Life Skills Education: Self–management as learners choose hobbies that are suitable for them.

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify verbs in the resent tense

The learner spontaneously identifies verbs in the present tense in texts and creates them in varied situations

The learner identifies and uses verbs in the present tense correctly in varied situations

The learner identifies and uses verbs in the present tense in some situations

The learner identifies and uses verbs in the present tense in a limited number of situations; this with considerable assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.3

Language Structures

4.8 The Interrogative:

Health 

(2 Lessons)

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

  1. identify appropriate interrogative pronouns to talk about health
  2. use the correct form of the verb to describe a state of health
  3. appreciate the proper use of interrogatives to express oneself

The learner is guided to:

  • ask questions by use of; qu’est-ce que tu as?/ qu’est-ce qui ne va pas ?/ ça fait mal où ? in paired activities
  • describe feelings and what hurts by use of the expression verb avoir+ ailment; j’ai de la fièvre/grippe
  • match images on ailments with correct expressions
  • solve online puzzles with vocabulary on ailments in group activities
  • fill in gaps with the correct form of verbs in texts
  • rearrange words in a sentence to bring about coherence on language structures
  1. How do you communicate about your state of health?

Core competencies to be developed:

  • Communication and collaboration: the learner develops teamwork skills by working with peers in groups.
  • Self-efficacy: the learner develops practical communication skills through describing the state of health.
  • Digital literacy: the learner uses digital devices to access and interact with audiovisual material and practice responding to questions.

Values:

  • Care and compassion: Learners inquire about the wellbeing of others and takes good care of themselves.

Pertinent and Contemporary Issues:

  • Health promotion: Prevention and management of common ailments.

Link to other subjects:

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

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to Identify interrogative pronouns

The learner quickly and constantly identifies interrogative pronouns in texts on health

The learner identifies interrogative pronouns in texts on health

The learner identifies most interrogative pronouns in texts on health

The learner identifies few interrogative pronouns in texts on health

Ability to use correct verbs to describe a state of health

The learner confidently uses the correct form of verbs, conjugated in the present tense.

The learner uses the correct form of verbs, conjugated in the present tense.

The learner progressively uses the correct form of verbs, conjugated in the present tense, makes a few errors in the description of state of health.

The learner can correctly conjugate verbs with lots of guidance but makes many errors in the application.

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).

All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.

CSL Skills to be covered:

  • Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in collecting the data, manner in which they will analyse information and present their findings.
  • Communication: Learners will develop effective communication skills for as they engage with peers and school community members. These will include listening actively, asking questions, presentation skills using varied modes etc.
  • Citizenship: Learner will be able to explore opportunities for engagement as members of the school community and providing a service for the common good.
  • Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
  • Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources effectively and efficiently.
  • Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity.

Suggested PCIs

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

The learners will be guided to consider the various PCIs provided in the various subjects in Grade 7 and choose one suitable to their context and reality

By the end of the CSL class activity, the learner should be able to:

  1. identify a problem in the school community through research,
  2. plan to solve the identified problem in the community,
  3. design solutions to the identified problem,
  4. implement solution to the identified problem,
  5. share the findings with relevant actors,
  6. reflect on own learning and relevance of the project,
  7. appreciate the need to belong to a community

The learner is guided to:

  • brainstorm on issues/pertinent and contemporary issues in their school that need attention
  • choose a PCI that needs immediate attention and explain why
  • discuss possible solutions to the identified issue
  • propose the most appropriate solution to the problem
  • discuss ways and tools they can use to collect information on a problem (questionnaires, interviews, observation)
  • develop tools for collecting the information/data
  • identify resources they need for the activity
  • collect the information/data using various means
  • develop various reporting documents on their findings
  • use the developed tools to report on their findings
  • implement project
  • collect feedback from peers and school community regarding the CSL activity
  • share the report on activity through various media to peers and school community
  • discuss the strengths and weaknesses of implemented project and lessons learnt
  • reflect on how the project enhanced own learning while at the same time facilitated service on an issue in the school community
  1. How does one determine community needs?
  2. Why is it necessary to be part of a community?
  3. What can one do to demonstrate a sense of belonging

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

The ability to identify and analyse a pertinent issue in society to be addressed

Learner critically defines and elaborately discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed with minimal support.

Learner requires support to critically examine and select the appropriate issue.

The ability to plan to solve the identified problem

Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project.

The ability to design solutions to the identified problem and implement them

Learner constantly applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue with some support.

Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue.

Ability to share findings to relevant actors

Learner comprehensively and confidently shares findings of the issue addressed in the activity.

Learner confidently shares findings of the issue addressed in the activity.

Learner shares some of the findings of the issue addressed in the activity.

Learner briefly shares findings of the issue addressed in the activity, lacks necessary details.

The ability to reflect on own learning and relevance of the activity

Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear.

Learner struggles to outline the benefits of the CSL activity on the target community and own learning.

 APPENDIX 1: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON-FORMAL ACTIVITIES

Strand

Suggested Assessment Methods

Suggested Learning Resources

Suggested Non-formal Activities

Listening and speaking

  • Listening to and identifying informal structures from audio material
  • Filling in missing letters/words on informal phrases
  • Filling in crossword puzzles.
  • Engaging in simple informal dialogues
  • Recording themselves engaging in informal social interactions
  • Reciting poems and rhymes on informal greetings and interactions
  • Role-playing on informal interactions among peers.
  • Charts
  • Video clips
  • Video games
  • Jumbled up grids
  • Word puzzles
  • Flashcards(words or games)
  • Comic strips
  • Short stories
  • Audio recordings
  • Pictures
  • Poems
  • Songs
  • Chalkboard
  • Word wheel
  • Word searches
  • Crossword puzzles
  • Journals
  • Media devices eg phones, tablets, cameras…
  • Dialogues
  • Songs
  • Recitation of poems
  • Games e.g.skits and role plays
  • Peer education; practice with peers
  • Participation in French club activities

Reading

  • Reading aloud texts on informal interactions
  • Reading simple texts to demonstrate fluency in pairs.
  • Reading dialogues
  • Answering comprehension questions
  • Pictures
  • Poems
  • Songs
  • Short stories
  • Flashcards
  • Role-plays and simulation
  • Songs
  • Poems

Writing

  • Writing simple dialogues.
  • Filling in missing letters/words on informal phrases
  • Filling in crossword puzzles.
  • Word searches and puzzles
  • Writing guided textual chats
  • Reorganizing simple dialogues
  • Word puzzles
  • Flashcards (words or games)
  • Maps
  • Short stories
  • Real objects (home objects)
  • Audio recordings
  • Pictures
  • Poems
  • Songs
  • Chalkboard
  • Word wheel
  • Name tags and labels
  • Word searches
  • Journals
  • Computer
  • Interschool activities and presentations
  • Recitation of poems
  • Role-plays and simulation
  • Peer education
  • Participation in French club

Language structures

  • Answering structured questions
  • Filling in missing words
  • Physical identification of objects 
  • Quizzes
  • Real objects
  • Flash cards
  • Chalk board /whiteboard
  • Tags and labels
  • computer
  • French club activities
  • French days
Tuesday, 10 January 2023 13:32

German - Grade 7 Curriculum Design

GRADE 7
GERMAN

FOREWORD

Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re- alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.

The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.

It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.

PROF. GEORGE A. O. MAGOHA, EGH CABINET SECRETARY,
MINISTRY OF EDUCATION

PREFACE

The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.

The Grade 7 curriculum designs for the respective learning areas will enable the development of 21st Century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).

It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.

JULIUS O. JWAN, PhD, CBS PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION MINISTRY OF EDUCATION

ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.

The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.

KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.

I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.

My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.

PROF. CHARLES O. ONG’ONDO, PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

TABLE OF CONTENTS

FOREWORD   iii
PREFACE        iv
ACKNOWLEDGEMENT        v
TIME ALLOCATION  viii
NATIONAL GOALS OF EDUCATION          ix
LEVEL LEARNING OUTCOMES FOR MIDDLE SCHOOL   xii
ESSENCE STATEMENT         xii
SUBJECT GENERAL LEARNING OUTCOMES        xiii
STRAND 1.0: LISTENING AND SPEAKING 1
STRAND 2.0: READING        17
STRAND 3.0: WRITING         32
STRAND 4.0: LANGUAGE STRUCTURES   46
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY           62
ANNEX 1: SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES.66

TIME ALLOCATION

No

Subject

Number of Lessons Per Week (40 minutes per lesson)

1.

English

5

2.

Kiswahili/KSL

4

3.

Mathematics

5

4.

Integrated Science

4

5.

Health Education

2

6.

Pre-Technical and Pre-Career

5

7.

Social Studies

3

8.

Religious Education (CRE/IRE/HRE)

2

9.

Business Studies

3

10.

Agriculture

3

11.

Life Skills Education

1

12.

Physical Education and Sports

2

13.

Optional Subject

3

14.

Optional Subject

3

 

Total

45

NATIONAL GOALS OF EDUCATION

Education in Kenya should:

Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.

Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.

Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.

Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.

Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.

Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.

Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.

Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.

Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

LEVEL LEARNING OUTCOMES FOR MIDDLE SCHOOL

By end of Middle School, the learner should be able to:

  • Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
  • Communicate effectively, verbally and non-verbally, in diverse contexts.
  • Demonstrate social skills, spiritual and moral values for peaceful co-existence.
  • Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
  • Practise relevant hygiene, sanitation and nutrition skills to promote health.
  • Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
  • Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
  • Manage pertinent and contemporary issues in society effectively.
  • Apply digital literacy skills for communication and learning. 

ESSENCE STATEMENT

Foreign language proficiency enables one to be an effective member of the global world. German language learning at Junior Secondary builds on the linguistic competencies developed at Upper Primary. Additionally, it focuses on further development of the four basic language skills: listening, speaking, reading and writing. Cultural knowledge, contextual topical content and applied grammar are the vehicles through which the four skills are developed. Emphasis is on the functional use of language as well as acquisition of the necessary oral, intensive and extensive reading and writing skills on varied contexts through collaborative approaches. Learners are expected to attain the intermediate level of proficiency in German language (equivalent to A2 of the Common European Framework of Reference for Languages) in order to transit to Senior School. The learner will be empowered to respect, appreciate and participate in the opportunities within their own and the international community.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior Secondary, the learner should be able to:

  • Listen actively to speakers in varied contexts and respond appropriately.
  • Interact with others on familiar topics.
  • Read texts of medium complexity on familiar matters for information and enjoyment.
  • Write texts of medium complexity on subject matter relating to their everyday experiences.
  • Use varied media to access and create information to enhance German language learning.
  • Appreciate own and other people’s culture for national cohesion and international consciousness.
  • Apply acquired knowledge and skills to address challenges in everyday life. 

STRAND 1.0: LISTENING AND SPEAKING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0

Listening and Speaking

1.1.

Selective listening:

Market  

(5 Lessons)

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

  1. identify commodities found at the market,
  2. listen for selective information from speakers in diverse contexts,
  3. speak clearly and logically about a given topic for effective communication,
  4. appreciate the importance of a budget while shopping.

The learner is guided to:

  • list commodities typically found at the local market from an audio
  • name items shown in a picture of a German market
  • watch video clips of a typical farmers’ market in Kenya and Germany and name the items they see
  • listen to an audio or audio-visual recording and match the commodities mentioned to a price list
  • make presentations about shopping for food in Kenya and Germany
  • discuss the need for integrity while shopping in the class online forum
  • discuss the difference between shopping with a budget and shopping without one among peers
  1. What do you need to consider before shopping?
  2. What do you consider when listening to texts?

Core Competencies to be developed:

  • Communication and Collaboration: Learners develop skills of speaking clearly and logically as they discuss issues of shopping and the need for integrity.

Core Values:

  • Integrity: Learners develop the value of integrity while shopping.

Pertinent and Contemporary Issues (PCIs):

  • Financial Literacy: Learners develop financial literacy skills as they discuss the need to prepare a budget before shopping.

Link to other subjects:

  • Learners link their learning to Business Studies and Mathematics as they discuss and consider budgeting as well as pricing of items.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below expectations

Ability to identify commodities

Learner identifies and confidently names all commodities found at the market in texts

Learner identifies and names all commodities found at the market in texts

Learner identifies and names most of the commodities found at the market in texts

Learner requires support to identify some commodities found at the market in texts

Ability to listen for selective information

Learner identifies specific information in diverse shopping contexts and carries out all assigned tasks

Learner identifies specific information in diverse shopping contexts

Learners identifies specific information in shopping contexts

Learner listens to texts, exhibits difficulties in identifying selective information

Ability to speak clearly and logically

Learner speaks clearly and logically about all the given topics, engages audience all the time

Learner speaks clearly and logically about all the given topics

Learner speaks clearly and logically about most of the given topics

Learner requires prompting to speak clearly and logically about given topics

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.2.

Selective listening:

School 

(5 Lessons)

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

  1. identify the various subjects offered in school,
  2. listen actively for selective information on aspects of school,
  3. appreciate the differences in school timetables between Kenya and Germany.

The learner is guided to:

  • listen to an audio with the names of the subjects and their German equivalent
  • name the various subjects taught in their school
  • listen to audio or audio -visual recordings of a school timetable and speak about the subject allocation as per instructions provided
  • watch a short video clip on school subjects in Germany and highlight key differences
  • compare and contrast their school time table with a typical school time table in Germany
  • talk about the subjects offered in German schools and compare with those offered in Kenyan schools
  • discuss possible reasons for the differences in school timetables in Kenya and Germany
  1. Why are oral texts important in learning?
  2. Why are timetables in a school important?

Core Competencies to be developed:

  • Critical thinking and problem solving: The learners develop active listening skills as they engage in conversations about school timetables in Kenya and Germany.

Core Values:

  • Patriotism: Learners will develop an appreciation for their school and their country as they compare schooling in Kenya with that in Germany.

Pertinent and Contemporary Issues (PCIs):

  • Friendship Formation: Learners will develop skills required for friendship formation as they engage in discussions.

Link to other subjects:

  • Learners link their learning to Social Studies and Life Skills Education as they discuss the importance of time management.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify school subjects

Learner identifies and explains all school subjects with ease

Learner identifies and names all school subjects

Learner identifies and names most school subjects

Learner names some school subjects but requires support to identify others

Ability to actively listen for selective information

Learner actively listens for and identifies specific information in given texts, gives explanations without prompting

Learner actively listens for and identifies specific information in given texts

Learner actively listens for and identifies most of the required specific information in texts

Learners listens for and identifies specific information with a lot of prompting

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.3. Listening for gist: Leisure time 

(5 Lessons)

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

  1. identify various holiday destinations in Kenya and Germany,
  2. talk about leisure time activities in Kenya and Germany,
  3. listen to texts for the general idea,
  4. appreciate the value of leisure time activities in everyday life.

The learner is guided to:

  • listen to recordings of a variety of typical holiday sounds, and name them from a list
  • speculate on where the named activities are found
  • share with peers about how they spend their leisure time
  • talk about various locally and internationally recognized holiday destinations
  • listen to recordings from a variety of contexts and speculate the means of transport they hear
  • speak about the benefits of their favourite leisure activity to their peers
  • talk about how one can turn their leisure time activities into a profession
  • make a brief video/audio text and share in an online forum their dream destinations in Kenya and Germany
  1. How do you get general ideas from texts?
  2. Why are some leisure activities considered inappropriate for different age groups?

Core-Competency to be developed:

  • Digital Literacy: Learners develop skills of connecting using digital technology as they make video/audio texts and share in an online forum.

Core Values:

  • Patriotism: Learners develop a love for their country when they talk about locally and internationally recognised holiday destinations in Kenya.

Pertinent and Contemporary Issues (PCIs):

  • Alcohol and substance abuse: Learners develop an awareness on alcohol and substance abuse as they respond to the Key Inquiry Questions.
  • Financial Literacy: Learners talk about income generation as they discuss how one can turn leisure time activities into a profession.

Link to other subjects:

  • Learners link their learning to Sports, Physical Education and Health Education as they plan their leisure time and Social Studies as they talk about holiday destinations.

 Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify holiday destinations

Learner identifies and explains all holiday destinations in given texts

Learner identifies all holiday destinations in given texts

Learner identifies most of the holiday destinations in given texts

Learner identifies a few holiday destinations in given texts

Ability to talk about leisure time activities

Learner talks about leisure time activities in Kenya and Germany and identifies inappropriate leisure time activities

Learner accurately talks about a various leisure time activities in Kenya and Germany

Learner talks about leisure time activities most of the time

Learner talks about leisure time activities when prompted

Ability to listen for gist

Learner listens to texts on common leisure activities and modes of transport and confidently responds to the given tasks on general ideas expressed

Learner listens to texts on common leisure activities and modes of transport and responds to the given tasks on general ideas expressed

Learner listens to texts on common leisure activities and modes of transport and responds to most of the given tasks on general ideas expressed

appropriately

Learner listens to texts on common leisure activities and modes of transport but requires support to undertake given tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.4. Selective Listening:

Family 

(5 Lessons)

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

  1. talk about relationships in the extended family,
  2. listen selectively to texts in a given context,
  3. appreciate the diversity in family setups.

The learner is guided to:

  • list the members of an extended family
  • listen to audio or audio visual recordings and match family members to pictures
  • listen to an interview about family and then respond to a set of questions
  • listen to audio or audio visual recordings of a German family and note down the differences between families
  • solve a puzzle on family using cues from an audio or audio visual recording
  • carry out research through available print and digital media with peers on
  • the various family setups in Germany and present the findings
  1. Who is your family?
  2. Why is family important in the society?

Core Competencies to be developed:

  • Critical Thinking and Problem Solving: Learners demonstrate open mindedness and creativity as they discuss the diversity in family set ups.
  • Digital Literacy: Learners develop the skill of interacting with technology as they carry out research online and solve puzzles on family using cues from an audio or audio visual recording.

Core Values:

  • Unity: Learners demonstrate unity as they work collaboratively on the research and preparation of the class presentation.

Pertinent and Contemporary Issues (PCIs):

  • Social Cohesion: Learners develop awareness for the role of family in social cohesion as they respond and discuss the Key Inquiry Question.

Link to other subjects:

  • Learners link their learning to Social Studies when they talk about their the families,

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to talk about family relationships

Learner talks about all the members of an extended family and explains how they are related

Learner talks about all the members of an extended family

Learner talks about the members of an extended family but lacks detail in a few instances

Learner talks about members of an extended family, briefly, lacks expected details and hesitates considerably

Ability to listen to texts for selective information

Learner listens for specific information in texts about diverse family contexts and undertakes all the given tasks on selective comprehension

Learner listens for specific information in texts about diverse family contexts and undertakes the given tasks on selective comprehension

Learner listens for specific information in texts about diverse family contexts and undertakes some of the given tasks on selective comprehension; requires support in a few tasks

Learner listens to texts on information about diverse family contexts; exhibits challenges in identifying selective information

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.5. Selective listening: Home

(5 Lessons)

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

  1. identify items and pets in the house,
  2. listen to texts for specific information in diverse contexts,
  3. appreciate the importance of caring for pets in our immediate environment.

The learner is guided to:

  • match rooms and household items to given pictures
  • list common pets within their locality
  • listen to audio/visual recording and identify the rooms mentioned
  • listen to audio/visual recording and note down the pets mentioned
  • prepare and present a skit about handling of pets
  • make a short presentation on favourite pet
  1. How do we ensure we get all the information needed from a text?
  2. Why should we take care of pets?

Core Competencies to be developed:

  • Communication and Collaboration: Learners develop skills of listening keenly and actively when reacting to the presentations of their peers.

Core Values:

  • Social Justice: Learners demonstrate awareness of animal rights and appropriate care and handling of pets when they prepare and present the skit.

Pertinent and Contemporary Issues (PCIs):

  • Animal welfare: Learners develop an awareness for animal welfare as they are preparing the skit.

Link to other subjects:

  • Learners link their learning to Home Science and Agriculture when they discuss the care of pets at home.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify household items and pets

Learner identifies, names and explains all household items and pets

Learner identifies and names all household items and pets

Learner identifies and names most of the household items and pets.

Learner names some household items and pets; requires support to identify others

Ability to listen selectively

Learner listens to the given texts for specific information and undertakes all the given tasks with ease

Learner listens to the given texts for specific information and undertakes all the given tasks

Learner listens to the given texts for specific information and undertakes most of the given tasks

Learner listens to the given texts and undertakes some of the given tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.6.

Selective listening: Human Body

(5 Lessons)

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

  1. identify parts of the human body,
  2. listen for selective information about body parts,
  3. value taking care of their bodies.

The learner is guided to:

  • name body parts as pointed out to them by a peer
  • mention body parts when a peer pantomimes the functions of body parts
  • listen to audio or audio visual recordings containing information on body parts and respond to questions
  • listen to audio or audio visual recordings containing functions of the body parts and summarise the information
  • present with peers a song/poem on body parts
  • complement body parts of peers
  1. Why are oral texts important in learning?
  2. Why is it important to respect other people’s sexual identity?

Core Competencies to be developed:

  • Learning to learn: Learners work collaboratively to present songs/poems on body parts.

Core Values:

  • Respect: Learners demonstrate respect for one’s body as they respond to the Key Inquiry Questions.

PCIs:

  • Human Sexuality: Learners develop an awareness and respect for other people’s sexual identity.

Link to other subjects:

  • Learners link their learning to Integrated Science and Health Education as they deal with body parts and their functions.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify parts of the human body

Learner identifies, names and explains the functions of all parts of the human body

Learner identifies and names all parts of the human body

Learner identifies and names most of the parts of the human body

Learner names some of the parts of the human body; requires support to identify others

Ability to listen for specific information

Learner listens to texts about parts of the human body and their functions and independently carries out all the given tasks

Learner listens to texts about parts of the human body and their functions and carries out all the given tasks

Learner listens to texts about parts of the human body and their functions and carries out most of the given tasks

Learner listens to texts about parts of the human body and their functions and carries out some of the given tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.7.

Appreciative listening:

Media

 

(5 Lessons)

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

  1. classify different types of media used in everyday life,
  2. listen to texts on media for enjoyment,
  3. use digital devices to interact and create content
  4. acknowledge the role of media in sharing information and entertainment.

The learner is guided to:

  • list different types of digital devices
  • listen to audio or audio visual recordings containing information on media in school
  • listen to audio or audio visual recordings containing information on media in a German home
  • share songs and listening texts from YouTube with peers
  • comment on the songs and texts shared through the class forum
  • interview peers in school to ascertain the percentage of the learners who can competently handle the most commonly used digital devices
  • carry out online research on simple tips for handling a digital device of their choice and post the findings in a digital forum
  1. Why are listening texts important?
  2. How should we take care of digital devices?

Core Competencies to be developed:

  • Digital Literacy: Learners develop skills of interacting with digital devices and creating content as they carry out online research and make presentations.

Core Values:

  • Responsibility: Learners demonstrate responsibility when they discuss how to take care of and handle digital devices.

Pertinent and Contemporary Issues (PCIs):

  • Safety and Security Education: Learners will develop awareness on observing safety and security when handling digital devices.

Link to other subjects:

  • Learners link their learning to Computer studies as well as Pre-Technical and Pre-Career Education as they describe and handle different types of media.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to classify media

Learner categorises and explains all the given media

Learner categorises all the given media

Learner categorises most of the given media

Learner categorises some of the given media

Ability to listen for enjoyment

Learner always appreciates songs and texts shared by peers and gives constructive feedback all the time

Learner appreciates songs and texts shared by peers and gives constructive feedback

Learner appreciates most songs and texts shared by peers and gives feedback most of the time

Learner acknowledges songs and texts shared by peers and requires support in giving feedback

Ability to interact and create with technology

Learner competently connects basic parts of a digital device and creates presentations using digital devices

Learner connects basic parts of a digital device and creates presentations using digital devices

Learner connects basic parts of a digital device and creates presentations using digital devices with minimal assistance

Learner connects basic parts of a digital device, requires support to create presentations

STRAND 2.0: READING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.1 Reading aloud:

Market 

(3 Lessons)

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

  1. identify items from a shopping list,
  2. read texts aloud using the correct articulation, and appropriate tempo
  3. value correct articulation in communication.

The learner is guided to:

  • read aloud food items from a shopping list in turns
  • read words and match pictures/real foodstuff to names of various foodstuffs
  • categorize various foodstuff according to their gender
  • read and identify the type of text e.g., Menu, Dialogue, price list
  • read texts/menus/dialogues and identify foodstuff and quantifiers with peers
  • read dialogues on shopping at the market
  • role-play various dialogues with peers to enhance non-verbal cues
  • take photos of foodstuffs in their homes and exchange with peers for interpretation
  1. Why is reading aloud important?
  2. How do we ensure integrity when shopping?

Core Competencies to be developed:

  • Communication and Collaboration: Learners develop teamwork skills as they role play various dialogues with peers.

Core Values:

  • Integrity: This is fostered as learners discuss the need for following set budgets and practise integrity when shopping.

Pertinent and Contemporary Issues (PCIs):

  • Financial literacy: This is developed as learners discuss budgets and why they are important.

Link to other subjects:

  • Learners link to other Languages while practising the correct articulation of sounds; Health Education as they research and read on healthy eating habits; Business Studies as learners learn and practise planning and budgeting; and Computer Studies as learners take photos and create a digital gallery.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to articulate words correctly

Learner confidently reads with the correct pronunciation and intonation

Learner reads with the correct pronunciation and intonation

Learner reads texts correctly but with minimal halts that require minimal prompting

Learner distorts the pronunciation and intonation of some words

Ability to read with appropriate tempo

Learner reads with appropriate speed while observing all the necessary punctuation marks and sentence melody

Learner reads with the appropriate speed and necessary pauses

Learner reads with the appropriate speed most of the time

Learner reads slowly and hesitantly

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.2 Silent reading:

School

(3 Lessons)

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

  1. skim texts for general information,
  2. read texts silently for specific information,
  3. appreciate preferences of peers.

The learner is guided to:

  • read provided timetables from schools in Kenya and Germany and compare the times and learning areas
  • read texts silently using skimming and scanning skills and highlight favourite learning areas
  • solve puzzles and highlight the learning areas hidden therein
  • read short texts from their peers on their preferred learning areas
  • read short texts on preferences (study times, learning areas etc.) with peers
  1. Why do you read texts in the German language?
  2. Why should we respect other people’s preferences?

Core Competencies to be developed:

  • Critical thinking and problem-solving: Learners display open-mindedness when interacting with peers regarding subject preferences in school.

Core Values:

  • Patriotism: Learners develop love for their own school when they compare their school timetables with those in Germany.

Pertinent and Contemporary Issues (PCIs):

  • Friendship Formation: Learners develop the ability to form friendships by discussing and recognizing subject preferences of their peers.

Link to other subjects:

  • Learners link to Languages when learning to use prepositions of time and to Mathematics when learning numbers.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to skim a reading text

Learner reads and understands general and specific information from texts on school and school timetables and carries out all the given the tasks

Leaner reads and understands general information from texts on school and school timetables and carries out the given tasks

Learner reads and understands general information from texts on school and school timetables and carries out most of the given tasks appropriately

Learner reads general information from texts on school and school timetables with minimal understanding; requires considerable prompting to carry out assigned tasks

Ability to scan a reading text

Learner confidently reads specific information from texts related to school and carries out related tasks with ease

Learner reads specific information from texts on school and carries out related tasks

Learner reads for specific information from texts on school and carries out related tasks; requires minimal support

Learner reads texts on school with consistent prompting; requires support to carry out related tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.3 Reading Comprehension:

Leisure time 

(4 Lessons)

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

  1. read names of leisure time activities in reading texts,
  2. read texts for comprehension,
  3. recognise differences between the leisure time activities in Kenyan and the German contexts.

The learner is guided to:

  • read the texts and identify various holiday activities
  • underline and read out loud the leisure time activities
  • read texts and identify various means of transport
  • match in pairs/groups provided subtitles to appropriate paragraphs of texts and read them out
  • read while rearranging jumbled up parts of a sentence in the correct order
  • research online and read about typical German holidays
  • prepare in pairs/groups a short presentation on the favourite modes of transport in Germany and read them out in a class plenum
  1. Why is leisure time important?
  2. What can you do to get main ideas from a text?

Core Competencies to be developed:

  • Digital literacy: The skill to connect using digital technology is developed when the learner reads about typical German holidays in an online research.

Core Values:

  • Patriotism: Learners develop a sense of patriotism by looking at holiday destinations within their localities and developing awareness on what their country has to offer.

Pertinent and Contemporary Issues (PCIs):

  • Alcohol and substance abuse: Learners develop awareness for alcohol and substance abuse when learning about holiday activities.

Link to other subjects:

  • Learners link to other languages on leisure time activities and to Social Studies on other cultures.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to read out leisure time activities

 

 

Learner identifies, reads out and explains all leisure time activities from the given texts

Learner identifies and reads out all leisure time activities from the given texts

Learner identifies most of the leisure time activities from the given texts and reads them out loud

Learner identifies some of the leisure time activities from the given texts

Ability to read for comprehension

Learner understands reading texts and carries out all related tasks with ease

Learner understands reading texts and carries out all related tasks

Learner understands reading texts and carries out most of the related tasks

Learner understands reading texts but requires prompting to carry out the related tasks

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.4 Silent reading: Family 

(4 Lessons)

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

  1. read names of family relations,
  2. read texts silently for general and specific information,
  3. appreciate individual differences within the family set-up.

The learner is guided to:

  • read silently and identify specific members of the family from the provided text on a family tree (e.g. Großeltern, Onkel, Neffen, etc.)
  • read texts describing various family members and identify these in provided pictorial aids
  • read a provided family tree and classify the family members according to gender
  • research (online and through other means) and read on family relations in Kenya and Germany
  • make a poster presentation on the similarities and differences between family set-ups in Kenya and Germany
  • discuss fairness in relating to family members,
  • read a text depicting family conflicts and share opinions on how to show tolerance
  1. What bad habits should one avoid when reading silently?
  2. How important are family relations?

Core Competencies to be developed:

  • Critical thinking and problem solving: Learners develop active listening and communication skills by drawing from reading text discussions on sibling rivalry, relationship with siblings and solving differences within the family.

Core Values:

  • Unity: Unity is acquired as learners read and discuss fairness when relating with family members and the importance of unity in the family set up.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: Enhanced as the learners discuss fairness in relating to family members.

Link to other subjects:

  • Learners link to Social studies as they research and learn about family relations.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to read names of family relations

Learner correctly reads and understands all names of the given family relations in a text

Learner correctly reads all names of the given family relations in a text

Learner correctly reads most of the names of the given family relations in a text

Learner reads the names of the given family relations in a text with a lot of prompting

Ability to read texts for general and specific information

Learner reads and extracts general and specific information from texts as well as carrying out related tasks with ease

Learner reads and extracts general and specific information from texts as well as carrying out related tasks

Learner reads and extracts general and specific information from texts as well as carrying out some of the related tasks

Learner reads and extracts general and specific information from texts but requires consistent prompting to carry out the related tasks

READING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.5. Reading comprehension:

Home 

(4 Lessons)

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

  1. identify rooms, common pets and household items in a text,
  2. read varied texts for comprehension,
  3. judge the value of different pets in different societies or socio-cultural contexts.

The learner is guided to:

  • read and underline rooms and household items in a text
  • match pictures of rooms in a house to short texts of household items and activities
  • read texts with pictures on different homes settings and compare items in the texts to their own
  • read peers’ texts on dream houses and guess who wrote which text
  • take photos/download pictures/ draw pictures of homes with different types of furniture,
  • read texts on different pets and their welfare needs and match them to pictures of the pets
  • read texts on pets found in Kenya and in German speaking countries for comparison
  • read texts on animal rights for awareness and highlight important points
  1. How do we benefit from reading?
  2. Why do people keep pets?

Core Competencies to be developed:

  • Communication and collaboration: Developed when learners work in groups to take photos and download pictures of homes with different types of furniture.

Core Values:

  • Social justice: Learners demonstrate awareness of social justice when they identify and highlight key issues on animal rights.

Pertinent and Contemporary Issues (PCIs):

  • Animal welfare: Learners develop an awareness when they read texts on animal rights.

Link to other subjects:

  • Learners link to other languages as they read on the needs of pets, Visual Arts when they take photos, Agriculture while they take care of pets, and Home Science when considering rooms in a house and the household items

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify rooms common pets and items

Learner identifies rooms, common pets and household items in a text confidently

Learner identifies rooms, common pets and household items

Learner identifies rooms, common pets and household items with minimal assistance

Learner identifies a few rooms, common pets and household items but needs some support to identify others

Ability to read for comprehension

Learner reads texts for details on rooms, common pets and items and responds to all questions in detail appropriately

Learner reads texts for details on rooms, common pets and items and responds to all questions appropriately

Learner reads texts for details on rooms, common pets and items with some assistance and responds to most questions appropriately

Learner needs assistance to extract details from texts on rooms, common pets and items

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.6. Reading aloud: Human Body 

(3 Lessons)

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

  1. extract names of body parts from a reading text,
  2. read texts aloud with appropriate pronunciation, intonation and tempo,
  3. value their bodies and those of others.

The learner is guided to:

  • find and read out aloud names of body parts from a puzzle (start with easily recognizable words that mirror English words: Knie, etc),
  • read out a text on body parts aloud and display a phonemic awareness,
  • read ‘randomized’ texts/paragraphs in pairs/groups and identify difficulty to pronounce words
  • find the plural forms of various body parts with the help of dictionaries and take note of the changes in spelling (Zahn - Zähne, etc.)
  • play the ‘Bratwurst’ game (a turn taking game where learners read a predetermined number of words)
  • take part in a running dictation reading activity (in pairs/groups)
  • read and identify information about body parts in short texts
  • read brief texts on body functions and guess the body part
  • read independently to learn other body parts and their functions
  • read texts depicting different manifestatins of human sexuality, such as texts on intersex for appreciation and respect for ones and others bodies
  1. Why is correct pronunciation important when reading?
  2. How best can we take care of our bodies?

Core Competencies to be developed:

  • Learning to learn: Demonstrated when learners read independently for information.

Core Values:

  • Respect: This is demonstrated as they value and respect their bodies and those of others regardless of their differences.

Pertinent and Contemporary Issues (PCIs):

  • Human sexuality: The learner develops awareness about sexual diversity and the need to respect one’s and other’s bodies.

Link to other subjects:

  • Learners link to other languages, Integrated Science, Sports and Physical Education and Health Education with regards to body parts, and Computer Studies when using gadgets and the internet.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to extract names of body parts

Learner extracts names of all body parts and their functions from a reading

text

Learner extracts names of all body parts from a reading text

Learner extracts names of most body parts from a reading text

Learner identifies some body parts in reading texts but needs support to identify

others

Ability to articulate words correctly and sentence melody

Learner reads the given body parts and their functions with the correct pronunciation, intonation

Learner reads the given body parts and their functions with the correct pronunciation and intonation

Learner reads most of the given body parts and their functions with correct pronunciation and intonation

Learner requires support to articulate the body parts and their functions correctly

Ability to use appropriate tempo

Learner confidently reads all running dictation texts with appropriate tempo

Learner reads all running dictation texts with appropriate tempo

Learner reads the running dictation texts with observable hesitation

Learner reads the running dictation texts slowly and hesitantly with constant nudging

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.7 Extensive Reading:

Media

(3 Lessons)

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

  1. read texts for general information and enjoyment,
  2. scan texts on diverse contexts on media
  3. value various types of media and electronic devices.

The learner is guided to:

  • look at pictures of various digital devices and identify the ones they are familiar with
  • read brief descriptions of everyday digital devices and identify them from their surroundings/provided photos (in pairs/groups)
  • read a text from a digital device and indicate whether the statements given are true or false
  • read and underline key words in a given text
  • work in pairs and identify what they have or don’t have from a given list of devices
  • read excerpts of favourite devices to peers
  • carry out online research on common types of media in Kenya and in Germany and present the findings in class
  1. How can one identify main ideas from a text?

Core Competencies to be developed:

  • Digital literacy: Learner is able to interact with digital technology while using digital learning platforms for continuous learning and development.

Core Values:

  • Responsibility: Learners demonstrates responsibility by taking care of the devices.

Pertinent and Contemporary Issues (PCIs):

  • Safety and security: Learners practise safety and security when taking care of the devices

Link to other subjects:

  • Learners link to Computer Studies as they read about digital devices and take care of them.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to read texts for general information

Learner reads and understands general and specific information from texts on print and electronic media and devices and carries out all given tasks

Learner reads and understands general information from texts on print and electronic media and devices and carries out tasks without much prompting

Learner reads and understands general information from texts on print and electronic media and devices and carries out some of the tasks appropriately

Learner reads and understands the general information from texts on print and electronic media and devices with a lot of prompting

 

Ability to scan texts on diverse contexts on media

Learner reads texts for specific information on print and electronic media and devices and carries out related tasks with ease

Learner reads texts for specific information on print and electronic media and devices and carries out the related tasks

Learner reads texts for specific information on print and electronic media and devices and carries out most of the related tasks

Learner reads texts for specific information on print and electronic media and devices, but requires consistent prompting to carry out related tasks

STRAND 3.0: WRITING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.1 Functional writing:

Market 

(2 Lessons)

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

  1. identify food items in a market,
  2. write shopping lists in a given context,
  3. recognize the importance of honesty in a shopping situation.

The learner is guided to:

  • match pictures of various foodstuff to appropriate quantifiers provided
  • research online on various foodstuff and their prices
  • list various foodstuff they would require for a party in pairs
  • write a shopping list for a birthday party, within a given budget
  • scan and share the shopping lists
  • research with peers for appropriate expressions used in a shopping situation and list them down
  • write sample dialogues of buyers and sellers
  1. Why is writing things down important?
  2. Why are budgets important?

Core Competencies to be developed:

  • Communication and collaboration: Learners develop teamwork skills by collectively preparing, researching and recognising the value of peers’ contributions in the task.

Core Values:

  • Integrity: By making the price lists and simulating shopping situations, learners will develop the value of integrity.

Pertinent and Contemporary Issues (PCIs):

  • Financial Literacy: The learners prepare shopping lists and make decisions on how best to spend money.

Link to other subjects:

  • Learners link to Mathematics in quantifying and pricing of items.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify food items

Learner identifies and explains all food items

Learner identifies all food items

Learner identifies most food items

Learner identifies some food items and requires assistance to identify others

Ability to write a shopping list

Learner writes a well detailed shopping list using correct format

Learner writes a shopping list using correct format

Learner writes a shopping list using correct format most of the time

Learner writes a shopping list using correct format sometimes.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.2 Functional writing: School 

(2 Lessons)

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

  1. identify subjects taught in school,
  2. write a diary based on school routine,
  3. respect the preferences of peers.

The learner is guided to:

  • match the names of subjects in German to the equivalent in English
  • write down subjects offered in their school
  • use photos from the internet and any other sources to identify times of the day
  • fill out school activities on a template
  • write own diary and compare it with those of their peers
  • compare own school routine with those of learners in Germany and note similarities and differences
  • prepare a personal time table using digital devices and share with their peers
  • write about subject preferences on an online forum and comment on the contribution of peers
  1. Why are personal preferences important?

Core Competencies to be developed:

  • Critical thinking and problem-solving: Learners develop the skill of open-mindedness and creativity when they discuss with their peers their created timetables in an online forum.

Core Values:

  • Patriotism: Learners develop a sense of belonging and pride regarding their school by talking about certain routines in their school.

Pertinent and Contemporary Issues (PCIs):

  • Peer Pressure: Learners are sensitized about peer influence on subject preferences and pathway choices.

Link to other subjects:

  • Learners link to Mathematics where they learn about time and English where they learn about schedules and functional writing.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify subjects taught in school

Learner accurately identifies all subjects taught in school and shows how they are linked

Learner accurately identifies all subjects taught in school

Learner accurately identifies most subjects taught in school

Learner identifies some subjects taught in school

Ability to write a diary

Learner writes a detailed and creative diary using the appropriate format

Learner writes a diary using the appropriate format

Learner writes a diary using the appropriate format most of the time

Learner writes a diary, but needs support to use the appropriate format

Ability to be creative and open - minded

Learner displays creativity in creating timetables with ease , open-minded and respectful to the ideas of peers

Learner displays creativity in creating timetables , is open- minded and respectful to the ideas of peers

Learner displays creativity in creating timetables , is open- minded and respectful to the ideas of peers most of the time

Learner displays some creativity in creating timetables but is not open- minded and respectful to the ideas of peers most of the time

 Strand

 Sub Strand

 Specific Learning Outcomes

 Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.3

Functional writing:

Leisure Time 

(3 Lessons)

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

  1. identify leisure time activities in Kenya and Germany,
  2. identify various modes of transport in Kenya and Germany,
  3. design a poster/brochure on holiday activities,
  4. appreciate the beauty of holiday destinations in Kenya.

The learner is guided to:

  • list down national holidays in Kenya and Germany
  • fill in a crossword puzzle on various holiday activities
  • complete a mind map on various modes of transport in Kenya and in Germany
  • unscramble letters to form proper words of modes of transport
  • develop a poster on leisure time activities with peers
  • design a digital brochure advising tourists on holiday celebrations in Kenya
  • write opinions in a blog on inappropriate leisure time activities
  • carry out an online research on major holidays celebrated in Kenya and Germany and write a short text on the same
  1. How do you spend your leisure time?
  2. Why are adverts important?

Core Competencies to be developed:

  • Digital literacy: Learners develop their skills of creating with technology as they design digital brochures advising tourists on holiday celebrations in Kenya.

Core Values:

  • Patriotism: Learners appreciate diversity and acquire a sense of belonging as they identify different holiday destinations in Kenya and in Germany.

Pertinent and Contemporary Issues (PCIs):

  • Alcohol and substance abuse: Learners talk about inappropriate leisure time activities and the dangers of drug and substance abuse.

Link to other subjects:

  • Learners link to Social Studies where they learn about citizenship and patriotism.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify leisure time activities and modes of transport

Learner identifies and explains all leisure time activities and modes of transport in Kenya and Germany

Learner identifies all leisure time activities and modes of transport in Kenya and Germany

Learner identifies most leisure time activities and modes of transport in Kenya and Germany

Learner identifies a few leisure time activities and modes of transport in Kenya and Germany

The ability to design a poster/brochure

Learner designs an informative and creative brochure/poster on leisure time activities

Learner designs an informative brochure/poster on leisure time activities

Learner designs a brochure/poster on leisure time activities with minimal support

Learner designs a brochure/poster on leisure time activities with a lot of support

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.4

Descriptive writing:

Family 

(2 Lessons)

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

  1. write a descriptive text in various contexts,
  2. use interpretation and inference skills to solve problems,
  3. appreciate the role of each family member in creating peaceful coexistence.

The learner is guided to:

  • listen to an audio on family and write down the relations
  • draw their own family tree depicting their position in relation to the other family members
  • write out short descriptions of various family members (their age, hobbies, outlook, character)
  • fill out a cloze test describing different members of the family
  • make a collage using picture/photos of their various family members and write out their names, ages, occupations etc.,
  • design a postcard for each of the family members and send it as an attachment via digital platforms to the respective family members
  • discuss with peers about family relations and conflicts and write down possible solutions to avoid them
  1. How do you solve problems?
  2. Why is social cohesion in a family important?

Core Competencies to be developed:

  • Critical thinking and Problem solving: Learners acquire interpretation and inference skills in exploring problems in the family and creating possible solutions.

Core Values:

  • Unity: Learners appreciate inclusion, co-existing and working together as a family.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: Learners learn how stability of a society depends on the unity and strength of the family as a social unit.

Link to other subjects:

  • Learners link to Social Studies where the learners learn about basic family functions, family trees, relations and unity within the family.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to write descriptive texts

Learner writes a clearly detailed text on family members, their roles and interactions with ease

Learner writes a clearly detailed text on family members, their roles and interactions

Learner writes a text with most details on family members, their roles and interactions

Learner writes a text on family members, their roles and interactions with considerable support

Ability to use interpretation and inference skills in solving problems

Learner identifies, interprets common conflicts in family settings and suggests appropriate solutions in writing

Learner interprets common conflicts in family settings and suggests appropriate solutions in writing

Learner interprets most of the common conflicts in family settings and suggests appropriate solutions in writing

Learner interprets some common conflicts in family settings and requires prompting to suggest appropriate solutions in writing

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

 3.0 Writing

3.5.

Descriptive writing:

Home  

(2 Lessons)

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

  1. write names of household items and common pets,
  2. write descriptive texts about their homes,
  3. take proper care of common pets found at home.

The learner is guided to:

  • match pictures of household items with their names
  • fill in missing words of household items in sentences
  • rearrange scrambled words of household items to form correct words
  • select household pets from a list of animals
  • colour and name various pets
  • write a profile of a pet and post it on an online platform
  • prepare a poster advertising various household items
  • develop guidelines for the care of pets
  1. How do you ensure order in the house?
  2. Why is it important to take care of pets?

Core Competencies to be developed:

  • Communication and Collaboration: Learners will develop skills for writing fluently and presenting organised work as they handle tasks such as writing pet profiles and preparing adverts of various household items.

Core Values:

  • Social Justice: Learners’ awareness of animal rights will be developed as they write guidelines for the care of pets.

Pertinent and Contemporary Issues (PCIs):

  • Animal Welfare: Learners appreciate animals, learn to live with them and become advocates of animal rights.

Link to other subjects:

  • Learners link their learning to Social Studies and Home Science as they handle tasks such as describing the placement of items in the home.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to write names of household items and pets

Learner accurately writes the names of household items and explains their functions and common pets

Learner accurately writes the names of household items and common pets

Learner writes the names of most household items and common pets

Learner writes some names of household items and common pets, makes spelling errors on some words

Ability to write descriptive texts

Learner confidently writes texts providing vivid details on rooms found in a home, household items and common pets

Learner writes texts providing details on rooms found in a home, household items and common pets

Learner writes texts providing some details on rooms found in a home, household items and common pets

Learner needs support to write texts providing details on rooms found in a home, household items and common pets

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.6. Descriptive writing: Human Body

(2 Lessons)

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

  1. write names of the parts of the human body,
  2. describe functions of body parts for communication,
  3. advice their peers on caring for their bodies.

The learner is guided to:

  • find various body parts hidden in a puzzle, then write them down
  • match pictures of various body parts to their corresponding names
  • fill in the blanks in texts describing functions of various body parts
  • construct simple sentences on the various functions of different body parts
  • write a short text on ways of taking care of their bodies and shares with peers.
  1. How should we describe our bodies?
  2. How do you take care of your body?

Core Competencies to be developed:

  • Learning to Learn: Learners develop the skills of sharing learnt knowledge as they share with their peers texts they have written on how to take care of their bodies.

Core Values:

  • Respect: Learners learn about human body parts and their functions hence appreciate their own bodies and those of others’, therefore developing the value of respect and tolerance for others.

Pertinent and Contemporary Issues (PCIs):

  • Human Sexuality: Learners discuss functions of their reproductive body parts hence develop appropriate life skills on human sexuality. Learners are also made aware of the existence of intersex persons and their challenges.

Link to other subjects:

  • Learners link their learning to Health Education, Integrated Science and Life Skills Education as they handle tasks such as preparing the collage of different body parts and describing the care for each part.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to write the names of the parts of the human body

Learner names all parts of the human body correctly with ease

Learner names all parts of the human body correctly

Learner names most parts of the human body correctly

Learner names a few parts of the human body

Ability to describe the functions of the body

Learner describes the body parts and their functions in writing with ease

Learner describes the body parts and their functions in writing

Learner describes the body parts and most of their functions in writing

Learner names the body parts and describes a few of their functions

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.7. Descriptive writing: Media 

(2 Lessons)

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

  1. write media devices in their immediate environment correctly,
  2. describe the use of various types of media,
  3. use media devices responsibly for learning and enjoyment.

The learner is guided to:

  • spell names of media devices found at home and school
  • write down electronic devices presented in audio or visual stimuli
  • develop a questionnaire about the use of media in school and share it online
  • using newspaper/magazine cuttings, create a catalogue of various media devices
  • fill in a table categorizing media types and devices on the basis of their usage
  • compare the advantages and disadvantages of various media types
  • write a simple safety manual on how to take care of various electronic devices
  • create a table ranking the types of media on the basis of safety and share it with peers
  1. Why is media important in learning?

Core Competencies to be developed:

  • Digital Literacy: Learners interact with technology as they share information with peers using various online platforms.

Core Values:

  • Responsibility: Learners demonstrate responsibility as they explain how to take care of electronic devices.

Pertinent and Contemporary Issues (PCIs):

  • Education for sustainable development: Learners’ awareness of Safety and Security Issues will be developed as they identify how to take care of electronic devices.

Link to other subjects:

  • Learners link their learning to Life Skills, Pre-Technical and Pre-Career Education and Computer Science as they handle tasks such as discussing the advantages and disadvantages of various media.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to write media devices

Learner accurately writes all required media devices with ease

Learner accurately writes all required media devices

Learner accurately writes most of the required media devices

Learner accurately writes some of the required media devices

Ability to describe uses of media

Learner describes in elaborate detail the uses of various types of media including advantages and disadvantages with ease

Learner describes the uses of various types of media including the advantages and the disadvantages with appropriate detail

Learner describes some uses of various types of media including the advantages and the disadvantages with minimal detail

Learner describes some uses of various types of media, lacks adequate detail, requires prompting to mention advantages and disadvantages

STRAND 4.0: LANGUAGE STRUCTURES

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.1 Nouns, Pronouns and Direct Objects 

(3 Lessons)

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

  1. identify compound nouns, quantifiers and direct objects in sentences,
  2. construct sentences using interrogative pronouns,
  3. recognise the importance of language correctness in communication.

The learner is guided to:

  • identify component words in a compound noun
  • form compound nouns with the right articles
  • match food items with quantifiers
  • rearrange given random words to construct sentences
  • identify the subject and direct object in a sentence
  • construct simple sentences from shopping lists
  • ask questions using the interrogative pronouns “wie viel” for uncountable nouns and “wie viele” for countable nouns
  • fill in blanks in given sentences using the correct nouns or quantifiers
  • simulate a buying/selling situation compound nouns, quantifiers, direct object in sentences and interrogative pronouns with their peers
  1. Why is correctness in language necessary?

Core Competencies to be developed:

  • Communication and Collaboration: Learners develop skills for speaking clearly and effectively by using appropriate language structures and expressions.

Core Values:

  • Integrity: Learners develop integrity as they simulate a buying/selling situation with their peers.

Pertinent and Contemporary Issues (PCIs):

  • Financial Literacy: Learners acquire budgeting skills as they create shopping lists.

Link to other subjects:

  • Learners link their learning to Business Studies and Mathematics as they budget and consider pricing of items.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify specific nouns, direct objects and quantifiers

Learner easily identifies all compound nouns, quantifiers and direct objects in sentences with ease

Learner identifies compound nouns, quantifiers and direct objects in sentences

Learner identifies most of the compound nouns, quantifiers and direct objects in sentences

Learner identifies some of the compound nouns, quantifiers and direct objects in sentences

Ability to construct sentences

Learner accurately constructs sentences using interrogative pronouns with ease

Learner constructs correct sentences using interrogative pronouns accurately.

Learner constructs correct sentences using interrogative pronouns

Learner requires support to construct sentences using interrogative pronouns

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.2

Prepositions and Making Comparisons 

(3 Lessons)

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

  1. identify in writing prepositions and interrogative pronouns found in texts,
  2. apply correct comparative and superlative forms for effective communication,
  3. value diversity in making comparisons.

The learner is guided to:

  • underline prepositions and interrogative pronouns in the given sentences
  • match given prepositions with corresponding elements of time
  • inquire about time using „Wie spät ist es?”
  • and “Um wie viel Uhr ist …?”
  • use appropriate prepositions to tell time,
  • identify comparative forms of adjectives
  • make equal and unequal comparisons of given situations
  • research on how to make the superlative forms of adjectives
  • discuss preferred subjects using comparative forms
  • describe own school in comparison to another
  1. Why are prepositions important?

Core Competencies to be developed:

  • Critical thinking and problem-solving: Learners enhance their researching skills as they use the internet and other media to find out how to make superlative forms.

Core Values:

  • Patriotism: Demonstrated when learners show love for their own school by stating the qualities they like about their school.

Pertinent and Contemporary Issues (PCIs):

  • Friendship Formation: Demonstrated when learners discuss the qualities of good friends.

Link to other subjects:

  • Learners link their learning to Social Studies on time zones.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to identify prepositions and interrogative pronouns

Learner identifies and explains all prepositions and interrogative pronouns found in texts

Learner identifies all prepositions and interrogative pronouns found in texts

Learner identifies most prepositions and interrogative pronouns found in texts

Learner identifies some prepositions and interrogative pronouns found in texts

Ability to apply correct comparative forms

 

Learner confidently makes equal and unequal comparisons using the correct comparative and superlative forms

Learner makes equal and unequal comparisons using the correct comparative and superlative forms

Learner makes equal and unequal comparisons using the correct comparative and superlative forms most of the time

Learner makes equal and unequal comparisons using the correct comparative and superlative forms with assistance.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.3. Verbs and Adverbs 

(3 Lessons)

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

  1. express themselves using modal verbs and adverbs,
  2. communicate using appropriate irregular verbs in varied contexts,
  3. connect using digital technology for learning,
  4. appreciate varied usage of modal verbs in communication.

The learner is guided to:

  • match pictures with sentences that contain modal auxiliary verbs
  • identify adverbs of manner and their scope from an illustration
  • describe prominent sports personalities in Kenya using modal auxiliary verbs and adverbs of manner
  • conjugate common irregular verbs depicting leisure activities
  • discuss how the modal verbs have been used in the sentences
  • construct simple sentences with reference to pictures that show different people displaying what they are able to do
  • use modal auxiliary verbs and adverbs of manner to write an Email/ letter to a penpal in Germany and talk about their hobbies and preferences
  • use irregular verbs to talk about their preferred leisure time activities
  • research and share about leisure time activities of the youth in Kenya and Germany
  1. Why is conjugation important in communication?

Core Competencies to be developed:

  • Digital literacy: Learners develop skills of connecting using digital technology when they send emails and when they research and share information digitally.

Core Values:

  • Patriotism: Learners develop love for their own country as they describe prominent sports personalities in Kenya.

Pertinent and Contemporary Issues (PCIs):

  • Alcohol and substance abuse: Learners demonstrate awareness of alcohol and substance abuse as they discuss inappropriate leisure time activities that the youth engage in.

Link to other subjects:

  • Learners link their learning to Social Studies, Sports and Physical Education and Integrated Science as they discuss leisure time activities.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to express themselves using modal verbs and adverbs

Learner appropriately uses modal verbs and adverbs of manner to express themselves all the time

Learner appropriately uses modal verbs and adverbs of manner to express themselves

Learner appropriately uses modal verbs and adverbs of manner to express themselves most of the time

Learner uses modal verbs and adverbs of manner to express themselves with assistance

Ability to communicate using irregular verbs

Learner accurately communicates using irregular verbs in varied contexts

Learner accurately communicates using irregular verbs in given contexts

Learner accurately communicates using irregular verbs in given contexts most of the time

Learner communicates using irregular verbs with assistance

Ability to connect using digital technology

Learner competently connects using digital technology as they research and share their findings on leisure activities

Learner connects using digital technology as they research and share their findings on leisure activities

Learner connects using digital technology as they research and share their findings on leisure activities most of the time

Learner requires assistance to connect using digital technology as they research and share their findings on leisure activities

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.4 Adjectives and Possessive Articles 

(2 Lessons)

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

  1. apply adjectives appropriately in sentences,
  2. use possessive articles appropriately in given contexts,
  3. value the role of language in families.

The learner is guided to:

  • match pictures with the equivalent adjectives
  • fill in gaps with correct adjectives
  • solve a puzzle (Kreuzworträtsel) containing possessive articles
  • identify family relations in puzzles
  • write a short text about his/her family and how they share household tasks
  • use possessive articles to talk about
  • each other`s families with peers
  1. Why are adjectives necessary in sentences?
  2. How do we describe possession?

Core Competencies to be developed:

  • Critical Thinking and Problem solving: Learners develop open- mindedness as they talk to peers about their families.
  • Communication and Collaboration: Learners use possessive articles to talk about each other’s families with peers.

Core Values:

  • Unity: Learners demonstrate unity in the family as they write about their families and how they work together.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: Learners develop awareness and appreciation for the role of family in social cohesion.

Link to other subjects:

  • Learners link to Social Studies when they talk about family tree/ relations.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below expectations

Ability to apply adjectives in sentences

Learner easily applies varied adjectives appropriately in sentences

Learner applies adjectives appropriately in sentences

Learner applies most adjectives appropriately in sentences

Learner applies only a few adjectives in sentences

Ability to construct sentences using possessive articles

Learner constructs complex sentences using possessive articles with ease

Learner constructs sentences using possessive articles appropriately

Learner constructs simple sentences using possessive articles

Learner constructs sentences using some possessive articles and needs assistance to construct simple sentences

Ability to be open-minded

Learner displays open- mindedness and empathy as they talk to peers about their families

Learner always displays open- mindedness as they talk to peers about their families

Learner displays open- mindedness as they talk to peers about their families most of the time

Learner displays open- mindedness as they talk to peers about their families sometimes

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.5

Prepositions of location 

(2 Lessons)

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

  1. write prepositions in a sentence,
  2. describe positions of items in a home,
  3. appreciate the correct use of prepositions in communication.

The learner is guided to:

  • fill in blanks using the correct prepositions
  • make sentences to show the location of items in the home
  • use internet applications to position furniture in a virtual room
  • describe location of items in their own rooms in pairs/groups
  • discuss with peers how they take care of their pets in an online forum
  • participate in discussions with peers on how to take care of animals (pets)
  • research (online and offline) and find pictures of a typical German home, note the location of items and share with peers
  1. Why are prepositions important?
  2. How should we keep our pets safe?

Core Competencies to be developed:

  • Communication and Collaboration: Learners develop skills of recognising the value of other’s ideas as they discuss with peers how they take care of their pets in an online forum.

Core Values:

  • Social justice: As learners discuss how to take good care of their pets

Pertinent and Contemporary Issues (PCIs):

  • Animal welfare: Learners develop an awareness for animal welfare when they discuss the KIQ on which animals one can keep as pets.

Link to other subjects:

  • Learners link their learning to Home Science in relation to household items and Agriculture as they discuss pets.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below expectations

Ability to write prepositions of location

Learner correctly writes all prepositions in a sentence, isolates prepositions of location

Learner correctly writes all prepositions of location in a sentence

Learner correctly writes most prepositions of location in a sentence

Learner writes some prepositions of location in a sentence

Ability to describe positions of items in writing

Learner constructs complex sentences using the prepositions of location appropriately

Learner constructs sentences using the prepositions of location appropriately

Learner constructs simple sentences using the prepositions of location appropriately

Learner constructs basic sentences using prepositions of location with assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.6 Singular and plural forms 

(2 Lessons)

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

  1. write singular and plural forms of nouns in a given context,
  2. form plurals of words using identified patterns in a text,
  3. develop positive relationships with peers during collaborative tasks.

The learner is guided to:

  • look at and identify the body parts from a drawing/sketch/photo/realia
  • classify body parts according to gender
  • play a guessing game where they randomly guess the possible plural forms of the various body parts based on previous language knowledge
  • deduce plural patterns using given examples and reflect on these with peers
  • fill in blanks for singular or plural forms in a test
  • form sentences using plural forms to explain how body parts function
  • match body parts and their functions
  • identify the body parts that are considered ‘private’
  • discuss why one must respect other people’s bodies, research from various media the names of internal organs and share with peers
  1. Why should we take care of our bodies?
  2. Why is it important to work together?

Core Competencies to be developed:

  • Learning to learn: Learners develop skills for learning independently when they research on the names of internal organs.

Core Values:

  • Respect: Respect is developed when learners discuss why one must value and respect other people’s bodies.

PCIs:

  • Human sexuality: Learners attain awareness of respecting sexuality (male, female and intersex people) in their discussions about body parts.

Link to other subjects:

  • Learners link their learning to other languages on how plural forms are built as well as Social Science as they talk about their bodies.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to write the singular and

plural forms of nouns

Learner independently writes the singular and plural forms of body parts correctly

Learner writes the singular and plural forms of body parts correctly

Learner writes the singular and plural forms of most body parts correctly

Learner writes the singular and plural forms of some body parts correctly

Ability to form plurals using identified patterns

Learner independently forms and uses correct plural forms of all body parts in sentences and texts

Learner forms and uses correct plural forms of various body parts in sentences and texts

Learner forms and uses correct plural forms of most of the body parts in sentences and texts

Learner forms plurals for some body parts with prompting

Ability to learn independently

Learner learns independently through research and shares what they have learned with peers without prompting

Learner learns independently through research

Learner learns with some independence through research most of the time

Learner learns independently with considerable limitations and requires frequent

nudging

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language Structures

4.7 Negative Articles 

(3 Lessons)

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

  1. form negative articles in the nominative and accusative case,
  2. negate sentences appropriately for communication,
  3. value the importance of negation in communication.

The learner is guided to:

  • use flash cards to match articles to their negative forms
  • play a game in class where one learner points to an object and the rest give its negative article
  • identify varied negations in sentences
  • mark the negative articles in given sentences
  • negate given sentences e.g Das ist ein Bleistift...Nein, das ist kein Bleistift
  • form sentences using negative articles
  • use the internet to research further on the rules and examples of negation in German and share with peers on a digital platform of choice
  1. Why is negation important to communication?

Core Competencies to be developed:

  • Digital literacy: Learners develop digital literacy skills as they interact with digital technology when they use the internet to research the rules of negation in German.

Core Values:

  • Responsibility: Learners develop responsibility as they take care of the digital devices in their school.

Pertinent and Contemporary Issues (PCIs):

  • Safety and Security: Learners develop awareness on safety and security when using media devices.

Link to other subjects:

  • Learners link their learning to English and Kiswahili languages on how sentences are negated.

Assessment Rubric

Indicators

Exceeds expectations

Meets expectations

Approaches expectations

Below Expectations

Ability to form negative articles and interact with technology

Learner forms accurate negative articles in the nominative and accusative cases and uses the internet competently to establish the rules for negation with ease

Learner forms accurate negative articles in the nominative and accusative cases and uses the internet to establish the rules for negation

Learner forms most negative articles in the nominative and accusative cases and uses the internet most of the time to establish the rules for negation

Learner needs assistance to form negative articles in the nominative and accusative cases and uses the internet sometimes to establish the rules for negation

Ability to negate sentences

Learner accurately negates sentences with great confidence

Learner negates sentences accurately

Learner accurately negates most sentences

Learner needs assistance in negating sentences

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).

All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.

CSL Skills to be covered:

  • Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in collecting the data, manner in which they will analyse information  and present their findings.
  • Communication: Learners will develop effective communication skills for as they engage with peers and school community members. These will include listening actively, asking questions, presentation skills using varied modes etc.
  • Citizenship: Learner will be able to explore opportunities for engagement as members of the school community and providing a service for the common good.
  • Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
  • Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources effectively and efficiently.
  • Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity. 

Suggested PCIs

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

The learners will be guided to consider the various PCIs provided in the various subjects in Grade 7 and choose one suitable to their context and reality

By the end of the CSL class activity, the learner should be able to:

  1. identify a problem in the school community through research,
  2. plan to solve the identified problem in the community,
  3. design solutions to the identified problem,
  4. implement solution to the identified problem,
  5. share the findings with relevant actors,
  6. reflect on own learning and relevance of the project,
  7. appreciate the need to belong to a community

The learner is guided to:

  • brainstorm on issues/pertinent and contemporary issues in their school that need attention
  • choose a PCI that needs immediate attention and explain why
  • discuss possible solutions to the identified issue
  • propose the most appropriate solution to the problem
  • discuss ways and tools they can use to collect information on a problem (questionnaires, interviews, observation)
  • develop tools for collecting the information/data
  • identify resources they need for the activity
  • collect the information/data using various means
  • develop various reporting documents on their findings
  • use the developed tools to report on their findings
  •  implement project
  • collect feedback from peers and school community regarding the CSL activity
  • share the report on activity through various media to peers and school community
  • discuss the strengths and weaknesses of implemented project and lessons learnt
  • reflect on how the project enhanced own learning while at the same time facilitated service on an issue in the school community
  1. How does one determine community needs?
  2. Why is it necessary to be part of a community?
  3. What can one do to demonstrate a sense of belonging

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

The ability to identify and analyse a pertinent issue in society to be addressed

Learner critically defines and elaborately discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed with minimal support.

Learner requires support to critically examine and select the appropriate issue.

The ability to plan to solve the identified problem

Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project.

The ability to design solutions to the identified problem and implement them

Learner constantly applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue with some support.

Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue.

Ability to share findings to relevant actors

Learner comprehensively and confidently shares findings of the issue addressed in the activity.

Learner confidently shares findings of the issue addressed in the activity.

Learner shares some of the findings of the issue addressed in the activity.

Learner briefly shares findings of the issue addressed in the activity, lacks necessary details.

The ability to reflect on own learning and relevance of the activity

Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear.

Learner struggles to outline the benefits of the CSL activity on the target community and own learning.

ANNEX 1: SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES. 

Strand

Suggested learning resources

Suggested assessment methods

Non- formal activities

1.0 Listening and Speaking

  • Flashcards
  • Pictures
  • Images
  • Drawings
  • Audio and video recordings
  • Standardized tests
  • Internet
  • Course books
  • DVD players
  • Listening texts
  • TV
  • Charts
  • Projectors
  • Laptops
  • Radio
  • Magazines
  • Role play
  • Discussions
  • Observations
  • Projects
  • Learning logs
  • Quizzes
  • Portfolios
  • Multiple choices
  • Exit or Admit stamps
  • Total Physical Response
  • Peer assessment
  • Kenya Music Festival
  • German language Clubs
  • Tandem (face-to-face or electronic) and intercultural learning
  • School Open Days
  • Exchange Programs
  • Language Days
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contests

2.0 Reading

  • Reading texts
  • Flashcards
  • Pictures
  • Images
  • Drawings
  • Poems
  • Course books
  • Magazines
  • Internet
  • Charts
  • Posters
  • Easy readers
  • Menus
  • Newspaper cutouts
  • Diagrams
  • Journals
  • Rhyme books
  • School readers
  • Word puzzles
  • Checklists
  • Cord words
  • Reading aloud
  • Discussions
  • Observations
  • Quizzes
  • Portfolio
  • Reading for fluency
  • Role play
  • Learning logs
  • Exit or Admit stamps
  • Peer assessment
  • Checklists
  • School Open Days
  • Kenya Music Festival
  • Language Clubs
  • Exchange Programs
  • Tandem (face-to-face or electronic) and intercultural learning
  • Language Days
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contests

3.0 Writing

  • Audio and video recordings
  • Internet
  • Charts
  • Posters
  • Cross word puzzles
  • Pictures
  • Drawings
  • Magazines
  • Photographs
  • Newspapers
  • Flashcards
  • Illustrations
  • Journals
  • Recording devices
  • Menus
  • Brochures
  • Resource person
  • Total Physical Response
  • Writing texts
  • Forming sentences
  • Peer assessment
  • Writing menus
  • Observations
  • Designing brochures
  • Matching names to pictures
  • Filling in missing information
  • Writing simple plays
  • Matching of sentences
  • Exchange Programs
  • Tandem (face-to-face or electronic) and intercultural learning
  • Language Days
  • School Open Days
  • Kenya Music Festival
  • Language Clubs
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contests

4.0 Language structures

SNE

  • Libraries
  • Projectors
  • Course books
  • Internet
  • Charts
  • Pictures
  • Drawings
  • Illustrations
  • Newspapers
  • Maps
  • Chalkboard
  • Sample compositions
  • Lists of minimal pairs
  • Lists of homophones, synonyms, antonyms. homonyms, rhymes
  • Word bush
  • Curiosity charts
  • Tactile diagrams
  • Brailed materials
  • Adapted realia
  • Pictorial diagrams
  • Interactive digital content
  • Observations
  • Writing texts
  • Construction of sentences
  • Designing games
  • Discussions
  • Role play
  • Checklists
  • Quizzes
  • Language Clubs
  • Tandem (face-to-face or electronic) and intercultural learning
  • Language Days
  • School Open Days
  • Kenya Music Festival
  • Exchange Programs
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contests
Monday, 09 January 2023 13:02

Arabic - Grade 7 Curriculum Design

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7

ARABIC

FOREWORD 

Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re- alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.

The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.

It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens. 

PROF. GEORGE A. O. MAGOHA, EGH CABINET SECRETARY,
MINISTRY OF EDUCATION

PREFACE

The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.

The Grade 7 curriculum designs for the respective learning areas will enable the development of 21st Century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).

It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.

JULIUS O. JWAN, PhD, CBS PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION MINISTRY OF EDUCATION

ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.

The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.

KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.

I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.

My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.

PROF. CHARLES O. ONG’ONDO, PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

TABLE OF CONTENTS

FOREWORD        iii
PREFACE iv
ACKNOWLEDGEMENT v
TIME ALLOCATION       viii
NATIONAL GOALS OF EDUCATION   ix
LEVEL LEARNING OUTCOMES            xii
ESSENCE STATEMENT  xii
SUBJECT GENERAL LEARNING OUTCOMES xiii
STRAND 1.0: LISTENING AND SPEAKING      1
STRAND 2.0: READING 15
STRAND 3.0. WRITING  29
STRAND 4.0: LANGUAGE STRUCTURES        43
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY    58
ANNEX 1: LIST OF STRANDS, SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON- FORMAL ACTIVITIES 62

TIME ALLOCATION 

 

Subject

Number of Lessons Per Week (40 minutes per lesson)

1.

English

5

2.

Kiswahili/KSL

4

3.

Mathematics

5

4.

Integrated Science

4

5.

Health Education

2

6.

Pre-Technical and Pre-Career Education

5

7.

Social Studies

3

8.

Religious Education (CRE/IRE/HRE)

2

9.

Business Studies

3

10.

Agriculture

3

11.

Life Skills Education

1

12.

Physical Education and Sports

2

13.

Optional Subject

3

14.

Optional Subject

3

 

Total

45

NATIONAL GOALS OF EDUCATION

Education in Kenya should:
Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation. 

Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.

Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.

Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.

Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.

Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.

Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.

Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.

Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

LEVEL LEARNING OUTCOMES

By the end of Middle School, the learner should be able to:

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

ESSENCE STATEMENT

Arabic is one of the oldest living and active languages in the world. It is one of the official languages of the United Nations (UN) and the African Union (AU).   It is also the official language of more than 22 countries, which constitute the Arab League, and the mother tongue of millions of native speakers. Arabic is a sacred language to over one and a half billion Muslims around the world. It has influenced linguistically and culturally many local languages, such as Kiswahili and Somali.

Proficiency in Arabic language will empower the learners socially, economically, politically, intellectually and culturally hence promoting intercultural understanding for peaceful coexistence as well as fostering the principle of global citizenship. Arabic builds on the language skills developed in upper primary and forms the basis for further language development and specialization in the subsequent levels of learning.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior Secondary School, the learner should be able to:

  1. Respond to spoken and written Arabic for effective communication.
  2. Access information written in Arabic for further learning.
  3. Write simple composition on daily experiences.
  4. Use language structures to communicate efficiently.
  5. Appreciate the culture of Arabic speaking people to promote national and international relationship for peaceful co- existence.

STRAND 1.0: LISTENING AND SPEAKING 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(S)

1.0 Listening and Speaking

1.1

Critical listening: School Community 

(5lessons)

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

  1. explain roles of members in the school community
  2. listen critically and respond to texts on school contexts
  3. value the importance of interactions with school community members in enhancing relationships

The learner is guided to:

  • discuss with peers the roles of different members within the school community
  • match different roles to provided flashcards (Teacher to a whiteboard, Guard to a gate etc.)
  • listen to audio or audio visual recordings and respond to given questions
  • record themselves interviewing different members of their school community on what they do
  • make presentations to their peers on their findings
  • role play a skit portraying members of their school community as role models in their lives
  • discuss the importance of a school community interacting and working together harmoniously
  1. Why is the school community important?
  2. What strategies can you use to enhance your critical listening skills?

Core Competencies to be developed:

  • Communication and Collaboration: learners listen actively and answer questions on a text about school community from an audio or audio visual recording.
  • Digital Literacy: learners interact with digital devices as they record themselves interviewing members of the school community and share their findings with peers.

Pertinent and Contemporary Issues (PCIs):

  • Patriotism: learners demonstrate respect for leadership.

Values:

  • Respect: learners discuss the need to respect different members of the school community.
  • Unity: learners discuss the importance of a school community working together harmoniously.

Link to other subjects:

  • Social Studies: learners link to social studies where aspects of school are discussed.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to explain roles of members in the school community.

Learner accurately and correctly identifies and explains the different roles of all members of a school community.

Learner correctly identifies and explains the different roles of all members of a school community.

Learner correctly identifies and explains the different roles of most members of a school community.

Learner needs assistance to correctly identify and explain the different roles of members of a school community.

Ability to listen critically.

Learner always understands and responds accurately to all questions on given texts.

Learner frequently understands and responds accurately to all questions on given texts.

 

Learner sometimes understands and responds accurately to questions on given texts.

Learner barely understands and responds to questions on given texts.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

1.0 Listening and Speaking

1.2 Oral expression: Describing professions (5 lessons)

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

  1. name different types of professions for career selection
  2. respond to oral instructions on description of people and professions
  3. appreciate different professions for self and societal development

The learner is guided to:

  • match different types of professions to pictures/flashcards
  • listen to an audio conversation on duties and responsibilities of different professions
  • answer questions from given texts
  • dramatize with peers the roles of different professions
  • research online or various print media on codes of conduct of different professions and discuss with peers
  1. How can friends influence your choice of profession?
  2. Why is it important to have codes of conduct for different professions?

Core Competencies to be developed:

  • Self-efficacy: learners demonstrate personal skills as they dramatize with peers the roles of different professions.
  • Digital literacy: learners connect with technology by researching online on codes of conduct associated with professions.

Pertinent and Contemporary Issues (PCIs):

  • Peer Pressurelearners discuss how their friends influence their choice of profession and how to avoid negative peer pressure as they discuss the Key Inquiry Question.

Values:

  • Integrity: learners develop an awareness of integrity needed in different professions as they research from the internet codes of conduct of different professions.

Link to other subjects:

  • Business studies: learners link to business studies where they learn about professions and aspects of income generation.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to name different types of professions.

Learner confidently and correctly names all the different types of professions.

Learner correctly names the different types of professions. 

Learner partially names the different types of professions.

Learner hardly names different types of professions.

Ability to respond to questions and instructions.

Learner responds to all the questions and instructions on description of people and professions accurately and correctly.

Learner correctly responds to all questions and instructions on description of people and professions.

Learner responds to most questions and instructions on description of people and professions correctly.

Learner has difficulty responding to questions and instructions on description of people and professions.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(S)

1.0 Listening and Speaking

1.3 Attentive Listening:

My home (4 lessons)

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

  1. identify different items found in a house
  2. listen attentively to texts for effective communication
  3. create with technology for communication
  4. value risk mitigation measures in a home

The learner is guided to:

  • name the items found in a house
  • answer questions related to items found in a house
  • listen to an audio or audio visual recording and fill in blank spaces in sentences
  • match given pictures to their corresponding household items
  • draw pictures of different items found in a house on a chart and discuss with peers how to take good care of them
  • design their dream house using online apps and share with peers for feedback
  1. How can you improve your listening skills?
  2. What role does technology play in enhancing effective communicati on?

Core Competencies to be developed:

  • Critical Thinking and Problem Solving: learners exhibit open mindedness and creativity as they design their dream houses.
  • Digital Literacy: learners create with technology as they design their dream house using online apps and share with peers for feedback.

Pertinent and Contemporary Issues (PCIs):

  • Safety and Security: learners develop awareness for safety and security as they discuss how to secure their homes.

Values:

  • Responsibility: learners take personal care when handling and organising items found in a house.

Link to other subjects:

  • Home science: learning is linked to Home Science as learners discuss care of items found in the house.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify items found in a house.

Learner constantly identifies all the items found in a house correctly.

Learner correctly identifies all the items found in a house.

Learner correctly identifies most items found in a house.

Learner rarely identifies items found in a house.

Ability to listen attentively and respond to questions.

Learner attentively listens to instructions and always responds to all questions correctly.

Learner attentively listens to instructions and often responds to most questions correctly.

Learner listens to instructions and sometimes responds to questions correctly.

Learner listens to instructions and responds to questions with assistance.

Ability to create using digital technology.

Learner confidently and correctly designs their dream house using various online apps and shares with peers.

Learner correctly designs their dream house using online apps and shares with peers.

Learner partially designs their dream house using online apps and shares with peers.

Learner experiences difficulties designing their dream house using online applications.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(S)

1.0 Listening and Speaking

1.4

Attentive listening: Restraurant (5 lessons)

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

  1. categorise food based on types
  2. listen attentively to texts on types of foodstuff
  3. discuss foodstuff using appropriate vocabulary
  4. value the importance of healthy eating in everyday life

The learner is guided to:

  • listen to an audio clip and mention types of foods, drinks and staff related to the restaurant
  • watch a cultural presentation from a video of different types of foods and drinks and extract types of foods and drinks
  • listen to audio or audio visual recordings about foodstuff and respond to questions
  • listen to and practise pronouncing sounds and words related to the restaurant
  • explain the place of healthy eating in their day to day lives
  • discuss how social justice can be achieved in a restaurant setup
  1. Why do we listen attentively?
  2. What is the importance of eating healthy?

Core Competencies to be developed:

  • Self-efficacy: learners practise effective communication skills as they listen to and practise pronouncing sounds and words related to the restaurant.
  • Digital literacy: learners connect using technology to watch a cultural presentation of different types of foods and drinks from the internet.

Pertinent and Contemporary Issues (PCIs):

  • Preventive health: learners explain the role of healthy eating in their day to day lives.

Values:

  • Social justice: learners discuss how social justice can be achieved in a restaurant setup.

Link to other subjects:

  • Home Science and Health Education teach aspects of food and nutrition.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to mention types of foods and drinks.

Learner always mentions all types of foods and drinks correctly.

Learner correctly mentions all types of foods and drinks.

Learner mentions most types of foods and drinks correctly.

Learner needs assistance to mention types of foods and drinks.

Ability to listen and respond to questions.

Learner attentively listens to texts about foodstuff and constantly responds to questions appropriately.

Learner attentively listens to texts about foodstuff and responds to questions appropriately.

 

Learner listens to texts about foodstuff and responds to most of the questions appropriately.

Learner listens to texts about foodstuff and has difficulty responding to questions, requires prompting in most of the questions.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(S)

1.0 Listening and Speaking

1.5. Oral Expression:

Hospital (4 lessons)

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

  1. identify different personnel found in a hospital
  2. ask how others feel using appropriate expressions
  3. appreciate the roles played by health personnel in the society

The learner is guided to:

  • match different personnel found in a hospital to given pictures
  • research online or various print media on different hospital equipment, sections and hospital personnel and make PowerPoint presentations
  • listen to a recorded passage and respond to questions on expressing how they feel with peers
  • role play using appropriate expressions to talk about how they feel while at the hospital in pairs or groups
  • discuss the importance of health personnel in the society with peers and present in class
  1. What role do health personnel play in our society?

Core Competencies to be developed:

  • Digital literacy: learners interact with digital technology as they research online and make PowerPoint presentations on different hospital equipment, sections and hospital personnel.
  • Communication and collaboration: learners actively participate in discussing the importance of health personnel in the society with peers.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: learners discuss the importance of health personnel in the society

Values:

  • Respect: learners develop respect and an appreciation for the contribution of different health personnel in the society.

Link to other subjects:

  • Health is a content area taught in Home Science, Social studies, German, French and Mandarin Chinese.

 Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify different health personnel.

Learner always identifies all the different personnel in a hospital correctly.

Learner correctly identifies all the different personnel in a hospital.

Learner identifies most of the different personnel in a hospital correctly.

Learner barely identifies the different personnel in a hospital.

Ability to use appropriate expressions.

Learner accurately and correctly uses appropriate expressions to express feelings about their health.

Learner correctly uses appropriate expressions to express feelings about their health.

Learner sometimes uses appropriate expressions to express feelings about their health, makes mistakes that affect communication to a limited extent.

Learner struggles to use appropriate expressions to express feelings about their health. Makes considerable mistakes.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(S)

1.0

Listening and Speaking

1.6

Intensive listening: Social interactions (4 lessons)

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

  1. identify rules and norms governing social interactions
  2. listen intensively to short texts based on the context
  3. appreciate the value of maintaining good neighbourliness for peaceful co- existence

The learner is guided to:

  • discuss and make lists of the rules and norms governing social interactions with neighbour, friend and guest in pairs or groups
  • make presentations on why rules are necessary and the consequences of breaking rules in the social environment that they interact with on a daily basis to their peers
  • listen to an audio or audio visual recording, respond to questions and match given situations to corresponding pictures
  • create and record songs using digital devices on peaceful co-existence
  • discuss with others in pairs or groups on the need to co-exist with neighbours, friends, guests among other interaction
  1. How do you relate with others?
  2. When is intensive listening necessary?

Core Competencies to be developed:

  • Critical thinking and problem solving: learners apply researching skills as they make lists of rules and norms governing social interactions with their peers.
  • Digital literacy: learners interact with digital devices to record songs on peaceful co-existence with neighbour, friend and guest.

Pertinent and Contemporary Issues (PCIs):

  • Social Cohesion: when learners peacefully co-exist with others.

Values:

  • Peace: learners work harmoniously in groups or pairs to create and record songs on peaceful co-existence with neighbour, friend and guest.

Link to other subjects:

  • Social Studies and Religious Studies: These contain aspects of social relations and the importance of maintaining good relations with others.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify rules and norms governing social interactions.

Learner comprehensively and correctly identifies rules and norms governing social interactions.

Learner correctly identifies rules and norms governing social interactions.

Learner identifies most of the rules and norms governing social interactions.

Learner identifies rules and norms governing social interactions with guidance.

Ability to listen intensively.

Learner intensively listens to short texts and responds to all questions correctly and confidently.

Learner intensively listens to short texts and responds to all questions appropriately.

Learner intensively listens to short texts and responds to some of the questions correctly.

Learner listens to short texts and exhibits inadequacy in responding to questions correctly.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(S)

1.0

Listening and Speaking

1.7 Listening for gist: Land transport

(5 lessons)

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

  1. explain different types of road and water transport
  2. listen for gist to extract information
  3. appreciate the importance of observing road safety

The learner is guided to:

  • research popular modes of transport in Arabic speaking countries online in pairs or groups and make presentations in class
  • watch an audio visual recording on means of land transport and answer given questions
  • make digital portfolios on the different types of road and water transport and share with peers
  • listen to a recorded passage on road safety in groups or pairs
  • discuss ways of observing road safety
  • demonstrate how they use the road safely in groups
  1. What is the importance of road and water safety?

Core Competencies to be developed:

  • Creativity and Imagination: as learners apply networking skills to demonstrate using the road safely.
  • Digital Literacy: learners interact with digital technology to make digital portfolios on the different types of road and water transport.

Pertinent and Contemporary Issues (PCIs):

  • Safety and Security: learners acquire skills on ways of observing road safety.

Values:

  • Responsibility: learners take personal responsibilities in road usage for safety.

Link to other subjects:

Learning is linked to Road Safety taught in Social Studies.

 Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to explain the different types of road and water transport.

Learner confidently and correctly explains different types of road and water transport.

Learner correctly explains different types of road and water transport.

Learner explains most of types of road and water transport, sometimes lacks detail in some types.

Learner is assisted to explain the different types of road and water transport.

Ability to listen for gist.

Learner understands the main ideas in a text and exemplarily responds to all given questions accurately.

Learner understands the main idea in a text and responds to given questions accurately.

Learner understands the main idea in a text and responds to most of the given questions.

Learner listens to a text, has difficulty to identify the main idea expressed therein. Requires prompting to respond to given questions.

STRAND 2.0: READING

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.1 Reading aloud: School community (3 lessons)

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

  1. identify specific terms from given texts
  2. read with the correct pronunciation and intonation
  3. use research skills to learn independently
  4. demonstrate love and respect towards their school community

The learner is guided to:

  • read texts on school and underline key words
  • isolate/highlight/underline words and read them aloud
  • read a passage on the roles of members of the school community aloud from a projector
  • read in pairs and correct each other
  • extract the l sounds ( wa and fa) from words displayed on flash cards
  • search for poems about school from varied sources and recite them to peers
  • write down a list on how to show love
  • and respect for the members of their school community and share with peers
  1. Why is correct pronunciation important when reading?
  2. How do you appreciate members of your school community?

Core Competencies to be developed:

  • Learning to learn: learners use research skills and share knowledge when searching for poems about school from varied sources and reciting them to peers in class.
  • Digital literacy: learners interact with digital devices when they read a passage displayed on a projector.

Pertinent and Contemporary Issues (PCIs):

  • Learners show respect and love for the members of the school community.

Values:

  • Respect and Love: learners discuss how to appreciate members of their school community.

Link to other subjects:

  • Learning is linked to Social Studies where concepts of the school are taught.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify specific terms.

Learner distinctively and clearly identifies all the vocabulary relating to school from given texts.

Learner clearly identifies all the vocabulary relating to school from given texts.

Learner identifies most of the vocabulary relating to school from given texts.

Learner is assisted to identify vocabulary relating to school from given texts.

Ability to read aloud.

Learner confidently reads a passage on school community with the correct pronunciation and intonation.

Learner reads a passage on school community with the correct pronunciation and intonation.

Learner reads a passage on school community with the correct pronunciation and intonation, makes mistakes that affect understanding minimally.

Learner reads a passage, makes mistakes that affect understanding considerably.

Ability to use research skills to learn independently.

Learner competently searches for appropriate poems about school from varied sources.

Learner is able to search for appropriate poems about school from varied sources.

Learner is able to search for appropriate poems about school from varied sources most of the time.

Learner is able to search for appropriate poems about school from varied sources with assistance.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.2 Read aloud: Describing professions (3 lessons)

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

  1. identify different professions in a reading text
  2. read aloud a text fluently
  3. apply interpretation and inference skills to explore various professions
  4. appreciate the work done by different professionals for career selection

The learner is guided to:

  • underline names of different professions and match them with corresponding pictures
  • read a dialogue on different professions
  • discuss how to effectively select careers for self- development
  • explore the pros and cons of different professions
  • research online varied ways of earning and shares with peers
  1. Why is reading aloud important?
  2. What factors influence career choice?

Core Competencies to be developed:

  • Critical Thinking and Problem Solving: learners use interpretation and inference skills to explore the pros and cons of different professions.
  • Digital Literacy: learners connect using technology to research on varied ways of earning.

Pertinent and Contemporary Issues (PCIs):

  • Career Guidance: learners discuss how to effectively select careers for self-development and to seek guidance.
  • Financial Literacy: learners research various ways of earning.

Values:

  • Respect: learners read on the need to respect professionals in all areas.

Link to other subjects:

  • Social Studies and Other Languages handle aspects of professions.

 Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify professions.

Learner always identifies all professions in a given text correctly and accurately.

Learner correctly identifies all professions in a given text.

Learner correctly identifies most professions in a given text.

Learner barely identifies professions in a given text.

Ability to read aloud.

Learner always reads a passage with the correct pronunciation, intonation and sentence melody.

Learner frequently reads a passage with the correct pronunciation, intonation and sentence melody.

Learner occasionally reads a passage with the correct pronunciation, intonation and sentence melody with minimal distortions.

Learner rarely reads a passage loudly, makes some mistakes in pronunciation, intonation and sentence melody.

Ability to apply interpretation and inference skills.

Learner confidently interprets and infers the pros and cons of different professions.

Learner interprets and infers the pros and cons of different professions

Learner partially interprets

and infers the pros and cons

of different professions.

Learner needs assistance to interpret and infer pros and cons of different professions.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.3

Reading for details:

Home

(3 lessons)

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

  1. extract names of items found in different rooms from a passage
  2. read a comprehension passage for details
  3. undertake tasks that require networking and creativity
  4. value different cultures related to home settings

The learner is guided to:

  • read short passages and underline items found in the different rooms
  • match pictures to words identified
  • answer comprehension questions on a given passage
  • summarise the content in the reading passage
  • discuss how to arrange items in their rooms and keeping their homes clean
  • search for pictures of varied room arrangements from different cultural backgrounds using digital devices( for example, Arabic, Swahili) and create a digital portfolio with peers
  1. How do you organize your room?
  2. How does culture influence the arrangement of homes?

Core Competencies to be developed:

  • Creativity and Imagination: learners acquire skills of making observations and connections as they search for pictures of varied room arrangements from different cultural backgrounds.
  • Digital Literacy: learners create with technology as they make digital portfolios.

Pertinent and Contemporary Issues (PCIs):

  • Hygiene and cleanliness: learners acquire skills on how to keep their homes clean.

Values:

  • Responsibility is developed: learners keep their items and rooms clean.

Link to other subjects:

  • Home Science: learning is linked to Home Science where housekeeping concepts are taught.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to extract names of items.

Learner confidently extracts all the names of items found in rooms from a given passage.

Learner extracts all the names of items found in rooms from a given passage.

Learner extracts most of the items found in rooms from a given passage.

Learner has difficulty extracting items found in rooms from a given passage.

Ability to read for details and respond to questions.

Learner always understands the content in a passage and responds to all comprehension questions accurately.

Learner understands the content in a passage and responds to all comprehension questions correctly.

Learner understands most of the content in a passage and responds to most comprehension questions.

Learner struggles to understand the content in a passage and hardly responds to comprehension questions.

Ability to use networking and creativity skills.

Learner collaboratively, creatively and skilfully engages in activities depicting arranging of items in their rooms and keeping their homes clean.

Learner collaboratively and creatively engages in activities depicting arranging of items in their rooms and keeping their homes clean.

Learner collaboratively and with moderate creativity engages in activities depicting arranging of items in their rooms and keeping their homes clean.

Learner collaboratively engages in activities depicting arranging of items in their rooms and keeping their homes clean. However, the learner lacks creativity.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.4 Reading aloud: Restaurant (2 lessons)

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

  1. categorise foods from diverse backgrounds
  2. read with the correct articulation
  3. observe safety and responsibility in digital environments
  4. read texts for enjoyment

The learner is guided to:

  • differentiate types of foods and drinks presented in a passage (menu in a restaurant)
  • take turns to read a passage aloud with the correct pronunciation and intonation
  • repeat sounds, words, sentences based on restaurant and foodstuff correctly (for example, Nun, Thal & Twa)
  • respond to questions on content related to restaurants
  • discuss safety, protection and integrity issues when online with peers
  • search online for appropriate texts on food and drinks and read at their own pace and time
  1. How does one observe safety when reading online?
  2. What approaches can you use to read with correct articulation?

Core Competencies to be developed:

  • Digital Literacy: learners develop digital citizenship as they discuss safety, protection and integrity issues while using digital technology.

Pertinent and Contemporary Issues (PCIs):

  • Safety and Security: learners gain skills of protecting themselves when using online platforms.

Values:

  • Integrity: learners practise integrity when accessing the appropriate sites online.

Link to other subjects:

  • Learning is linked to Home Science in all aspects of foodstuff and etiquette in a restaurant.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to categorise foodstuff.

Learner confidently identifies and categorises types of foodstuffs presented in a passage.

Learner identifies and categorises types of foodstuffs presented in a passage.

Learner identifies and categorises most types of foodstuffs presented in a passage.

Learner struggles to identify and categorise types of foodstuffs presented in a passage.

Ability to read texts aloud.

Learner accurately reads texts aloud with the correct pronunciation and intonation.

Learner reads texts aloud with the correct pronunciation and intonation.

Learner reads texts aloud, sometimes makes errors that distort pronunciation and intonation of some words.

Learner reads texts aloud, makes major errors that distort pronunciation and intonation of the text.

Ability to observe safety and responsibility.

Learner always observes safety and responsibility when using online platforms.

Learner observes safety and responsibility when using online platforms.

Learner often observes safety and responsibility when using online platforms.

Learner rarely observes safety and responsibility when using online platforms.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0 Reading

2.5 Reading for fluency:

Hospital (3 lessons)

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

  1. identify equipment found in a hospital
  2. read comprehension passages for fluency and coherence
  3. communicate effectively on weaknesses related to fluency and coherence
  4. exhibit appreciation for the use of different
  5. hospital equipment in saving lives

The learner is guided to:

  • highlight names of equipment and hospital personnel presented in a reading passage
  • use flash cards to match pictures of equipment with the vocabulary on hospital
  • read texts in pairs to practise fluency
  • identify areas of weakness in reading and find appropriate solutions to their challenges in small groups
  • research how different hospital equipment work and discuss findings with peers in an online forum
  1. How can one achieve fluency and coherence when reading?
  2. How do you identify areas of weakness in reading?

Core Competencies to be developed:

  • Self-efficacy: learners communicate clearly areas of weakness in reading and find appropriate solutions to their challenges.
  • Digital Literacy: learners interact with digital devices as they discuss their findings in an online forum.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: learners work collaboratively to identify their areas of weakness and find appropriate solutions.

Values:

  • Love: learners demonstrate tolerance towards their peers with challenges in reading.

Link to other subjects:

  • Learning is linked to other languages in aspects of names of hospital personnel.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify hospital equipment.

Learner confidently and correctly identifies all hospital equipment mentioned in a passage.

Learner identifies all hospital equipment mentioned in a passage.

Learner partially identifies hospital equipment mentioned in a passage.

Learner hardly identifies hospital equipment mentioned in a passage.

Ability to read for fluency and coherence.

Learner accurately reads texts with fluency and connects ideas therein in a coherent manner.

Learner reads texts with fluency and connects ideas therein in a coherent manner.

Learner reads texts with fluency and connects ideas therein in a coherent manner most of the time.

Learner reads texts, hesitates constantly and lacks coherence in connecting ideas during reading to bring out the meaning in text.

Ability to communicate effectively.

Learner effectively expresses areas of weakness related to fluency and coherence and proposes appropriate solutions.

Learner expresses areas of weakness related to fluency and coherence and proposes appropriate solutions.

Learner sometimes expresses areas of weakness related to fluency and coherence and proposes appropriate solutions.

Learner has difficulty expressing areas of weakness related to fluency and coherence but requires support to find appropriate solutions.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.6 Reading aloud: Social interactions (3 lessons)

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

  1. extract sentences on rights and responsibilities from a reading text
  2. read texts aloud with the appropriate tempo
  3. value maintaining good relations for peaceful co- existence
  4. appreciate the importance of using social media platforms to enhance peaceful co- existence in the community

The learner is guided to:

  • find and read aloud sentences on the rights and responsibilities of people they interact with from a written text (neighbours, guests, friends, community members)
  • read aloud texts with the appropriate speed
  • read and record texts using digital devices and reviews with peers
  • discuss with peers how to maintain good relations and make presentations on their findings
  • form social media groups for community members to share ideas on how to solve problems affecting them
  1. Why do we read aloud?
  2. How do we interact with people around us?

Core Competencies to be developed:

  • Citizenship: learners exhibit active community life skills as they discuss how to maintain good relations with others.
  • Digital literacy: learners connect using technology as they form social media groups for the community members.

Pertinent and Contemporary Issues (PCIs):

  • Learners apply interpersonal relations and conflict resolution skills while interacting with others.

Values:

  • Peace and Unity: learners learn to live together harmoniously with people around them.

Link to other subjects:

  • Social Studies, IRE and CRE capture aspects of maintaining good relations with others.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to extract rights and responsibilities.

Learner accurately and correctly identifies all sentences on rights and responsibilities of neighbours, guests, friends and community members.

Learner identifies all sentences on rights and responsibilities of neighbours, guests, friends and community members correctly.

Learner identifies most sentences on rights and responsibilities of neighbours, guests, friends and community members correctly.

Learner requires support to identify sentences on rights and responsibilities of neighbours, guests, friends and community members.

Ability to read with appropriate tempo.

Learner always reads texts aloud with the appropriate tempo; uses a smooth, natural and rhythmic voice; reads faster or slower as appropriate.

Learner reads texts aloud with the appropriate tempo; uses a smooth, natural and rhythmic voice; reads faster or slower as appropriate.

Learner reads texts aloud, reading is sometimes halted, and learner sometimes does not pause to bring out the meaning in the text.

Learner reads texts aloud; reading is sometimes choppy, stops unnecessarily slowing tempo considerably.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

2.0

Reading

2.7 Silent reading: Land transport (3 lessons)

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

  1. read vocabulary on road and water transport
  2. read texts silently for information
  3. display teamwork by participating actively in tasks
  4. enhance patriotism by travelling within the country

The learner is guided to:

  • read words and match pictures to names of road and water transport in turns
  • read short passages from digital devices and identify the differences between road and water transport with peers
  • read the vocabulary extracted from the texts
  • read texts silently and underline difficult words
  • answer questions on the text
  • explain the importance of road and water transport in groups or pairs
  • discuss how to keep safe when travelling by water and road transport in pairs
  1. How do you observe safety while travelling?
  2. Why do we read silently?

Core Competencies to be developed:

  • Digital Literacy: learners interact with digital technology to read short passages on road and water transport from digital devices.
  • Communication and Collaboration: learners work together to come up with safety measures when travelling by water and road.

Pertinent and Contemporary Issues (PCIs):

  • Safety and Security: learners observe safety when travelling by water or road.

Values:

  • Patriotism: enhanced as learners provide reasons why they need to travel within own country.

Link to other subjects:

  • Social Studies: learners link to social studies where traffic lights are discussed.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to read vocabulary.

Learner confidently and correctly reads vocabulary on road and water transport.

Learner correctly reads vocabulary on road and water transport.

Learner reads most of the vocabulary on road and water transport correctly, makes a few errors.

Learner needs assistance to read vocabulary on road and water transport, makes major errors.

Ability to read text for information.

Learner always reads silently for information and answers all questions accurately.

Learner reads silently for information and answers all questions.

Learner reads silently for information and answers most of the questions correctly.

Learner has difficulty reading silently for information and hardly answers the questions.

Ability to display team work in tasks.

Learner always works with peers to come up with safety measures when travelling by water and road.

Learner usually works with peers to come up with safety measures when travelling by water and road.

Learner often works with peers to come up with safety measures when travelling by water and road.

Learner sometimes works with peers to come up with safety measures when travelling by water and road.

STRAND 3.0. WRITING 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0

Writing

3.1

Descriptive writing: School community (2 lessons)

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

  1. identify members in the school community and their roles
  2. write descriptive texts using correct language structures
  3. appreciate the support of the school community in enhancing learning

The learner is guided to:

  • list members in their school community and their roles in pairs or groups
  • write short descriptions about roles of different members in their school community
  • share the descriptions with peers through various social media platforms
  • underline words with bilabial sounds in given sentences from an audio recording
  • create an organizational chart of members in their school community and post on the class/school noticeboard
  • compose a song or poem about the contribution of the school community in enhancing a conducive learning environment
  1. What makes a good descriptive text?
  2. How does the support of the school community facilitate learning?

Core Competencies to be developed:

  • Self-efficacy: learners write short descriptions about roles of members in their school community enhancing their self-esteem and confidence.
  • Digital literacy: learners interact with digital technology to share their descriptions with peers through various social media platforms.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: learners develop awareness on the influence of the school community in enhancing a conducive learning environment.

Values:

  • Respect: learners work together in groups or pairs, they learn to respect each other’s opinion.
  • Unity: learners develop unity when they engage in team work.

Link to other subjects:

  • Learners’ link to Social Studies and Foreign languages where content related to school is taught.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify members in the school community.

Learner distinctively and clearly identifies members in their school community and their roles correctly.

Learner identifies the members in their school community and their roles correctly.

Learner sometimes identifies the members in their school community and their roles correctly.

Learner identifies the members in their school community and their roles correctly with assistance.

Ability to write descriptive texts.

Learner constantly and accurately writes short descriptive texts on family in a coherent manner.

Learner accurately writes short descriptive texts on family in a coherent manner.

Learner writes short descriptive texts on family, makes some mistakes that affect the flow and coherence of the text.

Learner makes effort to write short descriptive texts on family, the texts are incomplete and lack coherency in numerous places.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.2 Guided writing: Describing professions (2 lessons)

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

  1. list different types of professions
  2. write guided descriptive texts using vocabulary from the context
  3. appreciate the importance of different professions for career guidance
  4. identify sources of generating business ideas and opportunities in the community

The learner is guided to:

  • listen to an audio recording and write down the different types of professions they hear
  • list the vocabulary from the context in groups or pairs
  • create a crossword puzzle using the words they have listed
  • use cut-outs from pictures, magazines and newspapers of different professions to write short descriptions about them
  • publish the descriptions on online blogs or post on noticeboards
  • engage with individuals in their immediate environment in professions that they identify with for mentorship
  • engage a community resource person in generating business ideas and opportunities
  1. Why do people identify with particular professions?

Core Competencies to be developed:

  • Digital literacy: learners interact with digital technology to listen to an audio recording on the different types of professions.
  • Critical thinking and problem solving: learners demonstrate researching skills as they engage a community resource person in generating business ideas and opportunities.

Pertinent and Contemporary Issues (PCIs):

  • Mentorship: learners engage with individuals in their immediate environment in professions that they identify with for mentorship.

Values:

  • Unity: learners demonstrate unity working together to list vocabulary from the context.

Link to other subjects:

Learning is linked to Business studies on aspects of financial literacy and entrepreneurship.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to list types of professions.

Learner always lists all types of professions correctly.

Learner lists all types of professions correctly.

Learner lists most types of professions correctly.

Learner requires assistance to list types of professions.

Ability to write guided descriptive texts.

Learner accurately and comprehensively writes guided descriptive texts using the vocabulary learnt on professions.

Learner accurately writes guided descriptive texts using the vocabulary learnt on professions.

Learner sometimes writes guided descriptive texts using the vocabulary learnt on professions correctly.

Learner has difficulty writing guided descriptive texts using the vocabulary learnt on professions, makes considerable errors.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.3 Guided Writing: Home (3 lessons)

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

  1. classify items found in different house rooms
  2. create short texts on various contexts
  3. appreciate organisation of items in different rooms for optimal usage

The learner is guided to:

  • list items found in different rooms in a house as dictated by others
  • form sentences from a substitution table in groups or pairs
  • write short texts on items found in different house rooms using flashcards, pictures, illustrations and other visual stimuli
  • record videos of rooms they have organised in a house and showcase how it enhances easy access of different items
  • share the video with peers for feedback
  1. How do you organize your room?
  2. What is the importance of writing accurately?

Core Competencies to be developed:

  • Learning to learn: learners work collaboratively when they form sentences from a substitution table in groups or pairs.
  • Digital literacy: learners interact with digital technology to record videos of rooms they have organised in a house.

Pertinent and Contemporary Issues (PCIs):

  • Decision making and problem solving skills: enhanced as learners organise items found in different rooms.

Values:

  • Unity: learners demonstrate unity when collaborating to form sentences from a substitution table.

Link to other subjects:

  • Home Science, French and Mandarin Chinese contain content related to rooms in a home.
Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to classify items.

Learner confidently and accurately classifies items found in different house rooms all the time.

Learner accurately classifies all items found in different house rooms.

Learner partially classifies items found in different house rooms correctly.

Learner makes effort to classify items found in different house rooms, however requires support.

Ability to write short texts.

Learner constantly and accurately writes short texts on items found in different rooms in a coherent manner.

Learner accurately writes short texts on items found in different rooms in a coherent manner.

Learner writes short texts on items found in different rooms, makes some mistakes that affect the flow and coherence of the text.

Learner makes effort to write short texts on items found in different rooms, the texts are incomplete and lack coherency in several places.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.4

Functional writing: Restaurant (2 lessons)

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

  1. list different types of foods and drinks found in a restaurant
  2. write short texts on various contexts
  3. demonstrate inter- cultural awareness regarding foods and eating habits

The learner is guided to:

  • write down new words or vocabulary on types of food and drinks found in a restaurant from audio or audio visual recordings
  • form sentences in pairs or groups using the types of Taa
  • write sample menus from audio or audio- visual recordings
  • collaborate with peers to make a collage using photos of different types of food and drinks and write short texts
  • research online and design digital brochures on food and drinks from various cultures
  1. How does culture influence our eating habits?
  2. How do we appreciate differences in culture without bias?

Core Competencies to be developed:

  • Communication and collaboration: learners write short texts fluently and coherently on different types of foods and drinks.
  • Digital literacy: learners create with technology as they design digital brochures on food and drinks from various cultures.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: learners develop skills of co-existing with others in the community.

Values:

  • Respect: learners appreciate varieties of food from various cultures.

Link to other subjects:

  • Learning is linked to Health education in aspects of food and drinks.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to list types of foods and drinks.

Learner confidently and correctly lists the different types of foods and drinks found in a restaurant.

Learner lists the different types of foods and drinks found in a restaurant correctly.

Learner lists most types of foods and drinks found in a restaurant.

Learner struggles to list the types of foods and drinks found in a restaurant.

Ability to write short texts.

Learner constantly and accurately writes short texts on foods and drinks in a coherent manner.

Learner accurately writes short texts on foods and drinks in a coherent manner.

Learner writes short texts on foods and drinks, makes some mistakes that affect the flow and coherence of the text.

Learner makes effort to write short texts on foods and drinks, texts are incomplete and the texts lack coherency in several places.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.5 Guided writing: Hospital (3 lessons)

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

  1. write names of equipment found in a hospital
  2. construct sentences using acquired vocabulary in context
  3. value preventive healthcare to save money

The learner is guided to:

  • listen to an audio recording and list names of equipment and hospital personnel
  • match pictures or illustrations of equipment and hospital personnel with the appropriate vocabulary in groups
  • write down the vocabulary correctly
  • complete gap filling exercises
  • construct sentences using vocabularies learnt on health
  • research online the importance of investing in food that promotes good health and make PowerPoint presentations in class
  1. Why should we write sentences correctly?
  2. How can eating right save money?

Core Competencies to be developed:

  • Digital literacy: learners interact with digital technology to research online and make PowerPoint presentations.
  • Self-efficacy: learners exhibit effective communication skills when they construct sentences using vocabularies on health.

Pertinent and Contemporary Issues (PCIs):

  • Financial literacy: learners discuss how investing in healthy food choices saves money.

Values:

  • Unity: learners demonstrate unity as they work together to match pictures with their appropriate vocabulary.

Link to other subjects:

  • Health and Physical Education handle aspects of health.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to write vocabulary associated with the hospital.

Learner constantly and accurately writes names of equipment and personnel found in a hospital.

Learner accurately writes names of equipment and personnel found in a hospital.

Learner writes names of equipment and personnel found in a hospital, makes a few mistakes.

Learner has difficulty writing the correct vocabulary associated with the hospital.

Ability to construct sentences.

Learner confidently constructs correct sentences using vocabulary acquired in context all the time.

Learner constructs correct sentences using vocabulary acquired in context.

Learner constructs correct sentences using vocabulary acquired in context most of the time.

Learner needs assistance to construct sentences using vocabulary acquired in context.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.6 Guided writing: Social interactions (3 lessons)

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

  1. list rights and responsibilities of a neighbour, friend and guest
  2. construct sentences using vocabulary learnt in context
  3. write guided compositions on the theme given value peaceful co-existence with others to promote cordial relationships

The learner is guided to:

  • state the rights and responsibilities of a neighbour, friend and guest and make PowerPoint presentations in class
  • write words and sentences to enhance their spelling skills through dictation
  • construct sentences from the given words
  • write a descriptive composition on qualities of a good neighbour, friend and guest
  • write a simple play relating to peaceful co-existence with others in groups
  1. How can we live harmoniously with others?
  2. What does friendship mean to you?

Core Competencies to be developed:

  • Citizenship: learners exhibit social cultural sensitivity and awareness skills as they work within diverse teams to write simple plays on peaceful co-existence with others.
  • Digital literacy: learners interact with digital technology to make PowerPoint presentations on the rights and responsibilities of a neighbour, friend and guest.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: learners acquire skills that enable them to live peacefully with others in the society.
  • Peer education: learners distinguish the qualities of a good neighbour, friend and guest in the community.

Values:

  • Peace: learner values the importance of good relationships with others in enhancing social cohesion.

Link to other subjects:

  • Social Studies, CRE, IRE and HRE have aspects of maintaining good relations with others.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to list rights and responsibilities.

Learner always lists rights and responsibilities of a neighbour, friend and guest comprehensively.

Learner lists rights and responsibilities of a neighbour, a friend and a guest.

Learner partially lists rights and responsibilities of a neighbour, a friend and a guest.

Learner lists rights and responsibilities of a neighbour, a friend and a guest only with guidance.

Ability to construct sentences.

Learner accurately and correctly constructs sentences using vocabularies learnt from the context.

Learner constructs sentences using vocabularies learnt from the context correctly.

Learner attempts to construct sentences using vocabularies learnt from the context with minimal errors.

Learner barely constructs sentences using vocabularies learnt from the context.

Ability to write descriptive compositions.

Learner confidently and clearly writes a detailed composition on social interactions.

Learner clearly writes a detailed composition on social interactions.

Learner writes a composition on social interactions, composition lacks proper organisation.

Learner writes a composition on social interactions, makes considerable mistakes that affect understanding.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

3.0 Writing

3.7 Guided writing: Land transport

 

(3 lessons)

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

  1. identify means of road and water transport in a text
  2. write texts using vocabulary in varied contexts
  3. recognize the importance of observing road safety measures for awareness creation

The learner is guided to:

  • label means of road and water transport depicted in a picture from a digital device or various print media
  • match the new vocabularies learnt with their correct meanings
  • create texts using vocabulary learnt
  • organize ideas and write a composition on the importance of observing road safety measures
  • draw road signs, label and use them to create awareness in the society on road safety in small groups or pairs
  • form a writing club or corner to enhance their writing skills
  1. How is organisation of ideas useful in writing a composition?
  2. What safety measures do you observe while using road and water transport?

Core Competencies to be developed:

  • Creativity and imagination: learners network by forming a writing club or corner to enhance their writing skills.
  • Digital Literacy: learners interact with digital devices to label means of road transport depicted in a picture.

Pertinent and Contemporary Issues (PCIs):

  • Clubs and societies: learners actively participate in forming a writing club or corner to enhance their writing skills.

Values:

  • Integrity: learners become responsible for ensuring that they observe safety measures appropriately without supervision.

Link to other subjects:

  • Social Studies and other foreign languages teach aspects of transport and road safety.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify means of transport.

Learner confidently and correctly identifies all the means of land and water transport in a given text.

Learner correctly identifies most means of land and water transport in a given text.

Learner correctly identifies some of the means of land and water transport in a given text.

Learner struggles to identify means of land and water transport.

Ability to organise ideas in texts.

Learner confidently organises ideas when writing on road safety in a clear and concise manner.

Learner organises ideas when writing on road safety in a clear and concise manner.

Learner organises ideas when writing on road safety in a clear and concise manner most of the time.

Learner organises ideas when writing on road safety with assistance.

STRAND 4.0: LANGUAGE STRUCTURES 

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.1 Past and present tenses (3 lessons)

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

  1. identify the past and present tenses in given texts
  2. use past and present tenses in simple sentence construction
  3. value the use of tenses in communication

The learner is guided to:

  • extract forms of past and present tenses in sentences (Ishtara al fawakih, Ashtary al fawakih) from given texts
  • convert given texts from present to past tense
  • underline past tense in given sentences
  • construct sentences using the past and present tense (Dhahaba ilal madrasat- Adhhabu ilal madrasa) in pairs
  • develop a Power Point presentation or any other possible ICT related
  • presentation on past and present tenses
  1. Why are tenses important in communication?

Core Competencies to be developed:

  • Digital literacy: learners develop the skills to create with technology as they develop a PowerPoint presentation or any other possible ICT related presentation on past and present tenses.

Pertinent and Contemporary Issues (PCIs):

  • Social cohesion: learners develop a sense of social cohesion within the school set up.

Values:

  • Love: learners construct sentences expressing the need to love and respect school community members.

Link to other subjects:

  • Learning is linked to all languages in the aspect of past and present tenses.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify tenses.

Learner confidently and correctly identifies all the present and past tense verbs in a given text.

Learner correctly identifies all the present and past tense verbs in a given text.

Learner correctly identifies most of the verbs in the present and past tense in a given text.

Learner hardly identifies the verbs in the present and past tense in a given text.

Ability to use past and present tenses.

Learner always uses past and present tenses to construct simple sentences correctly.

Learner uses past and present tenses to construct simple sentences correctly.

Learner uses past and present tenses to construct simple sentences, makes errors that affect correctness to a limited extent.

Learner uses past and present tenses to construct simple sentences, makes considerable errors that affect correctness.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.2

Imperative mood

(2 lessons)

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

  1. extract verbs in the imperative mood from a given sentence
  2. use the imperative mood correctly in communication
  3. differentiate imperative mood from other tenses
  4. appreciate the use of tenses in developing communication skills

The learner is guided to:

  • read sentences and underline the imperative mood (Fiil amr) from the sentences Idhab Ilal-madrasa, Irabil mai
  • construct sentences using the imperative mood
  • extract imperative mood from a given dialogue (idhab ilal jazzar washtar lahman)
  • use digital devices to search for more tenses and arrange
  • them in the correct column from a table given in groups
  1. What is the imperative mood?

Core Competencies to be developed:

  • Communication and collaboration:  learners develop teamwork skills as they use digital devices to search for tenses in groups.
  • Digital Literacy: learners connect with technology to search for more tenses from digital devices.

Pertinent and Contemporary Issues (PCIs):

  • Financial literacy: learners develop an awareness of budgeting as they discuss the Key Inquiry Question.

Values:

  • Love and unity: learners work harmoniously in pairs.

Link to other subjects:

Learning is linked to all other languages where verbs are taught.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify verbs in the imperative mood.

Learner confidently and correctly identifies all the verbs in the imperative mood in a given text.

Learner correctly identifies all the verbs in the imperative mood in a given text.

Learner correctly identifies most of the verbs in the imperative mood in a given text.

Learner is assisted to identify verbs in the imperative mood in a given text.

Ability to use the imperative mood.

Learner constantly and correctly uses the imperative mood to communicate effectively.

Learner correctly uses the imperative mood to communicate effectively.

Learner mostly uses the imperative mood to communicate, makes minimal errors.

Learner struggles to use the imperative mood to communicate, makes considerable errors.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language structures

4.3 Gender (3 lessons)

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

  1. assign nouns and verbs the appropriate gender
  2. conjugate verbs according to the gender
  3. follow instructions to accomplish language related tasks
  4. recognise the place of language correctness in communication

The learner is guided to:

  • match the nouns and verbs used in a passage with their appropriate gender(Al-Mudhakar wal-Muannath)
  • extract the masculine and feminine words from sentences (sariirun, maaidatun)
  • identify the prefixes and suffixes denoting verbs in the feminine form (tadhahab, dhahabat)
  • identify suffixes denoting feminine nouns (twalibatun, madrasatun)
  • construct sentences using the masculine and feminine words dhwarabat al umm at-twiflata related to items and rooms in a house
  • write the feminine nouns from a list of masculine nouns
  • design a game on feminine and masculine nouns using ICT devices and discuss gender issues in their day to day life
  1. Why is language correctness important in communication?

Core Competencies to be developed:

  • Critical Thinking and Problem Solving: learners apply active listening and communication as they follow instructions on how to derive feminine nouns from the masculine ones.
  • Digital literacy: learners create with technology as they design a game on feminine and masculine nouns.

Pertinent and Contemporary Issues (PCIs):

  • Gender Issues: learners discuss and appreciate gender issues in their day to day lives.

Values:

  • Respect: learners explore gender in both nouns and verbs they acquire awareness on the role that gender plays in society.

Link to other subjects:

  • Learning is linked to German and French on aspects of gender.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to assign nouns and verbs appropriate

gender.

Learner confidently matches all nouns and verbs with the appropriate gender.

Learner matches all nouns and verbs with the appropriate gender.

Learner matches most of the nouns and verbs with the appropriate gender.

Learner has difficulty matching nouns and verbs with the appropriate gender.

Ability to conjugate verbs according to the gender.

Learner always conjugates verbs according to the gender correctly.

Learner conjugates verbs according to the gender correctly.

Learner conjugates most verbs according to the gender correctly, makes errors that affect correctness to a limited extent.

Learner conjugates verbs, makes errors that affect correctness.

Ability to follow instructions to accomplish language related tasks.

Learner confidently and correctly follows instructions in deriving feminine from the masculine nouns.

Learner correctly follows instructions in deriving feminine from the masculine nouns.

Learner most of       the time follows instructions in deriving feminine  from    the masculine nouns.

Learner needs probing to derive feminine from the masculine nouns as per the instructions given.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language structures

4.4 Negation Adawat an-Nafy (3 lessons)

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

  1. identify different types of negating articles
  2. use negating articles in simple sentence construction
  3. value the usage of correct language structures in communication

The learner is guided to:

  • mention food stuffs found in a restaurant in short texts using the different types of negating articles
  • extract the articles of negation in a given paragraph from the internet on the importance of engaging restaurant staff (La Lan, Lam)
  • in groups, explain the different types of negation Nahiya and Nafiya
  • construct sentences about diseases that result from unhygienic behaviours in a restaurant using negating articles
  1. What are negating articles?

Core Competencies to be developed:

  • Communication and collaboration: learners xhibit teamwork skills as they discuss the different types of negation in groups.
  • Digital literacy: learners connect using technology to extract the articles of negation from the internet.

Pertinent and Contemporary Issues (PCIs):

  • Health related issues: learners construct sentences on lifestyle diseases and appreciate the importance of personal hygiene.

Values:

  • Respect: learners engage with staff at the restaurant appropriately.

Link to other subjects:

  • Learning is linked to Home Science in aspects of food and nutrition and all languages where learners are also taught about negating articles.

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify types of negating articles.

Learner confidently and correctly identifies negating articles.

Learner identifies negating articles correctly.

Learner sometimes identifies negating articles correctly.

Learner is assisted to identify negating articles.

Ability to use negating articles in sentences.

Learner always uses negating articles in sentences appropriately.

Learner uses negating articles in sentences appropriately.

Learner uses negating articles in sentences appropriately most of the time.

Learner has challenges using negating articles in sentences.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0 Language structures

4.5

Interrogative pronouns

 

(3 lessons)

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

  1. name interrogative pronouns based on various contexts
  2. use the interrogative pronouns in sentences
  3. recognize the importance of using interrogative pronouns for effective communication

The learner is guided to:

  • list interrogative pronouns (Adawaat Al istifham) found in a short paragraph; (ma; man, mata, madha...)
  • construct simple sentences on the importance of health workers using interrogative pronouns
  • use interrogative articles on disease preventive measures in pairs
  • search the internet to find information about caring for the sick and how to reduce risks of contamination in a hospital
  • in pairs, extract interrogative pronouns from the given excerpts
  1. How do interrogative pronouns contribute to effective communication?

Core Competencies to be developed:

  • Digital Literacy: learners connect using technology to retrieve information on taking care of the sick and reducing contamination risks in a hospital.

Pertinent and Contemporary Issues (PCIs):

  • Disaster risk reduction: learners acquire skills on how to avert contamination in a hospital.

Values:

  • Patriotism: learners appreciate caring for the sick in enhancing a healthy society.

Link to other subjects:

  • Health Education and Languages covers content related to health.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to name interrogative pronouns.

Learner confidently names all the interrogative pronouns used in a short paragraph correctly.

Learner names the interrogative pronouns used in a short paragraph correctly.

Learner names most of the interrogative pronouns used in a short paragraph.

Learner is guided to name the interrogative pronouns used in a short paragraph.

Ability to use interrogative pronouns.

Learner exemplarily uses interrogative pronouns effectively in sentences.

Learner uses interrogative pronouns effectively in sentences.

Learner uses most interrogative pronouns effectively in sentences.

Learner hardly uses interrogative pronouns in sentences.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.6

Prepositions Huruf al Jaar (3 lessons)

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

  1. list the prepositions used in the context
  2. use the prepositions in sentences
  3. recognize the importance of using prepositions for effective communication

The learner is guided to:

  • extract the following prepositions from a given text; (Min, ila, ala, fi...)
  • construct simple sentences on social relations using prepositions; (adhhabu ila suq maa jary)
  • in groups discuss the importance of associating with good friends using prepositions;
  • (Uhibbu swadiqy liannahu yadhhabu      ilal masjid kulla yuamin)
  • in pairs carry out a dialogue on living peacefully with others using prepositions and make recordings using digital devices
  • participate in Arabic language club for language and personality skills development
  1. Why are prepositions important in communication?

Core Competencies to be developed:

  • Learning to learn: learners work collaboratively to discuss the importance of using prepositions.
  • Digital Literacy: learners interact with digital technology to make recordings on living peacefully with others.

Pertinent and Contemporary Issues (PCIs):

  • Clubs and Societies: learners actively participate in Arabic language club for language and personality skills development.

Values:

  • Peace and Unity: learners converse on how to live peacefully with others.

Link to other subjects:

  • Learners link to languages where concepts of prepositions are taught.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to list prepositions from a text.

Learner confidently and correctly lists the prepositions from a given text.

Learner correctly lists the prepositions in a given text.

Learner lists most of the prepositions in a given text.

Learner needs assistance to correctly list some common prepositions in a given text.

Ability to use interrogative pronouns.

Learner distinctively and clearly uses interrogative pronouns correctly in sentences.

Learner clearly uses interrogative pronouns in sentences correctly.

Learner sometimes uses interrogative pronouns in sentences correctly.

Learner rarely uses interrogative pronouns correctly in sentences.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.0

Language structures

4.7

Relative pronouns (3 lessons)

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

  1. identify relative pronouns in a passage
  2. use relative pronouns in constructing sentences
  3. appreciate the use of language structure for skills development

The learner is guided to:

  • underline relative pronouns in a passage (al-ladhy, al- laty, al- ladhany...)
  • match relative pronouns to corresponding nouns
  • construct simple sentences on types of road and water transport using relative pronouns
  • (hadha huwa alqitwar al-ladhy safartu bihi) and make presentations in class
  • discuss the importance of observing road safety measures using relative pronouns;(usafiru bissayyarat al-laty tuutabaru aminah) with peers
  • research online how cultural perspectives vary in different communities with regards to gender issues
  1. How are relative pronouns important in communication?

Core Competencies to be developed:

  • Communication and collaboration: learners practise teamwork skills when discussing the importance of observing road safety measures with peers.
  • Digital Literacy: learners connect using technology to research online how cultural perspectives vary in different communities.

Pertinent and Contemporary Issues (PCIs):

  • Gender issues: learners observe and appreciate different relative pronouns for different genders.

Values:

  • Social justice: learners appreciate different cultural perspectives on gender issues.

Link to other subjects:

  • Learning is linked to other languages that have relative pronouns.

Assessment Rubric

Indicators

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify relative pronouns.

Learner confidently and correctly identifies the relative pronouns.

Learner correctly identifies the relative pronouns.

Learner identifies most of the relative pronouns.

Learner is able to identify relative pronouns only with support.

Ability to use relative pronouns.

Learner always constructs sentences using relative pronouns correctly.

Learner constructs sentences using relative pronouns correctly.

Learner some of the time constructs sentences correctly using relative pronouns.

Learner has challenges constructing sentences using relative pronouns.

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).

All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.

CSL Skills to be covered:

  • Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in collecting the data, manner in which they will analyse information  and present their findings.
  • Communication:Learners will develop effective communication skills for as they engage with peers and school community members. These will include listening actively, asking questions, presentation skills using varied modes etc.
  • Citizenship: : Learner will be able to explore opportunities for engagement as members of the school community and providing a service for the common good.
  • Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
  • Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources effectively and efficiently.
  • Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity. 

Suggested PCIs

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

The learners will be guided to consider the various PCIs provided in the various subjects in Grade 7 and choose one suitable to their context and reality

By the end of the CSL class activity, the learner should be able to:

  1. identify a problem in the school community through research,
  2. plan to solve the identified problem in the community,
  3. design solutions to the identified problem,
  4. implement solution to the identified problem,
  5. share the findings with relevant actors,
  6. reflect on own learning and relevance of the project,
  7. appreciate the need to belong to a community

The learner is guided to:

  • brainstorm on issues/pertinent and contemporary issues in their school that need attention
  • choose a PCI that needs immediate attention and explain why
  • discuss possible solutions to the identified issue
  • propose the most appropriate solution to the problem
  • discuss ways and tools they can use to collect information on a problem (questionnaires, interviews, observation)
  • develop tools for collecting the information/data
  • identify resources they need for the activity
  • collect the information/data using various means
  • develop various reporting documents on their findings
  • use the developed tools to report on their findings
  • implement project
  • collect feedback from peers and school community regarding the CSL activity
  • share the report on activity through various media to peers and school community
  • discuss the strengths and weaknesses of implemented project and lessons learnt
  • reflect on how the project enhanced own learning while at the same time facilitated service on an issue in the school community
  1. How does one determine community needs?
  2. Why is it necessary to be part of a community?
  3. What can one do to demonstrate a sense of belonging

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

The ability to identify and analyse a pertinent issue in society to be

addressed

Learner critically defines and elaborately discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed with minimal support.

Learner requires support to critically examine and select the appropriate issue.

The ability to plan to solve the identified problem

Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project.

The ability to design solutions to the identified problem and implement them

Learner constantly applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue with some support.

Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue.

Ability to share findings to relevant actors

Learner comprehensively and confidently shares findings of the issue addressed in the activity.

Learner confidently shares findings of the issue addressed in the activity.

Learner shares some of the findings of the issue addressed in the activity.

Learner briefly shares findings of the issue addressed in the activity, lacks necessary details.

The ability to reflect on own learning and relevance of the activity

Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear.

Learner struggles to outline the benefits of the CSL activity on the target community and own learning.

ANNEX 1: LIST OF STRANDS, SUGGESTED LEARNING RESOURCES, SUGGESTED ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES. 

Strand

Suggested learning resources

Suggested assessment methods

Non- formal activities

1.0 Listening and Speaking

  • Flashcards
  • Pictures
  • Images
  • Drawings
  • Audio and video recordings
  • Standardised tests
  • Internet
  • Course books
  • DVD players
  • Listening texts
  • TV
  • Charts
  • Projectors
  • Laptops
  • Radio
  • Magazines
  • Role play
  • Discussions
  • Observations
  • Projects
  • Learning logs
  • Quizzes
  • Portfolios
  • Multiple choices
  • Exit or Admit stamps
  • Total Physical Response
  • Peer assessment
  • Kenya Music Festival
  • Arabic language Clubs
  • Tandem (face-to-face or electronic) and intercultural learning
  • School Open Days
  • Exchange Programs
  • Language Days
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contests
2.0 Reading
  • Reading texts
  • Flashcards
  • Pictures
  • Images
  • Drawings
  • Poems
  • Course books
  • Magazines
  • Internet
  • Charts
  • Posters
  • Easy readers
  • Menus
  • Reading aloud
  • Discussions
  • Observations
  • Quizzes
  • Portfolio
  • Reading for fluency
  • Role play
  • Learning logs
  • Exit or Admit stamps
  • Peer assessment
  • Checklists
  • School Open Days
  • Kenya Music Festival
  • Arabic language Clubs
  • Exchange Programs
  • Tandem (face-to-face or electronic) and intercultural learning
  • Language Days
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contests

3.0 Writing

  • Audio and video recordings
  • Internet
  • Charts
  • Posters
  • Cross word puzzles
  • Pictures
  • Drawings
  • Magazines
  • Photographs
  • Newspapers
  • Flashcards
  • Illustrations
  • Journals
  • Recording devices
  • Menus
  • Brochures
  • Resource person
  • Total Physical Response
  • Writing texts
  • Forming sentences
  • Peer assessment
  • Writing menus
  • Observations
  • Designing brochures
  • Matching names to pictures
  • Filling in missing information
  • Writing simple plays
  • Matching of sentences
  • Exchange Programs
  • Tandem (face-to-face or electronic) and intercultural learning
  • Language Days
  • School Open Days
  • Kenya Music Festival
  • Arabic language Clubs
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contests

4.0 Language structures

  • Libraries
  • Projectors
  • Course books
  • Internet
  • Charts
  • Pictures
  • Drawings
  • Illustrations
  • Newspapers
  • Maps
  • Chalkboard
  • Observations
  • Writing texts
  • Construction of sentences
  • Designing games
  • Discussions
  • Role play
  • Checklists
  • Quizzes
  • Arabic language Clubs
  • Tandem (face-to-face or electronic) and intercultural learning
  • Language Days
  • School Open Days
  • Kenya Music Festival
  • Exchange Programs
  • Inter-House Competitions
  • Inter-Class Competitions
  • Inter-School Contest

PRE-TECHNICAL & PRE-CAREER STUDIES
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
2023

FOREWORD

Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re- alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many others.
The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will subsequently follow.
It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.


PROF. GEORGE A. O. MAGOHA, EGH CABINET SECRETARY,
MINISTRY OF EDUCATION

PREFACE

The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.

The Grade 7 curriculum designs for the respective learning areas will enable the development of 21st Century competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum Framework (KICD, 2017).

It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.

JULIUS O. JWAN, PhD, CBS PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION MINISTRY OF EDUCATION

ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.

The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.

KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.

I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.

My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.

PROF. CHARLES O. ONG’ONDO, PhD, MBS DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Table of Content

FOREWORD................................................................................................................................................. III
PREFACE...................................................................................................................................................... IV
ACKNOWLEDGEMENT.............................................................................................................................. V
TIME ALLOCATION................................................................................................................................ VIII
NATIONAL GOALS OF EDUCATION..................................................................................................... IX
LEARNING OUTCOMES FOR MIDDLE SCHOOL.............................................................................. XII
ESSENCE STATEMENT............................................................................................................................ XII
LEARNING OUTCOMES FOR PRE-TECHNICAL AND PRE-CAREER STUDIES......................... XIII
STRAND 1.0: SAFETY................................................................................................................................... 1
STRAND 2.0: MATERIALS........................................................................................................................... 7
STRAND 3.0: TOOLS................................................................................................................................... 15
STRAND 4.0: DRAWING............................................................................................................................ 21
STRAND 5.0: ENERGY RESOURCES....................................................................................................... 31
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY.................................... 37
APPENDIX: SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES................................................................................................................................ 41

TIME ALLOCATION

 

Subject

Number of Lessons Per Week (40 minutes per lesson)

1.

English

5

2.

Kiswahili/KSL

4

3.

Mathematics

5

4.

Integrated Science

4

5.

Health Education

2

6.

Pre-Technical and Pre-Career

5

7.

Social Studies

3

8.

Religious Education (CRE/IRE/HRE)

2

9.

Business Studies

3

10.

Agriculture

3

11.

Life Skills Education

1

12.

Physical Education and Sports

2

13.

Optional Subject

3

14.

Optional Subject

3

 

Total

45

NATIONAL GOALS OF EDUCATION

Education in Kenya should:

  1. Foster nationalism and patriotism and promote national unity.
    Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
  2. Promote the social, economic, technological and industrial needs for national development.
    Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
    1. Social Needs
      Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
    2. Economic Needs
      Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.
    3. Technological and Industrial Needs
      Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
  3. Promote individual development and self-fulfillment
    Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.
  4. Promote sound moral and religious values.
    Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
  5. Promote social equality and responsibility.
    Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.
  6. Promote respect for and development of Kenya’s rich and varied cultures.
    Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.
  7. Promote international consciousness and foster positive attitudes towards other nations.
    Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.
  8. Promote positive attitudes towards good health and environmental protection.
    Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment. 

LEARNING OUTCOMES FOR MIDDLE SCHOOL

By the end of Middle School, the learner should be able to:

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

ESSENCE STATEMENT

Pre-Technical and Pre-Career studies is a subject that prepares the learner for the Technical & Engineering and Career & Technology Studies (CTS) which are tracks in the Science, Technology, Engineering and Mathematics (STEM) pathway. It is anchored on the recommendations by Session Papers No 1 of 2005 and No 14 of 2012 which recommended the promotion of technical and vocational education with an emphasis on Science, Technology and Innovation (ST&I) in the school curriculum.

It builds on the competencies acquired in Science & Technology and other related learning areas at upper primary school. The subject equips the learner with foundational knowledge, skills, attitudes and values that are a prerequisite in order to specialise in subjects such as metalwork, woodwork, electricity, aviation technology, building construction, power mechanics, leatherwork, culinary arts, hairdressing & beauty therapy, marine & fisheries, manufacturing and media technology at senior school.

The Pre-Technical and Pre-Career studies subject equips the learner with exploration, imagination, creativity, innovation and hands-on skills through projects and practical activities. Learners also acquire hands-on skills as they are exposed to programs in industries that the school collaborates with. After completing junior secondary school, the learner may select either the Technical and Engineering or CTS track in the STEM pathway at senior school. In making this choice, the learner’s interests, abilities and personality will be considered.

LEARNING OUTCOMES FOR PRE-TECHNICAL AND PRE-CAREER STUDIES

By the end of junior secondary, the learner should be able to;

  1. Make informed and meaningful career choices in technical and career fields.
  2. Apply competencies acquired in workshop safety to prevent accidents and save lives.
  3. Use materials and safely dispose waste to promote education for sustainable development.
  4. Apply acquired drawing skills to communicate effectively.
  5. Apply the acquired competencies to select, use and maintain tools, equipment and materials to support community-based projects.
  6. Use available energy resources to solve problems in the community.

STRAND 1.0: SAFETY 

Strand

Sub- Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question

1.0 Safety

1.1

Personal safety 

(7 lessons)

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

  1. identify potential hazards relating to personal safety in day to day life
  2. demonstrate safety to self and others while performing tasks in the locality
  3. handle tools and equipment safely while performing tasks in the locality
  4. determine the general safety rules and regulations for a given task
  5. recognize various careers related to safety
  6. appreciate the role of safety in day to day life

Learners are guided to:

  • discuss the meaning of safety and relate potential hazards to personal safety in day to day life
  • role-play on how to observe safety while performing simple tasks in the locality
  • discuss the safety measures to observe when working with others while performing given tasks
  • handle tools and equipment safely while performing simple tasks
  • use digital devices to watch and discuss video clips on safety when handling tools and equipment
  • brainstorm and develop general safety rules and regulations for a given task
  • explore and identify various careers related to safety
  • design and perform a task as they practice safety measures related to the task
  1. Why is safety important?
  2. How do you ensure safety when performing a task?

Core Competencies to be developed:

  • Communication and Collaboration is achieved as learners discuss and carry out group activities.
  • Citizenship as learners observe each other’s safety when working in groups.
  • Imagination and creativity as learners role play on safety when working with others.

Pertinent and Contemporary Issues (PCIs):

  • Disaster risk reduction as learners perform tasks while observing safety
  • Environmental protection as learners take care of waste materials in the process of practicing safety of self, others, tools and equipment.

Values:

  • Social justice as learners observe safety of others while working together.
  • Respect as learners recognize the input of every member during discussions.
  • Unity as learners work together as a team.
  • Responsibility as learners take care of tools and equipment.

Links to other learning areas:

  • Health Education as learners safely handle and dispose waste materials in the community

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify potential hazards in relation to personal safety in day to day life

Correctly identifies potential hazards in relation to personal safety in day to day life

Identifies the potential hazards in relation to personal safety in day to day life

Identifies some potential hazards in relation to personal safety in day to day life

With guidance can identify potential hazards in relation to personal safety in day to day life

Ability to demonstrate safety while performing given tasks

Demonstrates safety while performing all given tasks

Demonstrate safety while performing most of the given tasks

Is not consistent in demonstrating safety while performing given tasks

Has difficulties in demonstrating safety while performing given tasks

Ability to observe safety while working

with others in the locality

Always observes safety while working with others in the locality

Observes safety while working with others in the locality

Sometimes observes safety while working with others in the locality

Rarely observes safety while working with others in the locality

Ability to handle tools safely while performing tasks in the locality

Correctly handles tools safely while performing tasks in the locality

Most of the time handles tools safely while performing tasks in the locality

Sometimes handles tools safely while performing tasks in the locality

Requires support in handling tools safely

while performing tasks in the locality

Ability to determine the general safety rules and regulations for a given task

Determines all the general safety rules and regulations for a given task

Determines most of the general safety rules and regulations for a given task

Can determine some general safety rules and regulations for a given task

Has difficulties in determining the general safety rules

and regulations for a given task

Ability to recognize various careers related to safety.

Recognizes all various careers related to safety

Recognizes most various careers related to safety

With support, can recognize various careers related to safety

Hardly recognizes various careers related to safety

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question

1.0 Safety

1.2 Injuries 

(5 lessons)

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

  1. identify types of injuries that may occur in the locality
  2. identify causes of injuries that may occur in the locality
  3. relate the type of injury and the corresponding first aid requirements.
  4. apply safety measures to minimize injuries in the locality
  5. recognize the careers related to first aid and management of injuries.
  6. appreciate the importance of observing safety to reduce injuries in the day today activities.

Learners are guided to:

  • watch video clips on the types of injuries that occur in the locality
  • discuss and identify the causes of injuries at home, school and locality (cuts, burns, scalds, and minor fractures)
  • discuss ways of preventing cuts, burns, scalds and minor fractures
  • visit health facilities to observe the careers related to the management of injuries
  • role-play first aid procedures on management of cuts, burns, scalds, and minor fractures
  • discuss ways in which they can redue injuries while in school, at home or in the community
  1. What causes injuries?
  2. How can we minimise injuries at the work place?

Core Competencies to be developed:

  • Critical thinking and problem solving as learners discuss ways of preventing cuts, burns, scalds and minor fractures
  • Self-efficacy as learners express themselves during role playing on first aid
  • Digital literacy as learners use digital devices to search and watch video clips on safety practices while performing gven tasks.

Pertinent and Contemporary Issues (PCIs):

  • Mental health as learners engage in safe practices to avoid injuries in the locality

Values:

  • Unity as learners embrace teamwork in groups.
  • Respect as learners recognize the input of every member in the group.
  • Integrity as learners collect, use, care for, and safely store items and equipment.

Links to other learning areas:

  • Integrated science as learners discuss how to perform first aid on cuts and bruises.
  • Computer science (ICT applications) as learners watch videos on the types of injuries and first aid.
  • Life skills as learners help one another when handling cases on cuts and bruises.

 Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify types of injuries that may occur at the locality

Identifies all types of injuries that may occur at the locality

Identifies most types of injuries that may occur at the locality

Attempts to identify types of injuries that may occur at the locality

Requires support to identify types of injuries that may occur at the locality

Ability to identify causes of injuries that may occur at the

locality

Identifies all causes of injuries that may occur at the locality

Identifies most causes of injuries that may occur at the locality

Attempts to identify causes of injuries that may occur at the locality

Requires support to identify causes of injuries that may occur at the locality

Ability to identify the types of injury and the corresponding first aid requirements.

Accurately relates all the types of injury and the corresponding first aid requirements

Relates most types of injury and the corresponding first aid requirements

Relates some types of injury and the corresponding first aid requirements

Requires guidance to relate the types of injury and the corresponding first aid requirements

Ability to apply safety measures to minimize injuries in the locality

Accurately applies safety measures to minimize injuries in the locality

Applies safety measures to minimize most injuries in the locality

Sometimes applies safety measures to minimize injuries in the locality

Requires support to apply safety measures to minimize injuries in the locality

Ability to recognize the careers related to first aid and management of injuries

Recognizes all the careers related to first aid and management of injuries

Recognizes most of the careers related to first aid and management of injuries

Recognizes some of the careers related to first aid and management of injuries

Has difficulties in recognizing the careers related to first aid and management of injuries

STRAND 2.0: MATERIALS 

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

2.0 Materials

2.1

Common materials  

(9 lessons)

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

  1. identify the common materials found in the locality
  2. categorize the common materials in the locality into metals and non-metals
  3. distinguish metallic and non- metallic materials in the locality
  4. describe the physical properties of common materials found in the locality
  5. recognize careers related to materials in the locality
  6. embrace the importance of different materials found in the locality

Learners are guided to:

  • walk around the locality to identify, collect and record common materials
  • use a chart to list the common materials in the locality
  • collect, sort and distinguish metallic and non-metallic materials.
  • investigate and discuss the physical properties of materials: (color, texture, hardness, shape, fire resistance)
  • watch videos for categorization and identification of physical properties of materials
  • tour the locality to identify the various careers related to the use of common materials.
  1. Why are materials important?

Core competencies to be developed;

  • Digital literacy when learners watch video clips to identify the uses of various metals.
  • Communication and Collaboration as learners work in groups.
  • Critical thinking and problem solving as learners distinguish metals and non-metallic materials.

Pertinent and Contemporary Issues (PCI’s):

  • Self-awareness as learners interact with the environment
  • Disaster risk reduction as learners appreciate characteristics of materials and classify them into safe and unsafe materials

Values:

  • Unity as learners work in groups
  • Responsibility as learners work with different materials
  • Respect as learners acknowledge each other’s contributions during group discussions

Links to other learning areas:

  • Integrated Science as leaners investigate the physical properties of materials

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify the common materials found in the locality

Identifies all the common materials found in the locality

Identifies most of the common materials found in the locality

Identifies some of the common materials found in the locality

Requires support to identify the common materials found in the locality

Ability to categorize the common materials in the locality

Categorizes all the common materials in the locality

Categorizes most of the common materials in the locality

Categorizes some of the common materials in the locality

Needs support to categorize the common materials in the locality

Ability to distinguish metallic and non- metallic materials

Distinguishes all metallic and non- metallic materials

Distinguishes most of the metallic and non- metallic materials

Distinguish some of the metallic and non-metallic materials

Has difficulties in distinguishing metallic and non-metallic materials

Ability to describe the physical properties of the common materials found in the locality.

Describes all the physical properties of the common materials found in the locality.

Describes most of the physical properties of the common materials found in the locality.

Describes some of the physical properties of the common materials found in the locality.

Requires support to describe the physical properties of the common materials found in the locality.

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

2.0 Materials

2.2

Metals  

(10 lessons)

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

  1. identify different types of metals in the locality
  2. describe physical properties of ferrous and non-ferrous metals in the locality
  3. identify the uses of metals in the locality.
  4. recognize careers related to use of metals
  5. appreciate the importance of metals in the locality

Learners are guided to:

  • develop a checklist for identifying different types of metals
  • sort metals (as either ferrous or non- ferrous, magnetic or non-magnetic, conductors of heat and electricity)
  • watch video clips on the various types of metals
  • discuss the various uses o metals in the locality
  • discuss careers related to metals under the guidance of a resource person(s).
  1. What are metals?
  2. Why are metals important?

Core competencies to be developed:

  • Digital literacy when learners watch video clips to identify the uses of various metals.
  • Communication and Collaboration as learners work in groups.
  • Critical thinking and problem solving as learners distinguish ferrous and non-ferrous metals.

Pertinent and Contemporary Issues (PCI’s):

  • Self-awareness as learners interact with the resource person(s)
  • Disaster risk reduction as learners study the characteristics of metals and classify them into useful and non-useful metals

Values:

  • Unity as learners work in groups
  • Respect as learners acknowledge each other’s contribution during group discussions

Links to other learning areas:

  • Integrated Science as learners group metals as either magnetic or non-magnetic
  • Computer science as learners use digital media to watch video clips on types of metals

 Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to identify different types of metals found in the locality

Identifies all different types of metals found in the locality

Identifies most of the different types of metals found in the locality

Identifies some of the different types of metals found in the locality

Has difficulties in identifying different types of metals found in the locality

Ability to identify physical properties of ferrous and non-ferrous metals commonly found in the locality

Describes all the physical properties of ferrous and non-ferrous metals commonly found in the locality

Describes most of the physical properties of ferrous and non-ferrous metals commonly found in the locality

Describes some of the physical properties of ferrous and non-ferrous metals commonly found

in the locality

Requires support to describe the physical properties of ferrous and non-ferrous metals commonly found

in the locality

Ability to identify the uses of metals found in the locality.

Identifies all the uses of metals found in the locality.

Identifies most of the uses of metals found in the locality.

Identifies some of the uses of metals found in the locality.

Has difficulties in identifying the uses of metals found in the locality.

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

2.0 Materials

2.3

Non-metallic materials  

(10 lessons)

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

  1. distinguish between synthetic and natural non-metallic materials
  2. categorize the non-metallic materials as either synthetic or natural non-metallic materials
  3. describe physical properties of non-metallic materials in the locality
  4. identify the uses of non-metallic materials in the locality
  5. recognize careers related to the processing and use of non-metallic materials

Learners are guided to:

  • research and develop a checklist for classifying non-metallic materials
  • sort non-metallic materials (as either synthetic or natural)
  • watch video clips on the various non-metallic materials
  • discuss the various uses of non-metallic materials in the locality
  • discuss careers related to non-metallic materials under the guidance of resource person(s).
  1. What are non- metallic materials?
  2. Why are non- metallic materials important?

Project activity1  

(12 lessons)

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

  1. identify a problem in their community which requires a solution using skills in the technical fields
  2. describe how the problem affects the community
  3. identify skills needed to solve the problems in the community.

Learners are guided to:

  • point out and discuss the existing problems in their community that require a solution using skills in the technical fields.
  • use digital devices, life testimonies and moral stories to point out problems in their community that require solutions using skills in the technical skills.
  • suggest the technical skills that may be used to solve the identified problem.
  1. What are the problems in your society that can be solved using skills in technical areas?

Core competencies to be developed:

  • Digital literacy as learners watch video clips to identify the properties of various non-metallic materials
  • Communication and collaboration as learners work in groups
  • Critical thinking and problem solving as learners distinguish different non-metallic materials

Pertinent and Contemporary Issues (PCI’s):

  • Self-awareness as leaners interact with resource persons(s)
  • Disaster risk reduction as learners study the characteristics of non-metallic materials and classify them into useful and non- useful materials

Values:

  • Unity as learners work in groups
  • Respect as learners acknowledge each other’s contribution during group discussions

Links to other learning areas;

  • Science and technology as learners group non-metallic materials as either natural and synthetic
  • Computer science as learners use digital media to watch video clips on the physical properties of non-metallic materials

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Ability to distinguish between synthetic and natural non-metallic materials

Accurately distinguishes between synthetic and natural non-metallic materials

Correctly distinguishes between synthetic and natural non-metallic materials

Attempts to distinguish between synthetic and natural non-metallic materials

Has difficulties in distinguishing between synthetic and natural non-metallic materials

Ability to categorize the non-metallic materials as either synthetic or natural non-metallic materials

Categorizes all the non-metallic materials as either synthetic or natural non-metallic materials

Categorizes most of the non-metallic materials as either synthetic or natural non-metallic materials

Categorize some of the non-metallic materials as either synthetic or natural non-metallic materials 

Needs support to categorize the non-metallic materials as either synthetic or natural non-metallic materials

Ability to describe physical properties of non-metallic materials in the locality

Describes all the physical properties of non-metallic materials in the locality

Describes most of the physical properties of non-metallic materials in the locality

Describes some of the physical properties of non-metallic materials in the locality

Has difficulties in describing physical properties of non-metallic materials in the locality

Ability to identify the uses of non-metallic materials in the locality.

Identifies all the uses of non-metallic materials in the locality.

Identifies most of the uses of non-metallic materials in the locality.

Identifies some of the uses of non-metallic materials in the locality.

Needs support to identify the uses of non-metallic materials in the locality.

STRAND 3.0: TOOLS

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question

3.0

Tools

3.1

Household hand tools  

(9 lessons)

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

  1. identify household hand tools in the locality
  2. categorize household hand tools according to their uses
  3. use household hand tools to perform given tasks correctly
  4. care and maintain household hand tools appropriately after use
  5. recognize the careers related to household hand tools
  6. appreciate the role of household tools in the community.

Learners are guided to:

  • use realia and visual aids to identify house hold hand tools used in the locality
  • watch video clips, and observe charts on house hold hand tools
  • draw and categorize household tools according to use
  • role-play safe use and storage of household hand tools
  • discuss the proper care, maintenance and safe storage of household hand tools
  • discuss careers related to household hand tools
  • collaborate with the teachers, parents and guardians to perform simple tasks using household hand tools
  1. What are household hand tools?
  2. Why are household tools important?

Core competencies to be developed:

  • Communication and collaboration as learners discuss the use of household hand in the locality
  • Critical thinking and problem solving as learners choose the tools to solve a problem in the community.
  • Citizenship as learners display and discuss the items made to solve a problem in the community.
  • Digital literacy as learners use digital devices to categorize tools.

Pertinent and Contemporary Issues (PCI’s):

  • Environmental protection as learners use household tools to perform tasks correctly and also take care of and maintain them

Values:

  • Responsibility as learners take care of tools in the locality
  • Love as learners share items as they practice use of tools
  • Respect as learners recognize the contribution of every member during group discussions.
  • Integrity as learners care for hand tools in the locality

Links to other learning areas:

  • Computer science -ICT applications as learners download and watch video clips on the uses of household hand tools
  • Home science as learners clean and store household hand tools

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify household hand tools in the locality

Identifies all the household hand tools in the locality

Identifies most of the household hand tools in the locality

Identifies some of the household hand tools in the locality

Needs support to identify household hand tools in the locality

Ability to categorize household hand tools according to the uses

Categorizes all the household hand tools according to the uses

Categorizes most of the household hand tools according to the uses

Categorizes some of the household hand tools according to the uses

Has difficulties in categorizing household hand tools according to the uses

Ability to use household hand tools to perform given tasks correctly

Uses household hand tools to perform all given tasks correctly

Uses household hand tools to perform most of the given tasks correctly

Uses household hand tools to perform some of the given tasks correctly

Requires support to use household hand tools to perform given tasks correctly

Ability to take care of and maintain household hand tools appropriately after use

Cares and maintains all the household hand tools after use

Cares of and maintains most of the household hand tools appropriately

after use

Cares for and maintains some of the household hand tools appropriately after use

Has difficulties in caring for and maintaining the household hand tools after use

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question

3.0

Tools

3.2

Farming hand tools 

(10 lessons)

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

  1. identify farming hand tools in the locality
  2. categorize farming hand tools according to their uses
  3. use farming hand tools safely to perform given tasks
  4. care and maintain farming hand tools appropriately after use
  5. recognize the careers related to farming hand tools
  6. appreciate the importance of farming tools in the community

Learners are guided to:

  • use realia and visual aids to identify farming hand tools used in the locality
  • download and watch video clips and observe charts on farming hand tools
  • draw and categorize farming hand tools according to use
  • practise safe use of farming hand tools
  • discuss on the proper care, maintenance and safe storage of farming hand tools
  • observe and relate farming hand tools to careers
  • collaborate with teachers, parents and guardians to perform simple tasks using farming hand tools
  1. Why are farming hand tools important?

Project activity 2

(12 lessons)

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

  1. suggest an item that may solve the problem identified in project activity 1
  2. design the item that may solve the problem identified in project activity 1.
  3. Prepare an cost estimate for designed item

Learners are guided to:

  • use visual aids to design items that may solve the problems identified in project activity 1.
  1. What items are suitable for solving the problems in your community?

Core competencies to be developed

  • Communication and collaboration as learners discuss the use of farming tools in the locality
  • Critical thinking and problem solving as learners choose the farming tools to solve a problem in the community.
  • Digital literacy as learners use digital devices to categorize tools.
  • Citizenship as learners display and discuss the items made to solve a problem in the community.
  • Learning to learn as learners search and download video clips on farming hand tools

Pertinent and Contemporary Issues (PCI’s):

  • Environmental protection as learners use farming tools to perform good farming practices

Values:

  • Responsibility as learners take care of tools in the locality
  • Love as learners share items as they practice use of tools
  • Respect as learners recognize the contribution of every member during group discussions.

Links to other learning areas

  • Agriculture – as learners practice the care and maintenance of farming tools
  • Computer science -ICT applications as learners watch video clips on categorizing of farming hand tools

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify farming hand tools in the locality

Identifies all the farming hand tools in the locality

Identifies most of the farming hand tools in the locality

Identifies some of the farming hand tools in the locality

Needs guidance to identify farming hand tools in the locality

Ability to categorize farming hand tools according to the uses

Categorizes all farming hand tools according to the uses

Categorizes most of the farming hand tools according to the uses

Categorizes some of the farming hand tools according to the uses

Needs support to categorize farming hand tools according to the uses

Ability to use farming hand tools safely to perform given tasks

Uses all farming hand tools safely to perform given tasks

Uses most of the farming hand tools safely to perform given tasks

Uses some of the farming hand tools safely to perform given tasks

Has difficulties in using farming hand tools safely to perform given tasks

Ability to take care and maintain farming hand tools appropriately after use

Cares for and maintains all farming hand tools very well after use

Cares for and maintains most of the farming hand tools appropriately after use

Cares for and maintains some of the farming hand tools appropriately after use

Needs support to care for and maintain farming hand tools with difficulties after use

STRAND 4.0: DRAWING 

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

4.0

Drawing

4.1

Types of drawings  

(5 lessons)

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

  1. identify different types of drawings used in the technical fields
  2. distinguish between artistic and technical drawings
  3. describe the use of artistic and technical drawings in different fields
  4. recognize the application of drawings in various careers
  5. appreciate the importance of drawing in day to day life

Learners are guided to:

  • research and identify different types of drawings used in the technical fields
  • use digital images and charts, to distinguish between artistic or technical drawings
  • use downloaded video clips, to discuss the use of artistic and technical drawings
  • discuss careers related to use of drawings under the guidance of a resource person(s).
  • identify objects at home, school or in the community where drawing has been used to make them.
  1. How are drawings used in various careers?
  2. Why are drawings important in our day to day lives?

Core competencies to be developed:

  • Communication and collaboration as learners discuss careers related to the use of drawings
  • Citizenship as learners recognize the role of drawing in national economic development.
  • Digital literacy as the learners use video clips to describe the artistic and technical drawing
  • Critical thinking and problem solving as they relate the application of drawings to the built environment.

Pertinent and Contemporary Issues (PCI’s):

  • Decision making as learners effectively use drawing instruments.
  • Mental health as learners work in groups

Values:

  • Respect as learners recognize the contribution of every member in group discussions

Links to other learning areas:

  • Visual arts – as learners identify various drawings
  • Computer science – as learners watch video clips to describe the use of artistic and technical drawing

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify various types of drawings

Identifies all various types of drawings

Identifies most of the various types of drawings

Identifies most of the various types of drawings

Requires support to identify various types of drawings

Ability to distinguish between artistic and technical drawings

Accurately distinguishes between artistic and technical drawings

Correctly distinguishes between artistic and technical drawings

Attempts to distinguish between artistic and technical drawings

Has difficulties in distinguishing between artistic and technical drawings

Ability to describe the uses of artistic and technical drawing as used in various fields.

Describes all the uses of artistic and technical drawing as used in various fields

Describes most of the uses of artistic and technical drawing as used in various fields

Describes some of the uses of artistic and technical drawing as used in various fields

Has difficulties in describing the uses of artistic and technical drawing as used in various fields

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

4.0 Drawing

4.2 Drawing instruments and equipment  

(5 lessons)

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

  1. identify drawing instruments and equipment in technical drawing
  2. describe the use of drawing instruments and equipment in technical drawing
  3. draw lines and shapes using drawing instruments and equipment
  4. demonstrate proper care and maintenance of drawing instruments and equipment
  5. appreciate the use of drawing instruments and equipment in various careers

Learners are guided to:

  • identify, draw and name the various drawing instruments and equipment
  • use realia and video clips, to discuss the use of various drawing instruments and equipment
  • use drawing instruments, to draw given lines and shapes.
  • learn how to care for and maintain drawing instruments and equipment
  • watch video clips on the use of drawing instruments and equipment in various careers
  1. How are drawing instruments and equipment used?
  2. Why is it important to care for and maintain drawing instruments and equipment?

Core competencies to be developed:

  • Communication and collaboration: as learners work in groups
  • Learning to learn as learners use and maintain technical drawing instruments
  • Digital literacy as the learners watch video clips

Pertinent and Contemporary Issues (PCI’s):

  • Decision making as learners effectively use drawings
  • Mental health as learners work in groups and as individuals

Values:

  • Responsibility as learners take care of drawing instruments
  • Integrity as learners take care of the drawing instruments
  • Respect as learners recognize the contribution of every member in group discussions
  • Patriotism as learners recognize the use of lines and shapes as used in the national flag and traffic signs

Links to other learning areas:

  • Visual arts as learners draw shapes
  • Agriculture as learners draw farm tools and equipment
  • Mathematics as learners perform geometrical constructions
  • Computer science as learners watch video clips to discuss construction of shapes

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify instruments and equipment

Identifies all drawing instruments and equipment

Identifies most of the drawing instruments and equipment

Identifies some of the instruments and equipment

Needs support to identify drawing instruments and equipment

Ability to describe the uses of drawing instruments and equipment

Describes all the uses of drawing instruments and equipment

Describes most of the uses of drawing instruments and equipment

Describes some of the uses of drawing instruments and equipment

Has difficulties in describing the use of drawing instruments and equipment

Ability to draw lines and shapes using drawing instruments and equipment

Draws all lines and shapes using drawing instruments and equipment

Draws most of the lines and shapes using drawing instruments and equipment

Draws some of the lines and shapes using drawing instruments and equipment

Needs support to draw lines and shapes using drawing instruments and equipment

Ability to care for and maintain drawing instruments and equipment

Cares for and maintains all drawing instruments and equipment

Cares for and maintains most of the drawing instruments and equipment

Cares for and maintains some of the drawing instruments and equipment

Has difficulties in caring for and maintaining drawing instruments and equipment

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

4.0

Drawing

4.3

Free hand sketching  

(10 lessons)

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

  1. sketch lines using free hand
  2. sketch two dimensional shapes using free hand
  3. sketch still life objects in perspective drawing
  4. recognize the use of free hand sketches in expression of artistic ideas in different career fields.
  5. appreciate the importance of free hand sketching in day to day life

Learners are guided to:

  • use pencils and drawing papers to sketch lines
  • use pencils and drawing papers to sketch two-dimensional shapes
  • use realia, to sketch still life objects
  • use digital media, to observe how free hand sketches express artistic ideas in different career fields
  • take photos of the sketches and drawings for the development of portfolios
  1. Why is free hand sketching important?

Core competencies to be developed:

  • Communication and collaboration as learners discuss in groups
  • Learning to learn as learners use free hand sketches to communicate
  • Digital literacy as the learners take photographs using digital devices
  • Critical thinking and problem solving as learners discuss and make free hand sketches

Pertinent and Contemporary Issues (PCI’s):

  • Decision making as learners effectively use drawing instruments
  • Mental health as learners work in groups and as individuals

Values:

  • Responsibility as learners take care of drawing instruments
  • Respect as learners recognize the contribution of every member in group discussions
  • Patriotism as learners recognize the use of lines and shapes as used in the national flag and traffic signs

Links to other learning areas:

  • Visual arts as learners draw objects using free hand sketches

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to sketch lines using free hand

Sketches all the lines using free hand

Sketch most of the lines using free hand

Sketch some of the lines using free hand

Needs support to sketch lines using free hand

Ability to sketch two dimensional shapes using free hand

Sketches all two-dimensional shapes using free hand

Sketches most of the two-dimensional shapes using free hand

Sketches some of the two-dimensional shapes using free hand

Has difficulties in sketching two dimensional shapes using free hand

Ability to sketch still life objects in perspective drawing

Sketches all still life objects in perspective drawing

Sketches most of the still life objects in perspective drawing

Sketches some of the still life objects in perspective drawing

Requires support to sketch still life objects in perspective drawing

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

4.0

Drawing

4.4

Geometrical construction  

(10 lessons)

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

  1. construct different angles in plane geometry
  2. construct different types of quadrilaterals in plane geometry
  3. construct different types of circles in plane geometry
  4. construct combined shapes in plane geometry
  5. identify different career fields where the knowledge of geometrical construction could be applied in the locality
  6. appreciate the importance of geometrical construction in everyday life.

Learners are guided to:

  • use video clips and visual aids to discuss how to construct different geometrical shapes
  • practice construction of different angles and triangles in plane geometry
  • practice construction of quadrilaterals in plane geometry
  • practice construction of circles in plane geometry
  • practice construction of combined shapes
  • apply geometry in different career fields
  • construct objects found at school, at home and in the community using geometric construction
  1. How are geometric construction drawings done?
  2. Where can geometrical construction be applied?

 

Project activity 3 (13 Lessons)

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

  1. suggest the materials for making the item designed in project activity 2
  2. gather the materials for making the item designed in project activity 2
  3. store the prepared materials for making the item designed in project activity 2

Learners are guided to:

  • use visual aids to observe and pick out the materials used to make the item designed in project activity 2.
  • find and collect the materials chosen.
  • keep the collected materials safely
  1. Which materials are suitable for making items to solve the problems in your community?

Core competencies to be developed:

  • Communication and collaboration: as learners discuss in groups
  • Digital literacy as learners use video clips
  • Critical thinking and problem solving as learners relate the application of plane geometry to different careers

Pertinent and Contemporary Issues (PCI’s):

  • Decision making as learners effectively use drawing instruments
  • Mental health as learners work as groups and as individuals

Values:

  • Responsibility as learners take care of drawing instruments
  • Respect as learners recognize the contribution of every member in group discussions
  • Patriotism as learners recognize the use of lines and shapes as used in the national flag and traffic signs

Links to other learning areas:

  • Visual Arts as learners draw plane figures
  • Agriculture as learners draw farm tools and equipment
  • Mathematics as learners perform geometrical construction

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to construct angles in plane geometry

Constructs all angles in plane geometry

Constructs most of the angles in plane geometry

Constructs some of the angles in plane geometry

Requires support to construct angles in plane geometry

Ability to construct triangles and quadrilaterals in plane geometry

Constructs all triangles and quadrilaterals in plane geometry

Constructs most of the triangles and quadrilaterals in plane geometry

Constructs some of the triangles and quadrilaterals in plane geometry

Needs support to construct triangles and quadrilaterals in plane geometry

Ability to construct circles in plane geometry

Constructs circles in plane geometry accurately

Constructs circles in plane geometry

Attempts to construct circles in plane geometry

Needs guidance to construct circles in plane geometry

Ability to construct combined shapes in plane geometry

Constructs all combined shapes in plane geometry

Constructs most combined shapes in plane geometry

Construct some combined shapes in plane geometry

Requires support to construct combined shapes in plane geometry

Ability to identify different career fields where the knowledge of geometrical construction could be applied

Identifies all different career fields where the knowledge of geometrical construction could be applied

Identifies most of the different career fields where the knowledge of geometrical construction could be applied

Identifies some of the different career fields where the knowledge of geometrical construction could be applied

Has difficulties identifying different career fields where the knowledge of geometrical construction could be applied

STRAND 5.0: ENERGY RESOURCES 

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

5.0

Energy Resources

5.1

Sources of energy  

(5 lessons)

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

  1. identify the sources of energy within the locality
  2. classify the sources of energy in the locality as either renewable or non-renewable
  3. discuss the advantages and disadvantages of different sources of energy in the locality
  4. identify different careers which are related to energy in the locality
  5. appreciate the importance of energy in our lives

Learners are guided to:

  • discuss the concept of energy
  • identify the different sources of energy within the locality
  • use digital media, to explore other sources of energy
  • use flash cards to group various sources of energies as renewable and non-renewable
  • discuss the advantages and disadvantages of the different sources of energy
  • use digital devices to research on the skills required for particular energy related careers
  • tour the locality to observe and record the various careers related to energy
  • discuss how important energy is to our everyday life
  1. What is energy?
  2. Where does energy come from?
  3. Why is energy important to our daily lives?

Core competencies to be developed:

  • Communication and collaboration as learners identify the sources of energy in the locality
  • Critical thinking and problem solving as learners discuss about the concept of energy
  • Creativity and imagination as learners think about the advantages and disadvantages of different sources of energy
  • Digital literacy as learners discuss on the skills required for particular energy related careers
  • Self-efficacy as learners express themselves during group discussions
  • Learning to learn as they research on energy

Pertinent and Contemporary Issues (PCIs):

  • Environmental awareness as learners identify the different sources of energy in the locality
  • Disaster risk reduction as learners identify the safe sources of energy for their own safety, safety of others and safety of the environment

Values:

  • Responsibility as learners listen to each other and as they discuss sources of energy in the locality
  • Patriotism as learners take care of the environment by appreciating the sources of energy within the environment.
  • Unity as learners carry out learning activities together.
  • Respect as learners recognize each other’s contribution during group activities.

Links to other learning areas:

  • Computer science (ICT application) as learners search for information in the internet and watch video clips.
  • Integrated science as learners discuss the different sources of energy.
  • Life skills as learners tour the locality to observe and record various careers related to energy

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify the sources of energy within the locality

Identifies all the sources of energy within the locality

Identifies most of the sources of energy within the locality

Identifies some of the sources of energy within the locality

Needs support to identify the sources of energy within the locality

Ability to classify the sources of energy as renewable or non-renewable

Classifies all the sources of energy as renewable or non-renewable

Classifies most of the sources of energy as renewable or non -renewable

Classifies some of the sources of energy as renewable or non-renewable

Requires guidance to classify the sources of energy as renewable or non-renewable

Ability to discuss the advantages and disadvantages of different sources of energy

Discusses all the advantages and disadvantages of different sources of energy

Discusses most of the advantages and disadvantages of different sources of energy

Discusses some of the advantages and disadvantages of different sources of energy

Needs support to discuss the advantages and disadvantages of different sources of energy

Ability to identify different energy related careers

Identifies all different energy related careers

Identifies most of the different energy related careers

Identifies some of the different energy related careers

Requires support to identify different energy related careers

Strand

Sub-Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

5.0

Energy Resources

5.2

Uses of energy  

(5 lessons)

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

  1. identify the different forms of energy in the locality
  2. classify the different forms of energy into either kinetic or potential energy
  3. identify the uses of different forms of energy in the locality
  4. recognize the different types of careers which require the use of energy within the locality
  5. appreciate the role of energy in the day to day life

Learners are guided to:

  • use digital media to identify the different forms of energy
  • use a chart to classify the different forms of energy as either kinetic or potential
  • discuss the uses of energy within the locality
  • use digital devices to explore different uses of energy.
  • walk around the locality to observe and record the different energy uses.
  • visit the locality to observe and record the various careers related to uses of energy within the locality.
  1. How does energy affect our daily lives?
  2. What ways can energy be useful to our lives?

 

Project activity 4 

(13 lessons)

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

  1. identify the safety precautions to observe when working with tools to make the item designed in project activity 2.
  2. use appropriate tools to prepare the materials collected in project activity 3.
  3. use appropriate tools to make the item designed in project activity 2.
  4. display the item made for others to see and appreciate.

Learners are guided to:

  • discuss the safety precautions to observe when working with tools to make the item designed in project activity 2
  • select and use appropriate tools to prepare the materials collected in project activity 3.
  • select and use appropriate tools to make the item designed in project activity 2.
  • display the item made for others to see and appreciate.

 

Core competencies to be developed:

  • Communication and collaboration as learners discuss in groups
  • Critical thinking and problem solving as learners think of how to solve problems in the community using energy.
  • Creativity and imagination as learners think about the various uses on energy within the localities.
  • Digital literacy as learners watch video clips and search for information online
  • Self-efficacy as learners express themselves during group discussions
  • Citizenship as learners think of how to solve problems in the community.

Pertinent and Contemporary Issues (PCIs):

  • Self-awareness as learners discuss the use of energies within the locality

Values:

  • Responsibility as learners listen to each other as they discuss the catalogues on the types of energies.
  • Patriotism as learners take care of the environment by suggesting use of energy within the environments.
  • Unity as learners carry out learning activities together.
  • Respect as learners recognize each other’s contribution during group activities.

Links to other Learning areas:

  • Computer science ICT application as learners search for information in the internet and watch video clips.
  • Integrated science as learners discuss the different forms of energies.
  • Life skills as learners discuss practical uses of energy within the localities

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify the different forms of energy in the environment

Identifies all the different forms of energy in the environment

Identifies most of the different forms of energy in the environment

Identifies some of the different forms of energy in the environment

Needs guidance to identify the different forms of energy in the environment

Ability to classify the different forms of energy as either kinetic or potential

Classifies all the different forms of energy as either kinetic or potential

Classifies most of the different forms of energy as either kinetic or potential

Classifies some of the different forms of energy as either kinetic or potential

Has difficulties in classifying the different forms of energy as either kinetic or potential

Ability to identify the uses of different forms of energy in the locality

Identifies all the uses of different forms of energy in the locality

Identifies most of the uses of different forms of energy in the locality

Identifies some of the uses of different forms of energy in the locality

Requires support to identify the uses of different forms of energy in the locality

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY

Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).

All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.

CSL Skills to be covered:

  • Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in collecting the data, manner in which they will analyse information and present their findings.
  • Communication: Learners will develop effective communication skills for as they engage with peers and school community members. These will include listening actively, asking questions, presentation skills using varied modes etc.
  • Citizenship: Learner will be able to explore opportunities for engagement as members of the school community and providing a service for the common good.
  • Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
  • Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources effectively and efficiently.
  • Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity. 

Suggested PCIs

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

The learners will be guided to consider the various PCIs provided in the various subjects in Grade 7 and choose one suitable to their context and reality

By the end of the CSL class activity, the learner should be able to:

  • identify a problem in the school community through research,
  • plan to solve the identified problem in the community,
  • design solutions to the identified problem,
  • implement solution to the identified problem,
  • share the findings with relevant actors,
  • reflect on own learning and relevance of the project,
  • appreciate the need to belong to a community

The learner is guided to:

  1. brainstorm on issues/pertinent and contemporary issues in their school that need attention
  2. choose a PCI that needs immediate attention and explain why
  3. discuss possible solutions to the identified issue
  4. propose the most appropriate solution to the problem
  5. discuss ways and tools they can use to collect information on a problem (questionnaires, interviews, observation)
  6. develop tools for collecting the information/data
  7. identify resources they need for the activity
  8. collect the information/data using various means
  9. develop various reporting documents on their findings
  10. use the developed tools to report on their findings implement project
  11. collect feedback from peers and school community regarding the CSL activity
  12. share the report on activity through various media to peers and school community
  13. discuss the strengths and weaknesses of implemented project and lessons learnt
  14. reflect on how the project enhanced own learning while at the same time facilitated service on an issue in the school community
  1. How does one determine community needs?
  2. Why is it necessary to be part of a community?
  3. What can one do to demonstrate a sense of belonging

Assessment Rubric

Indicator

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

The ability to identify and analyse a pertinent issue in society to be addressed

Learner critically defines and elaborately discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed.

Learner defines and discusses a pertinent issue to be addressed with minimal support.

Learner requires support to critically examine and select the appropriate issue.

The ability to plan to solve the identified problem

Learner correctly and systematically establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner correctly establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner sometimes establishes resources needed, develops plans, assigns responsibilities, and generates data on the CSL project.

Learner has difficulty establishing resources needed, developing plans, assigning responsibilities and generating data on the CSL project.

The ability to design solutions to the identified problem and implement them

Learner constantly applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue.

Learner applies the knowledge and skills gained in subjects to address the identified issue with some support.

Learner requires a lot of probing to apply the knowledge and skills gained in subjects to address the identified issue.

Ability to share findings to relevant actors

Learner comprehensively and confidently shares findings of the issue addressed in the activity.

Learner confidently shares findings of the issue addressed in the activity.

Learner shares some of the findings of the issue addressed in the activity.

Learner briefly shares findings of the issue addressed in the activity, lacks necessary details.

The ability to reflect on own learning and relevance of the activity

Learner distinctively and clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner clearly outlines the benefits of the CSL activity on the target community and own learning.

Learner outlines the benefits of the CSL activity on the target community and own learning, a few unclear.

Learner struggles to outline the benefits of the CSL activity on the target community and own learning.

APPENDIX: SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES 

NO

STRAND

SUB STRAND

SUGGESTED RESOURCES

SUGGESTED ASSESSMENT METHODS

SUGGESTED NON- FORMAL ACTIVITIES

1.

SAFETY

Personal Safety

  • Workshop
  • Hand tools such as; chisels, hammers, screw drivers, jack planes, mallets, chisels, knives, needles, among others
  • Workshop attires such as; overcoats, aprons, shoes, googles among others
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Workshop rules and regulations
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners visit a nearby workshop in the locality to observe how workers practice safety as they perform tasks
  2. Learners generate a catalogue on the workshop rules and regulations on personal safety and safety of others

 

 

Injuries

  • First aid kit
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Workshop rules and regulations
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners role play on how to administer first aid to other learners in the school
  2. Learners organize public debates on career choices

2.

MATERIALS

Common Materials

  • Stones, clay, sand, timber, sisal, ballast, grass, water, trees, minerals among others
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners go round the compound and the nearby community and collect available materials and write down how each is used by the local community

Metals

  • Metals
  • Non-metals
  • Career brochures, career magazines
  • Digital devices such as;
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  1. Learners visit a nearby workshop to observe and record how metals are used to make different gadgets

 

 

 

  • computer, laptop, smart
  • phone, tablets among others
  • Practical work

 

Non-metallic materials

  • Non-metals
  • Synthetic materials
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners visit a nearby workshop to observe and record how non-metals and synthetic materials are used to make different gadgets

3.

TOOLS

Household hand tools

  • scissors, razor blades, broom, brush, needle, screw drivers, mop, nail cutters, knives, pliers, axe among others
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners visit a nearby homes to observe and record how household hand tools are used in the family and local community

Farming hand tools

  • Jembes, plough, rakes, spades, pangas, screw drivers, grass cutters, pliers among others
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners visit a nearby homes to observe and record
  2. how farming hand tools are used in the family and local community

4.

DRAWING

Types of Drawing

  • Drawing charts
  • Drawing papers/books
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners visit a nearby workshop to observe and record how different types of drawings are done and how they are used in the family and local community

Drawing Instruments and Equipment

  • Drawing tables
  • Drawing papers/books
  • Pencils
  • T-squares
  • Drawing instruments
  • Ruler/Straight edge
  • Set squares
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners visit a nearby workshop of a TVET institution to observe and record how drawing instruments and equipment are done and how they are used in the family and local community

 

 

Free Hand Sketching

  • Drawing tables
  • Drawing papers/books
  • Pencils
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Samples of free hand sketches
  • Two dimensional shapes
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners visit a nearby fine art or cultural center to observe and record how free hand sketches are done and how they are used in the family and local community

Geometrical Construction

  • Drawing tables
  • Drawing papers/books
  • Pencils
  • T-squares
  • Drawing instruments
  • Ruler/Straight edge
  • Set squares
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners visit a nearby workshop or a TVET institution to observe and record how geometrical construction is done and how it is used in the family and local community

5.

ENERGY RESOURCES

Sources of Energy

  • Wind, Solar energy, Electric energy (DC/AC), Gas, Firewood, Coal among others (whichever is available in the locality)
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners visit a nearby source of energy to observe and record how energy is generated and it is used in the family, business establishments and local community

Uses of Energy

  • Industry, workshop, salon or any other business organization among others (whichever is available in the locality)
  • Career brochures, career magazines
  • Digital devices such as; computer, laptop, smart phone, tablets among others
  • Question and Answer
  • Observation
  • Checklist
  • Written test
  • Rubrics
  • Project
  • Practical work
  1. Learners visit a nearby industry, business centers or any other manufacturing organization to observe and record how energy is used to generate products for use by the family, business establishments and local community