Combined PP1

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
PRE PRIMARY PP1
i
First Published in 2017
All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means, electronic,
mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.
ISBN: 978-9966-31-712-4
Published and printed by Kenya Institute of Curriculum Development
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FOREWARD
The Basic Education Curriculum Framework (BECF) outlines the vision and mission for the curriculum reforms. The Vision of the curriculum
reforms is to develop “an engaged, an empowered and ethical citizen “while the mission is to “to nurture the potential of every learner”.
The framework adopts a Competency Based Curriculum and has identified seven core competences, namely; communication and collaboration,
critical thinking and problem solving, creativity and imagination, citizenship, digital literacy, learning to learn, and self-efficacy. It provides a
variety of opportunities for identification and nurturing of learner’s potentials and talents in preparation for life and the world of work. It is geared
towards making learning enjoyable.
The curriculum designs are developed to enable implementation of the Basic Education Curriculum Framework. The design contains the National
Goals of Education, outlines the Early Years Education (EYE), subject general and specific learning outcomes. It also suggests a variety of
learning experiences, assessment, resources and links the topics to values, Pertinent and Contemporary Issues (PCI) and to other subjects.
It is my hope that all educators in Early Years Education level will anchor their delivery of Basic and Teacher education on these Curriculum
Designs.
FRED MATIANG’I PHD, EGH

CABINET SECRETARY
MINISTRY OF EDUCATION
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Contents
FOREWARD ................................................................................................................................................................................................................ iii

NATIONAL GOALS OF EDUCATION ...................................................................................................................................................................... v
GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION ...........................................................................................................vi
INTRODUCTION ........................................................................................................................................................................................................vii
LANGUAGE ACTIVITIES .......................................................................................................................................................................................... 1
MATHEMATICS CURRICULUM DESIGN ............................................................................................................................................................. 42
PSYCHOMOTOR AND CREATIVE ACTIVITIES .................................................................................................................................................. 69
ENVIRONMENTAL ACTIVITIES .......................................................................................................................................................................... 112
CHRISTIAN RELIGIOUS EDUCATION ................................................................................................................................................................ 149
ISLAMIC RELIGIOUS EDUCATION ACTIVITIES .............................................................................................................................................. 168
HINDU RELIGIOUS EDUCATION ........................................................................................................................................................................ 185
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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity

Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should
enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and harmonious co-existence.
2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in the family, community, national, regional and
international development.
b) Economic Needs
Education should prepare the learner with requisite competences that support a modern and independent growing economy. This should
translate into high standards of living for every individual.
c) Technological and Industrial Needs

Education should develop in the learner necessary competences for technological and industrial development for the nation in tandem with
global trends.
3. Promote individual development and self-fulfillment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s interests,
talents and character for positive contribution to the society.
4 Promote sound moral and religious values

Education should promote acquisition of national values as enshrined in the Kenya Constitution. It should be geared towards developing a
self-disciplined and ethical citizen with sound moral and religious values.
5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated
education; including learners with special educational needs and disabilities. Education should also provide the learner with opportunities
for shared responsibility and accountability through community service learning.
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6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and respect
other people’s culture as well as embrace positive cultural practices in a dynamic society.
7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should empower the learner to respect, appreciate
and participate in the opportunities within the international community. Education should also enable the learner to operate within the
international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails.
8. Promote positive attitudes towards good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal welfare, for sustainable development.
GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION
By end of Early Years Education, the learner should be able to:

1. Communicate appropriately using verbal and/or non-verbal modes in a variety of contexts
2. Demonstrate basic literacy and numeracy skills for learning
3. Apply digital literacy skills for learning and enjoyment
4. Apply creative and critical thinking skills in problem solving
5. Practice hygiene, nutrition, sanitation, safety and nutrition to promote health and well being
6. Practice appropriate etiquette for interpersonal relationships
7. Explore the immediate environment for learning and enjoyment
8. Demonstrate acquisition of emotional, physical, spiritual, aesthetic and moral development
9. Demonstrate appreciation of the country and its rich, diverse cultural heritage for harmonious living for balanced living
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INTRODUCTION
The Pre-primary curriculum design has been developed to embrace the competence based learning approach as stipulated in the basic education
curriculum frame-work (BECF). The curriculum design is available in two volumes which cater for children at the pre-primary level in the
country. It has been divided into two levels: Level I (pre-primary 1) for children aged four years and Level II (pre-primary 2) for children aged
five years. The curriculum covers the following learning areas: Language, Mathematical, Environmental, Psychomotor and Creative and Religious
Education activity areas.
Each learning activity area has both the general and specific learning outcomes clearly stipulated. The learning experiences and the key inquiry
questions have also been provided specifically to give guidance to the users during the curriculum delivery process.
The curriculum has clearly identified core competences to be acquired by learners as they engage in activities in different learning areas. These
core competences include: communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship, digital
literacy, learning to learn and self-efficacy.
Pertinent and contemporary issues (PCIs) have been integrated into the curriculum design to prepare learners for the ever changing society
specifically in order to address the changing needs of the society and ensure the learner’s safety. These include life skills development through
storytelling, living values, moral values and social responsibility.
This curriculum emphasizes hands-on experiences as learners manipulate real objects and models. Interaction with nature is also emphasized
whereby learners are encouraged to observe living and non-living things in their immediate surroundings as well as during nature walk, field trips
or visits to places of interest.
The curriculum emphasizes holistic development of the learner. This can be achieved by embracing the thematic integrated learning approach
which is ideal for teaching learners in their formative stage of development. The themes are derived from things and situations that learners are
likely to interact with in everyday life. Each theme is expected to cuts across all the activity areas. Learning at the pre- primary level is expected
to be flexible hence a theme may be interrupted to enable learners use an emerging situation as the learning theme for the period.
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1. MYSELF
 Parts of the body
 My clothes
 My friends
2. FAMILY
 Family members
 Clothes worn by family members
 Foods eaten
3. OUR HOME
 Our house
 Buildings
 Utensils
 Animals
 Furniture
 Work done
 Plants found at home
5. OUR SHOOL
 Our class
 Buildings and structures at school
 People found at school
 Things found at school
 Animals
 Work done
 Plants found at school
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SUGGESTED TIME ALLOCATION FOR ACTIVITY AREAS PER WEEK
# ACTIVITY AREA LESSONS

1. Language Activities 5
2. Mathematical Activities 5
3. Environmental Activities 5
4. Psychomotor and Creative Activities 8
5. Religious Education Activities 1
6. Pastoral Programmes of Instruction (PPI) 1
Total 25
Note:
1. The time allocated for each activity area is 30 minutes.
2. There should 5 lessons for psychomotor activities (Outdoor) at least each day. The other three lessons under psychomotor and creative
activities are shared among Music, Art and Crafts
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LANGUAGE ACTIVITIES
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Essence Statement
Language is a medium of communication. At the pre-primary level, children will be involved in activities that enhance the ability to become active
listeners and speakers in diverse situations as well as express their feelings, ideas and opinions clearly and with confidence. In addition, learners
will be involved in reading readiness and writing readiness activities in order to lay a good foundation for formal reading and writing instruction in
grade one.
Subject General Learning Outcomes
By the end of Early Years Education, the learner should be able to:
a) Develop appropriate listening skills from varied experiences to enrich their ability to communicate.
b) Express own opinions, ideas and feelings creatively freely and confidently in varied situations as they appreciate others.
c) Participate in conversation using appropriate verbal and non-verbal language in their everyday experiences.
d) Articulate letter sounds correctly in preparation for reading.
e) Develop appropriate reading readiness skills in varied learning experiences.
f) Apply appropriate writing readiness skills in varied learning experiences.
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Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry
question
1.0 LISTENING 1.1 Common By the end of the sub-strand, the  Learners could observe and imitate 1. Who do you
greetings and learner should be able to: greetings and farewell. meet every day?
farewell. a) Respond appropriately to general  In pairs learners could be asked to 2. What time is it
(2HRS) greetings at home and at school. practise greeting and bidding farewell. likely to
b) Respond appropriately to time  Learners could listen to songs, poems happen?
related greetings at home and at and rhymes on general and time 3. How do you
school. related greetings and farewell. greet them at
c) Respond appropriately to farewell  Learners could be encouraged to that time?
at home and at school. respond to greetings every morning
d) Respond appropriately to farewell and respond to farewell whenever
with reference to time at home need arises.
and at school.  Learners could be encouraged to
e) Enjoy responding appropriately to respond to each other’s greetings and
greetings and farewell at home farewell and respond to visitors’
and at school. ‘greetings and farewell whenever an
opportunity arises’.
 Learners could observe pictures and
charts of people greeting that are
displayed on walls.
 Learners could listen to and watch
clips of people greeting and bidding
farewell recorded in devices and
practise responding to greetings and
bidding farewell.
 Learners could be encouraged to pay
attention to other greeting and
farewell opportunities that arise at
home and at school.
Core-competence developed: Communication and collaboration, digital literacy , learning to learn
Link to PCI: Citizenship: social cohesion Link to Values: Respect, unity, love
Life skills: Interpersonal relationships, effective
communication
Citizenship: Peace
Link to other Activity Areas: Environmental and Social Suggested Community Service Learning
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Activities, Psychomotor and Creative Activities. Arrange for the learners to listen and respond to parents greetings during the school
open day. The learners will also greet and respond to parents greetings and bid
parents farewell after the function
Non- Formal Activity to support learning through Suggested Assessment

application Oral questions, observations, portfolio
In groups learners role play greeting and bidding farewell.
Learners should be encouraged to pay attention to each other
and respond appropriately.
Teaching/Learning Resources: Pictures, realia, charts, ICT devices
Suggested Assessment Rubrics
Exceeds expectation Meets Expectation Approaching expectation Below Expectation

The learner always listens efficiently The learner consistently listens Appears to listen carefully but The learner consistently has
and consistently responds to carefully and is able to respond to is not able to respond difficulty listening and responding
greetings and farewell using a greetings and farewell appropriately appropriately to greetings and to greetings and bidding farewell
variety of relevant responses e.g. both verbally and non-verbally. E.g. farewell. both verbally and non-verbally.
Hello Teacher, Good Morning Hello, Good Morning, Good bye.
teacher, Good bye Teacher.
question
1.0 LISTENING 1.2 Listening for By the end of the sub-strand, the  Learners could be involved in 1. What do children
enjoyment learner should be able to: listening to recorded songs, enjoy listening
(2HRS) a) Respond appropriately to a poems and rhymes and be guided to?
variety of listening to imitate. 2. What makes
experiences in and out of  Learners could be asked to record listening
class. clips of their own activities and interesting/enjoy
b) Demonstrate enjoyment in a view them in class. The activities able?
variety of listening may include learners singing,
experiences. telling stories, reciting poems and
rhymes.
 Learners could listen to short and
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interesting stories while
mimicking some characters in the
story.
 Learners could be encouraged to
sing or dance in response to
instrumental music.
enjoy the listening experiences by
using tone variation, puppets,
pictures, costumes, animated
stories, musical instruments
among others.
 Learners could be asked to listen
to short stories from a selected
resource person, about things in
the immediate environment e.g
trees, animals and people and be
encouraged to ask, answer
questions or retell parts of the
story.
Core-competence developed: Digital literacy, communication and collaboration
Link to PCI: Citizenship: Social cohesion Link to values: Respect, love, unity, patriotism
Life skills: Effective communication, self esteem
Link to other Activity Areas: Environmental and Social Activities, Psychomotor and Suggested Community Service Learning
Creative Activities Organise for a school music day where parents are invited.
Learners could dance and listen to a variety of songs and
instrumental music. They could also listen to stories told by
parents for enjoyment.
Suggested Non- Formal Activity to support learning through application Suggested assessment: Oral questions, observations,
Organise for a class fun-day for learners to dance as they listen to recorded songs and portfolio
instrumental music for fun. Learners could dress in singing costumes and play simple
musical instruments.
Teaching/Learning Resources: ICT devices, costumes, pictures, musical instruments, puppets, animated stories, realia, resource person, radio
programmes
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Exceeds expectation Meets Expectation Approaches expectation Below Expectation

Consistently pays attention, responds Responds by dancing to rhythm, and Responds to dance and rhythm Appears to listen but makes
with a variety of actions, dances to sustains attention when listening to but does not sustain attention. inaccurate responses.
rhythm and asks questions about the the stories.
story.
Strand Sub Strand Specific learning Outcomes Suggested Learning experiences Inquiry Questions
1.0 LISTENING 1.3 Active By the end of the sub-strand, the  In pairs or small groups, learners 1. How do you show
Listening learner should be able to: could tell news in turns while others interest in a
a) Respond to simple instructions are listening. conversation?
(2HRS) in and out of class.  Learners could view recorded content 2. When should you
b) Take turns during using ICT devices and be guided to speak during a
conversations in and out of mimic/imitate. conversation?
school.  Learners could be given simple 3. How do you seek
c) Take pleasure in responding to instructions and encouraged to clarification in a
simple instructions in and out respond. conversation?
of class.  In pairs or small groups, learners 4. How can learners be
d) Enjoy taking turns in a could be guided to take turns in guided to take turns
conversation in and out of conversations. in a conversation?
school.  Learners should be encouraged to 5. What activities are
answer simple questions during fun for learners to
conversations. listen to?
 Learners could be guided to ask
questions during conversations.
 Learners could record clips of their
own conversations and be
encouraged to view them while
receiving positive feedback.
 Learners could be asked to retell
what others have said in a
conversation.
 Learners could be guided to
appreciate the contribution of others
during conversations.
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 In small groups, learners could be
involved in verbal games, songs,
poems and rhymes that involve turn
taking.
 Learners could be asked to observe
and imitate demonstrations of turn
taking in conversations.
 Learners could be guided on how to
take turns during conversations.
Core-competence developed: Communication and collaboration, digital literacy, learning to learn
Link to PCI: Citizenship: Social cohesion Link to values: respect, peace, love, unity
Life skills: Effective communication
Link to other Activity Areas: Environmental and Social Activities, Creative Suggested Community Service Learning/
Activities, Religious Activities Learners to have their parents or other family members tell
them a story with repeated scenes. The person telling the
story involves the learners in mimicking, singing and acting
out interesting episodes.
Suggested Non- Formal Activity to support learning through application Suggested Assessment: Oral questions, observation,
Organise for a story telling session by a resource person. Learners could be portfolio
encouraged to participate as the story is narrated. Selected learners could also
wear appropriate attire /costumes for the story being narrated.
Teaching/Learning Resources: Recorded audio and video clips, ICT devices, realia, musical instruments, costumes

Responds to simple instructions Responds to most simple instructions Responds to some simple With guidance responds to a few
and consistently takes turns in a and most of the times takes turns in a instructions and takes turns in a simple instructions but does not
conversation with variations. conversation. conversation sometimes. take turns in conversations.
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1.0 1.4 Passing By the end of the sub-strand, the  Learners could participate in 1. What opportunities arise for
LISTENING information learner should be able to: activities that involve conveying children to pass verbal
(1HR) a) Convey verbal messages messages to other learners or information?
effectively in and out of class. to teachers e.g. telephone 2. How can children be involved
b) Listen to information games. in passing verbal messages?
attentively for effective  In pairs and small groups, 3. What activities prepare
communication in and out of learners could practise learners to listen attentively?
class. conveying messages to each
c) Experience pleasure in other.
passing verbal messages in  Learners could be guided to pay
and out of class. attention when listening to other
children, teachers and parents
and be
appreciated for passing
messages effectively.
 Learners could be engaged in
dialogue with each other.
 Learners could be involved in
conveying messages whenever
an opportunity arises.
Core-competence developed
Communication and collaboration, learning to learn, digital literacy
Link to PCI: Citizen: Social integration Link to Values: Respect, responsibility, integrity
Life skills: Effective communication.
Link to other Activity Areas Suggested Community Service Learning

Environmental and Social Activities Organise for a message delivery activity where the teacher sends a learner to
take a verbal message home with instructions that s/he will be required to
bring feedback.
Non- Formal Activity to support learning through Suggested assessment: Oral questions, observations, portfolio
application
Learners invite other learners from other classes within the
school for a story telling session organized for their class
Teaching/Learning Resources: Whisper games, ICT devices, locally made telephone, masks, puppets, costumes, realia
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Listens effectively and Listens attentively most of the time Listens attentively sometimes but Listens with guidance, but fails to
consistently delivers a and delivers slightly related but not delivers a distorted message. deliver message.
precise message. fully accurate messages.
1.0 LISTENING 1.5 Auditory By the end of the sub-strand, the  Learners could be engaged in 1. What are the common
discrimination learner should be able to: activities involving responding sounds in the environment?
(1HR) a) Recognize sounds in the to school bells, alarms, sirens, 2. What sounds do different
environment. whistles, phone ringing, animals produce?
b) Respond appropriately to hooting among others. 3. Which sounds in the school
sounds in the environment.  Learners could be guided to go environment call for
c) Enjoy listening to sounds in for nature walk within the specific response?
the environment. school compound where they 4. How are children expected
identify sounds they hear. to respond to such sounds?
voice recognition activities.
identifying various sounds in
the environment.
 Learners could imitate
recorded audio clips.
Core-competence developed: Learning to learn, digital literacy
Link to PCI: Citizenship: Social integration Link to Values: Respect, Responsibility(e.g. responding to
ESD: Environmental education, Environmental bells, alarms)
awareness
Link to other subjects: Suggested Community Service Learning
Environmental and Social Activities. Arrange for learners to present a singing game incorporating auditory
Psychomotor and Creative Activities. discrimination in a community function.
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Suggested Non- Formal Activity to support learning through Suggested assessment: Oral questions, portfolio, observation
application
Learners take a nature walk within the school environment. They
identify and imitate various sounds in the environment.
Teaching/Learning Resources: ICT devices, bells, whistle, letter sound games, realia.

Consistently identifies, imitates and Recognizes , imitates and Identifies, imitates and responds With guidance, identifies some
responds appropriately to sounds in responds appropriately to appropriately sometimes. sounds and responds to a few sounds
the environment. sounds the environment. in the environment.
1.0 1.6 By the end of the sub-strand, the  Learners could be exposed to a variety of 1. What are the common
LISTENING Auditory learner should be able to: sounds in the environment and be sounds in the
Memory a) Recall a variety of sounds in the encouraged to recall the sounds they heard. environment?
(5HRS) environment.  Learners could listen to letter sound, audio 2. What are the best ways
b) Recall letter sounds in class. clips and articulate the letter sounds. of exposing learners to
c) Take pleasure in listening to  In pairs and small groups, learners could be sounds?
sounds in the environment. engaged in language games e.g. letter 3. How can opportunities
sounds, letter names and fishing games. be presented for
 Learners could participate in conversations children to listen to
by exploring their prior experience. these sounds?
 Learners could be guided to say what they
heard at home or on the way to school.
Core-competence developed: Communication and collaboration, learning to learn, digital literacy.
Link to PCI: Citizen: Social integration Link to Values: Unity, responsibility
Life skills: Effective communication, critical thinking.
Links to other Activity Areas Suggested Community Service Learning
Environmental and Social Activities. Arrange for children to present a singing game incorporating auditory
memory in a community function.
Suggested Non- Formal Activity to support learning through Suggested assessment: oral questions, observations, portfolio
application: Learners visit an animal orphanage where the teacher
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encourages them to listen to sounds made by different animals. They are
then guided to recall the sounds made by various animals.
Teaching/Learning Resources: Electronic devices, flash cards, audio clips, realia

Recalls all sounds in the environment, Recalls most sounds in the Recalls some sounds in the With guidance, can recall a
letters of the alphabet and letter environment, letters of the environment, letters of the alphabet few sounds in the
sounds. alphabet and letter sounds. and letter sounds. environment but is not able to
recall letters of the alphabet
and letter sounds.
Strand Sub-strand Suggested learning outcomes Suggested learning experiences Key Inquiry questions
2.0 SPEAKING 2.1 Common By the end of the sub-strand, the  Learners could listen to a radio 1. What opportunities arise
general and learner should be able to: program on general and time related for greetings and bidding
time-related greetings and farewell and be guided farewell at home and at
greetings and a) Use a range of words for to imitate. school?
farewell general greetings in school  In pairs or small groups, learners could
(2HRS) and at home. practice using general and time related 2. Who do you greet at
b) Greet people verbally with greetings and farewell. home and at school?
reference to time at home  Learners could observe pictures or
and at school. charts on greetings and farewell and 3. How do you greet people
c) Bid people farewell using practice greeting and bidding farewell. at different times of the
appropriate words at home  Learners could be encouraged to day?
and at school. respond to greetings and farewell
d) Take pleasure in greeting using verbal and non-verbal language 4. How do you bid people
and bidding farewell at at relevant times. farewell?
home and at school.  Learners could be guided to greet and
bid farewell to visitors who come to
class.
 Learners could be asked to greet and
bid farewell to visitors and family
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members at home using appropriate
words.
 Learners could be encouraged to listen
to and imitate general and time related
greetings and farewell presented on
video clips.
 Learners could practise general and
time related greetings and farewell
through role playing communication
with locally made phones.
Core-competence developed: Digital literacy, communication and collaboration, learning to learn
Link to PCI: Citizenship: Social integration Link to Values: Peace, unity, respect
.
Link to other activity areas: Environmental and Social Activities, Suggested community service learning
Organise for a school music day where parents are invited.
Learners welcome visitors by greeting them as they arrive for
the day and bid them farewell after the event.
Suggested Non-formal activity to support learning through application Suggested assessment: Oral questions, observations, portfolio
Arrange for a visit to another class and practice appropriate ways of greeting and
bidding farewell.
Teaching/Learning Resources: Recorded clips, phones, pictures, realia, charts, radio programs

Consistently greets and bids farewell Appropriately greets and bids Greets and bids farewell but with a Attempts to greet and bid
appropriately using a variety of farewell using a range of words for limited range of words. farewell with guidance
general as well as time related greeting and bidding farewell at
greetings and farewell. different times of the day.
12
Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry questions
SPEAKING 2.2 Self-expression By the end of the sub-strand,  Learners could be involved in 1. How do we implore
(2HRS) the learner should be able to: activities for recognizing children to express
a) Express own needs at emotions. themselves?
home and at school.  Learners could name various
b) Express emotions and emotions after observing a 2. What is the
feelings appropriately at demonstration of variety of appropriate way of
home and at school. emotions. expressing feelings
c) Use appropriate  Learners could be encouraged to and emotions?
vocabulary to express talk about how they feel and be
feelings and emotions in appreciated for expressing their
school and at home. feelings and emotions
d) Use appropriate appropriately.
vocabulary to express own  Learners could be guided to sing
needs in school and at and act out different emotions.
home.  Learners could be asked to look
e) Enjoy expressing at pictures depicting different
themselves verbally at feelings and emotions and
home and in school. identify them.
 Learners could sing songs and
recite poems and rhymes on
feelings and emotions
 In pairs and small groups,
learners could practice
expressing needs, feelings and
emotions and respond to each
other.
 Learners could observe or listen
to the teacher expressing himself
or herself.
express themselves in school and
at home.
 Learners could view video clips
depicting various emotions and
feelings and talk about them.
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 Learners could view clips
showing words that are used to
express feelings and emotions
e.g happy, sad, tired and lonely,
enjoy, on wall charts.
 Learners could view video clips
on inappropriate means of
expressing emotions, feelings
and needs such as grabbing,
shouting, crying, fighting and be
guided not to use such means.
Core-competence developed: Digital literacy, communication and collaboration, learning to learn
Link to PCI: Citizenship: Social integration Link to Values: Unity, peace, conflict resolution.
Link to other activity areas: Suggested community service learning
Environmental and Social Activities, Religious Activities During a child’s birthday, learners could be encouraged to join in the
celebrations and be asked to talk about how they feel and express
themselves using various activities.
Suggested Non-formal activity to support learning through Suggested assessment: Oral questions, observations, portfolio
application: Learners express themselves by presenting activities such as
songs, poems, rhymes or narratives at the school assembly.
Teaching/learning resources: Costumes, realia, masks, charts, pictures, video clips, ICT devices
Exceeds expectation Meets expectation Approaching expectation Below expectation

Consistently expresses her /his needs, Uses appropriate vocabulary Expresses needs and With guidance can express her/his needs
feelings and emotions using a variety to express her/his needs, emotions using appropriate and emotions but has difficulty using
of appropriate vocabulary. feelings and emotions most of vocabulary sometimes. appropriate vocabulary.
the time.
14
Strand Sub-strands Specific learning outcomes Suggested learning Key inquiry questions
experiences
SPEAKING 2.3 Polite language By the end of the sub-strand, the  Learners could imitate 1. What do we say when
(2HRS) learner should be able to: making verbal requests requesting for
a) Use appropriate vocabulary (e.g. please, thank you) something?
when making requests at home after watching a 2. What do we say when
and at school. demonstration. we receive something
b) Use appropriate vocabulary  In pairs or small groups, from somebody?
when appreciating others at learners could practice 3. What situations arise
home and at school. making requests and in and out of class to
c) Experience pleasure in making appreciating others. make requests and
requests at home and at school.  Learners could listen to appreciate others?
d) Take pleasure in appreciating stories that incorporate
others when need arises. making requests and
appreciating others.
 In pairs, learners could role
play making requests and
appreciating others.
 Learners could be guided
to deliberately model the
habit of making requests
and appreciating others as
need arises.
 Learners could be
encouraged to make
requests and appreciate
others during relevant
situations in school and at
home.
 Learners could view video
clips on request and
appreciation and be guided
to imitate making requests
and appreciation.
Core-competence developed: Digital literacy, communication and
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collaboration,
Link to PCI: Citizen: Social integration Link to Values: Peace, unity, respect.
Life skills: Effective communication, knowing and living with self
Environmental and Social Activities, Religious Activities A trip to the shops: Learners could be guided to practise making
requests and appreciation when buying at the shop.
Organise for an inter-class outdoor activity where they share various
playing materials. Encourage learners to request for materials appropriately
and to make appreciation as need arises.
Teaching/Learning Resources: ICT devices, video clips, realia, pictures, charts
Exceeds expectation Meets expectation Approaching Below expectation

expectation
Consistently makes request, uses Makes request, uses courteous Makes requests and With guidance, uses some vocabulary
courteous expressions and appreciates expressions and appreciates others appreciates others but for making requests and appreciates
others using a variety of vocabulary. using a variety of vocabulary. with limited vocabulary others.
2.0 SPEAKING 2.4 Audience By the end of the sub-strand,  Learners could record pieces of their 1. How should I speak
Awareness the learner should be able to: own voices and be asked to listen and to someone who is
(2HRS) a) Demonstrate awareness identify own voice, be guided to project near?
of own voice in and out and vary their voices appropriately.
of class.  Learners could be encouraged to listen 2. What should I do to
b) Speak clearly when to recorded pieces of other children’s my voice when the
talking to others in and voices and comment on how they vary person I am speaking
out of class. their voice when singing songs, telling to moves away from
c) Speak loudly enough for stories and reciting poems or rhymes. me?
the audience to hear in  Learners could be encouraged to project
school and at home their voice when reporting an offence 3. What should I do to
d) Experience pleasure in e.g. when reporting an offence to the my voice for him/her
varying own voice when teacher. to hear if he/she
16
communicating with  In pairs, learners could practise speech continues to move
others. activities whereby the distance between further away?
the speaker and the listener is varied.
The speaker is encouraged to vary his or
her own voice accordingly to meet the
needs of the listener.
 Learners could listen to a radio or other
recorded audio clips. The volume could
be deliberately raised or lowered and the
learners encouraged to say how this
affects their hearing.
 Individually and in groups, learners
could be involved in presenting songs,
poems and rhymes in class and during
parade.
Core competence developed: Digital literacy, communication and collaboration, learning to learn.
Link to PCI: Citizenship: Social integration Link to Values: Unity, Peace
Life skills: Effective communication, self-awareness
Link to other activity areas: Psychomotor and Creative Activities, Suggested community service learning
Environmental and Social Activities. Take the Learners to a function (such as a wedding or national
celebration). Involve them in presenting songs, poems or rhymes to
the gathering.
Suggested Non-formal activity to support learning through application Suggested assessment: oral questions, observation, portfolio
Learners make a variety of presentations such as songs, poems or rhymes or
narratives at the school assembly.
Teaching/Learning Resources: Recorded audio clips of children’s voices, radio, costumes, masks

Consistently projects and varies own Speaks with appropriate Controls own voice and is able to Attempts to control own voice but
voice efficiently. projection and variation. project and vary own voice most does not know how to project or
of the time. vary own voice.
17
2.0 SPEAKING 2.5 Passing information By the end of the sub-strand,  Learners could be encouraged to 1. What do learners talk
(1HR) the learner should be able to: talk to each other or to the teacher about in class or in
a) Convey verbal messages about themselves. school?
effectively to the teacher  Learners could deliver verbal 2. What do learners like
and to other learners. messages to other learners or to to tell the teacher
b) Use relevant vocabulary teachers in the school and be about?
to pass verbal appreciated when they convey the 3. What opportunities
information to the teacher messages effectively. arise for learners to
and other learners.  In pairs or small groups, learners talk to each other?
c) Enjoy passing verbal could tell and retell news and 4. What do learners
messages to the teacher short stories. enjoy talking about?
and other learners.  Learners could engage in 5. What do learners like
dialogue with each other and to talk to each other
among themselves. about?
 Learners should be involved in
passing verbal information
whenever opportunities arise.
 Learners could engage short
discussions and be encouraged to
answer questions.
 Learners could talk about what
they are doing during activities
and be guided to ask and respond
to questions.
 Learners could view a video clip
and then talk about it in pairs or
in small groups.
talk about what they saw in a
field trip or nature walk.
Core competence developed: Digital literacy, communication and collaboration.
Link to PCI: Citizenship: Social integration Link to Values: Unity.
Life skills: Effective communication, self-awareness, self-esteem.
Environmental and Social Activities. Take the learners for a visit to a neighboring school. After the visit,
18
engage the learners in talking about who they met, what they saw, and
what they heard.
Learners practise passing information through singing games during
interclass competition.
Teaching/Learning : Video clips, realia, posters, cards, phones(real or locally made), pictures, charts

Consistently passes information Passes information accurately Passes information accurately With guidance, passes information
accurately and effectively. and effectively most of the time. and effectively sometimes. but not accurately or effectively.
questions
2.0 SPEAKING 2.6 Naming By the end of the sub-strand, the  Learners could be involved in naming 1. Which people are
(4HRS) learner should be able to: objects, animals and people in class and we likely to find
a) Name objects, people, animals within the school compound.. at home, in
and colours in the immediate  Learners could recite poems and school, at the
environment. rhymes about objects, people and market or in a
b) Take pleasure in naming objects, colours. hospital?
people, animals and colours in  Learners could name colours with 2. What objects are
the immediate environment. reference to objects in the environment. we likely to find
 Learners could be engaged in at home, in
identifying colours in the immediate school, at the
environment. market or in a
 Learners could be taken for a nature hospital?
walk and encouraged to identify
colours.
vocabulary games and encouraged to
use new words by integrating them their
child play and daily experiences, and
naturally weaving them in and out of
19
conversations with learners.
 Learners could be involved in viewing
video clips or animation to help them
connect words with meaning.
Core competence developed: Digital literacy, learning to learn, communication and collaboration
Link to PCI: Citizenship: Social integration Link to Values: Unity
Life skills: Effective communication, Self-awareness
Link to other activity areas: Psychomotor and Creative Activities, Environmental and Suggested community service learning
Social Activities Learners could bring assorted items from home to be
donated to a needy family. Encourage learners to
name these items.
Suggested Non-formal activity to support learning through application Suggested assessment: Oral questions, observation,
Take learners for a walk around the school compound as they collect rubbish and put it in portfolio
the dustbins. Guide them to name objects, people, animals and colours they come across.
Teaching/Learning Resource: Objects, language games, pictures, charts, learning corners

Consistently names objects, Uses appropriate vocabulary to Names some objects, people Names some objects, people and
people and colours with a name objects, people and colours and colours appropriately. colours with guidance.
variety of vocabulary. most of the time
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry Questions
Outcomes
2.0 SPEAKING 2.7 Articulation of By the end of the sub-strand,  Learners could observe charts with all 1. How do different
Letter Sounds the learner should be able to: the letters of the alphabet on the wall. letters sound?
(4HRS) a) Articulate vowels  Learners could be guided to recite 2. What is the sound
correctly in and out of letters of the alphabet. corresponding to each
school.  Learners could observe and imitate upper case (capital)
b) Articulate consonants articulation of vowel sounds (a, e, i, o, letter and its
20
correctly in and out of u) after watching a demonstration. equivalent lower case
school. 
Learners could be encouraged to (small) letter?
c) Demonstrate awareness articulate letter sounds after the teacher. 3. Which activities
of letter-sound  Learners could be encouraged to provide opportunities
correspondence in class. practise articulating vowel sounds. for learners to
d) Take pleasure in  Learners could be engaged in singing articulate specific
articulating vowels and songs, reciting poems and rhymes letter sounds?
consonants in and out of relating to vowel sounds
school.  Learners should be encouraged to
practise articulating consonant sounds.
 Learners could be engaged in singing
songs, reciting poems and rhymes
relating to consonant sounds.
 In pairs or small groups, learners could
be engaged in activities such as sound
articulation games e.g. fishing games,
skittle games, dice games among others
to enhance sound articulation.
 Learners could articulate through use of
flash cards, charts, child’s play and
daily experiences.
 Learners could be engaged in viewing
recorded clips of letter sounds and
illustrations to help them connect
letters with their respective sounds.
 Learners could listen to sound clips and
manipulate other interactive
programmes that enhance letter sound
articulation.
 Learners could be guided to relate the
upper case (capital) letters and the
lower case (small) letters with
corresponding sounds.
Core competence developed: Learning to learn, digital literacy, communication and collaboration
Link to PCI: Citizenship: Social integration Link to values: Unity
Life skills: Effective communication.
21
Psychomotor and Creative Activities With one or two other pre-primary schools, organise a joint fun learning
day with an emphasis on letter sound articulation activities including
songs, games, poems and rhymes.
Suggested Non-formal activity to support learning through Suggested assessment: Oral questions, observation, portfolio
application
Learners present an outdoor singing game for letter sound articulation
during the school assembly.
Teaching/Learning Resources: Charts, flash cards, letter cut-outs, letter charts, video clips, ICT devices, radio programs

Fluently articulates vowels and Articulates most vowels and Articulates some vowels and With guidance, articulates vowel
consonants, and corresponds letters to consonants correctly and consonants correctly and and consonant sounds but has
sounds appropriately. corresponds most letters to corresponds some letters to difficulty corresponding letters to
sounds appropriately. sounds appropriately sounds.
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry questions
3.0 3.1 Book handling By the end of the sub-strand, the  Learners could be engaged in a book
READING skills learner should be able to: handling activities and be guided to hold 1. How do we hold
(1HR) a) Hold a book top side up in books top side up and turn pages from books when
and out of school. right to left. reading?
b) Demonstrate ability to turn  Learners could view a video clip 2. How do you open
pages from right to left when depicting holding a book top side up and pages of a book
opening a page in and out of turning pages from right to left and be when reading?
school. guided to imitate.
c) Take pleasure in book  Learners could sing rhymes related to
handling and storage holding books top side up and turning
activities in and out of pages from right to left.
school.  In pairs or small groups, learners could
practise dusting, covering and arranging
books at appropriate places.
Communication and collaboration, digital literacy, learning to learn.
22
Link to PCI: Citizenship: Social integration Link to Values: Responsibility
Life skills: Creative thinking, critical thinking
Link to other Activity Areas Suggested Community Service Learning

Psychomotor and Creative Activities Learners could be taken to a library within the community where they
practice dusting books and arranging them properly.
Suggested Non- Formal Activity to support learning through Suggested assessment: Oral questions, Observation
application
Organise an inter-group contest for book handling activities in class.
Teaching/Learning Resources: Pictures, realia, recorded rhymes, books, video clips, bookshelves

Consistently holds the book top Holds the book top side up and turns Holds the book top side up and is able to With guidance holds the
side up and sustains orientation pages from right to left most of the turn pages from right to left sometimes. book top side up but does
of turning pages from right to time. not turn pages from right to
left. left.
23
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
questions
3.0 READING 3.2 Reading By the end of the sub-strand, the  In pairs or in groups, learners could arrange 1. How do you
readiness learner should be able to: pictures from left to right. move your
skills  Learners could view animated pictures that drag eyes when
(2HRS) a) Demonstrate left-right eye and drop from left to right in a digital clip. reading?
orientation when reading.  Learners could be engaged in a picture walk 2. How do you
b) Demonstrate top-down activity and guided to turn pages from right to left. turn pages
orientation skills when reading.  Learners could record themselves as they practice of a book
c) Turn pages from right to left turning of pages from right to left and view the when
when opening a page. video for self-assessment. reading?
d) Enjoy participating in pre-  Learners could sing rhymes related to left-right and
reading activities in and out of top to bottom eye orientation and turning pages
school. from right to left as they simulate.
 In pairs or small groups learners could practise
looking at pictures from left to right, moving the
eye from top-to-bottom of the page and turning
pages from right to left.
Core competence: Digital literacy, learning to learn, communication and collaboration.

Link to PCI: Citizenship: Social integration Link to values
Life skills: effective communication, self-awareness Responsibility
Link to other activity areas: Suggested community learning activities: organise learners to
Environmental and Social Activities show case their pre-reading skills to visiting parents during the school
open day.
Suggested non- formal activity to support learning: Organise for an Suggested assessment
inter-group language contest in class that incorporates pre-reading Observation, oral questions
activities.
Teaching / learning resources:
Video clips, picture books, picture cut-outs, charts, letter cards, objects.
24
Exceeds Expectation Meets expectation Approaches expectation Below expectation

Consistently turns pages from right Turns pages from right to left and Turns pages from right to left most Turns the pages from right
to left, and effectively sustains left sustains left to right and top to bottom of the time and sustains left to right to left with guidance but
to right and top to bottom eye eye orientation most of the time. and top to bottom eye orientation does not demonstrate left to
orientation. sometimes. right and top- bottom eye
orientation.
question
3.0 READING 3.3 Print By the end of the sub-strand, the  Learners could be provided with relevant 1. What pictures do
awareness learner should be able to: pictures and encouraged to talk about you enjoy looking
(1HR) a) Talk about pictures in and out them. at?
of school.  Learners could answer questions about 2. What pictures
b) Demonstrate awareness of pictures. interest learners?
print in and out of school.  Learners could be engaged in ‘read aloud’
c) Show interest in reading in and activities.
out of school.  Learners could view pictures depicting a
d) Enjoy reading pictures in and story during a read aloud session.
out of school.  Learners could be guided to view and talk
about recorded picture clips and answer
questions about them.
 Learners could view picture cut outs
depicting stories and be encouraged to
answer questions on the story in pairs or in
small groups.
 Learners could be provided with pictures
that capture their attention and be guided to
ask and answer questions about them
 Learners could bring pictures from home
to share with others and be encouraged to
ask or answer questions about them.
25
Communication and collaboration, Critical thinking , Digital literacy
Link to PCI: Citizenship: Social integration Link to Value: Respect
Link to other Activity Areas: Suggested Community Service Learning

Psychomotor and Creative Activities Take learners or a walk to a nearby road and guide them to fix various
road signs they have prepared in class.
Suggested Non- Formal Activity to support learning through Suggested assessment: Oral questions, observation, portfolio
application
Learners to observe and interpret various road signs put around the
playground at school.
Teaching/Learning Resources: Picture books, read aloud stories, recorded clips of pictures, video clips, charts, ICT devices
Consistently demonstrates Demonstrates print awareness, Recognizes print and observes and Recognizes pictures with
awareness, observes pictures with observes pictures with attention talks about pictures with attention guidance but has difficulty talking
sustained attention and talks and talks about them correctly sometimes. about pictures correctly.
about them correctly and in most of the time.
detail.
question
READING 3.4 Visual By the end of the sub-strand, the  Learners could be engaged in games that enhance 1. What are the
discrimination learner should be able to: visual discrimination e.g. fixing jigsaw puzzles. fun activities
(2 HRS)  Learners could be engaged in identifying ‘odd-one that develop
a) Talk about similarities in out’ pictures, objects from a set of pictures or visual
objects and pictures in class. objects respectfully. discrimination
b) Talk about differences in  Learners could match and pair objects and pictures. in children?
objects and pictures in class.  In pairs or small groups learners could play visual 2. What kind of
c) Enjoy participating in visual visual
26
discrimination activities in discrimination games, fix jigsaw puzzles among discrimination
and out of class. other visual discrimination activities. activities do
children
enjoy?
Core-competence: Communication and collaboration, Learning to learn, Critical and creative thinking
Link to PCIs: Citizenship: Social integration Link to Values: Unity
Life Skills: Decision making, Critical thinking, Creative
Thinking
Link to other activity areas: Environmental and Social Activities Suggested Community service learning
Organise to take learners for a visit to a library in the neighbourhood
and engage them in activities that incorporate visual discrimination.
Suggested Non- Formal activity to support learning through Suggested assessment: Oral questions, observations, portfolio
application
Organise an inter-class language contest that incorporates visual
discrimination activities.
Teaching/Learning Resources: Pictures, animations, realia, video clips, audio clips of rhymes, radio programmes, jig-saw puzzles, charts, flash
cards

Efficiently recognizes Recognizes similarities and differences in Identifies differences and Observes without recognizing
similarities and differences in objects and pictures most of the time. similarities in objects and differences or similarities in
objects and pictures. pictures sometimes. objects and pictures.
question
3.0 READING 3.5 Visual By the end of the sub-strand, the  In pairs or small groups, learners could be engaged 1. What do you
memory learner should be able to: in visual memory games. see around
(5 HRS) a) Recall objects, colours and  In pairs, learners could be guided to play letter class?
pictures in class. memory games. 2. What
27
b) Recall letters of the alphabet 
Learners could view items in a learning corner activities
in books and charts. within the class and asked to recall they what they enhance visual
c) Talk about what they have saw. discrimination
seen in class.  Learners could be guided to view a video clip in children?
d) Enjoy participating in visual showing sets of three to five objects, pictures or
memory activities in and out letters and be guided to recall the objects, pictures
of class. or letters.
 Learners could look at pictures on a page for a
while, then close the page and recall the pictures
they have seen.
 In pairs and small groups, learners could be
engaged in interactive digital visual memory
games.
 Learners could be encouraged to recall what they
saw e.g.at home or on the way to or from school.
Core-competence: Communication and collaboration, learning to learn, digital literacy, critical thinking and
problem solving.
Link to PCI: Citizenship: Social Integration Link to Values: Unity, Integrity , Responsibility
Life skills: Effective communication, Problem solving,
Critical thinking.
Link to other activity areas: Suggested Community Service Learning
Psychomotor and Creative Activities, Environmental and Social Organize for learners to visit a children’s home and play visual memory
Activities games with the children.
Suggested Non- Formal Activity to support learning through Suggested assessment: Oral questions, observation, portfolio
application
Learners could be guided to walk around the school compound and later
recall what they have seen.
Teaching /Learning Resources: Language games, pictures, objects, video clips, flashcards, radio programmes, ICT
devices

Consistently recalls colours, pictures Recalls colours, pictures and most Recalls colours, pictures and Is able to recall colours and
and all letters of the alphabet in class. letters of the alphabet in class. some letters of the alphabet in pictures but not letters of the
class. alphabet in class.
28
questions
3.0 READING 3.6 Reading By the end of the sub-strand, the  Learners could be encouraged to practise the 1. What is
Posture learner should be able to: correct reading posture after observing a appropriate
(2 HRS) a) Demonstrate appropriate demonstration on sitting properly when picture reading
reading posture when reading reading. posture?
in and out of class.  Learners could be guided to sing songs and recite 2. What is
b) Identify correct reading poems and rhymes related to appropriate reading inappropriate
postures in pictures or in posture. reading
class.  Learners could be exposed to models of correct posture?
c) Identify incorrect reading reading posture.
postures in pictures or in  Learners could record themselves as they practise
class. correct reading posture and receive positive
d) Enjoy participating in reading feedback.
posture activities in class.
Core-competence developed: Learning to learn, Digital literacy, Communication and collaboration
Link to PCI: Health education: Correct body posture Link to Values: Responsibility, Unity, Respect
Life skills Education: Self-awareness, Self esteem
Link to other activity areas: Psychomotor and Creative Suggested community service learning activities:
Activities. Organise for learners to visit a place of worship in a neighbouring
religious institution to recite poems, rhymes on correct reading posture.
Non- Formal Activity to support learning through application Suggested Assessment
During a reading session in class. Learners take turns to identify children Oral questions, observation, portfolio
who are sitting in the correct reading posture. Afterwards they sing for
them a reading posture rhyme or song
Teaching /Learning resources: Video clips, picture books, audio clips (for songs, poems, and rhymes), library, chair and table, ICT devices

Consistently sits in appropriate Sits and sustains appropriate Sits in appropriate reading With guidance, sits appropriately
reading posture. reading posture. posture sometimes. but does not sustain reading
posture.
29
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question
3.7 READING 3.7 Letter By the end of the sub-strand,  Learners could be guided to identify 1. Which play
Recognition the learner should be able to: letters on print in the immediate experiences
(3 HRS) a) Recognize letters of the environment enhance letter
alphabet in upper case in  Learners could be asked to match upper recognition?
and out of class. and lower case letters incorporated in
b) Recognize letters of the children’s play to enhance letter
alphabet in lower case in recognition.
and out of class.  Learners could fix letter jigsaws.
c) Match upper case letters  Learners could be guided to recognize
with corresponding lower letters on walls, charts, cards and labels to
case letters in class. enhance letter recognition.
d) Enjoy participating in  Learners could sing songs or recite poems
letter recognition activities and rhymes related to letter recognition
in and out of class. while displaying letters.
 Individually or in small groups, learners
could be engaged in letter recognition
games e,g letter fishing games, letter
sorting trays, letter basket balls, letter
hunting games among others.
 Learners could compete in letter
recognition games and encouraged to
show fairness in winning and acceptance
in loosing.
Core-competence: Learning to learn, digital literacy
Link to PCI: Citizenship: Social integration Values: Unity, Peace
Life skills: Effective communication, Self esteem
Links to other activity areas: Suggested Community Service Learning

Psychomotor and Creative Activities With the help of parents, learners collect print materials that need to be
disposed and take them to school for letter recognition activities.
Suggested Non- Formal Activity to support learning through application Suggested assessment: Oral questions, observations, portfolio
Organize an inter-group language contest in class, incorporating letter
recognition activities.
30
Teaching/Learning Resources: Letter stickers, letter jig-saw, charts, flash cards, talking walls, recorded (poems and rhymes), letter recognition games,
letter hunting games, letter sorting trays, ICT devices

Consistently recognizes letters in upper Recognizes letters in upper and lower Recognizes letters in lower and With guidance, recognizes and
and lower case and matches all letters case and can match most of the upper case and can match some of matches some letters.
correctly. letters correctly. them correctly.
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Questions
4.0 WRITING 4.1 Book handling By the end of the sub-strand, the  Learners could observe as teacher 1. How do we arrange
skills learner should be able to: demonstrates how to turn pages from books on shelves?
(1 1/2HRS) right to left 2. In what ways do
a) Demonstrate how to handle  Learners could be encouraged to learners mishandle
books properly practise turning pages from left to books?
b) Enjoy participating in book right as demonstrated. 3. How do we take care
handling activities.  Learners could be involved in a of books?
c) Participate in storing books writing walk where they turn pages
properly in and out of school. from right to left as they scribble on
each page.
 In groups, learners could be guided to
arrange books on shelves.
 Learners could observe a
demonstration on how to cover books
and imitate.
 Learners should practise how to hold
a book appropriately whenever
opportunities arise.
 In groups, learners could practise
holding the book up-side-up, sing
songs and recite poems and rhymes
on how to hold books properly.
 Learners could be guided to arrange
objects from top to bottom on a page.
31
Core Competence: Communication and collaboration , Learning to learn
Link to PCI: Citizenship: Social integration Link to Values:
Life-skills: (Stewardship) taking care of resources, Effective communication, Unity, Responsibility
peaceful co-existence, Self-awareness
Environmental and Social Activities Organise for a visit to a library in the neighbourhood where
learners will help in dusting and arranging books.
Suggested Non-formal activity to support learning through application Suggested assessment: Oral questions, observations
Organize an inter-group language contest in class that incorporates book handling
experiences.
Teaching/Learning Resources: Books, pictures, recorded songs and rhymes, video clips, radio programmes

Consistently handles books Handles books appropriately and Handles books appropriately and Handles books
appropriately and stores books stores books properly most of the stores books properly sometimes. appropriately with
properly. times. guidance.
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Questions

Outcomes
4.0 WRITING 4.2Writing By the end the sub-strand,  Learners could observe a demonstration on how to 1) How do we hold a
readiness learners should be able to: turn pages and practise turning pages from right to writing tool?
skills. a) Demonstrate the ability left.
(2HRS) to hold a writing tool  Learners could practise turning pages from right 2) How do we turn
properly in and out of to left as they scribble on each page. pages in a book?
class.  In groups, learners could be guided to scribble 3) How do we scribble
b) Scribble from left to from left to right on a page. on a page?
right and top to bottom  Learners could be encouraged to observe a
on a page. demonstration on how to hold a writing tool and
c) Turn pages from right imitate.
to left as they scribble.  Learners should sing songs and recite poems and
d) Take pleasure in pre- rhymes on how to hold writing tools properly as
writing activities in and
32
out of school. they scribble from top to bottom on a page.
 Learners could be engaged in activities where
they write patterns freely from left to right across
a line while filling each page from the top to the
bottom.
 Learners could record themselves as they write
from left to right and top to bottom on a page and
view the video clips for self assessment.
Core competence: Learning to learn, digital literacy, communication and collaboration.

Link to PCI: Citizenship: Social Integration Link to values:
Life skills: Effective Communication Unity, responsibility.
Link to other activity areas: Suggested community service learning activities
Environmental and Social Activities Teacher should organise for learners to show case their pre writing
skills to their parents during the school open day.
Suggested non formal activity to support learning: Suggested assessment:
Arrange for learners to practise pre-writing activities at the language Oral questions, observation, portfolio
corner in the class using a variety of materials.
Teaching/Learning Resources: Books, writing tools, songs, poems, video clips, ICT tools
Exceeds Expectations Meets Expectation Approaches Expectation Below Expectation

Consistently turns pages from Turns pages from right to left, and Turns pages from right to left, With guidance, turns pages from left
right to left, writes from left to writes from left to right across the writes from left to right across the to right but does not demonstrate eye
right across the line and line with sustained eye hand line and coordinates the eye to the hand coordination.
effectively sustains eye hand coordination most of the time. hand sometimes.
coordination.
33
Outcomes
4.0 WRITING 4.3 Writing By the end the sub strand,  Encourage learners to practise after 1. How do we sit when
Posture learners should be able to: demonstrating the appropriate writing posture. writing?
(1HR)  In pairs, learners practise the correct writing 2. How do we position a
a) Sit appropriately posture. book when writing?
when scribbling,  Learners could recite rhymes on the appropriate 3. Where do we place our
drawing or writing in writing posture as they write. left hand when
class.  Learners could view a video clip demonstrating writing?
b) Enjoy participating in the correct writing posture and practice it. 4. How do we position
activities for writing  In pairs and groups learners could practise the the right hand while
posture in and out of appropriate writing posture. One of the learners writing?
class. could recite a writing posture rhyme as others 5. Where do you place
practise it. your feet while
 Learners could be involved in scribbling and writing?
drawing and be encouraged to use the appropriate
writing posture.
Core Competence: Communication and collaboration, Learning to learn, Digital literacy.
Link to PCI: Citizenship: Social Integration Link to Values: Responsibility
Life skills Education: Self-awareness, Self esteem
Links to other activity areas: Suggested community service learning
Psychomotor and Creative Activities Organise learners to visit a library in the neighbourhood. Guide them to
identify those sitting in the correct or incorrect writing posture. They sing
the writing posture rhyme or song as they demonstrate.
Suggested Non-formal activity to support learning through application Suggested assessment: Oral questions, observation, portfolio
Organise for learners to participate in an inter-class language contest that
incorporates games and play relating to writing posture.
Teaching/Learning Resources: Books, video clips, recorded rhymes, poems.
34

Consistently uses correct Uses correct reading posture with Uses correct reading posture with With guidance, positions right and left
reading posture with right and right and left hands well set, legs right and left hands well set, legs hands well and legs firmly grounded
left hands well set, legs firmly firmly grounded and book firmly grounded and book but does not sustain appropriate
grounded and book correctly correctly positioned most of the correctly positioned sometimes writing posture.
positioned. time.

Outcomes
4.0 WRITING 4.4 Eye-hand By the end of the sub-  The learners could observe the
coordination strand, the learner should teacher demonstrate folding and 1. What are the necessary skills
skills be able to: tearing or cutting paper along a for preparing a learner to
( 2HRS) a) Demonstrate eye-hand marked line and practise folding write?
coordination when and tearing along a line. 2. What activities will promote
writing.  Learners could thread beads and eye hand co-ordination?
b) Take pleasure in lace through holes on a card.
participating in eye-  Learners could practise shading
hand coordination within borders or within shapes.
activities in class.  Learners could prick the edges of
shape outlines and cut out the
shapes, sort beads, small stones in a
tray and practise picking beads from
one tray to another.
 Learners could be involved in drag
and drop activities using digital
devices.
pegging puzzles and fitting
templates.
 Learners could be engaged in typing
freely on a computer key board.
 Learners could practise through free
modeling using clay, dough or
35
plasticine.

Learners could play digital games
that enhance eye-hand coordination.
painting and printing activities,
joining dots, and tracing.
 Learners sing a song while passing
small beads or small stones from
one person to the other in a left to
right direction.
Core Competence developed: Communication and collaboration, Digital literacy, Learning to learn
Link to PCI: Citizenship: Social integration Link to Values: Unity
Life skills Education: Self esteem
Links to other Activity Areas: Suggested community service learning

Psychomotor and Creative Activities Organise for learners to visit a children’s home in the neighbourhood and
engage children in eye-hand coordination activities such as modeling, shading,
and other singing games that enhance eye-hand coordination.
application
Organise for an inter-class language contest that incorporates eye-
hand coordination activities including singing games
Teaching/ Learning Resources:Bbooks, beads, flashcards, shape cut-outs, stones, stone trays, clay/dough/plasticine, eye hand cording digital
games, ICT devices

Consistently coordinates eye to Coordinates eye to hand most of Coordinates eye to hand sometimes. Coordinates eye to hand with
hand the time. guidance but does not sustain
coordination.
36
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Questions
4.0WRITING 4.5 Pattern By the end of the sub-strand,  Learners could observe the teacher 1. Which line patterns are easy
Writing the learner should be able to: demonstrate writing line patterns in for children to write?
(2HRS) a) Write simple line patterns the air and imitate. 2. What materials can children
in class.  Learners could be engaged in use to form line patterns?
b) Use ICT devices to make tracing simple line patterns. 3. What activities would enhance
simple line patterns in  Learners could be guided to record pattern writing skills in
class. themselves as they copy patterns children?
c) Hold writing tools and view the clips as they receive
appropriately when positive feedback.
writing patterns.  In pairs or small groups, learners
d) Enjoy participating in could make print patterns using
pattern writing activities different objects
in class.  Learners could make line patterns
using ICT devices such as using the
writing wizard and ZEBRA
applications.
 Learners could copy line patterns on
sand trays or slate boards as the
teacher demonstrates.
Core competence developed: Learning to learn, Creativity and imagination, Digital literacy.
Link to PCI: Citizenship: Social Integration Links to Values: Unity, Responsibility
Life Skills: Creative thinking
Links to other activity areas: Suggested community service learning
Psychomotor and Creative Activities The teacher could organize for learners to make line patterns for
display during the school’s open day.
application
Organize an inter-class contest that incorporates pattern writing
activities
Teaching/ Learning Resources: Tracing paper, tracing outline, computers, and objects for printing, ICT devices, flash cards, charts.
37

Consistently arranges objects in a Arranges objects in a line, forms Arranges objects in line, forms With guidance, holds writing tools
line, forms a variety of print and print and line patterns accurately print and simple line patterns appropriately but does not arrange
simple line patterns accurately and holds writing tool accurately and holds writing tool objects in a line and has difficulty
and holds writing tool appropriately most of the time. appropriately sometimes. making print and simple line
appropriately. patterns.
Strand Sub-Strand Specific Learning OutcomesSuggested Learning Experiences Key Questions

WRITING 4.6 Letter  Learners could sing rhymes related
By the end of the sub-strand, 1. How do you shape letters of
formation the learner should be able to:to letter formation. the alphabet?
(3HRS) a) Demonstrate ability to  Learners could observe the teacher 2. What activities are required to
form letters correctly indemonstrate letter formation in the develop letter formation
and out of class. air, on sand trays, slate boards and skills?
b) Experience pleasure imitate.
 Learners should sing rhymes
participating in letter
formation activities in related to letter formation as they
and out of class. form letters in the air, on the sand
and slate boards.
 Learners could be guided to model,
colour and paint letters of the
alphabet while singing related
rhymes.
 In pairs or small groups, learners
could trace, shade letter outlines or
join dots to form letters.
 Learners could use ICT devices
play letter formation games.
 Learners could be guided to record
themselves as they practise how to
hold the pen and form letters and
view the clips as they receive
positive feedback.
Core Competence: Learning to learn, Communication and collaboration, creativity and imagination
38
Link to PCI: Citizenship: Social integration Link to Value: Unity.
Life Skills Education: Self-esteem, Creative thinking
Psychomotor and Creative Activities Involve the parents to help their children in collecting materials for
making print patterns and letter formation activities.
Suggested Non-formal activity to support learning through Suggested assessment: Oral questions, observation, portfolio, written
application assignment
Organise for an outdoor activity session where learners take part in letter
formation activities such as arranging flash cards, arranging themselves
to form letter outlines or shapes.
Teaching/Learning Resources: Realia, slates, boards, plasticine /clay, colours, paints, colouring books, ICT devices, letter cut outs, tracing
paper.

Consistently sustains proper Has mastered proper writing tool Has developed proper writing –tool With guidance, holds writing
writing-tool grip and forms all grip and forms most letters of the grip and forms some letters of the tool with proper grip but forms
letters legibly alphabet legibly. alphabet correctly. letters of the alphabet with
difficulty.
39
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
4.0 WRITING 4.7 Writing Practice By the end of the sub-  Learners could be encouraged to join dots to 1. What
PRACTICE (2 HRS) strand, the learner make letters of the alphabet activities
(2 HRS) should be able to:  Learners could be encouraged to trace and copy are
a) Write letters of the letters of the alphabet. required
alphabet correctly  Learners could practise writing letters of the for writing
in class. alphabet using ICT letter writing games practice?
b) Take pleasure in  Learners could be guided to write letters of the 2. What
using basic tools for alphabet in sand trays, slate boards and writing resources
writing in class. books. would you
c) Enjoy participating  Learners could be involved in making patterns use for
in writing practice using letters of the alphabet. writing
activities in class.  In pairs and in small groups, learners could make practice?
patterns using letters of the alphabet.
Core Competences:
 Learning to learn, Digital literacy.
Link to PCI: Citizenship: Social integration Link to Values: Unity, respect.
Life-skills: Creative thinking
Psychomotor and Creative Activities Organise for learners to write letters of the alphabet on worksheets and
display for parents to view and appreciate during the school open day.
Suggested Non-formal activity to support learning through Suggested assessment: oral questions, observation, portfolio
application
Invite an ICT person to guide learners on letter writing practise using
ICT devices.
Teaching/ Learning Resources: Letter cut outs, pattern outlines, radio programmes, digital letter writing games, slate boards, worksheets,
pencils, crayons, books, ICT devices
40

Consistently writes letter Writes letter patterns and most letters Writes letter patterns and some With guidance writes letter
patterns and letters of the of the alphabet of correctly. letters of the .alphabet correctly. patterns but writes few letters
alphabet correctly. correctly.
41
MATHEMATICS CURRICULUM DESIGN
42
CURRICULUM DESIGN FOR MATHEMATICAL ACTIVITIES
Essence Statement
Mathematical activities at the pre-primary level empower children to engage in basic analysis of problems and to develop appropriate solutions in
day to day life. These activities help to develop mental processes that enhance logical and critical thinking, accuracy and problem solving; all of
which are important building blocks for primary school readiness. They also enhance the learner’s development and acquisition of basic
classification, number and measurement skills during early years.
General Learning Outcomes
By the end of the pre-primary education, the learner should be able to:
a) use acquired classroom skills to solve problems in daily life
b) demonstrate basic number concepts as a basis for future learning
c) demonstrate interest in measurement and dispositions in physical and social world.
43
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry Questions
Outcomes
1.0 CLASSIFICATION 1.1 Sorting & By the end of the sub-  Learners look at and talk about 1. Which objects look
grouping strand, the learner should objects with different colours, alike?
be able to: sizes and shapes. 2. Which objects have
8 lessons a) identify similarities  Teacher demonstrates sorting same colour, shape or
among objects in the and grouping objects by one size?
environment for attribute up to two groups 3. Which two objects are
distinguishing one (colour, size and shape). different?
object from the other  Two learners demonstrate 4. Why have you grouped
b) identify differences sorting, grouping and comparing these objects together?
among objects in the objects by one attribute (colour, 5. Why store materials after
environment to size and shape). use?
appreciate their  Learners in groups, pairs or
similarities and individually, sort and group
differences objects according to one
c) enjoy sorting and attribute.
grouping objects in the  Learners relate specific
environment attributes to other objects in the
d) group objects environment.
according to a specific  Learners to sing songs related to
attribute to create sets sorting and grouping objects.
of similar objects
 Learners to collect and store
e) appreciate the materials in their respective
materials in the corners.
environment for their
 Learners to sort and group
uniqueness and
objects according to one
diversity.
attribute using ICT devices.
Core Competencies: Critical Thinking, Problem Solving, Communication and Collaboration.

Link to Pertinent and contemplary issues (PCIs).
 Citizenship: collaboration and communication during the collection and use of materials.
 Life skills: problem solving during the identification and grouping of objects.
 Values: Sharing and taking turns.
Link to other activity areas:
Language, Environmental, Psychomotor and Creative activities.
44
Suggested community service learning – non-formal activity to support learning through application:
Go round the school compound picking the useful objects that can be recycled for sorting and grouping.
Suggested learning resources:
Locally available materials of different colours, shapes and sizes such as flowers pebbles, shells, paper cut outs, bottle tops, seeds, feathers, fruits
,beads, shapes, pictures, DVDs, Computers.
Suggested Assessment Rubrics:
Achievement
Above expectation Meets expectation Approaches expectation Below expectation
Can identify similar and different Can identify similar and different Can identify similar and Unable to identify objects
objects using at least three attributes objects based on two attributes - different objects based on one based on a given attribute either
-colour, size, and shapes. size, colour and shape. attribute either colour, shape or colour, shape or size.
size.
Can sort and group objects in the Can sort and group objects using Can sort and group objects using Can sort and group objects
environment using more than three three attributes – colour, shape and two attributes – colour and up to using only one
attributes – colour, shape size, size. shape. attribute.
texture.
Group objects according to more Group objects according to three Group objects according to two Can sort and group objects
than one attribute, colour shape, size attributes, colour shape, size. attributes colour and shape. according to at least one
and texture. attribute, colour, shape,
Size and texture.
Collects materials of different Collects materials of three different Collects materials of two Unable to collects materials
attributes. Group objects according attributes and store them in different attributes and store according to given instructions
to more than one attribute; colour, different learning corners. them in different learning on different attributes and store
shape, size and texture and store corners. them.
them in different learning corners.
45
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
1.0 1.2 Matching By the end of the sub-strand, the  Learners collect and talk about 1. Which objects look
CLASSIFICATION and Pairing learner should be able to: similar different objects from alike?
a) identify similarities among the environment 2. What makes them
8 lessons objects in the environment  Teacher demonstrates matching look alike?
b) identify differences among and pairing objects according to 3. How do we use these
objects in the environment one attribute (sameness, objects?
c) match similar objects in the likeness or use) 4. How can we care for
environment  Few learners demonstrate these objects?
d) pair objects according to matching and pairing according
specific criteria to one attribute (sameness,
e) appreciate the use of likeness or use)
different objects in the  In groups or in pairs, individual
environment learners match and pair objects
according to likeness, sameness
or use
 Learners relate objects to their
use in the environment.
 Learners sing songs or recite
poems on relationship or use of
objects from the environment.
 Learners to match and pair
objects according to one
attribute using ICT devices.
Core competency: Communication and collaboration (as they work in groups); critical thinking and problem solving (when matching and pairing)
Link to other activity areas: Environmental Activities
Link to PCIs
 Citizenship: communication and collaboration as they collect materials
 Life skills: critical thinking and problem solving as they match and pair similar objects
 Values: sharing and turn taking during matching and pairing activities.
Suggested community service learning: – non-formal activity to support learning through application: Learners to collect and recycle waste
materials helps to clean the environment and keep it safe.
Suggested Learning Resources: Locally available materials (pens, books, sticks, shapes, cut-outs, blocks, clothing, utensils, pebbles, balls)
46
Achievement
Identifies 1 to 5 similar objects and Identifies 1to 5 similar objects Identifies up-to 2 similar Identifies only 1 similar
mentions other s which are out of sight and not able to mention others objects objects
out of sight.
Match objects up-to 5 pairs according Match objects up to 5 pairs Match objects up to 3 pairs Able to identify one
to sameness, likeness and use and talk according to two attributes. according to one attribute. attribute but cannot
about more similar objects that match match
Pair objects according to either Pair objects according to either Pair objects according to Can only pair one or two
sameness, likeness or use and talk sameness, likeness or use only one attribute ; objects correctly
about more items found in pairs sameness or likeness according to sameness or
likeness
1.0 1.3 Ordering By the end of the sub-strand, the  Learners talk about different 1. Which objects are
CLASSIFICATION learner should be able to: objects in the environment. (shorter, taller, smaller,
8 lessons a) collect and identify different  Learners to demonstrate bigger)?
objects in their environment for ordering objects according to 2. Which among these
exploration and enjoyment size or height up to 3 objects. two objects is longer?
b) differentiate objects of different  A few learners demonstrate 3. Which among these
sizes in the environment ordering objects according to two objects is shorter?
c) use appropriate vocabulary size or height.
related to ordering for effective  Learners in small groups/pairs,
communication individually arrange objects
d) arrange objects according to size according to size or height up to
in ascending order up to 3 3.
objects for making comparison  In groups learners compare
of objects of different sizes objects of different sizes up to
e) arrange objects according to size three.
in descending order up to 3  Learners to draw big and small
objects for making comparison objects using ICT devices.
47
of objects of different sizes  Learners to arrange objects in
f) organize different objects in the ascending and descending order
environment using ICT devices.
g) appreciate different objects or
materials in the environment.
Core competence: Critical thinking and problem solving (shown when ordering different objects)
Communication and collaboration (when ordering in groups and talking)
Link to PCIs:
 Citizenship: collaboration and communication during ordering of objects,
 Life skills: problem solving and critical thinking during the ordering of objects
 Values: sharing and turn taking during ordering of objects.
Link to other activity areas: Psychomotor and Creative Activities.
Suggested Community service: – non-formal activity to support learning through application: Recycling of waste materials from
community to be used for learning and Cleaning the environment after use of materials.
Suggested Learning Resources: Sticks, blocks, bottles,
Achievement
Can identify and collect up to 9 Can identify and collect up Can identify and collect up to 3 Unable to identify and collect up to 3
different objects in the to 5 different objects in the different objects in the different objects in the environment but
environment and talk about them environment and talk about environment and talk about them may not be able to talk about them.
them
Can order objects according to Can order objects according Can only order two objects Unable to order objects.
size up to more than 3 to size (up to 3 objects).
Can tell differences in objects in Can tell differences in Can tell differences in objects in Can tell differences in objects in the
the environment based on several objects in the environment the environment based on 2 environment based on only one attribute.
attributes based on 3 attributes attributes
Can demonstrate the use of more Can demonstrate the use of Can demonstrate the use of 2 Unable to demonstrate the use of one
than 3 objects and care for them more than 3 objects objects specific object.
48
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 1.4 Patterns By the end of the sub-strand, the  Learners collect and talk about 1. Which of these
CLASSIFICATION learner should be able to: different shapes in the environment. objects look alike?
8 lessons a) observe objects in the  Learners to demonstrate arranging 2. Which objects
environment and identify objects to make a pattern. comes next in the
existing patterns  A few learners demonstrate series?
b) identify similarities in patterns arranging objects to make a pattern 3. How can you
in the environment  In small groups/pairs, individually, arrange these
c) identify different patterns in the learners arrange objects to make a objects to form a
environment pattern pattern?
d) identify the repeated shapes  Learners arrange objects in an 4. How else can you
which form a pattern alternating manner to make a make a pattern?
e) arrange similar objects to make a pattern 5. Which part of
pattern  Learners fill in the missing objects the pattern
f) arrange 2 different objects in an in a series to make a pattern repeats itself?
alternating manner to make  Learners talk about patterns and
patterns shapes on their clothes, foot prints,
g) appreciate the different types of buildings, flower gardens etc
objects in the environment
 Learners discuss patterns made of
h) enjoy making different patterns
same shape with two different
with objects found in the
colours
environment.
 In small groups or pairs make
patterns with objects of same type
with two different colours.
 Learners to draw different shapes
using ICT devices to make patterns
 Learners to make patterns using
ICT devices.
Core competence: Collaboration and communication (through group work and discussions); Critical thinking and problem solving as they make
different patterns; Digital literacy as they make patterns using ICT.
Link to PCIs:
 Citizenship: collaboration as they collect and use materials
49
 Life skills: critical thinking and problem solving as they pattern
 Values: sharing and turn taking.
Link to other activity areas: Psychomotor and Creative activities during construction.
Suggested community service learning: – non-formal activity to support learning through application: Learners to plant flowers in the school
following different patterns.
Suggested Learning Resources: Flash cards, blocks, bottle tops, bottles, sticks, beads,
Achievement
Above expectation Meets expectation Approaches expectation Below
Expectation
Identify similarities and Identify objects of the same Identify patterns made of objects of Identify patterns made of objects
differences between various shape and talk about them the same shape of the same
objects and talk about them shape with teacher’s
guidance
Make patterns with objects of Make patterns with objects of Make patterns with objects of the Can attempt to make a pattern of
the same type with more than the same type with two same type with two different same objects
two different colours different colours colours with assistance
Arrange objects in an Arrange objects in an Arrange objects in an alternating Can attempt to arrange objects with
alternating manner to make alternating manner to make manner to make patterns with teacher’s guidance
patterns with more than 5 patterns with five objects teacher’s guidance
objects
50
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry Questions
Experiences
2.0 NUMBERS 2.1 Rote counting By the end of the sub-strand,  Guide learners to rote count 1. How can you count as
the learner should be able to: numbers 1-10 you jump, walk, clap,
8 lessons a) rote count numbers 1-10 for  Listen to and recite different nod, tap, hop or stamp?
developing numeracy skills numbers
b) rote count numbers 1-10  Learners sing songs as they
using actions for rote count
development of numeracy  In groups or pairs Learners
skills perform singing games or
c) enjoy rote counting in daily rhymes related to rote
life counting.
 Learners to listen to radio
and television educational
programmes on rote
counting.
 Learners to watch video clips
on rote counting with actions
- walk, clap, nod, tap, hop or
stamp.
Core competencies:
 Self efficacy as they sing and dance number songs
 Communication and collaboration as they work in pairs or groups
 Learning to learn as they identify numbers on objects found in the environment
 Digital literacy as they identify numbers using ICT.
Links to PCIs:
 citizenship: communication and collaboration as they use the materials together
 life skills: critical thinking as they recognize numbers
 Values: love, sharing and turn taking.
Link to other activity areas: Psychomotor and creative activities as they sing
51
Suggested Assessment Rubric:
Achievement
Can count objects up to 10 and Can count up to 10 Can count up to 6 Can count up to 4
beyond
Articulate numbers up to 10 Can articulate numbers as they Can articulate numbers as they Can articulate numbers
and beyond count up to 10 count up to 6 as they count up to 4
Can identify numbers 1-10 and Can identify numbers 1-10 and Can identify numbers up to 6 Can identify numbers up to 4
beyond beyond
Can sing one complete number Can sing one complete number Can sing a number song half way Can try to sing a number song
song with ease and many others song
Experiences
2.0 NUMBERS 2.2 Number By the end of the sub-strand, the learner  Learners to talk about 1. Which number is
recognition should be able to: numbers on number flash shown on the
a) identify numerals 1-9 for development cards or number charts flashcard?
10 lessons of numeracy skills and symbolic  Guide learners to identify 2. Which number have
representation of number and talk about numbers you modelled?
b) appreciate use of numbers in day to found on objects in their 3. Who can show me two
day life experiences environment numbers on the
 A few learners to identify number chart that look
numbers on flash cards or alike?
charts
 Learners sing songs related
to numbers 1- 9
 Learners model numbers 1-
9
 In pairs or small groups
learners to play number
recognition games (fishing
game)
 Learners to form numbers,
52
type number symbols,
identify number numerals
using ICT devices
Core competence:
 Self efficacy as they sing and dance number songs,
 Communication and collaboration as they work in pair/small groups,
 Learning to learn as they identify numbers on objects found in their environment,
 Digital literacy as they identify numbers using ICT.
Link to PCIs:
 Citizenship: communication collaboration as they use materials together.
 Life skills: critical thinking as they recognize numbers.
 Values: Love, sharing and turn taking.
 Psychomotor and creative as they sing and dance songs on numbers,
 Language as they talk about number on flash cards/charts.
Suggested community service: – non-formal activity to support learning through application:
 Learners to Collect materials from the community to use them in making number flash cards hence making their environment clean.
 Learners to visit local football netball, volleyball, rugby clubs and talk about the numbers of players as written on their T-shirts.
Suggested Learning Resources: Number flash cards, charts, calendar, clay, plasticine.
Achievement
Recognizing number numerals Recognizing number numerals 1-9 Recognizing number numerals 1- Recognizing number numerals
1-9 and beyond 6 below 6
Tell differences between Tell differences between number Tell differences between number Tell differences between number
number numerals 1-9 and numerals 1-9 numerals 1-6 numerals 1-5
beyond
Able to appreciate numbers 1-9 Able to appreciate numbers 1-9 Able to appreciate numbers 1-6 Able to appreciate numbers below 5
and beyond
53
Outcomes
2.0 2.3 Counting concrete By the end of the sub-strand,  Learners demonstrate counting 1. How many objects are
NUMBERS objects the learner should be able objects 1-9 these?
to:  Learners count objects for 2. How many learners are in
10 lessons a) count concrete objects 1- numbers 1-9 (body parts, your group?
9 for development of colours of the national flag, 3. How many boys or girls
numeracy skills and different types of food, objects are in your group?
associating a group of in the class)
objects with a number  Learners play counting games
symbol involving counting objects 1-9
b) demonstrate one to one  Learners match numerals with
correspondence while concrete objects for numbers 1-
counting concrete objects 9
c) enjoy counting concrete  In groups or pairs, individually,
objects within their learners count people or objects
environment in their class up to 9.
d) appreciate the use of one  Learners to count concrete
to one correspondence in objects from 1-20 using ICT
real life situations. devices.
 Learners to play video games
on counting.
Core competence:
 Critical thinking and problem solving as they count specific number of objects
Communication and collaboration as they count in groups
Link to PCIs
 Citizenship: collaboration as they collect materials for use.
 Life skills :
- Critical thinking as they count objects.
- Self awareness as they count using body parts.
 Values: Love, sharing, turn taking and respect for others.
Creative and psychomotor as they sing number songs.
54
Learners to count objects and animals at school or at home and take good care of them.
Suggested Learning Resources:
Number flash cards/charts/calendar, clay, plasticine.
Achievement
Count concrete objects 1-9 and Count concrete objects 1-9 Count concrete objects 1-6 Count concrete objects below 6
beyond.
Demonstrate one to one Demonstrate one to one Demonstrate one to one Demonstrate one to one
correspondence while counting correspondence while counting correspondence while counting correspondence while
concrete objects 1-9 and beyond. concrete objects 1-9. concrete objects 1-6. counting concrete objects
below 6.
Match numerals with concrete Match numerals with concrete Match numerals with concrete Match numerals with concrete
objects for number symbols 1-9 objects for number symbols 1-9. objects for number symbols 1-6. objects for number symbols below
and beyond. 6.
Enjoy counting objects within the Enjoy counting objects within Enjoy counting objects within the Enjoy counting objects within the
environment even during other the environment in the classroom environment while guided by the environment up to 5
activities. only. teacher.
2.0 NUMBERS 3.4 Number By the end of the sub-strand, the  Learners randomly pick number 1. Which number can you
sequencing learner should be able to: cut outs/number cards from a pile see on this card I am
a) identify number symbols 1-9 and identify the number holding?
10 lessons as indicated on number cards  Learners demonstrate arranging 2. Which number comes
or charts for development of numbers in sequence 1-9 before this number?
numeracy skills and for  A few learners demonstrate 3. Which number comes
ordering numbers arranging numbers 1-9 in sequence after this number?
b) arrange number cards in  In pairs or groups, individually,
sequence 1-9 learners complete missing numbers
c) arrange number cards in in sequence by placing the
sequence for completing appropriate number cards or cut
55
sequence puzzles outs
d) enjoy arranging numbers in  Learners sing songs on number
sequence in their day to day sequence comprising numbers 1-9.
life.  Learners to complete number
puzzles using ICT devices
 Learners to arrange numbers in
sequence from 1-9 using ICT
devices
 Learners to find the missing
number in given sets of numbers
using ICT devices.
Core competencies:
 Critical thinking and problem solving when identifying number and filling missing number in a sequence
 Communication and collaboration when working in pairs or groups
Link to PCIs:
 Citizenship: communication and collaboration as they work in groups.
 Life skills: critical thinking and problem solving.
Link to other activity areas: Environmental
Suggested community services: – non-formal activity to support learning through application: Learners to collect and re-use materials such
as old cartons, empty plastic water bottles from the environment.
56
Achievement
Identify number symbols 1-9 and Identify number symbols 1-9 as Identify number symbols 1-6 as Identify number symbols below
beyond as indicated on number cards indicated on number cards indicated on number cards 6 as indicated on number cards
Arrange number cards for numbers Arrange number cards for Arrange number cards for numbers Arrange number cards for
1-9 and beyond in a sequence numbers 1-9 in a sequence 1-6 in a sequence numbers below 6 in a sequence
Complete missing numbers 1-9 and Complete missing numbers 1-9 Complete missing numbers 1-6 in Complete missing numbers
beyond in sequence in sequence sequence below 6 in sequence
Enjoy arranging numbers in Enjoy arranging numbers in Enjoy arranging numbers in Enjoy arranging
sequence 1-9 and beyond sequence 1-9 sequence 1-6 numbers in sequence
below 6
Experiences
2.0 NUMBERS 1.5 Symbolic By the end of the sub-strand, the  Teacher demonstrates 1. Which number symbol
representation of learner should be able to: number formation from is this?
number (number a) identify number symbols 1- number cut outs 2. How do we write this
writing) 9 for development of  Learners observe number number symbol (1, 2, 3,
numeracy skills cut-outs and talk about 4, 5, 6, 7, 8, 9)
10 lessons b) join dots to form number number formation 3. How can we trace this
symbols 1-9 on a surface  In groups or pairs, number?
c) trace number symbol cut- individually, learners trace 4. How do we model this
outs 1-9 on a surface number cut-outs up to 9 number?
d) model number symbols 1-9  Learners Join dots to form 5. Which numbers can we
using materials in their number symbols up to 9 form when joining these
environment  In groups or pairs, dots?
e) write number symbols 1-9 individually, learners model 6. Which numbers can you
on a surface number symbols to at least see in this calendar?
f) enjoy forming number 9
symbols 1-9 using ICT  Learners write number
g) appreciate the use of symbols 1-9 on a surface
numbers within their  Learners use number
environment in the day to
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day life experiences. symbols in the materials in
their environment (calendar,
clock)
 Learners use ICT to form
number symbols 1-9.
 Learners to type number
symbols from 1-9 using ICT
devices
Core competence: Imagination and creativity

Link to PCIs:
 Citizenship: communication as they conduct symbolic representation
 Life skills: critical thinking and problem solving as they identify number symbols.
Link to other activity areas: Psychomotor and creative activity
Suggested community service: – non-formal activity to support learning through application: Learners to assist in labelling chairs and
tables using number symbols and those in pastoralist communities can assist in tagging of animals using number symbols.
Suggested learning resources: Calendar, plasticine, pebbles, clock face, number charts, number flashcards, dice
Achievement
Identify more than 5 number Identify number symbols 1-5 on Identify number symbols 1-5 on Not able to identify number
symbols on number cut outs and talk number cut outs and talk about number cut outs and talk about them symbols.
about them them with teacher’s guidance
Trace or model more than 5 numbers Trace or model number symbols Trace or model number symbols 1-3 Can trace or model at least
1-5. with teacher’s guidance one number symbol.
Write number symbols beyond Write number symbols 1-5 Write number symbols 1-3 Not able to Write number
number 5 symbols.
Use ICT to write numbers 1-5 and Use ICT to write numbers Use ICT to write numbers with Not able to use ICT to
beyond teacher’s guidance write numbers
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2.0 NUMBERS 1.6 Number By the end of the sub-strand, the  Learners look at and talk about 1. Which number can be
puzzle learner should be able to: different parts of number symbols. formed using these
a) identify different parts of  Demonstrate how to join different pieces?
10 lessons numerals 1-9 for development of parts of numerals to form a 2. How many pieces are
number concept complete numeral. these? What number
b) join different parts of numbers to  In pairs or groups learners join can they form?
form complete number symbols different parts of number symbols
1-9 to form a complete numeral
c) relate number symbols 1-9 with  Learner listen to and sing songs
the objects in the environment on number symbols as they
d) enjoy completing number complete the number numeral
puzzles and relate number  Learners relate number symbols
symbols with the objects in the with the objects in the
environment for enjoyment environment
e) use ICT to complete number  Learners complete number
puzzles 1-9 puzzles using ICT
Core competencies:
 Critical thinking and problem solving as learners join parts to form a whole
 Digital literacy as they complete number puzzles using ICT
Link to PCIs:
 Citizenship: communication as they identify parts
 Life skills: critical thinking and problem solving as they complete missing parts of the puzzle.
 Environ mental activities
 Psychomotor and creative activities
Suggested learning resources: Number cut outs, number charts, puzzle pieces.
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Achievement
Identifies and recognize number parts Identifies and recognize number Identifies and recognize number Identifies and recognize
for numerals 1-9 and beyond parts for numerals 1-9 parts for numerals 1-5 number parts for a single
numeral.
Join different parts of number to form Join different parts of number to Join different parts of number to Join different parts of number
complete number symbols and explain form complete number symbols 1- form complete number symbols to form complete number
how it is done. 9. 1-6. symbols 1-3.
Use ICT to complete number puzzles Use ICT to complete number Use ICT to complete number Cannot complete number
efficiently and show enthusiasm. puzzles efficiently. puzzles with difficult. puzzles using ICT.
Experiences
3.0 MEASUREMENT 3.1 Sides of By the end of the sub-strand, the  Guide learners to talk about 1. Which of these sides is
objects learner should be able to: different sides of objects in longer/ shorter?
a) identify different sides of the environment 2. What is the difference
10 lessons objects in the environment  Guide learners to compare between this side and this
b) differentiate sides of objects objects with different sides one?
c) play with objects with  Few learners demonstrate 3. Why is this side different?
different sides comparison of objects with 4. How will you tell which
d) enjoy measuring sides of different sides side is longer or shorter?
objects using arbitrary units  In groups or pairs, 5. What can you say about
such as hand, feet etc. individually, learners this side?
measure sides of objects
using arbitrary units (hand,
foot, sticks).
 Learners watch a video clip
on measuring sides of objects
using arbitrary units
Core competencies:
 Learning to learn when measuring sides of objects
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 Communication and collaboration.
Link to PCIs:
 Citizenship: collaboration as they collect and identify sides
 Life skills: critical thinking as they differentiate sides of objects
 Language as they learn vocabularies such as long and short
Suggested learning resources: Sticks, strings, body parts, objects in the class
Achievement
Able to identify 4 different sides of Able to identify 3 different sides of Able to identify 2 different sides Not able to identify sides of
objects and talk about them objects and talk about them of objects objects
Measure objects of different sizes Measure objects of different sizes Measure objects of different Not able to measure objects of
using arbitrary units both in class using arbitrary units. sizes using arbitrary units with different sizes using arbitrary
and outside teacher’s guidance units
Compare different objects with Compare different objects with Compare different objects with Not able to compare different
different sides in the classroom and different sides in the classroom different sides in the classroom objects with different sides in
outside with teacher’s guidance the classroom
Outcomes
3.0 MEASUREMENT 3.2 Mass By the end of the sub-  Demonstrate lifting objects of 1. What can you say about this
(heavy and strand, the learner different mass. object?
light) should be able to:  Few learners demonstrate lifting 2. Which object is heavier or
a) lift different objects objects of different mass. lighter?
10 Lessons in their environment.  In groups or pairs, individually, 3. How can you tell the object
b) compare heavy and learners compare mass of different is heavier?
light objects in the objects in their environment.
environment.  In groups or pairs, learners play
c) appreciate objects of games involving comparison of
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different mass in mass (play on a sea saw; back to
their environment back lifting).
 Learners to watch a video on
measuring heavy and light objects
Core competence:
 Communication and collaboration when working in pairs/groups
 Learning to learn when comparing mass of different objects
 Digital literacy when playing games involving mass using ICT
Link to PCIs:
 Citizenship: communication and collaboration as they collect objects
 Life skills: Observation of safety as they lift objects.
 Values: sharing, turn taking.
 Psychomotor and creative as they play games and lift different objects
 Language as they talk about heaviness and lightness of objects
Suggested community service:– non-formal activity to support learning through application: Learners to Collect garbage in paper bags of
different sizes and dispose in the compost pit
Sand, water, stones, blocks, leaves, chairs, tables
Achievement
Lifting and comparing different Lift and compare different objects in Lift different objects in the Lift different objects in the
objects in the environment the environment as the teacher environment but has difficulty in environment but cannot
instructs comparing compare
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Outcomes
3.0 MEASUREMENT 3.3 Capacity (how By the end of the sub-  Learners to demonstrate filling and 1. How many of the
much a strand, the learner should emptying small and large containers small containers can
container can be able to: using sand, water or seeds fill the big container?
hold) a) fill and empty  Learners to demonstrate comparing big 2. From the big
different containers and small containers by telling how container, how many
10 lessons with water, seeds or many small ones fill the big ones and small ones can be
sand vice versa filled?
b) compare sizes of  Few learners demonstrates comparing 3. Which container
containers using big and small containers by telling how holds more or less?
water, sand or seeds many small ones can fill a big one and
vice versa
 In groups or pairs, individually, learners
tell how much a container can hold
compared to another one of a different
size.
 Learners to watch a video on filling and
emptying containers.
 Learners to watch a video on comparing
containers of different sizes.
Core competencies:
 Critical thinking and problem solving as they compare how much a container can hold.
 Communication and collaboration as they work in groups.
 Learning to learn.
Link to PCIs:
 Citizenship: communication and collaboration as they collect materials.
 Life skills: critical thinking and problem solving as they fill and empty.
 Values: sharing, turn taking.
 Environmental activities as they play filling and emptying.
 Psychomotor and creative as they balance pouring content from one container to the other.
Suggested community services: – non-formal activity to support learning through application:
 Learners to collect containers from the environment for use when comparing sizes
Suggested learning resources: Containers of various sizes, water sand, seeds
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Achievement
Fill and empty small and large Fill and empty small and large Fill and empty small and large Fill and empty small containers
containers with water, sand or seeds containers with containers with water, sand or with water, sand or seeds
and count how many small containers water/sand/seeds seeds without counting
fill the big one
Compare big and small containers by Compare big and small Compare big and small containers Cannot compare big and small
telling how many small ones can fill a containers by telling how many by telling how many small ones containers
big one and vise versa small ones can fill a big one but can fill a big one
cannot do vise versa
3.0 MEASUREMENT 3.4 Time (Daily By the end of the sub-strand,  Guide learners to Identify and 1. What do you do when
routines) the learner should be able to: talk about morning routine you wake up in the
a) identify at least 3 daily activities in appropriate order morning before you
10 lessons routine activities they do  Guide learners to talk about come to school?
before going to school activities related to time (today, 2. How the things you do
b) identify vocabulary tomorrow, yesterday) are different from what
related to time (today,  A few learners identify and talk your mother or father
yesterday, tomorrow) about morning routine activities does in the morning?
c) demonstrate ability to in an appropriate order 3. What do you do when
manage their time well  In groups or pairs, learners you arrive in school?
when doing activities arrange pictures with various
d) appreciate what every daily routine activities in a
person does on a daily logical order.
basis  Learners sing songs on daily
routines.
 Learners to watch a video on
activities of the daily routine.
Core competence:
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 Citizenship-Learners will develop into responsible, ethical and socially connected individuals when they work in groups
 Self efficacy- learner develop self esteem, self confidence and will be capable performing tasks as expected
Link to PCIs:
 Citizenship: as they manage time.
 Life skills: critical thinking as they talk about daily routine.
Link to other activity areas: Language, environmental activities.
Suggested community service: – non-formal activity to support learning through application: learners assist parents with the daily
household chores such as cleaning utensils, setting dining table to help speed up preparation for school/work
Suggested learning resources: Clock face, pictures and picture cut outs.
Achievement
Meets expectation Approaches expectation Below expectation Above expectation
Can identify and talk about Can identify and talk about morning Can identify and talk about Can mention only one morning
morning activities in an activities in an appropriate order morning routines without any routine activity
appropriate order. order
Can arrange pictures with Can arrange pictures with various daily Can arrange pictures with Cannot arrange pictures with
various daily routine activities routine activities in logical order various daily routine activities various daily routines
in logical order in logical order with assistance
Talk about what different Talk about what different people do on Can talk about daily activities Cannot talk about daily routine
people do on a daily basis and a daily basis (father mother, brother, done by other people with activities
identify other routines sister) assistance
Use vocabulary related to time Use vocabulary related to time (today, Use vocabulary related to time Use vocabulary related to time
and talk about various yesterday, tomorrow) today and yesterday) (today)
activities (today, yesterday,
tomorrow)
Questions
3.0 MEASUREMENT 3.5 Money By the end of the sub-strand, the  Guide learners to look at and talk 1. Which among these
(Kenyan learner should be able to: about different sample currencies is a coin or note?
currency) a) identify Kenyan currency and identify Kenyan coins/notes 2. What can you see on
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Coins and coins and notes  A few learners identifies Kenyan the coin?
notes b) buy items using Kenyan coins coins and notes 3. What can you see on
c) save money (coins and notes)  Learners trace Kenyan coins the note?
10 lessons d) make a simple budget basing  In groups or pairs, learners role 4. What do we use
on (coins and notes) play buying and selling from a money for?
e) appreciate the use of Kenyan shop corner. 5. What can we do with
currency (coins and notes) in  Learners to match and pair Kenyan extra money
their daily life currency – coins and notes using (balance)?
ICT devices
 Learners to watch a video on role
playing buying and selling.
Core competencies: citizenship, communication and collaboration.
Link to PCIs:
 Citizenship: as they use the Kenyan currency.
 Life skill: critical thinking as they use and draw simple budgets.
 Values: honesty as they use the currency.
Link to other activity areas: Psychomotor, language.
Suggested community service: – non-formal activity to support learning through application: Children are send to buy items from the shop or
market by the community members they become exposed to Kenya currency
Suggested learning resources: Coins and notes, tins, boxes, papers pencils, shop corner
Achievement
Able to identify and talk about Able to identify and talk about coins Can identify coins cannot talk about Can identify Kenyan coins
different coins and notes only them
Can trace Kenyan coins freely and Can trace Kenyan coins but unable Can trace Kenyan coins with Cannot trace Kenyan coin.
talk about them to talk about them assistance
Can play the role of a shop keeper Can play role of a buyer and express Can play role of a buyer but not Unable to role play a buyer.
and a buyer and express self self freely express himself
freely
Can allocate money for buying Can allocate money for buying Can only buy one type of item and Unable to buy an item unless
different items and saving the different items but not able to save save balance with assistance
balance
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Questions
3.0 MEASUREMENT 3.6 Area By the end of the sub-strand,  Learners are guided to observe and 1. How many small
(surface of the learner should be able to: identify different surfaces of objects in pieces can cover
objects) a) observe different surfaces the environment this surface?
of different objects in the  Few learners identify different 2. Which surface is
10 lessons environment surfaces of objects in the environment smaller or bigger?
b) identify surfaces of  In small groups or pairs, learners 3. What else can we
different objects in the compare different surfaces of objects use to cover these
environment  Demonstrate covering surfaces using surfaces?
c) cover the area of different small objects from the environment.
surfaces of objects using  Learners cover surfaces using small
smaller objects objects in the environment.
d) appreciate different  Learners to shade or colour surfaces
surfaces in the of different objects using ICT devices.
environment
Core competencies:
 Communication and collaboration as they work in groups
 Critical thinking and problem solving as they cover and find out pieces that can cover a surface
Link to PCIs:
 Citizenship: communication and collaboration as they collect materials.
 Life skill: critical thinking and problem solving as they cover surfaces.
 Values: love as they share and take turns.
 Language activities
 Environmental activities
 Learners to participate in cleaning their neighbourhood
Suggested learning resources: Tables, plates, books, pieces of paper, bottle tops, hands, feet, blocks.
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Achievement
Identifying surfaces of 4 objects in Identifying surfaces of 3 objects in Identifying surfaces of 2 objects in Identifying surfaces
the environment the environment the environment of 1 objects in the
environment
Group 4 different surfaces Group 3 different surfaces Group 2 different surfaces Group 1 different
according to size according to size according to size surfaces according
to size
Be able to use over 4 small objects Be able to use 3 small objects to Be able to use 2 small objects to Be able to use 1
to cover a surface cover a surface cover a surface small object to cover
a surface
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PSYCHOMOTOR AND CREATIVE ACTIVITIES
69
PSYCHOMOTOR AND CREATIVE ACTIVITIES
Essence Statement
Enable learners to develop both fine and gross motor skills which are necessary for the control and co-ordination of the different parts of the body.
These activities enhance exploration and development of personal talents as well as appreciation of cultural heritage.
General Outcomes
By the end of the Pre-Primary the learner should be able to;

1. Coordinate various body parts for movement, creativity and relaxation
2. Engage in creative, music and psychomotor activities independently and in groups for holistic development.
3. Share art, music and play materials and equipment for harmonious co-existence.
4. Improvise costumes, and play materials using locally available and recycled materials for creativity and self-reliance.
5. Appreciate own and other peoples’ cultures for preservation and transmission of our rich cultural heritage
6. Use ICT in play, music and creative activities for learning and enjoyment.
7. Observe safety and hygiene in play and learning environment for the learners’ wellbeing
70
Strand Sub-strands Specific learning outcomes Suggested learning experience Key inquiry questions
1.0 PICTURE 1.1 Drawing By the end of the sub-strand  Provide learner with 1. What would you like
MAKING 1.1.1 Scribbling and the learner should be able to: drawing materials to draw?
TECHNIQUES doodling a) develop simple pictures  Guide learners on how to 2. What do you see in
using scribbling hold drawing tools the environment?
4 Lessons techniques for fine muscle  Guide learners to develop 3. What material do
development , simple pictures using you use for
b) develop simple pictures scribbling technique drawing?
using doodling techniques  Guide learners to develop
for eye hand co- simple pictures using
ordination, doodling technique
c) appreciate own and others  Display their work and
drawn work . comment on own and
others work
Core Competences
 Creativity and imagination
 Self-efficacy
 Communication and collaboration
Link to Pertinent and Contemporary Issues Link to Core Values
Education For Sustainable Development: Disaster Risk Reduction; Safety  Co-operation
Education For Sustainable Development: Health Education  Turn taking
Links to other learning areas Community service learning
 Mathematics
 Environmental  Mentorship
Non-formal activity to support learning through application Assessment: observation, question and answer,
 Have painting activities
Resources: materials from local environment e.g. charcoal, papers, pencil, crayon
N/B Learners can experiment with different colours and shapes
71
Exceeding Above Expectation Meeting Expectation Approaches Expectations Below Expectation
 Able to handle drawing tool correctly  Able to handle drawing tool  attempts to handle  does not handle
 Able to scribble with drawing tools correctly drawing tool correctly drawing tool
 Able to doodle with tools  Able to scribble with drawing  attempts to scribble with correctly
 Able to comment on own and others work tools drawing tools  Does not scribble
 Able to doodle with tools  Attempts to doodle with nor doodle
 Not able to comment on work tools  Not able to
 Not able to comment on comment on
work work
Strand Sub-Strands Specific Learning Suggested Learning Key Inquiry Questions

Outcomes Experience
1.0 PICTURE 1.1Drawing By the end of the sub-strand  Provide learner with 1. What would you like to
MAKING 1.1.2 Dot joining the learner should be able dotted online images draw?
TECHNIQUES 3 Lessons to:  Guide learners on how to 2. What do you see in the
a) develop simple pictures hold drawing tools environment?
by dot joining  Guide to earners to 3. How do they look like?
techniques for develop simple pictures 4. What do you like about
enjoyment, by joining dots your drawn work?
b) draw simple pictures  Display their work and
using drawing materials discuss own and others
for creativity , work
c) appreciate own and
others drawn work .
Core Competences
 Self-efficacy
Education For Sustainable Development: Disaster Risk Reduction; Safety  Co-operation
72
Education For Sustainable Development: Health Education  Turn taking
Links to other learning areas
 Mathematics Community service learning
 Environmental  Mentorship
Non-formal activity to support learning through application Assessment: observation, question and answer,
 Have drawing activities
Resources: materials from local environment e.g. charcoal, papers, pencil, crayon
Exceeding Above Meeting Expectation Approaches Expectations Below Expectation

Expectation
 Able to handle drawing  Able to handle drawing tool  Attempts to handle  Does not handle drawing tool correctly
tool correctly correctly drawing tool correctly  Not able to join dot
 Able to complete  Able to complete joining up  Attempts to join some  Not able to comment on work
joining up dots to make dots to make a picture dots correctly
a picture  Not able to comment on work  Not able to comment on
 Able to comment on own work
and others work
Strand Sub-Strands Specific Learning Outcomes Suggested Learning Key Inquiry

Experience Questions
1.0 PICTURE 1.2 Coloring By the end of the sub-strand the  Guide learners to identify 1. Which colour
MAKING leaner should be able to: colors in the environment do you like
TECHNIQUES 3 Lessons a) identify common colours in  Guide learners to collect most?
the environment for materials of different 2. What colour
colouring pictures colour from the are found in
b) learners apply colour on environment the
drawn plant pictures for  Assist group leaders to environment?
aesthetic value distribute papers to learners
c) appreciate own an others in groups
coloured work.  Guide learners to color
73
drawn items
 Guide to display and
discuss their colored
Core competence
 Critical thinking
 Communication
 Self efficacy
Link to Pertinent and Contemporary Issues Link to Values
Education For Sustainable Development: Disaster Risk Reduction; Safety  Sharing
 Responsibility
 Plant flowers
 Environmental Activities
 Language Activities
Non-formal activity to support learning through application Assessment: observation, question and answer
Nature walk
Resources: materials from local environment e.g. Leaves, flowers, soil, charcoal, papers, pencil, crayon
Can successfully:  Recognize common colours  Recognize some common  Has difficulty in recognizing
 recognize common colours from the environment colours common colours
from the environment  Colour drawn items  Colour drawn item with  Attempts to colour drawn item
 colour drawn items  Somehow describes his/her assistance  has difficulty describing his or her
 describe his or her coloured coloured work  Has difficulty describing coloured work
work his/her coloured work
74
Strand Sub-Strands Specific Learning Outcomes Suggested Learning Experience Key Inquiry Questions
1.0 PICTURE 1.3 Coloring By the end of the sub-strand  Guide learners to identify colors 3. Which colour do
MAKING the leaner should be able to: in the environment you like most?
TECHNIQUES 3 Lessons a) learners apply colour on  Guide learners to collect materials 4. What colour are
drawn animal pictures for of different colour from the found in the
aesthetic value environment environment?
b) appreciate own an others  Assist group leaders to distribute
coloured work papers to learners in groups
 Guide learners to color drawn
items
 Guide to display and discuss their
colored
Core competence
 Communication
 Self efficacy
Link to Pertinent and Contemporary Issues Link to Values
Education For Sustainable Development: Disaster Risk Reduction;  Sharing
Safety  Responsibility
 Plant flowers
 Environmental Activities
Non-formal activity to support learning through application Assessment: observation, question and answer
Nature walk
75

Expectation
Can successfully:  Recognize common colours from  Recognize some common  Has difficulty in recognizing
 recognize common the environment colours common colours
colours from the  Colour drawn items  Colour drawn item with  Attempts to colour drawn
environment  Somehow describes his/her assistance item
 colour drawn items coloured work  Has difficulty describing  has difficulty describing his
 describe his or her his/her coloured work or her coloured work
coloured work
Strand Sub-Strands Specific Learning Suggested Learning Experience Key Inquiry Questions
Outcomes
1.0 PICTURE 2.2.1Painting By the end of the sub-  Guide learners to select 1. What do you use for painting?
MAKING strand the leaner should be painting materials 2. What do you do after painting?
2 Lessons
TECHNIQUES able to:  Guide learners to use one
a) create images using colour
finger painting  Guide learners to create
techniques for images using fingers
enjoyment  Guide learners to paint
b) perform free choice according to their own
painting on paper for interest
enjoyment  Display own painted work
c) appreciate own and  Guide learner to share
others painted work comments
Core Competence
 Creativity and Imagination
 Self-efficacy
 Communication and Collaboration
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 Education For Sustainable Development: Disaster Risk  Co-operation
Reduction; Safety  Turn taking
 Health Education
Link to other learning areas: Environmental and Language Activities Suggested Community service learning
 Mentorship
Non-Formal Activity to support learning through application: Suggested Assessment: Assessment: observation, question and
 Have painting activities answer
Able to: Able to:  attempt identifying painting tools  does not paint
 identify different painting  identify some painting tools  fairly creates some patterns using  no appreciation
tools  create some patterns using finger finger painting technique  no attempt of appreciation
 appreciate the use of painting technique fairly  fairly perform free choice of work done
painting tools  perform free choice successfully successfully
 create images using finger
technique
 perform free choice
successfully
77
Strand Sub-Strands Specific Learning Outcomes Suggested Learning Experience Key Inquiry
Questions
1.0 PICTURE 1.3.1 Painting By the end of the sub-strand  Guide learners to select painting 3. What do you use
MAKING the leaner should be able to: materials for painting?
3 Lessons
TECHNIQUES a) apply paint on shapes for  Guide learners to use one colour 4. What do you do
enjoyment  Guide learners to draw shape after painting?
b) perform free choice  Guide learners to apply paint on shapes
painting on paper for using brushes
enjoyment  Display own painted work
c) appreciate own and others  Guide learner to share comments
painted work
Core Competence
 Self-efficacy
 Education For Sustainable Development: Disaster Risk  Co-operation
Reduction; Safety  Turn taking
 Health Education
Link to other learning areas: Suggested Community service learning
 Mentorship
 Environmental and Language Activities
Non-Formal Activity to support learning through application: Suggested Assessment: Assessment: observation, question and answer
 Have painting activities
78
Able to: Able to:  attempt identifying painting  does not paint
 identify different painting  identify some painting tools tools  no attempt of appreciation of
tools  apply colour on shape using brush  attempts to apply colour on work done
 appreciate the use of painting fairly shape using brush
tools  perform free choice successfully  fairly perform free choice
 apply colour on shape using love successfully
brush
successfully
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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experience Key Inquiry Questions
2.0 PICTURE 2.1Printing By the end of the sub-strand  Guide learners to select printing 1. Which colour do you
MAKING the leaner should be able to: materials like for making patterns
Pattern making
TECHNIQUES a) make patterns using  Guide learners to use one colour 2. Which materials do you
4 lessons objects for creativity  Guide learners to apply paint on use for making patterns?
b) appreciate own and others objects using brushes/Sponge 3. Which printing do you
painted work  Learners create patterns using like?
different objects
 Display own painted work
 Guide learner to share comments
Core Competence
 Self-efficacy
 Education For Sustainable Development: Disaster Risk Reduction; Safety  Co-operation
 Health Education  Turn taking
 Mentorship
Environmental and Language Activities
Non-Formal Activity to support learning through application: Suggested Assessment; Question and answer,
 Have painting activities Observation
Resources: materials from local environment e.g. Leaves, flowers, soil, brush, sponge, papers, pencil, crayon
80
Able to; Able to;  attempts identifying printing  does not printing
 identify different printing  identify some printing tools tools  no attempt of appreciation of
tools  create some patterns using  fairly creates some patterns work done
 appreciate the use of printing finger printing technique fairly using finger and other objects
tools  perform free choice printing technique
 create patterns using finger successfully  fairly performs free choice
and others objects technique successfully
successfully
Strand Sub- Specific Learning Outcomes Suggested Learning Experience Key Inquiry Questions
Strands
3.0 PICTURE 3.1 Mosaic By the end of the sub-strand the  Guide learners to collect materials 1. What should we use to make
MAKING leaner should be able to: for making mosaic items mosaic items?
4 Lessons
TECHNIQUES  Guide group leaders to distribute 2. Which material do you like
a) identify locally available materials to Learners to create most?
materials for making simple mosaic items
mosaic pictorials for fun.  Observe safety when using
b) create a simple pictorial materials
using paper cuts for  Guided in appreciating own and
enjoyment. others work as learners express
c) appreciate the sue of locally their emotions.
available materials in
creating pictorials
Core Competence
 Self-efficacy
 Critical thinking and problem solving
81
 Education For Sustainable Development: Disaster Risk  Responsibility
Reduction; Safety
 Financial literacy
 Health Education; hygiene

 Visit neighborhood and collect materials
 Language, Environment, Mathematics
Non-Formal Activity to support learning through application: Suggested Assessment
 Fun day  Observation , self assessment, question and answers
Resources: materials from local environment e.g. , soil, brush, sponge, papers, pencil, glue

Can do all the following activities Can perform any of the three Can perform two activities Can’t perform a simple activity
successfully: activities successfully: independently and be assisted to independently:
 identify locally materials for  identify local materials for perform others:  Identify material for making
making mosaic making mosaic  identify local material for mosaic
 create simple picture using  create simple picture using making mosaic  Create simple mosaic items
mosaic technique mosaic technique  give meaning to his/her  Observe safety
 observe safety when using  observe safety when using work
material material  create simple mosaic item
 give meaning to his/her mosaic  give meaning to his/her work
work
82
3.0 PICTURE 3.2 Collage By the end of the sub-strand the  Guide learners to collect 1. Where do we get
MAKING leaner should be able to: materials from their immediate materials for making
TECHNIQUES 5 Lessons a) Identify materials used in environment collage?
creating collage pictures for  Guide learners into groups for 2. What materials do
fun material sharing you use to make
b) Create a simple collage picture  Guide learners to stick different collage?
using a variety locally materials on the paper using 3. Which items do you
materials for enjoyment glue, wheat flour or sap like making?
c) Appreciate their own and  Insure learners observe safety
others work when using collage materials
 Guide learners to appreciate
their own and others work
 learners store finished items in
the cupboard
 learners clean up the working
area
Core Competence
 Self-efficacy
 Education For Sustainable Development: Disaster Risk Reduction;  Sharing
safety  Co-operation
 Life skill; coping with emotion
 Environmental, Mathematics, Language  Visit neighborhood and collect materials
 Group craft activities  Observation
 Question and answer
 Self assessment
Resources: materials from local environment e.g. , soil, brush,sponge, papers, pencil, glue, sand, egg shells,seeds
83
Can perform all the following Can perform most the following; Can perform three activities  Cannot perform a single
activities successfully  Can collect materials from the independently assisted to perform activity independently
 Identify materials used in making immediate environment others  Identify materials for making
collage  Can perform any of the  Identify local materials for collage
 Select and stick different activities successfully making mosaic  Create simple collage
materials to make simple collage  Create simple collage items  Give meaning to his/her  Observe safety
items using collage technique work
 Express feelings as his/her work  Observe safety when using  Create simple mosaic items
and gallery walk materials
 Give meaning to his/her
collage work
4.0 MODELLING 4.1 Modeling using By the end of the sub-strand the  Guide learners identify 1. What materials do
ball technique leaner should be able to: materials for modeling you use for
a) Identify materials for modeling  Guide learners into working modeling?
2 Lessons objects for familiarization groups 2. What do you like
b) Model simple objects using ball  Guide learners to use clay, modeling?
technique for fine motor plasticine, dough, paper
development matchie, for modeling
c) Model freely for fun  Learners display, appreciate
d) Display finished objects for own and others work
appreciating own and others
work
Core Competence
 Self-efficacy
84
 Education For Sustainable Development; Safety  Sharing
 Health Education: Hygiene  Co-operation
 Responsibility
 Improve school ground
 Language
 Environmental
 Mathematics
 CRE, IRE, HRE
 Have modeling activities Observation
Question and answer
Self assessment
Resources: materials from local environment e.g clay, Plastacine ,sponge, paper machier, pencil, glue,
 Can successfully identify two  Can successfully identify one  Fairly identify one  Can’t identify any modeling
modeling techniques modeling technique modeling technique technique without assistance
 Model successfully using slab  Can successfully model any one  Fair Model using one of the  Model any form of item
and ball of the following modeling following slab or ball which cannot be identified
 Model successfully at least a methods stab or ball  Model unfinished object by the two methods
complete object  Can successfully model an  Model unfinished object
average object
85
Strand Sub-Strands Specific Learning Outcomes Censure Suggested Learning Experience Key Inquiry Questions
4.0 Modelling 4.2 Modeling using By the end of the sub-strand the leaner  Guide learners identify 1. What materials do you
slab technique should be able to: materials for modeling use for modeling
a) Model simple objects using slab  Guide learners into working 2. What shape do you
3 Lessons technique for fine motor groups like modeling
development  Guide learners to use clay, 3. How do you model?
b) Model freely for fun plasticine/ paper machier, for
c) Display finished objects for modeling
appreciation of own and others  Learners display, appreciate
work own and others work
Core Competence
 Self-efficacy
 Education For Sustainable Development: Safety  Sharing
 Health Education: Hygiene  Co-operation
 Respect
 Language  Improve school ground
 Environmental
 Mathematics
 CRE, IRE, HRE
 Have modeling activities Observation
Question and answer
Self assessment
Resources: materials from local environment e.g clay, Plastasine ,sponge, paper machier,glue
86
 Can successfully identify two  Can successfully identify one  Fairly identify one modeling  Can’t identify any modeling
modeling techniques modeling technique technique technique without assistance
 Model successfully using slab and  Can successfully model an  Fair Model using one of the  Model incomplete object
ball average object following slab
 Able to appreciate own and others  Cannot comment on the work  Model incomplete object
work
5.0 PAPER 5.1 Weaving By the end of the sub-strand the  Guide learners to learners 1. Which item do you
CRAFT leaner should be able to: identify weaving materials. enjoy weaving
6 lessons
 Guidegroup leaders to 2. Which materials do
a) Identify materials for weaving distribute cut paper to learners you use for weaving?
for familiarization  Guide learners on interlacing 3. What do you use the
b) Weave using papers for fun. of paper strips woven materials for?
c) Appreciate own and others work  Learners work in pairs, small
groups as they practice
weaving.
 Learners observe safety as
they work in groups.
 Learners display their work
and gallery walk.
Core Competence
 Self-efficacy
87
 Life skills; effective communication  Responsibility
 Cooperation
 Sharing
 Collecting litters
 Language, Environmental, Mathematics
 Group craft activities Observation, question and answer, self assessment
Resources: Paper strips of different colours

Can successfully;  Identify materials for weaving  Attempts to Identify materials for  Has difficulty in
 Identify materials for weaving  Weave correctly weaving identify materials for
 Use paper strips to weave  Attempts to appreciate own and  Attempts to weave weaving
correctly others finished work  Enjoys own work  assisted to weave
 Appreciate own and others
finished work
5.0 PAPER CRAFT 5.2 Paper folding By the end of the sub-strand the  Guide learners Identify 1. What items do you
leaner should be able to: materials for paper folding enjoy making?
3 Lessons
 Guide learners on different 2. Which ways do you fold
a) Identify materials for paper ways of folding papers the paper?
folding  Guide learners practice making 3. Which items do you
b) Make items using folding items using paper folding make using paper
techniques for enjoyment technique in pairs and small folding?
c) Appreciate paper folding for groups
fun  Express their emotions as they
display their work
Core Competence
88
 Self-efficacy
 Life skills; effective communication  Responsibility
 Co-operation
 Sharing
 Collecting litters
 Language
 Environmental
 Mathematics
 Group craft activities Observation
Question and answer
Self-assessment
Resources: Papers of different colours

Expectation
 Able to Identify  Able to Identify materials for  Can fairly identify  Cannot identify techniques of
materials for paper craft paper craft materials for paper craft folding papers
 Make items using paper  Able to make items using paper  With assistance can make  No attempt to make items using
 Able to appreciate own with little assistance items using paper paper
and others work  Able to appreciate own and others  Attempts to appreciate own  Has difficulty in appreciating
work and others work own and others work
89
Strand Sub-Strands Specific Learning Outcomes Suggested Learning Key Inquiry Questions
Experience
6.0 CREATING 6.1 Creating By the end of the sub-strand the  Guide learners to operate 1. What electronic
SHAPES AND shapes and forms leaner should be able to: electronic gadgets gadget did you use to
FORMS USING ICT 5 lessons a) Interact with the gadgets freely  Guide learners to open create forms and
for familiarization relevant ICT shapes?
b) Display the ability to operate application(Program) 2. What shape can you
the gadgets for creating shapes  Guide learners to create create?
c) Create shapes using electronic shapes using ICT 3. How did you operate
gadgets for creativity application electronic gadgets to
d) Appreciate own created shapes  Learners to observe safety create shapes and
for fun on the use of ICT devices forms?
 Learners to store ICT
devices
Core Competence
Creativity and imagination
Learning to learn
Critical thinking and problem solving
 Education For Sustainable Development: Disaster Risk Reduction;  Responsibility, Respect
Safety
 Mathematics, Language  Interact with parents and other siblings
 Visit a supermarket Observation, own assessment, question and answer
Resources: ICT Devices (Ipad, desktop computer. Laptop
90

Expectation
 Can name electronic  Can name electronic gadgets  Attempts to name some  cannot name electronic gadgets
gadgets  Can open relevant ICT programm electronic gadgets  cannot sue the gadgets
 Can open relevant ICT  Attempts to use the gadgets  uses the gadgets with
programm assistance
 Uses the gadgets
confidently
Strand Sub-Strands Specific Learning Suggested Learning Experience Key Inquiry Questions
Outcomes
7.0 CONSTRUCTION 7.1 3D forms By the end of the sub- a) Learners collect materials 1. How do you make 3d
4 Lessons strand the leaner should be from the environment. forms?
able to: b) Learners interact with 2. What should you
a) Identify materials materials as they make consider when
for construction objects collecting materials?
b) Construct simple c) Learners construct 3D
3D objects for Objects and simple playing
creativity materials.
c) Handling d) Learners display work and
materials for talk about own and others
interaction e) Learners to be guided on
d) Display for safety precautions when
appreciation collecting and -working
with materials
f) Express their emotions as
they display work.
g) Store and care for
materials.
Core Competence
91
 Self-efficacy
 Education For Sustainable Development: Disaster Risk  Coping with emotions, co-operation, responsibility, sharing
Reduction; Safety
 Health Education: Hygiene
 Financial Literacy
Mathematics, Language, Environmental  Observation, Question and answer
 Cooking (kalongo) Observation, question and answer
Resources: soft wire, carton boxes, banana stock
 Can identify materials for  Can identify materials for  Can identify some materials  Needs assistance to identify
construction construction for construction materials for construction
 Can collect materials from the  Can collect materials from the  Collect materials with  Needs assistance to collect
environment for creativity environment in a relaxed way assistance materials from the
 Able to construct simple 3D’s  Able to construct simple 3D’s  Can construct simple 3D’s environment for
objects for creativity objects for enjoyment objects but with assistance familiarization
 Needs assistance to
construct simple 3D’s
objects
92
8.0 ORNAMENTS 8.1 Beading By the end of the sub-strand the  Guide Learners to identify and 1. What materials do
leaner should be able to: collect locally available you need for
4 Lessons a) Identify materials used for materials beading?
beading  Learners to sort the materials 2. What item can you
b) Make beads using locally to use make from beads?
available materials for  |Guide learners to string beads.
aesthetics  Learners to work in pairs and
c) Appreciate own and others small groups to make beads.
finished beading work  Observe safety as they bead
 Learners to express their
emotions as they display their
work
Core Competence
Creativity and imagination
Critical thinking
Communication and collaboration
Self-efficacy
 Education For Sustainable Development: Disaster Risk  Sharing
Reduction; Safety  Responsibility
 Financial Literacy
 Health Education: Hygiene
 Mathematics  Collecting material at home and within the environment
 Environmental
 Language
 Group craft activities Observation, self assessment, question and answer
Resources: Beads ,raw soft seed, thread
93
 Able to Identify materials for  Can identify materials for  Can identify materials for  Needs assistance to be able to
beading from the environment beading from the environment beading with assistance identify materials for beading
 Can make beads freely  Make beads freely  Make beads with assistance  Cannot make beads
 Appreciate the finished work  Appreciates the finished work  Attempts to appreciate the  Cannot appreciate the finished
finished work work
8.0 8.2 Bracelet By the end of the sub-strand the Guide learners to; 1. What materials did you
ORNAMENTS making leaner should be able to:  identify materials from the collect from the
a) identify different materials environment environment?
4 Lessons for making bracelets for  sort materials for bracelets 2. How did you make your
enjoyment making bracelet?
b) make simple bracelets using  Make bracelets of their choice
locally available materials in pairs or small groups.
for creativity  Observe safety during
c) appreciate own and others materials collection and in
finished work. making bracelets.
 display the made bracelets,
appreciate own and others
work
Core Competence
 Self-efficacy
 Education For Sustainable Development:  Unity, love
Environmental awareness
94
 Nature walk to collect materials
 Mathematics
 Environmental
 Language
Non-Formal Activity to support learning Suggested Assessment
through application: Observation of children’s activities,
 Role play Question and answer,
Resources: Soft wires, beads, thread, soft raw seeds

Expectation
 Can identify materials for  Can identify materials for making  Can identify some materials  Attempts to identify materials
making bracelets bracelets creatively for making bracelets for with assistance
creatively  Can make simple bracelets from enjoyment  May not make simple bracelets
 Can make simple locally available materials  Can make simple bracelets  Cannot comment on finished
bracelets from locally  The learner attempts to explain with assistance work
available materials finished work  Can attempt to explain
 The learner has the finished work with
ability to explain his/her assistance
finished work
95
Music Activity 2
9.0 PERFORMANCE 9.1 musical By the end of the sub-strand, the  Guide learners in groups to 1. Which rhyme do
Rhymes learner should be able to; listen to recorded rhymes you recite?
a) recite simple rhymes for  Guide learners to listen 2. Whose rhyme do
5 Lessons enjoyment specialists demonstrate you like most?
b) demonstrate the ability to recite rhyming
simple rhymes for fun  Guide learners to rhyme in
c) Appreciate different rhymes pairs or small groups
 Guide learners to present
own composed rhymes
Core Competences
 Digital literacy listening to recorded rhymes
Link to Pertinent and Contemporary Issues Links to Core Value:
 Mentorship and peer education  Collaboration
Link to other learning areas Community service learning
 Environmental, language, Mathematics Invite a specialist to demonstrate different rhymes
Non-formal activity to support learning Suggested Assessment
 Invite peers from other classes levels to demonstrate rhyming during fun  Observation, checklist, question and answer
days Suggested resources: Audio recordings, videos, resources
persons

 Able to perform simple  Can perform simple rhythms  Has difficulty in performing  Needs assistance as he or she
rhythms with assistance rhythms can’t attempt to recite or
 Able to recite simple  Recite simple rhythms with  Difficulty in reciting rhythms perform simple rhythms
thymes at ease assistance  No interest in reciting rhythms
 Show interest in performing  Shows less interest when
simple rhythms reciting rhythms
96
9.0 PERFORMANCE 9 .2 Singing By the end of the sub-strand the  Guide learners to perform 1. Which singing games
games leaner should be able to; singing games freely. do you enjoy most?
a) Identify simple singing games  Guide learners to identify 2. Which costumes do
5 Lessons for enjoyment you use?
props to accompany singing
b) Perform simple singing games.
games for fun  Guide learners to perform
c) Perform simple singing singing games from different
games using props cultures in groups and in pairs.
d) Appreciate their culture as  Guide learners to watch a
they perform video on singing games from
different cultures.
 Guide learners to perform
singing games from different
culture in groups and in pairs.
Core Competence
 Communication and collaboration – as they work in pairs and small groups
 Self-efficacy – as learners perform singing games
 Digital literacy – sue of electronic gadgets
 Citizenship – perform singing games from different cultures
Links to Pertinent and Contemporary Issues Links to Core Values
 Collaboration and unity  Citizenship and diversity
Links to other learning areas Suggested Community Service
 Language Invite a resource person to enlighten them about the morals and
 Mathematics values in the singing game
 Environmental
 Religious activities
Music festivals and fun days  Observation, observation checklist, walk and watch
Suggested learning resources: videos, recorded music festival items,
resource persons
97

Expectation
 Identify by naming simple  Identify by naming some of  Attempt singing songs in their  Does not identify singing
singing games in their the singing game in their language game
environment country  Attempt simple singing games  No performance of singing
 Perform simple singing  Attempt performing simple from different culture with props game
games from different singing games from different  Enjoy others culture as they sing  No enjoyment of singing
culture with props culture with props and perform different games games
 Enjoy other culture as they  Enjoy other culture as they  No attempt to sue props
perform different games perform different songs
9.0 PERFORMANCE 9.3 Play simple By the end of the sub-strand the  Learners to be guided to name 1. Which game do you
musical leaner should be able to: various electronic gadgets like playing?
Instrument a) identify various ICT devices  Operate ICT devices to listen 2. Whom do you enjoy
that produce music for fun and respond to music playing with?
5 Lessons b) listen and perform music for  Perform simple music from
enjoyment various ICT devices
c) appreciate self and other’s  Coordinate parts of the body as
performed music. they play music from various
ICT devices
 Observe safety as they use,
operate and store electronic
gadgets
Core Competence
 Self- efficacy; As they perform simple music
 Critical thinking – identify various games
 Communication and collaboration – as they work with one another
Link to PCI Link to Core Values
Education For Sustainable Development; Safety  Unity
Link to other activity areas Suggested Community Service Learning
98
 Mathematics, Language, Religious activities and Environmental  Invite a resource person to teach games
Drama festival  Observation, question and answer, observation checklist, walk as
you observe
Suggested resources: Audio recorders, radios, televisions, mobile
phones and resource persons.

Able to: Able to: Able to:
 Identify at least four ICT  Identify at least three ICT  Identify at least two ICT  Does not identify at least one
devices that produce music devices that produce music devices that produce music ICT device that produces music
 Operate ICT devices that  Operate ICT devices that  Listen and perform music from  Does not respond to music from
produce music produce music fairly well an electronic media an ICT device
 Listen to and perform  Listen to and perform music  Attempt operating an  No attempt to respond to music
music from an electronic from an electronic medias electronic media by the use of body
media  Attempt to co-ordinate parts of  Fairly attempt to respond by
 Co-ordinate parts of the the body as they respond to coordinating the body
body as they respond to music
music
10.0 LISTENING AND 10.1Musical By the end of the sub-strand  Guide learners for nature walk 1. Which sounds did
RESPONDING Sounds the leaner should be able to: to listen to various sounds you listen to?
a) Identify various sound made by animals in their 2. Which animal sound
5 Lessons made by various animals environment. did you like most?
from the environment for  Learners identify various
familiarization sounds from the environment.
b) Sing songs related to  Organize learners tossing
musical sounds made by various songs related to sound
animals in the in the environment.
environment for  Learners to imitate various
enjoyment. sounds from the environment.
99
c) Appreciate various  Learners to observe safety as
musical sound made by they nature walk.
animals
Core Competence
 Learning to learn critical thinking
 Self esteem, efficacy  Unity
 Education For Sustainable Development: Disaster Risk
Reduction; Safety
Link to other learning Activity areas: Suggested Community service learning
 Take care of animals in their environment
 Environmental, CRE, IRE, HRE
 Music artifacts Observation, question and answer
Observation checklist

Expectation
 Enjoys listening to sounds  Enjoys listening to sounds in  Enjoys listening to sounds from  Enjoys listening to sounds
in the environment the environment the environment from the environment with
 Identifies most of the  Identifies most of the sounds  Identifies some of the sounds encouragement
sound from the from the environment from the environment  Identifies a few sounds from
environment  Produce musical sounds from  Produces music from sounds of the environment with
 Produce musical sounds sounds of animals in the animals in the environment with assistance
from sounds of animals in environment in a creative way assistance  Cannot produce music from
the environment in a  Identifies directions from which  Identifies some directions from sounds in the environment
creative way the sounds come which the sounds come  Does not identify direction
 Identifies directions from from which the sounds come
which the sound come
100
10.0 LISTENING 10.2 Imitating By the end of the sub-strand the Guide learners; 1. What do you hear?
AND RESPONDING sounds leaner should be able to:  listen to different sounds in the 2. What makes that
a) Identify sources of sound in environment sound?
5 lessons the environment for  to identify the sources of sound 3. Which direction did
familiarization in the environment. the sound come
b) Imitate sounds made in the  to imitate sounds produced in the from?
environment for enjoyment. environment in groups and pairs.
c) Appreciate sounds  sing songs related to sources of
produced in the sound in the environment
environment  to identify the direction from
which the sounds are coming.
Core Competence
Self-efficacy
 Education For Sustainable Development: Animal awareness  Humility
 Environmental awareness
 Environmental, Language, CRE/IRE/HRE  Nature walk in the neighbourhood – caring for animals
 Music festival  Observation of children’s individual activity, question and answer
through discussion

Can successfully;  Listen to sound  Listen fairly well  Cannot listen sounds without
 Listen to sounds  Identify sources of sounds  Fairly identify sources of assistance
 Identify sources of sound  Imitate sounds sound  Attempts to identify
 Imitate sounds correctly  Express his feelings towards  Tries to imitate sounds  Attempts to imitate sounds
 Make sound they have listened sound produced  Enjoy sounds produced  Fair enjoyment of the sounds
 Appreciate sound produced produced
101
11.0 MUSICAL 11.1 Creating and By the end of the sub-strand the  Guide learners to; 1. What percussion
RHYTHM composing leaner should be able to:  create free rhythmic pattern. instruments do we
rhythmic a) Produce rhythmic patterns  Could watch films on different use to create
patterns using body for strength and rhythmic patterns from videos rhythmic patterns?
body coordination and films. 2. Which percussion
5 Lessons b) Creating various rhythmic  Identify percussion instruments did you
patterns for talent instruments use?
development  Practice playing simple 3. How do you play
c) Play simple percussion percussion instruments in pairs different percussion
instruments for fun and in small groups. instruments?
 Observe safety as they play
and store materials
Core Competence
 Digital literacy – as they watch films and videos
 Imagination and creativity
Education For Sustainable Development – Disaster Risk Reduction; Safety
 Patriotism  Appreciation
 Playing percussion with their siblings
 Environmental and Language
 Music Festival Questions and answer
Observation
102

Expectation
 Can name electronic  can name electronic gadgets  may not name some electronic  cannot name electronic gadgets
gadgets  can freely use the gadgets gadgets  cannot sue the gadgets
 Uses the gadgets  uses the gadgets with assistance
confidently
103
Out Door Activity-3
12.0 BASIC 12.1 Locomotive By the end of the sub-strand the  Guide the learners to crawl and 1. Which activity do
MOTOR SKILLS leaner should be able to: swing you enjoy most?
30 Lessons a) Acquire the skills of crawling  Learners have opportunity for 2. Which activity would
and swinging for feasibility free performance. like to perform?
and strength  Guide them to observe safety 3. When do you like
b) Demonstrate the ability to as they perform activities. playing with?
crawl and swing for  Guide them on how to deal
enjoyment with emotions.
c) Have fun as they crawl and  Learners would perform the
swing in turns activities in groups and in
pairs.
Core Competence
Critical thinking and problem solving – as learners perform the activities
Learn to learn as they mentor each other
 Life skills – coping with emotions  Social justice
Education For Sustainable Development – Safety
 Visit community recreation places and enjoy swinging
 Language
 Environmental
 Religious Activities
 Fun day  Observation, question and answer, observation schedule
Suggested resources: balls, bean bags
104

Expectation
 Able to demonstrate  Can successfully identify any of  Can successfully identify any  Can’t identify any of the two
crawling and swinging the two skills of crawling and of the two skills of crawling skills of crawling and
skills swinging and swinging swinging
 Can swing perfectly and  Can swing averagely and crawl  Can successfully swing with  Can’t swing and crawl without
crawl independently with assistance assistance and crawl with assistance
 Shares play  Can successfully play in groups of assistance  Can’t play with others
equipment’s in groups two pairs  Can successfully play alone
12.0 BASIC 12.2 Non- By the end of the sub-strand  Learners to stretch and bend 1. Which activity did
MOTOR locomotive the leaner should be able to: freely you perform?
SKILLS a) acquire stretching and  Learners guided to perform 2. Which activity did
30 Lessons bending skills for muscle you enjoy?
stretching and bending
development. activities 3. How did you feel as
b) bending and stretching for  Organize learners to observe your partner
body co-ordination safety precautions as they performed the
c) have fun as they stretch stretch and bend activities?
and bend  Learners appreciate own and
others talents
Core Competence
 Communication and collaboration – when working in groups
 Self-efficacy – as they express their emotions during performance
Education For Sustainable Development – Safety  Responsibility
 Life Skills – assertiveness
 Language  Learn from their siblings at school and at home
 Environmental
 Religious Activities
105
 Gymnastics/fun games  Observation, observation checklist, question and answers, peer
assessment

Expectation
 Can stretch and bend  Can fairly stretch and bend  The motor skills fairly  Has very little muscle
accurately  Fairly display effectively developed but cannot do control
 Can show the effective development of fine and gross activities accurately  Gets fatigued fast
development of fine and motor skills in activities  Follow directions for some  Cannot follow the directions
gross motor skills  Can follow direction of doing activities of doing activities well
 Can follow the activities fairly well i.e. bend,  Gets fatigued very past
styles/steps of doing stretch etc.
activities well
 Has ability to change
from one activity to the
other i.e. bending,
stretching and squatting
12.0 BASIC 12.3 Manipulative By the end of the sub-strand the  collect items/materials from 1. What did you enjoy
MOTOR Skills leaner should be able to: the immediate environment doing?
SKILLS a) Acquire a range of that they can use for 2. Which materials did
30 Lessons manipulative for talent manipulation. you use?
development  Learners practice throwing and
b) Perform various manipulative catching objects freely.
activities for enjoyment  guide learner on the safety
c) Have fun as they practice precautions to be followed
various manipulative skills during throwing and catching.
d) Develop awareness of
different strength required for
kicking different objects
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Core Competence
Communication and collaboration – when collecting materials, when playing in groups in pairs and taking turns
Critical thinking and problem solving – when throwing and catching and kicking different
Self-efficacy – as they take turns and appreciate own and others
 Financial literacy  Responsibility and Sharing
Education For Sustainable Development; observation safety
 Life skills – coping with emotions
Link to other activity areas: Suggested Community service learning
 Art display
 Religious Activities, Language and Environmental
 Observation Observation
 Perform various manipulative  Performs various manipulative  Attempts manipulative skills  Can’t attempt
activities correctly activities correctly  Attempt performing various manipulative activities
 Practice various manipulative  Practice various manipulative manipulative activities  Has difficulty in
skills confidently skills confidently  With assistance practice manipulative activities
various manipulative  Does not practice various
activities manipulative activities
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13.0 FUN GAMES 13.1 Traditional By the end of the sub-strand the Guide learners to; 1. Where do we get the
games leaner should be able to:  collect materials from home materials for
a) identify various traditional and neighborhood. traditional and
and modern games for  learners identify various modern games?
30 Lessons performance 2. What types of games
traditional and modern games
b) perform different traditional played in the environment. do you played?
games for enjoyment  perform traditional and 3. How did you play
c) perform various game for fun modern games in pairs, small the games?
groups and whole class. 4. Which games do you
 -observe safety when playing enjoy playing?
various traditional and modern
games.
 Practice proper storage of
playing materials.
Core Competence
Imagination and creativity
Self-efficacy
 Financial literacy – proper storage of materials  Respect
 Environmental and Language  Invite a resource person to teach modern and traditional games
 Visit old people Questions and answer, Observation
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 Can successfully identify  Be able to identify games  Can identify game within the  Cannot identify games
games within the within the environment environment with assistance within the environment
environment  Can perform the games  May perform the games with  Needs assistance to perform
 Can perform the games successfully assistance some games
successfully  Can perform games with props  Can attempt to perform games  Cannot perform games with
 Can perform games with well with props well props well
props correctly
14.0 SWIMMING 14.1Pool safety By the end of the sub-strand the  Guide learners on the basic 1. Which safety rules
hygiene leaner should be able to: water safety rules to observe in should you observe
a) identify basic water safety the pool. in the pool?
15 lessons rules in the pool for mastery  Learner could watch a film on 2. What should you do
b) apply basic water safety rule swimming safety gears. before getting into a
in the pool for personal safety  Guide learners to use swimming pool?
c) have fun as they role play improvised pools as they 3. Which materials do
basic water safety rules in the observe safety rules. you use in the pool
pool  Take turns as they practicing for safety?
d) display ability to use safety safety rules in the pool.
materials in water for security  Appreciate own and others
efforts.
Core Competence
Self-efficacy
Education For Sustainable Development: Disaster Risk Reduction;  Responsibility
Safety
109
 Environmental  Share with peers basic safety rules
 Swimming competition Observation, question and answer, observation checklist
 Successfully identifies basic  Identify basic water safety  With assistance can identify  Has difficulty identifying rules
water safety rules rules basic water safety  No application of basic rules
 Apply basic water safety rules  Apply basic water safety rules  Attempts to apply basic  May display ability to use safety
 Display ability to use safety  Display ability to use safety water safety rules rules
materials confidently materials confidently  Use safety materials  Fairly enjoys basic safety rules
 Enjoy using basic water rules  Enjoy using basic water rules  Enjoys basic water rules and materials
and safety materials and safety materials with assistance
14.0 SWIMMING 14.2Water By the end of the sub-strand the  Guide learners interact with 1. What are some of the
orientation leaner should be able to: water freely. improvised pools you
a) Demonstrate ability to take  Guide them to practice basic used?
15 lessons care of themselves when 2. How do you feel
safety precautions when
playing with water for playing with water. while in water?
personal safety  Guide them to adjusting in 3. What do you do
b) Demonstrate basic swimming water in the pool. before entering the
skills for talent development  Sing routine songs as they pool?
c) Have fun when playing with enter and exit water. Walking
in in water in a baby pool
 Guide learners to demonstrate
basic swimming styles in turns
Core Competence
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Education For Sustainable Development – Safety  Responsibility
 Life skills – making choices
 LSP – Sports and Games
 Health Education – personal hygiene
 A nature walk to a river/poor
 Environmental, Language
 Picnics Question and answer, observation, checklist

Expectation
 Follows the rules for  Can take care of him/herself  May not be able to take  Take care of him/herself when playing with
safety when playing with water care of himself/herself water with assistance
 Take care of  Swim without being guided when playing with  Cannot swim
him/herself when for fun water  Cannot follow the rules correctly
playing with water  Can follow some rules for  Swim with assistance
 Swim for talent safety  May be able to follow
development some rules
111
ENVIRONMENTAL ACTIVITIES
112
Essence statement
Environmental activity area in pre-primary entails the study of the relationship between man and his environment. It comprises; the local natural
environment and its care, social relationships, health practices and safety. This provides opportunities for the learner to explore, experiment and
interact with the immediate environment. This enables the learner to acquire skills to; enjoy learning, promote good health, safety, environmental
conservation and appreciate rich cultural diversity.
General learning outcomes
By the end of pre-primary education the learner should be able to;

a) observe proper hygiene, sanitation, and nutrition to promote health,
b) explore the immediate environment for learning, conservation and enjoyment,
c) apply technological skills for learning and enjoyment within their local environment,
d) demonstrate acquisition of social skills for interpersonal relationship,
e) appreciate the rich and diverse cultural heritage in the local environment,
f) make appropriate choices for safe interaction with the immediate environment.
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Strand Sub-strand Specific Learning Suggested Learning Key Inquiry Question(s)
Outcomes Experiences
1.0 SOCIAL 1.1 Myself By the end of the sub-  Learners are guided to tell 1. What is your name?
ENVIRONMENT strand the learner should their names 2. Are you a boy or a girl?
(5 Lessons) be able to;  Learners sing songs about 3. Which are your body parts?
a) tell their names for their names and sex
identity  Learners are guided to group
b) identify their sex for themselves according to sex
self-awareness  Learners are guided on
c) identify body parts picture reading categorizing
(head, hands and legs) boys and girls
d) appreciate oneself for  Learners are guided to
self-esteem identify body parts (head
hands and legs)
 Learners are guided on
picture reading on body
parts from charts
 Learners sing songs on body
parts
 In groups learners sing
songs about themselves.
Core Competencies to be developed:

 Learning to learn – knowing their names and sex
 Self- efficacy-identifying self by name and sex
 Collaboration and communication through picture reading and group work
Link to Pertinent and contemporary Issues(PCI’s): Link to values:
 Education for Sustainable Development(ESD): Gender issues in  Respect
education, gender awareness- learners identify their sex for self-  Love
awareness  Responsibility
 Life skills - self-awareness and self-esteem: knowing and loving
myself, personal identity as learners tell their names
Links to other learning areas: Suggested community service learning activities:
 Language activities  Parental engagement: in providing safety to children and helping
 Psychomotor and creative activities children to accept and understand themselves and appreciating
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 Mathematical activities their children
Suggested non-formal activity to support learning: Suggested assessment:
 Role play  Oral questions
 Observation
 Portfolios
Suggested Resources:
 Charts, picture books, plasticine/clay
Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Able to tell their names for Able to tell their names for Able to tell their names, identify Unable to tell their names for
identity, identify their sex for self- identity, identify their sex for self- their sex for self-awareness, identity, identify their sex for self-
awareness, identifying body parts, awareness, identifying body parts, identifying body parts. awareness.
appreciate oneself for self-esteem appreciate oneself for self-esteem.
besides identifying classmate for
interpersonal relationship.

1.0 1.2 : OUR By the end of the sub strand  Learners are guided to 1. Who are the people in school?
SOCIAL SCHOOL the learner should be able talk about work done by 2. What work is done by different
ENVIRONMENT to; people in the school people in school?
10 (Lessons) a) Talk about people  Learners are guided to 3. What structures are found in the
working in the school walk round the school to school?
for identification, identify structures 4. What are the colours of the
b) Appreciate the work  In groups learners flag?
done by people in identify different
school, structures on the chart
c) Identify structures  Learners sing songs
found in the school for about structures and
familiarization people in school
d) Identify the flag and the  Learners recite poems
about our school
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flag post for patriotism.  Learners are guided to
colour the flag
 Learners could watch
pictures or videos
depicting structure and
people in the school.
Core competences to be developed:
 Communication and collaboration-talk about work done
 Learning to learn-learning about work done by people in school
 Citizenship, patriotism
Link to Pertinent and contemporary Issues(PCI’s): Link to values:
 Citizenship: national hood nationalism  Patriotism as they colour national flag
 Life skill: Knowing our school as they walk around  Respect people and work done by them
Links to other learning activities: Suggested community service learning activities:
 Language activities  Parental engagement; in participating in school meetings and
 Psychomotor and creative activities provision of required resources
Suggested non formal activity to support learning:  Suggested assessment:
 Role play  Oral questions, Observation
Able to talk about people working in Able to talk about people Sometimes talk about people Talks about people working in the
the school for identification, working in the school for working in the school for school for identification and the work
appreciate the work done by people identification, appreciate the identification, appreciate the done.
in the school, identify structures work done by people in work done by people in school,
found in the school for school, identify structures identify structures found in the
familiarization, identify the flag and found in the school for school for familiarization
the flag post for patriotism, besides familiarization, identify the
assisting others to follow the school flag and flag post for
rules and regulations. patriotism.
116
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
1.0 SOCIAL 1.3 Home By the end of sub strand  Learners be guided in naming 1. Who are the people
ENVIRONMENT the learner should be able people found at home are found at home?
(10 Lessons) to;  Learners are guided to talk about 2. What work is done by
a) name people found at relationship of people found at home people at home?
home, eg sister, brother, mother etc. 3. What is the
b) tell the relationship  Learners watch videos of people relationship of people
between people found found at home found at home?
at home,  Learners draw pictures of people at
c) talk about work done home
by people found at  Learners colour pictures of people at
home for appreciation, home
d) appreciate the people  Learners model people at home
at home for  Learners sing songs and recite
harmonious living. poems about people found at home.
 Learners could news tell about
family members
 Learning to learn-learning about work done by people at home
 Self-efficacy- naming people found at home
 Communication and collaboration-discussing and role playing
Link to Pertinent and contemporary Issues: Link to values:
 Citizenship - giving relationship of people at home  Patriotism - by relating well with people found at home.
 Life skills – self-awareness and relating with others at home  Respect – people and work done by people
 Love
 Language Activities  Visiting an elderly person to learn about etiquette in the community
 Psychomotor and creative Activities
 Role play  Oral questions
 Clubs  Observation
117
Able to talk about people found at Able to talk about people found at Able to talk about people found at Able to talk about people found at
home for self-awareness, home for self-awareness, home for self-awareness but home for self-awareness.
appreciate the people at home for appreciate the people at home cannot appreciate the people at
harmonious living besides and their work for harmonious home and their work.
assisting others to talk about work living.
doing by different members of the
family.
Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(s)
Experiences
1.0 SOCIAL 1.4 Interpersonal By the end of the sub strand the  Learners are guided on 1. What do you tell
ENVIRONMENT Relationship learner should be able to; situations where they can someone who has done
a) talk about courteous words use courteous words something good to you?
(5 Lessons) used in different situations  Learners are guided to talk
b) use courteous words 2. What do you tell
about courteous words.
appropriately during someone who has done
interactions  Learners are guided on something bad to you?
c) show etiquette in their situations where they can 3. What words would you
interactions for personal use courteous words use to show
relationships  Learners are guided to use appreciation?
courteous words in 4. How do you greet
incidental learning to different people?
reinforce etiquette 5. When do you use the
 In groups learners practice courteous words?
use of courteous words
Core-Competences to be developed:
 Communication and collaboration-sharing materials
 Critical thinking and problem solving-listening to a story and answering questions
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 Self-efficacy-use of courteous words
Link to Pertinent and contemporary Issues and Values: Links to Values:

 Life skills-learning to share  Respect
 Citizenship-social cohesion, integrity  Responsibility
 Love
Links to other learning Activities: Suggested Community Service Learning:
 Religious education  Visit an elderly person to learn about etiquette in the
 Psychomotor and Creative Activities community
Suggested non formal activity to support learning: Suggested Assessment:

 Observation
 Role play  Oral question
Dramatization
Suggested Resources; charts, pictures, videos
Able to talk about courteous words for Able to talk about courteous words Able to talk about courteous Able to talk about courteous
different situations, use courteous for different situations, use courteous words for different situations words.
words appropriately during words appropriately during use courteous words
interactions, show etiquette in their interactions, show etiquette in their appropriately during
interactions for personal relationship interactions for personal interactions.
besides assisting others to use relationships.
courteous words in day to day life.
119
Experiences
1.0 SOCIAL 1.5 Dressing By the end of the sub strand the  Learners are guided to 1. What clothes do people
ENVIRONMENT learners should be able to; identify clothes worn at wear at home?
a) identify clothes worn at different occasions 2. What clothes do you wear
( 10 Lessons) different occasions,  Learners are guided in at school?
b) talk about clothes for talking about clothes worn 3. What clothes do you wear
different occasions. during different occasions. at different occasions?
c) talk about the importance of  Learners could view videos
dressing and photographs of clothe
d) appreciate clothes worn at worn in different
different occasions for occasions.
 appreciate clothes worn at
different occasions
 Learning to learn-learning about clothes worn on different occasions
 Communication and collaboration-discussing clothes worn at different occasions
Link to Pertinent and contemporary Issues (PCI’s): Link to values:

 Citizenship: appreciating clothes worn by different people  Respect
 Life skill: self esteem  Responsibility
 Cooperation

 Language Activities  Participating in different activities like singing, dancing,
 Religious Education weddings, graduations etc.

 Music and drama festivals  Oral questions,
 Sports and games  Observation
 Educational trips
 Cultural attires, picture books, drawing materials, charts, resource person
120
Able to talk about clothes worn Able to talk about clothes worn at Able to talk about clothes worn Able to talk about clothes worn at
at different occasions for different occasions for responding to at different occasions for different occasions for responding
responding to different different situations, talk about the responding to different to different situations.
situations, talk about the importance of dressing, appreciate situations, talk about the
importance of dressing, clothes worn at different occasions for importance of dressing.
appreciate clothes worn at responding to different situations.
different occasions for
responding to different
situations besides assisting
others to identify different
clothes worn by other people.
Strand Sub-strand/ Specific Learning Outcomes) Suggested Learning Experiences Key Inquiry
(Suggested time) Question(s)
2.0 HEALTH 2.1 Hand washing By the end of the sub strand the  Learners observe the 1. Why do we wash
PRACTICES learner should be able to; demonstration of washing hands?
(5 lessons) a) wash hands appropriately for hands 2. How do we wash
personal hygiene,  Learners are guided to wash hands?
b) demonstrate hand washing hands appropriately. 3. When do we
behaviour at critical times,  In groups learners practice wash our hands?
c) appreciate the need to wash washing hands
hands for personal hygiene,  Learners sing songs and
d) tell the importance of washing recite poems related to hand
hands. washing as they wash hands
 Learners watch videos on
hand washing
demonstrations
Core-Competence to be developed ;
 Communication and collaboration-through working in groups
 Self- efficacy-Washing hands appropriately
121
 Learning to learn-demonstrate hand washing behaviour at critical times
 Loving myself (self-esteem as they demonstrate hand washing  respect
behaviour.  Responsibility
Link to other activity areas: Suggested Community service learning activities:
 Language activities ,  Parents empowerment and engagement –the parents to provide
 Music and Movement Activities materials for hand washing, act as resource persons
 Psychomotor and Creative Activities
Suggested Non formal activities to support learning: Suggested assessment:

 Hand washing days  Oral questions
 Clubs and Societies  Observation
 Portfolios
 Checklists
Hand washing facilities, charts of people washing hands, videos, water, soap
Able to tell why we should wash Able to tell why we should wash Able to tell why we should wash Able to wash hands but cannot tell
hands appropriately hands, wash hands appropriately hands appropriately. why we should wash hands
tell critical times to wash their and tell critical times to wash their
hand,Assist others in hand hands
washing.
122
Strand Sub-strand/ Specific Learning Suggested Learning Key Inquiry Question(s)
(Suggested time) Outcomes) Experiences
2.0 HEALTH 2..2 Cleaning nose By the end of the sub strand  Learners be guided to 1. Why do we clean our nose?
PRACTICES the learner should be able to; discuss the importance of 2. When do we clean our
cleaning the nose using a nose?
(5 lessons) a) tell the importance of clean handkerchief 3. What do we use to clean
our nose?
cleaning their nose  Learners observe the teacher
b) demonstrate the ability to 4. Why should we use a clean
while demonstrating nose
wipe the nose handkerchief?
wiping 5. What are the dangers of
appropriately  Learners are guided on how putting objects in the nose?
c) maintain a clean to use a clean handkerchief
handkerchief for personal appropriately and how to
hygiene take care of it.
d) talk about the dangers of  Learners practice wiping
putting objects in the their nose.
nose.
 Learners are guided to talk
about dangers of putting
objects in the nose.
 Learners sing songs and
recite rhymes and poems
about cleaning the nose.
 Learners watch videos on
cleaning the nose.
Core-Competence to be developed
 Self-efficacy-wiping nose appropriately
 Learning to learn-practice wiping nose
 Communication and collaboration-discussion, singing
 Health education- personal hygiene  Responsibility
 Life skills- effective communication ( responds to verbal  Cooperation
instructions in importance of cleaning the noise)
 ESD- personal safety as they observe dangers of putting objects
123
in the nose
Link to other activity areas: Suggested Community Service learning activities
 Language Activities  Parental enjoyment- provision of a clean handkerchief,
 Music and movement Activities Resource person
Suggested Non formal Activity to support learning Suggested assessment;
 Parental engagement-provision of clean handkerchief, teaching  Oral questions
how to wipe the nose  Observations
 guest person from health facilities (resource person)
 Handkerchiefs, water, soap, containers, charts, pictures, videos
Able to tell the importance of Able to tell the importance of Able to tell the importance of Able to tell a clean and dirty nose
cleaning their nose, ability to cleaning their nose, ability to cleaning their nose, ability to but cannot clean the nose using a
clean the nose using a clean clean the nose using a clean clean the nose using a clean handkerchief appropriately.
handkerchief appropriately, handkerchief appropriately, handkerchief.
maintain a clean handkerchief maintain a clean handkerchief,
besides cautioning others to avoid able to avoid putting objects in the
putting objects in the nose. nose
Strand Sub-strand/ Specific Learning Outcomes) Suggested Learning Key Inquiry Question(s)
(Suggested time) Experiences
2.0 HEALTH 2.3 Care for the teeth By the end of the sub strand the  Learners are guided to 1. What items are used to
PRACTICES learner should be able to; name items used to clean the teeth?
(5 lessons) a) name items used to clean their clean their teeth 2. What should we do in
teeth,  Learners listen to a order to keep our teeth
b) talk about items used to clean resource person talk healthy?
their teeth 3. Why do we clean our
about items that are used
c) clean teeth appropriately for teeth?
to clean their teeth 4. When do we clean our
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personal hygiene  Learners imitate teeth?
d) tell appropriate times for cleaning teeth
cleaning the teeth  Learners be guided to
talk about appropriate
times for cleaning their
teeth
 Learners watch videos
on cleaning of teeth
 Learners sing songs
related to care for the
teeth
Core-Competence to be developed:
 Learning to learn-sorting things that are used to clean our teeth
 Communication and collaboration-discussion
Link to Pertinent and Contemporary Issues(PCI’s): Link to values:
 Learner Support Programme (LSP)- guidance: grooming, and  Responsibility
etiquette  Respect
 Health Education -Hygiene
 Life skills- making good choices
Links to other subjects: Suggested community Service learning activities:
 Language, Psychomotor and creative activities music and  Health clubs
movement
Suggested Non formal Activity to support learning: Suggested assessment:
 Parental engagement- parents should be sensitized to give learners  Oral questions
appropriate items to clean their teeth.  Observation
Suggested Resources,
 Tooth brushing materials, water, videos, charts, salt Resource persons e.g. a dentist
125
Able to tell the importance of Able to tell the importance of Able to tell the importance of Unable to clean their teeth.
cleaning their teeth, ability to cleaning their teeth, ability to cleaning their teeth, ability to
clean the teeth using appropriate clean the teeth using appropriate clean the teeth using appropriate
items, maintain a hygiene in items. materials.
storing items.
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
2.0 HEALTH 2.4 Sanitation/ By the end of the sub strand  Learners are guided to talk about the 1. Why should we use
PRACTICES Toileting the learner should be able to: importance of sanitary facilities in toilets facilities?
a) identify toilet facilities the school 2. Which are the toilets
(10 Lesson) in the school,  Learners are guided to identify the facilities in school?
b) talk about the toilets facilities in the school 3. What do you do when
importance of toilet compound you need to go to the
facilities for personal  Learners are guided in talking about toilet?
hygiene, how to express the urge for toileting 4. How do you use toilet
c) express the urge for  Learners practice seeking facilities?
permission to go to toilets 5. Why do you keep the
toileting,
 Learners observe a role play on the toilet clean?
d) use toilet facilities
properly for personal use of sanitary facilities
hygiene,  Learners use games to practice the
use of toileting facilities
e) appreciate the need to
 Learners are guided to talk about the
use clean toilet for
need to use clean toilet/ latrine for
personal hygiene. personal hygiene
 Learners could observe a video on
appropriate use of toilet facilities
Core-Competence to be developed;
 Learning to learn-identifying urge and seeking permission
 Communication and collaboration- discussion
 Self-efficacy-using toilet appropriately
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 Citizenship-proper use of toilets
Link to Pertinent Contemporary Issues(PCI’s): Link to values:
 health education-personal hygiene as they use toilets  Responsibility
 life skills- Self Esteem in effective communication as they seek  Respect
permission to go to the toilets  Love
Link to other activity areas: Suggested Community Service Learning Activities:
 Language Activities  parental engagement – provide toilet facilities, teach proper use
 Psychomotor and Creative activities of toilets while at home
Suggested Non formal activity to support learning: Suggested assessment:
 Participate in cleaning the toileting facilities like bring ash, water,  Oral questions
brooms etc.  Observations
Suggested Resources; Real objects, pictures, toileting facilities/ materials, water, Videos
Able to tell the importance of Able to tell the importance of Able to tell the importance of Able to identify toilet facilities, cannot
toilet facilities, identify toilet toilet facilities, identify toilet toilet facilities, identify toilet express the urge for toileting and cannot
facilities in the school, express the facilities in the school, express the facilities in the school, express the use the toilet well.
urge for toileting and use the toilet urge for toileting and use the toilet urge for toileting but cannot use
well besides assisting others. well the toilet well.
Strand Sub- Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
2.0 HEALTH 2.5 Foods/Feeding By the end of the sub strand the  Learners to be guided in 1. How do we eat?
PRACTICES learner should be able to: naming foods eaten at home 2. Why do we eat clean
(10 Lessons)  Learners to be guided in food?
a) talk about different food eaten telling of cleaning foods 3. Why do we eat food?
at home 4. How should we
before eating
b) talk about the importance of behave when eating?
 Organise learners in groups 5. Why should we use
eating clean food to talk about foods
c) tell the importance of eating clean feeding items
 they eat at home and school when feeding
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food  Learners are guided to read ourselves?
d) talk about the dangers of pictures of foods found in 6. Why should we clean
sharing food from someone the local environment our feeding area?
else’s mouth  Learners are guided to 7. What are the dangers
e) feed self-using clean hands or colour drawings of foods of eating from
someone’s mouth?
feeding items appropriately  Learners sing songs and
f) observe proper feeding habits recite poems on importance
g) maintaining a clean feeding of eating food
area  Be guided to discuss the
h) appreciate different foods dangers of eating food from
eaten at home someone’s mouth
 Individually learners
practice feeding self
 Learners are guided to talk
about proper feeding habits
 Learners practice cleaning
the feeding area
 Learners tell stories, sing
songs and recite poems on
foods eaten at home and
school
 Learners practice the
appropriate cultural feeding
habits using clean feeding
items
 watch videos on different
feeding habits, cleaning
foods (fruits and
vegetables,)
 Self-efficacy-feeding self
 Communication and collaboration –guided discussion
 Learning to learn-learning proper feeding habits
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 Health education-personal hygiene, not eating from other peoples  Respect
mouth, eating clean foods  Responsibility
 Citizenship: guide learners about hygiene to clean the feeding
areas
Link to other activity areas: Suggested community service learning activities:
 Psychomotor and Creative Activities  Parental engagement- reinforce feeding habits and cleaning foods
 Music and Movement Activities before eating
Suggested non formal activity to support learning: Suggested assessments:
 Feeding programme  Oral questions
 Observations
 Checklists
 Portfolios
Suggested Resources: charts, videos, realia (feeding items)
Able to talk about foods eaten at Able to talk about foods eaten at Able to talk about foods eaten at Able to talk about foods, cannot
home, tell importance of eating home, tell importance of eating home, tell importance of eating tell the importance of eating clean
clean food, talk about dangers of clean food, talk about dangers of clean food, talk about dangers of food and cannot observe proper
sharing from someone else sharing food from someone’s else sharing from someone else mouth, eating habits or hold the feeding
mouth, feed self-using clean mouth, feed self-using clean observe proper feeding habits but items well while feeding self.
hands, observe proper feeding hands, observe proper feeding cannot keep the feeding area and
habits, ,maintain clean feeding habits, maintain a clean feeding items clean
area besides assisting others to area.
hold the feeding items well.
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Outcomes
3.0 NATURAL 3.1 Plants By the end of sub  Learners are guided to take a a) Which plants are
ENVIRONMENT strand the learner walk in the school compound found at home and
10 Lessons should be able to; to name plants within their school environment?
school environment b) Which plants are safe?
c) Which plants are
a) identify the types  Learners are guided to name
of plants found in harmful?
plants found in the home
the home and d) What is the
environment importance of plants
school  Learners are guided to found in the home and
environment identify the safe plants in the school environment?
b) talk about safe home and school
and harmful environment
plants found in  Learners are guided to
the home identify harmful plants in
environment. the home and school
c) talk about safe environment
and harmful  In groups learners group
plants found in pictures of safe and harmful
the school plants
environment,
 Learners paste picture cut
d) appreciate the
outs of plants found at home
importance plants
and school environment
found in the home
 Learners sing songs on plants
and school
found at home and school
environment
environment
 Learners recite poems, and
rhymes about plants found at
home and school
environment
 Critical thinking and problem solving-coming up with what to do when in contact with dangerous plants
130
 Learning to learn-when identifying the plants
 Communication and collaboration-in discussion
 Imagination and creativity-discussion in groups
 Self- efficacy

 Education for Sustainable Development (ESD): environmental  Cooperation
education, environmental awareness- as they take a walk in the  Responsibility
school  Citizenship
 Disaster Risk Reduction: personal safety- learners observe safety as
they identify safe and harmful plants
 Life skills: effective communication- learners to respond to
instructions as they match pictures of safe and harmful plant
 Creative activities  Parental engagement- helping the learners to identify safe and
 Mathematical Activities harmful plants at home
 Music And Movement  Taking care of plants at home and school
Suggested non formal activity: Suggested assessments:
 Group activities- grouping safe and harmful plants  Observation
 Joining Environmental clubs  Oral questions
Suggested Resources: plants, charts
131
Able to identify the types of plants found at Able to identify the plants Able to identify the Able to identify one or two plants
home and school environment, talk about found at home and school plants found at home and found at home and school environment
safe and harmful plants in home and school environment, talk about safe school environment, talk and cannot talk about the harmful and
environment, appreciate the importance of and harmful plants in home about safe and harmful safe plants.
plants besides identifying other uses of the and school environment, plants in home but cannot
plants appreciate the importance of appreciate the importance
plants. of plants.
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Question(s)
3.0 NATURAL 3.2 Animals By the end of the sub  Learners are guided to walk around 1. Which animals
ENVIRONMENT strand the learner should and name the animals found within are found at
be able to; school compound. home and
10 Lessons a) identify animals  Learners are guided to identify school?
found school animals found at home and school 2. Which animals
environment, environment by taking a school tour. are dangerous
b) identify animals  Learners colour pictures animals from to you?
found at home a picture book. 3. Which animals
environment,  Learners are guided to identify the are safe to
c) talk about animals dangerous animals found at home and handle at home
found at home and school environment. and school?
school environment  In groups, learners discuss the
d) identify safe and dangerous animals found at home and
dangerous animals school.
found at home and  Learners could sort and group pictures
school environment, of dangerous animals from a picture
e) appreciate the book.
animals found at  Learners sing songs and recite poems
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home and school about animals found at home and
environment. school environment
 Learners could watch videos of
animals and identify those found at
home and school.
 Communication and Collaboration-discussing in pairs;
 Self-efficacy- while taking a walk;
 Digital literacy- watching videos;
 Critical thinking and problem solving- when confronting dangerous animals
 Education for Sustainable development: Animal welfare:  Cooperation
Introduction- to animal welfare education- as they identify animals  Respect
found at home and school  Care
 Disaster Risk Reduction: personal safety: as they identify safe and
dangerous animals they observe their safety
 Life skills: making good choices: not to disturb and play with
dangerous animals
 Mathematical activities  Parental engagement in teaching children to take care of
 Psychomotor and Creative activities animals and how to behave toward animals
 Music and Movement
 Nature walk  Observation
 Oral questions
 Realia, Picture cut outs; flash cards; - Picture books; crayons, paper; videos
133
Able to talk about animals found Able to talk about animals found Able to talk about animals found May not be able to identify, talk about
at home and school environment, at home and school environment, at home and school environment, or take care of animals found at home
Identify animals found at home Identify animals found at home Identify animals found at home and at school environment.
and school environment,
and school environment, and school environment but
identify safe and dangerous
animals at school identify safe and dangerous cannot identify safe and
and home environment besides animals at school and home dangerous animals or take care
taking care of the animals environment of the animals found at home
and school.
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
3.0 NATURAL 3.3 Weather By the end of the sub strand the  Learners are guided to observe the 1. What is the weather
ENVIRONMENT learner should be able to; weather conditions of the day condition of the
a) observe weather conditions  Learners are guided to talk about day?
( 10 Lessons) in the immediate weather conditions they have 2. How do you
environment observed respond to different
b) identify different weather weather conditions?
conditions in the immediate  Learners are guided to talk about
environment different weather conditions by
c) respond to weather observing pictures, charts and
conditions appropriately in watching videos
the immediate environment  Learners sing songs and recite
d) appreciate different weather poems about different weather
conditions in the immediate conditions for enjoyment
environment  Learners could be guided to
respond to different activities as
per weather conditions of the day
eg playing with kites, propellers
134
during windy times and dressing
 Learning to learn-playing with kites, balloons and propellers, dressing according to the weather
 Creativity and imagination- construction of propellers and kites
 Critical thinking –dressing according to weather conditions
 Self- efficacy- expressing whether feeling hot or cold

 Education for Sustainable Development (ESD): environmental  Responsibility
education- environmental awareness as the learners observe the  Cooperation
weather condition of the day
 Life skills: effective communication- communicate verbally as they
talk about weather conditions they observed
Links to other subjects: Suggested community service learning activities:

 language activities  Tree planting in the community by learners
 music and movement activities  Parental engagement in developing materials e.g. kites
 creative and psychomotor activities  Guided tours

 Health clubs  Observation
 Environmental clubs  Oral questions
 Educational tours
 Establishing Weather station in the school
 Suggested Resources:
 Balloons, kites, propellers, flutes (hollow objects), realia (trees)
135
Able to observe weather conditions in Able to observe weather Able to observe weather Able to observe weather
the immediate environment, identify conditions in the immediate conditions in the immediate conditions in the immediate
different weather conditions in the environment, identify different environment and identify environment but cannot identify
immediate environment, respond to weather conditions in the different weather conditions in different weather conditions.
weather conditions appropriately immediate environment, respond the immediate environment
besides helping others respond to and to weather conditions
appreciating different weather appropriately
conditions.

3.0 NATURAL 3.4 Water By the end of the sub strand  Learners are guided to take 1. Where do we get water in
ENVIRONMENT the learners should be able a walk to identify sources the school and at home?
(10 Lessons) to; of water within the school 2. What are the uses of
a) identify sources of water environment water?
at home and school  Learners are guided to talk 3. How do we conserve
b) talk about uses of water about sources of water at water at home and at
in their home and school home and school school?
c) conserve water at home  Learners are guided to 4. Why is it important to
and school observe sources of water conserve water?
d) appreciate water from a picture book,
conservation at home watch videos and charts
and school  Learners are guided to talk
about uses of water
 Learners are guided to
draw items used to
conserve water at home
and at school
Learners to be guided to
close taps after use
136
 Learners are guided on
how to use and re-use
water properly
engage in
sinking,floating,filling and
emptying
 Learners are guided to sing
songs, recite poems, and
rhymes related to water
 Self-efficacy- using water sparingly
 Learning to learn-opening and closing taps
 Critical thinking and creativity- conserving water
 Communication and collaboration-discuss sources of water
 Digital literacy- play games on uses and conservation of water using digital devices
 Education for Sustainable Development(ESD): Environmental  Responsibility
education, animal welfare, financial literacy  Cooperation
Links to other activity areas: Suggested community service learning activities:

 Language activities  Parental empowerment – Empower the learners to use
 Psychomotor and creative Activities and re-use water properly
 Music and movement Activities  Parental involvement – to teach learners on how to
conserve water
Suggested non formal activity learning: Suggested assessment:
 Participate in a fun day for creativity  Observation
 Re- circling water in the community  Oral questions
 Water, buckets, picture books, videos, play containers, charts
137
Able to identify sources of water Able to identify sources of water Able to identify sources of water Able to identify sources of water
at home and school, talk about at home and school, talk about at home and school, talk about at home and school but cannot talk
uses of water at their home and uses of water at their home and uses of water at home and school, about uses of water and cannot
school, conserve water at home school, conserve water at home conserve water at home and conserve water at home and
and school ,appreciate water and school ,appreciate water school but cannot conserve water. school.
conservation at home and school conservation at home and school.
besides assisting others to
conserve, use and re –use water.
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
3.0 NATURAL 3.5 Soil By the end of the sub strand the  Learners be guided to talk about 1. What safety measures
ENVIRONMENT learner should be able to; safety measures while playing do you observe when
a) talk about the safety with soil playing with soil?
(5 Lessons) measures when playing with  Learners take safety measures
soil, 2. What do you need to
while playing with soil
b) take safety measures when do when playing with
 learners tell safety measures soil?
playing with soil, when handling soil
c) play with soil for enjoyment,  learners are guided to play with
d) appreciate playing with soil
soil
for enjoyment .
 learners sing songs, recite
poems on safety when handling
soil
 Communication and collaboration- discussion
 Self -efficacy-confidence in handling soil
 Learning to learn- learn safety measures to take when playing
 Education for Sustainable development: personal safety  Responsibility
138
 Life skills- effective communication  Unity
 Language Activities  Parental engagement (parents to guide children on safety
 Music and Movement activities measures while playing with soil

 Clubs and societies  Observation and oral questions
 Field trips and nature walk
 Sandpits, containers, charts, picture books, soils containers and videos on soil
Able to talk about the safety Able to talk about safety Able to talk about safety measures Able to play with soil.
measures when playing with soil, measures when playing with soil, when playing with soil, take safety
take safety measures when playing take safety measures when playing measures when playing with soil
with soil, play with soil for with soil for safety, play with soil for safety.
enjoyment besides assisting others for enjoyment.
to explore the different soil
textures.
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
3.0 NATURAL 3.6 Sound By the end of the sub strand  learners are guided to take 1. What sounds do you
ENVIRONMENT the learner should be able to; a walk to listen to different hear?
a) identify different sounds sounds within their
( 5 Lessons) within their immediate environments 2. What are the different
environment, sources of sounds?
 In groups learners discuss
b) talk about different sounds different sounds in their
in their immediate immediate environment
environment,  Learners imitate different
139
c) imitate sounds in their sounds within their
immediate environment, immediate environment
d) appreciate the different  Learners produce sounds
sounds in the environment. by playing with different
objects or items in their
immediate environment
 Learners sing songs
related to sounds in the
environment
 Learners are guided to role
play while producing
different sounds in the
environment
 Communication and collaboration- telling sources of sounds
 Critical thinking and problem solving-producing different sounds
 Learning to learn- knowing different sources of sounds and their meanings
 Citizenship in working in groups and appreciating the meaning of different sounds
Links to Pertinent and contemporary Issues(PCI’s): Link to values:

 Education for Sustainable Development: environmental education-  Cooperation
environmental awareness  Responsibility
 Life skills: creative thinking  Respect
 Language activities  Parental engagement- guiding the learners to appreciate the
 Psychomotor and creative activities meaning different sounds from their immediate environment

 Clubs and societies  Oral questions
 Field trips  Observation
 Morning assembly
 Musical instruments, realia (birds and animals in the immediate environment), pictures, charts, video clips
140
Able to identify different sounds Able to identify different sounds, Able to identify different sounds Able to identify different sounds,
within their immediate within their immediate within their immediate within their immediate environment
environment, talk about different environment, talk about different environment, talk about different but cannot talk about different sounds
sounds in their environment, sounds in their environment, sounds in their environment, in their environment.
imitate sounds in their immediate imitate sounds in their immediate imitate sounds in their immediate
environment, appreciate different environment, appreciate different environment
imitate or the sounds in their sounds in their environment.
environment besides identifying
and distinguishing other sources
of sounds in their environment.
Interpret sounds in the immediate
environment
Experiences
3.0 NATURAL 3. 7 Smell By the end of the sub strand the  Learners are guided to 1. Which part of the body
ENVIRONMENT learner should be able to; identify different sources of is used for smelling?
(5 Lessons) a) identify the sources of smell smell in the environment.
in the immediate  In groups learners sort and 2. Which are some of the
environment sources of smell?
group substances that smell
b) differentiate between good good and badly
and bad smell in the 3. Which substances smell
 Learners sing songs, recite good?
immediate environment poems on good scent
c) talk about good and bad  Learners to take a guided 4. Which substances smell
smell in their immediate tour of the school bad?
environment compound and identify
d) appreciate good smell in the different smells and the ir
immediate environment sources.
141
 Self- efficacy- confidence in identifying different smells
 Learning to learn-identifying good and bad smell
 Communication and collaboration-telling sources of smell
 Critical thinking and problem solving-smelling substances while blind folded
Link to Pertinent and contemporary issues: Link to values:
 Education for Sustainable Development: environmental education,  Cooperation
environmental awareness  Respect
 Life skill: effective communication
Link to other activity area: Suggested community service learning activities:
 Psychomotor and creative activities  Parental involvement
 Language activities  Reporting to authorities when they come across bad smell
in their immediate environment.
 Nature walk  Oral questions
 Field trips  Observations
 Clubs and societies( home science and agricultural club).
 Food substances, plants, substances that smell good and bad
Able to identify the sources of Able to identify the sources of Able to identify the sources of Able to identify the sources of
smell in the immediate smell in the immediate smell in the immediate smell in the immediate
environment, differentiate environment, differentiate environment, differentiate environment but cannot
between good and bad smell in the between good and bad smell in the between good and bad smell in the differentiate between good and
immediate environment, immediate environment, immediate environment. bad smell in the immediate
appreciate good smell in the appreciate good scent in the environment.
immediate environment besides immediate environment.
assisting others to respond
appropriately to good and bad
smell.
142
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences ( Key Inquiry Question(s)
3.0 NATURAL 3.8 Light By the end of the sub strand the  Learners are guided to talk about 1. What are the sources of
ENVIRONMENT learner should be able to; sources of light in their light?
a) talk about the sources of light environment 2. How can you
(5 Lessons) in the immediate  Learners talk about objects that differentiate day and
environment night?
produce light
b) talk about uses of light in the 3. What produces light in
environment  Learners are guided to talk about the day and night?
c) differentiate day and night uses of light in their environment 4. What are the uses of
d) appreciate the importance of  learners are guided to play with light?
light in their daily activities shadows 5. How do we conserve
 learners perform simple light energy
experiments using sources of
light like putting lights off and
on and emphasize conservation
of energy
 learners are guided to appreciate
light as cause of day and night
 Learners sing songs and recite
poems related to light
 Communication and collaboration-discussion on sources of light
 Critical thinking and problem solving- conservation of light
 Learning to learn-through experiments like playing with shadows
Link to Pertinent and contemporary Issues (PCI’s): Link to values:
 Life skills: decision making on appropriate use of light  Respect
 Energy conservation  Cooperation
 Music and Movement Activities  Parental engagement in emphasizing conservation of light
 Psychomotor and Creative Activities
 Clubs and societies  Oral questions
 Nature walk  Observations
143
 Sources of light (sun, torch, lamps, lanterns etc.)
Able to talk about the sources of Able to talk about the sources of Able to talk about the sources of Able to talk about the sources of
light in the immediate environment, light in the immediate light in the immediate light in the immediate
talk about uses of light in the environment, talk about uses of environment, talk about uses of environment, can differentiate day
environment, differentiate day and light in the environment, light in the environment, and night but cannot talk about
night, appreciate the importance of differentiate day and night, differentiate day and night. uses of light in the environment.
light in their daily activities besides appreciate the importance of
assisting others to perform simple light in their daily activities.
experiments using different sources
of light
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
4.0 ENVIRONMENTAL 4.1Care By the end of the sub strand the  Learners are guided to talk about 1. Which items and
CARE AND SAFETY learner should be able to; materials and items used in materials are used
(10 Lessons) a) talk about materials and keeping their classroom and home in cleaning the
items used in cleaning their clean. home and the
classroom and immediate classroom
 learners could watch videos and
environment, environment?
photographs on materials used in
b) talk about materials and 2. How do we clean
cleaning their classroom our home and
items used in cleaning their
home and the immediate  Learners to be guided in cleaning classroom?
environment, clean their their classroom and immediate 3. When do we clean
classroom environment our classroom and
c) clean their home  Learners to be guided in talking home?
compound, about how to take care of different
d) appreciate the need to items and materials used in
maintain a clean cleaning their home and classroom
144
environment.  Learners sing songs and recite
poems related to care for school
and home environment
 Learners could watch videos of
children cleaning their home and
classroom environments
 The learners could be used to
improvise cleaning materials using
locally improvised materials
 Citizenship-caring for our environment
 Communication and collaboration- while cleaning the classroom
 Critical thinking and problem solving-improvising cleaning items.
 Learning to learn- improvising cleaning materials.
Link to Pertinent and contemporary issues(PCI’s): Link to values:
 Health education-living in a clean environment  Cooperation
 ESD-environmental education, environmental awareness,  Responsibility
financial literacy  Unity
 Service learning and parental engagement-cleaning compound at
home
 Life skills: making good choices
 Psychomotor and creative activities  Parental involvement; parents to assist the learners with
 Language activities cleaning materials
 Participate in cleaning communal facilities
 Community visits
 Cleaning for the aged
 Participate in the clean-up activity in the school and at home  Observation
 Oral questions
 Brushes, brooms, wiping cloths, litterbins, improvised cleaning materials, videos and , photographs
145
Able to talk about cleaning of Able to talk about care of Able to talk about cleaning of classroom Able to talk about cleaning
classroom and home environment, classroom and home environment, and home environment, talk about of classroom and home
talk about different items and talk about care of different items different items and materials used in environment
materials used in cleaning the and materials used in the cleaning the classroom and home
classroom and home environment, classroom and home environment, environment.
appreciate the need to maintain a appreciate the need to maintain a
clean environment besides clean environment.
assisting others to identify
cleaning materials and in cleaning.
Outcomes
4.0 4.2 Safety By the end of sub strand the  learners are guided to identify 1. What are the
ENVIRONMENTA learner should be able to; safe places, objects, activities and dangerous places,
L CARE AND (15 Lessons) a) identify safe places, games in their environment objects, activities and
SAFETY objects and activities in  learners are guided to identify games?
the immediate dangerous places, objects, 2. How can you identify
environment suspicious and
activities and games in their
b) identify dangerous unfriendly people?
environment 3. How do you observe
places, objects and  Learners are guided in talking safety
activities in the about strangers and what to do 4. How do you use
immediate environment when they meet strangers materials safely?
c) Able to identify strangers  learners are guided on how to
and tell what to do when handle different materials for
dealing with strangers safety
d) handle different
 learners are guided to clean
materials in the
working areas after an activity
immediate environment
 learners are guided to watch
appropriately
videos showing dangerous
e) use different materials
people, places, objects, activities
146
and facilities and games
appropriately in the  learners are guided on how to
immediate environment use different materials and
f) appreciate the need for facilities properly
safety in the immediate  Learners sing songs and recite
environment poems related to safety
 Communication and collaboration through discussion
 Critical thinking and problem solving- identifying strangers responding appropriately and reporting incidences of safety.
 Learning to learn-how to handle unsafe objects and respond to strangers
Link to Pertinent and contemporary issues: Link to values:
 ESD: disaster and risk reduction- personal safety  Responsibility
 Citizenship- child care and protection avoid dangerous places  Unity
 Life skills- effective communication  Respect
 Language activities  Parental engagement: Taking care of their children
 Music and movement activities
 Disaster Risk Reduction club  Oral questions
 Observation
Suggested resources:
 Realia, videos, Photographs and pictures
Able to identify safe and dangerous Able to identify strangers safe and Sometimes able to identify Sometimes identifies strangers,
places, objects and activities in the dangerous places, objects and strangers, safe and dangerous safe and dangerous places, objects
immediate environment, handle activities in the immediate places, objects and activities and activities in the immediate
different materials in the immediate environment, handle different in the immediate environment, environment.
environment appropriately, use materials in the immediate handle different materials in
different materials and facilities environment appropriately, use the immediate environment
appropriately in the immediate different materials and facilities appropriately.
147
environment, appreciate the need for appropriately in the immediate
safety in the immediate environment environment, appreciate the need
besides guiding other learners to for safety in the immediate
recognize strangers, safe and environment.
dangerous places, objects and
activities.
Suggested Learning Resources

 Local Environment
 Reali a Real Objects
 Videos and Audio-visual Digital Material
 Print materials – textbooks, workbooks, posters
 Weather instruments
 ICT devices
 Pictures, photographs and drawings
 Environmental natural and man-made structures
 Newspapers, magazines and newsprints
 Charts, flash cards
 Domestic utensils and equipment
 Cloth materials
 Teachers guides and handbooks
 Containers
 Toilet facilities
 Hygiene materials – handwashing and teeth brushing materials
 Improvised materials and equipment
 Resource persons
 Water
 Light sources
 Sound materials – drums, sticks, metals
 Curriculum designs
148
CHRISTIAN RELIGIOUS EDUCATION
149
RELIGIOUS EDUCATION: CHRISTIAN RELIGIOUS EDUCATION
ESSENCE STATEMENT
Christian Religious Education (CRE) activities at the pre-primary level focus on the holistic development of the learner through use of life
approach. The activity help the learner to differentiate between good and evil, learn about God, His beautiful creation (living and non-living
things) and prayer. These activities are geared towards the continuous moral and spiritual development of the learner. Teachers should help the
learner to appreciate people of different religious backgrounds, through emphasis on love and respect for one another.
The aim of Christian Religious Education activities at the pre-school level, is to develop awareness and appreciation of the generosity, love and
care of God. This will enable the learner to acquire the qualities of sharing, respect, kindness, getting along with others and the ability to
differentiate good from evil.
Christian Religious Education is a unique subject in the curriculum because it touches on core aspects of the society. Christian Religious
Education is concerned with both the academic and moral development of the individual learner. The teaching of CRE therefore, cannot be
separated from the daily life situations which affect the physical, moral, emotional and spiritual growth of the learner. In the present society, the
learner is faced with various challenges in life. The CRE Curriculum aims at equipping the learner with spiritual, intellectual and moral
development to be able to deal with these challenges.
General Learning Outcomes
a) demonstrate God’s love through all creation in their lives,
b) demonstrate understanding of the word of God through prayer, saying simple memory verses and singing Christian songs for their spiritual
growth,
c) demonstrate understanding of the person of Jesus Christ and emulate him in their daily lives,
d) apply Christian values in their interaction with others from diverse cultural background for harmonious co-existence,
e) appreciate the church as a house of God for their spiritual nourishment.
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Theme Sub-theme Specific learning outcomes Suggested learning experiences Key inquiry questions
1.0 GOD’S 1.1 Who is By the end of the sub-theme the  Learners are guided to interact with a 1. Who is God?
CREATION God? learner should be able to: variety of relevant learning resources 2. Where does He live?
a) demonstrate God’s love as the for example; pictures, videos, charts 3. Who is your Heavenly
(7 Lessons) Sole Creator in his/her life to and posters to enhance their Father?
promote personal relationship understanding of God as the sole 4. Who created you?
with Him. Creator and Heavenly Father
b) identify God as his/her (Genesis1:27,Mathew 6:9)
heavenly Father.  Learners could be guided to recite
c) respect God as the Father of simple short poems on God as his/her
mankind, Sole Creator, based on respect for
d) appreciate God as the Sole God.(Genesis 1:27)
Creator and Heavenly Father  In groups learners to sing songs on
for personal development. God as their Heavenly Father to
develop the virtue of love(Matthew
6:9)
 Organize learners in small groups to
sing thanksgiving songs to God as
their sole Creator and Heavenly
Father.(Genesis 1:27)
Core Competences to be developed:
Learning to learn :– Learners to be guided to understand God as the Sole Creator of everything through singing.
Learners will appreciate that God is their Heavenly father.
Communication and Collaboration:-Learners will recite simple poems and observe pictures in relation to God’s creation
Link to PCIs: Link to Values: Love, and respect for God’s creation, responsivity,
Life Skills Education: Self-awareness, Effective communication, integrity, peace and unity
Critical thinking and creative thinking, self esteem
ESD: Environmental awareness- God as creator of everything around us
Link to other subjects: Suggested Community Service Learning activities: Encourage
Language, HRE, IRE and environmental activities. learners to teach other children in their neighbourhood songs on God’s
creation.
Suggested non formal activity to support learning: Visit a nearby Suggested assessment: Oral questions and observation & portfolios
church to listen to a talk from a religious leader on God as the Sole
Creator and Heavenly Father.
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Suggested learning resource
Good News Bible, Pictures, Audio visual, Flash cards, Charts, picture books, hand books
Exceeds expectation Meets expectation Approaches expectation Below expectation

 Give the name of God in  Give the name of God in  Give the name of God in his/her  Give the name of God in his/her
his/her mother tongue his/her mother tongue mother tongue mother tongue
 Tell the dwelling place of  Tell the dwelling place of  Tell the dwelling place of God  Tell the dwelling place of God
God God  Able to sing a song on God’s
 Able to sing a song on  Able to sing a song on creation
God’s creation God’s creation
 Recite a poem on God’s  Recite a poem on God’s
Creation Creation
 Express love for God
creation through his/her
interactions
Theme Sub-Theme Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 GOD’S 1.2 Myself a) Mention his /her name for self-  Learners are guided to mention their names 1. What is your
CREATION awareness  Learners are guided in small groups to name?
b) Sing songs as special creature mention each other’s’ names. (Isaiah 43:1) 2. Who created
(6 Lessons) created in the image and  Learners are guided to listen to stories on you?
likeness of God. God’s creation 3. Who created
c) Appreciate himself/herself as  Learners are guided to sing songs your friend?
wonderfully made by God signifying him/herself as a child of God, 4. Do you know
created in His image and likeness. (Genesis any song of
1:27) God’s Creation?
152
Communication and Collaboration: Learners will interact with each other in groups to improve on their vocabulary, co-operation and develop
values of love, concern, care and sharing.
Citizenship- Learners will appreciate their name as given by their parent, hence develop a sense of belonging.
Learning to learn: Learners will participate in activities that will help them understand themselves as wonderfully made by God.
Link to PCIs: Link to Values: Love, peace, respect, joy, kindness, unity and
Life Skills Education; Self-awareness-Myself (Am God’s Creation), self integrity to promote proper moral upbringing
Esteem (I am a unique and special creature), assertiveness.
Link to other subjects: Language and psychomotor activities. Suggested Community Service Learning activities: Encourage
learners to appreciate and respect their parents, siblings,
neighbours and community members.
Learners can visit and play games with other children in a home to
appreciate themselves as Gods creation
Suggested non formal activity to support learning: Organize for an Suggested assessment: Oral questions, check list and observation
outdoor activity for learners to sing songs related to self.
Good News Bible, portfolios, Drawn pictures on the charts, picture books, hand books, audio visual, Flash cards
Exceeds expectation Meets Expectation Approaches expectation Below expectation
 Learner is able to mention his/her  learners is able to mention  learners is able to mention his/her  learners is able to
name his/her name names mention his/her name
 Learner is able to sing songs that  Learner is able to sing songs  Learner is able to sing songs that
praise God as their creator that praise God as his/her praises God as his/her creator
 Leaner is able to recite poems that creator
identify him/herself as child of  Leaner is able to recite poems
God that identify him/herself as a
 Learner appreciates him/herself as child of God
male or female
 Learner appreciates him/herself as
child of God
153
Theme Sub-Theme Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
1.0 GOD’S 1.3 My family By the end of the sub-theme the  Learners will be guided to name 1. Who are your family
CREATION learner should be able to: their family members .(Matthew members?
(6 Lessons) a) name the family members for 12:46) 2. How many family
example father, mother,  Learners will be guided in small members do you
brothers and sisters to have a groups to colour drawn pictures have?
sense of belonging. of family members. ( John 2:12) 3. Who created your
b) mention that his/her family  Learners will be guided in groups family members?
members are a gift from God. to sing simple songs thanking 4. What is the name of
c) appreciate God for creating God for the gift of family your guardian?
his/her parents, brothers and members. Exodus 20:12) 5. How many sisters do
sisters.  Learners will observe drawn you have?
pictures of family members 6. How many brothers do
displayed on charts, flash cards you have
and watch relevant videos and
films.(Luke 8:20).
 Learners to be encouraged to
respond to God’s love by obeying
their parents. (Ephesians 6:1-4)

Communication and collaboration: In groups learners could be guided to name family members, sing songs thanking God for family members.
Learning to learn: Learners will appreciate their family members as a gift from God.
Digital literacy: as learners play/watch relevant video on creation
Citizenship: Patriotism and unity as they recognize sense of belonging in their family
Link to PCIs: Link to Values: Love, unity obedience, responsibility, patriotism,
Citizenship: Social cohesion: living in harmony with my family members. sharing integrity and respect
Life skills education- self-awareness, assertiveness, coping with stress,
conflict resolution, empathy, decision making.
Link to other subjects Suggested Community Service Learning activities: Learners will
Language and psychomotor activities be organized in groups to pay a visit to a nearby home for an aged
Environmental activities person and assist in cleaning the environment.
Mathematical activities as they count members of their family
Suggested non formal activity to support learning: Learners to be taken Suggested assessment: Observation ,portifolios and oral questions,
for a field trip to a home for the aged. check lists
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Good News Bible, charts, pictures, charts, Audio visual, picture books, talking walls, flash cards, hand books
 Learner will be able to name his/her  Learner will be able to name his/her  Learner will be able to  Learner will be
family members family members name his/her family able to name
 Learner will be able to colour pictures  Learner will be able to colour pictures members his/her family
of family members. of family members.  Learner will be to colour members
 Learner will be able to sing simple  Learner will be able to sing simple pictures of family members.  Learner will be
songs in praise of God for the gift of songs in praise of God for the gift of  Learner will be able to sing to colour
family members. family members. simple songs in praise of pictures of
 Learner will be able observe drawn  Learner will be able observe drawn God for the gift of family family
pictures of family members displayed pictures of family members displayed members.
on charts, flash cards and watch relevant on charts, flash cards, cutouts and
videos and films. watch relevant videos and films.
 Learner will respond to God’s love by
obeying his/her parents. (Ephesians 6:1-
4)
Questions
1.0 GOD’S 1.4 Communicating By the end of the sub-theme the  Learners will be guided to name 1. How do you
CREATION to God through learner should be able to: different times of prayer (Acts 3:1) communicate to
prayer. a) name different times of  Learners will be guided to God?
prayer for his/her spiritual demonstrate postures for prayer 2. How do you
(7 lessons) nourishment.  Learners are guided to recite simple pray?
b) demonstrate postures for prayers (Mathew6:9-13) 3. What times do
prayer as way of  Learners are guided to say simple you pray
communicating with God prayers for different times (Mark 4. Who answers
c) recite simple prayers for 11:24) your prayers?
155
his/her spiritual growth  Learners will listen to simple 5. How can you
d) desire to thank and praise prayers from any audio visual thank God?
God through prayers. devices
 Learners will be guided to role play
simple short prayers. (Jeremiah
29:12)

Communication and collaboration: Learners will learn to make simple prayers for different times
Learning to learn: Learners will understand ways of talking to God for various reasons at home and in the church
Self-efficacy: Learners will confidently pray to their creator
Link to PCIs: Link to Values: Love, obedience, peace, integrity and respect
Life Skills education: Effective communication, thus communication Honesty to God in prayer
with God and others. Self-esteem, assertiveness, decision making as Responsibility in praying for self and others
they pray
Link to other subjects: Suggested Community Service learning activities:
Language and psychomotor activities Learners in small groups will practice saying simple prayers with their
Environmental activities teacher for their families and their leaders
Learners to visit a sick child in their community and pray for them
Suggested non-formal activity to support learning: Suggested assessment: Observations, oral questions, check lists and
Learners will a visit to a nearby church to observe and join people portfolios.
praying.
Suggested learning resource:
Good News Bible, Charts, Picture, Cut-outs, Simple prayer books, Audio visual, Flash cards, hand books and picture books
 Learner will be able to name different  Learner will be able to name  Learner will be able to name  Learner will be
times of prayer different times of prayer different times of prayer able to name
 Learner will be able to demonstrate  Learner will be able to  Learner will be able to different times
postures for prayer demonstrate postures for demonstrate postures for prayer of prayer
 Learner will be able recite simple prayers prayer  Learner will be able recite  Learner will be
 Learner will be able to say simple prayers  Learner will be able recite simple prayers able to
for different times simple prayers  Learner will be able to say demonstrate
156
 Learner will be able to listen to simple  Learner will be able to say simple prayers for different postures for
prayers from any audio visual devices simple prayers for different times prayer
 Learner will be guided to role play simple times
short prayers  Learner will be able to listen
 Leaner desires to thank and praise God to simple prayers from any
audio visual devices
Theme Sub-Theme Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
2.0 HOLY 2.1 The Bible By the end of the sub-theme  Learners are guided to identify the 1. What is a Bible?
BIBLE the learner should be able to: Bible in realia and in pictures form 2. At what time do you read
(7 Lessons) a) name the Bible as a Holy  Learners are guided to recognize the the Bible?
book used by Christians for Bible as a Holy book (Matthew 3. Why is the Bible called a
spiritual growth, 24:35) Holy book?
b) sing simple songs on the  Learners sing songs on the Bible as a 4. How should we handle
Bible as a Holy book of Holy book for example, the song, the Bible?
God to be respected, “read your Bible, pray every day”
c) respect the Bible as a Holy  Learners are guided to observe and
book for their spiritual colour drawn pictures of the Bible
growth.  In small groups, learners are guided to
d) appreciate the Bible as a demonstrate how to handle the bible
Holy Book in his/her daily with care and respect
life for spiritual growth.  Learners are shown pictures of
children reading the bible (2Timothy
3:16)

Communication and Collaboration - Learners will participate in different groups communicating, singing songs and colouring the Bible to
enhance their understanding of the Bible as a Holy book.
Learning to learn-By observing the Bible, Bible pictures, watch audio visual pictures and colouring drawn pictures, the learners will develop the
skill of inquiry.
Link to PCIs: Link to Values: Love, Responsibility, integrity and respect
Life skills Education: Critical thinking, Effective , self-esteem,
decision making, communication and Assertiveness.
Citizenship: Bible is read by all Christians to promote unity
157
Link to other learning subjects: Language and psychomotor Suggested Community Service Learning activities: Pay a visit to a nearby
activities. church and have the priest/pastor tell them more about the Bible
Suggested non formal activity to support learning: Learners to Suggested assessment: Oral question, portfolio and observation. Check list
be guided to organize themselves in small groups outside the
classroom during assembly or a school function within the school
compound to sing songs in praise of the Bible as a Holy book.

Good News Bible, pictures, digital devices e.g Audio visual, flash cards, charts, picture books, hand books

 Learner is able to identify the  Learner is able to identify the  Learner is able to identify the  Learner is able to identify
bible in realia and in pictures bible in realia and in pictures bible in realia and in pictures the bible in realia and in
 Learner understands the Bible  Learner understands the Bible as  Learner understands the Bible pictures
as a Holy book a Holy book as a Holy book  Learner understands the
 Learner is able to sing songs  Learner is able to sing songs on  Learner is able to sing songs on Bible as a Holy book
on the Bible as a Holy book the Bible as a Holy book the Bible as a Holy book
 Learner is able observe and  Learner is able observe and
colour drawn pictures of the colour drawn pictures of the
Bible. Bible.
 Learner is able to demonstrate  Learner is able to demonstrate
how to handle the bible with how to handle the bible with care
care and respect and respect
 Learner is able to appreciate
the Bible as a Holy book
158
Questions
3.0 CHRISTIAN 3.1 Birth of Jesus By the end of the sub-theme the  Learners to listen to the story 1. When is your
RELIGIOUS Christ learner should be able to: about the birth of Jesus Christ birthday
FESTIVALS AND a) narrate the story on the birth (Luke 2:1-7) (Isaiah 9:6) 2. How do you
RITUALS of Jesus our saviour  In groups learners narrate the celebrate your
(7 Lessons) b) name the parents of Jesus story on the birth of Jesus birthday?
Christ Christ. 3. Where was
c) name the place of Jesus’ birth  learners to role play the birth of Jesus Christ
d) role play the birth of Jesus Jesus born?
Christ  Learners are led to move 4. Who are the
e) demonstrate the visit by the around the classroom to observe parents of
shepherds through role the displayed pictures of the Jesus
playing to signify God’s love. birth of Jesus Christ, his birth 5. Which town
f) colour the drawn pictures of place and parents was Jesus
Baby Jesus and His parents at  Learners view video clip on the Christ born?
the Manger birth of Jesus
g) appreciate the birth of Jesus as  Learners colour drawn pictures
the saviour of mankind of baby Jesus, and his parents at
the manger. (Luke 2:1-7)
Core competencies to be developed:
Communication and Collaboration: The learners will role play while talking, singing, dancing and telling simple stories on how Jesus was born.
Citizenship: Patriotism, unity as they identify their birthplace
Learning to learn: Learners will demonstrate understanding of the birth of Jesus Christ.
Self-Efficacy: Knowing and appreciating their birthday just as Jesus was born
Digital literacy: Learners view video clip on the birth of Jesus
Link to PCIs: Link to values: Love and concern, Humility, Sharing,
Life Skills Education: self- awareness, self- esteem, assertiveness responsibility and respect
Links to other subjects: Environmental and language activities, Psychomotor Suggested Community Learning activities: In groups
learners will be led to visit a nearby animal farm to
observe and understand how a manger looks like, where
Baby Jesus Christ was laid after birth.
Suggested non formal activity to support learning: Learners will pay a visit to a Suggested assessment: Oral questions, group work and
nearest church to learn more about the story of the birth of Jesus Christ, observations.
159
Good News Bible, plasticine/any modeling materials for-example clay, Pictures, Digital devices e.g Audio visual, Flash cards, charts, picture
books, hand books, books, Small baskets, Flash cards
Exceeds Expectation Meets Expectation Approaches Expectation Below

Expectation
 Learner is able to tell to the story on the  Learner is able to tell to the  Learner is able to tell to the  Learner is able
birth of Jesus Christ story on the birth of Jesus Christ story on the birth of Jesus to tell to the
 Learner is able to role play the birth of Jesus  Learner is able to role play the Christ story on the
 Learner is able to observe the displayed birth of Jesus  Learner is able to role play birth of Jesus
pictures of the birth of Jesus Christ, his birth  Learner is able to observe the the birth of Jesus Christ
place and parents displayed pictures of the birth of  Learner is able to observe the
 Learner is able to colour drawn pictures of Jesus Christ, his birth place and displayed pictures of the
baby Jesus, and his parents at the manger parents birth of Jesus Christ, his birth
 Appreciate the birth of Jesus as the saviour of  Learner is able to colour drawn place and parents
mankind pictures of baby Jesus, and his
parents at the manger
160
Questions
3.0 CHRISTIAN 3.2 Christian By the end of the sub-theme the  Learners are guided to retell 1. When is your
RELIGIOUS festivals: learner should be able to: the story of the birth of Jesus birthday?
FESTIVALS AND Christmas a) identify Christmas as a Christ. .(Luke 2:1-7) 2. How do you
RITUALS Christian festival to celebrate  In small groups learners walk celebrate your
(7 Lessons) the birth of Jesus Christ around the classroom and birth day?
b) role play a Christmas event observe the displayed pictures 3. When was
c) sing Christmas carols and on events that take place Jesus Christ
Festivals during Christmas. (Luke2:8- born?
d) appreciate Christmas as 20) 4. How do we call
celebration of Jesus Christ’s  Learners sing simple the day Jesus
birthday. Christmas carols. was born?
 Learners Listen or watch 5. How do you
audio visual materials on the celebrate on
events that take place on Christmas day?
Christmas Festival.

Communication and collaboration- singing songs on the birth of Jesus, Retelling the story of the birth of Jesus Christ,
Learning to learn – Learners will participate in Christmas activities leading interaction and communication
Digital Literacy - Learners will Listen and watch audio visual materials on the events that take place on Christmas Festival.
Links to PCIs: Link to values: Respect, sharing, love, Honesty and
Life skills: Effective Communication, assertiveness, self-esteem and decision making Integrity to promote proper moral upbringing
Links to other subjects: Environmental, Languages, Health and Hygiene activities. Suggested Community Service Learning activities:
Learners will be guided to visit a nearby church to see
what people do during Christmas
Suggested non formal activity to support learning: Learners in a group will visit a Suggested assessment: Group participation, observation
church to participate in Christmas carols and oral questions, check list.
Good News Bible, Charts, Pictures, Flash cards, Digital devices e.g Audio visual, Flash cards, Charts, Picture books, hand books
161
Exceeds Expectation Meets Expectation Approaching Expectation Below Expectation

 Learner is able to observe the  Learner is able to observe  Learner is able to observe the  Learner is able to
displayed pictures on events that the displayed pictures on displayed pictures on events that observe the displayed
take place during Christmas events that take place during take place during Christmas pictures on events that
 Learner is able to listen and watch Christmas  Learner is able to listen and watch take place during
audio visual materials on the  Learner is able to listen and audio visual materials on the Christmas
events that take place on watch audio visual materials events that take place on  Learner is able to listen
Christmas Festival. on the events that take place Christmas Festival. and watch audio visual
 Learner is able to retell the story on Christmas Festival.  Learner is able to sing simple materials on the events
of the birth of Jesus Christ.  Learner is able to sing Christmas carols. that take place on
 Learner is able to sing simple simple Christmas carols. Christmas Festival.
Christmas carols.  Learner is able to retell the
 Appreciate Christmas as story of the birth of Jesus
celebration of Jesus Christ Christ.
birthday.
Questions
3.0 CHRISTIAN 3.3 Christian rituals By the end of the sub-theme the  Learners are guided to name 1. What do you do
RELIGIOUS learner should be able to: some simple Christian rituals in the church?
FESTIVALS ( 6 lessons) a) Name some Christian rituals for example giving offerings 2. How should
AND RITUALS performed in church to and prayers Luke 2: 23-24) you behave
promote his/her spiritual  Learners role play the Christian while in
growth ritual of giving offering church?
b) Role play the giving of (Proverbs 3:9-10) 3. What do you do
offerings as a ritual in church  In groups learners practice when praying?
c) Demonstrate Chrstian rituals some Christian rituals 4. What do you
associated with prayer to associated with prayer for give to God in
improve his/her prayer life example closing of the eyes the church?
d) Appreciate taking part in during prayers
Christian rituals for example  Learners observe Audio/ visual
giving offerings and praying aids clips and pictures of
162
for his/her spiritual people praying and giving
nourishment. offerings in the church
Core competencies to be developed:

Communication and collaboration- Learners through sharing will improve their vocabulary and communication skills.
Learning to learn – Learners will participate in activities of giving offertory leading interaction and communication
Digital literacy – viewing or listening to audio visual clips on people praying and giving offerings.
Link to PCIs: Link to values: Respect, obedience love and integrity to
Life Skill Education : Effective communication, self-awareness, self-esteem, decision promote proper moral upbringing
making
ESD: Financial literacy in giving offerings in the church
Links to other subjects: Suggested Community learning activities: Learners
Environmental, Language and psychomotor activities. will pay a visit to the church and participate in prayers
Mathematical activities: Counting money as one of the items we give in the church and giving offerings as a sign of thanksgiving to God.
Suggested non formal activity to support learning: Suggested assessment: Observation and oral questions,
Learners will visit a nearby church and observe how Christians are participating in check lists
prayers and giving of offerings.
Learners participate in praying/worship activities in the school
Good News Bible, pictures, digital devices e.g audio visual, flash cards, charts, picture books, handbooks, flash cards, Small baskets
Exceeds Expectation Meeting Expectation Approaching Expectation Below Expectation

 Learner is able to name some  Learner is able to name some  Learner is able to name some  Learner is able to
simple Christian rituals for example simple Christian rituals for simple Christian rituals for name some simple
giving offerings and prayers example giving offerings and example giving offerings and Christian rituals for
 Learner is able to role play the ritual prayers prayers example giving
of giving offering  Learner is able to role play the  Learner is able to role play offerings and prayers
 Learner is able to practice some ritual of giving offering the ritual of giving offering
rituals associated with prayer for  Learner is able to practice some  Learner is able to practice
example closing of the eyes during rituals associated with prayer for some rituals associated with
prayers example closing of the eyes prayer for example closing of
 Learner is able to observe and during prayers the eyes during prayers
identify Audio/ visual aids clips and  Learner is able to observe and
163
pictures of people praying and identify Audio/ visual aids clips
giving offerings in the church and pictures of people praying
 Leaner will desire taking part in and giving offerings in the
Christian rituals for example giving church
offerings and praying for his/her
spiritual nourishment.
Theme Sub-Theme Specific Learning Outcomes Suggested Learning Key Inquiry

Experiences Questions
4.0 CHRISTIAN 4.1 Love of God and By the end of the sub-theme the  Learners are guided to 1. Whom do you
VALUES neighbor learner should be able to: identify ways of showing love at home
(The greatest a) identify ways of showing love love for God. 2. Why do you
commandment) to God as the first  Learners are guided to tell love them?
commandment for their ways of showing love for 3. Do you love
(7 Lessons) spiritual growth, their neighbours (John 15: 12 God?
b) sing songs in praise of God - 13). 4. In which ways
and their neighbour,  Learners to sing songs in do you show
c) recite memory verses about praise of God’s love. love for God?
God’s love,  Learners to recite memory 5. In which ways
d) appreciate the importance of verses on God’s love (John do you show
showing love for God and 3:16). love for your
his/her neighbor as one of the  Learners to demonstrate neighbour?
greatest commandments of ways of showing love to
God. their neighbour .
observe pictures of people
demonstrating love for
others.
164
Core Competence to be developed:
Communication and collaboration - answering oral questions on love for God and neighbours, singing songs on God’s love and neighbour,
reciting Bible verses.
Citizenship - identifying ways of showing love for their neighbours as citizens of Kenya
Learning to learning - Service Learning as a way of showing love for God and his people in their community.
Creativity and imagination- as learners explore ways of demonstrating their love for God and others.
Link to PCIs: Suggested Community learning activities - Visit the
Life skills - Assertiveness, self-esteem, conflict resolution and friendship formation. sick and aged in his/her local environment and show
Citizenship - showing concern for others, being kind and fair to each other as citizens them Gods love through prayer and assisting/giving gifts
of Kenya. to them.
Suggested non formal activity to support learning - In groups learners will Links to values - Integrity, respect, peace and
demonstrate practices that shows love for God and neghbours . responsibility, social.
Links to other subjects - Environmental. Language and Psychomotor activities. Suggested assessments - Oral questions, check lists,
portfolio, and observation.
Suggested learning resource - Good News Bible, Picture books, hand books, pictures, digital devices e.g. Audio visual.
Exceeds expectation Meet expectation Approaches expectation Below expectation

 Learner is able to identify ways of  Learner is able to identify ways  Learner is able to  Learner is able to
showing love for God. of showing love for God. identify ways of identify ways of
 Learner is able to tell ways of showing  Learner is able to tell ways of showing love for God. showing love for God.
love for their neighbours. showing love for their  Learner is able to tell  Learner is able to tell
 Learners to sing songs in praise of God’s neighbours. ways of showing love ways of showing love
love.  Learner is able to sing songs in for their neighbours. for their neighbours.
 Learner is able to recite memory verses praise of God’s .  Learners is able to sing
on God’s love  Learner is able to recite memory songs in praise of God’s
 Learner is able to demonstrate showing verses on God’s love. love.
love to their neighbour .  Learner is able to demonstrate  Learner is able to recite
 Learner is able to observe pictures of showing love to their neighbour. memory verses on God’s
people demonstrating love for others.  Learner is able to observe love.
 Leaner will appreciate the importance of pictures of people demonstrating
showing love for God and his/her love for others.
neighbour.
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Theme Sub-Theme Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
5.0 PLACES OF 5.1 Church as a place By the end of the sub-theme the  Learners are guided to 1. Have you ever
WORSHIP of worship learner should be able to: differentiate the church from seen a church?
a) differentiate a church from other buildings 2. What tells you
other buildings  Learners are guided in the building is a
(6 Lessons) b) identify the church as a place groups to observe different church
of worship for Christians. places of worship as 3. Which churches
c) demonstrate activities that displayed on charts and do you know?
take place in the church for posters in the 4. How do you
example singing, praying and classroom.(Isaiah 56:7) behave in the
giving of offerings as  Learners are guided to church?
thanksgiving to God. mention different churches
d) appreciate the church as a they know.
place of worship  In groups learners practice
e) respect other places of acceptable behaviors while
worship inside the church.
 Learners sing songs on the
church as a place of worship.
(Matthew21:13)
 Learners to watch
videos/digital display of
different places of worship
Core Competence to be developed:
Communication and collaboration: Learners observing places of worship displayed on learning aids, answering oral questions and singing
Citizenship: Learners working together and respecting their places of worship and other peoples places of worship
Learning to learn: Differentiate the church from other buildings and understating its purpose
Digital literacy: As they watch different places of worship
Link to PCIs: Links to values: Integrity, respect, love, unity and responsibility
Life skills: self-awareness, self-esteem, assertiveness, critical thinking, to promote proper moral upbringing
decision making
Service Learning, parental empowerment and engagement in allowing
learners participation in churches
Citizenship: sense of belonging in a church as Gods people
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Suggested non formal activity to support learning: Suggested Community Service Learning activities: Pay a visit
In groups learners will organize themselves and practice good behaviors that to a nearby church and observe how people behave in church and
they should display while in church or during school worship day for example participate in church worship
during PPI
Links to other subjects: Suggested assessments: Oral questions, check lists, portfolio,
Language, Islamic Religious Education, Hindu Religious Education, and observation
Environmental and Psychomotor activities.
Good News Bible, pictures, picture books, hand books, audio visual, flash cards, check lists.
Exceeds Expectation Meet Expectation Approaches Expectation Below Expectation

 Learner is able to  Learner is able to differentiate  Learner is able to differentiate the  Learner is able to
differentiate the church from the church from other church from other buildings differentiate the church
other buildings buildings  Learner is able to observe and from other buildings
 Learner is able to observe  Learner is able to observe and identify different places of worship  Learner is able to
and identify different places identify different places of as displayed on charts and posters in observe and identify
of worship as displayed on worship as displayed on charts the classroom. different places of
charts and posters in the and posters in the classroom.  Learner is able to mention different worship as displayed on
classroom.  Learner is able to mention churches they know. charts and posters in the
 Learner is able to mention different churches they know. classroom.
different churches they  Learner is able to practice
know. acceptable behaviors while
 Learner is able to practice inside the church.
acceptable behaviors while  Learner is able to sing songs
inside the church. about the church as a place of
 Learner is able to sing songs worship.
about the church as a place of
worship.
 Leaner appreciates the
church as a place of worship
 Learner respects other places
of worship
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ISLAMIC RELIGIOUS EDUCATION ACTIVITIES
168
ISLAMIC RELIGIOUS EDUCATION
ESSENCE STATEMENT
Religious activities at the pre-primary level comprise learning about the supernatural being (Allah S.W.T.). The aim of Islamic religious education
activities at the pre-primary level is to develop awareness and appreciation of the generosity, love and care of Allah (S.W.T.) to all His creation.
This will enable children acquire the values of sharing, care, respect, love, empathy, obedience, kindness, being social, helping those in need and
the ability to tell right from wrong. These activities are geared towards the continuous moral and spiritual development of young children.
Children need to participate in activities that integrate religion and moral values. Teachers should help them appreciate people of different
religious backgrounds and inculcate these values at an early age so that they can grow up as upright members of the society.
GENERAL LEARNING OUTCOMES
a) exhibit basic literacy skills in Arabic alphabet

b) recite short selected Surah with confidence
c) demonstrate love, appreciation and awareness of Allah (S.W.T.) and His creation
d) demonstrate love and appreciation for Prophet Muhammad (S.A.W.) by emulating his actions
e) practice Islamic etiquettes and values for interpersonal relations
f) celebrate Islamic festivals to appreciate the Islamic culture.
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PRE-PRIMARY ONE
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
1.0 QUR’AN 1.1 The Arabic By the end of the sub strand  Learners are introduced to the sounds 1. Where do we find the
alphabet the learner should be able to: of the Arabic alphabet through: Arabic alphabet?
a) recognise the Alphabet - flash cards 2. How do you identify
(Suggested time: in the Arabic text - cut-outs the Arabic alphabet?
8 lessons) b) articulate correctly the - models 3. How do we relate the
sounds of the Arabic - stories alphabet to the
alphabet - video clip in a digital device environment?
c) read the Arabic alphabet  Learners listen and repeat Arabic
from right to left. alphabet as pronounced by the teacher
or from a recorded video
 Learners are guided to use digital
educational materials on Arabic
alphabet e.g.. Qaidah Al-Nourania
website
 Learners listen to and sing songs on
Arabic alphabet.
 Learners practice pronouncing the
sounds of the Arabic alphabet in pairs
or small groups.
 Learners are guided to identify Arabic
alphabet through digital devices and
games
 Arabic alphabet should be
displayed for reference and used
appropriately.
 Learners practice the correct
orientation of reading and writing the
Arabic alphabet (Right to left).
 Learners are engaged in hands-on
and pre-writing activities.
Core Competences Developed:
Communication and collaboration, Digital literacy
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Link to PCIs: Life skills, Skills of Knowing and living with others, Link to Values: Unity, Love.
Effective Communication , listening and Responding,
Parental empowerment and engagement: Guidance
Link to other Activities: Language Activities Suggested Community Service Learning:
Sing songs related to Arabic alphabet to their parents/guardians
Suggested non-formal activity to support learning: Suggested Assessment
The learners participate in exhibition of their creative work on Arabic Checklist, observation, portfolio,
alphabet during parents meeting
Suggested Learning Resources:
flashcards, cut-outs, charts, models, picture book, Yasarnal Qur’an ,Juz amma, digital educational resources e.g.. Qaidah Al-Nourania website

Reads correctly Recognises the alphabet in the Recognises most of the alphabet Recognises a few of the alphabet
the Alphabet in the Arabic text Arabic text in the Arabic text in the Arabic text
Consistently and correctly Correctly articulates the sounds of Articulates the sounds of most of Articulates the sounds of some of
articulates the sounds of the the Arabic alphabet the Arabic alphabet the Arabic alphabet
Arabic alphabet
Correctly reads the Arabic Sometimes reads the Arabic Rarely reads the Arabic alphabet
Consistently and correctly reads alphabet from right to left alphabet from right to left from right to left
the Arabic alphabet from right to
left
1.0 QUR’AN 1.2 Surah By the end of the sub strand the  Learners are engaged in listening 1. When do we recite Surah
Fatiha learner should be able to: to and reciting Surah Fatiha using Fatiha?
a) recite correctly Surah varied digital educational materials 2. Which Surah do we recite
(Suggested Fatiha for use in Swalah like audio recordings or resource when praying?
time: 5 lessons) b) handle the Qurán with persons. 3. Who can recite Surah Fatiha
respect as a Holy Book  Learners recite Surah Fatiha in 4. How do we take care of the
c) appreciate reciting Surah pairs and small groups. Qur’an?
Fatiha during Swalah.  Learners memorize Surah Fatiha
171
through repetitive recitation
 Learners are guided on how to
handle the Qur’an e.g. not placing
other books/items on it.
Core competence to be developed: Learning to learn, Digital literacy
Link to PCIs and Values: Link to Values: Respect ,Love, Unity, Responsibility
Life skills: Skills of knowing and living with others, Effective
communication: Reciting Surah Fatiha
Link to other Activity Areas: Language Activities Suggested Community Service Learning
Recite Surah Fatiha to parents/guardians and siblings at home
Suggested non formal activity to Support learning : Suggested Assessment
Participate in Qur’an recitation reading competition Checklist, observation, portfolio
Suggested Learning Resources: flashcards, Juz’uu Amma,Yasarnal Qurán, charts, digital educational resources e.g. Qaidah Al-Nourania website

Fluently and confidently recites Recites Surah Fatiha fluently Recites Surah Fatiha with some Attempts to recite Surah Fatiha
Surah Fatiha difficulty
Handles the Qur’an respectfully Respectfully handles the Qur’an Sometimes handles the Qur’an Handles the Qur’an with less
and carefully carefully care
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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(S)
2.0 PILLARS 2.1 Belief in Allah By the end of the sub strand the  Learners are engaged in 1. Who am I?
OF IMAN (SWT) learner should be able to: activities that show their images 2. How am I similar/
a) identify oneself as a creation e.g.. looking at themselves in different from others?
Allah’s Creation of Allah as stated in the the mirror, observing their 3. Who created me?
Myself Qur’an (Al Khaliq- the shadow etc
Creator)  Learners are engaged in
(Suggested time: 4 b) appreciate the uniqueness of mentioning their body parts and
lessons) oneself as Allah’s creation relate them to Allah as the
creator (Al-Khaliq )
 Engage learners in group
discussion about themselves
 Sing songs / Anashid /qasida
and recite poems related to the
strand
 Learners are exposed to
games/hands-on activities
related to the strand
 Learners are engaged in
discussion on good and bad
touches
 Learners are introduced to
activities such as painting
oneself and printing hand and
foot
Core competence to be developed: Self efficacy
Link to PCIs: Life skills – Skills of knowing and living with oneself, self Link to Values: Love, Respect, Responsibility,
awareness and self esteem, personal identity
Education for Sustainable Development(ESD):Environmental education-
caring for environment,
173
Link to other Activity Areas: Psychomotor and creative activities Suggested Community Service Learning Activities
Sing simple songs on body parts to parents/guardians at home
Suggested non-formal Activity to support learning: Develop a picture Suggested Assessment
book with their photos/ prints/ drawing Observation, oral questions
Suggested Learning Resources: flashcards, charts, digital educational resources, items for reflection(mirror, ), paint, crayons, paper, pencils
Expresses self clearly and Confidently identifies oneself as Sometimes identifies oneself as Rarely identifies oneself as
confidently by identifying Allah’s creation Allah’s creation Allah’s creation
oneself as Allah’s creation
Confidently states that they are States that they are alike and States that they are alike and Rarely states that they are alike
alike and different in many ways different in many ways yet special different and different
yet special
174
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(S)
2.2 Belief in His By the end of the sub strand  Learners are introduced to 1. Who is our prophet?
prophets the learner should be able to: stories on the character of the 2. How was the character of
a) mention the prophet’s Prophet Muhammad (S.A.W.) the prophet Muhammad
Prophet Muhammad name and accompany it e.g.. use of picture book, slides (S.A.W.)
(S.A.W.) with the phrase from digital resource material 3. How do we praise
His name (Swalallahu Aleyhi etc prophet Muhammad
Wassalaam – Peace be  Learners are engaged in simple (S.A.W.)
(Suggested time: 2 upon him) as a sign of short stories on the character of
lessons) love and respect the prophet Muhammad
b) narrate confidently simple (S.A.W.) through digital
short stories on prophet educational materials.
Muhammad (S.A.W.)  Learners sing Anashid/qasida
c) demonstrate love for and recite poems on prophet
prophet Muhammad Muhammad (S.A.W.) and his
(S.A.W.) by emulating his character by listening to audio
character recording or watching video
recordings.
 Learners are guided to role play
on Prophet Muhammad’s
character (Al Amin – the
trustworthy).
 Learners are engaged in pre-
writing activities such as
colouring e.g. the Kaaba, palm
trees etc related to the story of
the prophet Muhammad
(S.A.W.).
Core competence to be developed : Critical thinking and problem solving
Link to PCIs: Life skills, Skills of Knowing and living with others, Link to Values: Love, Integrity, Respect
Effective communication, listening and responding,
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Link to other activity areas: Psychomotor and creative Activities Suggested Community Service Learning: could be engaged at
home in activities that show honesty, humility and love
Suggested non formal activity to support learning: Learners play Suggested Assessment Oral questions, observation
games and sing songs on honesty with others
Suggested Learning Resources
Pictures, digital materials, charts, picture book, resource person
Mentions the prophet’s name and Mentions the prophet’s name and Mention the prophet’s name and Mentions the prophet’s name but
accompanies it with the phrase accompanies it with the phrase sometimes accompanies it with rarely accompanies it with the
(S.A.W.) and gives its meaning S.A.W – (Peace Be Upon Him) the phrase S.A.W – (Peace Be phrase S.A.W. – Peace Be Upon
(Peace Be Upon Him) Upon Him) Him
Narrates confidently and logically Narrates confidently simple short Attempts to narrate simple short Rarely narrates simple short story
simple short story on prophet story on prophet Muhammad story on prophet Muhammad on prophet Muhammad (S.A.W.)
Muhammad (S.A.W.) (S.A.W.) (S.A.W.)
Always tells the truth confidently Tells the truth in any circumstance Hesitant to tell the truth Rarely tells the truth
in all circumstances
176
Strand
Sub strand Specific learning outcomes Suggested learning Key inquiry questions
experiences
3.0 DEVOTIONAL 3.1 Pillars of Islam By the end of the sub strand  Learners listen to audio- 1. Who can recite the
ACTS Shahadah the learner should be able to: visual recordings on shahadah?
a) recite correctly the shahadah and repeat what 2. Who says the shahadah?
Al- wahid shahada (Testify that they have heard using digital
(Suggested time: 3 Allah is one and devices e.g.. smart phone,
lessons) Muhammad is His computer etc.
messenger) as a pillar of  Learners recite the
Islam shahadha.
b) demonstrate love for  Learners sing Anashid.
Allah (S.W.T) by /qasida and recite poems on
exalting His name with shahadah/oneness of Allah.
the phrase ‘Subhanahu  Learners are engaged in
wa taala’ when discussion in pairs or small
mentioned groups on oneness of Allah
c) demonstrate love for (Shahadah).
prophet Muhammad by  Learners are given hands-on
praising him with activities to reinforce on the
Swalallahu Aleyhi shahadate e.g. stencil
Wassalaam when his printing, picture frame,
name is mentioned painting.
Core competence to be developed: Communication and Collaboration

Link to PCIs:Life skills – Skills of Knowing and living with oneself: self awareness, Link to Values: Love, Respect, Integrity
Citizenship, understanding integrity, – Religious virtues,
parental empowerment and engagement: Guidance
Link to other activities: Language Activities Suggested Community Service Learning Activities:
Learners to be encouraged to recite the shahadah at
home
Suggested non formal Activity to support learning: Learners participate in shahadah Suggested Assessment: Checklist, oral questions
recitation competition
Suggested Learning Resources: stencil, paint, pictures, audio visual materials
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Confidently and correctly recites the shahadah with Recites correctly the Recites the shahadah Attempts to recite the
meaning shahadah with confidence shahadah
Always says Subhanahu Wa Taala whenever Allah’s Always says Subhanahu Wa Sometimes says Subhanahu Rarely says Subhanahu Wa
name is mentioned and reminds others Taala when Allah’s name is Wa Taala when Allah’s Taala when Allah’s name is
mentioned name is mentioned mentioned
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
4.0 MORAL 4.1 Islamic By the end of the sub strand  Learners are shown pictures/videos 1. When do you greet
TEACHINGS Etiquette the learner should be able on Islamic greeting in different one another?
4.1.1 Greetings to: situations e.g.. when you meet a 2. Whom do you
(1 lesson) a) acquire appropriate Muslim or before entering the greet?
spoken phrases related house and are encouraged to talk 3. How do we greet?
to Islamic greeting about it.
b) appreciate the  Learners practice Islamic greeting
importance of using e.g.. skit/role-play.
Islamic greeting in daily  Learners listen to and sing songs
life related to Islamic greeting.
c) apply Islamic greeting  In pairs or small groups learners
appropriately while mention the different situations of
interacting with others using the Islamic greeting
Core competence to be developed: Communication and collaboration

Link to PCIs:Life skills, Skills of knowing and living with others: Effective Link to Values: Respect, Love, Peace, Responsibility
communication, interpersonal relationship, exchange greetings, parental
empowerment and engagement: Guidance
Link to other Activity Areas: Environmental and language activities Suggested Community Service Learning Activities: Greeting
family members
Suggested non formal activity to support learning: Learners practice Suggested Assessment: Observation, oral questions
Islamic greeting in the morning before entering their class.
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Suggested Learning Resources: Pictures, digital materials, charts, costumes

Confidently and fluently says the Fluently says the Islamic greeting Sometimes says the Islamic Rarely says the Islamic greeting
complete Islamic greeting greeting correctly correctly
Always uses appropriately the Uses the Islamic greeting Sometimes uses the Islamic Rarely uses the Islamic greeting
complete Islamic greeting while appropriately while interacting with greeting while interacting with while interacting with others
interacting with other people people others
Outcomes Questions
4.1.2 Toileting By the end of the sub  Learners are guided on entering and 1. How do we enter
strand the learner should leaving the toilet according to and leave the
(Suggested time – 2 be able to: Islamic teachings through use of toilet?
lessons) a) exhibit appropriate digital educational materials. 2. How do we use the
manners of entering  Learners are shown charts toilet properly?
and leaving the toilet displaying the proper use of toilet. 3. What do we do
b) identify proper way of  Learners sing simple songs/ qasida/ after leaving the
toileting in their day to Anashid on toilet manners. toilet?
day life  Learners are guided to demonstrate
c) demonstrate proper use proper way of toileting and use of
of water during water.
toileting  Learners sequence pictures showing
proper use of toilet (four different
pictures i.e.entering toilet with left
foot, use of toilet while
sitting/squatting, leaving toilet with
right foot and hand washing).
179
Core competence to be developed: Self efficacy
Link to PCIs: Life skills: Skills of knowing and living with oneself – self Link to Values: Responsibility
awareness and self-esteem, Effective Decision making ,making choices,
washing hands
Learner support Programme: Guidance, hygiene and etiquette,
Parental: empowerment and engagement: Guidance
Link to other Activity Areas: Environmental Activities Suggested Community Service Learning Activities: Fill water
in portable containers for use in the toilet at home
Suggested non formal activity to support learning: Practice proper Suggested Assessment: Observation, oral question, portfolio
manners of toileting at school.
Suggested Resources: Pictures, digital materials, charts, water, bottles, toilet papers

Always uses the left foot when Always uses the left foot when Sometimes uses the correct foot Rarely uses the correct foot when
entering the toilet and leaves with entering the toilet and leaves with when entering and leaving the entering and leaving the toilet
the right foot and says the dua the right foot toilet
respectively
Properly uses the toilet Able to use the toilet independently Able to use the toilet with Uses the toilet with assistance
independently minimal assistance
Outcomes Questions
4.1.3 Islamic By the end of the sub strand  Learners listen to and repeat 1. When do we use
phrases the learner should be able what has been said in the audio the phrases
to: recording. Bismillah and
Bismillah and a) pronounce correctly the  In pairs or small group learners Alhamdulillah?
Alhamdulillah Islamic phrases as a practice the Islamic phrases in 2. What do these
form of worship their activities: By saying phrases mean?
(Suggested time – 1 b) use appropriately the Bismillah before any activity 3. Why do we say
lesson) given Islamic phrases in and Alhamdulillah after every Bismillah and
their day to day activity. Alhamdulillah?
180
activities  Listen and sing simple
c) appreciate the songs/Anashid and recite
importance of Islamic poems related to the Islamic
phrases in daily life phrases.
Core competence to be developed: Communication and collaboration, Learning to learn

Link to values: Love, Respect
Link to PCIs: Life skills, Skills of knowing and living with others, Effective
communication, listening and responding,
Link to other Activity Areas :Language Activities Suggested Community service learning Activities:Encouraging
their peers and family members to use the phrases when doing any
activity
Suggested non formal activity to support learning: Practice the Islamic Suggested Assessment: Observation, checklist, oral questions
phrases at school
Suggested Learning Resources: flash cards, pictures, Audio aids, charts,

Says confidently and fluently the Says correctly the given Islamic Sometimes uses given Islamic Attempts to say the given Islamic
given Islamic phrases phrases phrases phrases
Always says Bismillah before any Says Bismillah before any activity Sometimes uses the Islamic Rarely uses the Islamic phrases
activity and Alhamdulillah after and Alhamdulillah after every phrases
every activity and reminds others activity
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4.3 Relationship By the end of the sub strand  Learners view pictures of Masjid 1. What is a Masjid?
Respect for the learner should be able to: through digital educational 2. Why do we go to the
places of a) identify the Islamic place materials like computer, smart Masjid?
worship ( of worship in their phone, smart board etc or other 3. What do you find in a
Masjid) environment resources like charts, flash cards Masjid?
b) appreciate the importance etc
(Suggested of a Masjid as a place of  Discuss in pairs or in small groups
time – 2 worship about a Masjid
lessons) c) use Masjid as a place of  Learners are engaged in hands-on
worship activities e.g.. picture puzzles of a
Masjid using slices of timber,
cartons etc
 Learners use creative art activities
to make a Masjid e.g. modelling
using plasticine or clay,
constructing a Masjid using boxes
or legos etc
 Sing simple songs
/Anashid/qasida and recite
poems on a Masjid
 Learners to complete masjid
puzzles Sometimes uses
Sometimes uses
Core competence to be developed: Creativity and imagination
Link to PCIs: Life skills, Skills of knowing and living with others, Link to Values: Respect, Responsibility
interpersonal relationship,
Link to other Activity Areas: Psychomotor and creative activities Suggested community service learning Activities: Arrange
Qur’an/ books in the Masjid
Suggested non-formal activity to support learning: Compete in arranging Suggested assessment: Oral questions, observations
Masjid puzzles
Suggested Learning Resources: flash cards, pictures, paint, crayons, digital materials, charts, play dough/clay, boxes, materials for mosaic,
182
Identifies and names the Masjid in Identifies the Masjid in their Sometimes identifies the Masjid in Rarely identifies Masjid in their
their environment environment their environment environment
Clearly and logically expresses Clearly expresses their Expresses their experiences in the Attempts to express their
their experiences in the Masjid experiences in the Masjid Masjid experiences in the Masjid
Regularly goes to the Masjid for Often goes to the Masjid for Rarely goes to the Masjid for Hardly goes to the Masjid for
prayers prayers prayers prayers
5.0 ISLAMIC 5.1 Eid By the end of the sub strand the 
Learners sing simple 1. What is Eid?
FESTIVALS Celebrations learner should be able to: songs/Anashid on Eid 2. How do we celebrate Eid?
(Suggested time – a) identify Eid as an Islamic sourced from audio 3. How did you celebrate Eid?
2 lessons) festival recording, resource person,
b) appreciate the importance video recording on digital
of Eid activities by devices i.e. laptop, computer
participating in the etc
celebrations  Learners watch Eid
c) show happiness and joy celebrations on audio-visual
during Eid by exchanging aids e.g. smart phone, smart
gifts board etc and/or discuss Eid
activities in pairs or small
groups.
 Learners colour pictures on
Eid greeting cards and
exchange different gifts.
 Learner’s news tells on Eid
Activities.
Core Competence to be developed: Communication and Collaboration, Learning to learn
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Link to PCIs: Life skills, Skills of knowing and living with others: Effective Link to Values; Love, Responsibility, Peace, Unity
communication: responding to simple instructions, Citizenship, Understanding
integrity, sharing,
Link to other activity areas: Environmental Activities Suggested Community Service Learning: sharing
gifts during Eid with family members.
Suggested non-formal activity to support learning: Children to be encouraged to Suggested Assessment: Observation, oral questions
share food and gifts with their friends at school.
Suggested Learning Resources: Pictures, audio-visual aids, charts, manila papers, crayons, flowers, boxes
Clearly and systematically Clearly expresses Eid experiences Expresses Eid experiences Rarely expresses Eid experiences
expresses Eid experiences
Willing and ready to share Willing to share Hesitant to share Not willing to share
184
HINDU RELIGIOUS EDUCATION
185
Religious Activity - Hindu Religious Education
Essence Statement
Hindu Religious Education (HRE) offers an opportunity to learn the Hindu religion and its aspects. Hindu Religion is a way of life and its teaching
starts in early childhood.
HRE in the schools is a continuation of the knowledge acquired at home in early childhood. HRE is an integration of four faiths: Hinduism,
Sikhism, Buddhism and Jainism.
The teaching of HRE in PP1 level aims at nurturing faith in Paramatma and recognising self-awareness and understanding social obligations and
responsibility to the immediate environment. HRE thus, enables learners to enjoy learning and living through play. It provides an opportunity to
instil in children good social habits and moral values for effective living as righteous individuals and useful members of the community, Nation
and as responsible global citizens. The HRE curriculum, therefore, provides avenues for holistic physical mental, emotional and spiritual growth
for learners. It enables them to develop personal beliefs while appreciating the beliefs of others. HRE also covers pertinent and contemporary
issues in society such as children’s rights, life skills and community service.
The learners acquire requisite competencies such as Communication and Collaboration, Imagination and Creativity, Digital Literacy, Critical
Thinking and Problem solving, Learning to Learn and Self-efficacy.
General Learning Outcomes:

a) appreciate and thank Paramatma for His Creation in relation to our existence
b) develop faith in Paramatma’s Love and provision to enhance self-efficacy
c) demonstrate the Omnipresence of Paramatma through prayer, saying and singing bhajans/stavans/shabad/mantras for their spiritual growth
d) demonstrate the understanding that all Scriptures are Holy and that one should handle them carefully and with respect
e) demonstrate their awareness of festivals and participating in them to enhance cohesion and co-existence
f) perform simple rhythmic Yoga exercises to become healthy Citizens
g) acquire a sound foundation to develop into an ideal, ethical and moral human being.
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1.0 Creation 1.1 Myself By the end of the Sub strand,  The learner be given practice to 1. What is your name?
(4 lessons) the learner should be able to: introduce his/her name and 2. Are you a boy or girl?
Gender. 3. What are the names of your
a) recognize self, parents and
 The learner be guided to mother and father?
siblings by names in order 4. Do you have plants and
mention the names of the
to enhance self-identity flowers in your
members of their family.
b) identify plants and flowers
 The learner be guided on how surrounding?
in their immediate 5. How do you take care of
to care for their immediate
Environment as part of your plants?
environment. -E.g. Plants and
Paramatma’s creation
Flowers)
c) appreciate Paramatma’s
creation through watering
plants for continuity of life.
Core Competences to be developed: Communication and Collaboration, Digital literacy, Learning to Learn, Self-Efficacy, Critical thinking.
Link to PCIs: Life Skills: - Skills of knowing and living with oneself - Link to Values: Respect, Love, responsibility.
Self-awareness, Personal identity
 Skills of knowing and living with others-Interpersonal relationships
(with parents and Creator), Effective Communication (meanings of
name)
Education for Sustainable Development(ESD)-Environmental
Awareness-Caring of plants
Parental engagement and Empowerment: Telling stories and singing
songs on Paramatma’s Creation, Naming immediate family members as
part of creation
Links to other learning activity areas: Suggested Community Service Learning activities: Learner be
Environmental Studies – Self-identity and awareness of Plants & flowers taken to the place of worship and to water the plants in the ground as a
Language Activities –Names and other vocabulary part of caring for Paramatma’s creation.
Suggested non-formal activity to support learning: Suggested assessment: Oral questions, portfolio, observation
The learner could be encouraged to visit places of worship accompanied
by their parents to strengthen the knowledge. They will be encouraged to
look after the plants in the school/home garden
Suggested Learning Resources Pictorial books, Audio-visual aids, Resource person, cut out pictures
187
Suggested Assessment Rubric
Exceeds expectation Meets expectation Approaches expectation Below expectations
Confidently states the names of all The learner can correctly state the Occasionally states the correct The learner always makes
family members, extended family names of siblings as well as names of siblings as well as those of mistakes in stating the correct
and is aware of his/her gender. parents and their names. the parents names of siblings as well as
parents.
Identifies and fairly mentions the Correctly mentions names of few The learner is aware of the Hardly able to name the flowers
names of flowers of immediate flowers in the immediate immediate environment can name in the immediate environment
environment and demonstrates environment and waters them few of the flowers and waters them and shows no interest to water
ability to take care of them regularly. sometimes. them.
Strand Sub strand Specific learning Suggested learning experiences Key inquiry question(s)
outcomes
2.0 Worship 2.1 Places of By the end of the Sub  Learner is guided in groups to 1. Where do we go to pray?
Worship strand, the learner should observe Mandir, Derasar, 2. Who do you go with?
(4 lessons) be able to: Gurudwara and Stupa 3. What do you see there?
a) acknowledge the displayed on
places of worship as charts/pictures/video.
sacred.  The learner be encouraged to
b) demonstrate visit different places of worship
appropriate behaviour  Learner be guided by the
in a place of worship. teacher to differentiate the
c) appreciate a place of places of worship of the four
worship as holy. faiths.
2.2 Basic postures a) demonstrate basic  The learner be shown the
for worship postures for daily correct way of 2.What is the appropriate
(3 lessons) worship standing/sitting/joining palms posture for worship in the
b) appreciate the places in worship by the teacher Temple?
of worship.  The learner be taught about the
benefits of correct postures for
worship as well as for good
health.
188
Core Competences to be developed: Communication and Collaboration, Digital literacy, Learning to Learn, Self-Efficacy
Link to PCIs: Life Skills-1. Skills of knowing and living with oneself - Link to Values:
Self-awareness – self-efficacy Self-esteem. Respect, Love, Responsibility, Unity, Peace.
Skills of knowing and living with others- Effective Communication-
Listening attentively
Parental empowerment and engagement: Guidance.
Links to other learning activity areas: Suggested Community Service Learning activities:
Psychomotor: Poses for worship
Mathematical Activity: counting number of Jaaps on Mala
Language activity: Learning new words
Suggested non-formal activity to support learning: The learner be Suggested assessment: Oral questions, portfolio, observation
given opportunity to practice the Jaap and chanting during morning
prayer session at the school, home and at place of worship.
Suggested Learning Resources Resource person, Pictorial books, Audio-visual aids,
Consistently and correctly- The learner can correctly The learner can at times - identifies The learner can rarely identify
identifies and performs the correct identifies the correct pose during the correct pose during worship the correct pose during worship
pose during worship worship. - pose appropriately for worship - pose appropriately for worship.
- Demonstrate the appropriate pose - pose appropriately for worship - -demonstrate the appropriate pose
at his/her place of worship. Also - -demonstrate the appropriate for their place of worship.
inspires peers for the correct pose pose for their place of worship.
at different places of worship of all
faiths.
189
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(S)
Experiences
1.0 Manifestations 3.1 The Enlightened By the end of the Sub-strand  The learner be shown the 1. Whom do you see in the
Beings the learner should be able to: pictures/images/murtis/animat picture?
(5 lessons) ed stories, of Shri Ram, Shri 2. Name any two
a) name the Enlightened Krishna, Guru Nanak Dev Ji, Enlightened Beings.
Beings as per the four Lord Buddha and Lord
faiths Mahavir
b) recognize pictures and from all the four faiths.
images of the Enlightened
 The learner be guided to pick
Beings to associate
the pictures/images of
themselves with the
Enlightened Beings from
Enlightened Beings as per
other pictures as a group
their faith.
activity.
c) c. appreciate the
 The learner be taught
Enlightened Beings for
songs/stories about
divine knowledge.
Paramatma and the
Enlightened Beings
 The learner be encouraged to
tell a short story of the
Enlightened Beings listed
above.
Core Competences to be developed: Communication and Collaboration, Creativity and Imagination, Digital Literacy, Learning to learn.
Link to PCIs: Life Skills: The skills of Knowing and living with others, - Link to Values: Respect, Love, Unity, Peace.
Effective Communication, Interpersonal relationships-responding to simple
verbal and non-verbal instructions.
Links to other learning activity areas:1. Mathematical Activity: counting, Suggested Community Service Learning activities:
sorting and matching
2. Language activity: Picture reading, Story telling
3. Movement and Creative Activities – Picture/image recognition, singing
songs.
Suggested non-formal activity to support learning: Suggested assessment: Oral questions, portfolio, observation
Invite a resource person to come and tell the children about Paramatma and
190
the Enlightened Beings
Suggested Learning Resources Resource person, Pictures and flash cards, audio visual media
The learner confidently recognises The learner can identify images of The learner is inconsistent in The learner is unable to relate the
and identifies the images of Enlightened Beings with correct recognizing the images of image with correct name of
Enlightened Beings of their Hindu names as per different faiths. Enlightened Beings with their Enlightened Beings to any of the
faiths. (Require at least three out of four respective names. (Between one four faiths.
faiths) and two faiths)
Strand Sub Strand Specific Learning Suggested Learning Key Inquiry Question(S)
4.0 Scriptures 4.1 Names of ScripturesBy the end of the Sub  Through displayed images 1. Name the Scriptures you
strand, the learner should learner could be familiarised have seen at home.
be able to: with Ramayan, Sri Guru 2. Where is the Scripture
(4 lessons) a) name scriptures to Granth Sahib Ji, Kalpasutra kept in your house?
promote religious and Dhammapada Scriptures. 3. Who reads this Scripture
identity and unity  Learner to be engaged in in your house?
b) recognise scriptures answering questions on the
from the four faiths images of the scriptures
for awareness of displayed.
his/her faith  The learner be encouraged to
c) appreciate the participate in colouring
scriptures as sacred. activities.
Core Competences to be developed: Communication and Collaboration, Learning to Learn, Digital literacy
Link to PCIs: Life-skills: 2. Skills of knowing and living with others- Link to Values: Respect, Love, Peace, Unity, Responsibility.
Effective communication.
Citizenship: Peace Education-Integrity-Social cohesion-
Links to other learning activity areas: Suggested Community Service Learning activities:
191
Mathematics by knowing the number of scriptures
Hygiene in handling the scriptures
Suggested non-formal activity to support learning: To have a class project Suggested assessment: Oral questions, portfolio, observation
that portrays all the scriptures on one display by pasting pictures
Suggested Learning Resources Resource person, Pictorial books, Flash cards, digital images
Confidently and correctly mention Confidently and correctly Correctly mention the names of Sometimes mention the names of
the names of Scriptures always mention the names of Scriptures Scriptures at times Scriptures correctly
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry Question(S)
Outcomes
1.0 Yoga 5.1 Simple By the end of the Sub strand,  Learner be shown 1. How does yoga help us?
postures the learner should be able to: charts/pictures/flash 2. What parts of the body are
(4 lessons) cards/videos displaying used in the practice of
a) name the body parts used postures emphasising yoga?
for postures in the specific parts of body used in 3. 3.Why do you like Yoga?
practice of yoga performing Rhythmic
b) demonstrate simple yoga exercises in Yoga.
for physical wellbeing
 Learner be guided correctly
c) c. appreciate the
in the practice of simple
importance of yoga for
postures as a group activity
better health.
Core Competences to be developed: Digital literacy, Learning to Learn

Link to PCIs: Life Skills: 1. Skills of knowing and living with oneself - Link to Values: Responsibility, Integrity, Peace, Unity.
Self-awareness-parts of the body, coping with emotions
Skills of knowing and living with others- Effective Communication
Parental empowerment and engagement: Guidance and coaching.
Links to other learning activity areas: Movement and Psychomotor Suggested Community Service Learning activities: The learner be
activities encouraged to participate in the Yoga camps.
192
Language activity: learning new vocabulary in Yoga.
Suggested non-formal activity to support learning: With parental Suggested assessment: Oral questions, portfolio, observation
engagement learner to make a collage, using pictures of simple Yoga
postures from old magazines.
Invite a yoga master to demonstrate simple correct yoga postures.
Suggested Learning Resources Resource person, Pictorial books, Audio visual aids
Consistently and correctly knows Correctly knows the body parts The learner can at times correctly The learner can rarely recognize
the body parts involved in for involved in for specific postures. state the body parts involved in a the body parts involved in the
specific postures. Articulate body Articulates and demonstrates posture and demonstrates the postures or demonstrates the
parts and demonstrates correctly correctly the postures. correct posture. correct posture.
the postures and practice
religiously.
Correctly and consistently The learner can correctly and The learner is aware of the correct The learner rarely demonstrates
demonstrates simple yoga for consistently demonstrate simple postures for physical fitness and correct Yoga postures for
physical fitness and spiritual yoga for physical fitness and spiritual growth. At times displays physical fitness and spiritual
growth. Display confidence in spiritual growth. Display confidence in daily actions. growth and lacks confidence in
daily actions. Appreciate the confidence in daily actions. daily actions.
importance of the practice of yoga
Strand Sub strand Specific learning outcomes Suggested learning Key inquiry question(s)
experiences
6.0 Sadachar 6.1 General By the end of the Sub strand, the  Learner be guided/using 1. How do you greet your
Etiquette learner should be able to: digital parents/guardians/elders/frie
a) mention different ways of media/charts/pictures on nds?
(3 Lessons) greetings used at places of the different forms of 2. How do you greet the priest
worship and for social greetings at Places of at the place of worship?
interaction Worship for different
b) demonstrate appropriate ages.
193
greetings to show respect for  Learner practices and
different ages role play greetings in
c) appreciate the importance of pairs or groups.
greetings for love and respect
to all.
Core Competences to be developed: Communication and collaboration, Citizenship, Self-efficacy

Link to PCIs: Life Skills- Skills of knowing and living with others- Link to Values: Respect, Love, Responsibility, Peace, Social
Effective Communication-Listening attentively, Interpersonal relationship, justice.
Parental engagement and empowerment: Guidance, counselling
Links to other learning activity areas: Suggested Community Service Learning activities: Visit to an
Psychosocial activity: greetings old age home or children’s home to spend time, to entertain and
Language: greetings distribute food during festivals and give alms..
Hygiene: No contact through hands or any part of the face by covering the
mouth with a piece of cloth.
Suggested non-formal activity to support learning: Teacher could plan a Suggested assessment: Oral questions, portfolio, observation
short enactment to depict greetings for different ages and people
Suggested Learning Resources Resource Person, Audio Visual, Posters
Confidently and consistently Confidently and consistently At times practice different forms Sometimes practices different
practice different forms and ways practice different forms and ways and ways of greetings used at places forms and ways of greetings used
of greetings used at places of of greetings used at places of of worship, for different ages using at places of worship, for different
worship, for different ages using worship, for different ages using appropriate words. ages using appropriate words.
appropriate words in addition to appropriate words.
his own faith.
Always confident to respond and Correctly responds and greet Fairly responds and greet people Hardly responds and greet
greet people from different people from different from different backgrounds with people from different
backgrounds with respect to backgrounds with respect to respect at times to promote social backgrounds with respect.
promote social cohesion in the promote social cohesion. cohesion.
immediate environment.
194
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
Desai Road, off Thika Rd.
P.O.Box 30231-00100 Nairobi, Kenya.
Telephone: +254(020)3749900-9,3748204,3747994
195

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KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

PRE PRIMARY PP1

Published and printed by Kenya Institute of Curriculum Development

FRED MATIANG’I PHD, EGH

FOREWARD ................................................................................................................................................................................................................ iii

1. Foster nationalism, patriotism, and promote national unity

c) Technological and Industrial Needs

3. Promote individual development and self-fulfillment

4 Promote sound moral and religious values

5. Promote social equity and responsibility

8. Promote positive attitudes towards good health and environmental protection

GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION

By end of Early Years Education, the learner should be able to:

# ACTIVITY AREA LESSONS

Subject General Learning Outcomes

Non- Formal Activity to support learning through Suggested Assessment

Suggested Assessment Rubrics

Exceeds expectation Meets Expectation Approaching expectation Below Expectation

Exceeds expectation Meets Expectation Approaches expectation Below Expectation

Suggested Assessment Rubrics

Link to other Activity Areas Suggested Community Service Learning

Exceeds expectation Meets Expectation Approaching expectation Below Expectation

Suggested Assessment Rubrics

Exceeds expectation Meets Expectation Approaching expectation Below Expectation

Suggested Assessment Rubrics

Exceeds expectation Meets Expectation Approaching expectation Below Expectation

Suggested Assessment Rubrics

Exceeds expectation Meets Expectation Approaching expectation Below Expectation

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Core-competence developed: Digital literacy, communication and

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching Below expectation

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Teaching/Learning Resource: Objects, language games, pictures, charts, learning corners

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Link to other Activity Areas Suggested Community Service Learning

Suggested Assessment Rubrics

Exceeds expectation Meets expectation Approaching expectation Below expectation

Core competence: Digital literacy, learning to learn, communication and collaboration.

Exceeds Expectation Meets expectation Approaches expectation Below expectation

Link to other Activity Areas: Suggested Community Service Learning

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches expectation Below expectation

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches expectation Below expectation

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches expectation Below expectation

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches expectation Below expectation

Links to other activity areas: Suggested Community Service Learning

Suggested Assessment Rubrics

Exceeds Expectation Meets expectation Approaches expectation Below expectation