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GOVERNMENT REVENUE AND EXPENDITURE HISTORY TOPICAL REVISION
GOVERNMENT REVENUE AND EXPENDITURE
1.Identify the main source of government revenue in Kenya.
- Taxes 1 X 1 = 1 mark
ANS 17,DIST 1
2.Identify two direct taxes which the government uses to raise revenue.
-PAYE
– Income tax
– Air port tax
– Game park tax
– Property transfer Any 2 = 2mks
ANS 16,DIST 2
3.One main category of Government expenditure
- Recurrent expenditure
- Capital expenditure
- Servicing expenditure 1 x 1 = 1mk
ANS 18,DIST 3
- Two types of Government expenditure in Kenya
- Recurrent expenditure
- Capital expenditure/ Development expenditure 1 x 2 = 2 Marks
ANS 13,DIST 4
- a. Sources of revenue for local authorities in Kenya Marks
- Fee from licences
- Cess
- Grants from the government/ loans
- Rents from building / social hall / stadia
- Fines
- Donations from well wishers e.g. Mayor Christmas trees 3 Marks
- Five measures taken by the government of Kenya to ensure proper use of public funds
- Establishment of anti- corruption unit
- Establish of the office of the auditor and controller general
- Appointments of S as accounting officer
- Regular tendering and procurement systems
- Sensitizing the public of evils of corruption
- Empowering parliament to exercise country over public finance
- Approval of parliament is needed on the budget / supplementary estimates
- Giving of power to incur expenses only to certain officers
- Prosecution of those who misuse public funds
- Accounting of imprests by government officers after duty (official receipts) 6 x 2 = 12 Marks
ANS 22,DIST 4
6.a) – Business permits
– Road maintenance levy fund
– Donations
– Licenses
– Water and sewerage fees
– Local authority property (eg. Houses)
– Rates paid by plot owners in towns
– Charges per services eg. Museums
– Fees per market
– Fines
– Loans from central government
- b) – Poor agricultural performance due to poor weather
– Inadequate foreign aid
– Retrenchment
– Corrupt officials
– Lack of funds
– Unqualified personnel
– Political interference
– Tax evasion
– Poor economic performance
ANS 23,DIST 5
7.What is the Main source of government revenue in Kenya (1mk)
– Taxes 1 x 1 = 1mk QUES 17,DIST 6
- a) Why does the government of Kenya prepare an annual budget. ( 8 mk)
- i) To enable the government to prioritize its needs.
- ii) Help the government to identify sources to revenue.
iii) Enables the parliament to approve government expenditure.
- iv) Enables parliament to approve government expenditure.
- Enable the government to estimate the financial requirements for its needs.
- Acts as reference for future in correcting .
vii) Smooth running of the government to identify its departments and allocate duties appropriately thus enhancing accountability.
viii) Give useful information to those organizations and individuals who may want to keep track of the government expenditure.
- ix) Enables the government to account for funds borrowed / donated for development .
- x) Accomplish already started projects. ( Any 8 x 1 = 8 mks)
- b) What measures does the Kenya government take to ensure the public funds are properly used. (7 mks)
- i) The government ensures that all intended expenditure is approved by parliament before any expenditure by government.
- ii) All reports on expenditure by government ministers are presented to the public accounts committee to the public.
iii) The controller and auditor – general audit ministries and reports to parliament.
- iv) The PS in every ministry is charged with the responsibility of ensuring that government funds are well spent.
- v) The auditor – general of state corporations audits the expenditure of all government corporations.
- vi) Government contracts area advertised publicly for tendering and awards are made on merit.
vii) Establishment of Kenya Anti corruption authority. ( KACA) ( Any 7 x 1 = 7 mks)
ANS 22,DIST 7
9.What is contained in a government Budget? (1mk)
- i) The amount of revenue expected
- Source of revenue
iii) Expenditure of the government 1×1 = 1mk.
ANS 17,DIST 9
- Identify one type of government expenditure in Kenya (1mk)
- Capital expenditure / money set aside for new development projects
- Recurrent expenditure / money used to sustain and maintain / existing facilities Any 1×1 = 1mark
ANS 17,DIST 10
- Kenya Revenue Authority (K.R.A)
(Note: ½ mk for use of initials) (1×1=1mk)
ANS 17,DIST 11
- a) i)Domestic borrowing
- ii) Profit from parastatals
iii) Foreign aid
- iv) Sale of Treasury bills
- v) Court fines
- vi) Taxes e.g. A.T
vii) Charges of government services
viii) Licence fees. (5×1=5mks)
- b) i) Tax evasion by some people and organizations .
- ii) Many people give wrong information in their wealth declaration.
iii) Negative attitude towards payment of taxes by many people due to ignorance.
- iv) Rich people keep their money in foreign banks denying the country interest.
- v) Unscrupulous Kenyans and tax officials collude and defraud the government of revenue.
- vi) Inadequate information for local investors through treasury bills, post office bonds and shares at the Nairobi stock exchange (NSE)
vii) Smuggling of goods out of Kenya.
viii) High rate of inflation increase public expenditure/ too many taxes.
(5×2=10mks)
ANS 24,DIST 11
- – Direct taxes.
– Indirect taxes.
– Grants
– Loans from banks/friendly countries
– Fines from courts. (2×1=2mks)
ANS 15,DIST 12
- Chief justice in Kenya 2×1=(2mrks)
- i) Swear in the president and the cabinet ministers
- ii) Heads the Kenya judiciary and give direction on how the judiciary is to determine justice in.
iii)The arbitration of disputes
iv)Plays an advisory role in the removal of a president on grounds of in capacity.
- v) Is the chair person of judicial service commission?
ANS 21,DIST 13
- State two types of expenditures in Kenya. (2mks)
- Capital expenditure
- Recurrent expenditure
2 x 1 = 2 marks
ANS 15,DIST 14
- Two types of expenditure in Kenya. (2 mks)
- recurrent
- capital
ANS 15,DIST 15
- (a) State 3 sources of government revenue. (3 mks)
- direct tax
- indirect tax
- trade licenses
- Interest from loan paid to the government.
- Land rates from land owners
- House rent – government building.
- Court fines
- Sales of treasury bills and bonds
- Loans from donors
- Fees charged
- Grants from donor communities.
- Explain 6 challenges the government is facing in raising revenue. (12 mks)
- Tax evasion – many fail to pay taxes.
- In wealth declaration people give wrong information reducing the amount payable in taxes.
- Those who assess taxes are bribed so tat they give false information/corruption.
- Rich people keep money in foreign accounts.
- Donor states gives conditions before donations/loans are given.
- Loans are given at very high interest rates – burden.
- Reliance on foreign and increases government debts.
ANS 22,DIST 15
- (b) Reasons why the government of Kenya prepares the national budget
- The budget helps the government to prioritize its needs giving prominence to the most urgent ones.
- The budget enables the government to identify sources of government revenue to meet their financial obligations.
- The government identifies the development projects to finance in the coming financial year.
- The budget gives MPs an opportunity to discuss the government expenditure before its put into use.
- The budget helps the government to balance its revenue and expenditure needs.
- The government determines and explains to the public the tax structure through the budget
- The budget ensures balanced and equitable development in the country.
- The budget through supplementary expenditure enables the government to plan for certain needs that emerges in the government to plan for certain needs that emerge in the course of the year. E.g drought, disease outbreak etc
- The government can assess its performance in the previous budgets and rectify areas of weakness if any. It may provide useful information to organizations and individuals who may want to keep track of government expenditure and invest in Kenya.
- It enhances the identification of government departments and their needs in order to allocate funds appropriately to each department. This ensures transparency and accountability in government operation
- Through the budget, the government communicates its plans and policies to its local and foreign development partners.
- The volume of the budget also indicates the expansion of services provided by the government. The more the service provided by the government the bigger the budget will be. 1×10 = 10mks
ANS 24b,DIST 16
- Name the body in charge of all forms of tax collection in Kenya.
- Kenya revenue Authority (K.R.A)
1mrk ANS 16,DIST 19
- (a) Outline three duties of the controller and Auditor General in Kenya (3mks)
- Ensures that finances approved by Parliament are used for the intended Purpose
- Ensure that any withdrawal from treasury is authorized by law
- To safeguard receipt custody and proper use of government property e.g. stamp, books etc.
- To safeguard the collection of government revenue.
- He audits all reports on the public accounts of the government of Kenya and reports to parliament about his findings
- Discuss six methods used by the Kenyan government to control public finance (12 mks)
- All ministries are audited by the controller and auditor general
- Through approval of public expenditure by the controller and auditor general and give report to parliament for scrutiny
- All parastals are audited by the controller-general of State Corporation
- Permanent Secretaries (PS) are chief accounting officers in their ministries and ensure proper use of money
- Government contracts are advertised publicly for tendering and awards are given on merit
- Establishing of Kenya Anti-corruption Commission (KACC)
ANS 22,DIST 20
LIVES AND CONTRIBUTIONS OF KENYAN LEADERS HISTORY TOPICAL RESOURCE
LIVES AND CONTRIBUTIONS OF KENYAN LEADERS
- b) Explain the contribution of Daniel Arab Moi in the struggle for independence in Kenya.
- In 1957 he was elected to the Legco
- He founded Elected African Members Organisation. (AEMO)
- When KANU was formed in 1960 he was elected acting assistant treasurer of the party.
- In 1960 Moi with Ronald Ngara founded KADU to defend the interests of minority tribes
- In 1961 Moi was elected as a member of parliamentary secretary to the ministry of education
- He visited Kenyatta in detention.
- He visited Kikuyu inmates at Naivasha detention camp.
Any 6 x 2 = 12 marks
ANS 22b DIST 1
8.Mention two roles played by Daniel. Arap Moi in Kenya’s history (2mks)
- Nyayo wards
- Nyayo Tea zone
- Visited Kenyatta at the place of detention
- Attended Lancaster House Cnference of 1962
- Declared HIV / AIDS a national disaster in 2001
- Acted as a vice president moi 1967 – 1978 Any 2 = 2mks
ANS 8 DIST 2
- What was the main method used by Thomas Joseph Mboya in the struggle to
protect African rights against colonialism
- Trade union
1 x 1 = 1mk
ANS 12 DIST 3
- – Mekatilili wa Menza
– Marshall Muthoni
– Moraa wa Ngiri
– Mary Muthoni Nyanjiru
– Syotune wa Kathuke
- – Thought he struggled for multiparty (1 x 1 = 1mk)
ANS 10,15 DIST 5
- Give the main contribution of Daniel Arap Moi in the health sector in Kenya (1mk)
– The buildings of Nyayo wards across the country.
ANS 10 DIST 6
- Identify two political challenges the former president Moi experienced during his era between 1982 and 1991. (2mks)
- In 1982 there was an attempted military coup by a section of the Air Force
- The assassination of Robert Ouko
- The clamour for multi – party democracy Any 2×1 = 2marks
ANS 12 DIST 10
14.– Public Accounts Committee (P.A.C)
– Public investments committee (P.I.C)
– Committee of supply
(Note: No mark for use of initials.) (1×1=1mk)
ANS 14 DIST 11
- – An attempted coup d’etat. (1×1=1mk)
ANS 8 DIST 12
14.Outline any two economical challenges which faced Daniel Moi’s presidency between 1991 and 2002.
-Rampant corruption like grabbing of public utilities / land and funds i.e. Goldenberg
-Freezing of aid from donor such as World Bank or International Monetary Fund (IMF)- High inflation causing high prices on essential commodities.
(b) Role Tom Mboya played in the Kenya struggle for independence
- i) As a trade unionist, he presented the grievances of African workers to the colonial government.
- ii) Formed political party KANU and people convention party which articulated African grievances
iii) Advocated for the release of political detainees such as the Lancaster house conference.
- iv) As a member of the AEMO he pressurized the colonial government for constitutional reforms in Kenya
- v) He participated in making of Kenya independent constitution
- vi) As trade unionist he educated people on their political rights.
vii) United the Kenya communities by protecting the separation of the Aembu and Agikuyu in Nairobi. Any 6points 2marks each 6×2=12mks
ANS 14,19b DIST 13
10.State two contributions of Ronald Ngala in Kenya. (2mks)
- Founder of KADU
- Led KADU during the second Lancaster House Conference of 1962
- At independence he became an MP and leader of opposition.
- He headed various ministries
- In 1957 he was elected to LEGCO
- He was a member of various political parties e.g. Coast African Association.
- He formed government after 1961 election when KANU declined unless Kenyatta was released.
2 x 1 = 2 marks
ANS 10 DIST 14
- – Member of NALGSA, KIGWU, KFRTU
– He was a leader of different trade unions (VP of NALGSA, secretary-general of KIGWU and a secretary of KFRTU)
– He organized Mombasa dock workers strike
– he wrote articles in Britain, about Kenyan workers
– He attended international trade union meetings
– He helped formation trade unions in Uganda & Tanzania. (2 x 1=2mks)
ANS 12 DIST 17
Grade 7 English Free CBC Schemes of Work {Updated Version)
GRADE7SKILLSINENGLISHSCHEMESOFWORKTERM3
NAMEOFTHETEACHER SCHOOL YEAR TERM III
| Week | LSN | strand | Sub-strand | SpecificLearningOutcomes | KeyInquiryQuestion(s) | LearningExperiences | LearningResources | AssessmentMethods | Refl |
| 1 | 1 | TRADITIONALFASHION | ListeningtoRespond:Views/Opinions | Bytheendofthelesson,thelearnershouldbeableto:
a)listwaysofexpressingviews/opinionsindifferentcontexts, b)Identifywayofexpressingviews/opinionsfromtexts, c)Acknowledgethevalueofone’sviews/opinionsasalifelongskillincommunication. |
1.Howareopinionsexpressed?
2.Whyisitimportanttoexpressone’sopinion?
|
Thelearnerisguidedto:
•searchonlineandofflineforthedifferentwaysofexpressingviews/opinions, •listentoanoralnarrativeandidentifythedifferentwaysusedtoexpressopinions/views,
|
Digitaldevice,
Recordednarratives pictures SkillsinEnglishGrade7T.GPg.164-168 SkillsinEnglishGrade7PB.Pg.143-144 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|
| 2 | ListeningtoRespond:Views/Opinions | Bytheendofthelesson,thelearnershouldbeableto:
a)listwaysofexpressingviews/opinionsindifferentcontexts, b)usedifferentexpressionsthatindicateownviews/opinionsinagiventext, c)Acknowledgethevalueofone’sviews/opinionsasalifelongskillincommunication. |
3.Howcanexpressingopinion/viewsaffectrelationships? | Thelearnerisguidedto:
•ingroups,roleplaythedifferentcharactersinthenarrativeandbringoutdifferentwaysofexpressingopinions/views, •explaintheirfeelingstowardsissuesraisedinthetricksternarrative, •writeonachart,thewordstheyhaveusedtodescribetheirfeelings. |
Digitaldevice,
Recordednarratives pictures SkillsinEnglishGrade7T.GPg.164-168 SkillsinEnglishGrade7PB.Pg.143-144 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 3 | Reading | IntensiveReading-Comprehension | Bytheendofthelesson,thelearnershouldbeableto:
a)identifymainideasinatext, b)usecontextualcluestoinferthemeaningofwordsinatext, c)Appreciatetheimportanceofreadingcomprehensioninlifelonglearning. |
1.Whyshouldwerecreatecharacters,placesandeventsinourminds?
2.Howcanwetellthemeaningofwordsandphrasesinatext? |
Thelearnerisguidedto:
•downloadandsharetextswithmentalimagesfromthetextsanddrawconclusions, •readapassageindividually,andidentifykeywordsinthepassage, •inferthemeaningofwordsusingcontextualclues, •choosedescriptivepartsofthepassageontraditionalfashionandsharethevividimagescreatedintheirmind, |
Digitaldevice,
Printandonlinedictionaries SkillsinEnglishGrade7T.GPg.169-171 SkillsinEnglishGrade7PB.Pg.144-146 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 4 | IntensiveReading-Comprehension | Bytheendofthelesson,thelearnershouldbeableto:
a)describecharacters,ideasoreventsinatext, b)summarizeinformationfromashorttext, c)Appreciatetheimportanceofreadingcomprehensioninlifelonglearning. |
1.Whyshouldwerecreatecharacters,placesandeventsinourminds?
2.Howcanwetellthemeaningofwordsandphrasesinatext? |
Thelearnerisguidedto:
•ingroups,roleplaythecharactersandeventsinthetext, •usecontextualcluestodecipherthemeaningofwords, •answerquestionsbasedonthepassage •giveanappropriatetitletoastoryorpassage. |
Digitaldevice,
Printandonlinedictionaries SkillsinEnglishGrade7T.GPg.169-171 SkillsinEnglishGrade7PB.Pg.144-146 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 5 | Grammarinuse | PhrasalVerbs | Bytheendofthelesson,thelearnershouldbeableto:
a)identifyphrasalverbsformedfromput,comeandgiveinagiventext, b)definethetermphrasalverb, c)Acknowledgetheroleofphrasalverbsincommunication. |
1.Howarephrasalverbsformed?
2.Whatmeaningsareexpressedthroughphrasalverbs? |
Thelearnerisguidedto:
•readatextandidentifythephrasalverbsformedfromput,comeandgivepresent, •ingroups,searchonlineandusechartsformeaningsofthephrasalverbstheyhaveidentified,
|
Digitaldevice,
Printandonlinedictionaries SkillsinEnglishGrade7T.GPg.171-173 SkillsinEnglishGrade7PB.Pg.146-148 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 2 | 1 | PhrasalVerbs | Bytheendofthelesson,thelearnershouldbeableto:
a)identifyphrasalverbsformedfromput,comeandgiveinagiventext, b)usegivenphrasalverbscorrectlyinsentenceconstruction, c)Acknowledgetheroleofphrasalverbsincommunication. |
3.WhyshouldweusePhrasalVerbscorrectly? | Thelearnerisguidedto:
•fillinblanksinatextusingthemostappropriatephrasalverb, •searchontheinternetformoreexamplesofphrasalverbs, •constructsentencesusingthephrasalverbsinpairs. |
Digitaldevice,
Printandonlinedictionaries SkillsinEnglishGrade7T.GPg.171-173 SkillsinEnglishGrade7PB.Pg.146-148 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 2 | Reading | ClassReader:MainIdeas | Bytheendofthelesson,thelearnershouldbeableto:
a)identifythemainideasinthesectionreadinthetext, b)discussthelessonslearntfromthetext c)Appreciatetheroleofliteratureinfosteringcriticalthinking. |
1.Whydopeoplereadstorybooks?
2.Whatistheimportanceofreadingashortstory? |
Thelearnerisguidedto:
•readasectionofthetextaloudinturnsanddramatizetheevents •discussthemainideasinthesectionsreadinthetextingroups
|
Digitaldevice,
Printandonlinedictionaries SkillsinEnglishGrade7T.GPg.173-174 SkillsinEnglishGrade7PB.Pg.148-150 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 3 | ClassReader:MainIdeas | Bytheendofthelesson,thelearnershouldbeableto:
a)discussthelessonslearntfromthetext b)relatethelessonslearnttoreallifeexperiences c)Appreciatetheroleofliteratureinfosteringcriticalthinking. |
1.Whydopeoplereadstorybooks?
2.Whatistheimportanceofreadingashortstory? |
Thelearnerisguidedto:
•relatethelessonslearntfromthesectionreadtoreallifeexperiencesingroups •drawachartshowingthesequenceofthemaineventsinthesectionread •searchonlineandwatchanadapteddramatizationofthesectionread. |
Digitaldevice,
Printandonlinedictionaries SkillsinEnglishGrade7T.GPg.173-174 SkillsinEnglishGrade7PB.Pg.148-150 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 4 | Writing | ThewritingProcess:Dialogues | Bytheendofthelesson,thelearnershouldbeableto:
a)outlinetheformatofadialogue b)UsingITdevices,findmoreondialogues. c)Acknowledgetheimportanceofthewritingprocessinacquiringgoodwritingskills. |
1.Whatisthedifferencebetweenadialogueandanarrativecomposition?
|
Thelearnerisguidedto:
•searchonlineandofflineforanexampleofadialogue •dramatizetheidentifieddialogue •ingroups,discusstheformatofthedialoguetheyhaveidentified •Individuallyfillinmissingwordsinasetdialogueontraditionalfashion •Inpairs,discussthecorrectnessofthewordstheyhaveused |
Digitaldevice,
Printandonlinedictionaries SkillsinEnglishGrade7T.GPg.175-177 SkillsinEnglishGrade7PB.Pg.150-152 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 5 | ThewritingProcess:Dialogues | Bytheendofthelesson,thelearnershouldbeableto:
a)outlinetheformatofadialogue b)applythewritingprocessinwritingadialogue c)Acknowledgetheimportanceofthewritingprocessinacquiringgoodwritingskills. |
2.Whatshouldweconsiderbeforewritingadialogue? | Thelearnerisguidedto:
•individually,createaroughdraftofashortdialogueusingtheformattheyhaveidentified •ingroups,editeachother’sdialoguetocheckforrepetition,clarity,grammar,spellingandpunctuationinpairs •revisethedialogueindividually, |
Digitaldevice,
Printandonlinedictionaries SkillsinEnglishGrade7T.GPg.175-177 SkillsinEnglishGrade7PB.Pg.150-152 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 3 | 1 | LANDTRAVEL | ListeningComprehension:ExtensiveListening | Bytheendofthelesson,thelearnershouldbeableto:
a)identifythekeyissuesraisedinsongsaddressinglandtravel, b)listenattentivelytosongsonlandtravel, C)Acknowledgetheimportanceofextensivelisteningincommunication. |
1.Howcanwetellthemainmessageinasong?
|
Thelearnerisguidedto:
•listentosongsonlocalandinternationallandtravelfromaudiorecordings, •respondtocomprehensionquestionsonkeyissuesraisedinthesong, •pickoutkeyissuesraisedfromasongsungbytheteacherorresourcepersononlandtravel, |
Digitaldevice,
Wallcharts Playsongs SkillsinEnglishGrade7T.GPg.178-182 SkillsinEnglishGrade7PB.Pg.153-154 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|
| 2 | ListeningComprehension:ExtensiveListening | Bytheendofthelesson,thelearnershouldbeableto:
a)listenattentivelytosongsonlandtravel, b)usevocabularyidentifiedfromsongsonlandtravelcorrectly, c)Acknowledgetheimportanceofextensivelisteningincommunication. |
2.Howcanwedrawmeaningsfromthewordsusedinasong?
3.Howaresongsmadeinteresting? |
Thelearnerisguidedto:
•shareideasonthekeyissuesaddressedinthesongstheyhavelistenedtousingwallcharts, •identifyvocabularyusedinsongsonlandtravelandinfertheirmeaningfromcontext, •constructsentencesorallyusingthevocabularylearnt, •singchoralsongsonlandtravel. |
Digitaldevice,
Wallcharts Playsongs SkillsinEnglishGrade7T.GPg.178-182 SkillsinEnglishGrade7PB.Pg.153-154 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 3 | Reading | IntensiveReading:
ComprehensionStrategies |
Bytheendofthelesson,thelearnershouldbeableto:
a)identifykeyideasfromapassage, b)summarizekeyideasfromapassage, c)Acknowledgetheimportanceofcomprehensionstrategiesineffectivereading. |
1.Howdoyougetthemeaningofawordsfromapassage?
|
Thelearnerisguidedto:
•readselectedgradeappropriatepassagesonissuesrelatedtolandtravelsuchassafetyandsecurityfromprintandon-linesources, •discussopinionsformedaboutthecharactersorideaspresentedinthepassage, |
Digitaldevice,
Drawingpapers SkillsinEnglishGrade7T.GPg.183-184 SkillsinEnglishGrade7PB.Pg.154-157 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 4 | IntensiveReading:
ComprehensionStrategies |
Bytheendofthelesson,thelearnershouldbeableto:
a)creatementalimagesfromtheeventsinapassage, b)deducethemeaningofwordsfromcontext, c)respondtofactualandinferentialquestions,correctlyfromthepassage d)Acknowledgetheimportanceofcomprehensionstrategiesineffectivereading. |
2.Whatistheimportanceofreadingapassage?
3.Whatmakespeoplewritepassages? |
Thelearnerisguidedto:
•inferthemeaningofwordsbasedonhowtheyhavebeenusedinthepassage •completeoralandwrittenexercisesusingthevocabularylearnt, •answerfactualandinferentialquestionsfromthepassages,bothorallyandinwriting, •Summarizekeyideaspresentedinthepassagesbyparaphrasing, |
Digitaldevice,
Drawingpapers SkillsinEnglishGrade7T.GPg.183-184 SkillsinEnglishGrade7PB.Pg.154-157 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 5 | Grammarinuse | Sentences:SimpleSentences | Bytheendofthelesson,thelearnershouldbeableto:
a)Identifysimplesentencesfromvariedtexts, b)differentiatebetweenprintandnon-printtexts, c)Advocatetheimportanceofusingavarietyofsentencesincommunication. |
1.Whatistheroleofsentencesinatext?2.Whatconstitutesasimplesentence? | Thelearnerisguidedto:
•listenkeenlytoapoemorastoryonlandtravelandwritedownallthesimplesentencesthatfeatureinthetexts, •readaprintornon-printtextonlandtravelingroupsandidentifythesimplesentences, |
Digitaldevice,
recordings SkillsinEnglishGrade7T.GPg.185-186 SkillsinEnglishGrade7PB.Pg.157-160 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 4 | 1 | Sentences:SimpleSentences | Bytheendofthelesson,thelearnershouldbeableto:
a)Identifysimplesentencesfromvariedtexts, b)constructsimplesentencesonavarietyofissues, c)Advocatetheimportanceofusingavarietyofsentencesincommunication. |
3.Howdoyoudeterminewhattoincludeinasentence? | Thelearnerisguidedto:
•tellachainstoryfeaturingsimplesentencesingroups, •completeasubstitutiontablefeaturingsimplesentences, •completeamindmaptopracticeconstructionofsimplesentences, •writeashortdialogueusingsimplesentencesandshareitwithpeerson-lineandoff-line. |
Digitaldevice,
recordings SkillsinEnglishGrade7T.GPg.185-186 SkillsinEnglishGrade7PB.Pg.157-160 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 2 | Reading | OralLiterature:PraiseSongs | Bytheendofthelesson,thelearnershouldbeableto:
a)identifythepurposeandoccasionsforwhichpraisesongsareperformed, b)discusstherelationshipbetweenthesingerandthepersonbeingpraisedinpraisesongs, c)Appreciatethepurposeofpraisesongsincommunication. |
1.Whydowesing?2.Whatkindofpeoplearepraisedinsongs? | Thelearnerisguidedto:
•listentopraisesongsfromaudiovisualsourcesorfromaresourceperson, •identifyanddiscussthepurposeofthepraisesongstheyhavelistenedto,
|
Digitaldevice,
recordings SkillsinEnglishGrade7T.GPg.187-189 SkillsinEnglishGrade7PB.Pg.160-162 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 3 | OralLiterature:PraiseSongs | Bytheendofthelesson,thelearnershouldbeableto:
a)performpraisesongssangintheirimmediateenvironment b)collaboratewithpeersinperformingthepraisesongs, c)Appreciatethepurposeofpraisesongsincommunication. |
3.Howdosongsportraypeople’scharacter?4.Whatarethequalitiesofagoodsinger? | Thelearnerisguidedto:
•shareideasontherelationshipbetweenthesingerandthepersonbeenpraisedinthepraisesongstheyhavelistenedto, •identifyapraisesongsangintheirimmediateenvironmentingroups, •presentpraisesongsingroupstotheclassandshareexperiences, •discussthecharactertraitsofthesinger(s)asbroughtoutinthepraisesong(s). |
Digitaldevice,
recordings SkillsinEnglishGrade7T.GPg.187-189 SkillsinEnglishGrade7PB.Pg.160-162 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 4 | Writing | CreativeWriting:NarrativeComposition | Bytheendofthelesson,thelearnershouldbeableto:
a)explainthemeaningofspecifiedidiomsincontext, b)createwellwrittennarrativecompositionsusingthespecifiedidioms,c)appreciatetheroleofidiomsincreativewriting |
1.Whatmakesastorymemorable?2.Whatistheimportanceofusingidiomsincommunication? | Thelearnerisguidedto:
•brainstormonthereasoncreativewritersuseidiomaticexpressionsinwriting, •explainsituationsthatcallfortheuseofthefollowingidiomaticexpressions: obitingoffmorethanyoucanchew oownuptosomething ohavingalotonyourplate ocallitaday opieceofcake oholdyourtongue |
Digitaldevice,
Printandonlinedictionaries SkillsinEnglishGrade7T.GPg.190-192 SkillsinEnglishGrade7PB.Pg.163-164 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 5 | CreativeWriting:NarrativeComposition | Bytheendofthelesson,thelearnershouldbeableto:
a)explainthemeaningofspecifiedidiomsincontext, b)createwellwrittennarrativecompositionsusingthespecifiedidioms,c)appreciatetheroleofidiomsincreativewriting |
1.Whatmakesastorymemorable?2.Whatistheimportanceofusingidiomsincommunication? | Thelearnerisguidedto:
•confirmthemeaningoftheidiomaticexpressionsfromprintandon-linedictionaries, •practiceusingtheidiomaticexpressionsinsentences,•plananarrativecompositioningroups,incorporatingthespecifiedidiomaticexpressions,onthethemeoflandtravel, •writeanarrativecompositionindividually •Peerrevieweachother’sworkandreviseasperthesuggestionsgiven. |
Digitaldevice,
Printandonlinedictionarico |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 5 | 1 | SPORTSANDOUTDOORGAMES | Pronunciation:ConsonantSoundsandIntonation | Bytheendofthelesson,thelearnershouldbeableto:
a)identifywordswiththesounds/v/,/f/,/n/and/ŋ/fromatext, b)pronouncewordswiththesounds/v/,/f/,/n/and/ŋ/insentences, c)Appreciatetheimportanceofcorrectpronunciationandintonationinaconversation. |
1.Whyshouldpeoplepronouncewordscorrectly?
2.Howcanonelearntopronouncewordscorrectly?
|
Thelearnerisguidedto:
•searchfromprintandnon-printsourcesfortonguetwisterswithsomeofthetargetsoundsandsaythemforenjoyment, •watchavideoorlistentoarecordingorconversationonoutdoorgamesandgroupthewordsinatableaccordingtothetothefollowingtargetsounds:v/asinvery;/f/asinferry/n/asinbeenan/ŋ/asinbeing, |
Digitaldevice,
Recordingdevice Playconversations SkillsinEnglishGrade7T.GPg.193-197 SkillsinEnglishGrade7PB.Pg.165-167 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|
| 2 | Pronunciation:ConsonantSoundsandIntonation | Bytheendofthelesson,thelearnershouldbeableto:
a)pronouncewordswiththesounds/v/,/f/,/n/and/ŋ/insentences, b)usecorrectintonationforyes/noandwh-questionsinvariedcontexts, c)Appreciatetheimportanceofcorrectpronunciationandintonationinaconversation. |
3.WhatkindofquestionsrequireYesorNoasananswer? | Thelearnerisguidedto:
•listentoandmodelnativespeakerclipswiththetargetsoundsinwords, •practice,ingroups,thepronunciationofwordswiththetargetandrecordthemselves, •sharetheclipsforpeerreview, •listentoanaudiooradramatizedconversationonoutdoorgamesinwhichYes/NoandWH-questionsareusedandpointoutwhetherarisingorfallingintonationisused, |
Digitaldevice,
Recordingdevice Playconversations SkillsinEnglishGrade7T.GPg.193-197 SkillsinEnglishGrade7PB.Pg.165-167 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 3 | Reading | StudySkills:
Summarizing |
Bytheendofthelesson,thelearnershouldbeableto:
a)identifythemainideasintexts, b)writeasummaryofideasfromvariedtexts, c)Appreciatetheimportanceofsummarizinginformationinagivencontext. |
1.Howdoweidentifymainideasfromatext?
2.Whyisitimportanttosummarizeinformation?
|
Thelearnerisguidedto:
•brainstormonthestepstofollowwhenwritingasummaryofatext, •inpairs,readaprintornon-printtextonvariedissuesincludingoutdoorgamesandunderlinethemainideas, •makenotesfromtheunderlinedsentencesandusethemtomakearoughdraft, |
Digitaldevice,
Varietybooks newspapers SkillsinEnglishGrade7T.GPg.198-199 SkillsinEnglishGrade7PB.Pg.167-170 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 4 | StudySkills:
Summarizing |
Bytheendofthelesson,thelearnershouldbeableto:
a)identifythemainideasintexts, b)writeasummaryofideasfromvariedtexts, c)Appreciatetheimportanceofsummarizinginformationinagivencontext. |
3.Whatfactorsshouldoneconsiderwhensummarizinganevent?
4.Inwhichactivitiesorjobscansummarizingbeuseful? |
Thelearnerisguidedto:
•usetheroughdrafttomakeafaircopy, •sharethesummariesthroughchartsforpeerreview, •checkandmakecorrectionsonthewrittensummarizedpiecesingroups, •discussinpairsthepurposeofmakingsummaries. |
Digitaldevice,
Varietybooks newspapers SkillsinEnglishGrade7T.GPg.198-199 SkillsinEnglishGrade7PB.Pg.167-170 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 5 | Grammarinuse | Sentences:
Subject-VerbAgreement |
Bytheendofthelesson,thelearnershouldbeableto:
a)identifythesubjectandtheverbinsentences, b)constructsentencesensuringsubject-verbagreement, c)Affirmtheimportanceofsubject-verbagreementinsentences. |
1.Whatisasubjectinasentence?
2.Whichruleshouldwefollowwhenconstructingasentence?
|
Thelearnerisguidedto:
•readtextsonvariedtopicssuchasoutdoorgamesandidentifythe,subjectandverbsinthesentences •brainstormandmakeshortnotesontherelationshipbetweenasubjectandaverbinasentenceintermsofnumberandperson
|
Digitaldevice,
Chartsonverbagreement SkillsinEnglishGrade7T.GPg.200-201 SkillsinEnglishGrade7PB.Pg.170-172 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 6 | 1 | Sentences:
Subject-VerbAgreement |
Bytheendofthelesson,thelearnershouldbeableto:
a)identifythesubjectandtheverbinsentences, b)constructsentencesensuringsubject-verbagreement, c)Affirmtheimportanceofsubject-verbagreementinsentences. |
3.Whatisthedifferencebetweenthefirst,secondandthethirdpersons? | Thelearnerisguidedto:
•readsentencesandlabelsubject-verbagreementinthem, •makesentencesbasedonoutdoorsportsinwhichtheruleofsubjectverbagreementhasbeenapplied, •sharethesentencesinchartsforpeerreview. |
Digitaldevice,
Chartsonverbagreement SkillsinEnglishGrade7T.GPg.200-201 SkillsinEnglishGrade7PB.Pg.170-172 |
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Questions Journal Learnersportfolio Writtenassessment |
||
| 2 | Reading | Classreader:
Featuresofstyle |
Bytheendofthelesson,thelearnershouldbeableto:
a)identifyinstancesofdialogue,similesandmetaphorsinthetext, b)usethestylesofdialogue,similesandmetaphorsinguidedcontexts, c)Appreciatetheimportanceofstyleinaworkofart. |
1.Whichstylisticfeatureshaveyoucomeacrossindifferenttexts?
|
Thelearnerisguidedto:
•searchonlineandofflineforexamplesofdialogue,similesandmetaphorsinstoriesandthemwiththerestoftheclass, •inpairs,readtheclassreaderandidentifywithillustrationsinstancesofdialogue,similesandmetaphorsinthetext,anddisplaytheirworkontheclassnoticeboards, |
Digitaldevice,
Selectedclassreaders Artsupplies SkillsinEnglishGrade7T.GPg.202-203 SkillsinEnglishGrade7PB.Pg.172-175 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 3 | Classreader:
Featuresofstyle |
Bytheendofthelesson,thelearnershouldbeableto:
a)identifyinstancesofdialogue,similesandmetaphorsinthetext, b)usethestylesofdialogue,similesandmetaphorsinguidedcontexts, c)Appreciatetheimportanceofstyleinaworkofart. |
2.Howcanweconveyamessagemoreeffectively?
3.Whydoweusesimilesandmetaphors? |
Thelearnerisguidedto:
•ingroups,roleplayselecteddialoguesfromtheclassreaderandrecordthemselvesforvideosharingandreview, •makesentencesusingthesimilesandmetaphorsidentifiedfromthetext, •discussinstancesinreallifewheredialogues,similesandmetaphorscanbeused. |
Digitaldevice,
Selectedclassreaders Artsupplies SkillsinEnglishGrade7T.GPg.202-203 SkillsinEnglishGrade7PB.Pg.172-175 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 4 | Writing | CreativeWriting:
DescriptiveWriting (200–240words) |
Bytheendofthelesson,thelearnershouldbeableto:
a)identifyfeaturesofapersonathingoraplacethatcanbedescribed, b)writeadescriptivecompositiononagivensubject, c)Underscoretheimportanceofcreativewritingincommunication. |
1.Howcanyoudescribeyourbestfriend?
2.Howcanyoudescribesomethingsinyourschool?
|
Thelearnerisguidedto:
•inpairs,viewvideosorpicturesofpeople,thingsorplacesandlistthefeaturesofeachthatcanbedescribedinanessay, •searchonlineandofflineforwordsandexpressionsthatcanbeusedtodescribedifferentfeatureslikeweatheremotions,eventsandcharacters, |
Digitaldevice,
Pictures Realia Sampleessays SkillsinEnglishGrade7T.GPg.204-206 SkillsinEnglishGrade7PB.Pg.175-178 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 5 | CreativeWriting:
DescriptiveWriting (200–240words) |
Bytheendofthelesson,thelearnershouldbeableto:
a)identifyfeaturesofapersonathingoraplacethatcanbedescribed, b)writeadescriptivecompositiononagivensubject, c)Underscoretheimportanceofcreativewritingincommunication. |
3.Whatdoyouconsiderwhendescribingsomething? | Thelearnerisguidedto:
•explainthedifferencebetweendescriptivewritingandotherformsofwriting, •ingroups,theyreadsamplesofdescriptiveessaysandclassifythefeaturesthataredescribedandtheexpressionsusedinagraphicorganizerforsharing, •createadescriptivecompositionofbetween200to240wordsonaninterestingtopiclikeoutdoorsportsanddisplayitinagalleryforpeerreviewandrevision. |
Digitaldevice,
Pictures Realia Sampleessays SkillsinEnglishGrade7T.GPg.204-206 SkillsinEnglishGrade7PB.Pg.175-178 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 7 | 1 | TOURISTSATTRACTIONSITES | Listeningandspeaking-Oral
Reports:EventswithintheClassroom |
Bytheendofthelesson,thelearnershouldbeableto:
a)outlinetheorganizationofanoralreportofeventswithintheclassroom, b)presentanoralreportoneventsthatoccurwithintheclassroom, c)Enjoydeliveringandlisteningtooralreportsinvariouscontexts. |
1.Whichactivitiescanyoureportaboutthathappenintheclassroom? 2.Whatmakesagoodoralreport? |
Thelearnerisguidedto:
•brainstormingroupsonthecontentandorganizationofanoralreporte.g.introduction,bodyandconclusion, •searchinpairsonlineandofflinethestepsforconductinganoralreporte.g.research,compile(write),rehearseandreport(present/deliver), |
Digitaldevice,
Dictionaries Flashcards Manilapaper SkillsinEnglishGrade7T.GPg.207-209 SkillsinEnglishGrade7PB.Pg.179-181 |
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Questions Journal Learnersportfolio Writtenassessment |
|
| 2 | Listeningandspeaking-Oral
Reports:EventswithintheClassroom |
Bytheendofthelesson,thelearnershouldbeableto:
a)outlinetheorganizationofanoralreportofeventswithintheclassroom, b)presentanoralreportoneventsthatoccurwithintheclassroom, c)Enjoydeliveringandlisteningtooralreportsinvariouscontexts. |
3.Howcanyoumakeanoralreportpresentationinteresting?
|
Thelearnerisguidedto:
•roleplaymethodsofdeliveringoralreportssuchasclearpronunciation,voiceprojection,tonalvariation,useofnon-verbalcuesanduseofvisuals, •useflashcardstopreparespeakingnotesforthereports, •simulateingroupsanoralreportpreparationanddeliveryprocedureandvideooraudiorecordthemselves, |
Digitaldevice,
Dictionaries Flashcards Manilapaper SkillsinEnglishGrade7T.GPg.207-209 SkillsinEnglishGrade7PB.Pg.179-181 |
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Questions Journal Learnersportfolio Writtenassessment |
|||
| 3 | Reading | ReadingFluency | Bytheendofthelesson,thelearnershouldbeableto:
a)recognizetheuseoffluencystrategiesinthereadingprocess, b)applyfluencystrategieswhilereading, c)Hailtheroleofreadingfluencyincommunication. |
1.Whyisitimportanttoreadfluently? 2.Whatmakesoneagoodreader? 3.Howcanyouimproveyourreadingfluency? |
Thelearnerisguidedto:
•watchandlistentovideosorstudentsreadingfluentlyanddiscusswhatmakesthemgoodreaders, •searchonlineandofflinefordifferentreadingfluencystrategiessuchaspreviewingandpredicting,skimming,scanningandignoring unknownwordsandsharewithpeers, |
Digitaldevice,
Dictionaries Digitaldevices Audiclips Internetsources SkillsinEnglishGrade7T.GPg.210-212 SkillsinEnglishGrade7PB.Pg.181-184 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 4 | ReadingFluency | Bytheendofthelesson,thelearnershouldbeableto:
a)recognizetheuseoffluencystrategiesinthereadingprocess, b)applyfluencystrategieswhilereading, c)Hailtheroleofreadingfluencyincommunication. |
1.Whyisitimportanttoreadfluently? 2.Whatmakesoneagoodreader? 3.Howcanyouimproveyourreadingfluency?
|
Thelearnerisguidedto:
•inpairs,watchorlistentosamplereadingclipsandsimulatethemodelreadingastheyapplyreadingstrategies, •practice,ingroups,timedreading,accuratereadingandreadingwithexpressiononissuesliketouristattractionsitesinKenya, •assesspeers’readingonthebasisoftheaspectsoffluency–accuracy,speed,reading, |
Digitaldevice,
Dictionaries Digitaldevices Audiclips Internetsources SkillsinEnglishGrade7T.GPg.210-212 SkillsinEnglishGrade7PB.Pg.181-184 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 5 | grammarinuse | Affirmativeand
NegativeSentences |
Bytheendofthelesson,thelearnershouldbeableto:
a)differentiatebetweenaffirmativeandnegativesentencesinspokenandwrittencontexts, b)constructaffirmativeandnegativesentencesinvariedcontexts, c)Acknowledgetheexpressiveroleofsentencesineffectivecommunication. |
1.Whendoweuseaffirmativestatements? 2.Whendoweusenegativestatements?
|
Thelearnerisguidedto:
•searchonlineandofflineforthedifferencesbetweenaffirmativeandnegativesentencesandsharethemwithpeers, •roleplayadialoguewithaffirmativeandnegativesentencesandrecordthemselves, •watch/listentoaconversationonissuesliketouristsitesinKenyaandpickoutingroupstheaffirmativeandnegativesentences, |
Digitaldevice,
Dictionaries Digitaldevices Audiclips Internetsources SkillsinEnglishGrade7T.GPg.213-215 SkillsinEnglishGrade7PB.Pg.184-186 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 8 | 1 | Affirmativeand
NegativeSentences |
Bytheendofthelesson,thelearnershouldbeableto:
a)differentiatebetweenaffirmativeandnegativesentencesinspokenandwrittencontexts, b)constructaffirmativeandnegativesentencesinvariedcontexts, c)Acknowledgetheexpressiveroleofsentencesineffectivecommunication. |
3.Whyisitimportanttousetherightsentencewhensayingsomething?
|
Thelearnerisguidedto:
•sortjumbledupsentencesintoaffirmativeandnegativesentences •constructaffirmativeandnegativesentences, •sharesentencesmadeintheformofchartsforpeerreview, •writeashortstoryordialogueonanissueliketouristattractionsitesinKenyausingaffirmativeandnegativesentences. |
Digitaldevice,
Dictionaries Digitaldevices Audiclips Internetsources SkillsinEnglishGrade7T.GPg.213-215 SkillsinEnglishGrade7PB.Pg.184-186 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 2 | Reading | Poetry | Bytheendofthelesson,thelearnershouldbeableto:
a)identifythesubjectmatterofapoem b)analyzeideasinthepoem c)Reiteratetheroleofpoetryinpassinginformation. |
1.Whywouldyouuseapoeminsteadofastorytopassinformation?
2.Whatmakesapoeminterestingtoread? |
Thelearnerisguidedto:
•recitepoemsforenjoymentandinpairsoutlinethesubjectmatter, •searchonlineandofflineforwaysofdeterminingideasinapoemsuchasstudyingthetitle,thepersona,theeventsandthechoiceofwords, |
Digitaldevice,
Dictionaries Digitaldevices Audiclips Internetsources SkillsinEnglishGrade7T.GPg.216-218 SkillsinEnglishGrade7PB.Pg.186-189 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 3 | Poetry | Bytheendofthelesson,thelearnershouldbeableto:
a)identifythesubjectmatterofapoem b)analyzeideasinthepoem c)Reiteratetheroleofpoetryinpassinginformation. |
3.Whatkindofideascanoneconveyusingapoem?
|
Thelearnerisguidedto:
•discusshowtheuseofrepetitionandotherstylescanhelpbringouttheideasinthepoem, •ingroups,pickapoemandidentifytheideasbroughtoutandsharetheirfindingswithpeersthroughchartsorgraphicorganizersforreview, •dramatizeapoemdisplayingideasgeneratedfromitusingplacardsandrecordtheirperformances. |
Digitaldevice,
Dictionaries Digitaldevices Audiclips Internetsources SkillsinEnglishGrade7T.GPg.216-218 SkillsinEnglishGrade7PB.Pg.186-189 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 4 | Writing | Functional
Writing:NoticesandPosters |
Bytheendofthelesson,thelearnershouldbeableto:
a)outlinetheformatofpresentingnoticesandposters b)statethepartsofanoticeandposters c)Acknowledgetheroleofnoticesandpostersindisseminatinginformation. |
1.Whatkindofmessagesdopostersconvey? 2.Whyarenoticesimportantinthecommunity |
Thelearnerisguidedto:
•collectpostersandnoticesonlineorofflinetouristattractionsitesinKenyaanddisplaytheminclass •brainstormontheformatforpresentingofnoticesandpostersingroups •studysamplesofanoticeandaposterpresentedinclassandlabelfeaturesofformat |
Digitaldevice,
Dictionaries Digitaldevices Audiclips Internetsources SkillsinEnglishGrade7T.GPg.218-220 SkillsinEnglishGrade7PB.Pg.190-192 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
||
| 5 | Functional
Writing:NoticesandPosters |
Bytheendofthelesson,thelearnershouldbeableto:
a)outlinetheformatofpresentingnoticesandposters b)designnoticesandpostersoncurrentissues c)Acknowledgetheroleofnoticesandpostersindisseminatinginformation. |
3.Howcanonemakeaposteroranoticeattractive?
|
Thelearnerisguidedto:
•differentiatebetweenaposterandanoticeinwriting •discussandselectissue(s)thatcanbeaddressedbynoticesandpostersincludingmattersrelatingtotouristattractionsitesinKenya •designanoticeandaposterontheselectedissueusingthemodelformatanddisplayforpeerreview •keeptherevisednoticeandposterintheirportfolio. |
Digitaldevice,
Dictionaries Digitaldevices Audiclips Internetsources SkillsinEnglishGrade7T.GPg.218-220 SkillsinEnglishGrade7PB.Pg.190-192 |
Checklist
Questions Journal Learnersportfolio Writtenassessment |
|||
| 9 | ENDTERMASSESSMENT/CLOSING | ||||||||
KCSE revision questions and answers pdf
When it comes to revision questions and answers, here is the best topical revision resource for all KCSE subjects. What is more? All high school topics have been covered. Download the free topical revision resources below per subject.
ALL KCSE SUBJECTS TOPICALS (QUESTIONS AND ANSWERS).
ALL SUBJECTS TOPICAL REVISION RESOURCES
PHYSICS TOPICAL REVISION RESOURCES
MATHEMATICS TOPICAL REVISION RESOURCES
KISWAHILI TOPICAL REVISION RESOURCES
HISTORY PAPER 2 TOPICAL REVISION RESOURCES
HISTORY PAPER 1 TOPICAL REVISION RESOURCES
GEOGRAPHY TOPICAL REVISION RESOURCES
CRE TOPICAL REVISION RESOURCES
CHEMISTRY TOPICAL REVISION RESOURCES
BUSINESS STUDIES TOPICAL REVISION RESOURCES
BIOLOGY TOPICAL REVISION RESOURCES
AGRICULTURE TOPICAL REVISION RESOURCES
BUSINESS STUDIES TOPICAL REVISION RESOURCES
TOPICAL REVISION QUESTIONS & ANSWERS FOR ALL SUBJECTS
MATHS TOPICAL REVISION RESOURCES
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COMPUTER STUDIES TOPICAL REVISION RESOURCES
GEOGRAPHY TOPICAL REVISION RESOURCES
BUSINESS TOPICAL REVISION RESOURCES
CRE TOPICAL REVISION RESOURCES
HISTORY TOPICAL REVISION RESOURCES
MATHEMATICS TOPICAL REVISION RESOURCES
ENGLISH TOPICAL REVISION RESOURCES
KISWAHILI TOPICAL REVISION RESOURCES
PHYSICS TOPICAL REVISION RESOURCES
CHEMISTRY TOPICAL REVISION RESOURCES
BIOLOGY TOPICAL REVISION RESOURCES
FREE KCSE PAST PAPERS FOR ALL SUBJECTS
KCSE MADE FAMILIAR HANDBOOKS FOR ALL SUBJECTS
FORM 4 KCSE REVISION EXAMS
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ENGLISH GRADE THREE SCHEME OF WORK IN PDF
ENGLISH GRADE THREE SCHEME OF WORK
| W E
E K |
LE SS O N | STRANDS | S- STRAND | SPECIFIC LEARNING OUTCOMES | KEY INQURY QUESTION S | LEARNING EXPERIENCES | LEARNING RESOURCES | ASSESS MENT | REF |
| 1 | 1-
5 |
||||||||
| 2 | 1-
3 |
LISTENI NG AND SPEAKI NG | 1.1
Attentiv e Listenin g |
By the end of the sub strand, the learner should be able to:
a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication |
1) What can we tell from people’s faces and hand movements as they talk? 2) Why do you look at someone’s face as they speak |
Learners are helped to practise correct sitting posture in groups and pairs practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. words and phrases for effective oral communication through actions, orally and in writing. and pairs to allow others to speak without interrupting. facial expressions and gestures as seen from posters, pictures, demonstration, and role play. and pair work. using both verbal and non-verbal communication |
Realia charts | 1.Obser vation
2.Oral questio ns 3.writte n questio ns |
|
| 3 | 1-
3 |
By the end of the sub strand, the | Realia | .Observ |
learner should be able to:
- a) recognise new words used in the theme (s) to acquire a range of vocabulary
- b) pronounce the vocabulary related to the theme correctly for effective communication,
- c) demonstrate the understanding of new words by applying them in
relevant contexts,
use the vocabulary learnt to communicate confidently in various contexts
- d) appreciate the importance of using vocabulary to communicate
confidently in various contexts
1) Which sounds form the following words?(giv e examples of words learnt in Grade 2)
2) How are these
words
3) Which of these words have a similar beginning/e nd sound?
4) What other
words have
the same meaning as these words?
5) How are these
words
pronounced
?
6) How do you use these
words in sentences?
Learners practise pronunciation of the vocabulary and talk about activities related to the theme using the new words.
individually, in pairs or groups using the vocabulary related to the theme.
|
|
Learners are guided to use the vocabulary correctly through dramatisation and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms
|
|
to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.
play language games, use tongue twisters, and songs to practise vocabulary.
material to listen to the correct pronunciation of the vocabulary.
vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups
charts ation
2.Oral
questio
ns
3.writte n questio ns
|
|
|
|
|
|
| 7) How are these
words spelt? |
|||||||||
| 4 | 1-
3 |
2.4
Languag e Structur es and Function s |
By the end of the sub strand, the
learner should be able to: a) construct sentences about daily activities using subject-verb agreement correctly, b) construct sentences on daily activities in relation to when they take place, c) recognise the correct use
of subject-verb agreement to form appropriate sentences, d) appreciate the importance of subject verb agreement in achieving effective communication |
1) What is Sarah holding? 2) What are the girls holding? 3) What has Sarah done? 4) What have they done? |
Learners observe pictures showing singular and plural subjects and construct correct oral sentences. actions that have been demonstrated by classmates in pairs/small groups
sentences using singular and plural subjects for things at home and around their environment like animals and utensils ners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time |
Realia
Charts |
.Observ
ation 2.Oral questio ns 3.writte n questio ns |
||
| 5 | 1-
3 |
2.4
Languag e Structur es and Function s |
By the end of the sub strand, the learner should be able to:
a) construct sentences about daily activities using subject-verb agreement correctly, b) construct sentences on daily activities in relation to when they take place, c) recognise the correct use
of subject-verb agreement to form |
1) What is Sarah holding?
2) What are the girls holding? 3) What has Sarah done? 4) What have they |
Learners observe pictures showing singular and plural subjects and construct correct oral sentences.
actions that have been demonstrated by classmates in pairs/small groups
sentences using singular and plural subjects for things at home and around their environment like animals |
Realia charts |
|
|
|
|
|
|
|
|
|
|
|
|
| appropriate sentences,
d) appreciate the importance of subject verb agreement in achieving effective communication |
done? | and utensils
Learners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time |
|||||||
| 6 | 1-
3 |
Languag e
structur es and function s |
By the end of the sub strand, the learner should be able to:
a) use indefinite pronouns to talk about daily activities at home and at school, b) identify indefinite pronouns in communication about home and school, c) enjoy using indefinite pronouns in their day to day communication |
Who hasp picked my pen? |
Learners engage in question and answer dialogues using indefinite pronouns games involving the use of the indefinite pronouns oral sentences using indefinite pronouns in pairs and in groups.
conversation read by the teacher or from computing devices, and responds to questions based on indefinite pronouns |
Realia
Charts |
.Observ ation
2.Oral questio ns 3.writte n questio ns |
||
| 7 | 1-
3 |
Languag e
structur es and function s |
By the end of the sub strand, the
learner should be able to: a) use indefinite pronouns to talk about daily activities at home and at school, b) identify indefinite pronouns in communication about home and school, c) enjoy using indefinite pronouns in their day to day communication |
Who hasp picked my pen? |
Learners engage in question and
answer dialogues using indefinite pronouns games involving the use of the indefinite pronouns sentences using indefinite pronouns in pairs and in groups. |
Realia
Charts |
.Observ
ation 2.Oral questio ns 3.writte n questio ns |
|
|
|
|
|
|
|
|
| conversation read by the teacher or from computing devices, and responds to questions based on
indefinite pronouns |
|||||||||
| 8 | 1-
3 |
Environ ment
( 3 lessons ) Child rights ( 3 lessons ) Singular and plurals of irregular nouns e.g. foot –feet tooth – teeth mouse – mice ox – oxen |
By the end of the sub strand, the
learner should be able to: a) use plural forms of irregular nouns to talk about things and people at home and in school for effective communication, b) identify singular and plural forms of irregular nouns for effective oral communication, c) distinguish between singular and plural irregular nouns for appropriate oral communication at home and in school
d) enjoy games involving the singular and plural forms of irregular nouns |
1) What are the plural forms of these nouns? 2) How do you say these pairs of nouns? |
In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. the singular and plural forms of irregular nouns. construct sentences based on pictures the singular and plural forms of irregular nouns.
poem or conversation read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular noun |
Realia
Charts |
.Observ
ation 2.Oral questio ns 3.writte n questio ns |
||
| 9 | 1-
3 |
Environ ment
( 3 lessons ) Child rights ( 3 lessons ) Singular and plurals of |
By the end of the sub strand, the learner should be able to:
a) use plural forms of irregular nouns to talk about things and people at home and in school for effective communication, b) identify singular and plural forms of irregular nouns for effective oral communication, c) distinguish between singular and plural irregular nouns for appropriate |
1) What are the plural forms of these nouns? 2) How do you say these pairs of nouns? |
In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. oems containing the singular and plural forms of irregular nouns. sentences based on pictures the singular and plural forms of irregular |
Realia charts | .Observ ation
2.Oral questio ns 3.writte n questio ns |
|
|
|
|
|
|
|
|
|
|
|
|
| irregular nouns e.g.
foot –feet tooth – teeth mouse – mice ox – oxen |
oral communication at home and in school
d) enjoy games involving the singular and plural forms of irregular nouns |
nouns.
poem or conversation read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular noun |
|||||||
| 1
0 |
1-
3 |
Language structure and functions | Occupati on (people and their work | By the end of the sub strand, the learner should be able to:
a) use ‘will’/’shall’ to talk about what they would want to become in future, b) identify words that express future time/actions for effective oral communication, c) enjoy using ‘will’ and ‘shall’ to communicate future time/intentions |
1) What will you do at break time? 2) What will you do at lunch time? 3) What will you do when you grow up? |
Learners talk about what they plan to do after school that day or the following day to express the future tense
using the future time will’ and ‘shall’, to express future time arners listen to story read by the teacher or from computing devices, and respond to questions based on future time |
Realia
Charts |
.Observ ation
2.Oral questio ns 3.writte n questio ns |
|
| 1
1 |
1-
3 |
Language structure and functions | Technolo gy
(Using a computer ) ( 3 lessons) Future time (will/shal l) |
By the end of the sub strand, the learner should be able to:
a) use ‘will’/’shall’ to talk about what they would want to become in future, b) identify words that express future time/actions for effective oral communication, c) enjoy using ‘will’ and ‘shall’ to communicate future time/intentions |
1) What will you do at break time?
2) What will you do at lunch time? 3) What will you do when you |
Learners talk about what they plan to do after school that day or the following day to express the future tense
using the future time
will’ and ‘shall’, to express future time |
Realia charts | .Observ ation
2.Oral questio ns 3.writte n questio ns |
|
|
| grow up? | teacher or from computing devices, and respond to questions based on future time | ||||||||
| 1
2 |
1-
3 |
Language structure and functions | Safety Opposite s | By the end of the sub strand, the learner should be able to:
a) use opposites of higher level difficulty to construct simple sentences about safety at home, school and the environment, b) identify the opposite of a group of words for effective oral communication, c) enjoy conversations using opposites in communicating ideas |
1) What are the opposites of these words? 2) Where does the sun rise/ set? |
Learners use the opposites of a broad range of words (e.g present /absent, left /right, top/ bottom , back / front, outside /inside) construct oral and written sentences using the opposites of familiar and unfamiliar words teacher or from computing devices and respond to questions based on the theme and opposites |
Realia
Charts |
.Observ ation
2.Oral questio ns 3.writte n questio ns |
|
| 1
3 $ 1 4 |
1-
3 |
CAT | |||||||
| 1
3 |
1-
3 |
KCPE Past Papers and 2023 Predictions Free Downloads
KCPE Past Papers and 2023 Predictions Free Downloads
CA&SSTRE KPSEA 2023 PREDICTIONS .pdf
PSC——-INTERNSHIP VACANCIES_EARLY LEARNING AND BASIC EDUCATION (1).pdf
SCI KCPE 2023 ANALYSIS .pdf
CLASS 8 CRE TOPICAL QUESTIONS .pdf
MAT KCPE 2023 ANALYSIS.pdf
PSC——-INTERNSHIP VACANCIES_EARLY LEARNING AND BASIC EDUCATION.pdf
KISW KCPE 2023 ANALYSIS.pdf
MAT KPSEA 2023 PREDICTIONS.pdf
SST KCPE 2023 ANALYSIS .pdf
CLASS 8 KISW TOPICAL QUESTIONS .pdf
CRE KCPE 2023 ANALYSIS .pdf
ENG KPSEA 2023 PREDICTIONS .pdf
INT SCI KPSEA 2023 PREDICTIONS .pdf
KIS KPSEA 2023 PREDICTIONS.pdf
MAT 2010-2022 KCPE PAST PAPERS.pdf
SCI 2010-2022 KCPE PAST PAPERS.pdf
SORTLISTED APPLICANTS PSIP COHORT V_compressed-103-121.pdf
SST 2010-2022 KCPE PAST PAPERS.pdf
CLASS 8 ENG TOPICAL QUESTIONS .pdf
CLASS 8 MAT TOPICAL QUESTIONS .pdf
CLASS 8 SCI TOPICAL QUESTIONS .pdf
CLASS 8 SST TOPICAL QUESTIONS .pdf
ENG 2010-2022 KCPE PAST PAPERS.pdf
KIS 2010-2022 KCPE PAST PAPERS.pdf
KCSE Prediction Exams Plus Marking Schemes
KCSE Prediction Exams Plus Marking Schemes
AGRI MIXED MODEL PAPERS-NEW.pdf
KIS KARATASI YA TATU 2023-NEW (2).pdf
GRADE 7 MATHEMATICS BOOK.pdf
IRE MIXED MODEL PAPERS.pdf
BUST MIXED MODEL PAPERS-NEW.pdf
KCSE HIST MODEL TEST PAPERS 2023 NEW (2).pdf
GRADE 7 PERFORMING ARTS NOTES.pdf
DOC-20230227-WA0025(2).pdf
grade-7-physical-education-and-sports-notes-term-1.docx.pdf
Health Education Grade 7 lesson Notes.pdf
KCSE CRE NODEL PAPERS 2023-NEW (2).pdf
MATHS MIXED MODEL PAPERS-NEW.pdf
PHY MIXED MODEL PAPERS.pdf
KCSE Business Studies Exam Papers
KCSE Business Studies Exam Papers
Download KCSE Business Studies Exam Papers for Comprehensive Exam Preparation.
Access a wide range of KCSE Business Studies exam papers to enhance your exam readiness and perform exceptionally in the upcoming assessments.
2023 Jesma KCPE Revision Exams and Marking Schemes Free Downloads
2023 Jesma KCPE Revision Exams and Marking Schemes Free Downloads
MATHS JESMA 00720230717_11375496.pdf
MATHS JESMA 00720230717_11375496 (2).pdf
New Doc 07-18-2023 07.12.pdf
New Doc 07-18-2023 07.29.pdf
New Doc 07-18-2023 07.33.pdf
New Doc 07-18-2023 07.40.pdf
New Doc 07-18-2023 07.57.pdf
New Doc 07-18-2023 08.01.pdf
New Doc 07-18-2023 08.16.pdf
New Doc 07-18-2023 09.45.pdf
PROJECTS 2023.pdf
SCIENCE JESMA 00720230717_11323688 (2).pdf
SCIENCE JESMA 00720230717_11323688.pdf
Free Geography notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more
Geography is an elective subject that is tested by the Kenya National Examinations Council (KNEC) during the Kenya Certificate of Secondary Education (KCSE) examinations. The subject is made of two examinable papers i.e 312 paper one and two.
Use resources in this feature to make the teaching-learning experience more exciting. Digital content available for free downloads include: Geography Notes, KCSE Past Papers, Schemes of Work, Assignments, Termly examination papers, Marking schemes, lesson plans, charts, topical revision resources and many more. Download the resources at no charge by clicking on each of the links below. Please note that you can also print and even share this article to benefit colleagues and friends.
Here are links to the most important news portals:
- KUCCPS News Portal
- TSC News Portal
- Universities and Colleges News Portal
- Helb News Portal
- KNEC News Portal
- KSSSA News Portal
- Schools News Portal
- Free Teaching Resources and Revision Materials
Get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.
Remember you can at the same time get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.
HOW TO DOWNLOAD THE SOFT COPY RESOURCES.
Wondering how to download the Geography resources? Worry not. Indeed, you can access these resources at no cost. Just click on each of the links listed below to download the resources:
- GEOGRAPHY KCSE PAST PAPERS- PAPER ONE QUESTIONS
- GEOGRAPHY KCSE PAST PAPERS – PAPER ONE ANSWERS
- GEOGRAPHY KCSE PAST PAPERS – PAPER TWO QUESTIONS
- GEOGRAPHY KCSE PAST PAPERS – PAPER TWO ANSWERS
- GEOGRAPHY PP1-1
- GEOGRAPHY PP2 pdf
- GEOGRAPHY QP F1
- GEOGRAPHY Syllabus
- GEOGRAPHY-MOCKS
- geography-notes-form-3
- geography-notes-form-4
- GEOGRAPHY-REVISION-NOTES-PAPER-1(1)
- 2018-Geography-Booklet
- COMPLETE GEOGAPHY REVISION BOOK
- FORM 1 GEOGRAPHY NOTES(1)
- FORM 1 GEOGRAPHY
- FORM 2 GEOGRAPHY-1-2-1
- FORM 2 GEOGRAPHY
- FORM 3 GEOGRAPHY-1
- FORM 3 GEOGRAPHY
- FORM 4 GEOGRAPHY-1-1
- FORM 4 GEOGRAPHY
- FORM 4 GEOGRAPHY
- FORM I GEOGRAPHY-1-2
- FORM ONE GEOGRAPHY NOTES-2
- FORM ONE GEOGRAPHY NOTES
- FORM_1_GEOGRAPHY NOTES NEW
- GEOG F2(NOTES)
- Geography Notes Form 2
- GEOGRAPHY PAPER 1 QP
- GEOGRAPHY PP1 pdf
- GEOGRAPHY PP1-1
- GEOGRAPHY PP2 pdf
- GEOGRAPHY QP F1
- GEOGRAPHY Syllabus
- GEOGRAPHY-MOCKS
- geography-notes-form-3
- geography-notes-form-4
- GEOGRAPHY-REVISION-NOTES-PAPER-1(1)
- GEOGRAPHY-REVISION-NOTES-PAPER-2(1)
- GEOGRAPHY-SYLLABUS
- Kapsabet Geography workshop
- KCSE-GEOGRAPHY-TOPICALS
- TOP SCHOOLS GEOGRAPHY KCSE
- TOP-STUDENT-GEOGRAPHY-PAPER-II
- TOP-STUDENT-GEOGRAPHY-PAPER-II
- Topical-KCSE-Mock-Geography-Answers15-Schools
BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE
- All TSC services online portals and how to log in
- Complete guide to the new TSC TPAD portal
- TSC: Full details on the newly established grades for teachers
- TSC: Designation codes for all teacher job groups
- TSC Grades and qualifications/ requirements for various administrative positions in schools
- TSC: Details on the current all 36 Teacher job groups/ grades
- TSC: Requirements, appointment and responsibilities of Principals
- All what you need to know and carry to a TSC teacher recruitment interview
- TSC: Requirements, responsibilities and appointment of Deputy Principals
- TSC: Full payment rates for teachers, officials, attending CBC training
- New, latest TSC Teachers recruitment guidelines
- TSC: Wealth declaration guide for teachers, staff
- A TSC teacher’s payslip details and how to get yours online
- TSC posting, employment, letters for newly recruited teachers
- TSC adds another new teacher registration, employment requirement; read the details
- All TSC online services: the TSC website, online services and how to easily access them
- New list of TSC County Directors
- Updated TSC recruitment guidelines for teachers
- TSC: Process of handing-taking over by new school heads and other administrators
- New academic and professional requirements for registration of teachers
- How to check the status of TSC number application online
- Get the latest TSC news on these official Social Media links (Facebook, Twitter, WhatsApp, Telegram and online)
- How to apply online for the vacant administrative positions at the Teachers Service Commission-tsc
- TSC: Most marketable subject combinations
- TSC: Revised, new, service charter
- TSC: Download all the TSC forms, circulars, regulations and Memos here
- TSC: How to easily get the retirement, pension, benefits
- TSC: Full process of interdicting, disciplining and dismissing teachers
- New, updated, list of offences that can lead to a teacher’s removal from the TSC register
- TSC: All teachers’ leaves explained
- TSC: List of all allowances paid to teachers and to get them
- Latest Career Progression Guidelines, CPG, for teachers
- TSC: Answers to all the Frequently asked questions by teachers
- TSC: A list of all the TSC contacts
- TSC: How a teacher should claim the medical expenses costs from TSC
- TSC: How to best apply for a teacher transfer
- How to easily apply for a TSC number
- Applying for a TSC number? This is all you need to know.
- All what you are required to have in order to apply for a TSC number
FORM 1-4 KISWAHILI SCHEMES OF WORK PDF
AZIMIO LA KAZI
KIDATO CHA PILI MUHULA WA I
ASILIA
- KLB
- Mwongozo wa Mwalimu
- Oxford
- Kamusi
Get the PDF Schemes Here; Schemes of work for all subjects, free updated downloads
| JUMA | KIPINDI |
SOMO |
SHABAHA |
MBINU |
VIFAA |
ASILIA |
MAONI |
| 1 | 4-6 | KUFUNGUA SHULE NA KUSAHIHISHA KAZI YA LIKIZO | |||||
| 2 | 1 | MTIHANI | |||||
| 2 | Isimu Jamii
Mazungumzo hotelini |
Kufika mwisho wa funzo mwanafunzi aweze;
Wanafunzi waweze kutamka maneno ipasavyo Waweze kueleza sifa za lugha ya hotelini |
Kusoma Kueleza sifa |
Chaki Ubao Madaftari |
Fasaha BK 1 UK 11 KLB BK 2 UK 1-3 Chem BK 2 UK 26 |
||
| 3 | Fasihi
Vipengele muhimu Ploti mahusika |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza vipengele Kueleza wahusika na sifa zao |
Kueleza Kutoa mifano |
Chaki Ubao Madaftari |
Fasaha BK 2
UK 42, 64 KLB BK 2 UK 3-8 Chem BK 2 UK 8 |
||
| 4 | Fasihi
Dhamira/maudhui |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza maana ya maudhui, dhamira na kutoa mifano |
Kueleza Kutoa mifano |
Chaki Ubao Madaftari |
Fasaha BK 2
UK 42, 64 KLB BK 2 UK 3-8 Chem BK 2 UK 8 |
||
| 5 | Fasihi
Mtindo wa lugha na sanaa |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutofautisha mitindo miwili |
Kueleza Kutambua |
Chaki Ubao Madaftari |
Fasaha BK 2
UK 42, 64 KLB BK 2 UK 3-8 Chem BK 2 UK 8 |
||
| 6 | Uchambuzi wa fasihi | Kufika mwisho wa funzo mwanafunzi aweze;
Kuchambua makala ya fasihi |
Kusoma Kujibu maswali |
Chaki
Ubao Madaftari |
KLB BK 2 UK 6-8 Chem BK 2 UK 8 |
||
| 3 | 1 | Sarufi
Mofimu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza maana ya mofimu |
Kueleza Kutoa mifano |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 102
KLB BK 2 UK 8-9 Chem BK 2 UK 6-8 |
|
| 2 | MTIHANI | ||||||
| 3 | Sarufi
Viambishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutofautisha viambishi awali na tamati |
Kusoma Kuandika |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 114
KLB BK 2 UK 10 Chem BK 2 UK 114 |
||
| 4 | Insha ya maigizo | Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika mchezo wa kuigiza |
Kueleza Kuandika |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 22
KLB BK 2 UK 12 Chem BK 2 UK 29 |
||
| 5 | Isimu Jamii
Uhusiano wa kitabaka |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza jinsi ambavyo watu wa matabaka mbalimbali wanavyohusiana |
Kusoma Kujadili |
Chaki Ubao Madaftari |
Fasaha BK 2 UK 22 KLB BK 2 UK 13 Chem BK 2 UK 29 |
||
| 6 | Ufahamu
Matumizi ya kamusi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma makala na kujibu maswali ya ufahamu |
Kusoma Kujadili Kujibu maswali |
Chaki Ubao Madaftari |
KLB BK 2 UK 15 |
||
| 4 | 1 | Sarufi
Nomino |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua aina za nomino |
Kueleza kwa kutoa mifano
kuandika |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 6
KLB BK 2 UK 29 Chem BK 2 UK 28 |
|
| 2 | Nomino | Kufika mwisho wa funzo mwanafunzi aweze;
Kufafanua aina za nomino |
Kueleza/kutaja
Kutoa mifano Kufanya zoezi |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 6
KLB BK 2 UK 29 Chem BK 2 UK 28 |
||
| 3 | MTIHANI | ||||||
| 4-6 | Vivumishi | Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha aina ya vivumishi |
Kueleza/kutaja
Kutoa mifano Kufanya zoezi |
Chaki
Ubao Madaftari |
KLB BK 2 UK 22 |
||
| 5 | 1 | Insha ya mahojiano | Kufika mwisho wa funzo mwanafunzi aweze;
Kutofautisha dayolojia na mahojiano |
Kueleza/kutaja
Kutoa mifano Kufanya zoezi |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 31
KLB BK 2 UK 29 Chem BK 2 UK 214 |
|
| 2 | Fasihi
Vitendawili |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha vitendawili mbalimbali |
Kusoma Kutoa mifano Kufanya zoezi |
Chaki Ubao Madaftari |
Fasaha BK 2
UK 109-117 KLB BK 2 UK 30 Chem BK 2 UK 184 |
||
| 3 | MTIHANI | ||||||
| 4 | Mafumbo | Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha aina za mafumbo |
Kusoma
Kutoa mifano Kutoa majibu |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 57
KLB BK 2 UK 30 Chem BK 2 UK 184 |
||
| 5-6 | Ufahamu
Uchafuzi wa mazingira |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujibu maswali ya msamiati |
Kusoma
Kujadili Kufanya zoezi |
Chaki
Ubao Madaftari |
KLB BK 2 UK 33 |
||
| 6 | 1 | Sarufi
Vivumishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua na kutunga sentensi |
Kutoa mifano
Kutunga sentensi Kufanya zoezi |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 37
KLB BK 2 UK 36 Chem BK 2 UK 74 |
|
| 2-3 | Fasihi
Mighani/visakale |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutoa maana na mifano Kutaja sifa |
Kutaja Kutoa mifano |
Chaki Ubao Madaftari |
Fasaha BK 2 UK 74 KLB BK 2 UK 58 Chem BK 2 UK 196 |
||
| 4 | MTIHANI | ||||||
| 5 | Ufahamu | Kufika mwisho wa funzo mwanafunzi aweze;
Kuboresha matamshi yao |
Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 80 |
||
| 6 | Muhtasari | Kufika mwisho wa funzo mwanafunzi aweze;
Waweze kusoma makala na kuyafupisha ipasavyo |
Kusoma Kuandika |
Chaki Ubao Madaftari |
KLB BK 2 UK 82 |
||
| 7 | 1 | Viwakilishi | Kufika mwisho wa funzo mwanafunzi aweze;
Kutaja aina ya viwakilishi na kuvitungia sentensi |
Kutambua Kutunga sentensi |
Chaki Ubao Madaftari |
Fasaha BK 2 UK 37 KLB BK 2 UK 50 Chem BK 2 UK 85 |
|
| 2 | Kuandika
Tahadhari/onyo/ilani |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika kwa hati nadhifu |
Kusoma
Kujadili Kufanya zoezi |
Chaki
Ubao Madaftari |
KLB BK 2 UK 53 Chem BK 2 UK 119 |
||
| 3 | Kusikiliza na kuzungumza
(Visawe) |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutamka maneno kwa ufasaha |
Kusoma Kueleza maana |
Chaki
Ubao Madaftari |
KLB BK 2 UK Kamusi |
||
| 4 | Mazungumzo hospitalini | Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza sifa za lugha ya hospitalini |
Kusoma
Kueleza Kuandika nakala |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 29
KLB BK 2 UK 62 Chem BK 2 UK 159 |
||
| 5 | MTIHANI | ||||||
| 6 | Ufasaha wa lugha
Misemo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua maana |
Kueleza Kutunga sentensi |
Chaki
Ubao Madaftari |
KLB BK 2 UK 76 |
||
| 8 | 1 | Ufahamu
Maadili mema |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma makala kwa ufasaha |
Kusoma
Kutaja misamiati Kufanya zoezi |
Chaki
Ubao Madaftari |
KLB BK 2 UK 80-82 |
|
| 2 | Muhtasari | Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua hatua muhimu za ufupisho |
Kusoma Kufupisha habari |
Chaki
Ubao Madaftari |
KLB BK 2 UK 80-82 |
||
| 3 | MTIHANI | ||||||
| 4-6 | LIKIZO FUPI | ||||||
| 9 | 1-2 | Sarufi
Vitenzi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua aina ya vitenzi na kuvitungia sentensi |
Kutoa maana Kutunga sentensi Kufanya zoezi |
Chaki Ubao Madaftari |
KLB BK 2 UK 83 |
|
| 3 | Isimu jamii
Mazungumzo Posta |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza sifa za lugha ya posta |
Kusoma kwa sauti Kujadili sifa |
Picha |
Fasaha BK 2 UK 165 KLB BK 2 UK 89 |
||
| 4 | Kuandika
Insha ya mdokezo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika hati nadhifu |
Kuandika |
Mfano |
Fasaha BK 2 UK 10
KLB BK 2 UK 87 Chem BK 2 UK 143 |
||
| 5 | Ufahamu
Repoti kuhusu ukimwi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa makini na kujibu maswali ya ufahamu |
Kusoma Kuandika |
Nakala |
KLB BK 2 UK 91 |
||
| 6 | MTIHANI
|
||||||
| 10 | 1 | Ufahamu
Udurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa ufasaha |
Kusoma na kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 91 |
|
| 2 | MTIHANI | ||||||
| 3 | Muhtasari
repoti kuhusu ukimwi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kufupisha habari bila kupoteza maana |
Kusoma Kufanya zoezi |
Chaki
Ubao Madaftari |
KLB BK 2 UK 91 |
||
| 4 | Kuandika
Insha ya ripoti |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika ripoti kuzingatia mtindo mwafaka |
Kueleza Kuandika |
Mifano |
Fasaha BK 2 UK 55 KLB BK 2 UK 91-94 Chem BK 2 UK 178 |
||
| 5-6 | Sarufi
Viwakilishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua aina ya viwakilishi |
Kueleza
Kutunga sentensi Kufanya zoezi |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 49
KLB BK 2 UK 94 Chem BK 2 UK 228 |
||
| 11 | 1 | Kuandika
Barua simu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika barua yenye mantiki |
Kueleza Kuandika |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 175
KLB BK 2 UK 108 Chem BK 2 UK 241 |
|
| 2-3 | Viwakilishi vya pekee, nafsi | Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha na kuvitumia katika sentensi |
Kutoa mifano Kutunga sentensi Kufanya zoezi |
Chaki Ubao Madaftari |
Fasaha BK 2 UK 178 KLB BK 2 UK 98 Chem BK 2 UK 228 |
||
| 4 | MTIHANI | ||||||
| 5 | Mazungumzo
Kituo cha polisi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza sifa za lugha inayotumika |
Kutaja sifa Kuandika nakala |
Chaki
Ubao Madaftari |
KLB BK 2 UK 102 Chem BK 2 UK 208 |
||
| 6 | Ufahamu | Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa ufasaha |
Kusoma
Kujadili Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 104-107 |
||
| 12 | 1 | Viwakilishi sifa | Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza na kutoa mifano katika sentensi |
Kutaja Kutunga sentensi Kufanya zoezi |
Chaki Ubao Madaftari |
Fasaha BK 2 UK 175 KLB BK 2 UK 98 Chem BK 2 UK 241 |
|
| 2 | Viwakilishi idadi | Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza na kutoa mifano katika sentensi |
Kutaja Kutunga sentensi Kufanya zoezi |
Chaki Ubao Madaftari |
Fasaha BK 2 UK 175 KLB BK 2 UK 98 Chem BK 2 UK 241 |
||
| 3 | Vimilikishi
|
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza na kutoa mifano katika sentensi |
Kutaja Kutunga sentensi Kufanya zoezi |
Chaki Ubao Madaftari |
KLB BK 2 UK 109-110 |
||
| 4 | ‘A” unganifu | Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza na kutoa mifano katika sentensi |
Kutaja Kutunga sentensi Kufanya zoezi |
Chaki Ubao Madaftari |
KLB BK 2 UK 109-110 |
||
| 5 | Viwakilishi virejeshi | Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza na kutoa mifano katika sentensi |
Kutaja Kutunga sentensi Kufanya zoezi |
Chaki Ubao Madaftari |
KLB BK 2 UK 113 |
||
| 6 | MTIHANI | ||||||
| 13 | 1 | Insha
Matangazo ya redio, runinga, magazetini |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutunga matangazo Kusoma |
Kueleza Kusoma Kuandika |
Chaki Ubao Madaftari |
Fasaha BK 2 UK 163 KLB BK 2 UK 115 |
|
| 2 | MTIHANI | ||||||
| 3 | Matamshi bora
Vitate S na Z |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutamka maneno kwa ufasha |
Kubainisha Kusoma |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 1 KLB BK 2 UK 120 |
||
| 4 | Ufahamu
Dondoo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujibu maswali ya ufahamu |
Kusoma
Kujadili Kuandika |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 112
KLB BK 2 UK 122-124 Chem BK 2 UK 168 |
||
| 5 | Kusoma maktabani
Shairi arudhi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kufanya utafiti juu ya ushairi |
Kusoma Kutafiti Kuandika |
Chaki Ubao Madaftari |
Fasaha BK 2 UK 88 KLB BK 2 UK 125 Chem BK 2 UK 177 |
||
| 6 | Vielezi
Vielezi wakati |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutumia vielezi katika sentensi ipasavyo |
Kutambua Kutunga sentensi |
Chaki Ubao Madaftari |
Fasaha BK 2 UK 60, 62
KLB BK 2 UK 125-126 Chem BK 2 UK 250 |
||
| 14 | 1 | Insha
Kuandika dayolojia |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika kwa hati nadhifu |
Kusoma
Kujadili Kufanya zoezi |
Chaki
Ubao Madaftari |
Fasaha BK 2 UK 212
KLB BK 2 UK 119 Chem BK 2 UK 233 |
|
| 2-6 | MARUDIO YA MTIHANI | ||||||
| 15 | 1-4 | KUFUNGA SHULE KWA LIKIZO LA APRILI | |||||
| Kufika mwisho wa funzo mwanafunzi aweze;
|
Chaki Ubao Madaftari |
Fasaha BK 2 UK KLB BK 2 UK Chem BK 2 UK |
|||||
AZIMIO LA KAZI
KIDATO CHA PILI
MUHULA WA II
ASILIA
- KLB
- Mwongozo wa Mwalimu
- Oxford
- Kamusi
| JUMA | KIPINDI |
SOMO |
SHABAHA |
MBINU |
VIFAA |
ASILIA |
MAONI |
| 1 | 4-6 | KUFUNGUA | |||||
| 2 | 1 | Vielezi jinsi/namna | Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha vielezi katika lugha |
Kutambua Kutunga sentensi |
Chaki
Ubao Madaftari |
KLB BK 2
UK 127-128 Fasaha BK 2 UK 61 Chem BK 2 UK 250 |
|
| 2 | MTIHANI | ||||||
| 3 | Vielezi idadi | Kufika mwisho wa funzo mwanafunzi aweze;
Kuvitumia katika lugha |
Kutambua
Kutunga sentensi Kufanya zoezi |
Chaki
Ubao Madaftari |
KLB BK 2
UK 128-129 Fasaha BK 2 UK 62 Chem BK 2 UK 250, 253 |
||
| 4 | Vielezi mahali | Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua vielezi mahali |
Kutambua Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2
UK 129-131 Fasaha BK 2 UK 62 Chem BK 2 UK 250, 253 |
||
| 5 | Kuandika
Ratiba |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika hati nadhifu yenye mantiki |
Kusoma
Kujadili Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2
UK 131-133 Fasaha BK 2 UK 43 Chem BK 2 UK 45 |
||
| 6 | Matamshi bora
Vitate ‘d’ na ‘nd’ |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma maneno kwa ufasaha |
Kusoma |
Chaki
Ubao Madaftari |
KLB BK 2 UK 134
Fasaha BK 2 UK 79 Chem BK 2 UK 85 |
||
| 3 | 1 | Ufahamu
Mahali pa watu wengi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujibu maswali ya msamiati |
Kusoma Kujadili Kuandika |
Chaki Ubao Madaftari |
KLB BK 2
UK 134-136 Fasaha BK 2 UK 58 Chem BK 2 UK 216 |
|
| 2 | Kusoma
Ushairi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa ufasaha |
Kusoma Kujadili |
Chaki
Ubao Madaftari |
KLB BK 2
UK 137-140 Fasaha BK 2 UK 124 |
||
| 3 | MTIHANI | ||||||
| 4 | Kusoma
Muhtasari |
Kufika mwisho wa funzo mwanafunzi aweze;
Kufupisha makala |
Kusoma
Kutambua hoja Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 140
Fasaha BK 2 UK 146 Chem BK 2 UK 57 |
||
| 5 | Kusoma
Uchambuzi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha sehemu mbalimbali za shairi |
Kusoma Kutambua Kuandika |
Chaki Ubao Madaftari |
KLB BK 2 UK 140 Fasaha BK 2 UK 211 Chem BK 2 UK 82 |
||
| 6 | Sarufi
Viunganishi Ila, sababu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuvitumia katika lugha |
Kutambua
Kutunga sentensi Kufanya zoezi |
Chaki
Ubao Madaftari |
KLB BK 2
UK 140-141 Fasaha BK 2 UK 72 |
||
| 4 | 1 | Viunganishi
|
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha katika lugha |
Kutambua Kutunga sentensi |
Chaki
Ubao Madaftari |
KLB BK 2 UK 141 Fasaha BK 2 UK 72 |
|
| 2 | Vihusishi | Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha katika sentensi |
Kusoma
Kutambua Kutunga sentensi |
Chaki
Ubao Madaftari |
KLB BK 2
UK 142-143 Fasaha BK 2 UK 93 Chem BK 2 UK 212 |
||
| 3 | Vihisishi | Kufika mwisho wa funzo mwanafunzi aweze;
Kuvitumia kwa ufasaha katika lugha |
Kutambua
Kutunga sentensi Kufanya zoezi |
Chaki
Ubao Madaftari |
KLB BK 2
UK 143-145 Fasaha BK 2 UK 84 |
||
| 4 | MTIHANI | ||||||
| 5 | Kuandika
Taarifa |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika mtungo wenye mantiki |
Kusoma
Kujadili Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 145
Fasaha BK 2 UK 159 Chem BK 2 UK 178 |
||
| 6 | Fasihi
Shairi: Mwanamke |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kubainisha vipengele vya shairi |
Kusoma Kujadili Kuandika |
Chaki Ubao Madaftari |
KLB BK 2
UK 148-150 Fasaha BK 2 UK 30 Chem BK 2 UK 177 |
||
| 5 | 1 | Kusoma
Ufahamu wa kusikiliza |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa ufasaha |
Kusoma Kujadili Kuandika |
Chaki Ubao Madaftari |
KLB BK 2
UK 146-148 Fasaha BK 2 UK 70 Chem BK 2 UK 216 |
|
| 2 | Fasihi
Maigizo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuiga maneno na matendo vya watu wengine |
Kuzungumza Kuiga |
Mchezo |
KLB BK 2 UK 148
Fasaha BK 2 UK 200, 201 Chem BK 2 UK 171 |
||
| 3 | Sarufi
Kinyume: oa, ua |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha vinyume vya vitenzi |
Kusoma Kutambua Kufanya zoezi |
Chaki Ubao Madaftari |
KLB BK 2
UK 150-151 Fasaha BK 2 UK 182-183 Chem BK 2 UK 140 |
||
| 4 | Kinyume
Neno tofauti |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua vinyume vya vitenzi |
Kutambua Kufanya zoezi |
Chaki Ubao Madaftari |
KLB BK 2
UK 151-152 Fasaha BK 2 UK 182-183 Chem BK 2 UK 140 |
||
| 5 | MTIHANI | ||||||
| 6 | Kuandika
Maelezo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika mtungo wenye mantiki |
Kusoma Kufanya zoezi |
Mfano |
KLB BK 2 UK 153 Chem BK 2 UK 21 |
||
| 6 | 1 | Fasihi
Tamthlia |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha vipengele vya tamthilia |
Kusoma Kujadili |
Chaki Ubao |
KLB BK 2 UK 150 Kifo kisimani |
|
| 2-3 | Kusikiliza, kusoma. Mjadala | Kufika mwisho wa funzo mwanafunzi aweze;
Kuendeleza kipawa cha kuzungumza kwa ufasaha |
Kusoma © Education Plus Agencies Kuzungumza |
Mjadala |
KLB BK 2
UK 154-156 Fasaha BK 2 UK 120 Chem BK 2 UK 50 |
||
| 4 | Kusoma
Msamiati |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kutafiti msamiati wa bunge |
Kusoma Kutafiti |
Kamusi
Chaki Ubao Madaftari |
KLB BK 2 UK 157-158 Fasaha BK 2 UK 82 |
||
| 5 | Kusoma
Ufahamu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujibu maswali ya ufahamu |
Kusoma
Kujadili Kufanya zoezi |
Chaki
Ubao Madaftari |
KLB BK 2
UK 158-160 Fasaha BK 2 UK 92 |
||
| 6 | MTIHANI | ||||||
| 7 | 1 | MTIHANI | |||||
| 7 | 2 | Sarufi
Nyakati Kukanusha |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha nyakati mbalimbali |
Kutambua Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 161
Fasaha BK 2 UK 84 Chem BK 2 UK 131 |
|
| 3 | Hali ya nge- na ukanusho wake | Kufika mwisho wa funzo mwanafunzi aweze;
Kutumia nge na kukanusha sentensi |
Kutambua Kutunga sentensi |
Chaki
Ubao Madaftari |
KLB BK 2
UK 161-162 Fasaha BK 2 UK 86-87 Chem BK 2 UK 150 |
||
| 4-6 | |||||||
| 8 | 1 | MTIHANI | |||||
| 2 | Hali ya ngeli na ukanushaji | Kufika mwisho wa funzo mwanafunzi aweze;
Kutumia ngeli katika sentensi kisha kukanusha |
Kutambua Kutunga sentensi Kukanusha |
Chaki Ubao Madaftari |
KLB BK 2 UK 162
Fasaha BK 2 UK 86-87 Chem BK 2 UK 150 |
||
| 3 | Ngali na ukanushaji | Kufika mwisho wa funzo mwanafunzi aweze;
Kutumia ngali katika sentensi kisha kukanusha |
Kutambua Kutunga sentensi Kukanusha |
Chaki Ubao Madaftari |
KLB BK 2 UK 163
Fasaha BK 2 UK 86-87 Chem BK 2 UK 150 |
||
| 4 | ‘Po’ na ukanushaji | Kufika mwisho wa funzo mwanafunzi aweze;
Kutumia ‘Po’ katika sentensi kisha kukanusha |
Kutambua Kutunga sentensi Kukanusha |
Chaki Ubao Madaftari |
KLB BK 2
UK 164-165 Fasaha BK 2 UK 86 Chem BK 2 UK 264 |
||
| 5 | Kuandika
Resipe |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika hati nadhifu |
Kusoma Kuandika |
Chaki Ubao Madaftari |
KLB BK 2
UK 165-166 Fasaha BK 2 UK 19 Chem BK 2 UK 269
|
||
| 6 | Matamshi bora
f na v |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuboresha lugha kwa kutamka maneno kwa ufasaha |
Kusoma Kuandika |
Chaki Ubao Madaftari |
KLB BK 2 UK 167 Fasaha BK 2 UK 79 Chem BK 2 UK 210 |
||
| 9 | 1 | Vitanze ndimi | Kufika mwisho wa funzo mwanafunzi aweze;
Kuboresha matamshi kwa kusoma sentensi kwa ufasaha |
Kusoma |
Chaki Ubao Madaftari |
KLB BK 2 UK 168 Fasaha BK 2 UK 121 |
|
| 2 | MTIHANI | ||||||
| 3 | Imla
Sauti t, d, f, v |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika maneno ambayo anasomewa na mwalimu |
Kusikiliza Kuandika |
Chaki Ubao Madaftari |
KLB BK 2 UK 168
Fasaha BK 2 UK 189 Chem BK 2 UK 185, 210, 167 |
||
| 4-5 | Fasihi
Visasili |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadili/kuchambua hadithi aliyopewa |
Kusoma Kuandika Kujadili |
Chaki Ubao Madaftari |
KLB BK 2
UK 168-171 Fasaha BK 2 UK 95 Chem BK 2 UK 15 |
||
| 6 | Kusoma | Kufika mwisho wa funzo mwanafunzi aweze;
Kuboresha matamshi yake kwa kusoma kwa ufasaha |
Kusoma Kuandika Kujadili |
Chaki Ubao Madaftari |
KLB BK 2
UK 171-174 Fasaha BK 2 UK 100 Chem BK 2 UK 68 |
||
| 10 | 1 | Uchambuzi | Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha mahusika, fani |
Kusoma
Kuandika Kujadili |
Chaki
Ubao Madaftari |
KLB BK 2 UK 174 Fasaha BK 2 UK 106 |
|
| 2 | Sarufi
Sentensi sahili |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutunga sentensi sahili |
Kusoma Kuandika Kujadili |
Chaki Ubao Madaftari |
KLB BK 2
UK 174-175 Chem BK 2 UK 186, 201 |
||
| 3 | Sentensi ambatano | Kufika mwisho wa funzo mwanafunzi aweze;
Kutunga sentensi ambatano |
Kusoma
Kuandika Kujadili |
Chaki
Ubao Madaftari |
KLB BK 2 UK 175
Fasaha BK 2 UK 194 Chem BK 2 UK 210 |
||
| 4 | MTIHANI | ||||||
| 5 | Upambanuzi wa sentensi ambatano | Kufika mwisho wa funzo mwanafunzi aweze;
Kupambanua sentensi ambatano kwa njia mbalimbali |
Kutunga sentensi Kupambanua |
Chaki Ubao Madaftari |
KLB BK 2
UK 175-177 Fasaha BK 2 UK 207 Chem BK 2 UK 186 |
||
| 6 | Kuandika
Risala |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika mtungo wenye mantiki |
Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2
UK 177-178 Fasaha BK 2 UK 97 Chem BK 2 UK 243 |
||
| 11 | 1 | MTIHANI | |||||
| 2 | Fasihi
Ushairi Nyimbo za arusi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuimba nyimbo mbalimbali za arusi |
Kuimba |
Sauti |
KLB BK 2
UK 179-181 Chem BK 2 UK 113 |
||
| 3 | Misemo | Kufika mwisho wa funzo mwanafunzi aweze;
Kutumia misemo katika sentensi |
Kutaja Kutoa maana Kutunga sentensi |
Chaki Ubao Madaftari |
KLB BK 2
UK 181-183 Fasaha BK 2 UK 45 Chem BK 2 UK 138 |
||
| 4 | Kusoma
Shairi huru |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuchambua shairi alilopewa |
Kusoma Kuchambua |
Chaki Ubao Madaftari |
KLB BK 2
UK 183-184 Fasaha BK 2 UK 211 Chem BK 2 UK 231 |
||
| 5 | Sarufi
Mnyambuliko I wa vitenzi Kauli ya kutendwa, kutendewa |
Kufika mwisho wa funzo mwanafunzi aweze;
Kunyambua vitenzi katika kauli ya kutendwa na kutendewa |
Kutambua Kunyambua |
Chaki Ubao Madaftari |
KLB BK 2
UK 185-186 Fasaha BK 2 UK 156-158 Chem BK 2 UK 175, 219 |
||
| 6 | Mnyambuliko II | Kufika mwisho wa funzo mwanafunzi aweze;
Kunyambua vitenzi katika kauli ya tendeka, tendana |
Kutambua Kunyambua |
Chaki Ubao Madaftari |
KLB BK 2
UK 185-186 Fasaha BK 2 UK 156-158 Chem BK 2 UK 175, 219 |
||
| 12 | 1 | Mnyambuliko III | Kufika mwisho wa funzo mwanafunzi aweze;
Kunyambua vitenzi katika kauli ya tendeana, tendeshwa, tendezana, tendeshea |
Kutambua Kunyambua Kufanya zoezi |
Chaki Ubao Madaftari |
KLB BK 2
UK 185-186 Fasaha BK 2 UK 156, 158 Chem BK 2 UK 175, 219 |
|
| 2 | MTIHANI | ||||||
| 3 | Fasihi
Methali |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha maana za methali aliyopewa |
Kutambua Kutoa maana |
Chaki Ubao Madaftari |
KLB BK 2
UK 187-190 Fasaha BK 2 UK 67 Chem BK 2 UK 40 |
||
| 4 | Kusoma
Ufahamu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujibu maswali ya ufahamu |
Kusoma Kuandika |
Chaki Ubao Madaftari |
KLB BK 2
UK 190-192 Fasaha BK 2 UK 123 Chem BK 2 UK 60 |
||
| 5 | Ufahamu
Tarakilishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujibu maswali ya msamiati |
Kusoma Kujadili Kuandika |
Chaki Ubao Madaftari |
KLB BK 2
UK 192-194 Fasaha BK 2 UK 180 Chem BK 2 UK 157 |
||
| 6 | Fasihi
Riwaya |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuchambua riwaya aliyosoma |
Kusoma Kujadili Kuandika |
Chaki Ubao Madaftari |
KLB BK 2 UK 195
Fasaha BK 2 UK 160, 223 Chem BK 2 UK 8 |
||
| 13 | 1-4 | KUFUNGA SHULE KWA LIKIZO YA AGOSTI | |||||
AZIMIO LA KAZI
KIDATO CHA PILI MUHULA WA III
ASILIA
- KLB
- Mwongozo wa Mwalimu
- Oxford
- Kamusi
| JUMA | KIPINDI |
SOMO |
SHABAHA |
MBINU |
VIFAA |
ASILIA |
MAONI |
| 1 | 4-6 | KUFUNGUA NA KUSAHIHISHA KAZI YA LIKIZO | |||||
| 2 | 1 | Sarufi
Uakifishaji |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha alama mbalimbali za uakifishaji |
Kutambua Kuandika |
Chaki Ubao Madaftari |
KLB BK 2
UK 196-199 Fasaha BK 2 UK 187 Chem BK 2 UK 9 |
|
| 2 | Kuandika
Barua rasmi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika mtungo wenye mantiki |
Kuandika |
Chaki Ubao Madaftari |
KLB BK 2
UK 196-199 Fasaha BK 2 UK 187 Chem BK 2 UK 9 |
||
| 3 | MTIHANI | ||||||
| 4 | Kuandika
Maelezo/maagizo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika hati nadhifu |
Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 199
Fasaha BK 2 UK 131 Chem BK 2 UK 223 |
||
| 5 | Fasihi
Hekaya |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuchambua hadithi aliyopewa |
Kusoma Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2
UK 200-202 Chem BK 2 UK 102 |
||
| 6 | Kusoma
Ufahamu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujibu maswali ya ufahamu |
Kusoma
Kujadili Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2
UK 202-204 Chem BK 2 UK 181 |
||
| 3 | 1 | Kusoma
Muhtasari |
Kufika mwisho wa funzo mwanafunzi aweze;
Kufupisha makala bila kupoteza maana |
Kusoma Kufupisha |
Chaki
Ubao Madaftari |
KLB BK 2 UK 205
Fasaha BK 2 UK 73 Chem BK 2 UK 118 |
|
| 2 | Sarufi
Usemi halisi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutumia usemi halisi katika sentensi |
Kutambua Kutunga sentensi Kufanya zoezi |
Chaki Ubao Madaftari |
KLB BK 2
UK 205-206 Fasaha BK 2 UK 53 Chem BK 2 UK 126 |
||
| 3 | Usemi wa taarifa | Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha usemi wa taarifa katika sentensi |
Kutambua Kutunga sentensi Kufanya zoezi |
Chaki Ubao Madaftari |
KLB BK 2
UK 206-207 Fasaha BK 2 UK 53 Chem BK 2 UK 126 |
||
| 4 | MTIHANI | ||||||
| 5-6 | Usemi wa taarifa na halisi | Kufika mwisho wa funzo mwanafunzi aweze;
Kutofautisha usemi halisi kutoka kwa usemi wa taarifa |
Kutunga sentensi Kufanya zoezi |
Chaki Ubao Madaftari |
KLB BK 2
UK 207-208 Fasaha BK 2 UK 53 Chem BK 2 UK 126
|
||
| 4 | 1 | Kuandika
Barua mialiko Harusi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika mtungo wenye mantiki |
Kuandika |
Chaki Ubao Madaftari |
KLB BK 2
UK 208-209 Fasaha BK 2 UK 65 Chem BK 2 UK 70 |
|
| 2 | Kuandika
Hauli |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika mtungo wenye mantiki |
Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 209
Fasaha BK 2 UK 65 Chem BK 2 UK 70 |
||
| 3 | Fasihi
Ushairi Wimbo wa uchumba |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuchambua wimbo aliopewa |
Kuimba Kuchambua |
Chaki Ubao Madaftari |
KLB BK 2
UK 210-211 Fasaha BK 2 UK 126 Chem BK 2 UK 82 |
||
| 4 | Fasihi
Methali |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika methali inayolingana na maelezo aliyopewa |
Kusoma Kuandika |
Chaki Ubao Madaftari |
KLB BK 2
UK 211-212 Fasaha BK 2 UK 67 Chem BK 2 UK 40 |
||
| 5 | MTIHANI | ||||||
| 6 | Kusoma
Janga la ukimwi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuuliza maswali kulingana na makala |
Kusoma
Kutunga maswali Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 212-215 |
||
| 5 | 1 | Kusoma maktabani | Kufika mwisho wa funzo mwanafunzi aweze;
Kufanya utafiti kuhusu janga la ukimwi |
Kusoma Kuandika |
Makala Madaftari |
Magazeti Majarida Fasaha BK 2 UK 203 |
|
| 2 | Sarufi
Kuunda nomino I |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuunda nomino kutokana na vitenzi |
Kutambua
Kuunda Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 216 Fasaha BK 2 UK 183 |
||
| 3 | Kuunda nomino II | Kufika mwisho wa funzo mwanafunzi aweze;
Kuunda nomino kutokana na vivumishi |
Kutambua kuunda |
Chaki
Ubao Madaftari |
KLB BK 2 UK 217 Fasaha BK 2 UK 183 |
||
| 4 | Kuunda nomino III | Kufika mwisho wa funzo mwanafunzi aweze;
Kuunda nomino kutokana na nomino |
Kutambua Kuunda |
Chaki
Ubao Madaftari |
KLB BK 2 UK 217
Fasaha BK 2 UK 183 Chem BK 2 UK 203 |
||
| 5 | Uundaji IV | Kufika mwisho wa funzo mwanafunzi aweze;
Kufanya zoezi ipasavyo |
Kufanya zoezi |
Chaki
Ubao Madaftari |
KLB BK 2
UK 218-219 Chem BK 2 UK 203 |
||
| 6 | MTIHANI | ||||||
| 6 | 1 | Kuandika
Orodha ya mambo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika mtungo wenye mantiki |
Kusikiliza Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2
UK 219-220 Chem BK 2 UK 252 |
|
| 2 | Kuandika
Shajara |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika hati nadhifu |
Kusikiliza Kuandika |
Chaki Ubao Madaftari |
KLB BK 2 UK 221 Fasaha BK 2 UK 150 Chem BK 2 UK 117 |
||
| 3 | Kusikiliza na kuzungumza
Majadiliano |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuigiza majadiliano aliyopewa |
Kusoma Kuiga |
Mchezo
Chaki Ubao Madaftari |
KLB BK 2
UK 222-224 Fasaha BK 2 UK 33, 129 |
||
| 4 | Fasihi
Nyimbo za kivita |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuimba na kuchambua wimbo aliopewa |
Kuimba Kuchambua |
Chaki Ubao Madaftari |
KLB BK 2 UK 225-226 Fasaha BK 2 UK 126 |
||
| 5 | Kusoma
Ufahamu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujibu maswali ya ufahamu/msamiati |
Kusoma
Kujadili Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2
UK 226-229 Fasaha BK 2 UK 153 |
||
| 6 | MTIHANI | ||||||
| 7 | 1 | Sarufi
Udogo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha udogo wa nomino |
Kutambua Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2
UK 229-230 Fasaha BK 2 UK 62 |
|
| 2 | Ukubwa
|
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha ukubwa wa nomino |
Kutambua Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2
UK 229-231 Fasaha BK 2 UK 62 |
||
| 3 | Methali | Kufika mwisho wa funzo mwanafunzi aweze;
Kufanya marudio zaidi |
Kufanya mazoezi |
Chaki
Ubao Madaftari |
KLB BK 2
UK 232-234 Fasaha BK 2 UK 67 |
||
| 4 | Kusoma
Ufahamu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha msamiati mpya |
Kuandika Kueleza |
Chaki Ubao Madaftari |
KLB BK 2
UK 234-236 Fasaha BK 2 UK 166 Chem BK 2 UK 71 |
||
| 5 | Shairi | Kufika mwisho wa funzo mwanafunzi aweze;
Kujibu maswali ya shairi |
Kusoma
Kujadili Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2
UK 241-243 Chem BK 2 UK 82 |
||
| 6 | Sarufi
Mada mchanganyiko |
Kufika mwisho wa funzo mwanafunzi aweze;
Kufanya mazoezi zaidi |
Kuandika |
Chaki
Ubao Madaftari |
KLB BK 2 UK 248-252 |
||
| 8 | 1-6 | MTIHANI WA MWISHO WA MWAKA | |||||
| 9 | 1-6 | MTIHANI WA MWISHO WA MWAKA | |||||
| 10 | 1-4 | MARUDIO NA KUFUNGA SHULE KWA LIKIZO YA DESEMBA | |||||
KCPE 2010 ANSWERS, MARKING SCHEMES, FOR ALL SUBJECTS- OFFICIAL KNEC NEWSLETTER
| K.C.P.E- 2010 | NEWSLET | TERS MARKI | NG SCHEMES | ||||
| NUMBER | MATHS | ENGLISH | KISWAHILI | SCIENCE | SST | C.R.E | |
| 1 | D | A | B | C | D | B | |
| 2 | C | D | A | A | C | C | |
| 3 | B | A | D | C | A | D | |
| 4 | D | D | C | A | D | B | |
| 5 | D | C | A | D | B | A | |
| 6 | B | A | C | B | D | C | |
| 7 | D | C | D | C | B | C | |
| 8 | A | D | B | D | C | D | |
| 9 | B | B | D | A | A | A | |
| 10 | B | D | B | B | D | B | |
| 11 | A | B | A | A | C | C | |
| 12 | B | C | C | C | B | D | |
| 13 | B | B | C | D | C | A | |
| 14 | D | B | B | A | A | B | |
| 15 | D | A | A | D | D | B | |
| 16 | C | A | D | C | C | C | |
| 17 | A | A | D | B | B | A | |
| 18 | B | D | C | A | A | D | |
| 18 | D | A | B | D | D | B | |
| 20 | A | A | A | B | C | D | |
| 21 | C | C | A | A | C | C | |
| 22 | A | A | D | C | B | A | |
| 23 | D | C | C | D | A | B | |
| 24 | D | C | B | D | D | A | |
| 25 | B | B | D | A | C | D | |
| 26 | D | C | A | B | A | B | |
| 27 | B | A | D | C | C | C | |
| 28 | D | D | C | D | B | D | |
| 29 | A | B | D | A | A | C | |
| 30 | C | B | A | B | D | A | |
| 31 | A | D | A | C | A | ||
| 32 | C | A | B | D | C | ||
| 33 | A | B | C | C | B | ||
| 34 | C | A | A | A | A | ||
| 35 | B | C | A | B | D | ||
| 36 | C | B | D | A | B | ||
| 37 | A | D | B | D | D | ||
| 38 | B | B | D | D | C | ||
| 39 | C | B | C | D | A | ||
| 40 | C | C | B | A | D | ||
| 41 | C | D | A | A | B | ||
| 42 | C | C | B | B | A | ||
| 43 | D | B | B | C | C | ||
| 44 | B | D | C | D | A | ||
| 45 | A | C | C | C | B | ||
| 46 | A | D | C | D | B | ||
| 47 | C | C | C | B | D | ||
| 48 | B | B | B | A | A | ||
| 49 | A | A | A | B | C | ||
| 50 | C | B | C | D | B | ||
| 51 | D | ||||||
| 52 | A | ||||||
| 53 | C | ||||||
| 54 | B | ||||||
| 55 | D | ||||||
| 56 | A | ||||||
| 57 | C | ||||||
| 58 | B | ||||||
| 59 | A | ||||||
| 60 | B | ||||||
| I.R.E | |||||||
| B | |||||||
| A | |||||||
| D | |||||||
| C | |||||||
| B | |||||||
| D | |||||||
| C | |||||||
| B | |||||||
| D | |||||||
| A | |||||||
| C | |||||||
| A | |||||||
| C | |||||||
| C | |||||||
| B | |||||||
| A | |||||||
| D | |||||||
| B | |||||||
| A | |||||||
| D | |||||||
| C | |||||||
| B | |||||||
| B | |||||||
| A | |||||||
| A | |||||||
| C | |||||||
| B | |||||||
| D | |||||||
| C | |||||||
| A | |||||||
Knec Exams Portal – Business Exams, TEP
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Grade 5 report card cbc
GRADE 5 ASSESSMENT REPORT CARD.
Click here to download the Grade 5 Report Card.
GRADE 5 ASSESSMENT REPORT BOOK
LEARNER’S DETAILS
NAME :
LEVEL :
AGE :
UPI :
|
STAMPED PASSPORT PHOTO |
PARENT’S/GUARDIAN’S DETAILS
FATHER’S NAME :
CONTACT :
EMAIL ADDRESS :
MOTHER’S NAME :
CONTACT :
Email Address :
FACILITATOR’S NAME :
CONTACT : SIGN
SCHOOL STAMP
MATHEMATICS ACTIVITIES
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERCOMMENTONPERFORMANCE | |||||||||||
| PERFORMANCELEVEL | E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
TERMONE | TERMTWO | TERMTHREE |
| STRAND/SUBSTRAND | |||||||||||||||
| 1.0NUMBERS | |||||||||||||||
| Wholenumbers | |||||||||||||||
| Addition | |||||||||||||||
| Subtraction | |||||||||||||||
| Multiplication | |||||||||||||||
| Division | |||||||||||||||
| Fractions | |||||||||||||||
| Decimals | |||||||||||||||
| 2.0MEASUREMENT | |||||||||||||||
| Length | |||||||||||||||
| Area | |||||||||||||||
| Volume | |||||||||||||||
| Capacity | |||||||||||||||
| Mass | |||||||||||||||
| Time | |||||||||||||||
| Money | |||||||||||||||
| 3.0GEOMETRY | |||||||||||||||
| Lines | |||||||||||||||
| Angles | |||||||||||||||
| 3-Dobjects | |||||||||||||||
| 4.0DATAHANDLING | |||||||||||||||
| Datarepresentation | |||||||||||||||
| 5.0ALGEBRA | |||||||||||||||
| SimpleEquations | |||||||||||||||
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERCOMMENTONPERFORMANCE | ||||||||||||
| PERFORMANCELEVEL | E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
TERMONE | TERMTWO | TERMTHREE | |
| STRAND | ||||||||||||||||
| 1.CHILDRIGHTSANDRESPONSIBILITIES | ||||||||||||||||
| Listeningandspeaking | ||||||||||||||||
| Reading(extensive) | ||||||||||||||||
| Grammarinuse | ||||||||||||||||
| Writing(fillingforms) | ||||||||||||||||
| 2.NATIONALCELEBRATIONS | ||||||||||||||||
| Listeningandspeaking | ||||||||||||||||
| Reading(intensive) | ||||||||||||||||
| Grammarinuse | ||||||||||||||||
| Writing(openendedcomp) | ||||||||||||||||
| 3.0ETIQUETTE–TABLEMANNERS | ||||||||||||||||
| Listeningandspeaking | ||||||||||||||||
| Reading(intensive) | ||||||||||||||||
| Grammarinuse | ||||||||||||||||
| Writing(handwriting) | ||||||||||||||||
| 4.ROADACCIDENTSPREVENTION | ||||||||||||||||
| Listeningandspeaking | ||||||||||||||||
| Reading(Intensive) | ||||||||||||||||
| Grammarinuse | ||||||||||||||||
| Writing(replytoafriendly
letter) |
||||||||||||||||
| 5.TRADITIONALFOOD | ||||||||||||||||
| Listeningandspeaking | ||||||||||||||||
ENGLISH ACTIVITIES
| Reading(intensive) | |||||||||||||||
| Grammarinuse | |||||||||||||||
| Writing(narrative
composition) |
|||||||||||||||
| 6.0JOBSANDOCCUPATIONS | |||||||||||||||
| Listeningandspeaking | |||||||||||||||
| Reading(intensive) | |||||||||||||||
| Grammarinuse | |||||||||||||||
| Writing(pictorial
composition) |
|||||||||||||||
| 7.0TECHNOLOGY | |||||||||||||||
| Listeningandspeaking | |||||||||||||||
| Reading(extensive) | |||||||||||||||
| Grammarinuse | |||||||||||||||
| Writing(punctuation) | |||||||||||||||
| 8.0 THEFARM- CASHCROPS | |||||||||||||||
| Listeningandspeaking | |||||||||||||||
| Reading(fluency) | |||||||||||||||
| Grammarinuse | |||||||||||||||
| Writing(narrative
composition |
|||||||||||||||
| 9.0HEALTH–COMMUNICABLEDISEASES | |||||||||||||||
| Listeningandspeaking | |||||||||||||||
| Reading(intensive) | |||||||||||||||
| Grammarinuse | |||||||||||||||
| Writing(punctuationmarks) | |||||||||||||||
| 10.0LEISURETIMEACTIVITIES | |||||||||||||||
| Listeningandspeaking | |||||||||||||||
| Reading(intensive) | |||||||||||||||
- |Page
| Grammarinuse | |||||||||||||||
| Writing(descriptive
composition |
|||||||||||||||
| 11.0SPORTS(APPRECIATINGTALENTS) | |||||||||||||||
| Listeningandspeaking | |||||||||||||||
| Reading(intensivereading) | |||||||||||||||
| Grammarinuse | |||||||||||||||
| Writing(spelling) | |||||||||||||||
| 12.0ENVIRONMENTALPOLLUTION | |||||||||||||||
| Listeningandspeaking | |||||||||||||||
| Reading(intensive) | |||||||||||||||
| Grammarinuse | |||||||||||||||
| Writing(personaldiary | |||||||||||||||
| 13.0MONEY –SAVINGSANDBANKING | |||||||||||||||
| Listeningandspeaking | |||||||||||||||
| Reading(extensive) | |||||||||||||||
| Grammarinuse | |||||||||||||||
| Writing(spelling) | |||||||||||||||
KISWAHILIACTIVITIES
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERCOMMENTSONPERFOMANCE | |||||||||||
| PERFORMANCELEVEL | E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
TERMONE | TERMTWO | TERMTHREE |
| MADAKUU | |||||||||||||||
| 1.0MAPISHI | |||||||||||||||
| Kusikilizanakuzungumza | |||||||||||||||
| Kusoma(kwaufahamu) | |||||||||||||||
| Kuandika(inshayawasifu | |||||||||||||||
| Sarufi(ainazanomino) | |||||||||||||||
| 2.0 HUDUMAZAKWANZA | |||||||||||||||
| Kusikilizanakuzungumza | |||||||||||||||
| Kusoma(kwakina) | |||||||||||||||
| Kuandika(inshaya
masimulizi) |
|||||||||||||||
| Sarufi(ainazanomino) | |||||||||||||||
| 3.0MAPAMBO | |||||||||||||||
| Kusikilizanakuzungumza | |||||||||||||||
| Kusoma(kwaufahamu) | |||||||||||||||
| Kuandika(kwa
tarakilishi) |
|||||||||||||||
| Sarufi(ainazanomino)
Uakifishi |
|||||||||||||||
| 4.0 SAANAMAJIRA | |||||||||||||||
| Kusikilizanakuzungumza | |||||||||||||||
| Kusoma(kwamapana) | |||||||||||||||
| Kuandika(Baruapepe) | |||||||||||||||
| Sarufi(umojanawingi
wanomino) |
|||||||||||||||
|
|
|||||||||||||||
| Umojanawingiwa
sentensi |
|||||||||||||||
| 5.0KUKABILIANANAUMASIKINI | |||||||||||||||
| Kusikilizanakuzungumza | |||||||||||||||
| Kusoma(kusomakwa
ufahamu) |
|||||||||||||||
| Kuandika(inshaya
maelezo) |
|||||||||||||||
| Sarufi(umojanawingiwanomino)
Umojanawingiwasentensi |
|||||||||||||||
| 6.0MAADILI | |||||||||||||||
| Kusikilizanakuzungumza | |||||||||||||||
| Kusoma(kwamapana) | |||||||||||||||
| Kuandika(inshaya
wasifu) |
|||||||||||||||
| Sarufi(umojanawingiwanomino)
Umojanawingiwasentensi |
|||||||||||||||
| 7.0ELIMUYAMAZINGIRA | |||||||||||||||
| KusikilizanaKuzungumza | |||||||||||||||
| Kusoma(kwamapana) | |||||||||||||||
| Kuandika(inshaya
maelezo) |
|||||||||||||||
| Sarufi(umojanawingi
wanomino) |
|||||||||||||||
| Umojanawingi
sentensi |
|||||||||||||||
| 8.0NDEGEWAPORINI | |||||||||||||||
| Kusikilizana
kuzungumzaa |
|||||||||||||||
| Kusoma(kwaufahamu) | |||||||||||||||
| Kuandika(inshaya
masimulizi) |
|||||||||||||||
| Sarufi(myambulikowa
vitenzi) |
|||||||||||||||
| 9.0MAGONJWA | |||||||||||||||
| Kusikilizanakuzungmza | |||||||||||||||
| Kusoma(kwamapana) | |||||||||||||||
| Kuandika(inshaya
maelezo) |
|||||||||||||||
| Sarufi(vinyumevya
vitenzi) |
|||||||||||||||
| 10.0KUDHIBITITIKADIZADININAZAKIJAMII | |||||||||||||||
| Kusikilizanakuzungumza | |||||||||||||||
| Kusoma(kwamapana) | |||||||||||||||
| Kuandika(inshaya
masimulizi) |
|||||||||||||||
| Sarufi(NyakatinaHali) | |||||||||||||||
| 11.0UWEKEZAJI | |||||||||||||||
| Kusikilizanakuzungumza | |||||||||||||||
| Kusoma(kwaufahamu) | |||||||||||||||
| Kuandika(Baruapepe) | |||||||||||||||
| Sarufi (Ukanushajiwamanenonasentensi )
Ukubwanaudogowa nomino |
|||||||||||||||
HOMESCIENCEACTIVITIES
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERSCOMMENTSONPERFORMANCE | |||||||||||
| PERFORMANCELEVEL | E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
TERMONE | TERMTWO | TERMTHREE |
| STRAND | |||||||||||||||
| 1.0HEALTHYLIVING | |||||||||||||||
| Pre-teen/adolescence(9-
12yrs) |
|||||||||||||||
| Dressingself | |||||||||||||||
| Timemanagement | |||||||||||||||
| Surfacesfoundin thehome | |||||||||||||||
| Commoncommunicable
diseases |
|||||||||||||||
| 2.0CONSUMEREDUCATION | |||||||||||||||
| Consumerawareness
(advert) |
|||||||||||||||
| Wisebuying | |||||||||||||||
| 3.0FOODSANDNUTRITION | |||||||||||||||
| Foodnutrients | |||||||||||||||
| Nutritionaldeficienciesand
disorders |
|||||||||||||||
| FoodPreservation | |||||||||||||||
| Kitchentoolsandequipment’s | |||||||||||||||
| Cookingfoods | |||||||||||||||
| 4.0CLOTHING | |||||||||||||||
| Stitches | |||||||||||||||
| Repairandmaintenanceof
clothes |
|||||||||||||||
| Laundrywork | |||||||||||||||
AGRICULTURE ACTIVITIES
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERCOMMENTSONPERFORMANCE | |||||||||||
| PERFORMANCE
LEVEL |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
TERMONE | TERMTWO | TERMTHREE |
| STRAND | |||||||||||||||
| 1.0CONSERVINGOURENVIRONMENT | |||||||||||||||
| Soilconservation | |||||||||||||||
| Waterconservation | |||||||||||||||
| Livingbetterwithwild
animals |
|||||||||||||||
| Growingfruits
(climbers) |
|||||||||||||||
| Conservationproject(managingclimbing
fruitplants) |
|||||||||||||||
| 2.0DOMESTICANIMALS | |||||||||||||||
| Useofdomesticanimals | |||||||||||||||
| 3.0GARDENINGPRACTICES | |||||||||||||||
| Indigenousfoodcrops | |||||||||||||||
| VegetableGardening
practices |
|||||||||||||||
| InnovativeGardening | |||||||||||||||
SOCIALSTUDIESACTIVITIES
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERCOMMENTSONPERFORMANCE | |||||||||||
| PERFORMANCELEVEL | E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
TERMONE | TERMTWO | TERMTHREE |
| STRAND | |||||||||||||||
| 1.0NATURALANDBUILTENVIRONMENTS | |||||||||||||||
| Elementsofamap | |||||||||||||||
| Location,positionandsize
ofKenya |
|||||||||||||||
| Mainphysicalfeaturesin
Kenya |
|||||||||||||||
| Weatherandclimatein
Kenya |
|||||||||||||||
| Thebuiltenvironments | |||||||||||||||
| 2.0PEOPLEANDPOPULATION | |||||||||||||||
| Cultureandsocial
organization |
|||||||||||||||
| Schooladministration | |||||||||||||||
| LanguagegroupsinKenya | |||||||||||||||
| Populationdistributionin
Kenya |
|||||||||||||||
| 3.0RESOURCESANDECONOMICACTIVITIES | |||||||||||||||
| ResourcesinKenya | |||||||||||||||
| Agriculture | |||||||||||||||
| Dairyfarming | |||||||||||||||
| HorticultureinKenya | |||||||||||||||
| FishinginKenya | |||||||||||||||
| TransportinKenya | |||||||||||||||
| CommunicationinKenya | |||||||||||||||
| Wildlifeandtourismin
Kenya |
|||||||||||||||
| MininginKenya | |||||||||||||||
| 4.0POLITICALSYSTEMSANDGOVERNANCE | |||||||||||||||
| Leadershipandpolitical
change |
|||||||||||||||
| Earlyformsof
governmentinKenya |
|||||||||||||||
| Citizenship | |||||||||||||||
| NationalunityinKenya | |||||||||||||||
| Humanrights | |||||||||||||||
| GovernanceinKenya
(democracy) |
|||||||||||||||
| Electoralprocessin
Kenya |
|||||||||||||||
| TheNational
governmentinKenya |
|||||||||||||||
SCIENCEANDTECHNOLOGYACTIVITIES
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERCOMMENTSONPERFORMANCE | ||||||||||||
| PERFORMANCE
LEVEL |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
TERMONE | TERMTWO | TERMTHREE | |
| STRAND | ||||||||||||||||
| 1.0LIVINGTHINGS | ||||||||||||||||
| Plants | ||||||||||||||||
| Animals | ||||||||||||||||
| Humanbody | ||||||||||||||||
| 2.0HEALTHEDUCATION | ||||||||||||||||
| Diseases | ||||||||||||||||
| Waterborne | ||||||||||||||||
| Externalparasites | |||||||||||||||
| Internalparasites | |||||||||||||||
| 3.0ENVIRONMENT | |||||||||||||||
| Solidwaste
management |
|||||||||||||||
| 4.0COMPUTINGDEVICES | |||||||||||||||
| Handlingdata –word
processing |
|||||||||||||||
| Coding | |||||||||||||||
| 5.0MATTER | |||||||||||||||
| Changeofstate | |||||||||||||||
| Acids andbases | |||||||||||||||
| 6.0FORCEANDENERGY | |||||||||||||||
| Gravity | |||||||||||||||
| Soundenergy | |||||||||||||||
| Heattransfer | |||||||||||||||
| 7.0EARTHANDSPACE | |||||||||||||||
| Moon | |||||||||||||||
MUSIC ACTIVITIES
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERCOMMENTSONPERFORMANCE | |||||||||||
| PERFORMANCELEVEL | E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
TERMONE | TERMTWO | TERMTHREE |
| STRAND | |||||||||||||||
| 1.0PERFORMING | |||||||||||||||
| Songs | |||||||||||||||
| Kenyanfolksongs | |||||||||||||||
| Kenyanindigenousmusical
instruments |
|||||||||||||||
| Westernmusicalinstruments
(Descantrecorder) |
|||||||||||||||
| Kenyanfolkdances | |||||||||||||||
| 2.0CREATING/COMPOSING | |||||||||||||||
| Rhythm | |||||||||||||||
| Melody | |||||||||||||||
| 3.0LISTENING,RESPONDINGANDAPPRECIATING | |||||||||||||||
| Elementsofmusic | |||||||||||||||
ART AND CRAFT ACTIVITIES
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERCOMMENTSONPERFORMANCE | |||||||||||
| PERFORMANCELEVEL | E.E (4) | M.E(3) | A.E (2) | B.E(1) | E.E (4) | M.E(3) | A.E(2) | B.E(1) | E.E (4) | M.E(3) | A.E (2) | B.E(1) | TERMONE | TERMTWO | TERMTHREE |
| STRAND | |||||||||||||||
| 1.0PICTUREMAKINGTECHNIQUES | |||||||||||||||
| Drawingstilllife | |||||||||||||||
| Drawingcross-hatchingtechnique | |||||||||||||||
| Crayonetching | |||||||||||||||
| Painting | |||||||||||||||
| Collage | |||||||||||||||
| 2.0INDIGENOUSKENYANCRAFTS | |||||||||||||||
| Weaving | |||||||||||||||
| Leatherwork | |||||||||||||||
| Pottery | |||||||||||||||
| Sculpturecarving | |||||||||||||||
| 3.0DESIGN,MIXEDMEDIAANDTECHNOLOGY | |||||||||||||||
| Graphicdesign | |||||||||||||||
| Bookcraft | |||||||||||||||
| Puppetrymarionette | |||||||||||||||
| Photography | |||||||||||||||
| 4.0PRESENTATIONANDEXHIBITION | |||||||||||||||
| Mountingartwork | |||||||||||||||
| Exhibitionskills | |||||||||||||||
PHYSICALHEALTH EDUCATIONACTIVITIES
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERCOMMENTSONPERFORMANCE | |||||||||||
| PERFORMANCE
LEVEL |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
TERMONE | TERMTWO | TERMTWO |
| STRAND | |||||||||||||||
| 1.0GAMESANDSPORTS:ATHLETICSTRUCKEVENTS | |||||||||||||||
| Athletics:truckevents | |||||||||||||||
| Athletics:fieldevents | |||||||||||||||
| Ropework | |||||||||||||||
| Soccerpasses | |||||||||||||||
| BattingGames–
softball |
|||||||||||||||
| BattingGames–
rounders |
|||||||||||||||
| BallGames–volleyball | |||||||||||||||
| KabaddiGame | |||||||||||||||
| TagRugby | |||||||||||||||
| 2.0OPTIONALGAMESANDSPORTS | |||||||||||||||
| Swimming | |||||||||||||||
| Frisbee | |||||||||||||||
| 3.0GYMNASTICS | |||||||||||||||
| Individualbalances | |||||||||||||||
| 4.0HEALTHANDFITNESS | |||||||||||||||
| Skillrelatedfitness | |||||||||||||||
| 5.0FIRSTAIDINSPORTS | |||||||||||||||
| Sportsinjuries | |||||||||||||||
| 6.0OUTDOORRECREATIONALACTIVITIES | |||||||||||||||
| Outdooractivities | |||||||||||||||
- |Page
CREACTIVITIES
| TERM | TERMONE | TERMTWO | TERMTHREE | TEACHERCOMMENTSONPERFORMANCE | |||||||||||
| PERFORMANCELEVEL | E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
E.E
(4) |
M.E
(3) |
A.E
(2) |
B.E
(1) |
TERMONE | TERMTWO | TERMTHREE |
| STRAND | |||||||||||||||
| 1.0CREATION | |||||||||||||||
| Mypurpose | |||||||||||||||
| Humanbeingsasco-
workerswithGod |
|||||||||||||||
| Thefallof humanbeings | |||||||||||||||
| Thefamilyunity | |||||||||||||||
| 2.0 THEHOLYBIBLE | |||||||||||||||
| Theholybibleasa guide | |||||||||||||||
| Biblestories | |||||||||||||||
| 3.0THELIFEOFJESUSCHRIST | |||||||||||||||
| Preparationforthe
comingofJesus |
|||||||||||||||
| JohntheBaptist | |||||||||||||||
| ThebaptismofJesus | |||||||||||||||
| God’spowerovernature | |||||||||||||||
| Compassionforthe
needy |
|||||||||||||||
| PowerofJesusoverlife | |||||||||||||||
| TheteachingofJesus
Christ |
|||||||||||||||
| 4.0THECURCH | |||||||||||||||
| Theearlychurch | |||||||||||||||
- |Page
| TheLord’ssupper | |||||||||||||||
| TheRoleoftheHoly
spirit |
|||||||||||||||
| PowerofIntercessory
prayer |
|||||||||||||||
| 5.0CHRISTIANLIVING | |||||||||||||||
| Friendshipformation | |||||||||||||||
| Humansexuality | |||||||||||||||
| Godthesource oflife | |||||||||||||||
| Goodhealthpractices | |||||||||||||||
- |Page
TERMONE
OPENINGDATE: CLOSINGDATE
Facilitatorremarksbasedon:-Corecompetencies,achievements,PCIsdevelopmentandvalue
Sign
TERMTWO
OPENINGDATE: CLOSINGDATE
Facilitatorremarksbased on:-Corecompetencies,achievements,PCIsdevelopmentandvalue
Sign
TERMTHREE
OPENINGDATE: CLOSINGDATE
Facilitatorremarksbasedon:-Corecompetencies,achievements,PCIsdevelopmentandvalue
Sign
- |Page
SUMMATIVEASSESSMENTSUMMARYREPORT
| ENTERSCORESFORTHEPARTICULARTERMINTHEBOX | ||||||
| TERMONE | TERMTWO | TERMTHREE | ||||
| ASSESMENT
ONE |
ASSESMENT
TWO |
ASSESMENT
ONE |
ASSESSMENT
TWO |
ASSESSMENT
ONE |
ASSESSMENT
TWO |
|
| Mathematical
Activities |
||||||
| Language
Activities |
||||||
| Environmental
Activities |
||||||
| Cre/ire/hindu
Activities |
||||||
| Literacy
Activities |
||||||
| Movement
Activities |
||||||
| Hygieneand
Nutritionactivities |
||||||
| Artandcraft
Activities |
||||||
| Kiswahili
Activities |
||||||
| Musicactivities | ||||||
GENERALREMARKS ONSUMMATIVEASSESMENT
Classteacher’scomments:
Headteacher’ssignature Date
Parent’ssignature Date
- |Page
SOCIAL /BEHAVIOUR REPORTKEY
S – SATISFACTORY -I – IMPROVEMENT
Reporttobecompletedbytheclassteacher
| BEHAVIOUR | ASSESMENT |
| Consideringforothers | |
| Organizationforschoolresources | |
| Acceptsresponsibility | |
| Worksindependently | |
| Workswellwithothers | |
| Completesassignmentsatschool | |
| Completeshomeassignments | |
| Participatesincommunityservicelearning | |
| Usetimewisely | |
| HasreverenceforGod asperasuperbeing | |
|
OTHERCOMMENTS FROMTHETEACHER |
|
Pwani University Course List, Fees, Requirements, How to Apply
Pwani University Course List, Fees, Requirements, How to Apply
Bachelors Programmes
| Title |
|---|
| Bachelor of Science (Food, Nutrition & Dietetics) |
| Bachelor of Science (Environmental Health) |
| Bachelor of Science Nursing (Upgrading) |
| Bachelor of Science in Tourism Management |
| Bachelor of Science in Hospitality Management |
| Bachelor of Commerce (Options: Finance, Accounting, Business Mgt information Science) |
| Bachelor of Education (Early Childhood Education) |
| Bachelor of Education (Special Needs Education) |
| Bachelor of Environmental Studies (Community Development) |
| Bachelor of Environmental Planning and Management |
| Bachelor of Environmental Science |
| Bachelor of Science in Agriculture & Extension |
| Bachelor of Science in Animal Science |
| Bachelor of Science in Horticulture & Marketing |
| Bachelor of Science in Agriculture |
| Bachelor of Science in Agribusiness Management |
| Bachelor of Science in Marine Biology and Fisheries |
| Bachelor of science in Microbiology |
| Bachelor of Science in Energy & Environmental Technology |
| Bachelor of science in Biology |
| Bachelor of Science in Industrial Chemistry |
| Bachelor of Science in Chemistry |
| Bachelor of Science in Biotechnology |
| Bachelor of Science in Biochemistry |
| Bachelor of Science in Telecommunication and Information Technology |
| Bachelor of Science in Computer Science |
| Bachelor of Science in Physics |
| Bachelor of Science in Mathematics |
| Bachelor of Science in Hospitality & Tourism Management |
| Bachelor of Commerce |
| Bachelor of Arts in Economics |
| Bachelor of Arts in Child Care & Protection |
| Bachelor of Arts (Anthropology) |
| Bachelor of Arts (Political Science) |
| Bachelor of Arts (History & Archaeology) |
| Bachelor of Arts (History) |
| Bachelor of Arts (German) |
| Bachelor of Arts (French) |
| Bachelor of Arts (Kiswahili) |
| Bachelor of Arts (Literature) |
| Bachelor of Arts (English & Linguistics) |
| Bachelor of Arts (Psychology) |
| Bachelor of (Sociology) |
| Bachelor of Arts (Philosophy) |
| Bachelor of Arts in Leadership Studies and Philosophy |
| Bachelor of Arts (Theology) |
| Bachelor of Arts (Islamic Religious Studies) |
| Bachelor of Arts (Christian Religious Studies) |
| Bachelor of Science in Nursing & Public Health (Direct Entry) |
| Bachelor of Education (Early Childhood Education) |
| Bachelor of Education( Special Needs Education) |
| Bachelor of Education (Science) |
| Bachelor of Education (Arts) |
| Bachelor of Arts in English and Linguistics |
| Bachelor of Arts in Economics |
| Bachelor of Arts in Child Care and Protection |
| Bachelor of Arts in Child Care and Protection |
| Bachelor of Science in Nursing and Public Health |
| Bachelor of Arts in Anthropology |
PU Contacts
- Address:P.O Box 195-80108, Kilifi, Kenya.
- Phone:+254 725 91 61 45 | +254 786 727 899
- E-mail:info@pu.ac.ke