KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

JUNIOR SCHOOL CURRICULUM DESIGN

SOCIAL STUDIES
GRADE 7
 First published 2022

Revised 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-789-8

Published and printed by the Kenya Institute of Curriculum Development

ii
FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for Education, Training, and Research meet the aspirations of the
Constitution of Kenya 2010, the Kenya Vision 2030, the National Curriculum Policy 2019, the United Nations Sustainable Development
Goals (SDGs), and the regional and global conventions to which Kenya is a signatory. Towards achieving the mission of basic education, the
Ministry of Education (MoE) has successfully and progressively rolled out the implementation of the Competency Based Curriculum (CBC)
at Pre-Primary, Primary and Junior School levels.

The implementation of the Competency Based Curriculum involves monitoring and evaluation to determine its success. After the five-year
implementation cycle, a summative evaluation of the primary education cycle was undertaken to establish the achievement of learning
outcomes as envisaged in the Basic Education Curriculum Framework. The Government of Kenya constituted a Presidential Working Party
on Education Reforms (PWPER) in 2022 to address salient issues affecting the education sector. PWPER made far-reaching recommendations
for basic education that necessitated curriculum review. The recommendations of the PWPER, monitoring reports, summative evaluation of
the primary education cycle and feedback from curriculum implementers and other stakeholders led to rationalisation and review of the basic
education curriculum.

The reviewed Grade 7 curriculum designs build on competencies attained by learners at the end Grade 6. Further, they provide opportunities
for learners to continue exploring and nurturing their potential as they prepare to transit to Senior School.

The curriculum designs present the National Goals of Education, essence statements, general and specific expected learning outcomes for the
subjects as well as strands and sub-strands. The designs also outline suggested learning experiences, suggested key inquiry questions, core
competencies, Pertinent and Contemporary Issues (PCIs), values, and the assessment rubric. It is my hope that all government agencies and
other stakeholders in Education will use the designs to plan for effective and efficient implementation of the CBC.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION

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PREFACE
The Ministry of Education (MoE) nationally implemented the Competency Based Curriculum (CBC) in 2019. Grade 7 is the first grade of
Junior School in the reformed education structure.

The reviewed Grade 7 curriculum furthers implementation of the CBC from Grade 6 at the primary education level. The main feature of this
level is a broad curriculum for the learner to explore talents, interests, and abilities before selection of pathways and tracks at the Senior School
education level. This is very critical in the realisation of the Vision and Mission of the ongoing curriculum reforms as enshrined in the Sessional
Paper No. I of 2019: Towards Realizing Quality, Relevant and Inclusive Education and Training for Sustainable Development in Kenya. The
Sessional Paper explains the shift from a Content-focused Curriculum to a focus on Nurturing Every Learner’s potential.

Therefore, the Grade 7 curriculum designs are intended to enhance the learners’ development of the CBC core competencies, namely:
Communication and Collaboration, Critical Thinking and Problem-solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning
to Learn, and Self-efficacy.

The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various sub-strands and the
other aspects of the CBC. They also offer several suggested learning resources and a variety of assessment techniques. It is expected that the
design will guide teachers to effectively facilitate learners to attain the expected learning outcomes for Grade 7 and prepare them for a smooth
transition to Grade 8. Furthermore, it is my hope that teachers will use the designs to make learning interesting, exciting, and enjoyable.

DR. BELIO KIPSANG’, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR BASIC EDUCATION
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and review (SNE
adapt) curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process for any level of
education involves thorough research, international benchmarking, and robust stakeholder engagement. Through a systematic and consultative
process, the KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF)
2017. The curriculum responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, the Kenya Vision
2030, the East African Community Protocol, the International Bureau of Education Guidelines and the United Nations Sustainable Development
Goals (SDGs).

KICD receives its funding from the Government of Kenya to facilitate the achievement of its stipulated mandate and implementation of the
Government and Sector (Ministry of Education -MoE) plans. The Institute also receives support from development partners targeting specific
programmes. The revised Grade 7 curriculum designs were developed with the support of the World Bank through the Kenya Primary Education
Equity in Learning Programme (KPEELP); a project coordinated by MoE. Therefore, the Institute is very grateful to the Government of Kenya,
through the MoE and the development partners for the policy, resource, and logistical support. Specifically, special thanks goes to the Cabinet
Secretary-MoE and the Principal Secretary - State Department of Basic Education.

We also wish to acknowledge the KICD curriculum developers and other staff, all teachers and educators who took part as panelists; the Semi-
Autonomous Government Agencies (SAGAs), and representatives of various stakeholders for their roles in the development of the Grade 7
curriculum designs. In relation to this, we acknowledge the support of the Chief Executive Officers of the Teachers Service Commission (TSC) and
the Kenya National Examinations Council (KNEC) during the process of developing these designs. Finally, we are very grateful to the Chairperson
of the KICD Council and other members of the Council for the very consistent guidance throughout the process.

We assure all teachers, parents and other stakeholders that this curriculum design will effectively guide the implementation of the CBC in Grade 7
and the preparation of learners for transition to Grade 8.

PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS
FOREWORD ...................................................................................................................................................................................................... iii
PREFACE ........................................................................................................................................................................................................... iv
ACKNOWLEDGEMENT ................................................................................................................................................................................... v
TABLE OF CONTENTS .................................................................................................................................................................................... vi
NATIONAL GOALS OF EDUCATION .......................................................................................................................................................... vii
LESSON ALLOCATION ................................................................................................................................................................................... ix
LEVEL LEARNING OUTCOMES FOR JUNIOR SCHOOL ............................................................................................................................ x
ESSENCE STATEMENT ................................................................................................................................................................................... x
SUBJECT GENERAL LEARNING OUTCOMES ............................................................................................................................................ xi
SUMMARY OF STRANDS AND SUB-STRANDS ........................................................................................................................................ xii
STRAND 1.0: SOCIAL STUDIES AND PERSONAL DEVELOPMENT ........................................................................................................ 1
STRAND 2.0: PEOPLE AND RELATIONSHIPS ............................................................................................................................................. 6
STRAND 3.0: COMMUNITY SERVICE LEARNING ................................................................................................................................... 19
STRAND 4.0: NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA ................................................................................. 22
STRAND 5.0: POLITICAL DEVELOPMENT AND GOVERNANCE .......................................................................................................... 36
APPENDIX 1: GUIDELINES FOR INTEGRATING COMMUNITY SERVICE LEARNING (CSL) PROJECT ........................................ 49
APPENDIX 2: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS,
SUGGESTED LEARNING RESOURCES, AND NON-FORMAL ACTIVITIES .......................................................................................... 51

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races, and religions, but these differences need not divide them. They must be able
to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by
removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster
patriotism to make a positive contribution to the life of the nation.

2. Promote the social, economic, technological, and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress
of a rapidly developing modern economy. There is bound to be a silent social revolution following the wake of rapid
modernisation. Education should assist our youth in adapting to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise, and personal qualities that are required to
support a growing economy. Kenya is building up a modern and independent economy which needs an adequate and relevant
domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognises
the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this
development if our education system is deliberately focused on the knowledge, skills, and attitudes that will prepare our young
people for these changing global trends.

3. Promote individual development and self-fulfilment.

Education should provide opportunities for the fullest development of individual talents and personality. It should help children to
develop their potential interests and abilities. A vital aspect of individual development is the building of character.

vii
4. Promote sound moral and religious values.
Education should provide for the development of knowledge, skills, and attitudes that will enhance the acquisition of sound moral
values and help children to grow up into self-disciplined, self-reliant, and integrated citizens.

5. Promote social equity and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system that provides equal
educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and
corporate social service irrespective of gender, ability, or geographical environment.

6. Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary
society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid
development to build a stable and modern society.

7. Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations.
Education should therefore lead the youth of the country to accept membership of this international community with all the
obligations and responsibilities, rights, and benefits that this membership entails.

8. Promote positive attitudes towards good health and environmental protection.

Education should inculcate in young people the value of good health for them to avoid indulging in activities that will lead to
physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead
the youth of Kenya to appreciate the need for a healthy environment.

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LESSON ALLOCATION
S/No Learning Area Number of Lessons Per Week
(40 Minutes Per Lesson)
1. English 5
2. Kiswahili / Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 4
5. Social Studies 4
6. Integrated Science 5
7. Pre-Technical Studies 4
8. Agriculture 4
9. Creative Arts and Sports 5
Pastoral/Religious Instruction Programme 1*
Total 40 + 1*

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LEVEL LEARNING OUTCOMES FOR JUNIOR SCHOOL
By the end of Junior School, the learner should be able to:
1. apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. communicate effectively, verbally and non-verbally, in diverse contexts.
3. demonstrate social skills, and spiritual and moral values for peaceful co-existence.
4. explore, manipulate, manage, and conserve the environment effectively for learning and sustainable development.
5. practise relevant hygiene, sanitation, and nutrition skills to promote health.
6. demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. manage pertinent and contemporary issues in society effectively.
9. apply digital literacy skills for communication and learning.

ESSENCE STATEMENT
Social Studies is an integrated subject that draws on aspects of History, Geography, Citizenship, and Life Skills Education. The
main theme of Social Studies is “Living Together”. It empowers the learner to enhance self-knowledge, be aware and concerned
about the welfare of others, protect the environment, and be meaningfully engaged at community, national, regional, and global
levels. The learning area aims to equip the learner with the knowledge, skills, values, and attitudes necessary for good character
development, enabling them to live harmoniously with others. It fosters psychosocial competencies, empowering the learner to
deal effectively with the demands and challenges of everyday life.

Social Studies is grounded in the tenets of the Constitution of Kenya 2010, Kenya Vision 2030, the National Goals of Education,
and the Kenya Sessional Paper No. 8 of 2013 on national values and principles of governance. It aligns with the Africa Agenda
2063 and the Strategic Objective 10 of the Continental Education Strategy for Africa (2016-2025), which envisions “an integrated,
prosperous and peaceful Africa”. Furthermore, Social Studies addresses the 2017 African Union (AU) Ministers of Education
decision to integrate the general history of Africa in school curricula and aspirations of SDG 4: Target 7 and Goal 16. It is also

x
anchored on the National Education Sector Strategic Plan (2018-2022), which builds on the successes and challenges of previous
sectoral plans, champions a value-based education system, and the need to transmit life skills, principles, and values for personal,
social and economic development.

The learning area is informed and anchored on theories such as Jean Piaget’s theory of cognitive development, Lawrence
Kohlberg's theory of moral development, Eric Erickson's on psychosocial stages of human growth and development, Dewey’s
social constructivism, and Vygotsky’s socio-cultural development theory. Social Studies will prepare the learners for the Social
Sciences Pathway in Senior School.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior School, the learner should be able to:
1. demonstrate an understanding of historical concepts, historical sources, and evidence for the development of identity and a
sense of belonging.
2. develop Life Skills to navigate through challenges in day-to-day life.
3. conserve and manage the environment for sustainable development.
4. manage pertinent and contemporary issues as an informed, engaged, empowered, ethical, and responsive citizen.
5. apply research and digital literacy competencies to interpret phenomena for problem-solving and decision-making in society.
6. apply values, positive attitudes, principles of democracy, governance, and human rights for mutual social responsibility.
7. appreciate themselves, and other people, be proud of their kenyan cultural heritage, and be willing to further develop, preserve,
and share this heritage globally.

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SUMMARY OF STRANDS AND SUB-STRANDS
Strand Sub-Strand Suggested Number of Lessons
1.0 Social Studies Personal 1.1 Self-Exploration 6
Development 1.2 Social Entrepreneurial Opportunities 5
2.0 People and Relationships 2.1 Human Origin 4
2.2 Early Civilisation 4
2.3 Slavery and Servitude 5
2.4 Developments in Medium of Trade 4
2.5 Diversity and Interpersonal Relationships 5
2.6 Peaceful Coexistence 4
3.0 Community Service-Learning 3.1 Community Service-Learning Project 20
4.0 Natural and Historic Built 4.1 Historical Information 4
Environments 4.2 Historical Development of Agriculture 4
4.3 Maps and Map Work 10
4.4 Earth and the Solar System 5
4.5 Weather 5

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 4.6 Fieldwork 10
5.0 Political Development and 5.1 Political Development in Africa 5
Governance 5.2 The Constitution of Kenya 5
5.3 Human Rights 5
5.4 African Diasporas 5
5.5 Citizenship 5
Total Number of Lessons 120
Note: The suggested number of lessons per Sub-Strand may be less or more depending on the context.

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STRAND 1.0: SOCIAL STUDIES AND PERSONAL DEVELOPMENT
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Personal 1.1 Self- By the end of the sub- The learner is guided to: How can
development Exploration strand, the learner should ● reflect and journal personal abilities and personal abilities
be able to: interests and share with a friend in class, and interests
a) explore personal ● brainstorm on how to use personal abilities influence career
(6 lessons) abilities and interests and interests for holistic development and choices?
for holistic make presentations in class,
development, ● share personal values that help him or her
b) develop personal pull through as a steady person,
values for a steady ● use print or digital resources to search for
personality, how to develop personal principles and
c) manage emotions in share in class,
day-to-day life, ● search using digital or print media how to
d) appreciate personal manage emotions (happiness, love, fear, and
awareness in day-to- anger) in day-to-day life,
day life. ● share previous experiences in groups how
he/she dealt with emotions,
● watch relevant video clips or print media on
effective management of emotions in day-
to-day life.

1
Core Competencies to be developed:
● Self-efficacy: learners reflect and journal personal abilities and interests and share them with a friend in class.
● Critical Thinking and Problem-solving: learners share previous experiences in groups and how he or she dealt with emotions.
Values:
● Unity: learners brainstorm on how to use personal abilities and interests for holistic development and make presentations in
class.
● Responsibility: learners use print or digital resources to search for how to develop personal principles and share in class.
Pertinent and Contemporary Issues (PCIs):
Decision-making skills: Learners reflect and journal personal abilities and interests hence and with a friend in class.
Link to other Subjects:
English/Kiswahili/KSL: learners use speaking and listening skills to brainstorm on personal abilities and interests for holistic
development.

2
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
1.0 Personal 1.2 Entrepreneurial By the end of the sub- The learner is guided to: 1. What is
development Opportunities in strand, the learner should ● using digital or print media to entrepreneurship
Social Studies be able to: search and classify 2. Which
a) identify entrepreneurial entrepreneurial opportunities in entrepreneurial
(4 lessons) opportunities that social studies and make a opportunities exist
closely match their presentation in class, in society?
personality, ● create posters of common
b) describe requirements entrepreneurial opportunities in
for social social studies and display them
entrepreneurial in class,
opportunities in the ● use digital or print media to find
world of work, out the personality requirements
c) appreciate for any five social studies
entrepreneurial entrepreneurial opportunities in
opportunities in social day-to-day life and make
studies. presentations in class,
● draw charts showing an
alignment of personal talents or
abilities with different
entrepreneurial opportunities in
the country,

3
 ● engage a relevant resource
person to give a talk on
entrepreneurial opportunities
versus personality types
Core Competencies to be Developed:
● Creativity and Imagination: learners create posters of common entrepreneurial opportunities in social studies and display
them in class.
● Digital Literacy: learners use digital or print resources to explore entrepreneurial opportunities in Social Studies.
Values:
Responsibility: learners create a poster of all entrepreneurial opportunities available in Social Studies and display it in school.
Pertinent and Contemporary Issues (PCIs)
● Career exploration: learners draw charts aligning personal talents and abilities with available entrepreneurial opportunities.
● Decision-making Skills: learners develop analytical and critical thinking skills as they use digital or print resources to
explore entrepreneurial opportunities in Social Studies.
Link to other Learning Areas:
● Pre-Technical Studies: learners draw charts aligning personal talents and abilities with available entrepreneurial opportunities.

4
SUGGESTED ASSESSMENT RUBRIC
Level Exceeds expectation Meets expectation Approaches expectation Below expectation
Indicator
Ability to explore Learner explores personal Learner explores Learner explores personal Learner explores
personal abilities and abilities and interests for personal abilities and abilities and interests for personal abilities and
interests for self- self-improvement with interests for self- self-improvement omitting interests for self-
improvement. examples. improvement. a few details. improvement
omitting many
details.
Ability to identify Learner identifies Learner identifies Learner identifies Learner identifies
entrepreneurial entrepreneurial entrepreneurial entrepreneurial entrepreneurial
opportunities that opportunities that closely opportunities that opportunities that closely opportunities that
closely match their match their personality closely match their match their personality closely match their
personality. using examples. personality. leaving out a few of them. personality leaving
out many of them.

5
STRAND 2.0: PEOPLE AND RELATIONSHIPS

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question (s)
2.0 People and 2.1 Human By the end of the sub-strand, the The learner is guided to: How did human
Relationships Origin learner should be able to: ● engage a resource person to beings come to be?
a) explore traditional stories of discuss the traditional and
(4 lessons) human origin from African religious stories on human origin
communities, from different communities,
b) explain religious stories ● compare the different stories on
about the origin of human origin from their
humankind, communities and share in class,
c) illustrate common aspects ● write a collaborative essay on
found in traditional and traditional and religious stories of
religious stories of human human origin,
origin, ● record traditional stories about the
d) acknowledge religious and origin of humankind in society,
traditional stories of human ● use relevant print or electronic
origin. media, resources to research and
present in class the traditional and
religious stories about the origin
of humankind,
● discuss ways of recording
traditional stories about the origin
of humankind in society.

6
 ● discuss the implications of the
traditional and religious stories on
human origin.
Core Competencies to be Developed:
Communication and Collaboration: learners engage a resource person to discuss the traditional and religious stories on human
origin from different communities.
Values:
Respect: learners discuss in turn the implications of the traditional and religious stories on human origin.
Pertinent and Contemporary Issues (PCIs):
Social Awareness: learners relate with others well as they compare different stories on human origin.
Link to other subjects:
Religious Education: learners relate with creation stories as they engage a resource person to discuss the traditional and
religious stories on human origin.

7
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
2.0 People and 2.2 Early By the end of the sub-strand, The learner is guided to: How has early
Relationships Civilisation the learner should be able to: ● brainstorm on factors that led African civilisation
a) explore factors that led to to the growth of ancient Egypt, influenced the
(4 lessons) the growth of the selected Great Zimbabwe, and the world today?
ancient Kingdoms in Kingdom of Kongo,
● ancient Africa, ● use appropriate digital or print
Egypt, b) locate the selected ancient media to find out the location
● Great Kingdoms on a map of of ancient Egypt, Great
Zimbabwe Africa, Zimbabwe, and the Kingdom of
● the Kingdom c) assess the contribution of Kongo from the map of Africa,
of Kongo, ancient Kingdoms to the ● watch and critique audio-visual
modern world civilisation, documentary on the
d) appreciate the contribution contribution of Ancient
of ancient kingdoms to the Kingdoms to modern world
development of the civilisation,
modern world. ● write an essay on the
contribution of ancient
Kingdoms to the development
of the modern world
civilisation and present it in
class.

8
Core Competencies to be Developed:
Critical thinking: learners watch and critique audio-visual documentaries on the contribution of Ancient Kingdoms to modern
world civilisation.
Values:
Unity: learners watch and critique audio-visual documentaries on the contribution of Ancient Kingdoms to modern world
civilisation.
Pertinent and Contemporary Issues (PCIs):
Self-esteem: learners write and present in class an essay on the contribution of ancient Kingdoms to the development of modern
world civilisation.
Link to other Learning Areas:
Creative Arts: learners relate the ancient contribution of Ancient to the modern world civilisation, by applying knowledge
drawn from architectural designs, dressing, and artefacts.

9
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
2.0 People and 2.3 Slavery By the end of the sub-strand, The learner is guided to: Why has slavery and
Relationships and Servitude the learner should be able to: ● brainstorm on the meaning of servitude existed for
a) identify the various forms slavery and servitude and share thousands of years?
of slavery and servitude in their findings in class,
(4 lessons) traditional African and ● discuss various forms of slavery
contemporary society, and servitude in traditional
b) explain factors that led to African and contemporary
the development of the society,
Indian Ocean slave trade, ● use digital or print resources to
c) sketch the geographical find out the factors that led to the
extent of the regions development of the Indian Ocean
covered by the Indian slave trade,
Ocean slave trade in ● draw the geographical extent of
Africa, the regions covered by the Indian
d) desire to promote human Ocean Slave trade in Africa,
dignity for a just and ● develop slogans on ways of
peaceful world. promoting human dignity for a
just and peaceful world and share
in class.

10
Core Competencies:
● Communication and Collaboration: learners contribute to group decision-making as they brainstorm on the meaning of
slavery and servitude and share their findings in class.
● Learning to Learn: learners use digital learning platforms for continuous learning and development as they use appropriate
digital devices to draw and show the geographical extent of the regions covered by the Indian Ocean slave trade in Africa.
Values:
● Unity: learners work in groups to brainstorm on various forms of slavery and servitude in traditional African society.
● Responsibility: learners observe safety precautions as they use print or digital resources to locate the geographical extent of
the regions covered by the Indian Ocean slave trade in Africa.
Pertinent and Contemporary Issues (PCIs):
● Human Rights: learners identify the various forms of slavery and servitude in traditional African society and locate areas
where slaves were taken during the Indian Ocean slave trade,
Link to other Learning Areas:
Learners use speaking skills as they brainstorm on forms of slavery and servitude.

11
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 People 2.4 Developments By the end of the sub-strand, The learner is guided to: How has money
and in Medium of the learner should be able to: ● discuss the comparison between barter transformed
Relationship trade a) compare barter trade and trade and the use of currency in Africa, trade in Africa?
s (4 lessons) the use of currency trade ● use digital /print media to find out
in Africa, factors that led to the introduction of
b) trace the factors that led money in Africa,
to the introduction of ● brainstorm on the impact of the
money in Africa, introduction of money in Africa,
c) deduce the impact of the ● engage a resource person to give a talk
introduction of money in on the impact of the introduction of
Africa, money in Africa,
d) appreciate the medium of ● role play barter trade and the use of
trade for sustainability. currency trade in Africa and provide a
critique.
Core Competencies to be developed:
Communication and Collaboration: learners speak effectively and logically as they compare barter trade and use of currency in
Africa.
Values:
Respect: learners develop acceptance as they listen to each other as they brainstorm on the impact of the introduction of money
in Africa.
Pertinent and Contemporary Issues (PCIs):
Self-awareness: learners role play a barter trade and the use of currency.
Link to other Learning Areas:
Pre-Technical Studies: Learners apply knowledge gained from the impact of introduction of currency in Africa.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
2.0 People and 2.5 Diversity and By the end of the sub-strand, The learner is guided to: 1. How do varied
Relationships interpersonal the learner should be able ● brainstorm on what is human personalities
relationships to: diversity, shape society?
a) identify factors that ● use digital or print materials to 2. Why is respect
determine human search for factors that determine and appreciation
(4 lessons) diversity in the society, human diversity, of diversity
b) explain interpersonal ● debate and classify desirable crucial for social
skills that enhance and undesirable personality cohesion?
healthy interactions in a attributes,
multicultural society, ● role play in class the personality
c) classify the desirable attributes that enhance self-
and undesirable awareness,
personality attributes, ● outline personality attributes to
d) appreciate the enhance self-awareness,
importance of building ● engage a resource person to
healthy relationships in a discuss life skills that would
multicultural society. promote healthy interactions in
a multicultural society (effective
communication, negotiation
skills, Assertiveness, empathy),
● research using appropriate print,
library resources, or digital
devices on the components of

13
 human identity in a
multicultural society,
● role-play the importance of
building healthy relationships in
a multicultural society.
Core Competencies:
● Self-efficacy: learners debate and classify desirable and undesirable personality attributes.
● Learning to Learn: learners develop relationship skills as they role-play the importance of building healthy relationships in a
multicultural society.
Values:
● Respect: learners develop acceptance as they listen to each other and brainstorm personality attributes that make individuals
different from others.
Pertinent and Contemporary Issues (PCIs):
● Self-esteem: learners develop creative skills as they compose and recite poems that propagate inclusion and diversity.
● Self-awareness: learners role play the personality attributes to enhance self-awareness.
Link to other Learning Areas:
English/Kiswahili/KSL: learners brainstorm on desirable and undesirable personality attributes.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
2.0 People and 2.6 Peaceful By the end of the sub-strand, Learner is guided to: 1. How can we
Relationships Coexistence the learner should be able to: ● brainstorm on the qualities of a promote peace for
a) outline the qualities of a peaceful person in the community mutual social
(4 lessons) peaceful person in the ● write an essay on the qualities of a well-being?
community, peaceful person 2. How can I
b) explore factors that ● use digital or print resources to find manage stress and
promote peaceful co- out peaceful conflict resolution emotion to
existence, process, promote inner
c) assess peaceful conflict ● engage a resource person to give a peace?
resolution process in day- talk on factors that promote
to-day life, peaceful co-existence,
d) value the importance of ● role play in peaceful conflict
peaceful coexistence in resolution process in day-to-day
the community in day-to- life,
day life. ● compose and recite peace poems on
the importance of peaceful co-
existence in the community in day-
to-day life.

15
Core Competencies to be developed:
● Digital Literacy: learners use digital or print resources to find out the peaceful conflict resolution processes.
Values:
Peace: learners role play peaceful conflict resolution process in day-to-day life.
Pertinent and Contemporary Issues (PCIs):
Social Cohesion: learners write down what they plan to do to improve inner peace and relationships with their family, school,
or community.
Link to other Learning Areas:
Learners use creative skills to compose and recite peace poems in class.

16
SUGGESTED ASSESSMENT RUBRIC
Level Exceeding Expectation Meeting Expectation Approaching Below Expectation
Indicator Expectation
Ability to assess the learner assesses the learner assesses the learner assesses the learner assesses the
contribution of contribution of ancient contribution of ancient contribution of ancient contribution of ancient
ancient Kingdoms to Kingdoms to modern Kingdoms to modern Kingdoms to the modern Kingdoms to the modern
modern world world civilisation world civilisation. world civilisation world civilisation leaving
civilisation. comprehensively. leaving out few out many contributions.
contributions.
Ability to identify the Learner identifies the Learner identifies the Learner identifies the Learner identifies the
various forms of various forms of slavery various forms of slavery various forms of slavery various forms of slavery
slavery and servitude and servitude in and servitude in and servitude in and servitude in
in traditional African traditional African traditional African traditional African traditional African
society. society with examples. society. society omitting a few society omitting many
details. details.
Ability to locate on a learner locates on a map learner locates on a map learner locates on a map learner locates on a map
map of Africa the of Africa the areas of Africa the areas of Africa the areas of Africa the areas settled
areas settled by the settled by the three settled by the three settled by 2 selected by one or none of the
three selected African selected African selected African African communities. selected African
communities. communities with communities. communities.
precision.
Ability to trace the Learner traces the Learner traces the Learner traces the Learner traces the factors
factors that led to the factors that led to the factors that led to the factors that led to the that led to the
introduction of money introduction of money in introduction of money in introduction of money in introduction of money in
in Africa. Africa comprehensively. Africa. Africa leaving out few Africa leaving out many
factors. factors.

17
 Level Exceeding Expectation Meeting Expectation Approaching Below Expectation
Indicator Expectation
Ability to identify Learner identifies Learner identifies Learner identifies Learner identifies
different relationships different relationships in different relationships in different relationships in different relationships in
in society. society. society. society Omitting minor society omitting major
details. details.
Ability to explore the Learner explores the Learner explores the Learner explores the Learner explores the
qualities of a peaceful qualities of a peaceful qualities of a peaceful qualities of a peaceful qualities of a peaceful
person in the person in the community person in the person in the community person in the community
community. exhaustively. community. leaving out a few leaving out many details.
qualities.

18
STRAND 3.0: COMMUNITY SERVICE LEARNING
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
3.0 Community Community By the end of the sub- Learner is guided to: How can community
Service Service strand, the learner should ● brainstorm on the meaning of the service learning
Learning Learning be able to: terms community, community contribute to
a) explain the meaning services, community service learning community
(20 lessons) of key terms used in (CSL), project (activities outside development?
community service class), problem (gaps or
learning (CSL) and opportunities), solution (remedy), plan
CSL projects, of activity, implementation, and
b) describe the written report of a project.
importance of CSL in ● discuss the steps involved in carrying
the community out a CSL project:
c) outline steps of a CSL - identification and verification of a
project/activity, problem/gap/opportunity
d) execute a class CSL - planning to solve an identified
project, problem
e) desire to conduct CSL - designing solution(s) to the
projects in the problem
community. - implementing the solution/filling
the gap
- reflecting and reporting on the
project/activity done

19
 ● identify and brainstorm on
problems/gaps in their
context/community.
● discuss, verify, and adopt one problem
for the class/group project.
● propose and plan way(s) of solving the
problem.
● implement the solution to the problem
in the community.
● write and report on the accomplished
project,
● discuss CSL benefits for self and the
community.
Core Competencies to be developed:
● Communication and Collaboration: learners develop skills of listening keenly and effectively as they discuss and brainstorm
on types of projects and identification of relevant community problems.
● Critical thinking and Problem-solving: learners develop the skill of exploring complex problems as they identify projects
that can be undertaken in the community.
● Self-efficacy: learners develop self-awareness skills as they consider the steps in a CSL project and propose ways in which
they can present CSL findings.
Values:
● Love: learners develop selflessness as they engage in a discussion on the benefits of CSL for self and community.
● Responsibility: learners develop self-drive as they implement the solution to the problem in the community
Link to other Subjects:
All subjects as they provide PCIs and undertake CSL activities.

20
SUGGESTED ASSESSMENT RUBRIC
Level Exceeding Meeting Expectation Approaching Below Expectation
Indicator Expectation Expectation
Ability to explain the Learner explains the Learner explains the Learner explains most Learner explains a few
steps in a CSL steps in a CSL project steps in a CSL project. of the details in the of the steps in the CSL
project/activity. exhaustively. CSL project. project.
Ability to accomplish a Learner accomplished Learner accomplished Learner did not Learner did not attempt
CSL project/activity in a CSL project/activity a CSL project/activity complete the CSL the CSL project/activity
group(s). in group(s) in group(s). project/activity in in group(s).
excellently. group(s).
Ability to explain the Learner explains Learner explains the Learner explains fairly Learner hardly explains
importance of CSL in clearly the importance importance of CSL in the importance of CSL the importance of CSL
the community. of CSL in the the community. in the community. in the community.
community.

21
STRAND 4.0: NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
4.0 Natural and 4.1 Historical By the end of the sub-strand, the Learner is guided to: How significant are
Historic Built information learner should be able to: ● use appropriate print media or sources of historical
Environments a) identify various sources of digital resources to identify information in
(4 lessons) historical information in the sources of historical understanding past
society, information in society and human accounts?
b) distinguish between primary share in class,
and secondary sources of ● design posters on primary and
historical information, secondary sources of historical
c) explore how various sources information in society and
of historical information display them in class,
have been preserved over ● watch documentaries or video
the years, clips on the ways of
d) appreciate the significance preserving sources of
of various sources of historical information.
historical information in ● debate on the significance of
providing evidence of past various sources of historical
human accounts. information in providing
evidence of past human
accounts.

22
Core Competencies to be developed:
● Communication: learners express themselves with clarity as they debate on the significance of historical information.
● Digital Literacy: learners use digital technology to effectively accomplish their tasks as they find out the sources of historical
information using appropriate media.
Values:
● Patriotism: learners develop dedication as they debate on the significance of various sources of historical information in
providing evidence of past human accounts.
● Responsibility: learners diligently use appropriate print media or digital resources to find out sources of historical information.
Pertinent and Contemporary Issues (PCIs):
• Social Cohesion: learners debate as a class on the significance of historical sources of information in society.
Link to other Subjects:
● Learners apply listening and speaking skills as they discuss in small groups, sources of historical information in the society.
● Learners apply creative skills as they design posters on primary and secondary sources of historical information in society.

23
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
4.0 Natural and 4.2 Historical By the end of the sub-strand The learners is guided to: 1. Why did people
Historic Built Development the learner should be able to: ● use digital devices/ other start practising
Environments of Agriculture a) locate areas where early sources to draw the map of agriculture in
in Africa agriculture was practised Africa and show areas where Africa?
(4 lessons) in selected geographical 2. How did
early agriculture was practised
regions in Africa, Agriculture begin
b) explore factors that in selected geographical regions. in Africa?
favoured growing of (Rift Valley of Eastern Africa,
crops and rearing of Egypt, and Nubia),
animals in selected ● discuss the contribution of the
regions during early Nile Valley agriculture to the
agriculture, world civilisation,
c) assess the contributions
● compose poems the importance
of the Nile Valley
agriculture to the world of domestication of plants and
civilisation, animals in Africa.
d) value the importance of
domestication of plants
and animals in Africa.

24
Core Competencies to be developed:
● Digital Literacy: learners carry out research on the factors that favoured growing of crops and rearing of animals in
selected regions during early agriculture,(in Egypt, Nubia, and in the Rift Valley of the Eastern African region and report
the findings to the class,
● Communication and collaboration: Learners apply listening and speaking skills as they compose poems the importance of
domestication of plants and animals in Africa.
Values:
Patriotism: learners develop citizenship as they discuss the contribution of the Nile Valley agriculture to world civilisation.
Pertinent and Contemporary Issues (PCIs)
● Social Cohesion: learners discuss the contribution of the Nile Valley agriculture to the world civilisation,
Link to other Subjects:
● Learners use knowledge of animal husbandry as they research on animals kept and types of crops which were grown during
early agriculture in Egypt, Nubia and in Rift valley of the Eastern African region.

25
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.0 Natural and 4.3 Maps By the end of the sub- The learner is guided to: 1. How are
Historic Built and map strand, the learner should ● brainstorm on the position, shape, maps used?
Environments in work be able to: and size of Africa and share in class, 2. Why is time
Africa a) describe the position, ● buzz on the countries that make up different in
shape, and size of Africa and display in class, various
(10 lessons) Africa, ● draw an outline map of Africa locations?
b) locate places and creatively and indicate the countries
features using that make up Africa and display it in
latitudes and class,
longitudes on a map, ● use relevant print media or digital
c) calculate the time of devices to establish the position and
different places in the location of places and features on a
world, map,
d) appreciate the ● calculate the time of different places
location of key using longitudes,
features in the ● discuss and appreciate positive
continent. features that are associated with
Africa.

26
 Core Competencies to be developed:
● Digital Literacy: learners apply the skill of designing and creating new digital artefacts, content, and materials as they
establish the position and location of places and features on a map.
● Creativity and Imagination: learners undertake group activities and exchange new ideas that inspire creative thinking as
they draw an outline map of Africa.
Values:
● Responsibility: learners develop diligence as they research the three types of maps used in Social Studies and make
summary notes.
● Patriotism: learners develop loyalty as they draw an outline map of Africa and indicate the countries that makeup Africa.
● Unity: learners demonstrate fairness as they brainstorm the position, shape, and size of Africa.
Pertinent and Contemporary Issues (PCIs):
● Social Cohesion: learners brainstorm on the position, shape, and size of Africa.
● Environmental Education: learners use latitudes to locate the position of places and features on a map.
Link to other Subjects:
● Learners apply calculation skills as they use longitudes to calculate the time of different places in the world.

27
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.0 Natural and 4.4 Earth By the end of the sub- The learner is guided to: Why is it
Historic Built and the Solar strand, the learner should ● share stories on the origin of the important to
Environments System be able to: earth from their communities, understand the
in Africa a) describe the origin of ● use relevant print or digital solar system?
(5 lessons) the earth, resources to find out about the
b) explore the size, shape, theories explaining the origin of
and position of the the earth (the passing star
Earth in the solar theory and the nebula cloud
system, theory),
c) examine the effects of ● brainstorm on the size, shape,
rotation and revolution and position of the earth in the
of the earth on human solar system,
activities, ● carry out library research on the
d) illustrate the internal effects of rotation and
structure of the earth in revolution of the earth on
the solar system, human activities,
e) appreciate the effects ● draw the solar system and
of rotation and indicate the position of the earth
revolution of the earth as the home of humankind,
on human activities. ● draw the internal structure of the
earth and display it in class
(core, mantle, and crust),

28
 ● develop communication
messages on the effects of
rotation and revolution of the
earth on human activities.
Core Competencies to be developed:
● Learning to Learn: learners work collaboratively as they carry out library research on the effects of rotation and revolution
of the earth on human activities.
● Self-Efficacy: learners demonstrate task management as they model the solar system and show the position of the earth.
Values:
● Respect: learners demonstrate humility as they share stories on the origin of the earth.
Pertinent and Contemporary Issues (PCIs):
● Environmental Education: learners examine the effects of rotation and revolution of the earth on human activities.
● Social Cohesion: learners share stories on the origin of the earth from their communities.
Link to other Subjects:
● Learners apply computing skills as they use relevant print or digital resources to find out the theories explaining the origin of
the earth.

29
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.0 Natural and 4.5 Weather By the end of the sub- The learner is guided to: 1. Why are
Historic Built strand, the learner should ● use relevant print or digital elements of
Environments in (4 lessons) be able to: resources to research the weather in the
Africa a) describe the elements of elements of weather in the environment
weather in the environment and write a report, important?
environment, ● record and calculate weather 2. How can we
b) construct selected conditions in the local predict change
instruments for environment in weather
measuring elements of (temperature, rainfall), conditions?
weather, ● discuss the factors considered
c) examine the significance when constructing and siting a
of weather to the human weather station in the school
environment, compound,
d) respond appropriately to ● use locally available materials to
different weather construct selected instruments for
conditions in the measuring elements of weather (a
environment. rain gauge/ wind vane/windsock)
and peer assess,
● brainstorm on the significance of
weather to the human
environment and how to
appropriately change to varied
weather conditions,

30
 ● debate how different weather
conditions affect road use and
surface,
● discuss the effects of weather on
road safety,
● invite a resource person from a
meteorological station to discuss
possible careers related to
climate.
Core Competencies to be developed:
● Creativity and Imagination: learners experiment with ideas and see if they work as they use locally available materials to
construct selected instruments for measuring elements of weather.
Values
● Responsibility: learners demonstrate determination as they construct and site a weather station in the school compound.
Pertinent and Contemporary Issues (PCIs):
● Safety and Security: learners acquire knowledge of weather elements and respond appropriately to different weather
conditions.
● Decision-making: learners discuss the factors to consider when constructing and setting a weather station in the school
compound.
Link to other Subjects:
● Learners record and calculate weather conditions in the local environment.

31
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.0 Natural and 4.6 By the end of the sub- The learner is guided to: 1. Why is
Historic Built Fieldwork strand, the learner should ● use digital devices to search for fieldwork
Environments be able to: methods of data collection important in
in Africa (10 lessons) a) examine methods of (observation, questionnaire, social studies?
data collection used in 2. How should
interview, and focus group
fieldwork, we conduct
b) explore challenges and discussion), fieldwork?
possible solutions in ● engage a resource person on the
carrying out fieldwork, challenges including road safety
c) illustrate methods of concerns and possible solutions
data analysis after in carrying out fieldwork,
fieldwork, ● search online on the methods of
d) value field work in data analysis after fieldwork,
investigating ● use mean, median, and mode to
phenomena in the
analyse road safety data from
immediate
environment. the locality and present in class,
● watch documentary on the value
field work in investigating
phenomena immediate
environment and write main
points.

32
 Core Competencies to be developed:
● Critical thinking: learners value fieldwork in investigating phenomena in the immediate environment.
● Communication and Collaboration: learners brainstorm on the challenges and possible solutions in carrying out fieldwork
Values:
• Responsibility: learners demonstrate self-drive as they carry out fieldwork.
• Respect: learners show respect to the people they interact with during fieldwork
Pertinent and Contemporary Issues (PCIs):
Safety and Security: learners carry out fieldwork and exercise caution as they investigate phenomena in the immediate
environment.
Link to other Subjects:
Learners apply listening and speaking skills as they discuss challenges likely to be encountered during field work and possible
solutions.

33
SUGGESTED ASSESSMENT RUBRIC
Level Exceeding Meeting Expectation Approaching Below Expectation
Indicator Expectation Expectation
Ability to explore Learner explores crops Learner explores crops Learner explores some Learner explores
crops grown and grown and animals grown and animals crops grown and animals very few crops
animals kept in kept in selected kept in selected regions kept in selected regions grown and animals
selected regions regions during early during early during early agriculture. kept in selected
during early agriculture with agriculture. regions during early
agriculture. examples. agriculture.
Ability to describe Learner describes Learner describes the Learner describes the Learner describes
the position, comprehensively the position, shape, and position, shape, and size with major gaps the
shape, and size of position, shape, and size of Africa. of Africa leaving fewer position, shape, and
Africa. size of Africa. gaps. size of Africa.
Ability to use Learner uses latitudes Learner uses latitudes Learner uses latitudes Learner uses
latitudes and and longitudes to and longitudes to locate and longitudes to locate latitudes and
longitudes to locate places and places and features on most places and features longitudes to locate
locate places and features on a map a map. on a map. fewer places and
features on a map. excellently. features on a map.

Ability to describe Learner describes the Learner describes the Learner partially Learner hardly
the origin, size, origin, size, shape, and origin, size, shape, and describes the origin, size, describes the origin,
shape, and position of the earth in position of the earth in shape, and position of the size, shape, and
position of the the solar system with the solar system. earth in the solar system. position of the earth
earth in the solar examples. in the solar system.
system.

34
 Level Exceeding Meeting Expectation Approaching Below Expectation
Indicator Expectation Expectation
Ability to examine Examines all the Examines most of Examines the methods of examines methods
methods of data methods of data methods of data data collection used in of data collection
collection used in collection used in collection used in fieldwork,leaving out used in fieldwork,
fieldwork, fieldwork, fieldwork, some. leaving out most.
Ability to explore Explores challenges explores challenges Explores challenges and Explores challenges
challenges and and possible solutions and possible solutions possible solutions in and possible
possible solutions in carrying out in carrying out carrying out solutions in carrying
in carrying out fieldwork using fieldwork using most fieldwork,using some out fieldwork,using
fieldwork, detailed examples of the examples examples very few examples.
Ability to illustrate illustrates methods of Illustrates methods of Illustrates methods of Illustrates methods
methods of data data analysis after data analysis after data analysis after of data analysis
analysis after fieldwork with fieldwork with most fieldwork while leaving after fieldwork
fieldwork detailed examples examples out some examples while leaving most
examples.

35
STRAND 5.0: POLITICAL DEVELOPMENT AND GOVERNANCE
Strand Sub-Stand Specific Learning Outcome Suggested Learning Suggested Key
Experiences Inquiry
Question(s)
5.0 Political 5.1 Political By the end of the sub-strand, The learner is guided to: How did
Development and Development the learner should be able to: ● brainstorm on the terms developments in
Governance in Africa a) explore roles of European “Scramble for and Partition of Europe
groups in the ‘Scramble for Africa and make influence the
(5 lessons) and Partition’ of Africa, presentations, scramble and
b) examine the terms of the ● discuss the roles of European partition of
Berlin Conference of 1884- groups in the ‘Scramble for Africa?
1885 on the partitioning of and Partition’ of Africa,
Africa, ● draw the map of Africa and
c) illustrate the implications of indicate the areas taken up by
colonial rule on African the different European
nations, countries (Belgium, Britain,
d) advocate for elimination of Germany, Italy, Spain, and
neo-colonialism through Portugal) during the partition
good governance. of Africa and display them in
class,
● using posters, display in class
the terms of the Berlin
conference of 1884-1885 on
the partitioning of Africa.
● Search using digital
devices/print resources on the

36
 implications of colonial rule
on African nations,
● compose songs for
elimination of neo-
colonialism through good
governance.
Core Competencies to be developed:
● Citizenship: learners compose songs for elimination of neo-colonialism through good governance,
● Creativity and Imagination: learners draw the map of Africa and indicate the areas taken up by the different European
countries (Belgium, Britain, Germany, Italy, Spain, and Portugal) during the partition of Africa and display them in class,

Values:
• Patriotism: Learners compose songs for elimination of neo-colonialism through good governance.
• Responsibility: learners engage in assigned roles and duties as they use posters to display in class the terms of the Berlin
conference of 1884-1885.
Pertinent and Contemporary Issues (PCIs)
• Inter racial-ethnic relations: Learners discuss the roles of European groups in the ‘Scramble for and Partition’ of Africa,
• Good governance: learners brainstorm on compose songs for elimination of neo-colonialism through good governance.

Link to other subjects

● Learners apply Creative Arts skills as they draw the map of Africa and indicate the areas taken up by the different European
countries during the partition of Africa.

37
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
5.0 Political 5.2 The By the end of the sub-strand, The learner is guided to: 1. Why should a
Development Constitution the learner should be able to: ● use print or digital devices to country have a
and Governance of Kenya a) discuss the importance of conduct online research and constitution?
the Constitution of Kenya, write an essay on the 2. Why should
(5 Lessons) b) analyse ways of importance of the we uphold and
upholding and protecting Constitution and share it in protect the
the Constitution of Kenya class, Constitution?
for social cohesion, ● watch a video on the
c) apply the national values promulgation of the
in day-to-day life as Constitution of Kenya and
provided in the discuss in class,
Constitution of Kenya, ● design a sample constitution
d) uphold and protect the for the class and display it in
Constitution of Kenya to class,
promote ethical and ● write simple slogans or
responsible citizenship. statements on any eight of the
national values as provided in
the Constitution of Kenya and
present in class,
● discuss ways of upholding
and protecting the
Constitution of Kenya.

38
Core Competencies to be developed:
● Citizenship: learners demonstrate a shared commitment to the ideals of the nation as they watch a video on the promulgation
of the Constitution of Kenya.
● Self-Efficacy: learners demonstrate the skill of task execution as they compose simple slogans or statements on any of the
eight national values as provided in the Constitution of Kenya and present in class.
Values:
● Patriotism: learners demonstrate democracy as they watch a video on the promulgation of the Constitution of Kenya and
compose a song on any eight national values enshrined in the Constitution.
● Social justice: learners demonstrate freedom as they discuss ways of upholding and protecting the Constitution of Kenya.
Pertinent and Contemporary Issues (PCIs):
● Social cohesion: learners create a sample constitution for the class and display it in class.
● Good governance: learners organise an open forum as a class to pass messages on public engagement and democratic
representation to the community.
Link to other Subjects:
• Learners apply listening, writing, and speaking skills as they hold discussions, and group activities, write essays, and create
a class constitution
• Learners apply Creative Arts concepts to compose songs, write slogan and make presentation in class and in the community

39
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Suggested Key Inquiry
Experiences Question(s)
5.0 Political 5.3 Human By the end of the sub-strand, The learner is guided to: 1. Why is it important
Development and Rights the learner should be able to: ● create posters on the to know our rights?
Governance a) classify human rights as classification of human 2. How can we
(5 lessons) stipulated in the human rights and display them in promote equity and
rights instruments, school, non-discrimination
b) explore characteristics of ● use a tree diagram to in society?
human rights in the indicate characteristics of 3. How can we
society, human rights and display promote respect for
c) explain the concept of them in class, human rights in our
equity and non- ● brainstorm on issues of community?
discrimination in fostering equity and non-
solidarity, discrimination,
d) take action to promote ● list was of promoting
equity and non- equity and non-
discrimination for social discrimination in ensuring
justice, safety of all in road use,
e) value human rights for the ● develop posters on equity
promotion of human and non-discrimination
dignity. and display them in
school.

40
 Core Competencies to be developed:
● Citizenship: learners examine social justice issues in local, national, regional, and global contexts as they brainstorm on
issues of equity and non-discrimination.
● Creativity and Imagination: learners undertake group activities and exchange new ideas that inspire creative thinking as
they create posters on the classification of human rights.
Values:
● Social Justice: learners demonstrate responsibility as they develop posters on equity and non-discrimination.
● Unity: learners demonstrate cooperation as they create posters on the classification and use a tree diagram to indicate
characteristics of human rights.
Pertinent and Contemporary Issues (PCIs):
● Social Cohesion: learners in groups create posters on the classification of human rights and display them in school.
● Good Governance: learners develop posters on equity and non-discrimination and display them in school.
Link to other Subjects:
● Learners use graphic designs as developed in Creative Arts to develop posters on equity and non-discrimination and display
them in school.

41
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
5.0 Political 5.4 African By the end of the sub- The learner is guided to: 1. How can we
Development Diasporas strand, the learner should ● with the aid of print or internet promote
and Governance be able to: resources, discuss the concept of collaboration
(4 Lessons) a) explore the factors African diasporas, between
that contributed to ● use library resources to research continental
the presence of the factors that contributed to the Africans and
African diasporas presence of African diasporas African
across the world, across the world and share the Diasporas?
b) locate countries findings in class, 2. How can we
inhabited by African ● use print or digital resources to promote African
diasporas by 1960 locate on the world map countries Unity in society
on a world map, inhabited by African diasporas by today?
c) assess the role of the 1960 (USA, Brazil, and France)
diasporas in the and present in class,
political ● watch a video or YouTube on the
development in role of the diasporas in the
Africa, political development in Africa,
d) acknowledge the ● debate on the role of the
African diasporas diasporas in the political
and promotion of development in Africa,
African unity in ● develop simple slogans on the
society today. African diasporas and promotion
of African unity in society today.

42
Core Competencies to be developed:
● Learning to Learn: learners are motivated to learn continuously as they use library resources to research on the factors that
contributed to the movement of African diasporas to various parts of the world.
● Digital Literacy: learners use digital technology to accomplish their tasks as they watch a video on the role of the Diasporas
in the political development in Africa.
Values:
● Social Justice: learners demonstrate cooperation as they watch a video or YouTube on the role of Diasporas in the political
development in Africa.
● Patriotism: learners apply democracy and the rule of law as they debate on the role of Diasporas in the political development
in Africa.
Pertinent and Contemporary Issues (PCIs):
● Creative Thinking: Learners use print or digital resources to locate on the world map countries inhabited by African
diaspora.
● Social Cohesion: Learners debate the role of diaspora in the political development in Africa.
Link to other Subjects:
Learners use computer skills to watch a video or YouTube on the role of diasporas in political development in Africa.

43
Strand Sub-Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry
Question(s)
5.0 Political 5.5 Citizenship By the end of the sub- The learner is guided to: 1. How do
Development strand, the learner should ● discuss why there is countries
and Governance (4 lessons) be able to: interconnectedness and connect and
a) explain why there is interdependence among depend on each
interconnectedness countries, other in the
and interdependence ● debate on positive and world today?
among countries in negative effects of 2. Which are the
the world today, globalisation at national common
b) examine the effects of and global levels concerns in the
globalisation at ● brainstorm on the qualities world today?
national and global of a global citizen in the
levels, modern society,
c) describe the qualities ● use print or digital resources
of a global citizen in to research for qualities of a
the modern society, global citizen and write
d) create awareness of them down,
the effects of ● design poster with messages
globalisation at on awareness of the effects
national and global of globalisation at national
levels and global levels,
e) identify ways of ● compose a poem or a song
contributing to the ways of contributing to the

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 international international community
community while while maintaining loyalty to
maintaining loyalty to own country.
own country, ● display and appreciate
f) appreciate aspects of
interconnectedness interconnectedness and
and interdependence interdependence among
among countries in countries in the world today.
the world today.

Core Competencies to be developed:

• Citizenship: learners identify ways of contributing to the international community while maintaining loyalty to own
country,
• Learning to Learn: learners design poster with messages on awareness of the effects of globalisation at national and
global levels.
Values:
● Love: learners display aspects of interconnectedness and interdependence among countries in the world today
● Patriotism: learners demonstrate loyalty as they brainstorm on the qualities of a global citizen in modern society.
Pertinent and Contemporary Issues (PCIs):
● Inter-racial-ethnic relations: learners brainstorm on the qualities of a global citizen in modern society.
● Human dignity: learners debate on positive and negative effects of globalisation at local and national levels and propose
solutions.
Link to other Subjects:
● Learners apply computer skills as they use print or digital resources to research the qualities of a global citizen and write them
down.

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SUGGESTED ASSESSMENT RUBRIC
Level Exceeding Meeting Expectation Approaching Below Expectation
Indicator Expectation Expectation

Ability to examine the Examines the Examines the political Fairly examines the Hardly examines the
political organisation of political organisation organisation of the political organisation political organisation
the selected African of the selected selected African of the selected of the selected
communities up to African communities communities up to African communities African communities
1900. up to 1900 1900. up to 1900. up to 1900.
exhaustively.
Ability to discuss the Discusses the Discusses the Discusses the Discusses the
importance of the importance of the importance of the importance of the importance of the
Constitution of Kenya Constitution of Constitution of Kenya Constitution of Constitution of
for social well-being. Kenya for social for social well-being. Kenya for social Kenya for social
well-being with well-being with wellbeing with major
examples. minor gaps gaps.
Ability to analyse ways Analyses ways of Analyses ways of Analyses ways of Analyses ways of
of upholding and upholding and upholding and upholding and upholding and
protecting the protecting the protecting the protecting the protecting the
Constitution of Kenya Constitution of Constitution of Kenya Constitution of Constitution of
for social cohesion. Kenya for social for social cohesion. Kenya for social Kenya for social
cohesion with cohesion with many cohesion with many
examples. few errors. errors.

46
Ability to explore the Explores the Explores the Explores some Explores some
characteristics of characteristics of characteristics of characteristics of characteristics of
Human Rights as Human Rights as Human Rights as Human Rights as Human Rights as
practised for the practised for the practised for the practised for the practised for the
preservation of life. preservation of life preservation of life. preservation of life. preservation of life.
exhaustively.
Ability to explain the Explains the concept Explains the concept Explains one of the Explains the concept
concept of equity and of equity and non- of equity and non- concepts of equity of equity and non-
non-discrimination in discrimination in discrimination in and non- discrimination in
fostering solidarity. fostering solidarity fostering solidarity. discrimination in fostering solidarity
elaborately. fostering solidarity. with support.
Ability to explore the Explores the factors Explores the factors Explores more than Explores less than
factors that contributed which contributed to which contributed to half of the factors half of the factors
to the presence of the presence of the presence of that contributed to the that contributed to the
African diasporas African diasporas African diasporas presence of African presence of African
across the world. across the world across the world. diasporas across the diasporas across the
comprehensively. world. world.

47
Ability to assess the Assesses the role of Assesses the role of Partly assesses the Hardly assesses the
role of the diaspora in the diaspora in the the diaspora in the role of the diaspora in role of the diaspora in
the political political development political development the political the political
development in Africa. in Africa in Africa. development in development in
exhaustively. Africa partially. Africa.
Ability to explain the Explains the Explains the Explains the Explains the
interconnectedness and interconnectedness interconnectedness interconnectedness interconnectedness
interdependence of and interdependence and interdependence and interdependence and interdependence
different countries. of different countries of different countries. of different countries of different countries
with examples. partially. with support.
Ability to describe Describes the Describes qualities of Describes some Describes qualities of
qualities of a global qualities of a global a global citizen in qualities of a global a global citizen in
citizen in modern citizen in modern modern society. citizen in modern modern society with
society. society with society. assistance.
examples.

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APPENDIX 1: GUIDELINES FOR INTEGRATING COMMUNITY SERVICE LEARNING (CSL) PROJECT

Introduction
Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service,
enabling learners to reflect on, experience, and learn from the community. The CSL activity is hosted as a strand within Social
Studies. The Social Studies teacher will be responsible for coordinating teachers from other learning areas to carry out the
integrated CSL class activity. Learners will be expected to apply knowledge, skills, attitudes and values from the different Learning
Areas to carry out the integrated CSL class activity. Learners will undertake one common integrated class CSL activity following
a 6-step milestone approach that is:

Milestone Description

Milestone 1 Problem Identification

Learners study their community to understand the challenges faced and their effects on community members.

Milestone 2 Designing a solution

Learners create an intervention to address the challenge identified.

Milestone 3 Planning for the Project

Learners share roles, create a list of activities to be undertaken, mobilise resources needed to create their
intervention, and set timelines for execution.

Milestone 4 Implementation
The learners execute the project and keep evidence of work done.

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 Milestone 5 Showcasing /Exhibition and Report Writing
Exhibitions involve showcasing learners’ project items to the community and reflecting on the feedback.
Learners write a report detailing their project activities and learnings from feedback.

Milestone 6 Reflection
Learners review all project work to learn from the challenges faced.
They link project work with academic concepts, noting how the concepts enabled them to do their project
as well as how the project helped to deepen the learning of the academic concepts.

Assessment of CSL integrated Activity

Assessment for the integrated CSL activity will be conducted formatively. The assessment will consider both the process and the
end product. This entails assessing each of the milestone stages of the integrated CSL class activity. It will focus on three
components namely: skills from various learning areas applied in carrying out the activity, core competencies developed, and
values nurtured.

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APPENDIX 2: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING
RESOURCES, AND NON-FORMAL ACTIVITIES

Strand Sub-Strand Suggested assessment Suggested Learning Non-formal activities

methods Resources
1.0. Social Studies 1.1 Career Choices a) Oral questions. ● Flip charts/manila papers. Career talks
and Personal b) Observations. ● Digital resources.
Development c) Written tests. ● Approved textbooks and
other printed resources.
1.2 Entrepreneurial a) Oral questions. ● Flip charts/manila papers. Career talks
Opportunities in b) Observations. ● Digital resources.
Social Studies c) Written tests. ● Approved textbooks and
other printed resources.

2.0 People, 2.1. Human origin a) Oral questions. ● Resource persons. ● Visit
Population and b) Written tests. ● Maps. museum/historical
Relationships c) Project work. ● Digital resources. sites to view artifacts
d) Observation. ● Approved textbooks and and casts of human
other printed resources. origins.
2. 2 Early Civilisation a) Oral questions. ● Digital resources. ● Drawing and
b) Observations. ● Map of Africa. displaying charts on
c) Written tests. ● Marker pens migration routes.
● Approved textbooks and
other printed resources.

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Strand Sub-Strand Suggested assessment Suggested Learning Non-formal activities
methods Resources
2.3 Slavery and a) Oral questions. ● Digital resources. ● Debate in clubs on
Servitude b) Written tests. ● Flip charts/manila papers. the evils of slavery
c) Portfolio ● Maps. and servitude and
d) Project. ● Approved textbooks. ways of curbing
them.
2.4 Socio-economic a) Oral questions. ● Digital resources.
organisation of b) Observations. ● Approved textbooks and
selected communities c) Written tests. other printed resources.
in Africa up to 1900 ● Museums/Artefacts.
● Resource person.
2.5 Origin of money a) Oral questions. ● Digital resources. ● Debate in clubs
b) Written tests. ● Approved textbooks and
c) Portfolio other printed resources.
2.6 Human Diversity a) Oral questions. ● Digital resources. ● Conducting a civic
and Inclusion b) Observation. ● Flip charts/Manilla papers. dialogue with
c) Written tests. ● Approved textbooks and community members
d) Checklists. other printed resources.
2.7 Peace and Non– a) Oral questions. ● Digital resources. ● Develop slogans on
Violent Conflict b) Written tests. ● Flip charts/manila papers. inner peace.
Resolution c) Portfolio. ● Approved textbooks.
d) Project.

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4.0 Natural and 4.1 Historical a) Oral Questions. ● Photographs, pictures, and ● Conducting library
Historic Build Information b) Teacher-made tests. paintings. research on the
Environment in c) Observation. ● Vetted digital resources, sources of historical
Africa d) Project Work. and educational computer information.
e) Anecdotal records. games.
● Approved textbooks and
other printed resources.
● Museum, Monuments,
4.2 Historical a) Checklist. ● Chart ● Reciting a poem on
Development of b) Project. ● Maps. the promotion of
Agriculture c) Written tests. ● Photographs. Agriculture in
d) Oral questions. ● Internet. Africa.
e) Aural questions

4.3 Maps and Map a) Oral Questions. ● Realia. ● Drawing a sketch

work b) Teacher made tests. ● Maps/Globe. map of the school
c) Observation. ● Approved textbooks and compound.
d) Anecdotal Records. other printed resources.
● TV/video/films/slides/
Display boards.

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4.4 Earth and the a) Oral Questions. ● Maps/globe. ● Making a model of
Solar System b) Teacher made tests. ● Photographs, pictures and the internal structure
c) Observation. paintings. of the earth.
d) Portfolio. ● Internet sources.
● Approved textbooks and
other printed resources.
4.5 Weather a) Oral Questions ● Maps. ● Working in groups to
b) Teacher made tests. ● Photographs, pictures and construct a weather
c) Observation paintings. instrument of their
d) Portfolio. ● Vetted digital resources, choice using the
educational computer available local
games. materials and display
● Approved textbooks and in class.
other printed resources.
4.6. Field Work a) Oral questions. ● Digital resources. ●Engage a resource
b) Written tests. ● Flip charts/Manilla papers. person to discuss
c) Portfolio. ● Approved textbooks and methods of data
d) Project. other printed resources. collection and
recording during
field work.
● Engage an NTSA
officer or any other
relevant road
officer to discuss
current road safety
data in the locality,

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 ● Initiate a road
safety club to
continually offer
road safety
awareness to peers
and community.
5.0 Political 5.1 Political a) Oral questions. ● Maps. ● Composing poems
Development and Development in b) Observations. ● Approved text books and Visiting a local
Governance Africa up to 1900 c) Written tests. other printed resources. museum
(The Ogiek, the Zulu d) Project work. ● Photographs.
and the Asante) ● Internet.

5.2 The Constitution a) Oral questions. ● Internet resources. ● Conducting library

of Kenya b) Observations. ● Approved text books and research and writing
c) Written tests. other printed resources. journals on selected
d) Journaling. ● The Constitution of chapters of the
Kenya. constitution and
● TV/Video. share with family.
5.3 Human Rights a) Oral questions. ● Posters. ● Developing
b) Observations. ● Flip charts/ Manilla messages on
c) Written tests. papers. protection of human
● Resource person. rights.
● Approved text books and ● Conducting debates
other printed resources. during club meetings
● The Constitution of ● Organise a
Kenya. symposium

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5.4 African Diaspora a) Oral questions. ● Internet. ● Organise a
b) Observations. ● Flip charts/Manilla papers. symposium
c) Written tests. ● Masking tapes, marker ● Composing
pens/pencils. songs
● Approved text books and
other printed resources.
5.5 Citizenship a) Oral questions. ● Internet. ● Composing poems
b) Observations. ● Flip charts/Manilla papers. ● Preparing scrap
c) Written tests. ● Approved text books and books
other printed resources

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