Post on 29-May-2018
transcript
To all primary school teachers
Oxford University Press are the publishers of the following
courses among many others:
1. New Progressive Primary English (NPPE)
2. Kiswahili Sanifu
3. Progressive Primary Mathematics (PPM)
4. Our Lives Today: Social Studies
5. Science in Action
6. Living in Christ: A CRE course
These courses have been specifically written and designed to
cater for a lively approach to teaching and learning in the new
primary syllabus.
In all these courses, this has been achieved through:
• well researched, up-to-date content written and tested by
experienced authors and teachers
• attractive design of high professional standards
• lively incorporation of emerging/current issues into the
content
• progressive and creative coverage of the syllabus at all
levels
• teachers’ books that are in the form of lesson plans
And now to make teachers’ work easier, we are giving you this
free booklet of sample schemes of work for Standards 5 and 6
(Volume 3) in the 6 subjects. Please note that these schemes are
helpful only if you are using the Oxford courses listed above.
Should you need further information on our courses, or have
comments, please do not hesitate to contact the undersigned.
Best wishes.
Yours truly,
Business Development & Publicity Manager
In the schemes of work
The number of lessons given in the schemes of work is an estimation of how long it would take to teach each topic. Each teacher should use this as a guide and progress at the pace of the pupils.
The learning/teaching materials given here are only suggestions. Teachers are advised to use what is locally available.
Similarly, the learning/teaching activities are just suggestions. Other suitable activities should be used.
All the references made in these schemes are from the above mentioned course books.
Teacher’s Books also available!
Contents
New Progressive Primary English, Book 5 .......... 6
Kiswahili Sanifu, Book 5 .................................. 32
Progressive Primary Mathematics, Book 5 ...... 44
Our Lives Today: Social Studies, Book 5 ........... 54
Science in Action, Book 5 ................................ 88
Living in Christ, Book 5 ................................... 96
New Progressive Primary English, Book 6 ...... 112
Kiswahili Sanifu, Book 6 ................................ 138
Progressive Primary Mathematics, Book 6 .... 150
Our Lives Today: Social Studies, Book 6 ......... 162
Science in Action, Book 6 .............................. 186
Living in Christ, Book 6 ................................. 198
NOT FOR SALE
Example of a Plan for an Oral Lesson
School Class Date Time Subject Roll
Ngolo 2B 7/4/04 8.50 English 32
Topic: Oral work
Objectives: By the end of the lesson, the pupils will:(a) be able to use the pattern THIS/THAT is…..(b) know the meanings of the words plastic bag, purple, grey, orange and brown and be able to use them in correct and meaningful sentences
References: New Progressive Primary English, Teacher’s Book for Standard 2, Unit 3, pp 10 – 11;
New Progressive Primary English Pupil’s Book for Standard 2, Unit 3, pp 12 – 13.
Learning aids: Objects or pictures of purple, grey, orange, brown; a plastic bag
Lesson Development
Step 1: Introduction and practice of language pattern(a) Introduce the pattern THIS/THAT is …… Hold up a pen and use this to describe the pen. Say: This is a pencil. Step back from the objects. Point at it and say: That is a pencil.(b) Practise the pattern asking the whole class to identify objects, e.g. pens, pencils,
balls, etc. Then ask individual pupils to answer. Encourage them to answer in full sentences.
Step 2: Introduction of new vocabulary(a) Introduce and practise the word plastic bag(b) Show the pupils a plastic bag and ask them what it is used for.(c) Revise the colours that pupils already know.(d) Point at objects and ask what colour they are.(e) Introduce the colours purple, grey, orange and brown.(f) Ask the pupils to show you the colours using a variety of objects in and around the
classroom.
ConclusionWrite some of the pupils’ sentences containing each of the words taught in step 2 and help them to read the sentences.
Example of a Plan for a Reading Lesson
School Class Date Time Subject Roll
Ngolo Std 6 2/4/04 8.20 English 35
Topic: Reading Comprehension
Objectives: By the end of the lesson the pupils will have read the passage What weather do you like? silently and answered the oral questions on it.
Reference: New Progressive Primary English, Teacher’s Book for Standard 6, Unit 19, pp. 95 – 96.
Learning aids: New Progressive Primary English Pupil’s Book for Standard 6, pp 96 – 97.
A weather chart, Oxford Primary Dictionary for East Africa.
Lesson development
Step 1: Revision/introduction of reading vocabulary(a) Revise the following new words, using flashcards: weather; climate; stormy;
rainbow; windy; rainy; wet; hot; cold; warm.(b) Write lightning and thunder on the blackboard. Tell the pupils that they must
find out their meanings when they read the story.
Step 2: Introduction to the passage(a) Ask the pupils to discuss the weather using words such as hot, cold, warm, cool,
wet, windy or rainy – whichever is appropriate. Ask them to describe a time when the weather was different. What was it like? What do they like/not like about the weather and why? Accept their suggestions as is appropriate.
(b) Tell pupils to open their books on page 97 and look at the picture. Let them say what they think is happening. (The bus is stuck in the mud. People are helping him push the bus out of the mud).
Step 3: Silent reading and oral questionsThe teacher reads the story to the class. The pupils then read it again silently and answer the oral questions. Possible answers. (i) No, she hates chilly weather. (ii) It is unlikely to rain yet his animals have no pasture. (iii) There is certainly going to be a storm. (iv) He is a bus driver. (v) Maize and other crops.
ConclusionPupils should read the story again and write the answers to the comprehension questions for homework. They should discuss these in their groups in the next lesson.
Example of a Plan for a Continuous Writing Lesson School Class Date Time Subject Roll Ngolo 2B 2/4/04 8.20 English 32 Topic: Writing
Objective: By the end of the lesson, the pupils will have written a guided composition entitled My House.Reference: New Progressive Primary English, Teacher’s Book for Standard 2 Unit 28, p. 109. New Progressive Primary English, Pupils’ Book for Standard 2 Unit 28 p. 125.Learning aids: Real objects or pictures of different items at home such as chairs, table, sofa, jiko, lamps, television, calabashes, torches, flasks, pillows, pillowcases, water tanks,
cupboards.
Lesson development
Step 1: Introduction to the topic(a) Let the pupils talk about their homes. Ask them what their houses are made of.(b) Let the pupils look at the pictures on pages 120 and 121 of their books. Help them to identify the items found in different parts of a house.
• Kitchen or cooking area – jiko, gourd, kettle.• Living room or sitting room – table, television, mat, sofa, stool.• Bedroom or sleeping area – bed, mattress, pillows.• The lantern can be found in any part of the house
Step 2: Oral preparation(a) Display a sketch of the items found in the teacher’s house. Name the items and what they are used for e.g. radio (listening to news/music), flask (putting water or tea), etc. Get
the pupils to make similar statements about items found in their homes. Write the key words on the blackboard.(b) Let one pupil compose the complete description, orally using the same guiding questions and write this on the blackboard.
Things in my house What they are used for
Jiko cooking Kettle heating water/tea Flask putting water/tea Bed sleeping on Gourd a container
Step 3: Writing(a) Clear the blackboard model. Let the pupils write about their house using the outline in their books. Let the pupils write the answers to the questions in continuous prose.(b) The teacher goes round to help the pupils as necessary.
ConclusionLet the pupils exchange their books and check each other’s work in pairs. Encourage the pupils to read out loud what they have written.
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
6NOT FOR SALE For use with New Progressive Primary English Standard Five
1 Revision Learners should be able to revise work covered in class four.
• Asking and answering oral questions
• Revising previous term’s paper.
• Recording important points
Exam papers NPPE Pupil’s and Teacher’s books 5
2 – 3 Oral Work Learners should be able to talk about faces e.g. talkative, friendly, humble, cruel, etc. And construct correct sentences using the patterns Has/ have + rarely, always, often, never e.g. Juma has always gone to school on time. Verbs with to e.g. learn to, waiting for, e.g. The family was waiting for the guests to come. They should also construct correct sentences using new words e.g. bus fare, reply, prefect, advice, assembly, etc.
• Discussing faces.• Acting out given faces in
pairs.• Constructing sentences.
Pictures in the Pupil’s Book, flash cards, Oxford Primary Dictionary for East Africa.
NPPE Pupil’s Book 5 pp 1-6
NPPE Teacher’s Book 5 pp 1-3
4 Reading Learners should be able to read the passage ‘Moraa’s journey to school’ fluently and accurately and answer the oral questions.
• Talking about the pupils’ experiences on a journey.
• Reading silently.• Discussing oral questions.
Oxford Primary Dictionary for East Africa.
NPPE Pupil’s Book 5 pp 2-3
NPPE Teacher’s Book 5 pp 1-2
5-6 Writing Learners should be able to write correct answers by doubling consonants in the past tense. And write correct answers to the exercises given. They should also write a composition on the prize-giving day.
• Discussing given questions orally.
• Writing down the answers in the exercise books.
• Writing a composition.
Outline points. NPPE Pupil’s Book 5 pp 3-7
NPPE Teacher’s Book 5 pp 1-4
7 Library Learners should be able to read fluently and accurately for comprehension and enjoyment.
• Reading silently.• Narrating funny stories
about a familiar person.
Fun spot NPPE Pupil’s Book 5 pp 7
NPPE Teacher’s Book 5 pp 4
WE
EK
1New Progressive Primary English Scheme of Work for Standard Five: Term One
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
7NOT FOR SALE For use with New Progressive Primary English Standard Five
1 – 2 Oral Work Learners should be able to construct correct sentences using the pattern almost + adjective e.g. The juice bottle is almost empty. And construct correct sentences using double imperatives e.g. Open the door and come in. They should also be able to pronounce and construct correct sentences using new words e.g. switch, container, bathroom, etc.
• Playing a language game.• Constructing sentences in
context.• Asking and answering oral
questions.
Oxford Primary Dictionary for East Africa, picture of a bathroom, a switch, bottles with water.
NPPE Pupil’s Book 5 pp 8-12
NPPE Teacher’s Book 5 pp 5-7
3 – 4 Reading Learners should be able to read the passage ‘Sidi and Kabetu at home’ fluently and accurately and answer oral questions.
• Discussing the pupils’ experiences when they were left alone at home.
• Reading silently.• Asking and answering oral
questions.
NPPE Pupil’s Book 5 pp 8-10
NPPE Teacher’s Book 5 pp 5-6
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And write correct sentences by doubling consonants before adding -ing. They should also be able to write a composition about a time when they were left alone at home.
• Discussing the questions orally.
• Recording the answers.• Writing a composition.
Outline points. NPPE Pupil’s Book 5 pp 10-13
NPPE Teacher’s Book 5 pp 5-9
7 Library Learners should be able to read and recite the poem fluently and accurately for comprehension and enjoyment.
• Reading aloud.• Reciting the poem.
Fun spot NPPE Pupil’s Book 5 pp 13
NPPE Teacher’s Book 5 pp 8
WE
EK
2
New Progressive Primary English Standard FiveSchemes of Work
Term 1
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
8NOT FOR SALE For use with New Progressive Primary English Standard Five
WE
EK
3
1 – 2 Oral Work Learners should be able to construct correct sentences using the pattern one of your/my/ her/this e.g. Wangui is one of my sisters. And construct correct sentences using the pattern The… of my… is my… e.g. The son of my aunt is my cousin. They should also pronounce and construct correct sentences using new words e.g. kidnap, rumour, widow, etc.
• Practising a conversation in pairs.
• Discussing possible difficulties in getting water.
• Discussing the pictures in the Pupil’s Book.
• Pronouncing and constructing sentences in context.
• Asking and answering oral questions.
Pictures in the Pupil’s Book, Oxford Primary Dictionary for East Africa.
NPPE Pupil’s Book 5 pp 14-17
NPPE Teacher’s Book 5 pp 9-11
3 – 4 Reading Learners should be able to read the passage ‘Wakesho helps her grandmother’ fluently and accurately and answer the oral questions.
• Discussing the pictures in the Pupil’s Book.
• Talking about helping a sick relative.
• Reading silently and dramatize the story in the passage.
• Asking and answering oral questions.
Picture in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 14-15
NPPE Teacher’s Book 5 pp 9-10
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And complete the puzzle correctly. They should also write correct sentences using commas in lists and omitting -e- in verbs ending in -e- while forming present participle e.g. ride riding.
• Asking and answering oral questions.
• Recording answers in the exercise books.
• Writing a letter to a friend.
Outline points. NPPE Pupil’s Book 5 pp 15-19
NPPE Teacher’s Book 5 pp 9-12
7 Library Learners should be able to read the story and poems fluently and accurately for comprehension and enjoyment.
• Reading silently.• Reciting a poem.• Retelling a story.• Asking and answering oral
questions.
Fun spot, storybook. Signs of Ageing by Sam Mbure. OUP, Nairobi.
NPPE Pupil’s Book 5 pp 19
NPPE Teacher’s Book 5 pp 12
New Progressive Primary English Standard FiveSchemes of WorkTerm 1
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
9NOT FOR SALE For use with New Progressive Primary English Standard Five
1 – 2 Oral Work Learners should be able to construct correct sentences using the patterns Hardly/rarely/ scarcely e.g. My brother rarely goes to Mombasa these days and Exciting/thrilling + infinitive e.g. It was exciting to watch the rally cars. They should also be able to pronounce and construct correct sentences using new words e.g. stream, peak, valley, rocky, swamp, etc.
• Asking and answering oral questions.
• Constructing sentences.
NPPE Pupil’s Book 5 pp 20-22
NPPE Teacher’s Book 5 pp 13-15
3 – 4 Reading Learners should be able to read the passage ‘Climbing Mount Kenya’ fluently and accurately, and answer the oral questions.
• Talking about mountains and hills pupils know about.
• Describing the drawing in the Pupil’s Book.
• Reading silently.• Asking and answering oral
questions.
NPPE Pupil’s Book 5 pp 20-21
NPPE Teacher’s Book 5 pp 13-14
5 – 6 Writing Learners should be able to write down correct answers to the questions given, and write correct sentences using the exclamation mark appropriately, plural of words ending in -o e.g. mango - mangoes, and uncountable nouns.
• Asking and answering oral questions.
• Recording answers.• Copying the given letter.• Writing a reply to the given
letter.
NPPE Pupil’s Book 5 pp 21-25
NPPE Teacher’s Book 5 pp 13-17
7 Library Learners should be able to read the story fluently and accurately for enjoyment and comprehension.
• Reading silently.• Reading aloud.• Discussing the story.• Discussing in groups how
to prepare for mountain climbing.
Picture showing an environment with a mountain, stream and forest, Oxford Primary Dictionary for East Africa.
Picture in the Pupil’s Book.
Outline points.
Fun spot. NPPE Pupil’s Book 5 pp 25
NPPE Teacher’s Book 5 pp 17
WE
EK
4
New Progressive Primary English Standard FiveSchemes of Work
Term 1
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
10NOT FOR SALE For use with New Progressive Primary English Standard Five
WE
EK
5
1 – 2 Oral Work Learners should be able to construct correct sentences using the patterns started/learnt to e.g. He started to drive when he went to Kitui and impossible/dangerous to e.g. It was impossible to carry such a heavy load. They should also be able to pronounce and construct correct sentences using the new words e.g. saddle, puncture, pump, wobble, etc.
• Describing the picture in the Pupil’s book.
• Talking about experiences of travelling and walking when it is very wet and the ground is flooded.
• Practising the conversation in pairs.
• Pronouncing new words.• Constructing correct
sentences.• Asking and answering oral
questions.
NPPE Pupil’s Book 5 pp 26-28
NPPE Teacher’s Book 5 pp 18-20
3 – 4 Reading Learners should be able to read the passage ‘Sakita and the bicycle’ fluently and accurately, and answer the oral questions.
• Finding out how many pupils can ride a bicycle.
• Describing the pictures in the Pupil’s Book.
• Reading silently.• Asking and answering oral
questions.
NPPE Pupil’s Book 5 pp 26-27
NPPE Teacher’s Book 5 pp 18-19
5 – 6 Writing Learners should be able to write correct answers to the questions given, and also write down correct answers using information from a table. They should also be able to write a story about when one did something without permission.
• Asking and answering oral questions.
• Recording answers.• Writing the composition.
NPPE Pupil’s Book 5 pp 27-29 NPPE Teacher’s Book 5 pp 18-21
7 Library Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Reading the story.• Asking and answering oral
questions.• Retelling the story.
Pictures in the Pupil’s Book, picture of a bicycle, Oxford Primary Dictionary for East Africa.
Picture in the Pupil’s Book.
Outline points.
Fun spot. NPPE Pupil’s Book 5 pp 29
NPPE Teacher’s Book 5 pp 20
New Progressive Primary English Standard FiveSchemes of WorkTerm 1
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
11NOT FOR SALE For use with New Progressive Primary English Standard Five
1 Revision Learners should be able to revise work covered between weeks 1–5 and answer the questions set.
• Asking questions for clarification.
• Answering the questions set.
NPPE Pupil’s and Teacher’s books 5
2 Oral Work Learners should be able to construct correct sentences using the patterns dangerous/difficult thing to do e.g. That was a dangerous game to play. They should be able to construct correct sentences using the new words e.g. polite, passenger, fare, flashing, bystanders, etc.
• Discussing the picture in the Pupil’s Book.
• Acting out the scene.• Discussing matatus.• Pronouncing new words.• Constructing sentences.
NPPE Pupil’s Book 5 pp 30-33
NPPE Teacher’s Book 5 pp 21-23
3 – 4 Reading Learners should be able to read the passage ‘Does your Matatu go to Kisasi’ fluently and accurately, and answer the oral questions.
• Describing the picture in the Pupil’s Book.
• Reading silently.• Asking and answering oral
questions.
NPPE Pupil’s Book 5 pp 30-31
NPPE Teacher’s Book 5 pp 21-22
5 – 6 Writing Learners should be able to write down correct answers to the questions given, and write down correct sentences using words with silent ‘w’, adverbs of manner and adverbs of time. They should also be able to rearrange and write sentences to retell the story in the main reading passage.
• Discussing questions orally.• Recording correct answers.• Rewriting the story.
NPPE Pupil’s Book 5 pp 31-35
NPPE Teacher’s Book 5 pp 21-24
7 Library Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Reading aloud.• Discussing the questions
given.• Discussing about needs in
groups.
Test items/questions, writing materials e.g. pens and answer-sheets.
Pictures in the Pupil’s Book, sentences cards, Oxford Primary Dictionary for East Africa.
Jumbled sentences.
Fun spot. NPPE Pupil’s Book 5 p 35
NPPE Teacher’s Book 5 p 24
WE
EK
6
New Progressive Primary English Standard FiveSchemes of Work
Term 1
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
12NOT FOR SALE For use with New Progressive Primary English Standard Five
1 – 2 Oral Work Learners should be able to construct correct sentences using the pattern did+find/hear/see e.g. Did you find the class making noise? They should also be able to pronounce and construct correct sentences using the new words e.g. fax, computer, photocopier, etc.
• Discussing questions in the Pupil’s Book in groups.
• Pronouncing new words.• Constructing correct
sentences.
Pictures in the Pupil’s Book, Oxford Primary Dictionary for East Africa.
NPPE Pupil’s Book 5 pp 36-38
NPPE Teacher’s Book 5 pp 25-27
3 – 4 Reading Learners should be able to read the passage ‘Boazi’s first day at the office’ fluently and accurately, and answer the oral questions.
• Discussing about an office the pupils had visited.
• Discussing the picture in the Pupil’s Book.
• Reading the passage aloud.• Asking and answering oral
questions.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 36-37
NPPE Teacher’s Book 5 pp 25-26
5 – 6 Writing Learners should be able to write down correct answers to the questions given, and write down correct sentences using words with the sounds ‘s’ and ‘sh’ e.g. shake - sake. They should also be able to write a composition about their school office.
• Discussing questions orally.• Pronouncing words.• Recording answers.• Writing about the school
office
Outline points. NPPE Pupil’s Book 5 pp 37-39
NPPE Teacher’s Book 5 pp 25-28
Learners should be able to construct correct sentences using the patterns Almost + verb e.g. She almost cut her finger; seem/ look+ very+ adjective e.g. The horse looked very big and Feel + adjective e.g. The ground felt cold. They should also be able to pronounce and construct correct sentences using new words e.g. eulogy, gathered, mourners, hearse, etc.
7 Library Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Reading and acting out the conversation in pairs.
• Discussing the conversation.
Fun spot. NPPE Pupil’s Book 5 pp 39
NPPE Teacher’s Book 5 pp 27-28
1 – 2 Oral Work • Discussing the pictures in the Pupil’s Book and contrast them.
• Pronouncing new words.• Constructing correct
sentences.• Asking and answering oral
questions.
Pictures in the Pupil’s Book, Oxford Primary Dictionary for East Africa.
NPPE Pupil’s Book 5 pp 40-43
NPPE Teacher’s Book 5 pp 28-31
WE
EK
7W
EE
K 8
New Progressive Primary English Standard FiveSchemes of WorkTerm 1
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
13NOT FOR SALE For use with New Progressive Primary English Standard Five
3 – 4 Reading Learners should be able to read the passage ‘Etu is buried’ fluently and accurately, and answer the oral questions.
• Discussing big gatherings the pupil’s have found themselves in.
• Reading aloud.• Asking and answering oral
questions.
NPPE Pupil’s Book 5 pp 40-41
NPPE Teacher’s Book 5 pp 29-30
5 – 6 Writing Learners should be able to write down correct answers to the questions given, correct sentences using words with silent ‘b’ e.g. in numb, i and ea e.g. sit and seat and reflexive pronouns. They should also be able to write a letter of condolence.
• Discussing questions orally.• Recording correct answers.• Reading words with silent
letters.• Writing a letter.
NPPE Pupil’s Book 5 pp 41-45
NPPE Teacher’s Book 5 pp 29-32
7 Library Learners should be able to read the passage fluently and accurately for comprehension and enjoyment.
• Reading aloud.• Reciting the poem.
NPPE Pupil’s Book 5 p 45
NPPE Teacher’s Book 5 p 32
WE
EK
8
1 – 2 Oral Work Learners should be able to construct correct sentences using the patterns Has/have/is/are and ever/often/ usually e.g. She has always kept her compound clean, and started/stopped/ finished doing something e.g. They started cleaning the streets the following day. They should also be able to pronounce and construct correct sentences using new words e.g. clean-up, thrilled, fresh, bins, etc.
• Practising the dialogue in pairs.
• Discussing the dialogue.• Pronouncing words.• Explaining meanings of new
words.• Constructing correct
sentences.
NPPE Pupil’s Book 5 pp 46-48
NPPE Teacher’s Book 5 pp 33-35
3 – 4 Reading Learners should be able to read the passage ‘The clean-up’ fluently and accurately, and answer the oral questions.
• Discussing the picture in the Pupil’s Book.
• Discussing a cleaning exercise pupils have participated in.
• Reading silently.• Reading aloud in turns.• Asking and answering oral
questions.
Pictures in the Pupil’s Book, picture of a funeral hearse.
Fun spot.
Flash cards, word cards, Oxford Primary Dictionary for East Africa.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 46-47
NPPE Teacher’s Book 5 pp 33-34
WE
EK
9
New Progressive Primary English Standard FiveSchemes of Work
Term 1
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
14NOT FOR SALE For use with New Progressive Primary English Standard Five
5 – 6 Writing Learners should be able to write down correct answers to the questions given and correct sentences using adverbs of manner, afraid/proud of, words with silent -e e.g. same and with appropriate punctuation. They should also be able to write correct sentences using present perfect tense and similes and make a poster telling everyone to keep the school clean.
• Discussing questions orally.• Recording correct answers.• Making posters in groups.
NPPE Pupil’s Book 5 pp 47-51
NPPE Teacher’s Book 5 pp 33-37
7 Library Learners should be able to read the poems fluently and accurately for comprehension and enjoyment.
• Reading aloud.• Reciting the poem.• Copying the poems in the
exercise books.• Discussing the morals in the
poems.
NPPE Pupil’s Book 5 pp 51
NPPE Teacher’s Book 5 p 36
WE
EK
9
Examples of different posters.
Fun spot.
Revision and examination
Learners should be able to revise work covered in term one and answer the questions set from the work covered.
• Asking and answering questions for clarification.
• Writing the exam.
Test items/questions, writing materials e.g. pens and answer sheets.
NPPE Pupil’s and Teacher’s books Units 1 -10
WE
EK
10
New Progressive Primary English Standard FiveSchemes of WorkTerm 1
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
15NOT FOR SALE For use with New Progressive Primary English Standard Five
1 Revision Learners should be able to revise work covered in term one.
• Asking and answering oral questions.
• Revising the question paper for term one exams.
Question paper. NPPE Pupil’s and Teacher’s books 5.
2 Oral Work Learners should be able to construct correct sentences using the present perfect continuous tense e.g. He has been in the office for ten hours. And pronounce and construct correct sentences using new words e.g. health orphan, destroy, etc.
• Practising the conversation in pairs.
• Pronouncing new words.
• Constructing correct sentences.
• Explaining and demonstrating meaning of new words.
Flash cards, Oxford Primary Dictionary for East Africa.
NPPE Pupil’s Book 4 pp 56-57 NPPE Teacher’s Book 5 pp 40-42
3 – 4 Reading Learners should be able to read the passage ‘AIDS the destroyer’ fluently and accurately, and answer the oral questions.
• Talking about some facts about AIDS.
• Reading the poem aloud.• Reciting the last stanza
together.• Asking and answering oral
questions.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 56-57 NPPE Teacher’s Book 5 pp 40-41
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And write down correct sentences using the appropriate order of adjectives. They should also write down correct sentences using the appropriate phrasal verbs. And write a composition on how to care for a person with AIDS
• Revising the questions orally.• Recording correct answers.
• Writing a composition.
Outline points. NPPE Pupil’s Book 5 pp 57-59
NPPE Teacher’sBook 5 pp 40-43
7 Library Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Reading silently.• Dramatizing the story.• Asking and answering oral
questions about the story.
Fun spot. NPPE Pupil’s Book 5 pp 59
NPPE Teacher’sBook 5 pp 42-43
WE
EK
1New Progressive Primary English Scheme of Work for Standard Five: Term Two
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
16NOT FOR SALE For use with New Progressive Primary English Standard Five
1 – 2 Oral Work Learners should be able to construct correct sentences using the patterns Past Perfect tense e.g. The maize had dried when the rain came, Already/ still/yet e.g. My mother had already arrived in the office at 7.00 am. And pronounce and construct correct sentences using new words e.g. wallet, drummer, balding, etc.
• Discussing the pictures in the Pupils Book.
• Pronouncing new words. • Explaining and demonstrating
meanings of new words.• Constructing sentences.• Asking and answering oral
questions.
Oxford Primary Dictionary for East Africa,Wordcards, Sentence cards,pictures in the pupils Book.
NPPE Pupil’s Book 5 pp 60-63 NPPE Teacher’s Book 5 pp 43-45
3 – 4 Reading Learners should be able to read the
passage ‘If a cow does not give milk…’ fluently and accurately, and answer the oral questions.
• Talking about animals found in the home and why they are important.
• Reading silently.• Asking and answering oral
questions.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 60-61 NPPE Teacher’s Book 5 pp 44
5 – 6 Writing Learners should be able to write down correct answers to the questions given and write down correct sentences using abstract nouns, words with silent-e after ‘o’ and ‘u’ e.g due and canoe and the phrasal verb keep on.They should also draw a farm animal and write a poem about it.
• Discussing questions orally.• Recording answers.• Drawing a farm animal.• Writing a poem.
NPPE Pupil’s Book 5 pp 61-65 NPPE Teacher’s Book 5 pp 44-47
7 Library Learners should be able to read the stories fluently and accurately for comprehension and enjoyment.
• Reading the story silently.• Discussing the story.• Retelling the story.
Fun spot, storybook. NPPE Pupil’s Book 5 pp 65
NPPE Teacher’s Book 5 pp 46-47
Not so Soon by Waithaka Waihenya.OUP, Nairobi.
WE
EK
2
New Progressive Primary English Standard FiveSchemes of WorkTerm 2
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
17NOT FOR SALE For use with New Progressive Primary English Standard Five
1 – 2 Oral Work Learners should be able to construct correct sentences using the pattern yet/ever/never e.g. The visitors have not yet arrived and pronounce and construct correct sentences using new words e.g. seedbed, bud, container, fertilizer, etc.They should pronounce and construct correct sentences using words with silent ‘l’ e.g. walk, stalk, etc.
• Discussing the picture in the Pupils Book in pairs.
• Pronouncing new words.
• Explaining meaning of new words.
• Asking and answering oral questions.
• Constructing sentences.
Oxford Primary Dictionary for East Africa, sentence cards, pictures in the Pupil’s Book, containers, seedlings.
NPPE Pupil’s Book 5 pp 66-68 NPPE Teacher’s Book 5 pp 47-49
3 – 4 Reading Learners should be able to read thepassage ‘Growing tea’ fluently and accurately, and answer the oral questions.
• Talking about different crops e.g. maize, cassava, etc.
• Reading silently.• Reading aloud in turns.• Asking and answering oral
questions.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 66-67
NPPE Teacher’s Book 5 pp 47-48
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And copy the puzzle and identify the hidden words.They should also write down correct sentences using adjectives.And write an advert.
• Discussing questions orally.• Copying the puzzle.• Recording answers.• Writing the advert.
Oxford Primary Dictionary for East Africa.
NPPE Pupil’s Book 5 pp 67-69
NPPE Teacher’s Book 5 pp 48-49
7 Library Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Reading the story.• Discussing the story and the
moral in it.• Retelingl the story.• Putting the pictures in order.
Fun Spot. NPPE Pupil’s Book 5 pp 69
NPPE Teacher’s Book 5 p 49
Learners should be able to construct correct sentences using the pattern just/ quite/hardly/nearly e.g. I had just entered the class when the teacher asked us to do dictation. And pronounce and construct correct sentences using new words e.g. burned fiercely, scorching sun, hope, distant, sign, etc.
1 – 2 Oral Work • Saying the given sentences as fast as possible.
• Pronouncing new words.• Explaining meanings of new
words. • Construcingt sentences.• Asking and answering oral
questions.
Oxford Primary Dictionary for East Africa, word cards.
NPPE Pupil’s Book 5 pp 70-72 NPPE Teacher’s Book 5 pp 50-51
WE
EK
3W
EE
K 4
New Progressive Primary English Standard FiveSchemes of Work
Term 2
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
18NOT FOR SALE For use with New Progressive Primary English Standard Five
3 – 4 Reading Learners should be able to read the passage ‘The drought’ fluently and accurately, and answer the oral questions
• Talking about a period when there was drought.
• Reading the passage silently. • Asking and answering oral
questions.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 70-71
NPPE Teacher’s Book 5 pp 50-51
5 – 6 Writing Learners should be able to write down correct answers to the questions given.And write down correct sentences using possessive pronouns.They shouldwrite about a time when one was visiting friends or relatives on a very hot day.
• Discussing the questions orally.
• Recording answers.• Writing a composition.
Outline points. NPPE Pupil’s Book 5 pp 71-73
NPPE Teacher’s Book 5 pp 50-52
7 Library Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Reading aloud.• Discussing the story.• Acting out the story.
Fun Spot. NPPE Pupil’s Book 5 p 73
NPPE Teacher’s Book 5 pp 52
1 – 2 Oral Work Learners should be able to construct correct sentences using the pattern Cannot/Could not help (doing something) e.g. He could not help crying when he saw his father lying dead, and Would like to be e.g. I would like to be a journalist when I leave school. And pronounce and construct correct sentences using new words e.g. firefighting, fire engine, hoses, siren, helmet, etc.
• Identifying different people in school and say what each one of them does.
• Pronouncing new words.
• Explaining the meaning of new words.
• Constructing sentences.• Asking and answering oral
questions.
Oxford primary Dictionary for East Africa.,flash cardspictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 74-78
NPPE Teacher’s Book 5 pp 52-55
3 – 4 Reading Learners should be able to read the passage ‘Firefighting’ fluently and accurately, and answer the oral questions.
• Discussing what you would do if a neighbour’s house caught fire
• Reading silently and aloud in turns .
• Asking and answering oral questions.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 74-75 NPPE Teacher’s Book 5 pp 53-54
WE
EK
4W
EE
K 5
New Progressive Primary English Standard FiveSchemes of WorkTerm 2
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
19NOT FOR SALE For use with New Progressive Primary English Standard Five
5 – 6 Writing Learners should be able to write down correct answers to the questions given.And write down correct sentences using the patterns: Who are they? and where do they work? They should write a story on how the pupils can help put out a fire.
• Discussing the questions orally.
• Recording answers.• Writing a composition.
Outline points. NPPE Pupil’s Book 5 pp 75-79
NPPE Teacher’s Book 5 pp 53-56
7 Library Learners should be able to read the stories fluently and accurately for comprehension and enjoyment.
• Reading silently.• Discussing the story.• Retelling the story.
Fun spot, Storybook. NPPE Pupil’s Book 5 p 79
NPPE Teacher’s Book 5 pp 55-56What a Big Bang by Muriithi Maranga, OUP, Nairobi.
1 Revision Learners should be able to revise work covered from week 1 – 5 and answer the questions set.
• Revising work covered.• Asking and answering oral
questions for clarification. • Doing a test.
Test items/questions, writing material e.g. pens and answer sheets.
NPPE Pupil’s and Teachers’ books 5 Units 11-15
2 Oral Work Learners should be able toConstruct correct sentences using the pattern: Did you+catch/watch/hear/leave/see… doing something? e.g. We watched as the Scouts raised the flag. Did you watch the scouts raise the flag?And pronounce and construct correct sentences using new words e.g. horizon, motorboat, wares etc.
• Describing the picture in the Pupil’s Book.
• Pronouncing words.• Explaining meanings of new
words.• Asking and answering oral
questions.
Oxford Primary Dictionary for East Africa, pictures in the Pupil’s Book, pictures of a starfish and a motorboat.
NPPE Pupil’s Book 5 pp 80-82
NPPE Teacher’s Book 5 pp 56-57
3 - 4 Reading Learners should be able to read the passage ‘A frightening boat ride’ fluently and accurately, and answer the oral questions.
• Discussing the pupils’ experiences at the sea or a lake.
• Read the passage silently.• Asking and answering oral
questions.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 80-81
NPPE Teacher’s Book 5 pp 56-57
WE
EK
5W
EE
K 6
New Progressive Primary English Standard FiveSchemes of Work
Term 2
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
20NOT FOR SALE For use with New Progressive Primary English Standard Five
5 – 6 Writing Learners should be able to write down correct answers to the question given, write down correct sentences using the present perfect tense and write a letter to thank a friend for an invitation.
• Discussing the questions orally.
• Recording the answers.• Writing a letter.
Outline points, pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 81-83
NPPE Teacher’s Book 5 pp 56-58
7 Library Learners should be able to read and discuss the pictures in the Pupil’s Book fluently and accurately for comprehension and enjoyment.
• Reading aloud.• Discussing the pictures.• Discussing frightening
experiences.
Fun spot. NPPE Pupil’s Book 5 pp 83
NPPE Teacher’s Book 5 pp 58
1 – 2 Oral Work Learners should be able to construct correct sentences using the patterns who/which/where e.g. We met the man who visited our school yesterday, Both.../both of… e.g. Both my sisters are in class 7, Question tags e.g. Isn’t it? And pronounce and construct correct sentences using new words e.g. godown, manager, supervisor, etc.
• Listening to a story as the teacher reads and then discuss the questions from it.
• Pronouncing new words.• Explaining meanings of new
words.• Constructing sentences.
Oxford primary Dictionary for East Africa, pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 84-87
NPPE Teacher’s Book 5 pp 58-61
3 – 4 Reading Learners should be able to read the passage ‘A visit to Matunda Canner’s’ fluently and accurately, and answer the oral questions.
• Discussing a recent trip the Pupils have made.
• Talking about a factory pupils are familiar with.
• Reading silently.• Asking anding answer oral
questions.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 84-85
NPPE Teacher’s Book 5 pp 59-60
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And write down correct sentences using the Present perfect tense, appropriate vocabulary, punctuation and abbreviation.They should write a guided composition.
• Discussing the questions orally.
• Recording correct answers.• Writing a composition.
Outline points, pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 p 85
NPPE Teacher’s Book 5 p 59
WE
EK
6W
EE
K 7
New Progressive Primary English Standard FiveSchemes of WorkTerm 2
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
21NOT FOR SALE For use with New Progressive Primary English Standard Five
7 Library Learners should be able to read and recite the poem fluently, and accurately for comprehension and enjoyment.
• Reading aloud.• In pairs, acting out the
conversation.• Discussing the questions.
Fun spot. NPPE Pupil’s Book 5 p 89
NPPE Teacher’s Book 5 p 62
1 – 2 Oral Work Learners should be able to construct correct sentences using the pattern present continuous tense for future actions e.g. I am making a blouse for you tomorrow. And pronounce and construct correct sentences using new words e.g. necklace, jeans, scarf, etc.
• Reading the poem aloud.• Discussing the poem.• Pronouncing new words.• Explaining meanings of new
words.• Constructing sentences.• Asking and answering oral
questions.
Oxford Primary Dictionary for East Africa, real objects e.g. necklaces, jeans, a scarf.
NPPE Pupil’s Book 5 pp 90-93
NPPE Teacher’s Book 5 pp 63-65
3 – 4 Reading Learners should be able to read the passage ‘When I Grow Up’ fluently and accurately, and answer the oral questions.
• Discussing what the pupils would like to be when they grow up
• Reading silently and aloud in turns
• Asking and answering oral questions
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 90-91
NPPE Teacher’s Book 5 pp 63-66
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And write correct sentences using reported speech. They should also write a guided composition on clothes.
• Discussing the questions orally.
• Recording answers.• Writing the composition.
Outline points. NPPE Pupil’s Book 5 pp 91-93
NPPE Teacher’s Book 5 pp 63-66
7 Library Learners should be able to recite the poem and read the story fluently and accurately for comprehension and enjoyment.
• Reading aloud.• Reading silently.• Asking and answering oral
questions.• Retelling the story.
Fun spot, storybook. NPPE Pupil’s Book 5 p 93
NPPE Teacher’s Book 5 pp 65-66
Healer of Soles by Waithaka WaihenyaOUP, Nairobi.
WE
EK
7W
EE
K 8
New Progressive Primary English Standard FiveSchemes of Work
Term 2
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
22NOT FOR SALE For use with New Progressive Primary English Standard Five
1 – 2 Oral Work Learners should be able to construct correct sentences using double imperatives. And pronounce and construct correct sentences using new words e.g. judge fashion, bangle, flowery, etc.
• Talking about a band that they have watched on T.V.
• Pronouncing new words.• Explaining meaning of new
words. • Constructing sentences.• Asking and answering oral
questions.
Oxford primary Dictionary for East Africa, pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 94-96
NPPE Teacher’s Book 5 pp 66-68
3 – 4 Reading Learners should be able to read the passage ‘Fashion Show’ fluently and accurately, and answer the oral questions.
• Discussing clothing generally.
• Reading silently.• Asking and answering oral
questions.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 94-99
NPPE Teacher’s Book 5 pp 66-67
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And write down correct sentences using the appropriate method of asking questions, apostrophe, reported speech and verbs. They should also write a guided speech on the fashion show.
• Discussing the questions orally.
• Recording answers.• Writing a speech.
Outline points. NPPE Pupil’s Book 5 pp 95-99
NPPE Teacher’s Book 5 pp 66-69
7 Library Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Reading aloud.• Discussing the story.• Retelling the story.
Fun spot. NPPE Pupil’s Book 5 pp 99
NPPE Teacher’s Book 5 pp 69
Revision and Testing
Learners should be able to revise work covered terms one and two, and answer questions set.
• Revising work covered.• Asking and answering
questions for clarification.• Writing the test.
Test items/question, past papers, pens and answer sheets.
NPPE Pupil’s andTeacher’s books 5 Units 1-20
WE
EK
9W
EE
K 1
0
New Progressive Primary English Standard FiveSchemes of WorkTerm 2
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
23NOT FOR SALE For use with New Progressive Primary English Standard Five
1 Revision Learners should be able to revise the work covered in term two.
• Revising work covered.• Asking and answering oral
questions.
Past exam paper.
2 – 3 Oral Work Learners should be able to construct correct sentences using the patterns Afraid of/tired of e.g. Am afraid of walking through the forest, What else/who else e.g. What did you eat? Just + verbs e.g. I have just called my brother. And pronounce and construct correct sentences using new words e.g. ride, sack, lash, horse, cart, etc. They should also construct correct sentences using passive form.
• Reading the passage.• Discussing the story.• Pronouncing new words.• Constructing sentences.• Demonstrating given actions.
• Asking and answering oral questions.
Word cards, pictures in the Pupil’s Book, Oxford Primary Dictionary for East Africa.
4 Reading Learners should be able to read the passage ‘The Miserable Donkey’ fluently and accurately, and answer the oral questions.
• Discussing different animals used in transport in the past and at present.
• Discussing with pupils how they feel about the way donkeys are treated.
• Reading silently.• Asking and answering oral
questions.
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And write correct sentences using words with silent ‘k’. They should also write correct sentences using the apostrophe appropriately. And make a poster encouranging kindness to animals.
• Discussing the questions orally.
• Recording answers.• Copying sentences.• Making a poster.
7 Library Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Discussing the pictures.• Reading aloud.• Discussing the story.• Retelling the story.
Fun spot.
NPPE Pupil’s andTeacher’s books 5
NPPE Pupil’s Book 5 pp 104-108
NPPE Teacher’s Book 5 pp 71-74
NPPE Pupil’s Book 5 pp 104-105
NPPE Teacher’s Book 5 p 72
NPPE Pupil’s Book 5 pp 105-109
NPPE Teacher’s Book 5 pp 72-74
NPPE Pupil’s Book 5 pp 109
NPPE Teacher’s Book 5 p 74
WE
EK
1New Progressive Primary English Scheme of Work for Standard Five: Term Three
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
24NOT FOR SALE For use with New Progressive Primary English Standard Five
1 – 2 Oral Work Learners should be able to construct correct sentences using the patterns: Has/have just e.g. The writer has just seen a lion up a tree, short forms e.g. It’s getting late, past tense e.g. I wrote the notes this morning. And pronounce and construct correct sentences using new words e.g. tick, flock, herd, descend, etc.
• Discussing the pictures in the Pupil’s Book.
• Pronouncing new words.• Explaining meanings of new
words.• Constructing sentences.• Asking and answering oral
questions.
Oxford Primary Dictionary for East Africa, pictures in the Pupil’s Book, sentence cards.
3 – 4 Reading Learners should be able to read the passage ‘A Visit to the Park’ fluently and accurately, and answer the oral questions.
• Discussing animals found in game parks.
• Reading the passage silently.• Pointing out the use of the
apostrophe in the word buffaloes’ skins.
• Asking and answering oral questions.
Pictures of wild animals.
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And draw the crossword puzzle and complete it. They should also write down correct sentences using comparatives and superlatives. And write a story using information from a diary.
• Discussing questions orally.• Recording answers.• Drawing the crossword
puzzle. • Writing a composition.
Crossword puzzle in the Pupil’s Book.
7 Library Learners should be able to read the facts given for comprehension and enjoyment.
• Reading aloud.• Discussing the facts.
Fun spot.
NPPE Pupil’s Book 5 pp 110-113
NPPE Teacher’s Book 5 pp 75-77
NPPE Pupil’s Book 5 pp 110-111
NPPE Teacher’s Book 5 pp 75-76
NPPE Pupil’s Book 5 pp 111-115
NPPE Teacher’s Book 5 pp 75-78
NPPE Pupil’s Book 5 p115
NPPE Teacher’s Book 5 p 77
WE
EK
2
New Progressive Primary English Standard FiveSchemes of WorkTerm 3
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
25NOT FOR SALE For use with New Progressive Primary English Standard Five
1 – 2 Oral Work Learners should be able to construct correct sentences using the appropriate order of adjectives e.g. The writer wore a small, blue hat. And pronounce and construct correct sentences using new words eg. flower, conserve, shade, soil.
Oxford Primary Dictionary for East Africa, real objects e.g. flower and soil.
3 – 4 Reading Learners should be able to read the poem ‘If All Trees Die’ fluently and accurately, and answer the oral questions.
Pictures in the Pupil’s Book.
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And write down correct sentences using prepositions words with silent ‘h’. They should also write correct sentences with the questions what else/who else and time phrases. And write a guided composition on the importance of trees.
Outline points.
7 Library Learners should be able to read the conversation fluently and accurately for comprehension and enjoyment.
Learners should be able to construct correct sentences using prepositions across/opposite/ next to e.g. Kawira sits opposite Ouma. And pronounce and construct correct sentences using new words e.g. famous, tourist, migration, pound, etc.
• Studying the given pictures and get the differences.
• Pronouncing new words.• Explaining meanings of new
words.• Constructing sentences.• Asking and answering oral
questions.
• Stating uses of trees.• Discussing the picture.• Reading aloud.• Reading the poem in turns. • Asking and answering oral
questions.
• Discussing the questions orally.
• Recording the answers.• Writing a composition.
• Reading the joke in pairs.• Telling your partner other
jokes.
• In groups, discussing tourism in Kenya.
• Pronouncing new words.• Demonstrating and explain
meanings of new words.• Constructing sentences.• Asking and answering oral
questions.
Fun Spot.
1 – 2 Oral Work Oxford Primary Dictionary for East Africa, pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 116-118
NPPE Teacher’s Book 5 pp 78-80
NPPE Pupil’s Book 5 pp 117
NPPE Teacher’s Book 5 pp 78-79
NPPE Pupil’s Book 5 pp 117-121
NPPE Teacher’s Book 5 pp 78-81
NPPE Pupil’s Book 5 pp 121
NPPE Teacher’s Book 5 pp 81
NPPE Pupil’s Book 5 pp 122-124
NPPE Teacher’s Book 5 pp 82-83
WE
EK
3W
EE
K 4
New Progressive Primary English Standard FiveSchemes of Work
Term 3
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
26NOT FOR SALE For use with New Progressive Primary English Standard Five
3 – 4 Reading Learners should be able to read the passage ‘What An Amazing Sight!’ fluently and accurately, and answer the oral questions.
Pictures in the Pupil’s Book.
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And write down correct sentences using past tense e.g. watched/ caught/thought, time phrases, words with ‘l’ and ‘r’ sounds. They should also write down correct sentences using the passive form e.g. What was he told? Kileta was told to drink a lot of water, and words with silent letters e.g. write, high, etc. And fill in a form correctly.
Oxford Primary Dictionary for East Africa.
7 Library Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
Fun spot, storybook.
1 – 2 Oral Work Learners should be able to construct correct sentences using the appropriate order of objectives e.g. The boy is playing with a small plastic toy car. And pronounce and construct correct sentences using new words e.g. pyramid, pharaoh, mummy, tomb, etc.
• Discussing about any interesting place the pupils may have visited.
• Reading the passage silently.• Reading aloud in turns.• Asking and answering oral
questions.
• Discussing the questions orally.
• Recording answers.• Filling in the form.
• Reading silently.• Discussing the story.• Retelling the story.
• Practising the dialogue in pairs.
• Dramatise the dialogue. • Pronouncing new words. • Explaining the meanings
of new words.• Constructing sentences.• Asking and answering oral
questions.
Oxford Primary Dictionary for East Africa.
NPPE Pupil’s Book 5 pp 122-123
NPPE Teacher’s Book 5 pp 82-83
NPPE Pupil’s Book 5 pp 123-127
NPPE Teacher’s Book 5 pp 82-85
NPPE Pupil’s Book 5 p 127
NPPE Teacher’s Book p 85
No Place to Hide by D K Wacira, OUP, Nairobi.
NPPE Pupil’s Book 5 pp 128-130
NPPE Teacher’s Book 5 pp 86-88
WE
EK
4W
EE
K 5
New Progressive Primary English Standard FiveSchemes of WorkTerm 3
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
27NOT FOR SALE For use with New Progressive Primary English Standard Five
3 – 4 Reading • Reminding pupils of the value of tourism.
• Discussing the picture in the Pupil’s Book.
• Reading silently.• Asking and answering oral
questions.
Pictures in the Pupil’s Book.
5 – 6 Writing • Revising the questions orally.• Recording answers.• Writing a composition.
Outline points.
7 Library • Reading aloud.• Discussing the story.• Acting out the story.
Fun spot.
1 Revision • Revising work covered.• Asking and answering oral
questions.• Doing a test.
Test/question items, pens and answer sheets.
2 Oral Work • Studying the picture.• Answering oral questions.• Pronouncing new words.• Constructing correct
sentences. • Asking and answering oral
questions.
Oxford Primary Dictionary for East Africa, word cards, sentence cards, pictures in the Pupil’s Book.
3 – 4 Reading
Learners should be able to read the passage ‘Pyramids’ fluently and accurately, and answer the oral questions.
Learners should be able to write down correct answers to the questions given. And write down correct sentences using the appropriate punctuation. They should write a guided composition on a person who thinks he/she is better than other people.
Learners should be able to read the passage fluently and accurately for comprehension and enjoyment.
Learners should be able to revise work covered from week 1 – 5 and do a test.
Learners should be able to construct correct sentences using the pattern Waiting for (something to happen) e.g. Karuga is waiting for the clothes to dry. And pronounce and construct correct sentences using new words e.g. patience, doubt, refused, give up, redraw, etc.Learners should be able to read the poem ‘Patience is...’ fluently and accurately, and answer the comprehension questions.
• Discussing what patience is and when to show it.
• Reading the poem aloud.• Asking and answering oral
questions.
Pictures in the Pupil’s Book.
NPPE Pupil’s Book 5 pp 128-129
NPPE Teacher’s Book 5 pp 86-87
NPPE Pupil’s Book 5 pp 129-131
NPPE Teacher’s Book 5 pp 86-89
NPPE Pupil’s Book 5 pp 131
NPPE Teacher’s Book 5 pp 88
NPPE Pupil’s Book and Teacher’s Book Units 21-25
NPPE Pupil’s Book 5 pp 132-134
NPPE Teacher’s Book 5 pp 89-91
NPPE Pupil’s Book 5 pp 132-133NPPE Teacher’s Book 5 pp 89-90
WE
EK
5W
EE
K 6
New Progressive Primary English Standard FiveSchemes of Work
Term 3
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
28NOT FOR SALE For use with New Progressive Primary English Standard Five
5 – 6 Writing Outline points.
7 Library Fun spot.
1 – 2 Oral Work Oxford Primary Dictionary for East Africa.
3 – 4 Reading
7 Library
Learners should be able to write down correct answers to the questions given. And write down correct sentences using idioms. They should also write a diary.
Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
Learners should be able to construct correct sentences using the pattern afraid of/proud of + nominal e.g. She was afraid of chameleons. And pronounce and construct proper sentences using new words e.g. traditions, fertile, unite, courage, etc.
Learners should be able to read the passage ‘Brave Mekatilili’ fluently and accurately, and answer the comprehension questions.
Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Discussing the questions orally.
• Recording answers.• Writing the diary.
• Reading aloud.• Discussing the story.• Retelling the story.
• Reading the story.• Discussing the story.• Pronouncing new words.• Explaining the meaning of the
new words.• Constructing sentences.• Asking and answering oral
questions.
• Asking pupils to name some of the famous people they know.
• Reading the passage silently.• Asking and answering oral
questions.
• Reading aloud.• Discussing the story.• Asking oral questions for
clarification.• Retelling the story.
Fun spot, Oxford Primary Dictionary for East Africa, storybook.
NPPE Pupil’s Book 5 pp 133-135
NPPE Teacher’s Book 5 pp 89-93
NPPE Pupil’s Book 5 pp 135
NPPE Teacher’s Book 5 p 92
NPPE Pupil’s Book 5 pp 136-138
NPPE Teacher’s Book 5 pp 93-95
NPPE Pupil’s Book 5 pp 136-137
NPPE Teacher’s Book 5 pp 94-95
5 – 6 Writing Outline points.Learners should be able to write down the correct answers to the questions given, write down the correct words in alphabetical order and write a guided composition about a famous person.
• Discussing the questions orally.
• Recording answers.• Writing a composition.
NPPE Pupil’s Book 5 pp 137-139
NPPE Teacher’s Book 5 pp 94-96
NPPE Pupil’s Book 5 pp 139NPPE Teacher’s Book 5 pp 96Take That by Lydia Ng’etichOUP Nairobi
WE
EK
7W
EE
K 6
New Progressive Primary English Standard FiveSchemes of WorkTerm 3
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
29NOT FOR SALE For use with New Progressive Primary English Standard Five
1 – 2 Oral Work Learners should be able to construct correct sentences using the passive form e.g. What was the worker paid? And pronounce and construct correct sentences using new words e.g. ostrich, balance, flap, etc.
Sentence cards, Oxford Primary Dictionary for East Africa.
3 – 4 Reading Learners should be able to read the passage ‘The Ostrich’ fluently and accurately, and answer the oral questions.
Pictures in the Pupil’s Book.
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And write numbers from numerals to words and vice versa. They should also write correct sentences using short forms. And write a story based on given pictures.
Pictures in the Pupil’s Book, outline points.
7 Library Learners should be able to study and study and work out the given puzzle for enjoyment.
• Reading the story aloud. • Answering oral questions. • Pronouncing new words. • Explaining the meanings of
new words.• Asking oral questions.
• Discussing the pictures in the Pupils Book.
• Discussing other birds that the pupils know.
• Reading silently.• Asking and answering oral
questions.
• Revising the questions orally.• Writing the answers.• Writing a composition.
• Discussing the game.• Playing the game.
Fun spot.
NPPE Pupil’s Book 5 pp 136-138
NPPE Teacher’s Book 5 pp 96-98
NPPE Pupil’s Book 5 pp 140-141
NPPE Teacher’s Book pp 97-98
NPPE Pupil’s Book 5 pp 141-143
NPPE Teacher’s Book 5 pp 97-100
NPPE Pupil’s Book 5 pp 143 NPPE Teacher’s Book 5 pp 99
WE
EK
8
New Progressive Primary English Standard FiveSchemes of Work
Term 3
LESSONS TOPICS OBJECTIVESTEACHING/LEARNING
ACITIVITIESLEARNING/
TEACHING AIDSREFERENCES REMARKS
30NOT FOR SALE For use with New Progressive Primary English Standard Five
1 – 2 Oral Work Learners should be able to construct correct sentences using past continuous tense e.g. What was Chege doing last Sunday? He was grazing the cattle. And pronounce and construct correct sentences using new words e.g. knot, powder, bride decorate, wealth, wisdom, etc.
Oxford Primary Dictionary for East Africa.
3 – 4 Reading Learners should be able to read the passage ‘A Hindu Wedding’ fluently and accurately, and answer the oral questions
Pictures in the Pupil’s Book.
NPPE Pupil’s Book5 pp 144-145
NPPE Teacher’s Book 5 pp 100-101
5 – 6 Writing Learners should be able to write down correct answers to the questions given. And write down correct sentences using the passive form. They should also make a wedding invitation card.
Outline points, example of an invitation card.
NPPE Pupil’s Book5 pp 145-147
NPPE Teacher’s Book 5 pp 101-103
7 Library Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
Fun spot.
Revisionand Testing
Learners should be able to revise work covered from term one to three and do an exam.
• Practising the given conversion in pairs.
• Pronouncing new words. • Explaining the meanings of
new words. • Constructing sentences.• Asking and answering oral
questions.
• Discussing a wedding ceremony that the pupils have attended.
• Reading silently.• Asking and answering oral
questions.
• Discussing the questions orally.
• Recording the answers.• Making a wedding invitation
card.
• Reading aloud.• Discussing the story.• Retelling the story.
• Revising work covered.• Asking and answering oral
questions for clarification. • Writing the exam.
Past exam papers, test items/questions, pens and answer sheets.
NPPE Pupil’s Book 5 pp 144-146
NPPE Teacher’s Book 5 pp 100-102
NPPE Pupil’s Book 5 p 147
NPPE Teacher’s Book 5 p 102
NPPE Pupil’s Book and Teacher’s Book Units 1-30
WE
EK
9W
EE
K 1
0
New Progressive Primary English Standard FiveSchemes of WorkTerm 3
32
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
MAAZIMIO YA KAZI: MUHULA WA KWANZA
Kusikiliza na kuzungumza
Ufahamu
Mapambo ya lughaSarufi
Insha
Maamkizi
Nyumba mpyaMethali
-enye (umoja)
Nyumba
• Kuwaongoza wanafunzi kutumia msamiati wa adabu na heshima kwa njia ya kuiga na kutumia maneno, U hali gani? wazima, tafadhali
• Kuwaongoza wanafunzi kusoma mchezo kwa ufasaha na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kujua maana na matumizi ya baadhi ya methali zinazotaja nyumba.
• Kuwaongoza wanafunzi kutumia -enye katika ngeli za: A-WA, U-I, KI-VI, na YA-YA.
• Kuwaongoza wanafunzi kuandika sentensi juu ya nyumba iliyochorwa kitabuni.
Kuzungumza juu ya picha, kueleza muhimu wa maamkizi, kuiga maamkizi baina ya Ali na Aliya, kuzungumza juu ya picha.Kusoma kwa sauti kwa kuiga, kuuliza na kujibu maswali.Kusoma kwa sauti, kueleza maana, kuonyesha matumizi, kutumia methali. Kukumbushana ngeli hizo nne, kuonyesha matumizi ya -enye, kuzungumza juu ya picha.Kuandika msamiati wa nyumba, kuandika na kusahihisha insha.
picha kitabuni, mchezo, kitabuni, maelezo kitabuni, mkoba, kiatu, mafuta
1.
2.
3.
4.
5.
uk 2
uk 2/3
uk 4
uk 4/5
uk 5
Kusikiliza na kuzungumza
Ufahamu
Kusoma
Sarufi
Insha
Msamiati wa sebuleni
Sebuleni
Shairi (Jirani)
-enye (umoja)Sebule
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa sebuleni, k.m. kochi, dari, zulia, picha, runinga, shubaka, rafu, simu, sofa, kinanda.
• Kuwaongoza wanafunzi kusoma mchezo kwa ufasaha na mfululizo mzuri mbali na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma shairi la jirani, kulikariri kwa mahadhi mazuri, kulielewa na kulifurahia.
• Kuwaongoza wanafunzi kutumia -enye katika ngeli za: U-U, LI-YA, I-ZI, na U-ZI.
• Kuwaongoza wanafunzi kuandika insha ya kujaza pengo juu ya nyumba kwa kuchagua maneno waliyopewa.
Kuzungumza juu ya picha, kujulisha na kutambua msamiati.
Kueleza matumizi na faida yake, kusoma kwa sauti na kueleza, kuuliza na kujibu maswali.Kusoma kwa sauti na madaha, kuelewa, kufurahia, kukumbushana msamiati wa ngeli hizo.Kuonyesha matumizi ya -enye. Kuzungumza juu ya nyumba, kuandika, kusahihisha.
picha kitabuni, vifaa halisi, michoro, mchezo kitabuni, shairi kitabuni, dirisha, ndoo, ufagio, insha kitabuni
1.
2.
3.
4.
5.
uk 6
uk 6/7
uk 8
uk 8/9
uk 9
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
Mavazi yetu
Mavazi yetu
Methali juu ya nguoNomino
Vazi nilipendalo
• Kuwaongoza wanafunzi kutambua baadhi ya msamiati wa mavazi yetu, k.m. surupwenye, suti, joho, tarabushi, kitenge, jezi, buibui.
• Kuwaongoza wanafunzi kusoma makala kwa ufasaha na mfululizo mzuri mbali na kujibu maswali ya ufahamu juu ya mavazi yetu.
• Kuwaongoza wanafunzi kujua maana na matumizi ya methali zinazotaja nguo au mavazi.
• Kuwaongoza wanafunzi kuunda nomino kutokana na kitendo k.m. pika: mpishi; lima: mkulima.
• Kuwaongoza wanafunzi kuandika insha juu ya vazi walipendalo kwa kufuata vidokezi walivyopewa.
Kuzungumza juu ya mavazi wanao-vaa na ni nani na wapi huvaliwa.Kusoma kwa sauti na kueleza maana ya maneno magumu na kuyatumia, kuuliza na kujibu maswali.Kusoma kwa sauti, kueleza maana, kutumia methali, kufanya zoezi Kutoa mifano, kusoma, kufanya zoezi.Kuzungumza juu ya mavazi, kupitia vidokezi, kuandika.
picha kitabuni, mavazi halisi, picha gazetini, methali kitabuni, kanga, vidokezi kitabuni
uk 10
uk 10/12
uk 13
uk 13
uk 13
JUM
A 1
JUM
A 2
JUM
A 3
33
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
1.
2.
3.
4.
5.
Kusikiliza na kuzungumza
Ufahamu
Maktaba
Sarufi
Insha
Ripoti ya mtihani
Matokeo ya mtihani
Vitabu vya hadithi-enye
Ratiba ya masomo
• Kuwaongoza wanafunzi kutumia baadhi ya msamiati wa matokeo ya mtihani, k.m. aali, nzuri, wastani, duni, duni sana.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mzuri makala ya matokeo ya mtihani mbali na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma vitabu vya hadithi kimyakimya na kufurahikia.
• Kuwaongoza wanafunzi kutumia -enye kwa wingi katika ngeli za: A-WA, U-I, KI-VI, na LI-YA.
• Kuwaongoza wanafunzi kuandika baadhi ya sentensi juu ya ratiba ya masomo.
Kuzungumza juu ya ripoti hiyo, kusoma, kujadili, kueleza matumizi ya msamiati huo.Kuzungumza juu ya picha, kusoma kwa sauti na kuiga mchezo, kuuliza na kujibu maswali.Kusoma kimyakimya, kuuliza na kujibu maswali.Kusoma, kueleza, kutumia, kufanya zoezi.Kusoma, kueleza, kuandika, kusahihisha.
ripoti ya mtihani kitabuni, mchezo kitabuni,vitabu vya hadithi, vifaa halisi vya ngeli, jedwali kitabuni
1.
2.
3.
4.
5.
Kusikiliza na kuzungumza
Ufahamu
Mapambo ya lughaSarufi
Insha
Msamiati wa mimea
Siku ya kupanda mitiSemi za kusisitiza -ndi
Siku ya kupanda miti
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa mimea, k.m. mbuni, mchai, muwa, mchongoma, mkorosho, shayiri, mdimu, mlimao, na mpereto.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mzuri mbali na kujibu maswali ya ufahamu juu ya siku ya kupanda miti.
• Kuwaongoza wanafunzi kutumia semi za kusisitiza, k.m. dini na dunia, vijukuu na vitukuu.
• Kuwaongoza wanafunzi kutumia -ndi katika ngeli za: A-WA, U-I, KI-VI, LI-YA.
• Kuwaongoza wanafunzi kuandika insha juu ya siku ya kupanda miti.
Kuzungumza juu ya mimea/picha, kueleza, kutambua, kusoma.Kusoma, kueleza, kuuliza na kujibu.
Kusoma, kueleza, kutumia.
Kusoma, kueleza, kutumia, kufanya zoezi.Kuzungumza, kupanga vidokezi,kuandika, kusahihisha.
picha kitabuni, makala kitabuni, kamusi, semi kitabuni, kitabu cha mwanafunzi
uk 14
uk 14-16
vitabu vya ziada uk 16
uk 17
uk 18
uk 19/20
uk 20
uk 21
uk 21
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
Msamiati wa mimeaMnazi
Shairi (Mdimu)-ndi
Mimea
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa mimea na kutaja matumizi yake na faida yake.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mzuri makala ya mnazi, mbali na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kukariri shairi kwa mahadhi mazuri na kufurahikia.
• Kuwaongoza wanafunzi kutumia -ndi katika ngeli za: LI-YA, I-ZI, U-ZI, na U-U.
• Kuwaongoza wanafunzi kuandika insha juu ya mimea kufuata jedwali walilopewa.
Kuzungumza juu ya mimea, kutaja, kueleza.Kusoma, kueleza, kuzungumza juu ya michoro, kuuliza, kujibu.Kuzungumza juu ya picha (mdimu), kukariri shairi, kueleza.Kusoma, kueleza, kuandika, kusahihisha.Kusoma, kueleza, kuandika, kusahihisha.
kitabu cha mwanafunzi, vifaa halisi, picha, michoro, mdimu (ndimu)
uk 22
uk 22/24
uk 24
uk 25
uk 25
JUM
A 4
JUM
A 5
JUM
A 6
Kiswahili Sanifu Kitabu cha TanoMaazimio ya Kazi
Muhula wa Kwanza
34
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
1.
2.
3.
4.
5.
Kusikiliza na kuzungumza
Ufahamu
Mapambo ya lughaSarufi
Insha
Msamiati wa ukoo
Wazazi wako
Majina ya makundi Kukanusha wakati uliopitaUkoo wangu
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa ukoo na kutumia ipasavyo, k.m. wifi, shemeji, mpwa, kilembwe, mkazamwana, kining’ina.
• Kuwaongoza wanafunzi kukariri shairi kwa ufasaha, kulifahamu vizuri na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kutumia baadhi ya majina ya makundi, k.m. umati, furushi, tita, doti.
• Kuwaongoza wanafunzi kukanusha kwa kutumia wakati uliopita (-li).
• Kuwaongoza wanafunzi kuandika insha juu ya ukoo wao, kwa kufuata mfano kitabuni (uk 26).
Kuzungumza, kusoma, kueleza, kusema, kutumia, kufanya zoezi.
Kusoma kwa sauti, kuzungumzia picha, kueleza, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika. Kuzungumza, kusoma, kusema.
Kuandika, kuzungumza, kuchora, kueleza, kuandika.
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
Hadithi
Mbona hahudhurii?Vichekesho
amba-
Bahati
• Kuwaongoza wanafunzi kusimuliana hadithi za wanyama kufuata vidokezi kitabuni.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mzuri, kuuliza na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma na kufurahikia vichekesho na kutoa vichekesho vyao wao.
• Kuwaongoza wanafunzi kutumia amba- katika ngeli za: U-I, LI-YA, U-ZI, na YA-YA.
• Kuwaongoza wanafunzi kuandika insha kwa kuzipanga sentensi katika mfululizo wa sawa.
Kueleza, kutoa hadithi, kusikiliza, kufurahia.Kuzungumza juu ya picha, kusoma, kueleza.Kuuliza, kujibu, kusoma, kusema.Kutoa vichekesho vyao, kusoma, kueleza. Kutumia, kuandika, kueleza, kusoma, kuandika, kusahihisha.
1.
2.
3.
4.
5.
Kusikiliza na kuzungumza
Ufahamu
Mapambo ya lughaSarufi
Insha
Msamiati wa hospitalini
Barua ya kirafiki
Semi zenye pata amba– (umoja)Barua ya kirafiki
• Kuwaongoza wanafunzi kujua na kutumia baadhi ya msamiati wa hospitalini, k.m. wodi, ufuoni (mochari), huduma ya kwanza, glavu, chumba cha upasuaji.
• Kuwaongoza wanafunzi kusoma kwa ufasaha makala haya na kutambua vidokezi vya barua ya kirafiki mbali na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kutumia semi zenye neno pata, k.m. pata mwili, pata afuweni, pata shika.
• Kuwaongoza wanafunzi kutumia amba- katika ngeli za: A-WA, KI-VI, I-ZI, na U-U.
• Kuwaongoza wanafunzi kuandika insha ya barua ya kirafiki kwa kufuata mfano wa uk 35.
Kuzungumza juu ya picha mojamoja, kutambua msamiati, kueleza, kusema, kusoma.Kuzungumza juu ya mfumo wa barua, kusoma, kutambua vidokezo. Kuuliza, kujibu, kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika.Kuzungumza, kutambua vidokezi, kuandika.
uk 26
uk 27/28
uk 28
uk 29
uk 29/26
uk 30
uk 30/31
uk 32
uk 32/33
uk 33
uk 34
uk 35/36
uk 36/37
uk 37
uk 37
kitabu cha mwanafunzi
kitabu cha mwanafunzi
kitabu cha mwanafunzi,ziara hospitalini
JUM
A 7
JUM
A 8
JUM
A 9
Kiswahili Sanifu Kitabu cha TanoMaazimio ya KaziMuhula wa Kwanza
35
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
Maneno ya heshimaHata akinitukanaKung’oa meno
Vivumishi vya idadiHata akinitukana
• Kuwaongoza wanafunzi kutumia maneno ya heshima na kuepuka yasiyo ya heshima.
• Kuwaongoza wanafunzi kukariri shairi, kulielewa na kutambua kanuni za ushairi na kujibu maswali.
• Kuwaongoza wanafunzi kusoma kwa kufurahi na kuzungumzia vichekesho vyao.
• Kuwaongoza wanafunzi kutumia vivumishi vya idadi visivyodhihirika, k.m. chache, -ingi.
• Kuwaongoza wanafunzi kuandika insha kwa kubadilisha shairi na kulifanya mtungo
Kuzungumza juu ya maneno ya heshima, kusoma, kusema.Kusoma kwa sauti, kueleza, kuuliza, kujibu.Kusoma, kuzungumza, kutoa vichekesho vyao.Kusoma, kueleza, kutumia, kuandika.Kusoma shairi (uk 48), kuzungumza, kusema kwa mdomo, kuandika.
kitabu cha mwanafunzi
uk 38
uk 38/39
uk 40
uk 40/41
uk 41
JUM
A 1
0
Kiswahili Sanifu Kitabu cha TanoMaazimio ya Kazi
Muhula wa Kwanza
36
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
MAAZIMIO YA KAZI: MUHULA WA PILI
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kusoma, kuandika, kuhesabu tarakimu kutoka 10,000 hadi 50,000.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mzuri na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kutumia semi zinazotumia neno fanya, k.m. fanya juu chini, fanya mzaha.
• Kuwaongoza wanafunzi kutumia amba – katika ngeli za: A-WA, I-ZI, KI-VI, na YA-YA
• Kuwaongoza wanafunzi kuandika insha kwa kuunganisha maneno katika sentensi
Kusoma, kueleza, kutambua, kutumia.Kusoma, kueleza, kuuliza, kujibu.
Kusoma, kueleza, kutumia, kuandika.Kueleza, kusoma, kutumia, kuandika.Kuzungumza juu ya hadithi, kusoma, kuunganisha, kuandika.
kadi zenye tarakimu, kitabu cha mwanafunzi
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kusikiliza kwa makini na kuandika imla juu ya matamshi yaliyowatatanisha.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mzuri na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kutumia tashbihi ili kuipamba lugha yao.
• Kuwaongoza wanafunzi kutumia -enyewe katika ngeli za: A-WA, U-I, Ki-VI, LI-YA, U-ZI, I-ZI, na U-U.
• Kuwaongoza wanafunzi kuandika insha juu ya shule yetu kwa kujibu maswali waliyopewa kitabuni.
Kusikiliza, kutamka vizuri, kuandika, kusahihisha.Kuzungumza juu ya picha, kusoma, kueleza, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika.Kuzungumza, kusoma, kujibu maswali, kuandika.
kadi zenye maneno tatanishi,kitabu cha mwanafunzi
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
Tarakimu
Hisani
Semi zenye neno fanyaamba-
Hadithi
Imla
Tusafishe shule yetuTashbihi
–enyewe (umoja)Shule yetu
Msamiati wa mwiliUsafi
Majina ya makundi–enyewe
Usafi
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa viungo vya mwili (nje), k.m. mboni, ndewe, nyusi.
• Kuwaongoza wanafunzi kukariri shairi, kulielewa na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kutumia majina ya makundi ili kuipamba lugha yao.
• Kuwaongoza wanafunzi kutumia -enyewe katika ngeli za: A-WA, U-I, KI-VI, LI-YA, I-ZI, U-ZI, U-U , na YA.
• Kuwaongoza wanafunzi kuandika insha juu ya usafi kufuatia vidokezi walivyopewa.
Kuzungumza juu ya michoro, kusoma, kutambua, kueleza.Kuzungumza juu ya mchoro, kusoma, kueleza, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika. Kusoma, kueleza, kutumia, kuandika.Kuzungumza kusoma, kuandika, kusahihisha.
picha kitabuni,kitabu cha mwanafunzi
uk 46
uk 46/48
uk 48
uk 48/49
uk 49
uk 50/51
uk 50/51
uk 52/53
uk 52/53
uk 53
uk 54
uk 55/56
uk 56
uk 57
uk 57
JUM
A 1
JUM
A 2
JUM
A 3
37
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
Makala magazetiniZamani na sasa
Kichekesho
amba-
Usafiri wa kisasa
• Kuwaongoza wanafunzi kusoma makala ya magazetini kisha kujadili makala hayo.
• Kuwaongoza wanafunzi kusoma kwa makini na mfululizo na kujibu maswali ya ufahamu.
• Kuwawezesha wanafunzi kusoma kichekesho na kufurahia, kisha kutoa kichekesho chao.
• Kuwaongoza wanafunzi kutumia amba– katika ngeli za U-I, LI-YA, U-ZI, na U-U.
• Kuwaongoza wanafunzi kuandika insha juu ya eropleni.
Kuzungumza, kusoma, kujadili, kueleza.Kuzungumza juu ya michoro (uk 59/60), kusoma, kueleza, kuuliza, kujibu.Kusoma, kufurahia, kutoa kichekesho chao, kuzungumza.Kusoma, kueleza, kutumia, kuandika.Kuzungumza, kueleza, kuandika, kusahihisha.
magazeti, majarida, kitabu cha mwanafunzi
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
Msamiati wa ufundiSeremala na mtejaMethali
-ngapi
Seremala na mteja
• Kuwaongoza wanafunzi kutumia baadhi ya msamiati wa ufundi, k.m. parafujo, bisbisi, keekee, patasi.
• Kuwaongoza wanafunzi kukariri ngonjera, kuielewa na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kutumia methali zinazotaja wafanyakazi mbalimbali.
• Kuwaongoza wanafunzi kutumia -ngapi katika ngeli za: A-WA, U-I, KI-VI, LI-YA, U-ZI, na I-ZI.
• Kuwaongoza wanafunzi kuandika insha juu ya ngonjera ya Seremala na mteja kwa kuifanya hadithi.
Kuzungumza juu ya picha, kusoma, kutambua, kueleza matumizi.Kuzungumza, kusoma, kukariri, kujadili, kuuliza, kujibu.Kuzungumza juu ya picha kitabuni, kusoma, kueleza, kuandika.Kusoma, kueleza, kutumia, kuandika.Kupitia tena ngonjera, kuieleza, kuipanga, kuandika, kusahihisha.
michoro, vifaa halisi, kitabu cha mwanafunzi, picha kitabuni
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
Msamiati wa michezo Matangazo
Maktaba
Ki- ya udogo
Kandanda
• Kuwaongoza wanafunzi kujua msamiati wa michezo mbalimbali, k.m. riadha, mpira wa wavu, miguu na magongo.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo, pamoja na kujibu maswali ya ufahamu.
• Kuwawezesha wanafunzi kusoma vitabu vya hadithi, kueleza na kujibu maswali.
• Kuwaongoza wanafunzi kutumia ki- ya udogo.
• Kuwaongoza wanafunzi kuandika insha juu ya kandanda kwa kuzipanga sentensi katika mfululizo wa sawa.
Kuzungumza, kutazama picha, kueleza, kujadili.Kuzungumza, kueleza, kusoma, kuandika.Kuzungumza, kusoma kimya kimya, kueleza, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandikaKuzungumza, kusoma, kueleza, kuandika, kusahihisha.
picha kitabuni
uk 58
uk 59
uk 60
uk 61
uk 62
uk 62/64
uk 64
uk 65
uk 65
uk 66
uk 67
uk 68
uk 68
uk 69
JUM
A 4
JUM
A 5
JUM
A 6
Kiswahili Sanifu Kitabu cha TanoMaazimio ya Kazi
Muhula wa Pili
38
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
• Kuwaongoza wanafunzi kusoma saa na kutumia katika sentensi.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mzuri pamoja na kujibu maswali ya ufahamu
• Kuwawezesha wanafunzi kujua maana na matumizi ya methali.
• Kuwaongoza wanafunzi kutumia kiulizi -pi katika ngeli za: A-WA, U-I, KI-VI, LI-YA, I-ZI, na U-ZI
• Kuwaongoza wanafunzi kuandika insha juu ya siku moja katika maisha yangu.
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
• Kuwaongoza wanafunzi kuzungumza juu ya uajiri wa watoto kufuatia michoro kitabuni.
• Kuwaongoza wanafunzi kujua yaliyomo katika barua rasmi, kuisoma barua na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma makala, kuyafurahikia na kutoa hadithi mifano ya hiyo.
• Kuwaongoza wanafunzi kutumia kiulizi -pi? katika ngeli za: A-WA, U-I, KI-VI, LI-YA, U, YA, na I-ZI.
• Kuwaongoza wanafunzi kuandika insha juu ya uajiri wa watoto kwa kuunganisha maneno waliyopewa.
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
Kusoma saa
Nimlaumu nani?Methali
Kiulizi -pi?
Siku moja maishani mwangu
Uajiri wa watotoBarua rasmiMgeni mjanjaKiulizi -pi?
Uajiri wa watoto
Msamiati wa zana za vitaUshujaa wa wanakijijiVita
Vivumishi vya sifa Vita
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa zana za vita, k.m. mkuki, ngao, mshale, upinde.
• Kuwaongoza wanafunzi kuiga mchezo kwa kusoma na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kujua baadhi ya misamiati inayotatiza na kuyatumia ipasavyo.
• Kuwaongoza wanafunzi kutumia vivumishi vya sifa katika ngeli za: M-WA, U-I, KI-VI, LI-YA, na I-ZI.
• Kuwaongza wanafunzi kuandika insha juu ya maafa ya vita vya kikabila kwa kujaza pengo zilizopo.
Kusoma, kueleza, kusoma saa, kuzungumza juu ya picha. Kusoma, kueleza, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika, kuzungumza, kueleza.Kupanga vidokezi, kuandika, kusahihisha.
Kuzungumza juu ya picha mojamoja, kueleza, kujadili, kuelewa.Kuzungumza, kusoma, kuuliza, kujibu.Kuzungumza, kusoma, kueleza, kuhadithia.Kuzungumza, kusoma, kutumia, kuandika, kusoma.Kuzungumza, kusoma, kuandika, kusahihisha.
Kuzungumza juu ya michoro kitabuni, kusoma, kueleza.Kuzungumza, kusoma, kueleza, kuuliza, kujibu.Kusoma, kutamka sawa, kueleza, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika.Kuzungumza, kusoma, kuandika, kusahihisha.
picha kitabuni, saa yenyewe, kitabu cha mwanafunzi
picha kitabuni, barua, kitabu cha mwanafunzi
michoro, vifaa halisi, kitabu cha mwanafunzi
uk 70
uk 70/72
uk 72
uk 73
uk 73
uk 74
uk 75/76
uk 76
uk 77
uk 77
uk 78
uk 78-80
uk 80
uk 81
uk 81
JUM
A 7
JUM
A 8
JUM
A 9
Kiswahili Sanifu Kitabu cha TanoMaazimio ya KaziMuhula wa Pili
39
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa michezo, k.m. mpira wa kikapu, mpira wa pete.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo pamoja na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma kichekesho, kukielewa na kutoa vichekesho vyao.
• Kuwaongoza wanafunzi kutumia -ote katika ngeli za: U-I, LI-YA.
• Kuwaongoza wanafunzi kuandika insha juu ya mchezo niupendao.
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kujua msamiati wa matumizi wa ala za muziki, k.m. zeze, tari, marimba.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na ufululizo pamoja na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma vitendawili na kuvitatua.
• Kuwaongoza wanafunzi kutumia -ote katika ngeli za: I-ZI, U-ZI.
• Kuwaongoza wanafunzi kuandika insha juu ya picha walizopewa za matumizi ya ala za muziki.
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
Msamiati wa michezoAsiyekubali kushindwaUsiseme uongo-ote
Mchezo niupendao
Msamiati wa muzikiSherehe zetuKukariri shairi-ote
Ala za muziki
Misimu ya mwakaDalili ya mvuaKichekesho
Kukanusha wakati uliopoMisimu
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa misimu ya mwaka, k.m. kiangazi, jua kali.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo pamoja na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma kichekesho kwa kufurahikia na kutoa vichekesho vyao.
• Kuwaongoza wanafunzi kukanusha wakati uliopo (-na-)
• Kuwaongoza wanafunzi kuandika insha juu ya misimu kwa kujaza mapengo waliopewa.
Kuzungumza juu ya picha, kusoma, kuuliza, kujibu.Kuzungumza, kusoma, kuuliza, kujibu.Kuzungumza juu ya michoro, kusoma, kutoa vichekesho vyao.Kusoma, kueleza, kutumia, kuandika.Kuzungumza, kapanga, kuandika, kusahihisha.
Kuzungumza juu ya michoro, kusoma, kueleza.Kuzungumza, kusoma, kueleza, kuuliza, kujibu.Kuzungumza juu ya michoro.
Kusoma, kueleza, kutumia, kuandika.Kuzungumza juu ya picha, kueleza, kuandika, kusahihisha.
Kuzungumza juu ya hali ya hewa, kueleza, kusoma, kutambua.Kuzungumza, kusoma, kueleza kuuliza, kujibu.Kuzungumza, kusoma, kueleza, kutoa vichekesho vyao. Kusoma, kueleza, kutumia, kuandika.Kuzungumza, kusoma, kuandika kusahihisha.
kitabu cha mwanafunzi, picha ya michezo
picha kitabuni, kitabu cha mwanafunzi
kitabu cha mwanafunzi
uk 82
uk 82/84
uk 84
uk 85
uk 86
uk 86/87
uk 89
uk 89
uk 90
uk 91/92
uk 93
uk 93
JUM
A 1
0JU
MA
11
JUM
A 1
2
Kiswahili Sanifu Kitabu cha TanoMaazimio ya Kazi
Muhula wa Pili
40
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
MAAZIMIO YA KAZI: MUHULA WA TATU
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kujua na kutumia baadhi ya msamiati wa akisami, k.m. subui, thumuni, tusui.
• Kuwaongoza wanafunzi kusoma na kuiga mchezo na kujibu maswali ya ufahamu juu ya matunda.
• Kuwaongoza wanafunzi kusoma vitabu vya hadithi na kujibu baadhi ya maswali.
• Kuwaongoza wanafunzi kutumia kutenda, kutendea, na kutendwa katika sentensi.
• Kuwaongoza wanafunzi kuandika insha ya mazungumzo baina ya mzazi na mwanawe.
Kuzungumza, kusoma, kueleza, kutumia.Kuzungumza, kusoma, kueleza, kuuliza, kujibu.Kusoma, kusema, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika.Kuzungumza, kujadili, kupanga, kuandika.
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kusoma, kuhesabu na kuandika tarakimu kati ya 50,000 na 100,000.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mbali na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma, kuelewa maajabu ya tarakimu na wao kutaja maajabu mengine wanaoyajua.
• Kuwaongoza wanafunzi kukanusha wakati ujao kwa kutumia -ta-.
• Kuwaongoza wanafunzi kuandika barua ya kirafiki na kutilia mkazo yale yanapaswa kuwemo katika barua hiyo.
Kusoma, kueleza, kuandika, kutaja.Kuzungumza juu ya picha, kusoma, kuuliza, kujibu.Kusoma, kueleza, kujadili, kutoa mifano.Kusoma, kueleza, kutumia, kuandika.Kuzungumza, kupanga, kuandika barua halisi, kusahihisha.
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Maktaba
Sarufi
Insha
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
Msamiati wa akisamiMatunda
Hadithi
Mnyambuliko wa vitenziMazungumzo
Tarakimu
Ganga na magangaMaajabu ya tarakimuKukanusha wakati ujaoBarua ya kirafiki
Majina ya wanyamaNdovu
Tashbihi
Vivumishi vya idadiNdovu
• Kuwaongoza wanafunzi kutambua baadhi ya majina ya wanyama na vitendo vyao wanavyovifanya.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo pamoja na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kutumia tashbihi zinazotaja wanyama ili kupamba lugha yao.
• Kuwaongoza wanafunzi kutumia vivumishi vya idadi dhahiri katika ngeli sita.
• Kuwaongoza wanafunzi kuandika insha juu ya mkonga wa ndovu matumizi yake mbalimbali.
Kuzungumza juu ya picha, kutaja, kueleza, kusema.Kuzungumza juu ya picha, kusoma, kuuliza, kujibuKuzungumza juu ya tashbihi, kueleza, kusoma, kutumiaKueleza, kusoma, kutumia kuandika. Kuzungumza, kutaja, kupanga, kuandika.
uk 98
uk 99/100
uk 100
uk 100-101
uk 101
uk 102
uk 102/104
uk 104
uk 105
uk 105
uk 106 uk 106/108 uk 108 uk 108/109 uk 109
kitabu cha mwanafunzi
kadi zenye tarakimu, kitabu cha mwanafunzi
picha kitabuni, kitabu cha mwanafunzi
JUM
A 1
JUM
A 2
JUM
A 3
41
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
• Kuwaongoza wanafunzi kutatua mafumbo na kutoa mafumbo yao yatatuliwe.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mzuri pamoja na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma vitabu vya hadithi mbali na kujibu maswali ya mwalimu juu ya hadithi hizo.
• Kuwaongoza wanafunzi kutumia -o-ote katika ngeli za: A-WA, KI-VI, I-ZI, na U-U.
• Kuwaongoza wanafunzi kuandika insha juu ya mtu mashuhuri wakiongozwa na vidokezi walivyopewa.
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
Mafumbo
Bibi mwenye kandiliMaktaba -o-ote
Mtu mashuhuri
Vitendawili
Tai
Semi
-o-ote
Picha hadithi
• Kuwaongoza wanafunzi kutega na kutegua vitendawili vinavyotaja wanyama, ndege na wadudu.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mbali na kujibu maswali ya ufahamu juu ya tai.
• Kuwaongoza wanafunzi kutumia semi mbalimbali ili kuipamba lugha yao.
• Kuwaongoza wanafunzi kutumia -o-ote katika ngeli za: U-I, LI-YA, U-ZI, na YA-YA.
• Kuwaongoza wanafunzi kuandika insha juu ya tai kwa kueleza yanayofanyika katika michoro minne.
Kusoma, kueleza, kutatua, kutaja mengine.Kuzungumza juu ya picha, kusoma, kuuliza, kujibu.Kusoma kimyakimya, kufurahia, kujibu maswali.Kueleza, kusoma, kutumia, kuandika.Kuzungumza, kupanga, kuandika, kusahihisha.
Kueleza, kusoma, kutega, kutegua.Kuzungumza juu ya picha, kusoma, kueleza, kuuliza, kujibu.Kueleza, kuzungumza, kusoma, kutumia, kuandika. Kusoma, kueleza, kutumia, kuandika.Kuzungumza, kupanga, kuandika, kusahihisha.
kitabu cha mwanafunzi, vitabu vya hadithi
kitabu cha mwanafunzi
uk 110
uk 110/112
uk 112/113
uk 113
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
• Kuwawezesha wanafunzi kusikiliza redio na baadaye kueleza na kuzungumzia yale walioyasikia.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo pamoja na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kukariri shairi na kuimba wimbo juu ya viumbe vya majini.
• Kuwaongoza wanafunzi kutambua na kutumia alama za uakifishaji, k.m. Alama ya dukukuduku (........), alama za mtajo/usemi “ ”
• Kuwaongoza wanafunzi kuandika insha juu ya methali isemayo, ‘Tamaa mbele, mauti nyuma.’
Kusikiliza redioTamaa mbeleWimbo
Uakifishaji
Methali
Kusikiliza, kuzungumza, kueleza, kujadili.Kuzungumza juu ya picha, kusoma, kuuliza, kujibu.Kuzungumza juu ya michoro, kuimba, kufurahia, kueleza, kutambua.Kusoma, kutumia, kuandika.
Kuzungumza, kueleza maana ya methali, kupanga vidokezi, kuandika, kusahihisha.
kitabu, redio, kitabu cha mwanafunzi
uk 114 uk 114-115
uk 116
uk 117
uk 117
uk 118
uk 118-120
uk 120
uk 120/121
uk 121
JUM
A 4
JUM
A 5
JUM
A 6
Kiswahili Sanifu Kitabu cha TanoMaazimio ya Kazi
Muhula wa Tatu
42
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Tano
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Mapambo ya lughaSarufi
Insha
• Kuwaongoza wanafunzi kutumia msamiati wa malipo, k.m. nauli, mahari, ujira, kiingilio.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mzuri makala haya pamoja na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kutumia tashbihi ili kuipamba lugha yao. k.m. mjinga kama samaki, fura kama hamira.
• Kuwaongoza wanafunzi kutumia -ote katika ngeli za: KI-VI, LI-YA, A-WA, na I-I.
• Kuwaongoza wanafunzi kuandika insha juu ya hadithi yao wenyewe juu ya ‘Bahati njema kama nyota ya jaha.’
Kusoma, kueleza, kutumia, kuzungumza.Kuzungumza juu ya picha, kusoma, kueleza, kuuliza, kujibu. Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika.Kuzungumza, kueleza, kupanga, kuandika, kusahihisha.
uk 122
uk 122-124
uk 124-125
uk 124/125
uk 125
Msamiati wa malipoNyota ya jaha
Tashbihi
-ote
Hadithi
kitabu cha mwanafunzi
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaUfahamu
Kusoma
Sarufi
Insha
Maktaba
Sherehe ya Diwali
Nyama au mbogaKukanusha-meSherehe
• Kuwaongoza wanafunzi kusoma vitabu vya hadithi kimyakimya na kisha kujibu maswali ya mwalimu.
• Kuwaongoza wanafunzi kusoma kwa ufasaha na mfululizo mzuri makala ya sherehe ya Diwali pamoja na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kukariri shairi, kulifurahia na kujibu maswali.
• Kuwaongoza wanafunzi kutumia kukanusha wakati uliopita (-me) katika nafsi za kwanza, pili na tatu, umoja na wingi.
• Kuwaongoza wanafunzi kuandika insha juu ya sherehe ya Krismasi au Iddi kwa kufuata mfano wa sherehe ya Diwali
(uk 126-127).
Kusoma, kuzungumza, kueleza, kujibu.Kuzungumza juu ya picha, kusoma, kueleza, kuuliza, kujibu, kuzungumza juu ya picha.Kusoma, kueleza, kutumia, kuandika, kusahihisha.Kuzungumza, kusoma.
Kupanga, kuandika, kusahihisha.
vitabu vya hadithi, kitabu cha mwanafunzi
uk 126
uk 126-127
uk 128
uk 128/129
uk 129
JUM
A 7
JUM
A 8
Kiswahili Sanifu Kitabu cha TanoMaazimio ya KaziMuhula wa Tatu
44
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Five
Objects like tins, books, pencils, cups, pictures, etc.
Place value tables, place value charts
Number line
Number line involving hundreds
Multiplication tables
Hundred thousands
Numbers in words and figures
Rounding off numbers to the nearest ten
Rounding off numbers to the nearest hundred
Divisibility test for 3
Divisibility test for 4
3
3
2
2
2
2
By the end of this topic, the pupils should be able to identify place values and total values of numbers up to hundreds of thousands
By the end of this topic, the pupils should be able to write numbers up to 999 999 in words and figures
By the end of this topic, the pupils should be able to round off numbers to the nearest ten
By the end of this topic, the pupils should be able to round off numbers to the nearest hundred
By the end of this topic, the pupils should be able to identify numbers that are divisible by 3 without doing the actual division
By the end of this topic, the pupils should be able to identify numbers that are divisible by 4 without doing the actual division
• Revising place values of numbers up to tens of thousands
• Drawing place value tables • Revising addition by carrying • Creating new place values• Reading and writing groups of
hundreds of thousands
• Revising place value of digits in numbers up to 999 999
• Writing numbers in expanded form
• Grouping digits according to place values from the right to the left
• Reading the grouped digits in place value charts
• Revising multiples of 10• Drawing number lines • Rounding off numbers to the
nearest 10
• Revising multiples of 100• Drawing number lines involving
100s• Rounding off numbers to the
nearest 100
• Listing multiples of 3• Dividing numbers by 3
• Listing multiples of 4• Dividing numbers by 4
Multiplication tables
Pupil’s Book pages 2 – 4Teacher’s Book pages 1-3
Pupil’s Bookpage 4 Teacher’s Book page 3
Pupil’s Bookpage 5Teacher’s Book page 4
Pupil’s Bookpage 6Teacher’s Book page 5
Pupil’s Book pages 6 – 7Teacher’s Book pages 5-6
Pupil’s Bookpage 8Teacher’s Book page 6
1Whole
Progressive Primary Mathematics Book 5: Sample Schemes of Work: Term 1W
EE
K 1
WE
EK
2W
EE
K 3
45
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Five
Divisibility test for 6
Divisibility test for 9
Prime numbers
Roman numbers
Factors
Multiples
2
2
2
2
4
2
By the end of this topic, the pupils should be able to identify numbers that are divisible by 6 without doing the actual division
By the end of this topic, the pupils should be able to identify numbers that are divisible by 9 without doing the actual division
By the end of this topic, the pupils should be able to identify prime numbers less than 100
By the end of this topic, the pupils should be able to write numbers using Roman symbols up to 50
By the end of this topic, the pupils should be able to work out the Greatest Common Divisor (GCD) or the Highest Common Factor (HCF)
By the end of this topic, the pupils should be able to work out the Lowest Common Multiple (LCM) of given numbers.
• Listing multiples of 6• Dividing by 6
• Listing multiples of 9• Dividing by 9
• Revising even and odd numbers• Revising division • Revising factors of numbers
• Identifying key Roman symbols• Discussing rules when using
Roman numerals• Writing and reading numbers
written using Roman symbols
• Revising how to get factors or divisors
• Identifying the GCD (HCF) from a list of factors
• Listing multiples of numbers• Listing common multiples of
numbers
Pupil’s Book page 9Teacher’s Book pages 6-7
Pupil’s Book pages 9 – 10Teacher’s Book pages 7-8
Pupil’s Book pages 10 – 11Teacher’s Book pages 8-9
Pupil’s Book pages 12 – 13Teacher’s Book pages 9-10
Pupil’s Book pages 14 – 17Teacher’s Book pages 15-17
Pupil’s Book pages 17 – 21Teacher’s Book pages 17 – 18
Multiplication tables
Multiplication tables
A chart with numbers from 1 to 100
Wall clock, fingers, chart
Multiplication tables
Multiplication tables
2Factors multiples
Progressive Primary Mathematics Standard FiveSchemes of Work
Term 1W
EE
K 3
WE
EK
4W
EE
K 5
46
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Five
Place value tables and charts Pupil’s Book pages 22 - 24T/Book pgs 21-22
Place value tables Pupil’s Book pages 24 - 26Teacher’s Book page 22
Lists of even, odd and prime numbers
Pupil’s Bookpage 27Teacher’s Book pages 22-23
Sticks, metre rule, tape-measure
Pupil’s Bookpage 36Teacher’s Book page 28
Sticks, metre rule, tape-measure
Pupil’s Book pages 28 - 31Teacher’s Book pages 25-26
Metre rule,tape measure Pupil’s Book pages 31 - 33Teacher’s Book pages 26-27
Addition
Subtraction
Number patterns
Measuring area in m2 and cm2
Estimating length
Kilometre
Perimeter
4
4
2
3
6
3
2
By the end of this topic, the pupils should be add up 6-digit numbers
By the end of this topic, the pupils should be able to subtract using 6-digit numbers, with or without borrowing
By the end of this topic, the pupils should be able to recognise number patterns involving even, odd, and prime numbers.
By the end of this topic, the pupils should be able to work out area in m2 and cm2
By the end of this topic, the pupils should be able to measure length to the nearest metre or centimetre.
By the end of this topic, the pupils should be able to identify a km as a unit of measuring length and solve problems involving cm, m, km
By the end of this topic, the pupils should be able to find the perimeters of squares and rectangles
• Writing numbers in place value tables
• Adding numbers
• Drawing place value tables• Subtracting numbers
• Listing even numbers.• Listing odd numbers.• Adding and subtracting numbers.
• Measuring the area of squares using sticks.
• Marking areas on the ground • Calculating the area of rectangles
and squares.
• Revising rounding off whole numbers.
• Measuring length.• Rounding off length to the nearest
metre or centimetre
• Measuring fixed distance using a tape measure
• Working out problems involving cm, m, km
• Measuring the length and width of rectangles
• Working out the perimeters of rectangles
Books, tables, rulers, tape-measure
Pupil’s Book pages 34 - 35Teacher’s Book pages 27-28
3Area of rectangles and squares
By the end of this topic, the pupils should be able to work out the area of rectangles and squares
• Measuring the area of rectangles and squares.
• Calculating the area of rectangles and squares.
rectangular and square cut-outs.
Pupil’s Book pages 37 - 38Teacher’s Book pages 28-29
4Addition and sub-traction
3Addition and sub-traction
Progressive Primary Mathematics Standard FiveSchemes of WorkTerm 1
WE
EK
6
WE
EK
8W
EE
K 9
WE
EK
10
WE
EK
7
47
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Five
Pupil’s Book pages 38 - 39Teacher’s Book page 29
Pupil’s Bookpages 43-46T/bk pages 34-36
Area of a triangle
Multiplying 3-digit numbers
3
5
By the end of this topic, the pupils should be able to work out the area of a triangle
By the end of this topic, the pupils should be able to multiply a 3-digit number by a 2-digit number
• Calculating the area of rectangles and triangles
• Deriving the fomula for the area of rectangles from that of triangles.
• Multiplying whole numbers• Adding numbers
rectangular cut-outs.
Pupil’s Book pg 43Teacher’s Book pages 33-34
Multiplying three 1-digit numbers
2 By the end of this topic, the pupils should be able to multiply three 1-digit numbers
• Multiplying whole numbers• Adding numbers
Multiplication tables
Multiplication tables,multiplication chart
5Multi-plication and division
Progressive Primary Mathematics Standard FiveSchemes of Work
Term 1
REVISION AND END TERM EXAMINATIONS
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
Progressive Primary Mathematics Book 5: Sample Schemes of Work: Term 2
Pupil’s Bookpages 46 - 49T/bk pgs 36-37
Pupil’s Book pages 53 – 54Teacher’s Book pages 41-42
Division
Adding and Subtracting fractions
3
6
By the end of this topic, the pupils should be able to divide a 4-digit number by a 2-digit number
By the end of this topic, the pupils should be able to add and subtract fractions by renaming one of the fractions
• Multiplying whole numbers• Dividing whole numbers• Repeated subtraction
• Shading equal parts using equivalent fraction charts
• Comparing sizes of the parts of a whole
• Adding parts of a whole• Subtracting fractions
Multiplication tables
Pupil’s Bookpages 51 - 53T/bk pgs 40-41
Simplifying fractions
4 By the end of this topic, the pupils should be able to simplify fractions by cancelling.
• Breaking numbers into fractions • Renaming fractions• Dividing numbers
Equivalent fractions chart, multiplication tables
Paper strips,equivalent fraction charts
6Adding fractions
Adding and subtracting fractions using LCM
3 By the end of this topic, the pupils should be able to add or subtract fractions using LCM
• Listing multiples of numbers• Multiplying numbers• Finding the LCM of given
numbers
Multiplication tables, equivalent fraction charts
Pupil’s Bookpages 55 – 56Teacher’s Book pages 42-43
5Multi-plication and division
WE
EK
10
WE
EK
11
WEEK 12 – 13
WE
EK
1W
EE
K 2
WE
EK
3
48
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Five
Pupil’s Book pages 62 - 66Teacher’s Book pages 50-52
Pupil’s Book pages 66 - 67Teacher’s Book page pg 52
Unit angle, protractor, semicircular paper cut-outs
Ruler, protractor
Multiplication tables, oranges, cakes
Pupil’s Book pages 59 – 60T/bk pgs 44-45
Measuring angles
Angles on a straight line
Subtracting mixed numbers
8
4
2
By the end of this topic, the pupils should be able to measure angles using arbitrary units and the protractor
By the end of this topic, the pupils should be able to recognize angles on a straight line and work out unknown angles using the properties of angles on a straight line.
By the end of this topic, the pupils should be able to subtract mixed numbers using LCM
• Drawing angles• Reading the scale of a protractor• Naming the parts of a protractor• Using a protractor to measure
angles• Identifying a degree• Drawing straight lines• Drawing angles • Measuring angles
• Cutting oranges into equal parts• Listing multiples of numbers• Subtracting fractions using mixed
numbers
Multiplication tables, oranges, cakes
Multiplying mixed numbers
3 By the end of this topic, the pupils should be able to multiply a mixed number by a whole number
• Cutting into equal parts • Showing how additions can be
linked to multiplication • Multiplying fractions
Pupil’s Bookpage 61T/bk pgs 46
Reflex angles
Parallel lines
2
3
By the end of this topic, the pupils should be able to identify reflex angles
By the end of this topic, the pupils should be able to identify and construct parallel lines using a ruler and a protractor
• Rotating hands of a clock to make reflex angles
• Making reflex angles using sticks• Identifying reflex angles
• Identifying parallel lines• Constructing parallel lines• Drawing lines and angles
Clock face, sticks, pair of compasses/divider
Ruler, protractor
Pupil’s Book pages 68 - 69Teacher’s Book page pg 53
Pupil’s Book pages 69 - 71Teacher’s Book pages 53-54
7Lines and angles
Mixed numbers 3 By the end of this topic, the pupils should be able to convert improper fractions to mixed numbers
• Cutting oranges into equal parts• Comparing the number of parts in
each whole• Adding fractions
Multiplication tables, oranges, cakes
Pupil’s Book pages 56 – 58Teacher’s Book pages 43
Multiplication tables, oranges, cakes
Adding mixed numbers
3 By the end of this topic, the pupils should be able to add mixed numbers using LCM
• Cutting oranges into equal parts• Adding fractions with mixed numbers
Pupil’s Bookpages 58 – 59T/bk pgs 43-44
WE
EK
3W
EE
K 4
WE
EK
5W
EE
K 6
WE
EK
7W
EE
K 8
Progressive Primary Mathematics Standard FiveSchemes of WorkTerm 2
49
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Five
3 By the end of this topic, the pupils should be able to identify and construct perpendicular lines
• Folding paper into right angles• Identifying right angles • Constructing perpendicular lines• Constructing right angles
Protractor, ruler, set square Pupil’s Book pages 71 - 73Teacher’s Book page 54
Perpendicular lines
Progressive Primary Mathematics Standard FiveSchemes of Work
Term 2
Adding and subtracting decimals
Multiplying decimals
3
4
4
By the end of this topic, the pupils should be able to write the place values of decimals up to thousandths
By the end of this topic, the pupils should be able to convert, add and subtract decimals up to thousandths
By the end of this topic, the pupils should be able to multiply decimals by whole numbers
• Drawing place value chart • Extending place value chart to
thousandths• Showing thousandths on a place
value chart
• Using place value to link fractions with decimals
• Adding and subtracting decimals• Showing the use of place value
chart in addition/subtraction of decimals
• Multiplying whole numbers• Demonstrating movement of the
decimal in a place value chart• Multiplying decimals by whole
numbers
Cube stack, place value charts, number line
Place value charts, equivalent fraction charts
Multiplication tables, place value charts
Pupil’s Book pages 74 – 77Teacher’s Book pages 57-58
Pupil’s Book pages 77 - 79Teacher’s Book pages 58-59
Pupil’s Book pages 79 - 81Teacher’s Book page 59
Thousandths8Decimals
REVISION AND END TERM EXAMINATIONS
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
Progressive Primary Mathematics Book 5: Sample Schemes of Work: Term 3
Cubic centimetres
4 By the end of this topic, the pupils should be able to identify and use a cubic centimetre as a unit of measuring volume and working out the volumes of cuboids
• Measuring length of 1 cm cube• Forming a stack of cubes using 1
cm cubes• Calculating volume of cubes and
cuboids
1 cm cube Pupil’s Book pages 84 - 87Teacher’s Book pages 64-65
9Volume, capacity and mass
WE
EK
8
WE
EK
9W
EE
K 1
0
WEEK 11 – 13
WE
EK
1
Container marked in ml, teaspoon, drinking strawssyringes
Pupil’s Bookpages 87 - 89Teacher’s Book pages 65-66
Millilitres 4 By the end of this topic, the pupils should be able to identify and use the millilitre as a unit of measuring capacity
• Measuring the capacity of containers
• Measuring capacity using millilitres
• Converting ‘l’ to ‘ml’ and vice versa WE
EK
2
50
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Five
Operations involving capacity
2 By the end of this topic, the pupils should be able to work out addition, subtraction and multiplication involving litres and millilitres
• Adding fractions• Subtracting fractions• Multiplying millilitres by whole
numbers
Conversion tables for capacity
Pupil’s Bookpages 89 - 91Teacher’s Book pages 66-67
Beam balance, 1 kg mass, sand, soil, stones, 50 g, 100 g masses, 20/-, 10/-, 5/- coins
Pupil’s Bookpages 91 - 93Teacher’s Book pages 67-68
Mass 3 By the end of this topic, the pupils should be able to identify and use the gram as a unit of measuring mass
• Measuring mass using beam balances
• Estimating mass of various objects in grams
• Converting kg into grams and vice versa
Progressive Primary Mathematics Standard FiveSchemes of WorkTerm 3
Conversion table for mass Pupil’s Bookpages 93 - 95Teacher’s Book pages 68-69
Real objects, e.g. bottletops, sticks
Pupil’s Bookpages 96 - 98Teacher’s Book pages 72-73
Operations involving mass
Simplifying expressions
3
2
By the end of this topic, the pupils should be able to add, subtract, multiply and divide units of mass
By the end of this topic, the pupils should be able to simplify algebraic expressions and put like terms together
• Measuring mass using beam balances
• Converting kg into grams and vice versa
• Adding, subtracting, multiplying and dividing
• Simplifying algebraic expressions by adding and subtracting
• Forming expressions using letters
Beam balance polythene bags,counters (coins, bottle- tops)
Pupil’s Book pages 98 - 99Teacher’s Book pages 73-75
Solving equations
3 By the end of this topic, the pupils should be able to form and solve simple equations with one unknown
• Comparing weights using beam balances
• Solving problems involving simple equations with one unknown
Pair of scissors, paper
Ruler, protractor, set square, paper cut-outs
Angles of a triangle and sums of its angles
Right-angled triangles
4
2
By the end of this topic, the pupils should be able to measure the angles of a triangle and find the sum of its angles practically
By the end of this topic, the pupils should be able to identify the properties of right-angled triangles
• Measuring angles of a triangle• Cutting the angles of a triangle
and arranging them on a line• Calculating the angles in a given
triangle
• Measuring angles• Adding angles• Solving problems involving angles
with one unknown• Drawing right-angled triangles
Pupil’s Book pages 100 - 102Teacher’s Book pages 76-77
Pupil’s Book pages 103 - 104Teacher’s Book pages 77-78
10Algebra
11Triangles and rectangles
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
51
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Five
Protractor, ruler, papercut-outs
Isosceles triangles
2 By the end of this topic, the pupils should be able to identify the properties of an isosceles triangle
• Measuring the lengths of the sides of a triangle
• Measuring the angles of a triangle
Pupil’s Book pages 108 - 109T/bk pg 79
Protractor, ruler, papercut-outs
Equilateral triangles
Constructing right-angled triangles
2
2
By the end of this topic, the pupils should be able to identify the properties of an equilateral triangle
By the end of this topic, the pupils should be able to construct a right-angled triangle using a ruler and a protractor
• Measuring the lengths of a triangle
• Drawing triangles
• Constructing right-angled triangles• Measuring angles
Ruler, protractor
Pupil’s Book pages 106 - 107T/bk pgs 78-79
Pupil’s Book pages 105 - 106Teacher’s Book page 78
Progressive Primary Mathematics Standard FiveSchemes of Work
Term 3
Ruler, protractor, square/rectangular cut-outs
Rectangles and squares
3 By the end of this topic, the pupils should be able to list the properties of rectangles and squares
• Measuring the lengths of the sides of rectangles and squares
• Measuring angles of squares and rectangles
• Measuring lengths of diagonals
Pupil’s Book pages 110 - 111Teacher’s Book pages 79-80
Ruler, square/rectangular cut-outs
Ruler, protractor2 By the end of this topic, the pupils should be able to construct rectangles and squares using a ruler and a protractor
• Constructing right angles• Measuring the length of the sides
of rectangles• Drawingsquares and rectangles
Pupil’s Book pages 111 - 113Teacher’s Book page 80
Constructing rectangles and squares
3 By the end of this topic, the pupils should be able to draw patterns using rectangles, squares, and triangles
• Drawing a rectangle, square and triangle
• Making patterns using rectangles, squares and triangles
Pupil’s Book pages 114 - 115Teacher’s Book pages 80-81
Patterns
24-hour time chart, clock face
4 By the end of this topic, the pupils should be able to read time using a.m. and p.m.
• Reading time in using 24 hour clock
• Solving problems involving time in a.m. and p.m.
Pupil’s Book pages 118 - 120Teacher’s Book pages 85-86
a.m. and p.m.12Time
WE
EK
6W
EE
K 7
WE
EK
8
Ruler, tape measure, 2 metre sticks
4 By the end of this topic, the pupils should be able to estimate time using shadows
• Reading time using hours• Measuring the length of shadows• Estimating time
Pupil’s Book pages 120 - 121T/Bk pages 86-87
Estimating time by shadows
52
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Five
Clock face, clocks, pendulum, clock with minute and second hands
2 Conversion tableBy the end of this topic, the pupils should be able to add, subtract, multiply and divide involving hours, minutes and seconds
• Adding and subtracting hours, minutes and seconds
• Multiplying and dividing hours, minutes and seconds by whole numbers
Pupil’s Book pages 123 - 125Teacher’s Book page 88
Operations using units of time
3 By the end of this topic, the pupils should be able to use the second as a unit of time
• Measuring time in seconds using a pendulum
• Converting minutes, seconds and hours.
Pupil’s Bookpages 121 - 123Teacher’s Book page 87
Seconds
Progressive Primary Mathematics Standard FiveSchemes of WorkTerm 3
3 By the end of this topic, the pupils should be able to prepare bills
• Shopping in the classroom duka• Preparing a bill• Getting change
Price lists, classroom duka Pupil’s Bookpages 126 - 127T/Bk pages 90-91
Bills
Tables of rates, Postage stamps
2 By the end of this topic, the pupils should be able to calculate the cost of posting letters, printed paper, newspapers and small parcels using given postal rates
• Discussing ways of sending messages
• Discussing services offered in post offices
• Visiting the post office
Pupil’s Book pages 128 - 131Teacher’s Book pages 91-92
Postal charges
Ruler, Tape measure
Matchboxes, cuboid blocks of wood
2 By the end of this topic, the pupils should be able to collect and record data in tables
• Collecting data• Drawing tables using tally marks
Books, rubbers, pencils, measuring tapes
Pupil’s Book pages 136 - 137T/Bk pgs 99-100
Tables
4 By the end of this topic, the pupils should be able to collect data, represent data in a bar graph and interpret data represented in a bar graph
• Building bars using matchboxes• Discussing properties of bar
graphs• Drawing bar graphs• Reading bar graphs
Pupil’s Book pages 137 - 143Teacher’s Book pages 100-101
Graphs
2 By the end of this topic, the pupils should be able to draw a figure to a given scale
• Measuring length/width of classroom
• Drawing rectangles to represent measured lengths
• Changing actual length to scale length and vice versa
Pupil’s Bookpages 132 - 135Teacher’s Book pages 96-97
Drawing to scale
13Money and rates
14Scale drawing
15Tables and graphs
REVISION AND END YEAR EXAMINATIONS
WE
EK
9W
EE
K 1
0W
EE
K 1
1W
EE
K 1
2
WEEK 13
54
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
Elements of a map
Compass Direction
Position, size and shape
The learners should be able to define the term map.
The learners should be able to identify the elements of the map and use them appropriately.
The learners should be able to draw a compass with 16 points
The learners should be able to tell direction using the 6 points compass
The learners should be able to tell the position of Kenya in relation to her neighbours.
• Defining the term map• Observing the various maps
• Naming the elements of a map i.e scale, key etc. • Discussing the elements using the map displayed • Using various elements
• Observing the 16 points compass• Identifying the 16 points• Drawing the 16 points compass
• Telling direction• Using the compass i.e. A from B in the school compound• Demonstrating different directions from a given point in class• Drawing the map of the school
• Observing the map of Kenya and her neighbours• Locating directions of these countries• Naming the countries
Our Lives Today SST Book 5 page 2• Teacher’s Guide page 4• A map of Kenya.
Our Lives Today SST Book 5 pages 2–4• A map of Kenya with all elements
Our Lives Today SST Book 5 page 3• A chart showing the 16 points compass• A compass
Our Lives Today SST Book 5 pages 4–5• Local environment• Map of the school• A compass• A picture of a compass
Our Lives Today SST Book 5 page 4• A map of East Africa• Teacher’s Guide page 6
Our Lives Today: Social Studies Schemes of Work for Standard Five: Term One
1
2
3
4
5
WE
EK
1
Our Country Kenya
55
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Our country Kenya
Position, size and shape
Main physical features
The learners should be able to locate the position of Kenya according to latitudes and longitudes and state the approximate area of Kenya.
The learners should be able to describe the shape of Kenya.
The learners should be able to draw the map of Kenya.
The learners should be able to define physical features.
The learners should be able to tell the difference between man-made and natural features.
• Name the longitudes and latitudes that enclose Kenya • Discuss the position of Kenya in longitudes and latitudes• State the area of Kenya
• Observing the map of Kenya• Describing the shape of Kenya• Explaining the shape
• Observing the map of Kenya• Drawing the map• Naming the neighbours
• Observing the map of Kenya• Identifying the unique features of the environment• Defining the term physical features• Relating the features to the whole country
• Listing the differences between man-made and natural features• Naming the features
Our Lives Today SST Book 5 page 7• Map of East Africa• Teacher’s Guide page 6
Our Lives Today SST Book 5 page 4• The map of Kenya• Teacher’s Guide page 6
Our Lives Today SST Book 5 page 4• The map of Kenya and her neighbours
Our Lives Today SST Book 5 pages 5–7Teacher’s Guide page 7Map of Kenya.
Our Lives Today SST Book 5 pages 5–7• Teacher’s Guide page 7• Map of Kenya
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2Our Lives Today: Social Studies Standard Five
Schemes of WorkTerm 1
56
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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Main physical features
Physical regions
Weather and the climate
The learners should be able to identify and describe the Rift Valley and lake basins regions of Kenya.
The learners should be able to identify and locate the coastal region plateau and highlands of Kenya.
The learners should be able to draw the map of Kenya showing relief regions.
The learners should be able to explain the influence of physical features on human activities.
The learners should be able to explain the difference between weather and climate.
• Identifying the Rift Valley and lake basin regions on the map• Describing them and locating them on the map
• Locating the coastal plateau and highland regions on the map• Observing the map • Describing the regions
• Observing the relief map of Kenya• Drawing the map
• Naming the human activities• Discussing the influence of physical features on human activities
• Defining the terms weather and climate• Showing the relationship between weather and climate• Observing on weather and climate
Our Lives Today SST Book 5 pages 7–8• Map of Kenya showing regions• Local environment• Teacher’s Guide page 7.
Our Lives Today SST Book 5 pages 7–8• Map of Kenya showing relief regions• Local environment • Teacher’s Guide page 7
Map showing the relief regions of Kenya
Our Lives Today SST Book 5 pages 8–9• Local environment• Map of Kenya• Teacher’s Guide pages 8–9
Our Lives Today SST Book 5 pages 10–11• Chart showing the diagram of weather• Local environment• Teacher’s Guide page 9
Our country Kenya
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3Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 1
57
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
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4W
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K 5
Rainfall
Temperature and wind
RecordingWeather
Factors that influence climate
The learners should be able to measure and record rainfall.
The learners should be able to measure and record temperature and wind.
The learners should be able to construct the instruments.
The learners should be able to explain the factors that influence the climate of Kenya (wind and altitude).
The learners should be able to explain how latitude and sea affect climate.
• Identifying the instruments for measuring rainfall amounts• Measuring rainfall• Recording • Drawing a rain gauge.
• Identify the instruments i.e. thermometers, wind vane• Measure and record temperature and wind duration
• Demonstrating how to make the instruments• Identifying the materials and instruments
• Naming the factors • Explaining how wind and altitude affect climate.• Observing a map of climates• Pictures of climate
• Explaining how latitude and nearness to sea affect climate• Observing the map• Observing charts• Answering questions
Our Lives Today SST Book 5 pages 11–12Rain gaugePictures of the rain gaugeTeacher’s Guide page 9
Our Lives Today SST Book 5 page 11Thermometers, wind vanePictures of the instruments
Our Lives Today SST Book 5 pages 11–12Various assorted materialsPictures
Our Lives Today SST Book 5 pages 12–13• Chart showing wind and altitude• Map of climate• Teacher’s Guide page 11
Our Lives Today SST Book 5 pages 14–15• Teacher’s Guide page 11• Map showing climate• Charts showing latitudes and nearness to sea
Our Country Kenya
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4Our Lives Today: Social Studies Standard Five
Schemes of WorkTerm 1
58
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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2W
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K 3
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K 5
Factors that influence climate
The climate of Kenya
The learners should be able to name 2 types of rainfall, i.e relief and convectional rainfall, andexplain how relief rainfall is formed.
The learners should be able to explain how convectional rainfall is formed.
The learners should be able to name the types of climate in Kenya.
The learners should be able to explain the coastal lowland climate and cool and wet climate.
The learners should be able to describe hot climate and mountain climate.
• Defining the term rainfall• Naming the types of rainfall• Explaining how each is formed• Observing charts and pie charts of rainfall
• Draw diagrams of convectional rainfall• Explain how it is formed• Fill in blank spaces
• Defining climate• Naming the climates of Kenya• Discussing about the climate• Observing about the climate
• Describing the characteristics of coastal lowland climate and wet climate• Observing the map of Kenya• Discussing characteristics• Taking notes
• Describing the characteristics• Locating hot climate and mountains on the map• Comparing climates
Our Lives Today SST Book 5 pages 12–14• Teacher’s Guide page 11• Diagram of relief rainfall
Our Lives Today SST Book 5 pages 12–13• Teacher’s Guide page 11• Diagrams of convectional rainfall
Our Lives Today SST Book 5 pages 16–17• Map showing climate
Our Lives Today SST Book 5 pages 16–17• Map of climate• Teacher’s Guide pages 13–14
Our Lives Today SST Book 5 pages 16–17• Map of Kenya showing climates• Local environment• Teacher’s Guide pages 13–14
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Our country Kenya
Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 1
59
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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The climate of Kenya
Influence of climate on human activities
Factors influencing climate change
The learners should be able to draw the map of Kenya showing climate.
The learners should be able to explain the influence of climate on human activities.
The learners should be able to explain the influence of climate on crop farming and pastoralism.
The learners should be able to identify the factors influencing climate change (deforestation).
The learners should be able to identify the factors influencing climate change (Industries and exhaust fumes).
• Observing the map on climate• Drawing the map
• Naming human activities• Explaining how the activities are related to climate• Discussion on the activities
• Defining pastoralism• Describing the conditions necessary for crop farming• Identifying the reasons for pastoralism.
• Defining deforestation• Discussing effects of deforestation• Observing the local environment.• Observing the chart of water cycle
• Naming the products of industries and marketing• Demonstrating the effects of smoke• Explaining how smoke and exhaust fumes affect climate
Our Lives Today SST Book 5 pages 16–17• Map of Kenya showing climates• Local environment• Teacher’s Guide pages 13–14
• Map of Kenya showing climates• Atlases
Our Lives Today SST Book 5 pages 17–18• Teacher’s Guide pages 14–15• Local environment• Map on climate
Our Lives Today SST Book 5 pages 18–19• Teacher’s Guide pages 15–16• Chart of water cycle
Our Lives Today SST Book 5 pages 18–19• Chart of water cycle• Teacher’s Guide pages 15–16
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Our country Kenya
Our Lives Today: Social Studies Standard FiveSchemes of Work
Term 1
60
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
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K 3
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K 5
Impact of climate change on human activities
The learners should be able to explain the effects of climate on human activities.
The learners should be able to state the effects of climate change on the environment.
The learners should be able to demonstrate climate conservation methods.
The learners should be able to identify and locate the types of vegetation found in Kenya.
The learners should be able to list the characteristics of the types of vegetation grown.
• Discussing the effects of climate change on human activities• Demonstrating the effects• Filling blank spaces
• Define the term environment• List the effects of climate change on the environment
• Discussing how to reduce the impact of climate change• Demonstrating how to contain the impact• Answering questions • Taking notes
• Defining the term vegetation• Identifying the types of vegetations• Locating them on the map
• Naming the characteristics of the types of vegetation• Answering questions• Observing pictures• Filling in blank spaces• Observing the local environment
Our Lives Today SST Book 5 pages18–19• Teacher’s Guide page 16• Pictures of local environment• Local environment
Our Lives Today SST Book 5 pages18–19• Local environment• Pictures of eroded areas • Teacher’s Guide page 16
Our Lives Today SST Book 5 pages18–19• Local environment• Pictures of people planting trees
Our Lives Today SST Book 5 pages19–23• Map of Kenya • Local environment• Teacher’s Guide pages 17–18
Our Lives Today SST Book 5 pages19–23• Local environment• Pictures of different types of vegetation• Teacher’s Guide pages 18–19
Our country Kenya
WE
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7
Vegetation
Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 1
61
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
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K 3
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K 5
Vegetation
Main language groups
Bantus
Nilotes
The learners should be able to state the importance of vegetation products.
The learners should be able to draw a map of Kenya showing the location of various vegetation types.
The learners should be able to name and classify the main language groups found in kenya.
The learners should be able to locate the movement of bantus.
The learners should be able to locate origin and trace the movement and settlement of Nilotes.
Naming the uses of treesDiscussing the importance of vegetationFilling in blanksObserving specimens of tree products
Listing climatic zonesObserving the mapShowing the different types of vegetationDrawing the map
Naming the Kenyan languagesClassifying the languages, i.e Bantus, Nilotes and CushitesFilling in the classification table
Locating the origin of BantusTracing the migration of BantusObserving the map on migration
Locating the origin of NilotesTracing the migration of NilotesObserving the map on migration and settlement
Our Lives Today SST Book 5 pages19–23Teacher’s Guide pages 17–18Specimens of tree products Chart showing the uses of treesMap showing vegetation
Our Lives Today SST Book 5 pages 19–23Map of vegetation zonesTeacher’s Guide pages 17–18.
Our Lives Today SST Book 5 page 24Teacher’s Guide page 19Resource person Classification table
Our Lives Today SST Book 5 pages 25-30Map showing migration and settlementTeacher’s Guide page 19
Our Lives Today SST Book 5 pages 25-30Map showing migration and settlementTeacher’s Guide page 19
Our country Kenya
The people of Kenya
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8Our Lives Today: Social Studies Standard Five
Schemes of WorkTerm 1
62
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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K 3
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K 5
Cushites
Migration & settlement
Other people found in Kenya
The population of Kenya
The learners should be able to state the origin trace the movement and settlement of Cushites.
The learners should be able to explain the reasons for the migration of Kenyan communities. The learners should be able to briefly describe the effects of settlement.
The learners should be able to mention other people found in Kenya.
The learners should be able to state the population of Kenya.
The learners should be able to describe the structure and composition of the population in Kenya.
• Locating the place of origin of Cushites• Tracing the movement of Cushites• Locating the cushites’ plan of settlement• Observing map on migration and settlement
• Listing the reasons for migration• Taking notes\answering questions• Discussing the effects of settlement
• Naming other communities found in Kenya• Mentioning their origin and where they are found• Discussing the reasons for their settlement.
• Defining the term census• Comparing censuses at different times from the tables.• Calculating population increase
• Giving the general statistics of the Kenya population• Observing simple population pyramids• Interpreting the pyramids
Our Lives Today SST Book 5 pages 24–30• Map on migration and settlement• Teacher’s Guide page 19
Our Lives Today SST Book 5 pages 24–30• Map showing migration and settlement• Teacher’s Guide page 19
Our Lives Today SST Book 5 pages 24–30• Teacher’s Guide pages 19–20• Pictures of Europeans, Indians etc.• Local environment
Our Lives Today SST Book 5 pages 32-33• Teacher’s Guide pages 21–22• Population tables on Kenya
Our Lives Today SST Book 5 pages 32-33• Teacher’s Guide pages 21–22 • Population pyramids• Charts
The people of kenya
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9Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 1
63
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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Population distribution in kenya
Sources of population data
Importance of population data
The learners should be able to describe the population distribution in Kenya.
The learners should be able to name areas of high population and low population in Kenya.
The learners should be able to list the factors that influence population distribution in Kenya.
The learners should be able to identify various sources of population data.
The learners should be able to explain the importance of population data.
• Defining population density• Explaining the population distribution patterns• Observing population distribution maps
• Name areas of high population• Draw population map of Kenya• Name areas of low population and areas of medium population
• Listing the factors• Explaining the factors listed• Taking notes• Discussing the factors
• Naming sources of population data • Explanation of each source• Observation of government records
• Discussing the importance of population data• Discussing how the government can control population growth• Taking notes
Our Lives Today SST Book 5 pages 33–34• Population maps• Teacher’s Guide pages 22–23 • Population tables
Our Lives Today SST Book 5 pages 33–34• Teacher’s Guide pages 22–23• Map on distribution of population in Kenya• Local environment
Our Lives Today SST Book 5 pages 35–36• Teacher’s Guide pages 22–23• Map of Kenya
Our Lives Today SST Book 5 pages 36–37• Government records• Resource persons• Teacher’s Guide pages 23–24
Our Lives Today SST Book 5 page 37• Resource person• Pictures of people• Teacher’s Guide pages 24-25
The people of kenya
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Our Lives Today: Social Studies Standard FiveSchemes of Work
Term 1
64
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
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K 3
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K 5
Education in the African traditional society
Cultural artefacts
Aspects of culture that should be preserved
The learners should be able to name the types of education in Africa.The learners should describe traditional forms of education.
The learners should be able to explain ways through which traditional education was transmitted.
The learners should be able to name the artefacts found in their community.
The learners should identify the aspects of culture that need to be preserved.
The learners should be able to identify useful aspects of culture.
• Definition of education• Giving examples of types of education in traditional Africa• Comparing the two types of education• Role-playing
• Naming the ways education was transmitted in traditional Africa• Explaining each• Giving examples• Playing roles
• Name the artefacts found in their communities• Define artefacts and give examples of each• Observing pictures and artefacts• Observing real objects
• Naming aspects of traditional culture• Naming aspects of modern culture• Observing tables of cultural aspects• Filling in blanks
• Observing chart showing modern and traditional culture • Naming aspects that should be preserved
Our Lives Today SST Book 5 pages 38–40• Teacher’s Guide pages 25–26• Pictures in the Pupil’s Books
Our Lives Today SST Book 5 pages 38-40• Resource persons
Our Lives Today SST Book 5 page 40• Real objects• Pictures of artefacts• Teacher’s Guide pages 26–27
Our Lives Today SST Book 5 page 41• Chart of cultural aspects• Pictures of modern cultural aspects• Teacher’s Guide page 27
Our Lives Today SST Book 5 page 41• Chart showing cultural aspects• Teacher’s Guide page 27
Social relations and cultural activities
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Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 1
65
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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K 3
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K 5
Age-sets and age-groups
Interaction among Kenyan communities
The learners should be able to explain the meaning and composition of age-sets and age- groups.
The learners should be able to identify the functions of age-sets and age-groups.
The learners should be able to state three ways of interaction in the past.
The learners should be able to state ways in which people interact in the modern society.
The learners should be able to explain the importance of interdependence.
• Defining the terms age-set and age-groups• Stating the composition• Taking notes
• Identify the roles of age-set as and age-groups in modern society
• Explaining the term interaction• Naming three ways people interacted in the past e.g. marriage
• Listing ways in which people interact in the present• Observing pictures of various functions• Discussing how people interact
• Discussing the importance of interaction• Observing pictures of various functions, e.g. marriage, market etc.• Taking notes
Our Lives Today SST Book 5 pages 41–42• Teacher’s Guide page 28• Resource person
Our Lives Today SST Book 5 pages 41-42• Teacher’s Guide page 28
Our Lives Today SST Book 5 pages 42-45• Teacher’s Guide pages 28-29
Our Lives Today SST Book 5 pages 44-45• Teacher’s Guide pages 28-29• Pictures of weddings, markets etc.
Our Lives Today SST Book 5 pages 42-45• Pictures of various functions, e.g. weddings, market• Teacher’s Guide pages 28-29
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Social relations and cultural activities
Our Lives Today: Social Studies Standard FiveSchemes of Work
Term 1
66
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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K 3
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K 5
Resources AgricultureSubsistence farming
Bush fallowing
Subsistence crop farming
Shifting cultivation
The learners should be able to describe how traditional methods of farming were used in food production, i.e. shifting cultivation.
The learners should be able to describe how bush fallowing was used in food production.
The learners should be able to identify some subsistence crops grown in Kenya, e.g. millet, cassava etc.
The learners should be able to state reasons why subsistence farming was practical in Kenya.
The learners should be able to give the advantages and disadvantages of shifting cultivation.
• Defining shifting cultivation and subsistence farming• Describing how shifting cultivation was used in food production• Drawing diagrams• Observing diagrams
• Defining bush fallowing• Explaining how it was used• Observing diagrams• Drawing diagrams
• Name the subsistence crops • Draw some crops• Classify them • Observe specimens
• Identifying the reasons• Explaining the reasons• Discussing in groups• Answering questions• Observing the environment
• Listing advantages• Listing disadvantages• Taking notes • Answering quiz
Our Lives Today SST Book 5 pages 46-48• Local environment• Pictures of subsistence crops• Teacher’s Guide page 30
Our Lives Today SST Book 5 pages 46-48• Real objects• Local environment• Pictures of crops• Teacher’s Guide page 30
Our Lives Today SST Book 5 pages 46-48• Local environment• Pictures of crops• Teacher’s Guide page 30
Our Lives Today SST Book 5 pages 46-48• Teacher’s Guide page 30• Local environment
Our Lives Today SST Book 5 pages 46-48• Local environment• Teacher’s Guide page 30
Our Lives Today: Social Studies Schemes of Work for Standard Five: Term Two
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TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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K 5
Cash crop farming
Irrigation farming(Mwea Tebere)
The learners should be able to name and locate areas where cash crops are grown in Kenya.
The learners should be able to identify the conditions influencing growth of wheat and tea in Kenya.
The learners should be able to identify the conditions necessary for the growth of pyrethrum and flowers.
The learners should be able to state the uses and importance of growing cash crops.
The learners should be able to explain how irrigation farming is carried out in Mwea Tebere Irrigation Scheme.
• Naming cash crops• Defining cash crop farming• Observing a map • Locating where they are grown
• Excursion to a local farming area• Identifying conditions for the growth of tea and wheat• Observing specimens
• Identifying conditions for the growth of pyrethrum and flowers• Observing specimens• Excursion to a local area• Taking notes
• Listing uses of cash crops• Observing products from cash crops• Filling in blanks• Discussion
• Defining irrigation farming• Field visit• Naming the crops grown• Explaining how irrigation is done• Observing pictures
Our Lives Today SST Book 5 pages 49–52• Crop specimen• Local environment• A map of Kenya showing crop areas • Local environment
Our Lives Today SST Book 5 pages 49–52• Local environment• Specimens • Pictures of wheat and tea• Teacher’s Guide pages 31-32
Our Lives Today SST Book 5 pages 49–52• Local environment• Pictures of pyrethrum and flowers• Teacher’s Guide pages 31-32
Our Lives Today SST Book 5 pages 53–54• Teacher’s Guide page 33• Pictures • Local environment• Map of Kenya• Charts showing crops
Our Lives Today SST Book 5 pages 53–54• Local environment• Pictures• Map of Kenya showing irrigation in Mwea-Tebere• Teacher’s Guide page 33
Resources
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Our Lives Today: Social Studies Standard FiveSchemes of Work
Term 2
68
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
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K 3
WE
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4W
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K 5
Irrigation farming(Perkerra Irrigation Scheme)
Beef farming
The learners should be able to explain how farming is done in the Perkera Irrigation Scheme.
The learners should be able to identify the benefits of irrigation farming.
The learners should be able to state the problems facing farmers in irrigation schemes.
The learners should be able to name breeds of beef cattle reared and identify areas where beef farming is practised in Kenya.
The learners should be able to identify the conditions under which beef farming is carried out.
• Describing irrigation in Perkerra• Naming the crops grown• Field visit• Observing a map of Kenya• Locating Perkerra on the map
• Listing the benefits • Filling in blanks• Group discussions
• Identifying the problems• Explaining the water-borne diseases• Observing pictures• Observing the local environment
• Defining the term beef farming• Observing pictures of different breeds• Identifying areas of beef farming in Kenya
• Listing the conditions• Discussing the conditions• Observing beef farming in the field• Observing pictures of beef farming
• Local environment• Pictures of crops• Our lives today Teacher’s Guide • Map of Kenya showing irrigation schemes
• Teacher’s own collections• Local environment
Our Lives Today SST Book 5 pages 55–56• Local envoironment• Teacher’s Guide pages 34–35• Map of Kenya
Our Lives Today SST Book 5 pages 55–56• Local environment• Pictures of beef cattle• Map of Kenya showing beef areas of farming• Teacher’s Guide pages 34-35
Our Lives Today SST Book 5 pages 55–56• A map of Kenya (relevant)• Teacher’s Guide pages 34-35• Pictures of beef cattle• Local environment
Resources1
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3Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 2
69
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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2W
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K 3
WE
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4W
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K 5
Beef farming
Dairy Farming
The learners should be able to list the methods under which beef farming is carried out in Kenya.
The learners should be able to state the benefits of beef farming.
The learners should be able to tell the types of cattle kept for milk production and identify areas where dairy farming is practised in Kenya.
The learners should be able to identify the conditions under which dairy farming is practised in Kenya.
The learners should be able to identify the methods of practising dairy farming.The learners should be able to state the benefits of dairy farming.
• Pictures of beef practices• Local environment• Discussing the methods
• Explaining the benefits of beef farming• Observing pictures of beef farming• Observation of beef products
• Defining the term dairy farming• Naming the types of cattle kept for dairy purposes• Observing pictures and photographs of cattle breeds• Identifying where they are found
• Relating dairy farming to beef farming• Identifying the conditions under which it is practised• Giving differences with beef farming
• Identifying the methods• Discussing the methods• Observing pictures• Observing field practices of the methods
Our Lives Today SST Book 5 pages 55–56• Teacher’s Guide pages 34–35• A picture of beef farming
Our Lives Today SST Book 5 pages 55–56• Curiosity chart• Teacher’s Guide pages 34–35• Pictures of beef products
Our Lives Today SST Book 5 pages 56–57• Pictures of dairy animals• Local environment• Teacher’s Guide pages 35–36• Map of Kenya
Our Lives Today SST Book 5 pages 56–57• Teacher’s Guide pages 35–36• Map of Kenya
Our Lives Today SST Book 5 pages 56–57• Local environment • Pictures of dairy animals• Teacher’s Guide pages 35-36
Resources1
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4Our Lives Today: Social Studies Standard Five
Schemes of WorkTerm 2
70
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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2W
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K 3
WE
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4W
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K 5
Problems of beef and dairy farming
Poultry farming in Kenya
Pastoral farming
The learners should be able to state the benefits of beef and the problems of beef farming.
The learners should be able to state the problems of dairy farming.
The learners should be able to: • Identify conditions under which poultry farming is practised.• Identify the methods under which it is practised. The learners should be able to:• Identify the areas where poultry farming is practised in Kenya.• Mention the benefits of poultry.• List the problems.
The learners should be able to:• Identify areas where pastoral farming is practised. • Name the communities involved.
• Stating the benefits of beef farming• Observing dairy cows• Explanation of each
• Listing the problems, benefits and the of dairy farming• Discussing• Taking notes
• Defining poultry farming• Identifying the conditions• Discussing the methods• Observing pictures of a poultry farm
• Identifying areas of poultry farming• Listing the benefits• Listing the problems
• Defining pastoral farming• Naming communities• Locating them on the map of Kenya• Observing the problems of pastoralists
Our Lives Today SST Book 5 pages 35–36• Local environment
• Own collection• Resource person• Local environment
Our Lives Today SST Book 5 pages 58–59• Teacher’s Guide pages 37-38• Pictures of poultry
Our Lives Today SST Book 5 pages 58–59• Teacher’s Guide pages 37-38• Pictures of poultry
Our Lives Today SST Book 5 pages 59–60• Teacher’s Guide pages 38-39• Local environment• Pictures of pastoralists
Resources
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5Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 2
71
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
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2W
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K 3
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4W
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K 5
Pastoral farming
Mining(Distribution of major min-erals in Kenya)
Soda ash and salt
The learners should be able to list the conditions favouring pastoralists.
The learners should be able to explain the problems of pastoral farming.
The learners should be able to mention the new developments in pastoral farming areas.
The learners should be able to identify and locate major minerals areas in Kenya.
Learners should be able to:• Name the methods used in mining soda ash and salt.• Name the uses of soda ash and salt.
• Naming the conditions favouring pastoralism• Discussing them• Observing pictures• Visiting pastoral areas
• Group discussions• Listing the problems • Taking notes
• Defining the term transhuman• Mentioning new developments• Answering quiz
• Observing the map showing mineral distribution• Locating the mineral areas in the map• Naming the minerals • Observing specimens
• Describing the methods• Observing pictures of mining methods • Discussing
Our Lives Today SST Book 5 pages 59–60• Teacher’s Guide pages 38–39• Local environment• Pictures
• Own collections
Our Lives Today SST Book 5 pages 59–60• Teacher’s Guide pages 38–39• Map showing pastoral areas• Pictures of pastoralists
Our Lives Today SST Book 5 pages 61–64• Teacher’s Guide pages 39–40• Specimens• Pictures of mining areas• Map of Kenya
Our Lives Today SST Book 5 pages 61–64• Teacher’s Guide pages 39-40• Map of Kenya• Pictures of mining methods
Resources
WE
EK
6
1
2
3
4
5
Our Lives Today: Social Studies Standard FiveSchemes of Work
Term 2
72
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Fluorspar, diatomite and limestone
Importance of minerals to the national economy and effects of mining to the environment
The learners should be able to:• State the methods of mining fluorspar, diatomite and limestone.• Name the uses of flourspar, diatomite and limestone.
The learners should be able to draw the map of Kenya showing mining areas.
The learners should be able to state how minerals have contributed to the economy.
The learners should be able to state the effects of mining to the environment.
The learners should be able to list the methods of reducing the effects of mining to the environ-ment
• Discussing the methods• Discussing uses• Observimg products• Observing pictures of mining
• Observing the map• Drawing the map
• Discussing contributions• Listing the contributions• Taking notes• Observing mining areas
• Discussing the effects of mining to the environment• Visiting mining sites• Observing pictures
• Mentioning the materials• Demonstrating how to reduce the effects• Observing relevant maps
Our Lives Today SST Book 5 pages 61–64• Teacher’s Guide page 39–40• Specimens• Pictures of mining methods
• Map of Kenya
Our Lives Today SST Book 5 pages 64–65• Local environment• Teacher’s Guide pages 46–47• Pictures of mining areas
Our Lives Today SST Book 5 pages 64–65• Local environment• Teacher’s Guide pages 40–41• Pictures of mines
Our Lives Today SST Book 5 pages 64–65• Teacher’s Guide pages 40–41• Pictures • Local environment
Resources1
2
3
4
5
WE
EK
7Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 2
73
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Fishing
Methods of fishing
Types of fish and methods of preservation
The importance of fisheries
Problems facing the fishing industry
The learners should be able to name and locate fishing grounds on the map of Kenya
The learners should be able to describe the methods of fishing.
The learners should be able to: • Name types of fish.• List fish preservation methods.
The learners should be able to explain the importance of fisheries.
The learners should be able to state the problems facing the fishing industry.
• Defining fishing, fishing grounds and fisheries• Naming fishing grounds on the map of Kenya
• Listing the methods• Describing each method• Drawing the methods• Observing fishing in progress
• Naming the types of fish caught• Observing pictures of fish• Observing real fish• Listing preservation methods• Explanation on preservation
• Explaining the importance of fisheries• Discussion• Taking notes• Class quiz
• Listimg the problems of the fishing industry• Answering questions• Discussing how the problems can be solved• Filling in the blank spaces
Our Lives Today SST Book 5 pages 66–67• Teacher’s Guide pages 42–43• Map of Kenya• Local environment
Our Lives Today SST Book 5 pages 67–68• Local environment• Pictures of fishing• Teacher’s Guide pages 42–43
Our Lives Today SST Book 5 pages 64–70• Teacher’s Guide pages 42–43• Pictures of fish• Pictures of fish preservation
Our Lives Today SST Book 5 pages 67–71• Teacher’s Guide pages 42–43• Pictures of fish• Map of Kenya• Official records
• Our Lives Today SST Book 5 pages 69–71• Teacher’s Guide pages 42–43• Map showing fisheries
Resources
WE
EK
8
1
2
3
4
5
Our Lives Today: Social Studies Standard FiveSchemes of Work
Term 2
74
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Forestry The learners should be able to name and locate the types of for-ests in Kenya.
The learners should be able to:• name the types of trees found in the forest.• state the importance of forests.
The learners should be able to state the problems facing forests in kenya.
The learners should be able to explain effects of deforestation in Kenya.
The learners should be able to discuss the effects of deforestation.
• Defining the term forestry• Naming types of forests• Locating the forests on the map of Kenya• Observing maps and pictures of forests
• Naming the types of trees• Observing the trees • Discussing their importance• Taking notes
• Discussing the problems• Answering questions• Observing pictures• Taking notes
• Defining the term deforestation• Discussing uses of deforestation• Observing relevant pictures• Discussing effects of deforestation
• Discussing the effects of deforestation
Our Lives Today SST Book 5 pages 72–77• Map of Kenya • Pictures of forests• Local environment• Teacher’s Guide pages 42–43• Local environment
Our Lives Today SST Book 5 pages 72–75• Teacher’s Guide pages 44-45• Pictures of trees• Local environment
Our Lives Today SST Book 5 pages 74–75• Teacher’s Guide pages 45-46• Pictures of different forests
Our Lives Today SST Book 5 pages 74–75• Teacher’s Guide pages 45–46• Pictures of tree harvesting
Our Lives Today SST Book 5 pages 74–75• Teacher’s Guide pages 45–46• Relevant pictures
1
2
3
4
5
Resources
WE
EK
9Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 2
75
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Forestry
Wildlife
The learners should be able to identify the measures that are taken in order to conserve forests.
The learners be able to list the measures taken to conserve forests.
The learners should be able to name and locate national parks and natural resources.
The learners should be able to explain the importance of wildlife.
The learners should be able to identify the problems facing wildlife in Kenya.
• Defining forest conservation• Observing and planting trees• Listing the measures• Taking notes
• Describing the measures• Discussing them• Taking notes• Answering questions
• Define the term wildlife • Differentiating between national parks and game reserves• Naming national parks and national reserves• Locating them on the map
• Naming animals• Discussing the importance of wildlife• Observing pictures• Visiting a local park
• Listing the problems• Observing pictures • Answering questions
Our Lives Today SST Book 5 page 75• Teacher’s Guide pages 46–47• Local environment• Relevant pictures
Our Lives Today SST Book 5 page 75• Teacher’s Guide pages 46–47• Local environment• Pictures
Our Lives Today SST Book 5 pages 76-77• Map of Kenya • Wall map• Teacher’s Guide pages 47–48
Our Lives Today SST Book 5 page 78• Teacher’s Guide page 48• Local environment• Curiosity chart• Pictures of animals• Map of Kenya
• Own collections• Newspaper cuttings
Resources
Wildlife andTourism
WE
EK
10
1
2
3
4
5
Our Lives Today: Social Studies Standard FiveSchemes of Work
Term 2
76
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Wildlife
Tourism
Business opportunities in Kenya
The learners should be able to describe the efforts taken to conserve wildlife.
The learners should be able to: • identify the main tourist attractions.• explain the importance of tourism.
The learners should be able to identify problems associated with tourism and suggest solutions to the problems.
The learners should be able to identify various business opportunities in Kenya.
The learners should be able to classify the business opportunities mentioned.
• Defining wildlife conservation• Describing the measures taken to conserve wildlife• Visiting a local park
• Defining the term tourism• Identifying tourist attraction features• Naming them • Discussing their benefits
• Discussing the problems• Suggesting solutions• Taking notes
• Defining the term business opportunities• Observing pictures• Observing the environment
• Naming local business opportunities• Classifying them • Observing pictures• Visiting a local shopping centre
Our Lives Today SST Book 5 pages 78–79• Local environment• Pictures of wildlife• Teacher’s Guide page 48• Relevant map
Our Lives Today SST Book 5 pages 80–81• Teacher’s Guide page 49• Pictures of tourists• Local environment
Our Lives Today SST Book 5 pages 80–81• Teacher’s Guide page 44• Pictures of tourists
Our Lives Today SST Book 5 pages 82–83• Teacher’s Guide page 51• The class shop• Pictures of pupils trading• Curiosity chart
Our Lives Today SST Book 5 pages 83–83• Local environment• Teacher’s Guide page 51• Pictures of people trading
Wildlife andTourism
Trade andIndustry
WE
EK
11
1
2
3
4
5
Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 2
77
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Business opportunities in Kenya
Industries
The learners should be able to explain the importance of trade.
The learners should be able to explain the importance of trade.
The learners should be able to:• identify the factors that influence the location of industries• define and name four kinds of industries.
The learners should be able to name different kin ds of industries.
The learners should be able to draw a map showing the location of major industries and mark the major industries on the map.
• Explaining the importance of trade • Filling in the blank spaces
• Explaining the importance of trade • Taking notes
• Discussing the factors• Giving examples of industries• Classifying them• Defining the term industry• Naming kinds of industries
• Answering questions• Taking notes• Visiting a local industry• Class quiz
• Observing the map• Drawing the map• Locating the industries on the map
Our Lives Today SST Book 5 pages 82–83• Teacher’s Guide page 51• Pictures of businesses
Our Lives Today SST Book 5 pages 82–83• Teacher’s Guide page 51
Our Lives Today SST Book 5 pages 83–4• Teacher’s Guide pages 52–53• Map showing location of industries• Pictures • Local environment
Our Lives Today SST Book 5 pages 85–87
• Map of Kenya showing the locations of industries
Trade and Industry
WE
EK
12
1
2
3
4
5
Our Lives Today: Social Studies Standard FiveSchemes of Work
Term 2
78
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Jua Kali industries
Benefits from industries
Problems facing industries in Kenya
Effects of industries on the surroundings
The learners should be able to give reasons for the establish-ment of the Jua Kali industries in Kenya and state their characteristics.
The learners should be able to state the problems of Jua Kali industries.
The learners should be able to explain the benefits we get from industries.
The learners should be able to state the problems facing industries in Kenya.
The learners should be able to: • state the effects of industries on the environment.• suggest how some negative effects can be controlled.
• Defining the term Jua Kali• Listing the reasons• Observing pictures• Stating the characteristics
• Discussing the problems • Observing pictures• Visiting Jua Kali industries• Suggesting solutions
• Observing the manufacturing of items• Identifying the importance• Taking notes
• Discussing the problems facing industries in Kenya• Suggesting solutions• Observing pictures• Visiting industries
• Identifying the effects• Classifying them into positive and negative• Suggesting how negative effects can be controlled
Our Lives Today SST Book 5 page 88• Government records• Local environment• Jua Kali items• Teacher’s Guide page 54
Our Lives Today SST Book 5 page 88• Resource person• Local environment• Teacher’s Guide page 54• Jua Kali items
Our Lives Today SST Book 5 pages 88–89• Teacher’s Guide page 55• Manufacturing items
Our Lives Today SST Book 5 pages 88–89• Teacher’s Guide page 55• Local environment• Pictures
Our Lives Today SST Book 5 page 89• Teacher’s Guide page 55• Local environment
Trade and Industries
1
2
3
4
5
WE
EK
13
Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 2
79
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Transport and Communica-tions
Road safety
Communica-tion
The learners should be able to: • describe traditional forms of transport.• list the advantages of each form of modern transport.
The learners should be able to state the causes of road accidents.
The learners should be able to identify and suggest ways of reducing road accidents.
The learners should be able to identify and describe traditional forms of communication.
• Defining the term transport• Naming traditional forms of transport• Naming modern forms of transport• Drawing traditional forms of transport• Observing the environment• Observing pictures
• Discussing the meaning of road safety• Identifying the causes of road accidents• Observing pictures
• Discussing measures taken to reduce road accidents• Taking notes• Answering questions
• Observing the environment• Defining communication• Identifying traditional forms of communication• Describing them • Drawing some of them• Observing pictures
Our Lives Today SST Book 5 pages 90–93• Local environment• Teacher’s Guide page 57• Diagrams of traditional forms of transport• Relevant pictures
Our Lives Today SST Book 5 pages 94–95• Teacher’s Guide page 58–59• Curiosity chart• Relevant pictures
Our Lives Today SST Book 5 pages 95–96• Teacher’s Guide page 59
Our Lives Today SST Book 5 pages 95–96• Local environment• Relevant pictures• Real objects• Teacher’s Guide page 59
Trade and Industries
1 to 4
5
1
2&3W
EE
K 2
Our Lives Today: Social Studies Schemes of Work for Standard Five: Term ThreeW
EE
K 1
80
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Modern forms of Communi-cation
Factors influencing the growth of towns
Problems facing urban centres
The learners should be able to identify and describe modern methods of communication.
The learners should be able to state factors influencing the growth of towns.
The learners should be able to state the functions of major towns, i.e Nairobi, Mombasa, Thika, Eldoret, Kisumu.
The learners should be able to state the problems facing urban centres.
The learners should be able to suggest solutions to the problems in urban centres.
• Identifying the methods• Observing the environment• Describing the methods• Discussing them• Using a computer, a telephone and a TV• Discussing the contents of newspapers• Naming radio stations• Observing pictures
• Discussing the factors• Listing them down• Taking notes
• Identifying major towns• Observing pictures• Discussing functions• Visiting towns
• Identifying the problems facing major towns• Looking at pictures • Discussing them• Taking notes• Answering questions
• Suggesting solutions• Discussing the solutions• Observing pictures • Answering questions
Our Lives Today SST Book 5 pages 97–99• Local environment• Real objects, e.g. computers, television sets, radios, newspapers• Pictures of communication gadgets• Teacher’s Guide page 60• Computer room
Our Lives Today SST Book 5 pages 100–101• Teacher’s Guide pages 61-62
Our Lives Today SST Book 5 pages 101–104• Local environment• Teacher’s Guide pages 61–62• Map of towns• Pictures of towns
Our Lives Today SST Book 5 pages 104–105• Teacher’s Guide pages 61–62• Map of towns• Local environment
Our Lives Today SST Book 5 page 105• Teacher’s Guide pages 61–62• Pictures of towns
Trade and Industries
Urbaniza-tion
4&5to1
2
3&4
5
1
WE
EK
4W
EE
K 2
WE
EK
3Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 3
81
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Prominent leaders in traditional Kenya societies
Traditional forms of government
The learners should be able to describe the contributions of Masaku and Sakawa in the traditional history of Kenya.
The learners should describe the role played by Mekatilili and Samoei in their traditional societies.
The learners should be able to describe the political position of the Abawanga and the Ameru in the pre-colonial period.
The learners should be able to mention the functions of leaders among the Abawanga and the Ameru and compare and contrast the two political organizations.
• Identifying the traditional society leaders among the Akamba and the Abagusii• Describing their contributions to the country’s politics• Storytelling• Dramatizing the roles of the leaders
• Identifying the societies represented by Mekatilili and Samoei• Describing their contributions• Storytelling• Dramatization
• Locating the place of settlement of the Abawanga and the Ameru• Describing the political organization of the Abawanga and the Ameru• Dramatization
• Listing the functions of the Njuri Ncheke• Listing the functions of the Njuri Impete• Showing the differences of the two different structures• Taking notes
Our Lives Today SST Book 5 pages 106–107• Teacher’s Guide page 63• Resource person• Oral traditions
Our Lives Today SST Book 5 pages 107–108• Teacher’s Guide page 63• Resource person
Our Lives Today SST Book 5 pages 108–110• Resource person• Teacher’s Guide page 65• Pictures of pre-colonial leaders• Oral traditions
Our Lives Today SST Book 5 pages 108-110• Resource person• Chart showing relationship• Teacher’s Guide page 65• Pictures of pre-colonial leaders• Oral traditions
Political develop-ments and systems
1&2
3
4
5
WE
EK
4Our Lives Today: Social Studies Standard Five
Schemes of WorkTerm 3
82
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
How Kenya became a nation
African response to colonial rule
The learners should be able to explain how colonial rule was established in Kenya.
The learners should be able to:• describe the structure of the colonial administration in Kenya• state the effects of the colonial rule in Kenya.
The learners should be able to state reasons why:• the Nandi and the Ababukusu resisted colonial rule.• the Mumia of Wanga and Waiyaki collaborated.
The learners should be able to state:• effects of resistance.• effects of collaboration.
• Defining the terms colony and colonial rule• Explaining how colonial rule was established• Stating when it was established
• Discussing the stages in colonial administration• Showing how they were appointed• Discussing the effects of colonial rule
• Defining the terms resistance and collaboration• Stating reasons why they resisted• Stating reasons why Mumia of Wanga and Waiyaki collaborated• Discussing reasons that favoured the Nandi in their resistance
• Discussing the effects of resistance.• Discussing the effects of collaboration.
Our Lives Today SST Book 5 pages 110–112• Chart showing colonial hierarchy• Teacher’s Guide page 66
Our Lives Today SST Book 5 pages 111–112• Teacher’s Guide page 67• Chart showing colonial hierarchy• Teacher’s own collection
Our Lives Today SST Book 5 pages 111–113• Teacher’s Guide page 68• Map showing areas affected• Pictures of African leaders
Our Lives Today SST Book 5 pages 112–115• Teacher’s Guide page 68
Political develop-ments and systems
1
2&3
4&5
1&2
3
WE
EK
5W
EE
K 6
Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 3
83
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
The struggle for independence in Kenya
Political developments since 1963
The learners should be able to name various political movements and associations in opposition to colonial rule.
The learners should be able to describe the role played by elderly leaders in the struggle for independence.
The learners should be able to explain events leading to the attainment of independence in Kenya.
The learners should be able to explain how Kenya became a republic.
The learners should be able to name and explain the political developments that have taken place from 1963 to the present.
• Defining the terms movement and association• Identifying the movements and associations• Stating reasons why they merged
• Naming early leaders• Describing their contributions in the struggle for independence
• Explaining the events leading to independence• Naming the associations formed after 1945• Observing newspapers• Interviewing resource persons
• Discussing the events of 1962-1964 12th Dec.• Naming major events• Observing pictures
• Naming the events• Explaining their significance• Looking at pictures
Our Lives Today SST Book 5 pages116–117• Teacher’s Guide pages 68-69• Newspaper cuttings• Relevant pictures• Recorded information
Our Lives Today SST Book 5 page117• Teacher’s Guide pages 69–70• Relevant pictures• Newspaper cuttings
Our Lives Today SST Book 5 pages118–120• Resource persons• Newspaper cuttings• Teacher’s Guide page 70• Relevant pictures
Our Lives Today SST Book 5 pages118–121• Relevant pictures• Teacher’s Guide pages 69–70• Resource person
Our Lives Today SST Book 5 pages121–123• Relevant pictures• Teacher’s Guide pages 71–72
Political develop-ments and systems
4&5
1
2&3
4&5
5&1
WE
EK
6W
EE
K 8
WE
EK
7Our Lives Today: Social Studies Standard Five
Schemes of WorkTerm 3
84
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Rights and Responsibilities
Symbols of nation unity
Types of democracy
Importance of democracy
The learners should be able to identify the rights and responsibilities of Kenya citizens.
The learners should be able to explain the importance of good citizenship.
The learners should be able to identify the symbols of national unity.
The learners should be able to define democracy and name different types of democracy.
The learners should be able to state the importance of democracy.
• Define the terms rights and responsibilities• Identify the rights• Discuss the responsibilities
• Define the term citizenship• Discuss the importance of good citizenship
• Defining the symbols of national unity• Identifying the symbols• Observing the symbols• Discussing the significance of the symbols
• Define democracy• Name different types of democracy
• Explaining the importance of democracy
Our Lives Today SST Book 5 pages124–125• Teacher’s Guide pages 72–73
Our Lives Today SST Book 5 pages124–125• Teacher’s Guide pages 72–73
Our Lives Today SST Book 5 pages126–127• Teacher’s Guide page 75• Flag• Relevant pictures
Our Lives Today SST Book 5 pages128–129• Teacher’s Guide pages 74–75
Our Lives Today SST Book 5 page129• Teacher’s Guide pages 74–75
Citizenship
Democracy and human rights
2&3
4
5
1
2
3
WE
EK
8W
EE
K 9
Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 3
85
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Importance of law and order
Effects of lawlessness in society
The constitution of Kenya
The Electoral Commission of Kenya
The learners should be able to: • define reconciliation.• explain the importance of each of the terms law, peace, and reconciliation in society.
The learners should be able to: • name factors that under mine law and order.• identify the effects of lawlessness in society.
The learners should be able to:• define the term constitution.• describe the process of making, amending and renewing the constitution.
The learners should be able to: • name the body responsible for elections in Kenya.• describe the composition of the ECK.• describe the functions of the ECK.
• Define the terms law, peace and reconciliation• Explain the importance of each
• Explaining the meaning of law and order• Stating effects of lawlessness
• Defining the term constitution• Describing the law-making process• Amending and reviewing the constitution• Debate
• Naming the body• Describing the composition of the E.C.K.• Explaining the functions of the E.C.K.
Our Lives Today SST Book 5 pages130–131• Teacher’s Guide pages 76–77• Relevant pictures
Our Lives Today SST Book 5 pages130–131• Teacher’s Guide page 77
Our Lives Today SST Book 5 pages132-133• Teacher’s Guide pages 78–79• Relevant chart
Our Lives Today SST Book 5 page 134• Teacher’s Guide page 80• Relevant pictures• Resource person
Law, peace and reconsilia-tion
The government of Kenya
4
5
1&2
3
WE
EK
9W
EE
K 1
0Our Lives Today: Social Studies Standard Five
Schemes of WorkTerm 3
86
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Five
WE
EK
11
The arms of government
The role of government in society
Sources of government revenue
Administration in the country
The learners should be able to:• name the arms of the government.• describe the composition of the:• judiciary• executive• legislature.
The learners should be able to identify the role of government in society.
The learners should be able to • name sources of government revenue.• explain how the government spends the revenue.
The learners should be able to:• describe the hierarchy and the role of provincial administration.• identify various administrative units in Kenya.
• Naming the branches of government• Describing the composition of the judiciary, executive and legislature• Explaining the functions of each
• Define the term government• Identify the roles of the government in the society
• Define the term revenue• Name sources of revenue• Explain how the government spends its money• Define the term budget
• Explaining the role of provincial administration• Describing the hierarchy• Observing chart of hierarchy• Identifying units of administration
Our Lives Today SST Book 5 pages 135–137• Teacher’s Guide pages 81–82• Pictures• Newspaper cuttings
Our Lives Today SST Book 5 pages 138-139• Teacher’s Guide page 84• Resource person
Our Lives Today SST Book 5 pages 138-139• Teacher’s Guide pages 84–85• Pictures of people working
Our Lives Today SST Book 5 pages 140–142• Teacher’s Guide pages 85–86
The government of Kenya4
&5
1
2&3
4&5
WE
EK
10
Our Lives Today: Social Studies Standard FiveSchemes of WorkTerm 3
88
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Five
1. The breathingsystem
2. The digestive system
3. Health education
The meaning and importance of breathing
Parts of the human breathing system
Functions of parts of human breathing system
The meaning and importance of digestion
Parts of the digestive system
The functions of the parts of the digestive system
Classifying drugs
Medicinal drugs
1-3
1-3
1-6
1-3
1-3
1-6
1-6
1-6
The learner should be able to:• Define breathing• Distinguish between inspiration and expiration• Explain the importance of breathing
• The learner should be able to identify and name main parts of the human breathing system
The learner should be able to state the functions of the parts of the breathing system
The learner should be able to define digestion and explain the importance of digestion
The learner should be able to name the main parts of the digestive system
The learner should be able to state the functions of the parts of the digestive system
The learner should be able to classify drugs according to their effects on the body
The learner should be able to store and use medicine properly
• Defining breathing• Explaining the importance of breathing• Demonstrating breathing using a model
• Identifying parts of the breathing system• Naming and drawing parts of the breathing system
• Discussing functions of each part of the breathing system
• Defining digestion• Explaining the importance of digestion
• Identifying parts of the digestive system• Naming and drawing parts of the digestive system
• Discussing functions of each part of the digestive system
• Distinguishing between sedatives, stimulants, medicines, hallucinogens, narcotics and poisons
• Describing the proper storage of medicine • Reading labels of medicinal drugs• Resource person’s talk on proper use of medicine
• Charts• Models of breathing system
• Diagrams of breathing organs• Lungs of slaughtered chicken or goat
• Model of human breathing system• Chart on functions of parts of the breathing system
• Chart on digestion• Model of the digestive system
• Chart on digestion• Model of the digestive system
• Chart on digestive system• Model of the digestive system
• Samples of drugs• Chart on classification of drugs
• Samples of medicinal drugs• Chart on procedure for drug storage
Science In Action Book 5 page 2Teacher’s Book 5 pages 1-2
Science In Action Book 5 page 2Teacher’s Book 5 page 2
Science In Action Book 5 pages 3-5Teacher’s Book 5 page 3
Science In Action Book 5 page 8Teacher’s Book 5 pages 4-5
Science In Action Book 5 page 8Teacher’s Book 5 pages 5-6
Science In Action Book 5 page 9Teacher’s Book 5 page 6
Science In Action Book 5 page 12Teacher’s Book 5 pages 7-8
Science In Action Book 5 pages 12-14Teacher’s Book 5 pages 8-9
Science in Action Schemes of Work for Standard Five: Term OneW
EE
K 1
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
WE
EK
6
89
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Five
4. Plants
Handling chemicals
First aid for poisoning
Transmission of HIV/AIDS
Classifying plants
The external parts of a plant
1-6
1-6
The learner should be able to take safety measures when handling the chemicals used at home
The learner should be able to carry out first aid in case of poisoning
The learner should be able to state:• How HIV is transmitted• How HIV is not transmitted• How HIV is prevented• The stages of HIV infection
The learner should be able to classify plants
The learner should be able to name and describe the func-tions of the external parts of a plant
• Outlining the correct procedure for handling chemicals • Demonstration on how to handle chemicals
• Identifying sources of poison• Describing first aid procedures for poisoning• Identifying symptoms of poisoning
• Describing the meaning of HIV/AIDS• Discussing the transmission of HIV/AIDS• Composing poems and songs on HIV/AIDS• Discussing prevention of HIV/AIDS• Outlining the stages of HIV infection
• Collecting and classifying plants
• Naming and drawing external parts of a plant • Describing functions of each part of a plant
• Washing detergents• Disinfectants• Chemical fertilizers• Paraffin• Diesel• Protective clothing like overalls, masks, gloves and goggles
• Milk• Water• Medicine• Charts on poisoning
• Video cassettes• Pictures• Poems• Newspaper cuttings
• Common plants from locality
• Whole plants• Water• Manila papers• Pins, stones, cello tape, containers, ink, flowers, polythene bags, razor blades
Science In Action Book 5 page 14Teacher’s Book 5 page 9
Science In Action Book 5 pages 15-16Teacher’s Book 5 pages 9-10
Science In Action Book 5 pages 17-19Teacher’s Book 5 pages 10-11
Science In Action Book 5 pages 22-24Teacher’s Book 5 pages 12-13
Science In Action Book 5 pages 24-31Teacher’s Book 5 pages 13-15
WE
EK
7W
EE
K 8
WE
EK
9W
EE
K 1
0W
EE
K 1
1Science in Action Schemes of Work for Standard Five Term 1
90
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Five
The meaning of weather
Weather instruments
The rain gauge
The windsock
The wind vane
The thermometer
Classifying animals
Classifying vertebrates
1-3
1-3
1-6
1-6
1-6
1-6
1-6
1-6
The learner should be able to define the terms weather, atmosphere and climate
The learner should be able to name correctly the different instruments for measuring weather conditions
The learner should be able to construct and use a simple rain gauge
The learner should be able to construct and use a windsock
The learner should be able to construct and use a wind vane
The learner should be able to construct and use a water thermometer and an air ther-mometer
The learner should be able to state the differences between vertebrates and invertebrates
The learner should be able to classify vertebrates and give examples of each group
• Identifying weather symbols• Distinguishing between atmosphere, weather and climate
• Observing different weather instruments• Describing how weather instruments are used
• Constructing a simple rain gauge• Using a simple rain gauge
• Constructing a simple windsock• Using a simple windsock
• Constructing a simple wind vane• Using a wind vane
• Constructing a water thermometer• Using a water thermometer• Constructing an air thermometer• Using an air thermometer
• Describing the difference between vertebrates and invertebrates• Grouping animals into vertebrates and invertebrates
• Classifying vertebrates into mammals, reptiles, birds, amphibians and fish • Describing groups of vertebrates
• Chart on weather symbols• Pictures of weather effects
• Chart on weather instruments• Real weather instruments
• Tins, rulers, funnels and bottles
• Nylon bags, nylon stockings, tall posts, nails, pieces of wire, bottle tops, strings
• Bottle with a cork. Maize stalk, sheet of cardboard, drinking straw, nails
• Empty ink bottle with cork, stand, drinking straw, tin, cardboard, chewing gum, coloured water, a scale on cardboard.
• Pictures of small and large animals, pieces of paper, pencils, bottles and tins, pins or thorns
• Real animals• Charts, diagrams and photographs
Science In Action Book 5 page 34Teacher’s Book 5 pages 16-17
Science In Action Book 5 pages 34-39Teacher’s Book 5 page 17
Science In Action Book 5 page 34Teacher’s Book 5 pages 17-18
Science In Action Book 5 pages 35-36Teacher’s Book 5 page 18
Science In Action Book 5 pages 36-37Teacher’s Book 5 pages 18-19
Science In Action Book 5 pages 37-39Teacher’s Book 5 pages 19-20
Science In Action Book 5 page 42Teacher’s Book 5 pages 22-23
Science In Action Book 5 pages 42-46Teacher’s Book 5 pages 23-25
5. Weather instru-ments
6. Animals
Science in Action Schemes of Work for Standard Five: Term TwoW
EE
K 1
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
WE
EK
6W
EE
K 7
91
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Five
7. Soil
8. Food andnutrition
Formation of soil
Soil texture
Drainage in soil
Capillarity in soil
Classifying foods
Carbohydrates
The learner should be able to define weather and identify the different agents of weath-ering
The learner should be able to:• Distinguish between fine, smooth, coarse and rough texture of soil• Classify soils according to texture
The learner should be able to compare drainage in sandy, clay and loamy soils
The learner should be able to measure and record the different rates of capillarity in sandy, clay and loamy soils
The learner should be able to identify and classify foods as energy providing foods, body building foods and protective foods
The learner should be able to identify foods that are rich in carbohydrates
• Describing how soils are formed• Naming agents of weathering
• Distinguishing different types of soil texture • Testing soil texture• Classifying soils according to texture
• Experimenting on water drainage• Describing the difference between drainage capacities of different soils
• Experimenting on soil capillarity• Describing the differences in the capillarity of different soils
• Identifying types of food• Grouping foods according to nutrients
• Identifying foods rich in carbohydrates• Explaining the functions of carbohydrates in the body
• Soils, water, tins• Hard core
• Clay soils, loam soil, sandy soil, water, tins, glasses, dishes
• Clay soil loam soil, sandy soil• Measuring bottle, tin, water
• Bloating paper, glasses, chalk, maize stalk, pieces of wood, ball-point pens
• Charts, pictures of food, a variety of locally available foods
• Pictures and samples of foods rich in carbohydrates
Science In Action Book 5 page 50Teacher’s Book 5 pages 26-27
Science In Action Book 5 pages 50-51Teacher’s Book 5 page 27
Science In Action Book 5 pages 51-52Teacher’s Book 5 pages 27-28
Science In Action Book 5 pages 52-53Teacher’s Book 5 page 28
Science In Action Book 5 page 56Teacher’s Book 5 pages 30-31
Science In Action Book 5 page 57Teacher’s Book 5 page 31
WE
EK
8 1-6
1-3
1-3
1-6
WE
EK
9W
EE
K 1
0W
EE
K 1
1Science in Action Schemes of Work for Standard Five Term 2
92
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Five
9. Sound
Fats and oils
Proteins
Vitamins
Mineral elements
Water and fibre
Nutritional deficiency diseases
Producing sound
Classifying sound
Loud and soft sound
1-3
1-3
1-3
1-3
1-3
1-3
1-3
1-3
1-3
The learner should be able to identify foods that are rich in fats and oils
The learner should be able to identify foods that are rich in proteins
The learner should be able to identify foods that are rich in vitamins
The learner should be able to name the mineral elements required in a diet and identify foods rich in mineral salts
The learner should be able to state the importance of fibre and water in a diet
The learner should be able to identify names and symptoms of nutrient deficiency diseases
The learner should be able to describe the sounds produced by various objects
The learner should be able to classify sounds according to common characteristics (good, bad, low, high, soft, loud)
The learner should be able to distinguish between loud and soft sounds
• Identifying foods rich in fats and oils• Explaining the functions of fats and oils in the body
• Identifying foods rich in proteins• Explaining the functions of proteins in the body
• Identifying foods rich in vitamins• Explaining the functions of vitamins in the body
• Identifying foods rich in mineral elements• Explaining the functions of mineral elements in the body
• Explaining the importance of water and fibre in a diet
• Identifying nutritional deficiency diseases • Explaining the symptoms of kwashiorkor, marasmus, anaemia and rickets
• Describing sounds produced by different objects
• Classifying sounds
• Identifying loud and soft sounds
• Pictures and samples of foods rich in fats and oils
• Pictures and samples of foods rich in proteins
• Pictures and samples of foods rich in vitamins
• Pictures and samples of foods rich in mineral elements
• Charts and pictures• Pictures and samples of foods rich in fibre
• Charts and pictures
• Thin bamboo cane, dry sticks, glass bottles, tins, drums, rattles, strings, water
• Thin bamboo cane, dry sticks, glass bottles, tins, drums, rattles, strings, water
• Thin bamboo cane, dry sticks, glass bottles, tins, drums, rattles, strings, water
Science In Action Book 5 page 57Teacher’s Book 5 page 32
Science In Action Book 5 page 57Teacher’s Book 5 pages 32-33
Science In Action Book 5 page 58Teacher’s Book 5 page 33
Science In Action Book 5 pages 58-59Teacher’s Book 5 pages 33-34
Science In Action Book 5 page 59Teacher’s Book 5 page 34
Science In Action Book 5 pages 59-61Teacher’s Book 5 pages 34-35
Science In Action Book 5 page 64Teacher’s Book 5 page 36
Science In Action Book 5 page 64Teacher’s Book 5 page 37
Science In Action Book 5 pages 65-66Teacher’s Book 5 pages 37-38
Science in Action Schemes of Work for Standard Five: Term ThreeW
EE
K 1
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
93
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Five
Good and bad sounds
Pollution from sound
Conduction
Convection
Radiation
Uses of good and poor conductors of heat
States of matter
Characteristics of matter
Effects of heat on matter
The learner should be able to distinguish between pleasant and unpleasant sound
The learner should be able to identify the main effects of sound pollution
The learner should be able to differentiate between conduc-tors and non-conductors of heat
The learner should be able to describe convection of heat in water and air
The learner should be able to describe how heat is trans-ferred from the sun to the earth
The learner should be able to state the uses of good and poor conductors of heat
The learner should be able to identify and describe the three states of matter
The learner should be able to distinguish between solids, liq-uids and gases with reference to mass, shape and volume
The learner should be able to state the effects of heat on solids, liquids and gases
• Distinguishing between pleasant and unpleasant sounds
• Defining noise pollution• Identifying the effects of noise pollution
• Observing conduction of heat• Identifying conductors and non-conductors
• Observing convection in air and water• Describing how convection occurs
• Observing heat transfer by radiation• Demonstrating effects of radiation
• Observing effects of insulation• Explaining the working of a vacuum flask• Describing uses of heat conductors• Describing uses of insulators
• Distinguishing among solids, liquids and gases• Naming examples of solids, liquids and gases
• Explaining the shape and volume of solids, liquids and gases
• Observing expansion• Observing change of state• Demonstrating evaporation and condensation• Comparing evaporation rates
• Thin bamboo cane, dry sticks, glass bottles, tins, drums, rattles, strings, water
• Recorded sound• Thin bamboo cane, dry sticks, glass bottles, tins, drums, rattles, strings, water
• Water, copper wire, iron wire, plastic, wood, alcohol, paraffin, stones, drawing pins, grease/vaseline
• Transparent bottle, handle, water tin filled with sand, ink, square card and thread
• Magnifying lens, pile of dry grass or paper, mirrors, shiny objects
• Samples of conductors and insulators, pictures, photos and charts
• Common solids around the classroom, water, paraffin, oil, balloons, plastic bags, sponges, polystyrene, charts
• Water, polythene bags, balloons, bottles of different shapes, charts
• Sugar, salt, water, spirit, heat, bottle tops, margarine, butter, wax
Science In Action Book 5 pages 66-67Teacher’s Book 5 page 38
Science In Action Book 5 pages 68-69Teacher’s Book 5 pages 38-39
Science In Action Book 5 pages 72-74Teacher’s Book 5 pages 40-41
Science In Action Book 5 pages 74-75Teacher’s Book 5 pages 41-42
Science In Action Book 5 page 76Teacher’s Book 5 page 42
Science In Action Book 5 pages 77-80Teacher’s Books pages 42-43
Science In Action Book 5 pages 82-83Teacher’s Book 5 pages 44-45
Science In Action Book 5 page 84Teacher’s Book 5 pages 45-46
Science In Action Book 5 pages 84-89Teacher’s Book 5 pages 46-47
WE
EK
5 1-3
1-6
1-2
3-4
5-6
1-3
1-3
1-3
1-3
WE
EK
6W
EE
K 7
WE
EK
8
10. Transfer of heat
11. Proper-ties of matter
WE
EK
9Science in Action Schemes of Work for Standard Five Term 3
94
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Five
12. Making work easier
Making a steam engine
Measuring temperature
The sea-saw
The beam balance
The learner should be able to construct a simple steam engine
The learner should be able to state the scale and unit of measuring temperature
The learner should be able to balance on a sea-saw
The learner should be able to make and use a simple beam balance
• Constructing a steam engine• Observing a steam engine
• Identifying thermometers• Describing the scale and unit for measuring temperature
• Balancing on a sea-saw• Identifying heavy and light using a sea-saw
• Making a plate balance• Making a beam balance• Making weights• Using a beam balance
• A strong pair of scissors, two tins with lids, lid of a tin to make a fly wheel, a container of a ball-point pen, pieces of wire, jiko/stove
• Thermometer, ice, water• Sources of heat
• Actual sea-saw, chart, meter rule • Balancing pegs
• Bamboo cane, large tin, sand and nails, straight piece of wood that is 50cm long
Science In Action Book 5 pages 89-90Teacher’s Book 5 page 47
Science In Action Book 5 page 90Teacher’s Book 5 pages 47-48
Science In Action Book 5 pages 92-94Teacher’s Book 5 page 49
Science In Action Book 5 pages 94-96Teacher’s Book 5 page 50
WE
EK
10
WE
EK
11
1-3
4-6
1-3
4-6
REVISION
Science in Action Schemes of Work for Standard Five Term 3
96
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
1
2
3
1
2
3
1. Grow-ing up in Christ
We are won-derfully made
Gender roles
Growing to maturity: Phys-ical growth
Emotional growth
Boy-girl rela-tionship: Traditional African view
Christian teaching on boy/girl rela-tionships
By the end of the lesson the learner should be able to:1. explain how we are wonderfully made2. appreciate the fact that we are wonderfully made
By the end of the lesson the learner should be able to:1. explain the roles of boys and girls2. thank God for who she/he is
By the end of the lesson the learner should be able to:1. explain how we are wonderfully made2. appreciate the fact that we are wonderfully made
By the end of the lesson the learner should be able to:1. explain how we are wonderfully made2. appreciate the fact that we are wonderfully made
By the end of the lesson the learner should be able to:1. state the traditional view on boy/girl relationships2. thank God for who she/he is
By the end of the lesson the learner should be able to:1. describe the Christian teaching on boy/girl relationships2. strive to lead a righteous life
• Scripture reading• Explanation• Discussion• Note taking• Singing
• Scripture reading• Explanation• Note taking• Games• Miming and role play• Questions and answers
• Scripture reading• Questions and answers• Note taking• Demonstration and observation• Discussion and class presentation• Singing
• Scripture reading• Explanation• Note taking• Dramatization• Narration• Memorization
• Scripture reading• Explanation• Note taking• Questions and answers• Dramatization
• Scripture reading• Explanation• Note taking• Questions and answers• Singing
• The Good News Bible: Psalms: 139:13-15; Genesis: 1:26-27• Charts• Pictures• Chalkboard
• The Good News Bible: Galatians 3:28• Chalkboard
• The Good News Bible: Ephesians 4:13-14; 1 Timothy 4:12; Ecclesiastes 2:1-8;11:9-10 • Chalkboard
• The Good News Bible: Galatians 5:22; 1 Corinthians 13:11• Chalkboard
• The Good News Bible:• Chalkboard• Resource person
• The Good News Bible: • Chalkboard
• Pupil’s Book 5 page 2• Teacher’s Guide pages 1-2
• Pupil’s Book 5 pages 6-7 • Teachers Guide pages 6-7
• Pupil’s Book 5 pages 3-4 • Teacher’s Guide pages 2-3
• Pupil’s Book 5 pages 4-5 • Teacher’s Guide pages 4-5
• Pupil’s Book 5 pages 5-6 • Teacher’s Guide pages 5-6
• Pupil’s Book 5 pages 7-8• Teacher’s Guide pages 7-8
WE
EK
1W
EE
K 2
Living in Christ Standard Five Schemes of Work: Term One
97
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
3
1
2
3
1
2
3
2. The Ten Com-mand-ments
Effects of irresponsible boy/girl rela-tionships
Teenage preg-nancy, STIs HIV/AIDS, child abuse, school drop-outs
Living what we believe
‘Worship no other god but Me’
Make no imagesand do not bow to any idol
Do not use My name for evil purposes
By the end of the lesson the learner should be able to:1. write down the effects of irresponsible boy/girl relationships2. strive to live a righteous life
By the end of the lesson the learner should be able to:1. write down the effects of irresponsible boy/girl relationships2. strive to lead a righteous life
By the end of the lesson the learner should be able to:1. explain how growth in Christian faith affects the daily life of a Christian2. strive to lead a righteous life
By the end of the lesson the learner should be able to:1. write down the ten commandments2. honour God
By the end of the lesson the learner should be able to:1. recite the ten commandments2. honour God
By the end of the lesson the learner should be able to: 1. recite the ten commandments2. honour God
• Scripture reading• Explanation• Prayer• Note taking• Questions and answers
• Scripture reading• Explanation• Note taking• Discussion• Brainstorming
• Narration• Scripture reading • Explanation• Discussion• Note taking• Memorizations• Dramatization
• Scripture reading• Explanation• Note taking• Role play
• Scripture reading• Explanation• Role play• Note taking• Discussion• Singing
• Scripture reading• Explanation• Note taking• Discussion• Singing• Recitation
• The Good News Bible: 1 Corinthians 6:12-20• Resource person• Charts• Chalkboard
• The Good News Bible:• Chalkboard• Resource person
• The Good News Bible: Acts 6:8-9• Chalkboard
• The Good News Bible: Exodus 20:1-17, Luke 4:5-8• Chalkboard
• The Good News Bible: Exodus 20:4• Chalkboard• Charts
• The Good News Bible: Exodus 20: 7, Matthew 5:33-37 • Chalkboard
• Pupil’s Book 5 pages 8-12 • Teacher’s Guide pages 8-12
• Pupil’s Book 5 pages 8-12• Teacher’s Guide pages 8-12
• Pupil’s Book 5 pages 12-13 • Teacher’s Guide pages 12-14
• Pupil’s Book 5 pages 14-15 • Teacher’s Guide pages 14-16
• Pupil’s Book 5 page 15 • Teacher’s Guide pages 16-17
• Pupil’s Book 5 page 16 • Teacher’s Guide pages 17-18
WE
EK
4
Living in Christ Standard FiveSchemes of Work
Term 1
98
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
5
1
2
3
1
2
3
Observe the sabbath and keep it holy
Respect your father and mother
Do not commit murder
Do not com-mit adultery
Do not steal
Do not accuse anyone falsely
By the end of the lesson the learner should be able to:1. recite the ten commandments2. honour God
By the end of the lesson the learner should be able to1. list ways of showing respect to his/her parents2. respect his/her parents3. thank God for his/her parents
By the end of the lesson the learner should be able to:1. recite the ten commandments2. honour God
By the end of the lesson the learner should be able to: 1. recite the ten commandments2. honour God
By the end of the lesson the learner should be able to:1. recite the ten commandments2. honour God
By the end of the lesson the learner should be able to:1. recite the ten commandments2. honour God
• Scripture reading• Explanation• Note taking• Discussion• Recitation• Singing
• Scripture reading• Explanation• Note taking• Recitation• Singing• Role play
• Scripture reading• Explanation• Note taking• Questions and answers• Prayer
• Scripture reading• Explanation• Questions and answers• Prayer • Note taking• Memorization• Recitation
• Scripture reading• Explanation• Note taking• Questions and answers• Recitation• Memorization
• Scripture reading• Explanation• Questions and answers• Memorization• Recitation• Story telling
• The Good News Bible: Exodus 20:8• Chalkboard
• The Good News Bible: Exodus 20:12; Luke 2:51-52• Posters• Chalkboard
• The Good News Bible: Exodus 20:13; Matthew 5:21-26• Chalkboard
• The Good News Bible: Exodus 20:14• Posters• Chalkboard
• The Good News Bible: Exodus 20:15• Chalkboard
• The Good News Bible: Exodus 23:1-3,6,8; Matthew 5:33-37• Charts• Chalkboard
• Pupil’s Book 5 page 17• Teacher’s Guide pages 18-19
• Pupil’s Book 5 pages 18-19 • Teacher’s Guide pages 20-21
• Pupil’s Book 5 pages 19-20 • Teacher’s Guide pages 21-22
• Pupil’s Book 5 pages 20-21 • Teacher’s Guide pages 23-24
• Pupil’s Book 5 pages 21-22• Teacher’s Guide pages 24-25
• Pupil’s Book 5 pages 22-23 • Teacher’s Guide pages 25-26
WE
EK
6
Living in Christ Standard FiveSchemes of WorkTerm 1
99
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
7
1
2
3
1
2
3
3. New life in Christ
Do not covet other peoples property
The greatest Command-ment: Love your God with all your heart, with all your soul and with all your mind
Love your neighbour as you love yourself
Enjoying life with others
New life in Jesus
New life as experienced by John
By the end of the lesson the learner should be able to:1. recite the ten commandments 2. honour God
By the end of the lesson the learner should be able to:1. give ways of putting God first2. honour God
By the end of the lesson the learner should be able to1. identify who his/her neighbours are2. state how she/he can relate3. maintain relationship with his/her neighbours
By the end of the lesson the learner should be able to:1. state ways of enjoying life2. desire to lead a new life in Christ
By the end of the lesson the learner should be able to:1. describe what new life is 2. desire to lead a new life in Christ
By the end of the lesson the learner should be able to:1. explain how John the disciple experienced life in Christ2. desire to lead a new life in Christ
• Scripture reading• Explanation• Questions and answers• Note taking• Drama• Discussion• Recitation• Memorization
• Scripture reading• Explanation• Note taking• Discussion• Drama• Recitation• Memorization
• Scripture reading• Explanation• Note taking• Discussion• Recitation• Role play
• Scripture reading• Explanation• Note taking• Miming• Role play• Discussion• Buzz group work
• Scripture reading• Narration• Explanation• Note taking• Dramatization• Group work• Singing
• Scripture reading• Explanation• Note taking• Questions and answers• Narration• Singing
• The Good News Bible: 1 Kings 21:1-29; Exodus 20:17• Chalkboard
• The Good News Bible: Matthew 22:36-40.• Chalkboard• Charts
• The Good News Bible: Luke 6:27-36; 10:25-37, Romans 13:8-10.• Chalkboard
• The Good News Bible: John 2:1-10• Chalkboard
• The Good News Bible John 15: 14• Chalkboard
• The Good News Bible: John 16:14, 19-26, 21: 2; Luke 22:19, Mark 5:21-42, 3:17, Matthew 4:21- 23,10:1-4; 26:56;27;56; Acts 3:1-4, 22; 5:17-20; 12: 2 • Chalkboard• Flashcards
• Pupil’s Book 5 • Teacher’s Guide
• Pupil’s Book 5 pages 23-24• Teacher’s Guide pages 26-27
• Pupil’s Book 5 pages 24-25 • Teacher’s Guide pages 27-29
• Pupil’s Book 5 pages 26-27• Teacher’s Guide pages 29-30
• Pupil’s Book 5 pages 27-28• Teacher’s Guide pages 30-31
• Pupil’s Book 5 page 29• Teacher’s Guide pages 31-33
WE
EK
8
Living in Christ Standard FiveSchemes of Work
Term 1
100
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
9
1
2
3
1
2
3
Covenant in relation to Moses
Covenant in relation to Jeremiah
Covenant in relation to Jesus Christ
How Jesus Christ gives new life
How a Chris-tian lives the new life
Challenges of living a new life
By the end of the lesson the learner should be able to:1. write down the part Moses played in uniting the people of God2. desire to lead a new life in Christ
By the end of the lesson the learner should be able to:1. write down what Jeremiah said about the covenant2. desire to lead a new life in Christ
By the end of the lesson the learner should be able to:1. explain how Jesus gives new life2. desire to lead a new life in Christ
By the end of the lesson the learner should be able to:1. explain how Jesus gives new life2. desire to lead a new life in Jesus Christ
By the end of the lesson the learner should be able to:1. state how a Christian should live the new life2. desire to lead a new life in Christ
By the end of the lesson the learner should be able to:1. state challenges met by Christians in the new life2. desire to lead a new life in Christ
• Scripture reading• Explanation• Discussion• Note taking• Role play • Questions and answers
• Scripture reading• Explanation• Discussion• Note taking• Questions and answers• Narration
• Scripture reading• Explanation• Discussion• Note taking• Questions and answers• Brainstorming• Role play• Singing
• Scripture reading• Explanation• Note taking• Questions and answers• Role play
• Scripture reading• Explanation• Questions and answers• Note taking • Discussion
• Scripture reading• Explanation• Discussion• Note taking• Questions and answers• Singing
• The Good News Bible: Exodus 19: 1,4-7;16-17; 25:1-7; 24:4-8• Chalkboard• Flashcards• Charts
• The Good News Bible: Jeremiah 11:1-11; 31:29-34• Chalkboard• Charts
• The Good News Bible: Matthew 5:17-28, 43-44; John 10:10; 13:34• Chalkboard• Charts
• The Good News Bible: John 2:1-10; 15:14; Exodus 24:4-8; Luke 9:57-67• Chalkboard
• The Good News Bible: John 13:34• Chalkboard
• The Good News Bible:• Chalkboard
• Pupil’s Book 5 pages 30-31• Teacher’s Guide pages 34-35
• Pupil’s Book 5 page 32• Teacher’s Guide pages 35-37
• Pupil’s Book 5 pages 32-33 • Teacher’s Guide pages 37-38
• Pupil’s Book 5 page 34• Teacher’s Guide pages 38-39
• Pupil’s Book 5 pages 34-35• Teacher’s Guide pages 39-40
• Pupil’s Book 5 page 35• Teacher’s Guide pages 40-41
WE
EK
10
Living in Christ Standard FiveSchemes of WorkTerm 1
101
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
1
1
2
3
1
2
4. Ex-pressing our faith
5. Living as a wit-ness to the faith
The Apostles Creed
The Apostles Creed
The Apostles Creed
Meaning of Christian witness
Judging a true witness
By the end of the lesson the learner should be able to:1. list the truths of the apostles creed2. accept the truths in the apostles creed
By the end of the lesson the learner should be able to:1. state the meaning of each truth in the apostles creed2. believe in the truths in the Apostles Creed
By the end of the lesson the learner should be able to:1. recite the apostles creed2. believe the truths of the apostles creed
By the end of the lesson the learner should be able to:1. state the meaning of a true witness2. desire to be a true witness
By the end of the lesson the learner should be able to:1. state who a true witness is 2. desire to be a true witness
• Scripture reading• Explanation• Recitation• Note taking• Questions and answers
• Scripture reading• Explanation• Questions and answers • Discussion• Note taking
• Scripture reading• Explanation• Recitation and memorization• Note taking• Prayer• singing
• Scripture reading• Explanation• Note taking• Questions and answers• Quizzes
• Scripture reading• Explanation• Questions and answers• Note taking• Quizzes
• The Good News Bible: Acts 2:42; 1:11; Genesis 1:1-5, John 3:16, 6:47; 16:13; 17:3; 1 Corinthians 6:19; 15:20; Titus 3:5; Galatians 3:28; 5:22; 14:1-3• Chalkboard• Charts
• The Good News Bible: Acts 2:42; 1:11; Genesis 1:1-5, John 3:16, 6:47; 16:13; 17:3; 1 Corinthians 6:19; 15:20; Titus 3:5; Galatians 3:28; 5:22; 14:1-3• Chalkboard• Charts
• The Good News Bible: Acts 2:42; 1:11; Genesis 1:1-5, John 3:16, 6:47; 16:13; 17:3; 1 Corinthians 6:19; 15:20; Titus 3:5; Galatians 3:28; 5:22; 14:1-3• Chalkboard• Charts
• The Good News Bible: John 1:29-34• Chalkboard
• The Good News Bible: 1 John 4:1-3, 1 Peter 2:2-3, 1 Corinthians 3:4-8• Chalkboard
• Pupil’s Book 5 page 36• Teacher’s Guide pages 42-43
• Pupil’s Book 5 page 37• Teacher’s Guide pages 43-50
• Pupil’s Book 5 • Teacher’s Guide pages 43-50
• Pupil’s Book 5 page 44• Teacher’s Guide pages 50-51
• Pupil’s Book 5 page 45• Teacher’s Guide pages 52-53
WE
EK
2Living in Christ Standard Five Schemes of Work: Term Two
102
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
2 3
1
2
3
1
2
3 6. The role of the Holy Spirit
When people pretend
Knowing when people pretend
True happiness
Loving our enemies and doing good to them
Condemning others
Bearing true witness
Gifts of the Holy Spirit
By the end of the lesson the learner should be able to:1. state the meaning of a true witness2. desire to be a true witness
By the end of the lesson the learner should be able to:1. identify ways of bearing true witness2. desire to be a true witness
By the end of the lesson the learner should be able to:1. give the meaning of true hap piness2. have true happiness in Jesus
By the end of the lesson the learner should be able to:1. state ways of loving his/her enemies2. desire to be a true witness
By the end of the lesson the learner should be able to:1. tell why it is not right to con- demn others2. love his/her enemies
By the end of the lesson the learner should be able to:1. identify ways of bearing true witness2. desire to be a true witness
By the end of the lesson the learner should be able to:1. state what a gift is2. list the gifts of the Holy Spirit3. appreciate the gifts of the Holy Spirit
• Scripture reading• Explanation• Note taking• Questions and answers• Role play
• Scripture reading• Explanation• Note taking• Questions and answers• Role play
• Scripture reading• Questions and answers• Note taking• Explanation• Group work
• Scripture reading• Explanation • Note taking• Discussion• Questions and answers
• Scripture reading• Explanation• Note taking• Discussion• Narration• Questions and answers• Role play
• Scripture reading• Explanation• Note taking• Discussion• Questions and answers
• Scripture reading• Demonstration• Questions and answers• Explanation• Note taking• Memorization
• The Good News Bible: Luke 20:20-26• Chalkboard
• The Good News Bible: Matthew 26:47-50• Chalkboard
• The Good News Bible: Matthew 5:4-5• Chalkboard
• The Good News Bible: Matthew 5:43-47• Chalkboard
• The Good News Bible: Matthew 7:24-27• Chalkboard
• The Good News Bible: Matthew 7:24-27, 5:16• Chalkboard
• The Good News Bible:1 Corinthians 12:1-11• Chalkboard• Poster
• Pupil’s Book 5 page 45• Teacher’s Guide page 52
• Pupil’s Book 5 pages 45-46• Teacher’s Guide page 52
• Pupil’s Book 5 pages 47-48• Teacher’s Guide pages 53-54
• Pupil’s Book 5 page 49• Teacher’s Guide pages 54-55
• Pupil’s Book 5 page 46• Teacher’s Guide pages 55-56
• Pupil’s Book 5 page 44• Teacher’s Guide page 56
• Pupil’s Book 5 page 50• Teacher’s Guide page 57-58
WE
EK
4W
EE
K 3
Living in Christ Standard FiveSchemes of WorkTerm 2
103
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
5
1
2
1
2
3
1
Gift of preaching
Spiritual language
Interpreting spiritual language
Wisdom and knowledge
Faith, healing and working miracles
Speaking God’s message
By the end of the lesson the learner should be able to:1. state the use of the gift of preaching2. appreciate the gifts of the Holy Spirit
By the end of the lesson the learner should be able to:1. state what spiritual language is2. desire to have a gift of the Holy Spirit
By the end of the lesson the learner should be able to:1. state the fruits of the Holy Spirit2. appreciate the gifts of the Holy Spirit
By the end of the lesson the learner should be able to:1. state the use of the gifts of wisdom and knowledge2. desire to lead a Spirit-guided life
By the end of the lesson the learner should be able to:1. mention six gifts of the Holy Spirit2. respond to the working of the Holy Spirit in his/her life
By the end of the lesson the learner should be able to:1. state the fruits of the Holy Spirit2. appreciate the gifts of the Holy Spirit
• Scripture reading• Explanation• Questions and answers• Note taking• Demonstration
• Scripture reading• Explanation• Questions and answers• Note taking• Demonstration
• Scripture reading• Explanation• Questions and answers• Discussion
• Scripture reading• Explanation• Questions and answers• Discussion• Note taking• Group work
• Scripture reading• Explanation• Note taking• Discussion• Questions and answers• Group work
• Scripture reading• Explanation• Note taking• Discussion• Questions and answers
• The Good News Bible: 1 Corinthians 12:1-11 • Chalkboard
• The Good News Bible: 1 Corinthians 12:1-11 • Chalkboard
• The Good News Bible: 1 Corinthians 12:1-11 • Chalkboard
• The Good News Bible: 1 Corinthians 12:1-11 • Chalkboard
• The Good News Bible: 1 Corinthians 12:1-11 • Chalkboard
• The Good News Bible: 1 Corinthians 12:1-11 • Chalkboard
• Pupil’s Book 5 page 51• Teacher’s Guide pages 58-59
• Pupil’s Book 5 page 52• Teacher’s Guide pages 59-60
• Pupil’s Book 5 page 52• Teacher’s Guide pages 59-60
• Pupil’s Book 5 page 53• Teacher’s Guide pages 60-61
• Pupil’s Book 5 page 54• Teacher’s Guide pages 62-63
• Pupil’s Book 5 • Teacher’s Guide
WE
EK
7W
EE
K 6
Living in Christ Standard FiveSchemes of Work
Term 2
104
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
7
2
3
1
2
3
1
Fruit of the Holy Spirit
Love
Joy
Kindness
Faithfulness
Humility
By the end of the lesson the learner should be able to:1. distinguish between the fruit and the gifts of the Holy Spirit2. respond to the working of the Holy Spirit in his/ her life
By the end of the lesson the learner should be able to:1. tell the meaning of Christian love2. respond in love to other people
By the end of the lesson the learner should be able to:1. state the meaning of Christian joy2. desire to be joyful always
By the end of the lesson the learner should be able to:1. state the meaning of Christian kindness2. show kindness to others
By the end of the lesson the learner should be able to:1. state the meaning of Christian faithfulness2. desire to be faithful
By the end of the lesson the learner should be able to:1. state the meaning of Christian humility2. desire to be humble
• Scripture reading• Discussion • Explanation• Demonstration• Group work• Note taking
• Scripture reading• Explanation• Note taking• Singing • Role play
• Scripture reading• Explanation• Note taking• Discussion• Questions and answers
• Scripture reading• Explanation• Questions and answers• Discussion• Note taking• Demonstration
• Scripture reading• Explanation• Discussion• Narration• Note taking
• Scripture reading• Explanation• Note taking• Questions and answers• Prayer• Memorization
• The Good News Bible: Galatians 5:22-23; Ephesians 4:32 • Chalkboard
• The Good News Bible: Galatians 5:22-23; Ephesians 4:32 • Chalkboard• Chart
• The Good News Bible: Galatians 5:22-23; Ephesians 4:32 • Chalkboard• Chart
• The Good News Bible: Galatians 5:22-23; Ephesians 4:32 • Chalkboard• Chart
• The Good News Bible: Galatians 5:22-23; Ephesians 4:32 • Chalkboard• Chart
• The Good News Bible: Galatians 5:22-23; Ephesians 4:32 • Chalkboard• Chart
• Pupil’s Book 5 page 55• Teacher”s Guide pages 63-64
• Pupil’s Book 5 page 55• Teacher’s Guide pages 63-64
• Pupil’s Book 5 page 56• Teacher’s Guide pages 64-65
• Pupil’s Book 5 pages 57-58• Teacher’s Guide pages 65-66
• Pupil’s Book 5 pages 58-59• Teacher’s Guide pages 66-67
• Pupil’s Book 5 pages 59-60• Teacher’s Guide pages 67-68
WE
EK
9W
EE
K 8
Living in Christ Standard FiveSchemes of WorkTerm 2
105
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
9
2
3
1
2
3
1
7. Coping with conflict
Self-control
The role of the Holy Spirit in the life of a Christian
Vices that cause conflicts
Overcoming anger
Overcoming envy
Overcoming dislike
By the end of the lesson the learner should be able to:1. state the meaning of self-con trol2. desire to have self-control
By the end of the lesson the learner should be able to:1. state the fruit of the Holy Spirit2. desire to lead a Spirit guided life
By the end of the lesson the learner should be able to:1. state the meaning of conflicts2. list the vices that cause conflict3. avoid conflict in his/her life
By the end of the lesson the learner should be able to:1. tell ways of coping with anger2. desire to have self-control
By the end of the lesson the learner should be able to:1. list the results of envy2. desire to have self-control
By the end of the lesson the learner should be able to:1. state how he/she can cope with others2. desire to have a good relation ship with others
• Scripture reading• Explanation• Miming• Discussion• Questions and answers• Note taking
• Memorization • Scripture reading• Explanation• Recitation and memorization• Questions and answers• Note taking
• Scripture reading• Explanation• Questions and answers• Note taking• Discussion• Prayer
• Scripture reading• Explanation• Questions and answers• Note taking
• Discussion• Scripture reading• Explanation• Questions and answers• Discussion• Note taking
• Scripture reading• Explanation• Questions and answers• Discussion• Note taking
• The Good News Bible: Galatians 5:22-23; Ephesians 4:32 • Chalkboard• Chart
• The Good News Bible: Galatians 5:16-18, Luke 6:35; 8:43-48; 16:12-15 • Chalkboard• Chart
• The Good News Bible: 1 Samuel 18:6-9• Chalkboard
• The Good News Bible: Galatians 5:17; Romans 7:15; 12:17-19; Ephesians 4:26• Charts • Chalkboard • The Good News Bible: Genesis 27:1-35; Ephesians 4:26• Chalkboard
• The Good News Bible Psalms 62:8, Genesis 28: 10-22; Isaiah 41:10 • Chalkboard
• Pupil’s Book 5 pages 60-61• Teacher’s Guide pages 68-69
• Pupil’s Book 5 page 61• Teacher’s Guide
• Pupil’s Book 5 page 62• Teacher’s Guide pages 70-71
• Pupil’s Book 5 page 63• Teacher’s Guide pages 71-72
• Pupil’s Book 5 page 66• Teacher’s Guide pages 73-74
• Pupil’s Book 5 page 68• Teacher’s Guide pages 75-76
WE
EK
2W
EE
K 1
Living in Christ Standard FiveSchemes of Work
Term 2
106
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
2
2
3
1
2
3
1 8. Disci-pleship
Overcoming fear
Obeying authority
Seeing good in others
Help of the Holy Spirit
Jesus Christ loves us
Developing good relation-ships with others
By the end of the lesson the learner should be able to:1. describe situations that make him/her afraid2. desire to overcome fear
By the end of the lesson, the learner should be able to:1. tell how obeying authority would help him/her overcome conflict2. desire to obey authority
By the end of the lesson the learner should be able to:1. state the importance of sharing and listening to one another2. listen to and share with others
By the end of the lesson the learner should be able to:1. explain how he/she can overcome conflict through the help of the Holy Spirit2. desire to overcome conflict through prayer
By the end of the lesson the learner should be able to:1. state ways in which he/she knows God loves him/her2. trust in God
By the end of the lesson the learner should be able to:1. describe how good relationships are developed2. desire to develop good relationships with God and others
• Scripture reading• Explanation• Questions and answers• Discussion• Note taking
• Scripture reading• Explanation• Questions and answers• Note taking• Role play• Singing
• Questions and answers• Scripture reading• Note taking• Discussion• Prayer• Role play
• Scripture reading• Explanation• Note taking• Questions and answers• Prayer• Discussion
• Scripture reading• Explanation• Note taking• Questions and answers• Miming• Role play• Singing
• Scripture reading• Explanation• Note taking• Questions and answers• Prayer
• The Good News Bible:• Chalkboard
• The Good News Bible: Genesis 3:1-6; 20-24; Romans 13:1-3• Chalkboard• Charts
• The Good News Bible: Luke 6:37-42; Genesis 1:27, Romans 3:23 • Chalkboard
• The Good News Bible: Galatians 5:22-23• Chalkboard
• The Good News Bible: Luke 18:15-17;11:9• Chalkboard
• The Good News Bible: 2 Timothy 3:1-5• Chalkboard
• Pupil’s Book 5 page 67• Teacher’s Guide pages 74-75
• Pupil’s Book 5 pages 64-65• Teacher’s Guide pages 72-73
• Pupil’s Book 5 page 68• Teacher’s Guide pages 76-77
• Pupil’s Book 5 page 63• Teacher’s Guide page 70
• Pupil’s Book 5 page 69• Teacher’s Guide page 78
• Pupil’s Book 5 page 70• Teacher’s Guide pages 79-80
WE
EK
4W
EE
K 3
Living in Christ Standard Five Schemes of Work: Term Three
107
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
4
2
3
1
2
3
How trust is developed
Obstacles and threats to good relationships
Good relationships in traditional African society
The story of David and Jonathan
Developing a good relation-ship with God
By the end of the lesson the learner should be able to:1. explain how trust is developed2. thank God for good friends
By the end of the lesson the learner should be able to:1. state obstacles to good relationships2. state what threatens good relationships3. desire to develop good relations with God and others
By the end of the lesson the learner should be able to:1. explain how good relationships were developed in the traditional African society2. desire to develop good relationships with God and others
By the end of the lesson the learner should be able to:1. narrate the story of David and Jonathan2. appreciate the relationship between David and Jonathan
By the end of the lesson the learner should be able to:1. state what threatens good relations with God2. desire to develop a good relationship with God
• Scripture reading• Explanation• Note taking• Questions and answers• Singing• Role play
• Scripture reading• Explanation• Questions and answers• Singing• Note taking
• Explanation• Questions and answers• Discussion• Narration• Role play
• Scripture reading• Explanation• Questions and answers• Note taking• Narration• Miming
• Scripture reading• Brainstorming• Explanation• Questions and answers• Note taking
• The Good News Bible: 2 Timothy 3: 1-5• Chalkboard
• The Good News Bible: 2 Timothy 3:1-5• Chalkboard
• The Good News Bible:
• Chalkboard
• The Good News Bible: 1 Samuel 19:4-6; 20:40• Chalkboard
• The Good News Bible: Acts 8:1-3; 9:1-19• Chalkboard
• Pupil’s Book 5 page 72• Teacher’s Guide pages 81-82
• Pupil’s Book 5 page 71• Teacher’s Guide pages 80-81
• Pupil’s Book 5 pages 72-73• Teacher’s Guide pages 82-83
• Pupil’s Book 5 page 73• Teacher’s Guide page 84
• Pupil’s Book 5 page 74• Teacher’s Guide pages 85-86
WE
EK
5
Living in Christ Standard FiveSchemes of Work
Term 3
108
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
6
1
2
3
1
2
3
9. Jesus the light of the world
The story of Jesus and Peter
Life of Chris-tians in the community
Qualities of a good friend
Wise men find Jesus
Christian deeds that bring light to the world
How Jesus attracts people to himself
By the end of the lesson the learner should be able to:1. describe how Christ and Peter related to each other2. desire to have good a relations with God
By the end of the lesson the learner should be able to:1. explain how Christians can develop good relationships in the community2. desire to develop good relationships with others
By the end of the lesson the learner should be able to:1. list the qualities of a good friend2. thank God for good friends
By the end of the lesson the learner should be able to:1. narrate the story of the visit of the wise men2. rejoice in the birth of Jesus
By the end of the lesson the learner should be able to:1. state deeds that bring light to the world2. appreciate Jesus Christ as the light of the world
By the end of the lesson the learner should be able to:
• Scripture reading• Explanation• Drama• Discussion• Note taking
• Scripture reading• Explanation• Discussion• Note taking• Questions and answers
• Scripture reading• Explanation• Discussion• Note taking• Questions and answers• Singing
• Scripture reading• Explanation• Discussion• Miming• Singing
• Scripture reading• Explanation• Discussion• Brainstorming• Note taking• Role play
• Scripture reading• Explanation• Note taking
• The Good News Bible: Luke 22:54-62• Chalkboard
• The Good News Bible: • Chalkboard
• The Good News Bible: Proverbs 17:17; Romans 12:9-13• Chalkboard
• The Good News Bible: Matthew 2:9-12, Luke 2:25-32• Chalkboard
• The Good News Bible: 1 Peter 2:9-10; Romans 13:12-14; Ephesians 5:8-11• Chalkboard• Charts
• The Good News Bible: John 6:1-13, 1:9• Chalkboard
• Pupil’s Book 5 pages 75-76• Teacher’s Guide pages 87-88
• Pupil’s Book 5 pages 76-77• Teacher’s Guide pages 88-89
• Pupil’s Book 5 page 77• Teacher’s Guide pages 89-90
• Pupil’s Book 5 page 78• Teacher’s Guide pages 90-91
• Pupil’s Book 5 page 79• Teacher’s Guide pages 92-93
• Pupil’s Book 5 pages 79-80
WE
EK
7
Living in Christ Standard FiveSchemes of WorkTerm 3
109
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Five
WE
EK
7 3
1
2
3
1
2
How Christians attract others to Christ
How Jesus helps us to see the truth
How Jesus Christ brings life
How Jesus Christ helps us to overcome fear
The story of Paul and Silas
1. describe how Jesus Christ attracts people to himself2. appreciate Jesus as the light of the world
By the end of he lesson the learner should be able to:1. mention how Christians attract others to Christ2. desire to attract others to Christ
By the end of the lesson the learner should be able to:1. explain how Christ helps us to see the truth2. desire to know the truth
By the end of the lesson the learner should be able to:1. describe how Jesus brings life to us2. rejoice in the birth of Christ
By the end of the lesson the learner should be able to:1. mention how Christians can overcome fear2. appreciate the help of Jesus in overcoming fear
By the end of the lesson the learner should be able to:1. narrate the story of Paul and Silas2. appreciate Jesus Christ as the light of the world
• Questions and answers• Discussion
• Scripture reading• Explanation• Note taking • Role play• Recitation• Prayer
• Scripture reading• Explanation• Questions and answers• Discussion• Narration• Singing
• Scripture reading• Explanation• Note taking• Memorization• Demonstration and observation
• Scripture reading• Explanation• Note taking• Discussion• Singing
• Scripture reading• Explanation• Note taking• Role play• Singing
• The Good News Bible: Matthew 5:16• Chalkboard
• The Good News Bible: Mark 4:3-10, 13-20• Chalkboard
• The Good News Bible: John 8:12; 14:6; Matthew 11:28• Chalkboard• A tin of plants
• The Good News Bible: Luke 2:8-14• Chalkboard• Charts
• The Good News Bible: Acts 16:22-28• Chalkboard• Charts
• Teacher’s Guide pages 93-94
• Pupil’s Book 5 page 81• Teacher’s Guide pages 94-95
• Pupil’s Book 5 pages 81-82• Teacher’s Guide pages 95-96
• Pupil’s Book 5 page 83• Teacher’s Guide pages 96-97
• Pupil’s Book 5 page 84• Teacher’s Guide pages 97-98
• Pupil’s Book 5 page 85• Teacher’s Guide pages 98-99
WE
EK
8W
EE
K 9
Living in Christ Standard FiveSchemes of Work
Term 3
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
112NOT FOR SALE For use with New Progressive Primary English Standard Six
1
2-3
4
5-6
WE
EK
1
7
New Progressive Primary English Schemes of Work for Std Six: Term One
Revision
Oral Work
Reading
Writing
Library
Learners should be able to revise work covered in Class Five.
Learners should be able to construct correct sentences using the patterns.• The use of too + adjectives + for
+ nominal, e.g. The tree is too tall for Njeri to climb.
• The use of conditional sentences involving impossible conditions in affirmative and negative forms, e.g. If Sande had gone to hospital, he would have recovered from his illness.
• Pronounce and construct correct sentences using new words, e.g. germs, persist, drill, inject, gloves, etc.
Learners should be able to read the passage, Nafula visits the dentist, fluently and accurately and answer oral questions.
Learners should be able to: • write correct sentences using the
comma phrases in apposition.• write correct sentences using
adjectives as complements of be, become, get.
• write correct answers to the exercises given.
• write a composition about the things they do to keep healthy.
Learners should be able to read the game fluently and accurately for comprehension and enjoyment.
• Asking and answering oral questions.• Revising previous term’s paper.• Recording important points.
• Talking about a visit to a market.• Discuss pictures in the Pupil’s Book.• Teach new words, e.g. germ.• Constructing sentences.• Pronouncing new words.• Asking and answering oral questions.
• Revising new words learnt previously.• Pronouncing new words.• Describing a dentist clinic.• Reading silently.• Asking and answering oral questions.
• Discussing given questions orally.• Recording answers.• Writing a composition.• Reading aloud.
Exam papers
• Gloves, toothbrush toothpaste
• A pile of textbooks• Two buckets filled with
water• A disposable syringe• Oxford Primary
Dictionary for East Africa (OPDEA)
• Picture in the Pupil’s Book
• OPDEA
Outline points
Fun spot
NPPE Pupil’s and Teacher’s books 5
NPPE Pupil’s Book 6, pp. 2-7
NPPE Teacher’s Book 6, pp. 1-5
NPPE Pupil’s Book 2, pp. 2-3
NPPE Teacher’s Book 6, pp. 2-3
NPPE Pupil’s Book 6 pp. 3-7
NPPE Teacher’s Book 2 pp. 3-6
NPPE Pupil’s Book 6, p. 7NPPE Teacher’s Book 6, p. 6
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
113NOT FOR SALE For use with New Progressive Primary English Standard Six
Oral Work
Reading
WE
EK
2
Writing5-6
1-2
3-4
Library
Oral Work
7
1-2
Learners should be able to construct correct sentences using the patterns:• If + would, e.g. if I had stood in
the rain, I would have got wet.• Adjectives + noun, e.g. We go on a
four-week holiday.• Pronounce and construct correct
sentences using new words, e.g. specimen, virus, vaccination, etc.
Learners should be able to read the passage, why see a doctor?, fluently and accurately and answer oral questions.
Learners should be able to: • Write correct sentences using
commas in lists.• Write down correct answers to the
questions given.• Fill in a form accurately.
Learners should be able to read the story of Ndundu fluently and accurately for comprehension and enjoyment.
• Describing events from pictures• Constructing sentences• Explaining and pronouncing new
words• Asking and answering oral
questions
• Revise new words learnt.• Discussing what pupils do when they
become ill• Reading aloud• Asking and answering oral questions
• Asking and answering oral questions
• Writing down answers• Filling in the form
• Reading aloud• Narrate about a day the pupils or
others spent that was full of ill luck
• Handkerchief• A bottle of medicine• A poster on
tuberculosis• Pictures in the Pupil’s
Book
OPDEA
Fun spot
NPPE Pupil’s Book 6, pp. 8-10
NPPE Teacher’s Book 6, pp. 7-11
NPPE Pupil’s Book 6, pp. 8-9
NPPE Teacher’s Book 6, pp. 8-10
NPPE Pupil’s Book 6, pp. 9-11
NPPE Teacher’s Book 6, pp. 9-12
NPPE Pupil’s Book 6, p. 11
NPPE Teacher’s Book 6, p. 12
NPPE Pupil’s Book 6, pp. 12-15
NPPE Teacher’s Book 6, pp. 12-16
WE
EK
3
Learners should be able to construct correct sentences using the following patterns.• Use of too many + nominal + for +
nominal + to + verb, e.g. The orange was too sour for the baby to eat.
• Compound nouns + possessive, e.g. The headteacher’s bicycle was stolen.
• Pronounce and construct correct sentences using new words, e.g. customers, cashier, queue, exit etc.
• Read the poem aloud• Talking about the poem• Constructing sentences• Dramatize a shopping experience• Explain and pronounce new words• Asking and answering questions
• A price list, a price tag.• Basket• Picture of a supermarket
New Progressive Primary English Standard SixSchemes of Work
Term 1
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
114
New Progressive Primary English Standard SixSchemes of WorkTerm 1
NOT FOR SALE For use with New Progressive Primary English Standard Six
3-4 Reading
WE
EK
3W
EE
K 4
Writing5-6
Library7
Oral Work
1-2
Learners should be able to read the passage, At the supermarket, fluently and accurately and answer oral questions.
Learners should be able to: • write correct sentences using
plural of nouns ending in -y. • write correct sentences using the
apostrophe to show possession.• write down correct answers to the
question given and complete the word puzzle.
• write a composition about a day you went shopping.
Learners should be able to read the story in the Fun Spot section fluently and accurately for comprehension and enjoyment.
Learners should be able to:• construct correct sentences
using the pattern compound noun + noun groups, e.g. The shopkeeper gave me a two-hundred-shilling note.
• pronounce and construct correct sentences using new words, e.g. stall, entrance, kilo, etc.
Learners should be able to read the passage, Is this your basket?, fluently and accurately and answer oral questions.
• Revise new words learnt.• Talking about a shopping experience• Reading aloud• Asking and answering oral questions
• Discussing questions orally• Writing down answers• Write a composition
• Read aloud• Acting out the story• Retelling the story
• Practising in pairs the given conversation.
• Explain and pronounce new words.• Asking and answering oral
questions.
• Revise new words learnt.• Talking about items found in the
market.• Reading silently.• Asking and answering oral questions.
OPDEA
Outline points
Fun spot
• A shopping list• A price list• A five-hundred
shilling note or other denominations.
• OPDEA
Picture in the Pupil’s Book
NPPE Pupil’s Book 6, p. 12-14
NPPE Teacher’s Book 6, p. 13-15
NPPE Pupil’s Book 6, pp. 14-17
NPPE Teacher’s Book 6, pp. 14-18
NPPE Pupil’s Book 6, p. 17NPPE Teacher’s Book 6, p. 17
NPPE Pupil’s Book 6, pp. 18-20
NPPE Teacher’s Book 6, pp. 18-21
NPPE Pupil’s Book 6, pp. 18-19
NPPE Teacher’s Book 6, pp. 19-20
3-4
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
115
New Progressive Primary English Standard SixSchemes of Work
Term 1
NOT FOR SALE For use with New Progressive Primary English Standard Six
Writing
Library
Oral Work
7
1-2
5-6
WE
EK
5
Revision and Testing
Oral Work
3-4
5-6
Learners should be able to:• write correct sentences using
adjectives coming before nouns.• write down correct answers to the
questions given.• write an advertisement.
• Discussing oral questions.• Recording answers.• Discussing the given advertisement.
Newspaper or magazine cuttings
NPPE Pupil’s Book 6, pp. 19-21
NPPE Teacher’s Book 6, pp. 20-22
Learners should be able to read the story of the milk boy in the Fun Spot section fluently and accurately for comprehension and enjoyment.
• Reading silently.• Dramatizing the story.
Fun spot
WE
EK
4
NPPE Pupil’s Book 6, pp. 21
NPPE Teacher’s Book 6, pp. 21
Learners should be able to construct correct sentences using the following patterns: • The use of indirect objects as the
passive with give/ send/ show/offer/promise, e.g. The couple was given many presents. They were sent invitation cards.
• The use of suppose/be afraid/ know + clause, e.g. I suppose the wedding cake is ready.
• The use of past continuous passive, e.g. The hall was being decorated.
Learners should be able to read the passage, A colourful wedding, fluently and accurately and answer oral questions.
Learners should be able to: • write correct sentences using
double consonants in past tense and past participle.
• write correct sentences using proper nouns.
• write down correct answers to the given questions.
• write an invitation card.
• Discussing parties pupils have attended.
• Describing given pictures.• Explain new words.• Demonstrate given actions.• Pronounce new words.• Ask and answer oral questions.
• Revise new words learnt.• Discussing pictures in the Pupil’s Book.• Reading silently.• Asking and answering oral questions.
• Discuss questions orally.• Record answers.• Write the invitation card.
• Bouquet of flowers, balloons, ribbons, earrings, necklaces
• Wedding card• OPDEA
Pictures in the Pupil’s Book
Wedding card
NPPE Pupil’s Book 6, pp. 22-26
NPPE Teacher’s Book 6, pp. 22-26
NPPE Pupil’s Book 6, pp. 22-24NPPE Teacher’s Book 6, pp. 23-25
NPPE Pupil’s Book 6, pp. 24-27
NPPE Teacher’s Book 6, pp. 24-27
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
116
New Progressive Primary English Standard SixSchemes of WorkTerm 1
NOT FOR SALE For use with New Progressive Primary English Standard Six
Library
Revision and Testing
Oral Work
Reading
7
1-7
1-2
WE
EK
5
3-4
Reading7
Learners should be able to read the story in the Fun Spot fluently and accurately for comprehension an enjoyment.
• Read aloud.• Retell the story.
Fun spot NPPE Pupil’s Book 6, p. 27
NPPE Teacher’s Book 6, p. 27
Learners should be able to revise and answer questions set from the work covered between weeks 1 to 5.
• Asking questions for clarification.• Write the exam.
Pencil, answer sheet, questions/test items
WE
EK
7
NPPE Pupil’s Book 6,
NPPE Teacher’s Book 6, Units 1-5
Learners should be able to:• construct correct sentences using
the pattern hear/see/want/have/get/ would like + noun + past participle, e.g. The doctor would like Mr. Mondi arrested.
• pronounce and construct correct sentences using new words, e.g. dose, overdose, etc.
Learners should be able to read the passage, I know the right medicine!, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using the
comma in phrases.• write correct answers to the
questions given.• write an invitation letter.
Learners should be able to read the story fluently and accurately for comprehension and enjoyment
• Listening to a passage being read and answering questions.
• Constructing sentences.• Demonstrate and explain the
meanings of new words.• Pronounce new words.• Asking and answering oral questions.
• Revising new words learnt previously.• Discussing how to take care of the sick.• Reading silently.• Asking and answering oral questions.
• Discussing oral questions.• Writing down answers.• Writing the letter.
• Reading silently.• Asking questions for clarification.• Retelling the story.
• Pictures of drugs commonly abused
• A bottle of medicine showing the dosage
• Spoon • OPDEA
Picture in the Pupil’s Book
Outline points
• Storybook• Fun spot• OPDEA
NPPE Pupil’s Book 6, p. 28-30
NPPE Teacher’s Book 6, p. 28-31
NPPE Pupil’s Book 6, p. 28-29
NPPE Teacher’s Book 6, p. 29-30
NPPE Pupil’s Book 6, p. 29-31
NPPE Teacher’s Book 6, p. 30-33
NPPE Pupil’s Book 6, p. 31NPPE Teacher’s Book 6, p. 33Mr. Canta by Wahome Mutahi, OUP, Nairobi.
Writing5-6
WE
EK
6
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
117
New Progressive Primary English Standard SixSchemes of Work
Term 1
NOT FOR SALE For use with New Progressive Primary English Standard Six
1-2
3-4
WE
EK
8
5-6
7
Oral Work
Reading
Writing
Library
Learners should be able to construct correct sentences using the patterns • Understand/see + where/what/
why/how, e.g. I cannot understand how young people get addicted to alcohol.
• Use of relative clause introduced by who, e.g. The patient who took the wrong medicine is Ali’s son.
• Use of wonder how, e.g. The farmer wondered how the goat got to the rooftop.
Learners should be able to construct correct sentences using new words, e.g. harmful, glue, effects of, addicted, etc.
Learners should be able to read the passage, Life skills on drugs, fluently and accurately and answer oral questions.
Learners should be able to:• form and write correct sentences
using words ending with -ness.• write correct sentences using
abbreviation.• write points supporting the motion:
a life of drug abuse is a wasted life.
Learners should be able to discuss the ridiculous messages in the pictures in the Fun Spot section and tell more jokes related to drugs for enjoyment.
• Reading a newspaper article.• Discussing the picture in the
Pupil’s Book.• Explain and pronounce new
words.• Dramatize the effects of drug
abuse.• Constructing sentences.• Asking and answering oral
questions.
• Revising new words.• Discussing how to help drug addicts.• Reading silently/aloud in turns.• Discussing oral questions.
• Discussing oral questions.• Recording answers.• Writing the points.
• Discussing the pictures given.• Telling jokes.
• Pictures of hard drugs, e.g. heroin
• A bottle of glue• Picture of a person who
is a drug addict• A poster warning against
drug abuse• OPDEA
• OPDEA• Word cards
Outline points
• Fun spot• Jokes collected from
newspapers, etc
NPPE Pupil’s Book 6, pp. 32-35
NPPE Teacher’s Book 6, pp. 33-37
NPPE Pupil’s Book 6 pp. 32-34NPPE Teacher’s Book 6 pp. 34-36
NPPE Pupil’s Book 6, pp. 34-37
NPPE Teacher’s Book 6, pp. 36-39
NPPE Pupil’s Book 6, p 37
NPPE Teacher’s Book 6, pp. 38-39
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
118
New Progressive Primary English Standard SixSchemes of Work
Term 1
NOT FOR SALE For use with New Progressive Primary English Standard Six
Oral Work
Reading
Writing
Reading7
5-6
3-4
WE
EK
9
1-2 Learners should be able to construct correct sentences using the following patterns:• Use of clauses joined with
although, e.g. Although she tried very hard, the crop did not do well.
• Use of farther/shorter/longer/ nearer + than, e.g. The River Nile is longer than the River Tana.
• The contrastive use of hope/be afraid/think/suppose, e.g. I am afraid you cannot see the headteacher. He is not in today.
• Learners correct sentences using new words, e.g. straight on, signpost, etc.
Learners should be able to read the passage, The short cut to Sagalla, fluently and accurately and answer oral questions.
Learners should be able to: • write correct answers to the
questions given.• write correct sentences using words
with ae/ and/ ^/sounds and /ch/and/sh/sounds.
• write correct sentences with adjectives before nouns.
• write a guided composition explaining how someone can get to your home from school.
Learners should be able to read the story in the Fun Spot section for comprehension an enjoyment
• Playing a game.• Constructing sentences.• Explaining new words.• Pronouncing new words.• Demonstrating given actions.• Asking and answering oral questions.
• Revising new words.• Discussing about a long journey
made by pupils.• Reading aloud/silently and in turns.• Asking and answering oral questions.
• Discussing oral questions.• Recording answers.• Writing the composition.
• Reading aloud.• Discussing the story.• Retelling the story.
• Sticks of different sizes• Blackboard ruler, a map
of the school compound, windvane, pencils of different sizes
• OPDEA• Sentence cards
OPDEA
Outline points
Fun spot
NPPE Pupil’s Book 6, p. 38-41
NPPE Teacher’s Book 6, p. 39-43
NPPE Pupil’s Book 6, p. 38-39
NPPE Teacher’s Book 6, p. 40-42
NPPE Pupil’s Book 6, p. 39-43
NPPE Teacher’s Book 6, p. 41-44
NPPE Pupil’s Book 6, p. 42-43
NPPE Teacher’s Book 6, p. 44
New Progressive Primary English Standard SixSchemes of WorkTerm 1
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
119
New Progressive Primary English Standard SixSchemes of Work
Term 1
NOT FOR SALE For use with New Progressive Primary English Standard Six
Oral Work
Reading
Writing
Reading
Revision & Exami-nation
Learners should be able to construct correct sentences using the following patterns:• Use of the present continuous
passive, e.g. Zuhura is cutting a wood. The wood is being cut.
• Use of compound adjectives formed with noun + ed, e.g. grass-thatched house.
• Use of the apostrophe to show possession, e.g. My brother’s birthday will be on Friday.
• Pronounce and construct correct sentences using new words, e.g. chores mop, mend, repair, etc.
Learners should be able to read the passage, Musa’s new role, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using direct
speech.• write correct sentences using the
passive in the simple present tense.• write correct answers to the
questions given.• write about how you looked after
children younger than you when you were left with them at home.
Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
Learners should be able to revise and answer question set from the work covered in Term One.
• Talking about the picture in the Pupil’s Book.
• Explain and demonstrate given actions.
• Pronounce new words.• Ask and answer oral questions.
• Revising new words.• Discussing about a homestead.• Reading silently.• Discussing oral questions.
• Discussing oral questions.• Recording answers.• Writing the composition.
• Read silently.• Ask and answer oral questions.• Dramatize the story.
• Revising work covered.• Asking questions for clarification.• Writing the exam.
• Picture in the Pupil’s Book
• OPDEA• Dishes, broom, a mop,
slasher, shoe brush, a bucket of water
Pictures in the Pupil’s Book
Outline points
• Fun spot• Storybook
• Test items or questions• Pencils and pens• Answer sheets
NPPE Pupil’s Book 6, p. 44-47
NPPE Teacher’s Book 6, p. 45-49
NPPE Pupil’s Book 6, p. 44-45NPPE Teacher’s Book 6, p. 46-47
NPPE Pupil’s Book 6, p. 45-49
NPPE Teacher’s Book 6, p. 47-50
NPPE Pupil’s Book 6, p. 49NPPE Teacher’s Book 6, p. 50Champion by David Mulwa, OUP, Nairobi
NPPE Pupil’s and Teacher’s Book 6, Units 1 - 10
1-2
3-4
5-6
7
WE
EK
10
WK
11
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
120NOT FOR SALE For use with New Progressive Primary English Standard Six
1
2-3
4
5-6
WE
EK
1
7
Revision
Oral Work
Reading
Writing
Library
Learners should be able to revise the work covered in Term One.
Learners should be able to construct correct sentences using the following patterns:• Show + nominal + how/where/
what to, e.g. show Kemunto how to weed the carrots.
• Use of certain/likely/unlikely/lucky/ unlucky, e.g. She was lucky to come out of the accident unhurt.
• Pronounce and construct correct sentences using new words, e.g. traffic, collide, injury, highway, etc.
Learners should be able to read the passage, Safe driving, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using
adjectives.• write correct sentences using
adverbs of manner/time/place.• write a letter to advise Mr. Kuria
on how he can avoid accidents.
Learners should be able to read the story in the Fun Spot section fluently and accurately for comprehension and enjoyment.
• Asking and answering questions.• Recording important points.
• Listening to a passage.• Answering questions.• Constructing sentences.• Pronouncing and explaining new
words.• Demonstrating given actions.• Asking and answering oral
questions.
• Revising new words.• Describing an accident scene.• Reading aloud.• Discussing oral questions.
• Discussing oral questions.• Recording answers.• Writing the letter.
• Reading aloud.• Discussing the story.• Dramatizing the story.
Past exam paper
Bandage, poster with a message on road safety, road signs, picture of a busy highway
Pictures in the Pupil’s Book, newspaper cuttings
Sample letter in the Pupil’s Book
Fun spot
NPPE Pupil’s Book 6, and NPPE Teacher’s Book 6, Units 1 - 10
NPPE Pupil’s Book 6, pp. 54-57
NPPE Teacher’s Book 6, pp. 55-59
NPPE Pupil’s Book 6, pp. 54-55
NPPE Teacher’s Book 6, pp. 56-57
NPPE Pupil’s Book 6, p. 55-59
NPPE Teacher’s Book 6, pp. 56-60
NPPE Pupil’s Book 6, p. 59
NPPE Teacher’s Book 6, p. 60
New Progressive Primary English Schemes of Work for Standard Six: Term Two
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
121
New Progressive Primary English Standard SixSchemes of Work
Term 2
NOT FOR SALE For use with New Progressive Primary English Standard Six
Oral Work
Reading
WE
EK
2
Writing5-6
1-2
3-4
Library
Oral Work
7
1-2
WE
EK
3
Learners should be able to construct cor-rect sentences using the following pattern:• Use of interrogatives with who/
what, e.g. Who left the door wide open? Okiki.
• Learners should be able to construct correct sentences using new words, e.g. first aid, siren, speed limit, screech, bleed, etc
Learners should be able to read the passage, First aid, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using proper
nouns.• write correct sentences using
personal and possessive pronouns.• write a composition about an accident
that has occurred near your school.
Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Reading announcements aloud.• Discussing announcements in
groups.• Explain new words in context.• Ask and answer oral questions.• Construct sentences.
• Revise new words.• Discussing about an accident scene.• Reading aloud.
• Discussing oral questions. • Ask and answer oral questions.• Record answers.• Write the composition.
• Reading silently.• Asking and answering oral questions.• Retelling the story.
• First aid kit• Improvised stretcher• Newspaper cuttings• Pictures of an accident
scene
Picture in the Pupil’s Book
Outline points
• Storybook • Fun spot
NPPE Pupil’s Book 6, pp. 60 - 65
NPPE Teacher’s Book 6, pp. 62-65
NPPE Pupil’s Book 6, pp. 60-62
NPPE Teacher’s Book 6, pp. 62-64
NPPE Pupil’s Book 6, pp. 62-65
NPPE Teacher’s Book 6, pp. 64-66
NPPE Pupil’s Book 6, pp. 65NPPE Teacher’s Book 6, pp. 66The Madhouse by Frank Njenga, OUP, Nairobi
Learners should be able to:• construct correct sentences using
the pattern really/quite/rather with adjectives, e.g. Travelling by bus is quite interesting.
• pronounce and construct correct sentences using new words, e.g. puncture, flag down, boot, etc.
• Discussing about travel.• Discuss given pictures.• Practising the conversation in the
Pupil’s Book.• Constructing sentences.• Demonstrating and explaining the
meanings of new words.• Pronouncing new words.• Asking and answering oral questions.
• Jack, wheel spanner, wheel
• Picture of a driver changing a flat wheel
• OPDEA
NPPE Pupil’s Book 6, pp. 66-68
NPPE Teacher’s Book 6, pp. 67-69
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
122
New Progressive Primary English Standard SixSchemes of WorkTerm 2
NOT FOR SALE For use with New Progressive Primary English Standard Six
3-4 Reading
WE
EK
3W
EE
K 4
Writing5-6
Library7
Oral Work
1-2
3-4
Learners should be able to read the passage, A journey to Nairobi, fluently and accurately and answer oral questions.
Learners should be able to:• write down correct answers using
apostrophes for contracted forms.• write correct answers to the
questions given.• write a composition about an
interesting thing that happened to them when they were travelling.
Learners should be able to read the story in the Fun Spot section fluently and accurately for comprehension and enjoyment.
• Revising new words.• Talking about travelling experiences.• Reading silently.• Discussing oral questions.
• Discussing oral questions.• Recording answers.• Writing the composition.
• Reading aloud.• Asking and answering oral questions.• Retelling the story or other similar
stories.
• Pictures in the Pupil’s Book
• OPDEA
Outline points
Fun spot
NPPE Pupil’s Book 6, pp. 66-67
NPPE Teacher’s Book 6, pp. 68-69
NPPE Pupil’s Book 6, pp. 67-69
NPPE Teacher’s Book 6, pp. 69-70
NPPE Pupil’s Book 6, p. 69
NPPE Teacher’s Book 6, p. 70
Learners should be able to construct correct sentences using the following patterns:• Use of continuous passive, e.g.
The car is being washed.• Use of either + or, e.g. The
visitors can have either soda or tea.• Pronounce and construct correct
sentences using new words, e.g. windscreen, dashboard, bonnet, etc.
Learners should be able to read the passage, The car, fluently and accurately and answer oral questions.
• Discussing the picture in the Pupil’s Book.
• Pronounce and explain meanings of new words.
• Construct sentences.• Ask and answer oral questions.
• Revising new words.• Discussing pictures in the Pupil’s
Book.• Reading silently.
• Pictures in the Pupil’s Book
• A toolbox.• A toy car• Picture of a car• OPDEA
• OPDEA• Pictures in the Pupil’s
Book
NPPE Pupil’s Book 6, pp. 70-73
NPPE Teacher’s Book 6, pp. 71-74
NPPE Pupil’s Book 6, pp. 70-71
NPPE Teacher’s Book 6, pp. 71-73
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
123
New Progressive Primary English Standard SixSchemes of Work
Term 2
NOT FOR SALE For use with New Progressive Primary English Standard Six
Writing
Library
Oral Work
7
1-2
5-6
WE
EK
5
Reading
Oral Work
3-4
5-6
WE
EK
4
Learners should be able to:• write correct sentences using the
apostrophe in possession.• write correct sentences using words
with /s/ and /sh/sounds.• write correct sentences using
reflexive pronouns.• write a composition about a journey
to visit a friend.
• Asking and answering oral questions.
• Discussing oral questions.• Writing down answers.• Writing the composition.
Outline points NPPE Pupil’s Book 6, pp. 71-75
NPPE Teacher’s Book 6, pp. 72-75
Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Reading aloud.• Asking and answering oral questions.• Discussing the story.• Dramatizing the story.
Fun spot NPPE Pupil’s Book 6, p. 75
NPPE Teacher’s Book 6, p. 75
Learners should be able to construct correct sentences using the following patterns:• Get/remind/allow/encourage +
nominal + infinitive, e.g. I reminded my little sister to drink her milk.
• Question tags, e.g. Farida lives in Bondeni village. Doesn’t she?
• Pronounce and construct correct sentences using new words, e.g. honesty, generosity, fair, etc.
Learners should be able to read the passage, What are virtues, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using the
appropriate punctuation.• write correct sentences using direct
speech.• write correct answers to the
questions given.• write a pictorial composition.
• Reading the conversation.• Explaining and pronouncing
meanings of new words.• Constructing sentences.• Asking and answering questions.
• Revise new words.• Talking about qualities pupils like in
people.• Reading silently.• Discussing oral questions.
• Discussing oral questions.• Recording answers.• Writing the composition.
A chart showing virtues and vices
OPDEA
Pictures in the Pupil’s Book
NPPE Pupil’s Book 6, pp. 76-79
NPPE Teacher’s Book 6, pp. 76-79
NPPE Pupil’s Book 6, pp. 76-77
NPPE Teacher’s Book 6, pp. 76-78
NPPE Pupil’s Book 6, pp. 77
NPPE Teacher’s Book 6, pp. 77-81
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
124
New Progressive Primary English Standard SixSchemes of WorkTerm 2
NOT FOR SALE For use with New Progressive Primary English Standard Six
Library
Revision and Testing
Oral Work
Reading
7
1-7
1-2
WE
EK
5W
K 6
3-4
Reading7
WE
EK
7
Writing5-6
Learners should be able to read the story in the Fun Spot section fluently and clearly for enjoyment.
• Reading aloud.• Narrate similar stories.• Asking and answering oral
questions.
Fun spot NPPE Pupil’s Book 6, p. 80
NPPE Teacher’s Book 6, p. 80
Learners should be able to revise and answer questions set from work covered between weeks 1-5.
• Asking questions for clarification.• Writing the test.
• Test items/questions• Pens, writing or answer
sheets
NPPE Pupil’s and Teacher’s Books, Units 11-15
Learners should be able to:• construct correct sentences using
the following patterns: Question tags, e.g. You were making noise. Weren’t you? Use of must/should, e.g. You must do your homework.
• pronounce an construct correct sentences using new words, e.g. careful, obedient, etc.
Learners should be able to read the passage, A brave girl saves life, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using
punctuation.• write correct answers to the
questions given.• write a composition about a quarrel
they had with a friend.
Learners should be able to read the story in the Fun Spot section fluently and accurately for comprehension and enjoyment.
• Telling proverbs.• Discussing proverbs in the Pupil’s
Book.• Explaining and demonstrating
meanings of new words.• Pronouncing new words.• Constructing sentences.• Asking and answering oral questions.
• Revising new words.• Discussing the picture in the Pupil’s
Book.• Reading silently.• Discussing oral questions.
• Discussing oral questions.• Recording answers.• Writing the composition.
• Reading aloud/silently.• Discussing the story.• Retelling the story.
• Sentence card• Picture of people trying
to put out a fire
Picture in the Pupil’s Book
Outline points
Fun spot
NPPE Pupil’s Book 6, pp. 82-84
NPPE Teacher’s Book 6, pp. 81-83
NPPE Pupil’s Book 6, pp. 82-83
NPPE Teacher’s Book 6, pp. 81-82
NPPE Pupil’s Book 6, pp. 83-85
NPPE Teacher’s Book 6, pp. 82-84
NPPE Pupil’s Book 6, pp. 85
NPPE Teacher’s Book 6, p. 84
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
125
New Progressive Primary English Standard SixSchemes of Work
Term 2
NOT FOR SALE For use with New Progressive Primary English Standard Six
1-2
3-4
WE
EK
8
5-6
7
Oral Work
Reading
Writing
Library
Learners should be able to construct correct sentences using the following patterns:• Use of compound nouns, e.g. The
businessman hurried to his office.• The contrastive use of keep and
put, e.g. Who has put the salt in the sugar bowl?
• The use of clauses as noun qualifiers, e.g. The cake you baked today is delicious.
• Pronounce and construct correct sentences using new words, e.g. carve, weave, pattern, dye, etc.
Learners should be able to read the passage, Crafts in Kenya, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using be/
become/get + adjectives.• write correct sentences using
neither + nor / either + or.• write a descriptive composition
showing the process of making a clay pot.
Learners should be able to read the story in the Fun Spot section fluently and accurately for comprehension and enjoyment.
• Talking about items sold in the shop.• Discussing who the main customers
are.• Explaining meanings of new words.• Pronouncing new words.• Asking and answering oral questions.
• Revise new words learnt.• Talking about a place where carving
is done.• Read the passage aloud and in pairs.• Discuss oral questions.
• Discuss oral questions.• Record answers.• Write the composition.
• Read silently/aloud.• Discuss the story in groups.• Retell the story.
• Sisal• Needle, thread• Basket• OPDEA• Soapstone carving(s)
• OPDEA• Picture in the Pupil’s
Book
Outline points
Fun spot
NPPE Pupil’s Book 6, pp. 86-89
NPPE Teacher’s Book 6, pp. 85-88
NPPE Pupil’s Book 6, pp. 86-87
NPPE Teacher’s Book 6, pp. 85-87
NPPE Pupil’s Book 6, pp. 87-91
NPPE Teacher’s Book 6, pp. 86-90
NPPE Pupil’s Book 6, p. 91
NPPE Teacher’s Book 6, p. 89
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
126
New Progressive Primary English Standard SixSchemes of WorkTerm 2
NOT FOR SALE For use with New Progressive Primary English Standard Six
Oral Work
Reading
Writing
Reading7
5-6
3-4
WE
EK
9
1-2 Learners should be able to:• construct correct sentences using
the following pattern: Use of interrogatives with which/when, e.g. When shall I leave for the market?
• pronounce and construct correct sentences using new words, e.g. temperature, wind, rainbow, etc.
Learners should be able to read the passage, A visit to the weather station, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using
words containing silent letters or consonants b, w, and l.
• write correct answers to the exercises given.
• write a diary for a week showing the recorded weather.
Learners should be able to discuss Otoyo’s weather forecast in the Fun Spot section for enjoyment.
• Reading or listening to the comprehension passage.
• Answering questions.• Explaining meanings of new words.• Pronouncing new words.• Constructing sentences.• Asking and answering oral questions.
• Revising new words.• Discussing about trips.• Reading silently.• Asking and answering oral questions.
• Discussing questions orally.• Recording answers.• Writing the diary.
• Reading aloud.• Discussing the story.• Acting out the story.
• Thermometer• Pictures of a barometer,
a wind vane, wind sock and rainbow
• OPDEA
• OPDEA• Pictures in the Pupil’s
Book
Outline points
Fun spot
NPPE Pupil’s Book 6, pp. 92-94
NPPE Teacher’s Book 6, pp. 90-93
NPPE Pupil’s Book 6, pp. 92-93
NPPE Teacher’s Book 6, pp. 91-92
NPPE Pupil’s Book 6, pp. 93-95
NPPE Teacher’s Book 6, pp. 92-94
NPPE Pupil’s Book 6, pp. 95
NPPE Teacher’s Book 6, pp. 93
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
127
New Progressive Primary English Standard SixSchemes of Work
Term 2
NOT FOR SALE For use with New Progressive Primary English Standard Six
Oral Work
Reading
Writing
Reading
Revision and Exami-nation
1-2
3-4
5-6
7
WE
EK
11
WE
EK
10
Learners should be able to:• construct correct sentences using
the pattern, likely/unlikely/certain/ lucky/unlucky, e.g. Chacha is likely to be in town.
• pronounce and construct correct sentences using new words, e.g. climate, thunder, lightening, etc.
Learners should be able to read the passage, What weather do you like?, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using
words containing gh with the sound /f/.
• write correct sentences using words containing silent consonants h, k, gh.
• write a pictorial composition.
Learners should be able to read the story in the Fun Spot section fluently and accurately for comprehension and enjoyment.
Learners should be able to revise and write correct answers to the questions set from the work covered from Term One to Two.
• Read the listening comprehension passage.
• Answering questions.• Explaining new words.• Constructing sentences.• Asking and answering oral
questions.
• Revising new words.• Discussing the weather.• Discussing the picture in the Pupil’s
Book.• Reading aloud.• Asking and answering oral
questions.
• Discuss questions orally.• Record answers.• Write a pictorial composition.
• Read silently.• Discuss the story.• Retell the story.
• Revising the work covered.• Asking questions for clarification.• Writing the exam.
• Flashcards• A weather chart• OPDEA
• Picture in the Pupil’s Book
• OPDEA
Pictures in the Pupil’s Book
• Fun spot • Storybook
• Pens, answer sheet• Question items
NPPE Pupil’s Book 6, pp. 96-99
NPPE Teacher’s Book 6, pp. 95-97
NPPE Pupil’s Book 6, pp. 96-97
NPPE Teacher’s Book 6, pp. 95-96
NPPE Pupil’s Book 6, pp. 97-101
NPPE Teacher’s Book 6, pp. 96-97
NPPE Pupil’s Book 6, pp. 100-101
NPPE Teacher’s Book 6, pp. 98
Hassan the Genie by Wahome Mutahi, OUP, Nairobi
NPPE Pupil’s and Teacher’s books 6, Units 1-20
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
128NOT FOR SALE For use with New Progressive Primary English Standard Six
1
2-3
4
5-6
WE
EK
1
7
Revision
Oral Work
Reading
Writing
Library
New Progressive Primary English Schemes of Work for Standard Six: Term Three
Learners should be able to revise work covered in Term Two.
Learners should be able to:• construct correct sentences using
the following patterns: Really/quite/rather with adjectives + noun, e.g. That acacia tree is rather tall. Use of compound adjectives formed with noun + ed, e.g. The grey-haired man is my grandfather.
• construct correct sentences using new words, e.g. erosion, humus, adapt, cactus, etc.
Learners should be able to read the passage, A tree nursery, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences words
formed by omission of silent ‘e’ before -ed and adding -ing.
• write correct answers to given exercises.
• write a composition about some of the things you do to keep your school or home compound clean.
Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Revising work covered.• Asking and answering oral
questions
• Reading or listening comprehension passage.
• Discussing the uses of trees • Explaining new words.• Constructing sentences.• Asking and answering oral
questions.
• Revising new words.• Talking about the environment
around the school.• Reading silently.• Discussing oral questions.
• Discussing oral questions.• Recording answers.• Writing the composition.
• Read silently.• Ask and answer oral questions.• Retell the story.
Past exam paper
• Picture of a forest.• Dry sticks• A rake• Picture of a tree
nursery• OPDEA
OPDEA
Outline points
• Storybook• Fun spot
NPPE Pupil’s and Teacher’s books 6, Units 1 - 20
NPPE Pupil’s Book 6, pp. 106-109
NPPE Teacher’s Book 6, pp. 102-105
NPPE Pupil’s Book 6, pp. 106-107
NPPE Teacher’s Book 6, pp. 103-104
NPPE Pupil’s Book 6, pp. 107-111
NPPE Teacher’s Book 6, pp. 104-106
NPPE Pupil’s Book 6, pp. 101-111
NPPE Teacher’s Book 6, p. 106
Go for it, by Moses Auta, OUP, Nairobi.
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
129
New Progressive Primary English Standard SixSchemes of Work
Term 3
NOT FOR SALE For use with New Progressive Primary English Standard Six
Oral Work
Reading
WE
EK
2
Writing5-6
1-2
3-4
Library7
Learners should be able to:• construct correct sentences using
the following patterns: Use of whose as a relative pronoun, e.g. The runner whose tracksuit was green won the race; the contrastive use of think and hope, e.g. I hope our team wins the league but I do not think they can win today’s match. Most of our athletes are injured; conditional sentences involving impossible conditions, e.g. If Kimoi had not run faster he would not have won the race.
• pronounce and construct correct sentences using new words, e.g. race, compete, track, hurdles, etc.
Learners should be able to read the passage, Nyanza snatches athletics trophy, fluently and accurately and answer oral questions.
Learners should be able to: • correct sentences using auxiliary
verbs be and have.• write correct sentences using modal
verbs will, may and can.• write correct answers to the
exercises given.• write a composition about an
athletics event that they attended.
Learners should be able to read the story in the Fun spot section fluently and accurately for comprehension and enjoyment.
• Listen to descriptions about pictures in the Pupil’s Book.
• Explain meanings of new words.• Pronounce new words.• Constructing sentences.• Asking and answering oral questions.
• Revise new words.• Discussing about sports events.• Reading silently.• Asking and answering oral questions.
• Discuss new words.• Recording answers.• Writing the composition.
• Read silently.• Discuss the story.• Retelling the story.• Tell similar stories about cowards.
• Tracksuit, discus, shot put, javelin
• Picture of athletes competing
• OPDEA
OPDEA
Outline points
Fun spot
NPPE Pupil’s Book 6, pp. 112-115
NPPE Teacher’s Book 6, pp. 107-110
NPPE Pupil’s Book 6, pp. 112-113
NPPE Teacher’s Book 6, pp. 107-108
NPPE Pupil’s Book 6, pp. 113-117
NPPE Teache r ’s Book 6, pp. 108-110
NPPE Pupil’s Book 6, pp. 117
NPPE Teacher’s Book 6, pp. 110
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
130
New Progressive Primary English Standard SixSchemes of WorkTerm 3
NOT FOR SALE For use with New Progressive Primary English Standard Six
1-2 Oral Work
WE
EK
3
Reading3-4
Writing5-6
7
Learners should be able to:• construct correct sentences
using the following patterns: Understand/see + where/how/ what/why, e.g. I cannot see why some people employ children; use of passive with make in the present and past simple tenses, e.g. The thief was made to give back the money; use of passives formed with get + past simple and present; perfect tense, e.g. The gate got repaired.
• construct correct sentences using new words, e.g. hazardous, debt, slavery.
Learners should be able to read the passage, The child worker, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using words
with ph with the sound /f/ • write correct sentences using
comparatives and superlatives.• write sentences using the correct
order of adjectives.• write a letter to a friend who has
dropped out of school, explaining the advantages of being in school and the disadvantages of being out of school.
Learners should be able to recite the poem fluently and accurately for comprehension and enjoyment.
Library
• Practising the conversation in pairs.• Discussing the story.• Explaining and demonstrating
meanings of new words.• Pronouncing new words.• Asking and answering questions.• Constructing sentences.
• Revising new words.• Talking about child labourers.• Discussing pictures in the Pupil’s Book.• Reading silently.• Discussing oral questions.
• Ask and answer oral questions.• Write down answers.• Write the letter.
• Reciting loudly.• Discussing the poem.
• Picture of a Jua Kali shed• Picture of children
working in a coffee plantation
• Hammer
• Pictures in the Pupil’s Book
• OPDEA
Outline points
Fun spot
NPPE Pupil’s Book 6, pp. 118-121
NPPE Teacher’s Book 6, pp. 111-115
NPPE Pupil’s Book 6, pp. 118-119
NPPE Teacher’s Book 6, pp. 112-113
NPPE Pupil’s Book 6, pp. 119-123
NPPE Teacher’s Book 6, pp. 113-116
NPPE Pupil’s Book 6, pp. 123
NPPE Teacher’s Book 6, p. 116
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
131
New Progressive Primary English Standard SixSchemes of Work
Term 3
NOT FOR SALE For use with New Progressive Primary English Standard Six
Oral Work
Reading3-4
1-2
WE
EK
4
Writing 5-6
7
Learners should be able to:• construct correct sentences using
the following patterns: Use of conditional with could and would, e.g. The radio would not work and so one could not listen to the news; Use of get/remind/ allow + nominal + infinitive, e.g. The coach got us to play well.; Use of conditional sentences involving impossible conditions in the affirmative/negative form, e.g. If my brother had broken his leg, I would have helped him.
• construct correct sentences using new words, e.g. compete, referee, whistle, score, etc.
Learners should be able to read the passage, Fatuma’s goal lifts Kajiado, fluently and accurately and answer oral questions.
Learners should be able to: • write correct sentences using
fullstops, question marks and capital letters.
• write correct sentences using commonly confused words appropriately.
• write a composition about their favourite game.
Learners should be able to read the story in the Fun Spot section fluently and accurately for comprehension and enjoyment.
• Talking about games pupils know.• Discussing pictures in the Pupil’s
Book.• Explaining the meanings of new
words.• Pronouncing new words.• Asking and answering oral questions.• Constructing sentences.
• Revise new words learnt.• Discuss pictures in the Pupil’s Book.• Reading aloud.• Asking and answering oral questions.
• Writing the composition. • Reading silently.• Discussing the story.• Retelling the story.
• Debating in groups about the roles of boys and girls.
• Discussing the roles of men and women in making traditional items.
• Explaining the meanings of new words.• Constructing correct sentences.• Pronouncing new words.• Asking and answering oral questions.
• A whistle, a ball.• Picture showing a
referee officiating a soccer match
• OPDEA
• Pictures in the Pupil’s Book
• Flashcards
Outline points
Fun spot
NPPE Pupil’s Book 6, pp. 124-127
NPPE Teacher’s Book 6, pp. 117-120
NPPE Pupil’s Book 6, pp. 124-126NPPE Teacher’s Book 6, pp. 117-118
NPPE Pupil’s Book 6, pp. 126-129
NPPE Teacher’s Book 6, pp. 118-121
NPPE Pupil’s Book 6, p. 129
NPPE Teacher’s Book 6, pp. 120-121
Library
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
132
New Progressive Primary English Standard SixSchemes of WorkTerm 3
NOT FOR SALE For use with New Progressive Primary English Standard Six
Oral Work
Reading
Writing
1-2
3-4
WE
EK
5
5-6
Revision and Testing
1-5
Library7
• OPDEA• Paint, needle, glue, sisal,
brush• An article made of raffia
Learners should be able to:• construct correct sentences using
the following patterns: present continuous passive, e.g. The wall is being painted; conditional statements, e.g. If I had lost all my money, I would have reported to the headteacher.
• pronounce and construct correct sentences using new words, e.g. craft, dye, patterns, sew, etc.
Learners should be able to read the passage, Making a mat, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using words
with the -i before -e rule.• write correct sentences using words
ending with -tion.• write correct sentences using past
tense: ay to -ai.• write correct answers to the
questions given.• Write the instructions for making a
birthday card.
Learners should be able to read the story in the Fun Spot section fluently and accurately for comprehension and enjoyment.
Learners should be able to revise and answer questions set from the work covered between weeks one to five
• Debating in groups about the roles of boys and girls.
• Discussing the roles of men and women in making traditional items.
• Explaining the meanings of new words.
• Constructing correct sentences.• Pronouncing new words.• Asking and answering oral
questions.
• Revise new words.• Read silently.• Ask and answer oral questions.
• Discussing oral questions.• Recording answers.• Writing the instructions.
• Reading silently.• Discussing the story.• Retelling the story.
• Revising work covered.• Asking questions for clarification.• Writing the test.
OPDEA
Outline points
Fun spot
• Pens• Answer sheets• Test items
NPPE Pupil’s Book 6, pp. 130-132
NPPE Teacher’s Book 6, pp. 122-124
NPPE Pupil’s Book 6, pp. 130-131
NPPE Teacher’s Book 6, pp. 122-123
NPPE Pupil’s Book 6, pp. 131 - 135
NPPE Teacher’s Book 6, pp. 123 - 125
NPPE Pupil’s Book 6, pp. 134 - 135
NPPE Teacher’s Book 6, pp. 125
NPPE Pupil’s and Teacher’s books 6, Units 21 - 25
WE
EK
6
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
133
New Progressive Primary English Standard SixSchemes of Work
Term 3
NOT FOR SALE For use with New Progressive Primary English Standard Six
1-2
3-4
WE
EK
7
5-6
7
Oral Work
Reading
Writing
Library
Learners should be able to:• construct correct sentences using
the phrasal verbs, e.g. Najta’s car broke down near the bridge.
• pronounce and construct correct sentences using new words, e.g. postal address, pen pal, hobbies, internet, etc.
Learners should be able to read the passage, Dangerous pen pals, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using words
with double consonants.• write correct sentences using capital
letters appropriately.• construct correct sentences using
possessive pronouns.• write points to argue for or against
the topic: writing letters is better than making telephone calls
• Learners should be able to read the story in the Fun Spot fluently and accurately for comprehension and enjoyment
• Reading the listening comprehension passage.
• Discussing given questions.• Explain meanings of new words.• Pronouncing new words.• Asking and answering oral
questions.
• Revise new words.• Compare given letters.• Read the passage silently. • Discuss questions orally.
• Discussing oral questions.• Recording sentences.• Writing the composition.
• Reading silently.• Discussing the story.• Retelling the story.
• Stamp, envelope, picture of a computer, an e-mail address written on a card, newspaper cuttings showing advertisements on pen pals
• OPDEA
• OPDEA• Letters in the Pupil’s
Book
Outline points
Fun spot
NPPE Pupil’s Book 6, pp. 136 - 139
NPPE Teacher’s Book 6, pp. 126 - 129
NPPE Pupil’s Book 6, pp. 136 - 138
NPPE Teacher’s Book 6, pp. 127 - 128
NPPE Pupil’s Book 6, pp. 138 - 141
NPPE Teacher’s Book 6, pp. 127 - 130
NPPE Pupil’s Book 6, pp. 140 - 141
NPPE Teacher’s Book 6, pp. 130
WE
EK
8
Learners should be able to:• construct correct sentences using
the following patterns: reflexive pronouns, i.e. myself/yourself, e.g. she sewed the dress herself; the use of too + to, e.g. This piece of wood is too hard. It cannot be split.
• construct correct sentences using new words, e.g. law, rights, struggle, demand, etc.
• Discussing a well-known person.• Identifying pictures of famous
personalities.• Explain meanings of new words.• Pronounce new words.• Construct sentences.• Asking and answering oral questions.
• Pictures of Nelson Mandela and other great leaders
• An identify card/pass• OPDEA
NPPE Pupil’s Book 6, pp. 142 - 144
NPPE Teacher’s Book 6, pp. 131 - 134
1-3 Oral Work
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
134
New Progressive Primary English Standard SixSchemes of WorkTerm 3
NOT FOR SALE For use with New Progressive Primary English Standard Six
Reading
Writing
Library
Oral Work
1-2
7
5-6
WE
EK
8
3-4 Learners should be able to read the passage, Nelson Mandela, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using
phrasal verbs.• write correct answers to the
questions given.• write about a famous person who lived
in their community or country.
Learners should be able to read the story fluently and accurately for comprehension and enjoyment.
• Revising new words.• Talking about Nelson Mandela.• Reading silently.• Discussing oral questions.
• Discussing questions orally.• Recording answers.• Writing the composition.
• Reading silently.• Asking and answering oral questions.• Retelling the story.• Talking about a famous person in the
community.
Picture in the Pupil’s Book
Outline points
• Storybook • Fun spot
NPPE Pupil’s Book 6, pp. 142 - 144NPPE Teacher’s Book 6, pp. 132 - 133
NPPE Pupil’s Book 6, pp. 144 - 147NPPE Teacher’s Book 6, pp. 133 - 135
NPPE Pupil’s Book 6, pp. 146 - 147NPPE Teacher’s Book 6, pp. 135Never Again by Frank Njenga, OUP, Nairobi.
Learners should be able to:• construct correct sentences
using the pattern get with past participle, e.g. Duracha got excited when he saw his uncle.
• pronounce and construct correct sentences using new words, e.g. pleasant surprise, famous, corridor, floodlight, etc.
Learners should be able to read the passage, The Tree tops, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using
prepositions.• write correct answers to the
questions given.• write a composition about natural and
man-made features they had visited.
• Reading the listening comprehension passage aloud.
• Answering questions.• Explaining meanings of new words.• Pronouncing new words.• Constructing sentences.• Discussing oral questions.
• Revising new words.• Discussing about buildings pupils
know.• Reading silently.• Asking and answering oral questions.
• Picture of a house with a balcony
• Picture of a floodlight • OPDEA
OPDEA
NPPE Pupil’s Book 6, pp. 148 - 150NPPE Teacher’s Book 6, pp. 136 - 139
NPPE Pupil’s Book 6, pp. 148 - 149NPPE Teacher’s Book 6, pp. 137 - 138
3-4
WE
EK
9 Reading
Writing5-6 • Discussing oral questions.• Recording answers.• Writing the composition.
• Pictures in the Pupil’s Book
• Outline points
NPPE Pupil’s Book 6, pp. 149 - 151
NPPE Teacher’s Book 6, pp. 138 - 140
LESSONS TOPICS OBJECTIVES TEACHING/LEARNING LEARNING/ REFERENCES REMARKS ACTIVITIES TEACHING AIDS
135
New Progressive Primary English Standard SixSchemes of Work
Term 3
NOT FOR SALE For use with New Progressive Primary English Standard Six
Library
Oral Work
Reading
Writing
Library
Revision and Exami-nation
7
1-2
3-4
7
WE
EK
10
Learners should be able to read the poem fluently and accurately for comprehension and enjoyment.
• Reading aloud.• Discussing the poem.• Reciting the poem.
Fun spot NPPE Pupil’s Book 6, pp. 151
NPPE Teacher’s Book 6, pp. 139
Learners should be able to:• construct correct sentences using
the pattern can’t understand/see + how/why/what/where, e.g. I can’t see where I put the needle.
• pronounce and construct correct sentences using new words, e.g. organize, crime, alert, sneak, etc.
Learners should be able to read the passage, Look before you leap, fluently and accurately and answer oral questions.
Learners should be able to:• write correct sentences using words
which describe how people say things, e.g. roar - make a long deep sound like a lion.
• write a formal letter.
Learners should be able to read the story in the Fun Spot fluently and accurately for comprehension and enjoyment.
Learners should be able to revise and write correct answers to the questions set from the work covered between Term One and Term Three
• Discuss pictures in the Pupil’s Book • Explain and demonstrate meanings
of new words.• Pronounce new words.• Ask and answer oral questions.• Construct sentences.
• Revise new words.• Discuss about the problem of theft.• Read aloud.• Discuss oral questions.
• Ask and answer oral questions.• Record answers.• Write the letter.
• Read aloud.• Discuss the story.• Dramatize the story.
• Revising work covered.• Asking questions for clarification.• Writing the exam.
OPDEA
OPDEA
• Sample formal letter• Outline points
Fun spot
• Pens• Answer sheets• Test items/questions
NPPE Pupil’s Book 6, pp. 152 - 154
NPPE Teacher’s Book 6, pp. 141 - 143
NPPE Pupil’s Book 6, pp. 152 - 153
NPPE Teacher’s Book 6, pp. 142 - 143
NPPE Pupil’s Book 6, pp. 153 - 155
NPPE Teacher’s Book 6, pp. 143 - 144
NPPE Pupil’s and Teacher’s books 6, Units 1 - 30
5-6
NPPE Pupil’s Book 6, p. 155
NPPE Teacher’s Book 6, p. 144
WK
11
WE
EK
9
138
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
Kusikiliza na kuzungumzaMsamiati
Kusoma na kuandika
Kusoma na kufurahiKusoma na kufurahi
1.
2.
3.
4.
5.
Maamkizi
Adabu
Ufahamu (Ujirani)
Maktaba
Kazi nzuri ya siku moja
• Kuwaongoza wanafunzi kuamkiana ipasavyo na kutumia maneno ya adabu.
• Kuwaongoza wanafunzi kutumia baadhi ya msamiati wa adabu na heshima.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma makala na kutoa mawazo yao juu yake.
• Kuwaongoza wanafunzi kusoma visa na kueleza funzo lililopo katika kisa.
Kuzungumza juu ya mchoro, kueleza, kusoma, kuiga. Kusoma, kuelewa, kuandika, kuiga.Kuzungumza juu ya ujirani, kusoma, kuelewa, kuuliza, kujibu.Kusoma, kufurahia, kuzungumza, kuuliza, kujibu.Kuzungumza, kuuliza, kujibu.
wanafunzi wenyewe, kitabu cha mwanafunzi, vitabu vya ziada
uk 2
uk 3
uk 4
uk 5
1.
2/3
4.
5.
Sarufi
Kusoma na kuandika
Kusoma
Kusikiliza na kuzungumza
Kusoma, kueleza, kutumia, kuandika.
Kusoma, kuelewa, kupanga, kuandika.
Kusoma, kufurahia, kuzungumza, kuuliza, kujibu.Kuzungumza juu ya mchoro, kusoma, kuuliza, kupata funzo.
1.
2.
3/4
5.
• Kuwaongoza wanafunzi kujua maana na matumizi ya uakifishaji.
• Kuwaongoza wanafunzi kuandika insha kwa kupanga maneno katika mpangilio wa sawa.
• Kuwaongoza wanafunzi kusoma visa/hadithi kwa ufasaha, kuifurahia na kuelezea funzo.
• Kuwaongoza wanafunzi kusikiliza makala ya uaminifu kisha kujadili funzo lake.
kitabu cha mwanafunzi, vitabu vyaziada
Kusoma, kuelewa, kuzungumza, kuuliza, kujibu. Kusoma, kuelewa, kutumia, kuandika.
Kusoma, kueleza, kutumia, kuandika.
Kusoma, kuelewa, kuzungumza, kuandika.
kitabu cha mwanafunzi
uk 8
uk 11
uk 11
uk 13
Uakifishaji
Insha
Maktaba
Uaminifu
uk 6
uk 7
uk 8
MAAZIMIO YA KAZI: MUHULA WA KWANZA
Mashaka
Semi
amba-
Insha
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya ‘Mashaka’.
• Kuwaongoza wanafunzi kujua na kutumia baadhi ya semi zilizotumika katika makala ya ‘Mashaka’.
• Kuwaongoza wanafunzi kujua na kutumia amba- katika ngeli tisa.
• Kuwaongoza wanafunzi kuandika insha ya kujaza pengo juu ya ‘Mashaka’.
Kusoma na kuandikaLugha
Sarufi
Kuandika
JUM
A 1
JUM
A 2
JUM
A 3
139
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kutumia msamiati wa viungo vya kupikia.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya resipi ya pilau.
• Kuwaongoza wanafunzi kusoma na kukariri shairi la Hatushindiki mekoni.
• Kuwaongoza wanafunzi kutumia -ote katika ngeli kumi, katika umoja na wingi.
• Kuwaongoza wanafunzi kuandika insha juu ya upishi wa chakula ninachokipenda.
1.
2.
3.
4.
5.
Usafiri
Boda boda
Kukariri shairi
ndi-
Insha
• Kuwaongoza wanafunzi kutambua na kutumia baadhi ya msamiati wa usafiri.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kukariri shairi la Ajali barabarani kwa mahadhi mazuri.
• Kuwaongoza wanafunzi kutumia ndi- pamoja na ngeli kumi.
• Kuwawezesha wanafunzi kuandika insha juu ya namna ya kuziba panchari.
kitabu cha mwanafunzi
1.
2.
3.
4.
5.
Msamiati
Kusoma na kuandikaKusoma na kukariri
Sarufi
Kuandika
Msamiati
Kusoma na kuandikaKusoma na kukaririSarufi
Kuandika
Kusikiliza na kuzungumzaKusoma
Kusoma
Kusoma na kuandikaSarufi
Redio au runingaMaandishi
Maktaba
Mafuriko
Sauti tata
• Kuwaongoza wanafunzi kusikiliza kipindi cha kuelimisha kutoka redio au runinga, na kudondoa makuu yaliyozungumziwa.
• Kuwaongoza wanafunzi kutambua sehemu mbalimbali za maandishi vitabuni.
• Kuwaongoza wanafunzi kusoma visa/hadithi, kuifurahia na kupata funzo lililopo.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya mafuriko.
• Kuwawezesha wanafunzi kutamka sawa sauti tata, k.m. mahali - mahari; kiwanda - kiwanja.
kitabu cha mwanafunzi
Resipi ya pilau
Resipi ya pilauHatushindikimekoni
-ote
Insha
Kuzungumza juu ya michoro, kusoma, kutambua msamiati, kutumia, kuandika.Kusoma, kuelewa, kujadili, kuuliza, kujibu, kuandika.Kusoma, kujadili, kukariri, kutamka vyema, kushindana.Kusoma, kueleza, kutumia, kuandika.Kuzungumza juu ya michoro, kupata vidokezi, kuandika.
Kusoma, kueleza, kujadili, kuuliza, kujibu.Kusoma, kujadili, kuelewa, kuuliza, kujibu, kuandika.Kuzungumza, kusoma, kuuliza, kujibu.Kusoma, kujadili, kuelewa, kuuliza, kujibu.Kusoma, kutamka, kutumia, kuandika, kusahihisha.
Kuzungumza juu ya michoro, kusoma, kueleza, kujibu maswali.Kusoma, kuzungumza, kuuliza kujibu.Kuzungumza juu ya mchoro, kusoma, kukariri shairi, kutamka vyema.Kusoma, kueleza, kutumia, kuandika. Kusoma, kuzungumza, kupata vidokezi, kuandika.
vifaa halisi, kitabu cha mwanafunzi
uk 20
uk 21
uk 22
uk 23
uk 25
uk 26
uk 26
uk 28
uk 28
uk 14
uk 15
uk 17
uk 18
uk 19
JUM
A 4
JUM
A 5
JUM
A 6
Kiswahili Sanifu Kitabu cha SitaMaazimio ya Kazi
Muhula wa Kwanza
140
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
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KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kutumia alama za uakifishaji na herufi kubwa.
• Kuwaongoza wanafunzi kuandika insha ya hotuba kwa kufuata mfano wa ufahamu walioisoma katika Mafuriko.
• Kuwaongoza wanafunzi kutumia baadhi ya msamiati wa vikembe (watoto wa wadudu na samaki).
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya Avumaye baharini.
• Kuwaongoza wanafunzi kuimba na kukariri wimbo wa pomboo.
kitabu cha mwanafunzi, picha
1.
2.
3.
4.
5
• Kuwawezesha wanafunzi kutumia kiulizi -pi? kwa kutumia ngeli kumi tofauti.
• Kuwawezesha wanafunzi kuandika insha juu ya pomboo baada ya kufanya utafiti.
• Kuwawezesha wanafunzi kupenda kusoma wenyewe bila kutegemea kuongozwa kusoma na mwalimu.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya Mchimba kisima.
• Kuwaongoza wanafunzi kusimulia hadithi zenye maadili na mafunzo maishani.
Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kupanga, kuandika.Kusoma, kufurahia, kueleza, kuuliza, kujibu.Kusoma, kufahamu, kuuliza, kujibu.Kusoma, kufurahia, kuzungumza, kuuliza, kujibu.
kitabu cha mwanafunzi, vifaa halisi
1.
2.
3.
4.
5.
Kuandika
Kuandika
Msamiati
Kusoma na kuandikaKusoma na kuimba
Sarufi
Kuandika
Kusoma
Kusoma na kuandikaKusoma
Sarufi
Kuandika
Msamiati
Kusoma na kuandikaKusoma na kuandika
Uakifishaji
Insha (Hotuba)
Vikembe
Avumanye bahariniPomboo
Kiulizi -pi?
Insha
Maktaba
Mchimba kisimaHadithi ya vyura
Ka ya kuendelezaInsha ya methaliMimea
Chai
Methali
• Kuwawezesha wanafunzi kutumia ka ya kuendeleza katika kuunganisha sentensi.
• Kuwawezesha wanafunzi kuandika insha ya methali ‘Fadhila ya punda ni mateke.’
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa miti na mimea na sehemu zake.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya Chai.
• Kuwaongoza wanafunzi kutumia methali zinazohusu mimea au miti
Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika.Kusoma, kusema, kuzungumza, kueleza.Kuzungumza juu ya michoro, kusoma, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika.
kitabu cha mwanafunzi
uk 29
uk 29
uk 30
uk 30 uk 33
uk 34
uk 35
uk 36
uk 36
uk 37
uk 38
uk 39
uk 40
uk 40
uk 41
Kusoma, kueleza, kutumia, kuandika.Kusoma, kuzungumza juu ya michoro, kueleza, kupanga, kuandika.Kusoma, kueleza, kutambua, kuandika.Kuzungumza juu ya mchoro, kusoma, kuuliza, kujibu. Kuzungumza juu ya mchoro, kueleza, kusoma, kuimba.
JUM
A 7
JUM
A 8
JUM
A 9
Kiswahili Sanifu Kitabu cha SitaMaazimio ya KaziMuhula wa Kwanza
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FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
-ote
Mpapai
Hali ya mimea
Mwembe
Mgomba
• Kuwawezesha wanafunzi kutumia kivumishi -ote pamoja na ngeli tofauti.
• Kuwawezesha wanafunzi kusoma, kufahamu na kuandika insha juu ya mpapai.
• Kuwaongoza wanafunzi kujua na kutumia msamiati wa hali ya mimea.
• Kuwaongoza wanafunzi kusoma, kufahamu na kujibu maswali ya ufahamu juu ya Mwembe.
• Kuwaongoza wanafunzi kusoma na kukariri shairi la Mgomba kwa lafudhi sawa na sauti nzuri.
Kusoma, kueleza, kutumia, kuandika.Kusoma, kuzungumza, kupanga, kuandika.Kuzungumza juu ya michoro mojamoja, kueleza, kutambuaKusoma, kufahamu, kuuliza, kujibu.Kukariri na kuiga.
picha, kitabu cha mwanafunzi
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Sarufi
Kusoma na kuandikaMsamiati
Kusoma na kuandikaKusoma
Kusoma
Sarufi
Sarufi
Kuandika
Msamiati
Maktaba
-enyewe
-enyewe
Insha
Wadudu
• Kuwaongoza wanafunzi kusoma visa vitabuni, kufurahia na kueleza funzo.
• Kuwaongoza wanafunzi kutumia -enyewe kwa kutumia ngeli tofauti tofauti
• Kuwaongoza wanafunzi kutumia -enyewe kwa kutumia ngeli tofauti tofauti.
• Kuwaongoza wanafunzi kuandika insha juu ya mmea kwa kujibu maswali yaliyotayarishwa kitabuni.
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa vimelea (wadudu nje ya mwili), k.m. chawa, funza, kunguni.
Kusoma, kufurahia, kueleza, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika.Kusoma, kuuliza, kujibu, kupanga, kuandika.Kusoma, kuuliza, kujibu, kupanga, kuandika.Kuzungumza juu ya mchoro moja moja, kueleza, kutaja, kuandika.
vitabu vya maktaba, kitabu cha mwanafunzi
uk 42
uk 43
uk 44
uk 45
uk 47
uk 48
uk 49
uk 49
uk 54
JUM
A 1
0JU
MA
11
Kiswahili Sanifu Kitabu cha SitaMaazimio ya Kazi
Muhula wa Kwanza
142
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
MAAZIMIO YA KAZI: MUHULA WA PILI
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kusoma, kufahamu na kujibu maswali ya ufahamu juu ya funza.
• Kuwawezesha wanafunzi kusoma, kutega na kutegua vitendawili.
• Kuwaongoza wanafunzi kusoma visa/hadithi, kufurahia na kueleza mafunzo yaliyopo.
• Kuwawezesha wanafunzi kutumia kiambishi -to cha kukanusha.
• Kuwaongoza wanafunzi kuandika insha juu ya kimelea, k.m. chawa au kunguni.
Kusoma, kufahamu, kuzungumza juu ya michoro, kuuliza, kujibu.Kuzungumza juu ya michoro, kusoma, kutega, kutegua, kufurahia.Kusoma, kufurahia, kueleza, kuuliza, kujibu.Kusoma, kueleza, kutumia kuandika.Kusoma, kueleza, kupanga, kuandika, kusahihisha.
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kusoma magazeti mbalimbali ya Kiswahili na kutambua umuhimu wake.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya Hekaheka mtoni.
• Kuwaongoza wanafunzi kujua maana ya tanakali za sauti pamoja na matumizi yake.
• Kuwaongoza wanafunzi kujua maana ya karibu na matumizi yake katika sentensi.
• Kuwaongoza wanafunzi kuandika insha juu ya ‘Ujasiri wangu’, kwa kujibu maswali kitabuni.
Kusoma, kuzungumza, kueleza, kufurahia.Kuzungumza juu ya mchoro wa mamba, kusoma, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika.Kutumia, kuandika kusoma, kueleza, kuuliza.Kujibu kwa sauti, kuandika.
1.
2.
3.
4.
5.
Kusoma na kufahamuKusoma
Kusoma
Sarufi
Kuandika
Kusoma
Kusoma na kuandikaSarufi
Sarufi
Kuandika
Msamiati
Kusoma na kuandikaKusoma
Sarufi
Kuandika
Mahakama
Vioja mahakamaniMafumbo
Ki- Masharti
Insha
• Kuwaongoza wanafunzi kujua na kutumia baadhi ya msamiati wa mahakama.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya Vioja mahakamani.
• Kuwaongoza wanafunzi kusoma, kuelewa na kuandika ujumbe wa siri.
• Kuwawezesha wanafunzi kujua na kutumia Ki- masharti katika sentensi.
• Kuwawezesha wanafunzi kuandika insha juu ya mwizi kwa kujibu maswali ya kitabuni.
Kuzungumza juu ya picha mojamoja, kusoma, kueleza, kutumia.Kusoma, kufahamu, kueleza, kuuliza, kujibu.Kusoma, kueleza, kufumbua, kujaribu, kuandika.Kusoma, kueleza, kutumia, kuandika.Kusoma, kuuliza, kujibu, kupanga, kuandika.
uk 55
uk 57
uk 58
uk 59
uk 60
uk 60
uk 61
uk 62
uk 63
uk 64
uk 65
uk 66
uk 68
uk 69
Funza
Vitendawili
Maktaba
-to
Insha
kitabu cha mwanafunzi
kitabu cha mwanafunzi
Kitabu cha Mwanafunzi
Magazeti
Hekaheka mtoniTanakali za sautiKaribu
Insha
JUM
A 1
JUM
A 2
JUM
A 3
143
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kusoma visa, kufurahia, kueleza na kujibu maswali.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya ngamia.
• Kuwaongoza wanafunzi kujua maana na matumizi ya methali zinazotaja matumizi ya Ki – masharti.
• Kuwawezesha wanafunzi kutumia -ingine pamoja na ngeli mbalimbali.
• Kuwaongoza wanafunzi kuandika insha juu ya farasi kwa kufuata makala ya ngamia.
kitabu cha mwanafunzi
1.
2.
3.
4.
5.
• Kuwaongoza wanafunzi kutambua baadhi ya msamiati wa zana za vita.
• Kuwaongoza wanafunzi kusoma, kuelewa, kujadili na kujibu maswali ya ufahamu juu ya hasara za vita.
• Kuwawezesha wanafunzi kujua maana na matumizi ya semi zinazotumia neno kufa.
• Kuwaongoza wanafunzi kutambua matumizi ya sawa ya vitenzi kutokana na nomino.
• Kuwawezesha wanafunzi kuandika insha ya mjadala juu ya vita.
kitabu cha mwanafunzi
1.
2.
3.
4.
5.
Kusoma
Kusoma na kuandikaKusoma na kuandikaSarufi
Kuandika
Msamiati
Kusoma na kuandika
Lugha
Sarufi
Kuandika
Msamiati
Kusoma na kuandikaKuimba
Sarufi
Kuandika
Maktaba
Ngamia
Methali
-ingine
Insha (Farasi)
Zana za vita
Hasara za vita
Semi
Vitenzi
Insha (Vita)
Ala za muziki
Tarabu
Wimbo
Nomino
Insha
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa ala za muziki.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya tarabu.
• Kuwaongoza wanafunzi kuimba kwa mahadhi mazuri.
• Kuwaongoza wanafunzi kuunda nomino kutoka sifa.
• Kuwawezesha wanafunzi kuandika insha kwa kueleza yanayofanyika katika picha.
Kusoma, kufurahia, kuuliza, kujibu.Kusoma, kufahamu, kueleza, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika.Kusoma, kuzungumza, kupanga, kuandika.
Kusoma, kuzungumza juu ya mchoro mojamoja, kueleza, kuandika.Kuzungumza juu ya mchoro, kusoma, kufahamu, kuuliza, kujibu.Kusoma, kueleza, kutumia kwa mdomo, kuandika.Kusoma, kueleza, kutumia kwa mdomo, kuandika.Kusoma, kujadili, kueleza, kupanga, kuandika.
Kuzungumza juu ya mchoro mojamoja, kueleza, matumizi, kutumia vyombo.Kusoma, kufahamu, kueleza, kuuliza, kujibu.Kusoma, kuimba, kufurahia, kujadili.Kusoma, kueleza, kutumia kwa mdomo, kuandika.Kuzungumza juu ya mchoro, kueleza, kupanga, kuandika.
kitabu cha mwanafunzi, vifaa halisi
uk 70
uk 70
uk 71
uk 72
uk 73
uk 74
uk 75
uk 76
uk 77
uk 77
uk 78
uk 79
uk 80
uk 80
uk 81
JUM
A 4
JUM
A 5
JUM
A 6
Kiswahili Sanifu Kitabu cha SitaMaazimio ya Kazi
Muhula wa Pili
144
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
1.
2.
3.
4.
5.
Uchafu
Barua rasmi
Tashbihi
Viashiria radidiInsha
• Kuwawezesha wanafunzi kusikiliza na kuzungumza juu ya picha za ulimbikizaji wa uchafu.
• Kuwaongoza wanafunzi kutambua yaliyomo katika barua rasmi, kusoma na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kutumia tashbihi kwa usahihi.
• Kuwaongoza wanafunzi kujua na kutumia viashiria radidi pamoja na ngeli tofauti.
• Kuwaongoza wanafunzi kuandika barua rasmi.
kitabu cha mwanafunzi, barua halisi kutoka kwao
1.
2.
3.
4.
5.
Ukoo
Ukame
Mchoro (kufasiri)
akina/kina
Insha, (Barua)
• Kuwaongoza wanafunzi kutambua na kutumia baadhi ya msamiati wa ukoo.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya ukame.
• Kuwaongoza wanafunzi kufasiri michoro ya ukame na kuzungumza juu yake.
• Kuwawezesha wanafunzi kutumia akina na kina, pamoja na majina ya ukoo.
• Kuwaongoza wanafunzi kuandika barua ya kirafiki kwa kujibu barua walioisoma na kuzingatia muundo wa barua.
kitabu cha mwanafunzi
1.
2.
3.
4.
5.
Kusikiliza na kuzungumza
Kusoma na kuandikaLugha
Sarufi
Kuandika
Msamiati (kuzungumza) Kusoma na kuandikaKusikiliza na kuzungumza
Sarufi
Kuandika
Msamiati (kuzungumza)Kusoma na kuandikaLugha
Sarufi
Kuandika
Mwili (sehemu zake)Safari ya mazikoniSemi
Viashiria radidi
Insha
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa viungo vya ndani ya mwili.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya safari ya mazikoni.
• Kuwaongoza wanafunzi kujua na kutumia semi za sehemu za mwili.
• Kuwaongoza wanafunzi kutumia viashiria radidi pamoja na ngeli mbalimbali.
• Kuwaongoza wanafunzi kuandika insha kwa kujaza pengo kwa maneno waliyopewa.
Kuzungumza juu ya picha mojamoja, kueleza suluhisho la kudumu.Kuzungumza juu ya barua rasmi, kusoma, kuuliza, kujibu.Kusoma, kuelewa, kutumia, kuandika.Kusoma, kujadili, kupanga
Kuandika.
Kusoma, kueleza, kutambua, kutumia, kuandika.Kusoma, kueleza, kufahamu, kuuliza, kujibu.Kuzungumza juu ya michoro miwili, kueleza hasara, kutaja suluhisho.Kusoma, kueleza, kutumia, kuandika.Kusoma, kujadili, kupanga, kuandika.
Kuzungumza juu ya mchoro, kusoma, kutambua, kuandika. Kusoma, kueleza, kuuliza, kujibu.
Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kuchagua, kuandika.
kitabu cha mwanafunzi
uk 82
uk 83
uk 84
uk 84
uk 85
uk 86
uk 87
uk 88
uk 89
uk 89
uk 90
uk 91
uk 93
uk 93
uk 94
JUM
A 7
JUM
A 8
JUM
A 9
Kiswahili Sanifu Kitabu cha SitaMaazimio ya KaziMuhula wa Pili
145
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
1.
2.
3.
4.
5.
Msamiati (kuzungumza)Kusoma na kuandikaKusoma
Sarufi
Kuandika
Tabia za watu
Madhara ya sigaraNi heri
Ni heri
Insha
• Kuwaongoza wanafunzi kuweza kuzungumza juu ya tabia nzuri na mbaya za watu.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya madhara ya uvutaji sigara.
• Kuwawezesha wanafunzi kusoma kisa, kufurahia, na kuelewa mafunzo yaliyopo.
• Kuwawezesha wanafunzi kutumia ni heri/ni bora/ni afadhali, katika sentensi.
• Kuwawezesha wanafunzi kuandika insha juu ya jinsi ninavyotumia wakati wangu wa faragha.
Kusoma, kueleza, kuzungumza, kuandika.Kusoma, kueleza, kuiga mchoro, kuuliza, kujibu.Kusoma, kufurahia, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika.Kusoma, kuzungumza, kupanga, kuandika.
kitabu cha mwanafunzi
uk 96
uk 97
uk 98
uk 98
uk 99
JUM
A 1
0
Kiswahili Sanifu Kitabu cha SitaMaazimio ya Kazi
Muhula wa Pili
146
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
MAAZIMIO YA KAZI: MUHULA WA TATU
1.
2.
3.
4.
5.
Msamiati (kuzungumza)Kusoma na kuandikaLugha
Sarufi
Kuandika
Vitawe
Kanga
Methali
Kauli ya kutendwaInsha
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa vitawe (neno moja lenye maana zaidi ya moja).
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya kanga.
• Kuwaongoza wanafunzi kujua maana ya methali na matumizi yake ili kuipamba lugha yao.
• Kuwaongoza wanafunzi kutumia kauli ya kutendwa na kutendua, k.m. pika - pikwa; funika - funua.
• Kuwawezesha wanafunzi kuandika insha juu ya vazi letu la kitamaduni.
kitabu cha mwanafunzi, kanga
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaKusoma na kuandikaKukariri shairi
Sarufi
Kuandika
Haki za watoto
Watoto wasi-dhulumiweShairi (Ajira haiwafai)Usemi halisi
Insha
• Kuwawezesha wanafunzi kuzungumzia haki za watoto na wajibu unaoambatana na haki hizo.
• Kuwaongoza wanafunzi kusoma, kufahamu na kujibu maswali ya ufahamu juu ya watoto wasidhulumiwe.
• Kuwawezesha wanafunzi kukariri shairi kwa lafudhi ya sawa na sauti nzuri.
• Kuwaongoza wanafunzi kuandika sentensi katika kauli halisi.
• Kuwaongoza wanafunzi kuandika insha juu ya ajira ya watoto.
kitabu cha mwanafunzi
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaKusoma na kufahamuLugha
Sarufi
Kuandika
Habari redioni
Mahatma GandhiSemi zenye onaUsemi wa taarifaInsha
• Kuwawezesha wanafunzi kusikiliza habari kutoka redio na kuzungumzia mambo makuu.
• Kuwaongoza wanafunzi kusoma, kufahamu na kujibu maswali ya ufahamu juu ya Mahatma Gandhi.
• Kuwawezesha wanafunzi kujua na kutumia semi zenye neno ona.
• Kuwawezesha wanafunzi kujua na kutumia usemi wa taarifa.
• Kuwaongoza wanafunzi kuandika insha ya wasifu juu ya kiongozi Kenyatta.
Kuzungumza juu ya michoro, kusoma, kujadili, kuandika. Kusoma, kufahamu, kueleza, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika. Kusoma, kueleza, kutumia, kuandika.Kusoma, kujadili, kupanga, kuandika.
Kusoma, kueleza, kuzungumza, kujadili.Kusoma, kuelewa, kuuliza, kuandika.Kusoma, kukariri shairi, kufurahia, kuzungumza ujumbe. Kusoma, kueleza, kutumia, kuandika.Kusoma, kujadili, kupanga, kuandika.
Kusikiliza, kukumbuka, kuzungumza, kujadili.Kusoma, kujadili, kuelewa, kuuliza, kujibu.Kusoma, kueleza maana, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika.Kusoma, kujadili, kutafiti, kupanga, kuandika.
redio, kitabu cha mwanafunzi
uk 104
uk 105
uk 106
uk 107
uk 109
uk 110
uk 110
uk 112
uk 113
uk 113
uk 114
uk 114
uk 115
uk 116
uk 117
JUM
A 1
JUM
A 2
JUM
A 3
147
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaKusoma na kuandikaLugha
Sarufi
Kuandika
Zimamoto
Wazimamoto
Methali
-enye
Insha
kitabu cha mwanafunzi
1.
2.
3.
4.
5.
Msamiati
Kusoma na kuandikaLugha
Sarufi
Kuandika
Vikembe
Duma
Istiara
Kutendwa na kutendekaInsha
kitabu cha mwanafunzi
1.
2.
3.
4.
5.
Kusikiliza na kuzungumzaKusoma na kuandikaKusoma na kuandikaSarufi
Insha
Maktaba
Kukariri shairi
Aina ya mashairiMkato wa majinaMjadala
• Kuwaongoza wanafunzi kusikiliza na kuzungumza juu ya kituo cha zimamoto.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya wazimamoto.
• Kuwawezesha wanafunzi kujua na kutumia methali zenye kutumia neno -enye.
• Kuwaongoza wanafunzi kutumia -enye pamoja na ngeli mbalimbali.
• Kuwawezesha wanafunzi kuandika insha kwa kuunganisha sentensi walizopewa.
• Kuwaongoza wanafunzi kujua baadhi ya msamiati wa vikembe (watoto wa wanyama na ndege).
• Kuwawezesha wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya Duma.
• Kuwaongoza wanafunzi kujua na kutumia istiara.
• Kuwaongoza wanafunzi kujua kutumia kauli za kutendwa na kutendeka.
• Kuwaongoza wanafunzi kuandika insha juu ya mnyama kama ile ya Duma.
• Kuwaongoza wanafunzi kusoma vitabu vya hadithi, kufurahia na kueleza waliyojifunza.
• Kuwawezesha wanafunzi kukariri shairi kwa mahadhi mazuri na kujibu maswali ya ufahamu.
• Kuwaongoza wanafunzi kusoma na kuelewa aina mbalimbali ya mashairi.
• Kuwawezesha wanafunzi kujua namna na kupata mkato wa majina.
• Kuwaongoza wanafunzi kuandika insha ya mjadala juu ya uvutaji sigara.
Kuzungumza juu ya mchoro, kueleza, kutaja, kujadili faida.Kusoma, kuelewa, kujadili, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kuandika, kusahihisha.
Kusoma, kueleza, kuzungumza, kuandika.Kuzungumza juu ya picha, kusoma, kujadili, kuuliza, kujibu.Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kujadili, kupanga, kuandika.
Kusoma, kufurahia, kueleza, kujadili.Kusoma, kukariri shairi, kuuliza, kujibu.Kusoma, kueleza, kujadili, kuandika.Kusoma, kueleza, kutumia, kuandika.Kusoma, kueleza, kujadili, kuandika.
kitabu cha mwanafunzi
uk 118
uk 118
uk 119
uk 120
uk 121
uk 122
uk 122
uk 124
uk 125
uk 125
uk 126
uk 126
uk 127
uk 128
uk 129
JUM
A 4
JUM
A 5
JUM
A 6
Kiswahili Sanifu Kitabu cha SitaMaazimio ya Kazi
Muhula wa Tatu
148
FUNZO MADA SHABAHASHUGHULI ZAMWALIMU NA MWANAFUNZI
NYENZO
MA
ON
I
KIP
IND
IASILIA(Kiswahili
Sanifu, Kitabu cha Mwanafunzi)
HAKIUZWI Itumiwe na Kiswahili Sanifu Kitabu cha Sita
1.
2.
3.
4.
5
Kusikiliza na kuzungumzaKusoma na kuandikaKusoma
Sarufi
Kuandika
Tarakimu
Roboti
Mafumbo
Nomino
Insha
• Kuwaongoza wanafunzi kutumia, kuhesabu na kutambua tarakimu 10,000 hadi 99,000.
• Kuwaongoza wanafunzi kusoma, kuelewa na kujibu maswali ya ufahamu juu ya roboti.
• Kuwawezesha wanafunzi kusoma na kuelewa kufumba na kufumbua mafumbo.
• Kuwawezesha wanafunzi kusoma na kuunda nomino kuto-kana na nomino.
• Kuwaongoza wanafunzi kuandika insha ya mjadala juu ya hasara au faida za mashine.
Kusoma, kutambua, kutamka, kuhesabu, kuandika.Kusoma, kueleza, kuuliza, kujibu.
Kusoma, kuelewa, kufumba, kufumbua.Kusoma, kueleza, kutumia, kuandika.Kusoma, kujadili, kupanga, kuandika.
kitabu cha mwanafunzi
uk 130
uk 131
uk 132
uk 132
uk 133
JUM
A 7
Kiswahili Sanifu Kitabu cha SitaMaazimio ya KaziMuhula wa Pili
150
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
5
2
2
3
4
3
Place values of numbers
Rounding off to the nearest thousand
Divisibility test for 8
Squares of numbers
Square roots of numbers
Addition
By the end of this topic, the pupils should be able to recognize and identify the place values and total values of numbers, read and write numbers in words and in figures up to hundreds of millions
By the end of this topic, the pupils should be able to round off numbers to the nearest thousand
By the end of this topic, the pupils should be able to apply the divisibility test for 8 to determine numbers that are divisible by 8
By the end of this topic, the pupils should be able to identify and to work out squares of up to 3-digit numbers, list the square numbers between 1 and 100 and find the square of a number
By the end of this topic, the pupils should be able to work out the square roots of perfect squares up to 3-digit numbers
By the end of this topic, the pupils should be able to add numbers up to millions with sums not exceeding 999 999 999 with and without carrying
• Revision of place values up to hundreds of thousands
• Counting in thousands
• Identification of the place value of whole numbers
• Drawing number lines • Estimating and rounding off
numbers
• Listing multiples of numbers • Dividing numbers
• Multiplying numbers • Listing numbers
• Multiplying numbers • Dividing numbres
• Adding numbers • Aligning numbers in place
value charts
Place value tables and columns
Place value tables, number lines
Multiplication tables
Multiplication tables
Multiplication tables,charts with lists of whole numbers up to 100
Place value tables and charts, addition tables
Pupil’s Book pages 2-4 Teacher’s Book pages 1-3
Pupil’s Book page 5 Teacher’s Book page 4
Pupils’ Book page 6Teacher’s Book pages 4-5
Pupil’s book pages 7-8Teacher’s Book pages 5-6
Pupil’s Book pages 8-9 Teacher’s Book pages 6-7
Pupil’s Book pages 10-11Teacher’s Book pages 11-12
WE
EK
1W
EE
K 2
WE
EK
3Progressive Primary Mathematics Book 6: Sample Schemes of Work: Term One
1Wholenumbers
2Additionandsubtra-ction
151
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
3
2
2
5
4
2
3
Subtraction
Number sequences
Multiplication
Division
LCM and GCD
Number sequences
Adding fractions
Place value tables, addition tables
Addition tables
Multiplication tables
Multiplication tables
Multiplication tables
Multiplication tables
Paper strips, fruits, cakes, etc
Pupil’s Book pages 12-13 Teacher’s Book pages 12-13
Pupil’s Book page 13Teacher’s Book page 13
Pupil’s Book pages 14-15 Teacher’s Book pages 15-16
Pupil’s Book pages 16-19 Teacher’s Book pages 16-18
Pupil’s Bookpages 19-20Teacher’s Bookpage 18
Pupils’ Bookpage 21Teacher’s Bookpages 18-19
Pupil’s Bookpages 22-24Teacher’s Bookpages 21-22
• Subtracting numbers• Aligning numbers in place
value charts and tables
• Adding numbers • Subtracting number• Identifying number sequences
• Listing the multiples of numbers
• Multiplying whole numbers
• Listing the multiples of numbers
• Dividing numbers
• Dividing numbers• Multiplying numbers• Answering questions
• Multiplying numbers• Dividing numbers• Finding missing numbers
• Listing multiples of numbers• Listing divisors of numbers• Adding fractions• Finding the LCM of numbers
By the end of this topic, the pupils should be able to work out subtraction of numbers up to millions with and without borrowing
By the end of this topic, the pupils should be able to identify and recognise number sequences involving addition and subtraction
By the end of this topic, the pupils should be able to multiply up to 3-digit numbers by 3-digit numbers with products not exceeding 999 999 999
By the end of this topic, the pupils should be able to divide up to 5-digit numbers by 2-digit numbers with the divisor less than the dividend
By the end of this topic, the pupils should be able to work out the LCM and GCD of numbers
By the end of this topic, the pupils should be able to find the missing numbers in a given sequence
By the end of this topic, the pupils should be able to add up to three mixed numbers using LCM
WE
EK
4W
EE
K 5
WE
EK
6Progressive Primary Mathematics Standard Six
Schemes of WorkTerm 1
3Multi-plicationanddivision
4Fraac-tions
152
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
2
7
4
2
4
3
3
Subtracting fractions
Multiplying fractions
Dividing a fraction by a whole number
Dividing a fraction by a fraction
Squares and square roots of fractions
Number sequences
Place values of decimals
By the end of this topic, the pupils should be able to subtract up to three mixed numbers using LCM
By the end of this topic, the pupils should be able to multiply a fraction by a fraction, and by a mixed number
By the end of this topic, the pupils should be able to divide a fraction by a whole number and vice versa
By the end of the topic, the pupils should be able to divide a fraction by a fraction
By the end of this topic, the pupils should be able to work out sequences of fractions and the square roots of fractions
By the end of this topic, the pupils should be able to recognize and identify missing numbers involving fractions
By the end of this topic, the pupils should be able to read and write decimals up to 4 decimal places
• Listing multiples of numbers• Listing divisors of numbers• Subtracting fractions• Finding the LCM of numbers
• Cutting into equal parts• Counting parts of a fraction• Multiplying fractions
• Cutting into equal parts• Counting parts of a fraction• Dividing fractions
• Cutting into equal parts• Counting parts of a fraction• Dividing fractions
• Multiplying fractions• Dividing fractions
• Multiplying fractions• Dividing fractions• Finding missing numbers
• Multiplying by 100 000• Dividing by 10 000• Converting decimals to
fractions and vice versa
Pupil’s Book pages 24-26Teacher’s Book pages 22-23
Pupil’s Book pages 26-29Teacher’s Book pages 23-24
Pupil’s Book pages 29-30Teacher’s Book pages 24-25
Pupil’s Book pages 30-31Teacher’s Book page 25
Pupil’s Book pages 31-32 Teacher’s Book page 26
Pupil’s Book pages 32-33Teacher’s Book pages 26-27
Pupils’ Book pages 34-36Teacher’s Book pages 31-32
Paper strips, fruits, cakes, etc
Paper strips, fruits, cakes, etc
Paper stips, fruits, cakes etc
Paper strips, fruits, cakes, etc
Paper strips, fruits, cakes, etc
Paper strips, fruits, cakes, etc
Place value tables
WE
EK
6W
EE
K 7
WE
EK
8W
EE
K 9
WE
EK
10
Progressive Primary Mathematics Standard SixSchemes of WorkTerm 1
5Deci-mals
153
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
3
2
2
3
2
Rounding off decimals
Addition and subtraction of decimals
Multiplying decimals
Dividing decimals by whole numbers
Decimals and fractions
Revision
By the of this topic, the pupils should be able to round off decimals to the nearest thousandth
By the end of this topic, the pupils should be able to add and subtract decimals up to ten thousandths
By the end of this topic, the pupils should be able to multiply a decimal by a decimal
By the end of this topic, the pupils should be able to work out division involving decimals
By the end of this topic, the pupils should be able to convert decimals to fractions and vice versa
By the end of this week, the pupils should be able to do revision work on the topics covered during the term
• Multiplying by 10000• Dividing by 10000• Converting decimals to
fractions and vice versa• Rounding off to the nearest
thousandth
• Alignment of numbers in place value tables
• Adding and subtracting decimals
• Alignment of numbers in place value tables
• Multiplying decimals
• Aligning numbers in place value tables
• Dividing decimal numbers by whole numbers
• Converting decimals to fractions and vice versa
• Answering questions• Remedial work• Doing mixed exercise 1
Pupil’s Book pages 36-37 Teacher’s Book pages 32-33
Pupil’s Book pages 38-39Teacher’s Book page 33
Pupil’s Book pages 39-40Teacher’s Book page 34
Pupil’s Book pages 41-43Teacher’s Book pages 34-35
Pupil’s Book pages 44-45 Teacher’s Book pages 35-36
Pupil’s Book pages 45-47 Teacher’s Book pages 39-40
Place value tables
Place value tables
Place value tables
Place value tables
Place value tables
WE
EK
10
WE
EK
11
WE
EK
12
Progressive Primary Mathematics Standard SixSchemes of Work
Term 1
154
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
2
3
4
4
6
3
The meaning of percentage
Converting fractions, decimals and percentages
Calculating percentage
Calculating amount from the percentage
Circles
Making patterns with circles
By the end of this topic, the pupils should be able to convert decimals and fractions to percentages and vice versa
By the end of this topic, the pupils should be able to convert fractions and decimals to percentages and vice versa
By the end of this topic, the pupils should be able to work out the percentage given quantities By the end of this topic, the pupils should be able to work out quantities when given their percentage in relation to others
By the end of this topic, the pupils should be able to construct circles using a pair of compasses and identify the sector of a circle
By the end of this topic, the pupils should be able to make patterns using circles
• Drawing a 100-square grid • Listing equivalent fractions • Converting fractions and
decimals to percentage
• Converting fractions/decimals to percentages and vice versa
• Converting fractions to decimals
• Converting fractions and decimals to percentage
• Converting fractions/decimals to percentages and vice versa
• Working out fractions of given quantities and vice versa
• Calculating amount from percentage
• Drawing circles by tracing around objects
• Measuring the diameters, radii and circumference of circles
• Deriving the relationship 2r = d or r = 1
2d
• Drawing circles by tracing around round objects
• Measuring the diameters, radii and circumferences of circles
• Overlapping circles
Pupil’s Book pages 48-49 Teacher’s Book pages 41-42
Pupil’s Book pages 49-50 Teacher’s Book pages 42-43
Pupil’s Book pages 51-52 Teacher’s Book page 43
Pupil’s Book pages 53-55 Teacher’s Book page 44
Pupil’s Book pages 56-58 Teacher’s Book pages 47-49
Pupil’s Book pages 58-60 Teacher’s Book pages 49-50
100-square grids, 100 counters
Multiplication tables, 100-square grids, 100 counters
Multiplication tables
Multiplication tables, 100-square grids, 100 counters
A pair of compasses, a ruler, circular objects
A pair of compasses, a ruler, circular objects
WE
EK
1W
EE
K 2
& 3
Progressive Primary Mathematics Book 6: Sample Schemes of Work: Term Two
6Percent-age
7Circlesandmodels
155
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
2
5
2
6
5
4
Cubes and cuboids
Models of cubes and cuboids
Measuring length in millimetres
Circumference and diameter
Measuring area in acres and hectares
Area of a triangle
By the end of this topic, the pupils should be able to identify faces, edges and vertices of cubes and cuboids
By the end of this topic, the pupils should be able to make models of cubes and cuboids using the appropriate nets
By the end of this topic, the pupils should be able to recognize the millimetre as unit of measuring length and convert mm to cm and vice versa
By the end of this topic, the pupils should be able to practically find the value of (pi) and use its value to work out questons involving circumference
By the end of this topic, the pupils should be able to recognize acres and hectares as units of measuring area
By the end of this topic, the pupils should be able to find the area of a triangle using the formula A = 1
2bh
• Drawing and sorting cubes fromd cuboids
• Identifying faces, edges and vertices of cubes and cuboids
• Drawing and sorting out cubes and cuboids
• Opening boxes and drawing nets of these boxes
• Measuring length in mm, cm, m• Making a ruler marked in
millimetres • Converting mm to cm and vice
versa
• Drawing circles and measuring circumferences and radii
• Measuring the circumference of circular objects
• Dividing the circumfrence by the diameter.
• Finding the area of rectangles and squares
• Converting acres, hectares and m2
• Finding the area of rectangles and squares
• Dividing rectangles into halves through the diagonals
• Deriving the formula A = 12bh
Pupil’s Book pages 60-62 Teacher’s Book page 50
Pupil’s Book pages 62-63 Teacher’s Book pages 50-51
Pupil’s Book pages 64-66 Teacher’s Book pages 53-54
Pupil’s Book pages 66-69 Teacher’s Book pages 54-55
Pupil’s Book pages 70-72 Teacher’s Book pages 57-58
Pupil’s Book pages 72-75 Teacher’s Book pages 58-59
Closed carton boxes, cubes and cuboids
Closed carton boxes, cubes and cuboids
Rulers, strips of paper
Circular tins, rulers, strings
Metre rule, tape measure, string, etc
Rectangular and square cut-outs
WE
EK
2
& 3
WE
EK
4W
EE
K 5
WE
EK
6Progressive Primary Mathematics Standard Six
Schemes of WorkTerm 2
8Length
9Area
156
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
4
5
2
2
3
3
Area of combined shapes and borders
Time in the 24-hour clock
Travel timetables
Speed
Bisecting a line segment
Constructing perpendicular lines
bbBy the end of this topic, the pupils should be able to find the area of combined shapes and borders By the end of this topic, the pupils should be able to work out questions involving time in the 12-hour and 24-hour clock systems
By the end of this topic, the pupils should be able to read and interpret air, bus and train timetables
By the end of this topic, the pupils should be able to work out problems involving speed in km/h and m/s
By the end of this topic, the pupils should be able to bisect a line segment using a pair of compasses and ruler
By the end of this topic, the pupils should be able to construct perpendicular lines using a pair of compasses and a ruler
• Finding the area of rectangles, squares and triangles
• Drawing combined shapes of rectangles and triangles
• Drawing clock faces and reading time in the 12-hour and 24-hour clock systems
• Converting 12-hour clock time to 24-hour clock time and vice versa
• Drawing clock faces and reading time using the 12-hour and 24-hour clock systems
• Converting 12-hour clock time to 24-hour clock time and vice versa
• Running short distances • Timing events • Calculating speed
• Drawing and bisecting straight lines
• Marking line bisectors
• Drawing and bisecting straight lines
• Constructing perpendicular bisectors
Pupil’s Book pages 75-79 Teacher’s Book pages 59-60
Pupil’s Book pages 82-85 Teacher’s Book pages 62-64
Pupil’s Book pages 86-87 Teacher’s Book page 64
Pupil’s Book pages 87-89 Teacher’s Book pages 64-65
Pupil’s Book pages 90-92 Teacher’s Book pages 68-69
Pupil’s Book pages 92-93 Teacher’s Book page 69
Rectangular, square and triangular cut-outs
Charts showing time in the 24-hour clock system, clock faces
Stickers showing speed limit, stopwatches
A pair of compasses, a ruler
A pair of compases, a ruler
A pair of compasses, a ruler
WE
EK
7W
EE
K 8
WE
EK
9Progressive Primary Mathematics Standard SixSchemes of WorkTerm 2
10Timeandspeed
11Lines
157
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
3
2
2
2
2
5
Constructing parallel lines
Suplementary angles
Vertically opposite angles
Angles at a point
Bisecting angles
Constructing angles
By the end of this topic, the pupils should be able to construct parallel lines using a pair of compasses and a ruler
By the end of this topic, the pupils should be able to identify angles on a straight line
By the end of this topic, the pupils should be able to identify vertically opposite angles
By the end of this topic, the pupils should be able to identify angles at a point and state that their sum is 360º
By the end of this topic, the pupils should be able to bisect angles using a pair of compasses and a ruler only By the end of this topic, the pupils should be able to construct angles using a pair of compasses and a ruler only
• Drawing lines• Drawing parallel lines
• Measuring angles• Drawing lines and angles• Rotating sticks to make angles• Calculating missing angles
• Measuring angles • Drawing lines and angles • Rotating sticks to make angles• Calculating missing angles
• Measuring angles • Drawing lines and angles • Rotating sticks to make angles • Calculating missing angles
• Measuring angles • Drawing lines and angles • Rotating sticks to make angles • Calculating mising angles
• Measuring angles • Drawing lines and angles • Rotating sticks to make angles • Calculating missing angles
Pupils’ Book pages 94-95 Teacher’s Book pages 69-70
Pupil’s Book pages 96-98 Teacher’s Book pages 71-72
Pupil’s Book pages 98-100 Teacher’s Book page 72
Pupil’s Book pages 100-101 Teacher’s Book pages 72-73
Pupil’s Book pages 101-102 Teacher’s Book page 73
Pupil’s Book pages 102-103 Teacher’s Book pages 73-74
A pair of compasses, a ruler
A protractor, a ruler
A protractor, a ruler
A protractor, a ruler
A pair of compasses, a ruler
A pair of compasses, a ruler
WE
EK
9W
EE
K 1
0W
EE
K 1
1Progressive Primary Mathematics Standard Six
Schemes of WorkTerm 2
12Angles
158
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
4
6
4
3
2
2
5
Volume
Capacity
Drawing triangles
Angles of a triangle
Patterns
Converting units of mass
Operations on units of mass
bbBy the end of this topic, the pupils should be able to find the volume of cubes and cuboids in m3
By the end of this topic, the pupils should be able to identify the decilitre as a unit of measuring capacity and carry out operations on units of capacity
By the end of this topic, the pupils should be able to draw triangles using a ruler and a protractor
By the end of this topic, the pupils should be able to identify and work out questions involving the exterior and interior angles of a triangle
By the end of this topic, the pupils should be able to make patterns involving squares, rectangles and triangles
By the end of this topic, the pupils should be able to identify and use the tonne as a unit of mass and convert units of mass
By the end of this topic, the pupils should be able to carry out addition, subtraction, multiplication and division involving the units of mass
• Measuring angles • Drawing lines and angles• Rotating sticks to make angles • Calculating missing angles
• Calculating the volume of cubes and cuboids using v = l b h
• Drawing triangles• Measuring angles
• Drawing triangles• Calculating the angles and sides
of a triangle
• Drawing triangles, rectangles and squares
• Making patterns
• Estimating mass• Converting units of mass• Addition, subtraction,
multiplication and division involving units of mass
• Adding, subtracting, multiplying and dividing
• Converting units of mass
Pupil’s Book pages 104-107 Teacher’s Book pages 76-77
Pupil’s Book pages 107-111 Teacher’s Book pages 77-78
Pupil’s Book pages 112-114 Teacher’s Book pages 81-82
Pupil’s Book pages 114-117 Teacher’s Book page 82
Pupil’s Book pages 118-119 Teacher’s Book page 83
Pupil’s Book pages 120-121 Teacher’s Book pages 85-86
Pupil’s Book pages 122-123Teacher’s Bookpage 86
1-cm cubes
1-litre and1-decilitre containers
A pair of compasses, a ruler, a protractor
A protractor, a ruler, triangular cut-outs, a pair of scissors
Cut-outs of rectangles, squares and triangles
Conversion table for the units of mass
Conversion table for the units of mass
WE
EK
1W
EE
K 2
WE
EK
3W
EE
K 4
Progressive Primary Mathematics Book 6: Sample Schemes of Work: Term Three
13Volumeandcapacity
15Mass
14Triangles
159
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
bb3
3
6
2
2
3
Bills
Profit and loss
Postal rates
Revision
Simplifying algebraic expressions
Equations
Inequalities
By the end of this topic, the pupils should be able to work out questions involving bills
By the end of this topic, the pupils should be able to work out problems involving percentage profit and loss
By the end of this topic, the pupils should be able to calculate postal charges for letters, telegrams, money orders and postal orders
By the end of this topic, the pupils should be able to simplify algebraic expressions by collecting like terms together
By the end of this topic, the pupils should be able to solve simple equations with one unknown
By the end of this topic, the pupils should be able to identify and use greater than (>) and less than s(<) correctly in algebraic expressions
• Preparing a shopping list • Buying and selling in the
classroom duka • Preparing bills
• Buying and selling in the classroom duka
• Working out profit and loss
• Discussing the charges for sending airmail, telegrams, money orders and postal orders
• Answering questions in mixed exercise 3
• Remedial work
• Forming algebraic expressions • Simplifying algebraic
expressions
• Comparing and balancing weights of objects using a beam balance
• Comparing masses of objects using a beam balance
Pupil’s Book pages 124-125 Teacher’s Book pages 88-89
Pupil’s Book pages 126-128 Teacher’s Book page 89
Pupil’s Book pages 128-135 Teacher’s Book pages 89-90
Pupil’s Book pages 134-135Teacher’s Book page 94
Pupil’s Book pages 136-137Teacher’s Book page 95
Pupil’s Book pages 137-138 Teacher’s Book page 96
Pupil’s Book pages 138-139 Teacher’s Book pages 96-97
Classroom duka and its stock
Classroom duka and its stock
Postal charges for letters, telegrams, postal orders, money orders
Assorted items like pens, pencils, books
Beam balance, weights, counters
Beam balance, weights, counters
WE
EK
4W
EE
K 5
& 6
WE
EK
7Progressive Primary Mathematics Standard Six
Schemes of WorkTerm 3
16Moneyandnotes
17Algebra
160
UNIT OBJECTIVESTEACHING/LEARNING
ACTIVITIESLESSONSLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Progressive Primary Mathematics Standard Six
3
3
4
3
4
4
3
Reading and writing scale
Drawing to scale
Bar and picture graphs
Line graphs
Pie charts
Travel graphs
The mean
Revision
By the end of this topic, the pupils should be able to interpret scale drawings, read and write scale in statement form
By the end of this topic, the pupils should be able to make scale drawings
By the end of this topic, the pupils should be able to interpret and respesent data in bar and picture graphs
By the end of this topic, the pupils should be able to interpret and repesent data in line graphs
By the end of this topic, the pupils should be able to interpret and represent data in pie charts
By the end of this topic, the pupils should be able to interpret and represent data in travel graphs
By the end of this topic, the pupils should be able to work out the arithmetic mean of given data
By the end of this topic, the pupils should be able to answer the questions in the test papers and end of year examination
• Reading, writing and interpreting scale
• Reading, writing and interpreting scale
• Drawing to scale
• Interpreting data• Drawing bar and picture graphs• Determining horizontal and
vertical scales
• Interpreting data• Drawing line graphs • Determining horizontal and
vertical scales
• Interpreting data • Drawing pie charts • Determining the angles
representing each sector
• Interpreting data • Drawing travel graphs • Determining horizontal and
vertical scales
• Interpreting data• Calculating the arithmetic
mean of given data
• Asking questions in the test papers 1 to 5
Pupil’s Book pages 140-141Teacher’s Book pages 99-100
Pupil’s Book pages 142-143Teacher’s Book pages 100-101
Pupil’s Book pages 144-147Teacher’s Book pages 103-104
Pupil’s Book pages 148-149Teacher’s Book pages 104-105
Pupil’s Book pages 150-152Teacher’s Book page 105
Pupil’s Book pages 152-153Teachers book pages 105-106
Pupil’s Book pages 154-155Teacher’s Book page 106
Pupil’s Book pages 156-162Teacher’s Book pages 114-118
Maps, plans, rulers, atlases
Maps, plans, rulers, atlases
Graph paper, rulers
Graph paper, rulers
Protractor, pair of compasses
Graph paper, rulers
Groups of data
WE
EK
8W
EE
K 9
WE
EK
10
WE
EK
11
-12
Progressive Primary Mathematics Standard SixSchemes of WorkTerm 3
18Scale drawing
19Tablesandgraphs
TOPIC
162
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
1
WE
EK
2
1
2 to 4
5 & 1
2 & 3
4 & 5
• The learners should be able to name the countries neighbouring Kenya.• The learners should be able to locate those countries on the map of East Africa.
The learners should be able to:• interpret the use of scale on the map.• read the map using colours and other map symbols.• describe direction using a compass.
The learners should be able to interpret the position of East Africa using longitudes and latitudes.
The learners should be able to: • state the size of East African countries.• give position and shape of East Africa.• draw a map of East Africa.
The learners should be able to:• name the major physical features of East Africa.• locate them on map of East Africa.
• Naming the countries neighbouring Kenya• Locating them on the map of Eastern Africa• Drawing the map of East Africa
• Define the term scale• Name types of scales• Measure distance on the map• Convert scales• Identify different colours used on the map• Use colours to read a map• Interpret other map symbols• Draw 16 points compass • Tell directions using a compass
• Defining the terms longitudes and latitudes• Telling the position of East Africa using longitudes and latitudes• Observing a globe and other diagrams
• Stating the size of East Africa• Giving the position, size and shape of the countries• Observing the map of East Africa• Writing notes on East Africa
• Defining the term physical features • Naming the physical feature• Locating them on the map• Writing notes on physical features• Drawing the map
Our Lives Today SST Book 6 page 2• Map of Kenya• Wall map
Our Lives Today SST Book 6 pages 3–5• Pictures in the Pupil’s Book page 4• Map on page 4• Magnetic compass
Our Lives Today SST Book 6 pages 5–6• Map of East Africa• Globe• Wall map
Our Lives Today SST Book 6 pages 7–8• Map of East Africa
Our Lives Today SST Book 6 page 9• Pictures of mountains and lakes
Countries neigh-bouring Kenya
Map reading and interpretation
Longitudesand latitudes
Position, size and shape of East Africa
Physical formations in East Africa
East Africa: The physical environ-ment
Our Lives Today: Social Studies Schemes of Work for Standard Six: Term One
TOPIC
163
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
1
2 & 3
4
5
1 to 4
Physical environ-ment
Climate
Formation of the Rift Valley
Formation of mountains and plateaus
Importance of physical features
Relief regions• Plains • Plateaus • Highlands • L. Victoria Basin • Rift Valley
Climatic regions of East Africa i.e.Equatorial, Modi-fied equatorial, Tropical, Subtropical, Coastal, Desert and Semi-Desert
The learners should be able to describe the formation of the Rift Valley.
The learners should be able to:• describe the formation of block mountains.• describe the formation of volcanic mountains.
The learners should be able to state the importance of physical features.
The learners should be able to:• identify relief regions.• locate the relief regions on the map.• describe the characteristics of each relief region.
The learners should be able to:• identify the climatic regions of Eastern Africa.• describe the characteristics of each region.• draw a map showing climatic regions.
Define the term Rift Valley• Observe the pictures of Rift Valley• Locating it on the map of East Africa• Draw diagrams of the Rift Valley
• Define block mountains and volcanic mountains• Describe the formation of the mountains• Illustrate how these mountains are formed giving examples of each• Illustrate in diagrams• Write notes on mountains• Define the term plateau
• Discusing the importance of the physical features• Taking notes• Asking and answering questions
• Define the term relief• Identify and name relief regions• Locate them on the map• Describe the characteristics of each region• Draw the map showing the regions• Write notes on the regions
• Identifying the climate regions• Locating them on the map• Observing a map• Describing the characteristics of each type• Writing notes on climatic regions• Drawing the map of climatic regions
Our Lives Today SST Book 6 pages 10–11• Diagrams in the Pupil’s Books page 11• Chart showing the formation of the Rift Valley
Our Lives Today SST Book 6 pages 11–12• Diagrams in the Pupil’s Book pages 11–12• Chalkboard pictures
Our Lives Today SST Book 6 pages 12–13
Our Lives Today SST Book 6 pages 13–15• Map of East Africa• Pictures in the Pupil’s Book
Our Lives Today SST Book 6 pages 16–19• Map showing climatic zones in the Pupil’s Book page 16• Rainfall chart
WE
EK
3W
EE
K 4
Our Lives Today: Social Studies Standard SixSchemes of Work
Term 1
TOPIC
164
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
5
1 to 4
5
1
2
3 to 5
Climate
Vegetation
Factors influencing climate • Latitude • Altitude • Nearness to large bodies of water • Winds
Weather instruments • Barometer • Anemometer
How climate influences human activities
Factors influencing climate • Desertification • Deforestation • Waste gases
Impact of climate change on human activities
Types of vegetation• Tropical rain • forest• Mangrove
The learners should be able to:• name the factors affecting climate.• describe how these factors affect climate.
The learners should be able to:• identify and name measuring instruments for weather.• draw weather instruments. • record weather using simple diagrams.
The learners should be able to explain how climate influences human activities.
The learners should be able to:• identify the factors influencing climate change. • describe those factors, e.g. desertification, deforestation etc.
The learners should be able to explain the impact of climatic changes on human activities.
The learners should be able to: • identify and name the type of vegetation. • describe each type of vegetation. • state the uses of each vegetation type.
• Name the factors • Describe how each factor mentioned affects climate • Observe diagrams • Draw illustrations • Explain land and sea breezes • Write notes on the same
• Identify weather instruments• Name them• State elements of the weather• Draw weather instruments• Record weather using instruments
• Identify human activities • Discuss how the climate affects each activity• Write notes
• Identify the factors influencing climate change• Discuss how they affect climate• Write notes
• Identifying the effects of climate change • Discussing how human activities are affected by climate change • Taking notes
• Define the term vegetation • Name the types of vegetation • Describe the characteristics of each • State the uses of the vegetation
Our Lives Today SST Book 6 pages 20–25• Map showing wind movements • Diagrams of land and sea breezes • Map in Pupil’s Book page 24 • Pictures in Pupil’s Book pages 22–23
Our Lives Today SST Book 6 page 25• Weather instruments • Weather charts • Diagrams in the Pupil’s Book page 25
Our Lives Today SST Book 6 pages 26–27• Pictures in Pupil’s Book page 27
Our Lives Today SST Book 6 pages 27–28• Pictures in Pupil’s Book page 28
Our Lives Today SST Book 6 page 29
Our Lives Today SST Book 6 pages 31–34• Pictures in the Pupil’s Book pages 32–33• Map on page 31 Pupil’s Book
WE
EK
4W
EE
K 5
WE
EK
6
Our Lives Today: Social Studies Standard SixSchemes of WorkTerm 1
TOPIC
165
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
Our Lives Today SST Book 6 pages 31–34
Our Lives Today SST Book 6 pages 21–23• Map of Eastern Africa showing vegetation
Our Lives Today SST Book 6 pages 34–35
Our Lives Today SST Book 6 pages 37–40• Language table on page 37• Map of Eastern Africa showing settlement areas
Our Lives Today SST Book 6 pages 36–40
Our Lives Today SST Book 6 pages 42–45• Map of population distribution
• Defining the term vegetation• Describing various types of vegetation found in the region• Observing pictures of vegetation • Writing notes
• Stating and explaining the factors influencing vegetation distribution • Taking notes
• Define the term language groups • Name the language groups• Classify the people of Eastern Africa• Draw classification table• Observe a map• Describe the characteristics of Bantus, Nilotes and Cushites• Draw a map of Eastern Africa• Write notes
• Explaining the reasons for migration and settlement• Observing migration map• Tracing routes of migration• Identifying places of origin
• Define the term population distribution• Identify the factors• Observe map and population distribution• Describe the distribution• Identify areas of high population and low population
The learners should be able to:• identify various types of vegetation• locate them on the map
The learners should be able to state the factors influencing vegetation distribution.
The learners should be able to:• identify the people of Eastern Africa.• classify the people of Eastern Africa into Bantu, Cushites and Nilotes.• describe the characteristics of each group.• draw a map of Eastern Africa showing settlement areas.
The learners should be able to:• explain the reasons for migration.• trace migration routes and settlement. • locate places of origin of East African people.
The learners should be able to: • identify the factors influencing population distribution.• describe population distribution.
• Papyrus swamp• Woodland • Savannah grass land • Desert and semi desert • Mountain
Factors influenc-ing vegetation distribution
Major language groups• Bantus• Nilotes• Cushites
Migration and settlement
Factors that influ-ence population distribution
1
2 to 5
1 to 3
4 & 5
Vegetation
People and popu-lation
WE
EK
6W
EE
K 7
WE
EK
8
Our Lives Today: Social Studies Standard SixSchemes of Work
Term 1
TOPIC
166
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
1
2
3
4
5
1 to 3
4 & 5
People and population
Social rela-tions and cultural activities
Factors that influence population growth
Impact of rapid population growth
History of the school
School routine
Role of the school in terms of community development
The family(Needs of the family)
The clan system and functions
The learners should be able to:• identify the factors influencing population distribution.• describe population distribution.
The learners should be able to explain the effects of rapid population growth.
The learners should be able to:• define the term school.• describe the history of the school.
The learners should be able to describe the school routine.
The learners should be able to describe the role of the school in community development.
The learners should be able to:• identify the needs of the family members.• state the roles of family members.• identify family members responsibilities.
The learners should be able to:• explain how a clan is formed.• name clan functions.
• Explaining the term population growth• Identifying and explaining factors for population growth• Taking notes
• Discussing the effects of rapid population growth• Answering and asking questions on population• Writing notes
• Define the term school• Explain what other social institutions are• Describe the history of the school
• Define the term school routine• Describe what happens in school• State the importance of the school routine
• Naming the functions of the school• Describing the role of the school in community development• Writing notes
• Define the term family• Name types of families• Identify family needs• State the roles of family members• Describe family responsibilities
• Define the term clan• Explain how a clan is formed• Identify clan members• Name the functions of the clan• Write notes
Our Lives Today SST Book 6 pages 45–46• Picture in the Pupil’s Book page 46
Our Lives Today SST Book 6 pages 46–47• Pictures on page 47
Our Lives Today SST Book 6 pages 48–49
Our Lives Today SST Book 6 page 50
Our Lives Today SST Book 6 pages 51–52• Pictures in the Pupil’s Book pages 51–52
Our Lives Today SST Book 6 pages 52–53
Our Lives Today SST Book 6 pages 54–55• Learners’ experiences• Local environment
WE
EK
9W
EE
K 1
0
Our Lives Today: Social Studies Standard SixSchemes of WorkTerm 1
TOPIC
167
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
1 and 2
3 and 4
5
Resources and economic activities
Revision and Exam
Agriculture(Cash crop farm-ing, i.e coffee growing in Kenya and Ethiopia)
Maize growing in Kenya and Tanzania
Banana grow-ing in Kenya and Uganda
The learners should be able to: • state the conditions for the growth of coffee.• explain how coffee is grown in Kenyan and Ethiopia.• state the economic importance of coffee to Kenya and Ethiopia.
The learners should be able to: • state the condition necessary for the growth of maize.• explain how maize is grown in Kenyan and Tanzania.• discuss the economic importance of maize.
The learners should be able to:• state the conditions necessary for the growth of bananas.• describe banana growing in Kenya and Uganda.• identify the contribution of bananas to the economy.
The learners should be able to revise the work covered during the term and answer questions set on that work.
• Define the term cash crop farming• Give examples of cash crops• Identify coffee growing areas in Kenya and Ethiopia• Name coffee varieties• State conditions for growth• Describe coffee growing in Kenya and Ethiopia• Discuss its importance
• Describe how maize is grown• Discuss conditions for growth• Identify maize varieties• Identify where maize is grown• Discuss economic importance of maize
• Naming banana varieties• stating the conditions necessary for growth• Describing banana growing in Kenya and Uganda• Discussing the importance to the economy• Taking notes
• Asking and answering questions• Exam
Our Lives Today SST Book 6 pages 55–58• Pictures of coffee• Map on page 57• Local environment
Our Lives Today SST Book 6 pages 59–60• Pictures of maize
Our Lives Today SST Book 6 pages 61–62• Pictures of banana• Local environment
• Test papers/Written questions• Writing materials
WE
EK
11
WE
EK
S 1
2 &
13
Our Lives Today: Social Studies Standard SixSchemes of Work
Term 1
168
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
Our Lives Today: Social Studies Schemes of Work for Standard Six: Term TwoW
EE
K 2
WE
EK
3W
EE
K 4
WE
EK
5
Sisal growing in Kenya and Tanzania
Sugarcane growing in Kenya and Sudan
The learners should be able todescribe sisal growing in Kenya and Tanzania.
The learners should be able to: 1. describe the conditions necessary for growth.2. describe sugarcane growth in Kenya and Sudan.3. State the economic importance of sugarcane growing.
• Naming sisal varieties• Identifying areas where it is grown• Describing the conditions necessary for growth• Naming uses • Describing how it is grown• Discussing its contribution to the economy• Observing pictures of sisal• Taking notes
• Identifying sugarcane growing areas• Identifying conditions for growth• Describing the economic importance• Taking notes
Our Lives Today SST Book 6 page 63• Picture of sisal• Map on page 57 of the Pupil’s Book
Our Lives Today SST Book 6 pages 64–65• Map on page 57
Resources and economic activities
1&2
3 to5
WE
EK
1
169
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Beef Farming in Kenya & Tanzania
Pastoralism in Kenya and Uganda
Factors that influence pastoralism
The learners should be able to:• identify areas where beef farming is carried out in Kenya and Tanzania.• state the problems facing beef farming in Kenya and Tanzania.• explain the importance of beef farming.
The learners should be able to: • identify areas where pastoralism is practised• describe how pastoralism takes place.
The learners should be able to: -• state the factors influencing pastoralism.• State the problem facing Pastoralism.• state the developments taking place in pastoral areas.
• Define the term beef farming• Identify areas where it is practised• Name types of beef cattle • State conditions suitable for beef farming• Discuss problems• Discuss the contribution to the economy• Taking notes • Observe Maps
• Define the term pastoralism• Identify areas where it is practised• State the conditions favouring pastoralism• Describe how pastoralism takes place• Name pastoral communities
• Stating factors influencing pastoralism• Discussing the problems• Stating developments• Observing a map• Taking notes
Our Lives Today SST Book 6 pages 66–68 • Picture of beef cattle• Map of East Africa showing beef areas• Local environment
Our Lives Today SST Book 6 pages 69–70 • Pictures of pastoralism • Map of East Africa showing pastoral areas
Our Lives Today SST Book 6 pages 69–71• Pictures of various social activities
Resources and Economic Activities
1to3
4&5
1to3
WE
EK
2W
EE
K 3
Our Lives Today: Social Studies Standard SixSchemes of Work
Term 2
170
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Mining: Copper in Uganda
Diamonds in Tanzania
Salt in Kenya
The learners should be able to:• identify the location of copper & mines in Uganda.• describe how it is mined.• explain the uses of copper.• state the contribution of the mineral to the economy.
The learners should be able to: • identify diamond mines in Tanzania. • describe how diamond is mined.• state the contribution of the mineral to the economy.
The learners should be able to:• identify the location of salt mines in Kenya. • describe how salt is mined.• explain the uses of salt.• state the contribution of salt to the economy.
• Define the terms mining and minerals• Identify areas where it is practised• Describe how it is mined• Explain the uses of copper• State the contribution to the economy• Observe map• Taking notes
• Naming diamond mines• Describing methods of mining• Drawing illustrations• Explaining the uses of diamond• Stating the contribution to the economy• Taking notes
• Name salt mines in Kenya• Describe how it is mined• Explain the uses of salt• State the contribution to the economy• Taking notes• Draw a map of mineral areas
Our Lives Today SST Book 6 page 73• Map of East Africa showing minerals• Diagram of mining methods
Our Lives Today SST Book 6 pages 74–75• Pictures of mining methods• Map of East Africa showing mineral areas
Our Lives Today SST Book 6 pages 72–73• Map of East Africa showing major mineral areas• Pictures of methods of mining
Resources and Economic Activities
4&5
1&2
3&4
WE
EK
3W
EE
K 4
Our Lives Today: Social Studies Standard SixSchemes of WorkTerm 2
171
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Problems associated with mining
Effects of mining on the environment
Forestry(Distribution of forests in Eastern Africa)
Importance of forests
The learners should be able tostate problems associated to mining in East Africa.
The learners should be able to: • describe the effects of mining on the environment.• suggest conservation measures that should be taken.
The learners should be able to:• locate major forests in East Africa.• draw the map of East Africa and indicate forests
The learners should be able to state the importance of forests.
• Discussing the problems associated to mining• Observing pictures • Taking notes
• Describing the effects of mining on the environment• Suggesting possible conservation measures for the environment• Taking notes
• Defining the term forestry• Naming major forests• Locating the forests on the map• Drawing the map showing forests• Taking notes
• Stating the importance of forests• Explaining the contribution to the economy• Naming forests
Our Lives Today SST Book 6 page 75• Pictures on mining
Our Lives Today SST Book 6 page 76
Our Lives Today SST Book 6 pages 77-78• Map of East Africa showing major Forests
• Pictures of sawmilling
Resources and economic activities5
1&2
3
4
WE
EK
4W
EE
K 5
Our Lives Today: Social Studies Standard SixSchemes of Work
Term 2
172
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Problems facing forests and conservation measures
Fishing: Inland fishing in Kenya, Uganda and Tanzania
Problems facing fishing in East Africa
The learners should be able to:• describe the problems facing forests in East Africa.• suggest conservation measures.
The learners should be able to: • identify inland fishing grounds in East Africa.• name main fishing grounds in East Africa.• identify the types of fish caught.
The learners should be able to:• explain the problems facing inland fishing in Kenya.• state the problems facing sea fishing in East Africa.
• Describing the problems • Suggesting conservation measures • Observing pictures of forest destruction • Taking notes
• Define the terms fishing and fisheries• Name inland fishing grounds• Locate major fishing grounds• Name types of fish caught• Draw a map of East Africa and locate fishing grounds
• Explaining the problems of inland fishing• Stating problems of sea fishing• Taking notes
Our Lives Today SST Book 6 pages 78–79• Pictures of forest destruction
Our Lives Today SST Book 6 pages 80–82• Map of East Africa showing fishing grounds• Pictures of fishing vessels• Pictures of types of fish• Pictures of fishing methods
Our Lives Today SST Book 6 pages 82–83• Pictures of water hyacinth
Resources and economic activities5
1to4
5&1
WE
EK
5W
EE
K 6
Our Lives Today: Social Studies Standard SixSchemes of WorkTerm 2
WE
EK
7
173
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Contribution of fishing to the economy
Factors influencing trade
Forms of trade and items of trade
Imports to and exports from the region
The learners should be able to state the contribution of fishing to the economy.
The learners should be able to identify the factors influencing trade in the region.
The learners should be able to:• name forms of trade and explain each.• name the items of trade.
The learners should be able to:• explain export and import trade.• name exports from and imports to the region
• Discussing the importance of fishing to the economy• Taking notes
• Defining the term trade• Classifying trade, i.e. local, internal export and import• Explaining the factors influencing trade
• Naming forms of trade• Explaining each • Naming the items of trade• Differentiating between modern trade and traditional trade
• Defining the terms import and export trade• Naming exports from the region• Naming imports to the region• Drawing import/export table
Our Lives Today SST Book 6 page 83• Pictures on page 83 in the Pupil’s Book
Our Lives Today SST Book 6 pages 84–85• Pictures of people trading
Our Lives Today SST Book 6 pages 85–86• Local environment• Pictures of people in the market
Our Lives Today SST Book 6 pages 86–87• Tables in the Pupil’s Book pages 86–87• Chart showing imports and exports
Resources and economic activities
Trade and industry
2
3
4
5
Our Lives Today: Social Studies Standard SixSchemes of Work
Term 2W
EE
K 7
174
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Benefits of trade
Problems facing trade
Industries:Industrial development in the region
Importance of industries
Problems facing industries
Impact of industries on the environment
The learners should be able to state the benefits of trade in the region.
The learners should be able to list the problems facing trade in the region.
The learners should be able to explain industrial development in the region.
The learners should be able to identify the importance of industries.
The learners should be able to state the problems facing industries.
The learners should be able to explain the impact of industries on the environment.
• Explaining the benefits of trade in the region• Taking notes
• Discuss the problems of trade• Do a written exercise
• Define the term industry• Explain how industries developed in the region
• Describing the importance of industries in the region• Taking notes
• Stating problems facing industries• Taking notes
Explaining the effects of industries on the environment
Our Lives Today SST Book 6 page 88
Our Lives Today SST Book 6 pages 87–88
Our Lives Today SST Book 6 pages 89–90• Map of East Africa on page 90
Our Lives Today SST Book 6 page 91• Pictures of people working in the industries
Our Lives Today SST Book 6 pages 91–92
Our Lives Today SST Book 6 page 92• Local environment
Trade and industry1
2
3
4
5
1
Our Lives Today: Social Studies Standard SixSchemes of WorkTerm 2
WE
EK
8W
EE
K 9
175
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
• Transport and communications
• Development of forms of transport
Communication
The learners should be able to: • define the term transport.• explain the development of a transport system in the region.• explain the problems facing transport in Eastern Africa.
The learners should be able to: • define the term communication.• explain the development of a communication network in Eastern Africa.• explain the problems facing communication.
• Defining the term transport• Naming forms of transport• Describing the development of transport i.e. railway, water, road and air transport • Naming the advantages and disadvantages of each• Stating the problems facing the transport network• Taking notes
• Defining the term communication• Identifying the traditional methods of communication• Identifying modern methods• Explaining the development of communication• Discussing the advantages and disadvantages of each form• Stating problems• Taking notes
Our Lives Today SST Book 6 pages 93–101• Pictures of transport network• Map of Eastern Africa showing transport network
Our Lives Today SST Book 6 pages 101-103• Map of modern communication• Pictures of forms of communication
Trade and industry
2to5
1to4
Our Lives Today: Social Studies Standard SixSchemes of Work
Term 2W
EE
K 9
WE
EK
10
176
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Benefits of improved transport and communication
Wildlife and tourism:Location of major game parks
Wildlife conservation measures
Benefits of tourism
The learners should be able to identify the benefits of improved transport and communication.
The learners should be able to: • locate major parks in East Africa.• draw the map of East Africa indicating major parks.
The learners should be able to identify the wildlife conservation measures being carried out.
The learners should be able to: (i) define tourism.(ii) identify tourist attractions.(iii) state the benefits of tourism.
• Discussing the benefits of improved transport and communication• Doing a written Continuous Assesment Test
• Defining the term wildlife• Naming game parks and game resorts• Locating the parks on the map• Observing the map• Drawing the map showing major parks
• Discussing wildlife conservation measures• Naming the conservation measures• Taking notes
• Defining the term tourism• Identifying the main tourist attractions • Stating the benefits of tourism• Taking notes
Our Lives Today SST Book 6 page 103• Pictures
Our Lives Today SST Book 6 page 104• Pictures of wildlife• Map of East Africa showing major wildlife areas
Our Lives Today SST Book 6 page 105• Pictures of wildlife • Map of East Africa
Our Lives Today SST Book 6 pages 105–106• Pictures in the Pupil’s Book page 106
Trade and industry
Wildlife and tourism
5
1
2
3&4
Our Lives Today: Social Studies Standard SixSchemes of WorkTerm 2
WE
EK
10
WE
EK
11
177
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
Problems facing tourism
Possible solutions to the problems facing tourism
Major towns: Nairobi, Mombasa,Kampala, Jinja,Dar-se-salaam andAddis Ababa
Problems facing urban centres and efforts made to solve the problems
The learners should be able to state the problems facing tourism in East Africa.
The learners should be able to discuss possible solutions to the problems of tourism.
The learners should be able to:• state the functions of major towns in Eastern Africa.• locate major towns in Eastern Africa.• state the reasons for their growth.
The learners should be able to: • identify the problems facing towns.• suggest the efforts made to solve the problems.
• Identifying the problems of tourism• Asking and answering questions• Taking notes
• Identify the remedies • Discuss each suggestion
• Define urbanization• State the reasons for the growth of mentioned towns• State the functions of the mentioned towns
• Describe the problems• Suggest efforts to solve the problems• Fill in blank spaces• Observe a map of East Africa
Our Lives Today SST Book 6 page 108
Our Lives Today SST Book 6 page 109
Our Lives Today SST Book 6 pages 112–115• Pictures of towns in the Pupil’s Book• Local environment• Map showing major towns
Our Lives Today SST Book 6 pages 115–117• Map showing major towns of Africa
Wildlife and tourism
Urban-ization
5
1
2to5
1&2
Our Lives Today: Social Studies Standard SixSchemes of Work
Term 2W
EE
K 1
1W
EE
K 1
2W
EE
K 1
3
178
TOPIC OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
WE
EK
2W
EE
K 3
WE
EK
4W
EE
K 5
The learners should be able to revise the work covered during the term and answer questions set on it.
• Asking and answering questions• Exam
• Question papers/Written questions• Writing materials
Revision andExams
3to5
Our Lives Today: Social Studies Standard SixSchemes of WorkTerm 2
WE
EK
S 1
3 &
14
WE
EK
10
TOPIC
179
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
Our Lives Today: Social Studies Schemes of Work for Standard Six: Term ThreeW
EE
K 1
W
EE
K 2
1 & 2
3 to 5
1 & 2
3 to 5
The learners should be able to:• describe the traditional form of government in Buganda.• state the reasons for the rise of Buganda Kingdom.
The learners should be able to:• describe the Nyamwezi traditional form of government. • state the reasons for the rise. • explain the role of the traditional form of government in society.
The learners should be able to:• name the visitors to the coast of East Africa.• identify their origin.• state the reasons for their coming.• explain their effects.
The learners should be able to:• define scramble and partition.• state the reasons why the Europeans scrambled for and partitioned Eastern Africa.• describe the scramble for and partition of Eastern Africa.
• Locating Buganda Kingdom on the map of Eastern Africa• Describing the Buganda government i.e. organization• Stating the reasons for the rise of the kingdom• Taking notes
• Locating the Nyamwezi on the map of Eastern Africa• Naming Nyamwezi leaders• Describing the political organization• Stating reasons for the rise of the Nyamwezi• Taking notes
• Naming the visitors• Identifying their origin• Stating reasons for their coming• Explaining their effects• Taking notes
• Defining the terms partition and scrambling• Describing the scramble for and partition of Eastern Africa• Naming the countries involved• Explaining the reasons for the scramble and partition of Eastern Africa• Describing the establishment of colonial rule• Taking notes
Our Lives Today SST Book 6 pages 118–121• Map of East Africa • Chart showing the hierarchy of power in Buganda
Our Lives Today SST Book 6 pages 121–122• Map of East Africa
Our Lives Today SST Book 6 pages 122–124• Chart showing visitors• Pictures of churches and mosques• Pictures of Fort Jesus
Our Lives Today SST Book 6 pages 125–127• Map of East Africa on page 126 of Pupil’s Book • Wall map
Political develop-ments and systems
Traditional forms of government• Buganda
• Nyamwezi
Early visitors to Eastern Africa(Explorers,TradersMissionaries)
Establishment of colonial rule
TOPIC
180
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
1 & 2
3 to 5
1 to 3
4 & 5
Political develop-ments and systems
Colonial systems of administration• Germany in Tanganyika• Britain in Kenya
African response to colonial rule• Kabaka Mwanga• Maji Maji Uprising
Collaboration• Kabaka Mutesa 1• Karuri wa Gakure
Struggle for independence
The learners should be able to:• name the countries that colonised Kenya and Tanganyika.• describe the colonial system of administration in Kenya and Tanganyika.
The learners should be able to:• name 2 types of African response to colonial rule.• describe the response of: (i) Kabaka Mwanga (ii) the Maji Maji uprising• name communities involved in Maji Maji uprising• state the reasons why the Kabaka Mwanga and the Maji Maji resisted.• explain the effects of resistance.
The learners should be able to:• define the term collaboration.• describe the response of Kabaka Mutesa 1 to colonial rule.• describe the response of Karuri wa Gakure.• State the reasons for collaboration.• explain the results.• explain the importance of African response.
The learners should be able to• Describe the struggle for independence in Tanzania.
• Naming colonial masters• Describing the British system of administration• Describing the German system of administration• Stating the reasons why the British used that system of administration• Stating the reasons why the Germans used that system of administration
• Naming the types of response• Defining resistance• Defining the response of Kabaka Mwanga• Describing the response of the Maji Maji• Naming the communities involved in the Maji Maji uprising• Stating reasons why they resisted• Explaining the results• Taking notes
• Defining the term collaboration• Describing the response of Kabaka Mutesa 1 to colonial rule• Describing the response of Karuri wa Gakure• State the reasons for collaboration• Explaining the results• Explaining the importance of African response
• Describing the struggle for independence in Tanzania• Naming the organizations involved in the struggle
Our Lives Today SST Book 6 pages 129–130• Map of East Africa
Our Lives Today SST Book 6 pages 130–131• Map of East Africa
Our Lives Today SST Book 6 pages 133–134• Map of East Africa
Our Lives Today SST Book 6 pages 135–136
WE
EK
3W
EE
K 4
Our Lives Today: Social Studies Standard SixSchemes of WorkTerm 3
TOPIC
181
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
4 & 5
1 to 3
4 & 5
1 to 5
Political develop-ments and sys-tems
Struggle for independence
Life and contribu-tion of prominent heroes • Haile Sellasie• Julius Nyerere
Present systems of government
Regional co-operation• EAC• IGAD• COMESA
• explain the importance of the efforts made in the struggle for independence.
The learners should be able to:• describe the life & contribution of: (i) Haile Sellassie. (ii) Julius Nyerere.• explain the importance of their contribution.
The learners should be able to:• describe the present systems in: (i) Uganda. (ii) Kenya.• compare the two systems of government.
The learners should be able to:• explain the formation i. EAC. ii. IGAD. iii. COMESA.• identify objectives of EAC, IGAD, COMESA.• identify member countries of each.• state the problems facing EAC, IGAD and COMESA.
• Stating events in the involved in the struggle• Explaining why it was important to struggle• Taking notes
• Identifying the countries ruled by Haile Sellassie and Julius Nyerere • Explaining the life and contribution of Haile Sellassie and Julius Nyerere for independence• Explaining the importance of their contribution• Taking notes
• Describing the system of government in Uganda• Describing the system of government in Kenya• Comparing the two systems of government• Taking notes
• Defining the term regional bodies• Naming the regional bodies in the East African region• Explaining the objectives of EAQC, IGAD and COMESA• Naming member countries of each• Explaining the problems of each• Taking notes
Our Lives Today SST Book 6 page 137
Our Lives Today SST Book 6 pages 138–139• Pictures of Haile Sellassie and Julius Nyerere
Our Lives Today SST Book 6 pages 139–141• Comparison chart• Map of East Africa
Our Lives Today SST Book 6 pages 141–145
WE
EK
4W
EE
K 5
WE
EK
6
Our Lives Today: Social Studies Standard SixSchemes of Work
Term 3
TOPIC
182
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
Our Lives Today SST Book 6 pages 146–147
Our Lives Today SST Book 6 pages 148–149
Our Lives Today SST Book 6 pages 150–151• Pictures of people working
Our Lives Today SST Book 6 pages 152–153
Our Lives Today SST Book 6 pages 153–155
• Defining the term citizenship• Stating the role of citizens in government and civic life• Identifying the importance of good relations in society• Taking notes
• Defining forms of democracy and human rights• Naming and classifying human rights• Explaining the importance of human rights• Identifying areas where human right are abused• Suggesting how human rights should be protected
• Defining the terms peace, law and reconciliation• Identifying the factors promoting peace in society• Stating the factors undermining peace• Explaining the importance of peace
• Defining the term constitution• Stating the elements of the Kenya constitution• Describing the importance of the Kenya constitution• Taking notes
• Defining the term elections• Stating the requirements of candidates in national elections• Describing the electoral process
The learners should be able to:• define citizenship. • state their role in the government and explain.• identify the importance of good relationship in society.
The learners should be able to:• identify types of human rights.• define human rights and democracy.• explain the importance of human rights. • identify areas where human rights are abused.• suggest methods of protecting human rights.
The learners should be able to:• identify the factors promoting peace in society.• state the factors undermining peace. • explain the importance of peace in society.
The learners should be able to• state the major elements of the Kenya constitution.• describe the importance of the Kenya constitution.
The learners should be able to• state the requirements of candidates in national elections.• describe the electoral process.
• Roles of citizens in government and civic life• Importance of good citizenship
• Types of democracy and human rights
• Abuse of human rights
Factors promoting peace
The Kenya constitution
Electoral process
1 to 3
4 & 5
1 & 2
3 & 5
1
Citizen-ship
Democracy and Human Rights
Law, peace and reconcilia-tion
The Kenya govern-ment
WE
EK
7W
EE
K 8
WE
EK
9
Our Lives Today: Social Studies Standard SixSchemes of WorkTerm 3
TOPIC
183
OBJECTIVESTEACHING/LEARNING
ACTIVITIESSUB-TOPICLEARNING/TEACHING
RESOURCES REMARKSLESSON
NOT FOR SALE For use with Our Lives Today Standard Six
2 to 5
1 to 3
4 & 5
The Kenya govern-ment
Revisionand Exam
Formation of government• Three arms of government
Local Authorities
National philosophies• Harambee• African Socialism• Nyayoism
• explain the role of the Electoral Commission of Kenya in conducting elections.
The learners should be able to• describe how a government is formed in Kenya.• describe the composition of: i. Executive. ii. Legislature. iii. Judiciary.
The learners should be able to:• state types of Local Authorities.• explain how elections are conducted to elect officers in Local Authorities.• state the functions of Local Authorities.
The learners should be able to:• identify national philosophies • explain the objectives of: i. Harambee. ii. African socialism. iii. Nyayoism.
The learners should be able to revise the work covered during the term and answer questions set on it.
• Explaining the role of ECK in conducting election• Taking notes
• Defining the term elections• Stating the requirements of candidates in national elections• Describing the electoral process• Explaining the role of the ECK in conducting elections• Taking notes
• Defining the term local Authorities• Naming the officers of local authorities• Stating the types of Local Authorities• Explaining how elections are conducted for officers of Local Authorities• Stating the functions of Local Authorities• Taking notes
• Defining the national philosophies • Naming the national philosophies• Explaining the objectives of: i. Harambee ii. Nyayoism iii. African socialism• Taking notes
• Asking and answering questions• Exams
• Pictures of ballot boxes, voter cards• Picture in the Pupil’s Book
Our Lives Today SST Book 6 pages 156–158• Chart showing the structure of Judiciary• Pictures of Parliament in session
Our Lives Today SST Book 6 pages 159–160
• Our Lives Today SST Book 6 pages 161–163• Teacher’s own collection
• Question papers/Written questions• Writing materials
WE
EK
9W
EE
KS
11
& 1
2W
EE
K 1
0
Our Lives Today: Social Studies Standard SixSchemes of Work
Term 3
186
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
1. The human repro-ductive system
By the end of this topic the pupils should be able to iden-tify the main parts of the male reproductive system and state the functions of each part
By the end of this topic the pupils should be able to identify the main parts of the female reproductive system and state the parts named
By the end of this topic the pupils should be able to describe the physical changes in girls and boys during adolescence
• Discussing the meaning of the word reproduction• Presenting a chart showing the male reproductive parts• Explaining the external reproductive parts• Discussing the functions of the reproductive system• Drawing the male reproductive system
• Presenting a chart showing the female reproductive system• Identifying the parts of the female reproductive system• Discussing the functions of the female reproductive system• Drawing the parts of the female reproductive system
• Discussing the stages in life generally from infancy, childhood to adulthood• Defining the term adolescence• Discussing the physical changes in girls during adolescence• Discussing the physical changes in boys during adolescence• Listing physical changes in adolescence in boys and girls
• Pictures and charts of the male reproductive system
• Pictures and charts of the parts of the female reproductive system
• Chart listing changes in boys and in girls during adolescence • Pictures of adolescend girls and boys
Pupil’s Book pages 2-3Teacher’s Book pages 2-3
Pupil’s Book pages 3-4Teacher’s Book pages 4-5
Pupil’s Book pages 4-5Teacher’s Book pages 6-8
WE
EK
1W
EE
K 2
WE
EK
3Science in Action Schemes of Work for Standard Six: Term One
1-6
1-6
1-6
The male reproductivesystem
The female reproductive system
Physical changes during adoles-cence
187
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
2. Health education
By the end of this topic the pupils should be able to describe the causes, signs and symptoms and prevention of common communicable diseases
By the end of this topic the pupils should be able to explain the meaning of im-munization and describe the immunization schedule for infants
By the end of this topic the pupils should be able to identify the causes and symptoms of some immunizable diseases
• Explaining the term communicable diseases• Discussing common comminicable diseases: Tuberculosis• Explaining common communicable diseases: Tuberculosis• Discussing the prevention measures of tuberculosis• Explaining the signs and symptoms of malaria• Discussing the prevention measures of malaria
• Explaining the meaning of immunity• Explaining the types of immunity• Presenting the immunization chart• Discussing the steps on the immunization chart of an infant• Listing the steps of the immunization schedule
• Listing all the immunizable diseases • Discussing the causes, signs, symptoms of Dipththera, Tetanus, Whooping Cough, Hepatitis B, Influenza, Yellow Fever, Measles, Typhoid, Cholera, Smallpox • Discussing the communicable diseases in the locality
• Chart from a hospital, clinic or dispensary• Picture of TB & Malaria patients
• Chart of the immunization schedule, picture of infant at these stages
• Charts and pictures of patients with communicable diseases
Pupil’s Book pages 8-9Teacher’s Book pages 11-12
Pupil’s Book pages 10-11Teacher’s Book pages 12-13
Pupil’s Book page 11Teacher’s Book pages 13-14
WE
EK
4W
EE
K 5
WE
EK
6
1-6
1-6
1-6
Science in Action Schemes of Work for Standard Six Term 1
Common communicable diseases
Immunization schedule for infants
Immunicable diseases
188
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
3. Plants
By the end of this topic the pupils should be able to state the importance of HIV test-ing and explain what is pre-test and post-test counseling and testing centers
By the end of this topic the pupils should be able to describe effects of HIV/AIDS infection on an individual, the family and the nation
By the end of this topic the pupils should be able to identify and label the parts of a flower
• Reviewing the meaning of HIV/AIDS • Explaining HIV testing• Discussing the dangers of having HIV/AIDS• Explaining the importance of HIV counseling especially at Voluntary Counseling and Testing Centers (VCT)
• Discussing the effects of HIV/ AIDS on individuals• Discussing the effects of HIV/ AIDS on the family• Discussing effects of HIV/ AIDS on the country• Reviewing ways of preventing the spread of HIV/AIDS
• Presenting a colorful flower to the class• Presenting a chart of parts of a flower • Guiding the pupils in identifying the parts on the flower and labeling them on the charts• Assisting the pupils to distinguish the male and female parts of the flower• Drawing the parts of the whole flower, the male parts of the flower and the female parts of the flower separately
• Charts and pictures obtained from VCT centers
• Charts and pictures from VCT centers
• Charts showing parts of a flower, pictures of flowers, flowers, blades
Pupil’s Book pages 12-13Teacher’s Book pages 14-15
Pupil’s Book pages 14-15Teacher’s Book pages 15-16
Pupil’s Book pages 18-19Teacher’s Book page 21
WE
EK
7W
EE
K 8
1-3
4-6
1-6
Science in Action Schemes of Work for Standard Six Term 1
HIV testing and counseling
Effects of HIV/AIDS infection
Parts of a flower
189
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
Pollination
Fertilization
Parts of a seed
By the end of this topic the pupils should be able to de-scribe pollination, distinguish between self pollination and cross pollination and name the agents of pollination
By the end of this topic the pupils should be able to de-scribe fertilization in plants
By the end of this topic the pupils should be able to draw and label parts of a seed
• Explaining the meaning of pollination• Presenting a flower with pollen grains visible• Discussing the difference between self and cross pollination• Explaining the agents of pollination• Taking the pupils for a nature walk in the compound to observe pollination and agents of pollination
• Explaining the process of development of pollen tube • Presenting a chart showing the pollen tube through the style• Explaining the process of fertilization in ovary• Drawing the parts of the flower showing fertilization
• Presenting presoaked maize and beans seeds• Dividing the pupils into groups of 4-5• Guiding the pupils in identifying the external parts of the two types of seeds• Drawing and labeling diagrams of external views of seeds• Guiding the pupils in cutting longitudinal section of the maize and bean seed• Observing and labeling the parts of the open seeds• Drawing and labeling the parts of the monocotyledon and dicotyledon seeds
• Chart showing types of pollination• Real flowers with pollen grains
• Charts showing pollen tube and fertilization• Flower
• Charts showing external and internal view of maize and bean seeds• Real presoaked maize and bean seed, blade containers or dishes
Pupil’s Book pages 19-21Teacher’s Book pages 22-23
Pupil’s Book page 21Teacher’s Book page 23
Pupil’s Book pages 21-22Teacher’s Book pages 23-24
WE
EK
9W
EE
K 1
0
1-2
3-6
1-6
Science in Action Schemes of Work for Standard Six Term 1
190
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
Germination of seeds
Revision
By the end of this topic the pupils should be able to investigate and establish the conditions necessary for seed germination
By the end of this week the pupils should be able to do revision work on the topics covered during this term
• Explaining the meaning of germination• Organizing the class into groups of 4 – 5 pupils• Guiding the pupils to investigate the need for oxygen in germination• Discussing the results of the activity• Guiding the pupils in investigating if water is necessary for germination• Discussing the results of the activity on water• Guiding the pupils through activity on investigating that warmth is necessary for germination• Discussing the results of activity on warmth• Summarizing the conditions necessary for germination
• Answering questions• Discussing difficult topics• Doing mixed exercises
Pupil’s Book pages 22-24Teacher’s Book pages 24-26
Pupil’s Book pages 24-25
Teacher’s Book pages 1-26
WE
EK
11
WE
EK
12
1-6
1-6
Science in Action Schemes of Work for Standard Six Term 1
• Water• Seeds• Cotton wool• Sawdust• Glass jar• Charts
191
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
4. The solar system
5. Feeding animals
By the end of this topic the pupils should be able to name the nine planets in relation to the sun
By the end of this topic the pupils should be able to model the solar system
By the end of this topic the pupils should be able to identify the types of feeds for livestock
By the end of this topic the pupils should be able to describe the different methods of grazing
• Explaining the solar system: nine planets and the sun• Explaining the revolution and rotation movements of the planets• Listing the nine planets in order from the sun outwards• Distinguishing between the planets and the stars• Discussing the facts of each planet• Draw the solar system
• Organising the pupils in groups of four or five• Explain the procedure of making a model of the solar system• Guiding the pupils through the process of modelling the solar system• Displaying all the models made by the pupils
• Explaining the need to feed animals • Classifying animal feeds• Explaining pastures• Listing examples of pasture plants• Visiting a pasture land in the compound or in the neighbourhood• Explaining fodder crops• Distinguishing between Hay and Silage• Discussing commercial feeds• Explaining that there are special feeds for different types of animals
• Explaining rotational grazing • Explaining strip-grazing • Explaining paddocking • Discussing and comparing herding and stall feeding • Explaining tethering • Visiting farms to observe methods of grazing
• Photographs, charts, marbles, plasticine or clay and manila paper
• Charts, photographs, sample model of the solar system
• Charts, pictures of animal feeds, real animal feeds
• Charts, pictures of methods of grazing
Pupil’s Book pages 26-29Teacher’s Book pages 27-29
Pupil’s Book pages 30-31Teacher’s Book pages 29-30
Pupil’s Book pages 34-36Teacher’s Book pages 31-32
Pupil’s Book pages 36-38Teacher’s Book pages 33-34
WE
EK
1W
EE
K 2
WE
EK
3W
EE
K 4
1-6
1-6
1-6
1-6
Science in Action Schemes of Work for Standard Six: Term Two
The planets and the sun
Modelling the solar system
Types of livestock feeds
Methods of grazing
192
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
6. Water-borne diseases
By the end of this topic pupils should be able to list the com-position of a balanced diet for animal feeding
By the end of this topic the pupils should be able to explain the meaning of water-borne diseases and name some water-borne diseases
By the end of this topic the pupils should be able to list the causes, signs and symp-toms of water-borne diseases
By the end of this topic the pupils should be able to describe the control and pre-ventive measures for cholera, typhoid, bilharzia and amoe-bic dysentery
• Explaining what is a balanced diet• Explaining the importance of having a balanced diet for animals• Discussing the components of a balanced diet• Listing the components of a balanced diet for livestock• Explaining the importance of roughage and water
• Discussing the term disease• Explaining water-borne diseases• Listing water-borne diseases• Explaining dangers of drinking contaminated water
• Explaining the words signs and symptoms• Discuss the signs and symptoms of water-borne diseases• Listing the signs and symptoms of water-borne diseases
• Discussing the importance of preventing diseases• Discussing measures taken to prevent water-borne disease• Discussing any water-borne diseases likely to be found in the locality• Listing preventive measures of each water-borne disease
• Photographs, pictures, charts, food items for livestock
• Photographs, charts, pictures of sources of contaminated water
• Photographs, charts
• Charts• Pictures
Pupil’s Book pages38-40Teacher’s Book pages 34-36
Pupil’s Book pages 42-43Teacher’s Book pages 38-39
Pupil’s Book page 43Teacher’s Book page 39
Pupil’s Book pages 43-45Teacher’s Book pages 39-40
WE
EK
5W
EE
K 6
WE
EK
7W
EE
K 8
Science in Action Schemes of Work for Standard Six Term 2
1-6
1-6
1-6
1-6
Constituents of a balanced diet
Meaning of water-borne diseases
Causes, signs and symptoms of water-borne diseases
Prevention of water-borne diseases
193
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
7. Soil By the end of this topic the pupils should be able to define soil erosion and name the agents of soil erosion
By the end of this topic the pupils should be able to name the different types of soil erosion
By the end of this week the pupils should be able to do revision work on the topics covered during this term
• Defining the term soil erosion• Discussing the factors that lead to exposing soil• Discussing things such as whirlwinds, brown river water• Discussing water and winds as agents of erosion• Discuss the effects of over grazing on soil erosion
• Explaining splash erosion• Guiding the pupils through activity on splash erosion• Explaining sheet erosion• Guiding the pupils through activity on sheet erosion• Explaining rill erosion• Guiding the pupils through activity on rill erosion• Explaining gulley erosion• Guiding the pupils through activity on gulley erosion• Discussing and comparing results of all activities• Explaining wind erosion• Observing wind erosion outside
• Answering questions• Doing quizzes• Doing mixed exercises• Having discussions
• Photographs and charts
• Soil, box, water, perforated tin, charts, photographs
Pupil’s Book pages 48-49Teacher’s Book pages 42-43
Pupil’s Book pages 49-51Teacher’s Book pages 43-45
Pupil’s Book pages 26-53Teacher’s Book pages 27-46
WE
EK
9W
EE
K 1
0&11
WE
EK
12
1-6
1-6
1-6
Science in Action Schemes of Work for Standard Six Term 2
Agents of soil erosion
Types of soil erosion
Revision
194
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
8. Food preserva-tion
9. Light
By the end of this topic the pupils should be able to describe some traditional methods of food preservation
By the end of this topic the pupils should be able to describe modern methods of food preservation
By the end of this topic the pupils should be able to describe the methods of proper storage of different foods
By the end of this topic the pupils should be able to demonstrate that light travels in a straight line
By the end of this topic the pupils should be able to iden-tify transparent, translucent and opaque materials
• Discussing food preservation methods used in the community• Listing traditional methods of food preservation• Explaining each traditional method of food preservation• Explaining the effect of using each method and listing the foods for each method
• Defining modern methods of food preservation• Listing the modern methods of food preservation• Explaining modern methods of food preservation one at a time• Discussing the modern methods of food preservation used in the community
• Discussing the importance of proper storage of food• Explaining ways of proper storage of food
• Explaining that light travels in a straight line• Organizing the pupils to work in groups of 4 – 5• Guiding the pupils through activity showing light travels in a straight line• Explaining the results of the activity• Citing examples showing this
• Defining terms transparent, translucent and opaque• Organizing the pupils into groups of 4• Guiding the pupils through steps on activity to identify transparent, translucent and opaque materials• Listing the transparent, translucent and opaque materials
• Photographs, pictures
• Photographs, charts, canned food items
• Photographs, pictures, samples of food items
• Candle, straight pipe, bent pipe, cardboards, a stand
• A card with rectangular openings, wood, plate, cloth, glasses, polythene paper, bottles, plastic ruler, carton boxes, and other materials found in the compound
Pupil’s Book pages 54-55Teacher’s Book pages 47-49
Pupil’s Book pages 56-58Teacher’s Book pages 49-50
Pupil’s Book pages 59-60Teacher’s Book pages 50-51
Pupil’s Book pages 62-63Teacher’s Book pages 52-53
Pupil’s Book pages 63-65Teacher’s Book pages 53-54
WE
EK
1W
EE
K 2
WE
EK
3W
EE
K 4
Science in Action Schemes of Work for Standard Six: Term Three
1-6
1-4
5-6
1-6
1-6
Traditional methods of food preservation
Modern methods of food preservation
Proper storage of food
How light travels
Transparent, translucent, and opaque materials
195
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
Reflection of light
Refraction of light
Composition of air
By the end of this topic the pupils should be able to demonstrate reflection of light
By the end of this topic the pupils should be able to inves-tigate refraction of light and demonstrate the formation of a rainbow
By the end of this topic the pupils should be able to state the composition of air in per-centage volume
• Defining the terms reflection• Organizing the class into groups of 5• Guiding the pupils through the activity of using various objects to reflect light• Discussing the various ways of reflection of light
• Demonstrating the experiment of pen in a glass of water to show refraction• Organizing the pupils in groups of 4• Guiding the pupils through the activity on refraction of light• Discussing the results of the activities, and defining refraction• Naming situations whose refraction of light is seen• Guiding the pupils through activity of making a rainbow
• Reviewing air as a form of matter• Presenting a pie chart showing the composition of air• Discussing each gas and stating the percentage in air• Drawing a proportional pie chart showing the composition of air
• Mirror, sources of light, shiny surfaces, objects with dull surfaces, pictures, charts
• Glass, basin, sticks, water, coins and chart, prism, bottle, ruler
• Chart with pie chart of com position of air
Pupil’s Book pages 66-67 Teacher’s Book pages 54-55
Pupil’s Book pages67-70Teacher’s Book pages 55-56
Pupil’s Book page 72Teacher’s Book pages 58-59
WE
EK
5W
EE
K 6
WE
EK
7
1-6
1-6
1-6
Science in Action Schemes of Work for Standard Six Term 3
10. Air
196
LESSONS LEARNING ACTIVITIESLEARNING/TEACHING
MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT
NOT FOR SALE For use with Science in Action Standard Six
Uses of air
The meaning of force
Stopping and starting movement
Revision
By the end of this topic the pupils should be able to iden-tify the uses of air
By the end of this topic the pupils should be able to state what force is and state the unit of force
By the end of this topic the pupils should be able to move objects and stop moving objects
By the end of this week the pupils should be able to do revision work on the topics covered during this term
• Discussing the uses of oxygen• Holding the breath; breathing• Showing that oxygen is used in burning by demonstration activity on burning candle• Discussing the uses of carbon dioxide photosynthesis• Discussing the use of nitrogen in plant growth• Explaining the uses of noble or rare gases in advertising signs• Listing all the uses of air
• Explaining the meaning of force• Carrying out simple experiments on pushing and pulling• Explaining how to measure force using a spring balance• Stating the unit of force which is Newtons
• Defining motion• Carrying out various activities on starting motion• Carrying out various activities to stop motion• Discussing ways of stopping objects• Discussing ways of starting motion
• Answering questions• Doing mixed exercises• Having discussions
• Candles, glass jar, water, match box, pictures, charts
• Springs, sponges, rubber bands, marbles, spring balance, clay, pictures, strings, charts
• Books, football, bottle, other objects in the classroom pictures
Pupil’s Book pages 72-76Teacher’s Book pages 59-61
Pupil’s Book pages 80-81Teacher’s Book pages 63-64
Pupil’s Book pages 82-83Teacher’s Book pages 64-65
Pupil’s Book pages 54-86Teacher’s Book pages 47-66
WE
EK
8W
EE
K 9
WE
EK
10
WE
EK
11
1-6
1-6
1-6
1-6
Science in Action Schemes of Work for Standard Six Term 3
11. Force and motion
198
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
1
2
3
1. Crea-tion of human beings
Creation of the earth
The creation story
The second creation story
By the end of the lesson the learner should be able to: 1. narrate Biblical stories of creation2. appreciate God’s creation
By the end of the lesson the learner should be able to:1. narrate the Biblical stories of creation2. appreciate God’s creation
By the end of the lesson the learner should be able to:1. tell the story of creation2. appreciate God’s creation
• Explanation• Observation• Note taking
• Questions and answers• Explanation• Scripture reading• Drawing• Recitation
• Questions• Explanation• Practical activities• Recitation and scripture reading• Discussions• Dramatization
• The Good News Bible: Genesis 1:26-28, Psalms 139:16• Pictures, Charts showing nature• Chalkboard
• The Good News Bible: Genesis 1:26-28, Psalms 139:16, Matthew 19:4• Chalkboard• Charts• Drawing tools
• The Good News Bible: Genesis 2:5-25, Psalms 139:4• Chart drawing of Adam and Eve in the garden• Real objects: flowers, plants, water, cans
WE
EK
1
• Pupil’s Book 6 page 2 Teacher’s Guide page 2
• Pupil’s Book 6 page 3 Teacher’s Guide page 2
• Pupil’s Book 6 pages 2-3• Teacher’s Guide pages 2-3
Living in Christ Standard Six Schemes of Work: Term One
199
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
2
1
2
2
3
1
2
WE
EK
3
2. Creation of human beings
3. New life
The fall of human beings
Creation stories in traditional African Society
Caring for the air and water
Caring for animals and plants
New life in the community
New life in the African society
By the end of the lesson the learner should be able to:1. describe the fall of human beings2. appreciate God’s creation
By the end of the lesson the learner should be able to: 1. tell some creation stories from a traditional African society2. appreciate the traditional African stories of creation
By the end of the lesson the learner should be able to:1. write down ways of responding to God’s creation2. Care for God’s creation
By the end of the lesson the learner should be able to:1. write down ways of responding to God’s creation2. care for God’s creation
By the end of the lesson the learner should be able to:1. state what new life is2. desire to share the new life with others
By the end of the lesson the learner should be able to:1. describe the occasions that mark new life in the traditional African society2. desire to share new life with others
• Questions and answers• Explanation • Scripture reading• Narration• Discussion
• Explanation • Narration/story telling • Scripture reading• Recitation
• Explanation • Scripture reading• Note taking• Watching film/video
• Explanation• Demonstration • Practical work: planting trees or any other plants• Note taking• Scripture reading• Prayer
• Explanation• Storytelling• Scripture reading• Note taking
• Explanation: occasions of new life in ATS• Discussion: significance of these occasions• Narration• Note taking• Scripture reading
• The Good News Bible: Genesis 3:1-14• Chart drawing of Adam and Eve in the garden of Eden• Chalkboard
• The Good News Bible: Genesis 2:5-25• Chalkboard
• The Good News Bible: Genesis 1:28• Film or video• Chalkboard
• The Good News Bible: Genesis 1:28-30, Psalms 104:20• Real objects i.e. plants• Charts and pictures
• The Good News Bible: 2 Corinthians 5:17
• The Good News Bible: Ephesians 4:20-24• Resource person
• Pupil’s Book 6 page 4• Teacher’s Guide page 3
• Pupil’s Book 6 page 5• Teacher’s Guide page 4
• Pupil’s Book 6 page 6• Teacher’s Guide pages 6-7
• Pupil’s Book 6 page 7• Teacher’s Guide pages 7-8
• Pupil’s Book 6 page 8• Teacher’s Guide pages 8-9
• Pupil’s Book 6 pages 8-10• Teacher’s Guide pages 9-12
Living in Christ Standard SixSchemes of Work
Term 1
200
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
3
New life in Christianity
How we give our lives to God
God gives us new life
Christians sharing with others
How our ancestors served the clan
How our ancestors shared their possessions
By the end of the lesson the learner should be able to:1. explain what new life means to Christians2. desire to share new life with others
By the end of the lesson the learner should be able to:1. state how Christians can give their lives to God2. desire to share with others
By the end of the lesson the learner should be able to:1. state how God gives us new life2. desire to share new life with others
By the end of the lesson the learner should be able to:1. mention ways in which Christians share with others2. desire to share his/her possessions with others
By the end of the lesson the learner should be able to:1. state how ancestors served the clan2. desire to share his/her possessions with others
By the end of the lesson the learner should be able to:1. state how our ancestors shared their possessions2. desire to share his/her possessions
• Discussion • Explanation• Scripture reading• Note taking
• Questions and answers• Scripture reading• Explanation• Discussion• Note taking
• Explanation• Note taking• Questions and answers• Songs• Scripture reading
• Scripture reading• Explanation• Questions and answers• Note taking• Project work
• Scripture reading• Questions and answers• Resource person• Explanation: ancestors served the community in the Traditional African society • They were rainmakers counselors and herbalists• Christians too serve the community in various ways
• Explanation• Scripture reading• Questions and answers• Note taking• Storytelling
• The Good News Bible: Ephesians 4:20
• The Good News Bible: Genesis 12:1-9, Malachi 3:8-12• Chalkboard
• The Good News Bible: Titus 3:4-8• Chalkboard
• The Good News Bible: Acts 6:1-6, 2:44-47, James 2:14-17, Hebrews 13:15-18
• The Good News Bible: Genesis 1:26-29, Hebrews 13:1• Resource person• Chalkboard
• The Good News Bible: Matthew 25: 33-40• Chalkboard
WE
EK
4
3
1
2
3
1
2
• Pupil’s Book 6 pages 11-12• Teacher’s Guide pages 12-13
• Pupil’s Book 6 pages 11-12• Teacher’s Guide pages 13-14
• Pupil’s Book 6 pages 12-13• Teacher’s Guide pages 15-16
• Pupil’s Book 6 6 pages 13-14• Teacher’s Guide pages 16-17
• Pupil’s Book 6 pages 14-15• Teachers Guide pages 17-18
• Pupil’s Book 6 page 16• Teacher’s Guide pages 18-19
WE
EK
5
Living in Christ Standard SixSchemes of WorkTerm 1
201
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
5
Sharing talents and skills with others
Sharing a meal
Meaning of Passover
The last supper
Christ suffered and died for all
Sharing communion
By the end of the lesson the learner should be able to:1. explain how Christians share their skills and talents2. be willing to share his/ her talents with others
By the end of the lesson the learner should be able to:1. write down the importance of sharing a meal2. desire to share a meal with others
By the end of the lesson the learner should be able to: 1. state the meaning of the Passover2. desire to share a meal with others
By the end of the lesson the learner should be able to:1. narrate the events of the last supper of Jesus and his disciples2. appreciate celebration of the last supper
By the end of the lesson the learner should be able to:1. describe how Jesus suffered and died2. rejoice in the death and resurrection of Jesus
By the end of the lesson the learner should be able to:1. explain how communion is shared2. appreciate the sharing of the holy communion
• Narration• Scripture reading• Demonstration: using musical instruments• Recitation and memorizing• Explanation• Note taking• Observation
• Discussion • Scripture reading• Explanation• Dramatization: Zacchaeus account• Note taking
• Scripture reading• Narration• Explanation: the Israelites feast • Dramatization of the Passover• Note taking
• Scripture reading• Note taking• Narration: story of the last supper • Questions and answers• Explanation• Role play the last supper
• Scripture reading• Questions and answers• Note taking• Dramatization• Explanation
• Questions and answers• Note taking• Dramatization• Explanation
• The Good News Bible: Ephesians 4:11• Musical instruments• Chart drawings
• The Good News Bible: Luke 19:1-10• Chalkboard
• The Good News Bible: Exodus 12:21-28• Foodstuff• Chalkboard
• The Good News Bible: Luke 22:17-18• Chalkboard• Foodstuff
• The Good News Bible: 1 Corinthians 11:23-26
• The Good News Bible: 1 Corinthians 11:23-26, Acts 2:42-47, John 6:1-14• Foodstuffs
• Pupil’s Book 6 pages 16-17• Teacher’s Guide pages 19-20
• Pupil’s Book 6 page 18• Teacher’s Guide pages 21-22
• Pupil’s Book 6 pages 19-20• Teacher’s Guide pages 22-23
• Pupil’s Book 6 page 20• Teacher’s Guide pages 23-25
• Pupil’s Book 6 pages 21-22• Teacher’s Guide page 25
• Pupil’s Book 6 pages 22-23• Teacher’s Guide pages 27-28
3
1
2
3
1
2
WE
EK
6
4. Break-ing bread together
WE
EK
7
Living in Christ Standard SixSchemes of Work
Term 1
202
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
7
The Second Coming
Repentance and forgiveness
Values in breaking of bread
Christian sup-port for people with special needs
Supporting the physically impaired
By the end of the lesson the learner should be able to:1. state how he/she can prepare for the second coming of Jesus Christ2. look foward to the second coming of Jesus Christ
By the end of the lesson the learner should be able to:1. write down the meaning of repentance and forgiveness2. be willing to repent and forgive
By the end of the lesson the learner should be able to:1. list the values required during breaking of bread2. practice values required in breaking of bread
By the end of the lesson the learner should be able to:1. give reasons why Christians should support people with special needs 2. be willing to support people with special needs
By the end of the lesson the learner should be able to:1. name types of special needs of the physically impaired 2. be willing to support people with special needs
• Questions and answers• Note taking• Dramatization• Reciting and memorizing of scripture• Explanation
• Questions and answers• Note taking• Narration: prodigal son• Scripture reading• Dramatization: Prodigal son• Explanation
• Questions and answers• Note taking• Narration: the story of Kadzo• Scripture reading• Explanation:
• Questions and answers• Note taking• Demonstration• Scripture reading• Explanation
• Demonstration: charts• Explanation • Scripture reading• Note taking
• The Good News Bible: 2 Peter 3:10-15 • Chalkboard
• The Good News Bible: Luke 15:11-32• Chart drawing of father hugging son
• The Good News Bible: 1 Corinthians 11:23-36
• The Good News Bible: Psalms 139:14-15, James 2:14-17• Chart drawing of equipment used by people with various disabilities
• The Good News Bible: Acts 3:1-10• Chart drawing of a wheel chair and other equipment used by people with physical disabilities• Chalkboard
• Pupil’s Book 6 page 23 • Teacher’s Guide pages 28-29
• Pupil’s Book 6 pages 24-25• Teacher’s Guide page 29-30
• Pupil’s Book 6 page 25• Teacher’s Guide page 30
• Pupil’s Book 6 pages 26-27• Teacher’s Guide pages 32-33
• Pupil’s Book 6 page 27• Teacher’s Guide pages 33-34
3
1
2
1
2
WE
EK
8W
EE
K 1
5. Sup-porting people with Spe-cial Needs
Living in Christ Standard SixSchemes of WorkTerm 1
203
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
1
3
1
2
3
1
2
Supporting the visually impaired
Supporting the hearing impaired
Caring for the mentally chal-lenged
Caring for peo-ple with speech disorders
Caring for people with emotional and behaviour problems
Caring for orphans
By the end of the lesson the learner should be able to: 1. name types of special needs of the visually impaired2. be willing to support people with special needs
By the end of the lesson the learner should be able to: 1. name types of special needs of the hearing impaired2. be willing to support people with special needs
By the end of the lesson the learner should be able to:1. name types of special needs of the mentally challenged2. be willing to support people with special needs
By the end of the lesson the learner should be able to:1. name types of special needs of those with speech disorders2. Be willing to support people with special needs
By the end of the lesson the learner should be able to:1. name types of special needs of those with emotional and behaviour problems 2. be patient with people with special needs
By the end of the lesson the learner should be able to:1. name types of special needs of orphans2. be willing to support people with special needs
• Demonstration• Explanation: a visually impaired person has difficulty in seeing. There are various levels of visual impairments. Visually impaired persons use lenses and braille • Questions and answers• Note taking
• Scripture reading• Explanation: levels of hearing impairments, use of sign language and hearing aids • Note taking• Demonstration: sign language• Discussion
• Scripture reading• Explanation• Note taking
• Scripture reading • Explanation• Discussion• Note taking• Prayer
• Scripture reading• Explanation• Questions and answers• Dramatization• Note taking
• Scripture reading• Explanation• Discussion• Note taking• Questions and answers• Prayer
• The Good News Bible: John 9:1-12• Chart drawing: equipment used by people with visual disabilities• Chalkboard
• The Good News Bible: Mark 7:31-37• Chart showing hearing aid• Chalkboard
• The Good News Bible: Matthew 8:28-34• Chalkboard
• The Good News Bible: Matthew 9:32-33• Chalkboard
• The Good News Bible: Luke 8:42-48• Chalkboard
• The Good News Bible: Deuteronomy 26:12, James 1:27, Jeremiah 7:5-6• Chalkboard
• Pupil’s Book 6 page 28• Teacher’s Guide pages 35-36
• Pupil’s Book 6 pages 28-29• Teacher’s Guide pages 36-37
• Pupil’s Book 6 page 29• Teacher’s Guide pages 37-38
• Pupil’s Book 6 page 30• Teacher’s Guide pages 38-39
• Pupil’s Book 6 page 30• Teacher’s Guide pages 39-40
• Pupil’s Book 6 page 31• Teacher’s Guide pages 40-41
WE
EK
3W
EE
K 2
Living in Christ Standard Six Schemes of Work: Term Two
204
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
3 3
1
2
2
3 6. Living a responsi-ble Life
Caring for the poor
Caring for peo-ple living with HIV/AIDS
Supporting refugees
Supporting street children
Acquiring self- awareness
By the end of the lesson the learner should be able to:1. name types of special needs of the poor2. tolerate people with special needs
By the end of the lesson the learner should be able to1 name types of special needs of those with HIV/AIDS2. be patient with people with special needs
By the end of the lesson the learner should be able to:1. name types of special needs of refugees2. tolerate people with special needs
By the end of the lesson the learner should be able to:1. name types of special needs of street children2. be patient with people with special needs
By the end of the lesson the learner should be able to:1. state ways in which he/she can express feelings of self-worth2. appreciate himself/herself
• Note taking• Questions and answers• Prayer• Explanation
• Scripture reading• Note taking• Explanation: guest speaker• Watching video/audio materials on HIV/AIDS• Discussion• Prayer
• Scripture reading• Explanation• Discussion• Note taking• Reading newspaper cuttings• Dramatization • Narration• Prayer
• Scripture reading• Watching film or video• Explanation• Discussion• Questions and answers• Note taking• Prayer
• Scripture reading• Discussion• Explanation• Questions and answers• Note taking• Prayer
• The Good News Bible: Psalms 41:1
• The Good News Bible: Mark 1:34• Resource person• Video/audio resources
• The Good News Bible: Mark 2:1-12• Resource person• Video/audio resources
• The Good News Bible: James 2:14-17• Resource person• Video/audio materials
• The Good News Bible: Isaiah 43: 4• Realia i.e. mirror• Chalkboard• Chart showing relationship between body mind and soul
• Pupil’s Book 6 page 31• Teacher’s Guide pages 41-42
• Pupil’s Book 6 pages 32-33• Teacher’s Guide pages 42-43
• Pupil’s Book 6 pages 33-34• Teacher’s Guide page 44
• Pupil’s Book 6 page 34• Teacher’s Guide pages 45-46
• Pupil’s Book 6 pages 36-37• Teacher’s Guide pages 48-49
WE
EK
4
Living in Christ Standard SixSchemes of WorkTerm 2
205
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
5
1
2
3
1
2
3
Identifying interests and abilities
Using our abilities
Acceptable character traits
Responsible behaviour at home
Responsible behaviour in public
Developing goal seeking behaviour
By the end of the lesson the learner should be able to:1. describe his/her interests and abilities2. appreciate him/herself
By the end of the lesson the learner should be able to:1. describe his/her interests and abilities2. appreciate him/herself
By the end of the lesson the learner should be able to:1. state his/ her own acceptable and less acceptable character traits2. appreciate him/herself
By the end of the lesson the learner should be able to:1. state how he/she can behave responsibly at home2. respect authority
By the end of the lesson the learner should be able to:1. state how he/she can behave responsibly in public2. respect his/her property and that of others
By the end of the lesson the learner should be able to:1. explain how he/she can develop goal seeking behaviour2. set clear goals
• Scripture reading• Discussion• Narration• Note taking
• Scripture reading• Discussion• Class presentation• Narration• Explanation• Note taking
• Scripture reading• Discussion• Explanation• Note taking• Questions and answers
• Questions and answers• Scripture reading• Explanation• Note taking• Dramatization• Memorization
• Scripture reading• Questions and answers• Discussion• Dramatization• Explanation• Note taking• Recitation of scripture
• Scripture reading • Questions and answers• Discussion• Explanation • Note taking
• The Good News Bible: 1 Corinthians 12:4-11, Matthew 25:14-30• Realia: objects such as football, art instruments etc• Flashcards• Chalkboard
• The Good News Bible: 1 Peter 4:10-11• Chalkboard
• The Good News Bible: 1 Peter 2:1-3• Chalkboard
• The Good News Bible: Ephesians 4:25-32, Colossians 3:20 • Chalkboard
• The Good News Bible: Ephesians 4:25-32, Romans 13:1-5• Chalkboard
• The Good News Bible: Matthew 25:14-30• Chalkboard
• Pupil’s Book 6 page 37• Teacher’s Guide pages 49-50
• Pupil’s Book 6 page 37• Teacher’s Guide pages 50-51
• Pupil’s Book 6 pages 38-39• Teacher’s Guide pages 51-52
• Pupil’s Book 6 pages 39-40• Teacher’s Guide pages 52-53
• Pupil’s Book 6 pages 40-42• Teacher’s Guide pages 53-54
• Pupil’s Book 6 pages 42-44• Teacher’s Guide pages 54-55
WE
EK
6
Living in Christ Standard SixSchemes of Work
Term 2
206
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
7
1
2
3
4
1
2
Assertiveness
Making deci-sions
Critical think-ing
Creative thinking
Listening and responding to others
Gifts and fruit of the Holy Spirit
By the end of the lesson the learner should be able to: 1. state how others regard him/her2. appreciate him/herself
By the end of the lesson the learner should be able to:1. state the meaning of decision making2. desire to make the right decisions
By the end of the lesson the learner should be able to:1. state the meaning of critical thinking2. explain situations that require critical thinking and desire to develop those skills
By the end of the lesson the learner should be able to:1. explain the meaning of creative thinking2. desire to develop creative thinking skills
By the end of the lesson the learner should be able to:1. describe the importance of following instructions2. make and maintain friendship
By the End of the lesson the learner should be able to:1. list the fruit and gifts of the Holy Spirit2. desire to be led by the holy spirit
• Scripture reading• Question and answer• Explanation• Note taking• Discussion• Miming
• Class quiz• Scripture reading• Brainstorming• Explanation• Discussion• Note taking
• Scripture reading• Discussion• Explanation• Questions and answers• Class quizzes• Note taking
• Scripture reading• Class quizzes• Discussion• Note taking• Questions and answers• Explanation
• Scripture reading• Discussion• Explanation• Questions and answers• Narration• Note taking• Role playing
• Scripture reading• Questions and answers• Explanation• Dramatization• Note taking
• The Good News Bible: Genesis 39:6-12
• Chalkboard
• The Good News Bible: Joshua 24:15 • Chalkboard
• The Good News Bible: Luke 4:1-4 • Chalkboard
• The Good News Bible: 1 Kings 3:16-28 • Chalkboard• Chart
• The Good News Bible: John 3:1-10 • Chalkboard
• The Good News Bible: 1 Corinthians 12:4-11, Galatians 5:22-23• Charts• Chalkboard• Real objects i.e. fruits
• Pupil’s Book 6 pages 44-46• Teacher’s Guide pages 55-57
• Pupil’s Book 6 pages 46-47• Teacher’s Guide pages 57-58
• Pupil’s Book 6 pages 47-48• Teacher’s Guide pages 58-59
• Pupil’s Book 6 pages 49-50• Teacher’s Guide page 59
• Pupil’s Book 6 pages 50-51• Teacher’s Guide page 60
• Pupil’s Book 6 pages 52-53• Teacher’s Guide pages 61-62
7. Being led by the Holy Spirit
WE
EK
8
Living in Christ Standard SixSchemes of WorkTerm 2
207
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
8
Gideon: A brave and mighty man
Paul’s re-sponse to the Holy Spirit
How the Holy Spirit led the writers of the Bible
Using the Bible as our guide
Charismatic renewal in the church in Kenya today
The Holy Spirit in the Life of a Christian
By the end of the lesson the learner should be able to:1. tell the story of Gideon2. desire to be led by the Holy Spirit
By the End of the lesson the learner should be able to 1. explain how Paul responded to the Holy Spirit2. desire to be led by the Holy spirit
By the end of the lesson the learner should be able to:1. explain how the Holy Spirit guided the writers of the Bible2. read the Bible daily
By the end of the lesson the learner should be able to: 1. narrate the story of Philip and the Ethiopian Eunuch2. use the Bible as his/her guide
By the end of the lesson the learner should be able to:1. describe the charismatic renewal in Kenya 2. appreciate the charismatic renewal in the church today
By the end of the lesson the learner should be able to:1. list the gifts and fruit of the Holy spirit2. desire to be led by the Holy Spirit
• Scripture reading• Questions and answers• Narration• Group discussion• Class presentation• Explanation• Note taking
• Scripture reading• Questions and answers• Explanation• Note taking• Discussion
• Scripture reading• Questions and answers • Reading newspaper cuttings• Explanation• Demonstration• Note taking
• Scripture reading• Narration• Explanation• Questions and answers• Discussion• Dramatization
• Scripture reading• Questions and answers• Group discussion• Class presentation• Explanation• Note taking• Memorization
• Scripture reading• Questions and answers • Explanation• Note taking• Singing• Discussion• Memorization
• The Good News Bible: Judges 6:11-16, 7:1-3, 7:16-22• Picture drawing of Gideon• Chalkboard
• The Good News Bible: Acts 16:6-10, 18:9-11, 20:22-24• Chalkboard
• The Good News Bible: 2 Timothy 3:14-17• Chalkboard• Newspaper cuttings• Picture of Bible
• The Good News Bible: Acts 8:26-40• Charts• Chalkboard
• The Good News Bible: Acts 5:32, John 1:12, Luke 11:13• Charts• Chalkboard
• The Good News Bible: 2 Peter 1:2-4, John 16: 15-32, Acts 13:1-4• Chalkboard
• Pupil’s Book 6 pages 53-54• Teacher’s Guide pages 63-64
• Pupil’s Book 6 pages 54-55• Teacher’s Guide page 65
• Pupil’s Book 6 pages 55-56• Teacher’s Guide pages 65-66
• Pupil’s Book 6 pages 56-57• Teacher’s Guide pages 67-68
• Pupil’s Book 6 pages 57-58• Teacher’s Guide pages 68-69
• Pupil’s Book 6 pages 56-58• Teacher’s Guide pages 69-70
3
1
2
3
1
2
WE
EK
9W
EE
K 1
0
Living in Christ Standard SixSchemes of Work
Term 2
208
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
10 Unity in the
Church
My Class
Our communi-ty background: Appreciating ethnic differ-ences
Appreciatingreligious, nationalityand racial backgrounds
Supporting the needy
Accepting the less fortunate
By the end of the lesson the learner should be able to:1. state how the Holy Spirit has led to unity in the church2. desire to be led by the Holy Spirit
By the end of the lesson the learner should be able to:1. mention the differences among pupils in class2. accept differences among pupils in class
By the end of the lesson the learner should be able to:1. state differences in the local community2. be grateful to God for individual differences
By the end of the lesson the learner should be able to:1. explain how he/she can over come social barriers in life2. respect each other and other religions
By the end of the lesson the learner should be able to: 1. state how he /she accepts the needy people in society2. realize that we are all equal before God
By the end of the lesson the learner should be able to:1. explain how he/she can overcome social barriers in life2. realize that we are all equal before God
• Scripture reading• Explanation• Singing• Note taking• Quizzes• Discussion
• Scripture reading• Explanation• Demonstration• Observation and note taking• Discussion
• Scripture reading• Explanation• Group discussion• Class presentation• Brainstorming• Note taking
• Scripture reading• Explanation• Discussion• Note taking
• Scripture reading• Explanation• Discussion• Note taking• Narration
• Discussion• Explanation• Note taking • Narration• Questions and answers
• The Good News Bible: Ephesians 4:3-6• Charts• Chalkboard
• The Good News Bible: Psalms 139:13-18• Chalkboard• Real objects of different types e.g. fruits
• The Good News Bible: 1 Corinthians 12:27-30, Romans 12:4-10• Chalkboard
• The Good News Bible: Galatians 3:28, John 4:7-9• Chalkboard• Items peculiar to different religions e.g. Koran, Rosary, Bible e.t.c
• The Good News Bible: Romans 15:26-29• Chalkboard
• The Good News Bible: Luke 17:11-19, 10:25-37, James 2:5-9, 14-18.• Pictures• Chalkboard
• Pupil’s Book 6 pages 58-59• Teacher’s Guide pages 70-71
• Pupil’s Book 6 pages 60-61• Teacher’s Guide pages 72-73
• Pupil’s Book 6 pages 61-63• Teacher’s Guide pages 73-75
• Pupil’s Book 6 pages 61-63• Teacher’s Guide pages 76-78
• Pupil’s Book 6 pages 64-66• Teacher’s Guide pages 79-80
• Pupil’s Book 6 page 67• Teacher’s Guide pages 81-82
3
1
2
3
1
2
8. God’s people are united
WE
EK
1W
EE
K 2
Living in Christ Standard Six Schemes of Work: Term Three
209
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
2
We are all equal before God
Role of the Church in uniting people
Definition of work
Why people work today in Traditional African Society
Reasons why God wants us to work
Division of work at home
By the end of the lesson the learner should be able to:1. state how we are all equal before God2. realize that we are all created in the image of God
By the end of the lesson the learner should be able to:1. explain the role of the church in uniting people2. appreciate the efforts made by the church in uniting people
By the end of the lesson the learner should be able to:1. define work2. work willingly
By the end of the lesson the learner should be able to:1. give reasons why people work today and in the traditional African society2. develop positive attitudes towards work
By the end of the lesson the learner should be able to:1. explain why God wants him/ her to work2. work willingly
By the end of the lesson the learner should be able to:1. explain how work is divided at home2. work willingly
• Discussion• Narration• Scripture reading• Questions and answers• Note taking
• Scripture reading• Discussion• Questions and answers• Note taking• Field visit
• Scripture reading• Discussion• Note taking• Questions and answers• Role play
• Scripture reading• Group Discussion• Class presentations• Note taking• Narration
• Scripture reading• Discussion• Questions and answers• Brainstorming• Quizzes• Note taking
• Scripture reading• Discussion• Role play• Brainstorming• Note taking
• The Good News Bible: James 2:1-4, 1 Corinthians 12: 14-20, • Chalkboard
• The Good News Bible: Psalms 133:1-3, John 17:9-11, James 4:11-12• Chalkboard
• The Good News Bible: Genesis 2:1-3, 2:15• Chalkboard• Chart of various types of work
• The Good News Bible: Genesis 2:15• Chalkboard• Resource person
• The Good News Bible: John 4:40-44, 5:17, Romans 12:6-8• Chart• Chalkboard
• The Good News Bible: 1 Thessalonians 4:1, 2 Thessalonians 3:10-12, Colossians 3:23• Charts• Chalkboard
• Pupil’s Book 6 pages 67-68• Teacher’s Guide pages 83-84
• Pupil’s Book 6 pages 68-69• Teacher’s Guide pages 85-86
• Pupil’s Book 6 page 70• Teacher’s Guide page 87
• Pupil’s Book 6 pages 71-72• Teacher’s Guide page 88
• Pupil’s Book 6 pages 72-73• Teacher’s Guide page 89
• Pupil’s Book 6 pages 73-74• Teacher’s Guide pages 90-91
3
1
2
3
1
2
WE
EK
3
9. Dignity of Work
WE
EK
4
Living in Christ Standard SixSchemes of Work
Term 3
210
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
4
Forms of Child labour
Effects of child labour
Working for the community and the nation
Dignity of manual work
Attitudes to-wards work
By the end of the lesson the learner should be able to:1. describe various forms of child labour2. work willingly
By the end of the lesson the learner should be able to:1. describe the effects of child labour2. appreciate being in school
By the end of the lesson the learner should be able to:1. describe how people work in the community and for the nation2. appreciate various types of work done by people
By the end of the lesson the learner should be able to:1. explain the importance of manual work2. appreciate various types of work done by people
By the end of the lesson the learner should be able to:1. describe how people work in the community and for the nation2. develop positive attitudes towards work
• Scripture reading• Discussion• Role play• Watching film/video• Note taking• Questions and answers
• Scripture reading• Explanation• Watching video/film on effects of child labour• Discussion• Brainstorming• Note taking
• Scripture reading• Questions and answers• Note taking• Discussion• Role play• Reciting poems
• Scripture reading• Questions and answers• Field trip or role play• Note taking• Explanation
• Scripture reading• Discussion• Narration/story telling• Explanation• Note taking• Reciting and memorizing scripture
• The Good News Bible: 2 Kings 5:2• Film/video on child labour• Chalkboard
• The Good News Bible: Acts 16:16• Chalkboard• Film/video, posters, showing effects of child labour
• The Good News Bible: 2 Thessalonians 3:6-13, Romans 13:6-8• Chalkboard• Posters showing various kinds of work in the community
• The Good News Bible: 2 Thessalonians 3: 7-8• Chalkboard
• The Good News Bible: Luke 18:9-14• Chalkboard• Charts
• Pupil’s Book 6 pages 74-75• Teacher’s Guide pages 91-92
• Pupil’s Book 6 pages 75-76• Teacher’s Guide pages 92-93
• Pupil’s Book 6 pages 76-77• Teacher’s Guide pages 93-94
• Pupil’s Book 6 pages 79-80• Teacher’s Guide pages 95-96
• Pupil’s Book 6 pages 80-82• Teacher’s Guide pages 96-97
3
1
2
3
1
WE
EK
5W
EE
K 6
Living in Christ Standard SixSchemes of WorkTerm 3
211
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
6
What it means to work for God
Our hopes after primary School
Our hopes for adult life
How we over-come disap-pointment
What the church hopes for
Wise men hope for the King
By the end of the lesson the learner should be able to:1. state what it means to work for God2. work willingly
By the end of the lesson the learner should be able to:1. explain what his/her hopes are2. develop Christian hope
By the end of the lesson the learner should be able to:1. explain what his/her future hopes are2. develop Christian hope
By the end of the lesson the learner should be able to:1. state how he/she overcomes disappointment2. seek God’s purpose for his/her life
By the end of the lesson the learner should be able to:1. describe what a Christian hopes for2. develop a sure hope in Jesus Christ
By the end of the lesson the learner should be able to:1. state the hopes of the wise men2. develop a sure hope in Jesus
• Scripture reading• Discussion• Note taking• Explanation• Questions and answers
• Scripture reading• Note taking• Buzz groups• Discussion• Explanation
• Scripture reading• Discussion• Explanation• Note taking• Questions and answers
• Scripture reading• Discussion• Explanation• Note taking• Recitation
• Scripture reading• Discussion• Explanation• Note taking• Questions and answers• Recitation and memorization of scripture
• Scripture reading• Discussion• Note taking• Questions and answers• Dramatization• Explanation
• The Good News Bible: Romans 16:1-2,6• Chalkboard
• The Good News Bible: Romans 8:23-25, 28• Chalkboard
• The Good News Bible: Psalms 138:7-8, Jeremiah 29:10-14• Chalkboard
• The Good News Bible: Isaiah 41:10• Chalkboard
• The Good News Bible: Romans 15:12-13• Charts• Chalkboard
• The Good News Bible: Matthew 2:1-23• Chalkboard
• Pupil’s Book 6 pages 82-83• Teacher’s Guide pages 97-98
• Pupil’s Book 6 pages 84-85• Teacher’s Guide pages 100-101
• Pupil’s Book 6 pages 85-86• Teacher’s Guide pages 101-102
• Pupil’s Book 6 pages 86-87• Teacher’s Guide pages 102-103
• Pupil’s Book 6 page 88• Teacher’s Guide pages 103-104
• Pupil’s Book 6 page 89• Teacher’s Guide pages 104-105
2
3
1
2
3
1
10. The Hope of the world
WE
EK
7W
EE
K 8
Living in Christ Standard SixSchemes of Work
Term 3
212
LESSONS OBJECTIVES TEACHING/LEARNING ACTIVITIES
SUB-TOPIC TEACHING/LEARNING RESOURCES
REMARKSTOPIC REFERENCES
NOT FOR SALE For use with Living in Christ Standard Six
WE
EK
8
Jesus Christ a sure hope for humankind
Our ambitions in life
Jesus Christ: Hope for eter-nal life
Eternal life: How it is re-ceived
Life after death
By the end of the lesson the learner should be able to:1. explain how God is a sure hope for humankind2. develop a sure hope in Jesus Christ
By the end of the lesson the learner should be able to:1. state the purpose God the father has for his/ her life 2. seek God’s purpose for his/ her life
By the end of the lesson the learner should be able to:1. give the meaning of eternal life2. desire to live a holy life in hope of eternal life
By the end of the lesson the learner should be able to:1. give the meaning of eternal life2. desire to live a holy life in hope of eternal life
By the end of the lesson the learner should be able to:1. describe what Christians hope for 2. develop sure hope in Jesus Christ
• Scripture reading• Explanation• Discussion• Brainstorming• Note taking
• Scripture reading• Discussion• Explanation• Note taking• Quizzes• Questions and answers
• Scripture reading• Discussion• Explanation• Note taking• Questions and answers
• Scripture reading• Discussion• Recitation• Explanation• Note taking• Questions and answers
• Explanation• Scripture reading• Recitation and memorization• Dramatization• Questions and answers• Note taking
• The Good News Bible: Matthew 1:18-22, Romans 15:12, John 17:25-26• Chalkboard
• The Good News Bible: Micah 6: 6-8• Chalkboard• Resource person: career counsellor
• The Good News Bible: John 3:16, 3:36• Chalkboard
• The Good News Bible: 1 Corinthians 15:12, 21,35, 42-44• Chalkboard
• The Good News Bible: John 14:1-30• Chalkboard
• Pupil’s Book 6 page 90• Teacher’s Guide pages 103-104
• Pupil’s Book 6 pages 90-91• Teacher’s Guide pages 105-106
• Pupil’s Book 6 pages 91-92• Teacher’s Guide pages 106-107
• Pupil’s Book 6 page 92• Teacher’s Guide pages 107-108
• Pupil’s Book 6 page 93• Teacher’s Guide page 108
2
3
1
2
WE
EK
9
Living in Christ Standard SixSchemes of WorkTerm 3