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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
NPPE Pupil’s Book 7, pp 2–3
NPPE Teacher’s Book 7, pp 2–3
NPPE Pupil’s Book 7, pp 3–7
NPPE Teacher’s Book 7, pp 3–6
WE
EK
2
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
7NOT FOR SALE For use with New Progressive Primary English Standard Seven
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
NPPE Pupil’s Book 7, pp 8–12
NPPE Teacher’s Book 7, pp 7–12
NPPE Pupil’s Book 7, pp 8–9
NPPE Teacher’s Book 7, pp 8–10
NPPE Pupil’s Book 7, pp 9–13
NPPE Teacher’s Book 7, pp 8–13
Library
Oral work
Reading
Writing
7
1-2
3-4
5-6
WE
EK
3W
EE
K 2
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
8NOT FOR SALE For use with New Progressive Primary English Standard Seven
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.
• Pictures in the Pupil’s Book.
• Outline points.
• Fun spot.
NPPE Pupil’s Book 7, p 13NPPE Teacher’s Book 7, p 12
NPPE Pupil’s Book 7, pp 14–18
NPPE Teacher’s Book 7, pp 14–17
NPPE Pupil’s Book 7, pp 14–16
NPPE Teacher’s Book 7, pp 15–16
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
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
9NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of Work
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.
• Picture in the Pupil’s Book.
• OPDEA.
• Outline points.
• Fun spot.• Storybook.
• Pens.• Answer sheets.• Test items.
NPPE Pupil’s Book 7, pp 20–24
NPPE Teacher’s Book 7, pp 19–24
NPPE Pupil’s Book 7, pp 20–21NPPE Teacher’s Book 7, pp 20–22
NPPE Pupil’s Book 7, pp 22–23
NPPE Teacher’s Book 7, pp 22–24
NPPE Pupil’s Book 7, pp 24–25NPPE Teacher’s Book 7, p 24
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
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
10NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of WorkTerm 1
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.
The learners should be able to:• write correct sentences using
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.
NPPE Pupil’s Book 7, pp 26–32
NPPE Teacher’s Book 7, pp 26–31
NPPE Pupil’s Book 7, pp 26–27
NPPE Teacher’s Book 7, pp 26–27
NPPE Pupil’s Book 7, pp 28–33
NPPE Teacher’s Book 7, pp 28–31
Oral work
Reading
Writing
1-3
4
5-6
WE
EK
7
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
11NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of Work
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.
• Pictures in the Pupil’s Book.
• OPDEA.
• Outline points.
• Fun spot.
NPPE Pupil’s Book 7, p 33NPPE Teacher’s Book 7, p 31
NPPE Pupil’s Book 7, pp 34–38
NPPE Teacher’s Book 7, pp 32–37
NPPE Pupil’s Book 7, pp 34–35
NPPE Teacher’s Book 7, pp 33–34
NPPE Pupil’s Book 7, pp 35–39
NPPE Teacher’s Book 7, pp 34–37
NPPE Pupil’s Book 7, p 39NPPE Teacher’s Book 7, p 37
Library
Oral work
Reading
Writing
Library
7
1-2
3-4
5-6
7
WE
EK
7W
EE
K 8
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
12NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of WorkTerm 1
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.
The learners should be able to:• construct correct sentences using
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.
• Pictures in the Pupil’s Book.
• OPDEA.
• Pictures in the Pupil’s Book.
• Fun spot.
• Flash cards.• Pictures of different
birds.• Different types of shells.• Pictures of people
knitting or weaving.• OPDEA.
NPPE Pupil’s Book 7, pp 40–44
NPPE Teacher’s Book 7, pp 38–42
NPPE Pupil’s Book 7, pp 40–41
NPPE Teacher’s Book 7, pp 39–41
NPPE Pupil’s Book 7, pp 41–45
NPPE Teacher’s Book 7, pp 40–44
NPPE Pupil’s Book 7, p 45NPPE Teacher’s Book 7, p 43
NPPE Pupil’s Book 7, pp 46–50
NPPE Teacher’s Book 7, pp 45–50
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
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
13NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of Work
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
• Pictures in the Pupil’s Book.
• OPDEA.
• Outline points.
• Fun spot.• Storybook.
• Pens.• Answer sheets.• Test items/questions.
NPPE Pupil’s Book 7, pp 46–47
NPPE Teacher’s Book 7, pp 46–48
NPPE Pupil’s Book 7, pp 47–51
NPPE Teacher’s Book 7, pp 47–51
NPPE Pupil’s Book 7, pp 50–51NPPE Teacher’s Book 7, p 50
Live and on the Air; OUP, Nairobi.
NPPE Pupil’s and Teacher’s Book 7, Units 1–9.
WE
EK
11
WE
EK
10
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
14NOT FOR SALE For use with New Progressive Primary English Standard Seven
WE
EK
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
Book.• Read silently.• Ask and answer oral questions.
• 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.
• Past exam papers.
• Flash cards.• Pictures of a bee and a
beehive.• Bottles of honey.• Sentence cards.• OPDEA.
• Pictures in the Pupil’s Book.
• OPDEA.
• Points in the Pupil’s Book.
• Fun spot.
NPPE Pupil’s and Teacher’s Book 7, Units 1–9.
NPPE Pupil’s Book 7, pp 56–62
NPPE Teacher’s Book 7, pp 54–59
NPPE Pupil’s Book 7, pp 56–58
NPPE Teacher’s Book 7, pp 54–57
NPPE Pupil’s Book 7, pp 58–63
NPPE Teacher’s Book 7, pp 56–59
NPPE Pupil’s Book 7, pp 62–63NPPE Teacher’s Book 7, p 59
WE
EK
2
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
15NOT FOR SALE For use with New Progressive Primary English Standard Seven
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.
The learners should be able to:• write correct sentences by forming
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.
• Picture in the Pupil’s Book.
• OPDEA.
• Outline points.
• Fun spot.
NPPE Pupil’s Book 7, pp 64–68
NPPE Teacher’s Book 7, pp 60–64
NPPE Pupil’s Book 7, pp 64–65
NPPE Teacher’s Book 7, pp 61–62
NPPE Pupil’s Book 7, pp 65–69
NPPE Teacher’s Book 7, pp 61–64
NPPE Pupil’s Book 7, pp 68–69
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
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
16NOT FOR SALE For use with New Progressive Primary English Standard Seven
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.
The learners should be able to:• construct correct sentences using
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.
• Pictures in the Pupil’s Book.
• Sample letter.
• Fun spot.
• Pictures of different professionals, e.g. nurse, doctor etc.
• Flash cards.• Sentence cards.• OPDEA.
NPPE Pupil’s Book 7, pp 70–74
NPPE Teacher’s Book 7, pp 65–69
NPPE Pupil’s Book 7, pp 70–72NPPE Teacher’s Book 7, pp 66–68
NPPE Pupil’s Book 7, p 73NPPE Teacher’s Book 7, pp 67–69
NPPE Pupil’s Book 7, pp 74–75NPPE Teacher’s Book 7, p 69
NPPE Pupil’s Book 7, p 79NPPE Teacher’s Book 7, pp 70–74
Oral work
Reading
Writing
Library
Oral work
1-2
3-4
5-6
7
1-2
WE
EK
5W
EE
K 4
New Progressive Primary English Standard SevenSchemes of WorkTerm 2
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
17NOT FOR SALE For use with New Progressive Primary English Standard Seven
The learners should be able to read the passage ‘Mother Teresa’ fluently and accurately and answer comprehension questions.
The learners should be able to:• write correct sentences by forming
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.
• Picture in the Pupil’s Book.
• OPDEA.
• Outline points.
• Fun spot.• Storybook.
• Pens.• Answer sheets.• Test items.
• Operating manual for a television or radio.
• Adverts for radios.• TVs or mobile phones.• Flash cards.• Sentence cards.• OPDEA.
NPPE Pupil’s Book 7, pp 76–78NPPE Teacher’s Book 7, pp 71–72
NPPE Pupil’s Book 7, pp 78–81
NPPE Teacher’s Book 7, pp 72–74
NPPE Pupil’s Book 7, pp 80–81NPPE Teacher’s Book 7, p 74
I’ll be back shortly; OUP, Nairobi.
NPPE Pupil’s and Teacher’s Book 7, Units 10–13
NPPE Pupil’s Book 7, pp 82–86
NPPE Teacher’s Book 7, pp 75–80
Reading
Writing
Library
Revision and Testing
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
Schemes of WorkTerm 2
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
18NOT FOR SALE For use with New 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.
• Picture in the Pupil’s Book.
• OPDEA.
• Outline points.
• Fun spot.
• Pictures of crowds at the show.
• Newspaper cuttings.• Flash cards.• Sentence cards.• OPDEA.
NPPE Pupil’s Book 7, pp 82–83
NPPE Teacher’s Book 7, pp 81–83
NPPE Pupil’s Book 7, pp 83–87
NPPE Teacher’s Book 7, pp 77–80
NPPE Pupil’s Book 7, p 87NPPE Teacher’s Book 7, p 80
NPPE Pupil’s Book 7, pp 88–89
NPPE Teacher’s Book 7, pp 81–83
Reading
Writing
Library
Oral work
4
5-6
7
1-2
WE
EK
7W
EE
K 8
New Progressive Primary English Standard SevenSchemes of WorkTerm 2
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
19NOT FOR SALE For use with New Progressive Primary English Standard Seven
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 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 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, pp 88–89
NPPE Teacher’s Book 7, pp 81–83
NPPE Pupil’s Book 7, pp 89–93
NPPE Teacher’s Book 7, pp 83–87
NPPE Pupil’s Book 7, p 93
NPPE Teacher’s Book 7, p 87
NPPE Pupil’s Book 7, pp 94–98
NPPE Teacher’s Book 7, pp 88–93
Reading
Writing
Library
Oral work
3-4
5-6
7
1-2
WE
EK
9W
EE
K 8
New Progressive Primary English Standard SevenSchemes of Work
Term 2
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
20NOT FOR SALE For use with New Progressive Primary English Standard Seven
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.
• Pictures in the Pupil’s Book.
• OPDEA.
• Pictures in the Pupil’s Book.
• Fun spot.
• Flash cards.• Picture of an aeroplane
showing cockpit, entrance etc.
• Picture of an airport.• Word cards.• Sentence cards.• OPDEA.
NPPE Pupil’s Book 7, pp 94–95
NPPE Teacher’s Book 7, pp 88–89
NPPE Pupil’s Book 7, pp 95–99
NPPE Teacher’s Book 7, pp 90–94
NPPE Pupil’s Book 7, p 99NPPE Teacher’s Book 7, p 93
NPPE Pupil’s Book 7, pp 100–102
NPPE Teacher’s Book 7, pp 94–98
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.
• Discuss the given questions orally.• Record answers.• Write the composition.
• 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
words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.
WE
EK
9W
EE
K 1
0New Progressive Primary English Standard SevenSchemes of WorkTerm 2
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
21NOT FOR SALE For use with New Progressive Primary English Standard Seven
• 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
Book.• Read silently.• Ask and answer oral questions.
• 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
• Picture in the Pupil’s Book.
• OPDEA.
• Picture in the Pupil’s Book.
• Fun spot.• Storybook.
• Pens.• Answer sheets.• Test items.
NPPE Pupil’s Book 7, pp 100–102
NPPE Teacher’s Book 7, pp 96–98
NPPE Pupil’s Book 7, pp 102–107
NPPE Teacher’s Book 7, pp 98–101
NPPE Pupil’s Book 7, pp 106–107NPPE Teacher’s Book 7, p 101The Childless Father; OUP, Nairobi.
NPPE Pupil’s and Teacher’s Book 7, Units 1–18.
WE
EK
11
WE
EK
10
New Progressive Primary English Standard SevenSchemes of Work
Term 2
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
22NOT FOR SALE For use with New Progressive Primary English Standard Seven
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.
• 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 aloud.• Read silently.• Ask and answer oral questions.
• Discuss the given questions orally.• Record answers.• Write the composition.
• Read aloud.• Talk about strange facts.
• Past exam papers.
• Pictures of vessels used in sea transport, e.g. ferry etc.
• Flash cards.• Word cards.
• Picture in the Pupil’s Book.
• Outline points.
• Fun spot.
NPPE Pupil’s and Teacher’s Book 7, Units 1–18
NPPE Pupil’s Book 7, pp 112–118
NPPE Teacher’s Book 7, pp 106–111
NPPE Pupil’s Book 7, pp 112–114
NPPE Teacher’s Book 7, pp 108–111
NPPE Pupil’s Book 7, pp 114–119
NPPE Teacher’s Book 7, pp 108–112
NPPE Pupil’s Book 7, pp 118–119NPPE Teacher’s Book 7, p 112
WE
EK
2
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
23NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of Work
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.
The learners should be able to:• write correct sentences using
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
Book.• Read silently.• Ask and answer oral questions.
• 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.
• Pictures in the Pupil’s Book.
• OPDEA.
• Outline points.
NPPE Pupil’s Book 7, pp 120–126
NPPE Teacher’s Book 7, pp 113–118
NPPE Pupil’s Book 7, pp 120–122
NPPE Teacher’s Book 7, pp 113–115
NPPE Pupil’s Book 7, pp 122–127
NPPE Teacher’s Book 7, pp 115–119
Oral work
Reading
Writing
1-3
4
5-6
WE
EK
3
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
24NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of WorkTerm 3
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:• 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.
• Picture in the Pupil’s Book.
• Letter in the Pupil’s Book.
• Form in the Pupil’s Book.
• Fun spot.
NPPE Pupil’s Book 7, pp 126–127NPPE Teacher’s Book 7, p 118
NPPE Pupil’s Book 7, pp 128–132
NPPE Teacher’s Book 7, pp 120–124
NPPE Pupil’s Book 7, pp 128–130NPPE Teacher’s Book 7, pp 121–122
NPPE Pupil’s Book 7, pp 130–133
NPPE Teacher’s Book 7, pp 125–132
NPPE Pupil’s Book 7, p 133NPPE Teacher’s Book 7, pp 124–125
Library
Oral work
Reading
Writing
Library
7
1-3
4
5-6
7
WE
EK
4W
EE
K 3
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
25NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of Work
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.
The learners should be able to:• construct correct sentences using
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
Book.• Read silently.• Ask and answer oral questions.
• 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.
• Picture in the Pupil’s Book.
• OPDEA.
• Outline points.
• Fun spot.
• Pens.• Answer sheets.• Test items.
NPPE Pupil’s Book 7, pp 134–137
NPPE Teacher’s Book 7, pp 126–129
NPPE Pupil’s Book 7, pp 134–135
NPPE Teacher’s Book 7, pp 127–128
NPPE Pupil’s Book 7, pp 135–137NPPE Teacher’s Book 7, pp 128–129
NPPE Pupil’s Book 7, p 137NPPE Teacher’s Book 7, p 129
NPPE Pupil’s and Teacher’s Book 7, Units 19–22
Oral work
Reading
Writing
Library
Revision and Testing
1-2
3-4
5-6
7
1-7
WE
EK
5W
EE
K 6
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
26NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of WorkTerm 3
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.
The learners should be able to:• write correct sentences using
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
words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.
• Revise the new words learnt.• Talk about drug abuse.• Discuss the pictures in the Pupil’s
Book.• Read silently.• Ask and answer oral questions.
• 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.
• Pictures in the Pupil’s Book.
• OPDEA.
• Sample speech.
• Fun spot.• Storybook.
NPPE Pupil’s Book 7, pp 138–141
NPPE Teacher’s Book 7, pp 130–134
NPPE Pupil’s Book 7, pp 138–140
NPPE Teacher’s Book 7, pp 131–132
NPPE Pupil’s Book 7, pp 140–143
NPPE Teacher’s Book 7, pp 132–135
NPPE Pupil’s Book 7, p 143
NPPE Teacher’s Book 7, p 134
Caught in the middle; OUP, Nairobi
Oral work
Reading
Writing
Library
1-2
3-4
5-6
7
WE
EK
7
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
27NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of Work
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.
The learners should be able to:• write correct sentences using
adverbs of frequency.• write a dialogue.
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 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
words.• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.
• Flash cards.• Sentence cards.• Picture of Kenyan
athletes.• Marked school field for
athletics.• OPDEA.
• Picture in the Pupil’s Book.
• 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.
NPPE Pupil’s Book 7, pp 144–146
NPPE Teacher’s Book 7, pp 136–139
NPPE Pupil’s Book 7, pp 144–145
NPPE Teacher’s Book 7, pp 137–138
NPPE Pupil’s Book 7, pp 145–147NPPE Teacher’s Book 7, pp 137–139
NPPE Pupil’s Book 7, pp 146–147NPPE Teacher’s Book 7, p 139
NPPE Pupil’s Book 7, pp 148–150
NPPE Teacher’s Book 7, pp 141–145
Oral work
Reading
Writing
Library
Oral work
1-2
3-4
5-6
7
1-2
WE
EK
9W
EE
K 8
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
28NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of WorkTerm 3
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.
The learners should be able to:• construct correct sentences using
some and any.• write a composition with a given
beginning.
• Picture in the Pupil’s Book.
• OPDEA.
• Outline points.
• Fun spot.
• Sentence cards.• Flash cards.• Nettles (vegetables).• Picture of a restaurant
and people eating.• OPDEA.
• Pictures in the Pupil’s Book.
• OPDEA.
• Guide in the Pupil’s Book.
NPPE Pupil’s Book 7, pp 148–149
NPPE Teacher’s Book 7, pp 142–143
NPPE Pupil’s Book 7, pp 149–151
NPPE Teacher’s Book 7, pp 143–145
NPPE Pupil’s Book 7, p 151
NPPE Teacher’s Book 7, pp 144–145
NPPE Pupil’s Book 7, pp 152–155
NPPE Teacher’s Book 7, pp 146–149
NPPE Pupil’s Book 7, pp 152–155
NPPE Teacher’s Book 7, pp 146–147
NPPE Pupil’s Book 7, pp 154–157
NPPE Teacher’s Book 7, pp 147–149
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
Book.• Read silently.• Ask and answer oral questions.
• 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.
• Pronounce the new words.• Construct sentences.• Ask and answer oral questions.
• 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
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
29NOT FOR SALE For use with New Progressive Primary English Standard Seven
New Progressive Primary English Standard SevenSchemes of Work
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.
• Pens.• Answer sheets.• Test items.
NPPE Pupil’s Book 7, pp 156–157
NPPE Teacher’s Book 7, p 149
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)
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
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 kusoma kwa ufasaha na kujibu maswali ya ufahamu 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
Kusoma, kueleza, kutumia
Kusoma, kueleza, kuandika
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
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
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
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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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, kubainisha, kutumia
Kusoma, kueleza, kuandika
Kusoma, kueleza, kutumia
Kusoma, kueleza, kuuliza, kujibuKusoma, kueleza, kutumia
Kusoma, kubainisha, kutumia
Kusoma, kubainisha, kuandika
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
20
20
21
22
22
24
25
26
27
29
30
31
32
33
35
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika (Insha)
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika (Insha)
Kusikiliza na kuzungumza
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
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
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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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, kueleza, kutumia
Kusoma, kuzungumza, kujadili, kuandika
Kusoma, kueleza, kujadili
Kuzungumza, kusoma, kuuliza, kujibuKusoma, kueleza, kutega, kuteguaKusoma, kueleza, kutumia
Kusoma, kueleza, kuandika, kusahihisha
Kusoma, kueleza, kutumia
Kusoma, kuzungumza, kuuliza, kujibuKusoma, kueleza, kufumba, kufumbuaKusoma, kueleza, kutumia
Kusoma, kuzungumza, kuandika
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
36
36
38
40
41
42
43
45
45
47
48
49
51
52
53
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika (Insha)
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika (Insha)
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika (Insha)
JUM
A 7
JUM
A 8
JUM
A 9
Kiswahili Sanifu Kitabu cha SabaMaazimio ya KaziMuhula wa Kwanza
35
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 PILI
Kusikiliza na KuzungumzaUfahamu Mapambo ya lughaSarufi
Kuandika
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lugha
Sarufi
Kuandika
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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, kueleza, kutumia
Kusoma, kuzungumza, kuandika
Picha, michoro
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
60
61
63
63
65
66
67
69
70
71
72
73
75
76
77
JUM
A 1
JUM
A 2
JUM
A 3
36
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
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika (Insha)
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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, kubainisha, kutumia
Kusoma, kueleza, kujadili, kuandika, kusahihisha
Kusoma, kubainisha, kutumia
Kusoma, kujadili, kuuliza, kujibuKusoma, kubainisha, kutumia
Kusoma, kueleza, kutumia
Kuzungumza juu ya michoro, kupanga, kuandika
Kusoma, kueleza, kutumia
Kuzungumza juu ya michoro, kusoma, kuuliza, kujibuKuzungumza, kusoma, kukariri, kujibuKusoma, kubainisha, kutumia
Kusoma, kujadili, kuandika, kusahihisha
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
78
79
80
81
81
82
83
85
86
87
88
89
90
91
92
JUM
A 4
JUM
A 5
JUM
A 6
Kiswahili Sanifu Kitabu cha SabaMaazimio ya KaziMuhula wa Pili
37
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
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika (Insha)
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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, kubainisha, kutumia
Kusoma, kujadili, kupanga, kuandika
Kusoma, kueleza, kuandika
Kusoma, kuzungumza, kuuliza, kujibuKusoma, kueleza, kutumia
Kusoma, kueleza, kutumia
Kuzungumza, kupanga, kuandika
Kuzungumza, kusoma, kuiga matendoKusoma, kuzungumza, kuuliza, kujibuKusoma, kueleza, kutumia
Kusoma, kueleza, kutumia
Kuzungumza, kusikiliza, kupanga, kuandika
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
94
95
97
98
99
100
100
102
102
103
104
104
105
106
107
JUM
A 7
JUM
A 8
JUM
A 9
Kiswahili Sanifu Kitabu cha SabaMaazimio ya Kazi
Muhula wa Pili
38
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 TATU
Kusikiliza nakuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika insha
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika (insha)
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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
Kusoma, kueleza, kutumia
Kuzungumza, kujadili, kupanga, kuandika
Kusoma, kukariri, kutambua, kutungaKukariri, kueleza, kuuliza, kujibuKusoma, kueleza, kutumia
Kusoma, kueleza, kutumia
Kujadili, kupanga, kuandika
Kuzungumza juu ya picha, kueleza, kutambuaKusoma, kuzungumza, kuuliza, kujibuKukariri, kujadili
Kusoma, kueleza, kutumia
Kuzungumza, kujadili, kupanga, kuandika
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
114
115
116
116
117
118
120
122
122
123
124
125
126
127
127
JUM
A 1
JUM
A 2
JUM
A 3
39
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
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika insha
Kusikiliza nakuzungumzaUfahamu
Mapambo ya lughaSarufi
Kuandika insha
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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 kusoma kwa ufasaha na kujibu maswali ya ufahamu kwa usahihi.
• 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, 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, kubainisha, kutumia
Kusoma, kujadili, kupanga, kuandika
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
Kitabu cha Mwanafunzi
128
128
131
132
133
134
135
137
138
139
140
141
142
143
144
JUM
A 4
JUM
A 5
JUM
A 6
Kiswahili Sanifu Kitabu cha SabaMaazimio ya Kazi
Muhula wa Tatu
40
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
Multiplication tables, place value tables
Pupil’s Book pages 2-4Teacher’s Book pages 1-2
Pupil’s Book pages 4-6Teacher’s Book pages 2-4
Pupil’s Book page 7Teacher’s Book pages 4-5
Pupil’s Book pages 8-10Teacher’s Book pages 8-9
Pupil’s Book pages 11-13Teacher’s Book pages 9-11
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
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven
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
Multiplication tables
Equivalent fraction charts
Equivalent fraction charts, multiplication tables
Equivalent fraction charts, multiplication tables
Equivalent fraction charts, multiplication tables
Multiplication tables Equivalent fraction charts
Pupil’s Book page 15Teacher’s Book page 13
Pupil’s Book pages 16-18Teacher’s Book pages 16-17
Pupil’s Book pages 19-20Teacher’s Book pages 17-18
Pupil’s Book pages 21-22Teacher’s Book pages 18-19
Pupil’s Book pages 23-24Teacher’s Book pages 19-20
Pupil’s Book page 25Teacher’s Book page 20
WE
EK
4W
EE
K 5
WE
EK
6Progressive Primary Mathematics Standard Seven
Schemes of WorkTerm 1
3Frac-tions
44
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven
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
Multiplication tables
Place value tables, multiplication tables
Addition charts, multiplication tables
Multiplication tables
Multiplication tables
Pupil’s Book page 26Teacher’s Book pages 24-25
Pupil’s Book page 27Teacher’s Book pages 25-26
Pupil’s Book pages 26-33Teacher’s Book page 26
Pupil’s Book page 34Teacher’s Book pages 26-27
Pupil’s Book page 28Teacher’s Book page 27
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
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven
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
Multiplication tables
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
Pupil’s Book pages 38-39Teacher’s Book pages 32-33
Pupil’s Book pages 42-48Teacher’s Book pages 36-38
Pupil’s Book pages 48-49Teacher’s Book page 38
Pupil’s Book pages 50-51Teacher’s Book page 39
Pupil’s Book pages 52-53Teacher’s Book page 40
Pupil’s Book pages 40-41Teacher’s Book pages 34-35
WE
EK
10
WE
EK
11
- 12
WE
EK
13
Progressive Primary Mathematics Standard SevenSchemes of Work
Term 1
6Angles
46
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven
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, protractor, pair of compasses
Ruler, protractor, pair of compasses
Ruler, pair of compasses, protractor
Ruler, pair of compasses, protractor
Simple beam balance
Pupil’s Book pages 54-55Teacher’s Book pages 42-43
Pupil’s Book pages 56-59Teacher’s Book page 43
Pupil’s Book pages 59-61Teacher’s Book pages 43-44
Pupil’s Book pages 61-65Teacher’s Book pages 44-45
Pupil’s Book pages 66-67Teacher’s Book pages 48-49
Pupil’s Book pages 67-68Teacher’s Book page 49
Mathematics Scheme of Work for Standard Seven: Term TwoW
EE
K 1
WE
EK
2W
EE
K 3
7Constra-ctions
8Algebra
47
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven
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
Pupil’s Book pages 68-70Teacher’s Book pages 49-50
Pupil’s Book pages 70-71Teacher’s Book pages 50-51
Pupil’s Book page 71Teacher’s Book page 51
Pupil’s Book pages 72-75Teacher’s Book page 54-55
Pupil’s Book pages 75-77Teacher’s Book page 55-56
Pupil’s Book pages 80-82Teacher’s Book page 58-59
WE
EK
3W
EE
K 4
WE
EK
5Progressive Primary Mathematics Standard Seven
Schemes of WorkTerm 2
9Length
10Area
48
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven
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
Pupil’s Book pages 82-85Teacher’s Book pages 59-60
Pupil’s Book pages 86-89Teacher’s Book page 60
Pupil’s Book pages 89-93Teacher’s Book pages 61-62
Pupil’s Book pages 94-95Teacher’s Book pages 64-65
Pupil’s Book pages 95-97Teacher’s Book pages 65-66
Pupil’s Book pages 97-100Teacher’s Book page 66
WE
EK
6W
EE
K 7
WE
EK
8Progressive Primary Mathematics Standard SevenSchemes of WorkTerm 2
11Time,speed andtempera-ture
49
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven
• 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 page 101Teacher’s Book page 66
Pupil’s Book pages 102-103Teacher’s Book pages 59-60
Pupil’s Book pages 104-105Teacher’s Book pages 70
Pupil’s Book pages 105-106Teacher’s Book pages 70-71
Pupil’s Book pages 106-108Teacher’s Book pages 71-72
Pupil’s Book pages 110-113Teacher’s Book pages 74-75
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
EK
9W
EE
K 1
0W
EE
K 1
1Progressive Primary Mathematics Standard Seven
Schemes of WorkTerm 2
12Ratio and pro-portion
13Volume,capacityand mass
50
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven
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
Pupil’s Book pages 110-117Teacher’s Book pages 75-76
Pupil’s Book pages 117-121Teacher’s Book pages 76-77
Pupil’s Book pages 122-123Teacher’s Book pages 77-78
WE
EK
11
WE
EK
12
WE
EK
13
Progressive Primary Mathematics Standard SevenSchemes of WorkTerm 2
51
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven
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 128-129Teacher’s Book pages 81-82
Pupil’s Book pages 129-132Teacher’s Book pages 82
Pupil’s Book pages 131-133Teacher’s Book pages 82-83
Pupil’s Book pages 134-138Teacher’s Book pages 86-87
Pupil’s Book pages 138-141Teacher’s Book pages 87-88
Pupil’s Book pages 142-145Teacher’s Book pages 89-90
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
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Seven
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
Pupil’s Book pages 143-145Teacher’s Book pages 90-91
Pupil’s Book pages 146-160Teacher’s Book pages 94-95
Pupil’s Book pages 160-161Teacher’s Book page 95
Pupil’s Book pages 162-165Teacher’s Book pages 106-107
Pupil’s Book pages 166-171Teacher’s Book page 107
WE
EK
6W
EE
K 7
WE
EK
8Progressive Primary Mathematics Standard SevenSchemes of WorkTerm 3
17Tablesandgraphs
18Modelsandpatterns
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
54
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
WE
EK
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
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
55
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
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
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
56
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
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
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
57
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
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 38–41
Our Lives Today SST Book 7pages 42–43
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
EK
8W
EE
K 9
WE
EK
10
Our Lives Today: Social Studies Standard SevenSchemes of Work
Term 1
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
58
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
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
Africa’s population distribution
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 49–51
Our Lives Today SST Book 7pages 51–52• Map showing population distribution
Our Lives Today SST Book 7pages 53–54
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
Our Lives Today: Social Studies Standard SevenSchemes of WorkTerm 1
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
59
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
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 56–57
Our Lives Today SST Book 7pages 57–58• School environment
Our Lives Today SST Book 7page 59
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
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
60
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
1 to 5
1 to 5
1 & 2
3 to 5
Resources and economic activities
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
Our Lives Today SST Book 7pages 79–80
WE
EK
4W
EE
K 5
WE
EK
6W
EE
K 7
Our Lives Today: Social Studies Standard SevenSchemes of WorkTerm 2
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
61
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
WE
EK
8W
EE
K 9
WE
EK
10
1 to 5
1 & 2
3 & 4
5
1
2 & 4
Resources and economic activities
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 87–89
Our Lives Today SST Book 7pages 89–91
Our Lives Today SST Book 7pages 91–92• Pictures in the Pupil’s Book
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
Our Lives Today: Social Studies Standard SevenSchemes of Work
Term 2
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
62
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
5
1
2 to 5
1 to 5
1 to 5
Resources and economic activities
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 96
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 98–102
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
Our Lives Today: Social Studies Standard SevenSchemes of WorkTerm 2
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
63
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
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
Our Lives Today: Social Studies Standard SevenSchemes of Work
Term 2
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
64
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
WE
EK
1W
EE
K 4
WE
EK
2
1 to 3
4 & 5
1 to 5
1 to 3
4 & 5
1
Resources and economic activities
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 121–122
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 7pages 125–127
Our Lives Today SST Book 7pages 127–129
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
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
65
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
2
3 & 4
5
1 to 5
1 to 5
1 to 5
Political develop-ment and systems
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
WE
EK
4W
EE
K 6
WE
EK
5W
EE
K 7
Our Lives Today: Social Studies Standard SevenSchemes of Work
Term 3
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
66
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
1
2 & 3
4 & 5
1 to 5
Political develop-ment and systems
• 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 149–153
Our Lives Today SST Book 7pages 153–156• Pictures in the Pupil’s Book
Our Lives Today SST Book 7pages 157–158
Our Lives Today SST Book 7pages 159–161• The map of Africa on page 180 of the Pupil’s Book
WE
EK
7W
EE
K 8
WE
EK
9Our Lives Today: Social Studies Standard SevenSchemes of WorkTerm 3
NOT FOR SALE For use with Our Lives Today Standard Seven
TOPIC
67
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
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 162–165• Pictures in the Pupil’s Book
Our Lives Today SST Book 7pages 166–169• Pictures in the Pupil’s Book
Our Lives Today SST Book 7pages 170–171• Pictures in the Pupil’s Book
Our Lives Today SST Book 7pages 118–180• Maps
• Charts
Our Lives Today SST Book 7pages 118–180• Writing materials• Pens• Pencils
WE
EK
10
WE
EK
12
WE
EK
11
Our Lives Today: Social Studies Standard SevenSchemes of Work
Term 3
70
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
WE
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 page 2Teacher’s Book page 2
Pupil’s Book pages 3-4Teacher’s Book pages 2-3
Pupil’s Book pages 1-4Teacher’s Book page 3
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
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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
Pupil’s Book page 8Teacher’s Book page 4
Pupil’s Book pages 8-10Teacher’s Book pages 5-6
Pupil’s Book pages 8-10Teacher’s Book pages 5-6
WE
EK
3W
EE
K 2
1-3
4-6
1-3
4-6
Science in Action Schemes of Work for Standard Seven Term 1
72
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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
Pupil’s Book page 14Teacher’s Book pages 7-8
Pupil’s Book page 15Teacher’s Book pages 8-10
Pupil’s Book pages 16-22Teacher’s Book pages 8-10
WE
EK
4W
EE
K 5
1-3
3-6
1-6
Science in Action Schemes of Work for Standard Seven Term 1
2. Drugs
73
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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 26-27Teacher’s Book pages 11-12
Pupil’s Book pages 28-30Teacher’s Book pages 12-13
Pupil’s Book page 32Teacher’s Book pages 14-15
Pupil’s Book pages 32-35Teacher’s Book pages 15-16
Pupil’s Book pages 1-37Teachers Mark Tests
WE
EK
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
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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
Pupil’s Book pages 38-40Teacher’s Book pages 17-18
Pupil’s Book pages 40-43Teacher’s Book pages 18-19
Pupil’s Book pages 43-44Teacher’s Book page 19
Pupil’s Book pages 46-48Teacher’s Book pages 21-22
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
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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
Pupil’s Book page 49Teacher’s Book pages 22-23
Pupil’s Book page 52Teacher’s Book page 25
Pupil’s Book page 53Teacher’s Book page 25
Pupil’s Book page 54Teacher’s Book page 25
Pupil’s Book page 54Teacher’s Book page 26
• 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
• Photographs and pictures of external livestock parasites• Charts of external livestock parasites• Real parasites
• 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
WE
EK
7
4-6
1-6
1-2
3-4
5-6
1-3
Science in Action Schemes of Work for Standard Seven Term 2
7. Animal parasites
76
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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 page 55Teacher’s Book page 26
Pupil’s Book pages55-56Teacher’s Book pages 26-27
Pupil’s Book pages 58-59Teacher’s Book pages 28-29
Pupil’s Book page 59Teacher’s Book page 29
Pupil’s Book page 60Teacher’s Book page 29
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
Science in Action Schemes of Work for Standard Seven Term 2
8. Water
77
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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 60-62Teacher’s Book page 30
Pupil’s Book pages 38-63
Pupil’s Book pages 64-66Teacher’s Book pages 32-34
Pupil’s Book pages 67-68Teacher’s Book page 35
WE
EK
11
WE
EK
12
1-5
6
1-2
3-4
Science in Action Schemes of Work for Standard Seven Term 2
9. Soil fertility
78
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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
Pupil’s Book pages 70-72Teacher’s Book pages 36-37
Pupil’s Book pages 73-75Teacher’s Book pages 37-38
Pupil’s Book page 76Teacher’s Book pages 38-39
Pupil’s Book page 77Teacher’s Book page 39
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
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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
Pupil’s Book page 78Teacher’s Book page 40
Pupil’s Book pages 79-80Teacher’s Book pages 40-41
Pupil’s Book page 84Teacher’s Book page 44
Pupil’s Book pages 85-87Teacher’s Book pages 44-45
WE
EK
5W
EE
K 6
WE
EK
7W
EE
K 8
Science in Action Schemes of Work for Standard Seven Term 3
1-6
1-6
1-6
1-6
11. Prop-erties of matter
80
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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 pa- per, salt, sugar, magnets, iron fillings
• Rough objects such as stones, wood, dry sticks, sand papers, matchbox with matchsticks.
• Sandstones, palms
Pupil’s Book pages 87-88Teacher’s Book page 46
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
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Seven
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 page 97Teacher’s Book page 51
Pupil’s Book pages 97-99Teacher’s Bookpages 51-52
Pupil’s Book pages 99-101Teacher’s Book pages 52-53
WE
EK
12
Science in Action Schemes of Work for Standard Seven Term 3
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
• Pupil’s Book 7 page 3• Teacher’s Guide pages 2-3
• Pupil’s Book 7 page 4• Teacher’s Guide pages 3-4
WE
EK
1Living in Christ Standard Seven Schemes of Work: Term One
85
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Seven
WE
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
• Pupil’s Book 7 pages 8-9• Teacher’s Guide pages 7-8
• Pupil’s Book 7 page 10• Teacher’s Guide pages 8-9
• Pupil’s Book 7 pages 11-12• Teacher’s Guide pages 9-10
• Pupil’s Book 7 pages 12-13• Teacher’s Guide pages 10-12
WE
EK
3
Living in Christ Standard SevenSchemes of Work
Term 1
86
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
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. 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. 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
• The Good News Bible: Matthew 7:1-5• Chalkboard
• Pupil’s Book 7 pages 14-15• Teacher’s Guide pages 12-13
• Pupil’s Book 7 pages 15-17• Teacher’s Guide pages 13-14
• Pupil’s Book 7 pages 17-18• Teacher’s Guide pages 14-15
• Pupil’s Book 7 pages 18-19• Teacher’s Guide pages 15-16
• Pupil’s Book 7 pages 20-21• Teacher’s Guide pages 15-18
• Pupil’s Book 7 pages 22-24• Teacher’s Guide pages 19-20
WE
EK
4W
EE
K 5
Living in Christ Standard SevenSchemes of WorkTerm 1
87
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
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 5:43-48• Chalkboard
• 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
• Pupil’s Book 7 pages 24-25• Teacher’s Guide pages 20-21
• Pupil’s Book 7 pages 25-28• Teacher’s Guide pages 21-22
• Pupil’s Book 7 pages 28-30• Teacher’s Guide pages 23-24
• Pupil’s Book 7 pages 30-31• Teacher’s Guide pages 24-25
• Pupil’s Book 7 pages 31-32• Teacher’s Guide pages 25-26
• Pupil’s Book 7 pages 32-33• Teacher’s Guide pages 26-27
WE
EK
6W
EE
K 7
Living in Christ Standard SevenSchemes of Work
Term 1
88
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
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
• Pupil’s Book 7 page 34• Teacher’s Guide pages 27-28
• Pupil’s Book 7 pages 35-36• Teacher’s Guide pages 28-29
• Pupil’s Book 7 pages 37-38• Teacher’s Guide pages 30-31
• Pupil’s Book 7 pages 38-39• Teacher’s Guide pages 31-32
• Pupil’s Book 7 pages 39-40• Teacher’s Guide pages 32-33
• Pupil’s Book 7 pages 40-41• Teacher’s Guide pages 33-34
WE
EK
8W
EE
K 9
Living in Christ Standard SevenSchemes of WorkTerm 1
89
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
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
• Pupil’s Book 7 pages 42-43• Teacher’s Guide pages 34-35
• Pupil’s Book 7 pages 43-44• Teacher’s Guide pages 35-36
• Pupil’s Book 7 pages 44-45• Teacher’s Guide pages 36-37
• Pupil’s Book 7 page 48• Teacher’s Guide pages 38-39
• Pupil’s Book 7 pages 49-50• Teacher’s Guide pages 39-40
WE
EK
10
WE
EK
11 4. The
church
Living in Christ Standard SevenSchemes of Work
Term 1
90
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
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 50-51• Teacher’s Guide pages 40-41
• Pupil’s Book 7 pages 52-53• Teacher’s Guide page 42
• Pupil’s Book 7 pages 53-54• Teacher’s Guide page 43
• Pupil’s Book 7 pages 55-56• Teacher’s Guide pages 44-45
• Pupil’s Book 7 pages 56-58• Teacher’s Guide pages 45-46
• Pupil’s Book 7 pages 58-59• Teacher’s Guide pages 46-47
WE
EK
1W
EE
K 2
Living in Christ Standard Seven Schemes of Work: Term Two
91
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Seven
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
• The Good News Bible: Matthew 28:19-20• Chalkboard
• Pupil’s Book 7 pages 59-60• Teacher’s Guide pages 47-48
• Pupil’s Book 7 pages 60-61• Teacher’s Guide pages 48-49
• Pupil’s Book 7 page 62-64• Teacher’s Guide pages 49-50
• Pupil’s Book 7 page 65• Teacher’s Guide pages 50-51
• Pupil’s Book 7 pages 66-67• Teacher’s Guide pages 51-52
• Pupil’s Book 7 pages 68-69• Teacher’s Guide pages 52-53
WE
EK
4
5. Chris-tians in action in educa-tion and develop-ment
Living in Christ Standard SevenSchemes of Work
Term 2
92
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
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
• Pupil’s Book 7 pages 69-70• Teacher’s Guide pages 54-55
• Pupil’s Book 7 pages 70-72• Teacher’s Guide pages 55-56
• Pupil’s Book 7 pages 72-73• Teacher’s Guide pages 57-58
• Pupil’s Book 7 pages 73-74• Teacher’s Guide pages 58-59
• Pupil’s Book 7 pages 75-76• Teacher’s Guide pages 59-61
• Pupil’s Book 7 pages 76-77• Teacher’s Guide pages 61-62
WE
EK
5W
EE
K 7
Living in Christ Standard SevenSchemes of WorkTerm 2
93
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Seven
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• Note taking• Discussion• Questions and answers
• 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
• Pupil’s Book 7 pages 76-77• Teacher’s Guide pages 62-63
• Pupil’s Book 7 pages 78-79• Teacher’s Guide pages 64-65
• Pupil’s Book 7 pages 79-80• Teacher’s Guide pages 65-66
• Pupil’s Book 7 pages 81-82• Teacher’s Guide pages 66-67
• Pupil’s Book 7 pages 82-84• Teacher’s Guide pages 67-69
• Pupil’s Book 7 pages 85-86• Teacher’s Guide pages 69-70
WE
EK
9
6. Chris-tians in action in health care and social welfare
Living in Christ Standard SevenSchemes of Work
Term 2
94
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
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. 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
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
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
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
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
• Scripture reading• Explanation• Questions and answers• Note taking• Discussion• Group work
• Scripture reading• Explanation• Questions and answers• Note taking• Discussion• Group work• Field visit
• Scripture reading• Explanation• Questions and answers• Note taking• Discussion• Group work
• 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
• Pupil’s Book 7 pages 85-86• Teacher’s Guide pages 69-70
• Pupil’s Book 7 pages 86-87• Teacher’s Guide pages 70-71
• Pupil’s Book 7 pages 88-89• Teacher’s Guide pages 72-73
• Pupil’s Book 7 pages 89-90• Teacher’s Guide pages 73-74
• Pupil’s Book 7 pages 90-91• Teacher’s Guide pages 74-75
WE
EK
10
WE
EK
11
Living in Christ Standard SevenSchemes of WorkTerm 2
95
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
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
By the end of the lesson the learner should be able to:1. describe ways of maintaining friendship2. desire to develop true friendship
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 pages 94-95• Teacher’s Guide pages 76-77
• Pupil’s Book 7 pages 95-96• Teacher’s Guide pages 77-78
• Pupil’s Book 7 pages 97-99• Teacher’s Guide pages 78-79
• Pupil’s Book 7 pages 99-100• Teacher’s Guide page 80
• Pupil’s Book 7 page 101• Teacher’s Guide page 81
• Pupil’s Book 7 pages 102-103• Teacher’s Guide page 82
WE
EK
1W
EE
K 2Living in Christ Standard Seven Schemes of Work: Term Three
96
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
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. describe ways of maintaining friendship2. desire to develop true friendship
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• Explanation• Note taking• Discussion• 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
• Pupil’s Book 7 pages 103-104• Teacher’s Guide page 83
• Pupil’s Book 7 pages 104-105• Teacher’s Guide pages 84-85
• Pupil’s Book 7 pages 106-107• Teacher’s Guide pages 85-86
• Pupil’s Book 7 page 108• Teacher’s Guide pages 86-87
• Pupil’s Book 7 pages 109-110• Teacher’s Guide pages 87-88
• Pupil’s Book 7 pages 110-111• Teacher’s Guide pages 88-89
WE
EK
3W
EE
K 4
Living in Christ Standard SevenSchemes of WorkTerm 3
97
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
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
• Pupil’s Book 7 pages 112-113• Teacher’s Guide pages 89-90
• Pupil’s Book 7 pages 114-115• Teacher’s Guide pages 90-91
• Pupil’s Book 7 pages 115-116• Teacher’s Guide pages 91-92
• Pupil’s Book 7 pages 117-118• Teacher’s Guide pages 92-93
• Pupil’s Book 7 pages 119-120• Teacher’s Guide pages 93-94
• Pupil’s Book 7 pages 120-121• Teacher’s Guide pages 94-95
WE
EK
5W
EE
K 6
8. Civic responsi-bility
Living in Christ Standard SevenSchemes of Work
Term 3
98
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
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
• Pupil’s Book 7 pages 121-122• Teacher’s Guide page 96
• Pupil’s Book 7 pages 123-124• Teacher’s Guide page 97
• Pupil’s Book 7 pages 124-126• Teacher’s Guide pages 98-99
• Pupil’s Book 7 pages 126-127• Teacher’s Guide pages 99-100
• Pupil’s Book 7 pages 128-129• Teacher’s Guide pages 100-101
• Pupil’s Book 7 pages 129-130• Teacher’s Guide pages 101-102
WE
EK
7W
EE
K 8 9. God’s
purpose for every child
Living in Christ Standard SevenSchemes of WorkTerm 3
99
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
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
• Pupil’s Book 7 pages 131-132• Teacher’s Guide pages 102-103
• Pupil’s Book 7 pages 132-134• Teacher’s Guide pages 103-104
• Pupil’s Book 7 pages 134-135• Teacher’s Guide pages 104-105
• Pupil’s Book 7 pages 136-137• Teacher’s Guide pages 105-106
• Pupil’s Book 7 pages 137-138• Teacher’s Guide pages 106-107
• Pupil’s Book 7 pages 138-139• Teacher’s Guide pages 107-108
WE
EK
9W
EE
K 1
0
Living in Christ Standard SevenSchemes of Work
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
NPPE Pupil’s Book 8, pages 4 – 7NPPE Teacher’s Book 8, pages 4 – 7
WE
EK
2
103
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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.
• 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
NPPE Pupil’s Book 8,pages 8 – 10NPPE Teacher’s Book 8, pages 9 – 10
NPPE Pupil’s Book 8,pages 11 – 13NPPE Teacher’s Book 8, pages 10 – 13
104
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with New Progressive Primary English Standard Eight
WE
EK
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.
WE
EK
4
NPPE Pupil’s Book 8page 13NPPE Teacher’s Book 8, page 13
NPPE Pupil’s Book 8,pages 14 – 20NPPE Teacher’s Book 8, pages 15 – 19
NPPE Pupil’s Book 8pages 14 – 16NPPE Teacher’s Book 8, pages 16 – 17
NPPE Pupil’s Book 8,pages 16 – 21NPPE Teacher’s Book 8, pages 17 – 20
105
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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.
• Reading silently.• Asking and answering oral
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.
• Discussing questions orally.• Asking and answering oral
questions.• Recording answers.• Writing the composition.
• Fun spot.• Storybook
• Sentence cards.• Flash cards.• Word cards.• OPDEA.• A chart showing various life
skills.
• Pictures in the Pupil’s Book.• OPDEA.
• 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
NPPE Pupil’s Book 8,pages 22 – 27NPPE Teacher’s Book 8, pages 21 – 25
NPPE Pupil’s Book 8,pages 22 – 24NPPE Teacher’s Book 8, pages 22 – 23
NPPE Pupil’s Book 8,pages 26 – 27NPPE Teacher’s Book 8, pages 22 – 26
WE
EK
4W
EE
K 5
106
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with New Progressive Primary English Standard Eight
7
1 - 7
1 - 3
Library
Revision and Testing
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
• Pens.• Answer sheets.• Test items.
• 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
NPPE Pupil’s Book 8, pages 28 – 34NPPE Teacher’s Book 8, pages 27 – 34
WE
EK
5W
EE
K 6
107
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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.
• Asking and answering oral questions.
• 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.
WE
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 30 – 35NPPE Teacher’s Book 8, pages 29 – 34
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
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with New Progressive Primary English Standard Eight
NPPE Pupil’s Book 8,pages 36 – 38NPPE Teacher’s Book 8, pages 36 – 37
NPPE Pupil’s Book 8,pages 38 – 41NPPE Teacher’s Book 8, pages 37 – 40
NPPE Pupil’s Book 8,page 41NPPE Teacher’s Book 8, page 40
NPPE Pupil’s Book 8,pages 42 – 46NPPE Teacher’s Book 8, pages 41 – 44
NPPE Pupil’s Book 8,pages 42 – 44NPPE Teacher’s Book 8, pages 41 – 43
• 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.
• Pictures in the Pupil’s Book.• OPDEA.
• Revising new words learnt.• Talking about pictures in the
Pupil’s Book.• Reading silently.• Asking and answering oral
questions.
• Discussing questions orally.• Asking and answering oral
questions.• Recording answers.• Writing a topical
composition.
• Reading silently.• Asking and answering oral
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
WE
EK
8W
EE
K 9
109
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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.
• Discussing questions orally.• Asking and answering oral
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.
• Fun spot.• Storybook.
• 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,pages 44 – 47NPPE Teacher’s Book 8, pages 42 – 45
NPPE Pupil’s Book 8,page 47NPPE Teacher’s Book 8, page 45Arrested by a Police DogOUP, Nairobi
NPPE Pupil’s Book 8,pages 48 – 53NPPE Teacher’s Book 8, pages 46 – 51
NPPE Pupil’s Book 8, pages 48 – 50NPPE Teacher’s Book 8, pages 46 – 48
WE
EK
9W
EE
K 1
0
110
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with New Progressive Primary English Standard Eight
NPPE Pupil’s Book 8,pages 50 – 53NPPE Teacher’s Book 8, pages 48 – 51
NPPE Pupil’s Book 8, page 53NPPE Teacher’s Book 8, page 51
NPPE Pupil’s and Teacher’s Book 8,Units 1 – 9
• Outline points.
• Fun spot.
• Test items/questions• Past exam papers.• Writing materials e.g. pens,
pencils and answer sheets.
• Discussing questions orally.• Asking and answering oral
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
WE
EK
10
WE
EK
11
111
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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.
• Revising past papers.• Asking and answering oral
questions.• Recording important points.
• Talking about sports competitions at school.
• Describing and talking about pictures.
• Pronouncing new words.• Explaining the meanings of
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.
• Past exam papers.
• 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
NPPE Pupil’s and Teacher’s Book 8,Units 1 – 9
NPPE Pupil’s Book 8,pages 58 – 62NPPE Teacher’s Book 8, pages 56 – 60
NPPE Pupil’s Book 8, pages 58 – 60NPPE Teacher’s Book 8, pages 57 – 58
WE
EK
2W
EE
K 1
112
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of WorkTerm 2
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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
NPPE Pupil’s Book 8, page 63NPPE Teacher’s Book 8, page 61
NPPE Pupil’s Book 8,pages 64 – 68NPPE Teacher’s Book 8, pages 62 – 66
NPPE Pupil’s Book 8, pages 64 – 66NPPE Teacher’s Book 8, pages 62 – 64
113
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 2
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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.
• Discussing the questions orally.
• Asking and answering questions.
• Recording answers.• Writing the composition
• Reading silently. • Retelling the story.• Writing the story.
• Talking about clubs and societies.
• Pronouncing new words.• Explaining the meanings of
new words.• Constructing sentences. • Asking and answering
questions.• Role playing.
• Revising new words learnt.• Talking about clubs.• Reading silently.• Asking and answering oral
questions.
• Outline points.
• Fun spot.• Storybook.
• 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
NPPE Pupil’s Book 8,pages 66 – 68NPPE Teacher’s Book 8, pages 64 – 66
NPPE Pupil’s Book 8,pages 68 – 69NPPE Teacher’s Book 8, page 66Kidnapped,OUP, Nairobi
NPPE Pupil’s Book 8,pages 70 – 76NPPE Teacher’s Book 8, pages 67 – 73
NPPE Pupil’s Book 8,pages 70 – 72NPPE Teacher’s Book 8, pages 68 – 70
114
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of WorkTerm 2
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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 read the story in the “Fun spot” fluently and accurately for enjoyment.
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.
• Discussing the questions orally.
• Asking and answering questions.
• Recording answers.• Writing minutes/ a report on
a class project.• Writing an invitation letter.
• Reading silently.• Asking and answering oral
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
questions.• Role playing.
• 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
NPPE Pupil’s Book 8, page 77NPPE Teacher’s Book 8, page 73
NPPE Pupil’s Book 8,pages 78 – 82NPPE Teacher’s Book 8, pages 74 – 78
NPPE Pupil’s Book 8,pages 78 – 79NPPE Teacher’s Book 8, pages 75 – 77
115
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 2
NOT FOR SALE For use with New Progressive Primary English Standard Eight
5 – 6
7
1 – 7
1 – 2
3 – 4
Writing
Library
Revision and Testing
Oral work
Reading
The learners should be able to construct correct sentences using the pronouns which/that.
The learners should be able to read the story in the “Fun spot” fluently and accurately for enjoyment.
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.
• Discussing the questions orally.
• 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 80 – 82NPPE Teacher’s Book 8, pages 76 – 80
NPPE Pupil’s Book 8,pages 82 – 83NPPE Teacher’s Book 8, page 79
NPPE Pupil’s and Teacher’s Book 8Units 10 – 13
NPPE Pupil’s Book 8,pages 84 – 89NPPE Teacher’s Book 8, pages 81 – 85
NPPE Pupil’s Book 8,pages 84 – 87NPPE Teacher’s Book 8, pages 82 – 84
WE
EK
5W
EE
K 6
WE
EK
7
116
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of WorkTerm 2
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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 read the story in the “Fun spot” 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. 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.
• Discussing the questions orally.
• Asking and answering 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.
NPPE Pupil’s Book 8,pages 87 – 89NPPE Teacher’s Book 8, pages 83 – 86
NPPE Pupil’s Book 8, page 89NPPE Teacher’s Book 8, page 85
NPPE Pupil’s Book 8,pages 90 – 95NPPE Teacher’s Book 8, pages 87 – 91
NPPE Pupil’s Book 8,pages 90 – 92NPPE Teacher’s Book 8, pages 87 – 89
WE
EK
8
117
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 2
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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 read the story in the “Fun spot” fluently and accurately for enjoyment.
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.
• Asking and answering questions.
• Recording answers.• Writing a composition.
• Reading loudly/silently.• Dramatizing the story.• Retelling the story.
• Listening to a comprehension passage.
• Asking and answering questions.
• Pronouncing new words.• Explaining the meanings of
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, page 95NPPE Teacher’s Book 8, page 91
NPPE Pupil’s Book 8,pages 96 – 100NPPE Teacher’s Book 8, pages 93 – 98
NPPE Pupil’s Book 8,pages 96 – 98NPPE Teacher’s Book, pages 93 – 96
WE
EK
9
118
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of WorkTerm 2
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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.
• Discussing questions orally.• Asking and answering
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
questions.• Role playing.
• 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.
NPPE Pupil’s Book 8,pages 99 – 100NPPE Teacher’s Book 8, pages 98 – 101
NPPE Pupil’s Book 8, page 101NPPE Teacher’s Book 8, page 99
NPPE Pupil’s Book 8,pages 102 – 106NPPE Teacher’s Book 8, pages 100 – 104
NPPE Pupil’s Book 8,pages 102 – 103NPPE Teacher’s Book 8, pages 100 – 102
WE
EK
10
119
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 2
NOT FOR SALE For use with New Progressive Primary English Standard Eight
WE
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.
• Discussing questions orally.• Asking and answering
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,pages 104 – 106NPPE Teacher’s Book 8, pages 102 – 105
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
WE
EK
11
120
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
NOT FOR SALE For use with New Progressive Primary English Standard Eight
WE
EK
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.
• Revising past papers.• Asking and answering oral
questions• Recording important points.
• Listening to a comprehension passage.
• Pronouncing new words.• Explaining the meanings of
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.
• Past exam papers.
• 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
NPPE Pupil’s Book 8,pages 112 – 116NPPE Teacher’s Book 8, pages 110 – 115
NPPE Pupil’s Book 8, pages 112 – 114NPPE Teacher’s Book 8, pages 111 – 113
NPPE Pupil’s Book 8,pages 114 – 117NPPE Teacher’s Book 8, pages 112 – 115
WE
EK
2
121
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 3
NOT FOR SALE For use with New Progressive Primary English Standard Eight
WE
EK
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.
• Pronouncing new words.• Explaining the meanings of
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
NPPE Pupil’s Book 8,pages 118 – 122NPPE Teacher’s Book 8, pages 117 – 121
122
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of WorkTerm 3
NOT FOR SALE For use with New Progressive Primary English Standard Eight
WE
EK
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.
• Asking and answering oral questions.
• Recording answers.• Writing a speech.
• Reciting the poem.• Role playing at a campaign
rally.
• Listening to a comprehension passage.
• 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
EK
4
NPPE Pupil’s Book 8, pages 118 – 120NPPE Teacher’s Book 8, pages 117 – 119
NPPE Pupil’s Book 8,pages 120 – 123NPPE Teacher’s Book 8, pages 119 – 122
NPPE Pupil’s Book 8, page 123NPPE Teacher’s Book 8, page 121
NPPE Pupil’s Book 8, pages 124 – 129NPPE Teacher’s Book 8, pages 123 – 129
123
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 3
NOT FOR SALE For use with New Progressive Primary English Standard Eight
WE
EK
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 read the story in the “Fun spot” fluently and accurately for enjoyment.
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.
• Discussing questions orally.• Asking and answering
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.
• Pictures in the Pupil’s Book.• OPDEA.
WE
EK
5
NPPE Pupil’s Book 8,pages 124 – 126NPPE Teacher’s Book 8, pages 124 – 126
NPPE Pupil’s Book 8,pages 127 – 129NPPE Teacher’s Book 8, pages 125 – 129
NPPE Pupil’s Book 8, page 129NPPE Teachers’ Book 8, page 129.
NPPE Pupil’s Book 8,pages 130 – 134NPPE Teacher’s Book 8, pages 130 – 133
NPPE Pupil’s Book 8,pages 130 – 132NPPE Teacher’s Book 8, pages 130 – 132
124
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of WorkTerm 3
NOT FOR SALE For use with New Progressive Primary English Standard Eight
WE
EK
5
5 – 6
7
1 – 7
1 – 2
3 – 4
Writing
Library
Revision and Testing
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 questions orally.
• Asking and answering oral 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.
• Pictures in the Pupil’s Book.• OPDEA.
NPPE Pupil’s Book 8, pages 132 – 135NPPE Teacher’s Book 8, pages 132 – 134
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
NPPE Pupil’s Book 8,pages 136 – 140NPPE Teacher’s Book 8, pages 135 – 140
NPPE Pupil’s Book 8,pages 136 – 138NPPE Teacher’s Book 8, pages 135 – 141
WE
EK
7W
EE
K 6
125
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPICS REFERENCES
New Progressive Primary English Standard EightSchemes of Work
Term 3
NOT FOR SALE For use with New Progressive Primary English Standard Eight
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.
• Asking and answering questions.
• 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.
• Fun spot.• Storybook.
• 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
EK
7W
EE
K 8
128
KIP
IND
I
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
Kusikiliza na kuzungumza
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
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe• Picha/Michoro • Kamusi• Kielelezo cha
mchezo wa kuigiza
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe
• Kielelezo cha shairi• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• 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. 4 – 5
• Mwongozo wa Mwalimu uk. 3 – 4
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 5 - 7
• Mwongozo wa Mwalimu uk. 4 – 5
JUM
A 1
129
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
5
1
2
3
4
Kuandika (Insha)
Kusikiliza na kuzungumza
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
sentensi kwa usahihi
(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
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vielelezo vya sentensi (Kisa)
• Kamusi • Tajriba ya wanafunzi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kadi za akisami• Vifaa halisi • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya misemo na methali
• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya vivumishi• Vielelezo vya
sentensi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 7
• Mwongozo wa Mwalimu uk. 6 – 7
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 8
• Mwongozo wa Mwalimu uk. 8
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 9 – 10
• Mwongozo wa Mwalimu uk. 9
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 11 – 12
• Mwongozo wa Mwalimu uk. 10
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 13 - 14
• Mwongozo wa Mwalimu uk. 11
JUM
A 2
JUM
A 1
Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi
Muhula wa Kwanza
130
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
5
1
2
3
Kuandika (Insha)
Kusikiliza na kuzungumza
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
(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa
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
usahihi(v) Kuandika kwa hati zinazosomeka na
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
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Kodi za tarakimu • Ramani ya ulimwengu • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Picha/Michoro • Kitabu cha
‘Science in Action’ Book 6
• Kamusi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Kadi za maneno
yatatanishayo• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 14-15
• Mwongozo wa Mwalimu uk. 12 – 13
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 20
• Mwongozo wa Mwalimu uk. 14 – 15
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 21 – 22
• Mwongozo wa Mwalimu uk. 16
• Science in Action Book 6 uk. 26–33
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 23
• Mwongozo wa Mwalimu uk. 17 – 18
JUM
A 3
JUM
A 2
Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Kwanza
131
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
4
5
1
2
3
Sarufi
Kuandika (Insha)
Kusikiliza na kuzungumza
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
usahihi(v) Kuandika kwa hati zinazosomeka na
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
• Kusoma, kuuliza na kujibu maswali
• Kuandika kwa hati nadhifu
• Kusoma, kubainisha maana na kukamilisha methali
• kutumia methali kwa usahihi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Chati • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Kielelezo cha insha • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi • Chati ya dira • Mazingira ya
Mwanafunzi • Dira
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vielelezo vya barua ya kirafiki
• Kamusi • Bahasha
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati za methali • Kamusi
• Kisw.Sanifu Kitabu cha Mwanafunzi uk. 23 - 25
• Mwongozo wa Mwalimu uk. 19
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 25
• Mwongozo wa Mwalimu uk. 20
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 26
• Mwongozo wa Mwalimu uk. 21
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 27 - 28
• Mwongozo wa Mwalimu uk. 22
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 28
• Mwongozo wa Mwalimu uk. 23
JUM
A 4
JUM
A 3
Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi
Muhula wa Kwanza
132
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
4
5
1
2
3
Sarufi
Kuandika (Insha)
Kusikiliza na kuzungumza
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
sentensi kwa usahihi
• 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
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Chati ya vihisishi• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha
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
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya methali • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 29 - 30
• Mwongozo wa Mwalimu uk. 24
• Kisw. Sanifu Kitabu cha Mwanafunzi uk.30
• Mwongozo wa Mwalimu uk.
24 – 25
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 38
• Mwongozo wa Mwalimu uk. 27
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 39 - 40
• Mwongozo wa Mwalimu uk. 28
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 40
• Mwongozo wa Mwalimu uk. 29
JUM
A 5
JUM
A 4
Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Kwanza
133
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 6
4
5
1
2
3
Sarufi
Kuandika (Insha)
Kusikiliza na kuzungumza
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
(iii) Kuandika kwa hati zinazosomeka na nadhifu
Mwanafunzi aweze:-(i) Kutaja majina ya wizara mbalimbali (ii) Kueleza shughuli za wizara mbalimbali
(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa
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
• Kusoma, kuuliza na kujibu maswali
• Kujadili na kutoa hoja• Kuandika kwa unadhifu
• Kuelezea, kubainisha na kutoa mifano
• Kutumia visawe katika sentensi na kuandika
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Vielelezo vya
viunganishi • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Vielelezo vya insha • Wanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi • Mabango ya wizara • Magazeti • Redio • Runinga• Kamusi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Wanafunzi wenyewe • Chati ya visawe • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 41
• Mwongozo wa Mwalimu uk. 30
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 42
• Mwongozo wa Mwalimu uk. 31
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 44
• Mwongozo wa Mwalimu uk. 33
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 45
• Mwongozo wa Mwalimu uk. 34
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 46
• Mwongozo wa Mwalimu uk. 35
JUM
A 5
Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi
Muhula wa Kwanza
134
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 7
4
5
1
2
3
Sarufi
Kuandika (Insha)
Kusikiliza na kuzungumza
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
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Wanafunzi wenyewe• Chati ya viunganishi
• Kisw. Sanifu Kitabu cha Mwanafunzi • Makala ya ufahamu
(uk. 45)• Kamusi • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Kielelezo cha ngonjera • Kamusi • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Kielelezo cha utenzi • Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Picha/Michoro • Kamusi • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi uk.47
• Mwongozo wa Mwalimu uk.
36 – 37
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 47
• Mwongozo wa Mwalimu uk. 37
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 54 –56
• Mwongozo wa Mwalimu uk. 38 – 39
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 56 – 57
• Mwongozo wa Mwalimu uk. 39–40
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 57 – 58
• Mwongozo wa Mwalimu uk. 40 – 41
JUM
A 6
Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Kwanza
135
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 8
4
5
1
2
Sarufi
Kuandika (Insha)
Kusikiliza na kuzungumza
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
(iii) Kuandika kwa hati zinazosomeka na nadhifu
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
(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa
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
• Kusoma, kuuliza na kujibu maswali
• Kujadiliana • Kutumia msamiati katika
kuandika sentensi • Kuzingatia funzo
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe • Magazeti • Majarida • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Ziara ya mahakamani
• Picha/Michoro • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 58 – 59
• Mwongozo wa Mwalimu uk.
41 – 42
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 59
• Mwongozo wa Mwalimu uk. 42
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 60
• Mwongozo wa Mwalimu uk. 43
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 61-62
• Mwongozo wa Mwalimu uk.
44-45
JUM
A 7
Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi
Muhula wa Kwanza
136
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 9
3
4
5
1
2
Mapambo ya lugha
Sarufi
Kuandika (Insha)
Kusikiliza na kuzungumza
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
• Kusoma, kuuliza na kujibu maswali
• Kujadili, kutumia msamiati na kuandika
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya methali na maana zake
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kadi za takriri• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kielelezo cha kumbukumbu za mkutano
• Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vifaa halisi • Kamusi • Picha/Michoro
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vifaa halisi• Wanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 62-63
• Mwongozo wa Mwalimu uk. 45
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 63-64
• Mwongozo wa Mwalimu uk. 46
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 64-65
• Mwongozo wa Mwalimu uk. 47
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 72-73
• Mwongozo wa Mwalimu uk. 48
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 73-74
• Mwongozo wa Mwalimu uk. 49
JUM
A 8
Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Kwanza
137
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 1
0
3
4
5
1
2
Mapambo ya lugha
Sarufi
Kuandika (Insha)
Kusikiliza na kuzungumza
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
• Kusoma, kuuliza na kujibu maswali
• Kujadili vipengee vya barua rasmi
• Kuandika barua rasmi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Chati ya methali • Wanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Chati ya ngeli • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi • Resipi ya ugali na ya
pilau ya samaki • Wanafunzi wenyewe • Vifaa halisi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Redio, runinga,
kinasa sauti • Wanafunzi wenyewe• Ufaraguzi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Vielelezo vya barua
rasmi • Chati yenye vipengee
vya barua rasmi
• Kisw. Sanifu Kitabu cha
Mwanafunzi uk. 75
• Mwongozo wa Mwalimu uk. 50
• Kisw. Sanifu Kitabu cha
Mwanafunzi uk. 76• Mwongozo wa
Mwalimu uk. 51
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 77
• Mwongozo wa Mwalimu uk. 52
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 78
• Mwongozo wa Mwalimu uk. 52-53
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 78 – 79
• Mwongozo wa Mwalimu uk. 54
JUM
A 9
Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi
Muhula wa Kwanza
138
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
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
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kadi za vitawe • Jedwali • Chati za vitawe • Vifaa halisi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Jedwali la ngeli lenye matumizi ya amba
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Magazeti/ Majedwali • Kielelezo cha barua
rasmi • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 79 – 80
• Mwongozo wa Mwalimu uk.
55 – 56
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 80-83
• Mwongozo wa Mwalimu uk.
56-58
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 83
• Mwongozo wa Mwalimu uk.
58 – 60
Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Kwanza
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KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
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FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
MAAZIMIO YA KAZI: MUHULA WA PILI
1
2
3
4
5
Kusikiliza na kuzungumza
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
• Kusoma, kuuliza na kujibu maswali
• 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
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vifaa halisi • Mtandao wa tovuti• Tarakilishi • Kikokotoo • Simutamba
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya misemo • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 88
• Mwongozo wa Mwalimu uk. 61
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 89
• Mwongozo wa Mwalimu uk. 62
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 90
• Mwongozo wa Mwalimu uk. 62-63
• Kisw. Sanifu kitabu cha mwanafunzi
uk. 91• Mwongozo wa
mwalimu uk. 63
• Kisw. Sanifu Kitabu
cha Mwanafunzi uk. 91
• Mwongozo wa Mwalimu uk. 64
JUM
A 1
140
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
1
2
3
4
5
Kusikiliza na kuzungumza
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
(iii) Kuandika kwa hati zinazosomeka na nadhifu
• Kutaja watu katika Jamaa zao
• Kusoma na kujadili
• Kusoma, kuuliza na kujibu maswali
• 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
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Picha/Michoro • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kielelezo cha mchezo wa kuigiza
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya methali • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya ngeli • Jedwali la matumizi
ya ‘ndi’
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Mchezo wa kuigiza (uk.93)
• Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 92
• Mwongozo wa Mwalimu uk. 65
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 93 - 94
• Mwongozo wa Mwalimu uk. 66
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 94 - 95
• Mwongozo wa Mwalimu uk. 67
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 95 – 96
• Mwongozo wa Mwalimu uk. 67-68
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 96
• Mwongozo wa Mwalimu uk. 68
JUM
A 2
Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Pili
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KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 3
1
2
3
4
5
Kusikiliza na kuzungumza
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
(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa
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
• Kuzungumzia picha/michoro
• 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
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Picha/Michoro • Wanafunzi wenyewe• Mazingira ya
wanafunzi • Ziara • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Picha/Michoro • Kamusi • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya methali • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kadi za vielezi • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Magazeti • Kielelezo cha insha
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 104
• Mwongozo wa Mwalimu uk. 70
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 104-106
• Mwongozo wa Mwalimu uk. 71
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 107
• Mwongozo wa Mwalimu uk. 72
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 107 -- 108
• Mwongozo wa Mwalimu uk. 73
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 109
• Mwongozo wa Mwalimu uk. 73
Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi
Muhula wa Pili
142
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 4
1
2
3
4
5
Kusikiliza na kuzungumza
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
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Chati ya vitawe • Wanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Wanafunzi wenyewe • Jedwali
• Kisw. Sanifu Kitabu cha
Mwanafunzi • Mwanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 110 – 111
• Mwongozo wa Mwalimu uk.
74 – 75
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 111- 112
• Mwongozo wa Mwalimu uk. 76
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 112 – 113
• Mwongozo wa Mwalimu uk. 77
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 113 - 115
• Mwongozo wa Mwalimu uk. 78-79
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 115
• Mwongozo wa Mwalimu uk. 99
Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Pili
143
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 5
1
2
3
4
5
Kusikiliza na kuzungumza
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
• Kusoma, kujadili, kuuliza na kujibu maswali
• Kuigiza ngonjera
• Kutega na kutegua vitendawili
• Kusoma, kuuliza na kujibu maswali
• Kusoma, kutoa mifano, kuuliza na kujibu maswali
• Kurekebisha makosa na kuandika sentensi kwa usahihi
• Kujadili, kutoa hoja na kuandika insha yenye mtiririko mzuri
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vitabu vya maktaba • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Ngonjera • Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Picha/Michoro • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vielelezo vya insha
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 122
• Mwongozo wa Mwalimu uk. 81
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 122- 123
• Mwongozo wa Mwalimu uk. 82
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 124-125
• Mwongozo wa Mwalimu uk.82-83
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 125
• Mwongozo wa Mwalimu uk. 83-84
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 125
• Mwongozo wa Mwalimu uk. 85
Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi
Muhula wa Pili
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KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
1
2
3
4
5
Kusikiliza na kuzungumza
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
(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa
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
usahihi(v) Kuandika kwa hati zinazosomeka na
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
• Kusoma, kuuliza na kujibu maswali
• 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
• Kusoma, kuuliza na kujibu maswali
• Kuandika insha yenye mtiririko kulingana na uwezo
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vifaa halisi • Jedwali • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya vitate• Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 126-127
• Mwongozo wa Mwalimu uk.
85-86
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 127-128
• Mwongozo wa Mwalimu uk. 86
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 129
• Mwongozo wa Mwalimu uk. 87
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 130-131
• Mwongozo wa Mwalimu uk.
87-88
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 131
• Mwongozo wa Mwalimu uk. 99.
JUM
A 6
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KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
1
2
3
4
5
Kusikiliza na kuzungumza
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
(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa
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, kujadili, kuuliza na kujibu maswali
• Kuandika kwa unadhifu
• Kusoma, kubainisha, kufafanua na kutumia visawe kwa usahihi
• Kuandika kwa unadhifu
• Kuelezea, kujadili na kubadilisha kutoka hali ya kawaida hadi udogo
• Kujadili, kutoa hoja • Kuandika insha kwa hati
nadhifu
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Picha/Michoro • Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya visawe • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 138-139
• Mwongozo wa Mwalimu uk. 90-91
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 139-140
• Mwongozo wa Mwalimu uk. 92
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 140-141
• Mwongozo wa Mwalimu uk.
92-93
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 142
• Mwongozo wa Mwalimu uk. 93
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 143
• Mwongozo wa Mwalimu uk.
94-95
JUM
A 7
Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi
Muhula wa Pili
146
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
1
2
3
4
5
Kusikiliza na kuzungumza
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
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kielelezo cha ngonjera
• Wanafunzi wenyewe • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kielelezo cha shairi
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe • Vidokezo vya insha
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 144
• Mwongozo wa Mwalimu uk.
96 - 97
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 144-145
• Mwongozo wa Mwalimu uk. 97
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 146
• Mwongozo wa Mwalimu uk.
97-98
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 146-147
• Mwongozo wa Mwalimu uk. 147
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 147
• Mwongozo wa Mwalimu uk. 99
JUM
A 8
Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Pili
147
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 1
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 154
• Mwongozo wa Mwalimu uk. 100-102
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 155-156
• Mwongozo wa Mwalimu uk. 102
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 156
• Mwongozo wa Mwalimu uk. 103
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 157
• Mwongozo wa Mwalimu uk. 103
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 157
• Mwongozo wa Mwalimu uk. 104
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Picha/Michoro • Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya misemo • Wanafunzi wenyewe
• Kisw. Sanifu kitabu cha mwanafunzi jedwali
• Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• 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
Kusikiliza na kuzungumza
Ufahamu
Mapambo ya lugha
Sarufi
Kuandika (Insha)
1
2
3
4
5
MAAZIMIO YA KAZI: MUHULA WA TATU
148
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 2
1
2
3
4
5
Kusikiliza na kuzungumza
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
(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa
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
• Kusoma, kuuliza na kujibu maswali
• 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
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Picha/Michoro• Wanafunzi wenyewe• Mazingira
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kielelezo cha hotuba
• Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya methali • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya mnyambuliko wa vitenzi
• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kielelezo cha hotuba • Wanafunzi wenyewe• Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 158
• Mwongozo wa Mwalimu uk. 105
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 159
• Mwongozo wa Mwalimu uk. 106
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 160
• Mwongozo wa Mwalimu uk. 107
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 161
• Mwongozo wa Mwalimu uk. 107-108
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 162
• Mwongozo wa Mwalimu uk.
108-109
Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Tatu
149
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
JUM
A 3
1
2
3
4
5
Kusikiliza na kuzungumza
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
(i) Kusoma kwa ufasaha (ii) Kujibu maswali ya ufahamu kwa
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
• Kuzungumzia picha/michoro
• 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
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Picha/Michoro • Wanafunzi wenyewe • Kamusi • Vyombo vya habari • Kisw. Sanifu
Kitabu cha Mwanafunzi
• Picha/Michoro • Kamusi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya vitawe • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Chati ya ngeli • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Kielelezo cha ufahamu • Wanafunzi wenyewe
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 164
• Mwongozo wa Mwalimu uk. 110-111
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 164-165
• Mwongozo wa Mwalimu uk. 112
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 165-166
• Mwongozo wa Mwalimu uk. 112-114
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 166 - 167
• Mwongozo wa Mwalimu uk.
114 - 115
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 167
• Mwongozo wa Mwalimu uk. 115
Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi
Muhula wa Tatu
150
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
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
(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 Sita kwa usahihi
(ii) Kukumbuka yale aliyojifunza hapo awali
(iii) Kujenga na kustawisha ukakamavu wa kukabiliana na mtihani
(iv) Kuandika kwa hati zinazosomeka na nadhifu
• Kuwaongoza kujibu maswali kwa usahihi
• Kuwaongoza kujibu maswali kwa usahihi
• Kuwaongoza,kujibu maswali kwa usahihi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vitabu vya wanafunzi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vitabu vya wanafunzi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vitabu vya wanafunzi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 16 – 19
uk. 32 – 37• Mwongozo wa
Mwalimu uk. 13 – 14 uk. 25
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 48 – 53
uk. 66 – 71• Mwongozo wa
Mwalimu uk. 38 uk. 47 – 48
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 84 – 87
uk. 98 – 103• Mwongozo wa
Mwalimu uk. 60 na 69
JUM
A 5
JUM
A 6
Kiswahili Sanifu Kitabu cha NaneMaazimio ya KaziMuhula wa Tatu
151
KIP
IND
I
SHABAHASHUGHULI ZA MWALIMU NA MWANAFUNZI
MADA NYENZO
MA
ON
I
FUNZO ASILIA
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Nane
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
(ii) Kukumbuka yale aliyojifunza hapo awali
(iii) Kujenga na kustawisha ukakamavu wa kukabiliana na mtihani
(iv) Kuandika kwa hati zinazosomeka na nadhifu
(i) Kujibu maswali juu ya yale aliyojifunza katika Kiswahili katika darasa la nane kwa usahihi
(ii) Kukumbuka yale aliyojifunza hapo awali
(iii) Kujenga na kustawisha ukakamavu wa kukabiliana na mtihani
(iv) Kuandika kwa hati zinazosomeka na nadhifu
• Kuwaongoza kujibu maswali kwa usahihi
• Kuwaongoza kujibu maswali kwa usahihi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vitabu vya wanafunzi
• Kisw. Sanifu Kitabu cha Mwanafunzi
• Vitabu vya wanafunzi
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 116 – 121
uk. 132 – 137• Mwongozo wa
Mwalimu uk. 80 na 90
• Kisw. Sanifu Kitabu cha Mwanafunzi uk. 148 – 153
uk. 168 - 172• Mwongozo wa
Mwalimu uk. 99 na 116
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
Kiswahili Sanifu Kitabu cha NaneMaazimio ya Kazi
Muhula wa Tatu
154
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
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
Multiplication 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
Pupil’s Book pages 2-5Teacher’s Book pages 1-3
Pupil’s Book pages 5-9Teacher’s Book page 3
Pupil’s Book pages 10-15Teacher’s Book pages 7-9
Pupil’s Book pages 16-17Teacher’s Book pages 9-10
Pupil’s Book pages 18-19Teacher’s Book pages 12-13
Pupil’s Book pages 20-25Teacher’s Book pages 13-14
WE
EK
1W
EE
K 2
WE
EK
3
155
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Eight
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
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
Pupil’s Book pages 25-26Teacher’s Book page 15
Pupil’s Book page 27Teacher’s Book page 15
Pupil’s Book page 28Teacher’s Book pages 19-20
Pupil’s Book pages 29-31Teacher’s Book pages 20-21
Pupil’s Book pages 32-33Teacher’s Book page 23
Pupil’s Book pages 33-35Teacher’s Book page 24
WE
EK
6Progressive Primary Mathematics Standard Eight
Schemes of WorkTerm 1
156
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Eight
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
Pupil’s Book pages 36-37Teacher’s Book pages 26-27
Pupil’s Book pages 38-40Teacher’s Book page 27
Pupil’s Book pages 41-44Teacher’s Book page 28
Pupil’s Book pages 45-47Teacher’s Book pages 28-29
Pupil’s Book pages 48-49Teacher’s Book pages 32-33
Pupil’s Book pages 49-54Teacher’s Book pages 32-33
WE
EK
6W
EE
K 8
WE
EK
7Progressive Primary Mathematics Standard EightSchemes of WorkTerm 1
157
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Eight
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)
Ruler, protractor, pair of compasses
Ruler, protractor, pair of compasses
Strings, pegs, rope, tape measure, metre rule
Protractor, ruler, pair of compasses
Protractor, ruler, pair of compasses
Pupil’s Book pages 54-55Teacher’s Book pages 33-34
Pupil’s Book pages 56-58Teacher’s Book pages 36-37
Pupil’s Book pages 59-61Teacher’s Book pages 37-38
Pupil’s Book pages 62-65Teacher’s Book page 38
Pupil’s Book pages 66-68Teacher’s Book pages 43-44
Pupil’s Book pages 68-71Teacher’s Book page 44
WE
EK
9Progressive Primary Mathematics Standard Eight
Schemes of WorkTerm 1
WE
EK
10
WE
EK
11
158
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Eight
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
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Eight
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
Protractor, ruler, pair of compasses
Square wooden board, nails, pins, pegs and thread
Cut-outs of quadrilaterals, circles and triangles. Ruler, pair of compasses
Pupil’s Book pages 79-82Teacher’s Book pages 47-48
Pupil’s Book pages 82-84Teacher’s Book pages 48-49
Pupil’s Book pages 84-85Teacher’s Book page 49
Pupil’s Book pages 86-88Teacher’s Book pages 51-52
Pupil’s Book pages 89-91Teacher’s Book pages 52-53
Pupil’s Book pages 92-93Teacher’s Book page 53
WE
EK
3
160
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Eight
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
Pupil’s Book pages 94-95Teacher’s Book pages 56-57
Pupil’s Book pages 95-96Teacher’s Book page 57
Pupil’s Book pages 97-99Teacher’s Book pages 57-58
Pupil’s Book pages 100-102Teacher’s Book page 58
Pupil’s Book pages 102-105Teacher’s Book pages 58-59
Pupil’s Book pages 106-110Teacher’s Book pages 64-65
Pupil’s Book page 111Teacher’s Book page 66
WE
EK
4W
EE
K 5
Progressive Primary Mathematics Standard EightSchemes of WorkTerm 2
WE
EK
6
161
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Eight
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
Pupil’s Book pages 112-113Teacher’s Book page 69
Pupil’s Book pages 113-114Teacher’s Book pages 69-70
Pupil’s Book pages 115-116Teacher’s Book pages 70-71
Pupil’s Book page 117Teacher’s Book page 71
Pupil’s Book pages 118-121Teacher’s Book pages 74-75
Pupil’s Book pages 122-123Teacher’s Book pages 75-76
WE
EK
7Progressive Primary Mathematics Standard Eight
Schemes of WorkTerm 2
WE
EK
6W
EE
K 8
162
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Eight
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
Pupil’s Book pages 124-127Teacher’s Book pages 78-80
Pupil’s Book pages 128-130Teacher’s Book pages 81-82
Pupil’s Book pages 130-132Teacher’s Book page 82
Pupil’s Book pages 133-138Teacher’s Book pages 82-83
Pupil’s Book pages 138-140Teacher’s Book pages 83-84
Progressive Primary Mathematics Standard EightSchemes of WorkTerm 2
R E V I S I O N
WE
EK
9W
EE
K 1
0W
EE
K 1
2-13
163
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Eight
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
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
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
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering questions
- 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
• Pictures in the Pupil’s Book
• Local environment
• Weather chart • Instruments for
measuring weather • Pictures in the Pupil’s
Book• Diagrams in the Pupil’s
Book• Weather station
• Local environment • Pictures in the Pupil’s
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 TodaySST Pupil’s Book 8pages 13 – 16SST Teacher’s Guide pages 4 – 5
Our Lives TodaySST Pupil’s Book 8 pages 17 – 18SST Teacher’s Guide pages 5 – 6
Our Lives Today SST Pupil’s Book 8pages 18 – 23SST Teacher’s Guide pages 6 – 7
Our Lives TodaySST Pupil’s Book 8pages 23 – 24SST Teacher’s Guide pages 8 – 9
168
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering oral questions
- Assignment in the Pupil’s Book
- Tracing the evolution and development of Early Man
- Discussing the evolution of Early Man
- Asking and answering questions
- 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
• Pictures in the Pupil’s Book
• Resource person
WE
EK
4
Impact of climate change on human activities
The Stone Age
Prehistoric sites in Eastern Africa
Rural-urban migration
Our Lives TodaySST Pupil’s Book 8 pages 25 – 26SST Teacher’s Guide pages 9 – 10
Our Lives TodaySST Pupil’s Book 8pages 28 – 29SST Teacher’s Guide pages 10 – 12
Our Lives TodaySST Pupil’s Book 8pages 29 – 30SST Teacher’s Guide pages 10 – 12
Our Lives TodaySST Pupil’s Book 8pages 31 – 32SST Teacher’s Guide pages 12 – 14
169
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Observing pictures in the Pupil’s Book
- Asking and answering oral questions
- Tracing migrations to and from Kenya
- Observing a map showing migration routes
- Drawing a map showing migration routes
- Observing pictures in the Pupil’s Book
- Narrating a story about a character’s experience in town
- Dramatization- Observing pictures
- Identifying factors that lead to slow population growth
- Asking and answering oral questions
- Explaining factors that lead to fast population growth
- Asking oral questions- Taking notes
• Pictures in the Pupil’s Book
• Newspaper cuttings• Local environment• Resource person
• Pictures in the Pupil’s Book
• Local environment
• Pictures in the Pupil’s Book
• Resource person• Local environment
• Pictures in the Pupil’s Book
• 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
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 32 – 36SST Teacher’s Guide pages 12 – 14
Our Lives TodaySST Pupil’s Book 8 pages 36 – 38SST Teacher’s Guide pages 12 – 14
Our Lives TodaySST Pupil’s Book 8pages 38 – 40SST Teacher’s Guide pages 13 – 14
Our Lives TodaySST Pupil’s Book 8pages 41 – 42SST Teacher’s Guide pages 15 –17
Our Lives Today SST Pupil’s Book 8pages 42 – 44SST Teacher’s Guide pages 16 – 17
170
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with Our Lives Today Standard Eight
3
4
5
1
Factors influencing population growth
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
The population of Kenya
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
- Asking and answering oral questions
- Taking notes
- Explaining ways of managing slow population growth
- Asking and answering questions
- Dramatization
- Explaining ways of managing rapid population growth
- Asking and answering oral questions
- 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
• Pictures in the Pupil’s Book
• Local environment• Resource person
• Pictures in the Pupil’s Book
• Local environment
• Pictures in the Pupil’s Book
• Local environment
• Table of population• Census data of 1999 in
the Pupil’s Book• Population pyramids
WE
EK
6W
EE
K 7
Our Lives Today SST Pupil’s Book 8pages 44 – 46SST Teacher’s Guide pages 17 – 18
Our Lives Today SST Pupil’s Book 8pages 46 – 47SST Teacher’s Guide pages 18 – 19
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
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with Our Lives Today Standard Eight
2
3
4
5
1
The population of Kenya
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
- Asking and answering oral questions
- Observing pictures- Drawing charts showing
hierarchy of school administration
- Explaining the role of pupils in school management
- Asking and answering questions
- Observing pictures
- Explaining the role of the school in the society
- Asking and answering oral questions
- Observing pictures
- Identifying and appreciating different marriage systems
- Asking and answering oral questions
• Table in the Pupil’s Book• Population pyramid
• Pictures in the Pupil’s Book
• Resource person e.g. Headteacher or PTA member
• Pictures in the Pupil’s Book
• Resource person• Discussion among pupils
• Pictures in the Pupil’s Book
• Resource person• Class discussions
• Pictures in the Pupil’s Book
• 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 8pages 53 – 54SST Teacher’s Guide pages 23 – 24
Our Lives Today SST Pupil’s Book 8 pages 54 – 55 SST Teacher’s Guide pages 23 – 24
Our Lives Today SST Pupil’s Book 8pages 55 – 57SST Teacher’s Guide pages 24 – 25
WE
EK
8
172
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering oral questions
- Making notes- Observing the table
- Explaining succession and inheritance of family property
- Identifying types of inheritance
- Asking and answering oral questions
- 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
- Asking and answering oral questions
- Discussing subsistence farming
- Identifying and displaying specimen crops
• Table in the Pupil’s Book• Learner’s own
experiences
• Pictures in the Pupil’s Book
• 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 8pages 59 – 60SST Teacher’s Guide pages 27 – 28
Our Lives Today SST Pupil’s Book 8pages 62 – 63SST Teacher’s Guide pages 28 – 30
Our Lives Today SST Pupil’s Book 8page 63SST Teacher’s Guide pages 28 – 30
The family
The family
Agriculture
Agriculture
173
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering oral questions
- 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
• Pictures in the Pupil’s Book
• 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
Schemes of WorkTerm 1
174
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering questions
- Writing main points
- Naming the crops grown in the irrigation schemes
- Identifying some crops found in the locality
- Asking and answering questions
- Observing a map showing the irrigation schemes
- Drawing a map
- Stating the contribution by irrigation schemes to the economy
- Asking and answering questions
- 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 68 – 69SST Teacher’s Guide pages 32– 34
Our Lives Today SST Pupil’s Book 8pages 69 – 70SST Teacher’s Guide pages 32 –34
Our Lives Today SST Pupil’s Book 8pages 70 – 72SST Teacher’s Guide pages 34 – 36
Our Lives Today SST Pupil’s Book 8page 72 SST Teacher’s Guide pages 34 – 36
WE
EK
10
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 1
WE
EK
11
175
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering oral questions
- Discussing the problems facing irrigation farming
- Explaining the meaning of horticulture
- Asking and answering oral questions
- Writing notes- Observing some
horticultural crops
- Stating the contribution of horticulture farming to the economy
- Asking and answering oral questions
- Writing main points
- Stating the problems facing horticulture farming in Kenya
- Asking and answering oral questions
- Observing a map - Drawing a map
- Comparing horticulture farming in Kenya and the Netherlands
- Asking and answering oral questions
- 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
• Table in the Pupil’s Book
Our Lives Today SST Pupil’s Book 8page 73SST Teacher’s Guide pages 34 – 36
Our Lives Today SST Pupil’s Book 8page 74SST Teacher’s Guide pages 36 – 38
Our Lives Today SST Pupil’s Book 8pages 74 – 75SST Teacher’s Guide pages 30 – 38
Our Lives Today SST Pupil’s Book 8page 75SST Teacher’s Guide pages 36 – 38
Our Lives Today SST Pupil’s Book 8 page 76SST Teacher’s Guide pages 36 – 38
Our Lives Today: Social Studies Standard EightSchemes of Work
Term 1W
EE
K 1
2
176
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering oral questions
- 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
• Table in the Pupil’s Book
• Maps• Pupil’s Book
• Question papers
Our Lives Today SST Pupil’s Book 8pages 77 – 78SST Teacher’s Guide pages 38 – 40
Our Lives Today SST Pupil’s Book 8page 78SST Teacher’s Guide pages 38 – 40
Our Lives Today SST Pupil’s Book 8pages 2 – 80SST Teacher’s Guide pages 1– 40
Our Lives Today SST Pupil’s Book 8pages 2 – 80SST Teacher’s Guide pages 1 – 40
WE
EK
13
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 1
177
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
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
By the end of the lesson, the learner should be able to:(i) Describe ways of
extracting limestone, diatomite and gemstones
(ii) State uses of limestone, diatomite and gemstones
By the end of the lesson, the learner should be able to:(i) Describe ways of
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
- Asking and answering questions
- Taking notes
• Map showing mineral distribution
• Diagram in the Pupil’s Book
• Diagrams showing ways of extracting minerals
• Pictures in the Pupil’s Book
• 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
Extraction and uses of minerals
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
Our Lives Today SST Pupil’s Book 8pages 80 – 81SST Teacher’s Guide pages 41 – 44
Our Lives Today SST Pupil’s Book 8pages 81 – 82SST Teacher’s Guide pages 41 – 44
Our Lives Today SST Pupil’s Book 8pages 83 – 84SST Teacher’s Guide pages 41 – 44
Our Lives Today SST Pupil’s Book 8pages 84 – 85SST Teacher’s Guide pages 41 – 44
178
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 2
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering questions
- 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
- Asking and answering oral questions
- Stating the effects of deforestation in Kenya
- Writing down the effects of deforestation
- Asking and answering questions
- Giving local examples of those effects
• Local environment • Pictures in the Pupil’s
Book
• Map showing forested areas
• Local environment• Table in the Pupil’s
Book
• Resource person
• Picture in the Pupil’s Book
• Local environment
WE
EK
2
Our Lives Today SST Pupil’s Book 8pages 85 – 87SST Teacher’s Guide pages 41 – 44
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
Our Lives TodaySST Pupil’s Book 8pages 90 – 91SST Teacher’s Guide pages 44 – 48
WE
EK
1
179
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of Work
Term 2
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering questions
- Visiting sites of soil erosion
- Stating causes of soil erosion in Kenya
- Stating effects of soil erosion
- Discussing soil erosion - Asking and answering
questions
• Pictures in the Pupil’s Book
• 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 91 – 93SST Teacher’s Guide pages 44 – 48
Our Lives Today SST Pupil’s Book 8pages 94 – 95SST Teachers Guide pages 48 – 52
Our Lives Today SST Pupil’s Book 8page 96SST Teacher’s Guide pages 48 – 52
Our Lives Today SST Pupil’s Book 8pages 96 – 97SST Teacher’s Guide pages 48 – 52
Our Lives Today SST Pupil’s Book 8 page 98SST Teacher’s Guide pages 48 – 52
WE
EK
2
180
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 2
NOT FOR SALE For use with Our Lives Today Standard Eight
1 & 2
3 & 4
5
1 & 2
3
Soils
Wildlife and tourism
Wildlife and tourism
Wildlife and tourism
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
- Asking and answering questions
- 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
- Asking and answering questions
- Writing notes
- Identifying problems facing wildlife
- Asking and answering questions
- Writing notes
- Explaining how wildlife is being conserved
- Discussing wildlife conservation
- Asking and answering questions
• Pictures in the Pupil’s Book
• Local environment• Talking to local farmers
• Map showing major game parks
• Government records/statistics
• Resource person
• Resource person
• Pictures in the Pupil’s Book
• Resource person
WE
EK
4W
EE
K 5
Our Lives Today SST Pupil’s Book 8pages 99 – 100SST Teacher’s Guide pages 48 – 52
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
Our Lives Today SST Pupil’s Book 8pages 103 – 104SST Teacher’s Guide pages 52 – 54
Our Lives Today SST Pupil’s Book 8pages 104 – 105SST Teacher’s Guide pages 52 – 54
181
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of Work
Term 2
NOT FOR SALE For use with Our Lives Today Standard Eight
WE
EK
6
4 & 5
1
2
3
4 & 5
Wildlife and tourism
Wildlife and tourism
Wildlife and tourism
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
- Studying the table in the Pupil’s Book
- Stating the importance of tourism in Kenya
- Discussing the importance of tourism
- Asking and answering questions
- 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
- Asking and answering questions
- Studying the table in the Pupil’s Book
• Chart showing major tourist attractions
• Pictures in the Pupil’s Book
• Local environment• Relevant charts• Business people in the
tourism sector
• Local environment• Relevant charts• Local reports
• Pictures in the Pupil’s Book
• Resource person• Local environment
• Table in the Pupil’s Book
Major tourist attractions
Importance of tourism
Problems facing tourism
Factors influencing the location of industries
Types of industries
Our Lives Today SST Pupil’s Book 8pages 105 – 106SST Teacher’s Guide pages 54 – 56
Our Lives Today SST Pupil’s Book 8page 107SST Teacher’s Guide pages 54 – 56
Our Lives Today SST Pupil’s Book 8pages 107 – 108SST Teacher’s Guide pages 54 – 56
Our Lives Today SST Pupil’s Book 8pages 110 – 111SST Teacher’s Guide pages 56 – 58
Our Lives Today SST Pupil’s Book 8pages 112 – 113SST Teacher’s Guide pages 56 – 58
WE
EK
5
182
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 2
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering questions
- Explaining and listing problems facing industries
- Visiting an industry in the locality
- Explaining the impact of industries on the environment
- Asking and answering questions
- Writing down the main impact of industries on the environment
• Items made by Jua kali industries
• Pictures in the Pupil’s Book
• Local environment• Jua kali artisans
• Various items produced in industries
• Relevant charts• Resource person
• Resource person• Newspaper reports
• Local environment • Pictures in the Pupil’s
Book• Newspaper reports
WE
EK
8
Our Lives Today SST Pupil’s Book 8pages 113 – 115SST Teacher’s Guide pages 58 – 59
Our Lives Today SST Pupil’s Book 8pages 115 – 116SST Teacher’s Guide pages 59 – 61
Our Lives Today SST Pupil’s Book 8 page 116SST Teacher’s Guide pages 59 – 61
Our Lives Today SST Pupil’s Book 8page 117SST Teacher’s Guide pages 59 – 61
183
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of Work
Term 2
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering questions orally
- 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
- Asking and answering questions
- Explaining the attempts being made to solve problems facing urban centres
- Asking and answering oral questions
- Observing pictures in the Pupil’s Book
• Local environment
• 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
• Pictures in the Pupil’s Book
• Resource person
Our Lives Today SST Pupil’s Book 8 page 119SST Teacher’s Guide pages 61– 64
Our Lives TodaySST Pupil’s Book 8 pages 120 – 125SST Teacher’s Guide pages 61 – 64
Our Lives Today SST Pupil’s Book 8pages 120 – 125SST Teacher’s Guide pages 61 – 64
Our Lives Today SST Pupil’s Book 8pages 125 – 126SST 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
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
WE
EK
9
3
4
5
1
2 – 5
Co-operative societies
Co-operative societies
Co-operative societies
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
- Asking and answering oral questions
- Taking notes
- Explaining the functions of agricultural co-operatives
- Asking and answering oral questions
- Noting down main points
- Stating benefits from agricultural co-operatives
- Asking and answering oral questions
- Writing down main points
- Group discussions
- Explaining problems facing agricultural co-operatives
- Asking and answering questions
- 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
• Relevant pictures
• 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 8pages 128 – 129SST Teacher’s Guide pages 64– 66
Our Lives Today SST Pupil’s Book 8page 129SST Teacher’s Guide pages 64 – 66
Our Lives Today SST Pupil’s Book 8pages 129 – 130SST Teacher’s Guide pages 64 – 66
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
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 2
185
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
WE
EK
11
1 & 2
3, 4 & 5
1 & 2
3
Transport and commu-nication
Transport and commu-nication
Transport and commu-nication
Transport and commu-nication
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
- Asking and answering questions
- Studying the table in the Pupil’s Book
- 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
- Asking and answering questions
- Identifying problems facing communication systems
- Asking and answering questions
• Table in the Pupil’s Book
• 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
Our Lives Today SST Pupil’s Book 8pages 145 – 147SST Teacher’s Guide pages 67 – 71
Our Lives TodaySST Pupil’s Book 8pages 147 – 148SST Teacher’s Guide pages 67 – 71
WE
EK
12
Our Lives Today: Social Studies Standard EightSchemes of Work
Term 2
186
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering questions
- Identifying exports from Kenya
- Identifying imports to Kenya
- Asking and answering questions
- Group discussions- Asking and answering
questions
- Writing the exam - Revising the exam
• Learner’s own experiences
• Resource person• Newspaper reports
• Table in Pupil’s Book• Resource person
• Learner’s own experiences
• Resource person
• Question papers
Our Lives TodaySST Pupil’s Book 8 pages 148 – 150SST Teacher’s Guide pages 71 – 73
Our Lives Today SST Pupil’s Book 8pages 150 – 151SST Teacher’s Guide pages 71 – 73
Our Lives Today SST Pupil’s Book 8page 151SST Teacher’s Guide pages 71– 73
Our Lives TodaySST Pupil’s Book 8pages 80 – 157SST Teacher’s Guide pages 41 – 73
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 2
WE
EK
14
187
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
WE
EK
1
1
2 – 4
5
1
Early political associations in Kenya
Early political associations in Kenya
The Legislative Council (LegCo)
The Legislative Council (LegCo)
Early political associations in Kenya
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
- Asking and answering oral questions
- Explaining the political associations
- Describing the role played by selected early political associations in the struggle for independence
- Discussing the political association
- Asking and answering questions
- Taking notes
- Identifying African members to LegCo
- Asking and answering questions
- Observing pictures - Writing down names of
African LegCo members
- Explaining the role of political parties in the struggle for independence
- Asking and answering questions
- Taking notes
• List of political associations
• Relevant pictures• Resource person
• Pictures of African LegCo members
• Relevant pictures
WE
EK
2
Our Lives Today SST Pupil’s Book 8page 158SST Teacher’s Guide pages 73 –74
Our Lives Today SST Pupil’s Book 8pages 158 – 162SST Teacher’s Guide pages 73 – 74
Our Lives Today SST Pupil’s Book 8page 163SST Teacher’s Guide pages 75 – 76
Our Lives Today SST Pupil’s Book 8page 164SST Teacher’s Guide pages 75 – 76
Our Lives Today: Social Studies Standard Eight Schemes of Work: Term Three
188
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 3
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering questions orally
- Writing down the main points
- Asking and answering questions
- 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
- Asking and answering questions
• Pictures of the Second World War
• Pictures of prominent African leaders
• Relevant pictures
Our Lives Today SST Pupil’s Book 8pages 165 – 166SST Teacher’s Guide pages 76 – 77
Our Lives Today SST Pupil’s Book 8pages 166 – 167SST Teacher’s Guide pages 76 – 77
Our Lives Today SST Pupil’s Book 8pages 167 – 170SST Teacher’s Guide pages 76 – 77
189
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of Work
Term 3
NOT FOR SALE For use with Our Lives Today Standard Eight
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
- Asking and answering questions orally
- Observing pictures in the Pupil’s Book
- Listing the events
- Explaining how Kenya became independent
- Explaining how Kenya became a republic
- Asking and answering questions
- Observing pictures in the Pupil’s Book
- Identifying major political events
- Identifying major political developments
- Asking and answering oral questions
- Describing the life and contributions of prominent leaders in Kenya
- Asking and answering oral questions
- Observing pictures in the Pupil’s Book
- Writing down a summary- Dramatization- Story telling
• Pictures in the Pupil’s Book
• Pictures in the Pupil’s Book
• Resource person
• Pictures in the Pupil’s Book
• Resource person
WE
EK
4
Our Lives Today SST Pupil’s Book 8pages 170 – 171SST Teacher’s Guide pages 77 – 79
Our Lives Today SST Pupil’s Book 8pages 171 – 172SST Teacher’s Guide pages 77 – 79
Our Lives TodaySST Pupil’s Book 8pages 174 – 176SST Teacher’s Guide pages 79 – 81
Our Lives Today SST Pupil’s Book 8pages 177 – 182SST Teacher’s Guide pages 81 – 82
190
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 3
NOT FOR SALE For use with Our Lives Today Standard Eight
WE
EK
4
5
1 – 3
4 – 5
International co-operation
International co-operation
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
- Asking and answering questions
- 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
Our Lives Today SST Pupil’s Book 8pages 183 – 185SST Teacher’s Guide pages 83 – 84
Our Lives Today SST Pupil’s Book 8pages 185 – 187SST Teacher’s Guide pages 83 – 84
Our Lives Today SST Pupil’s Book 8pages 187 – 190SST Teacher’s Guide pages 84 – 89
191
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of Work
Term 3
NOT FOR SALE For use with Our Lives Today Standard Eight
WE
EK
6
1 & 2
3
4 & 5
1
2
Citizenship
Citizenship
Democracy and human rights
Democracy and human rights
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
- Asking and answering questions
- Observing pictures in the Pupil’s Book
- Explaining conditions under which one can lose his/her citizenship
- Asking and answering questions
- Discussing loss of citizenship
- Stating types of democracy
- Asking and answering questions
- Listing types of democracy
- Observing pictures- Dramatization
- Identifying political parties in Kenya and their policies
- Asking and answering questions
- Identifying the role of political parties in a democracy
- Asking and answering questions
- Illustrating the benefits of democracy
- Dramatization
• Pictures in the Pupil’s Book
• Class discussions
• Resource person
• Pictures in the Pupil’s Book
• Pictures in the Pupil’s Book
• Relevant posters• Resource personW
EE
K 7
Our Lives Today SST Pupil’s Book 8pages 194 – 196SST Teacher’s Guide pages 89 – 91
Our Lives Today SST Pupil’s Book 8page 196SST Teacher’s Guide pages 89 – 91
Our Lives Today SST Pupil’s Book 8pages 198 – 199SST Teacher’s Guide pages 91 – 93
Our Lives Today SST Pupil’s Book 8pages 200 – 203SST Teacher’s Guide pages 93 – 95
Our Lives Today SST Pupil’s Book 8pages 203 – 204SST Teacher’s Guide pages 93 – 95
192
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 3
NOT FOR SALE For use with Our Lives Today Standard Eight
WE
EK
7
3 – 4
5
1
2
3
Democracy and human rights
Law, peace and reconciliation
Law, peace and reconciliation
Law, peace and reconciliation
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
- Asking and answering questions
- Listing the symbols of national unity
- Taking notes- Assignments
- Stating factors that promote national unity
- Asking and answering oral questions
- Observing pictures in the Pupil’s Book
- 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
- Asking and answering oral questions
- Demonstrations
• Local environment• Learner’s own
experiences• Resource person
• National flag • Court of arms• National anthem
• Pictures in the Pupil’s Book
• Class discussions
• Class discussions
Our Lives Today SST Pupil’s Book 8 pages 204 – 206SST Teacher’s Guide pages 95 – 97
Our Lives Today SST Pupil’s Book 8pages 208 – 210SST Teacher’s Guide pages 97 – 99
Our Lives Today SST Pupil’s Book 8pages 210 – 212SST Teacher’s Guide pages 99 – 100
Our Lives Today SST Pupil’s Book 8pages 212 – 213SST Teacher’s Guide pages 100 – 101
Our Lives Today SST Pupil’s Book 8pages 213 – 214SST Teacher’s Guide pages 101 – 103
WE
EK
8
193
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
Our Lives Today SST Pupil’s Book 8pages 216 – 218SST Teacher’s Guide pages 103 – 104
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
Our Lives Today SST Pupil’s Book 8pages 220 – 221SST Teacher’s Guide pages 107 – 108
Our Lives Today SST Pupil’s Book 8pages 222 – 224SST Teacher’s Guide pages 108 – 113
• Resource person
• Resource person
• Resource person
• Relevant posters• Resource person
• Relevant pictures• Newspaper cuttings
• Resource person• Newspaper reports
- Discussing the process of making, amending and reviewing of the Kenyan Constitution
- Asking and answering questions
- Explaining the process of forming a government
- Asking and answering questions
- Explaining how one may lose a seat in parliament
- Asking and answering questions
- 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
The government of Kenya
The government of Kenya
The government of Kenya
The government of Kenya
The government of Kenya
4
5
1
2
3
4
WE
EK
9Our Lives Today: Social Studies Standard Eight
Schemes of WorkTerm 3
WE
EK
8
194
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Our Lives Today Standard Eight
5
1
2
3 & 4
The government of Kenya
The government of Kenya
The government of Kenya
The government of Kenya
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
- Observing pictures in the Pupil’s Book
• Relevant pictures• Resource person
• Relevant pictures• Resource person
• Illustrations• Government publications
• Pictures in the Pupil’s Book
Our Lives TodaySST Pupil’s Book 8pages 225 – 226SST Teacher’s Guide pages 108 – 113
Our Lives Today SST Pupil’s Book 8pages 227 – 228SST Teacher’s Guide pages 108 – 113
Our Lives TodaySST Pupil’s Book 8pages 229 –230SST Teacher’s Guide pages 113 – 114
Our Lives Today SST Pupil’s Book 8pages 231 – 234SST Teacher’s Guide pages 114 – 116
WE
EK
9Our Lives Today: Social Studies Standard EightSchemes of WorkTerm 3
WE
EK
10
195
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
5
1 – 5
NOT FOR SALE For use with Our Lives Today Standard Eight
The government of Kenya
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 Today SST Pupil’s Book 8pages 234 – 237SST Teacher’s Guide pages 116 – 117
Our Lives TodaySST Pupil’s Book 8pages SST Teacher’s Guide pages 73 – 117
Our Lives Today: Social Studies Standard EightSchemes of Work
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
OBJECTIVES LEARNING ACTIVITIESSUB-TOPICSTEACHING AIDS AND
REFERENCES REMARKSTOPIC EVALUATIONSPERIODS
NOT FOR SALE For use with Science in Action Standard Eight
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
OBJECTIVES LEARNING ACTIVITIESSUB-TOPICSTEACHING AIDS AND
REFERENCES REMARKSTOPIC EVALUATIONSPERIODS
Science in Action Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with Science in Action Standard Eight
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
OBJECTIVES LEARNING ACTIVITIESSUB-TOPICSTEACHING AIDS AND
REFERENCES REMARKSTOPIC EVALUATIONSPERIODS
NOT FOR SALE For use with Science in Action Standard Eight
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
OBJECTIVES LEARNING ACTIVITIESSUB-TOPICSTEACHING AIDS AND
REFERENCES REMARKSTOPIC EVALUATIONSPERIODS
NOT FOR SALE For use with Science in Action Standard Eight
Science in Action Standard EightSchemes of WorkTerm 2
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
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 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
OBJECTIVES LEARNING ACTIVITIESSUB-TOPICSTEACHING AIDS AND
REFERENCES REMARKSTOPIC EVALUATIONSPERIODS
NOT FOR SALE For use with Science in Action Standard Eight
Science in Action Standard EightSchemes of WorkTerm 3
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
OBJECTIVES LEARNING ACTIVITIESSUB-TOPICSTEACHING AIDS AND
REFERENCES REMARKSTOPIC EVALUATIONSPERIODS
NOT FOR SALE For use with Science in Action Standard Eight
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
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
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
God’s help and self-help
God’s help and self-help
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
pages 4 – 8- Living in Christ Teacher’s Guide
Book 8 pages 2 – 4- Pictures- Resource person- Chalkboard
- The Good News Bible: Ephesians 5:18- Living in Christ Pupil’s Book 8
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
pages 12 – 16- Living in Christ Teacher’s Guide
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
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
2
2
3
1
God’s help and self-help
God’s help and self-help
God’s help and self-help
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
pages 20 – 24- Living in Christ Teacher’s Guide
Book 8 pages 8 – 9- Science magazines- Relevant newspaper cuttings- Chalkboard
- The Good News Bible- Living in Christ Pupil’s Book 8
pages 24 – 25- Living in Christ Teacher’s Guide
Book 8 pages 10 – 11- Resource person- Chalkboard
WE
EK
3
Effects of sexual misuse
Natural resources
View of the traditional African society on use and misuse of God’s creation
210
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with Living in Christ Standard Eight
2
3
1
2
God’s help and self-help
God’s help and self-help
Christianity and traditional African heritage
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
pages 25 – 26- Living in Christ Teacher’s Guide
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
pages 26 – 28- Living in Christ Teacher’s Guide
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
pages 30 – 31- Living in Christ Teacher’s Guide
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
pages 31 – 34- Living in Christ Teacher’s Guide
Book 8 pages 15 – 16- Resource person- Chalkboard
WE
EK
4
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
EK
3
211
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with Living in Christ Standard Eight
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
ii. Appreciate the spiritual life of the African people
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
pages 34 – 37- Living in Christ Teacher’s Guide
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
pages 38 – 40- Living in Christ Teacher’s Guide
Book 8 pages 17 – 18- Resource person- Chalkboard
- Living in Christ Pupil’s Book 8- The Good News Bible- Writing materials
WE
EK
5
Christianity and traditional African heritage
Christianity and traditional African heritage
Assessment
Differences between continuity of life in traditional African religion and Christianity
Respect for the life of the born and unborn
Continuous assessment tests
WE
EK
4
212
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with Living in Christ Standard Eight
3
1
2
Christianity and traditional African heritage
Christianity and traditional African heritage
Christianity and traditional African heritage
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
ii. Appreciate the spiritual life of the African people
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
ii. Appreciate the spiritual life of the African people
- 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 Pupil’s Book 8 pages 42 – 44
- Living in Christ Teacher’s Guide Book 8 pages 20 – 21
- Real objects- Chalkboard
- The Good News Bible- Living in Christ Pupil’s Book 8
pages 44 – 45- Living in Christ Teacher’s Guide
Book 8 pages 21 – 22- Resource person- Real objects- Chalkboard
WE
EK
5W
EE
K 6
213
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with Living in Christ Standard Eight
3
1
2
Christianity and traditional African heritage
Christianity and traditional African heritage
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
By the end of the lesson, the learner should be able to:i. Describe the
differences between Christianity and traditional African beliefs
ii. Appreciate the spiritual life of the African people
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
pages 45 – 47- Living in Christ Teacher’s Guide
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
Book 8 pages 24 – 25- Resource person- Chalkboard
- The Good News Bible: John 9:1-5, Luke 5:17-26- Living in Christ Pupil’s Book 8
pages 48 – 50- Living in Christ Teacher’s Guide
Book 8 pages 25 – 26- Relevant newspaper cuttings- Chalkboard
WE
EK
7W
EE
K 6
214
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
7
3
1
2
Jesus Christ’s victory over pain and suffering
Jesus Christ’s victory over pain and suffering
Jesus Christ’s victory over pain and suffering
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
pages 50 – 51- Living in Christ Teacher’s Guide
Book 8 pages 26 – 28- Relevant Pictures
- The Good News Bible- Living in Christ Pupil’s Book 8
pages 51 – 52- Living in Christ Teacher’s Guide
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
pages 53 – 54- Living in Christ Teacher’s Guide
Book 8 pages 31 – 32- Charts - Flash cards- Chalkboard
WE
EK
8
215
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of Work
Term 1
NOT FOR SALE For use with Living in Christ Standard Eight
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
pages 55 – 56- Living in Christ Teacher’s Guide
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
pages 56 – 57- Living in Christ Teacher’s Guide
Book 8 pages 33 – 34- Pictures- Charts- Portraits - Chalkboard
- The Good News Bible: 2 Corinthians 1:5
- Living in Christ Pupil’s Book 8 pages 57 – 59
- Living in Christ Teacher’s Guide Book 8 pages 35 – 36
- Charts- Audio visual materials- Chalkboard
Purpose of suffering
Martyrdom
Christian suffering today
Jesus Christ’s victory over pain and suffering
Jesus Christ’s victory over pain and suffering
Jesus Christ’s victory over pain and suffering
3
1
2
WE
EK
8W
EE
K 9
216
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of WorkTerm 1
NOT FOR SALE For use with Living in Christ Standard Eight
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
ii. Answer revision questions correctly
- Writing - Living in Christ Pupil’s Book 8- The Good News Bible- Writing materials
WE
EK
9
217
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
1
1
2
3
1
Living the Christian faith
Living the Christian faith
Living the Christian faith
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
ii. Appreciate that God answers prayers
By the end of the lesson, the learner should be able to:i. Explain the difference
between prayer and magic
ii. Appreciate that God answers prayers
- 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
pages 60 – 61- Living in Christ Teacher’s Guide
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
pages 61 – 63- Living in Christ Teacher’s Guide
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
pages 63 – 65- Living in Christ Teacher’s Guide
Book 8 pages 38 – 39- Chalkboard
- The Good News Bible: Acts 8: 9,10,12,13, 18-22- Living in Christ Pupil’s Book 8
pages 65 – 67- Living in Christ Teacher’s Guide
Book 8 pages 40 – 41
WE
EK
2Living in Christ Standard Eight Schemes of Work: Term Two
218
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of WorkTerm 2
NOT FOR SALE For use with Living in Christ Standard Eight
2
3
1
2
Living the Christian faith
Living the Christian faith
Living the Christian faith
Living the Christian faith
Relationship between fasting and prayer
Self-denial in service to others
Faith in daily action
Meaning of a living faith
By the end of the lesson, the learner should be able to:i. Describe the
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
By the end of the lesson, the learner should be able to:i. State the importance
of having a living faithii. Live the Christian
faith
By the end of the lesson, the learner should be able to:i. State the importance
of having a living faithii. Live the Christian
faith
- Scripture reading- Discussions- Explanations- Dramatizations- Note taking
- 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
pages 67 – 69- Living in Christ Teacher’s Guide
Book 8 pages 41 – 42- Chalkboard
- The Good News Bible: Mark 8:34-35- Living in Christ Pupil’s Book 8
pages 69 – 70- Living in Christ Teacher’s Guide
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
pages 71 – 72- Living in Christ Teacher’s Guide
Book 8 pages 43 – 44- Chalkboard
- The Good News Bible: James 2:14-17; 5:16- Living in Christ Pupil’s Book 8
pages 72 – 73- Living in Christ Teacher’s Guide
Book 8 pages 44 – 45- Charts- Chalkboard
WE
EK
2W
EE
K 3
219
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of Work
Term 2
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
3
3
1
2
3
Social problems and Christian values
Social problems and Christian values
Social problems and Christian values
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
By the end of the lesson, the learner should be able to:i. State the importance
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
- Scripture reading- Discussions- Explanations- Dramatizations- 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
pages 74 – 75- Living in Christ Teacher’s Guide
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
pages 75 – 76- Living in Christ Teacher’s Guide
Book 8 pages 47 – 48- Charts- Chalkboard
- The Good News Bible: Proverbs 12:17- Living in Christ Pupil’s Book 8
pages 76 – 77- Living in Christ Teacher’s Guide
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
pages 77 – 79- Living in Christ Teacher’s Guide
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
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of WorkTerm 2
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
5
1
2
3
1
Social problems and Christian values
Social problems and Christian values
Social problems and Christian values
Social problems and Christian values
By the end of the lesson, the learner should be able to:i. Explain how
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
pages 80 – 81- Living in Christ Teacher’s Guide
Book 8 pages 50 – 51- Resource person- Chalkboard
- 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
page 82- Living in Christ Teacher’s Guide
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
pages 82 – 84- Living in Christ Teacher’s Guide
Book 8 pages 52 – 53- Newspaper cuttings- Audio-visual materials- Resource person- Chalkboard
WE
EK
6
221
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of Work
Term 2
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
6
2
3
1
2
Social problems and Christian values
Jesus frees and commands
Jesus frees and commands
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
By the end of the lesson, the learner should be able to:i. Explain how
Jesus showed His obedience to God
ii. Desire to achieve true freedom
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
- The Good News Bible: Ephesians 4:15- Living in Christ Pupil’s Book 8
pages 84 – 85- Living in Christ Teacher’s Guide
Book 8 pages 53 – 54- Resource person - Charts- Chalkboard
- The Good News Bible: Galatians 5:1, 13- Living in Christ Pupil’s Book 8
pages 86 – 87- Living in Christ Teacher’s Guide
Book 8 pages 54 – 56- Chalkboard- Flash cards
- The Good News Bible: Luke 22:46-49- Living in Christ Pupil’s Book 8
pages 88 – 89- Living in Christ Teacher’s Guide
Book 8 pages 56 – 57- Chalkboard
- The Good News Bible: John 8:31-34- Living in Christ Pupil’s Book 8
pages 89 – 90- Living in Christ Teacher’s Guide
Book 8 pages 57 – 58- Flash cards- Charts- Chalkboard
WE
EK
7
222
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of WorkTerm 2
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
7
3
1
2
3
Jesus frees and commands
Jesus frees and commands
Jesus frees and commands
Jesus frees and commands
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
ii. Desire to achieve true freedom
By the end of the lesson, the learner should be able to:i. State ways in which
he/she reacts to authority
ii. Desire to achieve true freedom
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- Discussions- Explanations- Note taking- Dramatizations
- Scripture reading- Singing- Miming- Discussions- Explanations- Note taking
- Scripture reading- Role playing- Explanations- Narration- Discussions- Note taking
- Scripture reading- Explanations- Discussions- Note taking- Dramatizations
- The Good News Bible: Matthew 22:15-22; 23:1-3- Living in Christ Pupil’s Book 8
pages 91 – 93- Living in Christ Teacher’s Guide
Book 8 pages 58 – 59- Chalkboard
- The Good News Bible: 1 Corinthians 6:12, 8:9-13, 1 Peter 2:16- Living in Christ Pupil’s Book 8
pages 94 – 95- Living in Christ Teacher’s Guide
Book 8 pages 59 – 60- Chalkboard
- The Good News Bible: Titus 3:1-2- Living in Christ Pupil’s Book 8
pages 94 – 95- Living in Christ Teacher’s Guide
Book 8 pages 60 – 61- Resource person- Chalkboard
- The Good News Bible: Luke 2:51-52- Living in Christ Pupil’s Book 8
pages 94 – 95- Living in Christ Teacher’s Guide
Book 8 pages 60 – 61- Chalkboard
WE
EK
8
223
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of Work
Term 2
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
9
1
2
3
Jesus frees and commands
Jesus frees and commands
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
ii. Desire to achieve true freedom
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
By the end of the lesson, the learner should be able to:i. Demonstrate
knowledge of content taught in previous four weeks
ii. Answer revision questions correctly
- Scripture reading- Discussions- Explanations- Note taking- Dramatizations
- Scripture reading- Discussions- Explanations- Skits- Note taking
- Writing
- The Good News Bible- Living in Christ Pupil’s Book 8
pages 94 – 95- Living in Christ Teacher’s Guide
Book 8 pages 60 – 61- Resource person- Chalkboard
- The Good News Bible: Romans 13:1- Living in Christ Pupil’s Book 8
pages 96 – 97- Living in Christ Teacher’s Guide
Book 8 pages 61 – 62 - Resource person- Chalkboard
- Living in Christ Pupil’s Book 8- The Good News Bible- Writing materials
224
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
1
1
2
3
1
The family, love and marriage
The family, love and marriage
The family, love and marriage
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
ii. Appreciate the Christian teaching on marriage
- Scripture reading- Discussions- Explanations- Role playing
- Scripture reading - Discussions- Explanations- Dramatizations
- Scripture reading- Explanations- Discussions- Group work- Note taking- Question and answer
- Scripture reading- Explanations- Discussions- Note taking- Dramatizations
- The Good News Bible: Ephesians: 5:31-33- Living in Christ Pupil’s Book 8
pages 100 – 101- Living in Christ Teacher’s Guide
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
pages 101 – 102- Living in Christ Teacher’s Guide
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
pages 102 – 103- Living in Christ Teacher’s Guide
Book 8 pages 65-66 - Charts- Flash cards- Chalkboard
- The Good News Bible: Genesis: 24:1-19- Living in Christ Pupil’s Book 8
pages 103 – 104- Living in Christ Teacher’s Guide
Book 8 pages 66 – 67 - Charts/magazine cuttings etc.W
EE
K 2
Living in Christ Standard Eight Schemes of Work: Term Three
225
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of Work
Term 3
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
2
2
3
1
2
The family, love and marriage
The family, love and marriage
The family, love and marriage
The family, love and marriage
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
ii. Appreciate the Christian teaching on marriage
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
ii. Appreciate the Christian teaching on marriage
- Scripture reading- Explanations- Discussions- Dramatizations- Note taking
- Scripture reading- Explanations- Discussions- Note taking- Dramatizations
- Scripture reading- Discussions- Explanations- Note taking- Dramatizations
- Scripture reading- Explanations- Discussions- Group work- Note taking
- The Good News Bible- Living in Christ Pupil’s Book 8
pages 105 –106- Living in Christ Teacher’s Guide
Book 8 pages 67 – 68- Resource person- Chalkboard
- The Good News Bible- Living in Christ Pupil’s Book 8
pages 106 – 107- Living in Christ Teacher’s Guide
Book 8 pages 68 – 69 - Resource person- Newspaper cuttings- Chalkboard
- The Good News Bible- Living in Christ Pupil’s Book 8
pages 107 – 108- Living in Christ Teacher’s Guide
Book 8 pages 69 – 70 - Resource person- 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
pages 109 – 110- Living in Christ Teacher’s Guide
Book 8 pages 70 – 71- Chalkboard
WE
EK
3
226
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of WorkTerm 3
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
3
3
1
2
3
The family, love and marriage
The family, love and marriage
Responding to Christ’s call
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
By the end of the lesson, the learner should be able to:i. State the meaning of
discipleship ii. Desire to be a disciple
of Jesus
By the end of the lesson, the learner should be able to:i. Describe the
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
pages 110 – 111- Living in Christ Teacher’s Guide
Book 8 pages 71 – 72 - Resource person- Chalkboard
- The Good News Bible: Ephesians 6:1-3- Living in Christ Pupil’s Book 8
pages 111 – 112- Living in Christ Teacher’s Guide
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
pages 114 – 115- Living in Christ Teacher’s Guide
Book 8 pages 74 – 75- Chalkboard - The Good News Bible: Matthew 5:44, Luke 9:57-62- Living in Christ Pupil’s Book 8
pages 116 – 120- Living in Christ Teacher’s Guide
Book 8 page 75 - Flash cards- Chalkboard
WE
EK
4
227
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of Work
Term 3
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
5
1
2
3
1
Responding to Christ’s call
Responding to Christ’s call
Responding to Christ’s call
Responding to Christ’s call
Abiding in the vine
Loving one another
Serving one another
Denying oneself
By the end of the lesson, the learner should be able to:i. Describe the
teaching of Jesus on discipleship
ii. Desire to be a disciple of Jesus
By the end of the lesson, the learner should be able to:i. Explain how
loving one another demonstrates discipleship
ii. Love other people
By the end of the lesson, the learner should be able to:i. State the importance
of loving othersii. Serve others willingly
By the end of the lesson, the learner should be able to:i. Describe the
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
pages 116 – 117- Living in Christ Teacher’s Guide
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
page 117- Living in Christ Teacher’s Guide
Book 8 page 77 - Flash cards- Chalkboard
- The Good News Bible: John 13: 4-5, 14- Living in Christ Pupil’s Book 8
page 118- Living in Christ Teacher’s Guide
Book 8 page 78 - Flash cards- Chalkboard
- The Good News Bible: Mark 8:34- Living in Christ Pupil’s Book 8
pages 119 – 120- Living in Christ Teacher’s Guide
Book 8 page 79 - Charts - Chalkboard
WE
EK
6
228
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
Living in Christ Standard EightSchemes of WorkTerm 3
NOT FOR SALE For use with Living in Christ Standard Eight
WE
EK
6
2
3
1
2
Responding to Christ’s call
Responding to Christ’s call
Responding to Christ’s call
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
By the end of the lesson, the learner should be able to:i. State the meaning of
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
pages 120 – 121- Living in Christ Teacher’s Guide
Book 8 page 80- Chalkboard
- The Good News Bible: Micah 3:5, 11- Living in Christ Pupil’s Book 8
pages 121 – 122- Living in Christ Teacher’s Guide
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
pages 123 – 124- Living in Christ Teacher’s Guide
Book 8 pages 81 – 82 - Chalkboard - Resource person
- The Good News Bible: Ecclesiastes 3:1-8- Living in Christ Pupil’s Book 8
pages 126 – 127- Living in Christ Teacher’s Guide
Book 8 page 83 – 84 - Chalkboard
WE
EK
7
229
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
- 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
Living in Christ Standard EightSchemes of Work
Term 3
NOT FOR SALE For use with Living in Christ Standard Eight
By the end of the lesson, the learner should be able to:i. List leisure activities
in traditional African society and modern society
By the end of the lesson, the learner should be able to:i. Describe the
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
pages 127 – 129- Living in Christ Teacher’s Guide
Book 8 pages 84 – 85 - Chalkboard - Resource person
- The Good News Bible: 1 Samuel 16:23- Living in Christ Pupil’s Book 8
pages 129 – 130- Living in Christ Teacher’s Guide
Book 8 pages 85 – 86 - Chalkboard
- The Good News Bible- Living in Christ Pupil’s Book 8
page 129- Living in Christ Teacher’s Guide
Book 8 pages 86-87 - Chalkboard- Flash cards
- The Good News Bible: Genesis 2:1-2, Exodus 20:8-11, Luke 1:39-45
- Living in Christ Pupil’s Book 8 pages 133 – 135
- Living in Christ Teacher’s Guide Book 8 pages 88 – 89
- Chalkboard- Real objects
WE
EK
7W
EE
K 8
230
LESSON OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICSTEACHING/LEARNING
RESOURCES REMARKSTOPIC REFERENCES
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
By the end of the lesson, the learner should be able to:i. Demonstrate
knowledge of content taught in previous 4 weeks
ii. Answer revision questions correctly
- Scripture reading - Explanations- Discussions- Demonstrations- Note taking
- Scripture reading- Discussions- Explanations - Note taking- Group work
- Writing
Living in Christ Standard EightSchemes of WorkTerm 3
NOT FOR SALE For use with Living in Christ Standard Eight
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
pages 135 – 136- Living in Christ Teacher’s Guide
Book 8 pages 89 – 90 - Chalkboard- Resource person
- The Good News Bible: 2 Thessalonians 3:6-12- Living in Christ Pupil’s Book 8
pages 136 – 137- Living in Christ Teacher’s Guide
Book 8 pages 90 – 91 - Chalkboard- Resource person
- Living in Christ Pupil’s Book 8- The Good News Bible- Writing materials
2
3
WE
EK
9