SOCIAL AND RELIGIOUS STUDIES

TEACHER’S GUIDE

P2
 Copyright:
©2020 Rwanda Education Board
All rights reserved
This book is the property of Rwanda Education Board.

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FOREWORD

Dear teacher,
Rwanda Education Board is honoured to present P2 Social and Religious studies.
Teacher guide’s which serves as a guide to competence-based teaching and learning
to ensure consistency and coherence in the learning of the Social and Religious
studies. The Rwandan educational philosophy is to ensure that learners achieve full
potential at every level of education which will prepare them to be well integrated
in society and exploit employment opportunities.

This Teacher’s guide is comprises two parts: Social studies part and Religious
studies part. Religious studies again is subdivided into Christian and Islamic
Religious studies part. Each school will only choose one part to teach. In every part,
you supposed to use it in developing students’ competences that will enable them to
live well with others in the society and respect all God Creatures.

In line with efforts to improve the quality of education, the government of Rwanda
emphasizes the importance of aligning teaching and learning materials with the
syllabus to facilitate their learning process. Many factors influence what they learn,
how well they learn and the competences they acquire. Those factors include the
relevance of the specific content, the quality of teachers’ pedagogical approaches,
the assessment strategies and the instructional materials available. We paid special
attention to the activities that facilitate the learning process in which learners
can develop ideas and make new discoveries during concrete activities carried
out individually or with peers. With the help of the teachers, learners will gain
appropriate skills and be able to apply what they have learnt in real life situations.
Hence, they will be able to develop certain values and attitudes allowing them to
make a difference not only to their own life but also to the nation.

This is in contrast with traditional learning theories which view learning mainly
as a process of acquiring knowledge from the more knowledgeable who is mostly
the teacher. In the regard of competence-based curriculum, learning is considered
as a process of active building and developing of knowledge and skills by the
learner where concepts are mainly introduced by an activity, situation or scenario
that helps the learner to construct knowledge, develop skills and acquire positive
attitudes and values.

In addition, such active learning engages learners in doing things and thinking
about the things they are doing and they are encouraged to bring their own real

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experiences and knowledge into the learning processes. In view of this, your
role is to:
• Plan your lessons and prepare appropriate teaching materials.
• Organize group discussions for learners considering the importance of
social constructivism suggesting that learning occurs more effectively
when the learner works collaboratively with more knowledgeable and
experienced people.
• Engage learners through active learning methods such as inquiry
methods, group discussions, research, investigative activities and
group and individual work activities following Religion teaching and
learning methodology.
• Provide supervised opportunities for learners to develop different
competences by giving tasks which enhance critical thinking, problem
solving, research, creativity and innovation, communication and
cooperation.
• Support and facilitate the learning process by valuing learners’
contributions in the class activities.
• Guide learners towards the harmonization of their findings.
• Encourage individual, peer and group evaluation of the work done
in the classroom and use appropriate competence-based assessment
approaches and methods.

To facilitate you in your teaching activities, as earlier mentioned, this

teacher’s book is comprised of 2 parts: Christian and Islamic Religious studies
part. Your guidance will depend on which Religion the school has chosen. Each
part is divided into 3:
•• Part I: Highlights the structure of this book and gives you general
methodological guidance;
•• Part II: presents sample lesson plans as reference for your lesson
planning process;
•• Part III: Details the teaching guidance for each concept given in
the pupil’s book.

Even though the book contains the answers to all activities given in the pupil’s
book, you are requested to work through each question before judging pupil’s
findings.

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I wish to sincerely extend my appreciation to the people who contributed
towards the development of this teacher’s guide, particularly REB staff who
organized the whole process. Any comment or contribution would be welcome
to the improvement of this textbook for the next versions.

Dr. NDAYAMBAJE Irénée

Director General of REB

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ACKNOWLEDGEMENT
I wish to express my appreciation to all the people who played a major role
in development of this Religious studies TG for P3. It would not have been
successful without active participation of different education stakeholders.

My word of gratitude goes to the Rwanda Education Board staff and independent
subject experts who highly contributed to the translation, proofreading and
design of this book.

Joan MURUNGI,
Head of Curriculum, Teaching and Learning Resource department

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Table of Contents
FOREWORD�������������������������������������������������������������������������������������������������� 3
ACKNOWLEDGEMENT�����������������������������������������������������������������������������vi
PART I. GENERAL INTRODUCTION����������������������������������������������������� 1
1.0.About the teacher’s guide������������������������������������������������������������������������������1
1.1 The structure of the guide������������������������������������������������������������������������������1
1.2 Methodological guidance��������������������������������������������������������������������������������3
PART II: SAMPLE OF THE LESSON PLAN���������������������������������������� 19
SOCIAL STUDIES�������������������������������������������������������������������������������������� 23

UNIT 1: EXTENDED FAMILY ����������������������������������������� 24

1.1 Topics in unit 1���������������������������������������������������������������������������������������������24
1.2 Answers to exercises on unit 1���������������������������������������������������������������������32
1.3 answers to revision on unit 1�����������������������������������������������������������������������32
UNIT 2: SCHOOL, VILLAGE AND CELL���������������������������������������������� 35
2.1 Topics in unit 2���������������������������������������������������������������������������������������������35
2.2 Answers to exercises on unit 2���������������������������������������������������������������������47
2.3 Answers to revision on unit 2����������������������������������������������������������������������50
UNIT 3: HYGIENE�������������������������������������������������������������������������������������� 52
3.1 Topics in unit 3���������������������������������������������������������������������������������������������52
3.2 Answers to revision questions on unit 3�����������������������������������������������������57
3.3 Answers to revision questions on unit 3�����������������������������������������������������59
UNIT 4: DISEASES������������������������������������������������������������������������������������ 60
4.1 Topics in unit 4���������������������������������������������������������������������������������������������60
4.2 Answers to exercises on unit 4���������������������������������������������������������������������63
4.3. Answers to revision questions on unit 4����������������������������������������������������64
UNIT 5: RELATIONSHIPS AND GOOD BEHAVIOUR���������������������� 65
5.1 Topics in unit 5���������������������������������������������������������������������������������������������65
5.2 Answers to revision questions on unit 5�����������������������������������������������������76

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UNIT 6: ECONOMY������������������������������������������������������������������������������������ 81
6.1 Topics in unit 6���������������������������������������������������������������������������������������������81
6.2 Answers to revision questions on unit 6�����������������������������������������������������90
6.3 Answers to revision questions on unit 6�����������������������������������������������������93
UNIT 7: ENVIRONMENT������������������������������������������������������������������������� 95
7.1 Topics in unit 7���������������������������������������������������������������������������������������������95
7.2 Answers to exercisses on unit 7�����������������������������������������������������������������102
7.3 Answers to revision questions on unit 7���������������������������������������������������104
UNIT 8: TRANSPORT AND COMMUNICATION����������������������������� 106
8.1 Topics in unit 8�������������������������������������������������������������������������������������������106
8.2 Answers to revision questions on unit 8���������������������������������������������������110
8.3 Answers to revision questions on unit 8���������������������������������������������������110
UNIT 9: HOME AND SCHOOL MAIN HISTORICAL EVENTS������� 112
9.1 Topics in unit 9�������������������������������������������������������������������������������������������112
9.2 Answers to revision questions on unit 9���������������������������������������������������114
9.3 Answers to revision 1 end of year��������������������������������������������������������������115
9.4 Answers to revision 2 end of year��������������������������������������������������������������117

RELIGIOUS STUDIES���������������������������������������������������������������������������� 119

CHRISTIAN RELIGIOUS STUDIES���������������������������������������������������� 119
UNIT 1: HUMAN BEINGS WERE CREATED IN THE IMAGE OF
GOD ������������������������������������������������������������������������������������������� 120
1.1. Key Unit Competence �������������������������������������������������������������������������������120
1.2. Prerequisite�����������������������������������������������������������������������������������������������120
1.3. Cross-cutting issues ���������������������������������������������������������������������������������120
1.4. Introductory activity���������������������������������������������������������������������������������120
1.5. List of lessons �������������������������������������������������������������������������������������������121
1.6 Guideline on lessons ����������������������������������������������������������������������������������122
1.7. Summary of the unit ��������������������������������������������������������������������������������127
1.8 Addition information for the teacher ��������������������������������������������������������128
1.9. Answers to the end unit assessment 1�����������������������������������������������������128
1.10 Additional activities �������������������������������������������������������������������������������129

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UNIT 2: ROOTS OF SIN�������������������������������������������������������������������������� 130
2.1. Key Unit competence���������������������������������������������������������������������������������130
2.2. Prerequisite�����������������������������������������������������������������������������������������������130
2.3. Cross-cutting issues����������������������������������������������������������������������������������130
2.4. Guidance to the introductory activity �����������������������������������������������������130
2.5. List of lessons��������������������������������������������������������������������������������������������131
2.6 Guidance to the lessons �����������������������������������������������������������������������������131
2.7 Summary of the Unit ��������������������������������������������������������������������������������135
2.8 Additional information for the teacher�����������������������������������������������������136
2.9 End Unit assessment 2������������������������������������������������������������������������������136
2.10. Additional actitivities������������������������������������������������������������������������������136
UNIT 3: GOD’S SALVATION PLAN OF HUMANITY ����������������������� 137
3.1. Key unit competence���������������������������������������������������������������������������������137
3.2. Prerequisite ����������������������������������������������������������������������������������������������137
3.3. Cross-cutting issues ���������������������������������������������������������������������������������137
3.4. Guidance to the introductory activity �����������������������������������������������������137
3.5. List of lessons �������������������������������������������������������������������������������������������137
3.6 Guidance to the lessons �����������������������������������������������������������������������������138
3.7 Summary of the Unit����������������������������������������������������������������������������������145
3.8 Additional information for the teacher�����������������������������������������������������146
3.9 Additional activities�����������������������������������������������������������������������������������146
UNIT 4: Relationship between God’s message and peace������������� 147
4.1. Key unit competence ��������������������������������������������������������������������������������147
4.2. Prerequisite ����������������������������������������������������������������������������������������������147
4.3. Cross-cutting issues����������������������������������������������������������������������������������147
4.4. Guidance to the introductory activity �����������������������������������������������������147
4.5. List of lessons��������������������������������������������������������������������������������������������148
4.6 Metodology �������������������������������������������������������������������������������������������������148
4.7 Answers to the end Unit assessment �������������������������������������������������������155
4.8 Summary of the Unit ���������������������������������������������������������������������������������155

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 4.9 Additional information ������������������������������������������������������������������������������155
4.10 Additional activities���������������������������������������������������������������������������������155
ISLAM PART��������������������������������������������������������������������������������������������� 156
UNIT 1: PILLARS OF ISLAMIC FAITH���������������������������������������������� 157
1.1. Key Unit Competence��������������������������������������������������������������������������������157
1.2. Prerequisite�����������������������������������������������������������������������������������������������157
1.3. Cross-cutting issues ���������������������������������������������������������������������������������157
1.4. Guidance to the introductory activity.�����������������������������������������������������157
1.5. List of lessons��������������������������������������������������������������������������������������������157
1.6. Guidance to the lessons�����������������������������������������������������������������������������159
1.7 Answers to end unit Assessment.��������������������������������������������������������������163
1.8 Addition information for the teacher ��������������������������������������������������������164
1.9 Additional activities�����������������������������������������������������������������������������������164
UNIT 2: MEMORIZING AND RECITING SHORT CHAPTERS IN
QUR’AN.������������������������������������������������������������������������������������� 165
2.1.Key unit competence: ��������������������������������������������������������������������������������165
2.2.Prerequisite: ����������������������������������������������������������������������������������������������165
2.3.Cross-cutting issues ����������������������������������������������������������������������������������165
2.4. Guidance to the introductory activity �����������������������������������������������������165
2.5. List of lessons��������������������������������������������������������������������������������������������166
2.6. General methodology on teaching memorization and reciting the short
chapters �����������������������������������������������������������������������������������������������������166
2.7. Answers to the end unit assessment �������������������������������������������������������168
2.8 Summary of the unit����������������������������������������������������������������������������������168
2.9 Additional activities ����������������������������������������������������������������������������������168
UNIT 3: MUSLIM PRAYER ������������������������������������������������������������������� 169
3.1 Key Unit competence ���������������������������������������������������������������������������������169
3.2. Prerequisite ����������������������������������������������������������������������������������������������169
3.3. Cross-cutting issues ���������������������������������������������������������������������������������169
3.4. Guidance to the introductory activity �����������������������������������������������������169
3.5. List of lessons �������������������������������������������������������������������������������������������169

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 3.6.Guidance to the lessons������������������������������������������������������������������������������170
3.7. Answers to the End unit assessment ������������������������������������������������������173
3.8. Summary of the Unit���������������������������������������������������������������������������������174
3.9. Additional information for the teacher ���������������������������������������������������174
3.10. Additional activities��������������������������������������������������������������������������������174
UNIT 4: BRIEF HISTORY OF ISLAM ������������������������������������������������� 175
4.1. Key unit competence ��������������������������������������������������������������������������������175
4.2. Prerequisite ����������������������������������������������������������������������������������������������175
4.3. Cross-cutting issues ���������������������������������������������������������������������������������175
4.4. Guidance to the introductory activity: ����������������������������������������������������175
4.5. List of lessons �������������������������������������������������������������������������������������������176
4.6. Guidance to the lessons ����������������������������������������������������������������������������177
4.7 Summary of the Unit ���������������������������������������������������������������������������������180
4.8 Answers to the End unit assessment �������������������������������������������������������180
4.9 Additional information to the teacher ������������������������������������������������������180
4.10 Additional activities ��������������������������������������������������������������������������������180
UNIT 5: RELATIONSHIP BETWEEN A MUSLIM AND A NON
MUSLIM ������������������������������������������������������������������������������������ 181
5.1. Key unit competence ��������������������������������������������������������������������������������181
5.2. Prerequisite�����������������������������������������������������������������������������������������������181
5.3. Cross-cutting issues ���������������������������������������������������������������������������������181
5.4. Guidance to the introductory activity �����������������������������������������������������181
5.5.List of lessons���������������������������������������������������������������������������������������������182
5.6. Guidance to the lessons ����������������������������������������������������������������������������183
5.6.2 Love others as you love yourself ������������������������������������������������������������183
5.7.The summary of the Unit ��������������������������������������������������������������������������185
5.8 Additional information for the teacher�����������������������������������������������������185
5.9 Answers to the end unit assessment ��������������������������������������������������������185
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PART I. GENERAL INTRODUCTION
1.0.About the teacher’s guide
This book is a teacher’s guide for Social and Religious studies. It was designed to
accompany P2 pupil’s book and intends to help teachers in the implementation of
competence based curriculum specifically social and religious studies syllabus.
As the name says, it is a guide that teachers can refer to when preparing their
lessons. Teachers may prefer to adopt the guidance provided but they are also
expected to be more creative and consider their specific classes’ contexts and
prepare accordingly.

1.1 The structure of the guide

This section presents the overall structure, the unit and sub-heading structure
of Religious studies content. It will help teachers to understand the different
sections of this guide and what they will find in each section. Specifically,
concerning units development, this book is subdivided into two major parts:
Social studies part and Religious studies part. Religious studies part is also
subdivided into Christian and Islamic religious studies part.
Overall structure
The whole guide has three main parts as follows:
▫▫ Part I: General Introduction.
This part provides general guidance on how to develop the generic competences,
how to integrate cross cutting issues, how to cater for learners with special
educational needs, active methods and techniques of teaching Religious studies
and guidance on assessment.
▫▫ Part II: Sample of a lesson plan
This part provides a sample lesson plan, developed and designed to help the
teacher develop their own lesson plans.
▫▫ Part III: Unit development
This is the core part of the guide. Each unit is developed following the structure
below. The guide ends with references.
Structure of a unit
Each unit is made of the following sections:
•• Unit title: from the syllabus
•• Key unit competence: from the syllabus
•• Prerequisites (knowledge, skills, attitudes and values)

1
This section indicates knowledge, skills and attitudes required for the success
of the unit. The competence-based approach calls for connections between units/
topics within a subject and interconnections between different subjects. The
teacher will find an indication of those prerequisites and guidance on how to
establish connections.
•• Cross-cutting issues to be addressed
This section suggests cross cutting issues that can be integrated depending on
the unit content. It provides guidance on how to come up with the integration of
the issue. Note that the issue indicated is a suggestion; teachers are free to take
another cross-cutting issue taking into consideration the learning environment.
•• Guidance on the introductory activity:
Each unit starts with an introductory activity in the learner’s book. This section
of the teacher’s guide provides guidance on how to conduct this activity and
related answers. Note that learners may not be able to find the right solution
but they are invited to predict possible solutions or answers. Solutions are
provided by learners gradually through discovery activities organized at the
beginning of lessons or during the lesson.
•• List of lessons/sub-heading
This section presents lesson objectives copied or adapted from the syllabus and
duration for each lesson. Each lesson /subheading is then developed.
•• End of each unit
At the end of each unit the teacher’s guide provides the following sections:
•• Summary of the unit which provides the key points of content
developed in the student’s book.
•• Additional information which provides additional content compared
to the student’s book for the teacher to have a deeper understanding
of the topic.
•• End unit assessment which provides the answers to questions of end
unit assessment in the textbook and suggests additional questions
and related answers to assess the key unit competence.
•• Additional activities: remedial, consolidation and extended activities).
The purpose of these activities is to accommodate each learner (slow,
average and gifted) based on end unit assessment results.
Structure of each sub heading
Each lesson/sub-heading is made of the following sections:
•• Lesson /Sub heading title 1 …............
•• Prerequisites/Revision/Introduction:

2
This section gives a clear instruction to teacher on how to start the lesson
•• Teaching resources
This section suggests the teaching aids or other resources needed in line with
the activities to achieve the learning objectives. Teachers are encouraged to
replace the suggested teaching aids by the available ones in their respective
schools and based on learning environment.
•• Learning activities
This section provides a short description of the methodology and any important aspect to
consider. It provides also answers to learning activities with cross reference to text book:
•• Exercises/application activities
This provides questions and answers for exercises/ application activities.

1.2 Methodological guidance

1.2.1 Developing competences
Since 2015, Rwanda shifted from a knowledge based to a competency based
curriculum for pre-primary, primary and general secondary education. This
called for changing the way of learning by shifting from teacher centered to
a learner-centered approach. Teachers are not only responsible for knowledge
transfer but also for fostering children’s learning achievement, and creating
safe and supportive learning environment. It implies also that a learner has to
demonstrate what he/she is able to do using the knowledge, skills, values and
attitude acquired in a new or different or given situation.
The competence-based curriculum employs an approach of teaching and
learning based on discrete skills rather than dwelling on only knowledge or
the cognitive domain of learning. It focuses on what learner can do rather than
what learners know. Learners develop basic competences through specific
subject unit competences with specific learning objectives broken down into
knowledge, skills and attitudes. These competences are developed through
learning activities disseminated in learner-centered rather than the traditional
didactic approach. The student is evaluated against set standards to achieve
before moving on. .
In addition to specific subject competences, learners also develop generic
competences which are transferable throughout a range of learning areas
and situations in life. Below are examples of how generic competences can be
developed in Religious studiesin Senior Two.

3
Generic competence Examples of activities that develop generic
competences
Critical thinking Basing on your Christian and personal life show
how the communicable attributes of God help
you to live in relationship with God by:
-- Drawing a lesson from your
personal experience of who God is
to you, then;
-- Relate your experience to
the biblical message of God’s
attributes.
-- Analysing a case studies
-- Describing the gender issue
relating it to the Christian life and
the gender issue in Rwanda.
Research and Problem -- Research using internet or books
solving from the library
-- Propose a solution to the presented
case studies
Innovation and -- Discussing how to overcome the
creativity causes of sins
-- Proposing a solution to the
problems that affect families today.
-- Choosing alternative behaviour in
case of a moral problem
-- Discussing how Dawat change
people’s lives?
Cooperation, Personal -- Work in small groups
and Interpersonal -- Work in Medium groups
management and life -- Work in Large group
skills

4
Communication -- Learners present their findings/
arguments/reports either in
written or verbal form
-- Reading and listening to the
Sacred Scriptures
-- Select and use appropriate formats
and presentations.
Lifelong learning -- Exploit all opportunities available
to improve on knowledge and
skills. Daily reading the word of
God.

1.2.2 Addressing cross cutting issues

Among the changes in the competence Based Curriculum is the integration
of cross cutting issues as an integral part of the teaching learning process-as
they relate to and must be considered within all subjects to be appropriately
addressed. The eight cross cutting issues identified in the national curriculum
framework are the following:
• Genocide Studies,
• Environment and sustainability,
• Gender,
• Comprehensive sexuality education,
• Peace and Values Education,
• Financial Education,
• Standardization Culture
• Inclusive Education
Some cross cutting issues may seem specific to particular learning areas/
subjects but the teacher need to address all of them whenever an opportunity
arises. In addition, learners should always be given an opportunity during the
learning process to address these cross cutting issues both within and out of the
classroom.
Below are examples on how crosscutting issues can be addressed in Religious
studies
Peace and values education: the overall purpose of Religious studies is the
behavioral and positive attitude change in the learners. In all activities, after
exploring the biblical passages, learners are helped to live and apply what they
have learnt in everyday life. Precisely peace and values education is included

5
in each and every lesson more especially in the application activities and in
the end unit assessment tasks. In some units, learners are called to respect
unit in diversity and to respect other people’s beliefs, and to live in harmony as
Children of the same Heavenily Father.
Gender equality: This cross-cutting issue is dealt with in Religious studies in
the activities of Unit 5 about Christian family where the interdependence and
complementarity of family members is highlighted. The following are other
examples on how the cross-cutting issues are integrated in Religious studies .

Cross-cutting Examples on how to integrate the cross-cutting

issue issue
Inclusive Involve all learners in all activities without any bias.
education E.g. Allow a learner with physical disability (using
wheelchair) to take notes or lead during the assigned
tasks.
Gender Involve both girls and boys in all activities: No activity is
reserved only to girls or boys. Boys and girls should read equally
the Holy Scriptures in the classroom without discrimination.
Teachers should ensure equal participation of both girls
and boys during reading the Word of God and during
carrying out other assigned tasks
Peace and Values During group activities, debates and presentations, the
Education teacher will encourage learners to help each other and
to respect opinions and religious views of colleagues as
well sharing values and convictions in more respectful
manner. They are all the Children of the same
Heavenly Father.
Standardization All lessons involve scripture readings from which we
culture get the moral behaviour to adopt in our daily life.
Students are invited to stick and stand for their values.
Decision making and right use of the conscience will
help them to live a standard life in matters of morality.
Environment and In all lessons Learners glorify God by protecting and
sustainability respecting his creatures and taking positive attitudes of
the beautifying world.
Financial Sound spirit in using Money and more especially using
Education money for the wellbeing of others.

6
1.2.3 Attention to special educational needs
In Religious studies , every learner is considered as creature of God which
enjoys all rights and privileges in the classroom. When we think about inclusive
education, often we just think about getting children into school, i.e. making
sure they are physically present in school and they are helped according to their
learning. However, we also need to ensure that children are participating in
lessons and school life, and that they are achieving academically and socially as
a result of coming to school. So we need to think about presence, participation
and achievement.
Some people may think that it is difficult to address the needs of a diverse range
of children. However, by working as a team within your school, with support
from families and local communities, and by making small changes to your
teaching methods, you will be able to meet the needs of all children; including
those with disabilities. So Teaching and learning Religious studies should make
a powerful contribution to learning and development of children with a wide
range of learning difficulties.
Teachers need to:
• Remember that children learn in different ways so they have to offer a
variety of activities (e.g. role-play, music and singing, word games and
quizzes, and outdoor activities).
• Always demonstrate the objective of the activity; show children what
they expect them to do.
• Using learner’s own experiences of difficulty to explore profound
concepts in Religious studies.
• Build on leaner’s interest and activities and recognizing their intuitive
responses on religious matters.
• Allowing learners to engage explicitly with learning materials through
use sensory resources and personal first-hand experience where
applicable.
• Vary their pace of teaching to meet the needs of each child. Some
children process information and learn more slowly than others.
• Use clear consistent language and explain the meaning (and demonstrate
or show pictures) if you introduce new words or concepts.
• Make full use of positive facial expressions, gestures and body language.
• Pair a child who has a disability with a friend. Let them do things
together and learn from each other. Make sure the friend is not over

7
 protective and does not do everything for the child. Both children will
benefit from this strategy.
• Matching work and activities with the learner’s previous experience.
• Providing imaginative experiences which arouse and sustain interests.
• Have a multi-sensory approach to your activities.
Below are strategies related to each main category of disabilities and how to
deal with every situation that may arise in the classroom. However, the list is
not exhaustive because each child is unique with different needs that should be
handled differently.
Strategies to help children with developmental disabilities:
• Be patient! If you find that the child takes longer than others to learn
or to do an activity, allow more time.
• Do activities together with the child.
• Gradually give the child less help.
• Value much the learner’s emotional life and be patient with their
attitudes in the learning process.
• Let the child do the activity with other children and encourage them to
help each other.
• Divide the activity into small achievable steps.
• Appreciate every step done.
• Remember to praise and say ‘Well done’ when the child learns something
new or makes a strong effort.
• Strategies to help children with physical disabilities or mobility
difficulties:
• Adapt activities so that children who use wheelchairs or other mobility
aids, or other children, who have difficulty of moving, can participate.
• Ask parents/caregivers to assist with adapting furniture. E.g. the height
of a table may need to be changed to make it easier for a child to reach
it or fit their legs or wheelchair under.
• Encourage peer support; friends can help friends.
• Involve them in the reading the Word of God.
• Get advice from parents or a health professional about assistive devices.

8
Strategies to help children with hearing disabilities or communication
difficulties:
• Always get the child’s attention before you begin to speak.
• Encourage the child to look at your face.
• Use gestures, body language and facial expressions.
• Use pictures and objects as much as possible.
• Ask the parents/caregivers to show you the signs they use at home
for communication; use the same signs yourself and encourage other
children to also use them.
• Keep background noise to a minimum.
Strategies to help children with visual disabilities:
• Help children to use their other senses (hearing, touch, smell and taste)
to play and carry out activities that will promote their learning and
development.
• Use simple, clear and consistent language.
• Use tactile objects to help explain a concept.
• If the child has some sight, ask them what they can see. Get information
from parents/caregivers on how the child manages their remaining
sight at home.
• Make sure the child has a group of friends who are helpful and who
allow the child to be as independent as possible.
• Plan activities so that children work in pairs or groups whenever
possible.
Adaptation of assessment strategies
Each unit in the teacher’s guide provides additional activities to help learners
achieve the key unit competence. Results from assessment inform the teacher
which learner needs remedial, consolidation or extension activities. These
activities are designed to cater for the needs of all categories of learners; slow,
average and gifted learners respectively.
1.2.4 Guidance on assessment
Assessment is an integral part of teaching and learning process. The main purpose
of assessment is for improvement. Assessment for learning/ Continuous/
formative assessment intends to improve learners’ learning and teacher’s
teaching whereas assessment of learning/summative assessment intends to
improve the entire school’s performance and education system in general.

9
Continuous/ formative assessment
It is an ongoing process that arises out of interaction during teaching and
learning between. It includes lesson evaluation and end of sub unit assessment.
This formative assessment should play a big role in teaching and learning
process. The teacher should encourage individual, peer and group evaluation
of the work done in the classroom and uses appropriate competence-based
assessment approaches and methods.
Summative assessment
The assessment can serve as summative and formative depending to its purpose. The end
unit assessment will be considered summative when it done at end of unit and want to
start a new one.
It will be formative assessment, when it is done in order to give information on
the progress of students and from there decide what adjustments need to be
done. The assessment done at the end of the term, end of year, is considered as
summative assessment so that the teacher, school and parents are informed of
the achievement of educational objective and think of improvement strategies.
There is also end of level/ cycle assessment in form of national examinations.
1.2.5 Students’ learning styles and strategies to conduct teaching
and learning process.
There are different teaching styles and techniques that should be catered for.
The selection of teaching method should be done with the greatest care and
some of the factors to be considered are: the uniqueness of subjects; the type
of lessons; the particular learning objectives to be achieved; the allocated time
to achieve the objective; instructional available materials; the physical/sitting
arrangement of the classroom, individual students’ needs, abilities and learning
styles.
There are mainly four different learning styles as explained below:
a. Active and reflective learners
Active learners tend to retain and understand information best by doing
something active with it; discussing or applying it or explaining it to others.
Reflective learners prefer to think about it quietly first.
b. Sensing and intuitive learners
Sensing learners tend to like learning facts; intuitive learners often prefer
discovering possibilities and relationships. Sensors often like solving problems
by well-established methods and dislike complications and surprises; intuitive
learners like innovation and dislike repetition.
c. Visual and verbal learners
Visual learners remember best what they see: pictures, diagrams, flow charts,

10
time lines, films, demonstrations, etc; verbal learners get more out of words:
written and spoken explanations.
d. Sequential and global learners
Sequential learners tend to gain understanding in linear steps, with each
step following logically from the previous one. Global learners tend to learn in
large jumps, absorbing material almost randomly without seeing connections,
and then suddenly “getting it.”
1.2.6 Teaching methods and techniques that promote the active
learning
The different student learning styles mentioned above can be catered for, if
the teacher uses active learning whereby learners are really engaged in the
learning process.
What is Active learning?
Active learning is a pedagogical approach that engages students in doing things
and thinking about the things they are doing. In active learning, learners are
encouraged to bring their own experience and knowledge into the learning
process.
The role of the teacher in active learning
• The teacher engages learners through active learning methods such as
inquiry methods, group discussions, research, investigative activities
and group and individual work activities.
• He/she encourages individual, peer and group evaluation of the
work done in the classroom and uses appropriate competence-based
assessment approaches and methods.
• He provides supervised opportunities for learners to develop different
competences by giving tasks which enhance critical thinking, problem
solving, research, creativity and innovation, communication and
cooperation.
• Teacher supports and facilitates the learning process by valuing
learners’ contributions in the class activities.
The role of learners in active learning
Learners are key in the active learning process. They are not empty vessels to
fill but people with ideas, capacity and skills to build on for effective learning. A
learner engaged in active learning:
• Communicates and shares relevant information with other learners
through presentations, discussions, group work and other learner-

11
 centred activities (role play, case studies, project work, research and
investigation).
• Actively participates and takes responsibility for their own learning.
• Develops knowledge and skills in active ways.
• Carries out research/investigation by consulting print/online documents
and resourceful people, and presents their findings.
• Ensures the effective contribution of each group member in assigned
tasks through clear explanation and arguments, critical thinking,
responsibility and confidence in public speaking.
• Draws conclusions based on the findings from the learning activities.
Main steps for a Religious studies lesson
All the principles and characteristics of the active learning process highlighted
above are reflected in steps of a lesson as displayed below. Generally, the lesson
is divided into three main parts whereby each one is divided into smaller steps
to make sure that learners are involved in the learning process. Below are those
main part and their small steps:
1. Preamble/Introduction
Introduction is a part where the teacher makes connection between the current
and previous lesson or prior knowledge through appropriate technique. The
teacher opens short discussions to encourage learners to think about the previous
learning experience and connect it with the current instructional objective. The
teacher reviews the prior knowledge, skills and attitudes which have a link
with the new concepts to create good foundation and logical sequencings.
2. Dialogue/ development of the new lesson
The development of a lesson that introduces a new concept will go through the
following small steps: presentation, exploitation, and word of God, presentation
of learners’ findings, exploitation, and synthesis/summary and exercises/
application activities, explained below:
▫▫ Discovery activity
Step 1
• The teacher discusses convincingly with students to take responsibility
of their learning.
• He/she distributes the task/activity and gives instructions related to the
tasks (working in groups, pairs, or individual to instigate collaborative
learning, to discover knowledge to be learned).

12
Step 2
• The teacher let the students work collaboratively on the task.
• During this period the teacher refrains to intervene directly on the
knowledge.
▫▫ Presentation of learners’ productions
• In this episode, the teacher invites representatives of groups to presents
the students’ productions/findings.
• After three/four or an acceptable number of presentations, the teacher
decides to engage the class into exploitation of the students’ productions.
▫▫ Exploitation of learner’s productions
• The teacher asks the students to evaluate the productions: which ones
are correct, incomplete or false.
• Then the teacher judges the logic of the students’ products, corrects
those which are false, completes those which are incomplete and
confirms those which correct.
▫▫ Institutionalization (summary/conclusion/ and examples)
• The teacher summarises the learned knowledge and gives examples
which illustrate the learned content.
▫▫ Exercises/Application activities/Response
• Exercises of applying processes and products/objects related to learned
unit/sub-unit,
• Exercises in real life contexts,
• Teacher guides learners to make the connection of what they learnt to
real life situations. At this level, the role of a teacher is to monitor if the
fixation of process and product/object being learned is well connected/
linked to the main content.
3. Assessment
In this step the teacher asks some questions to assess achievement of
instructional objective. During assessment activity, learners work individually
on the task/activity. The teacher avoids intervening directly. In fact, results
from this assessment inform the teacher on next steps for the whole class and
individuals. In some cases, the teacher can end with a homework assignment.
Specific approach in teaching Religious studies subject
Religious studies aims at helping students to nurture spiritually and morally. It
promotes positive values and attitudes which enable the youth to live together

13
in harmony and to make good decisions. Emphasis in teaching Religious studies
is based on individual development and self-fulfillment. So sound moral and
religious values help the youth to grow up into self-disciplined and accountable
people. It helps learners to face the current social, political, religious, and
economic issues affecting the world today with objectivity and good conscience.
Such contemporary issues include globalization, technological development,
environmental degradation, drug and substance abuse, terrorism, gender based
violence, sexual abuse and human trafficking among others.
In teaching Religious studies , the teacher is expected to apply appropriate
teaching methods based on the learners’ experiences. The teacher should be
equipped with relevant skills to enable him/her to deliver the subject contents
effectively through selection of methods which aim at making teaching
learner-centered and to bring about positive behaviour change as specified
in the Competence Based Curriculum. The teacher should use creativity and
innovativeness in whatever methods or techniques to help promote and sustain
the positive change identified in the learners.
Life approach in teaching Religion
Of the proposed approach is the life approach method in the teaching of Religious
studies in secondary schools. Life approach is defined as starting to teach with
the real and concrete and the present situation of the learners, and letting them
arrive at a religious understanding of those experiences as well as applying these
religious principles and teaching in the everyday life. The approach implies that
God speaks to people through their situations and experience and emphasizes
the use of the learners’ day-to-day experiences as the basis of teaching Religious
studies .
Religious beliefs cannot be taught as if they were facts; they are by nature
experiential (Grimmit, 1973). This calls for emphasis on the students’ own
experiences, needs and interests and the need to encourage the learners to look
more deeply into their feelings, acts, and experience, and to express what they
discover in everyday language. This helps the learner to connect knowledge to
their real day to day life experiences rather than cramming naked facts without
application. This is the whole rationale of competence based curriculum.
Stages in the use of the Life Approach
The following are the generally proposed stages of life approach in teaching
Religious studies . This may have other sub-stages in the concrete Religious
studieslesson in the classroom.
a. Human Experience
In this stage, the lesson begins with the teacher involving the learners in
reflecting on their day-to-day experiences related to the subject matter.

14
Activities, scenario, case studies are presented to learners in order to identify
today’s lesson. Its purpose is to arouse the learners’ interest, attention and to
stimulate his/her imagination specific to the topic of the day. This could be a
scenario, questions, demonstration, interesting stories or even drama which is
relevant to the lesson and to the learner’s life. The teacher is expected to show
how God is revealed in the experience.
b. The Biblical Experience
The teacher introduces the relevant text from the Bible and then guides the
learners to read the references where applicable while giving appropriate
explanation. The teachers draw some elements for the activities of the learners
in the introductory activity to the concrete lesson. This stage involves reading
the word of God on the specific lesson.
c. Explanation
The teacher explains the main points by use of various teaching aids to make the
lesson more real, lively and interesting. Methods such as discussion, question
and answer, note making, lecture can be used for in-depth comprehension of
knowledge of the content necessary for application and choice of values. He
also highlights explicitly the Religious particular doctrine or principles for the
learners to know and understand.
d. Application and Response
At this stage, the teacher tries to show the relevance of the content to the learners’
lives and assesses whether the attitudinal objective has been achieved or not.
Using application activities, the teacher assesses whether learners are able to
match the learnt doctrine with their everyday life. In this stage learners exhibit
changes or promise to changes their attitudes and values. The teachers should
then uphold this change by encouraging the learners to think and apply Religious
content in their lives. The teacher provides the learners with an opportunity to
react and respond to the message of the lesson. Since life approach focuses on
critical thinking, it encourages interactive and participatory learning.
The teacher is required to help or stimulate the student to reflect, analyse and synthesize
information and eventually apply it to their own life. Appropriate methods used are those
that enhance acquisition of values such as small group discussion and valuing methods
(value clarification, self-exploratory, analysing a case study and drawing). This is very
important for CBC and this is why a teacher may give an exercise that carries a similar
idea/theme with the forthcoming topic/knowledge though not necessarily exactly the
same. This helps the learner to connect knowledge to other areas of knowledge rather
than cramming it and this is the whole rationale of
CBC.

15
 e. Conclusion
This is the summary of what has been covered and the teacher can ask oral
questions based on the content to help consolidate the lesson or give a brief
overview of what has been covered while putting emphasis on the significance
of values, Religious attitudes acquired to practice in day-to-day life. The teacher
highlights the key point of the lesson and helps the learners to take commitment
to abide by the religious doctrine learnt.
1.2.7 Teaching and learning in the second language
A Rwandan child enters school with the accumulated experience of his/her pre-
school years (ECD Centers and Nursery school) in the Kinyarwanda language
which is also used at home. The child has already absorbed and processed few
amounts of information about the Kinyarwanda language and customs of his/
her society and the variety of objects and experiences that his/her environment
offers: objects, houses, animals, trees, etc. Other experiences can be gotten “from
outside” through the radios or TV and they are equally part of his everyday life.
As the child enters the Primary one (P1), the Kinyarwanda teacher will have to
guide the child to deepen this information because the medium of instruction
for other subjects is the English, a second language for the child.
The Religious studies teacher is well instructed to use a Religious studies
syllabus, He/she will need to reflect to the Rwandan context and use examples
and illustrations from real life experience of the child to help this child reflect
to his/her environment and motivate him/her to enjoy school at first and to
discover new experiences.
This means that the pupil will need to learn the content and the language at
the same time where both the subject matter and the foreign language (L2) are
developed simultaneously and gradually, depending on the age of pupil and
other variables.
The method related to this way of teaching is called Content and Language
Integrated Learning (CLIL) ( O’Malley and Chamot, 1990).
As a teacher, the following elements are emphasized during CLIL,
Presentation:
Introduce to the classroom a tangential theme related to the concept you want
to discuss. Use graphics, images and multimedia materials and write keywords
on the chalk board.
Ne words and expressions are to be written in colors, circled or underlined on the
chalkboard to watch out for.

16
Communication:
Boost your pupils’ ability to communicate while also allowing them to focus on
learning the Religious studies concept. Along the way, you’ll build their positive
vibes for the target concept and its application in the real life. So, the best
strategy is to aim for communicating rather than accuracy when your pupils
exchange ideas during the discussion.
Feedback and conclusion:
It is sometimes necessary not to interrupt students during activities, even when
their language may not be completely accurate. This may break the flow of the
activity and may even cause pupils to lose their confidence. Rather, take notes
and try to recap each activity by giving pupils language-and content-related
feedback. To let them benefit all the pupils, try to give feedback to the entire
class rather than to pupils individually.
Later, ask for feedback from pupils, monitor results and adjust accordingly.
Religious studies learning strategies in CLIL
The teacher has to carefully organize good environment where all learning
strategies will be catered. For Oxford (1990, p. 8), learning strategies are specific
actions taken by the learner to make learning easier, faster, more enjoyable,
more self directed, more effective and more transferable to new situations.
Basic classification of learning strategies was provided by O’Malley and Chamot
(1990): Cognitive strategies, Meta-cognitive strategies, Social strategies and
Affective strategies.
When leaning is done in the second language, the teacher will facilitate the
above mentioned learning strategies in the following ways:
1. Cognitive strategies
• Contextualization: Placing the task into a meaningful mathematical
or real life experiences for the child. For example, the teacher can use
word problems involving objects or animals frequently seen by the child
in the family.
• Resourcing: Using local teaching and learning materials and text books
with simplified and adapted activities to the level of understanding for
pupils.
• Elaboration and transfer: Relating new information to prior
knowledge where the new concept must be built basing on the
prerequisites, relating new information to the previous ones, making
meaningful personal association to information presented where pupils
are asked to provide their own examples and point of views.

17
 Therefore, guide the learner to use previously acquired knowledge to
facilitate a new task.
• Substitution: Where necessary, one can select alternative approaches
and revise the plan to accomplish a task; For example the use of
induction and recombination.
2. Meta-cognitive strategies
• Problem identification: for example in a word problem, help the
learner to explicitly identify the central points which need resolution
in a task, you can use pictures or highlight key words in the problem.
• Self-management: Understanding and arranging for the conditions
that help accomplish the task successfully. This requires that after
identifying the requested, one organizes data, and thinks of the way of
solving towards the solution.
• Self-monitoring: Checking, verifying or correcting one’s comprehension
or performance in the course of problem solving. This requires to verify
if the answer you find can justify the Religious studies sentence given.
3. Social strategies
• Cooperation: Working with others to facilitate problem solving.
Learners are facilitated to work in groups where they can feel free to
discuss and explain to each other in the simple language.
• Mediation: Asking questions for clarification. Learners are given
opportunity to feel free to ask questions any time for they need more
clarification.

18
PART II: SAMPLE OF THE LESSON
PLAN
RELIGIOUS STUDIES LESSON
The following is a sample lesson plan in Religious studies
School Name: ........................................... Teacher’s name: ............................

Term Date Subject Class Unit No Lesson duration Class

No size
2 16/5/2019 Religious P2 1 2/6 40 minutes 35
studies
Types of special needs to be Learner with low/short visual (1): to sit on the front
catered for in this lesson and desk to facilitate the sight on the chalkboard and
numbers of learners in each follow up the teacher.
category. Physical challenged (1): to sit on the front desk on
the walls for safe support and be in integrated in the
groups.
Unit title Creation and fall of Man
Key unit The pupils will be able to respect God the creator, other creatures and avoid
competence sin
Lesson title Human beings were created in the image of God
Instructional With biblical text, pictures and games, pupils will be able to differentiate
objective human beings from others creatures by identifying abilities that human
beings have other animals do not have
Knowledge Identify human qualities that other animals do not have
and
understanding
Skills Differentiate human beings from other creatures
Attitudes and Respect his fellow pupils and others as special creatures because they were
values created in the image of God
Plan for this In the classroom
class
Learning Bible, pictures, songs
materials
References Holy Bible, pupil’s textbooks.
Description of teaching and learning activity:

Through performing some activities in the classroom, listening to the word of God, the pupil will realize
that human beings have various abilities that other animals do not have and that they were created in the
image of God

19
 Generic
Timing for competences
Teacher’s activities Learners’ activities and crosscutting
each step issues to be
addressed
Introduction PREAMBLE: Feel comfortable and respond to
5 min Welcome the pupil the greetings. Listening skills
ensure them Respond to the questions about Communication
skills and co-
Introduce learners what God created such as plants,
operation as
by asking questions animals in their variety, heaven,
learners pairing
what God has created earth, water, sun, moon, starts,
and expressing
in various says. This human beings,…
ideas.
will be done in form of
a game
Development PREPARATION: Peace and
25 Min Ask pupils if human Identify common characteristics Values
beings are different and differences between animals, education
from animals and plants and human beings Read the especially value
plants and let them Bible (Acts2:1-13) of respect of
come up with some God as the
similarities and creator, of fellow
differences human beings
PRESENTATION: Analyze the biblical text and the and of other
creatures. The
Reads biblical games they have played which
competence of
reference about show the abilities of human beings
cooperation and
creation of Adam and as special creatures, created in the
image of God, and come up to the collaboration
Eve in the Image
conclusion will be
EXPLANATION: developed

Guide the analysis of

biblical passage and
the game they have
played which shows
the abilities of human
beings which other
creatures do not have.
The teacher helps the
pupil to understand
the new words

20
 Pupils answer short Critical thinking
questions on the word of
INTERIORISATION Cooperation and
God read about creation of communication. Peace and
human being in the image values education as well
Give detail of God and what they as gender are addressed
through the emphasis
explanation on the actually know about human
that God created Men
opinion from different beings in the families and and Women in his Image,
groups surrounding environment hence all are equal
Ask questions
for deep learners’ Respond to the questions of
understanding deep understanding of the
lesson
Identify the necessity of
APPLICATION TO
respect of God, human
LIFE:
beings and other creatures
Guide pupils to realize
Synthesize the lesson by
their ability and use
praying a song about God
their ability in to
as creature and other
serve others at home,
things as creatures
in the school and in
Rwandan community
in general

SYNTHESIS AND
PRAYER:
Ask questions that
sum up the lesson
about abilities that
distinguish human
beings from other
creatures

21
Conclusion SUMMARY: Respond the questions on what
10 Min Ask pupil’s questions they will do to be the real children Co-operation
about what they will of God at home, in school and in and
do to be real children of community in General Communication
God at home at school as learners
and in community in are doing
general application
activity
Teacher self-evaluation

22
SOCIAL STUDIES

23
 UNIT 1
EXTENDED FAMILY

1.1 Topics in unit 1

Number Topics

1 The family/tree

Extended family made up of children, parents, grandfather and

2
grand Mother

Extended family made up of children, parents, grandfather,

3
grand Mother, uncles, aunts, cousins, etc.

Extended family made up of children, parents, greatgrandfather,

4
greatgrandmother, uncles, aunts, cousins, etc

Lesson 1: The family

Key unit competence: Be able to understand the members of the family.
Learning objectives:
Knowledge and understanding
• Explain the members of the family
Skills
• Draw the family relationship tree
Attitudes and values
• Show love for the family members
• Respect for the family members
Teaching aids
• Pictures and photos showing the formation of the family.
• Sources

24
 • Pupil’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Prepare where the lesson will be conducted from and the required
teaching materials showing the family members and their relationships.
• Pupils mention the members of their families.
• Pupils show the relationships of family members.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner show the
relationships of family members.
• Giving pupils learning activities that help them to draw the family tree.
• Be able to conduct all activities and ensure that no learner is left behind.
• To encourage learners to be careful in whatever they do.
• Use the curriculum appropriately.
• Lead group discussions and help learners observe carefully pictures
showing family members.
Learner’s activities:
• Observe pictures of family members.
• Discuss and identify family members.
• Do exercises on the relationships of the family members.
Skills acquired by the learner
• Explain clearly the relationships between family members.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Peace culture: This will be seen in the way learners listen to and
respect others in whatever they do.
• Inclusive education: Attention should be paid to learners with
special education needs. Gifted learners should be given more work in
the book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is seen in how the boys and girls work together in

25
 groups, other activities and how they study together without problems.
• More activities:
• Draw a picture of an extended family made up of children, parents,
grandfather and grandmother.
• Exercise:
• Learners discuss among themselves on the relationships of extended
family members made up of children, parents, grandfather and
grandmother.
• Draw a family tree made up of children, parents, grandfather and
grandmother.
Lesson 2: Extended family made up of children, parents, grandfather
and grandmother
Key unit competence: Be able to understand members of the extended family.
Learning objectives:
Knowledge and understanding
• Explain members of the extended family made up of children, parents,
grandfather and grandmother.
Skills
• Draw the extended family relationship tree comprising/made up of
children, parents, grandfather and grandmother.
• Differentiate the extended family relationships comprising children,
parents, grandfather and grandmother.
Attitudes and values
• Show love for the extended family members
• Respect for the extended family members
Teaching aids
• Pictures and photos showing the formation of the extended family.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Prepare where the lesson will be conducted from and the required

26
 teaching materials showing the extended family members and their
relationships.
• Pupils mention the names of the extended members of their families.
• Pupils show the relationships of the extended family members.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner show the
relationships of extended family members.
• Giving pupils learning activities that help them to draw the extended
family tree.
• Help learners do exercises by observing pictures showing extended
family members.
Learner’s activities:
• Observing pictures of extended family members.
• Discuss and identify extended family members.
• Do exercises on the relationships of the extended family members.
Skills acquired by the learner
• Explaining clearly the relationships between extended family members.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Peace culture: This will be seen in the way learners listen to
and respect others in whatever they do.
• Inclusive education: Attention should be paid to learners with
special education needs. Gifted learners should be given more work in
the book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is seen in how the boys and girls work together in
groups, other activities and how they study together without problems.
• Extra activities:
• Draw a picture of an extended family comprising children, parents,
grandfather and grandmother.
• Exercise:
• Learners discuss among themselves on the relationships of extended

27
 family members made up of children, parents, grandfather and
grandmother.
• Draw an extended family tree made up of children, parents, grandfather
and grandmother.
Lesson 3: Extended family made up of children, parents, grandfather
and grandmother, uncles, aunties and their children.
Key unit competence: Be able to understand members of the extended family.
Learning objectives:
Knowledge and understanding
• Explain members of the extended family made up of children, parents,
grandfather and grandmother, uncles, aunties and their children.
Skills
• Draw the extended family relationship tree made up of children, parents,
grandfather and grandmother, uncles, aunts and their children.
• Differentiate the extended family relationships made up of children,
parents, grandfather and grandmother, uncles, aunts and their children.
Attitudes and values
• Show love for the extended family members.
• Respect for the extended family members.
Teaching aids
• Pictures and photos showing the formation of the extended family made
up of children, parents, grandfather, grandmother, uncles, aunts and
their children.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Prepare where the lesson will be conducted from and the required
teaching materials showing the extended family members and their
relationships.
• Pupils mention the names of the extended members of their families.
• Pupils show the relationships of the extended family members.

28
Teacher’s activities:
• Prepare enough teaching aids that can help a learner to show the
relationships of extended family members.
• Give learners learning activities that help them to draw the extended
family tree.
• Help learners do exercises by observing pictures showing extended
family members.
Learner’s activities:
• Observe pictures of extended family members.
• Discuss and identify extended family members.
• Do exercises on the relationships of the extended family members.
Skills acquired by the learner
• Explain clearly the relationships between extended family members.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Peace culture: This will be seen in the way learners listen to and
respect others in whatever they do.
• Inclusive education: Attention should be paid to learners with
special education needs. Gifted learners should be given more work in
the book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is seen in how the boys and girls work together in
groups, other activities and how they study together without problems.
More activities:
• Draw a picture of an extended family made up of children, parents,
grandfather and grandmother.
• Exercise:
• Learners discuss among themselves on the relationships of extended
family members made up of children, parents, grandfather and
grandmother.
• Draw an extended family tree made up of children, parents, grandfather
and grandmother.

29
Lesson 4: Extended family made up of children, parents, grandfather and
grandmother, uncles, aunts and their children, great grandfather
and great grandmothers
Key unit competence: Be able to understand members of the extended family.
Learning objectives:
Knowledge and understanding
• Explain members of the extended family made up of children, parents,
grandfather and grandmother, uncles and aunts and their children,
great grandfathers, great grandmothers.
Skills
• Draw the extended family relationship tree made up of children,
parents, grandfather and grandmother, uncles and aunts and their
children, great grandfather and great grandmothers
• Differentiate the extended family relationships made up of children,
parents, grandfather and grandmother, uncles and aunts and their
children, great grandfathers and great grandmothers.
Attitudes and values
• Show love for the extended family members
• Respect for the extended family members
Teaching aids
• Pictures and photos showing the formation of the extended family made
up of children, parents, grandfather and grandmother, uncles and
aunts and their children, great grandfathers and great grandmothers.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Prepare where the lesson will be conducted from and the required
teaching materials showing the extended family members and their
relationships.
• Pupils mention the names of the extended members of their families.
• Pupils show the relationships of the extended family members.

30
Teacher’s activities:
• Prepare enough teaching aids that can help a learner to show the
relationships of extended family members made up of children, parents,
grandfather and grandmother, uncles and aunts and their children,
great grandfathers and great grandmothers.
• Give learners activities that help them to draw the extended family
tree.
• Help learners do exercises by observing pictures showing extended
family members.
Learner’s activities:
• Observe pictures of extended family members.
• Discuss and identify extended family members.
• Do exercises on the relationships of the extended family members.
Skills acquired by the learner
• Explain clearly the relationships between extended family members.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Peace culture: This will be seen in the way learners listen to and
respect others in whatever they do.
• Inclusive education: Attention should be paid to learners with
special education needs. Gifted learners should be given more work in
the book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is seen in how the boys and girls work together in
groups, other activities and how they study together without problems.
Extra activities:
• Draw a picture of an extended family made up of children, parents,
grandfather and grandmother, uncles and aunts and their children,
great grandfathers and great grandmothers.
Exercise:
• Learners discuss among themselves on the relationships of extended
family members made up of children, parents, grandfather and
grandmother.

31
 • Draw an extended family tree made up of children, parents,
grandfather and grandmother, uncles and aunts and their children,
great grandfathers and great grandmothers.

1.2 Answers to exercises on unit 1

1. Fill in using the relationship
a. The last child in a family is the last born.
b. Your mother’s elder sister is your aunt.
c. You are the nephew to your uncle.
d. You are the niece to your aunt.
2. Answer
a. What is the relationship between you and your aunt’s children?
They are my cousins.
b. What is the relationship between you and your uncle’s
children?
They are my cousins.
c. What is the relationship between you and your grandmother’s
husband?
He is my grandfather.
d. What is the relationship between you and your grandfather’s wife?
She is my grandmother.
e. What is the relationship between you and your great grandmother’s
husband?
He is my great grandfather.
f. What is the relationship between you and your great grandfather’s
wife?
She is my great grandmother.

1.3 answers to revision on unit 1

1. Fill in the missing word.
a. My father’s parents are my grandfather and grandmother.
b. The child who was born first is known as the first born.
c. The child who was born last is known as the last born.
d. The children of my grandfather’s and grandmother’s child are known
as grandchildren.
e. The second child is known as the second born.

32
2. Explain the relationship between you and:
a. Your maternal uncle: I am his niece/nephew
b. Your aunt: I am her niece/nephew
c. Your uncle: I am his niece/nephew
d. Your aunt: I am her niece/nephew
e. Your grandfather: I am his grandchild.
f. Your grandmother: I am her grandchild.
3. Explain the following words:
a. A nephew: is a son of your sister or brother
b. A niece: is a daughter of your sister or brother
c. A great grandchild: is a child of your grandchild.
4. What is your relationship with the following people?
a. Your father’s sister: paternal aunt
b. Your father’s elder brother: paternal uncle
c. Your father’s father or your mother’s father: grandfather
d. Your father’s mother or your mother’s mother: grandmother
e. Your mother’s brother: maternal uncle
f. Your mother’s sister: maternal aunt
g. Your uncle’s children: Cousins
h. Your aunt’s children: cousins.
i. Your sister’s children: nieces/nephews
j. Your brother’s children: nieces/nephews
5. Match those that mean the same:
1) c 4) f 7) i 10) d
2) h 5) b 8) k 11) e
3) a 6) g 9) j
6. Answer the following:
a. What is the relationship between you and your aunt’s
children?
They are my cousins
b. What is the relationship between you and your uncle’s
children?
They are my cousins
c. What is the relationship between you and your grandmother’s
husband?

33
 He is my grandfather
d. What is the relationship between you and your grandfather’s
wife?
She is my grandmother
e. What is the relationship between you and your great
grandmother’s husband?
He is my great grandfather
f. What is the relationship between you and your great grandfather’s
wife?
She is my great grandmother.
7. Fill in the missing word:
a. A nuclear family is composed of …………………….and………………
children and parents.
b. A family that is not nuclear is……………
Extended family.

34
 UNIT 2
SCHOOL, VILLAGE AND CELL

2.1 Topics in unit 2

Number Topics

1 Pupils’ responsibilities at school and home

Good things of doing responsibilities/work and dangers of not

2
doing responsibilities

3 Rwanda national flag

4 Village property and ways of caring and handling them

5 Village leaders and their responsibilities

6 Cell property and ways of caring and handlingthem

7 Cell leaders and their responsibilities

Lesson 1: Pupils’ responsibilities at school and home

Key unit competence: Be able to understand the responsibilities of a pupil,
property of a village and cell.
Learning objectives:
Knowledge and understanding
• Explain responsibilities/work of pupils at home and at school
Skills
• Perform the pupil’s responsibilities
Attitudes and values
• Respect school leaders, rules and regulations and live in harmony with
others at school and at home

35
Teaching aids
• Pictures and photos showing the responsibilities/work of pupils at
school and at home
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Prepare where the lesson will be conducted from and the needed
teaching materials showing pupils’ work at school and at home
• Pupils mention what they are supposed to do and what they are not
supposed to do at school and at home
• Pupils show their roles at school and at home, and explain how they do
them.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner to show how they
do their work
• Guide group discussions and help learners observe carefully pictures
showing pupils doing their responsibilities at school and at home.
• Give learners activities that will help them explain their responsibilities/
work at school and at home
Learner’s activities:
• Observe pictures showing learners doing their responsibilities at school
and at home
• Discuss and explain how they do their responsibilities
• Do exercises on explaining their work at school and at home.
Skills acquired by the learner
• Help each other, explain clearly his/her ideas and doing his/her
responsibilities at school and at home.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Environmental protection: This is shown by how pupils protect and
keep them as one of their work.

36
 • Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
Extra activities:
• Learners identify their work at school and at home and explain how
they do them.
Exercise:
• Learners discuss among themselves on their work at school and at
home and how each do them.
• Talk to parents and they explain to them their work at home and seek
their advice on how best they can do them.
Lesson 2: Good things of doing work and dangers of not doing work at school
Key unit competence: Be able to understand the good things of doing work
and dangers of not doing them.
Learning objectives:
Knowledge and understanding
• Identify the benefits of doing responsibilities/work at school and at
home and the dangers of not doing them.
Skills
• Perform well one’s responsibilities at school and at home.
Attitudes and values
• Show the culture of doing work at school and at home.
Teaching aids
• Pictures and photos showing the benefits of doing work at school and at
home and the dangers of not doing them.
Sources
• Pupil’s book, teacher’s book and social studies curriculum

37
Sub-topic areas:
Brainstorming
• Learners mention the benefits of doing work at school and at home and
the dangers of not doing them – by observing the pictures showing the
two structures.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner showing the
benefits of doing work at school and at home and dangers of not doing
them.
• Guide learners in observing the pictures on the benefits of doing work
at school and at home and the dangers of not doing them.
• Give learners activities that help them to explain the benefits of doing
work at school and at home and the dangers of not doing them.
Learner’s activities:
• Observe and discuss pictures on the benefits of doing work at school
and at home and the dangers of not doing them.
• Do exercises on the topic.
Skills acquired by the learner
• Help each other in doing work at school and at home.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Environmental protection: This is shown by how pupils protect and
keep them as one of their work.
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
More activities:
• Observe wherever they go for the benefits of doing work at school and

38
 at home and the dangers of not doing them.
• Exercise:
• Learners discuss among themselves on the benefits of doing work at
school and at home and the dangers of not doing them.
• Everyone to talk about him/herself.
Lesson 3: Rwanda national flag
Key unit competence: Be able to draw Rwanda national flag and explain its
features.
Learning objectives:
Knowledge and understanding
• Identify the colours of Rwanda national flag.
Skills
• Draw the colours making up Rwanda national flag.
Attitudes and values
• Show the culture of respecting national symbols.
Teaching aids
• Rwanda National Flag, Picture of the national flag.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Activity: Get out of the classroom and observe the national flag.
• Questions related to the national flag.
Example:
a. How many colours make up the Rwanda national flag?
• They are three. Blue, Yellow and Green plus the sun.
b. Where else do you see the raised national flag?
• Government institutions.
c. How do people behave when they are singing the national anthem by
the national flag?

39
 • They stand at attention to pay respect.
Teacher’s activities:
• Ask learners to observe the national flag carefully, draw it showing its
colours as they follow each other, and include the sun.
• Give instructions on how to draw the national flag and the time it will
take, then check if they are doing it well.
Learner’s activities:
• Follow the teacher’s instructions and draw the national flag well –
according to its colours, and other features on it.
• Everyone shows others how he/she has drawn it and they make
comparisons.
Skills acquired by the learner
• Explain clearly his/her ideas, observing and working together with
others and respect government symbols wherever they are.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Attention should be paid to learners with
special education needs. Gifted learners should be given more work in
the book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is seen in how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This will be seen in the way learners listen to and
respect others in whatever they do.
More activities:
• Everyone to draw the Rwanda National Flag without looking at it and
then show his/her picture.
Exercise:
• Identify countries whose national flags have similar colours with those
of the Rwanda National Flag and explain the differences.
Lesson 4: Property of a village and ways of caring and handling them
Key unit competence: Be able to understand the features of the cell and how
to keep them

40
Learning objectives:
Knowledge and understanding
• Identify the main property of a village and explain how they can be
kept.
Skills
• Differentiate main property of a village and explain ways of protecting
and keeping them.
Attitudes and values
• Appreciate the property of a village and show the culture of protecting
and keeping them.
Teaching aids
• Pictures and photos showing the main property of a village and how
they can be protected and kept.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Pupils mention the main property of a village and explain ways of
protecting and keeping them – after observing pictures and photos and
discussing them. They can as well go and see them.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner show the main
property of a village and explain the ways of protecting and keeping
them.
• Guide learners do exercises on observing pictures and photos showing
main property of a village.
• Give learners activities that help them to explain the main property of
a village and explain ways of protecting and keeping them.
Learner’s activities:
• Observe, discuss and identify the main property of a village and explain
ways of protecting and keeping them.
• Do exercises on the topic.

41
Skills acquired by the learner
• Observe and explain clearly the differences between the main property
of a village and a cell.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Environmental protection: This is shown by how pupils protect and
keep the property of the village and the cell they live in.
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
More activities:
• Apart from the exercises in the pupil’s book, learners can be asked to
discuss the main property of their village and match them with the cell
where their school is located.
Exercise:
• Learners discuss with their parents the main property of their cell and
how they can protect and keep them – and then present to their fellow
pupils.
Lesson 5: Village leaders and their responsibilities/work.
Key unit competence: Be able to understand village leaders and their work.
Learning objectives:
Knowledge and understanding
• Identify the village leadership committee members and their
responsibilities.
Skills
• Differentiate the village leadership committee members and their work.

42
Attitudes and values
• Respect village leaders and seek their help when need arises.
Teaching aids
• Pictures and photos showing village leadership committee members
and their work.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Pupils themselves brainstorm on what they are going to learn after
observing the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner show village
leadership committee members and their responsibilities/work.
• Guide learners to do exercises on observing pictures and photos showing
leadership committee members, discussions or visiting them.
• Give learners activities that help them to differentiate village leadership
committee members and explain their responsibilities/work.
Learner’s activities:
• Observe, discuss and identify the village leadership committee members
and explain their work.
• Do exercises on the topic.
Skills acquired by the learner
• Explaining clearly the importance of leadership giving their work.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Environmental protection: This is shown by how pupils protect and
maintain the environment they live in.
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given moderate exercises. Those with

43
 disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
Extra activities:
• Apart from the exercises in the pupil’s book, learners can be asked to
discuss the work of the leadership committee members.
Exercise:
• Learners discuss with their parents on the leadership committee
members and their work.
Lesson 6: Cellproperty and ways of caring and handlingthem
Key unit competence: Be able to understand the property of a cell and how to
protect and keep them.
Learning objectives:
Knowledge and understanding
• Identify the mainpropertyof a cell and different ways of protecting and
keeping them.
Skills
• Differentiate the main property of a cell and explain different ways of
protecting and keeping them.
Attitudes and values
• Appreciate the main property of a cell and show the culture of protecting
and keeping them.
Teaching aids
• Pictures and photos showing main property of a cell and how they can
be protected and kept.
Sources
• Pupil’s book, teacher’s book and social studies curriculum

44
Sub-topic areas:
Brainstorming
• Learners themselves identify the main property of a cell and explain
the different ways of protecting and keeping them – after observing the
pictures and photos showing this property. They can also go out and see
the property.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner show the main
property of a cell and explain the different ways of protecting and
keeping them.
• Guide learners to do exercises on observing pictures and photos showing
main property of a cell, discussions or going out and see them.
• Give learners activities that help them to explain the main property of
a cell and explain different way of protecting and keeping them.
Learner’s activities:
• Observe, talk about and identify the main property of a cell and explain
different ways of protecting and keeping them.
• Do exercises on the topic.
Skills acquired by the learner
• Explain clearly and differentiating the main property of a cell.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Environmental protection: This is shown by how pupils protect and
keep the property of the cell they live in and their school.
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.

45
More activities:
• Apart from the exercises in the pupil’s book, learners can be asked to
talk about the main property of their cell and how they can protect and
keep them – and then present to their fellow pupils.
Exercise:
• Learners discuss with their parents on the main property of a cell and
how best they can protect and keep them – and then present to their
fellow pupils.
Lesson 7: Cell leaders and their Works
Key unit competence: Be able to understand cell leaders and their work.
Learning objectives:
Knowledge and understanding
• Identify the leadership committee members of the cell and their work.
Skills
• Differentiate the leadership committee members of the cell and their
work.
Attitudes and values
• Respect cell leaders and seek their help when there is a need.
Teaching aids
• Pictures and photos showing leadership committee members of a cell
and their work.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Pupils themselves brainstorm on what they are going to learn after
observing the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner show cell
leadership committee members and their work.
• Guide learners to do exercises on observing pictures and photos showing

46
 cell leadership committee members and their work, discussions or
visiting them.
Learner’s activities:
• Observe, discuss and identify cell leadership committee members and
explain their work.
• Do exercises on the topic.
Skills acquired by the learner
• Explain clearly the importance of leadership giving their work.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
More activities:
• Apart from the exercises in the pupil’s book, learners can be asked to
talk about mostly the work of the leadership committee members.
• Ask the names of cell leadership committee where the school is located.
Exercise:
• Learners discuss with their parents on cell leadership committee
members and their work.

2.2 Answers to exercises on unit 2

1. Explain the school rules and how you obey them
• Going to school on time, putting on school uniform
• Respecting the school time table, cleanliness and protecting the
environment
• Respecting teachers and fellow pupils.

47
 2. Give examples of what you do at school
• Cleaning the classroom, materials and the school compound
3. What duty/work are you allowed to do at home?
• Fetching water, cleaning utensils, keeping away utensils after using
them, keeping things safely, making my bed, making errands nearby.
4. Studying hard is your role. Do you do it as required: Explain?
Yes, because I have to study hard so that in future I can become someone who
can help myself and others.
Answer to the exercise in the pupil’s book
Mention something good that happened to you after doing your work at school.
Explain how it happened.
I studied hard and passed – coming first. My parents were happy, my teachers
and all others we stay with gave me gifts. I was also happy and committed to
continue performing well.
Answers to the exercise in the pupil’s book
Are there any benefits of doing your work at school and at home?
Yes.
a. Which ones?
It pleases the parents and other people we stay together like me for that.
b. Was it of any use to you?
It pleased and showed me that there are things that I can do very well
or better.
c) From now onwards, what will you do so that you keep doing better?
I will try to do my work and help others to do theirs. I will try to be self-
motivated.
Answers to exercises on page 18 in the pupil’s book
1. Give four examples of the main property of the cell where your school
is located.
It depends on the cell.
2. Which property of the cell are not in the cell where your school is
located?
It depends on the school and where it is located
3. Which property are not found in the cell where your school is located?
It depends on the cell and the location of the school.

48
Answers to exercises in the pupil’s book
1. Give examples of the work done during Umuganda/community work
in your cell.
Building of important places, building houses for the poorest families,
etc.
2. Explain why the people living in the village must protect and keep
its main property.
To make them useful to the people.
3. State your role in protecting and maintaining the property of your
village.
Protecting and keeping the property.
4. What can you do if you find people destroying important places in
your village?
Reporting them to the elders.
5. Give examples of important places found in your village.
Roads, schools, dispensaries, markets, etc.
6. Fill in the following using:

Protecting the environment Destroying the environment

Dumping rubbish in a pit Littering papers in the road

Cleaning classrooms Damaging water pipes

Planting trees along the road

Answers to exercises of the pupil’s book

1. All members of the village leadership committee abide by the
government policies.
2. It is made up of five people:
• The village chief
• In charge of social welfare
• In charge of security
• In charge of information
• In charge of development
3. a) In charge of development
b) In charge of security

49
Answer to exercises in the pupil’s book
All answers depend on the cell where they live.
Answer to exercises in the pupil’s book
1. Make follow up of government policies in the cell
2. Leadership committee and the Executive Secretary
3. a) Leadership committee
b) In charge of social welfare
c) Executive Secretary

2.3 Answers to revision on unit 2

1.

Responsibilities/work of the learner Responsibilities/work of the

at school learner at home

Studying well Helping parents

Respecting time Cleaning your bedroom

Behaving well Behaving well

Respecting teachers Doing home work

Handling well school equipment Respecting parents

Obeying school rules and Handling well home

regulations equipment

Wearing school uniform

2. Answer Yes or No.

a) Yes b) Yes c) Yes
d) No e) Yes f) Yes
3. Match the parts of the national flag and the actual meaning
a) Blue Peace and happiness
b) Yellow Development
c) Green Transparency
d) Sunrays Hope to achieve wealth
4. Put a circle on the work of the In-charge of social welfare in the
village

50
 • Education • Village leadership
• Development • Health insurance
• Information • Government policies
• Security • Family planning
• Hygiene • Village representative
• Health • Immunization
5. Fill in with the appropriate word
a) The village is the smallest unit of administration.
b) The cell is made up of villages.
c) After the village, the next level is the cell.
d) The cell advisory committee assists cell leadership.
6. Complete the table below putting responsibilities/work in the proper
place

Responsibilities/work of cell Responsibilities/work of the cell

advisory committee executive secretary

Reviewing and approving the Administering the cell and

budget representing it on other levels

Follow up of government policies Follow up on Project operating

in the cell in the cell

51
 UNIT 3
HYGIENE

3.1 Topics in unit 3

Number Topics
1 Water hygiene
2 Hygiene for foods and drinks and its importance
3 Dangers of not having hygiene for food and drinks

Lesson 1: Water hygiene

Key unit competence: Be able to adopt the virtue of food hygiene and avoid
poor hygiene related diseases.
Learning objectives:
Knowledge and understanding
• Explain how water is treated.
Skills
• Being able to treat water for personal use.
Attitudes and values
• Support the goodness of treating water and the habit of drinking clean
water
Teaching aids
• Pictures and photos showing water treating processes.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Pupils brainstorm what they are going to study after observing the

52
 pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help learner showing water
treating processes and keeping it.
• Guide group discussions on water treatment processes.
• Give learners activities that will help them differentiate the processes
of water treatment.
Learner’s activities:
• Discuss different processes of water treatment.
• Do exercises on water treatment processes.
Skills acquired by the learner
• Observe, discuss and explain the different processes of water treatment.
• Work with others in groups.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Welfare resulting from using treated water.
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
More activities:
• Apart from the exercises in the pupil’s book, learners can be asked to
treat water together with learners from other classes.
Exercise:
• Ask learners to treat water at home and bring it to school and show it
to their peers.
Lesson 2: Hygiene for foods and drinks and its importance
Key unit competence: Be able to explain hygiene for food and drinks and its

53
importance
Learning objectives:
Knowledge and understanding
• Explore ways of cleaning food and drinks and its importance
Skills
• Treat foods and drinks.
Attitudes and values
• Have good health and support the goodness of cleaning food and safe
keeping drinks
Teaching aids
• Pictures and photos showing the processes of cleaning food and drinks
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Pupils brainstorm what they are going to study by looking at the
pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that show the processes of cleaning food
and drinks
• Guide them in exercises and discussions on the processes of cleaning
food and water.
• Give learners activities that help them to differentiate foods from
drinks.
Learner’s activities:
• Observe and discuss the processes of cleaning food and drinks.
• Do exercises on the topic.
Skills acquired by the learner
• Observe and work with others and do well the work allocated to him/
her.
Additional knowledge required of a teacher:

54
The teacher should understand cross cutting issues in every lesson:
• General welfare resulting from the use of clean food and drinks.
• Inclusive education: Paying attention to learners with special education
needs. Gifted learners should be given more work in the book. Slow
learners should be given medium exercises. Those with disabilities
should be given special care, e.g. those with low vision and the deaf
should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should be able to know how to treat water.
▫▫ The teacher should how to clean his/her hands.
More activities:
• Apart from exercises in the pupil’s book, learners can be asked to clean
other foods and drinks.
Exercise:
• Ask learners to clean foods and drinks at home and bring them to school
and show their peers.
Lesson 3: Dangers of poor hygiene for foodstuffs and drinks
Key unit competence: Be able to explain the dangers of not cleaning food
stuffs and drinks.
Learning objectives:
Knowledge and understanding
• Describe dangers of not cleaning food stuffs and drinks.
Skills
• Explain dangers of not cleaning food stuffs and drinks.
Attitudes and values
• Have good health and support the goodness of cleaning food and safe
keeping drinks
Teaching aids
• Pictures and photos showing dangers of not cleaning foods and drinks.

55
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners brainstorm on what they are going to study by looking at the
pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids on dangers of not cleaning food and
drinks.
• Guide learners in do exercises, observations, discussions on the dangers
of not cleaning foods and drinks.
• Give learners activities that enable them to understand the dangers of
not cleaning foods and drinks.
Learner’s activities:
• Observe, discuss and describe the dangers of not cleaning foods and
drinks.
• Do exercises on the topic.
Skills acquired by the learner
• Observe and work with others, and do well assigned work.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• General welfare resulting from cleaning foods and drinks.
• Inclusive education: Attention should be paid to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is seen in how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This will be seen in the way learners listen to and
respect others in whatever they do.
▫▫ The teacher should know how to treat water using chemicals
▫▫ The teacher should know how to clean his/her hands

56
 ▫▫ All diseases resulting from the dangers of not cleaning foods
and drinks.
More activities:
• Apart from exercises in the pupil’s book, learners can visit patients
suffering from diseases resulting from unclean foods and drinks.
• Exercise:
• Ask learners to discuss on the dangers of eating unwashed fruits,
contaminated foods, etc.
• Discuss children who eat food from dustbins.

3.2 Answers to revision questions on unit 3

Exercises in the pupil’s book
1. Why do we boil water?
To kill germs/microbes
2. Mention how they keep water for drinking.
It is kept in a clean container that has a cover.
Exercises in the pupil’s book
1. Look at the pictures carefully and put  on bad habits and on good habits.
1. 
2. 
3. 
4. 
2. Have you ever fallen sick as a result of drinking unclean water?
What did you do? Explain.
It depends on what happened to them.
3. Why are we advised to drink boiled water?
To avoid diseases resulting from drinking unclean water.
4. Give examples of diseases resulting from drinking unclean water.
Diarrhoea, worms, typhoid
Exercises in the pupil’s book
1. Washing hands before washing food stuffs.
It helps cleaning them thoroughly well.
2. It is necessary because it avoids diseases caused by uncleanliness.
3. Fruits, vegetables, root tubers, cereals

57
 4. Explanations change depending on what happened to individual
learners.
5. Explanations change depending on what happened to individual
learners.
Exercises in the pupil’s book
Look at the pictures carefully and mention good habits and bad ones,
giving reasons.
1. It is bad
2. It is good
3. It is bad
4. It is bad
5. It is good
6. It is bad
7. Why should we wash our hands before drinking water?
To avoid contaminating the cup we drink from.
8. Explain why it is important to drink from clean cups.
When they are unclean, they contaminate the drink.
9. Explain some of the dangers of eating or drinking unclean food stuffs
and drinks.
Diseases like worms, diarrhoea, etc.
Exercises in the pupil’s book
1. Explain the best way of avoiding the dangers of drinking unclean
drinks.
Keeping our drinks clean, keeping the cups clean, keeping all water
containers clean, and keeping ourselves clean as well.
2. State what you would do to avoid dangers caused by eating unclean
food stuffs.
Keeping the food stuffs clean, cooking food in clean containers with
covers, eating food from clean plates, keeping the food covered, keeping
clean ourselves as well.

58
3.3 Answers to revision questions on unit 3
1.

Disease Causes Prevention

Drinking unclean Drinking boiled water

Diarrhoea water or eating and eating clean food
unclean food stuffs stuffs

Drinking unclean Drinking boiled water

Worms water or eating and eating clean food
unclean food stuffs stuffs

Drinking unclean Drinking boiled water

Typhoid water or eating and eating clean food
unclean food stuffs stuffs

2. Also these:
1. Clean the sauce pan
2. Pour the water in a clean sauce pan
3. Put the covered sauce pan on a stove
4. Wait for the water to boil
5. Remove the sauce pans from the stove
6. Clean the jerry can for keeping in the water
7. Filter and put the boiled watering the jerry can
8. Put a cover on the jerry can
9. Keep the jerry can in a clean place
3. Vegetables, fruits, root tubers, cereals, legumes
4. Water, tea, banana beer, juice, sorghum beer, etc.

59
 UNIT 4 DISEASES

4.1 Topics in unit 4

Number Topics

1 Non-infectious diseases caused by poor hygiene

2 Diseases caused by poor feeding

Lesson 1: Non-infectious diseases caused by poor hygiene

Key unit competence: Be able to avoid non-infectious diseases.
Learning objectives:
Knowledge and understanding
• List non-infectious diseases.
Skills
• Explain how we can avoid non-infectious diseases.
Attitudes and values
• Support the culture of cleanliness and support good habits of avoiding
non-infectious diseases.
Teaching aids
• Pictures and photos showing different diseases caused by poor hygiene.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm on what they are going to study after
looking at the pictures and photos.

60
Teacher’s activities:
• Prepare enough teaching aids that can help learner identify diseases
caused by poor hygiene.
• Guide group discussions and help learners observe carefully pictures
and photos showing diseases caused by poor hygiene.
• Give learners activities that will help them explain the different
diseases caused by poor hygiene.
Learner’s activities:
• Observe, discuss and identify different diseases caused by poor hygiene.
• Do exercises on the topic.
Skills acquired by the learner
• Study and explain ideas about diseases caused by poor hygiene.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should know the different symptoms of non-
infectious diseases caused by poor hygiene.
More activities:
• Apart from the exercises in in the pupil’s book, learners can visit a
nearby dispensary and they tell them more about diseases caused by
poor hygiene.
Exercise:
• Ask learners to do an activity on how to avoid diseases caused by poor
hygiene.
Lesson 2: Diseases caused by poor feeding
Key unit competence: Be able to avoid non-infectious diseases caused by poor

61
feeding
Learning objectives:
Knowledge and understanding
• Identify different non-infectious diseases caused by poor feeding.
Skills
• Explain how to avoid non-infectious diseases caused by poor feeding.
Attitudes and values
• Show the culture of cleanliness and avoid non-infectious diseases
caused by poor feeding.
Teaching aids
• Pictures and photos showing non-infectious diseases caused by poor
feeding.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm on what they are going to study after
looking at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner showing non-
infectious diseases caused by poor feeding.
• Lead them in exercises and discussions on non-infectious diseases
caused by poor feeding.
• Give learners activities that help them to explain the dangers of poor
feeding.
Learner’s activities:
• Observe, identify and discuss non-infectious diseases caused by poor
feeding.
• Do exercises on the topic.
Skills acquired by the learner
• Analyse/study and explain ideas on non-infectious diseases caused by

62
 poor feeding.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should know the different symptoms of non-
infectious diseases caused by poor feeding.
More activities:
• Apart from the exercises in the pupil’s book, learners can visit patients
suffering from non-infectious diseases caused by poor feeding and see
how they are.
Exercise:
• Ask learners to discuss non-infectious diseases caused by poor feeding.

4.2 Answers to exercises on unit 4

Exercises in the pupil’s book
1. Give different examples of non-infectious diseases caused by poor
hygiene.
• Worms, jiggers, etc.
2. Explain the appropriate ways of avoiding non-infectious diseases
caused by poor hygiene.
• Body cleanliness, clean clothes, clean environment, clean food
stuffs, etc.
3. Using two examples, differentiate infectious and non-infectious
diseases caused by poor hygiene.
• Diarrhoea and cholera are infectious
• Worms and non-infectious.

63
Exercises in the pupil’s book
1. Give two examples of diseases caused by poor feeding.
• Kwashiorkor, stunt growth
2. What are the components of a balanced diet?
• Proteins
• Carbohydrates
• Vitamins
3. Give two examples on each components of a balanced diet.
• Proteins: meat, eggs, fish
• Carbohydrates: sweet potatoes, cassava, Irish potatoes
• Vitamins: vegetables, fruits
4. I am not selective and I eat a balanced diet.

4.3. Answers to revision questions on unit 4

1.

Infectious diseases Infectious diseases Infectious

caused by poor caused by poor diseases caused by
hygiene hygiene poor feeding

Cholera Worms Stunt growth

Diarrhoea Jiggers Kwashiorkor,

Skin diseases Typhoid Diarrhoea

2.

Carbohydrates Proteins Vitamins

Sweet potatoes Meat Vegetables

Cassava Egg Fruits

Irish potatoes Fish

Cereals Beans

64
 UNIT 5 RELATIONSHIPS AND GOOD
BEHAVIOUR

5.1 Topics in unit 5

Number Topics
1 Respecting Children’s rights and its importance
2 Child abuse and its avoidance
3 The culture of peace
4 Good behaviour at school
5 Private parts
6 Disability

Lesson 1: Respecting the rights of children and its importance

Key unit competence: Be able to support respect and being careful in everyday
life.
Learning objectives:
Knowledge and understanding
• Explain the rights of children
Skills
• Explain the rights of children and the importance of respecting them.
Attitudes and values
• Favour the rights of children.
Teaching aids
• Pictures and photos showing the rights of children.
Sources
• Pupil’s book, teacher’s book and social studies curriculum

65
Sub-topic areas:
Brainstorming
• The learners themselves brainstorm on what they are to study after
looking at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help learner on the rights of
children.
• Guide group discussions on the rights of children and the importance
of respecting them.
• Give learners activities that will help them explain the rights of children.
Learner’s activities:
• Discuss and explain the rights of children and the importance of
respecting them.
• Do exercises on the topic.
Skills acquired by the learner
• Study and explain clearly ideas on the rights of children.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should understand Human Rights.
More activities:
• Apart from the exercises in the pupil’s book, learners can observe in
school neighbourhood and see if the rights of children are respected.
Exercise:
• Ask learners to discuss the importance of respecting the rights of

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 children.
Lesson 2: Child abuse and its avoidance
Key unit competence: Be able to define/ child abuse, explain its causes and
how to avoid it.
Learning objectives:
Knowledge and understanding
• Identify the causes for child abuse.
Skills
• Explain how child abuse can be avoided.
Attitudes and values
• Advocate/favour for child abuse avoidance.
Teaching aids
• Pictures and photos showing people abusing children.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm what they are going to study after
looking at the pictures and the photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner identify causes
for child abuse.
• Guide exercises and discussions on child abuse and its avoidance.
• Give learners activities that help them to explain the causes of child
abuse and how it can be avoided.
Learner’s activities:
• Observe, discuss and identify causes for child abuse and how it can be
avoided.
• Do exercises on the topic.

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Skills acquired by the learner
• Study, explaining clearly ideas on child abuse.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should be knowledgeable of the different types of
child abuse.
More activities:
• Apart from the exercises in the pupil’s book, learners can act a play
showing how they were abused at school and at home – and explain
how they should avoid that abuse.
Exercise:
• Ask learners to discuss the causes of child abuse and decide on what to
do to avoid child abuse.
Lesson 3: The culture of peace
Key unit competence: Be able to explain the best way of living in harmony and spread the
culture of peace in games and studies.
Learning objectives:
Knowledge and understanding
• Identify the actions that promote peace.
Skills
• Explain ways of living together in harmony.
Attitudes and values
• Show actions of peace building.

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Teaching aids
• Pictures and photos showing learners doing actions that promote the
culture of peace.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm what they are going to study after
looking at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids to enable a learner explain how to live
with their peers in peace.
• Guide learners in exercises and discussion on the best ways of living
together in peace and promoting the culture of peace.
Learner’s activities:
• Study, discuss, identify and explain the best way of living together in
peace and how to promote the culture of peace.
• Do exercises on the topic.
Skills acquired by the learner
• Study and explain clearly ideas on the culture of peace.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Attention should be paid to learners with
special education needs. Gifted learners should be given more work in
the book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is seen in how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This will be seen in the way learners listen to and
respect others in whatever they do.
▫▫ The teacher should be able to understand actions and behaviours
that promote the culture of peace.

69
More activities:
• Apart from the exercises in the pupil’s book, learners can act a play on
the best way to live together in peace and how they should promote the
culture of peace.
Exercise:
• Ask learners to discuss the best way of living together in peace and how
they should promote the culture of peace.
Lesson 4: Good behaviour at school
Key unit competence: Be able to explain the best way to behave towards
peers and school leaders
Learning objectives:
Knowledge and understanding
• Explain different ways of good behaviour and its importance.
Skills
• Explain different ways of supporting good behaviour at school and its
importance
Attitudes and values
• Support respect, honesty, patience and give value to people and property
• Live in harmony with others
• Self-assessment on how he or she relates with others
Teaching aids
• Pictures and photos showing how learners live together in harmony at
school.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm on what they are going to study after
looking at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner to explain how

70
 he/she and the peers behave at schools.
• Ask learners to self-examine themselves and see if their behaviours are
good or not.
• Guide learners in do exercises and explain how they should respect
their peers, elders and school leaders.
• Give learners activities that help them to explain how they should show
respect and patience.
• Respect rules and regulations of the school.
Learner’s activities:
• Observe, discuss, identify and explain how learners should respect
their peers, elders and school leaders.
• Do exercises on the topic.
• Revise school rules and regulations and respect them as required.
Skills acquired by the learner
• Study and explain ideas on good behaviour at school.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should be able to explain the punishments for those
who do not respect school rules and regulations.
Extra activities:
• Apart from the exercises in the pupil’s book, learners can do the
following exercises:
1. Explain the importance of behaving well at school.
2. Do you take time to self-examine yourself to see if you behave well? Explain.

71
3. How do you behave in front of the school leaders?
4. What do school rules and regulations say? Explain.
Exercise:
• Ask learners to discuss the importance of respecting school rules and
regulations.
• Why are we required to show honesty and patience and respect people
and property?
• Learners discuss with their parents the main property of their cell and
how they can protect
Lesson 5: Private parts
Key unit competence: To show honesty, study, and avoid overspending in life.
Learning objectives:
Knowledge and understanding
• Identify acts that disrespect private parts.
Skills
• Explain how to avoid acts that disrespect private parts.
Attitudes and values
• Avoid sexual abuse and have a good life.
Teaching aids
• Pictures and photos showing bad acts that disrespect private parts.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm on what they are going to study after
looking at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner to explain some
of the acts interfering with private parts.
• Ask them to tell their experiences without fear.

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 • Guide learners do exercises on how they should avoid acts that disrespect
private parts.
• Give learners activities that help them to explain the dangers of acts
that disrespect private parts.
• Give learner an activity of making strategies to avoid acts that disrespect
private parts.
Learner’s activities:
• Observe, discuss and explain how they are going to avoid acts that
disrespect private parts.
• Do exercises on the topic.
• Explain the good behaviours that can help avoid acts that disrespect
private parts.
• Explain what he/she can do when a peer is being disrespected
Skills acquired by the learner
• Study, clear explanation of ideas on avoiding acts that disrespect his/
her private parts.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should be able to explain how to protect private
parts and keeping them clean.
More activities:
• Apart from the exercises in the pupil’s book, learners can do the
following:
1. Explain the importance of behaving well at school.
2. Do you ever take time to self-examine yourself ? Explain.

73
3. How do you behave in front of the school leaders?
4. What do your school rules and regulations say?
Exercise:
• Ask learners to discuss the importance of respecting school rules and
regulations.
• Why should we show honesty and respect other people wherever we
are?
Lesson 6: Disability
Key unit competence: Be able to show honesty.
Learning objectives:
Knowledge and understanding
• Explain a disability.
Skills
• Explain the rights of people with disabilities.
Attitudes and values
• Behave well towards people with disabilities.
• Self-acceptance by those with disabilities.
Teaching aids
• Pictures and photos showing people with different categories of
disabilities.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm on what they are going to study after
looking at the pictures and the photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner explain the word
‘disability’ using his/her own words.
• Be able to explain some causes of disabilities.

74
 • Guide learners in discussions on the rights of people with disabilities.
• Give learners activities that help them explain the necessity of giving
people with disabilities their rights.
• Give learners an activity on the strategies to punish those who abuse
people with disabilities.
Learner’s activities:
• Observe, discuss, identify and explain how they are going to show
respect for people with disabilities.
• Do exercises on the topic.
• Explain why people with disabilities should be given their rights.
• Explain what he/she can do in case a fellow peer abuses or disrespects
the rights of a person with disabilities.
Skills acquired by the learner
• Analyse, explaining clearly ideas on disabilities.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without segregation.
▫▫ The teacher should know how to handle people with disabilities
in his/her class.
▫▫ The teacher should be able to console learners with disabilities
especially when they recall what caused the disability.
More activities:
• Apart from the exercises in the pupil’s book, learners can do the
following activity:
• Explain what you would do in case you found someone violating/abusing
people with disabilities.

75
Exercise:
• Discuss on the benefits of including people with disabilities in their
activities.
• Why should we care for people with disabilities?
• Is it in order to deny children with disabilities he right to education?
Explain.

5.2 Answers to revision questions on unit 5

Exercises in the pupil’s book
Read and mention the rights respected
a. Mutesi got wet in the rain and she was given warm clothes to put on.
• Dressing is protection against dangers
b. Kagabo was given food on coming back from school.
• Eating.
c. Keza fell down as she was playing football. She had a broken bone
and they took her to the dispensary.
• Treatment
d. Muhire lost all his parents and is now looked after by Mbabazi.
• Looked after.
e. My brother will start school tomorrow.
• Studying.
Exercises in the pupil’s book
1. Explain the importance of respecting the rights of children.
• It helps the child grow well and have a healthy life and good living.
2. Are your rights respected? If they are respected, what do you think
will be the use of that?
• It depends on how every child is looked after – but the answers
should be in line with the first question.
Exercise in the pupil’s book
1. Explain what you would do
a) When you are abused.
b) When you find your friend being abused.
• I would report to the school authorities, village leaders, parents

76
 and other elderly people who can help. I can also report it to the
police.
2. Have you ever been abused? What did you do?
• It depends on what happened on individual learner.
Exercises in the pupil’s book
1. Give ways how you live in harmony with others while:
a) Playing together: We avoid harming one another, conflicting and
fighting.
b) Learning together: Avoiding making noise and working together in
groups
2. State things you should avoid when playing with your friends
• Avoid selfishness, fighting, denying them the ball, pushing them,
etc.
3. Give examples of the things to avoid when learning with others
• Disturbing during the lesson, obstructing them from seeing on the
blackboard, denying them materials, etc.
4. Mutesi
a) Plays with her friends only
b) Lends her friends books and explains to them happily.
c) She makes noise when in group work.
Exercises in the pupil’s book
1. We discuss and listen to one another as we talk.
2. Main things to avoid when talking with your friends:
• Monopolizing the talk, abusing them, mocking them, laughing at
them, disturbing them, etc.
Exercise in the pupil’s book
Main things you should do when you are in a group work with your friends
• Listening to others
• Avoid making noise
• Ask for forgiveness when we wrong others
• Forgiving when asked for
• Respecting other people’s ideas
• Speaking only when given time to do so

77
Exercise in the pupil’s book
Three school rules and regulations
• Wear school uniform
• Respect teachers
• Avoid coming to school late
• Avoid making noise in class
Exercise in the pupil’s book
How I behave in front of the school leader
• I first knock on the door
• I enter when he tells me to come in
• I greet him respectfully and calmly
• I talk to him while seated
• I say bye to him before I leave
Exercises in the pupil’s book
1. Give examples of what you should do to help your classmates with
disabilities
• Assisting them in difficult tasks
• Avoid inconveniencing them
2. Explain the way you behave towards your classmates.
• We love one another other
• We help one another other
• We respect one another, etc.
Exercises n the pupil’s book
1. What would you do once someone abuses you?
• I would tell my parents, teachers and other leaders very fast.
2. If someone gives you biscuits, chocolates, and others so that he/she
touches your sexual parts, would you accept? Explain.
• No. It is not good. It is just deceiving me. It is not right to allow him/
her touch my sexual parts.
Exercises in the pupil’s book
1. Explain the word ‘disability’

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 • This is the failure of some parts of the body to function well.
2. Mention some of the causes of disabilities.
• Diseases, accidents, being born with the disability
Exercises in the pupil’s book
1. Do people with disabilities have the rights like yours? Give reasons
why?
• Yes, every child has rights like others.
2. Explain what you would do in case you saw a person abusing a person
with disabilities.
• I would report him/her to teachers, parents and leaders.
3. Give four examples of the rights of the people with disabilities.
• Entertainment, appearing in public like others, education, treatment,
access to buildings with stairs/steps
4. Why should we protect our classmates with disabilities from abuse?
• Because there are some people who abuse them simply because they
cannot resist them – yet they are children like others.
• Assisting one another is a good practice that we should show.
5.3 Answers to revision questions on unit 5
1. (a) Yes (b) Yes (c) No (d) Yes (e) No (f) Yes
2.

Rights Abuse

Right to be listened to Beating

Right to play Punishing

Right to be treated

Right to life Abusing

Right to clothes Overburdening

3. (a) In discussions, it is important to speak when given the floor.

(b) Working in groups helps us gain more knowledge
(c) When I make a mistake, I ask for forgiveness.
(d) It is important to listen to every person without interruptions
(e) It is a bad habit to hurt your friends while playing together

79
(f) We should stop being selfish and share with our friends
(g) Shouting in class interrupts /disorganises your class mates
(h) We are encouraged to obey people who give us advice.
(i) When some parts of the body are not working well, then you have a
disability

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 UNIT 6
ECONOMY

6.1 Topics in unit 6

Number Topics
1 Basic needs
2 Problems to gain basic needs
3 Importance of money and dangers of not having gain to it
4 Proper ways of controlling money and dangers of misusing it
5 Main components of public assets and their control

Lesson 1: Basic needs in life

Key unit competence: Be able to differentiate basic needs from non-basic needs
Learning objectives:
Knowledge and understanding
• Identify basic needs and non-basic needs
Skills
• Explain basic needs and non-basic needs
Attitudes and values
• Avoid misuse of resources
Teaching aids
• Pictures and photos showing basic needs and non-basic needs
Sources
• Pupil’s book, teacher’s book and social studies curriculum

81
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm on what they are to study after looking
at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner explain basic
needs and non-basic needs.
• Ask learners to mention basic needs and non-basic needs in their life
• Guide learners in do exercises on how to access basic needs
• Give learners activities that will help them explain basic needs and
non-basic needs
• Give learners an activity on strategies to differentiate basic needs from
non-basic needs.
Learner’s activities:
• Observe, discuss and explain basic needs and non-basic needs.
• Do exercises on the topic.
• Explain the proper ways of using basic needs in life
• Explain how to differentiate basic needs from non-basic needs when
making priorities
Skills acquired by the learner
• Study and explain clearly ideas on basic needs and non-basic needs in
life
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s rights
without separation.

82
The teacher should:
▫▫ Explain fully basic needs and non-basic needs in life
▫▫ Differentiate groups of people and how they have different
needs
More activities:
• Apart from the exercises in the pupil’s book, learners can do exercises
of observing buyers in the market and differentiate basic needs from
non-basic needs.
Exercise:
• Ask learners to discuss the importance of differentiating basic needs
from non-basic needs.
Lesson 2: problems to gain basic needs
Key unit competence: Be able to explain the problems to gain basic needs
Learning objectives:
Knowledge and understanding
• Identify problems to basic needs and its result
Skills
• Explain the problems to basic needs and its result
Attitudes and values
• Avoid problems to basic needs and its result
• Proper use of basic needs
Teaching aids
• Pictures and photos showing problems caused by lack of basic needs
and its result
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm what they are going to study after
looking at the pictures and the photos.

83
Teacher’s activities:
• Prepare enough teaching aids that can help a learner explain the
problems caused by lack of basic needs and its result
• Ask learners to mention problems caused by lack of basic needs and its
result
• Guide learners in exercises on problems caused by lack of basic needs
and its result
• Give learners activities that help them to explain the problems caused
by lack of basic needs and its result
• Give learners an activity to make strategies on proper use and control
of basic needs
Learner’s activities:
• Observe, discuss and explain the problems caused by lack of basic needs
and its result.
• Do exercises on the topic.
• Explain the best ways of using basic needs and avoid problems caused
by lack of them.
Skills acquired by the learner
• Analyse/study, explaining clearly ideas on child abuse.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
The teacher should know how to:
▫▫ Explain fully basic needs and non-basic needs
▫▫ Differentiate groups of people and how they need different
basic needs, problems and its result

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More activities:
• Apart from the exercises in the pupil’s book, learners can go out and
visit people who had problems caused by lack of basic needs and its
result
• Play games on the theme.
Exercise:
• Ask learners to discuss the problems to gain basic needs and its result.
Lesson 3: Importance of money and dangers of not having access to it
Key unit competence: Be able to explain the importance of money
Learning objectives:
Knowledge and understanding
• Identify the importance of money, problems to getting money
Skills
• Explain the importance of money and problems to getting money
Attitudes and values
• Show proper ways of using money and develop a culture of saving
Teaching aids
• Pictures and photos showing the importance of money and problems to
getting money.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm what they are going to study after
looking at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids to enable a learner explain the importance
of money and the problems to getting it
• Ask learners to mention the importance of money and the problems to
getting it
• Guide learners in exercises to explain the importance of money and the

85
 problems to getting it
• Give learners activities that help them to explain the importance of
money and the problems to getting it
• Give learners an activity on strategies to proper ways of using money
and develop a culture of saving.
Learner’s activities:
• Study, discuss and explain the importance of money and the problems
to gaining it.
• Do exercises on the topic.
• Explain the proper ways of using money and saving
• Explain the problems to gaining money
Skills acquired by the learner
• study, observe, explain clearly ideas on the importance of money and
problems to gaining / getting it
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Attention should be paid to learners with
special education needs. Gifted learners should be given more work in
the book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is seen in how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This will be seen in the way learners listen to and
respect others in whatever they do.
▫▫ The teacher should know and explain fully how young children
should use money without becoming wonderers
Extra activities:
• Apart from the exercises in the pupil’s book, learners can go out and
visit nearby families and see if they have enough money for using in
their daily life and find out the problems they have in gaining money.
Exercise:
• Ask learners to act a play on the topic.

86
Lesson 4: Proper ways of controlling money and dangers of misusing it
Key unit competence: Be able to explain the proper ways of using money and
the dangers of misusing it.
Learning objectives:
Knowledge and understanding
• Identify the proper ways of using money and the dangers of misusing it
Skills
• Explain the proper ways of using money and the dangers of misusing it.
Attitudes and values
• Use money properly and develop a culture of saving
• Avoid the dangers of misusing money
Teaching aids
• Pictures and photos showing the proper use of money and the dangers
of misusing it
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm on what they are going to study after
looking at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner to explain the
proper ways of using money and the dangers of misusing it
• Ask learners to mention the proper ways of using money and the
dangers of misusing it.
• Guide learners in doing exercises explaining the proper ways of using
money and the dangers of misusing it
• Give learners activities that help them to understand the proper ways
of using money and the dangers of misusing it
• Give learners an activity to make strategies of using money properly
and to support the culture of saving – by avoiding misusing it

87
Learner’s activities:
• Observe, discuss, identify and explain how learners should respect
their classmates, elders and school leaders.
• Do exercises on the topic.
• Revise school rules and regulations and respect them as required.
Skills acquired by the learner
• Study, observe and explain clearly the proper ways of using money and
the dangers of misusing it
• Do exercises on the topic
• Explain the best way that can help in proper use of money and saving
– avoiding misusing it
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should be able to explain fully how young children
should use money without becoming wonderers.
More activities:
• Apart from the exercises in the pupil’s book, learners can do an activity
on using money well – avoiding misusing it
Exercise:
• Ask learners to act plays on the topic.
Lesson 5: Main components of public assets and their control
Key unit competence: Be able to explain the public assets in the village and
the cell and how they should be controlled

88
Learning objectives:
Knowledge and understanding
• Identify public assets
Skills
• Explain the main components of public assets in the village and the cell
Attitudes and values
• Support the culture of controlling public assets
• Support the culture of praising, accepting and being pleased with the
tourist attractions/beautiful places in the area.
Teaching aids
• Pictures and photos showing main components of public assets
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm on what they are going to study after
looking at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner to identify the
components of public assets
• Guide learners do make a study visit to observe nearby public assets.
• Ask learners to mention proper ways of controlling public assets.
• Guide learners in doing exercises to explain the best ways of controlling
public assets.
• Give learners activities that help them to mention every public asset
found in the village and the cell they live in – and what they should do
to control them well.
• Make strategies to take care of public assets.
Learner’s activities:
• Observe, discuss and identify the pubic assets in the village and the cell
they live in

89
 • Do exercises on the topic.
• Explain the best ways of controlling public assets in in the village and
the cell in which they live.
Skills acquired by the learner
• Study, observe, clear explanation of ideas on public assets found in the
village and cell they live in.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should be able to explain fully the components of
public assets in the village and cell and where they are found.
More activities:
• Apart from the exercises in the pupil’s book, learners can explain how
the village and cell residents take care of the public assets
Exercise:
• Ask learners to make posters on the need to maintain/take care of public
assets found in villages and cells - and put them up in the classroom
and where school announcements are put.

6.2 Answers to revision questions on unit 6

Exercises on page 52in the pupil’s book
1. Explain the word ‘basic needs in life’
• Things needed in order to live
2. Give 4 examples of basic needs in life.
• Food and drinks
• Shelter

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 • Clothes
• Medicine
3. A child who is not provided with basic needs does not grow well, he/
she becomes a wonderer and is ever sick
Exercises in the pupil’s book
1. Four examples of non-basic needs
• Radio, television set, a car, a computer, etc.
2. Non-basic needs are needs we want to have but we can live without
them.
3. The difference between basic needs and non-basic needs in life is
that when basic needs are not provided, a person dies – while for
non-basic needs, we can still live without them.
Exercises in the pupil’s book
1. Examples of disasters that can make people lose basic needs:
• Heavy rains, strong winds, sunshine, earthquakes, volcanic eruption,
etc.
2. Have you ever lost basic needs in life? What were the causes?
• This will depend on individual experience.
Exercise in the pupil’s book
Have you ever been affected by the loss of basic needs? Explain.
• This will depend on individual experience
Exercise in the pupil’s book
1. The importance of money to children of your age is:
• They use it for buying a domestic animal
• They buy school materials
• They buy clothes and other materials/things.
The importance of money to a family is:
• They buy food stuffs
• They pay school fees and medical insurance
• They pay transport fees
• They buy other materials needed at home.

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Exercises in the pupil’s book
1. The role of every pupil in avoiding the problems to gaining
money
Everyone gives individual opinion
2. Give practices that can make a family fail to get money
• Poverty
• Laziness
• Drunkenness
• Many children in a family
• Disasters, etc.
Exercises in the pupil’s book
1. Have you ever had money problem in your family? What did you do?
• Everyone tells his/her peer his/her experience
• The teacher should listen to them and see to it that everyone pays
attention to what is being said.
2. Give examples of failure to get money at home.
• Poor living style, lack of clothes, lack of food, lack of medicine, etc.
Exercises in the pupil’s book
1. Make a list of what you want to buy before going to the market.
• It helps you to buy the things you need most, it helps you to use
money properly and avoid misusing it.
2. Explain the proper ways of keeping money.
• Keeping it safely in the bank, it in a safe, buying a property, etc.
Exercises in the pupil’s book
1. Have your parents ever been affected by the dangers of misusing
money? What did they do? Explain.
• Everyone tells his/her classmates what happened, the teacher
should listen to them and make sure everyone listens to what is
being said.
2. Dangers of misusing money
• Unhappiness, regret, quarrels, aggressiveness, hunger, poverty,
Exercises in the pupil’s book
a. Public assets are made up of:

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 • Dispensaries, markets, schools, bore holes, taxi park, roads, etc.
b. Who takes care of public assets?
• The government with the assistance of local administration.
Exercise in the pupil’s book
Explain the role you would play in the proper caring of public assets in
your village and cell
• I would avoid destroying them and making them dirty.

6.3 Answers to revision questions on unit 6

1. Separate the following and put them in their appropriate groups
Basic needs in life, needs

Basic needs in life Non-basic needs

Food A car

Medicine A computer

Water A television set

Clothes Exercise books

Shelter

2. Main problems to obtaining basic needs are:

• Poverty, hunger, laziness, drunkenness, disasters, diseases
3. People who were denied basic needs in life are characterised by the
following:
• Wandering, begging, ever falling sick, running away
4. If I am paid money, I would do the following:
• Keeping it in a box, buying a domestic animal, buying books,
keeping it with my parents.
5. Dangers/ problems hindering a family from getting money are:
• Unemployment, overspending, misuse of money, laziness, diseases,
producing many children.
6. The following crimes are committed by people who do not have money:
• Theft, prostitution, defaulting, coning

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7. The importance of making a list of goods to buy is:
• Counting well, to ensure that all you need are included, be
organized in making your purchases, helps you not to buy what is
not on the list.
8. Public assets are things used by all people without requesting the
owner. Private/personal assets belong to an individual and is not
public.
9. Put the following in their groups:

Public assets Private/personal assets

A market Rugira’s house

A dispensary Keza’s garden

A road Parents’ school

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 UNIT 7
ENVIRONMENT

7.1 Topics in unit 7

Number Topics

1 Directions

2 Environment

3 School population

Lesson 1: Directions
Key unit competence: Be able to do self-direction, direct others well and care
for environment.
Learning objectives:
Knowledge and understanding
• show where things and people are found using directions
Skills
• Show where thing sand people are found using directions
Attitudes and values
• Direct yourself and others
• Observe the surroundings
Teaching aids
• Pictures and photos showing public assets and people keeping them
Sources
• Pupil’s book, teacher’s book and social studies curriculum

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Sub-topic areas:
Brainstorming
• The learners themselves brainstorm on what they are to study after
looking at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help learner to explain directions
for things near the home or school
• Guide learners out of the school and trace what they are looking for
using directions.
• Ask learners to mention the main directions used to locate things.
• Guide learners to do exercises on giving directions of their homes and
public assets found in the village and the cell where they live
• Give learners activities that help them to understand directions.
• Give learners an activity of making strategies of using directions
studied whenever locating things.
Learner’s activities:
• Observe, discuss and identify the locations using directions.
• Do exercises on the topic.
• Explain better ways of giving directions.
Skills acquired by the learner
• Study, observe and explaining clearly ideas on how to show directions.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should know different words used in giving

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 directions.
▫▫ Use different types of a compass.
More activities:
• Apart from the exercises in the pupil’s book, learners can identify their
homes or public assets in the village or cell using directions.
Exercise:
• Ask learners to identify the direction of the school in comparison with
other schools using directions.
Lesson 2: Environment
Key unit competence: Be able to direct him/herself, direct others and protect
the environment
Learning objectives:
Knowledge and understanding
• Identify the components of the environment where the school is found
Skills
• Explain ways of protecting the environment
Attitudes and values
• Show the culture of environmental protection
Teaching aids
• Pictures and photos showing different environmental components
around the school and people doing communal work to protect them.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm what they are going to study after
looking at the pictures and the photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner identify the
components of the environment around the school

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 • Guide learners out of the class to observe the environment around the
school.
• Ask learners to mention the best ways of protecting the environment
around the school.
• Guide them in doing exercises to explain the best ways of protecting the
environment around the school.
• Give learners activities that help them to explain how they should show
the culture of protecting the environment at school and along the way
and at home.
• Give learners an activity of strategies to show the culture of protecting
the environment at school, along the way to school and at home.
Learner’s activities:
• Observe, discuss and identify the components of the environment
around the school
• Do exercises on the topic.
• Explain how they should show the culture of protecting the environment.
Skills acquired by the learner
• Study, observe and explain clearly ideas on environmental components
around the school and how best they can be protected.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should know well the location of the school and
have the map of the area to help explain well to the learners.
More activities:
• Apart from the exercises in the pupil’s book, learners can identify

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 environmental components around the school using directions.
Exercise:
• Ask learners to explain how best they can protect the environment
around the school.
Lesson 3: Environment
Key unit competence: Be able to direct him/herself, direct others and protect
the environment
Learning objectives:
Knowledge and understanding
• Show the importance of protecting the environment
Skills
• Explain the dangers of not protecting the environment
Attitudes and values
• Show the culture of environmental protection
Teaching aids
• Pictures showing the importance of protecting the environment and the
dangers of not protecting it.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm what they are going to study after
looking at the pictures and the photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner explain the
importance of protecting the environment
• Guide learners out of the classroom and carry out environmental
protection around the school.
• Ask learners to mention the dangers of not protecting the environment.

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 • Guide learners in exercises to explain the importance of environmental
protection.
• Give learners activities to explain why it is important to protect the
environment.
• Give learners an activity to make strategies on avoiding the dangers of
not protecting the environment.
Learner’s activities:
• Observe, discuss and explain the importance of protecting the
environment and the dangers of not protecting the environment
• Do exercises on the topic.
Skills acquired by the learner
• Study, observe and explain clearly ideas the dangers of not protecting
the environment.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should know well the location of the school and have its
map to help him/her explain the environmental components in the area
– how they are cared for and where failure to protect them has led to
negative result.
More activities:
• Apart from the exercises in the pupil’s book, learners can do an activity
on protecting the environment and the dangers of not protecting it.
Exercise:
• Ask learners to explain the importance of protecting the environment
and the dangers of not protecting it.

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Lesson 4: School population
Key unit competence: Be able to direct oneself and others in protecting the
environment.
Learning objectives:
Knowledge and understanding
• Collect and give the number of classmates.
Skills
• Counting and putting classmates in different groups.
Attitudes and values
• Show the culture of observation, analysis and comparison.
Teaching aids
• Pictures showing people carrying out general counting of people.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm what they are going to study after
looking at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids to enable a learner explain how to collect
numbers of similar items and compare their groups.
• Guide learners in counting classmates in the class and group them
according to age and sex.
• Ask learners to mention the ways of collecting numbers on similar
things and comparing their groups.
• Guide learners in exercises explaining the importance of knowing the
population totals of citizens or pupils.
• Give learners activities that enable them to explain the ways of
collecting numbers of similar items and compare their groups.
• Respect the activity of knowing the total number of people in the family
and their group – and explain to their peer.

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Learner’s activities:
• Observe, discuss and explain the best way to collect figures of similar
items and compare their groups.
• Do exercises on the topic.
• Explain the importance of knowing the total number of classmates and
the people they live together at home – and their groups.
Skills acquired by the learner
• Study, observe and explain clearly ideas on how pupils in the school are
counted.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Attention should be paid to learners with
special education needs. Gifted learners should be given more work in
the book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is seen in how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This will be seen in the way learners listen to and
respect others in whatever they do.
▫▫ The teacher should know the school well, total number of the
pupils and school staff.
More activities:
• Apart from the exercises in the pupil’s book, learners can count their
classmates and put them in groups basing on age, sex, height, size, tall,
short, etc.
Exercise:
• Ask learners to explain the importance of knowing the total number of
family members and their groups – and tell their classmates.

7.2 Answers to exercisses on unit 7

Exercises in the pupil’s book
1,2,3 the answers depend on where every item is. The teacher should ensure
that the answers given are in accordance with the reality of where they are.

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Exercises in the pupil’s book
1. People who use compass in their work:
• Tourists, pupils and teachers, long distance travellers, soldiers,
etc.
2. What you can use to direct someone:
• Directions, maps, compass, sign posts, fingers, etc.
Mention the cardinal points of a compass:
• North (N), South (S), East (E) and West (W).
Exercise in the pupil’s book
1. My role in protecting the environment around my school:
• I avoid destroying trees and flowers, I avoid throwing rubbish
about, I avoid burning trees, etc.
2. The main ways of protecting the environment in my area:
• Caring for them, protecting them, etc.
Exercises in the pupil’s book
1. Why should we protect the environment around our school?
• Because they are useful to us.
2. How do people in your area protect the environment?
• The organize communal work to care for them and add fertilizers,
etc.
3. Mention the type of mosquito that spreads malaria.
• Anopheles mosquito.
Exercises in the pupil’s book
1. Examples of diseases caused by not protecting the environment:
• Malaria, cholera, diarrhoea, etc.
2. Explain the result of erosion and landslides.
• Fertile top soil is washed away, landslides cause accidents, etc.
Exercise in the pupil’s book
1. How does your teacher tell those who are present and absent?
• Roll calling
2. What do your teachers do to know the total number of all pupils in
the school?

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 • They register pupils according to their classes.

7.3 Answers to revision questions on unit 7

1. When you want to identify places, you use a compass, sign posts and
a map.
2. Ten words that you can use to identify things nearby:
• Downwards, upwards
• In front, behind
• Right, left
• On, under
• In between, below
3. Different examples of environmental components I see while going
to school:
• Gardens, houses,
• A market, a dispensary,
• A church, roads,
• Bridges, shops,
• A forest, a swamp,
• A stream,
• Parks
4. Activities of environmental protection that pupils participate in
include:
• Planting trees and flowers
• Watering the trees and flowers
• Cleaning parks
• Sweeping compounds
5. Environmental protection is useful in the following ways:
• We do not fall sick,
• We live in a clean environment
• We are safe from accidents and disasters
• It controls soil erosion
6. In our village, we faced danger of not protecting the environment.
The parents and leaders took actions to protect the environment and

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 punish those who destroy it.
7. Population census aims at knowing the exact number of pupils or
citizens so that they can be properly planned for.
8. The main groupings to consider when counting pupils are:
• Their names
• Their parents’ names
• Sex
• Age
• Place of residence
• Place of birth
9. At the dispensary, at the sector, at the cell and at the village.

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 UNIT 8 TRANSPORT AND COMMU-
NICATION

8.1 Topics in unit 8

Number Topics

1 Types of transport and its importance

Types of communication, how it is carried out and its

2
importance

Lesson 1: Types of transport and its importance

Key unit competence: Be able to differentiate types of transport and
communication and their importance.
Learning objectives:
Knowledge and understanding
• Identify the types of transport.
Skills
• Explain the importance of transport in your area.
Attitudes and values
• Show the culture of protecting transport means.
Teaching aids
• Pictures showing different transport means.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• The learners themselves brainstorm on what they are to study after
looking at the pictures and photos.

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Teacher’s activities:
• Prepare enough teaching aids that can help learner explain transport
means in his/her area.
• Guide learners in explaining the importance of transport in daily life.
• Mention all types of transport and how it is done
• Guide learners in doing exercises to explain the importance of transport.
• Giving learners activities that will help them explain how transport is
done in their area.
• Give learners an activity to explain the means of transport in their
area.
Learner’s activities:
• Observe, discuss and explain the types of transport and how it is done
in their area.
• Do exercises on the topic.
• Explain well the importance of transport.
Skills acquired by the learner
• Study, observe and explain clearly ideas on transport and its importance.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should know the means of transport and how it is
done
Means activities:
• Apart from the exercises in the pupil’s book, learners can make a study
tour to see how means of transport used in the cell where the school is
found.

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Exercise:
• Ask learners to explain the types of transport used in the area, how it
is done and their importance.
Lesson 2: Types of communication, how it is carried out and its
importance
Key unit competence: Be able to differentiate types of transport from types of
communication and its importance.
Learning objectives:
Knowledge and understanding
• Identify the types of communication and how it is done
Skills
• Explain the importance of communication in the area.
Attitudes and values
• Show the culture of using communication tools well.
Teaching aids
• Pictures and photos showing communication tools and people using
them
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming
• Learners themselves brainstorm what they are going to study after
looking at the pictures and the photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner explain the types
of communication used in the area.
• Guide learners in the activity of explaining the importance of
communication in daily life.
• Ask learners to mention the names of communication tools used at
home and at school and the proper ways of using them.
• Guide learners in the exercises explaining the importance of
communication.

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 • Give learners activities that help them to explain how communication
is carried out in their area.
• Give learners an activity to explain how communication tools are used
and using them properly.
Learner’s activities:
• Observe, discuss and explain the types of transport and how they are
carried out in the area.
• Do exercises on the topic.
• Explain properly/well the importance of communication to the people
in their village.
Skills acquired by the learner
• Study, observe, explain clearly ideas on means used in communication
and its importance.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.
▫▫ The teacher should be informed on the means used in
communication and how they are done.
More activities:
• Apart from the exercises in the pupil’s book, learners can use some
of the communication tools available at school and act a play on
communication.
Exercise:
• Ask learners to explain the means of communication, how they are
carried out and its importance to the people in the area where the
school is located/found.

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8.2 Answers to revision questions on unit 8
Exercises on page 78 in the pupil’s book
1. Mention the types of transport:
a) Road transport
b) Water transport
c) Air transport
Exercises in the pupil’s book
1. Explain the importance of transport.
• It enables trade, helps in travelling, move from one area to another.
2. Transport in our cell helps people do trade, and travel to wherever
they want.
Exercise in the pupil’s book
1. Communication means mostly used in the area are telephones,
radios, letters, internet, etc.
Exercises in the pupil’s book
1. Communication means mostly used in the area helps people exchange
news, get information, communicate among themselves, send money
to one another, etc.

8.3 Answers to revision questions on unit 8

1.

Road transport Air transport Water transport

Vehicles Helicopters Boats

Motorcycles Aeroplanes

Bicycles Satellites

2. Transport in our village helps people to make money, transport their

produce to markets, etc.
3. Two examples of communication means you have at home are: radio
and telephone.
4. Complete the following table:

Communication tools Importance of communication tools

110
Radio Audio information
Television set Audio-visuel information
Computer Audio-visuel information
Telephone Audio-visuel information
Letter Written information
Sign post Written information

111
 UNIT 9 HOME AND SCHOOL MAIN
HISTORICAL EVENTS

9.1 Topics in unit 9

Number Topics
1 Home main historical events
2 School main historical events

Lesson 1: Home main historical events

Key unit competence: Be able to research and remember the history of your home
and school.
Learning objectives:
Knowledge and understanding
• Identify the main historical events at home and school
Skills
• Explain the main historical events at home and school
Attitudes and values
• Show the culture of remembering history
• Recognize where someone has come from and where he/she is going
• Show the culture of research
Teaching aids
• Pictures and photos showing the history of the school, or some other
place.
Sources
• Pupil’s book, teacher’s book and social studies curriculum
Sub-topic areas:
Brainstorming

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 • Learners themselves brainstorm on what they are to study after looking
at the pictures and photos.
Teacher’s activities:
• Prepare enough teaching aids that can help a learner explain historical
events of the school or home.
• Guide learners in the activity of the historical events that represented/
described their families or where they live.
• Ask learners to mention in brief the history of where they live.
• Guide learners in exercises of explaining the importance of knowing
the history of the school and area where you live or your family.
• Give learners activities that help them explain how understanding
history helps one to know where he/she has come from and where he/
she is going.
• Ask the school leaders the main historical events of the school.
Learner’s activities:
• Observe, discuss and explain the main historical events of the area,
school or the family.
• Do exercises on the topic.
• Explain properly the importance of history to people.
Skills acquired by the learner
• Study, observe and explain clearly ideas on the historical events that
represented the place where he/she live and the area where the school
is found.
Additional knowledge required of a teacher:
The teacher should understand cross cutting issues in every lesson:
• Inclusive education: Paying attention to learners with special
education needs. Gifted learners should be given more work in the
book. Slow learners should be given medium exercises. Those with
disabilities should be given special care, e.g. those with low vision and
the deaf should sit in front – and if possible, use special teaching aids.
• Gender equity: This is shown by how the boys and girls work together in
groups, other activities and how they study together without problems.
• Peace culture: This is shown by how learners respect each other’s
rights without separation.

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 ▫▫ The teacher should know very well the history of Rwanda
especially where the school is found and where the pupils live.
More activities:
• Apart from the exercises in the pupil’s book, learners can ask school
leaders about the history of the school or they can ask the village leaders
about its history.
Exercise:
• Ask learners to discuss the importance of respecting the rights of
children.
Lesson 2: School main historical events

9.2 Answers to revision questions on unit 9

1. Read and put  on the main historical events on an area.
• Heroic deeds 
• War 
• Research 
• Bad deeds
• Famine 
• Holidays 
• Games 
• Rescue 
• A famous person 
• Good governance 
• Bad governance 
• Violent behaviour 
• Insecurity 
2. The history of the past
3. Draw a circle around the main historical events of the school
a) Gifts given to the school
b) Donations given to the school
c) People who did not wish the school well
d) People who built the school

114
 e) Pupils who were indiscipline
f) Pupils who disobeyed the school
g) The person who officially opened the school
h) Pupils who disobeyed the school leaders
i) Old boys and old girls of the school who became leaders

9.3 Answers to revision 1 end of year

1. A family is made up of children and parents. Extended family includes
others who have relationships up to great grandfathers.
2. At school the pupils have the following responsibilities/work:
• Studying well
• Obeying school rule and regulations
• Wearing school uniform and keep clean
• Behaving well by respecting teachers and our classmates
• Observing the school time table
• Protecting the environment and school equipment/tools
• Avoid late coming and absenteeism.
3. At home, pupils have the work of helping their parents with work
like cleaning.
4. When pupils do their work at school, they perform well and are known
for that When pupils do their work at home, it pleases the parents.
5. The national flag of Rwanda is made up of three colours: Blue, Yellow
and Green.
6. It changes depending on where they live.
7. The village leadership committee is made up of five people:
• The village chief
• In-charge of social welfare
• In-charge of security
• In-charge of information
• In-charge of development
8. Answers change depending on where they live.
9. Administration levels of a cell:
• Advisory Council

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 • Executive Secretary
• Executive Committee
10. How we clean water at home:
• Cleaning the utensils
• Putting it in a utensil with a cover.
• Heating it to the boiling point
• Cleaning the container for keeping in the water
• Filtering the water
• Keeping it in a container with a cover
11. We have to clean fruits before eating them to avoid diseases resulting
from poor hygiene.
12. Poor hygiene for foods and drinks results into diseases like worms,
diarrhoea, typhoid, cholera, etc.
. Different diseases caused by poor hygiene: lice, jiggers, etc.
13. Non-infectious diseases caused by poor feeding: Kwashiorkor, stunt
growth
14. A child has rights to:
• Life
• Medicine and protection
• Food
• Citizenship
• Living in the family
• Play
• Education
• Clothes
15. It depends on the location of the school.
16. When you do not protect the environment:
• People are surrounded by bushes which are fearful
• Soil erosion destroys crops and the soil.
• People suffer from malaria and other diseases caused by poor
hygiene.

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9.4 Answers to revision 2 end of year
1. Child abuse is due to wickedness, drunkenness, ignorance, etc.
2. Abuse is characterised by:
• Beating the child
• Denying the child education
• Denying the child the right to play
• Criticizing the child
• Heavy punishments
• Denying the child medical treatment
• Denying the child clothes
• Denying the child freedom of expression
• Harassing the child
3. In obeying school rules and regulation, I:
• I wear school uniform and keep clean
• I respect my teachers and classmates
• I respect the school time table
• I protect the environment and school tools
• I am never late and absent
4. People with disabilities have the rights like: Food, drinks, medicine,
clothes, shelter, etc.
5. Basic needs include: food stuffs and drinks, medicine, clothes, shelter,
etc.
6. Dangers of lacking basic needs: poverty, death, wandering, begging,
hunger, insecurity, etc.
7. We use money to buy food stuffs, paying school fees, buying medicine,
buying clothes, transport fees, wages, etc.
8. Causes of lack of money: unemployment, laziness, disasters, disease
outbreaks, big number of children, misuse of money, conflicts, etc.
9. Dangers of lacking money: Theft, wandering, conning, jealousy, lack
of medicine, hostilities, defaulting, conflicts, endless debts, etc.
10. Good ways of using money: making a list of needs before going to
the market, buying at cheaper prices, buying goods that meet the
required standards, counting well the money, don’t buy what is not
on the list you made, keeping the money in the bank, avoid misusing
the money.

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11. and 12. Schools, dispensaries, roads, wells, springs, playgrounds, etc.
12. Upwards, downwards, in between, in front, behind, below, above,
down, etc.
13. It depends on the location of the school.

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 RELIGIOUS STUDIES
CHRISTIAN RELIGIOUS STUDIES

119
 UNIT 1 HUMAN BEINGS WERE
CREATED IN THE IMAGE
OF GOD
1.1. Key Unit Competence
The pupil will be able to differenciate humans from other creatures.

1.2. Prerequisite
Before undertaking this unit , the pupil should show the clear knowledge on the
sequence of creation from day one to day six Again he or she should have clear
knowledge of the people God created first

1.3. Cross-cutting issues

• Inclusive education: As a professional teacher you will cater and
treat equally for all learners equally boys and girls, more especially
those with speciall needs.
• Gender equality: Let all learners participate equally in your lessons
more especially in forming groups or choosing group leaders.
• Peace and values: Help learners to understand that as creaturs of
God they should live in peace, love and unity. This will lead to perfect
peace. The teacher explains religioous freedon where everyone has the
right to choose his or her religion. Emphasize that peole should respect
the beliefs of others.
• Environment and sustainability. Try to explain to student the role
of environment and encourage them participate in the activities of
protecting it at home and at school.

1.4. Introductory activity

The introductory activity is carried out outside the classroom where the teacher
takes student outside to watch various things in the environment, answering
questions related to creation. If carrying out the activity is not possible show
learners pictures of various animals and plants then ask them questions of
untroductory activity.

120
1.5. List of lessons
Unit 1 Objectives No of
periods

Using the images of creatures,

1 Humans were created in and reading from Holy 2
the image of God scriptures the pupil will be able
:
•• know the dignigty of
human being among
other creatures.
•• Explain the difference
between Human being
and other creatures.
•• Show values and help
others to buid unity in
the society.

Following the given examples,

2 Rwandese names that the pupil will be able: 1
regard to God •• To show that
Rwandese Know God
through the names
Rwandese give to their
Children

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 From Biblical passage and
3 God is the creator, Father religious experience the puoil 1
and Love will be able:
•• Clear understanding of
God’s love.
•• to love God and
neighbours

Using various rople plan about 1

4 Human being of the how Huma beings were given
Universe responsiblities by God, The
pupil will be able to :
•• To show the values of
human beings among
other creature

5 End Unit assessment 1

1.6 Guideline on lessons

1.6.1 Humans were created in the image of God
Using the images of creatures, and reading from Holy scriptures the pupil will
be able :
•• Know the dignigty of human being among other creatures.
•• Explain the difference between Human being and other creatures.
•• Show values and help others to buid unity in the society
a. Learning and teaching materials: Bible, Images, Pprojecteur
,ubusitani bw’ishuri.
b. Introductory of the lesson
The teacher uses the images of the creatures and other learning materials and
asks learners somes questions related to the images helps learners to recall the
account of creation. the teacher may also take them outside the classroom to
show them the nature and asks questions related to the lesson.i.

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Lesson planning

Teachers activities Learners activities

To lead student outside to observe different. Work actively in the groups
To help learners to communicate what they following the given instruction.
have seen to their fellow learners. Answer correctly assigned
Form groups of learners of average tasks :
numbers. To discuss and present findings
Gve out pictures, textbooks and images in groups.
to pupils so that they may observe and To listen to the word of God
answer related questions. (intangiriro 1 :27).
Reading and explaing the word of God. Relate the word of God and
Giving instructions of what to do in groups. everyday life.
Help learners in presenting fings and Take good actions about how
summaring the key points in the lesson they can concretize the word of
God

Answers to the introductory 1

1. Human beings, animals, water, Sum, stars, moon, universe, trees
2. First day : Light to separate night and day
Second day: Universe to separate earthly and Heavens water .
Third day: Plants of all kinds .
Fourth: Lights ( moon, sun, stars).
Fifth day: aquating animals. ibisimba, and flying animals in the sky.
Sixth day: Different animals that live on earth, and ended with creating
Human beings: He created Adam and Eve
3. It is a human being
Answers to the learning activity 1.1
1. People that were created are Adam and Eve
2. Human being is different from animals and other creature because
he was created in the image of God`
Answers to the application activity 1.1.
1. Fish, Crocodile, Hipopotamus.
2. Multiply, Be the master of earth .
3. In the Garden of Eden

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 4. He was created in the image of God, God gave him intelligence. and
a loving heart.
1.6.2 Names in Rwandan culture that regard God
a. Learning objectives : Following the given examples, the pupil
will be able to show that Rwandese Know God through the names
Rwandese give to their Children
b. Teaching and learning materials : Images .
c. Lesson delivery
Introduction
In groups, the learners discuss what happens after having a baby in the
family. They will discuss the ceremony of naming a child in the family and give
Kinyarwanda names Rwandese like to give to their children, after they will sort
out the names that regard God showing his power as the creature.
Lesson delivery

Teacher’s activity Learners activity

The teacher introduces the Listen to the word of God

lesson . Listen to the explanation of the word of God
Read to the learners the word and link it with the topic of the day.
of God (1Johni 3, 1-3). Work in group respecting given instruction
Form groups respecting from the teacher answering provided
gender balance and inclusion. questions.
. Present findings from group discussions
Prepare clear instructions for Write on board names of Rwandese and
the group activities differentiate names regarding God and other
Give out pictures and other names.
materials related to the group Explain how God is the creator, Father
activities Help and follow up and Love, Lord of whatever exists basing
group activities to monitor if on examples of Rwandese names provided
all learners are participating names.
actively. Link the Word of God with the discussion
Help learners to present and from the groups.
summarize findings from Link the word of God with the everyday life.
groups.
Take positive actions basing on the lesson of
Help the learners to keep key the day.
information from the lesson

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Answers to the learning activity 1.2
1. Men, women, children, parents, nimals (cows,birds), Bible
2. Holding a baby, Eating, giving names of children, praying.
3. Habimana, Atete.
4. Data ,Papa (God)
5. Protect, Love our neighbour, pray to God.
Answers to the application activity 1.2
1. Uwimana, Iyakaremye, Izabayo, Abimana.
2.

Names regarding God Other names

Bizumuremyi Habumugisha

Iradukunda Turatsinze

Niyomwungeri Gatete

Tuyisabe Manzi

Uwiduhaye Atete

Ihimbazwe Ineza

Dukundimana Mukakayumba

Uwayo Nzitabakuze
1.6.3 God the Father, Creator and Love
a. Learning objectives: From Biblical passage and religious
experience the pupil will be able:
•• Clearly understandGod’s love.
•• to love God and neighbours
b. Teaching and learning materials: Bible, Images.
c. Lesson delivery
Introduction: Group discussion on all things which show that God is creator
starting from what is visible: your parents are gifts from the parents from which
we respect our creation.

125
Teacher’s activity Learner’s activity

The teacher introduces the lesson . Listen to the word of God

Read to the learners the word of God Listen to the explanation of the
Form groups respecting gender balance and word of God and link it with
inclusion. . the topic of the day.
Prepare clear instructions for the group Work in group respecting given
activities instructions from the teacher
answering provided questions.
Give out pictures and other materials related
to the group activities Falitate and follow up Present findings from group
group activities to monitor if all learners are discussions
participating actively. Write on board names of
Help learners to present and summarize Rwandese and differentiate
findings from groups. Help the learners to names regarding God and
keep key information from the lesson other names.
Explain how God is creator,
Father and Love, Lord of
whatever exists basing on
examples of Rwandese names
provided names.
Link the Word of God with the
discussion from the groups.
Link the word of God with the
everyday life.
Take positive actions basing on
the lesson of the day.

Answers 1.3 to the learning Activity

1. God is called creator because he is the one who created heaven and
earh. He created humans beings and all other creatures.
2. God gives the power of procreation, he supports the needy, orphans
and widows
3. Hakuzimana, Harerimana.
4. Visit the sick, helping the poor , helping the orphans.
Answers to the application activity 1.3

1.6.4 Human being the master of the earth

a. Learning objectives : Using different role plays about how Huma

126
 beings were given responsiblities by God, The pupil will be able to
•• To show the values of human beings among other creature
b. Teaching and learning materials : Bible, images
c. Lesson delivery
Introduction: Discuss in groups all things that show God as the creator of
whatever exist
Lesson delivery

Teacher’s activity Learners activity

The teacher introduces the lesson . Carry out assigned tasks
Read to the learners the word of God Follow instructions in carrying out assigned
Form groups respecting gender tasks.
balance and inclusion. . Discuss on the environment.
Prepare clear instructions for the Share the findings to the whole group
group activities.
Give Examples of what God created
Give out pictures and other
materials related to the group Listen to the word of God and undestand that
activities. Help and follow up group Human being is the leaders of all creatures.
activities to monitor if all learners Link the Word of God with the discussion
are participating actively. from the groups.
Link the word of God with the everyday
life.
Take positive actions basing on the
lesson of the day.

1.7. Summary of the unit

In the beginning God created the heaven and the earth. Now the earth was
formless and empty, darkness was over the surface of the deep, and the Spirit
of God was hovering/floating over the waters.
And God said, “Let there be light,” and there was light. God saw that the light
was good, and he separated the light from the darkness. God called the light
“day,” and the darkness he called “night.” And there was evening, and there was
morning the first day.
And God said, “Let there be a vault between the waters to separate water from
water.” So God made the vault and separated the water under the vault from
the water above it. And it was so. God called the vault “sky.” And there was
evening, and there was morning the second day.

127
And God said, “Let the water under the sky be gathered to one place, and let
dry ground appear.” And it was so. God called the dry ground “land,” and the
gathered waters he called “seas.” And God saw that it was good.
Then God said, “Let the land produce vegetation: seed-bearing plants and trees
on the land that bear fruit with seed in it, according to their various kinds.” And
it was so. The land produced vegetation: plants bearing seed according to their
kinds and trees bearing fruit with seed in it according to their kinds. And God
saw that it was good. And there was evening, and there was morning the third
day.
And God said, “Let there be lights in the vault of the sky to separate the day
from the night, and let them serve as signs to mark sacred times, and days and
years, and let them be lights in the vault of the sky to give light on the earth.”
And it was so. God made two great lights the greater light to govern the day and
the lesser light to govern the night. He also made the stars. God set them in the
vault of the sky to give light on the earth, to govern the day and the night, and
to separate light from darkness. And God saw that it was good. And there was
evening, and there was morning the fourth day.
And God said, “Let the water teem with living creatures, and let birds fly above
the earth across the vault of the sky.” So God created the great creatures of the
sea and every living thing with which the water teems and that moves about
in it, according to their kinds, and every winged bird according to its kind. And
God saw that it was good (Genesis 1:1-21).

1.8 Addition information for the teacher

The teacher uses the Bible and read for the learners Biblical passage from(1
John 3, 1-3 ) in order to link what they studied and real life

Prayer
The teacher instructs learners to stand up for the prayer
The teachers says the following words and learners repeat
•• Lord God, I thank you because you created me in your image
•• Lord God, Lord God give the heart to respect everyone.

1.9. Answers to the end unit assessment 1

1. a) Image of God b) Intelligence and Love
2. a) Avoid sins b) Living well with everyone

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 3. Bizumuremyi God is Love
Harerimana God is creator
Niyomugenga God is Father
Iradukunda God is the Lord of all
creatures

1.10 Additional activities

Find in the table below Rwandese names that regard God.

G I R A N E Z A J Y N

A B I M A N A M O N I

T Y A I Z A B A Y O Y

A I N Z I N E Z A P O

R S Y E R E M I Y A M

A H I S H A K I Y E U

Y A R U T A N G A R G

I K A M A N A D N I E

H A N D A H A Y O C N

A B A Y I S E N G A G

D U S E N G I M A N A

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 UNIT 2
ROOTS OF SIN

2.1. Key Unit competence

The learner will be able to explain sin,, its roots, to prevent it and help others
not to fall into it.

2.2. Prerequisite
•• Differentiate right from wrong, good from bad
•• Avoid doing bad.

2.3. Cross-cutting issues

•• Gender: in all learning activities, the teacher will respect the gender
by involving all learners in the activities.
•• Peace and values: Learners will learn how to hate and prevent sin
•• Environment and sustainability: senzitizing and encouraging
learners to protect environment by reminding them that destroying
environment is a sin.

2.4. Guidance to the introductory activity

The teacher uses role plays showing bad things than happen in the society and
also how to hate and prevent sin in eveyday life.

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2.5. List of lessons
Lesson Learning objectives No of
Lessons

Using the word of God, and

images, the learner will be able
to:
Meaning of sin and
1 •• Identify and explain 2
roots of sin
the roots of sin
•• Explain how the sin
increases

Using the read word of God,

illustrations and examples from
everyday life, the learner will be
Consequences of sin to
2 able to: 3
God and to people
•• Identify the
consequences of sin to
God and to people

Using the role play, stories and

songs, the learner will be able to
Ways of avoiding and •• Identify positive
3 2
preventing sin practices and values
that help in preventing
and avoiding sin

1
4 End Unit assessment 2

2.6 Guidance to the lessons

2.6.1 Meaning and roots of sin
a. Learning objectives: Using the word of God, and images, the learner

131
 will be able to:
•• Identify and explain the roots of sin
•• Explain how the sin increases
a. Teaching and learning materials: Bible and Pictures
b. Lesson delivery
Intoduction
Discussing in groups about bad actions that people do which are obstacles to
people wellbeing.
Lesson delivery

Teacher’s activity Learners activity

Introduce the new lesson. Listen to the word of God.

Reading the word of God to learners ( Listen to the explanation of the
Genesis 2,16-17. 3,1-6). Word of God.
Explaining the word of God Working in groups
Give out pictures that help to get more Work in group respecting the given
information on the topic instruction.
Follow up what is being done in groups Presenting the findings from groups
and provide necessary support. Link the word of God with the topic
Help student to summarize information of the day and the everyday life
from groups Take positive action of putting into
Help learners to summarize and keep practice what they have learned.
key information about what they have
learnt

Answers to the introductory activity 2

1. They have eaten the forbidden fruit in the middle of the garden.
1. In the garden of Eden,
2. God forbids them to eat the fruit in the middle of the garden. This
was the tree of knowledge of Good and bad.
3. No, Human being desobeyed God and eat the fruits after being
deceived by a snake.
Answers to the learning activity 2.1
1. A child stealing notebooks, selfish child
2. Selfshness, stealing

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Answers to the end unit assessment 2.1
1. A sin is something that a person commits with full knowledge which
is bad to God and the people.
2. A person commits sins when he does something wrong to God and
neighbours with full knowledge and will.
3. Pride and jealousy.
b. Answers in the learner’s book.
2.6.2 Consequences of sins to God and and poeple
Learning objectives: Using the read word of God, illustrations and examples
from everyday life, the learner will be able to:
Identify the consequences of sin to God and to people.
a. Teaching and learning activities : Bible, pictures, projector
b. Lesson delivery
Introduction
The teacher will uses games and role plays that show the consequences of sins
in life.

133
Lesson delivery

Teaching Learners’introductivity

The teacher will introduce the lesson Listen to the word of God.
The teacher will read the Holy Scripture Listen to the explanation
which matches with what they have Working in group respecting the
observed. (Genesis 3,23-24). given instruction and answering
Give clear instructions on group questions.
activities. Present the findings in groups
Give out textbooks of social and religious Listen to the word of God (Genesis
studies and show clearly the pictures 3 :23-24).
thay have to observe. Link the word of God with what
To help and provide support during was present in groups.
group activities. Link the word of God with the
Help leaners to summarize the findings everyday life.
and keep important information related Take positive action on how to put
to the topic of the day. into practice the lesson learned.
Give homework to learners Do assigned homework.

Answers to learning activity 2.2

1. Adam and Eve found out that they were naked. God sent them away
from the Paradise
2. Death, To be put in prison, hatred,...
Answers to the application activity 2.2
1. We should hate sin because it has bad consequences to people and
God
2. Hatred, War
3. We should avoid sins because committing sins is disobeying God and
sin has bad consequences to people.
2.6.3 . Preventing and avoiding sins
Learning activities: Using the role play, stories and songs, the learner will
be able to
Identify positive practices and values that help in preventing and avoiding sin.
a. Teaching and learning activities : Bible, audio-visual devices,
pictures

134
 b. Methodology
Introduction
Tell a story to pupils regarding how to prevent and avoid sins
Teacher’s activity Learner’s activity

The teacher will introduce the lesson Listen to the word of God.
The teacher will read the Holy Listen to the explanation
Scripture which matches with what Working in group respecting the
they have observed (Exodus 20,1-17) given instruction and answering
Give clear instruction on group questions.
activities. Present the findings in groups
Give out textbooks of social and Listen to the word of God (Exodus
religious studies and indicate clearly 20,1-17).
the pictures thay have to observe. Link the word of God with what was
To help and provide support during present in groups.
group activities. Link the word of God with the
Help leaners to summarize the everyday life.
findings and keep important Take positive action on how to put
information related to the topic of the into practice the lesson learned.
day.
Do assigned homework.
Give homework to learners

Answers to the learning activity 2.3

1. A child who had an accident, a man giving money to a boy, a boy
praying
2. The man is trying to trick him
3. A boy had an accident and other children came to help him.
4. Obey our parents and avoid people who lead us into sin
Answers to applicaton activities 2.3
To obey parents, help my friends, respect people, praying, going to church, doing
good things, avoid bad, following advice from elders.

2.7 Summary of the Unit

The sin of human being is disobedience to God. The sin has many bad
consequences to God and to fellow humans. Human beings have freedom and
intelligence given by God. They help him to differentiate bad and good.

135
2.8 Additional information for the teacher
A sin is something that breaks the heart of the doer and separate him from
the love of God and his or neighbours. A person who commits a sin becomes
pyschologically troubled, isolate himself from people and from God. It is good
to be very sorry about ours sins and repent so that the love of God and our
neighbours is restored.

2.9 End Unit assessment 2

1. Adam and Eve disobeyed God
2. God sent them away from Eden
3. We should prevent sins because they are bad to God and to people
4. Children tell lies, do not respect their parents, refuse to go do bed,
refuse to do homework, refuse to go school,..

2.10. Additional actitivities

Match the sins in column A with consequences in column B
AB
•• Fornication - Being beaten,
•• Stealing - Getting HIV/AIDS
•• Disobeying our parents - People do not trust what you say

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 UNIT 3 GOD’S SALVATION PLAN
OF HUMANITY

3.1. Key unit competence

The pupil will be able to explain how God fulfilled his plan of salvation of
humanity choosing Israelites his people

3.2. Prerequisite
Before undertaking this unit, the pupil should have prior knowledge and
experience how God loved humans after creation, and how he continues to cater
for them in everyday life.

3.3. Cross-cutting issues

Gender: Emphasize that we were created equally men and women. God is our
Father. All of us are equal before God.
Peace and values: God wants us to live in perfect happiness. We too should
avoid sin, and wish others good things. We must be faithful to God and live in
peace with everyone.

3.4. Guidance to the introductory activity

Use role play on the story of Prophet Isaie announcing the coming of the Messiah.

3.5. List of lessons

Lesson Learning objectives No of lessons

1 The call of using the word of God, the pupil 1

Abraham will be able to
•• Explain the plan of
salvation of humanity
and God’s love from
creation

137
 2 The story of Joseph Using the word of God, the pupil 1
will be able
•• Tell the story of Joseph

3 God saving Israel Using the word of God the pupil 2

from Egypt will be able to
•• Help others in need

4 God showed to Using the word of God, the pupil 2

Israel his Love in will be able to
the desert •• Explain how God
showed his love to
Israel in the desert.

5 The story of David Using the word of God, the pupil 1

will be able to
•• Explain the role of
God in the choice of
Leadership in Israel

6 God revealed/ Using the word of God, the pupil 2

himself in Jesus will be able to
Christ •• Show how God
revealed himself in his
son Jesus Christ.
•• Have faith in risen
Lord Jesus Christ

End unit 1
assessment

3.6 Guidance to the lessons

3.6.1 The call of Abraham
using the word of God, the pupil will be able to
Explain the plan of salvation of humanity and God’s love from creation.
a. Learning and teaching materials: Bible, pictures
b. Methodology

138
Introduction
In groups, learners list examples of people who help us to know God in the
Churches and during prayers
Lesson
Teacher’s activity Learner’s activity

The teacher will introduce the lesson Listen to the word of God.
The teacher will read the Holy Listen to the explanation
Scripture which matches with what Working in group respecting the given
they have observed. (Genesis 12,1-5). instruction and answering questions.
Give clear instruction on group Present the findings in groups
activities. Listen to the word of God (Genesis
Give out textbooks of social and 12 :1-15).
religious studies and show clearly the Link the word of God with what was
pictures thay have to observe. present in groups.
To Help and provide support during Link the word of God with the
group activities. everyday life.
Help leaners to summarize the Take positive action on how to put
findings and keep important into practice the lesson learned.
information related to the topic of the
Do assigned homework.
day.
Give homework to learners

Answers to the introductory activity 3

1. Priests, pastors, a muslim
2. The responsibility of teaching the word of God
Answers to the application activity 3.1
1. Old man, people carrying things, a horse, Old man with a knife, O
boy lying on pieces of wood, Angel,...
2. Abraham is a man who was called by God to leave his country to a
country that God would show him
3. Isaac
4. God made a promise of making Abraham’s family Very big and
Father of all believers
Answers to the application activity 3.1
1. Abraham was a rich farmer. He lived in the country were people

139
 worship others gods. He did not have any child. He lived with his
wife Sara, workers and animals. One day, God called and he listened
and obeyed what he said.
2. God told Abraham to leave his country to another country that
God would show him
3. God promised Abraham blessing of Many children as many as the
stars in the sky and as many as the sand on the earth.
3.6.2 The story of Joseph
a. Learning objectives : Using the word of God, the pupil will be able
to tell the story of Joseph
b. Learning and teaching materials: Bible, pictures
c. Methodology
Intruduction/Revision
Correction of the homework on the call of Abraham. Read the word of God on
story of Joseph
Lesson

Teacher’s activity Learner’s activity

The teacher will introduce the lesson Listen to the word of God.
The teacher will read the Holy Listen to the explanation
Scripture which matches with what Working in group respecting the
they have observed. (Genesis 37,3-4, given instruction and answering
26-28). questions.
Give clear instruction on group Present the findings in groups
activities. Listen to the word of God (Genesis
Give out textbooks of social and 37,3-4, 26-28).
religious studies and indicate clearly Link the word of God with what was
the pictures thay have to observe. present in groups.
To help and provide support during Link the word of God with the
group activities. everyday life.
Help leaners to summarize the findings Take positive action on how to put
and keep important information into practice the lesson learned.
related to the topic of the day.
Do assigned homework.
Give homework to learners

140
Answers to the learning activity 3.2
1. Jacob produced 12
2. Jacob loved Joseph more than others
3. Jacob’s sons sold him because they were Jealous. His father has
bought for him a nice garment. I
4. His Brothers sold him to the Egyptian passengers who also sold him
to Potifar the daughter of Pharaoh.
5. He explained the dreams of Pharaoh, he forgave his brothers, he
became a good leader.
Answers to the application activity 3.2
1. They sold him because of Jealousy. His father loved him most
2. His brothers sold him to Egyptian passengers who also sold him to
Potifar the daughter of Pharaoh.
3. a) Joseph explained the Dreams of Pharaoh., b) Brothers of Joseph
because they had Jealousy about him.
4. Joseph was a Great leader in Egypt, and forgave his brothers. Joseph
invited his family to live with him in Egypt
5. Not to be jealousy
3.6.3 God saved israel from Egyptian captivity (Exodus, 1:8-14)
Learning objectives: Using the word of God, the pupil will be able to tell
shortly the life of Israel in Egypt and their journey to the promised land.
a. Teaching and learning activity: Bible, pictures
b. Methodology
Introduction/Revision
To sing as song of praise remembering the journey of Israel from Egypt
Examples
•• Psalm 107.
•• Any other common song regarding the journey of Israel (Uko
wayoboye Abayisiraheri ukabambutsa ya Nyanja itukura ukabageza
i Kanani Mana utuyobore).

141
Lesson

Teacher’s activity Learner’s activity

Introduce a new lesson. Listen to the word of God.

Read the word of God (Exodus 1,8-14) Listen to the explanation
Explain the word of God. Working in group respecting the
Give out textbooks of social and religious given instruction and answering
studies and show clearly the pictures questions.
thay have to observe. Present the findings in groups
To Help and provide support during Listen to the word of God and
group activities. answer related questions.
Help leaners to summarize the findings Link the word of God with what
and keep important information related was present in groups.
to the topic of the day. Link the word of God with the
Prepare a homework where pupil will everyday life.
ask their parents to read for them the Take positive action on how to put
story of Israel in Egypt into practice the lesson learned.

Answers of the learning activity 3.3

1. Peope carrying things. People crossing water, people on the host
chasing them
2. They lived well before but after, the lived a bad life marked by
hardships, slavery and lack of freedom
3. It is Moses who led Israel from Egypt.
Answers to the application activity 3.3
1. a) God used Moses to save Israelite from Egypt, b)When Israel were
in Egypt, they were under slavery.
2. The family of Israelites was growing bigger and bigger than Egyptian
3.6.4 God showed his love to Israel in the desert.
Learning objectivie: Using the word of God, the pupil will be able to
Explain how God showed his love to Israel in the desert .
Reflect on the plan of salvation of humanity.
a. Teaching and learning materials: Bible, Pictures, audio visual
materials, flip charts,...

142
 b. Methodology
Introduction
Correct the homework on the life of Israel in the Egypt
Lesson delivery

Teacher’s activity Learner’s activity

The teacher will introduce the lesson Listen to the word of God.
The teacher will read the Holy Listen to the explanation
Scripture which matches with what Working in group respecting the
they have observed. (Exodus 1,12-14) given instruction and answering
Give clear instruction on group questions.
activities. Present the findings in groups
Give out textbooks of social and Listen to the word of God (Exodus 1,
religious studies and indicate clearly 12-14).
the pictures thay have to observe. Link the word of God with what was
To Help and provide support during present in groups.
group activities. Link the word of God with the
Help leaners to summarize the findings everyday life.
and keep important information Take positive action on how to put
related to the topic of the day. into practice the lesson learned.

Learning activity 3.4

1. A person who hits the rock and water comes out (Moses)
2. Israelites reached the desert
3. They were thirsty and hungry
4. Manna and Quails’ meat
Application activity 3.4
1. They were thirsty and hungry.
2. God provided Manna
3.6.5 : The story of David
Learning objectvies : Using the word of God, the pupil will be able to
•• Explain the role of God in the choice of Leadership in Israel.
a. Teaching and learning Materials: Bible, Pictures.
b. Methodology

143
Introduction
The pupil will role play the story of call of David (David 16:1-13)
Lesson delivery

Teacher’s activity Learner’s activity

Introduce a new lesson. Listen to the word of God.

Read the word of God Listen to the explanation
Explain the word of God. Working in group respecting the
Give out textbooks of social and religious given instruction and answering
studies and show clearly the pictures questions.
thay have to observe. Present the findings in groups
To help and provide support during Listen to the word of God and
group activities. answer related questions.
Help leaners to summarize the findings Link the word of God with what
and keep important information related was present in groups.
to the topic of the day. Link the word of God with the
Prepare a homework where pupil will everyday life.
ask their parents to read for them te Take positive action on how to put
story of Israel in Egypt into practice the lesson learned.
Do assigned homework.

Answers to the learning activity 3.5

1. A small boy with sling in the hand, a big man with a spear and a
shield
2. Big person is Goliath, small person is David. David has a stone.
3. David
4. David Salomon and Samuel
Answers to the application activity 3.5
1. He was elected King when he was Young, he deafeted Goliath, liked
to sing
2. He who believes in God is not defeated.
3.6.6. God revealed himself in Jesus Christ
Learning objectives:Using the word of God, the pupil will be able toShow
how God revealed himself in his son Jesus Christ.
Have faith in risen Lord Jesus Christ

144
Introduction
In groups, pupils will share what they know about Jesus.
Lesson delivery

Teacher’s Activity Learner’s activity

Introduce a new lesson. Listen to the word of God.

Read the word of God (Exodus 1,8-14) Listen to the explanation
Explain the word of God (Matthew 3: Working in group respecting the
12-17). given instruction and answering
Give out textbooks of social and questions.
religious studies and indicate clearly Present the findings in groups
the pictures thay have to observe. Listen to the word of God and
To help and provide support during answer related questions.
group activities. Link the word of God with what was
Help leaners to summarize the findings present in groups.
and keep important information Link the word of God with the
related to the topic of the day. everyday life.
Prepare a homework where pupil will Take positive action on how to put
ask their parents to read for them the into practice the lesson learned.
story of Israel in Egypt

Answers to the learning activity 3.6

1. Jesus Christ is the Son of God
2. He died and was risen,
3. He did many miracles ( change water in wine, raised the dead, healed
the sick.
4. He went to Heaven
Application activity 3.6
1. Jesus was born in Jerusalem
2. Jesus died and was risen . Jesus opened the eyes of the blind and
performed many other miracles.
3. John Baptiste
4. Lazarus

3.7 Summary of the Unit

From the beginning, God has a long plan of saving humanity. He used our

145
patriarchs/fathers in faith such as Abraham, Joseph, Moses, David and prophets.
When the time came GOd sent his Son Jesus. He came to reveal God his Father.
In this time God reveals himself to us through pastors, priests, bishops, our
parents, religious leaders.
God promised to Abraham that he will make him a great family. He reproduced
a baby Isaac when he was old. Isaac begot Jacob, Jacob and Esau. Jacob
reproduced twelve sons. Joseph is among them. Jacob loved Joseph more than
others. When Israel came from Egyptian captivity, they crossed the red sea
under the leadership of Moses. They passed some days in the desert towards
the promised land.

3.8 Additional information for the teacher

The teacher should also read the following stories in the Bible.
The story of Abraham (Genesis 12-25)
The story of Joseph (Genesis 37-50 )
God saving Israelites from Egypt (Exodus 1-15,21)
The Journey of Israel in the desert (Exodus 15, 22-17)
The life of Jesus (in the Gospels)

3.9 Additional activities

The teacher prepares questions which will help pupils to fix information about
the plan of salvation and help them to understand and participate in his or her
own salvation. The teacher also prepared remedial and extended activities for
the learners

146
 UNIT 4 Relationship between God’s
message and peace

4.1. Key unit competence

The pupil will be able to explain the relationship between God’s message and
peace as well as participate in the activities aiming at promoting peace.

4.2. Prerequisite
Before undertaking this unit, the pupil should have knowledge on the meaning
of peace and consequences of lack of peace.

4.3. Cross-cutting issues

Peace and values: Emphasize the culture of peace and values among learners
through respect and following the the word of God and Holy scriptures.
Inclusice education: Emphasize the right to live peacefully is for everyone
without any discrimination.
Gender : The promotion of peace is the concern of all people without males and
females. So no one should lack peace based on his or her gender.
Financial education: Lack of peace is an obstacle to development.
Environment and sustainability: Obstacles to peace also are dangerous to
the environment. the promotion of peace helps also in protecting environment.

4.4. Guidance to the introductory activity

Role play of pupils showing security agences stopping strikes after the match
between two teams.

147
4.5. List of lessons
No of
Lesson title Learning objective
lessons

Using different role plays and stories

Meaning of peace
about peace. the learner will be able to
1 and Message of 1
•• show the relationship between
God
God’s message and peace

Using the word of God (Matthew 5:1)

Happy are those the learner will be able:
who sow peace, •• Master and memorize the
2 they will be beatitudes on peace 3
called children of •• Participate actively in the
God activities geared to promote
peace

Using different stories and pictures,

the pupil will be able to:
•• Explain different ways of
Peace and promoting peace using the
3 3
Justice word of God.
•• Avoid activities that prevent
peace and justice in the
society

End unit
6 1
assessment

4.6 Metodology
4.6.1 Meaning of peace and God’s message
Learning objective: Using various role plays and stories about peace. the
learner will be able to show the relationship between God’s message and
peace .
a. Teaching and learning materials: Bible, pictures and audio visua
devices.

148
 b. Methodology
Introduction/revision
Discuss in groups the signs of lack of peace and to show the strategies in fighting
against violence and conflicts in order to restore unity.
Lesson

Teacher’s activity Learners activity

Introduce a new lesson. Listen to the word of God.

Read the word of God Explain the Listen to the explanation
word of God (Jonn 20:19). Working in group respecting the given
Give out textbooks of social and instruction and answering questions.
religious studies and indicate clearly Present the findings in groups
the pictures thay have to observe. Listen to the word of God and answer
To Help and provide support during related questions.
group activities. Link the word of God with what was
Help leaners to summarize the present in groups.
findings and keep important Link the word of God with the
information related to the topic of the everyday life.
day.
Take positive action on how to put
Prepare a homework where pupil will into practice the lesson learned.
ask their parents to read for them the
story of Israel in Egypt

Answers to the learning activity

1. God request people to love one another.
2. When the person has peace, is calm, love other people, helps other
people
Answers to the Application activty 4.1
1. When the rights of everyone are respected; when there is
complementarity and gender equality, security, sharing, playing,.....
2. Stealing, drug consumption, fornication, telling lies, killings,....….
4.6.2 Happy are those who sow peace, they will be called children of
God
a. Learning activity: Using the word of God (Matthew 5:1) the learner
will be able:
•• Master and memorize the beatitude on peace

149
 •• Participate actively in the activities geared to promote peace
b. Teaching and learning materials: pictures
c. Lesson Methodology
Introduction
After role play on things that are obstacles to peace, pupil discuss in groups
importance of living in peace, fight and against obstacles to peace
Lesson

Teacher’s activity Learner’s activity

Introduce a new lesson. Listen to the word of God.

Read the word of God Explain the word Listen to the explanation
of God (Ephesians 6 1:4). Working in group respecting the
Give out textbooks of social and given instruction and answering
religious studies and indicate clearly questions.
the pictures thay have to observe. Present the findings in groups
To Help and provide support during Listen to the word of God and
group activities. answer related questions.
Help leaners to summarize the findings Link the word of God with what
and keep important information related was present in groups.
to the topic of the day. Link the word of God with the
Prepare a homework where pupil will everyday life.
ask their parents to read for them te Take positive action on how to put
story of Israel in Egypt into practice the lesson learned.

Answers to the learning activity 4.2

1. On the picture, there are two boys fighting, soldiers with guns during
war children skiping rope,..
2. Activities to avoid include fighting, stealing and using guns
3. Activities that are obstacles to peace include warfare, fighting,
disobedience, lack of respect to others, stealing, injustices,...
Answers to the application activity 4.1
4. Yes
5. No
6. Yes
7. Yes

150
4.6.3: Happy are those who sow peace, they will be called children
of God
Learning objectives: using the word of God from the Bible (Mt 5:1), the pupil
will be able to:
•• Tell the beatitudes on peace “Happy are those who sow peace, they
will be called children of God”
•• In groups, pupils will discuss things that can be done to promote
peace at home, in school and in community in general.
a. Teaching and learning materials : Bible, Pictures.
b. Methodology
Lesson delivery

Teacher’s activity Learner’s activity

Introduce a new lesson. Listen to the word of God.

Read the word of God Explain the Listen to the explanation
word of God (Matthew 5-9). Working in group respecting the given
Give out textbooks of social and instruction and answering questions.
religious studies and show clearly Present the findings in groups
the pictures thay have to observe. Listen to the word of God and answer
To Help and provide support related questions.
during group activities. Link the word of God with what was
Help leaners to summarize the present in groups.
findings and keep important Link the word of God with the everyday
information related to the topic of life.
the day.
Take positive action on how to put into
Prepare a homework where pupil practice the lesson learned.
will ask their parents to read for
them the story of Israel in Egypt

Answers to the learning activity 4.3

1. The following are activities that show peace:
a. In the family: dialogue, love, happiness,complementarity,
communication, sharing, helping one another, mutual respect
b. At school: Work together, helping one onother, games plays,
participating in itorero
2. Activities of promoting peace in our school : club of unit and

151
 reconciliation, security, club of non-violence, club of fighting against
drugs,...
Answers to the application activity 4.3
1. Building peace means participating in activities that lead to longterm
peace.
2. A peaceful family is characterised by sharing, helping one another,
respecting one another and loving one another.
3. Mwaramukanye amahoro? Musigare amahoro, Imana ibarinde,
murare neza murare aharyana
4.6.4 Peace and Justice
Learning objectives : Using different stories and pictures, the pupil will be
able to:
•• Explain different ways of promoting peace using the word of God.
•• Avoid activities that prevent peace and justice in the society
a. Teaching and learnig materials: Bible,pictures
b. Methodology
Introduction
Role play the action of christians stopping violence by calling security services .
The story may be about the human trafficking or hard labour for children.

Lesson

Teacher’s activity Learner’s activity

Introduce a new lesson. Listen to the word of God.

Read the word of God Explain the Listen to the explanation
word of God (1 Chronicles 3:16-28). Working in group respecting the given
Give out textbooks of social and instruction and answering questions.
religious studies and show clearly Present the findings in groups
the pictures thay have to observe. Listen to the word of God and answer
To Help and provide support during related questions.
group activities. Link the word of God with what was
Help leaners to summarize the present in groups.
findings and keep important Link the word of God with the everyday
information related to the topic of life.
the day.

152
 Prepare a homework where pupil Take positive action on how to put into
will ask their parents to read for practice the lesson learned.
them te story of Israel in Egypt Homework
Ask your parents the instances of
Justice

Answers to the learning activities 4.4

1. People in court, judges, prisonners, the national flag of Rwanda
2. It is good to hand over the people who do wrong to justice because
they are punished and others live in peace
Answers to the application activity 4.4
1. Abunzi
2. Institutions to call in case of violence
a. Police, RIB
b. Village, cell and sector leaders
c. School administration,RIB,Police
d. 4.6.5 Importance of peace and Justice
Learning objectives : using short stories, the learner will be able to:
•• Explain the role of Justice and peace in the society
•• Explain how Justice bring about peace
a. Teaching and learning materials: Bible, story books
b. Methodology
Introduction
Using pictures the teachers asks what they see on pictures and slowly makes
them to discover the lesson of the day. After learning activities will also be
asked.

153
Lesson

Teacher’s acivitiy Learner’s activity

Introduce a new lesson. Listen to the word of God.

Read the word of God Explain the Listen to the explanation
word of God Working in group respecting the given
Give out textbooks of social and instruction and answering questions.
religious studies and show clearly Present the findings in groups
the pictures thay have to observe. Listen to the word of God and answer
To help and provide support during related questions.
group activities. Link the word of God with what was
Help leaners to summarize the present in groups.
findings and keep important Link the word of God with the everyday
information related to the topic of life.
the day.
Take positive action on how to put into
Prepare a homework where pupil practice the lesson learned.
will ask their parents to read for
them.

Answers to learning activity 4.5

1. Justice restores unity, punishes the evil doers, people forgive one
another. It also restores peace.
2. At school, I listen to problems of others and solve them. I provide
information where there is conflict, I respect everyone, I live well
with others, I tell the truth, I play well with others,...
Answers to the Application activity 4.5
The role of Justice in the family and at school
a. In the family: with Justice, children respect their parents, parents
love their children, parents provide to children what they need.
Mutual respect. In conclusion everyone at home does his work. With
justice veryone lives in peace in the family
b. At school: With justice, teachers and school administration staff
do their work, they respect rights of children, student live together
peacefully without fighting and preparing their future.

154
4.7 Answers to the end Unit assessment
1. Fill the following sentences
a. I leave you peace, my peace I give you
b. Happy are those who sow peace they will be called children of God
c. Justice means punishing the evil doers.
2. Conflicts, wars, violence, drug abuse…
3. a) False b) True c) True
4. Justice leads to peace when :
• It respects the rights of everyone
• It punishes the evil doers
• It reconciles those who have conflicts and restores peaceful living
together
• It prevents evil and promote peace and security for everyone. .

4.8 Summary of the Unit

Peace is very important in everyday life. The Bible reminds us that Happy are
those who sow peace, they will be called children of God

4.9 Additional information

As a teacher you should have sufficient information on justice instances in
Rwanda (Abunzi, local government entities, security,...). He or she should have
information on their responsibilities and their roles in promoting peace and
justice in the society.

4.10 Additional activities

1. Compose a short story on peace and justice
2. Compose a poem on importance of Peace`

155
ISLAM PART

156
 UNIT 1 PILLARS OF ISLAMIC FAITH

1.1. Key Unit Competence

By the end of this unit, the pupil will be able to show that God is the only God
that should be worshipped and work tirelessly for him avoiding the eternal hell.

1.2. Prerequisite
Before undertaking this unit, the pupil should have the prior knwoledge on the
qur’an and how to make muslim prayer.

1.3. Cross-cutting issues

Environment and sustainability: Pupils will be encouraged to respect
Creatures created by one God and protect them .
Gender equality: The teacher wll emphasize that People were created with
equal dignity, Men and women are equal before God.

1.4. Guidance to the introductory activity.

The teacher holds a conversation with the pupil on God’s love to people, good
deeds that characterizes people , their death and resurrection.

1.5. List of lessons

Lesson title Lesson objective No of
periods

1 Belief in One God Knowledge and understanding: 1

List the pillars of Islamic faith
Skills: Differentiate islamic faith with
other monotheistic faith ( beliefs in one
God)
Attitudes and value: Give God his
glory through prayers.

157
2 Belief in the Angels Knowoledge and understanding: 1
explain the role of Angels
Skills: differentiate Angels from
Humans.
Values and attitudes: Avoid the
idolatry activities.

3 Belief in Holy 1
Scriptures
Knowledge and understanding:
Describe the Holy scriptures ans the
word of God
Skills: Differentiate the normal books
from the holy scriptures
Values and attitudes: Respect Holy
Scriptures as word of God

4 Beliefs in Knowledge and understanding :

Messengers and Identify major God’s messengers and
prophets prophets in Islam 1

Skills: Explain the role of God’s

messengers and prophets:
Attitude and values: Follow the
teachings of the prophets

5 Beliefs in the last Knowledge and understanding: 1

Judgment, heaven, List things that will happen during
the last judgment
hell, resurrection
and life after death Skills:Describe events of the last day.
Attitude and values: Live well with
others to win the favours of God on the
last judgement.

158
 6 Belief in the Knowledge and understanding: 1
predestination Explain the meaning of predestination
Skills: Discuss how Predestination
is not an invitation to lasiness and
surrender.
Attitudes and values: Behave well and
work hard to ake a better world.

7 End Unit - 1
assessment

1.6. Guidance to the lessons

1.6.1 Belief in one God

a. Learning objectives.
Knowedge and understanding: List the pillars of Islamic faith
Skills: differentiate islamic faith with other monotheistic faith ( belief in One
God)
Attitudes and value: To give God his glory through prayers.
b. Teaching and learning materials: Qur’an , books of Yasarnard-
Qur’an, Hadith of Muhamad, other Islamic religious books
c. Methodology
Introduction
Pupils do an activity in groups. The teacher invites pupils to observe pictures
and requests them to answer questions. Reads aloud the story of Kagabo and
then ask questions to pupils that will held to discover the new lesson.
Lesson delivery
The teacher analyses the answers of the pupils and then chooses the right ones
in line with the lesson. The answer should be that there is Only one God.
Answers to the application activity
1. The name of God is Allah
2. God is eternal
3. God is different from other things is that God does not start to exist
and that did neither beget nor is begotten.

159
1.6.2 Belief in Angels
a. Learning objectives:
Knwoledge and understanding: explain the role of Angels
Skills: differentiate Angels from Humans.
Values and attitudes: Avoid the idolatry activities.
b. Teaching and learning materials. Qur’an ,books Yasarnard-
Qur’an, Hadith of Muhamad, Islamic religious books.
c. Methodology
Introduction
The teacher asks questions relating to the lesson of the day. The pupil brainstorm
on the origin of Angels and their role on earth. The teacher assesses the answers
of the pupils and keeps only what is right.
Answers to learning activity 1.2
The Angels were created by God. The role of Angels is to praise Allah in Heaven
Answers to the Application activity 1.2
1. The second pillar of Islamic Faith is Belief in the Angels
2. a. Michael : is in charge of providing food and rain to the creatures?
b. Djibril/Gabriel : He is a leader of Angels. in charge of delivering
God’s message to the prophets..
c. Israfil: He is in charge of blowing the trumpet on the last day of the
judgment.
1.6.3. Belief in Holy scriptures
a. Learning objectives
Knowledge and understanding: Describe the Holy scriptures ans
the word of God
Skills: Differentiate the normal books from the holy scriptures
Values and attitudes: Respect the Holy scriptures as word of God.
b. Teaching and learning materials : Qur’an, books of Yasar’nal-
Qur’an, Hadith of Muhamad, other Islamic Religious books.
c. Methodology
Introduction
The teacher forms the groups of average number and then gives the groups the
task on the books used during prayers or worship. The teacher asks the learners
to compare them with the normal books they use in classroom. The teacher

160
helps the group and identifies answers that are relevant to the questions.
Answers to learning activities 1.3
During prayers people use Bible and Qur’an
These books are different from other books because they contain the Word of
God
Answers to the application activity 1.3
1. The third pillar of Islamic faith is belief in the Holy scripture
2. Books that were given to people to read are Gospel. Torah, Psalms,
Qur’an
1.6.4. Belief in the Prophets and God’s messangers.
a. Learning objectives :
Knowledge and understanding : Identify major God’s messengers
and prophets in Islam
Skills: Explain the role of God’s messengers and prophets:
Attitude and values: Follow the teachings of the prophets
b. Teaching and learning materials : Qur’an, books of Yasarnard-
Qur’an, Hadith of Muhamad, other Islamic Religious books.
c. c) Methodology
Introduction
The teacher asks pupils some questions on previous pillars of islamic faith
learned. He/she introduces the new lesson on the belief in God’s messengers
and prophets by asking learners names of the prophets they know. Pupils also
explain what they know about each prophets. the teacher builds on what pupils
have presented and then constructs the new lesson on belief in God’s messengers
and prophets.
Answers to the learning activity 1.4
1. Prophets are the following Jesus, John Baptist, Mohammad, Isaiah,...
2. Prophets delivered God’s message to people
Answers to the application activity 1.4
1. The first prophet is Adam while the last prophet is Muhammad
2. Job was a faithful believer. He was rich and had many children. But
he got problems all his wealth disappeared, his children died. But he
remained faithful to God.
3. The father of all believers is Abraham

161
1.6.5. Belief in last day, life after death, resurrection, heaven and
hell
a. Learning objectives
Knowledge and understanding: List things that will happen during
the last judgment
Skills:Describe events of the last day.
Attitude and values: live well with others to win the favours of God
on the last judgement.
b. Teaching and learning materials: Qur’an , books of Yasarnard-
Qur’an, Hadith of Muhamad, other Islamic religious books
c. Methodology
Introduction
The teacher starts his or her lesson by putting pupils in groups and then assigns
the task. the task will be to discuss the master of the Universe/earth and where
people go when they die. Pupils may not come up with the correct answer
immediately. the teacher draws their attention on the fact of Hell and Heaven
as written in Holy scriptures. slowly the teacher also introduces other concepts
such as last judgement, resurrection, life after death,.. The teacher summarizes
the lesson of the day and helps learners to keep key message in the lesson.
Answers to learning activity 1.5
The sovereign and the master of the earth is God/Allah
When people die, some go to heaven when they have behaved well in the world
while bad people go to hell.
Answers to the application activity 1.5
1. a)Last day: It is the day of Judgment. God will gather all people
and make a judgement. All their actions will be put forward.
b) Life after death: Those who did good things and behaaved well.
they will continue to live with Allah in Heaven
2. God will rise all creatures to make a judgment
1.6.6. Belief in predestination
a. Learning objectives
Knowledge and understanding: Explain the meaning of
predestination
Skills: Discuss how Predestination is not an invitation to lasiness
and surrender.

162
 Attitudes and values: Behave well and work hard to make a better
world
b. Teaching and learning materials: Qur’an, books of Yasarnard-Qur’an,
Hadith of Muhamad, other Islamic religious books.
c) Methodology
The teacher starts the lesson with a conversation on the good things and bad
things we get in everyday life. he or she asks the pupils who causes this to happen
to people. again, basing on the story of Karima in the pupils book, explain what
muslim believe in regard to what happens to them, hence predestination. God
knows already things that will happen to people and they can avoid them. The
teacher emphasizes that predestination does not mean to sit and avoid work.
However, people should work hard to make sure that they get good things.
Answers to the learning activity 1.6
On this question, there is no precise answer, poverty maybe caused by laziness,
or refusal to work. However, draw pupil’s attention that for Muslim they believe
in predestination.
Answers to the application activity 1.6
1. Predestination means that God/ Allah allows things to happen to us
as his servants. Whatever happens to human beings is in the plan
of God.
2. Qur’an 67 says that God created death so that people are tested.
3. People should not sit and wait what God planned for them, they
should work hard to reach what God planned for them.

1.7 Answers to end unit Assessment.

1. There are 6 pillars of Islamic Faith
Belief in one God
Belief in Angels
Belief in Holy Scriptures
Belief in God’s messengers and prophets
Belief in Last day, resurrection, heaven, hell and life after death
Belief in predestination
2. Advice given to people who worship idols it is that this leads to
loosing God’s favor and eternal life. They should worship only Allah
who created heaven and earth
3. a) Israfil
b) Gabriel

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 c) Malakul Mawti
d) Michael
4. Allah gave Holy Scripture to people to read and find wisdom of living
well and serving him as required
5. Qur’an is a Holy book of worship for Muslim.
6. The last prophet is Muhammad
7. God allows the evil to test faith of people and to see how faithful they
are to his Word

1.8 Addition information for the teacher

As a professional teacher, you should have more information about pillars of faith
in Islam. It is good to read more on predestination so that it is not misunderstood
as surrendering to God’s plan for one’s life and avoiding responsibility of people
in their own lives.

1.9 Additional activities

A professional teacher, and in the view of enhancing competence acquisition,
it is good to give pupil additional activities. these are subdivided into three
categories Consolidated activities. remedial activities and extended activities.
Consolidated activities are activities to enhance retension of information,
remedial activities are activities for the slow learners while extended activities
are for talented pupils. Prepare all these activities. the following are examples
of additional activities that can be given to pupils.
What do Angels help a Muslim in the everyday life?

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 UNIT 2 MEMORIZING AND RECITING
SHORT CHAPTERS IN QUR’AN.

2.1. Key unit competence:

By the end of this unit, the pupil will be able to accurately recite and explain
short chapters

2.2. Prerequisite:
Before undertaking this unit, the pupil must have advanced knowledge in arabic
letters as well as their correct pronunciation.

2.3. Cross-cutting issues

-- Peace and values education: After undertaking the chapters in
this unit, pupils will live together peacefully and avoid attributing
bad names to their fellow because it is bad and punishable by
Allah
-- Financial education: The teacher emphasizes on the punishment
reserved to people who gain wealth illegally and hence pupils
will have attitudes of caring and enhancing justice in simple
financial transactions of everyday.

2.4. Guidance to the introductory activity

The teacher asks pupils if they have memorized some chapters/surat in Qur’an.
What is the importance of memorizing and reciting chapters in qur’an in the
life of a muslim? after listening to their explanation, the teacher shows the
importance of memorizing and reciting the chapters. Chapters known as Surat
are in common prayers and all will reward muslims who will have done so.

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2.5. List of lessons

Unit name Lesson objectives No of lessons

1 Memorize and recite 1

Chapter Al-Fat’hat By the end of each
chapter, the learner will
be able to recite and
2 Memorize and recite explain all the learned 1
Chapter Al-Fiili Chapters.
3 Memorize and recite 1
ChapterQurayishi

4 Memorize and recite 1

Chapter Al Ma-Una

5 Memorize and recite 1

Chapter Al Kawthar

6 Memorize and recite 1

Chapter Al Kafiruna

7 Memorize and recite 1

ChapterA-Nasw’ru

8 Memorize and recite 1

Chapter Al Masad

9 Memorize and recite 1

ChapterAl-Ikh’laswi

10 Memorize and recite 1

Chapter Al-Falaq

11 Memorize and recite 1

Chapter A-Naas

2.6. General methodology on teaching memorization and

reciting the short chapters
Unit two is about memorization and reciting short chapters in the Qur’an.
There are many approaches but the choice of an approach depends on the pupil’s
proficiency in Arabic language. Hence The teacher is required first to examine

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the mastery of Arabic letters on the side of the pupils.
The following are chapters that pupils should memorize and recite correctly:
1. Al-fat’ha meaning
2. Al-Fiil:Chapter
3. Ali-quraysh:
4. Al- Mauna
5. Al kawthar
6. Al kafiruna
7. Al-Nasw’ru
8. Al Masad
9. Al-Ikh’laswi
10. Al Falaq:
11. Al Naas:
Note the following while teaching the following in teaching memorization and
reciting the above mentioned chapters:
1. Explain the meaning of each line of the chapter as well as its title in
English
2. Explain difficult word in simple English
3. Correct pupil and provide accurate pronunciation of the concept
4. At the end of each chapter, ask some questions to ensure that pupil
understand the meaning of each line.
5. Help pupils to repeat several times until they memorize
6. Allow pupils to practice reading and reciting until they recite by
heart.
7. Give homework to pupils to practice reading and reciting the chapters
in daily prayers.
8. Before moving to the next chapter ensure that the previous ones are
mastered
9. The short video on reciting the chapters are important tool for
teaching memorization and reciting the chapters in the Qur’an.
10. All chapters are taught in the same manner so get the right
approaches to teaching these chapters.
11. Pupil can read and recite one by one, pairs or as a group. ensure that
each pupilgains confidence in reciting the chapter learnt.
12. For each lesson refer to the pupil’s book book for the content,
corrections and answers to the learning and application activities.

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2.7. Answers to the end unit assessment
1. Ensure that all pupils are able to recite at least five chosen chapters.
Correct where necessary.
2. Ensure that pupils master well the explanation in English of each
chapter recited.
3. Ensure that all pupils understand each line recited in English.

2.8 Summary of the unit

The teacher summarizes the main message of the memorized chapters and
encourages pupils to recite them regulary as recommended by the Qur’an.

2.9 Additional activities

Prepare well activities for the pupil to make sure that they memorize all learned
chapters.

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 UNIT 3
MUSLIM PRAYER

3.1 Key Unit competence

By the end of this unit, the pupil will be able to pray adequately, be good to
people and to God.

3.2. Prerequisite
Before undertaking this unit, the pupil must possess the knowledge and
information on the pillars of Islam or the testimony of belief only one God.

3.3. Cross-cutting issues

Peace and values Education: The teacher should emphasize on the existence of
many religious and that each Religion has its own way of praying. Hence pupils
should learn tolerance and peaceful coexistence with other people in different
religions.

3.4. Guidance to the introductory activity

The teacher starts the lesson with introductory activity. He/she facilitates the
pupils to discover the content within the unit. He/she forms the groups and
assigns pupils the task to discuss the importance of prayer in daily life.

3.5. List of lessons

Lesson title Learning objectives No of

periods

1 Five obligatory Knowledge and understanding: 2

prayers in Islam Identify regulations for prayer in islam.
Skills Explain requirements for making a prayer
Attitudes and values: Prayer respecting
regulations as required.

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2 How to pray Knowoledge and understanding:Identify parts 2
of Muslim prayer
Skills Explain obligations and prohibitions in
prayer
Attitudes and values: Avoid whatever
can spoil prayer

3 Importance of Knowoledge and understanding: Identify all 2

prayer things that spoil prayer
Skills: Explain the reward for people who
perform prayer
Attitude and values: Live well with
others

4 Punishment Knowledge and understanding: List 1

of people who things that spoil prayer
do not perform Skills: explain consequences of not performing
prayer or performing poorly muslim prayer
Attitudes and values: Avoiding sins in
everyday life.

End Unit 1
assessment

3.6.Guidance to the lessons

3.6.1 Five obligatory prayers
a. Learning objectives
Knowledge and understanding: Identify regulations for prayer in islam.
Skills Explain requirements for making a prayer
Attitudes and values: Prayer respecting regulations as required.
b. Teaching and learning materials :Qur’an, Religious books, prayer
mat, picutures, oortable board.
c. Methodology
Introduction
The teacher forms the groups of average number of pupils and distribute the
task to groups. the teacher will facilitate the tasks by explaining and clarifying
difficult concepts. Questions will be about the importance of prayer and how

170
many times they think a person can pray a day. There may be many answers
but the teacher focuses on what is essential and relevant to the lesson.
Answers to the introductory activity (3.1):
1. To pray is very important.
2. there is no precise times for prayers pupils will give as they feel but
highlight that for Muslims they are obliged to pray five times a day.
3. The importance of prayer is to communicate with God our Father
and creator. As a professional teacher, analyze other answers of
pupils and come up with what is related to the lessons.
The teacher will guide instructions on how to carry out the learning activity.
He/she will guide them on how to finish their tasks successfully and supplement
their answers where necessary.
Answers to the learning activity 3.1
1. Pray five times a day is good for muslim.
2. through prayers, their sins are forgiven
3. Prayer is a key to Heaven according to Muslim
Answers to the application activity 3.1
1. The following are five obligatory/compulsory prayers for Muslim
•• Alfajiri: Dawn or before the sunrise
•• Adhuhur: Midday prayers
•• Al-Aswir: Afternoon prayers
•• Magharib: Evening prayers
•• Al-Ishai: Middnight prayers
2. Regulations for Muslim prayers
•• To be a Muslim,
•• To have performed hygiene as required
•• To have adult age
•• A prayer is very necessary for a living person
•• A prayer is very important for a muslim who is not disabled and who
has sound mind
3.6.2 Rules of Prayer in Islam
a. Learning objectives
Knowledge and understanding:Identify parts of Muslim prayer
Skills: Explain obligations and prohibitions in prayer
Attitudes and values: Avoid whatever can spoil prayer

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 b. Teaching and learning materials: Qur’an, prayer mat, pictures,
ortable board.
c. Methodology
Introduction
The teacher starts a lesson by revision on previous lesson on five compulsory
muslim prayers. The learning activity will be done in groups, the teacher reads
loudly the case study and then the pupils work on assigned tasks.
Answers to the learning activity 3.2
The teacher will analyse answers to the learning activity, and then provides
answers. Muslim prayer has rules of hygienic practices to do before performing
it. .
Answers to the application activity 3`2
Referring to the pupilbook 3.2 topic there are rules and regulations. As a
professional teacher summarize them and make sure pupils keepthe accurate
information about hygienic practices before performing Muslim prayer.
3.6.3. The importance of prayer
a. Learning objectives
Knowledge and understanding: Identify all things that spoil prayer
Skills: Explain the reward for people who perform prayer
Attitudes and values: Live well with others
b. Teaching and learning materials: Qur’an Islamic religion books,
prayer mat, pictures, portable board.
c. Methodology .
Introduction
The teacher introduces the new lesson with revision on rules of muslim prayer.
He/ she forms groups of average number of pupils and allow them to discuss the
importance of prayer for an individual or community. During presentations, the
teacher summarizes and keep what is essential and relevent to the lesson.
Answers to the learning activity 3.3
Pupils will give different answers but emphasizes that prayer helps a person
to communicate with God and help them to win the reward and favours of God.
Again a prayer help a person to grow spiritually and morally. To behave well
and to do good things in the society.
Answers to the application activity 3.3
On the application activity, find the most important elements that show

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importance of prayer. Again highlight that respecting times of prayer cannot
make a person dirty since is washing his hand always when he or she is going
to perform prayer.
3.6.4 Punishment to people who do not perform prayer
a. Learning objectives
Knowledge and understanding: List things that spoil prayer
Skills: explain consequences of not performing or performing poorly muslim
prayer
Attitudes and values: Avoiding sins in everyday life.
b. Teaching and learning materials: Qur’an, and other islamic religious
books, pictures.
c. Methodology
Introduction
The lesson starts with revision on the previous lesson on importance of prayer.
the pupil brainstorm on what they think is the punishment for the people
who do not perform prayer as required or those who perform poor prayer. The
teacher build s on this information and highlights what the Qur’an says about
those who do not perform prayer as required.
Answers to the learning activity 3.4.
Learning activity does not have precise answers. Pupils may give different ideas
on this but focus on the fact that those who do not perform swalat will go to Hell
and lose God trust and protection
Answers to the application activity 3.4
Pupils may give different ideas on this but focus on the fact that those who do
not perform swalat will go to Hell and lose God’s trust and protection

3.7. Answers to the End unit assessment

1. Verse 78 of chapter Bani Israil teaches to pray. It invites us to pray
at the decline of the sun until the darkeness of the night and also at
the dawn.
2. The five compulsory prayers for Muslims are the following:
•• Alfajiri: Dawn or before the sunrise
•• Adhuhur: Midday prayers
•• Al-Aswir: Afternoon prayers
•• Magharib: Evening prayers
•• Al-Ishai: Middnight prayers

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 3. To be a Muslim,
•• To have performed hygiene as required
•• To have adult age
•• A prayer is very necessary for a living person
A prayer is very important for a muslim who is not disabled and who has sound
mind
4. For the answers on this questions see 3.2 in the pupilbook.
5. The benefit of performing Muslim prayer as required is heaven.

3.8. Summary of the Unit

Prayer is very important in every day life. Prayer helps people to communicate
to God their Lord and creator. Muslim prayer is recommended for all Muslim
with rules and regulations. before performing prayer one should make proper
cleanliness as required and as recommended in the Qur’an. Allah will punish
those who do not perform prayer as required.

3.9. Additional information for the teacher

As a professional teacher, read widely on how prayer is performed in other
religious denominations and compare it to establish the relationship between
Muslim prayer and other prayers in those religions.

3.10. Additional activities

Prepare additional activities for the pupil. these activities can be activities for
consolidation ( to enhance competence acquisition) remedial activities for slow
learners as well as extended activities for talented and gifted learners to reach
the key unit competence.

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 UNIT 4
BRIEF HISTORY OF ISLAM

1.1. Key unit competence

By the end of this unit, the pupils will be able to show values that characterised
first caliphs, to be model in everyday life

1.2. Prerequisite
Before undertaking this unit on brief history of Islam, the pupil must have
prior knowledge on the life of Muhammad, values that characterised him
and the start of Islam.

1.3. Cross-cutting issues

•• Inclusive education: The teacher will emphasize on the equal
right to education of all children and highlight that in its start Islam
fought for rights of oppressed people. Pupils also should have the
same spirit of promoting inclusion in daily life.
•• Gender equality: Both gender, male and female have right to
belong to a given religion.
•• Peace and values education: Help pupil to understand that
there is unit of all believers regardless their own beliefs since all
were created by the same God with equal dignity. They should strive
to understand their belief at the same time respecting the belief of
others.

1.4. Guidance to the introductory activity:

In the introduction to this unit, the teacher starts by recalling on the life of
Muhammad and values that characterised him in his life. Slowly draws pupils’
attention on the history of Islam which started with enlightnment of Muhammad.
Pupils are allowed to tell what they know about the begining of Islam. The
teacher analyses their answers and builds on them to highlight history of Islam

175
1.5. List of lessons

Lesson title Learning objectives No of

periods

1 Life of •• Knowledge and 1

Arabs before understanding: State
Muhammad the life of Arabs before
Muhammad
•• Skills: Explain the
darkness of life of Arabs
before prophet Muhammad
•• Attitude and values: Avoid
what is bad and strive to
do what is good

2 Revelation to •• Knowledge and 1

the prophet understanding:Identify
Muhammad the message revealed to
Muhammad
•• Skills: Describe the
events of revelation to
Muhammad
•• Attitude and values:
Believe in the revealed
message to Muhammad

3 Birth of Islam •• Knowledge and 1

understanding: briefly
explain how Islam started
as a religion
•• Skills: Describe major
events in the start of Islam
as a religion
•• Attitudes and values:
Believe and follow
faithfully the teachings of
Islam in everyday life

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 4 Life of First •• Knowledge and 1
Caliphs understanding: state the
life of first caliphs
•• Skills: Decribe how Islam
spread in its first ages
•• Attitudes and values:
Take positive actions in
teaching people about God

5 End unit 1
assessment

4.6. Guidance to the lessons

4.6.1 Life of Arabs before Muhammad
Learning objectives
•• Knowledge and understanding: State the life of Arabs before
Muhammad
•• Skills: Explain the darkness of life of Arabs before prophet
Muhammad
•• Attitude and values: Avoid what is bad and strive to do what is
good
Teaching and learning materials: History of Islam, Pictures, short movies
animated :
a. Methodology
Introduction/Revision
The teacher starts his or her lesson by recalling on the life of Muhammad and
some values that characterised him. Pupils will narrate what they know about
his life before and after revelation. The teacher draws pupil’s attention on the
how Arabs lived before revelation and pupils will list good and bad practices of
Arabs before Muhammad. Emphasize that one of the main purpose of revelation
was to teach Arabs to change their behaviours and practices. Summarize the
lesson and allow pupils to keep key information of the lesson. .
Answers to the learning activity 4.1
There is no precise answer to this questions,. Pupils will give mixed information
but as professional teacher keepwhat is relevant. Among answers the life of

177
Arabs before Muhammad was marked by violence, violations/abuse of rights
of Women, worshipping idols, conflicts, wars, killings, corruptions among
others.
Answers to the application activity 4.2
Refer to the pupil’s book 4.1 and verify if pupils came out with the right required
elements of arabs practices before Muhammad.
4.6.2 Revelation of Muhammad
Learning objectives
•• Knowledge and understanding:Identify the message revealed to
Muhammad
•• Skills: Describe the events of revelation to Muhammad
•• Attitude and values: Believe in the revealed message to Muhammad
a. Teaching and learning materials: Quran, hadiths of Muhammad
n
b. Methodology
Introduction/lesson delivery
Recalls the event of revelation of Muhammad. Let pupils remember how it
happened. Let pupils work in pairs describing how the revelation happened
and the key message that God passed to Muhammad through Angel Gabriel.
Remember some concepts may be difficult to learners, explain difficult concepts.
Let pupils present their findings. Analyse them and keep what is essential and
relevant to the lesson. Help pupils to keepthe key message and information on
the lesson learnt.
Answers to the learning activity 4.2
Pupils may not be orderly in their answers, summarize and highlight the
followng: God revealed himself to Muhammad and through Angel Gabriel
passed the following message that was to be communicated to all people:
Tell people to believe in One God, stop worshipping idols, stop killings of young
girls, teach humility and tolerance, abolish fornication, stealing, alcoholism,
corruption, giving freedom to the oppressed, teaching freedom of all creatures,
make five prayers a day.
Answers to the Application activity: 4.2
Refer to the pupil’s book on 4.2

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4.6.3 Birth of Islam
a. Learning activities:
•• Knowledge and understanding: briefly explain how Islam started
as a religion
•• Skills: Describe major events in the start of Islam as a religion
•• Attitudes and values: Believe and follow faithfully the teachings of
Islam in everyday life
Teaching and learning materials: Qur’an, hadith of prophet Muhamm
b. Methodology
Recalls the event of revelation of Muhammad. Let pupils remember how it
happened. Let pupils work in pairs describing how Islam started and how the
first Arabs converted to Islam. Remember some concepts may be difficult to
learners, explain difficult concepts. Let pupils present their findings. Insist on
the fact that in it initial start Islam was practice secretly and explain how it
came to be practiced officially. Analyse them and keep what is essential and
relevant to the lesson. Help pupils to keepthe key message and information on
the lesson learnt.
Answers to the Learning activity 4.3
There is no direct answer to this question. as a professional teacher, analyze
and keepwhat is essential. Highlight that after revelation, People converted to
the new teachings Islam.
Answers to the application activity 4.3
Islam was practiced secretly because Arabs did not receive the new teachings
revealed to Muhammad peacefully. They resisted and persecuted those who
taught Islam. However it was practiced publically with the conversion of Bin
Hitwab who was a great and wealthy man that time.
4.6.4 Life of first 4 caliphs who converted to Islam
a. Learning activity
•• Knowledge and understanding: state the life of first caliphs
•• Skills: Decribe how Islam spread in its first ages
•• Attitudes and values: Take positive actions in teaching people
about God
b. Teaching and learning materials: Quran, hadith of Muhammad
c. Methodology
Introduction/Lesson delivery
Recalls informationon on birth of Islam. Let pupils remember how Islam was

179
practiced in its beginning. Let pupils brainstorm on the first people who converted
to Islam Remember some concepts may be difficult to learners, explain difficult
concepts and right pronunciation. Let pupils present their findings. Insist on
the fact that first followers of Muhammad were faithfull to teaching of Islam.
They worked hard to expand it all over the world.
Answers to the learning activity 4.4
The pupils may give many answers but the following names are part of the
answers for both learning and application activity 4.4
a. Uthuman Bun Afan :
b. Ali Bun Twalib :
c. Bilali Bun Rabh :
d. Abubakar Swikid

4.7 Summary of the Unit

Refer to the pupil book Unit 4

4.8 Answers to the End unit assessment

1. The life of Arabs before Muhammad was marked by violence,
violations of rights of Women, worshipping idols, conflicts, wars,
killings, corruptions among others
2. Angel Gabriel Appreared to Muhammad at Hira in the tunnel,
because he was bringing the message from God

4.9 Additional information to the teacher

As a professional teacher, read more on some chapters in relation to the life of
Muhammad and the first followers.

4.10 Additional activities

In order to help all pupils to reach the key unit competence and as a professional
teacher, plan additonal activities as follows:
Activities for consolidation: this will help pupils to keep information and acquire
competences
Activities for remediation: this will help the slow learners to also reach the
desired level of competence
Activities for extension: These are higher activities for the most talented and
gifted pupils.

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 UNIT 5 RELATIONSHIP BETWEEN A
MUSLIM AND A NON MUSLIM

5.1. Key unit competence

By the end of this unit, the pupils will be able to respect everyone without
discrimination and respect golden rule.

5.2. Prerequisite
Before undertaking this unit, the pupils should have prioor Knowledge on how
to live peacefully with others.

5.3. Cross-cutting issues

Incluvive education : The teacher emphasizes on the human interdependence
and helps learners to avoid any form of discrimantion more especilaly that
which is based on Religion.
•• Peace and values education: the teacher emphasizes on the mutual
respect and respect for other’s people’s beliefs which is key to creating
unity and living together peacefully.

5.4. Guidance to the introductory activity

The activity is done in groups, give out required materials to perform the task,
facilitate the group work by providing clear instructions. Let pupils present
their findings, supplement their ideas after analysis and obtaining strong points
related to the lesson. Summarize and help learners to discover that mutual
respect is a key to peaceful coexistence in the society and at school.

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5.5.List of lessons

Unit title Learning objectives No of periods

1 God created •• Knowledge and 2

different people understanding: Idenfity
so that they forms of discrimination that
complement one people should avoid
another •• Skills: Analyzing
onsequences of
discrimination, and the
advantage of unity and
inclusion
•• Values: live well with others
and take positive actions
geared to promote unity in
the society.

2 To love others as Knowledge and understanding: 2

you love yourself explain what to love another as you
love yourself means
Skills: Show consequences of
discrimination in the society
Attitude and values: Live well with
others in the society

3 Respect for all •• Knowledge and 1

people in all understanding: Kwirinda
times icyabangamira abandi
•• Skills: identify values that
show respect of all people.
•• Attitudes and values:
Respect all people

4 End unit 1
assessment

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5.6. Guidance to the lessons
5.61: God created different people so that they complement one
another
a. Learning objectivies
•• Knowledge and understanding: Idenfity forms of discrimination
that people should avoid
•• Skills: Analyzing onsequences of discrimination, and the advantage
of unity and inclusion
•• Values: live well with others and take positive actions geared to
promote unity in the society.
b. Teaching and learning Materials:
c. Methodology
The introductory activity is done in groups, allow learners to discuss values
that characterises the ralationship between a Muslim and a non Muslim. Their
ideas may not be in order facilitate them to order them and only keep what is
relevant to the lessons. In the learning activity help pupils to understand well
the concept difference and allow them to realize that difference is not a problem
but a value that people should benefit from. After the lesson summarize the
lesson and let learners keep what is essential and important to the lesson.
Answers to the learning activity 5.1
There is no precise answer to learning activity questions. Examine the pupils
answers and keep what is relevant. Among the answers make sure that pupils
highlight that being different enhance complementarity and enterdependence
in the society.
Answers to the application activity 5.1
Activities people must have to enhance unity include, helping one another,
respecting everyone, respect of human rights, Justice, loving one another,
mutual understanding among others.

5.6.2 Love others as you love yourself

Learning objectives
Knowledge and understanding: Explain what to love another as you love
yourself means
Skills: Show consequences of discrimination in the society
Attitude and values: Live well with others in the society

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 a. Teaching and learning Materials : Quran, hadiths of the prophet
Muhammad
b. Methodology
The learning activity is done in groups, allow learners to discuss the meaning of
“to love others as you love yourself. Their ideas may not be in order, help them to
order them and only keepwhat is relevant to the lessons. In te learning activity
help pupils to understand well the concept love and allow them to realize that
difference is not a problem but a value that people should benefit from. Let
them also identify activities which show that people love one another. After
the lesson summarize the lesson and let learners keepwhat is essential and
important to the lesson.
Answers to the learnining activity 5.2
Activities people must do to show love to others include helping one another,
being just, show tolerance, solving conflict peacefully, mutual respect, respect
of human rights, understanding among others.
Answers to the application activity 5.2
The pupil will give different ideas on what to love your neighbour as yourself
means. Try to examine their examples and facilitate to keepmain idea. They may
choose a scope ( home, school, community). Living in peace, sharing, helping one
another, respecting one another, are important among the answers.
5.6.3 Respect for all people in all times
Learning activities :
•• Knowledge and understanding: Kwirinda icyabangamira abandi
•• Skills: identify values that show respect of all people. Kubaha
abakuru, abato ndetse n’abikigero kimwe
•• Attitudes and values: Respect all people
Teaching and learning Materials
c. Methodology
The teacher read loudly the case study about Halima. The pupils are listening
attentively. After he or she asks questions about the story of Halima. Pupil
will give different answers on the lesson learnt from the story. The teacher
summarizes them and keeps what is relevant to the lesson. After the lesson
summarize the lesson and let learners keepwhat is essential and important to
the lesson.
Answers to the learning activity 5.3
Halima is like by the neighbours because he like to talk and plan with her

184
children, she respects all people. The lesson we can learn from her is to respect
all people.
Answers to the application activity 5.3

5.7. The summary of the Unit

Respect is a value that people should have. The Muslims must lived peaceful
with non Muslim because they were all created by one God. They should learn
how to accept each other. They should love others as they love themselves. This
love is shown in different activities and behaviours such as sharing, tolerance,
respect of human dignity and human rights, solving conflict peacefully among
others

5.8 Additional information for the teacher

1. Read in the Qur’an chapters that are related to the unit on relationship
between Muslim and Non Muslim. Read also hadith of Muhammad and other
stories of first followers of Muhammad`

5.9 Answers to the end unit assessment

1. To love others as you love yourself means to avoid harming them,
helping them sharing with them.
2. Actions that are done to show perfect love to people is helping them,
sharing with them, living with them in peace, respecting them,...
3. It is good to respect all people because it is to show that we love them
4. To live in peace means to live without any problem.

5.10 Additional activities

The additional activities are important in helping all pupils to acquire
competences. They help a teacher to support all pupils in the learning process.
hence, as a professional teacher be creative and innovative to prepare these
activities for the categories of pupils depending on the learning pace.
Activities for consolidation: these are for retention of information and aquisition
of competences
Activities for remediation: these are activities for the pupils with learning
difficulties
Activities for extension: these are activities for the talented and gifted pupils.

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