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Mathematics Grade 6 CBC Free Schemes of Work

October 5, 2025 Maverick John Leave a comment

MENTOR MATHEMATICS ACTIVITIES. GRADE 6 SCHEMES OF WORK

School Teacher’s Name Term Year

3
Wk	Ls n	Strand/Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	MEASURE MENT TIME	Converting time from 12- hour clock system to 24- hour clock system	By the end of the lesson, the learner should be able to: a) Convert time from 12h to 24h system, b) Use it devices for learning more on reading time and for leisure, c) Appreciate use of time in both 12h and 24h systems.	How can we time from 12- hour clock system to 24- hour clock system?	• Learners in pairs/groups or as individuals to convert time from the 12h to 24h system and 24h to 12h using a chart. • Learners in pairs/groups or as individuals to play digital games involving time on 12h and 24 h systems.	Analogue and digital clocks, digital watches, stop watches Mentor Maths Grd 6 TG Pg. 106-107 Mentor Maths Grd 6 Learners Book Pg.135-136	Written Quizzes
	2		Converting time from 24- hour clock system to 12- hour clock system	By the end of the lesson, the learner should be able to: a) Convert time from 24h to 12h system, b) Use it devices for learning more on reading time and for leisure, c) Appreciate use of time in both 12h and 24h systems.	How can we time from 12- hour clock system to 24- hour clock system?	• Learners in pairs/groups or as individuals to convert time from the 12h to 24h system and 24h to 12h using a chart. • Learners in pairs/groups or as individuals to play digital games involving time on 12h and 24 h systems.	Analogue and digital clocks, digital watches, stop watches Mentor Maths Grd 6 TG Pg. 106-107 Mentor Maths Grd 6 Learners Book Pg.135-136	Written Quizzes
	3		Interpreting travel timetables	By the end of the lesson, the learner should be able to: a) Interpret travel timetable in different situations, b) Use it devices for learning more on reading time and for leisure,	How do we interpret travel timetables?	• Learners in pairs/groups or as individuals to interpret travel timetables. • Learners in pairs/groups or as individuals to determine time durations using travel timetables	Analogue and digital clocks, digital watches, stop watches Mentor Maths Grd 6 TG Pg. 109-110	Written Quizzes

				c) Appreciate use of time in both 12h and 24h systems.			Mentor Maths Grd 6 Learners Book Pg.138-141
	4			By the end of the lesson, the learner should be able to: a) Interpret travel timetable in different situations, b) Use it devices for learning more on reading time and for leisure, c) Appreciate use of time in both 12h and 24h systems.	How do we interpret travel timetables?	• Learners in pairs/groups or as individuals to interpret travel timetables. • Learners in pairs/groups or as individuals to determine time durations using travel timetables	Analogue and digital clocks, digital watches, stop watches Mentor Maths Grd 6 TG Pg. 109-110 Mentor Maths Grd 6 Learners Book Pg.138-141	Written Quizzes
	5			By the end of the lesson, the learner should be able to: a) Interpret travel timetable in different situations, b) Use it devices for learning more on reading time and for leisure, c) Develop curiosity use of time in both 12h and 24h systems.	How do we interpret travel timetables?	• Learners in pairs/groups or as individuals to interpret travel timetables. • Learners in pairs/groups or as individuals to determine time durations using travel timetables	Analogue and digital clocks, digital watches, stop watches Mentor Maths Grd 6 TG Pg. 109-110 Mentor Maths Grd 6 Learners Book Pg.138-141	Written Quizzes
2	1	Money	Price list	By the end of the lesson, the learner should be able to: a) identify and make a price list b) Use it devices to learn about price list, c) Appreciate the importance of price list in real life situations.	What is the importance of a price list in business?	• Learners in pairs/groups or as individuals to prepare price lists. • Learners in pairs/groups to use IT devices to play digital games.	Price list, classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 111 Mentor Maths Grd 6 Learners Book Pg.142-143	Written Quizzes
	2		Budget	By the end of the lesson, the learner should be able to:	How can we prepare a budget?	• Learners in pairs/ groups or as individuals to discuss	Price list, classroom shop,	Written Quizzes

			a) Prepare a simple budget, b) Use it devices to learn about budget, c) Appreciate the importance of budget in real life situations.		factors to consider when preparing a simple budget • Learners in pairs/groups to use IT devices to play digital games. • Learners in pairs/groups or as individuals to prepare a budget.	electronic money tariff charts Mentor Maths Grd 6 TG Pg. 112-113 Mentor Maths Grd 6 Learners Book Pg.143-145
	3	Profit	By the end of the lesson, the learner should be able to: a) Work out profit in real life situations, b) Use it devices to learn about profit, c) Appreciate profit in real life situations.	How can we make a profit in a business?	• Learners in pairs/groups or as individuals to discuss the meaning of profit and loss in real life situations and share with other groups. • Learners in pairs/groups or as individuals work out questions involving profit and loss	Price list, classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 114 Mentor Maths Grd 6 Learners Book Pg.146-147	Written Quizzes
	4		By the end of the lesson, the learner should be able to: a) Work out profit in real life situations, b) Use it devices to learn about profit, c) Appreciate profit in real life situations.	How can we make a profit in a business?	• Learners in pairs/groups or as individuals to discuss the meaning of profit and loss in real life situations and share with other groups. • Learners in pairs/groups or as individuals work out questions involving profit and loss	Price list, classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 114 Mentor Maths Grd 6 Learners Book Pg.146-147	Written Quizzes
	5	Loss	By the end of the lesson, the learner should be able to: a) Work out loss in real life situations, b) Use it devices to learn about loss, c) Appreciate loss in real life situations.	When do we make a loss?	• Learners in pairs/groups or as individuals to discuss the meaning of profit and loss in real life situations and share with other groups. • Learners in pairs/groups or as individuals work out questions involving profit and loss	Price list, classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 115-116 Mentor Maths Grd 6 Learners Book Pg.148-149	Written Quizzes
3	1		By the end of the lesson, the learner should be able to:	When do we make a loss?	• Learners in pairs/groups or as individuals to discuss the meaning of profit and loss in	Price list, classroom shop,	Written Quizzes

			a) Work out loss in real life situations, b) Use it devices to learn about loss, c) Appreciate loss in real life situations.		real life situations and share with other groups. • Learners in pairs/groups or as individuals work out questions involving profit and loss	electronic money tariff charts Mentor Maths Grd 6 TG Pg. 115-116 Mentor Maths Grd 6 Learners Book Pg.148-149
2		Types of taxes: income tax	By the end of the lesson, the learner should be able to: a) Identify income tax as a type of tax in real life situations, b) Use it devices to learn about tax, c) Appreciate importance of taxes in real life situations.	Why do we pay taxes to the government?	• Learners in pairs/groups or as individuals to discuss income and value added tax (VAT) as types of taxes.	Price list, classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 117 Mentor Maths Grd 6 Learners Book Pg.149-151	Written Quizzes
3		Value Added Tax	By the end of the lesson, the learner should be able to: a) Identify value added tax as a type of tax in real life situations, b) Use it devices to learn about tax, c) Appreciate importance of taxes in real life situations.	Why do we pay taxes to the government?	• Learners in pairs/groups or as individuals to discuss income and value added tax (VAT) as types of taxes.	Price list, classroom shop, electronic money tariff charts Mentor Maths Grd 6 TG Pg. 118-119 Mentor Maths Grd 6 Learners Book Pg.151-153	Written Quizzes
4	GEOMETRY	Lines	By the end of the lesson, the learner should be able to: a) Construct parallel lines in different situations, b) identify parallel lines in the immediate environment c) Appreciate use of lines in daily life.	How can we construct parallel lines?	• Learners in pairs/ groups or as individuals to construct parallel lines using geometrical instruments.	Chalk board ruler, 30cm ruler, straight edges Mentor Maths Grd 6 TG Pg. 120-121 Mentor Maths Grd 6 Learners Book Pg.154-155	Written Quizzes

	5		By the end of the lesson, the learner should be able to: a) Construct parallel lines in different situations, b) identify parallel lines in the immediate environment c) Appreciate use of lines in daily life.	How can we construct parallel lines?	• Learners in pairs/ groups or as individuals to construct parallel lines using geometrical instruments.	Chalk board ruler, 30cm ruler, straight edges Mentor Maths Grd 6 TG Pg. 120-121 Mentor Maths Grd 6 Learners Book Pg.154-155	Written Quizzes
4	1	Bisecting a line	By the end of the lesson, the learner should be able to: a) Bisect lines through construction, b) give reasons why we bisect lines c) Appreciate use of lines in daily life.	Why do we bisect a line?	• Learners in pairs/groups or as individuals to bisect lines using geometrical instruments.	Chalk board ruler, 30cm ruler, straight edges Mentor Maths Grd 6 TG Pg. 121-122 Mentor Maths Grd 6 Learners Book Pg.156-158	Written Quizzes
	2		By the end of the lesson, the learner should be able to: a) Bisect lines through construction, b) give reasons why we bisect lines c) Appreciate use of lines in daily life.	Why do we bisect a line?	• Learners in pairs/groups or as individuals to bisect lines using geometrical instruments.	Chalk board ruler, 30cm ruler, straight edges Mentor Maths Grd 6 TG Pg. 121-122 Mentor Maths Grd 6 Learners Book Pg.156-158	Written Quizzes
	3	Constructing perpendicular lines	By the end of the lesson, the learner should be able to: a) identify perpendicular lines in different situations, b) Use it devices for more learning on lines and leisure c) Appreciate use of lines in daily life.	Why do we need to construct perpendicular lines?	• Leaners in pairs/groups or as individuals to construct perpendicular lines using geometrical instruments. • Learners in pairs/groups or as individuals to play digital games.	Chalk board ruler, 30cm ruler, straight edges Mentor Maths Grd 6 TG Pg. 123-124 Mentor Maths Grd 6 Learners Book Pg.158-160	Written Quizzes

	4			By the end of the lesson, the learner should be able to: a) Construct perpendicular lines in different situations, b) Use it devices for more learning on lines and leisure c) Appreciate use of lines in daily life.	Why do we need to construct perpendicular lines?	• Leaners in pairs/groups or as individuals to construct perpendicular lines using geometrical instruments. • Learners in pairs/groups or as individuals to play digital games.	Chalk board ruler, 30cm ruler, straight edges Mentor Maths Grd 6 TG Pg. 123-124 Mentor Maths Grd 6 Learners Book Pg.158-160	Written Quizzes
	5	Angles	Identifying angles on a straight line	By the end of the lesson, the learner should be able to: a) identify angles on a straight line in different situations, b) use IT devices for learning more on angles and for enjoyment, c) Appreciate use of angles in real life.	Where can we use angles in real life?	• Learners in pairs/groups or as individuals to identify angles on a straight line practically.	Unit angles, protractors, rulers Mentor Maths Grd 6 TG Pg. 124-125 Mentor Maths Grd 6 Learners Book Pg.161-162	Written Quizzes
4	1			By the end of the lesson, the learner should be able to: a) identify angles on a straight line in different situations, b) use IT devices for learning more on angles and for enjoyment, c) Appreciate use of angles in real life.	Where can we use angles in real life?	• Learners in pairs/groups or as individuals to identify angles on a straight line practically. • Learners in pairs/groups or as individuals to play digital games involving angles.	Unit angles, protractors, rulers Mentor Maths Grd 6 TG Pg. 124-125 Mentor Maths Grd 6 Learners Book Pg.161-162	Written Quizzes
	2		Measuring angles on a straight line	By the end of the lesson, the learner should be able to: a) identify angles on a straight line in different situations, b) use IT devices for learning more on angles and for	How can we measure angles on a straight line?	• Learners in pairs/groups or as individuals to measure angles on a straight line in degrees • Learners in pairs/groups or as individuals to play digital games involving angles.	Unit angles, protractors, rulers Mentor Maths Grd 6 TG Pg. 126	Written Quizzes

				enjoyment, c) Appreciate use of angles in real life.			Mentor Maths Grd 6 Learners Book Pg.163-165
	3			By the end of the lesson, the learner should be able to: a) measure angles on a straight line in different situations, b) use IT devices for learning more on angles and for enjoyment, c) Appreciate use of angles in real life.	How can we measure angles on a straight line?	• Learners in pairs/groups or as individuals to measure angles on a straight line in degrees • Learners in pairs/groups or as individuals to play digital games involving angles.	Unit angles, protractors, rulers Mentor Maths Grd 6 TG Pg. 126 Mentor Maths Grd 6 Learners Book Pg.163-165	Written Quizzes
	4		Angles in a triangle	By the end of the lesson, the learner should be able to: a) determine the sum of angles in a triangle practically, b) use IT devices for learning more on angles and for enjoyment, c) Appreciate use of angles in real life.	What is the sum of angles in a triangle?	• Learners in pairs/groups or as individuals to practically establish that the sum of angles in a triangle is equal to two (2) right angles. • Learners in pairs/groups or as individuals to play digital games involving angles.	Unit angles, protractors, rulers Mentor Maths Grd 6 TG Pg. 127-128 Mentor Maths Grd 6 Learners Book Pg.165-167	Written Quizzes
	5			By the end of the lesson, the learner should be able to: a) determine the sum of angles in a triangle practically, b) use IT devices for learning more on angles and for enjoyment, c) Appreciate use of angles in real life.	What is the sum of angles in a triangle?	• Learners in pairs/groups or as individuals to practically establish that the sum of angles in a triangle is equal to two (2) right angles. • Learners in pairs/groups or as individuals to play digital games involving angles.	Unit angles, protractors, rulers Mentor Maths Grd 6 TG Pg. 127-128 Mentor Maths Grd 6 Learners Book Pg.165-167	Written Quizzes
5	1	3-D objects	Identifying 3- D objects in	By the end of the lesson, the learner should be able to:	Where are 3-D objects used in	• Learners in pairs/ groups or as individuals are guided to	Cubes, cuboids, cylinders, pyramids, spheres,	Written Quizzes

our environment

a) Identify 3-D objects in the immediate environment,

b) Use IT devices for learning more on 3-D objects and for enjoyment,

c) Appreciate use of 3-D objects in real life.

the environment?

identify 3-D objects in the environment.

• Learners in pairs/groups or as individuals to play digital games.

cut outs of rectangles, circles, and triangles of different sizes

Mentor Maths Grd 6 TG Pg. 129-130

Mentor Maths Grd 6 Learners Book Pg.168

By the end of the lesson,

the learner should be able to:

a) Identify 3-D objects in the immediate environment,

b) Use IT devices for learning more on 3-D objects and for enjoyment,

c) Appreciate use of 3-D objects in real life.

Where are 3-D objects used in the environment?

• Learners in pairs/ groups or as individuals are guided to identify 3-D objects in the environment.

• Learners in pairs/groups or as individuals to play digital games.

Cubes, cuboids, cylinders, pyramids, spheres, cut outs of rectangles,

circles, and triangles of different sizes

Mentor Maths Grd 6 TG Pg. 129-130

Mentor Maths Grd

6 Learners Book Pg.168

Written

Quizzes

Identifying

edges, faces and vertices in a cube

By the end of the lesson,

the learner should be able to:

a) Identify vertices, faces and edges in a cube,

b) Use IT devices for learning more on 3-D objects and for enjoyment,

c) Appreciate use of 3-D objects in real life.

Where can we

use a cube as a 3-D objects?

• Learners in pairs/ groups to identify cubes, cuboids, cylinders and pyramids in the environment.

• Learners in pairs and groups to identify vertices, faces and edges of cubes, cuboids, cylinders and pyramids in different situations.

Cubes, cuboids,

cylinders, pyramids, spheres, cut outs of rectangles,

circles, and triangles of different sizes

Mentor Maths Grd 6 TG Pg. 130

Written

Quizzes

						Mentor Maths Grd 6 Learners Book Pg.169
	4	Identifying edges, faces and vertices in a cuboid	By the end of the lesson, the learner should be able to: a) Identify vertices, faces and edges in a cuboid, b) Use IT devices for learning more on 3-D objects and for enjoyment, c) Appreciate use of 3-D objects in real life.	Where can we use a cuboid as a 3-D objects?	• Learners in pairs/ groups to identify cubes, cuboids, cylinders and pyramids in the environment. • Learners in pairs and groups to identify vertices, faces and edges of cubes, cuboids, cylinders and pyramids in different situations.	Cubes, cuboids, cylinders, pyramids, spheres, cut outs of rectangles, circles, and triangles of different sizes Mentor Maths Grd 6 TG Pg. 131 Mentor Maths Grd 6 Learners Book Pg.170	Written Quizzes
	5	Identifying edges, faces and vertices in a cylinder	By the end of the lesson, the learner should be able to: a) Identify vertices, faces and edges in a cylinder, b) Use IT devices for learning more on 3-D objects and for enjoyment, c) Appreciate use of 3-D objects in real life.	Where can we use a cuboid as a 3-D objects?	• Learners in pairs/ groups to identify cubes, cuboids, cylinders and pyramids in the environment. • Learners in pairs and groups to identify vertices, faces and edges of cubes, cuboids, cylinders and pyramids in different situations.	Cubes, cuboids, cylinders, pyramids, spheres, cut outs of rectangles, circles, and triangles of different sizes Mentor Maths Grd 6 TG Pg. 132 Mentor Maths Grd 6 Learners Book Pg.171	Written Quizzes
6	1	Identifying edges, faces and vertices in a pyramid	By the end of the lesson, the learner should be able to: a) Identify vertices, faces and edges in a pyramid,	Where can we use a cuboid as a 3-D objects?	• Learners in pairs/ groups to identify cubes, cuboids, cylinders and pyramids in the environment. • Learners in pairs and groups to identify vertices, faces and edges of cubes, cuboids, cylinders and	Cubes, cuboids, cylinders, pyramids, spheres, cut outs of rectangles, circles, and triangles of different sizes	Written Quizzes

			b) Use IT devices for learning more on 3-D objects and for enjoyment, c) Appreciate use of 3-D objects in real life.		pyramids in different situations.	Mentor Maths Grd 6 TG Pg. 133 Mentor Maths Grd 6 Learners Book Pg.172
2	HANDLING DATA	*Bar Graphs:* collecting and representing data in frequency tables	By the end of the lesson, the learner should be able to: a) Collect and represent data from real life situations using tables, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life.	Why do we collect data?	• Learners in pairs/groups or as individuals are guided to collect data and organize it in a frequency table. • Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs.	Bar graph worksheets, data graph worksheets, data samples from different sources Mentor Maths Grd 6 TG Pg. 135-136 Mentor Maths Grd 6 Learners Book Pg.174-175	Written Quizzes
3			By the end of the lesson, the learner should be able to: a) Collect and represent data from real life situations using tables, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life.	Why do we collect data?	• Learners in pairs/groups or as individuals are guided to collect data and organize it in a frequency table. • Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs.	Bar graph worksheets, data graph worksheets, data samples from different sources Mentor Maths Grd 6 TG Pg. 135-136 Mentor Maths Grd 6 Learners Book Pg.174-175	Written Quizzes
4		*Representing data through piling*	By the end of the lesson, the learner should be able to: a) Represent data from real life situations through piling, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life.	How do you represent data?	• Learners in pairs/groups or as individuals to represent information through piling similar objects like matchboxes vertically. • Learners in pairs/groups or as individuals to use IT devices to learn more on	Bar graph worksheets, data graph worksheets, data samples from different sources Mentor Maths Grd 6 TG Pg. 137	Written Quizzes

					representing data using bar graphs.	Mentor Maths Grd 6 Learners Book Pg.176-177
	5		By the end of the lesson, the learner should be able to: a) Represent data from real life situations through piling, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life.	How do you represent data?	• Learners in pairs/groups or as individuals to represent information through piling similar objects like matchboxes vertically. • Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs.	Bar graph worksheets, data graph worksheets, data samples from different sources Mentor Maths Grd 6 TG Pg. 137-138 Mentor Maths Grd 6 Learners Book Pg.176-177	Written Quizzes
7	1	*Representing data using bar graphs*	By the end of the lesson, the learner should be able to: a) Represent data from real life situations using bar graphs, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life.	How can bar graphs be used in real life situations?	• Learners in pairs/groups to represent information by drawing bar graphs. • Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs.	Bar graph worksheets, data graph worksheets, data samples from different sources Mentor Maths Grd 6 TG Pg. 139-140 Mentor Maths Grd 6 Learners Book Pg.177-179	Written Quizzes
	2		By the end of the lesson, the learner should be able to: a) Represent data from real life situations using bar graphs, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life.	How can bar graphs be used in real life situations?	• Learners in pairs/groups to represent information by drawing bar graphs. • Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs.	Bar graph worksheets, data graph worksheets, data samples from different sources Mentor Maths Grd 6 TG Pg. 139-140 Mentor Maths Grd 6 Learners Book Pg.177-179	Written Quizzes

	3		By the end of the lesson, the learner should be able to: a) Represent data from real life situations using bar graphs, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life.	How can bar graphs be used in real life situations?	• Learners in pairs/groups to represent information by drawing bar graphs. • Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs.	Bar graph worksheets, data graph worksheets, data samples from different sources Mentor Maths Grd 6 TG Pg. 139-140 Mentor Maths Grd 6 Learners Book Pg.177-179	Written Quizzes
	4	*Interpreting* *information from bar graphs*	By the end of the lesson, the learner should be able to: a) Interpret information from bar graphs, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life.	How can we interpret information from bar graphs?	• Learners in pairs/groups to discuss information represented on bar graphs. • Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs.	Bar graph worksheets, data graph worksheets, data samples from different sources Mentor Maths Grd 6 TG Pg. 141-142 Mentor Maths Grd 6 Learners Book Pg.180-183	Written Quizzes
	5		By the end of the lesson, the learner should be able to: a) Interpret information from bar graphs, b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life.	How can we interpret information from bar graphs?	• Learners in pairs/groups to discuss information represented on bar graphs. • Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs.	Bar graph worksheets, data graph worksheets, data samples from different sources Mentor Maths Grd 6 TG Pg. 141-142 Mentor Maths Grd 6 Learners Book Pg.180-183	Written Quizzes
8	1		By the end of the lesson, the learner should be able to: a) Interpret information from bar graphs,	How can we interpret information from bar graphs?	• Learners in pairs/groups to discuss information represented on bar graphs.	Bar graph worksheets, data graph worksheets, data samples from different sources	Written Quizzes

			b) Use it devices for learning more on bar graphs and for leisure, c) Appreciate use of bar graphs in real life.		• Learners in pairs/groups or as individuals to use IT devices to learn more on representing data using bar graphs.	Mentor Maths Grd 6 TG Pg. 141-142 Mentor Maths Grd 6 Learners Book Pg.180-183
2	ALGEBRA	*Forming simple Inequalities*	By the end of the lesson, the learner should be able to: a) Discuss the meaning of algebraic inequality symbols., b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life	How can we form simple inequalities using the unknown?	• Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘ < ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one unknown using different operations.	Digital inequality worksheets; greater than, less than or equal to, sorting cards Mentor Maths Grd 6 TG Pg. 143-144 Mentor Maths Grd 6 Learners Book Pg.184-185	Written Quizzes
3			By the end of the lesson, the learner should be able to: a) Form simple inequalities in one unknown involving real life situations, b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life	How can we form simple inequalities using the unknown?	• Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘ < ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one unknown using different operations.	Digital inequality worksheets; greater than, less than or equal to, sorting cards Mentor Maths Grd 6 TG Pg. 143-144 Mentor Maths Grd 6 Learners Book Pg.184-185	Written Quizzes
4			By the end of the lesson, the learner should be able to: a) Form simple inequalities in one unknown involving real life situations, b) Use it devices to simplify inequalities and play digital games involving inequalities.	How can we form simple inequalities using the unknown?	• Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘ < ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one	Digital inequality worksheets; greater than, less than or equal to, sorting cards Mentor Maths Grd 6 TG Pg. 143-144	Written Quizzes

			c) Appreciate use of algebraic expressions in real life		unknown using different operations.	Mentor Maths Grd 6 Learners Book Pg.184-185
	5	*Forming simple Inequalities*	By the end of the lesson, the learner should be able to: a) Form inequalities using different operations b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life	How can we form simple inequalities using the unknown?	• Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘ < ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one unknown using different operations.	Digital inequality worksheets; greater than, less than or equal to, sorting cards Mentor Maths Grd 6 TG Pg. 144-145 Mentor Maths Grd 6 Learners Book Pg.186	Written Quizzes
9	1		By the end of the lesson, the learner should be able to: a) Form inequalities using different operations b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life	How can we form simple inequalities using the unknown?	• Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘ < ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one unknown using different operations.	Digital inequality worksheets; greater than, less than or equal to, sorting cards Mentor Maths Grd 6 TG Pg. 144-145 Mentor Maths Grd 6 Learners Book Pg.186	Written Quizzes
	2		By the end of the lesson, the learner should be able to: a) Form inequalities using different operations b) Use it devices to simplify inequalities and play digital games involving inequalities. c) Appreciate use of algebraic expressions in real life	How can we form simple inequalities using the unknown?	• Learners in pairs/ groups or as individuals to discuss meaning of algebraic inequality symbols ‘ > ‘ and ‘ < ‘ • Learners in pairs/groups or as individuals to form algebraic inequalities in one unknown using different operations.	Digital inequality worksheets; greater than, less than or equal to, sorting cards Mentor Maths Grd 6 TG Pg. 144-145 Mentor Maths Grd 6 Learners Book Pg.186	Written Quizzes

Simplifying simple inequalities

By the end of the lesson,

the learner should be able to:

a) Simplify simple inequalities in one unknown involving real life situations,

b) Use it devices to simplify inequalities and play digital games involving inequalities.

c) Appreciate use of algebraic expressions in real life

How can we simplify inequalities with one unknown?

• Learners in pairs/ groups or as individuals to simplify algebraic inequalities in one unknown.

• Learners in pairs/groups or as individuals to use IT devices to simplify algebraic inequalities and play digital games.

Digital inequality worksheets; greater than, less than or equal to, sorting cards

Mentor Maths Grd 6 TG Pg. 145-146

Mentor Maths Grd 6 Learners Book Pg.187-188

Written

Quizzes

By the end of the lesson,

the learner should be able to:

a) Simplify simple inequalities in one unknown involving real life situations,

b) Use it devices to simplify inequalities and play digital games involving inequalities.

c) Appreciate use of algebraic expressions in real life

How can we simplify inequalities with one unknown?

• Learners in pairs/ groups or as individuals to simplify algebraic inequalities in one unknown.

• Learners in pairs/groups or as individuals to use IT devices to simplify algebraic inequalities and play digital games.

Digital inequality worksheets; greater than, less than or equal to, sorting cards

Mentor Maths Grd 6 TG Pg. 145-146

Mentor Maths Grd 6 Learners Book Pg.187-188

ASSESSMENT/CLOSING

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Grade_9_Rationalized_Integrated_Science_Lesson_Plans_Term_2_Spark.pdf
Grade 9 Rationalized Kiswahili Lesson Plans Term 2_PDF0_sign.pdf

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Form 2 Chemistry Exams and Marking Schemes Free

October 5, 2025 Maverick John Leave a comment

NAME…………………………………………………. DATE……………

ADM…………………………………………………… SIGN……………….

JOINT EXAMINATION

CHEMISTRY FORM TWO

END OF TERM THREE

TIME: 2 HOURS

Instructions to candidates

Write your name and admission number in the spaces provided above.
Sign and write the date of examination in the spaces provided above.
Answer all the questions in the spaces provided (ALL questions are compulsory)
Check the question paper to ascertain that all the pages are printed as indicated and no questions are missing.

FOR EXAMINER’S USE ONLY

QUESTIONS	MAXIMUM SCORE	STUDENT’S SCORE
1-22	80

Distinguish between a dropping funnel and a thistle funnel (2mks)

………………………………………………………………………………………………………………………………………………………………………………………………

What is a fume chamber/cupboard and give its use

(2mks)

The setup below was used to prepare and collect hydrogen gas

write an equation for the reaction that produces hydrogen gas (2mks)

…………………………………………………………………………………………………………………………………………………………………………………..

Why is hydrogen gas collected over water (1mk)

…………………………………………………………………………………………

State what is observed when a few drops of phenolphthalein indicator were added to a solution of wood ash. (1mk)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………

Fractional distillation of liquid air is a method used to separate various gaseous mixture in air.Explain how to (3mks)

i)remove carbon(IV) oxide

ii) remove water

iii) obtain nitrogen

The following apparatus and chemicals are used to investigate the percentage of air used when iron rusts: iron fillings100ml measuring cylinder, trough and water.

a)Draw a setup of the experiment (2mks)

What is the method used to obtain sunflower oil from sunflower seeds (1mk)

………………………………………………………………………………………………

After use,non luminous flame should be put off or adjusted to a luminous flame.Explain (2mks)

…………………………………………………………………………………………………………………………………………………………………………………………….

Draw and show the electron arrangement of phosphorus (atomic number 15) (2mks)

Atoms are made up of subatomic particles.name them (3mks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

In an experiment hydrogen gas was passed over heated copper(II)Oxide as shown.

State the observations made in the combustion tube after the experiment (2mks)

…………………………………………………………………………………………

Write the equation for the reaction between copper(II)oxide and hydrogen gas (1mk)

…………………………………………………………………………………………

Explain why heat is necessary in this experiment. (1mk)

…………………………………………………………………………………………

The curves below represent the variation in temperature with time when pure and impure samples of a solid were heated separately.

Which curve shows variation in temperature of a pure solid.Explain (2mks)

…………………………………………………………………………………………………………………………………………………………………………

state the effect of an impurity on the melting and boiling points of a pure substance (2mks)

…………………………………………………………………………………………………………………………………………………………………………

The table below gives the atomic number of elements M,N,P,Q,R,S and T.The letters are not the actual symbols of the elements.

Element	M	N	P	Q	R	S	T
Atomic no.	12	13	14	15	16	17	18

Write the electron arrangement of element P (1mk)

………………………………………………………………………………………………………………………………………………………………

The stable ion of N (2mk)

……………………………………………………………………………….

Write the formula of the compound formed between N and S (2mks)

………………………………………………………………………………………

Using dot (.) and cross (x) diagram show how bonding occurs between P and S (2mks)

Using dot (.) and cross (x) diagram show how bonding occurs in water molecule.H2O (2mks)

Explain the following observations
Noble gases are generally unreactive (1mks)

…………………………………………………………………………………

Atomic radius of alkali metals increase down the group (1mk)

…………………………………………………………………………………

Aluminium is a better conductor of electricity than sodium (1mk)

…………………………………………………………………………………

An element Q consists of three isotopes with mass number of 22,24 and 25 with percentage abundance of 89.6%,6.4% and 4% respectively.Find the relative atomic mass of element Q. (2mks)

Write the formula of the compounds below. (3mks)

NAME	FORMULAR OF COMPOUND
COPPER(I) OXIDE
IRON(II)SULPHATE
SULPHUR(IV)OXIDE

List any 3 elements that belong to group (VIII)of the periodic table (3mks)

The following diagrams show the structures of two allotropes of carbon.Study them and answer the questions that follow.

Name allotrope (2mks)

M-

N-

Give one use of N (1mk)

…………………………………………………………………………………………

Which allotrope conducts electricity? Explain (2mks)

…………………………………………………………………………………………

Below is a structure of Aluminium chloride.

Identify the bonds labelled A and B (2mks)

…………………………………………………………………………………………………………………………………………………………………………………

Aluminium oxide is said to be an amphoteric oxide,what is an amphoteric oxide (2mks)

……………………………………………………………………………………………………………………………………………………………………………

study the diagram below and use it to answer the questions that follow.
Differentiate between electrolyte and non-electrolyte (2mks)

………………………………………………………………………………………………………………………………………………………………………….

Identify electrode A and B (2mks)

…………………………………………………………………………………………………………………………………………………………………………

Write the electrode half equation at electrode A (1mk)

……………………………………………………………………………………

State any two applications of electrolysis (2mks)

…………………………………………………………………………………………………………………………………………………………………………

Write the chemical equation for the effect of heat on

(2mks)

Lead carbonate-heat

…………………………………………………………………………………………

State two uses of carbon(IV)oxide (2mks)

……………………………………………………………………………………………………………………………………………………………………………………..

The grid below represents part of the periodic table. The letters do not represent the actual symbols of the elements. Study it and answer the questions that follow:

Explain why element L appears in two different groups in the grid above (2mk)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

State the name of the chemical family to which P and Q belong (1mk)

………………………………………………………………………………………………………………………………………………………………………………………………………………

Write the formula of the compound formed between P and V (1mk)

……………………………………………………………………………………………………………………………………………………………………………………………………………….

Compare the melting points of Q and V. Explain (2mks)

Write the equation for the burning of T in excess air (1mk)

………………………………………………………………………………………………………

Statetwo use of element X (2mk)

………………………………………………………………………………………………………

Define the term efflorescence (2mks)

……………………………………………………………………………………………………………………………………………………………………………………………

______________________________________________________________

JOINT EVALUATION TERM 3

CHEMISTRY FORM 2

Distinguish between a dropping funnel and a thistle funnel (2mks)

Dropping funnel has a tap while thistle funnel has no tap/dropping funnel is used to add controlled amounts of liquids into vessels while thistle funnel is used for delivering liquid substances

What is a fume chamber/cupboard and give its use (2mks) is a special enclosed room in the laboratory where experiments in which poisonous gases are produced are carried out.

The setup below was used to prepare and collect hydrogen gas

write an equation for the reaction that produces hydrogen gas (2mks)

Zn _(s)+ 2Hcl _(aq) ZnCl_2(s)+H_2(g)

Why is hydrogen gas collected over water (1mk) because it is insoluble in water/slightly soluble in water
State what is observed when a few drops of phenolphthalein indicator were added to the solution of wood ash (1mk)

A pink colour is seen.

Fractional distillation of liquid air is a method used to separate various gaseous mixture in air. State how to (3mks)

i)remove carbon(IV) oxide –by passing through a solution of concentrated sodium hydroxide/potassium hydroxide

ii) remove water-by cooling to -25⁰

iii) obtain nitrogen-fractional distillation of liquefied air

The following apparatus and chemicals are used to investigate the percentage of air used when iron rusts: iron fillings100ml measuring cylinder, trough and water.
a) Draw a setup of the experiment (2mks)

What is the method used to obtain sunflower oil from sunflower seeds (1mk)

Solvent extraction

7 why should a non luminous flame be put off or adjusted to a luminous flame after use (2mks)

luminous flame is yellow hence it can easily be seen and minimizes fire accidentss in the lab and also to save on fuel.

Draw and show the electron arrangement of phosphorus (atomic number 15) (2mks)

9 Atoms are made up of subatomic particles.name them (3mks)

Protons

Electrons

neutrons

10.In an experiment hydrogen gas was passed over heated copper (II)Oxide as shown.

i) State the observations made in the combustion tube after the experiment (2mks)

The black copper(II)oxide change into a brown solid and colourless liquid collects on the cooler parts off the tube.

ii) Write the equation for the reaction between copper(II)oxide and hydrogen gas (1mk)

CuO_(s) +H_2(g) Cu_(s) + H₂O_(l)

iii) Explain why heat is necessary in this experiment. (1mk) To speed up the reaction

11.The curves below represent the variation in temperature with time when pure and impure samples of a solid were heated separately.

i) Which curve shows variation in temperature of a pure solid .Explain (2mks) curve B.It has a sharp melting and boiling point.
ii) State the effect of a an impurity on the melting and boiling points of (2mks)

a pure substance impurities raise the boiling points of liquids and lower the melting points of substances

The table below gives the atomic number of elements M,N,P,Q,R,S and T. The letters are not the actual symbols of the elements.

i) Write the electron arrangement of element P 2,8,4 (1mk)
ii) The stable ion of N 2,8 (1mk)
b) Write the formula of the compound formed between N and S NS₃ (2mks)
c) Using dot (.) and cross (x) diagram show how bonding occurs between P and S (2mks)
d) Using dot (.) and cross (x) diagram show how bonding occurs in water molecule.H₂ (2mks)

13 .Explain the following observations

Noble gases are generally unreactive (1mks)

This because they neither gain nor loose electrons

Atomic radius of alkali metals increase down the group (1mk)

This is because of the increase in number of occupied energy levels

Aluminium is a better conductor of electricity than sodium (1mk)

Conductivity increase with increase in number of delocalized electrons.

An element Q consists of three isotopes with mass number of 22,24 and 25 with percentage abundance of 89.6%,6.4% and 4% respectively. Find the relative atomic mass of element Q. (2mks)

Ram= 19.712+1.536+1

=22.248

Write the formula of the of the compounds below. (3mks)

NAME

FORMULA OF COMPOUND

Copper(II) oxide

Iron(II)sulphate

Sulphur(IV)oxide

CUO

FeSO₄

SO₂

16 .List any 3 elements that belong to group (VIII) of the periodic table (3mks)

Helium

Neon

argon

The following diagrams show the structures of two allotropes of carbon .Study them and answer the questions that follow.

i) Name allotrope (2MKS)

M-diamond

N-graphite

ii) Give one use of N (1mk)

used as an electrode

iii) Which allotrope conducts electricity? Explain (2mks) N-it has delocalized electrons in its structure.

18 .Below is a structure of Aluminium chloride.

i) Identify the bonds labelled A and B (2mks)

A-covalent

B-Dative/Coordinate

ii) Aluminium oxide is said to be an amphoteric oxide ,what is an amphoteric oxide(2 mks)

it is an oxide that reacts with both acids and alkalis

19 study the diagram below and use it to answer the questions that follow.

Differentiate between electrolyte and non-electrolyte (2mks)

electric current and gets decomposed while non electrolytes are composed of molecules hence do not conduct an electric currentwhen dissolved or melted.

Identify electrode A and B (2mks)

A-Anode

B-Cathode

Write the electrode half equation at electrode A (1mk)

2Br^–_(aq) Br_2(l)+ 2e^–

Iv) state any two applications of electrolysis (2mks) extraction of metals like sodium

Purification of metals

Electroplating of metals

Manufacture of pure chemicals

20 Write the chemical equation for the effect of heat on

I) PbCO_3(S) heat PbO_(s) + CO2_(g) (2mks)
II) state two uses of carbon(IV)oxide (2mks)

Used as a refrigerating agent for perishable goods

Used as a fire extinguisher

Manufacture of sodium carbonate in the solvay process.

(a). it can lose or gain one electron to become stable (2mks)

(b) alkaline earth metals (1mk)

(d). Q has a higher melting point than V because Q has strong metallic bonds while V has weak vanderwaals forces (2mks)

(e)T+O₂ TO₂ (1mk)

(f). it is used in light bulbs to provide an inert environment to prevent oxidation of the filament

It is used as an insulator in arch welding (2mk)

it is a process where a salt lose some water of crystallization when exposed to air (2mks)

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Grade 7 free CBC Exams with answers

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Latest Grade 7 free CBC Exams with answers

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Geography KCSE Mock Exams and Answers {Latest Best Collections}

October 5, 2025 Maverick John Leave a comment

NAME: …………………………………………………………CLASS……… ADM……….

312/1

GEOGRAPHY

PAPER 1

TERM 2 2023

TIME: 2 ¾ HOURS

MOCKS 1 2023

INSTRUCTION TO CANDIDATES.

This paper consist of TWO sections A and B
Answer all questions in section A
Answer question six and any other two questions from section B

For examiner’s use only

QUESTIONS

CANDIDATE’S

TOTAL SCORE

CANDIDATE’S

SCORE

SECTION A

Name three components of the solar system (3mks)
Give two weakness of the nebular cloud theory (2mks)
What is lunar eclipse (2mks)
Give the two dates of the year when equinoxes is experienced (2mks)
What is a sea breeze? (2mks) …
Give the four main zones of the earth’s atmosphere (4mks)
Name three man-made lakes in Kenya (3mks)
State two reasons why some Rift valley lakes in Kenya have saline water (2mks)
Define the term climate (2mks)
Mention any three consequences of climate changes (3mks)

SECTION B

Answer questions 6 and any other two questions in this section.

6.a. Study the map of Kisumu East (1:50,000) Kenya sheet 116/2 provided and answer the following questions.

i) What is the title of the map? (1mk)
ii) identify two types natural vegetation in the area covered by the map. (2mks)

iii) Identify three man made features in grid square 0494. (3mks)

i) draw a rectangle to represent the area enclosed by Eastings 04 to 07 and Northings 85 to 87. Enlarge it twice marking and naming following features;(5mks)

– road c544

-ditch

-swamp

-footpath

ii) Give the new scale of the enlarged section. (2mks)
i) Calculate the bearing of Ranjira school from the air Photo principal point (04) at grid reference 0986. (2mks)
Identify four drainage features in the area covered by the map. (4mks)
Citing evidence from the map, explain three human factors that are likely to favour agriculture in the area covered by the map. (6mks)

(a) (i) Apart from surface run off, give two other processes in the hydrological cycle. (2 marks)

(ii) State three factors that determine the amount of surface run off. (3 marks)

(b) Explain three factors that influence the transportation of materials by a river. (6 marks)

(ii) Explain three conditions that lead to rejuvenation of a river. (6 marks)

(d) Explain three negative effects of rivers to the human environment. (6 marks)

(a) Name one fold mountain in:

(i) Asia ( 1mk)

(ii) North America ( 1mk)

(iii) South Africa ( 1 mk)

(b) (i) Apart from fold mountains, name three other features resultingfrom folding. (3mks) (ii) With the aid of labeled diagrams, describe the formation of anover thrust fold(5mks)

(d) Students are planning to carry out a field study on landforms in their conty.

(i) State three ways in which the students would prepare themselvesfor the field study. (3mks) (ii) Give threeadvantages of studying landforms through field work (3mks)

The diagram below represents zones of natural vegetation on a mountain use it to answer questions

(a) (i) In your answer booklet, name the zones marked X,Y and Z (3mks)

(ii) Describe the characteristics of tropical Savannah vegetation (5mks)

(iii) State two reasons why the mountaintop has no vegetation (2mks)

(b) Explain three factors that have led to a decline of the natural grassland in Kenya.(6mks)

(i) State three hypotheses you would formulate for your study (3mks)

(ii) State four methods you would use to record the information collected during the field study(4mks)

(iii) Name the type of map you would draw to present your findings. (2mks)

10(a) Name two types of submerged coasts (2mks)

(b) Explain how the following factors determine the effectiveness of wave erosion along a coast

(i) Nature of the material transported by waves (3mks)

(ii) Nature of the coastal rocks (3mks)

(d) (i) State four conditions that favour the growth of coral. (4mks)

(ii) Explain three ways in which coral contributes to the economic development of Kenya.(6mks)

GEOGRAPHY PAPER TWO

312/2

2 ¾ HOURS

MOCKS 1 2023

KENYA CERTIFICATE OF SECONDARY EDUCATION

GEOGRAPHY PAPER TWO – 312/2

2 ¾ HOURS

INSTRUCTIONS TO CANDIDATES

This paper has two sections: A and B.
Answer all the questions in
Answer question 6 and any other two questions from section B.
All answers must be written in the answer booklet
Candidates should answer the questions in English.

SECTION A (25 MARKS)

(a) define ecotourism (2 Marks)

(b) State two reasons why domestic tourism is encouraged in Kenya (2 Marks)

(a) State three physical features that favoured the development of the seven forks hydro-electric power scheme. (3 Marks)

(b) State two human problems facing hydro-electric power projects development in Kenya. (2 Marks)

Use the map of Eat Africa below to answer questions (a (i)

Identify the minerals which are mined in the areas marked W, X, Y and Z. (4 Marks)
State two problems facing gold mining in South Africa. (2 Marks)
State two factors which influence the mode of occurrence of minerals. (2 Marks)

(a) Give three features of the cottage industry in India. (3 Marks)

Identify two human factors which influenced the development of the Iron and Steel industry in the Ruhr Region of Germany in the 19^th (2 Marks.

Below is a map of the Great Lakes of North America – Lawrence Seaway. Use it to answer question (a).

Name:
The Lake marked L (1 Mark)
The waterfall marked T. (1 Mark)
The port marked N. (1 Mark)
Give two activities which were carried out by the St. Lawrence Seaway Project between 1954 and 1959. (2 Marks)

SECTION B (75 MARKS)

The table below shows the population distribution within various sub counties of county T.

Sub – County	Population Size
K	65,000
L	55,000
M	40,000
N	35,000

(i) Use the Base Map provided on page 7 to present the above population distribution data.

Use a scale of one (1) dot to represent 5000 people. (14 Marks)

(ii) State three disadvantages of Dot Maps in data presentation. (3 Marks).

State four measures which the government of Kenya has taken to reduce infant mortality. (4 Marks)
Statefour similarities between the population trends of Kenya and Sweden. (4 Marks)

(a) (i) Differentiate land reclamation from land rehabilitation. (2 Marks)

(ii) Describe the stages of land reclamation from the sea in the Netherlands (6 Marks)

(b) Explain four ways in which the Zuyder Zee economically benefits the Netherlands.

(8 Marks)

(ii) State five problems facing the Perkerra Irrigation Scheme. (5 Marks)

Use the map of the North-West Atlantic fishing ground below to answer questions (a)

and (b)

(i) Name the country marked M. (1 Mark)

(ii) Explain how the two ocean currents shown on the map influence fishing in the area. (4 Marks)

Explain threefactors whichfavour commercial fishing in the area shaded on the map other than ocean currents. (6 Marks)
Explain threehuman reasons why fresh water fishing is more developed than marine fishing in East Africa. (6 Marks)
The diagram below shows a commercial fishing method.

Describe how the method is used in catching fish. (5 Marks)
List three methods used to preserve fish (3 Marks)

(a) State three physical conditions that favour coffee growing in the Central Highlands of Kenya. (3 Marks)

(b) Describe the stages involved in coffee production from picking to marketing. (8 Marks)

(d) Your Geography class carried out a field study on a coffee farm.

State four methods the class may have used to collect data. (4 Marks)
During the field study, the class collected data on the quantities of coffee produced from the farm in the last five years.

State two methods that the class may have used to present the data. (2 Marks)

(a) (i) A part from water and air pollution, name two other types of pollution. (2 Marks)

(ii) Identify three ways in which water is polluted. (3 Marks)

Explain three effects of air pollution on the environment. (6 Marks)

(b) (i) Explain three factors that lead to frequent flooding in the Lake Region of

Kenya. (6 Marks)

(ii) Explain two ways through which floods are controlled in the Lake Region of

Kenya. (4 Marks)

A BASE MAP FOR QUESTION 6 (a) (i)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MOCKS 1 2023

MARKING SCHEME

A) Name three components of the solar system

sun
planets
Asteroids
comets

b) Give two weaknesses of the Nebular cloud theory

Chances of another star approaching the sun are minimal
High temperature materials draw from the sun or from the star world disperse rather than condense
It does not explain where the sun and the passing star came from

a) What is lunar eclipse

Lunar eclipse is a shadow that occurs when during the revolution of the earth, the earth lies in between the sun and the moon

b) Give the two dates and months of the year when equinoxes is experienced

-21^ST MARCH

-23^RD SEPTEMBER

a) What is a lake Breeze?

Sea breeze is the movement of cool air from the lake/sea to the land during the day the air therefore cools the temperature over areas where they blow

b) Give the four main zones of the earth’s atmosphere

the troposphere
the stratosphere
the mesosphere
the thermosphere/ionosphere

a) Name three man- made lakes in Kenya

masinga
kindaruma
kamburu
lutaru

b) State two reasons why some Rift Valley lakes in Kenya have saline water

some have no outlets
some are located in areas where rate of evaporation is high
some have floors made of soluble rock materials Average weather conditions over a wider area for a long period of time, generally 35 years

b) Mention ant three consequences of climate change

Enhances drought
Reduced agricultural productivity and harvest
Increase incidence of soil erosion due to excessive flooding or sporadic storms
Reduction in water resources
Desert encasement
excessive heat
increased incidence of storms and sea level rise

MAPWORK

6.a. Study the map of Kisumu East (1:50,000) Kenya sheet 116/2 provided and answer the following questions.

i) What is the title of the map? (1mk)

EAST AFRICA 1:50,000 (KENYA)

ii) identify two types natural vegetation in the area covered by the map. (2mks)

Woodland
Scattered trees
Scrub
papyrus

iii) Identify three man made features in grid square 0494. (3mks)

plantation
buildings
ditch
road

i) enlargement the area enclosed by Eastings 04 to 07 and Northings 85 to 87. (5mks)

ii) Give the new scale of the enlarged section. (2mks)

1:50,000/2
= 1:25,000

i) Calculate the bearing of Ranjira school from the air Photo principal point (04) at grid reference 0986. (2mks)

37⁰SW

Identify four drainage features in the area covered by the map. (4mks)

ditches
swamp
lake
rivers

Citing evidence from the map, explain three human factors that are likely to favour agriculture in the area covered by the map. (6mks)

research-agricultural sugar research station
good transport-all weather roads
market-numerous markets and urban settlement
availability of labour-from the large population evidenced by the presence dense settlement

7. (a)	(i) Apart from surface run off, give two other processes in the hydrological cycle. precipitation evaporation transpiration interception infiltration percolation
	(ii) State three factors that determine the amount of surface run off. amount of rainfall rate of evaporation gradient/slope of the land nature of the rocks/pervious/impervious amount of vegetation cover
(b)	Explain three factors that influence the transportation of materials by a river. volume of water-large water volume carry large amount of load gradient of the channel-steep slopes generate greater kinetic energy enabling faster flow nature of the load-light load is transported faster/over long distance amount of load-small quantity transported for a long distance/large load reduces the efficiency of a river to transport
(c)	(i) What is river rejuvenation? this is the renewal of the erosive activity of a river
	(ii) Explain three conditions that lead to rejuvenation of a river. increase in river discharge due to increased rainfall/river capture resulting in increased erosive power change in rock resistance which make the river to start eroding vigorously change in base level due to local uplift or drop in sea level causing a steep gradient
(d)	Explain three negative effects of rivers to the human environment. flooding of rivers may destroy property/crops/displace people flooding of rivers can lead to loss of human lives some rivers are habitat to dangerous animals which may attack human beings or destroy crops wide or deep rivers are a barrier to transport especially where bridges have not been constructed river water may be a medium of spreading water borne diseases especially when flooding occurs

a) Fold mountains in Asia – Himalayas North America – Rockies South Africa – Cape ranges b) i) Other features of folding – Rolling plains – Ridge and valley landscape / depressions – Intermountain basins – Intermountain plateaus
ii) Formation of over thrust fold
c) Effects of fold mountains on human activities – Heavy rainfall support luxuriant growth of forests on the windward slopes of fold mountains which act as water catchment ( sources of rivers)

– Fold mountains provide unique scenery making such areas attractive to tourists earning foreign exchange to a country

– Descending cold winds are harmful to crops

– Forests which grow on fold mountains slopes are sources of timber

d) i) Ways in which students prepare for field study on landforms – Formulate objectives

– Seek permission

– Conduct a pre-visit

ii) Advantages of studying folding through fieldwork

a) i) X- Rainforest

Y – Bamboo

Z – Heath and moorland

ii) Characteristics of tropical savannah vegetation

– Trees are widely spaced

– Trees are medium height

– Trees are mostly drought resistant

– Trees shed leaves during dry season

iii) Thin soil, extremely low temperature, bare rock

b) Factors that have led to decline in natural grasslands

– Fire outbreaks

– Drought

– Overgrazing – Encroachment / population pressure

c) i) Hypothesis

any applicable answer

ii) Methods of recording statistical data

– Taking notes

– Tables

– Taking photographs

– Field sketching

iii) Sketch maps

a) Types of submerged coasts

– Rios

– Fiords

b) Factors influencing wave erosion

*Nature of materials transported by waves – determine the rate of abrasion

*Nature of coastal rocks – whether hard or soft

c) Formation of a stack

d) i) Condition favoring growth of coral

– Warm water

– Shallow water < 60M deep

– Clear oxygenated water

– Submerged conditions

ii) How coral contribute to the economy of Kenya

– Coral limestone is used in building and construction

– Coral reefs attract tourists

MOCKS 1 2023

GEOGRAPHY PAPER TWO – 312/2

MARKING SCHEME – GEOGRAPHY 312/2

TEN (10) QUESTIONS

SECTION A = 25 MARKS

ALL QUESTIONS IN THIS SECTION TO BE ANSWERED.

(a) Define Ecotourism

Ecotourism is the development and management of tourism while conserving the environment/enjoying what nature provides while protecting it.
The enjoyment of watching the natural environment while protecting it at the same time by the tourists.

Any 1×2 = 2 Marks Only

(b) State two reasons why domestic tourism is encouraged in Kenya.

To make use of tourist facilities during the low tourist seasons.
Inorder for Kenyans to be exposed and know more about their own country.
To expose Kenyans to a wider variety of recreational facilities.
To create employment to the people.
To generate income to the people and the government.

Any 2×1 = 2 Marks Only

(a) State three physical features that favoured the development of the seven forks hydro-electric power scheme.

The presence of a hard basement rock.
The presence of large volume of water, from River Tana.
The presence of water falls/rapids/steep gradient.
The presence of a narrow steep sided river valley/deep gorges.
The regular flow of river Tana/The permanent/constant River Tana.

Any 3×1 = 3 Marks Only

(b) State two human problems facing hydro-electric power projects development in

Kenya.

The high cost of maintenance of machines.
The inadequate capital to expand the projects.
The high cost of transmission of power from remote areas.
The high rate of corruption
Drastic technological changes

Any 2×1 = 2 Marks Only

(a) Identify the minerals mined in the areas marked

W – Fluorspar (1×1 = 1 Mark)
X – Gold (1×1 = 1 Mark)
Y – Diamonds (1×1 = 1 Mark)
Z – Copper (1×1 = 1 Mark)

Total = 4 Marks Only

(b) State two problems facing gold mining in South Africa.

The hard rocks to be broken.
The collapse of the mines.
The low ventilation standards deep underground.
The dusty conditions/silica dust.
The high frequency of strikes by gold miners.
The flooding of the gold mines.
The high temperature conditions deep underground.
The great depth of the mines.
The drop in gold quality.

Any 2×1 = 2 Marks Only.

Vulcanicity process.
Metamorphism process of rocks.
Sedimentation of materials.
Evaporation of water.
Weathering of rocks.
Erosion of mineral particles

Any 2×1 = 2 Marks Only

(a) State two features of the cottage industry in India

Relies on simple equipment/machines owned by families/groups/individuals.
Uses locally available raw materials.
Produces goods mainly for local markets.
Wide spread/ubiquitous in the country.
Embraced advanced technology in operations.
Operated from homes or small workshops.
Middlemen aid in marketing.

Any 2×1 = 2 Marks Only.

(b) Identify two human factors which led to the development of the iron and steel

industry in the Ruhr Region of Germany in the 19^th century.

Large capital/entrepreneurship from the Krupp family/The Ruhr Kohle companies.
Large external and internal market.
Large supply of hydro electric power.
The long historical background in metals workings from the local people /local craftsmen.
The skilled labourers from the local villages.

Any 2×1 = 2 Marks Only

(a) Name the

The Lake marked L
L- Lake superior

1×1 = 1 Mark Only

The waterfall marked T
T- Niagara Falls
1×1 = 1 Mark Only
The port marked N
N – Quebec Port

1×1 = 1 Mark Only

(b) Give two activities which were carried out by the St. Lawrence seaway project

between 1954 and 1959.

The construction of canals.
The establishment of locks along the river channel.
The development of dams.
The removing of rock shoals.

Any 2×1 = 2 Marks Only.

SECTION B = 75 MARKS

QUESTION 6 AND ANY OTHER TWO QUESTIONS TO BE ANSWERED.

(a) (i) Use the base map provided to present the above population distribution data.

The scale is 1 dot represents 5000 people.

Calculations

Sub-County	Population Size	Total No. of Dots
K	65000 5000	13
L	35000 5000	11
M	40000 5000	8
N	35000 5000	7

Marks Distribution

Calculations = 8 Marks

Dots = 4 Marks

Title = 2 Marks

Total = 14 Marks

NB: Examiners to indicate the dots appropriately before marking starts.

A DOT MAP SHOWING POPULATION DISTRIBUTION IN THE SUB COUNTIES OF COUNTY T.

(ii) State three disadvantages of Dot Maps in data presentation.

They are tedious to draw for a large area/Time consuming to draw.
They give a false impression of the real distribution of phenomena when dots are evenly spread.
Difficult to draw many dots of a uniform size and shape.
Difficult to place dots on the exact location of the phenomena.

Any 3×1 = 3 Marks Only.

(b) State four measures which the Government of Kenya has taken to reduce infant

mortality.

The widespread immunization of children to control diseases.
The provision of free medical services for children/free mosquito nets.
The provision of parental education to ensure better care for children/breast feeding campaigns/family planning.
Granting longer maternity leave for mothers to take care of the new born babies.
Research on infant related diseases has been stepped up..
Encourages the provision of homes for the orphans.
Enhancement of the training of traditional midwives.
Improving/increasing of medical facilities.

Any 4×1 = 4 Marks Only.

In both countries the distribution of population is uneven.
In both countries a low mortality rate prevails.
In both countries population policies do prevail on population trends followed by recommendations.
In both countries there is use of family planning methods and contraceptives geared towards controlling population growth.
In both countries population density in urban areas is high.

Any 4×1 = 4 Marks Only

(a) (i) Differentiate land reclamation from land rehabilitation

Land reclamation is the process by which unproductive land/wasteland is converted into farmland for crops growing /keeping animals while land rehabilitation is the process of restoring wasteland to its former productive state.
Land reclamation is the process of creating new land from the sea/lake beds/river beds and making it available for agriculture/settlement while land rehabilitation is the process of restoring waste land to its former productive state.
Land reclamation is the practice by which less useful land is converted into more useful land while land rehabilitation is the process of recovery/restoration of land which has been misused/destroyed through human activities.

Any 1×2 = 2 Marks Only

(ii) Describe the stages of land reclamation from the sea in the Netherlands.

Protective dykes/walls are constructed to enclose the part of the sea to be reclaimed.
Ring canals are constructed to convey water from the land to be reclaimed into the sea.
Pumping stations are installed to pump out sea water from the area enclosed by the dykes.
Water is pumped out of the area enclosed by the dykes.
Reeds are sown to use up any excess water in the area/facilitate soil desalinization process.
Drainage ditches/pipes are cut in the land/laid down to drain water from the water table.
The soils are treated with chemicals/flushed with fresh water to lower their salinity levels.
The pumping out of the water from the bolders is a continuous process to prevent water accumulation in the reclaimed land.

Any 6×1 = 6 Marks Only.

(b) Explain four ways in which the Zuyder Zee project economically benefits the

Netherlands.

Reduced degree of soil salinity which has promoted agricultural production.
Reclaimed land which has increased agricultural land by 10% thus high horticultural production.
The creation of Lake Ijssel which provides fresh water for domestic and industrial use.
The road connection between the provinces of North Holland and Friesland has been significantly shortened leading to low transportation costs/great saving of transportation time.
Reduced flooding prospects which has facilitated significant economic growth.
More employment opportunities created leading to high standards of living of the people.

Any 4×2 = 8 Marks Only

The drainage of swamps/marshes.
Infilling of quarries.
Tsetse fly control and clearing of jungles.
Establishing forests/Afforestation.
Cultivation of drought – resistant crops.

Any 4×1 = 4 Marks Only

(ii) State five problems facing the Perkerra Irrigation Scheme.

River Perkerra fluctuations.
Livestock-human conflicts.
Land ownership conflicts.
Farmers’ financial constraints.
High cost of farm inputs.
High salinity levels in water during the dry periods.
Delayed issuance of land title deeds to the farmers.

Any 5×1 = 5 Marks Only

(a) (i) Name the country marked M

Canada

1×1 = 1 Mark Only

Explain how the two ocean currents shown on the map influence fishing in the area.
The convergence of the cold Labrador and the warm Gulf Stream ocean currents causes upwelling of water which brings minerals for planktons closer to the surface attracting large number of fish to the area.
The convergence of the cold Labrador and the warm Gulf Stream ocean currents modifies the temperature of the ocean water leading to fishing activities throughout the year.
The convergence of the cold Labrador and the warm Gulf Stream ocean currents cools water which favours the survival of a wide variety of fish species making the area an important fishing ground.

Any 2×2 = 4 Marks Only

(b) Explain three factors which favour commercial fishing in the area shaded on

the map other than ocean currents.

The area has a broad continental shelf with large quantities of fish to be harvested.
The shallow continental shelf which is reasonably sun lit promotes massive planktons development which attract large quantities of fish.
The low temperatures in the area are suitable for fish preservation/storage of fish.
The adjacent rugged landscape discourages agriculture compelling people to focus on fishing for economic sustainability.
Rich deposits of land derived minerals from rivers which leads to plankton growth providing adequate fish food.
The hinterland is densely populated thus providing ready market for fish.
Advanced technology has resulted in highly developed ship building/fishing vessels which are equipped with modern preservation facilities thus making it possible for fishermen to carry out large scale fishing.

Any 3×2 = 6 Marks Only.

fishing in East Africa.

The demand for fresh water fish is usually high while that one of marine fish is low hence encouraging the pursuit of fresh water fish in East Africa.
With low skills fresh water fishing is carried out conveniently in East Africa unlike marine fishing which thrives on advanced skills which are uncommon.
With low capital outlay investment in fresh water fishing is carried out unlike marine fishing which requires high capital for investment.
With simple/cheap equipment fresh water is carried out in East Africa unlike marine fishing which flourishes on advanced equipment usage.

Any 3×2 = 6 Marks Only

(d) (i) Describe how the method is used in catching fish.

A bag-shaped net is attached to a ship called a trawler.
The net is cast into water by the trawler.
The net’s mouth is kept open by otter boards/head beams.
The upper part of the net is kept a float by corks/floats.
Weights are used to keep the lower part of the net at the sea bed.
The trawler drags the net along the sea bed.
After sufficient fish have been caught, the net is hauled to the trawler to empty the fish.

Any 5×1 = 5 Marks Only

(ii) List three methods used to preserve fish.

Canning
Freezing/Refrigeration
Deep frying
Salting
Smoking

Any 3×1 = 3 Marks Only.

(a) State three physical conditions that favour coffee growing in the Central Highlands of Kenya

The high rainfall throughout the year/1000mm – 1500 mm.
The deep and well drained volcanic soils/loamy soils.
The moderate/high temperature conditions.
The gently sloping landscape.
The highland elevation of Central Kenya/The high altitude.

Any 3×1 = 3 Marks Only

(b) Describe the stages involved in coffee production from picking to marketing.

The ripe/deep red berries are picked by hand.
The harvested berries are carried in baskets/sacks to the factory.
The berries are sorted out to remove the outer diseased berries.
The different grades are weighed.
The berries go through a machine that removes the outer covering pulp.
The beans are fermented in tanks for sometime.
The beans are washed and thensun dried for about a week.
The husks are removed and the beans winnowed.
The beans are sorted out and graded according to size and quality.
The beans are roasted at temperatures of about 100⁰
The beans are ground into powder ready for sale.

Any 8×1 = 8 Marks Only

Attack by frost which destroys the crop/leads to low yields.
Unplanned planting which leads to overproduction/surplus production which lowers prices.
Stiff competition from other coffee producing countries in the world which reduces Brazil’s dominance in the world coffee market.
The fluctuation of coffee prices in the world market which sometimes leads to low prices/demoralizes the farmers.
The soil exhaustion which leads to low coffee yields.
Attack by coffee leaf rust disease which destroy the crop/reduces production yields
Attack by coffee leaf miner/coffee berry borer pests which destroy the crop/ reduces production yields.

Any 4×2 = 8 Marks Only

(d) Your Geography class carried out a field study on a coffee farm.

(i) State four methods the class may have used to collect data

Administering questionnaires.
Taking photographs/videos.
Content analysis.
Oral interviewing
Observation of phenomena.
Taking measurements

Any 4×1 = 4 Marks Only

(ii) During the field study, the class collected data on quantities of coffee produced from the farm in the last five years.

State two methods that the class may have used to present the data.

Drawing charts.
Drawing tables.
Drawing graphs.

Any 2×1 = 2 Marks Only

(a) (i) Apart from water and air pollution, name two other types of pollution.

Land pollution.
Soil pollution.
Noise/Sound pollution.
Thermal pollution.
Radioactive contamination.

Any 2×1 = 2 Marks Only

Identify three ways in which water is polluted.
Discharge of industrial waste/oil spillage/radioactive waste into water bodies.
Disposal of domestic waste into water bodies.
Discharge of agricultural chemicals into rivers/lakes by rain water.
Discharge of raw sewage into water bodies.
Natural causes such as soil erosion.
Abuse/Dirtying of water bodies by human beings.

Any 3×1 = 3 MarksOnly

Explain three effects of air pollution on the environment.
Gases emitted from some factories contain substances which corrode roofs of houses and metal structures.
Some gases from factories contain substances which dissolve in water to form acid rain which destroys plants/kill animals.
Inhalation of smoke and soot particles/bad smell leads to discomfort/irritation of the respiratory system/discolouring of vegetables/buildings.
Gases emitted from factories may contain poisonous substances which can lead to poor health.

Any 3×2 = 6 Marks Only.

(b) (i) Explain three factors that lead to frequent flooding in the Lake Region of Kenya.

Most of the land is low lying which causes rain water to spread over a wide area.
The adjacent highlands receive torrential rainfall which releases large volumes of water resulting to rivers overflowing their banks.
The rivers are in their old stage thus they have wide flood plains which allows water to spread over large areas.
The area has black cotton soil which is non porous and when it soaks up allows water to flow and spread on the surface.
The high rainfall received in the area is discharged into Lake Victoria making its level to rise thus flooding the adjacent lowlands.

Any 3×2 = 6 Marks Only.

Explain two ways through which floods are controlled in the Lake Region of Kenya.
By diverting/redirecting river tributaries to other rivers to reduce the water volume in the main rivers.
By planting trees in the catchment areas to increase water infiltration and seepage to reduce surface run off.
By dredging to deepen/widen the channels of rivers to make them hold excess/large volumes of water.
By the construction of diversion channels and canals which help to straighten river meanders and restrict the flow of water within the river valleys.
By dams construction in the upstream stages of rivers to hold excess water in order to reduce river water volume and velocity downstream.
By dykes/levees/embankment/construction along river banks to prevent water from overflowing.

Any 2×2 = 4 Marks Only

Strong winds destroy trees.
Strong winds blow off roofs of houses.
Winds cause strong sea storms which leads to boats capsizing.
Winds cause soil erosion.
Winds cause air borne diseases to spread rapidly.
Winds facilitate the spread of dangerous bush fires.
Winds damage transport and communication systems.

Any 4×1 = 4 Marks Only

Teachers' Resources

SCHEME OF WORK FORM ONE C..R.E. TERM ONE TO THREE IN PDF

October 5, 2025 Maverick John Leave a comment

SCHEME OF WORK FORM ONE C..R.E. TERM ONE 20……….. NAME…………………………

WK/

NO

L/

TOPIC/

SUBTOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING / LEARNING

ACTIVITIES

RESOURCES

REFS

REMARKS

1

GENERAL INTRODUCTION TO C.R.E.

Meaning of Christian Religious Education.

Importance of Christian Religious Education.

By the end of the lesson, the learner should be able to:

Give the meaning of Christian Religious Education.

Outline importance of studying Christian Religious Education.

Brain storming;

Probing questions;

Discussion.

KLB BK I

Pages 1-4

2

The Bible.

Describe the Bible as the Word of God.

Probing questions;

Bible reading;

Discussion.

The Bible.

KLB BK I

Pages 5-6

3

Human authors of the Bible.

Literary forms of the Bible.

Identify some human authors of the bible.

List down some literary forms of the bible.

Brain storming;

Bible reading;

Discussion.

The Bible.

KLB BK I

Pages 6-7

2

1

The bible as a library.

Explain why the bible is referred to as a library.

List down books in the new testament.

Probing questions;

Discussion.

The Bible.

KLB BK I

Pages 7-8

2

Books in the old testament.

Identify categories of books in the old testament.

Name books in each category of the old testament.

Probing questions;

Exposition of new concepts;

Discussion.

The Bible.

KLB BK I

Pages 9-10

2

3

Books in the new testament.

Identify categories of books in the old testament.

Name books in each category of the new testament.

Probing questions;

Exposition of new concepts;

Discussion.

The Bible.

KLB BK I

11-12

3

1-2

Translation of the bible from original languages.

Identify the original languages the bible was written in.

Outline bible translation to local languages.

Exposition;

Discussion.

The Bible.

KLB BK I

Pages 12-13

3

Versions of the bible.

List down some versions of the bible.

Oral questions;

Brief discussion.

KLB BK I

Pages 14-15

4

1,2

Effects of the bible translation.

Outline effects of bible translation in Kenya today.

Exposition;

Discussion;

Written exercise.

KLB BK I

Pages 15-16

3

CREATION AND THE FALL OF MANKIND

First account of the Creation story.

Describe God’s works in six days.

Oral questions;

Bible reading- Gen 1;12

Brief discussion.

The Bible.

KLB BK I

Pages 19-20

5

1

Second account of the Creation story.

Discuss second account of creation story.

Bible reading; Gen 2; 4-25;

Discussion.

The bible.

KLB BK I

Pages 20-21

2

State differences between the two creation accounts.

Identify similarities between the two accounts.

Outline similarities and differences between the two creation accounts.

Oral questions;

Brief discussion.

The Bible.

KLB BK I

21-22

3

Attributes of God as depicted in the two creation accounts.

Highlight attributes of God as depicted in the two creation accounts.

Probing questions;

Discussion.

The Bible.

KLB BK I

Pages 19-20

6

1

Teaching from the creation accounts.

Explain teachings derived from the two creation accounts.

Probing questions;

Discussion.

KLB BK I

Pages 23-4

2

Traditional African view of creation.

Narrate a creation story from a traditional African view of.

Highlight attributes of God.

Narration on origin of Agikuyu people / other communities.

KLB BK I

Pages 25-28

3

Biblical teaching on origin of sin.

Give a biblical teaching on the origin of sin.

Luke3:1-6.

Brief discussion.

The Bible.

KLB BK I

Pages 23-24

7

1

Consequences of sin.

Outline the biblical teaching on consequences of sin.

Brain storming;

Oral questions;

Bible reading;

discussion

The Bible.

KLB BK I

Pages 25-27

2-3

CAT. & MID – TERM BREAK

8

1

God’s plan of salvation.

Outline God’s plan for salvation to reconcile mankind to Himself.

Bible reading; Gen 3; 8-9

Discover God’s initiative to restore human race.

The bible.

KLB BK I

Page 31

2

Traditional African concept of evil.

Identify causes of evil.

Outline consequences of evil.

Probing questions ;

Discussion.

KLB BK I

Pages 32-33

3

Traditional African concept of evil and Christian view of sin.

Compare and contrast traditional African concept of evil and Christian view of sin.

Brain storming;

Probing questions;

Detailed discussion;

Review exercise.

KLB BK I

Pages 34-36

9

1

FAITH AND GOD’S PROMISES

Background to call of Abraham.

Trace the background to Abraham.

Bible reading; Gen 15;1-6

Exposition of new ideas;

Discussion.

The Bible.

KLB BK I

Page 37-40

2

Faith in God.

Give the meaning of the word faith.

Identify ways of manifesting faith in God.

Bible reading; Heb. 11;1-6

Probing questions;

Discussion.

The Bible.

KLB BK I

Page 40

3

Abraham’s act of faith.

Describe Abraham’s act of faith.

Bible reading; Gen. 12;1-9

Probing questions;

Discussion.

The Bible.

KLB BK I

Pages 41-42

10

1

Relevance of faith to Christians.

Explain the relevance of faith to Christians.

Brain storming;

Probing questions;

Discussion.

KLB BK I

Page 43

2-3

God’s promises to Abraham.

List down God’s promises to Abraham.

Explain relevance of God’s promises to Abraham in a Christian view.

Brain storming;

Probing questions;

Discussion.

KLB BK I

Pages 40-42

11

1-2

God’s covenant with Abraham.

Define a covenant.

Give an outline of God’s covenant with Abraham.

Explain the importance of the covenant.

Bible reading; Gen. 15;1-19

Oral questions;

Narrations;

Discussion.

The Bible.

Pages 46-49

3

Covenants in modern life.

Identify covenants in modern life.

Probing questions on examples of modern covenants –marriage, baptism, swearing oaths.

Brief discussion.

KLB BK I

Pages 49-52

END OF TERM ONE EXAMS

SCHEME OF WORK FORM ONE C..R.E. TERM TWO 20……….. NAME…………………………

W/NO

L/

TOPIC/

SUBTOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING / LEARNING

ACTIVITIES

RESOURCES

REFS

REMARKS

1

Circumcision.

–Jewish perspective.

Explain the importance of circumcision to Abraham and his descendants.

Bible reading; Gen. 17;1-16

Narrations;

Discussion.

The Bible.

KLB BK I

Pages 53-54

2

Circumcision.

–African perspective. perspective.

Explain the importance of circumcision from an African point of view.

Compare circumcision from a Jewish and African points of view.

Oral questions;

Discussion;

Review questions.

The Bible.

KLB BK I

Pages 54-55

3

MOSES AND SINAI COVENANT

The call of Moses.

Give an outline of the call of Moses.

Bible reading:

Exo : 1-22.

Discussion.

The Bible.

KLB BK I

Pages 56-61

2

1-2

The ten plagues.

Identify the plagues sent to Egyptians.

Outline lessons learnt by Christians from the plagues incident.

Probing questions;

Discussion.

KLB BK I

Page 62-64

3

The Passover.

Give an outline of instructions given to elders by Moses.

Explain significance of the Passover.

Bible reading; Exo. 12:1-3

Oral questions;

Brief discussion.

The Bible.

KLB BK I

Pages 64-66

3

1-2

The Exodus.

Expound on God’s love for His people.

Bible reading; Exo. 14:5-30

Oral questions;

Brief discussion.

The Bible.

KLB BK I

Pages 66-69

3

The Sinai covenant.

Describe the preparation and sealing of Sinai covenant.

Bible reading; Exo. 19;8-16

Discussion.

The Bible.

KLB BK I

Pages 69-71

4

1

The ten commandments.

Recall the ten commandments.

Bible reading;

Exo. 20;-1-17;

Oral questions;

Discussion.

The Bible.

KLB BK I

Pages 71-74

4

2-3

Breaking and renewal of Sinai covenant.

Identify God’s expectations for renewal of the covenant.

Q/A to review Sinai covenant;

Bible reading;

Exo 32; 1-35;

Discussion.

The Bible.

KLB BK I

Pages 74-75

5

1

Israelites’ worship in the wilderness.

Describe Israelites’ worship in the wilderness.

Bible reading; Exo 20;22-26;

Discussion.

The Bible.

KLB BK I

Pages 76-77

2

Israelites’ new understanding of God.

Explain Israelites’ new understanding of God.

Brain storming;

Discussion,

Topic review questions.

KLB BK I

Pages 80-81

3

LEADERSHIP IN GOD’S PLAN

Introduction.

Reasons for kingship in Israel.

Define leadership.

List down duties of judges who ruled Israel.

Give reasons for kingship in Israel.

Brain storming;

Discussion.

KLB BK I

Pages 82-86

6

1

Reasons against kingship in Israel.

Cite reasons against kingship in Israel.

Bible reading;

Sam 8; 10-20;

Probing questions;

discussion

The bible.

KLB BK I

Pages 86-87

2

King Saul.

Outline King Saul’s successes and failures.

Explain lessons learnt from King Saul’s successes and failures.

Oral questions;

Narrations;

Exposition;

Discussion.

KLB BK I

Pages 89-90

3

King David.

Outline David’s achievements during his reign.

Narrations;

Exposition;

Discussion.

KLB BK I

Pages 93-96

7

1

David as an ancestor of Jesus.

Enumerate promises made to David by God.

Highlight fulfillment of David’s promises in the new testament.

Bible reading; Luke 1;26-33;

Narrations;

Exposition;

Discussion.

The bible.

KLB BK I

Pages 97-98

2

Qualities of a good leader.

Identify qualities a leader should emulate from king David.

Brain storming;

Oral questions;

Discussion.

KLB BK I

Pages 99-100

3

King Solomon’s successes and failures.

Outline King Solomon’s successes and failures.

Q/A to review King David’s successes;

Narrations;

Discussion.

KLB BK I

Pages 101-6

8

1-2

TEST & MID – TERM BREAK

3

Temple in Israel.

State functions of the temple in Israel.

Exposition;

Discussion;

Answer topic review questions.

KLB BK I

Pages 109-111

9

1

LOYALTY TO GOD – ELIJAH

Idolatry in Israel.

Outline factors that led to spread of idolatry in Israel.

Exposition;

Oral questions;

Discussion;

KLB BK I

Pages 112-8

2

Religious schism between Juda and Israel.

Highlight Jeroboam actions that set a bad example to other kings.

Bible reading; I Kings 12;26-33;

Expounding.

The bible.

KLB BK I

Pages 118-9

3

Effects of idolatry in Israel.

Enumerate effects of idolatry in Israel.

Probing questions;

Discussion.

KLB BK I

Pages 120-1

10

1

Elijah’s fight against false religion.

Describe Elijah’s fight against false religion at Mt. Carmel.

Bible reading;

I Kings18;17-46;

Narrations;

Oral questions;

Discussion.

The bible.

KLB BK I

Pages 122-5

2-3

Elijah’s fight against corruption.

Describe Elijah’s fight against corruption.

Bible reading;

I Kings 21; 1-29;

Narrations;

Oral questions;

Discussion.

The bible.

KLB BK I

Pages 126-9

11

1-2

Why Elijah faced hostility.

Cite reasons why Elijah faced danger and hostility.

Exposition;

Discussion;

Answer topic review questions.

KLB BK I

Pages 126-9

Relevance of Elijah’s mission today.

Explain relevance of Elijah’s mission to Christians today.

Brain storming;

Probing questions;

Discussion.

KLB BK I

Pages 131-2

12-13

END OF TERM TWO EXAMS

		*SCHEME OF WORK FORM ONE C..R.E. TERM THREE 20……….. NAME…………………………*
	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	*RESOURCES*	REFS	REMARKS
1	1-2	AFRICAN RELIGIOUS HERITAGE Concept of God.	Give an outline of attributes of God as understood by African people.	Brain storming; Exposition; Discussion.		KLB BK I Pages 135-9
1	3	The Spirits.	Draw the hierarchy of spirits. State characteristics common to spirits.	Brain storming; Exposition; Discussion.		KLB BK I Pages 139-140
2	1	Hierarchy of beings.	Identify categories of the hierarchy of beings. Describe relationship between God and human beings.	Brain storming; Exposition; Discussion.		KLB BK I Pages 139-141
	2	Relation between living and non-living. The role of God.	Outline relationships between human beings and plants; between human beings and non-living things. Identify the role of God.	Oral questions; Brief discussion.		KLB BK I Pages 141-5
	3	The role of spirits & the role of ancestors.	State the roles of spirits and ancestors.	Brain storming; Exposition; Discussion.		KLB BK I Pages 146-7
3	1	Responsibility of the living towards God.	Describe traditional African expression of worship.	Brain storming; Exposition; Discussion.		KLB BK I Pages 147-150
	2	Responsibility of the living towards Spirits / ancestors.	Discuss veneration of ancestors.	Exposition; Discussion.		KLB BK I Page 150
	3	Communication with the Spirits.	Outline ways through which human beings communicate with spirits.	Brain storming; Exposition; Discussion.		KLB BK I Pages 151-2
4	1	MEANING & WHOLENESS OF LIFE IN T.A.S. Introduction. Definition of a community.	Give various aspects of life. Define a community. Describe the social organization of African society.	Brain storming; Oral questions; Discussion.		KLB BK I Pg 153-6
4	2-3	African concept of kinship.	Describe the African view of kinship.	Drawing a kinship tree diagram; Probing questions; Discussion.		KLB BK I Pg 156-9
5	1-2	Harmony and mutual responsibility in the African community.	Outline factors contributing to harmony and mutual responsibility in the African community.	Brain storming; Oral questions; Discussion.		KLB BK I Pg 159-162
5	3, 1	TEST & MID –TERM BREAK
6	3, 1	TEST & MID –TERM BREAK
6	2- 3	RITES OF PASSAGE AND MORAL VALUES The role of rites of passage. Birth and naming.	Outline roles of rites of passage. Identify some rituals associated with birth and naming.	Guided discussion; Oral questions.		KLB BK I Pg 164-5
7	1	Initiation rites.	Explain importance of initiation rites.	Oral questions; Detailed discussion.		KLB BK I Pg 167-9
	2	Marriage rites.	Outline significance of marriage.	Brain storming; Probing questions; Discussion.		KLB BK I Pg 169-170
	3	Death rites.	Identify some death rites practised in some communities.	Open discussion.		KLB BK I Pg 170-2
8	1-2	Role of rites of passage.	Outline role of rites of passage in inculcating moral values.	Brain storming; Probing questions; Discussion.		KLB BK I Pg 172-5
8	3	Religious specialists in African communities.	Highlight role of religious specialists in African communities.	Give examples of specialists; Discuss their role.		KLB BK I Pg 176-180
9	1-3	AFRICAN MORAL VALUES Morality and virtues.	Define the terms morality and virtues. Identify some important moral values.	Brain storming; Probing questions; Discussion.		KLB BK I Pg 182-9
10	1-3	Continuity and change of some aspects of traditional African culture.	Identify some African cultural aspects that have (not) undergone change.	Probing questions; Discussion on changes regarding community land, property ownership, worship trends.		KLB BK I Pg 189-196
11	1-3	Continuity and change of some aspects of traditional African culture.	Identify African cultural aspects that have (not) undergone change.	Probing questions; Discussion on changes regarding medicine, mode of dressing and bride- price.		KLB BK I Pg 196-200
12-13	*END OF TERM THREE EXAMS*

Teachers' Resources

HOME SCIENCE FORM 1 SCHEMES OF WORK UPDATED TERM 1-3

October 5, 2025 Maverick John Leave a comment

HOME SCIENCE, F1, T1

REFERENCES: Secondary Home Science KLB, Focus on Home Science

WK	LSN	TOPIC/S-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1-4		REPORTING
5	1-2	Introduction to Home science -Definition -Importance	By the end of the lesson, the learner should be able to Define home science Explain the importance of home science to: An individual Community Nation	Charts Books Writing materials	Teacher-pupil discussion -Note taking	KLB F1 page 1
	3-4	Personal hygiene definition good grooming care of the body the skin.	By the end of the lesson, the learner should be able to Define personal hygiene Explain good grooming Draw and label the structure of the human skin Explain the functions of different parts of the skin	Charts Books Writing materials	Identification using chart Discussions Note taking	KLB F1 pg 6
6	1-2	Care of different parts of the body face hands and nails eyes feet	By the end of the lesson, the learner should be able to Explain the care of hair, face, hands and nails, feet and eyes.	Books Writing materials	Teacher/pupil discussion note taking	KLB F1 pg 10
	3-4	Care of the teeth structure of the tooth care of the teeth	By the end of the lesson the learner should be able to draw and label the structure of the tooth state dental rules	Chart on structure books writing materials	Demonstrations Teacher pupil discussions -note taking -drawing	KLB F1 pg 13
7	1-2	Enhancing personal appearance care of personal items handkerchiefs combs and hair brushes towels	State ways of enhancing personal appearance -Explain the care of handkerchiefs, towels, combs and hair brushes	Assorted items books writing materials	-Note taking -demonstrations	KLB F1 pg 16
	3-4	Figure types care of shoes leather canvas care of clothes	Explain the care of clothes and shoes Identify figure types	Pictures books	Discussion -Note taking	KLB BK 1 pg 20
8	1-2	Choice and use of clothes and accessories factors to note	By the end of the lesson learners should be able to State factors in choice of clothes and accessories Identify own figure type-	Learners pair up and identify partner’s figure type	Other learners pictures	H/science F1 KLB pg19
	3-4	Cosmetics types choice use misuse	By the end of the lesson, the learner should be able to Identify various types and examples of cosmetics Explain choice and use and misuse of cosmetics	Identification of assorted cosmetics discussions	Assorted cosmetics books	H/science F1 by KLB pg 23
9	1-2	Adolescence changes in adolescence physical changes in boys and girls	By the end of the lesson, the learner should be able to State changes that occur to boys and girls during adolescence	Group discussions	Books chalks B.B	H/science F1 pg 24
	3-4	Emotional changes social changes Safety in the home and first aid common accidents common causes of accidents	By the end of the lesson, the learner should be able to identify common accidents in the home State common causes of accidents	Teacher-pupil discussions	Text books Chalk board -B.B	H/science by EAEP pg 26
10	1-2	First aid definition contents of a first aid kit and their uses	By the end of the lesson, the learner should be able to Define first aid Assemble a first aid kit	Assembling of a first aid kit	Contents of a first aid kit -empty box	H/science by EAEP pg 26
	3-4	Common accidents, their first aid prevention. burns and scalds cuts and bruises suffocation	Explain the cause, prevention and first aid for: Burns and scalds Cuts and bruises Suffocation	Demonstrations Group practical	First aid kit	H/science KLB PG 28
11	1-2 3-4	choking fracture shock fainting	By the end of the lesson, the learner should be able to state causes, prevention and first aid for choking, fractures, shock and fainting	Demonstration practice in groups -discussions	First aid box books	H/science pg 30
12	1-2	Foreign bodies in the eyes, ears and nose	By the end of the lesson, the learner should be able to Explain first aid for entry of foreign bodies into the eye, ear and nose.	Discussions practice in groups	First aid box	Focus on H/science pg 35
	3-4	Nose bleeding drowning insect sting and bites	By the end of the lesson, the learner should be able to Explain first aid and prevention of nose bleeding, drowning insect stings and bites	Practice in groups discussions	First aid box	Focus F2 pg 37
13	1-2	Medicine use misuse	By the end off the lesson, the learner should be able to explain the correct way to use medicine explain ways in which medicine is misused and abused.	Teacher-pupil discussion	Assorted medicine and drugs -text books	KLB pg 50-51
	3-4	Housing the family Types of houses essential areas and their placement methods of providing shelter -actors to consider	By the end of the lesson, the learner should be able to Name types of houses explain the essential areas in a house state factors to consider	Practical identification in the compound/vicinity discussions	Pictures compound and environs books	Focus H/science pg 59
14	1-2 3-4	Bonding advantages disadvantages room interrelationship buying renting	By the end of the lesson, the learner should be able to State advantage s and disadvantages of renting, building and buying shelter. explain room inter relationship in a house	Discussion study examples of house plans draw house plans	Pictures, text books, chalk, B.B	Focus on H/science pg 55
15	END OF TERM EXAMINATIONS

HOME SCIENCE, F1, T2

REFERENCES: Secondary Home Science KLB, Focus on Home Science

WK	LSN	TOPIC/S-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1	1-4	REPORTING AND REVISION OF LAST TERM’S EXAMS
2	1-2	Housing the family Common types of houses Modern house plans/designs	By the end of the lesson the learner should be able to: Identify common types of houses State the advantages and disadvantages of modern house designs.	Teacher- pupil discussions Identifications	School compound & surroundings Books	KLB Form 1 pg 52-59
	3&4	Essential areas and their placement in the house	By the end of the lesson, the learner should be able to Identify essential areas in a house Explain the placement of essential areas in a house	Teacher-Pupil discussions	Books Chalk Board pictures	KLB Form 1 pg 59-64
3	1 2&3	Methods of providing family shelter factors to put in mind specific methods building	State general factors to consider when providing family shelter State factors to consider when building State advantages & disadvantages of building explain room interrelationship	study of house plans drawing of plans Group discussions & presentations	Books pictures Chalk Board	KLB Form 1 Pg 65-67
	4	Buying of houses Renting	By the end of the lesson, the learner should be able to: State factors to consider when buying/renting a house State the advantages & disadvantages of buying/renting	Teacher –pupil discussions Group discussions Presentations	Books Chalk Board	Focus on H/Science Form 1 KLB Form 1 Pg 67-69
4	1-4	Care of the Home Classification of dirt Basic cleaning equipment & materials	By the end of the lesson, the learner should be able to Classify dirt State factors to consider in choice and cover of cleaning equipment & materials	Group Discussions & presentations Teacher- pupil discussions	Assorted cleaning equipment & materials	KLB Form 1 H/Science Pg 80-82
5	1	Improvising cleaning equipment & materials	By the end of the lesson, the learner should be able to Improvising various cleaning equipment & materials	Practical improvising of equipment & materials Discussions	Assorted equipment Raw materials Books	KLB Form 1 H/Science Pg 80-82
	2&3 4	Reasons for cleaning a house Methods of removing dirt surfaces Sweeping Dusting	By the end of the lesson, the learner should be able to State reasons for cleaning a house Identify methods of removing dirt Explain sweeping and dusting	Teacher-pupil discussion Demonstration	Brooms Dusters/ Clothes Books	KLB Form 1 Pg 83-85
6	1-4	Suction Scrubbing Wiping Cleaning different rooms in the house Writing of methods	By the end of the lesson the learner should be able to Explain suction, scrubbing and wiping Write down the methods of cleaning different rooms	Teacher- pupil discussions © Education Plus Agencies Note taking	Books Chalk Board	KLB Form 1 Pg 85-105
7	1-4	MID TERM BREAK
8	1 2&3	Kitchen equipment Classification General points to consider in choice Large equipment	Classify kitchen equipment State general points to consider in choice of equipment Explain the care and use of large equipment	Teacher – pupil discussions -Identification	Assorted large kitchen equipment	H/Science KLB form I pg 106-112
	4	Small kitchen equipment General points to consider when buying small equipment Choice, use and care	State points in choice of small kitchen equipment Choice, use and care for various small equipment	Identification Teacher- pupil discussions	Assorted small kitchen equipment and tools	H/Science KLB form I pg 113
9	1-2	Time and labour saving kitchen equipment -Choice, use and care	By the end of the lesson the learner should be able to State the choice, use and care of kitchen equipment (labour saving)	Teacher-pupil discussions Identification	Assorted labour saving equipment	KLB form I pg 125-127
	3&4	Kitchen equipment made from Plastic	Identify types of plastics Care and clean plastic equipment	Identification Discussions	Assorted plastic equipment	KLB form I pg 127-128
10	1 2&3	Common metals used to make kitchen equipment Stainless steel Aluminum Iron Enamel	Identify equipment made from stainless steel, aluminum and iron State points in care and cleaning of stainless steel, aluminum and iron	Identification Discussions	Assorted kitchen equipment	KLB form I pg 129-131
	4	Wood	Identify equipment made from enamel and wood Mention various ways of finishing wooden equipment Care for wooden equipment	Identifications Teacher – pupil discussions	Assorted kitchen equipment	KLB form I pg 131-136
11	1 2&3 4	Glass Earthenware / ceramics Calabashes / gourds Practical cleaning of equipment	By the end of the lesson the learner should be able to; Explain the use, care and cleaning of glass, earthenware and calabashes Glass Ceramics	Identification Teacher- pupil discussions Demonstration and cleaning in groups	KLB form I pg 136-139	Assorted equipment Books Assorted cleaning equipment
12	1-4	Safety precautions and rules when handling kitchen equipment	State rules and precautions to observe when handling kitchen equipment	Teacher-pupil discussions Demonstrations and practice Identification of available improvised equipment practical improvisation of equipment( making)	Assorted kitchen equipment ant tools Books Assorted equipment and materials	KLB form I pg 140 -142
13	1-4	Improvising kitchen equipment	By the end of the lesson, the learner should be able to Improvise kitchen equipment and tool	Teacher-pupil discussions Demonstrations and practice Identification of available improvised equipment practical improvisation of equipment( making)	Assorted kitchen equipment ant tools Books Assorted equipment and materials	KLB form I pg 140 -142
14		END OF TERM EXAMS

HOME SCIENCE, F1, T3

REFERENCES: Secondary Home Science KLB, Focus on Home Science

WK	LSN	TOPIC/S-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1	1-4	REPORTNG AND REVISION OF LAST TERM’S EXAMS
2	1	Sewing equipment and tools Classification	By the end of the lesson the learner should be able to; Identify equipment Classify sewing tools	Identification Teacher-pupil discussions	Assorted sewing equipment ant tools	H/scie fm I by EAEP pg 113
	2-3	Choice use and care of small equipment	State the choice, use and care of small equipment and tools	Teacher-pupil discussions	Assorted small equipment Books	KLB fm 1 pg 183
	4	Large sewing equipment Sewing machine Parts of a sewing machine	By the end of the lesson the learner should be able to Draw and label the parts of a sewing machine	Identification Drawing Demonstration	-Sewing machine -Other large equipment	H/sc by EAEP pg 118 KLB fm 1 H/scie
3	1	Use of a sewing machine	Wind and thread a sewing machine	Demonstration Practice in groups	Sewing machines Threads and needles	KLB fm 1 pg 193-195
	2-3		By the end of the lesson the learner should be able to; Stitch using a sewing machine	-Practice the use of a sewing machine	Sewing machine Fabrics	KLB fm 1 H/scie pg 192
	4	Faults in use of a sewing machine	By the end of the lesson the learner should be able to; State causes of problems and their remedies	Teacher-pupil discussion	Charts Books	H/scie KLB fm1 pg 196
4	1-2	Stitches -Classification	By the end of the lesson the learner should be able to; Classify stitches Name different stitches	-Identification Discussions	Samples Books	H/scie by EAEP pg 124
	3-4	Stitches Working of different stitches Temporary	By the end of the lesson the learner should be able to; Work temporally stitches	Demonstration Working of samples	Fabrics Sewing threads and needles	H/scie by EAEP pg 124
5	1	Working of temporary stitches	By the end of the lesson the learner should be able to; Work assorted stitches	Demonstration Working of samples	Fabrics Needles Threads	H/scie KLB pg 200
	2-4	Stitches Working of different stitches Permanent stitches	By the end of the lesson the learner should be able to; Work permanent stitches	Demonstration Working of samples	Fabrics Sewing threads and needles	H/scie by EAEP pg 126
6	1-3	Stitches -Working of different stitches -Embroidery stitches	By the end of the lesson the learner should be able to; -Work embroidery stitches	-Demonstration -Working of samples	-Fabrics -Sewing threads and needles	H/scie by EAEP pg 127
	4	Mid term break
7	1	Mid term break
	2-3	Environmental hygiene Disposal of house hold refuse Drainage Free open	By the end of the lesson the learner should be able to; Define environmental hygiene Explain proper disposal of house hold refuse Explain free and open drainage	Discussions Observation/ identification	School compound Books Chalk Board	KLB fm 2 pg 1-4
	4	Drainage Concealed drains Disposal of sewage	Explain concealed drains State advantages and disadvantages of concealed drains	Discussions Note taking	Books Chalk Board	KLB fm 2 pg 4-9
8	1	Sanitation Definition Causes of poor sanitation Dangers of poor sanitation	By the end of the lesson the learner should be able to; Define sanitation State causes and dangers of poor sanitation	Teacher-pupil discussions Note taking	Books Chalk Board	KLB fm 2 pg 9-11
	2-3	Common communicable diseases and typhoid, malaria, cholera, dysentery	By the end of the lesson the learner should be able to; -State causes, symptoms and management of each disease	Group discussions and presentations Note taking	Note books Writing materials -ext books	KLB H/scie pg 11-15
9	1	T.B Scabies Bilharzia	By the end of the lesson the learner should be able to; State causes, symptoms and management of each disease	Group discussions and presentations Note taking	Note books Writing materials Text books	KLB H/scie pg 11-15
	2-3	Worm infestation	By the end of the lesson the learner should be able to; State causes, symptoms and management of each disease	Group discussions and presentations Note taking	Note books Writing materials Text books	KLB fm 1 pg 17
	4	Food nutrients Definition Terms Classification of nutrients	By the end of the lesson the learner should be able to; Define terms related to food nutrients Classify nutrients	Teacher-pupil discussions Note taking	Charts Books	Focus on H/scie pg 65
10	1	Carbohydrates	By the end of the lesson the learner should be able to; State functions and classes of CHO’s	Teacher-pupil discussions -Note taking	Charts Books Assorted foods	KLB fm 2 pg 112
	2-3	Lipids Proteins Water	By the end of the lesson the learner should be able to; State functions of each nutrient Identify food sources of lipids, water and proteins	Teacher-pupil discussions	Pictures Charts Books Food sources	Focus on H/scie fm 2 pg 67
	4	Micro-nutrients Vitamins – B complex
11	1-2	Micro-nutrients Vitamins B complex Vitamin C	By the end of the lesson the learner should be able to; Identify water soluble vitamins State functions of vitamin D and C Identify food sources of vitamin B and C	Identification of food sources Discussions	Pictures Charts Books Board	Focus on H/scie pg 71
	3-4	Vitamins A, D, E and K	By the end of the lesson the learner should be able to; State sources of each vitamin State functions of each of the vitamins	Teacher-pupil discussions Identification of food sources Note taking	Pictures Charts Books Food sources	Focus on H/scie pg 74
12	1-4	Minerals Calcium Phosphorous Iron Iodine Fluorine Sodium Potassium	By the end of the lesson the learner should be able to; Identify source of minerals State functions of minerals	Teacher-pupil discussions Note taking	Pictures Charts Books Board	Focus on H/scie fm 2 pg 75

Teachers' Resources

CRE SCHEMES OF WORK FOR FORM 2 UPDATED PDF

October 5, 2025 Maverick John Leave a comment

		SCHEME OF WORK FORM TWO C..R.E. TERM ONE 2011
WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	*RESOURCES*	REFS	REMARKS
1	1	OLD TESTAMENT PROPHECIES ABOUT THE MESSIAH Nathan’s prophecy.	By the end of the lesson, the learner should be able to: Give the meaning of word Messiah. Explain Nathan’s prophecy about the coming of the Messiah.	Q/A: meaning of a prophecy, Messiah. Bible Reading: 2 Sam 7:3-17. Discussion on inferences drawn from the reading.	The Bible.	KLB BK II Pages 1-3
	2	Isaiah’s prophecy.	Describe the Messianic prophecy as made by Isaiah. State attributes of Messiah as postulated by Isaiah.	Bible reading: Isaiah 7:10-16,61:1-2,9:1-7. Oral questions; Discussion.	The Bible.	KLB BK II Pages 3-4
	3	Jeremiah’s prophecy. & Micah’s prophecy.	Explain Jeremiah’s and Micah’s prophecies about the coming of the Messiah.	Jeremiah 23:5-6, Micah 5:1-5. Oral questions leading to the character of the new perfect king.	The Bible.	KLB BK II Pages 4-5
2	1, 2	The Psalmist prophecy & The suffering servant.	Explain the Psalmist prophecy & the teachings about the suffering servant.	Psalms 41:9,110:1-2. Observations from the readings. Discussion on depiction of the suffering servant of Yahweh who brings sufferings to an end.	The Bible.	KLB BK II Pages 5-7
	3	THE CONCEPT OF THE MESSIAH IN THE NEW TESTAMENT Life and Ministry of Jesus as the Messiah.	Explain Jesus’ fulfillment of old testament prophecies about the coming of the Messiah. Explain Jewish expectations about the Messiah.	Give examples in the Gospel where Jesus is referred to as the Messiah. Brief bible reading. Brief discussion.	The Bible.	KLB BK II Pages 7-8
3	1	Fulfillment of Old Testament prophecies in the New Testament.	Highlight references in the New Testament that are fulfillment of the Old Testament prophecies about the Messiah.	Bible reading. Q/A & detailed discussion.	The Bible.	KLB BK II Pages 8-9
	2	Fulfillment of Isaiah’s prophecy.	Describe Jesus’ humiliation as foretold by Isaiah.	Bible reading : Luke 23;1-35 Discussion.	The Bible.	KLB BK II Pages 9-10
	3	The role of John the Baptist.	Explain the role of John the Baptist as the link between the Old and New Testament. Identify persons and institutions that play the role of John the Baptist in the contemporary society.	Probing questions; Expositions; Narrations; Discussion.	The Bible.	KLB BK II Pages10-11
4	1	John’s message of repentance.	Highlight teachings about Messiah as postulated by John the Baptist.	Narrations; Discussion.		KLB BK II Pages 11-12
	2	THE INFANCY AND EARLY LIFE OF JESUS. Annunciation of the birth of John the Baptist.	Explain the role of John the Baptist as proclaimed by Angel Gabriel.	Q/A: Christian and traditional views of barrenness. Bible reading Luke 1:13. Observations: the role of John as elucidated by Angel Gabriel.	The Bible.	KLB BK II Pages 15-17
	3	The annunciation of Birth of Jesus.	Explain the principal role that God intended the Messiah to perform.	Bible reading: Luke 1:26-38. Discussion: Angelic message about the Messiah through whom Yahweh will save mankind from sin.	The Bible.	KLB BK II Pages 17-19
5	1	Mary’s visit to Elizabeth: The Magnificat.	Identify ideas drawn from Mary’s response to Elizabeth in form of the magnificat.	Luke 1:39-56. Brief observations from the reading.	The Bible.	KLB BK II Pages 19-20
	2	The birth of John the Baptist: The Benedictus.	Identify ideas drawn from the Benedictus.	Luke 1:57-80. Observations from the reading.	The Bible.	KLB BK II Pages 20-21
	3	The birth of Jesus.	Describe conditions surrounding the birth of Jesus and their symbolic meanings.	Luke 2:1-20. Deductions from the reading. Discussion: symbolic meaning of a manger, shepherds, clothes, angels’ voices.	The Bible.	KLB BK II Pages 21-23
6	1	The dedication of Jesus.	Explain the meaning of the name Jesus. Describe the important incidents that took place during consecration of Jesus.	Luke 2:21-40. Brief discussion.	The Bible.	KLB BK II Pages 23-24
	2	Boy Jesus at the temple.	Explain the significance of Jesus’ experience in His Father’s House.	Luke 2: 41-52. Malachi 3:1. Q/A: importance of the temple to Jews. Discussion on fulfillment of Malachi’s prophecy.	The Bible.	KLB BK II Pages 25-27
	3	CAT.
7	1	JOHN THE BAPTIST AND JESUS. Teachings of John the Baptist.	Outline the teachings of John the Baptist.	Bible reading: Luke 3:1-20. Q/A and discussion on John’s teachings and the relevance of the teachings to Christian daily life.	The Bible.	KLB BK II Pages 28-30
	2	Relevance of teachings of John the Baptist today.	Explain the relevance of teachings of John the Baptist today.	Probing questions ; Discussion.	The Bible.	KLB BK II Pages 30-31
	3	The baptism of Jesus.	Suggest reasons why John baptized Jesus. Explain the significance of the voice from heaven.	Bible reading Luke 3: 21-22. Q/A and discussion.	The Bible.	KLB BK II Pages 31-32
8	1	Relevance of Jesus’ baptism.	Discuss the relevance of Jesus baptism.	Probing questions ; Discussion.	The Bible.	KLB BK II Page 34-35
	2	The temptations of Jesus.	Outline the three ways in which Jesus was tempted.	Oral questions: Bible reading Luke 4:1-13. Narrations.	The Bible.	KLB BK II Pages 32-34
	3	Relevance of Jesus’ temptations.	Explain the relevance of Jesus’ temptations to our lives.	Probing questions; Discussion.		KLB BK II Pages 35-36
9	1	JESUS IN GALILEE. Jesus’ rejection at Nazareth.	Explain why Jesus was rejected at Nazareth.	Luke 4:14-30. Narration: Jesus in the synagogue. Discussion.	The Bible.	KLB BK II Pages 39-40
9	2	Jesus in Capernaum.	Describe Jesus’ healing miracles in Capernaum.	Luke 4:31-44. Narrations: Jesus’ miracles. Q/A and discussion:	The Bible.	KLB BK II Pages 40-42
	3	Relevance of Jesus’ working of miracles.	Outline lessons learnt by Christians from Jesus’ working of miracles.	Probing questions; Discussion.	The Bible.	Page 42.
10	1	Jesus’ first disciples.	Define a disciple. Describe Jesus’ calling of the first disciples. Outline lessons that Christians learn from the calling of disciples.	Luke 5:1-11. Narration: Discussion on qualities of true discipleship.	The Bible.	KLB BK II Pages 42-45
	2	Jesus’ opposition by the Pharisees.	State qualities and characteristics of Pharisees.	Narrations; Probing questions; Discussion.	The Bible.	KLB BK II Pages 46-47
	3	Jesus’ opposition by the Scribes and Sadducees.	State qualities and characteristics of Scribes and Sadducees.	Bible reading: selected verses. Discussion.	The Bible.	KLB BK II Pages 47-48
11	1	Why Jesus faced opposition. Relevance of Jesus’ opposition.	Give reasons why the Pharisees and Scribes opposed Jesus. Identify lessons we learn from Jesus’ opposition.	Bible reading: Luke 5: 33-9. Narrations and discussion.	The Bible.	KLB BK II Pages 48-51
	2	THE SERMON ON THE PLAIN The twelve disciples.	List down the names of the twelve disciples. Highlight teachings derived from the choosing of the apostles. State qualities of true discipleship according to Jesus.	Luke 6:12-16. Q/A: meaning of a disciple, an apostle. Brief discussion.	The Bible.	KLB BK II Pages 52-53
	3	The sermon on the plain.	Analyze the components of the Sermon on the plain. Outline the relevance of the sermon on the plain to Christians.	Luke 6:20-49. Narrations; Detailed discussion.	The Bible.	KLB BK II Pages 55-57
12-13		END OF TERM ONE TEST

		SCHEME OF WORK FORM TWO C..R.E. TERM TWO 2011
WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	*RESOURCES*	REFS	REMARKS
1	1	SOME WORKS AND TEACHINGS OF JESUS. The healing of the Centurion’s servant.	Define the term compassion. Explain the mission of Jesus to both the Jews and the Gentiles.	Bible reading; Luke 7:1-10. Narration. Discussion: Jesus’ mission for both Jews and Gentiles.	The Bible.	KLB BK II Pages 60-61
	2	Lessons from the healing of the Centurion’s servant.	Analyze lessons learnt from the healing of the centurion’s servant.	Probing questions; Discussion.	The Bible.	KLB BK II Pages 61-62
	3	The raising of the widow’s son in Nain.	Outline lessons learnt from the raising of the widow’s son in Nain.	Bible reading; Luke 7: 11-7. Q/A& brief discussion. Narration of the raising of the widow’s son in Nain.	The Bible.	KLB BK II Pages 62-63
2	1	Assurance to the John the Baptist.	Evaluate Jesus’ tribute to John. Relate Jesus’ assurance to John to Christians’ lives.	Q/A review the role of John the Baptist. Oral questions and explanations on relevance of Jesus’ assurance to John. Luke 7:18-35.	The Bible.	KLB BK II Pages 64-65
	2	The forgiveness of the sinful woman.	Narrate the forgiveness of the sinful woman. Identify the role of women in Jesus’ ministry. Relate forgiveness of the sinful woman to our lives today.	Bible reading; Luke 7:36,8:3 Q/A: inferences from the reading. Brief discussion.	The Bible.	KLB BK II Pages 65-66
	3	JESUS’ TEACHINGS IN PARABLES. Reasons for teaching in parables. The parable of the sower.	Define the term parable. Suggest reasons why Jesus taught in parables. Narrate the parable of the sower.	Exposition; Bible reading: Luke 8: 4-15; Narrations; Discussion.	The Bible.	KLB BK II Pages 67-69
3	1	The parable of a lamp under a bowl.	Outline the teachings derived from the parable of a lamp under a bowl.	Luke 8:16 –18. Brief discussion on the parable.	The Bible.	KLB BK II Page 70
	2	Jesus’ true family	Identify members of Christ’s kingdom. Contrast Christians’ earthly commitments from the divine role.	Q/A the mission of Christ. Luke 8: 19-21. Discuss Christianity as family of Christ.	The Bible.	KLB BK II Pages 70-71
	3	Significance of parables of Jesus.	Explain the significance of parables of Jesus as used in His teachings.	Short informal lecture & Q/A.	The Bible.	KLB BK II Pages 71-72
4	1	THE MIGHTY WORKS OF JESUS Nature miracles.	Describe Jesus’ authoritative works over nature.	Bible reading: Luke 8:10-17; 26-39 Discussion on calming of storm and healing of the demoniac.	The Bible.	KLB BK II Pages 72-74
4	2	Jesus’ raising of the dead.	Describe Jesus’ authoritative works over nature.	Bible reading: Luke 8:40-56 Discussion on raising of Jairus’ daughter.	The Bible.	KLB BK II Pages 75-76
4	3	Relevance of Jesus’ miracles to Christians.	Explain the elevance of Jesus’ miracles to Christians.	Probing questions and discussion; Exposition.	The Bible.	KLB BK II Pages 76-77
5	1	JESUS & THE TWELVE DISCIPLES. Commissioning of the disciples.	Describe the mission of disciples. Apply the mission of disciples to Christian life today.	Luke 9:1-9. Discussion: disciples’ tasks, challenges and relevance to us.	The Bible.	KLB BK II Pages 78-79
	2	Jesus feeds the five thousand.	Narrate Jesus’ feeding of the five thousand. Outline lessons learnt from the miracle of feeding of the five thousand.	Luke9: 10-17. Narration; Analysis of the reading.	The Bible.	KLB BK II Pages 79-81
	3	Jesus’ identity and destiny.	Explain the nature of Jesus’ Messiahship.	Luke 9:18-27. Q/A review Jews’ expectations about Messiah. Discussion: identity and destiny of Jesus and their significance.	The Bible.	KLB BK II Pages 81-82
6	1	The transfiguration.	Define transfiguration. Explain significance of the transfiguration.	Luke 9:28-39 Narration of Jesus’ transfiguration. Discussion: purpose of the transfiguration.	The Bible.	KLB BK II Pages 82-84
	2	Jesus’ teaching on faith and humility.	Identify problems and difficulties faced by disciples in their apostolic mission. Evaluate faith and humility as strongholds for Christians today.	Luke 9: 37-50. Oral questions leading to identifying disciples’ problems and difficulties. Teacher’s explanations.	The Bible.	KLB BK II Pages 84-86
	3	SOME MAJOR TEACHINGS OF JESUS. The duties and privileges of Discipleship.	Identify privileges that a Christian is entitled to and the duties a Christian is expected to perform.	Luke 9:51-62 Analysis of duties and privileges of discipleship.	The Bible.	KLB BK II Pages 90-91
7	1	The mission of the 72 disciples.	Explain the mission of the 72 disciples and its relevance on Christian life.	Luke10: 1-24. Highlight the instructions given to the disciples by Jesus.	The Bible.	KLB BK II Pages 91-94
7	2,3	CAT & MID-TERM BREAK
8	1	Commitment to Christ. The parable of the Good Samaritan.	Explain the concept of commitment to Christ. Highlight qualities of a committed Christian as depicted in the parable.	Luke 10:25-31 Narration of the parable. Discussion: Qualities of a committed Christian.	The Bible.	KLB BK II Pages 94-95
8	2	Jesus visits Martha and Mary.	Identify the role of women in discipleship.	Luke 10:38-42 Narration of the visit. Q/A: deduce teachings of the visit.	The Bible.	KLB BK II Pages 96-97
8	3	Jesus’ teaching on prayer.	Give reasons why we pray. Highlight the petitions in Our Lord’s Prayer.	Recite our Lord’s prayer. Luke 11:1-13 Elaborate discussion on the petitions in Our Lord’s prayer.	The Bible.	KLB BK II Pages 97-99
9	1	Jesus’ use of God’s power to overcome evil and unclean spirit.	Discuss Jesus use of God’s power to overcome evil and unclean spirit.	Luke 11:14-23, 24-28 Discussion: Jesus’ counter reactions.	The Bible.	KLB BK II Pages 99-101
	2	Jesus’ teachings on the light of the body.	Outline lessons learnt from Jesus’ teaching on the light of the body.	Luke 11:33-36 Observations from the reading.	The Bible.	KLB BK II Pages 101-2
	3	Jesus’ teachings on fearless confession without hypocrisy.	Define the terms confession and hypocrisy. Highlight Jesus’ criticism of hypocrisy of Pharisees and teachers of the law.	Luke 11:37-54,12:1-3 Discussion: Jesus’ teaching on hypocrisy.	The Bible.	KLB BK II Pages 102-3
10	1	Jesus’ teachings on material possessions.	Outline Jesus’ teachings on material possessions.	Luke 12:13-34 Q/A: observations from the reading.	The Bible.	KLB BK II Pages 104-6
10	2,3	Jesus’ teachings on watchfulness and readiness.	Describe Jesus’ teaching on watchfulness and readiness. Explain the relevance of Jesus’ teaching on watchfulness and readiness to Christians.	Luke 12:35-59 Q/A and explanations.	The Bible.	KLB BK II Pages 106-8
11	1	THE GROWTH OF THE KINGDOM OF GOD. Call to repentance.	Outline Jesus’ teachings on repentance. Apply these teachings to Christian life.	Luke 13:1-5 Narrations & discussion.	The Bible.	KLB 109-110
	2	The parable of the unfruitful fig tree.	Explain the significance of a Christian fruitful life.	Luke 13: 6-9 Brief discussion.	The Bible.	KLB BK II Pages 110-1
	3	Jesus heals on a Sabbath.	Explain establishment of the kingdom of God through Jesus’ work of liberation.	Luke 13:10-17 Narration & analysis.	The Bible.	KLB BK II Pages 111-2
12	1	The parable of the mustard seed. & The parable of the yeast.	Illustrate the growth of the kingdom of God with germination of a mustard seed and rising of dough.	Luke 13:18-19 Narrations & brief discussion.	The Bible.	KLB BK II Page 112
12	2 3	The narrow door. & The cost of discipleship	Illustrate the kingdom of God with a master’s narrow door. Explain the real cost of discipleship.	Luke 13:22-30 Narrations & brief discussion.	The Bible.	KLB BK II Pages 112-3
13		END OF TERM TWO EXAMS
SCHEME OF WORK FORM TWO C..R.E. TERM THREE 2011
WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	*RESOURCES*	REFS	REMARKS
1	1	Jesus anticipates His rejection at Jerusalem.	Outline lessons learnt from Jesus anticipated rejection at Jerusalem.	Luke 13:31-35 Discussion: relevance of Jesus’ anticipated rejection to Christians.	The Bible.	KLB BK II Pages 113-4
	2	Jesus heals a sick man on a Sabbath. & The parable of the great feast.	Relate Jesus’ healing on a Sabbath to Christian life. Outline the role of the poor and underprivileged in the kingdom of God.	Luke 14:1-5, 15-24 Discussion.	The Bible.	KLB BK II Pages 114-5
	3	Retrieving the lost.	Narrate parables relating to retrieving the lost.	Luke 14:4-7, 8-10, 15: 11-32 Narrations & inferences. Assignment.	The Bible.	KLB BK II Pages 117-9
2	1	The parable of the lost son.	Explain the relevance of the parable of the lost son to Christians.	Luke 115: 11-32 Narrations & inferences. Assignment.	The Bible.	KLB BK II Pages 119-121

2	2	JESUS’ TEACHINGS ON WEALTH & POVERTY. The parable of the shrewd manager.	Explain the relevance of the parable to Christians.		Bible reading: Luke 16:1-13 and make inferences therefrom.	The Bible.	KLB BK II Pages 123-4
2	3	The rich man & Lazarus.	Illustrate social responsibilities that accompany wealth.		Q/A: biblical contexts where the rich and / or the poor are mentioned. Luke 16:19-31 Discussion.	The Bible.	KLB BK II Pages 124-6
3	1	Relevance of Jesus’ teaching on wealth and poverty.	Explain relevance of Jesus’ teaching on wealth and poverty to Christians.		Probing questions; Discussion.		KLB BK II Pages 126-7
	2	The power of faith.	Outline the significance of faith to Christian life.		Luke 17:1-37 Detailed discussion.	The Bible.	KLB BK II Pages 128-131
	3	Persistence in prayer.	Identify lessons learnt from parables relating to persistence in prayer.		Luke 18:1-14 Narrations & inferences from the readings.	The Bible.	KLB BK II Pages 132-4
4	1	The way of salvation.	Define the term salvation. Describe the process of salvation.		Q/A: Luke 18:15-19,19:1-27 Narrations & detailed discussion.	The Bible.	KLB BK II Pages 134-8
4	2	Relevance of Jesus’ teaching on salvation	Explain the relevance of Jesus’ teaching on salvation to Christians.		Probing questions; Discussion.	The Bible.	KLB BK II Pages 139-140
	3	JESUS TEACHES IN JERUSALEM. Jesus triumphant entry into Jerusalem.	Explain Jesus’ dramatic and humble ride on a donkey as he entered into Jerusalem. Outline lessons learnt by Christians from Jesus’ entry into Jerusalem.		Luke 19:28-40 Detailed discussion.	The Bible.	KLB BK II Pages 142-5
5	1	The cleansing of the temple.	Explain the significance of Jesus’ weeping over Jerusalem; and cleansing of the temple. Outline lessons learnt by Christians from the cleansing of the temple.		Luke 19: 41:48, 45:49. Detailed explanations.	The Bible.	KLB BK II Pages 145-7
	2	Jesus’ conflicts with Jewish leaders. Questions about Jesus’ authority.	Explain the cause of Jesus’ conflict with leaders. Outline the significance of Jesus’ authority from God to Christians.		Luke 20:1-8 Inferences from the reading.	The Bible.	KLB BK II Pages 147-8
	3	The parable of the tenants.	Relate persecution and rejection of Jesus to Christian life.		Luke 9: 18 Q/A: review reasons for Jesus’ use of parables. Narration of the parable. Derive teachings from the parable.	The Bible.	KLB BK II Pages 149-150
6	1	Paying of taxes to Caesar.	Outline Jesus’ teachings on paying of taxes and the reasons for the teachings.		Luke 9:19-26 Q/A: derive teachings from the bible reading.	The Bible.	KLB BK II Pages 150-1
	2	The question about resurrection.	Highlight the significance of Jesus’ death and resurrection to Christian life.		Luke9: 27- 40 Explain resurrection as a configuration of life after death.	The Bible.	KLB BK II Pages 151-2
	3	The question about Messiah.	Explain the question about Messiah as a key event of resurrection and exaltation of Jesus that will follow His death.		Luke9: 41-44 Oral questions & brief discussion.	The Bible.	KLB BK II Pages 152-152
7	1	Jesus warns against the teachers of the Law.	Describe the hypocritical and exploitative nature of teachers of the Law. Explain the position of Christians in safeguarding against the tendency to seek personal recognition.		Luke 9:45-47 Detailed discussion.	The Bible.	KLB BK II Pages 149-150
7	2	The dignity of the poor.	Appreciate that God’s image is stamped on every human being, rich or poor.		Luke 21:1-4 Q/A: incidences where Jesus identified with the poor and upheld their dignity. Brief discussion.	The Bible.	KLB BK II Pages 153-4
	3	C.A.T.
8	1	Jesus’ teaching about eschatology. The prophecy on destruction of the Jerusalem temple. Destruction of Jerusalem city.	Explain significance of the prophecy on destruction of the Jerusalem temple and destruction of Jerusalem city.		Luke 21:5-6 21:20-24 Exposition & explanations.	The Bible.	KLB BK II Pages 154-5
	2	The signs of the end of the times.	Highlight the signs of the end of the times.		Q/A & discussion.	The Bible.	KLB BK II Pages 155-6
	3	Significance of eschatological teachings.	Identify prevalent signs of end times.		Q/A: current signs of end times.	The Bible.	KLB BK II Pages 157-8
9	1	THE PASSION, DEATH & RESURRECTION OF JESUS. The Last Supper.		Describe the preparation and partaking of the last supper. Identify the new meaning of the Passover.	Luke 22:14-23 Brief discussion.	The Bible.	KLB BK II Pages 162-3
	2	Peter’s denial of Jesus predicted.		Identify the implications of Peter’s denial of Jesus to Christian life.	Luke 22:31-34 Brief discussion.	The Bible.	KLB BK II Pages 164-5
	3	Significance of the Lord’s Supper to Christians.		Identify the important role of the Lord’s supper to Christians.	Q/A & explanations.	The Bible.	KLB BK II Page 165
10	1	Prayer on the Mount of Olives.		Explain the concept “cup” as referred to by Jesus.	Luke 22:39-46 Q/A: messianic mission. Discussion: significance of Jesus prayer.	The Bible.	KLB BK II Page 166
	2	The betrayal and arrest of Jesus.		Describe the betrayal and arrest of Jesus. Suggest why Judas Iscariot betrayed Jesus. Explain Jesus’ rejection of the role of a political Messiah. Outline lessons learnt from Judas’ character.	Luke 22:47-53 Q/A & discussion.	The Bible.	KLB BK II Pages 166-7
	3	The denial of Jesus by Peter.		Suggest reasons why Peter denied Jesus. Explain the relevance of Peter’ denial and subsequent repentance to Christians.	Luke 22:54-65 Narration, Q/A & explanations.	The Bible.	KLB BK II Pages 167-8
11	1	The trial of Jesus.		Describe the trial of Jesus before the council of Sanhedrin, Pilate and Herod. Identify charges leveled against Jesus.	Luke 22:66 23:1-25. Probing questions to examine validity of the charges levelled against Jesus. Brief discussion.	The Bible.	KLB BK II Pages 168-9
	2	Pilate’s Judgment.		Define treason and blasphemy. Suggest reasons why Pilate agreed to have Jesus crucified.	Luke 23:13-25 Teacher exposes the meanings. Discussion: Jesus’ innocence in spite of the Judgment.	The Bible.	KLB BK II Page 170
	3	Jesus’ Crucifixion.		Describe the crucifixion of Jesus.	Luke 23:26-43 Narrations & inferences from the readings.	The Bible.	KLB BK II Pages 170-3
12	1	The death and burial of Jesus.		Describe the extraordinary happenings preceding Jesus’ death. Identify the meanings of darkness and tearing of the curtain. Recognize the role of women in the resurrection story.	Luke 23:44-56 Narrations & detailed discussion. Q/A: role of women in Jesus’ ministry, burial and resurrection story.	The Bible.	KLB BK II Pages 173-5
12	2	The resurrection of Jesus.		Define the term resurrection. Discuss testimonies confirmed that Jesus rose bon the third day. Explain the significance of Jesus’ death and resurrection to Christian life.	Luke 24:1-49 Elaborate discussion: testimony by the women, disciples on the way to Emmaus, appearance of Jesus to disciples.	The Bible.	KLB BK II Pages 175-8
12	3	Ascension of Jesus.		Describe Jesus’ ascension. Outline the significance of Jesus’ ascension to Christians.	Luke 24:50-53 Q/A & Discussion.	The Bible.	KLB BK II Pages 178-181
		SUMMATIVE ASSESSMENT TEST

Teachers' Resources

GRADE 3 ENVIRONMENTAL ACTIVITIES CBC NOTES

October 5, 2025 Maverick John Leave a comment

THE PHYSICAL ENVIRONMENT
The district where the school is found
Our school is located in ________________ village
Our school is located in ________________ sub location
Our school is located in ________________ location
Our division is called________________
Our district is called________________
Division that makes up the district
Many villages make up a ________________
Many sub locations make up a ________________
Two locations make a ________________
Many divisions make a ________________
Many districts make a ________________
Directions
________________ shows us the direction
________________ is the position a person move or points toward
Sun rises in the ________________
Sun sets in the ________________
We can use our ________________ and ________________ to tell the direction of place
(right, left)
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GRADE THREE
ENVIRONMENTAL ACTIVITIES ____
____
Name three pupils on your right in class
________________
________________
________________
Name three pupils on your left in class
________________
________________
________________
Cardinal points of a compass
________________ shows us the direction
The four points of a compass are called ________________
The cardinal points are also called ________________
Name four cardinal points
________________
________________
________________
________________
The needle of a compass always point to the ________________
The direction where the sun rises is called________________
The direction where the sun set is called________________
Draw and name the cardinal points of a compass
North
West East
South
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____
(Never eat sukumawiki)
Main physical features in our district
A large piece of land filled with water is known as a ________________
The land where a river flows through is called a ________________
A low lying land is known as a ________________
The main physical features in our district include:
 River
 Lake
 Hill
 Valley
 Dam
 Mountain
(Draw)
Defining the physical features
The main physical features include
a)
b)
c)
d)
e)
They are called physical features because we see them on the ________________ of the
________________
We see the ________________ everyday going and coming to school
A large piece of land filled with water is known as a ________________
(land, lake)
When a wall is built across a river the water collects behind the wall to form a
________________
(Dam, lake)
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____
Importance of the physical features
Hills and mountains
It acts as a ________________ place in the time of danger
Many rivers start flowing out from the sides of ________________
Sides of hills are known as ________________
________________ grow on the slope of hill (forest, maize)
Some hills are fertile and are used for ________________(farming, walking)
Hills are very safe during ________________ (floods, drought)
Importance of rivers
Rivers act as a ________________ of some animals
We get ________________ from rivers
We get materials for ________________ from some rivers
Rivers are also used for ________________ (transport, walking)
Some rivers provide fish, which is caught and used as ________________
The rivers that have water throughout the year are known as ________________
The rivers that do not have water throughout the year are called ________________
Name three rivers in your district
________________
________________
________________
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____
Importance of the forest
Act as a home for ________________
Forest help to bring ________________
Forest give us firewood, poles and timber
Forests protect our ________________ from being carried away by ________________ and
________________
Importance of swamps
Plants growing in swamps are called ________________
Swamps can be used for ________________, ________________ and ________________
________________ is collected from swamps to make pots
________________ is also caught in swamps
Reeds are used for making
________________
________________
________________
Weather and seasons in the district
Defining the weather
________________ is the condition of the air in a place
Name the four elements of weather
________________
________________
________________
________________
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____
(Draw)
 Rain
 Calm
 Sunshine
 Windy
Effects of weather on human activities
Bad and good effects of wind, rain and sun to human activities
________________ are things that people do
People prepare their land when it is ________________
When it is ________________ people ________________ their crops
Human beings also dry and spread maize and beans in the sun
People wash their clothes when it is ________________ and ________________
When it is ________________ people separate the husks from________________
Separating husks from grains is called ________________
Strong wind in lakes make the boat to ________________ in the water
When it rains the ground becomes very________________
When it rains people plant ________________
Weeds grow well when it is ________________
Too much rain causes ________________
Floods destroy ________________ and ________________
Lack of rain causes________________
People collect rain water from the roof when it is ________________
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____
Ways of protecting ourselves from bad weather
People use ________________ when it is raining
Gumboots are worn when the ground is ________________
We wear ________________ clothes when it is cold and ________________ clothes when it is
warm
Examples of warm clothes are ________________, ________________ , ________________
and ________________
Trees act as wind ________________ hence preventing roofs to be brown by the wind
Seasons of the year in the district
They are ________________ seasons in the year
Rainy season is called ________________ season
When there is no rain for a long time we say it is dry ________________ season
Which months do we experience long rain
________________
________________
We experience the short rain during the months of
________________
________________
Dry seasons occurs during the month of
________________
________________,
________________
________________
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____
Activities carried out during different seasons
Wet season
We plant our crops during ________________ season
________________ is removing of weeds from the shamba
People collect rain water from the roof when it is ________________
During wet season people also do grazing
During rainy season there is enough water in ________________ and ________________
(ocean, sea, lake, rivers)
The water from big rivers and dams can be used to produce ________________
Dry season
 Harvesting
 Collecting sand
 Repairing roofs
 Digging
 Irrigation
 Mulching
UNIT 3: COMMUNITIES LIVING IN OUR DISTRICT
Main language group in our district
________________ is a group of people living together
People who speak the same mother tongue belong to the same ________________ or language
group
Most people in towns speak in ________________ and ________________
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____
The main language groups in the district are:
________________
________________
________________
________________
Name three examples of Bantus
________________
________________
________________
Name three examples of cushites
________________
________________
________________
Name three examples of nilotes
________________
________________
________________
________________
How people in our district depend on one another
Farmers and fishermen
The way people depend on one another is called ________________
Through________________ our people depend on other people who have what we do not have
Our people get information from________________ or ________________
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____
Name three social activities in our district
________________
________________
________________
________________ grow crops and keep animals
We buy crops from the ________________, ________________ , ________________
People who sell fish are called ________________
________________ lives near lakes
Teacher and doctor
People go to v to be treated when they are sick
When the children go to school, the ________________ help them to learn
________________ treat the sick people
In the private school________________ pays the teachers
In public schools the ________________ pays the teachers
Policeman, shopkeeper and carpenter
________________ sells things in the shop
________________ is a person who makes things from timber
Things made from timber are called________________
People who buy and sell things belong to a ________________community(farming, trading)
People who worship together form ________________ community(trading, religious)
________________ keeps law and order in our community
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____
OUR NEEDS IN THE DISTRICT
Types of needs in the district
________________ are things we require in our everyday life
Name three basic needs
________________
________________
________________
Other needs include
 Medicine
 Education
 Security
 Employment
 Worship
 Electricity
 Place to play and rest
 Ve__ri__ry
 Telephone
Food
________________ grow crops and keep animals
We grow crops on the ________________
Food make us grow ________________ and ________________
Food give us energy to do ________________
Crops grown for food are called ________________ or ________________
Crops grown for sale are called ________________ or ________________
Name three food crops
________________
________________
________________
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____
Name three cash crops
________________
________________
________________
________________ cows gives us milk
Beef cattle give us ________________
________________ are birds kept at home
Clothes
________________ is a person who make our clothes
We wear clothes to ________________ our body
Clothes keep our bodies ________________
Clothes make us look ________________
Draw and name five types of clothes that we wear
Houses and school
House protects us from
________________
________________
________________
A house is also called a ________________
The money spent on paying for the houses we live in is called house ________________
Name three traditional houses/ draw
________________
________________
________________
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____
Name three types of buildings/ draw
________________
________________
________________
Maasai live in a ________________
Roads and hospitals
________________ is the main means of transport in the district
Name three types of roads
________________
________________
________________
________________ is a person who treats sick people
________________ is a person who treats people using herbs
A nurse takes ________________ of sick people
We need a good leader
Name three qualities of a good leader
________________
________________
________________
We need security
When there is security people can walk________________
________________ keeps law and order in our district
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____
Police ________________ people who break the law
People who break the law are called ________________
Chiefs and assistant chiefs keep ________________ in the location
Every community trained its young people to be ________________(brave, worriors)
________________ protected the community from attack
We need place of worship
Christians worship in a ________________
Hindus worship in a ________________
Muslims worship in a ________________
Christians go to church on ________________
Muslims go to church on ________________
Meeting the needs in the district
How we get our food
We work in the ________________ to grow our food
We add ________________ on the farm to make our crops grow well
We also keep ________________ for milk and meat
We ________________ our animals to prevent them from getting diseases
How we get water
Where we get water from is called ________________
________________ is the main source of water
________________ is not a source of water(tap, rain ,dam)
We need water to ________________ our crops and feed our animals
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____
Draw and name four sources of water:
 Borehole
 Dam
 River
Name six uses of water
________________
________________
________________
________________
________________
________________
________________
________________
How we get shelter
Houses protect us from ________________ weather and ________________ people
We can build houses using
________________
________________
________________
________________
We get ________________ for building houses from the river (sand, timber)
Most people in the district live in their ________________ houses
Name three types of houses
________________
________________
________________
The wall of a permanent house is made of ________________
Manyatta is a house of ________________
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____
How we get clothes
A ________________ is a person who makes clothes
________________ makes us look smart
We buy clothes from ________________, ________________ and ________________
We also get clothes from our ________________(relatives, friends)
In olden days people used to get clothes from
________________
________________
(Animal skin, tree barks)
We get our medicine
We take medicine to keep us ________________
________________ works in the hospital
________________ takes care of us when we are sick
The person who treat sick people is called a ________________(nurse, veterinary, doctor)
The ________________ build hospitals for us
Government give ________________ to the people living with HIV and AIDS
How we get education
We go to school to ________________
________________ help pupils to learn at school
________________ pays the teacher in a private school
________________ pays teachers in a public school
Long time ago girls used to be taught by their________________
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____
UNIT 5
RESOURCES IN OUR DISTRICT
________________ are things that people have that they use to make their lives better
Resources can be for ________________ and others for ________________
Some of the resources in our district are:
 Land
 Wild animals
 Domestic animals
 Poultry
 Plants
 Water
Soil and land
Land give us ________________ where we plant our crops
We build our houses on the ________________
Land also gives us ________________
Plants and forest
________________ grow crops
Plants provide us with food that we eat
Many trees growing together make a ________________
Water
________________ is the main source of water
There are many sources of water
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____
They are:
________________
________________
________________
________________
________________
Draw
________________ is not a source of water
The place where we get our water are known as ________________
Animals
Animals that are found in the forest are called ________________
Animals found at home are ________________
Draw five domestic animals
Draw and name five wild animals
Ref: comprehensive social pg 58-59
Importance of the resources in the district
Land has different types of ________________ and ________________
We grow ________________ on the land
People build their ________________ on the land
________________ soil is used in making pots
Soil is used to make ________________
The walls of traditional houses are made of ________________
The walls of modern houses are made of________________
Educationnewshub.co.ke
____
Water
Water is important in our lives
We use water in
 Drinking
 Cooking
 Washing
 Feeding animals
Watering of crops is called ________________
Irrigation is done during the ________________ season
Water can be used to produce ________________
Some animals live in water
Write five animals that live in water
Trees and forest
Trees give us ________________ for building
Trees are used in making electricity ________________
Timber is used for making ________________
Some trees are used in making________________
Trees attract ________________
V treat people using herbs
Trees reduce the speed of ________________
Trees prevent soil________________
Animals
________________ farmers grow crops and keep animals
________________ and v are used in transportation
Educationnewshub.co.ke
____
________________ cows give us milk while ________________ cows give us meat
Oxen are used in ploughing the land
Keeping of birds is known as ________________ farming
Hens that give us eggs are called ________________
Hens that give us meat are ________________
Match the animal and the product
animal Product
Cow
Goat
Sheep
Pig
Hen
fish
Pork
Mutton
Chicken
Beef
Goat meat
Fillet
Sheep also give us ________________
Wild animals attract ________________
Crops
Crops grown for sale are called________________
Crops grown for food are________________
Name three cash crops
Name three food-crops
Minerals
Minerals are found in the ________________
Minerals are sold to get ________________
Limestone is used to make ________________
Educationnewshub.co.ke
____
Minerals include:
 Limestone
 Soda ash
 Titanium
 Diatomite
Effective use of resources
Forest and trees
People should not cut down ________________ carelessly
Cutting down of trees is called ________________
People should take care of the young________________
Planting of trees where none existed is called ________________
Planting trees where they have been cut down is called ________________
We should cut down only ________________ trees
(Aforestation, deforestation, reafforestation)
If we cut one tree we should plant ________________ trees
Animals
People who kill wild animals are called________________
Elephants are killed for their tusks
Rhinos are killed for their horns
Fenced areas where wild animals live are known as ________________
________________ protect our wild animals
A ________________ treats sick animals
The old and the orphaned animals are kept in the ________________
Animals should be given enough food and water
Educationnewshub.co.ke
____
Money paid by tourists is called ________________________________
Water
We should repair broken ________________ and ________________
People should turn off ________________ when not in use
Throwing of rubbish in the water sources cause ________________
We should harvest and store the ________________ water
We can store rain water in the ________________
People should be discouraged from washing clothes and cleaning vehicles near the sources of water
Land and soil
We should plant more trees to reduce ________________ erosion
The carrying away of the top soil is called ________________________________
People should not throw rubbish on the soil
We add ________________ or ________________ to the soil to improve soil fertility
Fertile ________________ give us good crops
ECONOMIC ACTIVITIES
Economic activities in our district
________________ are this people do to meet their needs
When people meet their daily needs live ________________(well, bad)
Money earned from economic activities is called________________
Economic activities include:
 Fishing
 Farming
 Keeping animals
 Trading
 Mining
 Basketry
Educationnewshub.co.ke
____
Farming
________________ grow crops and keep animals
________________ are grown for sale
________________ crops are grown to be eaten
Name five cash crops
Name five food crops
Keeping animals
Name five domestic animals kept in our district
Name five wild animals kept in our district
We buy food from the________________
We get ________________ and v from cows
Farmers sell animal products to get ________________
We get skin from________________
Fishing
People living near the lakes are ________________
Traders who sell fish are called________________
Some people get money by selling v
Fishing can be done in
 Rivers
 Lakes
 Dams
Fish can be used at home as ________________
Some people keep fish at home. They are kept in a ________________
Educationnewshub.co.ke
____
Name 3 types of fish
Trading
________________ is the buying and selling of things
Exchange of goods for other goods is called ________________ trade
Traders selling along the road are called________________
Money earned from selling goods is called ________________(profit, loss)
Trading takes place in:
 Market
 Supermarket
 Shops
 Farms
Manufacturing
Making of things is called ________________
New things are made in a ________________
Papers are made from________________
Making of things using clay is known as ________________
People in our district sell things to get________________
________________ is the making of baskets
People who make things from iron are called________________
Mining
We get minerals through________________
Mining provide ________________ for people in our districts
We get stones from a ________________
Name one mineral in our district________________
Educationnewshub.co.ke
____
Transport and communication
________________ is the carrying of people from one place to the other
In our district people mainly use ________________ to travel
Money paid in a vehicle for transport is called________________
People walking along the road are called ________________
________________ is a person riding a bicycle
Pedestrian walks on the ________________ side of the road
________________ is the quickest means of communication
Importance of economic activities
People get ________________ from selling things in our district
We get ________________ from farming and fishing
Money paid to works at the end of the month is called________________
Economic activities help small ________________ to grow into big ________________
Some people get ________________ from economic activities
Money paid to the government is called ________________
Tourism provide ________________ for people who work in hotels
Main urban centers in our district
Shopping centers are also called commercial or ________________ centres
Name three trading centers in our district
Name four buildings found in our nearby town
A commercial centre with many buildings is called________________
Pupils should visit an urban centre near their school
Educationnewshub.co.ke
____
Means of travel in our district
________________ is the movement of people and goods from one place to another
People who travel in a vehicle are called ________________
Types of transport are:
 Roads
 Railways
 Air
 Water
Road transport
Most people in our district use ________________ to travel
People use ________________ while others walk
Draw uses of the road
Ref: pry social pg 86
Name two animals used for transport
Water transport
Water transport is the ________________ means of transport
Big rivers can be used for transportation
Small boats are called________________
Water transport takes place in the :
 Rivers
 Lakes
 Oceans
People use ________________ to travel on water
Educationnewshub.co.ke
____
Railway transport
Trains move on ________________ tracks
Trains only stop at ________________
Trains are used to transport heavy ________________and carry many ________________
Trains are slower than cars
Air transport
Air is the fastest means of transport
A ________________ flies a plane
We use aero planes to travel by ________________
Aero planes land in ________________
Aero planes are ________________ way to travel(cheap, expensive)
CARING FOR THE ENVIRONMENT
The things around us form________________
Environment has many things like:
 Trees
 Grass
 Animals
 Houses
 Water
Sources of water in our district
The places where we get water are known as ________________
Draw 6 main sources of water
Educationnewshub.co.ke
____
Uses of water
Name six uses of water
________________
________________
________________
________________
________________
________________
Caring for water sources
People should plant more ________________ to attract rainfall
Throwing dirt in water sources is called________________
Wells should be ________________(covered, uncovered)
Latrines and toilets should not be built near________________
People should turn off ________________ after use
Rainwater is collected from the ________________
Rain water is stored in ________________
Rivers start from ________________ of hills
Uses of trees
Trees act as wind________________
We get ________________ from trees
We can use ________________ to make a fence around our home
People living near lakes use timber to make boats
Trees give us the ________________ that we breathe
We get firewood and charcoal from trees
Trees act as ________________ for wild animals
Trees make our environment look ________________
Educationnewshub.co.ke
____
Some trees are used to make medicine
Trees prevent soil ________________
We use trees in making papers
Trees provide us with a ________________ when its hot
Caring for trees
People should plant trees during the ________________ season
We should protect young ________________ from animals
People should pr_n trees to remove dead branches
We add ________________ to help trees grow fast and strong
We should water the trees during the ________________ season
People should avoid cutting down ________________
Animals found in the district
Name and draw 5 domestic animals
Draw and name 5 wild animals
Ref: new primary social pg 102
________________ animals are found at home
________________ animals are found in the forest
Caring for animals
The sick animals should be ________________
We should build ________________ for our animals to stay in
When the animals are sick they are taken to the v doctor
Domestic animals should be given enough ________________ and water
Educationnewshub.co.ke
____
Homes for wild animals are called________________ parks
________________ people protect wild animals from poachers
Sick, injured and orphaned animals are taken care at the ________________when animals are too many
in one area they should be ________________
UNIT 7
ADMINISTRATION IN THE DISTRICT
Units:
Many villages make a ________________
Two or more locations make a ________________
A sub-location is made up of ________________
Many divisions make a________________
District
Division
Location
Sub location
Villages
Order of administration
________________ is the head of a sub location
All the leaders are called________________
________________ is the head of a location
Educationnewshub.co.ke
____
A ________________ is the head of a division
The head of a district is called a ________________
An assistant chief is also called a ________________
A village elder is also called a ________________
District commissioner district
District officer division
Chief location
Assistant chief sub-location
Village elder village
Duties of administrative leaders in the district
A ________________ represents president in the district
A D.C tell us what the government want us to do
The ________________ conduct marriages in their office
A ________________ solves problems in the division
A D.O heads security meetings in th ________________
D.E.O. is in charge of education in the district
Name three national days in our country
________________
________________
________________
Educationnewshub.co.ke
____
When two people quarrel in the village they report to________________
Importance of law and order
Laws are made in the ________________
________________ is doing things as expected
The rules of a country which say what we may or may not do are called________________
When everyone obeys the law there is ________________ in the country
The police arrest people who ________________ the law
Meetings called by the chief are called________________
Educationnewshub.co.ke

Teachers' Resources

Best Revised Form 2 English Schemes of Work

October 5, 2025 Maverick John Leave a comment

ENGLISH SCHEMES OF WORK

FORM TWO

TERM I

REFERENCES:

Secondary English Student’s Book 2
Teacher’s Guide Book 2

LSN

TOPIC

SUB-TOPIC

OBJECTIVES

L/ACTIVITIES

L/T AIDS

REFERENCE

RMKS

REPORTING AND REVISION

Listening And Speaking

Listening and speaking

– Pronunciation and problematic Sounds

By the end of the lesson, the learner should be able to:

Pronounce the problematic sounds correctly

Read the sentences with the problematic sounds

Pre-listening activity

Secondary English Bk 2

Pg 1-2

Secondary English Teacher’s Guide Bk 2

Study Skills

Scanning

By the end of the lesson, the learner should be able to:

-Scan a given passage for important details

-List all the words in the passage that begin with letter ‘m’

Discussing

Reading

Class readers

Secondary English Bk 2

Pg 4-6

Secondary English Teacher’s Guide Bk 2

Reading

Reading a comprehension

A Worthy Prefect

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading Comprehension

Discussing some of the antisocial habits common in the school

Pre-reading activity

Secondary English Bk 2

Pg 1-2

Secondary English Teacher’s Guide Bk 2

Word Study

Building vocabulary

By the end of the lesson, the learner should be able to:

Identify the meaning of words and be able to use them correctly

Filling gaps

Gap filling

Discussing the vocabulary

dictionary

Secondary English Bk 2

Pg 9-10

Secondary English Teacher’s Guide Bk 2

Grammar

Collective noun

By the end of the lesson, the learner should be able to:

Identify the collective nouns correctly

Discussing the collective nouns

Charts

Secondary English Bk 2

Pg 6-7

Secondary English Teacher’s Guide Bk 2

Writing

Punctuation marks – hyphen

By the end of the lesson, the learner should be able to:

Demonstrate the ability to use the hyphen correctly

Discussing the use of punctuation marks

Writing sentences with punctuation marks

Sample sentences

Secondary English Bk 2 Pg 39-41

Secondary English Teacher’s Guide Bk 2

Listening And Speaking

Listening and speaking

Silent Letters

By the end of the lesson, the learner should be able to:

-Identify the silent letters in words given

-Read words with silent letters aloud

Listening

Speaking

Exercise

Charts

Secondary English Bk 2 Pg 11-12

Secondary English Teacher’s Guide Bk 2

Study Skills

Skimming

By the end of the lesson, the learner should be able to:

– Skim through the given passage and answer questions from it correctly

Discussing

Reading

Writing answers

Excerpts of plays

Secondary English Bk 2 Pg 139-141

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

The Money Doubler

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing oral questions

Writing answers

Pre-reading activities

Secondary English Bk 2 Pg 25-27

Secondary English Teacher’s Guide Bk 2

Word Study

Building vocabulary

By the end of the lesson, the learner should be able to:

Use given words from the passage to fill in a crossword puzzle

Gap filling

Crossword puzzle

Dictionary

Secondary English Bk 2

Secondary English Teacher’s Guide Bk 2

Grammar

Compound nouns

By the end of the lesson, the learner should be able to:

Demonstrate the ability to form compound words from a given list of words

Discussing the formation of compound nouns

Writing compound nouns

Sample compound nouns

Secondary English Bk 2 Pg 8-9

Secondary English Teacher’s Guide Bk 2

Writing

Punctuation marks – apostrophe

By the end of the lesson, the learner should be able to:

Tell the different uses of an apostrophe when asked to do so

Show the symbol of an apostrophe (’)

Discussing the use of punctuation marks

Writing sentences

charts

Secondary English Bk 2 Pg 40

Secondary English Teacher’s Guide Bk 2

Listening And Speaking

Stress

By the end of the lesson, the learner should be able to:

-Use stress differently to bring out a difference in meaning

-Underline the stressed syllables in words according to the way they are used in sentences

Listening

Discussing oral questions

Speaking Writing

Charts

Secondary English Bk 2 Pg 31-33

Secondary English Teacher’s Guide Bk 2

Study Skills

Telephone etiquette

By the end of the lesson, the learner should be able to:

Demonstrate awareness of Telephone etiquette

Conduct s telephone conversation using etiquette

Listening to a conversation

Discussing the Telephone etiquette

Audio tapes

Secondary English Bk 2 Pg 129-130

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

Celebrating Our Gender

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing oral questions

Writing answers

Pre-reading activities

Secondary English Bk 2 Pg 34-36

Secondary English Teacher’s Guide Bk 2

Grammar

Phrasal quantifiers

By the end of the lesson, the learner should be able to:

Demonstrate the knowledge of Phrasal quantifiers

Discussing

Writing Phrasal quantifiers

charts

Secondary English Bk 2 Pg 17-19

Secondary English Teacher’s Guide Bk 2

Writing

Using figurative language

By the end of the lesson, the learner should be able to:

Demonstrate the ability to use figurative language in writing or speaking

Discussing the use of figurative language

Writing paragraphs with

Resource person

Secondary English Bk 2

Secondary English Teacher’s Guide Bk 2

Listening And Speaking

Words Often Mispronounced

By the end of the lesson, the learner should be able to:

-Identify the words that are often mispronounced

-Write them down correctly in phonetic transcription

Listening

Discussing

Speaking

Writing

Charts

Secondary English Bk 2 Pg 22-23

Secondary English Teacher’s Guide Bk 2

Oral Skills

Pronunciation of /p/ and /b/

By the end of the lesson, the learner should be able to:

Practice and correctly pronounce /p/ and /b/

Give different examples of words that have /p/ and /b/ pronunciation

Listening to the sounds /p/ and /b/

Audio tapes

Secondary English Bk 2

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

World Environment Day

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing oral questions

Writing answers

Pre-reading activities

Secondary English Bk 2 Pg 45-47

Secondary English Teacher’s Guide Bk 2

Grammar

Possessives

By the end of the lesson, the learner should be able to:

Identify possessives correctly in sentences

Identify various uses of possessive forms

Reading notes about possessives

Gap filling

Charts

Secondary English Bk 2 Pg 36-37

Secondary English Teacher’s Guide Bk 2

Grammar

Number and person

By the end of the lesson, the learner should be able to:

Demonstrate ability to understand use of number and pronouns correctly

Reading sentences

Discussing different types of pronouns

Writing sentences using pronouns

Sample sentences

Secondary English Bk 2

Secondary English Teacher’s Guide Bk 2

Writing

Invitation letters

By the end of the lesson, the learner should be able to:

Write invitation letters using the correct format

Reading letters

Writing invitation letters

Sample letters

Secondary English Bk 2 Pg 19-21

Secondary English Teacher’s Guide Bk 2

Study Skills

Group discussion application

By the end of the lesson, the learner should be able to:

Talk about the role of the society in shaping a child’s behavior

Discussing in groups the role of the society in shaping a child’s behavior

Video tapes

Secondary English Bk 2 Pg 1-2

Secondary English Teacher’s Guide Bk 2

2/3

Reading

Reading comprehension

Who Will Speak Out?

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing the questions gives

Writing answers

Pre-reading activities

Secondary English Bk 2 Pg 14-17

Secondary English Teacher’s Guide Bk 2

Word Study

Building vocabulary

By the end of the lesson, the learner should be able to:

give the meanings of words and use them to write sentences

know the spellings of each of the vocabulary words learned

apply the vocabulary learned in class in normal day life situations

reading vocabulary

discussing the meanings of new words

dictionary

Secondary English Bk 2 Pg 1-2

Secondary English Teacher’s Guide Bk 2

Grammar

Personal pronouns

By the end of the lesson, the learner should be able to:

Identify the use of Personal pronouns correctly

Gap filling

Charts

Secondary English Bk 2 Pg 47-50

Secondary English Teacher’s Guide Bk 2

Writing

Descriptive writing

By the end of the lesson, the learner should be able to:

Practice the skill of Descriptive writing

Reading a passage

Writing a descriptive essay

Excerpts of summaries

Secondary English Bk 2 Pg 50-51

Secondary English Teacher’s Guide Bk 2

MID-TERM EXAMS

MID-TERM BREAK

Listening And Speaking

Features of a legend

By the end of the lesson, the learner should be able to:

Listen to a legend on Luanda Magere and respond to given questions

Identify features of a legend

Identify the themes in legends

Listening to legends

Discussing features of legends

Resource person

Secondary English Bk 2 Pg 74-75

Secondary English Teacher’s Guide Bk 2

Oral Skills

Different but Similar-sounding Words

By the end of the lesson, the learner should be able to:

-Pronounce words with similar sounds correctly in order to distinguish between them

-Differentiate between the spellings of words with similar sounds

Listening to the teacher

Articulating the words

Writing

Audio tape

Dictionary

Charts

Secondary English Bk 2 Pg 52-53

Secondary English Teacher’s Guide Bk 2

Study Skills

Note taking

By the end of the lesson, the learner should be able to:

Take notes effectively using content words

Reading a passage

Discussing steps in note taking

Note taking

Pre-listening skills

Secondary English Bk 2 Pg 75-76

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

Effects Of Alcohol

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing the given question

Writing new words

Pre-reading activities

Secondary English Bk 2 Pg 55-56

Secondary English Teacher’s Guide Bk 2

Study skills

Using the Library

By the end of the lesson, the learner should be able to:

-Use the card catalogue correctly

-Identify the call number in the card

-Search a particular book in the shelves accurately

Visiting the library

Listening to the librarian

Searching for a book in the shelves

Library

Secondary English Bk 2 Pg 43-44

Secondary English Teacher’s Guide Bk 2

Grammar

Indefinite pronouns

By the end of the lesson, the learner should be able to:

Identify Infinite pronouns and use them correctly in sentences

Answer any exercise given on Infinite pronouns

Dive examples of Infinite pronouns

Reading notes in the text books

Discussing the use of pronouns

Writing sentences

Charts

Flash cards

Secondary English Bk 2 Pg 57-59

Secondary English Teacher’s Guide Bk 2

Grammar

Indefinite pronouns with possessive case

By the end of the lesson, the learner should be able to:

Identify Indefinite pronouns and give their possessive case

Identify Indefinite pronouns in a sentence using Indefinite pronouns with possessive case

charts

Secondary English Bk 2 Pg 1-2

Secondary English Teacher’s Guide Bk 2

Writing

Descriptive writing

By the end of the lesson, the learner should be able to:

Identify the language used in a descriptive paragraph based on sight

Use different skills in order to make his/her work as interesting as possible

Use adjectives to describe objects, smell and subjects

Discussing

Writing a descriptive passage

Sample composition

Secondary English Bk 2 Pg 60

Secondary English Teacher’s Guide Bk 2

Listening And Speaking

Intonation

By the end of the lesson, the learner should be able to:

-Use intonation appropriately

– Differentiate between rising and falling intonation

Listening comprehension

Speaking

Writing

Charts

Audio tapes

Secondary English Bk 2 Pg 44

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

Information Technology (IT)

By the end of the lesson, the learner should be able to:

Read the passage and respond to the questions

Reading a passage

Discussing the questions

Writing new vocabulary

Pre-reading activities

Secondary English Bk 2 Pg 65-66

Secondary English Teacher’s Guide Bk 2

Grammar

Primary auxiliary verbs

By the end of the lesson, the learner should be able to:

Identify Primary auxiliary verbs and use them correctly in sentences

Discussing the use of verbs in sentences

Writing and identifying verbs in a passage

Flash cards

Secondary English Bk 2 Pg 67-68

Secondary English Teacher’s Guide Bk 2

Listening And Speaking

Myths

By the end of the lesson, the learner should be able to:

Listen to a passage on myth of origin and answer the questions correctly

Identify features of myths shown in the passage

Listening comprehension

Discussing the features of myths

Writing down notes about myths

Sample paragraphs

Secondary English Bk 2 Pg 61-65

Secondary English Teacher’s Guide Bk 2

Study Skills

Group discussion and application

By the end of the lesson, the learner should be able to:

Study idiomatic expressions used in the passage and use them correctly in sentences

Reading idiomatic expressions

Discussing the use of idiomatic expressions

Writing idiomatic expressions

Video tape

Secondary English Bk 2

Secondary English Teacher’s Guide Bk 2

Writing

Creative writing

By the end of the lesson, the learner should be able to:

-Discuss the elements of a good imaginative composition

-Write a good imaginative composition

Writing

Discussing oral questions

Pre-reading activities

Secondary English Bk 2 Pg 71-73

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

How I survived Drug Abuse

By the end of the lesson, the learner should be able to:

· Read the passage and respond to questions based on it Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension in the question in the text book

Pre-reading activities

Secondary English Bk 2 Pg 77-79

Secondary English Teacher’s Guide Bk 2

Grammar

Modal auxiliaries

By the end of the lesson, the learner should be able to:

Identify Modal auxiliaries and use them correctly in sentences

Listening to the explanation

Discussing Modal auxiliaries

Writing sentences

Using Modal auxiliaries

Sample sentences

Secondary English Bk 2 Pg 68-71

Secondary English Teacher’s Guide Bk 2

Listening and speaking

Legends

By the end of the lesson, the learner should be able to:

Listen to a passage on legend and answer the questions correctly

Identify features of legends shown in the passage from it

Listening comprehension

Discussing the features of legends

Writing down notes about legends

Sample paragraphs

Secondary English Bk 2 Pg 74-75

Secondary English Teacher’s Guide Bk 2

Writing

Descriptive writing

An event

By the end of the lesson, the learner should be able to:

Demonstrate the ability to write a strong description of an event

Discussing the event

Writing a composition

Sample paragraphs

Secondary English Bk 2 Pg 60

Secondary English Teacher’s Guide Bk 2

Study Skills

Note-taking

By the end of the lesson, the learner should be able to:

-Identify dos and don’ts of taking notes

-Demonstrate the ability to take notes effectively from the teacher’s lesson

Note-taking

Discussion

explanation

Sample notes

Secondary English Bk 2 Pg 75-77

Secondary English Teacher’s Guide Bk 2

Reading

Poetry- Writing Short Poems

By the end of the lesson, the learner should be able to:

Demonstrate the understanding of the poem and respond to questions on it

Reading poems

Writing short poems

Pre-reading activities

Secondary English Bk 2 Pg 82-84

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

Turn The Pointing Finger

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing the comprehension question

Pre-reading activities

Secondary English Bk 2 Pg 88-90

Secondary English Teacher’s Guide Bk 2

Writing

Descriptive writing

By the end of the lesson, the learner should be able to:

Identify sense of taste to descriptive writing and write a paragraph based on sense of taste

Write a descriptive based on sense of taste

Sample paragraphs

Secondary English Bk 2

Secondary English Teacher’s Guide Bk 2

5/6

Revision

By the end of the lesson, the learner should be able to

Revise the terms work

Secondary English Bk 2

Secondary English Teacher’s Guide Bk 2

13-14

END OF TERM EXAMINATIONS AND CLOSING

ENGLISH SCHEMES OF WORK

FORM TWO 2020

TERM II

REFERENCES:

Secondary English Book 2
Secondary English Teacher’s Book 2

LSN

TOPIC

SUB-TOPIC

OBJECTIVES

L/ACTIVITIES

L/T AIDS

REFERENCE

RMKS

REPORTING AND REVISION OF LAST TERM’S EXAMS

Word Study

Building vocabulary

By the end of the lesson, the learner should be able to:

Consolidate a number of vocabulary and use it in sentences correctly

Reading vocabulary

Discussing ways of consolidating the vocabulary

Dictionary

Secondary English Bk 2 Pg 1-2

Secondary English Teacher’s Guide Bk 2

Grammar

Perfective aspect

By the end of the lesson, the learner should be able to:

Identify Perfective aspect and use it correctly in sentences

Gap filling

Discussing the use of Perfective aspect

Charts

Secondary English Bk 2 Pg 79-82

Secondary English Teacher’s Guide Bk 2

Writing

Descriptive writing

Sense of hearing

By the end of the lesson, the learner should be able to:

Identify the importance of sense of hearing in descriptive writing and write a paragraph based on it

Reading a descriptive essay

Discussing the importance of the sense of hearing

Writing a descriptive essay

Sample paragraph

Secondary English Bk 2

Secondary English Teacher’s Guide Bk 2

Listening And Reading

Listening comprehension

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading dialogue

Discussing the issues raised in the dialogue

Audio-tape

Secondary English Bk 2 Pg 103

Secondary English Teacher’s Guide Bk 2

Study Skills

Studying a poem

By the end of the lesson, the learner should be able to:

Read and show understanding of a given poem ‘the dawn’

Show the aspects of poem i.e. styles, themes, persona, rhyme & rhythm, mood & tone

Answer any question on poetry

Reading poems

Discussing issues raised in the poem

Notes on east African poetry by Austin Bukenya

Understanding Poetry By Ezekiel Alembi

Reading

Reading comprehension

Human Rights

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing oral questions

Writing answers to the questions

Pre-reading activities

Secondary English Bk 2 Pg 116-117

Secondary English Teacher’s Guide Bk 2

Grammar

Progressive aspect

By the end of the lesson, the learner should be able to:

Identify the correct forms of progressive aspect and use them in sentences

Gap filling

Flash cards

Secondary English Bk 2 Pg 90-93

Secondary English Teacher’s Guide Bk 2

Writing

Writing a poem

By the end of the lesson, the learner should be able to:

Demonstrate the ability to write short poems on familiar topics such as nature

Reading notes about writing poems

Writing poems

Sample poems

Secondary English Bk 2 Pg 93-95

Secondary English Teacher’s Guide Bk 2

Listening And Speaking

Songs

By the end of the lesson, the learner should be able to:

-Sing a song that they like most

-Explain why they like the song

-Say when and who sang the song

Singing

Discussion

Dancing

Audio-tapes

Secondary English Bk 2 Pg 96-97

Secondary English Teacher’s Guide Bk 2

Study Skills

Interpretive Reading

By the end of the lesson, the learner should be able to:

Read given passage or poem and demonstrate ability to bring out the rhythms, the intonations, the tone variations and the meanings that were intended by the author

Reading the passage aloud

Explanation

Sample passage

Sample poem

Secondary English Bk 2 Pg 97-99

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

Kenyatta Finally Released

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing oral questions

Pre-reading activities

Secondary English Bk 2 Pg 124-127

Secondary English Teacher’s Guide Bk 2

Oral Skills

Reading aloud

By the end of the lesson, the learner should be able to:

Read the poem ‘come, my mother’s sons and use gestures and intonation to add meaning to it

Read the words correctly obeying the punctuation marks

Lay stress on words where necessary

Answer any questions give to him/her to attempt

Understand all the vocabulary words used in the lesson

Reading a poem aloud

Discussing the use of gesture

Reading excerpts

Secondary English Bk 2 Pg 172

Secondary English Teacher’s Guide Bk 2

Grammar

Future time

By the end of the lesson, the learner should be able to:

Identify the different ways of expressing Future time and use them correctly in sentences

Reading notes

Discussing the Future time

Sample sentences

Secondary English Bk 2 Pg 101-103

Secondary English Teacher’s Guide Bk 2

Writing

Dialogues

By the end of the lesson, the learner should be able to:

-Write a good conversation

-Act it out in class

Writing a dialogue

Acting it out in class

Video samples of dialogues

Secondary English Bk 2 Pg 103-104

Secondary English Teacher’s Guide Bk 2

Oral Skills

Silent letters

By the end of the lesson, the learner should be able to:

Identify silent letters in given words

Reading silent letters

Gap filling

Spelling drill

Dictionary

Secondary English Bk 2 Pg 33-34

Secondary English Teacher’s Guide Bk 2

Listening

And

Speaking

Rhyme

By the end of the lesson, the learner should be able to:

-Define rhyme correctly

_Identify rhyme in a given poem correctly

Reading comprehension

Discussing the use of sign language

Audio tapes

Secondary English Bk 2 Pg 104-105

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

A Change In The Role Of The Family

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Writing new words

Pre-reading activities

Secondary English Bk 2 Pg 132-134

Secondary English Teacher’s Guide Bk 2

Study skills

Note-making

By the end of the lesson, the learner should be able to:

-Identify the main points in the passage “Hairdressers’ Health Care” correctly

-Follow the given steps in note-making by the teacher correctly

Reading

Writing

Note-making

Dictionary

Secondary English Bk 2 Pg 106-108

Secondary English Teacher’s Guide Bk 2

Grammar

CLAUSES

By the end of the lesson, the learner should be able to:

Identify and distinguish between clauses and phrases and use them correctly in sentences

Distinguishing clauses

Filling in gaps

Charts

Sample sentences

Secondary English Bk 2 Pg 109-111

Secondary English Teacher’s Guide Bk 2

Writing

Paragraph development

Giving reasons

By the end of the lesson, the learner should be able to:

Develop concise paragraphs and give reasons in a paragraph

Discussing how to write a cohesive paragraph

Writing a paragraph

Sample paragraph

Secondary English Bk 2 Pg 127-128

Secondary English Teacher’s Guide Bk 2

Writing

Summary

By the end of the lesson, the learner should be able to:

-Write a good summary based on the passage “Coffee Farming”

Summarizing

writing

Samples of summary

Secondary English Bk 2 Pg 111-112

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

Zero

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing and demonstrating

The use of eye contact

Pre-reading activities

Secondary English Bk 2 Pg 142-145

Secondary English Teacher’s Guide Bk 2

Use Of Library

Extensive reading

By the end of the lesson, the learner should be able to:

Read given texts from the library

Reading library books

Writing summaries

Readers

Library books

Writing

Dialogue

By the end of the lesson, the learner should be able to:

Write a dialogue using the correct format

Reading dialogue

Discussing the issues in the dialogue

Writing dialogue

Excerpts of dialogue

Secondary English Bk 2 Pg 103

Secondary English Teacher’s Guide Bk 2

Grammar

Adverbs of place

By the end of the lesson, the learner should be able to:

Identify and use adverbs of place correctly in sentences

Gap filling

Flash cards

Secondary English Bk 2 Pg 135

Secondary English Teacher’s Guide Bk 2

Listening

And Speaking

Listening comprehension

By the end of the lesson, the learner should be able to:

Listen to the narrative ‘The Origin of death’ and identify features of a myth

Listening comprehension

Discussing myths

Writing features of myths

Sample myths

Secondary English Bk 2 Pg 1-2

Secondary English Teacher’s Guide Bk 2

Study Skills

Characterization

By the end of the lesson, the learner should be able to:

-Identify the character traits of a character

-Explain how one can tell the character traits of a character correctly

Role playing

Dramatization

Reading aloud

Samples stories

Video demonstration

Secondary English Bk 2 Pg 114-116

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

What Goes Round Comes Round

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing oral questions

Writing answers to questions

Pre-reading activities

Secondary English Bk 2 Pg 154-155

Secondary English Teacher’s Guide Bk 2

Grammar

Compound and complex sentences

By the end of the lesson, the learner should be able to:

-Distinguish between compound and complex sentences

-Construct compound and complex sentences correctly

Writing

Explanation Exercises

Sample sentences

Charts

Secondary English Bk 2 Pg 118-119

Secondary English Teacher’s Guide Bk 2

Writing

Using Variety of sentences

By the end of the lesson, the learner should be able to:

Write a composition using variety of sentences

Writing

Sample sentences

Charts

Secondary English Bk 2 Pg 120

Secondary English Teacher’s Guide Bk 2

MID-TERM EXAMS

MID-TERM BREAK

Reading

Reading comprehension

Munyaga And His Boss

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Writing answers to the passage

Pre-reading activities

Secondary English Bk 2 Pg 165-167

Secondary English Teacher’s Guide Bk 2

Grammar

Order of adjectives

By the end of the lesson, the learner should be able to:

-Use the correct order of adjectives in sentences

Gap filling

Flash cards

Secondary English Bk 2 Pg 168 Secondary English Teacher’s Guide Bk 2

Writing

Developing paragraphs

By the end of the lesson, the learner should be able to:

Write well-developed paragraphs

Discussing

Writing a well-developed paragraph

Sample shopping lists

Secondary English Bk 2 Pg 127-128

Secondary English Teacher’s Guide Bk 2

Listening and speaking

Etiquette in Telephone Conversations

By the end of the lesson, the learner should be able to:

-Read telephone conversation using telephone etiquette

-Carry out an imaginary telephone conversation with a partner

Listening

Speaking

Mobile phone

Sample telephone conversations

Secondary English Bk 2 Pg 129-130

Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

Oprah Winfrey

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Discussing oral questions

Writing answers to comprehension questions

Pre-reading activities

Secondary English Bk 2 Pg 176-178

Secondary English Teacher’s Guide Bk 2

Study Skills

Aspects of Style

By the end of the lesson, the learner should be able to:

-Define similes and metaphors

-Identify metaphors and similes in given sentences and poems

Demonstration

Explanation

Discussion

Sample poems

Secondary English Bk 2 Pg 130-132

Secondary English Teacher’s Guide Bk 2

Study Skills

Debate

By the end of the lesson, the learner should be able to:

Hold a class debate on ‘many mistakes that young people make in life as a result of peers’

Discussing the mistakes that young people make in life

Video tapes

Secondary English Bk 2 Pg 1-2

Secondary English Teacher’s Guide Bk 2

Grammar

Adverbs

By the end of the lesson, the learner should be able to:

-Define adverbs

-Identify the various types of adverbs

-Use adverbs correctly in sentences

Explanation

Discussion

Exercises

Sample sentences

Charts

Secondary English Bk 2 Pg 135-136

Secondary English Teacher’s Guide Bk 2

Writing

Telephone Messages

By the end of the lesson, the learner should be able to:

-write a clear and detailed telephone messages

Writing telephone message

Discussing what to include in a telephone message

Sample poster

Secondary English Bk 2 Pg 137

Secondary English Teacher’s Guide Bk 2

Listening And Speaking

Listening comprehension

Information Technology

By the end of the lesson, the learner should be able to:

-Answer questions from the listening comprehension correctly

Listening

Writing

Readers

Secondary English Bk 2 Pg 140

Secondary English Teacher’s Guide Bk 2

Study Skills

Reading plays

By the end of the lesson, the learner should be able to:

-Dramatize an imaginary dialogue at a shop

Define the common terminologies used in plays

Role-playing

Dramatization

Samples of plays

Excelling in English boo 2 students book page 106

Reading

Reading comprehension

The Pulley

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Writing correct answers to the questions

Pre-reading activities

Secondary English Bk 2 Pg 185-186

Secondary English Teacher’s Guide Bk 2

Grammar

Comparative and superlative forms of adverbs

By the end of the lesson, the learner should be able to:

Use the comparative and superlative forms of adverbs correctly in sentences

Gap filling

Explanation

Exercises

Secondary English Bk 2 Pg 145-147

Secondary English Teacher’s Guide Bk 2

Study Skills

Interview

By the end of the lesson, the learner should be able to:

Demonstrate the ability to conduct an interview using the correct tone, gestures, stress and facial expression

Demonstrating ability to conduct and interview using correct tone, gesture etc.

Role play

Secondary English Bk 2 Pg 150-152 Secondary English Teacher’s Guide Bk 2

Reading

Reading comprehension

Drugs: Who Abuses Them?

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Use the vocabulary in the passage correctly in sentences

Reading comprehension

Writing answers correctly

Pre-reading activities

Secondary English Bk 2 Pg 198-199

Secondary English Teacher’s Guide Bk 2

Word Study

Building vocabulary

By the end of the lesson, the learner should be able to:

Consolidate words and match them with their correct meaning from a given column

Reading and matching words with their correct meaning from a given column

Dictionary

Secondary English Bk 2

Secondary English Teacher’s Guide Bk 2

Grammar

Verb phrases

By the end of the lesson, the learner should be able to:

Identify two verb phrases and use then correctly in sentence

Reading notes on verb phrases

Writing sentences using verb phrases

Gap filling

Flash cards

charts

Secondary English Bk 2 Pg 1-2

Secondary English Teacher’s Guide Bk 2

Writing

Business Letters

By the end of the lesson, the learner should be able to:

Write a good business letter

Explanation

Note-taking

Write a good business letter

Sample business letter

Secondary English Bk 2 Pg 147-149

Secondary English Teacher’s Guide Bk 2

Study skills

Summary writing

By the end of the lesson, the learner should be able to:

Write a good summary based on the passage entitled “How HIV/AIIDS is Spread

Writing

Discussion

Samples of summary

Secondary English Bk 2 Pg 152-153

Secondary English Teacher’s Guide Bk 2

Grammar

Complex Prepositions

By the end of the lesson, the learner should be able to:

Define complex prepositions

Use complex prepositions correctly in sentences

Explanation

Note-taking

Exercises

Gap filling

Charts

Secondary English Bk 2 Pg 155-158

Secondary English Teacher’s Guide Bk 2

Writing

Posters

By the end of the lesson, the learner should be able to:

Design a good poster for a particular function

Writing

Drawing

Samples of posters

Secondary English Bk 2 Pg 158-160

Secondary English Teacher’s Guide Bk 2

Listening and speaking

Wordplay (Puns)

By the end of the lesson, the learner should be able to:

-Define a pun correctly

– Identify and explain puns in a given context

Explanation

Discussion

Oral drills

Samples of puns

Charts

Secondary English Bk 2 Pg 161

Secondary English Teacher’s Guide Bk 2

Study skills

First Person Narrative Voice

By the end of the lesson, the learner should be able to:

-Tell a story in which he or she is a character using first person narrative voice

Speaking

Role playing

Audio recording

Secondary English Bk 2 Pg 147-149

Secondary English Teacher’s Guide Bk 2

Grammar

Subordinating Conjunctions

By the end of the lesson, the learner should be able to:

-Define subordinating conjunction correctly

_-Use subordinating conjunctions correctly in sentences

Explanation

Note-taking

Exercises

Gap filling

Charts

Secondary English Bk 2 Pg 147-149

Secondary English Teacher’s Guide Bk 2

MID YEAR EXAMINATIONS

CLOSING

ENGLISH SCHEMES OF WORK

FORM TWO 2020

TERM III

REFERENCES:

Secondary English Book 2
Secondary English Teachers Book 2

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES		L/T AIDS	REFERENCE		REMARKS
1		REPORTING AND REVISION OF LAST TERM’S EXAMS
2	1	Listening And Speaking	Non-verbal Skills: Facial expressions, Gestures and Eye Contact	By the end of the lesson, the learner should be able to: -Discuss the use of various non-verbal skills		Speaking Role-playing Dramatization	Video presentation		Secondary English Bk 2 Pg 172-173 Secondary English Teacher’s Guide Bk 2
	2	Study Skills	Summary	By the end of the lesson, the learner should be able to: Summarize a given passage well		Listening to the teachers explanation Discussing the passage	Resource persons Sample passage		Secondary English Bk 2 Pg 174-175 Secondary English Teacher’s Guide Bk 2
	3	Reading	Reading comprehension Ekweume And His Father	By the end of the lesson, the learner should be able to: · Read the passage silently · Answer questions on the passage correctly. · Use the vocabulary in the passage correctly in sentences		Reading comprehension Discussing oral questions	Pre-reading activities		Secondary English Bk 2 Pg 205-208 Secondary English Teacher’s Guide Bk 2
	4	Word Study	Building vocabulary	By the end of the lesson, the learner should be able to: Consolidate words and pair them with phrases which explain their meaning		Reading a passage Writing phrases and explaining their meaning	Dictionary		Secondary English Bk 2 Pg 1-2 Secondary English Teacher’s Guide Bk 2
	5	Grammar	Interjections	By the end of the lesson, the learner should be able to: -define interjections correctly -Use interjections correctly in sentences		Discussing the use of interjections Gap filling	Flash cards		Secondary English Bk 2 Pg 178-179 Secondary English Teacher’s Guide Bk 2
	6	Writing	Personal Journals	By the end of the lesson, the learner should be able to: Write a good personal journal correctly		Writing a personal journal	Sample personal journal		Secondary English Bk 2 Pg 180 Secondary English Teacher’s Guide Bk 2
3	1	Listening And Speaking	Pronunciation of /l/ and /r/ sounds	By the end of the lesson, the learner should be able to: -Pronounce words with /l/ and /r/ sounds correctly		Sound drills Pronunciation	Charts		Secondary English Bk 2 Pg 181-183 Secondary English Teacher’s Guide Bk 2
	2	Study Skills	Analyzing a poem	By the end of the lesson, the learner should be able to: -Analyse a poem correctly in terms of the persona , the addressee and the message being conveyed		Reading a poem aloud Discussing the poem Note making	Sample poems		Secondary English Bk 2 Pg 184-185 Secondary English Teacher’s Guide Bk 2
	3	Reading	Reading comprehension The pulley	By the end of the lesson, the learner should be able to: · Read the passage silently · Answer questions on the passage correctly. · Use the vocabulary in the passage correctly in sentences		Reading a story Discussing the story Writing new words	Pre-reading activities		Secondary English Bk 2 Pg 185-186 Secondary English Teacher’s Guide Bk 2
	4	Word Study	Building vocabulary	By the end of the lesson, the learner should be able to: Infer meaning of words and use them to fill in gaps		Reading new words Writing meaning of words Filling in gaps	Dictionary		Secondary English Bk 2 Secondary English Teacher’s Guide Bk 2
	5	Grammar	Verb Phrase and Adverb Phrase	By the end of the lesson, the learner should be able to: -Define verb and adverb phrases -Identify verb and adverb phrases in given sentences -Use verb and adverb phrases in sentences		Explanation Note-taking Exercises	Charts Gap filling		Secondary English Bk 2 Pg 186-189 Secondary English Teacher’s Guide Bk 2
	6	Writing	Creative writing	By the end of the lesson, the learner should be able to: Write a creative essay		Discussing the components of a creative writing Writing a creative essay			Secondary English Bk 2 Pg 71 Secondary English Teacher’s Guide Bk 2
4	1	Listening And Speaking	Skills of attention and Turn Taking Through Dialogue	By the end of the lesson, the learner should be able to: -Discuss the important skills of attention and turn taking in dialogue		Speaking Discussing Roleplaying	Audio – tape Resource person Pre-listening activities		Secondary English Bk 2 Pg 193-194 Secondary English Teacher’s Guide Bk 2
	2	Reading	Reading comprehension Osebo	By the end of the lesson, the learner should be able to: · Read the passage silently · Answer questions on the passage correctly. · Use the vocabulary in the passage correctly in sentences		Reading comprehension Discussing our culture Writing answers	Pre-reading activities Atlas photographs		Secondary English Bk 2 Pg 214-216 Secondary English Teacher’s Guide Bk 2
	3	Word Study	Building vocabulary	By the end of the lesson, the learner should be able to: Fill in the crossword puzzle using appropriate words		Reading the passage Filling in the crossword puzzle	Dictionary		Secondary English Bk 2 Secondary English Teacher’s Guide Bk 2
	4	Grammar	Compound and complex sentences	By the end of the lesson, the learner should be able to: Distinguish between Compound and complex sentences		Reading notes about compound and complex sentences Writing sentences	Charts		Secondary English Bk 2 Pg 118 Secondary English Teacher’s Guide Bk 2
	5	Study Skills	Third Person Narrative Voice	By the end of the lesson, the learner should be able to: -Narrate a story about a person or people other than himself or herself		Listening Speaking Narration	Audio-tape Sample Third person narratives		Secondary English Bk 2 Pg195-197Secondary English Teacher’s Guide Bk 2
	6	Writing	Shopping List	By the end of the lesson, the learner should be able to: -Define a shopping list -Write a good shopping list		Explanation Note-taking Writing a shopping list	Sample shopping list		Secondary English Bk 2 Pg 201-202 Secondary English Teacher’s Guide Bk
5	1	Listening And Speaking	Bowing and Curtsying	By the end of the lesson, the learner should be able to: -Define bowing and curtsying -Describe how they are done -Discuss the situation where they are appropriate		Explanation Demonstration Roleplaying Dramatization	Video presentation Resource person		Secondary English Bk 2 Pg 203 Secondary English Teacher’s Guide Bk 2
	2	Study Skills	Analyzing Themes in a Novel	By the end of the lesson, the learner should be able to: Define a theme Identify the themes in a novel		Reading a narrative Discussing the themes in a novel	Set book		Blossoms of the Savannah
	3	Reading	Reading comprehension Mumbi And Gikonyo	By the end of the lesson, the learner should be able to: · Read the passage silently · Answer questions on the passage correctly. · Use the vocabulary in the passage correctly in sentences		Reading comprehension Discussing the God given rights Writing new words	Pre-reading activities		Secondary English Bk 2 Pg 220-222 Secondary English Teacher’s Guide Bk 2
	4	Word Study	Building vocabulary	By the end of the lesson, the learner should be able to: Build vocabulary through word study and be able to use them correctly in a sentence		Read vocabulary Discussing the items under word study Writing sentences	Dictionary		Secondary English Bk 2 Pg 1-2 Secondary English Teacher’s Guide Bk 2
	5	Grammar	Relative and Adverbial Clauses	By the end of the lesson, the learner should be able to: -Use relative and adverbial clauses correctly in sentences		Explanation Note-taking Working pairs Writing sentences which have relative and adverbial clauses	Sample sentences Newspaper cuttings		Secondary English Bk 2 Pg 208-210 Secondary English Teacher’s Guide Bk 2
	6	Writing	Filling Forms	By the end of the lesson, the learner should be able to: -Design a form for a particular institution -Fill the form correctly with the required details		Designing a form Filling the form	Sample forms		Secondary English Bk 2 Pg 210-212 Secondary English Teacher’s Guide Bk 2
6	1	Listening And Speaking	Listening comprehension	By the end of the lesson, the learner should be able to: Listen carefully to the myth ‘musoke’ and identify the features of a myth		Listening to a myth Discussing features of a myth Writing features of myths	Audio-tapes Resource person		Secondary English Bk 2 Pg 61 Secondary English Teacher’s Guide Bk 2Teachers Book page 51
	1	REVISION Oral Skills	Listening and speak	By the end of the lesson, the learner should be able to: Identify the features of a myth		Listening to a myth Discussing features of a myth Writing features of myths	Audio-tapes Resource person		Secondary English Bk 2 Secondary English Teacher’s Guide Bk 2
	2	Oral Skills	Sounds /D/ and /ǝu/	By the end of the lesson, the learner should be able to: Distinguish between sounds /D/ and /ǝu/ and pronounce them correctly		Reading sounds	Audio-tapes		Secondary English Bk 2 Pg 1-2 Secondary English Teacher’s Guide Bk 2
	3	Reading	Reading comprehension The Expectations Of The Society	By the end of the lesson, the learner should be able to: · Read the passage ‘the Japanese bombing sounds’ and answer the questions based on it correctly Read the passage silently · Answer questions on the passage correctly. · Use the vocabulary in the passage correctly in sentences		Reading comprehension Discussing the effects of the bombing Writing a summary	Audio-tapes		Secondary English Bk 2 Pg 227-229 Secondary English Teacher’s Guide Bk 2
	4	Word Study	Building vocabulary	By the end of the lesson, the learner should be able to: Infer meanings of words from the passage and use them to form sentences correctly		Reading the vocabulary Discussing the meaning of words Writing the new words	Dictionary		Secondary English Bk 2 Secondary English Teacher’s Guide Bk 2
	5	REVISION Grammar	Complex compositions	By the end of the lesson, the learner should be able to: Identify complex prepositions and use them correctly in sentences		Gap filling	Charts		Secondary English Bk 2 Pg 155 Secondary English Teacher’s Guide Bk 2
	6	Writing	Letter of apology	By the end of the lesson, the learner should be able to: Write an apology letter using the correct layout and language		Reading letters of apology Writing an apology letter	Sample letters		Secondary English Bk 2 Pg 190-192 Secondary English Teacher’s Guide Bk 2
7	1	Listening And Composition	Note-taking	By the end of the lesson, the learner should be able to: Listen to the passage ’deforestation’ and take notes using the skills learnt		Listening to a passage Discussing skills of note taking Writing notes	Audio-tape		Secondary English Bk 2 Secondary English Teacher’s Guide Bk 2
	2	Study Skills	Passing information to others	By the end of the lesson, the learner should be able to: Demonstrate understanding of effective oral communication skills by passing information correctly		Demonstrating effectiveness of communication	video-tapes		Secondary English Bk 2 Secondary English Teacher’s Guide Bk 2
	3	Reading	Reading comprehension Remember?	By the end of the lesson, the learner should be able to: · Read the passage silently · Answer questions on the passage correctly. · Use the vocabulary in the passage correctly in sentences		Reading comprehension Discussing the passage ‘going abroad’	Pre-reading activities		Secondary English Bk 2 Pg 232-233 Secondary English Teacher’s Guide Bk 2
	4	Word Study	Building vocabulary	By the end of the lesson, the learner should be able to: Identify meaning of words used in the passage ‘going abroad’ and use them to fill gaps		Filling in gaps	Flash cards		Secondary English Bk 2 Secondary English Teacher’s Guide Bk 2
	5	Grammar	Idioms	By the end of the lesson, the learner should be able to: Use idioms correctly within a given context		Filling in gaps Writing idioms and their meaning	Charts		Secondary English Bk 2 Secondary English Teacher’s Guide Bk 2
	6	Writing	Advertisements	By the end of the lesson, the learner should be able to: Design an advertisement correctly		Read advertisements Writing an advertisement	Sample advertisement		Secondary English Bk 2 Pg 170-171 Secondary English Teacher’s Guide Bk 2Teachers Book page 51
8		END OF YEAR EXAMINATIONS
9	CLOSING

Teachers' Resources

Kiswahili Grade 6 CBC Free Schemes of Work

October 5, 2025 Maverick John Leave a comment

AZIMIO LA KAZI YA KISWAHILI GREDI 6 MUHULA 3

NAME
TSC NO.
SCHOOL

Wiki	Kipindi	Mada kuu	Mada ndogo	Matokeo maalum yanayotarajiwa	Shughuli za ujifunzaji	Maswali dadasi	Nyenzo	Mapendekezo ya tathmini	Maoni
1	1	Wanyama wa Majini	Sarufi; Mnyambuliko wa vitenzi: Kauli ya kutendeana	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kutambua vitenzi vya kauli ya kutendeana katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi. b) Kunyambua vitenzi katika jedwali kutoka kauli ya kutenda hadi katika kauli ya kutendeana. c) Kutunga na kuandika sentensi akivitumia vitenzi vya kauli ya kutendeana. d) Kuchangamkia matumizi ya kauli ya kutendeana katika mawasiliano.	Mwanafunzi aweze kutambua vitenzi vya kauli ya kutendeana katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi Mwanafunzi aweze kunyambua vitenzi katika jedwali kutoka kauli ya kutenda hadi katika kauli ya kutendeana Wanafunzi wakiwa katika vikundi kutunga na kuandika sentensi akivitumia vitenzi vya kauli ya kutendeana.	Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuzileta maana mbalimbali?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 139-141 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	Wanyama wa Majini	Kauli ya kutendesha	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kutambua vitenzi vya kauli ya kutendesha katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi. b) Kunyambua vitenzi katika jedwali katika kauli ya kutendesha c) Kutunga na kuandika sentensi katika kauli ya kutendesha d) Kuchangamkia matumizi ya kauli ya kutendesha katika mawasiliano.	Mwanafunzi aweze kutambua vitenzi vya kauli ya kutendesha katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi Mwanafunzi aweze kunyambua vitenzi katika jedwali katika kauli ya kutendesha Mwanafunzi aweze kutunga na kuandika sentensi katika kauli ya kutendesha	Kauli ya kutendesha inahusu nini?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 142-144 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	Wanyama wa Majini	Kauli ya kutendua	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kutambua vitenzi vya kauli ya kutendua katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi. b) Kunyambua vitenzi katika jedwali katika kauli ya kutendua c) Kutunga na kuandika sentensi katika kauli ya kutendua d) Kuchangamkia matumizi ya kauli ya kutendua katika mawasiliano.	Mwanafunzi aweze kutambua vitenzi vya kauli ya kutendua katika orodha iliyoandikwa ubaoni au katika kitabu cha mwanafunzi Mwanafunzi aweze kunyambua vitenzi katika jedwali katika kauli ya kutendua. Wanafunzi wakiwa katika vikundi kutunga na kuandika sentensi katika kauli ya kutendua	Je, mmegundua nini kuhusu kauli ya kutendua?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 145-147 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	Afya ya Akili	Kusikiliza na Kuzungumza; Mazungumzo ya kimuktadha	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kusikiliza mazungumzo kati ya mwalimu na mwanafunzi katika kitabu cha mwanafunzi. b) Kutambua muktadha wa mazungumzo katika kitabu cha mwanafunzi. c) Kuigiza mazungumzo ya muktadha wowote rasmi.	Mwanafunzi aweze kusikiliza mazungumzo kati ya mwalimu na mwanafunzi katika kitabu cha mwanafunzi Mwanafunzi aweze kutambua muktadha wa mazungumzo katika kitabu cha mwanafunzi. Mwanafunzi aweze kuigiza mazungumzo	Je, ni wapi katika shughuli za kila siku watu huitumia lugha rasmi na lugha isiyo rasmi?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 148-151 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi

				d) Kufurahia matumizi ya lugha rasmi.	ya muktadha wowote rasmi		Vifaa vya kidijitali
2	1	Afya ya Akili	Kusoma kwa mapana; Matini	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kusoma matini, ‘Kusudi na Unga wa Ajabu’ b) Kutambua msamiati mpya uliotumika katika matini. c) Kufurahia matumizi ya kidijitali anaposoma matini mbalimbali.	Wanafunzi wakiwa wawili waweze kusoma matini, ‘Kusudi na Unga wa Ajabu’ Mwanafunzi aweze kutambua msamiati mpya uliotumika katika matini	Je, ni habari zipi unazopenda kuzisoma kwenye vyanzo mbalimbali vya matini?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 151-153 Kapu maneno Kamusi Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	Afya ya Akili	Kuandika insha; Insha ya maelezo	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kutambua insha ya maelezo katika matini mbalimbali. b) Kueleza mambo ya kuzingatia katika uandishi wa insha ya maelezo. c) Kujadiliana na wenzake kuhusu mambo muhimu yanayojenga mpangilio mzuri wa mawazo katika insha. d) Kuchangamkia utunzi mzuri w insha ili kuimarisha uandishi.	Mwanafunzi aweze kutambua insha ya maelezo katika matini mbalimbali. Mwanafunzi aweze kueleza mambo ya kuzingatia katika uandishi wa insha ya maelezo. Mwanafunzi aweze kujadiliana na wenzake kuhusu mambo muhimu yanayojenga mpangilio mzuri wa mawazo katika insha.	Je, ni mada gani zinazoweza kuandikiwa insha ya maelezo? Je, insha nzuri ya maelezo ina muundo gani?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 154-157 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	Afya ya Akili	Kuandika insha; Insha ya maelezo	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kutambua vifungu vya maelezo vilivyoandikwa kwenye vitabu au tarakilishi wakiwa katika vikundi. b) Kusoma insha ya maelezo, ‘Faida za Afya ya Akili’ c) Kufurahia kuandika insha ya maelezo.	Mwanafunzi aweze kutambua vifungu vya maelezo vilivyoandikwa kwenye vitabu au tarakilishi wakiwa katika vikundi Mwanafunzi aweze kusoma insha ya maelezo, ‘Faida za Afya ya Akili’	Je, ni mawazo yapi yanayojitokeza katika insha ya maelezo mlioisoma?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 154-157 Kapu maneno Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	Afya ya Akili	Sarufi; Vinyume vya vivumishi	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kutaja vivumishi ambavyo anaweza kutaja vinyume vyake. b) Kutunga na kuandika sentensi akivitumia vinyume vya vivumishi. c) Kuonea fahari matumizi ya vinyume vya vivumishi.	Wakiwa katika vikundi wanafunzi waweze kutaja vivumishi ambavyo anaweza kutaja vinyume vyake Mwanafunzi aweze kutunga na kuandika sentensi akivitumia vinyume vya vivumishi.	Je, umegundua nini kuhusu vinyume vya vivumishi?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 157-159 Kapu maneno Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
3	1	Kukabiliana na Ugaidi	Kusikiliza na Kuzungumza; Sitiari za tabia	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kueleza maana ya neno sitiari. b) Kutaja viumbe wanaowajua na kueleza tabia zinazowafanya wajulikane. c) Kusoma kifungu, ‘Ushauri wa Nyanya’ d) Kutambua Sitiari za tabia katika sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi. e) Kuchangamkia matumizi ya sitiari	Mwanafunzi aweze kueleza maana ya neno sitiari. Mwanafunzi aweze kutaja viumbe wanaowajua na kueleza tabia zinazowafanya wajulikane Mwanafunzi aweze kusoma kifungu, ‘Ushauri wa Nyanya’ Mwanafunzi aweze kutambua Sitiari za tabia katika sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi.	Je, ni maneno gani ambayo mnaweza kuyatumia kukilinganisha kitu na kingine kwa njia ya moja kwa moja?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 161-163 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi


	2	Kukabiliana na Ugaidi	Kusoma kwa mapana; Matini za kidijitali	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kujadiliana namna mnaweza kuyafikia na kuyasoma matini yaliyohifadhiwa katika kifaa cha kidijitali. b) Kujadiliana kuhusu majina ya misimu. c) Kusakura matini inayohusu misimu kwenye mtandao akitumia kipakalishi au simu. d) Kufurahia matumizi ya kidijitali anaposoma matini mbalimbali.	Wanafunzi wakiwa katika vikundi waweze kujadiliana namna mnaweza kuyafikia na kuyasoma matini yaliyohifadhiwa katika kifaa cha kidijitali Mwanafunzi aweze kujadiliana kuhusu majina ya misimu. Mwanafunzi aweze kusakura matini inayohusu misimu kwenye mtandao akitumia kipakalishi au simu	Ni hatua gani za kiusalama mnazozingatia mnapotafuta habari mtandaoni?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 164-165 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	Kukabiliana na Ugaidi	Kusoma kwa mapana; Matini za kidijitali	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kusoma matini, ‘Tabuleti ya Najuta’ b) Kutambua msamiati mpya alioisoma. c) Kuchangamkia hatua za kiusalama anaposoma matini za kidijitali	Mwanafunzi aweze kusoma matini, ‘Tabuleti ya Najuta’ Mwanafunzi aweze kutambua msamiati mpya alioisoma.	Je, mnazikumbuka habari gani mlizisoma mtandaoni?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 165-167 Kapu maneno Kamusi Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	Kukabiliana na Ugaidi	Kuandika insha; Insha za masimulizi	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kueleza sifa za insha ya masimulizi. b) Kutambua insha ya masimulizi kwa kuzingatia muundo na kurejelea vielezo vya insha zilizoandikwa kwenye matini. mbalimbali. c) Kuchangamkia utunzi mzuri mwenye ujumbe mahususi.	Mwanafunzi aweze kueleza sifa za insha ya masimulizi. Mwanafunzi aweze kutambua insha ya masimulizi kwa kuzingatia muundo na kurejelea vielezo vya insha zilizoandikwa kwenye matini. mbalimbali	Insha ya masimulizi ina sifa gani?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 167-168 Kapu maneno Mabango Kamusi Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
4	1	Kukabiliana na Ugaidi	Kuandika insha; Insha za masimulizi	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kusoma insha, ‘Safari ya kesho hupangwa leo’ b) Kujadili kuhusu uhusiano wa vidokezo na maudhui ya insha alioisoma. c) Kuchangamkia utunzi mzuri wa insha ya masimulizi ili kukuza ubunifu wake.	Mwanafunzi aweze kusoma insha, ‘Sarufi ya kesho hupangwa leo’ Mwanafunzi aweze kujadili kuhusu uhusiano wa vidokezo na maudhui ya insha alioisoma.	Je, unazingatia mambo gani ili kuandika insha nzuri ya masimulizi?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 168-170 Kapu maneno Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	Kukabiliana na Ugaidi	Kuandika insha; Insha za masimulizi	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kujadiliana kuhusu kisa chochote kinachohusu Ugaidi ambacho amewahi kukisikia. b) Kuandika insha ya masimulizi kuhusu kisa hicho. c) Kuonea fahari umuhimu wa insha za masimulizi.	Mwanafunzi aweze kujadiliana kuhusu kisa chochote kinachohusu Ugaidi ambacho amewahi kukisikia Mwanafunzi aweze kuandika insha ya masimulizi kuhusu kisa hicho	Insha ya masimulizi inahusu nini?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 170-171 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	Kukabiliana na Ugaidi	Sarufi; Matumizi ya lugha: Hali ya masharti -nge	Kufikia mwisho wa kipindi, mwanafunzi aweze:	Wanafunzi wakiwa katika vikundi waweze kutambua viambishi	Je, mnaeleza vipi iwapo hamkulifanya jambo fulani	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi	Kutunga sentensi Kujibu maswali

				a) Kutambua viambishi vya hali ya masharti nge katika sentensi. b) Kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti – nge c) Kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –nge d) Kuchangamkia matumizi ya hali ya masharti -nge	vya hali ya masharti nge katika sentensi Mwanafunzi aweze kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti –nge Mwanafunzi aweze kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –nge	kutokana na Ukosefu wa kitu, jambo au mtu?	Gredi ya 6, Uk. 171-173 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kujaza pengo Kuandika tungo Kazi mradi
	4	Kukabiliana na Ugaidi	Hali ya masharti – ngali	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kutambua kiambishi cha hali ya masharti ngali katika sentensi. b) Kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti – ngali c) Kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –ngali d) Kuchangamkia matumizi ya hali ya masharti -ngali	Mwanafunzi aweze kutambua kiambishi cha hali ya masharti ngali katika sentensi Mwanafunzi aweze kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti –ngali wakiwa katika vikundi. Mwanafunzi aweze kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –ngali	Je, mmegundua nini kuhusu kiambishi cha hali ya masharti ngali?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 173-175 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
5	1	Kukabiliana na Ugaidi	Hali ya masharti -ki	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kutambua kiambishi cha hali ya masharti – ki katika sentensi. b) Kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti – ki c) Kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –ki d) Kuchangamkia matumizi ya hali ya masharti -ki	Mwanafunzi aweze kutambua kiambishi cha hali ya masharti -ki katika sentensi Mwanafunzi aweze kubadilisha sentensi ili ziwe na kiambishi cha hali ya masharti –ki wakiwa katika vikundi. Mwanafunzi aweze kutunga na kuandika sentensi zilizo na vitenzi katika hali ya masharti –ki	Kiambishi cha hali ya masharti –ki ina umuhimu gani?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 176-178 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	Kukabiliana na Ugaidi	Hali ya masharti -ki	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kujadiliana ujumbe anaoweza kuwapasha watu wengine kuhusu usalama. b) Kueleza ni somo gani jingine huishughulikia hali ya masharti. c) Kutathmini matumizi ya hali ya masharti.	Wanafunzi wakiwa katika vikundi waweze kujadiliana ujumbe anaoweza kuwapasha watu wengine kuhusu usalama Mwanafunzi aweze kueleza ni somo gani jingine huishughulikia hali ya masharti	Ni masomo yapi mengine huzishughulikia hali ya masharti?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 178 Kapu maneno Kamusi Majarida Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	Ushuru	Kusikiliza na Kuzungumza; Kutoa masimulizi	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kujadiliana mambo yanayoendelea katika picha zilizopo katika kitabu cha mwanafunzi. b) Kushirikiana kubuni na kusimuliza kwa zamu visa mbalimbali. c) Kufurahia kuzungumza na kujieleza kwa ufasaha	Wanafunzi wakiwa katika vikundi waweze kujadiliana mambo yanayoendelea katika picha zilizopo katika kitabu cha mwanafunzi. Wanafunzi wakiwa wawili waweze kushirikiana kubuni na kusimuliza kwa zamu visa mbalimbali	Je, ni masimulizi gani mmewhi kuyasikiliza yakisimuliwa?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 179-180 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	Ushuru	Kusikiliza na Kuzungumza; Kutoa masimulizi	Kufikia mwisho wa kipindi mwanafunzi aweze: a) Kusikiliza masimulizi, ‘Ukombozi wa Nchi	Mwanafunzi aweze kusikiliza masimulizi, ‘Ukombozi wa Nchi ya Pepe’ yakisimuliwa na mwalimu	Je, masimulizi ya Ushuru yana umuhimu gani?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi	Kutunga sentensi Kujibu maswali Kujaza pengo

				ya Pepe’ yakisimuliwa na mwalimu. b) Kujadili namna mwalimu amezitumia ishara zifaazo ili kuimarisha usimulizi wake. c) Kufurahia kutoa masimulizi.	Mwanafunzi aweze kujadili namna mwalimu amezitumia ishara zifaazo ili kuimarisha usimulizi wake.	Je, ni mada gani mnazoweza kuzitolea masimulizi?	Gredi ya 6, Uk. 180-181 Kapu maneno Mabango Kamusi Vifaa vya kidijitali	Kuandika tungo Kazi mradi
6	1	Ushuru	Kusikiliza na Kuzungumza; Kutoa masimulizi	Kufikia mwisho wa kipindi mwanafunzi aweze; a) Kutoa masimulizi kuhusu masuala ya kiuchumi na rasilimali. b) Kujadili ni masomo yapi mengine huyafundisha masuala ya kiuchumi na rasilimali. c) Kuchangamkia kuzungumza na kujieleza kwa ufasaha.	Mwanafunzi aweze kutoa masimulizi kuhusu masuala ya kiuchumi na rasilimali. wakiwa katika vikundi. Wanafunzi waweze kujadili ni masomo yapi mengine huyafundisha masuala ya kiuchumi na rasilimali	Ni masomo yapi mengine huyafundisha masuala ya kiuchumi na rasilimali?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 181-182 Kapu maneno Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	2	Ushuru	Kusoma kwa ufahamu; Kifungu	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kueleza ni mambo gani yanayowavutia mnapovisoma vifungu vya ufahamu. b) Kusoma msamiati wa Ushuru ulioandikwa katika kitabu cha mwanafunzi. c) Kuchangamkia kutumia msamiati wa Ushuru.	Wanafunzi wakiwa katika vikundi waweze kueleza ni mambo gani yanayowavutia mnapovisoma vifungu vya ufahamu Mwanafunzi aweze kusoma msamiati wa Ushuru ulioandikwa katika kitabu cha mwanafunzi	Je, ni mambo gani yanayowavutia mnapovisoma vifungu vya ufahamu?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 182 Kapu maneno Kamusi Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	Ushuru	Kusoma kwa ufahamu; Kifungu	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kusoma kifungu, ‘Nguzo ya Ufanisi’ b) Kutunga maswali kwa zamu kutokana na kifungu. c) Kujadiliana maana ya msamiati kutokana na kifungu. d) Kutaja faida za kulipa Ushuru e) Kutathmini faida za kulipa Ushuru.	Wakiwa wawiliwawili, wanafunzi waweze kusoma kifungu, ‘Nguzo ya Ufanisi’ Mwanafunzi aweze kutunga maswali kwa zamu kutokana na kifungu. Wanafunzi wakiwa wawili waweze kujadiliana maana ya msamiati kutokana na kifungu Mwanafunzi aweze kutaja faida za kulipa Ushuru	Je, mnafanya nini ili kujua maana za msamiati uliotumiwa katika vifungu?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 183-185 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	Ushuru	Kuandika barua; Barua rasmi	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kueleza maana ya barua rasmi. b) Kutaja na kueleza sehemu mbalimbali za barua rasmi wakiwa katika vikundi. c) Kuandika barua rasmi kwa kufuata kanuni zifaazo. d) Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.	Mwanafunzi aweze kueleza maana ya barua rasmi. Mwanafunzi aweze kutaja na kueleza sehemu mbalimbali za barua rasmi wakiwa katika vikundi. Mwanafunzi aweze kuandika barua rasmi kwa kufuata kanuni zifaazo.	Unazingatia nini unapoandika barua rasmi?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 185-186 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
7	1	Ushuru	Kuandika barua; Barua rasmi	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kutambua barua rasmi kwenye vielelezo vya barua rasmi	Katika vikundi, wanafunzi waweze kutambua barua rasmi kwenye vielelezo vya barua rasmi zilizochapishwa	Barua rasmi ina umuhimu gani katika mawasiliano?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 186-188	Kutunga sentensi Kujibu maswali Kujaza pengo

				zilizochapishwa kwenye vitabu au magazeti. b) Kujadiliana kuhusu umuhimu wa barua rasmi katika mawasiliano. c) Kuonea fahari umuhimu wa barua rasmi katika mawasiliano.	kwenye vitabu au magazeti. Wanafunzi waweze kujadiliana kuhusu umuhimu wa barua rasmi katika mawasiliano.		Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kuandika tungo Kazi mradi
	2	Ushuru	Sarufi; Ukanushaji wa maneno: Kiambishi cha hali ya masharti nge	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kusoma sentensi katika kitabu cha mwanafunzi. b) Kukanusha sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi. c) Kutambua na kuvipigia mstari viambishi vya hali ya masharti nge. d) Kuchangamkia matumizi ya kiambishi cha hali ya masharti nge	Mwanafunzi aweze kusoma sentensi katika kitabu cha mwanafunzi. Mwanafunzi aweze kukanusha sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi Mwanafunzi aweze Kutambua na kuvipigia mstari viambishi vya hali ya masharti nge	Je, mnavitumia viambishi gani wakati wa kuvikanusha vitenzi?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 189-191 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	Ushuru	Kiambishi cha hali ya masharti ngali	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kusoma sentensi katika kitabu cha mwanafunzi. b) Kukanusha sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi. c) Kutambua na kuvipigia mstari viambishi vya hali ya masharti ngali. d) Kuchangamkia matumizi ya kiambishi cha hali ya masharti ngali.	Mwanafunzi aweze kusoma sentensi katika kitabu cha mwanafunzi. Mwanafunzi aweze kukanusha sentensi zilizoandikwa ubaoni au katika kitabu cha mwanafunzi Mwanafunzi aweze Kutambua na kuvipigia mstari viambishi vya hali ya masharti ngali.	Je, umegundua nini kuhusu kiambishi cha hali ya masharti ngali?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 192-194 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	Ushuru	Kiambishi cha hali ya masharti ki	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kusoma kifungu katika kitabu cha mwanafunzi. b) Kusikiliza sentensi zenye viambishi vya masharti ki zikisomwa kupitia kifaa cha kidijitali. c) Kutambua na kuvipigia mstari viambishi vya hali ya masharti ki d) Kuchangamkia matumizi ya kiambishi cha hali ya masharti ki.	Mwanafunzi aweze kusoma kifungu katika kitabu cha mwanafunzi. Mwanafunzi aweze kusikiliza sentensi zenye viambishi vya masharti ki zikisomwa kupitia kifaa cha kidijitali. Mwanafunzi aweze kutambua na kuvipigia mstari viambishi vya hali ya masharti ki	Je, ni viambishi vya hali ya masharti katika vitenzi vipi?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 1194-197 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
8	1	Ushuru	Ukubwa wa nomino zinazoanza kwa kiambishi ki-	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kuandika sentensi na kuzipigia mstari nomino za ukubwa. b) Kutambua ukubwa wa nomino zinazoanza kwa kiambishi ki- katika sentensi. c) Kuonea fahari matumizi ya ukubwa wa nomino zinazoanza kwa kiambishi ki-	Mwanafunzi aweze kuandika sentensi na kuzipigia mstari nomino za ukubwa Mwanafunzi aweze kutambua ukubwa wa nomino zinazoanza kwa kiambishi ki- katika sentensi.	Je, mmegundua nini kuhusu viambishi vya nomino?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 197-199 Kapu maneno Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi

	2	Ushuru	Udogo wa nomino zinazoanza kwa kiambishi ki-	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kuandika sentensi na kuzipigia mstari nomino za udogo. b) Kutambua udogo wa nomino zinazoanza kwa kiambishi ki- katika sentensi. c) Kuonea fahari matumizi ya udogo wa nomino zinazoanza kwa kiambishi ki-	Mwanafunzi aweze kuandika sentensi na kuzipigia mstari nomino za udogo Mwanafunzi aweze kutambua udogo wa nomino zinazoanza kwa kiambishi ki- katika sentensi.	Je, unajua nomino gani zinazoanza kwa kiambishi ki- katika hali ya udogo?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 199-201 Kapu maneno Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	3	Ushuru	Ukubwa wa nomino zinazoanza kwa kiambishi ji-	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kutaja nomino zinazoanza kwa kiambishi ji- b) Kusoma sentensi zilizoandikwa katika kitabu cha mwanafunzi. c) Kutambua viambishi vya nomino katika hali ya ukubwa. d) Kuonea fahari matumizi ya ukubwa wa nomino zinazoanza kwa kiambishi ji-	Mwanafunzi aweze kutaja nomino zinazoanza kwa kiambishi ji- wakiwa katika vikundi. Wanafunzi wakiwa katika vikundi kusoma sentensi zilizoandikwa katika kitabu cha mwanafunzi. Mwanafunzi aweze kutambua viambishi vya nomino katika hali ya ukubwa	Je, unajua nomino gani zinazoanza kwa kiambishi ji-?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 202-204 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
	4	Ushuru	Udogo wa nomino zinazoanza kwa kiambishi ji-	Kufikia mwisho wa kipindi, mwanafunzi aweze: a) Kusoma sentensi zilizoandikwa katika kitabu cha mwanafunzi. b) Kutambua viambishi vya nomino katika hali ya udogo. c) Kuandika sentensi zilizo na nomino za udogo ambazo huanza kwa kiambishi ji- katika hali ya wastani. d) Kuonea fahari matumizi ya udogo wa nomino zinazoanza kwa kiambishi ji-	Wanafunzi wakiwa katika vikundi waweze kusoma sentensi zilizoandikwa katika kitabu cha mwanafunzi. Mwanafunzi aweze kutambua viambishi vya nomino katika hali ya udogo. Mwanafunzi aweze kuandika sentensi zilizo na nomino za udogo ambazo huanza kwa kiambishi ji- katika hali ya wastani.	Je, unajua nomino gani zinazoanza kwa kiambishi ji- katika hali ya udogo?	Moran; Stadi za Kiswahili Kitabu cha Mwanafunzi Gredi ya 6, Uk. 204-206 Kapu maneno Chati Mabango Kamusi Majarida Michoro na picha Vifaa vya kidijitali	Kutunga sentensi Kujibu maswali Kujaza pengo Kuandika tungo Kazi mradi
9	TATHMINI YA MWISHO WA MUHULA

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CBC Grade 7 Performing Arts Schemes of Work Free Editable Word, PDF Downloads

October 5, 2025 Maverick John Leave a comment

CBC Grade 7 Performing Arts Schemes of Work Free Editable Word, PDF Downloads

PERFORMING ARTS

GRADE 7 SCHEMES OF WORK

NAME OF THE TEACHER SCHOOL YEAR III TERM

Ref used:

Grade 7 Performing arts curriculum Design

MTP Grade 7 Performing Arts Teachers Guide

MTP Grade 7 Performing Arts Learners Book

Week	LSN	STRAND	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Ref
1	1	PERFORMING	Verse – Persona’s point of view	By the end of the lesson the learner should be able to: Knowledge a) discuss how a persona’s point of view expresses meaning in a verse Skill b) rehearse the verse to internalize the persona. Attitude c) Develop curiosity in defining the persona point of view.	1. How do we use verse performance to express issues in society? 2. How do we make the presentation of a verse interesting and memorable?	The learner is guided to: • read the verse script to brainstorm, with other learners, the meaning conveyed by the persona’s view • rehearse the verse to internalize the persona’s message	Exercise books ICT devices Observation checklists Portfolio Anecdotal record *MTP Performing Arts T.G pg. 129-131* *MTP Performing Arts P.b pg. 130*	Oral presentations Written tests Question and answer Assignments Participatory assessment Peer assessment
	2		Verse – using voice techniques in a performance	By the end of the lesson the learner should be able to: Knowledge a) state the persona’s point of view. Skill b) perform a verse using voice techniques to convey the intended message. Attitude c) Develop curiosity in defining the persona point of view.	1. How do we use verse performance to express issues in society? 2. How do we make the presentation of a verse interesting and memorable?	The learner is guided to: • perform a verse before an audience while employing the use of voice, body and movement to deliver the message	Exercise books ICT devices Observation checklists Portfolio Anecdotal record *MTP Performing Arts T.G pg. 131-132* *MTP Performing Arts P.b pg. 130-131*	Oral presentations Written tests Question and answer Assignments Participatory assessment Peer assessment
	3		Verse – Using body and space appropriately in a performance	By the end of the lesson the learner should be able to: Knowledge a) state ways in which verse performance express issues in the society. Skill b) use body and spaceappropriately in performing a verse to convey the intended message. Attitude c) Develop curiosity in defining the persona point of view.	1. How do we use verse performance to express issues in society? 2. How do we make the presentation of a verse interesting and memorable?	The learner is guided to: • perform a verse before an audience while employing the use of voice, body and movement to deliver the message	Exercise books ICT devices Observation checklists Portfolio Anecdotal record *MTP Performing Arts T.G pg. 132-133* *MTP Performing Arts P.b pg. 131-133*	Oral presentations Written tests Question and answer Assignments Participatory assessment Peer assessment
2	1		Verse – appreciating verse performance	By the end of the lesson the learner should be able to: Knowledge a) list ways we can make presentation of a verse interesting and memorable. Skill b) Watch a video clip on verse performance features. Attitude c) appreciate the use of poetic language, voice, paralinguistic features and stage movements as complementary elements in verse performance.	1. How do we use verse performance to express issues in society? 2. How do we make the presentation of a verse interesting and memorable?	The learner is guided to: • watch live or recorded verse performances to identify performance features • reflect on individual performance based on appraisal from other learners.	Exercise books ICT devices Observation checklists Portfolio Anecdotal record *MTP Performing Arts T.G pg. 133-134* *MTP Performing Arts P.b pg. 134*	Oral presentations Written tests Question and answer Assignments Participatory assessment Peer assessment
	2		Skit –describing a scenario for a skit	By the end of the lesson the learner should be able to: Knowledge a) describe a scenario on a selected theme on a pertinent and contemporary issue Skill b) audition and cast appropriately for the skit. Attitude c) appreciate the use of skit in addressing pertinent issues in society.	1. How do we present a skit on stage? 2. How do we role-play a character on stage? 3. What role do props and costumes play to enhance the performance of a skit?	The learner is guided to: • research and create a scenario, in a group, based on a contemporary issue such gender education, animal welfare education • watch a live or recorded performance and is guided to execute plot • examine a given scenario of a skit, identify and take up a role, in a group	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 134-138* *MTP Performing Arts P.b pg. 133-135*	Oral presentations Written tests Work reports
	3		Skit – interpreting milestones and performing in a skit	By the end of the lesson the learner should be able to: Knowledge a) define milestones in a skit. Skill b) interpret milestones andperform a devised skit, ingroups. Attitude c) appreciate the use of skit in addressing pertinent issues in society.	1. How do we present a skit on stage? 2. How do we role-play a character on stage? 3. What role do props and costumes play to enhance the performance of a skit?	The learner is guided to: • perform a skit on a pertinent issue in the society before an audience in the school and the community	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 134-138* *MTP Performing Arts P.b pg. 133-135*	Oral presentations Written tests Work reports
3	1		Skit – manipulating voice, body and space to deliver a skit	By the end of the lesson the learner should be able to: Knowledge a) identify the role of props and costumes. Skill b) manipulate voice, body andspace to effectively deliver amessage using a skit Attitude c) appreciate the use of skit inaddressing pertinent issues insociety.	1. How do we present a skit on stage? 2. How do we role-play a character on stage? 3. What role do props and costumes play to enhance the performance of a skit?	The learner is guided to: • rehearse the skit focusing on character development through use of voice, body and space	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 140-141* *MTP Performing Arts P.b pg. 137-138*	Oral presentations Written tests Work reports
	2		Skit –use of props, costumes and make up in a skit	By the end of the lesson the learner should be able to: Knowledge a) identify the role of props and costumes in a play. Skill b) use props, costume and makeup to enhance performance of a skit on a given theme. Attitude c) appreciate the use of skit inaddressing pertinent issues insociety. Project a) stage a five-minute skit in class/school	1. How do we present a skit on stage? 2. How do we role-play a character on stage? 3. What role do props and costumes play to enhance the performance of a skit?	The learner is guided to: • use appropriate costumes and props in performance *Project Task:* • script a skit based on a pertinent and contemporary issue in society • cast for the skit • rehearse the skit • design and collect costume and props for the skit • stage a full presentation of the skit in class • get feedback from the class.	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 141-144* *MTP Performing Arts P.b pg. 138-140*	Oral presentations Written tests Work reports
	3	CRITICAL APPRECIATION	Kenyan Folk Music – medium of performance in Kenyan folk music	By the end of the lesson the learner should be able to: Knowledge a) identify the medium of performance in a Kenyan folk music performance. Skill b) listen to Kenyan folk music and identify its components Attitude c) appreciate different cultures through analyzing folk music from diverse Kenyan communities.	1. What values can one acquire from folk music in Kenya?2. How are different styles of performance applied in Kenyan folk music?3. How do different performance media enrich folk music?	The learner is guided to: • watch videos or live performances of Kenyan folk music and is guided to identify the medium of performance (vocal and/or vocal and instrumental) • watch videos or live performances and identify the components in the folk music (performers, songs, instruments/voice, costumes and props, dance movements)	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 145-150* *MTP Performing Arts P.b pg.141-144*	Oral presentations Written tests Work reports
4	1		Messages and values in Kenyan folk music performance	By the end of the lesson the learner should be able to: Knowledge a) discuss the messages and values in Kenyan folk music performances b) describe the style of performance in Kenyan folk music using appropriate terminology. Skill c) express personal feelings towards Kenyan folk music experienced from performances Attitude d) appreciate different cultures through analyzing folk music from diverse Kenyan communities.	1. What values can one acquire from folk music in Kenya?2. How are different styles of performance applied in Kenyan folk music?3. How do different performance media enrich folk music?	The learner is guided to: • individually and in groups discuss messages and values portrayed in Kenyan folk music • discuss the styles of traditional performance ( solo, solo-response and choral) • discuss personal feelings, mood and attitudesexperienced from folk performances watched or listened to • analyze Kenyan folk music performances within the community and on mass media.	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 151-153* *MTP Performing Arts P.b pg. 145-147*	Oral presentations Written tests Work reports
	2		Kenyan Folk dance – components of Kenyan folk dance performance	By the end of the lesson the learner should be able to: Knowledge a) analyze the components of a Kenyan folk dance performance Skill b) examine the messages and values in a Kenyan folk dance performance. Attitude c) appreciate analyzing folk dance from diverse Kenyan communities.	1. What constitutes a folk dance? 2. How can a dance be used as a medium of communication? 3. What should one consider in analyzing a Kenyan folk dance?	The learner is guided to: • watch live or recorded performances of Kenyan folk dances for general appreciation • listen to or watch performances, pick out and discuss distinct components of a Kenyan folk dance; song, ornamentation, instrumental accompaniment, costumes and décor, props and artifacts, dance steps, formations and patterns, transitions, audience, division of roles	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 154-156* *MTP Performing Arts P.b pg.149-150*	Oral presentations Written tests Work reports
	3		Analyzing folk dance from diverse Kenyan communities	By the end of the lesson the learner should be able to: Knowledge a) Outline the main events in a Kenyan folk dance performance. Skill b) critique a Kenyan folk dance using a given criterion. Attitude c) appreciate analyzing folk dance from diverse Kenyan communities.	1. What constitutes a folk dance? 2. How can a dance be used as a medium of communication? 3. What should one consider in analyzing a Kenyan folk dance?	The learner is guided to: • watch live or recorded dance performances and discuss messages and values in a Kenyan folk dance • write a summary of events (plot) in a Kenyan folk dance performance individually and in groups • critique recorded or live performances of Kenyan folk dances from various communitiesusing a given criteria	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 157-159* *MTP Performing Arts P.b pg.150-151*	Oral presentations Written tests Work reports
5	1		Narrative – themes addressed in the script and performance of a narrative.	By the end of the lesson the learner should be able to: Knowledge & skill a) identify and illustrate the theme addressed in the script and performance of a narrative b) identify the various narration techniques used in the narration process and state their effectiveness in the narration process Attitude c) appreciate the narrative as a tool of addressing contemporary issues in society.	1. How can pertinent issues in society be addressed in narratives?2. How does character development in narratives mirror the society?	The learner is guided to: • stage live performance of a narrative on guided themes • evaluate others’ performance in groups or pairs • identify and discuss how pertinent issues in society are highlighted through performance of narratives	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 159-163* *MTP Performing Arts P.b pg.151-154*	Oral presentations Written tests Work reports
	2		Use of body, voice and space aids to effectively communicate the intended message	By the end of the lesson the learner should be able to: Knowledge a) explain how the use of body, voice and space aids to effectively communicate the intended message. Skill b) demonstrate the use of body, voice and space. Attitude c) appreciate the narrative as a tool of addressingcontemporary issues in society.	1. How can pertinent issues in society be addressed in narratives?2. How does character development in narratives mirror the society?	The learner is guided to: • watch live performances of narrative to identify and discuss the various performance elements; body, space, voice, message, storyline and narration style • discuss the role of the audience in the narration process	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 163-164* *MTP Performing Arts P.b pg.154-156*	Oral presentations Written tests Work reports
	3		Use of costumes and props to enhance communication in a narrative	By the end of the lesson the learner should be able to: Knowledge a) explain the role of the costumes and props in a narrative Skill b) Demonstrate the use ofcostume and props enhancescommunication in narrative Attitude c) appreciate the narrative as a tool of addressingcontemporary issues in society.	3. What attributes define an effective narrator?4. What is the role of costume and decor in the narration process?	The learner is guided to: • visit a performing gallery nearby and participate in watching and critiquing the narrative performances • discuss how props and costume enhance communication in the narration process in groups or pairs	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 165-167* *MTP Performing Arts P.b pg.156-158*	Oral presentations Written tests Work reports
6	1		Verse –criteria for evaluating a verse performance	By the end of the lesson the learner should be able to: Knowledge a) examine the criteria for evaluating a verse performance Skill b) watch a video clip on verse performance. Attitude c) appreciate the use of verse to communicate issues in society.	1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?	The learner is guided to: • research on the criteria for evaluating a verse; body, voice, movement, theme, poetic language • watch live or recorded performances of verse while paying attention to key events in the verse • constructively evaluate verse performances with a view to suggesting improvements	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 168-170* *MTP Performing Arts P.b pg.158-159*	Oral presentations Written tests Work reports
	2		Examine main characters and events in verse	By the end of the lesson the learner should be able to: Knowledge a) examine main characters and events in a verse. Skill b) comment on the significance of the values promoted in verse Attitude c) appreciate the use of verse to communicate issues in society.	1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?	The learner is guided to: • analyze, in groups, traits of characters presented in the verse and relate them to own experiences	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 171* *MTP Performing Arts P.b pg.159-160*	Oral presentations Written tests Work reports
	3		Use of body, voice and space in a verse	By the end of the lesson the learner should be able to: Knowledge a) state the meaning of a verse. Skill b) analyze the use of body,voice and space toeffectively communicatetopical concerns in verse. Attitude c) appreciate the use of verse to communicate issues in society.	1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?	The learner is guided to: • present orally and in writing own or group appraisal of a performance • relate stage conflicts and resolutions in a verse to real life situations.	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 171* *MTP Performing Arts P.b pg.160*	Oral presentations Written tests Work reports
7	1		Using verse to communicate issues in society	By the end of the lesson the learner should be able to: Knowledge a) analyze the use of body, voice and space to effectively communicate topical concerns in verse. Skill b) demonstrate the use of a verse to communicate issues in the society. Attitude c) appreciate the use of verse to communicate issues in society.	1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?	The learner is guided to: • brainstorm with others how the various performance elements combine to aid delivery of the message	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 172* *MTP Performing Arts P.b pg.161*	Oral presentations Written tests Work reports
	2		Skit – use of the plot to communicate the message in a skit	By the end of the lesson, the learner should be able to: Knowledge a) discuss how character development is achieved in a skit Skill b) examine how plot is used to communicate the intended message in a skit. Attitude c) appreciate the role of the skit in society	1. How is plot used in communicating a message in a skit? 2. How is a character developed in a skit?	The learner is guided to: • watch live or recorded performances of skits and discusses how the various elements aid in communicating the intended message (scenario, storyline, milestones, plot, conflict, characterization, language, improvisation, use of voice and body)	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 173-176* *MTP Performing Arts P.b pg.162-164*	Oral presentations Written tests Work reports
	3		How themes in a skit can help address moral issues	By the end of the lesson, the learner should be able to: Knowledge a) evaluate how thematic concerns in a skit can help addresses moral issues Skill b) analyze how body, voice and space can effectively be used to communicate messages in a skit. Attitude c) appreciate the role of the skit in society	3. How do themes addressed in skits shape moral issues in society?	The learner is guided to: • watch live or recorded performances of skits and discusses how the various elements aid in communicating the intended message (scenario, storyline, milestones, plot, conflict, characterization, language, improvisation, use of voice and body)	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 177* *MTP Performing Arts P.b pg.164-165*	Oral presentations Written tests Work reports
8	1		Role of costumes and make up in depicting characters in a skit	By the end of the lesson, the learner should be able to: Knowledge a) state the role of skit in addressing issues in the society. Skill b) examine the role of costume and make-up in depicting theintended characters in a skit. Attitude c) appreciate the role of the skit in society	4. In what ways can body, voice and space be used to communicate in a skit? 5. What is the role of costume and makeup in a skit?	The learner is guided to: • evaluate performances by others to appraise qualities of a good performance. (storyline, acting, language and style, costume and make-up, props, use of space)	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 178-179* *MTP Performing Arts P.b pg.165-167*	Oral presentations Written tests Work reports
	2	PERFORMING ART IN SOCIETY	Performing arts in society – social and economic role of performing arts	By the end of the lesson, the learner should be able to: Knowledge a) discuss the social and economic role of Performing Arts in Society. Skill b) watch a video on songs, dances, narratives and skit to identify economic and social roles of P.A in society. Attitude d) appreciate the place of Performing Arts in society	1. Why do we need Performing Arts in society?	The learner is guided to: • watch live or recorded songs, dances, verses, narratives and skits to identify the social and economic roles of Performing Arts in society • in groups research in the community and in the digital space and reports on the role of Performing Arts in society	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 181-184* *MTP Performing Arts P.b pg.168-169*	Oral presentations Written tests Work reports
	2		Performing arts platform	By the end of the lesson, the learner should be able to: Knowledge a) state the social and economic roles of PA in the society Skill b) utilize the PerformingArts platforms andcontexts in furthering the role of Performing Arts in society. Attitude c) appreciate the place ofPerforming Arts insociety	2. How can Performing Arts products be availed to the wider society?	The learner is guided to: • participate in festivals, celebrations, ceremonies and talent fairs within and without the school to exhibit or illustrate the place of Performing Arts in society • discuss how Performing Arts can be utilized to address societal issues such as: peace, integrity	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 184-185* *MTP Performing Arts P.b pg.169-170*	Oral presentations Written tests Work reports
	3		Applying lessons learnt in performing arts	By the end of the lesson, the learner should be able to: Knowledge a) identify lesson leant from performing arts. Skill b) apply lessons learnt inPerforming Arts to reallife situations. Attitude c) appreciate the place ofPerforming Arts insociety	3. How can lessons learnt in Performing Arts be applied in real life situations?	The learner is guided to: • discuss lessons learnt from Performing Arts and identify	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 185-186* *MTP Performing Arts P.b pg.170-171*	Oral presentations Written tests Work reports
9	1-3	END YEAR ASSESSMENT/CLOSING.

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SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	7	CRE

WEEK	LESSON	STRAND	SUB-STRAND	SPECIFIC LEARNING OUTCOME	LEARNING EXPERIENCES	KIQ	LEARNING RESOURCES	ASSESSMENT METHOD	REFLECTION
1	1	Christian Living.	Human Sexuality.	By the end of the lesson, the learner should be able to: (a).Define the term human sexuality. (b).Outline and discuss the physical, mental, emotional, social and spiritual changes that boys and girls experience as adolescents. (c). Prepare a PowerPoint presentation on the changes boys and girls experience as adolescents. (d). Acknowledge the different changes boys and girls experience as adolescents.	In groups,learners are guided to: mention some of the bodily changes boys and girls undergoes during adolescent. discuss the meaning of human sexuality. conduct an internet search on the physical, mental, social, emotional and spiritual changes that boys and girls experience as adolescents. Prepare a PowerPoint presentation on the changes boys and girls experience as adolescents.	What are the bodily changes that adolescents experience during puberty? What is human sexuality?	Digital devices. Top Scholar CRE pg 116-117.	Oral questions. Assessment rubric. Written tests.
	2	Christian Living.	Human Sexuality -Healthy and Unhealthy Relationships.	By the end of the lesson, the learner should be able to: (a). State the meaning of healthy and unhealthy relationship. (b). Outline and discuss the indicators of healthy and unhealthy relationship among young people. (c). Prepare flashcards showing the life skills needed to maintain healthy relationship. (d).Desire to have and maintain a healthy relationship among the peers.	In groups,pairs,learners are guided to: explain the meaning of healthy and unhealthy relationship. discuss the examples or indicators of healthy and unhealthy relationship among young people. search and discuss the life skills needed to maintain healthy relationships. Prepare flashcards showing the life skills needed to maintain healthy relationship. Prepare a one week journal on how you can promote healthy relationship and avoid unhealthy relationship.	How can you overcome unhealthy relationship? What are some of the examples of healthy and unhealthy relationship among young people?	Top Scholar CRE pg 118-119. Flashcards. Digital devices.	Assessment rubric. Journal. Oral questions. Written tests.
2	1	Christian Living.	Human Sexuality.	By the end of the lesson, the learner should be able to; (a). Identify the circumstances that lead to an unhealthy relationship among peers. (b). Discuss the circumstances that lead to unhealthy relationship. (c). Summarize the points on circumstances that lead to unhealthy relationship in their exercise books. (d). Recognize circumstances that may lead to unhealthy relationship among his/her peers.	In groups,pairs,learners are guided to: read the story in learner’s book and identify the circumstances that lead to unhealthy relationship among peers. discuss the circumstances that lead to unhealthy relationships among peers/young people. summarize the points in their exercise books.	What leads to an unhealthy relationship among peers?	Top Scholar CRE pg 120.	Observation. Assessment rubric. oral questions. Checklists.
	2	Christian Living.	Human Sexuality.	By the end of the lesson, the learner should be able to: (a).Define the term Sexual temptation. (b). Discuss the circumstances that can lead to sexual temptation among young people. (c). Sort out circumstances that can lead to sexual temptation. (d). Summarize the points on circumstances that lead to sexual temptation on charts. (e). Acknowledge the circumstances that can lead to sexual temptations.	In groups,pairs,learners are guided to; brainstorm the meaning of sexual temptation. identify and discuss the circumstances that lead to sexual temptation among the young people. Prepare charts showing circumstances that lead to sexual temptation and display in class.	What is sexual temptation? What circumstances can lead to sexual temptation?	Top Scholar CRE pg 121. Charts. Digital devices.	Assessment rubric. Checklists. Written tests. Oral questions.
3	1	Christian Living.	Human Sexuality.	By the end of the lesson, the learner should be able to; (a).State ways to avoid temptations and tempting places. (b). Discuss the different ways or activities that helps in avoiding temptations and tempting areas in the community. (c).Role play how to overcome tempting situations. (d). Appreciate the different ways/activities that helps in avoiding temptations and tempting areas.	In groups,pairs,learners are guided to; brainstorm the ways or activities that may help a person to avoid temptations and tempting areas. discuss the ways of avoiding temptations and tempting areas. summarize the points in exercise books. role play how to overcome tempting situations in life and record themselves.	How do one avoid temptations and tempting places?	Top Scholar CRE pg 122. Digital devices.	Observation. Written texts. Role plays. Checklists. Anecdotal.
	2	Christian Living.	Human Sexuality.	By the end of the lesson, the learner should be able to: (a).Read the different biblical texts. (b). Discuss the biblical teachings on Sexual temptations. (c). Summarize the biblical teachings on charts and present in class. (d). Apply the biblical teachings in their lifes.	In groups,pairs,learners are guided to: Take turns in reading the Bible texts;1st Corinthians 6:9,18,Phillipians 4:8-9, Galatians 5:23,1st Thessalonians 4:3. identify and discuss the biblical teachings from the texts on sexual temptations. summarize their points on charts and share with other groups for assessment.	What are the biblical teachings on sexual temptations?	Good News Bible. Flashcards. Charts. Top Scholar CRE pg 122-123.	Oral questions. Checklists. Written texts. Assessment rubric.
4	1	Christian Living.	Human Sexuality.	By the end of the lesson, the learner should be able to: (a).State reasons why young people should engage in sex before marriage (b,). Conduct an internet search on the consequences of engaging in sex before marriage. (c). Develop PowerPoint slides for presentations on the consequences of sex before marriage. (d). Acknowledge the consequences of engaging in sex before marriage.	In groups, learners are guided to: state reasons why young people should not engage in sex before marriage. use digital devices to search the internet on the consequences of sex before marriage to an individual. discuss the consequences of engaging in sex before marriage. develop PowerPoint slides for presentation on the consequences of engaging in sex before marriage.	What are the consequences of engaging in sex before marriage?	Top Scholar CRE pg 123-124. Digital devices.	Assessment rubric. Checklists. Written test. oral questions.
	2	Christian Living.	Human Sexuality.	By the end of the lesson, the learner should be able to: (a). Interview a resource person and identify the values that guide good morals (b). Discuss the values needed by boys and girls to lead a chaste life. (c). Prepare flashcards showing the values needed by boys and girls to lead a chaste life. (d).Desire to develop the values needed by boys and girls to lead chaste lives.	In groups,learners are guided to; interview a resource person, identify and discuss the values that guide good morals. discuss values needed by boys and girls to lead a chaste life. make flashcards showing the values needed to lead a chaste life. compose a song on “Lord help me overcome temptations”	Which values are needed by boys and girls to lead chaste lives?	Top Scholar CRE pg 124-126. Flashcards. Digital devices. Songs.	Assessment rubric. Observation. Checklists. Oral questions. Written test. Interviewing.
5	1	Christian Living.	Christian Marriage and Family.	By the end of the lesson, the learner should be able to: (a).Define the terms marriage and family. (b). Mention and discuss the types of families in the community. (c).Make charts with information on the types of families in the community. (d). Appreciate the different types of families in the community.	In groups, learners are guide to; brainstorm the meaning of marriage and family. mention and discuss the types of families in the community. Prepare charts with information on the types of families in the community.	What is the difference between marriage and family? What are the different types of families in Kenya?	Top Scholar CRE pg 127-128. Charts. Digital devices. Dictionaries.	Assessment rubric. oral questions. Checklists. Written tests.
	2	Christian Living.	Christian Marriage and Family.	By the end of the lesson, the learner should be able to: (a).Read biblical texts: Genesis 2:23-24 and Ephesians 5:25-33. (b). Discuss the biblical teachings on marriage and family to develop positive attitudes. (c). Summarize the biblical teachings on marriag and family on charts. (d). Appreciate the biblical teachings on marriage and family.	In groups,learners are guided to; take turns in reading the Bible texts: Genesis 2:23-24, Ephesians 5:25-33, Exodus 20:12, Psalms 127:3-5 & Ephesians 6:4. identify and discuss the biblical teachings on marriage from Genesis 2:23-24 & Ephesians 5:25-33. identify and discuss the biblical teachings on family from Exodus 20:12, Psalms 127:3-5 & Ephesians 6:4.	What are the requirements of a Christian marriage? Why should children respect their parents?	Good News Bible. Top Scholar CRE pg 129-130.	Reading and explaining biblical teachings. Assessment rubric. oral questions. Written tests.
6	1	Christian Living.	Christian Marriage and Family.	By the end of the lesson, the learner should be able to: (a). Explain ways through which christians promote values among young people before marriage. (b). Discuss reasons why it is important for marriages and families to have harmonious relationships. (c). Prepare PowerPoint presentation on the importance of families and marriages having harmonious relationship. (d). Appreciate the importance of marriages and families in a community.	In groups,learners are guided to; interact with a religious leader or resource person to find out ways through which christians promote values among young people before marriage. search the internet on the importance of families and marriages to have harmonious relationship. discuss their findings and prepare PowerPoint presentation.	Why is it important for families and marriages to have harmonious relationship?	Digital devices. Resource Person. Top Scholar CRE pg 131-132.	Oral questions. Written tests Assessment rubrics. Questionnaires.
	2	Christian Living.	Christian Marriage and Family.	By the end of the lesson, the learner should be able to: (a). Identify the skills required to sustain and support stable families in the society. (b). Discuss how the skills can contribute towards stable families. (c).Role play a stable common family and record it using digital devices. (d). Appreciate the skills that contribute towards stable families in the society.	In groups,learners are guided to; conduct an internet inquiry on skills young people need to contribute to stable families. discuss how each of the identified skill contribute towards stable families. role play a stable common family. compose poems on ‘God is the center for stable families.	Which skills do young people need to contribute towards stable families?	Top Scholar CRE pg 133-134. Digital devices.	Anecdotal. Assessment rubric. Written test. oral questions.
7	1	Christian Living.	Alcohol,Drugs and Substance Use.	By the end of the lesson, the learner should be able to: (a).List the commonly abused drugs in Kenya today. (b). Discuss reasons why people abuse drugs today. (c). Search the internet on the effects of abusing drugs and alcohol on an individual and families. (d). Prepare PowerPoint presentation on the effects of abusing alcohol,drugs and substance on individuals and families.	In groups,learners are guided to: mention the types of drugs commonly abused in Kenya today. explain reasons why people abuse drugs today. use digital devices to search the internet on the effects of abusing drugs, alcohol on individuals and families. prepare PowerPoint presentation on the effects of abusing drugs and alcohol on individuals and families in the Kenya.	Which are the commonly abused drugs in Kenya today? Why do people abuse drugs today? What are the effects of abusing drugs on individuals and families?	Digital devices. Top Scholar CRE pg 136-140. Flashcards.	Assessment rubric. Written tests. Oral questions. Checklists.
	2	Christian Living.	Alcohol,Drugs and Substance Use.	By the end of the lesson, the learner should be able to: (a).Read biblical texts: Ephesians 5:18, Proverbs 20:1,1st Corinthians 3:17,6:9-10. (b). Identify and discuss the biblical teachings on alcohol, drug and substance use. (c). Identify skills and values that would help avoid alcohol,drugs and substance use. (d). Prepare flashcards with details on skills and values that would help avoid drug, alcohol and substance use. (e). Apply the values and skills to avoid drug, substance and alcohol use in life.	In groups,learners are guided to: read the bible and identify the biblical teachings on drug, alcohol and substance use. explain the biblical teachings on drug, alcohol and substance use from the Bible verses. identify and discuss the values and skills that would help an individual to avoid drug, substance and alcohol use.	Which values and skills can help a person avoid drug, alcohol and substance use?	Top Scholar CRE pg 140-143. Flashcards. Good News Bible.	Assessment rubric. Checklists. Written tests. Oral questions. Reading and explaining biblical teachings.
8	1	Christian Living.	Gambling as a form of addiction.	By the end of the lesson, the learner should be able to: (a).Define the term gambling and identify the types of gambling in society. (b). Explain the biblical teachings on addictions. (c). Search the internet and discuss the causes of gambling in the society. (d).Make charts with information on causes of gambling in the society.	In groups,pairs,learners are guided to: brainstorm the meaning of term gambling and identify the types of gambling in the society. read bible verses: Proverbs 13:11;28:20-22;1st Timothy 6:9. explain the biblical teachings on addictions. search the internet for the causes of gambling in the society. summarize the findings on charts and display them in class.	What is gambling? Why do people engage in gambling?	Top Scholar CRE pg 144-147. Digital devices. Charts. Good News Bible.	Assessment rubric. Oral questions. Written tests. Reading and explaining biblical teachings.
	2	Christian Living.	Gambling as a form of addiction.	By the end of the lesson, the learner should be able to: (a). Outline the effects of gambling on individuals and families. (b). Discuss the measures taken by christians and government to help young people overcome gambling. (c). Identify and prepare flashcards on the skills and values that help a person avoid gambling. (d).Desire to live an addiction free life.	In groups,pairs,learners are guided to; outline the effects of gambling on an individual and families. identify and discuss the measures taken by Christians and government to help young people overcome gambling. identify and prepare flashcards showing the values and skills that would help one to avoid gambling. draw a value tree and place the values on different parts of the tree.	What are the effects of gambling to an individual and families? Which measures can be taken to help young people overcome gambling in the society?	Top Scholar CRE pg 148-152. Flashcards. Digital devices. Good News Bible.	Assessment rubric. Oral questions. Written tests. Checklists.
9	1	Christian Living.	Social Media.	By the end of the lesson, the learner should be able to: (a).Define the term Social media platforms. (b).List the social media platforms used by young people today. (b). Outline and discuss ways of using the social media responsibly. (c). Prepare PowerPoint slides on the precautions that one need to exercise as he/she engages on social media platforms. (d). Acknowledge the dangers of chatting or meeting with online strangers.	In groups, pairs,learners are guided to: define the term social media platform. list the commonly used social media platforms by young people. discuss the ways of using social media responsibly. sort and write safety precautions to exercise as one engage on social media platforms. prepare PowerPoint presentation on the precautions to exercise when engaging in social media platforms.	Which are the commonly used social media platforms by young people in Kenya? Which dangers can one get involved in when chatting with online strangers?	Top Scholar CRE pg 154-157. Pictures. Digital devices.	Assessment rubric. Written tests. Oral questions. Checklists.
	2	Christian Living.	Social Media.	By the end of the lesson, the learner should be able to; (a). Outline ways in which social media is misused today. (b). Define cyber bullying and give examples. (c). Discuss ways of responding of responding to cyber bullying. (d). Design posters and write skills one should use when using social media platforms. (e). Apply Christian values while using different social media platforms.	In groups,pairs,learners are guided to: explain the ways in which social media is misused today. search the meaning of cyber bullying and cite examples. identify and discuss ways of responding to cyber bullying. identify the christian values and skills to apply while using different social media platforms. design posters and write skills to apply while using social media platforms.	How is social media misused today? What is cyber bullying? How should one respond to cyber bullying? Which skills and values can one apply when using social media platforms?	Top Scholar CRE pg 159-161. Posters. Digital devices.	Assessment rubric. Oral questions. Written tests. Checklists.
10	ASSESSMENT AND CLOSURE OF SCHOOL