MINISTRY OF EDUCATION

UPPER PRIMARY LEVEL DESIGNS

VOLUME THREE

GRADE 4

MARCH 2019

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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 REPUBLIC OF KENYA

MINISTRY OF EDUCATION

UPPER PRIMARY LEVEL DESIGNS

VOLUME THREE

SUBJECTS:
MATHEMATICS, SCIENCE AND TECHNOLOGY, AGRICULTURE, HOME SCIENCE & PHYSICAL AND
HEALTH EDUCATION (PHE)

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

MARCH 2019

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 First Published in 2019

All rights reserves. 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: 978-9966-31-760-5

Published and printed by Kenya Institute of Curriculum Development

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Table of Contents
FOREWARD ................................................................................................................................................................................................................ ii
INTRODUCTION ......................................................................................................................................................................................................... iii
LEARNING AREAS TIME ALLOCATION ........................................................................................................................................................................ iv
NATIONAL GOALS OF EDUCATION .............................................................................................................................................................................. v
GENERAL LEARNING OUTCOMES FOR MIDDLE SCHOOL .................................................................................................................................................. vii
MATHEMATICS ........................................................................................................................................................................................................... 1
SCIENCE AND TECHNOLOGY ..................................................................................................................................................................................... 45
AGRICULTURE ........................................................................................................................................................................................................... 78
HOME SCIENCE ....................................................................................................................................................................................................... 105
PHYSICAL AND HEALTH EDUCATION (PHE) ............................................................................................................................................................. 136

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FOREWARD

The Basic Education Curriculum Framework (BECF) in Kenya outlines the vision and mission of the curriculum reforms.
The vision of the curriculum reform is to develop:
“An engaged, an empowered and ethical citizen”.
The Mission is:
“To nurture the potential of every learner”.

The country has made a shift towards a competency based curriculum. Seven core competencies have been identified for Basic Education namely:
Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning to
learn and Self Efficacy. Learners will be provided with opportunities to participate and excel in learning and nurturing of their talents.

Curriculum designs have been developed to aid the implementation of the Basic Education Curriculum Framework. They outline the National
Goals of Education, The Middle School General learning outcomes as well as the Subject General and Specific learning outcomes. The
curriculum designs also outline suggested learning experiences, key inquiry questions, assessment rubrics, pertinent and contemporary issues to be
infused and integrated and community service learning activities among others.

It is our hope that all educators in Middle School level (Upper Primary) will anchor their delivery of the curriculum on the Basic education
Curriculum Framework and the curriculum designs.

Amb. (Dr.) Amina Mohamed

CABINET SECRETARY
MINISTRY OF EDUCATION

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INTRODUCTION

The Upper Primary curriculum designs are meant for learners in Grade 4 to 6. 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.

Curriculum designs are the core documents for teachers to use in the teaching process. The teacher must make constant reference to them in the
learning process as they outline the learning outcomes to be achieved. Learning shall be assessed as per the learning outcomes given. The designs
also give suggestions on the learning experiences to achieve the learning outcomes. The teacher can vary the learning experiences as long as the
substitute learning experiences target the learning outcomes. The experiences must engage the learners in form of activities or other practical
experiences that will enhance learning and achievement of the core competencies.

The curriculum designs are very critical and teachers must make reference to them consistently.

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LEARNING AREAS TIME ALLOCATION
# Learning Area Lessons Per Week
1. Kiswahili Language or KSL for learners who are deaf 4
2. English language 4
3. Other Languages 2
4. Science and Technology 4
5. Social Studies (Citizenship, Geography, History) 3
6. Mathematics 5
7. Home science 3
8. Agriculture 3
9. Religious Education (CRE/IRE/ HRE) 3
10. Creative Arts (Art, Craft, Music) 3
11. Physical and Health Education 5
12. Pastoral Programmes and Instruction 1
TOTAL 40

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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 instil 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-fulfilment

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.

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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.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil 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 MIDDLE SCHOOL

By end of middle school, the learner should be able to:

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

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 MATHEMATICS

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Essence Statement

Mathematics is a vehicle of development and improvement of a country’s economic development. By learning mathematics, learners develop a
understanding of numbers, logical thinking skills and problem solving skills. Mathematics is applied in business, socia l and political worlds. At this leve
mathematics will build on the competencies acquired by the learner in the early years of education. Learning mathematics will also enhance the learner’
competencies in numeracy as a foundation of STEM at the higher levels of Education cycle. Mathematics is also a subject of enjoyment and excitement a
it gives learners opportunities for creative work and fun.

General Learning Outcomes

By the end of Upper Primary 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.
4) Collect, represent and analyze data to solve problems.
5) Analyze information using algebraic expressions in real life situations.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 NUMBERS 1.1 WHOLE By the end of the sub strand, the learner • Learners in pairs/groups to identify 1. What do you
NUMBERS should be able to: place value of up to tens of consider when
(20 Lessons) a) use place value and total value of thousands using place value writing numbers
digits up to tens of thousands in daily apparatus. in words?
life situations, • Learners in pairs/groups to identify 2. How can you find
b) read and write numbers up to 10,000 total values of digits up to ten the place value of
in symbols in real life situations, thousand. a digit in a
c) read and write numbers up to 1,000 in • Learners in pairs/groups/ number?
words in day to day activities, individually to read numbers up to 3. How can you find
d) order numbers up to 1,000 in different 10,000 in symbols in real life the total value of
situations, situations. a digit in a
e) round off numbers up to 1,000 to the • Learners in pairs/groups/ number?
nearest ten in different situations, individually to read and write
f) identify factors/divisors of numbers numbers up to 1,000 in words from
up to 50 in different contexts, a number chart.
g) identify multiples of numbers up to • Learners in pairs to arrange numbers
100 in different situations, up to 1,000 in order from smallest to
h) use even and odd numbers up to 100 largest and largest to smallest using
in different situations, number cards and share with other
i) represent Hindu Arabic numerals groups.
using Roman numerals up to ‘X’ in • Learners in
different situations, pairs/groups/individually round off
j) make patterns involving even and odd numbers up to 1,000 to the nearest
numbers in day to day life ten and share with other groups.
experiences, • Learners in
k) use IT devices for learning and pairs/groups/individually to identify
leisure, factors/divisors of numbers up to 50
l) appreciate use of numbers in real life and share with other groups.
situations. • Learners in pairs/groups to identify
multiples of numbers up to 100 and
share with other groups.
• Learners in pairs/groups to identify

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 even and odd numbers up to 100
and share with other groups.
• Learners in pairs/groups to represent
Hindu Arabic numerals using
Roman numerals up to ‘X’ using
number charts.
• Learners in pairs/groups to make
patterns involving even and odd
numbers and share with other
groups.
• Learners in pairs/groups to visit
mathematical sites in IT devices and
play digital games.
Core Competencies to be developed:
• Critical thinking and problem solving: as learners identify place value, order numbers and round off numbers.
• Learning to learn: as learners read and write numbers.
• Digital literacy: as learners use IT devices to learn and play digital games.
PCIs: Values:
• Social Cohesion as learners work in groups irrespective of their • Respect as learners work in pairs/groups.
backgrounds. • Unity as learners work towards achieving goal.
• Financial literacy when learners order and group different
denominations e.g. coins in groups of tens, hundreds.
Link to other subjects Suggested Community Service Learning Activities
• Languages as learners discuss in pairs/groups. • Learners to assist in sharing edible and non-edible items in multiples i
community functions.

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Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Use place value up to ten Uses place value up to ten Uses place value up to ten Inconsistently uses place Little evidence in use of place
thousand thousand and beyond thousand correctly. value up to ten thousand. value up to ten thousand.
correctly.
Use total values up to ten Uses total values up to ten Uses total values up to ten Inconsistently uses total Little evidence in use of total
thousand thousand and beyond thousand correctly. values up to ten thousand. values up to ten thousand.
correctly.
Read and write numbers in Reads and write numbers in Reads and write numbers Inconsistently reads and Little evidence in reading and
symbols up to 10,000 symbols up to 10,000 and in symbols up to 10,000 writes numbers in symbols writing numbers in symbols up
beyond correctly. correctly. up to 10,000. to 10,000.
Read and write numbers in Reads and writes numbers in Reads and writes numbers Inconsistently reads and Little evidence in reading and
words up to 1,000 words up to 1,000 and in words up to 1,000 writes numbers in words up writing numbers in words up to
beyond correctly. correctly. to 1,000. 1,000.
Order numbers up to 1,000 Orders numbers up to 1,000 Orders numbers up to Inconsistently orders Little evidence in ordering
and beyond correctly. 1,000 correctly. numbers up to 1,000. numbers up to 1,000.
Round off numbers up to Rounds off numbers up to Rounds off numbers up to Inconsistently rounds off Little evidence in rounding off
1,000 to the nearest ten 1,000 to the nearest ten and 1,000 to the nearest ten numbers up to 1,000 to the numbers up to 1,000 to the
beyond correctly. correctly. nearest ten. nearest ten.
Identify divisors and factors Identifies divisors and Identifies divisors and Inconsistently identifies Little evidence in identifying
of numbers up to 50 factors of numbers up to 50 factors of numbers up to divisors and factors of divisors and factors of number
and beyond correctly. 50 correctly. numbers up to 50. up to 50.
Identify multiples of Identifies multiples of Identifies multiples of Inconsistently identifies Little evidence in identifying
numbers up to 100 numbers up to 100 and numbers up to 100 multiples of numbers up to multiples of numbers up to
beyond correctly. correctly. 100. 100.
Make patterns involving Makes patterns involving Makes patterns involving Inconsistently makes Little evidence in making
even and odd numbers up to even and odd numbers up to even and odd numbers up patterns involving even and patterns involving even and
100 100 and beyond correctly. to 100 correctly. odd numbers up to 100. odd numbers up to 100.
Use IT devices for learning Uses IT devices for learning Uses IT devices for Inconsistently uses IT Little evidence in using IT
and leisure and leisure fast and learning and leisure devices for learning and devices for learning and

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 correctly. correctly. leisure. leisure.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.2 ADDITION (8 By the end of the sub strand, the learner • Learners in pairs/groups to add up to 1. When do you use
Lessons) should be able to: two 4-digit numbers with single addition in real
a) add up to two 4-digit numbers with regrouping up to a sum of 10,000 in life?
single regrouping up to a sum of different situations. 2. What do you
10,000 in different situations, • Learners in pairs/groups add up to consider when
b) add up to two 4-digit numbers with two 4-digit numbers with double estimating answer
double regrouping up to a sum of regrouping up to a sum of 10,000 in in addition?
10,000 in real life situations, real life situations. 3. How do you form
c) estimate sum by rounding off numbers • Learners in pairs/groups to estimate number patterns in
to the nearest ten in different situations, sum by rounding off numbers to be addition?
d) create patterns involving addition up to added to the nearest ten in different
a sum of 10,000 in real life situations, situations.
e) use IT devices for learning and • Learners in pairs/groups to create
enjoyment, patterns involving addition up to a
f) appreciate application of addition of sum of 10,000.
numbers in real life situations. • Learners in pairs/groups to play
digital games involving addition.
Core Competencies to be developed:
• Self-efficacy: as learners make reports in their groups.
• Critical thinking and problem solving: as learners add numbers, estimate and round off numbers and in making patterns.
• Creativity and imagination: as learners make patterns.
• Digital literacy: as learners use IT devices to learn and play games on addition.
PCIs: Values:
• Social cohesion as learners work in pairs/groups. • Respect as learners appreciate others.
• Peer education as learners support one another while working in groups. • Unity as learner work towards achieving expected results.
• Environmental education as learners get the total of a variety of trees in the • Responsibility as learners work in groups.
school compound.
Link to other subjects Suggested Community Service Learning Activities
• Languages as learners discuss in groups. • Learners to assist in working out number of items or people in
community functions like weddings or funerals.

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• Home Science as learner’s mix ingredients.
• Agriculture as learners add items like seedlings/seeds/fertilizer.

Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Add up to two 4-digit Adds up to two 4-digit Adds up to two 4-digit Inconsistently Adds up to two Little evidence in adding
numbers with single numbers with single numbers with single 4-digit numbers with single up to two 4-digit numbers
regrouping regrouping and beyond regrouping correctly. regrouping. with single regrouping.
correctly.
Add up to two 4-digit Adds up to two 4-digit Adds up to two 4-digit Inconsistently adds up to two Little evidence in adding
numbers with double numbers with double numbers with double 4-digit numbers with double up to two 4-digit numbers
regrouping. regrouping and beyond regrouping correctly. regrouping. with double regrouping.
correctly.
Estimate answers by Estimates answers by Estimates answers by Inconsistently estimates Little evidence in
rounding off. rounding off numbers to the rounding off correctly answers by rounding off. estimating answers by
nearest ten and beyond rounding off.
correctly.
Create patterns involving Creates patterns involving Creates patterns involving Inconsistently creates patterns Little evidence in creating
addition up to sum of addition up to sum of 10,000 addition up to sum of 10,000 involving addition up to sum patterns involving addition
10,000. and beyond correctly. correctly. of 10,000. up to sum of 10,000.
Use IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT devices Little evidence in using IT
and enjoyment. and enjoyment fast and and enjoyment correctly. for learning and enjoyment devices for learning and
correctly. uses. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions

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 1.3 SUBTRACTION By the end of the sub strand, the learner • Learners in pairs/groups to 1. When do you use
(8 Lessons) should be able to: subtract numbers up to 4-digit subtraction in real
• subtract up to 4-digit numbers without numbers without regrouping in life?
regrouping in real life situations, real life situations. 2. How do you
• subtract up to 4-digit numbers with • Learners in pairs/groups/ estimate the
individually to subtract up to 4- difference of given
regrouping in real life situations,
digit numbers with regrouping in numbers?
• estimate difference by rounding off
real life situations. 3. How do you create
numbers to the nearest ten in real life
situations, • Learners in pairs/groups to patterns involving
estimate and work out difference subtraction?
• create patterns involving subtraction
from up to 10,000, by rounding off the numbers to
the nearest ten in real life
• use IT devices for learning and
enjoyment, situations.
• Learners in pairs/groups to create
• appreciate application of subtraction of
patterns involving subtraction of
numbers in real life situations.
numbers from up to 10,000.
• Learners in pairs/groups/
individually to play digital games
involving subtraction.
Core Competencies to be developed:
• Creativity and imagination: as learners make patterns involving subtraction.
• Critical thinking and problem solving: as learners estimate answers in subtraction.
• Digital literacy: as learners play digital games involving subtractions.
PCIs: Values:
• Social cohesion as learners work in groups and pairs in making • Responsibility as learners undertake their tasks in groups.
patterns. • Respect as learners come up with common solutions.
• Environmental education as learners help sort maize in the school
farm and subtract the number of good maize in a given quantity of
maize.
Link to other subjects Suggested Community Service Learning Activities
• Languages as learners discuss in groups and in pairs. • Learners to assist in distribution of items in community services or
functions.
Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

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Subtract up to 4-digit Subtracts up to 4-digit Subtracts up to 4-digit Inconsistently subtracts up Little evidence in subtracting up
numbers without numbers without numbers without to 4-digit numbers without to 4-digit numbers without
regrouping. regrouping and beyond regrouping correctly. regrouping. regrouping.
correctly.
Subtract up to 4-digit Subtracts up to 4-digit Subtracts up to 4-digit Inconsistently subtracts up Little evidence in subtracting up
numbers with regrouping. numbers with regrouping numbers with regrouping to 4-digit numbers with to 4-digit numbers with
and beyond correctly. correctly. regrouping. regrouping.
Estimate difference by Estimates difference by Estimates difference by Inconsistently estimates Little evidence in estimating
rounding off numbers to rounding off numbers to rounding off numbers to difference by rounding off difference by rounding off
the nearest ten. the nearest ten and beyond the nearest ten correctly. numbers to the nearest ten. numbers to the nearest ten.
correctly.
Create patterns involving Creates patterns involving Creates patterns involving Inconsistently creates Little evidence in creating
subtraction from up to subtraction from up to subtraction from up to patterns involving patterns involving subtraction
10,000. 10,000 and beyond 10,000 correctly. subtraction from up to from up to 10,000.
correctly. 10,000.
Use IT for learning and Uses IT devices for Uses IT devices for Inconsistently uses IT Little evidence in using IT
enjoyment. learning and enjoyment fast learning and enjoyment devices for learning and devices for learning and
and efficiently. efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.4 MULTIPLICATION By the end of the sub strand, the learner g) Learners in pairs/groups to 1. When do you use
(8 Lessons) should be able to: multiply up to a 2-digit number multiplication in
a) multiply up to a 2-digit number by by multiples of 10 in different real life?

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 multiples of 10 in different situations, situations. 2. How do you creat
b) multiply up to a 2-digit number by a • Leaners in pairs/groups to patterns involving
2-digit number without and with multiply up to a 2-digit numbers multiplication?
regrouping in real life situations, by a 2-digit number without and
c) estimate products by rounding off with regrouping in real life
numbers to the nearest ten in real life situations.
situations, • Learners pairs/groups/
d) Create patterns involving individually to estimate and work
multiplication with product not out answers by rounding off
exceeding 100 in real life situations, numbers to the nearest ten with
e) use IT devices for learning and product not exceeding 1,000 in
enjoyment, real life situations.
f) appreciate application of • Learners in pairs/groups to create
multiplication of numbers in real life. patterns involving multiplication
with product not exceeding 100.
• Learners pairs/groups/
individually to play digital games
on multiplication.
Core Competencies to be developed:
• Critical thinking and problem solving: as learners estimate answers in multiplication tasks.
• Creativity and imagination: as learners make patterns involving multiplication of numbers.
• Digital literacy: as learners play games involving multiplication.
PCIs: Values:
• Social cohesion as learners work in pairs and in groups. • Unity and respect as learners work in groups.
• Environmental education as learner, collect and re-use waste/refuse in • Love as learners discuss in groups.
the compound to make patterns e.g. bottle tops used in multiplication. • Responsibility as learners undertake their tasks in the groups.
Link to other subjects Suggested Community Services Learning Activities
• Languages as learners discuss in groups and in pairs. • Learners to assist farmers in finding out total number of items for
• Agriculture as learners work out number of rows and number of instance the total number of seedlings given the rows and number in
seedlings in each row. each row.

Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

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Multiply up to a 2-digit Multiplies up to a 2-digit Multiplies up to a 2-digit Inconsistently multiplies up Little evidence in multiplying
number by multiples of 10. number by multiples of 10 number by multiples of 10 to a 2-digit number by up to a 2-digit number by
and beyond correctly. correctly. multiples of 10. multiples of 10.
Multiply up to a 2-digit Multiplies up to a 2-digit Multiplies up to a 2-digit Inconsistently multiplies up Little evidence in multiplying
number by a 2-digit number. number by a 2-digit number number by a 2-digit number to a 2-digit number by a 2- up to a 2-digit number by a 2
and beyond correctly. correctly. digit number. digit number.
Estimate products in Estimates products in Estimates products in Inconsistently estimates Little evidence in estimating
multiplication by rounding multiplication by rounding multiplication by rounding products in multiplication by products in multiplication by
off numbers to the nearest off numbers to the nearest off numbers to the nearest rounding off numbers to the rounding off numbers to the
ten. ten and beyond correctly. ten correctly. nearest ten. nearest ten.
Create patterns involving Creates patterns involving Creates patterns involving Inconsistently creates Little evidence in creating
multiplication with products multiplication with multiplication with patterns involving patterns involving
not exceeding 100. products not exceeding 100 products not exceeding 100 multiplication with products multiplication with products
and beyond correctly. correctly. not exceeding 100. not exceeding 100.
Use IT devices for learning Uses IT devices for Uses IT devices for Inconsistently uses IT Little evidence in using IT
and enjoyment. learning and enjoyment fast learning and enjoyment devices for learning and devices for learning and
and efficiently. efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.5 DIVISION By the end of the sub strand, the • Learners in pairs/ groups to divide up 1. When do you use
(8 Lessons) learner should be able to: to a 2-digit number by 1-digit number division in real
a) divide up to a 2-digit number by a without remainder using counters. life?
1-digit number without remainder • Learners in pairs/groups to divide a 2. How can you
in different situations, 2-digit number by a 1-digit number estimate
b) divide up to a 2-digit number by a with remainder using counters. quotient?
1-digit number with remainder in • Learners in pairs/groups to divide a
real life situations, 2-digit number by a 1- digit number

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 c) use relationship between using the long form of division.
multiplication and division to • Learners in pairs/groups to divide a
work out problems in real life 2-digit number by a 1-digit number
situations, using own strategies.
d) use IT devices for learning and • Learners in pairs/groups to use
leisure, relationship between multiplication
e) appreciate application of division and division in working out
of numbers in real life situations. problems.
• Learners pairs/groups/ individually to
play digital games involving division.
Core Competencies to be developed:
• Critical thinking and problem solving: as learners estimate quotient in division and as they relate multiplication to division.
• Digital literacy: as learners play digital games involving division.
PCIs: Values:
• Peer education as learners help each other in group work. • Responsibility as learners work individually for the common goal of the
• Social cohesion as learners work in groups to come up with common group.
solutions. • Respect as learners accommodate each other’s opinion in the group.
• Unity as learners work out in groups for a common purpose.
Link to other subjects Suggested Community Service Learning Activities
• Languages as learners enhance communication skills. • Learners to assist in sharing out items in equal groups during social
functions in the community.

Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Divide up to a 2-digit Divides a 2-digit number Divides up to a 2-digit Inconsistently divides up to Little evidence in dividing
number by a 1- digit number and beyond by a 1- digit number by a 1- digit number a 2-digit number by a 1- up to a 2-digit number by a
without remainder. number without remainder without remainder correctly. digit number without 1- digit number without
correctly. remainder. remainder.
Divide up to a 2-digit by a 1- Divides a 2-digit number Divides up to a 2-digit by a Inconsistently divides up to Little evidence in dividing
digit number with and beyond by a 1-digit 1-digit number with a 2-digit by a 1-digit number up to a 2-digit number by a
remainder. number with remainder remainder correctly. with remainder. 1- digit number with

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 correctly. remainder.
Estimate quotient by Estimates quotient by Estimates quotient by Inconsistently estimates Little evidence in estimating
rounding off dividend to the rounding off numbers rounding off dividend to the quotient by rounding off quotient by rounding off
nearest ten. accurately. nearest ten accurately. numbers. numbers.

Use relationship between Uses relationship between Uses relationship between Inconsistently uses Little evidence in using
multiplication and division multiplication and division multiplication and division relationship between relationship between
to work out problems in real to work out problems to work out problems multiplication and division multiplication and division
life situations correctly and with ease. correctly. to work out problems. to work out problems
Use IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
and leisure. and leisure fast and and leisure efficiently. devices for learning and devices for learning and
efficiently. leisure. leisure.

Strand Sub Strand Specific Learning Outcome Suggested Learning Experiences Key Inquiry
Questions
1.6 FRACTIONS By the end of the sub strand, the learner • Learners in pairs/groups to 1. When do you use
(6 Lessons) should be able to: represent fractions as part of a fractions in real
a) represent a fraction with whole and as part of a group using life?
denominators not exceeding 12 as concrete objects. 2. How can you
part of a whole and as part of a group • Learners in pairs/groups to discuss represent
in real life situations, the top and bottom numbers in a fractions?
b) represent and write fractions whose fraction and share with other
denominators do not exceed 12 in groups.
real life situations, • Learners in pairs/groups to write
c) identify the numerator and fractions represented as part of

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 denominator in a fraction in real life whole or part of a group.
situations, • Learners in pairs/groups to
d) identify different types of fractions in represent fractions as part of a
real life, whole or part of a group using cut
e) convert improper fractions to mixed outs, counters or clock face.
fractions in different situations, • Learners in pairs/groups/
f) convert mixed fractions to improper individually to represent proper,
fractions in different contexts, improper and mixed fractions as
g) use IT devices for learning and part of a whole or as part of a
enjoyment, group using paper cut outs or
h) appreciate application of fractions in counters.
real life situations. • Learners in pairs/groups to convert
improper fractions to mixed
fractions.
• Learners in pairs/groups to convert
mixed fractions to improper
fractions.
• Learners in pairs/groups
/individually to play digital games
involving fractions.
Core Competencies to be developed:
• Critical thinking and problem solving: as learners convert fractions to mixed numbers.
• Digital literacy: as learners play digital games on fractions.
• Learning to learn: as learners explore fractions in daily life e.g. sharing fruits.
PCIs: Values:
• Peer education as learners help each other in group work. • Responsibility as learners work for the common goal of the group.
• Safety as learners handle counters and concrete objects. • Respect as learners come up with common solutions in a group.
• Social cohesion as learners appreciate ethnic groups in Kenya as part
of a whole nation.
Link to other subjects Suggested Community Service Learning Activities
• Languages as leaners discuss in pairs and in groups. • Learners may assist in allocating time for different activities/tasks in a day
at home and community.
• Learners may assist in sharing out whole items divided into equal parts at
home or in community functions.

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Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Represent fractions as part Represents fractions as part Represents fractions as part Inconsistently represents Little evidence in
of a whole. of a whole correctly and of a whole correctly. fractions as part of a whole. representing fractions as par
with ease. of a whole.
Represent and write Represents and writes Represents and writes Inconsistently represents and Little evidence in
fractions with denominators fractions with denominators fractions with denominators writes fractions with representing and writing
up to 12. up to 12 correctly and with up to 12 correctly. denominators up to 12. fractions with denominators
ease. up to 12.
Identify numerator and Identifies numerator and Identifies numerator and Inconsistently identifies Little evidence in identifyin
denominator. denominator correctly and denominator correctly. numerator and denominator. numerator and denominator.
with ease.
Represent fractions as part Represents fractions as part Represents fractions as part Inconsistently represents Little evidence in
of a group. of a group correctly and with of a group correctly. fractions as part of a group. representing fractions as par
ease. of a group.
Identify types of fractions. Identifies types of fractions Identifies types of fractions Inconsistently identifies Little evidence in identifyin
correctly and with ease. correctly. types of fractions. types of fractions.
Convert improper fractions Converts improper fractions Converts improper fractions Inconsistently converts Little evidence in converting
to mixed fractions. to mixed fractions correctly to mixed fractions correctly. improper fractions to mixed improper fractions to mixed
and with ease. fractions. fractions.
Convert fractions from Converts mixed fractions to Converts mixed fractions to Inconsistently converts Little evidence in converting
mixed fractions to improper improper fractions correctly improper fractions correctly. mixed fractions to improper mixed fractions to improper
fractions. and with ease. fractions. fractions.
Use IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
and enjoyment. and enjoyment fast and and enjoyment efficiently. devices for learning and devices for learning and
efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.7 DECIMALS By the end of the sub strand, the learner • Learners in pairs/groups to How can you use

15 Not for Sale

 (10 Lessons) should be able to: discuss where tenths and decimals in real life
a) identify a tenth and a hundredth in hundredths are used in real life situations?
real life situations, situations.
b) represent decimals using decimal • Learners in pairs/groups to
notation in given situations, represent decimals using place
c) identify place value of decimals up value charts.
to hundredths in real life, • Learners in pairs/ groups to
d) order decimals up to hundredths in represent tenths and hundredths
computation using place value charts.
e) use IT devices for learning and • Learners in pairs/groups /
leisure, individually to write tenths and
f) appreciate use of decimals in real hundredths using decimal
life situations. notation on a place value chart.
• Learners in pairs/groups
/individually to order given
decimals in ascending and
descending order.
• Learners in pairs/groups/
individually to play digital games
involving decimals.
Core Competencies to be developed:
• Creativity and imagination: as learners represent decimals on place value chart.
• Critical thinking and problem solving: as learners order decimals.
• Digital literacy: as learners play digital games involving decimals.
PCIs: Values:
• Social cohesion as learners work in a group for a common purpose. • Social justice as learners from different backgrounds work together in
• Financial literacy as learners group money in different groups.
denominations. • Respect as learners accommodate diverse views from the group members
in discussions.
• Unity as learners work out tasks together in the group.
Link to other subjects Suggested Community Service Learning Activities
• Languages as learners discuss in pairs or groups. • Learners may assist in reading measurements in decimals during games or
in sports meets.

16

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Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Identify a tenth and a Identifies a tenth and a Identifies a tenth and a Inconsistently identifies a Little evidence in identifyin
hundredth. hundredth and beyond hundredth correctly. tenth and a hundredth. a tenth and a hundredth.
correctly.
Represent decimals using Represents decimals using Represents decimals using Inconsistently represents Little evidence in
decimal notation. decimal notation correctly decimal notation correctly. decimals using decimal representing decimals using
and with ease. notation. decimal notation.
Identify place value of Identifies place value of Identifies place value of Inconsistently identifies Little evidence in identifyin
decimals up to hundredths. decimals up to hundredths decimals up to hundredths place value of decimals up place value of decimals up
and beyond correctly. correctly. to hundredths. to hundredths.
Order decimals up to Orders decimals to Orders decimals up to Inconsistently orders Little evidence in ordering
hundredths. hundredths and beyond hundredths correctly. decimals up to hundredths. decimals up to hundredths.
correctly.
Use IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
and leisure. and leisure fast and and leisure efficiently. devices for learning and devices for learning and
efficiently. leisure. leisure.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry

17 Not for Sale

 Questions
2.0 2.1 LENGTH By the end of the sub strand, the • Learners in pairs/groups to identify 1. How can you
MEASUREMENT (10 Lessons) learner should be able to: the centimetre and mark out lengths measure
a) identify the centimetre as a unit of of 1centimetre using a ruler. distance?
measuring length in real life • Learners in pairs/groups to measure 2. Why do we
situations, the length of a given object in measure distance
b) measure length in centimetres in centimetres using a metre ruler or a in real life?
real life situations, tape measure.
c) estimate and measure length in • Learners in pairs/groups /
centimetres in real life situations, individually to estimate the length of
d) establish the relationship between a given object in centimetres.
metres and centimetres • Learners to measure actual length of
practically, the estimated length in centimetres.
e) convert metres to centimetres and • Learners in pairs/groups to measure
centimetres to metres in real life length in metres and centimetres and
situation, establish the relationship between the
f) work out perimeter of plane units.
figures in different contexts, • Learners in pairs/groups use the
g) work out addition involving relationship between centimetres and
length in metres and centimetres metres in real life situations.
in real life situations, • Learners in pairs/groups/individually
h) work out subtraction involving to convert metres into centimetres
length in metres and centimetres and centimetres into metres in real
in real life situations, life situations.
i) work out multiplication involving • Learners in pairs/groups to work out
metres and centimetres in real life perimeter of plane figures in different
situations, contexts.
j) work out division involving • Learners in pairs/groups to work out
metres and centimetres in real life addition and subtraction involving
situations, metres and centimetres in real life
k) use IT devices for learning and situations.
enjoyment, • Learners in pairs/groups to work out
l) appreciate use of metres and multiplication involving metres and
centimetres in measuring distance centimetres in real life situations.
in real life. • Learners in pairs/groups to work out
division involving metres and

18

Property of the
Government of Kenya
 centimetres in real life situations.
• Learners in pairs/groups to play
digital games involving length.
Core Competencies to be developed:
• Self-efficacy: as learners report their estimates.
• Critical thinking and problem solving: as learners estimate and confirm distances/lengths.
• Digital literacy: as learners play digital games.
PCIs: Values:
• Self-awareness as learners estimate distance/length. • Responsibility as learners report accuracy of their measurements.
• Integrity as learners related their estimates to actual measurement • Respect as learners accommodate different answers from each other in the
and when measuring heights of seedlings in school to monitor group.
growth. • Integrity as learners read own measurements.

19 Not for Sale

Link to other subjects Suggested Community Service Learning Activities
• Languages as learners participate in group discussions. • Learners may assist in measuring length of items that require accuracy in
• Home science as learners measure length of different items for the community.
example clothing materials. • Learners may assist in measuring and marking community playing fields i
metres and centimetres.

Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations

Expectations
Identify the Centimetre as a Identifies the centimetre as a Identifies the centimetre as a Inconsistently identifies Little evidence in identifying
unit of measuring length. unit of measuring length unit of measuring length the centimetre as a unit of the centimetre as a unit of
accurately and with ease. accurately. measuring length. measuring length.
Measure length in Measures length in Measures length in Inconsistently measures Little evidence in measuring
centimetres. centimetres accurately and centimetres accurately. length in centimetres. length in centimetres.
with ease.
Estimate length in Estimates length in Estimates length in Inconsistently estimates Little evidence in estimating
centimetres. centimetres accurately and centimetres accurately. length in centimetres. length in centimetres.
with ease.
Establish the relationship Establishes the relationship Establishes the relationship Inconsistently establishes Little evidence in estimating
between metres and between metres and between metres and the relationship between the relationship between
centimetres. centimetres correctly and centimetres correctly. metres and centimetres. metres and centimetres.
with ease.
Convert metres to Converts metres to Converts metres to Inconsistently converts Little evidence in converting
centimetres. centimetres and beyond centimetres correctly. metres to centimetres. metres to centimetres.
correctly.
Convert centimetres to Converts centimetres to Converts centimetres to Inconsistently converts Little evidence in converting
metres. metres and beyond correctly. metres correctly. centimetres to metres. centimetres to metres.
Work out perimeter of Works out perimeter of plane Works out perimeter of Inconsistently works out Little evidence in working out
plane shapes. shapes correctly and with plane shapes correctly. perimeter of plane shapes. perimeter of plane shapes.
ease.
Add length in centimetres Adds length in centimetres Adds length in centimetres Inconsistently adds length Little evidence in adding

20

Property of the
Government of Kenya
and metres. and metres correctly and with and metres correctly. in centimetres and metres. length in centimetres and
ease. metres.
Subtract length in Subtracts length in Subtracts length in Inconsistently subtracts Little evidence in subtracting
centimetres and metres. centimetres and metres centimetres and metres length in centimetres and length in centimetres and
correctly and with ease. correctly. metres. metres.
Multiply length in Multiplies length in Multiplies length in Inconsistently multiplies Little evidence in multiplying
centimetres and metres. centimetres and metres centimetres and metres length in centimetres and length in centimetres and
correctly and with ease. correctly. metres. metres.
Divide length in Divides length in centimetres Divides length in Inconsistently divides Little evidence in dividing
centimetres and metres. and metres correctly and with centimetres and metres length in centimetres and length in centimetres and
ease. correctly. metres. metres.
Use IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
and enjoyment. and enjoyment fast and and enjoyment efficiently. devices for learning and devices for learning and
efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions

21 Not for Sale

 2.2 AREA By the end of the sub strand, the learner • Learners in pairs/groups to compare How can you work
(8 Lessons) should be able to: area of two surfaces directly by out area of different
a) compare area of given surfaces by placing one surface on the other. surfaces?
direct comparison, • Learners in pairs/groups to use
b) calculate area of squares and different unit square cut outs to
rectangles by counting unit squares, cover a given surface.
c) calculate area of squares and • Learners in pairs/groups to count
rectangles as a product of number of the number of unit square cut outs
rows and columns, used to cover the surface.
d) use IT devices for learning and • Learners in pairs /groups to
enjoyment, establish that area of a rectangle or
e) appreciate use of rows and columns in a square is same as number of rows
calculating area of squares and multiplied by number of columns.
rectangles in real life situations. • Learners in pairs/groups to work
out area of squares and rectangles
by multiplying number of rows by
number of columns.
• Learners in pairs/groups play
digital games involving area of
rectangles and squares.
Core Competencies to be developed:
• Communication and collaboration: as learners use unit squares to cover a given surface.
• Digital literacy: as learners play digital games.
• Learning to learn: as learners explore areas of different shapes in their homes.
•
PCIs: Values:
• Social cohesion as learners work out area of plain figures in pairs/ • Respect, love and unity as learners work in pairs/groups in placing and
groups. counting square cut outs.
• Environmental education as learners calculate area of their flower • Integrity as learners calculate area.
gardens in school and estimate the number of flowers in them.
Link to other subjects Suggested Community Service Learning Activities
• Languages as learners discuss in group activities. • Learners may assist in working out number of tiles to be used to cover the
floor in their home or community hall.
• Learners may visit a farmer in the neighborhood and help work out area
of land under different crops or livestock.

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Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Compare area of surfaces. Compares area of surfaces Compares area of surfaces Inconsistently compares area Little evidence in comparing
correctly and with ease. correctly. of surfaces. area of surfaces.
Calculate area of squares Calculates area of squares Calculate area of squares Inconsistently calculates area Little evidence in calculating
and rectangles through and rectangles through and rectangles through of squares and rectangles area of squares and rectangle
counting. counting correctly and with counting correctly. through counting. through counting.
ease.
Calculate area of squares Calculates area of squares Calculates area of squares Inconsistently calculates area Little evidence in calculating
and rectangles as product and rectangles as product of and rectangles as product of of squares and rectangles as area of squares and rectangle
of number of rows and number of rows and number of rows and product of number of rows as product of number of rows
columns. columns correctly and with columns correctly. and columns. and columns.
ease.
Use IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
and enjoyment. and enjoyment fast and and enjoyment efficiently. devices for learning and devices for learning and
efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.3 MASS By the end of the sub strand, the learner • Learners in pairs/groups to use one How can you
(6 Lessons) should be able to: kilogram masses to measure masses of measure mass in kg?
a) use a kilogram mass to measure given objects using a beam balance.

23 Not for Sale

 masses of different objects practically, • Learners in pairs/groups make a ½ kg
b) use ½ kg and ¼ kg masses to measure mass and use it to measure mass of given
masses of different objects practically, objects using a beam balance.
c) add mass involving kilograms in real • Learners in pairs/groups make a ¼ kg
life situations, mass and use it to measure mass of given
d) subtract mass involving kilograms in objects using a beam balance and an
real life situations, electronic balance.
e) use IT devices for learning and • Learners in pairs/groups add mass
enjoyment, involving kilograms (kg) in real life
f) appreciate measuring mass of situations.
different objects. • Learners in pairs/groups subtract mass
involving kilograms (kg) in real life
situations.
• Learners in pairs/groups play digital
games involving mass.
Core Competencies to be developed:
• Communication and collaboration: as learners measure mass in ½ kg and ¼ kg.
• Digital literacy: as learners plays digital games involving mass.
• Critical thinking and problem solving: as learners prepare ½ kg and ¼ kg masses from 1 kg mass.
PCIs: Values:
• Social cohesion as learners work in pairs/groups in measuring mass • Respect as learners work in groups/pairs in measuring mass.
in ½ kg and ¼ kg. • Honesty as learners report on their measurements.
• Animal welfare as learners document mass of animal feeds
consumed by each animal in school /home.
• Safety and security as learners play with different objects in the
school compound.
Link to other subjects Suggested Community Service Learning Activities
• Home Science as learners measure different ingredients. • Learners may assist in measuring mass of food stuffs in community
• Agriculture as learners feed livestock. functions.
• Learners may assist farmers in feeding animals with different masses of
feeds.

Assessment Rubrics

24

Property of the
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Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Use a Kilogram mass to Uses a Kilogram mass to Uses a Kilogram mass to Inconsistently uses a Little evidence in using a
measure mass of different measure mass of different measure mass of different Kilogram mass to measure Kilogram mass to measure
objects. objects accurately and with objects accurately. mass of different objects. mass of different objects.
ease.
Use ½ kg and ¼ kg masses Use ½ kg and ¼ kg masses to Use ½ kg and ¼ kg masses Inconsistently uses ½ kg and Little evidence in using ½
to measure mass of measure mass of different to measure mass of different ¼ kg masses to measure kg and ¼ kg masses to
different objects. objects accurately and with objects accurately. mass of different objects. measure mass of different
ease. objects.
Add mass in kg. Adds mass in kg correctly and Adds mass in kg correctly. Inconsistently adds mass in Little evidence in adding
with ease. kg. mass in kg.
Subtract mass in kg. Subtracts mass in kg correctly Subtracts mass in kg Inconsistently subtracts Little evidence subtracting
and with ease. correctly. mass in kg. mass in kg.
Use IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
and enjoyment. and enjoyment fast and and enjoyment efficiently. devices for learning and devices for learning and
efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.4 VOLUME By the end of the sub strand, the learner • Learners in pairs/groups/individually to How can you work
(6 Lessons) should be able to: pile cubes. out volume of cubes
a) work out volume of cubes and • Learners in pairs/groups/individually to and cuboids?
cuboids in real life situations, count the piles of cubes to determine the
b) use IT devices for learning and volume.

25 Not for Sale

 enjoyment, • Learners in pairs/groups to pile cuboids.
c) appreciate use of pilling method in • Learners in pairs/groups/individually to
working out volume in real life. count the piles of cuboids to determine
the volume.
• Learners in pairs/groups /individuals to
use IT devices to play games.
Core Competencies to be developed:
• Communication and collaboration: as learners pile cubes and cuboids.
• Digital literacy: as learners play digital games.
• Learning to learn: as learners explore objects of different volumes at home/ school/environment.
PCIs: Values:
• Environmental education as learners make the environment clean • Honesty and integrity as learners measure volume accurately.
and neat.
• Safety as learners pile objects.
Links to other subjects Suggested Community Services Learning Activities
• Language as learners discuss in groups. • Learners to be involved in stocking hay in a store and in arranging boxes i
• Agriculture as learners learn how to stock hay in a store. a store or shop.

Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Work out volume of cubes Works out volume of cubes Works out volume of cubes Inconsistently works out Little evidence in workin
and cuboids. correctly and with ease. correctly. volume of cubes. out volume of cubes.
Work out volume of Works out volume of cuboids Works out volume of Inconsistently works out Little evidence in workin

26

Property of the
Government of Kenya
cuboids. correctly and with ease. cuboids correctly. volume of cuboids. out volume of cuboids.
Uses IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using I
and enjoyment. and enjoyment fast and and enjoyment efficiently. devices for learning and devices for learning and
efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.5 CAPACITY By the end of the sub strand, the learner • Learners in pairs/groups to measure How can you
(6 Lessons) should be able to: capacity of containers using a 1 litre measure capacity in
a) measure capacity in litres in real life container in real life situations. real life situations?
situations, • Learners in pairs/groups/individually
b) measure capacity in ½ litres and ¼ to make ½ litre and ¼ litre containers
litres in real life situations, through filling and emptying using a
c) Add and subtract capacity involving 1 litre container.
litres in real life situations, • Learners in pairs/groups to use ½ litre
d) use IT devices for learning and and ¼ litre containers to measure
enjoyment, capacity of other containers.
e) appreciate use of the litre as a unit of • Learners in pairs/groups to add
measuring capacity in real life capacity involving litres in real life
situations. situations.
• Learners in pairs/groups to subtract
capacity involving litres in real life
situations.
• Learner in pairs/groups to play digital
games involving capacity.
Core Competencies to be developed:
• Communication and collaboration: as learners discuss and learn from one another.
• Critical thinking and problem solving: as learners make ½ litre and ¼ litre containers.
• Digital literacy: as learners play digital games.
PCIs: Values:
• Safety as learners prepare ½ litre and ¼ litre containers. • Honesty and integrity as learners measure capacity accurately.
• Environmental education as learners make the environment clean
and neat by avoiding spillage and wastage.

27 Not for Sale

Link to other subjects Suggested Community Service Learning Activities
• Languages as learners discuss in groups. • Learners may assist in measuring capacity of containers in social functions
• Home Science as learners conduct practical activities involving
measurement of liquids.

Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Measure capacity in litres by Measures capacity in litres Measures capacity in litres Inconsistently measures Little evidence in measuring
filling and emptying. by filling and emptying by filling and emptying capacity in litres by filling capacity in litres by filling and
accurately and with ease. accurately. and emptying. emptying.
Measure Capacity using ½ Measures capacity using ½ Measures capacity using ½ Inconsistently measures Little evidence in measuring
litres and ¼ litres. litres and ¼ litres accurately litres and ¼ litres capacity using ½ litres and capacity using ½ litres and ¼
and with ease. accurately. ¼ litres. litres.
Add Capacity in litres. Adds capacity in litres Adds capacity in litres Inconsistently adds capacity Little evidence in adding
correctly and with ease. correctly. in litres. capacity in litres.
Subtract Capacity in litres. Subtracts capacity in litres Subtracts capacity in litres Inconsistently subtracts Little evidence in subtracting
correctly and with ease. correctly. capacity in litres. capacity in litres.
Uses IT devices for learning Uses IT devices for learning Uses IT devices for Inconsistently uses IT Little evidence in using IT
and enjoyment. and enjoyment fast and learning and enjoyment devices for learning and devices for learning and
efficiently. efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.6 TIME By the end of the sub strand, the • Learners in pairs/groups to read and tell time 1. How can you tell
learner should be able to: in a.m. and p.m. using digital and analogue time?
(10 Lessons) clocks in real life situations. 2. How can you find
a) read and tell time in a.m. and • Learners in pairs/groups to estimate time of out time taken to
p.m. in real life situations, the day using the shadow. do an activity?

28

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 b) estimate time using a.m and p.m. • Learners in pairs/groups to convert hours to
in real life situations, minutes and minutes to hours in real life
c) convert units of time in real life situations.
situations, • Learners in pairs/groups to convert hours to
d) record time durations in hours days and days to hours in real life situations.
and minutes in real life • Learners in pairs/groups to convert days to
situations, weeks and weeks to days in real life
e) work out time duration in real situations.
life situations, • Learners in pairs/groups to measure and
f) use IT devices for learning and record duration of events in hours and
enjoyment, minutes using digital and analogue clocks.
g) appreciate time in real life • Learners in pairs/groups to work out addition
situations. involving units of time in real life situations.
• Learners in pairs/groups to work out
subtraction involving units of time in real life
situations.
• Learners in pairs/groups/individually to play
digital games involving time.
Core Competencies to be developed:
• Imagination and creativity: as learners estimate time using shadows.
• Learning to learn: as learners convert different units of time.
• Digital literacy: as learners play digital games.
PCIs: Values:
• Life skill as learners manage time. • Honesty and integrity as learners tell time.
• Sports and games as learners observe time.
Link to other subjects Suggested Community Service Learning Activities
• Physical and Health Education as learners time activities. • Learners may assist in maintaining correct time for taking medicine at
• Languages as learners participate in discussions. home/school.
• Agriculture as learners observe time for feeding animals. • Learners to observe time at home and community activities.
• Science and Technology as learners use sun as source of light and • Learners can assist farmers in planting, weeding or harvesting during the
also in estimating time duration of experiments. different seasons.
Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

29 Not for Sale

Read time in a.m and p.m. Reads time in a.m and p.m. Reads time in a.m and p.m. Inconsistently reads time in Little evidence in reading
correctly and with ease. correctly. a.m and p.m. time in a.m and p.m.
Tell time in a.m and p.m. Tells time in a.m and p.m. Tells time in a.m and p.m. Inconsistently tells time in Little evidence in telling
correctly and with ease. correctly. a.m and p.m. time in a.m and p.m.
Estimate time using a.m and Estimates time accurately Estimates time accurately. Inconsistently estimates Little evidence in estimating
p.m. and with ease. time. time.
Convert units of time. Converts units of time Converts units of time Inconsistently converts units Little evidence in converting
correctly and with ease. correctly. of time. units of time.
Measure and record time Measures and records time Measures and records time Inconsistently measures and Little evidence in measuring
durations in hours and durations in hours and durations in hours and records time in hours and and recording time in hours
minutes. minutes accurately and with minutes accurately. minutes. and minutes.
ease.
Work out addition involving Adds units of time correctly Adds units of time correctly. Inconsistently adds units of Little evidence in adding
units of time. and with ease. time. units of time.
Work out subtraction Subtracts units of time Subtracts units of time Inconsistently subtracts units Little evidence in
involving units of time. correctly and with ease. correctly. of time. subtracting units of time.
Uses IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
and enjoyment. and enjoyment fast and and enjoyment efficiently. devices for learning and devices for learning and
efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.7 MONEY By the end of the sub strand, the learner • Learners in pairs/groups/individually How can you save
(8 Lessons) should be able to: to convert shillings into cents and money?
a) convert shillings into cents and cents cents into shillings using real/
into shillings in different contexts, imitation money in different contexts.

30

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 b) participate in shopping activities • Learners in pairs/group to role play
involving money practically, shopping activities involving giving
c) determine needs and wants in real change and balance using real/
life situations, imitation money.
d) practice savings in real life, • Learners in pairs/groups to discuss and
e) work out questions involving money prioritize needs and wants.
in real life situations, • Learners in pairs/groups to discuss
f) identify money people pay to the meaning of saving.
county government for provision of • Learners in pairs/groups to discuss
services, savings at home.
g) use IT devices for learning and • Learners in pairs/groups to discuss
enjoyment, how to work out questions involving
h) appreciate the use of money in real money in real life situations.
life. • Learners in pairs/groups to discuss
market fee, cess, parking fee and
business permit as money people pay
to county government for provision of
services.
• Learners in pairs/groups/ individually
to play digital games involving
money.
Core Competencies to be developed:
• Communication and collaboration: as learners do shopping activities, giving change and balance.
• Self-efficacy: as learners discuss and report on needs and wants.
• Creativity and critical thinking: as learners learn how to spend money using a simple budget.
PCIs: Values:
• Patriotism as learners use money in coins and notes. • Honesty as learners spend/withdraw money as directed by parents.
• Financial literacy as learners shop and discuss needs, wants and • Responsibility as learners handle money given by parents.
savings.
Link to other subjects Suggested Community Service Learning Activities
• Home Science as learners purchase ingredients. • Learners to assist family members in shopping activities that involve
• Languages as learners discuss in groups. giving change and balance.
• Learners to work with family members in making home money banks.
Assessment Rubrics

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 Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Convert shillings to cents. Converts shillings to cents Converts shillings to cents Inconsistently converts Little evidence in converting
correctly and with ease. correctly. shillings to cents. shillings to cents.
Convert cents to shillings. Converts cents to shillings Converts cents to shillings Inconsistently converts Little evidence in converting
correctly and with ease. correctly. cents to shillings. cents to shillings.
Shopping activities. Role plays shopping Role plays shopping Inconsistently role plays Little evidence in role playing
activities correctly and activities correctly. shopping activities. shopping activities.
efficiently.
Needs and Wants. Prioritizes needs and wants Prioritizes needs and wants Inconsistently prioritize Little evidence in prioritizing
correctly and with ease. correctly. needs and wants. needs and wants.
Practice saving. Practices saving Practices saving. Inconsistently practices Little evidence in practicing
consistently. saving. saving.
Work out questions Works out questions Works out questions Inconsistently works out Little evidence in working out
involving money. involving money correctly involving money correctly. questions involving questions involving money.
and with ease. money.
Identify money people pay Identifies money people Identifies money people Inconsistently identifies Little evidence in identifying
to county government for pay to county government pay to county government money people pay to money people pay to county
provision of services. for provision of services for provision of services county government for government for provision of
. correctly and with ease. correctly. provision of services. services.
.

Uses IT devices for Uses IT devices for Uses IT devices for Inconsistently uses IT Little evidence in using IT
learning and enjoyment. learning and enjoyment learning and enjoyment devices for learning and devices for learning and
fast and efficiently. efficiently. enjoyment. enjoyment.
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
3.0 GEOMETRY 3.1 POSITION AND By the end of the sub strand, the • Learners in groups/pairs/individually How can you change
DIRECTION learner should be able to: to demonstrate a clockwise turn. your position?
(4 Lessons) a) demonstrate a clockwise and an • Learners in groups/pairs/individually
anti-clockwise turn in the to demonstrate an anti-clockwise
environment, turn.
b) demonstrate a quarter turn, half • Learners in groups/pairs/ individually

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 turn and full turn in the to demonstrate a quarter turn in both
environment, directions.
c) identify quarter, half and full turns • Learners in groups/pairs/individually
in the environment, to demonstrate a half turn.
d) use IT devices for learning and • Learners in groups/pairs/individually
enjoyment, to demonstrate a full turn.
e) appreciate use of position and • Learners in groups/pairs/individually
direction in real life situations. to play digital games involving
position and direction.
Core Competencies to be developed:
• Imagination and creativity: as learners discuss in groups.
• Imagination and creativity: as learners make turns in given positions.
• Learning to learn: as learners make turns from previously observed parades.
• Digital literacy: as learners play digital games.
PCIs: Values:
• Safety as learners observe vehicles while crossing roads. • Unity as learners perform the turns in groups.
• Patriotism as learners match while singing patriotic songs. • Responsibility as learners cross roads.
Link to other subjects Suggested Community Service Learning Activities
• Science and Technology as learners study directions. • Learners to guide participants on how to make different turns during walks
• Social Studies as learners study position in maps. and parades in National days community celebrations.
• Music while matching to beats of a song.

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Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Clockwise and anti- Turns clockwise and anti- Turns clockwise and anti- Inconsistently turns Little evidence in turning
clockwise turn. clockwise accurately and with clockwise accurately. clockwise and anti- clockwise and anti-
ease. clockwise. clockwise.
Quarter, half and full turn. Demonstrates quarter, half and Demonstrates quarter, half Inconsistently Demonstrates Little evidence in
full turn accurately and with and full turn accurately. quarter, half and full turn. demonstrating quarter, half
ease. and full turn accurately.
Identify turns. Identifies quarter, half and full Identifies quarter, half and Inconsistently identifies Little evidence in identifyin
turn correctly and with ease. full turn correctly. quarter, half and full turn. quarter, half and full turn.
Uses IT devices for Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
learning and enjoyment. and enjoyment fast and and enjoyment efficiently. devices for learning and devices for learning and
efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question

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 3.2 ANGLES By the end of the sub strand, the • Learners in pairs/groups /individually to Where can you find
(4 Lessons) learner should be able to: identify angles in the environment. angles in the
• identify angles in the • Learners in pairs/groups to identify right environment?
environment, angles in the environment.
• identify different types of angles • Learners in pairs/groups to identify acute
in the environment, angles in the environment.
• compare angles practically, • Learners in pairs/groups to identify obtuse
• use IT devices for learning and angles in the environment.
enjoyment, • Learners in pairs/groups to identify reflex
• appreciate use of angles in real angles in the environment.
life situations. • Learners in pairs/groups to compare angles
using a right angle.
• Learners in pairs/groups/individually to play
digital games and learn more about angles.
Core competencies to be developed:
• Communication and collaboration: as learners compare angles.
• Learning to learn: as learners identify angles.
• Digital literacy: as learners play digital games.
PCIs: Values:
• Environmental education as learners plant flowers and trees to • Responsibility and respect as learners make accurate measurements.
demonstrate angles and shapes.
• Social cohesion as learners work in groups.
Link to other subjects: Suggested Community Service Learning Activities:
• Creative Art as learners draw angles. • Learners to assist in making of furniture and house construction in the
• Agriculture as learners plant seeds at angles and in parallel rows. community.

Assessment Rubrics

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Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Identify Angles. Identifies angles correctly Identifies angles correctly. Inconsistently identifies Little evidence in identifyin
and with ease. angles. angles.
Identify Right angles. Identifies right angles Identifies right angles Inconsistently identifies Little evidence in identifyin
correctly and with ease. correctly. right angles. right angles.
Identify Acute angles. Identifies acute angles Identifies acute angles Inconsistently identifies Little evidence in identifyin
correctly and with ease. correctly. acute angles. acute angles.
Identify Obtuse angles. Identifies obtuse angles Identifies obtuse angles Inconsistently identifies Little evidence in identifyin
correctly and with ease. correctly. obtuse angles. obtuse angles.
Identify Reflex angles. Identifies reflex angles Identifies reflex angles Inconsistently identifies Little evidence in identifyin
correctly and with ease. correctly. reflex angles. reflex angles.
Compare angles. Compares angles correctly Compares angles correctly. Inconsistently compares Little evidence in comparing
and with ease. angles. angles.
Uses IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
and enjoyment. and enjoyment fast and and enjoyment efficiently. devices for learning and devices for learning and
efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question

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 3.3 2-D SHAPES By the end of the sub strand, the • Learners in pairs/groups/individually to identify 1. How can you
(6 Lessons) learner should be able to: shapes in the environment. identify a 2-D
a) identify different shapes in • Learners in pairs/groups to identify line of shape?
the environment, symmetry by folding the shape into two equal 2. How can you make
b) identify line of symmetry, parts and identify the fold line as line of patterns using
practically symmetry. shapes?
c) make patterns using • Learners in pairs/groups/individually to make
different shapes, patterns using squares, rectangles and triangles.
d) identify properties of 2-D • Learners in pairs/groups to identify properties of a
shapes practically, square practically.
e) use IT devices for learning • Learners in pairs/groups to identify properties of a
and enjoyment, rectangle practically.
f) appreciate using shapes in • Learners in pairs/groups to identify properties of a
real life situations. triangle practically.
• Learners in pairs/groups to use IT devices to learn
more about 2-D shapes and make patterns.
Core competencies to be developed:
• Communication and collaboration: as learners identify different shapes.
• Learning to learn: as learners identify properties of different shapes.
• Digital literacy: as learners play digital games.

PCIs: Values:
• Financial literacy as learners make patterns for commercial use. • Responsibility and respect: as learners report on
• Patriotism as learners make shapes of Kenya, national flag by arranging properties of 2-D shapes.
themselves in rows and columns.
Link to other subjects: Suggested community service Learning activities:
• Creative activities as learners identify objects of different shapes in the • Learners may assist farmers in identifying 2-D shapes in
environment for making structures like animal cages. the environment for making animal cages.
• Languages as learners participate in discussions.

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Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Identify different Identifies different shapes in the Identifies different shapes Inconsistently identifies Little evidence in identifyin
shapes in the environment correctly and with in the environment different shapes in the different shapes in the
environment. ease. correctly. environment. environment.
Identify lines of Identifies lines of symmetry Identifies lines of Inconsistently identifies Little evidence in identifyin
symmetry. correctly and with ease. symmetry correctly. lines of symmetry. lines of symmetry.
Make patterns using Makes patterns using different Identifies patterns using Inconsistently identifies Little evidence in making
different shapes. shapes fast and effectively. different shapes patterns using different patterns using different
effectively. shapes. shapes.
Identify properties of Identifies properties of squares Identifies properties of Inconsistently identifies Little evidence in identifyin
squares. correctly and with ease. squares correctly. properties of squares. properties of squares.
Identify properties of Identifies properties of rectangles Identifies properties of Inconsistently identifies Little evidence in identifyin
rectangles. correctly and with ease. rectangles correctly. properties of rectangles. properties of rectangles.
Identify properties of Identifies properties of triangles Identifies properties of Inconsistently identifies Little evidence in identifyin
triangle. correctly and with ease. triangles correctly. properties of triangles. properties of triangles.
Uses IT devices for Uses IT devices for learning and Uses IT devices for Inconsistently uses IT Little evidence in using IT
learning and enjoyment fast and efficiently. learning and enjoyment devices for learning and devices for learning and
enjoyment. efficiently. enjoyment. enjoyment.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question

4.0 DATA 4.1 DATA By the end of the sub strand, the • Learners in groups to collect and How can you represent
HANDLING (8 Lessons) learner should be able to: record data involving real life data?
a) represent data involving real life situations using tally marks.
situations using frequency tables, • Learners in pairs/groups/
b) work out questions involving individually to represent data
frequency tables representing real collected from real life situations
life situations, using frequency tables.
c) identify where frequency tables are • Learners in pairs/
used in real life, groups/individually to interpret
d) use IT devices for learning and frequency tables representing
enjoyment, real life situations.
e) appreciate use of frequency tables • Learners in
in representing data in real life pairs/groups/individually to
situations. work out questions involving
frequency tables representing
real life situations.
• Learners in pairs/ groups to
discuss where frequency tables
are used.
• Learners in
pairs/groups/individually to use
IT devices and learn more on
data collection.
Core competencies to be developed:
• Communication and collaboration: as learners collect data.
• Learning to learn: as learners identify how to represent data.
• Digital literacy: as learners play digital games.
PCIs: Values:
• Health related issues as learners collect data on patients. • Love and respect as learners collect data in groups.
• Environment as learners collect data on environmental issues e.g. number of trees • Responsibility and integrity as learners collect data.
in schools.
Link to other subjects: Suggested community service Learning activities:
• Languages as learners are involved in group discussions. Learners may assist in collecting data on attendance/number of
items in community functions.

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• Agriculture and Science and Technology as learners collect data.

Assessment Rubrics

Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Represent data using Represents data using Represents data using Inconsistently represents Little evidence data in using
frequency tables. frequency tables correctly frequency tables correctly. data using frequency tables. frequency tables.
and with ease.
Interpret frequency tables. Interprets frequency tables Interprets frequency tables Inconsistently interprets Little evidence in
correctly and with ease. correctly. frequency tables. interpreting frequency
tables.
Uses IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
and enjoyment. and enjoyment fast and and enjoyment efficiently. devices for learning and devices for learning and
efficiently. enjoyment. enjoyment.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question

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5.0 ALGEBRA 5.1 USE OF By the end of the sub strand, the • Learners in How can you simplify
LETTERS learner should be able to: pairs/groups/individually to algebraic expressions?
(6 Lessons) a) represent the unknown in real life represent the unknown in real
situations using letters, life situations using letters.
b) form algebraic expressions to • Learners in
represent real life situations, pairs/groups/individually to form
c) simplify algebraic expressions algebraic expressions to
representing real life situations, represent real life situations.
d) use IT devices for learning and • Learners in
enjoyment, pairs/groups/individuals to
e) appreciate the use of algebraic simplify algebraic expressions
expressions. representing real life situations.
• Learners in
pairs/groups/individually to play
digital games involving algebraic
expressions.
Core competencies to be developed:
• Learning to learn: as learners represent the unknown using letters.
• Communication and collaboration: as learners form algebraic expressions.
• Digital literacy: as learners play digital games.

PCIs: Values:
• Self- esteem as learners represent the unknown using letters in real life • Responsibility as learners represent the unknown using
situations. letters.
• Social cohesion as learners work in pairs/groups. • Love as learners work in groups.
• Environmental education as learners group objects /litter from the environment
using letters.
Link to other subjects: Suggested Community Service Learning Activities:
• Languages as learners represent the unknown using letters. • Learners may assist in sorting litter in the community.

Assessment Rubrics

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Indicators Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Represent unknown using Represents unknown using Represents unknown using Inconsistently represents Little evidence in
letters. letters correctly and with letters correctly. unknown using letters. representing unknown using
ease. letters.
Form algebraic expressions. Forms algebraic expressions Forms algebraic expressions Inconsistently forms Little evidence in forming
correctly and with ease. correctly. algebraic expressions. algebraic expressions.
Simplify algebraic Simplifies algebraic Simplifies algebraic Inconsistently simplifies Little evidence in
expressions. expressions correctly and expressions correctly. algebraic expressions. simplifying algebraic
with ease. expressions.
Uses IT devices for learning Uses IT devices for learning Uses IT devices for learning Inconsistently uses IT Little evidence in using IT
and enjoyment. and enjoyment fast and and enjoyment efficiently. devices for learning and devices for learning and
efficiently. enjoyment. enjoyment.

Suggested Assessment

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Assessment may be through oral, written or observation following the assessment rubrics.

SUGGESTED RESOURCES

STRAND SUB STRAND SUGGESTED RESOURCES

Whole numbers Place value apparatus, number charts, number cards, multiplication table
NUMBERS Addition Place value chart, Abacus
Subtraction Place value chart, Abacus
Multiplication Multiplication tables
Division Multiplication tables
Fractions Equivalent fraction board, Circular and rectangular cut outs, counters, clock face
Decimals 100 square grid, rectangular paper strips, Place value charts, number cards
Length Metre rule, 1metre sticks, tape measure
MEASUREMENT Area Square cut outs, paper cut outs
Mass 1kg mass, soil or sand, manual/electronic weighing machine, beam balance
Volume Cubes, cuboids
Capacity 1 liter containers, containers of different sizes, water, sand ,soil
Time Analogue and digital clocks, digital watches, am /pm chart
Money Real / imitation money, price list
GEOMETRY Position and direction Clock face
Angles Representation of different angles
2-D shapes Cut outs of rectangles, circles, and triangles of different sizes
DATA HANDLING Data Data from different sources
ALGEBRA Use of letters Information from different sources

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.

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 SUGGESTED NON-FORMAL ACTIVITIES

STRAND SUB STRAND SUGGESTED NON-FORMAL ACTIVITIES

Numbers Whole Numbers Learners to play number games and count items in the environment.
Addition Learners to work out total scores in a game.
Subtraction Learners to work out the difference in scores for various teams during play.
Multiplication Learners to work out the number of flowers in a flower bed by considering the number of rows and
columns.
Division Learners to distribute themselves into teams during play activities e.g. football.
Fractions Learners to share items during play.
Decimals Learners to represent decimals using paper cut outs during play.
Measurement Length Learners to mark play areas.
Area Learners to mark their areas of operation in different games e.g. netball.
Mass Learners to play games using a sea saw.
Volume Learners to pile up same items during play.
Capacity Learners to fill and empty containers during play.
Time Learners to observe shadows and relate them to different times of the day.
Money Learners to practice shopping activities during play.
Geometry Position and Direction Learners to make different turns during singing games.
Angles Learners to make toys of cars or dolls during play.
2-D Shapes Learners to make different shapes for use during play.
Data Handling Data Learners to represent different number of items using sticks as tallies practically.
Algebra Use of letters Learners to represent items using letters during play.

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SCIENCE AND TECHNOLOGY

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Essence Statement

Science and Technology is a learning area which engages in the human pursuit to understand the relationships between the living and non-living universe
Science is a discipline that deals with explanations and predictions about nature and the universe while Technology is the application of science to creat
devices that can solve problems and do tasks.

The achievement of Vision 2030 greatly depends on Science, Technology and Innovation. Sessional Paper No.1 of 2005 highlights the fact that for
breakthrough towards industrialisation, achievement of the desired economic growth targets and social development, a high priority needs to be placed o
the development of human capital through education and training by promoting the teaching of sciences and information technology. This is als
highlighted in the Sessional Paper 14, 2012 which stresses the need for sustainable basic and higher education, with an emphasis on Science, Technolog
and Innovation (ST&I). This makes it necessary for Science and Technology to be taught in Upper Primary Education level.

This learning area builds on the competencies introduced at the lower primary under the learning area of Environmental Activities and equips the learne
with pre-requisite skills which are required in Integrated Science and Pre-technical and Pre-career studies at the lower secondary level. These enabl
learners prepare for Science, Technology, Engineering and Mathematics (STEM) in subsequent levels of education cycle. Inquiry based learning (IBL)
Project based learning (PBL), Problem based learning (PBL) and Social Scientific Issue learning (SSI) approaches will be employed throughout th
learning experiences in this area as advocated for by John Dewey’s social constructivist theory which emphasizes the learner should be given a
opportunity to learn through hands-on activities. Engineering design shall be used as a pedagogical strategy to bridge science concepts with other learnin
areas to solve simple open-ended problems, develop creative thinking and analytical skills among learners, make decisions, and consider alternativ
solutions to address a variety of situations.

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Learning outcomes

By the end of upper primary the learner should be able to::

• Interact with the environment for learning and sustainable development.

• Apply digital literacy skills appropriately for communication, learning and enjoyment.
• Appreciate the contribution of science and technology in the provision of innovative solutions.
• Use scientific knowledge to observe, explain the natural world,
• Mke functional discoveries that impact individuals and the wider society.
• Use innovative approaches as well as critical thinking and problem solving skills to stimulate scientific inquiry, at the local, national an
global levels for lifelong learning.

Strands

1. Living things
2. Environment
3. Digital Technology
4. Matter
5. Force and Energy
6. Earth and Space

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Strand Sub-Strand Specific learning outcomes Suggested learning experiences Key inquiry
question
1.0 Living 1.1Plants By the end of the sub strand a) Learners take a walk in the school compound and What makes plants
things 1.0.1 1.1.1Characteristics the learner should be able to: the neighbourhood to observe, discuss and record living things?
of plants. a) Identify living and non- evidence that plants: feed, grow, breathe,
living things in the reproduce, remove waste, move, respond to
(5 lessons) environment changes in their environment and die.
b) Identify the b) Learners use digital devices to observe, discuss and
characteristics of plants record evidence that plants: feed, grow, breathe,
as living things. reproduce, remove waste materials, move, respond
c) Observe characteristics to changes in their environment and die.
of plants in the c) In groups, learners are guided to observe safety
environment. precautions when handling plants (Examples:
d) Demonstrate practise use of gloves, forceps, goggles, tongs,
responsibility while overcoats)
handling plants. Project: With the help of parents, learners’ plant seeds,
e) Grow some plants observe as they grow and record the changes taking
found in the locality place as the plants grow to maturity.
Core competencies to be developed: Critical thinking as they identify plants; Communication and Collaboration as they work in groups and share
information; Digital literacy as they use digital devices to take pictures and observe the characteristics of plants.
PCIs: Environmental sustainability by taking care of plants as they handle and observe Values: Demonstrate responsibility by taking care of plants
parts of plants; Disaster risk reduction while handling different types of plants (poisonous Respect and love for one another as they work in groups.
and non-poisonous).
Links to other Learning areas: Agriculture as they observe plants as crops Suggested Community Service Learning Activities:
Identifying plants in his/her environment; Taking care of
plants in the community.

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Suggested Assessment Rubric
4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Identifying the Correctly and consistently Correctly identifies Identifies some characteristics of Unable to identify
characteristics of plants as identifies characteristics of characteristics of plants plants that make them living characteristics of plants
living things in his/her plants that make them living that make them living things. that make them living
environment. things. things. things.
Demonstrating responsibility Consistently and correctly Consistently demonstrates Sometimes demonstrates Rarely demonstrates
while handling plant demonstrates responsibility responsibility when responsibility when handling plant responsibility when
materials. when handling plant handling plant materials materials handling plant materials
materials
Growing of plants Consistently cares for and Cares for and observes Sometimes cares for and observes Does not care for and
observes plants plants plants observe plants

Strand Sub-Strand Specific learning outcomes Suggested learning experiences Key inquiry
questions
1.0 Living 1.1 Animals By the end of the sub strand a) Learners take a walk in the school compound and 1. What makes
things 1.1.1 Characteristics the learner should be able to: the neighbourhood to observe, discuss and record animals living
of animals. a) Identify the characteristics evidence that animals: feed, grow, breathe, things?
1.1.2 of animals as living reproduce, remove waste, move, respond to 2. Which ways do
things. changes in their environment and die. animals differ
(8 lessons) b) Observe characteristics of b) Learners use digital devices to observe, discuss from each other?
animals in the r and record evidence that animals: feed, grow,
environment. breathe, reproduce, remove waste materials,
c) Distinguish between move, respond to changes in their environment
vertebrates and and die.
invertebrates. c) In groups, learners discuss the main difference
d) Demonstrate between vertebrates and invertebratescts.
responsibility while d) In groups, learners are guided to observe safety
handling animals. precautions when handling animals (Examples:
e) practise use of gloves, forceps, goggles, tongs,
overcoats)
Project: With the help of parents, learners make a
portfolio of vertebrate and invertibrates animals

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Core competencies to be developed: Critical thinking while identifying animals; Communication and Collaboration as they work in groups; Digital
literacy as they use digital devices to observe animals.
PCIs: Environmental sustainability by taking care of animals; Disaster risk Values: Demonstrate responsibility by handling for animals in his/her
reduction by avoiding dangerous animals. environment; Respect for one another as they work in groups.
Links to other learning areas: Agriculture (taking care of animals); Suggested Community Service Learning Activities: Identifying
Mathematics (grouping animals based on their characteristics); Home Science animals in his/her environment;.
(Hygiene – washing hands changing clothes after interacting with animals).

Suggested Assessment Rubric

4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Identifying the characteristics of Correctly and consistently Correctly identifies Identifies some characteristics Unable to identify
animals as living things. identifies characteristics of characteristics of animals of animals that make them characteristics of animals
animals that make them that make them living living things. that make them living
living things. things. things.
Observing the characteristics of Accurately and Accurately observes Observes some characteristics Unable to observe
animals as living things. consistently observes characteristics of animals of animals that make them characteristics of animals
characteristics of animals that make them living living things. that make them living
that make them living things. things.
things.
Classifying animals according Accurately and Accurately classifies Classifies animals according to Unable to classify animals
whether they are vertebrates or consistently classifies animals according to their products. according to their
invertebrates animals according to their their products products.
products
Taking care and Observing safety Consistently and correctly Consistently takes care Sometimes takes care and Rarely takes care and
while interacting with animals. takes care and observes and observes safety while observes safety while observes safety while
safety while interacting interacting with animals. interacting with animals. interacting with animals.
with animals.

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Strand Sub-Strand Specific learning outcomes Suggested learning experiences Key inquiry
questions
1.0 1.2 Human body By the end of the sub strand a) In groups, learners are guided to use digital devices 1. How are the
Living 1.2.1 Human body the learner should be able to: and visual aids to observe and identify parts of the different parts of
things system a) Identify parts of the digestive system (mouth, teeth, oesophagus, the digestive
digestive system. stomach, small intestines, liver, pancreas, large system suited to
1.2.1 Digestive system b) Describe functions of the intestines, rectum, anus) their functions?
different parts of the b) In groups, learners are guided to use digital devices 2. How do teeth
digestive system and visual aids to discuss the functions of parts of differ?
12 lessons c) Develop curiosity about the digestive system (the mouth, oesophagus,
taking care of the teeth stomach, small intestines, large intestines, rectum,
d) Model the four different anus)
types of teeth. c) In groups learners are guided to demonstrate the
use of different types of teeth (Incisors, Canines,
Pre-molars and Molars) using locally available
food items (e.g. sugar cane, carrots, fruits, tubers),
and digital devices.
d) In groups learners are guided to draw/model the
four types of teeth using locally available materials.
Core competencies to be developed: Critical thinking while identifying different parts of the digestive system and the four types of teeth;
Communication and Collaboration as they work in groups; Digital literacy as they use digital devices to observe and identify functions of parts of the
digestive system/ the four types teeth.
PCIs: Environmental sustainability as they collect materials for modelling; Values: Demonstrate responsibility by caring for the models and
Disaster risk reduction by taking care as they model the teeth. materials; Respect for one another as they work in groups.
Links to other learning areas: Art and craft when modelling; Mathematics Suggested Community Service Learning Activities: Advocate for the
(grouping teeth based on their structure and functions); Home Science right use of teeth in their community.
(taking care of their teeth).

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 4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Identifying the external Correctly and consistently Correctly identifies parts Identifies some parts of Unable to identify parts of the
parts of the digestive identifies parts of the digestive of the digestive system the digestive system and digestive system and external
system and external parts system and the external parts of and the external parts of some external parts of a parts of a tooth.
of a tooth a tooth. a tooth. tooth.
Describing functions of Accurately and consistently Accurately describes Describes functions of Unable to describe functions of
parts of the digestive describes functions of parts of functions of parts of the some parts of the parts of the digestive system
system the digestive system. digestive system digestive system
Drawing the external Accurately and consistently Accurately draws the Draws some parts of the Unable to draw the external
structure of a tooth draws the external structure of a external structure of a external structure of a structure of a tooth.
tooth. tooth. tooth.
Identifying the four types Consistently and correctly Consistently identifies Identifies some types of Unable to identify the four types
of teeth. identifies the four types of teeth. the four types of teeth. teeth. of teeth.
Identifying the functions of Consistently and correctly Consistently identifies Identifies some functions Unable to identify the functions
the four types of teeth identifies the functions of the the functions of the four of teeth. of the four types of teeth.
four types of teeth. types of teeth.
Showing curiosity as Consistently shows curiosity as Shows curiosity as Sometimes shows Does not show curiosity as
he/she observes the he/she observes the different he/she observes the curiosity as he/she he/she observes the different
different types of teeth types of teeth. different types of teeth. observes the different types of teeth.
types of teeth.
Modelling the four types of Accurately and consistently Accurately models the Models some types of Unable to model the four types
teeth models the four types of teeth. four types of teeth. teeth of teeth.

Strand Sub-Strand Specific learning outcomes Suggested learning experiences Key inquiry question

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2.0 Environment 2.0 Air By the end of the sub strand the a) In groups, learners are guided to discuss the 1. What causes air
Pollution learner should be able to: meaning of the terms “pollution” and “air pollution?
a) State the meaning of the terms pollution”. 2. What are the
(12 lessons) “pollution” and “air pollution”. b) Learners to be guided as they use visual aids effects of air
b) Identify air pollutants in and digital devices to explore the meaning of pollution?
his/her environment. “pollution” and “air pollution”. 3. How can you
c) Distinguish between clean and c) In groups, learners walk around the school and reduce air
polluted air in his/her neighbourhood to observe, identify and record pollution?
environment. air pollutants (bad smell, dust, smoke).
d) Identify effects of air pollution d) Learners to be guided as they use visual aids
on living things. and digital devices to identify and record air
e) Appreciate the importance of pollutants.
clean air in his/her e) In groups, learners walk around the school and
environment. neighbourhood to observe and identify clean
f) Identify ways of reducing air and polluted air (toilets, dusty area, smoky areas
pollution. and decomposing matter).
g) Make a functional air f) Learners to be guided as they use visual aids
pollution detector. and digital devices to differentiate between
h) Make a functional dust mask clean and polluted air.
using locally available g) In groups, learners walk around the school and
materials. neighbourhood to observe, identify and record
the effects of air pollution on living things
(breathing problems, irritation of eyes,
visibility and growth of plants)
h) In groups, learners to use visual aids and digital
devices to identify the effects of air pollution on
living things.
i) Learners are guided to identify and discuss
ways of reducing air pollution (proper disposal
of waste; Ventilation; Use of Ventilation
Improved Pit latrines; sprinkling ash in pit
latrines; Sprinkling water on dusty grounds).
j) In groups, learners are guided to observe safety
precautions when working in air polluted
environment (Example: practise use of dust
masks, goggles, overcoats).

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 Project 1: In groups, learners are guided to make a
simple air pollution detector using a clean white
piece of cloth.
Project 2: Learners are guided to make a
functional dust mask using locally available
materials.
Core competencies to be developed: Citizenship when reducing air pollution in his/her environment; Digital literacy as he/she searches for information
about air pollution; Critical thinking when deciding on ways of reducing air pollution; Problem solving when reducing air pollutants in his/her
environment.

PCIs: Environmental conservation as he/she reduces air pollution; Health Education as Values: Responsibility as he/she reduces air pollution;
he/she identifies health problems associated with air pollution; Safety as he/she makes the Love and respect for each other as they work in groups.
dust masks.
Links to other Learning areas: Agriculture: Use of compost pits to dispose waste matter Suggested Community Service Learning Activities:
which turns into manure; Home Science: Use of dust masks when cleaning the compound; Planting trees and grass to reduce dust; Proper disposal of
Mathematics: measurements when making pollution detectors and functional dust masks. waste in his/her environment.

Suggested Assessment Rubric

4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Distinguishing between clean Correctly and consistently Correctly distinguishes Occasionally distinguishes Unable to distinguish
and polluted air. distinguishes between clean between clean and polluted between clean and polluted between clean and polluted
and polluted air. air. air. air.
Identifying air pollutants in Correctly and consistently Correctly identifies air To some extent identifies air Unable to identify air
his/her environment. identifies air pollutants. pollutants. pollutants. pollutants.
Identifying effects of air Correctly and consistently Correctly identifies the To some extent identifies Unable to identify the
pollution on living things. identifies the effects of air effects of air pollution on the effects of air pollution effects of air pollution on
pollution on living things. living things. on living things. living things.
Appreciating the importance Consistently shows Shows appreciation for the Sometimes shows Does not show appreciation
of clean air in his/her appreciation for the importance of clean air in appreciation for the for the importance of clean
environment. importance of clean air in his/her environment. importance of clean air in air in his/her environment.
his/her environment. his/her environment.
Making a simple air Correctly and neatly makes Correctly makes a simple air Inaccurately makes a simple Unable to make a simple air
pollution detector. a simple air pollution pollution detector. air pollution detector. pollution detector.
detector.
Making a functional dust Correctly and consistently Correctly makes a functional Inaccurately makes a Unable to make a functional

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mask using locally available makes a functional dust dust mask using locally functional dust mask using dust mask using locally
materials. mask using locally available available materials. locally available materials. available materials.
materials.

Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry
questions
2.0 2.2 Water By the end of the sub strand the learner a) In groups, learners are guided to discuss the 1. What causes wate
Environment Pollution should be able to: meaning of the term “water pollution”. pollution?
a) State the meaning of the term b) Learners to be guided as they use visual aids and 2. What are the
(11 lessons) “water pollution”. digital devices to explore the meaning of the effects of water
b) Identify water pollutants in his/her term “water pollution”. pollution?
environment. c) In groups, learners walk around the school and 3. How can water
c) Distinguish between clean and neighbourhood to observe, identify and record pollution be
polluted water in his/her water pollutants (soil and waste). reduced?
environment. d) Learners to be guided as they use visual aids and
d) Identify effects of water pollution digital devices to observe, identify and record
on living things. water pollutants.
e) Appreciate the importance of clean e) In groups, learners walk around the school and
water in his/her environment. neighbourhood to observe and identify clean and
f) Identify ways of reducing water polluted water (water in a pit, open pools, ponds,
pollution. rivers, sewers and watering troughs).
g) Make a functional water filter using f) Learners to be guided as they use visual aids and
locally available materials. digital devices to differentiate between clean and
polluted water.
g) In groups, learners walk around the school and
neighbourhood to observe, identify and record
the effects of water pollution on living things
(waterborne diseases, death of plants and
animals that live in water).
h) In groups, learners to use visual aids and digital
devices to identify the effects of water pollution

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 on living things.
i) Learners are guided to identify and discuss ways
of reducing water pollution (proper disposal of
waste; proper disposal of dirty water).
j) In groups, learners are guided to observe safety
precautions when working in water polluted
environment (Example: practise use of
gumboots and gloves).
Project: In groups, learners are guided to make a
functional water filter using locally available
materials.
Core competencies to be developed: Citizenship when reducing water pollution in the environment; Digital literacy as he/she searches for information
about water pollution; Critical thinking when deciding on ways of reducing water pollution; Problem solving when reducing water pollutants in his/her
environment.
PCIs: Environmental conservation as he/she reduces water pollution; Health Values: Responsibility as he/she reduces water pollution; Love and
Education as he/she identifies health problems associated with water pollution; respect for each other as they work in groups.
Safety as he/she makes a water filter.
Links to other Learning areas: Home Science: Use of water filter to obtain Suggested Community Service Learning Activities: Proper disposal
clean water for domestic use. of waste in his/her environment. Use of water filter to obtain clean
water for domestic use in the community.

Suggested Assessment Rubrics

4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Distinguishing between Correctly and consistently Correctly distinguishes To some extent distinguishes Unable to distinguish between
clean and polluted water. distinguishes between clean between clean and between clean and polluted clean and polluted water.
and polluted water. polluted water. water.
Identifying water Correctly and consistently Correctly identifies water To some extent identifies one Unable to identify water
pollutants in his/her identifies water pollutants pollutant in his/her water pollutants in his/her pollutants in his/her
environment. his/her environment. environment. environment. environment.
Identifying effects of Correctly and consistently Correctly identifies the To some extent identifies the Unable to identify the effect o
water pollution in his/her identifies the effects of water effects of water pollution effect of water pollution on water pollution on living
environment. pollution on living things. on living things. living things. things.
Appreciating the Consistently shows appreciation Shows appreciation for Sometimes shows Does not show appreciation
importance of using clean for the importance of using importance of using clean appreciation for importance for the importance of using
water in his/her clean water in his/her water in his/ her of using clean water in clean water in his/her

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environment. environment. environment. his/her environment. environment.

Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry questions
3.0 Digital 3.1 Digital By the end of the sub strand the a) In groups, learners are guided to discuss the 1. What are the main
Technology devices learner should be able to: meaning of the term “digital device”. parts of a digital
(7 lessons) a) Define the term “digital b) In groups, learners are guided to observe and device?
device”. identify the various digital devices in their 2. What are the
b) Identify the various digital locality (Desk top computer, Laptop, Mobile functions of the

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 devices in his/her locality. phone, TVs, Radios, Tablets, iPads). main parts of a
c) Identify different parts of c) In groups, learners are guided to observe and computer?
digital devices in his/her identify the various parts of digital devices
locality. using real objects and/or visual aids (for
d) State the functions of the example: key board/touch pad, mouse, monitor,
various parts of a digital CPU, cables)
device. d) In groups, learners to discuss the functions of
e) Demonstrate proper connection the various parts a digital device.
of parts of digital devices. e) In groups, learners are guided to connect parts
f) Demonstrate proper use of of the digital devices in their locality.
digital devices in their day to f) Learners to practice proper use of digital
day life. devices (typing, taking photos, play stations,
g) Model external parts of a recording videos and audios).
digital device using locally Project: In groups, learners to model external parts
available materials. of a digital device using locally available materials.
Core competencies to be developed: Digital literacy as they use digital devices; Critical thinking and Problem solving as they identify and connect the
components of a digital device, Communication and Collaboration as they work in groups; Imagination and Creativity as they model parts of a digital
device; Learning to learn by properly connecting the different parts for use.
PCIs : Safety when handlings digital devices Values: Responsibility as they handle digital devices.
Links to other Learning Areas: Art and Craft when modelling; Suggested Community Service Learning Activities: connection of digital
Mathematics when matching parts of the digital devices devices for use in the community.

Suggested Assessment Rubrics

4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Definition of the term Correctly and consistently Correctly defines the term To some extent defines the Unable to define the term
“digital device”. defines the term “digital device”. “digital device”. term “digital device”. “digital device”.
Identification of the Correctly and consistently Correctly identifies digital To some extent identifies Unable to identify digital

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various digital devices. identifies digital device. device. digital device. device.
Identification of different Accurately identifies all Identifies some computing Identifies some computing Unable to identify computin
parts of a computing device computing devices and their devices and their parts in devices in his/her school. devices and their parts in
in his/her school. parts in his/her school. his/her school. his/her school.
Stating the functions of the Correctly and consistently states Correctly states the Sometimes states the Unable to state any function
various parts of a the functions of all the parts of a functions of some parts of functions of parts of a of parts of a computing
computing device computing device. a computing device. computing device. device.
Demonstrating proper Accurately and consistently Correctly demonstrates Sometimes demonstrates Unable to demonstrate
connection of parts of demonstrates proper connection proper connection of parts proper connection of parts proper connection of parts of
computing devices of parts of computing devices. of computing devices. of computing devices. computing devices.

Demonstrating proper use Accurately and consistently Correctly demonstrates Sometimes demonstrates Unable to demonstrate
of computing devices in demonstrates proper use of proper use of computing proper use of computing proper use of computing
their day to day life. computing devices in his/her day devices in his/her day to devices in his/her day to devices in their day to day
to day life. day life. day life. life.
Modelling external parts of Correctly models all external Correctly model some Attempts to model Unable to model external
a computer using locally parts of a computer using locally external parts of a external parts of a parts of a computer using
available materials. available materials. computer using locally computer using locally locally available materials.
available materials. available materials.

Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question
3.0 Digital 3.2 Coding By the end of the sub strand the a) In groups, learners are guided to discuss the 1. What is coding?
Technology (5 lessons) learner should be able to: meaning of the term “coding”.
a) State meaning of the term b) In groups, learners are guided to observe,
“coding”. identify and discuss locally available coded
b) Identify coded patterns. patterns (for example: arrangement of leaves,
c) Play simple puzzle games. how birds make nests, arrangement of shapes
on a football and tennis ball, Sudoku in

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 Mathematics, Word puzzle in English).
c) Use digital devices to observe, identify and
discuss different coded pattern
d) s (for example: fun and games).
e) In groups, learners are guided to play simple
puzzle games (for example: fitting in missing
parts to complete the whole; re-assembling
dismantled parts to complete the whole, word
puzzles).
f) Use digital devices to solve simple patterns
(for example: computer games and puzzles).

Core competencies to be developed: Digital literacy as they use digital devices; Critical thinking and Problem solving as they play puzzle games,
Communication and Collaboration as they work in groups; Imagination and Creativity as they play puzzle games; Learning to learn by using digital
devices to play puzzle games.
PCIs : Safety when handlings digital devices Values: Responsibility as they handle digital devices and other learning
aids.
Links to other Learning Areas: Art and Craft when modelling; Suggested Community Service Learning Activities: Connecting and
Mathematics when sorting and matching, English as they solve word operating digital devices at school and community functions.
puzzles.

Suggested Assessment Rubrics

4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Definition of the term Correctly and consistently Correctly defines the term To some extent defines the Unable to define the term
“coding”. defines the term “coding”. “coding”. term “coding”. “coding”.

Identifying coded patterns. Accurately and consistently Identifies coded patterns. To some extent identifies Unable to identify coded
identifies coded patterns. coded patterns. patterns.

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Play simple puzzle games. Correctly and consistently Correctly plays simple To some extent plays Unable to play simple puzzle
plays puzzle games. puzzle games. simple puzzle games. games.

Strand Sub Strand Specific learning Suggested learning experiences Key inquiry questions
outcomes
4.1 States of matter By the end of the sub a) In groups, learners to observe and identify solids, 1. What are the
4.0 Matter 4.1.1 Understanding strand the learner should be liquids and the presence of air in their environment. characteristics of
matter able to: b) Working in groups, learners to use visual aids and matter?
(6 lessons) a) Identify the three states digital devices to identify the three states of matter 2. How can we show
of matter. (solids, liquids, gases). that there is air
b) Investigate different c) Learners to work in groups to investigate the around us?
states of matter to characteristics of different states of matter (shape,
show their volume and mass).
characteristics. d) Learners to manipulate different materials to show
c) Categorise substances the characteristics of the three states of matter
in his/her environment (filling balloons with air; filling containers of
into the three states of different shapes with water; filling containers with
matter. pebbles, soil and stones).
d) Observe safety when e) Learners to observe different substances in the
working with different locality and group them into the three states of
materials. matter.
e) Show curiosity while f) Learners to use digitals devices to demonstrate the
categorising different characteristics of the three states of matter.
materials according to g) Learners are guided on how to take precautions
their states. when handling different substances.
Core competencies to be developed: Communication and collaboration as they work in groups; Digital literacy as they use digital devices to investigate
and categorise different materials into the three states matter.
PCIs: Safety as they work with different materials; Environmental Sustainability by Values: Responsibility as they manipulate materials; Respect
caring for different materials while investigation the different states of matter; Disaster and love as they work in groups; Integrity by caring for the
Risk Reduction: by taking precautions while manipulating different materials. materials used in the learning process.
Link to other learning area: Agriculture (where air a component of soil); Mathematics Recommended Community service learning activities:
(volume, mass and shape); Home science in appreciating that furniture occupies space With parental guidance, learners identify the uses of solids,
and washing hands after handling different materials. liquids and gases at home.

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Suggested Assessment Rubrics
4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Identifying the three states Correctly and consistently identifies Correctly identifies the Identifies some states of Unable to identify the states
of matter. the three states of matter. three states of matter. matter. of matter.
Investigating different Correctly and consistently Correctly demonstrates Demonstrates some Unable to demonstrate
states of matter to show demonstrates characteristics of the characteristics of the characteristics of the states characteristics of the states
their characteristics. three states of matter. three states of matter. of matter. of matter.
Categorising materials in Correctly and consistently Correctly categorises Categorises some materials Unable to categorise
his/her environment into categorises materials into the three materials into the three into the three states of materials into the three
the three states of matter. states of matter. states of matter. matter. states of matter.
Observing safety when Correctly and consistently Correctly demonstrates To some extent Unable to demonstrate
working with different demonstrates safety measures when safety measures when demonstrates safety safety measures when
materials. working with different materials. working with different measures when working working with different
materials. with different materials. materials.
Show curiosity while Consistently shows curiosity while Shows curiosity while Sometimes shows curiosity Does not show curiosity
categorising different categorising different materials categorising different while categorising while categorising different
materials according to according to their states. materials according to different materials materials according to their
their states. their states. according to their states. states.

Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry
questions
4.0 Matter 4.2 Properties of matter By the end of the sub strand a) In groups, learners are guided to use objects to 1. Why do some
4.2.1 Floating and the learner should be able to: demonstrate sinking and floating of different materials float
sinking a) Demonstrate sinking and materials. and others sink?
(8 lessons) floating using different b) In groups, learners use visual aids and digital 2. How are floaters
materials. devices to observe and record sinking and useful in our
b) Identify objects that can floating of different materials. lives?
float and those that can c) Learners are guided to observe and classify
sink in water. objects in their environment into those that
c) Identify factors that affect float and those that sink in water.

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 floating and sinking of d) Learners are guided as they use digital devices
objects in water. in observing and classifying objects into those
d) Make a floater using that float and those that sink in water.
locally available e) Learners are guided to investigate how shape
materials. and type of materials affects sinking or floating
e) Appreciate use of floaters of an object (for example: normal bottle tops,
as life savers. crushed bottle tops, same quantity of plasticine
in different shapes).
f) In groups learners are guided on how to make
floaters to sink and sinkers to float.
g) Learners are guided to use digital devices to
observe the use of floaters as life savers.
h) In groups learners are guided to on how to use
floaters as life savers.
Project: In groups learners make floaters using
locally available materials such as rubber tubes,
wood or plastics.

Core competencies to be developed: Critical thinking as they identify factors that affect floating and sinking of objects; Communication and
collaboration as learners investigate and discuss observations; Imagination and creativity as they make floaters; Digital Literacy as they apply the digital
devices to investigate floating and sinking of objects; Learning to learn as they work in groups.
PCIs: Life skills while using floaters as life savers. Values: Love and respect as they make floaters in groups. Responsibility
Disaster risk reduction by using floaters to prevent drowning. when learning the use of floaters to save life
Link to other Learning Areas: Art and craft ( making floaters); Physical Community service learning: Where adults guide learners on how to use
and Health Education (swimming) floaters as life savers.

Suggested Assessment Rubrics

4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Demonstrating sinking and Correctly and consistently Correctly demonstrates To some extent demonstrate Unable to demonstrate
floating using different demonstrates sinking and sinking and floating using sinking and floating using sinking and floating using
materials. floating using different different materials. different materials. different materials.
materials.
Identification of common Correctly and consistently Correctly identifies To some extent identifies Unable to identify common
objects that can float and identifies common objects common objects that can common objects that can float objects that can float and
those that can sink in water. that can float and those that float and those that can and those that can sink within those that can sink within

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 can sink within. sink within
Identification of factors that Correctly and consistently Correctly identifies of To some extent identifies Unable to identify factors
affect floating and sinking of identifies of factors that factors that affect floating factors that affect floating and that affect floating and
objects in water. affect floating and sinking of and sinking of objects in sinking of objects in water. sinking of objects in water.
objects in water. water.
Making a usable floater Correctly and neatly makes Correctly makes a usable Makes a floater using locally Unable to make a floater
using locally available a usable floater using locally floater using locally available materials. using locally available
materials. available materials. available materials. materials.
Appreciation of using Strongly demonstrates Demonstrates appreciation To some extent demonstrates Unable to demonstrate
floaters as life savers. appreciation for use of for use of floaters as life appreciation for use of floaters appreciation for use of
floaters as life savers. savers. as life savers. floaters as life savers.

Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry
questions
5.0 Force 5.1 Force By the end of the sub strand the a) In groups, learners are guided to carry out activities to 1. What is force?
and 5.2 Force and learner should be able to: show the meaning of the term “force”. 2. What are the
Energy its effects a) State the meaning of term b) In groups, learners to demonstrate and observe the effects of force
“force”. effect of a force on an object (for example: change of in everyday life
(4 lessons) b) Demonstrate the effects of force direction of movement, change of shape of an object,
on an object. start and stop movement of an object).
c) Appreciate effects of force in c) Learners to use digital devices to observe force at work
everyday life. (e.g. wheel barrow, tug of war, pulling and pushing a
d) Observe safety precautions hand-cart, ox cart, pushing a bicycle)

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 when dealing with force. d) Learners are guided to discuss safety precautions to
observe when dealing with force.
Core competencies to be developed: Communication and Collaboration as they carry out activities in groups; Digital literacy as they use computing
devices to search, play and observe demonstrations of force; Critical thinking as they carry out activities to reveal the meaning of the term “force”;
Creativity and imagination as they illustrate and demonstrate the meaning and effects of force.
PCIs: Disaster Risk Reduction when they observe safety precautions while Values: Respect and love as well as Cooperation as they carry out
demonstrating the effects of force on objects; Health Education by cleaning hands activities in groups; Responsibility as they care for each other while
after handling of objects when demonstrating the effect of force. demonstrating the effect of force; Unity as they carry out tasks
together.
Links to other Learning Areas: Agriculture (e.g. pulling cart. Pushing a bicycle, Suggested Community Service Learning Activities: Participating
farm tools and equipment), Home science (kitchen appliances), Physical and in tug of war; Observing pulling and pushing a hand-cart, ox cart,
Health Education (gym equipment) pushing a bicycle in the locality.

Suggested Assessment Rubrics

4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Stating the meaning of Correctly and consistently states Correctly states the To some extent states the Unable to state the
the term force. the meaning of the term force. meaning of the term force. meaning of the term force. meaning of the term
force.
Demonstration of the Correctly and consistently Correctly demonstrates the To some extent demonstrates Unable to demonstrate
effects of force. demonstrates the effects of effects of force. the effects of force. the effects of force.
force.

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Appreciation of the Strongly and consistently Strongly demonstrates To some extent demonstrates Unable to demonstrate
effects of force in demonstrates appreciation for appreciation for the effects appreciation for the effects of appreciation for the
everyday life. the effects of force. of force in everyday life force in everyday life effects of force in
everyday life
Observation of safety Correctly and consistently Correctly observes safety To some extent observes safety Unable to observe safety
precautions when dealing observes safety precautions precautions when dealing precautions when dealing with precautions when dealing
with force when dealing with force with force force with force

Strand Sub Strand Specific learning Suggested learning experiences Key inquiry
outcomes question
5.0 Force and 5.3 Energy By the end of the sub a) Learners are guided to carry out an activity to demonstrate How does sound
Energy strand, the learner should be that sound travels in all directions from the source. travel?
5.3.1 Sound able to: b) Learners to use audio aids and digital devices to observe
energy a) Demonstrate that sound and record the travelling of sound in all directions from a
(5 lessons) travels in all directions source.
from a source. c) Learners go to a place where they can observe reflected
b) Demonstrate that sound sound or Echo (for example a cliff, a large hall, a forest, a
can be reflected. valley, between tall buildings).
c) Make a sound d) Learners to use audio aids and digital devices to observe

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 producing instrument and record the reflection of sound.
from locally availablePROJECT: In groups, learners to make a sound producing
materials. instrument from locally available materials (for example: bell,
drum, guitar, wind instruments, etc.).
Core competencies to be developed: Communication and Collaboration as they carry out activities in groups; Imagination and Creativity as they make
sound producing instrument.
PCIs: Safety when handling materials and objects. Values: Responsibility by taking care of the equipment and tools; Love and respect as
they work in groups.
Links to other learning areas: Music as they make and use Suggested Community Service Learning Activities: Learners to identify and operate
sound producing instruments; Home Science by washing hands use different sound producing instruments in their locality with parental guidance
after the learning activities.

Suggested Assessment Rubrics

4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Demonstrating that Correctly and consistently Correctly demonstrates that To some extent Unable to demonstrate that
sound travels in all demonstrates giving examples sound travels in all demonstrates that sound sound travels in all directions
directions from a to show that sound travels in all directions from a source travels in all directions from from a source
source. directions from a source a source
Demonstrating that Correctly and consistently Correctly demonstrates that To some extent Unable to demonstrate that
sound can be demonstrates and give sound can be reflected demonstrates that sound can sound can be reflected
reflected. examples to show that sound be reflected
can be reflected

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Making a sound Correctly and neatly makes Correctly makes functional To some extent makes Unable to make sound producin
producing instrument. functional sound producing sound producing instrument. sound producing instrument. instrument.
instrument.

Strand Sub Strand Specific learning Suggested learning experiences Key inquiry question
outcomes
5.0 Force 5.3 Energy By the end of the sub a) Learners to carry out activities to show that 1. How does light move from the
and strand, the learner should light travels in a straight line. source to its surroundings?
Energy 5.4.2. Light be able to: b) Learners to use visual aid and digital devices to 2. How does light behave when
energy a) Demonstrate that light observe and record the travelling of light in a shone on different materials?
(6 lessons) travels in a straight straight line.
line. c) Learners to demonstrate, observe and record the
b) Demonstrate the transmission of light through different
transmission of light materials.
through different d) Learners to use visual aids and digital devices
materials. to observe and record the transmission of light
c) Classify materials into through different materials.
transparent, translucent e) Learners to classify materials in their locality
and opaque. into: transparent, translucent or opaque.
Project: Learners to make a screen for projection
of still images.
Core competences to be developed: Digital literacy learners interact with digital devices to observe different behaviour of light; Critical thinking as
learners classify different objects into either transparent, translucent or opaque; Creativity and imagination as learners make a screen for projecting
pictures; Communication and Collaboration by learners working together in groups.
PCIs: Safety where learners use personal protection equipment as they Values: Unity by learners working together as they do their project;
make the screen; Personal hygiene is observed as they clean their hands Responsibility by learners carrying out the assigned tasks in the respective
after interacting with different objects from the environment. groups; Respect and love by learners respecting each other’s opinion as they
work together in their groups.
Links to other Learning areas: Home Science when lighting up the Suggested Community Service Learning Activities: Learners guided by
home; Mathematics when taking measurements of materials to make the family members to classify locally available materials as either transparent,
screen. translucent or and opaque

Suggested Assessment Rubrics

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 4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Demonstrating that Correctly and consistently Correctly demonstrates that To some extent demonstrates Unable to demonstrate that light
light travels in a demonstrates that light travels light travels in a straight line. that light travels in a straight travels in a straight line.
straight line. in a straight line. line.
Demonstration of Correctly and consistently Correctly demonstrates the To some extent demonstrates Unable to demonstrate the
transmission of demonstrates the transmission transmission of light through the transmission of light transmission of light through
light through of light through different different materials. through different materials. different materials.
different materials. materials.

Classification of Correctly and consistently Correctly classifies To some extent classifies Unable to classify materials into
materials into classifies materials into materials into materials into transparent, transparent, translucent and
transparent, translucent transparent, translucent and transparent, translucent translucent and opaque. opaque.
and opaque. opaque. and opaque.

Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry
question
5.0 Force and 5.3 Energy By the end of the sub strand the a) Learners to perform experiments to demonstrate conduction 1. How does
Energy learner should be able to: of heat. heat move
5.3.1. Heat a) Demonstrate conduction of b) Learners to use digital devices to observe and record how from one
energy heat conduction of heat takes place point to
(7 lessons) b) Identify poor and good c) Learners to investigate and identify poor good conductors of another in
conductors of heat heat. solids?
c) Identify uses of poor and d) Learners use digital devices to observe and record poor and
good conductors good conductors of heat
d) Make oven gloves and e) Learners to demonstrate and discuss the uses of good and
fireless cooker from locally poor conductors of heat
available materials f) Learners to use digital devices to observe and record the uses
of good and poor conductors of heat

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 Project 1: Learners to make oven gloves using locally available
materials
Project 2: Learners to make a fireless cooker
Core competences to be developed: Critical thinking and problem solving, Imagination and Creativity when making the gloves and fireless cooker;
Communication and Collaboration as learners work in groups; Digital literacy in the use of digital media in demonstrating and observing conduction of
heat.
PCIs: Safety in the use of personal protective equipment (PPE) and Values: Unity as they work in groups; Respect and love as they perform the
taking care when using various objects during their demonstrations of experiments; Responsibility by being careful and diligent while carrying out
conduction of heat; Environmental education in the use of fireless experiments; Honesty and Integrity as they make a functional fireless cooker and
cooker made from locally available materials; Life skills: decision gloves.
making and problem solving as they perform the projects for local use.
Links to other Learning areas: Art & Craft in the use of tools and Suggested Community Service Learning Activities: Entrepreneurship as they
equipment to carry out the projects; Home Science in knitting the acquire basic skills of selling and saving; Financial literacy through sale of
gloves as well as observing hygiene while working. fireless cookers and gloves; Simple research in heat transfer and its applications.

Suggested Assessment Rubrics

4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Demonstrating conduction Correctly and consistently Correctly demonstrates To some extent Unable to demonstrate
of heat demonstrates conduction of conduction of heat. demonstrates conduction of conduction of heat.
heat heat.
Identification of poor and Correctly and consistently Correctly identifies poor and To some extent identifies Unable to identify poor and
good conductors of heat identifies poor and good good conductors of heat poor and good conductors of good conductors of heat.
conductors of heat heat
Identification of the uses of Correctly and consistently Correctly identify uses of To some extent identifies the Unable to identify uses of
poor and good conductors identifies uses of poor and poor and good conductors uses of poor and good poor and good conductors.
good conductors conductors

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Making a functional fireless Correctly and neatly makes Correctly makes a functional To some extent makes a Unable to make a fireless
cooker and oven gloves a functional fireless cooker fireless cooker and oven fireless cooker and oven cooker and oven gloves
and oven gloves gloves gloves

Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry
question
5.0 Force and 5.4 Machines By the end of the sub strand a) Learners are guided to demonstrate levers as simple 1. How are levers
Energy the learner should be able to: machines useful in our
5.4.1 Levers a) Identify the lever as a b) Learners are guided to use visual aids and digital everyday life?
(8 lessons) machine used in everyday devices to demonstrate levers as simple machines
life. c) Learners are guided to identify different levers used in
b) Identify levers used in the the locality
locality. d) Learners use digital devices to observe and record
c) Identify parts of a lever. different levers (For example: see saw, beam balance,
d) Make a see saw wheel barrow, spade, spoon, fishing rod and scissors).
e) Show curiosity to use e) In groups, learners are guided to identify and record
levers to make work parts of a lever.
easier f) Learners use digital devices to observe and identify
f) Make a functional beam parts of a lever

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 balance using the locally
available materials g) In groups, learner are guided to make and use a see saw
Project: In groups, learners are guided to make and use a
functional beam balance using locally available materials.
Core competencies to be developed: Critical thinking as they identify levers in the community; Communication and collaboration as they work in
groups; Imagination and creativity as they make a beam balance and a see saw
PCIs: Safety; taking care as they make and use levers. Values: Responsibility and Respect for each other as they work in groups
and handle levers.
Link to other learning areas: Agriculture (Farm tools); Home Science Suggested Community Service Learning Activities: Guided identification
(Use of cutlery; spoons, bottle openers); Physical and Health Education as and safe use of levers in the community
they play on the see saw.

Suggested Assessment Rubrics

4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Identification of the lever Correctly and consistently Correctly identifies the To some extent identifies the Unable to identify the lever
as a machine identifies the lever as a machine lever as a machine lever as a machine as a machine
Identifying levers used in Correctly and consistently Correctly identifies levers To some extent identifies Unable to identify levers
the locality identifies levers used in the used in the locality levers used in the locality used in the locality
locality
Identification of parts of Correctly and consistently Correctly identifies parts of To some extent identifies Unable to identify parts of a
a lever identifies parts of a lever a lever parts of a lever lever
Making and using a see Correctly and neatly makes and Correctly makes and uses a To some extent makes and Unable to make and use a
saw uses a see saw see saw uses a see saw see saw
Showing curiosity while Strongly shows curiosity while Shows curiosity while using To some extent shows Does not show curiosity
using levers to make using levers to make work levers to make work easier curiosity while using levers while using levers to make
work easier easier to make work easier work easier
Making a functional Correctly and neatly makes a Correctly makes a functional To some extent makes a Unable to make a beam

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beam balance functional beam balance beam balance beam balance balance

Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry
questions
6 Earth 6.3 Weather and By the end of the sub strand, a) Observe and record features of the sky at day time 1. What can be
and Sky the learner should be able to: and during the night. observed in the
Space 6.3.1. Weather a) Identify bodies observed b) Learners are guided to observe the sky and record sky during the
conditions in the sky during day and types of clouds (Cumulus, Nimbus Cirrus, and day?
night. Stratus). 2. Which are the
(8 lessons) b) Record types of clouds in c) Learners to use visual aids and digital devices to activities done in
the sky during the day. observe and identify different types of clouds. the locality during
c) Identify activities done d) Learners are guided to compare activities carried wet and dry
during different weather out during different weather conditions (drying, weather
conditions winnowing, flying kites, growing crops, harvesting conditions?
d) Appreciate the crops)
importance of weather e) Learners use digital devices to observe and
conditions within the compare activities carried out during different
locality weather conditions.
e) Make a weather clock. Project 1: In groups, learners are guided to make
f) Make a weather chart. weather clock to record changes of weather
Project 2: Learners are guided to develop a weather
chart for recording changes of weather on a daily basis.
Core competencies to be developed: Digital literacy as they search for information about other conditions of weather; Critical thinking as learners think
of activities which can be done during different weather conditions; Creativity and imagination as learners fill the weather chart and make predictions

PCIs : Life skills when identifying different activities for Values: Responsibility and patriotism by taking care of the environment; Respect for other
different weather conditions; Environmental education while people’s opinion as learners work in groups; unity when learners carry out tasks in groups.
identifying conditions of weather
Links to other learning areas: Social studies – weather; Art Suggested Community Service Learning Activities: Predicting weather with guidance o
and craft - making weather charts and weather clock. family members to identify activities to do at home and the clothes to wear
Agriculture as they record farm activities during different
weather conditions

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Suggested Assessment Rubrics
4 3 2 1
Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation
Recording weather Correctly and consistently Correctly records weather Occasionally records Unable to record weather
conditions in the locality records weather conditions conditions in the locality weather conditions the conditions in the locality
in the locality locality
Identification of types of Correctly and consistently Correctly identifies types of Occasionally identifies types Unable to identify types of
clouds in the sky during the identifies types of clouds in clouds in the sky during the of clouds in the sky during clouds in the sky during the
day. the sky during the day day the day day
Recording types of clouds in Correctly and consistently Correctly records types of Occasionally records types Unable to record types of
the sky during the day. records types of clouds in clouds in the sky during the of clouds in the sky during clouds in the sky during the
the sky during the day day the day day
Identification of activities Correctly and consistently Correctly identifies activities Occasionally identifies Unable to identify activities
carried out in different identifies activities carried carried out in different activities carried out in carried out in different
weather conditions out in different weather weather conditions different weather conditions weather conditions
conditions
Appreciation for the Strongly demonstrates Demonstrates appreciation To some extent Unable to demonstrate
importance of weather appreciation for the for the importance of demonstrates appreciation appreciation for the
conditions within the importance of weather weather conditions within for the importance of importance of weather
locality conditions within the the locality weather conditions within conditions within the
locality the locality locality
Making a weather clock Correctly and neatly makes Correctly makes a weather To some extent makes a Unable to make a weather
a weather clock clock weather clock clock
Making a weather chart Correctly and neatly makes Correctly makes a weather To some extent makes a Unable to make a weather
a weather chart chart weather chart chart

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LIST OF NON-FORMAL ACTIVITIES AND LEARNING RESOURCES

No Strand Sub strand Sub-sub strand Suggested Non-formal Activities Suggested learning resources

1 Living things Plants Characteristics of Learners visit a forest in the locality to Protective clothing, gloves,
Plants observe assorted trees. forceps, goggles, tongs, overcoats
videos, digital devices, internet,
Learners prepare tree nurseries and
textbooks, tree nurseries, real
watch and record plants grow in the
assorted plants
school compound
Animals Characteristics of Learners visit and observe animals in the Gloves, forceps, goggles, tongs,
Animals locality, collect animal waste, identify overcoats, videos, digital devices,
and collect samples of the food they eat internet, textbooks, assorted
Farm animals and their
and the products made from animals animals
products

Human body Digestive system Learners to look at other’s teeth and Sugar cane, carrots, fruits, tubers
identify the four types of teeth. Learners
to draw and model the digestive system
and types of teeth
2 Environment Pollution in the Air pollution Learners to establish the difference Dust masks, goggles, overcoats,
environment between clean and polluted air in the piece of white cloth, digital
school compound devices, internet, textbooks

Digging of pits for litter disposal.

Plating of trees in the school compound

to clean the air
Water pollution Learners visit the school kitchen, Gumboots, gloves, digital devices
bathrooms or sewage. They explain the digital devices, internet, textbooks
differences between this water and water
from the school tank, or from the water
taps

They prepare trenches to drain dirty

water in the school. They clean gutters of
their classrooms to harvest clean water.

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No Strand Sub strand Sub-sub strand Suggested Non-formal Activities Suggested learning resources

3 Digital Digital devices Digital devices Learners assemble all the school Computers, tablets, Ipads, laptop,
Technology computers in the school computer radios, TV, mobile phone,
laboratory and test them to confirm that cameras, internet, textbooks
they are working
Coding Learners are guided to fill the puzzle in Prototypes, Computers, tablets,
the children’s pull out of the local Ipads, laptop, radios, TV, mobile
newspapers. phones, cameras, internet,
textbooks, newspapers
Learners to practice coding games on the
play station in the school computer

4 Matter States of matter Understanding matter Learners to put water in a bucket, fill the Filling containers with pebbles,
same bucket with soil and balloons soil and stones, balloons, digital
inflated with air. Learners then compare devices, internet,
the 3 states of matter in terms of their
shape, volume and mass
Properties of Floating and sinking Learners put water in a drum in the Rubber tubes, wood or plastics,
Matter school compound and collect assorted plasticine, bottle tops, digital
materials to test whether they sink or devices, internet, floaters, sinkers
float in the water

5 Force and Energy Force Force and its Effects Learners to practice tug of war in the Wheel barrow, tug of war, a hand
field to demonstrate force and its effects cart, ox cart, a bicycle, digital
devices, internet, and assorted
objects.
Energy Sound energy Learners create an empty classroom and Sound producing instrument,
practice reflection of sound (echo) textbooks, internet, digital devices

Light energy Learners drill holes through 3 Transparent, translucent or opaqu

cardboards, arrange them in line then objects, textbooks, internet, digita
shine a candle light at the hole of one devices, card boards, source of
carton at night to show light travels in a light eg a torch
straight line

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No Strand Sub strand Sub-sub strand Suggested Non-formal Activities Suggested learning resources

Learners use a torch at night to show that

light travels in a straight line

Heat energy Learners use metal rod with candle wax Good and bad conductors of heat,
fitted at different positions, then heat the digital devices, internet,
rod at one end to illustrate conduction of textbooks, source of heat eg a
heat candle, match box, metal bars,
wooden bars, plastic material
Learners make fireless cookers and use it
to keep their packed lunch warm

Machines Levers Learners go out to the field and See saw, beam balance, wheel
demonstrate levers by using a wooden barrow, spade, spoon, fishing rod
bar to roll a drum full of water from one and scissors, textbooks, digital
point to another devices, internet

6 Earth and Space Weather and sky Weather conditions Learners use weather charts and weather Weather clock, weather chart,
clocks to measure changes of weather in textbooks, internet, and digital
the school over a period of one term devices.

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 AGRICULTURE

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Essence Statement
Kenya requires competent manpower for its agro-based economy. Agriculture as a learning area will build on competencies introduced in lower primar
Early Years Education under environmental activities in an effort to contribute to human capacity development. The learning experiences will involv
active learner participation conducted through practical and experiential learning activities to develop applicable competenc ies for sustainable agriculture
The curriculum will focus on developing skills for production of indigenous and exotic crops and domestic animals through innovative agricultura
practices and use of limited resources to enhance food security. The acquired knowledge, skills and attitudes will form a fou ndation for development o
agricultural competencies for lower secondary and beyond.

General learning outcomes

By the end of upper primary, the learner should be able to:

1. Participate actively in agricultural activities for environmental conservation.

2. Use scarce agricultural resources through innovative practices to contribute towards food security.

3. Rear small domestic animals as profitable agricultural enterprise for self-sustainability and economic development.

4. Apply technological skills, digital and media resources to enhance sustainable agricultural practices.

5. Appreciate agriculture as a worthy niche for hobby, career development, further education and training.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question
1.0 Conserving 1.1. Soil By the end of the sub strand the • Learners to collect soil samples from How can we
our Environment (9 lessons) learner should be able to: their local environment. determine the
a) Distinguish types of soil • In groups, learners to conduct ability of different
1.1.1. Soil particles based on particle sizes experiment to observe particle sizes of soils to hold water?
b) Investigate the ability of different soils (sand, clay and loam)
different types of soil to hold using a sieve.
water • Learners to share experiences on
c) Relate particle sizes to observations made in the experiment
ability of soil to hold water on particle sizes of different soils.
d) Develop curiosity in • In groups, learners to conduct
investigating physical experiment to observe ability of soils
properties of different types to hold water (sand, clay and loam)
of soil. using porous containers (containers
with small holes at the base).
• Learners to share experiences on
observations made in the experiment
on ability of soil to hold water.
• Learners to relate particle sizes to
ability of soil to hold water.
1.1.2. Uses of soil in By the end of the sub strand the • Learners visit nearby farms and How can we use
Farming learner should be able to: explore the uses of different types of sand, clay and loam
a) Determine the ability of soil. soils in farming?
different soils to hold water • In groups, learners discuss ability of
b) Explain the uses of sand, sand, clay and loam to hold water.
loam and clay in farming • Learners to watch a video clip on
c) Appreciate the relationship crops growing on different types of
between water holding soil (sand, clay and loam).
capacity of clay, sand and • In groups, learners to discuss the uses
loam soils to their uses. of soils (loam, sand and clay) in
farming.
1.1.3. Compost By the end of the sub strand the • Learners observe stimulus materials 1. What is compost
manure learner should be able to: such as video, photos, and pictures on manure?
a) Identify suitable materials preparation and use of compost
for making compost manure manure using compost heap method. 2. What can we use

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 • Learners to collect suitable materials
b) Prepare compost manure for to prepare
farming for making compost manure. compost
c) Explain the meaning of • In groups, learners to prepare compost manure?
compost manure for farmingmanure using heap method.
d) Appreciate importance of• In groups, learners discuss the 3. How can we
compost manure in farming.meaning of compost manure. make compost
• Learners practice the learnt skills in manure using the
making compost manure in kitchen heap method?
garden at home.
Core competencies to be developed: Communication and collaboration through group activity; Critical thinking and problem solving in
determining organic wastes and using it to solve soil fertility problems.
PCIs: Environmental awareness: Soil as a resource in the environment and organic Values: Cooperation and respect in group activities
wastes as useful products in agriculture. while making compost heaps.
Links to other subjects: Science (experiments) and Mathematics (measurements). Suggested community service learning activities:
Learners to collaborate with their parents or guardians to
make compost manure for use in their farms or kitchen
gardens.

Assessment rubrics

Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

Distinguishing soil types Consistently and correctly Correctly determines Sometimes determines Rarely determines types of
based on particle sizes determines types of soil based types of soil based on types of soil based on soil based on particle sizes
on particle sizes particle sizes particle sizes
Ability to investigate Consistently and correctly Correctly determines Sometimes determines Rarely determines water
water holding capacity of determines water holding water holding capacity water holding capacity of holding capacity of
different soil types capacity of different soil types of different soil types different soil types different soil types
Ability to relate particle Consistently and correctly Correctly relates Sometimes relates particle Rarely relates particle
sizes to water holding relates particle sizes to water particle sizes to water sizes to water holding sizes to water holding
capacity of different soils holding capacity of different holding capacity of capacity of different soils capacity of different soils
soils different soils
Relating different types of Consistently and correctly Correctly relates Sometimes relates Rarely relates different
soils to their uses relates different types of soil different types of soils different types of soils to types of soils to their uses
to their uses to their uses their uses
Choice of suitable Consistently and correctly Correctly chooses Sometimes chooses Rarely chooses suitable
materials for making chooses suitable materials for suitable materials for suitable materials for materials for making

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compost manure making compost manure making compost making compost manure compost manure
manure
Procedure for making Consistently and correctly Correctly applies the Sometimes applies the Rarely applies the
compost using heap applies the procedure for procedure for making procedure for making procedure for making
method making compost using heap compost using heap compost using heap compost using heap
method method method method
Participation in making Consistently and actively Actively participates in Sometimes participates in Rarely participates in
compost manure participates in making making compost making compost manure making compost manure
compost manure manure

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question
1.0 Conserving 1.2. Water By the end of the sub strand the • In groups, learners to make various What are the uses of
our Environment learner should be able to: Agricultural uses of water in water in farming?
(5 lessons) a) Water plants and domestic school (watering flower beds,
animals in the immediate plants, seed bed and watering
1.2.1 Uses of water in environment animals).
farming b) Identify different uses of • Learners to visit the neighbouring
water in farming farms to observe how water is used
c) Appreciate importance of for farming purposes.
water in farming. • Learners to observe a video clip on
uses of water in the farm.
• In pairs, learners to brainstorm or
share experiences on uses of water
in the farm for agricultural
activities.
1.2.2 Water By the end of the sub strand the • Learners watch a video clip on 1. What are the
conservation in learner should be able to: irrigation of crops through drip different ways
farming a) Carry out drip irrigation to irrigation. drip irrigation is
water plants • In groups, learners to carry out drip used to conserve
b) Describe drip irrigation as a irrigation in school using bottles. water in
way of conserving water • In groups, learners to carry out drip farming?
c) Appreciate use of drip irrigation in the school using a 5 to
irrigation in conserving water 10 metre long perforated plastic
in farming. pipe. 2. What is drip

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 • Learners visit nearby farms and irrigation?
explore the use of drip irrigation
method.
• In groups, learners discuss meaning
and innovative ways of drip
irrigation for conserving water
• Learners to innovate and use drip
irrigation in gardening practices at
home.
Core competencies to be developed: Communication and collaboration during group work in irrigation activities; Critical thinking in use of
locally available material and problem solving in conserving scarce water resource for irrigation.
PCIs: Environmental awareness: Water as a scarce resource in the environment; re-use Values: Unity, cooperation, respect and responsibility in
of waste bottles. group activities while caring for plants.
Links to other subjects: Science and technology (use of innovations in drip Suggested community service learning activities:
irrigation). Learners to collaborate with their parents or guardians to
irrigate plants using drip irrigation method to conserve
water.

Assessment rubrics

Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

Participation in watering Consistently and actively Actively participates in Sometimes participates in Rarely participates in
plants and domestic participates in watering watering plants and watering plants and watering plants and
animals plants and domestic domestic animals domestic animals domestic animals
animals
Ability to identify Consistently and correctly Correctly identifies Sometimes identifies Rarely identifies different
different uses of water in identifies different uses of different uses of water in different uses of water in uses of water in farming
farming water in farming farming farming
Ability to use drip Consistently and Accurately demonstrates Sometimes demonstrates Rarely demonstrates drip
irrigation accurately demonstrates drip irrigation using drip irrigation using bottle irrigation using bottle and
drip irrigation using bottle bottle and perforated and perforated plastic pipes perforated plastic pipes
and perforated plastic plastic pipes
pipes

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question
1.0 Conserving 1.3. Living better with By the end of the sub strand the • In pairs, learners to brainstorm 1. What are the small
our Environment wild animals learner should be able to: and share experiences on small wild animals that
(7 lessons) a) Identify small wild animals that wild animals such as birds, destroy crops and
destroy crops and domestic squirrels, monkeys, mongoose domestic animals?
animals and moles that destroy crops
b) Explain damages caused by and domestic animals. 2. What damage is
small wild animals in the farm • Learners to watch a video clip caused by small
c) Construct a scarecrow using or listen to a resource person wild animals in the
locally available materials on small wild animals such as farm?
d) Use a scarecrow to keep off birds, squirrels, monkeys,
small wild animals from the mongoose and moles and the
farm damages they cause on crops 3. How can you
e) Use digital resources to acquire and domestic animals. prevent reduce
damage from small
information on small wild • Learners to watch video clip or
animals wild animals in the
charts on varieties of
f) Store photos of small wild farm?
scarecrow.
4. How is a
animals that destroy crops and • In groups, learners to discuss
domestic animals scarecrow
how they could make a
g) Appreciate the importance of constructed?
scarecrow using locally
living better with small wild available materials.
animals. • In groups, learners to construct
a scarecrow using locally
available materials.
• In groups, learners to install the
scarecrows in the immediate
environment to keep off small
wild animals.
• In pairs, learners to use digital
resources that have appropriate
software to search for
information on small wild
animals that destroy crops and
domestic animals.

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 • In groups, learners share
information about small wild
animals and store photographs
using appropriate methods.
• Learners to consult a resource
person such as an ICT
specialist to guide on various
methods of storing photos.
• Individual learners to make
presentations on photos
acquired and stored.
Core competencies to be developed: Digital literacy in searching information on small wildlife and scarecrows; Critical thinking in use of locally
available materials and problem solving in constructing scarecrows to keep off small wild animals; Self-efficacy in making individual
presentations on small wildlife using digital photo albums; Creativity and imagination in constructing scarecrows.
PCIs: Environmental awareness: Conservation of small wild animals in the Values: Unity, cooperation, respect and responsibility in
environment; re-use of wastes such as cloths, wires, metals and plastic pipes in group activities and care for small wild animals
constructing scarecrows.
Links to other subjects: Science and technology (re-use waste materials and Suggested community service learning activities:
innovations in keeping off wild animals). Learners to collaborate with their parents or guardians to
care for small wild animals while keeping them off the
farm.

Assessment rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to identify small Consistently and correctly Correctly identifies small Sometimes identifies small Rarely identifies small
wild animals identifies small wild wild animals that destroy wild animals that destroy wild animals that destroy
animals that destroy crops crops and domestic crops and domestic animals crops and domestic
and domestic animals animals animals
Choosing suitable Consistently and correctly Correctly chooses suitable Sometimes chooses suitable Rarely chooses suitable
material for chooses suitable materials materials for constructing a materials for constructing a materials for constructing
constructing a for constructing a scarecrow scarecrow scarecrow a scarecrow
scarecrow
Participation in Consistently and actively Actively participates in Sometimes participates in Rarely participates in
construction of a participates in construction construction of a construction of a scarecrow construction of a
scarecrow of a scarecrow scarecrow scarecrow
Creativity in Demonstrates a unique level Demonstrates high level of Demonstrates some level of Demonstrates low level of

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construction of a of creativity in construction creativity in construction creativity in construction of creativity in construction
scarecrow of a scarecrow of a scarecrow a scarecrow of a scarecrow

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question
1.0 Conserving 1.4. Growing Fruit By the end of the sub strand the • In groups, learners to suggest Where could we
our Environment Trees learner should be able to: various places where seeds of fruit collect fruit seeds?
(14 lessons) a) Identify places where fruit tree trees such as guava and tree
seeds could be obtained tomato could be obtained.
1.4.1 Fruit Seed b) Collect fruit tree seeds from the • With help of the parents or
Collection local environment. guardians learners to collect seeds
of fruits such as guava and tree
tomato.
1.4.2 Fruit Seed By the end of the sub strand the • Learners to extract seeds from the How are fruit seeds
Preparation learner should be able to: fruits such as guava and tree prepared for planting?
a) Prepare fruit seeds for planting tomato using appropriate means
b) Appreciate the importance of • Learners clean the extracted seeds
preparing seeds for planting. in water.
. • Learners sort bad seeds for
disposal and retain the good seeds.
• Learners appropriately sun-dry the
good clean seeds and protect them
from birds.
1.4.3 Fruit Tree By the end of the sub strand the • In groups, learners to select a How are fruit seeds
Nursery Bed learner should be able to: suitable site for establishing the established in a
a) Prepare a nursery bed for fruit tree nursery bed (container nursery?
establishing fruit seedlings nursery or ground nursery bed).
b) Sow seeds into a nursery bed • In groups, learners to prepare and
c) Manage a fruit tree nursery bed set up the nursery bed
up to transplanting • In groups, learners to sow the
d) Select fruit tree seedlings for sale seeds such as guava and tree
and transplanting purposes tomato in to the nursery bed
e) Sell fruit tree seedlings to earn • In groups, learners to care by
income. carrying out practices such as
mulching, watering, thinning and
weeding in the nursery bed.

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 • Learners to select appropriate fruit
tree seedlings for the purposes of
sale and transplanting.
• Learners to sell surplus fruit tree
seedlings to the school fraternity,
parents and the neighbouring
community.
• In class, learners discuss and
appropriately manage money
obtained from sale of fruit tree
seedlings.
1.4.4 Transplanting By the end of the sub strand the • In groups, learners to prepare 1. How can we
learner should be able to: seedlings for transplanting (reduce prepare fruit
a) Prepare seedlings for watering, remove shade). seedlings for
transplanting. • In groups, learners to prepare transplanting?
b) Transplant the seedlings to the planting holes.
seedbed. • Learners to transplant the 2. How are fruit
seedlings from the nursery bed to seedlings
the seedbed. transplanted from
the nursery?

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 1.4.5 Care for Young By the end of the sub strand the • In groups, learners to construct How can we take care
Fruit Trees learner should be able to: shades to protect the fruit tree of fruit seedlings after
a) Protect the fruit tree seedlings seedlings from damages. transplanting?
from damage • In groups, learners to take turns to
b) Water the fruit tree seedlings to water the seedlings using drip
supplement moisture irrigation method to conserve
c) Apply mulch to the fruit tree water.
seedlings to conserve water • In groups, learners to apply mulch
d) Carry out weeding for the material to the seedlings to
seedlings. conserve moisture.
• Learners to weed for the growing
seedlings.
• Learners offer to supply surplus
fruit tree seedlings to their
parents, guardians and
community.

Core competencies to be developed: Communication and collaboration in sharing and consulting on tasks in growing fruits; Self-efficacy while
conducting selected activities in the project and earning income from sale of fruit tree seedlings.
PCIs: Environmental conservation: Planting trees to conserve the environment. Values: Unity, cooperation, respect and responsibility in
Financial literacy: selling of fruit tree seedlings and managing income. group activities on managing fruit trees.
Links to other subjects: Science and technology (use of technology to apply drip Suggested community service learning activities:
irrigation to water the transplanted seedlings). Learners to engage their parents, guardians and other
community members by supplying surplus fruit tree
seedlings.

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Assessment rubrics

Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

Collection of fruit seeds Appropriately and effectively Appropriately collects Sometimes collects fruit Rarely collects fruit seeds
collects fruit seeds fruit seeds seeds
Preparation of fruit seeds Consistently and correctly Correctly applies the right Sometimes applies the Rarely applies the right
applies the right procedure in procedure in preparing right procedure in procedure in preparing
preparing fruit seeds fruit seeds preparing fruit seeds fruit seeds
Establishment of a Consistently and correctly Correctly applies the right Sometimes applies the Rarely applies the right
nursery bed applies the right procedure in procedure in establishing right procedure in procedure in establishing a
establishing a fruit tree a fruit tree nursery bed establishing a fruit tree fruit tree nursery bed
nursery bed nursery bed
Taking care of fruit tree Consistently and correctly Correctly takes care of Sometimes takes care of Rarely takes care of fruit
seedlings in a nursery bed takes care of fruit tree fruit tree seedlings in a fruit tree seedlings in a tree seedlings in a nursery
seedlings in a nursery bed nursery bed nursery bed bed
Selling fruit tree seedlings Consistently and correctly Correctly identifies a Sometimes correctly Rarely able to correctly
identifies suitable fruit tree suitable fruit tree identifies suitable fruit identify suitable fruit tree
seedlings and offers them for seedlings and offers them tree seedlings and offers seedlings and offers them
sale for sale them for sale for sale
Ability to transplant fruit Consistently and correctly Correctly transplants fruit Sometimes transplants Rarely transplants fruit
tree seedlings transplants fruit tree tree seedlings fruit tree seedlings tree seedlings
seedlings
Ability to care for young Consistently and correctly Correctly takes care of Sometimes takes care of Rarely takes care of young
fruit trees takes care of young fruit trees young fruit trees young fruit trees fruit trees

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question
1.0 Conserving 1.5. Conservation By the end of the sub strand the • In groups, learners to take care 1. What activities are
our Environment Project: Edible learner should be able to: of the established fruit trees carried out in
Crop Gardening a) Demonstrate care for growing such as guava and tree tomato caring for fruit
(9 lessons) fruit trees in the environment by carrying out appropriate plants?
b) Identify right stage for harvesting activities (watering, weeding,
fruits to avoid wastage protection, manuring and 2. When are fruits
c) Harvest fruits appropriately to removal of excess branches). ready for
reduce damages • In groups, learners share harvesting?
d) Manage growing fruit trees in experiences on how to identify
school and the community a ripe fruit such as guava and 3. How are fruits
e) Appreciate importance of tree tomato. harvested?
consuming fruits for nutrition. • In groups, learners to carry out
harvesting of fruits such as
guava and tree tomato.
• Learners apply acquired skills
to plant and care for fruit trees
at home.
Core competencies to be developed: Communication and collaboration in group activities while taking care of growing fruits; Self-efficacy by
being empowered to produce own food (fruits); Critical thinking and problem solving by participating in activities for own nutritional supplement.
PCIs: Environmental conservation: Planting trees to conserve the environment; Values: Unity, cooperation and respect in group
Nutrition (fruits production); Food security: contributing to community foods through activities on managing fruit trees. Responsibility as they
fruits production; Health: taking care of their nutritional needs by consuming fruits. show dedication and commitment in preparing, sowing,
transplanting seedlings and caring for young fruit trees.
Links to other subjects: Home Science (preparation of fruits for consumption and Suggested community service learning activities:
nutritional value of fruits). Learners to assist parents or guardians in the activities
for planting and caring for fruit trees at home.

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Assessment rubrics

Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

Ability to care for Consistently and correctly Correctly takes care of Sometimes takes care of Rarely takes care of
established fruit trees takes care of established established fruit trees established fruit trees established fruit trees
fruit trees
Ability to harvest fruits Consistently and correctly Correctly harvests fruits at Sometimes harvests fruits at Rarely harvests fruits at the
harvests fruits at the right the right stage the right stage right stage
stage
Participation in edible crop Consistently and actively Actively participates in Sometimes participates in Rarely participates in edible
gardening activities participates in edible crop edible crop gardening edible crop gardening crop gardening activities
gardening activities activities activities

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question
2.0 Domestic 2.1. Domestic By the end of the sub strand the • Learners visit the neighbouring 1. What domestic
Animals Animals and learner should be able to: farms to explore various types of animals are
their Uses a) Identify types of domestic domestic animals and their uses kept by
(8 lessons) animals in the community and also distinguish male from farmers?
b) Distinguish between a male and a female animals.
female domestic animal • In groups, learners share 2. What are the
c) Relate various domestic animals experiences on the types of uses of
to their uses domestic animals found in their domestic
d) Source for information on types community and their uses. animals?
of domestic animals • Learners discuss differences
e) Appreciate the importance of between male and female animals.
domestic animals to human • Learners watch a video clip on
beings. various types of domestic animals
and their uses.
• In groups, learners match the
domestic animals to their uses
(cattle, sheep, goat and poultry).
• Learners play and share games on
domestic animals and their uses.
• Learners sketch diagrams of
domestic animals explored in the
activities.
• In pairs, learners use digital
devices that have appropriate
software to search for information
on types of domestic animals.
• In groups, learners select and store
photos on types of domestic
animals using appropriate
methods such as digital or
physical photo albums.
• Learners consult a resource person
such as an ICT specialist to guide
in various methods of storing

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 photos.
• Individual learners to make
presentations on photos acquired
and stored.
Core competencies to be developed: Digital literacy in searching and storage of photos and information on domestic animals from digital
devices; Communication and collaboration in sharing and consulting on access and storage procedures; Self-efficacy while presenting acquired
information and photos to the class.

PCIs: Animal welfare: Appreciating importance of domestic animals to humans. Values: Unity, cooperation, respect and responsibility in
group activities while exploring domestic animals,
visiting and playing animal games.
Links to other subjects: Science and technology (playing digital games and searching Suggested community service learning activities:
information on domestic animals); creative art (sketching animals); Languages (names Learners to assist parents and guardians in some basic
of male and female animals). activities on caring for domestic animals.

Assessment rubrics

Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

Ability to relate types of Consistently and correctly Correctly relates types Sometimes relates types of Rarely relates types of
domestic animals to their relates types of domestic of domestic animals to domestic animals to their uses domestic animals to their
uses animals to their uses their uses uses

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question

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3.0 Gardening 3.1. Crops for By the end of the sub strand the • Learners to watch a video clip or 1. What are vegetable
Practices Gardening learner should be able to: visit a farm to explore types of crops?
(6 lessons) a) Give the meaning of a vegetables grown such as carrots,
vegetable crop spinach and tomatoes. 2. How can we
3.1.1 Vegetables b) Identify main vegetable • In pairs, learners suggest the classify vegetable
crops grown in Kenya meaning of vegetable crops. crops?
c) Classify vegetable crops • In groups, learners to identify
according to the part eaten various vegetable crops grown in
d) Appreciate the importance Kenya such as carrots, spinach,
of vegetable crops in the tomatoes.
food we eat. • In groups, learners to classify
vegetable crops according to parts
eaten such as parts for carrots,
spinach, tomatoes.
• Learners apply acquired skills to
prepare vegetables for consumption
at home.

3.1.2 Cereals By the end of the sub strand the • Learners to watch a video clip or 1. What are cereal
learner should be able to: visit a farm growing cereal crops crops?
a) Give the meaning of a cereal such as wheat, maize, rice.
crop • In pairs, learners suggest the 2. Which cereal crops
b) Identify main cereal crops meaning of cereal crops. do you know?
grown in Kenya • In groups, learners to identify
c) Develop a display of various various cereal crops grown in Kenya
types of cereal grains in the such as wheat, maize, rice.
classroom • In groups, learners to collect, mount
d) Appreciate the importance and label cereal grains such as
of cereal crops in the food wheat, maize, rice on a manila paper
we eat. for display.
• Learners to assist parents or
guardians in activities for preparing
cereals for consumption.
3.1.3 Legumes By the end of the sub strand the • Learners to watch a video or visit a 1. What are legume
learner should be able to: farm growing legumes such as crops?
a) Give the meaning of a legume beans, peas, green grams.

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 crop • In pairs, learners suggest the 2. Which legume
b) Identify main legume crops meaning of legume crops. crops do you
grown in Kenya • In groups, learners to identify know?
c) Develop a display of various various legume crops grown in
types of legume seeds in the Kenya such as beans, peas, green
classroom grams.
d) Appreciate the importance of • In groups, learners to collect, mount
legume crops in the food we and label legume seeds such as
eat. beans, peas, green grams on a
manila paper for display.
• Learners to assist parents or
guardians in the activities for
preparing legumes for consumption.
• Learners to carry out an activity of
matching crops to their respective
categories (vegetables, cereals and
legumes).
Core competencies to be developed: Communication and collaboration in group activities while classifying and identifying the vegetables,
cereals and legumes; Critical thinking and problem solving by participating in activities for own nutritional supplement.
PCIs: Nutrition (vegetables, cereals and legume production); Food security: Values: Unity, cooperation, respect and responsibility in
contributing to community foods through selected food crops; Health: taking care of group activities on growing selected crops.
their nutritional needs through consumption of vegetables, cereals and legumes.
Links to other subjects: Home Science (nutritional value of vegetables, cereals and Suggested community service learning activities:
legumes). Learners to assist parents or guardians in the activities for
preparing vegetables, cereals and legumes for consumption.

Assessment rubrics

Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

Classification of crops Consistently and correctly able Correctly able to classify Sometimes able to classify Rarely able to classify
into vegetables, to classify crops into crops into vegetables, crops into vegetables, crops into vegetables,
cereals and legumes vegetables, cereals and legumes cereals and legumes cereals and legumes cereals and legumes

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry

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 Question
3.0 Gardening 3.2. Selected By the end of the sub strand the • In groups, learners to brainstorm How can we plant
Practices Gardening learner should be able to: on crops with tiny seeds such as tiny seeds in a
Practices a) Prepare a fine seedbed for carrots and sunflower among seedbed?
(13 lessons) crops with tiny seeds others and how they can be
b) Sow tiny seeds directly into grown in the locality. In this
3.2.1 Direct sowing of the seedbed. activity, learners to be guided to
tiny seeds identify some tiny-seeded crops
that are sown directly into the
seedbed (tiny-seeded crops that
do not require transplanting).
• In pairs, learners to brainstorm
on how the tiny seeds are sown
in the seedbed.
• Learners to watch a video clip on
how to prepare a fine seedbed
and sow tiny seeds such as carrot
or sunflower seeds into the
seedbed.
• In groups, learners prepare a
suitable seedbed for sowing any
crop with tiny seeds that they
may opt for. The crop should be
suitable for direct sowing.
• Learners to sow the tiny seeds in
the prepared seedbed.
3.2.2 Care for tiny- By the end of the sub strand the • Learners to share experiences on What care is needed
seeded crops learner should be able to: appropriate gardening practices for directly sown
a) Identify the practices to care for for a seedbed with directly sown tiny-seed crop in a
directly sown tiny-seeded crops tiny seeds such as carrots and seedbed?
in a seedbed sunflower.
b) Carry out caring practices for • Learners to watch a video clip on
the seedbed. gardening practices carried out
c) Appreciate the value of caring on directly sown tiny seeds in a
for tiny-seeded crops in the seedbed.
seedbed. • In groups, learners to carry out

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 gardening practices on the
established tiny-seeded seedbed
such as mulching, watering,
thinning and uprooting weeds.
3.2.3 Gardening Tools By the end of the sub strand the • In groups, learners to suggest 1. What appropriate
and Equipment learner should be able to: tools and equipment used for tools and equipment
a) Identify appropriate tools and gardening in a seedbed are used in
equipment used for gardening • Learners to watch a video clip on gardening
in a seedbed safe use and cleaning of practices?
b) Demonstrate appropriate use of gardening tools and equipment. 2. What safety
tools and equipment in • Learners to use appropriate tools measures are
gardening and equipment in gardening observed when
c) Practice safety measures when practices of a seedbed. using garden tools
using gardening tools and • Learners to observe safety and equipment?
equipment measures in the use of tools and 3. How are garden
d) Clean the garden tools and equipment. tools and equipment
equipment after use. • In groups, learners to clean the maintained?
gardening tools and equipment
after use.
• Learners practice learnt skills for
growing tiny-seeded crops and
maintaining tools and equipment
at home.
Core competencies to be developed: Communication and collaboration in group activities in gardening activities; Critical thinking and problem
solving by participating in activities for own nutritional supplement; Self-efficacy in own contribution to production of crops.
PCIs: Safety: safe handling and use of tools and equipment; Food security: Values: Cooperation and responsibility in group activities
contributing to community foods through production of food crops; Nutrition: use of for maintaining tools and equipment.
selected crops for nutritional value.
Links to other subjects: Home Science (nutritional value of selected crops); Suggested community service learning activities:
Science and technology (use and maintenance of tools and equipment). Learners to assist parents or guardians in the activities for
growing the selected crop and maintaining tools and
equipment.

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Assessment rubrics

Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

Establishing suitable Consistently and correctly Correctly establishes a Sometimes establishes a Rarely establishes a suitable
seedbed for a selected crop establishes a suitable suitable seedbed suitable seedbed seedbed
seedbed
Caring for crop in a seed Consistently and correctly Correctly cares for crops in a Sometimes cares for crops in Rarely cares for crops in a
bed cares for crops in a seed bed seed bed a seed bed seed bed
Appropriate use of tools Consistently and responsibly Responsibly demonstrates Sometimes demonstrates Rarely demonstrates
and equipment demonstrates appropriate appropriate use of tools and appropriate use of tools and appropriate use of tools and
use of tools and equipment equipment in gardening equipment in gardening equipment in gardening
in gardening practices practices practices practices

Cleaning of tools and Consistently and correctly Correctly cleans tools and Sometimes cleans tools and Rarely cleans tools and
equipment after use cleans tools and equipment equipment after use equipment after use equipment after use
after use

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry

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 Question
3.0 Gardening 3.3. Innovative By the end of the sub strand the • In groups, learners to share How can we grow
Practices Gardening learner should be able to: experiences on how crops could be crops where there is
Project a) Identify containers that can be grown in places where there is little little space for
(19 lessons) used for innovative gardening space for gardening. In this activity, gardening?
b) Prepare a container garden for learners to use seeds to appreciate
3.3.1 Container sowing of seeds establishment of crops from seeds.
gardening c) Sow seeds in a container • Learners to watch or observe stimulus
garden. materials such as video clips, charts,
pictures and photographs on container
gardens and gardening practices
showing various crops.
• In groups, learners to identify suitable
containers to be used for container
gardening.
• In groups, learners to discuss
instances where container gardening
can be used and appropriate places
where they can be placed.
• In groups, learners to prepare
container gardens such as tyres,
plastic bottles, wooden boxes,
buckets, small jerricans for sowing a
crop from seeds such as carrots.
• In groups, learners to sow a crop of
their choice from seeds in the
prepared container gardens.
3.3.2 Care for By the end of the sub strand the • Learners share experiences on How can we care for
Container learner should be able to: container gardening practices for a container gardens?
Gardens a) Identify the caring practices for crop of their choice. The crop should
crop in the container garden however be suitable for container How are crops in a
b) Care for crops in the container gardening. Learners to be guided to container garden
garden select a suitable annual crop that harvested?
c) Carry out harvesting of crop grows within a period of one to three
from the container garden months.
d) Acquire information on • Learners watch a video clip on

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 container gardening practices container gardening practices carried
e) Compile photos on innovative out on crops such as carrots among
container gardening others.
f) Sell outputs of the container • In groups, learners carry out container
gardens to earn income. gardening practices such as mulching,
g) Appreciate importance of watering, thinning, uprooting weeds,
container gardening to food controlling pests, and removing
security, income generation and diseased plants on the innovative
aesthetics. gardens.
• In groups, learners harvest the crop
from the container garden and prepare
them for consumption.
• Learners use digital devices that have
appropriate software to search for
information on container gardening
practices and innovative container
gardens.
• In groups, learners share acquired
information on innovative container
gardens.
• In groups, learners take photos
(photos with dates) on the various
gardening practices they carry out on
their project as a form of simple
record keeping.
• In groups, learners compile and store
photos on gardening practices and
container gardens using appropriate
methods such as digital or physical
photo albums with details such as
activity dates.
• Individual learners make
presentations on photos taken and
stored for their project.
• Learners identify some crop output of
the project and offer for sale to the

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 school fraternity, parents and the
neighbouring community. The output
should be in form of either harvested
produce or crops in containers.
• Learners discuss and appropriately
manage income from the sale of
project output to satisfy identified
needs.
• Learners collaborate with parents or
guardians to establish innovative
container gardens at home.
Core competencies to be developed: Digital literacy in searching and storing photos and information on innovative container gardening;
Communication and collaboration in group activities while preparing container gardens; Critical thinking and problem solving by participating in
developing appropriate container gardens to solve land shortage problem; Self-efficacy in own contribution to innovations, presentations and sale
of output from container garden project.
PCIs: Environmental protection (use of waste containers); Food security Values: Unity, cooperation, respect and responsibility in group
(contributing to community food production through innovative gardening); activities on innovative container gardening.
Nutrition (use of various crops for food). Financial literacy: selling and
managing income gained from container gardens project.
Links to other subjects: Home Science (nutritional value of carrots); Science Suggested community service learning activities: Learners to
(technology and innovations); Mathematics (measurements in container collaborate with parents and guardians to establish innovative
preparation). container gardens at home.

Assessment rubrics

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Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Preparation of suitable Consistently and correctly Correctly prepares suitable Sometimes prepares suitable Rarely prepares suitable
container gardens for prepares suitable container container gardens for sowing container gardens for sowing container gardens for sowin
sowing crops gardens for sowing crops crops crops crops
Caring for crops in Consistently and correctly Correctly carries out Sometimes carries out Rarely carries out gardening
container garden carries out gardening gardening practices for crops gardening practices for crops practices for crops in
practices for crops in in container gardens in container gardens container gardens
container gardens
Ability to harvest crops Consistently and correctly Correctly harvests crops at Sometimes harvests crops at Rarely harvests crops at the
harvests crops at the right the right stage the right stage right stage
stage
Identifying appropriate Consistently and correctly Correctly identifies Sometimes identifies Rarely identifies appropriate
output for sale identifies appropriate output appropriate output for sale appropriate output for sale output for sale
for sale

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 LIST OF RESOURCES
• Soil samples - Wheelbarrow
- Sand - Knapsack sprayer
- Clay - Garden trowel
- Loam - Manure fork
• A sieve - Fork jembe
• Containers with small holes at the base - Tape measure
• Water - String
• Video clips-relevant to the learning concept in the learning activities - Secateurs
• Photos-relevant to the learning concept in the learning activities - Knife
- Pruning saw
• Photo album
- Pliers
• Manilla papers
- Watering can
• Scissors
- Weighing balance
• Soft board - Gloves
• Felt pens
• Wires
• Sticker labels
• Materials of cloth and sacks origin
• Pins
• Assorted fruits
• Organic materials for composting (farm waste from crops and - Guava
animals) - Tree tomato
• Sticks • Assorted crop seeds
• Metal pipes - Maize
• Plastic pipes - Beans
• Assorted containers - Rice
- Bottles - Peas
- Jerricans - Green grams
- Buckets - Carrot seeds
- Wooden boxes - Spinach seeds
- Used tyres - Tomato seeds
- Baskets - Kale seeds
• Assorted farm tools and equipment - Sunflower seeds
- Panga • Assorted vegetables
- Rake
- Jembe
- Slasher
- Spade

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• Digital resources
- Computer
- Laptop
- Tablet
- Smart phones
- Digital camera
- Flash disks
- DVDs
- Memory cards
- Internet connectivity devices
- Projector
- External memory drives
- Connectivity cables
- Data cables
- Source of power
- Printer
• Domestic animals-access to various animals
- Cattle
- Sheep
- Goats
- Poultry
- Rabbits
• Resource persons-specialized or skilled persons in assorted topical
areas

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 HOME SCIENCE

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ESSENCE STATEMENT

Home Science aims at equipping learners with knowledge, skills, attitudes and values which will help promote healthy living i n terms of preparing an
eating healthy foods, prevention of illnesses, ensuring comfort and safety in the home, observing personal hygiene and wise b uying. In addition, the learne
will be able to appreciate the physical changes which occur from childhood to adolescence. The learner will engage in practical activities such as shoppin
for the home, care of the home, cooking and service of food, food preservation, laundry work, sewing, knitting and crocheting . Home science will als
strengthen the foundation for development of higher competencies in lower secondary.

LEARNING OUTCOMES FOR HOME SCIENCE

By the end of upper primary, the learner should be able to:

1. promote healthy living practices for the well being of self and others
2. appreciate the needs of a child in promoting proper growth and development
3. plan, prepare and present meals to promote healthy living
4. preserve food using traditional and modern methods
5. choose, use and care for clothes and household articles in school and at home
6. make simple needlework items for enjoyment and entrepreneurial competences
7. use resources appropriately at home and in school

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Strand Sub Strand Specific learning Outcomes Suggested Learning Experience Key Inquiry Question (s)

1.0 HEALTHY 1.1 Play By the end of the sub strand, the • Learners name the needs of a child 1. What are the needs of
PRACTICES (5 lessons) learner should be able to: for healthy development (food, a child for healthy
a) name the various needs of a shelter, clothing, play and rest) using development?
child for healthy digital resources (pictures, video clips 2. Which play items
development and audios), charts, realia within your locality
b) identify different games • Learners share experiences on the are suitable for a
played in the locality different games played in their child?
c) identify play items for a locality 3. What are the qualities
child • Learners are guided to identify play of a good play item for
d) list qualities to look for items in their environment using a child?
when choosing suitable play digital resources, charts and realia, 4. Which are the
items for a child • In groups, learners discuss qualities common accidents that
e) make a play item using of a play items occur during play
locally available materials • In groups, learners make a play item among children?
f) care for the play items for using locally available materials 5. What security
the safety of the child Using video clips, stories, charts and challenges occur
g) appreciate the importance of pictures, Learners discuss safety during play?
rest after play during play
• Using video clips and stories learners
share experiences on issues to do with
security of children during play
• Watch video clip on security issues of
children during play
• Learners play and observe safety
during play
Core competences to be developed:
- Critical thinking and problem solving – when choosing and making a play item, and also when observing security measures during play
- Communication and Collaboration - when playing together
- Creativity and Imagination– when making play items
PCIs: Values:
- Safety – during safe play - Responsibility – in taking care of the play items
- Environmental issues - use of environmentally friendly materials - Sharing and Love – acceptance of each other playing

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 together
- Patience – as they take turns in playing
- Peace – during play
Links to other subjects: Suggested community service learning activities:
- Science and technology – in the materials used for playing, also during the Teach others how to make different play items
exploring of the environment
- Physical Health and Education - during play

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to identify safe Correctly identifies safe Identifies safe play items Identifies some safe play With assistance, attempts
play items play items for a child for a child items for a child to identify some play items
for a child
Make safe play items Correctly makes safe play Makes safe play items Makes some play items With assistance, able to
using available materials items using available using available materials using available materials make some play items
materials using available materials
Care for the play items Appropriately care for the Cares for the play items Cares for some play items With assistance, Cares for
play items some play items
Observe safety during Consistently observes Observes safety during Occasionally observes Rarely observes safety
play safety during play play safety during play during play

Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

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2.0 HEALTHY 2.1 Common By the end of the sub strand, • Learners share experiences on 1. What causes illness?
LIVING Illnesses in the the learner should be able to: incidences when they were unwell 2. How can you tell that
locality a) identify common (pain, stomachache, headache, feeling you are unwell?
(5 lessons) illnesses in the locality hot or cold,) 3. What measures
b) communicate when • Learners role play on how to should you take to
feeling unwell to others communicate with others when feeling prevent common
c) identify the causes of unwell illnesses in your
common illnesses in the • Learners watch video clips, pictures locality?
locality and charts on what causes feeling
d) identify healthy practices unwell
that prevent illnesses in • In groups, learners discuss the causes
the locality of common illness in their locality
e) practice healthy measures (coughs, colds. Ear ache, sore throat,
that prevent illnesses in vomiting, diarrhoea),
the locality • Learners identify healthy practices that
f) appreciate the importance prevent feeling unwell from pictures,
of healthy practices in charts, health documentaries, health
promoting good health in posters (washing hands, using a
the locality handkerchief, covering the mouth
when coughing, wearing shoes,
washing raw vegetables and fruits,
drinking clean water, using clean
cutlery)
• In groups, learners use the pictures,
health documentaries and health
posters to guide discussion on healthy
measures to prevent illness in the
locality
• Learners watch demonstrations, video
clips, observe pictures and charts on
measures to prevent illness in the
locality

Core competences to be developed:

- Communication and collaboration – is developed when learners share experiences

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- Self-efficacy – when learners are able to identify health practices that makes them feel unwell
- Learning to Learn – as learners begin to open up and share their experiences
- Digital Literacy – as they interact with the digital gadgets
PCIs: Values:
- Health Education – as they learn the causes and prevention of - Responsibility – when they take care of themselves to avoid being
feeling unwell unwell
- Life Skills and Value Education – as they learn and become - Love – when they develop compassion towards those who are feeling
aware of how they are feeling, they become empowered unwell
- Honesty – when communicating about feeling unwell
Links to other subjects: Suggested community service learning activities:
- Languages – they will develop ability to express their ideas - Participate in community service activities that target advocacy of
clearly using a language during discussion and role play healthy practices to prevent illness such as Global Hand Washing Day,
- Science and Technology – as they talk about their body parts World Toilet Day
- Take part in immunization programmes like Tuberculosis (TB), polio
- Participate in community walks to raise funds
- Sensitize the community on the importance of hygiene practrices
- Make leaky tins or tippy taps to be used in the community

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to promote good • Effectively • Communicate feeling • Communicate feeling • Attempts to
health practices communicate feeling unwell unwell, to some extent communicate feeling
unwell • Carry out healthy • Carry out some healthy unwell with assistance
• Effectively carry out practices in promoting practices in promoting • With guidance, carry
healthy practices in good health good health out few healthy
promoting good health practices in promoting
good health

Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

2.0 HEALTHY 2.2 Care of the By the end of the sub strand, • Learners identify cleaning materials 1. What materials and
LIVING home (7 lessons) the learner should be able to: and tools used at home using realia, tools do we use to
a) identify cleaning pictures, video clips, charts (sweeping, clean our home?

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Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

materials and tools used mopping, dusting and disposal of 2. How do we clean our
at home refuse) home?
b) use locally available • In groups, learners discuss 3. How do we care for
resources to make improvisation of cleaning materials cleaning materials and
cleaning materials and and tools made from locally available tools?
tools to be used at home resources 4. Which safety measures
c) describe the procedures • Learners practice safety when making do we observe when:
of cleaning the home improvised cleaning materials and - cleaning
d) use various procedures to tools from locally available resources (sweeping,
clean the home • In groups, learners discuss procedures mopping, dusting)
e) observe safety when of cleaning the home (sweeping, - disposing off
carrying out cleaning mopping, dusting and disposal of refuse
activities in the home refuse) - making
f) care for cleaning • Learners clean using various improvised
materials and tools for procedures (dusting, mopping, materials and tools
durability sweeping, disposal of refuse) for cleaning?
g) appreciate a clean home • Learners practice safety when carrying
in promoting healthy out cleaning activities in the home
living • Learners clean and store cleaning
materials and tools used at home
Core competences to be developed:
- Communication and Collaboration – as learners practice cleaning in groups
- Critical Thinking and Problem Solving – during improvisation of cleaning materials and tools
- Creativity and Imagination - as learners make improvised cleaning materials
PCIs: Values:
Environmental issues - Unity - when working together
- take precautions when collecting materials used for improvisation - Responsibility - when cleaning and taking care of the
- observing correct disposal of refuse materials and tools
Health related issues - Respect – for the environment during disposal of refuse
- Reduction of pollutants through cleaning e.g. sprinkling water on the ground
before sweeping to prevent too much dust in the air
- observing correct disposal of refuse
- Learners appreciate staying in a clean place
Safety

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Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

- During improvisation, cleaning and correct disposal of refuse

Links to other subjects: Suggested community service learning activities:
- Science and Technology – when making improvised cleaning materials and - Participate in community service activities which involve
tools cleaning
- Indigenous Language – when identifying cleaning materials and tools in the
locality
- Art and Craft – when making improvised cleaning materials
Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Identify cleaning Correctly identifies cleaning Identifies cleaning Identifies some materials Identify few materials and
materials and materials and tools materials and tools and tools tools with assistance
tools used at
home
Make cleaning Correctly makes suitable Makes suitable cleaning Makes some cleaning With assistance attempt to
materials and cleaning materials using locally materials using locally materials and tools using make cleaning materials and
tools to be used available resources available resources locally available resources tools using locally available
at home resources
Ability to clean • Appropriately cleans the • Cleans the home using • Cleans the home using • Makes attempt to clean a
the home home using various various procedures some procedures home without following
procedures • observes safety safely the various procedures
• Consistently observes measures when • observes some safety safely
safety measures when cleaning measures when • rarely observes safety
cleaning cleaning measures when cleaning
Care for • Consistently and • Cares for cleaning • Occasionally cares for • Needs assistance to care
cleaning appropriately cares for materials and tools some cleaning for cleaning materials and
materials and cleaning materials and tools materials and tools tools
tools in the home

Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

2.0 HEALTHY 2.3 Care and By the end of the sub- strand, the • Learner identifies different 1. What are the materials
LIVING cleaning of learner should be able to: materials used for making shoes used for making

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Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

shoes a) identify different materials using pictures, realia, video clips different types of
(8 lessons) used for making shoes (plastic, leather and canvas shoes) shoes?
b) identify materials used for • In pairs, learners discuss 2. How do you clean
cleaning different types of materials used for cleaning shoes made from
shoes different types of shoes different materials?
c) describe the procedure of • In groups, learners explain the
cleaning different types of procedure of cleaning different
shoes types of shoes
d) clean shoes made from • Learners watch video clips or
different types of materials demonstration on cleaning
e) practice safety when different types of shoes
cleaning different types of • Learners clean and store materials
shoes after cleaning shoes made from
f) clean and store materials different materials (scrubbing
used for cleaning different brush, soft cloth, soap, etc.)
types of shoes • Learners practice safety when
g) appreciate the importance of cleaning different types of shoes
wearing clean shoes • Learners keep a daily log
showing how often they clean
their shoes
• Learner stores the cleaned shoes
made from different types of
materials
Core competences to be developed:
- Critical Thinking and Problem solving – during improvisation of the cleaning materials for cleaning shoes
- Communication and Collaboration – when working in pairs and groups
- Creativity and Imagination - when choosing cleaning materials and also in improvising cleaning materials where applicable
- Self-efficacy – when cleaning their own shoes
PCIs: Values:
- Environmental Education – during disposal of used materials when - Unity – when working together
cleaning shoes - Responsibility – when cleaning and storing materials after
- Financial literacy – during the improvisation of cleaning materials cleaning shoes and also disposing off the cleaning water
- Honesty – during the storage of shoes after cleaning (to avert
theft)

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Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

Links to other subjects: Suggested community service learning activities:

- Science and Technology - in using materials for cleaning shoes made - Visit a shoe factory to see how they process the materials to
from different materials come up with different types of shoes.
- Mathematics - in keeping the daily log - Visit a market/cobbler to identify the different types of shoes.
- Interact with a shoe shiner on cleaning of shoes.

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Identify different Consistently and correctly Correctly identifies Occasionally identifies Identifies different
materials used for identifies different materials used different materials used for different materials used for materials used for making
making shoes for making shoes making shoes making shoes shoes with assistance
Identify materials Consistently and correctly Correctly identifies Occasionally identifies Identifies materials used
used for cleaning identifies materials used for materials used for cleaning materials used for cleaning for cleaning different shoes
different types of cleaning different shoes different shoes different shoes with assistance
shoes
Clean shoes made • Appropriately cleans shoes • Cleans shoes made • Occasionally cleans • With assistance, cleans
from different made from different types of from different types of shoes made from shoes made from
materials materials following the materials following the different materials different materials
correct procedure correct procedure following some • Rarely observes safety
• Consistently observes safety • Observes safety when procedures when cleaning shoes
when cleaning shoes cleaning shoes • Occasionally observes • Rarely cleans and
• Appropriately cleans and • Cleans and stores safety when cleaning stores some cleaning
stores cleaning materials and cleaning materials and shoes materials and tools
tools tools • Occasionally cleans
and stores cleaning
materials and tools

Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry
question (s)

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2.0 HEALTHY 2.4 Fuels used at home By the end of the sub strand, the • Learners identify types of fuel 1. Which types
LIVING (8 lessons) learner should be able to: used at home (electricity, of fuel are
a) identify types of fuels used at charcoal, wood, gas, paraffin) available in
home using charts, pictures, video clips your locality?
b) state reasons for using various and realia 2. How do you
types of fuel at home • In groups, learners discuss conserve fuel
c) use and conserve fuels used at reasons for using various types at home?
home of fuel at home (cooking, 3. How do you
d) practice safety when using fuels heating, lighting) ensure safety
e) state the challenges faced when • In groups, learners practice using while using
using different types of fuel at different types of fuel fuel at home?
home • In groups, learners discuss ways 4. What are the
f) appreciate the importance of of conserving fuel at home challenges you
conserving fuel at home • Learners watch a video clip or are likely to
demonstration using different face when
types of fuel at home using different
• In groups, learners discuss the types of fuel at
challenges faced when using home?
different types of fuel at home
• Learners role play safety
precautions to be observed while
using fuel at home
Core competences to be developed:
- Communication and Collaboration - during teamwork activities
- Critical thinking and Problem Solving - when giving reasons for using various types of fuel at home
- Creativity and Imagination during role play on safety precautions to observe when using fuel
PCIs: Values:
- Environmental issues in fuel conservation - Responsibility - in using fuel sparingly
- Disaster and risk reduction in safety precautions while using fuel - Unity and patience - while working in groups
Links to other subjects: Suggested community service learning activities:
Science and technology during: - Sensitize community members on safety measures while using fuels
- conservation of fuel
- when identifying types of fuel

Assessment Rubrics

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Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Identify types Correctly identifies types of Identifies types of fuel Identifies some types of fuel With assistance, identifies a few
of fuel used at fuel used at home used at home used at home types of fuel used at home
home
Use of fuel • Consistently • Demonstrates ways of • Occasionally attempts to • Rarely attempts to conserve
demonstrates ways of conserving fuel conserve fuel fuel
conserving fuel • Observes safety while • Occasionally observes • Needs guidance to observe
• Consistently observes using fuel safety while using fuel safety while using fuel
safety while using fuel

Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

3.0 3.1 Consumer By the end of the sub strand, the learner • Learners discuss a shopping list 1. Why do we make a
CONSUMER Awareness should be able to: through brainstorming in groups. shopping list?
EDUCATION (3 lessons) a) describe a shopping list used for • In pairs, learners discuss the 2. What do you consider
buying items importance of a shopping list to when making a
b) state the importance of a shopping a consumer shopping list?
list to a consumer • Learners discuss places where
c) identify places where one can shop one can shop in the locality
in the locality through sharing experiences,
d) outline the steps to follow when pictures, video clips and charts
making a shopping list • In groups, learners discuss steps
e) prepare a shopping list for use at to follow when making a
home shopping list in order of priority
f) appreciate the use of a shopping list • Learners prepare a shopping list
• Learners role play buying items
using a shopping list to shop
Core competences to be developed:
- Critical Thinking and Problem Solving – when prioritizing items in a shopping list
- Communication and Collaboration - when sharing and working in groups
- Creativity and Imagination - during role play using a shopping list
- Self Efficacy – when able to prepare and use a shopping list
PCIs: Values:
- Life skills- decision making skills when coming up with the necessities to - Responsibility - when making decisions and choices as

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 include in shopping list they prepare a shopping list and use it to shop
- Financial literacy – making a shopping list to help reduce unwanted expenses - Honesty – in preparing the shopping list and shopping
using it (using the right amount of money and bringing
back the balance)
Links to other subjects: Suggested community service learning activities:
- Mathematics – when allocating money to the different items on the list - Participate actively in preparing the shopping list and
assisting parents/guardians/peers in shopping

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to make a Correctly makes a Prepares a shopping list Makes a shopping list without Needs guidance to make a
shopping list shopping list in order of in order of the most prioritizing order of shopping list
the most important items important items important items
Use a shopping list Effectively shop using a Shops using a shopping Makes attempt to buy few Needs guidance to Shop
shopping list list items in the shopping list using the shopping list

Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

4.0 FOODS AND 4.1 Choosing foods By the end of the sub strand, the • Learners discuss factors to 1. What do you buy from
NUTRITION (3 lessons) learner should be able to: consider when choosing a general grocery?
a) list factors to consider when food from a general grocery 2. What factors do you
choosing foods from a general (type of packaging, consider when
grocery information on the package, choosing food from a
b) choose foods from a general correct weight, freshness, general grocery?
grocery in the locality expiry date, price)
c) appreciate the importance of • Learners will role play
grocery shops in the locality choosing foods from a
general grocery
Core competences to be developed:
- Critical Thinking and Problem Solving – allowing children to make a choice of food from a multiple perspective
- Communication and Collaboration – collaborative skills in the classroom as they role play choosing foods
- Self efficacy – in selecting food items correctly

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PCIs: Values:
- Life skills - effective decision making skills when choosing food from the - Responsibility - when choosing food from the general
general grocery grocery
- Health issues - choosing foods which have not expired, appropriately - Integrity and honesty – when using and returning the money
packaged, correct weight, fresh, affordable price balance
Links to other subjects: Suggested community service learning activities:
- Mathematics – when accounting for money used for buying food items - Assist parent/guardians in carrying out shopping from a
- Science and Technology – when choosing the correct and healthy foods general grocery
- Agriculture – farm products from the groceries (vegetable, milk, etc.) - Offering to help sell in the shop

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to choose food Correctly chooses foods Chooses foods from a Chooses some foods from With assistance, chooses a
from a general grocery from a general grocery in general grocery in their a general grocery in their few foods from a general
their locality locality locality grocery in their locality

Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

4.0 FOODS 4.2 Variety in the By the end of the sub strand, • Learners identify food available in the 1. What are the
AND Diet the learner should be able to: locality through experience sharing, functions of food in
NUTRITION (3 lessons) a) identify foods available in realia, pictures, charts, video clips our body?
the locality • In groups, learners discuss 2. What is variety in the
b) state the functions of classification of food according to their diet?
foods in the body functions using pictures, charts, realia, 3. What is a healthy
c) classify food into groups video clips (body building, energy meal?
according to their giving and protective foods)
functions • Learners can use shop corner or digital
d) explain the importance of devices to classify food
a variety of foods in diet • Learners brainstorm on the meaning of
for healthy living variety in the diet.
e) select foods to make a • Discuss eating different types of foods
healthy meal to get different types of nutrients in the
f) appreciate the importance body

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 of eating a variety of • In groups, learners select foods to
foods in the diet for a make a healthy diet using realia,
healthy living charts, pictures or computing devices
• In pairs, learners role play on selecting
foods to make a healthy diet using
realia, charts, pictures or computing
devices
Core competences to be developed:
- Communication and Collaboration – is developed when learners discuss in groups
- Critical Thinking and Problem Solving – when learners classify food into groups
- Self Efficacy – when learners choose and eat a variety of foods in a diet
PCIs: Values:
Health Education – choosing a variety of foods for a healthy diet - Responsibility – choosing a variety of foods for healthy living
- Unity – during role playing
- Respect – for other people’s choice of food
Links to other subjects: Suggested community service learning activities:
- Agriculture – food from plants and animals - Advocate for a variety of foods for a healthy diet using locally
- Science and Technology – in the classification of food groups available foods in school and at home for healthy living
according to their functions

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Identify foods Correctly identifies locally Identifies locally available Identifies some locally With assistance, identifies
that form a available foods that form a foods that form a balanced available foods that form a some locally available foods
balance diet in balanced diet diet balanced diet that form a balanced diet
the locality
Classify foods Correctly classifies foods Classifies food according Classifies some foods With guidance, classifies
according to their according to their functions to their functions according to their functions some foods according to their
functions functions
Select foods to Accurately selects foods to Selects foods to make a Selects some foods to make Needs assistance to select
make a balance make a balance meal balanced meal a meal foods to make a meal
meal

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Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

4.0 FOODS 4.3 Preservation By the end of the sub strand, the • In groups, learners brainstorm on the 1. What are the sources
AND of milk learner should be able to: sources of milk in their locality (milk of milk?
NUTRITION (4 lessons) a) identify sources of milk in packets in shops, milk vendors, 2. How do we preserve
the locality farmers) and the importance of milk milk?
b) state the importance of milk in the body.
in the body • Learners will identify sources of
c) state the reasons for milk in the locality using pictures,
preserving milk charts, video clips
d) explain the methods of • In groups, learners will discuss the
preserving milk in the importance of preserving milk
locality • In groups, learners will discuss
e) use different methods to methods of preserving milk in the
preserve milk locality (boiling, fermenting, home
f) practice food hygiene when cooler, refrigeration, processing)
using different methods to • Learners to watch a demonstration or
preserve milk video clip on methods of preserving
g) appreciate the importance of milk
preserving milk • Learners use different methods to
preserve milk
• Learners practice food hygiene when
using different methods to preserve
milk
Core competences to be developed:
- Communication and collaboration – when they engage in group discussions
- Critical Thinking and Problem Solving – when learners discuss the importance of preserving milk
- Creativity and Imagination – when learners use different methods to preserve milk
- Digital Literacy – by accessing information on importance and methods of preserving milk
- Self-Efficacy – when learners preserve milk at home
PCIs: Values:
- Health Education – use of hygienic practices when preserving milk - Responsibility – in using different methods to make milk last
- Animal Welfare - respect for the animals longer
- Honesty – not to add additives in milk
- Respect - of other people’s source of milk and the animals which
are providing us with the milk

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Links to other subjects: Suggested community service learning activities:
- Science and Technology – in the scientific principles on the various - Assist parent/guardian in preserving milk at home
methods used to preserve milk - Visit a farm or firm to observe and sensitize people on the
- Agriculture – sources of milk processing of milk
- English – learning of vocabularies such as preservation

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Preserve milk Correctly uses different Uses different methods to Uses some methods to Needs assistance to use
methods to preserve milk preserve milk preserve milk some methods to preserve
milk
Practice hygiene when Consistently practices Practices hygiene when Occasionally practices Needs assistance in
preserving milk hygiene when preserving preserving milk hygiene when preserving practicing hygiene when
milk milk preserving milk

Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question (s)

4.0 FOODS AND 4.4 Fragile By the end of the sub strand, • In groups, learners discuss the uses of a) What are the uses of
NUTRITION Kitchen the learner should be able to: various kitchen utensils at home various kitchen
utensils a) State the uses of kitchen (cooking, serving and eating) utensils at home?
(6 Lessons) utensils at home b) Which are the fragile

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 b) identify kitchen utensils • Learners identify fragile kitchen kitchen utensils used
that are fragile utensils used at home using realia, at home?
c) identify materials used for pictures, video clips, charts, sharing c) How do you clean,
cleaning fragile kitchen experiences (glass, thermo flask, dry and store fragile
utensils earthen ware, ceramic, gourd) kitchen utensils used
d) clean, dry and store fragile • In groups, learners identify materials at home
kitchen utensils used at used for cleaning fragile kitchen d) What are the
home utensils at home from realia, charts, precautions to observe
e) observe precautions when pictures and video clips when cleaning fragile
cleaning fragile kitchen • Learners watch a demonstration from kitchen utensils?
utensils the teacher or video clips on cleaning,
f) appreciate fragile kitchen drying and storing fragile kitchen
utensils at home utensils
• Learners clean, dry and store fragile
kitchen utensils used at home
• Learners observe precautions when
cleaning fragile kitchen utensils
(cleaning, drying and storage)
Core competences to be developed:
- Communication and collaboration – during group discussions
- Creativity and critical thinking – when identifying fragile items and when identifying cleaning materials
- Self-efficacy – when cleaning, drying and storing fragile utensils without breaking
PCIs: Values:
- Environmental issues – proper drainage and disposal of water used - Responsibility – while taking care of utensils
for the cleaning process - Unity - when working in groups
- Health issues – when they use clean utensils
Links to other subjects: Suggested community service learning activities: participate in
- Science and technology – properties of matter when exposed to cleaning fragile kitchen utensils at home or in an institution
heat
- English – when learning new words (fragile)

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to clean • Correctly identifies fragile • Identifies fragile • Identifies some fragile • Needs assistance to
fragile kitchen kitchen utensils used at home kitchen utensils used at kitchen utensils used at identify fragile kitchen

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utensils • Appropriately applies the home home utensils used at home
correct procedure to clean, dry • Applies the correct • Applies some correct • Needs assistance to
and store fragile kitchen procedure to clean, procedures to clean, clean, dry and store
utensils dry and store fragile dry and store fragile fragile kitchen utensils
kitchen utensils kitchen utensils

Strand Sub strand Specific learning outcomes Suggested learning experience Key inquiry question(s)
4.0 FOODS 4.5 Cooking Food By the end of the sub strand, • Learners brainstorm on reasons for cooking 1. Why do we cook
AND (15 lessons) the learner should be able to: food food?
NUTRITION a) state reasons for cooking • In groups, learners discuss food hygiene 2. What are the
food practices to observe when cooking food hygiene practices to
b) explain food hygiene using pictures, charts, video clips and be observed when
practices to observe sharing experiences cooking food?
when cooking food • Learners watch a video clip or 3. Which are the safety
c) state safety precautions demonstration on safety precautions to precautions to
to observe when cooking observe when cooking food observe when
food • In groups, learners discuss safety cooking food?
d) explain methods of precautions to be observed during cooking 4. Which are the
cooking food • Learners watch a video clip or methods used when
e) cook food using demonstration on methods of cooking food cooking food?
different methods (boiling, shallow frying)
f) appreciate cooking food • In groups, learners cook food using
using different methods different methods (boiling, shallow frying)
Core competences to be developed:
- Communication and Collaboration - during group activities
- Critical Thinking and Problem Solving - when observing hygiene and safety when cooking food
- Creativity and Imagination - when cooking different foods
- Citizenship – promotion of our culture
PCIs: Values:
- Disaster and risk reduction when observing safety precautions while - Respect - embracing foods from different communities
cooking foods (indigenous foods)
- Patriotism – in promotion of local indigenous foods - Responsibility – care while handling cooking items
Links to other subjects: Suggested community service learning activities:

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- Science and technology – conservation of energy while cooking - Visit the community food vendors and observe how they prepare
- Agriculture – sources of food foods

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Identify foods that Correctly identifies foods that can Identifies foods that can Identifies some foods that can be With assistance, identifies a
can be boiled and be boiled and shallow fried be boiled and shallow boiled and shallow fried some foods that can be boiled
shallow fried fried and shallow fried
Boil and shallow Correctly cooks food using Cooks food using various Attempts to cook food using Needs assistance to cook
fry various foods various methods methods various methods food using various methods

Practice hygiene Consistently practices hygiene Practices hygiene and Occasionally practices hygiene Needs guidance to practice
and safety during and safety during cooking safety during cooking and safety during cooking hygiene and safety during
cooking cooking

Strand Sub strand Specific learning Suggested learning experience Key inquiry question (s)
outcomes
5.0 CLOTHING 5.1 Needlework tools By the end of the sub • Learner identifies various 1. Which tools do you use
(5 lessons) strand, the learner tools used in needlework in needlework?
should be able to: from pictures, charts, realia, 2. How do you use the

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 a) identify various video clips (needles, needlework tools?
tools used in scissors, tape measure, 3. What are the safety
needlework ruler, pins, thimble, measures to be
b) use basic threads) observed while using
needlework tools in • Learners will watch a the needlework tools?
sewing demonstration on use of 4. How should we store
c) practice safety basic needlework tools needlework tools?
measures while • In pairs, learners practice
using the using basic needlework
needlework tools tools
d) store needlework • Learners practice safety
tools appropriately while using the needlework
for safety tools
e) appreciate use of • Learner store needlework
needlework tools tools appropriately
Core competences to be developed:
- Creativity and Imagination skills - when improvising needlework tools
- Communication and collaboration – During teamwork activities
- Learning to learn – in group activities when using needlework tools
- Digital literacy – when learners are watching demonstrations on use of needlework tools
PCIs: Values:
- Safety – when using and storing needlework tools - Responsibility – in using and storing the
- Life Skills – while interacting with the needlework tools needlework tools appropriately
- Unity – when working in pairs
Links to other subjects: Suggested community service learning activities:
- Mathematics - when taking measurements, using rulers and tape measures, and Visit the nearby tailoring shop to observe the use of
cutting different shapes the needlework tools.
- English - when learning different terminologies e.g. thimble

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches Below expectation
expectation
Identifies various tools Correctly identifies various Identifies various tools Identifies some tools With assistance, identifies
used in needlework tools used in needlework used in needlework used in needlework tools used in needlework

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Use needlework tools • Correctly use various • use various • use some • needs assistance to use
needlework tools needlework tools needlework tools some needlework tools
• Consistently practices • practices safety practices practices
safety measures while measures while using • occasionally • needs assistance to
using needlework tools needlework tools practices safety practice safety measures
measures while while using needlework
using needlework tools
tools
Store basic Appropriately stores Stores needlework tools Stores some needlework Needs assistance to store
needlework tools needlework tools tools needlework tools
Non formal activity
Draw and display needlework tools in the classroom, school notice board
List of assessment methods: observation, critiques, checklist, portfolio, oral and written tests, self and peer assessment
List of resources: needles, piece of cloth, ruler, sewing threads, pictures, charts, realia, video clips

Strand Sub strand Specific learning outcomes Suggested learning Key inquiry question (s)
experience
5.0 CLOTHING 5.2 Stitches By the end of the sub strand, the learner • Learner identifies stitches 1. Why do we use
(9 lessons) should be able to: on clothes (tacking and stitches on clothes?
a) identify stitches used on clothes and sewing stitches) 2. What is the use of

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 household articles • Learner states the uses of stitches in clothes and
b) state the uses of stitches in clothes stitches on clothes household articles
c) practice threading a needle before • In pairs, learners practice
sewing threading a needle before
d) practice using a needle during sewing sewing
e) make a handkerchief using tacking • Learner practices
stitches threading a needle before
f) observe safety precautions during sewing
needlework • Learner practices using a
g) appreciate the use of tacking stitches needle during sewing
in clothes • Learner make a
handkerchief using
tacking stitches
• Learner observes safety
during sewing
Core competences to be developed:
- Communication and Collaboration – as they work together
- Creativity and Imagination - through determination to be persistent in sewing
- Self efficacy – ability to make tacking stitches
PCIs: Values:
Safety - when sewing - Responsibility - when observing safety before and
during sewing
- Unity – when working together
Links to other subjects: Suggested community service learning activities:
- Mathematics – measuring different tacking stitches during sewing Learners sensitize people in the community on how to
- Art and Craft – when using different colours of threads during sewing make tacking stitches

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches Below expectation
expectation
Threads a needle Accurately threads a needle Threads a needle before Threads a needle after Needs guidance to thread a
before sewing before sewing sewing several attempts before needle before sewing

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 sewing
Makes tacking stitches • Accurately makes tacking • Makes tacking stitches • Makes tacking • Needs assistance to make
stitches on a piece of on a piece of cloth stitches on a piece tacking stitches on a piece
cloth • Makes neat tacking of cloth after of cloth
• Consistently makes neat stitches with uniform several attempts • Rarely makes neat
tacking stitches with tension • Occasionally makes tacking stitches with
uniform tension neat tacking stitches uniform tension
with uniform
tension
Use needle during • Correctly uses a needle • Uses a needle during • Attempts to use a • Needs assistance to use a
sewing during sewing sewing needle during needle during sewing
• Consistently observes • Observes safety during sewing • Needs assistance to
safety during needlework needlework • Occasionally observe safety during
observes safety needlework
during needlework

Strand Sub strand Specific learning outcomes Suggested learning Key inquiry question (s)
experience
5.0 CLOTHING 5.3 Fixing a button By the end of the sub strand, the • Observe different clothes 1. What do you look for

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 (3 lessons) learner should be able to: and household articles when choosing a
a) Identify the use of buttons in with button and discuss button?
clothes and household articles their use. 2. How do you fix a
b) state factors to consider when • In groups, learners button?
choosing a button to fix on brainstorm on the factors
for a garment to consider when
c) choose buttons for different choosing a button to fix
garments on a garment
d) fix a button on a garment • Learner uses pictures,
e) practice safety while fixing a realia and charts to
button on a garment choose the right button to
f) appreciate a well fixed button fix on a garment
on a garment • Learner observes
demonstration on fixing a
button on a garment
• Learner fixes the button
on a garment
• Learner practices safety
while fixing a button on a
garment
Core competences to be developed:
- Self-Efficacy –when fixing the button
- Critical Thinking and Problem Solving – when choosing the right button to fix on a garment
Communication and Collaboration – when working together
PCIs: Values:
- Safety – when fixing the button on a garment Responsibility - independence in fixing own button
- Hygiene – good grooming
Links to other subjects: Suggested community service learning activities:
- Mathematics – knowing the number of buttons to be fixed and also number of Sensitize other pupils in school on how to fix buttons on
holes in a button in order to determine mode of fixing garments
- Art and craft – choice of proper colour of button to match the garment

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

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Choose the right Accurately and correctly Chooses the right button to Occasionally chooses the Needs guidance to choose the
button to fix on a chooses the right button to fix on a garment right button to fix on a right button to fix on a garment
garment fix on a garment garment
Fixing a button Accurately and correctly Correctly Fixes the button on Fixes the button on a Needs guidance to fix the
fixes a button on a garment a garment garment but may not be button correctly on a garment
accurately or correctly
done

Strand Sub strand Specific learning outcomes Suggested learning Key inquiry question (s)
experience
5.0 CLOTHING 5.4 Laundrywork (12 By the end of the sub strand, the • In groups, learners 1. Why is laundrywork
lessons) learner should be able to: discuss reasons why important in taking

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 a) state reasons for laundrywork laundrywork is important care of personal items?
in caring for clothes and in care of clothes and 2. What are the steps of
household articles household articles laundering different
b) identify resources required • Learners brainstorm on personal items?
for carrying out laundrywork the resources required for 3. How do we take care
c) describe the steps in carrying out laundrywork of the resources used
laundering a handkerchief • Learners watch a video or in laundrywork?
d) launder a handkerchief as an a demonstration of steps
item of personal hygiene on laundering different
e) observe safety while personal items (mending,
laundering a handkerchief sorting, soaking,
f) care for and store laundry washing, rinsing, drying,
equipment and materials for ironing, airing, storage)
safety and durability • In pairs, learners discuss
g) appreciate properly laundered steps followed when
personal items laundering different
personal items
• Learners watch a video or
a demonstration on
laundering different
personal items
(handkerchief – white
and coloured, socks,
stockings, inner wear)
NB: teacher to bring a
new inner wear for
demonstration
• Learners practice
laundering of different
personal clothing items
(handkerchief – white
and coloured, socks,
stockings, inner wear).
• Learners watch a video or
a demonstration on safety
when laundering personal

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 items
• Learners demonstrate
responsibility in caring
for and storing cleaning
equipment and materials
• Learners appreciate
laundering of personal
clothing items
Core competences to be developed:
- Communication and Collaboration – when working in pairs and groups
- Critical Thinking and Problem Solving – when using laundry materials
Self Efficacy – ability to launder personal items
PCIs: Values:
- Health Education – promotes healthy living by using clean and neat personal - Responsibility - when caring for personal items
items, good grooming Unity - when working in pairs and groups
- ESD – in managing resources (reusing water and soap)
Links to other subjects: Suggested community service learning activities:
- Science and Technology – when using detergents Learners sensitize their immediate peers to participate in
- Mathematics – when using the correct amount of water and detergents washing of personal items

Assessment Rubrics
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Identify resources Correctly identifies Identifies resources required Identifies some resources Needs assistance to
required for resources required for for laundry work required for laundry work identify resources required
laundry work laundry work for laundry work

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Launder personal • Correctly launders • Launders different • Launders some personal • Needs assistance to
items different personal items personal items items launder different
• Consistently observes • Observes safety while • Occasionally observes personal items
safety while carrying out carrying out laundry safety while carrying out • Needs guidance to
laundry work work laundry work observe safety while
• Consistently and • Correctly uses laundry • Occasionally uses some carrying out laundry
correctly uses laundry work resources laundry work resources work
work resources correctly • Needs guidance to use
laundry work
resources correctly
Care and store Consistently cares and stores Cares and stores cleaning Occasionally cares and stores Needs guidance to care and
cleaning cleaning equipment and equipment and materials cleaning equipment and stores cleaning equipment
equipment and materials materials and materials
materials

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Non formal activities:
- Dramatize safe play in school
- Role play security measures to observe during play
- Draw posters on safe play and hang them up on the school notice board
- Learners exhibit safe play items in school
- Learners draw posters on washing of hands, cleaning fruits, etc and display on the school notice board
- Learners make leaky tins or tippy taps for washing hands and place them in the different parts of the school compound
- Compose and Sing “usafi” songs and poems
- Collect litter and dispose it off correctly
- Clean their classrooms
- Bring cuttings of pictures of different types of shoes
- Draw pictures of different types of fuel used at home
- Display pictures of fuels used at home
- Learners to have forums in the school or individual classes on the importance of having a shopping list
- Compose songs and poems on the importance of choosing food
- Use forums (debates) in school to talk to the other students about the importance of a balanced diet
- Compose poems and songs on the importance of a balanced diet
- Make posters to sensitize the rest of the school about the importance of a balanced diet
- Compose poems and songs about taking care of animals
- Use an animal welfare club to teach on dairy farming
- Learners exhibit fragile kitchen utensils in school
- Learners draw fragile kitchen utensils used at home and post on the school notice board
- Make charts on drawing of foods which can be boiled or shallow fried
- Paper cutting on the different foods and the methods of cooking (boiling or shallow frying)
- Debates on the methods of cooking (boiling or shallow frying)
- Draw and display needlework tools on the school notice board
- Make stitches and display on the classroom charts or in the portfolio
- Compose songs/poems on good grooming
- Use the home science club to sensitize the school community on good grooming

List of assessment methods:

Checklists, oral and written tests, group discussions, self and peer assessment, portfolio, project, critiques, debates

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Learning Resources
# Strand Sub strand List of Learning Resources
1.0 HEALTHY PRACTICES 1.1 Play Digital resources (pictures, video clips and audios), charts,
realia, play items, resource person, reference books
2.0 HEALTHY LIVING 2.1 Common Illnesses in the locality Video clips, pictures, charts, health posters, and resource
person
2.2 Care of the home Realia, pictures, video clips, charts, cleaning materials
and tools
2.3 Care of shoes Pictures, chart, plastic, leather and canvas shoes, video
clips and cleaning materials and tools
2.4 Fuels used at home Charts, pictures, video clips, realia, types of fuel, resource
person, equipment
3.0 CONSUMER EDUCATION 3.1 Consumer Awareness Pictures, video clips, charts, shopping list, shopping
venue/place
4.0 FOODS AND NUTRITION 4.1 Choosing food Pictures, video clips, packaging, general groceries
4.2 Variety in the diet pictures, charts, video clips, different foods, digital
devices
4.3 Preservation of milk Realia, pictures, charts, video clips, utensils, kitchen
equipment and appliances, milk preservation items, milk
plants, resource
Fragile Kitchen utensils Pictures, video clips, charts, materials used for cleaning,
realia
4.5 Cooking Foods Kitchen equipment and materials, assorted food items,
resource person, fuels, charts, pictures, video clips
5.0 CLOTHING 5.1 Needlework tools Needles, scissors, tape measure, ruler, pins, thimble,
threads, pictures, charts, realia, video clips, resource
person
5.2 Stitches Resource person, needles, piece of cloth, ruler, sewing
threads, pictures, charts, video clips
5.3 Fixing a button Sewing tools and materials, pictures, realia and chart,
different buttons
5.4 Laundrywork Resource person, laundry work resources, handkerchief
(white and coloured), socks, stockings, innerwear (A
clean one)

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 PHYSICAL AND HEALTH EDUCATION (PHE)

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Essence statement:

Physical and Health Education (PHE) aims at enabling the learner to acquire relevant practical knowledge, skills, values and attitudes for functional life
PHE is in tandem with the Visible Learning Theory where learners need to be able to think about and solve problems, work in teams, communicat
through discussions, take initiatives and bring diverse perspectives to their learning and also Vygotsky’s social constructio n theory which postulates tha
learning takes place within the social environment, where the learner negotiates meanings through interacting, both explicitly and implicitly, with th
teacher, peers and materials embedded in the context (BECF2017). Physical and Health Education provides, developmentally appropriate learnin
progression of skills and concepts in movement. This enables the learner to apply their mental, emotional and social skills w hich allow for participation i
future specific games and sport in pursuit of a career and healthy lifestyle.

The learning area is also designed to develop the learner’s creativity and nurture sports talent in the achievement of the learner’s full potential. Throug
Physical and Health Education the learner is empowered to acquire values and core competencies embed in Basic Education, thus becoming an Engaged
Empowered and Ethical Kenyan citizen.

Subject General Learning Outcomes:

By the end of Upper Primary, the learner should be able to:

1. Perform physical and health activities for enjoyment, survival and self-actualization.
2. Utilize knowledge, skills and values acquired through involvement in physical and health activities for safety.
3. Apply knowledge of basic fitness concepts and principles to make responsible and informed choices for a functional life
4. Improvise a variety of equipment and facilities and use tactical and social skills in outdoor experiences for existence and personal development
5. Acquire basic movement skills through a variety of developmentally appropriate movement experiences within the social, cultural, national an
international context
6. Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical and health activities
7. Exhibit inter and intra personal responsible social behaviors that respect self and others in physical and health activity settings
8. Appreciate movement skills for recreational and positive use of leisure

Lesson allocation for locomotor skills: 9

Athletics Track

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.0 Basic 1.1 Locomotor By the end of the sub-strand, the learner should ▪ In groups learners discuss and name an 1. How does an
Movement skills: An be able to: athletic track in the community athletic track
Skills athletics track ▪ Learners in groups use technology or look like?
a) identify an athletic track in the community sketches of an athletic track to identify
2 Lessons b) identify the common starting and finishing the common starting and finishing point 2. What is the
points for 100 and 200meters races on an for 100 and 200 meters races. importance of
athletic track ▪ Learners participate in the school’s honesty in
c) participate in the school’s athletic events to athletic events sports
enhance learning ▪ Learners participate in athletic events competitions?
d) observe safety when playing games for own for fun and enjoyment and observe
and others safety safety
e) play games for fun and enjoyment
f) appreciate the athletic track in the
community as a resource
1.2 Locomotor By the end of the sub-strand, the learner should ▪ learners interact with digital media to 1. How do you
skills:- be able to: familiarize with the standing start in position your
Standing Start athletics and observe body for a
in athletics a) demonstrate the Standing start to enhance - the leg placement during the standing start in
learning Standing start athletics?
4 lessons b) practice the standing start in athletics for - the push and arm action during
skill acquisition Standing start in athletics 2. Why is it
c) discuss the term ‘fair play’ during games and important to
- full body alignment (hips, knees,
sports for value acquisition eyes and arms) during the Standing respect school
d) observe rules when practicing the Standing rules
- the commands “On your marks” and
start in athletics for own and others safety
“Go!” during the Standing start
e) play games that involve Standing start in
▪ Learners in groups practice the
athletics for fun and enjoyment
f) appreciate the Standing start as a technique
- leg placement during the Standing
start
in starting races in athletics

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 - push and arm action during
Standing start in athletics
- full body alignment (hips, knees,
eyes and arms) during the Standing
- commands “On your marks” and
“Go!” during the Standing start
▪ learners in groups discuss the term ‘fair
play’
▪ Learners participate in games for fun
and enjoyment and observe safety
1.0 Basic 1.3 Locomotor By the end of the sub-strand, the learner should ▪ Learners interact with technology to 1. What moves th
Movement skills: be able to: familiarize with the Standing long jump body forward
Skills Standing Long and observe the body position, the arm after take-off in
jump a) demonstrate the Standing long jump to for swing, flight and landing. Standing long
skill acquisition ▪ In groups the learners discuss their jump?
3 lessons b) practice the standing long jump for skill observations and respect each other’s
masterly opinion 2. Why is it
c) observe safety when practicing the Standing ▪ The learners in groups use drills to important to
Long jump for own and others safety practice: work as a team
d) play games for fun and enjoyment - the take-off on both feet in Standing during games
e) appreciate the Standing Long jump in long jump and sports?
athletics - the arm swing, flight and landing in
Standing long jump
- body positioning for Standing long
jump
▪ Learners in groups discuss the
importance of teamwork during games
and sports
▪ Learners observe safety when practicing
the Standing Long jump
▪ Learners in groups participate in games

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 for fun and enjoyment

Core Competences to be developed:

▪ Digital literacy: as learners interact with technology to gather information
▪ Communication and collaboration: as the learner’s practice in groups and play games
▪ Self-efficacy: as they perform the standing long jump
Link to PCI’s:
Safety: as learners practice the various skills

Values:
▪ Respect for self and other: as learners discus in groups and correct each other
▪ Social Cohesion: as learners all work in groups for skill practice
▪ Unity: as learners practice drills together
Link to other learning areas:
▪ Languages: as learners discuss in groups
▪ Home Science and Religious Education: as learners identify and name body parts used in standing start
▪ Mathematics: as learners count the lanes
▪ Science and technology: as learners manipulate digital gadgets to watch videos
Suggested Community Service-Learning Activities: Learners participate during inter-community athletic competitions for solidarity
Non-formal activities to enhance learning: Learners engage in athletic activities with their peer during their free time.
Suggested: Assessment: Oral questions, written assignment, Observation, Anecdotal notes, practical assessment, peer assessments and self-assessment

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Assessment Rubric For: Basic Movement Skills: Manipulative Skills: Athletics Track
# Indicator Exceeding expectation Meeting expectation Approaching Below expectation
expectation
1. Skill acquisition The learner demonstrates The learner executes the The learner requires The learner cannot
(cognitive) excellent ability in skill skills with little effort and significant effort to perform without
▪ identifying the performance and volunteers requires minimum perform skills and assistance
sections of an athletic to assist others. supervision requires constant
track supervision
▪ standing start in
athletics
▪ standing Long jump
2. Sportsmanship The learners portray The learner demonstrates The learner The learner
Attitude excellent sportsmanship in sportsman like behavior in demonstrates sportsman demonstrates un-
Teamwork all activities and exhibits most activities and works like behavior under sportsman like
genuine concern for others well with others supervision and works conduct in most
with others under activities and portrays
supervision inability to work with
others
3. Health and fitness The learner demonstrates The learner improves The learner irregularly The learner is unable
enhancing behaviors an exceptional level of personal growth within progresses towards to maintain personal
fitness and surpasses all physical fitness improving personal levels of physical
grade level components of expectations levels. fitness level. fitness
fitness
4. Safety and application of Learner always participates Always participates safely The learner needs The learner needs
rules safely and encourages and follows instructions occasional prompting to constant supervision to
others to be safe, follows and stays on task without observe safety and stay enforce safety, obey
instruction and stay on task. undue fatigue. on task. . instructions and stay
on task.

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 Lesson allocation for Manipulative Skills: 51
Manipulative Skills: Ball Games
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
1.0 Basic 1..4 By the end of the sub-strand, the learner ▪ learners interact with digital 1. Which locally available
Movement Manipulative should be able to: technology to find out the shapes materials are appropriate
Skills skills: Ball game of various hand balls for improvising durable
skills: By the end of the sub-strand, the learner ▪ learners identify locally available hand balls?
should be able to: materials that can be used to 2. What safety measures can
Improvising improvise durable hand balls of be taken to avoid injuries
balls a) identify locally available materials various sizes when improvising hand
for improvising balls ▪ in groups learners gather locally balls?
4 lessons b) improvise balls of various sizes for available materials for 3. Which are the likely
learning improvising durable balls injuries to soccer when
▪ learners in groups improvise age improvising soccer balls?
c) gather locally available materials for
appropriate hand balls of various 4. How can the injuries that
improvising balls
sizes may occur while
d) dispose waste after improvisation for ▪ learners clean the working area improvising hand balls be
environmental care and dispose of waste managed?
e) observe safety when improvising appropriately 5. Which games can be
balls to avoid injuries ▪ learners observe safety when they played using improvised
f) play games using improvised balls improvising balls hand balls?
for fun and enjoyment ▪ learners play games using
g) appreciate improvising balls for self- improvised balls and observe
sufficiency rules

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1.0 Basic 1.5 By the end of the Sub strand the learner ▪ Learners in groups use digital 1. which distance is easier to
Movement Manipulative should be able to: media to view the One-handed catch from using the One-
Skills skills: Ball catch. they discuss their handed catch?
Games: One a) demonstrate the Two-handed catch for observations and respect each
handed skill acquisition other’s opinion 2. How can you use the One-
b) practice the Two-handed catch for skill ▪ learners in groups pass a variety handed catch in everyday
Catching masterly of items to each other to practice life?
c) observe rules when playing games for the One-handed catch using
3 lessons own and others safety different:
d) play games for fun and enjoyment - distances
e) appreciate the Two-handed catch as a - pathways
vital skill in playing a number of games
- levels
- degrees of force
▪ the learners make relationships
by using the Two-handed catch
▪ learners play games for fun and
enjoyment and observe safety
1.0 Basic 1.6 By the end of the sub-strand, the learner ▪ Learners interact with technology 1. How far can a person
Movement Manipulative should be able to: to observe the ball placement throw the ball when on
Skills skills: Kneeling during the Kneeling over their knees?
Overhead throw a) demonstrate the Kneeling overhead overhead throw 2. Why is it important to
throw for skill acquisition ▪ Learners use drills to practice the observe honesty during
3 Lessons b) practice the Kneeling overhead throw Kneeling overhead throw games and sports?
for skill masterly ▪ Learners in groups discus the
c) discuss the importance of honesty importance of honesty during
during games and sports games and sports
d) Observe the rules when performing the ▪ Learners observe the rules when
Kneeling overhead throw for safety practicing the Kneeling overhead
e) play fun games for enjoyment throw for safety
f) appreciate the Kneeling overhead throw ▪ Learners participate in games for
fun and enjoyment

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 for strength training
1.0 Basic 1. 7 By the end of the sub-strand, the learner ▪ Interact with digital media to
Movement Manipulative should be able to: watch a video clip on the 1. How can you use the over
Skills skills: Ball game Overarm pass and observe the arm pass in everyday life?
skills: Overarm a) demonstrate an Overarm pass for skill body position and the hand
pass acquisition movement, learners discuss their 2. Which games use the
b) practice the Overarm pass for skill observations and respect each overarm pass?
3 Lessons masterly other’s views
c) discuss the importance of respecting ▪ In pairs learners practice
team mates during games and sports throwing the ball to each other
d) observe rules when passing balls for from different directions such as
own and others’ safety forward, sideways and backward
e) play modified games using the Overarm using the Overarm pass
pass for fun and enjoyment ▪ In groups the learners practice
f) appreciate the Overarm pass as a vital passing the ball to each other
skill in a number of games from various levels such as while
standing, kneeling (low, high)
▪ Learners establish relationships
as they pass the balls to each
other in groups using the overarm
pass:
▪ In groups learners practice the
over arm pass by passing the ball
to each other using varying
degrees of force
▪ learners practice the overarm pass
over different distances
▪ Learners play modified games
using the overarm pass and
observe safety
1.0 Basic 1. 8 By the end of the sub-strand, the learner ▪ Interact with digital media to 1. which height (level) is
Movement Manipulative should be able to: watch a video clip on the easier to make an

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Skills skills: Ball Overhead pass and observe the Overhead pass from?
Game - a) demonstrate the Overhead pass for skill body position, hands movements 2. Why is it important to
acquisition as the ball is released. Learners respect rules during games
Overhead pass b) practice the Overhead pass for skill discuss their observations while and sports
masterly respecting each other’s views
3 Lessons c) discuss the importance of respecting ▪ In pairs learners practice passing
rules during games and sports the ball to each other from
d) observe rules when passing balls for different directions such as
own and others’ safety forward and sideways using the
e) play modified games using the Overhead pass
Overhead pass for fun and enjoyment ▪ In groups the learners practice
f) appreciate the Overhead pass as a skill passing the ball to each other
in playing a number of games from various levels (low, medium
and high) standing, kneeling and
seating using the Overhead pass
▪ In groups the learners use the
Overhead pass to practice passing
the ball to each other using
various degrees of force
▪ Learners establish relationships
as they pass the balls to each
other in groups using the
Overhead pass:
▪ In groups learners practice
passing the ball over various
distances
▪ In groups the learner’s discus
reasons for respecting rules
during games
▪ Learners play modified games
using the Overhead pass and
observe safety

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1.0 Basic 1. 9 By the end of the sub-strand, the learner ▪ Interact with digital media to 1. When is it most
Movement Manipulative should be able to: watch a video clip of the appropriate to use the
Skills skills: Ball Underarm pass and observe the underarm pass?
Games: a) Demonstrate the Underarm pass to for body position, how the ball is
skill acquisition held, and the movement of the 2. Why is it important to
Underarm pass b) practice the Underarm pass for skill hands during release. Learners have fun and joy when
masterly discuss their observations and playing games?
3 Lessons c) discuss the importance of making respect each other’s views
games fun and enjoyable ▪ In pairs learners practice passing 3. Which distance is most
d) observe rules when passing balls for the ball to each other from appropriate for the
own and others’ safety different directions such as Underarm pass?
e) play modified games using the forward, sideways using the
Underarm pass for fun and enjoyment Underarm pass
f) appreciate the Underarm pass as a vital ▪ In groups the learners practice
skill in playing a number of games passing the ball to each other
from various levels (low, high),
standing, kneeling and sitting
using Underarm pass
▪ In groups the learners practice the
Underarm pass by passing the
ball to each other using various
degrees of force
▪ Learners establish relationships
as they pass the balls to each
other in groups using the
Underarm pass.
▪ In groups learners practice
passing the ball over various
distances using the Underarm
pass
▪ Learners discus the importance of
having fun and joy as they play

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 games
▪ Learners play modified games
using the Underarm pass for fun,
enjoyment and observe safety
1.0 Basic 2. 0 By the end of the sub-strand, the learner ▪ Interact with digital media to 1. Why is it important to be
Movement Manipulative should be able to: watch a video clip on Chest pass aware of personal and
Skills skills: Ball and observe how the fingers are general space when
Games: a) demonstrate the Chest pass for skill spread over the ball, hand playing games?
acquisition placement and how the ball is 2. Why is it important to
Chest pass b) practice the Chest pass for skill masterly released. In groups learners have team commitment
c) discuss the importance of commitment discuss their observations and during sports?
3 Lessons to a team during games sports respect each other’s views
d) observe the rules when passing the ball ▪ In pairs learners practice passing
for own and others’ safety the ball to each other in various
e) play modified games using the Chest levels such standing and kneeling
pass for fun and enjoyment using Chest pass
f) appreciate the Chest pass as a skill in ▪ In groups learners practice
playing a number of games passing the ball over various
distances using Chest pass
▪ In pairs learners practice the
Chest pass using various degrees
of force
▪ In groups learner’s discus the
importance of commitment to
team during games and sports
▪ Learners play modified games
using the Chest pass and observe
safety
1.0 Basic 2.1 By the end of the sub-strand, the learner ▪ Learners interact with digital 1. What makes a good
Movement Manipulative should be able to: media to watch a video clip on bounce pass?
Skills skills: Ball Bounce pass and observe the
Games: a) demonstrate the Bounce pass for skill execution of the pass. They 2. Which distance is

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 acquisition discuss their observations and appropriate for a bounce
Bounce Pass b) practice the Bounce pass for skill respect each other’s opinion pass?
masterly ▪ In pairs learners practice the
3 lessons c) observe rules when playing games for bounce pass from different
own and others safety directions such as forward and
d) play games for fun and enjoyment sideways
e) appreciate the Bounce Pass as a vital ▪ In pairs the learners practice the
skill in playing a number of games bounce from different levels,
(low, medium and high)
▪ In pairs the learners practice the
Bounce pass using various
degrees of force
▪ In pairs the learners practice the
Bounce pass over various
distances
▪ Learners establish relationships
as they pass the balls to each
other in groups using the Bounce
pass
• Learners play modified games
using the Bounce pass and
observe safety

1.0 Basic 2.2 By the end of the sub-strand, the learner ▪ learners interact with digital 1. Which materials are
Movement Manipulative should be able to: media to find out the shape, sizes appropriate for
Skills skills: Ball of various soccer balls and the improvising durable socce
Games: a) describe the soccer ball to enhance ball sizes for ages 9-11. Learners balls?
Improvising learning discuss their findings and respect 2. What safety measures can
Soccer balls b) identify locally available materials for each other’s opinion be taken to avoid injuries
improvising soccer balls ▪ learners in groups list locally when improvising soccer
c) gather locally available materials for available materials that can be balls?
3 Lessons improvise soccer balls used for improvising soccer balls 3. Which are the likely

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 d) improvise age appropriate soccer balls ▪ In groups learners gather locally injuries to soccer when
for use in learning available materials for improvising soccer balls?
e) clean the working area for improvising soccer balls 4. How can the injuries that
environmental care ▪ learners in groups improvise age may soccer while
f) observe safety measures when appropriate soccer balls of improvising soccer balls
improvising soccer balls to avoid various sizes be managed?
inquiries ▪ Learners in groups clean the
g) play games using improvised soccer working area after work
balls for fun and enjoyment ▪ learners observe safety measures
h) appreciate improvising the soccer balls when improvising soccer balls
for self-sufficiency ▪ learners play games using
improvised soccer balls for fun
and enjoyment and observe safety
1.0 Basic 2.3 By the end of the sub-strand, the learner ▪ Learners interact with technology Which are the parts of the foot
Movement Manipulative should be able to: to watch a video clip on passing used for passing in soccer?
Skills skills: Soccer- using different parts of the foot.
passing a) identify body parts used when passing Learners discuss their
the ball in soccer for body awareness observations and respect each
b) label the different parts of the foot used other’s opinion
6 Lessons for passing the ball in soccer ▪ Learners in pairs show each other
c) practice passing the ball using the instep the different parts of the foot used
for skill acquisition for passing in soccer( Instep,
d) observe the rules when passing the ball inside of the instep and outside of
in soccer for own and others’ safety the instep)
e) appreciate passing as an important skill ▪ Learners draw the foot and
in soccer indicate the different parts of the
foot used for passing the ball in
soccer (instep, outside of foot and
the inside of the instep)
▪ Learners in group demonstrate
passing using the Instep without
the ball and with the ball

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 ▪ In pairs learners practice the
Instep pass:
- In various levels (low,
medium and high)
- different speed,
- at various distances
- different directions
▪ Learners play minor games that
use the Instep for fun and
enjoyment and observe rules

1.0 Basic 2.4 By the end of the sub-strand, the learner ▪ learners interact with digital
Movement Manipulative should be able to: media to watch a video clip on
1. How can hand juggling be
Skills skills: hand juggling and observe hand
used in everyday life?
a) demonstrate hand juggling for skill juggling of One and two balls
Hand Juggling acquisition juggling. Learners discus the
b) practice hand Juggling of balls for skill video clip and respect each
3 Lessons masterly other’s opinion
f) observe rules when hand juggling for ▪ Learners individually practice
own and others’ safety hand juggling using different
c) play hand juggling games for fun and items (bean bags, scurf’s, soft
enjoyment small balls).
d) appreciate Juggling for self- ▪ Learners in pairs practice hand
determination juggling of One ball and give
each other feedback
▪ Individually the learners practice
hand juggling of two balls
▪ In groups learners practice hand
juggling of two balls and give
each other feedback
▪ Learners individually display

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 Juggling to the class and take
video clips of each other
▪ play games using Juggling with
the instep for fun and enjoyment
and observe safety

Core Competences to be developed:

▪ Digital literacy: as learners interact with technology to watch a video clip in various skills
▪ Critical thinking and problem solving: as learners improvise soccer balls and play games
▪ Creativity and imagination: as learners identify and gather and materials for improvising balls
▪ Communication and collaboration: as learners improvise balls and play games with each other
Link to PCI’s:
▪ Safety and security: as learners play games
▪ Environmental conservation: as clean the working area after work

Life skills education: self-awareness and self-esteem: as the learners identify the various body parts

Link to Values:
▪ Respect: as the leaners discuss video clips learn in groups and respect each other opinion
▪ Responsibility: as learners improvise ball, clean the environment and care for the equipment
▪ Integrity: as learners play games and observe rules
Link to other learning areas:

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▪ Languages: as learners discuss the materials, they will gather for improvising soccer balls and when they are playing games together
▪ Science and technology: as learners interact with technology to learn watch various video clips
Suggested Community Service-Learning Activities: learners improvise play equipment and use them to play games and become peer tutors
Suggested Non-formal activity to support learning: The learners interact with digital media to learner new games that they can play using improvised
balls in school and at home.
Suggested Assessment: Oral questions, Observation, Anecdotal notes, Written assignment, Self-assessment and Peer assessment

Assessment rubric for: Manipulative Skills: Ball Games

# Indicator Exceeding expectation Meeting expectation Approaching expectation Below expectation
1. Skill acquisition The learner demonstrates The learner executes the The learner requires The learner cannot
(cognitive) excellent ability in skill skills with little effort and significant effort to perform perform without
▪ Improvising hand performance and requires minimum skills and requires constant assistance
balls volunteers to assist others. supervision supervision
▪ Catching
▪ Kneeling
overhead throw
▪ Over arm pass
▪ Overhead pass
▪ Underhand pass
▪ Chest-pass
▪ Bounce Pass
▪ Passing
- Instep pass
▪ Hand juggling
2. Sportsmanship The learners portray The learner demonstrates The learner demonstrates The learner demonstrates
Attitude excellent sportsmanship in sportsman like behavior in sportsman like behavior un-sportsman like
Teamwork all activities and exhibits most activities and works under supervision and conduct in most activities
genuine concern for others well with others works with others under and portrays inability to
supervision work with others

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3. Health and fitness The learner demonstrates The learner improves The learner irregularly The learner is unable to
enhancing behaviors an exceptional level of personal growth within progresses towards maintain personal levels
fitness and surpasses all physical fitness improving personal fitness of physical fitness
grade level components of expectations levels. level.
fitness.
4. Safety and Learner always Always participates safely The learner needs The learner needs
application of rules participates safely and and follows instructions occasional prompting to constant supervision to
encourages others to be and stays on task without observe safety and stay on enforce safety, obey
safe, follows instruction undue fatigue. task. . instructions and stay on
and stay on task. task.

Manipulative Skills: Batting Games - Rounders

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.0 Basic 2.9 Manipulative By the end of the sub-strand, the learner should ▪ Learners interact with digital 1. Which locally
Movement skills: bats, posts be able to: technology to find out the size and available
Skills and Rounders shape of the Bat, posts and Rounders materials are
balls a) describe the Bats, Posts and Rounders ball ball appropriate for

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 to enhance learning ▪ Learners individually draw and label improvising
6 Lessons b) draw and label the Bats, Posts and the Rounders, Bat and balls for durable rounders
Rounders ball in the rounders game rounders game equipment?
c) identify locally available materials for ▪ Learners in groups list locally available 2. What safety
improvising the Bats, posts and Rounders materials that can be used to improvise measures can be
balls Bat, posts and Rounders balls taken to avoid
d) improvise age appropriate Bats, posts and ▪ In groups learners gather locally injuries when
Rounders ball for playing rounders game available materials for improvising Bat, improvising
e) observe safety measures when improvising posts and Rounders balls rounders
the Bats, posts and Rounders ball ▪ Learners in groups improvise age equipment?
f) play games using improvised Bats, posts appropriate Bat, posts and Rounders 3. Which are the
and Rounders ball for fun and fitness balls likely injuries to
g) appreciate improvising the Bats, posts and ▪ Learners observe safety measures when occur when
improvising
Rounders ball for self-sufficiency improvising Bat, posts and Rounders
rounders
balls equipment?
▪ Learners play games using improvised 4. How can the
equipment in Rounders and observe injuries that are
rules likely to occur
while improvisin
rounders
equipment be
managed?
1.0 Basic 3.1 By the end of the sub-strand, the learner should ▪ The learners interact with technology to Which are the
Movement Manipulative be able to: watch a video clip of a Rounders pitch sections of a
Skills skills: and look out for the batting and bowling Rounders pitch
Pitch orientation a) identify the different sections of a square, the width and length of pitch
Rounders pitch ▪ Using images from the digital media or
b) draw a sketch of the Rounders pitch to sketches provided learners draw the
enhance learning Rounders pitch and indicate the batting
c) place Rounders posts in the play area for square, the bowling square and the 1st ,
2 lessons field orientation 2nd , 3rd and 4th posts
d) observe rules when playing Rounders for ▪ Learners in groups place the Rounders

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 safety posts in the play area.
e) play Rounders games for fun and ▪ Learners participate in a Rounders
enjoyment games for fun and enjoyment and
f) appreciate the Rounders as a game for observe safety
recreation
1.0 Basic 3.2 Manipulative By the end of the sub-strand, the learner should ▪ learners watch a video clip on bowling 1. What is the
Movement skills: Bowling be able to: and observe the body parts used for correct stance for
Skills in Rounders holding the Rounders ball the bowling the bowling
action as used in Rounders. learners
a) describe bowling in rounders game technique?
discuss their observations from the
b) identify the body parts that are used when video clip and respect each other’s
bowling in Rounders opinion 2. Why is it
c) practice bowling for skill masterly ▪ Learners practice the correct ball important to grip
3 Lessons d) observe the rules of bowling for fair play griping in rounders (First and second the ball correctly
and competition fingers placed over two seams of the in rounders game
e) play Rounders for fun and enjoyment ball where they come together, with
f) appreciate bowling in rounders the thumb also over seam).
▪ Learners practice recovery after ball
release
▪ Learners demonstrate the standing
positions during bowling (feet
staggered, feet apart)
▪ In pairs learners demonstrate the arm
swing for power and balance during
bowling
▪ Learners practice throwing the
Rounders ball in different levels (low,
medium, high)
▪ Learners practice bowling in different
directions (sideways, forward)
▪ Learners play bowling drills for fun and
enjoyment observing the rules of
bowling.

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1.0 Basic 3.3 Manipulative By the end of the sub-strand, the learner should ▪ Learners interact with technology to What is the best body
movement skills: Rounders be able to: observe the Stance, Grip, swing and hit. position for a batsman
skills Batting The learners discuss their observations in Rounders?
a) demonstrate the body positions in rounders and respect each other’s opinion
when batting for skill acquisition ▪ Learners in groups practice the
b) practice batting in rounders for skill - Stance
4 lessons masterly - Grip
c) observe rules when batting for safety - Swing
d) play conditioned Rounders games for fun - Hit
and enjoyment ▪ Learners practice batting the ball to
e) appreciate batting in Rounders for a various distances
successful game ▪ Learners in groups use drills to practice
batting
▪ Learners observe rules as they play the
batting minor game
▪ Learners record the scores as they play
games
1.0 Basic 3.4 Manipulative By the end of the sub-strand, the learner should ▪ interact with technology to watch How many posts are
Movement skills: Running a be able to: running a rounder in rounders game there in Rounders
Skills rounder ▪ learners in groups practice running pitch?
a)
demonstrate running a rounder for skill around
3Lessons acquisition ▪ learners in groups practice, post contact
b) practice running a rounder for skill drills in running a rounder
masterly ▪ learners in groups observe rules when
c) observe rules of running a rounder for running a rounder for safety
safety ▪ learners play Rounders games for fun
d) play Rounders games for fun and and enjoyment
enjoyment
e) appreciate Running a rounder in the game
of rounders
Core Competences to be developed:

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▪ Digital literacy: as the learners interact with technology to learn skills in Rounders
▪ Creativity and imagination: as learners improvise Rounders equipment to play games
▪ Communication and collaboration: as learners discuss with each other and share opinion
▪ Self-efficacy: as learners demonstrate to one other skill and play games together
Link to PCI’s:
▪ Safety and security: When handling the equipment ensuring that they do not hurt each other or self
▪ Social cohesion: as learners play together from different social backgrounds
▪ Life skills education: Self-awareness and self-esteem when learners know parts of their bodies and to manipulate them in playing games

Link to Values:
▪ Responsibility: as they clean the working environment, and carry the equipment back to the store
▪ Unity: Players develop strong relationships as they play together and form teams
▪ Social justice: They practice fairness in the observation and administration of rules to all
Link to other learning areas:
▪ Mathematics: as counter Rounders
▪ Languages: as they communication and collaborate with each other
▪ Science and technology: as learners interact with technology
Suggested Community Service-Learning Activities:
learners improvise play equipment and use them to play games and become peer tutors
Suggested Non-formal activity to support learning:
The learners interact with digital media to learner new games that they can play using improvised balls in school and at home.
Suggested Assessment:
Oral questions, Observation, Anecdotal notes, Written assignment, Self-assessment, Peer assessment

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Assessment rubric for: Manipulative skills: Batting Games - Rounders
# Indicator Exceeding expectation Meeting expectation Approaching expectation Below expectation
1. Skill acquisition The learner demonstrates The learner executes the The learner requires The learner cannot
(cognitive) excellent ability in skill skills with little effort and significant effort to perform perform without
▪ Field and performance and requires minimum skills and requires constant assistance
equipment orientation volunteers to assist others. supervision supervision
Bowling
Batting
- Stance
- Grip
- swing hit
• Running a
rounder

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2. Sportsmanship The learners portray The learner demonstrates The learner demonstrates The learner demonstrates
Attitude excellent sportsmanship in sportsman like behavior in sportsman like behavior un-sportsman like
Teamwork all activities and exhibits most activities and works under supervision and works conduct in most
genuine concern for others well with others with others under activities and portrays
supervision inability to work with
others
3. Health and fitness The learner demonstrates The learner improves The learner irregularly The learner is unable to
enhancing behaviors an exceptional level of personal growth within progresses towards maintain personal levels
fitness and surpasses all physical fitness expectations improving personal fitness of physical fitness
grade level components of levels. level.
fitness.
4. Safety and Learner always Always participates safely The learner needs occasional The learner needs
application of rules participates safely and and follows instructions and prompting to observe safety constant supervision to
encourages others to be stays on task without undue and stay on task. . enforce safety, obey
safe, follows instruction fatigue. instructions and stay on
and stay on task. task.

Manipulative skills: jumping rope - Basic Rope Work

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)

1.0 Basic 3.5 By the end of the sub-strand, the learner ▪ Learners interact with technology to 1. Which are some of the
movement Manipulative should be able to: watch a video clip on jump rope locally available
skills skills: Basic ▪ In groups learners list locally available materials that can be
Rope work: a) identify locally available materials for materials for improvising durable jump used to improvise
Improvising improvising the jump rope rope durable jump ropes?
the jump rope b) gather locally available materials for ▪ In groups learners gather locally 2. Which materials are
improvising durable jump rope available materials for improvising appropriate for
c) list safety measures to be observed durable jump rope improvising durable
soccer balls?
when improvising the jump rope to ▪ In groups learners discuss and list the
3. What safety measures
3 lessons avoid injuries safety measures to be observed when can be taken to avoid
d) clean the working area for improving the jump rope injuries when

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 environmental care ▪ In groups learners improvise different improvising soccer
e) play games for fun and enjoyment sizes of jump ropes using locally balls
f) appreciate improvising the Jump rope available materials 4. Which are the likely
injuries to soccer when
for self-sufficiency ▪ Learners clean the working after
improvising soccer
improvising
balls
▪ Participate in games for fun and 5. How can the injuries
enjoyment that may occur while
improvising jump rope
be managed?
1.0 Basic 3.6 By the end of the sub-strand, the learner ▪ In groups learner interact with
Movement Manipulative should be able to: technology to watch video clips on
Skills skills: Basic - body posture Why is it important to use
rope works: the correct jumping
- arm and wrist position
Jumping a) describe the jump rope to enhance techniques in jump rope?
- rope swing
techniques: learning
Grip, proper - measuring correct rope length
b) practice the correct techniques for - correct jumping height
body, arm and
wrist position, jump rope grip, body posture, arm and - grip. Learners discuss their
rope swing wrist position, rope swing, measuring observations and respect each
correct jumping correct rope length and jumping height other opinion.
height (not too to avoid injuries ▪ Learners individually demonstrate the
high nor low) c) observe rules when jumping rope for correct grip, body posture, arm and
safety wrist position, rope swing, measuring
3 lessons
d) play games for fun and enjoyment correct rope length and jumping height
e) appreciate using the correct jumping ▪ Learners play games for fun and
techniques for safety enjoyment

1.0 Basic 3.7 By the end of the sub-strand, the learner ▪ Using technology, the learners watch a 1. How many counts can
Movement Manipulative should be able to: video clip on jump rope and observe you make when
Skills skills: Basic the single bounce skill. Learners jumping rope using the
rope work: a) demonstrate the Single bounce in jump discuss their observations and respect Single bounce?
Single bounce rope for skill acquisition each other’s opinion

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 skill b) practice the Single bounce in jump ▪ Learners in groups practice single 2. How does skipping
rope for skill masterly bounce in different: contribute in keeping a
3 lessons c) observe safety when jumping rope for - directions person healthy?
own and others safety - levels (low, medium and high)
d) discuss life style diseases a person may - speed
avoid by jumping rope ▪ establish relationships using the Single
e) play games for fun and enjoyment bounce skill in jump rope for space
f) appreciate the single bounce as a skill awareness
for jumping rope ▪ Learners in groups discuss the life
style diseases a person may avoid by
jumping rope
▪ learners participate in games for fun
and enjoyment observe rules
*Do not lift the foot more than 5cms from
the ground
1.0 Basic 3.8 By the end of the sub-strand, the learner ▪ Using technology, the learners watch a How many counts can you
Movement Manipulative should be able to: video clip on jump rope and observe make when jumping rope
Skills skills: Basic the Double bounce skill. Learners using the Double bounce?
rope work - discuss their observations and respect
a) demonstrate the the Double bounce in
each other’s opinion
Double bounce jump rope to enhance learning ▪ Learners in groups practice Double
b) practice the Double bounce in jumping bounce in different:
3lessons rope for skill masterly - directions
c) perform Double bounce in jumping - levels (low, medium and high)
rope for skill masterly - speed
d) make relationships while jumping rope
using the Double bounce for space ▪ establish relationships using the
awareness Double bounce in jump rope for space
e) observe safety when jumping rope for awareness
own and others safety ▪ learners participate in games for fun
f) play games for fun and enjoyment and enjoyment observe rules
g) appreciate the double bounce as a skill *Do not lift the foot more than 5cms from
for jumping rope

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 the ground

1.0 Basic 4.9 By the end of the sub-strand, the learner ▪ In groups learners’ practice one-foot 1. Which is harder to
Movement Manipulative should be able to: bounce without rope jump single or double
Skills skills: Basic - Jump on the spot using the right bounce?
rope work: a) demonstrate the One-foot bounce to foot only and count to five. Repeat
One-foot enhance learning with the left foot and count to five. 2. What can be done for
bounce b) practice the One-foot bounce in jump - jump on the spot with one leg and learners to have fun an
rope for skill masterly. turn 900 to the left and to the right joy during games time
3 lessons c) observe safety when jumping rope for - Jump over a rope on the floor to
own and others safety the right and left using the left foot
d) play games for fun and enjoyment only. Repeat with the right foot.
e) appreciate the One-foot bounce as a - Jump over a rope on the floor
skill for jumping rope forwards and backwards using the
left foot only. Repeat with the right
foot.
▪ Individually learners’ practice one-foot
bounce using the rope.
▪ In groups learners’ practice one-foot
bounce using the rope.
▪ Learners observe safety when jumping
rope for own and others safety
▪ learners play games for fun and
enjoyment

*Do not lift the foot more than 5cms from

the ground

Core Competences to be developed:

▪ Critical thinking and problem solving: as the learners gather the relevant materials to improvise the jump rope
▪ Communication and collaboration: as the learners practice improvise the jump rope in groups and use it to practice the various skills in jump rope

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▪ Digital literacy: as learners interact with technology
▪ Self-efficacy: as learners master rope skills
Link to PCI’s:
▪ Life skill: self-esteem and self-awareness as learners work in groups and master different skills
▪ Safety: as learners observe safety when improvising the jump rope and practicing the various skills in jump rope
▪ Environmental issues: learners leave the working place clean after improvisation

Link to Values:
▪ Respect: learners respect each other’s opinion as they discuss and work in groups
▪ Responsibility: as the learners use the rope for the intended purpose and gather equipment for safe storage after class
▪ Fair play: as learners give each other chances to jump and make the correct count as they jump
▪ Health: as learners jump rope to maintain healthy weight and strong bones
▪ Social cohesion: as learner jump rope in groups to drive fun and enjoyment
▪ Love: as the learners jump rope as a team and work together to gather materials for improvising ropes
▪ Peace: as learners watch video clips together and discus while respecting each other’s views
Link to other learning areas:
▪ Languages: as learners discuss video clips in groups and answer key inquiry questioning
▪ Mathematics: as learners take suitable rope measurements. Make correct counts, and make number shapes using jump rope
▪ Art and craft: as learners improvise jump ropes and make shapes
Suggested Community Service-Learning Activities:
Learners visit children’s homes to assist in making appropriate play items using improvised locally available materials
Suggested non-formal activity to enhance learning:
Learners to jump rope using improvised ropes as they count, make shape and numbers with the other children back at home.
Suggested Assessment:
Oral questions, Observation, Anecdotal notes, written assignment, self-assessment practical assessment and peer assessment

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Assessment rubric for: Manipulative Skills: Jump Rope
# Indicator Exceeding expectation Meeting expectation Approaching expectation Below expectation
1. Skill acquisition The learner demonstrates The learner executes the The learner requires The learner cannot
(cognitive) excellent ability in skill skills with little effort and significant effort to perform perform without
Basic rope work: performance and requires minimum skills and requires constant assistance
- Improvising the volunteers to assist others. supervision supervision
jump rope
- Jump rope
techniques
- Single bounce
- Double bounce
- One-foot bounce
2. Sportsmanship The learners portray The learner demonstrates The learner demonstrates The learner
Attitude excellent sportsmanship in sportsman like behavior in sportsman like behavior demonstrates un-
Teamwork all activities and exhibits most activities and works under supervision and sportsman like conduct
genuine concern for others well with others works with others under in most activities and
supervision portrays inability to
work with others
3. Health and fitness The learner demonstrates The learner improves The learner irregularly The learner is unable to
enhancing behaviors an exceptional level of personal growth within progresses towards maintain personal
fitness and surpasses all physical fitness improving personal fitness levels of physical
grade level components of expectations levels. level. fitness
fitness
4. Safety and Learner always Always participates safely The learner needs The learner needs

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 application of rules participates safely and and follows instructions occasional prompting to constant supervision to
encourages others to be and stays on task without observe safety and stay on enforce safety, obey
safe, follows instruction undue fatigue. task. . instructions and stay on
and stay on task. task.

Lesson allocation for rolls: 7

Lesson allocation for Balances: 6
Lesson allocation for Sequences 9
Gymnastics skills: Rolls Balances and Sequences
Strand Sub-Strand Learning Outcomes Suggested Learning Experiences Inquiry Question
2.0 2.1 Rolls: By the end of the sub- strand, the learners should ▪ Learners interact with digital media to How are the hands
Gymnastics be able to: watch a video clip on forward roll and and the fore head
Forward roll observe the placement of hands and the placed during forward
a) name the body parts that are used when forehead as the person rolls roll?
▪ Learners in pairs practice the forward roll
3 Lessons performing the forward roll for body ▪ Learners display the forward roll for
awareness excellence
b) practice the forward roll for skill masterly. ▪ Play games for fun and enjoyment and
c) observe rules when performing the forward observe safety
rolls for own and others safety.
d) play games for fun and enjoyment
e) Appreciate the forward for self-esteem
2.0 2.2 Rolls: By the end of the sub- strand, the learners should ▪ Learners watch a video clip on Backward 1. Which is easier
Gymnastics be able to: roll and observe the placement of hands and between
Backward the lifting of the feet as the person rolls backward roll
roll a) name the parts of the body that are used when ▪ Learners in pairs practice the Backward roll and forward roll
performing the Backward roll for body ▪ Learners display the Backward roll for
4 Lessons awareness, excellence 2. How Backward
b) practice performing the Backward roll for skill ▪ Play games for fun and enjoyment and be useful in daily
masterly. observe safety life?
c) play games for fun and enjoyment
d) observe rules when performing the Backward
roll for own and others safety.

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 e) play games for fun and enjoyment
f) Appreciate the Backward for self-esteem
2.0 2.3 By the end of the sub- strand, the learners should ▪ Learners watch a video clip on Headstand
Gymnastics Individual be able to: and observe the placement of hands, How can headstand
balances: forehead and lifting of feet into a headstand be useful in daily life?
a) name the parts of the body that are used when ▪ Learners in pairs practice the Headstand
performing the Headstand for body awareness ▪ Learners display the Headstand for
Headstand b) practice performing the Headstand for skill excellence
masterly ▪ Play games for fun and enjoyment and
c) play games for fun and enjoyment observe safety
3 Lessons d) observe rules when performing the Headstand
for own and others safety.

2.0 2.4 By the end of the sub- strand, the learners should ▪ Learners watch a video clip on Handstand
Gymnastics Individual be able to: stand and observe the placement of hands How can handstand
balances: and the forehead be useful in daily life?
a) name the parts of the body that are used when ▪ Learners in pairs practice the Handstand
performing the Handstand stand for body stand
Handstand awareness, ▪ Learners display the Handstand stand for
b) practice performing the Handstand stand for the class
skill masterly
3 Lessons c) perform Handstand stand for skill masterly
d) play games for fun and enjoyment
e) observe rules when performing the forward
rolls for own and others safety.
2.0 2.5 By the end of the sub- strand, the learners should ▪ learners use technology to find out what is a
Gymnastics be able to: Two action sequence How can a Two
Sequences ▪ learners in pairs practice Two action action sequence be
a) describe Two action sequence for skill sequence such as pencil roll into egg roll used in daily life?
Two action
acquisition (roll-roll)
sequence
▪ learners in pairs practice a sequence with
b) practice Two action sequence for skill two actions and give each other feedback
3 lessons
masterly ▪ learners observe safety when performing
c) observe rules when performing the Backward the sequences

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 rolls for own and others safety ▪ learners play games for fun and enjoyment
d) play games for fun and enjoyment

2.0 2.6 By the end of the sub- strand, the learners should ▪ learners use technology to find out what is a
Gymnastics be able to: Three action sequence
Sequences ▪ learners in pairs practice a Three action How can a Three
a) describe a Two action sequence for skill sequence . The sequence should have two action sequence be
Three action acquisition skills one of them has to be repeated such used in daily life?
sequence b) practice a three action sequence for skill as squat stand into a forward roll into a
masterly
squat stand
3 Lessons c) play games for fun and enjoyment
d) observe rules when performing the Two action ▪ learners in pairs practice a sequence with
sequence for own and others safety three actions and give each other feedback
▪ learners observe safety when performing
the Three action sequence sequences
▪ learners play games for fun and enjoyment
2.0 2.7 By the end of the sub- strand, the learners should ▪ learners use technology to find out what is a How can a four-action
Gymnastics Sequences be able to: four-action sequence sequence be used in
▪ learners in pairs practice a four-action daily life?
Four action a) describe a four-action sequence for skill sequence that has four actions. The
sequence acquisition sequence should have two skills but both of
b) practice a Four action sequence for skill them are repeated in the sequence such as
3 lessons masterly handstand into a T-balance into a handstand
c) play games for fun and enjoyment into a T-balance.
d) observe rules when performing a Four action ▪ learners in pairs practice a sequence with
sequence for own and others safety four actions in it and give each other
feedback
▪ learners observe safety when performing
four actions sequences
▪learners play games for fun and enjoyment
Core Competencies:
▪ Communication and collaboration: as the learner’s discus and give each other feedback
▪ Critical thinking and problem solving: it is achieved as the learners observe rules and maintain safety
▪ Self-efficacy: as the learners gain confidence in performing the skill and display it
▪ Learning to learn: as the learners learn how to use personal and general

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▪ Digital literacy: as the learners manipulate the digital gadgets and watch or take video clips
Link to PCIs:
Safety: as the learners observe the pool rules of not pushing each other and eating around the pool
Environmental issues: the learners clean up the learning area after learning

Link to Values:
▪ Respect: This is developed as learner’s discus and respect each other’s opinion
▪ Unity: as the learners perform the tank roll in partners
▪ Social cohesion: as the learners work together in groups and respect each other’s skill level
▪ Responsibility: as learners develop patience and perseverance when performing the skill
Links to other learning areas: Languages: when learners are discussing in groups, science and technology
Suggested community service-learning activities: the learner performs together with the others gymnastics displays for the community
Suggested Non-formal activity to support learning: The learner to participate in school gymnastic displays
Suggested Assessment: Oral questions, Written assignment, Observation, Anecdotal notes, Self-assessment, practical assessment and Peer assessment

Assessment rubric for Gymnastics

# Indicator Exceeding expectation Meeting expectation Approaching expectation Below expectation
1. Skill acquisition The learner demonstrates The learner executes the The learner requires The learner cannot
(cognitive) excellent ability in skill skills with little effort and significant effort to perform without
Gymnastics performance and volunteers requires minimum perform skills and requires assistance
Static balances: to assist others. supervision constant supervision
▪ Rolls
▪ Balances
▪ Sequences

2. Sportsmanship The learners portray excellent The learner demonstrates The learner demonstrates The learner demonstrates
Attitude sportsmanship in all activities sportsman like behavior in sportsman like behavior un-sportsman like
Teamwork and exhibits genuine concern most activities and works under supervision and conduct in most activities
for others well with others works with others under and portrays inability to
supervision work with others

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3. Health and fitness The learner demonstrates an The learner improves The learner irregularly The learner is unable to
enhancing exceptional level of fitness personal growth within progresses towards maintain personal levels
behaviors and surpasses all grade level physical fitness improving personal fitness of physical fitness
components of fitness. expectations levels. level.
4. Safety and Learner always participates Always participates safely The learner needs The learner needs
application of safely and encourages others and follows instructions occasional prompting to constant supervision to
rules to be safe, follows instruction and stays on task without observe safety and stay on enforce safety, obey
and stay on task. undue fatigue. task. . instructions and stay on
task.

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 Swimming can be taken as an option to the Frisbee game in the institutions that have a swimming pool

Lesson allocation for Basic strokes: 6

Lesson allocation for basic dives: 4
Swimming
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question/s
3.0 3.1 Basic Strokes By the end of the sub-strand the learner ▪ learners name floating devices in the 1. Why is it
Swimming should be able to: local environment important to
Front Crawl ▪ The learner holds the floater between breathe in out of
a) Identify floating devices from the local the legs and practices the arm action water and breathe
6Lessons environment for body positioning in ▪ The learners hold the floater in their out in water?
front crawl hands and practice the flatter kicks 2. Why is it
b) practice the Front Crawl for skill ▪ In pairs the learners clasp hands and important to have
masterly tow each across the width of the pool the body
c) observe rules when performing the while performing the leg action the streamlined in
front crawl for own and others safety same for arm water when
d) play water games for fun and ▪ Play water games such as water polo swimming?
enjoyment
e) appreciate the front crawl for water
survival,
3.0 3.2 Basic dives: By the end of the sub-strand the learner ▪ learners interact with technology to Why is it important to
Swimming Crouch surface dive should be able to: observe the Crouch surface dive learn how to dive into
▪ learners individually demonstrate the the water?
2 Lessons a) describe the Crouch surface dive to in Crouch surface dive
swimming ▪ learners individually practice the
b) demonstrate the Crouch surface dive Crouch surface dive
for skill acquisition ▪ learners individually display the Crouch
c) practice the Crouch surface dive in surface dive
swimming for skill masterly ▪ learners observe the pool rules to
d) observe the pool rules for own and maintain hygiene
others safety ▪ learners display the Crouch surface dive
e) play water games using the Crouch to the class
surface dive for fun and enjoyment ▪ learners play water games fun and

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 f) appreciate the Crouch surface dive as a enjoyment
skill in swimming
3.0 3.3 Basic dives: By the end of the sub-strand the learner ▪ Learners interact with technology to Why is it important to
Swimming Standing surface should be able to: observe the Standing surface dive. learn the standing dive
dive ▪ Leaners individually demonstrate the in swimming?
a) describe the Standing surface dive to in Standing surface
2 Lessons swimming ▪ Leaners individually practice the
b) demonstrate the Standing surface dive Standing surface dive
for skill acquisition ▪ Learners display the Standing surface
c) practice the Standing surface dive in for learners observe the pool rules to
skill masterly maintain hygiene
d) observe the pool rules for own and ▪ Display the Standing surface dive to the
others safety class
e) play water games using the Standing ▪ Learners play water games for fun and
surface dive for fun and enjoyment enjoyment
f) appreciate the Standing surface dive as Note: have a spotter to assist learners who
a skill in swimming are afraid.

Core Competencies:
▪ Communication and collaboration: This are achieved when the learners swim together in groups
▪ Critical thinking and problem solving: it is achieved as the learners observe rules and maintain safety
PCIs:
▪ Safety: this will be done as the learners observe the pool rules of not pushing each other and eating around the pool
▪ Water and sanitation: this will be observed as the learners take a shower before entering the pool to maintain pool hygiene
▪ Environmental issues: the learners clean up the learning area after learning
Values:
Respect: This is developed as learner’s discus and respect each other’s opinion
Unity: this is achieved as the learner’s swim together from various backgrounds
Social cohesion: this is achieved as the learners work together in groups and respect each other’s skill level
Responsibility: it is developed as learners develop patience and perseverance when performing the skill
Links to other learning areas:
Languages: when learners are discussing in groups, science and technology
Suggested community service-learning activities: The learner to participate community swimming for good use of leisure and peaceful co-existence

Suggested Non-formal activity to support learning: The learner to participate in the school swimming competition

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Suggested Assessment:
Oral questions, Written assignment, Observation, Anecdotal notes, Self-assessment, practical assessment and Peer assessment
Assessment rubric for: Basic Swimming Strokes and Diving
# Indicator Exceeding expectation Meeting expectation Approaching expectation Below
expectation
1. Skill acquisition The learner demonstrates The learner executes The learner requires The learner cannot
(cognitive) excellent ability in skill the skills with little significant effort to perform perform without
performance and effort and requires skills and requires constant assistance
Swimming Strokes volunteers to assist others. minimum supervision supervision
▪ Front Crawl

Diving
▪ Crouch surface dive
▪ Standing surface dive
2. Sportsmanship The learners portray The learner The learner demonstrates The learner
Attitude excellent sportsmanship in demonstrates sportsman like behavior demonstrates un-
Teamwork all activities and exhibits sportsman like under supervision and sportsman like
genuine concern for others behavior in most works with others under conduct in most
activities and works supervision activities
well with others
3. Health and fitness enhancing The learner demonstrates The learner improves The learner irregularly The learner is
behaviors an exceptional level of personal growth progresses towards unable to maintain
fitness and surpasses all within physical fitness improving personal fitness personal levels of
grade level components of expectations levels. level. physical fitness
fitness.
4. Safety and application of rules Learner always Always participates The learner needs The learner needs
participates safely and safely and follows occasional prompting to constant
encourages others to be instructions and stays observe safety and stay on supervision to
safe, follows instruction on task without undue task. enforce safety,
and stay on task. fatigue. obey instructions
and stay on task.
Lesson allocation for frisbee: 10

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Invasion Games: Frisbee game
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
4.0 4.1 Frisbee skills: By the end of the sub-strand, the learner ▪ Learners in groups use technology to
Invasion The field of play should be able to: familiarize with the frisbee field and to identify Which other
Games the equipment used for playing the frisbee game is similar
1 lesson a) draw the frisbee field for field orientation game to frisbee
b) identify the equipment used for playing ▪ Learners individually draw the frisbee field
the frisbee game for familiarization ▪ play games for fun and enjoyment
c) play games for fun and enjoyment ▪ learners individually appreciate the game of
d) appreciate the frisbee field for playing frisbee
frisbee
4.0 4.2 Frisbee skills: By the end of the sub-strand, the learner ▪ Learners use technology to watch a game of How can the
Invasion One- handed rim should be able to: frisbee and observe the One-handed rim catch one-handed
Games catch: ▪ Learners individually practice the One-handed catch be used in
a) demonstrate the One-handed rim catch rim catch in frisbee daily life?
in Frisbee for skill acquisition ▪ Learners in pairs practice the One-handed rim
3 Lessons catch
b) practice the One-handed rim catch in
Frisbee for skill masterly ▪ Learners in trees practice the One-handed rim
c) observe rules when throwing using catch
the One-handed rim catch in Frisbee ▪ Learners in groups practice the One-handed
for safety rim catch
d) play games for fun and enjoyment ▪ Learners use drills to practice the one-
e) appreciate the One-handed rim catch handed catch in frisbee
in Frisbee as a skill ▪ Learners play frisbee games for fun and
enjoyment
4.0 4.3 Frisbee skills: By the end of the sub-strand, the learner ▪ Learners interact with technology to watch a How can the
Invasion Fore hand throw should be able to: game of frisbee and observe the Fore hand Fore hand throw
Games throw in frisbee be used in daily
3 Lessons a) demonstrate the Fore hand throw for skill ▪ Learners in pairs practice the Fore hand throw life?
acquisition in frisbee

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 b) practice the Fore hand throw for skill ▪ Learners in threes practice the Fore hand throw
masterly in frisbee
▪ Learners in groups practice the Fore hand
c) observe rules when throwing using
throw in frisbee
the Fore hand throw for safety ▪ Learners use drills to practice the Fore hand
d) play games for fun and enjoyment throw in frisbee
e) appreciate the Fore hand throw in ▪ Learners play frisbee games for fun and
Frisbee as a skill enjoyment

4.0 4.4 Frisbee skills: By the end of the sub-strand, the learner ▪ Learners interact with technology to watch a Why is it
Invasion Backhand throw should be able to: game of frisbee and observe the Backhand important to
Games throw in frisbee cooperate with
3 Lessons a) demonstrate Backhand throw in frisbee ▪ Learners in pairs practice the Backhand throw each other when
for skill acquisition in frisbee playing games?
b) practice the Backhand throw in frisbee ▪ Learners in threes practice the Backhand throw
for skill masterly in frisbee
c) play games for fun and enjoyment ▪ Learners in groups practice the Backhand throw
d) appreciate the Backhand throw in frisbee
in frisbee
▪ Learners use drills to practice the Backhand
as a skill for playing the game
throw in frisbee
▪ Learners play frisbee games for fun and
enjoyment
Core Competences to be developed:

▪ Critical thinking and problem solving: as the learners gather the relevant materials to improvise the jump rope
▪ Communication and collaboration: as the learners practice improvise the jump rope in groups and use it to practice the various skills in jump rope
▪ Digital literacy: as learners interact with technology
▪ Self-efficacy: as learners master rope skills
Link to PCI’s:
▪ Life skill: self-esteem and self-awareness as learners work in groups and master different skills
▪ Safety: as learners observe safety when improvising the jump rope and practicing the various skills in jump rope
▪ Environmental issues: learners leave the working place clean after improvisation

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Link to Values:
▪ Respect: learners respect each other’s opinion as they discuss and work in groups
▪ Responsibility: as the learners use the rope for the intended purpose and gather equipment for safe storage after class
▪ Fair play: as learners give each other chances to jump and make the correct count as they jump
▪ Health: as learners jump rope to maintain healthy weight and strong bones
▪ Social cohesion: as learner jump rope in groups to drive fun and enjoyment
▪ Love: as the learners jump rope as a team and work together to gather materials for improvising ropes
▪ Peace: as learners watch video clips together and discus while respecting each other’s views
Link to other learning areas:
▪ Languages: as learners discuss video clips in groups and answer key inquiry questioning
▪ Mathematics: as learners take suitable rope measurements. Make correct counts, and make number shapes using jump rope
▪ Art and craft: as learners improvise jump ropes and make shapes
Suggested Community Service-Learning Activities:
Learners visit children’s homes to assist in making appropriate play items using improvised locally available materials
Suggested non-formal activity to enhance learning:
Learners to play frisbee during their own free time at home.
Suggested Assessment:
Oral questions, Observation, Anecdotal notes, written assignment, self-assessment practical assessment and peer assessment

Assessment rubric for: Invasion Games: Frisbee

# Indicator Exceeding expectation Meeting expectation Approaching expectation Below
expectation

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1. Skill acquisition The learner demonstrates The learner executes The learner requires The learner cannot
(cognitive) excellent ability in skill the skills with little significant effort to perform perform without
Frisbee game performance and effort and requires skills and requires constant assistance
▪ The field of play volunteers to assist others. minimum supervision supervision
▪ Skills:
- One- handed rim catch
- Fore hand throw
- Backhand throw
2. Sportsmanship The learners portray The learner The learner demonstrates The learner
Attitude excellent sportsmanship in demonstrates sportsman like behavior demonstrates un-
Teamwork all activities and exhibits sportsman like under supervision and sportsman like
genuine concern for others behavior in most works with others under conduct in most
activities and works supervision activities
well with others
3. Health and fitness enhancing The learner demonstrates The learner improves The learner irregularly The learner is
behaviors an exceptional level of personal growth progresses towards unable to maintain
fitness and surpasses all within physical fitness improving personal fitness personal levels of
grade level components of expectations levels. level. physical fitness
fitness.
4. Safety and application of rules Learner always Always participates The learner needs The learner needs
participates safely and safely and follows occasional prompting to constant
encourages others to be instructions and stays observe safety and stay on supervision to
safe, follows instruction on task without undue task. enforce safety,
and stay on task. fatigue. obey instructions
and stay on task.

Lesson allocation for components of health-related fitness:13

Health and Physical fitness: Components of health-related fitness:
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

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5.0 Health and 5.1 Components of By the end of the sub-strand, the learner ▪ The learners in groups use technology Why is it importan
Physical health-related should be able to: to find out the meaning of the terms: to warm up and to
fitness fitness: a) explain the term health related fitness to - health related fitness cool down before
enhance learning - warmup and after exercises
Warm up and cool b) explain the importance of warmup in - cool down ?
down exercise readiness ▪ Learners in groups discuss the
c) explain the importance of cool down after importance of warmup before
3 lessons exercises for body recovery exercises and cool down after
d) identify activities that are suitable for exercises
body warm and cool down ▪ Learners in groups identify the
e) list traditional activities that can be used activities that can be used for;
for body warm up and cool down - warmup
f) observe rules when playing games for - cool down
own and others safety ▪ Learners in groups discuss traditional
activities that can be used for warm
up and cool down
g) Play games for fun and enjoyment
▪ Learners play games for fun and
h) Appreciate the importance of warm up
enjoyment and observe safety
and cool down activities

5.0 Health and 5.2 Components of By the end of the sub-strand, the learner ▪ Using technology learners in groups 1. What is the
Physical health-related should be able to: find out the position of the human importance of
fitness fitness: Human heart exercise to the
heart a) using diagrams locate the position of the ▪ Individually learners find out their human heart?
human heart for body awareness heart rate at rest
2 lessons b) list the functions of the human heart to ▪ learners in groups using technology 2. What are the
enhance learning discuss and list the functions of the changes that
c) find out the heart rate at rest and after human heart occur in
exercise for fitness ▪ In pairs learners engage in a vigorous human body
d) describe the changes that occur in the activity and find out each other’s after vigorous
human body after vigorous exercise heart rate after the activity exercises?
e) list the components of health-related ▪ Learners participate in vigorous

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 fitness to enhance learning activities in groups and discuss the
f) play games for fun and enjoyment body changes that take place after the
g) appreciate being healthy for daily activity (heart rate, body temperature,
activities breathing rate among others)
▪ In groups learners list the components
of health-related fitness
5.0 Health and 5.3 Components of By the end of the sub-strand, the learner ▪ learners in groups interact with Why is it importan
Physical health-related should be able to: technology to find out what is to develop
fitness fitness: Cardiorespiratory endurance Cardiorespiratory
a) Explain the term Cardiorespiratory ▪ learners in groups using technology endurance?
Cardiorespiratory endurance to enhance learning discuss and list the functions of the
endurance b) identify exercises that can be used to heart
develop Cardiorespiratory endurance ▪ learners in groups discuss and list
2 lessons c) perform exercises that aid in developing exercise activities that can develop
Cardiorespiratory endurance for fitness Cardiorespiratory endurance
d) observe rules when playing games for ▪ Learners groups practice exercises
own and others safety that aid in developing
e) play games for fun and enjoyment Cardiorespiratory endurance
f) appreciate the importance of ▪ learners in groups discuss the
Cardiorespiratory endurance in daily life importance of cardiorespiratory
endurance in daily life
▪ Learners play games for fun and
enjoy and observe safety
5.0 Health 5.4 Components of By the end of the sub-strand, the learner ▪ learners in groups interact with 1. Which
and Physical health-related should be able to: technology to find out what is exercises can
fitness fitness: muscular strength be used to
develop
Muscular strength a) describe the term muscular strength to ▪ learners in groups discuss the
muscular
enhance learning importance of muscular strength in
strength?
2 Lessons b) identify exercises that assist in developing daily life 2. Why is it
muscular strength ▪ learners in groups discuss and list important to
c) perform exercises that aid in developing exercise activities that increase have strong
muscular strength muscular strength of the arms, legs, muscles?

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 d) observe rules when playing games for abdomen, and heart.
own and others safety ▪ Learners individually and in groups
e) play games that aid in developing practice exercises that aid in
muscular strength for fun and enjoyment developing muscular strength for the
f) appreciate the importance of exercise of arms, legs, abdomen, and heart.
exercise to the human for healthy living ▪ Learners individually bring images of
people they think have good muscular
strength and post them on class
bulletin board or wall
▪ Learners play games for fun and
enjoyment and observe safety
5.0 Health and 5.5 Components of By the end of the sub-strand, the learner ▪ learners in groups interact with 1. Which
Physical health-related should be able to: technology to find out what muscular exercises can
fitness fitness: endurance is be used to
a) explain the term muscular endurance to ▪ Learners in groups discuss and list develop
Muscular endurance enhance learning exercise activities that increase muscular
b) identify exercises that assist in muscular endurance endurance?
2 Lessons developing muscular endurance ▪ learners in groups discuss the
c) discuss the importance of muscular importance of muscular endurance in 2. Why is it
endurance in daily life daily life important to
d) perform exercises that aid in developing ▪ Learners individually and in groups develop
muscular endurance for fitness practice exercises that aid in muscular
e) observe rules when playing games for developing muscular endurance endurance?
own and others safety ▪ Learners play games for fun and
f) play games that aid in developing enjoyment and observe safety
muscular endurance for fun and
enjoyment
g) appreciate muscular endurance for daily
activities
5.0 Health and 5.6 Components of By the end of the sub-strand, the learner ▪ learners in groups interact with 1. What is the
Physical health-related should be able to: technology to find out the meaning of importance of
fitness fitness: muscular and joint flexibility muscular and

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 a) Explain the terms muscular and joint ▪ Learners in groups discuss and list joint flexibility
Muscular and joint flexibility to enhance learning exercise activities are suitable for in daily life?
flexibility b) identify exercises that assist in developing muscular and joint flexibility.
muscular and joint flexibility ▪ learners in groups discuss the 2. Which are the
2 lessons c) discuss the importance of muscular and importance of muscular and joint components of
joint flexibility in daily life flexibility in daily life health-related
d) perform exercises that aid in developing ▪ Learners in groups perform exercises fitness?
muscular and joint flexibility for fitness develop muscular and joint flexibility
e) Set up a fitness circuit that has exercises ▪ Learners in groups set up a fitness
for all the health-related fitness circuit that has exercises for all the
components health-related fitness components
f) observe rules when playing games for ▪ Learners play games for fun and
own and others safety enjoyment and observe safety
g) play games that aid in developing
muscular and joint flexibility for fun and
enjoyment
h) appreciate muscular and joint flexibility in
the performance of daily activities
Core Competences to be developed:

▪ Self-efficacy: as learners learn about the effect of exercise on the heart muscle and when learning about the components of health-related fitness
▪ Digital literacy: as learners interact with technology
▪ Critical thinking and problem solving: as learners discuss different inquiry questions
▪ Communication and collaboration: as learners engage in discussions and play games
Link to PCI’s:
▪ Safety: as learners observe safety when playing games
▪ Citizenship: Social justice: as the learners collaborate with each in class activities
▪ Health Education: as they appreciate the use of drugs for sustainable health promotion
▪ Life skills: self-awareness: learners develop self-esteem as they role play, discuss and play games

Link to Values:
▪ Respect: as learners listen to each other views during discussions and respect each other’s opinion

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Link to other subjects:
▪ Languages: as the learners are discuss during class activities and games time
▪ Science and technology: interact with technology to find out the meaning of the term hydration and dehydration and investigate the dangers of
incorrect drug use
Suggested Community Service-Learning Activities: The learner plans exercise routine for the family for exercises that develop Muscular and joint
flexibility
Suggested Non-formal activity to support learning: The Learner performs exercises that build muscular strength, endurance, flexibility and agility at
home and over the holidays

Suggested Assessment: oral questions, written assignment, observation, anecdotal notes, self-assessment, practical assessment and peer assessment

Assessment rubric for: Nutrition and physical activity

# Indicator Exceeding expectation Meeting expectation Approaching expectation Below expectation
1. Skill acquisition The learner demonstrates The learner executes the The learner requires The learner cannot
(cognitive) excellent ability in skill skills with little effort and significant effort to perform without
Skill acquisition performance and volunteers requires minimum perform skills and requires assistance
(cognitive) to assist others. supervision constant supervision
Physical fitness and
health: Components

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 of health-related
fitness
▪ Human heart
▪ Muscular strength
▪ Muscular
endurance
▪ Muscular and joint
flexibility
▪ Cardiorespiratory
endurance
▪ Warm up and cool
down
2. Sportsmanship The learners portray The learner demonstrates The learner demonstrates The learner
Attitude excellent sportsmanship in sportsman like behavior in sportsman like behavior demonstrates un-
Teamwork all activities and exhibits most activities and works under supervision and sportsman like
genuine concern for others well with others works with others under conduct in most
supervision activities
3. Health and fitness The learner demonstrates an The learner improves The learner irregularly The learner is unable
enhancing behaviors exceptional level of fitness personal growth within progresses towards to maintain personal
and surpasses all grade level physical fitness expectations improving personal fitness levels of physical
components of fitness. levels. level. fitness
4. Safety and Learner always participates Always participates safely The learner needs The learner needs
application of rules safely and encourages others and follows instructions and occasional prompting to constant supervision
to be safe, follows stays on task without undue observe safety and stay on to enforce safety,
instruction and stay on task. fatigue. task. obey instructions and
stay on task.

Lesson allocation for Nutrition and physical health:8

Physical activity and health : Nutrition and physical health

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5.0 5.7 Nutrition and sports By the end of the sub-strand, the learner ▪ Learners interact with Why is it necessar
Health and performance: should be able to: technology to find out the for an athlete to
Physical fitness meaning of the term’s take plenty of
Water intake a) explain the terms hydration and hydration and dehydration water during
dehydration for body functions ▪ Learners in groups discuss the games sports?
2 Lessons b) state the importance of drinking water importance of taking water
during games and sports for hydration during games and sports
c) state the signs of a well hydrated athlete ▪ Learners in groups discuss the
during games and sports signs of a well hydrated

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 d) state the signs of a dehydrated athlete athlete during games and
during games sports sports
e) explore ways of taking clean water for ▪ Learners in groups discuss the
health signs of a dehydrated athlete
f) play games for fun and enjoyment during games and sports
g) appreciate the importance of drinking ▪ Learners in groups explore
clean water during games and sports for ways of taking clean water
hydration during games and sports
▪ Learners in groups discuss the
dangers of taking unclean
water
▪ Learners play games for fun
and enjoyment and observe
safety
5.0 5.8 Nutrition and sports By the end of the sub strand, the learner ▪ Learners in groups discuss the Why is it importan
Health and performance: should be able to: benefits of taking time when to make healthier
Physical fitness eating food food choices
Healthy eating habits a) discuss the importance of healthy eating ▪ Learners in groups discuss the during games and
habits during games and sports reasons for sharing food with sports?
2 Lessons b) share food with others for others
companionship during games and sports ▪ Learners in groups discuss the
c) list the benefits of making healthier importance of healthy eating
food choices during games and sports habits (for example taking
d) play games for fun and enjoyment time to eat healthy food
e) appreciate making healthier food during games and sports)
choices for a healthy body ▪ Learners in groups discuss the
benefits of making healthy
food choices
▪ learners play games for fun
and enjoyment and observe
safety

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5.0 5.9 Nutrition and sports By the end of the sub-strand, the learner ▪ Learners interact with 1. Why is it
Health and performance: should be able to: technology to identify the important to
Physical fitness common foods found in their eat balanced
Food intake during a) identify the common foods found in the community and food nutrients diet during
games and sports community in them competitions?
b) identify the different food nutrients for ▪ Learners in groups classify
4 Lessons survival food into different food 2. what can
c) classify food into different food groups groups sports people
to enhance learning ▪ Learners in groups discuss the do to make
d) name the importance of taking balanced importance of taking balanced sure they
diet during games sports performance diet during sports remain
e) discuss the importance being healthy performance healthy?
during games and sports ▪ Learners in groups discuss the
f) discuss when to eat each of the food importance of being healthy
groups during sports performance during games and sports
g) plan a menu for the school athletic team ▪ Learners in groups discuss
during training when to eat each of the food
h) observe rules during games for own and groups during sports
others safety performance
i) play games for fun and enjoyment ▪ Learners in groups plan a
j) appreciate the importance eating a well- menu for the school athletic
balanced meal during sports team during training
performance ▪ learners play games for fun
and enjoyment, while
observing safety
Core Competences to be developed:
Self-efficacy: as learners discuss terms related to water intake during games and sports, how to make healthy food choices
▪ Digital literacy: as learners interact with technology
▪ Critical thinking and problem solving: discuss the importance of taking balanced diet during games and sports
▪ Communication and collaboration: as learners engage in discussions and play games
Link to PCI’s:
▪ Safety: as learners observe safety rules in handling drugs and when playing games

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 ▪ Health Education: as they appreciate the use of drugs for sustainable health promotion
▪ Life skills: self-awareness: learners develop self-esteem as they role play, discuss and play games

Link to Values:
▪ Respect: as learners listen to each other views during discussion
▪ Responsibility: making right choice when taking food during games and sports
Link to other subjects:
▪ Languages: as the learners are discuss during class and games time
▪ Home Science: as learners discuss food intake during games and sports
▪ Science and technology: interact with technology to find out the meaning of the term hydration and dehydration and investigate the dangers of
incorrect drug use
Suggested Community Service-Learning Activities: The learner discusses healthy eating habits with the family at home
Suggested Non-formal activity to support learning: The learner cleans a water bottle and uses it to carry clean water for drinking to school

Suggested Assessment: oral questions, written assignment, observation, anecdotal notes, self-assessment, practical assessment and peer assessment

Assessment rubric for: Health and Physical fitness

# Indicator Exceeding expectation Meeting expectation Approaching expectation Below expectation
1. Skill acquisition The learner demonstrates The learner executes the The learner requires The learner cannot
(cognitive) excellent ability in skill skills with little effort and significant effort to perform without
Skill acquisition performance and volunteers requires minimum perform skills and requires assistance
(cognitive) to assist others. supervision constant supervision
Nutrition and
physical health:
▪ Water intake
▪ Healthy eating
habits
▪ Food intake during
games and sports

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2. Sportsmanship The learners portray The learner demonstrates The learner demonstrates The learner
Attitude excellent sportsmanship in sportsman like behavior in sportsman like behavior demonstrates un-
Teamwork all activities and exhibits most activities and works under supervision and sportsman like
genuine concern for others well with others works with others under conduct in most
supervision activities
3. Health and fitness The learner demonstrates an The learner improves The learner irregularly The learner is unable
enhancing behaviors exceptional level of fitness personal growth within progresses towards to maintain personal
and surpasses all grade level physical fitness expectations improving personal fitness levels of physical
components of fitness. levels. level. fitness

4. Safety and Learner always participates Always participates safely The learner needs The learner needs
application of rules safely and encourages others and follows instructions and occasional prompting to constant supervision
to be safe, follows stays on task without undue observe safety and stay on to enforce safety,
instruction and stay on task. fatigue. task. obey instructions and
stay on task.

Lesson allocation for Wellness: 6

Health and Physical fitness : Wellness
5.0 6.0 wellness: By the end of the sub strand the leaner should be able ▪ Learners in groups using Why is it
Health and Physical Dealing with to: technology find out the important to be
emotions meaning of the term kindness kind to others?

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fitness a) describe the term emotional wellbeing ▪ Learners in groups discuss the
2 Lessons b) state the importance of kindness in daily life importance of kindness in
c) identify suitable ways to show kindness to others daily life
during games and sports ▪ Learners in groups discuss
d) describe the effects of showing kindness to others suitable ways of showing
during games and sports kindness to others
e) play games for fun and enjoyment ▪ Learners in groups discuss the
f) appreciate showing kindness to others for effects of showing kindness to
harmonious coexistence others during games and
sports
▪ Learners in groups discuss
ways in which their
community shows kindness to
others (school community,
Church/Mosque/Temple
community among others)
▪ Learners play games for fun
and enjoyment
5.0 6.1 Wellness: By the end of the sub strand the leaner should be able ▪ Learners in groups identify What are the
Health and Physical Alcohol and to: common harmful drugs and benefits of
fitness drug abuse in substances used in the having alcohol
games and a) identify common harmful drugs and substances community and drug abuse
sports used in the community ▪ Learners in groups identify free
performance b) identify stereo types associated with drugs and stereo types associated with communities?
substance use during games and sports drugs and substance use
c) discuss the importance of abstinence from substance during games and sports
and drug use during games and sports ▪ Learners in groups discuss the
2 Lessons
d) observe rules when playing games for own and importance of abstinence from
others safety drugs and substance use
e) play games for fun and enjoyment during games and sports
▪ Play games for fun and
enjoyment and observe safety

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5.0 6.2 Wellness: By the end of the sub-strand, the learner should be able ▪ learners in groups identify 1. How can a
Health and Physical Alcohol and to: common harmful drugs and sports
fitness drug abuse in substances abused during person
games and a) identify factors that influence the abuse of alcohol sports competitions (alcohol, avoid drug
sports and drugs during games and sports solvents, glue among others) and
performance b) discuss ways of resisting peer influence on alcohol ▪ learners in groups identify the substances
and substance abuse during games and sports factors that influence drugs use during
2 lessons c) discuss the short- and long-term effects of drug and and substance use during games and
substance abuse during games and sports games and sports competitions sports?
d) identify behavior changes associated with alcohol (peer pressure, media, home
and drugs abuse during games and sports influence among others) 2. Why is it
e) state ways of communicating about alcohol and ▪ Learners in groups discuss the important
drug abuse among the peer during games and sports short- and long-term effects of to resist
f) observe rules when playing games for own and drug and substance use during negative
others safety games and sports competitions peer
g) appreciate staying clean of alcohol and drug abuse ▪ learners in groups identify the influence?
during games and sports competitions behavior changes associated
h) play games for fun and enjoyment with drugs and substance
abuse during games and sports
competitions
▪ Learners in groups discuss
ways of communicating to the
relevant people about alcohol
and drug use during games
and sports competitions
▪ Play games for fun and
enjoyment and observe safety
Core Competences to be developed:

• Self-efficacy: as learners appreciate the importance of avoiding alcohol and drug abuse for healthy living
• Digital literacy: as learners interact with technology

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• Critical thinking and problem solving: as learners discuss ways of resisting peer influence on alcohol and substance abuse during games and sports
competitions
▪ Communication and collaboration: as learners engage in discussions and respect each other’s opinion
Link to PCI’s:
▪ Health Education: as the learners appreciate the importance of avoiding alcohol and drug abuse for healthy promotion
▪ Life skills: self-awareness: learners develop self-esteem as they role play, discuss and play games

Link to Values:
▪ Respect: as learners listen to each other views during discussion and respect each other’s views
▪ Integrity: as learners learn the dangers of alcohol and drug abuse
▪ Responsibility: as the learners learn the various ways of communicating about alcohol and drug abuse among the peer during games and sports
competitions
Link to other subjects:
▪ Languages: as the learners are discuss during class and games time
▪ Science and technology: Learners in groups using technology find out the meaning of the term kindness
Suggested Community Service-Learning Activities: The learner engages in drug awareness campaign during a community drug sanitization forum

Suggested Non-formal activity to support learning: The Learner performs exercises that build muscular strength, endurance, flexibility and agility at
home and over the holidays

Suggested Assessment: oral questions, written assignment, observation, anecdotal notes, self-assessment, practical assessment and peer assessment

Health and Physical fitness: Wellness

# Indicator Exceeding expectation Meeting expectation Approaching expectation Below expectation
1. Skill acquisition The learner demonstrates The learner executes the The learner requires The learner cannot
(cognitive) excellent ability in skill skills with little effort and significant effort to perform without
Skill acquisition performance and volunteers requires minimum perform skills and requires assistance
(cognitive) to assist others. supervision constant supervision

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 Wellness:
▪ Dealing with
emotions
▪ Alcohol and
drug abuse in
sports
performance
▪ Avoiding
alcohol and drug
use in sports
performance

2. Sportsmanship The learners portray The learner demonstrates The learner demonstrates The learner
Attitude excellent sportsmanship in sportsman like behavior in sportsman like behavior demonstrates un-
Teamwork all activities and exhibits most activities and works under supervision and sportsman like
genuine concern for others well with others works with others under conduct in most
supervision activities
3. Health and fitness The learner demonstrates an The learner improves The learner irregularly The learner is unable
enhancing exceptional level of fitness personal growth within progresses towards to maintain personal
behaviors and surpasses all grade level physical fitness expectations improving personal fitness levels of physical
components of fitness. levels. level. fitness

4. Safety and Learner always participates Always participates safely The learner needs The learner needs
application of rules safely and encourages others and follows instructions and occasional prompting to constant supervision
to be safe, follows stays on task without undue observe safety and stay on to enforce safety,
instruction and stay on task. fatigue. task. obey instructions and
stay on task.
Lesson allocation for Common Injuries in Sports:15
First Aid in Games and Sports: Common Injuries in Sports
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
7.0 First 7.1 Common By the end of the sub-strand the learner should be ▪ Learners in groups interact with technology Why is First Aid
Aid in Injuries in able to: to find out the meaning of the term first aid important in

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Games games and and the acronym ABC in First Aid emergencies?
and Sports: ABC a) explain the term First Aid to enhance learning ▪ Learners in groups practice applying the
Sports of First Aid b) discuss the meaning of the acronym ABC in ABC of First Aid (Airways, Breathing and
first aid to for first aid awareness Circulation or pulse rate)
c) demonstrate how to apply the ABC of First ▪ Learners practice calling for help during
Aid in an unconscious person emergency
3 Lessons d) discuss how to call for help during an ▪ Learners in groups practice calming an
emergency injured victim
e) list the safety measures for handling a ▪ Learners list the safety measures for handling
bleeding victim a bleeding victim when administering first
f) discuss how to calm an injured victim aid
g) observe rules when playing games for own ▪ Learner play games for fun and enjoyment
and others safety and observe safety
h) play games for fun and enjoyment
i) appreciate the ABC of first aid in responding
to emergencies
.0 First 7.2 Common By the end of the sub-strand the learner should be ▪ Learners interact with technology to find out 1. What items a
Aid in Injuries in able to: the contents of a First Aid box found in a Fir
Games games and ▪ Learners in groups discuss the importance of Aid box?
and sports: First a) identify the items in a first aid box for a first aid box
2. Why is it
Sports Aid box familiarization ▪ The learners examine and arrange the items
important to
b) explain the importance of a First Aid Box for of a First Aid have a first ai
3 Lessons emergencies ▪ Learners in groups discuss and list the items box in school
c) list the items of a First Aid box to enhance of a first aid box and at home?
learning ▪ Learners in groups discuss situations that
d) observe safety when handling the items of a require the use of items in a first aid box
First Aid box to avoid injury ▪ In groups learners discuss how to safely
e) play games for fun and enjoyment handle items in a first aid box
f) appreciate the First Aid box for emergency ▪ Learners participate in games for fun and
cases enjoyment
.0 First 7.3 Common By the end of the sub-strand the learner should be ▪ Learners interact with technology to identify 1. Which are

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Aid in Injuries in able to: a bruise signs and
Games Sports: Bruise ▪ Learners in groups discuss the causes of symptoms of
and a) describe a bruise as an injury bruising bruise?
2. How do you
Sports 2 Lessons b) discuss the signs and symptoms of a bruise ▪ Learners in groups discuss the signs and
apply first aid
for identification symptoms of a bruise on a bruise?
c) demonstrate a cold press application on a ▪ Learners interact with technology to observe
bruise for lessening pain the application of a cold press on a bruise
d) observe safety when handling a bruise for ▪ In groups learners demonstrate and practice
protection the application of cold press on a bruise
e) observe rules when playing games for own ▪ Learners observe safety when handling a
and others safety bruise to avoid infection
f) play games for fun and enjoyment ▪ Learners participate in games for fun and
enjoyment
.0 First 7.4 Common By the end of the sub-strand the learner should be ▪ Learners interact with technology to identify How can you app
Aid in Injuries in able to: nose bleeding First Aid to stop
Games Sports: ▪ Learners in groups discuss the causes of nose nose bleeding?
and Nose bleeding a) identify the causes of nose bleeding to bleeding
Sports enhance learning ▪ Learners interact with technology to observe
2 Lessons b) discuss the causes of nose bleeding for first the application of First Aid to stop nose
aid bleeding
c) apply first aid to stop nose bleeding in a ▪ In groups learners demonstrate and practice
victim how to apply First Aid to stop nose bleeding
d) observe safety when applying first aid to stop ▪ Learners observe safety when applying first
nose bleeding for protection aid to stop nose bleeding to prevent infection
e) observe safety when playing games for own ▪ Play games for fun and enjoyment
and others safety
f) play games for fun and enjoyment

.0 First 7.5 Common By the end of the sub-strand the learner should be ▪ Learners interact with technology to identify 1. Why should
Aid in Injuries in able to: the causes of a Clean-cut wound you clean a
Games Sports: ▪ Learners interact with technology to observe clean-cut
wound?
and Wounds: clean how to clean a clean-cut wound

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Sports cut wounds a) discuss the causes of clean-cut wounds for ▪ Learners in groups discuss safety measures to
safety observe when cleaning a clean-cut wound 2. Why is it
3Lesson b) demonstrate cleaning of a clean-cut wound ▪ Learners in pairs demonstrate how to clean a important to
to avoid infection clean-cut wound cover a clean
c) observe safety when cleaning a clean-cut cut wound?
▪ Learners in groups identify and select
wound for protection appropriate bandages for a clean-cut wound
d) select a bandage for application on a clean- ▪ Learners in groups apply clean bandages on a
cut wound clean-cut wound
e) applying a bandage on a clean-cut wound ▪ Learners participate in games for fun and
for self-protection enjoyment an observe safety
f) apply a bandage on a clean-cut wound to
keep it from being infected
g) play games for fun and enjoyment

.0 First 7.6 By the end of the sub-strand the learner should be ▪ Learners interact with technology to observe Which situation
Aid in Transporting able to: the Single human crutch method and how it is would be most
Games an injured used to transport an injured victim appropriate in
and victim: Single a) describe the Single human crutch method ▪ Learners demonstrate and practice the Single using the Single
Sports human crutch used for transporting an injured victim Human crutch method in pairs human crutch
method b) demonstrate how to carry a victim using the ▪ Learners observe safety when using the method?
Single human crutch method Single human crutch method.
2 Lessons c) observe safety when using the Single human ▪ Participate in games for fun and enjoyment
crutch method to avoid more harm and observe rules
d) play games for fun and enjoyment
e) appreciate Single human crutch method for
injured victim
Core Competences to be developed:
▪ Self-efficacy: as the learner’s role or dramatize in first aid
▪ Digital literacy: as learners interact with technology
▪ Creativity and imagination: as the learner role, participate in games, dramatize and improvise
▪ Critical thinking and problem solving: as learners assesses situations for ABC and when identifying situations signs and symptoms
▪ Communication and collaboration: as they are assuring and calming the victim, calling for help and when assessing the situation

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Link to PCI’s:
▪ Safety: when handling victims
▪ Health Education: when caring out first aid

Link to Values:
▪ Respect: as learners demonstrate how to carry an injured victim
▪ Love: when learners appreciate the Single human crutch method for carrying an injured victim

Link to other learning areas:

▪ Science and technology: as learners interact with technology
▪ Languages: as learners communicate with victims and as they call for help
▪ Mathematics: as they cut the badges

Suggested Community Service-Learning Activities:

The leaners demonstrate stopping nose bleeding and transporting a victim during sports day or parent’s day in school
Suggested Non-formal activity to support learning:
Interact with technology to learn more on Single human clutch method
Suggested Assessment:
Oral questions, Written assignment, Observation, Anecdotal notes, Self-assessment and peer assessment

Assessment rubric for: First Aid: Safety in Games and Sports

# Indicator Exceeding expectation Meeting expectation Approaching expectation Below expectation
Skill acquisition The learner demonstrates The learner executes The learner requires The learner cannot
(cognitive) excellent ability in skill the skills with little significant effort to perform perform without
First Aid in games and performance and volunteers effort and requires skills and requires constant assistance
sports to assist others. minimum supervision supervision
▪ Common Injuries in
games and Sports:
- ABC of First Aid

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 - First Aid box
- Bruise
- Nose bleeding
- Clean- cuts
wounds
▪ Transporting an
Injured Person
- Single human
crutch method

Sportsmanship The learners portray The learner The learner demonstrates The learner
Attitude excellent sportsmanship in demonstrates sportsman like behavior demonstrates un-
Teamwork all activities and exhibits sportsman like under supervision and works sportsman like conduct
genuine concern for others behavior in most with others under supervision in most activities
activities and works
well with others
Health and fitness The learner demonstrates The learner improves The learner irregularly The learner is unable
enhancing behaviors an exceptional level of personal growth progresses towards improving to maintain personal
fitness and surpasses all within physical fitness personal fitness level. levels of physical
grade level components of expectations levels. fitness
fitness.
Safety and application Learner always participates Always participates The learner needs occasional The learner needs
of rules safely and encourages safely and follows prompting to observe safety constant supervision to
others to be safe, follows instructions and stays and stay on task. enforce safety, obey
instruction and stay on task. on task without undue instructions and stay
fatigue. on task.

Lesson allocation for Recreation:7

Outdoor Activities: Recreation:
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry

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 Question(s)
8.0 Outdoor 8.1 Recreation: By the end of the sub-strand, the learner ▪ learners interact with technology in Why is it
activities Active and passive should be able to: pairs to look up for the meaning of important to
Leisure activities the terms active and passive leisure engage in active
a) describe the term active and passive activities leisure activities?
leisure activities in recreation ▪ learners in groups discuss active and
b) list down active leisure activities within passive leisure activities
3 lessons the community ▪ learners in groups list down active
c) differentiate between active and passive and passive leisure activities
leisure activities in recreation ▪ learners in groups to discuss the
d) state the disadvantages of passive differences between active and
leisure activities for recreation passive leisure activities
e) locate leisure sites in the county map ▪ learners to role play the disadvantages
f) identify cultural activities in the of passive leisure activities
community for leisure ▪ learners to draw the county map and
g) observe safety measures when engaging indicate leisure sites
in leisure activities to avoid injury ▪ learners in groups discuss cultural
h) play games for fun and enjoyment activities they can participate in for
i) desire to engage in active leisure leisure
activities for good health ▪ learners in groups to identify different
leisure activities done at home, school
and community
▪ learners to highlight safety measures
to be observed when engaging in
leisure activities
▪ participate in games for fun and
enjoyment and observe safety
8.0 Outdoor 8.2 Recreation : By the end of the sub-strand, the learner ▪ learners interact with technology to Why is important
activities Leisure and Time should be able to: find out what is Leisure and Time to plan time?
management management
a) describe leisure and time for self- ▪ learners interact with technology to
2 lessons plan a personal schedule for leisure

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 management time
b) organize daily routine to create time for ▪ learners in groups discuss how to
leisure activities organize the daily routine to create
c) observe safety when planning for leisure time for leisure activities
activities ▪ learners in groups discuss the safety
d) play games for fun and enjoyment measures that should be observed
e) appreciate leisure and time management during leisure activities
for self-management ▪ participate in games for fun and
enjoyment and observe safety
8.0 Outdoor 8.3 Recreation: care By the end of the sub-strand, the learner ▪ Learners interact with technology to 1. Why are
activities for community should be able to: find out what community recreation community
recreation facilities facilities are recreation
a) describe the use of community ▪ In groups learners discuss the various facilities
2 lessons recreation facilities community recreation facilities found important?
b) mention the recreation facilities in the in their community
community ▪ Learners in groups suggest ways of 2. Which
c) observe cleanliness when using the cleaning and conserving community actions
community recreation facilities recreation facilities portray
d) explain ways of keeping the community ▪ In groups learners suggest ways of community
recreation facilities safe for all keeping the community recreation and solidarity
e) conserve the community recreation facilities safe for all in the school
facilities for future generations ▪ participate games for fun and
f) play games for fun and enjoyment enjoyment and observe safety
g) appreciate caring for community
recreation facilities for posterity

Core Competences to be developed:

▪ Self-efficacy: organize the daily routine to create time for leisure activities
▪ Digital literacy: as learners interact with technology
▪ Learning to learn: as learners as learners find out the meaning of time and phrase
▪ Creativity and imagination: as learners play games
▪ Critical thinking and problem solving: as learners discuss and suggest and identify ways of doing things

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 ▪ Communication and collaboration: as learners discuss in groups and play games
Link to PCI’s:
▪ Safety and security: and space awareness when doing outdoor activities
▪ Citizenship: Social interaction as learners work together in recreational activities
▪ Learner support program: As learners participate in community festivals and activities
▪ Life skills: Self-esteem and decision making: As they plan and participate in leisure activities for recreation

Link to Values:
▪ Responsibility: as learner care for the community recreation facilities
▪ Patriotism: as they take care and conserve the community reaction facilities
▪ Respect: as learners engage in community recreation facilities and respect each other’s opinion as they discuss in groups
Link to other learning areas:
▪ Science: as learners interact with technology
▪ languages: as learners communicate with each other as they play games and discuss in groups
▪ Music: as learners play games
▪ Mathematics: when planning for time
Suggested Community Service-Learning Activities: Learners engage in community events such as cleaning of the environment
Suggested Non-formal activity(ies) to support learning: The learners engage with peer after school to play games, watch birds among other activities
Suggested Assessment: Oral questions, Written assignments, Observation, Anecdotal notes, Self-assessment and Peer assessment

Assessment rubric for: Outdoor and Recreation Activities

# Indicator Exceeding expectation Meeting expectation Approaching expectation Below expectation

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 1. Skill acquisition The learner demonstrates The learner executes the The learner requires The learner cannot
(cognitive) excellent ability in skill skills with little effort and significant effort to perform without
Outdoor Activities: performance and volunteers requires minimum perform skills and requires assistance
▪ Recreation: to assist others. supervision constant supervision
- Active and
passive
Leisure
activities
- Leisure and
Time
management
- care for
community
recreation
facilities

2. Sportsmanship The learners portray The learner demonstrates The learner demonstrates The learner
Attitude excellent sportsmanship in sportsman like behavior in sportsman like behavior demonstrates un-
Teamwork all activities and exhibits most activities and works under supervision and sportsman like conduct
genuine concern for others well with others works with others under in most activities
supervision
3. Health and fitness The learner demonstrates an The learner improves The learner irregularly The learner is unable to
enhancing exceptional level of fitness personal growth within progresses towards maintain personal
behaviors and surpasses all grade level physical fitness expectations improving personal fitness levels of physical
components of fitness. levels. level. fitness
4. Safety and Learner always participates Always participates safely The learner needs The learner needs
application of rules safely and encourages others and follows instructions and occasional prompting to constant supervision to
to be safe, follows stays on task without undue observe safety and stay on enforce safety, obey
instruction and stay on task. fatigue. task. instructions and stay on
task.
APPENDICES
Strand Sub strand Suggested Learning Resources

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Basic Locomotor skills: PHE Design, field/space, Video, Video clips, Charts, Observation check lists, Assessment check lists First Aid kit,
Movement exercise books, pens, pencils and rubbers
Skills Manipulative skills PHE Design, space/ fields, field markers, Video clips, video clips, Observation check lists, balls improvised or real,
exercise books pens, pencils and rubbers Bat, posts, Assessment check lists Rounders ball, balls of various sizes, ropes
Gymnastics Rolls PHE Design, space/ fields, Assessment check lists field markers, Observation check lists. Video clips, video clips,
mats, First Aid kit, exercise books pens, pencils and rubbers
Balances PHE Design, space/ fields, field markers, Observation check lists, Video clips, video clips, First Aid kit, mats exercise
books pens, pencils and rubbers
Sequences PHE Design, space/ fields, field markers, Assessment check lists Video clips, video clips, mats, Task cards, First Aid
kit exercise books pens, pencils and rubbers
Swimming Basic stroke PHE Design, digital devices, towels, floaters, Observation check lists, pebbles or coins, oil, soap, video clips, exercise
books, pens, pencils and rubbers
Basic dives PHE Design, digital devices, towels, floaters, pebbles or coins, oil, soap, video clips, exercise books, pens,
Assessment check lists pencils and rubbers
Physical Components of health- PHE Design, space/ fields, field markers, Assessment check lists Video clips, video clips, First Aid kit, exercise books
health and related fitness pens, pencils and rubbers
fitness
Nutrition and sports PHE Design, Learners exercise books and pens, pencils and rubbers Video clip on misuse of drugs, Water bottles,
performance Assessment check lists Charts and pictures of various foods groups Observation check lists
wellness PHE Design, Learners exercise books and pens, pencils and rubbers Video clip on misuse of drugs, Water bottles,
Assessment check lists Charts and pictures of various foods groups
First aid in Common Injuries in PHE Design, Video clips, First Aid Box, exercise books and pens, pencils and rubbers, and Assessment check lists
games and games and Sports:
sports
Outdoor Recreation PHE Design, Video clips, First Aid Box, exercise books and pens, pencils and rubbers, and Assessment check lists
activities

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