NPPE schemes Class 7 - Oxford · PDF fileLearning aids: New Progressive Primary English...

To all primary school teachers

Oxford University Press are the publishers of the following

courses among many others:

1. New Progressive Primary English (NPPE)

2. Kiswahili Sanifu

3. Progressive Primary Mathematics (PPM)

4. Our Lives Today: Social Studies

5. Science in Action

6. Living in Christ: A CRE course

These courses have been specifically written and designed to

cater for a lively approach to teaching and learning in the new

primary syllabus.

In all these courses, this has been achieved through:

• well researched, up-to-date content written and tested by

experienced authors and teachers

• attractive design of high professional standards

• lively incorporation of emerging/current issues into the

content

• progressive and creative coverage of the syllabus at all

levels

• teachers’ books that are in the form of lesson plans

And now to make teachers’ work easier, we are giving you this

free booklet of sample schemes of work for Standards 7 and 8

(Volume 4) in the 6 subjects. Please note that these schemes are

helpful only if you are using the Oxford courses listed above.

Should you need further information on our courses, or have

comments, please do not hesitate to contact the undersigned.

Best wishes.

Yours truly,

Business Development & Publicity Manager

In the schemes of work

The number of lessons given in the schemes of work is an estimation of how long it would take to teach each topic. Each teacher should use this as a guide and progress at the pace of the pupils.

The learning/teaching materials given here are only suggestions. Teachers are advised to use what is locally available.

Similarly, the learning/teaching activities are just suggestions. Other suitable activities should be used.

All the references made in these schemes are from the above mentioned course books.

Teacher’s Books also available!

Contents

New Progressive Primary English, Book 7 .......... 6

Kiswahili Sanifu, Book 7 .................................. 32

Progressive Primary Mathematics, Book 7 ...... 42

Our Lives Today: Social Studies, Book 7 ........... 54

Science in Action, Book 7 ................................ 70

Living in Christ, Book 7 ................................... 84

New Progressive Primary English, Book 8 ...... 102

Kiswahili Sanifu, Book 8 ................................ 128

Progressive Primary Mathematics, Book 8 .... 154

Our Lives Today: Social Studies, Book 8 ......... 166

Science in Action, Book 8 .............................. 198

Living in Christ, Book 8 ................................. 208

NOT FOR SALE

Example of a Plan for an Oral Lesson

School Class Date Time Subject Roll

Ngolo 2B 7/4/04 8.50 English 32

Topic: Oral work

Objectives: By the end of the lesson, the pupils will:(a) be able to use the pattern THIS/THAT is…..(b) know the meanings of the words plastic bag, purple, grey, orange and brown and be able to use them in correct and meaningful sentences

References: New Progressive Primary English, Teacher’s Book for Standard 2, Unit 3, pp 10 – 11;

New Progressive Primary English Pupil’s Book for Standard 2, Unit 3, pp 12 – 13.

Learning aids: Objects or pictures of purple, grey, orange, brown; a plastic bag

Lesson Development

Step 1: Introduction and practice of language pattern(a) Introduce the pattern THIS/THAT is …… Hold up a pen and use this to describe the pen. Say: This is a pencil. Step back from the objects. Point at it and say: That is a pencil.(b) Practise the pattern asking the whole class to identify objects, e.g. pens, pencils,

balls, etc. Then ask individual pupils to answer. Encourage them to answer in full sentences.

Step 2: Introduction of new vocabulary(a) Introduce and practise the word plastic bag(b) Show the pupils a plastic bag and ask them what it is used for.(c) Revise the colours that pupils already know.(d) Point at objects and ask what colour they are.(e) Introduce the colours purple, grey, orange and brown.(f) Ask the pupils to show you the colours using a variety of objects in and around the

classroom.

ConclusionWrite some of the pupils’ sentences containing each of the words taught in step 2 and help them to read the sentences.

Example of a Plan for a Reading Lesson

School Class Date Time Subject Roll

Ngolo Std 6 2/4/04 8.20 English 35

Topic: Reading Comprehension

Objectives: By the end of the lesson the pupils will have read the passage What weather do you like? silently and answered the oral questions on it.

Reference: New Progressive Primary English, Teacher’s Book for Standard 6, Unit 19, pp. 95 – 96.

Learning aids: New Progressive Primary English Pupil’s Book for Standard 6, pp 96 – 97.

A weather chart, Oxford Primary Dictionary for East Africa.

Lesson development

Step 1: Revision/introduction of reading vocabulary(a) Revise the following new words, using flashcards: weather; climate; stormy;

rainbow; windy; rainy; wet; hot; cold; warm.(b) Write lightning and thunder on the blackboard. Tell the pupils that they must

find out their meanings when they read the story.

Step 2: Introduction to the passage(a) Ask the pupils to discuss the weather using words such as hot, cold, warm, cool,

wet, windy or rainy – whichever is appropriate. Ask them to describe a time when the weather was different. What was it like? What do they like/not like about the weather and why? Accept their suggestions as is appropriate.

(b) Tell pupils to open their books on page 97 and look at the picture. Let them say what they think is happening. (The bus is stuck in the mud. People are helping him push the bus out of the mud).

Step 3: Silent reading and oral questionsThe teacher reads the story to the class. The pupils then read it again silently and answer the oral questions. Possible answers. (i) No, she hates chilly weather. (ii) It is unlikely to rain yet his animals have no pasture. (iii) There is certainly going to be a storm. (iv) He is a bus driver. (v) Maize and other crops.

ConclusionPupils should read the story again and write the answers to the comprehension questions for homework. They should discuss these in their groups in the next lesson.

Example of a Plan for a Continuous Writing Lesson School Class Date Time Subject Roll Ngolo 2B 2/4/04 8.20 English 32 Topic: Writing

Objective: By the end of the lesson, the pupils will have written a guided composition entitled My House.Reference: New Progressive Primary English, Teacher’s Book for Standard 2 Unit 28, p. 109. New Progressive Primary English, Pupils’ Book for Standard 2 Unit 28 p. 125.Learning aids: Real objects or pictures of different items at home such as chairs, table, sofa, jiko, lamps, television, calabashes, torches, flasks, pillows, pillowcases, water tanks,

cupboards.

Lesson development

Step 1: Introduction to the topic(a) Let the pupils talk about their homes. Ask them what their houses are made of.(b) Let the pupils look at the pictures on pages 120 and 121 of their books. Help them to identify the items found in different parts of a house.

• Kitchen or cooking area – jiko, gourd, kettle.• Living room or sitting room – table, television, mat, sofa, stool.• Bedroom or sleeping area – bed, mattress, pillows.• The lantern can be found in any part of the house

Step 2: Oral preparation(a) Display a sketch of the items found in the teacher’s house. Name the items and what they are used for e.g. radio (listening to news/music), flask (putting water or tea), etc. Get

the pupils to make similar statements about items found in their homes. Write the key words on the blackboard.(b) Let one pupil compose the complete description, orally using the same guiding questions and write this on the blackboard.

Things in my house What they are used for

Jiko cooking Kettle heating water/tea Flask putting water/tea Bed sleeping on Gourd a container

Step 3: Writing(a) Clear the blackboard model. Let the pupils write about their house using the outline in their books. Let the pupils write the answers to the questions in continuous prose.(b) The teacher goes round to help the pupils as necessary.

ConclusionLet the pupils exchange their books and check each other’s work in pairs. Encourage the pupils to read out loud what they have written.

LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS

6NOT FOR SALE For use with New Progressive Primary English Standard Seven

WE

EK

1New Progressive Primary English Schemes of Work for Standard Seven: Term One

Revision

Oral work

Reading

Writing

1-7

1-2

3-4

5-6

The learners should be able to revise the work covered in Class Six.

The learners should be able to construct correct sentences using the patterns:• verbs which take two prepositions,

e.g. look forward to.• order of adjectives, e.g. a big

white cotton shirt.• Pronounce and construct correct

sentences using the new words, e.g. oasis, adapt, hazard, storm etc.

The learners should be able to read the passage ‘Life in the desert’ fluently and accurately and answer comprehension questions.

The learners should be able to:• write correct sentences by the

changing of –i to –a in past tense and to –u in past participle, e.g. drink – drank – drunk.

• write correct sentences using words with c sounded as /s/.

• write correct sentences using phrasal verbs.

• write a composition about a journey to a very dry and hot place.

• Ask and answer oral questions.• Revise the previous term’s exam

paper.• Record important points.

• Practise a conversation.• Talk about desert conditions.• Teach the new words.• Construct sentences.• Pronounce the new words.• Ask and answer oral questions.

• Revise the new words learnt previously.

• Discuss the picture in the Pupil’s Book.

• Talk about deserts and semi-arid areas.• Read aloud and in turns.• Read silently.• Ask and answer oral questions.

• Discuss the given questions orally.• Record answers.• Write a composition.

• Past exam papers.

• Pictures of desert features, e.g. sand dunes, acacia, cactus, date palm, oasis.

• Flash cards.• Oxford Primary

Dictionary for East Africa (OPDEA).

• Pictures in the Pupil’s Book.

• OPDEA.

• Outline points.

NPPE Pupil’s and Teacher’s Book 6.

NPPE Pupil’s Book 7, pp 2–7

NPPE Teacher’s Book 7, pp 2–6





WE

EK

2



New Progressive Primary English Standard SevenSchemes of Work

Term 1

The learners should be able to read the story fluently and accurately for comprehension and enjoyment.

The learners should be able to construct sentences using the patterns:• expansion of nominal groups by the

addition of complement/infinitive, e.g. The team in the green uniform was the first to score.

• contrast of very with positive association and too with negative association, e.g. The time was very short but the team was prepared well before the tournament; The car was too damaged for him to repair.

• Pronounce and construct correct sentences using new words, e.g. dribble, dodge, stoppage time etc.

The learners should be able to read the passage ‘Warriors humble Faranga’ fluently and accurately and answer comprehension questions.

The learners should be able to:• write correct sentences using full

stop in abbreviations, e.g. P.O.• write correct sentences using

adverbs of manner with and without –ly.

• write correct sentences using order of adjectives, e.g. A beautiful baggy brown leather jacket.

• write minutes of a games meeting.

• Reading silently.• Asking and answering oral questions.• Acting out the story.

• Listen to a story.• Talk about a poster.• Explain the meanings of the new

words.• Pronounce new words.• Construct sentences.• Ask and answer oral questions.• Demonstrate given actions.• Make posters.

• Revise the new words learnt.• Talk about the games the pupils play.• Discuss the picture in the Pupil’s Book.• Read the passage in turns.• Ask and answer oral questions.

• Discuss the given questions orally.• Record answers.• Write a report.

• Fun spot.

• Balls.• Whistle.• Picture of a game of

football or hockey.• Flash cards.• Sentence cards.• OPDEA.

• Picture in the Pupil’s Book.

• Outline points.

NPPE Pupil’s Book 7, p 7NPPE Teacher’s Book 7, p 6







Library

Oral work

Reading

Writing

7

1-2

3-4

5-6

WE

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3W

EE

K 2



New Progressive Primary English Standard SevenSchemes of WorkTerm 1

The learners should be able to read the story fluently and accurately for comprehension and enjoyment.

The learners should be able to construct correct sentences using the patterns:• phrasal verbs that take an object,

e.g. The police went after him.• question tags with present perfect

and past perfect, e.g. She has gone to the police station, hasn’t she? She hadn’t gone, had she?

• Pronounce and construct correct sentences using the new words, e.g. arrest, report, rubber etc.

The learners should be able to read the passage ‘The police chase’ fluently and accurately and answer comprehension questions.

The learners should be able to:• write correct sentences using

adverbs of manner, time and place.• write a formal letter accurately.

The learners should be able to read the story in the ‘Fun spot’ section fluently and accurately for comprehension and enjoyment.

• Read silently.• Ask and answer oral questions.• Hold a debate.• Discuss other superstitions.

• Talk about the notice given.• Discuss the pictures in the Pupil’s

Book.• Explain the meanings of the new

words.• Demonstrate the given activities.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.

• Revise the new words learnt.• Talk about the work police officers do.• Discuss the pictures in the Pupil’s

Book.• Read aloud and silently.• Ask and answer oral questions.

• Discuss the given questions.• Record answers.• Write a formal letter.

• Read silently.• Discuss questions.• Dramatize the story.

• Fun spot.

• Picture of a police officer.

• Police helicopter.• Police car.• OPDEA.• Flash card.• Word cards.• Picture of a police

station.• Picture of a police dog.


• Outline points.

• Fun spot.






NPPE Pupil’s Book 7, pp 16–19NPPE Teacher’s Book 7, pp 16–18

NPPE Pupil’s Book 7, pp 18–19NPPE Teacher’s Book 7, p 18

Library

Oral work

Reading

Writing

Library

7

1-2

3-4

5-6

7

WE

EK

3W

EE

K 4




Term 1

The learners should be able to construct correct sentences using the pattern:• present participle + complement, e.g.

The officer doesn’t like getting dirty.

• Pronounce and construct correct sentences using the new words, e.g. felony, cell, criminal, custody etc.

The learners should be able to read the passage ‘You are under arrest!’ fluently and accurately and answer comprehension questions.

The learners should be able to:• construct correct sentences using

direct speech.• construct correct sentences using

adverbs.• write a composition about a police

rescue.

The learners should be able to:• read the poem in the ‘Fun

spot’ section accurately and for enjoyment.

• read the storybook ‘Hooked!’ fluently and accurately for comprehension and enjoyment.

The learners should be able to revise the work covered between weeks 1 and 5 and write a test.

• Listen to a passage.• Teach the new words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.

• Revise the new words learnt.• Discuss the picture in the Pupil’s Book.• Read silently.• Ask and answer oral questions.

• Discuss the given questions.• Record answers.• Write a composition.

• Reading silently.• Reciting the poem.• Retelling the story.• Asking and answering oral questions.

• Ask and answer oral questions for clarification.

• Write the test.

• Picture of a police officer.

• Police items, e.g. uniform, flag, baton.

• Toy police car, gun.• Picture of a police

station.• Flag.• OPDEA.


• OPDEA.

• Outline points.

• Fun spot.• Storybook.

• Pens.• Answer sheets.• Test items.







Hooked!; OUP, Nairobi.

NPPE Pupil’s and Teacher’s Book 7, Units 1–5.

Oral work

Reading

Writing

Library

Revision and Testing

1-2

3-4

5-6

7

1-7

WE

EK

5W

EE

K 6




The learners should be able to construct correct sentences using the patterns:• time + past + past, e.g. The first

time I sang the song I cried.• nominal group + complement/

infinitive.• use of present perfect tense with future

time reference after until and when, e.g. We won’t go until our team has performed. When the choir has performed I will go.

• use of hope followed by sentences with possible conditions.

• use of after + past perfect + past.• Pronounce and construct correct

sentences using the new words, e.g. drama, theatre, actor etc.

The learners should be able to read the passage ‘Inter-school drama festival’ fluently and accurately and answer comprehension questions.


capital letters for proper nouns.• write correct sentences using

comma in apposition, e.g. Mr Ndeda, the headmaster, addressed the assembly.

• write correct sentences using comma in lists, e.g. Akinyi bought oranges, bananas and mangoes at the market.

• write correct sentences using the order of adjectives.

• write a speech.

• Describe the given pictures.• Discuss about a cultural event.• Teach the new words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.

• Revise the new words learnt.• Talk about drama festivals.• Read silently.• Ask and answer oral questions.• Discuss the pictures in the Pupil’s Book.

• Record correct answers.• Ask and answer oral questions.• Write a speech.

• Costumes, e.g. kikois, agbadas.

• A programme of a given event.

• Flash cards.• Sentence cards.• OPDEA.

• OPDEA.• Pictures in the Pupil’s

Book.

• Outline points.







Oral work

Reading

Writing

1-3

4

5-6

WE

EK

7




Term 1

The learners should be able to read the story in the ‘Fun spot’ section accurately and fluently for comprehension and enjoyment.

The learners should be able to construct correct sentences using the patterns:• like + nominal + present participle,

e.g. Our librarian does not like people talking loudly.

• must/musn’t/have to/don’t have to, e.g. You must be careful with that sharp knife etc.

• use of both/both of, e.g. Both my father and I went to town. Both of us went to town.

• Pronounce and construct correct sentences using the new words.

The learners should be able to read the passage ‘A visit to the library’ fluently and accurately for comprehension and answer oral questions.

The learners should be able to:• write correct sentences using direct

speech.• write correct sentences using order

of adjectives.• write correct sentences using

collective nouns.• write about an interesting story

they have read.

The learners should be able to read the story in the ‘Fun spot’ for comprehension and enjoyment.

• Read silently.• Ask and answer oral questions.• Retell the story.

• Talk about a storybook the pupils have read.

• Talk about the things the pupils do not like.

• Teach the new words.• Explain the new words.• Construct sentences.• Ask and answer oral questions.

• Revise the new words learnt.• Talk about a visit to the library.• Discuss the pictures in the Pupil’s Book.• Read silently.• Ask and answer oral questions.

• Ask and answer oral questions.• Record answers.• Write the story.

• Read silently.• Ask and answer oral questions.• Tell a story.

• Fun spot.

• Word cards.• Picture of library.• Library cards.• Catalogues.• Files.• Encyclopaedia.• A receipt.• Flash cards.• OPDEA.


• OPDEA.

• Outline points.

• Fun spot.









Library

Oral work

Reading

Writing

Library

7

1-2

3-4

5-6

7

WE

EK

7W

EE

K 8




The learners should be able to construct correct sentences using the patterns:• phrasal verbs with noun/pronoun

interposed.• conditional sentences with could in

the main clause.• use of whether … or not.• use of auxiliary verbs.• Pronounce and construct correct

sentences using new words, e.g. emergency, fatal, avert, havoc etc.

The learners should be able to read the passage ‘This could be avoided’ fluently and accurately and answer comprehension questions.


direct speech with a final and initial reporting verb.

• write an informal letter to a friend.

The learners should be able to read the story in ‘Fun spot’ fluently and accurately for comprehension and enjoyment.

The learners should be able to construct correct sentences using the patterns:• use of verb + indirect object, e.g.

My father bought me a mobile phone.

• nominal + present participle, e.g. I kept painting the picture.

• Picture of a tragic accident.

• Cuttings on disaster, e.g. floods, aeroplane crash.

• Flash cards.• Word cards.• OPDEA.


• OPDEA.


• Fun spot.

• Flash cards.• Pictures of different

birds.• Different types of shells.• Pictures of people

knitting or weaving.• OPDEA.










Oral work

Reading

Writing

Library

Oral work

1-3

4

5-6

7

1-3

• Listen to a story about locusts.• Note five things about locusts.• Explain the meanings of the new

words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.

• Revise the new words learnt.• Talk about a visit to the library.• Discuss the pictures in the Pupil’s Book.• Read silently.• Ask and answer oral questions.

• Discuss the given questions orally.• Record answers.• Write an informal letter.

• Read silently.• Ask and answer oral questions.• Discuss the given questions.• Retell the story.

• Talk about the pictures in the Pupil’s Book.

• Talk about what the pupils do during leisure time.

• Pronounce the new words.• Explain the meanings of the new

words.

WE

EK

9W

EE

K 1

0




Term 1

• every time + present + present, e.g. Every time they come, we give them lunch.

• direct object + for + indirect object, e.g. Gathoni made supper for the visitors.

• Pronounce and construct correct sentences using the new words, e.g. leisure, pleasure, hobby etc.

The learners should be able to read the passage ‘Hobbies’ fluently and accurately and answer comprehension questions.

The learners should be able to:• write correct sentences using direct

speech with a medial reporting verb, e.g. ‘Exercising,’ explained the PE teacher, ‘is good for digestion.’

• write about their hobbies.

The learners should be able to:• read the story in ‘Fun spot’ fluently

and accurately and for enjoyment.• read the storybook ‘Live and on

the Air’ fluently and accurately for comprehension and enjoyment.

The learners should be able to revise the work covered in Term One and write a test.

• Construct sentences.• Ask and answer oral questions.

• Revise the new words learnt in the previous lesson.

• Talk about hobbies.• Discuss the pictures in the Pupil’s

Book.• Read silently.• Ask and answer oral questions.

• Discuss the given questions.• Record answers.• Ask and answer oral questions.• Write the composition.

• Read silently.• Ask and answer oral questions.• Retell the story.• Act out the story of Omugi.

• Ask and answer oral questions.• Revise the work covered.• Write the test.

Reading

Writing

Library

4

5-6

7


• OPDEA.

• Outline points.


• Pens.• Answer sheets.• Test items/questions.






Live and on the Air; OUP, Nairobi.


WE

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11

WE

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10



WE

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1New Progressive Primary English Schemes of Work for Standard Seven: Term Two

Revision

Oral work

Reading

Writing

Library

1-7

1-2

3-4

5-6

7

The learners should be able to revise the work covered in Term One in Class Seven.

The learners should be able to construct sentences using the patterns:• use of both and both of, e.g. Both my

father and I went to harvest honey. Both of us went to harvest honey.

• find + nominal + adjective/past participle, e.g. She found bee keeping interesting. He found the honey harvested.

• order of adjectives, e.g. He bought a big brown wooden hive.

• Pronounce and construct correct sentences using the new words, e.g. sting, smoker, drone etc.

The learners should be able to read the passage ‘Bee keeping’ fluently and accurately and answer comprehension questions.

The learners should be able to:• write correct sentences by forming

opposites of adjectives with the prefix un, e.g. kind – unkind.

• complete a crossword puzzle.• write a conversation accurately.

The learners should be able to read the poem in the ‘Fun spot’ section fluently and accurately and for enjoyment.

• Ask and answer oral questions.• Record important points.• Revise the previous term’s exam

paper.

• Practise a conversation in pairs.• Teach the new words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.

• Revise the new words.• Talk about bee keeping.• Discuss the picture in the Pupil’s


• Discuss the given questions.• Complete the puzzle.• Write correct answers to the

questions given.• Write the conversation.

• Recite the poem.• Ask and answer oral questions.


• Flash cards.• Pictures of a bee and a

beehive.• Bottles of honey.• Sentence cards.• OPDEA.


• OPDEA.

• Points in the Pupil’s Book.

• Fun spot.









WE

EK

2



The learners should be able to construct correct sentences using the patterns:• verbs which take two prepositions,

e.g. make up for.• use of should and could.• Pronounce and construct correct

sentences using the new words, e.g. oven, mix, batter etc.

The learners should be able to read the passage ‘The burnt cake’ fluently and accurately and answer comprehension questions.


past tense and past participle of verbs that change ‘d’ to ‘t’, e.g. build – built.

• write correct sentences by forming words with the suffix er, e.g. farm – farmer.

• use the semicolon.• write a recipe.

The learners should be able to read the story in ‘Fun spot’ fluently for comprehension and enjoyment.

• Recite the given poem.• Explain the meanings of the new

words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.• Demonstrate the given actions.

• Revise the new words learnt.• Talk about baking cake.• Read silently.• Talk about the pictures in the Pupil’s

Book.• Ask and answer oral questions.

• Discuss the given questions orally.• Ask and answer oral questions.• Record answers.• Write a recipe.

• Read silently.• Act out the given story.• Ask and answer oral questions.• Retell the story.

• Flash cards.• A recipe for making a

cake on a chart.• Picture of an oven.• OPDEA.


• OPDEA.

• Outline points.

• Fun spot.








NPPE Teacher’s Book 7, p 64

Oral work

Reading

Writing

Library

1-2

3-4

5-6

7

WE

EK

3New Progressive Primary English Standard Seven

Schemes of WorkTerm 2



The learners should be able to construct correct sentences using the pattern:• know/remember/decide/hear/

understand + how/when/where/what + infinitive.

• Pronounce and construct correct sentences using the new words, e.g. advise, examine etc.

The learners should be able to read the passage ‘The inspectors’ day’ accurately and fluently and answer comprehension questions.


words pronounced differently, e.g. let/late.

• write a formal letter accurately.

The learners should be able to solve the riddle in the ‘Fun spot’ for enjoyment.

The learners should be able to construct correct sentences using the pattern:• wish followed by sentences with

impossible conditions, e.g. I wish I had arrived earlier. If I had, I would have caught the bus.

• Pronounce and construct correct sentences using the new words, e.g. neglect, fame, homeless etc.

• Practise the conversation in pairs.• Teach the new words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.

• Revise the new words learnt.• Talk about the pictures in the Pupil’s

Book.• Talk about inspection.• Read aloud/silently.• Ask and answer oral questions.

• Discuss the given questions orally.• Record answers.• Write a letter.

• Read aloud.• Tell riddles.

• Play a game about professionals.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.

• Picture of a clean school.• Flash cards.• Pots.• Cups.• Plates.• Spoons.• OPDEA.


• Sample letter.

• Fun spot.

• Pictures of different professionals, e.g. nurse, doctor etc.

• Flash cards.• Sentence cards.• OPDEA.




NPPE Pupil’s Book 7, p 73NPPE Teacher’s Book 7, pp 67–69



Oral work

Reading

Writing

Library

Oral work

1-2

3-4

5-6

7

1-2

WE

EK

5W

EE

K 4




The learners should be able to read the passage ‘Mother Teresa’ fluently and accurately and answer comprehension questions.


adjectives with the suffix less.• write about a person whose action

they admire.

The learners should be able to:• read facts from the Guinness World

Records 2004 for enjoyment.• read the storybook fluently and

accurately for comprehension and enjoyment.

The learners should be able to revise and answer questions from the work covered between weeks 1 and 5.

The learners should be able to construct correct sentences using the patterns:• sentences with improbable

conditions, e.g. If I had some money, I would buy a compact disk player.

• use of verbs + indirect objects, e.g. My uncle gave me a stereo system.

• keep + nominal + past participle, e.g. She kept the radio covered.

• keep + nominal + adjective, e.g. Mulei kept the video deck clean.

• Pronounce and construct correct sentences using the new words, e.g. speakers, stereo system, video etc.

• Revise the new words learnt.• Discuss the picture in the Pupil’s Book.• Read silently.• Ask and answer oral questions.

• Discuss the questions orally.• Record answers.• Write the composition.

• Read aloud/silently.• Talk about amazing facts the pupils

know.• Ask and answer oral questions.• Retell the story.

• Ask and answer oral questions for clarification.

• Revise the work covered.• Write the test.

• Talk about the given instructions.• Teach the new words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.• Demonstrate given actions.


• OPDEA.

• Outline points.



• Operating manual for a television or radio.

• Adverts for radios.• TVs or mobile phones.• Flash cards.• Sentence cards.• OPDEA.





I’ll be back shortly; OUP, Nairobi.

NPPE Pupil’s and Teacher’s Book 7, Units 10–13



Reading

Writing

Library


Oral work

3-4

5-6

7

1-5

1-3

WE

EK

5W

EE

K 6

WE

EK

7New Progressive Primary English Standard Seven




The learners should be able to read the passage ‘The stereo system’ fluently and accurately and answer oral comprehension questions.

The learners should be able to:• write correct sentences with the

omission of ‘e’ and addition of ‘t’ in past tense and past participle.

• write correct sentences using the sound of vowels as in cat/cut.

• write correct sentences using the given order of adjectives.

• write an interview.

The learners should be able to read the story in ‘Fun spot’ fluently and accurately and for enjoyment.

The learners should be able to construct correct sentences using the patterns:• use of wish followed by sentences

with impossible conditions.• phrasal verbs, e.g. I was at the

airport when the plane took off.• use of neither … nor and neither of.• Pronounce and construct correct

sentences using the new words, e.g. show, stand, parachute etc.

• Revise the new words learnt.• Talk about how to operate a

television using a manual.• Talk about the picture in the Pupil’s

Book.• Read aloud/silently.• Ask and answer oral questions.

• Discuss the given questions.• Record answers.• Write the composition.

• Read silently.• Discuss about the story.• Talk about a video or film the pupils

have watched or heard about.

• Practise a conversation in pairs.• Teach the meanings of the new

words.• Pronounce the new words.• Construct sentences.• Demonstrate given actions.• Ask and answer oral questions.


• OPDEA.

• Outline points.

• Fun spot.

• Pictures of crowds at the show.

• Newspaper cuttings.• Flash cards.• Sentence cards.• OPDEA.








Reading

Writing

Library

Oral work

4

5-6

7

1-2

WE

EK

7W

EE

K 8




The learners should be able to read the passage ‘The Mombasa Show’ fluently and accurately and answer comprehension questions.

The learners should be able to:• form correct words using the suffix

‘ness’.• write correct sentences using the

past tense: verbs that don’t change.• write correct sentences using the

relevant parts of speech.• write a story using a given ending.


The learners should be able to construct correct sentences using the patterns:• use of make/keep/find/leave +

nominal + adjective.• find + direct object + adverbial.• sentences with improbable

conditions.• Pronounce and construct correct

sentences using the new words, e.g. laboratory, stools, specimen etc.

• Revise the new words learnt.• Explain the meanings of the new

words found in the passage.• Talk about a visit to a show.• Read silently.• Ask and answer oral questions.

• Discuss the given questions orally.• Record answers.• Write the composition.

• Read silently.• Ask and answer oral questions.• Talk about going to a show.• Discuss the story.

• Discuss the given questions in groups.

• Teach the meanings of the new words.

• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.

• OPDEA.• Pictures in the Pupil’s

Book.

• Outline points.

• Fun spot.

• Posters on hygiene.• Flash cards.• Sentence cards.• OPDEA.





NPPE Pupil’s Book 7, p 93




Reading

Writing

Library

Oral work

3-4

5-6

7

1-2

WE

EK

9W

EE

K 8


Term 2



The learners should be able to read the passage ‘Death to all flies!’ fluently and accurately and answer comprehension questions.

The learners should be able to:• write correct sentences using words

with ‘ph’ and ‘gh’ sounded /f/.• write correct sentences using words

with the suffix ful, e.g. careful, beautiful.

• construct correct sentences using relative clauses with who, whom, which and whose.

• write a picture composition.

The learners should be able to read the story in the ‘Fun spot’ fluently and accurately and for enjoyment.

The learners should be able to construct correct sentences using the patterns:• use of sentences with improbable

objects.• sequence of tense with As soon as +

present + future.• the range of structures that follow

keep.– indirect object + direct object, e.g.

They kept him some food.– direct object + for + indirect object,

e.g. They kept some food for him.


• OPDEA.


• Fun spot.

• Flash cards.• Picture of an aeroplane

showing cockpit, entrance etc.

• Picture of an airport.• Word cards.• Sentence cards.• OPDEA.








Reading

Writing

Library

Oral work

3-4

5-6

7

1-3

• Revise the new words learnt.• Infer the meanings of the new words

from the passage.• Talk about insects that are found in

places that are not clean.• Read silently.• Ask and answer oral questions.


• Read silently.• Act out the story.• Discuss the given question.

• Listen to a story.• Discuss whether aeroplanes are safer

than cars or not.• Explain the meanings of the new


WE

EK

9W

EE

K 1

0New Progressive Primary English Standard SevenSchemes of WorkTerm 2



• nominal + adverbial + adjective, e.g. The man in the cabin was pleasant.

• Pronounce and construct correct sentences using the new words, e.g. passport, visas, cabin etc.

The learners should be able to read the passage ‘A journey to remember’ fluently and accurately and answer comprehension questions.

The learners should be able to:• form words with the suffix y.• write correct sentences using words

pronounced differently, e.g. bash and batch.

• write correct sentences using the articles a, an and the.

• write a descriptive composition.

The learners should be able to:• read the poem and the story

in ‘Fun spot’ fluently and for enjoyment.

• read the storybook given fluently and for enjoyment.

The learners should be able to revise the work covered between Terms One and Two and write an exam.

• Revise the new words.• Write on the blackboard the new

words.• Discuss the picture in the Pupil’s


• Discuss the given oral questions.• Record answers.• Write the composition.

• Recite a poem.• Read silently.• Retell the story.• Debate.

• Revise the work covered.• Ask and answer oral questions for

clarification.• Write the exam.

Reading

Writing

Library

Revision and Exam

4

5-6

7


• OPDEA.








NPPE Pupil’s Book 7, pp 106–107NPPE Teacher’s Book 7, p 101The Childless Father; OUP, Nairobi.


WE

EK

11

WE

EK

10


Term 2



WEE

K 1

New Progressive Primary English Schemes of Work for Standard Seven: Term Three

Revision

Oral work

Reading

Writing

Library

1-7

1-3

4

5-6

7

The learners should be able to revise and correct the work covered in Terms One and Two.

The learners should be able to construct correct sentences using the patterns:• when/until + present perfect tense with

future, e.g. We will not leave until the rain has stopped. When the train has stopped, we will leave.

• use of make for obligation and with adjectives.

• use of the preposition besides.• use of in case and if.• Pronounce and construct correct

sentences using the new words, e.g. yacht, anchor, trawler etc.

The learners should be able to read the passage ‘Pirates on board!’ fluently and accurately and answer comprehension questions.

The learners should be able to:• write correct sentences

distinguishing words pronounced differently, e.g. goat/got.

• pronounce the word hair.• write correct sentences using

countable and uncountable nouns.• write a composition about a

journey by sea.

The learners should be able to read the facts with fun in ‘Fun spot’ for enjoyment.

• Revise past papers.• Ask and answer oral questions.• Record important points.

• Talk about water vessels and their uses.

• Explain the meanings of the new words.


• Revise the new words learnt.• Discuss the picture in the Pupil’s

Book.• Read aloud.• Read silently.• Ask and answer oral questions.


• Read aloud.• Talk about strange facts.


• Pictures of vessels used in sea transport, e.g. ferry etc.

• Flash cards.• Word cards.


• Outline points.

• Fun spot.









WE

EK

2




Term 3

The learners should be able to construct correct sentences using the patterns:• structures that can follow find: – direct object, e.g. He found the

lost book. – indirect object + direct object, e.g.

I found my sister a pair of shoelaces.

• structures that can follow like: – direct object, e.g. I like this

carving. – like it when + clause, e.g. She

likes it when it rains.• intransitive use of like, e.g. You can

go swimming if you like.• Pronounce and construct correct

sentences using new words, e.g. hot springs, museum, artefacts etc.

The learners should be able to read the passage ‘Shimoni caves’ fluently and accurately and answer comprehension questions.


voiced and voiceless consonants.• write correct sentences using

indirect speech.• write correct sentences using

prepositions of movement, e.g. across, past, through etc.

• write a slogan for a poster.

• Read the conversation in pairs.• Explain the meanings of the new

words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.• Demonstrate the given actions.

• Revise the new words learnt.• Talk about caves.• Talk about the pictures in the Pupil’s


• Discuss oral questions.• Ask and answer questions.• Record answers.• Write the slogan.

• Flash cards.• Sentence cards.• Pictures of tourist

attraction features, e.g. beaches etc.

• OPDEA.


• OPDEA.

• Outline points.







Oral work

Reading

Writing

1-3

4

5-6

WE

EK

3





The learners should be able to construct correct sentences using the patterns:• verb + object + present participle,

e.g. I dislike people telling me what to do.

• double comparatives, e.g. I am getting taller and taller.

• the + comparative expression + subject + verb, e.g. The older I get the happier I am.

• Pronounce and construct correct sentences using the new words, e.g. overdraft, PIN, loan etc.

The learners should be able to read the passage ‘Banking advice’ fluently and accurately and answer comprehension questions.

The learners should be able to:• write correct sentences using the

conjunctions while and whereas.• construct correct sentences using

many, much, a lot, a lot of.• pronounce and write words ending

with ng.• copy a form and fill it in.

The learners should be able to read the story in ‘Fun spot’ fluently and for enjoyment.

• Read silently.• Discuss the story.• Retell the story.

• Practise a conversation in pairs.• Discuss the conversation.• Teach the new words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.

• Revise the new words learnt.• Discuss the letter in the Pupil’s Book.• Read silently.• Ask and answer oral questions.

• Discuss oral questions.• Record answers.• Copy and fill in a form.

• Reading silently.• Discussing the given question.

• Fun spot.

• Promotion or advertising materials from banks.

• Samples of cheques and registration forms.

• Flash cards.


• Letter in the Pupil’s Book.

• Form in the Pupil’s Book.

• Fun spot.








Library

Oral work

Reading

Writing

Library

7

1-3

4

5-6

7

WE

EK

4W

EE

K 3




Term 3

The learners should be able to construct correct sentences using the patterns:• both and both of, e.g. Both my

father and my mother are at home. Both of them are at home.

• pronounce and construct correct sentences using the new words, e.g. panic, exhaust etc.

The learners should be able to read the passage ‘The buffalo’ fluently and accurately and answer comprehension questions.


proper nouns.• write a formal letter.

The learners should be able to read the story in ‘Fun spot’ for comprehension and enjoyment.

The learners should be able to revise the work covered between weeks 1 and 5 and write a test.

• Listen to a passage.• Teach the new words.• Pronounce the new words.• Demonstrate the given actions.• Construct sentences.• Ask and answer oral questions.

• Revise the new words learnt.• Infer the meanings of the new words

from the passage.• Talk about the picture in the Pupil’s


• Discuss oral questions.• Record answers.• Discuss letter-writing exercise.• Write the letter.

• Read silently.• Ask and answer oral questions.• Dramatize the story.

• Revise.• Ask and answer questions.• Write the test.

• Flash cards.• Picture in the Pupil’s

Book.• Word cards.• OPDEA.


• OPDEA.

• Outline points.

• Fun spot.









Oral work

Reading

Writing

Library


1-2

3-4

5-6

7

1-7

WE

EK

5W

EE

K 6




The learners should be able to construct correct sentences using the patterns:• conditional sentences, e.g. If

drug addicts were counselled properly, they would stop abusing drugs.

• use of commas in apposition, e.g. Drug abuse, a common practice among the youth today, is very dangerous.

• Pronounce and construct correct sentences using the new words, e.g. tempt, avoid, habit.

The learners should be able to read the passage ‘Drug abuse’ fluently and accurately and answer comprehension questions.


conditional sentences, e.g. If I were you, I would stop abusing drugs at once.

• write a speech.

The learners should be able to:• read the story in ‘Fun spot’ for

comprehension and enjoyment.• read the storybook given fluently

and accurately and for enjoyment.

• Practise the conversation.• Teach the meanings of the new


• Revise the new words learnt.• Talk about drug abuse.• Discuss the pictures in the Pupil’s


• Discuss oral questions.• Record answers.• Write the speech.

• Reading aloud.• Asking and answering oral questions.• Retelling the story.• Discussing about the dangers of

drugs and how to stop them.

• Flash cards.• Empty labelled drug

bottles.• Pictures of different

types of drugs.


• OPDEA.

• Sample speech.










Caught in the middle; OUP, Nairobi

Oral work

Reading

Writing

Library

1-2

3-4

5-6

7

WE

EK

7




Term 3

The learners should be able to construct correct sentences using the pattern:• double comparatives, e.g. My younger

brother is growing taller and taller.

• Pronounce and construct correct sentences using the new words, e.g. athlete, medal, champion etc.

The learners should be able to read the passage ‘Kenyan athletes’ fluently and accurately and answer comprehension questions.


adverbs of frequency.• write a dialogue.


The learners should be able to construct correct sentences using the pattern:• keep + direct object/indirect object,

e.g. She kept her children some food. She kept some food for her children.

• Pronounce and construct correct sentences using the new words, e.g. nylon, flight, inflate etc.

• Listen to a passage.• Answer questions.• Teach the new words and their

meanings.• Pronounce the new words.• Construct sentences.• Demonstrate the given actions.• Ask and answer oral questions.

• Revise the new words learnt.• Ask and answer oral questions.• Infer the meanings of the new words.• Talk about the picture in the Pupil’s

Book.• Talk about athletics.• Read silently.

• Discuss oral questions.• Record answers.• Write the dialogue.

• Read silently.• Ask and answer oral questions.• Discuss the story.• Discuss about games/sports.

• Talk about the given pictures.• Demonstrate the given actions.• Teach the meanings of the new


• Flash cards.• Sentence cards.• Picture of Kenyan

athletes.• Marked school field for

athletics.• OPDEA.


• OPDEA.

• Outline points.

• Fun spot.

• Flash cards.• Word cards.• Pictures in the Pupil’s

Book.• OPDEA.• Kites, balloons,

polythene bags.• A bundle of clothes/

firewood.









Oral work

Reading

Writing

Library

Oral work

1-2

3-4

5-6

7

1-2

WE

EK

9W

EE

K 8




The learners should be able to read the passage ‘Hot-air balloon’ fluently and accurately and answer comprehension questions.

The learners should be able to:• construct and write sentences using

comparatives and superlatives.• write a composition.

The learners should be able to read the story in ‘Fun spot’ for comprehension and enjoyment.

The learners should be able to construct correct sentences using the patterns:• phrasal verbs.• after + past perfect + past.• Pronounce and construct correct

sentences using new words, e.g. menu, nettles, experience etc.

The learners should be able to read the passage ‘Snails for dinner?’ fluently and accurately and answer comprehension questions.


some and any.• write a composition with a given

beginning.


• OPDEA.

• Outline points.

• Fun spot.

• Sentence cards.• Flash cards.• Nettles (vegetables).• Picture of a restaurant

and people eating.• OPDEA.


• OPDEA.

• Guide in the Pupil’s Book.













Reading

Writing

Library

Oral work

Reading

Writing

3-4

5-6

7

1-2

3-4

5-6

• Revise the new words learnt.• Talk about the picture in the Pupil’s


• Discuss oral questions.• Record answers.• Write the composition.

• Read silently.• Ask and answer oral questions.• Retell the story.

• Dramatize the given comprehension in pairs.

• Teach the meanings of the new words.


• Revise the new words learnt.• Talk about the pupils’ experiences in

a restaurant.• Read silently.• Ask and answer oral questions.

• Discuss oral questions.• Record answers.• Write the composition.

WE

EK

9W

EE

K 1

0




Term 3

The learners should be able to:• read the story in ‘Fun spot’

fluently and accurately and for enjoyment.

• read the storybook given fluently for comprehension and enjoyment.

The learners should be able to revise the work covered between Term One and Term Three and write an examination.

• Read silently.• Discuss oral questions.• Dramatize the story.

• Revise the work covered.• Ask and answer oral questions for

clarification.• Write the examination.

Library

Revision and Exam

7 • Fun spot.• Storybook.




The Ghost of Garba Tula; OUP, Nairobi.

NPPE Pupil’s Book 7 and Teacher’s Book 7, Units 1–27

WE

EK

11

WE

EK

10

32

FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI

NYENZO

MA

ON

I

KIP

IND

IASILIA(Kiswahili

Sanifu, Kitabu cha Mwanafunzi)

HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Saba

MAAZIMIO YA KAZI: MUHULA WA KWANZA

Kusikiliza na kuzungumza

Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Kusikiliza na kuzungumzaUfahamu

Mapambo ya lughaSarufi

Kuandika (Insha)



Kuandika (Insha)

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

Maamkizi na adabu njema

Adabu za kula

Mwana wacha ufidhuli(shairi)Uakifishaji

Heshima

Vitate

Barua ya kirafikiTanakali

Uakifishaji

Ngoma ya umundi (Barua)

Visawe

Hotuba: Upatilize udongo...Methali zenye ‘ni’Matumizi ya ‘ni’Hotuba

• Kuwaongoza wanafunzi kutumia baadhi ya msamiati wa adabu njema k.m. hayati, alamsiki, buriani, mwambaje, lala unono.

• Kuwaongoza wanafunzi kusoma kwa ufasaha, kuigiza mchezo huo na kujibu maswali ya ufahamu kwa usahihi.

• Kuwaongoza wanafunzi kukariri shairi kwa mahadhi mazuri na kueleza ujumbe wa shairi hilo.

• Kuwaongoza wanafunzi kubainisha na kutumia alama za uakifishaji kwa usahihi.

• Kuwaongoza wanafunzi kuandika insha kwa njia ya kujaza mapengo kwa maneno waliyopewa.

• Kuwaongoza wanafunzi kutamka vyema na sawa maneno yanayotatanisha na kuyatofautisha kimaana.

• Kuwaongoza wanafunzi kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.

• Kuwaongoza wanafunzi kutambua, kubainisha na kutumia tanakali za sauti kwa usahihi.

• Kuwaongoza wanafunzi kubainisha na kutumia alama kwa usahihi.

• Kuwaongoza wanafunzi kuandika barua (insha) ya kirafiki juu ya ngoma yoyote ya kienyeji.

• Kuwaongoza wanafunzi kubainisha na kutumia baadhi ya msamiati wa visawe kwa usahihi.


• Kuwaongoza wanafunzi kubainisha na kutumia baadhi ya methali yenye neno ‘ni’.

• Kuwaongoza wanafunzi kutambua na kutumia ‘ni’ kwa usahihi.

• Kuwaongoza wanafunzi kuunganisha sehemu za sentensi ili kuandika hotuba.

Kuzungumza, kusoma, kueleza, kuiga

Kuzungumza juu ya mchoro, kusoma, kuiga, kuuliza, kujibuKusoma, kukariri, kufurahia na kueleza

Kusoma, kubainisha, kueleza, kutumiaKusoma, kueleza, kubainisha

Kusoma, kutamka, kueleza, kubainisha, kuandikaKusoma, kueleza, kuuliza, kujibuKusoma, kueleza, kutumia, kuandikaKusoma, kubainisha, kutumia

Kusoma, kueleza, kuandika

Kusoma, kueleza, kutambua, kutumiaKusoma, kuzungumza juu ya mchoro, kuuliza, kujibu

Kusoma, kueleza, kutumia



Kitabu cha Mwanafunzi



2

3

5

5

7

8

9

10

11

13

14

15

17

18

19

JUM

A 1

JUM

A 2

JUM

A 3

33


NYENZO

MA

ON

I

KIP

IND

IASILIA(Kiswahili



1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

Kisa

Sambu na SamburaFani mbalibali

Katika

Uandishi wa hadithi/kisa

Nomino ambataUongo haufai

Methali ‘kwa’

Kwa

Picha Hadithi

Majina ya kike na ya kiume

Barua rasmi

Maneno ya vitendo vya mwiliViulizi

Barua rasmi

• Kuwaongoza wanafunzi kueleza kisa, mkasa au hadithi kwa mtiririko wa sawa na kuipamba lugha yao.


• Kuwaongoza wanafunzi kutumia fani mbalimbali za lugha ili kuipamba lugha yao.

• Kuwaongoza wanafunzi kutumia kihusishi ‘katika’ kwa usahihi.

• Kuwaongoza wanafunzi kuandika insha ipasavyo.

• Kuwaongoza wanafunzi kutambua na kutumia baadhi ya msamiati wa nomino au bata.


• Kuwaongoza wanafunzi kubainisha na kutumia methali zenye kutaja neno ‘kwa’ kwa usahihi.

• Kuwaongoza wanafunzi kutumia ‘kwa’ katika sentensi kwa kuonyesha hali na maana tofauti.

• Kuwaongoza wanafunzi kuandika insha kwa kujaza maneno yaliyoachwa na kutafsiri michoro walizopewa.

• Kuwaongoza wanafunzi kubainisha na kutumia majina ya kike na ya kiume.

• Kuwaongoza wanafunzi kusoma kwa ufasaha na kujibu maswali ya ufahamu.

• Kuwaongoza wanafunzi kubainisha na kutumia maneno yanayohusu vitendo vya mwili.

• Kuwaongoza wanafunzi kubainisha na kutumia msamiati wa viulizi kwa usahihi.

• Kuwaongoza wanafunzi kuandika barua rasmi wakizingatia yote yanayolazimika kuwemo.

Kusikiliza, kuhadithia, kuzungumza, kujadiliKusoma, kuzungumza, kuuliza, kujibuKusoma, kueleza, kutumia

Kusoma, kubainisha, kutumia

Kusoma, kubainisha, kutambua, kuandika

Kusoma kueleza, kutaja, kutumiaKuzungumza, kusoma, kueleza, kuuliza, kujibuKusoma, kubainisha, kutumia




Kusoma, kueleza, kuuliza, kujibuKusoma, kueleza, kutumia


Kusoma, kubainisha, kuandika




20

20

21

22

22

24

25

26

27

29

30

31

32

33

35



Kuandika (Insha)



Kuandika (Insha)


Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

JUM

A 4

JUM

A 5

JUM

A 6

Kiswahili Sanifu Kitabu cha SabaMaazimio ya Kazi

Muhula wa Kwanza

34


NYENZO

MA

ON

I

KIP

IND

IASILIA(Kiswahili



1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

Redio au televisheniMalaria

Semi za neno ‘piga’‘Po’ ya wakati

Malaria

Ukimwi

Ukimwi

Vitendawili

Nge, Ngali

Ukimwi

Uhusiano wa watu na nchiKwame NkrumahMafumbo

‘O’ rejeshi (awali)Wazalendo

• Kuwaongoza wanafunzi kusikiliza redio au televisheni na kujibu maswali juu ya waliyoyasikia.


• Kuwaongoza wanafunzi kubainisha maana ya matumizi ya semi zinazotaja neno ‘piga’.

• Kuwaongoza wanafunzi kutumia ‘po’ ya wakati kwa usahihi.

• Kuwaongoza wanafunzi kuandika insha kwa kuzipanga sentensi walizopewa katika mtiririko wa sawa.

• Kuwaongoza wanafunzi kujadiliana athari za Ukimwi kutokana na takwimu walizopewa.


• Kuwaongoza wanafunzi kutega na kutegua vitendawili ipasavyo.

• Kuwaongoza wanafunzi kutumia ‘nge’ na ‘ngali’ katika sentensi na kuzikanusha.

• Kuwaongoza wanafunzi kuandika insha kwa kujaza mapengo kwa maneno waliyopewa.

• Kuwaongoza wanafunzi kutaja na kueleza baadhi ya msamiati wa watu na nchi.


• Kuwaongoza wanafunzi waweze kufumba na kufumbua mafumbo na kupata mafunzo yake.

• Kuwaongoza wanafunzi kutumia ‘O’ rejeshi kwa usahihi katika ngeli zote.

• Kuwaongoza wanafunzi kuandika insha tatu juu ya kupigania uhuru kutoka kwenye jedwali.

Kusikiliza, kuzungumza, kujibu, kuulizaKusoma, kueleza, kuuliza, kujibuKusoma, kueleza, kutumia


Kusoma, kuzungumza, kujadili, kuandika

Kusoma, kueleza, kujadili

Kuzungumza, kusoma, kuuliza, kujibuKusoma, kueleza, kutega, kuteguaKusoma, kueleza, kutumia

Kusoma, kueleza, kuandika, kusahihisha


Kusoma, kuzungumza, kuuliza, kujibuKusoma, kueleza, kufumba, kufumbuaKusoma, kueleza, kutumia

Kusoma, kuzungumza, kuandika




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Kuandika (Insha)



Kuandika (Insha)

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A 7

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A 9

Kiswahili Sanifu Kitabu cha SabaMaazimio ya KaziMuhula wa Kwanza

35


NYENZO

MA

ON

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KIP

IND

IASILIA(Kiswahili



MAAZIMIO YA KAZI: MUHULA WA PILI

Kusikiliza na KuzungumzaUfahamu Mapambo ya lughaSarufi

Kuandika



Kuandika


Mapambo ya lugha

Sarufi

Kuandika

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Mapambo ya mwiliNyama ya ulimiSemi zenye kutaja ‘ulimi’‘O’ rejeshi ‘tamati’Mapambo

Vifaa vya ufundiViatu

Methali

Hali ya kutendeshaHatua zakutengeneza viatu

Majina ya nchi na uraiaOlimpiki

Ufisadi umeenea(Shairi)Nge, Ngali (ukanusho)Kazi nitakayoifanya

• Kuwaongoza wanafunzi kutambua, kubainisha na kutumia baadhi ya msamiati wa mwili.


• Kuwaongoza wanafunzi kubainisha na kutumia semi zenye kutaja neno ‘ulimi’ ipasavyo.

• Kuwaongoza wanafunzi kutumia ‘O’ rejeshi mwishoni mwa kitenzi.

• Kuwaongoza wanafunzi kuandika insha kwa kujaza nafasi kwa maneno waliyopewa.

• Kuwaongoza wanafunzi kubainisha baadhi ya msamiati wa vifaa vya ufundi viwandani na kuyatumia.


• Kuwaongoza wanafunzi kubainisha maana na matumizi ya methali.

• Kuwaongoza wanafunzi kunyatambua na kutumia vitenzi katika hali ya kutendesha.

• Kuwaongoza wanafunzi kuandika insha kwa kufuata hatua walizopewa juu ya kutengeneza viatu.

• Kuwaongoza wanafunzi kutaja na kutambua baadhi ya majina ya nchi na wenyeji wake.


• Kuwaongoza wanafunzi kukariri shairi kwa mahadhi mazuri na kueleza funzo lake.

• Kuwaongoza wanafunzi kutumia ‘Nge’ na ‘Ngali’ na ukanusho wake kwa usahihi.

• Kuwaongoza wanafunzi kuandika insha juu ya kazi ambayo wangependa kuifanya watakapokuwa wakubwa.

Kuzungumza juu ya michoro,kueleza, kutumiaKuzungumza, kusoma, kuuliza, kujibuKusoma, kubainisha, kutumiaKusoma, kueleza, kutumia

Kusoma, kuzungumza, kuandika, kusahihisha

Kuzungumza juu ya picha, kusoma, kuuliza, kujibuKuzungumza, kusoma, kuuliza, kujibuKusoma, kueleza, kuzungumza, kutumiaKusoma, kubainisha, kutumiaKusoma, kujadili, kupanga, kuandika

Kuzungumza juu ya michoro, kusoma, kuiga, kuandikaKuzungumza, kusoma, kuuliza, kujibuKuzungumza, kusoma, kuuliza, kujibu


Kusoma, kuzungumza, kuandika

Picha, michoro




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Kuandika (Insha)



Kuandika



Kuandika (Insha)

Vitawe

Tunda (Shairi)Methali

Viambishi

Methali (insha)

Malipo

Mkono mrefu

Semi ‘mkono’

Kutendeana na kutendatendaPicha Hadithi

Watu na kazi zaoUfinyanzi

Wasakatonge

Viambishi

Mjadala

• Kuwaongoza wanafunzi kubainisha vitawe yaani neno lenye maana zaidi ya moja.

• Kuwaongoza wanafunzi kukariri shairi kwa mahadhi mazuri na kujibu maswali ya ufahamu.

• Kuwaongoza wanafunzi kubainisha baadhi ya methali zinazofanana kimaana na kuzitumia.

• Kuwaongoza wanafunzi kutumia viambishi mwanzoni na katikati ya neno.

• Kuwaongoza wanafunzi kuandika insha juu ya mojawapo ya methali walizopewa.

• Kuwaongoza wanafunzi kutaja, kutambua na kubainisha daadhi ya msamiati na malipo mbali na kutumia.


• Kuwaongoza wanafunzi kubainisha na kutumia baadhi ya semi zinazotumia neno ‘mkono’.

• Kuwaongoza wanafunzi kutumia vitenzi katika hali ya kutendeana na kutendatenda.

• Kuwaongoza wanafunzi kuandika insha kwa kufuata michoro ya kitabuni

• Kuwaongoza wanafunzi kubainisha na kutumia baadhi ya msamiati wa watu na kazi zao.


• Kuwaongoza wanafunzi kukariri shairi kwa mahadhi mazuri na kueleza ujumbe wa shairi hilo.

• Kuwaongoza wanafunzi kutumia viambishi awali na katikati mwa neno.

• Kuwaongoza wanafunzi kuandika insha ya mjadala ipasavyo.

Kuzungumza juu ya michoro, kueleza, kusoma, kutumiaKusoma, kubainisha, kuuliza, kujibuKusoma, kueleza, kutumia


Kusoma, kueleza, kujadili, kuandika, kusahihisha


Kusoma, kujadili, kuuliza, kujibuKusoma, kubainisha, kutumia


Kuzungumza juu ya michoro, kupanga, kuandika


Kuzungumza juu ya michoro, kusoma, kuuliza, kujibuKuzungumza, kusoma, kukariri, kujibuKusoma, kubainisha, kutumia

Kusoma, kujadili, kuandika, kusahihisha




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Kiswahili Sanifu Kitabu cha SabaMaazimio ya KaziMuhula wa Pili

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Kuandika



Kuandika (Insha)



Kuandika

Nomino za makundiIdd Mubarak

Tanakali za sautiVivumishi

Sherehe

Tarakimu

Mazingira yetuSemi ‘Shika’

Vivumishi

Mitaa iwe safi

Huduma ya kwanzaTangazo

Tanakali za sautiKutendana

Matangazo

• Kuwaongoza wanafunzi kubainisha na kutumia baadhi ya nomino za makundi.


• Kuwaongoza wanafunzi kutambua na kutumia baadhi ya tanakali za sauti.

• Kuwaongoza wanafunzi kutumia vivumishi vya sifa, nafsi na ziada ipasavyo.

• Kuwaongoza wanafunzi kuandika insha kwa kufuata mfululizo sawa wa sentensi juu ya sherehe.

• Kuwaongoza wanafunzi kubainisha na kutumia baadhi ya rakamu kutoka 1,000,000 hadi 10,000,000 na kuziandika.

• Kuwaongoza wanafunzi kusoma kwa ufasaha nakujibu maswali ya ufahamu kwa usahihi.

• Kuwaongoza wanafunzi kubainisha na kutumia baadhi ya semi zinazotaja neno ‘Shika’.

• Kuwaongoza wanafunzi kutumia vivumishi vionyeshi, viulizi na ‘a’ unganifu.

• Kuwaongoza wanafunzi kuandika insha jinsi ya kuweza kufanya mitaa iwe safi.

• Kuwaongoza wanafunzi kuiga matendo ya kutoa huduma ya kwanza na kuyaeleza.

• Kuwaongoza wanafunzi kusoma kwa ufasaha na kujibu maswali ya ufahamu.

• Kuwaongoza wanafunzi kubainisha na kutumia tanakali za watu zinazoeleza hali za watu.

• Kuwaongoza wanafunzi kutumia vitenzi katika hali ya kutendana.

• Kuwaongoza wanafunzi kuandika insha juu ya matangazo.

Kuzungumza, kusoma, kubainisha, kutumiaKusoma, kujadili, kuuliza, kujibuKusoma, kueleza, kutumia


Kusoma, kujadili, kupanga, kuandika


Kusoma, kuzungumza, kuuliza, kujibuKusoma, kueleza, kutumia


Kuzungumza, kupanga, kuandika

Kuzungumza, kusoma, kuiga matendoKusoma, kuzungumza, kuuliza, kujibuKusoma, kueleza, kutumia


Kuzungumza, kusikiliza, kupanga, kuandika




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JUM

A 7

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A 8

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A 9


Muhula wa Pili

38


NYENZO

MA

ON

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KIP

IND

IASILIA(Kiswahili



MAAZIMIO YA KAZI: MUHULA WA TATU

Kusikiliza nakuzungumzaUfahamu


Kuandika insha



Kuandika



Kuandika (insha)

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Vifaa vya teknolojiaTarakilishi

Methali ‘kazi’

Vivumishi

Mjadala

Fani ya ushairiNgonjera

Tanakali za sautiViunganishi

Ngonjera

Viwanda

Viwanda vyetuMali, Akili, Bahati (Shairi)Sifa – Kitenzi

Kiwanda

• Kuwaongoza wanafunzi kutambua na kueleza baadhi ya vifaa vya teknolojia viwandani.


• Kuwaongoza wanafunzi kueleza maana na kutambua matumizi ya methali.

• Kuwaongoza wanafunzi kutumia vivumishi vimilikishi na vivumishi idadi ipasavyo.

• Kuwaongoza wanafunzi kuandika insha ya mjadala juu ya ‘Sayansi imeleta manufaa’.

• Kuwaongoza wanafunzi kutambua aina za mashairi na kutunga mashairi kwa kiwango chao.

• Kuwaongoza wanafunzi kukariri na kusoma ngonjera kwa ufasaha na kujibu maswali kwa usahihi.

• Kuwaongoza wanafunzi kutambua na kutumia tanakali za sauti kwa usahihi.

• Kuwaongoza wanafunzi kutambua na kutumia viunganishi ipasavyo.

• Kuwaongoza wanafunzi kuandika insha juu ya ngonjera walioisoma na kuiandika kwa maneno yao badala ya ngonjera (shairi).

• Kuwaongoza wanafunzi kutambua yanayofanyika katika kiwanda.


• Kuwaongoza wanafunzi kukariri shairi kwa mahadhi mazuri na kujadili maudhini ya shairi hilo.

• Kuwaongoza wanafunzi kuunda sifa kutokana na vitenzi na kuzitumia katika sentensi kwa usahihi.

• Kuwaongoza wanafunzi kuandika insha juu ya kiwanda wanachokijua.

Kuzungumza juu ya michoro, kusoma, kubanisha, kujadiliKusoma, kuzungumza, kuuliza, kujibuKusoma, kueleza, kutumia


Kuzungumza, kujadili, kupanga, kuandika

Kusoma, kukariri, kutambua, kutungaKukariri, kueleza, kuuliza, kujibuKusoma, kueleza, kutumia


Kujadili, kupanga, kuandika

Kuzungumza juu ya picha, kueleza, kutambuaKusoma, kuzungumza, kuuliza, kujibuKukariri, kujadili


Kuzungumza, kujadili, kupanga, kuandika




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Kuandika insha

Kusikiliza nakuzungumzaUfahamu


Kuandika insha



Kuandika insha

Vitabu vya maktabaAjira ya watotoMethali

Udogo na kawaida ya nominoMazungumzo

Gugumaji la ziwa ViktoriaIbilisi mremboMethali

Ukubwa wa nominoPicha

Kutafsiri pichaVidhibiti- mwendoMia tisa, tisini na tisaViambishi ngeliHotuba (vidhibiti - mwendo)

• Kuwaongoza wanafunzi kuzungumza juu ya vitabu vya maktaba walivyovisoma.


• Kuwaongoza wanafunzi kulinganisha maelezo ya methali zinazofanana na kuzitumia katika sentensi.

• Kuwaongoza wanafunzi kubadilisha nomino kutoka kawaida hadi hali ya udogo na kuzitumia katika sentensi.

• Kuwaongoza wanafunzi kuandika insha kwa kukamilisha maneno ya mhusika katika mazungumzo.

• Kuwaongoza wanafunzi kutambua vifaa vinavyotokana na gugumaji la ziwa Viktoria.


• Kuwaongoza wanafunzi kutambua maana na kutumia methali zinazohusu neno ‘maji’.

• Kuwaongoza wanafunzi kubadilisha nomino kutoka hali ya kawaida hadi ukubwa, na ukubwa hadi hali ya kawaida.

• Kuwaongoza wanafunzi kuandika insha juu ya picha waliyopewa.

• Kuwaongoza wanafunzi kuzungumzia picha ya usafiri


• Kuwaongoza wanafunzi kusimulia hadithi, kueleza funzo la hadithi na kusikiliza wengine wakiwasimulia hadithi.

• Kuwaongoza wanafunzi kubainisha viambishi ngeli katika sentensi na kuvitumia.

• Kuwaongoza wanafunzi kuandika insha upya kwa kuipamba na mapambo ya lugha.

Kuzungumza, kujadili, kuelezaKusoma, kuzungumza, kuuliza, kujibuKusoma, kueleza, kutumia


Kusoma, kujadili, kuandika

Kuzungumza juu ya picha, kujadili, kutambuaKusoma, kujadili, kuuliza, kujibuKusoma, kueleza, kutumia

Kusoma, kueleza, kujadili, kutumiaKuzungumza juu ya picha, kujadili, kupanga, kuandika

Kuzungumza juu ya picha, kujadili, kubainishaKusoma, kujadili, kuuliza, kujibuKusoma, kusikiliza, kusimulia


Kusoma, kujadili, kupanga, kuandika




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Muhula wa Tatu

42

UNIT OBJECTIVESTEACHING/LEARNING

ACTIVITIESLESSONSLEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCES

NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven

Place value and total value

Squares and squares roots of numbers

Divisibility test for 11

Addition and subtraction

Multiplication and division

Combined operations

Progressive Primary Mathematics Book 7: Sample Schemes of Work: Term One

By the end of this topic, the pupils should be able to find the place value and total value of digits in numbers up to millions.

By the end of this topic, the pupils should be able to work out problems involving squares and square roots of whole numbers.

By the end of this topic, the pupils should be able to apply the divisibility test for 11.

By the end of this topic, the pupils should be able to work out problems involving addition and subtraction of whole numbers up to millions.

By the end of this topic, the pupils should be able to multiply whole numbers and divide whole numbers by up to 3-digit numbers.

The pupils should be able to work out problems involving combined operations on whole numbers.

• Using place value tables• Positioning digits in a place

value table• Discussions

• Working out squares of numbers

• Discussing real-life situations involving squares

• Working out square roots of numbers

• Revising divisibility tests for 2, 3, 4, 5, 6, 8, 9, 10• Developing a multiplication

table for 11• Establishing the divisibility

test for 11• Divisibility test for 11• Discussions

• Adding of numbers up to millions

• Subtracting numbers

• Multiplying a five-digit number by a three-digit number

• Dividing numbers by 3-digit numbers

• Discussing order of operations• Adding, subtracting,

multiplying and dividing numbers

Place value table and charts, number cards

Square cut-outs, counters like bottle tops, stones, buttons

Multiplication tables

Place value charts and tables


Multiplication tables, place value tables

Pupil’s Book pages 2-4Teacher’s Book pages 1-2


Pupil’s Book page 7Teacher’s Book pages 4-5



Pupil’s Book page 14Teacher’s Book page 12

3

4

2

4

4

2

WE

EK

1W

EE

K 2

WE

EK

4W

EE

K 3

1Wholenumbers

2Opera-tions onwholenumbers

43





2

2

3

2

3

2

Number sequences

Addition and subtraction of fractions

Multiplication and division involving fractions

Combined operations on fractions

Squares/square roots of fractions

Number sequences

By the end of this topic, the pupils should be able to recognize and identify number sequences involving whole numbers.

By the end of this topic, the pupils should be able to add and subtract fractions involving up to 3 fractions including mixed numbers.

By the end of this topic, the pupils should be able to problems involving multiplication and division of fractions.

By the end of this topic, the pupils should be able to work out combined operations on fractions two at a time.

By the end of this topic, the pupils should be able to work out squares of fractions and square roots of fractions that are perfect squares.

By the end of this topic, the pupils should be able to recognize and identify number sequences involving fractions.

• Forming sequences using addition

• Forming sequences using subtraction

• Forming sequences using multiplication

• Forming sequences using division

• Discussion • Adding mixed numbers• Subtracting fractions

• Multiplying fractions• Dividing fractions• Finding the reciprocal of numbers• Converting mixed fractions to

improper fractions • Adding fractions• Subtracting fractions• Multiplying fractions• Dividing fractions • Working out squares/square

roots of whole numbers• Dividing fractions• Multiplying fractions• Working out squares/square

roots of fractions

• Identifying sequences involving fractions

• Adding, substracting, multiplying and dividing fractions


Equivalent fraction charts

Equivalent fraction charts, multiplication tables



Multiplication tables Equivalent fraction charts







WE

EK

4W

EE

K 5

WE

EK

6Progressive Primary Mathematics Standard Seven


3Frac-tions

44





2

3

6

3

3

4

Place value and total value of decimals

Conversion of decimals andfractions

Operations on decimals

Combined operationson decimals

Squares and square roots

Percentages, fractions and decimals

By the end of this topic, the pupils should be able to identify the place value of digit in decimals.

By the end of this topic, the pupils should be able to convert decimals to fractions and vice versa.

By the end of this topic, the pupils should be able to work out addition, subtraction, multiplication and division involving decimals.

By the end of this topic, the pupils should be able to work out problems involving combined operations on decimals.

By the end of this topic, the pupils should be able to work out squares of decimals and square roots of decimals involving perfect squares.

By the end of this topic, the pupils should be able to convert percentages to fraction and decimal and vice versa.

• Drawing place value tables• Positioning digits in place

value tables• Writing place value and total

value of digits in a decimal

• Converting fractions to decimals and vice versa

• Dividing numbers

• Adding and subtracting of decimals

• Multiplying decimals by whole numbers and by decimals

• Dividing decimals by whole numbers by decimals

• Adding decimals• Subtracting decimals• Multiplying decimals• Dividing decimals

• Multiplying decimals• Dividing decimals• Working out squares• Work out square roots

• Converting percentage to fraction

• Converting percentage to decimal

• Converting fraction to percentage

• Converting decimal to percentage

Multiplication tables, place value tables


Place value tables, multiplication tables

Addition charts, multiplication tables





Pupil’s Book pages 26-33Teacher’s Book page 26



Pupil’s Book pages 36-37Teacher’s Book page 31-32

WE

EK

7W

EE

K 8

WE

EK

9W

EE

K 1

0Progressive Primary Mathematics Standard SevenSchemes of WorkTerm 1

4Deci-mals

5Percent-ages

45





2

10

2

2

1

Percentage increase and decrease

Parallel lines and transversals

Rectangles and squares

Parallelograms and rhombuses

Trapeziums

Revision

By the end of this topic, the pupils should be able to work out percentage increase and decrease.

By the end of this topic, the pupils should be able to work out problems involving the angle properties of parallel lines and transversals.

By the end of this topic, the pupils should be able to identify and use the angle properties of rectangles and squares.

By the end of this topic, the pupils should be able to recognize parallelograms and rhombuses and their properties.

By the end of this topic, the pupils should be able to identify the properties of a trapezium.

By the end of this week, the pupils should be able to answer questions on the topics covered during the term.

• Discussing cases of quantities that increase or decrease

• Working out problems involving percentage increase and decrease

• Drawing parallel lines• Drawing transversals• Measuring angles• Calcuting the size of angles

• Drawing rectangles• Drawing diagonals• Folding cut-outs• Drawing squares• Drawing diagonals• Measuring angles • Revising parallel lines,

corresponding angles, co-interior angles

• Drawing quadrilaterals• Measuring and naming equal

sides• Identifying opposite angles in

a parallelogram• Identifying properties of

parallelograms and rhombuses

• Revising parallel lines and co-interior angles

• Identifying parallel sides of a trapezium

• Answering questions• Doing mixed exercise 1• Doing end of term tests• Remedial work


Ruler, protractor, pair of compasses

Cut-outs of rectangles and squares; ruler, protractor, pair of compasses

Ruler, protractor, cut-outs of parallelograms

Protractor, paper cut-outs of trapeziums







WE

EK

10

WE

EK

11

- 12

WE

EK

13

Progressive Primary Mathematics Standard SevenSchemes of Work

Term 1

6Angles

46





2

4

2

3

2

1

Constructing perpendicularbisectors

Constructing triangles

Constructing circles

The pythagorean relationship

Simplifying expressions

Substitution

By the end of this topic, the pupils should be able to construct perpendicular bisectors of lines.

By the end of this topic, the pupils should be able to construct isosceles, equilateral and right-angled triangles.

By the end of this topic, the pupils should be able to construct a circle passing through the vertices of a triangle.

By the end of this topic, the pupils should be able to work out problems involving the sides of right-angled triangles using the Pythagorean relationship.

By the end of this topic, the pupils should be able to simplify an algebraic expression by opening brackets.

By the end of this topic, the pupils should be able to simplify an algebraic expression by substitution.

• Drawing lines• Bisecting lines using pair of

compasses• Measuring angles

• Constructing triangles• Measuring angles• Measuring sides

• Constructing triangles• Bisecting the sides of triangles• Drawing circles that pass

through the vertices of triangles

• Working out squares of whole

numbers• Drawing right-angled triangles• Identifying the hypotenuse of a

right-angled triangles• Using the Pythagorean

relationship • Simplifying algebraic

expressions by collecting like terms

• Forming algebraic expressions • Simplifying algebraic

equations• Finding the value of an

algebraic expression• Substituting values in an

algebraic expression



Ruler, pair of compasses, protractor

Ruler, pair of compasses, protractor

Simple beam balance







Mathematics Scheme of Work for Standard Seven: Term TwoW

EE

K 1

WE

EK

2W

EE

K 3

7Constra-ctions

8Algebra

47





1

1

1

5

3

3

Forming expressions

Equations

Inequalities

Decimeter, decameter andhectometer

Perimeter

Area of a circle

By the end of this topic, the pupils should be able to form and simplify algebraic expressions.

By the end of this topic, the pupils should be able to form and solve equations with one unknown.

By the end of this topic, the pupils should be able to simplify and solve inequalities in one unknown.

By the end of this topic, the pupils should be able to identify and use decimeters, decameters and hectometers as units of measuring length.

By the end of this topic, the pupils should be able to work out problems involving perimeter of a circle, triangle and quadrilaterial.

By the end of this topic, the pupils should be able to work out problems involving the area of a circle using the formula A = r2.

• Forming algebraic expressions• Simplifying algebraic

expressions

• Forming algebraic expressions using daily-life situations

• Solving real-life algebraic expression with one unknown

• Comparing quantities using

“greater than”, “less than” and “equal to”

• Working out conversion involving mm, cm, m, km

• Drawing lines in decimeters• Measuring length outside the

classroom in dm • Discussing the meaning of

perimeter• Working out the perimeter of

shapes• Drawing sketch diagram

• Drawing circles• Folding cut-outs to get the

radius of a circle• Deriving the formula A = r2

Simple beam balance

Simple beam balance

Ruler, tape measure

Paper cut-outs of different shapes

Circular cut-outs, pair of scissors, pair of compasses







WE

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3W

EE

K 4

WE

EK



9Length

10Area

48





4

2

5

3

3

2

Area of parallelograms and trapeziums

Area of combined shapes

Surface area of cuboids andcylinders

Time in 12-hour and 24-hourclock systems

Travel timetables

Speed

By the end of this topic, the pupils should be able to work out the area of parallelograms and trapeziums.

By the end of this topic, the pupils should be able to find the area of combined shapes.

By the end of this topic, the pupils should be able to find the surface area of cuboids and cylinders.

By the end of this topic, the pupils should be able to work out problems involving units of time.

By the end of this topic, the pupils should be able to read and interpret travel timetables and fare tables.

By the end of this topic, the pupils should be able to work out problems involving speed in km/h and m/s.

• Drawing parallelograms• Drawing perpendicular lines in

the parallelograms• Working out problems

involving the area of parallelograms and trapeziums

• Finding the area of rectangles, circles and triangles

• Working out problems involving combined shapes

• Identifying the number of

faces in a cuboids• Opening and identifying the

nets of cuboid• Finding the area of cuboids

and cylinders • Converting time in 12-hour

clock system to 24-hour clock system

• Working out problems involving time on the 12-hour/ 24-hour clock systems

• Reading and interpreting travel

timetables• Adding and subtracting time• Reading time in 24-hour clock

systems • Discussing relationship

between speed, distance and time

• Multiplying numbers• Dividing numbers

Cut-outs of parallelograms and trapeziums

Cut-outs of circles, triangles, rectangles

Cuboids, cylinders

Clock face, 12-hour/24-hour time charts, calendars

Bus, train and airline travel timetables, fare tables, distance tables







WE

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6W

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K 7

WE

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11Time,speed andtempera-ture

49





• Discussing the weather of the day

• Discussing the thermometer• Reading the thermometer • Writing fractions in ratio form• Comparing quantities using

ratio• Writing ratio as a fraction

• Sharing quantities using real-life situations

• Sharing experiences using ration

• Working out problems involving sharing using ratio

• Writing ratio as fractions• Increasing quantities in given

ratio• Decreasing in quantities given

ratio • Comparing quantities using

ratio• Identifying situations in which

there is increase or decrease in quantities

• Working out problems involving direct proportion

• Drawing cross sections of

solids• Working out area

Clinical thermometer

Counters

Counters

Counters

Counters

Cuboids, cylinders, cubes, squares, circles and rectangles



Pupil’s Book pages 104-105Teacher’s Book pages 70




By the end of this topic, the pupils should be able to work out problems involving temperature in degrees Celsius.

By the end of this topic, the pupils should be able to identify ratio as afraction.

By the end of this topic, the pupils should be able to interpret use ratio in sharing out quantities.

By the end of this topic, the pupils should be able to use ratio to increase and decrease quantities.

By the end of this topic, the pupils should be able to identify and apply direct and indirect proportion in real-life situations.

By the end of this topic, the pupils should be able to identify and work out the area cross sectional of a solid

Temperature

Ratio as a fraction

Sharing using ratio

Increasing and decreasingin given ratio

Proportion

Area of a cross section

2

2

2

2

5

3

WE

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9W

EE

K 1

0W

EE

K 1



12Ratio and pro-portion

13Volume,capacityand mass

50





2

5

2

Volume of a cube and a cylinder

Capacity

Mass

Revision

By the end of this topic, the pupils should be able to work out problems involving the volume of cuboids and cylinders.

By the end of this topic, the pupils should be able to work out problems involving units of capacity.

By the end of this topic, the pupils should be able to work out problems involving units of mass.

By the end of this week, the pupils should be able to answer questions in the topics covered in the term

• Converting units of volume using the formula Volume = r2h to find the volume of a cylinder

• Converting units of capacity (deciliter, ml, litre)

• Working out problems involving units of capacity

• Working out problems involving units of mass

• Answering questions• Remedial work• Doing end of term tests

Cuboids, cylinders, coins

Wooden blocks, water, open containers, measuring cylinders

Weights used in shops and preweight goods




WE

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11

WE

EK

12

WE

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13

Progressive Primary Mathematics Standard SevenSchemes of WorkTerm 2

51





3

2

2

4

3

3

Discount, bills, profit and loss

Simple interest

Commission and hire purchase

Inland and international postal charges

Money orders, postal orders,telegrams

Linear scale in ratio form

By the end of this topic, the pupils should be able to work out problems involving bills, percentage discount, profit and loss.

By the end of this topic, the pupils should be able to work out problems involving simple interest.

By the end of this topic, the pupils should be able to work out problems involving percentage commission and hire purchase.

By the end of this topic, the pupils should be able to work out the costs of sending letters and printed papers.

By the end of this topic, the pupils should be able to work out problems involving money orders, postal orders and telegrams.

By the end of this topic, the pupils should be able to convert scale in statement form to ratio form and vice versa.

• Working out discounts on given prizes

• Writing bills• Working out profit and loss

• Discussing the meaning of interest

• Working out problems involving simple interest

• Discussing the meaning of

commission giving various daily examples

• Working out problems involving percentage commission and hire purchase

• Discusssing different ways of buying goods

• Calculating the costs of

sending letters• Calculating the costs of

sending printed materials and newspapers

• Calculating the costs of sending international letters

• Discussing the meaning of commission

• Working out problems involving postal orders, money orders and telegrams

• Converting scale from statement to ratio form and vice versa.

• Writing scale in statement and ratio form.

Price list

Interest rates from banks and financial institutions

Commissions offered by service and commodity providers

Postal charges from post office

Money orders, postal orders, telegrams

Ruler, protractor


Pupil’s Book pages 129-132Teacher’s Book pages 82





Mathematics Scheme of Work for Standard Seven: Term ThreeW

EE

K 1

WE

EK

2W

EE

K 3

WE

EK

4&

5

14Money

15Postalchanges

16Scaledrawing

52





4

11

2

5

4

Drawing to scale

Tables and graphs

Mean and mode

Nets and models

Patterns

Revision

By the end of this topic, the pupils should be able to work out problems involving scale drawing

By the end of this topic, the pupils should be able to interpret and represent data in tables and graphs.

By the end of this topic, the pupils should be able to identify the mean and mode of given data.

By the end of this topic, the pupils should be able to draw nets and make models of cubes, cuboids and cylinders.

By the end of this topic, the pupils should be able to make patterns involving rectangles and circles.

By the end of this week, the pupils should be able to answer questions in the topics covered in the term

• Converting scale in statement from to ratio form and vice versa

• Making scale drawings• Working actual lengths to

given ratio• Working out the ratio given

drawing and actual lengths

• Interpreting data from a table• Discussing how to represent

data in tables and graphs• Collecting data and

representing data

• Identifying the items that occur more often in given data

• Finding mean of given data• Collecting data• Answering questions • Drawing nets• Folding nets to form models• Opening up models to make

net.• Working out problems

involving models and nets • Joining shapes to form

patterns• Completing patterns• Studying patterns

• Answering questions• Remedial work• Doing end of term tests

Ruler, tape measure

Graph paper rule, protractor, pair of compasses, square paper

Locally available materials

Manila paper, pair of scissors, ruler, glue, models of cubes, cuboids and cylinders

Ruler, cuboids, cylinders






WE

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6W

EE

K 7

WE

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17Tablesandgraphs

18Modelsandpatterns

NOT FOR SALE For use with Our Lives Today Standard Seven

TOPIC

54

OBJECTIVESTEACHING/LEARNING

ACTIVITIESSUB-TOPICLEARNING/TEACHING

RESOURCES REMARKSLESSON

WE

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S 1

& 2

WE

EK

2W

EE

K 3

WE

EK

4

5 & 1

2 to 5

1 to 5

1

2 & 3

By the end of the lesson the learners should be able to: • identify the major longitudes and latitudes.• indicate the position of longitudes and latitudes.

By the end of the lesson the learners should be able to identify the effect of the rotation of the earth on time.

By the end of the lesson the learners should be able to: • read and interpret maps.• identify economic activities.• describe population distribution.• describe relief.

By the end of the lesson the learners should be able to describe drainage.

By the end of the lesson the learners should be able to identify and locate the main physical features of Africa.

• Identify the major longitudes and latitudes • Draw a map of Africa showing the major longitudes and latitudes

• Identify the effect of rotation on time• Calculate time

• Identify economic activities• Describe population distribution• Describe relief

• Describe drainage• Observe the symbols used to illustrate drainage• Ask and answer questions• Observe the illustration in the Pupil’s Book

• Identify the main physical features of Africa• Draw a map of Africa showing physical features• Ask and answer oral questions

Our Lives Today SST Book 7pages 5–6 • Wall map

Our Lives Today SST Book 7pages 7–9• Illustration in the Pupil’s Book• Globe

Our Lives Today SST Book 7pages 10–12• Illustration in the Pupil’s Book

Our Lives Today SST Book 7page 12• Illustrations in the Pupil’s Book

Our Lives Today SST Book 7pages 13-15Map showing main physical features of Africa• Map in the Pupil’s Book

Africa: The physical e n v i r o n -ment

Physicalfeatures of Africa

Longitudesand latitudes

Longitudes,latitudesand time

Map reading and interpretation

Map readingand interpretation

Distr ibution of main physical features

Our Lives Today: Social Studies Schemes of Work for Standard Seven: Term One


TOPIC

55




4 & 5

1 & 2

3 & 4

5

1 to 5

Physicalfeatures of Africa

Climate

Formation of mountains

Rotation and revolution of the earth

Formation of lakes

Relief regions of Africa

Factorsinfluencing climate

By the end of the lesson the learners should be able to describe the formation of mountains.

By the end of the lesson the learners should be able to describe the rotation and revolution of the earth.

By the end of the lesson the learners should be able to describe the formation of lakes.

By the end of the lesson the learners should be able to identify and describe relief regions of Africa.

By the end of the lesson the learners should be able to identify and explain the factors influencing climate.

• Describe the formation of mountains• Observe diagrams of volcanic, block and fold mountains• Ask and answer oral questions• Give examples of each type of mountain in Africa

• Describe the rotation and revolution of the earth• Demonstrate the rotation and revolution of the earth • Ask and answer questions• Observe the diagrams in the Pupil’s Book

• Describe the formation of lakes• Observe the diagram showing the formation of various lakes• Draw diagrams showing the formation of various types of lakes

• Identify the relief regions of Africa• Describe the relief regions of Africa• Draw a map showing relief regions of Africa

• Identify the factors influencing climate• Explain the factors influencing climate• Observe the illustrations in the Pupil’s Book• Draw diagrams showing the effect

Our Lives Today SST Book 7pages 16–18• Diagrams showing mountain formation

Our Lives Today SST Book 7pages 6–10• Globe• Diagrams in the Pupil’s Book

Our Lives Today SST Book 7pages 19–21• Diagrams showing the formation of lakes

Our Lives Today SST Book 7pages 22–24• Map of Africa showing relief regions• Map in the Pupil’s Book

Our Lives Today SST Book 7pages 24–28• Map of Africa showing ocean currents and wind system• Diagrams showing effect of relief, winds, latitudes distance from the sea and

WE

EK

4W

EE

K 5

WE

EK

6

Our Lives Today: Social Studies Standard SevenSchemes of Work

Term 1


TOPIC

56




1 & 2

3 & 4

5

1 & 2

3 & 4

Climate (contd.)

Climatic regions

Climatic regions

Seasons

Influence of climate on human activities

Factors influencing climatic change

By the end of the lesson the learners should be able to name and locate the climatic regions of Africa.

By the end of the lesson the learners should be able to describe the climatic regions of Africa.

By the end of the lesson the learners should be able to explain the seasons experienced in Africa.

By the end of the lesson the learners should be able to explain how climate influences human activities.

By the end of the lesson the learners should be able to state the factors influencing climatic change.

of relief on: • Ocean currents• Winds and latitudes• Distance from the sea and shape of the coastline

• Name and locate the climatic regions of Africa• Draw a map of Africa showing the climatic regions of Africa

• Describe the climatic regions of Africa• Observe a map showing climatic regions

• Explain the seasons experienced in Africa• Observe diagrams in the Pupil’s Book showing various seasons

• Explain how climate influences human activities• Ask and answer oral questions • Observe the pictures in the pupils book

• Explain the factors influencing climatic change • Discuss climatic change • Observe the pictures in the Pupil’s Book

shape of the coastline

Our Lives Today SST Book 7pages 28–32• A map of Africa showing climatic regions

Our Lives Today SST Book 7pages 28–32• Map of Africa showing climatic regions

Our Lives Today SST Book 7pages 32–33• Diagram showing seasons

Our Lives Today SST Book 7pages 32–35• Pictures in the Pupil’s Book

Our Lives Today SST Book 7pages 35–36

• Pictures in the Pupil’s Book

WE

EK

6W

EE

K 7

WE

EK

8

Our Lives Today: Social Studies Standard SevenSchemes of WorkTerm 1


TOPIC

57




Our Lives Today SST Book 7page 36• Picture in the Pupil’s Book

Our Lives Today SST Book 7page 37–38• Map of Africa showing types of vegetation



Our Lives Today SST Book 7pages 41–46• Map of Africa showing the location of major language groups

Our Lives Today SST Book 7pages 47–48 • Pictures in the Pupil’s Book

• State the impact of climatic change on human activities• Observe the picture in the Pupil’s Book

• Name and locate different types of vegetation • Draw a map of Africa showing the location of various types of vegetation

• Describe the characteristics of different vegetation• Discuss different types of vegetation

• Identify the factors influencing vegetation distribution• Explain the factors influencing the distribution of vegetation

• Name and classify major language groups• Locate where the major language groups are found on a map• Draw a map showing the location of major language groups

• State various ways through which communities interact• Observe the pictures in the Pupil’s Book

By the end of the lesson the learners should be able to state the impact of climatic change on human activities.

By the end of the lesson the learners should be able to name and locate different types of vegetation.

By the end of the lesson the learners should be able to describe the characteristics of different types of vegetation.

By the end of the lesson the learners should be able to: • identify the factors influencing vegetation distribution.• explain the factors influencing the distribution of vegetation.

By the end of the lesson the learners should be able to: • name and classify major language groups.• locate the areas where the major language groups are found on a map.

By the end of the lesson the learners should be able to state various ways through which communities interact.

Impact of climate change on human activities

Types of vegetation

Characteristics of vegetation

Factors influencing vegetation distribution

Classification of major language groups

Interaction among communities

5

1

2 & 3

4 & 5

1 & 2

3 & 4

Climate

Vegetation

People and population in Africa

WE

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8W

EE

K 9

WE

EK

10


Term 1


TOPIC

58




5

1 & 2

3 & 5

1 &3

4

1 to 3

4 & 5

People and population in Africa

Social relations and cultural activities

Revision

Exam

Interaction among communities

Africa’s population distribution



School administration

Revision

Exam

By the end of the lesson the learners should be able to state the benefits of interaction among communities.

By the end of the lesson the learners should be able to list the factors influencing population distribution.

By the end of the lesson the learners should be able to identify the densely and sparsely populated areas.

By the end of the lesson the learners should be able to: • state the problems of population growth.• appreciate the problems of population growth.

By the end of the lesson the learners should be able to describe the school administration.

By the end of the lesson the learn-ers should be able to revise the work covered.

By the end of the lesson the learners should be able to answer a written test based on the work covered.

• State the benefits of interaction among communities

• List the factors affecting population distribution• Ask and answer questions

• Identify the sparsely and densely populated areas• Observe a map showing population distribution• Draw a map showing densely and sparsely populated areas • State the problems of population growth• Discuss the problems of population growth• Identify the problems associated with population growth

• Describe the school administration• Identify the school administration• Observe a chart showing the school administration

• Revise the work covered

• Write the test• Revise the test

Our Lives Today SST Book 7page 48


Our Lives Today SST Book 7pages 51–52• Map showing population distribution


Our Lives Today SST Book 7pages 56–57• Chart showing the hierachy of the school administration

Our Lives Today SST Book 7pages 2–56• Maps• Charts

Our Lives Today SST Book 7pages 2–56• Papers• Pens

WE

EK

10

WE

EK

11

WE

EK

12

WE

EK

13



TOPIC

59




1 & 2

3 to 5

1 & 2

3 to 5

1 to 5

1 to 5

Socialrelationsand culturalactivities

Resources and economic activities

School administration

The role of the community in school development

The family (Rights and responsibilities of family members)

• Institution of marriage• Importance of marriage

Agricultural development:Crop farming• Cocoa in Ghana• Cloves in Tanzania• Pyrethrum in Kenya

Pastoral farming: the Maasai, the Fulani, the Tswana

By the end of the lesson the learners should be able to state the role of administration in the school.

By the end of the lesson the learners should be able to: • state the contribution of the community in school development.• appreciate the contribution of the community in development of the school.

By the end of the lesson the learners should be able to state the rights and responsibilities of family members.

By the end of the lesson the learners should be able to: • define the institution of marriage. • state the importance of the institution of marriage.

By the end of the lesson the learners should be able to state the factors influencing the growth of some crops: • locate where these crops are grown.• identify the uses of the crops.

By the end of the lesson the learners should be able to: • state the conditions favouring pastoral farming.• state the benefits of pastoral farming.

• State the role of administration in the school• Ask and answer oral questions

• State the contribution of the community in the school development• Discuss development in the school• Ask and answer oral questions

• State the rights and responsibilities of family members• Identify the responsibilities and rights of family members • Ask and answer questions

• Define the institution of marriage• State the importance of marriage• Ask and answer questions orally

• Locate where cocoa, cloves and pyrethrum are grown in Ghana, Tanzania and Kenya respectively• State factors influencing their growth• Identify the uses of the crops• Draw maps

• State the conditions favouring pastoral farming• State the benefits of pastoral farming• Identify the problems being experienced in the pastoral areas


Our Lives Today SST Book 7pages 57–58• School environment


Our Lives Today SST Book 7pages 60–61• Picture of a marriage ceremony in the Pupil’s Book

Our Lives Today SST Book 7pages 62–65• Maps showing where cocoa is grown in Ghana, cloves in Tanzania and pyrethrum in Kenya

Our Lives Today SST Book 7pages 66–70• Map showing pastoral areas in Africa (Maasai, Fulani and Tswana)

WE

EK

1W

EE

K 2

WE

EK

3W

EE

K 4

Our Lives Today: Social Studies Schemes of Work for Standard Seven: Term Two


TOPIC

60




1 to 5

1 to 5

1 & 2

3 to 5


Pastoral farming

Multi-purpose river projects(Aswan High Dam& Volta riverScheme)

River Tana and Kariba Dam Projects

Forestry (Distribu-tion of forests in Africa)

• Contribution of the forests to the economy

• Problems facing forests

• identify the problems being experienced by pastoralists.• identify new developments taking place in pastoral areas.

By the end of the lesson learners should be able to: • state the reasons for the establishment of multi-purpose projects.• identify the location of the multi- purpose projects.• state the benefits of multi-purpose projects.• identify the problems experienced in developing multi-purpose projects.

By the end of the lesson the learners should be able to: • state the reasons for the establishment of multi-purpose projects.• identify the location of the multi- purpose projects.• identify the problems experienced in establishing multi-purpose projects.

By the end of the lesson the learners should be able to identify the distribution of forests in Africa.

By the end of the lesson the learners should be able to: • state the contribution of forests to the economy.• identify problems facing forests in Africa.

• Identify new developments in the pastoral areas

• State the reasons for establishment• Identify their locations • State their benefits• Identify the problems experienced

• State the reasons for the establishment of multi-purpose projects• Identify their locations• Identify the problems involved

• Identify the distribution of forests in Africa• Draw a map showing the distribution of forests in Africa

• State the contribution of forests to the economy • Ask and answer oral questions • Identify problems facing forests in Africa

Our Lives Today SST Book 7

Our Lives Today SST Book 7pages 70–74• Map showing multi-purpose river projects in Africa• A map in the Pupil’s Book

Our Lives Today SST Book 7pages 74–75• A map showing Tana River Projects and Kariba Dam • Map in the Pupil’s Book

Our Lives Today SST Book 7pages 78–79• A map showing the distribution of forests in Africa


WE

EK

4W

EE

K 5

WE

EK

6W

EE

K 7



TOPIC

61




WE

EK

8W

EE

K 9

WE

EK

10

1 to 5

1 & 2

3 & 4

5

1

2 & 4


Mining• Petroleum in Nigeria• Copper in Zambia• Gold in South Africa• Soda ash in Kenya

Rapid industrial development in South Africa and Kenya

Contribution of industrial development to the economy

Problems arising from rapid industrialization

Fishing(Fishing grounds)

Fishing Methods

By the end of the lesson the learners should be able to: • describe how the minerals are extracted.• list various uses of the minerals.• identify the contribution of the minerals to the economy.

By the end of the lesson the the learners should be able to identify the factors of industrial development in South Africa and Kenya.

By the end of the lesson the learners should be able to state the contribu-tion of rapid industrial development to South Africa and Kenya.

By the end of the lesson the learners should be able to state the problems experienced due to rapid industrial development.

By the end of the lesson the learners should be able to identify major fishing grounds.

By the end of the lesson the learners should be able to describe different methods of fishing.

• Describe how minerals are extracted• List various uses of minerals• Identify the contribution of minerals to the economy• Draw a map showing the location of minerals• Observe a distribution map in the Pupil’s Book

• Identify the factors of industral development

• State the contribution of rapid industrial development • Ask and answer questions

• State the problems experienced due to rapid industrial development

• Identify major fishing grounds• Draw a map showing major fishing grounds• Observe the map in the Pupil’s Book

• Describe different fishing methods• Draw fishing methods• Ask and answer questions

Our Lives Today SST Book 7pages 81–86• Maps showing distribution of minerals in africa• A map of Africa showing the distribution of minerals




Our Lives Today SST Book 7pages 92–93• Map showing fishing grounds in Africa

Our Lives Today SST Book 7pages 93–96• Diagrams showing fishing methods


Term 2


TOPIC

62




5

1

2 to 5

1 to 5

1 to 5


Contribution of fishing to the economy

Problems facing fisheries

Trade• Regional trade and economic co-operation (COMESA SADC, ECOWAS)• Items of trade

Export to and import from the rest of the world

Transport and communications• Transport net work in Africa• Problems facing transport• Development of communication in Africa

By the end of the lesson learners should be able to identify the importance of fisheries to the economy.

By the end of the lesson the learners should be able to state the problems experienced in fisheries.

By the end of the lesson the learners should be able to: • list items of trade in the region.• identify the forms of exchange in regional trade.• identify economic co-operation.

By the end of the lesson the learners should be able to: • list the exports from the region to the rest of the world.• identify the imports from the rest of the world.

By the end of the lesson the learners should be able to: • describe the transport network in Africa.• explain the advantages and disadvantages of different forms of transport.• state the problems facing transport in Africa.• state the new developments in communication systems in Africa.

• Identify the importance of fisheries to the economy• Ask and answer questions orally

• State the problems experienced in fisheries• Ask and answer questions

• List the items of trade • Identify the forms of exchange in regional trade• Identify the economic co-operation• Ask and answer questions

• List the exports to the rest of the world• Identify the imports from the rest of the world• Ask and answer oral questions

• Describe the transport network• Explain the advantages and disadvantages of different forms of transport• State the problems facing transport• State the new developments in communication systems in Africa


Our Lives Today SST Book 7page 97• Pictures in the Pupil’s Book

Our Lives Today SST Book 7pages 98–101• Chart showing items of trade


Our Lives Today SST Book 7pages 105–117• Pictures in the Pupil’s Book• Forms of transport in the locality

WE

EK

10

WE

EK

13

WE

EK

12

WE

EK

11



TOPIC

63




1 to 3

4 & 5

Revision

Exam

Revision

Exam

By the end of the lesson the learners should be able to revise the work covered.

By the end of the lesson the learners should be able to answer questions based on the work covered.

• Work covered

• Write the test• Revise the test

Our Lives Today SST Book 7Pages 56–117• Maps• Charts

Our Lives Today SST Book 7Pages 56–117• Pens• Writing materials

WE

EK

14


Term 2


TOPIC

64




WE

EK

1W

EE

K 4

WE

EK

2

1 to 3

4 & 5

1 to 5

1 to 3

4 & 5

1


Political develop-ment and systems

Tourism• Main tourist attractions• Contribution of tourism to the economy

Challenges facing tourism

Urbanization• Major cities and towns in Africa• Capital cities of Africa

Effects of the challenges to African economies

Possible solutions to Africa’s development challenges

The Khoisan

By the end of the lesson the learners should be able to: • identify main tourist attractions.• state the contribution of tourism to the economy.

By the end of the lesson the learners should be able to state the challenges facing tourism in Africa.

By the end of the lesson the learners should be able to: • locate the major towns and cities in Africa.• identify the capital cities of Africa.

By the end of the lesson the learners should be able to: • identify and explain the challenges facing African economies.• describe the effects of the challenges to African economies.

By the end of the lesson the learners should be able to suggest possible solutions to Africa’s challenges.

By the end of the lesson the learners should be able to describe the traditional forms of government among the Khoisan.

• Identify the main tourist attractions • State the contribution of tourism to the economy• Observe pictures in the Pupil’s Book• Draw a map

• State the challenges facing tourism in Africa

• Locate major town and cities• Identify the capital cities of Africa• Draw a map of Africa showing major cities and towns• Observe the map in the Pupil’s Book

• Identify the challenges facing Africa’s economies• Explain challenges facing African economies• Describe the effect of the challenges

• Suggest solutions to the challenges facing African economies

• Describe the traditional forms of government among the Khoisan• Ask and answer oral questions

Our Lives Today SST Book 7pages 118–121• Pictures in the Pupil’s Book• Map of Africa showing destination sites


Our Lives Today SST Book 7pages 122–125• A map of Africa showing major cities and towns• The map in the Pupil’s Book



Our Lives Today SST Book 7page 130• A map showing where the Khoisan people are found in Southern Africa

WE

EK

3Our Lives Today: Social Studies Schemes of Work for Standard Seven: Term Three


TOPIC

65




2

3 & 4

5

1 to 5

1 to 5

1 to 5


Ghana

Ghana

Reasons for the scramble and Partition of Africa

African response• Abagusii• Samoui Toure• Lewanika• Lenana

Colonial adminis-tration in Africa• Systems of administration • The Belgians in Congo• The French in Senegal• The Portuguese in Mozambique

By the end of the lesson the learners should be able to describe the political, economic and social organization of the Khoisan.

By the end of the lesson the learners should be able to describe the traditional forms of government in Ghana.

By the end of the lesson the learners should be able to describe political, social and economic organizations in Ghana.

By the end of the lesson the learners should be able to: • give reasons for the scramble for Africa.• describe the partition of Africa.

By the end of the lesson the learners should be able to describe how African reacted to the scramble and partition of Africa.

By the end of the lesson the learners should be able to: • describe some colonial systems of administration in Africa.• state the effects of colonial rule in Africa

• Describe the social, political and economic organizations of the Khoisan • Ask and answer oral questions

• Describe the traditional forms of government among the Ghanaians • Observe a map

• Describe the political, social and economic organizations of Ghana• Observe the map in the Pupil’s Book

• Give reasons for the scramble• Describe the partition of Africa• Observe a map

• Describe how Africans reacted to the scramble and partition of Africa• Observe a map• Ask and answer oral questions

• Describe colonial systems • State the effect of colonial rule• Ask and answer questions

Our Lives Today SST Book 7pages 130–132• A map showing where the Khoisan people are found in South Africa

Our Lives Today SST Book 7pages 132–133• A map in the Pupil’s Book

Our Lives Today SST Book 7pages 134–135• The map in the Pupil’s Book

Our Lives Today SST Book 7pages 136–138• The map showing the partition of Africa in the Pupil’s Book

Our Lives Today SST Book 7pages 139–143• The map in the Pupil’s Book

Our Lives Today SST Book 7pages 143–149• The chart showing Portuguese administration in Mozambique in the Pupil’s Book

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4W

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K 6

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5W

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K 7


Term 3


TOPIC

66




1

2 & 3

4 & 5

1 to 5


• Effects of colonial rule

Struggle for independence• Ghana • Zimbabwe

Life and contribu-tions of prominent African leaders• Nelson Mandela• Gamal Abdel Nasser• Leopold Senghor

Present systems of government• Swaziland

Organization of African Unity and African Union

By the end of the lesson the learners should be able to describe the struggle for independence in Ghana and Zimbabwe.

By the end of the lesson the learners should be able to describe the life and contributions of some African leaders.

By the end of the lesson the learners should be able to: • describe the present system of government in Swaziland.• compare the systems of government in Swaziland and Kenya.

By the end of the lesson the learners should be able to: • describe the formation of the organisation of African Unity (OAU).• list members of OAU.• state functions of OAU.• outline the achievements of OAU.• outline the achievements of AU.• explain why Africa formed AU.• outline the objectives of African Union.

• Describing the struggle for independence in Ghana and Zimbabwe• Asking and answer oral questions

• Describe the life and contribution of some African leaders• Ask and answer oral questions

• Describing the Swaziland government• Comparing Swaziland and Kenya systems of government

• Describing the formation, achievement and problems of the organzation of African Unity• Listing members of OAU.• Explaining why AU. was formed • Stating the objectives of AU. • Observing a map




Our Lives Today SST Book 7pages 159–161• The map of Africa on page 180 of the Pupil’s Book

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7W

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K 8

WE

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9Our Lives Today: Social Studies Standard SevenSchemes of WorkTerm 3


TOPIC

67




1 to 3

4 & 5

1 to 5

1 to 3

4 & 5

Citizenship

Democracy andHuman rights

Law, peace and reconcilia-tion

Revision

Exam

• Elements of good citizenship • Collective responsibility

• Responsibilities of an individual in democracy• Benefits of democracy • Importance of human rights

• Factors that cause conflicts• Ways of solving disputes

Revision

Exam

• Stating the elements of good citizenship• Stating their role in working in a community• Observing the pictures in the Pupil’s Book

• Stating the benefits of democracy• Stating the importance of respecting human rights

• Stating the factors that cause conflict in society• Stating ways of solving disputes• Observing the pictures in the Pupil’s Book

• Work covered

• Answering questions based on the work covered• Revising the test

By the end of the lesson the learners should be able to: • state elements of good citizenship.• appreciate their role in working in the community.

By the end of the lesson the learners should be able to: • state their responsibilities in democracy.• state the benefits of democracy.• state the importance of respecting human rights.

By the end of the lesson the learners should be able to: • state the factors that cause conflict in society.• state ways of solving disputes.

By the end of the lesson the learners should be able to revise the workcovered.

By the end of the lesson the learners should be able to answer questions based on the work covered.




Our Lives Today SST Book 7pages 118–180• Maps

• Charts

Our Lives Today SST Book 7pages 118–180• Writing materials• Pens• Pencils

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10

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12

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11


Term 3

70

LESSONS LEARNING ACTIVITIESLEARNING/TEACHING

MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT

NOT FOR SALE For use with Science in Action Standard Seven

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EK

1

Parts of the cir-culatory system

The heart and flow of blood

Function of the heart

Flow of blood

By the end of this topic pupils should be able to identify the parts of the circulatory system

By the end of this topic the pupils should be able to identify and name the parts of the heart

By the end of this topic the pupils should be able to describe the functions of the heart

By the end of this topic the pupils should be able to describe the flow of blood around the body

• Discussing the parts of the circulatory system• Identifying parts of the circulatory system• Drawing and labeling parts of the circulatory system

• Discussing the various parts of the heart, right and left ventricle• Explaining the four chambers of the heart• Distinguishing on the chart the left and right sides of the heart• Drawing and labeling the parts of the heart

• Explaining how the heart beats and takes blood to all parts of the body• Feeling the heart beat or pulse at various parts of the body• Discussing the relationship between the pulse felt and actual heart distributing blood to the body

• Naming the parts through which the blood flows• Identifying the four major blood vessels of the heart • Feeling the heartbeat by carrying out activity 1 Page 5 Pupil’s Book

• Charts showing parts of the circulatory system• Flashcards, pictures

• Chart showing parts of the heart• The heart of a goat or sheep• Chart showing flow of blood in the heart

• Stop watch• Pulse points

• Chart showing the flow of blood in the body• Stop watch• Pulse point




Pupil’s Book pages 4-6 Teacher’s Book page 3

Science in Action Schemes of Work for Standard Seven: Term One

1-2

3-4

5

6

1. The circulato-ry system

71




Composition of blood

Functions of blood

Blood vessels

Functions of the blood vessels

By the end of this topic pupils should be able to name the composition of blood

By the end of this topic pupils should be able to describe the functions of the blood

By the end of this topic pupils should be able to name types of blood vessels

By the end of this topic pupils should be able to describe the functions of blood vessels

• Discussing the colour, nature and texture of the blood• Discussing the components of the blood: white blood cells, red blood cells, platelets, plasma, using pictures on chart• Describing shape and size of each component• Drawing and labeling the components of the blood

• Describing the functions of each one of the components of the blood: –White blood cells –Red blood cells –Platelets –Plasma• Emphasing the role played by each one in the body for its proper functioning

• Observing pictures of each type of blood vessels• Describing the shape and structure of each type of blood vessels –Arteries –Veins –Capillaries• Observing capillaries by carrying out activity 2 Page 9 Pupils Book• Drawing and labeling the three types of blood vessels

• Explaining the function of each type of blood vessel• Comparing all aspects of the three blood vessels

• Chart showing the composition of blood

• Chart showing composition of blood

• Chart showing blood vessels• Inner eyelid of pupils• Inner lower lip of pupils

• Chart showing arteries• Pipe

Pupil’s Book pages6-7Teacher’s Book page 4




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3W

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K 2

1-3

4-6

1-3

4-6

Science in Action Schemes of Work for Standard Seven Term 1

72




Drug abuse

Drug misuse and drug abuse

Health & social effects of drugs

By the end of this topic pupils should be able to explain what a drug is

By the end of this topic pupils should be able to explain drug misuse and drug abuse

By the end of this topic pupils should be able to describe the health and social effects of drugs

• Show pupils pictures of drugs• Discussing the meaning of drugs• Explaining the various types of drugs-medicinal and non-medicinal

• Discussing the handling of drugs medicines in the pupils homes• Explaining the difference between drug misuse and drug abuse• Listing cases of drug misuse and drug abuse• Listing the drugs misuse and drug abuse points• Listing drugs abused

• Discussing the health and social effects of: –Alcohol –Tobacco• Sharing experiences of pupils with alcohol and tobacco abusers • Discussing the health and social effects of bhang and miraa• Sharing experiences of the pupils with abusers of miraa and where possible bhang• Discussing social and health effects of abusing cocaine, mandrax, and inhalants

• Pictures of drugs from health centres, medicine boxes and wrappers

• Chart listing the drugs/misuse of drugs

• Chart showing abused drugs• Pictures • Tobacco leaves, miraa leaves




WE

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4W

EE

K 5

1-3

3-6

1-6


2. Drugs

73




Myths and mis-conceptions

Care and support of people with HIV/AIDS

The meaning of environment

Components of the environment

Revision

By the end of this topic pupils should be able to dispel myths and misconceptions about HIV/AIDS

By the end of this topic pupils should be able to care and support people infected with HIV/AIDS

By the end of this topic the pupils should be able to state the meaning of environment

By the end of this topic pupils should be able to state the components of the environ-ment

By the end of this topic pupils will be able to do revision for work covered during the term

• Showing pictures of people carrying out activities that are thought to spread HIV/AIDS• Explaining the meaning of myths• Discussing the correct information about what causes HIV/AIDS• Explaining the meaning of misconceptions• Discussing some misconceptions in the community• Explaining the difference between myths & misconceptions

• Discussing the ways of caring for people infected with HIV/AIDS• Explaining the need to take care of people infected with HIV/AIDS

• Discussing the immediate environment of the pupils in the classroom• Discussing the broader environment with pupils i.e in school compound & neighborhood• Stating the meaning of the environment

• Discussing the living components of the environment plants & animals • Discussing non-living things of the environment• Listing the components of the environment

• Group discussions• Answering questions• Drawing various diagrams• Doing exercises

• Pictures of people sharing meals, shaking hands

• Pictures of people taking care of HIV/AIDS patients

• Around, near and distant envi ronment, immediate surroundings

• Pictures of non-living environ ment and living environment





Pupil’s Book pages 1-37Teachers Mark Tests

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6W

EE

K 7

WE

EK

8W

EE

K 9

1-2

3-4

1-6

1-6

1-6

1-6

Science in Action Schemes of Work for Standard Seven Term 1W

EE

K 1

0

3. HIV/AIDS

4. Envi-ronment

74




Interdependence between plants

Interdependence among plants and animals

The food chain

Crop pests

By the end of this topic pupils should be able to explain the interdependence among plants

By the end of this topic pupils should be able to explain the interdependence among plants and animals

By the end of this topic the pupils should be able to explain what a food chain is

By the end of this topic the pupils should be able to give the meaning of crop pests, identifying them, state their effects and control them

• Taking the pupils for a nature walk• Identifying relationships between various plants• Discussing the ways plants depend on each other

• Discussing how plants depend on animals• Discussing how animals depend on plants• Discussing how man depends on plants and animals• Explaining the carbon cycle

• Explaining the general food chain i.e. Producer-1st consumer 2nd consumer-decomposer• Explaining specific food chains• Listing many food chains• Explaining a food web- extracting food chains from food webs

• Reviewing the process of plant development from germination to maturation• Explaining the meaning of crop pests• Listing known and unkown pests by pupils

• Charts listing interdependence in plants• Plants in the school compound• Photographs

• Pictures and photographs

• Charts showing some food chains and food webs

• Charts showing crop pests• Real crop pests• Photographs





WE

EK

1W

EE

K 2

WE

EK

3W

EE

K 4

Science in Action Schemes of Work for Standard Seven: Term Two

1-6

1-6

1-6

1-3

5. Inter-depend-ence

6. Pests

75




WE

EK

5W

EE

K 6

By the end of this topic the pupils should be able to give the meaning of storage pests, identify them, state their effects and control measures

By the end of this topic the pupils should be able to name external livestock parasites

By the end of this topic the pupils should be able to describe external livestock parasites

By the end of this topic the pupils should be able to describe some methods of controlling external livestock parasites

By the end of this topic the pupils should be able to name some internal livestock parasites






• Showing pictures of crops• Organising a school trip to a neighbouring farm to help in identifying crop pests in the field• Discussing the effects of crop pests that were seen on the trip and others not seen• Discussing the crop pests

• Discussing the storage of crops in the community• Explaining the meaning of stor age pests• Showing pictures of storage pests• Arranging to take the pupils out for a visit on a farm or storage• Discussing the effects of storage pests• Discussing the control measures of storage pests

• Showing pictures of external live stock parasites• Naming and identifying external livestock parasites• Listing external livestock parasites

• Taking the pupils for a visit to a nearby farm to see livestock parasites• Discussing the effects of external livestock parasites

• Discussing control of external live stock parasites as learnt on the farm• Discussing and listing all control measures of livestock external parasites

• Showing the pupils pictures of internal livestock parasites• Discussing the shapes and appearances of the internal live stock parasites• Listing and drawing internal live stock parasites

• Photographs and pictures of storage pests• Chart showing storage pests

• Photographs and pictures of external livestock parasites• Charts of external livestock parasites• Real parasites



• Pictures and photographs of internal livestock parasites• Charts showing internal live stock parasites

Storage pests

External livestock parasites

Effects of ex-ternal livestock parasites

Controlling ex-ternallivestock para-sites

Internal livestock parasites

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EK

7

4-6

1-6

1-2

3-4

5-6

1-3


7. Animal parasites

76




Effects and con-trol measures of internal livestock parasites

Human intestinal worms

Water pollution

Effects of water pollution

Control measures of water pollution

By the end of this topic the pupils should be able to state the effects of some internal livestock parasites and to describe some control measures of internal livestock

By the end of this topic the pupils should be able to control some human intestinal worms

By the end of this topic the pupils should be able to state how water gets polluted

By the end of this topic the pupils should be able to iden-tify ways of controlling water pollution

By the end of this topic the pupils should be able to identify ways of controlling water pollution

• Explaining the effects of internal livestock parasites• Discussing the control of the internal livestock parasites

• Showing the pupils the pictures of human intestinal worms• Describing the appearance and effects of human intestinal worms• Comparing the human intestinal worms with external livestock parasites• Explaining the control measures of human intestinal worms

• Discussing the importance of clean water• Explaining the meaning of water pollution • Explaining different methods by which water gets polluted

• Discussing the effects of water pollution• Organising a trip to a water source nearby and observing possible water pollution• Listing effects of water pollution

• Explaining the control of water pollution

• Real tapeworm, round worms and lookworms

• Pictures and photographs of internal livestock parasites• Charts showing internal live stock parasites• Real tapeworm, round worms and lookworms

• Pictures and photographs of human intestinal worms• Charts showing human intestinal worms

• Photographs of activities and events that lead to water pollution

• Chart listing effects of water pollution

• Chart listing effects of water pollution


Pupil’s Book pages55-56Teacher’s Book pages 26-27




WE

EK

7W

EE

K 8

WE

EK

9W

EE

K 1

0

4-6

1-6

1-6

1-6

1-3

4-6


8. Water

77




Water conservation

Revision

Fertilizers

Advantages and disadvantages of fertilizers and manures

By the end of this topic the pupils should be able to describe ways of conserving water and appreciating the importance of water pollution

By the end of this week the pupils should be able to do revision work on the topics covered during the term

By the end of this topic the pupils should be able to explain the meaning of fertiliz-ers and identify different types of manures

By the end of this topic the pupils should be able to classify fertilizers into straight and compound fertilizers

By the end of this topic the pupils should be able to list the advantages of fertilizers and manures

• Defining water conservation• Discussing the ways of conserving water• Listing the ways of conserving water

• Answering questions• Group discussions• Doing exercise

• Explaining the importance of soil fertility• Showing samples of soils: fertile and exhausted• Showing samples of fertilizers and manures• Explaining the difference between natural and artificial fertilizers• Explaining the difference between straight and compound fertilizers• Listing straight fertilizers and compound fertilizers

• Discussing the advantages and disadvantages of fertilizers and manures• Discussing the disadvantages of fertilizers and manures• Listing the advantages and disadvantages of fertilizers and manures

• Chart listing water conservation• Pictures showing water conservation methods• Water treatment plants, dams, water storage containers

• Chart listing natural and artificial fertilizers• Samples of soil• Natural and artificial fertilizers

• Chart listing advantages and disadvantages of fertilizers and manures


Pupil’s Book pages 38-63



WE

EK

11

WE

EK

12

1-5

6

1-2

3-4


9. Soil fertility

78




Sources of electricity

Simple electric circuits

Conductors of electricity

Electrical appli-ances and their uses

By the end of this topic the pupils should be able to name sources of electricity

By the end of this topic the pupils should be able to make simple circuits

By the end of this topic the pupils should be able to investigate good and poor conductors of electricity

By the end of this week the pupils should be able to identify electrical appliances found at home and their use

• Explaining the meaning of sources of electricity• Showing cells & batteries• Explaining that cells and batteries are sources of electricity• Showing pictures of generators, turbines, dynamo etc• Explaining that these too are sources of electricity• Listing all sources of electricity

• Demonstrating how to connect a simple circuit to light a bulb• Demonstrating the effect of closing of a circuit to light bulb• Explaining the concept of a closed circuit and an open circuit• Describing the symbols used to illustrate a simple circuit• Organizing class to work in groups of five• Guiding the pupils to carry out activity on connecting types of circuits

• Explaining how to set up a circuit with a small gap where objects can be inserted• Guiding the pupils to work in groups to try and fill the gap with various materials• Discussing the results of the activity with all the groups• Listing good conductors and bad conductors of electricity

• Explaining the meaning of electrical appliances• Showing pupils examples of electrical appliances• Discussing the uses of these appliances• Listing all types of electrical appliances

• Photographs of sources of electricity• Charts showing sources of electricity• Real batteries, cells, generators

• Chart showing simple circuit arrangement• Cells, bulbs, wire, switch

• Dry cells wooden pieces, stone, glass, copper wires, torch bulb, tins, plastic rods, cotton string, manila paper, polystyrene, nylon papers, comb, paper clips, nails, needles, razor blades

• Pictures and photographs of appliances• Real appliances





WE

EK

1W

EE

K 2

WE

EK

3W

EE

K 4

Science in Action Schemes of Work for Standard Seven: Term Three

1-6

1-6

1-6

1-6

10. Electricity

79




Safety when dealing with electricity

Lightning and safety measures

Dissolving solids in water

Mixing liquids

By the end of this topic the pupils should be able to describe the safety measures to be observed when dealing with electricity

By the end of this topic the pupils should be able to dem-onstrate the safety measures to be undertaken when there is lightning

By the end of this topic the pupils should be able to identity solids that dissolve and those that do not dissolve in water

By the end of this topic the pupils should be able to iden-tity liquids that mix and those that do not mix

• Explaining the dangers of poor handling of electricity• Describing electric shocks• Discussing the precautions to be observed when handling electrical gadgets• Explaining the dangers of building near or under power lines

• Discussing the misconception on the chargers of lightning• Defining lightning scientifically• Discussing the correct safety measures for lightning • Guiding the pupils through the process of making a lightning conductor• Listing safety measures of lightning

• Explaining the process of dissolving• Defining the terms solute, solvent and solution,• Guiding the pupils in carrying out the investigation of soluble and insoluble substances• Listing soluble and insoluble substances

• Explaining the meaning of the term miscible • Guiding the pupils to do activities involving miscible liquids • Guiding pupils to do activity 3 involving immiscible liquids • Explaining the meaning of immiscible liquids• Guiding the pupils to carry out activities 4 - 6 which show more miscible and immiscible liquids • Listing miscible and immiscible liquids

• Pictures• Real switches, sockets, cables, plugs

• Chart listing the safety measures, electric cables, pliers, hoe, spade

• Sugar, salt, sand, maize flour, wheat flour, containers, water

• Water, kerosene, fresh milk, methylated spirit, cooking oil, cooking fat, clear glasses, stirring sticks





WE

EK

5W

EE

K 6

WE

EK

7W

EE

K 8


1-6

1-6

1-6

1-6

11. Prop-erties of matter

80




Magnetic and non-magnetic materials

Separating mix-tures

Friction

Effects of friction

By the end of this topic the pupils should be able to iden-tify magnetic and non-mag-netic materials

By the end of this topic the pupils should be able to separate mixtures by winnow-ing, sieving, picking, filtering, decantation, use of magnets and evaporation

By the end of this topic the pupils should be able to identify parts that cause friction

By the end of this topic the pupils should be able to identify parts that cause friction

• Organizing the pupils to work in groups of four• Distributing required materials for activities• Guiding the pupils through activity on identifying magnetic and non-magnetic substances• Discussing the results of the activity• Listing magnetic and non- magnetic substances

• Describing the methods of separating mixtures• Guiding the pupils through the activity of winnowing• Guiding the pupils through the activity of sieving• Guiding the pupils through the activity of picking• Guiding the pupils through the activity on filtering• Guiding the pupils through the activity on decantation• Guiding the pupils through activity on using magnets• Guiding the pupils through the activity on evaporation• Discussing the results of all activities• Listing the methods of separating mixtures

• Explaining the meaning of friction• Guiding the pupils through the process of feeling different surfaces• Explaining that rough surfaces cause more friction

• Explain that friction causes heat• Asking the pupils to rub the palms of their hands to feel the heat• Guiding the pupils through the activity of generating heat

• Iron, steel, plastics, rubber, glass, paper, wood, graphite, carbon rod, cobalt, nickel, magnets

• Sand, water, sieve, cloth, grains of maize, beans, peas, filter paper, salt, sugar, magnets, iron fillings

• Rough objects such as stones, wood, dry sticks, sand papers, matchbox with matchsticks.

• Sandstones, palms


Pupil’s book pages 88-92Teacher’s book pages 46-47

Pupil’s Book pages 94-95Teacher’s Bookpage 50

Pupil’s Book pages 95-96Teacher’s Bookpages 50-51

WE

EK

9W

EE

K 1

0W

EE

K 1

1Science in Action Schemes of Work for Standard Seven Term 3

1-6

1-6

1-3

4-6

12. Mak-ing work easier

81




Advantages and disadvantages of friction

Increasing and decreasing friction

Levers

By the end of this topic the pupils should state the advan-tages and disadvantages of friction

By the end of this topic the pupils should state ways of increasing and reducing friction

By the end of this topic the pupils should be able to identify the positions of fulcrum, load and effort in different levers

• Discussing the process of stopping a moving vehicle• Explaining other advantages of friction• Discussing why vehicle tyres wear out• Explaining other disadvantages of friction• Listing the advantages and disadvantages of friction

• Explaining ways of increasing friction• Showing pictures of rough surfaces• Explaining how to reduce friction• Demonstrating greasing of movable parts of the bicycle• Discussing and demonstrating how rough surfaces can be made smooth• Listing ways of increasing and reducing friction

• Explaining the meaning of levers• Explaining load, fulcrum and effort using crowbar as lever• Demonstrating the fulcrum, load and effort using available levers• Drawing various types of levers and showing position of fulcrum, load and effort• Describe the classification of levers

• Charts listing advantages and disadvantages of friction

• Chart listing ways of increasing and reducing friction

• Real levers e.g. spoon, claw hammer, crowbar, wheelbarrow, spade, nutcracker, pair of scissors, tongs, fishing rod, bottle opener, door hinges, pair of pliers


Pupil’s Book pages 97-99Teacher’s Bookpages 51-52


WE

EK

12


1-3

3-4

5-6

84

LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES

SUB-TOPIC TEACHING/LEARNING RESOURCES

REMARKSTOPIC REFERENCES

NOT FOR SALE For use with Living in Christ Standard Seven

1

2

3

1. God given talents/ abilities and their uses

Meaning of talents

Using talents at home

Using talents in school

By the end of the lesson the learner should be able to:1. state what talents are2. appreciate talents he/she has

By the end of the lesson the learner should be able to:1. mention use of talents at home2. appreciate the talents he/ she has

By the end of the lesson the learner should be able to:1. mention the use of talents in school2. appreciate the talents he/she has

• Questions and answers• Scripture reading• Explanation• Discussion• Class presentations• Note taking

• Questions and answers• Scripture reading• Miming• Explanation• Discussion• Group work and class presentations• Note taking

• Scripture reading• Questions and answers• Discussion• Miming• Note taking• Explanation

• The Good News Bible: 1 Samuel 16:14-23• Chalkboard

• The Good News Bible: Matthew 25:14-30• Real objects made using talent• Chalkboard

• The Good News Bible: 1 Corinthians 12:4-7• Real objects created using talent• Chalkboard

• Pupil’s Book 7 page 2• Teacher’s Guide pages 1-2



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EK

1Living in Christ Standard Seven Schemes of Work: Term One

85





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EK

2

1

2

3

1

2

3

Using Talents during free time

Meaning of abilities

Improvement of abilities in school

Improvement of abilities at work

The work of Christians for God

Values acquired in education

By the end of the lesson the learner should be able to:1. state how he/she can use his/her talents during free time2. appreciate talents that he/she has

By the end of the lesson the learner should be able to:1. state what abilities are2. desire to use his/ her abilities well

By the end of the lesson the learner should be able to:1. state how he/she can improve his/her abilities in school2. desire to use his/her abilities well

By the end of the lesson the learner should be able to:1. state how he/she can improve his/her abilities at work2. desire to use his/her abilities well

By the end of the lesson the learner should be able to:1. tell how Christians co-operate with God2. desire to use his/her abilities well

By the end of the lesson the learner should be able to:1. list the values he/she acquires in using talents and abilities2. appreciate talents and abilities he/she has

• Scripture reading• Explanation• Note taking• Questions and answers• Group discussion and class presentation

• Scripture reading• Explanation• Note taking• Questions and answers• Miming

• Scripture reading• Questions and answers• Explanation• Note taking• Buzz groups• Dramatization

• Scripture reading• Questions and answers • Explanation• Group discussions and class presentation• Note taking

• Scripture reading• Questions and answers • Explanation• Narration• Group discussion• Note taking

• Scripture reading• Questions and answers• Note taking• Explanation• Discussion

• The Good News Bible: 1 Peter 4:10-11; Exodus 35:31-33• Chalkboard

• The Good News Bible: Exodus 35:31-33 • Realia• Chalkboard • Charts

• The Good News Bible: 1 Corinthians 12: 4-10 • Chalkboard • Charts

• The Good News Bible: 1 Corinthians 12:4-10; John 13:12-15; Exodus 36:1-2• Charts• Chalkboard

• The Good News Bible: Exodus 6:28-30; 7:1-3; 2 Kings 5:2-4; Jeremiah 1:4-8; Acts18:24-28 • Chalkboard • Flashcards

• The Good News Bible: 2 Timothy 1:6; 2 Timothy 2:5-6, 15 Proverbs 2:1-4• Chalkboard• Flashcards

• Pupil’s Book 7 pages 5-6• Teacher’s Guide pages 4-5

- • Pupil’s Book 7 pages 7-8• Teacher’s Guide pages 6-7





WE

EK

3

Living in Christ Standard SevenSchemes of Work

Term 1

86





1

2

3

1

2

3

2. The Sermon on the Mount

Christian values Versus secular values

Christian values from the sermon on the mount

Spiritual poverty

Mercy and charity

Charity and humility

Discernment, judgement and justice in Christian life

By the end of the lesson the learner should be able to:1. state the difference between Christian values and secular values2. appreciate Christian values

By the end of the lesson the learner should be able to:1. list the Christian values learnt from the sermon on the mount2. appreciate Christian values

By the end of the lesson the learner should be able to:1. explain how the values learnt from the sermon on the mount are demonstrated in the life of a Christian2. appreciate Christian values



By the end of the lesson the learner should be able to:1. give reason why a Christian should be just2. desire to live a pious life

• Scripture reading• Explanation• Questions and answers• Brainstorming• Discussion• Note taking

• Scripture reading• Discussion• Explanation• Memorization• Note taking• Dramatization

• Scripture reading• Discussion• Questions and answers• Group discussion• Class presentation• Note taking

• Scripture reading• Questions and answers• Explanation• Group discussion• Class presentation• Note taking

• Scripture reading• Questions and answers• Discussion• Memorization• Dramatization• Note taking

• Scripture reading• Questions and answers• Explanation• Brainstorming• Note taking

• The Good News Bible: Matthew 5:1-11• Chalkboard

• The Good News Bible: Matthew 5:1-11; Matthew 6:1-4• Flashcards• Chalkboard

• The Good News Bible: Matthew 5:3• Chalkboard

• The Good News Bible: 1 Corinthians 15:58• Chalkboard

• The Good News Bible: Matthew 5:8; 27-28; Philipians 1:9-11• Chalkboard








WE

EK

4W

EE

K 5

Living in Christ Standard SevenSchemes of WorkTerm 1

87





1

2

3

1

2

3

Forgiveness and reconcili-ation

Peace and contentment

Prayer and fasting

True riches

Integrity

Living values acquired in education

By the end of the lesson the learner should be able to:1. explain how forgiveness and reconciliation are a sign of loving our enemies2. desire to live a pious life

By the end of the lesson the learner should be able to:1. state ways in which he/she can promote peace and contentment2. appreciate Christian values

By the end of the lesson the learner should be able to:1. explain the importance of prayer and fasting in Christian living2. desire to live a pious life

By the end of the lesson the learner should be able to:1. explain how values from the sermon on the mount are demonstrated in Christian life2. desire to live a pious life

By the end of the lesson the learner should be able to:1. describe the ways in which a Christian can live a life of integrity2. desire to live a pious life

By the end of the lesson the learner should be able to:1. list down the living values acquired in education2. appreciate Christian values

• Scripture reading• Explanation• Questions and answers• Dramatization• Note taking

• Scripture reading• Explanation• Questions and answers• Note taking• Prayer

• Scripture reading• Explanation • Questions and answers• Prayer • Discussion• Note taking

• Scripture reading• Explanation• Questions and answers• Group discussion

• Scripture reading• Explanation• Note taking• Discussion• Questions and answers

• Scripture reading• Explanation• Group work• Note taking• Class presentations


• The Good News Bible: Matthew 6:25-31; Romans 12:18; John 14:27; Matthew 25:24• Chalkboard

• The Good News Bible: Matthew 6:5-18; Ephesians 6:18; Isaiah 58:3-7• Chalkboard

• The Good News Bible: 1 Timothy 6:6• Chalkboard

• The Good News Bible: Matthew 6:19-21; 1 Corinthians 10:21, 2 Corinthians 8:21• Chalkboard

• The Good News Bible: 2 Corinthians 9:7, 2 1 Timothy 4:12; 1 Timothy 6:20• Chalkboard







WE

EK

6W

EE

K 7


Term 1

88





1

2

3

1

2

3

3. Eternal life

Meaning of eternal life

Eternal life: A way of holiness and faith

Eternal life: A way of joy

Eternal life: The way of love

Eternal life: The way of hope

Eternal life: The way of justice

By the end of the lesson the learner should be able to:1. state what eternal life is2. desire to experience the joy of eternal life

By the end of the lesson the learner should be able to:1. state how eternal life is a way of faith2. desire to experience the joy of eternal life

By the end of the lesson the learner should be able to:1. state how eternal life is a way of joy2. desire to experience the joy of eternal life

By the end of the lesson the learner should be able to:1. state how eternal life is the way of love2. desire to experience the joy of

eternal life

By the end of the lesson the learner should be able to:1. describe how eternal life is the way of hope2. desire to experience the joy of eternal life

By the end of the lesson the learner should be able to:1. describe how eternal life is the way of justice2. desire to experience the joy of eternal life

• Scripture reading• Explanation• Questions and answers• Discussion• Note taking

• Scripture reading• Explanation• Questions and answers • Note taking• Group work• Singing

• Scripture reading• Explanation• Note taking• Questions and answers• Singing

• Scripture reading• Explanation• Note taking• Questions and answers• Singing

• Scripture reading• Explanation• Note taking• Group work and class presentations• Questions and answers

• Scripture reading• Explanation• Note taking• Drawing• Group work• Questions and answers

• The Good News Bible: Mark 1:22-34• Chalkboard• Charts

• The Good News Bible: 1 Peter 1:13-16; 2 peter 3:11• Hymn book• Chalkboard

• The Good News Bible: Luke 10:20, Philippians 4: 4-6• Charts• Chalkboard

• The Good News Bible: John 3:16; John 15:13; 1 Peter 1: 22 • Chalkboard• Charts

• The Good News Bible: 1 Thessalonians 4:13-18• Chalkboard

• The Good News Bible: 2 Samuel 12:1-6; Psalms 82:3• Chalkboard







WE

EK

8W

EE

K 9


89





1

2

1

2

3

Eternal life: The way of purposeful suffering

Living forever in love

Traditional African beliefs on life after death

Meaning of faith and work

Reasons for working

By the end of the lesson the learner should be able to:1. explain how eternal life is a way of purposeful suffering2. desire to experience the joy of eternal life

By the end of the lesson the learner should be able to:1. explain why eternal life is living forever in love2. desire to experience the joy of eternal life

By the end of the lesson the learner should be able to:1. describe traditional African beliefs on life after death2. appreciate the traditional African view on life after death

By the end of the lesson the learner should be able to:1. state the meaning of faith and work2. desire to work

By the end of the lesson the learner should be able to:1. give reasons why he/ she should work2. desire to work

• Scripture reading• Explanation• Questions and answers• Narration• Group discussions and class presentations• Note taking

• Scripture reading• Explanation• Questions and answers• Discussion• Note taking• Project work

• Scripture reading• Explanation• Questions and answers• Drawing• Discussion• Project work

• Scripture reading • Explanation• Discussion• Note taking• Questions and answers• Recitation and memorization

• Scripture reading• Explanation• Note taking• Group work• Field trip

• The Good News Bible: 1 Peter 4:12-16; John 15:18-21; Acts 7:57-60; 8:1-3• Charts• Chalkboard

• The Good News Bible: John 14:1-4; 18-24• Chalkboard

• The Good News Bible• Charts• Resource person• Chalkboard

• The Good News Bible: James 2:14-18; Colossians 3:23• Chalkboard

• The Good News Bible: 2 Thessalonians 3:6-10; Acts 18:3• Chalkboard• Realia: tools of various trade • Resource person






WE

EK

10

WE

EK

11 4. The

church


Term 1

90





1

2

3

1

2

3

Christian service to my neighbour

Christian service to my employer

Christian service to the church

Christian service to the nation

Causes of Child labour

Children’s rights con-cerning child labour

By the end of the lesson the learner should be able to:1. explain how a Christian can offer service to his/her neighbour2. appreciate the work he/she can do with the talents God has given him/her

By the end of the lesson, the learner should be able to:1. explain how Christians can offer service to the employer2. appreciate the work he/she can do with the talents given by God

By the end of the lesson, the learner should be able to:1. explain how a Christian can offer service to the church2. appreciate the work he/she can do with the talents God has given him/her

By the end of the lesson, the learner should be able to:1. explain how a Christian can offer service to the nation2. appreciate work done by others

By the end of the lesson, the learner should be able to:1. Describe the causes of child labour2. appreciate the work he/she can do with the talents given to him/her by God

By the end of the lesson, the learner should be able to:1. explain the causes of child labour2. appreciate the work he/she can do with the talents given by God

• Scripture reading• Discussion• Explanation• Debate• Narration• Note taking

• Scripture reading• Discussion• Explanation• Questions and answers• Note taking

• Scripture reading• Role play• Memorization/recitation• Note taking• Discussion

• Scripture reading• Questions and answers• Explanation• Project work• Note taking

• Discussion• Scripture reading• Questions and answers• Watching film/video• Discussion• Note taking

• Scripture reading• Explanation • Note taking• Discussion and class presentations• Memorization• Questions and answers

• The Good News Bible: Luke 10:27• Chalkboard

• The Good News Bible: Ephesians 6:6-8• Chalkboard

• The Good News Bible: Romans 12:9-21• Flashcards• Chalkboard

• The Good News Bible: Titus 3:8.• Forms from freedom from hunger walk• Chalkboard

• The Good News Bible: Ephesians 6:4• Chalkboard

• The Good News Bible:• Chalkboard• Newspaper articles• Resource person from children’s rights organizations or ministry of labour


• Pupil’s Book 7 pages 52-53• Teacher’s Guide page 42





WE

EK

1W

EE

K 2

Living in Christ Standard Seven Schemes of Work: Term Two

91





WE

EK

3

1

2

3

1

2

3

Commitment in working for God

Being creative in working for God

Developing self-esteem in myself and others

Developing a sense of responsibility when working for God

The early missionary contribution

The early church schools

By the end of the lesson, the learner should be able to:1. explain what it means to be committed to God’s work2. desire to work

By the end of the lesson, the learner should be able to:1. describe how he/she can be creative in life2. appreciate work he/she can do with the talents God has given him/her

By the end of the lesson, the learner should be able to:1. describe what is meant by self-esteem2. develop self esteem in him/ herself and others

By the end of the lesson, the learner should be able to:1. explain what it means to be committed to God’s work2. desire to work

By the end of the lesson, the learner should be able to:1. describe the contribution of the early missionaries2. appreciate the contribution of the church in education and development

By the end of the lesson the learner should be able to:1. describe the activities of the church in education2. appreciate the contribution of the church in education and development

• Scripture reading• Questions and answers• Explanation• Discussion• Note taking

• Scripture reading• Questions and answers• Explanation• Discussion• Demonstration• Note taking

• Scripture reading• Explanation• Questions and answers• Demonstration and observation• Discussion and class presentation• Recitation and Memorization

• Scripture reading• Explanation• Discussion• Questions and answers• Note taking

• Scripture reading• Questions and answers• Note taking• Discussion• Group work

• Scripture reading• Questions and answers• Note taking• Discussion• Project work

• The Good News Bible: Luke 9:23-26; Romans 12:11; 1 Samuel 3:1• Chalkboard• Resource person (Member of clergy)

• The Good News Bible: 1 Corinthians 12:4-7• Real objects• Chalkboard

• The Good News Bible: Matthew 6:26; 1 Timothy 4:12• Real objects: mirrors• Chalkboard

• The Good News Bible: 1 Peter 4:10-11• Chalkboard

• The Good News Bible: Matthew 28:19-20• Charts• Chalkboard




• Pupil’s Book 7 page 62-64• Teacher’s Guide pages 49-50




WE

EK

4

5. Chris-tians in action in educa-tion and develop-ment


Term 2

92





1

2

3

1

2

3

Formal and non formal education

The church in special educa-tion

Youth education programmes

The church and develop-ment in farm-ing

The church and develop-ment:International involvement

Christian training centres

By the end of the lesson, the learner should be able to:1. describe the contribution of the early missionaries2. appreciate the contribution of the church in education development

By the end of the lesson, the learner should be able to:1. describe the activities of the church in education2. appreciate the contribution of the church in education and development

By the end of the lesson, the learner should be able to:1. describe the activities of the church in education 2. appreciate the contribution of the church in education and development

By the end of the lesson, the learner should be able to:1. name development projects of the church2. appreciate the contribution of the church in development and education

By the end of the lesson, the learner should be able to:1. name development projects of the church2. desire to work together with other Christians

By the end of the lesson, the learner should be able to: 1. describe the work of a Christian training centre2. desire to work together with other Christians

• Scripture reading• Questions and answers• Explanation• Note taking• Project work

• Scripture reading• Explanation• Group work• Note taking• Discussion

• Scripture reading• Questions and answers• Note taking• Discussion• Explanation

• Scripture reading• Explanation• Field trip• Note taking

• Scripture reading• Discussion• Explanation• Note taking• Group work

• Scripture reading• Explanation• Field visit• Note taking• Group work

• The Good News Bible: • Charts• Resource person• Chalkboard

• The Good News Bible: John 9:1-3• Charts• Resource person• Chalkboard

• The Good News Bible: Ecclesiastes 12:1-5• Chalkboard

• The Good News Bible: Genesis 1:28, 31• Resource person• Flashcards• Chalkboard

• The Good News Bible: 2 Corinthians 8:1-4• Newspaper cuttings• Chalkboard

• The Good News Bible: 2 Thessalonians 3:6-10• Charts and pictures• Chalkboard







WE

EK

5W

EE

K 7


93





WE

EK

8

1

2

3

1

2

3

Christian in-dustrial train-ing centres

Training medical per-sonnel

The flying doctor service

Community health pro-grammes

Role of the church in training of clergy and the laity

The church and social welfare

By the end of the lesson the learner should be able to:1. describe the work of a Christian training centre2. desire to work together with other Christians

By the end of the lesson the learner should be able to:1. describe the activities of the church in health care2. appreciate the contributions of the church in health and social welfare

By the end of the lesson the learner should be able to:1. describe the activities of the church in health care2. appreciate the contribution of the church in health care and social welfare

By the end of the lesson the learner should be able to:1. describe the activities of the church in health care2. appreciate the contribution of the church in health care

By the end of the lesson the learner should be able to:1. describe the work of the church in training the clergy and the laity2. desire to be an active Christian

By the end of the lesson the learner should be able to:1. describe the activities of the church in taking care of the social welfare of the needy2. appreciate the contribution of the church in social welfare

• Scripture reading• Discussion• Explanation• Note taking• Field trip/resource person

• Scripture reading• Explanation• Discussion• Field visit• Note taking

• Scripture reading• Questions and answers• Note taking• Explanation• Map study• Creative writing

• Scripture reading• Questions and answers• Note taking• Explanation• Field trip• Discussion


• Scripture reading• Explanation• Questions and answers• Note taking• Discussion• Group work

• The Good News Bible: 2 Thessalonians 3: 6-10• Charts• Chalkboard

• The Good News Bible: Mark 16:15-18; Luke 9:1-6• Resource person• Chalkboard

• The Good News Bible: Luke 19:1-6• Chalkboard• Resource person

• The Good News Bible: Luke 9:6• Chalkboard

• The Good News Bible: Matthew 4:18-22; 2 Timothy 2:1-2; Acts 6:1-6• Resource person• Chalkboard

• The Good News Bible: Acts 2:43-47; 4:32• Chalkboard







WE

EK

9

6. Chris-tians in action in health care and social welfare


Term 2

94





1

2

3

1

2

Caring for the aged

Care for or-phans

Relief services

Care for refu-gees

Christians working to-gether





By the end of the lesson the learner should be able to:1. explain the involvement of christians in the church in Africa2. desire to be an active Christian



• Scripture reading• Explanation• Questions and answers• Note taking• Discussion• Group work• Field visit


• Scripture reading• Questions and answers• Discussion• Note taking• Project work

• The Good News Bible: Matthew 25:41-45 • chalkboard

• The Good News Bible: James 1:27• chalkboard

• The Good News Bible: 1 Corinthians 16:1-3• Chalkboard• Newspaper cuttings

• The Good News Bible: Matthew 25:25-26,5:16• Flashcards• Chalkboard

• The Good News Bible: John 17: 20-23• Chalkboard






WE

EK

10

WE

EK

11


95





1

2

3

1

2

3

7. Friend-ship and love

Meaning of emotions

How to cope with emotions

How to accept ourselves and others

Friendship: Mutual respect

Friendship: Wanting the best for others

Friendship: Tolerance and patience

By the end of the lesson the learner should be able to:1. state what emotions are2. desire to control his/her emotions

By the end of the lesson the learner should be able to:1. describe ways of coping with emotions2. desire to control his/her emotions

By the end of the lesson the learner should be able to:1. explain how he/she can accept him/herself and others2. accept himself/herself and others

By the end of the lesson the learner should be able to:1. describe ways of maintaining friendship2. desire to develop true friendship



• Scripture reading• Explanation• Note taking• Miming• Discussion

• Scripture reading• Note taking • Explanation• Discussion• Drama

• Scripture reading• Storytelling• Explanation• Demonstration and observation• Group discussion• Note taking

• Scripture reading• Explanation• Discussion• Note taking• Debate• Singing

• Scripture reading• Explanation• Group discussion and class presentations• Note taking• Drama

• Scripture reading• Explanation• Narration• Group discussion and presentation• Drama• Note taking

• The Good News Bible: 1 Samuel 17:28-30 • chalkboard

• The Good News Bible: Ephesians 4:26-32• chalkboard

• The Good News Bible: John 7:24; 1 Corinthians 13:4-7• Magazines• Newspaper cuttings• Chalkboard

• The Good News Bible: Galatians 5:13-15• Chalkboard

• The Good News Bible: 1 Corinthians 13:4-7• Chalkboard

• The Good News Bible: Genesis 29: 15-29• Chalkboard





• Pupil’s Book 7 page 101• Teacher’s Guide page 81


WE

EK

1W

EE

K 2Living in Christ Standard Seven Schemes of Work: Term Three

96





1

2

3

1

2

3

Loyalty, open-ness and trust

Sharing activi-ties with others

Contribution of parents in making a happy home

Contribution of children in making a happy home

Effects of good and bad rela-tionship in the home

Christ our example


By the end of the lesson the learner should be able to:1. state the activities that he/she does happily with others2. desire to develop true friendship

By the end of the lesson the learner should be able to:1. state how parents contribute to a happy home2. appreciate work of parents

By the end of the lesson the learner should be able to:1. state what he/she can do to contribute to a happy family2. desire to promote good relationships in the home

By the end of the lesson the learner should be able to:1. describe effects of good and bad relationships at home2. desire to promote good relationships in the home

By the end of the lesson the learner should be able to:1. describe how Jesus is an example in loving family members2. follow the example of Jesus Christ

• Scripture reading• Note taking• Narration• Explanation• Discussion and presentation• Questions and answers


• Scripture reading• Role play • Narration• Note taking• Questions and answers • Discussion

• Scripture reading• Explanation• Questions and answers • Drama• Note taking

• Scripture reading• Narration• Explanation• Note taking• Questions and answers• Discussion• Dramatization

• Scripture reading• Explanation• Speeches• Discussion• Note taking• Prayer

• The Good News Bible: 1 Samuel 20:1-23• Chalkboard• Charts

• The Good News Bible: Ecclesiastes 12:13-14; Acts 2:46-47• Chalkboard

• The Good News Bible: 1 Samuel 2: 18-19• Chalkboard

• The Good News Bible: Luke 2:51-52; Colossians 3:20 • Chalkboard

• The Good News Bible: John 11:1-27; Luke 15:11-24; Ephesians 4:26• Chalkboard

• The Good News Bible: Mark 15:1-5; 1 John 4:7-8• Chalkboard







WE

EK

3W

EE

K 4


97





1

2

3

1

2

3

Meaning and purpose of authority

Respect for people in authority

Building a better society through love, peace and unity

Care for personal and public property

Activities of the harambee youth week

Christian obligation to strangers

By the end of the lesson the learner should be able to:1. state meaning and purpose of authority in the society2. respect people in authority

By the end of the lesson the learner should be able to:1. state ways of showing respect for people in authority2. respect people in authority

By the end of the lesson the learner should be able to:1. explain how peace love and unity help us to build a better society2. participate in nation building

By the end of the lesson the learner should be able to: 1. explain he/she cares for personal and public property2. take care of his/her property and that of others

By the end of the lesson the learner should be able to:1. state the activities carried out in the harambee youth week2. participate in nation building

By the end of the lesson the learner should be able to:1. state Christian obligation towards strangers2. list activities in the community that Christians can do

• Scripture reading• Explanation• Role play• Note taking• Questions and answers• Prayer

• Scripture reading• Explanation• Role play• Discussion and presentations• Brainstorming• Note taking

• Scripture reading • Explanation• Demonstration• Note taking• Group work• Prayer

• Scripture reading• Explanation• Discussion• Field visit• Project work: Clean up exercise

• Scripture reading• Explanation• Note taking• Demonstration and observation• Project work• Questions and answers

• Scripture reading• Explanation• Note taking• Narration• Questions and answers• Role play

• The Good News Bible: Luke 22:24-27 • Charts• Chalkboard

• The Good News Bible: Titus 3:1; Romans 13:1-7• Pictures and portraits of leaders• Chalkboard

• The Good News Bible: Romans 13: 1-7; Colossians 3:12-15 • Charts• Chalkboard

• The Good News Bible: Exodus 20:13,15,17• Real objects: shoes, clothing etc • Chalkboard

• The Good News Bible: Ephesians 4:2; 4:15-16 • Chalkboard

• The Good News Bible: Matthew 25:35,38,40; Hebrews 13:1-3 • Chalkboard







WE

EK

5W

EE

K 6

8. Civic responsi-bility


Term 3

98





1

2

3

1

2

3

Helping in literacy work

Our role in community work

Celebrating national days

Celebrating Christian festivals

Our fears: What they are

Overcoming fear by relying on God

By the end of the lesson, the learner should be able to:1. explain ways in which Christians help others learn how to read and write2. thank God for the work of the church in the community and nation building

By the end of the lesson, the learner should be able to:1. list the activities in the community which a Christian can do2. thank God for the nation

By the end of the lesson, the learner should be able to:1. describe how national days are celebrated2. thank God for the nation

By the end of the lesson, the learner should be able to:1. explain how Christian festivals are celebrated2. thank God for the nation

By the end of the lesson, the learner should be able to:1. state what his/her fears are2. rely on God for the future

By the end of the lesson, the learner should be able to:1. explain how he/she can overcome fear2. rely on God to overcome fear

• Scripture reading• Questions and answers• Explanation• Note taking• Field trip• Discussion• Prayer

• Scripture reading• Explanation• Questions and answers • Observation• Note taking• Project work

• Scripture reading• Explanation• Questions and answers• Role play• Project work/ field visit• Note taking

• Scripture reading• Explanation• Narration• Note taking• Discussion• Role play

• Scripture reading• Explanation• Probing• Group work and class presentations• Brain storming• Note taking

• Scripture reading• Explanation• Discussion• Questions and answers• Recitation and memorization• Note taking

• The Good News Bible: Proverbs 4:13• Resource person• Chalkboard

• The Good News Bible: Philippians 2:1-5• Chalkboard

• The Good News Bible: Leviticus 23:39-44• Audio-visual resources: speeches of heads of state• Charts• Chalkboard

• The Good News Bible: Leviticus 23:39-44• Charts• Real objects• Chalkboard

• The Good News Bible: John 16:16-21 • Chalkboard

• The Good News Bible: Isaiah 41:10, Psalms 34:4• Chalkboard







WE

EK

7W

EE

K 8 9. God’s

purpose for every child


99





1

2

3

1

2

3

Careers in adult life

Purpose of God for every child

Jesus Christ as a refugee in Egypt

The hope of Jesus for humankind

Reasons for the birth of Jesus Christ

Ways of celebrating Christmas

By the end of the lesson the learner should be able to:1. describe what career he/she wishes to engage in, in adult life2. trust God for the future

By the end of the lesson the learner should be able to:1. state the purpose of God for every child2. trust God for the future

By the end of the lesson the learner should be able to:1. describe the life of Jesus as a refugee in Egypt2. state hopes of Jesus Christ as a refugee in Egypt

By the end of the lesson the learner should be able to:1. state what the hopes of Jesus for humankind are2. thank God for Jesus Christ

By the end of the lesson the learner should be able to:1. give reasons why Jesus Christ was born2. appreciate their hope in Gods promises

By the end of the lesson the learner should be able to:1. state ways of celebrating Christmas2. thank God for Jesus Christ

• Scripture reading• Explanation• Discussion• Questions and answers• Singing• Note taking

• Scripture reading• Explanation• Questions and answers• Recitation and memorization• Note taking• Singing

• Scripture reading• Explanation• Role play• Questions and answers• Discussion• Note taking

• Scripture reading• Explanation• Discussion• Miming• Singing• Questions and answers• Note taking

• Scripture reading• Explanation• Discussion• Prayer• Note taking

• Scripture reading• Drama• Explanation• Memorization• Narration• Singing• Note taking

• The Good News Bible: Ephesians 1:15-18 • Resource person• Chalkboard

• The Good News Bible: Jeremiah 29:11; Philippians 2:13-15, 2 Timothy 1:7• Chalkboard

• The Good News Bible: Philippians 4:13; Matthew 2:13-14• Chalkboard

• The Good News Bible: Luke 4:16-19• Chalkboard

• The Good News Bible: Matthew 1: 21• Chalkboard

• The Good News Bible: Luke 2:8-20• Chalkboard• Real objects: i.e. Christmas cards, etc







WE

EK

9W

EE

K 1

0


Term 3

102

LESSON OBJECTIVESTEACHING/LEARNING

ACTIVITIESLEARNING/TEACHING

RESOURCES REMARKSTOPICS REFERENCES

NOT FOR SALE For use with New Progressive Primary English Standard Eight

New Progressive Primary English Standard Eight Schemes of Work: Term OneW

EE

K 1 Revision

Oral Work

Reading

Writing

The learner should be able to revise and correct the work covered in class seven.

The learners should be able to construct correct sentences using the patterns: • Clauses introduced by who e.g

The Surgeon who operated on me is a kind woman.

• Clauses introduced by whose e.g. The officer whose computer crashed lost many documents.

• Verbs followed by to + infinitive e.g. The children want to play.

• Verbs + object + infinitive e.g. The teacher advised us to obey school rules.

They should be able to pronounce and construct correct sentences using new words e.g. honesty, generosity, conscience etc.

The learners should be able to read the passage “Social values” fluently and accurately and answer comprehension questions.

The learners should be able to:• Write correct sentences using

the-ing form as subject.• Use the correct question tags.• Write correct sentences using

present progressive questions.

• Revising past papers.• Asking and answering oral

questions• Recording important points.

• Practising a conversation.• Retelling stories• Explaining the meanings of

the new words.• Pronouncing the new words.• Constructing sentences.• Asking and answering oral

questions.

• Revising the new words learnt.

• Discussing pictures in the Pupil’s Book.

• Talking about social values.• Reading silently.• Asking and answering oral

questions.

• Discussing the given questions orally.

• Recording answers.• Writing a guided

composition.

• Past exam papers

• Word cards • Sentence cards• Oxford Primary Dictionary

for East Africa (OPDEA).

• Pictures in the Pupil’s Book.• OPDEA.• A list of school rules.

• Outline points.

1 – 7

1 – 3

4

5 – 6

NPPE Teacher’s and Pupil’s Book 7, Unit 1-27

NPPE Pupil’s Book 8, pages 2 – 7NPPE Teacher’s Book 8 pages 1 - 6

NPPE Pupil’s Book 8, pages 2 – 4NPPE Teacher’s Book 8, pages 2 – 4


WE

EK

2

103




New Progressive Primary English Standard EightSchemes of Work

Term 1


WE

EK

2 7

1 – 2

3 – 4

5 – 6

Library

Oral work

Reading

Writing

The learners should be able to read the story in the “Fun spot” for enjoyment.

The learners should be able to construct correct sentences using the patterns:• Present simple tense describing

general truths e.g. The Sun rises in the east.

• Present simple tense for habitual actions e.g. Tuwei wakes up late every Sunday.

• Present continuous tense for future arrangements e.g. I am visiting my grandfather next week.

They should be able to pronounce and construct correct sentences using new words e.g. career, interview, curriculum vitae etc.

The learners should be able to read the passage “A little boy’s dream” fluently and accurately and answer the comprehension questions.

The learners should be able to construct correct sentences using:• Present continuous tense.• Present simple tense.• Determiners e.g. this, that,

these, those, some, any, no, enough.

• Reading aloud.• Retelling the story.

• Talking about jobs that people do

• Talking about pictures.• Dramatizing a conversation.• Explaining the meanings of

the new words.• Constructing sentences.• Asking and answering oral

questions.

• Talking about the pictures in the Pupil’s Book.

• Revising the new words learnt.• Reading aloud.• Asking and answering oral

questions.

• Discussing the given questions orally.

• Asking and answering questions.

• Recording answers.• Writing an application letter• Writing a story.

• Fun spot.

• Flash cards.• A careers booklet• OPDEA• Pictures in the Pupil’s Book.


• Outline points• The format of an official

letter.• An application letter.

WE

EK

3

NPPE Pupil’s Book 8,page 7NPPE Teacher’s Book 8, pages 6 – 7

NPPE Pupil’s Book 8,pages 8 – 12NPPE Teacher’s Book 8, pages 8 – 13



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New Progressive Primary English Standard EightSchemes of WorkTerm 1


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3 7

1 – 3

4

5 – 6

Library

Oral work

Reading

Writing

• The learners should be able to read the conversation in the “Fun spot” fluently and for enjoyment.

• The learners should be able to construct correct sentences using the patterns:

• Phrasal verbs with get e.g. She gets up at six o’clock.

• Present simple tense e.g. I work at the airport.

• Past perfect tense e.g. We had repaired our car before we sold it.

• Present continuous tense e.g. Her car is always breaking down.

They should be able to pronounce and construct correct sentences using new words e.g. addiction, traffickers, hallucinations etc.

• The learners should be able to read the passage “Mutulu” fluently and accurately and answer comprehension questions.

• The Learners should be able to write correct sentences using:

• Past perfect tense.• Past continuous tense.• Modal verbs.

• Reading aloud.• Role playing.• Dramatizing a conversation.

• Listening to a comprehension passage.

• Asking and answering oral questions.

• Talking about different people.

• Demonstrating and explaining the meanings of the new words.

• Pronouncing new words.• Constructing sentences.

• Talking about pictures in the Pupil’s Book.

• Reading silently.• Asking and answering oral

questions.

• Revising past perfect tense and past continuous tense.

• Discussing questions orally.• Asking and answering oral

questions.• Writing a dialogue.

• Fun spot.

• Word cards.• Pictures in the Pupil’s Book• Pictures of different drugs

and substances.• OPDEA.• Posters with drugs-related

messages.

• Pictures in the Pupil’s Book.• OPDEA.

• Outline points.• Extract in the Pupil’s Book.

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EK

4

NPPE Pupil’s Book 8page 13NPPE Teacher’s Book 8, page 13


NPPE Pupil’s Book 8pages 14 – 16NPPE Teacher’s Book 8, pages 16 – 17


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Term 1


7

1 – 2

3 – 4

5 – 6

• The learners should be able to read the conversation in the “Fun Spot” fluently and accurately for comprehension and enjoyment.

• The learners should also be able to read the story book in the “Read on” section.

• The learners should be able to construct correct sentences using the patterns:

• Determiners with singular nouns e.g. Mutemi is a boy.

• Determiners with plural nouns e.g. A lot of children are able to assert themselves today.

• Present simple tense for general truths e.g. The moon shines at night.

They should be able to pronounce and construct correct sentences using new words e.g. challenges, assert, self esteem etc.

• The learners should be able to read the passage “Life Skills” fluently and accurately and answer comprehension questions.

• The learners should be able to construct correct sentences using:

• Adverbs of degree • The infinitive with/without to.• Order of adjectives.


questions.• Retelling the story in the

“Fun spot”.

• Practising a conversation in pairs.

• Constructing sentences.• Pronouncing the new words.• Explaining the meanings of

new words.• Asking and answering oral

questions.

• Revising new words learnt • Talking about the pictures in

the Pupil’s Book.• Reading silently.• Asking and answering oral

questions.


questions.• Recording answers.• Writing the composition.

• Fun spot.• Storybook

• Sentence cards.• Flash cards.• Word cards.• OPDEA.• A chart showing various life

skills.


• Outline points.

Library

Oral work

Reading

Writing

NPPE Pupil’s Book 8,pages 20 – 21NPPE Teacher’s Book 8, page 20Licence to Fly OUP, Nairobi




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4W

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7

1 - 7

1 - 3

Library


Oral work

The learner should be able to:• Read the letter in the “Fun

spot” to the school counsellor and suggest the advice they would give to Windo.

• Hold a class debate.

The learners should be able to answer questions set from the work covered between weeks 1 and 5.

The learners should be able to construct correct sentences using the patterns:• Determiners in the affirmative,

interrogative and negative.• Past simple tense to narrate

past events and state imaginary events e.g. If Makena knew the way, she could go home.

• Past continuous tense for actions in progress at a specific time e.g. I was writing a story last night.

• Past continuous tense for extended actions in the past e.g. The pupils were rehearsing their play last week.

They should be able to pronounce and construct correct sentences using new words e.g. wages, exploits, protective etc.

• Reading loudly.• Discussing the given letter.• Asking and answering

questions.• Holding a debate.

• Asking and answering oral questions for clarification.

• Revising the work covered.• Writing the test.

• Listening to dictated sentences.

• Recording the dictated sentences.

• Constructing sentences.• Asking and answering oral

questions.

• Extract in the Pupil’s Book


• Pictures of plantations.• Sentence cards.• OPDEA.

WE

EK

7

NPPE Pupil’s Book 8,page 27NPPE Teacher’s Book 8, page 25

NPPE Pupil’s and Teacher’s Book 8,Units 1 – 4


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Term 1


4

5 – 6

7

1 – 2

Reading

Writing

Library

Oral work

The learners should be able to read the passage “The child labourer” fluently and accurately and answer comprehension questions.

The learners should be able to write correct sentences using:• The colon• The passives• Countable and uncountable

nouns.

The learners should be able to read the story in the “Fun spot” for enjoyment.

The learners should be able to construct correct sentences using the patterns:• Past continuous tense for

actions in progress at a specific time e.g. At two o’clock they were discussing security.

• Verbs followed by present participle e.g. The tourists enjoy watching the sun set.

• Use of brackets at punctuation marks e.g. Did you see my travel documents (passport and visa)?

They should be able to pronounce and construct correct sentences using new words e.g. visa, immigration, common market etc.

• Revising new words learnt.• Explaining the meanings of

other new words generated from the passage.

• Reading silently/aloud.• Asking and answering oral

questions.

• Discussing the questions orally.


• Recording answers.• Writing a formal letter.

• Reading silently. • Asking and answering oral

questions.• Telling stories about people

with strange characters.

• Talking about the flags of the three East African countries.

• Pronouncing new words.• Demonstrating given actions.• Explaining new words.• Constructing sentences.• Asking and answering

questions.• Role playing.

• Pictures in the Pupil’s Book.• Resource person e.g. The

Children’s officer.

• Outline points.• A sample of a formal letter.

• Fun spot.

• Pictures of (real) flags of the three East African Countries and their coats of arms.

• Word cards.• OPDEA.

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EK

7W

EE

K 8

NPPE Pupil’s Book 8,pages 28 – 30NPPE Teacher’s Book 8, pages 27 - 30


NPPE Pupil’s Book 8,pages 34 – 35NPPE Teacher’s Book 8, page 34.

NPPE Pupil’s Book 8,pages 36 – 39ßNPPE Teacher’s Book 8, pages 36 – 40

108








NPPE Pupil’s Book 8,page 41NPPE Teacher’s Book 8, page 40



• Currencies of Kenya, Uganda and Tanzania.

• A passport.• A visa.

• Outline points.• A sample speech.

• Fun spot.• A sample speech.

• Word cards.• Flash cards.• Advertisements from

newspapers and magazines. • OPDEA.


• Revising new words learnt.• Talking about pictures in the

Pupil’s Book.• Reading silently.• Asking and answering oral

questions.


questions.• Recording answers.• Writing a topical

composition.


questions.• Discussing speech writing.• Writing a speech.

• Talking about different methods of trade.

• Explaining new words.• Pronouncing new words.• Constructing sentences. • Asking and answering

questions. • Role playing.

• Revising new words learnt.• Talking about trade.• Discussing pictures in the

Pupil’s Book.• Reading aloud/silently.

The learners should be able to read the passage “The East African parliament” fluently and accurately and answer oral questions.

The learners should be able to write correct sentences using:• Speech marks.• The hyphen.• The bracket.

The Learners should be able to read the story in the ‘Fun spot’ for enjoyment.

The learners should be able to construct correct sentences using the patterns:• Use of determiners with

uncountable nouns e.g. Yesterday I sold plenty of flour.

• Verb + noun/pronoun + infinitive e.g The cashier asked me to count the money again.

They should be able to pronounce and construct correct sentences using new words e.g. stall, kiosk and bargain.

The learners should be able to read the passage “Aunt Tara’s shop” fluently and accurately and answer comprehension questions.

Reading

Writing

Library

Oral work

Reading

3 – 4

5 – 6

7

1 – 2

3 – 4

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EK

8W

EE

K 9

109





Term 1


5 – 6

7

1 – 2

3 – 4

Writing

Library

Oral work

Reading

The learners should be able to construct correct sentences using • Past perfect continuous tense.• Present simple tense.

The learners should be able to read the story book in the “Fun spot” fluently and accurately for comprehension and enjoyment.

The learners should be able to construct correct sentences using the patterns:• Present perfect continuous

tense e.g. I have been travelling for six hours

• Clauses introduced by who e.g. I met the lady who trades in electronic goods.

• Present simple tense e.g. I buy foodstuffs from the market.

They should be able to pronounce and construct correct sentences using new words e.g. bargain, exhibition and credit.

The learners should be able to read the passage “The trade exhibition” fluently and accurately and answer comprehension questions.


questions.• Recording answers.• Filling in a form.

• Reading aloud.• Reading silently.• Asking and answering oral

questions.• Retelling the story.

• Talking about pictures in the Pupil’s Book.

• Pronouncing new words.• Explaining the meanings of

new words.• Constructing sentences.• Asking and answering oral

questions.

• Revising new words learnt.• Talking about trade

exhibitions.• Talking about pictures in the

Pupil’s Book.• Reading and answering oral

questions.

• The form in the Pupil’s Book.


• Pictures in the Pupil’s Book.• Weighting scales.• Packets of different items. • Word cards.• Sentence cards.• OPDEA.

• Pictures in the Pupil’s Book.• Currency (Kenya shillings)

in different denominations.


NPPE Pupil’s Book 8,page 47NPPE Teacher’s Book 8, page 45Arrested by a Police DogOUP, Nairobi



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NPPE Pupil’s Book 8, page 53NPPE Teacher’s Book 8, page 51


• Outline points.

• Fun spot.

• Test items/questions• Past exam papers.• Writing materials e.g. pens,

pencils and answer sheets.


questions.• Recording answers.• Writing the imaginative

composition.

• Reading silently.• Acting out a buying and

selling scene in an exhibition.• Retelling a story.

• Revising the work covered.• Asking and answering oral

questions.• Revising past exam papers.• Writing the test.

The learners should be able to construct correct sentences using: • The dash.• Regular and irregular verbs.• The hyphen.

The learners should be able to read the story in the “Fun spot” fluently and accurately for enjoyment.

The learners should be able to revise and answer questions set from the work covered in term one.

Writing

Library

Revision and Testing/Exams

5 – 6

7

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10

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11

111





The learners should be able to revise and correct the work covered in Term One.

The learners should be able to construct sentences using the patterns:• Appropriate determiners with

uncountable nouns e.g. Each minute spent watching the steeplechase race was thrilling.

• Past simple passive e.g. The plumber repaired the tank.

• Use of “as well as” construction as a connector meaning “also” e.g. I play football as well as hockey.

• Verb + -ing as a nominal e.g. Working very hard has helped me improve my grade.

• Pronounce and construct correct sentences using new words e.g. aquatic, games, venues, hammer etc.

The learners should be able to read the passage “The Olympic Games” fluently and accurately and answer comprehension questions.


questions.• Recording important points.

• Talking about sports competitions at school.

• Describing and talking about pictures.


new words.• Demonstrating given actions.• Constructing sentences. • Asking and answering oral

questions.

• Revising new words learnt.• Talking about sports.• Discussing pictures in the

Pupil’s Book.• Reading silently.• Asking and answering oral

questions.


• Pictures in the Pupil’s Book • OPDEA.• Flash cards.• Word cards.

• Pictures in the Pupil’s Book.• Videos of games if available.• Resource person e.g. an

athlete.

Revision

Oral work

Reading

1 – 7

1 – 2

3 – 4

New Progressive Primary English Standard Eight Schemes of Work: Term Two




WE

EK

2W

EE

K 1

112






5 – 6

7

1 – 2

3 – 4

Writing

Library

Oral work

Reading

The learners should be able to construct sentences using determiners.

The learners should be able to read the story in the “Fun Spot” fluently and accurately for enjoyment.

The learners should be able to construct correct sentences using the patterns:• When/After/As soon as e.g. As

soon as we left home, it started raining.

• Determiners a, an, the e.g. We waited for an hour for the office to open.

• Comparative and superlative adjectives e.g. longer and longest.

They should be able to pronounce and construct correct sentences using new words e.g. laps, celebrity, applause etc.

The learners should be able to read the passage “Haile Gebrselassie” fluently and accurately and answer comprehension questions.

• Discussing questions orally.• Asking and answering

questions.• Recording answers.• Writing a composition using

a given ending.• Writing a telegram.

• Reading silently • Retelling the story.

• Practising the conversation about paralympic games.

• Pronouncing new words.• Demonstrating given actions. • Explaining meanings of new

words.• Constructing sentences.

• Revising new words learnt. • Talking about celebrities in

sports.• Reading silently. • Asking and answering oral

questions.

• Outline points.• Sample of a telegram.

• Fun spot

• Flash cards.• Sentences cards• OPDEA.

• Pictures of great sports people.

WE

EK

2W

EE

K 3

NPPE Pupil’s Book 8, pages 61 - 62NPPE Teacher’s Book 8, pages 58 – 61




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Term 2


WE

EK

3

5 – 6

7

1 – 2

3 – 4

Writing

Library

Oral work

Reading

Learners should be able to construct correct sentences using the correct order of adjectives.

The learners should be able to read the storybook fluently and accurately for enjoyment.

The learners should be able to construct correct sentences using the patterns: • Present simple tense for habitual

actions e.g. The members meet on Sunday afternoon.

• Present continuous tense for extended actions e.g. The treasurer is presenting the annual report.

• Verb + to + infinitive e.g. Mutego wants to join the Drama Club.

• The dash e.g. The tiger – a big cat, with yellow fur – is mainly found in Asia.

They should be able to pronounce and construct correct sentences using new words e.g. income, resolution, expenditure etc.

The learners should be able to read the passage “ The Young Farmers’ Club” fluently and accurately and answer comprehension questions.



• Recording answers.• Writing the composition

• Reading silently. • Retelling the story.• Writing the story.

• Talking about clubs and societies.


new words.• Constructing sentences. • Asking and answering


• Revising new words learnt.• Talking about clubs.• Reading silently.• Asking and answering oral

questions.

• Outline points.


• Sample of fund-raising invitation cards and club constitutions.

• Word cards.• Sentence cards.• OPDEA.

• Pictures in the Pupil’s Book.• Samples of minutes of

meetings and statement of accounts.

WE

EK

4


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114






5 – 6

7

1 – 2

3 – 4

Writing

Library

Oral work

Reading

The learners should be able to construct correct sentences using:• Countable and uncountable

nouns.• The dash • Adverb with the verb.


The learners should be able to construct correct sentences using the patterns:• Not only ... but also... e.g. Not

only did I go to the party but I also gave a speech.

• Determine/Cross-examine/Hear + nominal e.g. The lawyer cross-examined the suspect.

• Phrasal verbs with put e.g. When I put on the light, I saw the man running away.

They should be able to pronounce and construct correct sentences using new words e.g. offence, advocate, accused etc.

The learners should be able to read the passage “A court of law” fluently and accurately and answer comprehension questions.



• Recording answers.• Writing minutes/ a report on

a class project.• Writing an invitation letter.


questions.• Acting out a club meeting.

• Discussing messages on newspaper cuttings.

• Pronouncing new words.• Explaining meanings of new

words.• Constructing sentences.• Asking and answering oral


• Revising new words.• Talking about crime.• Talking about a court of law.• Reading silently.• Asking and answering oral

questions.

• Outline points.• A sample of minutes of a

meeting.

• Fun spot.

• Flash cards.• Word cards.• Picture of a Courtroom.• Pictures of law enforcement

officers e.g. police officers etc.

• OPDEA.

• Picture in the Pupil’s Book.• A resume of a person e.g. a

city/local council Askari.

WE

EK

4W

EE

K 5

NPPE Pupil’s Book 8,pages 73 – 76NPPE Teacher’s Book 8, pages 70-73




115





Term 2


5 – 6

7

1 – 7

1 – 2

3 – 4

Writing

Library


Oral work

Reading

The learners should be able to construct correct sentences using the pronouns which/that.


The learners should be able to answer questions set from work covered between weeks 1 and 5.

The learners should be able to construct correct sentences using the patterns: • This is... /it is called .../it is

used... e.g. This is a wooden hammer. It is called a gavel. It is used for restoring order in court.

• Relative pronouns that/which e.g. Do you have anything that you don’t need?

They should be able to pronounce and construct correct sentences using new words e.g. defendants, bench, exhibit.

The learners should be able to read the passage “A Court drama” fluently and accurately and answer comprehension questions.


• Asking and answering.questions.

• Recording answers.• Writing the composition.

• Reading silently.• Retelling the story.• Role playing a scene at the

Police Station.

• Revising work covered.• Asking and answering

questions for clarification.• Writing the test.

• Listening to a comprehension.• Talking about Juvenile courts.• Pronouncing new words.• Dramatizing a court scene.• Constructing sentences.• Asking and answering oral

questions.

• Revising new words.• Talking about a courtroom scene

that pupils are familiar with.• Reading silently and in turns.• Asking and answering oral

questions.

• Outline points.

• Fun spot.

• Test items/questions.• Answer sheets.• Pens and pencils.

• Sentence cards.• Flash cards.• OPDEA.

• Pictures in the Pupil’s Book.• Resource person e.g. an

Advocate.


NPPE Pupil’s Book 8,pages 82 – 83NPPE Teacher’s Book 8, page 79

NPPE Pupil’s and Teacher’s Book 8Units 10 – 13



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EK

5W

EE

K 6

WE

EK

7

116






WE

EK

7

5 – 6

7

1 – 2

3 – 4

Writing

Library

Oral work

Reading

The learners should be able to write correct sentences using relative clauses with who/whom/whose/where/when.


The learners should be able to construct correct sentences using the patterns:• Present simple tense for

habitual actions e.g. Captains use rudder to steer the ship.

• Present continuous + or else e.g. People travelling by ship have to pay their fares or else they are thrown into the sea.

• Adverbs of degree (intensifiers) e.g. A canoe is quite slow.

They should be able to pronounce and construct correct sentences using new words e.g. stern, paddle, jetty etc.

The learners should be able to read the passage “Don’t throw us into the sea!” fluently and accurately and answer the comprehension questions.



• Recording answers.• Writing a conversation.

• Reading silently.• Discussing about honesty.

• Discussing the pictures in the Pupil’s Book.

• Pronouncing new words.• Constructing sentences. • Explaining the meanings of

new words.• Asking and answering

questions.

• Revising new words.• Talking about people who

travel in car booths etc.• Reading silently.• Asking and answering oral

questions.

• Outline points.

• Fun spot.

• Picture in the Pupil’s Book.• Picture of a ship/water

vessel.• OPDEA.

• Pictures in the Pupil’s Book.• Pictures of water vessels.





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Term 2


WE

EK

8

5 – 6

7

1 – 2

3 – 4

Writing

Library

Oral Work

Reading

The learners should be able to write correct sentences using: • The semicolon.• Conjunctions.


The learners should be able to construct correct sentences using the patterns:• The + proper noun e.g. The

Sahara desert.• Description of general truths

e.g. Observing hygiene helps to promote health.

• Imaginary events e.g. Imagine you were the best KCPE candidate in the country, how would you feel?

• Relative clauses introduced by who/whose e.g. The boy who won the race is my cousin. The child whose toy got broken cried loudly.

They should be able to pronounce and construct correct sentences using new words e.g. ulcers, emaciated, risky etc.

The learners should be able to read the passage “You’re not about to die” fluently and accurately and answer

• Discussing the exercises orally.


• Recording answers.• Writing a composition.

• Reading loudly/silently.• Dramatizing the story.• Retelling the story.




new words.• Constructing sentences.

• Revising new words.• Talking about HIV/AIDS.• Reading silently.• Asking and answering oral

questions.

• Outline Points.

• Fun spot.

• Aids education posters.• Aids education books/

pamphlets.• Word cards.• OPDEA.• Pictures in the Pupil’s Book.

• AIDS education posters.• Pictures in the Pupil’s Book.

NPPE Pupil’s Book 8,pages 93 – 95 NPPE Teacher’s Book 8, pages 89 – 92



NPPE Pupil’s Book 8,pages 96 – 98NPPE Teacher’s Book, pages 93 – 96

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EK

9

118






WE

EK

9

5 – 6

7

1 – 2

3 – 4

Writing

Library

Oral work

Reading

comprehension questions.The learners should be able to write correct sentences using new words and the suffixes which include;-ful -less, -ly - ment and -ish.

The learners should be able to recite the poem in the “Fun spot” fluently and correctly for enjoyment.

The learners should be able to construct correct sentences using the pattern:• Will + 2nd and 3rd person

subject e.g. The teacher will show us how to use the computer.

• Shall + 1st person subject e.g. Shall I carry your bag for you?

• Present perfect continuous tense for events in the past which have recently been finished e.g. I have been washing the car for one hour.

They should be able to pronounce and construct correct sentences using new words e.g. browse, network, handset etc.

The learners should be able to read the passage “Hi –tech phone” fluently and accurately and answer comprehension questions.


questions.• Recording answers.• Designing a poster.• Completing the guided

composition.

• Reciting the poem loudly.

• Practising the conversation in pairs.

• Pronouncing new words.• Explaining meanings of new

words.• Constructing sentences.• Asking and answering


• Revising new words.• Talking about cell-phones.• Reading silently.• Asking and answering oral

questions.

• Sample poster in the Pupil’s Book.

• Fun spot.

• An envelope/stamp• Picture of a fax.• A keyboard. • Sentence cards.• Pictures or real mobile

phones.• OPDEA.

• Picture in the Pupil’s Book.• Pictures of mobile phones.• Manuals for the mobile

phones.





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EK

10

119





Term 2


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EK

10

5 – 6

7

Writing

Library

Revision/Testing and Exams.

The learners should be able to write correct sentences using: • Past perfect continuous tense.• Correct order of adjectives.

The learners should be able to read the story in the “Fun spot” and storybook fluently and accurately for enjoyment.

The learners should be able to revise the work covered in Terms One and Two and answer the questions.


questions.• Recording answers.• Writing a letter.

• Reading silently.• Dramatizing the story.

• Revising work covered.• Asking and answering oral

questions for clarification.• Writing the test.

• Sample of a letter asking for information on a given product.

• Fun Spot.• Storybook.

• Test items/questions. • Past papers.• Writing materials e.g. pens

and answer sheets.


NPPE Pupil’s Book 8,page 106 - 107NPPE Teacher’s Book 8, page 104The Bullfight, OUP, Nairobi

NPPE Pupil’s Book 8, and Teacher’s Book 8, Units 1 - 18

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1 1 – 7

1 – 2

3 – 4

5 – 6

Revision

Oral work

Reading

Writing

The learners should be able to revise the work covered in Terms One and Two.

The learners should be able to construct correct sentences using the patterns:• Time clauses with present

simple + will/shall e.g. As soon as the sun shines, the water will evaporate into the atmosphere.

• Use of will and shall to make predictions e.g. The scouts will arrive before sunset.

• Use of verbs followed by present participle e.g. I enjoy watching the stars.

• Positive and negative statements e.g. Jupiter is a very large planet. Pluto is not a large planet.

They should be able to pronounce and construct correct sentences using new words e.g. atmosphere, condense and correct.

The learners should be able to read the passage “Space exploration” fluently and accurately and answer comprehension questions.

The learners should be able to write correct sentences using present perfect continuous tense.


questions• Recording important points.



the new words.• Constructing sentences.• Asking and answering

questions.

• Revising new words.• Asking and answering oral

questions.• Talking about space

exploration.

• Discussing oral questions.• Asking and answering oral

questions.• Recording answers.• Copying the form and filling it in.


• Pictures of the solar system.• Word cards.• Sentence cards.• Diagram showing how

rainfall is formed.• OPDEA.

• Pictures of astronauts at work.

• OPDEA.• Pictures in the Pupil’s Book.

• Outline points.

New Progressive Primary English Standard Eight Schemes of Work: Term Three

NPPE Pupil’s and Teacher’s Book 8, Units 1 – 18




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Term 3


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2

7

1 – 3

Library

Oral Work

The learners should be able to read the storybook and recite the poem in the “Fun spot” fluently and accurately for enjoyment.

The learners should be able to construct correct sentences using the patterns:• Present perfect continuous

tense for events that began in the past but which are still continuing e.g. He has been waiting in office for ten minutes.

• Contrast of present perfect and past simple with for e.g. She has been a cabinet minister for five years. He was a cabinet minister for two years.

• Contrast of for and since with present perfect continuous e.g. It is now noon. The voters have been queuing since 7 o’clock. They have been queuing for five hours.

• Use of past participle and past perfect e.g. The MP was defeated by the new candidate. He had lost to a newcomer.

They should be able to pronounce and construct correct sentences using new words e.g. legislative, ballot, motion etc.

• Reciting the poem aloud.• Asking and answering

questions.• Talking about the stars.

• Talking about posters in the Pupil’s Book.


new words.• Demonstrating given actions.• Constructing sentences.• Role playing.• Asking and answering oral

questions.

• Funs spot.• Pictures of the constellation.

• Pictures in the Pupil’s Book.• Posters and slogans of a

campaign rally.• Word cards.• OPDEA.

WE

EK

3

NPPE Pupil’s Book 8,page 117NPPE Teacher’s Book 8, page116Guilty or not Guilty, OUP, Nairobi


122






WE

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3

4

5 – 6

7

1 – 3

Reading

Writing

Library

Oral work

The learners should be able to read the passage “If you elect me ...” fluently and accurately and answer comprehension questions.

The learners should be able to construct correct sentences using the suffixes –ness, -able, -ment, -ly, -ish, -y.

The learners should be able to read and recite the poem in the “Fun spot” fluently and accurately for enjoyment.

The learners should be able to construct correct sentences using the pattern:• Conditionals with would and

could + negative e.g. The diskette would not open so I could not read the report.

• Understand/See + questions e.g. Can you see where the switch is?

• Use of should for obligation e.g You should check the diskette for viruss before using it.

• Use of should for probability e.g. If you leave now, you should be in Isiolo by one o’clock.

They should be able to pronounce and construct correct sentences using new words e.g. screen, mouse, computer virus.

• Revising new words.• Dramatizing a campaign

rally.• Reading silently.• Asking and answering oral

questions.

• Discussing the exercises orally.


• Recording answers.• Writing a speech.

• Reciting the poem.• Role playing at a campaign

rally.


• Talking about computers.• Talking about modern

technology.• Pronouncing new words.• Explaining meanings of new

words.• Constructing sentences.• Asking and answering oral

questions.

• OPDEA.• Pictures in the Pupils’ Book.

• Outline points.

• Fun spot.

• Picture of a computer.• Pictures in the Pupils’ Book. • Word card.• OPDEA.

WE

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123





Term 3


WE

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4

4

5 – 6

7

1 – 2

3 – 4

Reading

Writing

Library

Oral work

Reading

The learners should be able to read the passage “Debate on technology” fluently and accurately and answer comprehension questions.

The learners should be able to construct correct sentences using • Prepositions• Correct order of adjectives. • Correct tenses.


The learners should be able to construct correct sentences using conjunctions.The learners should also be able to construct correct sentences using new words e.g. vanish, fake and shred.

The learners should be able to read the passage “Leopard is dead” fluently and accurately and answer comprehension questions.

• Revising new words.• Discussing the picture in the

Pupil’s Book.• Discussing the rules of

holding a debate.• Reading in turns.• Role playing. • Asking and answering oral

questions.


questions for clarification.• Recording answers.• Writing the compositions.

• Reading silently. • Asking and answering

questions.• Holding a class debate.

• Telling stories in groups.• Pronouncing new words.• Explaining meanings of new

words.• Constructing sentences. • Asking and answering oral

questions.

• Revising new words learnt. • Reading silently.• Asking and answering oral

questions.

• Picture in the Pupil’s Book.• OPDEA.

• Outline points on the chalkboard.

• Fun spot.

• Pictures of animals.• Flash cards.• Word cards.• Sentence cards.• OPDEA.


WE

EK

5



NPPE Pupil’s Book 8, page 129NPPE Teachers’ Book 8, page 129.



124






WE

EK

5

5 – 6

7

1 – 7

1 – 2

3 – 4

Writing

Library


Oral work

Reading

The learners should be able to construct correct sentences using irregular verbs.The learners should also be able to demonstrate how to use the contents page of a book.

The learners should be able to read the story in the “Fun spot” fluently and accurately and for enjoyment.

The learners should be able to answer questions set from the work covered between weeks 1 and 5.

The learners should be able to construct correct sentences using the patterns:• Use of linking words e.g so...

that; too...to, prefer... to, very... but, no sooner.... than, not only... but also, in spite, in fact

• Indirect speech e.g. Wairimu said that that was a good book.

They should be able to pronounce and construct correct sentences using new words e.g. prey, risk and timidly.

The learners should be able to read the passage “The carjackers” fluently and accurately and answer the comprehension questions.



• Discussing the contents page. • Recording answers.• Writing a guided composition.

• Reading silently.• Discussing the animal story.• Retelling the story.

• Revising work covered.• Asking and answering

questions.• Writing the test.

• Listening to a story.• Asking and answering

questions.• Pronouncing new words.• Explaining new words.• Demonstrating given actions.• Constructing sentences. • Looking up meanings of

words in a dictionary.

• Revising new words.• Pronouncing new words.• Talking about incidents of

carjacking.• Reading silently.• Asking and answering oral

questions.

• A sample of a contents page.

• Fun spot.

• Past exam papers. • Writing materials e.g.

answer sheets and pens.• Test items/questions.

• Sentence cards.• Word cards.• OPDEA.

• Extracts from newspapers on carjacking.



NPPE Pupil’s Book 8, page 135NPPE Teacher’s Book 8, pages 133 – 134

NPPE Pupil’s and Teacher’s Book 8, Units 19 – 22



WE

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7W

EE

K 6

125





Term 3


5 – 6

7

Writing

Library

REVISION/TESTING AND EXAMS

The learners should be able to demonstrate an accurate use of the dictionary.

The learners should be able to read the storybook and the story in the “Fun spot” fluently and accurately for comprehension and enjoyment.

The learners shold be able to answer questions set from work covered between Term One and Term Three and write an examination.

• Discussing given exercises orally.


• Recording answers.• Writing a report.

• Reading silently.• Asking and answering

questions.• Dramatizing a court trial.• Retelling the story.

• Revising the work covered.• Asking and answering oral

questions for classification.• Writing the examination.

• Outline points.


• Pens.• Answer sheets.• Test items/questions.

NPPE Pupil’s Book 8,pages 139 – 140,NPPE Teacher’s Book 8, pages 137 – 141

NPPE Pupil’s Book 8, pages 140 – 141NPPE Teacher’s Book 8, page 140A good Question, OUP, Nairobi

NPPE Pupil’s Book and Teacher’s Book 8, Units 1 – 27

WE

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7W

EE

K 8

128

KIP

IND

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SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI

MADA NYENZO

MA

ON

I

FUNZO ASILIA

HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane

MAAZIMIO YA KAZI: MUHULA WA KWANZA


Ufahamu

Mapambo ya lugha

Sarufi

Mwanafunzi aweze:-(i) Kuamkuana kwa njia ifaayo na

kutumia maneno ya adabu na maamkizi kwa usahihi

(ii) Kubainisha matumizi ya msamiati wa adabu na maamkizi mbalimbali k.v: mheshimiwa, bwana, hayati, bibi, mkono wa tahania, waambaje, sabalkheri, masalkheri

(iii) Kuamkuana na kutamka kwa ufasaha na kuiga na kuigiza katika makundi

(i) Kusoma kwa ufasaha (ii) Kuigiza mchezo(iii) Kujibu maswali ya ufahamu kwa

usahihi(iv) Kutumia msamiati mpya kwa usahihi (v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kusoma shairi kwa ufasaha (ii) Kulikariri shairi kwa mahadhi mazuri (iii) Kufafanua ujumbe wa shairi hili

‘Umuhimu wa kutenda mema’ (iv) Kuzingatia funzo(v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana ya viambishi (ii) Kutaja aina za viambishi na mifano

yake (iii) Kubainisha viambishi vya ngeli (iv) Kutumia viambishi vya ngeli katika

sentensi kwa usahihi

• Kuamkua, kuitikia, kutamka, kusoma, kuiga

• Kubainisha msamiati waliojifunza katika sentensi kwa usahihi

• Kuzungumzia mchoro• Kusoma, kuiga, kuuliza na

kujibu maswali • Kuutumia msamiati mpya

na kuandika

• Kusoma, kukariri, kufafanua ujumbe

• Kuzingatia ujumbe na kuandika

• Kubainisha, kusoma na kutoa mifano katika ngeli zote (umoja na wingi)

• Kutumia viambishi katika mifano ya sentensi

• Kisw. Sanifu Kitabu cha Mwanafunzi

• Wanafunzi wenyewe

• Kamusi • Chati ya maamkizi


• Wanafunzi wenyewe• Picha/Michoro • Kamusi• Kielelezo cha

mchezo wa kuigiza



• Kielelezo cha shairi• Kamusi


• Chati ya ngeli • Jedwali la

viambishi• Wanafunzi wenyewe• Kamusi

1

2

3

4

Maamkizi

Chanda chema...

Shairi: Siati kutenda wema

Viambishi vya ngeli

• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 2

• Mwongozo wa Mwalimu uk. 1

• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 2 – 4

• Mwongozo wa Mwalimu uk. 2 – 3



• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 5 - 7


JUM

A 1

129

KIP

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MADA NYENZO

MA

ON

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FUNZO ASILIA


5

1

2

3

4

Kuandika (Insha)


Ufahamu

Mapambo ya lugha

Sarufi

Heshima

Akisami

Majaaliwa

Misemo na methali

Vivumishi visivyochukua viambishi vya ngeli

(i) Kuandika insha kwa kujaza pengo kwa usahihi

(ii) Kutumia maneno ya heshima ifaavyo katika insha

(iii) Kuandika kwa hati zinazosomeka na nadhifu

Mwanafunzi aweze:-(i) Kubainisha akisami pamoja na

maelezo yake(ii) Kuandika na kuhesabu akisami kwa

usahihi

(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa

usahihi(iv) Kueleza funzo la hadithi hii(v) Kutumia msamiati mpya kwa usahihi (vi) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kubainisha misemo na methali (ii) Kufafanua maana za misemo na

methali (iii) Kutumia misemo na methali katika


(i) Kubainisha vivumishi visivyochukua viambishi vya ngeli katika umoja na wingi

(ii) Kutumia vivumishi hivyo katika sentensi kwa usahihi

• Kusoma, kubainisha, kujaza pengo

• Kubuni na kuandika kwa mtiririko mzuri

• Kuchora, kuhesabu • Kujadiliana • Kugawanya vitu mbali

mbali katika sehemu

• Kuzungumza juu ya mchoro• Kusoma, kuuliza na kujibu

maswali • Kuelezea funzo na kutumia

msamiati katika kuandika sentensi sahihi

• Kubainisha, kufafanua maana na kutumia misemo na methali kwa usahihi

• Kubainisha na kutoa mifano katika sentensi


• Vielelezo vya sentensi (Kisa)

• Kamusi • Tajriba ya wanafunzi


• Kadi za akisami• Vifaa halisi • Kamusi




• Chati ya misemo na methali

• Kamusi


• Chati ya vivumishi• Vielelezo vya

sentensi











JUM

A 2

JUM

A 1

Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi

Muhula wa Kwanza

130

KIP

IND

I


MADA NYENZO

MA

ON

I

FUNZO ASILIA


5

1

2

3

Kuandika (Insha)


Ufahamu

Mapambo ya lugha

Siku ambayo sitaisahau

Tarakimu

Sayari

Vitate

(i) Kuandika insha akitumia maneno aliyopewa kwa usahihi

(ii) Kubuni kisa kulingana na kichwa alichopewa

(iii) Kuandika insha kwa hati zinazosomeka na nadhifu

Mwanafunzi aweze:- (i) Kusoma na kuzungumza tarakimu za

idadi 10,000,000 (Milioni kumi) hadi 100,000,000 (Milioni mia moja)

(ii) Kuhesabu na kuandika tarakimu(iii) Kujibu maswali kuhusu tarakimu kwa

usahihi


usahihi (iii) Kutaja majina ya sayari(iv) Kutumia msamiati wa sayari kwa

usahihi(v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana ya neno vitate(ii) Kubainisha mifano ya vitate(iii) Kueleza maana mbalimbali za vitate (iv) Kutumia vitate katika sentensi kwa


nadhifu

• Kusoma, kubainisha, kujaza pengo na kubuni kisa

• Kuandika kwa unadhifu

• Kusoma na kutaja tarakimu

• Kuhesabu na kujibu maswali

• Kujadili idadi za watu katika baadhi za nchi

• Kuzungumzia picha/michoro

• Kusoma, kuuliza na kujibu maswali

• Kuandika na kutumia msamiati kwa usahihi katika sentensi

• Kueleza, kubainisha, kutoa mifano, kuunda sentensi na kuandika sentensi kwa usahihi

• Kisw. Sanifu Kitabu cha

Mwanafunzi• Kielelezo cha insha • Tajriba ya wanafunzi • Kamusi


Mwanafunzi • Kodi za tarakimu • Ramani ya ulimwengu • Wanafunzi wenyewe


Mwanafunzi • Picha/Michoro • Kitabu cha

‘Science in Action’ Book 6

• Kamusi


Mwanafunzi • Kadi za maneno

yatatanishayo• Kamusi

• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 14-15






• Science in Action Book 6 uk. 26–33



JUM

A 3

JUM

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Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Kwanza

131

KIP

IND

I


MADA NYENZO

MA

ON

I

FUNZO ASILIA


4

5

1

2

3

Sarufi

Kuandika (Insha)


Ufahamu

Mapambo ya lugha

Vihisishi

Sayari

Dira

Nyota njema...

Methali

(i) Kueleza maana ya vihisishi (ii) Kubainisha mifano ya vihisishi(iii) Kutumia vihisishi katika sentensi kwa

usahihi

(i) Kuandika insha ya kujaza mapengo kwa maneno aliyopewa kwa usahihi

(ii) Kuandika insha ya kubuni

Mwanafunzi aweze:-(i) Kubainisha msamiati wa dira(ii) Kuchora dira yenye pembe kumi na

sita za dunia (iii) Kutumia msamiati wa dira kwa usahihi

(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa usahihi(iii) Kubainisha mahitaji ya barua ya

kirafiki(iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kusoma methali na maana zake kwa ufasaha

(ii) Kubainisha umuhimu wa methali (iii) Kukamilisha vipande vya methali kwa

usahihi(iv) Kutumia methali katika sentensi kwa


nadhifu

• Kuelezea, kubainisha na kutumia vihisishi kwa usahihi katika sentensi

• Kuandika

• Kusoma, kubainisha, kujaza pengo

• Kubuni na kuandika kwa mtiririko mzuri

• Kubainisha msamiati, kuchora na kutumia msamiati kwa usahihi


• Kuandika kwa hati nadhifu

• Kusoma, kubainisha maana na kukamilisha methali

• kutumia methali kwa usahihi


Mwanafunzi • Chati • Wanafunzi wenyewe


Mwanafunzi • Kielelezo cha insha • Kamusi

• Kisw. Sanifu Kitabu cha Mwanafunzi • Chati ya dira • Mazingira ya

Mwanafunzi • Dira


• Vielelezo vya barua ya kirafiki

• Kamusi • Bahasha


• Chati za methali • Kamusi

• Kisw.Sanifu Kitabu cha Mwanafunzi uk. 23 - 25










JUM

A 4

JUM

A 3


Muhula wa Kwanza

132

KIP

IND

I


MADA NYENZO

MA

ON

I

FUNZO ASILIA


4

5

1

2

3

Sarufi

Kuandika (Insha)


Ufahamu

Mapambo ya lugha

Vihisishi

Barua ya kirafiki

Mali ya asili

Maliasili

Methali zinazopingana kimaana

(i) Kubainisha aina mbalimbali za vihisishi na mifano yake

(ii) Kutoa na kutumia mifano sahihi ya aina za vihisishi katika sentensi kwa usahihi

(i) Kuandika insha kwa kujaza mapengo kwa usahihi akitumia maneno aliyopewa

(ii) Kuandika barua ya kirafiki kwa usahihi (iii) Kuandika kwa hati zinazosomeka na

nadhifu

Mwanafunzi aweze:- (i) Kueleza maana ya maliasili(ii) Kuorodhesha maliasili zinazopatikana

nchini (iii) Kufafanua faida za maliasili na wajibu

wake kuzihusu

(i) Kusoma kwa ufasaha(ii) Kuigiza mchezo(iii) Kujibu maswali ya ufahamu kwa

usahihi (iv) Kuzingatia mafunzo katika somo(v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kusoma methali (ii) Kutoa methali zinazopingana kimaana (iii) Kutumia methali kwa usahihi(iv) Kuandika kwa hati zinazosomeka na

nadhifu

• Kubainisha, kutoa mifano• Kutumia vihisishi katika


• Kusoma, kujaza pengo • Kuandika insha kwa hati

nadhifu na mtiririko mzuri

• Kuorodhesha, kufafanua, kubainisha, kuchora na kusoma ramani

• Kusoma, kuiga, kuuliza na kujibu maswali

• Kuzingatia funzo • Kuchora na kuandika

• Kusoma, kubainisha, kutumia methali, kutoa mifano yao zaidi na kuandika


Mwanafunzi • Chati ya vihisishi• Wanafunzi wenyewe


Mwanafunzi • Kielelezo cha barua

ya kirafiki• Wanafunzi wenyewe

• Kisw. Sanifu Kitabu cha Mwanafunzi • Ramani ya Kenya• Picha/Michoro • Vifaa halisi• Kamusi

• Kisw. Sanifu Kitabu cha Mwalimu

• Picha/Michoro • Vifaa halisi • Kamusi • Wanafunzi wenyewe


• Chati ya methali • Wanafunzi wenyewe



• Kisw. Sanifu Kitabu cha Mwanafunzi uk.30

• Mwongozo wa Mwalimu uk.

24 – 25







JUM

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JUM

A 4


133

KIP

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MA

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FUNZO ASILIA


JUM

A 6

4

5

1

2

3

Sarufi

Kuandika (Insha)


Ufahamu

Mapambo ya lugha

Viunganishi

Maliasili

Majina ya wizara mbalimbali

Lau ningekuwa Waziri wa Elimu

Visawe

(i) Kueleza maana ya viunganishi(ii) Kubainisha mifano ya viunganishi vya

sababu (iii) Kutumia viunganishi vya sababu

katika sentensi kwa usahihi

(i) Kuakifisha insha aliyopewa kwa usahihi

(ii) Kuandika insha kulingana na kichw alichopewa


Mwanafunzi aweze:-(i) Kutaja majina ya wizara mbalimbali (ii) Kueleza shughuli za wizara mbalimbali


usahihi(iii) Kujadili makala na kutoa maoni yake (iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana ya visawe(ii) Kubainisha visawe (iii) Kutumia visawe katika sentensi kwa

usahihi(iv) Kuandika kwa hati zinazosomeka na

nadhifu

• Kusoma, kutoa mifano, kubainisha na kutumia viunganishi katika sentensi

• Kuakifisha, kusoma, na kuandika

• Kubuni • Kujadili hoja

• Kutaja na kubainisha wizara

• Kujadili shughuli za wizara mbalimbali

• Kusoma na kusikiliza • Kutazama na kujadili


• Kujadili na kutoa hoja• Kuandika kwa unadhifu

• Kuelezea, kubainisha na kutoa mifano

• Kutumia visawe katika sentensi na kuandika


Mwanafunzi • Vielelezo vya

viunganishi • Wanafunzi wenyewe


Mwanafunzi • Vielelezo vya insha • Wanafunzi wenyewe • Kamusi

• Kisw. Sanifu Kitabu cha Mwanafunzi • Mabango ya wizara • Magazeti • Redio • Runinga• Kamusi


Mwanafunzi • Wanafunzi wenyewe• Kamusi


Mwanafunzi • Wanafunzi wenyewe • Chati ya visawe • Kamusi











JUM

A 5


Muhula wa Kwanza

134

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MADA NYENZO

MA

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I

FUNZO ASILIA


JUM

A 7

4

5

1

2

3

Sarufi

Kuandika (Insha)


Ufahamu

Mapambo ya lugha

Viunganishi

Lau ningekuwa waziri wa...

Ngonjera: Tamadunize siase

Utenzi

Nomino za makundi

(i) Kubainisha viunganishi vya chaguo na vya nyongeza

(ii) Kutumia viunganishi vya chaguo na vya nyongeza kwa usahihi

(i) Kuandika insha kwa usahihi kulingana na kichwa alichopewa

(ii) Kuandika kwa hati zinazosomeka na nadhifu

Mwanafunzi aweze:- (i) Kueleza maana ya ngonjera (ii) Kukariri ngonjera kwa mahadhi

mazuri (iii) Kufafanua ujumbe wa ngonjera

(i) Kusoma kwa ufasaha (ii) Kueleza utenzi ni aina gani ya ushairi(iii) Kujibu maswali ya ufahamu kwa

usahihi(iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana ya nomino za makundi (ii) Kutumia nomino za makundi katika

sentensi kwa usahihi(iii) Kuandika kwa hati zinazosomeka na

nadhifu

• Kubainisha na kutoa mifano • Kutumia viunganishi kwa

usahihi

• Kujadili, kutoa rai na kuandika kwa unadhifu

• Kubuni kwa mawazo mazuri

• Kusoma, kuiga na kujadiliana • Kutoa hoja • Kuafikiana

• Kusoma na kujadili • Kubainisha aina ya

mashairi • Kuuliza na kujibu maswali

• Kusoma, kuchora na kutumia nomino za makundi kwa usahihi

• Kutoa mifano zaidi na kuandika


Mwanafunzi • Wanafunzi wenyewe• Chati ya viunganishi

• Kisw. Sanifu Kitabu cha Mwanafunzi • Makala ya ufahamu

(uk. 45)• Kamusi • Wanafunzi wenyewe


Mwanafunzi • Kielelezo cha ngonjera • Kamusi • Wanafunzi wenyewe


Mwanafunzi • Kielelezo cha utenzi • Wanafunzi wenyewe• Kamusi


Mwanafunzi • Picha/Michoro • Kamusi • Wanafunzi wenyewe

• Kisw. Sanifu Kitabu cha Mwanafunzi uk.47


36 – 37



• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 54 –56



• Mwongozo wa Mwalimu uk. 39–40



JUM

A 6


135

KIP

IND

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MADA NYENZO

MA

ON

I

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JUM

A 8

4

5

1

2

Sarufi

Kuandika (Insha)


Ufahamu

Viunganishi linganishi

Utungaji mashairi

Msamiati wa mahakamani

Usipoziba ufa...

(i) Kueleza maana ya viunganishi linganishi

(ii) Kubainisha mifano ya viunganishi linganishi

(iii) Kutumia viunganishi linganishi kwa usahihi

(i) Kuakifisha insha aliyopewa kwa usahihi

(ii) Kutunga shairi kwa kuzingatia arudhi kulingana na kichwa na beti alizopewa


Mwanafunzi aweze:- (i) Kubainisha msamiati wa mahakamani (ii) Kutumia msamiati wa mahakamani

kwa usahihi(iii) Kueleza msamiati wa mahakamani(iv) Kueleza wajibu wa watu wanaohusika

na mahakama


usahihi (iii) Kujadili ujumbe wa makala (iv) Kutumia msamiati mpya katika

sentensi kwa usahihi(v) Kuzingatia funzo katika somo(vi) Kuandika kwa hati zinazosomeka na

nadhifu

• Kuelezea, kubainisha na kutoa mifano katika sentensi

• Kuakifisha na kutunga mashairi

• Kupima mizani ya silabi• Kujadili funzo la shairi

• Kuzungumzia picha/mchoro

• Kubainisha msamiati • Kuelezea, kutaja na

kuonyesha kazi/wajibu tofauti tofauti


• Kujadiliana • Kutumia msamiati katika

kuandika sentensi • Kuzingatia funzo




• Wanafunzi wenyewe • Magazeti • Majarida • Kamusi


• Ziara ya mahakamani

• Picha/Michoro • Kamusi


• Wanafunzi wenyewe• Kamusi



41 – 42







44-45

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JUM

A 9

3

4

5

1

2

Mapambo ya lugha

Sarufi

Kuandika (Insha)


Ufahamu

Methali

Maneno ya kutilia mkazo (Takriri)

Kumbukumbu

Mekoni

Wageni mekoni

(i) Kusoma methali na maana zake (ii) Kubainisha maana na matumizi ya

methali (iii) Kutumia methali kwa usahihi(iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana ya takriri (ii) Kubainisha maneno ya kutilia mkazo (iii) Kutumia maneno ya kutilia mkazo

katika sentensi kwa usahihi

(i) Kubainisha insha ya kumbukumbu na sifa zake

(ii) Kuandika insha ya kumbukumbu (iii) Kuandika kwa hati zinazosomeka na

nadhifu

Mwanafunzi aweze:- (i) Kufasiri ujumbe wa picha (ii) Kufafanua baadhi ya msamiati wa

mekoni(iii) Kujadili shughuli za mekoni kwa usahihi(iv) Kutumia baadhi ya msamiati wa

mekoni kwa usahihi

(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu (iii) Kujadili msamiati mpya kwa usahihi(iv) Kutumia msamiati mpya kwa usahihi(v) Kuandika kwa hati zinazosomeka na

nadhifu

• Kusoma na kubainisha maana

• Kutumia methali kwa usahihi na kuandika kwa kukamilisha methali

• Kuelezea, kubainisha, kutumia na kuandika kwa usahihi

• Kusoma, kujadili na kuandika insha kwa hati nadhifu

• Kutazama michoro, kujadili, kubainisha na kutumia msamiati kwa usahihi


• Kujadili, kutumia msamiati na kuandika


• Chati ya methali na maana zake



• Kadi za takriri• Wanafunzi wenyewe


• Kielelezo cha kumbukumbu za mkutano



• Vifaa halisi • Kamusi • Picha/Michoro


• Vifaa halisi• Wanafunzi wenyewe • Kamusi











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JUM

A 1

0

3

4

5

1

2

Mapambo ya lugha

Sarufi

Kuandika (Insha)


Ufahamu

Methali

Matumizi ya ‘si –’

Jinsi ya kupika

Kusikiliza vipindi vya Kiswahili kutoka redio au runinga

Barua rasmi

(i) Kusoma methali(ii) Kubainisha maana na matumizi ya

methali (iii) Kukamilisha methali (iv) Kutumia methali kwa usahihi (v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza matumizi sahihi ya ‘Si’(ii) Kutumia ‘Si’ katika sentensi kwa

usahihi

(i) Kuandika insha ya kubuni kwa usahihi (ii) Kuandika insha ya maelezo kwa usahihi(iii) Kuandika kwa hati zinazosomeka na

nadhifu

Mwanafunzi aweze:- (i) Kusikiliza redio au televisheni

(runinga), kanda za sauti au chombo chochote cha mawasiliano

(ii) Kuzungumza na kueleza waliyoyasikia (iii) Kujibu maswali watakayoulizwa

(i) Kusoma kwa ufasaha (ii) Kueleza yanayotakikana katika barua

rasmi (iii) Kujibu maswali ya ufahamu kwa

usahihi(iv) Kuandika barua rasmi ipasavyo na kwa

hati zinazosomeka na nadhifu

• Kusoma, kubainisha methali, kujadili matumizi na maana

• Kukamilisha na kuandika kwa unadhifu

• Kujadili, kutumia ‘Si’ katika sentensi katika ngeli zote

• Kujadili upishi• Kusoma na kuandika

insha yenye mtiririko na mshikamano mzuri

• Kusikiliza, kuuliza na kujibu maswali

• Kujadiliana


• Kujadili vipengee vya barua rasmi

• Kuandika barua rasmi


Mwanafunzi • Chati ya methali • Wanafunzi wenyewe • Kamusi


Mwanafunzi • Chati ya ngeli • Wanafunzi wenyewe

• Kisw. Sanifu Kitabu cha Mwanafunzi • Resipi ya ugali na ya

pilau ya samaki • Wanafunzi wenyewe • Vifaa halisi


Mwanafunzi • Redio, runinga,

kinasa sauti • Wanafunzi wenyewe• Ufaraguzi


Mwanafunzi • Vielelezo vya barua

rasmi • Chati yenye vipengee

vya barua rasmi


Mwanafunzi uk. 75



Mwanafunzi uk. 76• Mwongozo wa

Mwalimu uk. 51




• Mwongozo wa Mwalimu uk. 52-53



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JUM

A 1

0

3

4

5

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Vitawe

Matumizi ya ‘amba -’

Barua rasmi

(i) Kueleza maana ya neno vitawe(ii) Kubainisha vitawe(iii) Kufafanua na kupambanua maana

zaidi ya vitawe (maneno)(iv) Kutumia vitawe kwa usahihi (v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kubainisha matumizi ya amba katika ngeli mbalimbali

(ii) Kutumia ‘amba’ katika sentensi kwa usahihi

(iii) Kuondosha ‘amba’ na kutumia ‘O’ rejeshi mahali pake katika sentensi kwa usahihi

(i) Kueleza mahitaji ya barua rasmi (ii) Kuandika barua rasmi ya kuomba kazi (iii) Kuandika barua ya malalamishi

magazetini kwa waziri(iv) Kuandika kwa hati zinazosomeka na

nadhifu

• Kuelezea, kubainisha maana, kufafanua na kupambanua maana

• Kutumia vitawe kwa usahihi

• Kubainisha, kutumia amba na ‘O’ rejeshi kwa usahihi

• Kuandika sentensi

• Kuelezea vipengee vya barua rasmi

• Kujadili na kuandika kwa hati nadhifu


• Kadi za vitawe • Jedwali • Chati za vitawe • Vifaa halisi


• Jedwali la ngeli lenye matumizi ya amba



• Magazeti/ Majedwali • Kielelezo cha barua

rasmi • Wanafunzi wenyewe



55 – 56



56-58



58 – 60


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MAAZIMIO YA KAZI: MUHULA WA PILI

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2

3

4

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Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Msamiati wa teknologia

Uchungu wa mwana...

Misemo

Matumizi ya ‘na’

Teknolojia

Mwanafunzi aweze: -(i) Kueleza msamiati wa teknolojia (ii) Kubainisha matumizi ya vifaa vya

teknolojia (iii) Kufafanua faida za vifaa hivyo vya

teknolojia (iv) Kutumia msamiati wa teknolojia kwa

usahihi

(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa usahihi (iii) Kujadili yaliyozungumzwa juu ya

teknolojia (iv) Kutumia msamiati mpya kwa usahihi (v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kusoma misemo na maana zake kwa ufasaha

(ii) Kueleza maana na matumzi ya misemo (iii) Kutumia misemo kwa usahihi (iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kubainisha matumizi mbalimbali ya ‘na’

(ii) Kutumia ‘na’ katika sentensi kwa namna mbalimbali na kwa usahihi

(i) Kuandika insha ya kujadili (ii) Kujadili faida au hasara za teknolojia (iii) Kutetea hoja kwa usahihi (iv) Kuandika kwa hati zinazosomeka na

nadhifu

• Kuzungumzia juu ya Picha/Michoro

• Kujadiliana kuhusu teknolojia (faida na hasara/madhara)

• Kuchora na kuandika


• Kujadiliana • Kutumia msamiati katika

sentensi • Kuandika

• Kusoma, kubainisha misemo na maana zake

• Kutumia misemo na kuandika sentensi

• Kusoma, kubainisha na kutumia ‘na’ kwa usahihi katika sentensi

• Kujadiliana, kusoma na kuandika insha

• Kutoa hoja zao


• Vifaa halisi • Mtandao wa tovuti• Tarakilishi • Kikokotoo • Simutamba


• Wanafunzi wenyewe • Kamusi


• Chati ya misemo • Kamusi











• Kisw. Sanifu kitabu cha mwanafunzi

uk. 91• Mwongozo wa

mwalimu uk. 63

• Kisw. Sanifu Kitabu

cha Mwanafunzi uk. 91


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1

2

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4

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Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Msamiati wa ukoo

Sijafisha

Methali

Matumizi ya ‘ndi-’

Insha ya maelezo

Mwanafunzi aweze:-(i) Kubainisha baadhi ya msamiati wa

ukoo(ii) Kutumia msamiati wa ukoo kwa

usahihi

(i) Kusoma kwa ufasaha(ii) Kuigiza mchezo (iii) Kujibu maswali ya ufahamu kwa

usahihi(iv) Kujadili mafunzo ya makala (v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kusoma methali zenye mzizi ‘ndi’ na maana zake kwa ufasaha

(ii) Kueleza maana na matumizi ya methali (iii) Kutumia methali hizo kwa usahihi(iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kubainisha matumizi ya ‘ndi’ katika ngeli zote

(ii) Kutumia ‘ndi’ katika sentensi kwa usahihi

(i) Kuandika insha kulingana na vidokezo alivyopewa

(ii) Kugeuza makala ya mazungumzo kuwa ya maelezo


• Kutaja watu katika Jamaa zao

• Kusoma na kujadili


• Kujadili funzo • Kuandika • Kuiga mchezo

• Kusoma, kueleza maana na matumizi

• Kutumia methali katika sentensi kwa usahihi

• Kubainisha, kusoma na kutoa mifano

• Kuandika sentensi kwa kutumia ‘ndi’ kwa usahihi

• Kusoma, kurudia ufahamu uk. 93

• Kuandika insha yenye mfululizo na mtiririko mzuri


• Picha/Michoro • Wanafunzi wenyewe


• Kielelezo cha mchezo wa kuigiza



• Chati ya methali • Kamusi


• Chati ya ngeli • Jedwali la matumizi

ya ‘ndi’


• Mchezo wa kuigiza (uk.93)












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JUM

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1

2

3

4

5


Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Viwanda

Kazi ya mkono haitupi

Methali zinazo fanana kimaana

Vielezi

Mtungo

Mwanafunzi aweze: -(i) Kutaja baadhi ya viwanda vyetu nchini (ii) Kubainisha baadhi ya yanayofanyika

viwandani (iii) Kueleza aina za bidhaa/vifaa

vinavyotengenezwa katika viwanda vyetu

(iv) Kutumia baadhi ya msamiati wa viwanda kwa usahihi


usahihi (iii) Kujadili funzo la makala haya (iv) Kutumia msamiati kwa usahihi(v) Kuandika kwa hati zinazosomeka

(i) Kusoma methali kwa ufasaha (ii) Kubainisha maana na matumizi ya methali (iii) Kutumia methali zinazofanana

kimaana kwa usahihi (iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana ya vielezi (ii) Kufafanua aina mbalimbali za vielezi (iii) Kutumia vielezi hivyo katika sentensi

kwa usahihi

(i) Kuandika insha kwa kujaza pengo akitumia maneno aliyopewa kwa usahihi

(ii) Kuandika insha ya kubuni kwa hati zinazosomeka na nadhifu

(iii) Kuzingatia funzo

• Kujadili na kuzungumza juu ya picha/michoro

• Kutaja na kubainisha kazi za viwandani

• Kutaja baadhi ya vitu vitengenezwavyo katika viwanda


• Kujadiliana• Kusoma, kuuliza na kujibu

maswali

• Kusoma, kubainisha maana• Kutumia methali

zinazofanana • Kujibu maswali na kuandika

• Kusoma, kubainisha vielezi mbalimbali, kujibu maswali na kuandika

• Kusoma, kujaza pengo • Kuandika insha yenye

mtiririko


• Picha/Michoro • Wanafunzi wenyewe• Mazingira ya

wanafunzi • Ziara • Kamusi


• Picha/Michoro • Kamusi • Wanafunzi wenyewe




• Kadi za vielezi • Kamusi


• Magazeti • Kielelezo cha insha







• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 107 -- 108





Muhula wa Pili

142

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JUM

A 4

1

2

3

4

5


Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Matunda, miti na mimea

Mwandani wetu

Vitawe

Viulizi

Miti

Mwanafunzi aweze:- (i) Kubainisha aina mbalimbali za matunda,

miti na mimea(ii) Kueleza faida zinazopatikana kutokana

na matunda, miti na mimea (iii) Kutumia msamiati wa matunda, miti na

mimea kwa usahihi(iv) Kutumia msamiati wa matunda, miti na

mimea katika umoja na wingi kwa usahihi

(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa usahihi (iii) Kujadili funzo la makala (iv) Kutumia msamiati kwa usahihi (v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana ya vitawe (ii) Kubainisha vitawe(iii) Kufafanua na kutaja maana zaidi ya neno (iv) Kutumia vitawe katika sentensi kwa usahihi(v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana ya viulizi (ii) Kubainisha aina za viulizi (iii) Kutumia viulizi katika sentensi kwa

usahihi

(i) Kuandika insha ya maelezo kuhusu vichwa alivyopewa: ‘Umuhimu wa miti maishani mwetu’ na ‘Hasara za kukata miti’

(ii) Kujadili hoja zake kikamilifu (iii) Kuandika kwa hati zinazosomeka na

nadhifu

• Kujadiliana, kutaja, kusoma na kusikiliza

• Kuelezea na kutambua• Kutumia msamiati katika

umoja na wingi

• Kusoma, kujadili, kuuliza na kujibu maswali

• Kutumia msamiati na kuandika kwa unadhifu

• Kubainisha na kutega

vitawe• Kutumia katika sentensi • Kusoma na kuandika

• Kubainisha viulizi katika ngeli zote

• Kutumia ‘ pi’, ‘ngapi’ na ‘gani’ katika viulizi

• Kubuni, kujadili na kuandika insha yenye mtiririko mzuri

• Kisw. Sanifu Kitabu cha Mwanafunzi • Mazingira ya

wanafunzi • Picha/Michoro • Kamusi • Fanani kutoka idara

ya misitu au kilimo


Mwanafunzi • Wanafunzi wenyewe• Kamusi


Mwanafunzi • Chati ya vitawe • Wanafunzi wenyewe • Kamusi


Mwanafunzi • Wanafunzi wenyewe • Jedwali


Mwanafunzi • Mwanafunzi wenyewe • Kamusi



74 – 75

• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 111- 112









143

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1

2

3

4

5


Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Vitabu vya maktaba

Tazungukaje mbuyu?

Vitendawili

Matumizi ya: ‘katika’, ‘kwenye’ na ‘ni’

Mtungo

Mwanafunzi aweze:-(i) Kustawisha usomaji wa vitabu vya ziada (ii) Kupata fursa ya kuzungumzia

alichokisoma (iii) Kujadili alichokisoma (iv) Kuchangamkia kusoma vitabu vya

maktaba au ziada

(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa usahihi (iii) Kujadili mafunzo katika ngonjera hii (iv) Kuigiza ngonjera hii(v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana na faida za vitendawili (ii) Kutega na kutegua vitendawili (iii) Kufurahikia vitendawili (iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kutumia ‘katika’, ‘kwenye’ na ‘ni’ kwa usahihi

(ii) Kubainisha matumizi sahihi ya ‘katika’, ‘kwenye’ na ‘ni’

(iii) Kurekebisha makosa ya kisarufi yanayotokea katika matumizi ya ‘katika’, ‘kwenye’ na ‘ni’

(i) Kuandika insha ya kubuni kwa usahihi na kwa hati zinazosomeka na nadhifu

(ii) Kuendeleza hoja zake kwa mtiririko unaofaa

• Kusoma na kuchangamkia vitabu vya maktaba

• Kuuliza na kujibu maswali


• Kuigiza ngonjera

• Kutega na kutegua vitendawili


• Kusoma, kutoa mifano, kuuliza na kujibu maswali

• Kurekebisha makosa na kuandika sentensi kwa usahihi

• Kujadili, kutoa hoja na kuandika insha yenye mtiririko mzuri


• Vitabu vya maktaba • Kamusi


• Ngonjera • Wanafunzi wenyewe• Kamusi


• Picha/Michoro • Wanafunzi wenyewe




• Vielelezo vya insha



• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 122- 123



• Mwongozo wa Mwalimu uk.82-83






Muhula wa Pili

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1

2

3

4

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Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Miti na mimea

Mstahamilivu hula mbivu

Vitate

Ukubwa wa nomino

Wasifu (Mekatilili)

Mwanafunzi aweze: - (i) Kubainisha msamiati wa mimea (ii) Kueleza jamii/makundi na matumizi ya

mimea (iii) Kufafanua faida za miti na mimea (iv) Kutumia msamiati wa miti na mimea

kwa usahihi


usahihi (iii) Kujadili funzo la makala haya (iv) Kutumia msamiati mpya kwa usahihi (v) Kuandika kwa hati zinazosomeka

(i) Kueleza maana ya neno vitate(ii) Kubainisha vitate(iii) Kueleza maana mbalimbali za vitate(iv) Kutumia vitate katika sentensi kwa


nadhifu

(i) Kueleza maana ya hali ya ukubwa wa nomino

(ii) Kubadilisha neno kwa kuliweka katika hali ya ukubwa

(iii) Kubadilisha sentensi na kuiweka katika hali ya ukubwa

(i) Kuandika insha ya wasifu kuhusu mtu mashuhuri

(ii) Kupanga hoja kwa mtiririko mzuri(iii) Kuandika kwa hati zinazosomeka na

nadhifu

• Kubainisha, kutaja na kuelezea majina ya makundi

• Kufafanua faida na kutumia msamiati kwa usahihi


• Kujadili na kutumia msamiati kwa usahihi

• Kuandika kwa unadhifu • Kuzungumzia picha

• Kuelezea, kubainisha • Kutumia vitate katika

kuandika sentensi

• Kuelezea, kuuliza na kujibu maswali

• Kubainisha hali ya ukubwa


• Kuandika insha yenye mtiririko kulingana na uwezo


• Vifaa halisi • Jedwali • Kamusi




• Chati ya vitate• Wanafunzi wenyewe• Kamusi







85-86







87-88


• Mwongozo wa Mwalimu uk. 99.

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145

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1

2

3

4

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Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Majina ya kike na ya kiume

Mjadala: Wanafaa kusoma pamoja?

Visawe

Hali ya udogo

Mjadala

Mwanafunzi aweze: - (i) Kubainisha msamiati wa kike na wa

kiume (ii) Kutumia msamiati wa jinsia kwa

usahihi


usahihi (iii) Kujadili funzo la makala (iv) Kutumia msamiati mpya kwa usahihi (v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana ya visawe (ii) Kubainisha visawe(iii) Kufafanua maana ya visawe

mbalimbali (iv) Kutumia visawe kwa usahihi (v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza hali ya udogo (ii) Kubainisha neno kutoka hali ya

kawaida hadi udogo (iii) Kutumia hali ya udogo katika sentensi

kwa usahihi

(i) Kuandika insha ya mjadala kuhusu kichwa walichopewa

(ii) Kutetea hoja zake kikamilifu (iii) Kuandika kwa hati zinazosomeka na

nadhifu

• Kujadili kuhusu jinsia• Kuutumia msamiati



• Kusoma, kubainisha, kufafanua na kutumia visawe kwa usahihi


• Kuelezea, kujadili na kubadilisha kutoka hali ya kawaida hadi udogo

• Kujadili, kutoa hoja • Kuandika insha kwa hati

nadhifu


• Picha/Michoro • Wanafunzi wenyewe• Kamusi




• Chati ya visawe • Wanafunzi wenyewe


• Chati









92-93





94-95

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1

2

3

4

5


Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Majina ya wafanyakazi mbalimbali

Uhaba wa kazi

Shairi: Nitafanya kazi gani?

Usemi wa taarifa

Kazi

Mwanafunzi aweze:-(i) Kutaja majina ya wafanyakazi

mbalimbali pamoja na kazi zao(ii) Kutumia msamiati wa wafanyakazi

katika sentensi kwa usahihi(iii) Kuzungumzia kazi ambayo kila mmoja

angependa kufanya

(i) Kusoma ngonjera kwa ufasaha (ii) Kukariri na kuigiza ngonjera kwa

mahadhi mazuri(iii) Kujibu maswali ya ufahamu kwa

usahihi (iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kusoma shairi kwa ufasaha (ii) Kukariri shairi kwa mahadhi mazuri na

kuigiza(iii) Kujadili funzo la shairi hili (iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kubainisha usemi wa taarifa(ii) Kuelezea umuhimu wa usemi wa

taarifa (iii) Kubadilisha usemi halisi na kuwa

usemi wa taarifa

(i) Kuandika insha za maelezo kwa usahihi

(ii) Kutetea hoja kikamilifu (iii) Kuandika kwa hati zinazosomeka na

nadhifu

• Kusoma sentensi, kutaja kazi mbalimbali

• Kutumia msamiati kwa usahihi

• Kuzungumzia kazi

• Kusoma na kukariri kwa mahadhi mazuri

• Kuuliza na kujibu maswali • Kueleza ujumbe na

kuandika

• Kusoma na kukariri shairi kwa mahadhi mazuri

• Kujadili funzo • Kuandika kwa unadhifu

• Kusoma na kutoa mifano • Kubadilisha sentensi

• Kujadili na kuandika insha yenye mtiririko




• Kielelezo cha ngonjera



• Kielelezo cha shairi





• Wanafunzi wenyewe • Vidokezo vya insha



96 - 97





97-98





JUM

A 8


147

KIP

IND

I


MADA NYENZO

MA

ON

I

FUNZO ASILIA


JUM

A 1












• Picha/Michoro • Wanafunzi wenyewe• Kamusi




• Chati ya misemo • Wanafunzi wenyewe

• Kisw. Sanifu kitabu cha mwanafunzi jedwali



• Vielelezo vya insha• Wanafunzi wenyewe• Kamusi

• Kufasiri ujumbe wa picha /michoro

• Kufafanua athari za mihadarati

• Kutaja sababu za utumiaji mihadarati

• Kujadili njia za kukomesha utumiaji huo

• Kusoma na kujadili makala• Kuuliza na kujibu maswali

ya ufahamu• Kuandika kwa unadhifu

• Kusoma, kubainisha na kutumia misemo katika sentensi kwa usahihi

• Kubainisha usemi halisi na wa taarifa

• Kubadilisha usemi katika ‘halisi’ na ‘taarifa’

• Kuandika insha ya mazungumzo na ya methali

Mwanafunzi aweze: - (i) Kufasiri ujumbe katika michoro (i) Kufafanua athari za mihadarati (ii) Kueleza wale wanaohusika zaidi na

utumiaji wa dawa za kulevya na sababu za kuhusika kwao

(i) Kusoma kwa ufasaha(ii) Kujibu maswali ya ufahamu (iii) Kujadili ujumbe ulioko katika makala

haya(iv) Kutumia msamiati mpya kwa usahihi (v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kubainisha maana ya misemo (ii) Kutumia misemo katika sentensi (iii) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kubainisha usemi halisi (ii) Kubadilisha usemi wa taarifa kuwa

usemi halisi

(i) Kuandika insha ya mazungumzo akitumia methali kwa usahihi

(ii) Kuandika kwa hati zinazosomeka na nadhifu

Mihadarati

Sibagaumi

Misemo

Usemi halisi

Mazungumzo na methali


Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

1

2

3

4

5

MAAZIMIO YA KAZI: MUHULA WA TATU

148

KIP

IND

I


MADA NYENZO

MA

ON

I

FUNZO ASILIA


JUM

A 2

1

2

3

4

5


Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Mazingira

Hotuba

Methali

Mnyambuliko wa vitenzi

Hotuba

Mwanafunzi aweze:- (i) Kujadili namna mazingira

yanavyoharibiwa (ii) Kujadili njia za kukinga na kuzuia

uharibifu wa mazingira


usahihi (iii) Kuzingatia funzo katika somo (iv) Kutumia msamiati mpya kwa usahihi(v) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kusoma methali na maana zake (ii) Kufafanua maana na matumizi ya

methali (iii) Kubainisha umuhimu wa methali (iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kubainisha kauli mbalimbali za sentensi, k.v: kutenda, kutendeana, kutendesha, kutendeshwa, kutendwa na kutendeka.

(ii) Kutoa mifano ya sentensi katika kauli mbalimbali

(iii) Kunyambua vitenzi kutoka kauli moja hadi nyingine

(i) Kuandika insha ya hotuba kwa usahihi (ii) Kutetea hoja zake kikamilifu (iii) Kuandika kwa hati zinazosomeka na

nadhifu

• Kujadili njia za kukinga/kuzuia uharibifu wa mazingira

• Namna mazingira yanavyoharibiwa


• Kuzingatia funzo • Kutumia msamiati na

kuandika sentensi

• Kusoma methali na maana zake

• Kufafanua methali • Kutumia methali kwa

usahihi

• Kubainisha kauli na kutoa mifano katika sentensi mbalimbali

• Kunyambua vitenzi katika kauli moja hadi nyingine

• Kujadiliana, kuandika insha ya hotuba kwa usahihi


• Picha/Michoro• Wanafunzi wenyewe• Mazingira


• Kielelezo cha hotuba





• Chati ya mnyambuliko wa vitenzi

• Kamusi


• Kielelezo cha hotuba • Wanafunzi wenyewe• Kamusi











108-109

Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Tatu

149

KIP

IND

I


MADA NYENZO

MA

ON

I

FUNZO ASILIA


JUM

A 3

1

2

3

4

5


Ufahamu

Mapambo ya lugha

Sarufi

Kuandika (Insha)

Ajira ya watoto

Krismasi

Vitawe

‘a-’ Unganifu

Sherehe

Mwanafunzi aweze:- (i) Kufasiri ujumbe wa michoro(ii) Kueleza maana ya ajira ya watoto (iii) Kubainisha ubaya, hasara na madhara

ya ajira ya watoto


usahihi(iii) Kutumia msamiati mpya kwa usahihi (iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza maana ya vitawe (ii) Kufafanua maana zaidi ya vitawe.(iii) Kutumia vitawe kwa usahihi(iv) Kuandika kwa hati zinazosomeka na

nadhifu

(i) Kueleza matumizi ya ‘a’ unganifu (ii) Kubainisha mabadiliko ya ‘a’ unganifu

kutegemea ngeli (iii) Kutumia ‘a’ unganifu katika sentensi

kwa usahihi

(i) Kuandika insha kwa kusimulia sherehe aliyohudhuria

(ii) Kusimulia jinsi alivyosherehekea Krismasi/Idi/Diwali

(iii) Kuandika insha ya masimulizi (iv) Kuandika kwa hati zinazosomeka na nadhifu


• Kufasiri ujumbe • Kuelezea maana, madhara

na hasara ya ajira ya watoto

• Kusoma, kuuliza na kujibu maswali ya ufahamu kwa usahihi

• Kuelezea na kufafanua vitawe

• Kutumia vitawe katika sentensi kwa usahihi.

• Kutumia ‘a’ unganifu katika ngeli zote

• Kusimulia sherehe aliyohudhuria

• Kuandika kwa mtiririko mzuri


• Picha/Michoro • Wanafunzi wenyewe • Kamusi • Vyombo vya habari • Kisw. Sanifu


• Picha/Michoro • Kamusi


• Chati ya vitawe • Wanafunzi wenyewe


• Chati ya ngeli • Wanafunzi wenyewe


• Kielelezo cha ufahamu • Wanafunzi wenyewe









114 - 115




Muhula wa Tatu

150

KIP

IND

I


MADA NYENZO

MA

ON

I

FUNZO ASILIA


JUM

A 4

1 hadi

5

1 hadi

5

1 hadi

5

Jaribio la kwanza na la pili

Jaribio la tatu na la nne

Jaribio la tano na la sita

Marudio na mazoezi

Marudio na mazoezi

Marudio na mazoezi

Mwanafunzi aweze:- (i) Kujibu maswali juu ya yale aliyojifunza

katika Kiswahili kuanzia darasa la kwanza hadi la nne

(ii) Kukumbuka yale aliyojifunza hapo awali

(iii) Kujenga na kustawisha ukakamavu wa kukabiliana na mitihani

(iv) Kuandika kwa hati zinazosomeka na nadhifu

(i) Kujibu maswali juu ya yale aliyojifunza katika Kiswahili katika darasa la tano kwa usahihi


(iii) Kujenga na kustawisha ukakamavu wa kukabiliana na mitihani


(i) Kujibu maswali juu ya yale aliyojifunza katika Kiswahili katika darasa la Sita kwa usahihi


(iii) Kujenga na kustawisha ukakamavu wa kukabiliana na mtihani


• Kuwaongoza kujibu maswali kwa usahihi


• Kuwaongoza,kujibu maswali kwa usahihi


• Vitabu vya wanafunzi






uk. 32 – 37• Mwongozo wa

Mwalimu uk. 13 – 14 uk. 25



Mwalimu uk. 38 uk. 47 – 48



Mwalimu uk. 60 na 69

JUM

A 5

JUM

A 6

Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Tatu

151

KIP

IND

I


MADA NYENZO

MA

ON

I

FUNZO ASILIA


JUM

A 8

1 hadi

5

1 hadi

5

Jaribio la saba na na nane

Jaribio la tisa na la kumi

Marudio na mazoezi

Marudio na mazoezi

Mwanafunzi aweze:- (i) Kujibu maswali juu ya yale aliyojifunza

katika Kiswahili katika darasa la Saba kwa usahihi




(i) Kujibu maswali juu ya yale aliyojifunza katika Kiswahili katika darasa la nane kwa usahihi














uk. 168 - 172• Mwongozo wa


JUM

A 7

JUM

A 9

M T I H A N I W A M W I S H O W A K C P E


Muhula wa Tatu

154




NOT FOR SALE For use with Progressive Primary Mathematics Standard Eight

Progressive Primary Mathematics Standard Eight Schemes of Work: Term One

Place value and total value

Squares and square roots of numbers

Operations on whole numbers

Number sequences

Fractions, decimals and percentages

Operations on fractions

By the end of this topic, the pupils should be able to read and write numbers in words and figures up to hundred millions.

By the end of this topic, the pupils should be able to work out problems involving squares and square roots of whole numbers.

By the end of this topic, the pupils should be able to work out problems involving addition, subtraction, multiplication and division of whole numbers.

By the end of this topic, the pupils should be able to work out problems involving number sequences.

By the end of this topic, the pupils should be able to convert fractions to decimals and to percentage and vice-versa.

By the end of this topic, the pupils should be able to work out addition, subtraction, multiplication and division involving fractions.

• Drawing place value tables• Reading numbers from

place value tables• Writing numbers

• Finding the prime factors• Calculating squares and

square roots of whole numbers

• Adding, subtracting, multiplying and dividing numbers

• Adding and subtracting using common differences

• Multiplying numbers by a constant

• Identifying patterns in numbers

• Writing equivalent fractions

• Converting fractions to decimals and vice-versa

• Converting fractions to percentages and vice-versa

• Adding, subtracting, multiplying and dividing fractions

Place value tables


Place value tablesMultiplication tables

Multiplication and addition tables

Equivalent fractions chart

Objects e.g. oranges that can be divided into equal parts

1Whole numbers

2Operations on whole numbers

3Fractions

4

4

4

2

4

5







WE

EK

1W

EE

K 2

WE

EK

3

155





WE

EK

4W

EE

K 5

4 Decimals

5 Per-centages

Squares and square roots of fractions

Number sequences

Combined operations

Squares and square roots of decimals

Decimals and percentages

Percentage increase and decrease

2

2

4

4

2

2

By the end of this topic, the pupils should be able to work out problems involving squares and square roots of fractions and mixed numbers.

By the end of this topic, the pupils should be able to recognize and identify sequences involving fractions.

By the end of this topic, the pupils should be able to work out combined addition, subtraction, multiplication and division involving decimals.

By the end of this topic, the pupils should be able to work out squares and square roots of decimals.

By the end of this topic, the pupils should be able to express decimals as percentages and vice-versa.

By the end of this topic, the pupils should be able to express increase and decrease as percentages.

• Working out squares of fractions

• Working out squares roots of fractions

• Sequences involving addition, subtraction, multiplication and division of fractions

• Other sequences

• Drawing place value tables• Adding, subtracting,

dividing and multiplying decimals

• Working out squares of decimals

• Working out square roots of decimals

• Multiplying by 100• Dividing by 100

• Working out the original number given a new number

• Working out percentage increase and decrease


Multiplication tables Addition tables

Place value tables

Place value tables

Countable objects which can either be increased or reduced in numbers and percentages found

Countable objects which can either be increased or reduced in numbers and percentages found







WE

EK

6Progressive Primary Mathematics Standard Eight


156





6Length and area

7 Time, speed and temperature

Length

Perimeter and circumference

Area of combined shapes and borders

Surface area of cuboids and cylinders

Time

Speed

2

3

3

4

2

2

By the end of this topic, the pupils should be able to carry out conversion involving units of length.

By the end of this topic, the pupils should be able to work out problems involving perimeter and circumference.

By the end of this topic, the pupils should be able to carry out operations involving the area of combined shapes and borders.

By the end of this topic, the pupils should be able to work out the surface area of cuboids and cylinders.

By the end of this topic, the pupils should be able to work out problems involving units of time.

By the end of this topic, the pupils should be able to work out problems involving speed.

• Adding, subtracting, multiplying and dividing units of length

• Converting units of length

• Working out perimeter of shapes

• Working out circumference of a circle

• Calculating the area of shapes

• Opening up cuboids• Finding the area of

individual surfaces• Getting the area of the

surfaces

• Converting time from 12-hour clock system to 24-hour clock system and vice-versa

• Adding, subtracting, multiplying and dividing time

• Establishing the relationship between speed, time and distance practically

• Working out problems involving speed, time and distance

Conversion table for length

Measuring round cut-outs of various shapes

Cut–outs of various shapes

Paper model cuboids, paper model cylinders, cuboids, cylinders

12-hour/24-hour clock time chart, clock face

An open field that pupils can walk/run on as they are timed







WE

EK

6W

EE

K 8

WE

EK

7Progressive Primary Mathematics Standard EightSchemes of WorkTerm 1

157





WE

EK

8

8Triangles

9Quadri-laterals

Temperature

Constructing triangles

Circumscribed triangles

Sides of a right–angled triangle

Constructing parallelograms

Properties of quadrilaterals

1

4

4

4

4

3

By the end of this topic, the pupils should be able to work out problems involving temperature in degrees celsius.

By the end of this topic, the pupils should be able to construct triangles when given at least one side and two angles or one angle and two sides.

By the end of this topic, the pupils should be able to construct a circle touching all the sides of a triangle.

By the end of this topic, the pupils should be able to work out problems involving the sides of a right-angled triangle using the Pythagorean relationship.

By the end of this topic, the pupils should be able to construct a parallelogram and a rhombus

By the end of this topic, the pupils should be able to solve problems involving squares, parallelograms, rhombus and trapeziums using their properties.

• Measuring the temperature of objects

• Calculating the rate of change of temperature

• Constructing triangles

• Bisecting of angles• Bisecting lines• Constructing

perpendicular lines

• Drawing a 5-12-13 triangle

• Finding the squares• Deriving the Pythagorean

relationship

• Listing the properties of a parallelogram / rhombus

• Constructing a parallelogram and a rhombus

• Listing the properties of a parallelogram, rhombus and trapezium

• Measuring lengths and angles of a parallelogram, rhombus and trapezium to establish their properties

Clinical thermometer (celsius)



Strings, pegs, rope, tape measure, metre rule

Protractor, ruler, pair of compasses








WE

EK



WE

EK

10

WE

EK

11

158





Progressive Primary Mathematics Standard EightSchemes of WorkTerm 1

10Volume, Capacity and Mass

Volume of cuboids

4 By the end of this topic, the pupils should be able to solve problems involving the volume of cuboids and prisms.

• Finding the area of uniform cross-sections

• Working out the area and the volume of cuboids

Cuboids, prism Pupil’s Book pages 72-79Teacher’s Book pages 47-48

WE

EK

11

159





Progressive Primary Mathematics Standard Eight Schemes of Work: Term TwoW

EE

K 1

WE

EK

2

11Models and patterns

Volume of cylinders

Capacity

Mass

Pyramids and prisms

Curved patterns using straight lines

Patterns using shapes

2

2

2

7

3

3

By the end of this topic, the pupils should be able to work out problems involving the volume of cylinders.

By the end of this topic, the pupils should be able to work out problems involving capacity.

By the end of this topic, the pupils should be able to work out problems involving units of mass.

By the end of this topic, the pupils should be able to recognize and draw nets of squares and triangular pyramids and prisms.

By the end of this topic, the pupils should be able to draw curved patterns using straight lines.

By the end of this topic, the pupils should be able to draw patterns using quadrilaterals, triangles and circles, in various combinations.

• Working out the area of uniform cross-section

• Calculating the volume of cylinders

• Discussing units used in measuring capacity

• Working out problems involving capacity

• Identifying different units in measuring mass

• Converting one unit of mass to another

• Working out problems involving mass

• Sorting out pyramids from other solids

• Grouping pyramids according to the shape of the base

• Drawing nets of pyramids

• Making a wooden board with nails at equal intervals

• Joining the nails with strings

• Drawing straight lines

• Joining shapes to form patterns

• Making patterns

Cylinders

Regular containers, conversion table for capacity

Conversion tables for mass


Square wooden board, nails, pins, pegs and thread

Cut-outs of quadrilaterals, circles and triangles. Ruler, pair of compasses







WE

EK

3

160





12Money and rates

13Postal charges

Bills

Profit and loss

Commission and discount

Hire purchase

Simple interest and compound interest

Rates

Telegrams

1

1

2

2

3

5

1

By the end of this topic, the pupils should be able to work out problems involving bills.

By the end of this topic, the pupils should be able to work out problems involving profit and loss.

By the end of this topic, the pupils should be able to work out problems involving commission and discounts.

By the end of this topic, the pupils should be able to work out problems involving hire purchase.

By the end of this topic, the pupils should be able to work out problems involving simple and compound interests.

By the end of this topic, the pupils should be able to work out problems involving postal rates.

By the end of this topic, the pupils should be able to work out the cost of sending telegrams.

• Preparing bills

• Discussing buying and selling prices

• Working out problems involving profit and loss

• Giving examples where commission and discounts are used

• Working out commission and discount

• Discussing how goods are paid for

• Working out problems on hire purchase

• Working out simple and compound interests

• Discussing what to consider when posting letters or parcels

• Discussing what to consider when buying money orders or postal orders

• Revising ways of sending messages

• Working out the cost of sending telegrams

Chart with prepaid bill

Organize small shop in the classroomImitation money

“Shop” in the classroom.

Newspaper Adverticements of hire purchase items

Chalk board and coloured chalk

Money order forms

Telegram forms








WE

EK

4W

EE

K 5


WE

EK

6

161





14Algebra

15Ratio and proportion

Forming and simplifying expressions

Substitution

Forming and solving equations

Simplifying inequalities

Ratio

Proportion

3

2

2

2

6

2

By the end of this topic, the pupils should be able to form and simplify algebraic expressions using letters.

By the end of this topic, the pupils should be able to work out the value of an algebraic expression by substituting values for letters.

By the end of this topic, the pupils should be able to form and solve simple equations with one unknown.

By the end of this topic, the pupils should be able to form and simplify inequalities with one unknown.

By the end of this topic, the pupils should be able to work out problems involving ratio.

By the end of this topic, the pupils should be able to use direct and indirect proportion in working out problems.

• Forming expressions using letters

• Substituting values for letters

• Using a beam balance to balance objects

• Forming equations• Solving equations

• Forming algebraic expressions

• Simplifying algebraic expressions

• Writing a fraction as a ratio and vice-versa

• Using ratio in sharing• Increasing and decreasing

in a given ratio

• Discussing situations where direct and indirect proportions are used

• Working out problems involving direct and indirect proportions

Examples in the Pupil’s Book

Multiplication tablesAddition tables

Beam balance

Beam balance

Multiplication tables Counters

Beam balanceObjects of equal masses







WE

EK



WE

EK

6W

EE

K 8

162





WE

EK

8 16Scale drawing

17Tables and graphs

Scale drawing

Bar graphs

Pie charts

Line and travel graph

Median

5

5

2

5

2

By the end of this topic, the pupils should be able to work out problems involving scale drawing.

By the end of this topic, the pupils should be able to work out problems involving bar and travel graphs.

By the end of this topic, the pupils should be able to work out problems involving pie charts.

By the end of this topic, the pupils should be able to draw, read and interpret line graphs and travel graphs.

By the end of this topic, the pupils should be able to work out problems involving median.

• Converting scale from statement to ration and vice-versa

• Working out real lengths from scale lengths and vice-versa

• Selecting horizontal and vertical scales

• Interpreting data on bar graphs

• Working out problems involving bar graphs

• Measuring angles• Drawing pie charts

• Selecting scales• Plotting points on graphs• Drawing lines to join points• Interpreting line/travel graphs• Working out problems

involving line/travel graphs

• Calculating mean and mode • Working out the median of

data

Ruler, tape measure, string tied in knots of one meter intervals

Graph paperSquare–ruled paper and ruler

Protractor, pair of compasses, sets of collected data

Graph paperSquare–ruled paperRubber

Objects of different heights/massesPupils in the class







R E V I S I O N

WE

EK

9W

EE

K 1

0W

EE

K 1

2-13

163





Progressive Primary Mathematics Standard Eight Schemes of Work: Term Three

R E V I S I O N W O R K D E P E N D I N G O N P U P I L S ’ W E A K N E S S E S

166


ACTIVITIESSUB-TOPICSTEACHING/LEARNING


NOT FOR SALE For use with Our Lives Today Standard Eight

Our Lives Today: Social Studies Standard Eight Schemes of Work: Term OneW

EE

K 1

Map reading

Map reading

Map reading

Map reading

Map reading

By the end of the lesson, the learner should be able to identify and use symbols to read and interpret a map

By the end of the lesson, the learner should be able to calculate the area of a given region

By the end of the lesson, the learner should be able to:(i) Identify types of scales(ii) Measure distances

represented on a map

By the end of the lesson, the learner should be able to describe directions of places using compass points

By the end of the lesson, the learner should be able to:(i) Identify various

conventional colours used on a map

(ii) Identify types of scales

- Identifying symbols - Using symbols to read

and interpret a map- Observing simple maps- Drawing symbols

- Calculating area- Working out examples on

the chalkboard

- Identifying types of scales- Measuring distances

represented on the map- Measuring simple

distances in the classroom and compound

- Making improvised compasses

- Describing direction of places using compass points

- Observing a chart - Showing compass points- Giving direction to

various objects in our school

- Identifying various colours on a map

- Explaining the meaning of various colours on a map

- Asking and answering questions

- Studying the table in the Pupil’s Book

• Sketch maps • Chart with symbols in

the Pupil’s Book

• Sketch maps• Shapes in the Pupil’s

Book

• Measuring rod• Sketch maps in the

Pupil’s Book• Local environment

(classroom block, field etc)

• Chart showing compass points

• Map showing various colours

• Tables in the Pupil’s Book

1

2 & 3

4 & 5

1

2 & 3

Symbols

Area

Distance

Direction

Colour and Scales

WE

EK

2

Our Lives TodaySST Pupil’s Book 8 page 2 – 4SST Teacher’s Guide pages 1 – 3

Our Lives TodaySST Pupil’s Book 8 pages 4 – 6SST Teacher’s Guide pages 1 – 2

Our Lives TodaySST Pupil’s Book 8pages 6 – 9SST Teacher’sGuide pages 1 – 3

Our Lives TodaySST Pupil’s Book 8 pages 9 – 10SST Teacher’s Guide pages 1– 2

Our Lives TodaySST Pupil’s Book 8pages 10 – 12SST Teacher’s Guide pages 1 – 3

167




Our Lives Today: Social Studies Standard EightSchemes of Work

Term 1


WE

EK

2

4 & 5

1

2 – 4

5

Physical features

Climate

Climate

Climate

By the end of the lesson, the learner should be able to explain the effects of different physical features on human activities

By the end of the lesson, the learner should be able to name and describe traditional methods of weather observation

By the end of the lesson, the learner should be able to observe, measure and record weather elements

By the end of the lesson, the learner should be able to identify and describe factors influencing climatic changes

- Explaining the effects of physical features on human activities

- Identifying physical features in the locality

- Describing how the features have influenced the activities of local people

- Observing pictures in the Pupil’s Book

- Naming and describing traditional methods of weather observation.

- Asking and answering oral questions

- Assignments- Observing pictures

- Observing elements of weather and instruments used

- Measuring and recording elements of weather


- Drawing a weather chart- Observing pictures and

diagrams in the Pupil’s Book

- Identifying and describing factors influencing climatic changes

- Explaining climate changes- Asking and answering oral

questions- Listing the factors

influencing climatic changes

• Local environment • Pictures in the Pupil’s

Book

• Information from local people


• Local environment

• Weather chart • Instruments for

measuring weather • Pictures in the Pupil’s

Book• Diagrams in the Pupil’s

Book• Weather station


Book

WE

EK

3

Effects of physical features on human activities

Traditional methods of weather observation

Modern weather observation, recording and measurement

Factors influencing climate change



Our Lives Today SST Pupil’s Book 8pages 18 – 23SST Teacher’s Guide pages 6 – 7


168




Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 1


1

2 – 3

4

5

Climate

Evolution of Early Man

Evolution of Early Man

Types of migrations

By the end of the lesson, the learner should be able to explain the impact of climatic changes on human activities

By the end of the lesson, the learner should be able to trace the evolution and development of Early Man

By the end of the lesson, the learner should be able to name the prehistoric sites in Eastern Africa

By the end of the lesson, the learner should be able to state reasons for migration from rural to urban centres

- Identifying impact of climatic changes

- Explaining impacts of climatic changes on human activities


- Assignment in the Pupil’s Book

- Tracing the evolution and development of Early Man

- Discussing the evolution of Early Man


- Taking notes

- Naming the prehistoric sites in East Africa

- Observing a map showing prehistoric sites

- Drawing a map showing prehistoric sites

- Listing prehistoric sites

- Stating reasons for rural-urban migration

- Discussing rural-urban migration

- Taking notes - Observing pictures

• Local environment • Map in the Pupil’s Book

• Pictures of Early Man in the Pupil’s Book

• Table in the Pupil’s Book

• Map showing prehistoric sites


• Resource person

WE

EK

4

Impact of climate change on human activities

The Stone Age

Prehistoric sites in Eastern Africa

Rural-urban migration





169





Term 1


1 & 2

3 & 4

5

1

2

By the end of the lesson, the learner should be able to state reasons for rural to rural, urban to urban and urban to rural migrations

By the end of the lesson, the learner should be able to state reasons for migrations into and from Kenya

By the end of the lesson, the learner should be able to state the effects of migrations

By the end of the lesson, the learner should be able to identify the factors that lead to slow population growth

By the end of the lesson, the learner should be able to identify factors that lead to fast influence population growth

- Explaining rural-rural migration

- Explaining urban to urban migration

- Stating reasons for all the above forms of migration



- Tracing migrations to and from Kenya

- Observing a map showing migration routes

- Drawing a map showing migration routes


- Narrating a story about a character’s experience in town

- Dramatization- Observing pictures

- Identifying factors that lead to slow population growth


- Explaining factors that lead to fast population growth

- Asking oral questions- Taking notes


• Newspaper cuttings• Local environment• Resource person




• Resource person• Local environment



• Local environment• Variety of pictures• Resource person

WE

EK

5W

EE

K 6

Types of migrations

Types of migrations

Types of Migrations

Factors influencing population growth


(i) Rural-rural (ii) Urban-

urban(iii) Urban-rural

Migrations into and from Kenya

Effects of migrations

Factors leading to slow population growth

Factors leading to rapid population growth




Our Lives TodaySST Pupil’s Book 8pages 41 – 42SST Teacher’s Guide pages 15 –17


170






3

4

5

1


Ways of managing population growth

Ways of managing population growth

The population of Kenya

Problems of population growth

Ways of managing slow population growth

Ways of managing rapid population growth


By the end of the lesson, the learner should be able to:(i) Identify and explain

problems of slow population growth

(ii) Identify and explain problems of rapid population growth

By the end of the lesson, the learner should be able to identify ways of managing slow population growth

By the end of the lesson, the learner should be able to explain ways of managing rapid population growth

By the end of the lesson, the learner should be able to describe the structure and composition of the population of Kenya

- Identifying problems of slow and rapid population growth


- Taking notes

- Explaining ways of managing slow population growth


- Dramatization

- Explaining ways of managing rapid population growth


- Dramatization

- Describing the structure and composition of the population in Kenya

- Observing a chart - Asking and answering

questions - Studying the table in the

Pupil’s Book- Constructing population

pyramids


• Local environment• Resource person





• Table of population• Census data of 1999 in

the Pupil’s Book• Population pyramids

WE

EK

6W

EE

K 7



Our Lives TodaySST Pupil’s Book 8pages 47 – 48SST Teacher’s Guide page 19

Our Lives TodaySST Pupil’s Book 8 pages 48 – 49SST Teacher’s Guide pages 19 – 21 Atlas

171





Term 1


2

3

4

5

1


The school

The school

The school

The family

Comparisons between the population of Kenya, Germany and India

How schools are managed

The role of pupils in school management

The role of the school in society

Different marriage systems

By the end of the lesson, the learner should be able to compare the population of Kenya with that of Germany and India

By the end of the lesson, the learner should be able to explain how schools are managed

By the end of the lesson, the learner should be able to explain the role of pupils in school management

By the end of the lesson, the learner should be able to explain the role of the school in the society

By the end of the lesson the learner should be able to identify and appreciate different marriage systems

- Comparing the Kenyan population with that of Germany and India

- Asking and answering oral questions in the Pupil’s Book

- Studying the table- Constructing population

pyramids

- Explaining how schools are managed


- Observing pictures- Drawing charts showing

hierarchy of school administration

- Explaining the role of pupils in school management


- Observing pictures

- Explaining the role of the school in the society


- Observing pictures

- Identifying and appreciating different marriage systems


• Table in the Pupil’s Book• Population pyramid


• Resource person e.g. Headteacher or PTA member


• Resource person• Discussion among pupils


• Resource person• Class discussions


• Local environment• Learner’s own

experiences

WE

EK

7

Our Lives Today SST Pupil’s Book 8pages 49 – 50SST Teacher’s Guide pages 19 – 21Atlas

Our Lives TodaySST Pupil’s Book 8pages 52 – 53 SST Teacher’s Guide pages 22 – 24


Our Lives Today SST Pupil’s Book 8 pages 54 – 55 SST Teacher’s Guide pages 23 – 24


WE

EK

8

172






WE

EK

8

2

3

4

5

Rights and responsibilities in marriage

Succession and inheritance

Traditional forms of agriculture

Traditional agriculture

By the end of the lesson, the learner should be able to appreciate and respect the rights and obligations of an individual within the family and society

By the end of the lesson, the learner should be able to:(i) Explain succession

and inheritance of family property

(ii) Appreciate succession and inheritance of family wealth

By the end of the lesson the learner should be able to describe the traditional forms of agriculture

By the end of the lesson, the learner should be able to name subsistence crops grown in traditional agriculture

- Identifying the rights and obligations of individuals within the family and society


- Making notes- Observing the table

- Explaining succession and inheritance of family property

- Identifying types of inheritance


- Observing pictures- Dramatization

- Displaying various tools- Identifying traditional

forms of agriculture- Describing the traditional

forms of agriculture- Asking and answering

questions- Identifying some

traditional tools

- Naming subsistence crops grown in traditional agriculture


- Discussing subsistence farming

- Identifying and displaying specimen crops

• Table in the Pupil’s Book• Learner’s own

experiences


• Resource person

• Local environment• Nature/Science corner• Curiosity chart• Traditional farming tools

• Crops • Nature/Science corner• Curiosity chart

Our Lives Today SST Pupil’s Book 8pages 57 – 59SST Teacher’s Guide pages 25– 26



Our Lives Today SST Pupil’s Book 8page 63SST Teacher’s Guide pages 28 – 30

The family

The family

Agriculture

Agriculture

173





1

2 & 3

4 & 5

1

Agriculture

Agriculture

Agriculture

Agriculture

Traditional methods of farming and storing food

Settler farming in Kenya

Effects of settler farming in Kenya

Settlement schemes in Kenya:Reasons for their establishment

By the end of the lesson, the learner should be able to:(i) State the farming

methods used in traditional agriculture

(ii) Explain ways of storing food in traditional society

By the end of the lesson, the learner should be able to:(i) Identify the areas

where settler farming was practised

(ii) Describe the methods of farming in settler agriculture

By the end of the lesson, the learner should be able to explain the effects of settler farming in Kenya

By the end of the lesson, the learner should be able to state reasons for the establishment of settlement schemes in Kenya

- Demonstrations- Stating the farming

methods used in traditional agriculture


- Stating food storage methods

- Explaining the farming methods

- Modelling/constructing food stores

- Identifying areas where settler farming was practised

- Observing a map showing where settler farming was practised

- Describing methods of settler farming

- Explaining the effects of settler farming

- Observing a map showing settler farming

- Taking notes

- Stating reasons for the establishment of settlement schemes

- Asking and answering questions orally

- Observing a map showing settlement schemes

- Drawing a map of Kenya showing settlement schemes

• Picture showing traditional farming tools

• Samples of traditional food storage equipment e.g. calabashes, gourds and pots

• Map showing where settler farming was practised in the Pupil’s Book

• Relevant pictures


• Map in the Pupil’s Book

Our Lives TodaySST Pupil’s Book 8page 63 SST Teacher’s Guide pages 28 – 30

Our Lives Today SST Pupil’s Book 8pages 64 – 65 SST Teacher’s Guide pages 30 – 32

Our Lives TodaySST Pupil’s Book 8pages 65 – 67SST Teacher’s Guide pages 30 – 32 Our Lives Today SST Pupil’s Book 8pages 67 – 68SST Teacher’s Guide pages 32 – 34

WE

EK

9W

EE

K 1

0Our Lives Today: Social Studies Standard Eight


174





2

3

4 & 5

1

Agriculture

Agriculture

Agriculture

Agriculture

Settlement Schemes in Kenya:Distribution of settlement schemes in Kenya

Settlement Schemes in Kenya:Benefits and problems of settlement schemes

Irrigation farming: Mwea, Perkerra, and Ahero Irrigation Schemes

Irrigation farming:Mwea, Perkerra and Ahero Irrigation Schemes

By the end of the lesson, the learner should be able to identify settlement schemes in Kenya

By the end of the lesson, the learner should be able to state benefits and problems of settlement schemes

By the end of the lesson, the learners should be able to:(i) Name the crops

grown in the irrigation schemes

(ii) Describe the irrigation methods used in the different irrigation schemes

By the end of the lesson, the learner should be able to state the contribution of the irrigation schemes to the economy

- Identifying settlement schemes

- Observing a map showing settlement schemes

- Stating the benefits of settlement schemes

- Identifying problems facing settlement schemes


- Writing main points

- Naming the crops grown in the irrigation schemes

- Identifying some crops found in the locality


- Observing a map showing the irrigation schemes

- Drawing a map

- Stating the contribution by irrigation schemes to the economy


- Taking notes

• Map in the Pupil’s Book

• Resource person

• Real crops of rice onions, chillies etc.

• Pictures showing irrigation schemes and methods of irrigation

• Curiosity chart

• Resource persons• Learner’s own

experiences• Local environment


Our Lives Today SST Pupil’s Book 8pages 69 – 70SST Teacher’s Guide pages 32 –34


Our Lives Today SST Pupil’s Book 8page 72 SST Teacher’s Guide pages 34 – 36

WE

EK

10


WE

EK

11

175





WE

EK

11

2

3

4 & 5

1

2 & 3

Agriculture

Agriculture

Agriculture

Agriculture

Agriculture

Irrigation farming: Mwea, Perkerra and Ahero Irrigation Schemes

Horticultural farming:Types of crops grown

Horticulture: Contribution to the economy

Horticulture:Problems facing horticultural farming in Kenya

HorticultureComparison of horticulture farming in Kenya and the Netherlands

By the end of the lesson, the learner should be able to explain problems facing irrigation farming in Kenya

By the end of the lesson, the learner should be able to explain the meaning of horticulture and crops grown

By the end of the lesson, the learner should be able to state the contribution of horticulture farming to the economy

By the end of the lesson, the learner should be able to state the problems facing horticulture farming in Kenya

By the end of the lesson, the learner should be able to compare horticulture farming in Kenya and the Netherlands

- Explaining problems facing irrigation farming in Kenya


- Discussing the problems facing irrigation farming

- Explaining the meaning of horticulture


- Writing notes- Observing some

horticultural crops

- Stating the contribution of horticulture farming to the economy


- Writing main points

- Stating the problems facing horticulture farming in Kenya


- Observing a map - Drawing a map

- Comparing horticulture farming in Kenya and the Netherlands


- Observing horticulture crops in the neighbourhood

• Resource person• Learner’s own

experiences• Local environment

• Real crops• Pictures in textbook• Newspaper cuttings

• Local environment• Resource person

• Map showing areas of horticulture farming

• Real crops• Atlas with emphasis on

location of Netherlands and its neighbours






Our Lives Today SST Pupil’s Book 8 page 76SST Teacher’s Guide pages 36 – 38


Term 1W

EE

K 1

2

176





WE

EK

12

4

5

1 – 3

4 & 5

Agriculture

Agriculture

Revision

Exams

Fish farming in Kenya

Fish farmingComparison of fish farming in Kenya and Japan

Revision

Exams

By the end of the lesson, the learner should be able to:(i) Identify fish farming

areas in Kenya(ii) State the types of fish

kept

By the end of the lesson, the learner should be able to compare fish farming in Kenya and Japan

By the end of the lesson, the learner should be able to answer questions on the work covered

By the end of the lesson, the learner should be able to answer questions based on the work covered

- Identifying fish farming areas in Kenya

- Drawing a map showing fish farming areas

- Observing a map- Listing fish farming areas- Giving examples of fish

kept

- Comparing fish farming in Kenya and Japan


- Writing main points- Studying the table in the

Pupil’s Book

- Revising the work covered

- Observing maps - Observing charts - Asking and answering

oral questions

- Writing the test - Revising the test

• Map showing fish farming areas


• Maps• Pupil’s Book

• Question papers





WE

EK

13


177





By the end of the lesson, the learner should be able to locate the distribution of the minerals in Kenya

By the end of the lesson, the learner should be able to:(i) Describe ways of

extracting minerals(ii) State uses of soda ash

and fluospar


extracting limestone, diatomite and gemstones

(ii) State uses of limestone, diatomite and gemstones


extracting sand, marble and salt

(ii) State uses of sand, marble and salt

- Locating the distribution of minerals

- Drawing a map showing the distribution of minerals

- Observing a map showing the distribution of minerals

- Describing ways of extracting minerals

- Discussing mineral extraction

- Drawing diagrams showing extraction of minerals

- Observing the diagrams and pictures

- Stating uses of minerals

- Describing ways of extraction

- Describing uses of minerals

- Listing uses of minerals - Taking notes - Observing pictures

- Describing ways of extraction

- Listing uses of the minerals


- Taking notes

• Map showing mineral distribution

• Diagram in the Pupil’s Book

• Diagrams showing ways of extracting minerals


• Atlas

• Items made from limestone and diatomite

• Atlas

• Various items made from sand e.g. glass

Distribution of minerals in Kenya

Extraction and uses of minerals



Mining

Mining

Mining

Mining

1

2

3

4

WE

EK

1Our Lives Today: Social Studies Standard Eight Schemes of Work: Term Two





178






5

1

2 & 3

4

Mining

Forestry

Forestry

Forestry

(i) Problems associated with mining

(ii) Effects of mining on the environment

(iii) Contribution of minerals to the economy

Distribution of forests in Kenya

Problems facing forests in Kenya

Deforestation

By the end of the lesson, the learner should be able to:(i) State the problems

associated with mining

(ii) State the effects of mining on the environment

(iii) State the contribution of minerals to the economy

By the end of the lesson, the learner should be able to identify and locate forests in Kenya

By the end of the lesson, the learner should be able to explain the problems facing forests in Kenya

By the end of the lesson, the learner should be able to state effects of deforestation in Kenya

- Listing problems associated with mining

- Stating the effects of mining on the environment

- Stating the contribution of minerals to the economy


- Identifying and locating forests in Kenya

- Observing a map showing forests in Kenya

- Drawing a map showing forests in Kenya

- Observing the table in the Pupil’s Book

- Identifying items made from wood

- Explaining problems facing forests in Kenya


- Stating the effects of deforestation in Kenya

- Writing down the effects of deforestation


- Giving local examples of those effects


Book

• Map showing forested areas

• Local environment• Table in the Pupil’s

Book

• Resource person

• Picture in the Pupil’s Book


WE

EK

2


Our Lives Today SST Pupil’s Book 8pages 88 – 89 SST Teacher’s Guide pages 44 – 48

Our Lives Today SST Pupil’s Book 8page 90SST Teacher’s Guide pages 44– 48


WE

EK

1

179





Term 2


WE

EK

3

5

1

2

3 & 4

5

Forestry

Soils

Soils

Soils

Soils

Forest conservation measures

Distribution of soils in Kenya

Uses of soil

Soil erosion

Causes and effects of soil erosion

By the end of the lesson, the learner should be able to explain how forests are being conserved and the need for conservation

By the end of the lesson, the learner should be able to identify and locate the major soil types in Kenya

By the end of the lesson, the learner should be able to state the uses of soils

By the end of the lesson, the learner should be able to state types of soil erosion

By the end of the lesson, the learner should be able to state the causes and effects of soil erosion in Kenya

- Explaining how forests are being conserved

- Taking notes - Observing pictures in the

Pupil’s Book- Planting trees

- Identifying and locating the major soil types in Kenya

- Observing soil types - Asking and answering

questions- Observing the map in the

Pupil’s Book

- Stating the uses of soil- Asking and answering

questions- Observing real samples

made from different soils

- Stating the types of soil erosion


- Visiting sites of soil erosion

- Stating causes of soil erosion in Kenya

- Stating effects of soil erosion

- Discussing soil erosion - Asking and answering

questions


• Map showing distribution of soils

• Bricks, pots, mud houses• Local environment

• Soil samples • Pictures in the Pupil’s

Book• Relevant posters

• Local environment• Different pictures• Relevant posters


Our Lives Today SST Pupil’s Book 8pages 94 – 95SST Teachers Guide pages 48 – 52




WE

EK

2

180






1 & 2

3 & 4

5

1 & 2

3

Soils

Wildlife and tourism




Soil conservation measures

Major game parks

Importance of wildlife

Problems facing wildlife

Wildlife conservation measures

By the end of the lesson, the learner should be able to identify and describe soil conservation measures

By the end of the lesson, the learner should be able to name and locate major game parks

By the end of the lesson, the learner should be able to state the importance of wildlife

By the end of the lesson, the learner should be able to identify problems facing wildlife

By the end of the lesson, the learner should be able to explain how wildlife is being conserved

- Identifying the soil conservation measures

- Describing soil conservation measures


- Demonstrations

- Visit to a park- Naming and locating

major game parks - Observing a map showing

game parks- Drawing a map showing

major game parks- Making models of game

parks

- Stating the importance of wildlife

- Discussing the importance of wildlife


- Writing notes

- Identifying problems facing wildlife


- Writing notes

- Explaining how wildlife is being conserved

- Discussing wildlife conservation



• Local environment• Talking to local farmers

• Map showing major game parks

• Government records/statistics

• Resource person

• Resource person


• Resource person

WE

EK

4W

EE

K 5


Our Lives TodaySST Pupil’s Book 8page 102SST Teacher’s Guide pages 52 – 54

Our Lives TodaySST Pupil’s Book 8page 103SST Teacher’s Guide pages 52 – 54



181





Term 2


WE

EK

6

4 & 5

1

2

3

4 & 5




Industries

Industries

By the end of the lesson, the learner should be able to identify major tourist attractions

By the end of the lesson, the learner should be able to state the importance of tourism in Kenya

By the end of the lesson, the learner should be able to identify the main problems facing tourism

By the end of the lesson, the learner should be able to explain factors influencing location of industries

By the end of the lesson, the learner should be able to: (i) Name types of

industries(ii) Give examples of the

types of industries

- Identifying major tourist attractions

- Observing a map showing major tourist attractions

- Identifying animals in pictures


- Stating the importance of tourism in Kenya

- Discussing the importance of tourism


- Taking notes

- Identifying the main problems facing tourism

- Discussing the problems - Asking and answering

questions- Taking notes

- Explaining and listing factors influencing industrial location

- Writing down main factors

- Taking notes

- Naming and listing types of industries

- Giving examples of the types of industries



• Chart showing major tourist attractions


• Local environment• Relevant charts• Business people in the

tourism sector

• Local environment• Relevant charts• Local reports




Major tourist attractions

Importance of tourism

Problems facing tourism

Factors influencing the location of industries

Types of industries






WE

EK

5

182






WE

EK

7

1 – 3

4

5

1

Industries

Industries

Industries

Industries

By the end of the lesson, the learner should be able to:(i) Identify the reasons

for establishing Jua kali industries

(ii) State benefits of Jua kali industries

(iii) Highlight problems experienced by Jua kali industries

By the end of the lesson, the learner should be able to explain the importance of industries and their contribution to the economy

By the end of the lesson, the learner should be able to explain problems facing industries

By the end of the lesson, the learner should be able to explain the impact of industries on the environment

Jua kali industries

Importance of industries and their contribution to the economy

Problems facing industries

Effects of industries on the environment

- Identifying reasons for establishing Jua kali industries

- Explaining benefits of Jua kali industries

- Highlighting problems experienced by Jua kali industries

- Visiting local Jua kali sites

- Explaining the contribution of the industries to the economy


- Explaining and listing problems facing industries

- Visiting an industry in the locality

- Explaining the impact of industries on the environment


- Writing down the main impact of industries on the environment

• Items made by Jua kali industries


• Local environment• Jua kali artisans

• Various items produced in industries

• Relevant charts• Resource person

• Resource person• Newspaper reports


Book• Newspaper reports

WE

EK

8





183





Term 2


WE

EK

9

2

3 – 4

5

1

2

Urban-ization

Urban-ization

Urban-ization

Urban-ization

Urban-ization

Factors influencing the growth of towns

Functions of major towns in Kenya

Functions of major towns in Kenya

Problems facing urban centres

Attempts made to solve problems in urban areas

By the end of the lesson, the learner should be able to explain factors influencing growth of towns

By the end of the lesson, the learner should be able to: (i) Locate the major towns

in Kenya (ii) Identify the functions

of the major towns in Kenya

By the end of the lesson, the learner should be able to identify the functions of major towns in Kenya

By the end of the lesson, the learner should be able to identify problems facing urban centres

By the end of the lesson, the learner should be able to: (i) Explain the attempts

being made to solve problems facing urban centres

(ii) List the attempts being made to solve problems facing urban centres

- Explaining factors influencing growth of towns


- Naming various towns

- Locating major towns in Kenya

- Identifying the functions of major towns in Kenya

- Drawing a map showing major towns

- Locating major towns in Kenya

- Describing the functions of major towns in Kenya

- Identifying problems facing urban centres

- Listing problems facing urban centres


- Explaining the attempts being made to solve problems facing urban centres




• Map showing major towns

• Local environment• Relevant pictures

• Map showing major towns

• Relevant pictures• Local environment

• Local environment• Pictures in the Pupil’s

Book• Newspaper photographs/

cuttings• Resource person


• Resource person

Our Lives Today SST Pupil’s Book 8 page 119SST Teacher’s Guide pages 61– 64




Our Lives Today SST Pupil’s Book 8 pages 126 – 127SST Teacher’s Guide pages 61 – 64

WE

EK

8

184





WE

EK

9

3

4

5

1

2 – 5

Co-operative societies




Transport and commu-nication

Types of agricultural co-operatives

Functions of agricultural co-operatives

Benefits from agricultural co-operatives

Challenges facing agricultural co-operatives

Forms and functions of transport systems

By the end the lesson, the learner should be able to identify types of agricultural co-operatives and their functions

By the end of the lesson, the learner should be able to explain the functions of agricultural co-operatives

By the end of the lesson, the learner should be able to state benefits from agricultural co-operatives

By the end of the lesson, the learner should be able to explain the problems facing agricultural co-operatives

By the end of the lesson, the learner should be able to:(i) Identify forms and

functions of transport systems

(ii) Draw a map showing major transport systems

- Identifying types of agricultural co-operatives

- Listing types of agricultural co-operatives


- Taking notes

- Explaining the functions of agricultural co-operatives


- Noting down main points

- Stating benefits from agricultural co-operatives


- Writing down main points

- Group discussions

- Explaining problems facing agricultural co-operatives


- Discussing the problems

- Identifying forms and functions of transport systems

- Observing the map and pictures in the Pupil’s Book

- Taking notes- Drawing a map showing

the transport systems

• Relevant posters• Pictures• Local examples

• Chart showing functions of co-operatives


• Local co-operatives• Learner’s own

experiences

• Learner’s own experiences

• Resource person

• Map in the Pupil’s Book• Pictures in the Pupil’s

Book




Our Lives Today SST Pupil’s Book 8page 130 SST Teacher’s Guide pages 64 – 66

Our Lives Today SST Pupil’s Book 8pages 132 – 136SST Teacher’s Guidepages 66 – 71

WE

EK

10


185





WE

EK

11

1 & 2

3, 4 & 5

1 & 2

3





Problems facing transport systems

Road safety

Forms and functions of communication systems

Problems facing communication systems

By the end of the lesson, the learner should be able to identify problems facing transport systems

By the end of the lesson, the learner should be able to: (i) Identify major road

signs(ii) Explain causes of

accidents(iii) Suggest ways of

preventing road accidents

(iv) Demonstrate First aid skills

By the end of the lesson, the learner should be able to: (i) Identify forms of

communication systems

(ii) State functions of communication systems

By the end of the lesson, the learner should be able to identify problems facing communication systems

- Describing problems facing transport systems



- Identifying major road signs

- Explaining causes of road accidents

- Suggesting ways of preventing road accidents

- Demonstrate First aid skills

- Drawing road signs

- Identifying forms of communication systems

- Stating functions of communication systems


- Identifying problems facing communication systems



• Chart showing road signs • Picture in the Pupil’s

Book• Resource person• Newspaper cuttings• Curiosity chart

• Pictures• Realia (phones, radio,

TV, newspapers etc)

• Realia (phones, booths etc)

• Resource person

Our Lives Today SST Pupil’s Book 8pages 137 – 138SST Teacher’s Guide pages 66 –71

Our Lives Today SST Pupil’s Book 8 pages 138 – 143SST Teacher’s Guide pages 66 – 71Kenya Red Cross manual



WE

EK

12


Term 2

186





WE

EK

13

4 & 5

1 & 2

3 – 5

1 – 5

Trade

Trade

Trade

Revision and exams

Role of government in trade

Exports and imports of Kenya

Importance of trade

Revision and exams

By the end of the lesson, the learner should be able to identify and appreciate the role of government in trade

By the end of the lesson, the learner should be able to:(i) Identify exports from

Kenya(ii) Identify imports to

Kenya

By the end of the lesson, the learner should be able to explain the importance of trade

By the end of the lesson, the learner should be able to answer questions based on the work covered

- Identifying the role of government in trade

- Discussing the role of government in trade


- Identifying exports from Kenya

- Identifying imports to Kenya


- Group discussions- Asking and answering

questions

- Writing the exam - Revising the exam



• Table in Pupil’s Book• Resource person


• Resource person

• Question papers



Our Lives Today SST Pupil’s Book 8page 151SST Teacher’s Guide pages 71– 73



WE

EK

14

187





WE

EK

1

1

2 – 4

5

1

Early political associations in Kenya


The Legislative Council (LegCo)

The Legislative Council (LegCo)


Young Kikuyu Association (YKA) Kikuyu Central Association (KCA)Kavirondo Tax Payers Welfare Association (KTWA)The East African Association (EAA)

Nomination and election of African members to the LegCo

The role of the LegCo in the struggle for independence

By the end of the lesson, the learner should be able to identify early political associations in Kenya up to 1939

By the end of the lesson, the learner should be able to: (i) Describe the role

played by selected early political associations in the struggle for independence

(ii) Appreciate the role of the early political associations to Kenya’s political development

By the end of the lesson, the learner should be able to identify African members to the LegCo

By the end of the lesson, the learner should be able to explain the role of LegCo in the struggle for independence

- Identifying early political associations in Kenya up to 1939


- Explaining the political associations

- Describing the role played by selected early political associations in the struggle for independence

- Discussing the political association


- Taking notes

- Identifying African members to LegCo


- Observing pictures - Writing down names of

African LegCo members

- Explaining the role of political parties in the struggle for independence


- Taking notes

• List of political associations

• Relevant pictures• Resource person

• Pictures of African LegCo members


WE

EK

2

Our Lives Today SST Pupil’s Book 8page 158SST Teacher’s Guide pages 73 –74




Our Lives Today: Social Studies Standard Eight Schemes of Work: Term Three

188






WE

EK

2

2

3

4 & 5

Struggle for independence in Kenya

Struggle for independence in Kenya:Political associations and movements after 1945

Struggle for independence in Kenya: Political associations and movements up to 1945

The Second World War (1939 – 1945)

Kenya African Study Union, Kenya Africa Union

The Mau Mau MovementKenya African National UnionKADUAPP

By the end of the lesson, the learner should be able to identify the effects of 2nd World War on the struggle for independence

By the end of the lesson, the learner should be able to:(i) Name founder

members of political associations and movements

(ii) Explain the role of political associations and movements in the struggle for independence

By the end of the lesson, the learner should be able to:(i) Name founder

members of political associations and movements

(ii) Explain the role of political associations and movements in the struggle for independence

- Identifying the effects of 2nd World War on the struggle for independence


- Writing down the main points


- Naming members of different political associations and movements

- Explaining the role of political associations and movements

- Taking notes

- Naming members of different political associations and movements

- Explaining the role of political associations and movements


• Pictures of the Second World War

• Pictures of prominent African leaders





189





Term 3


WE

EK

3

1

2

3 – 5

1 – 4

Events leading to independence

Attainment of independence

Major political events and developments in Kenya since 1963

Life and contributions of prominent Kenyans

Events leading to independence

Kenya becomes a republic

Major political events and developments since independence

- Mzee Jomo Kenyatta

- Daniel Arap Moi

- Oginga Odinga

By the end of the lesson, the learner should be able to describe the events that led to attainment of independence

By the end of the lesson, the learner should be able to explain how Kenya got Madaraka and became a Republic

By the end of the lesson, the learner should be able to identify major political developments and events since 1963

By the end of the lesson, the learner should be able to describe the life and contributions of prominent leaders in Kenya

- Describing the events leading to attainment of independence in Kenya



- Listing the events

- Explaining how Kenya became independent

- Explaining how Kenya became a republic



- Identifying major political events

- Identifying major political developments


- Describing the life and contributions of prominent leaders in Kenya



- Writing down a summary- Dramatization- Story telling



• Resource person


• Resource person

WE

EK

4





190






WE

EK

4

5

1 – 3

4 – 5

International co-operation



United Nations (UN)

Achievements, failures and problems facing the UN

The Commonwealth

By the end of the lesson, the learner should be able to: (i) Describe formation of

UN(ii) Identify the agencies

and functions of the UN

By the end of the lesson, the learner should be able to:(i) Highlight the

achievements of the UN

(ii) State failures of the UN

(iii) Explain problems facing the UN

By the end of the lesson, the learner should be able to: (i) Describe the formation

of the Commonwealth (ii) State the functions of

the Commonwealth (iii) Describe the

achievements of the Commonwealth

(iv) Identify failures of the Commonwealth

(v) State problems facing the Commonwealth

- Describing the formation of UN

- Identifying agencies and functions of UN


- Observing pictures- Listing the agencies of

the UN

- Stating the achievements of the UN

- Stating the failures of the UN

- Explaining problems facing UN

- Describing the formation of the Commonwealth

- Stating the functions of the Commonwealth

- Giving their achievements

- Stating the failures of the Commonwealth

- Giving the problems facing the Commonwealth

- Observing a map in the Pupil’s Book

• Resource person• Relevant pictures

• Relevant pictures• Picture in the Pupil’s

Book

• Map of the world in the Pupil’s Book showing member states of the Commonwealth

WE

EK

5




191





Term 3


WE

EK

6

1 & 2

3

4 & 5

1

2

Citizenship

Citizenship

Democracy and human rights



Importance of good citizenship

Loss of Kenyan citizenship

Types of democracy

Main political parties in Kenya and their policies

Roles of political parties in a democracy and benefits of democracy

By the end of the lesson, the learner should be able to explain the importance of good citizenship

By the end of the lesson, the learner should be able to explain conditions under which one can lose his/her citizenship

By the end of the lesson, the learner should be able to state types of democracy

By the end of the lesson, the learner should be able to identify political parties in Kenya and their policies

By the end of the lesson, the learner should be able to:(i) Identify the role of

political parties in a democracy

(ii) State the benefits of democracy

- Explaining the importance of good citizenship



- Explaining conditions under which one can lose his/her citizenship


- Discussing loss of citizenship

- Stating types of democracy


- Listing types of democracy

- Observing pictures- Dramatization

- Identifying political parties in Kenya and their policies


- Identifying the role of political parties in a democracy


- Illustrating the benefits of democracy

- Dramatization


• Class discussions

• Resource person



• Relevant posters• Resource personW

EE

K 7






192






WE

EK

7

3 – 4

5

1

2

3


Law, peace and reconciliation




The Bill of Rights

Symbols of national unity

Factors that promote national unity

Importance of national unity

Factors undermining national unity

By the end of the lesson, the learner should be able to state human rights and appreciate the Bill of Rights

By the end of the lesson, the learner should be able to identify symbols of national unity

By the end of the lesson, the learner should be able to state factors that promote national unity

By the end of the lesson, the learner should be able to explain the importance of national unity

By the end of the lesson, the learner should be able to identify factors undermining national unity

- Stating human rights - Listing Bill of Human

Rights

- Identifying symbols of national unity


- Listing the symbols of national unity

- Taking notes- Assignments

- Stating factors that promote national unity



- Writing down a summary

- Explaining the importance of national unity

- Discussing national unity- Asking and answering

questions orally - Writing down main

points

- Identifying factors undermining national unity


- Demonstrations

• Local environment• Learner’s own

experiences• Resource person

• National flag • Court of arms• National anthem




Our Lives Today SST Pupil’s Book 8 pages 204 – 206SST Teacher’s Guide pages 95 – 97





WE

EK

8

193






Our Lives Today SST Pupil’s Book 8page 218SST Teacher’s Guide page 105

Our Lives Today SST Pupil’s Book 8page 219SST Teacher’s Guide pages 106 –107

Our Lives TodaySST Pupil’s Book 8page 219 – 220SST Teacher’s Guide pages 106 – 107



• Resource person

• Resource person

• Resource person

• Relevant posters• Resource person

• Relevant pictures• Newspaper cuttings


- Discussing the process of making, amending and reviewing of the Kenyan Constitution


- Explaining the process of forming a government


- Explaining how one may lose a seat in parliament


- Describing the process of national elections

- Discussing the process of national elections

- Stating ways of participation in government and civic life

- Describing the composition and function of cabinet and civil servants

- Identifying composition and functions of cabinet

By the end of the lesson, the learner should be able to describe the process of making, amending and reviewing Kenya’s Constitution

By the end of the lesson, the learner should be able to explain the process of forming a government

By the end of the lesson, the learner should be able to explain how one may lose a seat in parliament

By the end of the lesson, the learner should be able to describe the process of national elections

By the end of the lesson, the learner should be able to state ways of participating in government and civic life and the importance of taking part

By the end of the lesson, the learner should be able to describe the composition and function of the cabinet and civil servants

The Constitution of Kenya

Formation of a government

Loss of parliamentary seat

Conducting national elections

Participation of citizens in government and civic life

The arms of the government: The Executive

The government of Kenya






4

5

1

2

3

4

WE

EK

9Our Lives Today: Social Studies Standard Eight


WE

EK

8

194





5

1

2

3 & 4





The arms of government: The Legislature

The arms of government: The Judiciary

Sources of government revenue and forms of expenditure

Local authorities

By the end of the lesson, the learner should be able to: (i) Name officials of the

Legislature (ii) Describe process of

legislation(iii) State the functions of

parliament

By the end of the lesson, the learner should be able to:(i) Describe the Judicial

system(ii) Appreciate the need for

an independent Judicial system

By the end of the lesson, the learner should be able to:(i) List sources of

government revenue(ii) Explain how the

government spends its money

By the end of the lesson, the learner should be able to:(i) Name types of local

authorities (ii) Describe the process of

election of officials in local authorities

(iii) Identify functions of local authorities

(iv) Explain the relationship between the government and local authorities

- Naming the officials of the legislature

- Describing the process of legislation

- Stating the functions of parliament

- Describing the Judicial system

- Listing sources of government revenue

- Discussing sources of government revenue

- Explaining how the government spends its money

- Naming types of local authorities

- Describing the process of election of local authorities

- Explaining the relationship between the government and local authorities




• Illustrations• Government publications




Our Lives TodaySST Pupil’s Book 8pages 229 –230SST Teacher’s Guide pages 113 – 114


WE

EK

9Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 3

WE

EK

10

195




5

1 – 5



Revision and exams

National defence

Revision and exams

By the end of the lesson, the learner should be able to:(i) Identify organs of

National defence (ii) Explain the role of

National defence in maintaining law and order

By the end of the lesson, the learner should be able to revise the work covered and write the National Exam

- Identifying organs of National defence

- Explaining the role of National defence in maintaining law and order

- Revising and writing the exam

• Pictures showing Kenyan soldiers


Our Lives TodaySST Pupil’s Book 8pages SST Teacher’s Guide pages 73 – 117


Term 3W

EE

K 1

1W

EE

K 1

0

198

OBJECTIVES LEARNING ACTIVITIESSUB-TOPICSTEACHING AIDS AND

REFERENCES REMARKSTOPIC EVALUATIONSPERIODS

NOT FOR SALE For use with Science in Action Standard Eight

Science in Action Standard Eight Schemes of Work: Term One

Fertilization in human beings

Development of foetus

The process of birth

The learner should be able to explain how fertilization in human beings takes place

The learner should be able to explain and discuss the development of a foetus

The learner should be able to explain and describe the process of birth

• Studying photographs and pictures

• Identifying essential parts of the male and female reproductive systems

• Explaining the role of sperms and ova in fertilization

• Discussing the process of ovulation and sperm formation

• Discussing the formation of zygote and embryo

• Explaining the meaning of implantation

• Describing the formation of placenta

• Describing the role of the placenta

• Mentioning the order of formation of vital organs

• Explaining the position and function of the umbilical cord and the amniotic fluid

• Discussing the challenges of pregnancy

• Observing charts on child birth

• Describing the steps of birth and after-birth events

SCIA - 8 pg 2-6TG - 8 pg 2Photographs and charts on the reproductive system

SCIA - 8 pg 3TG - 8 pg 2-3Pictures and diagrams on the development of foetusChart on challenges of pregnancy

SCIA - 8 pg 5-6TG - 8 pg 3-4Pictures and diagrams on the stages of birth

Reproduction in Human beings

3

3

3

WE

EK

1W

EE

K 3

WE

EK

2

199




Science in Action Standard EightSchemes of Work

Term 1W

EE

K 4

The excretory system

Health Education

The skin

The lungs

The kidneys

Meaning of STD’s

Sexually transmitted diseases

The learner should be able to identify the skin as an excretory organ and name the waste products it helps to remove

The learner should be able to identify the lungs as an excretory organ and name the waste products it helps to remove

The learner should be able to identify the kidney as an excretory organ and name the waste products it helps to remove

The learner should be able to:i. distinguish between

good and bad healthii. define STD’s

The learner should be able to:i. name causes of STD’s ii. discuss preventive

measures for sexually transmitted infections

• Drawing various parts of the skin

• Observing the parts of the skin

• Discussing the composition of sweat

• Drawing various parts of the lungs

• Observing the parts of the lungs

• Discussing the composition of inhaled and exhaled air

• Drawing various parts of the kidney

• Observing the parts of the kidney

• Discussing the composition of urine

• Identifying the conditions for good health

• Defining STD’s • Comparing STD’s with

other diseases

• Discussing the causes of syphilis, gonorrhoea, genital herpes and cancroids

• Explaining preventive measures for STI’s

SCIA - 8 pg 8TG - 8 pg 5-6Diagrams of the skin

SCIA - 8 pg 9.TG - 8 pg 6-7Pictures and diagrams showing lungs

SCIA - 8 pg 10-11TG - 8 pg 7-8Appropriate charts showing kidneys

SCIA - 8 pg 12TG - 8 pg 9-10Charts and pictures on STD’s

SCIA - 8 pg 12-13TG - 8 pg 10-12Pictures and charts on causes and preventive measures of STD’s

3

3

3

3

3

WE

EK

5W

EE

K 6

WE

EK

7W

EE

K 8

200



Science in Action Standard EightSchemes of WorkTerm 1


WE

EK

9

Plants

Control of HIV/AIDS

Adaptation of plants

Adaptation of plants

Signs of unhealthy crops

The learner should be able to identify control measures for HIV/AIDS

The learners should be able to:i. observe adaptive

features of plantsii. explain how plants

adapt to their environment

The learners should be able to describe different ways in which plants defend themselves

The learner should be able to identify signs of unhealthy plants

• Reading and comparing charts

• Explaining public awareness of HIV/AIDS

• Discussing control measures for HIV/AIDS

• Identifying plant environments

• Discussing adaptation of plants in dry areas

• Discussing adaptation of plants in wet areas

• Discussing defence mechanisms of different plants

• Discussion of sources of plant nutrients

• Identifying signs of unhealthy plants as observed on leaves, stems, flowers, fruits and seeds

SCIA - 8 pg 14-16TG - 8 pg 12-13Pictures and charts on HIV/AIDS

SCIA - 8 pg 18-23TG - 8 pg 14-16Pictures and charts showing plant adaptations

SCIA - 8 pg 18-23TG - 8 pg 14-16Pictures and charts showing plant adaptations

SCIA - 8 pg 24TG - 8 pg 16-17Pictures and charts showing signs of unhealthy plants

3

3

3

3

WE

EK

10

WE

EK

11

WE

EK

12

201




Plants

Animals

Animals

The learner should be able to observe effects of crop diseases in their habitat around the school compound

The learner should be able to:i. identify the different

feeding habits of animals in the school environment

ii. describe the characteristics of herbivores, carnivores, and omnivores

The learner should be able to explain how the beaks of birds are adapted to their feeding habits

The learner should be able to explain how animals are adapted to their way of moving

The learner should be able to identify signs of ill health in livestock

The learner should be able to state the effect of ill health on livestock

• Observing and identifying effects of crop diseases

• Naming and describing feeding habits of different animals in the school

• Collecting small animals and counting legs, wings, body parts

• Observing how animals feed

• Identifying different types of beaks

• Discussing different kinds of birds’ food

• Drawing and naming parts of organs used by animals for movement

• Discussion on the different ways in which animals move

• Identifying and naming different types of livestock diseases

• Comparing signs of different livestock diseases

• Reviewing signs of ill health in livestock

• Discussing effects of livestock diseases

SCIA - 8 pg25TG - 8 pg 17Charts and picturesReal objects in the environment

SCIA - 8 pg 28-30TG - 8 pg 18-20Pictures of animalsReal samples of small animalsCharts on feeding habits of animals

SCIA - 8 pg 31-32TG - 8 pg 20-21Pictures of beaksChart on adaptation of beaks

SCIA - 8 pg 33-35TG - 8 pg 21-22Pictures of livestock showing adaptations for movement

SCIA 8 pg 36-38TG - 8 pg 22Pictures of livestockChart on livestock diseases

SCIA - 8 pg 37-38TG - 8 pg 22-23Pictures and charts on livestock diseases

WE

EK

1W

EE

K 6

Effects of crop diseases

Feeding habits

Adaptation of beaks for feeding

Adaptation of animals to movement

Livestock diseases

Effects of disease on livestock

3

3

3

3

3

3

WE

EK

2W

EE

K 3

WE

EK

4Science in Action Standard Eight Schemes of Work: Term Two

WE

EK

5

202





Water

Soil pollution and conservation

Hard and soft water

Advantages and disadvantages of hard and soft water

Softening hard water

Meaning of soil pollution

Effect of soil pollution on plants

Effect of soil pollution on animals

Soil conservation

3

3

3

3

3

3

3

The learner should be able to:i. define hard and soft

water ii. state the differences

between hard and soft water

The learner should be able to identify and describe the advantages and disadvantages of hard and soft water

The learner should be able to soften hard water by boiling

The learner should be able to explain the meaning of soil pollution

The learner should be able to identify the effect of soil pollution on plants

The learner should be able to describe the effect of soil pollution on animals

The learner should be able to describe ways of conserving soil

• Discussing the meaning of hard and soft water

• Investigating how hard and soft water react with soap

• Discussing the disadvantages of hard and soft water

• Observing scam• Explaining the advantages

of hard and soft water

• Observing the softening of hard water by boiling

• Naming and observing sources of soil pollution

• Discussing different pictures on soil pollution

• Discussing the effects of soil pollution on plants

• Discussing the effects of soil pollution on animals

• Discussing ways of controlling soil pollution

• Discussing soil fertility and how to maintain it

• Discussing soil erosion and how to minimize it

SCIA - 8 pg 40-41TG - 8 pg 24-25Samples of hard water

SCIA - 8 pg 41TG - 8 pg 26Observation of scamChart on disadvantages of hard water

SCIA - 8 pg 42TG - 8 pg 23Real samples of hard water

SCIA - 8 pg 44-46TG - 8 pg 28-29Charts/pictures on soil pollution

SCIA - 8 pg 44-46TG - 8 pg 29-30Appropriate charts/pictures

SCIA - 8 pg 44-46TG - 8 pg 30-31Real animalsCharts on effects of soil pollution

SCIA - 8 pg 47-50TG - 8 pg 31-32Pictures/charts on soil conservation

WE

EK

7W

EE

K 8

WE

EK

9

WE

EK

11

WE

EK

12

WE

EK

10

WE

EK

13

203




Science in Action Standard Eight Schemes of Work: Term Three

Air pollution

Food and nutrition

Ways in which air is polluted

Effects of air pollution

Ways of controlling air pollution

Nutrition for pregnant women

Nutrition for lactating mothers

Nutrition for infants

3

3

3

1

1

1

The learner should be able to:-i. describe how air gets

polluted ii. name the key air

pollutants

The learner should be able to:i. describe the effects of

air pollution on plants ii. explain the effects of air

pollution on animals iii. observe and describe the

effect of air pollution on non-living things

The learner should be able to discuss ways of controlling air pollution

The learner should be able to identify the nutritional requirements for pregnant women

The learner should be able to identify nutritional requirements for lactating mothers

The learner should be able to identify nutritional requirements for infants

• Identifying air pollutants • Describing how each

pollutant pollutes the air

• Observing the effects of air pollution on plants

• Observing the effects of air pollution on animals

• Observing the effects of air pollution on non-living things

• Discussing ways of controlling air pollution

• Observing charts on food for pregnant women

• Explaining why pregnant women need special diet

• Observing charts on food for lactating mothers

• Explaining why lactating mothers need special diet

• Observing charts on food for infants

• Explaining why infants need special diet

SCIA - 8 pg 52-53TG - 8 pg 33-35Charts and pictures on air pollution

SCIA - 8 pg 54TG - 8 pg 35-36Appropriate charts and pictures on effects of air pollution

SCIA - 8 pg 55TG - 8 pg 36-37Appropriate charts and pictures on control of air pollution

SCIA - 8 pg 58TG - 8 pg 39-40Pictures of food for pregnant women

SCIA - 8 pg 59TG - 8 pg 41Appropriate charts and pictures

SCIA - 8 pg 60TG - 8 pg 41-42Food samplesChart on food for infants

WE

EK

1W

EE

K 2

WE

EK

4W

EE

K 3

204





Energy

Nutrition for people with HIV/AIDS

Food poisoning

Meaning of energy

Types of energy

Energy transformations

Energy conservation

3

3

3

3

3

3

The learner should be able to identify nutritional requirements for people with HIV/AIDS

The learner should be able to:i. state the causes of food

poisoning ii. discuss the prevention

of food poisoning

The learner should be able to:i. state the meaning of

energy ii. discuss the situations

in which energy is used

The learner should be able to describe different types of energy

The learner should be able to describe different energy transformations

The learner should be able to:i. state the methods of

conserving energyii. explain the need to

conserve energy

• Visiting a home for people with HIV/AIDS

• Explaining why people with HIV/AIDS need special diet

• Observing charts on causes of food poisoning

• Describing preventive measures for food poisoning

• Observing situations in which energy is used

• Explaining how energy is used

• Describing different types of energy

• Discussing the sources of heat, light ,sound, chemical energy, electrical energy and magnetic energy

• Naming types of energy transformations

• Identifying the correct sequence of energy transformations

• Naming types of energy conservation methods

• Identifying the reason for conserving energy

SCIA - 8 pg 61-63TG - 8 pg 42-43Appropriate charts and pictures on nutrition for people with AIDS

SCIA - 8 pg 64TG - 8 pg 43-44Appropriate charts and pictures on food poisoning

SCIA - 8 pg 68TG - 8 pg 45-46Common objects

SCIA - 8 pg 69-71TG - 8 pg 47-49Charts on sources of energy

SCIA - 8 pg 72-74TG - 8 pg 49-51Pictures, simple machinesFlow diagrams on energy transformation

SCIA - 8 pg 75-76TG - 8 pg 51Bottle tops, sticks, pencils, rulers and marbles

WE

EK

5W

EE

K 7

WE

EK

6W

EE

K 8

WE

EK

9W

EE

K 1

0

205




Science in Action Standard EightSchemes of Work

Term 3W

EE

K 1

1W

EE

K 1

2

Simple Machines

The inclined plane

The single fixed pulley

3

3

The learner should be able to investigate how inclined planes make work easier

The learner should be able to investigate how a single fixed pulley makes work easier

• Observing various uses of the inclined plane

• Identifying different types of inclined planes

• Explaining the effect of steepness on the amount of effort needed to lift a load

• Observing various uses of the single fixed pulley

• Explaining the effect of friction on the amount of effort needed to lift a load

SCIA - 8 pg 82-83TG - 8 pg 53-54Real examples of inclined planes

SCIA - 8 pg 84-85TG - 8 pg 54-55Real examples of pulleys

R E V I S I O N

208




NOT FOR SALE For use with Living in Christ Standard Eight

Living in Christ Standard Eight Schemes of Work: Term OneW

EE

K 1

God’s help and self-help




By the end of the lesson, the learner should be able to:i. Describe how the

body is the temple of the Holy Spirit

ii. Desire to live a holy life

By the end of the lesson, the learner should be able to:i. Describe how each

drug is misusedii. Describe how alcohol

is misusediii. Avoid taking drugs

By the end of the lesson, the learner should be able to:i. Give the effects of

drugs on the human body

ii. Avoid taking drugs

By the end of the lesson, the learner should be able to:i. State types of sexual

misuse and their effects

ii. Respect his/her body

- Scripture reading- Discussions- Explanations- Demonstrations- Note taking

- Scripture reading- Discussions- Explanations - Question and answer- Observations- Note taking

- Scripture reading- Discussions- Explanations- Note taking- Demonstrations

- Scripture reading- Discussions- Explanations- Question and answer

sessions- Note taking

- The Good News Bible: Romans 12:1-3,

1 Corinthians 6:13,19-20- Living in Christ Pupil’s Book 8

pages 2 – 4- Living in Christ Teacher’s Guide

Book 8 pages 1 – 2- Charts- Chalkboard

- The Good News Bible: Ephesians 5:18- Living in Christ Pupil’s Book 8


Book 8 pages 2 – 4- Pictures- Resource person- Chalkboard


pages 9 – 11- Resource person- Chalkboard

- The Good News Bible: Romans 1:24-27, 1 Corinthians

6:9-11, Galatians 5:19- Living in Christ Pupil’s Book 8


Book 8 pages 6 – 7- Newspaper cuttings- Chalkboard

1

2

3

1

The body is the temple of God

Drugs and how they are abused

Effects of drugs on the human body

Sexual misuse

WE

EK

2

209




Living in Christ Standard EightSchemes of Work

Term 1


WE

EK

2

2

3

1




By the end of the lesson, the learner should be able to:i. State the types of

sexual misuse and their effects

ii. Appreciate his/her body

By the end of the lesson, the learner should be able to: i. Explain the effects

of misuse of natural resources by human kind

ii. Conserve the environment

iii. Appreciate the environment

By the end of the lesson, the learner should be able to:i. Describe traditional

African communities’ view on use and misuse of God’s creation

ii. Appreciate the environment

- Scripture reading - Discussions- Explanations- Question and answer- Field visits

- Scripture reading- Discussions- Explanations- Question and answer- Nature walks

- Scripture reading- Discussions- Explanations- Question and answer- Story telling- Note taking

- The Good News Bible: Deuteronomy: 28:20-22- Living in Christ Pupil’s Book 8

pages 16 – 20 - Living in Christ Teacher’s Guide

Book 8 pages 7 – 8- Newspaper cuttings- Health journals- Chalkboard

- The Good News Bible- Living in Christ Pupil’s Book 8


Book 8 pages 8 – 9- Science magazines- Relevant newspaper cuttings- Chalkboard



Book 8 pages 10 – 11- Resource person- Chalkboard

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Effects of sexual misuse

Natural resources

View of the traditional African society on use and misuse of God’s creation

210




Living in Christ Standard EightSchemes of WorkTerm 1


2

3

1

2



Christianity and traditional African heritage


By the end of the lesson, the learner should be able to:i. Explain the Christian

teaching on use and misuse of God’s creation

ii. Appreciate the environment

By the end of the lesson, the learner should be able to:i. Explain the effects

of misuse of environment by humankind

ii. Conserve the environment

By the end of the lesson, the learner should be able to:i. Narrate stories

of creation in the traditional African communities

ii. Appreciate various concepts of God

By the end of the lesson, the learner should be able to:i. State how the

unborn, the living, the living dead and the ancestors are related

ii. Appreciate the spiritual life of the African people

- Scripture reading - Discussions- Explanations- Group work - Note taking

- Scripture reading- Explanations- Discussions- Project work:

conservation activities- Note taking

- Scripture reading- Discussions - Explanations - Story telling- Question and answer

- Scripture reading- Discussions- Explanations- Question and answer- Dramatization- Note taking

- The Good News Bible: Genesis 1:11-12, 26-29, Psalms

8:6-8- Living in Christ Pupil’s Book 8


Book 8 pages 11 – 12- Real objects: polythene bags etc.- Chalkboard

- The Good News Bible: Psalms 104:16-17- Living in Christ Pupil’s Book 8


Book 8 pages 12 – 13- Real objects e.g. seedlings hoes,

brooms etc.- Chalkboard

- The Good News Bible: Genesis 1:4-13,27- Living in Christ Pupil’s Book 8


Book 8 pages 13 – 14 - Resource person- Chalkboard

- The Good News Bible: Matthew 1:1-17, Genesis 13:14-18,

50:24-25- Living in Christ Pupil’s Book 8



WE

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Christian teaching on use and misuse of God’s creation

Response to misuse of God’s creation

African stories of creation

Relationship between the unborn, the living, the living dead and the ancestors

WE

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3

211





Term 1


3

1

2

By the end of the lesson, the learner should be able to:i. Differentiate between

traditional African understanding of continuity of life and the Christian understanding


By the end of the lesson, the learner should be able to:i. Explain why we

should respect the life of both the born and the unborn

ii. Desire to protect life

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

knowledge of content taught in previous weeks

ii. Answer revision questions correctly

- Scripture reading- Discussions- Explanations- Note taking- Question and answer- Field research

- Scripture reading- Explanations- Discussions- Note taking- Question and answer

- Writing

- The Good News Bible: Thessalonians 4:4-17, 1 Corinthians 15- Living in Christ Pupil’s Book 8


Book 8 pages 16 – 17- Resource person- Audio-visual materials- Charts- Flash cards- Chalkboard

- The Good News Bible: Psalms 139:13-16- Living in Christ Pupil’s Book 8



- Living in Christ Pupil’s Book 8- The Good News Bible- Writing materials

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Assessment

Differences between continuity of life in traditional African religion and Christianity

Respect for the life of the born and unborn

Continuous assessment tests

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212






3

1

2




Concepts of God in the traditional African society and Christianity

Response to God in the traditional African society

Ways of reconciling with God in the traditional African society

By the end of the lesson, the learner should be able to:i. Mention some

concepts of God in traditional African religion and Christianity

ii. Appreciate various concepts of God

By the end of the lesson, the learner should be able to:i. State the ways in

which the African people responded to the creator


By the end of the lesson, the learner should be able to:i. Explain how

reconciliation with God was done in the traditional African society


- Scripture reading- Discussions- Explanations- Note taking- Question and answer

- Scripture reading- Explanations- Narrations- Project work- Presentations- Question and answer

- Scripture reading- Discussions- Note taking- Dramatizations- Question and answer

- The Good News Bible: John 1:3, 6:35, 8:12, 4:6, 15:5, Matthew 6:9

- Living in Christ Pupil’s Book 8 pages 40 – 42

- Living in Christ Teacher’s Guide Book 8 pages 19 - 20

- Resource person- Chalkboard

- The Good News Bible: Isaiah 1:18-20, 9:6-7, Jeremiah 31:28-31


- Living in Christ Teacher’s Guide Book 8 pages 20 – 21

- Real objects- Chalkboard



Book 8 pages 21 – 22- Resource person- Real objects- Chalkboard

WE

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5W

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213





Term 1


3

1

2



Jesus Christ’s victory over pain and suffering

Similarities between Christianity and traditional African beliefs and customs

Differences between Christianity and traditional beliefs and customs

Causes of suffering

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

similarities and differences between Christianity and traditional African beliefs and customs

ii. Appreciate spiritual life of the African people


differences between Christianity and traditional African beliefs


By the end of the lesson, the learner should be able to:i. List causes of

sufferingii. Strive to prevent

suffering

- Scripture reading - Discussions- Explanations- Note taking- Question and answer- Group activities

- Scripture reading- Discussions- Explanations- Note taking- Singing- Question and answer

- Scripture reading - Discussions- Explanations- Note taking- Question and answer- Group work- Narrations

- The Good News Bible: Hebrews 1:1, Matthew 5:17,

Exodus 34:10-28- Living in Christ Pupil’s Book 8


Book 8 pages 22 – 23- Charts- Flash cards - Chalkboard

- The Good News Bible: Exodus 20:3-5, Hebrews 10:8-10- Living in Christ Pupil’s Book 8

pages 46 – 47 - Living in Christ Teacher’s Guide


- The Good News Bible: John 9:1-5, Luke 5:17-26- Living in Christ Pupil’s Book 8


Book 8 pages 25 – 26- Relevant newspaper cuttings- Chalkboard

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214






WE

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7

3

1

2




Types of suffering – physical suffering

Mental and emotional suffering

Jesus Christ triumphs over pain and suffering

By the end of the lesson, the learner should be able to:i. Mention types of

sufferingii. Strive to prevent

sufferingiii. Explain various kinds

of physical suffering

By the end of the lesson, the learner should be able to:i. Identify various kinds

of emotional sufferingii. State various kinds of

mental sufferingiii. Strive to prevent

suffering

By the end of the lesson, the learner should be able to:i. Explain the reasons

for Jesus’ sufferingii. Appreciate that by

sharing the suffering of Christ he/she will share in His resurrection

- Scripture reading- Narrations- Explanations- Discussions- Brainstorming

- Scripture reading- Explanations- Discussions- Note taking

- Scripture reading- Discussions- Explanations- Dramatizations

- The Good News Bible: John 19:1-3, Mark 5:1-10, Luke 16:19-21, Job 2:1-10- Living in Christ Pupil’s Book 8


Book 8 pages 26 – 28- Relevant Pictures



Book 8 pages 28 – 30- Pictures- Charts- Chalkboard

- The Good News Bible: 1 Peter 2:6-21, Isaiah 53:3-5, 10-12, John 19:29-30, 20:1-10,

Luke 23:26-49,24:1-12- Living in Christ Pupil’s Book 8


Book 8 pages 31 – 32- Charts - Flash cards- Chalkboard

WE

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8

215





Term 1


By the end of the lesson, the learner should be able to:i. List some of the

purposes of suffering ii. Appreciate that pain

and suffering have a purpose

By the end of the lesson, the learner should be able to:i. Describe how

Christians can triumph over pain through the help of the Holy Spirit

ii. Appreciate the leading power of the Holy Spirit

By the end of the lesson, the learner should be able to:i. Mention the kinds

of suffering that Christians undergo today

ii. Pray for Christians undergoing suffering

- Scripture reading- Discussions- Explanations - Note taking - Narrations

- Scripture reading- Discussions- Explanations- Dramatizations- Note taking

- Scripture reading- Discussions- Explanations- Singing- Prayers

- The Good News Bible: 1 Peter 3:18-22; 4:12-19- Living in Christ Pupil’s Book 8


Book 8 pages 32 – 33- Flash cards- Pictures - Charts- Chalkboard

- The Good News Bible: Acts 12:1-5, 7:54-60- Living in Christ Pupil’s Book 8


Book 8 pages 33 – 34- Pictures- Charts- Portraits - Chalkboard

- The Good News Bible: 2 Corinthians 1:5



- Charts- Audio visual materials- Chalkboard

Purpose of suffering

Martyrdom

Christian suffering today




3

1

2

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8W

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216






3 Assessment End term tests By the end of the lesson, the learner should be able to:i. Demonstrate

knowledge of content taught in previous 4 weeks


- Writing - Living in Christ Pupil’s Book 8- The Good News Bible- Writing materials

WE

EK

9

217





WE

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1

1

2

3

1

Living the Christian faith




Meaning of prayer

Private and public prayers

Answers to prayer

Differences between prayer and magic

By the end of the lesson, the learner should be able to:i. State the meaning of

prayerii. Appreciate that God

answers prayers

By the end of the lesson, the learner should be able to:i. Explain how prayers

can be made in public or in private

ii. Appreciate that God answers prayers

By the end of the lesson, the learner should be able to:i. State the different

responses given by God in prayer


By the end of the lesson, the learner should be able to:i. Explain the difference

between prayer and magic


- Scripture reading- Discussions- Explanations- Prayers- Singing- Field visits

- Scripture reading- Discussions- Dramatizations- Miming- Note taking- Question and answer

- Scripture reading- Discussions- Explanations- Narrations- Note taking- Dramatizations

- Scripture reading- Discussions- Explanations- Note taking- Dramatizations

- The Good News Bible: John 17:21, Acts 3:1, Luke 18:9-14- Living in Christ Pupil’s Book 8


Book 8 pages 36 – 37- Chalkboard

- The Good News Bible: Luke 5:15-16, Acts 2:40-42- Living in Christ Pupil’s Book 8


Book 8 pages 37 – 38- Pictures- Chalkboard

- The Good new Bible: John 15:1, 1 Samuel 28:1-20- Living in Christ Pupil’s Book 8



- The Good News Bible: Acts 8: 9,10,12,13, 18-22- Living in Christ Pupil’s Book 8


Book 8 pages 40 – 41

WE

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2Living in Christ Standard Eight Schemes of Work: Term Two

218






2

3

1

2





Relationship between fasting and prayer

Self-denial in service to others

Faith in daily action

Meaning of a living faith


relationship between prayer and fasting

ii. Appreciate fasting as a means of bringing one nearer to God

By the end of the lesson, the learner should be able to:i. State the importance

of self denial in relation to serving others

ii. Desire to serve God and fellow human beings


of having a living faithii. Live the Christian

faith


of having a living faithii. Live the Christian

faith


- Scripture reading- Explanations- Role playing- Discussions- Question and answer

- Scripture reading- Explanations- Discussions- Role playing- Narration- Note taking

- Scripture reading- Explanations- Discussions- Dramatizations - Note taking

- The Good News Bible: Matthew 6:16-18- Living in Christ Pupil’s Book 8



- The Good News Bible: Mark 8:34-35- Living in Christ Pupil’s Book 8


Book 8 pages 42 – 43- Flash cards- Chalkboard

- The Good News Bible: Romans 12:1-2, Hebrews 11:1-3,

8-12- Living in Christ Pupil’s Book 8



- The Good News Bible: James 2:14-17; 5:16- Living in Christ Pupil’s Book 8



WE

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2W

EE

K 3

219





Term 2


WE

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3

3

1

2

3

Social problems and Christian values




By the end of the lesson, the learner should be able to: i. State ways in which

one can practice justice

ii. Apply Christian values in his/her life

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

importance of fairness in his/her daily life

ii. Apply Christian values in his/her life

By the end of the lesson, the learner should be able to:i. Give reasons why a

Christian should be honest

ii. Desire to apply Christian principles in his/her life


of Christian valuesii. Apply Christian

values in his/her life

- Scripture reading- Explanations- Discussions- Note taking- Field trips

- Scripture reading- Discussions- Explanations- Note taking- Skits

- Scripture reading- Discussions- Explanations- Note taking


- The Good News Bible: Jeremiah 22:3, Amos 5:10-11, 14-15, Micah 7:2-4- Living in Christ Pupil’s Book 8


Book 8 pages 46 – 47- Relevant pictures- Audio-visual materials- Chalkboard

- The Good News Bible: Genesis 37:25-36, John 8:2-11- Living in Christ Pupil’s Book 8



- The Good News Bible: Proverbs 12:17- Living in Christ Pupil’s Book 8


Book 8 pages 48 – 49- Flash cards- Chalkboard

- The Good News Bible: 2 Kings 5:20-27, Ecclesiastes 7:7,

Proverbs 10:10, Matthew 22:16- Living in Christ Pupil’s Book 8


Book 8 pages 49 – 50- Newspaper cuttings- Relevant magazines etc.- Chalkboard

WE

EK

4

Christian values: Justice

Christian values: Fairness

Christian values: Honesty

Christian values: Integrity

220






WE

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5

1

2

3

1






nepotism destroys good relationships

ii. Avoid corruption, injustice and nepotism

By the end of the lesson, the learner should be able to:i. Describe the effects

of tribalismii. Use Christian values

when dealing with social problems

By the end of the lesson, the learner should be able to:i. Describe the effects

of corruption in the society

ii. Avoid corruption, injustices and nepotism

By the end of the lesson, the learner should be able to:i. Explain what happens

when resources are mismanaged

ii. Desire to apply Christian principles in his/her life

Social problems: Nepotism

Social problems: Tribalism

Social problems: Corruption

Social problems: Mismanagement of natural resources

- Scripture reading- Discussions- Explanations- Note taking- Question and answer

- Scripture reading- Discussions- Explanations- Presentations- Dramatizations- Group work

- Scripture reading- Explanations- Discussions- Note taking- Dramatizations

- Scripture reading- Discussions- Explanations- Group work- Note taking- Nature walks

- The Good News Bible: Matthew 12:46-50, Mark 10:35-37- Living in Christ Pupil’s Book 8



- The Good News Bible: John 4:5-10- Living in Christ Pupil’s Book 8

page 81- Living in Christ Teacher’s Guide

Book 8 pages 50 – 51- Resource person- Newspaper cuttings- Chalkboard

- The Good News Bible: Luke 19:1-10- Living in Christ Pupil’s Book 8


Book 8 pages 51 – 52- Newspaper cutting- Resource person- Chalkboard

- The Good News Bible: 1 Corinthians 3:16-17- Living in Christ Pupil’s Book 8


Book 8 pages 52 – 53- Newspaper cuttings- Audio-visual materials- Resource person- Chalkboard

WE

EK

6

221





Term 2


WE

EK

6

2

3

1

2


Jesus frees and commands



Upholding Christians values in our lives

Meaning of Christian freedom

Jesus showsHis obedience to God

Jesus Christ’s reaction towards freedom

By the end of the lesson, the learner should be able to:i. State the Christian

valuesii. Desire to use

Christian values when dealing with social problems

By the end of the lesson, the learner should be able to:i. State how he/she

makes use of personal freedom

ii. Desire to achieve true freedom


Jesus showed His obedience to God


By the end of the lesson, the learner should be able to:i. Explain the teachings

of Jesus on freedom ii. Express loyalty to the

state

- Scripture reading- Discussions- Explanations- Note taking- Group work

- Scripture reading- Discussions- Explanations- Note taking- Singing

- Scripture reading- Narration- Discussions- Dramatizations- Note taking

- Scripture reading- Discussions- Explanations- Note taking- Role playing



Book 8 pages 53 – 54- Resource person - Charts- Chalkboard

- The Good News Bible: Galatians 5:1, 13- Living in Christ Pupil’s Book 8


Book 8 pages 54 – 56- Chalkboard- Flash cards




- The Good News Bible: John 8:31-34- Living in Christ Pupil’s Book 8


Book 8 pages 57 – 58- Flash cards- Charts- Chalkboard

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7

222






WE

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7

3

1

2

3





Jesus Christ’s respect for authority

Personal freedom in relation to ourselves

Personal Freedom in relation to authority

Personal freedom in relation to parents

By the end of the lesson, the learner should be able to:i. Describe how Jesus

showed His loyalty to His Father

ii. Respect his/her parents

By the end of the lesson, the learner should be able to:i. State how he/she

makes use of personal freedom


By the end of the lesson, the learner should be able to:i. State ways in which

he/she reacts to authority


By the end of the lesson, the learner should be able to: i. Describe how he/she

relates to parentsii. Respect his/her

parents


- Scripture reading- Singing- Miming- Discussions- Explanations- Note taking

- Scripture reading- Role playing- Explanations- Narration- Discussions- Note taking


- The Good News Bible: Matthew 22:15-22; 23:1-3- Living in Christ Pupil’s Book 8



- The Good News Bible: 1 Corinthians 6:12, 8:9-13, 1 Peter 2:16- Living in Christ Pupil’s Book 8



- The Good News Bible: Titus 3:1-2- Living in Christ Pupil’s Book 8






WE

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8

223





Term 2


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9

1

2

3



Assessment

Personal freedom in relation to community

Loyalty to the state

End term tests

By the end of the lesson, the learner should be able to:i. Describe how he/

she relates to the community


By the end of the lesson, the learner should be able to:i. State ways in which

he/she reacts to authority

ii. Express loyalty to the state


knowledge of content taught in previous four weeks



- Scripture reading- Discussions- Explanations- Skits- Note taking

- Writing




- The Good News Bible: Romans 13:1- Living in Christ Pupil’s Book 8




224





WE

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1

1

2

3

1

The family, love and marriage




Types of families

Factors to consider when choosing a marriage partner

Benefits of a Christian marriage

Factors to consider when getting married

By the end of the lesson, the learner should be able to:i. State the different

types of familiesii. Appreciate his/her

family structure

By the end of the lesson, the learner should be able to:i. State the factors

considered when choosing a marriage partner

ii. Appreciate Christian teaching on marriage

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

advantages of a Christian marriage

ii. Appreciate the Christian teaching on marriage

By the end of the lesson, the learner should be able to:i. State the factors to

consider when getting married


- Scripture reading- Discussions- Explanations- Role playing

- Scripture reading - Discussions- Explanations- Dramatizations

- Scripture reading- Explanations- Discussions- Group work- Note taking- Question and answer


- The Good News Bible: Ephesians: 5:31-33- Living in Christ Pupil’s Book 8


Book 8 pages 63 – 64 - Pictures - Charts- Chalkboard

- The Good News Bible: Proverbs 19:14, 31, Matthew 1:18-25- Living in Christ Pupil’s Book 8


Book 8 pages 64 – 65- Chalkboard- Charts

- The Good News Bible: Mark 10:9, Genesis 2:18-24- Living in Christ Pupil’s Book 8


Book 8 pages 65-66 - Charts- Flash cards- Chalkboard

- The Good News Bible: Genesis: 24:1-19- Living in Christ Pupil’s Book 8


Book 8 pages 66 – 67 - Charts/magazine cuttings etc.W

EE

K 2

Living in Christ Standard Eight Schemes of Work: Term Three

225





Term 3


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2

2

3

1

2





Essential needs of a family

Obstacles to a good marriage

Traditional African view on love and marriage

Christian teaching on love and marriage

By the end of the lesson, the learner should be able to:i. Describe the essential

needs of a familyii. Desire to form good

relations in the family

By the end of the lesson, the learner should be able to:i. Discuss what

undermines a good marriage relationship


By the end of the lesson, the learner should be able to:i. State the traditional

African view on love and marriage

By the end of the lesson, the learner should be able to:i. Explain the Christian

teaching on love and marriage


- Scripture reading- Explanations- Discussions- Dramatizations- Note taking



- Scripture reading- Explanations- Discussions- Group work- Note taking


pages 105 –106- Living in Christ Teacher’s Guide




Book 8 pages 68 – 69 - Resource person- Newspaper cuttings- Chalkboard




- The Good News Bible: Matthew 19:1-12, Ephesians

5:22, 28, 1 Corinthians 7; 13:4-7- Living in Christ Pupil’s Book 8



WE

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3

226






WE

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3

3

1

2

3



Responding to Christ’s call


Qualities of a good parent

Qualities of a good child

Meaning of discipleship

Teachings of Jesus Christ on discipleship

By the end of the lesson, the learner should be able to:i. State qualities of a

good parentii. Appreciate his/her

parent/s

By the end of the lesson, the learner should be able to:i. List the qualities of a

good childii. Desire to form good

relationships in the family


discipleship ii. Desire to be a disciple

of Jesus


teachings of Jesus on discipleship

ii. Desire to be disciples of Jesus

- Scripture reading- Discussions- Explanations- Note taking - Question and answer

- Scripture reading- Explanations- Discussions- Question and answer- Dramatizations- Note taking

- Scripture reading - Question and answer- Explanations- Role playing- Note taking

- Scripture reading- Explanations- Discussions- Role playing - Question and answer

- The Good News Bible: Psalms 127:3, Matthew 19:13-14,

Proverbs 6:6-11, 9:18; 29:17- Living in Christ Pupil’s Book 8



- The Good News Bible: Ephesians 6:1-3- Living in Christ Pupil’s Book 8


Book 8 page 73 - Resource person- Chalkboard

- The Good News Bible: Acts 28:16-20, Matthew 4:18,

Luke 9:1-9 Acts 7:54-60- Living in Christ Pupil’s Book 8


Book 8 pages 74 – 75- Chalkboard - The Good News Bible: Matthew 5:44, Luke 9:57-62- Living in Christ Pupil’s Book 8


Book 8 page 75 - Flash cards- Chalkboard

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227





Term 3


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5

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2

3

1





Abiding in the vine

Loving one another

Serving one another

Denying oneself


teaching of Jesus on discipleship

ii. Desire to be a disciple of Jesus


loving one another demonstrates discipleship

ii. Love other people


of loving othersii. Serve others willingly


teaching of Jesus on discipleship

ii. Deny him/herself for the sake of Jesus Christ

- Scripture reading - Explanations- Discussions- Note taking- Singing- Prayers

- Scripture reading- Explanations- Discussions- Dramatizations- Recitations

- Scripture reading- Question and answer- Demonstrations - Discussions- Explanations

- Scripture reading- Memorizations- Discussions- Explanations- Note taking

- The Good News Bible: John 15:7, Romans 8:1- Living in Christ Pupil’s Book 8


Book 8 pages 76 – 77 - Flash cards- Chalkboard

- The Good News Bible: John 3:16; 1 Corinthians 13:1; 1 John 3:11- Living in Christ Pupil’s Book 8



- The Good News Bible: John 13: 4-5, 14- Living in Christ Pupil’s Book 8



- The Good News Bible: Mark 8:34- Living in Christ Pupil’s Book 8


Book 8 page 79 - Charts - Chalkboard

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228






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6

2

3

1

2




Leisure

The place of wealth in Christian discipleship

Misuse of wealth in Christian discipleship today

Role of evangelists and witnesses

Meaning of leisure

By the end of the lesson, the learner should be able to:i. Explain the place of

wealth in Christian discipleship

ii. Desire to be disciples of Jesus Christ

By the end of the lesson, the learner should be able to:i. List ways in which

wealth is misused in Christian discipleship today

ii. Desire to be disciples of Jesus

By the end of the lesson, the learner should be able to:i. Distinguish between

the work of an evangelist and a witness


leisureii. Desire to make proper

use of leisure timeiii. Vary leisure activities

- Scripture reading- Dramatizations- Explanations- Discussions- Note taking- Question and answer

- Scripture reading- Explanations- Discussions - Note taking- Narrations

- Scripture reading- Explanations- Discussions- Role playing- Question and answer- Note taking

- Scripture reading- Discussions- Explanations- Recitations- Dramatizations

- The Good News Bible: Proverbs 30:8-9, Mark 10:17-22- Living in Christ Pupil’s Book 8


Book 8 page 80- Chalkboard

- The Good News Bible: Micah 3:5, 11- Living in Christ Pupil’s Book 8


Book 8 page 81 - Chalkboard- Flash cards- Newspaper cuttings

- The Good News Bible: Matthew 28:19-20, Acts 1:8,

Ephesians 4:11-12- Living in Christ Pupil’s Book 8


Book 8 pages 81 – 82 - Chalkboard - Resource person

- The Good News Bible: Ecclesiastes 3:1-8- Living in Christ Pupil’s Book 8


Book 8 page 83 – 84 - Chalkboard

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229




- Scripture reading- Discussions- Explanations- Note taking- Dramatizations- Question and answer

- Scripture reading- Explanations- Discussions- Quizzes - Note taking

- Scripture reading- Explanations- Dramatization- Discussions- Singing- Prayer

- Scripture reading- Explanations- Question and answer- Discussions- Demonstrations


Term 3


By the end of the lesson, the learner should be able to:i. List leisure activities

in traditional African society and modern society


importance of leisure for his/her personal growth

ii. Desire to make proper use of leisure time

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

importance of leisure in a family

ii. Describe use of leisure in cultural development

iii. Appreciate the importance of leisure to a family

By the end of the lesson, the learner should be able to:i. Name Christian

activities they can do during leisure time

ii. Develop certain skills during leisure time

3

1

2

3

1

Leisure

Leisure

Leisure

Leisure

Leisure today and in traditional African society

Use of leisure for personal growth

Use of leisure to be with the family and for cultural development

Christian activities during leisure

- The Good News Bible - Living in Christ Pupil’s Book 8


Book 8 pages 84 – 85 - Chalkboard - Resource person

- The Good News Bible: 1 Samuel 16:23- Living in Christ Pupil’s Book 8


Book 8 pages 85 – 86 - Chalkboard



Book 8 pages 86-87 - Chalkboard- Flash cards

- The Good News Bible: Genesis 2:1-2, Exodus 20:8-11, Luke 1:39-45



- Chalkboard- Real objects

WE

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7W

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K 8

230




By the end of the lesson the learner should be able to:i. Give examples of how

leisure is misused ii. Write down

destructive elements in some leisure activities

iii. Desire to make proper use of leisure time

By the end of the lesson, the learner should be able to:i. State the difference

between leisure and unemployment

ii. Appreciate leisure


knowledge of content taught in previous 4 weeks


- Scripture reading - Explanations- Discussions- Demonstrations- Note taking

- Scripture reading- Discussions- Explanations - Note taking- Group work

- Writing



Leisure

Leisure

Assessment

Misuse of leisure

Leisure and unemployment

End term tests

- The Good News Bible: Genesis 9:20-25- Living in Christ Pupil’s Book 8


Book 8 pages 89 – 90 - Chalkboard- Resource person

- The Good News Bible: 2 Thessalonians 3:6-12- Living in Christ Pupil’s Book 8


Book 8 pages 90 – 91 - Chalkboard- Resource person


2

3

WE

EK

9

NPPE schemes Class 7 - Oxford · PDF fileLearning aids: New Progressive Primary English...

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