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Literacy Schemes - Grade 1 Schemes of Work Term 1 2023
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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 |
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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 |
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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 |
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3
|
Speaking
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Imitation
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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 |
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|
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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 |
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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. |
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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/ |
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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 |
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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 |
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|
|
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 |
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|
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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 |
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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.
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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. |
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|
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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/ |
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|
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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 |
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|
|
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 |
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|
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 |
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|
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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 |
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|
|
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. |
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|
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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. |
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|
|
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/ |
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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 |
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|
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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 |
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|
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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 |
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|
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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. |
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|
|
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/ |
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|
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 |
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|
|
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 |
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|
|
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 |
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|
|
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. |
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|
|
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 |
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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 |
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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 |
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|
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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 |
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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 |
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|
|
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. |
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|
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 |
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|
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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 |
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|
|
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 |
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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
|
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|
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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 |
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10
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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 |
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Hygiene and Nutrition Schemes - Grade 1 Schemes of Work Term 1 2023
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Week |
Lesson |
Strand |
Sub-strand |
Specific learning outcomes |
Key inquiry questions |
Learning Experiences |
Learning resources |
Assessment |
Reflection |
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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. |
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Observing learners as they participate in physical activities |
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2 |
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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. |
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Observing the procedure of washing hands as carried out by learners. |
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2 |
1 |
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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. |
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Observing how learners demonstrate taking medicine and the precautions they observe. |
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2 |
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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. |
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Observing the procedure of washing fruits as carried out by learners. |
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3 |
1 |
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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. |
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Observing learners as they sleep and role play on spreading their beds after waking up. |
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2 |
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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. |
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Listening to the learners as they tell stories on how they shed their milk teeth |
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4 |
1 |
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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. |
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Observing the learners demonstrate on how to remove the milk teeth. |
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2 |
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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. |
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Observing the procedure of taking care of the gum where teeth have been removed. |
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5 |
1 |
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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. |
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Ask oral questions to determine the mastery of forms of medicine |
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2 |
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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. |
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Listening to the learners as they discuss on precautions to take when handling drugs |
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6 |
1 |
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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. |
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Observe learners as they demonstrate cleanliness when taking medicine. |
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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 |
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Listening to learners as they Identify parts of their body. |
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7 |
1 |
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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. |
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Listening to learners as they mention materials they use to clean their bodies. |
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2 |
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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. |
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Observing the learners as they demonstrate the procedure of cleaning the face. |
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8
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1
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Cleaning our teeth
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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?
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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. |
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Observing the learners as they demonstrate other procedure of brushing the teeth.
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2 |
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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. |
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Observing the procedure of washing hands as carried out by learners. |
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9
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1
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Washing our feet
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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. |
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Observing the procedure of washing the feet As carried out by learners. |
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2 |
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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. |
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Observing the procedure of blowing the nose as carried out by learners. |
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10 |
1 |
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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. |
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Observing the procedure of cleaning our ears as carried out by learners. |
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2 |
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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 |
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Observing the procedure of combing hair as carried out by learners. |
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Environmental Schemes - Grade 1 Schemes of Work Term 1 2023
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NAME |
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TSC NO. |
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SCHOOL |
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Week |
Lesson |
Strand Theme |
Sub Strand |
Specific Learning Outcomes |
Key Inquiry Question(S) |
Learning Experience |
Learning Resources |
Assessment Methods |
Reflect on |
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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) |
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Observing what the pupil has drawn from observing the sky during the day |
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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 |
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Observing what the pupil has drawn from observing the sky during the night |
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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 |
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Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
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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 |
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Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
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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 |
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Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
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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 |
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Observing the weather identified by the pupil today |
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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 |
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Observing the weather identified by the pupil from yesterday |
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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 |
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Observing the weather identified by the pupil from yesterday |
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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 |
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Observing the conversation between the pupils regarding the weather of different days |
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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 |
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Observing the conversation between the pupils regarding the weather of different days |
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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 |
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Observing the work done the pupils on making the poster Asking the pupils different questions on weather |
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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 |
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Asking the Pupils the number of water resources next to them. |
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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. |
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Observing the listed number of water resources found in the area |
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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 |
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Asking pupils the uses of water Observing how the pupils are using water near the school |
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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 |
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Observing how the pupils are using water near the school |
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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 |
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Observing how well the pupils use water |
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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 |
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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 |
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Asking the pupils how to use soil for enjoyment. |
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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 |
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Observe how the pupils draw on the soils for purpose of learning |
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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 |
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Observe how the pupils draw on the soils for purpose of learning |
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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 |
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Observe how the pupils fill the tins with soils purpose of learning and enjoyment |
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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 |
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Observe how the pupils can use wet soil to make things |
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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 |
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Observe how the pupils can use wet soil to make things |
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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. |
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Observe how the pupils can have listed the name of plants |
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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. |
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Observe how the pupils have listed and drawn different types of plants Oral question on the name of plants each pupil has identified. |
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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 |
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Observe how the pupils can have listed the name of plants |
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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 |
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Observe how the pupils can have listed the name of plants |
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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. |
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Observe how the pupils can have listed the name of plants |
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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 |
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Observe how the pupils plant the seed Observer how the pupil take care of the seed planted, |
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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 |
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Observe how the pupils name the leaves. Observing the drawing of the leaves |
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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 |
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Observe how the pupils name the leaves. Observing the drawing of the leaves |
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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) |
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Observing the listed names of animals |
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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 |
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Observing the listed names of small animals |
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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 |
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Observing the listed names of domestic animals |
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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 |
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Observing the listed names of domestic products from animals. |
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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 |
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Observing the listed names of insect found near the school compound |
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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 |
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Observing the listed names of insect found near the school compound |
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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 |
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Observing the listed names of insect found near the school compound |
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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 |
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Observing the listed names of fish found near the school compound |
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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 |
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Observing the drawn image of water animals |
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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 |
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Observing the listed names of fish found near the school compound |
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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 |
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observe and identify animals found near the school |
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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 |
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observe and identify animals found near the school |
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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 |
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observe and identify animals found near the school |
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| 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 |
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Observe pupils listening the different sounds in the immediate environment | ||
| 10 | END OF TERM ASSESSMENT | ||||||||
English - Grade 1 Schemes of Work Term 1 2023
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NAME |
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TSC NO. |
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SCHOOL |
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Week |
Lesson
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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:
|
How do you say these words?
Man, Make, All, Apple. |
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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
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Oral questions, portfolio, observation |
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2 |
Listening and Speaking
Welcome & Greetings
|
Language structures and Functions
|
By the end of the sub strand, the learner should be able to:
|
Who are you? Who is she? Who is he? |
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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
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Oral questions, portfolio, observation |
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3 |
Reading Welcome & Greetings
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Phonics |
By the end of the sub strand, the learner should be able to:
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Can you match letters of the alphabet and their sounds? |
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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 |
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|
2 |
1 |
Listening and Speaking Welcome & Greetings |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to:
|
How do you say these words? Table, Egg, Tall, End. |
|
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:
|
What is this? How do we greet people in the morning/afternoon/ evening? |
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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:
|
Can you match letters of the alphabet and their sounds? |
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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:
|
How do you take care of your exercise books? |
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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:
|
How do you say these words? Sun, Spoon, Ink, |
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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:
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What is Sarah doing? |
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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 |
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4 |
1 |
Reading
School |
Word Reading |
By the end of the sub strand, the learner should be able to:
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What are some of the words that you can read? |
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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 |
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|
|
2 |
Listening and Speaking
School |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to:
|
How do you say these words? Table, apple, leaf, |
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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 |
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|
|
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:
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What is Sarah doing? What are Sarah and Sam doing? |
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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:
|
What are some of the words that you can read? |
|
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 |
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|
|
2 |
Writing |
Handwriting |
By the end of the sub strand, the learner should be able to:
|
How do you write these letters? m, a, t, e, s, l, i How do you sit when writing? |
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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 |
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|
|
3 |
Listening and Speaking Family |
Pronunciation and Vocabulary
|
By the end of the sub strand, the learner should be able to:
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How do you say these words? Pot, Fan, Fish, Fry |
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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? |
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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:
|
What are some of the words that you can read? What are some of the words you Cannot read? |
|
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:
|
How do you say these words? Hen, Nail, Orange. |
|
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:
|
Who buys you books? Who tells you stories? |
|
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:
|
What do you do when you cannot read some words in a sentence? |
|
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. How do you write this letter? ‘P’ |
|
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:
|
How do you say these words? Hen, Nail, Orange. |
|
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:
|
How many (e.g. hands, legs, bags, pencils) do you have? |
|
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 |
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|
|
3 |
Reading Home |
Connected text and fluency |
By the end of the sub strand, the learner should be able to:
|
What do you do when reading a long word? |
|
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:
|
How do you say these words? Nest, Bag, Hen |
|
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:
|
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:
|
What do you do when reading a long word? |
|
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:
|
How do you write these letters? ‘b’ ‘B’ ‘u’ |
|
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:
|
How do you say these words? Nest, Bag, Hen |
|
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:
|
What do you do every day before you come to school? |
|
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 |
|
Growing in Christ CRE Scheme - Grade 1 Schemes of Work Term 1 2023
|
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
|
|
|
Art and Craft Scheme - Grade 1 Schemes of Work Term 1 2023
|
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 | ||
| 6 |
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 | ||
| 7 | 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 |
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:
|
The learner is guided to:
|
|
|
Core-Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core-Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||||||
|
Values:
|
||||||||
|
Pertinent and Contemporary Issues:
|
||||||||
|
Link to other subjects:
|
||||||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values :
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Links to other subjects:
|
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core-Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and contemporary issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
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:
|
||||
|
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:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and contemporary issues:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Pertinent and contemporary issues:
|
||||
|
Values:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and contemporary Issues:
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issus:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and contemporary issues:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and contemporary issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Links to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Values:
|
||||
|
Pertinent and Contemporary Issues:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
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 |
|
|
|
|
Reading |
|
|
|
|
Writing |
|
|
|
|
Language structures |
|
|
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core-Competency to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
PCIs:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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 |
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|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||||||
|
Core Values:
|
||||||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||||||
|
Link to other subjects:
|
||||||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||||||
|
Link to other subjects:
|
||||||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||||||
|
Core Values:
|
||||||||
|
PCIs:
|
||||||||
|
Link to other subjects:
|
||||||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Core Values:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
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 |
|
|
|
|
2.0 Reading |
|
|
|
|
3.0 Writing |
|
|
|
|
4.0 Language structures SNE |
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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:
- 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
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:
- Respond to spoken and written Arabic for effective communication.
- Access information written in Arabic for further learning.
- Write simple composition on daily experiences.
- Use language structures to communicate efficiently.
- 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
|
Values:
|
|
Link to other subjects:
|
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to explain 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to identify 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
|
Values:
|
|
Link to other subjects:
|
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to identify different 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to identify 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to identify 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to identify 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to identify 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to identify 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
| Assessment Rubric | ||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to list 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to list 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to identify 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to identify 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to list 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:
|
The learner is guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Link to other subjects:
|
||||
|
Assessment Rubric |
||||
|
Indicators |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Below Expectations |
|
Ability to identify 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:
|
The learner is guided to:
|
|
|
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 |
|
|
|
| 2.0 Reading |
|
|
|
|
3.0 Writing |
|
|
|
|
4.0 Language structures |
|
|
|
Pre-Technical & Pre-Career Studies - Grade 7 Curriculum Design
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:
- Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation. - Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. - Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. - Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
- Social Needs
- Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. - Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. - Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. - Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- 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
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;
- Make informed and meaningful career choices in technical and career fields.
- Apply competencies acquired in workshop safety to prevent accidents and save lives.
- Use materials and safely dispose waste to promote education for sustainable development.
- Apply acquired drawing skills to communicate effectively.
- Apply the acquired competencies to select, use and maintain tools, equipment and materials to support community-based projects.
- 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:
|
Learners are guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Links to other learning areas:
|
||||
|
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:
|
Learners are guided to:
|
|
|
Core Competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Links to other learning areas:
|
||||
|
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;
|
Learners are guided to:
|
|
|
Core competencies to be developed;
|
||||
|
Pertinent and Contemporary Issues (PCI’s):
|
||||
|
Values:
|
||||
|
Links to other learning areas:
|
||||
|
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;
|
Learners are guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCI’s):
|
||||
|
Values:
|
||||
|
Links to other learning areas:
|
||||
|
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;
|
Learners are guided to:
|
|
|
Project activity1 (12 lessons) |
By the end of the sub-strand, the learner should be able to;
|
Learners are guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCI’s):
|
||||
|
Values:
|
||||
|
Links to other learning areas;
|
|
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:
|
Learners are guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCI’s):
|
||||
|
Values:
|
||||
|
Links to other learning areas:
|
||||
|
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:
|
Learners are guided to:
|
|
|
Project activity 2 (12 lessons) |
By the end of the sub-strand, the learner should be able to:
|
Learners are guided to:
|
|
|
Core competencies to be developed
|
||||
|
Pertinent and Contemporary Issues (PCI’s):
|
||||
|
Values:
|
||||
|
Links to other learning areas
|
|
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:
|
Learners are guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCI’s):
|
||||
|
Values:
|
||||
|
Links to other learning areas:
|
||||
|
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:
|
Learners are guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCI’s):
|
||||
|
Values:
|
||||
|
Links to other learning areas:
|
||||
|
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:
|
Learners are guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCI’s):
|
||||
|
Values:
|
||||
|
Links to other learning areas:
|
||||
|
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:
|
Learners are guided to:
|
|
|
|
Project activity 3 (13 Lessons) |
By the end of the sub-strand, the learner should be able to:
|
Learners are guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCI’s):
|
||||
|
Values:
|
||||
|
Links to other learning areas:
|
||||
|
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:
|
Learners are guided to:
|
|
|
Core competencies to be developed:
|
|
Pertinent and Contemporary Issues (PCIs):
|
|
Values:
|
|
Links to other learning areas:
|
|
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;
|
Learners are guided to:
|
|
|
|
Project activity 4 (13 lessons) |
By the end of the sub-strand, the learner should be able to;
|
Learners are guided to:
|
|
|
Core competencies to be developed:
|
||||
|
Pertinent and Contemporary Issues (PCIs):
|
||||
|
Values:
|
||||
|
Links to other Learning areas:
|
||||
|
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:
|
The learner is guided to:
|
|
|
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 |
|
|
|
|
|
|
Injuries |
|
|
|
|
2. |
MATERIALS |
Common Materials |
|
|
|
|
Metals |
|
|
|
|
|
|
|
|
|
|
|
Non-metallic materials |
|
|
|
||
|
3. |
TOOLS |
Household hand tools |
|
|
|
|
Farming hand tools |
|
|
|
|
4. |
DRAWING |
Types of Drawing |
|
|
|
|
Drawing Instruments and Equipment |
|
|
|
|
|
|
Free Hand Sketching |
|
|
|
|
Geometrical Construction |
|
|
|
|
5. |
ENERGY RESOURCES |
Sources of Energy |
|
|
|
|
Uses of Energy |
|
|
|