Volume 2 Curriculum Designs Final Dec 2017 Min

REPUBLIC OF KENYA
LOWER PRIMARY LEVEL

CURRICULUM DESIGNS
VOLUME TWO
SUBJECTS:
MATHEMATICS, ENVIRONMENTAL, HYGIENE AND NUTRITION ACTIVITIES
KENYA INSTITUTE OF CURRICULUM EDUCATION
2017
Property of the Government of Kenya i

First Published in 2017
All rights reserve. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means, electronic, mechanical,
photocopy, recording or otherwise, without the prior written permission of the publisher.
ISBN: 978-9966-31-715-5
Published and printed by Kenya Institute of Curriculum Development
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Property of the Government of Kenya
FOREWARD
The Basic Education Curriculum Framework (BECF) outlines the vision and mission of Kenya’s curriculum reforms. The vision of the curriculum reforms is
to develop an engaged, empowered and ethical citizen. The mission is to nature the potential of every learner.
The framework adopts a Competency-based Curriculum and has identified seven core competencies, namely; communication and collaboration, critical thinking
and problem solving, creative and imagination, citizenship, digital literacy, learning to learn and self-efficacy. It provides a variety of opportunities for
identification and nurturing of a learner’s potentials and talents in preparation for life and the world of work. The framework is geared towards making learning
enjoyable.
Suitable curriculum designs have been developed to facilitate the implementation of the Basic Education Curriculum Framework. The designs contain the
National Goals of Education, outline of the Early Years Education (EYE) and general and specific learning outcomes of each subject. They also suggest a
variety of learning experiences, assessment and resources. The designs also link the topics to values, and Pertinent and Contemporary Issues (PCI).
It is my hope that all educators in Early Years Education Level will anchor their delivery of Basic and Teacher education on the curriculum designs.
FRED MATIANG’I, PHD, EGH,

CABINET SECRETARY,
MINISTRY OF EDUCATION
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PREFACE
Kenya values the education of its citizen. At the heart of this education is the school curriculum. The constitution and the Kenya Vision 2030 clearly outline the
role of education in the country. The dictates of the Constitution and the national aspirations of Vision 2030 triggered the curriculum reforms process. The
process began with a needs assessment that was meant to identify and address the development agenda of the country.
The Basic Education Curriculum Framework (BECF) is a first for this country. The Curriculum Reform Technical Team at the Kenya Institute of Curriculum
Development developed the framework. The team, led by experienced curriculum developers, benchmarked with various countries and developed a framework
that aptly resonates with national needs.
The BECF is the guide to all education stakeholders on the national curriculum. It outlines the vision and mission of the curriculum, the structure of education,
the levels of education, the learning areas for each level and the learning outcomes. It also stipulates the pillars that guide the reform process.
The learning areas are supported with curriculum designs that cover the educational content and guide the development of teachers’ guides and various formats
of curriculum support materials. The competency based curriculum in Kenya targets to develop globally competitive citizens who embrace 21st Century Skills.
DR. BELIO R. KIPSANG, CBS

PRINCIPAL SECRETARY,
STATE DEPARTMENT OF BASIC EDUCATION
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ACKNOWLEDGMENT
This curriculum design has been developed to facilitate the implementation of the Competence Based Curriculum for lower Primary – Grades 1, 2, & 3. The
curriculum designs are organized in four volumes. Volume one contains Kiswahili, Literacy and Indigenous languages and English Activities. Volume two
contains Mathematics, Environmental, Hygiene and Nutrition Activities. Volume three contains Christian Religious Education, Hindu Religious Education and
Islamic Religious Education Activities. Volume four contains Movement and Creative Arts Activities.
The Curriculum designs for the Competence Based Curriculum for Early Years Education have been developed through a participatory approach embracing
the various stakeholders at different levels of development. My sincere gratitude goes to all officers of Kenya Institute of Curriculum Development who ably
guided the various panels. I am also grateful to all the panel members in the various learning areas for Early Years Education for their commitment, dedication
and diligence in accomplishing this task. I also wish to thank all the Development Partners who provided financial and technical support throughout the process.
My sincere thanks to the colleagues at the Ministry of Education for all their support.
It is my conviction that these designs will lay the foundation of the Competence Based Curriculum geared towards ensuring all our learners achieve their full
potential through the learning experiences and activities they will be engaged in.
JULIUS O. JWAN, PhD., MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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TABLE OF CONTENTS
FOREWARD .................................................................................................................................................................................................................................. iii

PREFACE ....................................................................................................................................................................................................................................... iv
ACKNOWLEDGMENT.................................................................................................................................................................................................................. v
INTRODUCTION ........................................................................................................................................................................................................................ viii
LEARNING AREAS TIME ALLOCATION.................................................................................................................................................................................. x
NATIONAL GOALS OF EDUCATION ....................................................................................................................................................................................... xi
GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION .......................................................................................................................... xiii
MATHEMATICS ACTIVITIES ..................................................................................................................................................................................................... 2
GRADE ONE .................................................................................................................................................................................................................................. 4
GRADE TWO ............................................................................................................................................................................................................................... 21
GRADE THREE ............................................................................................................................................................................................................................. 41
ENVIRONMENTAL ACTIVITIES .............................................................................................................................................................................................. 64
GRADE ONE ................................................................................................................................................................................................................................ 66
GRADE TWO ............................................................................................................................................................................................................................... 85
GRADE THREE ........................................................................................................................................................................................................................... 115
HYGIENE AND NUTRITION ACTIVITIES ............................................................................................................................................................................ 144
GRADE ONE .............................................................................................................................................................................................................................. 146
GRADE TWO ............................................................................................................................................................................................................................. 168
GRADE THREE ........................................................................................................................................................................................................................... 196
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INTRODUCTION
The Lower Primary designs are meant for learners in Grade 1 to 3. They have taken cognisance of the various aspects of development of learners of that age
cohort. The designs are comprehensive enough to guide the teachers to effectively deliver the curriculum.
The teacher must understand the learning outcomes and be able to use the suggested learning experiences to achieve the outcomes. The teacher can also
design own learning experiences as long as they achieve the designed learning outcomes. A variety of learning experiences will ensure that learners are
engaged in the learning experience. Practical experiences will allow learners to retain more in the learning process. The designs allow the teachers to use a
variety of assessment methods but in the end they must evaluate the achievement of the learning outcomes.
The curriculum designs are very critical and teachers must make reference to them consistently.
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The Curriculum Designs for Lower Primary are in four volumes:
Volume One
• Kiswahili Activities
• Literacy
• English Activities
Volume Two
• Mathematics Activities
• Environmental Activities
• Hygiene and Nutrition Activities
Volume Three
• Christian Religious Education
• Hindu Religious Education
• Islamic Religious Education
Volume Four
• Movement and Creative Activities
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LEARNING AREAS TIME ALLOCATION
Learning Area Lessons Per Week
1 Literacy Activities 5
2 Kiswahili Language Activities/Kenya Sign Language 3
3 English Language Activities 3
4 Mathematical Activities 5
5 Environmental Activities 5
6 Hygiene and Nutrition Activities 2
7 Religious Activities 3
8 Movement and Creative Activities 8(*** 5 for PE)
9 Pastoral Programme of Instruction 1
Total Lesson Per Week 35
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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity

Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the learner acquire a
sense of nationhood and patriotism. It should also promote peace and mutual respect for harmonious co-existence.
2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instill social and adaptive skills in the learner for effective participation in community and national development.
b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy. This should translate into high standards of
living for every individual.
c) Technological and Industrial Needs

Education should provide the learner with necessary competences for technological and industrial development in tandem with changing global trends.
3. Promote individual development and self-fulfillment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s interests, talents and
character for positive contribution to the society.
4 Promote sound moral and religious values

Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing a self-disciplined
and ethical citizen with sound moral and religious values.
5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education; including learners
with special educational needs and disabilities. Education should also provide the learner with opportunities for shared responsibility and accountability through
service learning.
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6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and respect other people’s culture as
well as embrace positive cultural practices in a dynamic society.
7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to respect, appreciate and participate in the
opportunities within the international community. Education should also facilitate the learner to operate within the international community with full knowledge of
the obligations, responsibilities, rights and benefits that this membership entails.
8. good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote environmental preservation and
conservation, including animal welfare for sustainable development.
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GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION
By the end of early years’ education, the learner should be able to:-
1. Demonstrate basic literacy and numeracy skills for learning.

2. Communicate appropriately using verbal and/or non-verbal modes in a variety of contexts.
3. Demonstrate appropriate etiquette in social relationships.
4. Apply creativity and critical thinking skills in problem solving.
5. Explore the immediate environment for learning and enjoyment.
6. Practice hygiene, nutrition, sanitation, safety skills to promote health and wellbeing.
7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral development for balanced living.
8. Demonstrate appreciation of the country's rich and diverse cultural heritage for harmonious co-existence.
9. Apply digital literacy skills for learning and enjoyment.
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MATHEMATICS ACTIVITIES
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ESSENCE STATEMENT
Numeracy is a foundational skill that prepares the learner for number work, Mathematics in higher levels of schooling and mathematical approaches in all
aspects of life. Numeracy activities involve identification and value placement of mathematical numerals, basic mathematical operations as well as
measuring and describing shapes.
GENERAL LEARNING OUTCOMES
By the end of Early Years Education, the learner should be able to:-
1) demonstrate mastery of number concepts by working out problems in day to day life,
2) apply measurement skills to find solutions to problems in a variety of contexts,
3) describe properties of geometrical shapes and spatial relationships in real life experiences.
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GRADE ONE
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.0 Numbers 1.1 Number By the end of the sub-strand, the • Learners in pairs/groups to collect different types
Concept learner should be able to:- of safe objects. 1) How can we find
( 20 lessons) a) sort and group objects • Learners in pairs/groups to sort objects with same out which group
according to different attributes attribute and group them together. has more objects
within the classroom, • Learners to play digital games involving sorting than another?
b) pair and match objects in the and grouping according to different attributes. 2) How can we
environment, • Learners in pairs/groups to pair and match objects group items?
c) order and sequence objects in to establish “equal to”, “more than” and “less
ascending and descending than.”
order, • Learners to order objects according to size from
d) make patterns using real smallest to biggest and vice versa.
objects, • Learners to make patterns using real objects.
e) recite number names in order
• Learners to recite number names up to 50.
up to 50,
• Learners to represent numbers 1-30 using concrete
f) represent numbers 1-30 using
objects as well as their body parts.
concrete objects,
• Learners to demonstrate that any given group has
g) demonstrate through counting
only one count.
that a group in all situations
has only one count, • Learner in pairs/groups to collect and sort litter in
h) appreciate the use of sorting the environment and put it in various groups
and grouping items in day to according to an attribute of their choice and give
day activities. reasons for the grouping.
• Learners in pairs/groups could assist in arranging,
edible items like fruits, cabbages according to size
and colour in the school store.
• Learners could visit a market for them to observe
the sorting and grouping of fruits and vegetables.
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Core Competences to be developed: learning to learn, communication and collaboration, imagination and creativity, digital literacy, critical thinking and
problem solving.
Link to PCIs: Link to Values:
Life skills: self-awareness and self-esteem- when using body parts in • responsibility
counting. • unity
ESD: DRR; safety- when collecting items and litter in the environment,
environmental awareness-don’t litter the environment.
Link to other learning areas: Suggested Community Service Learning Activities: learners to assist in
• Environmental activities collecting and sorting litter in their locality and observe how it is disposed.
• Religious activities
• Language activities
Suggested non-formal activity to support learning: Suggested assessment: oral questions, written exercise, observation.
learners to count trees in the school compound.
Assessment Rubrics
Exceeds expectations Meets expectations Approaches expectations Below expectations
Correctly: sorts and groups, pairs and Correctly: sorts and groups, pairs and Inconsistently: sorts and Major inaccuracies in: sorting
matches, orders and sequences, recites matches, orders and sequences, recites groups, pairs and matches, and grouping, pairing and
numbers 1-50, represents numbers 1-30 numbers 1-50, represents numbers 1-30 orders and sequences, recites matching, ordering and
using concrete objects and beyond. using concrete objects. numbers 1-50, represents sequencing, reciting numbers 1-
numbers 1-30 using concrete 50, representing numbers 1-30
objects. using concrete objects.
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Question(s)
1.0 Numbers 1.2 Whole By the end of the sub-strand, How many ways
Numbers the learner should be able to:- •
Learners in pairs/groups to count by 1’s and 2’s can we count from
a) count numbers forward and up to 20 starting from any point using concrete 1-20?
( 25 lessons) backward up to 100, objects as well as body parts.
b) represent numbers 1-50 • Learners to take turns in counting by:
using concrete objects, -5’s up to 50 starting from zero
c) identify place value of -10’s up to 100 starting from zero.
ones and tens, • Learners in pairs/groups to count by1’s and 2’s
d) read and write numbers 1- using a number line.
50 in symbols, • Learners in pairs/groups to play games that involve
e) write numbers 1-10 in representing numbers 1-50 using concrete objects.
words, • Learners to identify place value of ones and tens.
f) identify missing numbers • Learners in pairs to recite and write numbers 1-50
in number patterns up to in symbols.
20,
• Learners to practice writing numbers 1-10 in
g) appreciate number
words.
patterns by creating and
• Learners to identify missing numbers in number
extending patterns during
patterns up to 20.
play activities.
• Learners in pairs to create patterns with numbers
up to 20 and share with other groups.
• Learners to play digital games involving whole
numbers.
• Learners to role play a cashier in day to day life
activities such as a cashier counting 5 shilling
coins.
Core Competences to be developed: learning to learn, communication and collaboration, critical thinking and problem solving, digital literacy.
Link to PCIs: Link to values:
• Life skills: self-awareness and self-esteem- when using body parts in • responsibility
counting. • unity
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• ESD: DRR; safety -when collecting items and litter in the environment,
environmental awareness-don’t litter the environment.
Link to other learning areas: Suggested Community Service Learning Activities: learnersto
• Environmental activities assist in putting objects in groups of 2’s, 5’s and 10’s together in
• Religious activities community activities.
Suggested non-formal activity to support learning: Suggested assessment: oral questions, written exercises,
learners to count different types of flowers in the school compound. observation.
Assessment Rubrics
Correctly: counts up to100, Correctly: counts up to 100, represents Inconsistently: counts up to 100, Major inaccuracies in: counting
represents numbers 1-50 using numbers 1-50 using concrete objects, represents numbers 1-50 using up to 100, representing numbers
concrete objects, identifies place identifies place value of ones and tens, concrete objects, identifies place 1-50 using concrete objects,
value of ones and tens, reads, reads, writes numbers in symbols and value of ones and tens, reads, writes identifying place value of ones
writes numbers in symbols and words, works out missing numbers in numbers in symbols and words, and tens, reading and writing
words, works out missing numbers number patterns. works out missing numbers in numbers in symbols and words,
in number patterns and beyond. number patterns. working out missing numbers in
number patterns.
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
1.0 Numbers 1.3 Addition By the end of the sub-strand, the • Learners in pairs/groups to put two groups of
( 25 lessons) learner should be able to:- objects together and count to get the total. How can you add a 2-
a) model addition as putting • Learners to use ' + ' and ' = ' signs inwriting digit number to a 1- digit
objects together, addition sentences. number?
b) use ' +' and ' =' signs in • Learners to add 2- single digit-numbers by
writing addition sentences, skipping on a number line.
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c) add 2- single digit numbers • Learners to add 2- single digit numbers using
up to a sum of 10, the family of 10.
d) add 3- single digit numbers •

Learners to add 2- single digit number by
up to a sum of 10 in counting on.
different contexts, • Learners to add 3- single digit numbers using a
e) add a 2- digit number to a number line.
1- digit number without • Learners to add 3- single digit numbers by
regrouping, horizontally counting on.
and vertically with sum not
• Learners to add 3- single digit numbers using
exceeding 100, the family of 10.
f) add multiples of 10 up to • Learners to add a 2- digit number to a 1- digit
100 vertically, number without regrouping horizontally and
g) work out missing numbers vertically with sum not exceeding 100.
in patterns involving
• Learners to add multiples of 10 up to a 100
addition of whole numbers
vertically.
up to 100.
• Learners to play digital games involving
addition.
• Learners to make patterns involving addition
with numbers up to 100.
Core competences to be developed: communication and collaboration, critical thinking and problem solving, digital literacy.
ESD: DRR; safety- when handling objects. • responsibility
• unity
• integrity
Link to other learning areas: Suggested Community Service Learning Activities: learners to work out totals
• Environmental activities of items at home.
Suggested non-formal Activity to support learning: learners to Suggested assessment: oral questions, written exercise, observation.
plant flowers in patterns at school during their free time and count
them.
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Assessment Rubrics
Exceeds Expectations Meets Expectations Approaching Expectations Below Expectations
Correctly: models addition, uses '+' Correctly: models addition, uses Inconsistently: models addition, Major inaccuracies in: modeling
and '=' signs, adds more than 2- '+' and ' = 'signs, adds up to 2- uses' +' and' = ' signs, adds up to 2- addition, using '+' and ' = ' signs, adding
digit numbers to 1- digit numbers digit numbers to 1- digit numbers digit numbers to 1- digit numbers up to 2- digit numbers to 1- digit
using different strategies, adds 3- using different strategies, adds 3- using different strategies, adds 3- numbers using different strategies,
single digit numbers up to a sum of single digit numbers up to a sum single digit numbers up to a sum of adding 3- single digit numbers up to a
10, adds multiples of 10 up to 100, of 10, adds multiples of 10 up to 10, adds multiples of 10 up to 100, sum of 10, adding multiples of 10 up to
works out missing numbers in 100, works out missing numbers works out missing numbers in 100, working out missing numbers in
patterns beyond 100. in patterns up to 100. patterns up to 100. patterns up to 100.
Question(s)
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1.0 Numbers 1.4 Subtraction By the end of the sub-strand, the • Learners in pairs/groups to model How do you subtract a
( 20 lessons) learner should be able to:- subtraction using concrete objects. single digit number from
a) model subtraction as 'taking • Learners to use ' - ' and '=' signs in a 2-digit number?
away' using concrete objects, writing subtraction sentences.
b) use the ' - ' and '='signs in writing • Learners in pairs/groups to subtract by
subtraction sentences, counting backwards
c) subtract single digit numbers, • Learners in pairs/groups to subtract using
d) subtract a 1- digit number from a the number line.
2- digit number based on basic • Learners to solve routine and non-
addition facts, routine problems involving subtraction of
e) use the relationship between a 1-digit number from a 2- digit number
addition and subtraction in based on basic addition facts.
working out problems involving • Learners to create subtraction sentences
basic addition facts, related to basic addition facts.
f) subtract multiples of 10 up to 90,
• Learners to use tablets to workout
g) work out missing numbers in
subtraction of multiples of 10 up to 90.
patterns involving subtraction of
• Learners in pairs /groups to create
whole numbers up to 100.
patterns involving subtraction.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, digital literacy, creativity and imagination,
citizenship, self-efficacy.
ESD: DRR; safety- as learners handle objects. • responsibility
• unity
Link to other learning areas: Suggested Community Service LearningActivities: learners to
• Environmental Activities collect litter from the environment.
• Language Activities
Suggested non- formal activity to support learning: learners to plant trees in Suggested Assessment:
patterns in the school compound during their free time. written exercise, observation, oral questions.
Assessment Rubrics
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Correctly: models subtraction as Correctly: models subtraction as Inconsistently: models subtraction as Major inaccuracies in: modeling
taking away, uses '-' and ' =' signs to taking away, uses '-' and ' =' signs to taking away, uses, uses '-' and ' =' subtraction as taking away, using '-'
write subtraction sentences, write subtraction sentences, signs to write subtraction sentences, and' =' signs to write subtraction
subtracts single digit numbers, subtracts single digit numbers, subtracts single digit numbers, sentences, subtracting single digit
subtracts 1- digit numbers from 2- subtracts 1- digit numbers from 2- subtracts 1- digit numbers from 2- numbers, subtracting 1- digit
digit numbers based on basic digit numbers based on basic digit numbers based on basic numbers from 2- digit numbers
addition facts, relates addition and addition facts, relates addition and addition facts, relates addition and based on basic addition facts,
subtraction in working out problems subtraction in working out problems subtraction in working out problems relating addition and subtraction in
involving basic addition facts, involving basic addition facts, involving basic addition facts, working out problems involving
subtracts multiples of 10 from more subtracts multiples of 10 from up to subtracts multiples of 10 from up to basic addition facts, subtracting
than 90 and works out missing 90 and works out missing numbers 90 and works out missing numbers multiples of 10 from up to 90 and
numbers in patterns up to 100 and in patterns up to 100. in patterns up to 100. working out missing numbers in
beyond. patterns up to 100.
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Question(s)
2.0 Measurement 2.1Length By the end of the sub-strand, •
Learners in pairs/groups to compare 1) How do you
( 10 lessons) the learner should be able to:-
objects directly to identify objects which compare the length
a) compare length of objects
are longer than, shorter than or same as. of two objects?
directly, • Learners to place objects of equal length 2) Which objects can
b) conserve length through in different orientations and describe them be used to measure
manipulation, using words such as longer than, shorter the length of the
c) measure length using than and same as. teacher’s table?
arbitrary units. • Learners in pairs /groups to measure
lengths using different objects as arbitrary
units and discuss the measurements from
the various groups.
Core competencies to be developed: communication and collaboration, imagination and creativity, critical thinking and problem solving, self-efficacy.
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ESD: DRR; safety- as learners in handle objects. • responsibility
• Integrity
• unity
Link to other learning areas: Suggested Community Service Learning Activities: learners to plant trees
• Environmental Activities /flowers using a stick to determine the distance between seedlings in religious
• Language activities institutions/ dispensaries.
Suggested non-formal Activity to support learning: learners to plant Suggested assessment: written exercises, observation, oral questions.
flowers in school spacing them equally.
Assessment Rubrics
Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Correctly: compares length directly, Correctly: compares length Inconsistently: compares length Major inaccuracies in: comparing
conserves length and measures directly, conserves length and directly, conserves length and length directly, conserving length and
length using arbitrary units and measures length using arbitrary measures length using arbitrary measuring length using arbitrary units.
beyond. units. units.
Strand Sub-Strand Specific Learning Outcomes Suggested learning experiences Key Inquiry Question(s)
2.0 2.2 Mass By the end of the sub-strand, the learner • Learners in pairs/groups use safe 1) How can you compare
Measurements ( 10 lessons) should be able to:- objects to identify those heavier the mass of two or
a) compare mass of objects directly, than, lighter than or same. more objects?
b) conserve mass through • Learners to use two objects of equal 2) What would you do to
manipulation, mass and a beam balance to show that shape does
c) measure mass using arbitrary units. demonstrate that change of shape not change mass?
does not change the mass of an 3) How can you show
object. that an object is
• Learners in pairs/groups to use an heavier than, lighter
identified mass to compare the mass than or same as your
of other objects using the words mathematics textbook?
heavier than, lighter than or same
as.
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Core Competencies to be developed: Communication and collaboration in group work, critical thinking and problem solving, self-efficacy.

• ESD: DRR; safety - in handling materials, animal welfare -feeding • responsibility
animals. • integrity
• Health education: personal hygiene -appropriate size of materials. • unity
• Citizenship: honesty. • respect
Links to other learning areas: Suggested Community Service Learning Activities: learners to
• Environmental activities assist neighbours in feeding animals by measuring quantities.
• Music and movement and activities
Suggested non-formal Activity to support learning: learners to compare mass of Suggested assessment: written exercises, oral questions, observation.
objects in the classroom.
Assessment Rubrics

Correctly: compares mass directly using Correctly: compares mass using Inconsistently: compares mass Major inaccuracies in: comparing
the words heavier than, lighter than, and the words heavier than, lighter using the words heavier than, mass using the words heavier than,
same as, conserves mass through than and same as, conserves mass lighter than and same as, lighter than and same as, conserving
manipulation, measures mass using through manipulation, measures conserves mass through mass through manipulation and
arbitrary units and beyond. mass using arbitrary units. manipulation, measures mass measuring mass using arbitrary units.
using arbitrary units.
Question(s)
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2.0 Measurement 2.3 Capacity By the end of the sub-strand, the •
Learners to empty and fill water in How can we find out
( 12 lessons) learner should be able to:- different containers to establish which which of two
a) compare capacity of containers holds more, which holds less and which containers hold
directly, holds the same. more, less or same
b) conserve capacity through • Learners to identify and compare as?
manipulation, containers which holds more, less or
c) measure capacity using same as.
arbitrary units. • Learners to fill containers of different
shapes and sizes with water then empty
into others so as to establish that some
containers can hold the same amount
although their shapes are different.
• Learners to be given water, same size
basins and different small containers.
The learners to count the number of
small containers they use to fill the
basin.
Core Competencies to be developed: critical thinking and problem solving, communication and collaboration ,imagination and creativity, citizenship,
self-efficacy.

• ESD: DRR; safety in handling materials, Health education – appropriate size of • responsibility
materials and, environmental conservation as learners re- use containers they used in • integrity
measuring capacity; animal welfare – watering animals. • unity
• Citizenship: honesty. • respect
• Health education: safety- as learners collect safe and appropriate containers.
• Life skills: self-awareness- as learners work in groups.
Link to other learning areas: Suggested Community Service Learning Activities:
• Environmental Activities learners to water trees and flowers around religious
• Language Activities institutions, health centres and at home.
Suggested non-formal activity to support learning: learners to water school /class flowers. Suggested assessment: written exercises, observation,
oral. questions
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Assessment Rubrics

Correctly: compares capacity of Correctly: compares capacity of Inconsistently: compares capacity of Major inaccuracies in: comparing
different containers using the terms different containers using the terms different containers using the terms capacity of different containers
holds more, less or same as, holds more, less or same as, holds more, less or same as, using the terms holds more, less or
conserves capacity using containers conserves capacity using containers conserves capacity using containers same as, conserving capacity using
of different shapes and sizes, of different shapes and sizes, of different shapes and sizes, containers of different shapes and
measures capacity using arbitrary measures capacity using arbitrary measures capacity using arbitrary sizes, measuring capacity using
units and beyond. units. units. arbitrary units.
Question(s)
2.0 Measurement 2.4 Time By the end of the sub-strand, •
Learners in pairs/groups to identify 1) Which day of the
( 8 lessons) the learner should be able to:-
activities they do in the morning, afternoon week do you raise
a) relate daily activities to and evening both at home and school. the school flag?
time, • Learners to sing songs/ rhymes related to 2) Which day of the
b) relate days of the week days of the week. week do you
with various activities.
• Learners in pairs/groups to identify worship?
activities that take place during the days of
the week.
Core competence to be developed: communication and collaboration, self-efficacy, citizenship
• respect
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• Citizenship: patriotism – the Kenyan flag. • responsibility
• Health Education: time to brush teeth, wash face, sleep, take meals • patriotism
time to plant, harvest, among other activities.
Link to other learning areas: Suggested Community Service Learning Activities: learners to
• Environmental Activities visit/help the needy during school holidays.
• Language Activities
Suggested non-formal activity to support learning :learnerswrite school daily Suggested assessment: oral questions, written exercises, observation.
activities and recite during assembly.
Assessment Rubrics

Correctly: relates daily activities to Correctly: relates daily activities to Inconsistently: relates daily activities Major inaccuracies in: relating daily
time, relates days of the week with time, relates days of the week with to time, relates days of the week activities to time, relating days of the
various activities, recites days of the various activities, recites days of the with various activities, recites days week with various activities, reciting
week and demonstrates more aspects week. of the week. days of the week.
of time.
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry

2.0 Measurement 2.5 Money By the end of the sub- • Learners in pairs/groups to sort out different Kenyan How can you
( 8 lessons) strand, the learner should currency coins and notes according to their value up to identify Kenyan
be able to:- sh.100. currency coins and
a) identify Kenyan • Learners to put together coins and notes up to sh.100 notes?
currency coins and according to their value and features.
notes up to sh.100, • Learners in pairs/groups to give their own experiences in
b) relate money to goods relation to shopping activities.
and services up to • Learners to discuss the value of items in the classroom
sh.100 in shopping shop up to sh.100.
activities,
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c) differentiate between • Learners in pairs/groups to discuss items they cannot do
needs and wants in real without and those that are necessary but they can do
life context, without.
d) appreciate spending • Learners in pairs/groups to identify needs and wants.
and saving in real life • Learners to play digital games involving needs and
situations. wants.
• Learners to give their own experiences on saving and
spending of money.
• Learners to role play buying and selling from the
classroom shop.
Core competence to be developed: communication and collaboration, self-efficacy, citizenship, digital literacy.
• ESD: DRR; safety- as learners handle money. • integrity
• Citizenship: patriotism-features on Kenya currency. • responsibility
• honesty
Link to other learning areas: Suggested Community Service Learning Activities: learners to sort
• Language activities money in places of worship and other functions.
• Environmental activities
Suggested non-formal Activity to support learning: learners to help sort Suggested assessment: written exercises, oral questions, observation.
money into various denominations with school cashier or in a school function.
Assessment Rubrics

Correctly: identifies Kenyan Correctly: identifies Kenyan Inconsistently: identifies Kenyan Major inaccuracies in: identifying
currency coins and notes up tosh.100, currency coins and notes up to currency coins and notes up to Kenyan currency coins and notes
relates money to goods and services sh.100, relates money to goods and sh.100, relates money to goods and up to sh.100, relating money to
and differentiates between needs and services and differentiates between services and differentiates between goods and services and
wants, and beyond. needs and wants. needs and wants. differentiating between needs and
wants.
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Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
3.0Geometry 3.1 Lines By the end of the sub-strand, •
Learners to stand behind one another facing the same What types of lines
( 6 lessons) the learner should be able to:- side and identify what they have formed as a straight are there?
a) draw straight lines for line.
application in real life,
• Learners in pairs/groups to mark two points on the
b) draw curved lines for
ground and using a stick to draw a line joining the two
application in real life
points to come up with a straight line.
situations.
• Learners to practice drawing straight lines on the
ground and in their books.
• Learners in groups to form a semi-circle and one of
them to draw a line around it and identify the semi-
circle drawn as a curved line.
• Learners to practice drawing curved lines on the
ground and in their books.
• Learners could visit a water selling kiosk to observe
how the water containers are arranged.
Core-Competence to be developed: communication and collaboration, imagination and creativity, learning to learn.

• ESD: DRR;safety- as learners use sticks to draw. • unity
• Life Skills: self- awareness -when forming lines using their hands, • responsibility
inter-personal relationship. • love
Link to other learning areas: Suggested Community Service Learning Activities: learners could
• Movement and creative arts visit a community function and assist in arranging seats in straight or
curved lines.
Suggested non- formal Activity to support learning: learners to arrange seats Suggested assessment: written exercises, observation, oral questions.
in straight lines in class during cleaning.
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Assessment Rubrics

Correctly draws straight and curved Correctly draws straight and curved Inconsistently draws straight and Major inaccuracies in drawing
lines and also other types of lines. lines. curved lines. straight and curved lines.
Question(s)
3.0 Geometry 3.2 Shapes By the end of the sub-strand, • Learners in pairs/groups to sort and group What shapes can you
( 6 lessons) the learner should be able to:- different shapes using one attribute. identify in your school?
a) identify rectangles, • Learners in pairs /groups discuss the types of
circles and triangles in the lines that make rectangles, circles, triangles
environment,
and name them.
b) make patterns involving
rectangles, circles and • Learners working individually to make patterns
triangles, of their choice using the three shapes.
c) appreciate the beauty of • Learners in groups make patterns, colour them
patterns in the and share with other groups.
environment.
Core-Competence to be developed : communication and collaboration, imagination and creativity
Link to PCIs : Link to Values:

ESD: DRR;safety-as learners pick objects to trace and when colouring the • responsibility
patterns. • unity
Link to other learning areas: Suggested Community Service Learning activities: learners to visit
• Movement and creative activities the elderly and beautify their walls with patterns drawn on manila
• Environmental activities paper.
Suggested non-formal activity to support learning :learners could visit pre - Suggested assessment: written exercises, oral questions, observation.
school and decorate the walls using patterns drawn on manila paper.
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ASSESSMENT RUBRICS

Correctly identifies shapes and makes Correctly identifies shapes and Inconsistently identifies shapes and Major inaccuracies in identifying
patterns using rectangles, circles, makes patterns using rectangles, makes patterns using rectangles, shapes and making patterns using
triangles and other shapes. circles and triangles. circles and triangles. rectangles, circles and triangles.
SUGGESTED RESOURCES
SUB- STRANDS RESOURCES

NUMBER CONCEPT Sticks, stones, grains
WHOLE NUMBERS Sticks, marbles ,stones grains ,a number line drawn on the ground/floor
ADDITION Place value chart, abacus basic addition facts, number line drawn on the ground/floor, table,
sticks, marbles ,stones, grains and many more
SUBTRACTION Sticks, marbles, stones ,grains, basic addition facts table, number line drawn on the ground/floor
LENGTH Books, pencils, sticks, bottles, rulers and others
MASS Items of different mass such as books ,stones, pieces of wood, items of same mass
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CAPACITY Containers of different sizes, water, sand ,soil and others
TIME Charts with days of the week and months of the year in order
MONEY One shilling coins (copper, silver, small and big coins) sh.10, sh.20, sh.40 coins, sh.50 notes and
classroom shop
LINES Sticks, strings
SHAPES Cut- outs of rectangles, circles, and triangles of different sizes
NOTE
The following ICT devices may be used in the teaching/learning of mathematics at this level:
Learner digital devices (LDD),Teacher digital devices(TDD),Mobile phones, Digital clocks, Television sets, Videos, Cameras, Projectors, Radios, DVD
players, CD’s, Scanners , Internet among others.
GRADE TWO
Question(s)
1.0Numbers 1.1 Number Concept By the end of the sub-strand, the learner • Learners to read number names from 1- How can we
(8 lessons) should be able to:- 100. find the number
a) read numbers 1-100 in symbols, • Learners in groups of five to count their of objects in a
b) represent numbers 1-100 using fingers and toes. group?
concrete objects in the
environment.
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•
Learners in pairs/groups to play games of
representing numbers 1-100 using safe
concrete objects.
• Learners to play digital games of
representing groups with numbers.
Core Competences to be developed: communication and collaboration, imagination and creativity, digital literacy, critical thinking and problem solving.

• Life skills: self-awareness and self-esteem -when using body parts. • respect
• ESD: DRR; safety- when collecting items in the environment. • responsibility
Link to other learning areas: Suggested Community Service Learning Activities:learners to visit
• Language activities older citizens and listen to stories on how they used to count their animals
• Hygiene and Nutrition activities and household items.
Suggested non- formal Activity to support learning: Suggested assessment: oral questions, observation, written exercise.
learners to count number of different objects in the classroom.
Assessment Rubrics
Correctly: reads numbers more Correctly: reads numbers 1-100 in Inconsistently: reads numbers 1-100 Major inaccuracies in: reading
than100 in symbols, represents symbols, represents numbers 1-100 in symbols, represents numbers 1- numbers 1-100 in symbols,
numbers more than 100 using using concrete objects. 100 using concrete objects. representing numbers 1-100 using
concrete objects. concrete objects.
Question(s)
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1.0 Numbers 1.2 Whole By the end of the sub-strand, the • Learners in pairs/groups to count in 2's and 5's How do we get the
Numbers learner should be able to:- forward and backward starting from any point. next number in a
( 20 lessons) a) count numbers forward and • Learners in pairs/groups to count their fingers and pattern?
backward up to 100,
b) identify place value up to toes in 2's and 10's forward and backward starting
hundreds. at any point.
c) read numbers 1-100 in symbols, • Learners in pairs / groups to discuss place value
d) read and write numbers 1-20 in up to hundreds.
words, • Learners in pairs to read numbers 1-100 in
e) work out missing numbers in
symbols.
number patterns up to 100,
f) appreciate number patterns as • Learners to read and write numbers 1-20 in
they skip on the number line. words.
• Learners to play digital games involving whole
numbers.
• Learners to work out missing numbers in patterns
up to 100.
• Learners in pairs/groups to make number patterns
and share with other groups.
Core Competences to be developed: communication and collaboration, critical thinking, problem solving, digital literacy.

Citizenship: leadership- as learners work in groups. • respect
• responsibility
Link to other learning areas : Suggested Community Service Learning Activities:
• Language activities learners to assist in arranging chairs and tables in rows and columns during
• Environmental activities community functions.
• Movement and creative activities
Suggested non- formal Activity to support learning: Suggested assessment: oral questions, written exercise, observation.
learners to plant flowers in patterns in the school.
Assessment Rubrics
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Correctly: Counts to more Correctly: counts from 1- 100 Inconsistently: counts from 1-100, Major inaccuracies in: counting
than100,identifies place value up to identifies place value up to identifies place value up to from 1-100, identifying place value
more than hundreds, reads numbers hundreds, reads numbers 1-100 in hundreds, reads numbers 1-100 in up to hundreds, reading numbers 1-
more than100 in symbols, reads and symbols, reads and writes numbers symbols, reads and writes numbers 100 in symbols; reading and writing
writes numbers more than20 in 1-20 in words, works out missing 1-20 in words, works out missing numbers 1-20 in words, working out
words, works out missing numbers in numbers in patterns. numbers in patterns. missing numbers in patterns.
patterns.
Question(s)
1.0 Numbers 1.3 Fractions By the end of the sub-strand, the • Learners in pairs to make circular paper What fraction do you get
( 12 lessons) learner should be able to:- cut- outs. when you fold a circular
1
a) identify a 2 as part of a whole, • Learners in pairs to fold the circular paper paper cut- out into 4
1
cut – outs into two equal parts and identify equal parts?
b) identify a 4 as part of a whole.
one of the parts as a half of the whole
1
written as 2.
• Learners in pairs to make rectangular
paper cut – outs and fold them into two
equal parts to get a half of a whole written
1
as 2.
• Learners in pairs to fold circular paper cut
– outs to get 4 equal parts and identify one
1
of the parts as a 4 of a whole.
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•
Learners to play digital games involving
fractions.
• Learners in pairs to practice making halves
and quarters of a whole.
Core Competences to be developed: :imagination and creativity, communication and collaboration, critical thinking and problem solving, digital literacy.
Life skills: interpersonal relationship- making friends. • unity
• integrity
• responsibility
• Language activities 1 1
learners to share whole edible items in ‘s and ’s during community
2 4
• Hygiene and Nutrition activities functions.
learners to share whole edible items in halves and quarters in school.
Assessment Rubrics

1 1 1 1 1 1 1
Correctly identifies and and Correctly identifies and as part Inconsistently identifies and as Major inaccuracies in identifying
2 4 2 4 2 4 2
more fractions as part of a whole. of a whole. part of a whole. 1
and as part of a whole.
4
Question(s)
1.0 Numbers 1.4 Addition By the end of the sub-strand, the • Learners in pairs to write addition sentences 1) How can we align a
( 20 lessons) learner should be able to:- given in horizontal form vertically according to 2-digit number and a
a) add a 2- digit number to a 1- place value. 1-digit number
digit number without and with • Learners to add a 2- digit number to a 1- digit vertically in order to
regrouping with sum not number without and with regrouping. add?
exceeding 100, • Learners to practice addition by skipping on the 2) When do we
number line. regroup?
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b) add 3-single digit numbers up •
Learners in pairs/groups to collect different safe
to a sum of 20, objects and use them in addition of 3-single digit
c) add a 2-digit number to a 2- numbers.
digit number without and with• Learners in pairs/groups to practice breaking
regrouping, with sum not numbers apart to make a 10.
exceeding 100, • Learners in pairs to come up with different ways
d) workout missing numbers in of adding two 2-digit numbers without and with
patterns involving addition of regrouping.
whole numbers up to 100. • Learners to play digital games involving addition.
• Learners in groups to make patterns using
numbers up to 100.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, digital literacy.

• ESD: DRR; safety – as learners collect objects. • respect
• Citizenship: social cohesion - when working in groups. • responsibility
• unity
Link to other learning areas : Suggested Community Service Learning Activities: learners to visit
• Language activities older citizen homes and assist them in getting the total number of different
• Hygiene and Nutrition activities items in their homes.
Suggested non- formal Activity to support learning: Suggested assessment: oral questions, written exercises, observation.
learnersto plant flowers in patterns in school.
Assessment Rubrics

Correctly: adds more than two 2- Correctly: adds up to two 2-digit Inconsistently: adds up to two 2- Major inaccuracies in: adding up to
digit numbers with sums not numbers with sums not exceeding digit numbers with sums not two 2-digit numbers with sums not
exceeding 100 using different 100 using different strategies, works exceeding 100 using different exceeding 100 using different
strategies, works out missing out missing numbers in patterns up strategies, works out missing strategies, working out missing
numbers in patterns up to 100. to 100. numbers in patterns up to 100. numbers in patterns up to 100.
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Question(s)
1.0 Numbers 1.5 Subtraction By the end of the sub-strand, the •
Learners in pairs /groups to subtract How do you work out
( 20 lessons) learner should be able to:- single digit numbers by comparing missing numbers in
a) subtract up to 2- digit numbersgroups of objects. patterns involving
without regrouping, • Learners to subtract up to 2-digit subtraction?
b) use the relationship between numbers without regrouping in
addition and subtraction in horizontal and vertical forms.
working out problems, • Learners to discuss the relationship
c) work out missing numbers in between addition and subtraction using
subtraction of up to 2- digit number families.
numbers, • Learners to work out missing numbers
d) work out missing numbers in in subtraction of up to 2- digit numbers.
patterns involving subtraction
• Learners to play digital games
up to 100.
involving subtraction.
• Learners to work out missing numbers
in patterns involving subtraction.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, self -efficacy, imagination and creativity,
digital literacy.

• Life skills: interpersonal relationship, effective communication, • respect
friendship formation - as learners work in groups. • unity
• Citizenship: social cohesion – as learners work in groups. • responsibility
• Language activities learners to participate in cleaning environment activities organized by
• Environmental activities community members.
learners to collect litter during school cleaning activities.
Assessment Rubrics
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Correctly: Subtracts up to more than Correctly: subtracts up to 2- digit Inconsistently: subtracts up to 2- Major inaccuracies in: subtracting
2- digit numbers without numbers without regrouping, works digit numbers without regrouping, up to 2- digit numbers without
regrouping, works out missing out missing numbers in number works out missing numbers in regrouping, working out missing
numbers in number patterns up to patterns up to 100. number patterns up to 100. numbers in number patterns up to
100. 100.
Question(s)
1.0 Numbers 1.6 Multiplication By the end of the sub-strand, the • Learners in pairs/groups to use counters How do you represent
( 12 lessons) learner should be able to:- to represent multiplication as repeated multiplication as
a) represent multiplication as addition. repeated addition?
repeated addition using numbers • Learners in pairs/groups to use number
1, 2, 3, 4 and 5 up to five times, lines to represent multiplication as
b) write repeated addition repeated addition.
sentences as multiplication, • Learners to use '×' sign in writing
using '×' sign, repeated addition sentences as
c) multiply single digit numbers by multiplication.
1, 2, 3, 4, 5 and 10. • Learners to multiply single digit numbers
by 1, 2, 3, 4, 5 and 10.
multiplication.
• Learners could visit the local market to
see how fruits are arranged in groups of
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3's, 4's ,5's or 10's a certain number of
times.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, digital literacy

• Life skills: self- awareness- when learners use their fingers. • respect
• ESD:DRR; environmental awareness - re- use of materials collected. • unity
• responsibility
Link to other learning areas: Suggested Community Service Learning Activities: learners to visit
• Language activities older citizens and assist them in arranging items in groups of equal
• Environmental activities numbers.
Suggested non- formal Activity to support learning: Suggested assessment: oral questions, written exercises, observation.
learner to work out total number of desks in their classroom through repeated
addition.
Assessment Rubrics

Correctly: represents multiplication Correctly: represents multiplication Inconsistently: represents Major inaccuracies in: representing
as repeated addition, uses as repeated addition, uses multiplication as repeated addition, multiplication as repeated addition,
multiplication sign, multiplies single multiplication sign, multiplies single uses multiplication sign, multiplies using multiplication sign,
digit numbers by 1, 2, 3, 4, 5,and 10 digit numbers by 1, 2, 3, 4, 5 and 10. single digit numbers by 1, 2, 3, 4, 5 multiplying single digit numbers by
and goes beyond. and 10. 1, 2, 3, 4, 5 and 10.
Question(s)
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1.0 Numbers 1.7 Division By the end of the sub-strand, the • Learners in pairs/groups to share a given number of How can you share a
( 8 lessons) learner should be able to:- objects equally by each picking one object at a time given number of
a) represent division as equal until all are finished and then count how many each objects equally?
sharing, got.
b) represent division as equal • Learners in pairs/groups to pick an equal number of
grouping, objects at a time from the main group and count the
c) use ' ÷ 'sign in writing division number of small equal groups formed.
sentences, • Learners to use ‘÷’sign in writing division
d) divide numbers up to 25 by 2, 3, sentences.
4 and 5 without a remainder in • Learners to play digital games involving division.
real life situations.
• Learners to divide numbers up to 25 by 2, 3, 4 and
5 without a remainder.

• Citizenship: social cohesion- as learners work in groups. • respect
• ESD:DRR; safety - of materials that learners use. • responsibility
• love
• integrity
• social justice

• Languages activities learners to visit children’s homes and share fruits as a way of giving back
• Environmental activities to the community
Suggested non- formal activity to support learning: Suggested assessment: oral questions, written exercises, observation.
learners to plant seedlings in rows in school.
Assessment Rubrics
30
Correctly: represents division as Correctly: represents division as Inconsistently: represents division Major inaccuracies in: representing
equal sharing and equal grouping, equal sharing and equal grouping, as equal sharing and equal grouping, division as equal sharing and equal
uses division sign, divides numbers uses division sign, divides uses division sign, divides numbers grouping, using division sign, dividing
up to 25 by 2, 3, 4, and 5 without a numbers up to 25 by 2, 3, 4 and 5 up to 25 by 2, 3, 4 and 5 without a numbers up to 25 by 2, 3, 4, and 5
remainder and goes beyond. without a remainder. remainder. without a remainder.
Question(s)
2.0 Measurement 2.1 Length By the end of the sub-strand, the •
Learners in pairs/groups to use What can you use to
( 6 lessons) learner should be able to:- sticks of equal length to measure measure different
a) measure length using fixed different lengths, record and lengths?
units, discuss the results.
b) identify the metre as a unit of
• Learners in pairs/groups to
measuring length, measure length using sticks of
c) measure length in metres. different lengths, including 1-
metre sticks and identify the 1-
metre sticks.
• Learners to make 1-metre sticks
and use them in measuring various
lengths within the classroom ,
record and discuss the results.
• Learners to play digital games
involving length in metres.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, imagination and creativity, digital literacy,
learning to learn.
• Citizenship: social cohesion- as workers work in groups. • respect
• ESD:DRR; safety- of materials learners use . • responsibility
• Languages activities learners to assist their neighbours to measure length during
• Environmental activities building of chicken /rabbit cages among others.
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Suggested non- formal activity to support learning: Suggested assessment: oral questions, written exercises,
learners to measure length of their school fields in metres during games. observation.
Assessment Rubrics
Correctly: measures length using Correctly: measures length using Inconsistently: measures length using Major inaccuracies in: measuring
fixed units, identifies the metre as a fixed units, identifies the metre as a fixed units, identifies the metre as a length using fixed units,
unit of measuring length and unit of measuring length and unit of measuring length and identifying the metre as a unit of
measures length in metres with ease. measures length in metres. measures length in metres. measuring length and measuring
length in metres.
2.0 Measurement 2.2 Mass By the end of the sub-strand, • Learners in pairs/groups to use items of What can we use to
( 6 lessons) the learner should be able to:- same mass and a beam balance to measure measure mass?
a) measure mass using fixed different masses record and discuss the
units, results.
b) identify the kilogram as a • Learners in pairs/groups to use an item
unit of measuring mass, equivalent to a 1-kilogram mass and a beam
c) measure mass in balance to make other 1-kilogram masses
kilograms. and use them to compare other masses.
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•Learner to practice measuring mass in
kilograms using a 1- kilogram mass.
mass in kilograms.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, imagination and creativity, digital literacy.
• Citizenship: social cohesion- as learners work in groups. • respect
• ESD:DRR; safety -of materials learners use. • integrity
• responsibility
• Language activities learners to assist their neighbours to measure mass of items in their homes
• Environmental activities in kilograms.
Suggested non- formal activity to support learning: Suggested assessment: oral questions, written exercise, observation.
learners to measure mass of items in their classroom in kilograms during their
free time.
Assessment Rubrics

Correctly: measures mass using Correctly: measures mass using Inconsistently: measures mass using Major inaccuracies in: measuring
fixed units, identifies and uses the fixed units, identifies and uses the fixed units, identifies and uses the mass using fixed units, identifying
kilogram as a unit measuring mass kilogram as a unit of measuring kilogram as a unit of measuring and using the kilogram as a unit
with ease. mass. mass. measuring mass.
2.0 Measurement 2.3 Capacity By the end of the sub-strand, • Learners in pairs /groups to use small What can you use to measure
( 8 lessons) the learner should be able to:- containers of equal capacity to fill bigger capacity of different containers?
a) measure capacity using containers of same capacity but different
fixed units, shapes with water and count the number
b) identify the litre as a unit of small containers used to fill them.
of measuring capacity, • Learners in pairs/groups to use 1 litre
c) measure capacity in litres. containers to fill big containers with
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water and count the number of litres
used to fill the big containers.
• Learners in groups to measure the
capacity of different containers in litres.
capacity.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship,
digital literacy.
• Life Skills: interpersonal relationships - as learners work in • respect
groups. • responsibility
• Citizenship: social cohesion- as learners work in groups.
• ESD:DRR; safety- of materials learners use.

• Language activities learners to assist their neighbours to measure capacity of containers used in
• Environmental activities storing liquids.
learners to measure capacity of containers in their classroom in litres
during their free time.
Assessment Rubrics

Correctly: measures capacity using Correctly: measures capacity using Inconsistently: measures capacity Major inaccuracies in: measuring
fixed units, uses the litre as a unit of fixed units, identifies the litre as a using fixed units, identifies the litre capacity using fixed units,
measuring capacity and measures unit of measuring capacity and as a unit of measuring capacity and identifying the litre as a unit of
capacity in litres with ease. measures capacity in litres. measures capacity in litres. measuring capacity and measuring
capacity in litres.
34
Question(s)
2.0 Measurement 2. 4 Time By the end of the sub-strand, •Learners in pairs/groups to discuss activities that 1) In which month
( 10 lessons) the learner should be able to:- take place in the months of the year. do you celebrate
a) relate the months of the • Learners in pairs/groups to sing songs, rhymes your birth day?
year with various related to number of days in the months of the year. 2) Which month has
activities, • Learners in pairs/groups to measure time taken to the least number
b) recite the number of days perform an activity using arbitrary units. of days?
in each month of the year,• Learners in pairs/groups to measure time taken to
c) measure time using perform an activity using fixed units.
arbitrary units, • Learners to discuss places where they have seen
d) measure time using fixed clocks displayed as well as how they look like.
units, • Learners to observe a clock face and discuss the
e) identify the clock face, minute hand and the hour hand.
f) read, tell and write time by
• Learners to discuss how to read, tell and write time
the hour.
by the hour using both the analogue and digital
clock.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, imagination and creativity, self- efficacy,
digital literacy.
• Health Education: personal hygiene - brushing teeth, washing face. • respect
• Citizenship: social cohesion- as learners work in groups. • responsibility
• ESD:DRR; safety- of materials learners use.

• Language activities learners to assist their neighbours in keeping their compounds
• Religious activities clean during school holidays.
Suggested non-formal activity to support learning: Suggested assessment: oral questions, written exercise,
learners to clean their classroom during free time. observation.
Assessment Rubrics
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Correctly: relates months of the year Correctly: relates months of the year Inconsistently: relates months of the Major inaccuracies in: relating
to various activities, identifies to various activities, identifies year to various activities, identifies months of the year to various
number of days in each month, number of days in each month, number of days in each month, activities, identifying number of
measures time using arbitrary and measures time using arbitrary and measures time using arbitrary and days in each month, measuring time
fixed units, identifies the minute and fixed units, identifies the minute and fixed units, identifies the minute and using arbitrary and fixed units,
the hour hand in a clock face and the hour hand in a clock face and the hour hand in a clock face and identifying the minute and the hour
reads, tells and writes time by the reads, tells and writes time by the reads, tells and writes time by the hand in a clock face and reading,
hour with ease. hour. hour. telling and writing time by the hour.
Strand Sub-Strand Specific Learning Outcomes Suggested learning experiences Key Inquiry
Question(s)
2.0 Measurement 2.5Money By the end of the sub-strand, the • Learners in pairs/groups to sort out Kenyan How can you identify
( 10 lessons) learner should be able to:- currency coins and notes according to their different Kenyan
a) identify Kenyan currency coins features up to sh.100. currencies?
and notes up to sh.100, • Learners in groups to put different coins and
b) count money in sh.1, sh.5, notes together and separate them according to
sh.10, sh.20, sh.40, sh.50 up to their values and features.
sh.100, • Learners in pairs/groups to count money in
c) represent same amount of sh.1, sh.5, sh.10,sh.20,sh.40, sh.50 up to
money in different sh.100.
denominations, • Learners in pairs/groups to make same
d) relate money to goods and amount of money using different
services up to sh.100, denominations.
e) differentiate between needs • Learners in pairs/groups to discuss items they
and wants in real life context, cannot do without and those that are
f) appreciate spending and saving necessary but they can do without up to a
of money in real life situations. value of sh.100.
• Learners in pairs/groups to classify needs and
wants.
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•
Learners to discuss the importance of saving.
•
Learners to play digital games involving
money.
• Learners could record a video during a role
play of classroom shopping activities for
replay and discussion later.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship,
digital literacy.

• Life Skills: interpersonal relationship, effective communication – • respect
during shopping activities. • responsibility
• Citizenship: patriotism–money is a symbol of national unity. • integrity
• ESD:DRR; safety of materials in classroom shop, financial literacy. • patriotism
• Language activities learners to assist in counting money offered in religious and non-religious
• Environmental activities functions.
learners to assist the school clerk in sorting coins and notes according to their
value.
Assessment Rubrics

Correctly: identifies Kenyan Correctly: identifies Kenyan Inconsistently: identifies Kenyan Major inaccuracies in: identifying
currency notes and coins beyond currency notes and coins up to currency notes and coins up to Kenyan currency notes and coins up to
sh.100, counts money in different sh.100, counts money in different sh.100, counts money in different sh.100, counting money in different
denominations, works out denominations, works out denominations, works out denominations, working out
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equivalence of different equivalence of different equivalence of different equivalence of different denominations,
denominations, relates money to denominations and relates money to denominations, relates money to relating money to goods and services
goods and services and goods and services, and goods and services and differentiates and differentiating needs and wants.
differentiates needs and wants. differentiates needs and wants. needs and wants.
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
3.0Geometry 3.1 Lines By the end of the sub-strand, the •

Learners in pairs /groups to model straight and What types of lines do
( 5 lessons) learner should be able to:- curved lines using sticks plasticine /clay/ you know?
a) draw and model straight lines,papiermache.
b) draw and model curved lines.
• Learners in groups to model straight and
curved lines using strings.
• Learners in groups to model straight and
curved lines by holding their hands.
• Learners to draw straight and curved lines.
• Learners to model straight and curved lines
using learner digital devices.
Core Competences to be developed: communication and collaboration, imagination and creativity, self- efficacy, digital literacy.

• Life Skills: self- awareness - as learners use their body parts. • respect
• ESD:DRR; safety- of materials in modeling lines. • responsibility
Links to other learning areas: Suggested Community Service Learning Activities:
• Movement and creative activities learners to assist in arranging seats in straight lines in community
• Environmental activities functions.
learners to arrange seats in straight lines in the classroom.
Assessment Rubrics
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Correctly draws and models straight Correctly draws and models straight Inconsistently draws and models Major inaccuracies in drawing and
and curved lines with ease. and curved lines. straight and curved lines. modeling straight and curved lines.
Question(s)
3.0 Geometry 3.2 Shapes By the end of the sub-strand, the •
Learners in pairs/groups to sort and group items of 1) What shapes
( 5 lessons) learner should be able to:- different shapes. can you
a) identify rectangles, circles, • Learners in pairs/groups to discuss types of lines identify in your
triangles, ovals and squares, making different shapes. environment?
b) appreciate making patterns 2) What shapes
• Learners to identify and name the different shapes
involving rectangles, circles, are made by
triangles, ovals and squares. found in their classroom. straight lines?
• Learners to make patterns of their choice using the 3) What shapes
five shapes. are made by
• Learners in groups to make patterns, colour them curved lines?
and share with other groups.
• Learners to make patterns using digital devices.
Core Competences to be developed: communication and collaboration, imagination and creativity, self- efficacy, digital literacy.

• Life Skills: self- awareness - use of their hands in making patterns. • respect
• ESD:DRR; safety- of materials in making patterns. • unity
• responsibility
• Movement and creative activities learners to visit the children homes and beautify their walls with patterns
• Environmental activities drawn on paper.
learners to make patterns and stick them on classroom walls for beauty.
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Assessment Rubrics

Correctly identifies shapes and Correctly identifies shapes and Inaccurately identifies shapes and Major inaccuracies in identifying
makes patterns involving rectangles, makes patterns involving rectangles, makes patterns involving rectangles, shapes and making patterns
circles, triangles, ovals and squares circles, triangles, ovals and squares. circles, triangles, ovals and squares. involving rectangles, triangles,
with ease. circles, ovals and squares.
SUGGESTED RESOURCES
SUB -STRANDS RESOURCES

NUMBER CONCEPT Bottle tops , marbles ,sticks, stones, grains
WHOLE NUMBERS Bottle tops, marbles , sticks, stones, grains, a number line drawn on the ground/floor
FRACTIONS Circular and rectangular cut outs
ADDITION Bottle tops, marbles, stones, sticks, grains, place value chart, abacus, basic addition facts table, a number line
drawn on the ground/floor
SUBTRACTION Bottle tops, marbles, sticks, stones, grains, basic addition facts table, a number line drawn on the ground/floor
MULTIPLICATION Bottle tops, marbles, stones, grains, number line drawn on the ground/floor, multiplication table
DIVISION Bottle tops, marbles, sticks, stones, grains, multiplication tables
LENGTH Pencils, sticks, rulers, strings, ropes
MASS Items of different masses such as books ,stones, pieces of wood, items of same mass, beam balance
CAPACITY Containers of different sizes, 1-litre containers, water, soil, sand
TIME Charts with number of days in each month and months of the year in order, clock face both analogue and digital
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MONEY Money in coins and notes sh.1, sh.5, sh.10, sh.20, sh.40, sh.50, sh.100, classroom shop
LINES Sticks, clay, plasticine, strings, ropes
SHAPES Cut- outs of rectangles, circles, triangles , ovals and squares of different sizes
NOTE
The following ICT devices may be used in the teaching/learning of Mathematics at this level:
players, CD’s, Scanners, Internet among others.
GRADE THREE
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry

1.0 Numbers 1.1 Number Concept By the end of the sub-strand, •
Learners in pairs/groups to arrange different items in In which position
(8 lessons) the learner should be able to:-order of size starting with the smallest. were you when
use ordinal numbers to • Learners to identify the position of an object from a you came to class
identify position from 1-20. in the morning?
reference point using first, second up to 20th .
• Learners in groups to run for a distance and each to
identify their position using the words first, second up
to 20th position.
• Learners in pairs/groups to relate numbers 1 –20 to
positions first, second up to 20th using concrete
objects.
• Learners to play digital games involving position 1st -
20th.
Core-Competences to be developed: communication and collaboration, learning to learn, imagination and creativity, critical thinking and problem solving
,self–efficacy, digital literacy.
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Life Skills: self– awareness- as they use their body parts. • cooperation
• social justice
• positive competition
Link to other learning areas: Suggested Community Service Learning Activities: learners may
• Language activities assist in giving patients cards in health facilities according to their
arrival time.
Suggested non-formal activity to support learning: Suggested assessment: written exercises, oral questions ,
learners to take turns in playing games. observation.
Assessment Rubric
Correctly uses ordinal numbers in Correctly uses ordinal numbers in Inconsistently uses ordinal numbers Major inaccuracies in using ordinal
identifying positions from 1st- identifying positions from 1st-20th. in identifying positions from 1st-20th. numbers in identifying positions
20thand beyond with ease. from 1st-20th.
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1.0 Numbers 1.2 Whole By the end of the sub-strand, the • Learners in pairs/groups to count in 2’s and How would you get the
Numbers learner should be able to:- 5’s forward and backward starting from any total number of people in a
(20 lessons) a) count numbers forward and point. group?
backward from 1-1000,
b) identify place value up to • Learners in pairs/groups to count their
thousands, fingers and toes in 2’s and 10’s forward and
c) read numbers 1-1000 in backward starting from any point.
symbols, • Learners in pairs / groups to discuss place
d) read and write numbers 1-100 in value up to thousands.
words,
• Learners in pairs / groups to compete
e) identify missing numbers in
number patterns up to 1000, reading numbers 1-1000 in symbols.
f) appreciate number patterns as • Learners to read and write numbers 1-100 in
they skip on a number line. words.
whole numbers.
• Learners in pairs/groups to make number
patterns up to 1000 and share with other
groups.
Core-Competence to be developed: communication and collaboration, critically thinking and problem solving, imagination and creativity, digital literacy.
• Life skills: self- awareness -as learners count their fingers and toes. • Integrity
• Citizenship: social cohesion -as learners work in groups. • cooperation
• unity
• responsibility
• Environmental activities learners may assist in counting the number of chairs in a community
• Language activities function.
Suggested non-formal activity to support learning: Suggested assessment:
learners to count trees in the school compound. written exercise, oral questions, observation.
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Assessment Rubrics

Correctly: counts numbers from Correctly: counts numbers from Inconsistently: counts numbers Major inaccuracies in: counting
1 -1000, reads and writes numbers 1- 1 - 1000, reads and writes numbers from 1 -1000, reads and writes numbers from 1 - 1000, reading and
100 in words, reads and writes 1-100 in words, reads and writes numbers writing numbers 1-100 in words,
number symbols from 1 - 1000, number symbols from 1 - 1000, 1-100 in words, reads and writes reading and writing number symbols
identifies place value up to identifies place value up to number symbols from 1 -1000, from 1- 1000, identifying place
thousands, works out missing thousands, works out missing identifies place value up to value up to thousands, working out
numbers in patterns up to 1000 with numbers in patterns up to 1000. thousands, works out missing missing numbers in patterns up to
ease. numbers in patterns up to 1000. 1000.
Question(s)
1.0 Numbers 1.1 Fractions • Learners in pairs /groups to make circular
(10 lessons) By the end of the sub-strand the cut-outs. How can you represent a
learner should be able to:- • Learners in pairs /groups to fold circular half, a quarter or an
1 1 1
a) identify 2, and 8 as part of a cut-outs into 2 equal parts and identify one eighth of a group?
4
1
whole. part as of the whole.
1 1 1 2
b) identify , 4 and as part of a • Learners in pairs /groups to make
2 8
group. rectangular cut-outs and fold them into 4
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equal parts to get a quarter of a whole and
1
identify each part as of the whole.
4
• Learners in pairs /groups to make
rectangular cut-outs and fold to get 8 equal
1
parts and identify one part as of the
8
whole.
• Learners in pairs /groups to divide a
number of objects into 2 equal groups and
1
identify each of the small groups as of
2
the whole group.
1
identify each of the small groups as of
4
the whole group.
1
identify each of the small groups 8 of the
whole group.
1
• Learners to play digital games involving ,
2
1 1
and .
4 8
Core-Competence to be developed: imagination and creativity, communication and collaboration, critical thinking and problem solving, digital literacy.

• Life skills: interpersonal relationships- friendship formation and • integrity
decision making. • unity
• Citizenship: integrity-sharing, social cohesion -as they work in groups. • responsibility
• ESD: environmental awareness- as learners collect objects like sticks.
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Link to other learning areas: Suggested Community Service Learning Activities: learners can
share responsibilities during community activities.
• Hygiene and Nutrition activities
Suggested non-formal Activity to support learning: Suggested assessment: written exercise, observation, oral
questions.
learners to share library books during free time.
Assessment Rubrics

1 1 1 1 1 1 1 1 1 1 1
Correctly identifies , , and more Correctly identifies , and as part Inconsistently identifies , and as Major inaccuracies in identifying ,
2 4 8 2 4 8 2 4 8 2 4
as part of a whole and as part of a of a whole and as part of a group. part of a whole and as part of a 1
and as part of a whole and as part
group. group. 8
of a group.
1.0Numbers 1.2 Addition By the end of the sub-strand, the learner • Learners to add up to two 3- digit 1) How do you arrange
(25 lessons) should be able to:- numbers without and with numbers when adding
a) add a 3- digit number to up to a 2 -digit regrouping with sum not exceeding vertically
number without regrouping with sum 1000. 2) How do you identify
not exceeding 1000, • Learners to practice adding the first two numbers
b) add a 3- digit number to up to a 2- digit horizontally and vertically. to add when adding
number with single regrouping with • Learners in pairs to come up with three single digit
sum not exceeding 1000, different ways of adding 3- single numbers?
c) add three single digit numbers with sum digit numbers. 3) How can you get the
up to 27, • Learners to play digital games next number in a
involving addition. given pattern?
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d) add two 3- digit numbers without • Learners to create and work out
regrouping, missing numbers in patterns
e) add two 3- digit numbers with single involving addition up to 1000.
regrouping with sum not exceeding
1000,
f) work out missing numbers in patterns
involving addition up to 1000,
g) create number patterns involving
addition up to 1000.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, digital literacy, imagination and creativity.
• ESD: DRR; safety-environmental awareness. • integrity
• Life skills: self- awareness-as they use body parts in counting. • responsibility

• Environmental activities learners may assist in working out the total number of different trees
• Language activities in their locality in order to find out which type should be planted.
Suggested non-formal activity to support learning: learners to work out total Suggested assessment: written exercise, observation, oral questions.
number of learners in the school.
Assessment Rubrics

Correctly: adds a 3- digit number to Correctly: adds a 3- digit number to Inconsistently: adds a 3- digit Major inaccuracies in: adding a 3-
up to 3- digit numbers with double up to 3- digit numbers with single number to up to 3- digit numbers digit number to up to 3- digit
regrouping with sum not exceeding regrouping with sum not exceeding with single regrouping with sum not numbers with single regrouping with
1000,works out missing numbers in 1000,works out missing numbers in exceeding 1000,works out missing sum not exceeding 1000,working out
number patterns up to 1000, creates number patterns up to 1000, creates numbers in number patterns up to missing numbers in number patterns
patterns involving addition up to patterns involving addition up to 1000, creates patterns involving up to 1000, creating patterns
1000. 1000. addition up to 1000. involving addition up to 1000.
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Question(s)
1.0 Numbers 1.5 Subtraction By the end of the sub-strand, the • Learners to work out subtraction of up to 3- 1) When do you
(20 lessons) learner should be able to:- digit numbers without regrouping in real regroup during
a) subtract up to 3- digit numbers life situations. subtraction?
without regrouping, • Learners to work out missing numbers in 2) How do you
b) subtract up to 3- digit numbers subtraction of up to 3- digit numbers with identify the missing
involving missing numbers with single regrouping using a variety of number in a number
single regrouping, strategies such as number families. pattern?
c) work out missing numbers in • Learners to play digital games involving
number patterns involving subtraction.
subtraction up to 1000. • Learners to discuss how to work out
missing numbers in patterns involving
subtraction up to 1000.

ESD: environmental awareness- as learners work out subtraction. • respect
• responsibility
• integrity
Link to other learning areas: Suggested Community Service Learning Activities: learners to
• Language activities participate in community environmental cleaning activities.
Suggested non- formal activity to support learning: learners to Suggested assessment: oral questions, written exercise, observation.
clean up their school.
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Assessment Rubrics

Correctly: subtracts up to 3- digit Correctly: subtracts up to 3- digit Inconsistently: subtracts up to 3- Major inaccuracies in: subtracting
numbers without regrouping, numbers without regrouping, digit numbers without regrouping, up to 3- digit numbers without
subtracts up to 3- digit numbers subtracts up to 3- digit numbers subtracts up to 3- digit numbers regrouping, subtracting up to 3- digit
involving missing numbers with involving missing numbers with involving missing numbers with numbers involving missing numbers
single regrouping, works out missing single regrouping, works out missing single regrouping, works out with single regrouping, working out
numbers in patterns up to 1000 with numbers in patterns up to 1000. missing numbers in patterns up to missing numbers in patterns up to
ease. 1000. 1000.
Question(s)
1.0 Numbers 1.6 Multiplication By the end of the sub-strand, the learner • Learners in pairs/groups to multiply 1) How can you work
(10 lessons) should be able to:- single digit numbers by numbers1- out multiplication
multiply single digit numbers by numbers 10 using: using repeated
1-10 in different contexts. -groups of objects addition?
-repeated addition 2) How can we get the
-multiplication table. answer to a
• Learners to play digital games multiplication
involving multiplication. question using the
multiplication table?
Core competences to be developed: communication and collaboration, imagination and creativity ,self-efficacy, digital literacy.
Link to PCIs: Link to values
• Life skills: self –awareness -learners use body parts in grouping objects. • integrity
• unity
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• ESD:DRR; Environmental conservation-learners re-use materials and objects; • cooperation
animal welfare-feeding animals in small portions at a time.
• Language activities learners to assist farmers in finding out how many
• Environmental activities seedlings planted in rows are in a seed bed.
Suggested non-formal activities to support learning: learners to play games involving Suggested assessment: written exercise, observation, oral
multiplication in school. questions.
Assessment Rubrics
Correctly multiplies single digit Correctly multiplies single digit Inconsistently multiplies single digit Major inaccuracies in multiplying
numbers by numbers 1-10 and numbers by numbers 1-10. numbers by numbers 1-10. single digit numbers by numbers
beyond. 1-10.
Question(s)
1.0 Numbers 1.7 Division By the end of the sub-strand, the • Learners to take away from a group a specific 1) How can we divide
(8 lessons) learner should be able to:- number of objects at a time until all are numbers using
a) represent division as repeated finished and then count the number of small subtraction?
subtraction up to 5 times, groups formed. 2) How can we use the
b) show relationship between • Learners to represent division as repeated multiplication table
multiplication and division subtraction up to 5 times. to work out division
using mathematical sentences • Learners to discuss the relationship between questions?
up to 9×10 = 90. division and multiplication using the
multiplication table.
• Learners in pairs/ groups to practice how to
divide numbers related to multiplication of up
to
50
9 × 10 = 90.
division.
ESD: animal welfare- feeding animals by giving small portions at a time. • respect
• responsibility
• love
Link to other learning areas : Suggested Community Service Learning Activities: learners to assist in
• Language activities sharing food in functions.
learners to water flowers and trees in the school compound.
Assessment Rubrics
Correctly represents division as Correctly represents division as Inconsistently: represents division Major inaccuracies in: representing
repeated subtraction up to more than repeated subtraction up to 5 as repeated subtraction up to 5 division as repeated subtraction up to 5
5 times and relates division to times and relates division to times, relates division to times and in relating division to
multiplication up to 9 x10 = 90. multiplication up to 9x10= 90. multiplication up to 9 x10 = 90. multiplication up to 9 x10 = 90.
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2.0 Measurement 2.1 Length By the end of the sub-strand, the •Learners in pairs/groups to use metre 1) How do you measure
(6 lessons) learner should be able to:- sticks to measure various distances and the chalkboard using a
a) measure length in metres, record their results. metre stick?
b) add and subtract length in • Learners to prepare 5 metres long 2) How do you get the
metres, strings with knots at intervals of one total length in metres
c) estimate length up to 20 metre to measure long distances. of the 4 classroom
metres. • Learners in groups to measure the walls?
lengths of the 4 walls in their classroom 3) How do you measure
and add the lengths. the distance between
• Learners to measure the length of the the flag post and the
chalkboard and the wall it is fixed and staffroom using a 5
work out the difference in length. metres long string?
• Learners to work out questions
involving addition and subtraction of
length in metres based on real life
situations.
• Learners in pairs/groups to estimate
distances around the school up to 20
metres and measure to confirm.
• Learners to take videos of others
measuring length then playback and
discuss.
Core Competencies to be developed: communication and collaboration, imagination and creativity, critical thinking and problem solving, self-efficacy,
digital literacy.
ESD:DRR; environmental awareness-re-use of materials, safety- of materials • integrity
learners use. • unity
• responsibility
• Environmental activities learners to assist their neighbours in measuring length when
• Language activities building chicken and rabbit cages among others.
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Suggested non-formal activity to support learning: Suggested assessment: oral questions, observation’ written
learners to measure lengths of buildings in school. exercise.
Assessment Rubrics
Correctly: measures length in metres, Correctly measures length in metres, Inconsistently: measures length in Major inaccuracies in: measuring
adds length in metres, subtracts adds length in metres, subtracts metres, adds length in metres, length in metres, adding length in
length in metres and estimates length length in metres and estimates length subtracts length in metres and metres, subtracting length in
up to 20 metres and beyond. up to 20 metres. estimates length up to 20 metres. metres and estimating length up to
20 metres.
Question(s)
2.0 Measurement 2.2 Mass By the end of the sub-strand, • Learners to measure mass in kilograms How can you make
(6 lessons) the learner should be able to:- using a beam balance. a 1kg mass using a
a) measure mass in kilograms, • Learners to make masses of 1kg using beam balance?
b) add and subtract mass in sand/ soil by measuring against the
kilograms, kilogram standard unit.
c) estimate mass up to 5 • Learners to add and subtract mass in
kilograms. kilograms in real life situations.
• Learners to use a 5kg mass to compare
other masses.
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• Learners to estimate mass up to 5kg and
measure to confirm.
mass.
Core competencies to be developed: communication and collaboration, imagination and creativity, critical thinking and problem solving, self-efficacy,
digital literacy.
• Citizenship: social cohesion- as learners work in groups. • integrity
• ESD:DRR; safety- in selecting appropriate materials. • unity
• honesty

• Environmental activities learners to assist neighbours in arranging light items.
Suggested non-formal activity to support learning: Suggested assessment: written exercise, oral questions,
learners to measure mass of different items in kilograms. observation.
Assessment Rubrics

Correctly: measures mass in Correctly: measures mass in Inconsistently: measures mass in Major inaccuracies in: measuring
kilograms, adds and subtracts mass kilograms, adds and subtracts mass kilograms, adds and subtracts mass mass in kilograms, adding and
in kilograms and estimates mass up in kilograms and estimates mass up in kilograms and estimates mass up subtracting mass in kilograms and
to 5kg and beyond.
to 5kg. to 5kg. estimating mass up to 5kg..
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Question(s)
2.0 Measurement 2.3 Capacity By the end of the sub-strand, the •
Learners in pairs/groups measure What can we use to
(8 lessons) learner should be able to:- capacity of different containers in litres. measure capacity?
a) measure capacity in litres, • Learners to add and subtract capacity in
b) add and subtract capacity in litres in real life situations.
litres, • Learners to estimate capacity up to 5
c) estimate capacity up to 5 litres. litres and measure to confirm.
• Learners play digital games involving
capacity.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, digital literacy, imagination and creativity,
citizenship.
ESD: animal welfare – feed animals with water • respect
• responsibility
• integrity
Link to other learning areas: Suggested Community Service Learning Activities: learners to take part
• Language activities in watering flowers and trees around places of worship, health centres and
• Nutrition and hygiene activities at home.
Suggested non- formal activity to support learning: learners to water Suggested assessment: oral questions, observation, written exercise.
flowers and trees in the school compound.
Assessment Rubrics
Correctly: measures capacity in Correctly: measures capacity in Inconsistently: measures capacity in Major inaccuracies in: measuring
litres, adds and subtracts capacity in litres, adds and subtracts capacity in litres, adds and subtracts capacity in capacity in litres, adding and
litres in real life experiences and litres in real life experiences and litres in real life experiences and subtracting capacity in litres in real
estimates capacity up to 5 litres and estimates capacity up to 5 litres estimates capacity up to 5 litres life experiences and estimating
beyond. capacity up to 5 litres
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Question(s)
2.0 Measurement 2.4 Time By the end of the sub-strand, the • Learners to discuss the divisions on a How do we convert
(10 lessons) learner should be able to:- clock face and what each division hours to minutes?
a) identify the minute as a unit of represents.
measuring time, • Learners to read time on a digital clock
b) read and tell time using the • Learners in pairs/groups to discuss the
digital clock, relationship between hours and minutes
c) read and tell time using ‘past’ using a clock face.
and ‘to’ the hour using the clock • Learners in pairs/groups to read, tell and
face, write time using ‘past’ and ‘to’ the hour.
d) write time using ‘past’ and ‘to’ • Learners in pairs/groups to estimate time
the hour, in hours.
e) estimate time in hours, • Learners in pairs/groups to add and
f) add and subtract time involving subtract time involving hours and minutes
hours and minutes without without conversion in real life situations.
conversion in real life situations.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, digital literacy, learning to learn.

• Health education: HIV and AIDS- drugs time adherence. • respect
• Citizenship: governance- law and order in school in keeping time. • responsibility
• integrity
• social justice
Link to other learning areas : Suggested Community Service Learning Activities: learners to assist in
• Language activities being time keepers in community activities.
• Nutrition and Hygiene activities
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Suggested non- formal activity to support learning: learners to assist in Suggested assessment: oral questions, observation, written exercise.
time keeping during games.
Assessment rubrics

Correctly: reads, tells, writes time Correctly: reads, tells, writes time Inconsistently: reads, tells, writes Major inaccuracies in: reading,
using ‘past’ and ‘to’ the hour, using ‘past’ and ‘to’ the hour, time using ‘past’ and ‘to’ the hour, telling, writing time using ‘past’ and
estimates time in hours and minutes, estimates time in hours, adds and estimates time in hours, adds and ‘to’ the hour, estimating time in
adds and subtracts time involving subtracts time involving hours and subtracts time involving hours and hours, adding and subtracting time
hours and minutes without minutes without conversion in real minutes without conversion in real involving hours and minutes without
conversion in real life situations with life situations. life situations. conversion in real life situations.
ease.
Question(s)
2.0 Measurement 2.5 Money By the end of the sub-strand, the • Learners in pairs/groups to sort out Kenyan
(10 lessons) learner should be able to:- currency notes according to their value and What is the
a) identify Kenyan currency features up to sh.1000. difference between
notes up to sh.1000, • Learners in pairs/groups to practice addition needs and wants?
b) count money in different and subtraction of money in real life
denominations up to sh.1000, situations up to sh.1000.
c) add and subtract money • Learners in pairs/groups to practice giving
involving up to sh.1000, change and balance using imitation money up
to sh.1000 in shopping activities.
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d) carry out shopping activities • Learners in pairs/groups to share own
involving change and experiences in relation to shopping activities.
balance, • Learners in pairs/groups to discuss items they
e) relate money to goods and cannot do without and those that are
services up to sh.1000, necessary but they can do without.
f) differentiate between needs • Learners in pairs/groups to classify needs and
and wants, wants.
g) appreciate spending and • Learners to play digital games involving
saving of money in real life money.
situations.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, digital literacy, citizenship.

• ESD: financial literacy- the choice of what to buy and what not to • respect
buy. • responsibility
• Parental Empowerment and engagement: selection of what to buy • integrity
and what not to buy. • social justice
Link to other learning areas: Suggested Community Service Learning Activities: learners to visit
• Language activities older citizens to listen to stories involving money features.
Suggested non- formal activity to support learning: learners to help count Suggested assessment: written exercise, oral questions, observation.
money in school activities.
Assessment Rubrics

Correctly: identifies Kenyan Correctly: identifies Kenyan Inconsistently: identifies Kenyan Major inaccuracies in: identifying Kenya
currency notes up to sh. currency notes up to sh. currency notes up to currency notes up to sh.1000, counting
1000,counts money in different 1000,counts money in different sh.1000,counts money in different money in different denominations, adding,
denominations, adds, subtracts, denominations, adds, subtracts, denominations, adds, subtracts, subtracting, carrying out shopping activities
carries out shopping activities carries out shopping activities carries out shopping activities within sh.1000, relating money to goods
above sh.1000, relates money to within sh.1000, relates money to within sh.1000, relates money to and services, differentiating needs and
goods and services, differentiates goods and services, differentiates goods and services, differentiates wants, explaining meaning of spending and
needs and wants, explains needs and wants, explains meaning needs and wants, explains saving in real life situations.
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meaning of spending and saving of spending and saving in real life meaning of spending and saving
in real life situations. situations. in real life situations.
Question(s)
3.0 Geometry 3.1 Position and By the end of the sub-strand, the •
Learners in pairs /groups to move along a What do you do when
Direction learner should be able to:- straight line from a given point. you get to a road
(5 lessons) a) move along a straight line • Learners in pairs/groups to move straight junction?
from a point, along the outside of their classroom and then
b) turn to the right from a point,
turn to the right or left.
c) turn to the left from a point.
• Learners in pairs practice moving along a
straight line and turning left or right.
• Learners to play digital games on movement.
Core Competences to be developed: communication and collaboration, critical thinking and problem solving, digital literacy, imagination and creativity.

• Life skills: self- awareness - as learners use their body parts in • cooperation
movement. • responsibility
• Citizenship: social cohesion- as learners work in groups. • unity
Link to other learning areas: Suggested Community Service Learning Activities: learners to assist in
• Language activities ushering people during community functions.
Suggested non- formal activity to support learning: learners to participate Suggested assessment: written exercise, oral questions, observation.
in games, athletics and scouting.
Assessment Rubric
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Correctly demonstrates movement Correctly demonstrates movement Inaccurately: demonstrates Major inaccuracies in:
along a straight line and turning to along a straight line and turning to movement along a straight line, and demonstrating movement along a
the right orleft with ease. the right or left. turning to the right or left. straight line and turning to the right
or left.
Question(s)
3.0 Geometry 3.2 Shapes By the end of the sub-strand, • Learners to sort and group items of different shapes. What shapes can you
(4 lessons) the learner should be able to:- • Learners in pairs /groups to discuss the types of lines identify in your
a) make patterns involving making various shapes. school?
rectangles, circles, • Learners to identify and name the different shapes
triangles, ovals and
found in their environment.
squares,
b) appreciate making patterns • Learners to make patterns using the five shapes.
involving rectangles, • Learners in groups to make patterns, colour them and
circles, triangles, ovals and share with other groups.
squares. • Learners to play digital games involving shapes.
Core Competences to be developed: communication and collaboration, creativity and imagination, critical thinking and problem solving, digital literacy.

• Citizenship: leadership development, social cohesion- as learners • respect
work in groups. • responsibility
• Life skills: self- esteem and awareness- as learners make patterns • unity
Link to other learning areas : Suggested Community Service Learning Activities: learners to visit
• Languages activities children homes and beautify their rooms with patterns drawn on paper.
Suggested non- formal activity to support learning: Suggested assessment: written exercises, oral questions, observation.
learners to mark games /sports fields.
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Assessment Rubric
Correctly makes patterns involving Correctly makes patterns involving Inaccurately makes patterns Major inaccuracies in making
rectangles, circles, triangles, ovals rectangles, circles, triangles, ovals involving rectangles, circles, patterns involving rectangles,
and squares with ease. and squares. triangles, ovals and squares. circles, triangles, ovals and squares.
SUGGESTED RESOURCES
SUB -STRANDS RESOURCES

NUMBER CONCEPT Marbles, sticks, stones, grains
WHOLE NUMBERS A number line drawn on the ground/floor, place value chart
FRACTIONS Circular and rectangular cut outs, marbles, bottle tops ,sticks, grains, stones
ADDITION Place value chart, abacus, basic addition facts table
SUBTRACTION Basic addition facts table, place value chart
MULTIPLICATION Bottle tops ,marbles, stones, grains, number line drawn on the ground/floor, multiplication tables
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DIVISION Bottle tops, marbles, stones, sticks, grains, multiplication tables
LENGTH Books, pencils, rulers, sticks, bottles, metre rule, metre sticks
MASS Masses of 1kg, soil, sand, beam balance
CAPACITY Containers of different sizes, 1litre containers, sand soil water,5 litre containers
TIME Clock face both analogue and digital
MONEY Kenyan currency coins and notes/imitations up to sh.1000, classroom shop
POSITION AND DIRECTION Charts showing a straight line, a turn to the left and a turn to the right
SHAPES Cut- outs of rectangles, circles, triangles, ovals and squares of different sizes
NOTE
The following ICT devices may be used in the teaching/learning of mathematics at this level:
players, CD’s, Scanners, Internet among others.
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ENVIRONMENTAL ACTIVITIES
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Essence Statement
This is an integrated learning area comprising of Science, Social and Agricultural activities. The learner will acquire knowledge, skills, values
and attitudes leading to competency that will enable exploration of the environment for enjoyment, learning and problem solving. The
competences will form basis for concepts to be acquired at higher levels of learning for sustainable development.
General Learning Outcomes
a) practice proper sanitation and safety precautions to limit risks to self, others and the environment
b) demonstrate appropriate values, attitudes and practices for sustainable interactions
c) explore the immediate environment for learning and enjoyment
d) apply acquired competences in solving environmental challenges for sustainable development
e) appreciate the country’s rich, diverse environmental resources and cultural heritage for harmonious living
f) develop appropriate organizational, practical and technological skills for problem solving in conserving the environment
g) communicate environmental friendly messages through technological, verbal and non-verbal modes for conservation, improvement and protection of the environment
h) participate in community service learning to promote the environmental and social well being.
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GRADE ONE
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
1.0 Environment and 1.1 Weather and Sky By the end of the sub-strand, • Learners to observe the sky 1) What do we see when
its resources (10 lessons) the learner should be able (the sun, moon, stars and look at the sky during
1.1.1 Observing the Sky to:- clouds)during the day and share the day and during the
a) describe the appearance their observations with others night?
of the sky during the day • With the help of parents or 2) What differences do
and at night, guardians learners to observe we observe in the day
b) observe differences in appearance of the sky at night and night sky?
appearance of the sky and report back
during the day and at • Use stimulus materials to show
night, appearance of the sky during the
c) develop curiosity in day and at night
observing appearance of • Learners to play educative
the sky for enjoyment. computer games on the Sun,
moon, clouds and stars
• Learners to draw and colour the
Sun, moon, clouds and stars.
1.1.2 Exploring weather By the end of the sub-strand, • Learners to explore weather How is the weather today?
conditions the learner should be able conditions as an outdoor activity
to:- (windy, cloudy, rainy and sunny)
a) identify weather • In groups, learners to observe
conditions of the day weather conditions of the day in
b) make reasonable weather the immediate environment
forecast of the day • Learners to share experiences
c) appreciate weather about daily weather conditions
conditions at different • Learners to identify various
times of the day. weather conditions of a day
using age appropriate stimulus
materials
• Learners to mime various
weather conditions for
enjoyment
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•Learners to find out more about
the sky during the day and at
night from parents or guardians.
• Learners to draw and colour a
picture on weather.
Core Competences to be developed: Communication and collaboration, imagination and creativity, critical thinking and problem solving.
Link to PCIs and Values :ESD: Environmental Education Link to values: Unity and respect when working together
Links to other learning activity areas: Religious Education :Appreciating God’s Suggested Community Service Learning activities: learners are
creation guided by parents or guardians to observe the sky at night.
Movement and Creative Arts: drawing and colouring
Suggested non formal activity to support learning: Learners to develop and Suggested assessment: observation as they draw and colour the
colour a poster on weather. poster, oral questions on weather.
Suggested Assessment Rubric
Exceeds expectations Meets expectation Approaches expectations Below expectations

• Consistently and accurately • Accurately identifies the sun, • Occasionally identifies the Rarely identifies and
identifies the sun, moon ,stars and moon, stars and clouds sun, moon ,stars and clouds appreciates weather
clouds • Appreciates different weather • Sometimes appreciates conditions.
• Appreciates different weather conditions. different weather conditions.
conditions.
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Strand Sub-Strand Specific Learning Outcome Suggested Learning Experiences Key Inquiry
Question(s)
1.3 Water By the end of the sub-strand, the • Learners to brainstorm on sources of What are the sources
(10 lessons) learner should be able to:- water of water in our
1.3.1 Sources of water a) identify different sources of • Learners to observe a variety of immediate
water in the immediate stimulus materials on sources of water. environment?
environment, • In groups, learners to share ideas on
b) observe different sources of different sources of water in the
water in the immediate immediate environment
environment, • With the support of the teacher, learners
c) appreciate different sources of to make model sources of water in the
water in the immediate class learning space/corner as a project.
environment.
1.3.2 Uses of water By the end of the sub-strand, the • Learners to identify different uses of How could we use
learner should be able to:- water using varied stimulus materials water responsibly in
a) identify different uses of water • In groups, learners to identify different the home and
in the home and school, uses of water in the home and school school?
b) demonstrate careful use of water from the stimulus materials
in the home and school, • Learners to discuss careful use of water
c) appreciate careful use of water in the home and school
in the home and school. • Learners to create and share with others
a scrapbook on careful use of water
either in the home or at school as part of
a personal experience and to bring out
the value of careful use of water
Core-competence to be developed: Communication and collaboration while working in groups; Digital literacy; Creativity: ability to think critically
and creatively in making the scrapbook
Links to PCIs: Personal hygiene Links to values: Moral values of cleanliness
Link to other learning activity areas : Religious Education: Religious Suggested Community Service Learning activities: Learners to find out
values, appreciate water sources as a gift from God; Nutrition and Hygiene more about sources and uses of water from their parents or guardians.
cleanliness
Suggested non-formal activity to support learning through application Suggested assessment: Use a checklist to assess the scrapbook,
Make a display of the scrapbook for other learners to appreciate. Observation on group work, written and oral questions.
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Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation

Consistently and correctly identifies Correctly identifies sources and uses of To some extent, correctly Rarely identifies and appreciates sources
many sources and uses of water and water. Appreciates and demonstrates identifies sources and use of and uses of water.
demonstrates careful use of water. careful use of water. water. May appreciate and
demonstrate careful uses of
water.
Strand Sub -strand Specific learning outcomes Suggested learning experiences Key inquiry question
(s)
Environment and 1.4 Soil By the end of the sub-strand, the •
Learners to identify ways of How could we play
its resources (10 lessons) learner should be able to:- playing with soil with soil?
1.4.1 Playing with soil a) identify ways of playing with• Learners to fill and empty cans
soil for enjoyment, with soil for fun
b) play with soil in different ways
• Learner to model different objects
for enjoyment, using soil
c) model different objects using• Learners to draw on the soil and
soil at school, make different patterns using soil
d) develop curiosity in playing paints
with soil for enjoyment. • Learners to find out more from
parents or guardians on how to
play with soil.
Core-competence to be development: creativity and imagination, communication and collaboration as learners make patterns using paints from soil.
Links to PCIs: ESD: Environment and its resources Links to values: Responsibility as learners work together
Links to other learning activity areas : Mathematics: Emptying and filling cans Suggested Community Service Learning activities: Learners
Movement and Creative activities: Drawing and making patterns find out from parents or guardians how to play with soil.
Suggested non-formal activity to support learning: Displaying patterns from soil Suggested assessment: Oral questions and observation of the
paints for peers to appraise. soil activities.
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Exceeds expectations Meets expectation Approaches Expectation Below expectation

Consistently plays and creatively Correctly plays, model objects, Sometimes plays, model objects, Rarely plays, model objects or make
model objects, makes a variety of make patterns using soil and shows make few patterns using soil and patterns using soil.
patterns using soil and shows curiosity in playing with soil. shows little interest in playing with
curiosity in playing with soil. soil.
Strand Sub-strand Learning outcome Suggested Learning experience Key Inquiry

question(s)
Environment and 1.5 Plants By the end of the sub-strand, the • Learners to take a nature walk to What plants are
its resources (15 Lessons) learner should be able to:- observe different plants in the found in the
1.5.1Exploring plants in the a) identify plants in the immediate environment. immediate
immediate environment immediate environment, • Learners to think, pair and share environment?
b) observe plants in the about plants that they observed
immediate environment to during the nature walk
realize the diversity in plants, • Learners to draw and colour plants
c) appreciate plant diversity in that they liked during the nature walk
the immediate environment. • Learners to gather more information
parents or guardians about plants and
report back.
• Learners to search for pictures on
plants from digital and print
resources
• Learners to sing a song on plants.
Core Competences to be developed: Communication and collaboration: sharing experiences in groups about plants. Imagination and creativity: drawing
and coloring plants. Learning to learn: gathering information through taking a nature walk
Link to PCIs: ESD: Environmental awareness Link to values: Responsibility and unity inworking with others
Links to other learning activity areas: Religious Activities: Appreciating plants as Suggested Community Service Learning activities: learners to
God’s creation. find out names of plants from parents or guardians.
Movement and Creative Activities: Drawing and colouring plants
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Suggested non formal activity to support learning: Sing songs on plants during the Suggested assessment: Oral questions, observation and written
school assembly. work on Activity sheet on plants.

Consistently and correctly identifies Correctly identifies plants in Sometimes identifies some plants in the Rarely identifies plants in the
the plants in the immediate the immediate environment. immediate environment. immediate environment.
environment.
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key inquiry
Question(s)
1.0 Environment and its 1.6 Animals • Learners are guided safely
By the end of the sub-strand, What animals are
resources (15 lessons) the learner should be able to:-
explore animals in the immediate found in the
1.5.1 Exploring animals a) identify different animals in
environment immediate
in the immediate the immediate • Using stimulus materials, environment?
environment. environment, learners in groups observe and
b) observe different animals in
identify different animals
the immediate • Learners to take a nature walk to
environment, observe diversity in animals.
c) appreciate diversity of • Learners to share their findings
animals in the immediate on animals that they observed
environment. • Learners listen to case stories on
animals for enjoyment
• Learners to gather more
information on animals from
parents or guardians.
Core Competence to be developed: Creativity and imagination, Learning to learn Communication and collaboration
Link to PCIs: ESD: Environmental awareness. Link to Values: Respect, kindness, care, safety: learners appreciate
Life skills: Effective communications as learners identify animals. animals in their natural environment.
Link to other learning activity areas: Religious Education: appreciating animals Suggested Community Service Learning activities: Learners to
as God’s creation. explore animals in the immediate environment
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Literacy: listening to stories on animals
Suggested non formal activity to support learning through application: Suggested assessment: Oral questions on identifying animals in the
Present a message on care of animal to other learners. immediate environment.
Exceeds expectation Meets expectation Approaches expectation Below expectation

Consistently and correctly identifies, Correctly identifies Sometimes identifies different Rarely identifies and appreciate different
observes and appreciates different animals different animals, animals, observes and rarely animals in the immediate environment.
in the immediate environment. observes and appreciates shows appreciation of the
the animals in the different animals in the
immediate environment. immediate environment.
Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
1.0 Environment and 1.7 Energy By the end of the sub-strand, the • Learners take a sound walk in the 1 What produces
its resources (10 Lessons) learner should be able to:- immediate environment sounds in the
1.7.1 Producing sounds a) recognize sounds in the • Learners think, pair and share the immediate
immediate environment, sounds they heard environment?
b) identify ways of producing • Learners to imitate sounds from 2 How could we
sounds from different humans, animals, machines or that produce sounds?
objects, which is natural such as thunder)
c) create sounds from a • Learners to identity ways of
variety of sources for creating sound using the body,
enjoyment objects and voice (plucking, hitting,
d) develop curiosity in blowing, shaking snapping, tapping
producing sounds from and clicking)
different objects. • Learners to listen to different
sounds from common instruments
using multimedia resources.
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1.7.2 Sounds that alert By the end of the sub-strand, the • Learners to come up with different 1. What sounds alert
us on dangers learner should be able to:- sounds that alert us on dangers on danger?
a) identify sounds that alert us • Learners to identify sounds used to 2. How could we
on dangers in the immediate alert us on dangerous situations respond
environment, • In groups, learners to match appropriately to
b) discriminate sounds that different sound alerts with correct various sounds?
alert us on dangers for danger
appropriate response, • Organize learners to practice
c) appreciate different sounds appropriate response to sounds that
that alerts on dangers. alert us on dangers
• Learners to ask parents or guardians
how to appropriately respond to
sounds that alert people on dangers
in the community.
1.7.3 Harmful effects of By the end of the sub-strand, the • Learners to explore sources of loud 1. What are the
loud sounds learner should be able to:- sound in the immediate sources loud
a) identify sources of loud environment sounds?
sounds in the immediate • Learners to be aware of effects of 2. How could loud
environment loud sounds on their wellbeing sound harm us?
b) recognize harmful effects of • Learners to identify ways of 3. How could we
loud sound to health and avoiding loud sound avoid loud sound?
safety • Learners to recite a poem on
c) observe practices that limit limiting harmful effects of loud
harmful effects of loud sounds.
sounds
d) demonstrate willingness to
limit harmful effects of
loud sounds to self and
others.
Core-competence to be development: Creativity and imagination when creating sound, dancing and singing
Self-efficacy – discussing on how to avoid practices that brings about loud sound
Links to PCIs: ESD: Environment and its Resources Link to values: Responsibility and unity as learners work
Life skills: Effective communication , learners produce sounds in different ways together
Citizenship: Social cohesion, learners sing and dance to different sounds
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Links to other learning activity areas (s): Language: Reciting poems Suggested Community Service Learning activity:
Nutrition and Health: Loss of hearing Display messages that warn on harmful effects of loud
Movement and creative Arts: Singing and dancing sounds.
Suggested non-formal activity to support learning through application Suggested assessment: Sound quiz,written questions
Communicate messages of avoiding loud sounds through clubs movements and societies.
Sub-strand Exceeds expectation Meets expectation Approaches expectation Below expectation

Producing sounds Correctly and consistently Correctly identifies sources of Identifies some sources of Rarely identifies sources of sounds
identifies sources of sounds and sounds and creates sounds. sounds and creates some or creates sounds.
creatively creates sound. sounds.
Sounds that alert Correctly and consistently make Correctly identifies and Sometimes identifies and Rarely identifies and discriminate
us on dangers sounds, identifies and discriminate sounds that alert discriminate some sounds some sounds that alert on dangers.
discriminates sounds that alert on dangers. that alert on dangers.
on dangers.
Dangers of loud Correctly and consistently Correctly observe and Sometimes observe and Rarely observes practices that
sounds observe and appreciates appreciates practices that appreciates practices that protect one from loud sounds.
practices that protect self and protect self and others from protect self and others
others from loud sounds. loud sounds. from loud sounds.
question(s)
2.0 Social Home By the end of the sub-strand, the • Learners to identify and name things 1. What things are
environment Environment learner should be able to:- found in the home (utensils and found in the home?
(20 lessons) a) name various things found in the furniture) 2. How could we care
2.1.1 Caring for home, • Learners to identify ways of caring for for things found in
things found in the b) care for things found in the things found in the home (cleaning and the home?
home home, dusting)
c) develop positive attitude • Learners to demonstrate ways of caring
towards caring for things in the for things found in the home.
home.
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2.1.2 Keeping By the end of the sub-strand, the • Learners find out what makes the home 1. What makes our
home learner should be able to:- environment dirty home environment
environment a) identify what t makes the home • Learners to demonstrate cleaning of dirty?
clean environment dirty, home environment using relevant 2. How could we keep
b) participate actively in making cleaning activities our home
the home environment clean, • Learners to visit a nearby home, if environment clean?
c) demonstrate willingness to keep possible of an elderly person, and clean
the home environment clean. the home environment.
2.1.3 Keeping safe By the end of the sub-strand, the • Learners to listen to case story on 1. What are some of
and secure in the learner should be able to:- possible risks in the home the possible risks
home a) recognize common risks at • Learners to recognize common risks in in the home?
home, the home 2. How could we
b) observe safety and security in • Using supporting stimulus, learners keep safe and
the home environment to avoid demonstrate ways of keeping safe and secure in the
risk to self and others, secure in the home home?
c) demonstrate responsibility • Learners to talk with parents or guardians
towards own safety and security and report back on keeping safe and
in the home environment. secure in the home.
2.1.4 Child Rights By the end of the sub-strand, the • Using stimulus materials, learners to 1. What are the rights
and responsibilities learner should be able to:- identify child rights in the family (right to of a child in the
in the family. a) identify Child Rights in the a name, nutrition, shelter, schooling and family?
family play) 2. What are the
b) demonstrate responsibilities of • Using stimulus materials, learners to responsibilities of a
a child in the family identify responsibilities of a child in the child in the family?
c) develop a sense of responsibility family
for family social cohesion. • In groups, learners to complete a postcard
on responsibilities of a child in the family.
2.1.5 Meeting By the end of the sub-strand, the • Using probing questions learners to state 1. What are basic
family needs. learner should be able to:- some of the basic family needs (food, family needs?
a) Recognize basic needs in the water and shelter) 2. How could parents
family, • Learners to fill printable age appropriate or guardians meet
forms on basic family needs
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b) identify ways in which parents basic family
or guardians meets basic family needs?
needs • Using age appropriate stimulus materials,
c) appreciate the efforts of parents learners to identify how parents or
or guardians in meeting family guardians meet basic family needs
needs. (farming, employment and business)
• Learners to sing songs and recite poems
or rhymes on how parents or guardians
meet basic family needs.
Core Competence: Citizenship (Child Rights and family values), Self-efficacy: able to make social decisions.
PCIs: ESD: Safety and Security Link to values: Respecting family members, responsibility in meeting
Life skills: Moral education and self-awareness; family needs, love, care
Citizenship: Family responsibilities.
Link to other learning activity areas : Religious Education: Moral values and Suggested Community Service Learning activities: Learners to be
responsibilities guided to find out from parents or guardians how they meet family
needs.
Suggested non formal activity to support learning: Learners to sing and recite Suggested assessment: Oral questions, observations written questions
poems on how parents or guardians meet family needs during a parents’ day.
Sub –strand Exceeds expectation Meets expectation Approaching expectation Below expectation
Caring for things in the Consistently and correctly names Correctly names various Occasionally correctly Rarely names and care for
home various things found in the home, things found in the home, names some things found in things found in the home.
cares for things found in the cares for things found in the home, cares for some
home. the home. things found in the home.
Keeping the home Consistently and effectively Correctly participates in Occasionally participates Rarely participates in
environment clean participates in making the home making the home and appreciates in making making the home
environment clean and appreciate environment clean and the home environment clean environment clean.
keeping the home environment appreciate keeping the and appreciate keeping the
clean. home environment clean. home environment clean.
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Keeping the home safe Consistently identifies risks and Correctly identifies risks Occasionally identifies risks Rarely to identify risks
and secure effectively keeps safe and secure and keeps safe and secure and keeps safe and secure and keep safe and secure
Child Rights and Consistently identifies rights and Correctly identifies rights Occasionally identifies Rarely identifies rights
responsibility in the family responsibilities in the family and and responsibilities in the rights and responsibilities in and responsibilities in the
effectively family. the family. family.
exercises rights and
responsibilities
Meeting Family Needs Consistently recognizes family Correctly recognizes Occasionally recognizes Rarely recognizes family
needs and responsibilities and family needs and family needs and needs, responsibilities the
always appreciates the efforts of responsibilities and always responsibilities and efforts of parents or
parents or guardians in meeting appreciates the efforts of appreciates the efforts of guardians in meeting
family needs. parents or guardians in parents or guardians in family needs.
meeting family needs. meeting family needs.
Strand Sub –strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
2.0 Social 2.2 Enterprise projects By the end of the sub-strand, the • Learners are guided through How could the
environment (30 lessons) learner should be able to:- probing questions to identify how family make money
2.2.1 Ways of making a) identify ways of making money families make money rightfully?
money in the family rightfully in the family, • In groups, learners to discuss
b) demonstrate awareness of rightful rightful ways of making money.
ways of making money to promote • Using case stories, learners to
good citizenship, identify different ways of making
c) appreciate genuine ways of making money rightfully
money as good citizens. • Learners to find out more from
parents or guardians on rightful
ways of earning money
2.2.2 Exploring the By the end of the sub-strand, the • learners to suggest an income What activities
environment for learner should be able to:- generating activity at home could generate
appropriate a) identify income generating • learners to use varied stimulus income for the
income generating activities for the family, materials to explore income family?
activities.
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b) suggest possible income generating generating activities that could
activities for the family, be carried out in the family
c) demonstrate interest in the income
generating activities at home. • Learners to think, pair and share on
income generating activities that
could be undertaken by the family
• Learners to share suggestions on
income generating activities with
guardians or parents
• Learners to visit an ongoing
income generating project for kids.
Core Competences to be developed: Communication and collaboration, imagination and creativity, critical thinking and problem solving.
Link to PCIs and Values: ESD Environmental Education and its resources: environment Link to values: Honesty, integrity
and its resources. Financial literacy: income generating activities
Life skills : Effective communication, service learning and parental involvement
Links to other learning activity areas: Literacy, Religious Education Suggested Community Service Learning activities:
discussion with parents or guardians on income generating
projects.
Suggested non formal Activity to support learning Suggested assessment: Observation as they perform the
Visit an ongoing income generating project for kids poem or sing. Oral question on weather
Sub-strand Exceeds expectation Meets expectation Approaching expectation Below expectation

Ways of Making Consistently and creatively Identifies ways of Sometimes identifies ways of Rarely identifies ways of
money identifies ways of making money, making money, making money, may making money.
demonstrates and appreciates demonstrates and demonstrate and appreciates
rightful ways of making money. appreciates rightful rightful ways of making money.
ways of making
money.
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Exploring the Creatively and consistently Identifies and suggests Sometimes identify possible Rarely identifies possible
environment for identifies and suggests various possible income income generating activities for income generating activities
appropriate income possible income generating generating activities for the family. for the family.
generating activities activities for the family. the family.
question(s)
3.0 Care for the 2.2 3.1 Caring for plants By the end of the sub-strand, • Learners to suggest reasons for 1. When do we
environment 2.3 (5 lessons) the learner should be able to:- watering flowers. water flower
3.1.1 Watering flower beds at a) point out when flowers • In groups, learners to identify beds?
school. should be watered at school, things used for watering 2. How could we
b) water flower beds flowers (watering can, water flower
appropriately within the sprinklers, hose pipe, bucket, beds?
school environment, improvised watering cans)
c) demonstrate willingness to • Learners are guided to watch
take responsibility in age appropriate media on
watering flowers at school. watering of flower beds
• Learners to practice correct
procedure of watering flower
beds and takes photographs
• Learners to take turns in
watering flower beds
• Learners to participate in
planting flowers to beautify the
school compound.
Core Competences to be developed: Communication and collaboration taking turns in watering flowers. Imagination and creativity: improvising
watering cans.
Link to PCIs and Values: Environmental Education: Caring for plants Link to values: Respect, responsibility as learners take
Life skills: Cooperating while taking turns in watering flowers. turns in watering flowers at school
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Links to other learning activity areas: Religious Education Activities: Respect plants as Suggested Community Service Learning activities:
God’s creation. Participate in watering flowers in school
Suggested non formal Activity to support Suggested assessment: Observing the procedure of
Beautify the school compound through school clubs and societies. watering flowers.

Consistently and correctly points out Correctly points out when flower Sometimes point out when Rarely points out when flower beds
when flower beds should be watered at beds should be watered at school, flower beds should be watered at should be watered at school and may
school, waters flower beds waters flower beds appropriately school, waters flower beds water flower beds appropriately within
appropriately within the school within the school environment and appropriately within the school the school environment.
environment and demonstrates demonstrates willingness to take environment and sometimes
willingness to take responsibility in responsibility in watering flowers at takes responsibility in watering
watering flowers at school. school. flowers at school.
Strand Sub-strand Specific learning outcome Suggested Learning Experiences Key Inquiry Question(s)
Caring for the 3.2 Caring for By the end of the sub-strand, • Learners to identify common feeds, 1. What do animals at
environment animals the learner should be able to:- feeding and watering equipment for home eat?
(5 lessons) a) identify common feeds for animals at home 2. What equipment do we
3.2.1 Feeding and various animals at home • In groups, learners share use in watering and
watering animals b) identify common equipment experiences on feeding and feeding animals at
for watering and feeding watering animals (chicken, cow, cat home?
animals at home , and dog) 3. How could we keep
c) clean the equipment for • Learners to visit a farm or watch a watering and feeding
watering and feeding video clip to identify animal feeds equipment clean?
animals at home, and watering equipment
d) appreciate the need to feed
and water animals at home.
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•
Learners to practice feeding and
watering animals at home.
Core-competence to be development: Collaboration and communication : learners working in groups
Links to PCIs and values: ESD: Animal Welfare Education– Freedom for Links values: Respect and care for animals
animals
Links to other learning activity areas: Nutrition and Hygiene: cleanliness Suggested Community Service Learning activities: Learners are
Religious Education: Respect of God’s creation guided to find out from a farm some of the common animal feeds and
watering equipment.
Suggested non-formal activity to support learning through application: Suggested assessment: Oral questions, observation as learners practice
Visit a farm or attend agricultural shows to learn more on animals. feeding and watering animals.

Correctly and consistently identifies Correctly identifies common Sometimes identifies common Rarely identifies common animal
animal feeds and watering equipment for animal feeds and is able to feed and animal feeds and is able to feed and feeds and is able to feed and
domestic animals, is able to feed, water water animals appropriately. water animals appropriately. water animals appropriately.
and clean the watering equipment
appropriately.
question(s)
3.0 Care for the 3.3 Managing waste By the end of the sub-strand, the • Learners to brainstorm types of waste 1. What types of waste
environment responsibly learner should be able to:- from the classroom are found in the
(10 lessons) a) identify types of waste in the ( Plastic and non-plastics) classroom?
3.3.1 Exploring types of classroom, • Learners to record types of waste (by 2. How could we
waste in the classroom b) safely sort out waste in the in writing or drawing) dispose of classroom
the classroom for appropriate • Learners to safely sort out wastes from waste responsibly?
disposal, the classroom
c) dispose of waste responsibly • Learners to make a plan to reduce and
to limit risks to self, others and effectively dispose of waste from the
environment, classroom
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d) appreciate a clean classroom
environment for good health.
3.3.2Safety in handling By the end of the sub-strand, the • Learners to identify types of waste 1. What wastes are
waste in the home learner should be able to:- found in the home found in the home?
a) identify types of waste found • Learners to watch video clips on safe 2. How could we
in the home handling of wastes safely dispose of
b) sort out waste for safe and • Learners to identify safe ways of waste at home?
effective disposal in the home handling wastes in the home
c) appreciate the need for safety • In groups, learners to simulate safety
when handling waste at home in handling different types of waste in
to limit risk to self and others. the home
• Learners to discuss with parents or

guardians about safe ways of handling
wastes in the home.
• Learnersto participate in making sign
posts and place them at appropriate
places to guide disposal of waste.
Core Competences to be Developed: Communication and collaboration, critical thinking and problem solving practice safe handling
of different types of waste; learning to learn: gathering information on waste disposal.
Link to PCIs: ESD: Care of the environment Link to values: Responsibility and teamwork as
Life skills: Service learning, Cooperating with others while working in learners simulate safety and make sign posts
groups.
Links to other learning activity areas: Hygiene and Nutrition: Waste Suggested Community Service Learning activity:
disposal Ask parents or guardians about ways of handling waste
Suggested non formal activity to support learning through Suggested assessment: Observation,written assignment
application: Engage clubsto create sign posts and place them at
appropriate places to guide disposal of waste.
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Consistently and correctly identifies Correctly identifies and Sometimes identifies and disposes Rarely identifies and disposes home
and disposes home and classroom disposes home and classroom home and classroom wastes effectively. and classroom wastes effectively.
wastes effectively and efficiently. wastes effectively.
Strand Sub-strand Specific learning outcome Suggested learning experiences Key inquiry question(s)
3.0 Care for the 3.4 Caring for water By the end of the sub-strand, • Learners to identify ways of using 1. How is water wasted at
environment (5 lessons) the learner should be able to:- water sparingly at home and school home and school?
3.4.1 Using water a) state ways in which water • Learners to use age appropriate 2. How could we reduce
sparingly is wasted at home and stimulus materials showing various water wastage at home
school, ways in which water is used and school?
b) identify ways of using sparingly
water sparingly to reduce • In groups, learners to demonstrate
wastage, the different practices of careful use
c) use water sparingly at of water
home and school, • Learners to identify common
d) demonstrate willingness to practices that lead to wastage of
use water sparingly. water in the home and school.
• In pairs, learners to discuss ways of
using water sparingly.
• Organize learners to participate in
school water day to share
experiences on careful use of water.
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Core-competence to be development: Critical thinking and problem solving: learner practicing use of water sparingly, Communication and collaboration:
learners in groups carry out simple activities on careful use of water.
Links to PCIs: ESD: Water conservation Links to values: Using water sparingly
Links to other learning activity areas (s): Hygiene and Nutrition: Use of Suggested Community Service Learning activity
water Learners to find out from their parents or guardians on how water is used
sparingly at home and school.
Suggested non-formal activity to support learning through application: Suggested assessment: Oral interviews on water use and direct
Organize an event on school water day to share careful use of water. observation of group work.

Consistently and correctly uses water Correctly uses water sparingly. Sometimes uses water Rarely uses water sparingly.
sparingly. sparingly.
question(s)
3.0 Care for the 3.5 Conserving Light By the end of the sub-strand, the • Learners to discuss ways of How could we
environment Energy in the home and learner should be able to:- saving light energy in the save light energy
School a) state responsible ways of using home and school in the home and
(5 Lessons) light energy in the home and • Using stimulus materials, school?
school, learners to discuss ways of
b) demonstrate correct ways of using saving light energy
light energy in the home and • Learners to make rules on
school, conserving light energy in the
c) use light energy sparingly and home and school
responsibly at home and school to • Learners to colour designed
conserve energy. stickers and display them. The
stickers to contain messages
on conserving light.
Core Competences to be developed: Communication and collaboration: displaying stickers on conserving energy. Critical thinking and problem solving:
when develop rules on conserving light energy at home and school.
Link to PCIs: ESD: Environmental education; Social Environment Link to values: Responsibility in conserving light
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Life skills : Responsibility in conserving light
Links to other learning activity areas: Movement and Creative Arts: designing stickers Suggested Community Service Learning activity: Learners
to share information with parents or guardians on light saving
and report back.
Suggested non formal Activity to support learning through application: Suggested assessment: assessing the stickers
Track the use of light energy at home or school to determine if there is a positive change
towards conserving energy.

Consistently and responsibly Responsibly demonstrate ways of Sometimes demonstrate saving of Rarely demonstrate saving of light
demonstrate ways of saving light saving light energy at home and light energy at home and school. energy at home and school.
energy at home and school. school.
GRADE TWO
question(s)
1.0 Environment and 1.1 Weather By the end of the topic, the • Learners to observe and discuss 1. What are the
its resources (15 Lessons) learner should be able to:- prevailing weather conditions, as an different weather
1.1.1 Responding to a) state different weather outdoor activity conditions?
different weather conditions, • Learners to think, pair and share 2. How could we
conditions. b) state ways of responding experiences on how they could respond to different
to different weather respond to different weather weather conditions?
conditions, conditions (hot, cold, rainy)
c) Respond appropriately to • Using pictures, video clips, learners
different weather identify ways of responding to
conditions to limit risks various weather conditions
to self, others and the • Learners to perform a skit on ways of
environment, responding to various weather
d) Appreciate differences in conditions
weather conditions.
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• Learners to read or listen to stories
about responding appropriately to
adverse weather conditions
• Learners to find out from parents,
guardians or community members on
how to respond to different weather
conditions and report back.
1.1.2 Recording weather By the end of the sub-strand, • Learners to observe the weather at 1. How is the weather
conditions the learner should be able different times of the day as an today?
to:- outdoor activity 2. What symbols are
a) describe weather • Learners to describe different weather used to record
conditions at different conditions (sunny, windy, cloudy, different weather
times of the day, calm, rainy) conditions?
b) draw weather symbols to • Learners identify weather symbols 3. How could we
represent different from charts and other learning record weather
weather conditions, resources conditions?
c) create a weather record • Learners to practice drawing weather

using symbols for a symbols using free hand and
period of one week, electronic devices
d) develop interest in • Learners to observe and record
recording weather weather conditions of the day using
conditions. symbols
• Learners to play relevant and
educative computer games on weather
conditions
• In groups, learners observe and record
weather conditions over a period of
one week and share the chart with
others.
1.1.3 Interpreting By the end of the sub-strand, • Learners to use weather charts to 1. How could we use
weather messages the learner should be able interpret different weather symbols symbols to
to:-
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a) interpret weather • In pairs, learners practice using communicate
charts correctly, weather symbols to interpret weather weather messages
b) communicate weather messages 2. How could we
messages accurately, • In a class contest, learners to compete communicate
c) develop interest in narrating weather occurrences for a weather messages
interpreting and past week weather chart recording to others?
communicating • Learners to gather more information
weather messages. on weather from parents or guardians.
Core Competences to be developed: Communication and collaboration, imagination and creativity, critical thinking and problem solving, digital
literacy.
Link to PCIs: ESD: Disaster Risk Reduction on weather calamities Links to values: Responsibility, unity and respect.
Service learning: parental engagement.
Links to other learning activity areas: Religious Activities: Creation Suggested Community Service Learning activities: sourcing information
on weather from parents or guardians.
Suggested non formal activity to support learning: track and record Suggested assessment: Oral questions, observations of the charts or
weather in their diaries or journals weather messages, observation of participation in the contest
Sub-strand Exceeds expectations Meets expectation Approaches expectations Below expectations

Responding to Appropriately and effectively Appropriately responds to Occasionally responds to Rarely responds to weather
various weather states and responds to various weather conditions. weather conditions. conditions.
conditions weather conditions.
Recording Accurately and creatively Accurately draws symbols Sometimes draws some Rarely draws symbols and records
weather draws symbols and records and records weather symbols and records weather conditions.
weather conditions. conditions. weather conditions.
Interpreting Consistently and correctly Correctly interprets weather Sometimes interprets Rarely interprets weather messages.
weather interprets weather messages messages. weather messages.
messages and suggests possible weather
conditions for the day.
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Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question
1.0 Environment and 1.2 Water • Learners to explore and observe
By the end of the sub-strand, the 1. Why do we store
its resources (10 Lessons) learner should be able to:- various ways of storing water at water at home and
1.2.1 Storing water a) state the importance of storing home and in the school school?
water at home and school, • In groups, learners to share their 2. How could we
b) identify ways of storing water experiences on why water is stored store water at home
in the home and school, at homes and school. and school?
c) store water appropriately in • In groups, learners to share their
the home and school, experiences on how water is stored
d) appreciate safe water storage at homes and school.
to prevent health risks to self
• Learners to use video clips, pictures
and others. and photographs to identify
appropriate ways of storing water at
home and school
• Learners to gather more
information on ways of storing
water in the at home and report
back
1.2.2 Transporting By the end of the sub-strand, the • In groups, learners share How is water
Water learner should be able to:- experiences on various ways in transported at home
a) identify different ways of which water is transported at home and school?
transporting water at home and and school
school, • Using pictures and video clips,
b) demonstrate suitable ways of learners to identify ways of
carrying small quantities of transporting water
water at home and school, • Learners read, tell, or listen to
c) appreciate different means of stories about transporting water
transporting water at home and • Using age-appropriate containers,
school. learners to carry and store water for
personal use
• Learners to find out how water is
transported and stored.
Core-competence to be development: Communication and collaboration, critical thinking and problem solving, digital literacy.
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Links to PCIs: ESD: Personal safety in transporting water. Links values: Responsibility
Links to other learning activity areas (s): Hygiene and Nutrition: Use of Suggested Community Service Learning activities: Learners to find
clean water out from parents how they transport water.
Suggested non-formal activity to support learning: Learners to be guided to Suggested assessment: Oral questions and observations on storing and
carry and store water for their personal use using age-appropriate containers. transporting water.
Sub- strands Exceeds expectation Meets expectation Approaches expectation Below expectation
Storing water Correctly and consistently states Correctly states importance Sometimes states Rarely states importance and
importance and identifies suitable and identifies suitable ways importance and identifies identifies suitable ways of
ways of storing water. of storing water. suitable ways of storing storing water.
water.
Transporting Appropriately and consistently Appropriately transports Sometimes transports Rarely transports water for
water transports water for personal use and water for personal use. water for personal use. personal use.
utilizes the water sparingly.
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Strand Sub- strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
1.0 Environment 1.3 Soil By the end of the sub-strand, the •
model objects (balls, ribbons, pots) with 1. What objects could
and its resources (15 Lessons) learner should be able to:- different types of soils (clay, loam, sand) we make with soil?
1.3.1 Exploring a) model objects with different • In groups, learners to model soil ribbons 2. Which type of soil
soil types of soil, using the soil samples provided (clay, loam, make good
b) determine the soil that makes sand). Learners to observe to find out ribbons?
long smooth ribbons, which soil samples make smooth long
c) appreciate different types of ribbons
soil in the immediate • Learners to observe how ball from different
environment. soils crumble into small fragments. The
balls to be displayed for the class to observe
how balls from the different soil samples
break up.
• Learners to visit the school neighbourhood
to observe or take pictures of different types
of soils and their uses (sand for
construction, clay for modeling, loam for
farming).
Core-competence to be developed: Creativity and imagination, communication and collaboration.
Links to PCIs: ESD: Environmental awareness Links to values: Responsibility and unity when working in groups.
Links to other learning activity areas (s): Movement and Creative Activities in Suggested community Service Learning activity: Visiting
making ribbons community to observe uses of different types of soils.
Non-formal activity to support learning: Explore the school neighbourhood to Suggested assessment: Oral questions and observations.
observe uses of different types of soils.
Exceed expectations Meet expectations Approaching expectations Below expectations

Creatively and consistently models different Models different objects Models some objects using Rarely models objects using
objects using provided soil samples and using provided soil samples. provided soil samples. provided soil samples.
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associates the balls to characteristics to the
various soil samples.
Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
1.0 Environment and 1. 4 Plants By the end of the sub-strand, • In a nature walk, learners to 1. What are the different
its resources (15 Lessons) the learner should be able to:- explore different plants in the parts of a plant?
1.4.1 Exploring parts a) identify parts of a plant , immediate environment. Learners
plants b) draw different parts of a to observe parts of the plants
plant from the immediate (roots, stem, leaves, flowers,
environment, fruits) from different types of
c) show interest in parts of a plants
plant for learning and • Using video clip, pictures and
enjoyment. photographs learners to identify
different parts of a plant.
• In groups, learners talk about parts
of a plant.
• Learners draw or take photographs
of parts of a plant.
• Learners are guided to display
their work for further learning and
peer- assessment.
Core Competences to be developed: Communication and collaboration, imagination and creativity and learning to learn.
Link to PCIs: ESD: Environmental awareness. Link to values: Respect and unity.
Link to other learning activity areas: Religious Education: Suggested Community Service Learning activities:
Appreciation of God’s creation. Learners learn from peersabout plants in different habitats.
Suggested non formal activity to support learning: Through Suggested assessments: Observation, oral questions.
nature walk, learners are guided to observe plants in different
habitats.
Exceeds expectations Meets expectation Approaches expectation Below expectation
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Consistently and correctly identifies and Correctly identifies and draws Sometimes identifies and draws Rarely identifies and draws parts of
draws parts of plants found in the parts of plants found in the parts of plants found in the plants found in the immediate
environment and so associates parts of immediate environment. immediate environment. environment.
the plants to their uses.
Strand Sub- strand Specific learning outcomes Learning experiences Key inquiry
question(s)
1.0 Environment and 1.5 Animals By the end of the sub-strand, the • In nature walk, learners to 1. What animals are
its resources (10 Lessons) learner should be able to:- observe and identify animals in found in the
1.5.1 Categorizing animals a) recognize animals in the the environment immediate
immediate environment, • In groups, and referring from environment?
b) categorize different animals appropriate references learners
in the environment, categorize animals using the 2. How could we
c) appreciate different animals provided criteria: categorize
in the environment. (domestic/wild, harmful/non- animals in the
harmful, large/small) immediate
• In groups, learners use environment?
papiermache, clay or plasticine
to model different animals.
• Learners sing song related to
different animals.
1.6 Safety when handling By the end of the sub-strand, the • Learners to share their How could we
animals. learner should be able to:- experiences on handling animals protect ourselves
a) identify possible dangers • In groups, learners discuss from harm when
when handling animals, possible dangers that may occur handling animals?
b) practice safety measures when handling animals
when handling animals, • Learners to watch video clips,
c) appreciate importance of pictures or photographs of safe
safety when dealing with handling of animals
animals to avoid risk to self • Learners to observe a
others and the animal. demonstrate from a guest speaker
on safety when handling of
animals
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• Learners practice /simulate safe
ways of handling animals to
avoid harm to self others and the
animal.
Core Competence to be developed: Communication and collaboration, critical thinking and problem solving, creativity, Digital literacy
Link to PCIs: ESD: animal welfare, safety and security. Link to values: Responsibility. Care for animals Unity: Working in groups
Life skills: effective decision making for personal safety.
Citizenship: Social cohesion
Link to other learning activity areas: Religious Education: Respect Suggested Community Service Learning: Guest speaker to discuss animal
for God’s creation. welfare.
Non-non formal activity to support learning: Organize an essay Suggested Assessment: Oral, observation and peer assessment on the essays
interclass competition on handling animals
Sub-strands Exceeds expectations Meets expectations Approaches expectation Below expectation

Categorizing Consistently and correctly Correctly categorizes animals Sometimes categorizes Rarely categorizes animals
animals categorizes animals in the in the environment. animals in the environment. in the environment.
environment.
Safety in animal Consistently and correctly Correctly observes safety Sometimes observes safety Rarely observes safety when
handling observes safety when handling when handling animals. when handling animals. handling animals.
animals.
Strand Sub-Strand Learning Outcomes Suggested learning experience Key inquiry

question(s)
1.0 Environment and 1.7 Energy: Light By the end of the sub-strand, the • Learners to identify and name What are the
its resources (10 Lessons) learner should be able to:- sources of light sources of light?
1.7.1 Sources of light a) identify different sources of • Using relevant pictures and realia,
light in the environment, learners to identify sources of light
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b) produce light using different energy (sun, stars, oil lamps,
objects for enjoyment, candles, fire flies, electric bulb,
c) develop interest in different torch and fire)
sources of light energy. • In groups, learners to discuss
different sources of light used in
the home
• Learners to produce light using

different sources. In this activity,
teacher has to guide the activity
and ensure safety of learners
1.7.2 Forming shadows in light By the end of the sub-strand, the • Learners observe different 1. How are
learner should be able to:- shadows formed by different shadows
a) explain how shadows are objects in the school environment. formed?
formed in presence of light, • Learners manipulate different 2. What objects
b) manipulate objects to form objects to identify shadows of form
shadows in presence of light different shapes and sizes shadows?
for enjoyment, • In groups, learners play with
c) categorize objects into those objects in presence of light to
that can form shadows and form shadows.
those that cannot in presence • Use selected objects to form
of light. shadows (ball, sticks, ruler, clear
piece of glass, mirror). Categorize
object that form shadows and
those that do not.
1.7.3Precautions when using By the end of the sub-strand, the • Learners to identify practices that 1. How could
light energy learner should be able to:- in which light energy could harm light energy
a) identify practices in which light the eyes (reading in dim light, harm us?
energy could harm eyes, looking directly at bright light
b) take safety measure against with bare eyes, long exposure to 2. How could we
harmful light energy to reduce bright light from electronic protect
risk to self and others, devices) ourselves
c) appreciate safety precautions • In groups, learners discuss safety from harmful
when using light energy. precautions in protecting self and light energy?
others from harmful light energy
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• Learners create messages on
awareness of harmful effects of
light energy
• Learners to share messages on
harmful effects of light and safety
precautions.
Core Competence to be developed: Communication and collaboration, critical thinking and problem solving.
Link to PCIs: ESD: Disaster Risk Reduction: safety and security Link to values: Responsibility, unity in group work.
Link to other learning activity areas: Languages: Creating safety Suggested Community Service Learning activities: invite a resource
precaution messages against light energy. person to discuss about various sources of light energy and applicable
safety precautions when using light energy.
Suggested non normal activity to support learning: create and share a Suggested assessment: Oral question and observation.
safety precaution message against bright light.
Sub-strand Exceeds expectations Meets expectations Approaching expectations Below expectations

Sources of light Consistently and correctly Correctly identifies sources Sometimes identifies sources Rarely identifies sources of
identifies sources of light and of light and uses objects to of light and uses objects to light and uses objects to
uses objects to produces light. produces light. produces light. produces light.
Forming shadows Consistently and correctly Correctly explains how Sometimes explains how Rarely explains how shadows
explain how shadows are shadows are formed, shadows are formed, are formed, manipulates and
formed, manipulates and manipulates and categorizes manipulates and categorizes categorizes objects to form
categorizes objects to form objects to form shadows. objects to form shadows. shadows.
shadows.
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Precautions when Consistently and correctly Correctly identifies Sometimes identifies some Rarely identifies practices,
using light energy identifies practices, take safety practices, take safety practices, take safety take safety precautions or
precautions and communicate precautions and precautions and communicate communicate precautionary
precautionary messages against communicate precautionary precautionary messages messages against light energy.
light energy. messages against light against light energy.
energy.
Strand Sub-strand Specific learning outcome Suggested learning experiences Key inquiry
question(s)
2.0 Social 2.1 School environment By the end of the sub-strand, the • Learners to discuss the main 1. What are the main
environment and its neighbourhood learner should be able to:- features between home and school features between
(20 Lessons) a) point out the main features (physical and build-up features such your home and
2.1.1 Locating places between home and school, as rivers, hills, valleys, forest, school?
using key features. b) locate places using main features bridges, roads , railway line, 2. How could you
between home and school, buildings) your school from
c) appreciate the significance of • In a nature walk, learners to point home using main
locating places using key features. out the main features between home features?
and school
• Using video clips, pictures and
photographs, learners to identify the
main features between home and
school
• Learners to locate main features
between their homes and school
(relative location)
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• Learners to play educative games
on locating main features between
their home and school
• Learners to practice locating places
teacher made sketch maps.
Core-competence to be development: Communication and collaboration as they take nature walk, critical thinking and problem solving in locating
places.
Links to PCIs: ESD: Environmental Education Links to values: Unity: working in groups.
Links to other learning activity areas (s): Languages: naming features. Suggested community Service Learning activities: Learners to
find out more about features found between home and school other
learners
Suggested non-formal activity to support learning through application: Nature Suggested assessment: Oral questions, observation, project work
walk to familiarize with the surroundings. on modeling main features.
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Consistently and correctly identifies Correctly identifies features, locate Sometimes identifies features, Rarely identifies features, locate
features, locate places using the main places using the main features locate places using the main places using the main features
features between home and school and between home and school and is features between home and school between home and school or give
is able to give relative direction using able to give relative direction using and is able to give relative direction relative direction using the features.
the features. the features. using the features.
Strand Sub- strand Specific learning outcome Suggested learning experiences Key inquiry
question(s)
2.0 Social 2.1.2 Keeping the By the end of the sub-strand, the • Learners discuss what makes the school 1. How could we keep
environment school environment learner should be able to:- environment dirty the school
clean a) state ways of keeping the school • Using video clips and pictures, learners environment clean?
environment clean, discuss ways of keeping the school 2. Why should we
b) outline the importance of a environment clean keep the school
clean school environment, • In groups learners discuss importance of environment clean?
c) participate in keeping the school keeping the school environment clean.
environment clean, • Learners practice keeping the school
d) appreciate a clean school environment clean
environment for health and • Learners recite a poem or sing a song
safety. about a clean school environment.
• Learners plan for future school clean-up
activities.
2.1.3 Keeping Safe By the end of the sub-strand, the • Learners walk around the school 1. What are the
and Secure in School learner should be able to:- compound to identify what could possible dangers in
a) identify possible dangers in expose them to danger in the school. the school?
the school, • In groups, learners identify possible 2. How could we keep
b) suggest ways of keeping safe dangers in the school.( by drawing or safe and secure in
and secure in school, writing) school?
c) develop habits that will keep • Using video clips, photographs and
one safe and secure in school. pictures, learners identify how to keep
safe and secure in school
• Learners share ways of keeping safe
and secure in school
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• Learners to observe demonstrations
and discussions on how to keep safe
and secure in school from a resource
person
• In groups, learners to discuss the
importance of keeping safe and secure
at school
• Learners develop rules on keeping safe
and secure at school
• Learners to find out more on keeping
safe and secure in school from parents
and guardians.
Core-competence to be developed: Citizenship, Critical thinking and Problem solving ,digital literacy
Links to PCIs: ESD: Environmental Education, disaster risk reduction Links to values: Responsibility, love, and unity as they work in
Citizenship: Participating in school clean ups groups.
Links to other learning activity areas: Hygiene and Nutrition and Religious Suggested Community Service Learning: find out from parents or
Education Activities: keeping the environment clean guardians how to keep safe in school.
Non-formal activity to support: Learners participate in school environmental Suggested assessment: oral, observation
audit specifically on cleanliness, safety and security
Sub- strand Exceeds expectations Meets expectation Approaches Below expectation

expectation
Keeping school Consistently and correctly Correctly outlines importance of Sometimes outlines Rarely outlines importance of
environment clean outlines importance of keeping keeping school environment clean, importance of keeping keeping school environment clean,
school environment clean, actively participated in keeping the school environment actively participated in keeping the
actively participated in keeping environment clean. clean, actively environment clean.
the environment clean. participated in keeping
the environment clean.
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Keeping safe and Consistently and correctly Correctly identifies areas of Sometimes identifies Rarely identifies some areas of
secure in school identifies areas of danger, danger, suggest safety activities some areas of danger, danger and may suggest some
suggest safety activities and and develops safe habits. suggest some safety safety activities.
develops safe habits. activities and may
develop safe habits.
Strand Sub strand Specific learning outcome Suggested learning experiences Key inquiry question(s)
2.0 Social 2.1.4 The National By the end of the sub-strand, the • Using the Kenya National flag, learners 1. What are the colours
environment flag of Kenya learner should be able to:- to identify its colours of the Kenya National
a) identify colours of the Kenya • Learners to observe and describe the flag?
National flag as a National expected behaviour (stand at attention 2. How could we
symbol, and show respect) when raising and demonstrate respect
b) demonstrate respect for the lowering the National Flag for the Kenya National
Kenya national flag as a • Learners to draw and colour the Kenya flag?
National symbol, National Flag
c) Appreciate the National flag as• Learners to find out from parents or
a symbol for national unity. guardians the importance of the
National flag of Kenya.
2.1.5 The National By the end of the sub-strand, the • In groups, learners to sing the National On what occasions do we
Anthem of Kenya learner should be able to:- Anthem. sing the Kenya National
a) identify occasions when the • Learners to demonstrate the expected Anthem?
Kenya National Anthem is conduct when singing the Kenya
sung, National Anthem.
b) demonstrate etiquette when • Using audio recording and pictures,
singing the Kenya National learners to identify occasions when the
Anthem , Kenya National Anthem is sung.
c) appreciate the importance of • Learners to find out from parents or
National Anthem as a national guardians on the importance of National
symbol of unity. Anthem of Kenya.
Core-competence to be development: Citizenship: appreciating the National flag and the National anthem. Digital literacy: use of audio devices.
Links to PCIs: Citizenship: patriotism and social cohesion when singing the Links to values: Respect, unity and patriotism.
National Anthem.
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Links to other learning activity areas (s): Languages, Movement and Creative Suggested community Service Learning: Finding out from parents
activities. or guardians on the importance of National flag.
Suggested non-formal activity to support learning: Interacting with members of Suggested assessment: observation and oral questions.
the scouting movement to find out more about the National flag and the National
anthem.
Sub- Strand Exceeds expectations Meets expectation Approaches Expectation Below expectation
The Kenya Consistently and correctly Correctly states colours, show Sometimes states colours, show Rarely states colours, show
National flag states colours, show respect respect and appreciates the flag respect and appreciates the flag respect or appreciates the flag as
and appreciates the flag as a as a National symbol. as a National symbol. a National symbol.
National symbol.
The Kenya Consistently and correctly Correctly identifies occasions Sometimes identifies occasions Rarely identifies occasions when
National anthem identifies occasions when when the National Anthem and when the National Anthem and the National Anthem and
the National Anthem and demonstrate etiquette when demonstrate etiquette when demonstrate etiquette when
demonstrate etiquette when singing it. singing it. singing it.
singing it.
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2.0 Social 2.1.6 Child Rights By the end of the sub-strand, the • Learners identify Child Rights and 1. What are the basic
environment and responsibilities learner should be able to:- responsibilities using age appropriate Child Rights?
a) outline Child Rights and stories (parental care, health care, 2. What are the
responsibilities in the school, protection from exploitation and responsibilities of
b) outline responsibilities of the cruelty) the child in school?
child in school, • Learners discuss some of the
c) demonstrate responsibilities responsibilities of children in school
of a child in school, • In pairs, learners simulate
d) appreciate child rights and responsibilities of children in school
responsibilities for • Learners to use multimedia resources
attainment of social justice. to explore responsibilities of children
in school.
2.1.7 School rules By the end of the sub-strand, the • Using probing question learners 1. What are the school
learner should be able to:- discuss the importance of school rules. rules?
a) outline the rules that guide • Learners to participate in making 2. What is the
conduct in school school rules. importance of school
b) state the importance of school • Learners to think pair and share their rules?
rules, experiences on what happen when
c) participate in making school school rules not observed
rules, • Learners to be guided to debate on
d) appreciate the importance of importance of school rules and
obeying school rules for develop a poster for the school rules.
harmonious living. • Learners to share the school rules with
their parents and guardians.
Core-competence to be development: Citizenship: developing school rules; communication and collaboration as learners debate
Links to PCIs: Citizenship: qualities of a good citizen. Links to values: Responsibility, peace and social justice.
Links to other learning activity areas (s): Religious Education activities Suggested community Service Learning activity: Learners to share
andLanguages, on making and obeying school rules. the school rules with their parents and guardians.
Non-formal activity to support learning: Displaying children’s rights, school Suggested assessment: Oral questions, observation.
rules at strategic points in school.
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Sub- strand Exceeds expectations Meets expectation Approaches Expectation Below expectation
Children’s Rights Consistently and correctly Correctly outlines and Sometimes outlines and Rarely outlines and
and responsibilities outlines and exercises rights, exercises rights, identifies and exercises rights, identifies and exercises rights, identifies
identifies and carries acts carries acts responsibly. carries acts responsibly. and carries acts responsibly.
responsibly.
School Rules Consistently and correctly Correctly outlines importance Sometimes outlines Rarely outlines importance
outlines importance of rules. of rules. Actively participates importance of rules and of rules or participates in
Actively participates in making in making and observing the participates in making and making and observing the
and observing the rules. rules. observing the rules. rules.
2.0 Social 2.1.8 Class Leadership By the end of the sub-strand, the • Learners to listen to narrative of 1. Who is a good class
environment learner should be able to:- inspirational stories of child leaders, leader?
a) describe a good class leader, heroes or heroines 2. What is the work of a
b) outline the work of a good • Learners to discuss “who is a good class leader?
class leader, class leader”?
c) appreciate good class • Learners to discuss the work a class
leadership for harmonious leader
living. • Learners to find out from parents or
guardians about good leaders in the
community and report back.
2.1.9 The school By the end of the sub-strand, the • In groups, learners to identify 1. Who are the members of
community learner should be able to:- members of the school community the school community?
a) identify members of the (Head teacher, teachers, non- 2. What is the importance
school community, teaching staff and learners) of the school
b) outline the importance of the • Learners to outline the general community?
school community importance of members of the school
c) work together with members community
of the school community,
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d) appreciate working together • Learners to discuss their roles as
with the school community members of the school community
for sustainable interactions. • Learners to skit different work of
members of the school community.
Core-competence to be development: Citizenship: Leadership and good governance. Communication and collaboration in the skit play.
Links to PCI: Citizenship: Leadership and good governance and inclusivity Links to values: Responsibility, honesty, integrity and decision
making.
Links to other learning activity areas (s): Languages, Religious Education Suggested community Service Learning activities: Learners find out
from parents or guardians about the school community.
Suggested non-formal activity to support learning: open day event to bring Suggested assessment: Oral questions and observations.
the school community together.
Sub-strands Exceeds expectations Meets expectation Approaches expectation Below expectation

Class leadership Consistently and correctly Correctly identifies good Sometimes identifies good Rarely identifies good class
identifies good class leader and class leader and the work class leader and the work of leader or the work of the leader.
the work of the leader. of the leader. the leader.
The school Consistently and correctly Correctly identifies the Sometimes identifies the Rarely identifies the members
community identifies the members and members and outlines the members and outlines the and outlines the importance of
outlines the importance of and importance of and works in importance of and works in the and works in the school
works in the school the school community. school community. community.
community.
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Strand Sub strand Specific learning outcome Suggested learning experiences Key inquiry
question(s)
2.0 Social 2.2 Enterprise projects By the end of the sub-strand, the • In groups, learners to suggest What activity could
environment (30 Lessons) learner should be able to:- income generating activities the we undertake to
2.2.1 Exploring the a) identify a viable income class could carry out within the generate income for
environment for appropriate generating for the class school our class?
income generating activity. within the school • Using video clips, pictures and
environment, photographs, booklets, or
b) analyze income generating magazines, learners explore and
activities within the school analyze possible income generating
environment, activities for the class
c) determine a workable income • In a class discussion, learners to
generating activity for their select a workable income
class, generating activity that they could
d) develop interest in income undertake at school (activity
generate activities within the selected should promote
school environment. conservation of the environment)
• Learners to present selected
enterprise
• Learners to find out from guardians
or parents on income generating
activities and report back.
2.2.2 Initiating a class income By the end of the sub-strand, the • In a class discussion, learners to 1. How could we plan
generating project learner should be able to:- plan for an age-appropriate income for an income
a) plan for an income generating activity to be carried out generating activity?
generating activity for the by the class. (responsibilities, 2. How could we
class, resources required and time for the manage the class
b) participate in initiating the activity) income generating
class income generating • Learners to share responsibilities activity?
activity, and be guided to carry them out
c) participate in the respectively in initiating the
management of the class selected project
income generating activity, • Learners to be guided to carry out
responsibilities as according to the
plan.
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d) appreciate individual efforts
in the success of a group
activity.
Core-competence to be developed: Critical thinking and problem solving, collaboration and communication, self-efficacy.
Links to PCIs: ESD: Financial literacy: Income generating projects; Environmental Links to values: Integrity, teamwork, responsibility, social
education. equity.
Links to other learning activity areas (s): Mathematical activities- Money • Suggested Community Service Learning activity: find out from
guardians/parents about income generating activities at home.
Suggested non-formal activity to support learning: presenting to the school selected Suggested assessment: oral questions, observation and project.
income generating activity for the class.
Sub-strand Exceeds expectations Meets expectation Approaches expectation Below expectation

Exploring the Correctly and consistently Correctly identifies, analyze Sometimes identifies, analyze Rarely identifies, analyze
environment for identifies, analyze and and determines a workable and determines a workable or determines a workable
appropriate income determines a workable income generating activities income generating activities for income generating
generating activities. income generating activities for the class. the class. activities for the class.
for the class.
Initiating a class income Correctly and consistently Correctly plans, starts and Sometimes plans, starts and Rarely plans, starts and
generating project plans, starts and manages an manages an income manages an income generating manages an income
income generating project for generating project for the project for the class. generating project for the
the class. class. class.
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question(s)
3.0 Care for the 3.1 Caring for plants By the end of the sub-strand, the • Learners observe pictures, What messages
environment (5 Lessons) learner should be able to:- photographs, and video clips of could be used to
3.1.1.Communicating plant a) recognize appropriate areas where plants have been communicate plant
protection messages messages on plant protection destroyed. In groups, learners protection?
in school, to outline messages on plant
b) create appropriate plant protection
protection messages to • Learners display and peers
promote conservation, assess the plant protection
c) appreciate plant protection for messages developed
environmental sustainability. • In groups, learners create plant
protection messages using
hand scripts, electronic and
print resources
• Learners share selected plant
protection messages with the
school community
• Learners recite verses and sing
songs on plant protection.
Core Competences to be developed: Communication and collaboration: creating plant protection messages, singing and reciting poems; Learning to
learn: gathering information on plant protection, Digital literacy: developing electronic messages.
Link to PCIs: Learner support programme: mentorship and peer education Links to values: Unity, responsibility and respect for others
Links to other learning activity areas: Languages -Imagination and Suggested Community Service Learning activities: Communicating plant
creativity: Creating plant protection messages protection messages to the community in various forums.
Suggested non formal activity to support learning: display plant Suggested assessments: oral questions, observation and project
protection messages to the school community.
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Creatively and consistently develops Correctively develops appropriate Sometimes develops some plant Rarely develops plant protection
appropriate plant protection messages plant protection messages and protection messages and promotes messages or promotes plant protection.
and promotes plant protection. promotes plant protection. plant protection.
Strand Sub -strand Specific learning outcome Suggested learning experiences Key inquiry
question(s)
3.0 Caring for the 3.2 Caring for Animals By the end of the sub-strand, the • Using video clips, photographs 1. How could we
environment (5 Lessons) learner should be able to:- and pictures, learners to observe keep an animal
3.2.1 Keeping an animal a) identify ways of keeping an various clean animal shelters being shelter clean?
shelter clean and secure animal shelter clean at home cleaned (dog’s kennel, rabbit hutch 2. How could we
and school, and cow shed). Learners to shoot make an animal
b) participate in keeping an photographs at home of clean shelter secure?
animal shelter clean at home animal shelter and share with
and school, others.
c) suggest ways of making an • In groups, learners to discuss ways
animal shelter secure at home of keeping an animal shelter clean
and school, • In groups, learners to be guided to
d) appreciate clean and secure participate in keeping animal
animal shelter to reduce risk to shelters clean at home or in school
the animals. • In groups, learners discuss how to
make animals shelter secure
• Learners sing or tell stories about
clean and secure animal shelters.
Core-competence to be development: Communication and collaboration: sharing experiences in groups, critical thinking and problem solving; Digital
literacy: shooting photographs.
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Links to PCIs: ESD: animal welfare: keeping animals clean and secure safety Links to values: Responsibility, keeping animal shelter clean and secure.
for animals, kindness to animals.
Links to other learning activity areas (s): Religious Education activities: Suggested community Service Learning activity: Learners to visit a
God’s creation nearby farm and observe animal’s shelters.
Suggested non-formal activity to support learning: Organize inter-class Suggested assessment: Observation, oral question.
verse completion on clean and secure animal shelters.

Consistently and correctly identifies Correctly identifies ways and Sometimes identifies ways and Rarely identifies ways or participates in
ways and participates in making participates in making animal participates in making animal making animal shelter clean secure.
animal shelter clean secure. shelter clean secure. shelter clean secure.
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question(s)
3.0 Care for the 3. 3 Managing waste By the end of the sub-strand, • In groups, learners to identify different types What types of waste
environment (5 Lessons) the learner should be able to:- of waste in the school environment are found in our
3.3.1 Types of waste in a) identify types of waste in • In groups or pairs, learners to share their school
school the school environment, experiences on different types of waste in environment?
b) sort out different types of school
waste in the school • Using videos, pictures and photographs,
environment for safe learners to identify different types of waste.
disposal, • Using appropriate educative multimedia
c) appreciate a clean school games, learners to sort out different types of
environment for health and wastes
safety. • In groups, learners sort out waste of different
nature such as separating decomposable
wastes from plastic, metallic and glass waste
and placing them in different containers for
appropriate disposal.
3.3.2 Safety in handling By the end of the sub-strand, • Through probing questions, learners to 1. What dangers
wastes the learner should be able to:- identify dangers when handling wastes in are we likely to
a) identify dangers when school. face when
handling waste in school, • Using multimedia resources, learners to handling
b) practice safety measures outline safety measures in handling wastes in different types
when handling wastes in school. of waste in
school, • Learners listen to a resource person talking on school?
c) communicate safety dangers and safety measures when handling 2. How should we
measures when handling wastes in school. safely handle
waste in school, • Learners simulate safety measures when different types
d) appreciate the need of handling waste in school. of waste in
safety in handling waste in • Learners to participate in activities that school?
school to limit risks to self, promote safe disposal of waste in school.
others and the environment. Activities to include promoting knowledge
and passing messages to the school
community.
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Core Competences to be developed: Communication and collaboration: promoting safety measures through messages; Digital
literacy: use of multimedia resources.
Link to PCIs: ESD: Environmental Education: managing waste Links to values: Respect and unity: working in groups and
responsibly, safety and security, practice safety measures in handling pairs
waste in school.
Links to other learning activity areas: Languages, Hygiene and Suggested Community Service Learning activity: Inviting
Nutrition a resource person to share on waste management.
Suggested non formal activity to support learning: Participating in Suggested assessment: oral questions and observation.
safe disposal of waste in school.

Consistently and correctly identifies Correctly identifies waste and Sometimes identifies waste and Rarely identifies waste or dangers;
waste and dangers; safely sorts waste for dangers; safely sorts waste for dangers; safely sorts waste for safely sorts waste for appropriate
appropriate disposal and promotes safety appropriate disposal and promotes appropriate disposal and promotes disposal or promotes safety in
in waste disposal at school. safety in waste disposal at school. safety in waste disposal at school. waste disposal at school.
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Strand Sub-strand Specific learning outcome Suggested learning experiences Key inquiry
question (s)
3.0 Caring for the 3.5 Caring for water By the end of the sub-strand, the • Learners to take an excursion How could we
environment (5 Lessons) learner should be able to:- around the neighbourhood to keep stored
3.5.1 Keeping stored water safe a) state the importance of keeping identify safely stored or water safe for
water safe for human and animal unsafely stored water. Then in use?
use at home and school, groups, learners to discuss the
b) participate in keeping stored importance of keeping stored
water safe at home and school, water safe.
c) appreciate the importance of • In groups, learners share
keeping stored water safe for experiences on what makes
human and animal use. water unsafe in the home and
school
• Using multimedia resources,
learners identify ways of
keeping stored water safe.
• Learners observe
demonstrations on methods of
keeping stored water safe at
home and in school.
3.5.2 Re-using water By the end of the sub-strand, the • In groups, learners discuss How could we
learner should be able to:- how water could be re-used in re-use water in
a) suggest how water could be re- the home and school. the home and
used at home and school, • Using video clips, videos, school?
b) participate in re-using water to pictures and photographs,
reduce wastage at home and learners to observe various
school, ways of re-using water.
c) appreciate re-using water as a way • Learners to visit the
of conserving it. community to find out how
water is re-used to reduce
wastage.
• Learners to suggest how they
could participate in re-using
water to reduce wastage at
home and school.
112
Core-competence to be development: Communication and collaboration: Groups sharing experiences, critical thinking and problem solving: water
conservation.
Links to PCIs: ESD: Environmental conservation, caring for water. Links to values: Responsibility in keeping water safe
Links to other learning activity areas (s): Hygiene and Nutrition: waste Suggested community Service Learning activity: Excursion to
management the school neighbourhood to interact with the community to find
out how they store water.
Suggested non-formal activity to support learning: Organize a clean and safe Suggested assessment: Oral questions and observation. Filling
storage of water week to enrich learners experience. in a teacher made activity sheet on caring for water.

Keeping stored Consistently and correctly states Correctly states the Sometimes state the Rarely states importance or
water safe the importance and participate in importance and participate in importance and participate in participate in keeping stored water
keeping stored water safe. keeping stored water safe. keeping stored water safe. safe with assistance.
Re-using water Consistently and correctly Correctly suggests how water Sometimes correctly Rarely suggests how water is re-
to control suggests how water is re-used is re-used and participates in suggests how water is reused used or participates in re-using
wastage. and participates in re-using re-using water to control and participates in re-using water to control wastage with
water to control wastage. wastage. water to control wastage. assistance.
question(s)
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3.0 Care for the 3.5.3 Conservation By the end of the sub-strand, the • Through probing questions, learners What messages
environment of Energy learner should be able to:- discuss reasons for conserving energy could be used to
(5 Lessons) a) recognize appropriate • Using video clips, internet communicate
3.5.3.1Communicating messages on energy sources,newspaper cuttings and conservation of
energy conservation conservation, brochures, learners identify simple energy?
messages. b) create energy conservation messages on conserving energy
messages to promote • In pairs, learners to create simple
awareness at and home and persuasive energy conservation messages
school, • Learners display and peer assesses the
c) display energy conservation energy conservation messages.
messages to create awareness • In groups, learners are guided to read
in school, aloud the energy conservation messages
d) demonstrate interest in energy they develop.
conservation for conservation
for improvement and
protection of the environment.
Core Competences to be developed: Communication and collaboration: Creating energy conservation messages.
• Imagination and creativity: Creating energy conservation messages. Learning to learn: gathering information on energy conservation messages.
• Self efficacy: show casing their messages.
Link to PCIs: ESD: Environmental Education: passing information on conservation Links to values: Responsibility and unity: cooperation in
creating messages.
Links to other learning activity areas: Languages; Movement and Creative activities. Suggested Community Service Learning activity:
Creating energy conservation messages and reciting a poem Communicating energy conservation messages to the
community.
Suggested non formal activity to support learning: Hold inter-class display on energy Suggested assessment: observation, oral question and project
conservation messages on developing messages.

Consistently and correctly recognizes, Correctly recognizes, creates and Sometimes recognizes, creates Rarely recognizes, creates or displays
creates and displays energy displays energy conservation and displays some energy energy conservation messages.
conservation messages. messages. conservation messages.
114
GRADE THREE
question(s)
1.0 Environment 1.1 Weather By the end of the sub-strand, • Using relevant stimulus materials, 1. How could weather
and its resources (5 Lessons) the learner should be able to:- learners to discuss the meaning of conditions be
1.1.1 Exploring a) describe unfavourable unfavourable weather conditions (floods unfavourable?
unfavourable weather weather conditions, and drought) 2. What happens
conditions b) observe the effects of • Using multimedia resources, learners to when the weather
unfavourable weather play relevant educative games on effects conditions become
conditions for safety, of unfavourable weather conditions. unfavourable?
c) develop curiosity in • In groups, learners to share their
identifying effects of experiences on effects of unfavourable
weather conditions in the weather conditions.
environment. • Learners to listen to stories on
unfavourable weather conditions and its
effects from elders in the community.
• Learners gather more information on
unfavourable from internet sources,
libraries .Then write a paragraph on each
unfavourable weather condition
• Learners share the information
1.1.2 Keeping safe from By the end of the sub-strand, • using age appropriate stimulus, learners How could we keep
unfavourable weather the learner should be able to:- could be guided to identify ways of safe from unfavourable
conditions a) identify ways of keeping keeping safe from unfavourable weather weather conditions?
safe from unfavourable conditions (floods, drought)
weather conditions, • In groups, learners share experiences on
b) keep safe from how to keep safe from unfavourable
unfavourable weather weather conditions
conditions, • Learners to simulate how to keep safe
c) demonstrate knowledge from unfavourable weather conditions
of keeping safe from • Learners to gather information from
parents or guardians on how to keep safe
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unfavourable weather during unfavourable weather conditions
condition. and report back.
Core Competences to be developed: Communication and collaboration, critical thinking and problem solving, digital literacy.
Link to PCIs: ESD: Environmental Education; effects of unfavourable weather; Links to values: Responsibility; respect-learners share
Disaster Risk Reduction, concern on effects of unfavourable weather experiences in groups
Citizenship: Social Cohesion: Learners share experiences
Links to other learning activity areas: Languages: listening to cultural stories on Suggested Community Service Learning activities: Learners
weather. to interact and find out from their parents or guardians on how
to keep safe during unfavourable weather conditions.
Suggested non formal activity to support learning through application: Learners to Suggested assessment: Written work, oral questioning and
develop keep safe messages for the school. simulated computer exercises.

Exploring unfavourable Consistently and correctly Demonstrate ability to Demonstrates some Unable to demonstrate ability
weather conditions describes unfavourable weather observe and identify knowledge to observe and to observe and identify
and identifies its effects effects of unfavourable identify effects of effects of unfavourable
weather and keep safe unfavourable weather and weather and keep safe
from unfavourable how to keep safe.
weather conditions.
Keeping safe from Consistently and correctly Correctly identifies ways Sometimes identifies ways Rarely identifies ways of
unfavourable weather identifies ways of keeping safe of keeping safe and of keeping safe and keeping safe or demonstrates
conditions and demonstrates knowledge of demonstrates knowledge demonstrates knowledge knowledge of keeping safe
keeping safe from unfavourable of keeping safe from of keeping safe from from unfavourable weather
weather conditions. unfavourable weather unfavourable weather conditions.
conditions. conditions.
116
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question
1.0 Environment and 1.2 Water • Learners to listen and respond to
By the end of the sub-strand, the How could we make
its resources (5 lessons) learner should be able to:- case story on the need to use clean water clean and safe for
1.2.1 Making water safe a) identify ways of making and safe water. use in the home?
for use water clean and safe for use• Learners to share experiences on
in the home, how to make water clean and safe
b) make water clean and safe for use in the home
using different methods, • Learners to observe a sample of
c) construct a simple water dirty water and discuss how the
filter for cleaning water at water could be made clean and
home, safe for use (decantation, filtering,
d) appreciate clean and safe boiling)
water for use to reduce • Learners to make a simple water
health risks. filter using locally available
materials
• Learners to decant filter and boil
water to make it clean and safe for
use.
Core-competence to be developed: Critical thinking and problem solving, communication and collaboration, imagination and creativity.
Links to PCIs: ESD-Environmental Education: Environment and water, Effective Links to values: Responsibility and teamwork as they make a
communication: learners name methods of making water clean and safe for use simple water filter
Links to other learning activity areas (s): Hygiene and Nutrition, Movement and Suggested Community Service Learning activities: sharing with
Creative art; Literacy parents or guardians on different ways of making water clean and
safe for use.
Suggested non-formal activity to support learning through application: Giving Suggested assessment: Oral questions, observe as they work in
a message at the school assembly on clean and safe water for use. groups, written questions, project work on making water filter.
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• Consistently and correctly Correctly identifies ways of Sometimes identifies ways of Rarely identifies ways of making water
identifies ways of making making water clean, constructs a making water clean, constructs a clean, constructs a simple water filter,
water clean, creatively simple water filter, and makes simple water filter, and makes or makes water clean and safe for use at
constructs a simple water water clean and safe for use at water clean and safe for use at home.
filter, and makes water clean home. home.
and safe for use at home.
Strand Sub –strand Specific learning outcome Suggested learning experiences Key inquiry
question(s)
1.0 Environment and 1.3 Soil By the end of the sub-strand, the • Learners to explore the environment How could we
its resources (10 Lessons) learner should be able to:- and collect different soil samples differentiate types of
1.3.1 Exploring soil a) differentiate soils by texture (sand, loam and clay) soils?
characteristics from provided soil samples, • In groups, learners to feel between
b) differentiate soils by size of their fingers the different soil samples
soil particles from provided and record findings (course, medium,
soil samples, fine)
c) name the three types of soils • Learners to share their experiences on
based on their how different samples of soils feel
characteristics, between their fingers
d) develop interest in • Learners to observe the particle sizes
characteristics of soils as an of the three soil samples (large,
environmental resource. medium and small sized particles)
• Learners to mount (using glue) the
different soil samples on a chart.
Learners to display the chart in the
learning corner.
• Learners find out from parents or
guardians on the types of soils found
in their locality and report back.
118
Core-competence to be development: Communication and collaboration, critical thinking and problem solving, learning to learn
Links to PCIs: Effective communication: learners name types of soil; ESD: Links to values: Unity –in groups learners discuss characteristics
Environmental Education: Environment and soil. of soil.
Links to other learning activity areas (s): Movement and Creative Arts activities – Suggested community Service Learning activities: Find out and
displaying types of soils. report back from parents or guardians on the types of soils found
in their locality
Suggested non-formal activity to support learning through application: Recite a Suggested assessment: Oral questions, observation as they work
poem on soil. in groups, written questions, assessing the displayed project.

Consistently and correctly differentiates Correctly differentiates soil Sometimes differentiates soil textures, size Rarely differentiates soil
soil textures, size of particles and textures, size of particles and of particles and deduces name of soil based textures, size of particles or
deduces name of soil based on their deduces name of soil based on on their characteristics. deduces name of soil based on
characteristics. their characteristics. their characteristics.
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question(s)
1.0 Environment 1.4 Plants By the end of the sub-strand, the learner • Learners to carry out a nature walk to How could we
and its resources (10 Lessons) should be able to:- observe and identify the plants categorize plants?
1.4.1 a) identify different types of plants, (edible/non-edible, thorny/non-thorny,
Categorizing b) categorize plants in the immediate poisonous/non-poisonous)
plants. environment according to specified • Learners to take photographs of different
features, plants during the nature walk
c) appreciate the rich diversity in • Using relevant stimulus materials, learners
plants. to be guided to categorize plants according
to specified features (edible/non-edible,
thorny/non-thorny, poisonous/non-
poisonous)
• Learners to draw one type of plant and
share their work with others.
1.4.2Safety when By the end of the sub-strand, the learner • Learners to watch video clips or pictures How could we
handling plants should be able to:- or posters on safety when handling plants handle plants
a) describe safe ways of handling • Learners listen to a resource person on safely?
different plants, safety when handling plants
b) observe safety when handling • Learners to share information on how to
different plants in the immediate handle different plants
environment, • Learners to simulate safety when handling
c) appreciate the need to handle plants plants.
responsibly to reduce health risks.
Core Competences to be developed: Critical thinking and problem solving; creativity and imagination.
Link to PCIs: Disaster risk reduction; safety when handling plants. Link to values: Responsibility, care for plants, respect the rich
ESD –Environmental Education diversity in plants.
Links to other learning activity areas: Hygiene and Nutrition Suggested Community Service Learning through application:
Learners listen to a guest speaker on plant safety.
Suggested Non formal Activity to support learning: learners to present a Suggested assessment: oral questions, written questions, e-assessment
message on safe ways when handling plants to enhance safety. or quiz.
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Sub-strand Exceeds expectations Meets expectation Approaches Expectation Below expectation

Categorizing plants Consistently and correctly identify Correctly identify and Sometimes identify and Rarely identify or categorize
and categorize plants according to categorize plants according categorize plants according plants according to specified
specified features. to specified features. to specified features. features.
Safety when Consistently and correctly describes Correctly describes and Sometimes describes and Rarely describes or observes
handling plants and observe safety when handling observe safety when observe safety when safety when handling plants.
plants handling plants. handling plants.
Strand Sub-strand Specific learning outcomes Suggested learning experiences Key question(s)
1.0 Environment 1.5 Animals By the end of the sub- • Learners to use stimulus materials to What are the uses of
and its resources strand, the learner should be identify the different uses of animals animals to people?
(10 Lessons) able to:- to people (source of food, security,
a) state different uses of companionship, manure, animal
1.5.1 Importance of animals animals to people, power, sports, tourist attraction)
b) identify different • Learners discuss the different food
animals that provide products people get from animals
food products, (meat, milk, eggs, honey)
c) appreciate the • In groups, learners make a journal on
importance of animals uses of animals to people as a class
to the people. project.
• Learners discuss with the teacher the
suggested assessment criteria for the
project and timeframe.
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Core Competence to be developed: Learning to learn, Critical thinking and problem solving, creativity and imagination, communication and
collaboration.
Link to PCIs: ESD: animal welfare Education: Environment and its resources. Link to values: Responsibility, care, love: learners appreciate
Life skills: Effective communication; learners state the importance of animals to the usefulness of animals to people.
humans.
Link to other learning activity areas: Religious Education: appreciating God’s Suggested community service learning activity: Finding out
creation. on the uses of different animals from parents or guardians.
Suggested non formal activity to support learning: learners to display the class project Suggested assessments
for the other learners to appreciate. Oral questions, observe as they work in groups, written
questions.
Exceeds expectations Meets expectation Approaching expectations Below expectation

Consistently and correctly states the Correctly states the uses of animals Sometimes states the uses of Rarely states the uses of animals to
uses of animals to people and to people and identifies different animals to people and identifies people or identifies different food
identifies different food products food products people get from different food products people get products people get from animals.
people get from animals. animals. from animals.
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Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question
1.0 Environment 1.6 Energy: Heat By the end of the sub-strand, the • Using relevant stimulus What are the sources
and its resources learner should be able to:- materials, learners to identify of heat?
(10 Lessons) a) identify sources of heat in the sources of heat in the
environment, environment (sun, gas cooker,
1.6.1 Sources of Heat b) match different sources of heat to electric cooker, charcoal burner,
their fuels in the environment, traditional jiko, stove)
c) appreciate the different sources • Learners to think, pair and share
of heat in the community. their experiences on sources of
heat at home and community
• In groups, learners to match the
different sources of heat with the
fuels used (gas, electricity,
charcoal, firewood, kerosene)
• Learners interact with parents or
guardians to appreciate the types
of fuels used in the community
and report back.
1.6.2Uses of heat in the By the end of the sub-strand, the • Learners to discuss uses of heat How is heat energy
environment learner should be able to:- energy (warming, cooking, used in daily life?
a) identify uses of heat energy in the ironing, drying)
environment, • Learners to use multimedia
b) use heat energy responsibly to resources to find out uses on heat
promote conservation and safety, energy in daily life.
c) appreciate conservation of heat • In groups, learners to share
energy in daily life. experiences on appropriate use
of energy in the environment to
conserve heat energy (when
warming, ironing, cooking,
drying)
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1.6.3Dangers of heat By the end of the sub-strand, the • Learners to identify materials 1. What are the
energy learner should be able to:- that could start a fire at home dangers of heat
a) identify materials that (match box, petrol, kerosene, energy?
can start fire in the house, gas, electricity) 2. Which materials
b) identify dangers of heat energy at • Learners are guided to identify cause fire?
home, common causes of fire. 3. How should we
c) demonstrate an understanding of • Learners simulate safe ways of safely move away
safe ways of moving from the moving out of the house in case in case of a fire
house in case of a fire outbreak. of a fire outbreak. outbreak in the
• Learners to visit a fire station for house?
more information on fires and
safety procedures.
• Learners to develop “Dos” and
“Don’ts “list during fire
outbreaks. The list should be
shared at school and at home.
Core-competence to be development: Collaboration and communication, learning to learn; critical thinking and problem solving.
Links to PCIs: ESD: Disaster Risk Reduction; Environmental Education: Environment Links to values: Cooperation, responsibility and respect
and its resources: Energy
Life skills: Effective communication; learners discuss in groups dangers of heat at home.
Links to other learning activity areas (s): Hygiene and Nutrition Suggested community Service Learning activity: visit to a
fire station
Suggested non-formal activity to support learning through application: Sharing the Suggested assessment: observation, oral questions, and
DOs and DONT’s during fire outbreak in a school assembly. written exercises.
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Sources of heat Consistently and correctly Correctly identifies sources of Sometimes identifies Rarely identifies sources of
identifies sources of heat and heat and matches the heat to their sources of heat and heat or matches the heat to
matches the heat to their fuels. fuels. matches the heat to their their fuels.
fuels.
Uses of heat in the Consistently and correctly Correctly identifies and uses heat Sometimes identifies and Rarely identifies and uses
environment identifies and uses heat sources sources and appreciates uses heat sources and heat sources or appreciates
and appreciates conservation of conservation of heat in the appreciates conservation conservation of heat in the
heat in the environment. environment. of heat in the environment. environment.
Dangers of heat Consistently and correctly Correctly identifies material that Sometimes identifies Rarely identifies material that
identifies material that can start can start fire, dangers of heat and material that can start fire, can start fire, dangers of heat
fire, dangers of heat and demonstrates moving out for dangers of heat and or demonstrates moving out
demonstrates moving out for safety. demonstrates moving out for safety.
safety. for safety.
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question(s)
2.0 Social 2.1 Harmonious By the end of the sub-strand, • Learners to visit a market place, explore the How could we keep
Environment Living in the the learner should be able to:- sanitation our market place
Community a) describe ways of keeping • Learners to observe cleaning activities at a clean?
the market place clean, market place from a video clip or photograph
(25 Lessons) b) participate in keeping the • Learners to reflect think and share their
market place clean to experiences on the sanitation situation in the
2.1.1 Sanitation in promote social cohesion,
the community market place.
c) appreciate a clean market • Learners to discuss ways of keeping the
place for good health. market place clean.
• Learners to discuss the importance of
keeping the market clean
• Learners to discuss the role their parents or
guardians play during a market cleaning days
• Learners to display posters with persuasive
messages during market cleaning days.
2.2 Keeping safe in By the end of the sub-strand, • Learners to listen actively to a relevant age How could we
the community the learner should be able to:- appropriate case story on responding to respond
2.2.1 Responding to a) identify appropriate ways strangers appropriately to
strangers of responding to • Learners to watch a video clip on how they strangers?
strangers in the could respond appropriately to strangers
community • In groups, learners to reflect, share and
b) respond appropriately to report back their experiences about
strangers in the responding to strangers
community • Learners are guided on how to use phone
c) take personal when in danger
responsibility in keeping • Learners to simulate ways of responding
safe to limit risks. appropriately to strangers
• Learners to find out from parents or
guardians appropriate ways of responding to
strangers.
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2.2.2Safe and By the end of the sub-strand, • Learners to discuss and identify safe places What are the safe
dangerous places in the learner should be able to:- in the community places in the
the community a) identify safe places in the • Learners to discuss and identify dangerous community?
community, places in the community What are the
b) identify dangerous places • Learners to do age appropriate community dangerous places in
in the community, mapping to identify and mark the safe places the community?
c) keep personal safety in and dangerous places
the community, • Learners to recognize indications of
d) respond appropriately to dangerous places and situations using the
security threats in the map
community. • Learners to respond appropriately to threats
against safety
• Learners to discuss with their parents or
guardians about dangerous places in the
community and report back.
2.3 Safe Travel By the end of the sub-strand, • Learners to observe stimulus materials to How do basic road
2.3.1 Basic road the learner should be able to:- recognize basic road safety signs safety signs enable
safety signs a) recognize basic road (pedestrian crossing, stop sign, traffic lights) safe travel?
safety signs, • Learners to visit a nearby road or children’s
b) use basic road safety park for a demonstration on appropriate
signs appropriately to use of the basic road signs
enable safe travel, • Learners to play an educative multimedia
c) appreciate the use of game on basic road signs.
basic road safety signs in • Learners to ask their parents or guardian to
enabling safe travel. take them on a safety walk around their
neighborhood and report back.
2.4 Environmental By the end of the sub-strand, • Learners to use stimulus materials on cultural 1. What is the
and cultural events the learner should be able to:- and environmental events in the community importance of
in the community a) state how cultural events • Learners to discuss on environmental and environmental
promote environmental cultural events that promote social wellbeing and cultural
and social wellbeing in ( tree planting, cultural festivals ) events?
the community, 2. How could we
participate in
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b) participate in cultural • Learners are guided on how they could environmental
events that promote participate in events that promote and cultural
environmental and social environmental and social well being events in the
wellbeing in the • Learners to find out from elders, parents or community?
community, guardians about environmental and cultural
c) develop interest in events that promote social wellbeing and
environmental and report back.
cultural events that
promote social wellbeing
in the community.
Core Competences to be developed: Creativity and imagination, communication and collaboration, learning to learn: gathering information from
parents or guardians
Link to PCIs: Citizenship: social cohesion; learners discuss roles of community in Link to values: Responsibility, peace, social justice.
caring for environmental resources
ESD: Environmental Education, harmonious living in the community.
Links to other learning activity areas: Movement and Creative activities, Suggested Community Service Learning activities: Learners
Languages: on listening to case stories. gathering information from parents or guardians.
Suggested non formal activity to support learning through application: Suggested assessment: Observation, oral questions and written
sharing messages during community events. work.
Sub-strand Exceeds expectations Meets expectation Approaches Below expectation

Expectation
Sanitation in the Consistently and actively Actively participates in Sometimes occasionally Rarely participates in
community participates in keeping the keeping the market place participates in keeping the keeping the market place
market place clean and clean and appreciates a clean market place clean. clean.
appreciates a clean market. market.
Keeping safe in the Creatively and appropriately Responds appropriately to Sometimes responds to Rarely responds to strangers
community responds to strangers and takes strangers and takes personal strangers appropriately or appropriately or takes
personal responsibility to responsibility to keeping takes personal responsibility personal responsibility to
keeping safe. safe. to keeping safe. keeping safe.
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Safe and dangerous Consistently and correctly Correctly identifies safe and Sometimes identifies safe Rarely identifies safe and
places in the community identifies safe and dangerous dangerous places and and dangerous places and dangerous places or
places and responds responds appropriately to responds appropriately to responds appropriately to
appropriately to security threats. security threats. security threats. security threats.
Basic road safety signs Consistently and correctly Correctly identifies and uses Sometimes identifies and Rarely identifies and uses
identifies and uses basic road basic road safety signs for uses basic road safety signs basic road safety signs for
safety signs for safe travel. safe travel. for safe travel. safe travel.
Environmental and Innovatively and actively Actively identifies and Sometimes identifies and Rarely identifies or
cultural events in the identifies and participates in participates in environmental participates in participates in
community environmental and cultural and cultural events that environmental and cultural environmental and cultural
events that promote social promote social wellbeing in events that promote social events that promote social
wellbeing in the community. the community. wellbeing in the community. wellbeing in the
community.
question(s)
2.0 Social 2.2 Enterprise projects By the end of the sub-strand, • Learners to identify ways of What activities could
environment the learner should be able to:- using waste to generate income learners undertake to
(25 Lessons) a) Identify ways of using (Collection, sorting, Reducing generate income from
waste responsibly to Reusing, recycling) waste management?
2.2.1 Waste management for generate income, • Learners to observe varied
income generation project at b) determine suitable waste stimulus materials in waste
school. management activity to management activities to derive
generate income at school, suitable activities for income
c) participate in waste generation
management activity to • Learners to discuss and
generate income at school, identify suitable waste
d) develop interest in management activity that could
undertaking income be undertaken by the class to
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generating activities in generate income (age
waste management. appropriate activity)
• Learners to discuss and develop

a plan to undertake the income
generating activity that will use
waste from the immediate
environment
• Learners to implement the
selected project for managing
waste to generate income
• Learners to discuss with parents
or guardians on waste
management activity that could
generate income at home.
Core-competence to be developed: Critical thinking and problem solving; reusing and recycling wastes. Communication and collaboration: discussions to
build consensus.
Link to PCIs: ESD: Environmental Education; social environments Link to values: Responsibility; learners find out from parents
Financial literacy: Enterprise projects income generating activities
Citizenship: Social cohesion: learners share ideas on income generating activities.
Suggested non-formal activity: discussion on importance of managing waste to generate Suggested community Service Learning activity:
income. Find more from parents or guardians on how to sell products
Links to other learning activity areas (s): Suggested assessment :Oral questions ,Project work
Mathematics; Money

Consistently and creatively identify and Creatively identify and determine Sometimes identify and Rarely identify and determine
determine ways of using waste to generate ways of using waste to generate determine ways of using waste ways of using waste to generate
to generate income and
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income and participate actively in the income and participate actively in the participate actively in the waste income and participate actively in
waste management project. waste management project. management project. the waste management project.
Strand Sub-strand Specific learning outcomes Suggested learning Key inquiry

experiences question(s)
3.0 Caring for the 3.1Caring for Plants By the end of the sub-strand, the • Learners to explore and How could we
environment learner should be able to:- identify areas where plants communicate plant
(5 Lessons) a) give ways of protecting plants have been destroyed in protection messages in
in the community, community the community?
3.1.1 Communicating plant b) create persuasive messages on • Learners to discuss and
protection messages in the plants protection in the create plant protection
community. community, messages.
c) communicate messages that • Learners to design plant
protect plants in the protection messages using
community, print and electronic media.
d) appreciate plant protection in • Learners to display and peer
the community. asses the plant protection
messages.
• Learners to recite or sing
songs on plant protection
messages during school
assembly.
• Learners to convey the plant
protection messages to the
community through print
and electronic media.
Core Competences to be developed: Communication and collaboration, Imagination and creativity and Learning to learn.
Link to PCIs: ESD: Environmental Education: Care for the environment; caring for plants Link to Values: Responsibility learners convey plant
Citizenship: Plant protection. Life skills: cooperation: creating plant protection messages and protection messages through poems, songs and posters
peer assessment of messages.
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Links to other learning activity areas: Language, Music and Creative Art in reciting poems, Suggested Community Service Learning activities:
singing songs and creating posters communicating plant protection messages to the
community in various fora.
Suggested non formal activity to support learning: Share plant protection messages at school Suggested assessment: written and oral work;
assembly, clubs and societies. observation
Consistently and correctly identifies, Correctly identifies, creates, Sometimes identifies, creates, Rarely identifies, creates,
creates, communicates and appreciates communicates and appreciates plant communicates and appreciates plant communicates and appreciates
plant protection messages. protection messages. protection messages. plant protection messages.
question(s)
3.0 Caring for the 3.2 Caring for Animals By the end of the sub-strand, •
In groups, learners to discuss their 1. What indicates that
environment (5 Lessons) the learner should be able experiences on how animals in distress an animal is in
to:- are handled in the community distress?
3.2.1 Caring for animals a) recognize signs of • Learners to use stimulus materials to 2. How could we
in distress distress in animals, develop understanding of various signs respond to an
b) care for animals in of distress in animals animal in distress?
distress, • Learners to visit a nearby farm to learn
c) appreciate the need to and practice some care activities for
relieve animals of animals
distress. • Learners to be guided by a guest
speaker on animal rights, freedoms and
appropriate caring activities to alleviate
animal distresses.
Core-competence to be developed: Communication and collaboration in group activities
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Links to PCIs: ESD: Animal Welfare Education, caring for animals Links to values: responsibility and unity in groups learners work.
Life skills: Effective communication ;learners identify signs of distress in animals
Links to other learning activity areas (s): Religious Studies: appreciating animals Suggested Community Service Learning activities: field visit to
as God’s creation a farm to learn about animal care.
• Suggested non-formal activity to support learning: Debate on animal rights. Suggested Assessment: Oral question and written work.

Consistently and correctly Correctly recognizes, cares and Sometimes recognizes, cares and Rarely recognizes, cares or
recognizes, cares and appreciates appreciates relieve of distress in appreciates relieve of distress in appreciates relieve of distress in
relieve of distress in animals. animals. animals. animals.
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question(s)
3.0 Care for the 3.3 Managing waste By the end of the sub-strand, the • Learners to discuss various How could we dispose
environment (10 Lessons) learner should be able to:- types of waste in the of waste in the
3.3.1 Disposing of waste in the a) state ways of disposing of community (avoid sewage and community responsibly?
community waste in the community, e-wastes)
b) participate in disposing of • Learners to watch a video clip
waste in the community, on a waste dump site and
c) dispose waste responsibly to identify the various types of
limit risks to self, others and waste, how they are sorted and
the environment. disposed of responsibly
• Learners to reflect, think and
share ideas about types of
waste and how they could be
sorted and disposed of.
• Learners to demonstrate sorting
and disposal of waste in the
community.
3.0 Care for the 3.3.2Communicating messages By the end of the sub-strand, the • Learners to observe messages How could we
environment on managing waste learner should be able to:- on managing waste from communicate messages
a) recognize persuasive different media on waste management?
messages on how to • Learners to discuss ways of
manage waste, communicating messages on
b) use hand, print and managing waste
electronic media to create • learners to be guided to create
messages on how to using different media
manage waste in the persuasive messages on waste
community, management
c) communicate messages on • Learners to peer assess then
management of wastes in display to the community the
the community. created waste management
messages.
3.3.3Engaging parents or By the end of the sub-strand, the • Learners to discuss on ways of How could we involve
guardians in waste management learner should be able to:- involving parents in waste parents or guardians in
management waste management?
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a) identify ways of involving •
Learners to discuss with
parents or guardians in parents on various ways of
waste management, managing waste and report
b) involve parents or guardians back
in waste management, • Learners to show case ways of
c) appreciate the participation managing waste to parents or
of parents or guardians in guardians during school events
waste management. • Learners to involve parents or
guardians in establishing
simple waste management
projects.
Core Competences to be developed: Critical thinking and problem solving, Creativity and imagination, Communication and collaboration.
Link to PCIs: ESD: Environmental education; care for environment; managing waste Link to Values: Responsibility and unity; learners are guided
responsibly, Life skills: Effective communication ;learners discuss on waste management to manage waste
Links to other learning activity areas: Hygiene and Nutrition, Movement and creative Suggested Community Service Learning activity: involving
activities in creating messages for waste management. parents in waste management projects.
Suggested non formal activity to support learning through application: show casing Suggested Assessment: written, oral questions, project work
waste management during school events.
Disposing wastes Consistently and correctly Correctly states ways, participates Sometimes states ways, Rarely states ways,
in the community states ways, participates and and manages wastes responsibly participates and manages participates or manages
manages wastes responsibly to to limit risks to self and others. wastes responsibly to limit wastes responsibly to limit
limit risks to self and others. risks to self and others. risks to self and others.
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Communicating Consistently and correctly Correctly states ways participates Sometimes states ways Rarely states ways,
messages on recognizes uses and and manages wastes responsibly participates and manages participates or manages
management of communicates appropriate to limit risks to self and others. wastes responsibly to limit wastes responsibly to limit
wastes messages for waste risks to self and others. risks to self and others.
management.
Engaging parents Consistently and correctly Correctly identifies, involves and Sometimes identifies, Rarely identifies, involves
or guardians in identifies, involves and appreciates participation of involves and appreciates and appreciates participation
waste management appreciates participation of parents or guardians in waste participation of parents or of parents or guardians in
parents or guardians in waste management. guardians in waste waste management.
management. management.
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
3.0 Care for the 3.4 Caring for Soil By the end of the sub-strand, the • Learners to discuss the importance How do trees protect
environment (10 Lessons) learner should be able to:- of trees in protecting soil the soil?
3.4.1 Planting trees to a) state the importance of • Learners to use varied stimulus
protect soil planting trees, material to observe how trees
b) plant trees for soil protect soil
protection, • Learners to observe demonstration
c) demonstrate willingness to on planting tree seedling to protect
plant trees to protect soil for (the seedlings to be planted where
environmental sustainability. soil erosion is in progress)
• Learners to plant some tree
seedlings to protect soil
• Learners to share with parents or
guardians how planting tree
seedlings protect the soil.
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3.4.2. Improving soil By the end of the sub-strand, the • Learners observe stimulus material What do we use to
learner should be able to:- to identify materials used to improve improve soil?
a) Identify materials used to the soil
improve the soil , (mulch from organic material, farm
b) apply manure on a seedbed, yard manure)
c) apply mulch on a seedbed, • Learners to use varied stimulus
d) develop interest in caring for materials to observe how mulch and
the soil for using manure are used to care for soil.
environmental sustainability. • Learners to observe a demonstration
on how to mulch and apply manure
to a seedbed.
• Learners to mulch and apply manure
to a seedbed
• Learners to share with parents or
guardians on the use of mulch and
manure in caring for soil.
Core-competence to be development: Creativity and imagination, Communication and collaboration, critical thinking and problem solving.
Links to PCIs: ESD-Environmental Education; care for the Links to values: Respect learners share experiences on how to mulch and add manure
environment to care for soil: responsibility; learners participate in planting trees to care for soil.
Citizenship: social cohesion, learners in groups use mulch and
manure to improve soil.
Links to other learning activity areas (s): Mathematical Suggested community Service Learning activities: Learners share with parents or
Activities guardians on the use of mulch and manure in caring for soil.
Suggested non-formal activity to support learning: mulch and Suggested Assessment: project work ,written questions and observation
apply manure to the school seed bed.
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Planting Consistently and correctly Correctly states importance, plants trees Sometimes states importance, Rarely states importance,
trees to states importance, plants trees and demonstrates willingness to protect plants trees and demonstrates plants trees or demonstrates
protect soil and demonstrates willingness soil. willingness to protect soil. willingness to protect soil.
to protect soil.
Improving Consistently and correctly Correctly identifies, applies mulch, Sometimes identifies, applies Rarely identifies, applies
soil identifies, applies mulch, manure and develops interest in caring mulch, manure and develops mulch, manure and develops
manure and develops interest for the soil. interest in caring for the soil. interest in caring for the soil.
in caring for the soil.
question(s)
3.0 Caring for the 3.4 Caring for water By the end of the sub-strand, the • Learners to share experiences on How could we collect
environment 3.4.1 Exploring ways of learner should be able to:- ways of collecting rain water rain water in school
collecting rain water a) identify ways of collecting • Learners to observe stimulus and community?
(10 Lessons) rain water in school and the materials showing ways of collecting
community, rain water in school and community
b) collect rain water at school, • Learners to identify ways of
c) appreciate the need of collecting rain water in school and
collecting rain water for the community
domestic uses. • Learners to improvise means of
collecting rain water for use
138
• Learners to inquire from parents or
guardians on ways of collecting rain
water and report back.
3.4.2 Caring for water By the end of the sub-strand, the • Learners to observe appropriate • How could we
reservoirs in the community learner should be able to:- stimulus materials ways of protecting care for water
a) identify ways of protecting water reservoirs (water tanks) reservoirs?
reservoirs, • Learners to identify ways of
b) participate in protecting water protecting water sources and the
reservoirs in the community, reservoirs (fencing around, covering,
c) appreciate the need to care for fetching through the tap, regular
reservoirs in the community. cleaning)
• Learners to visit the community and
participate in appropriate activities
towards protection reservoirs
• Learners to sing songs or recite
poems supporting caring for water
reservoirs.
Core-competence to be development: Critical thinking and problem solving (protecting water sources and reservoirs), self-efficacy.
Links to PCIs: ESD: Environmental Education; caring for environment Links to values: responsibility,respect; sing songs and recite
Citizenship: social cohesion, learners work in groups to identify ways of protecting poems related to water sources and reservoirs.
water sources. Responsibility-learners participate in community activities to
protect water sources.
Links to other learning activity areas (s): Hygiene and Nutrition on care of water. Suggested Community Service Learning activities:
Learners are guided to actively participate in community activities
that involve protection of water sources and reservoirs.
Suggested non-formal activity to support learning: Suggested Assessment: Written work, oral questions.
Learners are guided by the teacher to actively participate in community activities that
involves caring for water reservoirs

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Sub-strand Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
Exploring ways of Consistently and creatively Creatively identifies ways, Sometimes identifies Rarely identifies ways, collects and
collecting rain water identifies ways, collects and collects and appreciates ways, collects and appreciates need for collecting rain
appreciates need for collecting need for collecting rain appreciates need for water for domestic use.
rain water for domestic use. water for domestic use. collecting rain water for
domestic use.
Caring for water Consistently and correctly Correctly identifies ways, Sometimes identifies Rarely identifies ways, participates
reservoirs in the identifies ways, participates in participates in caring and ways, participates in in caring and appreciates the need to
community caring and appreciates the appreciates the need to care caring and appreciates care for water reservoirs.
need to care for water for water reservoirs. the need to care for water
reservoirs. reservoirs.
question(s)
3.0 Care for the 3.5 Caring For Energy By the end of the sub-strand, • Learners to observe multimedia resources How could we
environment (10 Lessons) the learner should be able to:- showing ways of promoting energy promote energy
3.5.1 Energy conservation a) state ways of promoting conservation (light and heat energy) conservation?
campaigns in the energy conservation in the • Learners to reflect, think and share their
community community, ideas on promoting energy conservation
b) participate in energy in the community
conservation campaigns in • Learners to compose songs, poems, and
the community, create posters on energy conservation in
c) appreciate the need the community. Then, pass the message
promote energy in school and community events
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conservation in the • Learners to gather information about
community. energy conservation in the community
from parents or guardians and report
back.
Core Competences to be developed: Imagination and creativity and Communication and collaboration, Critical thinking and problem solving.
Link to PCIs: ESD: Environmental Education: care for the environment Link to values: Responsibility and unity: promoting energy conservation.
Citizenship: social cohesion: learners in groups share ideas
Lifeskills: effective communication.
Links to other learning activity areas: Languages, Movement and Suggested Community Service Learning activities: engaging the
Creative activities (music). community in energy conservation campaign.
Suggested non formal activity to support learning: share ideas on how Suggested Assessments: written questions, oral questions, observation
during school assembly, in clubs and societies.

Consistently and creatively states ways, Creatively states ways, Sometimes states ways, participates Rarely states ways, participates and
participates and appreciates energy participates and appreciates and appreciates energy conservation appreciates energy conservation
conservation campaign. energy conservation campaign. campaign. campaign.
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SUGGESTED LEARNING RESOURCES
The suggested list of learning resources is neither exhaustive nor prescriptive. It is important for the teacher to explore the wealth of learning resources,
improvise or collect during a field study. The suggested resources include:
• Local environment
• Real objects/Specimens/realia
• Maps
• Photographs, pictures paintings
• Flash cards and posters
• TV/video/films/slides/ Internet sources
• Live Radio Broadcasts
• Vetted digital resources, educational computer games
• Approved textbooks and other printed resources
• Workbooks, Worksheets, Activity sheets
• Resource persons
• Weather instruments
• Artifacts
• Museum/historical sites
• Newspaper cuttings
• Magazines/journals
• Libraries
• Display boards
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HYGIENE AND NUTRITION ACTIVITIES
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Essence statement
Hygiene and nutrition activities equip learners with the basic knowledge, skills and attitudes that promote a happy and healthy lifestyle. The learner is given
the ability to take care of their own wellbeing as well as that of others by learning and adopting healthy habits in hygiene and nutrition.
The learner shall be engaged in practical activities that promote healthy eating habits and adoption of appropriate hygiene practices. This will enable the
country prevent many of the infections associated with poor hygiene and sanitation practices. Chronic lifestyle diseases associated with poor eating habits will
also be minimized by making sure that healthy habits are introduced as the children start their education. The subject also covers oral and dental health, basic
first-aid for common accidents, safety at home and school and consumer education.
Learning outcomes for hygiene and nutrition

1. Practice hygiene, proper sanitation and safety to promote health and well-being.
2. Demonstrate good health habits that promote the well-being of self and others.
3. Make appropriate choices of foods and drinks that promote good health.
4. Demonstrate ability to conserve resources in their daily activities
5. Practice appropriate etiquette for interpersonal relationships.
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GRADE ONE
Strand Sub- strand Specific Learning Suggested Learning Experiences Key Inquiry
1.0 Health Practices 1.1 Healthy habits By the end of the sub-strand, • Learners identify health habits 1. Which are some of
( 5 lessons) the learner should be able that prevent illnesses (hand- the good health
to:- washing, using the toilet/latrine, habits?
a) identify health habits drinking safe water, not using
that prevent illnesses, excessive salt or sugar, eating 2. Why do we practice
b) state the importance of healthy foods, adequate sleep and health habits?
practicing health habits rest, physical activities and
to promote wellbeing of exercise, bathing daily) using
self and others, various multi-media elements.
c) practise health habits • Learners state the importance of
that promote wellbeing, practicing health habits.
d) appreciate the • Learners observe demonstrations
importance of practising of healthy habits.
health habits to promote • Learners role play health habits.
wellbeing of self and • Learners practice health habits
others. and keep a simple journal on
health habits they have observed.
Core competence to be developed: Self-efficacy
Links to PCIs: Health education, self-awareness Link to values: Responsibility
Links to other subjects; Suggested Community Service Learning: Guide others to practise good
Mathematics: recording hours slept, number of times they wash hands. habits for healthy living.
Engage in physical activities among other healthy practices
Suggested non- formal activity to support learning through application Suggested assessment: observation, oral questions, checking the journal
Participate in activities held during hand washing day, water day,
Present songs, poems, rhymes on hygiene practices during public forums.
Visit a prospective sponsor to facilitate provision of sanitation facilities in
school
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Suggested resources: pictures, photos, video clips, charts
Exceeding expectation Meeting expectation Approaching expectation Below expectation

• name health habits that promote • name health habits that promote • can name some of the health • cannot name most of the health
their well being their well being habits that promote well being habits
• state the importance of • state the importance of • can state some of the reasons • not able to state the importance
practicing health habits practicing health habits why it is important to practice of practicing health habits
• keeps an updated journal on • keeps an updated journal on health habits • not able to keep a journal on
health habits practiced health habits practiced • keeps a journal on health habits health habits
• sensitizes other learners to but it is not updated
practice health habits
Strand Sub- strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.0 Health Practices 1.2 Care of the teeth By the end of the sub-strand, the • Learners are guided to identify the 1. How do you care for
(3 lessons) learner should be able to:- appearance of teeth during the a gum where the
a) identify milk teeth as different stages of development (an tooth has been
temporary in childhood, infant, a toddler, a school age removed?
b) mention hygienic practices to pupil).
observe during shedding of • Learners colour or model a tooth.
milk teeth, • Learners share experiences or tell
c) observe hygienic practices stories about shedding milk teeth
during shedding of milk teeth, during childhood.
d) appreciate shedding of teeth • Learners are guided to mention the
as a natural process. 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)
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•
Learners observe a demonstration
of hygienic practices during
shedding of teeth.
• Learners role play hygienic
practices to observe during
shedding of teeth
Core competence to be developed: communication and collaboration, imagination and creativity, self-efficacy
Links to PCIs and Values: Self-awareness, empathy Link to values: Responsibility

Links to other subjects: Suggested Community Service Learning:
Environmental activities : disposal of tooth and soiled materials Advocate for use of hygienic practices among peers during shedding of
Mathematic: counting teeth teeth.
Movement and creative activities : drawing a tooth and colouring
Non- Formal activity to support learning through application Suggested assessment: oral questions, observation
Participate in oral health campaigns through songs, poems, posters
• identify milk teeth • identify milk teeth • identify milk teeth • not able to identify milk teeth
• tell the hygienic practices during • tell the hygienic practices during • can tell some of the hygienic • not able to tell most of the
shedding of teeth shedding of teeth practices during shedding of hygienic practices during
• empathize with learners who are teeth shedding of teeth
shedding teeth
1.0 Health practice 1.3 Use of medicine By the end of the sub-strand, the • Learners are guided to identify some 1. What precautions are
(2 lessons) learner should be able to:- common forms of medicine used at needed when handling
home (tablets, capsules, syrups, medicine at home
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a) mention common forms of ointment creams, inhalers, 2. Why should we
medicine used in our homes, eye/ear/nose drops) practice cleanliness
b) state precautions when when taking
handling medicine found in medicine?
the home, • Learners discuss the precautions to
c) appreciate cleanliness when take when handling with medicine at
taking medicine at home and home (washing hands when
school. handling medicine, use of clean and
safe water to take medicine, not
sharing medicine, taking dosage as
prescribed, proper storage of
medicine).
• Learners are guided to mention why
they should observe cleanliness
when taking medicine at home and
school.
• Learners role play precautions and
cleanliness when taking medicines.
• Learners can watch a video clip on
different forms of medicines.
Core competence to be developed: Self-efficacy, Communication and collaboration
Link to PCIs : Health education Link to values: responsibility

Link to other subjects: Suggested Community Service Learning activities:
Languages – role play Advocacy on hygienic practices when taking medicines
Suggested non- formal activity to support learning Suggested assessment: observation, oral questions
Visit a chemist to see various types of medicine and storage
Suggested resources: empty packets or containers of various forms of medicine commonly used at home, pictures, photos, video clips
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• correctly identifies different forms • correctly identifies different • correctly identifies most • not able to identify most forms of
of medicine used at home forms of medicine used at forms of medicine used at medicine used at home
• can mention precautions when home home • not able to mention most of the
handling medicines • can mention precautions • can mention some of the precautions when handling
when handling medicines precautions when handling medicines
• can mention how to practice • can state how to practice medicines • not able to state most of the
cleanliness when taking medicine cleanliness when taking • can mention some of the cleanliness practices when taking
• guide other learners in practising medicine cleanliness practices when medicine.
cleanliness when taking medicine taking medicine
Strand Sub- strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
2.0 Personal 2.1 Care of different By the end of the sub-strand, the • Learners identify cleaning materials 1. Why do we clean our
hygiene parts of the body learner should be able to:- used to clean parts of the body bodies?
(15 lessons) a) name materials used to clean (sponges, pumice stone, face towel, 2. What materials do
the different parts of the body, plant fibres, leaves, toothbrush, ear we use to clean our
b) mention the procedures used to buds) bodies?
clean different parts of the • Learners observe a demonstration on 3. How can we use
body, cleaning parts of their body. cleaning materials
c) use appropriate materials to • Learners practise how to clean parts of without waste?
clean different parts of the the body using dolls.
body, • Learners clean parts of their body
d) clean body parts without (Face, Teeth, Hands, Feet and Hair).
wasting cleaning materials, • Learners are guided to use cleaning
e) appreciate the importance of a materials without waste (soap, water,
clean body for personal toothpaste)
hygiene. • Learners role play on how to clean
parts of the body.
• Learners sing songs, recite poems on
cleaning parts of the body.
• Learners maintain a simple daily
record on cleaning the body.
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Core competence to be developed: Communication and collaboration, Creativity and imagination and Self-efficacy
Links to PCIs: Life skills – self-awareness, self-esteem, Link to values: Responsibility
Links to other subjects: Suggested community service learning activities:
English – rhymes, role playing Parental programme on personal hygiene
Movement and creative activities – songs
Mathematics activity – keeping a daily record in cleaning body parts
Environmental activity – alternative cleaning materials
Suggested non formal activity to support learning: Suggested assessment: observation, oral questions, written exercises
Present songs and poems during parade/ parents meetings/ public forums and
other events
Participate in charity activities targeting personal hygiene.
Resources: pictures, video, soap, water, towel, doll, nail cutter, pumice stone, body oil, comb, toothbrush, toothpaste, improvised cleaning materials,
lotion/petroleum jelly
• able to identify and use the • able to identify and use • can identify and use some of • not able to identify most of the
cleaning materials to clean parts of the cleaning materials to the cleaning materials to clean cleaning materials; not able to use the
the body clean parts of the body parts of the body correct cleaning materials for
• accurately states the procedures for • able to tell the procedures • can state some of the different body parts
cleaning body parts for cleaning body parts procedures for cleaning body • not able to state most of the
• demonstrates ability to care for the • care for various body parts procedures for cleaning body parts
various body parts parts • demonstrates ability to care for • not able to demonstrate ability to care
• use cleaning materials without • use cleaning materials some of the body parts for most of the body parts
waste without wasting • needs guidance to use cleaning • not economical in use of cleaning
• forms a habit of cleaning the body • develops a habit of materials without waste materials.
daily cleaning the body daily • cleans some parts of the body • do not clean most of the body parts
• can teach others how to clean daily daily
various body parts
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Question(s)
2.0 Personal 2.2 Use of toilet By the end of the sub-strand, the • Learners locate the ablution block 1. Why should we use
Hygiene and latrines learner should be able to:- and identify a toilet/latrine and the toilet/latrine and
a) identify a toilet/latrine and urinal urinal. urinal appropriately?
(4 lessons) in the school, • Learners identify a toilet/ latrine 2. What materials do
b) state why we need to use a toilet using charts, pictures, video clips we use for toileting
in our environment for the purposes?
wellbeing of self and others, • Learners are guided to mention
c) use appropriately a toilet/latrine why they need to use the toilet 3. What is toilet, latrine
and urinal in their locality, appropriately. etiquette?
d) dispose off soiled materials used • Learners are guided on how to
in the toilet, use the toilet/latrine and urinal
e) appreciate the importance of anddispose off soiled materials
using the toilet correctly within • Learners observe simple toileting
their environment. etiquette (knocking the door
before accessing, flushing the
toilet, disposing off used
materials appropriately,
unnecessary touching of surfaces
in the toilet/latrine; not eating in
the toilet).
• Learners role playon how to use
the toilet
Core competence to be developed: Self efficacy in using the toilet
Links to PCIs and Values: self-awareness, self-esteem, Link to values: Responsibility; respect
Links to other subjects: Suggested Community Service Learning activities: Guide others on
English – rhymes, role playing proper use of the toilet in their environment
Environmental activity – alternative materials for use in toilet, waste
disposal
Literacy – vocabulary on the toilet and toilet material
Non- Formal activity to support learning through application: Suggested assessment: observation, oral questions, oral reports
songs and poems during forums like parents day
Participate in planting /watering plants used as toileting materials.
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Suggested resources: pictures, video, soap, water, towel, doll, nail cutter, pumice stone, body oil, comb, toothbrush, toothpaste, improvised cleaning
materials
• can be able to use the • can be able to use the • can be able to use the • not able to use the toilet or
toilet/latrine or urinal correctly toilet/latrine or urinal correctly toilet/latrine or urinal most of latrine most of the time
• identifies and uses the correct • can tell why we need to use the the time • not able to tell why we need to
toileting material and disposes toilet • can tell with prompting why we use the toilet.
them off appropriately • identifies and uses the correct need to use the toilet • not able to use the toilet without
• confident in using the toilet toileting material and disposes • needs assistance in using the assistance most of the time
• observes etiquette when using them off appropriately toilet some of the time • does not observe etiquette most
the toilet • confident in using the toilet • observes etiquette most of the of the time
• can be able to assist another • observes etiquette when using time
student use the toilet/latrine or the toilet
urinal correctly
Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(s)
3.0 Foods 3.1 Food sources By the end of the sub-strand, the • Learners identify different sources of
learner should be able to:- food in the locality using realia. 1. Which foods do we
( 2 lesson) a) name the different sources of food • Learners classify the foods into plant get from animals?
in their locality, and animal source.
b) classify food into plant and animal 2. Which foods do we
sources, get from plants?
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c) embrace the different sources of • Learners draw and colour pictures, on
food in their locality. sources of food using computing
devices, paper, pencils, and crayons.
• Learners play games on food sources
using computing devices.
• Learners can take pictures of food
sources and display in class
Core-Competence to be developed
Critical thinking, Creativity and imagination, Digital literacy, Communication and collaboration
Link to PCIs: Link to values: responsibility, respect
ESD – appreciating animals and plants as a source of food
Links to other subject(s): Suggested Community Service Learning activities: taking care of
Environmental activities – plants and animals animals and plants in their environment
Movement and creative activities – drawing and colouring
Literacy – names of plants and animals
Suggested non-formal activity to support learning Suggested assessment: oral questions

Visit a neighbouring farm to see plants grown and animals kept for food sources
Suggested Resources: realia, video clips, photos, computing devices
• identify different sources of food • identify different sources of food • can identify one source of food • not able to identify the sources
from their environment from their environment in their environment of food in their environment
• classify foods according to plant • classify foods according to plant • can classify most foods • not able to classify most foods
or animal source or animal source according to plant or animal according to plant or animal
• peer teach others on source source
classification of food sources
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3.0 Foods 3.2 Eating habits By the end of the sub-strand, the • Learners name the foods and drinks they 1. Which foods do I like
(3 lessons) learner should be able to:- consume on daily basis. and dislike?
a) name foods and drinks they • In pairs, learners share experiences on the 2. Which foods are
consume on a daily basis, foods and drinks they like and dislike. good for my teeth?
b) mention their likes and 3. Which foods are bad
• Learners are guided to mention foods that
dislikes of food and drinks for my teeth?
are good and bad for their teeth.
they eat at home,
c) choose healthy food for strong • Learners draw and colour using computing
teeth, devices, paper, pencil or crayons; model
d) appreciate healthy food for foods that are good for their teeth.
teeth. • Learners are guided to keep a daily log on
the foods and drinks they choose to eat that
are healthy for their teeth.
• Learners can take pictures of foods and
drinks they like or dislike using computing
devices and display in class.
• Learners can take pictures of foods that are
healthy for their teeth using computing
devices and display in class.
Self-efficacy, Critical thinking, Communication and collaboration; Digital literacy
Link to PCIs: Oral health education, Link to values: responsibility, integrity
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Links to other subject(s): Suggested Community Service Learning:
Movement and creativity – drawing pictures of foods they like, dislike, healthy for their teeth Advocacy on foods that are good for the teeth in
Literacy – types of foods and drinks their community
Suggested non-formal activity to support learning through application Suggested assessment: keeping a daily log,
observation, oral questions
Participate in oral health campaigns in the community.
Suggested Resources : a dentist or oral health practitioner, charts, pictures on effects of sugar on teeth, computing devices
• name foods and drinks they • name foods and drinks they • names most of the foods and • not able to name most of the
consume daily consume daily drinks they consume daily foods and drinks they consume
• mention their food likes and • mention their food likes and • mentions some food likes and daily
dislikes dislikes dislikes • not able to mention their likes
• choose good foods for healthy • choose good foods for healthy • some foods chosen are not and dislikes
teeth teeth suitable for healthy teeth • not able to choose foods that are
• keep an updated daily log on foods • keep an updated daily log on • irregularly keeps a daily log on healthy for their teeth
and drinks they choose to eat that foods and drinks they choose to foods and drinks they choose to • not able to keep a daily log on
are healthy eat that are healthy eat that are healthy food and drinks they choose to
• guide other learners to choose good eat that are healthy
food for healthy teeth
Question(s)
3.0 Foods 3.3 Using our senses By the end of the sub-strand, the • Learners mention foods that they eat at 1. Which foods are
to identify food learner should be able to:- home and at school available in the
(3 lesson) a) mention different foods eaten at locality?
home or at school,
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b) identify common foods in the • In groups, learners are provided with 2. How do these food
locality, an assortment of food items from the items, look, smell,
c) look at, taste, touch and smell locality to look at, taste, feel and smell touch or taste like?
some selected foods for fun, • Learners identify food items according
d) appreciate different foods in the to colour, taste, touch and smell
locality irrespective of color, taste,
• Learners draw and colour food items
touch and smell.
found in the locality using computer
applications, paper, pencil, crayons
• Learners can take pictures of different
foods available in the locality using
different computing devices and
display in class.
• Learners can play games on foods
using computing devices
Critical thinking, Creativity and Imagination, Digital literacy
Link to PCIs: Link to values: Respect, Patriotism
Citizenship – appreciating foods available in the locality
Links to other subject(s): Suggested Community Service Learning activities: attend a

Mathematics – shapes, grouping, sorting wedding or other ceremony or participate during food
Movement and creativity – drawing, colouring harvesting season to appreciate diversity of food in terms of
Environmental studies – senses, plants/foods in the environment texture, colour, smell and taste
Suggested non-formal activity to support learning through application Suggested assessment: written, oral questions and
observation
Visit the market during market day or a nearby farm.
Suggested Resources:
A variety of foods available in the environment in terms of colour, touch, smell and taste.
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• correctly identifies common foods in their • correctly identifies common • identifies most of the • not able to identify most of
locality using their senses foods in their locality using common foods in their the common foods in their
• correctly classify foods according to the their senses locality using their senses locality using their senses
way they perceive them • correctly classify foods • classifies most of the foods • not able to classify most of
• able to classify other foods not within according to the way they according to the way they the foods according to the
their locality using their senses perceive them perceive them way they perceive them
Strand Sub-Strand Specific Learning Outcomes Suggested learning experiences Key Inquiry Questions
3.0 Foods 3.4 Cleaning of By the end of the sub-strand, the • Learners to be provided with an 1. Which fruits do we eat
fruits learner should be able to:- assortment of fruits from the locality to in our locality?
(3 lessons) a) mention fruits eaten within their identify. 2. How do we choose the
locality, • Learners are guided to tell factors to fruits we eat?
b) tell how to choose fruits eaten consider when choosing fruits (not 3. Why do we clean the
within their locality, rotten, withered, infested by pests, fruits we eat?
c) wash fruits before eating to discoloured, dirty coated, bruised,
prevent illnesses, mouldy or unripe)
d) appreciate the importance of • In groups, learners are guided on how to
washing fruits before eating to wash fruits before eating (wash hands
prevent illnesses. before washing fruit, wash using
running water)
• Learners can play games on choosing
fruits to eat
• Learners can use computing devices to
search for other fruits eaten.
Core competencies
• Communication and collaboration
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• Digital literacy
• Critical thinking and problem solving
Link to PCIs Link to values: responsibility, integrity
• Health education: Personal hygiene and communicable diseases
Link to other subjects Suggested community service learning activities
• Environmental activities – plants A visit to the nearest market to find out the conditions under
• Literacy – new words which fruits are handled and share the experiences with their
parents and friends
Suggested non formal activities to support learning Suggested assessment: observation, oral questions
sing songs and recite poems on choosing and washing fruits eaten in the community
Suggested resources: realia, pictures, computing devices, video clips, charts
• identify fruits eaten in their • identify fruits eaten in their • identifies most fruits eaten in their • not able to identify most fruits
community community community eaten in their community
• tell how to choose fruits to • tell how to choose fruits to be • can tell most of the factors to • not able to tell most of the factors
be eaten eaten consider when choosing fruits in choice of fruits eaten in their
• washes fruits before eating. • washes fruits before eating. eaten in their community community
• peer teach on how to wash • wash fruits before eating with • cannot wash fruits before eating
fruits before eating minimal assistance without assistance
Strand Sub-strand Specific Learning outcomes Suggested Learning Experiences Key Inquiry Question(s)
3.0 Foods 3.5 Importance of By the end of the sub-strand, the • Learners mention how many times they eat in 1. How many times do
food in our body learner should be able to:- a day; what they eat and drink during those you eat in a day?
(3 lessons) times.
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a) state the number of times • Learners name the foods eaten at different 2. Why is it important
they eat in a day, times of the day. to eat food daily?
b) mention the foods they eat at • Learners state the reasons for eating food 3. Why do you need to
different times of the day, every day (for growth, to provide energy for eat at different times
c) state the reasons why we eat daily activities, to stay healthy and prevent of the day?
food every day,
illness)
d) appreciate the importance of
eating food daily. • In groups, learners share experiences on
activities that they do during the day that
require energy.
• Learners can draw and colour foods eaten at
different times of the day using digital
devices, paper, pencil, colours, crayons.
• Learners can sing songs and recite poems on
importance of eating daily.
Communication and collaboration; Digital literacy

Link to PCIs: Link to values: honesty
Citizenship – child right and protection: right to eat
Links to other subject(s): Suggested Community Service Learning activities

Mathematics –counting Visit a school with a feeding programme to find out the number of
movement and creativity – drawing and colouring times children are fed in a day and what they are fed on.
suggested non-formal activity to support learning Suggested assessment:

participating in the school feeding programme oral questions
Suggested resources: pictures of food items and activities carried out by learners in a day, digital computing devices
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• tell how many times they eat in • tell how many times they eat in • can tell most of the time when • not able to tell the time when
a day a day they eat in a day they eat during the day
• name the foods eaten at different • name the foods eaten at different • can name some activities that • not able to name most activities
times of the day times of the day they do that require energy that they engage in that require
• name activities that they do that • name activities that they do that • can name most of the foods energy
require energy require energy eaten during different times of • not able to name the foods eaten
• guide others to identify when to the day during the different times of the
eat during the day day
Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry

Question(s)
3.0 Foods
3.6 Good behaviour By the end of the sub-strand, the • Learners name good eating behaviour to be 1. What is good
during mealtimes learner should be able to:- observed during mealtimes (good posture at behaviour during
a) name appropriate behaviour the table, serving what you can finish, eating mealtime
( 2 lessons) when eating foods that food with the mouth closed, washing hands 2. Why is it important
should be observed during before and after eating, excuse oneself when to observe good
mealtimes, leaving the table, clearing one’s place on the behaviour during
b) state why it is important to mealtimes?
table)
have good behaviour during
mealtimes, • Learners are guided to explain why it is
c) practice good behaviour important to observe good eating behaviour
during mealtimes. during meal times (not to be offensive to
others, to show respect, to avoid accidents).
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• Learners role play good behaviour during
mealtimes
Critical thinking, communication and collaboration; Creativity and imagination
Link to PCIs link to values: Respect, social justice

life skills - decision making
suggested Community Service Learning activities: practice good
Link to other subjects:
behaviour during mealtimes in different settings in the community e.g
Religious education: loving others
home, parties, restaurants
Suggested non-formal activity to support learning through application: Suggested assessment: oral questions
reciting poems and singing songs during school assembly or parents day
Suggested Resources: assorted pictures of mealtimes, video clips on etiquette when eating, cutlery and crockery used during mealtime
• Consistently identifies good behaviour during • Is able to identify good • Identify some good behaviour • Is not able to identify good
mealtimes behaviour during mealtimes during mealtimes behaviour during mealtimes
• Advocates for good behaviour during mealtimes
3.7 Buying food By the end of the sub-strand, the • Learners share experiences on places where 1. Where do we buy
3.0 Foods learner should be able to:- food is sold in the community (market, food?
(3 lessons)
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a) identify places in the shops, butchery, supermarket, kiosk, open air 2. What type of food do
community where food is market, green grocers, hotel/restaurant, we buy at the different
bought, kiosks, food vendors) places?
b) name foods bought from the • Learners name the foods bought from the
different places in the different places.
community,
• Learners’ role play buying food from
c) appreciate the different
different outlets
places for buying food in
the community. • Learners can play games on buying food
from different places using computing
devices.
• Learners can take pictures of different food
outlets and display in class.
Creativity and imagination, communication and collaboration; Digital literacy
Link to PCIs: Links to values: Responsibility
Financial literacy – food is bought and has a cost which varies with type of food
Parental engagement – taking learner for shopping
Suggested Community Service Learning activities:
Links to other subject(s): Visit a shopping centre to see the different types of outlets food
Environmental studies – our neighbourhood ( the market) where food is sold
Accompany their parents/guardians for shopping
Suggested non-formal activity to support learning through application: Suggested assessment: observation, oral questions
drama/skits on shopping experiences in drama clubs, poems and songs
Suggested Resources : pictures of different food outlets, video clips on different food outlets
• identify places in the community where • identify places in the • can identify most places • not able to identify different
food is bought community where food is where food is bought places where food is bought
bought
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• name foods bought from different • name foods bought from • can name most of the foods • not able to name most of the
places different places bought from different places foods bought from different
• peer teach on different places to buy places
food
4.0 Safety 4.1 Common accidents By the end of the sub-strand, • Learners are guided to identify 1. What are some of the
Education at home the learner should be able to:- accidents at home like falls, cuts, accidents at home?
a) name common accidents at drowning, suffocation, choking 2. What causes accidents at
(8 lessons) home, electrocution, burns. home?
b) mention causes of • Learners are guided to state the 3. How can we prevent
accidents at home, causes of accidents at home such as accidents at home?
c) identify ways of sharp edges, slippery floors,
preventing accidents at vegetable/fruit peelings, broken
home, glass, uncovered pits, rough floors,
d) appreciate the importance poorly arranged furniture,
of preventing accidents at electricity sockets and the naked
home. flame
• Learners tell stories of their
experiences of accidents at home
• Learners identify ways of
preventing accidents at home
(wiping spills, arranging furniture
properly, disposing off waste
appropriately, covering open pits,
proper handling of tools like knives
and forks)
• Learner view pictures and video
clips on causes of accidents in the
home and share in class.
Core Competencies – Self-efficacy: Digital literacy; Communication and collaboration
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Link to PCIs: ESD Link to values: Responsibility
Link to subjects Suggested community service learning –identify and share some of the dangers
• Environmental activities of accidents in their homes, church and other social places and how to prevent
• Literary – communication skills them
• Movement and creative activities – role playing
Suggested non-formal activity to support learning: Suggested assessment: oral questions

present songs and poems on dangers in the home; and preventing
dangers in the home during school assembly
Resources: pictures, realia, video clips, computing devices, digital cameras
• identify accidents at home • identify accidents at home • identifies most of the accidents at • not able to identify most of the at
• mention causes of accidents • mention causes of accidents home home accidents
at home at home • can mention most of the causes of • not able to mention most of the
• name ways of preventing • name ways of preventing at home accidents causes of accidents at home
accidents at home accidents at home • can name ways of preventing home • not able to name ways of preventing
• reports accidents noted accidents at home accidents
Strand Sub-Strand Specific Learning Outcomes Suggested learning Key Inquiry Questions
experiences
4.0 Safety Education 4.2 Dangerous chemicals By the end of the sub-strand, the • Learners are guided to 1. Which are some of the
at home learner should be able to:- identify dangerous dangerous chemicals
(4 lessons) a) name some dangerous chemicals used at home used at home?
chemicals found at home, (detergents and cleaning 2. What are some of
b) mention the dangers caused agents, kerosene, dangers caused by these
by chemicals used at home, pesticides, insecticides) household chemicals?
c) embrace the need to avoid • Learners mention the
handling dangerous dangers caused by
chemicals used at home
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chemicals used at home to • Learners listen to stories
ensure safety. or watch a video on
dangers caused by
dangerous chemicals used
at home.
• Learners can draw and
colour some of the
dangerous chemicals at
home using pencils,
colours, crayons and
computing devices.
Core competencies – Self-efficacy, Digital literacy
Link to PCIs – ESD – DRR Link to values: – responsibility
Link to other subjects Suggested community service learning activity

• Environmental activities Learners to discuss about the hazardous household products with their family
• Language (listening skills) members and report back the findings in class
• Movement and creativity – drawing and colouring
Suggested non formal activity to support learning: Suggested assessment: oral questions
Talking walls in the school on dangers caused by chemicals at home
Resources: empty containers of dangerous chemicals at home, computing devices, photos, charts, video clips, colours, crayons, pencils
• identify dangerous chemicals used at • identify dangerous • identifies most of the • not able to identify most of the
home chemicals used at home dangerous chemicals used at dangerous chemicals used at
• tell the dangers caused by dangerous • tell the dangers caused by home home
chemicals used at home dangerous chemicals used at
home
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• peer teach others on the dangers posed • can tell most of the dangers • not able to tell most of the
by dangerous chemicals used at home caused by dangerous dangers caused by dangerous
chemicals used at home chemicals used at home
Strand Sub- strand Specific Learning Outcomes Suggested learning experiences Key Inquiry Questions
4.0 Safety 4.3 Simple First Aid By the end of the sub-strand, the •
Learners mention reason for carrying 1. Why do we do First
Education (6 lessons) learner should be able to:- out First Aid on an injured person Aid on an injured
a) state reasons for carrying out
• In groups, learners share experiences person?
First Aid to an injured on what was done to them when they 2. What First Aid is done
person, had cuts or wounds. for cuts and wounds?
b) identify contents of a First
• Learners are guided to identify
Aid kit, contents of a First Aid kit.
c) practice simple First Aid for
• The learners are guided to role play
minor cuts and wounds. simple First Aid for cuts and wounds.
• Learners are shown video clips,
pictures, charts on First Aid for cuts
and wounds.
Core Competencies – Critical thinking and problem solving, Communication and collaboration; Digital literacy
Link to PCIs: ESD (environmental Education) Link to values: Responsibility
Link to Subjects Suggested community service learning activities:
• Environmental activities Visit a centre where First Aid is administered such as St Johns Ambulance
• Literacy (new words) centres
Suggested non-formal activity to support learning Suggested assessment: oral questions, observation
Role play first aid on peers in science club.
Suggested resources: First Aid kit
• can tell reasons for carrying out • can tell reasons for • can tell most reasons for carrying out • cannot tell most reasons for
First Aid on an injured person carrying out First Aid First Aid on an injured person carrying out First Aid on an
• identify contents of a First Aid kit on an injured person injured person
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• can role play First Aid for cuts and • identify contents of a • identify most contents of a First Aid • cannot identify most of the
wounds First Aid kit kit contents of a First Aid kit
• can guide in administering First Aid • can role play First • can role play First Aid for cuts and • cannot role play First Aid for cuts
for cuts and wounds Aid for cuts and wounds with minimal assistance and wounds
wounds
GRADE TWO
Question(s)
1.0 Health 1.1 Importance of By the end of the sub-strand, the • Learners are guided to brainstorm on the 1. What is breakfast?
Practices breakfast learner should be able to:- meaning of the word breakfast. 2. Why is it important
a) state the meaning of the word • Learners identify breakfast as a meal to eat and drink
(3 lessons) breakfast, taken after a long period of not having something in the
b) identify when breakfast is taken eaten (at night). morning?
during the day,
• Learners name food items they eat and
c) name food items taken during
breakfast, drink in the morning.
d) tell the importance of eating • Learners are guided to tell the
breakfast as a healthy habit, importance of eating breakfast as a
e) appreciate the importance of healthy habit.
taking breakfast in the morning. • Learners are guided to keep a daily
record of foods they eat for breakfast.
• Learners draw and colour foods eaten
for breakfast using pencils, papers,
crayons and computing devices.
• Learners can type names of foods eaten
for breakfast using computing devices.
Self-efficacy, Digital literacy
Link to PCIs: Link to values: responsibility and unity
Parental engagement – provide learners with something to eat in the morning.
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Citizenship –child rights and protection
Life skills- effective communication
Links to other subject(s): Suggested Community Service Learning: learners advocate for
Movement and creativity – drawing, colouring taking of breakfast as a healthy habit in their homes
Non-Formal Activity to support learning Suggested assessment: observation, oral questions

Sing songs and recite poems during assembly and parents meeting
Suggested Resources :chart, pictures, colours, crayons, computing devices
• identifies breakfast as a meal eaten • identifies breakfast as a meal • identifies breakfast as a meal • not able to identify breakfast as
in the morning after a long period eaten in the morning after a eaten in the morning after a a meal eaten in the morning after
of not eating(night) long period of not eating(night) long period of not eating(night) a long period of not
• names food items that are eaten for • names food items that are eaten • names most food items that are eating(night)
breakfast for breakfast eaten for breakfast • not able to name most food
• tell why it is important to eat • tell why it is important to eat • can give some reasons why it items taken for breakfast
breakfast breakfast is important to eat breakfast • not able to give reasons why it is
• keep an updated record on foods • keeps a record on items eaten • irregularly keep a record of important to eat breakfast
they eat for breakfast on daily for breakfast items eaten for breakfast • not able to keep a record of
basis. items eaten for breakfast on
daily basis
1.2 Oral hygiene By the end of the sub-strand, the • In groups learners share experiences on things 1. What things do I do
1.0 Health (4 lessons) learner should be able to:- they do with their teeth. that are good for my
Practices a) identify good oral habits that • Learners are guided to identify good oral teeth?
promote development of habits (brushing teeth at least twice a day, 2. What things do I do
healthy teeth, eating foods that are good for healthy teeth that are harmful for
my teeth?
and visiting a dentist at least twice a year)
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b) identify harmful oral habits and bad oral habits (nail biting, pencil 3. How many times do I
that damage teeth, chewing, using tooth picks and finger brush my teeth in a
c) practise good oral habits to sucking) using pictures, video clips and day?
promote their well-being, illustrations.
d) appreciate good oral habits to • Learners are guided to keep a simple record
promote their well being. on the number of times they brush their teeth
in a day.
• Learners listen to a talk by a dental
practitioner on good oral habits
• Learners watch videos that promote good oral
habits.
Link to PCIs Link to values: responsibility, respect and unity as they work in
Health Education - Oral health – good and bad habits for our teeth groups
Service learning and parental empowerment – monitor good oral habits and
discourage bad oral habits
Links to other subject(s): Suggested Community Service Learning activities:

Movement and creativity – sing songs recite poems advocate for good oral habits that promote healthy teeth among their
Mathematics- recording the number of times they brush peers
Literacy and indigenous language – vocabulary on good and bad oral habits
Non-Formal Activity to support learning through application: talking walls on Suggested assessment: observation, oral questions
good oral habits
Suggested Resources: Oral dental hygiene practitioner, pictures of teeth showing effects of good oral habits and poor oral habits, video clips.
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• identify good oral habits that • identify good oral habits that • identify some oral habits that • not able to identify most of the oral
promote development of healthy promote development of healthy promote development of habits that promote development of
teeth teeth healthy teeth healthy teeth
• identify harmful oral habits that • identify harmful oral habits that • identify some oral habits that • not able to identify most of the oral
damage teeth damage teeth damage teeth habits that damage teeth
• keep an updated record on the • keep a record on the number of • keeps an irregular record on • not able to keep a record on the
number of times they brush their times they brush their teeth the number of times they number of times they brush their
teeth brush their teeth teeth
1.3 Use of different By the end of the sub-strand, the • Learners describe their house to each other 1. How many
1.0 Health rooms in a house learner should be able to:- and are guided to identify common rooms/areas are in
practices (4 lessons) a) name the various rooms in a areas/rooms in their houses. your house?
house, • learners state the use of different rooms in 2. Which are these
b) mention the use of the various the house to maintain hygiene (kitchen for different rooms/areas
rooms in a house, cooking, bedroom for sleeping, dining for in your home?
c) state the reasons for having eating, Living room for socializing, and 3. What are the main
different rooms in a house, bathroom for bathing). activities carried out
d) name equipment and furniture • Learners are guided to sort out equipment in these rooms/
used in the various rooms in a for different rooms in a house based on the areas?
house, activities that are carried out in those 4. Which equipment is
e) mention the importance of rooms using pictures (jiko, utensils, chairs, found in these
keeping the various rooms in tables, bed bucket/basins, sofa sets, rooms/areas?
a house clean and tidy. wardrobe, knife, spoons). 5. Why is it important
• Learners are guided to mention the to keep the house
importance of keeping the various rooms in clean
a house clean and tidy.
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•
Learners draw and colour pictures of
equipment used in different rooms in a
house.
• Learners play games by placing different
equipment in their respective rooms using
computing devices.
Core competence to be developed: Critical thinking and problem solving, Communication and collaboration and Digital Literacy
Link to PCIs: DRR- Every room in the house is supposed to be used in the Links to values: responsibility and unity
appropriate way to promote hygiene and avoid accidents
Link to other subjects: Suggested Community Service Learning- visit their friends or
Languages – matching, vocabulary relatives houses to compare them to theirs
Movement and creativity – drawing, colouring
Mathematics – shapes of equipment in the rooms; size , measurement
Suggested non- Formal activity to support learning Suggested assessment: observation, oral questions
Compose and present poems and songs on correct use of rooms in a house to avoid
accidents and promote hygiene
Suggested resources: pictures of equipment used in various rooms in a house, computing devices, pencils, papers and crayons
• identify various rooms in a • identify various rooms in a • identifies most rooms in a house • not able to identify most rooms
house house • mentions the use of most of the in a house
• mention the use of various • mention the use of various rooms in a house • not able to mention the use of
rooms in a house rooms in a house • list most equipment used in most rooms in a house
• list equipment used in various • list equipment used in various various rooms in a house • not able to list most of the
rooms in a house rooms in a house equipment found in various
• draw a picture showing the rooms in a house
equipment used in various
rooms in a house
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1.4 Cleaning of utensils By the end of the sub-strand, the • Learners mention reasons for clean 1. Why do we clean
1.0 Health ( 4 lessons) learner should be able to:- utensils at home. utensils?
practices a) mention reasons for cleaning • Learners identify materials for cleaning 2. What do we use to
utensils at home, utensils at home using realia (soap and clean the utensils?
b) identify materials used for soap dish, sponge/sisal fibre/piece of 3. How do we clean the
cleaning utensils at home, utensils?
cloth, drying rack).
c) clean, dry and store the 4. How do we dry and
utensils used at home, • In groups learners practise cleaning, store the utensils?
d) appreciate the importance of drying and storing the utensils (cup,
cleaning the utensils at home. plate, bowl/basin spoon, jug and sufuria).
• Learners peer teach on how to clean, dry
and store utensils.
• Draw and colour various utensils used at
home using pencils, papers, crayons and
computing devices.
• Learners open and watch a video on
cleaning, drying and storing utensils.
Self-efficacy, Communication and collaboration, Digital Literacy
Link to PCIs: Health education(Hygiene and Nutrition), Link to values: responsibility and unity
Links to other subject(s): Environmental activities (disposal of cleaning water, Suggested Community Service Learning: visit the school kitchen
Literacy and indigenous language (acquisition of vocabulary) or the house of an elderly person and help them clean the utensils
Movement and creativity(drawing and colouring)
Suggested non-Formal Activity to support learning: recite a poem on cleaning suggested assessment: observation, oral questions
utensils in the assemblyor parents meetings
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Suggested Resources: realia (utensils and cleaning materials), computing devices, papers, pencils and crayons
• state reasons for cleaning • state reasons for cleaning • state most reasons for cleaning • not able to state most of the
utensils utensils utensils reasons for cleaning utensils
• identify materials for cleaning • identify materials for cleaning • identify most of the materials • not able to identify most of the
utensils utensils used for cleaning utensils materials used for cleaning
• clean, dry and store utensils • clean, dry and store utensils • can clean, dry and store most of utensils
• peer teach on how to clean, dry the utensils • not able to clean, dry and store
and store utensils most of the utensils
1.5 Dangers of second By the end of the sub-strand, the • learners brainstorm on substances that
1.0 Health hand smoke learner should be able to:- people smoke and are harmful to our 1. Which are the
practices (2 lessons) a) mention substances that people health (tobacco and cigarette) harmful substances
smoke that are harmful to our • learners mention the areas/places where that people smoke?
health, people smoke these substances 2. Which places/areas
b) mention the places where people do people smoke
• learners share experiences on how they
smoke these substances, from?
c) tell that a person has been have encountered a person smoking 3. How can you tell that
smoking, • learners are guided to tell that a person a person has been
d) state the meaning of the word has been smoking smoking ?
second hand smoke, • learners are guided to explain the 4. What is second hand
e) tell the effects of second hand meaning of the word second hand smoke smoke?
smoke on health, • Learners tell the effects of second hand 5. Why is it important
f) develop self-efficacy in avoiding smoke on health to keep off second
second hand smoke. hand smoke?
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Self-efficacy, Communication and collaboration, Critical thinking and problem solving
Link to PCIs: Life skills, Effective communication - morality Link to values: responsibility
Links to other subject(s):Language- use of polite language in stopping second Suggested Community Service Learning:participate in “No
hand smoking smoking campaigns”
Literacy – names of substances that are smoked
Suggested non-formal activity to support learning through application Suggested assessment: assess journals kept, oral questions, reports,
Putting posters on’ No smoking’ in and around the school compound written exercise
Suggested Resources : Flash cards, posters, pictures, computing devices
• name harmful substances • name harmful substances • names some harmful substances • not able to name most of the
smoked that are harmful to our smoked that are harmful to our smoked that are harmful to our harmful smoked that are harmful
health health health to our health
• tell of the effects of second hand • tell of the effects of second hand • tell some effects of second hand • not able to tell the effects of
smoke smoke smoke second hand smoke
• keeps an updated journal on • keeps a journal on action taken • keeps a journal, though does not • not able to keep a journal on
action taken to prevent second to prevent second hand smoke record regularly, on action taken action taken to prevent second
hand smoke to prevent second hand smoke hand smoke
1.6 Keeping water By the end of the sub-strand, the • Learners are guided to brainstorm on the 1. What is water
1.0 Health safe from learner should be able to:- meaning of contaminated water contamination?
Practices contamination a) tell what is water 2. How is water
( 2 lessons) contamination, contaminated?
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b) carry out experiment to • Learners are guided to carry out a simple 3. What happens when
demonstrate water experiment to illustrate how water is water is
contamination, contaminated contaminated?
c) mention changes in water that • Learners carry out an experiment that will
is contaminated, enable them observe physical changes that
d) state ways in which we can
occur in contaminated water (change of
prevent water contamination.
colour, smell, presence of foreign
substances).
• Learners are guided to tell how they can
prevent contamination of water for drinking
at home and school
• Learners open and play a video on activities
to prevent water contamination.
Critical thinking and problem solving, Digital literacy, Communication and collaboration
Link to PCIs: Link to values: responsibility and unity
Citizenship – rights and responsibilities to take care of water sources for the benefit
of all
Health Education – Hygiene and Nutrition
Links to other subject(s): Suggested Community Service Learning: participate in World
Environmental activities – water Water Day and water pollution campaigns
Literacy - vocabulary
Non-Formal Activity to support learning: Suggested assessment: oral questions, observation, oral reports
Make posters advocating use of clean water for good health
Suggested Resources :charts, pictures, computing devices
• Tell what is water contamination • tell what is water • has a fairly good idea what is • not able to tell what is water
contamination water contamination contamination
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• mention ways in which water is • mention ways in which • mention most of the ways in • not able to tell most of the ways
contaminated water is contaminated which water is contaminated in which water is contaminated
• take initiative to prevent water
contamination in their environment
1.7 Re-using water By the end of the sub-strand, the • Learners brainstorm on the meaning of 1. What do we use
1.0 Health and soap at home learner should be able to:- the word re-using water and soap for?
practices (4 lessons) a) explain the meaning of word re- • Learners are guided to tell activities at 2. How can we re-use
using, home that use water or soap (washing water and soap?
b) mention ways of re-using water clothes, washing dishes, washing hands, 3. how do we make a
and soap in the home, soap gel?
washing fruits and vegetables).
c) make a soap gel from left over 4. Why do we re-use
soap, • Learners are guided to state how else the water and soap?
water from those activities can be re-
d) appreciate re-using water and used (watering plants using water that
soap to minimize wastage in the washed fruits and vegetables; cleaning
home. the house/toilets and sprinkling on
earthen surfaces to reduce dust using
water that washed clothes and hands)
• Learners observe a demonstration on
how to make a soap gel using left over
soap from home.
• Learners practice how to make the soap
gel and use it for hand washing
Critical thinking and problem solving
Link to PCIs and Values: ESD- environmental education on resource Link to values: responsibility and unity
management, citizenship- social cohesion
Links to other subject(s): Environmental studies Suggested Community Service Learning: advocate on re-using
Literacy - vocabulary soap and water in their environment
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Suggested non-formal activity to support learning through application: make Suggested assessment: observation, oral questions
soap gels for hand washing in school
Suggested Resources ; realia (bottles, soap flakes from left over soap, water)
• identify ways of reusing soap • identify ways of reusing soap • identify most ways of reusing • not able to identify most of the
and water at home and water at home soap and water at home ways of reusing soap and water at
• tell the procedure of making a • tell the procedure of making a • tell most of the steps in the home
soap gel soap gel procedure of making a soap gel • not able to tell most of the steps
• follow the correct procedure to • make a soap gel using left over • make a soap gel without in the procedure of making a soap
make a soap gel using left over soap that is fairly good following the correct procedure gel
soap • not able to make a good soap gel
2.1 Use and care of By the end of the sub-strand, the • Learners brainstorm on items they use 1. What items do we
2.0 personal items learner should be able to:- for personal cleanliness. use for personal
Personal a) identify the items used for • In groups, provide learners with a cleanliness?
Hygiene (12 lessons) personal cleanliness, variety of materials used in personal 2. How do we clean
b) give reasons why we should not hygiene (examples: combs, toothbrush, personal items?
share personal items, 3. Why should we not
face towel, handkerchief, socks and
c) state the procedure used when share personal items?
shoes, towel, body lotion/jelly, nail
cleaning items for personal use, 4. What other materials
d) clean personal items to promote cutter, cotton buds, toothpaste) for can we use to
cleanliness for self and others, learners to identify which are their improvise personal
e) identify materials that can be personal items. items?
improvised for personal use • Learners are guided to identify personal
f) appreciate the importance of items and give reasons why they should
caring for personal items to not be shared
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promote cleanliness for self and • Learners are guided to clean their
others personal items (toothbrush, comb, face
towel, handkerchief) using a
demonstration or watching video clips.
• Learners clean their personal items.
• In groups, learners peer teaches on how
to clean personal items.
• Learners identify materials that can be
improvised for personal care (chewed
sticks, salt and old pieces of cloth).
• Learners take videos of their family
members or friends cleaning personal
items at home and present them to the
teacher.
• Draw and colour personal items using
pens, papers, crayons and computing
devices.
Link to PCIs: Link to values: responsibility, respect and unity
Health education – communicable diseases; personal hygiene – by not sharing personal items
Service learning and parental engagement- programme to ensure that learners have personal items
that are properly cared for and replaced when worn out.
Learner support programme - peer teaching
Links to other subject(s): Suggested Community Service Learning
Movement and creativity – drawing, colouring
Literacy – items for personal hygiene – new words advocate on the need for having personal items in
Environmental activities – care of plants (for chewed sticks) their community to promote good health.
Suggested non formal activity to support learning: present songs and poems on Suggested assessment: observation, oral questions
the need for personal items during school parade
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Suggested Resources : realia, cleaning materials, water, soap, computing devices
• correctly identifies personal items • correctly identifies personal • correctly identifies most • not able to identify most of the
• name materials that can be used to items personal items personal items
improvise personal item • name materials that can be • name most materials that can be • not able to name most of the
• tell the procedure for caring for used to improvise personal used to improvise for personal materials that are used to
personal items item items improvise for personal items
• care for personal items • tell the procedure for caring • can tell most of the procedures • not able to tell most of the
• tell why we should not share personal for personal items for caring for personal items procedures for caring for
items to promote good health • care for personal items • can tell most of the reasons for personal items
• can peer teach the correct procedures • tell why we should not not sharing personal items to • not able to tell reasons for not
of taking care of personal items share personal items to promote good health sharing personal items to
promote good health promote good health
3.0 Foods 3.1 Basic Tastes of By the end of the sub-strand, the • Learners brainstorm on different 1. How do the foods you
Food learner should be able to:- tastes of foods they eat eat taste?
(2 lessons) a) identify the four basic tastes • In groups, learners are guided to 2. Which are the four
in a variety of foods, share experiences on taste of basic tastes of food?
b) classify foods according to varied food using pictures of
their tastes, food items that have varied
c) appreciate the different foods tastes (sour, bitter, sweet and
have different taste. salty)
• Learners sort out food items
according to taste using pictures
or realia.
• Learners draw some foods and
indicate their taste
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• Learners play games on
classification of foods according
to their taste using computing
devices.
Core competence
Critical thinking and problem solving
Link to PCIs Link to values: responsibility, unity
Health education
Life Skills- Effective Communication
Link to other subjects Suggested community service learning activities:
• Movement and creative – matching of foods and tastes Learners to identify other foods in their locality, other than those presented
• Environment – plants and animals in class, and tell their tastes
• Language – communication skills and vocabulary
Suggested non formal activity to support learning: report on the Suggested assessment:
common tastes of food eaten at home oral reports, oral questions, observation
Resources: realia, pictures, photos and videos of food items, computing devices
• identify the four basic tastes of • identify the four basic tastes of • identify three of the basic tastes • identify less than two of the
food food correctly basic tastes correctly
• classify food into the four basic • classify food into the four basic • classify most of the foods • not able to classify most foods
tastes tastes according to taste according to taste
• identify taste of other food other
than those presented in class
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Strand Sub-strand Specific Learning Outcomes Suggested learning experiences Key Inquiry Questions
3.0 Foods 3.2 Eating habits By the end of the sub-strand, • In groups, the learners could be 1. What foods and drinks
the learner should be able to:- guided to share experiences on the are taken by our family
( 3 lessons) a) mention what family foods their family members and members and friends?
members and friends eat friends eat and drink. 2. What foods are liked or
and drink, • In groups the learners identify the disliked by our family
b) identify the food likes and likes and dislikes of food of their members and friends?
dislikes of family members family members and friends. 3. Why do different people
and friends, • Learners are guided to tell why like different foods?
c) give reasons why different different people like different
people like different foods, foods.
d) appreciate the likes and • Role play food selection for their
dislikes of food of various friends and family members using
people. pictures or realia.
• Draw and colour foods that their
friends and family members like
and dislike.
• Learners take pictures of their
family members taking a meal and
present them in class.
Core competences to be developed: Critical thinking and problem solving, Digital literacy
Link to PCIs: Health education (lifestyle diseases), Service Learning and link to values :Responsibility, unity and respect
Parental Involvement, citizenship( social cohesion)
link to other subjects: Suggested community service learning activities:
• Environmental activities (plants and animals) Sing songs and recite poems in school forums in relation to eating habits
• Literacy (vocabulary on locally available foods) and values
• Language activities (communication skills)
suggested non formal activity to support learning: eating together with suggested assessment : oral reports, oral questions
friends during break and lunch time and getting to see what friends eat;
resources: pictures, charts and realia of foods eaten, computing devices, papers, pencils and crayons
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• identify foods eaten by friends • identify foods eaten by friends • identify most of the foods eaten • not able to identify most of the
and family members and family members by friends and family members foods eaten by friends and
• identify food likes and dislikes of • identify food likes and dislikes • identify most food likes and family
family members and friends of family members and friends dislikes of family members and • not able to identify most food
• tell why different people like • tell why different people like friends likes and dislikes of family
different foods different foods • can tell why different people members and friends
• able to encourage others to take like different foods • not able to tell why different
different kind of foods people like different foods
Strand Sub strand Specific Learning Outcomes Suggested learning Key Inquiry Questions
experiences
3.0 Foods 3.3 Meals and Snacks By the end of the sub-strand, the • Learners are guided to tell 1. How many meals do we
learner should be able to:- the number of meals taken take in a day?
(2 lessons) a) tell the number of meals taken in a day. 2. What is the difference
in a day, between a meal and a
snack?
b) differentiate between a meal • Learners are guided to 3. Why should we take
and a snack from food items differentiate between meals and snacks at the
in the locality, meals and snacks using right time?
c) embrace the importance of realia and pictures.
taking meals and snacks at the • Learners are guided to tell
right time. when they should take
meals and when they
should take snacks,
• learners can choose meals
and snacks eaten through
pictures, computer games
Core competence: Self efficacy
Link to PCIs: Health education (lifestyle diseases) Links to values: responsibility and respect
links to other subjects: Suggested community service learning activities:
• Environmental activities (plants and animals as sources of food)
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• Literacy (locally available foods) Engage with family members to find out more about healthy snacks
• Language activities (new words) available in the local community
• Mathematics – number of meals in a day
Suggested non formal activities to support learning: prepare and use a Suggested assessment: oral questions
personal schedule for meal and snacks time in school
Resources: pictures of meals and snacks available in the locality, videos of people taking meals and snacks, realia of snacks and meals
• identify the number of meals taken • identify the number of meals taken • identify the number of the meals • cannot identify the number of meals
in a day in a day taken in a day in a day
• differentiate between a meal and a • differentiate between a meal and a • cannot differentiate between a meal• cannot differentiate between a meal
snack snack and a snack and a snack
• able to prepare and follow a personal
schedule on meals and snacks time
3.0 Foods 3.4 Grouping of food By the end of the sub-strand, the • Learners are guided to 1. What foods do we get
(4 lessons) learner should be able to:- identify foods they get from from plants?
a) mention foods from plant plants within their locality. 2. Which are the different
sources within their locality, • learners are guided to group parts of the plant that we
b) group foods according to the foods from plant sources get food from?
different parts of the plants that according to the parts of the 3. What foods do we get
they come from, plant they come from (leaves, from animals?
c) mention different foods from roots, fruits, seeds and stem)
animal sources within the using pictures or realia
locality, • Learners are guided to
d) appreciate the importance of identify animals in their
animal and plants as sources of locality and the food we get
food.
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from those animals using
pictures or a video.
• Learners can play games on
grouping of food using
computing devices
• Learners draw and colour
food from plant and animal
sources
Competencies to be developed: Critical thinking and problem solving
Links to PCIs: ESD – environmental education and animal welfare Link to values: responsibility and unity
links to other subjects: Suggested community service learning activities:
• Environmental activities (plants and animals) Visit a nearby farm to observe animals and plants that serve as sources of
• Language activities (vocabulary) food
• Indigenous language (foods in the local language)
suggested non formal activities to support learning: visit the school farm suggested assessment: observation, written exam, oral questions
to identify various sources of food available
• identify foods got from plants • identify foods got from plants • identify most foods got from • not able to identify most foods
within their locality within their locality plants within their locality got from plants within their
• group foods according to the • group foods according to the • group most of the foods locality
parts of the plant they come parts of the plant they come according to the parts of the • not able to group most of the
from from plant they come from foods according to parts of the
• identify foods from animals in • identify foods from animal in • identify most of the foods from plants they come from
their locality their locality animals • not able to identify most of the
• peer teach on plant and animal food from animal
food sources in their locality
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3.0 Foods 3.5 Food for school By the end of the sub-strand, the • Learners name different types of 1. What type of food do
going children learner should be able to:- food they eat. you eat?
a) mention foods eaten by school • Learners are guided to identify the 2. How much food do you
( 2 lessons) going children in the locality, amount of food they eat using eat?
b) identify the amount of food pictures. 3. What happens if you eat
eaten by school going children in • Learners share experiences on what too much or too little
the locality, happened to them when they eat food?
c) mention dangers of eating too too much food (vomiting, stomach 4. Why is it important to
much or too little food for well- pains, diarrhoea, stomach upset, eat food that is enough?
being, constipation).
d) state the importance of eating • Learners listen to stories and
enough food for good health. experiences on dangers of eating
too much and too little (overweight
and underweight) using pictures or
a video.
• Learners are guided to tell the
importance of eating enough food.
Core competences to be developed: Critical thinking and problem solving

Links to PCIs: Link to values: Love, Respect and Responsibility
Citizenship – child care and protection
Health Education(nutrition)
Links to other subjects: Suggested community services learning activities:
• Religious activities (minding others welfare) Participate in health campaigns related to lifestyle diseases
Suggested non formal activity to support learning: Participate in school Suggested assessment: oral report, oral questions
feeding programme
Suggested resources: pictures, charts, video clips
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• identify the amount of food eaten by • identify the amount of food • identify the amount of food • not able to identify the amount
school going children in their locality eaten by school going eaten by school going children of food eaten by school going
• mention dangers of eating too little children in their locality in their locality children in their locality
or too much food • mention dangers of eating too • mention most dangers • not able to mention most
• tell the importance of eating enough little or too much food associated with eating too dangers associated with eating
food • tell the importance of eating much or too little food too much or too little food
• peer teach on dangers of eating too enough food • fairly tell the importance of • not able to tell the importance of
much or too little eating enough food eating enough food
3.0 Foods 3.6 Good eating By the end of the sub-strand, the • Learners are guided to brainstorm 1. How do I apportion
habits learner should be able to:- on how food should be apportioned food on a plate?
a) state how food is apportioned on a plate (proteins, vegetables, 2. Why should I use the
(2lessons) on a plate, starch and a fruit on the side) right amount of food
b) give the importance of using a • Learners can observe pictures or when apportioning?
variety of foods in a plate, videos on correct 3. Why should we
c) appreciate variety of foods on a apportioning of food on a plate minimize food
plate. (show variety to include plates wastage?
showing plant protein and animal
protein)
• In groups learners are guided to tell
the importance of using the right
amount of food while apportioning
on a plate (to ensure that you do
not eat only one group of foods, to
ensure variety, to minimize food
wastage).
• Learners are guided to identify
suitable foods that promote health
when apportioning using realia or
pictures or simulations.
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• Learners draw and colour a well

apportioned amount of food on a
plate.
Core competences to be developed: self-efficacy

Links to PCIs: Health education – lifestyle diseases Links to values: responsibility and respect
Links to other subjects: Suggested community service learning activities: attend wedding
• Language activities (vocabulary) ceremonies and family get together and observe how food is apportioned
• Environmental activities (plants and animals)
Suggested non formal activity to support learning: Draw charts on how Suggested assessment: oral report, oral questions
to apportion food on a plate an pin on notice board
Suggested resources: realia, drawing paper, colours, crayons, pictures of food items, video clips
• tell how food is apportioned in a plate • tell how food is apportioned • tell how to apportion food • not able to tell how food is
• identify suitable foods on a plate to in a plate on a plate apportioned
promote good health • identify suitable foods on a • not able to identify • not able to identify suitable
• guide other learners on how to apportion plate to promote good suitable foods to promote foods to promote health
food on a plate health good health
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3.0 Foods 3.7 Food By the end of the sub-strand, • Learners can be guided to tell what 1. What is food
Advertisement the learner should be able to:- is food advertisement using charts, advertisement
(3 lesson) a) tell the meaning of the posters, pictures, video clips, radio 2. How do food
word advertisement, commercials. advertisements make
b) identify an advertisement • Learners are guided to identify an you feel?
on food, advertisement on food from media 3. How do advertisements
c) tell the effects of food (print and audio visual). influence your choice
advertisements on their • Learners share experiences on how of food?
feelings, advertisements makes them feel.
d) tell how advertisement can • Learners are guided to tell how
influence their choice of advertisements can influence our
food. choice of foods.
• Learners open and play several
video clips on food advertisements
and report their observations in class
Core competences to be achieved: Critical thinking, Digital literacy, Communication and collaboration
Link to PCIs: Life skills (Effective communication) Link to values: responsibility and respect
Link to other subjects: Suggested community service learning activities: visit a
• Language activities self-expression on choice of food advertisements) nearby market and observe different ways used to advertise
food
Suggested non formal activity to support learning: Collect posters and Suggested assessment: oral questions
newspapers cuttings on informative food advertisements and put them on
the school notice board for others to see
Resources: pictures, video clips, computing devices
• identify a food advertisement • identify a food advertisement • can identify a food • not able to identify
• tell the effect of food advertisement • tell the effect of food advertisement with some advertisements on food.
on their feelings advertisement on their feelings assistance
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• tell how advertisement affects choice • tell how advertisement affects • can tell effect of • not able to tell effect of food
of food choice of food advertisement on advertisement on feelings.
• can choose healthy foods without • can choose healthy foods without feelings • not able to make healthy food
influence by advertisements and guide influence by advertisements • not able to make healthy choices
others to do the same food choices
Strand Sub-Strand Specific Learning Outcomes Suggested learning Key Inquiry Questions
experiences
3.0 Safety Education 3.8 Food Safety By the end of the sub-strand, the • learners are guided to say 1. How should we handle
Handling of cooked food learner should be able to:- the hygiene practices to cooked food?
( 4 lessons) a) mention hygiene practices observe when handling 2. What should we look for
while handling cooked food, cooked food (putting on a when buying food from
b) mention factors to observe clean container that is food vendors?
when buying food from a covered, storing in a cool 3. Why should we observe
food vendor, and clean place, washing hygiene practices when
c) appreciate the importance of hands before handling handling cooked food?
observing hygiene when food, using clean serving
handling cooked food. equipment, using
protective gear) using
demonstration, pictures,
video clips and illustrations
• learners are guided to
mention factors to observe
when buying food from
food vendors (clean
premises/food containers;
vendor wears protective
gear; fresh food; food
covered/not fly
flown/dusty; vendor
practices hygiene/ not
mixing money and food)
• learners role play
practising hygiene as food
vendors
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Core competences to be developed: Critical thinking and problem solving
Link to PCIs: Health education - personal hygiene and communicable Link to values: responsibility
diseases
Link to other subjects: Suggested community service learning activities: Visit food vendors near
• Environmental activities the school and observe how they handle food and share the experiences in
• Literacy – new words class and with their parents
Suggested non formal activity to support learning: sports day, games and Suggested assessment: oral reports, oral questions, observation of role play,
festival can provide an opportunity to observe learners make wise choices in observation when eating their own cooked food.
buying from food vendors
Suggested resources: protective clothing like gloves, apron ;clean food containers, pictures, charts, video clips
Exceeds expectations Meets expectations approaching expectations Below expectations

• tell hygiene practices when • tell hygiene practices when • tells most of the hygienic • not able to tell most of the
handling cooked food handling cooked food practices observed when hygienic practices observed
• mention factors to observe when • mention factors to observe handling cooked food when handling cooked food.
buying food from vendors when buying food from • mentions most factors to observe • not able to mention most of the
• reports cases of food vendors who vendors when buying food from vendors factors to observe when buying
handle food without observing food from vendors
hygienic practices
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Strand Sub-Strand Suggested Learning Outcomes Suggested learning experiences Key Inquiry Questions
4.0 Safety Education 4.1 Waste disposal in By the end of the sub-strand, • learners are guided to 1. What waste is found in
the classroom the learner should be able to:- identify the various types of the classroom?
(3 lessons) a) identify types of waste waste in the classrooms 2. Where do we put waste
found in the classroom, using realia or pictures in the classroom?
b) identify containers used for (papers, pencil sharpening, 3. How do we dispose
putting waste in the dust, bottles/bottle tops, waste collected in the
classroom, sticks, small unused classroom?
c) practice waste collection containers). 4. Why should we dispose
and proper disposal of the • Learners are guided to waste collected in the
waste found in the identify containers used to classroom?
classroom, put waste in the classroom
d) mention the importance of using pictures, illustration or
waste disposal in the video clips.
classroom, • learners are guided to collect
e) appreciate the importance and dispose waste from the
of proper disposal of waste classroom using
in the classroom. demonstration.
• Learners practise waste

disposal in their classroom.
• learners are guided to tell the
importance of proper waste
disposal in the classroom.
• Learners sing songs and
recite poems on the
importance of disposal of
waste
Core competences to be developed: critical thinking and problem solving
Link to PCIs: ESD (Environmental education) Link to values: responsibility, unity and patriotism
Link to other subjects: Suggested community service learning activities:
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• Environmental activities Participate in world environmental day through poems and songs on proper
• Movement and creative activities disposal of waste
• Mathematics Activities(shapes of waste disposal containers)
Suggested non formal activity to support learning: class cleanliness Suggested assessment: observation, oral questions
competition, talking walls and prepare a waste disposal schedule to be done
in turns by all learners in the class.
Suggested resources: realia (dustbin, waste materials) charts, videos clips, pictures/illustrations
• identify types of waste found in the • identify types of waste found in • identify most types of waste • not able to identify most types of
classroom the classroom found in the classroom waste
• identify containers where waste is • identify containers where waste is • identify the container where • not able to identify containers
put in the classroom putin the classroom waste is putin the classroom where waste is putin the
• mention the importance of waste • mention the importance of waste • irregularly practise waste classroom
disposal in the classroom disposal in the classroom collection and disposal in • rarely practise waste collection
• practise waste collection and • practise waste collection and the classroom and disposal in the classroom
disposal in the classroom disposal in the classroom
• advocate for waste collection and
disposal in the classroom.
4.0 Safety Education 4.2 Common By the end of the sub-strand, • Learners brainstorm on common 1. What are the common
accidents and the learner should be able to:- accidents in the classroom (bumps, accidents in the
Basic First aid a) identify common accidents grazes, and pricks). classroom?
(6 lesson) in the classroom, • Learners are guided to identify 2. What are the causes of
b) name the causes of causes of common accidents in the common accidents in the
common accidents in classroom (head knocks, rough classroom?
classroom, surfaces, sharp objects) using 3. What is the simple first
c) names way of preventing pictures or video. aid for common
common accidents in the • In groups, learners listen to stories accidents in the
classroom, and share experiences of common classroom?
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d) demonstrate First Aid for accidents they have encountered or 4. how can these dangers in
common accidents in the witnessed in the classroom. the classroom be
classroom, • Learners are guided to tell how prevented?
e) develop responsibility in they can prevent common
preventing accidents in the accidents in the classroom using
classroom. demonstration, pictures and
illustrations.
• Learners are guided to role play in
carrying out First Aid for bumps,
grazes and pricks.
• Learners are guided to develop a
duty rota to arrange the class and
report any dangers in the
classroom.
Core competences to be developed: self-efficacy, Communication and collaboration

Link to PCIs: ESD – DRR, safety and security link to values: responsibility
• Environmental activities Visit other classes to see what dangers are likely to occur and share
• Language activities (vocabulary) experiences with other learners
Suggested non formal activity to support learning: talking walls, songs suggested assessment: observation, oral reports, oral questions
and poems, scouts and girl guides
Suggested resources: pictures, charts, video clips, first aid kit
• identify common accidents in • identify common accidents in • identifies most common • not able to identify most
the classroom the classroom accidents in the classroom common accidents in the
• mention simple first aid for • mention simple first aid for • mentions most of the simple first classroom
common accident in the common accidents in the aid for common accidents in the • mentions a few of the simple
classroom classroom classroom first aid for common accidents
• name causes of common • name causes of common in the classroom
accidents in the classroom accidents in the classroom
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• mention simple first aid for • mention safety precautions to • names most of the causes of • not able to name most of the
common accidents in the observe to prevent accidents in common accidents in the causes of common accidents in
classroom the classroom classroom the classroom
• mention safety precautions to • attends to duties allocated in • mentions most safety • not able to mention most of the
observe to prevent accidents in ensuring the classroom is safe precautions to observe to safety precautions to observe to
the classroom and reports any dangers prevent accidents in the prevent accidents in the
• attends to duties allocated in observed classroom classroom
ensuring the classroom is safe • attends to duties allocated • rarely attends to duties allocated;
and reports any dangers irregularly in the classroom and does not report dangers observed
• makes effort to attend to some of occasionally reports dangers
the things that pose danger in observed
class
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GRADE THREE
1.1 Healthy habits By the end of the sub-strand, the • In groups learners are guided to identify 1. Which health
1.0 Health (3 lesson) learner should be able to:- healthy habits that promote wellbeing habits promote
practices a) mention healthy habits that (wearing clean clothes and shoes, eating our wellbeing?
promote our well-being, 2. Why is it
regular meals, drinking sufficient clean
b) state the importance of important to
practising health habits for our water, correct sitting posture, regular practice these
well-being, exercises) using charts, pictures, health habits?
c) practice health habits that illustrations, animations, video clips 3. Which health
promote our wellbeing, • Learners state the importance of practicing habits do you
d) appreciate the importance of health habits (good health, prevent illness, practise daily?
observing health habits for our
proper growth and development, prevent
well-being.
infestation with parasites)
• Learners listen to stories and share
experiences that bring out the importance
of practising health habits.
• Learners are guided to keep a record of the
health habits they practise on a daily basis.
Critical thinking, Communication and collaboration
Link to PCIs: Health Education – hygiene and nutrition Link to values:
Lifeskills – self-awareness, effective communication responsibility; unity
Environmental education
Movement and creativity – physical exercises Advocate for practising of health habits to promote well-being among peers
Non-Formal Activity to support learning through application Suggested Assessments : Oral questions, observations
Make posters that carry messages on heathy habits that promote well being
Suggested resources: pictures, video clips, charts
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Suggested Assessment Rubrics
Exceeding expectation Meeting expectation Approaching expecting Below expectation
identifies health habits that identifies health habits that • identifies most of the health • identifies a few of the health
promote our wellbeing. promote our well-being. habits that promote our habits that promote our
• states the importance of • states the importance of wellbeing. wellbeing.
practising health habits for our practising health habits for our • states most of reasons for • states a few of the reasons for
well being well being practising health habits for our practising health habits for our
• maintains an updated record of • maintains an updated record of well being well being
health habits practiced daily health habits practiced daily • inconsistently updates their • does not maintain a record of
• encourages others to practice records of health habits health habits practiced.
health habits that promote their practiced.
wellbeing.
1.0 Health 1.2 Oral hygiene By the end of the sub-strand, the • In pairs, learners share experiences on 1. What are the
practices (3 lessons) learner should be able to:- the problems they have experienced with common problems
a) name common problems related their teeth. related to teeth?
to teeth, • Learners are guided to identify the 2. How do we manage
b) mention ways of dealing with common problems related to teeth (bad common problems
common problems related to with teeth?
breath, pain, mouth sores, cavities, teeth
teeth.
not in line, new teeth are bigger than the
old) using pictures, video clips
• Learners are guided to tell ways in
which common problems relating to
teeth can be managed using pictures,
video clips.
• Learners listen to a talk by a resource
person (dentist/community health
worker) on oral hygiene
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Critical thinking.
Link to PCIs: Links to Values: – Responsibility, unity
Health education: Personal hygiene–Oral hygiene- ensuring parents take their
children for frequent visit to the dentist through parental empowerment
learner support programmes
Links to other subject(s): Suggested Community Service Learning: advocate for good oral
Literacy – vocabulary on common problems with teeth hygiene practices in their community
Non-Formal Activity to support learning through application Suggested assessment:
Compose and recite poems, sing songs on the management of common problems Observations, oral questions and written questions
related to oral hygiene. Then present to the school community during school
functions.
Suggested resources: video clips, pictures, charts, resource person
• names s common problems related to • names common problems • name most of the common • names a few of the common
teeth related to teeth problems related to teeth problems related to teeth
• mentions the management of • mention the management of • mentions most of ways of • mentions a few of the ways of
common problems related to teeth common problems related managing common problems managing common problems
• actively participates in sensitizing to teeth. related to teeth related to teeth
others on the management of
common problems related to teeth.
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1.0 Health 1.3 Cleaning the By the end of the sub-strand, the • In groups, learners are guided to give 1. What materials do we
practices classroom learner should be able to:- reasons for cleaning the classroom. use to clean the
(3 lessons) a) give reasons for cleaning the • Learners identify the materials and classroom?
classroom, equipment used for cleaning the classroom 2. Why do we clean our
b) identify materials used to using realia and pictures. classroom?
clean the classroom, 3. How do we clean the
• Learners assess their own classroom and
c) care for the classroom, classroom?
d) appreciate the importance of identify areas that need to be cleaned. 4. How can we ensure
having a clean classroom. • Learners are guided to clean the classroom that we maintain
(collecting litter, sweeping the floor, class cleanliness?
dusting surfaces like desks and chairs,
removing cobwebs, emptying the dustbin,
opening windows for aeration, arranging
furniture) through demonstration, video
clips.
• Learners practise how to clean the
classroom
• Learners are guided to develop a duty rota
on cleaning their classroom
• Learners are guided to develop a checklist
which they will use to assess cleanliness of
their classroom
• Learners can simulate how to clean a
classroom using computing devices
Problem solving, Digital literacy, Communication and collaboration
Link to values:
Link to PCIs:
responsibility, unity, love
Education for sustainable development: environmental education
Environmental activities – class cleanliness
Literacy – vocabulary in cleaning materials
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Mathematics – grading the classes and coming up with the cleanest. Learners will initiate and monitor the ‘cleanest class campaign’
program through the school Cabinet Secretary for health.
Non-Formal Activity to support learning through application Suggested Assessment: Written and Oral questions; observation
Learners will compose songs and poems with messages on the importance of
maintaining a clean classroom then present these during school assemblies.
Suggested resources: pictures, charts, dusters, cobweb broom, broom, dustpan, dustbin, computing devices
• identify materials used for clean the • identifies materials • identifies most of the materials • identifies a few of the materials
classroom. used for cleaning the used for clean the classroom. used for clean the classroom.
• state reasons for cleaning the classroom. classroom. • states most of the reasons for • states a few of the reasons for
• clean the classroom. • states the reasons for cleaning the classroom. cleaning the classroom.
• voluntarily participates in cleaning the cleaning the classroom. • demonstrates most of the steps • demonstrates a few of the steps
classroom even when not on duty to do • clean the classroom. in cleaning the classroom. in cleaning the classroom.
so. • participates in cleaning • may avoid participating in • participates, reluctantly in
• sensitizes and encourages other learners the classroom when on cleaning the classroom when on cleaning the classroom when on
to participate in the ‘cleanest class duty. duty. duty.
campaign’ program
1.4 Use of improvised By the end of the sub-strand, the • Learners are guided to identify types of 1. What type of dirt do
materials for cleaning learner should be able to:- dirt found on utensils (greasy, starchy, we find on utensils?
1.0 Health utensils a) identify types of dirt found milky dirt) using realia, pictures, video 2. Which materials can
practices (4 lessons) on utensils, clips. be improvised to
b) identify materials that can be • Learners are guided to identify cleaning clean utensils?
improvised for cleaning 3. How can we prepare
materials using pictures, realia.
utensils, improvised materials
for cleaning utensils?
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c) prepare improvised cleaning • Learners are guided to identify materials 4. How do we clean
materials for cleaning that can be improvised. utensils using
utensils, • Learners are guided in preparing the improvised cleaning
improvised materials for cleaning e.g materials?
d) demonstrate how to clean sieving ash, crush charcoal, crush egg
utensils using the improvised
shells through demonstration, video clips.
cleaning materials,
e) clean utensils using • In groups, learners are guided to clean the
improvised cleaning utensils using the improvised cleaning
materials, materials.
f) appreciate the use of • Learners can find out other materials that
improvised cleaning can be improvised for cleaning utensils
materials. using computing devices, talking to
parents and other members in the
community
Creativity and imagination; Digital literacy, Communication and collaboration
Life skill-improvising materials for cleaning utensils Responsibility and Unity

Environmental activities – things in the environment, recycling
Movement and creativity – creativity in preparing improvised Visit an elderly person and assist in cleaning utensils using improvised
cleaning materials cleaning materials.
Make posters with messages on how to improvise and use Observation and oral questions
improvised cleaning utensils
Suggested resources: egg shells, charcoal, ash, sieve, utensils to clean, clean water, basins
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• identifies types of dirt found • identifies types of dirt found • identifies most types of dirt • identifies a few types of dirt found
on utensils on utensils found on utensils on utensils
• identifies materials that can be • identifies materials that can be • identifies most materials that • identifies a few materials that can be
improvised for cleaning improvised for cleaning can be improvised for cleaning improvised for cleaning utensils
utensils utensils utensils • prepares a few improvised cleaning
• prepares improvised cleaning • prepares improvised cleaning • prepares most improvised materials for cleaning utensils.
materials for cleaning utensils. materials for cleaning cleaning materials for cleaning • has difficulties cleaning utensils
• clean utensils using the utensils. utensils. using the improvised cleaning
improvised materials. • clean utensils using the • clean utensils using some of the materials.
• clean of the utensils using improvised materials. improvised cleaning materials. • has difficulties cleaning utensils
improvised cleaning material • clean the utensils using using improvised cleaning material
improvised cleaning material for cleaning
1.5 Proper use and storage By the end of the sub-strand, • Learners are guided to identify internal 1. Which are the
1.0 Health of medicine at home the learner should be able to:- and external medicines used at home internal and
practices (3 lessons) a) identify medicines for (those to be swallowed and those to be external
internal and external use at applied) using empty packets and medicines used at
home, containers. home?
b) Interpret simple 2. How will I know
• In groups, learners are guided to
instructions on dosage of how and when to
interpret simple instructions on dosage
medicine for various take medicine?
ailments, using empty packets and containers of 3. How do we store
medicine (time of day medicine is taken, medicine?
202
c) practice proper storage of amount of medicine to be taken, whether
medicine at home. medicine is for internal or external use,
if medicine is to be taken before or after
meals, for how long the medicine is to
be taken)
• Learners are guided on how to store

medicine through demonstration.
• Learners role play on interpreting
instructions on use and storage of
medicine.
• Learners can play games on interpreting
simple instructions on dosage of
medicine using computing devices
Critical thinking, Communication and collaboration, Digital literacy
Link to PCIs: Link to Values: Responsibility and unity
Health education – drug abuse prevention; observing instructions when
taking medicine
Community service learning
Parental engagement
Links to other subject(s): Suggested Community Service Learning: visit a local
Mathematics – multiplication/repeated addition dispensary or chemist on how instructions on use and storage of
medicine at home are given
Non-Formal Activity to support learning through application: Suggested Assessment: oral questions, observation
Make posters on the need to follow instructions when taking medicine
Suggested resources: empty packets of medicine, computing devices
Exceeding expectations Meeting expectations Approaching expectations Below expectations
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• identifies medicines for internal • identifies medicines for • identifies most medicines for • identifies a few of the
and external use at home internal and external use at internal and external use at home medicines for internal and
• interprets simple instructions on home • interprets most of the simple external use at home
dosage of medicine for various • interprets simple instructions instructions on dosage of • interprets a few of the simple
ailments on dosage of medicine for medicine for various ailments instructions on dosage of
• assists others in interpreting various ailments medicine for various ailments
instructions when taking medicine
1.6 Making water safe By the end of the sub-strand, the • Learners are guided to discuss ways in 1. How is water
1.0 Health for drinking learner should be able to:- which water can be contaminated in their contaminated?
practices (4 lessons) a) mention ways in which water environment (human activities-washing 2. Is clean looking
is contaminated in the clothes, bathing, urinating, swimming and water safe for
environment, animals- drinking directly from water drinking?
b) differentiate between clean source, excreting in water) through 3. How can we make
water and safe water for water safe for
pictures, charts, video clips.
drinking, drinking?
c) state the importance of • Learners are guided to differentiate 4. How can we store
drinking safe water for good between clean water and safe water water safe for
health, through experimentation (sieve clean drinking?
d) make water safe for drinking looking water with a clean white
by boiling, handkerchief; presence of substances left
e) store boiled water meant for on the handkerchief is an indication that
drinking, the water has suspensions in it which
f) appreciate the need for safe makes it unsafe for drinking).
water for drinking. • Learners are guided in group discussions
on reasons why we need to drink safe water
• Learners are guided on how to boil water
for drinking through a demonstration or
watching video clips
• Learners to be guided on how to store
boiled for drinking
• Learners can explore other ways in which
water is contaminated in their environment
by carrying out simple guided experiments,
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searching the internet, talking to
parents/guardians/older
siblings/grandparents/resource people
• Learners can visit water sources in their
community to observe ways in which water
is contaminated.
Critical thinking and problem solving, Digital literacy
Education for sustainable development: Environmental Responsibility, Unity, Respect
education-Water-making water safe for drinking.
Health education: communicable diseases- safe water for
drinking
Environmental activities – water Sensitizing the school, family and local community members on the need
Movement and creativity: sing songs, dance to always drinking safe water.
Non-Formal Activity to support learning through Suggested Assessment:
application Oral questions, oral reports and observation
Compose, sing and recite songs and poems carrying messages
on the importance of drinking safe water.
Develop posters with messages on water contamination.
Suggested resources: pictures, charts, handkerchief, sufuria, water bottle, computing devices, burner
• mention ways in which water is • mention ways in which water is • mention most of the ways in • mentions only a few ways in
contaminated contaminated which water is contaminated which water is contaminated.
• tells how to make water safe by • explains how to make water safe • tells some of the steps of how to • has difficulty telling the steps of
boiling. by boiling. make water safe by boiling. making water safe by boiling.
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• tells how to store boiled water • tells how to store boiled water • tells some of the steps of storing • has difficulty telling the steps of
for drinking. for drinking. boiled water for drinking. storing boiled water for
• mentions the reasons for the • differentiate between clean • differentiate with minimal drinking.
always drinking safe water. water and safe water for assistance between clean water • difficulty in differentiating
• drinks safe water drinking and safe water for drinking between clean water and safe
• mentions most of reasons for the water for drinking
• mentions the reasons for always always drinking safe water. • mentions a few of the reasons
drinking safe water. for always drinking safe water.
Question(s)
1.7 Health 1.7 Kitchen garden By the end of the sub-strand, the • Learners are guided to identify forms of 1. What forms of
Practices (4 lessons) learner should be able to:- kitchen gardens (bags, tyres, basins/boxes, kitchen gardens do
a) identify forms of kitchen pipes, plots, hanging/floating pots, we have?
gardens, hanging walls) using pictures, charts, 2. Which crops can we
b) name different crops grown in video clips grow in kitchen
a kitchen garden, gardens?
• In groups, learners are guided to discuss
c) state the importance of a 3. Why do we need a
the crops grown in kitchen gardens using
kitchen garden at home and kitchen garden?
school, pictures, video clips, photos 4. How can I make and
d) create a kitchen garden at • learners discuss the importance of having maintain my kitchen
home and school, a kitchen garden garden?
e) appreciate the importance of a • Learners are guided in creating a kitchen
kitchen garden at home and garden within the school compound
school. • Learners maintain the kitchen garden in
school and at home with the help of a
teacher/parent/guardian
• Learners can take photos of kitchen
gardens at home using computing devices
and display in their classroom
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• Learners can search the internet using
computing devices on other forms of
kitchen gardens and plants grown
Self-efficacy, Communication and collaboration, Digital literacy
Link to PCIs: Education for sustainable development; food Link to Values: responsibility, unity
security; creating and maintaining a kitchen garden
Links to other subject(s): environmental activities – plants Suggested Community Service Learning: participate in creating a
as a source of food; Mathematics – counting, sorting, kitchen garden at home and in their neigbourhood
measurement
Non-Formal Activity to support learning: recite poems, Suggested Assessment: oral questions, oral reports, observation
present skits and sing songs with messages on the importance
of kitchen gardens
Suggested Resources: relevant farm tools, seeds, seedlings, watering can, bags and sacks, pipes, tyres, pots, tins, computing devices
• identifies forms of kitchen gardens • identifies forms of kitchen • identifies most forms of • identifies a few forms of
• names different plants grown in a gardens kitchen gardens kitchen gardens
kitchen garden • names different plants grown • names most of the different • names a few plants grown in a
• states the importance of a kitchen in a kitchen garden plants grown in a kitchen kitchen garden
garden • states the importance of a garden • states a few reasons on the
• creates a kitchen garden kitchen garden • states most the reasons for importance of a kitchen garden
• assist in maintaining the school • creates a kitchen garden having a kitchen garden • avoids participating in creating
kitchen garden • assist in maintaining the school • reluctantly participates in a kitchen garden
• encourages others to create and kitchen garden creating a kitchen garden • shows low level of
maintain a kitchen garden • shows some level of commitment in maintaining the
commitment in maintaining the school kitchen garden
school kitchen garden
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1.8 Care of toilets/ By the end of the sub-strand, • Learners are guided to mention the 1. What materials do we
1.0 latrines and urinals the learner should be able to:- importance of cleaning toilets, latrines or use to clean the toilet,
Health ( 3 lessons) a) mention reasons for urinal. latrine or urinal?
practices cleaning a toilet, latrine or • Learners identify materials used for 2. Why do we clean the
urinal in their environment, cleaning the toilet, latrine or urinal using toilet or urinal?
b) identify the materials used 3. How should we clean
pictures or realia.
in cleaning a toilet, latrine the toilet/latrine and
or urinal in their • Learners are guided on how clean a toilet, urinal?
environment, latrine or urinal using demonstration and
c) explain the procedure of video clips.
cleaning a toilet, latrine or • In pairs, learner’s role play on how to clean
urinal in their environment a toilet, latrine or urinal.
d) appreciate the need for a • Learners are guided to visit the school
clean toilet, latrine or ablution block and assess the level of
urinal in their environment. cleanliness and report in class.
Critical thinking, Problem solving
Health education: personal hygiene Responsibility, respect
Suggested Community Service:
Link to other subjects: advocate for maintaining clean toilet, latrines and urinals in their
Environmental education- cleanliness in the environment
community
Learners to create posters advocating for the importance of maintaining clean Oral questions and reports, observation,
toilets, latrines and urinals.
Suggested Resources
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• identifies the materials used in • identifies the materials • identifies most of the materials used • not able to identify most of the
cleaning the toilet, latrine and urinal. used in cleaning the toilet, in cleaning the toilet, latrine and materials used in cleaning the
• states reasons for cleaning a toilet, latrine and urinal. urinal. toilet, latrine and urinal.
latrine and urinal. • states reasons for cleaning • states most of the reasons for • not able to state most of the
• role play on how to clean a toilet, a toilet, latrine and urinal. cleaning a toilet, latrine and urinal. reasons for cleaning a toilet,
latrine or urinal. • role play on how to clean • role play with minimal assistance latrine and urinal.
• observes cleanliness in the toilet, a toilet, latrine or urinal. how to clean a toilet, latrine or • has difficulty Role playing how
latrine or urinal • observes cleanliness in the urinal. to clean a toilet, latrine or
• actively participates in advocating toilet, latrine or urinal. • inconsistently observes cleanliness urinal.
for clean toilet, latrine and urinal in in the toilet, latrine or urinal • rarely observes cleanliness in
their environment the toilet, latrine or urinal
Question(s)
1.9 Bed making By the end of the sub-strand, the • In groups, learners are guided to identify 1. What materials do
1.9 Personal (3 lessons) learner should be able to:- the different bedding materials available we use as bedding?
hygiene a) identify materials used as at home using realia, pictures and 2. What are the uses of
beddings at home, experience sharing. the different
b) state the uses of different • Learners are guided to state the use of bedding materials?
bedding materials at home, 3. How do we make a
different bedding materials available at
c) make a bed using available bed?
home using pictures and realia.
beddings at home, 4. Why is it important
d) state the importance of • Learners are guided to make a bed using to make a bed?
making a bed, available material through a
e) appreciate the need for a well- demonstration and video clips.
made bed. • Learners practice how to make a bed
• Learners peer teach each other on how to
make a bed.
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• Learners state the importance of making
a bed (neatness, comfort, beauty, keep
off dust, cleanliness)
• Learners are guided to develop a
checklist that they will use to help them
make their bed on daily basis with the
assistance of their
parents/guardians/older siblings
• Play games on bed making using
computing devices
• Learners to sing songs and recite poems
on making the bed
Self-efficacy; Communication and collaboration, Digital literacy
Link to values:
Link to PCIs:
Responsibility
Life skills: self-awareness

Movement and creativity – sing songs, recite poems Visit to a children’s’ home and assist in making beds
Literacy – vocabulary on beddings
Non-Formal Activity to support learning through application Suggested assessment: oral questions, observation
Develop posters on importance of making the bed
Suggested Resources: bed, beddings, pictures of beddings or alternative bedding materials, computing devices
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• identifies materials used as • identifies materials used as • identifies most of the materials used as• identifies some of the materials
beddings. beddings. beddings. used as beddings.
• states the uses of different bedding • states the uses of different bedding • states most of the uses of different • states some of the uses of
materials materials. bedding materials. different bedding materials.
• states the importance of making a • states the importance of making a • states the importance of making a bed • follows some of the procedure in
bed. bed • Follows most of the procedure in making a bed using available
• make a bed using available bedding• make a bed using available bedding making a bed using available bedding. bedding.
• peer teach on making a bed
2.0 Personal 2.1Prevention of parasites By the end of the sub-strand, the • Learners name common body parasites 1. How do external and
hygiene in and out of the body learner should be able to:- • Learners identify common external body internal parasites
(6 lessons) a) name common external parasites (lice and jiggers) and where look like?
parasites found on the body, they are found in the body using 2. Which parts of the
b) identify common external pictures, video clips, charts body do they infest?
parasite found on the body, 3. What leads to
• Learners name common internal body
c) name common internal infestation of
parasites found in the body, parasites parasites on or in the
d) identify common internal • Learners identify common internal body body?
parasites found in the body, parasites (intestinal worms) using 4. What are the effects
pictures, video clips and charts of parasite infestation
e) mention the causes of • Learners are guided in mentioning the on and in the body?
external and internal causes of parasites (poor personal body 5. What can I do to
parasites in the body, hygiene; eating dirty things, uncooked prevent parasite
f) mention the effects of food) in and on the body using pictures infestation in the
parasite infestation to the or video clips body?
body, • In groups, learners are guided to tell the
g) state the importance of
effects of parasite infestation (illness,
personal cleanliness in
discomfort, lack of enough blood in the
preventing internal and
external parasites, body, deformed body parts, pain, skin
problems/itchiness) using pictures,
video clips
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h) practice personal cleanliness • Learners are guided to tell how personal
to prevent parasite cleanliness can help prevent parasite
infestation. infestation in and out of the body
• Learners can watch a demonstration,
video clips on good practices of
personal cleanliness to prevent parasite
infestation.
• Learners can search other body parasites
using computing devices.
Critical thinking, Creativity and imagination, Digital literacy
health education: personal hygiene; communicable diseases responsibility, respect
Link to other subjects: Suggested Community Service: Participate in deworming and Jigger campaigns
Environmental education-cleanliness in the environment
Literacy-vocabulary
sing songs and recite poem on personal cleanliness to avoid parasite oral questions, students record on personal journal
infestation
Suggested resources: pictures, charts, video clips, computing devices

• identifies the parasites found in and on the • identifies the parasites • identifies most of the • identifies a few of the
body. found in and on the body. parasites found in and on the parasites found in and on the
• states the causes of parasites in and on the • states the causes of body. body.
body parasites in and on the • states most of the causes of • states a few of the causes of
• states effects of parasite infestation to the body parasites in and on the body parasites in and on the body
body. • states the effects of • states most of the effects of • states a few of the effects of
• states the importance of personal cleanliness parasite infestation to the parasite infestation to the parasite infestation to the
in preventing parasite infestation. body. body. body.
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• maintains personal cleanliness practices to • states the importance of • inconsistently state the • has difficulty in stating the
prevent parasite infestation personal cleanliness in importance of personal importance of personal
• identifies individuals infested with specific preventing parasite cleanliness in preventing cleanliness in preventing
parasites infestation. parasite infestation. parasite infestation.
• encourages others to maintain personal • maintains personal • irregularly practices personal • rarely practices personal
cleanliness practices that prevent parasite cleanliness practices to cleanliness to prevent parasite cleanliness to prevent
prevent parasite infestation infestation. parasite infestation.
infestation.
Question(s)
2.2 Personal hygiene By the end of the sub-strand, the • Learners will be guided to mention 1. What are the reasons
2.0 during bed wetting learner should be able to:- causes of bed wetting (drinking too much for bed wetting?
Personal ( 3 lessons) a) mention causes of bed wetting, liquids before sleeping, dreaming, not 2. What are the effects
hygiene b) state the effects of bed wetting, able to control the bladder, feeling of bed wetting?
c) state hygienic practices to unwell). 3. How do we relate
observe during bed wetting, with those who bed
• The learners will listen to stories and
d) appreciate the importance of wet?
share experiences on bed wetting.
personal hygiene during bed 4. What should one do
wetting. • learners will be guided to tell the effects when they wet their
of bed wetting (bad smell, bed sores, low bed?
self-esteem, beddings infested with
maggots) through pictures, video clips
and experience sharing
• Learners are guided to state the hygienic
practices to observe during bed wetting
(washing soiled beddings, airing
beddings, covering mattress with
mackintosh, bathing daily)
• Learners sing songs and recite poems on
bed wetting.
Communication and collaboration
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Link to PCIs Link to values
Health education: Personal hygiene Responsibility, Respect
Environmental studies – Visit to a children’s home to make presentations ( songs, poems, skits) that normalise
Literacy – vocabulary related to bed wetting bed wetting and promote hygiene practices during bed wetting
Non-Formal Activity to support learning through Suggested assessment :Oral, observation
application
Watch animations and tell stories that normalise bed wetting
and promote hygiene practices during bed wetting
Suggested resources: bed, bedding materials, charts, pictures, video clips, computing devices
Assessment Rubrics

• mentions reasons for bedding • mentions reasons for • mentions most of the reasons • mentions a few reasons for bedding
wetting bedding wetting for bedding wetting wetting
• state the effects of bed wetting • states the effects of bed • states the effects of bed • states a few of the effects of bed wetting
• states hygienic practices to be wetting wetting • states a few hygiene practices to be
observed during bed wetting. • states hygiene practices to • states most hygiene practices observed during bed wetting.
• empathize with those bed be observed during bed to be observed during bed
wetting. wetting wetting.
3.0 Foods 3.1 Eating Habits By the end of the sub-strand, the • learners are guided to identify foods 1. Which foods are available
and Values learner should be able to:- available in their community through in our community?
(2 lessons) a) name foods available in our brainstorming, pictures, buzz groups, 2. Why do some members of
community, video clips the community avoid
• Learners are guided to mention eating certain foods?
reasons why some members of the
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b) give reasons for not eating community do not eat certain foods 3. How should we handle
certain foods available in the (health, religion, personal members of the
community, preferences, culture, availability) community who do not eat
c) appreciate reasons for not through experience sharing, certain foods?
eating certain types of foods. discussion, buzz groups
• Learners role play on how to handle a
person who does not eat certain food
available in their community
Citizenship, problem solving
Link to PCIs: Citizenship; social cohesion – Link to Values: responsibility, respect
appreciating that people in a community eat
different types of foods
Links to other subject(s): Suggested Community Service Learning: Learners to find out reasons why people do not eat certain
Environmental activities– living with other people foods in their neighbourhood and report their findings
Language activities– polite language
Movement and creative – role play
Non-Formal Activity to support learning Suggested Assessment: oral questions, observation
through application: Sing songs and recite
poems on different types of food
Suggested Resources: pictures, charts and video clips

• names foods available in our • names foods available in our • names most of the foods • names a few of the foods
community community available in our community available in our community
• gives reasons for not eating certain • gives reasons for not eating • gives most of the reasons for • gives a few of the reasons for
foods available in the community certain foods available in the not eating certain foods not eating certain foods
• accommodates people who do not community available in the community available in the community
eat certain foods
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• advocates for eating foods that are • accommodates people who do • has some difficulty • has difficulty accommodating
available in the community not eat certain foods accommodating people who do people who do not eat certain
not eat certain foods foods
3.0 Foods 3.2 Food Etiquette By the end of the sub-strand, • learners are guided to identify good table 1. Which are the good table
the learner should be able to:- manners (eating with mouth closed, not manners?
(2 lessons) a) identify good table talking while eating, not placing elbow on 2. How should we behave
manners to observe when the table, washing hands before eating, not when taking meals?
taking meals, picking nose or teeth while at the table,
b) practice good table not stretching your hand to pick table
manners when taking condiments or food, correct use of cutlery
meals, and crockery, eating with the pace of the
c) appreciate the importance others, keeping low tone when conversing
of practicing good table with others at the table) through
manners when taking discussion, pictures, video clips and story
meals. telling.
• Learners role play good table manners
• In pairs, learners are guided to assess each
other’s table manners during snack and
meal times in school.
• Learners can take pictures or record on
table manners using computing devices
and share in class.
Self-efficacy, Digital literacy, Communication and collaboration
Link to PCIs: life skills; values – good table manners when taking Link to Values: responsibility, respect, self esteem
meals
Links to other subject(s): Suggested Community Service Learning: Advocacy on practicing good table
Language activities – mannerism, vocabulary on food etiquette manners to members in their community.
Environmental activities – maintaining a clean eating area
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Non-Formal Activity to support learning through application: Suggested Assessment: oral questions, oral reports, observation
Make posters carrying messages on good table manners and mount
them in class and around eating area
Watch children animations showing good table manners
Suggested Resources: realia of food, relevant pictures, videos clips, computing devices
• identifies good table manners to • identifies good table manners to• identifies most of the good table • identifies a few the good table
observe when taking meals observe when taking meals manners to observe when taking meals manners to observe when taking
• practices good table manners when • identifies the bad table manners• identifies most of the bad table manners meals
taking meals to be avoided when taking to be avoided when taking meals • identifies a few of the bad table
• assesses self and others practice table meals • demonstrates some of the good table manners to be avoided when taking
manners during meals • practices good table manners manners when taking meals meals
• encourages others to practice good when taking meals • occasionally assesses self and others • demonstrates a few of the good
table manners • assesses self and others practice practice table manners during meals table manners when taking meals
table manners during meals • has difficulty assessing self and
others practice table manners during
meals
3.0 Foods and 3.3 Food groups By the end of the sub-strand, • learners are guided to mention reasons for 1. Why do we eat food?
Nutrition the learner should be able to:- eating food (energy, growth, prevent diseases) 2. Which foods give us
(3 lessons) a) mention reasons for eating • learners are guided to classify foods into energy?
food, energy giving, body building and protective 3. Which foods protects
b) group foods into energy foods using pictures, realia, charts and video our bodies?
giving, body building and clips 4. Which foods build our
protective foods, bodies?
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c) appreciate the importance • In groups, learners are guided to identify 5. Why should we eat
of eating food from all the energy giving, body building and protective food from the three
three food groups in a foods from their environment. groups in all our
meal. • Learners are guided to discuss the importance meals?
of eating foods from all the three food groups
in a meal
• Learners can take pictures using computing
devices of foods from the different classes and
display in class
• Learners can play games using computing
devices on classifying foods into the three
food groups
• Learners can search internet for food items in
the different classes of food using computing
devices
Link to PCIs: Health education; lifestyle diseases – eating foods from all Link to Values: responsibility
the three groups
Links to other subject(s): Suggested Community Service Learning:
Environmental activities:- Plants and animals as sources of food Learners participate in planning family meals to include all the three food
Language activities : vocabulary groups
Non-Formal Activity to support learning through application: Using a Suggested Assessment: oral questions, oral reports, observation
diary, learners to monitor their intake of the three food groups daily
Suggested Resources: realia and pictures of food, charts, video clips and computing devices

• mentions the reasons for eating • mentions the reasons for eating • mentions most of the reasons • mentions a few of the reasons
food food for eating food for eating food
• identifies different types of foods • identifies of different types of • identifies most of the different • identifies a few of different
in their locality foods in their locality types of foods in their locality types of foods in their locality
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• groups the foods into energy • groups the foods into energy • groups most of the foods into • groups a few of the foods into
giving, body building and giving, body building and energy giving, body building energy giving, body building
protective foods protective foods and protective foods and protective foods
• keeps an updated diary showing • keeps an updated diary showing • occasionally updates their diary • has difficulty in updating their
their daily intake of the three food their daily intake of the three showing their daily intake of diary showing their daily intake
groups food groups the three food groups of the three food groups
• actively participates in planning
family meals and encourages others
to do the same
3.0 Foods and 3.4 Food and fitness By the end of the sub-strand, the • learners are guided to give 1. Why do some people eat
Nutrition (3 lessons) learner should be able to:- reasons why some people eat too much or too little
a) give reasons why some people too much or too little food food?
eat too much or too little food, through discussions, stories 2. What are the problems of
b) mention the risks of eating too • In groups, learners are guided eating too much or too
much or too little food, to mention the risks of eating little food?
c) give reasons why exercising is too much or too little food 3. Why should we eat
important in physical fitness, using pictures or videos adequate food at the right
d) appreciate the importance of • Learners are guided to identify time?
eating the right amounts of the importance of engaging in 4. Why is it important to do
food at the right time and physical exercises through physical exercises
doing adequate physical experience sharing, videos, regularly?
exercises. doing exercises.
• Learners are guided in keeping
a record of their participation in
physical exercise
Learning to learn
Link to PCIs: Learners support programs – sports and games Link to Values: responsibility
Health education: lifestyle diseases ; importance of adequate
food and physical exercise for fitness
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Links to other subject(s): Suggested Community Service Learning: participating in sports, clubs and activities
Movement and creative activities in school and community
Mathematics – counting, right portions
Languages - new words
Non-Formal Activity to support learning through Suggested Assessment: oral questions, observation
application: talking walls on the importance of exercising.
Suggested resources: pictures, charts, video clips, computing devices
Assessment Rubrics:
• gives reasons why some people eat too • gives reasons why some • gives most of the reasons why • gives a few reasons why some
much or too little food people eat too much or too some people eat too much or too people eat too much or too little
• mentions the risks of eating too much little food little food food
or too little food • mentions the risks of eating • mentions most of the risks of • mentions a few risks of eating
• gives reasons why exercising is too much or too little food eating too much or too little too much or too little food
important in physical fitness • gives reasons why food • gives a few reasons why
• keeps a record of their participation in exercising is important in • gives most of the reasons why exercising is important in
physical exercises physical fitness exercising is important in physical fitness
• actively participates in games and • keeps a record of their physical fitness • rarely keeps a record of their
sports activities in school and the participation in physical • inconsistently keeps a record of participation in physical
community exercises their participation in physical exercises
• encourages others to eat adequate food exercises
at the right time and to participate in
physical exercise
3.0 Foods and 3.5 Safety in By the end of the sub-strand, the • Learners are guided to identify storage 1. What foods should be
Nutrition food storage learner should be able to:- facilities for food (cupboards, shelves, cooked before eating?
(4 lessons) a) identify storage facilities for racks, refrigerator, food containers, 2. What foods could be
food at home, eaten raw?
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b) state where to store cooked and sacks) through pictures, video clips, 3. Where do we store
raw foods at home, charts. cooked and raw foods?
c) mention factors to observe when • Learners are guided to identify areas
storing cooked and raw foods at where cooked and raw foods could be 4. How do we store
home, stored using pictures, videos. cooked and raw foods?
d) give reasons for proper storage • Learners are guided to mention factors 5. What is the importance
of food at home, to observe when storing food (clean, of proper storage of
e) appreciate the importance of and cool place; cooked food covered; cooked and raw foods?
proper storage of food at home. not mixing cooked and uncooked food;
free from pests)
• Learners are guided to give reasons for
proper storage of food (prevent going
bad; to preserve so that it can be used
later; to avoid contamination from dirt;
to prevent from been infested by pests;
to prevent wastage)
• Learners role play how to store raw
and cooked food.
• Learners can search storage facilities
from the internet using computing
devices
• Learners can take pictures or shoot
videos using computing devices on
how they store food at home and share
in class
Creativity and imagination; Digital literacy; Communication and collaboration
Link to PCIs: Health education – communicable diseases Link to Values: responsibility, unity
Links to other subject(s): Suggested Community Service Learning: Learners can advocate for proper storage
Environmental activities; storage of food of food in their community
Language activities; new words
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Suggested resources: Pictures, charts, video clips, computing devices, realia
• identify storage facilities for food • identify storage facilities for • identify most of the storage • identify a few of the storage
at home food at home facilities for food at home facilities for food at home
• identifies where to store raw and • identifies where to store raw • identifies most of the places to • identifies a few places where to
cooked food and cooked food store raw and cooked food store raw and cooked food
• mentions factors to observe when • mentions factors to observe • mention most factors to observe • mentions a few factors to
storing cooked food and raw foods when storing cooked food and when storing cooked food and observe when storing cooked
• gives reason for proper storage of raw foods raw foods food and raw foods
food • gives reason for proper storage • gives most reasons for proper • gives a few reasons for proper
• peer teach on proper storage of of food storage of food storage of food
food
Strand Sub-strand Specific Learning Outcomes Suggested learning Key Inquiry Questions
experiences
4.0 Safety Education 4.1Common By the end of the sub-strand, the learner • Learners brainstorm on 1. What are the common
accidents and should be able to:- common accidents in the accidents in the school?
Basic First aid a) identify common accidents in the school (falls, cuts, grazes, 2. What are the causes of
(10 lesson) school, sprains) common accidents in the
b) name the causes of common • Learners are guided to school?
accidents in school, identify causes of common 3. What is the simple first
c) names way of preventing common accidents in the classroom aid for common
accidents in the school, (rough surfaces, accidents accidents in the school?
during games/sports/P.E,
d) tell the First Aid for fainting and uneven pavements, open 4. how can these dangers in
nose bleeding windows, litter) using the school be prevented?
e) demonstrate First Aid fainting and pictures or video
nose bleeding.
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• In groups, learners listen to
stories and share
experiences of common
accidents they have
encountered or witnessed
in the school.
• Learners are guided to tell
how they can prevent
common accidents in the
school using
demonstration, pictures
and illustrations.
• Learners are guided to tell
the First Aid for fainting
and nose bleeding.
• Learners are guided to role
play in carrying out First
Aid for fainting and nose
bleeding
Core competences to be developed: Self-efficacy, Communication and collaboration

Link to PCIs: ESD – DRR, safety and security link to values: responsibility
• Environmental activities Visit other classes to see what dangers are likely to occur and share
• Language activities (vocabulary) experiences with other learners
Suggested non formal activity to support learning: talking walls, songs suggested assessment: observation, oral reports, oral questions
and poems, scouts and girl guides
Suggested resources: pictures, charts, video clip, first aid kit
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• identify common accidents in the • identify common accidents • identifies most common • not able to identify most
classroom in the school accidents in the school common accidents in the
• mention simple first aid for common • mention simple first aid for • mentions most of the simple school
accident in the classroom common accidents in the first aid for common • mentions a few of the simple
• name causes of common accidents in the school accidents in the school first aid for common accidents
classroom • name causes of common • names most of the causes of in the school
• mention simple first aid for common accidents in the school common accidents in the • not able to name most of the
accidents in the classroom • mention safety precautions classroom causes of common accidents
• mention safety precautions to observe to to observe to prevent • mentions most safety in the school
prevent accidents in the classroom accidents in the school precautions to observe to • not able to mention most of
• makes effort to attend to some of the prevent accidents in the the safety precautions to
things that pose danger in school school observe to prevent accidents in
the school
Strand Sub-strand Specific Learning Outcomes Suggested learning experiences) Key Inquiry Questions
5.0 Consumer 5.1 Packaged food By the end of the sub-strand, the • learners are guided to name the 1. Which foods are sold in
Education learner should be able to:- various packed foods sold in their packages in our locality?
( 3 lessons) a) name various types of locality through realia, pictures, 2. What information is
packaged foods sold in the empty packages, video clips found on the packages?
locality, • Learners are guided to identify the 3. Why is the information
b) identify the basic information basic information provided on important?
on packets or containers used packaged food using empty
for packaging food, package materials or realia
c) appreciate the importance of (expiry date, manufacture date,
the basic information found on storage, use of product, quality
food packets and containers. mark like Kebs, weight of
contents)
224
• learners are guided to tell the
importance of basic information
found on food packets and
containers
• learners can take pictures of food
packages using computing
devices and share the information
on packages in class
• Learners can search for different
food packages in the internet
using computing devices and
share findings in class
Self-efficacy; Communication and collaboration; Digital literacy
Link to PCIs: Life skills; life skills – importance of basic Link to Values: responsibility, unity
information on packets and containers of food
citizenship
Links to other subject(s): Suggested Community Service Learning: Recite poems and sing songs during school
Languages activities - new words and public forums on the importance of basic information found on food packets and
Mathematics activities - expiry dates, measurements containers
Non-Formal Activity to support learning through Suggested Assessment: oral questions, observation
application: make posters carrying messages on importance of
reading the information found on food packets and containers
Suggested resources: empty food packages, pictures, video clips, computing devices
NOT FOR SALE

225
• name packaged foods sold in the • name packaged foods sold in • names most of the packaged • names a few of the packaged
locality the locality foods sold in the locality foods sold in the locality
• identifies important information • identifies important • identifies most of the • packaging food
on packets or containers used for information on packets or important information on • identifies a few of the
packaging food containers used for packaging packets or containers used for important information on
• sensitizes others on the food packaging food packets or containers used for
importance of reading basic • sensitizes others on the • has difficulty sensitizing packaging food
information found on food importance of reading basic others on the importance of • rarely sensitizes others on the
packets and containers information found on food reading basic information importance of reading basic
• actively participates in making packets and containers found on food packets and information found on food
posters, reciting poems and containers packets and containers
singing songs on the importance
of reading basic information on
food packets and containers
226

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Volume 2 Curriculum Designs Final Dec 2017 Min

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REPUBLIC OF KENYA

LOWER PRIMARY LEVEL

KENYA INSTITUTE OF CURRICULUM EDUCATION

Property of the Government of Kenya i

Published and printed by Kenya Institute of Curriculum Development

FRED MATIANG’I, PHD, EGH,

NOT FOR SALE

DR. BELIO R. KIPSANG, CBS

JULIUS O. JWAN, PhD., MBS

NOT FOR SALE

FOREWARD .................................................................................................................................................................................................................................. iii

NOT FOR SALE

NOT FOR SALE

Learning Area Lessons Per Week

2 Kiswahili Language Activities/Kenya Sign Language 3

3 English Language Activities 3

6 Hygiene and Nutrition Activities 2

8 Movement and Creative Activities 8(*** 5 for PE)

9 Pastoral Programme of Instruction 1

Total Lesson Per Week 35

1. Foster nationalism, patriotism, and promote national unity

c) Technological and Industrial Needs

3. Promote individual development and self-fulfillment

4 Promote sound moral and religious values

5. Promote social equity and responsibility

NOT FOR SALE

8. good health and environmental protection

1. Demonstrate basic literacy and numeracy skills for learning.

NOT FOR SALE

GENERAL LEARNING OUTCOMES

NOT FOR SALE

Exceeds expectations Meets expectations Approaches expectations Below expectations

NOT FOR SALE

Exceeds expectations Meets expectations Approaches expectations Below expectations

NOT FOR SALE

d) add 3- single digit numbers •

NOT FOR SALE

Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry

NOT FOR SALE

Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to PCIs: Link to Values:

Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

NOT FOR SALE

Link to PCIs: Link to values:

Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

NOT FOR SALE

Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry

Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

NOT FOR SALE

Link to PCIs: Link to Values:

Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Link to PCIs : Link to Values:

NOT FOR SALE

Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

SUB- STRANDS RESOURCES

NOT FOR SALE

Link to PCIs: Link to Values:

Exceeds expectations Meets expectations Approaches expectations Below expectations

Link to PCIs: Link to Values:

NOT FOR SALE

Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

NOT FOR SALE

Link to PCIs: Link to Values: