KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

JUNIOR SCHOOL CURRICULUM DESIGN

ENGLISH

GRADE 7
 First Published in 2022

Revised 2024

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

ISBN: 978-9914-43-938-0

Published and printed by the Kenya Institute of Curriculum Development

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FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for Education, Training, and Research meet the aspirations of the
Constitution of Kenya 2010, the Kenya Vision 2030, the National Curriculum Policy 2019, the United Nations Sustainable Development
Goals (SDGs), and the regional and global conventions to which Kenya is a signatory. Towards achieving the mission of basic education,
the Ministry of Education (MoE) has successfully and progressively rolled out the implementation of the Competency Based Curriculum
(CBC) at Pre-Primary, Primary and Junior School levels.
The implementation of the Competency Based Curriculum involves monitoring and evaluation to determine its success. After the five-year
implementation cycle, a summative evaluation of the primary education cycle was undertaken to establish the achievement of learning
outcomes as envisaged in the Basic Education Curriculum Framework. The Government of Kenya constituted a Presidential Working Party
on Education Reforms (PWPER) in 2022 to address salient issues affecting the education sector. PWPER made far-reaching
recommendations for basic education that necessitated curriculum review. The recommendations of the PWPER, monitoring reports,
summative evaluation of the primary education cycle and feedback from curriculum implementers and other stakeholders led to
rationalisation and review of the basic education curriculum.
The reviewed Grade 7 curriculum designs build on competencies attained by learners at the end Grade 6. Further, they provide opportunities
for learners to continue exploring and nurturing their potential as they prepare to transit to Senior School.
The curriculum designs present the National Goals of Education, essence statements, general and specific expected learning outcomes
for the subjects as well as strands and sub-strands. The designs also outline suggested learning experiences, suggested Key Inquiry
Questions, core competencies, Pertinent and Contemporary Issues (PCIs), values, and the assessment rubric. It is my hope that all
government agencies and other stakeholders in Education will use the designs to plan for effective and efficient implementation of the CBC.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION

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PREFACE
The Ministry of Education (MoE) nationally implemented the Competency Based Curriculum (CBC) in 2019. Grade 7 is the first grade of
Junior School in the reformed education structure.
The reviewed Grade 7 curriculum furthers implementation of the CBC from Grade 6 at the primary education level. The main feature of this
level is a broad curriculum for the learner to explore talents, interests, and abilities before selection of pathways and tracks at the Senior
School education level. This is very critical in the realisation of the Vision and Mission of the ongoing curriculum reforms as enshrined in
the Sessional Paper No. I of 2019: Towards Realizing Quality, Relevant and Inclusive Education and Training for Sustainable Development
in Kenya. The Sessional Paper explains the shift from a Content-focused Curriculum to a focus on Nurturing Every Learner’s potential.
Therefore, the Grade 7 curriculum designs are intended to enhance the learners’ development of the CBC core competencies, namely:
Communication and Collaboration, Critical Thinking and Problem-solving, Creativity and Imagination, Citizenship, Digital Literacy,
Learning to Learn, and Self-efficacy.
The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various sub-strands and the
other aspects of the CBC. They also offer several suggested learning resources and a variety of assessment techniques. It is expected that the
design will guide teachers to effectively facilitate learners to attain the expected learning outcomes for Grade 7 and prepare them for a
smooth transition to Grade 8. Furthermore, it is my hope that teachers will use the designs to make learning interesting, exciting, and
enjoyable.

DR. BELIO KIPSANG’, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR BASIC EDUCATION
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and review (SNE
adapt) curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process for any level
of education involves thorough research, international benchmarking, and robust stakeholder engagement. Through a systematic and consultative
process, the KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF)
2017. The curriculum responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, the Kenya
Vision 2030, the East African Community Protocol, the International Bureau of Education Guidelines and the United Nations Sustainable
Development Goals (SDGs).
KICD receives its funding from the Government of Kenya to facilitate the achievement of its stipulated mandate and implementation of the
Government and Sector (Ministry of Education -MoE) plans. The Institute also receives support from development partners targeting specific
programmes. The revised Grade 7 curriculum designs were developed with the support of the World Bank through the Kenya Primary Education
Equity in Learning Programme (KPEELP); a project coordinated by MoE. Therefore, the Institute is very grateful to the Government of Kenya,
through the MoE and the development partners for the policy, resource, and logistical support. Specifically, special thanks goes to the Cabinet
Secretary-MoE and the Principal Secretary - State Department of Basic Education.
We also wish to acknowledge the KICD curriculum developers and other staff, all teachers and educators who took part as panelists; the Semi-
Autonomous Government Agencies (SAGAs), and representatives of various stakeholders for their roles in the development of the Grade 7
curriculum designs. In relation to this, we acknowledge the support of the Chief Executive Officers of the Teachers Service Commission (TSC)
and the Kenya National Examinations Council (KNEC) during the process of developing these designs. Finally, we are very grateful to the
Chairperson of the KICD Council and other members of the Council for the very consistent guidance throughout the process.
We assure all teachers, parents and other stakeholders that this curriculum design will effectively guide the implementation of the CBC in Grade 7
and the preparation of learners for transition to Grade 8.

PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS

FOREWORD ........................................................................................................................................................................ iii

PREFACE............................................................................................................................................................................. iv
ACKNOWLEDGEMENT ...................................................................................................................................................... v
TABLE OF CONTENTS ...................................................................................................................................................... vi
NATIONAL GOALS OF EDUCATION............................................................................................................................. viii
LESSON ALLOCATION ...................................................................................................................................................... x
LEARNING OUTCOMES FOR JUNIOR SCHOOL ............................................................................................................ xi
ESSENCE STATEMENT ..................................................................................................................................................... xi
SUBJECT GENERAL LEARNING OUTCOMES............................................................................................................... xii
GUIDELINES ON THE STUDY OF CLASS READERS IN JUNIOR SCHOOL............................................................... xiii
THEME 1.0: PERSONAL RESPONSIBILITY ...................................................................................................................... 1
THEME 2.0: SCIENCE AND HEALTH EDUCATION ...................................................................................................... 10
THEME 3.0: HYGIENE ...................................................................................................................................................... 18
THEME 4.0: LEADERSHIP ................................................................................................................................................ 26
THEME 5.0: FAMILY ......................................................................................................................................................... 33
THEME 6.0: DRUG AND SUBSTANCE ABUSE ............................................................................................................. 42
THEME 7.0: NATURAL RESOURCES – FORESTS.......................................................................................................... 52
THEME 8.0: TRAVEL ....................................................................................................................................................... 60
THEME 9.0: HEROES AND HEROINES - KENYA........................................................................................................... 71
THEME 10.0: MUSIC ......................................................................................................................................................... 81
THEME 11.0: PROFESSIONS ............................................................................................................................................ 91

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THEME 12.0: TRADITIONAL FASHION ........................................................................................................................ 101
THEME 13.0: LAND TRAVEL ......................................................................................................................................... 110
THEME 14.0: SPORTS - OUTDOOR GAMES ................................................................................................................. 120
THEME 15.0: TOURIST ATTRACTION SITES - KENYA ............................................................................................. 130
SUGGESTED ASSESSMENT RUBRIC ........................................................................................................................... 140
APPENDIX I: GUIDELINES FOR INTEGRATING COMMUNITY SERVICE-LEARNING (CSL) PROJECT .............. 146
APPENDIX II: LIST OF SUGGESTED ASSESSMENT METHODS,
LEARNING RESOURCES AND NON-FORMAL ACTIVITIES ...................................................................................... 148

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

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

3. Promote individual development and self-fulfillment

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

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

5. Promote social equity and responsibility.

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

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

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

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

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

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

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

ESSENCE STATEMENT
The Constitution of Kenya 2010 accords English the status of one of the official languages. According to the Language in
Education Policy of 1976, English is the language of instruction from Grade Four onwards, including in colleges and
universities. In addition, English is a language of communication at both local and international levels. Mastery of English
enhances access to academic, social, and professional opportunities. English as a subject at the junior school level will expose
learners to both knowledge and use of the English language and literary appreciation. It will build on the competencies acquired
at the upper primary school level in listening, speaking, reading, writing, and grammar in use.

By the end of Junior School, learners will be expected to be proficient in the English language for further learning and training,
and their day-to-day interactions. Learners will be provided with appropriate varied experiences in listening, speaking, reading,
writing, and grammar in use to develop linguistic and communicative competence. They will also be expected to interact with
print and non-print language and literary materials both in and outside the classroom for enhanced mastery of the language.

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English will lay a firm foundation for the learners' efficient and effective use of the language as a communication tool and the
medium of instruction at Senior School. In addition, it will be a stepping stone for further study of English, Literature in English,
and other pathways.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of the Junior School level, the learner should be able to:
1. listen and respond appropriately to relevant information in a variety of contexts,
2. read a wide variety of texts fluently, accurately, and interpretively for lifelong learning,
3. develop critical thinking skills for life,
4. read and analyse literary material and relate them to real-life experiences,
5. develop a lifelong interest in reading a wide range of subjects,
6. use grammatical forms to communicate appropriately in different settings,
7. write texts legibly, creatively, and cohesively to empower them for life,
8. apply digital literacy skills to enhance proficiency in English,
9. appreciate the role of English as a medium for creativity and talent development.

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GUIDELINES ON THE STUDY OF CLASS READERS IN JUNIOR SCHOOL
Rationale for Class Readers in Junior School
The genre selected for study as a class reader for Grade 7 is the novella. The intended outcome is to:
i) enhance a reading culture among learners which is extremely valuable in lifelong learning;
ii) prepare learners for the study of Literature in English in the Social Sciences pathway in Senior School;
iii) expose learners to simple literary aspects useful in their day-to-day interactions taking cognizance of the fact that some
will not pursue Literature in English at Senior School.

Teaching of Class Readers in Junior School

The learner at Junior School level:
i) will be guided to read a variety of class readers to expose them to the diverse concepts and skills in the design. This will
form a backdrop on which aspects such as speaking, listening, reading, writing and grammar in use are brought to the
fore;
ii) is expected to adequately interact with varied readers for familiarisation with basic aspects of literary appreciation and
enjoyment as well as enhance a reading culture;
iii) should not be exposed to in-depth literary analysis.
It is important to note that only books approved by KICD and recommended for the level should be used as class readers.

Assessment of Class Readers

As envisaged in the design, formative and summative assessment of readers should not be pegged to specific class readers. This
is because readers are NOT set texts or set books as they are commonly referred to. Assessment tasks should be general in
nature targeting concepts and skills spelt out in the curriculum design. Additionally, assessment should be prepared and
conducted in such a manner that it will accord all learners a level playing field irrespective of the class reader they have studied.

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SUMMARY OF STRANDS AND SUBSTRANDS

STRAND SUB STRAND Suggested Number of Lessons

Listening and Speaking 1.1.1 Oral skills –polite language 30 Lessons

2.1.1 Oral presentations-oral narratives
3.1.1 Listening for Main Idea
4.1.1 Selective listening
5.1.1 Sounds and word stress
6.1.1 Conversational skills
7.1.1 Listening for details
8.1.1 Explanatory Narratives
9.1.1 Consonant and vowel sounds
10.1.1 Delivering speeches
11.1.1 Interviews
12.1.1 Views and Opinions
13.1.1 Extensive Listening
14.1.1 Sounds and Intonation
15.1.1 Oral Reports

Reading 1 and 2 Reading 1 60 Lessons

1.2.1 Independent reading
2.2.1 Simple poems
3.2.1 Information and meaning
4.2.1 Intensive reading
5.2.1 Synonyms and antonyms

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6.2.1 Reading fluency
7.2.1 Independent reading-Visuals
8.2.1 Main idea from supporting details
9.2.1 Grade appropriate fiction materials
10.2.1 Study skills –note making
11.2.1 Non-fiction materials
12.2.1 Reading comprehension
13.2.1 Comprehension strategies
14.2.1 Study skills –summary
15.2.1 Reading Fluency
Reading 2
1.4.1 Intensive reading-trickster
narrative
2.4.1 Class reader –Previewing a text
3.4.1 Reading poetry
4.4.1 Class reader –Main characters
5.4.1 Intensive reading –Oral narratives
6.4.1 Oral literature -songs
7.4.1 Class reader -Characters
8.4.1 Intensive reading-Poetry
9.4.1 Class reader-sequence of events
10.4.1 Character traits-Monster
Narratives
11.4.1 Intensive reading-Dilemma
Narratives
12.4.1 Reading for Main idea

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 13.4.1 Praise songs-Purpose and
occasion
14.4.1 Features of style-Identification
and use
15.4.1 Poetry
Grammar 1.3.1 Word classes -Nouns 30 Lessons
2.3.1 Word classes- Nouns
3.3.1 Verbs and tense-regular and
irregular verbs
4.3.1 Verbs and tense-simple present
and past
5.3.1 Comparative and superlative
adjectives
6.3.1 Adverbs
7.3.1 Personal and possessive Pronouns
8.3.1 Simple prepositions
9.3.1 Conjunctions
10.3.1 Determiners
11.3.1 Formation of Adjectives
12.3.1 Phrasal verbs
13.3.1 Simple sentences
14.3.1 Subject -verb agreement
15.3.1 Affirmative and Negative
Sentences

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Writing 1.5.1 Handwriting –Legibility 30 Lessons
2.5.1 Punctuation marks
3.5.1 Narrative paragraphs
4.5.1 Paragraphing using examples
5.5.1 Friendly letter
6.5.1 Commonly misspelt words
7.5.1 The writing process-Narrative
composition
8.5.1 Composition-Self assessment
9.5.1 Narrative Composition
10.5.1 Packing and Shopping lists
11.5.1 Spelling Antonyms, Synonyms
and Numbers
12.5.1 Writing process-Dialogues
13.5.1 Narrative Composition
14.5.1 Descriptive writing
15.5.1 Functional Writing –Notices
and Posters
Total 150 Lessons

Note: The suggested number of lessons per Sub Strand may be less or more depending on the context

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THEME 1.0: PERSONAL RESPONSIBILITY
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
1.1 Listening 1.1.1 Conversational By the end of the Sub The learner is guided to: Why is it
and Speaking Skills: Polite Strand, the learner should • make a list of necessary details about important for
Language be able to: people that one needs to know for people to
a) identify polite effective introduction, introduce
expressions used in the • brainstorm different types of themselves?
(2 lessons) introduction of self and introduction,
others, • list polite expressions that can be
b) use polite expressions used during the introduction,
in the introduction of • match polite expressions to
self and others in corresponding types of introduction,
different speaking • discuss reasons for using polite
contexts, language in introductions,
c) model respectful • use games such as ‘catch the ball’
behaviour during for the introduction of others,
introductions.
• role-play different contexts of self-
introduction with peers,
• review an audio or video recording
of formal and informal
introductions.

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 Core Competencies to be developed:
Communication: It is developed as the learner listens critically and speaks clearly and effectively during role play of self-
introduction with peers.
Values:
Respect is developed as learners acknowledge diverse opinions while brainstorming different types of introduction with peers.
Pertinent and Contemporary Issues (PCIs)
• Peace education is enhanced as the learner uses games such as ‘catch the ball” for the introduction of others.
• Effective communication is enhanced as the learner uses polite language during introductions.
Link to other Learning Areas:
The learner is able to use the concept of polite language while working with peers in various subjects such as Religious
Education.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.2 Reading 1.2.1 Extensive By the end of the Sub The learner is guided to: How can you
Reading: Strand, the learner should be • think-pair-share on the factors to ensure that you
Independent able to: consider when selecting reading benefit from a
Reading a) identify a variety of material, reading session?
texts for independent • select appropriate reading materials
(2 lessons) reading, related to personal responsibility,
b) read selected materials • set and share reading goals for the
for information and session,
enjoyment, • read selected print and non-print
c) appreciate the value of materials independently,
independent reading in • observe good reading habits,
lifelong learning. • keep a portfolio or a journal of their
experiences during the reading session,
• conduct peer review of the portfolios
and journals kept.

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Core Competencies to be developed:
Critical Thinking and Problem Solving is developed as the learner searches, collects, processes, and uses information from
selected texts.
Values:
• Respect is developed as learners avoid distracting others by observing good reading habits.
• Responsibility is nurtured as the learner is guided in selecting material that they consider appropriate for self and as they
track personal progress.
Pertinent and Contemporary Issues (PCIs)
Effective Communication is enhanced as learner shares their experiences during the think-pair-share activity with peers.
Link to other Learning Areas:
The learner uses the concept of independent reading in many subjects such as Agriculture.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.3 Grammar 1.3.1 Word By the end of the sub- The learner is guided to: Why is it
in Use Classes: strand, the learner should be • read a print or non-print text, important to
Nouns able to: • identify common, proper, concrete, identify items by
a) identify the different and abstract nouns, name?
types of nouns from a • work with peers to search online for
(2 lessons) print or digital text, examples of the common, proper,
b) use different types of concrete, and abstract nouns, and
nouns in sentences, compile a list of the nouns,
c) appreciate the role of • listen to a poem or a story and
correct grammar in categorise the nouns used,
written and spoken • mention examples of common, proper,
communication. concrete and abstract nouns in the
classroom and school,
• construct sentences using common,
proper, concrete, and abstract nouns,
• complete substitution tables with the
different types of nouns,
• engage in language games such as
scrabble, puzzles, code words, and
guessing games,
• write and display stories, songs, or
poems featuring the different types of
nouns.

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Core Competencies to be developed:
Learning to Learn: It is enhanced as the learner is motivated to learn continuously and work collaboratively while engaging in
language games such as scrabble, puzzles, code words, and guessing games on nouns.
Values:
• Unity is fostered as the learner engages in games with peers and searches online for examples of concrete, proper and
common nouns.
• Patriotism is promoted as learners identify with their locality as they talk about people, places, and institutions in their
community.
Pertinent and Contemporary Issues (PCIs)
Digital Citizenship and Cyber wellness is enhanced as the learner searches online for examples of common, proper and
concrete nouns.
Link to other Learning Areas:
The learner uses the concept of nouns in learning other languages such as Kiswahili.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
1.4 Reading 1.4.1 By the end of the Sub The learner is guided to: Why would
Intensive Strand, the learner should • engage in pre-reading activities such as previewing we listen to
Reading: be able to: the title of the narrative, using picture clues, and trickster
Trickster a) identify the main brainstorming, narratives?
Narratives events in trickster • recount the events in the trickster narrative and
narratives, highlight the trick in the narrative,
b) analyse the characters • discuss the various character traits displayed by the
(2 lessons) in narratives, characters,
c) appreciate the • brainstorm on the moral lessons from the narrative,
importance of • work collaboratively to retell a trickster narrative,
trickster narratives in • relate characters and events in the trickster
the inculcation of narrative to real-life situations,
values.
• collaborate with peers to explore and share how
personal responsibility can be derived from the
narrative’s moral lessons.
Core Competencies to be developed:
Creativity and imagination: It is enhanced as the learner undertakes the task of retelling a trickster narrative.
Values:
Integrity is enhanced as learner relates the moral in the trickster narrative to real-life situations.
Pertinent and Contemporary Issues (PCIs)
Effective communication is enhanced as the learner retells trickster narratives.
Link to other Learning Areas:
The learner is able to relate the concept of moral lessons to other learning areas such as Social Studies.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.5 Writing 1.5.1 Handwriting: By the end of the Sub The learner is guided to: Why should
Legibility and Strand, the learner should be • listen to an audio clip on the we write
Neatness able to: importance of developing legible and legibly and
a) describe features of neat handwriting, clearly?
legible and neat • study written samples of legible and
(2 lessons) handwriting for efficient neat handwriting featuring all letters
writing, of the alphabet and short texts,
b) write texts legibly and • discuss the features of legible and
neatly for effective neat handwriting, including shaping
communication, letters, joining and spacing letters and
c) acknowledge the words,
importance of writing • practise handwriting games such as
neatly and legibly. blind writing, speed writing, and
letter stations,
• suggest ways of correcting bad
handwriting habits such as joining
letters and words inappropriately,
• copy given texts on the theme of
personal responsibility on charts and
display for peer evaluation and
correction,

8
 • write short paragraphs legibly and
neatly, and share with peers for peer
review.
Core Competencies to be developed:
Learning to Learn: It is developed as the learner collaborates with peers to suggest ways of correcting bad handwriting habits.
Values:
• Respect is achieved as learners copy given texts on the theme of personal responsibility and display on charts for peer
evaluation and correction.
• Social justice is enhanced as the learner fosters non-discrimination while reviewing each other’s written work.
Pertinent and Contemporary Issues (PCIs)
Effective communication is developed as the learner writes short paragraphs legibly and shares with peers.
Link to other Learning Areas:
The learner relates the concept of legible and neat handwriting to their learning in Kiswahili.

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THEME 2.0: SCIENCE AND HEALTH EDUCATION
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
2.1 Listening 2.1.1 Oral By the end of the Sub Strand, The learner is guided to: What makes
and Speaking Presentations: the learner should be able to: • watch live or recorded oral one a good
Oral a) outline the oral narrative performances of narratives as a class, storyteller?
Narratives performance techniques • search online or offline for information
for effective delivery, on performance techniques, in pairs, and
b) use oral narrative make presentations to peers,
(2 lessons) techniques during the • discuss the oral performance techniques,
performance, • perform oral narratives while peers
c) appreciate the importance watch, record, and then give feedback,
of performance • compose oral narratives and suggest to
techniques in the peers the most suitable ways of
successful delivery of performing them.
oral material.
Core Competencies to be developed:
Creativity and Imagination: It is developed as learner undertakes tasks such as creating and retelling narratives, which
require remembering scenarios.
Values:
Patriotism is achieved as learners compose and perform narratives on national values.
Pertinent and Contemporary Issues (PCIs)
Environmental conservation is enhanced as learner performs narratives on the need to take care of the environment.
Link to other Learning Areas:
The skill of making presentations relates to showcasing of presentations in Creative Arts and Sports.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.2 Reading 2.2.1 Intensive By the end of the Sub The learner is guided to: How are poems
reading: Simple Strand, the learner should be • listen and respond to live or recorded different from
poems able to: poetry recitation, other forms of
a) distinguish between • discuss what makes reading simple literary genres?
(2 lessons) poems and other literary poems interesting,
genres, • pick out poems from a variety of
b) recite a variety of simple texts and read them out aloud,
poems for enjoyment, • recite poems that address science
c) collaborate in poetry and health issues such as HIV and
recitation for enjoyment AIDS,
and learning. • provide feedback to peers and seek
help where necessary.
Core Competencies to be developed:
Self-efficacy: It is enhanced as learners recite poems on HIV and AIDS with confidence.
Values:
• Peace is enhanced as learners work in teams during the poetry recitation.
• Social justice is developed as learners recite poems that promote fairness in society.
Pertinent and Contemporary Issues (PCIs)
Health education is promoted as learners recite poems that address health issues such as HIV and AIDS.
Link to other Learning Areas:
The learner relates the skills of recitation to performance techniques in other learning areas such as Creative Arts and Sports.

11
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
2.3 Grammar 2.3.1 Word By the end of the Sub The learner is guided to: How can you
in Use Classes: Strand, the learner • search for examples of count, non-count, group things
Nouns should be able to: singular, and plural nouns from the internet, that cannot
a) identify count, non- write them and post them on the class reading be counted?
(2 lessons) count, singular, and wall,
plural nouns from a • listen to an audio text on the theme of science
variety of texts, and health education, and pick out the target
b) use count, non- nouns,
count, singular, and • pick out count, non-count, singular, and plural
plural nouns in nouns from newspapers and magazine articles,
sentences, • identify objects in the classroom and categorise
c) appreciate the them as count or non-count nouns,
importance of the • change singular nouns to plural and vice versa,
correct use of nouns • construct sentences using the specified types of
in communication. nouns orally and in writing,
• work with peers to complete crossword puzzles
with the target nouns,
• work with peers to create posters using the learnt
nouns, and post them on the class reading wall or
share using digital learning platforms.

12
Core Competencies to be developed:
Collaboration: It is achieved as the learner creates posters and poems, and shares them on the classroom wall or through
digital learning platforms. This enhances teamwork among the learners.
Values:
• Unity is enhanced as learners work together to identify the different types of nouns in the classroom.
• Respect is achieved as learners take turns to work with peers to create posters using the learnt nouns.
Pertinent and Contemporary Issues (PCIs)
• Effective communication is achieved as the learner uses nouns in varied contexts correctly.
• Health Education is promoted as the learner listens to an audio text on health issues.
Link to other Learning Areas:
The learner relates the concept of count and non-count nouns to their learning of nouns in Kiswahili.

13
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s))
2.4 Reading 2.4.1 Intensive By the end of the Sub The learner is guided to: Why should we
Reading: Strand, the learner should • study the cover page of a class reader, not judge a book
Class Reader be able to: read the blurb and highlight the by its cover?
a) explain the different outstanding features,
(2 lessons) parts that aid in • discuss the title of the class reader,
previewing a book, • research online for more information
b) describe the author about the author and the setting of the
and the setting of the story,
text in terms of time • make oral presentations to the class on
and place, their findings from the research,
c) underscore the value • identify words, images, and details that
of reading for lifelong describe the setting in terms of place and
learning. time,
• design a graphic organiser such as a
mind map or tree map to identify the
setting,
share and give feedback using summary
charts such as what I know - where I
learned it - what I want to know - what I
learned (K-W-W-L) chart to visualise
what has been learned,
• make short notes on the setting and the
author.

14
Core Competencies to be developed:
• Learning to Learn: It is enhanced as learners build on their learning experiences through analysis of the setting and research
on the author.
• Critical thinking is developed as learners explore the links between different events through tasks like creating graphic
organisers that cultivate high-order thinking skills.
• Problem-solving is achieved as learner conducts research online to obtain more information about the author and the setting
of the story.
Values:
Unity is enhanced as the learner develops skills for working in harmony with others while participating.
Pertinent and Contemporary Issues (PCIs)
Creative thinking is developed as the learner creates charts to summarise what they have learned.
Link to other Learning Areas:
The learner relates the skill of intensive reading to their reading of class readers in Kiswahili.

15
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
2.5 Writing 2.5.1 Mechanics By the end of the Sub Strand, The learner is guided to: Why is it
of Writing: the learner should be able to: • read print or non-print texts and important to
Punctuation a) recognise the full stop, identify the full stop, exclamation punctuate a
Marks exclamation mark, and mark, and question mark, text?
question mark in texts, • punctuate a text using the target
b) use the full stop, punctuation marks,
(2 lessons) exclamation mark, and • write a short story or dialogue on the
question mark in theme of science and health education
sentences, using the full stop, exclamation mark,
c) acknowledge the and question mark, where necessary,
importance of punctuating • engage in online or offline punctuation
sentences accurately. games with peers,
• create and display posters or charts
with punctuated sentences for peer
review and revision,
• role-play well-punctuated dialogues
and record,
• discuss the effectiveness of
punctuation marks in expressing
meaning.

16
Core Competencies to be developed:
• Digital literacy: It is developed as learners use digital devices as they play online games and record dialogues.
• Self-efficacy is achieved as learners pay attention to detail while role-playing and recording dialogues.
Values:
Unity is achieved as learners give each other feedback on charts and posters featuring the use of punctuation marks.
Pertinent and Contemporary Issues (PCIs)
• Effective communication is exhibited through well-punctuated texts.
• Social skills are enhanced as learners discuss the effectiveness of punctuation marks in expressing meaning.
Link to other Learning Areas:
The learner relates the concept of proper punctuation in other learning areas such as Kiswahili.

17
THEME 3.0: HYGIENE
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
3.1 Listening 3.1.1 By the end of the Sub The learner is guided to: What can you
and Speaking Listening for Strand, the learner should be • listen to audio recordings on hygiene do to ensure
the main idea able to: and identify the main idea, you capture
(2 lessons) a) identify the main idea • listen for specific information from the the main ideas
from varied descriptive audio recording on hygiene and take from a
texts, notes, speaker?
b) pick out specific • search online and offline for expressions
information from varied that signal the main ideas, such as;
descriptive texts, this talk is about...
c) acknowledge the I will talk about...,
importance of listening • watch a video describing a process, a
skills in communication. person, or an object and pick out
specific information,
• listen to peers read descriptive texts, and
note down the main ideas in turns.

18
Core Competencies to be developed:
• Communication : It is enhanced as the learner listens keenly and responds to descriptive texts.
• Digital literacy is achieved as the learner uses digital devices to search online for expressions that signal the main idea and
specific information.
Values:
Respect is enhanced as the learner listens keenly to peers reading descriptive texts and noting the main ideas.
Pertinent and Contemporary Issues (PCIs)
Health education - personal hygiene is promoted as the learner listens to audio texts on hygiene.
Link to other Learning Areas:
Learners relate to concepts in Agriculture as they listen to a recording on hygiene.

19
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.2 Reading 3.2.1. Reading: By the end of the Sub The learner is guided to: How would you
Information Strand, the learner • distinguish between reading for tell the meaning of
and Meaning should be able to: information and reading for meaning, a word in a
a) distinguish between • collaborate with peers to scan through a passage?
(2 lessons) reading for text and identify text features (such as
information and title, subtitles),
reading for meaning, • read texts on issues such as hygiene,
b) infer the meaning of safety, and security and organise the
words and phrases information by making notes,
from varied texts, • infer and share, the meaning of words
c) appreciate the from varied texts,
importance of • use the words to construct sentences to
reading for convey information and meaning,
information and • fill in crossword puzzles using words
meaning. learned.
Core Competencies to be developed:
Collaboration: It is promoted as the learner infers and shares the meaning of words.
Values:
Respect is enhanced as the learner shares ideas as they work with peers to infer meanings of words
Pertinent and Contemporary Issues (PCIs):
Health and Safety is achieved as the learner reads texts on issues such as hygiene, safety, and security
Link to other Learning Areas:
The learner relates the skill of reading for information and meaning to other language learning areas such as Kiswahili.

20
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.3 Grammar 3.3.1 Verbs By the end of the Sub The learner is guided to: Why is it
In Use and Tense Strand, the learner should • search online and offline for information important to use
be able to: on verbs and their tenses, correct tenses in
(2 lessons) a) identify regular and • listen to texts read by the teacher on verbs communication?
irregular verbs in and their tenses,
sentences, • identify and group verbs with similar
b) use regular and endings such as: -ing, -ed, -ied, -d from
irregular verbs to passages on the theme of hygiene,
construct sentences • identify the tenses of the verbs in
using the past, sentences,
present, and future • construct sentences using verbs in the
tenses, correct tenses,
c) appreciate the correct • participate in a language game on tenses,
use of verbs and
• engage in conversations in pairs using
tenses for effective verbs in various tenses,
communication.
• review their peers’ use of tense in the
conversations and give feedback.

21
Core Competencies to be developed:
Communication and collaboration: It is developed as the learner engages in conversations in pairs using verbs in various tenses.
Values:
Respect is inculcated as the learner reviews peers’ use of tenses.
Pertinent and Contemporary Issues (PCIs)
Effective communication is enhanced as the learner constructs sentences using verbs and tenses correctly.
Link to other Learning Areas:
The learner relates the correct use of verbs and tenses to correct language use when writing their essays in subjects such as
Religious Education.

22
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
3.4. Reading 3.4.1 Intensive By the end of the Sub Strand, The learner is guided to: 1. Why do people
Reading: the learner should be able to: • source online or offline for write poems?
Poetry a) explain the structure of different poems and note the titles 2. What makes a
(2 lessons) poems, and the poets while observing poem
b) analyse the structure of integrity and cyber safety, interesting?
varied simple poems, • brainstorm on the parts of a
c) read short poems poem,
addressing varied societal • read short poems addressing
issues, issues such as personal hygiene,
d) appreciate the poem’s HIV and AIDS, and COVID-19,
structure in communicating • analyse how poems are broken
a message. into stanzas and stanzas into lines,
• study varied poems and present
their different structures using
graphic organisers,
• compare the structures of
different poems,
• relate the poem’s structure to the
poem’s message.

23
Core Competencies to be developed:
Digital literacy: It is achieved as the learner uses digital devices to search sources online for different poems and notes the titles
and the poets, while observing cyber safety.
Values:
Integrity is achieved as the learner searches online or offline for poems while observing cyber security.
Pertinent and Contemporary Issues (PCIs)
• Health Education is promoted as the learner tackles poems on issues such as personal hygiene, HIVand AIDS, and
COVID-19
• Cyber Safety is promoted as the learner searches online or offline for poems.
Link to other subjects:
The learner relates the structure of poems to other learning areas such as Kiswahili and Creative Arts and Sports.

24
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
3.5 Writing 3.5.1 Writing By the end of the Sub The learner is guided to: Why do we
Narrative Strand, the learner should • identify parts of a well-written paragraph write
Paragraphs be able to: specifically, an introduction, necessary paragraphs?
a) identify the parts of a details, and a conclusion,
(2 lessons) narrative paragraph, • read samples of narrative paragraphs
b) compose a narrative provided by the teacher and discuss the flow
paragraph with the of ideas,
appropriate structure, • write a paragraph using a digital device
c) acknowledge the about issues such as hygiene, safety, and
significance of security,
paragraphing in written • present the paragraphs in class for peer
communication. review.

Core Competencies to be developed:

• Communication: It is enhanced as the learner composes a narrative paragraph and reviews peers’ work.
• Creativity and imagination: It is developed as the learner writes narrative paragraphs and shares with peers.
Values:
Respect is promoted as the learner gives feedback on the narrative paragraphs they have reviewed.
Pertinent and Contemporary Issues (PCIs)
Social cohesion is enhanced as the learner presents the narrative paragraph for peer review.
Link to other Learning Areas:
The learner relates the use of digital devices to other learning areas such as Pre-Technical.

25
THEME 4.0: LEADERSHIP
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested
Key Inquiry
Question(s)
4.1 Listening 4.1.1 Listening By the end of the Sub Strand, The learner is guided to: What can you
and Speaking Comprehension: the learner should be able to: • listen to an audio text and decide do to ensure
Selective a) distinguish between specific whether the information presented you capture
Listening and general information is specific or general, relevant
from a listening text, • search online for audio recordings information
(2 lessons) b) select specific information on leadership and attentively listen from a
from a listening text, to texts for specific information, speaker?
c) listen and respond to texts on • watch a role play and respond to
leadership, questions,
d) emphasise the value of • listen to a passage on leadership
listening skills in (good governance) and answer
communication. questions posed by the speaker.
Core Competencies to be developed:
Critical Thinking is developed as the learner listens and selects general and specific information from oral texts.
Values:
• Integrity: It is promoted as the learner nurtures discipline while listening to texts on good governance.
• Social justice: It is enhanced as the learner learns the need for fairness while listening to oral texts on leadership.
Pertinent and Contemporary Issues (PCIs)
• Good governance is enhanced as the learner listens to texts on leadership.
• Effective communication is achieved as the learner listens and responds to audio texts on good governance.
Link to other Learning Areas:
The learner relates selective listening to their learning in Kiswahili.

26
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.2. Reading 4.2.1 Intensive By the end of the Sub The learner is guided to: How can you
Reading Strand, the learner should • search online and watch appropriate video improve your
be able to: clips on the selected reading strategies: reading?
a) discuss the identified reading for main ideas and reading for
(2 lessons) reading strategies, details,
b) select main ideas and • read and underline the main ideas and
details from a variety of details in texts on issues such as gender
written texts, roles in leadership, and review each
c) acknowledge the other’s work,
importance of reading • share ideas on how they can use the
for main idea and selected reading strategies,
details as a • fill in substitution tables with specific
comprehension skill. details from texts, in pairs,
• complete a mind map with a focus on the
main idea and details.

27
Core Competencies to be developed:
• Learning to learn: It is developed as the learner shares what they have learnt using a mind map showing the main idea and
details.
• Digital literacy is enhanced as the learner manipulates digital devices while searching online and watching appropriate
video clips on the selected reading strategies.
Values:
Unity is achieved as the learner works together with peers to complete the mind map.
Pertinent and Contemporary Issues (PCIs)
Gender roles in leadership are enhanced as the learner reads and underlines the main ideas and details in texts focusing on
leadership.
Link to other Learning Areas:
The learner relates the skill of selecting main idea and specific details to learning areas such as Religious Education.

28
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
4.3 Grammar 4.3.1 Verbs By the end of the Sub Strand, The learner is guided to: Why is it necessary to
and Tense the learner should be able to: • underline verbs in simple present indicate when an
a) identify verbs in the and simple past tense in a text, activity takes place?
(2 lessons) simple present and • reflect on the formation of simple
simple past tense in a present and simple past tense
text, forms of verbs,
b) write sentences using the • construct and share sentences on a
simple present tense, variety of issues, including
c) write sentences using the leadership, using verbs in the
simple past tense, appropriate tense,
d) advocate appropriate use • type the constructed sentences
of tense in using a digital device,
communication. • search online or offline for verbs
used in simple present and simple
past tense from a variety of texts,
• complete sentences using the
correct tense of the given verbs,
• create and display charts showing
words in their simple present and
past tense,
• play language games using verbs
in the present and past tense.

29
Core Competencies to be developed:
Self-efficacy: It is developed as the learner builds on their learning experiences while constructing grammatically correct
sentences and using them in oral communication.
Values:
Integrity is enhanced as the learner constructs sentences on leadership.
Pertinent and Contemporary Issues (PCIs)
Effective communication is enhanced as the learner uses the appropriate tense to discuss leadership.
Good governance is enhanced as the learner constructs sentences on leadership.
Link to other Learning Areas:
The learner relates the concept of tense to their learning in Kiswahili.

30
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
4.4 Reading 4.4.1 Intensive By the end of the Sub Strand The learner is guided to: What would you
Reading: Class the learner should be able to: • read a section of a class reader and consider when
Readers a) identify the main identify the main characters, selecting a
characters in a text, • discuss predictions made from the storybook to read?
b) explain how the characters title and the sections read,
(2 lessons) make the story flow, • participate in a reader’s theatre and
c) make predictions based on read portions of the class reader,
the title and the sections • outline the things done by each
read, character studied in the section,
d) appreciate the role of • discuss how the characters make
characters in the class the story flow,
reader. • write a summary about how the
main characters make the story
flow.
Core Competencies to be developed:
• Learning to learn:It is developed as the learner shares ideas on how the characters make the story flow.
• Critical thinking:It is developed as the learner makes predictions from the title and the section read.
Values:
Responsibility is enhanced as the learner writes a summary based on the main character.
Pertinent and Contemporary Issues (PCIs)
Critical thinking is enhanced as the learner discusses how characters contribute to the flow of the story.
Link to other Learning Areas:
The learner relates the concept of prediction to their learning in Integrated Science.

31
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.5 Writing 4.5.1 Paragraphing: By the end of the Sub The learner is guided to: How can you
Using examples and Strand, the learner should • share ideas on examples and organise your
incidents be able to: incidents that can be included in a ideas logically?
a) outline examples and paragraph,
(2 lessons) incidents to include in • collaborate with peers to develop a
a paragraph, paragraph on leadership using the
b) create a well- ideas generated in their earlier
developed paragraph discussion,
using examples and • present their paragraphs in class for
incidents, peer review,
c) appreciate the • use mind maps to generate examples
importance of well- and incidents for sample paragraphs,
written paragraphs in • compose a paragraph based on
writing. suggested examples and incidents.
Core Competencies to be developed:
Creativity and imagination: It is enhanced as the learner creates a paragraph and makes connections between similar and related
incidents.
Values:
Love is enhanced as the learner shows care and compassion when reviewing paragraphs written by peers.
Pertinent and Contemporary Issues (PCIs)
Diversity is developed as the learner collaborates with others to create a paragraph on leadership.
Link to other Learning Areas:
Kiswahili and Social Studies require learner to organise ideas in paragraphs.

32
THEME 5.0: FAMILY
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.1 Listening 5.1.1 Pronunciation: By the end of the Sub The learner is guided to: Why is it
and Speaking Sounds and Word Strand the learner should • pronounce the consonant sounds / important to
Stress be able to: p/, /b/, /k/ and /g/ from a text, articulate sounds
a) identify the consonant • practise saying the short /i/ and correctly?
and vowel sounds in the long /i:/ sounds in pairs,
(2 lessons) words, • watch and listen to an audio-
b) articulate consonants visual recording featuring selected
and vowel sounds for consonants and vowel sounds,
oral fluency, • work with peers to make a
c) distinguish the recording featuring learned
meaning of words on sounds,
the basis of stress, • practise saying words with the
d) advocate the role of sounds/p/ as in pin; /b/ as in
correct pronunciation bean, /k/ as in kin; /g/ as in goat, /
in communication. i/ as in bin; and /i:/ as in seen
correctly,
• distinguish the meaning of words
based on stress, for example,
project (verb) project (noun),

33
 • play language games to
distinguish word meaning on
basis of stress,
• practise pronouncing minimal
pairs containing the target
sounds.
Core Competencies to be developed:
• Digital Literacy: It is developed as the learner selects digital technology to watch and listen to audio visual recordings on
consonants and vowel sounds
• Communication: It is developed as learner speaks clearly and effectively while articulating the consonant and vowel sounds
correctly.
• Collaboration: It is developed as the learner actively participates when making recording of the target vowel and consonant
sounds.
Values:
Unity is enhanced as the learner displays a team spirit while working with peers to record words with vowel and
consonant sounds.
Pertinent and Contemporary Issues (PCIs)
• Self-esteem is enhanced as the learner practises pronunciation of vowel and consonant sounds.
• Social cohesion is enhanced as the learner makes sentences on family relationships.
Link to other Learning Areas:
The learner relates the concept of correct articulation to their learning in Kiswahili.

34
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
5.2 Reading 5.2.1 Synonyms By the end of the Sub The learner is guided to: Why do we use
and Antonyms Strand, the learner should • use reference materials such as the antonyms and
be able to: encyclopaedia and the dictionary to synonyms?
(2 lessons) a) identify synonyms and locate synonyms and antonyms,
antonyms of words • check the meaning and pronunciation
from written texts, of synonyms and antonyms from the
b) spell synonyms and dictionary,
antonyms correctly for • search for synonyms and antonyms
writing fluency, from print and digital texts,
c) use synonyms and • create a crossword puzzle using
antonyms in sentences, synonyms and antonyms and share it
d) appreciate the online,
importance of correct • use synonyms and antonyms in
use of words in sentences,
communication. • match words with their antonyms
from a list of words,
• practise pronouncing synonyms and
antonyms in pairs,
• design and display a chart with
antonyms and synonyms of words
correctly spelled.

35
Core Competencies to be developed:
• Digital Literacy:It is developed as the learner interacts with digital devices and uses them to access an online encyclopedia
and dictionary.
• Learning to learn is enhanced as learners work independently when looking up the meanings of words in the dictionary and
encyclopedia.
Values:
Patriotism is enhanced as the learner gains a sense of belonging to the family while constructing sentences using synonyms and
antonyms about family.
Pertinent and Contemporary Issues (PCIs)
Social cohesion is enhanced as learners construct sentences on varied issues such as family set- up using synonyms and
antonyms of words.
Link to other Learning Areas:
The learner relates the concept of synonyms and antonyms to their learning of vocabulary in Kiswahili.

36
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.3. Grammar 5.3.1 Comparative By the end of the Sub The learner is guided to: Why is it
in Use and Superlative Strand the learner should • identify comparative and important to make
Adjectives be able to: superlative adjectives from texts, comparisons in
a) identify comparative in pairs, life?
(2 lessons) and superlative • search online or offline for
adjectives in texts, examples of comparative and
b) use comparative and superlative adjectives,
superlative adjectives • construct sentences using
in communication, comparative and superlative
c) acknowledge the adjectives,
value of comparative • play language games featuring
and superlative adjectives,
forms of adjectives • use a substitution table to complete
in communication. sentences featuring comparative
and superlative adjectives,
• use flashcards to categorise
comparative and superlative
adjectives,
• work with peers to compare
various items within the
environment using comparative
and superlative adjectives.

37
Core Competencies to be developed:
• Learning to learn: It is developed as the learner organises their learning and searches online or offline for examples of
comparative and superlative adjectives.
• Self-efficacy: It is enhanced as the learner uses flashcards to categorise adjectives into comparatives and superlatives
successfully.
Values:
Love is nurtured as the learner uses adjectives in the comparative and superlative forms to express family relations.
Pertinent and Contemporary Issues (PCIs)
Self-awareness is enhanced as the learner identifies comparative and superlative adjectives from texts on family relationships.
Link to other Learning Areas:
The learner relates correct use of comparative and superlative forms to the editing of their written work in all learning areas
including Pre-Technical Studies.

38
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
5.4. Reading 5.4.1 Intensive By the end of the Sub The learner is guided to: Why is it important
Reading: Strand, the learner • predict the actions of characters in to learn about heroes
Oral Narratives should be able to: legends, in society?
a) identify heroic • read a heroic narrative- (legends)
(2 lessons) characters in legends, aloud in turns,
b) explain the moral • identify the characters in legends,
lessons in legends, • discuss heroic acts in the legends,
c) discuss why legends • relate legends to their actions,
are important in • identify and discuss the moral lessons
various communities, learned from legends,
d) relate the characters
• reflect on the impact of their actions
in the legends to real on the society,
life.
• discuss how to collect narratives from
the community,
• use a mind map to show how the
moral lessons in the narrative can be
of benefit to the community,
• research and identify the community
needs to be addressed through the
functional reading of legend
narratives,
• collaborate with peers to develop
legend narratives.

39
Core Competencies to be developed:
• Citizenship: It is enhanced as the learner reads about legends and discusses the moral lessons learned from the legends.
• Critical thinking and problem-solving: It developed as the learner prepares and studies instructions on how collecting
narratives can be conducted in the community.
Values
Patriotism is enhanced as the learner reflects on the impact of the actions of the heroes and heroines on society.
Pertinent and Contemporary Issues (PCIs)
Creative thinking is inculcated as the learner analyses the heroic actions of the characters in the oral narratives.
Link to other Learning Areas:
The learner relates the learning of moral lessons from oral narratives to their learning in Religious Education.

40
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
5.5 Writing 5.5.1 Functional By the end of the Sub The learners are guided to: Why do we write
Writing: Friendly Strand, the learner • read sample friendly letters, friendly letters?
Letters should be able to: • identify and underline parts of a
a) identify the parts of friendly letter,
(2 lessons) a friendly letter, • create a friendly letter individually,
b) compose a friendly • exchange the friendly letter with a
letter using the peer for feedback,
correct format, • incorporate the feedback obtained
c) appreciate the role from a peer,
of friendly letters in • type the friendly letter on a digital
communication. device or display the letter on a
chart,
• display friendly letters for other
learners to give feedback.
Core Competencies to be developed:
• Digital literacy: It is enhanced as the learner interacts with a digital device and uses it to type a friendly letter.
• Communication is developed as the learner practises writing friendly letters clearly.
Values
Respect is developed as the learner exchanges the friendly letter with a peer for feedback.
Pertinent and Contemporary Issues (PCIs)
Creativity and imagination is enhanced as the learner writes friendly letters.
Link to other Learning Areas:
The learner relates the skill of friendly letter writing with letter writing in other languages such as Kiswahili.

41
THEME 6.0: DRUG AND SUBSTANCE ABUSE
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
6.1 Listening 6.1.1 Conversation By the end of the Sub The learner is guided to: 1. How can you
and Speaking Skills Strand, the learner • watch a live or recorded dialogue ensure that
should be able to: depicting turn-taking skills and you do not
a) identify verbal and interrupting politely, dominate in a
(2 lessons) non-verbal forms of • practise in pairs interrupting conversation?
polite interruptions, someone politely, 2. How can drug
b) apply turn-taking • practise turn taking in a conversation and substance
skills in different with peers, abuse
speaking contexts, • watch short videos of conversations contribute to
c) use verbal and non- or television programmes and road crashes?
verbal cues to identify instances of turn taking and
interrupt a polite interruptions,
conversation • listen to a radio talk show and pick
politely, out polite words and expressions,
d) acknowledge the • write examples of polite words and
importance of expressions on sticky notes or flash
politeness in cards and paste them on the wall or
communication. class noticeboard,
• create posters on drug abuse and
road safety showing polite
expressions as well as ways of
interrupting someone politely,

42
 • design posters on turn taking skills
and polite interruptions and display
them,
• role-play a dialogue on the effects of
drug and substance abuse,
• recite a conversational verse
(choral), make an audio or video
recording and share it on WhatsApp,
email, or social media.
Core Competencies to be developed:
• Communication: It is enhanced as the learner takes turns in real life conversations and role-plays.
• Collaboration is developed as the learner practises turn taking in a conversation with peers.
Values:
• Peace is enhanced as the learner practices turn taking and polite interruptions in conversations.
• Respect: It is developed as the learner practises the skills of turn taking and interrupting politely.
Pertinent and Contemporary Issues (PCIs)
Health issues are promoted as the learner role plays a dialogue on the effects of Alcohol and substance abuse.
Link to other Learning Areas:
The skills of turn taking and interrupting politely are relevant during class discussions in all subjects such as Social Studies.

43
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
6.2 Reading 6.2.1 Reading: By the end of the Sub The learner is guided to: Why is it
Fluency Strand, the learner should • view a variety of video clips featuring important to
be able to: well-read scripts related to the theme, read fluently?
a) identify instances of • watch news clips from a favourite
(2 lessons) expressive reading television programme/presenter and
from a print or digital comment on the presenter’s speed,
text, accuracy, and expression,
b) read a text at the right • brainstorm ways of reading effectively,
speed, accurately and • reflect on the qualities of a good reader,
with expression, • read a text such as a poem, a narrative, or
c) appreciate the dialogue with:
importance of reading o appropriate expressions
fluency in o accuracy
communication. o right speed,
• listen to a text read by a peer and provide
feedback,
• engage in a readers’ theatre and read a
poem, narrative, or dialogue,
• read a choral verse in pairs or small
groups,
• time himself or herself while reading an
excerpt of a text,

44
 • participate in activities that enhance
reading fluency, such as reader’s theatre,
paired reading, echo reading, repeated
reading and choral reading.
Core Competencies to be developed:
• Learning to learn: It is developed as the learner builds on own learning experiences by listening and modelling fluent
reading.
• Self-efficacy: It is developed as the learner documents success criteria while timing themselves as they read excerpts in
pairs.
• Communication and collaboration is enhanced as the learner recites a choral verse clearly.
Values
Respect is achieved as the learner values human dignity while listening to their peers’ reading.
Pertinent and Contemporary Issues (PCIs):
Critical thinking is enhanced as the learner views a video and comments on speaker or reader’s accuracy, speed, and ability to
read with expression.
Link to other subjects
The learner relates the skill of fluency in reading with reading demands in other learning areas where reading fluency is
demanded such as in Kiswahili.

45
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
6.3 Grammar 6.3.1 Word By the end of the Sub Strand, The learner is guided to: Why is it important
in Use Classes: the learner should be able to: • read a print or non-print text on drug to describe where,
Adverbs a) identify adverbs of time, and substance abuse in pairs, when and how
place, and manner in texts, • identify the adverbs of time, place, events happen?
b) use adverbs of time, place, and manner used in the text,
(2 lessons) and manner in different • categorise adverbs of time, place,
contexts, and manner from word lists or
c) acknowledge the value of flashcards,
adverbs of manner, time, • construct sentences using adverbs of
and place in time, place, and manner,
communication. • use adverbs of time, place, and
manner in a role play, hot seating or
simulation and make a video
recording,
• share a story or dialogue featuring
adverbs of time, place, and manner.

46
Core Competencies to be developed:
• Critical thinking and problem solving: It is enhanced as the learner thinks of different ways of describing manner, time, and
place.
• Learning to learn: It is developed when the learner organises own learning as they identify and use different types of adverbs.
Values
Responsibility is developed as the learner records videos and describes the events with peers.
Pertinent and Contemporary Issues (PCIs)
Health promotion is enhanced when learner reads different print and non-print texts on drug and substance abuse and learns their
negative effects.
Link to other Learning Areas:
The learner relates the concepts of adverbs of manner, place and time in their learning in Kiswahili.

47
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
6.4 Reading 6.4.1 Oral By the end of the Sub The learner is guided to: How are
literature: Strand, the learner should be • listen to audio recordings of lullabies, songs similar
Songs able to: • view videos of lullabies and identify to poems?
a) identify repeated words instances of repetition,
and phrases in lullabies, • perform a lullaby and make a recording,
(2 lessons) b) use appropriate • pick out key messages communicated in
techniques when lullabies,
performing lullabies, • share ideas on the key messages that are
pick out key messages addressed in lullabies,
communicated in • discuss the functions of lullabies,
lullabies,
• collaborate to compose songs, sing and
c) appreciate the record lullabies from their immediate
importance of lullabies environment,
in real life.
• work with peers to create lullabies and
perform them in class,
• identify characters in different lullabies.

48
Core Competencies to be developed:
• Creativity and Imagination: It is developed as the learner creates lullabies.
• Learning to learn: It is enhanced as the learner researches information about lullabies.
Values:
Social justice is achieved as the learner fosters inclusivity while collaborating with peers in singing and recording lullabies from
their immediate environment.
Pertinent and Contemporary Issues (PCIs)
Healthy relationship is developed as the learner collaborates in singing and recording lullabies from their immediate
environment.
Link to other Learning Areas:
The learner relates performing of lullabies to other learning areas such as Creative Arts and Sports.

49
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
6.5 Writing 6.5.1 Commonly By the end of the Sub The learner is guided to: How can we
Misspelt Words Strand, the learner should • mention words that are difficult to spell improve our
be able to: correctly, spelling?
(2 lessons) a) recognise commonly • work with peers to search for commonly
misspelt words in misspelt words from textbooks and online
texts, sources,
b) use commonly • discuss ways of correcting commonly
misspelt words misspelt words,
correctly in written • correct texts with wrong spellings of
texts, irregular plural nouns, for example,
c) value the relationship knife-knives; ox-oxen; fox-foxes; child-
between accurate children; thief-thieves; lady-ladies;
spelling and effective monkey-monkeys,
written and –ing verbs formed from verbs with
communication. final –e for example love – loving, dine –
dining,
• explain to peers the effects of correct
spelling on written communication,
• engage in spelling games such as
crossword puzzles,

50
 • write a story or dialogue on a
contemporary issue related to the theme,
using the commonly misspelt words and
share it with peers for feedback.

Core competencies to be developed:

• Communication: It is enhanced as the learner writes clearly and spells words correctly.
• Collaboration: It is developed as the learner respects the opinion of peers when discussing ways of correcting commonly
misspelt words.
Values
Respect is enhanced as the learner explains to peers the effect of correct spelling.
Pertinent and Contemporary Issues (PCIs)
Peace Education is enhanced as the learner writes a story or dialogue on contemporary issues such as peace.
Link to other Learning Areas:
The learner applies the principles of spelling to learning other subjects such as Religious Education and Integrated Science.

51
THEME 7.0: NATURAL RESOURCES – FORESTS
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
7.1 7.1.2 Listening By the end of the Sub The learner is guided to: 1. What factors
Listening Comprehension: Strand, the learner should • search online or offline for signposts interfere with
and Listening for be able to: that introduce details in an oral text, one’s ability to
Speaking Details a) identify clues that • listen and identify words that listen well?
signal details from a introduce different types of details 2. How can you tell
(2 lessons) listening text, that indicate: that people are
b) take detailed notes on - addition such as first, also, listening
a listening text, moreover; attentively?
c) acknowledge the - emphasis such as an important
importance of note, especially, particularly;
listening for details. - comparison such as. like,
similarly, just as;
- contrast such as but, however, on
the other hand;
- illustration such as for example,
for instance, such as,
- cause-and-effect such as because,
therefore, so that,
• discuss the kinds of details one
should look out for from a text. The
details could include numbers,
figures, points, facts, examples,

52
 people, places, behaviour, and
opinions,
• listen and note the clues signalling
details from a peer,
• listen to a live or recorded oral
presentation on a pertinent and
contemporary issue on natural
resources, for example, forests, and
take specific details,
• role-play, in turns, and make oral
presentations as their peer takes
notes,
• collaborate with peers to compare
the notes, then revise and display
for review.
Core Competencies to be developed:
• Self-efficacy: It is developed as the learner listens for detail, thus making them confident in note-taking.
• Communication and collaboration: It is enhanced as the learner role-plays and makes oral presentations on pertinent and
contemporary issues such as natural resources.
Values:
Patriotism is enhanced as the learner listens to texts on conservation of natural resources.
Pertinent and Contemporary Issues (PCIs)
Environmental and social issues are emphasised as the learner listens to texts on natural resources.
Link to other Learning Areas:
The learner relates the skill of listening for details to their learning in Kiswahili.

53
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
7.2 Reading 7.2.1 By the end of the Sub The learner is guided to: Why are pictures
Independent Strand, the learner • list common visuals like road signs, and photographs
Reading: should be able to: photographs, billboards, important in written
Visuals a) identify types of • search online and offline for different texts?
information conveyed types of information that visuals convey
(2 lessons) by visuals for such as stories, messages, feelings or
comprehension, emotions, relationships, mood,
b) interpret visuals for • discuss class/school/community/
information, national needs or issues that visuals can
c) appreciate the address,
importance of visual • answer comprehension questions on the
interpretation skills in visuals,
different texts. • apply comprehension strategies such as
prediction, making connections,
inferences, questioning, and visualising
in interpreting visuals,
• create stories or songs from visuals,
• discuss visuals of national importance
like the national flag, the Kenyan
currency,
• discuss the importance of developing
visual interpretation skills for full
understanding of messages,

54
 • use digital devices to create simple
visuals through photography,
drawing, and making realia on natural
resources.
Core Competencies to be developed:
• Digital literacy: It is enhanced as the learner uses digital devices to search for different information conveyed through
visuals.
• Citizenship: It is enhanced as the learner discusses national symbols such as the national flag and currency as examples of
visuals.
Values:
Patriotism is enhanced as the learner acquires information about their country while discussing visuals like the national flag and
the Kenyan currency.
Pertinent and Contemporary Issues (PCIs):
Environmental conservation is enhanced as the learner creates visuals such as drawings and realia on natural resources.
Link to other Learning Areas:
The learner relates the concept of visuals to their learning in other learning areas such as Creative Arts and Sports, Social
Studies, Mathematics and Integrated Science.

55
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
7.3 Grammar 7.3.1: Personal By the end of the Sub The learner is guided to: Why should we
in Use and possessive Strand, the learner should • pick out personal and possessive avoid unnecessary
pronouns be able to: pronouns from print and non-print repetition?
a) distinguish between texts on natural resources in pairs,
personal and • use personal pronouns to refer to
(2 lessons) possessive pronouns people in a class,
in sentences, • construct sentences using personal
b) use personal and pronouns,
possessive pronouns • write a paragraph using possessive
in sentences pronouns,
appropriately, • construct sentences using personal
c) appreciate the value pronouns from substitution and
of proper use of completion tables,
pronouns. • draw a chart with singular/plural,
subjective, and objective personal
pronouns and display them for
peer review.

56
Core Competencies to be developed:
Communication: It is enhanced as the learner uses correct personal pronouns to construct sentences.
Values:
Respect is enhanced as the learner displays positive regard for others when using personal pronouns to construct sentences to
refer to others in class.
Pertinent and Contemporary Issues (PCIs)
Social cohesion is enhanced as the learner uses personal pronouns to refer to people as they construct sentences in the class.
Link to other Learning Areas:
The learner relates the concept of pronouns to their learning in Kiswahili.

57
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
7.4 Reading 7.4.1 Characters By the end of the Sub The learner is guided to: 1. How can you tell
in Class Strand, the learner should • read and identify minor characters the difference
Readers be able to: in a class reader, between a main
a) identify minor • search online and offline for words and a minor
characters in a text, and phrases used to describe character in a
(2 lessons) b) discuss the relationships between characters, story?
relationships between • discuss how the characters relate 2. How would you
different minor with each other, describe the
characters in the text, • collaborate with peers to hot seat behaviour of your
c) appreciate the place different minor characters to bring classmates?
of minor characters in out their relationships,
the class reader. • link characters’ reactions towards
their relationships with other
characters
Core Competencies to be developed:
• Critical thinking: It is developed as the learner links the relationships between characters in the class reader.
• Collaboration: It is enhanced as the learner observes the rules of engagement while engaging in hot seating different minor
characters in the class reader to bring out their relationships.
Values:
Social justice is developed as the learner discusses the relationships between characters in a class reader.
Pertinent and Contemporary Issues (PCIs)
Citizenship is enhanced as the learner discusses the character traits and relationships of the characters in the class reader.
Link to other Learning Areas:
The learner relates the concept of relationship of characters in a class reader to their learning of characterisation in Creative Arts.

58
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
7.5 Writing 7.5.1 Composition: By the end of the Sub The learner is guided to: How does one write
The Writing Strand, the learner should • watch a video of learners going a good composition?
Process be able to: through the writing process,
a) outline the steps in • read samples of well-written texts
(2 lessons) the writing process, and highlight features that make
b) write a narrative them outstanding,
composition • discuss the writing process giving
following the writing details of what each entails on a
process, mind map,
c) acknowledge the role • suggest the most suitable topics on
of writing fluency in issues like natural resources or
communication. saving forests for practising the
writing process,
• work with peers to practise the
writing process, for example by:
- prewriting
- drafting
- editing
- revising
- publishing,
• write a narrative composition
following the writing process and
share using a digital device for peer
review,

59
 • review the effectiveness of the
writing process in writing
compositions.
Core Competencies to be developed:
• Digital literacy: It is developed as the learner watches a video on the writing process and shares the compositions using
a digital device for peer review.
• Creativity and imagination: It is developed as the learner designs a mind-map of the ideas to be included in the narrative
composition.
Values:
Responsibility is enhanced as the learner practises writing about natural resources when they learn how to conserve
the environment.
Pertinent and Contemporary Issues (PCIs)
Environmental Conservation is enhanced as the learner comes up with mind maps on the details to include in a
narrative composition on natural resources.
Link to other Learning Areas:
The learner relates the concept of the writing process to similar concepts in other learning areas such as Integrated Science.

60
THEME 8.0: TRAVEL
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
8.1 Listening 8.1.1Listening By the end of the Sub The learner is guided to: What are the
and Speaking Comprehension: Strand, the learner should • listen to a recording of an explanatory functions of
Explanatory be able to: narrative from a digital device and retell oral narratives?
Narratives a) identify the characters the story,
from a listening text, • search online and offline for information
(2 lessons) b) sequence the events in on explanatory narratives,
explanatory narratives, • dramatise the dialogues in the explanatory
c) explain the moral narratives,
lessons in an • role-play a story telling session,
explanatory narrative, • identify the moral lessons and relate them
d) acknowledge the to real life situations,
importance of • discuss the behaviour of the characters in
listening the explanatory narratives, in pairs,
comprehension in • create an explanatory narrative- and share
communication. it through WhatsApp, social media,
among others.

61
Core Competencies to be developed:
• Digital literacy: It is developed as the learner manipulates digital devices and uses them to create stories and share them
with others
• Communication and collaboration: It is developed when the learner recognises the value of others as they dramatise
dialogues in explanatory tales.

Values:
Patriotism is promoted as the learner listens and responds to explanatory narratives and moral lessons and relates them to their
real life.
Pertinent and Contemporary Issues (PCIs):
Digital citizenship is enhanced as the learner creates an explanatory narrative and shares it through WhatsApp, social media,
among others.
Link to other Learning Areas:
The learner is able to relate performance of oral narratives to other learning areas such as Creative Arts and Sports.

62
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
8.2 Reading 8.2.1 Intensive By the end of the Sub Strand, the The learner is guided to: 1. How can you
Reading learner should be able to: • search online and offline and identify the
a) distinguish main ideas from discuss, in groups, the meaning of message in a
(2 lessons) supporting details from poems, reading for interpretation and poem?
b) use contextual clues to infer the evaluation, 2. What can we
meaning of words and phrases • visualise events, people, and do to ensure
in a text, places in poems, we are safe
c) make connections between • predict events in poems, during travel?
events in a poem and real life, • work with peers to utilise digital
d) summarise events in a poem, devices to check the meanings of
e) answer direct and inferential words,
questions from poems, • infer meanings of vocabulary
f) acknowledge the role of based on contextual clues,
intensive reading in lifelong • answer direct and inferential
learning. questions in pairs,
• write a poem on how to cab road
crashes and summarise main
issues from the poem,
• create word puzzles with learned
vocabulary and share them online,
• relate the issues in a set poem to
real life.

63
 Core Competencies to be developed:
• Digital Literacy: It is enhanced as the learner creates a word puzzle and shares it online using digital devices.
• Critical thinking and problem solving: It is developed as the learner relates issues highlighted in poems to real life.
Values:
Respect is enhanced as the learner respects the opinion of others as they utilise digital devices to check the meaning of words.
Pertinent and Contemporary Issues (PCIs)
Peace is enhanced as the learner works in groups to evaluate issues highlighted in poems.
Link to other Learning Areas:
The learner relates the concept of moral lessons to other learning areas such as Social Studies.

64
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
8.3 Grammar 8.3.1 Simple By the end of the Sub Strand, The learner is guided to: 1. How do we
in Use Prepositions the learner should be able to: • identify and underline simple show the
a) identify different types of prepositions (agent, instrument, and relationship
prepositions, direction) in texts, between words?
(2 lessons) b) use prepositions in • search online and offline for 2. How can you
sentences, examples of simple prepositions, tell that a
c) attest to the importance of • read texts and identify simple vehicle is safe
well-formed sentences in prepositions, to use during
communication. • complete sentences using a travel?
substitution table,
• match simple prepositions with the
word they collocate with,
• watch a video clip and identify
simple propositions,
• construct sentences based on
features of a safe psv vehicle using
prepositions,
• create a crossword puzzle featuring
simple prepositions and the words
or phrases they collocate with,
• share the puzzles online, on posters,
charts, or through WhatsApp.

65
Core Competencies to be developed:
• Digital literacy: It is developed as the learner manipulates digital devices and uses them to create word puzzles and share
them with others.
• Communication and collaboration: It is enhanced as learners speak clearly and effectively during dramatization of
narratives and discussion of moral lessons.
Values:
Unity is enhanced as learners work together to construct sentences using prepositions.
Pertinent and Contemporary Issues (PCIs)
Social cohesion is enhanced as learners work in groups cohesively as they give each other feedback.
Link to other Learning Areas:
The learner relates the concept of prepositions in learning other languages such as Kiswahili.

66
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
8.4 Reading 8.4.1 Intensive By the end of the Sub The learner is guided to: Why are
Reading: Poetry Strand the learner should • read a given poem and identify the human human
be able to: characters, characters
(2 lessons) a) identify the human • search online and offline for adjectives that important in
characters in a set of can be used to describe characters, poetry?
poems, • discuss what each character does or says in
b) use adjectives to each poem,
describe the traits of • role-play a given poem to bring out the
human characters in a characters’ actions,
set of poems, • take video clips of the role play and share
c) appreciate the them as they discuss their performances,
importance of human • paste sticky notes containing character traits
characters in poetry. identified,
• work with peers to relate the human
characters in the poem with real life lessons.

67
Core Competencies to be developed:
• Communication and collaboration: It is enhanced the learner contributes to group decision-making by participating actively
in the discussion on what each character does or says in each poem.
• Learning to learn : It is developed as the learner builds on their own learning experiences while associating the human
characters in the poem with real life situations.
Values:
• Peace is enhanced as the learner works in groups to execute different tasks in the poem.
• Love is nurtured as the learner shows a caring attitude when working with peers to relate human characters to real life.
Pertinent and Contemporary Issues (PCIs)
Social cohesion is enhanced as the learner role plays a given poem to bring out the characters’ actions.
Link to other Learning Areas:
The learner relate the concepts learnt in poetry to the study of poems in Kiswahili.

68
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry Question(s)
8.5 Writing 8.5.1 Composition By the end of the Sub Strand The learner is guided to: 1. Why is it
Writing: the learner should be able to: • search online and offline for important to assess
Self-Assessment a) identify steps involved in information on the aspects writing?
the assessment of of self-assessment when 2. How can one
(2 lessons) narrative compositions, writing a narrative improve their
b) write narrative composition, composition
compositions and assess • practise assessing own writing skills?
the introduction, body, narrative composition,
and conclusion, • watch a video or listen to a
c) appreciate the importance recording on how to peer-
of assessment in assess a composition,
improving narrative • plan, organise, and write a
composition writing. composition on road safety
during travel, and share it
with peers for review,
• identify and correct
spelling, punctuation, and
grammatical errors using a
given checklist.

69
Core Competencies to be developed
Learning to learn: It is enhanced as the learner watches a video or listens to a recording on how to peer assess a composition.
Values:
Integrity is achieved as the learner learns to be honest and truthful while assessing the composition of peers.

Pertinent and Contemporary Issues (PCIs):

Peer education is enhanced as the learner assesses the composition of peers.
Link to other subjects:
The learner relates the skills of assessing own composition to assessing compositions and essays in subjects such as Kiswahili.

70
THEME 9.0: HEROES AND HEROINES - KENYA
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
9.1 Listening 9.1.1 Pronunciation: By the end of the Sub The learner is guided to: 1. Why should you
and Speaking Consonant Strand, the learner should • listen to audio clips and watch pronounce words
and Vowel Sounds be able to: video clips with the sounds / correctly?
a) articulate correctly the t/, /d/, /l/, /r, /, /ʊ/ and /uː/ in 2. Why do people
consonant sounds/t/, words find it difficult to
/d/, /l/, /r/ in words • articulate the following pronounce some
(2 lessons) b) articulate correctly consonants and vowel sounds: words?
vowel sounds /ʊ/ and - /t/ as in toll 3. In what ways can
/uː/ in words, - /d/as in doll one improve own
c) pronounce words - /l/ as in liver pronunciation?
correctly using stress, - /r/ as in river
d) distinguish the meaning - /ʊ/ as in pull, bull;
of words based on - /uː/ as in pool, boot
stress, • watch an oral presentation and
e) acknowledge the pick out words with the target
importance of correct sounds,
pronunciation in oral • practise pronouncing words
communication. with the target consonant and
vowel sounds, in pairs,
• sort words based on the
pronunciation of the target,
consonant, and vowel sounds

71
 • recite poems or sing songs on
national heroes with the target
sounds,
• say tongue twisters with the
target consonant and vowel
sounds,
• listen to audio featuring a
variety of words and classify
them in their word classes
according to the stressed
syllables,
• engage in pronunciation drills
on stress for distinguishing
word class,
• underline stressed syllables in
words
• discuss the importance of
correct pronunciation and use
of stress in conveying
meaning,
• reflect on the target consonant
and vowel sounds and identify
those they struggle with for
further practise.

72
Core Competencies to be developed:
• Digital literacy: It is enhanced as the learner listens to audio clips and watches videos on pronunciation of the vowel and
consonant sounds.
• Learning to learn: It is emphasised as the learner practises the vowel and consonant sounds that they find difficult to
pronounce.
Values:
• Patriotism is promoted as the learner inculcates the love for own country while reciting poems on nationalism.
• Unity is enhanced as the learner strives to achieve common goals while practising to recite and sing songs on nationalism
with peers.
Pertinent and Contemporary Issues (PCIs)
Patriotism and Good Governance are enhanced as the learner sings songs and recites poems on national heroes/ heroines with the
target vowel and consonant sounds.
Link to other Learning Areas:
The learner relates the concept of pronunciation with other language learning areas such as Kiswahili.

73
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
9.2 Reading 9.2.1 By the end of the Sub The learner is guided to: 1. Why is it
Grade- Strand, the learner • identify fictional material to read by important to
appropriate should be able to: looking at the cover page, blurb, and title, read fictional
fiction a) select a variety of • read texts on varied issues such as materials?
materials fictional texts for national heroes and heroines and discuss 2. What should
extensive reading, the elements of fiction in the text, you consider
b) read fictional texts • list down words and phrases encountered, when
(2 lessons) for information • re-tell the story in their own words, selecting
and enjoyment, • dramatise a section of the text and record fictional texts
c) appreciate the themselves, for reading?
importance of • relate the ideas expressed in fiction to real
fiction in life. life,
• read fiction materials for enjoyment.
Core Competencies to be developed:
Learning to learn: It is enhanced as the learner endeavours to complete tasks on time when identifying fictional texts by
looking at the cover and blurb for reading.
Values:
Patriotism is enhanced as the learner reads fictional materials on national heroes and heroines.
Pertinent and Contemporary Issues (PCIs):
Citizenship is enhanced as the learner is exposed to individual and cultural differences through extensive reading of
fictional materials.
Link to other Learning Areas:
The learner relates the fictional materials to others found in languages such as Kiswahili.

74
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
9.3 Grammar 9.3.1 Conjunctions By the end of the Sub The learner is guided to: How are the
In Use Strand, the learner should • search, in pairs, online and offline words and, but
(2 lessons) be able to: for the use of the conjunctions and, or used in
a) identify the and, but and or in texts, conversation?
conjunctions and, but • identify the conjunctions and, but
and or in sentences, and or from different texts,
b) use and, but and or in • construct sentences using the
sentences accurately, conjunctions and, but and or,
c) appreciate the • fill in substitution and completion
importance of proper tables using the conjunctions and,
use of conjunctions in but and or,
written and spoken • create and share a story or
contexts. dialogue on heroes in Kenya,
using the conjunctions and, but
and or,
• discuss the importance of proper
use of conjunctions in sentences.

75
Core Competencies to be developed:
• Self-efficacy: It is developed as the learner uses conjunctions and, but, or to communicate in different circumstances.
• Learning to learn is achieved as the learner creates and shares songs using conjunctions and, but, or about heroes and
heroines in Kenya.

Values:
Peace is enhanced as the learner works harmoniously with peers when completing tables with conjunctions and, but, or in groups.
Pertinent and Contemporary Issues (PCIs)
Patriotism is enhanced as the learner creates stories using the conjunctions and, but, or about local heroes and heroines.
Link to other Learning Areas:
The learner relates the concept of conjunctions to their learning in Kiswahili.

76
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
9.4 Reading 9.4.1 Intensive By the end of the Sub The learner is guided to: What marks the
reading: Strand the learner should • read sections of a class reader and climax of a story?
Class Reader be able to: explain the sequence of events,
a) explain the sequence • work with peers to dramatise parts of
of events in a text, the class reader for clarity,
(2 lessons) b) make short notes on • outline the actions of each character
the sequence of events studied in the section,
in a text, • discuss, how the characters make the
c) appreciate reading story in the class reader flow,
works of art for • use a sequence chart to show the
information and order of events in the class reader,
enjoyment. • make short notes on the sequence of
events in the class reader,
• relate the events in the class reader
to real life,
• discuss possible solutions to the
problems portrayed in the class
reader.

77
Core Competencies to be developed:
• Collaboration: It is enhanced as the learner participates actively in dramatising parts of the class reader for conceptualisation.
• Critical thinking and problem-solving: It is developed as the learner comes up with possible options as solutions to problems
portrayed in the class reader.
Values:
Respect is enhanced as the learner respects diverse opinions while working with peers to dramatise parts of the class reader.
Pertinent and Contemporary Issues (PCIs)
Ethical relationships are enhanced as the learner relates issues of relationships in the class reader to real life.
Link to other Learning Areas:
The learner relates performance skills to the concept of performance techniques in Creative Arts and Sports.

78
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
9.5 Writing 9.5.1 Creative By the end of the Sub The learner is guided to: Which things make a
writing: Strand, the learner should • search for features of a well-written narrative
Narrative be able to: narrative from print and non-print composition
compositions a) identify features of a sources. (200-240 words) such memorable?
narrative composition in features include
(2 lessons) creative writing, - a narrow and clearly defined
b) create well-written focus (title)
narrative compositions - a strong introduction
on a variety of topics, - character descriptions
c) appreciate the - dialogue
importance of writing in - setting description
day-to-day life. - interesting details
- a logical sequence
- purposeful and precise word
choice
- varied sentence structure and
- a strong conclusion,
• read well-written samples of
narrative compositions noting the
most outstanding parts,
• plan a narrative composition in
groups, and tell it as a chain story,
• write a narrative composition on
issues like historical and current

79
 heroes and share it with peers for
discussion and revision,
• create displays of narrative writing
skills learned and publish them in
the classroom.
Core competencies to be developed:
• Creativity and imagination: It is enhanced as the learner writes a narrative composition on historical and current heroes
and heroines and shares with peers.
• Self-efficacy: It is attained as the learner plans a narrative composition and tells a chain story with peers.
Values:
Social justice is achieved as the learner researches and writes stories of heroes and heroines thus enabling them to learn from the
experiences of the heroes and heroines.
Pertinent and Contemporary Issues (PCIs)
Patriotism is enhanced as the learner becomes aware of their culture while creating narratives on historical and current heroes
and heroines.
Link to other Learning Areas:
• The learner relates narrative writing skill to other learning areas such as Kiswahili and Religious Education.
• The learner relates the skill of composing and performance to their learning in Creative Arts and Sports.

80
THEME 10.0: MUSIC
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
10.1 Listening 10.1.1 Oral By the end of the Sub The learner is guided to: How can one
and Speaking Presentations: Strand, the learner should be • think, pair, and share on occasions where deliver a
Delivering able to: speeches are presented, speech
Speeches a) identify occasions where • search online or offline for features of effectively?
speeches are presented, oral presentations and make short notes,
b) apply the features of • work with peers to listen to recorded
(2 lessons) oral presentations for grade-appropriate speeches then share
effective, their opinions on the speeches,
communication, • brainstorm the importance of body
c) appreciate the language in delivering a speech,
importance of good oral • collaborate with peers to rehearse a
presentation skills when speech and present it to each other,
delivering a speech. • write short speeches on the importance of
music and present it to peers,
• record the speeches being presented and
discuss the presentations.

81
 Core Competencies to be developed:
• Digital Literacy: It is enhanced as the learner uses digital devices to record speeches as presented to the class.
• Self-efficacy: It is enhanced as learner pays attention to details while rehearsing speeches and presenting them to each other
in groups.
Values:
Respect is enhanced as the learner considers the point of view of peers as they listen to their short speeches on the importance of
music.
Pertinent and Contemporary Issues (PCIs)
Social cohesion is enhanced as the learner engages in collaborative learning activities while writing a short speech on
the importance of music and presentins it to peers.
Link to other Learning Areas:
The learner relates principles of oral presentation of speeches to other learning areas such as Creative Arts and Sports.

82
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
10.2 Reading 10.2.1 Study By the end of the Sub The learner is guided to: What is the
Skills: Strand, the learner • conduct an online and offline search on importance of note-
Note Making should be able to: the format of note- making- (heading, making in reading?
a) identify the main subheading, main points, supporting
(2 lessons) and supporting point, keywords),
points in texts, • discuss the importance of note making
b) make notes from in reading,
varieties of written • read texts on varied issues, including
texts, music, and select the key points,
c) relate note-making • pick the keywords from reading texts,
to effective reading. • fill in the key points on a note making a
template,
• collaborate with peers to draw a mind
map to show the relationship between
the topic, main idea, and supporting
ideas,
• read print or non-print texts and make
notes from them.

83
Core Competencies to be developed:
• Digital literacy: It is enhanced as the learner uses digital devices to search online for information on note-making.
• Learning to learn: It is enhanced as the learner organises own learning and makes notes after reading varied texts.
Values:
Unity is enhanced as the learner displays a team spirit while working with peers to draw mind maps.
Pertinent and Contemporary Issues (PCIs)
Career guidance is enhanced as the learner reads and makes notes on types of music thereby exposing them to careers in music.
Link to other Learning Areas:
The learner develops the skill of note making which is relevant in the study of all subjects including Pre-Technical Studies.

84
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
10.3 Grammar 10.3.1 Determiners By the end of the Sub The learner is guided to: How do we indicate
in Use Strand, the learner should • identify articles and that something
be able to: possessives from a text, belongs to
(2 lessons) a) identify articles and • underline articles a, an, the somebody?
possessives in texts, and possessives my, our, your,
b) use articles and his, her, their used in print and
possessives in non-print texts,
sentences, • read out examples of
c) acknowledge the possessives from flashcards,
importance of articles • correct errors in sentences that
and possessives for contain articles,
effective • work with peers to engage in
communication. language games using articles,
• practise matching articles with
nouns,
• construct sentences using
possessives,
• compose a song on children’s
rights using relevant articles
and possessives and video
record the performances.

85
Core Competencies to be developed:
• Self-efficacy: It is developed as the learner pays attention to detail and corrects errors in sentences.
• Communication and collaboration: It is enhanced as the learner practices using articles and possessives to communicate
clearly and effectively.
Values:
Respect is achieved as the learner acknowledges diverse opinions as they work with peers to engage in language games using
articles.
Pertinent and Contemporary Issues (PCIs)
Child rights is enhanced as the learner composes a song on the rights of children using articles and possessives.
Link to other Learning Areas:
The learner relates the concepts of articles and possessives in learning other languages such as Kiswahili.

86
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
10.4 Reading 10.4.1 Characters By the end of the Sub The learner is guided to: 1. What is the
and their traits Strand, the learner • describe a monster/ ogre, relevance of oral
should be able to: • search online and offline for narratives in
(a) identify characters features of monster narratives, modern society?
in monster • narrate monster narratives from 2. What should one
(2 lessons) narratives, their immediate environment to consider when
(b) explain traits of their peers, collecting
characters in given • discuss what monsters/ogres narratives among
monster narratives, represent, people of varied
(c) relate monster • discuss how monster narratives socio-cultural
narratives to real life relate to real life, backgrounds?
situations, • explain health education lessons
(d) appreciate the they learn from monster
importance of narratives,
monster narratives
• dramatise a monster narrative and
in life. record the performance,
• discuss the traits of the characters
involved in a monster narrative in
pairs,
• brainstorm the reading strategies
suitable for sharing experiences
with community members,
• interact actively with resource

87
 persons to pick out the relevant
reading strategies,
• seek support from resource
persons on how to relate monster
narratives to real life,
• collect, analyse and compile them
into an anthology of narratives
from the community,
• collaborate with peers to conduct
a reader’s theatre,
• describe the procedure used in
collecting the narratives.
Core Competencies to be developed:
• Critical thinking and problem solving: It is enhanced as the learner discusses the lessons learned and the relevance of
monster narratives in real life.
• Learning to learn: It is enhanced as the learner seeks support from resource persons on how to relate monsters to real life.
Values:
Patriotism is enhanced since the learner becomes conscious of their moral duties upon relating monster narratives to real life.
Pertinent and Contemporary Issues (PCIs)
Social awareness is enhanced when the learner relates monsters to real life.
Link to other Learning Areas:
The learner relates the concept of characters and their traits to their learning of literary texts in Kiswahili.

88
Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry Question(s)
10.5 Writing 10.5.1 Functional By the end of the Sub Strand, The learner is guided to: 1. What should one
Writing: Packing the learner should be able to: • search online and offline for consider when
and Shopping lists a) identify ways of samples of packing and grouping items in
grouping items in shopping lists, a packing list?
packing and shopping • discuss the parts of a 2. Why should a
(2 lessons) lists, shopping list, shopping list be
b) write a packing list for a • create and fill a packing list prepared?
specified event, template, and share with 3. What is the
c) prepare a shopping list peers, importance of a
for use in a given • discuss different ways of packing list?
context, grouping items in packing
d) recognise the importance and shopping lists,
of preparing a shopping • give in pairs the prices of
and packing list in their different items in the
everyday lives. shopping list to match a
given budget.

89
Core Competencies to be developed:
• Critical thinking: It is enhanced as learners categorise the various items included in a shopping and packing list in order of
importance.
• Learning to learn: It is enhanced as the learners prepare and share a packing list with peers.
Values:
• Integrity is enhanced as learners come up with shopping lists that adhere to given budgets.
• Social responsibility: mastery of writing of shopping and packing list would ensure public projects are completed within
stated budgets.
Pertinent and Contemporary Issues (PCIs)
Financial literacy is enhanced as the learner prepares a realistic budget for the shopping list and categorises items.
Link to other Learning Areas:
Preparing a shopping list involves budgeting which is a concept learnt in Pre-Technical Studies.

90
THEME 11.0: PROFESSIONS
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
11.1 Listening 11.1.1 Interviews By the end of the Sub The learner is guided to: Why are interviews
and Speaking Strand, the learner should • listen to and review an audio important?
(2 lessons) be able to: clip on school placement and
a) identify reasons for scholarship interviews,
sitting an interview, • discuss reasons for sitting for a
b) articulate points clearly placement and scholarship
and confidently during interview,
an oral interview, • search online and watch video
c) respond confidently to clips on school placement and
questions during an scholarship interview,
interview, • role-play a school placement
d) seek clarification and scholarship interviews,
during an oral record and share them via
presentation, social media channels,
e) appreciate the • conduct mock interviews in
importance of pairs or small groups,
interviews in getting • collaborate with peers to record
school placement and the interviews on digital
scholarships. devices,

91
 • share the videos with friends
and peers on social media
platforms, blogs among others.
Core Competencies to be developed:
• Communication and collaboration: It is enhanced as the learner contributes to group decision making while discussing in
groups reasons for sitting for a placement and scholarship interview.
• Digital Literacy: It is enhanced as the learner uses digital devices to search online and watch video clips on school
placement and scholarship interviews.
Values:
• Responsibility is achieved as the learner role- plays school placement and scholarship interviews with peers.
• Respect is enhanced as the learner collaborate with peers to record interviews on digital devices and shares with peers.
Pertinent and Contemporary Issues (PCIs)
Peace Education is developed as the learner works in harmony with peers to conduct mock interviews and role plays.
Link to other Learning Areas:
The learner relates the concept of interviews to the learning of conversational skills in Kiswahili.

92
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry
Question(s)
11.2 Reading 11.2.1 Extensive By the end of the Sub Strand, the The learner is guided to: Why should we
Reading: learner should be able to: • search for digital and print read non-fiction
Non-Fiction a) identify print or electronic non- non-fiction materials, materials?
materials fiction materials that are • read a variety of non-fiction
interesting to read, materials,
(2 lessons) b) read a variety of grade- • infer the meaning of the
appropriate non-fiction words and phrases used in
materials independently for non-fiction materials,
lifelong learning, • skim through the non-fiction
c) recommend to peers suitable material for the main idea,
non-fiction materials to read • scan the non-fiction material
for information, to obtain specific
d) acknowledge the importance of information,
reading for enjoyment and • prepare a reading log of the
general understanding. reading activities of the non-
fiction texts.

93
Core Competencies to be developed:
• Self-efficacy: It is strengthened as the learner reads a variety of non-fiction materials to inculcate a reading culture.
• Learning to learn: It is instilled as the learner searches for digital and print non-fiction materials using electronic gadgets.
Values:
Responsibility is honed as the learner makes informed choices by recommending to peers suitable non-fiction materials to read.
Pertinent and Contemporary Issues (PCIs)
Life skills, especially self-awareness, is developed as the learner makes own choice of non-fiction materials to interact with.
Link to other Learning Areas:
The learner relates extensive reading as a skill which is required in Kiswahili.

94
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
11.3 Grammar 11.3.1 Formation By the end of the Sub The learner is guided to: 1. How are
in Use of Adjectives Strand, the learner • search for online tutorials on adjectives
should be able to: adjectives and examples of formed?
a) recognise adjectives adjectives formed from nouns and 2. Why should
from a text, verbs, we use
b) construct simple • listen to a poem or passage from the adjectives
sentences using the teacher and pick out adjectives correctly?
adjectives formed, formed from nouns and verbs,
c) appreciate the value • read a given passage and identify
of proper use of adjectives formed from nouns and
adjectives. verbs,
• form adjectives using nouns and
verbs
• work with peers to construct simple
sentences using the adjectives
formed,
• engage in language games such as
scrabble, puzzle code words, and
guessing games.

95
Core competencies to be developed:
• Communication and collaboration: It is developed as the learner works collegially with peers to identify adjectives formed
from nouns and verbs.
• Digital literacy: It is enhanced as the learner interacts with technology while searching and watching online tutorials on
adjectives.
Values:
Love is instilled as the learner portrays a caring attitude when engaging in language games such as scrabble, puzzle code words,
and guessing games.
Pertinent and Contemporary Issues (PCIs)
Self-esteem is enhanced as the learner engages in language and guessing games using adjectives formed from nouns and verbs.
Link to other Learning Areas:
The learner relates the concept of adjectives to their learning in Kiswahili.

96
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
11.4 Reading 11.4.1 Intensive By the end of the Sub The learner is guided to: 1. What are the
reading: Dilemma Strand, the learner should • read the dilemma narrative in a qualities of a
Narratives be able to: given text and describe the good narrator?
a) describe the characters characters, 2. How can
in a given dilemma • identify a closing formula as a narratives
(2 lessons) narrative, feature of dilemma narratives, contribute to
b) recognise a closing • discuss what makes dilemma decision making?
formula as a feature of narratives interesting,
dilemma narratives, • dramatise parts of the dilemma
c) relate the lessons learnt narrative,
in the dilemma • draw a chart showing the
narrative to real life sequence of events in a
experiences, dilemma narrative,
d) appreciate the lessons • search online and watch an
learnt from the adaptation of a dilemma
dilemma narrative for narrative,
literary appreciation.
• relate the lessons learnt from
the dilemma narrative to real
life experiences.

97
Core Competencies to be developed:
Creativity and imagination: It is engrained as the learner draws charts to show the sequence of events in a dilemma story.
Values
Respect is enhanced as the learner displays patience when working with peers to dramatise parts of a dilemma story.

Pertinent and Contemporary Issues (PCIs):

Life skills is enhanced as the learner relates what is learnt in dilemma stories to real life.
Link to other Learning Areas:
The learner relates the concept of performance to other learning areas such as Kiswahili and Creative Arts and Sports.

98
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
11.5 Writing 11.5.1 Spelling By the end of the Sub The learner is guided to: 1. Why is it
antonyms, Strand, the learner should be • read a text with antonyms, important to tell
synonyms, and able to: synonyms, and numbers in words the synonyms
numbers • recognise antonyms, from print and non-print sources, and antonyms of
synonyms, and numbers • identify the antonyms, synonyms, words?
in words from a selected and numbers in words from a 2. Why is it
(2 lessons) text, selected text, important to
• use antonyms, • listen to a dictation of a text with write numbers in
synonyms, and numbers antonyms and synonmys, and words?
in words correctly in write them down,
writing, • collaborate with peers to search for
• appreciate the usage of antonyms and synonyms from
antonyms, synonyms, books, newspapers and the
and numbers in words in internet, and compile a list,
effective writing. • write a list of antonyms and
synonyms and, with peers,
exchange for assessment.

99
Core Competencies to be developed:
• Digital literacy is developed as the learner searches for more antonyms and synonyms from the internet to boost their
ability to use digital devices.
• Collaboration is enhanced as the learner generates a list of antonyms and synonyms in collaboration with peers.
Values:
Unity is cultivated as the learner collaborates with peers to search for more examples of antonyms and synonyms.
Pertinent and Contemporary Issues (PCIs):
Effective communication is improved as the learner uses antonyms, synonyms, and figures in words correctly in writing.
Link to other Learning Areas:
The learner relates the concepts of antonyms, synonyms and writing of numbers to other learning areas such as
Kiswahili, Mathematics and Integrated Science.

100
THEME 12.0: TRADITIONAL FASHION
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
12.1 Listening 12.1.1 Listening: By the end of the Sub The learner is guided to: Why is it
and Speaking Views/ Opinions Strand, the learner should be • search online and offline for the important to
able to: different ways of expressing express one’s
(2 lessons) a) list ways of expressing views/opinions, opinion?
views/opinions in • listen to an oral narrative and identify
different contexts, the different ways used to express
b) use different expressions opinions/views,
that indicate own • role play the different characters in the
views/opinions in a narrative and bring out different ways
given text, of expressing opinions/views,
c) acknowledge the value • explain their feelings towards issues
of one’s views/opinions raised in the trickster narrative,
as a lifelong skill in • write on a chart the words they have
communication. used to describe their feelings.

101
Core Competencies to be developed:
• Learning to learn: It is enhanced as learner searches online and offline for the different ways of expressing views and
opinions.
• Digital literacy: It is enhanced as the learner interacts using technology when searching online and listening to an oral
narrative from digital gadgets.
Values:
• Respect is enhanced as the learner appreciates diverse opinions as they conduct the role play.
• Unity is achieved as the learner displays a team spirit as they role play different ways of expressing opinion and views.
Pertinent and Contemporary Issues (PCIs):
Effective communication is enriched as learner expresses their views/opinions on different subjects.
Link to other Learning Areas:
The concept of expressing opinions and views is a lifelong skill which is applicable in subjects such as Creative Arts and Sports
as well as Social Studies.

102
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
12.2 Reading 12.2.1 Intensive By the end of the Sub Strand, The learner is guided to: How can we tell
Reading- the learner should be able to: • download and share texts with the meaning of
Comprehension a) identify the main ideas in mental images from the texts and words and
a text, draw conclusions, phrases in a text?
b) use contextual clues to • read a passage individually, and
infer the meaning of identify keywords in the
(2 lessons) words in a text, passage,
c) describe characters, ideas, • infer the meaning of words using
or events in a text, contextual clues,
d) appreciate the importance • choose descriptive parts of the
of reading comprehension passage on traditional fashion
in lifelong learning. and share the vivid images
created in their mind,
• role-play the characters and
events in the text,
• use contextual clues to decipher
the meaning of words,
• answer questions based on the
passage,
• give an appropriate title to a
story or passage.

103
Core Competencies to be developed:
• Critical thinking: It is enhanced as the learner solves simple problems as they answer questions based on the passage and
give an appropriate title to the passage.
• Imagination: It is developed as the learner role plays the characters and events in the text.
Values:
Unity is developed when the learner displays a team spirit while collaborating with peers to role play characters and events
in a text.
Pertinent and Contemporary Issues (PCIs):
Analytical thinking is enhanced when the learner infers the meaning of words using contextual clues.
Link to other Learning Areas:
The learner relates the skills of making inferences and visualising when reading texts in Kiswahili.

104
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
12.3 Grammar 12.3.1 Phrasal By the end of the Sub The learner is guided to: Why should we use
in Use Verbs Strand, the learner should • read a text and identify the phrasal phrasal verbs
be able to: verbs formed from put, come and correctly?
a) identify phrasal verbs give,
(2 lessons) formed from put, • search online and use charts to
come and give in a write the meanings of the phrasal
given text, verbs they have identified,
b) use given phrasal • fill in blanks in a text using the
verbs correctly in most appropriate phrasal verb,
sentence construction, • search on the internet for more
c) acknowledge the role examples of phrasal verbs,
of phrasal verbs in • construct sentences using the
communication. phrasal verbs.
Core Competencies to be developed:
• Communication: It is enhanced as the learner uses phrasal verbs correctly, thereby developing the skills of speaking and
writing correctly.
• Digital literacy: It is developed when the learner searches online for phrasal verbs, using digital devices.
Values:
Responsibility is developed as the learner diligently searches on the internet for more phrasal verbs.
Pertinent and Contemporary Issues (PCIs)
Effective communication is improved when learners refine their ability to communicate using phrasal verbs correctly.
Link to other Learning Areas:
The learner links the concept of phrasal verbs in learning similar concepts in Kiswahili.

105
Strand Sub Strand Suggested Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry Question(s)
12.4 Reading 12.4.1 Class By the end of the Sub Strand, The learner is guided to: 1. Why do people
Reader: Main the learner should be able to: • read a section of the text read story
Ideas a) identify the main ideas in aloud in turns and dramatise books?
the section read in the text, the events, 2. What is the
b) discuss the lessons learnt • discuss the main ideas in the importance of
(2 lessons) from the text, sections read in the text in reading a short
c) relate the lessons learnt to groups, story?
real life experiences, • relate the lessons learnt from
d) appreciate the role of the section read to real life
literature in fostering critical experiences in groups,
thinking. • draw a chart showing the
sequence of the main events
in the section read,
• search online and watch an
adapted dramatisation of the
section read.

106
Core Competencies:
• Self-Efficacy: It is strengthened since learners’ self-awareness is improved as they acquire literary analysis skills.
• Creativity and Imagination: It is developed as learners undertake group discussions and role-play to enhance creativity.
• Critical thinking and problem solving: It is developed as learners relate the lessons learnt from the section read to real life
experiences.
Values:
• Peaceful coexistence is nurtured as learners discuss in groups.
• Love is reinforced as learners work in groups
Pertinent Contemporary Issues (PCIs)
• Self-awareness is enhanced as learners relate the story to real life experiences.
• Social cohesion is cultivated as learners work in groups thus creating a sense of oneness.
Link to other Learning Areas:
Reading and analysis of class readers is done in Kiswahili and Creative Arts and Sports.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
12.5 Writing 12.5.1 The By the end of the Sub The learner is guided to: What should we
Writing Strand, the learner should • search online and offline for an consider before
Process: be able to: example of a dialogue, writing a dialogue?
Dialogues a) outline the format of • dramatise the identified dialogue,
a dialogue, • discuss the format of the
(2 lessons) b) apply the writing dialogue they have identified,
process in writing a • fill in missing words in a set
dialogue, dialogue on traditional fashion,
c) acknowledge the individually,
importance of the • discuss the correctness of the
writing process in words they have used,
acquiring good • create a rough draft of a short
writing skills. dialogue using the format they
have identified individually,
• edit each other’s dialogue to
check for repetition, clarity,
grammar, spelling and
punctuation errors, in pairs,
• revise the dialogue individually,
• publish the final product for
assessment, share the samples of
well written dialogues with
others in class.

108
Core Competencies to be developed:
Collaboration: It is enhanced when the learner observes the rules of engagement as they discuss the format of
the dialogue identified in groups.
Values:
• Responsibility is enhanced when the learner takes up the task of editing and assessing their peers’ dialogues.
• Unity is achieved as learners work together to generate ideas for writing tasks.
Pertinent and Contemporary Issues (PCIs)
Effective communication is enhanced as learners communicate effectively through writing.
Link to other Learning Areas:
The learner relates the skill of writing dialogues to similar writing in Kiswahili.

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THEME 13.0: LAND TRAVEL
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
13.1 Listening 13.1.1 Listening By the end of the Sub The learner is guided to: How can we tell the
and Speaking Comprehension: Strand, the learner should • listen to songs on local and main message in a
Extensive be able to: international land travel from song?
Listening a) identify the key issues audio recordings,
raised in songs, • respond to comprehension
addressing land travel, questions on key issues raised in
(2 lessons) b) listen attentively to the song,
songs on land travel, • pick out key issues raised from a
c) use vocabulary song sung by the teacher or
identified from songs on resource person on land travel,
land travel correctly, • share ideas on the key issues
d) acknowledge the addressed in the songs they have
importance of extensive listened to using wall charts,
listening in • identify vocabulary used in
communication. songs on land travel and infer
their meaning from context,
• construct sentences orally using
the vocabulary learnt,
• sing choral songs on land travel.

110
Core competencies to be developed:
Digital Literacy: It is enhanced when learner manipulates digital tools as they listen to songs based on local and international
land travel from audio recordings and respond to them.
Values:
Patriotism is enhanced as the learner becomes conscious of their social and moral duties while picking out key issues raised
from a song on land travel.
Pertinent and Contemporary Issues (PCIs)
Effective communication is strengthened as the learner listens to songs on local and international land travel from audio and
video sources.
Links to other Learning Areas:
The skills of listening attentively and vocabulary use are relevant in the learning of other subjects such as Integrated Science and
Mathematics.

111
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
13.2 Reading 13.2.1 Intensive By the end of the Sub Strand, The learner is guided to: 1. What is the
Reading: the learner should be able to: • read selected grade-appropriate importance of
Comprehension a) identify key ideas from a passages on issues related to reading a
Strategies passage, land travel, such as safety, passage?
b) summarise key ideas from types of roads and government 2. What makes
a passage, road agencies from print and people write
(2 lessons) c) create mental images from online sources, passages?
the events in a passage, • discuss opinions formed about
d) deduce the meaning of the characters or ideas
words from context, presented in the passage,
e) respond to factual and • infer the meaning of words
inferential questions based on how they have been
correctly from the used in the passage
passage, • complete oral and written
f) acknowledge the exercises using the vocabulary
importance of learnt,
comprehension strategies • answer factual and inferential
in effective reading. questions from the passages,
both orally and in writing,
• summarise key ideas presented
in the passages by
paraphrasing,

112
 • work jointly with peers to
retell sections of the passage.
Core competencies developed:
• Critical thinking: It is cultivated when the learner demonstrates that they can follow simple instructions to complete tasks.
• Problem solving: It is cultivated as the learner finds required information when discussing opinions formed about the
characters or ideas presented in the passage.
Values:
Love is cultivated as the learner portrays a caring attitude when working jointly with peers to retell sections of the passage.
Pertinent and Contemporary Issues (PCIs)
Safety and security is reinforced as the learner reads and responds to texts on safe and secure land travel.
Link to other Learning Areas:
The learner relates issues on safety to their learning in Creative Arts and Sports.

113
Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry Question(s)
13.3 Grammar 13.3.1 Sentences: By the end of the Sub The learner is guided to: 1. What is the role
in Use Simple Sentences Strand, the learner should • listen keenly to a poem or a of sentences in a
be able to: story on land travel and write text?
a) identify simple down all the simple sentences 2. What constitutes a
sentences from varied that feature in the texts, simple sentence?
(2 lessons) texts, • collaborate with peers to read 3. How do you
b) construct simple a print or non-print text on determine what to
sentences on a variety land travel and identify the include in a
of issues, simple sentences, sentence?
c) advocate the • tell a chain story featuring
importance of using a simple sentences,
variety of sentences in • complete a substitution table
communication. featuring simple sentences,
• complete a mind map to
practise the construction of
simple sentences,
• write a short dialogue using
simple sentences and share it
with peers online and offline.

114
Core competencies to be developed:
Communication and collaboration: It is improved as the learner speaks clearly and effectively by making points in a logical
order.
Values:
Responsibility is enhanced as the learner takes up the task of writing a short dialogue using simple sentences.

Pertinent and Contemporary Issues (PCIs)

Self-esteem is nurtured as the learner ably writes a short dialogue using simple sentences and shares it with peers online and
offline.
Link to other Learning Areas:
The learner relates the concept of land travel to what is also taught in Social Studies.

115
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
13.4 Reading 13.4.1 Oral By the end of the Sub Strand, The learner is guided to: 1. Why do we sing?
Literature: the learner should be able to: • listen to praise songs from 2. What are the
Praise Songs a) identify the purpose and audio-visual sources or from a qualities of a
occasions for which praise resource person, good singer?
songs are performed, • identify and discuss the purpose
(2 lessons) b) discuss the relationship of the praise songs they have
between the singer and the listened to,
person being praised in • share ideas on the relationship
praise songs, between the singer and the
c) perform praise songs sung person been praised in the praise
in their immediate songs they have listened to,
environment, • identify a praise song sang in
d) collaborate with peers in their immediate environment,
performing the praise • collaborate to present praise
songs, songs to the class and share
e) appreciate the purpose of experiences,
praise songs in • discuss the character traits of the
communication. singer(s) as brought out in the
praise song(s).

116
Core Competencies to be developed:
• Self-efficacy: It is strengthened as the learner shares ideas on the relationship between the singer and the person being
praised in a praise song.
• Creativity and imagination: It is enhanced as the learner gains new perspectives on how to do things as they collaborate to
present praise songs to the class and share experiences.
Values:
Respect is enhanced as the learner values human dignity while collaborating with peers to perform praise songs.
Pertinent and Contemporary Issues (PCIs)
Life skills: The skill of living with others is inculcated as the learner identifies and performs praise songs.
Link to other Learning Areas:
The learner relates performance skills to other learning areas such as Creative Arts and Sports.

117
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
13.5 Writing 13.5.1 Creative By the end of the Sub The learner is guided to: 1. What makes a
Writing: Strand, the learner should • brainstorm on the reason creative story memorable?
Narrative be able to: writers use idiomatic expressions 2. What is the
Composition a) explain the meaning of in writing, importance of
specified idioms in • explain situations that call for the using idioms in
context, use of the following idiomatic communication?
(2 lessons) b) create well-written expressions: 3. How can we
narrative compositions o biting off more than you respond
using the specified can chew effectively to a
idioms, o own up to something road crash that
c) appreciate the role of o having a lot on your plate occurs in our
idioms in creative o call it a day vicinity?
writing. o piece of cake
o hold your tongue
• confirm the meaning of the
idiomatic expressions from print
and online dictionaries,
• practise using the idiomatic
expressions in sentences,
• plan a narrative composition based
on emergency response during
road crashes incorporating the

118
 specified idiomatic expression,
• write a narrative composition
individually,
• peer review each other’s work and
revise as per the suggestions
given.
Core Competencies to be developed:
• Problem Solving: It is enhanced when the learner explains situations that calls for the use of idioms.
• Creativity and imagination: It is developed as the learner undertakes tasks that encourage artistic expression of ideas while
composing narratives using idiomatic expressions.
Values:
Integrity is enhanced as the learner displays honesty when reviewing peers’ compositions.
Pertinent and Contemporary Issues (PCIs)
Effective communication is enriched as the learner plans to write narrative compositions in groups.
Link to other Learning Areas:
Learner relates the narrative writing skill to their learning of creative writing in Kiswahili.

119
THEME 14.0: SPORTS - OUTDOOR GAMES
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
14.1 Listening 14.1.1 Consonant By the end of the Sub The learner is guided to: How can one learn
Sounds and Strand, the learner should • search from print and non-print to correctly
Intonation be able to: sources for tongue twisters pronounce words?
a) identify words with the with some of the target sounds
sounds /v/, /f/, /n/ and and say them for enjoyment,
/ŋ/ from a text, • watch a video or listen to a
b) pronounce words with recording or conversation on
(2 lessons) the sounds /v/, /f/, /n/ outdoor games and group the
and /ŋ/ in sentences, words in a table according to
c) use correct intonation the following target sounds: v/
for yes/no and wh- as in very; /f/ as in ferry /n/ as
questions in varied in been an /ŋ/ as in being,
contexts, • listen to, and model native
d) appreciate the speaker clips with the target
importance of correct sounds in words,
pronunciation and • work with peers to practise the
intonation in a pronunciation of words with
conversation. the target sounds and record
themselves,
• share the clips for peer review,
• listen to an audio or a
dramatised conversation on

120
 outdoor games in which
Yes/No and WH- questions are
used and point out whether a
rising or falling intonation is
used,
• write, dramatise and record a
dialogue using words with the
target sounds as well as Yes/
No and WH- questions and
share with peers for review.
Core Competencies to be developed:
• Digital literacy: It is enhanced as the learner uses digital tools to record themselves and shares dramatised dialogues.
• Self-efficacy: It is developed as the learner documents their successes when writing and dramatising the conversations.
Values:
Respect is achieved as the learner works with peers to practise the pronunciation of words and record themselves.
Pertinent and Contemporary Issues (PCIs)
Health Education is developed as the learner listens to dramatised conversations on outdoor games leading to body fitness.
Link to other Learning Areas:
The learner relates the concept of pronunciation and intonation to learning pronunciation of sounds in Kiswahili.

121
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
14.2 Reading 14.2.1 Study By the end of the Sub The learner is guided to: 1. Why is it
Skills: Strand, the learner should • brainstorm on the steps to follow important to
Summarising be able to: when writing a summary of a text, summarise
a) identify the main ideas • read a print or non-print text on information?
in texts, varied issues, including outdoor 2. What factors
(2 lessons) b) write a summary of games, and underline the main ideas, should one
ideas from varied texts, • make notes from the underlined consider when
c) appreciate the sentences and use them to make a summarising an
importance of rough draft, event?
summarising • use the rough draft to make a fair
information in a given copy,
context. • share the summaries through charts
for peer review,
• collaborate with peers to check and
make corrections on the written
summarised pieces,
• discuss the purpose of making
summaries.

122
Core competencies to be developed:
Learning to learn is developed as the learner summarises excerpts and makes presentations for peer review.
Values:
Responsibility: It is enhanced as the learner undertakes the task of making notes from the underlined sentences and using
them to make a rough draft as guided.
Pertinent and Contemporary Issues (PCIs)
Life skills are promotedas the learner decides on the content to pick or leave out in writing summary.
Link to other Learning Areas:
The learner relates the skill of summary writing to other learning areas where summarising information is practised such as
Kiswahili.

123
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
14.3 Grammar 14.3.1 Subject- By the end of the Sub The learner is guided to: How do we
in Use Verb Agreement Strand, the learner should • read texts on varied topics such as construct sentences?
be able to: outdoor games and identify the
a) identify the subject subject and verbs in the
(2 lessons) and the verb in sentences,
sentences, • brainstorm and make short notes
b) construct sentences on the relationship between a
ensuring subject-verb subject and a verb in a sentence in
agreement, terms of number and person,
c) affirm the importance • read sentences and label subject-
of subject-verb verb agreement in them,
agreement in • make sentences based on outdoor
sentences. sports in which the rule of
subject-verb agreement has been
applied,
• share the sentences in charts for
peer review.

124
Core Competencies to be developed:
Collaboration: It is enhanced by the learner recognising the value of others' ideas when sharing sentences on charts for
peer review.
Values:
Love is enhanced as the learner shows a caring attitude while peer reviewing peers’ sentences.
Pertinent and Contemporary Issues (PCIs)
Value for sports is enhanced as the learner reads texts on varied topics such outdoor games.
Link to other Learning Areas:
The learner relates the concept of subject-verb agreement when editing their written work in subjects such as Integrated Science
and Pre-Technical Studies.

125
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
14.4 Reading 14.4.1 Features By the end of the Sub The learner is guided to: Why do we use
of style Strand, the learner should • search online and offline for stylistic devices in
be able to: examples of dialogue, similes, and writing?
(2 lessons) a) identify instances of metaphors in stories and share them
dialogue, similes, and with the rest of the class,
metaphors in the text, • read the class reader and identify
b) use the styles of with illustrations, instances of
dialogue, similes, and dialogue, similes, and metaphors in
metaphors in guided the text, and display their work on
context, the class notice boards,
c) appreciate the • role-play selected dialogues from
importance of style in a the class reader and record
work of art. themselves for video sharing and
review,
• make sentences using the similes
and metaphors identified from the
text,
• discuss instances in real life where
dialogues, similes, and metaphors
can be used.

126
Core Competencies to be developed:
• Self-efficacy: It is developed as the learner holds a discussion on instances in real life where dialogues, similes, and
metaphors can be used, thereby enhancing their literary skills.
• Learning to learn: It is achieved as the learner interacts with technology when recording and sharing videos of selected
dialogues from the class reader.
Values:
Respect is enhanced as the learner appreciates others when role-playing selected dialogues.
Pertinent and Contemporary Issues (PCIs)
Critical thinking is achieved as the learner relates use of the features of styles in real life.
Link to other Learning Areas:
The learner relates features of style in the study of class readers to the learning of readers in Kiswahili.

127
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
14.5 Writing 14.5.1 Descriptive By the end of the Sub The learner is guided to: What do you
Writing Strand, the learner should • collaborate with peers to view consider when
(200 – 240 words) be able to: videos or pictures of people, describing
a) identify features of a things or places and list the something?
(2 lessons) person, a thing, or a features of each that can be
place that can be described in an essay,
described, • search online and offline for
b) write a descriptive words and expressions that can be
composition on a given used to describe different features
subject, like weather, emotions, events,
c) underscore the and characters,
importance of creative • explain the difference between
writing in descriptive writing and other
communication. forms of writing,
• read samples of descriptive essays
and classify the features that are
described and the expressions
used in a graphic form for sharing,
• create a descriptive composition
of between 200 to 240 words on
an interesting topic like outdoor
sports and display it in a gallery
for peer review and revision.

128
Core Competencies to be developed:
• Communication: It is developed as the learner writes descriptive compositions clearly and correctly.
• Collaboration: It is promoted as the learner actively engages in peer review of other’s work.
Values:
Unity is enhanced as learners engage each other to view videos or pictures of people, things, or places.
Pertinent and Contemporary Issues (PCIs)
Creative thinking is enhanced as the learner composes descriptive texts.
Link to other Learning Areas:
The learner relates the concept of descriptive writing in their writing of similar compositions in Kiswahili.

129
THEME 15.0: TOURIST ATTRACTION SITES - KENYA
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
15.1 Listening 15.1.1 Oral By the end of the Sub The learner is guided to: How can you make
and Speaking Reports Strand, the learner should • brainstorm the content and an oral report
be able to: organisation of an oral report e.g. presentation
a) outline the organisation introduction, body, and conclusion, interesting?
of an oral report of • search online and offline in pairs,
(2 lessons) events within the the steps for conducting an oral
classroom, report e.g. research, compile
b) present an oral report (write), rehearse, and report
on events that occur (present/deliver),
within the classroom, • role-play methods of delivering oral
c) enjoy delivering and reports such as clear pronunciation,
listening to oral reports voice projection, tonal variation,
in various contexts. use of non-verbal cues, and use of
visuals,
• use flashcards to prepare speaking
notes for the reports,
• simulate an oral report preparation
and delivery procedure and video or
audio record themselves,
• watch or listen to the recorded
reports and evaluate them in terms
of strengths and weaknesses,

130
 • collaborate with peers to prepare
and present actual oral reports,
• write the reports on charts and
share them with peers for
evaluation,
Core Competencies to be developed:
• Digital Literacy: It is developed as the learner searches online for steps on preparing and presenting reports.
• Critical thinking and problem solving: It is enhanced as the learner evaluates the strengths and weaknesses of their peers’
oral reports.
Values:
Love is enhanced as the learner portrays a caring attitude while evaluating the reports of peers.
Pertinent and Contemporary Issues (PCIs)
Effective communication is enhanced as learners use verbal and non-verbal reporting skills.
Link to other Learning Areas:
The learner relates the skill of oral report preparation and presentation to report presentation in Kiswahili.

131
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
15.2 Reading 15.2.1 Reading By the end of the Sub The learner is guided to: How can you
Fluency Strand, the learner • watch and listen to videos of students improve your
should be able to: reading fluently and discuss what reading fluency?
a) recognise the use of makes them good readers,
(2 lessons) fluency strategies in • search online and offline for different
the reading process, reading fluency strategies such as
b) apply fluency previewing and predicting, skimming,
strategies while scanning, and ignoring
reading, unknown words and share with peers,
c) appreciate the role watch or listen to sample reading clips
of reading fluency and simulate the model reading as
in communication. they apply reading strategies,
• practise, with peers, timed reading,
accurate reading, and reading with
expression on issues like tourist
attraction sites in Kenya,
• assess peers’ reading based on the
aspects of fluency – accuracy, speed,
reading,
• record sample readers in class and
save the recordings on a digital
device,

132
 • discuss the importance of reading
fluently.
Core Competencies to be developed:
• Self-efficacy: It is achieved as the learner gains confidence in reading by applying fluency strategies.
• Citizenship: It is developed as the learner reads about tourist attraction sites in Kenya promoting national
responsibility.
Values:
Unity is achieved as the learner strives to achieve a common goal while practising, with peers, timed reading, accurate reading,
and reading with expression.
Pertinent and Contemporary Issues (PCIs):
• Effective Communication is enhanced as the learner develops competence in fluency as a reading skill.
• Environmental Education is enhanced as the learner reads about tourist attraction sites in Kenya.
Link to other Learning Areas:
The learner relates the concept of reading fluency to the teaching of comprehension in Kiswahili.

133
Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry Question(s)
15.3 Grammar 15.3.1 Affirmative By the end of the Sub The learner is guided to: 1. When do we use
in Use and Negative Strand, the learner should • search online and offline for affirmative
Sentences be able to: the differences between statements?
a) differentiate between affirmative and negative 2. When do we use
affirmative and sentences and share them negative
(2 lessons) negative sentences in with peers, statements?
spoken and written • role-play a dialogue with 3. Why is it
contexts, affirmative and negative important to use
b) construct affirmative sentences and record the right sentence
and negative sentences themselves, when saying
in varied contexts, • watch/listen to a something?
c) acknowledge the conversation on issues like
expressive role of tourist sites in Kenya and
sentences in effective pick out the affirmative and
communication. negative sentences,
• sort jumbled up sentences
into affirmative and negative
sentences,
• construct affirmative and
negative sentences,
• share sentences made in the
form of charts for peer
review,

134
 • write a short story or
dialogue on an issue like
tourist attraction sites in
Kenya using affirmative and
negative sentences.
Core competencies to be developed:
• Citizenship: It is enhanced in using critical inquiry as learners make affirmative and negative sentences on the tourist
attraction sites in Kenya.
• Digital literacy: It is developed as learner uses digital devices to search online and offline for the differences between
affirmative and negative sentences and shares them with peers.
Values:
• Unity is enhanced as learners share sentences made in the form of charts for peer review.
• Patriotism is enhanced as the learner nurtures love for own country by reading texts on tourist attraction sites.
Pertinent and Contemporary Issues (PCIs)
• Citizenship Education is enhanced through texts on tourist sites in Kenya.
• Creative Thinking is enhanced as learners create dialogue and stories using declarative sentences.

Link to other Learning Areas:

The learner relates the concept of affirmative and negative sentences to their learning of language use in Kiswahili.

135
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
15.4 Reading 15.4.1 Poetry By the end of the Sub The learner is guided to: 1. Why would you
Strand, the learner • collaborate with peers to recite poems use a poem instead
should be able to: for enjoyment and outline the subject of a story to pass
(2 lessons) a) identify the subject matter, information?
matter of a poem, • search online and offline for ways of 2. What makes a
b) analyse ideas in the determining ideas in a poem, such as poem interesting to
poem, studying the title, the persona, the read?
c) reiterate the role of events, and the choice of words, 3. What kind of ideas
poetry in passing • discuss how the use of repetition and can one convey
information. other styles can help bring out the ideas using a poem?
in the poem,
• collaborate with peers to pick a poem
and identify the ideas brought out and
share their findings with peers through
charts or graphic organisers for review,
• dramatise a poem displaying ideas
generated from it using placards and
record their performances.

136
Core Competencies to be developed:
• Problem Solving: It is enhanced when finding extra information as learners search online and offline for ways of
determining ideas in a poem.
• Critical thinking: It is enhanced when following simple instructions as learners dramatise a poem displaying ideas
generated on placards and record their performances.
Values:
Peace: It is enhanced as learners share their findings and provide positive feedback.

Pertinent and Contemporary Issues (PCIs)

Life Skills Education: Decision making is enhanced as learners evaluate which ideas a poem conveys.
Link to other Learning Areas:
Poetry recitation and performance of poems relates to the learning of performance techniques in Kiswahili and Creative Arts and
Sports.

137
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
15.5 Writing 15.5.1 Functional By the end of the Sub The learner is guided to: What kind of
Writing: Notices Strand, the learner should • collect posters and notices messages do posters
and Posters be able to: online or offline on tourist convey?
a) outline the format of attraction sites in Kenya and
presenting notices and display them in class,
(2 lessons) posters, • brainstorm the format for
b) design notices and presenting notices and posters,
posters on current • study samples of notices and
issues, posters presented in class and
c) acknowledge the role of label features of format,
notices and posters in • differentiate between a poster
disseminating and a notice in writing,
information. • discuss and select issue(s) that
can be addressed by notices
and posters including matters
relating to tourist attraction
sites in Kenya,
• design a notice and a poster on
the selected issue using the
model format and display for
peer review,
• keep the revised notice and
poster in their portfolio.

138
Core Competencies to be developed:
• Learning to learn: It is enhanced as the learner organises own learning by designing notices, and posters on a selected issue
using the modelled format.
• Citizenship: It is developed as the learner demonstrates cultural awareness and heritage by collecting posters and notices on
tourist attraction sites in Kenya.
Values:
• Patriotism is enhanced as the learner designs posters on tourist attraction sites and community issues.
• Responsibility is enhanced as the learner organises their own learning in designing notices and posters.
Pertinent and Contemporary Issues (PCIs)
• Effective Communication is achieved as the learner designs different notices and posters on selected issues.
• Problem Solving is enhanced as the learner identifies community needs to be displayed on posters.
Link to other Learning Areas:
The learner relates the skill of making posters to other learning areas such as in Creative Arts and Sports.

139
SUGGESTED ASSESSMENT RUBRIC
Level Exceeds Expectation Meets Expectation Approaches Below Expectation
Indicator Expectation
Ability to use polite Always applies polite Always applies polite Applies polite language Applies polite language
language during language with ease language during during most during some
conversations during conversations conversations conversations conversations
Ability to use oral Uses all oral narrative Uses most oral Uses some oral Uses few oral narrative
narrative performance performance techniques narrative performance narrative performance performance techniques
techniques during their during their techniques during their techniques during their during their
performance performance with a lot performance performance performance
of creativity
Ability to deliver Fluently delivers Fluently delivers Delivers speeches, oral Delivers speeches, oral
speeches, oral reports speeches, oral reports speeches, oral reports reports with some reports with many
and express views and and confidently and confidently inconsistencies and inconsistencies and
opinions expresses views and expresses views and needs help to express rarely expresses views
opinions with ease opinions views and opinions and opinions
Ability to pick out Picks out specific Picks specific Picks out some specific Finds it difficult to pick
specific details from information from a information from a information from a out specific information
texts listening text with ease listening text listening text from a listening text
Ability to identify clues Identifies all the clues Identifies clues that Identifies some clues Struggles to identify
that signal details and that signal details from signal details from a that signal details from some clues that signal
take notes from a a listening text and listening text and a listening text and details from a text and
listening text takes detailed notes of takes notes of all details takes notes of some takes notes of some
all the details details details from the text
with assistance.

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 Level Exceeds Expectation Meets Expectation Approaches Below Expectation
Indicator Expectation
Ability to analyse Effortlessly analyses all Analyses all the Analyses most of the Analyses some of the
characters, events, the characters, events, characters, events and characters, events and characters, events and
moral lessons from and moral lessons from moral lessons from moral lessons from moral lessons from
narratives narratives and provides narratives narratives narratives
varied illustrations
Ability to articulate Articulates all the Articulates most the Articulates some of the Articulates a few of the
given sounds, and target consonant and target consonant and target consonant and target consonant and
apply stress and vowel sounds correctly vowel sounds correctly vowel sounds correctly vowel sounds correctly
intonation and applies stress and and uses stress and and applies stress and and finds it difficult to
appropriately in given intonation with ease intonation intonation in some apply stress and
texts contexts intonation.
Ability to distinguish Effortlessly Distinguishes between Partially distinguishes Rarely distinguishes
between reading for distinguishes between reading for meaning, between reading for between reading for
meaning, information reading for meaning, information and infers meaning, information meaning, information
and infer meanings of information and infers meanings of all words and infer meanings of and infer meanings of
words and phrases and meanings of all the and phrases and uses some words and few words and phrases
use contextual clues words and phrases and most contextual clues phrases and uses some and struggles to use
use contextual clues contextual clues some contextual clues
with ease
Ability to distinguish Distinguishes between Distinguishes between Distinguishes between Has difficulty
between main ideas main ideas from main ideas from main ideas from distinguishing between
from supporting ideas supporting ideas with supporting ideas with supporting ideas with main ideas from
ease and provides ease ease with prompts supporting ideas even
illustrations with prompts

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 Level Exceeds Expectation Meets Expectation Approaches Below Expectation
Indicator Expectation
Ability to make Effortlessly makes all Makes most Make some Makes few
connection between connections between connections between connections between connections between
texts and real life, texts and real life and texts and real life, texts and real life, texts and real life,
summarise events and provides examples, summarises events and summarises events and struggles to summarise
answer direct and summarises events and answers all direct and answers some direct events and answers few
inferential questions answers all direct and inferential questions and inferential direct and inferential
from poems inferential questions from poems questions from poems questions from poems
from poems
Ability to create mental Creates a variety of Creates mental images Creates mental images Creates mental images
images from texts mental images from from texts with ease from texts from texts
texts with ease
Ability to analyse Analyses all characters, Analyses all characters, Analyses most Analyses a few
characters, derive aptly derives moral derives moral lessons characters, derives characters, struggles to
moral lessons and lessons and relates and relates different moral lessons and has derive moral lessons
relate different different narratives to narratives to real life difficulty relating and has difficulty
narratives to real life. real life with ease different narratives to relating different
real life narratives to real life.
Ability to recite, Eloquently recites Recites poems and Recites poems and Incoherently recites
analyse the structure, poems and exhaustively analyses the structure, scantily analyses the poems and barely
characters and subject analyses the structure, characters and subject structure, characters analyses the structure,
matter of poems characters and subject matter of poems with and subject matter of characters and subject
matter of poems with ease poems matter of poems
ease
Ability to preview, Conclusively previews Satisfactorily previews Scantily previews the Barely previews the

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 Level Exceeds Expectation Meets Expectation Approaches Below Expectation
Indicator Expectation
analyse characters and the class reader, the class reader, class reader, analyses class reader, analyses
their traits, explain theanalyses all the analyses all the some e characters and few characters and their
sequence of events, characters and their characters and their their traits, explains the traits, has difficulty
discuss subject matter traits with ease, traits, explains the sequence of events with explaining the
and style in a class explains the sequence sequence of events and difficulty and struggles sequence of events and
reader of events with ease and discusses subject matter to discuss subject discussing subject
exhaustively discusses and style matter and style matter and style
subject matter and style
Ability to pick specific Articulately picks all Picks all specific Picks most specific Picks some specific
messages from songs specific messages from messages from songs messages from songs messages from songs
and use appropriate songs and creatively and creatively uses and uses appropriate and lacks creativity
performance techniques uses appropriate appropriate performance when using
performance techniques performance techniques techniques. performance techniques
with ease
Ability to identify and Excellently identifies Identifies and reads a Identifies some texts Makes an attempt to
read fictional and non- and reads a variety of variety of fictional and for independent reading identify some texts for
fictional texts for non- fictional texts non- fictional texts for with assistance independent reading
independent reading independent reading independent reading even with assistance
and information and records experiences and information
from the reading
sessions for tracking
progress
Ability to read a text Eloquently and fluently Fluently reads a text at Reads a text at a slow Struggles to read a text
expressively- at the reads a text at the right the right speed, with speed, and lacks at a slow speed, and

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 Level Exceeds Expectation Meets Expectation Approaches Below Expectation
Indicator Expectation
right speed, accurately speed, with expression expression and expression and lacks expression and
and with expression. and accurately accurately accuracy has many pronunciation
errors
Ability to interpret Easily interprets visuals Easily interprets visuals Interprets some visuals Interprets some visuals
visuals for information for information with for information for information for information with
exceptional insight support
Ability to identify main Accurately identifies all Identifies all the main Identifies some main Identifies few main
points, make notes and the main points, makes points, makes notes and points, makes notes and points, make shoddy
write a summary notes and writes a writes a summary writes a summary in notes and write a
summary with ease exhaustively sketchy summary
Ability to apply fluency Aptly and easily Applies all fluency Applies some fluency Applies few fluency
strategies while reading applies all fluency strategies while reading strategies while reading strategies while reading
strategies while reading
Ability to use different Uses all the different Uses all the different Uses most parts of Uses few parts of
parts of speech in parts of speech parts of speech and in speech and in speech and in sentences
sentences accurately and in a sentences sentences
variety of sentences
Ability to construct Creatively constructs Creatively all the Constructs most of the Constructs some types
different types of all the different types of constructs different different types of of sentences with
sentences sentences with ease types of sentences sentences assistance
Ability to write a well- Writes a well- Writes a well- Writes a Writes a paragraph but
developed paragraph developed paragraph developed Paragraph Paragraph but leaves it lacks most details.
effortlessly and consistently out some details.
consistently

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 Level Exceeds Expectation Meets Expectation Approaches Below Expectation
Indicator Expectation
Ability to write Writes different Writes different Writes some Barely writes any
different documents documents using documents using documents using documents using
using correct format correct format with correct format with correct format but correct format, and
ease and uses correct ease struggles with tone and vocabulary
tone and vocabulary vocabulary
Ability to a write Writes a composition in Writes a composition in Writes a composition in Writes a composition
composition using neat and legible neat and legible neat and legible illegible handwriting,
correct punctuation, handwriting, correctly handwriting, correctly handwriting, has some has little command of
handwriting and spells words, spells words, spelling errors, punctuation is unable to
specified idioms. punctuates it and punctuates it and struggles to punctuate use specified idioms
creatively uses creatively uses it, and uses some
specified idioms with specified idioms specified idioms
ease
Ability to apply the Aptly and meticulously Meticulously applies Applies the writing Barely applies the
writing process in applies the writing the writing process and process with assistance writing process and
writing and assess process and accurately accurately assesses own and assesses own assesses own
appropriately. assesses own composition composition but leaves composition but leaves
composition some errors many errors

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

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

Milestone Description

Milestone 1 Problem Identification

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

Milestone 2 Designing a solution

Learners create an intervention to address the challenge identified.

Milestone 3 Planning for the Project

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

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

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

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

Assessment of CSL integrated Activity

Assessment for the integrated CSL activity will be conducted formatively. The assessment will consider both the process and
end product. This entails assessing each of the milestone stages of the integrated CSL class activity. It will focus on 3
components namely: skills from various learning areas applied in carrying out the activity, core competencies developed and
values nurtured.

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APPENDIX II: LIST OF SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL
ACTIVITIES
Strand Suggested assessment Methods Suggested Learning Resources Suggested Non-Formal
Activities
Listening and • Oral reading or dictation • Dictionaries • Participation in poetry
Speaking recitations • Manilla papers recitations during music
• Role play • Models and drama festivals
• Debates • Pictures and photographs • Interclass or club
• Dialogues • Diorama debating contests
• Oral discussions • Flash cards • Improve vocabulary,
• Oral presentations speech and values
• Charts and realia
through Christian union,
• Public speaking (Digital sources)
Catholic Action,
• Peer assessment • Games Muslim, Hindu
• Self-assessment and • Songs associations
standardized listening • Digital story books • Come up with speeches
assessments • Pictures and photographs and deliver them during
• Electronic and digital devices prize giving days, school
• Flash cards assembly, extravaganzas
• Charts among others, to
• Video clips enhance fluency.
• Audio-visual resources • Participate in music
• Other web resources festivals to hone
communication and
listening skills.

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Reading • Reading aloud • Dictionaries • Reading news during
• Dictation • Manilla papers assemblies and other
• Oral interviews • Word trees school functions
• Question and answer • Posters • Virtual tours using
• Learner summaries of what • Models Google maps and
they read • Storybooks establishing the direction
• Learner journals • Poetry books of various locations
• Learner portfolios • Pictures and photographs using Google maps
• Peer assessment • Newspapers • Collecting different
• Self-assessment and • Magazines forms of oral literature
standardized reading • Junior Encyclopaedia from their community for
assessments • Journals a school magazine
• Keeping a record of books • Course books • Showcasing short plays,
read • Diorama conversational poems or
• Flash cards choral verses within or
• Charts and realia out of school
(Digital sources) • Participating in
• Digital storybooks Journalism Club
• Journals activities to improve
• Electronic and digital devices reading.
• Electronic or online dictionaries
• Flashcards
• Charts
• Other web resources

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Writing • Learner journals • Manilla papers • Essay writing
• Peer assessment • Word trees competitions
• Self-assessment • Posters • Writing clubs, journalism
• Portfolio • Course books clubs, and compiling
• Dictation • Flash cards articles for the school
• Standardized • Word wheels magazine to nurture
writing assessment • Word puzzles writing talent
• Code words • Interclass or school
• Charts and realia Spelling contests
(Digital sources) • Letter writing drills
• Digital course books • Mentorship in writing
• Journals • Report writing based on
• Electronic and digital devices activities such as school
• Electronic or online dictionaries sports and games
• Flashcards
• Other web resources
Grammar in Use • Multiple choice tasks • Dictionaries • Competitions on different
• Discrimination • Workbooks topics
• Gap-filling • Word trees • Hot seating sessions to
• Short-answer • Models enhance their language
• Dialogue-complétion, • Pictures and photographs competence
information gap • Junior Encyclopaedia • Language symposiums to
• Role Play • Course books sharpen their language
• Simulation • Diorama capacity
• Word based sports or

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• Matching tasks • Flash cards games for example
• Substitution tables • Word wheels crossword puzzles or
• Word games • Word puzzles scrabble
• Puzzles • Code words • Shadowing language
• Charts and realia users
(Digital sources) • Language drills
• Digital course books • Announcement posters
• Pictures and photographs and advertising of school
• Electronic and digital devices activities as a practice.
• Electronic or online dictionaries
• Flashcards
• Charts
• Video clips
• Audio-visual resources
• Other web resources

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