NPPE schemes Class 5 - Home - Oxford University Press … · · 2016-03-29schemes of work is an...

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.



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


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





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.



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.



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.



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


WE

EK

2

New Progressive Primary English Standard FiveSchemes of Work

Term 1





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.



3 – 4 Reading Learners should be able to read the passage ‘Wakesho helps her grandmother’ fluently and accurately and answer the oral questions.


• Talking about helping a sick relative.

• Reading silently and dramatize the story in the passage.


Picture in the Pupil’s Book.



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.


• Recording answers in the exercise books.

• Writing a letter to a friend.



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


New Progressive Primary English Standard FiveSchemes of WorkTerm 1





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.


• Constructing sentences.



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.


questions.



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.


• Recording answers.• Copying the given letter.• Writing a reply to the given

letter.



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.


Outline points.

Fun spot. NPPE Pupil’s Book 5 pp 25


WE

EK

4


Term 1





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.



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.


questions.



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.


• 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.


Outline points.








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.



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.


questions.



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.




• 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


Term 1





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.


sentences.




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.


• Reading the passage aloud.• Asking and answering 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 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



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.


• Reading and acting out the conversation in pairs.

• Discussing the conversation.



1 – 2 Oral Work • Discussing the pictures in the Pupil’s Book and contrast them.


sentences.• Asking and answering oral

questions.




WE

EK

7W

EE

K 8






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.



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.



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


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.



3 – 4 Reading Learners should be able to read the passage ‘The clean-up’ fluently and accurately, and answer the oral questions.


• 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.




WE

EK

9


Term 1





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.



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.



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






1 Revision Learners should be able to revise work covered in term one.


• 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.


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.



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.


NPPE Teacher’sBook 5 pp 40-43


• Reading silently.• Dramatizing the story.• Asking and answering oral

questions about the story.


NPPE Teacher’sBook 5 pp 42-43

WE

EK

1New Progressive Primary English Scheme of Work for Standard Five: Term Two





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.


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.


questions.


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.


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


Not so Soon by Waithaka Waihenya.OUP, Nairobi.

WE

EK

2






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.


• Explaining meaning of new words.


• Constructing sentences.

Oxford Primary Dictionary for East Africa, sentence cards, pictures in the Pupil’s Book, containers, seedlings.


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.




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.





• 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


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.


WE

EK

3W

EE

K 4


Term 2





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.




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.


• Recording answers.• Writing a composition.




• Reading aloud.• Discussing the story.• Acting out the story.

Fun Spot. NPPE Pupil’s Book 5 p 73


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.


• 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.



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 .




WE

EK

4W

EE

K 5






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.





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.



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.




WE

EK

5W

EE

K 6


Term 2





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.


• Recording the answers.• Writing a letter.

Outline points, pictures in the Pupil’s Book.



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.



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.


words.• Constructing sentences.

Oxford primary Dictionary for East Africa, pictures in the Pupil’s Book.



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.




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.


• Recording correct answers.• Writing a composition.

Outline points, pictures in the Pupil’s Book.



WE

EK

6W

EE

K 7






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


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.



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





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.


• Recording answers.• Writing the composition.



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


Healer of Soles by Waithaka WaihenyaOUP, Nairobi.

WE

EK

7W

EE

K 8


Term 2





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.



3 – 4 Reading Learners should be able to read the passage ‘Fashion Show’ fluently and accurately, and answer the oral questions.

• Discussing clothing generally.


questions.




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.


• Recording answers.• Writing a speech.




• Reading aloud.• Discussing the story.• Retelling the story.



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






1 Revision Learners should be able to revise the work covered in term two.


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.


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.


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.


• Recording answers.• Copying sentences.• Making a poster.


• Discussing the pictures.• Reading aloud.• Discussing the story.• Retelling the story.

Fun spot.

NPPE Pupil’s andTeacher’s books 5









WE

EK

1New Progressive Primary English Scheme of Work for Standard Five: Term Three





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.




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.


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 p115


WE

EK

2






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.


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.



questions.

• Stating uses of trees.• Discussing the picture.• Reading aloud.• Reading the poem in turns. • Asking and answering oral

questions.


• 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.











WE

EK

3W

EE

K 4


Term 3





3 – 4 Reading Learners should be able to read the passage ‘What An Amazing Sight!’ fluently and accurately, and answer the oral questions.


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.



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.


• Recording answers.• Filling in the form.


• Practising the dialogue in pairs.

• Dramatise the dialogue. • Pronouncing new words. • Explaining the meanings

of new words.• Constructing sentences.• Asking and answering oral

questions.







NPPE Teacher’s Book p 85

No Place to Hide by D K Wacira, OUP, Nairobi.



WE

EK

4W

EE

K 5






3 – 4 Reading • Reminding pupils of the value of tourism.



questions.


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.








NPPE Pupil’s Book and Teacher’s Book Units 21-25



NPPE Pupil’s Book 5 pp 132-133NPPE Teacher’s Book 5 pp 89-90

WE

EK

5W

EE

K 6


Term 3





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.



• Recording answers.• Writing the diary.


• 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.









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.





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






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.


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.


questions.

• Revising the questions orally.• Writing the answers.• Writing a composition.

• Discussing the game.• Playing the game.

Fun spot.




NPPE Teacher’s Book pp 97-98



NPPE Pupil’s Book 5 pp 143 NPPE Teacher’s Book 5 pp 99

WE

EK

8


Term 3





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.


3 – 4 Reading Learners should be able to read the passage ‘A Hindu Wedding’ fluently and accurately, and answer the oral questions


NPPE Pupil’s Book5 pp 144-145


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



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.


questions.


• Recording the answers.• Making a wedding invitation

card.



questions for clarification. • Writing the exam.

Past exam papers, test items/questions, pens and answer sheets.





NPPE Pupil’s Book and Teacher’s Book Units 1-30

WE

EK

9W

EE

K 1

0


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


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


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


NYENZO

MA

ON

I

KIP

IND

IASILIA(Kiswahili



1.

2.

3.

4.

5.


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.


Ufahamu


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.



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


NYENZO

MA

ON

I

KIP

IND

IASILIA(Kiswahili



1.

2.

3.

4.

5.


Ufahamu


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.


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.


Ufahamu


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,ziara hospitalini

JUM

A 7

JUM

A 8

JUM

A 9

Kiswahili Sanifu Kitabu cha TanoMaazimio ya KaziMuhula wa Kwanza

35


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1.

2.

3.

4.

5.


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.


uk 38

uk 38/39

uk 40

uk 40/41

uk 41

JUM

A 1

0


Muhula wa Kwanza

36


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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.



Insha



Insha



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


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1.

2.

3.

4.

5.


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.



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.


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


Muhula wa Pili

38


NYENZO

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1.

2.

3.

4.

5.



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.


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.



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

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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.


Kusoma

Sarufi

Insha



Insha


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 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


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


Muhula wa Pili

40


NYENZO

MA

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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.


Maktaba

Sarufi

Insha


Kusoma

Sarufi

Insha



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 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


kadi zenye tarakimu, kitabu cha mwanafunzi

picha kitabuni, kitabu cha mwanafunzi

JUM

A 1

JUM

A 2

JUM

A 3

41


NYENZO

MA

ON

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IASILIA(Kiswahili



1.

2.

3.

4.

5.


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.



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


uk 110

uk 110/112

uk 112/113

uk 113

1.

2.

3.

4.

5.


Kusoma

Sarufi

Insha

• Kuwawezesha wanafunzi kusikiliza redio na baadaye kueleza na kuzungumzia yale walioyasikia.


• 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


Muhula wa Tatu

42


NYENZO

MA

ON

I

KIP

IND

IASILIA(Kiswahili



1.

2.

3.

4.

5.



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


1.

2.

3.

4.

5.


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


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


• 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


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




1Whole

Progressive Primary Mathematics Book 5: Sample Schemes of Work: Term 1W

EE

K 1

WE

EK

2W

EE

K 3

45







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 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 17 – 21Teacher’s Book pages 17 – 18



A chart with numbers from 1 to 100

Wall clock, fingers, chart



2Factors multiples

Progressive Primary Mathematics Standard FiveSchemes of Work

Term 1W

EE

K 3

WE

EK

4W

EE

K 5

46





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


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


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.


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





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 chart

5Multi-plication and division


Term 1

REVISION AND END TERM EXAMINATIONS




Progressive Primary Mathematics Book 5: Sample Schemes of Work: Term 2

Pupil’s Bookpages 46 - 49T/bk pgs 36-37


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


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






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


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


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


Pupil’s Book pages 56 – 58Teacher’s Book pages 43


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


49





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


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




Thousandths8Decimals

REVISION AND END TERM EXAMINATIONS




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





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


Beam balance, 1 kg mass, sand, soil, stones, 50 g, 100 g masses, 20/-, 10/-, 5/- coins


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


Conversion table for mass Pupil’s Bookpages 93 - 95Teacher’s Book pages 68-69

Real objects, e.g. bottletops, sticks


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, bottletops)


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



10Algebra

11Triangles and rectangles

WE

EK

2W

EE

K 3

WE

EK

4W

EE

K 5

51





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



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


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


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


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.


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





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


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


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


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


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


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





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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Schemes of WorkTerm 1

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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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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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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

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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

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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

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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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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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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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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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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


Term 1

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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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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

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Term 2

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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

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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

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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

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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

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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

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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


Term 2

74





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


75





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


Term 2

76





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


77





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


Term 2

78





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


79





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• Local environment• Relevant pictures• Real objects• Teacher’s Guide page 59


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





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


Urbaniza-tion

4&5to1

2

3&4

5

1

WE

EK

4W

EE

K 2

WE

EK


81





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



82





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



1

2&3

4&5

1&2

3

WE

EK

5W

EE

K 6


83





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


4&5

1

2&3

4&5

5&1

WE

EK

6W

EE

K 8

WE

EK



84





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 pages126–127• Teacher’s Guide page 75• Flag• Relevant pictures


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


85





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



86





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


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 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

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6

89




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






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




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









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

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4W

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K 5

WE

EK

6W

EE

K 7

91




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







WE

EK

8 1-6

1-3

1-3

1-6

WE

EK

9W

EE

K 1

0W

EE

K 1


92




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












Science in Action Schemes of Work for Standard Five: Term ThreeW

EE

K 1

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EK

2W

EE

K 3

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4W

EE

K 5

93




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


• 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 77-80Teacher’s Books pages 42-43




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


94




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





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. 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 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





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 page 15 • Teacher’s Guide pages 16-17


WE

EK

4

Living in Christ Standard FiveSchemes of Work

Term 1

98





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 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



• 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







WE

EK

6

Living in Christ Standard FiveSchemes of WorkTerm 1

99





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






WE

EK

8


Term 1

100





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







WE

EK

10


101





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: 1 John 4:1-3, 1 Peter 2:2-3, 1 Corinthians 3:4-8• Chalkboard



• Pupil’s Book 5 • Teacher’s Guide pages 43-50



WE

EK

2Living in Christ Standard Five Schemes of Work: Term Two

102





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• 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 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 page 50• Teacher’s Guide page 57-58

WE

EK

4W

EE

K 3


103





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


• The Good News Bible: 1 Corinthians 12:1-11 • Chalkboard











• Pupil’s Book 5 • Teacher’s Guide

WE

EK

7W

EE

K 6


Term 2

104





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• 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





• Pupil’s Book 5 page 55• Teacher”s Guide pages 63-64






WE

EK

9W

EE

K 8


105





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 5:16-18, 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 page 61• Teacher’s Guide





WE

EK

2W

EE

K 1


Term 2

106





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







WE

EK

4W

EE

K 3

Living in Christ Standard Five Schemes of Work: Term Three

107





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






WE

EK

5


Term 3

108





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: • 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 79-80

WE

EK

7


109





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






WE

EK

8W

EE

K 9


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 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



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


• 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, p. 11

NPPE Teacher’s Book 6, p. 12



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


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, p. 17NPPE Teacher’s Book 6, p. 17





3-4


115


Term 1


Writing

Library

Oral Work

7

1-2

5-6

WE

EK

5


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



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.


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. 22-24NPPE Teacher’s Book 6, pp. 23-25




116



Library


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


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


Outline points

• Storybook• Fun spot• OPDEA







NPPE Pupil’s Book 6, p. 31NPPE Teacher’s Book 6, p. 33Mr. Canta by Wahome Mutahi, OUP, Nairobi.

Writing5-6

WE

EK

6


117


Term 1


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. 32-34NPPE Teacher’s Book 6 pp. 34-36



NPPE Pupil’s Book 6, p 37



118


Term 1


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.


• 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











119


Term 1


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 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.


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

• Revising work covered.• Asking questions for clarification.• Writing the exam.


• OPDEA• Dishes, broom, a mop,

slasher, shoe brush, a bucket of water


Outline points

• Fun spot• Storybook

• Test items or questions• Pencils and pens• Answer sheets



NPPE Pupil’s Book 6, p. 44-45NPPE Teacher’s Book 6, p. 46-47



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



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.


adjectives.• write correct sentences using

adverbs of manner/time/place.• write a letter to advise Mr. Kuria

on how he can avoid accidents.


• 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









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


121


Term 2


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.


• 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


Outline points

• Storybook • Fun spot

NPPE Pupil’s Book 6, pp. 60 - 65






NPPE Pupil’s Book 6, pp. 65NPPE Teacher’s Book 6, pp. 66The Madhouse by Frank Njenga, OUP, Nairobi


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




122



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.


• Revising new words.• Talking about travelling experiences.• Reading silently.• Discussing oral questions.


• 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







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.


• 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.


• A toolbox.• A toy car• Picture of a car• OPDEA

• OPDEA• Pictures in the Pupil’s

Book






123


Term 2


Writing

Library

Oral Work

7

1-2

5-6

WE

EK

5

Reading

Oral Work

3-4

5-6

WE

EK

4


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.


• Discussing oral questions.• Writing down answers.• Writing the composition.

Outline points NPPE Pupil’s Book 6, pp. 71-75



• Reading aloud.• Asking and answering oral questions.• Discussing the story.• Dramatizing the story.



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.


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.


A chart showing virtues and vices

OPDEA









124



Library


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.



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


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.


punctuation.• write correct answers to the

questions given.• write a composition about a quarrel

they had with a friend.


• 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.


• Reading aloud/silently.• Discussing the story.• Retelling the story.

• Sentence card• Picture of people trying

to put out a fire


Outline points

Fun spot










125


Term 2


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.


• 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










126



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.


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










127


Term 2


Oral Work

Reading

Writing

Reading

Revision and Exami-nation

1-2

3-4

5-6

7

WE

EK

11

WE

EK

10


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.


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 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


• OPDEA


• Fun spot • Storybook

• Pens, answer sheet• Question items









Hassan the Genie by Wahome Mutahi, OUP, Nairobi

NPPE Pupil’s and Teacher’s books 6, Units 1-20



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.


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.



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.


• 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









Go for it, by Moses Auta, OUP, Nairobi.


129


Term 3


Oral Work

Reading

WE

EK

2

Writing5-6

1-2

3-4

Library7


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 Teache r ’s Book 6, pp. 108-110




130



1-2 Oral Work

WE

EK

3

Reading3-4

Writing5-6

7


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


• OPDEA

Outline points

Fun spot










131


Term 3


Oral Work

Reading3-4

1-2

WE

EK

4

Writing 5-6

7


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.


fullstops, question marks and capital letters.

• write correct sentences using commonly confused words appropriately.

• write a composition about their favourite game.


• 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


• Flashcards

Outline points

Fun spot



NPPE Pupil’s Book 6, pp. 124-126NPPE Teacher’s Book 6, pp. 117-118





Library


132



Oral Work

Reading

Writing

1-2

3-4

WE

EK

5

5-6


1-5

Library7

• OPDEA• Paint, needle, glue, sisal,

brush• An article made of raffia


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.


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 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.


• Revising work covered.• Asking questions for clarification.• Writing the test.

OPDEA

Outline points

Fun spot

• Pens• Answer sheets• Test items






NPPE Teacher’s Book 6, pp. 123 - 125




WE

EK

6


133


Term 3


1-2

3-4

WE

EK

7

5-6

7

Oral Work

Reading

Writing

Library


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.


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.


• 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









WE

EK

8


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



1-3 Oral Work


134



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.


phrasal verbs.• write correct answers to the

questions given.• write about a famous person who lived

in their community or country.


• 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.


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. 146 - 147NPPE Teacher’s Book 6, pp. 135Never Again by Frank Njenga, OUP, Nairobi.


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.


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



3-4

WE

EK

9 Reading

Writing5-6 • Discussing oral questions.• Recording answers.• Writing the composition.


• Outline points




135


Term 3


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



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.


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








5-6



WK

11

WE

EK

9

138


NYENZO

MA

ON

I

KIP

IND

IASILIA(Kiswahili


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


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.


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


NYENZO

MA

ON

I

KIP

IND

IASILIA(Kiswahili



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.


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.


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


NYENZO

MA

ON

I

KIP

IND

IASILIA(Kiswahili



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.


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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

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-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

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

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A 1

0JU

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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


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.

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Funza

Vitendawili

Maktaba

-to

Insha



Kitabu cha Mwanafunzi

Magazeti

Hekaheka mtoniTanakali za sautiKaribu

Insha

JUM

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A 2

JUM

A 3

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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.


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.


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

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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.


1.

2.

3.

4.

5.



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.


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A 8

JUM

A 9

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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.


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A 1

0


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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.


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

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JUM

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JUM

A 3

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2.

3.

4.

5.

Kusikiliza na kuzungumzaKusoma na kuandikaLugha

Sarufi

Kuandika

Zimamoto

Wazimamoto

Methali

-enye

Insha


1.

2.

3.

4.

5.

Msamiati


Sarufi

Kuandika

Vikembe

Duma

Istiara

Kutendwa na kutendekaInsha


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.


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A 6


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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.


uk 130

uk 131

uk 132

uk 132

uk 133

JUM

A 7

Kiswahili Sanifu Kitabu cha SitaMaazimio ya KaziMuhula wa Pili

150




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


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,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 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





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





Paper strips, fruits, cakes, etc


Pupil’s Book page 13Teacher’s Book page 13



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


3Multi-plicationanddivision

4Fraac-tions

152





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 30-31Teacher’s Book page 25

Pupil’s Book pages 31-32 Teacher’s Book page 26


Pupils’ Book pages 34-36Teacher’s Book pages 31-32



Paper stips, 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





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







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





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







100-square grids, 100 counters

Multiplication tables, 100-square grids, 100 counters


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





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







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



8Length

9Area

156





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







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


WE

EK

7W

EE

K 8

WE

EK

9Progressive Primary Mathematics Standard SixSchemes of WorkTerm 2

10Timeandspeed

11Lines

157





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







A protractor, a ruler





WE

EK

9W

EE

K 1

0W

EE

K 1



12Angles

158





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 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





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








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



16Moneyandnotes

17Algebra

160





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 152-153Teachers book pages 105-106



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



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





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 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





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






Our Lives Today SST Book 6 pages 21–23• Map of Eastern Africa showing vegetation


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 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


Term 1

TOPIC

166





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 51–52• Pictures in the Pupil’s Book pages 51–52


Our Lives Today SST Book 6 pages 54–55• Learners’ experiences• Local environment

WE

EK

9W

EE

K 1

0


TOPIC

167





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


Term 1

168





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


1&2

3 to5

WE

EK

1

169





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


Term 2

170





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


171





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 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


Term 2

172





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


WE

EK

7

173





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


Trade and industry

2

3

4

5


Term 2W

EE

K 7

174





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 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 page 92• Local environment

Trade and industry1

2

3

4

5

1


WE

EK

8W

EE

K 9

175





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


Term 2W

EE

K 9

WE

EK

10

176





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


WE

EK

10

WE

EK

11

177





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 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


Term 2W

EE

K 1

1W

EE

K 1

2W

EE

K 1

3

178





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


WE

EK

S 1

3 &

14

WE

EK

10

TOPIC

179





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 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


Traditional forms of government• Buganda

• Nyamwezi

Early visitors to Eastern Africa(Explorers,TradersMissionaries)

Establishment of colonial rule

TOPIC

180





1 & 2

3 to 5

1 to 3

4 & 5


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





WE

EK

3W

EE

K 4


TOPIC

181





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 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


WE

EK

4W

EE

K 5

WE

EK

6


Term 3

TOPIC

182







Our Lives Today SST Book 6 pages 150–151• Pictures of people working



• 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


TOPIC

183





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 161–163• Teacher’s own collection

• Question papers/Written questions• Writing materials

WE

EK

9W

EE

KS

11

& 1

2W

EE

K 1

0


Term 3

186



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




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




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




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




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




WE

EK

7W

EE

K 8

1-3

4-6

1-6


HIV testing and counseling

Effects of HIV/AIDS infection

Parts of a flower

189




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




WE

EK

9W

EE

K 1

0

1-2

3-6

1-6


190




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 24-25

Teacher’s Book pages 1-26

WE

EK

11

WE

EK

12

1-6

1-6


• Water• Seeds• Cotton wool• Sawdust• Glass jar• Charts

191




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





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




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




WE

EK

5W

EE

K 6

WE

EK

7W

EE

K 8


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




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


• 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




WE

EK

9W

EE

K 1

0&11

WE

EK

12

1-6

1-6

1-6


Agents of soil erosion

Types of soil erosion

Revision

194




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






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




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 pages67-70Teacher’s Book pages 55-56


WE

EK

5W

EE

K 6

WE

EK

7

1-6

1-6

1-6


10. Air

196




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


• 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





WE

EK

8W

EE

K 9

WE

EK

10

WE

EK

11

1-6

1-6

1-6

1-6


11. Force and motion

198




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


Living in Christ Standard Six Schemes of Work: Term One

199





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







Living in Christ Standard SixSchemes of Work

Term 1

200





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 6 pages 13-14• Teacher’s Guide pages 16-17

• Pupil’s Book 6 pages 14-15• Teachers Guide pages 17-18


WE

EK

5

Living in Christ Standard SixSchemes of WorkTerm 1

201





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: 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







3

1

2

3

1

2

WE

EK

6

4. Break-ing bread together

WE

EK

7


Term 1

202





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 pages 24-25• Teacher’s Guide page 29-30




3

1

2

1

2

WE

EK

8W

EE

K 1

5. Sup-porting people with Spe-cial Needs


203





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: Deuteronomy 26:12, James 1:27, Jeremiah 7:5-6• Chalkboard







WE

EK

3W

EE

K 2

Living in Christ Standard Six Schemes of Work: Term Two

204





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






WE

EK

4


205





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








WE

EK

6


Term 2

206





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







7. Being led by the Holy Spirit

WE

EK

8


207





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







3

1

2

3

1

2

WE

EK

9W

EE

K 1

0


Term 2

208





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







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





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







3

1

2

3

1

2

WE

EK

3

9. Dignity of Work

WE

EK

4


Term 3

210





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






3

1

2

3

1

WE

EK

5W

EE

K 6


211





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• 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








2

3

1

2

3

1

10. The Hope of the world

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EK

7W

EE

K 8


Term 3

212





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• 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







2

3

1

2

WE

EK

9


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