KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

PRE PRIMARY ACTIVITIES PP2

AUGUST 2017
First Published in 2017

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

ISBN: 978-9966-31-713-1

Published and printed by Kenya Institute of Curriculum Development

ii
FOREWARD

The Basic Education Curriculum Framework (BECF) outlines the vision and mission for the curriculum reforms. The Vision of the curriculum
reforms is to develop “an engaged, an empowered and ethical citizen “while the mission is to “to nurture the potential of every learner”.
The framework adopts a Competency Based Curriculum and has identified seven core competences, namely; communication and collaboration,
critical thinking and problem solving, creativity and imagination, citizenship, digital literacy, learning to learn, and self-efficacy. It provides a
variety of opportunities for identification and nurturing of learner’s potentials and talents in preparation for life and the world of work. It is geared
towards making learning enjoyable.
The curriculum designs are developed to enable implementation of the Basic Education Curriculum Framework. The design contains the National
Goals of Education, learning outcome of the Early Years Education (EYE), subjects’ general and specific learning outcomes. It also suggests a
variety of learning experiences, assessment, resources and links the topics to values, Pertinent and Contemporary Issues (PCI) and to other
subjects.
It is my hope that all educators in Early Years Education level will anchor their delivery of Basic and Teacher education on these Curriculum
Designs.

FRED MATIANG’I PHD, EGH

CABINET SECRETARY
MINISTRY OF EDUCATION

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Contents

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

NATIONAL GOALS OF EDUCATION ...................................................................................................................................................................... v
GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION .......................................................................................................... vi
INTRODUCTION ....................................................................................................................................................................................................... vii
LANGUAGE ACTIVITIES .......................................................................................................................................................................................... 1
MATHEMATICAL ACTIVITIES .............................................................................................................................................................................. 44
PSYCHOMOTOR AND CREATIVE ACTIVITIES .................................................................................................................................................. 74
ENVIRONMENTAL ACTIVITIES .......................................................................................................................................................................... 117
CHRISTIAN RELIGIOUS EDUCATION ................................................................................................................................................................ 152
ISLAMIC RELIGIOUS EDUCATION ACTIVITIES .............................................................................................................................................. 184
HINDU RELIGIOUS EDUCATION ACTIVITIES ................................................................................................................................................. 199

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NATIONAL GOALS OF EDUCATION

1. Foster nationalism, patriotism, and promote national unity

Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should
enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.

a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in the family, community, national, regional and
international development.

b) Economic Needs
Education should prepare the learner with requisite competences that support a modern and independent growing economy. This should
translate into high standards of living for every individual.

c) Technological and Industrial Needs

Education should develop in the learner necessary competences for technological and industrial development for the nation in tandem with
global trends.

3. Promote individual development and self-fulfillment

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

4 Promote sound moral and religious values

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

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated
education; including learners with special educational needs and disabilities. Education should also provide the learner with opportunities
for shared responsibility and accountability through community service learning.

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6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and respect
other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should empower the learner to respect, appreciate
and participate in the opportunities within the international community. Education should also enable the learner to operate within the
international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails.

8. Promote positive attitudes towards good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal welfare, for sustainable development.

GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION

By end of Early Years Education, the learner should be able to:

1. Communicate appropriately using verbal and/or non-verbal modes in a variety of contexts
2. Demonstrate basic literacy and numeracy skills for learning
3. Apply digital literacy skills for learning and enjoyment
4. Apply creative and critical thinking skills in problem solving
5. Practice hygiene, nutrition, sanitation, safety and nutrition to promote health and well being
6. Practice appropriate etiquette for interpersonal relationships
7. Explore the immediate environment for learning and enjoyment
8. Demonstrate acquisition of emotional, physical, spiritual, aesthetic and moral development
9. Demonstrate appreciation of the country and its rich, diverse cultural heritage for harmonious living for balanced living

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INTRODUCTION

The Pre-primary curriculum design has been developed to embrace the competence based learning approach as stipulated in the basic education
curriculum frame-work (BECF). The curriculum design is available in two volumes which cater for children at the pre-primary level in the
country. It has been divided into two levels: Level I (pre-primary 1) for children aged four years and Level II (pre-primary 2) for children aged
five years. The curriculum covers the following learning areas: Language, Mathematical, Environmental, Psychomotor and Creative and Religious
Education activity areas.

Each learning activity area has both the general and specific learning outcomes clearly stipulated. The learning experiences and the key inquiry
questions have also been provided specifically to give guidance to the users during the curriculum delivery process.

The curriculum has clearly identified core competences to be acquired by learners as they engage in activities in different learning areas. These
core competences include: communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship, digital
literacy, learning to learn and self-efficacy.

Pertinent and contemporary issues (PCIs) have been integrated into the curriculum design to prepare learners for the ever changing society
specifically in order to address the changing needs of the society and ensure the learner’s safety. These include life skills development through
storytelling, living values, moral values and social responsibility.

This curriculum emphasizes hands-on experiences as learners manipulate real objects and models. Interaction with nature is also emphasized
whereby learners are encouraged to observe living and non-living things in their immediate surroundings as well as during nature walk, field trips
or visits to places of interest.

The curriculum emphasizes holistic development of the learner. This can be achieved by embracing the thematic integrated learning approach
which is ideal for teaching learners in their formative stage of development. The themes are derived from things and situations that learners are
likely to interact with in everyday life. Each theme is expected to cuts across all the activity areas. Learning at the pre- primary level is expected
to be flexible hence a theme may be interrupted to enable learners use an emerging situation as the learning theme for the period.

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PRE-PRIMARY TWO (LEVEL II)

1. OUR NEIGHBOURHOOD
 Our neighbours
 Families in the neighbourhood
 Work done by our neighbours
 Shops/kiosks in our neighbourhood
 Physical features in our neighbourhood
 Plants in our neighbourhood

2. MY SCHOOL
 My teachers
 People in our school
 Our school compound
 Road to our school
 Buildings in our schools

3. ANIMALS
 Domestic animals
 Wild animals
 Pests

4. WEATHER CONDITIONS
 Sunny
 Cloudy
 Rainy
 Windy

5. WATER
 Sources of water
 Uses of water
 Storage of water

6. OUR MARKET
 Things found in the market

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  Buying and selling
 People found at the market

7. HOSPITAL/DISPENSARY
 People in the hospital/dispensary
 Buildings in the hospital/dispensary
 Activities in the hospital/dispensary
 Clothes worn by people in the hospital/dispensary
 Tools and items used in the hospital/dispensary

8. TIME
 Telling time through daily routine
 Days of the week
 Public holidays
 National days

9. TRANSPORT
 By people
 By bicycles
 By boat/ship
 By motorcycles
 By animals
 By motor vehicles
 By railway
 By aeroplane

NB: The support materials used should be gender sensitive.

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SUGGESTED TIME ALLOCATION FOR ACTIVITY AREAS PER WEEK

# ACTIVITY AREA LESSONS

1. Language Activities 5
2. Mathematical Activities 5
3. Environmental Activities 5
4. Psychomotor and Creative Activities 8
5. Religious Education Activities 1
6. Pastoral Programmes of Instruction (PPI) 1
Total 25

Note:
1. The time allocated for each activity area is 30 minutes.
2. There should 5 lessons for psychomotor activities (Outdoor) at least each day. The other three lessons under psychomotor and creative
activities are shared among Music, Art and Crafts

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LANGUAGE ACTIVITIES

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LANGAUGE ACTIVITIES

ESSENCE STATEMENT

Language is a medium of communication. At the pre-primary level, children will be involved in activities that enhance the ability to become active
listeners and speakers in diverse situations as well as express their feelings, ideas and opinions clearly and with confidence. In addition, learners
will be involved in reading readiness and writing readiness activities in order to lay a good foundation for formal reading and writing instruction in
grade one.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Early Years Education, the learner should be able to:
a) Develop appropriate listening skills from varied experiences to enrich their ability to communicate.
b) Express own opinions, ideas and feelings creatively, freely and confidently in varied situations as they appreciate others.
c) Participate in conversation using appropriate verbal and non-verbal language in their everyday experiences.
d) Articulate letter sounds correctly in preparation for reading.
e) Develop appropriate reading readiness skills in varied learning experiences.
f) Apply appropriate writing readiness skills in varied learning experiences.

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Strand Sub-strand Suggested learning outcomes Suggested learning Key Inquiry questions
experiences
1.0 LISTENING 1.1 Common By the end of the sub-strand, the learner  Learners could respond 1) What opportunities
greetings should be able to: to greetings and farewell arise for responding to
and farewell a) Respond appropriately to greetings with reference to greetings with
related to with reference to relationship in and relationship. reference to
relationship. out of school.  In pairs or small groups, relationship at home
(2 HRS) b) Respond appropriately to farewell learners could practise and at school?
with reference to relationship in and responding to greetings
out of school. and farewell with 2) What opportunities
c) Enjoy responding to greetings and reference to relationship. arise for responding to
farewell with reference to  Learners could respond farewell with reference
relationship in and out of school. to other learners’ to relationship at home
greetings and farewell and at school?
with reference to
relationship using verbal 3) Whose greetings do
and non-verbal language. you respond to at home
 Learners could be guided and at school?
to respond to visitors’
greetings and farewell 4) Whose farewell do you
with reference to respond to at home and
relationship using at school?
appropriate words.
 Learners could be
encouraged to respond to
visitors and family
members’ greetings and
farewell at home with
reference to relationship
using appropriate words.
 Learners could view
recorded clips on
responding to greetings
and farewell with
reference to relationship
and imitate the same.

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  Learners role play
responding to greetings
and farewell with
reference to relationship.
 Learners could sing
interactive songs related
to responding to
greetings and farewell
with reference to
relationship.
Core-competence developed: Digital literacy, communication and collaboration, learning to learn.
Link to PCIs: Link to Values: Peace, unity, respect, love.
Citizenship: Social integration
Life skills: Effective communication, inter-personal relationship,
Link to other activity areas: Environmental and Social Activities. Suggested community service learning
Arrange for a visit to a needy family in the neighborhood. Learners greet
the family members with reference to relationship. Learners also collect
litter within the compound and sing a song or recite a poem on greetings
and farewell to the family before bidding them farewell.
Suggested Non-formal activity to support learning through Suggested assessment: Oral questions, observation, portfolio
application
Organise an inter class activity where learners visit pre-primary one
class and practise appropriate ways of responding to greetings and
farewell with reference to relationship.
Teaching/Learning Resources: Video clips, pictures of people greeting, charts, ICT device.

Suggested Assessment Rubrics

Exceeding expectation Meets Expectation Approaching Expectation Below Expectation

The learner listens efficiently and The learner listens efficiently The learner consistently listens Appears to listen carefully but is not able
responds consistently to greetings and responds consistently to carefully and is able to respond to to respond appropriately to greetings and
and farewell using a variety of greetings and farewell using a greetings and farewell appropriately farewell.
relevant responses. variety of relevant responses both verbally and non-verbally
most of the time. sometimes.

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Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry questions
1.0 1.2 By the end of the sub-strand,  Learners could respond to simple verbal 1. How does a child
LISTENING Listening for the learner should be able to: instructions. develop comprehension
comprehension  Learners could be engaged in listening skills?
(2 HRS) a) Answer questions to a story and be encouraged to answer
correctly after a listening questions. 2. How does a child
experience in class.  Learners could answer simple questions demonstrate
b) Solve simple riddles in after listening to a recorded story. comprehension?
and out of school.  Learners could be guided to solve
simple riddles. 3. What daily opportunities
c) Sing songs with actions in  Learners could be guided to solve oral require listening for
and out of school. language puzzles. comprehension?
 Learners could be guided to recite
d) Recite poems and rhymes poems and rhymes with actions. 4. What makes listening
with actions in and out of  Learners could practise singing songs comprehension fun?
school.
with actions.
 Learners could listen to audio-visual
e) Take pleasure in activities
digital comics and answer simple
that involve listening for
questions.
comprehension.
 In pairs, learners could practise solving
simple riddles.
Core-competence developed: Communication and collaboration, critical and creative thinking for problem solving, learning to learn, and digital
literacy.
Link to PCIs : Link to Values: unity
Citizenship: Social integration.
Life skills: Problem solving, effective communication, critical
thinking, Interpersonal relationship.
Link to other activity areas: Psychomotor and Creative Activities Suggested community service learning
Visit an elderly person for a story telling session. Learners answer
questions after listening to the stories. The learners also sing or recite
poems to the host.
Suggested Non-formal activity to support learning through Suggested assessment: Oral question, observation, portfolio
application
Organise for a story telling session at a suitable place outside the class.
The learners tell or retell stories. Encourage learners to wear costumes

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and participate in story telling as guided.
Suggested Teaching/Learning Resources: Recorded songs, musical instruments, instrumental songs, poems, rhymes, puppets, pictures, animated
clip, realia, resource person, radio programmes.

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching Expectation Below Expectation

Consistently pays attention Pays attention and responds Pays attention and responds Appears to listen but makes no
and responds with a variety of appropriately most of the time. appropriately sometimes. visible response.
actions.

Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry questions
1.0 1.3 Active By the end of the sub-strand, the  In pairs or small groups, learners 1. How do you show
LISTENING listening learners should be able to: could tell stories and poems while interest during a
(2 HRS) a) Pay attention to conversations in others listen. They could be conversation?
and out of school. encouraged to ask and answer 2. When should you
b) Answer questions after listening questions. speak during a
to a story.  Learners could be encouraged to conversation?
c) Respond to simple instructions in retell stories told by the teacher 3. How do you seek
and out of school. and other learners. clarification in a
d) Appreciate the contribution of  Learners could listen to and solve conversation?
others during conversations. riddles. 4. How do people
 Learners could view recorded respond to
content and imitate. instructions?
 Learners could be given simple 5. How do people
instructions and encouraged to respond during a
respond. conversation?
 In pairs or small groups, learners
could be guided to take turns in
conversations and answer simple
questions.
 Learners could view recorded clips
of their own conversations as they
are appreciated and corrected.
 Learners could be guided to

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 appreciate the contribution of
others during conversations.
 In small groups, learners could be
involved in verbal games, songs,
poems and rhymes that involve
turn taking.
 Learners could demonstrate an
activity involving turn taking.
Core-competence developed: Digital literacy, communication and collaboration, critical thinking and problem solving, learning to learn.
Link to PCIs: Link to Values; Unity, peace.
Citizenship: Social integration.
Life skills: Effective communication, self -awareness, self-esteem,
critical thinking.
Link to other activity areas: Suggested community service learning
Environmental and Social activities, Religious Education Activities. Organise for an elderly person to visit the class for a story telling
session. Learners answer questions after listening to the stories. The
learners also sing or recite poems to the host.
Non-formal activity to support learning through application Suggested Assessment: Oral questions, observation, portfolio
Organise for a story telling session at a suitable place outside the class.
The learners tell or retell stories. Encourage learners to wear costumes
and participate in story telling as guided.
Teaching/Learning Resources: Recorded programmes, video clips, ICT devises, realia

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaching Expectation Below expectation

Consistently responds to Responds to simple Responds to simple instructions and Responds to simple instructions but does
simple instructions and takes instructions and takes turns takes turns during a conversation not sustain attention during conversations.
turns during a conversation. during a conversation most of sometimes.
the time.

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Strand Sub-strands Specific learning outcomes Suggested learning experiences Key inquiry questions
1.0 1.4 Passing information By the end of the sub-strand,  Learners could be asked to deliver
LISTENING (1 1/2 HRS) the learners should be able verbal messages to and from 1. What opportunities
to: parents/guardians. arises for learners to
a) Convey verbal messages  In pairs and small groups, learners pass information to
effectively in and out of could tell and retell news and short and from parents?
school. stories.
 Learners could be appreciated when 2. What could learners
b) Retell short stories in they convey verbal messages tell their teachers about
and out of school. effectively. their parents?
 Learners could be encouraged to
c) Engage in dialogue in engage in dialogue with parents. 3. What could learners
and out of school.  Learners could be engaged in short tell their parents about
discussions and encouraged to ask and teachers?
d) Take pleasure in passing answer questions.
verbal messages and  Learners could be engaged in activities
retelling short stories in where they listen to an audio clip and
and out of school. then talk about it in pairs or in small
groups.
Core-competence developed: Digital literacy, communication and collaboration, learning to learn.
Link to PCIs: Link to Values; Unity, respect, responsibility.
Citizenship: Social integration.
Life skills: Effective communication, inter-personal relationship.
Link to other activity areas: Suggested community service learning
Environmental and Social activities, Religious Education Activities. Organise learners to pay a visit to an elderly family. Learners
could collect litter within the compound, sing songs or recite
poems on the importance of caring and respecting the elderly.
Suggested Non-formal activity to support learning through application Suggested Assessment: Oral questions, observations, portfolio
Learners could be involved in activities where the teacher sends a learner to
pass information to another teacher. The learner is expected to bring
feedback
Teaching/Learning Resources: Audio clips, locally made telephone, envelopes, realia, ICT devices.

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Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching Expectation Below Expectation

Consistently listens attentively, Listens attentively and delivers Listens and delivers a related but not With guidance, listens
conveys intended message and intended message most of the time. fully accurate message attentively but delivers
actively engages in dialogue. distorted message.

Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry questions
1.0 LISTENING 1.5 By the end of the sub-strand,  Learners could be guided to 1. What are some of
Auditory the learners should be able to: articulate letter sounds. the closely related
discrimination a) Identify all letter sounds in Learners could listen to audio letter sounds?
(2HRS) the classroom environment. clips depicting articulation of 2. What experiences
b) Differentiate closely related letter sounds and identify the could enhance
letter sounds in and out of articulated sounds. letter sound
school.  Learners could articulate closely discrimination?
c) Experience pleasure related letter sounds as
through play in and out of demonstrated. e.g. /p/ and /b/, /t/
school. and /d/, /k/ and /c/, /l/ and /r/, /f/
and /v/, /s/ and /z/, /w/ and /y/,
/k/and /q/.
 Learners could listen to
recorded audio clips of closely
related sounds and recognize
the sounds.
 In pairs and small groups,
learners could be involved in
letter sound games.
 Learners could sing songs and
recite letter sound rhymes.
 Learners could be guided to use
interactive programmes on letter
sounds.
Core competence developed: Digital Literacy, learning to learn, communication and collaboration.
Link to PCIs: Link to Values: Unity

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Citizenship: Social integration.
Life skills: Effective communication, self-awareness.
Link to other activity areas: Psychomotor and Creative Activities Suggested community service learning
Arrange for learners to present a singing game incorporating auditory
discrimination in a community function.
Suggested Non-formal activity to support learning through Suggested Assessment: Oral questions, observation, portfolio
application
Organise for a nature walk within the school compound. Learners
listen to and identify various sounds in the environment.
Suggested Learning Resources: Recorded audio clips, letter sound games, ICT devices, radio programmes, musical instruments, realia

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently identifies and Responds appropriately to Identifies closely related sounds and With guidance, identifies some
differentiates closely related sounds and differentiates closely responds appropriately sometimes. letter sounds but does not
sounds. related sounds most of the time. differentiate between closely
related sounds.

Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 1.6 Auditory By the end of the sub-strand, the 
Learners could be guided to recall 1. What is the sound
LISTENING memory learner should be able to: letters of the alphabet. corresponding to
(1 HR) a) Say letter sounds after the  Learners could listen to audio clips on each letter?
teacher in class. letter sounds and be encouraged to
b) Recall letter sounds in and recognize or name corresponding 2. Which letter
out of class. letters. sounds are closely
c) Enjoy playing auditory  Learners could be involved in letter related?
memory games in and out of recall/memory games e.g. fishing game,
class. letter hunt.
 In pairs or small groups, learners could
be engaged in letter recall games e.g.
search and pair.
Core competence developed: Learning to learn, digital Literacy, communication and collaboration.
Link to PCIs: Link to Values: Unity, respect.

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Citizenship: Social integration
Life skills: Effective communication, critical thinking, turn taking.
Link to other activity areas: Psychomotor and Creative Activities Suggested community service learning
Arrange for learners to present a singing game incorporating
auditory memory during the school open day.
Non-formal activity to support learning through application: Suggested assessment: Oral questions, observations, portfolio
Organise for an outdoor language games where learners use toy phones and
walkie talkies to role play telephone conversations.

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently recalls letters of the Recalls letters of the alphabet Recalls most letters of the alphabet and With guidance, recalls a few
alphabet and demonstrates letter and can demonstrate letter the letter sounds. letters of the alphabet and letter
sound correspondence through sound correspondence. sounds.
auditory memory games.

Strand Sub-strand Suggested learning outcomes Suggested learning experiences Key Inquiry questions

2.0 SPEAKING 2.1 Common By the end of the sub-strand, the  Learners could imitate 1. How do you greet people
greetings and learners should be able to: greetings and farewell with at home and at school?
farewell a) Use vocabulary related to reference to relationship.(e.g 2. How do you respond to
related to greetings with reference to good morning teacher, good greetings at school and at
relationship. relationship in and out of evening mother, Good night home?
(2HRS) school. father) 3. How do you bid farewell at
 In pairs or small groups, home and at school?
b) Use vocabulary related to learners could practise
bidding farewell with greetings and farewell with
reference to relationship in reference to relationship.
and out of school.  Learners could be guided to
greet as well as bid farewell to
c) Greet people appropriately visitors who come to class with
with reference to reference to relationship.
relationship in and out of  Learners could be encouraged
school. to greet and bid farewell to

11
 family members at home with
d) Bid people farewell reference to time and
appropriately with reference relationship using appropriate
to relationship in and out of words.
school.  Learners could listen to
recorded clips on greetings and
e) Appreciate greeting and farewell with reference to
bidding people farewell relationship and imitate.
with reference to  Learners could practise
relationship in and out of greetings and bidding farewell
school. with reference to relationship
through role playing.
 Learners could sing interactive
songs on greetings and farewell
with reference to relationship.
Core-competence developed: Digital literacy, communication and collaboration, learning to learn.
Link to PCIs: Link to Values: Peace, unity, respect.
Citizenship: Social integration
Life skills: Effective communication, inter-personal relationships.

Link to other activity areas: Environmental and social activities. Suggested community service learning
Arrange for the learners to welcome and greet parents appropriately
during a school open day. The learners can also bid parents farewell
appropriately after the function.
Non-formal activity to support learning through application Suggested assessment: Oral questions, observation, portfolio
Learners visit the pre-primary one class and practise appropriate ways
of greeting and bidding farewell.
Suggested learning materials: Video clips, realia, pictures, ICT devices

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently greets and bids Greets and bids farewell using a range Greets and bids farewell with a With guidance, greets and bids
farewell using a variety of words of words for greeting and bidding limited range of words. farewell but has difficulty using
for greetings and bidding farewell farewell related to relationship most of appropriate words.
related to relationship. the time.

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Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry questions
2.0 2.2 Self- By the end of the sub-strand, the  Learners could be encouraged to
SPEAKING expression learners should be able to: express their needs, ideas and 1. What do you do when you
(1 1/2HRS) thoughts freely. need something?
a) Express their needs and ideas  Learners could be encouraged to
verbally in and out of school. sing songs that express their 2. What can you say about
needs. yourself?
b) Use appropriate vocabulary  Learners could be appreciated
to express their needs and when they express their needs and 3. What do you do when
ideas in and out of school. ideas. someone wrongs you?
 In pairs and small groups, learners
c) Take pleasure in expressing could tell each other news and
their ideas and needs stories.
verbally and non-verbally at  Learners could be encouraged to
home and in school. participate in conversations on
topics of their choice.
 Learners could be engaged in
discussions involving problem
solving tasks such as puzzles,
riddles among others.
 Learners could be encouraged to
express themselves verbally in
school and at home.
 Learners could be encouraged to
use appropriate means when
expressing needs.
 The learners could be encouraged
to talk about what they are doing
during activities.
 Learners could be encouraged to
talk about themselves.
 Learners could be engaged in
short discussions and encouraged
to answer questions.
Core-competence developed: Digital literacy, communication and collaboration, critical thinking and problem solving, learning to learn
Link to PCIs: Link to Values: Cooperation, respect, love, peace.

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Citizenship: Social integration.
Life skills: Effective communication, self-awareness, self-esteem,
critical thinking.
Link to other activity areas: Suggested community service learning/
Environmental and social activities, religious education. Involve learners in organising, planning and conducting an end of year
party for the class to be held in children’s home in the neighbourhood.
Ensure learners are actively involved in decision making and buying
items in the shop. Learners could invite children from needy families to
the party.
Suggested Non-formal activity to support learning through Suggested assessment: Oral questions, Observations, portfolio
application
Organise for an inter-class session where learners tell stories, riddles,
tongue twisters and puzzles.
Suggested Learning resources: Masks, puppets, costumes, realia, video clips, puzzles, pictures

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently expresses his /her Uses appropriate vocabulary to Expresses needs and emotions With guidance, expresses his/her
feelings and emotions using a express his/her needs and using appropriate vocabulary needs and emotions but has difficulty
variety of appropriate vocabulary. emotions most of the time. sometimes. using appropriate vocabulary.

Strand Sub-strands Specific learning outcomes Suggested learning experiences Key inquiry questions
2.0 2.3 Polite By the end of the sub-strand, the  Learners could demonstrate
SPEAKING Language learners should be able to: making requests, excusing self and 1. What do you say when
(2 HRS) apologizing. e.g. (‘May I’, ‘Excuse you want to make a
a) Use appropriate vocabulary me’ and ‘I am sorry,) request?
when making requests in and  In pairs or small groups, learners
out of school. could practise and role play 2. What do you say when
making requests, excusing self and you want to be excused to
b) Use appropriate vocabulary apologizing? go somewhere?
to excuse self and apologize  Learners could listen to stories 3. What do you say when
in and out of school. that incorporate making requests, you have wronged
c) State the appropriate excusing self and apologizing. someone?
vocabulary for excusing self  Learners could view video clips

14
 and making requests in and on making requests, excusing self,
out of school. apologizing and imitating.
 Learners could be encouraged to
d) Appreciate making requests, make requests, excuse self and
excusing self and apologize during relevant
apologizing when need situations in school and at home.
arises.  Learners could view a video clip
demonstrating situations for
making requests, excusing self and
apologizing.

Core-competence developed: Digital literacy, communication and collaboration, learning to learn

Link to PCIs: Link to Values: Unity, humility, peace, respect, integrity
Citizenship: Social interaction.
Life skills: Effective communication, inter-personal relationship,

Link to other activity areas: Suggested community service learning

Environmental and Social Activities, Religious Education Activities. Learners to present a role play on use of polite language during a
school open day.
Suggested Non-formal activity to support learning through Suggested Assessment: Oral questions, observation, portfolio
application
Involve learners in a pretend play activity depicting a classroom
experience that incorporates scenes for making requests, excusing
themselves and making apologies.
Suggested learning resources: Costumes, video clips, ICT devises, pictures, realia

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently makes requests, uses Makes requests, uses courteous Makes requests, uses courteous With guidance, makes requests and
courteous expressions and expressions and appreciates expressions and appreciates appreciates others but with difficulty.
appreciates others using a variety others using appropriate others with limited vocabulary.
of vocabulary. vocabulary most of the time.

15
Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry questions
2.0 SPEAKING 2.4 Audience By the end of the sub-strand, the  Learners could be encouraged to 1. How should I speak to be
awareness learners should be able to: listen to recorded pieces of their heard?
(1 1/2HRS) a) Speak clearly when talking to own voice. 2. What should I do to make
others in and out of class.  Learners could be encouraged to myself clear e.g when
b) Speak loud enough for the sing songs, tell stories and recite narrating a story, reciting
audience to hear in school poems and rhymes with clarity. a poem or rhyme?
and at home.  Learners could be engaged in
c) Demonstrate ability to speak conversations whenever
confidently in and out of opportunities arise.
class.  In pairs and small groups, learners
d) Enjoy speaking to others in could be encouraged to retell
and out of class. stories told by adults and other
learners.
 Individually and in groups,
learners could be involved in
presenting songs, poems and
rhymes in class and during parade.
 Learners could be encouraged to
make presentations and be
appreciated.
 Learners could be given
opportunities to dramatise.
Core competence developed: Digital literacy, communication and collaboration, learning to learn.
Link to PCIs: Link to Values: Unity, respect, responsibility.
Citizenship: Social interaction.
Life skills: Effective communication, self-awareness, self-esteem.
Link to other activity areas: Psychomotor and Creative Activities. Suggested community service learning
Organise learners to present songs, poems, rhymes and speeches
during a joint learning fun day.
Suggested Non-formal activity to support learning through application Suggested Assessment: Oral questions, observation, portfolio
Organise for inter-class learning fun day with an emphasis on singing
songs, reciting poems, rhymes and making speeches.
Suggested learning resources: Realia, recorded clips, masks, costumes, puppets,

16
Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently projects and varies Speaks with appropriate projection Speaks with appropriate projection With guidance, controls own voice
own voice and speaks with and variation most of the time. and variation sometimes. but demonstrates difficulty in
confidence. projection and variation.

Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry questions
2.0 2.5 Passing By the end of the sub-strand,
SPEAKING information the learners should be able to: 
Learners could deliver verbal 1. What opportunities arise for
(2HRS) messages to and from home. learners to pass information to
a) Convey messages  In pairs and small groups and from parents?
effectively at home and in learners could tell and retell
school. news and short stories. 2. What do learners like to tell
 Learners could be encouraged teachers about their parents?
b) Retell short stories in and to convey verbal messages
out of school. effectively. 3. What do learners like to tell
 Learners could be engaged in parents about teachers?
c) Use relevant vocabulary dialogue with parents.
when engaging in  Learners could be engaged in
dialogue. short discussions and
encouraged to answer
d) Take pleasure in passing questions.
verbal messages and  Learners could be asked to ask
retelling stories in and out and respond to questions.
of school.  Learners could be engaged in
activities where they view a
video clip and then talk about
it in pairs or in small groups.
 Learners could be encouraged
to talk about what they saw in
a field trip or nature walk.
Core competence developed: Digital Literacy, communication and collaboration, learning to learn.
Link to PCIs: Link to Values: Unity, responsibility.

17
Citizenship: Social integration.
Life skills: Effective communication, self-awareness, self-esteem,
inter-personal relationships.
Link to other activity areas: Environmental activities. Suggested community service learning
Organise learners to present songs, poems, rhymes and speeches
during a joint learning fun day. Emphasis should be on clarity and
loudness.

Suggested Non-formal activity to support learning through application Suggested Assessment: Oral questions, observation, portfolio
Organise for an inter-class contest that includes activities on speech, clarity
and loudness.
Suggested learning resources: Realia, video clips, locally made telephones ,costumes, puppets, ICT devices

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Efficiently and effectively Passes information accurately. Passes information accurately Passes information accurately but
passes information sometimes. not effectively.

Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry questions
2.0 2.6 Naming By the end of the sub-strand, the  Learners could name objects,
SPEAKING (2 HRS) learners should be able to: animals, people and colours. 1. What objects, colours and
 Learners could recite poems and people are we likely to
a) Name objects, animals, rhymes related to colours. find in our
people and colours in the  Learners could be involved in neighbourhood?
immediate environment. naming colours with reference to 2. What safe and unsafe
relevant objects. objects are we likely to
b) Name safe objects in the  Learners could be taken for a nature find our environment?
immediate environment. walk and encouraged to identify 3. How do you integrate new
colours, safe and unsafe objects in words into the child’s play
c) Name unsafe objects in the the immediate environment. and daily experiences by
immediate environment.  Learners could be guided to name naturally weaving them in
concrete objects and pictures using and out of conversations
d) Experience pleasure in ICT devices. and vocabulary games?

18
 naming colours, objects and
people in the immediate
environment.

Core competence developed: Digital literacy, learning to learn, communication and collaboration
Link to PCIs: Citizenship: Social integration Values: Unity, love, responsibility.
Life skills: Effective communication,
ECD:DRR; Safety
Link to other activity areas: Psychomotor and Creative Activities, Suggested community service learning/
Environmental and Social Activities Organise learners for a nature walk around a place of worship. Learners to
name objects, people, colours and animals. Learners should also collect
litter within such places.
Suggested Non-formal activity to support learning through Suggested Assessment: Oral questions, observation, portfolio
application
Take learners for a walk within the school compound. Learners
name objects, animals, people and colours in that setting.
Suggested learning resources: Realia, pictures ,charts, flashcards, learning corners

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently names objects, Uses appropriate vocabulary to Names objects, animals, people With guidance, names a few objects,
animals, people and colours with a name objects, animals, people and colours appropriately animals, people and colours
variety of vocabulary. and colours most of the time. sometimes. appropriately.

Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
2.0 2.7 Articulation By the end of the sub-strand, the  Learners could observe charts and 1. What is the sound
SPEAKING of letter learners should be able to: flashcards with all the letters of the corresponding to each
sounds alphabet. upper case (capital)
(3 HRS) a) Articulate vowels and  Learners could be guided to articulate letter and its equivalent
consonants correctly in and consonant sounds. lower case (small)
out of class. letter?

19
  Learners could be guided to recite
b) Demonstrate awareness of letters of the alphabet. 2. What opportunities are
letter-sound correspondence in  Learners could be encouraged to there for learners to
and out of class. practise articulating vowel sounds. practise articulation of
 Learners could be engaged in singing letter sounds? e.g
c) Take pleasure in activities songs and reciting poems and rhymes the sub-theme
relating to letter sounds in and relating to all letter sounds. ‘’market’ provides
out of class.  Learners could be engaged in opportunities for
activities e.g. fishing games, skittle learners to hear
games, dice games among others to articulation of the
enhance sound articulation. sound /p/ as in
 Learners could be encouraged to pineapple, pawpaw,
integrate letter sounds into the peas, pepper,
learner’s play and daily experiences. pumpkins, potatoes.
 Learners could be encouraged to use
flash cards and charts to enhance 3. Which letter sounds
articulation of all letter sounds. are closely related?
 Learners could be involved in viewing
and listening to sound and video clips
that enhance letter sound articulation.
 Learners could be guided to relate the
upper case (capital) letters and the
lower case (small) letters with the
corresponding sounds.
 Learners could be encouraged to
articulate closely related letter sounds
such as /p/ and /b/, /t/ and /d/, /k/ and
/c/, /l/ and /r/, /f/ and /v/, /s/ and /z/,
/w/ and /y/, /k/and /q/.

Core competence developed: Learning to learn, digital literacy, communication and collaboration.
Link to PCIs: Citizenship: Social integration Link to Values: Unity, responsibility.
Life skills: Effective communication, turn taking.

Link to other activity areas: Psychomotor and Creative Activities Suggested community service learning
Learners to make a presentation on sound articulation during a school

20
 open day.

Suggested Non-formal activity to support learning through Suggested assessment: Oral questions, observation
application:
Involve learners in an inter-class contest on sound articulation
Suggested learning Materials: Flash cards, letter cut-outs, letter charts, ICT devices.

Suggested Assessment Rubrics

Exceeds expectation consistently Meets expectation Approaching expectation Below expectation with
guidance.
Articulates vowels and consonants Articulates vowels and consonants Articulates vowels and consonants Articulates some vowels and
correctly corresponds letters to correctly and corresponds letters correctly and corresponds letters consonants but has difficulty
sounds appropriately. and sounds appropriately most of to sounds appropriately corresponding letters to sounds.
the time. sometimes.

Strand Sub strand Specific learning outcomes Suggested learning Key inquiry questions
experiences
3.0 READING 3.1 Book handling By the end of the sub-strand,  In pairs and groups 1. How do we handle a book
skills the learners should be able to: learners can be when reading?
(1 HR) a) Demonstrate book encouraged to cover 2. How do you take care of
handling skills in and out books. books?
of school.  Learners could be 3. How do you open pages of a
b) Demonstrate ability to engaged in book book when reading?
arrange books properly. arranging activities
c) Take pleasure in book and guided to store
handling and storage them properly.
activities.  In pairs or small
groups learners could
practise arranging
books topside up in
shelves or book
corner.

21
  Learners could be
guided to recite
rhymes with
simulated actions.
 In pairs or small
groups, learners
practise dusting,
covering and
arranging books at an
appropriate place.
Core competence developed: Communication and collaboration, digital, learning to learn
Link to PCIs: Citizenship; Social Integration Link to Values: Unity, responsibility.
Life skills: Creative thinking, critical thinking
Link to other activity areas: Psychomotor and Creative Activities Non Formal
Organise learners to arrange books in book shelves and book
corners in their school
Suggested Community Service activity to support learning through Suggested assessment: oral questions, observation, portfolio
application:
Organise for a book handling day where the ECD teachers guide learners
on holding books properly, turning pages, left-right orientation, covering
and arranging books.
Suggested learning resources: Book covers, books, shelves, boxes, bags, pictures, realia
Suggested Assessment Rubrics
Exceeds expectation Meets expectation Approaching expectation Below expectation
Consistently handles books Handles books appropriately and Arranges books appropriately and Arranges books with guidance but
properly and demonstrates demonstrates stores topside up sustains the topside up sometimes. does not sustain the topside up
effective topside up orientation. orientation most of the time. orientation.

Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
3.0 3.2 Reading By the end of the sub-strand, the  In pairs or in groups, learners could 1. How do you move your
READING readiness learners should be able to: arrange pictures from left to right. eyes when reading?
skills a) Demonstrate left-right eye  Learners could view animated 2. How do you turn pages of
(1 HRS) orientation when reading pictures that drag and drop from left a book when reading?
b) Demonstrate top-bottom to right in a digital clip.
orientation skills when  Learners could be engaged in a

22
 reading picture walk activity and guided to
c) Turn pages from right to left turn pages from right to left.
when opening a page  Learners could record themselves as
d) Enjoy participating in pre- they practise turning pages from
reading activities in and out right to left and view the video clip
of school for self-assessment.
 Learners could sing rhymes related
to left-right and top to bottom eye
orientation and turning pages from
right to left as they simulate.
 In pairs or small groups, learners
could practise looking at pictures
from left to right, moving the eye
from top-to-bottom of the page and
turning pages from right to left.

Core competence developed: Learning to learn, digital literacy, communication and collaboration.
Link to PCIs: Link to Values: Cooperation, responsibility.
Life skills: Effective communication, turn taking.

Link to other activity areas: Psychomotor and Creative Activities Suggested community service learning/
Learners to make a presentation on sound articulation during a school
open day.

Suggested Non-formal activity to support learning through Suggested assessment: oral questions, observation, portfolio
application:
Involve learners in an inter-group contest on sound articulation
Suggested learning resources: books, pictures, video clips

Suggested Assessment Rubrics

Below expectation Approaching expectation Meets expectation Exceeds expectation

Consistently turns pages from Turns pages from right to left and Turns pages from right to left and Turns the pages from right to left
right to left, and effectively sustains left to right and top to attempts to sustain left to right top with guidance but does not
sustains left to right and top- bottom eye orientation most of the to bottom eye orientation. demonstrate left to right, top to
bottom eye orientation. time. bottom eye orientation.

23
Strand Sub Strand Specific learning outcome Suggested learning experience Kenya inquiry question
3.0 READING 3.3 Print Awareness By the end of the sub-  Learners could be provided with 1. What pictures do you
(2 Hours) strand, the learners should relevant pictures and encouraged to enjoy looking at?
be able to: talk about them. 2. What pictures
a) Talk about pictures in  In pairs, learners could be involved interest learners?
and out of school. in reading picture stories to each
b) Demonstrate awareness other.
of print in and out of  Learners could view animated
school. pictures and encouraged to answer
c) Show interest in reading questions.
in and out of school.  Learners could view video clips
d) Enjoy reading pictures depicting stories and be asked to
in and out of school. ask and answer questions on the
story.
 In pairs or in small groups, learners
could ask and answer questions.
 Learners could be encouraged to
bring pictures related to safe and
unsafe places.
 Learners could be encouraged to
bring their own pictures from home
and talk about them.
 Learners could be encouraged to
share pictures and books.
Core competence developed: Learning to learn, digital Literacy, communication and collaboration.
Link to PCIs: Citizenship: Social Integration Link to Values: Unity, respect.
Life skills: Effective communication, critical thinking

Link to other activity areas: Psychomotor and Creative Activities Suggested community service learning/
Organise for a school open day where parents are invited to view
learners’ displayed work in class. Encourage parents and the learners to
talk about and appreciate the displayed work.

Suggested Non-formal activity to support learning through Suggested assessment: oral questions, observation, portfolio
application:

24
Organise for a school open day where learners from other classes are
invited to view the learners displayed work in class. Encourage learners
to talk about and appreciate the work displayed.
Suggested learning resources: flash cards, letter cut-outs, letter charts, ICT devices

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Meets expectation Below expectation

Consistently observes and talks Observe and talks about pictures Observes and talks about pictures With guidance, observes and talks
about pictures with interest and with interest and sustained with interest and sustained about pictures but with little
detail. attention. attention sometimes. interest and attention.

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question
3.0 READING 3.4 Visual By the end of the sub-strand,  Learners could identify odd-one out 1. What visual
discrimination learners should be able to: pictures, objects from a set of pictures discrimination
(1 HRS) a) Identify differences and or objects respectfully. experiences do
similarities in objects and  In pairs and small groups, learners children enjoy?
pictures at home and at school. could be involved in playing visual
b) Match and pair pictures and discrimination games, fix jigsaw
objects at home and at school. puzzles among other visual
c) Take pleasure in visual discrimination activities.
discrimination activities at
home and at school.
Core-competence developed: Communication and collaboration, learning to learn, critical and creative thinking for problem solving.
Link to PCIs: Citizenship: Social integration Link to Values: Unity, responsibility, love.
Life Skills: Decision making, critical thinking, creative thinking
Link to other activity areas: Environmental and Social Activities Suggested Community service learning
Organise for an inter-school reading day. Learners to be gathered in
common reading tents/ under trees and provided with materials to engage in
visual discrimination activities.
Suggested Non-formal to support learning through application Suggested assessment: oral questions, observations, portfolio
Involve learners in an inter-class group contest that includes visual
discrimination activities.
Suggested Learning Resources: Puzzles, pictures, charts, learning corners

25
Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Efficiently recognizes Recognizes similarities Identifies differences and With guidance, identifies differences and
similarities and differences and differences in objects similarities in objects and pictures similarities in objects and pictures.
in objects and pictures. and pictures. sometimes.

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question
3.0 3.5 Visual By the end of the sub-strand,
READING memory learners should be able to:  Individually, in pairs or small groups, learners 1. What do you see
(2 HRS) a) Recall objects, colours and could be engaged in visual memory games. around the home?
pictures in the immediate  In pairs or small groups, learners could be 2. What do you see
environment. guided to play letter memory games. on your way from
b) Recall letters of the  Learners could visit a learning corner within the home to school?
alphabet in and out of class. class and recall what they saw.
c) Talk about what they have  In pairs and small groups, learners could be
seen in the immediate engaged in interactive digital visual memory
environment. games.
d) Have pleasure in visual  Learners could be encouraged to recall what
memory activities in and they saw at home, on the way and in school.
out of class.

Core-competence developed: Communication and collaboration, learning to learn, digital literacy

Link to PCIs: Citizenship: Social integration Link to Values: Unity, honesty.
Life skills: Effective communication, problem solving.
Link to other activity areas: Suggested Community Service Learning
Psychomotor and Creative activities, Environmental and Organise learners to make cards for parents and give them during the school open
Social Activities. day.
Suggested Non- Formal Activity to support learning Suggested Assessment: oral questions, observations, portfolio
through application
Involve learners in an inter-class group contest that
incorporates visual memory activities.
Suggested learning resources: Language games, picture, learning corners, video clips, flash cards, ICT devices.

26
Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Effectively recalls colours, pictures Recalls colours, pictures Recalls colours, pictures and most Recalls colours, pictures and some
and all letters of the alphabet in the and all letters of the letters of the alphabet in the letters of the alphabet in the
immediate environment. alphabet in the immediate immediate environment. immediate environment.
environment.

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry questions
3.0 3.5 Reading By the end of the sub-strand,  Learners could be guided to visit a local library 1. How do we sit when
READING posture learners should be able to: to experience reading posture. reading?
(1 ½ a) Identify correct reading  Learners could view video clips on 2. Why should you sit
HRS) posture in pictures. appropriate reading posture. appropriately when
b) Sit appropriately when  Learners could be encouraged to practice reading?
reading in and out of class. appropriate reading posture 3. What are the
c) Enjoy participating in  Learners could practise sitting properly when inappropriate
activities on reading picture reading in class. reading postures?
posture in and out of class.  Learners could sing songs and recite poems
and rhymes related to appropriate reading
posture.
 In pairs, learners practise correct reading
posture.

Core-competence developed: Learning to learn, digital literacy, communication and collaboration

Link to PCIs: Values: Responsibility, unity.
ESD: Health education

Link to other activity areas: Psychomotor and Creative Activities. Suggested Community Service Learning
Organise learners to role play and recite poems on appropriate reading
posture during school assembly and open days.

Suggested Non- Formal Activity to support learning through Suggested Assessment: oral questions, observations, portfolio
application
Visit a library or another class and identify correct and incorrect

27
reading postures.

Suggested learning resources: Video clips, pictures ,recordings (songs, poems and rhymes), library, chair and table

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Effectively sits in appropriate Sits in appropriate posture. With some guidance sits and With guidance, sits in appropriate
posture. sustains appropriate posture. posture for some time.

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question
3.0 3.6 Letter By the end of the sub-strand,  Learners could be engaged in matching upper 1. How do we match
READING recogniti learners should be able to: and lower case letters using skittle game. lower and upper
on  Learners could label objects using letter stickers case letters?
(2HRS) a) Match upper case letters and encouraged to identify the letters. 2. In which play
with corresponding lower  Learners could be guided to fix letter jigsaws. experiences can we
case letters in class.  Learners could be exposed to talking walls, integrate letter
b) Take pleasure in letter which contain various materials on letters, e.g. recognition?
matching activities in and charts, cards, classroom labeling to enhance
out of class. letter recognition.
 Learners could demonstrate matching lower and
upper case letters.
 Learners could sing letter songs or recite poems
and rhymes related to letter recognition while
displaying letters.
 Individually or in small groups, learners could be
engaged in activities related to letter recognition
games e.g. letter fishing games, letter sorting
trays, letter basket balls, letter hunting games
among others.
 Learners could compete in letter recognition
competition games. Encourage fairness in
winning and acceptance in losing.
 Learners could be exposed to digital content on
letter recognition.

28
Core-competence developed: Learning to learn, digital literacy, communication and collaboration.
Link to PCIs: Citizenship: Social integration Link to Values: Fairness, unity, peace
Life skills: Effective communication, friendship
Suggested Community Service Learning
Links to other activity areas: Psychomotor and Creative Activities, Organise learners to engage in letter recognition presentations during
Religious Education Activities school open day.

Suggested Non- Formal Activity to support learning through Suggested Assessment: oral questions, observations, portfolio
application
Organise an interschool language contest incorporating letter
recognition activities.

Suggested learning resources: letter stickers, letter jigsaw, charts, talking walls, recorded poems and rhymes, letter basket balls.

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently recognizes letters in Recognizes letters in upper Recognizes letters in lower and With guidance, recognizes letters in
upper and lower case and matches all and lower case and can upper case and can match lower case and upper case but has
letters. match all letters. appropriately sometimes. difficulty matching them.

Strand Sub-strand Specific learning outcomes Suggested learning Key inquiry questions
experiences

3.0 3.7 Reading syllables By the end of the sub-strand,  Learners could be engaged 1) How do we blend letter
READING (3 HRS) learners should be able to: in blending sounds to make sounds to make syllables?
syllables e.g ta, pa, da, ma
a) Read syllables in and out of  Learners could be 2) What activities would
class. encouraged to read enhance the learner’s
syllabuses ability to read syllables?
b) Demonstrate ability to read  Learners could be
syllables in class. introduced to different

29
 consonants and guided to
c) Enjoy participating in master reading syllables
activities that involve relating to all letters.
reading syllables.  Learners could practise
reading syllables in pairs
and small groups.
 Learners could be involved
in a variety of activities to
practise reading syllables.
Core competence to be developed: Digital literacy, critical thinking for problem solving, learning to learn, communication and collaboration.

Link to PCIs: Citizenship: Social integration Values: Unity, responsibility, sharing, turn taking.
Life skills: Effective communication, self-esteem, critical thinking.
Link to other activity areas: Psychomotor and Creative Activities. Suggested community service learning activities:
Organise for an inter-school reading day. Learners to be gathered in
common reading tents/ under trees and provided with materials to engage
in activities that involve reading syllables.
Suggested Non-formal activity to support learning: Suggested assessment: observation, oral questions, observation, portfolio
Organise for an inter-group contest where learners participate in
reading syllables.
Suggested resources: Video clips, charts, flash cards, letter cut-outs, letter basketball, letter sorting tray, electronic devices, dominos, letter
formation items (stones ,blocks, bottle tops, dice)

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently recognizes syllables and Recognizes and can read Recognizes some syllables.  With some guidance, recognizes
can read a variety of words using most syllables. some syllables but has difficulty
syllables. joining sounds to form syllables.

30
Strand Sub-strand Specific learning outcomes Suggested learning Key inquiry questions
experiences

3.0 READING 3.8 Reading three to By the end of the sub-strand,  Learners could be engaged
four letter words learners should be able to: in blending syllables to 1. How do we blend syllables
(3 HRS) form three to four letter to make words?
a) Demonstrate ability to words and guided to read
blend syllables to read the words. 2. What activities enhance
three to four letter words in  Learners could practise learner’s ability to read
and out of class. reading three and four words?
letter words in pairs and
b) Read three to four letter small groups.
words correctly in and out  Learners could be involved
of class. in a variety of activities to
read three to four letter
c) Enjoy participating in words.
activities that involve
reading three to four letter
words in and out of class.

Core competence developed: Learning to learn and digital literacy.

Link to PCIs: Citizenship: Social integration Values: Unity, peace, self-esteem, critical thinking, responsibility
Life skills: Effective communication,
.
Link to other activity areas: Psychomotor and Creative Activities. Suggested Community Service Learning
Organize an inter-school reading day. Learners to be gathered in common
reading tents/ under trees and provided with materials to engage in
activities that involve reading syllables.

Non- Formal Activity to support learning through application Suggested Assessment: oral, questions, observation and portfolio
Organize an interclass or intergroup reading contest. Learners
participate in activities that involve reading three to four letter words.

Suggested learning resources: Charts, books, electronic devices, flashcards, newspapers, ICT devices

31
 Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently reads a variety of Blends syllables and reads Blends syllables and sounds to read With guidance, blends syllables but
words. three to four letter words. three to four letter words sometimes. has difficulty joining them to form
words.

Strand Sub- Specific Learning Suggested Learning Experiences Key Questions

Strand Outcomes
4.0 4.1 Book By the end of the sub-  Learners could practise arranging books 1. How do we handle books?
WRITING handling strand, the learner should be appropriately (top side up). 2. How do we keep books?
(1 HR) able to:  Learners could practise writing in their books 3. Where do we place our books
(with the correct grip of writing material) when writing?
a) Demonstrate ability to without pressing forcefully. 4. How do we keep our books
handle books  Learners could practise caring for and storing clean?
appropriately in and out books in the appropriate places. 5. How do we keep our books
of class.  Learners could practise handling books with intact?
b) Arrange books properly clean hands.
in and out of class.  Learners could be guided to sing songs and
c) Enjoy participating in rhymes related to book handling, care and
book handling activities proper storage.
in and out of class.  In pairs and groups learners could take turns
in keeping books on book shelves.
 Learners could be engaged in cleaning and
arranging books in the book corner.
 Learners could be guided to avoid leaning on
their books and writing forcefully during a
writing activity.
 Learners could be guided on how to cover
their books properly.

Core Competence to be developed: Communication and collaboration, learning to learn.

Link to PCIs: Link to Values: Unity, responsibility
ESD: Care for learning resources.
Citizenship: Leadership, social integration
Link to other activity areas: Environmental and Social Activities. Suggested community service learning

32
 Organise learners to carry out a book handling activity in a pre-primary 1
classroom/ book corner/library/self. Involve learners in dusting, covering
and arranging books.
Suggested Non-formal activity to support learning through Suggested application: portfolio, observation, oral questions
application
Organise for a book handling day where the ECD teachers guide
learners on holding books properly, turning pages, left to right
orientation, covering and arranging books.

Suggested learning resources: Books, realia, boxes, shelves, book covers, materials, video clips, school bags

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation: Below expectation

Consistently handles books Handles books appropriately Can handle books appropriately and With guidance, attempts to handle
appropriately and consistently and arranges books on shelves arranges book on shelves sometimes. books appropriately and arranges
arranges books properly on shelves properly books on shelves with guidance.

Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Questions

Outcomes
4.0 4.2 Writing By the end of the sub-  Learners could practise a writing walk where 1. Where do we place our books
WRITING readiness strand, the learners should they turn pages from right to left as they when writing?
skills be able to: write on each page. 2. Where do we place our hands
(2HRS) a) Hold a writing tool  Learners could be guided to write patterns when writing?
properly in and out of from left to right individually or in groups. 3. How do we position our
class.  Learners could be guided in activities on hands while writing?
b) Turn pages from right appropriate grip of the writing tool: pencil 4. How do we hold the writing
to left during a writing between the index finger and the thumb, tool when writing?
activity in and out of while resting on the middle finger
class.  Learners practise holding the writing tool
c) Take pleasure in pre- with the right grip.
writing activities in  Learners could practise writing in their books
and out of class. without pressing forcefully.
 Learners could be engaged in activities

33
 where they write line and cursive patterns
from left to right across a line and filling
each page from top to the bottom.
 Learners could view video clips
demonstrating appropriate pencil grip and
imitate the same.

Core competence to be developed: Learning to learn, communication and collaboration

Link to PCIs: Life skill: Self-esteem, effective communication Link to values
Citizenship: Social integration Responsibility, unity
Link to other subjects: Suggested community service learning activities
Psychomotor and Creative Activities, Invite parents to class to observe and recognize learners work.

Suggested non –formal activity to support learning: Organize for Suggested assessment: Observation, oral questions, portfolio
learners to visit other classrooms within the school to observe the
languages corner.

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

Consistently turns pages Turns pages from right to Turns pages from right to left, writes With guidance, turns pages from right to
from right to left, writes left, writes from left to right from left to right across the line left but does not demonstrate eye- hand
from left to right across the across the line. sometimes. coordination.
line and effectively sustains
eye hand coordination.

34
Strand Sub-strand Specific learning Suggested learning experiences Key inquiry questions
outcomes
4.0 4.3 Writing By the end of the sub-  Learners could be guided to continue 1. How do we sit when we are
WRITING posture strand, the learner should practising the correct writing posture every writing?
(1 HRS) be able to: time they are involved in a writing activity. 2. How do we position a book
a) Sit appropriately when  In pairs learners could practise the correct when writing?
writing in and out of writing posture. 3. How do we position hands
class.  Learners could recite rhymes on the when writing?
b) Derives pleasure in appropriate writing posture as they write. 4. Where do you place your feet
activities for writing After adopting the appropriate writing while writing?
posture in and out of posture learners could be encouraged to
class. practise writing.
 Learner could view a video clip
demonstrating the correct writing posture and
practice it.
 In pairs and small groups learners could
practise the appropriate writing posture.
 In pairs or small groups learners could take
turns to recite rhymes on writing posture as
others practise it.

Core Competence: Communication and collaboration, learning to learn.

Link to PCIs Link to Values: Unity, Responsibility.
Life-skills: Self awareness
Health Education: Caring for my body.
Citizenship: Social Integration.
Links to other activity areas: Psychomotor and Creative Activities Suggested community service learning
Organise learners to present a writing posture, rhyme, poem or song
during a school open day.
Non-formal activity to support learning through application Suggested assessment: Oral questions, observation, portfolio
Organise for an interschool language contest that incorporates games, songs,
rhymes and play relating to writing posture.
Suggested learning resources: Books, writing materials, chairs ,tables, video clips, ICT devices, pictures, charts

35
Suggested Assessment Rubrics
Exceeds expectation Meets expectation Approaching expectation: Below expectation
Consistently sits appropriately using Sits appropriately using correct Sits appropriately using correct With guidance, sits appropriately
correct posture when writing. sitting posture when writing sitting when writing posture using correct sitting posture when
most of the time. sometimes. writing.

Strand Sub-strand Specific learning Suggested learning experiences Key inquiry questions
outcomes
4.0 WRITING 4.4 By the end of the sub-  Learners could be involved in pegging 1. What are the necessary
Eye-hand strand, the learner should puzzles and fitting templates. skills for preparing a
coordination be able to:  Learners could fix jigsaw puzzles. learner to write?
skills a) Demonstrate eye-  Learners could fix letter jigsaws. 2. What activities/experiences
(2 HRS) hand coordination  Learners could practise typing letters on will promote eye- hand co-
when writing in and a computer key board. ordination?
out of class.  Learners could be involved in modeling
b) Enjoy participating in letters using clay, dough or plasticine.
eye-hand  Learners could be involved in painting
coordination and printing activities
activities in and out  Learners could join dots to make letters
of class. or trace letters.
 Learners could play digital games that
enhance eye-hand coordination.
 In pairs and groups learners could
practise eye-hand coordination activities.
Core Competence developed: Communication and collaboration, digital literacy, learning to learn.
Link to PCIs: Link to Values: Unity, responsibility
Life skills: Self-awareness, self-esteem.
Citizenship: Social integration.
Links to other subjects: Psychomotor and Creative Activities Suggested community service learning
Learners to visit the pre-primary one class and play games, sing
rhymes and songs that enhance eye-hand coordination.
Non-formal activity to support learning through application Suggested Assessment: observation, portfolio, oral questions
Organize an inter-group language contest that incorporates eye-hand
coordination activities including singing games/ Learners can continue

36
playing games that enhance eye-hand coordination at home.
Suggested learning resources: Video clips, jig saw puzzles, realia, charts, computer, brushes, paint

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently coordinates eye to Coordinates eye and hand when Coordinates eye and hand when Has difficulty coordinating eye and
hand when writing. writing most of the time. writing sometimes. hand when writing.

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Questions
4.0 4.5 Pattern  Learners could be engaged in writing
By the end of the sub-strand, the 1. Which cursive patterns are
WRITING writing learner should be able to: simple cursive patterns in the air. easy for learners to write?
(2 HRS) a) Write simple cursive  Learners could practise writing cursive 2. What materials can learners
patterns in and out of class. patterns in the air. use to form cursive patterns?
b) Use audio visual materials  Learners could be engaged in tracing 3. What items in the
to make simple cursive simple cursive patterns. environment could have
 Learners could join dots to form simple
patterns in and out of class. cursive patterns?
c) Hold writing tools cursive patterns.
appropriately when writing.
 Learners could be guided to copy
d) Experience pleasure in cursive patterns.
cursive pattern writing  Learners could practise writing simple
activities in and out of class.varied cursive patterns.
 Learners could view the process of
drawing cursive patterns on the
computer and copy them.
 Learners could write cursive patterns
using digital audio- visual materials
such as using the writing wizard
application.
 Learners could practise writing cursive
patterns using a computer.
Core competence developed: Learning to learn, creativity and imagination, digital literacy.
Link to PCIs: Link to Values: Cooperation
Citizenship: Social Integration.

37
Life Skills: Creative thinking.
Links to other activity areas: Suggested community service learning
Psychomotor and Creative Activities. Learners write/make cursive patterns and showcase to parents during open
days.
Non-formal activity to support learning through application Suggested assessment
Involve parents in helping their children to collect and bring to Observation, portfolio, oral question
school materials with cursive patterns and materials for forming
patterns.
Suggested Learning Resources: Charts, worksheet, objects with cursive shapes, writing tools, books, flashcards, video clips

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Effectively and consistently Consistently arranges objects in line, Arranges objects in line, forms With guidance, holds writing tools
arranges objects in a line, forms print patterns and draws print patterns and draws simple appropriately but demonstrates
forms a variety of print and simple line patterns. line patterns. difficulty in arranging objects in a
simple line patterns. line and drawing simple line patterns.

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Questions
4.0 WRITING 4.6 Letter By the end of the sub-strand,  Learners could sing rhymes related to 1. How do you shape each
formation the learner should be able to: letter formation. letter of the alphabet?
(2 HRS) a) Form letters correctly in  Learners could practise modeling, 2. How can a teacher
and out of class. colouring and painting letters while incorporate letter
b) Demonstrate ability to singing related rhymes. formation in children’s
form letters correctly in  Learners could practise threading play?
and out of class. beads and lacing through holes on a
c) Have pleasure in letter card to make letters.
formation activities in and  Learners could shade within letter
out of class. outlines.
 Learners could be guided to recite
letter formation rhymes as they write
letters in air and on the sand.
 Learners could be engaged in pricking
the edges of letter outlines and cutting

38
 out the letters.

Learners could be guided to do drag
and drop activities that enhance eye-
hand coordination using digital
devices.
 In pairs and small groups, learners
could practise various letter formation
activities.
 Learners could be engaged in joining
dots to form letters.
 Learners could view video clips
demonstrating letter formation and
practise writing letters.
 Learners could recite letter formation
rhymes as they write letters.
 Learners could be engaged in activities
on letter formation movements;
beginning with the starting point
followed by successive movements
until the end.
Core Competence: Learning to learn, communication and collaboration, creativity and imagination
Link to PCIs
Citizenship: Social integration.
Life-skills: Creative thinking.
Links to other activity areas: Suggested community service learning
Psychomotor and Creative Activities Involve children to assist adult learners in the community how to
form letters.
Non-formal activity to support learning through application Suggested Assessment: observation, oral questions, portfolio

Involve the parents in collecting print materials at home with the learners.
Learners bring these to school and use them to trace letters.
Suggested Learning Resources: Video clips, ICT devices, letter cut-outs, flash cards, plasticine, clay ,paint, paint brush, crayons, realia, pencils

39
Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation: Below expectation

Consistently demonstrates proper Demonstrates proper writing tool Demonstrates proper writing –tool Has developed proper writing
writing-tool grip and forms all grip and forms most letters grip and forms letter shape tool grip but forms letter shapes
letters legibly legibly. sometimes. with difficulty.

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
4.0 WRITING 4.7 Writing By the end of the sub-strand, the  Learners could be encouraged to 1. What opportunities arise for
letters of learner should be able to: join dots to make letters of the writing letters of the
the a) Demonstrate ability to write alphabet alphabet?
alphabet letters properly in and out of  Learners could be encouraged to 2. How can a teacher
(3 HRS) class. trace letters of the alphabet. incorporate letter writing in
b) Write letters of the alphabet  Learners could copy letters of the children’s play?
properly in and out of class. alphabet.
c) Enjoy using basic tools for  Learners could be guided in
letter writing activities in writing letters of the alphabet.
and out of class.  Learners could be involved in
pattern making using letters of
the alphabet.
 In pairs and in small groups,
learners could make patterns
using letters of the alphabet.
 Learners could practise writing
letters of the alphabet using
digital devices.
 In pairs and small groups,
learners could write letters and
appreciate each other’s work.
 Learners could be encouraged to
display their work in class and to
appreciate each other’s work.
 Learners could practise writing
letters on worksheets.

40
Core competence developed: Learning to learn, digital literacy, communication and collaboration
Link to PCIs: Values: Unity.
Citizenship: Social integration.
Life-skills: Creative thinking, self-esteem.
Links to other activity areas: Psychomotor and Creative Activities, Suggested community service learning
Religious Education Activities. Learners take letters they have written in worksheets in class to their
homes for parents to see and appreciate.
Non-formal activity to support learning through application Suggested Assessment: Observation, oral questions, writing activities,
Invite an ICT person to guide learners on how to write letters using portfolio
digital tools.
Suggested Learning resources: Video clips, ICT devices, letter cut-outs, flash cards, plasticine, clay, paint, paint brush, crayons, realia, pencils

Suggested Assessment Rubrics:

Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently holds varied Holds writing tools Holds the writing tools and writes letters of With guidance, holds the
writing tools appropriately appropriately and writes the alphabet correctly sometimes. tools and write a few letters
and consistently writes all letters of the alphabet correctly
letters of the alphabet properly.
appropriately.

Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry questions
4.0 WRITING 4.8 Writing By the end of the sub-strand,  Learners could practise writing of 1. What activities are required
three to four the learner should be able to: three to four letter words based on for writing practice?
letter words a) Write three to four letter demonstrated ability to read the 2. What resources would you
(allow words in class. words. use for writing practice?
variation b) Copy own name in class.  Learners could be guided to write
depending c) Have pleasure in syllables with reference to one
on the participating in writing vowel as it is read. Learners are
language) activities in and out of then encouraged to read and write
(2 HRS) class. the syllables. e.g /pa/,/ba/, /ca/.
 Learners could be introduced to
syllables relating to three to four

41
 consonants and the first vowel.
 Learners could be introduced to
different set of words after
practicing and gaining ability to
write and read syllables relating
to three to four consonants and
the first vowel.
 Learners could practise writing
syllables related to one vowel
 Learners could practise writing
two letter words relating to each
vowel beginning with the vowel
‘a’ sound e.g ‘ba’, ‘ta ‘ma’ and
encourage learners to write and
read the words.
 Learners practise joining a
syllable and a sound and read it as
a word.
 Learners could practise writing
(as they read) these words.
 Learners to be engaged in
coloring letters of their own name
 Learners could be encouraged to
practise copying their own name.
 Learners could write their own
name.
 Learners could be engaged in
activities such as using letter cut-
outs, fishing letter games to make
words.
 Learners could be guided to write
simple words using flashcards
among others.
 Learners could view video clips
on word formation and writing.
 In pairs and in groups, learners

42
 could be engaged in writing three
to four letter words.
 Learners could display their own
work and be encouraged to
appreciate others work.
Core-competence: Digital literacy, learning to learn.
Link to Values: Unity.
Link to PCI:
Citizenship: Social Integration
Life skills: Self-awareness, self-esteem.
Suggested Link to other Activity areas: Psychosocial and Creative Suggested community service learning
Activities. Learners take home their work sheets with words and their names for
parents to see and appreciate.
Suggested Non-formal activity to support learning through Suggested Assessment: Observation, oral questions, portfolio
application
Write three to four letter words and label some items in class.
Suggested Learning resources: Video clips, ICT devices, letter cut-outs, flash cards, plasticine, clay ,paint, paint brush, crayons, realia, pencils

Suggested Assessment Rubrics:

Exceeds expectation Meets expectation Approaching expectation Below expectation
Consistently and effectively Writes three to four letter words Writes three to four letter words and copies With guidance writes three to
writes three to four letter and copies own name correctly. own name correctly sometimes. four letter words and
words and copies own name sometimes copies own name.
with variation.

43
MATHEMATICAL ACTIVITIES

44
CURRICULUM DESIGN FOR MATHEMATICAL ACTIVITIES

Essence statement

Mathematical activities at the pre-primary level empower children to engage in basic analysis of problems and to develop appropriate solutions in
day to day life. These activities help to develop mental processes that enhance logical and critical thinking, accuracy and problem solving; all of
which are important building blocks for primary school readiness. They also enhance the learner’s development and acquisition of basic number,
classification and measurement skills during early years.

General learning outcomes

By the end of the pre-primary education, the learner should be able to:
a) use acquired classroom skills to solve problems in daily life,
b) demonstrate basic number concepts as a basis for future learning,
c) demonstrate interest in measurement and dispositions in physical and social world.

45
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions

1.0 CLASSIFICATION 1.1 Sorting & By the end of the sub-strand, 

Learners look at and talk about 1. Which objects are
grouping the learner should be able to: objects with different colour, size, similar or look alike?
a) identify similarities and shape and texture. 2. What objects have
8 lessons differences between  Learners demonstrate sorting and same colour, size,
objects for distinguishing grouping objects by more than one shape, and texture?
one object from the other attribute (colour, size, shape, texture, 3. Which objects look
b) sort and group objects in use and type). alike?
their environment  Two learners demonstrate sorting, 4. Which objects are
c) group objects in the grouping and comparing objects by different?
environment according to more than one attribute (colour, size, 5. Why have you grouped
more than one attribute shape, texture, use and type) up to these objects together?
d) appreciate the materials in four groups. 6. Why should we store
the environment for their  Learners in groups or pairs, materials after use?
uniqueness and diversity individually, sort and group objects
according to more than one attribute
up to four groups.
 Learners relate specific attributes to
other objects in the environment
 Sing songs related to sorting and
grouping objects.
 Collect and store materials in their
respective corners.
 Learners to sort and group objects
according to more than one attribute
using ICT devices.
Core Competencies: critical thinking , problem solving, Communication and collaboration, Digital literacy
Link to Pertinent and Contemporary Issues (PCIs)
 Citizenship: - team work;
 Life skills: effective communication
 Values: unity.
Link to other activity areas: Language, environmental, psychomotor and creative activities
Suggested community service learning - non-formal activity to support learning through application:

46
 Learners to round the school compound picking the useful objects that can be recycled for sorting and grouping
Suggested resources:
Locally available materials of different colours, shapes, texture, use, types and sizes such as leaves flowers, pebbles, shells, paper cut outs, bottle tops,
seeds, feathers, fruits, beads, pictures, DVDs, Computers.

Suggested Assessment Rubrics:

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Able to identify similar and Able to identify similar and Able to identify similar and different Able to identify similar and
different objects using more than different objects using 4 attributes objects using 3 attributes (colour different objects using 2
4 attribute (colour size, shape, (colour size, shape, texture, use & size, shape, texture, use & type). attributes (colour size, shape,
texture, use & type) type). texture, use & type).
Sort and group objects according Sort and group objects according Sort and group objects according to Sort and group objects according
to more than four attributes to four attributes (colour, size, three attribute (colour, size, shape, to two attributes (colour, size,
(colour, size, shape, texture, use shape, texture, use and type). texture, use and type). shape, texture, use and type).
and type)
Group objects according to more Group objects according to four Group objects according to 3 Group objects according to 2
than four attributes (colour, shape, attributes (colour, shape, size, attributes (colour, shape, size, attributes (colour, shape, size,
size, texture, use and type). texture, use and type). texture, use and type). texture, use and type).
Able to sort and group objects Able to sort and group objects Able to sort and group objects using Able to sort and group objects
using ICT up to four and beyond. using ICT up to four. ICT up to 3 with teacher’s guidance. using ICT 2 with teacher’s
guidance.

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

1.0 CLASSIFICATION 1.2 Matching By the end of the sub-strand, the  Learners collect a variety of 1. Which objects look
and pairing learner should be able to: objects from the environment alike?
a) identify similarities among  Demonstrate how to match and 2. What makes them
8 lessons objects in the environment pair objects according to look alike?
b) identify differences among likeness/sameness/use 3. What is the use of
objects in the environment  Few learners demonstrate these items?
c) match objects according to matching and pairing according 4. How can we care for

47
 likeness or sameness in the to more one attribute (sameness, these objects?
environment likeness and use)
d) pair objects related to each  In groups, pairs or individually
other according to sameness, learners match and pair objects
likeness, use, type according to more than one
relationship, part and whole attribute (likeness, sameness or
e) use appropriate vocabulary use)
related to matching and  discuss the use of items matched
pairing objects for effective or paired
communication  Learners sing songs/recite poems
f) appreciate the use of different on relationship/use of objects
objects in the environment from the environment.
 Learners to match and pair
objects according to more than
one attribute using ICT devices.
Core competency: Communication and collaboration (as they work in groups); critical thinking and problem solving (when matching and pairing)
Link to other activity areas: Environmental activities, psychomotor and creative activities
Link to PCIs and values:
 Citizenship: unity, harmony & cohesion;
 Life Skills: effective communication, self esteem and decision making;
 Value: unity.
Suggested community service learning: non-formal activity to support learning through application: learners should be involved in
collecting materials for learning and recycling waste materials, while clearing the learning environment to keep the learning environment clean and
safe.
Suggested resources: Locally available materials (pens, books, sticks, shapes, cut-outs, blocks, clothing, utensils, pebbles, balls, flash cards)

Suggested Assessment Rubrics:

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Identifying similar and different Identifying similar and different Identifying only a few similar and Cannot easily identify sameness in
objects in the environment and objects in the environment different objects in the environment objects
talk about them
Matching objects according to Matching objects according to Matching a few objects according Can match objects with teacher’s
more than one attribute and talk more than one attribute sameness guidance

48
 about them

Matching and pairing objects Matching and pairing objects Pair some objects according to Pair some objects with teacher’s
according to more than one according to more than one more than one attribute guidance
attribute and talk about them attribute

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

1.0 CLASSIFICATION 1.3 Ordering By the end of the sub-strand, the  Learners talk about different 1. Which objects are
learner should be able to: objects in the environment in (shorter, taller, smaller,
a) collect and identify different relation to size. bigger)?
objects in their environment for  Demonstrate ordering objects 2. Which among these
exploration and enjoyment according to size up to five two objects is shorter,
b) arrange objects in the objects. longer, smaller or
immediate environment  A few learners demonstrate bigger?
according to size in ascending ordering objects according to
up to five objects for size up to five objects.
comparison.  Learners in small groups,
c) arrange objects in the pairs, individually order
immediate environment objects according to size up to
according to size in descending five objects.
order.  In groups learners compare
d) arrange objects in the objects of different sizes up to
environment according to more five.
than one attribute  Learners to draw big and
e) differentiate objects of different small objects using ICT
sizes in the environment devices.
f) use different objects in the  Learners to arrange objects in
environment in their daily
ascending and descending
activities order using ICT devices
g) use appropriate vocabulary
related to ordering in their daily
life experiences for effective
communication

49
 h) appreciate different objects or
materials in the environment
Core competencies:
 Critical thinking and problem solving (shown when ordering different objects)
 Communication and collaboration (when ordering in groups and talking)
Link to PCIs:
 ESD: Appreciate environment as a source of learning materials;
 Life skills: Effective communication;
 Values: unity.
Link to other activities areas: Psychomotor and Creative activities
Suggested Community service: non-formal activity to support learning through application: learners to collect waste materials in the
community for re-use in learning. They should learn to the learning environment after use of materials.
Suggested resources
Flash cards, blocks, bottle tops, bottles, sticks, beads, straws, cut outs, pebbles

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Able to identify at least 9 Able to identify at least 6 objects Able to identify at least 3 Able to identify at least1 object in their
objects in their environment and and in their environment talk objects in their environment but environment and talk about their sizes
talk about their size about their sizes unable to talk about their sizes. with teachers’ assistance.

Differentiates at least 9 objects Differentiates at least 6 objects in Differentiates at least 3 objects Differentiates
in the environment according to the environment according to size in the environment according to at least 1 object in the
size size environment according to size

50
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions

1.0 CLASSIFICATION 1.4 PATTERNS By the end of the sub-strand,  Learners observe and talk about 1. Which objects look alike?
the learner should be able to: different objects in the 2. Which objects comes
8 lessons a) observe objects in the environment. next in the series?
environment for the  Learners demonstrate arranging 3. What object has been
purpose of identifying objects to make a pattern. used to make a pattern?
patterns.  A few learners demonstrate 4. Which other pattern can
b) identify similarities and arranging objects to make you make?
differences among objects patterns (shape, colour). 5. Which part of the pattern
c) arrange similar objects to  In small groups or pairs, repeats itself?
make a pattern individually, learners arrange
d) use different objects to objects to make pattern (shape,
make patterns colour, number cut-outs).
e) identify patterns in  Learners fill in the missing
different objects within the objects in a series to make a
environment (clothes, pattern.
animals, seeds, leaves)  Learners observe and talk about
f) identify the repeating part different patterns on their clothes,
of the patterns. foot prints, buildings, flower
g) appreciate pattern s in their gardens.
environment  Learners to draw different shapes
h) enjoy making different using ICT devices to make
patterns with objects found patterns.
in the environment
 Learners to make patterns using
ICT devices.

Core competencies:
 Collaboration and communication (through group work and discussions)
 Critical thinking and problem solving as they make different patterns
 Digital literacy as they make patterns using ICT
Link to PCIs and Values:
 Citizenship: harmony;
 Life skills: effective communication;

51
 Values: respect for environment;
 ESD: (environmental awareness) non-formal education.
Link to other activity areas: Psychomotor and Creative activities during construction
Suggested community service learning: non-formal activity to support learning through application: learners to plant flowers in the school
compound in different patterns.
Suggested resources:
Pencils, books, crayons, paint, paper cut-outs, leaves.

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Observes, and talks Observes and talks about observes and talks about different objects Observes different objects in their
about different objects different objects in their in their environment environment but is unable to talk
in their environment environment about them.

Identifies patterns on Identifies patterns on different Identifies patterns on different objects in Unable to identify patterns
different objects in the objects in the environment and is the environment but is unable to talk on different
environment and talk able to talk about them. about them. objects in the environment
about them

Able to arrange similar Able to arrange similar objects to Arrange similar objects to make a pattern Unable to arrange similar objects to
objects to make make different patterns . make a pattern
different pattern using
different objects

52
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry Questions
Experiences
2.0 NUMBERS 2.1 Rote counting By the end of the sub-strand,  Demonstrate rote counting 1- 1. Are you able to count1-
the learner should be able to: 50. 50 with action?
8 lessons a) rote count numbers 1-50 for  Learners to rote count 1-50 2. Can you count 1 - 50?
developing numeracy skills with actions (clapping,
b) rote count using actions up nodding ,jumping, skipping,
to 50 for enhancing hopping).
acquisition of numeracy  In groups or pairs Learners
c) enjoy rote counting up to perform singing games or
50 in their daily life. rhymes related to rote
counting.
 Learners to listen to radio and
television educational
programmes on rote counting.
 Learners to watch video clips
on rote counting with actions.

Core competence: Learning to learn as children sing about numbers and count on their own
Link to PCIs:
 Education for sustainable development ; count objects in their environment;
 Life Skills: effective communication, self awareness as they count personal objects and body parts;
 Value: unity.
Link to other activity areas: Psychomotor and creative activities as they sing
Suggested community service: non-formal activity to support learning through application: Learners to materials from the environment to
be used for learning; cleaning the environment.
Suggested resources: Bottle tops, pebbles, sticks, seeds, etc.

53
Suggested Assessment Rubrics

Above expectation Meets expectation Approaches expectation Below expectation

Rote count numbers 1- Rote count numbers 1-50 Rote count numbers 1-30 Rote count
50 and beyond numbers 1-20

Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry Questions
Outcomes
2.0 NUMBERS 2.2 Number By the end of the sub-strand,  Learners observe and read numerals on 1. Which number can
recognition the learner should be able to: number flash cards or number charts. you see on the chart/
a) identify numerals 1-20 for  Learners to identifying numbers on flashcard?
enhancement of flashcard or charts. 2. How many letters
acquisition of formation  Identify and talk about numbers found does your name
of number symbols on objects in the environment. have?
b) appreciate use of numbers  Learners sing songs and model numbers 3. Which number have
and develop curiosity for 1-20. you modelled?
numbers in daily life  Match numbers that look alike. 4. Which two numbers
experiences.  In pairs or in groups, learners play look alike on the
number recognition games such as chart?
(fishing game, domino games, skittle
game, snake and ladder games, treasure
hand, post office game).
 Learners to form numbers, type number
symbols, identify number numerals
using ICT devices
Core competencies:
 Self efficacy as they sing and dance number songs
 Communication and collaboration as they work in pair/small groups
 Learning to learn as they identify numbers on objects found in their environment
 Digital literacy as they identify numbers using ICT
Link to PCIs:
 Education for sustainable development: - when learners use numbers later in their careers, business in their daily life experiences.
 Citizenship: when learners work in pairs or groups they develop social skills
 Life skills: Effective Communication;

54
Value: Unity.
Link to other activity areas:
 Psychomotor and Creative activities as they sing and dance songs involving numbers
 Language activities - as they talk about numbers on flash cards or charts
Suggested community service: non-formal activity to support learning through application:
 Collecting materials from the community to use them in making number flash cards hence making their environment clean.
Visiting local children football clubs and talk about the numbers of players as written in their T-shirts.
Suggested Resources: Number flash cards/charts/calendar, clay, plasticine, number lines, number bags, number cut outs, fishing basket and rod,
flannel boards, bottles

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Identify and read number Identify and read number numerals 1- Identify and read number numerals Identify and read number
numerals 1-20 and beyond 20 1-10 with teacher’s guidance numerals
1 -5

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

2.0 NUMBERS 2.3 Counting By the end of the sub-strand, the  Teacher demonstrates counting 1. How many (books,
concrete learner should be able to: objects 1-20 pencils rubbers are on
objects a) observe objects in different  Few Learners count objects for the table?
groups or sets for numbers 1-20 (body parts, 2. How many learners
10 lessons distinguishing different types colours of the national flag, are in your group?
of similar objects different types of food, objects in 3. How many boys/girls
b) count concrete objects 1-20 for the class) are in your group?
developing skills  In groups or pairs, individually,
c) demonstrate one to one learners count people or objects in
correspondence while their class up to 20
counting concrete objects  Learners play counting games
d) enjoy counting objects within involving counting objects 1-20
their environment  Learners match numerals with
e) appreciate the use of one to concrete objects for numbers 1-

55
 one correspondence in real life 20.
situations  Learners to count concrete objects
f) demonstrate number value by from 1-20 using ICT devices.
counting concrete objects  Learners to play video games on
counting concrete objects.
Core competencies:
 Critical thinking and problem solving as they count specific number of objects
 Communication and collaboration as they count in groups
Link to PCIs:
 Life Skills - Self awareness as they count (fingers, family members)
 Citizenship- Harmony, patriotism as they count colours of the national flag
 Health and nutrition – as they count different types of food
Link to other activity areas: Creative and psychomotor as they sing number songs
Suggested community service: non-formal activity to support learning through application: Learners to count objects and animals at school
or at home and take good care of them
Suggested resources: Bottle tops, pencils, books, sticks, pebbles, tables, rubbers, blocks

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Count concrete objects up to 20 Counting concrete objects in Count concrete objects up to 20 and Counting concrete objects in the
and beyond the environment beyond environment

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

2.0 NUMBERS 2 .4 Number By the end of the sub-strand,  Learners randomly pick number cut outs or 1. Which number is
sequencing the learner should be able to: number cards from a pile and identify the written on the
a) identify number symbols number 1-20. card/chart/board?
10 Lessons 1-20 for acquisition of  Learners demonstrate arranging numbers 2. Which number
numeracy skills in sequence 1-20. comes before/after
b) arrange number cards in  A few learners demonstrate arranging this number?
sequence 1-20 for numbers 1-20 in sequence by placing the 3. Which number is

56
 appreciation of increase in appropriate number cards or cut outs. missing in the
value  In pairs or groups, individually, learners sequence?
c) arrange number cards in complete missing numbers in sequence by 4. How can these
sequence by completing placing the appropriate number cards or numbers be
missing numbers cut - outs arranged in
d) enjoy arranging numbers in  Learners sing songs on number sequence sequence?
sequence in day to day comprising numbers 1-20.
experiences  Learners to complete number puzzles using
ICT devices
 Learners to arrange numbers in sequence
from 1-20 using ICT devices.
 Learners to find the missing number in
given sets of numbers using ICT devices.
Core competencies:
 Critical thinking and problem solving when identifying number and filling missing number in a sequence
 Communication and collaboration - when learners work in pairs or in groups
Link to PCIs:
 Citizenship: harmony;
 Life Skills: self awareness , skills of knowing and living with oneself and others ;
 Values: unity
Link to other subjects: Environmental
Suggested community services: non-formal activity to support learning through application: Learners recycle materials such as old
cartons, empty plastic water bottles from the environment
Suggested resources: Flash cards, charts, number cut outs, calendars, number line

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Able to identify numbers 1-20 Able to identify numbers 1-20 Able to identify numbers 1-10 in Identifying numbers
and beyond in sequence on in sequence on flash cards or sequence on flash cards or cut outs 1-5 in sequence on
flash cards/cut outs cut outs flash cards or cut-outs
Able to arrange numbers 1-20 Able to arrange numbers 1-20 Able to arrange numbers 1-10 in Unable to arrange
and beyond in sequence in sequence sequence numbers in sequence

57
Completes missing numbers 1- Completes missing numbers 1- Completes missing numbers 1-10 in Able to complete missing
20 in sequence and beyond 20 in sequence sequence numbers 1-5 in
sequence

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry Questions
Experiences
2.0 NUMBERS 2.5 Number By the end of the sub-strand, the  Learners demonstrate and 1. Which group has 3,4,5,...20
Value learner should be able to: relate the number symbol and objects?
a) collect objects from the their value.
environment  A few learners demonstrate
b) count groups of objects in the and relate the number symbol
environment and select the and their value.
corresponding number  In groups learners count
symbol. concrete objects and relate
c) differentiate the number value them to the number symbol.
of objects in the environment  In groups, pairs and
d) appreciate the value of individually learners
numbers in their daily life complete number value
experiences puzzles.
e) relate number value with  Learners to match and pair
objects in the environment. number symbols with
corresponding quantity of
objects using ICT devices.
Core competences: Communication and collaboration ; critical thinking and problem solving

Link to PCI:
 Citizenship: team work;
 Life skills: creative and critical thinking, problem solving, effective communication and interpersonal relationships;
 Value: unity.
Link to other activity areas: Language activities and environmental activities.

Community service learning: non-formal activity to support learning through application:

 Learners to visit homesteads and count the animals kept at home
 Learners to feed small domestic animals

58
Suggested learning resources: Counters, realia classroom objects, flash cards, models, number charts, objects in the environment, toys.

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Count objects in the environment Count objects in the Count objects in the environment Count objects in the environment
correctly 1-20 and beyond environment correctly 1-20 correctly 1-10 correctly below 10
count groups of concrete objects count groups of concrete count groups of concrete objects count groups of concrete objects
1-20 and beyond objects 1-20 1-10 less than 10
match numerals to respective match numerals to respective match numerals to respective match numerals to respective
groups of objects up to more than groups of objects up to 20 groups of objects up to 10 groups of objects less than 10
20

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

2.0 2.6 Symbolic By the end of the sub-strand,  Learners demonstrate number 1. Which number can
NUMBERS representation the learner should be able to: formation from number cut outs. you see on the
of number a) identify number symbols up  Learners observe number cut-outs and calendar/ chart/clock
(number to 20 for association of talk about number formation. face/flashcard?
writing) spoken number and its  In groups, pairs or individually,
symbolic representation learners trace, model, thread, join dots
10 lessons b) form and write numbers 1- or colour number cut-outs up to 20.
20 on a surface for  Learners write number symbols 1-20
representing quantities of on a surface.
objects or items by symbols  Learners use number symbols found on
c) write number symbols 1-20 materials in their environment such as
on a surface for enjoyment (calendar, clock).
d) form number symbols 1-20  Learners use ICT to form number
using ICT for digital literacy symbols 1-20.
e) appreciate the use of  Learners to type number symbols from
numbers within their 1-20 using ICT devices
environment.

59
Core competence: Imagination and creativity
Link to PCIs:
 ESD: learner support programme, service learning;
 Citizenship: harmony
 Values: patience.
Link to other activity areas: Psychomotor and creative activities
Suggested community service: non-formal activity to support learning through application: learners to assist in labelling chairs and tables using
number symbols and those in pastoralist communities can assist in tagging of animals using number symbols.
Suggested resources: Calendar, plasticine, pebbles, clock face, number charts, number flashcards,

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Identifying and Identify and recognize Identify and recognize number Identify and recognize number symbols at
recognizing number number symbols at least up symbols at least up to 10 least up to 1-5 with teachers’ assistance.
symbols at least up to 20 to 20 and beyond.

Modelling, tracing or Model/tracing/joining dots Model, tracing or joining dots number Model or tracing
joining dots number number symbols using symbols using locally available /joining dots number symbols using locally
symbols using locally locally available materials 1- materials at least 1-10 with teachers’ available materials at least 1-5 with
available materials at least 20 assistance. teacher’s guidance.
1-20

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

2.0 NUMBERS 2.7 Number By the end of the sub-strand, the learner  Learners look at and talk about 1. Which number can be
puzzle should be able to: different parts of number symbols formed using the
a) rearrange number cards 1-20 in the  Guide the learners to identify selected pieces?
10 lessons correct order different parts of number symbols 2. How many pieces are
b) identify different parts of numerals  Learners demonstrate how to join these? What number
1-20 using not more than ten parts different parts of numerals to form can they form?
c) join different parts of numbers to a complete numeral 3. How many parts have

60
 form complete number symbols 1-20  A few learners practice joining you used to form
with not more than 10 parts parts of numerals to form a numbers 1, 2
d) enjoy completing number puzzles in complete numeral ,3,4,5.....20?
daily life  In pairs or groups learners join
e) relate number symbols with the different parts of number symbols
objects in the environment to form a complete numeral
f) use ICT to complete number puzzles  Learners listen to and sing songs
on number symbols as they
complete the number puzzle
 Learners relate number symbols
with the objects in the
environment
 Play games on number puzzles i.e
hopscotch.
 Learners complete number puzzles
using ICT devices
Core competencies:
 Critical thinking and problem solving as learners join parts to form a whole
 Digital literacy as they complete number puzzles using ICT
Link to PCIs:
 Citizenship: spirit of teamwork among learners while working in groups
 Life Skills: Critical Thinking.
Link to other activity areas:
 Environmental activities
 Psychomotor and creative activities
Suggested resources: Number cut outs, number charts, puzzle pieces

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Identifies different parts that Identifies different parts that can Identifies different parts that can be used Identifies different parts that can be
can be used to complete a be used to complete a number to complete a number symbol at least for used to complete a number symbol at
number symbol at least for 5 symbol at least for 3 numbers 3 numbers. least for 2 numbers
numbers

61
Joins different parts of Joins different parts of numbers Joins different parts of numbers to form Joins different parts of numbers to
numbers to form a complete to form a complete number a complete number symbol at least for 3 form a complete number symbol at
number symbol at least for 5 symbol at least for 5 numbers numbers. least for 2 numbers
numbers and beyond

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

2.0 NUMBERS 2.8 Putting By the end of the sub-strand, the  Learners observe and talk about 1. Which objects look
together learner should be able to: similar objects within their alike?
a) collect different groups of environment. 2. How many objects are
similar objects for counting  Teacher demonstrates putting similar there altogether?
b) identify sets of similar objects together with a sum not
objects in the environment for exceeding 9 and count.
counting  Two learners demonstrate putting
c) put similar objects together similar objects together with a sum
with a sum not exceeding 9 not exceeding 9 and count.
d) enjoy the activities of putting  In small groups learners put objects
together objects in their day to together with a sum not exceeding 9
day experiences and count.
e) appreciate that things become  Learners sing songs related to putting
more when put together together with sums not exceeding 9
e.g. 1 little brown bird sitting on a
wall along came another one and that
made two.
 Learners to count and put together
objects to get sums of not more than
nine (9) using ICT devices.
 Learners to listen to and watch video
programmes on the concept of putting
together.

Core competencies;
 Collaboration and communication as learners join parts to form a whole
 Digital literacy as they complete number puzzles using ICT
Link to PCIs:

62
 Citizenship: Collaboration;
 Life Skills: Self awareness as they count body parts, critical thinking as they put objects together;
 Values: patience.
Link to other activity areas: Environmental activities.

Suggested community service: non-formal activity to support learning through application: Learners to assist community members in
counting animals, utensils and farm produce.
Suggested resources: Number cut outs, number charts, puzzle pieces, counters, sticks and blocks.

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Identifies similar objects in the Identifies similar objects in the Identifies similar objects in the Unable identifies some similar objects in
environment up to 9 and beyond environment up to 9 environment up to 5 the environment
Puts similar objects together Puts similar objects together with Puts similar objects together Unable to put similar objects together
with a sum exceeding nine a sum not exceeding nine with a sum not exceeding 5 with a sum not exceeding 5

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

2.0 NUMBERS 2.9 Taking away By the end of the sub-strand, the  Learners count objects in different 1. How many objects
learner should be able to: sets are in the set?
a) collect different groups of similar  Teacher demonstrates taking away 2. How many objects
objects or items of objects from different sets less are left?
b) count objects in different sets to than 9.
establish the number in each set  Few learners demonstrate taking
c) take away fewer objects from sets away of objects from different sets
not more than 9 less than 9.
d) count the number of the remaining  In pairs, groups and individually
objects after taking away learners take away objects from sets
e) enjoy the activities of taking away not exceeding 9 and count the
objects and counting the remainder.
remainders in the day to day life  Singing songs related to taking
experiences

63
 away.
 Listen and tell stories related to
taking away.
 Recite poems related to taking
away.
 Learners to count and take away
objects form sets of objects not
more than nine (9) using ICT
devices.
 Learners to listen to and watch
video programmes on the concept
of taking away.

NB: Ensure learners do not take away

a number equal to the number of
objects from the set.

Core competencies: Critical thinking and problem solving

Link to PCIs :
 ESD: skills of taking away;
 Life skills: critical thinking;
 Values: Patience.
Link to other activity areas: Environmental activities and Language activities.
Suggested community service: non-formal activity to support learning through application: Learners to collect materials from the community
and use them for learning.
Suggested resources: Counters( sticks; blocks, pebbles, bottle tops)

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Take away similar objects from Take away similar objects from Take away similar objects Take away similar objects from sets not
sets more than 9 and count the sets not more than 9 and count the from sets not more than 5 and more than 5 and count the number that is
number that is left number that is left count the number that is left left with teacher’s guidance

64
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry Questions
Outcomes
3.0 MEASUREMENT 3.1 Sides of By the end of the sub-strand,  Learners are guided learners to talk 1. Which of these sides is
objects the learner should be able to: about different sides of objects in the longer or shorter?
a) observe different objects environment 2. What is the difference in
10 lessons with straight sides in the  Learners are guided learners to compare length between any two
environment objects with different sides sides of an object?
b) identify different sides  Few learners demonstrate comparison of 3. How will you tell which
of objects in the objects with different sides. side is longer or shorter?
environment  In groups or pairs, individually, learners
c) manipulate objects of measure sides of objects using arbitrary
different sides in the units (hand - span, foot, sticks).
environment  Learners watch a video clip on
d) enjoy measuring sides measuring sides of objects using
of objects using arbitrary units.
arbitrary units
Core competencies: Learning to learn when measuring sides of objects
Link to PCIs:
 Education for sustainable development: when measuring sides of objects ;
 Citizenship: collaboration;
 Life Skills: critical thinking and self awareness
 Value: patience (sharing and turn taking).
Link to other activity areas: Language as they learn vocabularies such as long or short
Suggested community service: non-formal activity to support learning through application: Learners to collect objects from the environment
for purpose of cleaning up.
Suggested learning resources: Objects of different lengths such as sticks, chairs, tables books, pencils, pieces of paper, strings, body parts, objects
in the class

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Able to identify sides of objects in Able to identify sides of objects in Able to identify sides of objects in Unable to identify sides of
the classroom and in the the classroom and in the the classroom objects in the classroom
environment and able to identify environment through leading questions

65
 long and short objects
Measure objects of different sides Measure objects of different sides Measure objects of different sides Unable to Measure objects of
using arbitrary units in classroom using arbitrary units in classroom using arbitrary units in classroom different sides using arbitrary
and environment and count the and environment. units
arbitrary units
Able to relate, compare and Able to relate and compare sides Able to relate objects when given unable to relate, sides of objects
differentiate objects in a given objects in a given group comprising three characteristics when given two characteristics
group comprising short and long short and long objects – long and short
objects
Able to use more than three Able to use three different arbitrary Able to use at least two different Unable to use one arbitrary unit
different arbitrary units to units to measure sides of objects arbitrary units to measure sides of to measure sides of objects
measure sides of objects objects

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

3.0 MEASUREMENT 3.2 Mass By the end of the sub-strand, the  Learners demonstrate lifting 1. Which object is
(heavy and learner should be able to: objects of different mass. heavier or lighter?
light) a) collect different objects from  Few learners demonstrate lifting 2. How can you tell
the environment objects of different mass. the object is
8 lessons b) lift different objects in the  In groups or pairs, individually, heavier or lighter?
environment for comparing their learners compare mass of different 3. Who between you
heaviness objects in their environment. is heavier or
c) compare heavy and light objects  In groups/pairs, learners play lighter?
in the environment games involving comparison of
d) appreciate objects of different mass (play on a sea saw; back to
mass in their environment back lifting)
e) enjoy manipulating objects of  Listen to stories on heavy/ light
different mass in daily life objects.
experiences  Learners to watch a video on
measuring heavy and light objects

Core competencies:
 Communication and collaboration when working in pairs or groups
 Learning to learn when comparing mass of different objects

66
 Digital literacy when playing games involving mass using ICT
Link to PCIs:
 Education for sustainable development: (business and career that involve mass);
 Citizenship: collaboration;
 Life Skills: problem solving;
 Values: patience.
Link to other activity areas:
 Psychomotor and creative as they play games and lift different objects
 Language as they talk about heaviness and lightness of objects
Suggested community service: non-formal activity to support learning through application: Learners to collect garbage in paper bags of
different sizes and dispose in the compost pit
Suggested resources: Sand, water, stones, blocks, leaves, chairs, tables and children themselves

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Lifts heavy and light objects Lifts heavy and light objects and Lifts heavy and light objects and is Unable to lift and classify
and classify them according to classify them according to their unable to classify them according to objects according to their
their heaviness or lightness and heaviness or lightness but is unable to their heaviness or lightness heaviness and lightness.
talk about them talk about them.
Enjoys lifting light and heavy Play games on comparison of Watch others as they play games on Does not show any interest in
objects heaviness and lightness of objects comparison games on comparison of
objects with different mass

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

3.0 3.4 Capacity By the end of the sub-strand, the  Guide learners in filling and 1. How many of the small
MEASUREMENT (how learner should be able to: emptying small and large containers can fill the big
much a a) fill and empty different containers using sand, water or container?
container containers with different seeds 2. From the big container,
can hold) objects and substances  Learners demonstrates comparing how many small ones can
b) compare sizes of containers big and small containers by telling be filled?
using through filling and how many small ones fill the big 3. Which container holds

67
 emptying using different ones and vice versa more/less?
substances and objects  Few learners demonstrates
c) appreciate the use of objects comparing big and small
of different sizes in the containers by telling how many
environment small ones can fill a big one and
d) enjoy filling and emptying vice versa
containers in the environment  In groups or pairs, individually,
learners tell how much a container
can hold compared to another one
of a different size
 Learners to watch a video on
filling and emptying containers.
 Learners to watch a video on
comparing containers of different
sizes.
Core competencies:
 Critical thinking and problem solving as they compare how much a container can hold
 Communication and collaboration as they work in groups
Link to PCIs:
 Food and nutrition: filling containers using different types of seeds and food staffs;
 Citizenship: collaboration and responsibility;
 Life skills: effective communication, critical thinking and problem solving;
 Values: patience.
Link to other activity areas:
 Environmental activities as they play filling and emptying
 Psychomotor and creative as they balance pouring content from one container to the other
Suggested community services: non-formal activity to support learning through application: Learners to collect containers from the
environment
Suggested resources: Containers of various sizes, water sand, seeds

68
 Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Able to fill and empty small and large Able to fill and empty small and large Able to fill and empty small Unable to fill small and
containers and goes further to count containers and goes further to count how and large containers but is large containers
how many small containers fill the big many small containers fill the big ones unable to count the number of
ones and vice versa but cannot do the reverse small containers that can fill
the big ones
Able to compare sizes of different Able to compare sizes of different Able to compare sizes of Unable to compare sizes of
containers by observing and telling how containers by telling how many of the different containers through different containers
many of the small one fill the large one small one fills the large one and vice filling and emptying. through filling and
and vice versa. versa. But cannot tell the sizes of emptying and through
different containers through observation observation

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry Questions
Experiences
3.0 MEASUREMENT 3.5 Time By the end of the sub-strand,  Learners to compare sizes of 1. Which shadow is longer or
(Daily the learner should be able to: shadows at different time s of shorter?
routines) a) compare sizes of the day. 2. At what time of the day is it
shadows at different  Learners talk about longer or shorter?
10 lessons times of the day to vocabulary related to time 3. How do we tell time at home or
determine their sizes morning ;afternoon; evening school?
b) use vocabulary related to ; day and night 4. Which are the days of week?
time for effective  Learners talk about tools and 5. Which are the months of the
communication animals used to tell time such year?
c) observe tools used for as clock ; calendar; mobile 6. Which activities do we carry out
telling time phone; animals and birds. during the day?
d) name tools used for  Teacher guides learners to
telling time (clock identify days of the week.
;calendar; mobile phone;  Teacher guides learners to
animals and birds) talk about months of the year.
e) name the days of the  Learners to watch a video on
week and the months of activities of the daily routine.
the year

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 f) appreciate management
of time when doing
different activities
Core competencies:
 Citizenship-Learners will develop into responsible, ethical and socially connected individuals when they work in groups
 Self efficacy- learner develop self esteem, self confidence and will be capable performing tasks as expected
Link to PCIs:
 ESD: Service learning and parental involvement and engagement
 Citizenship: collaboration;
 Life skills: Skills of knowing and living with oneself and others
 Values: patience.
Link to other activity areas: Time management as they adhere to daily routines, as they move to different activity areas.
Suggested community service: non-formal activity to support learning through application: learners assist parents with the daily household
chores such as cleaning utensils, setting dining table to help speed up preparation for school/work
Suggested resources: Clock face, pictures, picture cut outs, watch, radio, mobile phones, calendars, shadow positions at different times of the day

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Able to mark and compare sizes of Able to mark and compare sizes Unable to compare and relate the Unable to compare the sizes
shadows at different times of the day of shadows at different times of sizes of shadows with time. of shadows
and is able to talk about it. the day and is unable to talk about
it.
Able to Identify and use vocabulary Able to use vocabulary related to Able to use few vocabularies related Unable to use vocabulary
related to time (morning; afternoon; time (morning; afternoon; to time (morning; afternoon; related
evening; day; night). evening; day; night). evening; day; night). to time

Able to name and talk about tools Able to name tools used for Able to name some tools used for Unable to name all tools
used for telling time (clock; calendar; telling time (clock ;calendar; telling time (clock; calendar; mobile used for telling time
mobile phone; animals and birds). mobile phone; animals and birds). phone; animals and birds).

Able to tell and count the days of the Able to tell days of the week, and Able to name days of the week, Unable to name all days of
week in the correct order and also tell months of the year. months of the year but not in order. the week, months of the
the months of the year. year but not in order

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Able to appreciate the importance of Able to appreciate time when Unable to appreciate time when Unable to appreciate time.
time when doing different activities. doing different activities. doing different activities.

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry Questions
Experiences
3.0 MEASUREMENT4 3.6 By the end of the sub-strand, the  Learners are guided to look at 1. What can you see on
Money learner should be able to: and talk about different the coin or note?
(Kenyan a) observe types of Kenyan sample currencies and 2. What item do you
currency) currency for familiarity identify Kenyan coins and need most?
coins and b) identify Kenyan currency notes 3. What do we use
notes coins and notes for  A few learners identifies money for?
distinguishing them from Kenyan coins and notes 4. What can we do
10 lessons other currencies  In groups or pairs, learners with extra money
c) buy items using Kenyan coins role play buying and selling (balance)?
and notes of different from a shop corner. 5. Where do we keep
denominations  Learners to match and pair money for future
d) save money for future use Kenyan currency – coins and use?
e) make a simple budget basing notes using ICT devices 6. Which coins look
on own needs  Learners to watch a video on alike?
f) appreciate the use of Kenyan role playing buying and
currency in their daily life selling
Core competence: citizenship, communication and collaboration.
Link to PCIs:
- ESD: (financial literacy – monetary skills and career choosing;
- Citizenship: collaboration and responsibility;
 Life skills: effective communication;
- Values: integrity, honesty and transparency.

Link to other activity: Psychomotor, language

Suggested community service: non-formal activity to support learning through application: Learners are sent to buy items from the
shop/market by the community members
Suggested resources: Coins and notes, tins, boxes, papers pencils, shop corner

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 Suggested Assessment Rubrics

Above expectation Meets expectation Approaches expectation Below expectation

Able to identify and talk about Able to identify samples of Kenyan Able to identify different samples of Able to identify Kenyan
different samples of Kenyan currencies notes and coins without Kenyan currencies coins and notes. currencies notes and coins.
currencies notes and coins. talking about them.
Able to trace Kenyan coins up to Able to trace Kenyan coins up to 20 Able to trace Kenyan coins up to 20 Unable to trace Kenyan
20 shillings freely and talk about shillings freely, but cannot talk about shillings with teachers assistance. coins.
it. it.
Able to role play buying and Able to role play buying and selling Able to role play buying and selling Unable to role play buying
selling using coins and notes. using coins and notes but cannot using coins only. and selling using coins and
express self. notes.
Able to make a list of personal Able to make a list of personal needs. Able to make a list of personal Able to make a list of
needs. But unable to make simple budgets. needs without priority. personal needs.
Able to make simple budgets. Able to make simple
Able to save. budgets.

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

3.0 MEASUREMENT 3.7 Area By the end of the sub-strand, the  learners to observe different surfaces 1. How many small
(surfaces of learner should be able to: of objects. pieces can cover a
objects) a) observe objects with different  Learners identify surfaces of given surface?
surfaces in the environment different objects in the environment. 2. Which surface is
10 lessons for determining their sizes  In small groups or pairs, learners smaller or bigger?
b) identify surfaces of different measure and compare different 3. What else can we use
objects in the environment surfaces of objects. to cover a given
c) cover surfaces of different  Learners cover surfaces using small surface?
objects by using not more objects in the environment.
than 20 smaller similar objects  Learners cover surfaces using
d) use appropriate vocabulary smaller objects and count the number
related to surfaces of objects of objects used.
for effective communication  Learners to shade or colour surfaces
e) appreciate different surfaces of different objects using ICT
of objects in the environment. devices.
Core competence:

72
 Communication and collaboration as they work in groups
 Critical thinking and problem solving as they cover and find out pieces that can cover a surface
Link to PCIs:
 Citizenship: collaboration as they share and appreciate one another;
 Life skills: problem solving and critical thinking;
 Value: patience as they share materials.
Link to other activity areas:
 Psychomotor and creative activities
 Language activities
 Environmental activities
Suggested community service: non-formal activity to support learning through application: Learners participate in cleaning their
neighbourhood
Suggested resources: Pieces of paper, bottle tops, hands, feet, blocks etc.

Suggested Assessment Rubrics

Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Able to identify different surfaces Able to identify different Able to identify different surfaces in the Able to identify different
in the classroom and out of surfaces in the classroom and tell classroom and out of classroom and but surfaces in the classroom
classroom and tell their their differences cannot tell their differences
differences
Able to cover bigger surfaces of Able to cover bigger surfaces of Attempts to cover bigger surfaces of Unable to cover bigger
objects using smaller objects objects using smaller objects but objects using smaller objects. surfaces of objects using
Able to count the smaller objects cannot count them accurately smaller objects.
that cover the bigger ones

73
PSYCHOMOTOR AND CREATIVE ACTIVITIES

74
 PSYCHOMOTOR AND CREATIVE ACTIVITIES

Essence statement

Enable learners to develop both fine and gross motor skills which are necessary for the control and co-ordination of the different parts of the body.
The activity areas are Art, Music, and Outdoor. These activities will enhance exploration and development of personal talents as well as
appreciation of cultural heritage.

General Learning Outcomes

By the end of the Pre-Primary the learner should be able to;

1. Coordinate various body parts for movement, creativity and relaxation
2. Engage in creative, music and psychomotor activities independently and in groups for holistic development.
3. Share art, music and play materials and equipment for harmonious co-existence.
4. Improvise costumes, and play materials using locally available and recycled materials for creativity and self reliance.
5. Appreciate own and other peoples’ cultures for preservation and transmission of our rich cultural heritage
6. Use ICT in play, music and creative activities for learning and enjoyment.
7. Observe safety and hygiene in play and learning environment for the learners’ wellbeing

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

1.0 PICTURE 1.1 Drawing from By the end of the sub-strand,  Learners to be guided on 1. What do you use for
MAKING observation the learner should be able to; how to use drawing tools. drawing?
3 Lessons a) use appropriate tools to  Learners to be observe 2. Why do you like
draw simple pictures personal safety as they drawing?
b) draw simple handle and sharpen pencils. 3. What would you like to
representation from  Learners to be encouraged to draw?
observation draw pictures within margin 4. What do you like about
c) appreciate each other’s,  Learners draw simple picture your drawing?
drawing from observation
 Learners to discuss their
drawings in pairs and groups
 Learners could be guided to
draw pictures using ICT
devices
Core-Competence: Creativity and imagination
Link to PCIs Link to Values: love
 Education for sustainable development (ESD): Disaster Risk Reduction
(DRR) – Safety as they handle drawing tools

Links to other Activity Areas: Suggested Community Service Learning

Mathematics, Language and Environmental Activities Building collaborative relationships between school and
families as they discuss their completed work with parents
Suggested Non-formal Activity to support learning through application: Suggested assessment:
 Observation /demonstration,
 Display finished work within the classroom  Open-ended questions,
 Self assessment,
 Portfolio.
Suggested Resources: Drawing reference books; eBooks, videos on drawing steps, drawing materials and tools such as pencil, marker pen,
crayons, sharpener, paper, drawing templates, computing devices

76
Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Can do all drawing activities  Can handle drawing  Attempts to handle drawing  Scribbles
successfully: tools well tools  Draws out of margin
 Handles drawing tools well  Makes picture not  Attempts to make picture
 Draws picture from observation complete  Draws out of margin
 Draws to express feeling  Draws within margin
 Draws within margin

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

1.0 PICTURE 1.2 Drawing from By the end of the sub-strand, the  Guide learners to identify drawing 1. What do you use
MAKING memory learner should be able to; materials for drawing?
3 Lesson a) identify drawing materials  Learners to be guided on how to use 2. Why do you like
b) use appropriate tools to drawing tools. drawing?
draw simple pictures  Learners draw simple picture from 3. What would you
c) draw symbolic memory like to draw?
representation of things  Learners could be guided to take a 4. What do you like
found in the classroom from photo of their drawn pictures using about your
memory different devices drawing?
d) appreciate each other’s,  Learners to be encouraged to draw
drawing pictures within margin
 Learners to discuss their drawings in
pairs and groups
 Learners to be observe personal safety
as they handle and sharpen pencils.
 Learners could draw using the tools
available on various computing
Core-Competence: Creativity and imagination
Link to PCIs Link to Values: unity
 ESD-DRR; Safety;
Links to other Activity Areas: Suggested Community Service Learning

77
Mathematics, Language and Environmental Activities Building collaborative relationships between school
and families as they discuss their completed work
with parents
Suggested Non-formal Activity to support learning through application: Suggested assessment:
 Observation /demonstration,
 Display finished work within the classroom  Open-ended questions,
 Self assessment,
 Portfolio.
Suggested Resources:
Drawing reference books; eBooks, videos on drawing steps, drawing materials and tools such as pencil, marker pen, crayons, sharpener, paper,
drawing templates, computing devices

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Can do all drawing activities  Able to identify some  Attempts to identify drawing  Cannot easily identify
successfully: drawing materials materials drawing materials
 Able to identify drawing materials  Can handle drawing tools  Attempts to handle to:  Scribbles
 Able to handle drawing tools well  Attempts to make picture  Draws out of margin
 Draw picture from memory  Makes incomplete pictures  Draws out of margin
 Draw to express feelings  Draws within margin
 Draw within margin

78
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)

1.0 PICTURE 1.3 Printing By the end of the sub-strand  Guide learners to identify local materials used 1. Which materials
MAKING 4 Lessons the leaner should be able to,. for printing do you use for
TECHNIQUES a) identify printing  Guide the learner to pick materials for printing printing?
materials  Guide the learner to apply solution on an 2. Which materials
b) develop simple printing object and register the first print for creativity do you use for
tools  Guide the learner register subsequent prints making printing
c) create patterns using into a pattern as others observe patterns?
different objects for  Guide learners to work in groups to enhance 3. Which printing do
creativity collaboration you like?
d) appreciate own and  Guide learners to display printed materials
other pupils work  Learners could be guided to take photos of
their printed materials using mobile phones or
digital cameras
Core Competence
 Creativity and Imagination
 Self-efficacy
 Communication and Collaboration
Link to PCIs Link to Core Values
 ESD:DRR; Safety as they handle printing materials  Co-operation
 Health Education, Hygiene  Turn taking
Link to other Activity Areas: Suggested Community service learning
 Environmental and Language Activities  Mentorship
Non-Formal Activity to support learning through application: Suggested Assessment
 Have painting activities Observation, self-assessment, questions
and answers
Suggested Resources
Cardboard, newspapers, brush, colours, mobile phone, digital cameras

79
Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Able to identify all printing  Identify some printing tools  Attempt identifying printing  Not able to attempt to use
tools  Attempt developing simple tools printing tools
 Develop simple printing tools printing tools  Fairly attempt developing  Not able to appreciate
 Create patterns using finger  Create some patterns using simple printing tools
and others objects technique finger printing technique  Fairly creates some patterns
 Perform free choice fairly using finger and other objects
successfully  Perform free choice printing technique
successfully  fairly perform free choice
successfully

Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
1.0 PICTURE 1.4 Colouring By the end of the sub-strand  Guide learners to identify colours 1. Which is your favourite
MAKING 6 lessons the learner should be able to; of different objects around them. colour?
TECHNIQUES a) recognize common  Learners could be guided to observe 2. What would you do if
colours in the the different colours in various your pencil breaks?
environment for use in computing devices 3. What do you like
colouring  Learners to do free colouring colouring?
b) display ability to use individually or in groups as they
colour media freely for observe personal safety.
enjoyment  Learners clear working area in turns
c) appreciate and talk about and store the colouring materials.
their work  Guide learners to display their work
 Learner could be guided to take
photos of their coloured drawings
 Encourage learners to talk about
their displayed work
 Learners could be guided to use
computer drawing tools to colour
some generated shapes

80
Core-Competence
 Imagination and creativity
 Self-efficiency
Link to PCIs Links to Values: Responsibility
 Health education: Hygiene
 ESD: DRR;
 Financial literacy:
Links to other Activity Areas: Suggested Community Service Learning
 Environmental Activities  Draw and colour found objects from their community.
 Language Activities  Culture and Diversity; artwork reflects a broad
spectrum of cultures..
Suggested Non-Formal Activity to support learning through application: Suggested assessment
 Make colours from locally available material  Open-ended questions
 Portfolio
 Self assessment, Rating forms
Suggested Resources: Handbooks, coloured artworks, e-books, colouring materials such coloured pencils, marker pens, crayons; flash cards,
colouring books/ colouring books with 4D App, tracing paper, drawing paper, drawing pencils, erasers, sharpener, learning laptops.

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Recognizes common colours in  Recognizes common colours  Recognizes some colours  Needs assistance in almost
the environment  Able to colour successfully  Colours with assistance all areas
 Able to colour successfully  Attempts to take about art work  Has difficult talking about
 Talks about work done with done work done
ease

81
Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(s)
Experiences

1.0 PICTURE 1.5 Painting By the end of the sub-strand  Guide Learners to identify 1. Why do we paint?
MAKING 4 lessons the learner should be able to; painting materials 2. What do we use to paint?
a) identify painting materials  Organize learner to paint 3. What can we paint
b) paint freely on paper for freely in pairs/groups
familiarization of materials  Learners to paint objects
c) use finger technique for using finger technique.
painting  Learners to appreciate own
d) paint freely for enjoyment and others paintings
e) appreciate own and others  Learners could be guided
painted work to take photos of their
paintings
.

Core-Competence
 Critical thinking and problem solving
 Imagination and creativity:
 Self-efficacy:
 Life skills
Health Education: Personal Hygiene
Link to PCIs: Links to Values:
ESD:DRR; Safety as learners handle painting materials Responsibility and love
Links to other Activity Areas: Suggested Community Service Learning
Environmental, CRE, Language Activities  Paint found objects from their community.
Non-Formal Activity to support learning through application: Suggested assessment:
 Supported learning at home and within community to enhance painting skills  Observation; demonstration, Question and answer,
portfolio
Suggested Resources:
Brushes washable paints, water paints, Tempera paints, water colour pencils, palette, brushes, smock/apron, old newspaper, water colour
paper/drawing paper/tracing paper, drawing pencils, water containers and sharpener, learning laptops Internet or your local library, mobile phones,
digital cameras

82
Suggested Assessment Rubrics

Exceeding above expectation Meeting Expectation Approaches Expectations Below Expectation

 Able to identify all painting  Able to identify all painting  Able to identify some  Needs assistance
materials materials painting materials  Attempts to identify painting
 Uses painting tools appropriately  Uses painting tools  Attempts to use paints materials
 Uses paints to express feeling appropriately  Attempt to appreciate work  Attempt to appreciate work
successfully  Use paints to express
 Appreciate own and others work feelings
 Attempts to appreciate other
work and own

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

1.0 PICTURE 1.5 Mosaic By the end of the sub-strand  Guide learners to identify materials for 1. Why do we make
MAKING 4 lessons the learner should be able to; making mosaic. pictures?
TECHNIQUES a) identify materials for  Guide learners into working groups for 2. Where do we get
making mosaic collaboration materials for mosaic
b) make mosaic pictures  Assign group leaders to collect pictures
using locally available materials 3. What materials do we
materials for aesthetics.  Guide learners in preparing working use for mosaic
c) make collage pictures surface
using locally available  Guide learners to creatively make
materials for enjoyment mosaic pictures from the collected
d) appreciate the use of materials.
locally available materials  Learners could be guided to take
for making mosaic photographs of their finished mosaic
pictures
 Guide learners to appreciate each
other’s work.
 Learners to pick and keep materials
safely and neatly.

83
Core-Competence
 Self-efficacy:
 Communication and collaboration:
 Critical thinking and problem solving;
Link to PCIs Link to Values
 Life skill: Skills of knowing and living with oneself  Co-operation
Self-esteem
 ESD: Financial literacy
Links to other Activity Areas: Suggested Community Service Learning
 Environmental, CRE, Language, Mathematics Activities  Collect materials from the community for use in school to
make mosaic picture
Suggested Non-Formal Activity to support learning through Suggested assessment:
application:  Observation, Open-ended questions,
 Exhibit their work during academic/parents day  Self assessment,
 Portfolio
Suggested Resources
Child-safe scissors , glue, construction paper, white card stock, paper punch, tracing paper, assorted paper, water paints, palettes, water containers,
brushes, drawing pencils, crayons, learning laptops, digital cameras, mobile phones

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Able to identify the correct  Able to identify the mosaic  Able to identify the mosaic  Not sure of mosaic
mosaic material material material material
 Learner make mosaic picture  Able to make mosaic pictures  Needs assistance to glue  Needs assistance to
 Handle glue and tools well with assistance  Attempts to make mosaic complete the work
 Able to appreciate mosaic work  Attempts to appreciate mosaic picture
work

84
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

1.0 PICTURE 1.6 Collage By the end of the sub-strand the  Guide learners to identify materials for 1. Where do we get
MAKING 4 lessons learner should be able to; making Collage. materials for
TECHNIQUES a) identify material for making  Guide learners into working groups for making collage?
collage collaboration 2. How do we
b) make collage pictures using  Assign group leaders to collect materials make collage?
locally available materials for  Guide learners in preparing working
aesthetics surface
c) make collage pictures using  Guide learners to creatively make Collage
locally available materials for pictures from the collected materials.
enjoyment  Learners could be guided to take photos
d) appreciate their own and other of the finished collage pictures
pupils work and develop self-  Guide learners to appreciate each other’s
esteem.
work.
 Learners to pick and keep materials
safely and neatly
Core-Competence
 Creativity and imagination
 Communication and collaboration
 Critical thinking and problem solving

Link to PCIs Links to Values

 ESD: DRR safety as learners handle collage materials Responsibility and love
Links to other Activity Areas: Suggested Community Service Learning
 Environmental  Involve the community in collecting and assembling of
 Mathematics materials to be used in school.
Suggested Non-Formal Activity to support learning through application: Suggested assessment:
 Review their projects with family and reflect on favorite techniques or  Observation,
materials they’ve used and artists they’ve learned about  Open ended questions,
 Checklist,
 Portfolio

85
Suggested Resources: child-safe scissors and glue, construction paper, white card stock, sticks, feathers, straws, yarn, stencils, and more, learning
laptops, digital cameras, mobile phones

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Able to identify materials  Able to identify materials for  Able to identify materials for  Correct sticking is a challenge
for collage collage collage  Needs a lot of assistance to
 Sticks the different types of  Stick some well but cannot  Glues some materials complete making a collage
material complete a picture  Leaves some empty spaces
 Makes a colourful collage  Make a colourful picture using  Not very interested in what
picture collage technique others are doing
 Works with others well and  Attempts to appreciate others
appreciates what other learners work
work

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

2.0 MODELLING 2.1 Ball By the end of the sub-strand  Identify different types of 1. What type of materials
TECHNIQUES Technique the learner should be able to; materials used in modelling do you use for
a) identify different types of  Collect and interact with the modelling?
2 lessons materials used in modelling materials and tools. 2. What type of materials
modelling  Learners could be shown a video do you enjoy modelling
b) model items using ball on how he ball technique is used with?
techniques while modelling 3. Where do you get
c) model for enjoyment  Guide learners into working modelling materials?
d) express their ideas, groups 4. What do you like
feelings and emotions  Guide group leaders to distribute modelling?
through modelling. modelling materials
 Guide to make objects using ball
technique.
 Guide learners to display,
appreciate own and others work.

86
  Guide learners to clear working
area and wash their hands.
Core-Competence
 Self-efficacy
 Critical thinking and problem solving

Link to PCIs: Life-skills; Skills of knowing and living with others – Link to Values
Interpersonal relationships Responsibility and respect
Health education: Hygiene
Links to other Activity Areas: Suggested Community Service Learning
 Environmental Activities  Caring for the environment through recycling of used paper.
 Religion CRE
 Language Activities
 Mathematics Activities
Suggested Non-Formal Activity to support learning through application: Suggested assessment:
Group art activities  Observation,
 Walk and watch,
 Listen to conversation as they work,
 Noticing and collecting information
Suggested Resources: clay, plasticine, papiermache, tools relevant to media, glue, water, Craft reference books, internet sites on art, Books,
Learning laptops

Suggested Assessment Rubrics

Exceeding Above Meeting Expectation Approaches Expectations Below Expectation

Expectation
 Able to identify  Able to identify modeling materials  Able to identify modeling  Attempts to collect
modeling materials Manipulate material successfully materials  Attempts to model
 Able to use modeling  Makes items successfully using two - Manipulates  Not able to talk about own
materials methods - Can use one method work
 Able to appreciate own  Talks about the work done successfully
and others work - Can work with others with
assistance

87
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)

2.0 MODELLING 2.2 Coil By the end of the sub-strand the  Guide learners to Identify 1. What type of materials
TECHNIQUES Technique learner should be able to; different types of material used in do you use for
a) identify different types of Coil technique modelling?
2 lessons material used in coil technique  Guide learners into working 2. What type of materials
b) model items using coil groups do you enjoy modelling
techniques  Guide group leaders to distribute with?
c) model for enjoyment modelling materials 3. Where do you get
d) express their ideas, feelings  Guide to make objects using coil modelling materials?
and emotions through technique.
modelling.  Learners could be guided to take
photographs of their finished
objects
 Guide learners to display,
appreciate own and others work.
 Guide learners to clear working
area and wash their hands.
Core-Competence
 Self-efficacy
 Critical thinking and problem solving
Link to PCIs Link to Values
Health education: Hygiene Responsibility and unity
Links to other Activity Areas: Suggested Community Service Learning
 Environmental Activities  Caring for the environment through recycling of used paper.
 Religion CRE
 Language Activities
 Mathematics Activities
Suggested Non-Formal Activity to support learning through Suggested assessment:
application:  Observation,
Group art activities  Walk and watch,
 Listen to conversation as they work,
 Noticing and collecting information
Suggested Resources: clay, plasticine, papiermache, tools relevant to media, glue, water, Craft reference books, internet sites on art, Books,
Learning laptops, digital cameras, moble phone

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Suggested Assessment Rubrics
Exceeding Above Meeting Expectation Approaches Expectations Below Expectation
Expectation
 Able to identify modeling  Able to identify modeling  Able to identify modeling  Attempts to identify
materials for coil materials for coil technique materials for coil technique materials for modelling
technique  Able to make some items using  Attempts to model using coil  Attempts to model
 Able to model using coil coil technique technique  Not able to talk about own
technique  Talks about the work done  Can work with others with work
 Able to appreciate own assistance
and others work

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

2.0 2.3 Slab By the end of the sub-strand the  Guide learners to Identify 1. What type of materials do
MODELLIN Technique learner should be able to; different types of material you use for modelling?
G a) identify different types of used in slab technique 2. What type of materials do
TECHNIQUE 2 lessons material used in slab  Guide learners into working you enjoy modelling with?
S technique groups 3. Where do you get modelling
b) model items using slab  Guide group leaders to materials?
techniques distribute modelling materials 4. What do you like
c) model for enjoyment  Guide to make objects using modelling?
d) express their ideas, feelings slab technique.
and emotions through  Learners could be guided to
modelling. take photos of the finished
products
 Guide learners to display,
appreciate own and others
work.
 Guide learners to clear
working area and wash their
hands.
Core-Competence
 Self-efficacy
 Critical thinking and problem solving

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Link to PCIs: Link to Values
Health education: Hygiene Responsibility
Links to other Activity Areas: Suggested Community Service Learning
 Environmental Activities  Caring for the environment through recycling of used paper.
 Religion CRE
 Language Activities
 Mathematics Activities
Suggested Non-Formal Activity to support learning through Suggested assessment:
application:  Observation,
Group art activities  Walk and watch,
 Listen to conversation as they work,
 Noticing and collecting information
Suggested Resources: clay, plasticine, papiermache, tools relevant to media, glue, water, Craft reference books, internet sites on art, Books,
Learning laptops. Digital cameras, mobile phones

Suggested Assessment Rubrics

Indicators Exceeding Above Meeting Expectation Approaches Expectations Below Expectation

Expectation
Slab technique  Able to identify  Able to identify  Able to identify modeling  Attempts to identify
modeling materials for modeling materials materials for coil technique materials for
coil technique for slab technique - Attempts to model modelling
 Able to model using  Able to make some using slab technique  Attempts to model
slab technique items using slab - Can work with others  Not able to talk about
 Able to appreciate technique with assistance own work
own and others work  Talks about the
work done

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

3.0 PAPER 3.1 Paper By the end of the sub-  Guide the learner to identify 1. What items do we make by
CRAFT Folding strand the learner should different methods of folding folding papers?
be able to; papers for creativity 2. Which items do you like
4 Lessons a) identify different  The learner observes different making most using paper?
methods of folding objects made out of folding
papers for creativity techniques.
b) make items using  Learners could be guided to
folding techniques observe video clips on folding
for problem solving techniques
c) make items using  Practice in groups how to make
paper folding items using paper folding
techniques for fun techniques.
 Learner fold paper to make items
of their choice,
 Guide learners to display their
work.
 Guide learners to talk about their
art work
Core-Competence
 Critical thinking and problem solving

Link to PCIs: Link to Values: Unity

 Citizenship: Social cohesion
 Life skills: Skills of knowing and living with oneself - Interpersonal
relationships
Links to other Activity Areas: Suggested Community Service Learning
 Environmental activities, language Mathematics  Recycling paper to enhance cleanliness in the environment.
Non-Formal Activity to support learning through application: Suggested assessment
 Organised hobby/talent day show  Listening,
 Observation,
 Open-ended questions,
 Portfolio,

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  Self-assessment.
Suggested Resources:
Art craft reference books, design magazines, internet sites on craft teaching, art materials; looped scissors, papers, videos, DVD players, television
sets

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Able to identify all materials  Able to identify some materials for  Identifies some materials  Identify some
for folding paper folding methods  Folds paper with assistance materials
 Fold paper to make items  Folds paper and make some items  Attempts to fold
 Fold paper to make items for  Enjoy making a few paper
play with joy

Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(s)
Experiences
4.0 CREATING 4.1 Creating By the end of the sub-strand the  Guide learners to access 1. Which are the digital devices
SHAPES shape learner should be able to; drawing icons from digital tools used in drawing?
AND FORMS forms. a) identify drawing icons for devices independently 2. What is your favourite shape?
USING ICT familiarization with digital  Guide learners to draw 3. Which form do you enjoy
. 4 lessons devices shapes and forms using ICT drawing most?
b) use digital device to create devices randomly 4. Which digital device do you
shapes and forms creativity  Guide learners to create like using
c) appreciate the use of ICT in shapes and forms using
creating shapes and forms digital devices
 Guide learners to use
electronic devices
independently while
observing personal safety.
 Guide learners to share
experience
Core-Competence to be developed Self efficacy:
 Collaboration
 Cooperation
 Learning to learn

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Link to PCIs Links to Values
ESD-DRR; Safety of learners as they use ICT tools and equipments  Responsibility
LSP 2-
Life skills:
- Skills of knowing and living with oneself – self-esteem
- Skills of knowing and living with others: Interpersonal
relationships
Links to other Activity Areas: Suggested Community Service Learning
 Mathematics, language, environmental Activities  Work with parents and community to perfect their skills/ visit each
other and share their gadgets
Suggested Non-Formal Activity to support learning through Suggested assessment:
application:  Portfolio,
 Group art activities outside the classroom  Graphs,
 Observation use rating forms,
 Video recording,
 Self assessment.
Suggested Resources: books, e learning, resource persons, computers and smart toys and appropriate software

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Display familiarity of using  Uses ICT drawing tools to create  Uses drawing tools with assistance  Depend a lot on
drawing tools shapes with ease  Draw shapes and forms but with assistance to identify and
 Draws shape and form on  Draw shapes and forms assistance use tools to draw shapes
the electronic gadgets with  Colour shapes and forms
ease  Needs some assistance at some
 Colours using icons point
successfully
 Able to work with minimum
guidance

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

5.0 PAPER 5.1 Weaving By the end of the sub-strand the  Identify materials for 1. What do we use to make a twine
CRAFT learner should be able to; weaving weave?
6 Lessons a) identify materials for  Learners could be guided to 2. What are some of the tools used in
weaving observe photographs of weaving?
b) make weaves using paper for weaving materials 3. Where can weave articles be used?
creativity  Guide learners to cut paper
c) appreciate the use of local strips for weaving
materials for making woven  Learners to weave simple
articles item using twining
technique.
 Learners to use technique of
their choice to weave article.
 Guide learners to display
work and share comments
Core-Competence
Learning to learn
Communication and Collaboration
Link to PCIs Link to core value; respect.
Life Skills: Skills of knowing and living with oneself – self
esteem

Links to other Activity Areas: Suggested Community Service Learning

Language, Mathematics and IRE  Recycling paper to enhance cleanliness in the environment.

Suggested Non-Formal Activity to support learning through Suggested Assessment

application:  Listening, Observation, Checklist,
 Group art activities  Question and answer,
 Portfolio.
Suggested Resources:
Works of paper craft artists like Blackwell, Internet sites on craft, (education.com), Craft Books, laptop in learning, videos, video players, TV sets,
mobile phones

94
 Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Identify materials for  Identify materials for weaving  Identify few materials for weaving  Attempts to make but
weaving with ease  Makes innovative weaves  Makes mat with assistance with a lot of assistance
 Makes innovative weaves  Talks of how to make  Attempts to talk of the materials
 Talks of mats made and used  Talks of mats made and used  Attempts to talk about the use

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

6.0 6.1 3-Dimensional By the end of the sub-strand  Guide learners to identify 1. What do you like
CONSTRUCTION forms the learner should be able to; materials for construction making most?
a) identify materials for  Learner to familiarise with the 2. What materials are
4 Lessons construction found materials for making 3- used for construction?
b) create forms in 3-d using D forms. 3. Where do we get the
locally found materials for  Learners could be guided to materials for
innovation observe 3-D objects from construction?
c) handling construction laptop and mobile phone
materials for exploration  Guide learners make 3D
and enjoyment forms.
d) appreciate self and others  Learners arrange and rearrange
work the found objects to create the
3D items, keenly observing
personal safety.
 Learners appreciate self and
others work
 Guide learners to clean work
place
Core-Competence
 Creativity and imagination
 Critical thinking
 Learning to learn
Link to PCIs Links to Values
ESD: DRR; Safety  Unity

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  Responsibility
 Sharing
Links to other Activity Areas: Suggested Community Service Learning
Environmental activities, Mathematics, Language Activities  Recycle material within the school
Suggested Non-Formal Activity to support learning through application: Suggested Assessment
 Group construction activities  Observation
 Question and answer
 Self-assessment
 Portfolio
Suggested Resources:
open-ended art materials/ assorted found materials, such as bottles, boxes, wooden blocks, wires and more; videos on 3D making, artifacts of renown
artists, Resource persons, mobile phones, laptops

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Able to identify  Able to identify materials for  Able to identify some  Able to perform the activity
materials for constructing 3D objects from their materials for constructing with assistance
constructing 3D environment 3D objects from their  Able to identify 3D objects
objects from their  Able to construct 3D objects using environment from the environment
environment found materials  Able to perform the
 Able to construct 3D objects  Able to observe some safety activity to some extent
using found materials  Observe safety as they
 Able to Observe safety construct 3D objects
precaution as they construct
3D objects
 Able to comment on self and
others work

96
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)

7.0 ORNAMENTS 7.1 Beading By the end of the sub-strand the  Guide learners to identify locally 1. Which materials do we
learner should be able to; available materials for beading use for beading?
4 Lessons a) identify locally available  Guide learners to Sort and group 2. How can do we make a
materials for beading the beads according to the colour beading pattern?
b) make an item using coloured scheme 3. Where do we get
beads for creativity  Guide learners to thread the beads beading materials?
c) appreciate self and others in sequence to come up with 4. Which ornament do
work prescribed ornament. you like making most?
 Learners could be guided to take
photos of finished ornaments
 Learners to observe safety as they
make the ornaments.
 Guide learners to appreciate self
and others work
Core-Competence
 . Imagination and Creativity
Link to PCIs Links to Values
 ESD –DRR – Safety as learners hand beading materials  Patriotism
 Life skills: Skills of knowing and living with oneself – self-esteem
Links to other Activity Areas: Suggested Community Service Learning
Environmental activities, Mathematics Activities  Make ornaments using locally available materials and sue them for
cultural functions and festivities
Non Formal
Suggested Resources: open-ended art materials, assorted found materials, videos on 3D , artifacts of renown artist, resource persons, e books,
internet; art websites, assorted beads, locally available materials, mobile phones, digital cameras

97
Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Able to identify all materials  Able to identify some material  Able to identify few materials for  Can identify materials
for beading for beading beading for beading
 Able to make beads for his/her  Able to make beads of his/her  Cannot bead sequentially  Cannot make beads
choice from locally available choice  Cannot talk about his/her work  Cannot bead
materials  Able to do beading sequentially confidently sequentially
 Able to do beading with assistance  Cannot talk about his or
sequentially without assistance her work confidently
 Able to describe his/her work

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(s)
Experiences
7.0 ORNAMENTS 7.2 Bracelets By the end of the sub-strand the  Guide learners to identify 1. What are the beads
learner should be able to; locally available materials strung on?
4 lessons a) identify local materials for for making bracelets. 2. What do you use to
making bracelets  Learners could be guided to strung the beads
b) make and decorate bracelets for observe a video on 3. How do we make
friendship. decoration of bracelets bracelets beautiful?
c) making bracelets for enjoyment  Guide learners to decorate
bracelets using techniques
of their choice
 Observe safety as they make
the bracelets.
Core-Competence
 Imagination and Creativity; Selecting materials
 Communication and collaboration: Working together
Link to PCIs Link to Values
ESD-DRR; Safety – Safety when stringing  Sharing, co-operating, unity
Health Education; - Observe cleanliness as they handle the beads
Links to other Activity Areas: Suggested Community Service Learning
Environmental activities, language Mathematics activity  Recycling material within the school
Suggested Non-Formal Activity to support learning through Suggested assessment:

98
application: 
Answering open ended questions
 Decorating activities and share 
Observation; the students can demonstrate that they have in fact
learned the skill of using their fine motor skills by demonstrating to
the teacher.
 Portfolio,
 Self-assessment,
 records
Suggested learning resources: paint, tassels, drape using shiny ribbon or fancy strips of clothes or stone or beads, ribbons, videos, laptops

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Able to identify local materials  Able to identify some  Able to identify few materials used  Cannot identify materials
for making bracelet. material used for making for making bracelets used for making bracelets
 Able to use bracelet materials bracelets  Attempt to make bracelets with a  Fairly make bracelets with
for making ornaments  Able to make some bracelets little assistance assistance
 Able to make bracelet with assistance  Attempts make bracelets in pairs  May not make bracelets
individually and in pairs  Able to make bracelets in with a little assistance individually
pairs and groups

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2. Music Activities

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

Outcomes Experiences

8.0 PERFORMANCE 8.1 Dance By the end of the sub-  Guide learners to dance 1. Which dancing style do you love
5 Lessons strand the learner should freely in pairs, small most?
be able to; groups or individually. 2. Whom will you dance with?
a) Perform a free  Learners could be guided 3. Which costumes would you use
dancing style for to watch a video clip on while dancing?
enjoyment. free dancing style
b) dance in pairs and  Organize learner to dance
groups for co- individually, in pairs and
operation groups
c) respond to changes in  Guide learners to observe a
tempo and rhythms variety of dance.
through body  Guide learners to respond
movement for to tempo and rhythms
enjoyment through body movement
d) perform traditional  Guide learners to perform
dances within the traditional dance using
locality to enhance improvised costumes.
culture

Core-Competence
 Communication and Collaboration
Link to PCIs Links to Value
 Citizenship: Social cohesion Respect
Links to other Activity Areas: Community Service Learning
 Language Activities Musical artefacts
 Environment Activities
 Mathematics Activities
Non-Formal Activity to support learning through application: Suggested Assessment:
 Clubs, Fun day  Observation and actions, checklist, self assessment.
Suggested Resources:
Props, Cultural villages and local museum visit- musical instruments costumes and props, - musical instruments from a variety of cultures, range

100
of music from different cultures and genres for dance and movement activities (e.g. traditional, classical, local and others) learning laptops.\videos,
TV sets, internet

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Can successfully dance freely  Can successfully dance  Can successfully dance freely and  Can successfully dance
and in pairs freely and in pairs in pairs freely and in pairs
 Able to change the tempo and  Able to change tempo and  Able to change tempo and variety  Not able to change tempo
variety of rhythms variety of rhythms of rhythms and variety or rhythms
 Able to perform traditional  Able to perform traditional  Not able to perform traditional
dance in the community dance within the community dance within the community
 Able to perform other
community dances

Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(s)
Experiences
8.0 PERFORMANCE 8.2 Musical By the end of the sub-strand  Organize learners in groups 1. What rhyme did you recite?
Rhymes. the learner should be able to; to recite different rhymes 2. Whom did you recite the
5 Lessons a) recite rhymes with  Play recorded rhymes. rhyme with?
repetitive phrases and  Guide individual learner to 3. Which rhyme did you love
rhythmic patterns perform simple rhymes most?
b) display the ability to recite through dramatization.
simple rhymes  Guide learners to interact
c) perform simple rhymes for with each other during play
entertainment to enhance social play.
d) recite a range of musical  Guide learners to sing and
rhymes to enhance perform actions rhymes e.g.
creativity Baa baa black sheep
e) appreciate others talents as  Guide learners to appreciate
they perform simple self and others talents as
rhymes they perform simple rhymes
Core-Competence
 Self-efficacy

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  Communication and Collaboration
Link to PCIs Links to Values
LSP; Learners support programmes  Respect
Mentorship and peer education
Links to other Activity Areas: Community Service Learning
 Language, Environment and Mathematics Activity.  Visit the elderly and entertain by reciting and dramatizing rhymes
Non-Formal Activity to support learning through application: Suggested Assessment:
 Children to participate in music club  Observation and actions, Self-assessment, Progress record.
Suggested Resources:
Resource persons, resource centres, library, e-books, audio recorders, mobile phones, laptops

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 The learner has the ability to  The learner has the ability to  The learner has the ability to listen  The learner is able to listen
recite rhymes independently recite simple rhymes to the rhymes has others recite to the rhyme; enjoy but
 Has the ability to repeat simple  Has the ability to repeat  May have difficulty in pronouncing unable to say the words
words in the rhymes with easy simple words in the rhymes some words correctly
 Has the ability to compose  Can compose own rhythms  The learner may not compose own  Cannot compose own
own rhymes rhymes rhymes

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

8.0 8.3 Rhythmic By the end of the sub-strand the  Guide learners to 1. Which rhythmic pattern do
PERFORMANCE Patterns learner should be able to; identify percussion you like playing?
a) identify musical instruments used instruments 2. Which percussion
for performing rhythmic patterns  Learners could be instruments produce
e.g. percussion guided to observe rhythmic pattern?
b) display the ability to create photos showing the 3. What do you use to make
rhythmic movements through different percussion percussion instruments?
dance, nodding and swaying for instruments 4. Which is your favourite
enjoyment  Organize learners in percussion instrument
c) create rhythm using percussion small groups, pairs and
instruments to enhance tempo individually to create

102
 d) appreciate others talent as they rhythmic movements
perform rhythmic patterns using  Learners create
percussion instruments rhythmic patterns using
percussion instruments
 Learners to appreciate
self and others talents
Core-Competence
 Creativity and imagination
 Critical thinking
 Self efficacy
Link to PCIs Links to Values
ESD: DRR; Safety  Patriotism
Links to other Activity Areas: Community Service Learning
 Language activities, Mathematics activities, CRE, IRE, HRE  Perform in festivals, places of worship
activities
Non-Formal Activity to support learning through application: Suggested Assessment:
 Dance club  Observation, question and answer
Suggested Resources: drum, shaker, bottle tops, plastic bottles, seeds, small stones, sticks, digital cameras, mobile phones

Suggested Assessment Rubrics

Exceeding Above Meeting Expectation Approaches Expectations Below Expectation

Expectation
 Able to create rhythmic  Follow rhythmic patterns well  Follow few rhythmic patterns  May not create any pattern
patterns well  Show skills in creating patterns accurately  May not co-ordinate the body
 Able to identify several accurately  Can coordinate the body fairly to parts to follow pattern
percussion instruments  Identify percussion instruments follow few patterns  Have difficulty in identify
that produce sound that produce rhythmic patterns  Can identify few percussion percussion instruments
 Able to follow the  Co-ordinates the body movement instruments used to make
sounds and coordinate rhythmic patterns
patterns
 Show fun in daily in the
rhythmic activities

103
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)

8.0 8.4 Singing By the end of the sub-strand the  Guide learners to listen to and 1. Which is your
PERFORMANCE Games learner should be able to; sing songs from different favourite singing
5 Lessons a) identify different cultural cultural backgrounds game?
singing games for harmonious  Learners could be guided to 2. How do you use props
core existence observe songs sang from in singing games?
b) perform varied cultural different cultural background 3. Which props would
singing games using props for  Guide learners to display the you prefer to use in
enjoyment ability to use props. singing games?
c) express feelings through  Guide learners to have fun and
singing games for enjoy as they sing and dance.
appreciation  Learners to be encouraged to
sing and dance cooperatively in
pairs and small groups.
Core-Competence
 Self efficacy
Link to PCIs: Life Skills – Skills of knowing and living with others; Links to Values
Interpersonal relationship  Unity and love
Citizenship; Our diversity; Social cohesion
Links to other Activity Areas: Suggested Community Service Learning
Mathematics, Language, Environmental Activities  Visit the elderly in community to learn songs and meanings.
Non-Formal Activity to support learning through application: Suggested Assessment:
Role play as they do the singing game  Listening
 Observation
 Self-assessment
Suggested Resources:
Resource persons, watch videos/ clips on various performances, learning laptops, Interactive book systems, DVD players, TV sets, audio recorders

104
 Suggested Assessment Rubrics

Exceeding Above Meeting Expectation Approaches Expectations Below Expectation

Expectation
 The learner is able to  The learners has the ability to sing  The learner has the ability to  The learner has the ability to
perform singing games songs from different cultures have fun and enjoy as they listen, hear and sing but may
and enjoy using props  Display the ability to use prop in sing and dance not have the ability to make
 Express feelings through singing games  Sing cooperatively in pairs and sequential movements
singing games in small groups but not
 Identify different cultural individually
singing games

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

8.0 8.5 Play simple By the end of the sub-strand  Guide learners to interact with 1. What are some of the
PERFORMANCE musical the learner should be able to; ICT device gadgets used for playing
instruments a) identify various music ICT  Guide learners to play music music?
device for familiarization using ICT device e.g. piano, 2. Which gadgets do you
b) play simple musical guitar enjoy playing music
instruments for enjoyment  Guide learners to play virtual from?
c) display ability to play instruments downloaded on 3. How do you play music
various simple musical mobile phones or tablets. on/from the gadget you
instruments including ICT  Guide learners to play love?
device independently and cooperatively 4. Which is your favourite
d) play simple instruments in pairs and small groups. music?
and make movement for  Guide learners to play, listen
talent development and make movements.
 Encourage learners to assist one
other in operating the gadgets.
 Guide learners to observe safety
and care of the gadgets.
Core-Competence
 Creativity and Imagination
 Learning to learn

105
 Self efficacy
Link to PCIs: Link to Values:
ESD: DRR; Safety – observe safety precautions Responsibility
Life Skills: Skills of knowing and living with others.
Effective communication:
ESD: Financial Literacy: Care for the gadgets
Links to other Activity Areas: Suggested Community Service Learning
Mathematics, Language, Environmental Activities Visit old peoples’ home
Suggested Non Formal Activity to support learning through Suggested Assessment
application:  Listening
 Music club  Observation
 Entertain in Church/Mosque/Temple
Suggested Resources:
Electronic musical instrument, Source of power, resource person, watch videos on how to play the instruments, mobile phones, tablets, ipads

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 The learner has the ability to  The learner has the ability to  The learner is able to listen  The learner can be able to interact
listen to the music and make listen to music and interact with to music and make with the gadget but may not be
movements the gadgets movements able to play music from the
 Has the ability to play  Learn to play simple music and  May not have the skill of gadgets
simple music using make movement playing the electronic gadget  May not be able to make any
electronic gadgets rhythmic movement
 Has the ability to identify
different electronic gadgets
used to play music

106
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)

9.0 LISTENING 9.1 Musical By the end of the sub-strand the  Guide learners to interact with 1. Which musical sound do you
AND Sounds learner should be able to; the sounds within the school enjoy listening to?
RESPONDIN 5 Lessons a) listen to sounds from the environment 2. Where does the sound come
G environment for  Guide learners to imitate the from?
familiarisation different sounds within the 3. Which sound do you like to
b) imitate sounds made from environment. imitate?
the environment for vocal  Learners could be guided to
development record sound within their
c) appreciate sounds from the environment and play the
environment for correct recorded sounds back
response  Guide learners to name sources
of sound from within the
school environment.

Core-Competence
 Communication and collaboration; interaction with one another.
Link to PCIs: Link to Values
ESD: DRR; Safety  Unity
 Responsibility
Links to other Activity Areas: Suggested Community Service Learning
Environmental activities, language Mathematics and CRE, IRE and HRE  Collect litter
Non-Formal Activity to support learning through application: Suggested assessment
 Nature Walk  Listening,
 Observation,
 Question and answer
Suggested Resources:
Resource persons, e- books, internet; music websites, toys, videos, mobile phones, audio recorders

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Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 The learner has the ability to identify  Has the ability to listen to and  Learner is able to name the  The learner is able to
musical sounds from the environment identify musical sounds source of music listen to and appreciate
 Has the ability to imitate sound they  Is able to appreciate the music  Has the ability to listen to anyone of the musical
hear sounds from the environment musical sounds from the sounds
 Able to name the source of sound and and imitate the sounds environment  The learner is not able to
differentiate imitate the musical
 Learner is able to dance to the musical sounds heard
sounds

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3 Outdoor Activities

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

10.0 BASIC 10.1 Locomotive By the end of the sub-strand the  Guide learners to throw and 1. Which activity do you
MOTOR skills learner should be able to; catch, climb and slide. enjoy most?
SKILLS 30 Lessons a) identify common terms used  Guide learners to watch a 2. What objects do you
in outdoor activities such as video showing children enjoy throwing and
climbing/sliding, throwing throwing, catching, climbing catching?
and catching for correct and sliding 3. How do you climb and
response  Encourage learners to throw slide?
b) climb and slide on playing and catch objects, e.g. balls,
objects for enjoyment bean bags
c) observe safety during  Organize learners in pairs,
climbing and sliding on groups or individually, to play
playing objects climbing sliding; throwing
and catching games.
 Guide learners on simple First
Aid skills.

Core-Competence
Self efficacy
Learn to learn
Link to PCIs: Life Skills: Skills of knowing and living with oneself – Link to Values:
self-esteem  Patience
Life skills; Skills of knowing and living with others – interpersonal
relationships
ESD: DRR; Safety
Links to other Activity Areas: Suggested Community Service Learning
Language activity, Mathematical activity Help the elderly hang and unhang things from high level.
Environment activity
Suggested Non-Formal Activity to support learning through Suggested assessment:
application:  Observation,
 Fun day for creativity  Question and answers, Progress records

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Suggested Resources: Fixed outdoor equipment, such swings, slides, climbing frames; balls, Frisbees and bean ball, videos, internet, laptops

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 The learner has the ability to  The learner is able to slide well but  The learner has the ability to  The learner is able to
climb and slide, throw and have difficulty in climbing slide and throw with ease but do one activity or not
catch objects successfully  Can throw and catch objects well may climb or catch objects able to do the four
activities

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

Outcomes Experiences
10.0 BASIC 10.2 Non- By the end of the sub-strand  Learners to play games 1. What are the playing materials
MOTOR locomotive the learner should be able to; related to turning and and equipment used in twisting
SKILLS skills a) identify common terms twisting. and turning?
used in turning and  Organize learners to role 2. How do we turn and twist?
30 Lessons twisting activities for play games related to 3. How do you feel when twist
appropriate response turning and twisting in and turn?
b) turning and twisting for groups and pairs.
flexibility  Guide learners turning and
c) turn and twist for safety twisting as they play

Core-Competence
Communication and Collaboration
Link to PCIs: ESD: DRR - Safety Links to Values
Citizenship: Social cohension  Appreciation
Links to other Activity Areas: Suggested Community Service Learning
Language activity Participating in cultural celebrations and religious functions.
Environment activity.
Non-Formal Activity to support learning through application: Suggested assessment: Observation, question and answers, self
 Gymnastics assessment.
Suggested Resources: Hip hoops, rings, round shaped sticks, whistles

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Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 The learner has the ability to  The learner is able to stretch and  The learner has the ability to  The learner is able to stretch
stretch, bend and shake well bend but has difficulty in stretch backward and forward but unable to bend and shake
 The learner has the ability to coordinating the body parts but not able to shake with both with and without the
coordinate body parts well apparatus like hula-hoops apparatus
 May not be able to do the three
activities

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

10.0 BASIC 10.3 Manipulative By the end of the sub-strand the  Guide learners to kick freely 1. What do you use for
MOTOR Skills learner should be able to;  Encourage learners to practice kicking and
SKILLS a) kick freely for enjoyment kicking techniques bouncing?
b) display the ability to  Learners could be guided to watch 2. Which game do you
balance the body for videos showing he different kicking enjoy playing
kicking technique techniques most?
c) display manipulative skills  Organize learners in groups to 3. How do we bounce
through bouncing ball for display manipulative skills a ball?
distance estimation  Guide learners to sing songs while
d) bounce and kick balls bouncing and kicking in pairs and
safely in groups
e) bounce and kick balls for  Guide learners to do more practise
enjoyment on kicking skills
Core-Competence
 Self efficacy
 Critical Thinking
Link to PCIs: Links to Values
ESD: DRR;Safety  Sharing
Education: Hygiene  Turn taking
Health:  Respect

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Links to other Activity Areas: Language activity Suggested Community Service Learning
Mathematical activity, Environment activity, CRE, IRE, HRE Collect litters
Non-Formal Activity to support learning through application: Suggested assessment:
Games day/sports day  Observation,
 Question and answers, checklist
Suggested Resources: Balls, balloons, tennis balls, resource person, videos, laptops, TV sets, DVD players

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 The learner has the ability to  The learner has the ability to  The learner has the ability to kick a  The learner is able to kick
kick and bounce balls kick balls well but not able to ball well with difficulty
successfully bounce the ball  The learner has a problem with  Can do bouncing of
bouncing objects objects with assistance
 May not do the three
activities

Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(s)
Experiences
11.0 SWIMMING 11.1 Pool safety By the end of the sub-strand  Guide learners name the 1. What is the importance of
30 Lessons the learner should be able to; rules of basic water safety basic water rules?
a) identify basic water and hygiene in the pool
safety and hygiene rules  Encourage learners to
for application in the pool follow safety rules
b) demonstrate ability to accordingly
follow safety rules
accordingly

Core-Competence
 Learning to learn
Link to PCIs : Link to Values
ESD-DRR; Safety  Responsibility
Links to other Activity Areas: Suggested Community Service Learning

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 Environmental activity  Sharing experiences with others in the community.
 Mathematics activity
 Language activity
Suggested Non-Formal Activity to support learning through Suggested Assessment
application:  Video tapes
 Visit a local swimming/water pool  Observation
 Open ended question
Suggested Resources: Resource person, pool, swimwear, swim accessories (goggles), pool/improvised tools- hula hoop

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Learner has the ability to  Learner has the ability to follow the  Learner has the ability to follow  Appreciate pool rules
follow the safety rules pool rules the pool rules but difficulty in as others interact with
 Has the basic water safety  Sing song related to pool routines and interacting with water water
hygiene rules appreciate the pool rules
 Ability to interact with water
in the pool
 Ability to change into correct
swimming attire

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

11.0 11.2 Water By the end of the sub-strand the  Guide learners could be 1. How do you feel when
SWIMMING Orientation learner should be able to; guided to walk around the walking in water?
a) confidently move around the pool to adapt the 2. How do you feel when you
15 Lessons pool in readiness for environment put your head in water with
swimming  Learners could be guided to eyes open?
b) opening eyes confidently in take photos of the swimming 3. What do you like most
water for safe swimming pool about being in water?
c) identify basic floating  Encourage learners to open
techniques for swimming eyes in water confidently
d) appreciate the use of water for  Learners could be guided to
recreation

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 watch videos showing the
different floating techniques
 Guide learner on how to
float and walk safely in
water
 Learners play games in the
pool

Core-Competence to be developed
 Critical thinking
 Self efficacy
Link to PCIs Link to Values
 ESD-DRR; Safety  Responsibility
 Health Education: Hygiene  Respect
Links to other Activity Areas: Suggested Community Service Learning
 Environmental activity  Improve school grounds
 Mathematics activity
 Language activity
Suggested Non-Formal Activity to support learning through Assessment: Observation, question and answer, self assessment.
application: Fun day
Suggested Resources: Pool/ improvised pools, floaters, resource person (pool attendant), materials such as balls, toys, digital cameras, mobile
phones, videos, laptops, TV sets, DVD players

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Has attained confidence in  Ability to move around the pool  Has the ability to move around  Sing swimming routine
moving around the pool  Has confidence in opening eyes the pools songs
 Has the confidence in opening in water  Ability to sing routine songs  May not attempt to open
eyes in water  Has difficulty in floating and  Has difficulty in opening eyes eyes, float or play games in
 Has the ability to float in water playing games in water in water, floating and playing water
 Able to play games with games
materials in the pool

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

12.0 FUN 12.1 Modern/ By the end of the sub-strand  Guide learners to name some 1. Which fun game do you
GAMES Traditional the learner should be able to; familiar fun games. like most?
fun games. a) identify some fun games  Learners could be guided to 2. How do we perform the
15 Lessons within their environment watch some videos on familiar following fun games; telling
for play fun games time, skittle, killing a rat
b) perform fun games for  organize learners in groups game
enjoyment practice some fun games of 3. What are some of the
c) appreciate and their choice activities done in fun
acknowledge each other  Learners to play and relate games?
as they perform the fun with others in fun games. 4. Which fun game do you
games enjoy most?

Core-Competence
 Learning to learn
 Collaboration and communication
Link to PCIs: Skills of knowing and living with others – Interpersonal Link to Core Values
relationship  Co-operation

Links to other Activity Areas: Suggested Community Service Learning

 Language and Mathematics Activities  Learner to visit own community and source for fun games.
Suggested Non-Formal Activity to support learning through Suggested Assessment:
application: Checklist, Observing/ demonstration, self-assessment, videos.
 Participate in fun day
Suggested Resources: Music artifacts ,Resource person, costumes, instruments, internet sites on fun games, videos, library, TV sets, laptops,
DVD players

Suggested Assessment Rubrics

Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation

 Able to identify various modern  Able to identify games with the  Able to identify games with  Cannot identify any
and traditional games environment assistance game within the
 Able to identify materials used in  Able to perform the games well  May perform the games with environment

115
 the games  Able to perform using props assistance  Needs to be assisted to
 Able to perform various modern  May attempt to perform using perform
traditional games successfully props  Cannot perform games
 Can assist other to perform with props
 Can perform games with props

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ENVIRONMENTAL ACTIVITIES

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ENVIRONMENTAL ACTIVITIES

Essence statement
Environmental activity area in pre-primary entails the study of the relationship between man and his environment. It comprises of; the local natural
environment and its care, social relationships, health practices and safety. This provides opportunities for the learner to explore experiment and
interact with the immediate environment. This enables the learner to acquire skills to; enjoy learning, promote good health, safety, environmental
conservation and appreciate rich cultural diversity.

General learning outcomes

By the end of pre-primary education the learner should be able to;
a) observe proper hygiene, sanitation, and nutrition to promote good health,
b) explore the immediate environment for learning, conservation and enjoyment,
c) apply technological skills for learning and enjoyment within their local environment,
d) demonstrate acquisition of social skills for interpersonal relationship,
e) appreciate the rich and diverse cultural heritage in the local environment,
f) make appropriate choices for safe interaction with the immediate environment.

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Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
1.0 SOCIAL 1.1 Myself By the end of the sub-  Learners sing songs and say poems on 1. What are the parts of
ENVIRONMENT strand, the learner body parts your body?
( 5 Lessons) should be able to;  Learners identify different parts of the
a) talk about body body from a chart 2. What are the uses of
parts (head, ears,  Learners play different games on body your body parts?
eyes, mouth, hand,) parts
for self-awareness,  Learners tell the uses of different
b) Tell the uses of body parts
ears, nose mouth  learners to draw and model parts of the
and eyes. for self- body
awareness,
c) Appreciate one’s
body parts for self-
esteem.

Core-Competences to be developed:
 Citizenship-working in groups
 Learning to learn-playing and listening to stories
 Self-efficacy-talking about themselves
 Collaboration and communication-when discussing
Link to Pertinent and contemporary issues( PCI’s): Link To Values:
 Life Skills-Self Awareness and Self-Esteem  Respect
 Responsibility
Links to other activity areas: Suggested Community Service Learning
 Language Activities  Learners to visit a special school
 Psychomotor and Creative activities
 Religious Education Activities
Suggested Non-Formal Activities Suggested Assessment:
 Clubs and Societies  Observation using observation schedules
 Checklists
 Portfolios
 oral questions

119
Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently talk about body Talks about body parts and In consistently talk about body parts and Does not talk about body parts and
parts and their uses their uses. their uses their uses.

Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s
Outcomes
1.0 SOCIAL 1.2 Our By the end of the sub-  Learners to name people found at 1. Who are the people
ENVIRONMENT School strand, the learner should school eg teachers, watchman, found at school?
be able to; driver etc
(10 Lesson) a) talk about work done  Learners to be taken round the 2. What work is done
by different people in school identifying the people by the by people at school?
the school work they do
b) participate in  Learners to mention the work done 3. How do we come up
developing classroom by people in school with rules and
rule (Dos and Don’ts)  Learners to role play work done by guidelines?
for interpersonal people at school
relationships  Learners to be guided in coming up 4. What are the dos and
c) appreciate the school with rules and regulations of their don’ts in the class?
community for class
harmonious living  Learners to sing songs about work
done by people in the school
 Learners to draw and model people
in school
Core-Competences to be developed:
 Communication and collaboration-making rules
 Learning to learn-following the rules
 Citizenship-reinforcing the rules and following
Link to Pertinent and contemporary issues(PCI’s): Links to values:
 Responsibility
 Citizenship-Social Cohesion- Nationhood and Nationalism  Cooperation
Links to other activity areas: Suggested Community Service Learning

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  Language activities,  Parental engagement: parents to enhance following
 Religious education activities, rules at home
 Psychomotor and Creative Activities
Suggested Non-Formal Activity: Suggested Assessment:
 Field trips,  Observation using observation schedules and
 Clubs and societies checklists,
 Sports and games  Portfolios,
 Oral questions

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently talk about work done talks about work done by people inconsistently talk about work Does not talk about work done by
by people in the school and in the school and observe rules done by people in the school and people in the school anddoes not
observe rules and regulations and regulations observe rules and regulations observe rules and regulations

Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry

Experiences Question(s)
1.0 SOCIAL 1.3 Our Home By the end of the sub-strand, the  Learners to name different 1. Which are the
ENVIRONMENT 1.3.1 Structures learner should be able to; structures and buildings at buildings and
/buildings a) Name different structures and home structures found
buildings found at home,  Learners identify structures at home?
b) Identify different buildings and found at home in the 2. What are the
(10 lessons) structures at home, environmental activities area uses of different
c) Talk about the uses of buildings in the classroom structures and
and structures at home,  Learners talk about uses of buildings found
d) Appreciate buildings and buildings and structures at at home?
structures. home
 Learners view videos of
buildings and structures at
home
 Learners to observe charts of
peoples working, buildings,
structures and tools used at

121
 home
 Learners to draw buildings
and structures at home
1.3.2 People found By the end of the sub-strand, the  Learners to be guided in 1. Who are the
at home learner should be able to; naming people found at people found at
a) name people found at home for home, home?
10 Lessons self- awareness,  Learners to be guided in
b) tell the relationships between establishing the relationship 2. What work is
people found at home for of people found at home done by people
harmonious living  Learners to be guided in at home?
c) talk about people found at home talking about work done by
for harmonious living different people at home
d) talk about work done by people at  Learners to discuss the
home importance of work done by
e) appreciate people found at home people at home
and the work they do.  Learners to role play work
done by people at home
 Learners to sing songs about
work done by people at home
 Learners could watch videos
on people working
Core-Competences to be developed:
 Self-efficacy-role play,
 Communication and collaboration-discussion
 Learning to learn-as they role play
 Citizenship-discussion
 Creativity and imagination- drama, role play
Links to Pertinent and contemporary issues (PCI’s): Links to values:
 Life skills,  Cooperation
 Citizenship  Responsibility
 Education For Sustainable Development  Peace
 Respect
Links to other activity areas: Suggested Community Service Learning:
 Psychomotor and creative activities,  Parental engagement
 Language activities

122
Suggested Non-Formal Activity to support learning : Suggested Assessment:
 Field trips  Observation using observation schedules and
 Clubs and societies checklists,
 Portfolios,
 Oral questions

Suggested Assessment Rubrics

1. Structures and Buildings in our home

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently names, identifies and talks about uses of inconsistently identifies and talks Unable to identify and talk about
identifies and talks about uses buildings and structures at home about uses of buildings and uses of buildings and structures at
of buildings and structures at structures at home home
home

2. People found at home

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently talks about Talks about people found at Inconsistently talk about people Does not talk about people found
people found at home and the home and the work they do found at home and the work they do at home and the work the do.
work they do

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Strand Sub-strand Specific Learning Suggested Learning Key Inquiry Question(s)
Outcomes Experiences
1.0 SOCIAL 1.4 Interpersonal By the end of the sub-  Learners to be guided to 1. which words do you
ENVIRONMENT Relationship strand, the learner should identify courteous words use to show respect to
be able to; used in their community other people?
5 Lessons a) Identify Courteous  Learners to practice in 2. How do you greet
words used in day groups use of courteous different people?
today life words and greetings
b) Talk about the use of  Learners to role play and
courteous words in day dramatize use of courteous
to day life for words
interpersonal  Learners to dramatize
relationship sharing play materials and
c) Appreciate the need to snacks in a courteous way
use courteous words  Learners to recite poems on
d) Use greetings and sharing
respond with actions  Learners to sing songs on
appropriately greetings at different times
of the day.
e) Show empathy to the  learners to watch a video on
needy interpersonal relationship
and respond
 learners to watch facial
animations of different
emotions
Core-Competences to be developed:
 Communication and collaboration-through greetings
 Citizenship-when practicing greetings and courtesy
 Self-efficacy-greetings
 Learning to learn-visiting the elderly
Link to Pertinent and contemporary issues(PCI’s) : Links to values:
 Citizenship,  Respect
 Life skills and values,  Responsibility
 Education for Sustainable Development,  Cooperation

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Links to other activity areas: Suggested Community Service Learning
 Language Activities  Parental community involvement guiding the
 Religion Education Activities learners to use courteous words
 Music and Movement Activities
Non-Formal Activity to support learning: Suggested Assessment:
 Nature walk  Observation using observation schedules and
 Clubs and societies Checklists
 Field visits  Portfolios
 Use of resource persons  oral questions

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently use courteous words, use courteous words, inconsistently use courteous words, Does not use courteous words,
greetings and gestures correctly greetings and gestures greetings and gestures correctly greetings and gestures correctly
correctly

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

Outcomes Experiences

1.0 SOCIAL 1.5 Neighbourhood By the end of the sub-  Learners listen to a story on 1. Who is a neighbour?
ENVIRONMENT strand, the learner should be the neighbourhood and 2. What are the names
(10 Lessons) able to; answer questions of my classmates?
a) identify the  Learners tell names of their 3. What physical
classmates by classmates as immediate features found in your
names for neighbours neighbourhood?
harmonious living  Learners to talk about
friendship
b) name the classmates  Learners to talk about what
as neighbours for they can do to their
interpersonal classmates through guided
relationships discussion
c) identify physical  Learners to sing songs
features in the

125
 neighbourhood for about their classmates as
safety and security neighbours
d) appreciate the  learners to identify physical
classmates as their features in their
neighbours neighbourhood eg churches,
rivers, hills mountains etc.

Core-Competences to be developed:
 Communication and collaboration-cleaning neighbourhood
 Learning to learn-knowing the neighbours
 Citizenship-working together
Link to Pertinent and contemporary issues(PCI’s): Links to values:
 Citizenship  Cooperation
 Life skills and values  Responsibility
 Education for Sustainable Development  Respect

Links to other activity areas: Suggested Community Service Learning/

 Language Activities  Visiting the neighbourhood
 Psychomotor and Creative Activities  Cleaning the neighbourhood
 Religious Education
 Mathematical Activities
Suggested Non-Formal Activity: Suggested Assessment:
 Field trips  Observation using observation schedules and
 Nature walk checklists,
 Clubs and societies  Portfolios,
 Oral questions

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently name and identify Names and identifies classmates Inconsistently names and Unable to name or identify
classmates identifies classmates classmates

126
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.0 SOCIAL 1.6 Dressing By the end of the sub-strand,  Learners to sort and group clothes worn 1. Which clothes do
ENVIRONMENT the learner should be able to; at different times we wear at
(10 Lessons) a) identify clothes worn at  Learners to sort and group clothes different occasions
different times according to the occasion and ceremony and ceremonies?
b) dress and undress  Learners to watch videos on clothes 2. How do we put on
appropriately worn at different occasions and clothes?
c) to put on shoes correctly ceremony
d) appreciate one’s clothes  In the home corner; learner to practice
for self-esteem wearing clothes shoes/tying laces and
wearing socks
 Learners to practice putting on
clothes(sweater, jackets, shirts, shoes,
shorts, skirts, blouses)
 Learners to sing songs, and recite poems
about clothes
Core-Competences to be developed:
 Communication and collaboration-assisting one to dress and undress
 Learning to learn-sorting and grouping clothes
 Citizenship-appreciating clothes worn at different occasions
 Self-efficacy dressing and undressing
 Citizenship – social cohesion, child care and protection
Link to Pertinent and contemporary issue(PCI’s) : Links to values:
 Life skills Self Esteem and Self Awareness  Cooperation
 Value education  Responsibility
 Respect
Links to other activity areas: suggested Community Service Learning:
 Psychomotor and Creative Activities  Parental engagement- Provision of clothes
 Language Activities  Participating and observing cultural activities
 Mathematical Activities
 Religious Education Activities
Suggested Non-Formal Activity to support learning: Suggested Assessment:
 Field trips  Observation using observation schedules and checklists

127
 Clubs and societies  Portfolios
 Oral questions

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently identifies clothes Identifies clothes worn at Inconsistently identifies clothes Unable to identify clothes worn at
worn at different times and dresses different times and dresses and worn at different times and dresses different times and is unable to
and undresses appropriately undresses appropriately appropriately dress appropriately

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

2.0 HEALTH 2.1 By the end of the sub-strand,  Learners be guided to follow the right 1. Why do we wash
PRACTICES Hand Washing the learner should be able to; steps when washing hands our hands?
a) tell the importance of  Learners to observe as the teacher 2. When do we
(5 Lessons) washing hands for demonstrates hand washing activity wash our hands?
personal hygiene  in pairs the learners to wash their hands 3. What do we use
b) wash hands  Learners could listen to a story on hand to wash our
appropriately washing and answer questions hands?
c) tell critical times to  News telling on hand washing 4. How do we wash
wash hands  Picture reading on steps for hand our hands?
d) appreciate the need to washing
wash hands at critical  Learners could watch videos on
times
handwashing
 Learners could sing songs and recite
poems related to handwashing
 Learners to be guided by the teacher to
talk about critical times for hand
washing
 Learners could be guided to look at
pictures and posters on steps on hand
washing
 Learners to be guided to talk about
importance of washing hands

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  In groups learners could organize picture
puzzles on hand washing steps

Core-Competences to be developed:
 Communication and collaboration; in hand washing
 Learning to learn by enquiring
 Self-efficacy in doing hand washing
 Critical thinking and problem solving with why questions
Link to Pertinent and contemporary issues(PCI’s): Links to values:
 Education for Sustainable Development(ESD) in water  Responsibility
conservation when washing hands  Humility
 Life skills in self-esteem and self-awareness  Respect
 Financial literacy
 Health education by preventing diseases
Links to other activity areas: Suggested Community Service Learning:
 Language Activities  Parental engagement: parents to emphasis and ensure on the
 Psychomotor and Creative Activities importance of hand washing at critical times
 Mathematical Activities  Hand washing days
Suggested Non-Formal Activity to support learning: Suggested Assessment:
 Clubs and societies  Oral questions
 Hand washing days  Observation using observation checklists

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently tells the importance of Correctly tells the importance In consistently tells the importance Unable to tell the importance of
hand washing and critical times of of hand washing, critical times of hand washing and critical times of hand washing and critical times
hand washing of hand washing and hand washing of hand washing
Washes hands consistently and Washes hands correctly Washes hands incorrectly Unable to wash hands
assists him in hand washing

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Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
2.0 HEALTH 2.2 Care By the end of the sub-  Learners observe a demonstration 1. Why do we clean our nose
PRACTICES For the Nose strand, the learner on how to use a handkerchief to 2. What do we use to clean
should be able to; clean the nose our nose?
(5 Lessons) a) tell the importance  Learners to practice wiping nose 3. When do we clean our
of having a personal using a hand kerchief nose?
handkerchief,  Learners be guided to talk about 4. Why should we not share a
b) wipe one’s nose importance of wiping the nose handkerchief?
appropriately, using a clean handkerchief 5. How do we clean our
c) appreciate the need  Learners could sing songs, recite nose?
to own and care for poems, tell and listen to stories
a personal related to handkerchiefs and how to
handkerchief. use it
 Leaners be guided in talking about
the dangers of sharing a
handkerchief
 Learners could observe video on
use of hand kerchief
 Learners could read pictures on use
of a handkerchief
 Picture reading on the use of a
handkerchief.
Core-Competences to be developed:
 Self- efficacy- by being able to clean the nose
 Communication and collaboration while discussing the use of a handkerchief
 Critical thinking and problem solving in improvising a handkerchief
Link to Pertinent and contemporary issues: Link to values:
 Life skills  Respect
 Health education  Responsibility
 Cooperation
Links to other activity areas: Suggested Community Service Learning Activities
 Language activities  Parental empowerment on health education
 Psychomotor and creative activities  Parental engagement in the provision of handkerchiefs

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 Suggested Assessment:
Suggested Non formal Activity to support Learning:  Observation,
 Health clubs  Oral Questions,
 Portfolios

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently tells the importance Correctly tells the importance of In consistently tells the importance Unable to wipe the nose correctly
of having a personal handkerchief owning a personal handkerchief having a personal handkerchief
consistently wipes nose Wipes nose correctly Inconsistently wipes nose.
appropriately

Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Question(s)

2.0 HEALTH 2.3 Care for By the end of the sub-  Learners could be guided to classify items 1. Why do we brush
PRACTICES Teeth strand, the learner should be that destroy their teeth our teeth?
able to;  Learners to observe demonstration on 2. When do we brush
(5 Lessons) a) tell the dangers of using appropriate teeth brushing our teeth?
substances that destroy  Learners to practice brushing their teeth 3. What do we use to
teeth,  Learners could be guided in news telling rush our teeth?
b) talk about actions that on teeth brushing 4. How do we brush
destroy teeth,  Learners sing songs and recite poems on our teeth?
c) brush teeth using teeth brushing
appropriate brushing  Learners could watch videos on teeth
material found in one’s brushing
locality ,  Learners could role play teeth brushing
d) appreciate the need to
 Learners to match and, sort items for tooth
care for teeth by
brushing
avoiding eating sugary
 Learners to talk about dangers of not
things.
brushing their teeth
 Teacher to use teachable moments to
reinforce teeth brushing (during health
check)

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Core-Competences to be developed:
 Communication and collaboration when discussing dangers of using substances that destroy teeth, in group activities etc.
 Self-efficacy – being able to brush teeth
 Self esteem – after being able to brush teeth
 Digital literacy – use of videos and use of other media
 Learning to learn- by enquiring more on teeth cleaning, and materials used to clean teeth.
Link to Pertinent and contemporary issues(PCI’s): Links to values:
 Health education-personal hygiene  Responsibility
 Life skills-ability to clean teeth  Respect
 Citizenship-child care and protection
 Service learning and parental engagement
 Education For Sustainable Development- environmental conservation
Links to other activity areas:  Suggested Community Service Learning:
 Language activities  Parental engagement
 Psychomotor and creative activities  Parental empowerment
 Suggested Non Formal Activities to support learning:  Suggested Assessment methods:
 Environmental Clubs, Field trips, Nature walk, exploring materials used in  Observation,
brushing within the immediate environment  Oral questions.
 Education For Sustainable Development - right disposal of the waste
brushing materials

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations
Consistently tells the dangers Correctly tells the dangers of Inconsistently tells the dangers of Use substances and actions that
of using substances that using substances and actions that using substances and actions that destroy teeth and
destroy teeth destroy teeth destroy teeth Unable to brush teeth
consistently brush teeth Brushes teeth correctly Brushes teeth inconsistently and
correctly incorrectly
consistently talks about
substances that destroy teeth

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

2.0 HEALTH 2.4 Toileting By the end of the sub-  Learners to observe the teacher 1. When do we go to
PRACTICES strand, the learner should demonstrate use of toileting facilities the toilet?
(10 Lessons) be able to; properly 2. How do we use
a) talk about the  Learners’ role play safe use of toilet the toilet?
importance of using a  Learners practice using the toilet 3. How do we use
clean toilet, properly the toilet safely?
b) Identify materials  Learners to be guided in talking about 4. Why do we need a
used for toileting the importance of a clean toilet clean toilet?
 Learners to listen to and answer
c) use the toilet properly questions on stories that give lessons
for safety and on the importance of clean toilets
hygiene,  Learners to be guided to talk about the
dangers of dirty toilets
d) appreciate proper use  Learners to participate in singing
of toilet facilities .
games on toileting
 Learners could watch videos on
toileting
 Learners be guided in identifying
materials used for toileting
 Pictures reading on toileting
Core-Competences to be developed:
 Self-efficacy- when able to use toilet properly
 Communication and collaboration- talking about proper use of toilet
 Learning to learn – proper use of toilets
 Critical thinking and problem solving - toileting
Link to Pertinent and contemporary issues: Links to values:
 Citizenship-child care and protection  Respect,
 Health education-personal hygiene  Responsibility
 Life skills - self-esteem
Links to other activity areas: Suggested Community Service Learning:
 Language activities  Parental engagement in provision of toileting materials

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 Psychomotor and creative activities
Suggested Non-Formal Activity to support learning Suggested Assessment:
 Field trips  Observation using observation schedules and checklists,
 Nature walk portfolios, oral questions
 Health clubs

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently talks about the Correctly tells the importance of In consistently tells the importance Unable to tell use and toileting
importance of using a clean using a clean toilet using a clean toilet materials correctly
toilet, Uses toilet and toileting materials Inconsistently uses toilet and
Identifies materials used for correctly toileting materials correctly
toileting
uses the toilet properly.

Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry

Experiences Question(s)

2.0 HEALTH 2.5 Food/ By the end of the sub-strand, the  Learners to observe the 1. What are the proper
PRACTICES Feeding learner should be able to; teacher demonstrate eating habits?
a) talk about different types of feeding procedure. 2. What are the dos
(10 Lessons) foods for healthy living,  Learners listen to stories , and don’ts when
b) feed self for good health and songs and poems on eating?
nutrition, feeding self 3. Why should we
c) talk about dangers of sharing  Learners watch teacher wash hands before
food from other people’s mouth, demonstrate washing eating?
d) talk about dos and don’ts while fruits 4. Why should we eat
eating  In groups learners practice properly?
e) observe table manners while to wash fruits 5. How do we clear
eating.  Learners to be guided on the feeding area?
dos and don’ts while 6. Why should we not
eating eat food from other
 Learners clear the feeding people mouth?

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 area guided by the teacher
 Learners to be guided to
talk about the importance
of eating the right quantity
of food
 Learners to be guided in
talking about dangers of
eating food from other
peoples mouth
 Learners could watch
videos on table manners
(dos and don’ts)
Core-Competences to be developed:
 Self-efficacy- by being able to feed self,
 communication and collaboration- in discussion and other activities
 learning to learn, by enquiring
 digital literacy through use of technology
Link to Pertinent and contemporary issues(PCI’s) : Link to values:
 Citizenship,  Respect,
 Health education,  responsibility
 life skills,  sharing,
 Financial literacy.
Links to other activity areas: Suggested Community Service Learning:
 Language, Psychomotor Creative, Mathematics  Parental empowerment and involvement
Suggested Non-Formal Activity to support learning: Suggested Assessment:
 Health clubs, financial literacy in saving food, nature walk, feeding of animals  Observation using observation schedules and
checklists, portfolios, oral questions

135
 Suggested Assessment Rubrics

Exceeding Expectation Meeting Expectation Approaching Below Expectation

Expectation
Able to feed self by observing Able to feed self by observing Able to feed self by Able to feed self but not observing
appropriate table manners and appropriate table manners and observing appropriate appropriate table manners.
clearing feeding area besides clearing feeding area. table manners only
washing the feeding utensils

Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Question(s)
3.0 NATURAL 3.1 Plants By the end of the sub-  Learners To Be Taken Out To 1. How do we
ENVIRONMENT strand, the learner should Observe Different Types Of Plants care for
(10 Lessons) be able to: Within The School Compound plants?
a) talk about plants in And Neighbourhood 2. Why do we
the immediate  In Groups Learners Talk About care for
environment Different Plants plants?
b) observe plants in the  Learners Could Watch A Video 3. What are the
immediate On Plants uses of plants?
environment  Learners Could Be Guided To
c) talk about the uses of Water Plants Both In The Nature
plants in the Corner And Outside Within The
immediate School Compound
environment  Children Could Sing Songs And
d) take care of plants Recite Poems On Plants
found in their  Sort And Group Different Parts Of
immediate A Plant
environment  Colour Items Using Parts Of A
e) appreciate plants Plant Such As Leaves and flowers
found in their
immediate
environment

Core-Competence to be developed:

136
 Learning to learn
 Self-efficacy
 Digital literacy
 Creativity and imagination
 Communication and collaboration
Link to Pertinent and contemporary issues and Values: Links to values:
 Life skills  Cooperation
 Education For Sustainable Development: Environmental conservation  Responsibility
 Citizenship  Sharing
Links to other activity areas: Suggested Community Service Learning:
 Visit the neighbourhood and assist in watering
 Language activities plants
 Mathematics activities  Learners could be involved in tree planting in
 Psychomotor and creative activities. the school and in the community.
Suggested Non-Formal Activity to support learning: Suggested Assessment:
 Environmental clubs  Observation using observation schedules and
 Field trips checklists
 Nature walk  Portfolios
 Caring for plants in the nature corner  Oral questions
 Planting of seeds in the nature corner

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently talks, and takes care talks, and takes care of plants inconsistently talks, and takes Does not talk nor take care of the
of plants in the environment in the environment care of plants in the plants in the environment
environment

137
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
3.0 NATURAL 3.2 Animals By the end of the sub-  Learners could be guided to name 1. What are some of
ENVIRONMENT ( 10 Lessons) strand, the learner animals within their environment the animals found
should be able to;  Learners could watch videos on within the
a) talk about animals animals immediate
in the immediate  Learners could model, draw, or colour environment?
environment, pictures of domestic and wild animals
b) observe animals  Learners to be taken for a nature walk
within the to observe animals
environment,  Learners could feed the domestic
c) appreciate the animals
presence of animals  Learners engage in pretend/ role play
in the environment. about animals
 Learners could match and pair pictures
of animals using available
technological devices to identify
animals
Core-Competences to be developed:
 citizenship, self efficacy, communication and collaboration, learning to learn, creativity and imagination, digital literacy
Link to Pertinent and contemporary issues: Links to values:
 Education For Sustainable Development - animal welfare, life skills:  Respect
effective communication  Responsibility
 Health- personal hygiene  Cooperation
Links to other activity areas: Suggested Community Service Learning:
Language, Mathematics, Creative, Moral and Religious Activities  Assist in feeding animals
 Keep small animals at home
 Parental engagement
Suggested Non-Formal Activities: Suggested Assessment:
 Assist in feeding animals in school  Observation using observation schedules and
 Keep small animals in the school compound as clubs and societies checklists, portfolios, oral questions
 Parental engagement
 Wildlife clubs
 Field trips, nature walk

138
 Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently talk about animals in talks, and shows interest in inconsistently talks, and Does not show interest in animals in
the immediate environment, animals in the environment shows interest in animals in the environment
observe animals within the the environment
environment.

Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
3.0 NATURAL 3.3 Weather By the end of the sub-strand, the  Learners to be guided in 1. What are the common
ENVIRONMENT learner should be able to; talking about weather weather conditions?
(5 Lessons) a) talk about the different conditions 2. What happens when it
weather conditions.  Learners to be guided in is cloudy/ sunny
b) observe weather conditions observing weather conditions /rainy/ windy?
in the immediate  Learners be guided in 3. What is the weather
environment identifying weather symbols condition now?
c) appreciate different weather on the weather chart 4. How do we dress
conditions in the  Learners to sing songs, recite during different
environment poems and rhymes about weather conditions?
weather conditions 5. How does the
 Learners to be guided in rain/wind/sun/clouds
talking about the activities help us?
associated with different
weather conditions
 Learners could watch
simulations/videos of different
weather conditions
Core-Competences to be developed:
 Critical thinking and problem solving –dressing according to weather
 Creativity and imagination- recording symbols on the weather chart
 Learning to learn- while talking about weather conditions
 Self-efficacy, self-awareness on dressing according to weather
 Digital literacy
Link to Pertinent and contemporary issues: Links to values:

139
 Citizenship- peace education  Responsibility
Life skills –Self- esteem creative and critical thinking  Respect
 Education For Sustainable Development- Environmental Education  Cooperation
 Sharing
Links to other activity areas: Suggested Community Service Learning:
 Psychomotor and Creativity activities  Visit the community and learn how to plant during rainy
 Language activities season
 Mathematics activities
Suggested Non-Formal Activity to support learning: Suggested Assessment:
 Field visits  Observation using observation schedules and
 Nature walk checklists,
 Clubs and societies  Portfolios,
 Establishing a weather station  Oral questions

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently observes and talks Observes and talks about In consistently observes and Does not show interest in
about different weather conditions weather conditions talks about weather conditions observing and talking about
different weather conditions

Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Question(s)
3.0 NATURAL 3.4 Water By the end of the sub-  Learners could be taken for a 1. What are the sources
ENVIRONMENT strand, the learner should nature walk in the neighbourhood of water?
5 Lessons be able to; to identify sources of water 2. What happens when
a) Talk about  Perform simple experiments with you place different
sources of water water e.g. Floating and sinking, objects in water?
b) Talk about the watering seeds to germinate, 3. What happens to
uses of water in dissolving substances, filling and different substances
the environment emptying when put in water?
c) Play with water  Learners to be guided to use water 4. What are the uses of
for enjoyment to model different objects water?

140
 and discovery  Learners to be guided in talking
d) appreciate the about uses of water
importance of  Learners could participate in
water in the watering plants and crops in the
environment nature corner and flower bed
 Sing songs and recite poems
about water
 Learners to be guided in talking
about dangers of water masses in
their immediate environment e.g.
Rivers, lakes and swamps
 Learners could watch videos on
uses and sources of water
Core-Competences to be developed:
 Communication and collaboration-discussion
 Self- efficacy-observe experiments
 Learning to learn-perform simple experiments
 Critical thinking and problem solving
 Creativity and imagination
Link to Pertinent and contemporary issues and Values: Links to values:
 Life skills-using water sparingly  Responsibility
 Education For Sustainable Development-Disaster Risk  Cooperation
management eg safety measures in water, financial literacy –  Unity
using water sparingly, watering plants in the environment  Respect
Links to other activity areas: Suggested Community Service Learning:
 Psychomotor and Creative activities  Learn about the water storage practices
 Language activities  Collecting rain water
Suggested Non-Formal Activity to support learning: Suggested Assessment:
 Learn about the water storage practices  Observation using observation schedules and
 Collecting rain water checklists,
 Field visits  Portfolios,
 Nature walk  Oral questions
 Clubs and societies eg environmental

141
 Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Below Expectations

Expectations
Consistently talks about water and Talks about and plays with In consistently talks Does not show interest in talking and
performs simple experiments with water about water and plays playing with water
water with water

Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
3.0 NATURAL 3.5 Soil By the end of the sub-strand,  Learners be guided to manipulate 1. How do you feel
ENVIRONMENT the learner should be able to; different soil to make models like when playing with
(5 Lessons) a) talk about the safety dolls and simple house hold different types of
measures when playing items, houses, huts etc soil?
with soil,  Learners to be guided in talking
b) play with soil for about safety measures when 2. How do we handle
enjoyment and handling soil soil without hurting
exploration,  Learners to be taken on a nature ourselves?
c) appreciate playing with walk to observe and collect
soil for enjoyment. different soils 3. What are the
 Sing songs, recite poems on different uses of
safety when handling soil soil?
Core-Competences to be developed:
 Creativity and imagination-modelling simple models
 Learning to learn-learn safety measures
 Self-efficacy- when they learn how to handle soil safely

Link to Pertinent and contemporary issues(PCI’s): Links to values:

 Health education-personal hygiene  Cooperation,
 Citizenship-child care and protection  Responsibility,
 Life skills- effective communication  Respect when appreciating others work
 Education For Sustainable Development-environmental
education and personal safety as they play with soil
Links to other activity areas: Suggested Community Service Learning:
 Language activities  Parental engagement- parents’ guide children when

142
  Psychomotor and Creative activities playing with soil
Non-Formal Activity to support learning through application: Suggested Assessment:
 Nature walk  Observation using observation schedules and checklists,
 Field trips  Portfolios,
 Clubs and societies  Oral questions

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently observe safety Observe Safety measures when In consistently observe safety Does not observe safety
measures when playing with soil playing with soil measures when playing with soil measures while playing with
Consistently plays with soil soil.

Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
3.0 NATURAL 3.6 SOUND By the end of the sub-strand, the  Learners to be guided through a 1. What sounds do
ENVIRONME learner should be able to; discussion to tell the different different animals
NT (5 Lessons) a) recognize the sources of sounds in the environment make?
sounds produced in the  Learners to dramatize and role 2. What do we do
immediate environment, play different sounds produced when we hear
b) talk about sounds produced in the environment and respond different sounds in
in the immediate appropriately the environment?
environment,  Learners to take a nature walk 3. what sounds do we
c) respond to different sounds to listen to different sounds in hear in the
in the environment the immediate environment environment?
appropriately.  Earners could identify different
sounds from different
technological device
 Learners to play different
musical instruments to produce
sounds
 Learners could sing songs
related to sounds in the
environment
 Core-Competences to be developed:

143
  Communication and collaboration-discussion
 Digital literacy-listening to sounds from technological devices
 Critical thinking and problem solving-responding to sounds
 Learning to learn like meaning of different sounds

 Link to Pertinent and contemporary issue(PCI’s):  Links to values:

 Education For Sustainable Development-environmental  Responsibility
education  Cooperation
 Citizenship by obeying traffic rules and responding to different
warning sounds
 Links to other activity areas: Suggested Community Service Learning:
 Psychomotor and creative activities  Learn from elders meanings of different sounds e.g
 Language activities ululations

Suggested Non-Formal Activity to support: Suggested Assessment:

 Nature walk  Observation using observation schedules and
 Field trips checklists,
 Clubs and societies e.g. music club  Portfolios,
 Oral questions

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently recognize, talk and Recognizes, talks about and In consistently recognize, talk Does not recognize or
respond to different sounds in the responds to sounds in the and respond to sounds in the respond to sounds in the
environment environment environment environment

Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
3.0 NATURAL 3.7 Smell By the end of the sub-  Learners to walk round the 1. What part of the body
ENVIRONMENT strand, the learner should environment and identify different is used in smelling?
5 Lessons be able to; smells
a) identify the body  Learners to be guided in talking 2. What things smell good
part used in about good and bad smell in our environment?

144
 smelling,  Learners could be guided in 3. What things smell bad
b) recognize the collecting and disposing substances in our environment?
pleasant and that bring bad smell in the 4. How can we avoid bad
unpleasant smell environment smell in the
in the immediate  Learners could be guided to use environment?
environment, sanitary facilities well so that they
c) respond don’t produce bad smell
appropriately to  Learners to sing songs and recite
the pleasant and poems related to good smell
unpleasant smell  Learners to watch videos on right
in the disposal of substances that produce
surrounding, bad smell
d) appreciate the
pleasant smell in
the immediate
environment.

Core-Competences to be developed:
 Communication and collaboration-discussion on smell
 Critical thinking and problem solving-avoiding bad smell
 Learning to learn-exploring the environment
 Self-efficacy

Link to Pertinent and Contemporary Issue(PCI’s): Links to values:

 Education for Sustainable Development-environmental  Cooperation
education  Responsibility
 Citizenship- child care and protection  Respect
 Health education –clean environment

Links to other activity areas: Suggested Community Service Learning activity:

 Walk round the environment and collect litter
 Language activities  Parental involvement in engaging learners in cleaning
 Psychomotor and Creative Activities home compounds
 Cleaning the school compound
 Make good use of disposal areas
 Proper use of sanitary facilities

145
Suggested Non-Formal Activity to support Suggested Assessment:
 Walk round the environment and collect litter  Observation using observation schedules and
 Cleaning the school compound checklists,
 Make good use of disposal areas  Portfolios,
 Proper use of sanitary facilities  Oral questions

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently recognize and Recognizes and responds to In consistently Recognizes and Does not recognize and
respond to pleasant and unpleasant pleasant and unpleasant smells responds to pleasant and respond to pleasant and
smells in the environment in the environment unpleasant smells in the unpleasant smells in the
environment environment

Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Question(s)
3.0 NATURAL 3.8 Light By the end of the sub-  Learners be guided in identifying 1. What are the
ENVIRONMENT strand, the learner should sources of light from a chart sources of light?
(5 Lessons) be able to;  Learners could draw and colour 2. What are the uses
a) talk about different different sources of light of light?
sources of light in the  Learners to be guided to talk about
immediate uses of light in daily life
environment,  Learners to be guided in performing
b) play with shadows simple experiments using sources of
c) appreciate uses of light e g forming shadows,
light in the immediate  Learners to sing songs and recite
environment poems related to light
 Learners to be guided to clean working
areas
Core-Competences to be developed:
 Critical thinking and problem solving-experiments
 Learning to learn-experiments
 Self efficacy-looking in the mirror

146
  Communication and collaboration-discussion

Link to Pertinent and contemporary issues(PCI’s): Links to values:

 Life skills  Cooperation
 Learner support programmes  Responsibility
 Service learning and parental engagement
 Disaster Risk reduction e.g. fire safety
Links to other activity areas: Suggested Community Service Learning Activity to
 Language activities support learning:
 Psychomotor and Creative activities  Parental engagement-children empowered not to
play with sources of light e.g. fire
 Energy conservation
Suggested Non-Formal Activity to support learning: Suggested Assessment:
 Nature walk  Observation using observation schedules and
 Energy conservation checklists,
 Portfolios,
 Oral questions

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently observes light and Observe light, forms and plays In consistently observe light, form Does not show interest in
forms and plays with shadows with shadows and play with shadows light or form and play with
shadows

Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Question(s)
4.0 ENVIRON- 4.1 Care For The By the end of the sub-  Learners identify areas that 1. Which areas
MENTAL Immediate strand, the learner should require cleaning in the school require cleaning
CARE AND Environment be able to; compound and neighbourhood in the school
SAFETY  Learners clean different areas in compound?
(10 Lessons) a) identify waste the school compound by picking 2. Where do we
materials and items litter dispose rubbish?
that require disposal  Learners to be guided to the
in the immediate litter disposal areas and shown 3. Why do we clean

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 environment how to dispose litter properly our environment?
b) dispose waste  Learners to name cleaning
materials materials 4. How do we keep
appropriately  Learners to be provided with our environment
c) appreciate living in a litter bins in class clean?
clean environment  Learners to be encouraged to be
cleaning working areas after
every activity.
 Learners to sing songs and recite
poems as they clean working
areas
Core-Competences to be developed:
 Citizenship-caring for our environment
 Communication and collaboration-developing rules
 Critical thinking and problem solving-using a litter bin
 Learning to learn-rules
Link to Pertinent and contemporary issues(PCI’s): Links to values:
 Health education-living in a clean environment  Cooperation
 Education for Sustainable Development-environmental education  Humility
 Responsibility
Links to other activity areas: Suggested Community Service Learning:
 Music and Movement  Walk in the neighbourhood and collect litter
 Psychomotor and creative activities  Parental involvement Service learning and parental
 Language engagement-cleaning compound at school
Suggested Non-Formal Activity to support learning: Suggested Assessment:
 Environmental clubs  Observation using observation schedules and
 Field visits checklists,
 Portfolios,
 Oral questions

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 Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently identifies and disposes Identifies and disposes waste inconsistently identifies and Does not dispose waste
waste materials appropriately materials appropriately disposes waste materials materials

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

4.0 ENVIRON- 4.2 Safety In By the end of the sub-strand,  Learners name dangerous places, objects and 1. What are the
MENTAL The the learner should be able to; activities in their environment dangerous
CARE AND Environment a) talk about safe places,  Learner talk about the dangers of dangerous, places,
SAFETY objects and activities in the places, objects, activities and games and fire objects,
(15 Lessons) immediate environment,  Learners to be guided on how to identify activities and
b) talk about dangerous strangers games?
places in the immediate  Simulate crossing roads and rivers safely 2. How do you
environment,  Learners could be guided on how to report identify
c) talk about dangerous accidents strangers?
objects in the immediate  Learners to clean working areas after an
environment, activity
d) talk about dangerous  Learners use digital devices showing
activities in the immediate dangerous places, objects, activities and games
environment,
 Learners to sing songs and recite poems and
e) to recognize safe and
related to safety
dangerous places, objects
and activities in the  learners to share experiences on accidents
immediate environment,  Learners to move around the school
f) talk about how to identify compound collecting and dangerous objects
strangers within their with the teachers guidance.
immediate environment
g) take safety precautions in
the school compound.

Core Competences to be developed: Links to Values

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  Citizenship-caring for our environment  Responsibility
 Communication and collaboration-developing rules  Cooperation
 Critical thinking and problem solving-improvising or using
alternative means of disposing litter
 Learning to learn-rules
Link to Pertinent and contemporary issues: Suggested Community Service Learning
 Health education-living in a clean environment  Walk in the neighbourhood identify safe and unsafe
 Education for Sustainable Development – Maintaining clean places and collect dangerous objects
environment  Parental involvement: guide learners to keep their home
 Disaster Risk Reduction - personal safety compound clean

Links to other activity areas:

 Music and movement Activities
 Psychomotor and Creative Activities
 Language Activities
Suggested Non formal Learning Activities Suggested Assessment:
 Clubs and societies  Observation using observation schedules
 Nature Walk  Checklists
 Portfolios
 Oral questions

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches Expectations Below Expectations

Consistently talk about and Talk about and recognise Inconsistently talk about safe Does not talk about or recognise safe, and
recognise safe, and dangerous safe, and dangerous places, and dangerous places, objects dangerous places, objects and activities nor
places, objects and activities objects and activities and and activities and inconsistently take safety precautions
and takes safety precautions takes safety precautions take safety precautions

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Suggested Learning Resources
 Local Environment
 Reali a Real Objects
 Videos and Audio-visual Digital Material
 Print materials – textbooks, workbooks, posters
 Weather instruments
 ICT devices
 Pictures, photographs and drawings
 Environmental natural and man-made structures
 Newspapers, magazines and newsprints
 Charts, flash cards
 Domestic utensils and equipment
 Cloth materials
 Teachers guides and handbooks
 Containers
 Toilet facilities
 Hygiene materials – handwashing and teeth brushing materials
 Improvised materials and equipment
 Resource persons
 Water
 Light sources
 Sound materials – drums, sticks, metals
 Curriculum designs

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CHRISTIAN RELIGIOUS EDUCATION

152
RELIGIOUS ACTIVITIES: CHRISTIAN RELIGIOUS EDUCATION

Essence statement

Christian Religious Education (CRE) activities at the pre-primary level focus on the holistic development of the learner through use of life
approach. They help the learner to differentiate between good and evil, learn about God, His beautiful creation (living and non-living things) and
prayer. These activities are geared towards the continuous moral and spiritual development of the learner. Teachers should help the learner to
appreciate people of different religious backgrounds, through emphasis on love and respect for one another.

The aim of Christian Religious Education activities at the pre-school level, is to develop awareness and appreciation of the generosity, love and
care of God’s creation .This will enable the learner to acquire the qualities of sharing, respect, kindness, getting along with others and the ability to
differentiate good from evil.

Christian Religious education is a unique subject in the curriculum because it touches on core aspects of the society. Christian Religious education
is concerned with both the academic and moral development of the individual learner. The teaching of CRE therefore, cannot be separated from
the daily life situations which affect the physical, moral, emotional and spiritual growth of the learner. In the present society, the learner is faced
with various challenges in life. The CRE Curriculum aims at equipping the learner with spiritual, intellectual and moral development to be able to
deal with these challenges.

General Learning Outcomes

By the end of Early Years Education, the learner should be able to:

a. demonstrate God’s love through all creation in their lives,

b. demonstrate the word of God through prayer, saying simple memory verses and singing Christian songs for their spiritual growth,
c. demonstrate understanding of the person of Jesus Christ and emulate him in their daily lives,
d. apply Christian values in their interaction with others from diverse cultural background for harmonious co-existence,
e. appreciate the church as a house of God for their spiritual nourishment.

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Theme Sub-theme Specific learning outcomes Suggested learning experiences Key inquiry questions

1.0 GOD’S 1.1 God as the By the end of the sub theme the  Learners are guided to 1. What do your parents
CREATION provider and healer learner should be able to; identify some of the things provide for you?
a) identify God as the provider provided for by their parents 2. What does God
(6 Lessons) for their needs,  Learners are guided to provide for us?
b) Sing simple songs on God identify things that God 3. Have you ever been
as a provider to enhance provides (Matthew 6:26 ) sick?
their knowledge of God,  Learners sing songs in praise 4. How did you feel
c) identify God as a healer for of God as the provider and when you are sick?
their spiritual and physical healer 5. Who is our healer?
nourishment,  Learners are guided to
d) recite short poems of God observe pictures of Jesus
as a healer stories to healing people (Luke 18: 35 –
enhance their trust in God, 43)
e) display understanding of  Learners are guided to recite
God is a provider and a simple poem on Jesus as the
healer for their spiritual healer (James 5:14; Psalms
growth, 107:19-20);
f) appreciate God as the  Learners sing a song
provider and healer. appreciating God as provider
and Healer
 Learners watch video clip on
Jesus healing the sick

Core Competences to be developed through learning God the Provider and Healer
Learning to learn: learners to appreciate that God is their healer and should always pray to him for healing ;
Creativity and Imagination: learners will visualize God’s provisions in their daily lives and Gods healing
Communication and collaboration: through talking learners will improve listening and communication skills
Critical thinking and problem solving: Leaners recognizing God as a problem solver
Digital literacy – learners watch video of Jesus healing people

Link to PCI’s: Link to Values: Co-operation, love, respect for God as healer and
Life skills education- effective communication, self-awareness- ( I am provider, and Sharing
God’s child), decision making and empathy
ESD- food security relying God as a provider and healer

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Citizenship – social cohesion and leadership through Gods provision and
healing
Social Justice – provision of needs for the poor
Link to other subjects Suggested Community Service Learning activities: Training the
Mathematical Activities – as they list and count things provided by God. children to share their items with the needy among them in the
Psychomotor activities– As they sing the songs of God as the provider they community for-example children’s home
will make body movements
Language activities– singing, reciting poem
Environmental activities – addressing needs in the community through
healing and provision

Suggested non-formal activity to support learning: Suggested assessment: Oral Questions, question and answer,
Visit a nearby sick person in their school and pray with them. check list, Portfolio, observation
Resources and learning materials: Pictures, Flash cards, Videos, Places (church) and Resource persons, Holy Bible, Picture books and
handbooks

Suggested Assessment Rubrics

exceeds expectation meets expectation approaches expectation below expectation

 Learner is able to identify  Learner is able to identify some of  Learner is able to identify  Learner is able to identify
some of the things provided the things provided for by their some of the things provided some of the things
for by their parents parents for by their parents provided for by their
 Learner is able to identify  Learner is able to identify things that  Learner is able to identify parents
things that God provides God provides things that God provides  Learner is able to identify
 Learner is able to sing  Learner is able to sing songs in praise  Learner is able to sing songs things that God provides
songs in praise of God as of God as the provider in praise of God as the
the provider  Learner is able to observe pictures of provider
 Learner is able to observe Jesus healing people from the Bible.  Learner is able to observe
pictures of Jesus healing  Learner is able to recite a simple pictures of Jesus healing
people. poem on Jesus the healer people from the Bible.
 Learner is able to recite a  Learner is ableto sing a song
simple poem on Jesus the appreciating God as provider and
healer Healer.
 Learner is able to sing a

155
 song appreciating God as
provider and Healer.
 Leaner will Appreciate God
as the provider and healer

Theme Sub-theme Specific learning outcomes Suggested learning Key inquiry questions
experiences

1.0 GOD’S 1.2 Creation: Parts of By the end of the sub theme  Learners are guided using 1. Who created your body?
CREATION The Body the learner should be able charts to mention and point 2. How many eyes do you
to: different parts of the body have?
(5 Lessons) a) Name his /her parts of as created by God. (I 3. How many hands do you
the body that God Corinthians 6:19) have?
created in his own  Learners are guided to sing 4. How many ears do you
image and likeness songs appreciating have?
b) Demonstrate some ways themselves as wonderfully 5. How many legs do you
of caring parts of the made by God (Psalms 139- have?
body as the temple of 13-14)
the holy spirit  Learners are guided to
c) Appreciate his/her parts colour pictures of parts of
of the body as the body
wonderfully made by  Learners are guided to recite
God simple memory verses on
body parts
(Roman 12: 4, I Corinthians
12:12)

Core Competences to be developed in Parts of the body

Communication and Collaboration: Learners will interact with each other in groups develop a sense of knowing, love, concern, care and
sharing,
Self-efficacy: Identifying different parts of the body as fearfully and wonderfully made
Link to PCI’s : Link to Values: Love, integrity and respect for themselves and
Life skills - Effective communication, self-awareness self-esteem one another to promote proper moral upbringing
Health Education – cleaning parts of their body in prevention of disease Unity- parts of the body as the body of Christ
and caring parts of the body

156
Link to other subjects Suggested Community Service Learning activities: Involve
Language activities – vocabulary developed through singing and reciting parents at home to encourage their children (learners) to love
poems themselves in order to enhance assertiveness, self –esteem and
Psychomotor activities - Making movements, singing and role playing decision making.
Health and nutrition – caring for body parts
Mathematical activities – counting body parts

Suggested non formal activity to support learning: Suggested assessment: Oral questions, portfolio, check lists
Guide learners to support aged people in the society observation

Resources and learning materials: Flash cards, crayons, clay, plasticine, video, DVD, films, old newspapers, manila papers, glue, old calendars
charts, talking walls, picture books, hand books

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is able to mention  Learner is able to mention and  Learner is able to mention and  Learner is able to mention
and point different parts of point different parts of the body point different parts of the body and point different parts of
the body as created by God as created by God as created by God the body as created by God
 Learner is able to sing  Learner is able to sing songs  Learner is able to sing songs  Learner is able to sing songs
songs appreciating him appreciating him /herself as appreciating him /herself as appreciating him /herself as
/herself as fearfully and fearfully and wonderfully made fearfully and wonderfully made fearfully and wonderfully
wonderfully made by God by God by God
 Learner is able to colour  Learner is able to colour  Learner is able to colour
pictures of parts of the pictures of parts of the body as pictures of parts of the body as
body as created by God created by God created by God
 Learner is able to recite  Learner is able to recite simple
simple memory verses on memory verses on body parts
body parts
 Learner will appreciate
his/her parts of the body as
unique and wonderfully
made by God

157
Theme Sub-theme Specific learning outcomes Suggested learning Key inquiry questions
experiences

1.0 GOD’S 1.3 Plants and By the end of the sub theme  Learners are guided to 1. Which domestic animals do
CREATION Domestic Animals the learner should be able identify some plants ( you know?
to; Genesis 1:11-12 ; Psalms 2. Which domestic animals
104:14) are found at your
(6 Lessons) a) name plants found at  Learners are guided to home/school?
home and school as part identify some domestic 3. Which sound do cows and
of God’s creation animals(Genesis 1:20-24) cats make?
b) name animals found at  Leaners are guided to view 4. What do domestic animals
home and school as part video clips on domestic feed on?
of God’s creation animals and plants 5. Who created domestic
c) state simple ways of  Learners are guided to make animals
taking care of plants and sounds made by different 6. What plants are found in
some domestic animals domestic animals for- your home/school?
d) demonstrate taking care examples cows and cats 7. How do we care for
of some domestic  Learners are guided to colour flowers at home/school?
animals and plants for pictures of some domestic 8. Who created plants found
social responsibility animals and plants at home/school?
e) appreciate plants and  Learners sing songs in
animals found at home relation to domestic animals
and school as God’s and plants
creation.  In groups learners role play
different ways of caring for
domestic animals and plants
like flowers
 Learners go to the field to
interact with environment
and identify different plants
 Learners are encouraged to
take care of plants at the
Nature Corner
Core Competences to be developed:
Communication and collaboration, In groups learners could recite simple poems, and sing songs on plants and animals found in school and at
home to enhance their speaking skills.

158
Learning to learn: learners will participate in activities that will enable them to know the plants and animals found at home and school and
appreciate them as God’s creation.
Creativity and imagination: Learners will model plants and animals found at home and in school using their hands and imagination
Digital literacy – watch video clips through digital devices
Citizenship – national unity and development through care of environment and animals
Link to PCI’s: Link to Values: Sharing, Care, unity, Love and responsibility to
ESD-Environmental awareness through learning to water plants and animals promote proper moral upbringing and care for environment
Life skills – self-awareness, assertiveness, self-esteem through appreciation
of personal care for animals and plants
Links to other subjects: Suggested Community Service Learning activities:
Language activities: Visit to animal orphanages and school garden and feed friendly
Learners will be naming plants and animals found at home and school to animals
improve their speaking skills Visit local farmer and help feed poultry and other friendly animals
Learners will recite simple poem on plants and animals found at home and
schools to enhance their vocabulary.
Psychomotor: Learners will sing songs on plants and animals found at home
and school while clapping and dancing.
Environmental: Learners will walk around the school compound to observe
plants and animals.
Mathematical activities: identifying the features of the animals
Suggested Non formal Activity to support learning: Suggested assessment: Oral questions and observation, question
Water trees and flowers in the school compound and answer, check lists

Resources and learning materials: Flash cards, crayons, clay, plasticine, video, DVD, films, digital devices, old newspapers, manila papers,
glue, old calendars, Good News Bible, picture books and hand books, realia

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is able to identify some plants  Learner is able to identify  Learner is able to identify  Learner is able to identify
 Learner is able to identify some some plants some plants some plants
domestic animals  Learner is able to identify  Learner is able to identify  Learner is able to identify
 Leaner is able to view video clips on some domestic animals some domestic animals some domestic animals
domestic animals and plants  Leaner is able to view video  Leaner is able to view video  Leaner is able to view
 Learner is able to make sounds made clips on domestic animals and clips on domestic animals and video clips on domestic
by different domestic animals for- plants plants animals and plants

159
 examples cows and cats  Learner is able to make sounds  Learner is able to make sounds
 Learner is able to colour pictures of made by different domestic made by different domestic
some domestic animals and plants animals for-examples cows and animals for-examples cows and
 Learner is able to sing songs in cats cats
relation to domestic animals and  Learner is able to colour  Learner is able to colour
plants pictures of some domestic pictures of some domestic
 Learner is able to role play different animals and plants animals and plants
ways of caring for domestic animals  Learner is able to sing songs in
and plants relation to domestic animals
 Learner is able to interact with and plants
environment and identify different  Learner is able to role play
plants different ways of caring for
 Learner is able to take care of plants at domestic animals and plants
the Nature Corner
 Leaner will appreciate plants and
animals as God’s creation.

Theme Sub- theme Specific learning outcomes Learning experiences Key inquiry
questions
1.0 GOD’S 1.4 Name of God By the end of the sub theme the  Learners are guided to mention name 1. What is the
CREATION according to their learner should be able to: of God according to their catchment name of God in
catchment 1. identify the name of God as language ( Exodus 3: 13-15) your language?
language used in his/her catchment  Learners are guided to mention name 2. What is the
area for personal knowledge of God according to other communities name of God in
(4 lessons) 2. identify the name of God in (Exodus 3:13 - 15) other languages
other communities for  In groups learners mention the name of 3. What is the
peaceful co-existence God on the flash card provided name of God in
3. appreciate the name of God  Learners are guided to sing simple other
according to his/her songs in reverence to the name of God communities
catchment area for self - according to their communities
awareness
4. desire to know the name of
God as used in other
communities to promote
unity

160
Core Competences to be developed:
Communication and collaboration – learners will learn to give names of God in their local language
Learning to learn - learners will learn to give names of God in different languages and desire to learn more names of God

Link to PCI’s: Link to Values

Citizenship- learning name of God in different communities to promote Love, unity, respect, peace, forgiveness, integrity and
unity and patriotism responsibility to promote proper moral upbringing
Life skills and values education - effective communication, self-awareness,
self-esteem, assertiveness.
Link to other subjects Suggested Community Service Learning
Language activities-Learners will develop listening and speaking skills Visit a Resource Person near the school to learn more about
which will lead to improvement in their vocabulary names of God according to their communities
Psychomotor activities-Through singing and dancing
Environmental activities – through appreciation of different names of God
in different communities

Suggested non Formal Activities to support learners Suggested Assessment: Oral questions, observation, check lists
Visit a nearby church to learn more on the names of God in their various
local communities.
Resources and learning materials: Pictures, flash cards, videos, Places (Churches), children’s Bible, postures, community resource/ persons, The
Good News Bible, picture books and hand books, check lists

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is able to give name  Learner is able to give name of  Learner is able to give name of  Learner is able to give name of
of God according to his/her God according to his/her God according to his/her God according to his/her
catchment language catchment language catchment language catchment language
 Learner is able to give name  Learner is able to give name of  Learner is able to give name of
of God according to other God according to other God according to other
communities communities communities
 Learner is able to identify  Learner is able to identify the  Learner is able to identify the
the name of God on the flash names of God on the flash card names of God on the flash card
card provided provided provided
 Learner is able to sing  Learner is able to sing simple
simple songs in reverence to songs in reverence to the name

161
 the name of God according of God according to his/her
to his/her community communities
 Learner appreciated the
name of God in his/her
catchment area
 Learner Desires to know the
name of God as used in
other communities

Theme Sub- theme Specific learning outcomes Learning experiences Key inquiry questions

1.0 GOD’S 1.5 Communicating to By the end of the sub theme  Learners are guided to 1. How do we talk to God?
CREATION God through Prayer the learner should be able mention the different times 2. What times do you pray to
to: they pray God
a) mention simple prayers  Learners are guided on how 3. Why do we talk to God?
(5 Lessons) at different times for to pray at different times( 4. Who answers your prayers?
his/her spiritual Daniel 6:10, 1peter3:12)
nourishment  Learners to practice simple
b) recite prayers for prayer used at different
different times as part of times (Mathew 7:7)
his/her spiritual growth.  Learners role play saying
c) respect different times prayers of thanks giving to
of prayer for his/her God and asking for God’s
spiritual growth protection
d) appreciate prayer as one  Learners to demonstrate
of the most important different postures when
way of talking to God. praying
e) desire to pray at all  Learners are encouraged to
times make prayers at different
times

Core Competences to be developed

Communication and collaboration-Learners will learn to make simple prayers for different times
Imagination and creativity – Learners will say prayers in their own words

162
Creativity and imagination – in finding suitable place for personal prayer

Link to PCI’s : Link to Values: unity, gratitude respect and cooperation peace,
Life skills education- effective communication, assertiveness, decision responsibility, and integrity
making and self esteem social justice, patriotism - In praying for the needy and leaders in
Service learning and parental involvement/engagement – encouraging their society
children to pray at home.
ESD environmental education- environmental awareness on where they
should pray.
Link to other subjects
Language-By being involved in role playing simple prayers learners will Suggested Community Service learning: Learners should be
develop listening and speaking skills encouraged to pray for the sick at home, school and community.
Psychomotor-Learners will make simple poems and recite them in groups
using gestures and body parts
Environmental activities – praying in different environments
Suggested non formal activity to support learning: Suggested assessment: Oral questions and observation, question
Learners will be encouraged to practice prayers at all times in homes and and answer, group discussion
communities
Resources and learning materials: Pictures, Flash cards, charts, Videos, Places (Churches),Children’s Bible, Postures, Community Resource/
persons, the Good News Bible, picture books, hand books

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is able to mention the different times  Learner is able to mention the  Learner is able to mention  Learner is able to
he/she prays different times he/she pray the different times he/she mention the
 Learner is able to pray at different times  Learner is able to pray at different pray different times
 Learner is able to practice simple prayer used times  Learner is able to pray at he/she pray
at different times  Learner is able to practice simple different times  Learner is able to
 Learner is able to role play reciting prayers prayer used at different times  Learner is able to practice pray at all times
 Learner is able to demonstrate different  Learner is able to role play simple prayer used at
postures when praying reciting prayers different times
 Learner is able to say prayers at different  Learner is able to demonstrate  Learner is able role play
times different postures when praying reciting prayers
 Lerner desires to pray at all times

163
Theme Sub- theme Specific learning outcomes Learning experiences Key inquiry questions

2.0 HOLY 2.1 The Bible By the end of the sub theme  Learners will be guided to 1. What is a Bible?
BIBLE the learner should be able identify the bible as a Holy 2. What time do you read the
(4 Lessons) to: book (2 Timothy 3:15 – 16) Bible
a) Identify the bible as a  Learners sing songs on the 3. Why is it important to read
Holy book used by bible as a Holy book the Bible?
Christians for his/her  Learners are guided to 4. Why the Bible is called a
spiritual growth colour drawn pictures of the Holy book?
b) Sing simple songs on holy Bible
the Bible as a Holy  Learners are shown pictures
book of God to be of people reading the bible
respected in church
c) appreciate the Bible as a  Learners are guided to recite
Holy book poems on the Bible as a
d) desire to read the Bible Holy book
as Holy book

Core Competences to be developed:

Communication and collaboration- In groups Learners will participate in different activities for-example singing and colouring the Bible. This
will enhance their understanding as a Holy book
Learning to learn – By observing Bible pictures, watching visual pictures and colouring drawn pictures of the Bible, learners will develop the
skill of inquiry, imagination and creativity
Citizenship – Bible as a symbol of Christian unity

Link to PCI’s: Link to Values: love, responsibility, peace, respect, Unity and
Life skills - decision making, self-awareness, self-esteem, critical thinking integrity.
and assertiveness
Citizenship – unity in working in groups
Link to other subjects Suggested Community Service Learning: Learners to be
Language – as learners listen to the word of God and communicate encouraged to remind their family members to read the Bible as a
effectively source of spiritual nourishment
Psychomotor activities: learners singing and making movements
Environmental activities – Bible is a story of Gods people in a community
over the years, talks about the people of God in a community
Suggested non formal activity to support learning: Suggested assessment: portfolio and observation schedule and
Visit a nearby church and observe how the Bible is used in the church oral questions, check lists, realia

Learning Resources: Charts, Flash card, Good News Bible, audio visual, video clips, digital content, picture, hand books, picture books

164
Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is able to identify the  Learner is able to identify the  Learner is able to identify the  Learner is able to identify the
bible as a Holy book bible as a Holy book bible as a Holy book bible as a Holy book
 Learner is able to sing songs  Learner is able to sing songs  Learner is able to sing songs  Learner is able to sing songs
on the Bible as a Holy book on the bible as a Holy book on the Bible as a Holy book on the Bible as a Holy book
 Learner is able to colour  Learner is able to colour drawn  Learner is able to colour
drawn pictures of the Holy pictures of the Holy Bible drawn pictures of the Holy
Bible  Learner is able to identify Bible
 Learner is able to identify people reading the Bible in
people reading the Bible in church
church  Learner is able to recite poems
 Learner is able to recite on the Bible as a holy book
poems on the Bible as a Holy
book
 Learner respects the bible as a
Holy book
 Learner desires to read the
Bible as a Holy book

Theme Sub- theme Specific learning outcomes Learning experiences Key inquiry questions

2.0 HOLY 2.2 Handling the Bible By the end of the sub theme  Learners to be guided on 1. How do we take care of the
BIBLE the learner should be able various ways of handling Bible?
(4 Lessons) to: the Bible with respect 2. Where should we keep the
a) identify different ways  Learners are encouraged to Bible?
of handling the Bible as handle the Bible in turns 3. How do we carry the
a Holy book used by (Deuteronomy 17:19) Bible?
Christians to nurture a  Learners to demonstrate 4. How do we show respect
sense of responsibility different ways of handling for the Bible?
b) demonstrate different the Bible with care

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 ways of handling the  Learners are guided to
Bible with care to colour drawn pictures on
promote respect for the ways of handling the Bible.
word of God  Learners are guided to sing
c) sing simple songs on simple songs on caring for
how to handle the Bible the Bible as a holy book (2
d) desire to handle the Timothy 3:15 – 16)
Bible with respect as a  Learners are guided to recite
Holy book simple poems on ways of
e) appreciate the handling the bible with
importance of handling respect as the word of God
the Bible as part of
his/her self-discipline

Core Competences to be developed

Communication and collaboration – Through oral responses, singing and demonstrations on ways of handling the Bible
Learning to learn - learners will desire to learn more about the Bible

Link to PCI’s : Link to Values: Love, Responsibility, Respect, Peace to promote

ESD- Taking care of the Bible as a Holy book as a way of protecting and proper moral upbringing
preserving family property
Life skills: Decision making, creative thinking, imaginative
Citizenship-unity showing one another good ways of handling the Bible
Link to other Subjects Community Service Learning: Learners with their immediate
Language – promoting listening and speaking skills as they listen to the family members will practice the skills learnt on handling the
Bible being read Bible
Hygiene and nutrition – keeping the Bible safe and clean
Creative activity – as they draw and colour the Bible

Suggested Non formal Activity to support learning: Learners could visit a Suggested assessment: Question and answer, storytelling,
local church and learn ways of handling the Bible, respect, as well as taking observation schedule, portifolios
care of it, from a Religious leader.
Learning Resources and Materials: Good News Bible, charts, pictures and poster cutouts and Resource person, picture books, handbooks

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Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is be able tell various ways  Learner is be able tell various  Learner is be able tell  Learner is be able tell
of handling the Bible with respect ways of handling the Bible with various ways of handling various ways of
 Learner is able to handle the Bible in respect the Bible with respect handling the Bible with
with care  Learner is able to handle the  Learner is able to handle respect
 Learner is able to colour drawn Bible in turns the Bible with care  Learner is able to handle
pictures on ways of handling the  Learner is able demonstrate  Learner is able to colour the Bible with care
Bible. different ways of handling the drawn pictures on ways of
 Learner is able to sing simple songs Bible with care handling the Bible.
on caring for the Bible as a Holy  Learner is able to colour drawn  Learner is able to sing
book pictures on ways of handling the simple songs on caring for
 Learner is able to recite simple Bible. the Bible as a Holy book
poems on ways of handling the Bible  Learner is able to sing simple
with respect. songs on caring for the Bible as
 Learner desires to handle the Bible a Holy book
with respect as a Holy book  Learner is able to recite simple
 Learner appreciates the importance poems on ways of handling the
of handling the Bible as part of Bible with respect.
his/her self-discipline

Theme Sub-theme Specific learning outcomes Learning experiences Key inquiry questions

3.0 CHRISTIAN 3.1 Christian By the end of the sub theme the  Learners are guided to name the 1. Which Christian
RELIGIOUS Festivals: learner should be able to; Christian festivals festivals do you
FESTIVALS Christmas a) identify the Christian festivals  The learners are guided to re-tell the know?
AND RITUALS and Easter for spiritual growth story of the birth of Jesus Christ 2. What do you do
b) give the meaning of Christmas (Luke 2:8-20; 2:4-7) during Christmas
as an important Christian  Learners are guided to sing day?
(6 Lessons) celebration about God’s love Christmas songs 3. What do you see
c) sing songs in praise of  Learners are guided to role play the people doing
Christmas as the birthday of birth of Jesus during Easter?
Jesus Christ.  Learners are guided sing simple
d) role play the Christmas events songs on the resurrection of Jesus

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 with joy Christ John 19: 17 - 20
e) give the meaning of Easter as  Learners are guided to colour a
an important Christian picture of the Jesus Christ Carrying
celebration of God’s love the Cross
f) sing Easter songs in thanking  Learners are guided to sing Easter
Jesus Christ for dying for us songs
g) appreciate Christmas and  Learners are guided to watch a
Easter as Christian celebrations video clips and listen to Christmas
of God’s love. carols on audio visual devices

Core Competences to be developed

Communication and collaboration: Through singing and role playing, the learners will develop their vocabulary and enhanced team work
Learning to learn - Learners will demonstrate understanding of Christian Festivals (Christmas and Easter)
Self-efficacy – Knowing and appreciating Christian festivals (Christmas and Easter)
Creativity and imagination – As leaners imagine the birth of Jesus Christ during Christmas celebrations and his death during Easter celebrations
Digital literacy: as they listen and watch audio visual clips on Christmas and Easter celebrations.

Link to PCI’s: Link to Values: Humility, love for Jesus Christ, responsibility to
Life skills – Self-awareness, self-esteem, effective communication observe Christian festivals, integrity, peace, unity
Citizenship: Christian festivals as national celebrations for Christians

Link to other subjects Suggested Community Service Learning: Learners visit a

Language activities :learning through story telling leads to improve children’s home, share with the less fortunate and make simple
vocabulary, speaking and listening skills prayers before meals as a way of imitating Jesus Christ love for all
Psychomotor: through singing, dancing and role playing. using their bodies mankind.
will help to develop motor skills
Suggested non formal activity to support learning: Learners could visit a Suggested assessment: participatory activities, observation
nearby church and observe Christian festivals of Christmas and Easter. schedule, oral questions, questions and answers, check lists
Learners could prepare skit/role play on the birth of Jesus Christ during
school function like parents day/prize giving day/special assemblies

Suggested Learning Resources: Pictures and posters, charts, digital materials e.g. DVD’s, films, CD’s, flash cards, realia and Good News Bible,
check lists, picture books, hand books

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Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is able to name the  Learner is able to name the  Learner is able to name the
 Learner is able to name the Christian festivals Christian festivals Christian festivals
Christian festivals  The learners is able to re-tell  The learners is able to re-tell the  Learner is able to sing
 The learners is able to re-tell the story of the birth of Jesus story of the birth of Jesus Christ Christmas songs
the story of the birth of Jesus Christ  Learner is able to sing Christmas
Christ  Learner is able to sing songs
 Learner is able to sing Christmas songs  Learner is able to role play the
Christmas songs  Learner is able to role play the birth of Jesus
 Learner is able to role play birth of Jesus  Learner is able to sing simple
the birth of Jesus  Learner is able to sing simple songs on the resurrection of
 Learner is able to sing simple songs on the resurrection of Jesus Christ
songs on the resurrection of Jesus Christ
Jesus Christ  Learners is able to colour a
 Learners is able to colour a picture of the Jesus Christ
picture of the Jesus Christ carrying the Cross
carrying the Cross  Learner is able to sing Easter
 Learner is able to sing Easter songs
songs
 Learner appreciates Christmas
and Easter as Christian
celebrations of God’s love

THEME SUB- THEME SPECIFIC LEARNING LEARNING EXPERIENCES KEY INQUIRY

OUTCOMES QUESTIONS
3.0 CHRISTIAN 3.2 Christian By the end of the sub theme the  Learners are guided to 1. Why do we go to church?
RELIGIOUS Rituals learner should be able to; identify some simple 2. What are some of the
FESTIVALS AND a) identify some simple Christian rituals for- Christian rituals done in
RITUALS ( 5 Lessons) Christian rituals for his/her example giving offerings the church?
spiritual growth and singing in the church 3. What do your
b) Demonstrate some Christian (Deuteronomy 15:10), parents/guardian give an

169
 rituals performed in his/her Chronicles 29:9 and offering when going to
church for spiritual Proverbs 21:26) church?
nourishment  Learners are guided to role 4. What type of offerings do
c) Roles play Christian rituals play the ritual of giving you take to the church?
practiced according to offerings in the church. 5. What do you do when you
different churches to nurture  Learners are guided to are in the church?
peaceful coexistence among demonstrate some Christian 6. What rituals do you
learners. rituals practiced in their participate in during the
d) Appreciate taking part in churches church service?
Christian rituals in his/her  Learners are guided to
church to promote the observe a variety of
values of love, pictures and video clips
responsibility and integrity showing some Christian
rituals

Core Competences to be developed

Communication and collaboration: In their groups learners will be able to interact, cooperate and communicate thus enhancing speaking and
listening skills.
Learning to learn: Learners will participate in activities leading to inquiry, imagination and interaction with the environment
Digital literacy: Learners watching video clips on some Christian rituals
Creativity and imagination: in exploring ways of practicing Christian rituals

Link to PCI’s : Link to Values: Respect, obedience, honesty, integrity , unity

Life skills: Critical thinking, decision making, effective communication, and
problem solving , interpersonal relationship and friendship formation Responsibility to promote proper moral upbringing
Citizenship: promoting unity among the learners Social justice – giving alms to the needy

Link to other subjects Suggested Community Service Learning: Learners participate

Environmental activities: learners will know that offerings can be given in Christian rituals in their respective churches
inform of farm produce not only monitory values;
Languages activities: Through interactions in singing the learners will
improve their vocabulary, speaking and listening skills
Psychomotor: Dancing and singing, enhances development of fine motor
muscles.
Mathematical activities – counting the offering given in the church
Suggested non formal activity to support learning: Learners visit children’s Suggested assessment: observation, check lists, oral questions

170
home, share with the less fortunate there and make simple prayers before the portfolio
meals.
Suggested Resources: Charts, flash cards, realia, digital devices e.g. DVD’s, films and CD’s, Good News Bible; pictures and posters, picture
books, hand books

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learners is able to identify  Learners is able to identify  Learner is able to observe a  Learner is able to observe a
some simple Christian some simple Christian rituals variety of pictures and video variety of pictures and video
rituals for-example giving for-example giving offerings clips showing some Christian clips showing some Christian
offerings and singing in and singing in the church rituals rituals
the church  Learner is able to role play the  Learners is able to identify some  Learners is able to identify
 Learner is able to role play ritual of giving offerings in the simple Christian rituals for- some simple Christian rituals
the ritual of giving church. example giving offerings and for-example giving offerings
offerings in the church.  Learner is able to demonstrate singing in the church and singing in the church
 Learner is able to some Christian rituals  Learner is able to role play the
demonstrate some practiced in their churches ritual of giving offerings in the
Christian rituals practiced  Learner is able to observe a church.
in their churches variety of pictures and video
 Learner is able to observe clips showing some Christian
a variety of pictures and rituals
video clips showing some
Christian rituals
 Learner appreciates taking
part in Christian rituals in
his/her church

171
Theme Sub-theme Specific learning outcomes Learning experiences Key inquiry questions

4.0 CHRISTIAN 4.1 Greatest By the end of the sub theme  Learners are guided to tell 1. Which is the greatest
VALUES commandment: Love the learner should be able the greatest commandment commandment of God?
of God and neighbour to: of God 2. How do you show love to
a) state the greatest  Learners are guided to sing your friends?
( 4 Lessons) commandment of God songs expressing love to 3. How do you show love to
for his/her spiritual God and neighbours (Mark your classmate?
growth 12: 29-31) 4. How do you show love to
b) practice the love of God  Learners are guided to your neighbour at home?
and neighbour to watch some relevant video
promote interpersonal clips and observe pictures
relationship on how Christian express
c) role play on how the God’s love
love of God and  Learners are guided to role
neighbour should play sharing items such as
promote peaceful pens and food as a
coexistence demonstration of love for
d) sing songs of God’s one another ( John 13: 34 –
love and neighbour to 35; 15: 12-14)
promote spiritual  Learners are guided to
growth understand why we love
e) desire to thank God for God and neighbour
his love for mankind
f) appreciate the
commandment on the
love of God and
neighbour for spiritual
growth

Core Competences to be developed

Communication and collaboration-Learners will enhance communication and collaboration while participating in their group activities on the love
of God and neighbour .
Citizenship-With the acquired knowledge of values the learners will be able to live with each other in harmony through sharing in groups as per the
greatest commandment on the love of God and neighbour

172
Digital Literacy: Learners watch some relevant video clips
Learning to learn – learners to be encouraged to live a life of loving God and neighbour

Link to PCI’s : Link to Values: Honesty, Responsibility, Love and Sharing,

Life skills Effective communication, self-efficacy, self-esteem, interpersonal integrity, unity, respect
and friendship formation
Citizenship: Unity as children of God and also for national cohesion and
integration
Learner Support Programmes (LSP)-Etiquette/mannerisms
Link to other subjects Suggested Community Service learning: Learners visit the
Language : Learners will develop listening and speaking skills needy to play and share with them as a demonstration of the love
Psychomotor: Learners will draw and colour picture to enhance their of God and neighbour
creativity
Environment: They will be encouraged to visit a children’s home to
appreciate others in the society as they share
Suggested non formal activity to support learning: Practice courteous words Suggested assessment: inquiry questions and suggested rubric
in school with other learners.
Learners will sing songs or recite poems on the greatest commandment during
school assemblies or special days at school
Learning Resources and Materials: pictures, digital materials, places, realia, resource person, posters, flash cards, textbooks, Good News Bible,
picture books, hand books

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is able to state the  Learner is able to state the  Learner is able to state the  Learner is able to state the
greatest commandment of God greatest commandment of greatest commandment of greatest commandment of
 Learner is able to sing songs God God God
expressing love to God and  Learner is able to sing songs  Learner is able to sing songs  Learner is able to sing songs
neighbours expressing love to God and expressing love to God and expressing love to God and
 Learners is able to observe video neighbours neighbours neighbours
clips and pictures on how  Learners is able to observe  Learners is able to observe .
Christian express God’s love video clips and pictures on video clips and pictures on
 Learner is able to role play how Christian express God’s how Christian express God’s
sharing items such as pens and love love

173
 food as a demonstration of love  Learner is able to role play
for one another sharing items such as pens
 Learners is able to tell why we and food as a demonstration
love God and neighbour of love for one another
 Learner desires to thank God for
his love for mankind
 Leaner appreciates the
commandment on love of God
and neighbour

Theme Sub-theme Specific learning outcomes Learning experiences Key inquiry questions

4.0 4.1 Greatest By the end of the sub theme  Learners are guided to tell
Christian commandment: Love of the learner should be able to: the greatest commandment 5. Which is the greatest
values God and neighbour a) state the greatest of God commandment of God?
commandment of God for  Learners are guided to sing 6. How do you show love to
( 5 Lessons) their spiritual growth songs expressing love to your friends?
b) practice the love of God God and neighbours (Mark 7. How do you show love to
and neighbour to promote 12: 29-31) your classmate?
interpersonal relationship  Learners are guided to 8. How do you show love to
c) role play on how love of watch some relevant video your neighbour at home?
God and neighbour should clips and observe pictures
promote peaceful on how Christian express
coexistence God’s love
d) sing songs of God’s love  Learners are guided to role
and neighbour to promote play sharing items such as
spiritual growth pens and food as a
e) desire to thank God for his demonstration of love for
love for mankind one another ( John 13: 34 –
f) appreciate the 35; 15: 12-14)
commandment on love of  Learners are guided to
God and neighbour for understand why we love
spiritual growth God and neighbour

174
Core Competences to be developed
Communication and collaboration-Learners will enhance communication and collaboration while participating in their group activities on love
of God and neighbour .
Citizenship-With the acquired knowledge of values the learners will be able to live with each other in harmony through sharing in groups as per
the greatest commandment on love of God and neighbour
Digital Literacy: Learners watch some relevant video clips
Learning to learn – learners to be encouraged to live a life of loving God and neighbour

Link to PCI’s : Link to Values: Honesty, Responsibility, Love and Sharing,

Life skills Effective communication, self-efficacy, self-esteem, interpersonal integrity, unity, respect
and friendship formation
Citizenship: Unity as children of God and also for national cohesion and
integration
Learner Support Programmes (LSP)-Etiquette/mannerisms

Link to other subjects Suggested Community Service learning: Learners visit the
Language : Learners will develop listening and speaking skills needy to play and share with them as a demonstration of the love
Psychomotor: Learners will draw and colour picture to enhance their of God and neighbour
creativity
Environment: They will be encouraged to visit a children’s home to
appreciate others in the society as they share
Suggested non formal activity to support learning: Practice courteous Suggested assessment: inquiry questions and suggested rubric
words in school with other learners.
Learners will sing songs or recite poems on the greatest commandment
during school assemblies or special days at school
Learning Resources and Materials: pictures, digital materials, places, realia, resource person, posters, flash cards, textbooks, Good News Bible,
picture books, hand books

175
Theme Sub-Theme Specific learning outcomes Learning experiences Key inquiry questions

5.0 PLACES OF 5.1 Places of By the end of the sub theme  Learners are guided to 1. Where do you go for
WORSHIP Worship the learner should be able identify the church as a worship?
to: place of worship (Matthew 2. How many places of
a) Identify the church as a 21; Ephesian1:23) worship do you know?
( 5 Lessons) place of worship  Learners are guided to 3. How many places of
b) Identify different places identify different places of worship have you seen?
of worship that exists in worship as displayed on 4. How many places of
his/her community for charts, posters, pictures in worship are near your
peaceful co-existence. the classroom. locality
c) demonstrate activities  Learners are guided to
that take place in the demonstrate activities that
church for-example take place in the church for-
singing, praying and example singing, praying
giving offerings as and giving offerings
thanks giving to God (Exodus 34:26)
d) colour a picture of a  Learners are guided to
church as a place of colour the picture of a
worship for self-efficacy church
e) respect different places  Learners to recite a poem on
of worship to promote activities that take place
religious tolerance during worship in the
church
 Learners are guided to visit
a place of worship near the
school
 Learners may be shown
video clips of different
places of worship within
their locality to enhance
religious tolerance

Core Competences to be developed

Communication and collaboration: Learners will be shown and talk about different places of worship to enhance tolerance and unity

176
Self-efficacy: Learners will respect other religious faiths, know their identity and citizenship
Citizenship: talk and interact positively in unity
Digital literacy – learners view video clips on different places of worship

Link to PCI’s : Link to Values: respect, love, honesty, humility, knowledge

Life skills: Decision making, critical thinking, creative and imaginative thinking, and kindness, unity and responsivity
effective communication and interpersonal relationships Patriotism – appreciating diversity as a Kenyan people
Citizenship-appreciating unity in diversity for national unity and coexistence

Link to other subjects: Suggested Community Service Learning: Visit a church in

Environmental Activities: Learners will appreciate diversity through knowing the local community to observe different types of worship
different places of worship.
Language activities – recitation of songs and poems on places of worship,
vocabulary on items found on other people’s place of worship
HRE and IRE Religious Education – Places of worship for Muslims and
Hindu.
Mathematical activities - many places of worship are near your locality

Suggested non formal activity to support learning: Invite a resource person(s) Suggested assessment: inquiry questions, portfolio, oral
to explain more about other places of worship questions, check lists, observation

Suggested learning resources and Materials: charts, posters and pictures, flash cards, crayons, plasticine, the Good News Bible, picture books,
hand books

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is able to identify the  Learner is able to identify  Learner is able to identify the  Learner is able to identify
church as a place of worship the church as a place of church as a place of worship the church as a place of
 Learner is able to identify different worship  Learner is able to identify worship
places of worship as displayed on  Learner is able to identify different places of worship as  Learner is able to identify
charts, posters, pictures in the different places of worship displayed on charts, posters, different places of worship
classroom. as displayed on charts, pictures in the classroom. as displayed on charts,
 Learner is able to demonstrate posters, pictures in the  Learner is able to demonstrate posters, pictures in the

177
 activities that take place in the classroom. activities that take place in the classroom.
church for-example singing,  Learner is able to church for-example singing,
praying and giving offerings demonstrate activities that praying and giving offerings
 Learner is able to colour the take place in the church for-
picture of a church example singing, praying
 Learner is able to recite a poem on and giving offerings
activities that take place during  Learner is able to colour the
worship in the church picture of a church
 Learner respect different places of
worship

178
Theme Sub-theme Specific learning Learning experiences Key inquiry questions
outcomes
5.0 PLACES OF 5.2 Church Service By the end of the sub theme  Learners are guided to identify 1. How do you prepare
WORSHIP the learner should be able activities performed during the before going for a
(5 Lessons) to: church service (Matthew 21:13, Church Service?
a) identify different Isaiah 56:7) 2. What takes place
activities that take place  Learners are guided to observe during a church
during the church pictures from children’s Bible on service?
service for harmonious activities that takes place during 3. How participate in a
living church service service?
b) demonstrate the  Learners will role play some of
activities that are activities that take place in Church
performed during the  Learners are guided to sing simple
church service for songs, and say simple prayers
interpersonal  Learners may colour pictures that
interaction reflects the activities that are done in
c) sing songs that relate to a church service.
the activities that take  Learners watch short video clips, on
place during the church children participating in activities
service for spiritual that take place during Church
growth service
d) desire to participate in
the activities that are
done during the church
service for self
fulfilment
e) appreciate the activities
that take place during
church service for
spiritual nourishment
Core Competences to be developed

Communication and collaboration: Learners in small groups, will practice and role play activities e.g. praying, singing and giving offerings
Learning to learn: Learners will participate in the church service activities to understand why they should sing, pray and give offering
Digital Literacy: Learners will view and listen to video clips on children participating in activities that take place during Church service
Self-efficacy: leaners gain self-esteem and confidence through role play and singing songs

179
Link to PCI’s : Link to Values: unity, honesty, gratitude, respect, responsibility,
Life skills: Assertiveness, decision making and self-control and self peace and love
esteem
Citizenship: gaining Christian virtues from church services thus enhancing
national unity and social cohesions
Link to other subjects: Suggested Community Service Learning activities: Learners to go
Language activity: Learners will interact with others and get to know for a church service and offer their seats to the elderly
activities that are done during a church service.
Psycho-Motor: Learners will sing and use their body movements in
dancing in the church
Environmental activity – learners interact within their locality during
church services
Suggested non formal activity to support learning: Visit a nearby Suggested assessment: Observation, portifolio and oral questions,
church and learn from a church leader, demonstrating to them on how and check lists
why church service is conducted.
Suggested Learning Resource: Crayons, pictures, audio visual, small baskets and flash cards, Good News Bible, picture books and handbooks

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is able to identify  Learner is able to identify activities  Learner is able to identify  Learner is able to
activities performed during the performed during the church service activities performed during the identify activities
church service  Learner is able to observe pictures church service performed during the
 Learner is able to observe from children’s Bible on activities  Learner is able to observe church service
pictures from children’s Bible that takes place during church pictures from children’s Bible  Learner is able to
on activities that takes place service on activities that takes place observe pictures from
during church service  Learner is able to role play some of during church service children’s Bible on
 Learner is able to role play activities that take place in Church  Learner is able to role play activities that takes
some of activities that take  Learner is able to sing simple songs, some of activities that take place during church
place in Church and say simple prayers place in Church service
 Learner is able to sing simple  Learner is able to colour pictures that  Learner is able to sing simple
songs, and say simple prayers reflects the activities that are done in songs, and say simple prayers
 Learner is able to colour a church service.
pictures that reflects the  Learner is able to watch short video
activities that are done in a clips, on children participating in
church service. activities that take place during

180
 Learner is able to watch short Church service
video clips, on children
participating in activities that
take place during Church
service
 Learner desires to participate
in the activities that are done
during the church service for
self fulfilment
 Learner appreciates the
activities that take place during
church service

Theme Sub-theme: Specific learning outcomes Learning experiences Key inquiry questions
5.0 PLACE OF 5.3 Behaviour in the By the end of the sub theme  Learners are guided to tell 1. How do you behave when
WORSHIP Church the learner should be able the good behaviour while in you are in Church?
to: the Church (John 2:13-16) 2. What are examples of good
(6 Lessons) a) identify good behaviour  Learners are guided to behaviour in the church?
for desirable Christian demonstrate examples of 3. How do your friend(s)
living good behaviour in the behave in Church?
b) demonstrate good Church 4. Which behaviour do you
behavior in Church to  Learners are guided to sing like during church service?
show respect to God simple songs emphasizing
c) recite short memory desirable behaviour in the
verses from the bible on Church
good behaviour for  Learners are guided to
spiritual development. observe pictures, charts and
d) appreciate the posters on good behaviour
importance of good in the church
behaviour in church to  Learners are encouraged to
promote love and always display good
harmony behaviour in the Church
e) desire to have good
manners in the church
Core Competences to be developed

181
Communication and collaboration- learning how to behave and communicate during church service
Self-efficacy –knowing the difference between good and bad behaviour during Church Service
Critical thinking and problem solving -Being able to behave in responsible manner during the church service and handling each other with
respect
Self-efficacy: leaners gain self-esteem and confidence through role play and singing songs
Citizenship – learning discipline and order during church service as a way of good behaviour

Link to PCI’s : Link to Values: responsibility, honesty, integrity, love, peace and
Life skills: Critical thinking ,decision making, problem solving, self-esteem, Respect
effective communication, assertiveness and tolerance
Parental engagement – children accompanying parents in church services
and involving the children during family devotions

Link to other subjects Suggested Community Service learning activities: Learners are
Language activity: interactions and sharing among learners in groups will guided on picking rubbish on the nearby church compound and
lead to improvement vocabulary and speaking skills wiping church benches ahead of church service
Psycho-Motor Activities –through singing and dancing learners will engage
in movement and coordination.
Suggested non-formal activity to support learning: Visit a nearby church Suggested assessment: Rubric below, portfolio
and learn from a church leader, demonstrating to them on how to behave in
church.
Suggested Learning Resource: Crayons, pictures, cut-outs, audio visual, small baskets and flash cards, Good News Bible, picture books, hand
books

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

 Learner is able to tell good  Learner is able to tell their  Learner is able to tell their  Learner is able to tell good
behaviour in the Church experience on good behaviour experience on good behaviour in the Church
 Learner is able to demonstrate in the Church behaviour in the Church  Learner is able to observe
examples of good behaviour in  Learner is able to demonstrate  Learner is able to pictures, charts and posters
the Church examples of good behaviour in demonstrate examples of on good behaviour in the
 Learner is able to sing simple the Church good behaviour in the church
songs emphasizing desirable  Learner is able to sing simple Church
behaviour in the Church songs emphasizing desirable  Learner is able to sing

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 Learner is able to observe behaviour in the Church simple songs emphasizing
pictures, charts and posters on  Learner is able to observe desirable behaviour in the
good behaviour in the church pictures, charts and posters on Church
 Learner displays good behaviour good behaviour in the church  Learner is able to observe
in the Church  Learner displays good pictures, charts and posters
 Learner appreciates the behaviour in the Church on good behaviour in the
importance of good behaviour in church
church
 Learner desires to have good
behaviour in the church

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ISLAMIC RELIGIOUS EDUCATION ACTIVITIES

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ISLAMIC RELIGIOUS EDUCATION ACTIVITIES

Essence Statement

Religious activities at the pre-primary level comprise learning about the supernatural being (Allah S.W.T.). The aim of Islamic religious education
activities at the pre-primary level is to develop awareness and appreciation of the generosity, love and care of Allah (S.W.T.) to all His creation.
This will enable children acquire the values of sharing, care, respect, love, empathy, obedience, kindness, being social, helping those in need and
the ability to tell right from wrong. These activities are geared towards the continuous moral and spiritual development of young children.
Children need to participate in activities that integrate religion and moral values. Teachers should help them appreciate people of different
religious backgrounds and inculcate these values at an early age so that they can grow up as upright members of the society.

GENERAL LEARNING OUTCOMES

By the end of Early Years Education, the learner should be able to:

a) exhibit basic literacy skills in Arabic alphabet

b) recite selected Surah with confidence
c) demonstrate love, appreciation and awareness of Allah (S.W.T.) and His creation
d) demonstrate love and appreciation for Prophet Muhammad (S.A.W.) by emulating his actions
e) practice Islamic etiquettes and values for interpersonal relations
f) celebrate Islamic festivals to appreciate the Islamic culture.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(S)
1.0 QUR’AN 1.1 The Arabic By the end of the sub strand  Learners are introduced to Arabic 1. Where do we find the
alphabet with the learner should be able to: alphabet and vowels (fat'ha, Arabic alphabet
vowels (fat-ha (a), a) recognise the alphabet kasra, dhumma) through: flash
kasra (i) , dhumma with the given vowels in cards, models Cut-outs, stories. 2. Who can name the
(u) Arabic text  Learners are guided to use digital Arabic vowels?
b) name correctly three educational materials on Arabic
(Suggested time: 8 vowels in the Arabic text alphabet with vowels e.g.. Qaidah
lessons) c) articulate correctly the Al-Nourania website.
sounds of Arabic alphabet  Learners listen to and sing songs
with vowels on Arabic alphabet with vowels.
d) write the Arabic alphabet  Learners practice pronouncing
from right to left adding Arabic alphabet with vowels in
the vowels on them pairs or small groups.
 Learners are guided to identify
Arabic alphabet with vowels
through digital literacy and
games.
 Learners could be shown
displayed Arabic alphabet with
vowels to read.
 Learners practice the correct
orientation of reading and writing
the Arabic alphabet with vowels
(right to left)
 Learners are engaged in pre-
writing and writing activities e.g..
modelling Arabic alphabet and
vowels.

Core Competence to be developed: Communication and Collaboration, Learning to learn. Digital literacy
Link to PCIs: Life skills: Skills of knowing and living with others- Effective Link to Values: Unity, Responsibility
communication, Listening and responding,
Parental empowerment and engagement: Guidance
Link to other Activities: Language Activities Suggested community service Learning activities: visit the
elderly and sing songs related to Arabic alphabet

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Suggested non-formal activity to support learning: The learners to display Suggested Assessment: Observation, checklist, portfolio
the worksheet with the Arabic alphabet with vowels on the wall
Suggested Learning Resources: flash, cards, cut-outs, models, charts, picture books, juz’uu Amma, Yasarnal Qur’an digital educational materials
e.g.. Qaidah Al-Nourania website

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

Reads some words with vowels Recognises the alphabet with the Recognises most of the alphabet Recognises some of the alphabet
(a), (i), (u) in Arabic text given vowels in the Arabic text with vowels in the Arabic text with vowels in the Arabic text

Identifies and correctly names Correctly names the vowels in the Sometimes names the vowels in Rarely names the vowels in the
vowels in the Arabic text Arabic text the Arabic text correctly Arabic text correctly

Consistently and correctly Correctly articulates the sounds of Articulates the sounds of most Rarely articulates the sounds of
articulates the sounds of Arabic Arabic alphabet with vowels Arabic alphabet with vowels some Arabic alphabet with vowels
alphabet with vowels

Correctly writes the Arabic Writes most of the Arabic alphabet Writes some of the Arabic Writes few of the Arabic alphabet
alphabet with vowels from right to with vowels from right to left alphabet with vowels from right to with vowels from right to left
left left

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
1.0 QUR’AN 1.2 Surah Naas By the end of the sub strand  Learners are engaged in listening to and 1. When do we recite
the learner should be able to: reciting Surah Naas using varied digital Surah Naas?
(Suggested time: 5 a) recite correctly Surah educational materials/resource persons 2. Which other Surah do
lessons) Naas as a form of  Learners recite Surah Naas in pairs and we recite when praying?
protection small groups 3. Who can recite
b) handle the Qurán with  Learners are recorded as they recite Surah Naas?
respect as a Holy book Surah Naas and listen to the recording 4. How many verses are
c) appreciate reciting Surah  Learners practice reading Surah Naas there in Surah Naas?
Naas as a prayer from right to left using Juzu Amma
 Learners are given words/verses of

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 Surah Naas for matching using digital
devices
 Learners are guided on how to take care
of the Qurán

Core Competence to be developed: Critical thinking and problem solving, Learning to Learn
Link to PCIs: Life skills, Skills of Knowing and living with others- Link to Values: Unity, Responsibility, Respect
Effective communication
Life skills-Skills of knowing and living with oneself-self –esteem
Life skills: Decision making skills-creative thinking
Parental empowerment and engagement: Guidance

Link to other Activity Areas: Language Activities, Mathematics Suggested Community Service Learning Activities: visit Islamic
activities schools(Madrassas/Dugsi to enhance their recitation

Suggested non-formal activity to Support learning: Practice reciting Suggested Assessment: Observation checklist, portfolio
Surah Naas with their friends in school
Suggested Learning Resources: resource persons, flash cards, digital materials e.g.. CDs, DVDs, Computer

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

Fluently and confidently recites Recites fluently Surah Naas Recites Surah Naas Recites Surah Naas with some
Surah Naas difficulty

Handles the Qurán respectfully Respectfully handles the Qur’an Sometimes handles the Qurán Rarely handles the Qurán with
and carefully respectfully respect

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

2.0 PILLARS 2.1 Belief in By the end of the sub strand  Engage learners in group discussions 1. Who created us?
OF IMAN Allah (SWT) the learner should be able to: about Allah’s creation in the immediate 2. What else has He created?
a) identify oneself and others environment through digital materials, 3. How are we different from
Allah’s as Allah’s creation as pictures, realia. animals?
Creation stated in the Qur’an  Learners to sing simple Islamic songs 4. How do we take care of
Myself and b) appreciate the uniqueness /Anashid / qasida and recite poems Allah’s creation?
others of oneself and others as related to the strand.
(Immediate Allah’s creation  Learners are exposed to games/hands-
environment: c) care for oneself and on activities related to the strand.
family Allah’s other creation in  Learners develop a scrap or picture
members, the immediate book individually/in groups on Allah’s
neighbours, environment as a form of creation e.g. plants.
animals, plants) ibadaat/worship  Learners are engaged in
developmentally appropriate activities
(Suggested such as painting, printing and drawing.
time: 4 lessons)  Learners are guided on how to take
care of themselves, plants and pets
 Learners are organized in groups for
nature walk in the school environment.
Core Competence to be developed: Creativity and imagination
Link to PCIs: Life skills, Skill of knowing and living with others- Link to Values: Love, Responsibility, Social Justice
interpersonal relationship, effective communication, assertiveness,
Parental empowerment and engagement: Guidance,
Education for Sustainable Development (ESD): Environmental
education-caring for the environment.
Link to other Activities: Environmental Activities Suggested Community Service Learning Activities: Care for animals
and plants at home
Suggested non-formal activity to support learning: Plant/watering Suggested Assessment: Observation, oral questions
trees, flowers ,seeds in the school garden

Suggested resources: realia, pictures, audio-visual aids, charts

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Exceeds expectation Meets expectation Approaches expectation Below expectation

Expresses self clearly and Identifies oneself and others as Sometimes identifies oneself and Rarely identifies oneself and
confidently by identifying oneself Allah’s creation others as Allah’s creation others as Allah’s creation
and others as Allah’s creation
Independently cares for self, Cares for self, plants and pets in Sometimes cares for self, plants Rarely cares for self, plants and
plants and pets in the immediate the immediate environment and pets in the immediate pets in the immediate environment
environment environment

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(S)
2.0 PILLARS 2.2 Belief in His By the end of the sub strand the 
Learners sing songs/ 1. Who is Muhammad (S.A.W.)
OF IMAN Prophets learner should be able to: Anashid/qasida and recite 2. What does the name
Prophet a) mention the name of the poems on prophet Muhammad Muhammad mean?
Muhammad parents of prophet (S.A.W.) and his parents 3. How was the character of the
(S.A.W.) Muhammad (S.A.W.) as a  Learners name the prophet prophet?
sign of love and respect Muhammad (S.A.W.) and his
His parents b) narrate simple short story on parents
early years of prophet  Learners are engaged in
Muhammad’s (S.A.W.) listening and narrating simple
(Suggested time: c) demonstrate love for prophet short story about the prophet’s
2 lessons) Muhammad (S.A.W.) by early years e.g. meaning of his
emulating his character name, character etc
(obedience)  Learners to develop a simple
d) appreciate the important role family tree of prophet
played by the parent to up Muhammad (S.A.W.) and his
bring their children parents using digital
device/displayed chart of the
prophet’s (S.A.W.) family
tree.
Core Competence to be developed: Communication and collaboration, Learning to learn

Link to PCIs: Life skills: Skills of Knowing and living with others- Effective Link to Values: Love, Integrity Respect
communication, Listening and responding
Parental empowerment and engagement: Guidance

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Link to other activities: Environmental Activities and Language Activities Suggested Community Service Learning Activities:
Share the story of the prophet’s character with parents
and others at home

Suggested non-formal activity to support learning: Narrating simple story of Prophet Suggested Assessment: Oral questions
Muhammad(S.A.W.)in the assembly

Suggested Learning Resources: picture of the city of Makka, audio-visual materials, resource persons, chart (ICT)

Suggested Assessment Rubrics

Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Mentions prophet Muhammad’s Mentions the names of prophet Sometimes mentions the names of Mentions with difficulty the
name, parents’ and other members Muhammad (S.A.W.) and his prophet Muhammad (S.A.W.) and names of prophet Muhammad
of his family parents his parents (S.A.W.) and his parents
Confidently narrates simple short Narrates simple short stories on Attempts to narrate simple short Rarely narrates simple short
stories on early years of prophet early years of prophet Muhammad stories on early years of prophet stories on early years of prophet
Muhammad (S.A.W.) (S.A.W.) Muhammad (S.A.W.) Muhammad (S.A.W.)
Responds to simple class rules and Responds to simple class rules and Sometimes responds to simple Rarely responds to simple class
instructions effectively instructions class rules and instructions rules and instructions

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry questions
3.0 3.1 Pillars of By the end of the sub strand  Learners sing simple short 1. What is Swalah?
DEVOTIONAL Islam -Swalah the learner should be able to: Anashid/qasida/songs and recite 2. What are the postures
ACTS Postures of a) name the different postures poems on pillars of Islam of Swalah?
Swalah (daily as used in Swalah  Learners view audio-visual materials 3. How do we perform
prayer) b) appreciate Swalah as a on Swalah by use of digital devices postures of Swalah?
(Suggested time: pillar of Islam  Learners name and discuss the
3 lessons) c) demonstrate the postures in different postures of Swalah using
performing Swalah flash-cards or charts
 Learners are given hands-on activities
to reinforce on the postures of Swalah
e.g.. picture frame, puzzles, painting,

191
 picture sequencing etc
Core Competence to be developed: Learning to learn, Communication and collaboration
Link to PCIs: Life skills: Skills of knowing and living with oneself- self awareness Link to Values: Responsibility, Respect, Unity, Peace
and self-esteem,
Parental empowerment and engagement: Guidance
Link to other activity Areas: Psychomotor and creative Activities Suggested Community Service Learning Activities:
Lead other children in prayers
Suggested non- formal activity to support learning: Learners pray with their Suggested Assessment: checklist, oral questions
teacher(s) while in school
Suggested Learning Resources: picture, picture cards/frames, puzzles, paint, brush, audio-visual materials, prayer mat charts

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

Performs postures of Swalah in Performs postures of Swalah Sometimes performs postures of Rarely performs postures of
sequence and with supplication Swalah Swalah

Correctly names the different Correctly names the different Correctly names some postures of Correctly names a few postures of
postures of Swalah in sequence postures of Swalah Swalah Swalah

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
4.0 MORAL 4.1 Islamic By the end of the sub strand the  Learners sing simple songs/ 1. How do you enter the
TEACHINGS Etiquette learner should be able to: Anashid/qasida on toilet manners toilet?
a) demonstrate appropriate  Learners are engaged in discussion 2. What are you not
4.1.1 Toileting toileting manners according on activities that are not allowed allowed to do while
to Islamic teachings while in the toilet toileting?
(Suggested time – b) develop proper way of  Learners display charts on proper 3. How do you leave the
2 lesson) toileting in their day to day use of toilet. toilet?
life  Learners are guided on proper use
c) practice proper use of water of water during and after toileting
during and after toileting  Learners sequence pictures on
(Istinja) proper use of toilet (5 different

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 d) appreciate the Islamic pictures i.e.. entering toilet with left
teaching of body cleanliness foot, use of toilet while
and hygiene sitting/squatting, no talking/singing
in the toilet, leaving toilet with
right foot and hand washing).
Core Competence to be developed: Self efficacy, Communication and collaboration
Link to PCIs: Life skills: Skills of Knowing and living with oneself-self Link to Values: Respect, Responsibility, Unity
awareness-
Life skills: Effective decision making, Making choices- washing hands,
Learner support Programme: Guidance- hygiene and etiquette,
Parental empowerment and engagement: Guidance
Link to other activity Areas: Environmental Activities Suggested Community Service learning Activities: fetching
water for cleaning of the toilet at home under the guidance of
caregivers

Suggested non- formal Activity to support learning: Practice proper Suggested Assessment
manners of toileting at school during toilet time Oral questions. Observation
Suggested Learning Resources: pictures, digital materials, charts, water, bottles, toilet papers,

Suggested Assessment Rubrics

Meets expectation Approaches expectation Below expectation

Exceeds expectation

Always uses the left foot when Always uses the left foot when Sometimes uses the left foot when Rarely uses the left foot when
entering the toilet and says the dua entering the toilet, cleans self with entering the toilet , cleans self entering the toilet , cleans self
cleans self with water, leaves with water and leaves with the right with water and leaves with the with water and leaves with the
the right foot and says the dua foot right foot right foot

Properly uses the toilet Able to use the toilet properly Able to use the toilet properly Uses the toilet with assistance
independently with minimal assistance

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

4.1.2 Manners of By the end of the sub strand  Learners sing simple 1. What do we do
Eating the learner should be able to: songs/Anashid/qasida and poems on before eating?
a) demonstrate eating manners of eating 2. What do we say
(Suggested time – 1 manners according to  Learners view a clip on Islamic before and after
lesson) Islamic teachings manners of eating and discuss in pairs eating?
b) practice Islamic manners or small groups 3. What are the
of eating according to the  Learners participate in a manners of eating?
sunnah (traditions) of the demonstration/skit on Islamic
prophet (S.A.W.) manners of eating
c) acquire Islamic phrases  Learners are guided to use
used before and after appropriate phrases before and after
eating appropriately eating

Core Competence to be developed: Learning to learn: Use appropriate phrases before and after eating
Link to PCIs: Life skills: Effective decision making, Making choices- Link to Values: Respect Responsibility, Integrity, Peace
washing hands
Learner support Programme: Guidance-hygiene and etiquette
Parental empowerment and engagement: Guidance:

Link to other activity Areas: Environmental activities Suggested Community Service Learning: assist in clearing the eating
area
Suggested non-formal activity to support learning: Learners to Suggested Assessment: Observation, checklist, oral questions
practice eating habits at school
Suggested Learning Resources: audio- visual aids, utensils, pictures, charts, water. containers

194
Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

Eats according to Islamic teaching Eats according to Islamic Sometimes eats according to Rarely eats according to Islamic
while avoiding wastage (Israf) teachings Islamic teachings teachings

Always uses the Islamic phrases Uses the Islamic phrases (before Sometimes uses the Islamic Rarely uses the Islamic phrases
(before and after eating) and after eating) appropriately phrases (before and after eating) (before and after eating)
appropriately and reminds others

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

4.1.3 Islamic By the end of the sub strand the  Learners listen to an audio-visual 1. When do we
phrases learner should be able to: recording of the Islamic phrase say Shukran?
a) pronounce correctly the Shukran and repeat its 2. What does
Shukran (thank you) Islamic phrase (Shukran) as a pronunciation Shukran mean?
way of appreciation  In pairs or small groups learners 3. Why do we say
(Suggested time – 1 b) use appropriately the given practice the use of the phrase Shukran?
lesson) Islamic phrase in their day to Shukran through role play
day life  Learners listen to and sing simple
c) appreciate the importance of songs/Anashid/qasida/and recite
the Islamic phrase (Shukran) poems related to the Islamic phrase
in their daily life Shukran
 Learners make appreciation cards
on which the Islamic phrase
Shukran is written

Core Competence to be developed: Communication and collaboration, Learning to learn

Link to PCIs: Life skills, Skill of knowing and living with others: Effective Link to values: Love, Respect, Unity, Responsibility
communication: use simple courteous words, interpersonal relations
Life skills: skills of knowing and living with oneself-self esteem
Parental empowerment and engagement: Guidance

195
Link to other activity Areas: Language activities Suggested Community service learning activities: use
the phrase Shukran at home when showing appreciation
Suggested non-formal activity to support learning: appreciating each other while Suggested Assessment: Observation checklist, oral
at school. questions
Suggested Learning Resources: audio-visual aids, flash cards, pictures, props, manila papers, crayons, pencils, boxes

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

Confidently and fluently says the Correctly says the Islamic phrases Sometimes says Shukran correctly Says Shukran with difficulty
Islamic phrase Shukran

Always says Shukran to others Always says Shukran to others Sometimes says Shukran to others Hardly says Shukran to others
and reminds others to say

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
4.1.4 Relationship By the end of the sub strand Learners view pictures of different 1. Who can name
the learner should be able to: places of worship through digital places of worship?
Places of worship; a) name places of worship in devices and other resources 2. What activities take
order to respect other  Learners discuss in pairs and in place in a Masjid?
(Suggested time – 2 people’s faith small groups about different places 3. Who goes to
lessons) b) co-exist harmoniously of worship Masjid, church or
with people of other  Learners discuss in pairs and in temple?
religions for interpersonal small groups about activities in the
relations Masjid
c) use Masjid as a place of  Learners role play about activities in
worship the Masjid
 Learners make a model, painting, or
drawing of a Masjid
 Learners sing songs/Anashid/qasida
and recite poems on Masjid
 Learners could visit different places
of worship within their environment
Core competence to be developed: Communication and collaboration, Learning to learn

196
Link to PCIs: Citizenship: social cohesion- religious diversity: Link to Values: Respect, Responsibility, Unity, Peace
Life skills: Skill of knowing and living with others- Effective communication,
Responding to verbal and nonverbal instruction
Parental empowerment and engagement: Guidance
Link to other activity areas: Environmental activities Suggested community service learning Activities:
Learners to go to the Masjid with their
parents/guardians
Suggested non-formal activity to support learning: Learners to clean and arrange the Suggested assessment: Oral questions, observation
prayer room.

Suggested Learning Resources: digital materials, pictures props, boxes, play dough/clay, glue, scissors, paints, crayons,

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

Correctly identifies and names Names the places of worship used Names some places of worship Rarely names places of worship
places of worship used by people by people of different faiths used by people of different faiths used by people of different faiths
of different faiths
Interacts with people of other Interacts with people of other Interacts with some people of Rarely interacts with people of
faiths freely and harmoniously faiths harmoniously other faiths other faiths
Regularly goes to the Masjid for Often goes to the Masjid for Sometimes goes to the Masjid for Rarely goes to the Masjid for
prayers prayers prayers prayers

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry questions
5.0 ISLAMIC 5.1 Eid By the end of the sub strand  Learners sing simple qasida/ 1. What is Eid?
FESTIVALS Celebrations the learner should be able to: songs/Anashid on Eid 2. How do we prepare for
(Suggested time – 2 a) describe activities related  Learners discuss in pairs or small Eid?
lessons) to Eid as an Islamic groups Eid activities by using 3. How do we celebrate
festival digital devices and other Eid?
b) appreciate Eid as an resources. 4. How many Eids do you
Islamic festival  Learners make Eid greeting celebrate?
c) share happiness and joy

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 during Eid by singing cards using manila papers,
songs and exchanging cartons, etc
gifts  Learners role play on Eid
activities
 Learners share and exchange gifts
 Learners news-tell about Eid
activities
Core Competence to be developed: Communication and Collaboration, Learning to learn
Link to PCIs: Life skills: Skills of knowing and living with others- Effective Link to Values: Love, Responsibility, Peace, Unity,
communication: responding to simple instructions, Empathy- caring for others Respect
Citizenship: Understanding integrity- sharing of gift, Social cohesion- our diversity
Parental empowerment and engagement: Guidance
Link to other activity areas: Environmental activities Suggested Community Service Learning Activities:
Learners visit children’s orphanage/home and celebrate
with them.
Suggested non-formal activity to support learning: Make Eid cards for their family Suggested Assessment: Observation, oral questions
Suggested Learning Resources: Pictures, digital materials, manila papers, crayons, props, gifts, boxes,

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaches expectation Below expectation

Clearly and systematically Clearly narrates activities related Narrates some activities related to Narrates activities related to Eid
narrates activities related to Eid to Eid celebrations Eid celebrations celebrations with difficulty
celebrations

Willing and ready to share Willing to share Hesitant to share Not willing to share

198
HINDU RELIGIOUS EDUCATION ACTIVITIES

199
Religious Activity - Hindu Religious Education

Essence Statement

Hindu Religious Education (HRE) offers an opportunity to learn the Hindu religion and its aspects. Hindu Religion is a way of life and its teaching
starts in early childhood.

HRE in the schools is a continuation of the knowledge acquired at home in early childhood. HRE is an integration of four faiths: Hinduism,
Sikhism, Buddhism and Jainism.

The teaching of HRE in PP2 level aims at nurturing faith in Paramatma and recognising self-awareness and understanding social obligations and
responsibility to the immediate environment. HRE thus, enables learners to enjoy learning and living through play. It provides an opportunity to
instil in children good social habits and moral values for effective living as righteous individuals and useful members of the community, Nation
and as responsible global citizens. The HRE curriculum, therefore, provides avenues for holistic physical mental, emotional and spiritual growth
for learners. It enables them to develop personal beliefs while appreciating the beliefs of others. HRE also covers pertinent and contemporary
issues in society such as children’s rights, life skills and community service.

The learners acquire requisite competencies such as Communication and Collaboration, Imagination and Creativity, Digital Literacy, Critical
Thinking and Problem solving, Learning to Learn and Self-efficacy.

General Learning Outcomes:

By the end of Early Years Education, the learner should be able to:

a) appreciate and thank Paramatma for His Creation in relation to our existence
b) develop faith in Paramatma’s Love and provision to enhance self-efficacy
c) demonstrate the Omnipresence of Paramatma through prayer, saying and singing bhajans/stavans/shabad/mantras for their spiritual growth
d) demonstrate the understanding that all Scriptures are Holy and that one should handle them carefully and with respect
e) demonstrate their awareness of festivals and participating in them to enhance cohesion and co-existence
f) perform simple rhythmic Yoga exercises to become healthy Citizens
g) acquire a sound foundation to develop into an ideal, ethical and moral human being.

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Strand Sub strand Specific learning outcomes Suggested learning Key inquiry question(s)
experiences
1.0 CREATION 1.1 My extended By the end of this sub-strand,  The learner be asked to 1. How do you call Mummy
family the learner should be able to: bring pictures of his/her and Daddy of your parents?
(2 lessons) a) mention names of extended extended family members 2. Where do grand parents
family members for self- to be pasted in the scrap live?
awareness. book.
b) identify members of  The learner be guided to
extended family by their role play as their
names. grandparents
c) appreciate the members of  Learner be guided to color
extended family for mutual pictures of his/her
satisfaction. extended family.

1.2 Panch a) identify the element 

The learner be encouraged 1. What do we breathe in and
Mahabhoot Vayu(Air) in relation to the by the teacher to share out?
Panch Mahabhoot his/her knowledge on the 2. 2.What helps the balloons
(2 lessons) b) appreciate the element importance of Air using and kites to fly?
Vayu(Air) as Paramatma’s flash cards/pictures.
creation for life.  The learner be shown the
existence of Air by
observing their own
breathing and the
movement of light objects
in the surrounding
(balloons, feathers, papers,
kites, dry leaves etc.)
Core Competences to be developed: Communication and Collaboration, Learning to Learn, Self-Efficacy, Critical thinking, Creative and
Imagination

Link to PCIs: Life Skills: Link to Values:

 Skills of knowing and living with oneself - Self-awareness, Personal
identity Respect, Love, Responsibility.
 Skills of knowing and living with others- Interpersonal relationships
(with parents and the Creator), Effective Communication (meaning
of names)

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Education for Sustainable Development(ESD) - Environmental
awareness-Caring of plants
Parental engagement and Empowerment: Telling stories and singing
songs on Paramatma’s Creation, Naming immediate and extended family
as part of creation
Links to other learning activity areas: Suggested Community Service Learning: The learner will be given
Mathematical activities: Counting the sets of parents (3) opportunity to assist appropriately in environmental conservation with
Language activities: Names of Animals, Birds their local community for their catchment area.
Environmental Activity

Suggested non-formal activity to support learning: The learner will Suggested assessment: Oral questions, portfolio, observation
be encouraged to help their parents and grandparents at home in age
appropriate chores.
Suggested Learning Resources: Resource person, Pictorial books, Outdoor Activities to show and feel the presence of Air.

Suggested Assessment Rubric

Exceeds expectation Meets expectation Approaches expectation Below expectation

Consistently and correctly The learner can correctly state the The learner can at times correctly The learner can rarely recognize
recognizes members from names of siblings, parents and state the names of siblings, parents the members from extended
extended family and is aware of members from extended family. and members from extended family. family.
the relationship to them.
Confidently appreciates the The learner is aware of Air being The learner is aware of Air being The learner is aware of presence
presence of Air as one of the most one of the elements of creation one of the elements of Panch of Air but not as one of the
important creations in Panch and Panch Mahabhoot. Mahabhoot and creation. elements of Panch Mahabhoot.
Mahabhoot. Demonstrates the Demonstrate the awareness of the
awareness of the Air’s presence Air’s presence convincingly.
appropriately.
The learner can also state the uses
of Air.

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Strand Sub strand Specific learning Suggested learning experiences Key inquiry question(s)
outcomes
2.0 Worship 2.1 Basic Mantras By end of this sub-strand,  The learner be encouraged to 1. Which Mantra do you
for Jaap learner should be able to: recite the Gayatri Mantra, recite?
a) recite the Basic Mantra Navkaar Mantra, Mool Mantra 2. At what time do you recite
(4 lessons) of each faith for and Buddh Mantra using audio the mantra?
worship visual aid. 3. Who recites Mantra at your
b) demonstrate the  The learner be guided to recite home?
appropriate discipline mantras in groups.
for the recitation of  The learner be taken for a visit
Mantras to show to places of worship by teacher/
respect to Paramatma parents to observe and
c) appreciate recitation of participate in the chanting and
Mantras as an act of be disciplined.
worship.

2.2 Musical a) mention musical 

Learner be guided to identify 1. Can you play any musical
Instruments used in instruments used in different musical instruments instrument?
worship worship used in worship using 2. Do you see musical
b) identify different pictures, charts, digital instruments at your place of
instruments used in resources. worship?
(3 lessons) worship in the four  The learner be taken for a 3. Do you like listening to
faiths for visit to places of worship by musical instruments being
familiarization the teacher/ parents to see played?
c) appreciate the use of different musical
musical instruments in instruments.
worship for spiritual  The learner be encouraged to
growth. play musical instruments like
Tabla, cymbals, dholak and
Harmonium.
Core Competences to be developed: Communication and Collaboration, Learning to Learn, Self-Efficacy

Link to PCIs: Life Skills- Skills of knowing and living with oneself - Link to Values:

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Self-awareness – self-efficacy Self-esteem. Respect, Love, Peace, Responsibility, Unity.
 Skills of knowing and living with others- Effective Communication-
Listening attentively
 Parental Empowerment and Engagement: Parents helping the learner
in recitation and chanting of Mantras using musical instruments.
Links to other learning activity areas: Suggested Community Service Learning activities: The teacher
Psychomotor & creative activities: posing during worship could plan a day of worship (through Mantras) in school for group
Environmental Activity: Personal Hygiene prayers (self-less service).
Suggested non-formal activity to support learning: Suggested assessment: Oral questions, portfolio, observation
The learner be given an opportunity to practice the basic Mantras for
Jaap during morning prayer session at the school. Parents can provide
resource person for the learner to learn musical instruments.

Suggested Learning Resources Resource person, Pictorial books, Audio-visual aids

Suggested Assessment Rubric

Exceeds expectation Meets expectation Approaches expectation Below expectation

can correctly State and identify can correctly State and identify can correctly State and identify one cannot correctly State and identify
all Musical Instruments used in three Musical Instruments used in Musical Instruments used in any of the Musical Instruments
worship. worship. worship. used in worship.

can State and recite all the can correctly recite two Mantras can correctly recite one Mantra from cannot correctly recite Mantras
Basic Mantras from all faiths. from ANY of the other four faiths ANY of the other four faiths other from ANY of the four faiths.
other than his/her faith. than his/her faith.

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Strand Sub strand Specific learning Suggested learning experiences Key inquiry question(s)
outcomes
3.0 Manifestations 3.1The Enlightened By the end of this sub-  The learner be introduced to 1. Who are the Enlightened
Beings strand learner should be Rishabhdev (First Tirthankar), Beings?
able to: Hanumaan ji, 2. Which picture of the
(4 lessons) a) name the Enlightened Guru Angad Dev ji (Second Enlightened Being do you
Beings according to Guru), Lord Buddha see at home?
the four faiths through
b) identify the names of pictures/images/murtis/
Enlightened Beings animated stories/flash
to familiarise with cards/charts.
his/her faith  The learner be encouraged to
c) appreciate the share their knowledge on the
Enlightened Beings names of Paramatma in groups.
to enhance faith in  The learner be taught short
Paramatma. stories from the childhood of
the above mentioned
Enlightened Beings

3.2 Belief in a) mention the names of  The learner be introduced to 1. Which names of Devis and
Paramatma Devis and Devtas to Shabad Guru, Devtas do you know?
(2 lessons) familiarise the Ganesh ji, 2. Tell a short story about any
learner with belief in Saraswati Mata, of the Enlightened Beings?
Paramatma Lakshmi Mata,
b) identify the Devis Parvati Mata
and Devtas as per through pictures/images/murtis/
their attributes to animated stories/flash
deepen the learner’s cards/charts.
faith.  The learner be encouraged to
share their knowledge on the
attributes of Devis and Devtas
in groups.
 The learner be taught
songs/stories about Shabad
Guru,
Ganesh ji,

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 Sarasvati Mata,
Lakshmi Mata,
Parvati Mata.
Core Competences to be developed: Communication and Collaboration, Creativity and Imagination, Digital Literacy, learning to learn

Link to PCIs: Life Skills: The skills of Knowing and living with others, Link to Values:
- Effective Communication, Interpersonal relationships-responding to Respect, Love, Responsibility, Unity, Peace.
simple verbal and non-verbal instructions.

Parental engagement and Empowerment: Telling stories and singing

songs on enlightened beings, showing pictures
Links to other learning activity areas: Suggested Community Service Learning activities:
 Numeracy: counting, sorting and matching
 Literacy: Picture reading, Story telling.
 Movement and Creative Activities – Picture/image recognition,
singing songs.
Suggested non-formal activity to support learning: Suggested assessment: Oral questions, portfolio, observation
Collage making project at home, (could also use cameras/mobile phones
to take photographs) connecting places of worship to the deities /
Paramatma’s names, scrap book for Paramatmas’ pictures
Suggested Learning Resources Pictures and flash cards, audio visual media, charts, Religious story books.

Suggested Assessment Rubric

Exceeds expectation Meets expectation Approaches expectation Below expectation

Consistently and correctly The learner can identify images of the The learner at times recognizes the The learner does not relate to
recognises and identifies the Enlightened Beings with correct names images of the Enlightened Beings the image with correct name of
images of the Enlightened as per different faiths. (Require at least with their respective names. the Enlightened Beings (any of
Beings from four faiths. three out of four faiths) (Between one and two faiths) the four faiths)
The learner has correctly The learner has correctly mentioned The learner has correctly The learner has correctly
mentioned four out of five three out of five names of Paramatma. mentioned two out of five names mentioned only one out of five
names of Paramatma. of Paramatma. names of Paramatma.

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Strand Sub strand Specific learning Suggested learning experiences Key inquiry question(s)
outcomes
4.0 Scriptures 4.1 Names of By the end of this sub-  The learner be shown 1. Name the Scriptures you
Scriptures strand, learner should be Bhagwat Purana, know .
able to: Bible 2. Which Scriptures do you
(3 lessons) a) name Scriptures to Quran see at home?
promote religious using charts/pictures. 3. Have you ever seen
identity and unity  Learner be introduced to Ramayan?
b) identify Scriptures from Ramayan by telling short stories 4. Whom do you remember
other faiths to promote expressing love and unity from Ramayan?
peace and unity among the four brothers, Rama,
c) acknowledge all Lakshman, Shatrughan and
Scriptures as holy to Bharat.
promote religious  The learner be shown animated
tolerance. stories selected from scriptures
Core Competences to be developed: Communication and Collaboration, Learning to Learn, Digital Literacy

Link to PCIs: Link to Values: Respect, Love, Responsibility, Unity, Peace

Life-skills: Skills of knowing and living with oneself, self-esteem, Self-
efficacy
 Skills of knowing and living with others-Effective Communication,
Interpersonal relationships
Citizenship: Peace Education, Integrity, Social cohesion
Parental empowerment and engagement: Guidance
Links to other learning activity areas: Suggested Community Service Learning activities:
Mathematical activity: by knowing the number of scriptures
Environmental activity: Hygiene in handling the scriptures
Suggested non-formal activity to support learning: Suggested assessment: Oral questions, portfolio, observation
Role play activity from the Scripture Ramayan.
To Invite a resource person to talk about different Scriptures.
Suggested Learning Resources Resource person, Pictorial books, Flash cards, digital images

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Suggested Assessment Rubric

Exceeds expectation Meets expectation Approaches expectation Below expectation

With Confidence and consistency With Confidence and consistency Correctly mention names of Makes mistakes in mentioning
mention names of Scriptures and mention names of Scriptures Scriptures at times names of Scriptures
able to identify from other faiths

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

5.0 Yoga 5.1 Simple postures By the end of this sub-  Learner be shown using 1. Which Yoga postures do
strand, the learner should be charts/pictures/flash you know?
(2 lessons) able to: cards/videos of simple 2. Which part of the body is
a) name simple yoga postures: Sitting used for squatting?
postures for good Standing 3. Which part of the body is
health Squatting, used for stretching?
b) demonstrate simple Stretching,
yoga postures correctly Lying down,
for physical wellbeing. Relaxation
displaying parts of the body
used in performing Yoga.
 The learner be guided to
perform simple postures
through pairs or small
groups.

5.2 Coping with appreciate Yoga as a way  The learner be encouraged to How do you feel after
emotion for peaceful living by role play as how to cope with practicing yoga?
(2 lessons) coping positively with emotion such as anxiety.
anxiety.
Core Competences to be developed: Digital literacy, Learning to Learn, Self-Efficacy, Critical thinking and problem solving
Link to PCIs: Life Skills: 1. Skills of knowing and living with oneself - Self- Link to Values: Respect, Love, Responsibility, Unity, Peace.
awareness-parts of the body, coping with emotions
 Skills of knowing and living with others- Effective Communication-
Health Education: Communicable and non-communicable diseases

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Links to other learning activity areas: Psychomotor and creative activity: Suggested Community Service Learning activities:
physical activities
Language activity: New Vocabulary.

Suggested Non-Formal Activity to support learning: Suggested assessment: Oral questions, portfolio, observation
Invite a yoga master to demonstrate simple correct yoga postures
Suggested Learning Resources Resource person, Pictorial books, Audio visual aids

Suggested Assessment Rubric

Exceeds expectation Meets expectation Approaches expectation Below expectation

Consistently and correctly Correctly demonstrate the simple The learner at times demonstrates The learner can rarely
demonstrate the simple yoga yoga postures for physical fitness correctly the simple yoga postures demonstrate correctly the simple
postures for physical fitness. Learner is confident and energetic for physical fitness. yoga postures.
Confident and energetic after after performing yoga.
performing yoga and encourages
peers for doing Yoga correctly.
The learner consistently copes The learner confidently copes The learner sometimes copes with The learner rarely copes with
with emotion like anxiety but also with anxiety for peaceful living. emotion like anxiety emotion like anxiety.
encourages peers for peaceful
living.

Strand Sub strand Specific learning Suggested learning experiences Key inquiry question(s)
outcomes
6.0 Sadachar 6.1 General Etiquette: By the end of this sub-  Learner be shown 1. What do you say when
strand, learner should be pictures/charts/animated anyone gives you
able to: stories on how to show anything?
a) mention words that Respect, 2. In which way do you show
(Good Behaviour) express gratitude for Obedience respect to elders/teachers?
(4 lessons) a healthy gratitude 3. Why is obedience very
relationship towards elders. important?
b) demonstrate acts of  Learner be encouraged to
obedience to foster role play respect, obedience

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 harmony and gratitude through group
c) appreciate the activity.
blessings that may  The learner be encouraged to
be bestowed upon collect pictures from old
him/her out of newspapers/magazines
obedience. depicting general etiquette.

Core Competences to be developed: Communication and collaboration, learning to learn

Link to PCIs: Link to Values: Respect, Love, Peace, Responsibility, Unity.

Life Skills-1. Skills of knowing and living with others-Effective
Communication, Listening attentively, Interpersonal relationship,
Parental Empowerment and Engagement: Guidance
Links to other learning activity areas: Suggested Community Service Learning activities: visiting own
Language-learning new words family senior citizens. Learner to visit homes for senior citizens,
Psychosocial- social behaviour and orphanages. Learner to practice to help senior citizens through
selfless service.
Suggested non-formal activity to support learning: Teacher will plan a Suggested assessment: Oral questions, portfolio, observation
short enactment to depict greetings for different ages and people
Suggested Learning Resources Resource person, Realia’s, charts

Suggested Assessment Rubric

Exceeds expectation Meets expectation Approaches expectation Below expectation

Uses polite words consistently to Uses polite words consistently to Uses polite words at times to Uses polite words sometimes to
express gratitude and demonstrate express gratitude and demonstrate express gratitude and demonstrate express gratitude and
acts of obedience to all. acts of obedience to elders. acts of obedience to elders. demonstrate acts of obedience
rarely.

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KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Desai Road, off Thika Rd.

P.O.Box 30231-00100 Nairobi, Kenya.

Telephone: +254(020)3749900-9,3748204,3747994

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